Giáo án tiếng anh 8 mới soạn chuẩn cv 5512 kì 2

Giáo án tiếng anh 8 mới soạn chuẩn cv 5512 kì 2 Kế hoạch bài dạy tiếng anh 8 mới soạn chuẩn cv 5512 kì 2

Week : Planning: Period: 55 Teaching :

UNIT 7: TRAFFIC LESSON 1: GETTING STARTED

A OBJECTIVES:

1 Knowledge: By the end of the lesson, Ss will be able to :

- Use "How ?" to ask about means of transport

- Vocabulary: use the lexical items related to the topic "Traffic"

+ Skills

- Students develop listening, speaking, reading and writing skills, Roling-play,

spoken interaction about the topic in getting started

2 Competence.

- Students have serious attitude in learning

- Ss are interested in learning English

3 Quality

- Language: get acquainted with the topic "Traffic"

- Problem solving: find out the correct answer about the text

B TEACHING AIDS

T : Textbook, lesson plan, , a projector, a laptop

Ss : Learn the old lesson, prepare Unit 7: Getting started

C PROCEDURE

1 Warm up: ( 5’)

- Organization: 7A:

a Goal: Motivate ss to interest in the topic of the lesson and create the fun

atmosphere before starting the new lesson

b Content : Talk about "Traffic".

c Expected result: Ss can understand the lesson and use the road well.

d Performance:

Write the title "Traffic" on the board

? Call out names of means of transport

? Share any interesting facts you know about these means of transport

2 Presentation : ( 10’)

a Goal: Provide Ss necessary vocabularies

b Content : Ss read the vocabularies and match the words to make common

expressions

c Expected result: Ss can maser the vocabularies

d Performance:

+ Present new words

- Teacher use different techniques to teach

vocabulary (situation, realia)

- Follow the seven steps of teaching

vocabulary

- Repeat in chorus and individually

- Copy all the words

* Checking vocab: Recall

* Set the scenes:

? Look at the title of the conversation and the

picture

- Ask them some questions:

• Who are Mai and Oanh?

• What might they talk about?

- Ss answer the questions as a class

Play the recording and have Ss follow along

1. Pre- teach vocab:

2 Present the dialogue

- Answer the questions individually

* Suggested answers

- They are on the road.

- Students' answer

3 Practice (15’)

a.Goal: understand and do exercises correctly

b Content: Listen and circle, Read and answer: Individual,

Answer the questions: Teacher – Whole class

c Expected result:

- Co-operation: interact with the teacher find out the answers

- Communication: answer positively

- Language: use English to answer

d Performance

? Choose a correct answer (1a P7)

- Asks Ss to choose a suitable answer before

listening

b/? Run through the questions

? Ss read the conversation again to answer the

questions

- Ss exchange their answers with a classmate

- Call on some Ss to write their answers on the

board Check their answers

Model sentences (Remember)

- Elicit the question from students

? Practice asking and answering questions

using "How"? Recall how to use a passive

sentence

c/? Find a word or an expression from the

conversation which you use when you:

? Share answers with your partner

1. Listen and read

- Ask ss to listen and read the conversation

a Find a word / an expression (1a P7)

2 It's about 2 kilometers

3 She usually goes to school with her dad

4 Because sometimes there are traffic jams

5 She goes to school by bike

- How do you go to the supermarket?

= By what means do you go to the supermarket?

c Find a word / an expression (1c P7)

- Teacher gets feedback

? Add any other expressions which have the

same meaning

?? Role-play the short conversation in 1d P7.

? Creat your short conversations Use the

colloquial expressions in 1c P7

? Work in pairs

2 Write the words (2 P7)

? Work in pairs Write the means of transport

under the right pictures

- Teacher monitors and gets feedback

3 - ? Run through all the words and phrases in

3 P7.

? Match a verb on the left with a mean of

transport on the right

- There may be more than one correct answers

? Read again in chorus

1 ride a bike 2 drive a car

3 fly a plane 4 sail on/in a boat

5 get on a bus/ a train/ a bike/ a motorbike

6 get off a bus /a train/ a bike/ amotorbike

4 Production (15’)

a.Goal: can do exercise use English words relating to the topic

b.Content

- Co-operation: interact with partners find out the answers

- Language: use English words relating to the topic

c Expected result: Students know how to do the exercise

d Performance:

? Find someone who never (4 P7)

- Teacher models

? Work in groups

- Teacher monitors and gets feedback

Find someone who never

1 .walks to school Nam

2 .goes to school by bus

3 .cycles for exercise

4 .takes a train5 sails on/in a boat

6 flies by planeE.g:

A : Do you often walk to school?B(Ba) : Yes, I do

A : Do you often walk to school?

