Giáo án Tiếng Anh Lớp 8 thí điểm - Chương trình cả năm

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

3. 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

 

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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.
Period: Date of planning: //
 Date of teaching: //
UNIT 7: POLLUTION
Lesson 4: Communication
I. Objectives: 
1. Knowledge: By the end of the lesson ,students will be able to :
 - talk about noise pollution, a common pollution type that not many people recognise as a pollution.
2. Skills:speaking 
3. Attitude:Ss must have good attitude towards the co-operation
3. Competencies: Presenting opinions and giving comments to others’ opinions 
II. Main languages: 
Vocabulary: extra words related to the topic
2.Grammar: 
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Ss’ activities
Contents
Warm – up.( 5’): Kinds of pollution.: review
Ask Sts to tell kinds of pollution.
Tell Ss that in this lesson they will have the oppoturnity to explore noise pollution, a common pollution type that not many people recognise as a pollution.
Presentation (10’)
Pre-teach vocab:
- T goes trough the extra vocabulary with Ss. If Ss donot know any word in the box, T quick teaches it.
+ permanent(adj): Give the definition(lasting forever; never change) or give the antonym (this is the opposite op temporary).
+ earplug: draw a pair of earplug on the board and explain “ we put these into our eara to keep out noise or water.”
+ affect: It is the verb form of the noun effect.
+ hearing loss: ask if Ss know the verb form of loss. If they do not, give them the verb to lose. Then give a simple explanation “When you have hearing loss, you can’t hear things clearly.”
+ blood pressure: give an example (My father has high blood pressure. Whenever he goes to hospital, the nurse measures his blood pressure.) and ask if Ss can guess the meaning. T may give the Vietnamese translation.
Practice (12’)
1.Complete the questionaire by circling the correct answer A,B,C
Have Ss read the questions in the questionnaire to make sure they understand everything. Explain any unclear points. Then Ss answer the questionnaire individually. Remind them to circle their answers.
2.Compare your answers with those of a classmate
Ss work in pairs to compare their answers and see if they have any different answers. They do not have to reach an agreement at this stage. Ask some pairs to report on their differents.
3.How many correct answers have you got?
 Play the recording for Ss to check their answers. Ss listen to the recording twice. If there are any incorrect answers, Ss correct them. Ask Ss if any of the answers has surprised them, and if so, why.
Audio script:
Noise is constant an loud sound. To measure the loudness, or volume of sounds, people use a unit called a decibel. When a sound is louder than 70 decibels, it can cause noise pollution. Do you know that the noise from a vacuum cleaner or a motorcycle can result in permanent hearing loss after eight hours? The sounds of a concert are even more serious. They can reach as high as 130 decibels and may cause immediate and permanent hearing loss. Noise pollution can also lead to headaches and high blood pressure. If you are listening to music through headphones, and other people can hear it, it means the music is too loud and unsafe. If there seems to be a ringing or buzzing in your ears, it means the noise is effecting you and damaging your hearing. Wearing earplugs when you go to concerts or other loud events, and listening to music through headphones or headsets at safe levels can help you reduce the effects of noise pollution.
Further practice (5’)
4.Discuss other ways to prevent noise pollution
Ask Ss which of the eight questions in the questions ways to prevent noise pollution. Have Ss work in groups in five minutes to discuss more ways to reduce noise pollution. Ss write their answers on a big piece of paper and then prevent their answers. Have Ss vote for the best ways.
This activity can be carried out as a game to find out which group in five minutes can come up with the most ways. The winning group then presents the answers to the whole class. Other groups add more if they have any different ways.
Homework(3’):
Prepare unit 7 lesson 5

