GA Anh 8 kỳ 2 soạn theo định hướng PTNL

Giáo án Anh 8 kỳ 2 soạn theo hướng phát triển năng lực 2020 Period 55 Lesson 1: Getting started I. Objectives: By the end of this lesson, Ss will be able to: + Presented the vocabulary related to the pollution and reviewed conditional sentences type 1. + Identify general and specific information about water pollution. + Realise types of pollution in their neghbourhood. Vocabulary: aquatic; poison; polluted; radioactive; thermal; contaminate ; pollutant ; litter. Structure: Review conditional sentences type 1. Skill: listening, speaking, reading. II. Teaching aids: Text book, workbook, projector. III. Teaching procedures. Teacher’s and students’ activities contents 1. Warm up: Sts work in two groups of five. Ask sts to find out kinds of pollution Lead in new lesson. 2. Presentation: Introduce the dialogue: Look at the picture on page 6 Introduce Mi and Nick. Ask Sts to predict the questions. Play the recording Ask Sts to listen and read. Ask Sts to check their guesses. Sts read the dialogue and underline the words they don’t know. Sts discuss any unfamiliar words from the text or match. T may explain some words Sts don’t know. 3. Practice: Sts work independently to find the words with the given meanings in the conversation Ask Sts to share answers before discussing as a class. Ask Sts to read out the lines in the dialogue that contain the words. Sts look at the ‘Watch out’ box and quickly read information and explain the expression ‘I can’t believe my eyes’. Sts read the questions to make sure they understand them. Sts share their answers with a partner. Check their answers. Sts read the sentences quickly to make sure they understand them. Firstly Sts decide the sentences are T F NI without reading the dialogue. Some Sts write their answers on the board. Sts read the dialogue again to check their answers (can explain their choices). Have Sts look at the picture and ask them what they see in each picture. Sts read the types of pollution in the box and identify any new words they do not know. T explains the new words so that Sts can understand the pollution types. Sts work in pairs, then check the answers. Sts read through the sentences to get a general understanding (T can explain some words which Sts may not know). Sts work individually, then compare their answers with a classmate. Confirm the correct answers 4. Production: Activity 9: Sts work in groups of five or six. In five minutes Sts write down the pollution types their neighborhood faces List and rank them in order of seriouness. Give reasons for your group’s order. Vote for the group with the best reasons. 5. Homework: Guide ss to do their homework Network: Do you know any stories about the environment or pollution? Introduce the dialogue: Who can you see in the picture? Where do you think they are? What are they talking about? I. New words: dump(v): vứt, bỏ aquatic (adj): dưới nước poison (n,v): chất độc, làm nhiễm độc polluted (adj): bị ô nhiễm radioactive (adj): thuộc về phóng xạ thermal (adj): thuộc về nhiệt come up with (v): nghĩ ra Illustrate (v): minh họa II. Practice: 1. Listen and read: (1P.6) a. Find a word phrase that means: Key: 1. dead 4. poison 2. aquatic 5. polluted 3. dump 6. to come up with b. Answer the questions: Key: 1. They are in Mi’s home village. 2. It’s almost black. 3. She’s surprised because she sees the fish are dead. 4. It’s dumping poison into the lake. 5. He’s sneezing so much because the air is not clean. c. Tick T F or NI (no information): Key: 1. F 4. T 2. T 5. T 3. NI 2. Write each type of pollution under a picture: (2P.7) Key: A. radioactive pollution E. water pollution B. noise pollution F. landsoil pollution C. visual pollution G. light pollution D. thermal pollution H. air pollution 3. Complete the sentences with the types of pollution: (3P.7): Key: 1. thermal pollution 5. Water pollution 2. Air pollution 6. Landsoil pollution 3. radioactive pollution 7. Noise pollution 4. light pollution 8. visual pollution 4. Which types of pollution in 3 does your neighborhood face? (4P.7): Ex: My neighborhood has to face some types of pollution: air pollution (many factories…..) land pollution (………) Read the dialogue again Learn new words Prepare for unit 7 Lesson 2 (A closer look 1)

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Period 55

Lesson 1: Getting started

I Objectives:

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

+ Presented the vocabulary related to the pollution and reviewed conditional sentences type 1

+ Identify general and specific information about water pollution

+ Realise types of pollution in their neghbourhood

- Vocabulary: aquatic; poison; polluted; radioactive; thermal; contaminate ; pollutant ; litter

- Structure: Review conditional sentences type 1

- Skill: listening, speaking, reading

II Teaching aids: Text book, workbook, projector.