C (Nam): No I never walk to school

• Consolidation: sum up

* Homework.

- Learn by heart new vocabulary

- Practice reading “Listen and read”

- Prepare new lesson: Unit 7: A closer look 1.

Week : Planning:

Period: 56 Teaching :

UNIT 7 TRAFFIC LESSON 2: A CLOSER LOOK 1

A OBJECTIVES.

1 Knowledge: By the end of the lesson ss will be able to have knowledge about

+ Vocabulary: Vocabulary: Means of transport, road signs

+ Pronunciation: Sounds: /e/ and /ei/

2 Competences:

+ Develop communicative competence, discovery, cooperation competence and

thinking competence

+ Use the lexical items related to : Means of transport, road signs

+ Raising their awareness of : Means of transport, road signs

+ Pronounce: Sounds: /e/ and /ei/

3 Quality: Students can understand more about Traffic.

B TEACHNG AIDS.

T : Textbook, lesson plan, a projector, a laptop

Ss : Learn the old lesson, prepare Unit 8: A closer look 1

C PROCEDUCE

1 Warm up: ( 5’)

- Organization 7A:

a Goal: Review the about Traffic.

b Content : Ss can tell about the Means of transport, road signs.

c Expected result: Ss can tell the names of the Means of transport, road signs

d Performance

? Give all the road signs you see every day

on the way to school

? Write as many words as possibles

? Read again in chorus

2 Presentation : Pre teach Vocabulary (10’)

a Goal: Provide Ss necessary vocabulary related to Means of transport, road signs.

b Content : Remind Ss of the words they learnt in Getting Started and point out

the differenceMeans of transport, road signs

c Expected result: understand using and meaning of the Means of transport, road

signs

d Performance:

- 1 Vocabulary

- Teacher use different techniques to teach

vocab (situation, realia)

- Follow the seven steps of teaching vocab

* Checking vocab: Labeling (2 P8)

? Label the road signs in 1 with the words/

phrases in 2

? Read all the phrases in chorus

- Teacher explains the meaning if

necessary

- traffic

sign/ road sign

(n): - biển báo giao

- traffic rule (n): luật giao thông

- obey (v): tuân theo

- pavement (n): vỉa hè (cho người

đi bộ)

- traffic

sign/ road sign

(n): - biển báo giao

- Ss Label the road signs in 1 with the words/ phrases in 2

- Ss listen, repeat and read the words

c Expected result:

- Ss can identify a word from its description.

- Ss listen, repeat and read the words

d Performance:

2.1? Label the road signs in 1 with the

words/ phrases in 2

? Read all the phrases in chorus

- Teacher explains the meaning if

necessary

2.2 Look out

- Ask students to divide the road signs in 1

into three groups: informative, prohibitive,

and warning base on their shapes and

colours

- Teacher gets feedback and explains

? Give more examples

2.3 Talk about the road signs (3 P7)

? Work in pairs and talk about the road

signs you see on the way to school (or

elsewhere)

- Teacher goes around and give assistance

if necessary, and check their answers

Ex3 Pronunciation (15')

3.1 Sounds /e/ and /ei/

? How to pronounce the sounds /e/ and

/ei/?

- Teacher models and give examples

- Ask students to observe teacher's mouth

and listen carefully

? Practice the sounds together

3.2 Listen and repeat (4 P9)

? Listen to the recording 2 or 3 times

? Repeat in chorus

? Read individually

2 Key:

1 traffic lights 2 no parking

3 no right turn 4 hospital ahead

5 parking 6 cycle lane

7 school ahead 8 no cycling

- A sign within a red triangle will warn you

of something

- Signs with red circles are mostly prohibitive - that means you can't not do something

- Signs in blue are usually to give information

3 Key:E.g:

A: On the way to school, I can see a "no left turn" sign

B: On my way to school there is a hospital,

so I can see a "hospital ahead" sign

4 Production: (10’)

a Goal: Help Ss to memorize the learnt vocabularies

b Content : Ss guess what words or phrase is by playing games

c Expected result: Ss can memorize the learnt words and the way of using.

