TA 8 Unit 7 (tiết 55-61)

Tiếng anh thí điểm lớp 8

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Week: 20 Date of preparation: 02/01/16

UNIT 7: POPULATION GETTING STARTED

I OBJECTIVES:

1 Formation of behavior: By the end of the lesson, Ss can:

- listen and read for specific information about water and air population

- practice listening and speaking with the lexical items related to the topic "Population"

2 Knowledge:

a Vocabulary: The lexical items related to the topic “Population”

b Grammar: Conditional sentences (type 1: review and type 2)

3 Skills: listening, speaking, reading, writing

II PREPARATION:

1 Teacher: - Materials: Ss’ books, text books

- Method: group work, pair work, individual work

2 Ss: vocabulary

III PROCEDURES:

1 Class order: Greetings, checking attendance, asking the date

2 Checking up: No

3 New lesson:

- Divide the class into

groups of 4 students

- Have Ss look at the

picture on page 6 then

answer the questions

- Use some techniques

to present the new

words

- Checking: Rub out &

Remember

- Set the scense

- Play the recording

twice

- Have Ss work indivi

To read the dialogue

and find

- Prepare in 2 min then tick/hang their

cardboards on the board (The group that has more items than the others win the game.)

- Look at the picture

on page 6 then answer the questions

- Repeat in chorus and individually

- Copy all the new words

- Listen and repeat then rewrite the missing words

- Listen to the T and the tape

- Work individually

Warm-up: Who is quicker?

Questions:

- Can you guess who they are?

- Where are they?

- What can you see in the air?

a Presentation:

New words:

- poison (n): chất độc

- aquatic (adj): dưới nước

- illustrate (v): minh họa

- radioactive (adj): thuộc về phóng xạ

- thermal (adj): thuộc về nhiệt

- visual (adj): thuộc về thị giác

b Practice:

1 Listen and read.

- We are going to listen and read a dialogue between Nick and Mi They are talking about a project on pollution.

a Find the meaning of a word or a phrase.

1 dead 2 aquatic

What problems are there near your home village?

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with your partner

- Call on some Ss to

write their answers

- Ask Ss to practice in

pairs

- Ask some Ss to

practise asking and

answering again

- Correct answers

- Ask Ss to discuss in

pairs

- Ask some Ss to stand

up and read the whole

sentence then say T, F

or NI

- Have Ss play the

game: What problem

is it?

- Divide the class into

2 groups

- Using: “one”,

“two”, “three” in

order to confirm the

priority

- Tell the result

- Ask Ss to practise in

pairs

- Ask some Ss to stand

up and read the whole

sentence

- Check and confirms

the correct answers

groups of 4

- Ask some groups to

present their types of

pollution

- Correct the mistakes

- Pair work

- Some Ss stand up and practise asking and answering in pairs

- Pair work

- Some Ss stand up and give their answers

if yes

- Listen to the instruction

- Play the game in 2 groups

- Pair work

- The others listen

if yes

- Group work

- The others listen

5 polluted 6 to come up with

b Answer the questions.

1 They are in Mi’s home village

2 It's almost black

3 Because she sees the fish are dead

4 It is dumping poison into the lake

5 Because the air is not clean

c Tick true, false or no information (NI).

2 Match the phrases with the pictures

Rules of the game: “The leader of each group leads the game He or she can choose a certain picture then reads it aloud The other team must give the correct answer within 3 seconds The team that does not have the correct answer will lose 1 point.”

A radioactive pollution B noise pollution

C visual pollution D thermal pollution

E water pollution F land/ soil pollution

G light pollution H air pollution

3 Complete the sentences with the types

of pollution.

1 thermal pollution 2 Air pollution

3 radioactive pollution 4 light pollution

5 water pollution 6 land/soil pollution

7 noise pollution 8 visual pollution

c Production :

4 Work in groups Which types of pollution in 3 does your neighbourhood face?

Rank them in order of seriousness Give reasons for your group’s order.

