Giao an anh 8 ky 2 (18 19) (1)

Giáo viên : Phạm Thị Oanh Trường THCS Quảng Phú 1... Giáo viên : Phạm Thị Oanh Trường THCS Quảng Phú 2.?. Moreover, the factories nearby pump chemical waste directly into the Giáo vi

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Preparing date 15/1/2023 Kiểm tra ngày 16/1/2023

PERIOD 55:

Hoàng Thị Hậu

UNIT 7: LOLLUTIONLESSON 1: GETTING STARTED

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

III Teaching aids:

CD, pictures, sub- boards

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

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?

Giáo viên : Phạm Thị Oanh Trường THCS Quảng Phú

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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

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

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

* 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 the lake?

 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).

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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

Key:A radioactive pollution B

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

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Ss write down in theirnotebook

- Learn new words by heart

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

Preparing date 15/1/2023

PERIOD 56:

UNIT 7: LOLLUTIONLESSON 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

Group A Group B

Air pollution Noise pollution

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3 Practice:

(15.m)

Translation Example Situation

Ss copy down thewords

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 and

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 (=botanical)

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

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because 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 theanswers 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

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.

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.

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

Explanation

Ask Ss to look at therules in the box and theexamples Go throughthe rules with them For

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

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

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

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to read out thesentences.

-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:

5.

Homework

(3.m)

-Learn the vocabulary

by heart and practiceusing them

-Do the exercises inworkbook

- Prepare Unit 7: Acloser look 2

-Preparing date 15/1/2023

PERIOD 57:

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

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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 these

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 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

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pollutant death effect

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

…

If-clause main clause

poison damage contaminati

on

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

of advice

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)

The conditional sentence type 2 can be used to give advice.

Example: If I were you, I would see the doctor immediately

* 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.

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Write-it-up

Ss do this exercise 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 2

3 had; would build

4 tidied; wouldn't be

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 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

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conditional sentences.

Walk around the classlistening to groups andmonitoring the game

5.

Homework

(3.m)

T : give homework and

guide ss how to preparethe new lesson

Ss : copy down

- Copy the answers into your notebooks

- Review the grammar notes

- 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

IV Teaching procedures:

1 Warm-up:

(5.m)

Ss: two groups play the game to findthe hidden picture ( they have toanswer the questions to open 6coverings to find the hidden pictures

→ kinds of pollution) T: ask Ss some questions related tothe picture to lead into the newlesson

Game: Find the hidden picture

- pérmanent (adj.) : vĩnh viễn

- earplug (n) : cái nút tai

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3 Practice:

(15.m)

T elicits vocabulary

Explanation Picture Explanation Situation/ Mime Example

Ss copy down the words

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

- (to) affect : làm ảnh hưởng

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

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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

cause 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

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

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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

other ways to prevent noise pollution.

Vote for the best ways.

(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 the notebook

- 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,

IV Teaching procedures:

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Ss copy down the words.

Reading Reading 1/ Pre-reading

a New words.

- gróundwater (n) : nước ngầm

- 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 – S2

Ask 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.

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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 can

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 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.

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give them marks Example:

Hello everybody Nobody can deny the

serious effects of water pollution to our lives………

5 Homework:

(3.m)

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

Ss: write down in theirnotebook

* Homework:

- 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)

Preparing date: 5/ 2/2023

PERIOD 60

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: Write

Ss: each student looks at the picturesand writes kinds of pollution

T: give feedback

2.Pre - listening

(10.m)

Lead-in

T; introduce a new lesson to Ss

T: supply vocabulary if necessaryT: elicit Vocabulary

Situation Picture

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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 thebeginning of the unit in theGETTING STARTED section

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

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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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.

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5 Homework:

(3.m)

- T: guide ss how to do exercises inworkbook and what to prepare forthe new lesson

- Ss: write down in their notebook.

-Learn the vocab by heart andpractise telling the story

-Do the exercises E1, WORKBOOK in your notebook.page 10

E2 Prepare Unit 7/ Lesson 7:

Looking Back - Project P

14-15 (Do all exercises at home)

Preparing date 15/2/2023 Kiểm tra ngày 16/2/2023

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PERIOD 61:

UNIT 7: LOLLUTIONLESSON 7: LOOKING BACK & PROJECT

I Objectives:

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

- review Vocabulary about pollution

- consolidate the grammar points of the unit

- practice communicating more in English

- Educational aims: Teacher encourages students to review the unit

- Vocabulary: words and phrases related to previous lessons

- Grammar: structures which is important to get the meanings in the typescripts III Teaching aids: colored chalked, pictures

What and where

T: ask some questions abouttheir neighbourhood

and speaking

T: introduces a new lesson to Ss

T: ask ss to think of as manyexamples of different types ofstories as possible

Ss: say their examples in front ofthe class

Categories 1.Gap-filling

Ss: do this activity individuallythen compare their answers with

a partner

T &ss: check ss'answers

Some questions about their neighbourhood

Where do you live?

