Giáo án Tiếng Anh 8

Period : 37 Unit 6: The environment Lesson 1: Getting started Listen and read Preparing: 14 /1 /2007 Teaching: 16 / 1 /2007 I. Teaching points: By the end of the lesson students will be able to know more about the environment problems and the solutions Understand conditional sentence type I II. Teaching steps: Teacher's activities Students' activities 1. Warm up: *Brainstorming: Asks students to think of the environmental problems in the city and write them on the board ? Work in 2 groups Gives feed back 2. Presentation: *New words: - deforestation: (n) explanation - garbage dump: (n) picture - dynamite fishing (n) picture - spraying pesticides (n) picture - sewage (n) picture Checks R.O.R * Matching: ? Look at the pictures and match these environmental problems to the pictures ? Work in 2 groups Gives feed back * Presentation text: Sets the scene: Mr Brown is talking to some volunteer conversations. They are going to clean the beach Asks students to read the text silent * Matching: Exercise 2 on page 48. ? Read the text again to do exercise 2 on page 48. ? Match the names in column A with the activities in column B ? Work in pairs Gives feed back n * Comprehension questions: ? Read the text again and prepare answer the question to play lucky numbers (question on page 48 exercise 2b) ? Work in 2 groups Gives feed back * Model sentences: Elicits: If you can't find your place I will help you get there with this map ? Give form ? How can you use it? 3 Practice * Matching: exerciser 4 on page 56 in language focus Runs through the sentences in exercise 4 ? Match column A with column B ? Work in pairs Gives feed back 4. Production: * Write it up: ? Work in 2 groups ? One group makes a half sentence with form: " If + S +V present tense " other makes a half sentence with form: S + V future tense" ? One student in your group read a half sentence other read their half sentence. Gives feed back 5. Home work: ? Do exercise in exercise books Think of the environmental problems in the city and write them on the board Work in 2 groups Destruction of the forests Rubbish Smoke from cars, motorbikes Smoke from factory Guessing the meaning of the words from teacher's eliciting Read and repeat Copy them Check R.O.R Look at the pictures and match these environmental problems to the pictures Work in 2 groups Picture a. air pollution Picture b. spraying pesticides Picture c. garbage dump Picture d. water pollution Picture e. deforestation Picture f. dynamite fishing Listen to the teacher Read the text silent Read the text again to do exercise 2 on page 48. Match the names in column A with the activities in column B Work in pairs 1. f 2. e 3. b 4. a 5. c 6. d Read the text again and prepare answer the question to play lucky numbers (question on page 48 exercise 2b) Work in 2 groups 1. Mr Brown 2. members of the volunteer 3. on the beach 4. clean the beach 5. If they work hard today, they will make the beach clean and beautiful again soon. 6. Yes, I have. 7. The environment around us won't be good and it will be harmful to our health, our life. Listen and look at the Model sentences Form: If + S +V present tense, S + V future tense Use: Express persuasion Look at the sentences Match column A with column B Work in pairs 1. e 2. a 3. c 4. d 5. b Work in 2 groups One group makes a half sentence with form: " If + S +V present tense " other makes a half sentence with form: S + V future tense" One student in their group read a half sentence other read their a half sentence Do exercise in exercise books Display on the board 1. New words: - deforestation: (n) Sù tµn ph¸ rõng - garbage dump: (n) ®èng r¸c - dynamite fishing (viec ®¸nh b¾t c¸ - spraying pesticides (n) viÖc phun thuèc s©u bä - sewage (n) picture nuíc cèng 2. Matching: 3. Presentation text: 4. Model sentences: Elicits: If you can't find your place I will help you get there with this map 5. Matching: exercise 2 on page 48. 6. Comprehension questions 7. Model sentences: If you can't find your place I will help you get there with this map Form: If + S +V present tense, S + V future tense Use: Express persuasion 8. Matching: exerciser 4 on page 56 in language focus 9. Write it up: 10. Home work: Period: 38 Unit 6: Lesson 2: Speaking Preparing: 17/1 /2007 Teaching: 19 / 1 /2007 I. Teaching points: By the end of the lesson students will be able to persuade other people by using given expression: I think you should...; Why not... ? Why don’t you? II. Teaching steps: Teacher's activities Students' activities 1. Warm up: * Jumble words onpilulo mpud ira sptesesecidi ands ? Work in 2 groups ? Write the right words Gives feed back 2. Pre – speaking *New words - Wraps (v) (mine) - Reduce: (v) ( Example) - faucet: (n) (picture) - Leaf – leaves : (realia) Checks R.O.R *Matching: ? Read the words in column A and B then match ? Work individually Gives feed back Notes: I think you should Won’t you It would be better if you can I persuade you to Why don’t you Why not Express persuasion 3. While speaking *Work in pair ? Persuade your partners to do things to protect the environment. Calls some pairs to practice in the front of the class 3. Post speaking: *Survey: ? Work in groups ? Ask your friends and fill in the table using the questions: How can we... save paper? use fewer plastic bags? reduce water pollution? prevent littering? reduce air pollution? Name How can do... Gives feed back 4. Home work: Do exercises in exercises books, prepare lesson 3 Work in 2 groups Write the right words pollution dump air pesticide sand Guessing the meaning of the words from teacher's eliciting Read and repeat Copy them Check R.O.R Read the words in column A and B then match Write note Persuade their partners to do things to protect the environment Some pairs to practice in the front of the class A: I think it would be better if we reuse and recycle bottles and cans B: Why? How come? A: Because reusing and recycling bottlers ... Work in groups Ask their friends and fill in the table using the questions Do the tasks Do exercises in exercises books, prepare lesson 3 Display on the board 1. New words: - Wraps (v) gãi - Reduce: (v) gi¶m - faucet: (n) vßi n­íc - Leaf – leaves: (n) l¸ c©y 2. Reading: *Matching: I think you should Won’t you It would be better if you Can I persuade you to why don’t you? Why not Express persuasion *Survey: How can we... save paper? use fewer plastic bags? reduce water pollution? prevent littering? reduce air pollution? Name How can do... 3. Home work: Period : 39 Unit 6: Lesson 3: Listen Preparing: 14 /1 /2007 Teaching: 16 / 1 /2007 I. Teaching points: By the end of the lesson students will be able to improve vocabulary and knowledge about environment. II. Teaching steps: Teacher's activities Students' activities 1. Warm up: * Sentences race: Gives new words: banana leaves plastic bags garbage ... Asks students to make the sentences with the words teacher say ? Work in 2 groups ? Write your sentences on the board Gives feed back 2. Pre listening * New words: - Raw sewage (n) - marine life (n) - Waste materials (n) - Regulation (n) Checks R.O.R Sets the scene: You are going to listen to a report on how our oceans are polluted Gives poster and asks students to read the words carefully ? Guess information to fill in the bland ? Work in groups 3. While listening: Asks students to listen to the tape to check the guess * Questions given: 1. How are our oceans becoming extremely polluted? 2. Where does most of this pollution come from? 3. Where do waste materials come from? 4. What will happen if a ship has an accident? ? Listen to the tape again to answer the questions ? ? Work in 2 groups Gives feed back 4. Post listening: * Retell: ? Use the words in poster and the answer to retell the content of the listening Calls some students to do the tasks Gives feed back 5. Home work ? Do exercises in exercises books, prepare lesson 4 Make the sentences with the words teacher say Work in 2 groups Write their sentences on the board Guessing the meaning of the words from teacher's eliciting Read and repeat Copy them Check R.O.R Listen Look at the poster and read the words carefully Guess information to fill in the bland Work in groups Listen to the tape to check the guess garbage is come from ships at sea Waste materials come from factories. Oil is washed from the land. Listen to the tape again to answer the questions Work in 2 groups 1. extremely polluted 2. the land 3. factories 4. oil will spills from the vessel Use the words in poster and the answer to retell the content of the listening Do the tasks Do exercises in exercises books, prepare lesson 4 Display on the board 1. New words: - Raw sewage (n) - marine life (n) - Waste materials (n) - Regulation (n) 2. Listening: 1. garbage is 2. come from ships at sea 3. Waste materials come from factories. 4. Oil is washed from the land. * Questions given: 1. extremely polluted 2. the land 3. factories 4. oil will spills from the vessel * Retell: 3. Home work Period: 40 Unit 6: Lesson 4: Read Preparing: 28 /1 /2007 Teaching: 30 / 1 /2007 I. Teaching points: By the end of the lesson students will be able to understand the poem about the environment II. Teaching steps: Teacher's activities Students' activities 1. Warm up: *Kim’ game: Gives the picture and asks students to look at the picture carefully to remember the things in the picture ? Write the things on the board ? Work in 2 groups Gives feed back 2. Pre reading * New words; - Treasures: (n) ( translation) - stream: (n) (picture) - foam: (n) (picture) - hedge: (n) (picture) - Junk yard: (n) (synonym) Check: R.O.R *Gap fill Gives table: If all the pollution goes on what will happen? 