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Tiếng Anh 8 - Sách học sinh - Tập hai (Thí điểm hệ 10 năm)
Unit 7
Unit 8
Unit 9
Review 3
Unit 10
Unit 11
Unit 12
Review 4
Tiếng Anh 8 - Sách học sinh - Tập hai (Thí điểm hệ 10 năm)
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1
Unit 7.
Pollution
Getting started
1.
Listen and read.
2.
Find a word/ phrase that means:
3.
Answer the questions.
4.
Tick (V) true (T), false (F), or no information (NI).
5.
There are different types of pollution. Write each type under a picture.
6.
Complete the sentences with the types of pollution.
7.
Which types of pollution in 3 does your neighbourhood face? Rank them in order of seriousness. Give reasons for your group’s order.
A closer look 1
1.
Complete the table with appropriate verbs, nouns, and adjectives.
2.
Complete the sentences with the words from the table in . You do not need to use all the words. The first letter of each word has been provided.
3.
Complete the sentences with the words from the table in . You do not need to use all the words. The first letter of each word has been provided.
4.
a. Decide which sentence in each pair of sentences is a cause and which is an effect. Write C (for cause) or E (for effect) next to each sentence. Note that the words in brackets relate to Activity b.
5.
b. Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship. Use the cause or effect signal word or phrase given in brackets. You will have to add, delete, or change words in most sentences.
6.
Work in groups. Look at the pairs of pictures. Give as many sentences as possible to show cause/ eff ect relationships.
7.
Listen and mark the stress in each word, then repeat it.
8.
Underline the words ending in -ic and circle the words ending in -al in the following sentences. Mark the stress in each word. Listen and check your answers, then repeat the sentences.
A closer look 2
1.
Put the verbs in brackets into the correct form.
2.
Combine each pair of sentences to make a conditional sentence type 1.
3.
Match an if-clause in A with a suitable main clause in B.
4.
Put the verbs in brackets into the correct form.
5.
Write a conditional sentence type 2 for each situation, as in the example.
6.
Work in groups. Student A begins with a conditional sentence type 1 or type 2. Student B uses the end of student A’s sentence to begin his/her own sentence. Student C does the same. Continue the game until the teacher tells you to stop
Communication
1.
Listen to a short presentation about noise pollution. How many correct answers have you got?
2.
Work in groups. Discuss other ways to prevent noise pollution. Vote for the best ways
Skills 1
1.
Work in pairs. One of you looks at picture A, and the other looks at picture B on page 15. Ask each other questions to find out the differences between your pictures.
2.
Mi and Nick have decided to give a presentation on water pollution to the class. Read what they have prepared and answer the questions.
3.
Read the text again and complete the notes about the effects of water pollution. Fill each blank with no more than three words.
4.
Work in groups and discuss the solutions to water pollution. Make notes of your answers.
5.
Now complete the diagram of water pollution. Use the information from the text for the causes and eff ects and your group’s ideas for the solutions.
6.
Make a presentation about water pollution based on the diagram.
Skills 2
1.
Describe what you see in the pictures and talk about the relationship between them.
2.
Listen to part of a conversation on TV between a reporter and an environmentalist about thermal pollution. Complete the diagram.
3.
Work in pairs. Discuss the causes and effects of one type of pollution in your area. Make notes in the diagram.
4.
Imagine that you two are writing an article for the local newspaper about a type of pollution in your area. One of you writes about the causes and the other writes about the eff ects of the pollution type you have just discussed in 3.
5.
Read each other’s work and put them together to make a complete article.
Looking back
1.
Complete the sentences with the correct form of the words in brackets.
2.
Write types of pollution in the word web.
3.
Rewrite the sentences, using the words in brackets.
4.
Put the verbs in brackets into the correct form.
5.
Complete the sentences, using your own ideas.
6.
Work in groups. Discuss what you would do or say in each situation.
Project
1.
Work in groups and discuss the things you would do.
2.
Give a presentation to the class.
Now I can ...
1.
Now I can ...
2
Unit 8.
English speaking countries
Getting started
1.
Listen and read.
2.
Find a word or an expression from the conversation which you use when you...
3.
Read the conversation again and answer the questions.
4.
Read the conversation again and answer the questions.
5.
Complete the sentences with words/ phrases from the box.
6.
Put the names of the countries under their flags.
7.
Work in groups of five or six. Locate the six countries in 3 on the map below. The first group to find all the countries wins.
A closer look 1
1.
