Kế hoạch bài dạy Tiếng Anh 8 - Tuần 20, Tiết 58 đến 60 - Năm học 2020-2021

24/01/2021 PERIOD 58: UNIT 7: POLLUTION Lesson 4: COMMUNICATION I. Aims: By the end of the lesson, Ss will be able to: - understand more about noise pollution. - answer all questions of Exercise 1. - talk about ways to prevent noise pollution. II. Language focus: - Grammar: The Present Simple. - Vocabulary: permanent (adj) >< temporary, earplug (n), affect (v)-effect (n), hearing loss, blood pressure, constant (adj), buzzing, headset, III. Language skills: - Reading Comprehension, Speaking, Listening. IV. Teaching aids: - Textbook, lesson plan, cassette, CD. V. Procedures: A. Warm up: Chatting: What types of pollution does your neighbor hood face? Lead in: Noise pollution. B. New lesson: Activity 1: Questionnaire 1 T asks Ss to read the 8 questions. T explains some difficult points. T asks Ss to choose the correct answer to each question. Ask Ss to compare answers to see if they choose different ones. T plays the recording to help Ss confirm their answers. Key: 1.B 2.C 3.A 4.B 5.C 6.A 7.A 8.C Activity 2: Discussion. T asks Ss to work in groups of 4, discussing more ways to reduce/prevent noise pollution. T asks Ss to write their answers on posters then show them on the board. Call some to read aloud the solutions. The groups with the most solutions will be the winner. Activity 3: Speaking A: What should we do to reduce noise pollution? B: I think we should turn down the volume of the TV, radio and CD players. A: Yes, what else can we do? B: T asks Ss to practice before class. C. Sum up and Homework T reminds Ss about the Workbook. 24/1/2021 PERIOD 59: UNIT 7: POLLUTION Lesson 5: SKILLS 1 (Reading + Speaking) I. Aims: By the end of the lesson, Ss will be able to: - understand the presentation by Mi and Nick about water pollution. - talk about the solutions to water pollution. - complete all exercises given in the lesson. II. Language focus: - Grammar: The Present Simple, Modal Verbs. - Vocabulary: groundwater (n), sewage (n), pesticide (n), herbicide (n), point source >< non- point source, outbreak (n), cholera (n), untreated >< treated (adj) III. Language skills: - Reading, Speaking. IV. Teaching aids: - Textbook, lesson plan, pictures, posters. V. Procedures: A. Warm up: Brainstorm: Types of pollution ? Can you tell me types of pollution around us? 2 groups Lead in the Reading. B. New lesson: I. Reading Activity 1: T asks Ss to do the activity in pairs. Student A looks at the picture A (page 12) and the student B looks at the picture B (page 15). They ask each other Yes/No questions to find out the differences between the two pictures. Then they complete the table as follows: A B -The ducks are white. -The ducks are black. - They are going to/into the lake. - They are going from the lake. -There aren’t any factories near the lake. -There are some factories near the lake. - The water in the lake is clean. - The water in the lake is dirty/polluted/black. Ex: A: Are there five ducks in the picture? B: Yes, there are. Are the ducks black? A: No, they aren’t. They are white. T asks Ss to report the differences. ? Which picture has water pollution? Picture B. ? What causes water pollution? Lead in Act.2. Activity 2: Reading comprehension T asks Ss to read the text quickly and answer the questions. T may explain some new/difficult words so that Ss can understand the text better. Guide Ss to underline words/phrases that contain the information to the questions. T gives feedback: 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 atmosphere. 6. They use herbicides to kill weeds. Activity 4: Completing the sentences. T asks Ss to fill no more than 3 words into each blank of a sentences. The words/phrases must be taken from the text. Guide Ss to look for the key words. Key: 1.cholera 2.die 3.polluted water 4.dead 5.aquatic plants I. Speaking Activity 5: Discussion ? What are the solutions to water pollution? Group work. T asks Ss to work in groups, discussing solutions to water pollution and write them down on posters. T may give an example: Solutions to point source pollution Solutions to non-point source pollution -Fine heavily companies that dump waste into - Organize “clean-up” campaigns in the the water. neighbourhood. - Educate companies about saving environment. - Give reward to people who have good ways to - Give tax breaks to companies that find keep the environment clean. “clean”/”green”/ good ways to dispose of their - Prepare things to treat/purify water before use. waste. Call some leaders to present their ideas while showing the posters on the board. Sum up. Activity 6: Speaking T asks Ss to work in group again to complete the diagram in the textbook. Group 1: What does water pollution