Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 7: Enviromental protection - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 7: Enviromental protection - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

1. Period:55 UNIT 7: ENVIRONMENTAL PROTECTION Lesson 1: Getting started - At the Go Green Club P72-73 Class Date of planning Date of teaching 8A 02/01/2024 15/01/2024 I. OBJECTIVES: * By the end of this unit, students will be able to: - Gain an overview about the topic Environmental protection - Gain vocabulary to talk about Environmental protection 1. Knowledge: + Vocabulary: habitat (n); endangered species (n); carbon footprint (n); release (v); single-use (adj). + Language: Complex sentences with adverb clauses of time: (before, after, when, while, till / until, as soon as) + Pronunciation: Sounds: /bl/ and /kl/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: Raise the students’ awareness about enviromental protection. Having benefits of their hobbies in daily life. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE I. WARM-UP (5’-IW) a. Objectives: - To set the context for the introductory dialogue; - To introduce the topic of the unit. b. Content: - Teacher asks students: “What are environnmental issues in our city?” - Teacher calls 3-5 students to answer. - Teacher shows some pictures of environmental issues in Hanoi and asks students to guess the topic of the unit/lesson. c. Product: - Students know the topic of the unit and be ready for the conversation. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Asking questions: Step 1: Task delivering * Set the context for the introductory dialogue. - Ask Ss to look at the pictures on page 72. - Teacher asks students: “What are environmental issues in
2. our city?” Step 2: Task performance Suggested answers: - Ss’ observation Environmental protection - Teacher calls 3-5 students to answer. Step 3: Report and discussion - Teacher shows some pictures of environmental issues in Ha Noi and asks students to guess the topic of the unit/ lesson. Step 4: Judgement - T sets the context for the listening and reading text: - Write the title on the board Environmental protection – At the Go Green Club - Teacher calls 3-5 students to answer. 2. KNOWLEDGE FORMATION (10’-IW) a. Objectives: - To prepare vocabulary for students to understand the conversation. b. Content: - Teacher shows pictures and asks students to find those in the conversation. - Teacher checks students’ understanding with a matching game c. Product: - Students know how to use the target vocabulary. d. Implementation: Vocabulary pre-teaching * Vocabulary: Step 1: Task delivering - habitat (n) - Teacher explains the meaning of the new vocabulary by - endangered species (n); pictures. - carbon footprint (n) - Teacher reveals that the words according to the pictures - release (v) will appear in the reading text and asks students to open - single-use (adj) their textbook to find these words - Teacher introduces the vocabulary. Step 2: Task performance - Ss’ observation - Teacher checks students’ understanding with a matching. - Elicit answers from Ss. Step 3: Report and discussion - Have Ss underline the words that are related to the unit topic while they are listening and reading. - Invite some pairs of Ss to read the conversation aloud. Step 4: Judgement - Introduce the two characters: Club leader, Nam and Ann. - Explain that they are friends, and they meet each other by chance in a shopping mall. - Play the recording twice for Ss to listen and read along. 3. PRACTICE (20’-IW, PW, GW) a. Objectives: - To help Ss use words and phrases related to enviromental protection. - To help Ss further understand the text. b. Content: - Task 2, 3, 4 in Student book c. Product: - Students understand the conversation and know the vocabulary related to the topic. d. Implementation: Activity 2: Read the conversation again and match the 2: Read the conversation again
3. two halves in the two columns. and match the two halves in the Step 1: Task delivering two columns - Teacher asks Ss to read the dialogue in detail to complete Suggested answers: the sentence. 1. C 2. D - Teacher asks them how to do this kind of exercise. 3. E 4. A Step 2: Task performance 5. B - Ss’ observation - Have Ss individually read the conversation again and match the two halves in the two columns. Step 3: Report and discussion If Ss find it difficult to do the task, ask them to read the conversation again and find the information in it. - Ss quickly read the text for information. - Ss compare their answers in pairs before sharing them with the class. Step 4: Judgement - Teacher asks them to explain their answers. Activity 3: Complete each sentence with one word or 3: Complete each sentence with phrase from the box. one word or phrase from the Step 1: Task delivering box. - Teacher asks Ss to read the sentences. - Find the words and phrases from the box to fill in the gaps. Step 2: Task performance - Ss’ observation - Complete each sentence with one word or phrase from the Suggested answers: box. 1. pollution Step 3: Report and discussion 2. reduce - Have Ss share answers before discussing it as a class. 