Giáo án Tiếng Anh 8 - Tuần 23 - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

Nội dung text: Giáo án Tiếng Anh 8 - Tuần 23 - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

1. 1 Period 54 UNIT 7: POLLUTION Date of teaching:6/2/2023 Lesson 7: Looking back and Project A. Objectives 1. Knowledge: By the end of the lesson, SS will be able to review all the knowledge and skills they learnt in unit 7. - Vocabulary: extra words related to the topic pollution. - Grammar: Conditional sentence type 1 and 2. 2. Competence: SS will develop some competences such as being determined, self- studying, creative and communicating. They will use language correctly. 3. Behavior: Students are hard-working and attentive. They know how to prevent pollution and protect their environment. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks, A0 paper C. Procedures: 1. Checking: During the lesson. 2. New lesson: Teacher’s and students’ activities Contents 1. Warm- up (3’) a, Aims: help Ss to pay attention in the lesson. b, Contents: Ss talk about some types of pollution. c, Outcome: Ss can talk about some types of pollution correctly. d, Organization: T asks the Ss to talk about some types of pollution Ss do it. 2. Practice (15’) a, Aims: help Ss review vocabulary related to leisure activities, grammar about conditional sentence type 1, 2 and talk about pollution. b, Contents: + Complete the sentences with correct form of the words. + Write type of pollution. + Rewrite the sentences. + Put the verb into the correct form. + Complete the sentences using your own ideas. + Discuss what you would do or say in each situation. c, Outcome: Ss can talk about some types of pollution correctly. d, Organization: I. Vocabulary - T asks the Ss to do exercise 1. 1. Complete the sentences with the - Ss do it. correct form of the words in brackets. Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học :2022-2023
2. 2 - T asks them to compare their answers 1- pollution with their friends. 2. contaminated - Ss do it. 3. death - T checks. 4.poisonous 5. pollutants 2. Write types of pollution - T asks the Ss to do exercise 2. 1. radioactive pollution - Ss do it. 2. noise pollution - T asks them to compare their answers 3.visual pollution with their friends. 4.thermal pollution - Ss do it. 5.water pollution - T: Checks. 6. land / soil pollution 7.light pollution 8. air pollution 3. Rewrite the sentences. - T asks the Ss to do exercise 3. 1.The residents of the street cannot sleep - Ss do it. because of the loud noise from the - T asks them to compare their answers music club. with their friends. 2.Vy had a stomachache since she ate a - Ss do it. big dinner. - T checks. 3.The road in front of my house was flooded due to the heavy rain 4.His mother is unhappy because his room is untidy. 5.Too much carbon dioxide (CO2) in the atmosphere causes global warming. II. Grammar 4. Put the verb in the correct form. - T asks the Ss to do exercise 4. 1. won’t be/ don’t take - Ss do it in groups of 8. (studying- 2.continue/ will be cards) 3. was/ were/ would wear - T asks them to compare their answers 4.do/ will see with their friends. 5. would travel/ didn’t have - Ss do it. 6. wouldn’t be/ didn’t take care - T: Checks. (extra- board) 5. Complete the sentences using your own ideas. - T asks the Ss to do exercise 5. 1. If I were an environmentalist, I would - Ss do it in groups create more policies to protect the - T asks them to compare their answers environment. with their friends. 2. If our school had a big garden, we - Ss do it. would plant more trees and flowers. - T: Checks. (extra- board) 3. If the lake wasn’t polluted, fish wouldn’t die. Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học :2022-2023
3. 3 4. If we have a day off tomorrow, we will go for a picnic. 