Giáo án Tiếng Anh 9 chuẩn theo công văn 5512 không cần chỉnh sửa. Bản siêu đẹp

Giáo án Anh Văn 8 cả năm Chuẩn theo công văn 5512. Đúng hình thức chuẩn nội dung và các yêu cầu theo công văn 5512. Giáo án soạn chi tiết tỉ mỉ và có nhiều hoạt động phát triển năng lực cho học sinh. Giáo án tuân thủ đúng các yêu cầu của công văn 5512 và đặc biệt giáo án là file Word nên rất dễ chỉnh sửa nếu chưa thấy ưng ý.

Trang 1

WEEK 19

Preparing day:

Period 55: UNIT 7: POLLUTION LESSON 1: GETTING STARTED SUBJECT: ENGLISH 8 (Total: 7 lessons)

I OBJECTIVES:

1 Knowledge:

After the lesson, students will be able to use lexical items related to thetopic ‘Pollution’ to talk about types of pollution; use words and phrases showingcause/ effect relationships to describe the causes and effects of pollution

2 Competences:

- Talking about the environment problems today.

- Pair work/ group work/ individual

3 Quality:

- To teach SS to love their home, country and know the way to protect the

environment

II TEACHING AIDS:

- Students: Materials: book, board

- Teacher: Equipment: laptop, projector

III TEACHING PROCEDURES:

A Activity 1: Determining the learning task

* Play game: Who’s winner?

*Aims:To check Ss’understanding of pollution

- Ask Ss to talk about the environment problems today

*Content:Look at the picture and answer:

* Output: Ss can relate to the topic of unit 7.

* Process:

1.Transfering the learning task:

- Make a paper ball Throw the ball to a student in group A and he/ she has tocall out one fairytale If he/ she is right, group A gets one point, then he/ shethrows the ball to a student in group B The game stops when time is up Thegroup with more points wins

Now start the lesson

2 Doing the task:

- Ss work in groupsA and B

3 Reporting the task result and discuss:

- Find the winner group

Trang 2

4 Giving the remarks to their doing the task:

- Ask Ss if they know any story about the environment or pollution

- Write the unit title on the board ‘Pollution’ Ask Ss to call out things whichcause pollution, e.g., cars, factories, cows,

B Activity 2: Form the new knowledge:

I Teaching vocabulary

*Aims:

- Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen

*Content: reading new words.

*Output: Ss make examples with some new words

*Process:

1 Transfering the learning task:

Elicit some new words (gym,

equipment, ….)

- Ss: listen and repeat in individual

first then the whole class

3 Reporting the task result and

discuss:

- Call 3- 4 Ss to read the words again

4 Giving the remarks to their doing

- poisonous (adj): độc, độc hại

- aquatic animal (n): động vật dưới nước

- presentation (n): trình bày

- radioactive (a): thuộc về phóng xạ

- radiation (n): phóng xạ

- thermal (a): thuộc về nhiệt

- visual (a): thuộc về thị giác

C Activity 3: Practice

*Aims: SS get the content of the conversation between Nick and Mi and then

complete the exercises

*Content: Read the conversation and complete the exercises.

* Output: Almost all the students can understand the conversation and complete

the exercises

* Process:

* Set the scene:

? Look at page 6

- Ask Ss to open their books and look at the

picture Ask them some questions:

Who can you see in the picture?

Where do you think they are?

What can you see in the picture?

What do you think the people in the

picture are talking about?

- Ss answer the questions as a class

- Play the recording and have Ss follow

along After that, Ss can compare their

II-Practice:

Ex1 Listen and read.

a Find a word or phrase that means:

Key:

1 dead 2 aquatic

3 dump 4 poison

5 polluted 6 to come up with

b Answer the questions.

Key:

1 They are in Mi's home village

2 It's almost black

Trang 3

answers with the information in the dialogue

and add somemore details to their answers

- Teacher gets feedback

Ex1a.

- Ss work independently to find the words

with the given meanings in the

conversation

- Ask Ss to read out the lines in the

conversation that contain the words

- Have Ss look at the Watch out! box and

quickly read the information Ask them if

they know what I can't believe my

eyes means Then explain to them that this

expression means you are very surprised at

something you see

- Ss exchange their answers with a classmate

- T calls some to go the board to write their

answer

- Correct and give marks

- Feedback

Ex1c:

- Ask them firstly to decide if the sentences

are true, false or there is no information

without reading the dialogue

- Have some Ss write their answers on the

board

-Ask Ss to read the conversation again to

check their answers

- Confirm the correct answers

Ex2:

- Have Ss look at the pictures

- Explain the new words so that Ss can

understand the pollution types

- Ss do this activity in pairs

- Call on some 5s to give their answers and

write them on the board

Ex3

- Have Ss read through the sentences to get a

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 True (T), false (F) or no information (NI)

Ex2 There are different types of pollution Write each type under

Trang 4

general understanding T may teach some

words which T thinks Ss do not know such

as contamination.