3. single-use - Write the correct answers on the board. 4. carbon footprint - T calls on some Ss to read the sentences 5. environment programme Step 4: Judgement - T comments and gives feedback on Ss’ answers. 4: Write a phrase from the box Activity 4: Write a phrase from the box under each under each picture. picture. Suggested answers: Step 1: Task delivering 1. 3Rs - Ask them to look at the pictures carefully and study the 2. water pollution words and phrases. 3. endangered species Step 2: Task performance 4. plastic rubbish - Ss’ observation 5. single-use products - Have Ss work in pairs. Step 3: Report and discussion - Ss write suitable words or phrases under the right pictures. - Have Ss read each word or phrase in chorus. - Check and correct their pronunciation. - For more able Ss, let them make sentences with these words and phrases. Step 4: Judgement - Teacher checks the answers as a class and gives feedback. - Teacher corrects for students as a whole class. 4. APPLICATION (10’- PW)
4. a. Objectives: - To help Ss revise and learn about some environmental problems and environmental protection b. Content: - Ss work individually or in pairs. - Give Ss some time (2 - 3 minutes) to do the task. Tell them to answer all the questions. - Explain to the Ss if they don’t know the answers c. Product: - Students’ conversations d. Implementation: Activity 5: Environment Quiz Do the following quiz. 5: Environment Quiz Do the - Ss work individually or in pairs. following quiz. - Give Ss some time (2 - 3 minutes) to do the task. Suggested outcome: Tell them to answer all the questions. 1. C - Explain to the Ss if they don’t know the answers 2. C - Teacher gives corrections and feedbacks to students’ 3. A answers. 4. C 1. Which of the following is the greenest form of 5. B transport? A. Motorbike. B. Bus. C. Bicycle. 2. Which of the following is a renewable source? A. Coal. B. Oil. C. Wind. 3. What causes the most pollution? A. Factories. B. Animals. C. Hospitals. 4. The surroundings in which we live are our ______. A. habitat B. place C. environment 5. Which of these will reduce your carbon footprint? A. Cutting down a lot of trees. B. Recycling paper products. C. Leaving the TV on all night. * Home assignment * Home assignment - T assigns the homework. - Learn by heart vocabulary - Ss copy their homework. - Prepare the next lesson: A closer - T explains it carefully look 1 - Prepare Project: P80-81 +Ask Ss to organise their report into a presentation. + Ask Ss to work in groups to make an interview with their friends, then collect and present data) V. FEEDBACK: With 8A .. . .. ... . .. . .
5. Period:56 UNIT 7: ENVIRONMENTAL PROTECTION Lesson 2: A closer look 1 P74 Class Date of planning Date of teaching 8A 02/01/2024 17/01/2024 I. OBJECTIVES: * By the end of this unit, students will be able to: - Gain an overview about the topic Environmental protection - Gain vocabulary to talk about Environmental protection 1. Knowledge: + Vocabulary: ecosystem (n); marine life (n); absorb (v); harmful substance (n); extinction (n). + Language: Complex sentences with adverb clauses of time: (before, after, when, while, till / until, as soon as) + Pronunciation: Sounds: /bl/ and /kl/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: - Raise the students’ awareness about enviromental protection. Having benefits of their hobbies in daily life. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW) a. Objectives: - To create an active atmosphere in the class before the lesson. - To lead into the new lesson. b. Content: - Teacher introduces the rules of the game - Teacher divides the class into 4 groups - Teacher leads the students plays and give corrections (if needed) c. Product: - Students get some vocabulary of the lesson and be ready for the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Matching game: Step 1: Task delivering Suggested answers: - T divides the class into 4 groups and explains the AHTTABI -> HABITAT rules. PLTINOOLU -> POLLUTION - Ss look at the screen to see the jumbled words. XEOGYN -> OXYGEN They have to send 1 person to the board as quickly EEERLAS -> RELEASE as possible to write the correct word. BBSOAR ->ABSORB MECYSSOET ->ECOSYSTEM
6. Step 2: Task performance - Teacher shows students the answer on the screen and announces the winning group. - Ss’ observation Step 3: Report and discussion - Ss take a place at the board. - write the correct word from the jumbled words. Step 4: Judgement - Teacher shows students the answer on the screen and announces the winning group. - T sets the context for the lesson. 2. KNOWLEDGE FORMATION (8’-IW) a. Objectives: - To revise / teach some vocabulary and collocations related to the environment and environmental protection - To teach Ss the meaning of some new words / phrases related to the topic of the unit. - To give Ss practice on how to use words / phrases related to the topic in context. b. Content: - Task 1,2,3 in Student book c. Product: - Students understand how to use the vocabulary related to the topic. d. Implementation: Activity 1: Vocabulary pre-teaching * Vocabulary: Step 1: Task delivering 1. ecosystem (n) - Teacher asks students to guess the meaning of 2. marine life (n) the words by giving definitions/photos. 