III Teaching procedures.

Teacher’s and students’ activities contents

1 Warm up:

- Sts work in two groups of five

Ask sts to find out kinds of pollution

- Lead in new lesson

2 Presentation:

Introduce the dialogue:

- Look at the picture on page 6

- Introduce Mi and Nick

- Ask Sts to predict the questions

- Play the recording

- Ask Sts to listen and read

- Ask Sts to check their guesses

- Sts read the dialogue and underline

the words they don’t know

- Sts discuss any unfamiliar words

from the text or match

- T may explain some words Sts

* Introduce the dialogue:

- Who can you see in the picture?

- Where do you think they are?

- What are they talking about?

I New words:

- dump(v): vứt, bỏ

- aquatic (adj): dưới nước

- poison (n,v): chất độc, làm nhiễm độc

- polluted (adj): bị ô nhiễm

- radioactive (adj): thuộc về phóng xạ

- thermal (adj): thuộc về nhiệt

- come up with (v): nghĩ ra

- Illustrate (v): minh họa

II Practice:

1 Listen and read: (1-P.6)

a Find a word/ phrase that means:

1 Pollution

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words with the given meanings in the

conversation

- Ask Sts to share answers before

discussing as a class

- Ask Sts to read out the lines in the

dialogue that contain the words

- Sts look at the ‘Watch out!’ box and

quickly read information and explain

the expression ‘I can’t believe my

eyes’.

- Sts read the questions to make sure

they understand them

- Sts share their answers with a

partner

- Check their answers

- Sts read the sentences quickly to

make sure they understand them

- Firstly Sts decide the sentences are

T/ F/ NI without reading the dialogue

- Some Sts write their answers on the

board

- Sts read the dialogue again to check

their answers (can explain their

choices).

- Have Sts look at the picture and ask

them what they see in each picture

- Sts read the types of pollution in the

box and identify any new words they

do not know

- T explains the new words so that Sts

can understand the pollution types

- Sts work in pairs, then check the

answers

- Sts read through the sentences to get

a general understanding (T can

explain some words which Sts may

not know).

- Sts work individually, then compare

their answers with a classmate

- Confirm the correct answers

4 Production:

* Key:

1 dead 4 poison

2 aquatic 5 polluted

3 dump 6 to come up with

b Answer the questions:

* Key:

1 They are in Mi’s home village

2 It’s almost black

3 She’s surprised because she sees the fish are dead

4 It’s dumping poison into the lake

5 He’s sneezing so much because the air is not clean

c Tick T/ F or NI (no information):

D thermal pollution H air pollution

3 Complete the sentences with the types of pollution: (3-P.7):

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* Activity 9:

- Sts work in groups of five or six In

five minutes Sts write down the

pollution types their neighborhood

faces

- List and rank them in order of

seriouness

- Give reasons for your group’s order

- Vote for the group with the best

- Read the dialogue again

- Learn new words

- Prepare for unit 7- Lesson 2 (A closer look 1)

Period 56

Lesson 2: A closer look 1

I Objectives:

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

+ Pronounce the words ending in -ic and -al correctly in isolation and incontext

+ Use some kinds of part of speech about pollution

+ Give as many sentences as possible to show cause/ ef ectrelationships

- Vocabulary: ; contaminate ; pollutant ; litter…

- Structure: + because/ since + clause

+ to cause sth/ to lead to sth/ to result in sth+ to make sb/ sth do sth

- Skill: listening, speaking, reading

II Teaching aids: Text book, workbook, projector.

