Giáo án Tiếng Anh Lớp 8 - Tiết 55+56+57

Nội dung text: Giáo án Tiếng Anh Lớp 8 - Tiết 55+56+57

1. week: 20 Preparing date: Period: 55 Teaching date: UNIT 7: POLLUTION Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about a factory in Mi's home village for details and then do some related exercises. - use lexical items related to the topic ‘Pollution’ to talk about types of pollution 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV./. Procedure Ss and T’s activities Content 1.Warmer (5'): Shark attack - Teacher gives instruction A project on pollution ? Guess one by one letters. (-/ / / ) - Teacher gets feedback. 2. Getting started: (10') - poison (n/v): chất độc, làm Vocabulary nhiễm độc - Teacher use different techniques - dump (v): vứt, bỏ to teach vocabulary (situation, - aquatic (adj): dưới nước realia) - illustrate (n): hạt chuỗi - Follow the seven steps of teaching vocabulary - thermal (n): ô nhiễm nhiệt pollution - radioactive (n): ô nhiễm phóng pollution xạ - visual pollution (n): ô nhiễm ánh sáng 1
2. - billboard (n): biển quảng cáo ngoài trời - Repeat in chorus and individually - Copy all the words * Checking vocab: Matching Key: (Activity 2 P7) A.radioactive pollution B. noise pollution C. visual pollution D. thermal pollution E. water pollution F. land/ soil pollution G. light pollution H. air pollution Listen and read - Answer the questions individually. * Set the scenes: * Suggested answers Ask Ss to open their books and look - Nick and Mi. at the picture. Ask them some - They are near a factory. questions: Who can you see in the picture? Where do you think they are? What can you see in the picture? What do you think the people in the - I/We can see a factory dumping exhaust picture are talking about? fume and poison into the lake. Ss answer the questions as a class. - They are talking about pollution. - Play the recording twice. ? Listen and read then check your answer for the last question. - Listen and read - Accept all possible answers from Ss without any correction. 3. Doing (20'') 3.1. Find the words / phrases (1a P7) Key: 1. dead 2. aquatic 3. dump ? Share answers with your partner. 4. poison 5. polluted 6. to come up - Teacher gets feedback with - Have Ss look at the Watch out! box and quickly read the information. Ask them if they know This expression means you are very what I can’t believe my eyes means. surprised at something you see. 3.2. Answer the questions (1b. P7) - Have Ss read the questions to Key: make sure they understand them. Ss 1. They are in Mi’s home village. read the conversation again to 2. It’s almost black. answer the questions. Ss exchange 3. She’s surprised because she sees the fish are dead. 2
3. their answers with a classmate. Call 4. It’s dumping poison into the lake. on some Ss to write their answers 5. He’s sneezing so much because the air is on the board. Check their answers. not clean. 3.3. Tick T, F or NI (1c P7) ? Read the sentences quickly ? Firstly to decide if the sentences Key: are true, false or there is no 1. F ( It’s polluted by the factory). information without reading the 2. T dialogue. 3. NI - Then have some Ss write their 4. T answers on the board. 5. T ? Read the conversation again to check - Confirm the correct answers. 3.5. Complete the sentences (3 P7) ? Work individually to do the task Key: then compare their answers with a 1. thermal pollution 2. Air partner. pollution T may teach some words which T 3. radioactive pollution 4. light thinks Ss do not know such as pollution communication. 5. Water pollution 6. Land/ soil pollution 7. Noise pollution 8. visual pollution Group work ? Work in groups of five or six. - In five minutes, Ss write down the - discuss and write the pollution types their pollution types their neighbourhood neighbourhood faces and rank them in order of seriousness. faces and rank them in order of seriousness. They also have to give reasons for their order. - Call group representatives to present their group’s order and reasons. - present ? Vote for the group with the best reasons. (If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types.) 4. Further practice (2') ? Make a list of types of pollution? - Answer individually 3