3. absorb (v) Step 2: Task performance 4. harmful substances (n) - Ss’ observation. 5. extinction (n) - Listen and repeat the words. Step 3: Report and discussion - Teacher checks students’ understanding by the task in student’s book. - Explain that they are friends, and they meet each other by chance in a shopping mall. Step 4: Judgement - Teacher checks students’ pronunciation and gives feedback. 3. PRACTICE (15’-IW) a. Objectives: - To revise / teach some vocabulary and collocations related to the environment and environmental protection - To teach Ss the meaning of some new words / phrases related to the topic of the unit. - To give Ss practice on how to use words / phrases related to the topic in context. b. Content: - Task 1,2,3 in Student book c. Product: - Students understand how to use the vocabulary related to the topic. d. Implementation: Activity 2: Label each picture with a phrase 2: Label each picture with a phrase from the list. (6 mins) from the list. Step 1: Task delivering - Teacher Ss to look at the pictures to label each picture.
7. Step 2: Task performance - Ss’ observation - Let Ss work in pairs. Step 3: Report and discussion - Teacher tells them to name the activities, then label the pictures using the phrases given, then check their answers as a class. - Student’s talk - Have Ss read the phrases aloud. Step 4: Judgement - Correct their pronunciation if necessary. - Tell Ss to tick the activities that help protect the environment. Label each picture with a phrase from the list. Suggested answers: 1. picking up rubbish 2. protecting endangered species γ 3. cutting down trees 4. saving water γ 5. building a campfire Activity 3: Match each word or phrase in 3: Match each word or phrase in column A with its meaning in column B. (6 column A with its meaning in column mins) B. Step 1: Task delivering Suggested answers: - Teacher tells Ss to read the words / phrases in 1. c column A and their meaning in column B 2. a carefully. 3. e Step 2: Task performance 4. b - Ss’ observation 5. d - Ss work in pairs or small groups. Step 3: Report and discussion - Ss match each word or phrase with its meaning. - T goes around and gives assistance if necessary and checks their answers. Step 4: Judgement - Confirm the correct answers - Check the answers as a class. 4. APPLICATION (17’-IW, PW, GW) a. Objectives: - To help Ss pronounce the sounds /bl/ and /kl/ correctly; - To help Ss differentiate the sounds /bl/ and /kl/. b. Content: - Task 4: Complete each sentence with a word or phrase from the box - Task 5: Listen and repeat the words. Pay attention to the sounds /bl/ and /kl/ - Task 6: Listen and practise the sentences. Underline the words with /bl/, and circle the words with /kl/. c. Product: - Students repeats the words correctly d. Implementation: Activity 4: Complete each sentence with a word 4: Complete each sentence with a
8. or phrase from the box (6 mins) word or phrase from the box - Ss read the sentences carefully and look for clues Suggested outcome: so that they can choose the correct words /phrases Students repeats the words correctly to complete the sentences. - Teacher asks one student to write the answers on the board. Confirm the correct answers. - Call on some Ss to read the sentences. Activity 5: Listen and repeat the words. Pay attention to the sounds /bl/ and /kl/ (4 mins) 5: Listen and repeat the words. Pay - Teacher asks some Ss read out the words first. attention to the sounds /bl/ and /kl Then play the recording for them to listen and Suggested outcome: repeat the words they hear. Ask them to pay close 1. Look! There are black clouds all attention to the two sounds. over! - Play the recording as many times as necessary. 2. A truck blocked the way to the club. - Explain to Ss the difference between the two 3. The students painted the classroom sounds if needed blue. - Invite some Ss to say some words they know that 4. The wind blew the clock down. include the two sounds. 5. We cleaned up the environment after Activity 6: Listen and practise the sentences. the blast. Underline the words with /bl/, and circle the words with /kl/. (6 mins) 6: Listen and practise the sentences. - Play the recording. Let Ss listen and repeat Underline the words with /bl/, and sentence by sentence. circle the words with /kl/. - Have Ss read the sentences again and underline the words having the sound /bl/ and circle the words having the sound /kl/. - Then play the recording for Ss to listen and check what they have done. - Have them work in pairs to compare their answers. Check Ss’ answers. * Home assignment - T assigns the homework. - Ss copy their homework. * Home assignment - T explains it carefully - Learn by heart vocabulary - Prepare the next lesson: A closer look 2 V. FEEDBACK: With 8A .. .. ... .. .
