Giáo án anh 8 sách mới HK II đầy đủ theo công văn 5512

giáo án tiếng anh lớp 8 sách mới đầy đủ soạn theo công văn 5512, giáo án tiếng anh mới lớp 8 theo sách mới đầy đủ soạn theo công văn 5512, tiếng anh lớp 8 học kỳ 2 đầy đủ soạn đẹp và đủ nhất. bài soạn tiếng anh 8 theo công văn 5512

Week : Planning:

Period: 55 Teaching :

UNIT 7: TRAFFIC LESSON 1: GETTING STARTED

A OBJECTIVES:

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

- Use "How ?" to ask about means of transport

- Vocabulary: use the lexical items related to the topic "Traffic"

+ Skills

- Students develop listening, speaking, reading and writing skills, Roling-play, spoken

interaction about the topic in getting started

2 Competence.

- Students have serious attitude in learning

- Ss are interested in learning English

3 Quality

- Language: get acquainted with the topic "Traffic"

- Problem solving: find out the correct answer about the text

B TEACHING AIDS

T : Textbook, lesson plan, , a projector, a laptop

Ss : Learn the old lesson, prepare Unit 7: Getting started

C PROCEDURE

1 Warm up: ( 5’)

- Organization: 7A:

a Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere

before starting the new lesson

b Content : Talk about "Traffic".

c Expected result: Ss can understand the lesson and use the road well.

d Performance:

Write the title "Traffic" on the board

? Call out names of means of transport

? Share any interesting facts you know about these means of transport

2 Presentation : ( 10’)

a Goal: Provide Ss necessary vocabularies

b Content : Ss read the vocabularies and match the words to make common expressions

c Expected result: Ss can maser the vocabularies

d Performance:

+ Present new words

- Teacher use different techniques to teach

vocabulary (situation, realia)

- Follow the seven steps of teaching

vocabulary

- Repeat in chorus and individually

- Copy all the words

* Checking vocab: Recall

1. Pre- teach vocab:

* Set the scenes:

? Look at the title of the conversation and the

picture

- Ask them some questions:

• Who are Mai and Oanh?

• What might they talk about?

- Ss answer the questions as a class

Play the recording and have Ss follow along

2 Present the dialogue

- Answer the questions individually

* Suggested answers

- They are on the road.

- Students' answer

3 Practice (15’)

a.Goal: understand and do exercises correctly

b Content: Listen and circle, Read and answer: Individual,

Answer the questions: Teacher – Whole class

c Expected result:

- Co-operation: interact with the teacher find out the answers

- Communication: answer positively

- Language: use English to answer

d Performance

? Choose a correct answer (1a P7)

- Asks Ss to choose a suitable answer before

listening

b/? Run through the questions

? Ss read the conversation again to answer the

questions

- Ss exchange their answers with a classmate

- Call on some Ss to write their answers on the

board Check their answers

Model sentences (Remember)

- Elicit the question from students

? Practice asking and answering questions

using "How"? Recall how to use a passive

sentence

c/? Find a word or an expression from the

conversation which you use when you:

? Share answers with your partner

- Teacher gets feedback

? Add any other expressions which have the

same meaning

1. Listen and read

- Ask ss to listen and read the conversation

a Find a word / an expression (1a P7)

2 It's about 2 kilometers

3 She usually goes to school with her dad

4 Because sometimes there are traffic jams

5 She goes to school by bike

- How do you go to the supermarket?

= By what means do you go to the supermarket?

c Find a word / an expression (1c P7)

Key:

1 get attention

2 agree

3 very excited

?? Role-play the short conversation in 1d P7.

? Creat your short conversations Use the

colloquial expressions in 1c P7

? Work in pairs

2 Write the words (2 P7)

? Work in pairs Write the means of transport

under the right pictures

- Teacher monitors and gets feedback

3 - ? Run through all the words and phrases in

3 P7.

? Match a verb on the left with a mean of

transport on the right

- There may be more than one correct answers

? Read again in chorus

1 ride a bike 2 drive a car

3 fly a plane 4 sail on/in a boat

5 get on a bus/ a train/ a bike/ a motorbike

6 get off a bus /a train/ a bike/ amotorbike

4 Production (15’)

a.Goal: can do exercise use English words relating to the topic

b.Content

- Co-operation: interact with partners find out the answers

- Language: use English words relating to the topic

c Expected result: Students know how to do the exercise

d Performance:

? Find someone who never (4 P7)

- Teacher models

? Work in groups

- Teacher monitors and gets feedback

Find someone who never

1 .walks to school Nam

2 .goes to school by bus

3 .cycles for exercise

4 .takes a train5 sails on/in a boat

6 flies by planeE.g:

A : Do you often walk to school?B(Ba) : Yes, I do

A : Do you often walk to school?

C (Nam): No I never walk to school

• Consolidation: sum up

* Homework.

- Learn by heart new vocabulary

- Practice reading “Listen and read”

- Prepare new lesson: Unit 7: A closer look 1.

Week : Planning:

Period: 56 Teaching :

UNIT 7 TRAFFIC LESSON 2: A CLOSER LOOK 1

A OBJECTIVES.

1 Knowledge: By the end of the lesson ss will be able to have knowledge about

+ Vocabulary: Vocabulary: Means of transport, road signs

+ Pronunciation: Sounds: /e/ and /ei/

2 Competences:

+ Develop communicative competence, discovery, cooperation competence and thinking

competence

+ Use the lexical items related to : Means of transport, road signs

+ Raising their awareness of : Means of transport, road signs

+ Pronounce: Sounds: /e/ and /ei/

3 Quality: Students can understand more about Traffic.

B TEACHNG AIDS.