4. 5. Production(2') ? Learn by heart all the new words. ? Do Ex B1,2 , 3 P4 (Workbook) - Take note ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about pollution. o0o week:20 Preparing date: Period:56 Teaching date: UNIT 7: POLLUTION Lesson 2: A Closer Look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Learn more words about pollution - Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution - Pronounce the words ending in –ic and –al correctly in isolation and in context 2. Skills: Speaking, listening,use of English. 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV./. Procedure Ss and T’s activities Content 1.Warmer (5'): Calling out Ask Ss to call out the types of Examples: pollution they learnt in the 1. thermal pollution 2. Air previous lesson. pollution -> You are going to learn 3. radioactive pollution 4. light different forms of some words pollution as well as some words/ phrases 5. Water pollution 6. Land/ soil 4
5. to talk about the causes and pollution effects of pollution. 7. Noise pollution 8. visual pollution 2. Vocabulary (15') contam (v) làm bẩn 2.1. Teaching vocabulary inate : - Teacher use different cause (n/ nguyên nhân, gây ra techniques to teach vocabulary v): (situation, realia) effect (n: làm ảnh hưởng - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the - Repeat in chorus and individually board - Copy all the words 2.2. Complete the table (1 P8) Have Ss look at the table in the Key: book. Make sure that they 1. poison 2. contaminate understand what to do. 3. pollutant 4. polluted ? Complete the exercise 5. death 6. damaged individually - Check their answers. 2.3. Complete the sentences (2 P8) ? Read each sentence silently to Key: have a general understanding 1. Poisonous 2. Pollutants and decide which word form 3. Dead 4. Contaminated should be put in each blank. 5. Damage 6. Pollute - For example, the word to be filled in the blank in sentence 1 is an adjective. ? Do the exercise and then compare - Call on one or two Ss to give out the answers before confirming the correct ones 2.4. Study the language box ? Look at the language box. - Tell Ss that the words and - because/since and due to/because of are phrases in the box express cause used to talk about the causes of something. and effect relationships. Ss have - Because and since are synonyms and they learnt so, because and because come before a clause. of. Quickly go through the rest - Other words and phrases in the box express of words/phrases as follows: the effects of something. So comes before a clause. To cause, to lead to and to result in are synonyms and come before a noun phrase. To make sb/sth do sth is another way to express the effects. After somebody/something 5
6. is an infinitive verb without to. Have Ss read the example CAUSE EFFECT sentences and underline the because/ since + so + clause clause or noun phrase. clause The water is polluted, E.g: Because/ Since so the fish are dead. the water is polluted, the fish are dead. due to/ because of + to cause sth/ to lead sth to sth/ to result in The fish are dead due sth to/ because of the The polluted water polluted water. causes/ results in the dead of fish. to make sb/ sth do sth The polluted water make the fish die. 2.5. Activity 3a Ask Ss to read to each pair of 1. People throw litter on the ground. C sentences and decide which Many animals eat the litter and become sick. sentence is a clause and which E is an effect. Ss compare their 2. Ships spill oil in oceans and rivers. answers with a partner before C Many aquatic animals and plants die. giving the answers to the E teacher. Confirm the correct 3. Households dump waste into the river. answers. C It is polluted. E 4. Their children have birth defects. E The parents were exposed to radiation C . 5. We can’t see the stars at night. E There is too much light pollution. C 2.6. Activity 3b 2. Oil spills from ships in oceans and rivers ? Combine the sentences in each lead to the death of many aquatic animals and pair into a new sentence that plants. shows a cause/ effect 3. Households dump waste into the river so relationship it is polluted. 4. Since the parents were exposed to radiation, their children have birth defects. 5. We can’t see the stars at night due to the light pollution. 3. Pronunciation (15'') Adding the suffix –ic changes the stress of a 3. 1. Stress in words ending in word. Stress the syllable immediately before 6