d Performance:

3.3 Identify the sounds (5 P9)

- Play the recording 2 or 3 times

? Listen and distinguish the sound /e/

and /ei/

? Recognize all the words with the

two sounds, then underline them as

assigned

? Work in groups and find words with

the two sounds

- Teacher monitors and gets

feedback.-Learn by heart the new words and

Week : Planning: Period: 57 Teaching :

UNIT 7 TRAFFIC LESSON 2: A CLOSER LOOK 2

A.OBJECTIVES

1 Knowledge: By the end of the lesson, students will be able to

- - Vocabulary: Means of transport, road signs

- Grammar: It indicating distance, usded to for past habits or states

- practice skills: Ss improve their writing, reading, speaking and listening skills

2 Cometences:

- Communication, self study, self-check

3 Quality: Students can use the structure to do exercises

B.TEACHING AIDS:

1 Teacher’s: teacher book

2 Students’: Textbooks, notebooks

C PROCEDURE

1 Warm- up (5’)

Class organization (1’)

- Attendance: 7A

a Goal: help ss to learn how to use “it and used to”

b Content: Ss give the use, the form

c Expected result: Ss can remember the use, the form

a.Goal: introduce new words

b Content: s can pronounce new words

c Expected result: ss can understand and use new words

d Performance:

* Pre- teach vocabulary- Teacher use

different techniques to teach vocab

(situation, realia)

- Follow the seven steps of teaching

vocab

- Repeat in chorus and individually

- Copy all the words

* Checking vocab: Matching

2 "It" indicating distance

? Refer back to the conversation in

getting started and find sentences with

"it" as the subject

? Is "it" in the example the formal

E.g: How far is it from your house to there?

It's about two kilometers.

-> "It": the formal subject to indicate

distance

E.g:

There used to be many trees on this street,

but now there are only shops

- We used "used to" to describe an action or

a state that happen regularly in the past but does not happen at present/ no longer happen

? Study the examples in grammar P10

? What do we use "used to" for?

- Teacher explains the rules of (+), (-), (?)

? Give more sentences in all three form

now

- Used to is the same form for all persons

3 Practice (20’)

a.Goal: using the present tenses to do exercises

b Content: Do exercises 1,2 in textbook

c Expected result: can do exercises well

d Performance:

Ex 1- P 19

Ex1 Write sentences with it (1 P9)

? Work by yourself and write down the

sentences

- Teacher observes and helps when and where

necessary

- Have some students read their sentences

- Correct their mistakes

Ex2:Ask,answer questions about distance

a.Goal: using “used to” to do exercises

b Content: Do exercises 3a,b in textbook

c Expected result: can do exercises well

d Performance:

3.a Used to

* Study : Watch out

Ex3: Complete the sentences with "used to" or

- Allow Ss time to discuss and find the answers

to the questions If Ss are having difficulty

answering question 2, T may ask questions

such as 7s a schedule usually for present or future

activities?’ Then have Ss read the

? Report the result to the class

1 used to ride 2 used to be

3 used to go 4 Did use to play

5 did not use to feel

b work in groups Discuss the questions

some years ago, but now he has a desk job.

E.g:

A: Did you use to play marbles?

Phong: Yes I used to play marbles.E.g: Phong used to play marbles

UNIT 7 POLLUTION

LESSON 5: SKILLS 1

A OBJECTIVES.

1 Knowledge:

- Talk about the causes and effects of water pollution as well as ways to reduce it

- Read for general and specific information about water pollution

2 Competences:

+ Develop communicative competence, discovery, cooperation compentence and

thinhking compentence

3 Quality: Students know to the causes and effects of one pollution type They

know how to protect the environment

B TEACHNG AIDS.

T : Textbook, lesson plan, a projector, a laptop

Ss : Learn the old lesson, prepare Unit 7: skills 1

C Procedure

1 Warm up: ( 5’)

- Organization (1’) 8A: 8B:

8C:

a Goal: Review pollution vocabulary

b Content : Ss can tell water pollution

c Expected result: Ss can give a presentation on water pollution

d Performance

- T asks Ss to talk about water pollution

- Ss discuss and tell waterpollution

- T gets feedback

2 Presentation : Pre - reading (13’)

a Goal: Provide Ss necessary vocabulary related to the water pollution and get the

main ideas from the text

b Content : Remind Ss of the words they learnt in Getting Started

c Expected result: understand using and meaning of the vocabularies

d Performance:

1 Have Ss do this activity in pairs.

One student looks at the picture A on

page 12 while the other looks at

picture B on page 15 They ask each

other Yes/ No questions to find out the

differences between the two pictures

T may model asking and answering

questions with a strong student For

example:

T (picture A): Are there five ducks in

your picture?