T : Textbook, lesson plan, a projector, a laptop

Ss : Learn the old lesson, prepare Unit 8: A closer look 1

C PROCEDUCE

1 Warm up: ( 5’)

- Organization 7A:

a Goal: Review the about Traffic.

b Content : Ss can tell about the Means of transport, road signs.

c Expected result: Ss can tell the names of the Means of transport, road signs

d Performance

? Give all the road signs you see every day

on the way to school

? Write as many words as possibles

? Read again in chorus

2 Presentation : Pre teach Vocabulary (10’)

a Goal: Provide Ss necessary vocabulary related to Means of transport, road signs.

b Content : Remind Ss of the words they learnt in Getting Started and point out the

differenceMeans of transport, road signs

c Expected result: understand using and meaning of the Means of transport, road signs.

d Performance:

- 1 Vocabulary

- Teacher use different techniques to teach

vocab (situation, realia)

- Follow the seven steps of teaching vocab

* Checking vocab: Labeling (2 P8)

? Label the road signs in 1 with the words/

phrases in 2

? Read all the phrases in chorus

- Teacher explains the meaning if

necessary

- traffic

sign/ road sign

(n): - biển báo giao

- traffic rule (n): luật giao thông

- obey (v): tuân theo

- pavement (n): vỉa hè (cho người

đi bộ)

- traffic

sign/ road sign

(n): - biển báo giao

- Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer Look 1

- Sounds: /e/ and /ei/

b Content:

- Ss Label the road signs in 1 with the words/ phrases in 2

- Ss listen, repeat and read the words

c Expected result:

- Ss can identify a word from its description.

- Ss listen, repeat and read the words

d Performance:

2.1? Label the road signs in 1 with the

words/ phrases in 2

? Read all the phrases in chorus

- Teacher explains the meaning if

necessary

2.2 Look out

- Ask students to divide the road signs in 1

into three groups: informative, prohibitive,

and warning base on their shapes and

colours

- Teacher gets feedback and explains

? Give more examples

2.3 Talk about the road signs (3 P7)

? Work in pairs and talk about the road

signs you see on the way to school (or

elsewhere)

- Teacher goes around and give assistance

if necessary, and check their answers

Ex3 Pronunciation (15')

2 Key:

1 traffic lights 2 no parking

3 no right turn 4 hospital ahead

5 parking 6 cycle lane

7 school ahead 8 no cycling

- A sign within a red triangle will warn you

of something

- Signs with red circles are mostly prohibitive - that means you can't not do something

- Signs in blue are usually to give information

3 Key:E.g:

A: On the way to school, I can see a "no left

3.1 Sounds /e/ and /ei/

? How to pronounce the sounds /e/ and

/ei/?

- Teacher models and give examples

- Ask students to observe teacher's mouth

and listen carefully

? Practice the sounds together

3.2 Listen and repeat (4 P9)

? Listen to the recording 2 or 3 times

? Repeat in chorus

? Read individually

turn" sign

B: On my way to school there is a hospital,

so I can see a "hospital ahead" sign

4 Production: (10’)

a Goal: Help Ss to memorize the learnt vocabularies

b Content : Ss guess what words or phrase is by playing games

c Expected result: Ss can memorize the learnt words and the way of using.

d Performance:

3.3 Identify the sounds (5 P9)

- Play the recording 2 or 3 times

? Listen and distinguish the sound /e/

and /ei/

? Recognize all the words with the

two sounds, then underline them as

assigned

? Work in groups and find words with

the two sounds

- Teacher monitors and gets

feedback.-Learn by heart the new words and

Week : Planning:

Period: 57 Teaching :

UNIT 7 TRAFFIC LESSON 2: A CLOSER LOOK 2

A.OBJECTIVES

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

- - Vocabulary: Means of transport, road signs

- Grammar: It indicating distance, usded to for past habits or states

- practice skills: Ss improve their writing, reading, speaking and listening skills

2 Cometences:

- Communication, self study, self-check

3 Quality: Students can use the structure to do exercises

B.TEACHING AIDS:

1 Teacher’s: teacher book

2 Students’: Textbooks, notebooks

C PROCEDURE

1 Warm- up (5’)

Class organization (1’)

- Attendance: 7A

a Goal: help ss to learn how to use “it and used to”

b Content: Ss give the use, the form

c Expected result: Ss can remember the use, the form

d.Performance:

Brainstorming

? Work in groups to write activities that you did in the past but you don't do them now

=> Lead to new lesson

2 Presentation (10’)

a.Goal: introduce new words

b Content: s can pronounce new words

c Expected result: ss can understand and use new words

d Performance:

* Pre- teach vocabulary- Teacher use

different techniques to teach vocab

(situation, realia)

- Follow the seven steps of teaching

vocab

- Repeat in chorus and individually

- Copy all the words

* Checking vocab: Matching

2 "It" indicating distance

? Refer back to the conversation in

getting started and find sentences with

"it" as the subject

? Is "it" in the example the formal

subject?

? What does it indicate?

2.3 Used to

? Study the examples in grammar P10

? What do we use "used to" for?

- Teacher explains the rules of (+), (-), (?)

? Give more sentences in all three form

E.g: How far is it from your house to there? It's about two kilometers.

