Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 -

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tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060Giao an anh 8 ky 2 - giáo án tiếng anh lớp 8 học kì 2 - tải hộ 0984985060

Trang 1

Date of preparing: 25/ 08/ 2019 Phần kí duyệt

Mã Quốc Anh Period 1: REVISION

A Aims:

1 Knowlege: By the end of the lesson, ss will be able to review the main grammar

points and vocabulary of English 7

1 Teacher: lesson plan

2 Students: review all the grammar points and vocabulary in English 7 program

C Procedures :

Teacher’s activities Students’ activities

I / Warm up:(5 mins)

- T asks Sts some questions:

? Can you tell me what you’ve learned in english 7?

- Past progressive tense

=> Ask Ss to repeat the uses and forms of each tense

III Practice (25 mins)

Exercise 1 : Change these sentences into other

tenses ( Present simple , Present progressive , Present

perfect tense, near future , Simple future and Past

simple, Past progressive tense) and add appropriate

adverbs of time

1 She is in Grade 8

2 They are playing soccer

3 She went to Ha Noi last week

- Answer the T’s questions

- Listen and repeat the uses and forms of them

- Copy down

- Work in pairs to practice changing these sentences into other tenses

Giáo viên : Phạm Thị Oanh Trường THCS Quảng Phú 1

Trang 2

4 I will visit my sister next week

5 Mai is going to build a new house

- Ask Ss to work in pairs

- Call some pairs to demonstrate in front of class

- Give feedback

Exercise 2 Supply the correct tense of the verbs in

brackets

1 Mary and John (be) _ neighbors They

(know) _ each other for a long time Mary

(move) _ into her house in 1990, and John

(live) _ next door since he (come) _

to the area in 1988

2 Today (be) _ Sunday Nga (not go)

_ to school She (stay) _ at home

She (do) _ her homework now She (do)

_ it for two hours

3 I (be) _ in New York I (come) _

here two years ago My friend, Nancy (live) _

here since 1982 So she (know) _ the area

very well

4 Trung usually (go) _ to the library three

times a week

5 Yesterday I (be) _ busy, so I (not have)

_ time to phone you

6 Mrs Trang (not go) _ to work last week

She (not be) _ feeling well

7 I (do ) _ all the housework The flat is

really clean now

8 How long you (live) _ here? – Since 1997

9 Mr Quang (teach) _ in this school since he

(graduate) _ from the university in 1989

10 My brother (leave) _ home 10 years ago

I (never meet) _ him since then

11 Where you (spend) _ your summer

holiday last year, Tam?

12 When we (be) _ small, our family (live)

_ in the countryside

13 I (read) _ an interesting book at the

moment

14 How long you (know) _ Mrs Chi? – I

(know) _ here for five years

15 We (not see) _ her since we (be)

_ on holiday in Ha Long bay

Some pairs give the answers

in front of the class

St do the exercise in person then give the answers in front

5 was/ didn’t have

6 didn’t go/ wasn’t

7 have done

8 have you lived

9 has taught/ graduated

10 left/ have met

11 did you spend

12 were/ lived

13 am reading

14 have you known

15 have not seen/ were

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16 Phuong (not finish) _ her homework yet

17 It’s three years since I last (see) _ Nam

18 You (be) _ away? – Yes I (go)

_ to the country last Sunday

19 I (not eat) _ anything for two days

20 They (move) _ to Ho Chi Minh City in

1990 and (live) _ there since then

T calls some Sts to write their answers on the board

-and has other students to give remarks

- Give the right answers

IV/ Homework : (5 mins)

- Learn by heard all the uses and the forms of the tenses

UNIT ONE : LEISURE ACTIVITIES

Lesson one: Getting started

I.Objectives:

1 Knowledge:

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

-understand new words and structures in the dialogue

-answer the questions after reading the dialogue

2 Skills: Drill listening, speaking and reading mainly.

3 Education: Educate sts to use: Verbs of liking +gerunds

II Main languages:

+It’s right up my street

+Vietnamese folk songs

 Structure: +I like reading comics

+Stop reading comics

 Grammar: Verbs of liking

III Teaching aids:

1 Teacher’s preparation :

-Teacher’s plan of lesson 1

 Use of teacher and students’ books

Trang 4

+pictures

2 Students’ preparation :

-Textbook

-Sts’ book

IV Teaching procedures:

-Management: From beginning to the last of teaching time

-New lesson:

1.Warm up :

-Ask Ss prepare photos or magazine

cut-outs about some popular leisure activities

including those you often do in their spare

time

-Ask Ss to describe them in English Then

ask them to guess which activities you may

enjoy doing Encourage Ss to do the same

in pairs .One S writes a short list of

activities and the other guesses

2.Presentation :

-Ask Ss open their books to the

picture Introduce Mai, Phuc and Nick

-Ask Ss to guess where they are and what

they are doing .For more able

classes ,brainstorm questions with Ss and

wire them on the board .Questions may

include :

+What can you see in the picture ?

+Why do you think Mai ,Phuc and Nick are

there ?

+What are they holding in their hands ?

+What are they talking about ?

