Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 7: Pollution - Năm học 2022-2023 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 7: Pollution - Năm học 2022-2023 - Trường THCS Nguyễn Chuyên Mỹ

1. LESSON PLAN ENGLISH 8 Planning date: Teaching date: 27/ 12/ 2022 8B: 9/ 01/ 2023 8D: 9 / 01/ 2023 Period 55 UNIT 7. POLLUTION Lesson 1: Getting started (P.6-7) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Vocabulary :- Read write and understand words and expressions : traffic jam (n), except (prep), used to (v), hey, great idea, can’t wait. - the lexical items related to the topic “Pollution”. - Language : Conditional sentences type 1, type 2 2. Skills: Listening, reading and speaking about different types of pollution. 3. Attitude and competencies: - Know more about different types of pollution and know how to keep the environment clean. - Understand and actively respond to questions about different types of pollution. 4. Competencies: - Form and improve such competencies as communication, presentation. II. PREPARATIONS: Teacher: text books, recording, laptop, projector Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Students may have difficulty in extending the conversation. - Guide them by making model conversation. IV. PROCEDURE: Teacher and Students' activities Contents and Board Display I. WARM UP (6’/IW) Chatting UNIT 7. POLLUTION Chatting Lesson 1: Getting started (P.6-7) - T introduces the topic “ POLLUTION” by asking some questions: T :- Which cause pollution? - What can we do to reduce the pollution? Ss answer. T asks ss to look at the picture and asks some questions about it - Who can you see in the picture? -Where do you think they are? -What do you think the people in the picture are talking about? + Play the recording. Ss listen and read to check their answers. II. NEW LESSON A. GETTING STARTED Act 1.Listen and read (15’/IW/PW) A project on pollution T introduces some new words. 1. Listen and read (real things, pictures, situation) * Vocabulary Check ‘R.O.R’ Cause(v) Gây ra T plays the recording. Come up with (v) Nghĩ ra Ss look at the conversation, listen to the tape and Dump(v) Bơm then work in pairs to practice the conversation. Illustrate(v) Minh họa T checks some pairs. Pollute(v) Ô nhiễm *Practice Pollution(n) Sự ô nhiễm 1a. Find the word/ phrase that means: Poison(n) Chất độc -T runs through 6 meaning Aquatic(adj) Dưới nước 1
2. LESSON PLAN ENGLISH 8 -Ss work individually to read the conversation *Practice again then find the word/ phrase with the given 1a. Find the word/ phrase that means: meaning in the conversation then share with a *Key: partner before discussing as class. 1. dead 2. aquatic 3. dump Watch out : 4. poison 5. polluted - Have ss look at the watch out box and read the 6. to come up with information. - T explains to ss that the expression ‘ I can’t believe my eyes’ means you are very surprised at Watch out : something you see. Act 1b. Answer the questions. 1b. Answer the questions. Ss work in pairs to ask and answer. *Key: T calls some pairs to read the questions and give 1. They are in Mi’s home village answers. 2. It’s almost black T gets feedback. 3. She is surprised because she sees the fish are dead 4. It is dumping poison into the lake 5. He is sneezing so much because the air is not clean Act 1c. Tick (V) true (T) or false(F), or no 1c. Tick (V) true (T) or false(F), or no information (NI) information (NI) - T runs through the sentences. *Key: - T lets ss read the conversation again to do this 1. F( It’s polluted by the factory) exercise. 2.T Ss do the exercise individually. 3.NI T asks for Ss’ answers as well as the explaination for 4.T their choices. 5.T - T calls some sss to write the correct answers on the 2. There are different types of pollution. board. Write each type under a picture( 7’) -T corrects the answer as a class. * Vocabulary: Act 2. There are different types of pollution. Radioactive(adj) Thuộc về phóng xạ Write each type under a picture( 7’) Radiation(n) Phóng xạ - Have Ss look at the pictures. Ask them what they Thermal(adj) Thuộc về nhiệt see in each picture. Visual(adj) Thuộc về thị giác - Now tell Ss that in the box are some types of *Key: pollution then run through the types of pollution A. radioactive pollution - Explain the new words so that Ss understand the B. noise pollution pollution types C. visual pollution - Ss work in pairs to write. D. thermal pollution - T calls some Ss to give their answers and write E. water pollution them on the board. F. land/ soil pollution - T confirms the correct answers. G. light pollution T asks ss to read the phrases again and corrects their H. air pollution pronunciation. 3. Complete the sentences with the types of Act 3. Complete the sentences with the types of pollution (5’) pollution (8’) *Key: - T has ss read through the sentences to get a general 1. thermal pollution 2. air pollution understanding. 3. radioactive 4. light pollution - Ss work individually then compare their answers 5. water pollution 6. land/soil pollution with a classmate. 7. noise pollution 8. visual pollution - T calls on some ss to give their answers - T confirms the correct answers and comments. III. WRAPPING-UP (7’) 4. Work in groups. Which types of pollution Act 4. Work in groups. Which types of pollution in 3 does your neighborhood face? Rank 2