-> "It": the formal subject to indicate

distance

E.g:

There used to be many trees on this street,

but now there are only shops

- We used "used to" to describe an action or

a state that happen regularly in the past but does not happen at present/ no longer happen now

- Used to is the same form for all persons

3 Practice (20’)

a.Goal: using the present tenses to do exercises

b Content: Do exercises 1,2 in textbook

c Expected result: can do exercises well

d Performance:

Ex 1- P 19

Ex1 Write sentences with it (1 P9)

? Work by yourself and write down the

sentences

- Teacher observes and helps when and where

necessary

- Have some students read their sentences

- Correct their mistakes

Ex2:Ask,answer questions about distance

a.Goal: using “used to” to do exercises

b Content: Do exercises 3a,b in textbook

c Expected result: can do exercises well

d Performance:

3.a Used to

* Study : Watch out

Ex3: Complete the sentences with "used to" or

1 used to ride 2 used to be

3 used to go 4 Did use to play

5 did not use to feel

- Allow Ss time to discuss and find the answers

to the questions If Ss are having difficulty

answering question 2, T may ask questions

such as 7s a schedule usually for present or future

activities?’ Then have Ss read the

? Report the result to the class

b work in groups Discuss the questions

E.g:

A: Did you use to play marbles?

Phong: Yes I used to play marbles.E.g: Phong used to play marbles

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

- Read for general and specific information about water pollution

2 Competences:

+ Develop communicative competence, discovery, cooperation compentence and thinhking

compentence

3 Quality: Students know to the causes and effects of one pollution type They know how

to protect the environment

B TEACHNG AIDS.

T : Textbook, lesson plan, a projector, a laptop

Ss : Learn the old lesson, prepare Unit 7: skills 1

C Procedure

1 Warm up: ( 5’)

- Organization (1’) 8A: 8B: 8C:

a Goal: Review pollution vocabulary

b Content : Ss can tell water pollution

c Expected result: Ss can give a presentation on water pollution

d Performance

- T asks Ss to talk about water pollution

- Ss discuss and tell waterpollution

- T gets feedback

2 Presentation : Pre - reading (13’)

a Goal: Provide Ss necessary vocabulary related to the water pollution and get the main

ideas from the text

b Content : Remind Ss of the words they learnt in Getting Started

c Expected result: understand using and meaning of the vocabularies

d Performance:

1 Have Ss do this activity in pairs.

One student looks at the picture A on

page 12 while the other looks at

picture B on page 15 They ask each

other Yes/ No questions to find out the

differences between the two pictures

T may model asking and answering

questions with a strong student For

example:

T (picture A): Are there five ducks in

your picture?

S (picture B): Yes, there are Are the

ducks black in your picture?

T: No, they aren’t They’re white

Call on one student to report on the

differences Other Ss can add some

more

Ask Ss what the pictures tell them

(water pollution) Lead to the second

activity

+ “point sourse” pollution:

+ “ non- point sourse” pollution:

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

3 Practice ( While – reading) (13’)

a Goal: get new words and get the main ideas from the text

b Content : answer the questionsand comple the note

c Expected result: Ss can understand about water pollution.

d Performance:

2 Mi and Nick have decided to give

a presentation on water pollution to

the class Read what they’ve

prepared and answer the questions.

Ask Ss to read the passage quickly

and answer the questions Tell Ss that

the first two questions ask for general

information while the rest focus on

details Ss can underline past of the

text that help them with the answers

Ss compare their answers before

giving the answers to T

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 tree words.

Remind Ss quickly of the way to do

this type of exercise Ss read the

sentences quickly to underline the key

words For example, in sentence 1,

the key words are drinking water,

untreated and outbreak Then they

locate the key words in the passage

and pick the suitable words to fill

Key: 1 cholera 2 die

3 polluted water 4 dead

5 aquatic pants

each blank For instance, for the blank

in sentence 1, a noun should be filled

in Have some Ss read aloud their

answers Confirm the correct ones

4 Production Speaking (15’)

a Goal: Help Ss to find the sollution to water pollution

b Content : Ss disscuss the sollution to water pollution

c Expected result: Ss make note of your answer.

d Performance:

4 Work in group and discuss the

solutions to water pollution Make

notes of your answers.

Ss work in groups to discuss the

solutions to water pollution To help

them focus their ideas, T can suggest

they make two sub-headings

Point source pollution

Non-point source pollution

They can then give through each

cause in the presentation and think of

the solutions

They make notes of the answers on a

piece of paper Invite one group to

quickly present their solutions Other

groups add any ideas if necessary As

it is an open activity, accept all the

answers as long as they make sense

5 Now complete the diagram of

water pollution Use the

information from the text for the

causes and effects and your groups’

idias for the solutution.

Ss work in groups to give a

presentation about water pollution

Other groups listen and give

comments The class may vote for the

best presentation and T can give them

marks If the class size is small and

time allows, all the groups can

presents

For example:

Factories dump industrial waste

Solution 1: Give heavy fines tocompanies that are found doing this

Solution 2: Educate companies aboutthe environment

Solution 3: Give tax breaks tocompanies that find “clean” ways to dispose

of their waste

6 Make a presentation about the

water pollution based on the

diagram.

Ask some groups to give a

presentation about water pollution

Other groups listen and give

comments The class may vote for the

best presentation and T can give them

marks If the class size is small and

time allows all the groups can present

- Ask students to complete all the

- Prepare: Unit 7: Skills 2

- Continue preparing for the project: draw a picture, write something to describre the picture

Week : Planning:

Period: 59 Teaching :

UNIT 7 : POLLUTION LESSON 5: SKILLS 2

A OBJECTIVES:

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

+ Listen to get specific information about thermal pollution

+ Write about the causes and effects of one pollution type

+practice 4 skills: Writing, reading, listening and speaking skills.