-Ask Ss read the dialogue in silence to find

out new words and structures

-Explain new words and structures by

asking Ss

-Let Ss give examples

-Ask Ss repeat new words and structures

after the teacher

-Have some Ss read aloud before the class

-Let Ss read the dialogue in front of the

class

1.Listen and read :

*New words :-trick (n)-craft (n)-craft kit (n)-wool(n)-leisure (adj)-folk songs (n)-melody (n)-It’s right up street

*New structure:

-> Verbs of liking +gerunds -I like reading comics

-I’ll enjoy listening to the melodies

a Circle the correct answer:

->Keys :1.library2.book3.dog4.craft kit 5.folk music 6.Vietnamese

b Which leisure activities do youthinkPhuc, Mai and Nick have ?Tick (V) theboxes Then find the information from the

Trang 5

-Ask Ss do part a individually

-Call Ss read their keys before the class

Ask Ss read the dialogue again to do

part “b” in groups

-Let Ss answer before the class

-Call Ss tick the board

-Ask Ss look at the board and correct

-Let Ss practice part “c” in pairs

-Have Ss to practice before the class in

pairs

3.Practice :

-Ask Ss work in pairs to match the words /

phrases in the box to the photos , then they

listen together to check their answers

conversation to explain your choice

Phuc Mai Nick1.pet

training 2.makingcrafts3.reading 4.listening

to music 5.learninglanguages6.playingsports 7.helpingparentswith DIY

*c Answer the questions

-to check out something means to examinesomething to get more information about itorder to be certain that is suitable (on true orsafe)

-It’s right up your street ,it is the type ofthing that you are interested in or that youenjoy doing

2 Find words / phrases in the box to describe the photos Then listen to check your answers :

1 playing computer games

2 playing beach games 3.Doing DIY

4.taxting 5.visiting museums 6.making crafts

3.Complete the following sentences with words in the bo

1.satisfied

Trang 6

-It’ s time aloud ,ask Ss to use adjectives to

say what they think of these activities eg

exciting , interesting

-Ask Ss work individually to do the task

then compare their answers with a partner

Tell Ss they need to look for the

surrounding key words in order to complete

the task Note that good and satisfied fit

both items 1 and 5 Acknowledge the point

with Ss who have them the other way round

4.Consolidation :

-Let Ss play a game in pairs talk about a

leisure activity Try to keep going for one

minute each When the time is up ,find a

new partner and talk about another activity

4 boring 5.good

*Game : Changing partners

Can use :-describe the leisure activity -say if you have done this activity or not -share you feeling about the activity

Preparing date: 25/8/2019

Period : 3

Lesson two : A closer look 1

I.Objectives:

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

-use the lexical items related to leisure activities

-pronounce /br/ and /pr/

2 Skills: Drill listening and speaking mainly.

3 Education: Educate sts to pronounce /br/ and /pr/

 Vocabulary: + pricot +bracelet + average +socializing

 Grammar:

 Use ;+cassette and tape

+pictures

Trang 7

2 Students’ preparation –Textboo, -Sts’ book

-Explain new words

-Let Ss work in pairs to examine the

pie-chart closely in order to understand its

contents ,including the heading , subheading

, figures , colour codes and notes

-Allow enough time for this step Do not

give correction

-Then ask Ss to answer the questions that

follow the chart

-Ask Ss practice before the class :

3.Practice :

-Have Ss to prepare part 2 individually to

complete the task After giving corrective

feedback , draw their attention to the part of

speech of the words mentioned (eg relaxing

comes from the verb relax with-ing added

and it refers to the activity)

-Then introduce the concept of gerund ( a

noun made from a verb by adding-ing )

-Give Ss some examples where a gerund is

transformed from a verb and used as a

noun For more able class ,ask Ss to make

their own sentences

-Ask Ss to cover the category labels

-Have Ss look at the words and try to guess

what these words have in common T may

elicit from Ss by asking questions

-Ask Ss to work in pairs to complete the

task Once they have finished and T has

given corrective feedback , encourage them

to add more words in each category

-Have Ss work in small groups Allow them

enough time 6to think about what their

- Use this network to answer :What do you often do in your free time?

A Vocabulary :

1.Look at the following pie chart on leisure activities in the US and answer the questions :

*New words :-average -socialize (v)-communicate (v

> The answers :

1 In 2012 ,people in the UK spent 5.1 hours a day on sport and leisure activities 2.The main activities they did include : relaxing and thinking , using the

computer for leisure , participating in sports , socializing and communicating , watching TV and other leisure activities 3.The 3 most common activities were : watching TV, socializing and

communicating and using the computer for leisure

2/ Complete the table with information from the pie chart

Name of activities Verb 1relaxing

2.thinking3.using 4.doing5.socialising 6.communica7.watching8.reading

relax thinkuse dosocialisecommunicatewatch

read

Trang 8

average day may look like (including ,study

and work) and how much time is spent on

leisure activities If there is plenty of time

encourage them to calculate these times as

percentages and put them in a simple pie

chart similar to 1

-Have Ss write down how much time they

spend leisure on an average day and three

activities they do the most

-Ask Ss move around and talk with at least

three other classmates to find out who

spends most time on leisure and what the

most popular activities in the class are

-Have Ss work individually to complete this

task Once they have finished

-Ask Ss work in pairs to compare their

answers

-Play the recording for Ss to check and then

repeat

-Pause the recording to drill difficult items

-Ask Ss to add more words which contain

these clutters For a more able class Ss may

make sentences with these words and

practice saying them

4.Consolidation

-Have Ss practice the words with the

clusters first

-Then ask Ss to repeat the whole sentence If

the time allows ask Ss to cover their book

and listen to the recording If they hear the

word with cluster /pr/ they have to raise up

their left hand , if it is cluster /br/ they raise

their right hand

5.Homework :