7. –ic and –al the suffix. Ask Ss to look at the rules in the Example: box and the examples. Go ‘atom -> a’tomic through the rules with them. For Adding the suffix –al to a word does not a more able class, have Ss give change its stress. some examples. Example: ‘music’ -> ‘musical Note: If a word can take both suffixes: one ending in –ic and the other ending in –al, both words have the stress on the same syllable. Example: E’conomy -> eco’nomic -> eco’nomical 3.2. Listen and mark the stress (5 P9) Key: Play the recording for Ss to 1. ar’tistic 6. ‘physical stress the words. Ask some Ss to 2. ath’letic 7. he’roic say where the stress in each 3. his’toric 8. po’etic word is. Confirm the correct 4. his’torical 9. bo’tanic answers. Play the recording 5. ‘logical 10. Bo’tanical again for Ss to repeat the words. Call on some Ss to read out the words. 3.3. Activity 6 p9 Have Ss do the activity 1. According to scientific research, tiny individually. Play the recording species may help clean radioactive pollution. for Ss to check their answers. 2. Water quality has become a national Then elicit the correct stress problem. patterns from Ss. Play the 3. Many people have received medical recording again Ss to repeat the treatment because of the disease. sentences. Ask some Ss to read 4. Chemical waste can cause water pollution. out the sentences. 5. The reduction in air pollution was dramatic last year. Key: 1. scien’tific 2. ‘national 3. ‘medical 4. ‘chemical 5. dra’matic 3.4. Activity 4 P8 - Divide the class into 12 Suggested answers: groups. Two groups work with 2. The soil is polluted, so plants can’t grow. the same pair of pictures in 2, 3 3. We won’t have fresh water to drink because or 4. of water pollution. ? In three minutes, groups of Ss 4. We plant trees, so we can have fresh air. write down as many sentences based on the given picture pair 7
8. as possible on a sheet of paper. - When time is up, the group with the most sentences is the winner. 4. Further practice (2') ? Make a list of words ending in - Answer teacher's questions. -ic and -al .5. Production(2') - Say out the words ? Learn by heart all the new words. ? Do Ex A1, 2,3 P3 (wortkbook) - Take note ? Prepare: Unit 1: Closer Look 2 - Collect pictures, songs, clips talking about pollution. o0o week: 20 Preparing date: Period: 57 Teaching date: UNIT 7: POLLUTION Lesson 3: A Closer Look 2 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution 2. Skills: Use of English. 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV./. Procedure Ss and T’s activities Content 1.Warmer (5'): Recall Conditional sentences type 1: Conditional sentences type 1 review The conditional sentence type 1 8
9. Elicit the form and use of the describes a thing which is true or is conditional sentence type 1 from Ss. likely to happen in the present or Ask Ss to give some example future. sentences. If + subject + V (present simple), subject + will/can + V (bare infinitive) 2. Grammar 1 (15') Conditional sentences type 2 Conditional sentences type 2 The conditional sentence type 2 - Teacher elicits the form, use of the describes a thing which is not true or is conditional sentences type 2 from unlikely to happen in the present or students. future. ? Give examples If + subject + V (past simple), subject + would/could/might + V (bare infinitive) Example: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here) The conditional sentence type 2 can be used to give advice. Example: If I were you, I would see the doctor immediately. Note: We can use both was and were with I/he/she/it in the if-clause. 3. Practice (15'') 3.1. Activity 1P9 Key: Ss do this exercise individually then 1. recycle; will help compare their answers with a partner. 2. won’t dump; fines Have Ss read out their answers. 3. travel; will be Confirm the correct ones. 4. will save; don’t waste 5. use; will have 3.2. Activity 2 P10 ? Read the pairs of sentences. Key: - Ask two Ss to write the new 1. Student will be more aware of conditional sentences type 1 on the protecting the environment if teachers board while other Ss write own teach environmental issues at school. sentences. 2. When light pollution happens, - Give feedback on these sentences animals will change their behavior and ask other Ss to correct them if patterns. necessary. 3. The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources. 4. If the water temperature increases, some creatures will be unable to reproduce. 9
10. 5. People will get more diseases if the water is contaminated. 3.3. Activity 3 P10 Ss do this exercise individually, and Key: 1. b 2. c 3. d 4. e then compare their answers with a 5. a classmate. Check Ss’answers. 3.4. Activity 4 P10 Ss do this exercise individually. Key: Invite two Ss to the board to write 1. were; would do their answers. Go through the 2. exercised; would be answers with the class. Have other Ss 3. had; would build correct the answers if necessary. 4. tidied; wouldn’t be 5. was/were; would grow 3.5. Activity 5 P10 Key: ? Quickly read the example. 