2.Competences: complete the diagram of “cause” and “effect”, writing the “cause” and

“effect” of pollution type, studying and controling themselves, communicating,

cooperating, using languages

3 Quality: Students know to the causes and effects of one pollution type They know how

to protect the environment

B Teaching aid:

-Teacher: Textbook, workbook, English room

-Students: Textbook, workbook

C Procedure:

- Organization(1’)

- Checking Ss’ attendance: 8A ………, 8B…… … …., 8C:………

1 Warmer (5'):

a.Goal: know about thermal pollution

b.Content: describing the pictures and the relationship between them

c Expected result: s can tell the relationship between an algal bloom and the

cooling towers

d Performance

Ask Ss to work in pair, describing the

pictures and the relationship between

them Call on one of two Ss to give their

- Work in pair, describing the pictures andthe relationship between them

LISTENING

2 Pre - listening(10’):

a.Goal: ss understand and use some lexicals connect to “cause” and “effect”,

b.Content: ss identify the form of the word /phrase to be filled in each blank.

c Expected result: ss can understand , use some lexicals to do the tasks and predict

well

d Performance

2.1 Pre-teach:

Eliciting: visuals, miming, explanation

Modeling, choral & individual repetition

Written record; Pronunciation;

a.Goal: s can complete the diagram of “cause” and “effect”

b.Content: listen to part of a converstation talk about thermal pollution

c Expected result: s can understand the converstation and do the tasks well.

d Performance

Listen to a part of a conversation on

TV between a reporter and an

environmentalist about thermal

pollution Complete the diagram.

Have Ss quickly read the diagram and

identify the form of the word/ phrase to

be fill in each blank For example, the

words for blanks 1 and 2 are adjectives

Play the recording once Ask for Ss’

answers and write them on the board If

all the answer are correct, move to the

next activity If Ss are not sure about the

answers, play the recording again for Ss

to check Make changes to the answers

on the board

III Listening.

2 Listen to a part of a conversation on

TV between a reporter and an environmentalist about thermal pollution Complete the diagram.

Key:

1 hotter 2 cooler

3 cool 4 warm rivers

5 warmer water 6 fish population

7 harmful 8 colour

9 poison 10 cool down

WRITING 4.Pre - writing: (5’)

a.Goal: make notes in the diagram in exercise 3.

b.Content: discuss the “cause” and “effect”of one pollution type.

c Expected result: ss can complete the diagram well

d Performance

Ss work in pairs and decide which

pollution type in their area they are

going to discuss Have Ss take notes of

the causes and effects Move around to

offer help as pairs discuss their ideas

3 Work in pair Discuss the causes and effects of one type of pollutionin your area

Ex: Water pollution

Water pollution is the most serious in our area

III While – writing: (8’)

a.Goal: writes about the causes and the other writes about the effects

b.Content: based on their notes from 3 Remind Ss to use markets like firstly,

secondly finally to navigate through their points.

c Expected result: ss can complete the article intime and well.

d Performance

- Ss stay with their partner One writes

about the causes and the other writes

about the effects based on their notes

from 3 Remind Ss to use markets like

firstly, secondly finally to navigate

through their points

- Move around to offer help and take

notes of any structures or language that

Ss are struggling with Bring the whole

group together if there is a point T wants

to clarify, then they can continue with

the writing

4 Imagine that you are writing an article for the local newspaper about a type of pollution in your area One of you write about the causes and the other write about the effects of the pollution type you have just discussion in 3.

- Sample article: “ Water pollution”

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

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

do not have enough fresh waster to waterthe plants and crops People cannot raisefish in the river and the lake because thewater there is so polluted In addition,there are no more wild ducks near theriver today since they cannot find fish forfood Another negative effect is that

sometimes in the afternoon there is a badsmell from the polluted river, so people

do not like walking along it anymore.People in our area al aware of this problem, and we are thinking of ways to solve it

4 Post- writing

a.Goal: Ss share their work with each other and combine it to make a complete the

article

b.Content: writes about the causes and the other writes about the effects based on

their notes from 3

c Expected result: : s can understand and use new words , know the form of the

article

d Performance

- Now have Ss share their work with

each other and combine it to make a

complete article

- Tell them that they should add one or

two sentences at the beginning to

introduce the topic and other ones at the

end to conclude their article Note, if Ss

need more support, post the sample

article (see next page) on the board as a

reference when Ss get to this stage of the

lesson

- This will help them structure their

work Next, have pairs swap and read

each other’s articles

- Finally, ask for volunteer pairs to read

their articles out to the class and have Ss

comment on them Then collect all the

articles for marking

5 Read each other’s work and put them together to make a complete article.

5 Consolidation: (2’)

- Use lexical items related to the “cause” and “effect”

6 Homework

- Write an article about one type pollution

- Prepare: Looking back + Project.

Experience:

………

………

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

+ Listen to get specific information about thermal pollution

+ Write about the causes and effects of one pollution type

+practice 4 skills: Writing, reading, listening and speaking skills.

2.Competences: complete the diagram of “cause” and “effect”, writing the “cause” and

“effect” of pollution type, studying and controling themselves, communicating,

cooperating, using languages

3 Quality: Students know to the causes and effects of one pollution type They know how

to protect the environment

B Teaching aid:

-Teacher: Textbook, workbook, English room

-Students: Textbook, workbook

C Procedure:

- Organization(1’)

- Checking Ss’ attendance: 8A ………, 8B…… … …., 8C:………

1 Warmer (5'):

a.Goal: know about thermal pollution

b.Content: describing the pictures and the relationship between them

c Expected result: s can tell the relationship between an algal bloom and the

cooling towers

d Performance

Ask Ss to work in pair, describing the

pictures and the relationship between

them Call on one of two Ss to give their

- Work in pair, describing the pictures andthe relationship between them

LISTENING

2 Pre - listening(10’):

a.Goal: ss understand and use some lexicals connect to “cause” and “effect”,

b.Content: ss identify the form of the word /phrase to be filled in each blank.

c Expected result: ss can understand , use some lexicals to do the tasks and predict

well

d Performance

2.1 Pre-teach:

Eliciting: visuals, miming, explanation

Modeling, choral & individual repetition

Written record; Pronunciation;

a.Goal: s can complete the diagram of “cause” and “effect”

b.Content: listen to part of a converstation talk about thermal pollution

c Expected result: s can understand the converstation and do the tasks well.

d Performance

Listen to a part of a conversation on

TV between a reporter and an

environmentalist about thermal

pollution Complete the diagram.