-Ask Ss learn by heart new words and

structures

-Write about the leisure activity

3 Look at the words Match them to the category labels :

1-e 5-d2-b 6-h3-f 7-c4-a 8-g

4 How much time do you spend a day

on leisure activities ? What are the three activities that you do the most ? Share your ideas with a partners

B Pronunciation :

5.Complete the words under the pictures with /br/ or /pr/ Listen to check your answers and repeat

1.apricot 5.princess 2.bridge 6.president3.bracelet 7 present4.bread 8

6 Listen and repeat :

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Period 1: REVISION

Preparing date:

Teaching date:

A Aims:

1 Knowlege: By the end of the lesson, ss will be able to review the main grammar

points and vocabulary of English 7

1 Teacher: lesson plan

2 Students: review all the grammar points and vocabulary in English 7 program

C Procedures :

Teacher’s activities Students’ activities

I / Warm up:(5 mins)

- T asks Sts some questions:

? Can you tell me what you’ve learned in english 7?

- Past progressive tense

=> Ask Ss to repeat the uses and forms of each tense

III Practice (25 mins)

Exercise 1 : Change these sentences into other

tenses ( Present simple , Present progressive , Present

perfect tense, near future , Simple future and Past

simple, Past progressive tense) and add appropriate

adverbs of time

1 She is in Grade 8

2 They are playing soccer

3 She went to Ha Noi last week

4 I will visit my sister next week

5 Mai is going to build a new house

- Answer the T’s questions

- Listen and repeat the uses and forms of them

- Copy down

- Work in pairs to practice changing these sentences into other tenses

Some pairs give the answers

Trang 10

- Ask Ss to work in pairs

- Call some pairs to demonstrate in front of class

- Give feedback

Exercise 2 Supply the correct tense of the verbs in

brackets

1 Mary and John (be) _ neighbors They

(know) _ each other for a long time Mary

(move) _ into her house in 1990, and John

(live) _ next door since he (come) _

to the area in 1988

2 Today (be) _ Sunday Nga (not go)

_ to school She (stay) _ at home

She (do) _ her homework now She (do)

_ it for two hours

3 I (be) _ in New York I (come) _

here two years ago My friend, Nancy (live) _

here since 1982 So she (know) _ the area

very well

4 Trung usually (go) _ to the library three

times a week

5 Yesterday I (be) _ busy, so I (not have)

_ time to phone you

6 Mrs Trang (not go) _ to work last week

She (not be) _ feeling well

7 I (do ) _ all the housework The flat is

really clean now

8 How long you (live) _ here? – Since 1997

9 Mr Quang (teach) _ in this school since he

(graduate) _ from the university in 1989

10 My brother (leave) _ home 10 years ago

I (never meet) _ him since then

11 Where you (spend) _ your summer

holiday last year, Tam?

12 When we (be) _ small, our family (live)

_ in the countryside

13 I (read) _ an interesting book at the

moment

14 How long you (know) _ Mrs Chi? – I

(know) _ here for five years

15 We (not see) _ her since we (be)

_ on holiday in Ha Long bay

16 Phuong (not finish) _ her homework yet

17 It’s three years since I last (see) _ Nam

in front of the class

St do the exercise in person then give the answers in front

5 was/ didn’t have

6 didn’t go/ wasn’t

7 have done

8 have you lived

9 has taught/ graduated

10 left/ have met

11 did you spend

12 were/ lived

13 am reading

14 have you known

15 have not seen/ were

Trang 11

18 You (be) _ away? – Yes I (go)

_ to the country last Sunday

19 I (not eat) _ anything for two days

20 They (move) _ to Ho Chi Minh City in

1990 and (live) _ there since then

T calls some Sts to write their answers on the board

-and has other students to give remarks

- Give the right answers

IV/ Homework : (5 mins)

- Learn by heard all the uses and the forms of the tenses

Trang 12

Lesson one: Getting started

I.Objectives:

1 Knowledge:

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

-understand new words and structures in the dialogue

-answer the questions after reading the dialogue

2 Skills: Drill listening, speaking and reading mainly.

3 Education: Educate sts to use: Verbs of liking +gerunds

+It’s right up my street

+Vietnamese folk songs

 Grammar: Verbs of liking

-New lesson:

1.Warm up :

-Ask Ss prepare photos or magazine

cut-outs about some popular leisure activities

including those you often do in their spare

time

-Ask Ss to describe them in English Then

ask them to guess which activities you may

enjoy doing Encourage Ss to do the same

in pairs .One S writes a short list of

Trang 13

activities and the other guesses

-Ask Ss open their books to the

picture Introduce Mai, Phuc and Nick

-Ask Ss to guess where they are and what

they are doing .For more able

classes ,brainstorm questions with Ss and

wire them on the board .Questions may

include :

+What can you see in the picture ?

+Why do you think Mai ,Phuc and Nick are

there ?

+What are they holding in their hands ?

+What are they talking about ?