5. If you want to do something for the planet, you should save energy. III. Communication 6. Work in groups. Discuss what you would do or say in each situation. - Ss work in groups to discuss what they For example: would do or say in each situation. A: If my neighbours littered near my - Ask Ss to read the example. Ss may not house, I would write them a letter need to discuss all the situations. Two or explaining that it was making the three groups may discuss the same neighbourhood dirty. situation. B: Oh, I would put a large sign up - T moves around the class to listen to saying their ideas. ‘No littering’. C: I think I would knock on their door and explain that it was polluting the area. 3. Application (25’) PROJECT: POLLUTION a, Aims: To encourage Ss to present about pollution that they have searched for information and prepared during the topic lesson. b, Contents: Ss work in groups to present in front of the class. c, Outcome: Ss can present about one type of pollution well. d, Organization: - Groups represent the product they PROJECT: POLLTION prepared. + Group 1: Water pollution - Asks Ss to choose the best group to + Group 2: Air pollution win. + Group 3: Noise pollution - Gives feedback and comments. + Group 4: Soil pollution + Group 5: Visual pollution Class 8A: + G1: Nguyen Minh Hang (Group Leader) + G2: Do Ngoc Anh (Group Leader) + G3: Vu Mai Trang (Group Leader) + G4: Do Van Son (Group Leader) + G5: Nguyen Viet Toan (Group Leader) Class 8B: + G1: Pham Thanh Tu (Group Leader) + G2: Do Thi Trang (Group Leader) + G3: Dinh Xuan Tung (Group Leader) Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học :2022-2023
4. 4 + G4: Truong Thi Thao Nguyen (Group Leader) + G5: Do Kieu Loan (Group Leader) 3. Guides for homework (2’) - Do the remaining exercises in Unit 7 – Looking back and Project. - Prepare Unit 8 – Getting started. -------------------------------------------------------------------------------------------- Period 55 UNIT 8: ENGLISH SPEAKING COUNTRIES Date of teaching:7/2/2023 Lesson 1: Getting Started A. Objectives 1. Knowledge: By the end of the lesson, SS will be able to know some English speaking countries. They will be able to understand the conversation between Nick and Phong and do the tasks well. - Vocabulary: the lexical items related to the topic of people and places in English speaking countries - Grammar: the present simple to talk about future activities. 2. Competence: Ss will develop some competences such as being determined, self- studying, creative and communicating. They will use language correctly. 3. Behavior: Students are hard-working and attentive. They know more about people and places of English speaking countries. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: 1. Checking: During the lesson. 2. New lesson: Teacher’s and students’ activities Contents 2. Warm- up (3’) a, Aims: To help Ss to pay attention in the lesson. b, Contents: Ss answer the teacher’s questions. c, Outcome: Ss can answer the questions correctly and smoothly. d, Organization: * Questions - T asks students: - Do you love English? - Do you think English is important? - How do you learn English? - Ss answer the questions - Can you call out names of English - T introduces the lesson. speaking countries. Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học :2022-2023
5. 5 2. Presentation (7’) a, Aims: Listen and read for information about the topic “English speaking countries” and study some vocabularies related to the topic. b, Contents: Ss learn some new words about the topic “English speaking countries”. Then they listen and read the conversation between Nick and Phong. c, Outcome: Ss can learn some new words and understand the dialogue. d, Organization: - T introduces Nick and Phong. Ask Ss to I. Vocabulary guess where they are and what they are Awesome (adj): tuyệt vời doing. Absolutely (adv): tuyệt đối, chắc - T presents some new words. chắn - Ss read in chorus and individually. Official (adj): chính thức - Ask Ss to look at the title of the Accent (n): giọng điệu conversation and the picture. Ask them II. Listen and read some questions: * Where are the children? * What do you think they are doing? - Ss answer the questions as a class. - T plays the recording and have Ss follow along. - Ss practice the dialogue. 3. Practice (28’) a, Aims: Help students understand more about the dialogue and know how to use some words and countries related to the topic ‘English speaking countries’ b, Contents: + Find a words/an expression from the conversation. + Read the conversation and answer the questions. + Complete the sentences with the words or phrases from the box. + Put the names of the countries under their flags. c, Outcome: Ss can understand the dialogue and do exercises well. Also. They can know some vocabularies and countries related the topic ‘English speaking countries’ d, Organization: - Ss work independently. Guide Ss to look 1a. Find a word or an expression at the beginning of a reply/ a sentence for from the conversation which you the answers. use when you . - Allows Ss to share answers. Key: - Checks their answers. 1. Awesome, just awesome 2. Any of the following: Absolutely/ - Asks Ss: Do you know any other Right expressions which have the same 3. It’s hard to say meaning? 4. Perhaps Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học :2022-2023