3. LESSON PLAN ENGLISH 8 in 3 does your neighborhood face? Rank them in them in order of seriousness. Give reasons order of seriousness. Give reasons for your for your groups’ order. groups’ order. Find someone who never....... - T asks ss to work in groups of 6 ss to write down 1. ...walks to school Nam the pollution types their neighborhood faces and 2. ...goes to school by bus rank them in order of seriousness. 3. ...cycles for exercise - Ss work in groups of six to do. 4. ...takes a train - Have the class vote for the group with the best 5.... sails on/in a boat reason 6. ... flies by plane - Get feedback and correct. Choose the best answer: -Summarize the main point of the lesson. 1. They were well aware ____ the problem. (on/to/of/up) 2. I’ve come ____ an idea about the new project (up to/up with/up on/up in) 3. If we use water ____,more people will have clean water. (care/carefully/careless/carelessly) 4. The leaves of these trees are ___ to cattle. (poisoner/poison/poisoning/poisonous) 5. The lakes have been ___ with toxic waste from some local factories. (pollute/pollution/pollutes/polluted) IV. HOME ASSIGNMENT (2’) III. HOME ASSIGNMENT - T assigns the home assignment - Review the lesson. - Ss copy their home assignment - Do B1/ P.4-WB - T explains it carefully V. FEEDBACK : ..................................................................................................................................................................... ..................................................................................................................................................................... 3
4. LESSON PLAN ENGLISH 8 Planning date: Teaching date: 27/ 12/ 2022 8B: 12/ 01/ 2023 8D: 12/ 01/ 2023 Period 56 UNIT 7. POLLUTION Lesson 2: A closer look 1 (P.8-9) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Vocabulary : Use the words and phrases showing causes and effects relationships to describe the causes and effects of pollution. - Pronunciation : Pronounce words ending in- ic and-al correctly in isolation and in context 2. Skills: Listening, speaking about cause and effect of pollution. 3. Attitude : - Know more about the cause and the effect of the pollution. - Understand and actively respond to the cause and the effect of the pollution. 4. Competencies: - Form and improve such competencies as teamwork, , presentation , collaboration. II. PREPARATIONS: Teacher: text books, recording, laptop, projector. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Students may not be able to show cause/ effect relationship.. - Explain carefully by giving more example. IV. PROCEDURE: Teacher and Students' activities Contents and Board Display I. WARM UP (7’/GW) UNIT 7. POLLUTION * Brainstorming Lesson 2: A closer look 1 (P.8-9) - Divide the class into 2 two teams * Brainstorming -Ask ss from 2 teams turn by turn go to board to write kinds of pollution they remember from the Kinds of pollution previous lesson. - In 2 minutes the team with more right words is the + Suggestion: winner. - radioactive pollution - Introduce the new lesson - noise pollution -Tell them that in this lesson they are going to learn - visual pollution different forms of some words as well as phrases to - thermal pollution talk a bout the causes and effects of pollution - water pollution - land/ soil pollution - light pollution - air pollution II. NEW LESSON Vocabulary I. Vocabulary (18’/IW/PW) damage (n/v): Phá hủy -T elicits the new words using pictures and cause (n): Nguyên nhân explanation. effect (v): Kết quả Ss repeat in chorus and individually. litter (n): rác Check vocabulary “Slap the board” spill oil (n): Sự tràn dầu Act 1. Complete the table with appropriate verbs, defect (n): Khiếm khuyết nouns, and adjectives expose (v) Phơi - T has Ss look at the table in the book. Make sure fume (n) Hơi khói thải that they understand what to do. Contaminate (v) Làm bẩn - Ss complete the exercise individually and then - Repeat in chorus and individually compare their anwers with a partner - Copy all the words - T calls some Ss to give the answers. 1. Complete the table with appropriate verbs, - T confirms the correct answers. nouns, and adjectives 4
5. LESSON PLAN ENGLISH 8 T shows the complete table on the screen and asks ss *Key: to read chorally. 1. poison 2. contaminate 3.pollutant 2.Complete the sentences with the words from the 4. polluted 5. death 6. damage table 1. You do not need to use all the words. The 2.Complete the sentences with the words from first letter of each word has been provided. the table 1. You do not need to use all the - T has Ss read the sentences in 1 again to have a words. The first letter of each word has been general understanding and decide which word form provided. should be put in each blank * Key: -T points out that the provided letter is a clue to help 1. poisonous 2. pollutants them find the word. 3. dead 4. contaminated - SS do the exercise individually first then 5. damage 6. pollute compare with their partners. - T calls on some ss to give their answers then confirms the correct answers. * Language Box. - Have ss look at the language box and explain it. T: The words and phrases in the box express cause * Language Box. and effect relationships. + To talk about the causes of something we use: - Because/ since + clause - Due to/ because of + Noun phrase + To talk about the effects of something we use: -To cause/ to lead to/ to result in + N.ph - To make sb/sth do sth 3a. Decide which sentence in each pair of sentences 3a. Decide which sentence in each pair of is a cause and which is an effect. Write C ( for sentences is a cause and which is an effect. cause ) and E ( for effect) next to each sentence. Write C ( for cause ) and E ( for effect) next to Note that the words in brackets relate to activity 3b. each sentence. Note that the words in - T asks ss to read each pair of sentences and decide brackets relate to