S (picture B): Yes, there are Are the

ducks black in your picture?

T: No, they aren’t They’re white

Call on one student to report on the

differences Other Ss can add some

more

Ask Ss what the pictures tell them

(water pollution) Lead to the second

+ “ non- point sourse” pollution:

Picture A

- The ducks are white

- They’re going to the lake

- There aren’t any factories near the lake

- The lake water is clean

Picture B

- The ducks are black

- They’re going from the lake

- There are some factories near the lake

- The lake water is dirty/ black

3 Practice ( While – reading) (13’)

a Goal: get new words and get the main ideas from the text

b Content : answer the questionsand comple the note

c Expected result: Ss can understand about water pollution.

d Performance:

2 Mi and Nick have decided to give

a presentation on water pollution to

Key:

1 The second paragraph tells about the

the class Read what they’ve

prepared and answer the questions.

Ask Ss to read the passage quickly

and answer the questions Tell Ss that

the first two questions ask for general

information while the rest focus on

details Ss can underline past of the

text that help them with the answers

Ss compare their answers before

giving the answers to T

causes of water pollution

2 The third paragraph tells about the effects

of water pollution

3 It’s the water beneath the Earth’s surface

4 They are industrial waste, sewage, pesticides, and herbicides

5 They are pollutants from storm water and the atmosphere

6 They use herbicides to kill weeds

3 Read the text again and complete

the notes about the effects of water

pollution Fill each blank with no

more than tree words.

Remind Ss quickly of the way to do

this type of exercise Ss read the

sentences quickly to underline the key

words For example, in sentence 1,

the key words are drinking water,

untreated and outbreak Then they

locate the key words in the passage

and pick the suitable words to fill

each blank For instance, for the blank

in sentence 1, a noun should be filled

in Have some Ss read aloud their

answers Confirm the correct ones

Key: 1 cholera 2 die

3 polluted water 4 dead

5 aquatic pants

4 Production Speaking (15’)

a Goal: Help Ss to find the sollution to water pollution

b Content : Ss disscuss the sollution to water pollution

c Expected result: Ss make note of your answer.

d Performance:

4 Work in group and discuss the

solutions to water pollution Make

notes of your answers.

For example:

Factories dump industrial waste

Solution 1: Give heavy fines to

Ss work in groups to discuss the

solutions to water pollution To help

them focus their ideas, T can suggest

they make two sub-headings

Point source pollution

Non-point source pollution

They can then give through each

cause in the presentation and think of

the solutions

They make notes of the answers on a

piece of paper Invite one group to

quickly present their solutions Other

groups add any ideas if necessary As

it is an open activity, accept all the

answers as long as they make sense

5 Now complete the diagram of

water pollution Use the

information from the text for the

causes and effects and your groups’

idias for the solutution.

Ss work in groups to give a

presentation about water pollution

Other groups listen and give

comments The class may vote for the

best presentation and T can give them

marks If the class size is small and

time allows, all the groups can

presents

companies that are found doing this

Solution 2: Educate companies aboutthe environment

Solution 3: Give tax breaks tocompanies that find “clean” ways to dispose

of their waste

6 Make a presentation about the

water pollution based on the

diagram.

Ask some groups to give a

presentation about water pollution

Other groups listen and give

comments The class may vote for the

best presentation and T can give them

marks If the class size is small and

time allows all the groups can present

- Ask students to complete all the

- Prepare: Unit 7: Skills 2

- Continue preparing for the project: draw a picture, write something to describre the picture

Week : Planning: Period: 59 Teaching :

UNIT 7 : POLLUTION LESSON 5: SKILLS 2

A OBJECTIVES:

1.Knowledge By the end of the lesson, students will be able

+ Listen to get specific information about thermal pollution

+ Write about the causes and effects of one pollution type

+practice 4 skills: Writing, reading, listening and speaking skills.