1 Warm up:

* Activity 1: Call out:

- Have Sts call out the types of

* Call out:

- radioactive pollution

- water pollution

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pollution they have learnt in the

- Sts work individually, then ask them

to share their answers with one or

more partners

- Sts discuss any unfamiliar words

- T may explain some words Sts don’t

- Sts read through each sentence to get

a general understanding and decide

which word form should be put in

each blank (ex: the word filled in 1 is

an adj), then use a clue to find the

word

- Sts work individually and compare

their answers with a partner before

confirming the correct ones

- Ask Sts to look at the language box

- T tells Sts that the words/ phrases

express cause and effect relationships

* Activity 4:

- Sts complete the task individually

- Some Sts compare their answers with

a partner before checking with the

whole class

* Activity 5:

- Sts read the example

- Remind Sts of the structure (looking

at the language box).

- Sts work individually to combine

each pair of sentence into a complete

sentence, using the word/phrase in

- thermal pollution - air pollution

-> Today we are going to learn different forms of some words as well as some words/phrases to talk about the causes and effects

1 Complete the table with appropriate verbs, nouns, and adjs: (1-P.8)

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on the board and correct them

carefully

* Activity 6:

- Sts look at the pictures and decide

which picture shows the cause and

which shows the effect

- Ask Sts to read the example and pay

attention to the cause / effect words or

- Play the recording again for Sts to

repeat the words, some Sts read out

the words

* Activity 8:

- Sts work individually, practise saying

the sentences

- Play the recording for Sts to check

their answers, then elicit the correct

stress patterns from Sts

- Play the recording again for Sts to

repeat the sentences

5 Homework:

- Learn by heart all the new words

- Prepare for next lesson ( find the

characters in one of your favourite folk tales:

* Key:

2 Oil spills from ship in oceans and rivers

lead to the death of many aquatic animals and plants

3 Households dump waste into the rivers so

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

B- PRONUNCIATION:

* Stress in words ending in –ic and -al:

5 Listen and mark the stress in each word, then repeat it: (5-P.9)

- Learn new words

- - do the exercises of part A in workbook

- Prepare for unit 7- Lesson 3 (A closer look

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meaning of the new words in the next

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

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

- Vocab: pollution words ………

- Grammar: conditional sentences

- Skills: reading and writing

II Teaching aids.

Textbook,workbook , projector

- Elicit the form and use of the

conditional sentences type 1 from Sts

- Ask Sts to give some examples

3 Practice:

* Activity 3:

their answers with a partner before

checking with the whole class

* Network:

past simple present simple

I Grammar:

* Review conditional sentences type 1:

- The use:

+ We use conditional sentences type 1

to talk about things that may happen in the present or future

Eg:

If I’m late, they’ll be angry

- Form:

If clause, main clause

(simple present) (future simple)

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* Activity 4:

- Sts read the pairs of sentences and work

individually

- Ask two Sts to write the new conditional

sentences on the board

- Sts give comments and T gives feedback

and correct them if necessary

* Activity 5:

- Sts look at the structure in the language

box Draw Sts’ attention to the example

- Underline the subject, verb…in the

example and explain the use and form of

the conditional sentences type 2

- Some Sts give examples

* Activity 6:

- Sts work individually

- Sts compare their answers in pairs

before checking with the whole class

- T corrects as a class, other Sts correct

the answers if necessary

* Activity 8:

- Have Sts quickly read the example and

comment on the example

- They may see that the meaning of the

2 When light pollution happens, animals will change 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 to reproduce

5 People will get more diseases if the water is contaminated

* Look out( in the text book )

3 Match an if-clause in A with a suitable main clause in B: (3-P.10)

3 had; would build

5 Write a conditional sentence type 2

for each situation: (5-P.10)

2 If there weren’t so many billboards inour city, people could enjoy the view

3 If there weren’t so much light in the

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original sentences was made opposite in

the new conditional sentence

their answers with a partner

4 Production:

* Activity 9:

