Giáo án Tiếng Anh 8 - Units 16: Inventions

I. Points: By the end of the unit Ss will be able to

- talk about some inventions. (inventors, date )

- talk or write a processing.

II. Language focus:

1. Grammar:

- Passive form. (revision)

- Sequence makers.

- Verb + to – infinitive.

 

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Unit 16: inventions
I. Points: By the end of the unit Ss will be able to
talk about some inventions. (inventors, date)
talk or write a processing. 
II. Language focus:
1. Grammar:
Passive form. (revision)
Sequence makers.
Verb + to – infinitive.
2. Vocabulary:
(to) crush
(to) drain (the water)
(to) flatten
mold
reinforced concrete
optical
(to) liquefy
(to) smooth
(to) refine
shell
microphone
fiber(s)
the pulp
chip
(to) ground
(to) press
(to) thresh
facsimile
loudspeaker
laser
mortar
manufacturing
(to) pour
(to) whiten
helicopter
procedure
roller
process
log
pulp vat
III. Teaching aids: tape, cassette, pictures, photographs, realia, book, board
IV. Teaching procedure:
Unit 16: inventions
Lesson 1: GETTING STARTED + Listen and Read P. 147 – 148
* Reading for details and revision of the passive form in the Present Simple Tense.
1. Warm up:
Jumbled words: telachoco = chocolate	beans 
 delicious 	mixture 	butter
2. Presentation:
Pre – teach:
manufacturing process 
(to) crush: nghiền nát 
to) liquefy: làm cho thành nước
(to) grind - ground: nghiền
(to) pour : đổ vào 
Mold: cái khuôn đúc
Shell: vỏ
Presentation dialogue: (L&R P.147-148)
Set the scene. Use the picture on P.148.
 Ss practice the dialogue with their partners and do the matching Listen and Read 2 P.149.
Key: a, E; b, D; c, C; d, F; e, B; f, A
Comprehension question: ‘What are the steps in the manufacturing of chocolate?’
Students work in pairs to find the answer to the question.
Teacher monitors and helps.
Key: 
First beans are washed, weighed and cooked.
Then, the shells are removed.
Next, the beans are crushed and liquefied.
After that, Cocoa is added along with sugar, vanilla and milk.
Finally, the mixture is ground, rolled and poured into molds.
Model sentences: (revision)
Beans are washed.
Cocoa is added.
Teacher elicits the model sentences from students.
Check meaning, use, form and pronunciation.(revision)
2. Practice:
Chain game:
Students take turns to play chain game.
Students write about the manufacturing process of chocolate.
3. Further Practice:
Students discuss and answer the question: What are these things made from? 
(sugar, wine, butter, paper, wood )
4. Homework: 1 P. 96
Unit 16: inventions
Lesson 2: Speak and LISTEN P 149-151
* Practice in talking about inventions and revision of the passive form in the Simple Past Tense; Practice in listening for details and revision of the passive form.
1. Pre – speaking:
Pre - teach: 
Names of different inventions.
facsimile 
reinforced 
concrete
microphone 
loudspeaker 
helicopter 
optical fiber 
 laser 
Matching: (Getting started P.147)
Students look at the pictures and the stages (A – E P.147) and do the matching.
Teacher elicits the answer from them.
Key: 	a-D 	b-A 	c-B 	d-E 	e-C
Model sentences: (Revision – questions in passive form)
 S1: When was the first papermaking machine invented?
 S2: It was invented in the late 1700s.
 S1: Who was it invented by?
 S2: It was invented by a Frenchman.
Teacher elicits the model sentences from students:	
Concept checking. (Revision)
2. While –speaking:
Information gap: (Speak 1 P.149) 
Students A looks at the grid on page 150 and student B looks at the grid on page 154, then asks and answers questions to fill in the missing information about different inventions.
Key:
invention
date
inventor
Nationality
Printing Press
1810
Friedrich Koenig
German 
Bicycle
1816
Karl D. Sauerbronn
German
Facsimile
1843
Alexander Brain
English 
Sewing machine
1845
Elias Howe
American
Reinforced concrete
1849
F.J. Monier
French 
Microphone
1878
D.E. Hughes
American
X-ray
1895
Wilhelm Konarad
German
Loudspeaker
1924
C.W. Rice
American
Helicopter
1939
Igor Sikorsky
American
Color television
1950
Peter Carl Goldmark
American
Optical fiber
1955
Narinder Kapany
German
Laser
1958
Gordon Gould
American
Reporting:
Students look at the grid, work in either groups or pairs, take turns to report the information they’ve got about the inventions.
E.g.: The facsimile was invented by Alexander Brain in 1843.
3. Post – Speaking:
Write it up:
Students write sentences about the inventions.
E.g.: The facsimile was invented by Alexander Brain in 1843.
4. Pre –listening:
Pre – teach: Teacher uses the picture of a paper – making machine.
 the procedure: thủ tục, qui trình 
 the pulp vat: thùng bột giấy 
(to) drain (the water): tháo nước
the pulp fibers: những sợi gỗ
the roller : trục lăn, con lăn
(to) smooth: làm cho phẳng, nhẵn
(to) press: nén, ép
Set the scene.
 Students listen to the passage about papermaking process.
Prediction: 
Students read the sentences, and then guess the missing words in each gap (Listen 1 P. 150). 
5. While –listening:
Gap fill:
Ss listen and check and correct their predictions.
T elicits the answers from students and plays the tape again to help them correct their wrong predictions if necessary.
Key: (1) simple (2) same (3) two hundred (4) left (5) rollers
Ordering: (Listen 2 P.150, 151)
T has students read the sentences about paper – making process and guess the order.
T plays the tape again for students to check.
T has students give their answers and then plays the tape again for them to correct their wrong predictions if necessary.