2.Competences: complete the diagram of “cause” and “effect”, writing the “cause”

and “effect” of pollution type, studying and controling themselves,

communicating, cooperating, using languages

3 Quality: Students know to the causes and effects of one pollution type They

know how to protect the environment

B Teaching aid:

-Teacher: Textbook, workbook, English room

-Students: Textbook, workbook

C Procedure:

- Organization(1’)

- Checking Ss’ attendance: 8A ………, 8B…… … …., 8C:………

1 Warmer (5'):

a.Goal: know about thermal pollution

b.Content: describing the pictures and the relationship between them

c Expected result: s can tell the relationship between an algal bloom and the

cooling towers

d Performance

Ask Ss to work in pair, describing the

pictures and the relationship between

them Call on one of two Ss to give their

- Work in pair, describing the pictures andthe relationship between them

LISTENING

2 Pre - listening(10’):

a.Goal: ss understand and use some lexicals connect to “cause” and “effect”,

b.Content: ss identify the form of the word /phrase to be filled in each blank.

c Expected result: ss can understand , use some lexicals to do the tasks and predict

well

d Performance

2.1 Pre-teach:

Eliciting: visuals, miming, explanation

Modeling, choral & individual repetition

Written record; Pronunciation;

a.Goal: s can complete the diagram of “cause” and “effect”

b.Content: listen to part of a converstation talk about thermal pollution

c Expected result: s can understand the converstation and do the tasks well.

d Performance

Listen to a part of a conversation on

TV between a reporter and an

environmentalist about thermal

pollution Complete the diagram.

Have Ss quickly read the diagram and

identify the form of the word/ phrase to

be fill in each blank For example, the

words for blanks 1 and 2 are adjectives

Play the recording once Ask for Ss’

answers and write them on the board If

all the answer are correct, move to the

next activity If Ss are not sure about the

answers, play the recording again for Ss

to check Make changes to the answers

III Listening.

2 Listen to a part of a conversation on

TV between a reporter and an environmentalist about thermal pollution Complete the diagram.

Key:

1 hotter 2 cooler

3 cool 4 warm rivers

5 warmer water 6 fish population

7 harmful 8 colour

9 poison 10 cool down

on the board

WRITING 4.Pre - writing: (5’)

a.Goal: make notes in the diagram in exercise 3.

b.Content: discuss the “cause” and “effect”of one pollution type.

c Expected result: ss can complete the diagram well

d Performance

Ss work in pairs and decide which

pollution type in their area they are

going to discuss Have Ss take notes of

the causes and effects Move around to

offer help as pairs discuss their ideas

3 Work in pair Discuss the causes and effects of one type of pollutionin your area

Ex: Water pollution

Water pollution is the most serious in our area

III While – writing: (8’)

a.Goal: writes about the causes and the other writes about the effects

b.Content: based on their notes from 3 Remind Ss to use markets like firstly,

secondly finally to navigate through their points.

c Expected result: ss can complete the article intime and well.

d Performance

- Ss stay with their partner One writes

about the causes and the other writes

about the effects based on their notes

from 3 Remind Ss to use markets like

firstly, secondly finally to navigate

through their points

- Move around to offer help and take

notes of any structures or language that

Ss are struggling with Bring the whole

group together if there is a point T wants

to clarify, then they can continue with

the writing

4 Imagine that you are writing an article for the local newspaper about a type of pollution in your area One of you write about the causes and the other write about the effects of the pollution type you have just discussion in 3.

- Sample article: “ Water pollution”

There are several types of pollution.However, water pollution is the mostserious in our area

It is caused by several factors Firstly,families dump sewage into the river Inthe past it was a very beautiful river, butnow the water is almost black Secondly,there are two new factories in our area,and they are dumping chemical waste intothe lake and river Thirdly, pesticides areanother source of pollution Farmers inour area usually use these to kill insects.Water pollution badly affects our area We

do not have enough fresh waster to waterthe plants and crops People cannot raisefish in the river and the lake because thewater there is so polluted In addition,there are no more wild ducks near theriver today since they cannot find fish forfood Another negative effect is thatsometimes in the afternoon there is a badsmell from the polluted river, so people

do not like walking along it anymore.People in our area al aware of this problem, and we are thinking of ways to solve it