1. The world .................................. 2. The treasures......................................... 3. The stream....................................... 4. The fields....................................... 5. The woods.......................................... Asks students to read the words in the table carefully and guess information in the bland ? Work in groups 3. While reading: Asks students to reading the poem to check the guess Gives feed back *Matching: Asks students to read the poem again to match the word in A to an appropriate explanation in B ? Work in individually Gives feed back b Asks students to read the questions and the poem to prepare the answers ? Work in 2 groups to play the game Lucky numbers Gives feed back 4. Poster reading * Survey: Gives table: What could you do in your school/ house to minimize pollution? Name What do.... ? Work in groups ? Ask your friends and fill in the table using the question: Gives feed back Home work Do exercises in exercises books, prepare lesson 4 Look at the picture carefully to remember the things in the picture Write the things on the board Guessing the meaning of the words from teacher's eliciting Read and repeat Copy them Check R.O.R Read the words in the table carefully and guess information in the bland Reading the poem to check the guess If all the pollution goes on, what will happen? 1 The world will end up like a second - hand junk - yard 2 The treasures will be destroyed (quite gone) 3 The wood will be polluted 4 The streams will be covered with foam 5 The fields will be littered with plastics and tins Read the poem again to match the word in A to an appropriate explanation in B 1. c 2. g 3. f 4. e 5. d 6. a 7. b Read the questions and the poem to prepare the answers Play the game Lucky numbers Do the tasks Ask their friends and fill in the table using the question: Do exercises in exercises books, prepare lesson 4 Display on the board 1. New words: - Treasures: (n) vËt quý b¸u - stream: (n) suèi - foam: (n) bät - hedge: (n) hµng rµo - Junk yard: (n) r¸c th¶i 2. Reading: *Guessing missing the information: If all the pollution goes on what will happen? 1. The world .................................. 2. The treasures......................................... 3. The stream....................................... 4. The fields....................................... 5. The woods.......................................... *Matching: 1. c 2. g 3. f 4. e 5. d 6. a 7. b *Questions given: * Survey: What could you do in your school/ house to minimize pollution? Name What do.... Period: 41 Unit 6: Lesson 5: Write Preparing: 29/1 /2007 Teaching: 31 / 2 /2007 I. Teaching points: By the end of the lesson students will be able to write a complaint letter II. Teaching steps: Teacher's activities Students' activities 1. warm up *Categories Asks students to find out the verbs beginning with the letters that teacher give a. b. c. d e. f. g. h. j ? Work in 2 groups Gives feed back 2. Pre writing * Pre teach: New words - complain (v) - Resolution (n) - Float (v) - Prohibit (v) Checks R.O.R * Ordering a. Action: talks about future action b. Situation: states the reason for writing c. politeness: ends the letter politely d. Complication: mention the problem e. Resolution: Make a suggestion ? Work in pair to put the sections in a correct order Gives answer keys 1.b 2. d 3. e 4. a 5. c * Matching ? Read the letter to match ? Work in pairs Gives feed back 3. While writing * Questions given a. What do people do in the lake behind your house these days? b. What makes you worried? c. To whom do you write the letter to ? d. What suggestion do you want to make? ? Read the letter again to answer the questions ? Work in pairs Gives feed back * Write it up ? Write letter individually and then share with your friends. 