Giáo án môn tiếng Anh 8 - Period 37 đến period 70

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	2. Skills: Listening – Speaking – Writing – Reading. 
 3. Attitude: Students known the life in the countryside abroad.
 4. Shaping and developing students’ abilities: 
observing, self- management, comprehension, collaborative-learning, presentation, communication, summarizing abilities.
B. Preparations: 
	1.Teacher: Text-book, lesson plan, cassette, disc
	2.Students: Text-books, notebooks, reference books...
C. Procedures:
 I. Organization: (1')	- Greeting
	- Checking attendance
	II. Warm-up: (5')
	- Ask Ss to match the celebrations and the suitable date.
1. Lunar New Year
2. Valentine’s Day
3. International Women’s Day
4. April Fools Day
5. Victory Day
6. May Day
7. Mid Fall Festival
8. Teacher’s Day
9. Christmas
10. People’s Army founding anniversary
a) 8/3
b) 1/4
c) 1/5
d) 14/2
e) 22/12
f) 15/8
g) 24/12
h) 30/4
i) 20/11
j) 1/1
The keys:
1 – j
2 – d
3 – a
4 – b
5 – h
6 – c
7 – f
8 – i
9 – g
10 - e
- Give feedback 
=> Lead in the new lesson. 
III. New lesson: (35')
Contents
Teacher’s activities
Students’ activities
Pre - reading 
* vocabulary:
-lose heart (v): feel discouraged 
-groom /ɡruːm/ (n): 
 the man on his wedding day 
-hug /hʌɡ/ (v,n): ôm
 = embrace /ɪmˈbreɪs/ (v,n) 
-considerate /kənˈsɪdərət/ (a):
 thận trọng
-priority /praɪˈɔːrəti/ (n): 
 sự ưu tiên 
-terrific (a) = horrible/ terrible 
 /təˈrɪfɪk/ /ˈhɔːrəbl/  /ˈterəbl/
* True / False statements 
a. Rita’s father teaches him how to love, cry and laugh
b. Rita’s father loves him so much that no words can describe. 
c. Jane’s father cried on her wedding day 
d. Bob’s father is very mean 
 While – reading 
1. Prediction checking 
 1-T 2-T 3-T 4-F => considerate and generous 
2. Comprehensions questions: 
a) to her dad 
b) He is possibly dead. These ideas may tell about that. “how much you are missed I now have children, Dad, ” 
c) His sense of humor 
d) a father as a teacher, a caretaker, a friend, a mother. 
Post – reading
 Discussion
*Suggested questions: 
1. Can you tell me about your father? 
2. How old is he? 
3. What does he do? 
4. What does he look like? 
5. What do you like best about him? 
6. What are your feelings and opinions about him? 
-Present vocab.
-explaination 
-explaination 
-translation
-translation
-translation
-give synonyms
- Checking 
-Present the scene.
-Give some statements
-Ask Ss to guess the statements true or false
-Help Ss to listen to the content.
-Let Ss read the text.
-Give the keys
-Let Ss read the text again to find out the answer to the questions.
-Let Ss comment
 -Check and correct.
-Tell Ss to discuss about their fathers. 
- Call on some volunteers from each group to demonstrate in front of class. 
-Correct Ss’ mistakes if necessary
-Listen, guess the meaning and take note.
-Read as T’s guiding
-R O R 
-Listen.
-Listen
-Guess in groups
-Listen and check the prediction
-Read one by one.
-Give the final answers
-Read in silence
-Ask and answer in pairs. 
-Exchange the answers with partners.
-Write down
-Work in small groups of 4
-Practice before class
-Comment 
IVConsolidation:(2' )
-Get ss to repeat the main contents of the reading.	
V. Homework:(2')
- Have Ss write about their mother on Mother’s Day
	- Prepare the next part : Unit 8 (Write)
Preparing date: 17/2/2017
Period 52 
UNIT 8: CELEBRATIONS
Lesson 4: WRITE
A. The aims: By the end of the lesson, students will be able to write a letter o a friend to share their ideas about a particular issue.
	1. knowledge: 
* Vocabulary: essential, enhance, support, nationwide 
 	* Grammar: - The present simple, suggestions,  
	2. Skills: Speaking – Writing 
 3. Attitude: Students know how to express own view about an issue.
 4. Shaping and developing students’ abilities: 
observing, self- management, comprehension, collaborative-learning, presentation, communication, summarizing abilities.
B. Preparations: 
	1.Teacher: Text-book, lesson plan
	2.Students: Text-books, notebooks, reference books...