4 Post- writing

a.Goal: Ss share their work with each other and combine it to make a complete the

article

b.Content: writes about the causes and the other writes about the effects based on

their notes from 3

c Expected result: : s can understand and use new words , know the form of the

article

d Performance

- Now have Ss share their work with

each other and combine it to make a

complete article

- Tell them that they should add one or

two sentences at the beginning to

introduce the topic and other ones at the

end to conclude their article Note, if Ss

need more support, post the sample

article (see next page) on the board as a

reference when Ss get to this stage of the

lesson

- This will help them structure their

work Next, have pairs swap and read

each other’s articles

- Finally, ask for volunteer pairs to read

their articles out to the class and have Ss

comment on them Then collect all the

articles for marking

5 Read each other’s work and put them together to make a complete article.

5 Consolidation: (2’)

- Use lexical items related to the “cause” and “effect”

6 Homework

- Write an article about one type pollution

- Prepare: Looking back + Project.

LESSON 5: SKILLS 2

A OBJECTIVES:

1.Knowledge By the end of the lesson, students will be able

+ Listen to get specific information about thermal pollution

+ Write about the causes and effects of one pollution type

+practice 4 skills: Writing, reading, listening and speaking skills.

2.Competences: complete the diagram of “cause” and “effect”, writing the “cause”

and “effect” of pollution type, studying and controling themselves,

communicating, cooperating, using languages

3 Quality: Students know to the causes and effects of one pollution type They

know how to protect the environment

B Teaching aid:

-Teacher: Textbook, workbook, English room

-Students: Textbook, workbook

C Procedure:

- Organization(1’)

- Checking Ss’ attendance: 8A ………, 8B…… … …., 8C:………

1 Warmer (5'):

a.Goal: know about thermal pollution

b.Content: describing the pictures and the relationship between them

c Expected result: s can tell the relationship between an algal bloom and the

cooling towers

d Performance

Ask Ss to work in pair, describing the

pictures and the relationship between

them Call on one of two Ss to give their

- Work in pair, describing the pictures andthe relationship between them

LISTENING

2 Pre - listening(10’):

a.Goal: ss understand and use some lexicals connect to “cause” and “effect”,

b.Content: ss identify the form of the word /phrase to be filled in each blank.

c Expected result: ss can understand , use some lexicals to do the tasks and predict

well

d Performance

2.1 Pre-teach:

Eliciting: visuals, miming, explanation

Modeling, choral & individual repetition

Written record; Pronunciation;

a.Goal: s can complete the diagram of “cause” and “effect”

b.Content: listen to part of a converstation talk about thermal pollution

c Expected result: s can understand the converstation and do the tasks well.

d Performance

Listen to a part of a conversation on

TV between a reporter and an

environmentalist about thermal

pollution Complete the diagram.

Have Ss quickly read the diagram and

identify the form of the word/ phrase to

be fill in each blank For example, the

words for blanks 1 and 2 are adjectives

Play the recording once Ask for Ss’

answers and write them on the board If

all the answer are correct, move to the

next activity If Ss are not sure about the

answers, play the recording again for Ss

to check Make changes to the answers

III Listening.

2 Listen to a part of a conversation on

TV between a reporter and an environmentalist about thermal pollution Complete the diagram.

Key:

1 hotter 2 cooler

3 cool 4 warm rivers

5 warmer water 6 fish population

7 harmful 8 colour

9 poison 10 cool down

on the board

WRITING 4.Pre - writing: (5’)

a.Goal: make notes in the diagram in exercise 3.

b.Content: discuss the “cause” and “effect”of one pollution type.

c Expected result: ss can complete the diagram well

d Performance

Ss work in pairs and decide which

pollution type in their area they are

going to discuss Have Ss take notes of

the causes and effects Move around to

offer help as pairs discuss their ideas

3 Work in pair Discuss the causes and effects of one type of pollutionin your area

Ex: Water pollution

Water pollution is the most serious in our area

III While – writing: (8’)

a.Goal: writes about the causes and the other writes about the effects

b.Content: based on their notes from 3 Remind Ss to use markets like firstly,

secondly finally to navigate through their points.

c Expected result: ss can complete the article intime and well.

d Performance

- Ss stay with their partner One writes

about the causes and the other writes

about the effects based on their notes

from 3 Remind Ss to use markets like

firstly, secondly finally to navigate

through their points

- Move around to offer help and take

notes of any structures or language that

Ss are struggling with Bring the whole

group together if there is a point T wants

to clarify, then they can continue with

the writing

4 Imagine that you are writing an article for the local newspaper about a type of pollution in your area One of you write about the causes and the other write about the effects of the pollution type you have just discussion in 3.