Have Ss quickly read the diagram and

identify the form of the word/ phrase to

be fill in each blank For example, the

words for blanks 1 and 2 are adjectives

Play the recording once Ask for Ss’

answers and write them on the board If

all the answer are correct, move to the

next activity If Ss are not sure about the

answers, play the recording again for Ss

to check Make changes to the answers

on the board

III Listening.

2 Listen to a part of a conversation on

TV between a reporter and an environmentalist about thermal pollution Complete the diagram.

Key:

1 hotter 2 cooler

3 cool 4 warm rivers

5 warmer water 6 fish population

7 harmful 8 colour

9 poison 10 cool down

WRITING 4.Pre - writing: (5’)

a.Goal: make notes in the diagram in exercise 3.

b.Content: discuss the “cause” and “effect”of one pollution type.

c Expected result: ss can complete the diagram well

d Performance

Teacher’s and Ss activities Content

Ss work in pairs and decide which

pollution type in their area they are

going to discuss Have Ss take notes of

the causes and effects Move around to

offer help as pairs discuss their ideas

3 Work in pair Discuss the causes and effects of one type of pollutionin your area

Ex: Water pollution

Water pollution is the most serious in our area

III While – writing: (8’)

a.Goal: writes about the causes and the other writes about the effects

b.Content: based on their notes from 3 Remind Ss to use markets like firstly,

secondly finally to navigate through their points.

c Expected result: ss can complete the article intime and well.

d Performance

- Ss stay with their partner One writes

about the causes and the other writes

about the effects based on their notes

from 3 Remind Ss to use markets like

firstly, secondly finally to navigate

through their points

- Move around to offer help and take

notes of any structures or language that

Ss are struggling with Bring the whole

group together if there is a point T wants

to clarify, then they can continue with

the writing

4 Imagine that you are writing an article for the local newspaper about a type of pollution in your area One of you write about the causes and the other write about the effects of the pollution type you have just discussion in 3.

- Sample article: “ Water pollution”

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

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

do not have enough fresh waster to waterthe plants and crops People cannot raisefish in the river and the lake because thewater there is so polluted In addition,there are no more wild ducks near theriver today since they cannot find fish forfood Another negative effect is thatsometimes in the afternoon there is a badsmell from the polluted river, so people

do not like walking along it anymore.People in our area al aware of this problem, and we are thinking of ways to solve it.

4 Post- writing

a.Goal: Ss share their work with each other and combine it to make a complete the

article

b.Content: writes about the causes and the other writes about the effects based on

their notes from 3

c Expected result: : s can understand and use new words , know the form of the

article

d Performance

- Now have Ss share their work with

each other and combine it to make a

complete article

- Tell them that they should add one or

two sentences at the beginning to

introduce the topic and other ones at the

end to conclude their article Note, if Ss

need more support, post the sample

article (see next page) on the board as a

reference when Ss get to this stage of the

lesson

- This will help them structure their

work Next, have pairs swap and read

each other’s articles

- Finally, ask for volunteer pairs to read

their articles out to the class and have Ss

comment on them Then collect all the

articles for marking

5 Read each other’s work and put them together to make a complete article.

5 Consolidation: (2’)

- Use lexical items related to the “cause” and “effect”

6 Homework

- Write an article about one type pollution

- Prepare: Looking back + Project.

Experience:

………

………

Week : Planning:

Period: 61 Teaching :

UNIT 8: ENGLISH SPEAKING COUNTRIES

LESSON 1: GETTING STARTED

A OBJECTIVES:

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

interact speaking about ‘Phong's summer camp in Singapore’

+ Vocabulary: use the lexical items related to the topic ‘English speaking countries’

+ Skills

- Students develop listening, speaking, reading and writing skills, Roling-play,

spoken interaction about the topic in getting started

2 Competence.

- Students have serious attitude in learning

- Ss are interested in learning English

3 Quality

- Language: get acquainted with the topic English speaking countries

- Problem solving: find out the correct answer about the text

B TEACHING AIDS

T : Textbook, lesson plan, , a projector, a laptop

Ss : Learn the old lesson, prepare Unit 8: Getting started

C Procedure

1 Warm up: ( 5’)

- Organization: 8A: 8B: 8C:

a Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere

before starting the new lesson

b Content : Talk about English speaking countries

c Expected result: Ss can express their idea.

d Performance:

Write the title ‘English speaking countries’ on the board

? Call out names of English speaking countries and their main cities

? Share any interesting facts you know about these places

2 Presentation : ( 10’)

a Goal: Provide Ss necessary vocabularies

b Content : Ss read the vocabularies and match the words to make common expressions

c Expected result: Ss can maser the vocabularies

d Performance:

Teacher’s & Students’ activities Content

+ Present new words

- Teacher use different techniques to teach

vocabulary (situation, realia)

- Follow the seven steps of teaching

vocabulary

- Repeat in chorus and individually

2. Pre- teach vocab:

- absolutely (adv): tuyệt đối, chắc

chắn

- official (adj): chính thống, chính

thức

- Copy all the words

* Checking vocab: Recall

* Set the scenes:

? Look at the title of the conversation and

the picture

- Ask them some questions:

• Where are the children?

• What do you think they are doing?

- Ss answer the questions as a class

Play the recording and have Ss follow along

- accent (n): giọng điệu

- native

speaker

(n): người bản xứ

2 Present the dialogue

- Answer the questions individually

* Suggested answers

- They are at the summer camp.

