Giáo án tiếng Anh lớp 8 Tuần 20 sách mới

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Giáo án tiếng Anh lớp 8 chương trình mới Tuần 20

Giáo án Tiếng Anh 8 thí điểm Tuần 20 dưới đây nằm trong tài liệu Giáo án môn Tiếng Anh 8 theo tuần do VnDoc.com sưu tầm và đăng tải. Tài liệu tiếng Anh gồm chi tiết kế hoạch và dàn ý giờ lên lớp được ghi ngắn gọn theo trình tự thực tế giờ lên lớp.

Period: 55 Date of planning: ……/……/……

Date of teaching: ……/……/……

DESCRIPTION OF UNIT 7

By the end of the unit, Ss will be able to:

- Review conditional sentences types 1

- Use conditional sentences types 2

- Pronounce the words ending in –ic and al

- Read for general and specific information about water pollution

- Listen for specific about thermal pollution

- Talk about causes and effects of water pollution as well as solutions to this problem

- Write about the causes and effects of a pollution type

UNIT 7: POLLUTION

Lesson 1: Getting Started–A project on pollution.

I. Objectives:

1. Knowledge: By the end of the lesson ,students will be able to :

-understand new words and structures in the dialogue

-answer the questions after reading the dialogue .

2. Skills:Drill listening ,speaking ,reading and writing mainly.

3. Attitude:Ss must have good attitude towards the co-operation

4. Competencies:Presenting opinions and giving comments to others’ opinions

II. Main languages:

1. Vocabulary: lexical items related to the topic

2. Grammar: Review: conditional sentences type 1 and type 2.

III. Teaching aid: lesson plan , visual pictures

IV. Procedures

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

Review the previous before Ss open their books by asking them to take part in a small game. The game stops when time is up. The group with more points wins.

 

Presentation (10’)

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,… Now start the lesson.

Ask Ss to open their books and look at the picture. Ask them some questions:

+ Who can you see in the picture?

+ Where do you think they are?

+ What can you see in the picture?

+ What do you think the people in the picture are talking about?

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.

Practice (22’)

1a Find a word/ phrase that means:

Allow them to share answers before discussing as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board.

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.

1b Answer the questions.

Have Ss read the questions to make sure they understand them. Call on some Ss to write their answers on the board. Check their answers.

 

 

 

 

 

 

1c Tick (v) T (true) or F (false) or NI (no information).

Have Ss read the sentences quickly to make sure they understand them. Ask them firstly to decide if the sentences are true, false or there is no information without reading the dialogue. Then have some Ss write their answers on the board. Now ask Ss to read the conversation again to check their answers. Confirm the correct answers.

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

Have Ss look at the pictures. Ask them what they see in each picture. Now tell Ss that in the box are some types of pollution. Call on some Ss to give their answers and write them on the board.

 

 

 

3. Complete the sentences with the types of pollution.

Have Ss read through the sentences to get a general understanding. T may teach some words which T thinks Ss do not know such as contamination.

Call on some Ss to stand up and give their answers. Confirm the correct answers.

Further practice (5’)

4. Work in groups. Which types of pollution in 3 does your neighbourhood face ? Rank them in order of seriousness. Give reasons for your group’s order.

Vote for the group with the best reasons.

Organise game for this activity. Call group representatives to present their group’s order and reasons. Have the class 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.

Ask students to complete all the exercises

Homework(3’):

Prepare unit 7 lesson 2

Ss work in two big groups A and B. Make a paper ball. Throw the ball to one student in group A and he/ she has to call out one fairy tale. If he/ she is right group A gets one point, then he/ she throws the ball to a student in group B.

 

 

Vocabularies related to pollution.

 

 

 

 

 

 

Ss answer the questions as a class.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ss work independently to find the words with the given meanings in the conversation

 

 

 

Look at the Watch out!

 

 

 

Ss read the conversation again to answer the questions. Ss exchange their answers with a classmate

 

 

 

 

 

 

 

 

Do the task individually

 

 

 

 

 

 

 

 

 

Ss read these and identify any new words they do not know. Explain the new words so that Ss can understand the pollution types. Ss do this activity in pairs

 

 

 

 

 

 

Ss do this activity individually and then compare their answers with a classmate.

 

 

 

 

 

 

Ss work in groups of 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.

