Giáo án tiếng anh lớp 8 kì 2 soạn chuẩn cv 5512 mới nhất

Preparing day:……………… Teaching day:……………… PERIOD 55 - UNIT 7: POLLUTION LESSON 1: GETTING STARTED SUBJECT: ENGLISH (Total: lessons) A OBJECTIVES: Knowledge: After the lesson, students will be able to use lexical items related to the topic ‘Pollution’ to talk about types of pollution; use words and phrases showing cause/ effect relationships to describe the causes and effects of pollution Competences: - Talking about the environment problems today - Pair work/ group work/ individual 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 * Process: 1.Transfering the learning task: - Make a paper ball Throw the ball to a student in group A and he/ she has to call out one fairytale If he/ she is right, group A gets one point, then he/ she throws the ball to a student in group B The game stops when time is up The group with more points wins Now start the lesson Doing the task: - Ss work in groups A and B Reporting the task result and discuss: - Find the winner group 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 which cause pollution, e.g., cars, factories, cows, II Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS 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: Transfering the learning task: New words: Elicit some new words (gym, - to dump: vứt, bỏ, thải equipment, ….) - to illustrate: minh họa Doing the task: - poison (n,v): chất độc, làm độc - Ss: listen and repeat in individual first - poisonous (adj): độc, độc hại then the whole class - aquatic animal (n): động vật Reporting the task result and nước discuss: - presentation (n): trình bày - Call 3- Ss to read the words again - radioactive (a): thuộc phóng xạ Giving the remarks to their doing the - radiation (n): phóng xạ task: - thermal (a): thuộc nhiệt *Checking: rub out and remember - visual (a): thuộc 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: Practice: ? Look at page - Ask Ss to open their books and look Ex1 Listen and read at the picture Ask them some questions: Who can you see in the picture? Where you think they are? What can you see in the picture? What 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 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 Ex1b: 1.Transfering the learning task: - Ask Ss to task Doing the task: - Ss work independently - Ss exchange their answers with a classmate Reporting the task result and discuss: - T calls some to go the board to write their answer Giving the remarks to their doing the task: - Correct and give marks - Feedback Ex1c: - Ask them firstly to decide if the sentences are true, false or there is no information without reading the dialogue - Have some Ss write their answers on the board -Ask Ss to read the conversation again to check their answers - Confirm the correct answers Ex2: - Have Ss look at the pictures - Explain the new words so that Ss can understand the pollution types - Ss this activity in pairs a Find a word or phrase that means: Key: dead aquatic dump poison polluted to come up with b Answer the questions Key: They are in Mi's home village It's almost black She's surprised because she sees the fish are dead It's dumping poison into the lake He's sneezing so much because the air is not clean c Tick True (T), false (F) or no information (NI) Key: F (It's polluted by the factory.) 2.T NI 4.T 5.T Ex2 There are different types of pollution Write each type under a picture Key: - Call on some 5s to give their answers and write them on the board A radioactive pollution B noise pollution c visual pollution D thermal pollution E water pollution F land/ soil pollution Ex3 G light pollution - Have Ss read through the sentences to H air pollution get a general understanding T may Ex3 Complete the sentences with the teach some words which T thinks Ss types of pollution not know such as contamination thermal pollution - Ss this activity individually and air pollution then compare their answers with a radioactive pollution classmate light pollution - Call on some Ss to stand up and give Water pollution their answers Land/Soil pollution - Confirm the correct answers Noise pollution visual pollution 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 Further practice: to work in groups of five or six In five Ex4 Work in groups Which types of minutes, Ss write down the pollution pollution in does your types their neighbourhood faces and neighborhood face? Rank them in rank them in order of seriousness They order of seriousness Give reasons also have to give reasons for their for your group’s order order Vote for the group with the best Doing the task: reasons - 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 Reporting the task result and discuss: - T calls group representatives to present their group's order and reasons Giving the remarks to their doing the task: - T and other Ss vote for the group with the best reasons Preparing day:……………… Teaching day:……………… PERIOD 56 - UNIT 7: POLLUTION LESSON 2: A CLOSER LOOK SUBJECT: ENGLISH (Total: lessons) A OBJECTIVES: 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 showing cause/ 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 Competences: - Ss know the importance of keeping theenvironment clean - Individually, pairs work, groups work Quality: - Love the subject, be aware of studying better and protecting the environment B TEACHING AIDS: - Students: Materials: book, pen … - Teacher: Equipment: laptop, projector C TEACHING PROCEDURES: New lesson : I Activity 1: Warm up * 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: 1.Transfering the learning task: - Ask Ss to write the names of the types of pollution Doing the task: - Ss work in pairs to write Reporting the task result and discuss: - T calls two Ss to write on the board Giving the remarks to their doing the task: - T corrects and gives the remarks - Give feedback *Network: Types of pollution air pollution - Introduce the new lesson II Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS Teaching vocabulary *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: Vocabulary 1.Transfering the learning task: - to contaminate: làm bẩn - Have Ss Change the verbs into a - contaminant(n): chất gây bẩn noun(N), an adjective(Adj) or a verb - chemical waste: chất thải hóa học (V) - acid rain: mưa a xít Doing the task: - defect (n): thiếu sót, sai sót - Ss work individually or in pairs - to expose: để lộ, phơi bày Reporting the task result and - cause (n,v): nguyên nhân, gây discuss: - effect (n): kết -Have two Ss write their answers on the board and then confirm the correct answers Giving the remarks to their doing * Notes: the task: -Because/since and due to/because of T and other Ss give comments are used to talk about the causes of something -Have Ss look at the language box -Because and since are synonyms and Tell Ss that the words and phrases in they come before a clause the