-Ask Ss read the dialogue in silence to find

out new words and structures

-Explain new words and structures by

asking Ss

-Let Ss give examples

-Ask Ss repeat new words and structures

after the teacher

-Have some Ss read aloud before the class

-Let Ss read the dialogue in front of the

class

-Ask Ss do part a individually

-Call Ss read their keys before the class

Ask Ss read the dialogue again to do

part “b” in groups

-Let Ss answer before the class

-Call Ss tick the board

1.Listen and read :

*New words :-trick (n)-craft (n)-craft kit (n)-wool(n)-leisure (adj)-folk songs (n)-melody (n)-It’s right up street

*New structure:

-> Verbs of liking +gerunds -I like reading comics

-I’ll enjoy listening to the melodies

a Circle the correct answer:

->Keys :1.library2.book3.dog4.craft kit 5.folk music 6.Vietnamese

b Which leisure activities do youthinkPhuc, Mai and Nick have ?Tick (V) theboxes Then find the information from theconversation to explain your choice

Phuc Mai Nick

Trang 14

-Ask Ss look at the board and correct

-Let Ss practice part “c” in pairs

-Have Ss to practice before the class in

pairs

3.Practice :

-Ask Ss work in pairs to match the words /

phrases in the box to the photos , then they

listen together to check their answers

-It’ s time aloud ,ask Ss to use adjectives to

say what they think of these activities eg

exciting , interesting

-Ask Ss work individually to do the task

then compare their answers with a partner

Tell Ss they need to look for the

surrounding key words in order to complete

the task Note that good and satisfied fit

both items 1 and 5 Acknowledge the point

with Ss who have them the other way round

-Let Ss play a game in pairs talk about a

leisure activity Try to keep going for one

minute each When the time is up ,find a

new partner and talk about another activity

1.pettraining 2.makingcrafts3.reading 4.listening

to music 5.learninglanguages6.playingsports 7.helpingparentswith DIY

*c Answer the questions

-to check out something means to examinesomething to get more information about itorder to be certain that is suitable (on true orsafe)

-It’s right up your street ,it is the type ofthing that you are interested in or that youenjoy doing

2 Find words / phrases in the box to describe the photos Then listen to check your answers :

1 playing computer games

2 playing beach games 3.Doing DIY

4.taxting 5.visiting museums 6.making crafts

3.Complete the following sentences with words in the bo

1.satisfied

2 exciting , relaxing3.fun

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*Game : Changing partners

Can use :-describe the leisure activity -say if you have done this activity or not -share you feeling about the activity

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Preparing date:

Teaching date:

Period :3

Lesson two : A closer look 1

I.Objectives:

1 Knowledge:

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

-use the lexical items related to leisure activities

-pronounce /br/ and /pr/

2 Skills: Drill listening and speaking mainly.

3 Education: Educate sts to pronounce /br/ and /pr/

 Grammar:

Trang 17

-Ask Ss look at their book and read in

silence :

-Explain new words

-Let Ss work in pairs to examine the

pie-chart closely in order to understand its

contents ,including the heading , subheading

, figures , colour codes and notes

-Allow enough time for this step Do not

give correction

-Then ask Ss to answer the questions that

follow the chart

-Ask Ss practice before the class :

3.Practice :

-Have Ss to prepare part 2 individually to

complete the task After giving corrective

feedback , draw their attention to the part of

speech of the words mentioned (eg relaxing

comes from the verb relax with-ing added

and it refers to the activity)

-Then introduce the concept of gerund ( a

noun made from a verb by adding-ing )

-Give Ss some examples where a gerund is

transformed from a verb and used as a

noun For more able class ,ask Ss to make

their own sentences

-Ask Ss to cover the category labels

-Have Ss look at the words and try to guess

what these words have in common T may

elicit from Ss by asking questions

-Ask Ss to work in pairs to complete the

task Once they have finished and T has

A Vocabulary :

1.Look at the following pie chart on leisure activities in the US and answer the questions :

*New words :-average -socialize (v)-communicate (v)

-> The answers :

1 In 2012 ,people in the UK spent 5.1 hours a day on sport and leisure activities 2.The main activities they did include : relaxing and thinking , using the

computer for leisure , participating in sports , socializing and communicating , watching TV and other leisure activities 3.The 3 most common activities were : watching TV, socializing and

communicating and using the computer for leisure

2/ Complete the table with information from the pie chart

Name of activities Verb 1relaxing

2.thinking3.using 4.doing

relax thinkuse do

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given corrective feedback , encourage them

to add more words in each category

-Have Ss work in small groups Allow them

enough time 6to think about what their

average day may look like (including ,study

and work) and how much time is spent on

leisure activities If there is plenty of time

encourage them to calculate these times as

percentages and put them in a simple pie

chart similar to 1

-Have Ss write down how much time they

spend leisure on an average day and three

activities they do the most

-Ask Ss move around and talk with at least

three other classmates to find out who

spends most time on leisure and what the

most popular activities in the class are

-Have Ss work individually to complete this

task Once they have finished

-Ask Ss work in pairs to compare their

answers

-Play the recording for Ss to check and then

repeat

-Pause the recording to drill difficult items

-Ask Ss to add more words which contain

these clutters For a more able class Ss may

make sentences with these words and

practice saying them

5.socialising 6.communica7.watching8.reading

socialisecommunicatewatch

read

3 Look at the words Match them to the category labels :

1-e 5-d2-b 6-h3-f 7-c4-a 8-g

4 How much time do you spend a day

on leisure activities ? What are the three activities that you do the most ? Share your ideas with a partners

B Pronunciation :

5.Complete the words under the pictures with /br/ or /pr/ Listen to check your answers and repeat

1.apricot 5.princess 2.bridge 6.president

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-Have Ss practice the words with the

clusters first

-Then ask Ss to repeat the whole sentence If

the time allows ask Ss to cover their book

and listen to the recording If they hear the

word with cluster /pr/ they have to raise up

their left hand , if it is cluster /br/ they raise

their right hand

6 Listen and repeat :

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LESSON 1: GETTING STARTED Mã Quốc Anh

I Objectives: By the end of the lesson, students will be able to:

- use lexical items related to the topic 'Pollution' to talk about types of pollution

- Educational aim: Ss should have practical activities to protect the environment.