Warm – up.( 5’): Fairy tale

 

 

 

 

 

 

 

*Vocabulary

1. Dead (adj)

2.Aquatic(adj)

3.Dump(v/n)

4.Poison(v/n)5. Polluted(adj)

6. To come up with

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key:

1. Dead 2. Aquatic 3. Dump 4. Poison 5. Polluted 6. To come up with

 

 

 

 

 

 

 

 

 

Key:

1. They are in Mi’s home village.

3. She’s surprised because she sees the fish are dead.

4. It’s dumping poison into the lake.

5. He’s sneezing so much because the air is not clean.

 

Key: 1. F(It’s polluted by the factory). 2. T 3. NI 4. T 5. T

 

 

 

 

 

 

Key:

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

 

 

Key:

1. thermal pollution 2. Air pollution 3. radioactive pollution 4. light pollution

5. Water pollution 6. Land/ Soil pollution 7. Noise pollution 8. visual pollution

 

 

 

 

 

 

 

 

 

Period: 56 Date of planning: ……/……/……

Date of teaching: ……/……/……

UNIT 7: POLLUTION

Lesson 2: A closer look 1

I. Objectives:

1. Knowledge:By the end of the lesson ,students will be able to :

- Practice the vocabulary and pronunciation of the unit.

2. Skills: Drill listening ,speaking , writing

3. Attitude: Ss must have good attitude towards the co-operation

4. Competencies: Presenting opinions and giving comments to others’ opinions

II. Main languages:

1. Vocabulary: words related to the topic.

2. Grammar: exclamatory sentences.

III. Teaching aid: lesson plan , visual pictures

IV. Procedures

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

-Ask Ss use network to answer the question :

Pre-listening (5’)

Vocabulary

 

 

 

 

 

 

-Ask Ss look at their book and read in silence :

-Let Ss work in pairs to examine the pie-chart closely in order to understand its contents ,including the heading, subheading, figures, colour codes and notes

-Allow enough time for this step .Do not give correction

-Then ask Ss to answer the questions that follow the chart

-Ask Ss to practice before the class :

 

 

 

 

 

 

 

 

While-listening (17’)

1.Look at the following pie chart on leisure activities in the US and answer the questions :

-Have Ss to prepare part 2 individually to complete the task .After giving corrective feedback , draw their attention to the part of speech of the words mentioned (eg .relaxing comes from the verb relax with-ing added and it refers to the activity)

-Then introduce the concept of gerund ( a noun made from a verb by adding-ing )

-Give Ss some examples where a gerund is transformed from a verb and used as a noun .For more able class ,ask Ss to make their own sentences

Post-speaking (5’)

Stress in words ending in – ic and – al.

Ask Ss to look at the rules in the box and the examples. Go through the rules with them. For a more able class, have Ss give some more examples.

 

 

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

Play the recording for Ss to stress the words. Ask some to say where the tress in each word is. Confirm the correct answers. Play the recording again for Ss to repeat the words. Call on some Sts to pronoun.

 

 

 

 

6. Underline the words ending in –ic and circle the words ending in –al in the following sentences. Mark the stress in each word. Listen and check your answers, then repeat the sentences.

Have Ss do the activity individually. Play the recording for Ss to check their answers. Then elicit the correct stress patterns from Ss. Play the recording again for Ss to repeat the sentences. Ask some Ss ro read out the sentences.

Ask students to complete all the exercises

Homework(3’):

Prepare unit 7 lesson 3

- Use this network to answer :

What do you often do in your free time?

 

Class work

 

 

 

 

 

 

Ss work in pairs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ss have learnt so, because of. Quickly go through the rest of words/ phrases as follows:

- Because/ since and due to/ because of are used to talk about the causes of something.

Because and since are synonyms and they come before a clause.

Due to and because of are synonyms and they come before a noun phrase.

 

 

 

 

 

 

 

Ss compare their answers with a partner before giving the answers to the teacher.

 

 

 

 

 

 

Now Ss have to combine each pair of sentences in 3a into a complete sentence using the word/ phrase in brackets. To save time assign sentences 2 to 5 to different Ss and have Ss work only these.

 

 

 

 

 

 

Ss work in pairs to write sentences showing cause/ effect relationships.

 

 

 

Ss look at the rules in the box and the examples

 

Ss repeat the words

Ss repeat the sentences.

Warm – up.( 5’): Chatting

 

 

*Vocabulary

-apricot

-bracelet

-average

-socializing

-socialize (v)

-communicate (v)

Key:

-> The answers :

1. In 2012 ,people in the UK spent 5.1 hours a day on sport and leisure activities

2.The main activities they did include : relaxing and thinking , using the computer for leisure , participating in sports , socializing and communicating , watching TV and other leisure activities

3.The 3 most common activities were : watching TV, socializing and communicating and using the computer for leisure

 

Key:

2. Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants.

3.Households dump waste into the river so 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.