What is your neighbourhood like?Are there any kinds of pollution?

What do people do to decrease it?

Vocabulary

1 Complete the sentences with the correct

form of the words in brackets.

I live on the outskirts of a city in Viet Nam Three years ago, my neighbourhood was very clean and beautiful, with paddy fields and green trees However, in the last two years, some factories have appeared in my neighbourhood They have caused serious water (1 pollute) - by dumping industrial waste into the lake The

(2 contaminate) -water has led to the (3 die) -of aquatic animals and plants Also, tall residential buildings have replaced the paddy

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Ss: do this exercise individually.

Some Ss: write their answers onthe board T: confirm the correctanswers

Ss: copy down the answers

Key: 1 pollution 2 contaminated 3.death 4 poisonous 5 pollutants

2 Write types of pollution in the word web.

4 thermal pollution 8 air pollution

3 Rewrite the sentences, using the words in brackets.

1 The noise from the music club isloud, so the

residents of the street cannot sleep.(because of)

2 Vy had a stomachache because sheate a big

dinner (since)

3 Because it rained heavily, the road infront of my

house was flooded (due to)

4 His room is untidy, so his mother isunhappy

(because)

5 Global warming happens when there

is toomuch carbon dioxide (C02) in the

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Ss: compare their sentences with

a partner

T: ask ss to write on the board

T and other ss: give comments

Game:

Ss: write the sentences in pairs

T: Pick the sentences of threequickest pairs T: award thewinning pair with the mostcorrect sentences

Use correct verbs:

Ss: do this exercise individually Ss: share the answers with aclassmate

T: check their answers

Write it up:

Ss: complete the sentencesindividually using their ownideas

Ss: remind them to identifywhether the

2 Vy had a stomachache since she ate

1 It (not be) possible to save the Earth

if we (not take) action now

2 If the world temperatures (continue)

to rise, there (be) less snow

3 If I (be) you, I (wear) earplugs whengoing to the concert

4 If we (do) nothing to stop globalwarming, we (see) big changes in thefuture

5 How you (travel) to work if you (nothave) this motorbike?

6 Our garden is so beautiful There(not be) _

any flowers if my sister (not take care)

of it every day

4 Put the verbs in brackets into the correct form.

1 It (not be) possible to save the Earth

if we (not take) action now

2 If the world temperatures (continue)

to rise, there (be) less snow

3 If I (be) you, I (wear) earplugs whengoing to the concert

4 If we (do) nothing to stop globalwarming, we (see) big changes in thefuture

5 How you (travel) to work if you (not

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4 Production:

(12.m)

sentence type 1 or type 2

T: call some ss to share theirsentences

T: accept all the sentences if theymake sense

Speak:

Ss: work in groups to discusswhat they would do or say ineach situation

T: ask ss to read the example

Ss: may not need to discuss allthe situations Two or threegroups may discuss the samesituation

T: move around the class tolisten to their ideas

PROJECT: What would you do

if ???

T: ask ss to read the informationabout the project

have) this motorbike?

6 Our garden is so beautiful There(not be) _any flowers if my sister (nottake care) of it every day

or say in each situation.

1 Your neighbours littered near yourhouse

2 Your friend wore headphones everyday to listen to music

3 Your brother dumped his clothes andschool things on the floor

4 Your sister had a bath every day.Example:

A: If my neighbours littered near myhouse,

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T: ask if ss still remember what acollage is They made a collage

in Grade 7 If they do notremember clearly, tell them that

a collage is a picture made bysticking photographs, pictures ordrawings onto a surface

T: remind Ss that they should useconditional

sentences type 2 to give thepresentation

Ss: work in groups to do theproject following the instructions

C: I think I would knock on their doorand explain that it was polluting thearea

Imagine that your group is entering a competition to lead the Green Club in your school You are asked the question:

What would you do to reduce pollution

in our country if you were the Minister

of Natural Resources and environment? You are required to create a collage to

show what you would do, and give a presentation about it Now

1 Work in groups and discuss the things you would do.

2 Collect pictures from different sources, or draw the pi

5 Homework:

(3.m)

- T: guide ss how to do exercises

in workbook and what to preparefor the new lesson

- Ss: write down in theirnotebook

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UNIT 8: ENGLISH SPEAKING COUNTRIES

LESSON 1: GETTING STARTED

- know about English speaking countries

- Skills: Listening, speaking, reading, writing.