- Students' answer

3 Practice (15’)

a.Goal: understand and do exercises correctly

b Content: Listen and circle, Read and tick: Individual,

Answer the questions: Teacher – Whole class

c Expected result:

- Co-operation: interact with the teacher find out the answers

- Communication: answer positively

- Language: use English to answer

d Performance

? Find a word or an expression from the

conversation which you use when you:

? Share answers with your partner

- Teacher gets feedback

? Add any other expressions which have the

same meaning

? Run through the questions

? Ss read the conversation again to answer

the questions

- Ss exchange their answers with a

classmate

- Call on some Ss to write their answers on

the board Check their answers

2. Listen and read

- Ask ss to listen and read the conversation

a Find a word / an expression (1a P17)

4 Because he uses English ever day withpeople from fidderent activities.)

5 Two boys from Australia and a girlfrom the USA

6 After July 15th

2 Complete the sentences (2 P17)

? Underline these words/ phrases in the

? Share your answers in pairs

- Confirm the correct answers

Note:

Your first language is often known as your

mother tongue, and your second language

may refer to a language used as an official

language in your country, like English in

Malaysia, Singapore, India, or it could

simply mean the foreign language you

learnt at school as part of the curriculum

3 Write the name of the countries (3 P17)

Have Ss work in pairs/ groups to match the

flags with the countries T checks

? Form groups of five or six

- The first group to find all the countries

wins

- If possible, prepare a black and white

world map on A3 paper or quickly draw a

world map on the board

- Ask one student from the winning group

to go to the board and mark the six

countries so that other groups can see and

- Co-operation: interact with partners find out the answers

- Language: use English words relating to the topic

c Expected result: Students know how to do the exercise

d Performance:

? Work individually to do the task then

compare their answers with a partner

Game: where are they?

The USA = the United States of America

It is also known as the US, or the United

States, or even just the States.

In Canada, there are two official languages: English and French

• Consolidation: sum up

* Homework.

- Learn by heart new vocabulary

- Practice reading “Listen and read”

- Prepare new lesson: Unit 8: A closer look 1.

1 Knowledge: By the end of the lesson ss will be able to have knowledge about

+ Vocabulary: English speaking countries.

+ Pronunciation: stress in words ending in -ese and -ee

2 Competences:

+ Develop communicative competence, discovery, cooperation competence and thinking

competence

+ Use the lexical items related to English speaking countries.

+ Raising their awareness of broadening their knowledge of English speaking countries+ Pronounce stress in words ending in -ese and -ee exactly

3 Quality: Students can understand more about ESP.

B TEACHNG AIDS.

T : Textbook, lesson plan, a projector, a laptop

Ss : Learn the old lesson, prepare Unit 8: A closer look 1

C PROCEDUCE

1 Warm up: ( 5’)

- Organization 8C: 8D:

a Goal: Review the English speaking countries.

b Content : Ss can tell about the countries all over the world.

c Expected result: Ss can tell the names of the English speaking countries.

d Performance

- T asks Ss to talk about the names of

the English speaking countries

- Ss discuss and tell the country they

like

- T gets feedback

Answer the questionsCall the name of the countries

2 Presentation : Pre teach Vocabulary (10’)

a Goal: Provide Ss necessary vocabulary related to the English speaking countries

b Content : Remind Ss of the words they learnt in Getting Started and point out the

difference: the former deals with the names of channels, program… while the latter (this part) deals with the jobs of people living in the English speaking countries

c Expected result: understand using and meaning of the vocabularies

d Performance:

- T uses picture and elicits words

from Ss

- SS Listen carefully and repeat the

words

- SS Work in groups of 2 – 3 so that

Ss can help each other with difficult

vocabulary

When finish, listen to the recording to

check their answers as well as to

practice the pronunciation of the new

- addressee (n): người nhận thư

- unique (adj) độc đáo, riêng biệt

3 Practice: (20’)

a Goal:

- Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer Look 1

- Stress in words ending in –ese and –ee

b Content:

- Ss choose a word / phrase from the box for each description below

- Ss listen, repeat and read the words

c Expected result:

- Ss can identify a word from its description.

- Ss listen, repeat and read the words

d Performance:

Ex 2:

T asks students to look at the words

first and see if they know the words

Then, ask them to change the words

into a noun (N), an adjective (A) or a

verb (V)

Work in groups of 2 – 3 so that

Students can help each other with

some vocabulary

- Check the answers as a class

- If time allows, have two Ss write

their answers on the board and then

confirm the correct answers

? Read all the words aloud

Ex3.

? Read each sentence and decide what

the part of speech is for each word to

be filled in the blank

- For example, the word for the blank

in sentence 1 is a noun They then

complete the sentences

- Confirm the correct answers as a

? Mark the stress in the words first

- Ask for a show of hands from the

class of they think the stress is correct

or not

? Listen, check and say the sentences

Ex 6 Listen and repeat the words Key:

a Goal: Help Ss to memorize the learnt vocabularies

b Content : Ss guess what words or phrase is by playing games

c Expected result: Ss can memorize the learnt words and the way of using.

d Performance:

Ex 4

? Look at the pictures

? What can you see in each of them?

