Giáo án Tiếng Anh 8 - Unit 7

- Sts work in groups to discuss more ways to reduce noise pollution, then present their answers.. Homework: (4’) * Activity 7:.[r]

Teaching date:……….

Period: 50

Unit 7: pollution Lesson 1: Getting started I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to the topic

‘Pollution’ and reviewed conditional sentences type 1

- Vocabulary: aquatic, poison, polluted, radioactive, thermal, …

- Structure: review conditional sentences type 1

- Skills: 4 skills

II- Teaching aids:

- Sts’ books, text books, a projector + cabins

III- Teaching methods:

- Communicative

IV- Teaching Procedure:

A Class organization:

- Greetings and checking attendance: 8A: 8B………

8C: 8D………

B New lesson:

Sts’ and T’s activities

Content

1 Warm up: (5’)

* Activity 1:

- Sts work in two groups of five

- Each group calls out one fairy tale If

it is right, the group will get one point

The game stops when time is up

The group with more points wins

- Lead in new lesson

2 Presentation:

(12’)

* Activity 2:

Introduce the dialogue:

- Look at the picture on page 6

- Introduce Mi and Nick

- Ask Sts to pridict the questions

* 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:

- aquatic (adj):

dưới nước

- poison (n,v):

chất độc, làm nhiễm độc

Fairy tales

- Play the recording

- Ask Sts to listen

and read

- Ask Sts to check

their guesses

* Activity 3:

- Sts read the

underline the

words they don’t

know

- T may explain

some words Sts

don’t know

3 Practice: (15’)

* Activity 4:

- Sts work

independently to

find the words with

the given meanings

in the conversation

- Ask Sts to share

answers before

discussing as a

class

- Sts look at the

‘Watch out!’ box

and quickly read

information and

expression ‘I can’t

believe my eyes’

* Activity 5:

- Sts read the

questions to make

sure they

understand them

- Sts share their

answers with a

partner

- Check their

answers

* Activity 6:

- Sts read the

- polluted (adj):

bị ô nhiễm

- radioactive (adj):

thuộc về phóng xạ

- thermal (adj):

thuộc về nhiệt

- come up with (v):

nghĩ ra

II Practice:

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

a Find a word/

phrase that means:

* Key: 1 dead

4 poison

2 aquatic

5 polluted

3 dump

6 to come up with

Watch out!

* ‘Bless you’ is an idiom You say it to

somebody after he/ she has sneezed

* ‘I can’t believe my eyes!’

informal expression It means you are very surprised at something you see

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

sentences quickly

to make sure they

understand them

- Firstly Sts decide

the sentences are T/

F/ NI without

reading the

dialogue

- Sts read the

dialogue again to

check their answers

(can explain their

choices)

* Activity 7:

- 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

- Sts work in pairs,

then check the

answers

* Activity 8:

- Sts read through

the sentences to get

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:

(10’)

* Activity 9:

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: (2-P.7)

* Key:A

radioactive pollution

E water pollution

B noise pollution

F land/soil pollution

C visual pollution

G light pollution

D thermal pollution

H air pollution

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

* Key:

1 thermal pollution 5 Water pollution

2 Air pollution

6 Land/soil pollution

3 radioactive pollution

7 Noise pollution

4 light pollution

8 visual pollution

- Sts work in groups of five or six

- Give reasons for your group’s order

- Vote for the group with the best

reasons

5 Home work:

(2’)

- Read the dialogue again

- Learn new words

- Prepare for Lesson 2 (A closer look 1)

Teaching date:

………

Period: 55

Unit 7: pollution Lesson 2: A closer look 1

I- Objectives:

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

+ pronounce the words ending in –ic and –al correctly in isolation and in context + use the lexical items related to the topic ‘Pollution’ and the words/ phrases

showing cause/ effect relationships to describe the causes and effects of pollution

- Vocab: Pollution words ………

- Skills: 4 skills

II- Teaching aids:

- Sts’ books, text books, a projector + cabins

III- Teaching methods:

- Communicative

IV- Teaching Procedure:

A Class organization:

- Greetings and checking attendance: 8A: 8B………

8C: 8D………

B New lesson:

Sts’ and T’s activities

Content

1 Warm up: (5’)

* Activity 1: Call out:

- Have Sts call out the types of

pollution they have learnt in the

previous lesson

- Lead in new lesson

* Call out:

- radioactive pollution - water pollution

- noise pollution

- land/soil pollution

- visual pollution

- light pollution

- thermal pollution

- air pollution

2 Presentation:

(10’)

* Activity 2:

- Sts make sure that

they understand

what to do

- Sts work

individually, then

ask them to share

their answers with

one or more

partners

- T may explain

some words Sts

don’t know

- Ask some Sts to

write their answers

on the board

3 Practice: (15’)

* Activity 3:

- Sts read through

each sentence to get

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

* Activity 4:

- Sts complete the

task individually

- Some Sts compare

their answers with a

partner before

* Practice:

A- VOCABULARY:

1 Complete the table with

appropriate verbs, nouns, and adjs:

(1-P.8)