activity 3b. which sentence is a cause and which is an effect. *Key: - Ss work in pairs to do. 1. C- E 2. C- E 3. C- E 4. E-C 5. E-C - T calls some ss to give their answers then confirms the correct answers 3b. Combine the sentences in each pair into a new 3b. Combine the sentences in each pair into a sentence that shows a cause / effect relationship. new sentence that shows a cause / effect Use the cause or effect signal word or phrase given relationship. Use the cause or effect signal in brackets. You will have to add, delete or change word or phrase given in brackets. You will words in most sentences have to add, delete or change words in most - T asks ss to read the example then ask them what sentences changes they see in the sentence *Key: - Ss look at the language box again then do the 2.Oil spills from ships in the oceans and rivers exercise individually. lead to the death of many aquatic animals and - T calls on some ss to write the sentences on the plants . board. 3. Households dump waste into the river so it is - T confirms the correct answers. polluted. 4. Since the parents were exposed to radiation, their children have birth defects. 5. We cann’t see the stars at night due to the light pollution. 4. Work in groups. Look at the pairs of pictures. 4. Work in groups. Look at the pairs of Give as many sentences as possible to show cause / pictures. Give as many sentences as possible to effect relationships show cause / effect relationships -T asks ss to have a look at the pictures in1. Ask ss *Key: 5
6. LESSON PLAN ENGLISH 8 which picture shows the cause and which shows the 2. The soil is polluted, so plants can not grow effect 3. We won’t have fresh water to drink because - SS work in groups of 4 ss to write sentences of water pollution showing cause/ effect relationships 4. We plant trees , so we can have fresh air - T asks ss to wite on the board and T confirms the correct answers II. Pronunciation (13’/IW/PW) II. Pronunciation Stress in words ending in -ic and -al Stress in words ending in -ic and -al - T asks ss to look at the rules in the box and the examples. T goes through the rules with them. Ss look at their book and listen. Act 5. Listen and mark the stress in each word, 5. Listen and mark the stress in each word, then repeat it then repeat it - T asks ss to base on the rule to mark the stress for * Key: the words first. 1. ar’tistic 2. ath’letic 3. his’toric - Ss do it individually. 4.his’torical 5. ‘logical 6. ‘physical -T plays the recording for ss to stress the words. Ask 7. he’roic 8. po’etic 9. bo’tanic some ss to say where the stress in each word is. 10. bo’tanical - Confirms the correct answers Act 6.Underline the words ending in ic and circle 6.Underline the words ending in ic and circle the words ending in –al in the following sentences. the words ending in –al in the following Mark the stress in each word. Listen and check sentences. Mark the stress in each word. your answers, then repeat the sentences Listen and check your answers, then repeat -Have ss do the activity individually. the sentences T plays the recording for ss to check their answers. *Key: Then elicit the correct stress patterns from ss. 1. scien’tific 2. ‘national - T plays the recording again for ss te repeat the 3. ‘medical sentences . 4. ‘chemical 5. dra’matic - T asks some ss to read out the sentences III. WRAPPING-UP (5’) Choose the best answer: -Summarize the main points of the lesson 1. A. change B. chance C. chat D. chapter T asks ss some questions to make sure they’ve learnt 2. A. February B. member C. relate D. the lesson well. chemist 3. A. dump B. music C. vacuum D. during 4. A. moon B. food C. mood D. blood 5. A. chemical B. local C. cite D. cough IV. HOME ASSIGNMENT (2’) III. HOME ASSIGNMENT - T assigns the home assignment - Review the lesson. - Ss copy their home assignment - Do A1, A2,B1/P.3-4- W.B - T explains it carefully V. FEEDBACK : ..................................................................................................................................................................... ..................................................................................................................................................................... ......... 6
7. LESSON PLAN ENGLISH 8 Planning date: Teaching date: 27/ 12/ 2022 8B: 14/ 01/ 2023 8D: 15/ 01/ 2023 Period 57 UNIT 7. POLLUTION Lesson 3: A closer look 2 (P.9-10) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Vocabulary : the lexical items related to the topic ‘Pollution’ - Language: Use conditional sentence type 1 and type 2 correctly and appropriately to describe pollution. 2. Skills: Reading, speaking, listening and writing about pollution. 3. Attitude and competencies: - Know more and be able to choose suitable activities at present. - Understand and actively respond to questions about the distances and activities in the past. 4. Competencies: - Form and improve such competencies as pairwork, teamwork, presentation collaboration. II. PREPARATIONS: Teacher: text books, laptop, projector Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - There may not be enough time for all the activities. - Guide them and let them do at home. IV. PROCEDURES: Teacher and Students' activities Contents and Board Display I. WARM UP (5’/IW) UNIT 7. POLLUTION *Chatting Lesson 3: A closer look 2 (P.9-10) T asks ss some questions about the pollution problems that their neighborhood copes with. *Chatting II. NEW LESSON I. Grammar I. Grammar Conditional sentences type 1: Review (15’/IW/PW) Conditional sentences type 1: Review - T elicits the form and the use of the conditional * Form: sentence type 1 from ss. If + S+ V(Simple present), S+ will+V+O - Ss retell the form and the use of the conditional * Use: sentence type 1. - To describe a thing which is true or likely - Ss give some examples. happen in the future. Act 1. Put the verbs in brackets into the correct 1. Put the verbs in brackets into the correct form. form. - T explains, then give example • Key: - Ss work individually. Then compare their answers 1. recycle; will help. with a partner. 