- Ss do this activity individually and then

compare their answers with a classmate

- Call on some Ss to stand up and give their

answers

D Activity 4: Application

*Aims:

- Help Ssdevelop speaking skill by doing some exercises

*Content:- Help Sstalk about the the types of pollution which their neighborhood

face

* Output: Almost all the students can complete the tasks

*Process:

1.Transfer of learning tasks:T asks Ss to

work in groups of five or six In five minutes,

Ss write down the pollution types their

neighbourhood faces and rank them in order

of seriousness They also have to give

reasons for their order

- Ss work in groups of five or six In five

minutes, Ss write down the pollution types

their neighbourhood faces and rank them in

order of seriousness They also have to give

reasons for their order

- T calls group representatives to present their

group's order and reasons

- T and other Ss vote for the group with the

best reasons

III Further practice:

4 Work in groups Which types

of pollution in 3 does your neighborhood face? Rank them

in order of seriousness Give reasons for your group’s order Vote for the group with the best reasons

4 Homework:

- Learn new words by heart

- Read the conversation again

- Translate the conversation in Getting started into Vietnamese.

- Prepare: UNIT 6:A closer look 1/ Page 8 - textbook.

Preparing day: 27/ 01/ 2021

Period 56:UNIT 7: POLLUTION LESSON 2: A CLOSER LOOK 1 SUBJECT: ENGLISH 8 (Total: 7 lessons)

I OBJECTIVES:

1 Knowledge:

Trang 5

- By the end of the lesson Ss will be able touse lexical items related to the topic

‘Pollution’ to talk about types of pollution, use words and phrases showingcause/ effect relationships to describe the causes and effects of pollution

- Vocabulary: Know some words related to the topic “Pollution”

- Phonetics: pronounce the words ending in - icand -alcorrectly in isolation and

in context

2 Competences:

- Ss know the importance of keeping theenvironment clean

- Individually, pairs work, groups work

3 Quality:

- Love the subject, be aware of studying better and protecting the environment

- Students: Materials: book, pen …

1 Class organization:

8

* Checking:

- S1: Writes new words

- S2: Reads the conversation and translate the conversation

3 New lesson :

* Play game: Networks:

*Aims: - To help ss to remember types of pollution

*Content:Ss name types of pollutions

* Output: Ss can review the vocabularies about pollution

* Process:

- Ask Ss to write the names of the types of pollution

- Ss work in pairs to write

- T calls two Ss to write on the board

- T corrects and gives the remarks

Trang 6

*Aims:

- Ss know how to read new words and the meaning

*Content: Read new words

*Output:Students know new words and the meaning

*Process:

Ex2:

- Have Ss Change the verbs into a

noun(N), an adjective(Adj) or a verb

(V)

- Ss work individually or in pairs.

discuss:

-Have two Ss write their answers on

the board and then confirm the

correct answers

the task:

T and other Ss give comments

-Have Ss look at the language box

Tell Ss that the words and phrases in

the box express cause and effect

relationships

- Have Ss read the example sentences

and underline the clause, noun

phrase, or infinitive

- For more able Ss, T may have Ss

read the sentences and explain the

rules themselves by using the words

and phrases

I Vocabulary

- to contaminate: làm bẩn

- contaminant(n): chất gây bẩn

- chemical waste: chất thải hóa học

- acid rain: mưa a xít

- defect (n): thiếu sót, sai sót

- to expose: để lộ, phơi bày

- cause (n,v): nguyên nhân, gây ra

- effect (n): kết quả

* Notes:

-Because/since and due to/because of are

used to talk about the causes of something

-Because and since are synonyms and they

come before a clause

- Other words and phrases in the box express the effects of something

- So comes before a clause.

-To cause, to lead to and to result in are

synonyms and come before a noun phrase

-To make sb/sth do sth is another way to

express the effects After somebody/something is an infinitive verb without to

because/ since + clause

E.g: Because/ Since the water is polluted, the fish are dead.

so + clause

The water is polluted,

due to/ because of + sth

The fish are dead due to/ because of the polluted water.

to cause sth/ to lead to sth/ to result in sth

The polluted water

Trang 7

*Content: Do exercises.

*Output: Students complete the exercises.

*Process:

Ex1

- Have Ss look at the table in the

book Make sure that they understand

what to do

- Ss complete the exercise

individually and then compare their

answers with a partner

- Call on some Ss to write their

answers on the board

- Check their answers

Ex2

- Have Ss read each sentence silently

to have a general understanding and

decide which word form should be

filled in each blank

- Ss do the exercise and then compare

their answers with a partner

- Call on one or two Ss to give out

the answers before confirming the

correct ones

Ex3a

- Ask Ss to read each pair of

sentences and decide which sentence

is a cause and which is an effect

- Ss compare their answers with a

partner before giving the answers to

the teacher

Ex3b

1 Transferring the learning task.

-Ask Ss to read the example

- Have Ss combine each pair of

sentences in 3b into a complete

sentence, using the word/ phrase in

brackets

2 Doing the task.

- Ss do this activity individually and

then compare their answers with a

classmate

discuss.