Write the names for the people who belong to these places. Then listen and repeat the words.
2.
Change the words into a noun (N), an adjective (A) or a verb (V).
3.
Use the words in the box to complete the sentences.
4.
Match the words/ phrases with the pictures.
5.
Listen and repeat the words.
6.
Mark the stress in the underlined words. Then listen and repeat the sentences.
A closer look 2
1.
Complete the sentences with the correct forms of the verbs (present simple, present continuous or present perfect).
2.
Four of the underlined verbs in the passage are incorrect in tense. Find and correct them.
3.
Read the schedule and underline the verbs in the sentences describing the activities.
4.
Work in groups. Discuss the questions.
5.
Use the verbs in the box in their correct forms to complete the sentences describing other activities in 3A.
6.
Make notes of some activities your school has planned for next week. Write five sentences about the activities, using the simple present with a future meaning.
Communication
1.
Do the quiz and choose the correct answers.
2.
Write the names of the countries next to their facts.
3.
Work in groups. Choose a country and together fi nd out as much about it as possible. Then prepare a small introduction of that country. Don’t say the name of the country.
Skills 1
1.
Discuss the questions. Then read the passage.
2.
Match each place or event with its two features.
3.
Read the passage again and answer the questions.
4.
Work in pairs. Talk about the thing(s) you like most about Scotland. Give reasons.
5.
Work in groups. Read and discuss these interesting facts about Australia. Prepare a short introduction of Australia. Then present it to the class.
Skills 2
1.
Listen and fill in the time for the schedule of events.
2.
Listen again and choose the right answer A, B, or C.
3.
Choose four activities from the list that you would like to do in a two-day visit to Washington D.C., the capital of the USA
4.
Schedule your visit.
5.
Write a passage describing the schedule for your visit. You can start with:
Looking back
1.
Match the words with the definitions.
2.
Choose the best answer A, B, or C to complete the sentences.
3.
Decide if the sentences have a present meaning (P) or a future meaning (F).
4.
Complete the sentences with the appropriate present tense of the verbs in brackets.
5.
Work in groups. Discuss if the statements are correct.
Project
1.
Explore us!
Now I can ...
1.
Now I can ...
3
Unit 9.
Natural disasters
Getting started
1.
Listen and read.
2.
Read the conversation again and fill the blank with no more than three words.
3.
Responding to news
4.
Write the responses into the correct columns. Then listen, check and repeat.
5.
Match the sentences (1-6) to the responses (a-f). Then practise the exchanges with a partner.
6.
Match the natural disasters with the pictures. Then listen, check your answers and repeat. Can you add more?
7.
Work in pairs. Ask and answer questions about common natural disasters in some areas in Viet Nam
A closer look 1
1.
Fill each blank with a suitable verb in the correct form from the box below. Then listen, check and repeat.
2.
Match the verbs in column A to the nouns in column B. Then listen, check and repeat.
3.
Now use the phrases in 2 in the correct form to complete the sentences.
4.
Listen and repeat these words. Pay attention to the stressed syllables.
5.
Listen and mark the stress on the correct syllable in the words below. Pay attention to -logy and -graphy.
6.
Read the following sentences and mark (') the stressed syllable in the underlined words. Then listen and repeat the sentences.
A closer look 2
1.
Read the conversation in GETTING STARTED and underline any sentences in the passive voice that you can find. Check your findings with a partner.
2.
Complete the sentences using the correct passive form of the verbs in brackets.
3.
Rewrite the following sentences using the correct passive voice.
4.
Read part of the conversation from GETTING STARTED. Pay attention to the underlined part.
5.
When do we use the past perfect? Can you think of any rules?
6.
When do we use the past perfect? Can you think of any rules?
7.
Complete the sentences by putting the verbs in brackets into the simple past or past perfect.
8.
Work in pairs. Ask and answer the following questions about you.
9.
Work in two teams. Take turns to give reasons why you were pleased/ upset/ happy/ angry, etc. Use the past perfect for the event that had happened. Each correct sentence gets one point. The team with the most points wins.
Communication
1.
Listen to a radio programme on 4Teen News. Then fill the gaps with the words you hear.
2.
Read the listeners’ views on natural disasters again and decide who you agree with and who you disagree with.
3.
Answer the two questions. Express your own views and write them down below.
4.
Work in pairs. Now compare your views with a partner. Do you share the same views?
Skills 1
1.
Read an article about how to prepare for a natural disaster. Look at the words in the box, then find them in the article and underline them. What do they mean?