2. won’t dump; fines - T asks some Ss to read their sentences. 3. travel; will be T confirms the correct answers 4. will save; don’t waste 5.use; will have Act 2. Combine each pair of sentences to make a 2. Combine each pair of sentences to make a conditional sentence type 1. conditional sentence type 1. -T has ss to read the pairs of sentences. * Example: - Ss work individually to write the new conditional 1. Students will be more aware of protecting the sentence type 1 in 2 minutes. environment if teachers teach environmental - T calls on some ss to write their sentences on the issues at school. board. 2. When light pollution happens, animals will - T calls other ss to read and comment. change their behavior pattern. 7
8. LESSON PLAN ENGLISH 8 - T confirms the correct answers. 3. The levels of radioactive pollution will decrease if we switch from nuclear power ro renewable energy sources. 4.If the water temperature increases, some aquatic creatures will be unable to reproduce. 5. People will get more diseases if the water is contaminated. Conditional sentences type 2.(16’/IW/PW) Conditional sentences type 2. - T writes incomplete sentence on the board: * Form: If I were billionaire, I would .. If + S+ V(Simple past), S+ will+V+O -Ss complete the sentence orally. * Use: - T writes the most original answer on the board. - To describe a thing which is not true or - T uses the example to elicit the form, the use of the unlikely to happen in the present or future. conditional sentence type 2. - To give advice. - T asks ss to use the form to make another example. * Note: We can use both was and were with I/He/ She/ Act 3. Match an If – clause in A with a suitabe It in If clause main clause in B. 3. Match an If – clause in A with a suitabe - Ss work individually. Then compare their answers main clause in B. with a partner. * Key: - T asks some Ss to read their sentences. 1. b 2. c 3. d T confirms the correct answers 4. e 5. a Act 4. Put the verbs in brackets into the correct form. 4. Put the verbs in brackets into the correct - Ss work individually. Then compare their answers form. with a partner. * Key: - T asks some Ss to write their answers on the boards. 1. were; would do - Other Ss give comments and T gives corrections. 2. exercised; would be Act 5. Write a conditional sentence type 2 for each 3. had; would build situation, as in example. 4. tidied; wouldn’t be - T has ss quickly read the example and comment on 5. was/were; would grow. the example. 5. Write a conditional sentence type 2 for - Ss may see that the meaning of the original each situation, as in example. sentences was made opposite in the new conditional * Key: sentence. 1. If there weren’t so many billboards in our T lets Ss work individually to rewrite the sentences in city, people could enjoy the view. their notebooks then compare their answers with a 2. If there wasn’t/ weren’t so much light in the classmate. city at night, we could see the stars clearly. - While Ss do their task, T goes round to monitor the 3. If we didn’t turn on the heater all the time, whole class. we wouldn’t have to pay three million dong for - When Ss finish their task, call some to read out their electricity a month. sentences. 4. If the karaoke bar didn’t make so much noise - Let others give comments, T corrects mistakes if almost every night, the residents wouldn’t necessary. complain to its owner. 5. She wouldn’t have a headache after work everyday if she didn’t work in a noisy office. III. WRAPPING-UP (7’/GW) 6.Chain Game. Act 6.Chain Game. *Example: Ss work in groups to play the game. A: If each person plants a tree, there will be a Student A begins with a conditional sentence type 1 lot of trees. or type 2. B: If there are a lot of trees, the air will be Student B uses the end of student A’s sentence to cleaner. begin his/ her own sentence.. C: If the air is cleaner, fewer people will be ill. Student C do the same. Choose the best answer: 8
9. LESSON PLAN ENGLISH 8 1. Many scientists are concerned ___ the environmental today. (in/on/about/of) 2. Many people have received ___ treatment. (medicine/medic/medical/medically) 3. If the weather is fine,we ___ the mountain together. (climb/would climb/climbs/will climb) 4. Let’s ___ the topic for the upcoming presentation. (discuss/discussed/discussing/to discuss) 5. Water pollution makes some aquatic animals___. (dying/to die/die/died) IV. HOME ASSIGNMENT (2’) III. HOME ASSIGNMENT - T assigns the home assignment - Write sentences with each new words. - Ss copy their home assignment - Do part B4,5,6/P.5 – W.B. - T explains it carefully -Review the lesson. V. FEEDBACK : ..................................................................................................................................................................... ..................................................................................................................................................................... .......... 9