- Sample article: “ Water pollution”

There are several types of pollution.However, water pollution is the mostserious in our area

It is caused by several factors Firstly,families dump sewage into the river Inthe past it was a very beautiful river, butnow the water is almost black Secondly,there are two new factories in our area,and they are dumping chemical waste intothe lake and river Thirdly, pesticides areanother source of pollution Farmers inour area usually use these to kill insects.Water pollution badly affects our area We

do not have enough fresh waster to waterthe plants and crops People cannot raisefish in the river and the lake because thewater there is so polluted In addition,there are no more wild ducks near theriver today since they cannot find fish forfood Another negative effect is thatsometimes in the afternoon there is a badsmell from the polluted river, so people

do not like walking along it anymore.People in our area al aware of this problem, and we are thinking of ways to solve it

4 Post- writing

a.Goal: Ss share their work with each other and combine it to make a complete the

article

b.Content: writes about the causes and the other writes about the effects based on

their notes from 3

c Expected result: : s can understand and use new words , know the form of the

article

d Performance

- Now have Ss share their work with

each other and combine it to make a

complete article

- Tell them that they should add one or

two sentences at the beginning to

introduce the topic and other ones at the

end to conclude their article Note, if Ss

need more support, post the sample

article (see next page) on the board as a

reference when Ss get to this stage of the

lesson

- This will help them structure their

work Next, have pairs swap and read

each other’s articles

- Finally, ask for volunteer pairs to read

their articles out to the class and have Ss

comment on them Then collect all the

articles for marking

5 Read each other’s work and put them together to make a complete article.

5 Consolidation: (2’)

- Use lexical items related to the “cause” and “effect”

6 Homework

- Write an article about one type pollution

- Prepare: Looking back + Project.

UNIT 8: ENGLISH SPEAKING COUNTRIES

LESSON 1: GETTING STARTED

A OBJECTIVES:

1 Knowledge: By the end of the lesson, Ss will be able to :

interact speaking about ‘Phong's summer camp in Singapore’

+ Vocabulary: use the lexical items related to the topic ‘English speaking countries’

+ Skills

- Students develop listening, speaking, reading and writing skills,

Roling-play, spoken interaction about the topic in getting started

2 Competence.

- Students have serious attitude in learning

- Ss are interested in learning English

3 Quality

- Language: get acquainted with the topic English speaking countries

- Problem solving: find out the correct answer about the text

B TEACHING AIDS

T : Textbook, lesson plan, , a projector, a laptop

Ss : Learn the old lesson, prepare Unit 8: Getting started

C Procedure

1 Warm up: ( 5’)

- Organization: 8A: 8B: 8C:

a Goal: Motivate ss to interest in the topic of the lesson and create the fun

atmosphere before starting the new lesson

b Content : Talk about English speaking countries

c Expected result: Ss can express their idea.

d Performance:

Write the title ‘English speaking countries’ on the board

? Call out names of English speaking countries and their main cities

? Share any interesting facts you know about these places

2 Presentation : ( 10’)

a Goal: Provide Ss necessary vocabularies

b Content : Ss read the vocabularies and match the words to make common

expressions

c Expected result: Ss can maser the vocabularies

d Performance:

Teacher’s & Students’ activities Content

+ Present new words

- Teacher use different techniques to teach

vocabulary (situation, realia)

- Follow the seven steps of teaching

vocabulary

- Repeat in chorus and individually

- Copy all the words

* Checking vocab: Recall

2. Pre- teach vocab:

- absolutely (adv): tuyệt đối, chắc

2 Present the dialogue

- Answer the questions individually

* Set the scenes:

? Look at the title of the conversation and

the picture

- Ask them some questions:

• Where are the children?

• What do you think they are doing?

- Ss answer the questions as a class

Play the recording and have Ss follow along

* Suggested answers

- They are at the summer camp.