Vote for the group with the best reasons.

4 Homework:

- Complete the writing tasks in your notebook

- Prepare: A closer look 1

Experience

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types of pollution

UNIT 7: POPULATION

A CLOSER LOOK 1

I OBJECTIVES:

- 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.

2 Knowledge:

b Grammar: review

3 Skills: listening, speaking, reading, writing

II PREPARATION:

III PROCEDURES:

2 Checking up: (5 ms) Types of pollution (Ask 4 Ss to go to the board and

divide them into 2 groups)

T asks them to write types of pollution within one minute then checks

which group is better

3 New lesson:

- Ask Ss some Qs

- Ask Ss to work in pairs

and look at the table No1,

p8 Then complete the

table with appropriate

verbs, nouns and

adjectives

- Ask one or two

volunteers to write their

answers on the board

- Correct the mistakes if

yes

- Ask Ss to work

individually to complete

the sentences with the

words from the table in

1 Notice the first letter

- Listen and give out their answers

- Pair work

- Write the answers

- Look at the board and copy the new words

- Work individually

Warm-up: Chatting

Q: Why are the fish dead?

- Because of polluted water/water pollution Q: Can we eat dead fish in this situation? Why

or why not?

- No, we can’t Because they are poisonous

a Presentation:

- Today we are going to learn about word families: nouns, verbs and adjectives

1 Complete the table.

Key:

(1) poison (2) contaminate (3) pollutant (4) polluted (5) death (6) damaged

b Practice:

2 Complete the sentences.

Key:

1 poisonous 2 pollutants

3 dead 4 contaminated

5 damage 6 pollute

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has been provided.

- Ask some Ss to read

the full sentences aloud

- Correct

- Explain to Ss the

yellow table on page 10

textbook “CAUSE and

EFFECT”

- Ask Ss to do the task in

pairs

- Correct the mistakes if

yes

- Gives an example and

ask Ss to discuss in pairs

- Call some Ss to stand

up and read the

sentences aloud

- Correct the mistakes if

yes

- Divide class into

groups of 4

- Ask 4 group leaders to

write their sentences on

the board

- Give comments

- Play the recording

- Ask Ss to say where the

stress in each word is

- Confirm the correct

answers

- Ask the Ss to listen and

repeat

- Have Ss do the task

individually

- Ask Ss to listen and

check and then repeat

- Listen to their friends

- Copy

- Listen to the teacher and write down

- Pair work then some pairs stand up and read out

- Copy the correct answers

- Pair work

- Group work

- Individuals

- In chorus

CAUSE and EFFECT

(page 10 textbook)

3a) Cause or Effect?

Key:

1 C-E; 2 C-E; 3 C-E;

4 E-C; 5 E-C

3b) Combine the sentences, using the word/phrase given in brackets.

Key:

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 Look at the pictures Describe cause or effect.

2 The soil is polluted, so plants can't grow

3 We won't have fresh water to drink because

of water pollution

4 We plant trees, so we can have fresh air

c Production: Pronunciation

5 Listen and mark.

Key: 1 ar'tistic 2 ath'letic 3 his'toric

4 his'torical 5 'logical 6 'physical

7 he'roic 8 po'etic 9 bo'tanic

10 bo'tanical

6 Underline -ic and circle -al.

Key: 1 scien'tific 2.'national 3.'medical

4.'chemical 5 dra'matic

4 Homework:

- Write exercises in your exercise book

- Prepare: A closer look 2

Experience

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If the environment is polluted,

A CLOSER LOOK 2

I OBJECTIVES:

- use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution

- improve their reading and writing skills

2 Knowledge:

b Grammar: Conditional sentences (type 1: review and type 2)

3 Skills: reading, writing

II PREPARATION:

III PROCEDURES:

2 Checking up: Check some Ss’ notebooks and aske them do exercises 2 and 3a again

3 New lesson:

- sketches on the board

then asks:

“What will happen if

the environment is

polluted?”