10. LESSON PLAN ENGLISH 8 Planning date: Teaching date: 27/ 12/ 2022 8B: 16/ 01/ 2023 8D: 16 / 01/ 2023 Period 58 UNIT 7. POLLUTION Lesson 4: Communication (P.11) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Vocabulary : read, write and understanding ‘permanent, earplug, affect, hearing loss, blood pressure.’ - Language: The Present Simple Tense. 2. Skills: Reading, speaking and writing about noise pollution. 3. Attitude and competencies: - Know more about bad effect of noise pollution and the ways of preventing it. - Understand and actively respond to noise pollution. 4. Competencies: - Form and improve such competencies as teamwork, communication, collaboration. II. PREPARATIONS: Teacher: text books, laptop, projector, the recording. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Students may not have enough knowledge about bad effect of the noise pollution . - T gives some extra information to encourage them to guess. IV. PROCEDURE: Teacher and Students' activities Contents and Board Display I. WARM UP (8’/IW) UNIT 7. POLLUTION Brainstorming Lesson 4: Communication (P.11) - Teacher elicits the topic from students ? Can you name some kinds of pollution that you Brainstorming know? ? What do you know about noise pollution? - Introduce the new lesson II. NEW LESSON I. Vocabulary:. (8’/IW) I. Vocabulary: * Vocabulary: - permanent(adj): vĩnh viễn -T introduce some vocab by using pictures, situations - earplug(n): cái nút tai -Ss repeat and write down in their book .. - affect(v):làm ảnh hưởng - hearing loss(n):mất thính giác - blood pressure(n) : huyết áp II. Practice - constant(adj): không dứt Act 1.Noise pollution is more common and more II. Practice damaging than many people relies. The Green 1.Noise pollution is more common and more organization is doing a survey on how much damaging than many people relies. The teenagersknow about this type of pollution. Help Green organization is doing a survey on how them answer the questions –(7’/IW) much teenagersknow about this type of - T has ss read the question in the questionnaire to pollution. Help them answer the questions make sure they understand everything. - Ss answer the questions individually, by circling their answers. Act 2. Compare your answers with those of a 2. Compare your answers with those of a classmate. How many different answers have you classmate. How many different answers have got? (5’/PW) you got? - T asks ss to work in pair to compare their answers and see if they have any different answer. 10
11. LESSON PLAN ENGLISH 8 - Ss work in pair to compare their answers - T asks some pairs to report on their differences Act 3. Now listen to a short presentation about 3. Now listen to a short presentation about noise pollution. How many correct answers have you noise pollution. How many correct answers got? (8’/IW) have you got? - T plays the recording twice for ss to check their * Key : answers. 1.B 2.C 3.A 4.B 5.C 6.A 7.A 8.C - Ss listen to the recording. If there are any incorrect answers, ss correct them T asks ss to give the answers and comfirms the correct answers. III. WRAPPING-UP (7’/GW) 4. Work in groups. Discuss other ways to Act 4. Work in groups. Discuss other ways to prevent noise pollution prevent noise pollution Choose the best answer: -T asks ss which of the eight questions in the 1. A. recycle B. factory C. renewable questionnaire proposes ways to prevent noise D. environment pollution. 2. A affect B. damage C. energy - Ss work in groups of 4 ss in five minutes to discuss D. happen more ways to reduce noise pollution 3. A. pollution B. begin C. headset - T asks ss to write their answers on a big piece of D. ambition paper and then present their answers 4. A. pressure B. power C. electric - Have ss vote for the best ways D. billboard *Summarize the main point of the lesson. 5. A. heroic B. renewable C. experience D. symptom IV. HOME ASSIGNMENT (2’) III. HOME ASSIGNMENT - T assigns the home assignment - Ss copy their home assignment - Do C1,2 /P. 6- W.B. - T explains it carefully -Review the lesson. V. FEEDBACK : ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..... 11
12. LESSON PLAN ENGLISH 8 Planning date: Teaching date: 27/ 12/ 2022 8B: / 01/ 2023 8D: / 01/ 2023 Period 59 UNIT 7. POLLUTION Lesson 5: Skills 1 (P.12) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Vocabulary : Revise the vocab about pollution. - Language: - Use conditional sentence type 1 and type 2 correctly and appropriately to describe pollution. 2. Skills: - Read for general and specific information about water pollution. - Talk about the cause and effects of water pollution as well as the ways to reduce it. 3. Attitude: - Get to know about water pollution as well as the way to reduce it. - Understand and actively respond to solutions to water pollution. 4. Competencies: - Form and improve such competencies as teamwork, and collaboration. II. PREPARATIONS: Teacher: text books, laptop, projector. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Weak students may find it difficult to catch up with the whole class. - Guide them carefully. IV. PROCEDURE: Teacher and Students' activities Contents and Board Display I. WARM UP (5’/PW) UNIT 7. POLLUTION Chatting: Lesson 5: Skills 1 (P.12) Chatting Act 1. Work in pairs. One of you looks at picture 1.Work in pairs. One of you looks at picture A, and the other look at picture B on page 15. Ask A, and the other look at picture B on page each other questions to find out the differences 15. Ask each other questions to find out the between your pictures? differences between your pictures? Ss work in pairs. * Suggested differences: S1 looks at picture A on page 12. Picture A Picture B S2 looks at picture B on page 15. - The ducks are white. - The ducks are black. They ask each other Yes/No