9. Period:57 UNIT 7: ENVIRONMENTAL PROTECTION Lesson 3: A closer look 2 P75-76 Class Date of planning Date of teaching 8A 02/01/2024 18/01/2024 I. OBJECTIVES: * By the end of this unit, students will be able to: - Gain an overview about the topic Environmental protection - Gain vocabulary to talk about Environmental protection 1. Knowledge: + Vocabulary: ecosystem (n); marine life (n); absorb (v); harmful substance (n); extinction (n). + Language: Complex sentences with adverb clauses of time: (before, after, when, while, till / until, as soon as) + Pronunciation: Sounds: /bl/ and /kl/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities:- Love talking about enviroment. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW) a. Objectives: - To review the adverb clauses of time. - To introduce the term of adverb clauses of time b. Content: - Teacher some sentences on the screen - Teacher asks students to identify the adverb clauses of time. - Teacher give some follow-up questions to lead in the introduction of the target grammar point. c. Product: - Students’ answers. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Leading in: Observation Step 1: Task delivering Questions & answers - Teacher some sentences on the screen Student’s talk - Teacher asks students to identify the adverb clauses of time. Step 2: Task performance - Ss’ observation - Ss identify the adverb clauses of time. Step 3: Report and discussion - Teacher give some follow-up questions to lead in the
10. introduction of the target grammar point. Suggested answers: - Student’s talk 1. I always take a bath before I go to Questions: bed. 1. I always take a bath before I go to bed. 2. Will you wait here until I am 2. Will you wait here until I am ready? ready? 3. I was not at home when he came to see me. 3. I was not at home when he came to 4. Do not disturb me when I am busy with my work. see me. 5. As soon as she finished that project, she started 4. Do not disturb me when I am busy working on the next. with my work. 6. After I have finished my work, I will accompany you 5. As soon as she finished that to the park. project, she started working on the Step 4: Judgement next. - T sets the context for the lesson 6. After I have finished my work, I - Teacher corrects for students (if needed) will accompany you to the park. 2. KNOWLEDGE FORMATION (10’-IW) a. Objectives: - To help Ss identify the form of complex sentences with adverb clauses of time. b. Content: - Teacher asks Ss to do the exercise individually and then check their answer in pairs. - Invite some Ss to share their answers. Confirm the correct answers c. Product: - Students know how to use the target grammar. d. Implementation: Activity 1: Read the sentences and write I.C if the 1: Read the sentences and write I.C underlined clause is an independent clause or D.C if if the underlined clause is an it is a dependent clause. independent clause or D.C if it is a Step 1: Task delivering dependent clause. - Have Ss study the example first. Key: - Give Ss some time to read the sentences and write 1. I.C down the answers. 2. D.C Step 2: Task performance 3. I.C - Ss’ observation 4. D.C - T observes and helps when and where necessary. 5. D.C Step 3: Report and discussion - Ask Ss to read their sentences and give their answers. - Student’s talk Step 4: Judgement - Teacher checks students’ understanding by asking some checking questions. - T comments and gives feedback on Ss’ answers. Note: - A complex sentence contains one independent clause Ex and at least one dependent clause. - The roads were slippery when it - Independent clause dependent clause rained. An adverb clause is a dependent clause. - As soon as they arrive, we’ll have An adverb clause of time shows when something lunch. happens. It is usually introduced by time connectors: before, after, when, while, till / until, as soon as,... 3. PRACTICE (15’-IW, PW, GW) a. Objectives: - To teach Ss the use of the time connectors (before, after, when, while, till / until, as soon as, ) in complex sentences. - To help Ss review the form and use of complex sentences with adverb clauses of time;