- T explain the aim of the game is to keep

the chain going for as long as possiple

using type 1 or 2 conditional sentences

- Sts work in groups of five or six

Groups that are still going when the five

minutes is up are the winners

5 Homework:

- Learn grammar

- Do exercises of part B in workbook

- Prepare for unit 7- Lesson 4

5 If the karaoke bar didn’t make so muchnoise almost every night, the residentswouldn’t complain to its owner

6 She wouldn’t have a headache afterwork every day if she didn’t work in anoisy office

be ill

Period 58

Lesson 4: CommunicationI- Objectives:

+ use the lexical items related to ‘Pollution.’

+ know more about noise pollution

- Vocab: permanent, earplug, affect, hearing loss, blood pressure ……

- Skills: 4 skills

II- Teaching aids:

Textbook,workbook , CD, radio

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- Go through the Extra vocab.

- Help Sts understand the meanings of the

words in Extra vocab (using pictures,

realia, definition, example.)

+ permanent: lasting forever

+ earplugs: are put into our ears to keep

out noise or water

+ affect: the verb form of ‘effect’

+ hearing loss: ‘When you have hearing

loss, you can’t hear things clearly.’

+ blood pressure: is often measured when

you have high blood pressure

3 Practice:

* Activity 3:

- Sts read the questions in the questionnaire

to make sure they understand everything

and answer individually

* Activity 4:

- Sts work in pairs to compare their

answers (may have different answers) T

asks some pairs to report on their

differences

- Play the recording for Sts check their

answers, then check with the whole class

4 Production:

* Activity 6:

- Sts find out the question in the

questionnaire which proposes ways to

prevent noise pollution

- Sts work in groups to discuss more ways

to

* Chatting:

- Tell about the types of pollution you know

(Ex: water pollution, air pollution…)

- Today, we are going to have the opportunity to explore noise pollution that not many people recognise as a pollution

I Extra vocab:

- permanent (adj): vĩnh viễn

- earplug (n): cái nút tai

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reduce noise pollution, then present their

answers

- Sts vote for the best ways

5 Homework:

* Activity 7:

- Sts work in groups to make a collage to

answer the question ‘What would you do

to reduce pollution in our country if you

were the Minister of Natural Resources

and Environment?’ (use photographs,

pictures or drawings.)

- Remind Sts that they should use

conditional sentences type 2 to give the

presentation

- Do exercises of part C in the workbook

- Prepare for unit 7- Lesson 5

* PROJECT:

“What would you do if… ???”

1 collages: lively, clear, practical

2 Languages: easy to understand

3 Speaking: fluency, accuracy, good pronunciation

Sts have to:

+ discuss the things they would do + collect the pictures from different sources or draw

+ stick the pictures on a big piece of paper

+ read for general and specific information about water pollution

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

- Vocab: pollution words………

- Skill: speaking and reading

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* Activity 2: Present the pictures:

- Sts work in pairs: one looks at picture

A-P.12 and one looks at picture B-P.15

- Sts ask each other Yes-No questions to

find out the differences between two

pictures

Ex:

A (p.A): Are there five ducks in your

picture?

B: (p.B): Yes, there are Are the ducks

black in your picture?

A: No, they aren’t They are white……

- Some Sts report on the differences

3, While-reading:

* Activity 3:

- Sts read the passage quickly and answer

the questions (the first two Qs ask for

general information and the rest focus

on details.)

- Sts can underline parts of the text that

help them with the answers

- Sts compare their answers with a

partner

4, Post-reading:

* Activity 4:

- Sts read the sentences quickly to

underline the key words and work

individually (pick the suitable words to

fill each blank)

- Sts share their answers with a partner

- T checks the answers

6 They use herbicides to kill weeds

3 Complete the notes about the effects

B- SPEAKING:

4 Discuss the solutions to water

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* Activity 5:

- Sts work in groups to discuss the

sollutions to water pollution

- Help Sts focus their ideas and think of

the solutions for each cause

- Sts make notes of the answers on a

piece of paper

- One group quickly presents their

solutions and others add some ideas

* Activity 6:

- Sts work in groups again to complete

the diagram (may draw the diagram on a

big piece of paper.)