- Call on some Ss to write their

1 Complete the table with appropriate verbs, nouns and adjectives.

a: Decide which sentence in each …

1 People throw litter on the ground.(C)Many animals eat the litter and becomesick (E)

2 Ships spill oil in oceans and rivers (C)Many aquatic animals and plants die (E)

3 Households dump waste into the river,(C) It is polluted.(E)

4 Their children have birth defects (E)Theparents were exposed to radiation (C)

5 We can't see the stars at night (E)There

is too much light pollution, (C)

b Combine the sentence in each pair into

a new sentence that shows a …

2 Oil spills from ships in oceans and riverslead to the death of many aquatic animalsand plants

3 Households dump waste into the river so

Suggested answers:

2 The soil is polluted, so plants can't

Trang 8

sentences on the board

- Have Ss look at the picture in 1

Ask Ss which picture shows the

cause and which picture shows the

effect

-Ask Ss to work in groups In three

minutes, groups of Ss write down as

many sentences based on same given

picture pair as possible on a sheet of

paper When time is up, the group

with the most sentences is winner

They stick their paper on the board

and read sentences aloud Other

group give comments Other groups

can add sentences they have

Help Ss to pronounce stress inwords ending in-icand-al

* Content: practice pronouncingstress in words ending in-icand-al

* Output: know the way to pronounce

* Process:

- Ask Ss to look at the rules and the

examples in the box Go through the

rules with them For a more able

class, have Ss give some more

examples

Ex 5

- Ask Ss to do task 5: Ss listen and

repeat

- Play the recording for Ss to stress

the words Ask some Ss to say where

the stress in each word is

Play the recording as many times as

-Adding the suffix –al to a word does not

change its stress.

Example:

‘music -> ‘musical

Note: If a word can take both suffixes: one

ending in –ic and the other ending in –al,

both words have the stress on the same syllable.

Example:

Trang 9

- T calls some to read loudly

the task:

- Feedback

E’conomy -> eco’nomic -> eco’nomical

5 Listen and mark the stress in each word, then repeat it.

Help SS to practice morewithwords ending in-icand-al

* Content: practice the pronunciation

* Output:Almost all the students can do the task well

* Process:

Ex6:

Underline the words ending in –ic and

circle the words ending in –al in the

following sentences Mark the stress

- T plays the recording again for Ss to

repeat the sentences

discuss:

Ask Ss to read out the sentences

the task:

T check and give the correct ones for

the whole class

6 Underline the words ending in –ic and circle the words ending in –al in the following sentences Mark the stress in each word Listen and check your answers, the repeat the sentences.

- Learn by heart the new words

- Do ex A1, A2, B1, B2, B3 page 3,4- workbook

- Prepare UNIT 6: A CLOSER LOOK 2- page 9,10 - textbook

Period 57:UNIT 7: POLLUTION LESSON 3: A CLOSER LOOK 2 SUBJECT: ENGLISH 8 (Total: 7 lessons)

Trang 10

I OBJECTIVES:

1 Knowledge:

- By the end of the lesson Ss will be able to use lexical items related to the topic

‘Pollution’ to talk about types of pollution, use conditional sentences type 1 andtype 2 correctly and appropriately to describe pollution

- Phonetics: The way to pronounce the words in the lesson

- Grammar: Conditional sentences type 1 and type 2.

2 Competences:

3 Quality:

8

* Checking:

- S1: does B1- page 4 in workbook

3 New lesson :

*Review: Conditional sentences type 1

*Aims:To encourage Ss in their new lesson by making up Conditional sentences

type 1

*Content: Make sentences

* Output: Ss can making up some conditional sentences type 1

* Process:

- Elicit the form and use of the conditional sentence type 1 from Ss Ask Ss togive some example sentences

- If the water is polluted, fish will die

- If we cut down the trees in the forest, there will be flood

- Ss work individually

- T calls 1or 2 Ss to do on the board

- Give feedback

Trang 11

I.Teaching vocabulary

*Aims:

Ss know how to read new words, identify their meanings

*Content:How to read the words

* Output: Ss can know how to read new words, identify their meanings

*Process:

Elicit some new words (car fume, to

be aware of, ….)

discuss:

the task:

*Checking: rub out and remember

I Vocabulary

- car fume (n):khí thải ô tô

- to be aware of: ý thức được

*Aims:Help Ss touse conditional sentences type 1 and type 2 correctly

*Content:Know how to use conditional sentences type 1 and type 2

* Output:Almost all the students can understand and know how to use them.

