Kế hoạch bài dạy Tiếng Anh 8 - Tiết 55+56, Unit 7: Pollution - Năm học 2020-2021

16/1/2021 PERIOD 55: UNIT 7: POLLUTION Lesson 1: Getting Started: A project on pollution I. Aims: By the end of the lesson, Ss will be able to: - get to know about the topic of the unit - use lexical items related to pollution, especially types of pollution. - Grammar: The Present Simple, Past Simple - Vocabulary: waste (n)/ substance, dump (v) –dumping, poison (n), aquatic animal, come up with, illustrate (v), fume (n), radiation (n), telephone pole, advertising billboard, overhead power line. III. Language skills: - Reading, Speaking, Listening, Writing. IV. Teaching aids: - Textbook, lesson plan, a cassette, recording. V. Procedures: A. Warm up: T writes the word “Pollution” on the board, asks Ss to call out things that cause pollution, e.g: cars, factories, cows, birds, trucks, . B. New lesson: Activity 1: Chatting T asks Ss to open the textbook to the picture, T asks Ss to answer some questions: a. Who can you see in the picture? b. Where do you think they are? c. What can you see in the picture? d. What do you think the people in the picture are talking about? Ss answer as a class. T plays the recording, Ss listen and read. Ask Ss to answer the above questions again. Explain some new vocabulary if necessary. Activity 2. Find synonyms - Ask Ss to work individual to find the words having the given meanings in the text. Ask Ss to compare their answers with a partner and then discuss as a class. T encourages Ss to read aloud the sentence in the text containing the words. T supports the answers. After the discussion, T writes the correct answers on the board. Key: (1a) 1. dead 2. aquatic 3. dump 4. poison 5. polluted 6. to come up with Draw Ss’ attention to Watch out! Box and quickly read the information. ? What does the sentence ‘I can’t believe my eyes” mean? It means “I am very surprised”. Activity 3: Answering the questions Have Ss do this task first then compare the answers with partners. (S lets Ss read the dialogue again) Call Ss to the board to write their answers on Check as a class. 1.They are in Mi’s home village. 2. It’s almost black. 3. She’s surprised because she sees the fish are dead/the dead fish. 4. It’s dumping poison into the lake. 5. He’s sneezing so much because the air is not clean. Activity 4: True/False Ss read the sentences quickly and choose T/F/NI statements. T asks for the explanation before confirming the answers. Key: (1c) 1 .F (It’s polluteưd by the factory) 2.T 3.NI 4.T 5.T Activity 5: Types of pollution T can help Ss brainstorm with the Key work “Types of pollution”: Ss look at the box 2 and read aloud the word. T may have to explain these words/phrases to help Ss understand them better. Key:(2) 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 Call Ss to read the phrases aloud. Activity 6: Completing the sentences T asks Ss to use those words about types of pollution to complete the sentences Individual work. T guides Ss to read through the sentences before completing them. Call Ss to stand up and read their complete sentences Correct them as a class. 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 Activity 7: Discussion ? Which type of pollution in Exercise 3. does your neighbourhood face? Group work. Rank them in the order of seriousness. Give reasons for your group’s order. Vote for the group with the best reasons. C. Sum up and homework: - Do exercises in Workbook. - Prepare A Closer look 1. 16/1/2021 PERIOD 56: UNIT 7: POLLUTION Lesson 2: A closer look 1 I. Aims: By the end of the lesson, Ss will be able to: - Complete the table with words relating to pollution. - understand causes and effects of a problem. - how to express causes and effects. - Know how to stress in words ending with -ic and -al. - Grammar: The Present Simple. Because/since + clause Due to/ because of + Ving/N So + cause To cause something/to lead to something/ to result in something To make sb/st do something - Vocabulary: pollutant (n), chemical waste (n), spill (v), birth defect (n), be exposed to, artistic (adj), athletic (adj), poetic (adj), logical (adj) III. Language skills: - Reading, Speaking, Listening, Writing. IV. Teaching aids: - Textbook, lesson plan, a cassette, CD, pictures. V. Procedures: A. Warm up: - Brainstorming: Types of pollution (Getting started) What cause these types of pollution? Lead in the new lesson. A. New lesson: VOCABULARY Activity : Completing the table T has Ss look at the table 1 at page 7. ? What are you going to do now? Fill missing words into each numbered blank. Individual work. Then ask Ss to read aloud their words. Key: Verb Noun Adjective to poison (1) poison poisonous (2) to contaminate contamination/ contaminant contaminated to pollute pollution/ (3) pollutant (3) polluted to die (5) death dead to damage damage (6) damaged Activity 2: Complete the sentences T asks them to complete the sentences in 2. with words from the table. Ss work individual to complete the table. Check and confirm the correct answers. Key: 1.poisonous 2. pollutant 3. dead 4. contaminated 5. damage 6.pollute Have Ss look at the language box Help Ss know how to express causes and effects. 1) Expressing causes: a. because/since + clause: Because/Since the water is polluted, the fish are dead. b. due to/ because of + something: Due to the polluted water, the fish are dead. 2) Expressing effects: a. so + clause: The water is polluted, so the fish are dead. b. to cause st/to lead to st/ to result in st: The polluted water causes/leads to/results in the dead of fish. c. to make sb/st do st: The polluted water makes the fish die. Activity 3: Causes or Effects a. T asks Ss to look at the instruction of 3a then do the activity in pairs. Check and confirm the answers. b. T asks Ss to read the example. Ask them what changes they can see in the new sentence. Ask Ss to combine each pair of sentences with the given connective. Key: 3a, E 1. People throw litter on the ground. C Many animals eat the litter and become sick. 2. Ships spill oil in oceans and rivers. C Many aquatic animals and plants die. E 3. Household dump waste into the river. C It is polluted. E 4. Their children have birth defects. E The parents were exposed to radiation. C 5. We can’t see the stars at night. E There is too much light pollution. C 3b. 2. Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants. 3. Household 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. Activity 4: Speaking T asks Ss to work in groups of 4-5 to give sentences to show causes and effects: Ex: People cough because they breathe in the fumes from cars/ The fumes from cars make people cough. Key: 2. The soil is polluted, so the plants can’t grow. 3.We won’t have fresh water to drink because of water pollution. 4. We plant trees, so we can’t have fresh air. PRONUNCIATION Activity 5: Stress in words ending in –ic and –al (Ex 5 + 6) The suffix -ic changes the stress of the word Stress the syllable immediately before the suffix. Ex: ‘atom a’tomic, ‘history his’toric, The suffix -al does not change the stress of its word. Ex: ‘music ‘musical, ‘logic ‘logical, ‘nation ‘national, 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. Ex: e’conomy eco’nomic eco’nomical. T guides Ss to complete Ex 5+6 in the textbook. B. Sum up and homework: Do exercises in Workbook + Prepare A Closer look 2.