Giáo án Tiếng Anh Lớp 8 - Tiết 55 đến 57

 polluted. E
 4. Their children have birth defects. E The parents were exposed to radiationC .
 5. We can’t see the stars at night. E There is too much light pollution. C
2.6. Activity 3b
? Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship
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.
3. Pronunciation (15'')
3. 1. 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 examples.
Adding the suffix –ic changes the stress of a word. Stress the syllable immediately before the suffix.
Example:
‘atom -> a’tomic
Adding the suffix –al to a word does not change its stress.
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)
Play the recording for Ss to stress the words. Ask some Ss to say where the stress in each word is. Confirm the correct answers. Play the recording again for Ss to repeat the words. Call on some Ss to read out the words.
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
3.3. Activity 6 p9
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 Ss to repeat the sentences. Ask some Ss to read out the sentences.
1. According to scientific research, tiny species may help clean radioactive pollution.
2. Water quality has become a national problem.
3. Many people have received medical treatment because of the disease.
4. Chemical waste can cause water pollution.
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 groups. Two groups work with the same pair of pictures in 2, 3 or 4. 
? In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper. 
- When time is up, the group with the most sentences is the winner. 
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.
4. Further practice (2')
? Make a list of words ending in -ic and -al
.5. Production(2')
? Learn by heart all the new words.
? Do Ex A1, 2,3 P3 (wortkbook)
? Prepare: Unit 1: Closer Look 2
- Collect pictures, songs, clips talking about pollution.
- Answer teacher's questions.
- Say out the words 
- Take note
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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: review
Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to give some example sentences.
 Conditional sentences type 1
The conditional sentence type 1 describes a thing which is true or is likely to happen in the present or future.
If + subject + V (present simple), subject + will/can... + V (bare infinitive)
2. Grammar 1 (15')
Conditional sentences type 2
- Teacher elicits the form, use of the conditional sentences type 2 from students.
? Give examples
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.
3. Practice (15'')
3.1. Activity 1P9
Ss do this exercise individually then compare their answers with a partner. Have Ss read out their answers. Confirm the correct ones.
Key:
recycle; will help
won’t dump; fines
travel; will be
will save; don’t waste
use; will have
3.2. Activity 2 P10
? Read the pairs of sentences. 
- Ask two Ss to write the new conditional sentences type 1 on the board while other Ss write own sentences. 
- Give feedback on these sentences and ask other Ss to correct them if necessary.
Key:
1. Student will be more aware of protecting the environment if teachers teach environmental issues at school.
2. When light pollution happens, animals will change their behavior patterns.
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.
5. People will get more diseases if the water is contaminated.
3.3. Activity 3 P10 
Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’answers.
Key: 1. b 2. c 3. d 4. e 5. a 
3.4. Activity 4 P10
Ss do this exercise individually. 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.
Key: 
1. were; woulddo
2. exercised; would be
3. had; would build
4. tidied; wouldn’t be
5. was/were; would grow
3.5. Activity 5 P10
? Quickly read the example. 
- Ask Ss to comment on the example. - the meaning of the orginal 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). 
? Do this exercise individually and then compare the answers with a classmate. Ask one or two Ss to write their sentences on the board.
Key: 
 2. If there weren’t 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.
Chain game
? Work in groups of five or six 
? 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.
Example
A: If each person plant a tree, there will be a lot of trees.
B: If there are a lot of trees, the air will be cleaner.
A: If the air is cleaner, fewer people will be ill.
4. Further practice (2')
? How do we use conditional sentences type 1 and 2?
.5. Production(2')
? Learn by heart all the new words and structures
? Do B4, B5, B6 P5 (Work book)
? Prepare: Unit 7: Communication
- Collect pictures, songs, clips talking about pollution.
- Answer teacher's questions.
- Take note
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Kiểm tra ngày tháng năm 2017
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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 someone you know) a bit unusual. 
? Listen and give your opinions about this activity: boring, interesting, strange, challenging, etc. 
Work individually
Answer individually 
Listen
2. Communiction 1 (15')
2.1. Teaching vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocabulary: What and where
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
students in the photos like doing as
leisure Ss and T’s activities.
- Then set a reading time limit
? 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 
- window shopping
(n):
đi chơi ngắm đồ bày ở cửa hàng
- weird
(adj):
kì cục
- 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
- Guess
- Read and play a memory game in competing groups
3. Communiction 2
3.1. Study the abbreviation
- Ask Ss if they notice any other particular features of the text. 
 - drawing their attention to the form of the text (e.g. its layout and the abbreviation). Explain that this is 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.