Whole class
Ss answer the questionnaire individually 
Ss work in pairs to compare their answers and see if they have any different answers 
Ss correct them.
Ss work in groups
*Vocabulary:
permanent(adj)
earplug(n)
affect(v)
hearing loss(n)
bloodpressure(n)
Key:	 1. B	2. C	3. A	4. B	5. C	6. A	7. A
Period: Date of planning: //
 Date of teaching: //
UNIT 7: POLLUTION
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 water pollution.
 - Talk about causes and effects of water pollution as well as the solution to water pollution.
2. Skills:speaking , reading
3. Attitude:Ss must have good attitude towards the co-operation
4. Competencies: Presenting opinions and giving comments to others’ opinions 
II. Main languages: 
Vocabulary: extra words related to the topic: water pollution.
2.Grammar: 
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Ss’ activities
Contents
Warm – up.( 5’): Kinds of pollution.: review
- Ask Ss to tell kinds of pollution.
Pre-reading (10’)
Pre-teach vocab:
1. T may model asking and answering questions with a strong student. For example:
T (picture A): Are there five ducks in your picture?
S (picture B): Yes, there are. Are the ducks black in your picture?
T: No, they aren’t. They’re white.
Call on one student to report on the differences. Other Ss can add some more.
Ask Ss what the pictures tell them (water pollution). Lead to the second activity.
Picture A (p.14)
- The ducks are white.
- They’re going to the lake.
- There aren’t any factories near the lake.
- The lake water is clean.
Picture B(p.15)
- The ducks are black.
- They’re going from the lake.
- There are some factories near the lake.
- The lake water is dirty/ black.
While-reading (15’)
2. Mi and Nick have decided to give a presentation on water pollution to the class. Read what they’ve prepared and answer the questions.
Ask Ss to read the passage quickly and answer the questions. Tell Ss that the first two questions ask for general information while the rest focus on details. Ss can underline past of the text that help them with the answers. Ss compare their answers before giving the answers to T.
3. Read the text again and complete the notes about the effects of water pollution. Fill each blank with no more than tree words.
Remind Ss quickly of the way to do this type of exercise. Have some Ss read aloud their answers. Confirm the correct ones.
Post-reading (12’)
4. Work in group and discuss the solutions to water pollution. Make notes of your answers.
To help them focus their ideas, T can suggest they make two sub-headings.
	Point source pollution.
	Non-point source pollution.
5. Now complete the diagram of water pollution. Use the information from the text for the causes and effects and your groups’ idias for the solutution.
T can give them marks. If the class size is small and time allows, all the groups can present.
6. Make a presentation about the water pollution based on the diagram.
Ask some groups to give a presentation about water pollution. Other groups listen and give comments. The class may vote for the best presentation and T can give them marks. If the class size is small and time allows all the groups can present.
Homework(3’):
Prepare unit 7 lesson 6
Whole class
 Ss do this activity in pairs. One student looks at the picture A on page 12 while the other looks at picture B on page 15. They ask each other Yes/ No questions to find out the differences between the two pictures.
Ss can underline past of the text that help them with the answers. Ss compare their answers before giving the answers to T.
Ss read the sentences quickly to underline the key words. For example, in sentence 1, the key words are drinking water, untreated and outbreak. Then they locate the key words in the passage and pick the suitable words to fill each blank. For instance, for the blank in sentence 1, a noun should be filled in.
Ss work in groups to discuss the solutions to water pollution.
They can then give through each cause in the presentation and think of the solutions. For example:
Factories dump industrial waste.
	Solution 1: Give heavy fines to companies that are found doing this.
	Solution 2: Educate companies about the environment.
	Solution 3: Give tax breaks to companies that find “clean” ways to dispose of their waste.
They make notes of the answers on a piece of paper. Invite one group to quickly present their solutions. Other groups add any ideas if necessary. As it is an open activity, accept all the answers as long as they make sense.
Ss work in groups to give a presentation about water pollution. Other groups listen anf give comments. The class may vote for the best presentation
*Vocabulary:
+ groudwater: the water beneath the earth’s surface.
+ Pesticide(n): 
+ Herbicide(n)
+ “point sourse” pollution:
+ “ non- point sourse” pollution:
Key:
1. The second paragraph tells about the causes of water pollution.
2. The third paragraph tells about the effects of water pollution.