box express cause and effect - Other words and phrases in the box relationships express the effects of something - Have Ss read the example sentences - So comes before a clause and underline the clause, noun phrase, -To cause, to lead to and to result in are or infinitive synonyms and come before a noun - For more able Ss, T may have Ss phrase read the sentences and explain the -To make sb/sth sth is another way to rules themselves by using the words express the effects After and phrases somebody/something is an infinitive verb without to CAUSE because/ since + clause E.g: Because/ Since the water is polluted, the fish are dead due to/ because of + sth The fish are dead due to/ because of the polluted water EFFECT so + clause The water is polluted, so the fish are dead 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 sth The polluted water make the fish die III Activity 3: Practice *Aims: Ss know how to exercises *Content: Do exercises *Output: Students complete the exercises *Process: Ex1 Complete the table with appropriate - Have Ss look at the table in the verbs, nouns and adjectives book Make sure that they understand Key: what to poison contaminate - Ss complete the exercise individually pollutant4 polluted and then compare their answers with a death damaged partner - Call on some Ss to write their answers on the board - Check their answers Ex2 Complete the sentences with the - Have Ss read each sentence silently words from the table in 1… to have a general understanding and Key: decide which word form should be poisonous pollutants filled in each blank dead4 contaminated - Ss the exercise and then compare damage pollute their answers with a partner - Call on one or two Ss to give out the answers before confirming the correct ones Ex3a - Ask Ss to read each pair of sentences and decide which sentence is a cause and which is an effect - Ss compare their answers with a partner before giving the answers to the teacher - Confirm the correct answers Ex3 a: Decide which sentence in each … People throw litter on the ground (C)Many animals eat the litter and become sick (E) Ships spill oil in oceans and rivers (C) Many aquatic animals and plants die (E) Households dump waste into the river, (C) It is polluted.(E) Their children have birth defects (E)The parents were exposed to radiation (C) 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 … Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants Households dump waste into the river so it is polluted Since the parents were exposed to radiation, their children have birth defects We can't see the stars at night due to the light pollution Ex3b 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 Doing the task - Ss this activity individually and then compare their answers with a classmate Reporting the task result and discuss - Call on some Ss to write their sentences on the board - Others remark Giving the remarks to their doing thetask - T checks their answers and corrects them carefully - T can ask Ss to write all the sentences as homework Ex4 - Have Ss look at the picture in 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 Work in groups Look at the pairs of pictures Give as many sentences as possible to show cause/effect relationships Suggested answers: picture pair as possible on a sheet of paper When time is up, the group The soil is polluted, so plants can't with the most sentences is winner grow They stick their paper on the board We won't have fresh water to drink and read sentences aloud Other group because of water pollution give comments Other groups can add We plant trees, so we can have fresh sentences they have air 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: Pronunciation: Stress in words ending in -ic and -al - Ask Ss to look at the rules and the -Adding the suffix –ic changes the stress examples in the box Go through the of a word Stress the syllable rules with them For a more able class, immediately before the suffix have Ss give some more examples Example: ‘atom -> a’tomic -Adding the suffix –al to a word does not change its stress Example: ‘music -> ‘musical Ex Note: If a word can take both suffixes: 1.Transfering the learning task: one ending in –ic and the other ending - Ask Ss to task 5: Ss listen and in –al, both words have the stress on the repeat same syllable Doing the task: Example: - Play the recording for Ss to stress the E’conomy -> eco’nomic -> eco’nomical words Ask some Ss to say where the Listen and mark the stress in each stress in each word is word, then repeat it Play the recording as many times as Key: necessary ar’tistic ath’letic Reporting the task result and his’toric his’torical discuss: ’logical ’physical - T calls some to read loudly he’roic po’etic Giving the remarks to their doing bo’tanic 10 bo’tanical the task: - Correct and give marks - Feedback IV Activity 4: Application *Aims: Help SS to practice morewithwords ending in-icand-al * Content: practice the pronunciation * Output:Almost all the students can the task well * Process: Ex6: 1.Transfering the learning task: Underline the words ending in –ic and circle the words ending in –al in the following sentences Mark the stress in each word Doing the task: - Work individually -Play the recording for Ss to check their answers - Then elicit the correct stress pattern from Ss - T plays the recording again for Ss to repeat the sentences Reporting the task result and discuss: Ask Ss to read out the sentences Giving the remarks to their doing the task: T check and give the correct ones for the whole class 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 Key: scientific ’national ’medical ’chemical dra’matic -Preparing day:……………… Teaching day:……………… PERIOD 57 - UNIT 7: POLLUTION LESSON 3: A CLOSER LOOK SUBJECT: ENGLISH (Total: lessons) A OBJECTIVES 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 and type correctly and appropriately to describe pollution - Vocabulary: Know some words related to the topic “Pollution” - Phonetics: The way to pronounce the words in the lesson - Grammar: Conditional sentences type and type 2 Competences: - Ss know the importance of keeping theenvironment clean - Individually, pairs work, groups work Quality: - Love the subject, be aware of studying better and protecting the environment 10 ... Tick True (T), false (F) or no information (NI) Key: F (It''s polluted by the factory.) 2. T NI 4.T 5.T Ex2 There are different types of pollution Write each type under a picture Key: - Call on... (n): đềxiben (đơn vị đo cường độ the board âm thanh) - Others remark a vacuum cleaner (n): máy hút bụi Giving the remarks to their doing buzzing (n): tiếng vo vo/vù vù thetask - T checks Ss’ answers... Equipment: laptop, projector C TEACHING PROCEDURES: New lesson I Activity 1: Warm up Ex1 page 12: Chatting 18 *Aims:Ss can describe the different between two pictures and lead in the waters pollution