4. Post reading * Correction Take some letters to correct on front of the class 5. Home work ? Do exercise in to note book Find out the verbs beginning with the letters Work in 2 groups Guessing the meaning of the words from teacher's eliciting Read and repeat Copy them Check R.O.R Work in pair to put the sections in a correct order Read the letter to match Read the letter again to answer the questions Work in pairs Write letter individually and then share with their friends. Correct letters Do exercise in to note book Display on the board 1. New words: - complain (v) - Resolution (n) - Float (v) - Prohibit (v) 2. Writing * Ordering a. Action: talks about future action b. Situation: states the reason for writing c. politeness: ends the letter politely d. Complication: mention the problem e. Resolution: Make a suggestion * Matching * Questions given * Write it up * Correction 3. Home work Period: 42 Unit 6: Lesson 6: Language focus Preparing: 4 /2 /2007 Teaching: 6 / 2 /2007 I. Teaching points: By the end of the lesson students will be able to use adj and advers to make sentences with adj + that clause II. Teaching steps: Teacher's activities Students' activities 1. Warm up *Pelmanism Gives 12 cards which have adj and adverbs ? Work in 2 groups Gives feed back 2. Presentation *Pre teach : New words - sigh (v) - amazed (a) - disappointed (a) Checks : what and where 3. Activity 1: Revision of adj and adverbs Asks students to give form Adj + ly = Adverb of manner Asks students to use the adverbs provided in “Pelmanism game” to complete Gives feed back 4. Activities 2 Sets the scene to introduce the structure adj + that clause Ba: Dad! I got mark 9 on my test Father: That/s wonderful. I’m please that you are working hard Asks students to give form Asks students to do exercise 3 P55 5. Home work ? Do exercise 2 in your note book Choose the number Work in 2 groups extreme extremely happy happily sad sadly good well slowly fast fast Guessing the meaning of the words from teacher's eliciting Read and repeat Copy them Check what and where Give form Adj + ly = Adverb of manner Use the adverbs provided in “Pelmanism game” to complete Listen and think about them Give form S + be + adj + that clause Do exercise 3 P55 Do exercise 2 in your note book Display on the board 1. New words: - sigh (v) - amazed (a) - disappointed (a) 2. Revision of adj and adverbs Adj + ly = Adverb of manner 3. Activities 2 Form S + be + adj + that clause 4. Home work Period: 43 Unit 7: Saving energy Lesson 1: Getting started Listen and read Preparing: 5 /2 /2007 Teaching: 7 / 2 /2007 I. Teaching points: By the end of the lesson students will be able to understand the dialogue and about the ways to save energy II. Teaching steps: Teacher's activities Students' activities 1. Warm up *Chatting: Asks students to look at the picture P 57 to answer some questions ? Who is watching T.V? ? Is light still burning? ? What happens to faucets ? ? Should we turn the T.V off? 2. Pre reading *Pre teach: New words - Water bill (n) - Enormous (adj) - Reduce (v) - Plumber (n) - Crack (n) - dripping faucets (n) Checks: R.O.R * T/F statements Prediction Sets the scene: Mrs ha is talking to his neighbor, Mrs Ha and Mr ha looks very worried ? Work in pairs ? Read T or F statement carefully ? Guess F or T 3. While reading Asks students to read the dialogue to check T or F ? If it is F why? and how can you correct? *Comprehension questions ? Read the dialogue again ? Work in pairs to find out the answer the questions Asks students to play the game: Lucky numbers 4. Post reading * Discussion ? Work in 2 groups ? Discuss the topic: “What do you do to save energy at home and at school?” ? Calls some leader of the groups to talk in the front of the class 5. Home work ? Do exercise in to note books Look at the picture P 57 to answer some questions Guessing the meaning of the words from teacher's eliciting Read and repeat Copy them Check R.O.R Listen Read T or F statement carefully Guess F or T Read the dialogue to check T or F Read the dialogue again Work in pairs to find out the answer the questions Discuss the topic: “What do you do to save energy at home and at school?” Leader of the groups to talk in the front of the class Do exercise in to note books Display on the board 1. New words: - Water bill (n) - Enormous (adj) - Reduce (v) - Plumber (n) - Crack (n) - dripping faucets (n) 2. Reading * T/F statements Prediction *Comprehension questions * Discussion 3. Home work Period: 44 Unit 7: Saving energy Lesson 2: Speak Preparing: 21 /2 /2007 Teaching: 23 / 2 /2007 I. Teaching points: By the end of the lesson students will be able to make and respond to suggestions II. Teaching steps: Teacher's activities Students' activities 1. Warm up *Kim game Asks students to look at the picture on P 59 to remember the things in 20 seconds ? Work in 2 groups Gives feed back 2. Pre speaking Elicits from students to draw the exchange I suggest taking a shower Ok. I’ll do that Asks students to find out other ways of making suggestions 3. While speaking * Pictures drill Asks students to do Exercise 3 a on P 58-59 Asks