II Language contents:

Vocabulary: aquatic, to come up with

Grammar: conditional sentence

CD, pictures, sub- boards

Ss follow along After that, Sscan compare their answerswith the information in thedialogue and add some moredetails to their answers

Definition

Ss work independently to findthe words with the givenmeanings in the conversation

Allow them to share answersbefore discussing as a class

Quickly write the correctanswers on the board

T: Call out one fairytale you’ve

known

S1: Sleeping Beauty S2: Cinderella

S3: … T: Do you know any story about pollution? Can you tell something about pollution?

S: … T: Great Today I am going to help you know more information about Pollution

* Set the scene

T: Who can you see in the picture?

* Pre-questions

1 Where are the children?

2 What can you see in the picture?

3 What do you think they are talking about?

Ss’ answers.

1a Find a word / phrase that means:

1 no longer alive = dead

2 growing or living in, on or near

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Comprehension questions

Ss work in pairs T lets themcheck the answers in pairs orgroups, then T gives the keys

If there's time, call some pairs

to read the questions and giveanswers

True/ False / NI statements

Ask them firstly to decide ifthe sentences are true, false orthere is no informationwithout reading the dialogue

Ss write their answers on theboard Now ask Ss to read theconversation again to checktheir answers and ask them toexplain their choices

Confirm the correct answers

* Bless you! is an idiom You say it to

sb after they have sneezed

* I can't believe my eyes - This

expression means you are very surprised at something you see.

1b Answer the questions.

1 Where are Nick and Mi?

 They are in Mi's home village.

2 What does the water in the lake look like?

 It's almost black.

3 Why is Mi surprised when they get closer to the lake?

 She's surprised because she sees the fish are dead.

4 What is the factory dumping into thelake?

 It's dumping poison into the lake.

5 Why is Nick sneezing so much?

 He's sneezing so much because the air is not clean.

1c Tick(v) T (true), F (false) or NI (no information).

Key: 1 F (It's polluted by the

factory) 2.T 3.NI 4.T 5.T

2 There are different types of pollution Write each type under a picture.

Key:A radioactive pollution B

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Check and correct theirpronunciation.

Gap-fill

Ss do this activityindividually and thencompare their answers with aclassmate Call on some Ss tostand up and give theiranswers Confirm the correctanswers

Discussion

Ss work in groups of five orsix In five minutes, Ss writedown the pollution types theirneighbourhood faces and rankthem in order of seriousness

Have the class vote for thegroup with the best reasons

T asks Ss to do at home

noise pollution

C visual pollution D

thermal pollutionE.water pollution F land/soil pollution

G light pollution H air pollution

3 Complete the sentences with the types of pollution.

Vote for the group with the best reasons.

Example:

I think my neighbourhood faces water pollution In the river there is full of rubbish that residents dump into

Moreover, the factories nearby pump chemical waste directly into the river….

5 Home

work

(3.m)

T guides Ss how to doexercises in workbook andwhat to prepare for the newlesson

Ss write down in theirnotebook

- Learn new words by heart

- Prepare Unit 7/ Lesson 2: A Closer Look 1 P 8,9

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LESSON 2: A CLOSER LOOK 1

- Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution

- Pronounce the words ending in -ic and -al correctly in isolation and in context

- Educational aim: Ss should have practical activities to protect the envirinment.

Vocabulary: spill, defect, expose, botanic, medical treatment

Stress correctly multi- syllable words with -ic and -al

CD, pictures, sub- boards

T gives feedback

Lead-in

T introduces a newlesson to Ss

T elicits vocabulary

Mime Explanation Situation Picture Translation Example Situation

Ss copy down thewords

Group A Group B

Air pollution Noise pollution

………

T: Great Besides these, what shall we learn about? You’ll know more in this lesson

New words.

- (to) spill – spilled / spilt : tràn / đổ ra

- deféct (n) : khuyết điểm, nhược điểm

- (to) expóse to : đặt vào tình thế dễ bị (tai nạn…)

- botánic (adj.) : (thuộc) thực vật học

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Grids/ Forms

Have Ss look at the table

in the book Make surethat they understandwhat to do Ss completethe exercise individuallyand then compare theiranswers with a partner

Call on some Ss to writetheir answers on theboard Check their

Call on one or two Ss togive out the answersbefore confirming thecorrect ones

Explanation

Have Ss look at thelanguage box Tell Ssthat the words andphrases in the boxexpress cause and effectrelationships Ss havelearnt so, because andbecause of Quickly gothrough the rest ofwords/phrases

Ask Ss to read each pair

of sentences and decidewhich sentence is acause and which is aneffect Ss compare

their answers with apartner before giving the

Key: 1 poison 2 contaminate 3

pollutant 4 polluted 5 death

6 damaged

2/ Complete the sentences with the words from the table in 1 You do not need to use all the words The first letter of each word has been provided

1 The poisonous chemical waste is

dumped into the river

2 Do you know what pollutants cause air

pollution?

3 The dead fish are floating in the water.

4 Don't drink that water It's

contaminated.

5 The acid rain has caused damage to the

trees in this area

6 If we pollute the air, more people will

have breathing problems

3a 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 3b.

Trang 25

answers to the teacher.