6. 6 - SS read the conversation again and 1b. Read the conversation again answer the questions in pairs. and answer the questions. - Calls some pairs to answer the questions. Key: - T corrects and confirms the correct 1. He’s at an international summer answers. camp (in Singapore). 2. They come from different countries/ from all over the world. 3. He has made new friends, visited places, (and taken part in different activities.) 4. Because he uses English every day with people from different countries. 5. Two boys from Australia and a girl from the USA. 6. After July 15th. - Asks Ss to underline these words/ 2. Complete the sentences with the phrases in the conversation and make sure words or phrases from the box. 8’ they understand their meanings. Key: - Ss work independently to complete the 1. summer camp sentences. 2. native English speaking countries - Have them share their answers in pairs. Then elicit the answers from the whole 3. native speakers class. 4. the USA Note: 5. accents Your first language is often known as your mother tongue, and your second 6. official language language may refer to a language used as 2. Complete the sentences with an official language in your country, like words/ phrases from the box. English in Malaysia, Singapore, India or Key: it could simply mean the foreign 1. summer camp language you learn at school as part of 2. English speaking countries the curriculum. 3. native speakers 4. The USA - T has Ss work in pairs/ groups to match 5. accents the flags with the countries. 6. official language - T checks. 3. Put the names of the countries under their flags. Key: 1. the USA 2. the United Kingdom 3. Singapore 4. Australia 5. Canada Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học :2022-2023
7. 7 6. New Zealand 4. Application (5’) a, Aims: Ss can know well more about all the countries in map b, Contents: Ss work in groups to locate 6 countries on the map. c, Outcome: Ss locate 6 countries on the map correctly. d, Organization: - T asks students to work in groups of Game: Where are they? five or six. Locate the six countries in 3 on the map below. Form groups of five or six. - The first group to find all the countries wins. - Ss work in groups 3. Guides for homework (2’) - Make a list of English speaking countries. - Prepare: A closer look 1. ------------------------------------------------------------------------------------- Period 56 UNIT 8: ENGLISH SPEAKING COUNTRIES Date of teaching:9/2/2023 Lesson 2: A Closer Look 1 A. Objectives 1. Knowledge: By the end of the lesson, SS will be able to use the lexical items related to the topic of people and places in English speaking countries. They will pronounce the words ending in –ese and –ee correctly in isolation and in context. - Vocabulary: words related to the topic: English speaking countries - Pronunciation: Stress. In words ending in – ese and –ee. 2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence. 3. Behavior: Students are hard-working and attentive. They know more about people and places of English speaking countries. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book 2. Students: Textbooks, notebooks C. Procedures: 1. Checking: During the lesson. 2. New lesson: Teacher’s and students’ activities Contents 1. Warm up (4’) a, Aims: To attract Ss’ attention to the lesson and lead to the lesson b, Contents: Ss work in groups to write down name of English-speaking countries. c, Outcome: Ss can write many English speaking countries that they’ve learnt so far. Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học :2022-2023