- After finishing, T may call some pairs

to practice in front of the class

* Activity 7:

- Some groups give presentations about

water pollution

- Other groups listen and give comments

The class may vote for the best

presentation

5 Homework:

- Prepare for next lesson ( find the

meaning of the new words in the next

lesson )

- Do exercises of part D in the

workbook

pollution: (4-P.12)

- Suggest two sub-headings:

+ Point source pollution + Non-point source pollution

5 Complete the diagram of water pollution:

+ listen to get specific information about thermal pollution

- Non-point source pollutants

………

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+ write about causes and effects of one pollution type.

- Skills: listening and writing

- Sts’ books, text books, CD, radio

III- Teaching Procedure:

* Activity 1: Describe the pictures:

- Sts work in pairs, describing the pictures

and the relationship between them

- Call on one St to give their answers

- Play the recording for Sts to check their

answers

2.Pre-listening:

a Listening:

* Activity 2:

- Sts quickly read the diagram and identify

the form of the word/ phrase to be filled in

each blank

- Play the recording and ask Sts for their

answers Some Sts write their answers on

the board

- Play the recording again for Sts to check

their answers

3 While-listening:

- Sts read the story carefully and work in

pairs to discuss what may be missing

- Play the recording again and ask Sts to

find the missing words as they listen

- T checks their answers with the whole

2 cooler 7 Harmful

3 cool 8 colour

4 warm rivers 9 poison

5 Warmer water 10 cool down

B- WRITING:

3 Discuss the causes and effects of one type of pollution in your area: (3-

P.13)Air pollution

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4 Post- listening:

b Writing:

* Activity 4:

- Sts work in pairs and decide which

pollution type in their area they are going

to discuss and make notes of the causes

and effects

Soil pollution happens when human

activities destroy the earth’s surface

Cause: pesticides, herbicides(thuốc diệt

cỏ), chemical industrial watse,

deforestation

Effect: soil pollution, the upper layer of

soil is damaged (lớp đất mặt bị hư), effect

on wild-life

* Activity 5:

- Sts stay with their partner One writes

about the causes and the other writes about

effects based on their notes Remind Sts to

use markers like firstly, secondly…

- Sts work individually to write a first draft

* Activity 6:

- Sts share their work with each other and

combine it to make a complete article

- Have pairs swap and read each other’s

articles Ask for volunteer pairs to read

their articles out to the class and have Sts

comment on them (may collect for

marking)

Definition: Air pollution occurs whenthe air contains gases, dust, fumes orodour(mùi hôi) in harmful amountsCause: industrial watse, exhaust from car and plane

Effect: causing diseases, death to humans, damage to other living organisms such as animals and food crops, or the natural or built

environment

4 Write about the causes and the effects of the pollution type you have just discussed in 3:(4-P.13)

Water pollution

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

It is caused by several factors Firstly, famalies 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 uor area are all aware of this problem, and we thinking of some ways

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5 Homework:

- Do exercises of part E in the workbook

+ revise all the target knowledge in unit 7

+ do a project “What would you do if…?”

- Skills: 4 skills

- Sts’ books, text books,

- Sts work individually, then

compare their answers with

a partner

- Check Sts’ answers

some Sts write their answers

1 Complete the sentences with the correct form of the words: (1-P.14)

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- Confirm the correct

answers

3 Practice:

- Sts write the sentences

using the words in brackets,

then compare their answers

with a partner

- Some Sts write their

answers on the board T and

other Sts give comments

* Activity 5:

- Sts talk about conditional

sentences type 2 (the use

and form.)