 

 

 

Suggested answers:

2. The soil is polluted, so plants can’t grow.

3. We won’t have fresh water to drink because of water pollution.

4. We plant trees, so we can have fresh air

 

Key:

1. ar’tistic 6. ’physical

2. ath’letic 7. he’roic

3. his’toric 8. po’etic

4. his’torical 9. bo’tanic

5. ’logical 10. Bo’tanical

 

Key:

1. scien’tific 2. ’national 3. ’madical 4. ’chemical 5. dra’matic

Period: 57 Date of planning: ……/……/……

Date of teaching: ……/……/……

UNIT 7: POLLUTION

Lesson 3: A closer look 2

I. Objectives:

1. Knowledge: By the end of the lesson ,students will be able to :

- know how to use the grammar points correctly.

2. Skills: speaking , writing

3. Attitude: Ss must have good attitude towards the co-operation

4. Competencies: Presenting opinions and giving comments to others’ opinions

II. Main languages:

1. Vocabulary: words related to the topic.

2. Grammar: Conditional sentences type 1& 2.

III. Teaching aid: lesson plan , visual pictures

IV. Procedures

Teacher’s activities

Ss’ activities

Contents

Warm – up. (5’): Conditional sentences type 1: review

Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to give some example sentences.

 

 

 

Presentation (10’)

Pre-teach vocab:

 

 

 

 

 

 

 

 

 

 

 

 

1. Put the verbs in brackets into the correct from.

+ Lead in

Have Ss read out their answers. Confirm the correct ones.

2. Combine each pair of sentences to make a conditional sentence type 1

Have Ss read the pair of sentences. Ask two Ss to write the new conditional sentences type 1 on the board while other Ss write their own sentences. Ask Ss to comment on the sentences on the board. Give feedback on these sentences and other Ss to correct them if necessary.

Teacher can make this activity a game. Go through the groups’ sentences and give marks to the groups with all correct sentences.

Conditional sentences type 2

Write this incomplete sentence on the board:

If I were a billionaire, I would ... . Ask some Ss to complete the sentence orally. Write the most original answer on the board. Tell Ss that this sentence is an example of the conditional sentence type 2.

Have Ss look at the structure as the conditional sentence type 2 in the language box. Draw Ss’ attention to the example sentence on the board. Underline the subject, verb, etc. in this example and explain the structure of the sentence at the same time.

Tell them that this sentence is a piece of advice.

Ask Ss give one or two example.

 

While-speaking (12’)

3.Match anif - clause in A with a suitable main clause in B

Check Ss’ answers.

4. Put the verbs in brackets into the correct from.

Invite two Ss to the board to write their answers. Go through the answers with the class. Have other Ss correct the answers if necessary.

5. Write a conditional sentence type 2 for each situation, as in the example.

Have Ss quickly read the example. Ask Ss to comment on the example. They may see that the meaning of the original sentences was made opposite in the new conditional sentence (i.e. positive into negative form for the first sentence and negative into positive for the second sentence). Ask one or two Ss to write their sentences on the board.

Further practice (5’)

CHAIN GAME

Work in groups. Student A begins with a conditional sentence type 1 or type 2. Student B uses the end of student A’s sentence to begin his/ her own sentence. Student C does the same. Continue the game until the teacher tells you to stop.

Which group has the most sentences?

Put Ss in groups of five or six to play this chain game. Explain that the aim of the game is to keep the chain going for as long as possible using type 1 or 2 conditional sentences. If a group hesitates for more than 10 seconds they are out. 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.

Tell that in this lesson they will have the opportunity to explore noise pollution, a common pollution type that not many people recognize as a pollution.

Homework (3’):

Prepare unit 7 lesson 4

Team work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ss do this exercise individually then compare their answers with a partner.

 

 

 

Ss work in groups and write the sentences on a big piece of paper.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ss look at the structure as the conditional sentence type 2 in the language box.

 

 

 

 

 

 

 

 

 

 

 

 

Ss read the second example in the language box

 

 

 

Ss do this exercise individually, and then compare their answers with a classmate

Ss do this exercise individually.

 

 

 

 

 

Ss do this exercise individually and then compare the answers with a classmate.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Conditional sentences type 1

If + subject + V (present simple), subject + will/ can/ may.. + V (bare infinitive)

Ex: If I have a lot of money, I will buy a bog house.

*Vocabulary:

permanent: give the definition (lasting forever; never changing) or give the antonym (this is the opposite of temporary).

- earplug: draw a pair of earplugs on the board and explain. We put these into our ears to keep out noise or water.

- affect: tell Ss that this is the verb form of the noun effect.

Key:

1. recycle; will help 2. won’t dump; fines 3. travel; will be 4. will save; don’t waste 5. use; will have

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Conditional sentences type 2

The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future.

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.

 

 

 

 

 

Key:

2. If there weren’t so many billboards in our city, people could enjoy the view.

3. If there wasn’t/ weren’t so much light in the city at night, we could see the stars clearly.

4. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month.

5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner.

6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Trên đây là Giáo án tuần 20 môn tiếng Anh 8 mới.

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