11. - To help them know how to match the main clause and adverb clause of time to make complex sentences b. Content: - Task 2: Choose A, B, or C to complete each sentence. - Task 3: Match the clauses in the two columns to form complex sentences. - Task 4: Combine each pair of sentences, using the conjunction in brackets c. Product: - Students understand how to use the target grammar. d. Implementation: Activity 2: Choose A, B, or C to complete each 2: Choose A, B, or C to complete sentence. (5 mins) each sentence. Step 1: Task delivering Suggested answers: - Have Ss do these exercises individually. 1. A Step 2: Task performance 2. A - Ss’ observation 3. C - Ss complete each sentence. 4. C Step 3: Report and discussion 5. B - Ss compare their answers with a partner. - Ask some Ss to write their answers on the board. Step 4: Judgement - Check the answers with the whole class. - Confirm the correct answers. Activity 3: Match the clauses in the two columns to 3: Match the clauses in the two form complex sentences (5 mins) columns to form complex sentences Step 1: Task delivering 1. b - Have Ss do these exercises individually. 2. d Step 2: Task performance 3. e - Ss’ observation 4. c - Ss Match the clauses in the two columns to form 5. a complex sentences. Step 3: Report and discussion - Ss compare their answers with a partner. - Ask some Ss to write their answers on the board. Step 4: Judgement - Check the answers with the whole class. - Confirm the correct answers. Activity 4: Combine each pair of sentences, using the 4: Combine each pair of sentences, conjunction in brackets (5 mins) using the conjunction in brackets. Step 1: Task delivering Answer key: - Teacher ask Ss to read the situations carefully. 1. I will call you as soon as I arrive at - If necessary, T explain each situation to Ss. the station. Step 2: Task performance 2. We have to follow the steps when we - Ss’ observation make a conical hat. - Ask Ss to complete the sentences individually. 3. My father taught me how to use the Step 3: Report and discussion computer before he bought one for me. - Ss compare their answers with a partner. 4. Nick is reading a novel while Jack - Ask some Ss to write their answers on the board. is reading a cartoon. - Student’s answers While Nick is reading a novel, Jack is Step 4: Judgement reading a cartoon. - Check the answers with the whole class. Confirm the 5. After the tornado hit, there were only correct answers. a few houses left standing. - Teacher corrects for students as a whole class. 4. APPLICATION (10’-IW, PW)
12. a. Objectives: - To give Ss fun practice on how to make sentences with adverb clauses of time. b. Content: - Divide the class into two groups, A and B. - Have each student from group A write a main clause, and each student from group B write an adverb clause of time. - Give them some time to work independently and write down their answers. - Tell Ss to make sentences by matching their clauses from the two groups. Some clauses may make funny sentences. c. Product: - Students’ funny sentences d. Implementation: Activity 5: Work in two groups, A and B. Group A 5: Work in two groups, A and B. write main clauses. Group A write main clauses. Group B write adverb clauses of time. Suggested outcome: A: You must be careful B: When you go to the toilet You must be careful when you go to the toilet. Step 1: Task delivering - Have each student from group A write a main clause, and each student from group B write an adverb clause of time. - Give them some time to work independently. Step 2: Task performance - Ss’ observation - Ss write adverb clauses of time. Step 3: Report and discussion - Ss write down their answers. - Tell Ss to make sentences by matching their clauses from the two groups. Some clauses may make funny sentences. Step 4: Judgement - Teacher gives corrections and feedbacks. * Home assignment * Home assignment - T assigns the homework. - Prepare nlesson: Communication - Ss copy their homework. - Do ex in workbook. - T explains it carefully V. FEEDBACK: With 8A .. .. ... .. .