- Sts give some examples

share their answers with a

clssmate

- Check their answers

- Sts complete the sentences

individually using their own

ideas Remind them to

identify whether the

sentence is a conditional

sentence type 1 of type 2

- Sts share their answers

(accept all the sentences if

- noise pollution - land/soil pollution

- visual pollution - light pollution

- thermal pollution - air pollution

3 Rewrite the sentences: (3-P.14)

* Key:

1 The residents of the street cannot sleep because of the loud noise from the music club

2 Vy had a stomachache since she ate a big dinner

3 The road in front of my house was flooded due to the heavy rain

4 His mother is unhappy because his room is untidy

5 Too much carbon dioxide (CO2) in the atmosphere causes global warming

B- GRAMMAR:

* Review conditional sentences type 1:

* Conditional sentences type 2:

- The use:

+ We use conditional sentences type 2 to talk about

things that are not true to happen in the present or future

If clause, main clause

(simple past) (would/could/might + V)

* Note: We can use both was and were with

I/he/she/it in the if-clause

4 Put the verbs in brackets into the correct form:

(4-P.14)

1 won’t be; don’t take 4 do; will see

2 continue; will be 5 would…travel; didn’t have

3 were; would wear 6 wouldn’t be; didn’t take care

5 Complete the sentences, using your own ideas:

(5-P.14)

1 If I were an environmentalist,………

2 If our school had a big garden,………

3 If the lake wasn’t polluted,…………

4 If we have a day off tomorrow,……

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they make sense).

4.Production:

- Sts work in groups to

discuss what you would do

or say in each situation

- Sts read the example first

Each group may discuss 1 or

two situations

- Some groups give their

presentations to the class

- The whole class can vote

for the best

5 Homework:

5 If you want to do something for the planet,…

6 Discuss what you would do or say in each situation: (6-P.15)

1 Your neighbors littered near your house

2 Your friend wore headphones every day to listen tomusic

3 Your brother dump his clothes and school things onthe floor

4 Your sister had a bath every day

* Ex:

A: If my neighbors littered near my house, I would write them a letter explaining that it was making the neighborhood dirty

B: Oh, I would put a large sign up saying ‘No littering’

C: I think I would knock on their door and explain that

it was polluting the area

* Project:

“What would you do if… ???”

1 collages: lively, clear, practical

2 Languages: easy to understand

3 Speaking: fluency, accuracy, good pronunciation

* Finished!

- Discuss what difficulties remain and what areas havemastered

- Learn vocab & grammar – Unit 7

- Prepare for Unit 8 (Getting started)

_

Lesson1 : Getting Started

I Objectives:

- By the end of the lesson, Ss will have some information about people and places

in English speaking countries and they are able to talk about them

- Vocabulary:people and places in English speaking countries

- Structure: simple present tense for future

- Skills: Develop Ss’ listening , speaking ,reading and writing skills

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- Sts’ books, text books, CD and cassette

- Asking some questions

- Ask Ss to describe the picture

( Who, where , what … ? )

- Set the sense

- Lead to the new lesson

(old Lesson if have time)

* Answer the questions :

1 What do you know about English ?

2 Why is English an international language ?

3 Which countries use English as the 1st / the official language ?

4 Which countries use English as the 2nd language ?

5 What do you know about these countries ?

* Suggestions :

- ( Ss’ answers )

- Used all over the world

- the U.S.A , the U.K , Australia , Canada , Singapore , The Philippines

- many countries

- ( Ss’ answers )

2 Presentation

- Elicit some new words from

the P and situations , realias

- Read many times in chorus

-Checking vocab: Slap the

board

- Call some individuals

- introduce and explain briefly

the U.K – the United Kingdom

1 Vocab

International ( language)Official ( language )Native ( speaker)Accent

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- Ask some groups to present

their work before the class

1 Listen and read

a , Find the words or expressions from the conversation

1 Awesome / just awesome

2 Absolutely / Right

3 It’s hard to say

4 perhaps

c , Answer the questions

1 He is at an international summer camp in Singapore

2 They come from different countries / from all over the world

3 He has made new friends , visited places and taken part in different activities

4 Because he uses English every day with people from different countries

5 Two boys fro Australia and a girl from the USA

6. After July 15th

4 Production

- Divide the class into 6

* Game : WHERE ARE THEY ?