2. If there weren’t many billboards in - Ask Ss to comment on the example. our city, people could enjoy the view. - the meaning of the orginal 3. If there wasn’t/weren’t so much sentences was made opposite in the light in the city at night, we could see new conditional sentence. (i.e. the stars clearly. positive into negative form for the 4. If we didn’t turn on the heater all first sentence and negative into the time, we wouldn’t have to pay three positive for the second sentence). million dong for electricity a month. ? Do this exercise individually and 5. If the karaoke bar didn’t make so then compare the answers with a much noise almost every night, the classmate. Ask one or two Ss to write residents wouldn’t complain to its their sentences on the board. owner. 6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office. Chain game Example ? Work in groups of five or six A: If each person plant a tree, there will ? Keep the chain going for as long as be a lot of trees. possible using type 1 or 2 conditional B: If there are a lot of trees, the air will sentences. be cleaner. - If a group hesitates for more than 10 A: If the air is cleaner, fewer people will seconds they are out. be ill. - walk around the class listening to groups and monitoring the game. Groups that are still going when the five minutes is up are the winners. Note that the aim is to practice the language in a fun, verbal way so be sure to keep the atmosphere light. 10
11. 4. Further practice (2') ? How do we use conditional - Answer teacher's questions. sentences type 1 and 2? .5. Production(2') ? Learn by heart all the new words and structures - Take note ? Do B4, B5, B6 P5 (Work book) ? Prepare: Unit 7: Communication - Collect pictures, songs, clips talking about pollution. o0o Kiểm tra ngày tháng năm 2017 . 11
12. week:21 Preparing date: Period:58 Teaching date: UNIT 7(CONT) Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Read some articles on the 4T website for general and specific information about . - Understand some abbreviations and talk how they spend their free time. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV./. Procedure Ss and T’s activities Content 1.Warmer (5'): Introduction - Have a student talk about a leisure activity (from you, your friends or Work individually someone you know) a bit unusual. Answer individually ? Listen and give your opinions about Listen this activity: boring, interesting, strange, challenging, etc. 2. Communiction 1 (15') 2.1. Teaching vocabulary - Teacher use different techniques to - window (n): đi chơi ngắm đồ teach vocabulary (situation, realia) shopping bày ở cửa hàng - Follow the seven steps of teaching - weird (adj) kì cục vocabulary : * Checking vocabulary: What and where - addicted (adj) nghiện (thích) cái : gì - hang out (v): đi chơi với bạn bè - imagination (n): sự tưởng tượng - Repeat in chorus and individually - Copy all the words 12
13. 2.2. Open prediction * Set the scene: You are going to read about some Ss and T’s activities teenagers do in their spare time. ? Cover the text and just look at the photos ( with name and country ). - Encourage Ss to guess what these - Guess students in the photos like doing as leisure Ss and T’s activities. - Read and play a memory game in - Then set a reading time limit competing groups ? Close books and play a memory game in competing groups. ? Tell how much information you can remember from the text. - Motivate Ss by counting every detail they remember without any checking comprehension 3. Communiction 2 3.1. Study the abbreviation - Ask Ss if they notice any other particular features of the text. - Work in groups - drawing their attention to the form of the text (e.g. its layout and the abbreviation). Explain that this is - Listen from a webpage and that these abbreviations are informal language that is used online and in texting messages. - Introduce the first abbreviation. ? Work in pairs to complete the task. - pair work ? Add to the dictionary with any other abbreviations you know that are used online. ? Work in pairs to create your own mini dictionary, then ask other pair to guess the meaning. 3.2. Complete the table Who? What activity is What does - Have Ss work in pairs or small mentioned? he/she thick groups to complete the table. Allow of it? Ss to read the text more closely to Emily -hanging out with She loves it. fill in the table. friend ( window shopping) -working as a volunteer Hang Cloud watching She adores it. 13