- Educational aim: Ss should find the English speaking countries

- Vocab & structures:

* Vocab: ábsolutely, áccent,- (to) have dífficulty +V-ing, native speaker, offícial

language, flight

- Grammar: the present simple tense

- CD, pictures, sub- boards

T: introduce a new lesson to Ss

T: In which country do people speak English?

Ss: They speak English in…

T: Today you will know more information about these in this

Match cities in column A with their countries in column B.

Group A Group B

1 London a The USA

2 Paris b New Zealand

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T: elicit vocabulary

Example Explanation Situation Explanation Explanation TranslationT: ask ss to copy down

Picture (P.16)

T: Work in pairs and answer the following questions

1 Where are the children?

2 What do you think they are doing?

Ss: work independently Guide

Ss to look at the beginning of a reply/ a sentence for the answers

Ss: share answers

T: check their answers

Do you know any other expressions which have the same meaning?

Ss: read the conversation again

to check their answers

Ss: read out their answers

T: correct the answers as a class

5 b

New words.

- ábsolutely (adv.) : hoàn toàn, tuyệt đối

- áccent (n) : giọng nói

- (to) have dífficulty + V-ing…: có sự khó khăn …

- native speaker (n) : người bản ngữ

- offícial lánguage (n) : ngôn ngữ chính thức

- flight (n) : chuyến bay

1 think something is wonderful =

Awesome, just awesome.

2 agree with somebody = Absolutely/ Right.

3 cannot decide = It's hard to say

4 are not sure about something =

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Gap-fill

Ss: underline these words/

phrases in the conversation and make sure they understand their meanings

Ss: work independently to complete the sentences

T: have them share their answers

in pairs

T: elicit the answers from the whole class

Name the flags

Ss: work in pairs/ groups to match the flags with the countries

T: check

Game

Ss: in groups find all the countries and wins Ss: prepare ablack and white world map on A3 paper

Ss: quickly draw a world map onthe board

T: ask one student from the winning group to go to the boardand mark the six countries so that other groups can see and check

1 Where is Phong now?

 He's at an international summer

camp (in Singapore).

2 Where do the campers come from?

 They come from different

countries/ from all over the world.

3 What has Phong done so far?

 He has made new friends, visited

places, (and taken part in different activities.)

4 Why has he been able to improve his English?

 Because he uses English every day

with people from different countries.

5 Who are in the same team with Phong?

 Two boys from Australia and a girl

from the USA.

6 When can Nick see Phong?  After July 15th•

2/ Complete the sentences with words/ phrases from the box.

1 Last year I had a wonderful time at

4 ………… is in the mid-north of America

5 Usually, people from different parts

of a country speak their language withdifferent …………

6 English is an ……….in countries like India, Malaysia and Singapore

native speakers official language the USA

English speaking countries summer camp

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4/ GAME: WHERE ARE THEY?

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.

5 Homework:

(3.m)

- T: guide Ss how to do exercises

- Ss: write down in their notebook

- Learn the vocab and the structures

by heart

- Do exercises B1,B2,B3 p12-14 in workbook

- Prepare for the new lesson: U8 (cont.) A closer look 1 (vocabulary-red box-page18)

Preparing date: 15 / 2/2023 PERIOD 63:

LESSON 2: A CLOSER LOOK 1

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pronounce the words ending in -ese and -ee correctly in isolation and in context and usethe lexical items related to the topic of people and places in English speaking countries

- Skills: Listening, speaking, reading, writing

- Educational aim: Ss should know more about countries and their nationalities,

pronounce correctly the names

* Vocab:

- Grammar: nouns, adjectives and adverbs

Back to the board!

One stands back to the board, theothers see the word and explain what it is He/ She must guess it

T: Look at your friend’s gestures or listen to his/her explanation and guess what word it is

(10.m)

T: Great You will learn how to

use the words in the right ways

T: ask ss to work individually

T: play the recording Ss: check their answers

Ss: listen and repeat

Vocabulary

1/ Write the names for the people who belong to these places Then listen and repeat the words.

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4 Production:

Transformation

Ss: work individually or in pairs

T: check the answers as a class

If time allows, have two Ss writetheir answers

be filled in the blank

Ex: the word for the blank in sentence 1 is a noun

Ss: complete the sentences

T: confirm the correct answers as

a class

Matching

T: have ss look at the pictures

Ss: work individually to match the words/ phrases to the pictures

Note: a loch is a Scottish word for a lake

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.