13. Period:58 UNIT 7: ENVIRONMENTAL PROTECTION Lesson 4: Communication P76-77 Class Date of planning Date of teaching 8A 02/01/2024 22/01/2024 I. OBJECTIVES: * By the end of this unit, students will be able to: - Gain an overview about the topic Environmental protection - Gain vocabulary to talk about Environmental protection 1. Knowledge: + Vocabulary: ecosystem (n); marine life (n); absorb (v); harmful substance (n); extinction (n). + Language: Asking for clarification: What does S mean? It means .. / S is/are What do you mean by ? That means .. + Pronunciation: Sounds: /bl/ and /kl/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities:- Love talking about enviroment. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW) a. Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. b. Content: - Teacher gives out a jumbled conversation - Teacher asks students to rearrange it to make a meaningful conversation. - Teacher give some follow-up questions to lead in the introduction of the target grammar point. c. Product: - Students’ answers. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Matching game: Suggested answers: Step 1: Task delivering A: What does it mean by ‘single-use - Teacher gives out a jumbled conversation products’? - Teacher asks students to rearrange it to make a B: ‘Single-use products’ are products meaningful conversation. made to be used once only. Step 2: Task performance A: And what do you mean by ‘global - Ss’ observation warming’? - Ss work in pairs. B: It is the increase in the - Ss rearrange it to make a meaningful conversation. atmosphere’s temperatures caused by
14. Step 3: Report and discussion the rise of gases, especially carbon - Student’s talk dioxide. Step 4: Judgement A: Oh, thank you. - Teacher gives some follow-up questions to lead in the introduction of the target grammar point. - Teacher corrects for students (if needed) 2. KNOWLEDGE FORMATION (5’-IW, PW) a. Aim: - To provide Ss with the two ways of asking for clarification; b. Content: c. Product: - Students know how to use the structures to respond to compliments. d. Implementation: Step 1: Task delivering A: What does S mean? - T provide Ss with the two ways of asking for B: It means .. / S + is/are clarification. A: What do you mean by ? Step 2: Task performance B: That means - Ss’ observation. Step 3: Report and discussion - Listen and repeat. - Ss practise asking for clarification. Step 4: Judgement - T comments and gives feedback on Ss’ answers. 3. PRACTICE (15’ - IW, PW) a. Objectives: - To provide Ss with the two ways of asking for clarification; - To help Ss practise asking for clarification. b. Content: - Task 1: Listen and read the conversations. Pay attention to the highlighted sentences - Task 2: Work in pairs. Make similar conversations to ask for and give clarification for the following. c. Product: - Students know how to use the structures to respond to compliments. d. Implementation: * EVERYDAY ENGLISH Activity 1: Listen and read the conversations. Pay 1: Listen and read the attention to the highlighted sentences (6 mins) conversations. Pay attention to the Step 1: Task delivering highlighted sentences - T plays the recording. Audio script – Track 44: - Ss listen and read the conversation at the same time. Mi: Hey, Linda. What does Step 2: Task performance ‘endangered species’ mean? - Tell them to pay attention to the highlighted Linda: Endangered species are animals questions. in the wild that face a high risk of - Elicit the two ways of asking for clarification. extinction. Step 3: Report and discussion Mi: And what do you mean by ‘in the - Ask them to act out the conversation in pairs. wild’? - Student’s talk Linda: That means animals that live in - T go around and offer help if necessary. their natural habitats, not in zoos. Step 4: Judgement Mi: Oh, I get it now. Thanks, Linda. - Check their pronunciation. 2: Work in pairs. Make similar Activity 2: Work in pairs. Make similar conversations to ask for and give conversations to ask for and give clarification for clarification for the following. the following. (6 mins) Suggested answers: Step 1: Task delivering A: What does it mean / what do you - Ask Ss to work in pairs to make similar dialogues mean by ‘single-use products’?