Confirm the correctanswers

Write-it-up

Ask Ss to read theexample Ask them whatchanges they can see inthe new sentence T mayhave Ss look at thelanguage box again toremind them of thestructures Now Ss have

to combine each pair ofsentences in 3a into acomplete sentence,using the word/phrase inbrackets

Write-it-up

Have Ss look at thepictures in 1.Ask Sswhich picture shows thecause and which showsthe effect Then askthem to read theexample sentences andpay attention to thecause/effect words orphrases Ss work

in pairs to writesentences showing cause/ effect relationships

For a more able class, Tmay have Ss do thewhole exercise Withother classes, just ask Ss

to work with the pair ofpictures in 2 Ask Ss toidentify the pictureshowing the cause andthe one showing theeffect Then togethermake up sentences,

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.

Example:

1 Because people throw litter on the

ground, many animals eat it and becomesick.! Many animals eat the litter andbecome sick because people throw it onthe ground

2 Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants.

3 Households dump waste into the river

so it is polluted.

4 Since the parents were exposed to radiation, their children have birth defects.

5 We can't see the stars at night due to the light pollution.

4 Work in groups Look at the pairs of pictures Give as many sentences as possible to show cause/ effect relationships.

Example:

- People cough because they breathe in the

fumes from cars

- The fumes from cars make people cough.

The soil is polluted, so plants can't grow

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a more able class, have

Ss give some moreexamples

Repetition

Play the recording for Ss

to stress the words Asksome Ss to say wherethe stress in each word

is Confirm the correctanswers Call on some

Ss to read out the words

Identify words

Have Ss do the activityindividually Play therecording for Ss tocheck their answers

Then elicit the correctstress patterns from Ss

Play the recording againfor Ss to repeat thesentences Ask some Ss

to read out thesentences

Stress in words ending in -ic and -al

5 Listen and mark the stress in each word, then repeat it.

6 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.

1 According to scientific research, tiny species may help clean radioactive pollution.

2 Water quality has become a national problem.

3 Many people have received medical treatment because of the disease.

4 Chemical waste can cause water pollution.

5 The reduction in air pollution was dramatic last year.

Key:

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Homework

(3.m)

-Learn the vocabulary

by heart and practiceusing them

-Do the exercises inworkbook

- Prepare Unit 7: Acloser look 2

-Preparing date 13/1/2019

PERIOD 59:

UNIT 7: LOLLUTIONLESSON 3: A CLOSER LOOK 2

I OBJECTIVES: -By the end of the lesson, students can:

- Use lexical items related to the topic “Pollution”

- Use conditional sentences type 1 and type 2 correctly and appropriately to describepollution

- Educational aim: Students should have practical activities to protect the

environment

Conditional sentences type 1 and type 2

Pictures, sub- boards

T: Today you will study new grammar points

Grammar

Conditional sentences type 1: review

Describing a thing which is possible and likely to happen in present or the future.

Ex.1 Put the verbs in brackets into the

pollutant death effect

If + S + V (present simple), S + will (not) + V +

… If-clause main clause

poison damage contaminati

on

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3 Practice:

(15.m)

Gap-fill

Ss do this exercise individually then compare their answers with a

partner Have Ss read out their answers

Confirm the correct ones

Combination

Have Ss read the pairs ofsentences Ask two Ss towrite the new conditionalsentences type 1 on theboard while other Ss writetheir own sentences Ask

Ss to comment on thesentences on the board

Give feedback on thesesentences and ask other Ss

to correct them ifnecessary

Explanation

Have Ss look at thestructure of the conditionalsentence type 2 in thelanguage box Draw Ss'attention to the examplesentence on the board

Underline the subject,verb, etc in this exampleand explain the structureof

the sentence at the same

correct form.

1 If we (recycle) more, we (help) the Earth

2 Factories (not dump) waste into rivers

if the government (fine) them heavily

3 If people (travel) to work by bus, there (be) fewer car fumes

4 We (save) thousands of trees if we (not waste) paper

5 If we (use) water carefully, more people (have) fresh water

Key: 1 recycle; will help 2 won't dump; fines

3 travel; will be 4 will save; don't waste 5 use; will have

Ex.2 Combine each pair of sentences to make a conditional sentence type 1.

1 Students will be more aware ofprotecting the environment if teachersteach environmental issues at school

2 If light pollution happens, animals willchange their behaviour patterns

3 The levels of radioactive pollution willdecrease if we switch from nuclear power

to renewable energy sources

4 If the water temperature increases,some aquatic creatures will be unable toreproduce

5 People will get more diseases if the

water is contaminated.

Conditional sentences type 2

The conditional sentence type 2 describes

a thing which is not true or is unlikely to happen in the present or future.

Example: If it wasn't noisy in here, I could hear you clearly

(But it's very noisy in here)

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time Now Ss read thesecond example in thelanguage box Tell themthat this sentence is a piece

of advice

Matching

Ss do this exercise individually, and then compare their answers with a classmate Check Ss' answers

* Note: We can use both was and were

with t/he/she/it in the if-clause

Ex.3 Match an if-clause in A with a suitable main clause in B.

5 was/were; would grow

Ex.5 Write a conditional sentence type

2 for each situation, as in the example.

2 If there weren't so many billboards in our city, people could enjoy the view.

3 If there wasn't/ weren't so much light in the city at night, we could see the stars clearly.

4 If we didn't turn on the heater all the time, we wouldn't have to pay three million dong for electricity a month.

5 If the karaoke bar didn't make so much noise almost every night, the residents wouldn't complain to its owner.

6 She wouldn't have a headache after work every day if she didn't work in a

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4

Production:

(12.m)

individually Invite two Ss

to the board to write their answers Go through the answers with the class

Have other Ss correct the answers if necessary

Combination

Have Ss do this exerciseindividually and then compare the answers with

a classmate Ask one or two Ss to write their sentences on the board

T confirms the answers

Playing a game

Put Ss in groups of five orsix to play this chaingame Explain that the aim

of the game is to keep thechain

going for as long aspossible using type 1 or 2conditional sentences

Walk around the classlistening to groups andmonitoring the game

noisy office.