14. It’s easy Linn Going to community She loves it centre, painting, dancing, doing drama Minh -playing football -helping his aunt in He likes it. running cooking class He’s fun. Manue -Playing computer He’s addicted l games to it. -doing judo It’s Ok. ? Work in pairs to put the leisure Ss - Pair work and T’s activities in the text in order from the most interesting to the most boring. - Once they have their list, form a bigger group of four and each pair - Work in group shares their list with the other. ? Discuss, give opinions, and negotiate with each other in order to agree on a mutual list. 4. Further practice (2') ? Sum up the main content of the - Answer teacher's questions. lesson .5. Production(2') ? Learn by heart all the new words and structures - Take note ? Do C1, 2, D1 P 6-7 (SBT) ? Prepare: Skill 1 - Collect pictures, songs, clips talking about pollution. o0o week:21 Preparing date: Period:59 Teaching date: UNIT 7(CONT) Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Read for general and specific information about the positive and negative effects of using computer. - Talk about the impacts of using the computer and find out the solution. 2. Skills: Speaking, reading, 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 14
15. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV./. Procedure Ss and T’s activities Content 1. Warmer (5'): Listing - Divide the class into two teams Benefits of using computer or ? Discuss and make a list of benefits of mobile phone for leisure Ss and T’s using computer or mobile phone for activities leisure Ss and T’s activities E. g: ? Take turns to write on the board. - means of e-mail or chatting - Get feedback. - a source of information (news, articles, the weather forecast ) - a source of entertainment (music, movies, games ) ? What are the harmful things of using computer or mobile phone for leisure Ss and T’s activities? Answer individually 2. Reading(15') 2.1. Vocabulary - Teacher use different techniques to - virtual (adj): thực sự teach vocabulary (situation, realia, - effect (n): sự ảnh hưởng, hậu situation, explanation) quả - Follow the seven steps of teaching vocabulary - mind (n): tâm trí, trí tuệ - exist (n): tồn tại, hiện có * Checking vocab: Matching - Repeat in chorus and individually - Copy all the words 2.2. Activity 1 (Read and choose the correct answer) * Set the scene: ? Look at the title and the picture and predict what you are going to read. - We are going to read about a student Study the picture and guess named Quang. 15
16. - Encourage Ss to develop their ideals by guessing what Quang’s story is about. ? Read the text and underline any words you don’t know. Key: ? Work individually to choose the best answer. 1. B 2. C 2.3. Activity 2 (Write the questions) Key: ? Look at the keywords in the responses 1. Is Quang’s garden real? in order to find out the questions. 2. What is the problem with using ? Work individually then compare their technology in your free time? answers with a partner. 3. What leisure Ss and T’s activities do teenagers do these days? 4. What are the benefits of using the computer? 3. Speaking (15'') 3.1. Activity 1 (Exervise 4 P12) ? Study the language in the Language Giving an opinion: notes box. - I think that ? How do you give an opinion? - In my opinion ? How do you ask for an opinion? Ask for an opinion - What do you think? - How do you feel about that? Agreeing: I agree with you./ That's so true./ Exactly Disagreeing: I'm afraid I don't agree./ I don't think - Explain to Ss that these speech bubbles so. are from Quang and his parents. A: In my opinion, computer games ? Work in pairs and say why you think train your mind who says what, based on the information and your memory. from the passage. Go through the phrase B: That’s so true./ I’m afraid I don’t in the Language notes box with Ss. agree. - Then choose a speech bubble and combine it with the language in the Key: Language notes box. - Teacher's book: P12 - Ask for volunteers to demonstrate their exchanges. 3.2. Role play (task 5 P12) - Arrange Ss into three groups: Speak in front of the class. Group 1: plays Quang Group 2: plays Quang’s parents Group 3: plays his teacher. 16
17. ? Brainstorm how you are going to express your opinions. - When they are ready, put Ss into new groups which contain Quang, Quang’s parents, and Quang’s teacher. - Tell Ss that they can use the language in 4 for their role-play, and emphasise in the Study skill box should be used in their discussion. - Call on two or three groups to repeat their role-play for the class 4. Further practice (2') ? How do you give and ask for an - Answer teacher's questions. opinion? ? Recall the respond. .5. Production(2') ? Learn by heart all the new words and - Take note structures ? Do D2 P 8 (Workbook) ? Prepare: Skill 2 - Collect pictures, songs, clips talking about pollution. o0o week:21 Preparing date: Period:60 Teaching date: UNIT 7(CONT) Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Listening for specific information about ways of spending time with friends - Write to discuss an opinion about leisure Ss and T’s activities 2. Skills: Listening, writing. 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . 17