- Recall Ss “conditional

sentences type 1.”

- Ask Ss to do the

activity individually

- Ask Ss to compare the

answers with their

partner and call some

Ss to read full

sentences aloud

if yes

- Explain how to do the

activity

- Ask 4 Ss to do the

task on the board while

the others prepare the

answers individually

- Ask Ss to comment on

- Ss’ answers:

“our health will be affected”

“all living things will die”

- Listen to the T and copy down

- Individuals

- Pair work

- Listen and correct the mistakes

- Listen and remember

- Individuals

- Give comments

a Presentation:

- Today we are going to review conditional

sentences type 1

Main clause: If-clause:

S + will + V S + V(simple present)

1 Put the verbs in brackets into the correct form.

1 recycle; will help

2 won't dump; fines

3 travel; will be

4 will save; don't waste

5 use; will have

b Practice:

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

Key:

Ex: 1 Students will be more aware of

protecting the environment if teachers teach

environmental issues at school.

2 If light pollution happens, animals will

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the sentences on the

board

if yes

- Explain to Ss the

yellow box on page 10

about “Conditional

sentences type 2”

- Ask Ss to practise in

pairs

- Ask some pairs to

practise again

if yes

- Ask 2 Ss to do this

exercise on the board

and the others do the

task individually

- Go through the

answers with the class

if yes

- Explain how to do this

exercise

- Ask 4 Ss to do this

exercise on the board

and the others do the

task in groups of 4

- Go through the

answers with the class

if yes

- Explain how to play

the game

- Divide the class into 2

groups

- Observe and tell the

result

- Listen and write down

- Listen and take note

- In pairs to do the task

- Look at the board and give comments

- Pair work, look at the board and give

comments

- Liisten to the T

- Individual/ pair/ group work

- Look at the board and give comments

- The whole class take part in the game

change their

3 The levels of radioactive pollution will decrease if we switch from nuclear power to

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

5 People will get more diseases if the water is

contaminated

Conditional sentences type 2 (page 10)

3 Matching (p10)

4 Complete the sentences (p10)

1 were; would do

2 exercised; would be

3 had; would build

4 tidied; wouldn't be

5 was/were; would grow

5 Write a conditional sentence type 2 for each situation (p10)

Key:

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

c Production:

6 CHAIN GAME

Example in the book Use conditional sentences type 1 or 2

4 Homework:

- Write exercises 1-5 in your exercise book

- Prepare: Communication

Experience

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UNIT 7: POPULATION COMMUNICATION

I OBJECTIVES:

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

- improve their listening, speaking and reading skills

2 Knowledge:

a Vocabulary: The lexical items related to the topic “Noise population”

3 Skills: listening, speaking, reading

II PREPARATION:

III PROCEDURES:

2 Checking up: Check some Ss’ notebooks and ask them to do exercises 4, 5 again

3 New lesson:

- Ask Ss to play the

game as the rules

- Today we are going to

talk more about noise

pollution

to present the new

words

- Ask the Ss to do the

activity 1 individually

- Ask each student to

compare the answers

with his/her partner

- Ask 4 or 5 pairs to

read the full sentences

aloud

- Ask those pairs how

many different answers

- Individual and pair work

- Listen and repeat then write down

- Individuals

- Work in pairs to do activity 2

Warm-up: Who is quicker?

Rules of the game: Each student prepares a piece of

paper.Within half a minute, write down types of pollution and then exchange the paper with his /her partner Teacher shows some types of pollution the

Ss have learnt The student that has more correct answers than the others will win the game

a Presentation:

Extra vocabulary

- permanent (adj): mãi mãi

- earplug (n): nút bịt lỗ tai

- affect (v): làm ảnh hưởng đến

- hearing loss (n ph): mất thính lực, khiếm thính

- blood pressure (n ph): huyết áp

b Practice:

1 - 3 Noise pollution.