15. with the given cues. B: ‘Single-use products’ are products Step 2: Task performance made to be used once only. - Ss’ observation A: And what does it mean / what do - Ss work in pairs to make similar dialogues with the you mean by ‘global warming’? given cues. B: It is the increase in the Step 3: Report and discussion atmosphere’s temperatures caused by - Move around to observe and provide help. the rise of gases, especially carbon - Call on some pairs to practise in front of the class. dioxide. - Student’s talk A: Oh, thank you. Step 4: Judgement - Comment on their performance. - Teacher checks students’ understanding by asking some checking questions. 4. APPLICATION (20’-IW, PW, GW) a. Objectives: - To help Ss learn about Earth Day around the world; - To give Ss reading practice for specific information. To provide Ss with practice of matching the activities people do on Earth Day and how they protect the environment. b. Content: - Task 3: Read the passage and tick the correct answers. - Task 4. Work in groups. Match the activities people do on Earth Day with their results. - Task 5: Work in pairs. Ask and answer about the things you and your friends do on Earth Day. - Home assignment. c. Product: - Students know about Earth Day, when and how it began, and how it is celebrated around the world - Take note home assignment. d. Implementation: Teacher’s instruction * EARTH DAY Activity 3. Read the passage and tick the correct 3. Read the passage and tick the answers. correct answers Step 1: Task delivering Suggested answers: - Ss read the passage for a few minutes. 1,3,4 - Make sure they understand the main ideas and offer explanations if needed. Step 2: Task performance - Ss’ observation - T may ask some comprehension questions: • When is Earth Day? • How many countries celebrate Earth Day? • What for? Step 3: Report and discussion - Then Ss work in pairs and do the task. - T explains if necessary. Step 4: Judgement - Check their answers as a class. Activity 4. Work in groups. Match the activities 4. Work in groups. Match the people do on Earth Day with their results. activities people do on Earth Day Step 1: Task delivering with their results. - Ss work in groups and do the matching. Suggested answers: - T goes round the class to monitor. 1. b 2. d Step 2: Task performance 3. a 4. c
16. - Ss’ observation - Match the activities people do on Earth Day with their results. Step 3: Report and discussion - Student’s talk Step 4: Judgement - Correct Ss’ mistakes. - T comments and gives feedback on Ss’ answers. Activity 5: Work in pairs. Ask and answer about 5: Work in pairs. Ask and answer the things you and your friends do on Earth Day. about the things you and your Step 1: Task delivering friends do on Earth Day. - Give Ss a few minutes to study the example first. Step 2: Task performance - Ss’ observation - Then Ss work in pairs, taking turns to ask and answer. Step 3: Report and discussion - Ss ask and answer about the things you and your friends do on Earth Day. - T goes round giving help when and where necessary. Suggested outcome: - Encourage them to say what they do (and like to do). A: What do you do on Earth Day? Step 4: Judgement B: We pick up litter and clean the - T comments and gives feedback on Ss’ answers. streets. And you? * Home assignment * Home assignment - T assigns the homework. - Prepare nlesson: Skills 1 - Do ex Part C in workbook. - Ss copy their homework. - T explains it carefully V. FEEDBACK: With 8A .. ... .. . .. . .
17. Period:59 UNIT 7: ENVIRONMENTAL PROTECTION Lesson 5: Skills 1 P77-78 Class Date of planning Date of teaching 8A 02/01/2024 24/01/2024 I. OBJECTIVES: * By the end of this unit, students will be able to: 1. Knowledge: + Vocabulary: contain (v); diverse (adj); medicinal (adj). + Language: - Reading about Con Dao National Park; Talking about Vu Quang + Pronunciation: Sounds: /bl/ and /kl/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities:- Love talking about enviroment. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW, GW) a. Objectives: To activate Ss’ knowledge of the topic of the reading text b. Content: - Tell Ss to look at the picture first. - Have them work in groups and give the names of the endangered species they know. - Encourage Ss to name as many names as possible. c. Product: - Students’ answers. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Work in groups. Look at the picture and say what you see. Then list the names of some endangered species you know. Step 1: Task delivering - Tell Ss to look at the picture first. - Have them work in groups. Step 2: Task performance Suggested answers: - Ss’ observation tigers, saolas, blue whales, sea lions, - Ss list the names of some endangered species you dugongs, giant pandas, etc know. Step 3: Report and discussion - Ss give the names of the endangered species they know.