3. It’s the water beneath the Earth’s surface..
4. They are industrial waste, sewage, pesticides, and herbicides.
5. They are pollutants from storm water and the atmosphere.
6. They use herbicides to kill weeds.
Key:	1. cholera	 2. die	3. polluted water	 4. dead	 5. aquatic pants
Water pollution:
+ Definition:
Causes:
+ Point source pollutants:
+ Non- point sourse polltutants:
Effects:
+ Human:
+ Animals:
+ Plants:
Sollutions:
+
+
+
Period: Date of planning: //
 Date of teaching: //
UNIT 7: POLLUTION
Lesson 6: Skills 2
I. Objectives: 
1. Knowledge: By the end of the lesson ,students will be able to :
- Listen to get specific information about the topic: Thermal pollution.
- Write a paragraph about the causes and effects of one type of pollution in your area.
2. Skills:listening, writing
3. Attitude:Ss must have good attitude towards the co-operation
3. Competencies: Presenting opinions and giving comments to others’ opinions 
II. Main languages: 
Vocabulary: extra words related to the topic: water pollution.
2.Grammar: 
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Ss’ activities
Contents
Warm – up.( 5’): Chatting
T asks: What do you know about the thermal pollution?
Pre-listening (10’)
Pre-teach vocab:
1. 1. Describe what you see in the picture and talk about the relationship between them.
Call on one or two Ss to give their answers. Play the recording for Ss to check their answers.
Ask Ss what they know about thermal pollution.
While-listening (15’)
2. Play the recording once. Ask for Ss’ answers and write them on the board. If all the answers are correct, more to the next activity. If Ss are not sure about their answers, play the recording again for Ss to check.
Make changes to the answers on the board.
Audio script:
Reporter:	Does thermal pollution mean that bodies of water get hotter, Mr Nam?
Mr Nam:	Not always. Sometimes the water becomes colder, and that’s thermal pollution. 
	In general, thermal pollution means a change in the water temperature.
Reporter:	That’s interesting! What causes it?
Mr Nam:	Power stations are factor. They use water in the nearby lakes or rivers to cool their equipment, which heats up the water. Then they dump the hot water back 
	into its source.
Reporter:	Are there any other causes?
Mr Nam:	Yes. Thermal pollution may also happen due to the discharge of cold water from reservoirs into warm rivers.
Reporter:	Thermal pollution can have dramatic effects. Right?
Mr Nam:	Certainly. Most aquatic creatures need a certain temperature to survive. Warmer water has less oxygen in it, and this can harm fish populations. Beside, warmer water can cause harmful algal blooms. This can change the colour of the water like in the first picture and more seriously, the algae poisons the fish.
Reporter:	What can we do, Mr Nam?
Mr Nam:	In many places, they build cooling towers like in the second picture to cool down the water from power stations.
Reporter:	Anything else we can do? 
Post-reading (12’)
Writing
3. Have Ss take notes of the causes and effects. Move around to offer help as pairs discuss their ideas.
4. Remind Ss to use markets like firstly, secondly finally to navigate through their points. Move around to offer help and take notes of any structures or language that Ss are struggling with. Bring the whole group together if there is a point T wants to clarify, then they can continue with the writing.
5. Tell them that they should add one or two sentences at the beginning to introduce the topic and other ones at the end to conclude their article. Note, if Ss need more support, post the sample article (see next page) on the board as a reference when Ss get to this stage of the lesson. This will help them structure their work. Next, have pairs swap and read each other’s articles. Finally, ask for volunteer pairs to read their articles out to the class and have Ss comment on them. Then collect all the articles for marking.
Homework(3’):
Prepare unit 7 lesson 7
Whole class
 Ss work in pairs describing the pictures and the relationship between them. 
Have Ss quickly read the diagram and identify the from of the word/ phrase to befilled in each blank. For example, the words for blanks 1 and 2 are adjectives.
In this writing part, Ss are asked to write about the causes and effects of one pollution type in their area. Recap on the types of pollution by turning quickly back to the beginning of the unit in the GETTING STARTED section.
Ss work in pairs and decide which pollution type their area they are going to discuss
Ss stay with their partner. One writes about the causes and the other writes about the effects based on their notes from 3.
Now have Ss share their work with each other and combine it to make a complete article.
Words related to thermal pollution.
*Vocabulary:
+ algal bloom
+ cooling tower
+ power station
Key:	The first picture shows an algal bloom in coastal seawater.
	The second picture shows the cooling towers from a power station.