? 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.
- Work in groups
- Listen
- pair work
3.2. Complete the table
- Have Ss work in pairs or small groups to complete the table. Allow Ss to read the text more closely to fill in the table.
Who?
What activity is mentioned?
What does he/she thick of it?
Emily
-hanging out with friend ( window shopping)
-working as a volunteer
She loves it.
Hang
Cloud watching
She adores it. It’s easy
Linn
Going to community centre, painting, dancing, doing drama
She loves it
Minh
-playing football
-helping his aunt in running cooking class
He likes it.
He’s fun.
Manuel
-Playing computer games
-doing judo
He’s addicted to it.
It’s Ok.
? Work in pairs to put the leisure Ss 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 shares their list with the other. 
? Discuss, give opinions, and negotiate with each other in order to agree on a mutual list. 
- Pair work
- Work in group
4. Further practice (2')
? Sum up the main content of the lesson
.5. Production(2')
? Learn by heart all the new words and structures
? Do C1, 2, D1 P 6-7 (SBT)
? Prepare: Skill 1
- Collect pictures, songs, clips talking about pollution.
- Answer teacher's questions.
- Take note
-------------------------------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.
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
? Discuss and make a list of benefits of using computer or mobile phone for leisure Ss and T’s activities
? Take turns to write on the board.
- Get feedback.
? What are the harmful things of using computer or mobile phone for leisure Ss and T’s activities? 
Benefits of using computer or mobile phone for leisure Ss and T’s activities
E. g: 
- means of e-mail or chatting
- a source of information (news, articles, the weather forecast....)
- a source of entertainment (music, movies, games...)
Answer individually
2. Reading(15')
2.1. Vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia, situation, explanation)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Matching
- virtual
(adj):
thực sự
- effect
(n):
sự ảnh hưởng, hậu quả
- mind
(n):
tâm trí, trí tuệ
- exist
(n):
tồn tại, hiện có
 - 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 named Quang. 
- 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.
? Work individually to choose the best answer. 
Study the picture and guess
Key: 
1. B
2. C
2.3. Activity 2 (Write the questions)
? Look at the keywords in the responses in order to find out the questions. 
? Work individually then compare their answers with a partner.
Key:
1. Is Quang’s garden real?
2. What is the problem with using technology in your free time?
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 notes box. 
? How do you give an opinion? 
? How do you ask for an opinion?
- Explain to Ss that these speech bubbles are from Quang and his parents. 
? Work in pairs and say why you think who says what, based on the information from the passage. Go through the phrase in the Language notes box with Ss. 
- Then choose a speech bubble and combine it with the language in the Language notes box. 
- Ask for volunteers to demonstrate their exchanges.
Giving an opinion: 
- I think that...........
- In my 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 so.
A: In my opinion, computer games train your mind
and your memory.
B: That’s so true./ I’m afraid I don’t agree.
Key:
- Teacher's book: P12
3.2. Role play (task 5 P12)
- Arrange Ss into three groups: 
Group 1: plays Quang
Group 2: plays Quang’s parents
Group 3: plays his teacher. 
? 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
Speak in front of the class.
4. Further practice (2')
? How do you give and ask for an opinion? 
? Recall the respond.
.5. Production(2')
? Learn by heart all the new words and structures
? Do D2 P 8 (Workbook)
? Prepare: Skill 2
- Collect pictures, songs, clips talking about pollution.
- Answer teacher's questions.
- Take note
	-------------------------------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.
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 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..
- work in pairs
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.
? Think of the answers first.
- Teacher gets Ss' prediction and write on the board.
? Listen and check your prediction.
2.2. Listen and complete the table
- Play the recording as many times as needed. Ss work individually then compare answers with their partner.
? Listen and choose the correct answer.
- Read the questions and think of the answers
Key: 
1. The topic of this week’s programme is hanging out with your friends.
2. There are two main ways: hanging indoors or outdoors.
Key: 1. movies 2. cinema 
 3. crafts 4. sports
 5. physical health 6. people 
 7. cultural centres
3. Writing (20')
3.1. Complete the paragraph (Activity 4 P13)
? Cover the box and write some of these words/phrases on the board. 
? Where in a paragraph they often see these words?
? What could be the purpose for using them.
? Work individually to complete the task, and discuss their answers with a partner. 
- Remind Ss that for some gaps there is more than one correct answer
- Answer teacher's questions
Key 1. In my opinion/ I believe 
 2. Firstly 
 3. Secondly 
 4. Besides/also