CHAIN GAME 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.

Which group has the most sentences? Example:

A: If each person plants a tree, there will

T : give homework and

guide ss how to preparethe new lesson

Ss : copy down

- Copy the answers into your notebooks

- Review the grammar notes

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Preparing date: 10/ 1/2018Teaching date: 18/ 1/2018

PERIOD 59:

UNIT 7: LOLLUTIONLESSON 4: COMMUNICATION

- Know more the extra vocabulary about “Pollution”

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

- Educational aim: Students should have practical activities to protect the

environment

Vocabulary & structures

Pictures, sub- boards, colored chalk

1 Warm-up:

(5.m) Ss: two groups play thegame to find the hidden

picture ( they have toanswer the questions to open

6 coverings to find thehidden pictures → kinds ofpollution)

T: ask Ss some questionsrelated to the picture to leadinto the new lesson

Game: Find the hiddenpicture

Ss copy down the words

New words

- pérmanent (adj.) : vĩnh viễn

- earplug (n) : cái nút tai

- (to) affect : làm ảnh hưởng

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3 Practice:

(15.m)

Chatting

T puts Ss to work in class

Have Ss read the questions in thequestionnaire to make sure theyunderstand everything Explain anyunclear points Then Ss answer thequestionnaire individually Remindthem to circle their answers

2 Ss work in pairs to compare theiranswers and see if they have anydifferent answers They do not have

to reach an agreement at this stage

Ask some pairs to report on theirdifferences

The Green Organisation is doing a survey on how much teenagers know about this type of pollution Help them answer the questions.

QUESTIONNAIRE Please help us complete the questionnaire by circling the correct answer A, B, or C.

C any sound you hear in the street

2 A unit used to measure theloudness of sounds is a decibel (dB).Noise pollution happens when asound's loudness is

A more than 30 dBs B morethan 50 dBs

C more than 70 dBs

3 Which of the following noises cancause permanent hearing loss aftereight hours?

A motorcycle B ocean wave

C whistling

4 Which of the following noises cancause immediate and permanenthearing loss?

A motorcycle B concert

C vacuum cleaner

5 If you experience noise pollutionfor a long time, you can have andhearing loss

A headaches B high bloodpressure C both A and B

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4 Production:

(12.m)

3 Play the recording for Ss to checktheir answers, Ss listen to therecording twice If there are anyincorrect answers, Ss correct them

Ask Ss if any of the answers hassurprised them, and if so, why

Discussion

Have Ss work in groups in fiveminutes to discuss more ways toreduce noise pollution Ss write theiranswers on a big piece of paper andthen present their answers Have Ssvote for the best ways

6 If you are listening to music andother people can hear the soundsfrom your headphones, what does itmean?

A The sounds are too loud B Youlike the music a lot

C Other people don't like the music

7 What is a symptom showing thatnoise is affecting you?

A There seems to be a ringing orbuzzing in your ears

B You jump up and down

C You fall asleep as soon as you liedown in bed

8 Which of the following ways canreduce the effects of noise pollution?

A Wearing earplugs when you go toconcerts or other loud events

B Listening to music throughheadphones or headsets at safe levels

C Both A and B

Activity 2 Compare your answers with those of a classmate How many different answers have you got?

Activity 3 NOW listen to a short presentation about

noise pollution How many correct answers have you got?

Key:

1.B 2.C 3.A 4.B 5.C 6.A 7.A 8.C

Activity 4 Work in groups Discuss other ways to prevent noise pollution.

Vote for the best ways.

Trang 34

5 Homework

(3.m) T: guide Ss how to do

exercises in workbook and what to prepare for the new lesson

Ss: write down in their notebook

- Learn vocabulary by heart

- Write the report in thenotebook

- Do exercises in workbook

- Prepare: U7- skills 1

V.Adjustments:

PERIOD 60:

UNIT 7: LOLLUTIONLESSON 5: SKILLS 1

- read for specific information about water pollution

- talk about useful information about water pollution

- Educational aim: Students should know more about the traditional festivals in Vietnam.

Vocabulary: groundwater, industrial waste, point source pollution, non-point source

pollution

Grammar:

Pictures, sub- boards,

Reading Reading 1/ Pre-reading

Trang 35

Explanation Situation Example Synonym Translation Picture

Ss copy down the words

- indústrial waste (n) : chất thải côngnghiệp

- pésticide (n) : thuốc trừ sâu

- hérbicide (n) : thuốc diệt cỏ

- ‘point source’ pollution (n) : sự ô nhiễm

có nguồn

- ‘non- point source’ pollution (n) : sự ônhiễm không có nguồn

- outbreak of cholera (n) : sự bùng nổbệnh tả

picture B on page 15 Theyask each other Yes/Noquestions to find out thedifferences between the twopictures T may model askingand answering questions with

a strong student

Comprehension question T—Ss

S1 – S2Ask Ss to read the passageagain (if need be), then theywork with a partner to answerthe questions

Ss copy down the answers

b Set the scene

T : What do the pictures tell you?