18. - Encourage Ss to name as many names as possible. Step 4: Judgement - Teacher corrects for students (if needed) 2. KNOWLEDGE FORMATION (5’-IW) a. Objectives: - To teach Ss the vocabulary needed to understand the passage. b. Content: - Teacher shows pictures and asks students to find those in the passage. - Teacher checks students’ understanding with follow up questions. c. Product: - Students know how to use the target vocabulary. d. Implementation: Activity 1: Vocabulary pre-teaching New words: Step 1: Task delivering 1. contain (v) - Teacher explains the meaning of the new vocabulary 2. diverse (adj) by pictures. 3. medicinal (adj) - Teacher reveals that the words according to the pitures will appear in the reading text. Step 2: Task performance - Ss’ observation - Ss open their textbook to find these words. Step 3: Report and discussion - Teacher introduces the vocabulary. - Teacher checks students’ understanding with with follow up questions. Step 4: Judgement - Teacher checks students’ understanding by with follow up questions. 3. PRACTICE (15’-IW, PW, GW) a. Objectives: - To help Ss learn new vocabulary in context of the reading text - To help Ss develop their reading skill for main idea and for details b. Content: - Task 2,3 in Student book c. Product: - Students understand about Con Dao National Park d. Implementation: Activity 2. Read the text and choose the words or 2. Read the text and choose the phrases to make the following statements correct. words or phrases to make the Step 1: Task delivering following statements correct - Have Ss read the text quickly. Suggested answers: Step 2: Task performance 1. national parks - Ss’ observation 2. ecosystem - Ss find the places where these words / phrases appear. 3. endangered Step 3: Report and discussion 4. environment - Tell them to use the contexts in which these words appear to choose the right words / phrases. Step 4: Judgement - Check the answers as a class. - Confirm the correct answers. Activity 3. Read the text again and choose the correct 3. Read the text again and choose option A, B, or C. the correct option A, B, or C. Step 1: Task delivering Suggested answers:
19. - Ask Ss to do the task individually. 1. B - Tell them to read the passage two or three times. 2. A Step 2: Task performance 3. C - Ss’ observation 4. A - Ss read each question, pause to identify where it 5. C appears in the text, read that part carefully. Step 3: Report and discussion - Ss choose the correct answer. - Ask Ss to exchange their answers with a partner. - Explain the new words and clarify anything difficult. Ask some questions to see if they understand the text fully. - Call on some Ss to read the passage aloud. Step 4: Judgement - Check their pronunciation and intonation. - Check the answers as a class. - Teacher corrects for students as a whole class. 4. APPLICATION (15’-IW, PW, GW) a. Objectives: - To provide Ss with an opportunity to revise and use vocabulary related to environmental protection; - To give Ss practice in asking and answering about a national park - To help Ss practise talking about a national park, using the information in 4; - To help Ss improve their speaking skill b. Content: Ex. 4-5 in Student Book c. Product: - Students’ speaking d. Implementation: Activity 4: Work in pairs. Ask and answer about Vu 4: Work in pairs. Ask and answer Quang National Park. Look at the facts. about Vu Quang National Park. Step 1: Task delivering Look at the facts. - Give Ss some time to study the facts about Vu Quang National Park. Step 2: Task performance - Ss’ observation - Have Ss work in pairs and do the task. - Go round to monitor and give help when necessary. Step 3: Report and discussion - Call on some pairs to perform the task in front of the class. - T and other Ss listen and comment. - Encourage Ss to talk about other information that they Suggested outcome: know about Vu Quang National Park. A: Where is Vu Quang National Step 4: Judgement Park? - T comments and gives feedback on Ss’ answers. B: It’s in Vu Quang District, Ha Tinh Province Activity 5: Work in groups. Talk about Vu Quang 5: Work in groups. Talk about Vu National Park, using the answers in 4. Quang National Park, using the Step 1: Task delivering answers in 4. - Allow some time for Ss to think about how to give a Suggested outcome: speech, using the information they have. You can begin your talk with: Step 2: Task performance Vu Quang National Park is in - Have Ss work in groups of five or six.
20. - Ask them to use the answers in 4 and the vocabulary learnt in the unit to talk about Vu Quang National Park. - Give help when they have difficulty expressing their ideas. Step 3: Report and discussion - Call on some Ss to talk before the class. - Student’s talk Step 4: Judgement - T and other Ss listen and comment. - Teacher gives corrections and feedbacks. * Home assignment - T assigns the homework. * Home assignment - Ss copy their homework. - Prepare nlesson: Skills 2 - T explains it carefully - Do ex in workbook. V. FEEDBACK: With 8A . .. .. ... .. .