? Work individually to match the

words/ phrases to the pictures

- Check the answers as a class by

asking Ss in which countries, from the

list in 1, they might see these things

? Give an example of these things

*T asks Ss to do homework

- Use lexical items related to English

speaking countries, how to mark

stress ending “ ee” and “ ese”

- Learn by heart the new words and

Week : Planning:

Period: 63 Teaching :

UNIT 8: ENGLISH SPEAKING COUNTRIES

Lesson 3: A CLOSER LOOK 2

A.OBJECTIVES

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

- review present tenses: present simple, present continuous and present perfect

- learn about the present simple for the future

- practice skills: readings and writing skill

2 Cometences:

- Communication, self study, self-check

3 Quality: Students can use the tenses to do exercises

B.TEACHING AIDS:

1 Teacher’s: teacher book

2 Students’: Textbooks, notebooks

a Goal: help ss to recall present tenses

b Content: Ss give the use, the form and the signal of present tenses.

c Expected result: Ss can remember the use, the form and the signal of present tenses.

d.Performance:

T: asks ss to work in pairs to answer the questions:

1.Which present tenses did you learn ?

2 Can you give their use, their form and their signal ?

Ss: Listen, work in pair to answer the questions

=> Lead to new lesson

2 Presentation (10’)

a.Goal: introduce new words

b Content: s can pronouce new words

c Expected result: ss can understand and use new words

d Performance:

* Pre- teach vocabulary: translation/

situation

- T: writes new words on the board

- Ss: listen and repeat in individual first

I Vocabulary

- to serve: phục vụ

- to symbolise: biểu tượng

- freedom(n): sụ tự do

then the whole class.

- Call 3- 4 Ss to read the words again

- Ss copy the new words in their

notebooks

* Checking: rub out and remember

- to divide (into): chia thành

- iconic theme park: công viên giải trí

a.Goal: using the present tenses to do exercises

b Content: Do exercises 1,2 in textbook

c Expected result: can do exercises well

- T encourages Ss to explain how decided on

the tense in each sentences

- T corrects as a class

Ex 2- P 19

- T asks Ss to read the passage then find and

correct four of the underlined verbs in the

passage

- Ss do this activity individually and then

compare their answers with a classmate

- Call on some Ss to say aloud their answers

Ex 1 Complete the sentences with the correct forms of the verbs

5 has celebrated celebrates

7 are dancing dance

4 Futher practice (10’)

a.Goal: using simple present for the future to do exercises

b Content: Do exercises 3a,b in textbook

c Expected result: can do exercises well

d Performance:

Ex 3a- P 20

2 Simple present for the future.

Ex 3a Read the schedule and

- Ask Ss to read the monthly schedule for the

extra activities at Vancouver Christian School

Then have them underline the verbs in the

sentences

- Ss read and underline the verbs describing

the activities

Ex 3b- P 20

- Allow Ss time to discuss and find the answers

to the questions If Ss are having difficulty

answering question 2, T may ask questions

such as 7s a schedule usually for present or future

activities?’ Then have Ss read the

- Have Ss do this exercise independently

- T checks the answers as a class

underline the verbs in the sentences describing the activities.

Key:

1 The Debating Competition takes place in the Main Hall on April 3rd

2 The bus for the excursion to thechocolate factory leaves at 8.00 a.m on April 14th

b work in groups Discuss the questions

Key:

1 The future

2 The present simple

Ex 4 Use the verbs in the box in their correct forms to complete the sentences describing other activities.

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

- Use the lexical items related to the topic ‘English speaking countries’ to introduce aboutsome English speaking countries

- Communication:

- Introducing people and places of interest in English speaking countries

2 Competences: Communication

3 Quality: - Knowing the importances of studying English

- Ss love the subject

II TEACHNG AIDS.

Teacher: Textbook, workbook, English room

Students: Textbook, workbook

III PROCEDURE.

1 Warm up (8’)

- Organization: 8A: 8B: 8C:

a Goal: name some English speaking countries that you know

b Content : English speaking countries

c Expected result: know about English speaking countries

? Can you name some English

speaking countries that you know?

? What do you know about them?

- Introduce the new lesson

Brainstorming

2 Presentation (12’)

a Goal: explore English speaking countries

b Content: - teach the new word- Do the quiz

c Expected result: know about English speaking countries

d Performance:

* Teaching vocabulary

- Teacher use different techniques to

teach vocabulary (situation, realia)

- Follow the seven steps of teaching

1 Vocabulary

territory (n):lãnh thổNorth Pole: Bắc cực

vocabulary

* Checking vocab: Slap the board

1 Do the quiz and choose the correct

answers

- Have ss do the quiz individually as

quick as possible

- Set a limit time is 5 minutes

- Ask ss to share their answers with

their partners

- Check the class by asking for a show

of hands for each question

Arctic Circle: Vòng bắc cực Garment(n):quần áo

Koala(n):gấu túiEmu(n):đà điểu sa mạc

2 Choose the correct answer

1C 2A 3C 4B 5B6B 7C 8C 9B 10 A

3 Practice (15’)

a Goal: explore English speaking countries

b Content : Write the name of the countries

c Expected result: know about English speaking countries

d Performance:

2.Write the names of the countries

next to their facts

- Have ss to work in pairs

- T calls on some ss to read aloud

their answers then confirms the

a Goal: explore English speaking countries

b Content : Play game

c Expected result: How much you know about a country?

d Performance:

3 Game How much you know

about a country?

a.

- Put ss into groups of 4 ss then

explain that they have a chance to put

together what they know about a

country, including all the information

they have got so far from the lesson

- Ask ss to write the information in

short notes first without mentioning

the name of the country

b

-Ask each group to stand up in front

of the class Each member of the

group will give one fact about the

country When they have finished, the

4 Game

rest of the class can guess what

country it is When every group has

done their presentation, the class can

vote for the most informative and

Week : Planning: Period: 65 Teaching :

UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 5: Skills 1

A OBJECTIVES.