C. Procedures:
 I. Organization: (1')	- Greeting
	- Checking attendance
	II. Warm-up: (5')
- Call on some Ss to complete the net-work
The things people often do on Mother,s Day 
* Suggested answers: 
- Give (send) gifts, flowers, postcards 
- Cook a special meal 
- ..
III. New lesson(35’)
Contents
Teacher’s activities
Students’ activities
Pre-writing
* vocabulary:
- essential /ɪˈsenʃl/ (a) 
- enhance /ɪnˈhæns/ (v) 
- support /səˈpɔːrt/ (v): 
- nationwide /ˌneɪʃnˈwaɪd / (n)
 While-writing:
Post -writing:
-Present vocabulary
= necessary (a)
= improve (v) 
-Translation
= all over the country 
-Check Ss’ learning. 
-Explain the scene of the requirement.
-Ask Ss to list the answers to the cues of the outline.
-Ask Ss to write the passage base on the outline.
-Ask Ss to compare with their writing with partners. 
-Check and correct.
-Ask Ss to write their passage in their notebook.
-Guess the meaning of the words and take note.
-Read as T’s guiding 
-Rewite the meaning
-Listen
-Work in groups of four
-Work individually
-Compare the passage with partners and correct the mistakes.
-Write down.
IVConsolidation:(2' )
- Ask Ss to repeat the writing again, some structures appear in the writing.
V. Homework:(2')
- Write a passage about their own picnic. 
- Prepare : unit 8: (Language focus)
*Suggested writing:
In my opinion I think it is important to have a day to celebrate for our parents. 
It will be a day for us to express our feelings, memories and love for our parents.
Family members can have a chance to get together and help one another. I think the first Sunday in August is suitable for everyone because Sunday is a day off, everyone is free from work and study. It is a good idea to have a lunch or dinner with all family members. Our parents should be given flowers, greeting cards and special gifts. They should be severed the food they like best.
I believe that the idea will be supported and the day will be celebrated nationwide because everybody loves their parents and wants their parents to be happy 
Preparing date: 23/2/2017
Period 53 
UNIT 8: CELEBRATIONS
Lesson 5: LANGUAGE FOCUS.
 A. The aims: By the end of the lesson, students will be able to practice well the relative clauses and adverbial clauses of concession.
	1. knowledge: 
 * Vocabulary: 
 	* Grammar:	- Relative clauses
	- Advers clauses of concession
	2. Skills: Listening – Speaking – Writing – Reading. 
 3. Attitude: Students 
 4. Shaping and developing students’ abilities: 
observing, self- management, comprehension, collaborative-learning, presentation, communication, summarizing abilities.
B. Preparations: 
	1.Teacher: Text-book, lesson plan
	2.Students: Text-books, notebooks, reference books...
C. Procedures:
 I/ Organization: (1')	- Greeting
	- Checking attendance
	II/ Warm-up: (5')
- Ask Ss to repeat the relative pronouns learnt and their usage.
 	-> Ss: who, which, 
III/ New lesson: (35')
Contents
Teacher activities
Students’ activities
1. Relatives clauses : 
a) Crowed holiday resorts are not very pleasant. 
b) Holiday resorts which are crowed are not very pleasant. 
=> There are two kinds of relative clause in written language . 
* Relative clauses without comas 
Eg: What kind of book will be popular? 
->The book which contains pictures.
* Relative clauses with comas 
-> The book, which contains pictures, will be popular 
Ex1. Join the sentences  
a) Auld Long Syne is a song which is sung 
b) This watch is a gift which was 
c) My friend Tom, who sings Western folk songs very well, can compose songs.
d) We often go to the town cultural house which always 
e) I like reading books which tell
f) On my mom’s birthday my dad gave her roses which were 
g) Judy liked the full-moon festival, which is celebrated in mid-fall, very much.
h) Tomorrow I’ll go to the airport to meet my friends who come 
Ex2. Describe each of the people  
Suggestion sentences:
- Mom is the woman who is sitting in an armchair / receiving a gift from the little girl. 
- Dad is the man who is standing behind my sister.
- ..
- Uncle John is the man who is wearing a pink jumper.
- Jack is a little boy who is sitting on his mother’s lap.
2. Adverbial clauses of concessions 
though, although, even though + clause
=>These express the opposite ideas. 
* Notice: There is no but in the complex sentences with though, although, even though 
Eg: Hai is not satisfied with his preparations for Tet even though he has decorated his house and made plenty of cakes . 
Ex3. Join the sentences  
b) Although we don’t have a mother’s day in VN, Dad and I have 
c) We went even though we live 
d) Many  though they do not 
e) Even though in Australia Chistmas season in summer, Australian enjoy
f) Although Jim came, he could 
Ex4.  Complete the sentences 
b) , she is still watching TV now.
c) the weather bureau predicted the weather would be fine.
d) Ba ate a lot of food though 
e) , Mary tried to finish her letter.
- Tell Students to identify a relative clause
-Give more knowledge about relative clause:
+Relative clauses without comas are called defining or identifying clauses. They provide essential information about the subject or object.
-Have Ss read the example then do the ex.
-Call on some ss practice in front of class. 
-Make necessary corrections and give feedback 
-Ask Ss to study the pictures in the book and use the relative clauses to describe each of the people in the pictures . 
-Have Ss do the ex 
-Call on some Ss read their answers aloud 
-Give feedback 
-Help Ss to review the adverb clauses of concessions
-Help Ss to have more knowledge 
- Ask Ss to do ex3
-Call some Ss to read their answers 
-Feedback and give correct answers 
-Ask Ss to look at the pictures, complete the sentences by using though, although, even though. Use the correct tense of the verbs and information 
-Have Ss check their answers for each other. 
- Feedback and give correct Answers.
-Show the relative clause
-Take note the example, listen and remember.
+Relative clauses with comas are called non- defining clauses. They provide additional information, which can be omitted.
-Read the example.
-Join the sentences
-Read, then write the answers
-Comment
-Study the pictures and the example carefully.
-Work individually 
-Exchange their answers with their friends to correct. 
-Comment
-Repeat the concessive clauses
-Listen and remember
-Work individually
-Compare with their friends . 
-Comment
-Work individually.
-Exchange the answers with partners
-Comment
IVConsolidation:(2' ) 
	 -Get ss to repeat the main contents of the lesson.
V. Homework:(2')
- Do exercises 1,2 5 ,7 in workbook.
- Prepare : Unit 9: Getting started + Listen and read.
Preparing date: 3/3/2017
Period 54 
UNIT 9: NATURAL DISASTERS
Lesson 1: GETTING STARTED - LISTEN AND READ 
 A. The aims: By the end of the lesson, students will be able to know and use new words about weather. Understand the information in a weather forecast.
	1. knowledge: 
* Vocabulary: snowstorm, earthquake, volcano, typhoon 
* Grammar: - Present simple, future simple
	- Present perfect, tag questions
	2. Skills: Listening – Speaking – Writing – Reading. 
 3. Attitude: Students have the best way to learn English.
 4. Shaping and developing students’ abilities: 
observing, self- management, comprehension, collaborative-learning, presentation,communication, summarizing abilities.
B. Preparations: 
	1.Teacher: Text-book, lesson plan, cassette, board, ...
	2.Students: Text-books, notebooks, reference books...
C. Procedures:
 I/ Organization: (1')	- Greeting
	- Checking attendance
II/ Warm-up: (5')
 Guessing game (Weather forecast) 
= > Provide three clues about the word “weather forecast” 
1. We know whether it is going to rain or to be sunny if we watch this program.
2. It is usually broadcasted on TV after the news.
3. It starts with letter W 
- Chatting about this topic: 
 1. Do you usually watch the weather forecast? 
 2. Do you think weather forecasts are truthful? 
III/ New lesson: (35') 
Contents
Teacher’s activities
& Students’ activities
Pre - teaching
 *vocabulary:
-snowstorm  /ˈsnoʊstɔːrm/ (n) 
-earthquake /ˈɜːrθkweɪk/ (n)
-volcano /vɔːlˈkeɪnoʊ/ (n) 
-typhoon /taɪˈfuːn/ (n): 
*Getting started:
1. snowstorm
2. earthquake
3. volcano
4. typhoon 
While - teaching
a) Practice the dialogue 
b) Fill in each blank 
1. turn up - weather forecast 
2. raining 
3. central highlands 
4. have temperatures 
5. weather forecasts 
Post-teaching.
Practice freely
-Present vocabulary
+heavy fall of snow especially with wind
-Picture
-Picture
+violent storm especially in East Asian seas.
-Check Ss’ learning:
Ask Ss to match the pictures to the correct words 
-Give the keys 
-Ask Ss to look at the picture and answer qs. 
+In which program do we see these pictures? 
=> setting the scene
-Turn on the tape (2 or 3 times) if necessary.
- Ask Ss to practice the dialogue in pairs.
-Check Ss’ pronunciato
- Have Ss to fill in each blank one word and phrase from the dialogue. 
- Call on some Ss to give their answers. 