questions to find out the -They’re going to the -They’re going from differences between the two pictures. lake. the lake. T models first with a strong ss. - There aren’t any - There are some T: Are there five ducks in your picture? factories near the factories near the S: Yes, there are. Are the ducks black in your picture? lake. lake. T: No, they’re white. - The lake water is - The lake water is . clean. dirty/ black. T calls some ss to report the differences. T asks ss what the picture tell them. Ss: Water pollution. II. NEW LESSON I. READING (20’/IW/PW) I. READING Act 1. Mi and Nick have decided to give a 1. Mi and Nick have decided to give a presentation on water pollution to the class. Read presentation on water pollution to the class. what they have prepared and answer the Read what they have prepared and answer questions. the questions. 12
13. LESSON PLAN ENGLISH 8 T uses different techniques to teach new words. * Vocabulary: Ss read individually and chorally. - untreated (adj): chưa được xử lý T asks ss to read the passage quickly and answer the - point source pollution (n): ô nhiễm có nguồn. questions. - non-point source pollution (n): ô nhiễm không Ss work individually to read and answer the nguồn ( nguồn phân tán) questions. - cholera (n): bệnh tả Ss underline the information while reading. *Key: T calls some ss to read the passage again. 1. The second pharagraph tells about the causes T calls some ss to write the answers on the board of water pollution. T checks and comments. 2. The third paragraph tells about the effects of water pollution. 3. It’s the water beneath the Earth’s surface. 4. They are industrial waste, sewage, pesticides, and herbicides. 5. They are pollutants from storm water and the atmosphere. 6. They use herbicides to kill weeds. Act 2. Read the text again and complete the notes 2. Read the text again and complete the notes about thte effects of water pollution. Fill each about thte effects of water pollution. Fill blank with no more than three words. each blank with no more than three words. Ss read the sentences quickly to underline the key * Key: words. Then they locate the key words in the passage 1. cholera. and pick the suitable words to fill each blank. 2. die - Ss work individually to do then compare with a 3. polluted water partner. 4.dead - T calls some ss to read aloud their answers. 5.aquatic plants - T confirms the correct answers. II. SPEAKING (15’/PW) II. SPEAKING Act 4. Work in groups and discuss the solutions to 4. Work in groups and discuss the solutions water pollution. Make notes of your answers. to water pollution. Make notes of your Ss work in groups to discuss the solutions to water answers. pollution. * Suggested ideas: Ss should go through each cause of water pollution in Factories dump industrial waste. their presentation and think of sollutions Solution 1: Give heavy fines to companies that T calls some Ss to report to the class. are found doing this. T and other students comments. Solution 2: Educate companies about the Act 5. Now complete the diagram of water environment. pollution. Use the information from the text for Solution 3: Give tax breaks to companies that the cause and effects and your group’s ideas for find ‘clean’ ways to dispose of their waste.5. the sollutions. Now complete the diagram of water T allows Ss to read individually in 2 minutes. Ss pollution. Use the information from the text work in groups in 6 minutes to complete the diagram for the cause and effects and your group’s on a large piece of paper. ideas for the sollutions. Act 6.Make a presentation about water Now 6.Make a presentation about water Now complete the diagram of water pollution. Use the complete the diagram of water pollution. Use information from the text for the cause and the information from the text for the cause effects and your group’s ideas for the sollutions. and effects and your group’s ideas for the T asks some groups to give a presentation about sollutions. water pollution. Other groups listen and comment. T and the class vote for the best presentation and T gives them marks. III. WRAPPING-UP (3’/IW) Choose the best answer: 13
14. LESSON PLAN ENGLISH 8 *Summarize the main point of the lesson. 1. Households dump waste ___ lakes and rivers. (in/into/on/onto) 2. Oil spill ___ ships in oceans and rivers makes many underwater animals die. (to/on/from/up) 3. Nothing would prevent him ___ acting for environment. (in/on/of/from) 4. The residents complain ___ the bar owner about its noise. (of/to/on/at) 5. Some local people use contaminated water __ cooking. (of/to/for/up) IV. HOME ASSIGNMENT (2’) III. HOME ASSIGNMENT - T assigns the home assignment - Do D1,2, 3/P.7- 9 – W.B. - Ss copy their home assignment - Review the lesson. - T explains it carefully V. FEEDBACK : ..................................................................................................................................................................... ..................................................................................................................................................................... .......... 14