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

Final results:

- one correct answer: Ss

- two correct answers: Ss

- eight correct answers: Ss

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they have got

- Play the tape twice

- Ask the some Ss how

many correct answers

they have got

- Play the tape again

and confirms the

correct ones

- Divide the class into 4

groups

- Ask them to write

down the other ways to

prevent noise pollution

- Ask the group leaders

to report their ways

before the class

- Give comments

- Listen and take notes

- Report their results

- Report the final results and correct the mistakes

- Group work

- Report before the class

- Listen to the results

c Production:

4 Work in groups Discuss other …….

Discussion:

- Each group presents their ways to prevent noise pollution before the class

- Vote for the best ways

4 Homework:

- Write exercise 1 in your exercise book

- Prepare: Skills 1

Experience

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What will happen if water

is polluted?

SKILLS 1

I OBJECTIVES:

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

- improve their reading and speaking skills

2 Knowledge:

3 Skills: reading, speaking

II PREPARATION:

III PROCEDURES:

2 Checking up: Check some Ss’ notebooks and ask them to talk about noise pollution.

3 New lesson:

- Sketch on the board

then ask:

“What will happen if

water is polluted?”

- Have Ss do the

activity in pairs, using

Yes/No questions to

find out the differences

between the 2 pictures

- Ask some Ss to

practise again

- Give the suggested

answers

- Introduce activity 2

to present the new

words

- Ss’ answers:

“People will have no clean water to use.”

“Species of marine life will never be seen.”

- Pair work: Student 1looks at picture A on page 12 while student

2 looks at picture B on

page 15

- Listen and take notes

- Listen and remember

- Listen, repeat and copy down

a Presentation: Reading

1 Work in pairs One of you …….

Suggested answers:

Picture A

- The ducks are white

- They're going to the lake

- There aren't any factories near the lake

- The lake water is clean

Picture B

- The ducks are black

- They're going from the lake

- There are some factories near the lake

- The lake water is dirty / black

b Practice:

2 Mi and Nick have decided to give…… New words:

- contamination (n): sự làm bẩn

- groundwater (n): nước ngầm

- contaminant (n): chất gây bẩn

- herbicide (n): thuốc diệt co

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- Ask Ss to read the

passage quickly then

answer the questions

- Ask Ss to exchange

their answers in groups

of four

- Ask Ss to practise

asking and answering

again

- Give the correct

answers

- Ask Ss to think of the

suitable words to fill

each blank (noun, verb,

adjective )

pairs

- Ask some Ss to read

the full sentences

- Give the correct

answers

- Ask Ss to work in

groups to discuss the

solutions to water

pollution

- Ask some groups to

present their solutions

- Give suggestions

- Ask Ss to work in

groups again to

complete the diagram

- Ask some Ss to give

their presentations

about water pollution

- Give comments

- Pair work

- Group work

- Listen and write down

- Do the task as the T’s request

- Group work

- Listen and correct

- Draw the diagram on

a big piece of paper

- Correct

- point source pollution (n): ô nhiễm có nguồn

- non-point source pollution (n): ô nhiễm k nguồn

- pollutant (n): chất (tác nhân) gây ô nhiễm

- cholera (n): bệnh tả

Answers:

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 and the atmosphere

6 They use herbicides to kill weeds

3 Read the text again……

The missing words

1 cholera

2 die

3 polluted water

4 dead

5 aquatic plants

Speaking:

4 The solutions to water pollution.

- Solution 1: Give heavy fines to companies that

are found doing this

- Solution 2: Educate companies about the

environment

- Solution 3: Give tax breaks to companies that

find “clean” ways to dispose of their waste

c Production:

5 Completing the diagram.

- Suggestions:

Effects: cholera, other diseases, and the death of

living things

Causes: factories, sewage, pesticides; storm water,

atmosphere result

6 Presentations about water pollution

Students’ presentations

4 Homework:

- Write exercises 2-3 in your exercise book

- Prepare: Skills 2

Experience

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