1 Knowledge:

-Speaking: Talk about interesting facts of a country

-Reading for specific information about the attractions of a country

T : Textbook, lesson plan, a projector, a laptop

Ss : Learn the old lesson, prepare Unit 8: skills 1

C Procedure

1 Warm up: ( 5’)

- Organization (1’) 8A: 8B: 8C:

a Goal: vocabularies relate to people and places in English speaking countries

b Content : Ss can tell about some English speaking countries

c Expected result: Ss can know more about the cultrures of English speaking countries

d Performance:

- T asks Ss to talk about interesting facts of a country

- Ss discuss and tell cultrures of English speaking countries

- T gets feedback

2 Pre - reading (13’)

a Goal: Provide Ss necessary vocabulary related to English speaking countries and get the

main ideas from the text

b Content : Remind Ss of the words about interesting facts of a country

c Expected result: understand using and meaning of the vocabularies

d Performance:

1* Teaching vocabulary (5 minutes)

- Teacher use different techniques to teach

vocabulary (situation, realia)

- Follow the seven steps of teaching

vocabulary

* Checking vocab: Slap the board

* Set the scene:

- We are going to read a passage about

+whole class

Vocabulary:

-piping(n): sự thổi sáo-haunt(v): ám ảnh-unique(adj): độc đáo-scenic(adj): thuộc cảnh vật-fire brigade(n): đội cứu hỏa

2 Discuss the questions Then read the

passage

- Allow ss 3 minutes to discuss the

questions without looking at the passage

- Collect some ss’ ideas

- Ask ss to read the passage then check

their answers

- T calls 2 ss to write the answers on the

board then confirms the correct answers

- T uses a map to show where is Scotland…

Call on one student to report on the differences

Other Ss can add some more

Ask Ss what the pictures tell them (water

pollution) Lead to the second activity

- discus the questions

- Read the passage check their answers

- write the answers on the board

3 While – reading (13’)

a Goal: get new words and get the main ideas from the text

b Content : match and answer the questions

c Expected result: Ss can understand about cultrures of English speaking countries

d Performance:

2- Ask ss to read the passage again then

ask them scan the places first Read

carefully the information about each place

and choose the two features related to it

Key:

1-d,f2-a,c3-b,h4e,g

3 3 Read the passage again then answer

the questions

- Work individually then compare their

answers with a classmate before giving the

answers to T

Key:

1 Yes, it is

2 a ghost

3 piping, drumming, dancing

4 the telephone, television, penicillin, therain coat

5 In 1824

4 Speaking (13’)

a Goal: Help Ss to know more about English speaking countries

b Content : Ss disscuss things they like most about English speaking countries

c Expected result: Ss present a short introduction of Australia

d Performance:

4 Work in pairs talk about the things you

like most about Scotland Give reasons

- Ask ss to work in pairs to ask and answer

about their choice

- Ask some pairs to represent

5 Work in groups Read and discuss these

interesting facts about Australia Prepare

a short introduce of Australia then represent

- Have ss work in groups of 4 ss anddiscuss if there is any pieces of informationthey are not clear about

- Check as a class to make sure that theinformation is understood correctly

- Ask some groups to represent

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

information about a day trip to an amazing town

+ Write a description of a schedule for a visit or a tour

2 Competences:

Develop communicative competence, discovery, cooperation competence and thinkingcompetence

3 Quality: Develop honest, responsible qualities for students; understand about people

and places in English speaking countries

II TEACHING AIDS:

Teacher: Text book, workbook, English room

Students: Textbook, workbook

III PROCEDURE

1 Warm up: ( 5’)

- Organization 8A: 8B:

a Goal: introdue about Wanaka- Newzeland

b Content : SS watch a video about Wanala

c Expected result: Ss can get the information Wanala

d Performance

Warm up

- Checking the old lesson

- SS watch a video about Wanaka

- SS answer the T’s question

“ What do the video tell you ?”

- T checks their answer

Wanaka is a town in the far south of Newzeland

2 Pre- listening (10’)

a Goal: Tell the interesting facts about Australia

b Content : Ss can tell the interesting facts about Australia

c Expected result: Ss can to look at the pictures and read the introduction to the listening

d Performance

-T asks Ss to look at the pictures and

read the introduction to the listening

- SS look at the pictures

- SS answer teacher’s questions

- T asks them what features from the

pictures they are interested in, and what

they think Wanaka is like

- Look at the pictures and answerteacher’s questions

- T gives the remarks to their doing the

task

3 While- listening (15’)

a Goal: SS listen the schedule of events

b Content : listen and complete, choose the right answer

c Expected result: SS can fill in the time for the schedule of events, choosethe right answer

d Performance

- T asks ss to guess the time to

complete the table

- Get feedback

Activity 1:

- T asks Ss to read the questions T then

plays the recording

- Ss write the answers T can play the

recording at least twice Elicit the

- T gives Ss some time to read the

questions Check if they know the

meaning of the words ‘illusion’

(something that appears to be there but

is not) and ‘3-D hologram’

(three-dimensional image)

- Ss then listen to the recording again, as

many times as needed if time allows

- SS choose the correct answers

- T checks the answers as a class

b Content : Choose 4 activities and do schedule

c Expected result: SS can fill in the schedule table, write a passage describing the schedule

for your visit

- SS read the activities and decide on the

four activities they would like to do

together in their two-day visit to

- Group work

- T gives the instructions

- SS have made their decision,

- SS fill in the schedule table

- Group work

Write a passage….

- T has each group write a description of

their visit The description should

include: the name of the activity, the

time they do it, and what it involves If

possible,

- SS work in group a big piece of paper

to write their answers Ask the two

quickest groups to present their answers

Other groups and T give comments

Give marks to the groups

- SS complete their writing as

homework and bring it back in the next

two-* Homework

T asks Ss to:

- Do Ex E (workbook)

- prepare their presentation

- Prepare: Unit 8: Looking back + project