*Process:

* Revise the way to use conditional

sentences type 1:

- Elicit the form and use of the

conditional sentence type 1 from Ss

- Ask Ss to give some example

sentences

* Teaching the way to use

conditional sentences type 2:

- Ask Ss to give one or two examples

- Have Ss look at the structure of the

conditional sentence type 2 in the

language box Draw Ss'attention to the

example sentence on the board

Underline the subject, verb, etc in

this example and explain the structure

of the sentence at the same time

- Now Ss read the second example

Tell them that this sentence is a piece

II Grammar:

* Conditional sentences type 1

- Use: Câu điều kiện loại 1 dùng diễn

tả sự kiện xảy ra ở tương lai

- Form:

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

Ex: If it is hot, we will go swimming

* Conditional sentences type 2

- Use: Câu điều kiện loại 2 dùng diễn

tả sự kiện không có thật hay trái với thực tế hiện tại

- Form

If + S + V( past simple ), S + would/ could / might + V (bare infinitive)Ex:

If I were a billionare, I would travel around the world

Note: chúng ta có thể sử dụng

Trang 12

of advice.

- Listen to the teacher carefully

- Make some examples

Help Ss do exercises using conditional sentences type 1 and type 2

*Content: Do some exercises.

* Output:Almost all the students can understand and know how to do

exercises correctly

* Process:

Ex1

- Ss do this exercise individually then

compare their answers with a partner

- Have Ss read out their answers

- Confirm the correct ones

Ex2

- Have Ss read the pairs of sentences

Ask two Ss to write the new

conditional sentences type 1 on the

board while other Ss write their own

sentences

- Ask Ss to comment on the sentences

on the board

- Give feedback on these sentences

and ask other Ss to correct them if

necessary

Ex3

- T asksSs to read the requirement of

the exercises

-AskSs to read the clauses in A and B

then try to match an If –clause in A

with a suitable main clause in B

- Ss do this activity individually and

then compare their answers with a

III Practice

1 Put the verbs in brackets into the correct form.

Key:

1 recycle; will help

2 won't dump; fines

3 travel; will be

4 will save; don't waste

5 use; will have

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

Key:

1 Students 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

Trang 13

- Ss do this exercise individually

Have two Ss go to the board to write

their answers

- Go through the answers with the

class Have other Ss correct the

*Aims: Help Ss practice speaking, using conditional sentences type 2

* Content:using conditional sentences type 2

* Output: Ss can do exercises well

*Process:

- Have Ss quickly read the example/

- Have Ss do this exercise

individually then compare their

answers with a classmate

- Ask one or two Ss to write their

answers on the board

- T checks and correct Ss’ answers

T asks Ss to work in groups to play

this chain game Explain that the

aim of the game is to keep the chain

going for as long as possible using

type 1 or 2 conditional sentences If

a group hesitates for more than 10

seconds they are out

Ss work in Note that the aim is to

practise the language in a fun,

verbal way so be sure to keep the

atmosphere light

discuss:

VI Further practice.

5 Write a conditional sentences type 2 for each situation.

Key:

1 If there weren't so many billboards in our city, people could enjoy the view

2 If there wasn't/ weren't so much light

in the city at night, we could see the starsclearly

3 If we didn't turn on the heater all the time, we wouldn't have to pay three million dong for electricity a month

4 If the karaoke bar didn't make so much noise almost every night, the residents wouldn't complain to its owner

5 She wouldn't have a headache after work every day if she didn't work in a noisy office

6 CHAIN GAME

Work in group Student A begins with

a conditional sentence type 1 or type 2 Student B use the end of …

Trang 14

Some groups play games in front of

the class

4 Giving the remarks to their

doing the task:

I OBJECTIVES:

1 Knowledge:

- By the end of the lesson Ss will be able to have the opportunity to explorenoise pollution, a common pollution type that not many people recognise as apollution and talk about noise pollution

2 Competences:

3 Quality:

8

* Checking:

- S1 writes the forms of two types of conditional sentences

- S2: Does B5- workbook page 5

- S3: Does B6- workbook page 5

3 New lesson :

3 New lesson

* Play game: Chatting:

Trang 15

*Aims:To help ss to relate to the topic of unit 7

*Content:Listen and answer the questionss

* Process:

Ask Ss to answer some questions related to the lesson

Have you ever heard about noise pollution?

What do you know about it?

- Ss work in individually

- T calls some Ss to give their answers

*Aims:Ss know how to read new words, identify their meanings.

*Output:know new words and how to use them.

*Process:

1 Transferring the learning task:

* Pre- teach vocabulary: pictures/

translation/ examples

- T: writes new words on the board

discuss:

*Content: do the tasks.

*Output:do the tasks.

* Process:

Ex1

- Have Ss read the questions in the

questionnaire to make sure they

II-Practice:

1 Noise pollution is more common and more damaging

Trang 16

understand everything Explain any

- T asks Ss to work in pairs to

compare their answer and see if they

have any different answers They

don’t have to reach an agreement at

this stage

- Ss work in pairs to compare their

answers and see if they have any

different answers

- Ask some pairs to report on their

differences

Ex3

- T plays the recording for Ss to

check their answers

- Ask Ss to listen and check

- Ss listen to the recording twice, if

there are any incorrect answers, Ss

correct them

- Ask Ss if any of answers has

surprised them, and if so, why

- Explain some new words if any

- Ss listen and write down

some new words

2 Compare their answer with those

of a classmate How many different answers have you got?

3 Now listen to a short presentation about noise pollution How many correct answers have you got?

*Aims: Discuss other ways to prevent noise pollution.

* Content:complete the exercise.

Trang 17

* Output:Almost all the students can do these exercises correctly

*Process:

- T asks Ss to work in groups of five

or six

Tasks Ss work in groups in five

minutes to discuss more ways to

reduce noise pollution Ss write their

answers on a big piece of paper

- Ss work in groups in five minutes to

discuss more ways to reduce noise

pollution Ss write their answers on a

big piece of paper

discuss:

Some Ss from groupsto show their

presentation in front of the class

the task:

T asks other Ss give comments and

vote for the best ways

Ex4 Work in groups Discuss other ways to prevent noise pollution.

Vote for the best ways

4 Homework:

- Learn by heart new words

- Talking some information about an English speaking country you like

- Prepare: UNIT 8: SKILL 1 Page 22- textbook

Preparing day:

Period 59:UNIT 7: POLLUTION

LESSON 5: SKILLS 1 SUBJECT: ENGLISH 8 (Total: 7 lessons)

I OBJECTIVES:

1 Knowledge:

- By the end of the lesson Ss will be able to 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

Trang 18

8

* Checking:

Ask Ss to write the vocabularies related to the topic “pollution”

Ex1 page 12: Chatting

*Aims:Ss can describe the different between two pictures and lead in the waters

pollution

*Content: Ask and answer questions (using the pictures)

* Output: Ss can do the exercise well

* Process:

- Have Ss do this activity in pairs One student looks at 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): Yes, there are Are the ducks black in your picture?

T: No, they aren't They're white.

- Ss work in pairs and answer the questions

- T calls some Ss say aloud

- Give feedback

Suggested differences

-The dusks are while

-There are going to the lake

-There aren’t any factories near the

lake

-The lake water is clean

-The dusks areblack

-There are going from the lake

-There are some factories near the lake.-The lake water is dirty/ black

* Aims: Ss know how to read new words, get their meanings.

*Output:know new words and how to use them.

Trang 19

* Process:

- Teach vocabulary: translation/

example/ pictures

- T: writes new words on the board

- SS: listen and repeat in individual first

then the whole class

discuss:

- point source pollution(n)

- non- point source pollution (n)

To help Ss to get information about water pollution and do some exercises

*Content: Read the text and do some tasks.

*Output:get the information and do the tasks well.

* Process:

Ex2:

- Set the situation of the passage

- Ask Ss to read the passage

quickly then answer the questions in

pairs

- Ss read the text then answer the

questions in pairs

- Ss compare their answers before

giving the answers to T

- T goes around and helps if necessary

2 Mi and Nick have decided to give

a presentation on water pollution to the class Read what they have prepared and answer the questions

6 They use herbicides to kill weeds

3 Read the text again and complete the notes about the effects of water pollution Fill each blank with no more than three words.

Key:

1 cholera

2 die

Trang 20

- Remind Ss quickly of the way to do

this type of exercise Ss read the

sentences quickly to underline the

keywords

- Have some Ss read aloud their

answers - Confirm the correct ones

3 polluted water

4 dead

5 aquatic plants

D Activity 4: Application: Speaking

* Aims:Help Ss to talk about the causes and effects of water pollution as well

as ways to reduce it

*Content: do some exercises in the textbook.

* Output:do the tasks well.

*Process:

Ex4

- Ss work in groups to discuss the

solutions to water pollution To help

them focus their ideas

-T can suggest they make two

- Ss work in groups of five and discuss

the solutions to water pollution They

make notes of the answers on a piece

of paper

discuss.

- T calls one group to quickly present

their solutions Other groups add any

ideas if necessary

thetask.

T and other Ss give comments.As it is

an open activity, accept all the answers

as long as they make sense

Ex5:

- Ss work in groups again to complete

the diagram Set the time of about five

to seven minutes It is better if Ss draw

the diagram on a big piece of paper

- Ask some groups to give a

presentation about water pollution

II Speaking:

4 Work in group and discuss the solutions to water pollution Make notes of your answers.

For example: Factories dump industrial waste.

Solution 1: Give heavy fines to companies that are found doing this Solution 2: Educate companies about the environment.

Solution 3: Give tax breaks to companies that find ‘clean’ ways to dispose of their waste.

5 Now complete the diagram of water pollution Use the …

6 Make a presentation about water pollution based on the diagram

Trang 21

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

Ex6

- Ask some groups to give

apresentation about water pollution

Other groups listen and give comments

- The class may vote for the best

presentation and T can give them mar

4 Homework:

- Ask Ss to learn new words by heart

- Do exercise C and D1,2 (P 6,7,8- workbook)

- Prepare: UNIT 7 : Skill 2/ Page 13- textbook.

Preparing day:

Period 60: UNIT 7: POLLUTION

LESSON 6: SKILLS 2 SUBJECT: ENGLISH 8 (Total: 7 lessons)

I OBJECTIVES:

1 Knowledge:

- By the end of the lesson Ss will be able to listen to get specific informationabout thermal pollution, write about the causes and effects of one pollution type

8

* Checking:

- S1: Does C1- workbook page 6

- S2: Does D1 - workbook page 7

3 New lesson

Trang 22

* Play game: Chatting

*Aims: To help Ss to know some information aboutknow about thermal pollution*Content: Ask and answer some questions

* Output:Ss can talk about know about thermal pollution

* Process:

- Ask Ss to answer the questions in groups:

What do you know about thermal pollution?

- Have Ss work in groups to give effects of thermal pollution

- T calls some groups to answers

- Give feedback

Suggested ideas:

+ water getting hotter, high temperature, warmer water

I Listening

*Aims:Help Ss to listen to the tape and complete the listening tasks about

thermal pollution

*Content: Listen and do some exercises in the textbook.

*Process:

* Teaching vocabulary:

- Teacher use different techniques to

teach vocab (situation, realia,

-Ask Ss to work in pairs describing

the pictures and relationship between

them

- Ss work in pairs describing the

pictures and relationship between

- to heat up: làm nóng lên

- the discharge of cold water: sự bốc

hơi cua nước

- reservoir (n): hồ nhân tạo

- dramatic effect: kết quả kịch tính

- creatures: sinh vật

- algal bloom: hoa tảo

1 Describe what you see in the pictures and talk about the relationship between them.

- They are both related to thermal

Trang 23

- Set the situation of the passage

- Have Ss quickly read the diagram

and identify the word/ phrase to be

filled in each blank

- Ask Ss to listen and complete the

diagram

- Ss quickly read the

diagram individually

- Play the recording twice for Ss

listening and complete the diagram in

Listen and check your answer.

2 Listen to part of conversation on

TV between a reporter and an environmentalist about thermal pollution Complete the diagram Use no more than three words for each blank.

9 poison 10 cool down

D Activity 4: Application: Writing

* Aims:To help Ss to know how to write about the causes and effects of one

pollution type

*Content:write about the causes and effects of one pollution type

* Process:

Ex3.

T asks Ss to work inpairs Discuss the

causes and effects of one type of

pollution in their area they are going

to discuss

Make notes in the diagram

Ex4 Imagine that you are writing

an article for the local … Sample article:WATER

POLUTION

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

Trang 24

front of the class.

thetask.

Ex4.

- 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 markers

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

It is caused by several factors Firstly,families dump sewage into the river

In the past it was a very beautiful river, but now the water is almost black Secondly, there are two new factories In our area, and they are dumping chemical waste into the lakeand river Thirdly, pesticides are another source of pollution Farmers

in our area usually use these to kill insects

Water pollution badly affects our area We do not have enough fresh water to water the plants and crops People cannot raise fish in the river and the lake because the water there

is so polluted In addition, there are

no more wild ducks near the river today since they cannot find fish for food Another negative effect is that sometimes in the afternoon there is a bad smell from the polluted river, so people do not like walking along it anymore

People in our area are all aware of this problem, and we are thinking of some ways to solve it

4 Homework:

- Do exercises: D3, E1,2/ page 8,9,10 - workbook

- Do Ex 5 page 13

- Complete the writing on the notebook

- Prepare: UNIT 7 :Looking back + project/ Page 14,15- textbook.

I OBJECTIVES:

1 Knowledge:

After the lesson, students will be able to recycle the language from the previouslessons in Unit 7 and link it with unit topics; Consolidate and apply what theyhave learnt in Unit 7 through various activities and exercises

- Vocabulary:the lexical items related to the topic “Pollution”.

- Grammar: Conditional sentence type 1,2

Trang 25

2 Competences:

- Talking about the pollution

- Pair work, group work

3 Quality:

- The love for their country; responsibility of preserving the environment

- Students: Materials: book, pen…

* Oral test:

-S1: Does D3-b- workbook page 8

-S2: Does E1- workbook page 10

2 New lesson :

Play game: Networks:

* Aim: To ask Ss to write types of pollution in the word web.

*Content:Ss write the types of pollution

* Output: Ss can review the vocabularies about pollution

* Process:

- Ask Ss to complete the network about types of pollution

- Ss do this exercise individually then compare their answers with a partner

- T calls two Ss to write on the board

- Give feedback

Trang 26

1 radioactive pollution 2 noise pollution

3 visual pollution 4 thermal pollution

5 water pollution 6 land/soil pollution

7 light pollution 8 air pollution

*Aims: To help SS to revise vocabulary.

*Content: Do some ex to revise vocabulary.

*Output:Almost all the students can complete the exercises

2 Vy has a stomachache since she ate a big dinner

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

4 His mother is unhappy because his room is dirty

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

Trang 28

*Content:conditional sentence type 1,2

* Output: Ss can complete exercises.

3 were/was; would wear

4 do; will see

5 would travel; didn't have

6 wouldn't be; didn't take care

Ex5: Complete the sentences, using your own ideas.

Trang 29

*Aims: To help SS to practice speaking.

* Content:Discuss what you would do or say in each situation.

* Output:Ss use the target language they have learnt and the conversation

in 5 to make their own conversation.

Trang 30

C Activity 3: Application: Project

*Aims:To help SS to create a collage and give a representation about the way

to reduce pollution

*Content: Have Ss create a collage to show the way to reduce pollution and

give a representation about it

* Output: Almost all the students can give some ways to reduce pollution

Trang 31

- Redo all the exercises above and do exercises in the workbook.

- Prepare: Unit 8: Getting started

Period 62: UNIT 8: ENGLISH SPEAKING COUNTRIES

LESSON 1: GETTING STARTED SUBJECT: ENGLISH 8 (Total: 7 lessons)

Trang 32

- Talk about their summer camp and the name of some countries speakingEnglish.

- Pairs work, groups work, individual

3 Quality:

- Ss can improve their qualities of being good students, loving for the family, forthe country

* Play game: Chatting:

*Aims:To help ss to relate to the topic of unit 8.

*Content:Look at the picture and answer:

* Process:

- T prepares some photos or magazines cut-outs of some famous monuments oritems from English speaking countries Show them to Ss and have them guesswhat country each monument/item is from Ask Ss if they know of a commonthing among these countries It’s is English

- Write the title “English speking countries” on the board Ask them to call outname of English countries and their main cities Then Ask Ss to share anyinteresting facts they know about these places

- Ss work in individually

- T calls some Ss to give their answers

*Aims:

Trang 33

- Ss know how to read new words, identify their meanings and use them tomake sentences and know what they are going to listen.

*Output: Ss make examples with some new words

*Process:

1 Transfering the

learning task:

Elicit some new words

(awesome, official langu

age, ….)

- Ss: listen and repeat in

individual first then the

whole class

3 Reporting the task

result and discuss:

- Call 3- 4 Ss to read the

words again

4 Giving the remarks to

their doing the task:

*Checking: rub out and

remember

I New words :

- awesome (adj) = wonderful

- absolutely (adv): tuyệt đối, chắc chắn

- an official language: ngôn ngữ chimh thức

- to have difficulty (in) doing st: gặp khó khăn làm

gì đó

- to find st + adj + to.V: thấy cái gì đó thế nào để làm

- native speaker: người bản xứ

- mother tongue: tiếng mẹ đẻ = first language

- accent: giọng điệu

C Activity 3: Practice

*Aims:

SS get the content of the conversation between Duong and Mai and thencomplete the exercises

*Content: Read the conversation and complete the exercises.

* Output:Almost all the students can understand the conversation and

complete the exercises

* Process:

- Ask Ss to 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

Ex1a.

- Have Ss work

II-Practice:

I- Getting started

1 Listen and read

a Find a word or an expression from the conversation which you use when you

Key:

1 Awesome, just awesome.

2 Any of the following: Absolutely/ Right

3 It's hard to say

Trang 34

- Guide Ss to look at the

beginning of a reply/ a

sentence for the answers

- Allow Ss to share their

- Try to answer the

questions without

referring to the listening

- Ss work independently

- T calls some to go the

board to write their

answer

- Feedback

Ex2

- Ask Ss to underline

these words/ phrases in

the conversation and

make sure they

understand their

meanings - Ss work

independently to

complete the sentences

- Have them share their

answers in pairs Then

elicit the answers from

the whole class

Ex3:

- Have Ss work in pairs/

groups to match the

flags with the countries

4 Two boys from Australia and a girl from the USA

Trang 35

- Help Ssreview the name of some countries they have learnt

*Content:Find the name of some countries

* Output: Almost all the students can find the vocabulary used.

*Process:

1.Transfering the

learning task:

-T asks Ss to work in

groups of five or six

locate the six countries

in 3 on the map below

The first group to find

all the countries wins

- Ss work in in groups of

five or six locate the six

countries in 3 on the map

below The first group to

find all the countries

wins

- Ask one student from

the winning group to go

to the board and mark the

six countries

- Feedback

4 GAME: Where are they?

Work in groups of five or six locate the six countries in 3 on the map below The first group

to find all the countries wins.

3 Homework:

- Learn new words by heart

- Read the conversation again

- Translate the conversation in Getting started into Vietnamese.

- Prepare: UNIT 8:A closer look 1/ Page 18 - textbook.

Period 63:UNIT 8: ENGLISH SPEAKING COUNTRIES

LESSON 2: A CLOSER LOOK 1 SUBJECT: ENGLISH 8 (Total: 7 lessons)

Trang 36

- use the present simple to talk about future activities

- Listening: Listen and repeat the words ending in -ese and -ee correctly in

isolation and in context

- Writing: Complete the form of the words: noun, verb or adjective

2 Competences:

- Talking about capitals and places of some typical English speaking countries

- Individually, pair work

3 Quality:

- Ss can improve their qualities of being good students, loving for the family, forthe country

* Checking:

- S1: goes to the board to write new words

- S2: Reads the conversation and translate the conversation

2 New lesson :

*Warm –up:

*Aims: To help Ss to relate to the topic of unit 8.

*Content:Discuss with a partner Then listen and check

* Output: Ss can remember the vocabulary of unit 8.

* Process:

Ex1:

T asks Ss to work inpairs.Discuss and give their answers with a partner and then listen and repeat

Ss work in pairs Discuss and give their answers with a partner and then listen and repeat

Some pairsshow their presentations in front of the class

Key:

1 the Americans 2 the English

3 the Scottish / the Scots 4 the Welsh

5 the Irish 6 the Canadians

7 the Australians 8 the New Zealanders

Trang 37

Audio script:

2 the USA - the Americans 5 Ireland - the Irish

3 England - the English 6 Canada - the Canadians

4 Scotland - the Scottish/ the Scots 7 Australia - the Australians

5 Wales - the Welsh 8 New Zealand - the New Zealanders

- Introduce the new lesson

*Aims:

- Ss know how to read new words

*Content: Read new words

*Output:Students know new words

*Process:

Ex2:

- Have Ss Change the verbs into a

noun(N), an adjective(Adj) or a verb

(V)

Ss work individually or in pairs.

discuss:

-Have two Ss write their answers on the

board and then confirm the correct

- Ask Ss to read each sentence and

decide what the part of speech is for

each word to be filled in the blank

- They then complete the sentences -

Confirm the correct answers as a class

Ex4:

Have Ss look at the pictures Ask them

what they see in each of them 2 Doing

Ex3 Use the words in the box to complete the sentences.

Trang 38

the task:

Allow them then to work individually to

match the words/ phrases to the pictures

discuss:

-Have two Ss write their answers on the

board and then confirm the correct

answers

4 Giving the remarks to their doing the

task:

- Check the answers as a class by asking

Ss in which countries, from the list in,

they might see these things or ask them

to give an example of these things

Note:a loch is a Scottish word for a

* Content: practice the sounds ese and -ee

* Output: know pronounce the sounds: ese and -eein isolation and in context.

* Process:

Ex 5

- Ask Ss to do task 5: Ss listen and

repeat 2 Doing the task:

Pay attention to the sounds ese and -ee

Practise the sounds ese and -eetogether.

Play the recording and ask Students to

listen and then repeat

Play the recording as many times as

necessary

- T calls some to read loudly

task:

- Feedback

II Pronunciation:

Stress in words ending In

-ese and -ee Ex5 Listen and repeat the words.

Help SS to practice the sounds ese and -ee

* Content: practice the sounds ese and -ee/.

Trang 39

* Output: know pronounce the sounds: ese and -eein isolation and in context.

* Process:

Ex6:

Play the recording

Pay attention to the key words with the 2

sounds and choose the right word

Work individually

Volunteers stand up and say their

answers for each sentence

task:

T check and give the correct ones for the

whole class

Repeat the recording for the class to hear

again and distinguish the words

Ex6 Mark the stress in the underlined words Then listen and repeat the sentences.

Key:

1 Chi'nese

2 refu'gee 3.trai’nee

4 Japa'nese

5 guarantee

3 Homework:

- Learn by heart the new words

- Do exercises A1, A2, B1,2,3 page 11-12- workbook

- Prepare UNIT 8: A CLOSER LOOK 2- page 19-20 - textbook

KÝ DUYỆT:

WEEK 22:

Period 64:UNIT 8: ENGLISH SPEAKING COUNTRIES

LESSON 3: A CLOSER LOOK 2 SUBJECT: ENGLISH 8 (Total: 7 lessons)

I OBJECTIVES:

1 Knowledge:

After the lesson students will be able to:

- Use the lexical items related to the topic of people and places in Englishspeaking countries

- Use the present simple to talk about future activities

- Use the present simple to talk about future activities to complete the exercises

2 Competences:

-Talking about capitals and places of some typical English speaking countries

- Individually, pair work

3 Quality:

- Ss can improve their qualities of being good students, loving for the family, forthe country, love speaking English

Trang 40

* Checking:

- S1: does B2- page 12- workbook

- S2: does B3 - page 13- workbook

2 New lesson :

* Play game: Slap the board:

*Aims: To help ss to remember the infinitive and Past particular verbs

*Content: SS slap the word that they hear.

* Output: Ss can review the the V –infinitive and Past particularverbs

* Process:

- Ask Ss to listen to the word and slap

- Ss work individually

- T calls 1 Ss to do on the board

- Give feedback

I.Teaching vocabulary

*Aims:

Ss know how to read new words, identify their meanings

*Content:How to read the words

* Output: Ss can know how to read new words, identify their meanings

*Process:

Elicit some new words (serve,

I Vocabulary

- to serve: phục vụ

Định dạng
Số trang	204
Dung lượng	527,77 KB