students to look at the pictures on P 59 and table on P 58 and make responses to the suggestions * Write it up ? Look at the pictures to make suggestions about how to save energy at home ? Work in pairs to write down 4. Post speaking * Discussion ? Work in 2 groups ? Group A discuss the topic in 3a on P64 “ What you do to help the poor in the neighborhood” and groups B discuss 3 b on P 64 “giving suggestions that help your friend to improve English” ? Asks a volunteer from each group to show ideas before the class 5. Home work ? Do exercise in to note books Look at the picture on P 59 to remember the things in 20 seconds Work in 2 groups Find out other ways of making suggestions Look at the pictures to make suggestions about how to save energy at home Work in pairs to write down Group A discuss the topic in 3a on P64 “ What you do to help the poor in the neighborhood” Groups B discuss 3 b on P 64 “giving suggestions that help your friend to improve English” Do exercise in to note books Display on the board 1. Speaking I suggest taking a shower Ok. I’ll do that * Pictures drill * Write it up * Discussion “ What you do to help the poor in the neighborhood” “Giving suggestions that help your friend to improve English” Period: 45 Unit 7: Saving energy Lesson 3: Listen Preparing: 26 /2 /2007 Teaching: 28 / 2 /2007 I. Teaching points: By the end of the lesson students will be able to know more about solar energy by listening By the end of the lesson students will be able to make and respond to suggestions II. Teaching steps: Teacher's activities Students' activities 1. Warm up *Kim game Gives some new words about the text and asks students to remember the words in 20 second ? Work in 2 groups to write down Give feed back 2. Pre listening * Pre teach: New words - solar (n) - Solar panel (n) - Nuclear power (n) - in stall (v) Checks: R.O.R * T/ F statements predictions Asks students to read the statements on P 60 ? Work in pairs to guess T or F 3. While listening Asks students to listen to the tape to check T or F Gives feed back Gets students to correct the F statements *Gap fill Asks students to look at the exercise 4 b on P 60 ? Work in pairs to guess the word in blanks Asks students to listen to the tape again to do exercise Gives feed back 4. Post listening * Write it up Asks students to write a passage (about 50 – 70 words) about solar energy, using information in listening to write ? Work individually and then share with your friends 5. Home work ? Do exercise in to note book Look at the post to remember the words to write down Work in 2 groups Guessing the meaning of the words from teacher's eliciting Read and repeat Copy them Check R.O.R Read the statements on P 60 Work in pairs to guess T or F Listen to the tape to check T or F Correct the F statements Look at the exercise 4 b on P 60 Work in pairs to guess the word in blanks Listen to the tape again to do exercise Write a passage (about 50 – 70 words) about solar energy, using information in listening to write Work individually and then share with their friends Do exercise in to note book Display on the board 1. New words - solar (n) - Solar panel (n) - Nuclear power (n) - in stall (v) 2. Listening * T/ F statements predictions *Gap fill * Write it up 3. Home work Period: 46 Unit 7: Saving energy Lesson 4: Read Preparing: 27/2 /2007 Teaching: 2 / 3 /2007 I. Teaching points: By the end of the lesson students will be able to get general idea of reading through choose the best summery and answering questions II. Teaching steps: Teacher's activities Students' activities 1. Warm up *Kim game Give poster which have the words: electricity, gas, America, present, bill, Earth, resources ? Look at the poster to remember the words in 20 seconds ?Work in 2 groups to write the words Gives feed back 2. Pre reading *Pre teach: New words - Consumer (n) - house hold (n) - bulb (n) - tumble dryer (n) - innovation (n) Checks R.O.R * T or F statements ? Look at the T or F statements to read them carefully ? Work in pair to guess T or F 3. While reading Asks students to read the text carefully to check T or F ? If it is F how to correct? Gives feed back * Comprehension questions Asks students to read the text to prepare answers ? Work in pairs to prepare ? Work in 2 groups to play game : Lucky numbers Gives feed back *Summery ? Read the text again to tell the best summery of the passage Gives feed back 4. Post reading * Discussion Gives question “why should we save energy ?” ? Work in 4 groups to asks and answer this question ? The leader before the class to repost 5. Home work ? Do exercise in to note books Look at the poster to remember the wo