8. 8 d, Organization: *Network. - Divide class into 4 groups. Canada Australia - Ask Ss don't look at the book, in 3 minutes write down name of English English speaking countries. speaking - Which group write more is winner. countries 2. Presentation (5’) a, Aims: Ss can know some new words related to the topic "English speaking countries". b, Contents: Ss learn some vocabularies related to the topic. c, Outcome: Ss can know some vocabularies related to the topic. d, Organization: - T introduces some new words. * Vocabulary Picture - ‘iconic (adj): thuộc hình tượng Translation - ‘spectacle (n): quang cảnh, cảnh tượng - ‘scenery (n): phong cảnh Situation - ‘symbolise (v): biểu tượng, tượng trưng - Check: Matching. 3. Practice (30’) a, Aims: Ss can know some words about places and people. Know some nouns, verbs and adjectives related to the topic "English speaking countries". They can pronounce the words ending in –ese and - ee correctly. b, Contents: + Write the names for the people who belong to these places + Change the words into a noun (N), an adjective (A) or a verb (V). + Use the words in the box to complete the sentences. + Match the words/ phrases with the pictures. + Listen and repeat the words. + Mark the stress in the underlined words. Then listen and repeat the sentences. c, Outcome: Ss can know and use words related to the topic well. They can pronounce words ending in -ese and -ee correctly. d, Organization: I. Vocabulary - T asks Ss to work individually. Write 1. Write the names for the people who the names for the people who belong to belong to these places. Then listen and these places. repeat the words. - Ss work individually. Key: 1. the Americans - T plays the recording for Ss to check 2. the English their answers. Ss listen and repeat. (Point 3. the Scottish / the Scots Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học :2022-2023
9. 9 out the change of stress from 'Canada to 4. the Welsh Ca'nadian) 5. the Irish - Ss listen and check. 6.the Canadians 7. the Australians 8. the New Zealanders - T asks students to do task 2 2. Change the words into a noun (N), - Ss work individually or in pairs. Check an adjective (A) or a verb (V). the answers as a class. If time allows, Key: have two Ss write their answers on the 1 historic N = history board and then confirm the correct 2 symbol V = symbolise answers. 3 legend A = legendary 4 iconic N = icon 5 spectacle A = spectacular 6 festive N = festival 7 scenery A = scenic 8 attraction V = attract - Firstly T asks Ss to read each sentence 3. Use the words in the box to and decide what the part of speech is for complete the sentences. each word to be filled in the blank. For Key: example, the word for the blank in 1. icon sentence 1 is a noun. They then complete 2. symbolises the sentences. Confirm the correct 3. scenic answers as a class. 4. unique 5. attracts - T has Ss look at the pictures. Ask them 4. Match the words/ phrases with the what they see in each of them. Allow pictures. them then to work individually to match Note: a loch is a Scottish word for a the words/ phrases to the pictures. lake. - Ss work individually to match the Key: words/ phrases to the pictures 1. castle - T checks the answers as a class by 2. loch asking Ss in which countries, from the list 3.parade in 1, they might see these things or ask 4. monument them to give an example of these things. 5. state 6. cattle station II. Pronunciation: Stress in words ending in –ese and -ee - T asks Ss listen and repeat. Then have 5. Listen and repeat the words. Ss say the words individually. Key: - Ss listen and practice 1. Canto'nese 5. employ'ee 2. Taiwa'nese 6. adop'tee 3. Japa'nese 7. addre'ssee Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học :2022-2023
10. 10 4. Portu’guese 8. interview'ee - T asks students to put the underlined 6. Mark the stress in the underlined words on the board. words. Then listen and repeat the - Ss come and mark the stress in the sentences. words first. Key: - T asks for a show of hands from the rest 1. Chi'nese 2. refu'gee of the class if they think the stress is 3. trai'nee 4. Japa'nese correct or not. Then play the recording. 5. guaran'tee Ss listen, check and say the sentences. - T calls on some Ss to say the sentences individually. 3. Application (4’) a, Aims: Ss can make sentences with word they have learnt b, Contents: Ss make sentences with words they have learnt so far. c, Outcome: Ss can make sentences correctly. d, Organization: - T asks Ss to make sentences with word they have learnt - Ss make sentences with word they have learnt - T holds a competition and corrects and remarks 3. Guides for homework (2’) - Practice vocabulary and pronunciation again. - Guide ss how to do exercises in WB. - Prepare: A closer look 2. Ngày duyệt: 5/2/2023 Người duyệt: Hà Thị Vân Anh Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học :2022-2023