2.
What do the words means?
3.
Read the article again and answer the questions.
4.
Read the news reports (A-C) and match each one to the correct picture (1-3).
5.
Work in pairs. Each pair can choose one of the reports in 3a. Role-play telling each other about the news. Use the example below.
6.
Make a list of things to do before, during and after each of the disasters in your area. You can read the article in 1 again for ideas.
7.
Discuss what you should do in the event of a natural disaster in your area. Use the information from the table above.
Skills 2
1.
Listen to the news report and correct the following statements.
2.
Listen again and complete the data chart.
3.
Use your notes in 3 to write a news report.
4.
Have you or one of your family members experienced a natural disaster? Make notes about it in the table below. Alternatively, you can write about a natural disaster you have read about.
5.
Use your notes in 3 to write a news report.
6.
Swap news reports with a partner and review each other’s drafts. Make revisions and corrections if necessary. Then present your fi nal news report to the class.
Looking back
1.
Match the words (1-6) to their definitions (A-F).
2.
Use the words from the box in the correct form to complete the sentences.
3.
Decide which of the sentences can be changed to passive voice. Write them down. Explain why two of them cannot.
4.
Decide which of the sentences can be changed to passive voice. Write them down. Explain why two of them cannot.
5.
Match the two parts to make complete sentences.
6.
Imagine five bad things that happened to you yesterday, and write them down.
7.
Work in groups. Add time clauses to your sentences as the following examples.
8.
Read the news headlines. In pairs, use the expressions from the box in GETING STARTED to respond to them.
Project
1.
These are activities aiming to provide aid for victims of natural disasters. Write a phrase to describe each picture.
Now I can ...
1.
Now I can ...
4
Review 3.
Language
1.
Mark the stress on the correct syllables in the words. Then listen and repeat.
2.
Complete each sentence with the suitable form of the word provided.
3.
Match the definitions with their words.
4.
Choose the correct answer A, B, C, or D to complete the sentences.
5.
Use the verbs in brackets in the correct form to complete the conditional sentences.
6.
Choose the correct voice to complete the sentences.
7.
Match the sentences in A with replies in B.
Skills
1.
Read the text and choose the correct answer A, B, C, or D for each question.
2.
Work in pairs. Choose one of the topics and make a short conversation.
3.
Listen to Nguyen talking with his friend Phong, who has just come back from a visit to Singapore and decide if the sentences are true (T) or false (F).
4.
The school is organising FIGHT POLLUTION DAY to raise students’ awareness of the dangers of pollution. Choose one activity you would like your friend to participate in and write to him/ her introducing it
5
Unit 10.
Communication
Getting started
1.
Listen and read.
2.
Find words or phrases in the conversation that mean:
3.
Decide if the statements are true (T) or false (F).
4.
Why couldn’t Phuc, Mai, and Nick see the film together as was their plan? What was the problem? Was it only because of Nick’s mobile phone?
5.
Match the words/ phrases with the photos about ways of communication. Then listen to check your answers.
6.
Fill the gaps with the correct form of the words/ phrases from the box in 2.
7.
GAME: In groups, brainstorm all the different ways you have communicated so far today. The person with the most ideas is the winner.
A closer look 1
1.
Choose words/ phrases from the box to describe the photos about other ways of communication.
2.
Communication technology. Match the words with the definitions.
3.
Complete the diagram with the communication examples you have learnt so far. Some can be put in more than one category. Can you add more ideas?
4.
Debate. Choose one or more pairs of ways of communicating. Which one is better? Why?
5.
Mark the stress for the following words, then listen and repeat.
6.
Fill the gaps with the words in 5 and practise saying the sentences. Then listen and check.
A closer look 2
1.
Listen again to part of the conversation in GETTING STARTED. Underline the future continuous tense and answer the questions.
2.
Complete the sentences with the future continuous.
3.
Look at the years provided. Work in groups to predict when the following may happen in the future. Then compare your answers with other groups.
4.
Look at the conversation in GETTING STARTED again and write down all the verbs that are followed by to-infi nitive that you can find.
5.
Choose the best answer.
6.
The Dream List. Imagine we are in the year 2050. Work in pairs and select three ways of communication that you think will be most common. Then make the list longer by sharing your ideas with another pair using full sentences.
Communication
1.
Match the following possible reasons for communication breakdown with the examples. Can you add in some more reasons and examples?
2.
If you don’t understand body language, communication breakdown may happen. Match the body language with the meaning. Add more examples if you can.