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/ While –reading

Mi and Nick have decided to give a presentation on water pollution to the class Read what they have prepared and answer the questions.

Key: 1.The second paragraph tells about

the 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

Trang 36

Have some Ss read aloud theiranswers

Confirm the correct ones

Discussion

Ss work in groups to discussthe solutions to waterpollution To help them focustheir ideas, T can suggest theymake two sub-headings:

- Point source pollution

- Non-point source pollution

Diagram

Ss work in groups again tocomplete the diagram Set thetime of about five to sevenminutes It is better if Ss drawthe diagram on a big piece ofpaper

Report

Ask some groups to give apresentation about waterpollution Other groups listenand give comments

The class may vote for thebest presentation and T cangive them marks

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 three words.

Key: 1 cholera 2 die 3 polluted water 4 dead 5 aquatic plants

Speaking 4/ Work in groups and discuss the solutions to water pollution Make notes of your answers.

Factories dump industrial waste.

Solution 1:Give heavy fines to companiesthat are found doing this

Solution 2: Educate companies about theenvironment

Solution 3: Give tax breaks to companiesthat find' clean' ways to dispose of theirwaste

5/ Now complete the diagram of water pollution Use the information from the text for the causes and effects and your group's ideas for the solutions.

6/ Make a presentation about water pollution based on the diagram.

Example:

Hello everybody Nobody can deny the

serious effects of water pollution to our lives………

5 Homework: T: guide Ss how to do * Homework:

Trang 37

(3.m) exercises in workbook and

what to prepare for the newlesson

Ss: write down in theirnotebook

- Learn the vocabulary by heart andpractice using them

- Do the exercises in the workbook

- Prepare U5- Skill 2 ( How to write anarticle about the festival for the schoolwebsite)

V Adjustments:

PERIOD 61

UNIT 7: LOLLUTIONLESSON 6: SKILLS 2

I Objectives: By the end of the lesson, students can:

 Listen to get specific information about thermal pollution

 write about the causes and effects of one pollution type

Educational aim: Ss should know more about pollutions and how to prevent them

-Vocabulary: thermal pollution, reservoirs, discharge, alga bloom, algae poison, power

station

- Grammar: past continuous

III Teaching aids: Pictures, CD, sub- boards, writing tips

IV P rocedures :

1 Greetings and roll call.

2 Checking up:

3 The new lesson:

1 Warm-up:

(5.m) Warm up: WriteSs: each student looks at the pictures

and writes kinds of pollutionT: give feedback

2.Pre - listening

(10.m) Lead-inT; introduce a new lesson to Ss

T: supply vocabulary if necessary

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T: Today you will improve yourlistening and writing skills aboutpollution

Ss: work in pairs, describing thepictures and the relationship betweenthem

T: call on one or two Ss to give theiranswers Play the recording for Ss tocheck their answers

T: ask ss what they know aboutthermal pollution

2.Listen and complete the diagram

T: have ss quickly read the diagram Ss: identify the form of the word/

phrase to be filled in each blank

Ss: the words for blanks 1 and 2 areadjectives

T: play the recording once

Ss: write them on the board

Ss: if ss are not sure about theiranswers, play the recording again for

T: recap on the types of pollution byturning quickly back to the

năngreservoir: bể chứa, đồ chứa nước discharge: sự tháo ra, bốc ra, alga bloom: thời bùng nổ tảoalgae poison: chất độc tảo

power station: trạm điện

1. Describe what you see in the pictures and

talk about the relationship between them.

Key:

-The first picture shows an algal

bloom in coastal seawater

- The second picture shows thecooling towers from a powerstation

- They are both related to thermalpollution

2. Listen to part of a conversation on TV

between a reporter and an environmentalist

about thermal pollution

Complete the diagram Use no more than three words for each blank.

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beginning of the unit in theGETTING STARTED section.

Ss work in pairs and decide whichpollution type in their area they aregoing to discuss

T: have Ss take notes of the causesand effects

T:move around to offer help as pairsdiscuss their ideas

4 Ss: work in pairs: One writes aboutthe causes and the other writes aboutthe effects based on their notes from

3

Ss: use markers like firstly,secondly, finally to navigate throughtheir points

T: move around to offer help andtake notes of any structures orlanguage that Ss are struggling with

T: bring the whole group together ifthere is a point T wants to clarify, Ss: share their work with each otherand combine it to make a completearticle

T: tell ss add one or two sentences at

Key: 1 hotter/ 2 cooler/ 3.cool/

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 is writing about the

causes and the other about the effects of the

pollution type you have just discussed in 3.

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the beginning to introduce the topicand other ones at the end to concludetheir article

T: can post the sample article (seenext page) on the board as areference

Ss: swap and read each other'sarticles

Volunteer: read their articles out tothe class

Ss: comment on them, collect all formarking

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

We do not have enough fresh water to water the plants and crops.

People cannot raise fish in the river and the lake because the water there is so polluted In addition,

there are no more wild ducks near the river today since they cannot find fish for food Another negative effect is that sometimes

in the afternoon there is a bad smell from the polluted river, so people do not like walking along

it anymore.

People in our area are all aware

of this problem, and we are thinking of some ways to solve it.

Tiêu đề	Revision of Grammar and Vocabulary for English 8
Người hướng dẫn	PT. Nguyễn Văn A
Trường học	Quảng Phú Secondary School
Chuyên ngành	English
Thể loại	giáo án
Năm xuất bản	2019
Thành phố	Quảng Phú

Định dạng
Số trang	157
Dung lượng	13,94 MB