1 poison

4 polluted

2 contaminate

5 death

3 pollutant

6 damaged

2 Complete the sentences with the words from the table in 1: (2-P.8)

* Key: 1 poisonous

4 contaminated

2 pollutants

5 damage

3 dead

6 pollute

3 (3-P.8) a.* Key:

1 C - E

2 C - E 3 C - E

4 E - C 5 E

- C

b Use these adjs

to describe …

* 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 it is polluted

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

brackets

* 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 phrases

4 Production:

(12’)

* Activity 7:

- Sts look at the

rules in the box and

the ex

- Play the recording

for Sts to stress the

words

- Confirm the

correct answers

* Activity 8:

- Sts work

individually,

practise saying the

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 Make sentences

to show cause/

effect relationships:

(4-P.8)

* Suggested answers:

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- PRONUNCIATIO N:

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

Remember!

- Adding the suffix –ic changes the stress of a word Stress the syllable immediately before the suffix

Ex: 'atom -> a'tomic

- Adding the suffix –alto a word does not change its stress

Ex: 'music -> 'musical

- Note: If a word can take both suffixes –ic and –al, both words have the stress on the same syllable

Ex: e'conomy -> eco'nomic -> eco'nomical

- Play the recording for Sts to check their answers, then elicit the correct stress patterns from Sts

- Play the recording again for Sts to

sentences

5 Homework: (2’)

- Learn new words

- Prepare for unit 7- Lesson 3 (A closer look 2

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

1 ar'tistic

6 'physical

2 ath'letic

7 he'roic

3 his'toric

8 po'etic

4 his'torical

9 bo'tanic

5 'logical

10 bo'tanical

6 Find out and mark the stress in each word ending

in –ic/ -al: (6-P.9)

1 scien'tific

4 'chemical

2 'national

5 dra'matic

3 'medical

Teaching date:

………

Period: 56

Unit 7: pollution Lesson 3: A closer look 2

I- Objectives:

- 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: 4 skills

II- Teaching aids:

- Sts’ books, text books, cabins and projector

III- Teaching methods:

- Communicative

IV- Teaching Procedure:

A Class organization:

- Greetings and checking attendance: 8A: 8B………

8C: 8D………

B New lesson:

1 Warm up: (7’)

* Activity 1: Network:

- Remind Sts of some tenses

2 Presentation: (12’)

* Activity 2:

- Elicit the form and use of the

conditional sentences type 1 from

Sts

- Ask Sts to give some examples

3 Practice: (13’)

* Activity 3:

- Sts work individually, then

compare their answers with a

partner before checking with the

whole class

- Confirm the correct answers

* Activity 4:

- Sts read the pairs of sentences and

work individually

- Ask two Sts to write the new

conditional sentences on the board

* 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

* 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)

II Practice:

1 Put the verbs into the correct form:

* Key:

1 recycle; will help waste

2 won’t dump; fines

3 travel; will be

4 will save; don’t 5 use; will have

2 Combine each pair of sentences

* Key:

1 Sts will be more aware of protecting the environment if teachers teach environmental issues at school

2 When light pollution happens, animals will change their behaviour patterns

3 The levels of radioactive pollution will decrease 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

3 Match an if-clause in A with a suitable

tenses

before checking with the whole

class

* Activity 7:

- Sts work individually

- Sts compare their answers with a

partner

- Two Sts write their answers on the

board

* Activity 8:

- Have Sts quickly read the example

and comment on the example

- They may see that the meaning of

the original sentences was made

opposite in the new conditional

sentence

- Confirm the correct answers

4 Production: (10’)

* 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: (2’)

- Learn grammar

- Prepare for unit 7- Lesson 4

(Communication)

main clause in B: (3-P.10)

* Key: 1 b 2 c 3 d 4 e 5 a

4 Put the verbs in brackets into the correct form: (4-P.10)

* Key:

1 were; would…do 4 tidied; wouldn’t

be

2 exercised; would be 5 was/were; would grow

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 in our city, people could enjoy the view

3 If there 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

Teaching date:……….

Period: 57 Unit 7: pollution

Lesson 4: Communication I- Objectives:

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

+ 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:

- Sts’ books, text books, cabins and projector

III- Teaching methods:

- Communicative

IV- Teaching Procedure:

A Class organization:

- Greetings and checking attendance: 8A: 8B………

8C: 8D………

B New lesson:

Sts’ and T’s activities Content

1 Warm up: (5’)

* Activity 1: Chatting

- Sts tell about two types

of pollution they know

- Lead in the new lesson

* Activity 2:

- Go through the Extra vocab

- Help Sts understand the meanings of the words in

Extra vocab (using

pictures, realia, definition, example.)

2 Practice: (25’)

* 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

3 Production: (10’)

* Activity 6:

- Sts find out the question

in the questionnaire which proposes ways to prevent

* 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

- affect (v): làm ảnh hưởng

- hearing loss (n): mất thính lực

- blood pressure (n): huyết

áp

II Practice:

1 Look at the pictures and put the parts of the fairy tale in order:

(1,2,3-P.11)

* Key:

1 B 5 C

2 C 6 A

3 A 7 A

4 B 8 C

2 Discuss other ways to prevent noise pollution: