Giáo Án tiếng anh lớp 8 mới kì 2

*Content: Help Ss talk 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

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Preparing day:……….

Teaching day:………

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

A 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

B TEACHING AIDS:

- Students: Materials: book, board

- Teacher: Equipment: laptop, projector

C TEACHING PROCEDURES:

New lesson :

I Activity 1: Warm up

* 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 groups A and B

3 Reporting the task result and discuss:

- Find the winner group

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,

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II Activity 2: Form the new knowledge:

1 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

III 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

answers with the information in the

dialogue and add some more details to

2 Practice:

Ex1 Listen and read.

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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

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

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

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)

Key:

1 F (It's polluted by the factory.)2.T

3 NI4.T5.T

Ex2 There are different types of pollution Write each type under a picture.

Key:

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- Call on some 5s to give their

answers and write them on the board

Ex3

- Have Ss read through the sentences to

get a 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

IV Activity 4: Application

*Aims: Help Ss develop speaking skill by doing some exercises.

*Content: Help Ss talk 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

discuss:

- T calls group representatives to present

their group's order and reasons

Vote for the group with the best reasons

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- T and other Ss vote for the group

with the best reasons

A OBJECTIVES:

1 Knowledge:

- 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 …

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

- Give feedback

*Network:

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air pollution

- Introduce the new lesson

*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

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

Types of pollution

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CAUSE EFFECT because/ since +

clause

E.g: Because/

Since the water is polluted, the fish are dead

so + clause

The water is polluted, so the fish are dead

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 causes/ results in the dead

of fish

to make sb/ sth

do sth

The polluted water make the fish die

*Aims: Ss know how to do exercises.

*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

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

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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

- Confirm the correct answers

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.

classmate

discuss.

- Call on some Ss to write their

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

Ex3.

a: Decide which sentence in each …

1 People throw litter on the ground.(C)Many animals eat the litter andbecome sick (E)

2 Ships spill oil in oceans and rivers.(C) Many aquatic animals and plantsdie (E)

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

4 Their children have birth defects.(E)The parents were exposed toradiation (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 andrivers lead to the death of many aquaticanimals and plants

3 Households dump waste into the river

so it is polluted

4 Since the parents were exposed toradiation, their children have birthdefects

5 We can't see the stars at night due tothe light pollution

4 Work in groups Look at the pairs of pictures Give as many sentences as possible to show cause/effect

relationships.

Suggested answers:

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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

2 The soil is polluted, so plants can'tgrow

3 We won't have fresh water to drinkbecause of water pollution

4 We plant trees, so we can have freshair

2.Teaching pronunciation

*Aims: Help Ss to pronounce stress inwords ending in -ic and -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

necessary

discuss:

- T calls some to read loudly

-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:

E’conomy -> eco’nomic -> eco’nomical

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

*Aims: Help SS to practice morewithwords ending in-icand-al

* Content: practice the pronunciation

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

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* Process:

Ex6:

Underline the words ending in –ic and

circle the words ending in –al in the

following sentences Mark the stress in

- 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.

A 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:

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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

1.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, ….)

- Ss: listen and repeat in individual

first then the whole class

discuss:

the task:

*Checking: rub out and remember

Vocabulary

- car fume (n):khí thải ô tô

- to be aware of: ý thức được

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*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

of advice

- Listen to the teacher carefully

- Make some examples

* 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 cả was

và were với “I/ he/ she/ it” trong mệnh

đề if

*Aims: 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:

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- 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

- T checks Ss’ answers and corrects

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

5 a

4 Put the verbs in brackets into the

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them carefully

- Feedback

Ex4

- 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

5 was/were; would grow

*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,

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 …

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verbal way so be sure to keep the

4 Giving the remarks to their

doing the task:

A 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:

New lesson :

* Play game: Chatting:

*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?

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- 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:

- blood pressure (n): huyết áp

*Aims: Help Ss listen to answer the question to know about noise pollution and

do exercises

*Content: do the tasks.

*Output:do the tasks.

* Process:

Ex1

- Have Ss read the questions in the

questionnaire to make sure they

understand everything Explain any

2 Compare their answer with those of

a classmate How many different

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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

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.

* 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

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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

Preparing day:………

-Teaching day:………

PERIOD 59 - UNIT 7: POLLUTION

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

A 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

New lesson

Ex1 page 12: Chatting

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

pollution

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*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

Suggestedanswers

-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 thelake

-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.

* Process:

- Teach vocabulary: translation/

example/ pictures

- SS: listen and repeat in individual first

4 Giving the remarks to their doing the

- point source pollution(n)

- non- point source pollution (n)

- untreated water(n)

- out break(v)

- cholera(n)

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Checking: slap the board.

III Activity 3: Practice: Reading

*Aims: 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

- 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

Reading:

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

IV 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:

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- 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: ô nhiễm có nguồn

Non-point source pollution: ô nhiễm không

có nguồn

- 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

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

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

-Point source pollutants

- Non - Point source

pollutants

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- The class may vote for the best

presentation and T can give them mar

water pollution based on the diagram

A 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

New lesson

* 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:

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+ water getting hotter, high temperature, warmer water

II Activity 2: Form the new knowledge

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

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

* Process:

- Teach vocabulary: translation/ example/

pictures

- SS: listen and repeat in individual first

task:

Checking: slap the board

Vocabulary

- 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

III Activity 3: Practice: 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.

* Output:do the tasks well.

*Process:

Ex1

-Ask Ss to work in pairs describing

the pictures and relationship between

them

- Ss work in pairs describing the

pictures and relationship between

- Set the situation of the passage

- Have Ss quickly read the diagram

and identify the word/ phrase to be

Listening

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

Listen and check your answer.

2 Listen to part of conversation on

TV between a reporter and an environmentalist about thermal

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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

9 poison 10 cool down

IV 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

* Output:do the tasks well.

* 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

Ss work in pairs

discuss.

Some pairsshow their presentations in

front of the class

thetask.

Writing

Ex3 Work in pairs Discuss the causes and effects of one type of polution in your area Make notes in the diagram.

Ex4 Imagine that you are writing

an article for the local …

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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

Sample article:WATER

POLUTION

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

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

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LESSON 7: LOOKING BACK & PROJECT

SUBJECT: ENGLISH 8 (Total: 7 lessons)

A 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

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…

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

3

1 2

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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

II Activity 2: Form the new knowledge

1.Vocabulary

*Aims: To help SS to revise vocabulary.

*Content: Do some ex to revise vocabulary

*Output:Almost all the students can complete the exercises

* Process:

Ex 1:

- Ask Ss look at the task 1 and complete

the sentences with the correct form of of

the words in brackets

- Ss work in pairs to do task 1

2 Vy has a stomachache since sheate a big dinner

3 The road in front of my house

TYPES OF POLLUTION N

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was flooded due to the heavy rain.

4 His mother is unhappy becausehis room is dirty

5 Too much carbon dioxide (CO2)

in the atmosphere causes globalwarming

2 Grammar

*Aims: To help SS to practice grammar by completing exercises

*Content:conditional sentence type 1,2

* Output: Ss can complete exercises.

* Process:

Ex 4:

- Ask Ss to put the verbs in the brackets

into the correct form

- Ss work individually to do ex

- Ss complete the sentences individually

using their own ideas

- Call some Ss to share their sentences

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.

III.Activity 3: Practice: Communication

*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

*Process:

Ex 6:

- Ask Ss to do ex 6

- Ss work in groups to discuss the way to

solve each situation

- T calls some groups to practice loudly

3 Communication

Ex6 Work in groups Discuss what you would do or say in each situation.

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- Correct and give marks

- Feedback

IV Activity 4: 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

* Process:

- T asks Ss to work in groups, to tell

them that a collage is a picture made by

sticking photographs, pictures or

drawings onto a surface Remind Ss that

they should use conditional sentences

type 2 to give the presentation

- Ss work in groups they should use

conditional sentences type 2 to give the

presentation

- Some Ssshow their presentations in

front of the class

task:

- Feedback

4 Project What would you do if ???

-Preparing day:………

PERIOD 62 - UNIT 8: ENGLISH SPEAKING COUNTRIES

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

Trang 30

- 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

New lesson :

* 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

- Give feedback

*Aims:

- 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:

Elicit some new words (awesome,

New words :

- awesome (adj) = wonderful

Trang 31

official language, ….)

discuss:

the task:

- absolutely (adv): tuyệt đối, chắc chắn

- an official language: ngôn ngữ chimh

- native speaker: người bản xứ

- mother tongue: tiếng mẹ đẻ = first

*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 independently

- Guide Ss to look at the beginning of

a reply/ a sentence for the answers

- Allow Ss to share their answers

- Check their answers

Ex1b.

- Ask Ss to do task 1

- Try to answer the questions without

referring to the listening

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

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- T calls some to go the board to

write their answer

the task:

- 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

5 Canada 6 New Zealand

*Aims: 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:

-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

discuss:

- Ask one student from the winning

group to go to the board and mark the

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.

Trang 33

-Preparing day:………

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

- 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

New lesson :

I Activity 1: Warm up: Chatting.

*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 pairs show their presentations in front of the class

Trang 34

3 the Scottish / the Scots 4 the Welsh

7 the Australians 8 the New Zealanders

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

*Aims: Ss know how to do exercises.

*Content: Do exercises.

*Output: Students complete the exercises

*Process:

Ex3:

- Ask Ss to read each sentence and

decide what the part of speech is for each

word to be filled in the blank

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

Key:

l icon 2 symbolises

3 scenic 4 unique

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- 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

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

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 lake.

*Aims: Help SS to pronounce the words ending in -ese and -ee correctly in

isolation and in context

* 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

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

8 interview’ee

Trang 36

*Aims:

Help SS to practice the sounds ese and -ee

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

* 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

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

A 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 37

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 particular verbs

* Process:

- Ask Ss to listen to the word and slap

- Ss work individually

- T calls 1 Ss to do on the board

- Give feedback

*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,

symbolise, freedom….)

- to divide (into): chia thành

- iconic theme park: công viên giải trí

gone

Trang 38

the task:

2.Grammar

*Aims:

- Help SS to review the present tenses

- Help SS to learn how to use simple present for the future

*Content:Students know the form and the use of the present tenses; the simple

present for the future

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

exercises correctly

*Process:

- T reminds Ss about the use of the

present simple , present continuous

and present perfect and their distinct

time signals

- The simple present for the future

- Have Ss write the forms of present

tenses

- Work in pairs to write the forms of

- Check and have Ss explain why a

certain tense is used

- Give feedback

- T gives example

Grammar

1 Present tenses: review

2 Simple present for the future.

*Aims: Help SS to practice the use of the simple tenses

*Content: Do some exercises.

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

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answers T observes/helps when

necessary and corrects Ss' mistakes

Ex 2.

Asks Ss to find and correct incorrect

verbs in the passage

Ss work individually Then compare

with their partners

discuss:

Then calls some pairs to give their

answers

doing the task:

- Give feedback

Ex3a

- Ask Ss to read the monthly

schedule for theextra activities at

Vancouver Christian School

- Have them underline the verbs

in the sentences

Ex3b.

-Allow Ss time to discuss and find

the answers to the questions

- Have Ss read the REMEMBER!

box

Ex4:

- Have Ss do this exercise

independently T checks the answers

Key:

IN THE PASSAGE CORRECT

2 visit have visited

3 increases is increasing

5 has celebrated celebrates

7 are dancing dance

Ex3 a Read the schedule and underline the verbs in the sentences describing the activities.

b work in groups Discuss the questions

Key:

1 The future

2 The present simple

Ex4 Use the verbs in the box in their correct forms to complete the sentences describing other activities.

Key:

1 starts-finishes 2 takes place

3 holds 4 hosts

5 lasts

*Aims: Help Ss practice more about the simple present for the future

* Content:Make notes of some activities for next week

Trang 40

* Output: Ss can do exercises.

*Process:

- T asks Ss to work in groups of

five or six Make notes of some

activities your school has planned

for next week Write five sentences

about the activities, using the simple

present with a future meaning

- Ss work in in groups of five or six

Make notes of some activities your

school has planned for next week

-Write five sentences about the

activities, using the simple present

with a future meaning.Walk around

and help Ss with new vocabulary

discuss:

Ask one student from the each

group to go to the board and read

five sentences about the activities,

using the simple present with a

future meaning

doing the task:

Ex5: Make notes of some activities your school has planned for next week Write five sentences about the activities, using the simple present with a future meaning

A 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

- build up Ss’general knowledge of people and landmarks in English speakingcountries

- Listen to the conversation and complete the missing words

- Ask and answer questions about film stars, the best film, action films andcartoons

Tiêu đề	Pollution
Chuyên ngành	English
Thể loại	Lesson Plan

Định dạng
Số trang	196
Dung lượng	1,54 MB