- Students' answer

3 Practice (15’)

a.Goal: understand and do exercises correctly

b Content: Listen and circle, Read and tick: Individual,

Answer the questions: Teacher – Whole class

c Expected result:

- Co-operation: interact with the teacher find out the answers

- Communication: answer positively

- Language: use English to answer

d Performance

? Find a word or an expression from the

conversation which you use when you:

? Share answers with your partner

- Teacher gets feedback

? Add any other expressions which have the

same meaning

? Run through the questions

? Ss read the conversation again to answer

the questions

- Ss exchange their answers with a

classmate

- Call on some Ss to write their answers on

the board Check their answers

2. Listen and read

- Ask ss to listen and read the conversation

a Find a word / an expression (1a P17)

2 Complete the sentences (2 P17)

? Underline these words/ phrases in the

? Share your answers in pairs

- Confirm the correct answers

Note:

Your first language is often known as your

mother tongue, and your second language

may refer to a language used as an official

language in your country, like English in

Malaysia, Singapore, India, or it could

simply mean the foreign language you

learnt at school as part of the curriculum

3 Write the name of the countries (3 P17)

Have Ss work in pairs/ groups to match the

flags with the countries T checks

? Form groups of five or six

- The first group to find all the countries

wins

- If possible, prepare a black and white

world map on A3 paper or quickly draw a

world map on the board

- Ask one student from the winning group

3 He has made new friends, visitedplaces, (and taken part in differentactivities.)

4 Because he uses English ever day withpeople from fidderent activities.)

5 Two boys from Australia and a girlfrom the USA

3 Singapore 4 Australia

5 Canada 6 New Zealand

to go to the board and mark the six

countries so that other groups can see and

check

4 Production (15’)

a.Goal: can do exercise use English words relating to the topic

b.Content

- Co-operation: interact with partners find out the answers

- Language: use English words relating to the topic

c Expected result: Students know how to do the exercise

d Performance:

? Work individually to do the task then

compare their answers with a partner

Game: where are they?

The USA = the United States of America

It is also known as the US, or the UnitedStates, or even just the States

In Canada, there are two official languages: English and French

• Consolidation: sum up

* Homework.

- Learn by heart new vocabulary

- Practice reading “Listen and read”

- Prepare new lesson: Unit 8: A closer look 1.

Week : Planning: Period: 62 Teaching :

UNIT 8: ENGLISH SPEAKING LESSON 2: A CLOSER LOOK 1

+ Use the lexical items related to English speaking countries.

+ Raising their awareness of broadening their knowledge of English speakingcountries

+ Pronounce stress in words ending in -ese and -ee exactly

3 Quality: Students can understand more about ESP.

B TEACHNG AIDS.

T : Textbook, lesson plan, a projector, a laptop

Ss : Learn the old lesson, prepare Unit 8: A closer look 1

C PROCEDUCE

1 Warm up: ( 5’)

- Organization 8C: 8D:

a Goal: Review the English speaking countries.

b Content : Ss can tell about the countries all over the world.

c Expected result: Ss can tell the names of the English speaking countries.

d Performance

- T asks Ss to talk about the names of

the English speaking countries

- Ss discuss and tell the country they

like

- T gets feedback

Answer the questionsCall the name of the countries

2 Presentation : Pre teach Vocabulary (10’)

a Goal: Provide Ss necessary vocabulary related to the English speaking countries

b Content : Remind Ss of the words they learnt in Getting Started and point out

the difference: the former deals with the names of channels, program… while the latter (this part) deals with the jobs of people living in the English speaking

countries

c Expected result: understand using and meaning of the vocabularies

d Performance:

- T uses picture and elicits words

from Ss

- SS Listen carefully and repeat the

words

- SS Work in groups of 2 – 3 so that

Ss can help each other with difficult

vocabulary

When finish, listen to the recording to

check their answers as well as to

practice the pronunciation of the new

- addressee (n): người nhận thư

- unique (adj) độc đáo, riêng biệt

b Content:

- Ss choose a word / phrase from the box for each description below

- Ss listen, repeat and read the words

c Expected result:

- Ss can identify a word from its description.

- Ss listen, repeat and read the words

d Performance:

Ex 2:

T asks students to look at the words

first and see if they know the words

Then, ask them to change the words

into a noun (N), an adjective (A) or a

verb (V)

Work in groups of 2 – 3 so that

Students can help each other with

some vocabulary

- Check the answers as a class

- If time allows, have two Ss write

their answers on the board and then

confirm the correct answers

? Read all the words aloud

Ex3.

? Read each sentence and decide what

the part of speech is for each word to

be filled in the blank

- For example, the word for the blank

in sentence 1 is a noun They then

complete the sentences

- Confirm the correct answers as a