18. IV./. Procedure Ss and T’s activities Content 1. Warmer (5'): Sharing ? Share some of the things you often enjoy doing with friends in your free - work in pairs time. ? Then tell each other what you usually do with your friends. - Ask some pairs to volunteer to tell the class if they find each other’s answers interesting 2. Listening(15') 2.1. Pre questions * Set the scene: You are going to a radio programme. ? Run trough the questions in 2 P13 and underline the key words. - Read the questions and think of the ? Think of the answers first. answers - Teacher gets Ss' prediction and write Key: on the board. 1. The topic of this week’s programme ? Listen and check your prediction. is hanging out with your friends. 2. There are two main ways: hanging indoors or outdoors. 2.2. Listen and complete the table - Play the recording as many times as Key: 1. movies 2. needed. Ss work individually then cinema compare answers with their partner. 3. crafts 4. sports 5. physical health 6. ? Listen and choose the correct people answer. 7. cultural centres 3. Writing (20') 3.1. Complete the paragraph (Activity 4 P13) ? Cover the box and write some of - Answer teacher's questions these words/phrases on the board. ? Where in a paragraph they often see these words? Key 1. In my opinion/ I believe ? What could be the purpose for using 2. Firstly them. 3. Secondly ? Work individually to complete the 4. Besides/also/in addition task, and discuss their answers with a 5. for these reasons/in short/as I partner. have noted 18
19. - Remind Ss that for some gaps there is more than one correct answer 3.2. Activity 5 P13 Sample: ? Work in small groups where each I believe the best leisure activity for chooses one question . teenagers is any group activity. This - Then agree on an opinion and work could be playing a team sport or joining together to brainstorm the ideals to a hobby group or even volunteering. argue for your points. Firstly, teenagers like to feet that they - Each member will need to write belong to a group. Secondly, being part his/her own piece. of a group helps teenagers make friends. ? Remember to use the connectors Friendships are very important to you have earlier in order to better teenagers. In addition, they will make organize your ideals. friends with people who have the same - Let some students read their writing. interests as them. For these reasons I think group Ss and T’s activities are best for teenagers. 4. Further practice (3') How to write a webpage about - Answer teacher's questions. school? .5. Production(2') ? Do E1,2, 3 P 8 (Workbook) ? Prepare: Looking back - Take note - Collect pictures, songs, clips talking about pollution. o0o Kiểm tra ngày tháng năm 2017 . 19
20. week:22 Preparing date: Period:61 Teaching date: UNIT 7(CONT) Lesson 7: Looking back and project I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 1. 2. Skills: Use of English 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV./. Procedure Ss and T’s activities Content 1. Vocabulary (10') 1.1. Activity 1 ? Complete this exercise individually ? explain your answers - Accept different answers if Ss explain their decisions logically. 1.2. Activity 2 Key: ? Work individually. Rearrange the letters 1. socializing with friends to find the name of the Ss and T’s 2. relaxing activities 3. communicating with friends 4. doing DIY 5. meeting 6. making crafts. 2. Grammar (20') 2.1. Activity 3 - Ask students to refer to grammar point 1. working 2. learning/ on page 9 and 10. to learn 3. seeing ? How do we use verbs of linking? 4. doing 5. meeting ? Work individually to complete the 6. play exercise. 20
21. - If time allows, T may ask Ss to swap their work with each other for peer correction. 2.2. Activity 4 P14 Have Ss complete the sentences using Work individually to give the their own ideas. Remind them to use correct form of verbs gerunds or to-infinitives. Have some Ss Key: 1. 2. don't 3. walks read out their sentences. Accept all come answers as long as they make sense. 4. do 5. teaches 6. play 2.3. Activity 5 P14 ? Work individually then compare with a Key: 1. Firstly 2. Secondly partner. 3. Thirdly 4. In addition - T may explain to them that they can 5. In short register as a user on the website www.thinkuknow.co.uk in order to be protected when they go online. 3. Communication (10') Read and match 3.1. Activity 6 P14 Key: - Allow Ss plenty of time to do this task. b-g d-f e-a For each activity they choose, they should h-c be able to give at least one reason that led them to the decision. ? Then Ss work in pairs to exchange ideas. 3.2. Finished! - T asks Ss to complete the self- Ask and answer in pairs assessment. Have Ss discuss as a class what difficulties remain and what areas the Ss have mastered. 4. Further practice (3') ? Sum up the main content of the lesson answer individually .5. Production(2') ? Prepare your project - Take note ? Prepare: Unit 2: Getting started - Collect pictures, songs, clips talking about pollution. o0o week:22 Preparing date: Period:62 Teaching date: UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: 21