mean? Group 2: What are the causes of water pollution? Group 3: What are the effects of water pollution? Group 4: What are the ways to reduce the water pollution? After Ss finish doing it, T asks them to talk about water pollution. Suggested speaking: G1: Water pollution is a serious problem in our life nowadays. Water pollution means the bodies of water are contaminated. In other words, lakes, rivers, oceans, and groundwater are dirty/polluted/not clean. G2: Water pollution has a number of causes. Firstly, factories dump waste into lakes and rivers. Secondly, many families throw the rubbish into the water. Thirdly, people use too much pesticides to kill weeds. This leads to the water pollution, too. G3: Water pollution has some/dramatic effects. It can be make people sick or even die because of diseases from the dirty water they drink. Besides, water pollution can cause the death of many aquatic animals and plants. That’s for sure. G4: So what can we do to reduce the water pollution? First, we should fine Second, we should educate Third, we should C. Sum up and Homework - T asks Ss to complete all exercise in the textbook + prepare Skills 2 (Listening + Writing) 24/1/2021 PERIOD 60: UNIT 7: POLLUTION Lesson 6: SKILLS 2 (Listening + Writing) I. Aims: By the end of the lesson, Ss will be able to: - recognize the differences between the two pictures of Ex.1. Ccomplete the listening task. - Complete a diagram about causes and effects of a type of pollution. - write a paragraph about a type of pollution in their neighbourhood. II. Language focus: - Grammar: The Present Simple. - Vocabulary: coastal seawater (n), cooling tower (n), cool down (v), power station (n), environmentalist (n), discharge (v), reservoir (n), survive (v), algal bloom (n), algae (n) III. Language skills: - Listening, Speaking, Writing. IV. Teaching aids: - laptop, TV V. Procedures: A. Warm up: Chatting: What can you see in the two pictures at page 13? T calls some pairs to answer the question before class. Lead to the new lesson: Listening. B. New lesson: I. Listening Activity 1: T tells Ss that they are going to listen to an interview. T asks Ss to check Ss answers while listening. Key: 1. The first picture shows an algal bloom in coastal seawater. 2. The second picture shows the cooling towers from a power station. 3. They are both related to thermal pollution. ? What do you know about thermal pollution? Lead to activity 2. Activities 2: Completing the diagram. T has Ss read through the diagram and identify the word pattern in each blank. T plays the CD as many times as needed. Ss word individual then compare the answers with partners. T may ask Ss to write their answer on the board before checking them as a class. 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 I. Writing Activity 3: Discussing T helps Ss find out the ideas to complete the diagram in the textbook. T reminds Ss about the ideas in Getting Started. T lets Ss choose the type of pollution they want to deal with. T guides Ss to take notes of the causes and the effects of the pollution they choose. ___________pollution Definition:_________________ ___________ Effects:___________________ Causes: _________________ ______________ ______________ Activity 4: Writing an article T explains the task: Imagine that you are writing an article for the local newspaper about a type of pollution in your area. One writes about the causes. The other writes about the effects of the pollution type you have just discussed in Ex.3. Suggested writing: Water pollution S1: Water pollution has a number of causes. Firstly, factories dump waste into lakes and rivers. Secondly, many families throw the rubbish into the water. Thirdly, people use too much pesticides to kill weeds. This leads to the water pollution, too. S2: Water pollution has some/dramatic effects. First of all, it can be make people sick or even die because of diseases from the dirty water they drink. Besides, water pollution can cause the death of many aquatic animals and plants. Moreover, water pollution has bad effects on the development of industry as well as agriculture of a nation. Activity 5: The article Ss put their writing together to make a complete article for the newspaper. T can choose the best one to use as a model. C. Sum up and Homework - T asks Ss to do Project together: In groups of 6, collect pictures/photos about a type of pollution that face their neighbourhood at the moment. Stick all the photos on a poster and prepare to make a speech about it. (collage) Ss use Conditional Type 2 to present their ideas: If would + if I were the Minister of Natural Resources and Environment. - T asks Ss to prepare Looking back. - T reminds Ss to complete all exercises in Workbook.