15. LESSON PLAN ENGLISH 8 Planning date: Teaching date: 27/ 12/ 2022 8B: / 01/ 2023 8D: / 01/ 2023 Period 60 UNIT 7. POLLUTION Lesson 6 : Skills 2 (P.13) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Vocabulary : lexical items related to pollution. - Language: Use conditional sentence type 1 and type 2 correctly and appropriately to describe pollution. 2. Skills: Listen to get specific information about thermal pollution. Write about the causes and effectd of one pollution type. 3. Attitude : - Know more about causes and effects of different types of pollution. - Understand and actively respond to solutions to pollution. 4. Competencies: - Form and improve such competencies as pairwork, teamwork, communication. II. PREPARATIONS: Teacher: text books, laptop, projector, the recording. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Ss may get confused in writing. - Guide them carefully. IV. PROCEDURE: Teacher and Students' activities Contents and Board Display I. WARM UP (8’/IW) UNIT 7. POLLUTION * Chatting: Lesson 6 : Skills 2 (P.13) T shows pictures of traffic problems in big cities on the screen. Teacher asks ss some questions about the traffic jam. II. NEW LESSON I. LISTENING(15’/IW/PW) I. LISTENING Act 1.Describe what you see in the pictures and 1.Describe what you see in the pictures and talk talk about the relationship between them. about the relationship between them. T teaches some words to help ss to describe. * Vocab: Ss work in pairs, describing the pictures and the - algal bloom (n): relationship between them. - power station (n); - T calls on one or two ss to give their answers. - cooling system (n): - T plays the recording for Ss to check their * Key: answers. - The first picture shows an algal bloom in coastal seawater. - The second picture shows the cooling towers from a power station. - They are both related to thermal pollution. Act 2. Listen to part of a conversation on TV 2. Listen to part of a conversation on TV between a reporter and an environmentalist between a reporter and an environmentalist about thermal pollution. Complete the diagram. about thermal pollution. Complete the diagram. Use no more than three words for each blank. Use no more than three words for each blank. T tells Ss to quickly read the diagram and identify * Key: the form of the word/ phrase to be filled in each 1. hotter 2. Cooler 3. Cool 4.warm rivers blank. 5. warmer water 6.fish populations -Ss quickly read the diagram. 7. harmful 8. colour 15
16. LESSON PLAN ENGLISH 8 - T plays the recording twice. 9. poison 10. cool down. - Ss write the answers on their books. - T checks and confirms the correct answers. II. Writing.(15’/IW) II. Writing. Act 3. Work in pairs. Discuss the causes and 3. Work in pairs. Discuss the causes and effects effects of one type of pollution in your area. of one type of pollution in your area. Make Make notes in the diagram. notes in the diagram. - Ss work in pairs to discuss and decide which pollution type in their area. - Ss take notes of the causes and effects . - T moves around to offer help. Act 4.Imagine that you two are writing an article 4.Imagine that you two are writing an article for for the local newspaper about a type of pollution the local newspaper about a type of pollution in in your area. One of you writes about the causes your area. One of you writes about the causes and the other writes about the effects of the and the other writes about the effects of the pollution type you’ve just discussed in 3. pollution type you’ve just discussed in 3. - Ss stay with their partner. One writes about the causes and the other writes about the effects based on their notes from 3. - T reminds ss to use markers like firstly, secondly, finally to navigate from their points. - T moves around to offer help and take notes of any structures or language that ss are struggling with Act 5. Read each other’s work and put them together to make a complete article. 5. Read each other’s work and put them - Ss share their work with each other and combine it together to make a complete article. to make a complete article. * Sample article: WATER POLLUTION - T asks ss to add one or more sentences at the There are several types of pollution. However, beginning to introduce the topic and other ones at water pollution is the most serious in our area. the end to conclude their article.. It is caused by several factors. Firstly, families - Ss swap their writing. dump sewage into the river. In the past it was a - T asks for volunteer pairs to read their articles out very beautifu river, but now the water is almost to the class. black. Secondly, there are two new factories in our - Ss comment on them. area, and they are dumping chemical waste into the - T comments and gives mark. lake and 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 can not 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 alon g it anymore. People in our area are all aware of this problem, and we are thinking of some ways to solve it. III. WRAPPING-UP (5’/IW) Choose the best answer: *Summarize the main point of the lesson. 1. The water has become ____ with lead. (contaminate/ contamination/contaminated/contaminative) 16
17. LESSON PLAN ENGLISH 8 2. According to ____ research,tiny species may clean radioactive pollution. (scientific/science/scientist/scientifical) 3. Many household products are ____ harmful. (potential/potentially/potentialize/potentate) 4. We will give a talk about our ___ problems next week. ( environment / environmental/environmentally/ environmentalist) 5. The trees have been ____ in this area by the acid rain. (damage/damaged/damaging/damages) IV. HOME ASSIGNMENT (2’) III. HOME ASSIGNMENT - T assigns the home assignment - Ss copy their home assignment - Do E1,2/P.10– W.B. - T explains it carefully -Review the lesson. V. FEEDBACK : ..................................................................................................................................................................... ..................................................................................................................................................................... XÁC NHẬN CỦA BGH 17