	They are both related to thermal pollution.
Key:	1. hotter	2. cooler	3. cool	4.warm rivers	5. warmer water
	6. fish population	7. Harmful	8. colour	9. Poison	10. Cool down
Key:
1. The second paragraph tells about the causes of water pollution.
2. The third paragraph tells about the effects of water pollution.
3. It’s the water beneath the Earth’s surface..
4. They are industrial waste, sewage, pesticides, and herbicides.
5. They are pollutants from storm water and the atmosphere.
6. They use herbicides to kill weeds.
Key:	1. cholera	 2. die	3. polluted water	 4. dead	 5. aquatic pants
Sample article:
Water pollution
There are several types of pollution. However, water pollution is the most serious in our area.
It is caused by several factors. Firstly, families dump sewage into the river. In the past it was a very beautiful river, but now the water is almost black. Secondly, there are two new factories in our area, and they are dumping chemical waste into the lake and river. Thirdly, pesticides are another source of pollution. Farmers in our area usually use these to kill insects.
Water pollution badly affects our area. We do not have enough fresh waster to water the plants and crops. People cannot raise fish in the river and the lake because the water there is so polluted. In addition, there are no more wild ducks near the river today since they cannot find fish for food. Another negative effect is that sometimes in the afternoon there is a bad smell from the polluted river, so people do not like walking along it anymore.
People in our area al aware of this problem, and we are thinking of ways to solve it.
Period: Date of planning: //
 Date of teaching: //
UNIT 7: POLLUTION
Lesson 7: Looking back & project
I. Objectives: 
1. Knowledge: By the end of the lesson ,students will be able to :
- Review the lexical items related to the topic: pollution.
- Review the grammar of the unit: Conditional sentence I and II.
- Make questions and answers about the topic.
2. Skills:listening, writing
3. Attitude:Ss must have good attitude towards doing exercises
4. Competencies: Self-assessment
II. Main languages: 
Vocabulary: Words related to the topic 
2.Grammar: 
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Ss’ activities
Contents
Warm – up.( 5’): Play: Lucky number
- T explains the rule.
- T gives the explanation and ss say the word.
Presentation(15’)
Pre-teach vocab:
1. Complete the sentences with the correct form of the words in brackets.
Check Ss’ answers.
2. Write types of pollution in the word web.
Ask some Ss to write their answers on the board. Confirm the correct answers.
3.Rewrite the sentences, using the words in brackets.
Have two Ss write sentences on the board. T and other Ss give comments.
This activity may be conducted as a game if T wants to lighten the atmosphere. Pick the sentences of three quickest pairs. Announce the winning pair with the most correct sentences.
Practice (15’)
4. Put the verbs in brackets into the correct forms.
Check their answers
5. Complete the sentences, using your own ideas.
Remind them to identify whether the sentence is a conditional sentence type 1 or type 2. Call some Ss to share their sentences. Accept all the sentences if they make sense.
Further practice (7’)
6. Work in groups. Discuss what your would do or say in each situation.
Ask Ss to read the example. Move around the class to listen to their ideas.
PROJECT
What would you do if???
Ask Ss to read the information about the project. Ask if Ss still remember what a collage is. They made a collage in Grade 7. If they do not remember clearly, tell them that a collage is a picture made by sticking photographs, pictures or drawings onto a surface. Remind Ss that they should use conditional sentences type 2 to give the presentation.
Answer Ss’ questions if there are any. Remember to have Ss present their collage in the next lesson and vote for the best.
Homework(3’):
Ask students to complete the project. 
Prepare unit 8 lesson 1
- Ss play in 2 big groups.
 Ss do this activity individually then compare their answers with a partner.
Ss do this exercise individually.
Ss write the sentences using the words in brackets. Ss compare their sentences with a partner.
Ss write the sentences in pairs.
Ss do this exercise individually and then share the answers with a classmate.
Ss complete the sentences individually using their own ideas.
Ss work in groups to discuss what they would do or say in each situation.
Ss may not need to discuss all the situations. Two or three groups may discuss the same situation.
Ss complete the project. 
Ss work in groups to do the project following the instructions in the book.
Lucky number
1
2
3
4
5
6
7
8
9
10
11
12

*Vocabulary:
+ algal bloom
+ cooling tower
+ power station
Key:	1. pollution	2. contaminated	3. death	4. Poisonous	5. pollutions
Key:
1. radioactive pollution	2. noise pollution	3. vi

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