3.
Add more examples if you can.
4.
Using abbreviations for online chatting and texting is not always easy to understand. Can you decode the following sentences written in texting/ chatting style without looking at the cues?
5.
Ideas Bank. Work in groups. For each communication breakdown mentioned in, think of a future technology idea that will help avoid it. Share your ideas with the class.
Skills 1
1.
Look at the letters the children from Viet Nam and Sweden sent to each other in a penfriend project. Why do you think they chose this way to communicate with each other?
2.
Reading the text. Look at the highlighted words and match them with their meanings.
3.
Answer the following questions.
4.
In small groups, decide whether you agree with the author of this text. Why/Why not? Share your ideas with the class.
5.
Class survey. What ways of communication do you use for the following purposes now and what will they be in the year 2030?
Skills 2
1.
Look at the way this message is posted on an e-learning message board. Can you find any problems with it?
2.
Listen to this interview between a 4Teen magazine reporter and Dr Minh Vu about netiquette and answer the questions.
3.
Listen again to the interview and complete the following grid.
4.
Look at the message in 1. Work with a partner to improve it with the netiquette you have learnt so far.
5.
Put the following parts in their correct place to make an email.
6.
Write a short email to your teacher to submit your group homework for this week. Check if you have used the netiquette learnt.
Looking back
1.
Complete the sentences using the cues provided.
2.
Write the following text messages/ chat lines in shorthand form.
3.
Have you ever used music, art, codes, signs or any non-verbal ways to communicate? Tell a partner what you did. Was the communication successful?
4.
Circle the correct answer.
5.
Gerund or to-infinitive?
6.
Choose any three forms of communication in this unit and work with a partner to decide if people will be using them in the year 2100 or not. Give at least two reasons for each decision.
Project
1.
In groups, prepare two versions of a short sketch involving a communication breakdown to perform in class.
Now I can ...
1.
Now I can ...
6
Unit 11.
Science and technology
Getting started
1.
Listen and read.
2.
Find the words in A in the conversation. Then match them to the words in B with similar meanings.
3.
Answer the questions.
4.
Work with a partner. What fields are mentioned in the conversation which are affected by science and technology?
5.
Put a word/ phrase from the box in each blank.
6.
Put one of the words/ phrases from the box in each gap. There is one extra.
7.
Give the opposite of the words in brackets, using the prefix un- or im-.
8.
GAME: FIND SOMEONE WHO...
A closer look 1
1.
Complete the following sentences with nouns indicating people.
2.
Write a noun from the list under each picture.
3.
Give the correct form of the words in brackets.
4.
Listen and repeat the following words. Mark the stressed syllables in the words.
5.
Put the words from 4 in the right columns.
6.
Fill the gaps with one of the words in 5. Listen and check, then read the sentences.
A closer look 2
1.
Put the verbs in brackets into the correct tenses.
2.
Work in pairs. Read the following predictions about the year 2040 and say whether you think it will happen.
3.
Look at the conversation in GETTING STARTED again. Find and underline the examples of reported speech.
4.
Complete sentence b in each pair so that it means the same as sentence a, using reported speech.
5.
Change the following sentences into reported speech, using the words given in brackets.
6.
GAME: MY FRIEND SAID...
Communication
1.
Match the inventors in A with their inventions in B.
2.
Work in groups. Discuss the question: Which invention is more useful?
3.
Ha told her friend what Alexander Bell said. Now report what Ha told her friend, using reported speech.
4.
Work in pairs. One of you is a reporter, and the other is Tim Berners-Lee. Role-play, using the information given.
Skills 1
1.
Quickly read the passages. Match the headings with the passages.
2.
Underline the following words and phrases in the passages in 1. Match each of them with its explanation.
3.
Answer the questions.
4.
Think about your ideas about scientific advances in these fields. Look at the example and make notes.
5.
Work in groups. Express your agreement and disagreement about how scientifi c advances can help us solve problems in the future.
Skills 2
1.
Listen to the conversation and choose the best summary.
2.
Listen again to the conversation between Nick, Duong, and Chau. Circle the words and phrases as you hear them.
3.
Listen again and answer the questions.
4.
Look at the sample paragraph and fill the outline below.
5.
Make notes, then write a paragraph on the following topic.
Looking back
1.
Write the correct form of the words in brackets.
2.
Complete the word web with the fields that could benefit from science and technology.
3.
Fill each gap with a word from the box to complete the passage.
4.
Change the sentences into reported speech.