-Give correct answers
-Ask Ss to discuss to make a weather forecast for the following day in Vietnam 
-Ask Ss to present their forecard 
- Comment and make necessary corrections. 
-Guess the meaning of new words and write down.
-Read as T’s guiding
-Do the task individualy.
-Compare their answer with a partners.
-Look at the pictures and answer.
-Listen to the dialogue. 
-Play the roles.
-Comment on partners’ practice.
-Work individually
-Exchange the answers with partners.
-Read aloud the completed sentences in front of class.
-Work in group of 4 
-Read forecast aloud in front of class.
IVConsolidation:(2' )
 - Ask Ss to repeat the main contents of the lesson.	
V. Homework:(2')
- Read the dialogue again.
- Prepare next lesson: Unit 9 (speak & listen) Preparing date: 3/3/2017
Period 55 
UNIT 9: NATURAL DISASTERS
Lesson 2: SPEAK and LISTEN
 A. The aims: By the end of the lesson, students will be able to 
 - practice speaking about what prepare for a typhoon.
 - listen for details to complete a table.
	1. knowledge: 
 * Vocabulary: bucket, leak, peg ≈ latch, fixture, block, roller 
	* Grammar: - Future simple tense
	- Suggestions: I think we should .
	2. Skills: speaking, listening . 
 3. Attitude: know what should be prepared for a typhoon and improve the discussion skills: agreeing and disagreeing. some ideas on how to live with earthquakes through sentence completion exercise.
 4. Shaping and developing students’ abilities: 
 observing, self- management, comprehension, collaborative-learning, presentation, communication, summarizing abilities.
B. Preparations: 
	1.Teacher: Text-book, lesson plan, cassette, disc
	2.Students: Text-books, notebooks, reference books...
C. Procedures:
 I. Organization: (1')	- Greeting
	- Checking attendance
II. Warm-up: (5') 
	Question and answer: 
List the natural desasters you know?
What should we do when there is a typhoon?
Do you know anything about earthquakes ? 
Are they dangerous ? 
Are there many earthquakes in VietNam ? 
In which countries do earthquakes usually occur ? 
What would you do if an earthquake occurred ? 
 (before, while and after the earth quake) 
 III. New lesson: (35') 
Contents
Teacher’s activities
Students’ activities
Pre-teaching 
*vocabulary
-bucket /ˈbʌkɪt/ (n): cái xô
-leak /liːk/ (v): rò rỉ 
-peg /peɡ/ ≈ latch /lætʃ/(n) :chốt 
-fixture /ˈfɪkstʃər/ (n) 
-block /blɑːk/ (v) 
-roller /ˈroʊlər/ (n) 
While-teaching
1. Speak.
a) Check (√) what preparato
+Buying some canned food 
+Buying candles 
+Filling all buckets with water
+Fixing the leak in the roof 
+Tying the roof to the ground with pegs an ropes.
+Checking all the windows and door latches. 
..
b) Work with a partner. 
A: I think we should buy some candles and matches before a typhoon. 
B: Yes. I agree with you. Because there may be a power cut when the typhoon is strong. 
.. .. ..
2. Listen.
Heavy fixtures, furniture, and appliances: 
-Place heavy books on the bottom shelf of the bookshelf. 
-Block the rollers on your fridge and washing machine.
Flying glass: 
-Check the mirrors. 
-Do not put your bed near a window.
Earthquakes drill: 
-Stay inside. 
-Sit under a strong table or doorway. 
-Stand in the corner of the room.
Post-teaching:
Discuss about what preparations should be made for earthquakes.
-Present vocab
+an open container with a handle specially used for keeping water
+let sth through a small hole or crack 
-Show the real things
-Translation
+prevent movement from happening.
-Explanation 
-Checking
-Ask Ss to check what preparations should be made for a typhoon.
- Call Ss to give suggested answers. 
-Ask Ss to talk about what they think should be done before a typhoon.
- Call on some pairs to practice in front of class. 
-Correct Ss’ mistakes.
-Setting the scene:
An expert is giving to talk on how to live with earthquakes. Actually he will give us advice on what should we do before and during an earthquake. Listen to the talk and complete the table. 
-Turn on the tape 2 times. 
-Call Ss give their answers. 
-Give the keys. 
-Help Ss to check again. 
-Ask Ss to talk about what they think should be done if they live in an earthquake zone. Use the information in the table. 
-Correct Ss’ mistakes
-Listen, guess the meaning and take note new words.
-Read as T’s guiding.
-R. O. R
-Work individually.
-Give suggested answers and explain. 