Key: c – d – a – e – g – f - b
Tape transcript
	Paper making is a simple process. The procedure is almost the same as it was 200 years ago. Look closely at this picture of an old papermaking machine. On the left is the pulp vat. Paper pulp was placed in the vat and mixed with a lot of water. The water was then drained and pulp fibers were poured out of the vat and onto a conveyor belt. The conveyor belt took them under the rollers. There were quite a lot of rollers as you can see. These rollers smoothed the fibers and pressed them dry. The finished paper was then put on a roll at the end. You can see the roll of paper at the far right of the picture.
6. Post – listening.
Chain game: (Optional)
Ss work in groups and take turns to tell about paper – making process. 
Ss write about paper – making process in their notebooks.
5. Homework: 2 -3 P. 96- 97
Unit 16: inventions
Lesson 3: Read P151- 152
* Reading a poem about inventions to understand the details and revising the Passive form. 
1. Warm up:
Brainstorm: The inventions you know.
Suggested answer:
The invention of medicine
The invention of engine
The invention of telephone
The invention of paper
The invention of TV
The invention of facsimile
The invention of household appliances: microwaves, hairdresser, dishwasher
The invention of .
2. Pre –reading:
Set the scene.
Pre – questions: What machines are mentioned in the poem?
3. While –reading:
Ss read the poem and answer their pre – question.
T elicits the answers from students.
Key:
a microwave: lò vi sóng
a toaster: máy nướng bánh
a vacuum
a hairdresser
a dishwasher
a telephone
Matching: (Read 1 P. 152)
Students read the poem again and do the matching.
Gap fill: (Read 2 P.132)
Ss do this exercise first, the pair compare.
T has students give their answers.
T elicits the correction from students if necessary.
Key: 1. vacuum; 2. telephone; 3. washing machine; 4. microwave; 5. hairdryer; 6. toaster
4. Post – reading:
Discussion:
What are the household appliances mentioned in the poem used for?
e.g. A microwave is used to cook or heat food. (for cooking or heating food.)
Ss make a list of the use and share it with other groups.
5. Homework:
Prepare the Lesson 5.
Unit 16: inventions
Lesson 4: Write P152-153
* Giving students practice writing about a process using the sequence markers. (the process of making chocolate or the process of producing rice in the traditional way.)
1. Warm up:
Revision: Sequence markers	
first, then, next, after that, finally 
Teacher can disorder them and then has students out them in the correct order. 
2. Pre –writing:
Pre – teach: 
log: gỗ khúc
chip: lát mỏng 
the mortar: cối giã, vữa
(to) flatten: dát mỏng
(to) refine: lọc, trau chuốt
(to) thresh: đập
(to) whiten: làm trắng
Set the scene: 
Gap - fill: (Write 1 P.152)
Ss read the passage and fill in each gap a suitable marker to describe the procedure of paper – making.
Key: (1) first (2) then (3) next (4) after this (5) then (6) finally
Ss work in groups and take turns to describe the procedure of paper – making.
Ordering pictures: (Write 2 P. 153)
Ss look at the pictures on page 153, then put them in the correct order that describes how chocolate is produced.
T elicits answers from students.
Key:
(1) d. The fruit harvest is fermented for three to nine days to kill the beans and turn them brown.
(2) a. The beans are dried in the sun.
(3) e. The beans are cleaned in special machines.
(4) c. The beans are roasted to bring out the chocolate flavor.
(5) b. They are shelled and ground to produce chocolate liquor.
(6) f. The liquor is made into chocolate candy or cocoa power. 
3. While –writing:
Write the chocolate - making process.
Ss read the sentences then use the sequence markers to link the sentences together to make a passage.
Ss pair compare.
Ss work in groups; take turns to describe the chocolate – making process.
4. Post – reading:
5. Homework: 4,5,6 P. 97-98
Unit 16: inventions
Lesson 5: Write and Language Focus 4 P. 150, 151, 155
* Passive forms; Sequence makers
1. Language focus1. 
T helps students to revise the use and form of the Simple Past in Passive Form and how to change from an active.
2. Language focus 2 P. 154
Key:
a. The document was typed by Mrs. Quyen.
b. The computer was repaired by Mr. Nhan.
c. The picture was drawn by Ba.
d. The lights were turned off by Hoa.
e. The cake was baked by Lan.
3. Language focus 3 P.154
Students write questions for the underlined.
E.g.: The facsimile was invented by Alexander Brain in 1843. @ When was the facsimile invented?
Key:
a. What was invented by W.L. Judson in 1893?
b. What was bought into Vietnam by Phung Khac Khoan? When was maize brought into Vietnam?
c. Who invented the fountain pen? When was the fountain pen invented?
d. Where was the ballpoint pen invented?
e. In which machine is xerography widely used?
4. Language focus 4 P.155 
Ss look at the pictures and words given, then work with the partner to tell how white rice is produced in the traditional way.
Ss pair compare.
T monitors and gives help.
Ss each writes about the white rice making process.
Key:
	First, the rice crop is harvested. Then the rice plants are threshed (to separate the grains from the straw). Next (after this), the rice grains are husked in the mill to produce brown rice. After this, the bran is removes in the mortar and it is finally winnowed to produce white rice.
5. Homework: Ss write Language focus into their NB

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