22. - listen and read the dialogue about Phong's summer camp in Singapore for details and then do some related exercises. - use lexical items related to English speaking countries 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV./. Procedure Ss and T’s activities Content 1.Warmer (5'): - Write the title ‘English speaking ‘English speaking countries’ countries’ on the board. E.g: Singapore - Singapore City ? Call out names of English speaking countries and their main cities. ? Share any interesting facts you know about these places. - Now start the lesson. 2. Getting- started (10') - absolutely (adv) tuyệt đối, chắc 2.1. Vocabulary : chắn - Teacher use different techniques - official (adj): chính thống, chính to teach vocabulary (situation, thức realia) - accent (n): giọng điệu - Follow the seven steps of teaching - native (n): người bản xứ vocabulary speaker * Checking vocab: What and where - Repeat in chorus and individually - Copy all the words 2.2. Listen and read * Set the scenes: ? Look at the title of the - Answer the questions individually. conversation and the picture. * Suggested answers - Ask them some questions: - They are at the summer camp. Where are the children? What do you think they are - Students' answer doing? - Ss answer the questions as a class. 22
23. Play the recording and have Ss follow along. 3. Doing(20'') 3.1. Find a word / an expression (1a P17) Key: ? Find a word or an expression 1. awesome from the conversation which you 2. absolutely use when you: 3. It's hard to say 1. think something is wonderful 4. perhaps 2. ? Share answers with your partner. - Teacher gets feedback Key: ? Add any other expressions which 1. He’s at an international summer camp (in have the same meaning. Singapore). 3.2. Answer the questions (1b. 2. They come from different countries/from P17) all over the world. ? Run through the questions. 3. He has made new friends, visited places, ? Ss read the conversation again to (and taken part in different Ss and T’s answer the questions. activities.) - Ss exchange their answers with a 4. Because he uses English ever day with classmate. people from fidderent Ss and T’s activities.) - Call on some Ss to write their 5. Two boys from Australia and a girl from answers on the board. Check their the USA. answers. 6. After July 15th. 3.3. Complete the sentences (2 P17) Key: ? Underline these words/ phrases in 1. summer camp the conversation. 2. native English speaking countries - Make sure they understand their 3. native speakers meanings. 4. the USA ? Work independently to complete 5. accents the sentences. 6. official language ? Share your answers in pairs. - Confirm the correct answers. Note: Your first language is often known as your mother tongue, and your second language may refer to a language used as an official language in your country, like English in Malaysia, Singapore, India, or it could simply mean the foreign language you learnt at school as part of the curriculum. 23
24. 3.4. Write the name of the countries (3 P17) Key: Have Ss work in pairs/ groups to 1. the USA 2. The United Kingdom match the flags with the countries. 3. Singapore 4. Australia T checks. 5. Canada 6. New Zeland Note: The UK, or the United Kingdom = Great Britain + Northern Ireland Great Britain/ Britain = England + Scotland + Wales The USA = the United States of America. It is also known as the US, or the United States, or even just the States. In Canada, there are two official languages: English and French. Game: where are they? ? Form groups of five or six. - The first group to find all the Work in groups countries wins. - If possible, prepare a black and white world map on A3 paper or quickly draw a world map on the board. - Ask one student from the winning group to go to the board and mark the six countries so that other groups can see and check. 4. Further practice (2') ? Sum up the main content of the - Answer individually lesson. 5. Production(2') ? Learn by heart all the new words. ? Do Ex B3, 4 P13 (Workbook) - Take note ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about English speaking countries. 24