-Work in pairs.
-Practice before class
-Comment
-Look at the book and listen.
-Listen and complete the table.
-Read the answers aloud.
-Listen and check
-Work in group and make a short presentation on how to live with earthquakes. 
-Comment on partners’ doing.
IV. Consolidation:(2' ) 
 -Grasp the main points of this lesson
V. Homework:(2')
-Learn vocabulary by heart.
-Do ex in workbook
-Prepare next lesson: Unit 9 (Read)
Tape transcript:
If you live in an earthquake zone, you should take some time to look around your house. Place heavy books on the bottom shelf of your bookshelves. Block the rollers on your fridge and washing machine to prevent them from moving. Put hanging potted plants in plastic containers. Check the mirrors in your bathroom and bedroom. Make sure they can’t move. Don’t put your bed next to a window.
Planning where you are going to be during an earthquake is very important. The first thing to remember is to sty inside. Then you should sit under a strong table or doorway, or stand in the corner of a room.
Preparing date: 10/3/2017
Period 56 
UNIT 9: NATURAL DISASTERS
Lesson 3: READ.
 A. The aims: By the end of the lesson, students will be able to get general background information on some common natural disasters such as earthquakes, tidal waves, typhoons, volcanoes, and tornadoes 
	1. knowledge: 
 * Vocabulary: Pacific Rim, collapse, abrupt, shift, hurricane, erupt, funnel 
 * Grammar: Relative pronouns and relative clauses
	2. Skills: Reading-Writing.
 3. Attitude: Students have more knowledge about common natural disasters
 4. Shaping and developing students’ abilities: 
observing, self- management, comprehension, collaborative-learning, 
presentation, communication, summarizing abilities.
B. Preparations: 
	1.Teacher: Text-book, lesson plan, cassette,...
	2.Students: Text-books, notebooks, reference books...
C. Procedures:
 I. Organization: (1')	- Greeting
	- Checking attendance
	II. Warm-up (5'): Matching 
-Give definition of four natural disasters that Ss will learn in the lesson 
1. Earthquake 
2. Tidal wave 
3. Typhoon 
4. Volcano 
5. Tornado
a. Violent storm especially in East Asian seas.
b. Violent storm over small area.
c. Another word for Sunami, waves caused by tides.
d. Sudden and violent movements of the earth,s surface. 
e. Mountain or hill with openings through which ashes and gases ejected 
- Give correct Answers: 1- d 2- c 3- a 4- e 5- b 
	III. New lesson: (35')
Contents
Teacher’s activities
Students’ activities
Pre reading
*Vocabulary
-Pacific Rim /pəˈsɪfɪk/ /rɪm/ 
 Vành đai Thái Bình Dương
-collapse /kəˈlæps/ (v): 
 đổ, sập
-abrupt /əˈbrʌpt/ (adj): 
-shift /ʃɪft/ (n, v) 
-hurricane /ˈhɜːrəkeɪn/ (n)
-erupt (v) -> eruption (n): 
 /ɪˈrʌpt/ /ɪˈrʌpʃn/
-funnel /ˈfʌnl/ (n): cái phễu
While reading
a) True or False 
1. True 
2. True
3. False (The tidal wave traveled from Alaska to California.) 
4. True 
5. False (The eruption of Mount Pinatubo is the World,s largest volcano eruption in more than 50 years.) 
6. True 
b) Complete the sentences.
1.  occur around the Pacific Rim.
2.  many houses, office blocks and high ways collapsed. 
3.  when there is an abrupt shift in the underwater movement of the earth.
4.  a cyclone.
5.  the word “typhoon” 
6.  that passes overland below a thunderstorm and suck up anything that is in its path. 
Post reading
Earthquake: 1995 in Japan, Pacific Rim - “Ring of Fine” 
Tidal wave: 1960s - from Alaska to California, underwater movement
Typhoon: 120km per hour, Chinese
Volcano: predict, Philipines, erupt, more than 50 years, 
Tornado: funnel, thunderstorm, pass overland
-Present vocabulary.
+The countries and regions bordering the Pacific Ocean 
-Translation 
≈ sudden (adj)
≈ change (n, v)
= cyclone = typhoon
-drawing
-drawing
-Checking
-Set the scene: We are going to read a passage about five disasters that mentioned earlier. 
-Let Ss guess the statements in exa) true or false 
-Help Ss to listen to the content.
-Let Ss read the content
-Check Ss’ pronunciation 
? What are your answers?
-Correct Ss’ mistakes.
-Tell Ss to read the passage more carefully and complete the sentences. Guide and explain them to unders