Work in groups of five or six Locate the six

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groups

- members of the groups

take turns to present

- T Listen and feedback

countries in 3 on the map below

Rule : The first group find all the countries wins

the game

5 Homework

Guide ss to do their homework

- Prepare for next lesson ( find the meaning of the new words in the next lesson )

Period: 63

Lesson2 : A Closer Look 1

I Objectives:

- By the end of the lesson, Ss will be able to talk about people and places in

English speaking countries and know how to place the stress on the words ending

in ‘ESE’ and “EE”

- Skills: Develop Ss’ listening , speaking and writing skills

- Sts’ books, text books, CD and cassette

- Read 3 times in chorus

* Net words :

20

England

Japan Vietnam

Name the countries

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- Have Ss read many times in chorus

- call some individuals

- Checking vocab: rub-out

- Asking : How many parts of

speech are there ? What are

the main ones ?

- Have Ss complete the table below

- Have Ss do Ex 3 & 4 on the

Name the countries

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- Guide how to do

- Have Ss work in pairs to do ex

- Cross –check

- Provide the keys

- Ask Ss to write down on the

- Guide Ss how to stress the words

ending in ESE & EE

- Give examples and explain

- Have Ss practice in chorus

- Ask Ss to do Ex to distinguish the

5 Listen and repeat Then practice

6 Mark the stress in the underlined words

- Do exercises of part A in workbook

- Prepare for next lesson (find the meaning of the new words in the next lesson)

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- Vocabulary:people and places in English speaking countries.

- Skills: Develop Ss’ reading and writing skills

I Choose the word that has the underlined part pronounced differently from the others

2 a bite b revive c promise d minimize

4 a happened b helped c burned d bored

5 a invite b faint c patient d victim

II Fill in the gaps with in order (not) to or so that

6 Please turn down the radio I can get to sleep

7 You should get up early _ be late for school

8 You have to wake up be on time

9 She left work early be at home when he arrives

10 She lent me some money _ I could buy the dictionary

III Circle the best option

11 She hid the present _ the children wouldn’t find it

a in order to b so that c so as to d for

12 I tried to cheer him _, but he just kept staring out the window

13 I think I home across the park

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14 I forgot to thank them _ helping me

15 The farmers look for other work _ get more money for their family

a so as to b in order that c so as not to d so that

IV Choose the words or phrases that are not correct in Standard English

16 I carried the knife carefully to not cut myself

Each correct sentence has 0,5p

I Choose the word that has the underlined part pronounced differently from the others

1 a 2 c 3 b 4 b 5 c

II Fill in the gaps with in order (not) to or so that

6 so that 7 on order not to 8 in order to 9 on order to 10 so that

III Circle the best option

- Have Ss do exercise to review

the present tenses

- call 2 Ss to go to the board

- Give the answer and explain

* old lesson : Use the correct tenses of the verbs in

the brackets to complete the sentences below

1 My father usually ( go) to work by bus every morning

2 People ( be ) concerned about the environment for a long time

3 We ( talk) about the way to protect the environment at present

4 If we ( plant ) more trees , we will enjoy the fresh air

5 If the ice in the North pole melts , the level

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of the sea ( rise )

Answers : 1,goes 2, have been 3,are talking 4,plant 5, rises

2 Presentation

- Give examples

- Review the uses of present

tenses

- Give the form

I Grammar : Review the present tenses.