5.
Rewrite these sentences in direct speech.
6.
Write one prediction for each of the following fields, based on the cues and your own ideas. Then share it with the class.
Project
1.
Read the following passage and answer the questions that follow.
2.
If you could invent something new, what would you develop? Choose one of these or your own idea.
3.
Write/ talk about your invention:
Now I can ...
1.
Now I can ...
7
Unit 12.
Life on other planet
Getting started
1.
Listen and read.
2.
Tick (V) true (T) or false (F).
3.
Read the conversation again and answer the questions.
4.
Can you find the sentences in reported speech in the conversation? Underline them.
5.
Use the words/ phrases in the box to label the pictures. Then listen and repeat.
6.
Use the words/ phrases in 2 to fill the blanks.
A closer look 1
1.
Use the names of the planets in the box to label the diagram of the solar system.
2.
Now scan the passage and check your answers.
3.
Write the names of the planets that match the Roman Gods.
4.
Add suffixes -ful or -less to the words in the box. Note that some words can use either suffix.
5.
Now use the topic of space to make a sentence for each new word. Compare your sentences with a partner.
6.
Put the stress in the correct place in the words. Then listen and check.
7.
Read the following sentences and mark the stressed syllable on the words in italics. Then listen and repeat.
A closer look 2
1.
Use may/ might to fill each of the blank.
2.
Nick claimed that he had seen a UFO. Read the interview between a reporter and Nick, and finish the following sentences.
3.
Circle the correct word in italics to complete each sentence.
4.
Read other questions by the interviewer. Rewrite them as reported questions.
5.
Work in groups of three. One is Nick and the others are Nick’s friends. Ask and answer questions about what Nick saw. Then report the friends’ questions and Nick’s answers to the whole class.
Communication
1.
Five teenagers are discussing the possibility of other life forms in our galaxy. Read the comments they have posted on an online forum.
2.
Work in groups to decide if you agree or disagree with each of the opinions and ideas in . Say why or why not.
3.
Work in pairs. Imagine you are going into space. Decide together what you will take with you. You can add any item you think necessary. Remember to give reasons.
Skills 1
1.
Look at the pictures and discuss the questions.
2.
Read the text below and check your answers.
3.
Match the highlighted words in the text with their meanings.
4.
Match the headings with the paragraphs (1-3). There is one extra.
5.
Read the text again and answer the questions.
6.
Work in pairs. One is a human and the other is a Martian. Use the suggestions below to ask and answer about life on Earth and life on Mars.
7.
Now swap pairs. The human of one pair works with the Martian of the other pair. Take turns to report what your previous partner said about life on their planet to your new partner to see if he/ she said similar things.
Skills 2
1.
Work in pairs. Describe the pictures and answer the questions.
2.
Listen to Tom’s imagined description of what an alien from another planet may be like. Fill each blank with no more than three words from the recording.
3.
Listen again and tick (V) true (T), false (F) or not given (NG).
4.
Work in pairs. Imagine what an alien may be like. Use your imagination to fill the web below.
5.
Now use the notes to write a description of your alien.
Looking back
1.
Rearrange the letters to label the pictures.
2.
Fill each gap with a suitable word from the box.
3.
Underline the correct answers.
4.
Put the words/ phrases in the correct order to make reported questions.
5.
Change the following questions into reported questions.
6.
Choose the right sentences (A-E) to put into the dialogue.
Project
1.
Write the phrases in the box under the pictures, and then answer the questions.
2.
Answer the questions.
3.
Work in groups. Choose a space vehicle or machine you like from the pictures or elsewhere.
4.
Search for information about the vehicle or machine.
5.
Present the information to the class. Vote for the best presentation.
Now I can ...
1.
Now I can ...
8
Review 4.
Language
1.
Mark the stress for the following words, then listen and repeat.
2.
Complete the words in these sentences. All the words are taken from the list in 1. Then listen, and check.
3.
Match each verb in column A with a phrase in column B.
4.
Write the correct form of the words in brackets to complete the passage.
5.
Use the correct form of the verbs in brackets.
6.
Rewrite the following sentences in reported speech.
7.
Match the questions in the first column with their answers in the second column.
Skills
1.
Read the following passage and mark the sentences as true (T) or false (F).
2.
Choose one of the questions that interests you the most. Prepare to talk for about one minute.
3.
Listen to the conversation and choose the correct answer to each question.
4.
Write an online message to a friend and tell him/ her about the problems you have had recently with your iPad.