18. LESSON PLAN ENGLISH 8 Planning date: Teaching date: 27/ 12/ 2022 8B: / 01/ 2023 8D: / 01/ 2023 Period 61 UNIT 7. POLLUTION Lesson 7: Looking back and Project (P.14-15) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Vocabulary : Review - Language: Review 2. Skills: Reading, speaking and writing about pollution problems. 3. Attitude: and competencies: - Know more about pollution problem and know how to solve them. - Understand and actively respond to lexical and grammatical points they’ve learnt in unit 7 4. Competencies: - Form and improve such competencies as teamwork, communication, and assessment. II. PREPARATIONS: Teacher: text books, laptop, projector. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Students may not have enough time to do project. - Guide them and let them do at home. IV. PROCEDURE: Teacher and Students' activities Contents and Board Display I. WARM UP (7’/GW) UNIT 7. POLLUTION * Game : Network Lesson 7: Looking back and Project (P.14- Exercise 2 P14: Write types of pollution in the 15) words in bracket * Game : Network - Organize the game for 2 teams. - Ask ss in each team write the types of pollution Types of pollution in 2 minutes * Key : - The team with more and correct words is the 1. radioactive pollution 2. noise pollution winner 3. light pollution 4. soil pollution 5. visual pollution 6. air pollution 7. water pollution 8. thermal pollution II. NEW LESSON I. Vocabulary: (9’/IW/PW) I. Vocabulary: Act 1. Complete the sentences with the correct form 1. Complete the sentences with the correct of the words in brackets. form of the words in brackets. - Ss do this exercise individually then *Key : compares their answers with a partner. 1. pollution 2. contaminated -T calls on some ss to write the answers on the 3. death 4. poisonous board. 5. pollutants -T confirms the correct answers. Act 2. Rewrite the sentences, using the words in 2. Rewrite the sentences, using the words in brackets. brackets. - Ss do this exercise individually then *Key : compares their answers with a partner. 1.The residents of the street cannot sleep -T calls on some ss to write the answers on the because of the loud noise from the music club board. 2.Vy had a stomachache since she ate a big -T confirms the correct answers. dinner II. Grammar (10’/IW/PW) 3. The road in front of my house was flood Act 3. Put the verbs in brackets into the correct due to the heavy rain form . 4.His mother is unhappy because his room is 18
19. LESSON PLAN ENGLISH 8 - Ss do this exercise individually then un tidy compares their answers with a partner. 5.Too much carbon dioxide in the atmosphere -T calls on some ss to write the answers on the causes global warming board. II. Grammar -T confirms the correct answers. 3. Put the verbs in brackets into the correct Act 4. Complete the sentences, using your own form . ideas . *Key: -T reminds ss to identify whether the sentence is a 1. won’t be. Don’t take conditional type 1 or 2. 2. continue, will be - Ss do this exercise individually then 3. were, would wear compares their answers with a partner. 4. do, will see -T calls on some ss to write the answers on the 5. would .. travel, didn’t have board. 6. wouldn’t be, didn’t take care -T checks and comments. 4. Complete the sentences, using your own ideas . III. Communication (6’/PW) III. Communication Act 5. Work in groups. Discuss what you would do 5. Work in groups. Discuss what you would or say in each situation. do or say in each situation. - Ask ss to work in 4 groups of 10 to discuss what *Example: they would do or say in each situation. A: If my neighbours littered near my house, I Each groups discuss one situation. would write them a letter explaining that it was - T calls 3 ss to read the example. making the neighbourhood dirtyy. - Ss work in groups to discuss the situation they B: Oh, I would put a large sign up saying ‘No choose. littering’. - T moves around the class to listen to their ideas. C: I think I would knock on their door and - T calls ss from each groups to give their ideas. explain that it was polluting the area. - Others listen and add more ideas. - T comments. Finished! Now you can Finished! Finally ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice if need be. IV. Project (10’) IV. Project What would you do if ..??? What would you do if ..??? -T guides Ss to work in groups to create a collage to show what you would do and give a presentation about it. - Ss Ss work in groups of five to do the project following the instructions in the book at home. T asks ss to bring their collage to class to explain and to display next period. III. WRAPPING-UP (3’/IW) Choose the best answer: *Summarize the main point of the lesson. 1. __ take a taxi,you will be late for the meeting. (If you not/Unless you/Because you/ For you) 2. If you ___ time,please write to me. (have/had/have had/has) 3. A. scientific B. dramatic C. athletic D. domestic 4. A. national B. chemical C. medical D. informal 5. A. medical B. hospital C. politic D. electric IV. HOME ASSIGNMENT (2’) III. HOME ASSIGNMENT 19
20. LESSON PLAN ENGLISH 8 - T assigns the home assignment - Ss copy their home assignment - Review the lesson. - T explains it carefully - Do Project V. FEEDBACK : ..................................................................................................................................................................... ..................................................................................................................................................................... ......... 20