1 The Golden Gate Bridge in San Francisco is an of this famouscity

2 Big Ben is a major monument in London which the United Kingdom

3 New Zealand is famous for the beauty of its mountains and forests

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(12.m) Repetition

Ss: listen and repeat

T: have Ss say the words individually

Ss: With stronger groups, mark the stress in the words first and say the words aloud before they listen to the recording

T: play the recording for them to listen, check and repeat

Marking

T: have volunteer ss come and mark the stress in the words first

T: play the recording

Ss: listen, check and say the sentences

T: call on some ss to say the sentences individually

ee 5\Listen and repeat the words.

6/ Mark the stress in the underlined words Then listen and repeat the sentences.

Key:

5 Homework:

(3.m)

- T: guide ss how to do exercises

Preparing date :19/2/2023 Kiểm tra ngày:20 /2/2023

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Hoàng Thị HậuPERIOD 64:

LESSON 3: A CLOSER LOOK 2

use the present tenses effectively and even the present simple to talk about future

activities

- Skills: Listening, speaking, reading, writing.

- Educational aim: Ss should know how to describe a country

* Vocab:

- Grammar: present tenses

Ss: let them do 1individually

Allow Ss to share ideas in pairs orsmall groups

T: encourage ss to explain howthey decided on the tense in eachsentence

e of the present simple

Grammar Present tenses: review

1/ Complete the sentences with the correct form of the verbs (present simple, present continuous or present perfect).

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3 Practice:

(15.m)

Correction T: let ss work individually first.

Then let them share and discuss inpairs or small groups

Ss: explain why a certain tense isused

Talking about schedule

T:ask ss to read the monthlyschedule for the extra activities atVancouver Christian School

Ss: underline the verbs in thesentences

Discussion

T: allow ss time to discuss and findthe answers to the questions If ssare having difficulty answeringquestion 2, T may ask questionssuch as 'Is a schedule usually forpresent or future activities?'

Ss: read the REMEMBER! box

3 symbolises 4 form

5 has celebrated 6 is

2/ Four of the underlined verbs in the passage are incorrect in tense Find and correct them.

California (1) is home to themost iconic theme park in the world

- Disneyland Over 670 millionpeople (2) visit it since it opened in

1955, and the number (3) increasesfast Different kinds ofentertainment (4) are providedthroughout the park Mickey'sSound sational Parade, the mostpopular event, (5) has celebratedmusic from famous Disney films

In the parade, well-known Disneycharacters (6) march along thestreet, either on floats or on foot.They (7) are dancing along with themusic, greet visitors, talk withchildren and pose for photos.Everybody (8) is welcome to join inthe fun

1 The Debating Competition takes

place in the Main Hall on April 3rd.

2 The bus for the excursion to the

chocolate factory leaves at 8.00

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T: walk around and help ss withnew vocabulary

Ss: write down the sentences

T: remind ss that in this case, thepresent simple is used to talk aboutpractical information: place, time,day, date, so this should be thefocus of their sentences

1 The Public Speaking session

……….at 11.15 and

………….at 12.45 in Room 6,Felix Building

2 The Sports Festival

……….in the sports centre onApril 18th It is a day to promotechildren's participation in sports

3 The Association of SchoolNewspapers ……….theopening of their Journalism Club

on April 26th, in the school library

4 The school library

Exhibition

5 The Photo Exhibition

………… two days, from the 28th

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5 Homework:

(3.m)

- T: guide ss how to do exercises inworkbook and what to prepare forthe new lesson

exercisesB,4,5,6 Prepare Unit 8/ Lesson 4:

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LESSON 4: COMMUNICATION

know about interesting facts of English speaking countries

- Skills: Listening, speaking

- Educational aim: Ss should describe countries and improve their background

knowledge

* Vocab: - térritory , North Pole, Árctic Círcle, kilt, garment, ému, infórmative

- Grammar: Simple present tense is used to describe a country

Ss copy down the words

T: Which country would you like to visit?

S: I’d like to visit…

T: How do you know about this country?

S: I …

T: Great Today, we are going to do

a quiz that tests how much you knowabout English speaking countries

- infórmative (adj.) : cung cấp nhiều tin tức

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Check as a class by asking for a show of hands for each question.

Note: the quiz format should be

kept light and fun

A The United Kingdom and the USA

B Canada and New Zealand

C Australia and New Zealand

D The USA and Australia

S:

Tiêu đề	Getting Started
Người hướng dẫn	Phạm Thị Oanh
Trường học	Quảng Phú Secondary School
Chuyên ngành	English
Thể loại	Giáo án
Năm xuất bản	2022 - 2023
Thành phố	Quảng Phú

Định dạng
Số trang	139
Dung lượng	13,13 MB