Tenses Forms Expressing Present

simple

(1) am / is/are

(2) V/ Vs/es

- habits / hobbies

- factsPresent

continuous

Be + Ving - progress

Present Perfect

Have + Vpp Has + V pp

- Uncompleted actions

- resulting at present

- Provide the keys

- Have Ss work in groups to do

Ex 3 & 4 page 20

II Practice :

1 Complete the sentences with the correct form

of the given verbs

3 has celebrated => celebrates

4 are dancing => dance

* Further Practice Note : Present simple expresses future meaning for the schedules & programs ( at school , at work , at railway station , at airport , at cinema )

Eg : Our school year starts on September 5th

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- Cross –correct

- Call someone to present their

answers

- Provide the keys

- Ask Ss to write down on their

notebooks

The train to Hai Phong leaves at 8 a.m 3a Read the schedule and underline the verbs describing the future meaning

1 takes

2 leaves 3b Discuss the questions

1 The future

2 the present simple

4 Use the verbs in the box in the correct forms to complete the sentences

- Learn by heart grammar structures

- Prepare for next lesson ( find the meaning of the new words in the next lesson )

Period: 65

Lesson 4: Communication

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I Objectives :

- By the end of the lesson, Ss will be able to learn more and talk about facts of English speaking countries

- Skills: Develop Ss’ reading and speaking skills

- Have Ss answer some questions

- Set the sense

2 Presentation

- Elicit some new words from

pictures and situations

- Read aloud many times in chorus

- Checking vocab: matching

1 Take a small survey: Do the quiz and

choose the correct answers

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- Feedback

4 Production

- Have Ss work in groups

- Have Ss play GAMES

- Call some Ss/ groups to

represent before the class

- Feedback

3 Guessing Game : Talk about the

country you know / like Start like this :

This country

( Ss’ own answers )

Note :

- try to find out the country it is

- vote for the most informative and interesting introduction

5 Homework

- Make 5 sentences a country you know

- Prepare for next lesson ( find the

meaning of the new words in the

- Develop Ss’ reading and speaking skills

- Vocabulary: The facts of English speaking countries

- Grammar: Present tenses

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- Set the sense

1 Where is it ?

It is in the north of Great Britain

2 What is this land famous for ? It’s famous for its rich and unique culture and its

amazing natural beauty

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England

Scotland

The United Kingdom

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* Checking vocab: Slap the

board and remember

Famous for Information

1 Culture - world famous festivals

- traditional activities ( sports, games , drinking whisky

2 Scenic Beauty

- historic centuries old castles

- vast green pastures

- scenic lakes

3 Inventions - telephone , television ,

penicillin , rain coat

4 First - fire brigade , female

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- Cross –check

- Call some Ss to the black-board

- Provide the correct answers

3 piping , drumming , dancing

4 the telephone , television , penicillin , rain

5 Talk about Australia

Using Australia’s interesting facts :

- only country – an entire continent

- capital of sports and outdoor activities

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- Develop Ss’ listening and writing skills

- Vocabulary: a plan or a schedule of a trip / a tour to somewhere

- Grammar: Present simple tense with future meaning

- Skills: listening and writing

Textbook, workbook, a CD & a cassette player

- Have Ss answer the questions

- Look at the picture and answer

- Set the sense

* Answer the questions :

- What can you see in the pictures ? ”

- Do you think being a guide is interesting job ? Why ? Why not ?

( Ss’ answers)

- What do a guide have to do before a trip / a tour to somewhere ?

- make a plan / schedule

- What does he / she have to do during the trip / tour ?

- lead and guide the trip / tour

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2 Pre-listening:

- Elicit some new words

( pictures , realias , situations

….)

- Have Ss read many times in

chorus

* Checking vocab: rub-out and

4.Post-listening:

- Ask Ss to write down the

answers on their notebooks

2 Listen again and choose the right answers.

3-b: Make a schedule for your visit Day Time Activities

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- Divide the class into 4 groups

- Have Ss practice in groups

- Present their works

- Rewrite the passage describing

the schedule for your visit

- By the end of the lesson, Ss will be able to revise what they have learnt about

in the previous lessons as well as make their own products

- Develop Ss’ listening speaking reading and writing skills

- Vocabulary: people, places and facts of English speaking countries

- Grammar: Present tenses

- Skills: listening, reading and writing

Countries &

their people

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- Have Ss play games

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