Kế hoạch bài dạy Tiếng Anh 8 - Tuần 21, Tiết 60 đến 63 - Năm học 2020-2021

30/1/2021 PERIOD 60: UNIT 7: POLLUTION Lesson 7: LOOKING BACK + PROJECT A. Aims: By the end of the lesson, Ss will be able to: - review all grammatical points and vocabulary learned in Unit 7. - complete all exercises given in the textbook. - practice the four skills relating to leisure activities. - Grammar: The Tenses. - Vocabulary: (revision) skills: Reading, Speaking, Writing. . Teaching aids: - Textbook, lesson plan, pictures. B. Procedures: I. VOCABULARY Activity 1: Word forms Ss do this activity individually then compare their answers with a partner. Check and confirm the correct answers. Key: 1. pollution 2. contaminated 3. death 4. Poisonous 5. pollutants Activity 2: Completing the word web Ss do this activity individually then compare their answers with a partner. T asks Ss to write their answers on the board. Check and correct. Key: 1. radioactive pollution 2.noise pollution 3.visual pollution 4.thermal pollution 5.water pollution 6.land/soil pollution 7.light pollution 8.air pollution Activity 3: Rewriting Ss do this activity individually: Rewrite the sentences using the word given. Peer correction. Give feedback. Key: 1.The residents of the street cannot sleep because of the loud noise from the music club. 2. Vy had a stomachache since she ate a big dinner. 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 Activity 4: Verb forms Ss do this exercise individually then compare their answers with a partner. Call on some Ss to give the answers. Confirm the correct answers and write them on the board. Key: 1.won’t be; don’t take 2.continue; will be 3.were/was; would wear 4.do; will save 5.would travel; didn’t have 6.wouldn’t be; didn’t take care Activity 5: Completing sentences Ss do this exercise individually then compare their answers with a partner. Give feedback: Accept all answers that are meaningful and grammatically correct. Suggested sentences: 1.If I were an environmentalist, I would hold some clean-up campaigns in my village/country. 2.If our school had a big garden, we would plant a lot of trees and flowers in it. 3. If the lake wasn’t polluted, we would swim in it after school. 4.If we have a day off tomorrow, we will clean the roads in front of my school. 5. If you want to do something for the planet, you can plant some trees and take care of them every day. III. COMMUNICATION Activity 6:Discussion T asks Ss to read the instruction of Ex.6 at page 15: What would you say and or do in each situation? 1. What would you say/do if your neighbor littered near your house? 2. What would you say/do if your friend wore headphones every day to listen to music? 3. What would you say/do if your brother dumped his clothes and school things on the floor? 4. What would you say/do if your sister had a bath every day? Explain why you think so. T asks Ss to look at the example in the textbook and do the same way. A: What would you say/do if your neighbor littered near your house? B: Oh, I would put a large sign up saying ‘NO LITTERING” there. C: I think I would knock on the door and explain that it was polluting the area. + Finished: Ask Ss to complete the self-assessment. Identify any difficulties/weak areas and what areas the Ss have mastered. Check Ss’ preparation for the Project. Remind them to present after Unit 8. C. Homework: -T asks Ss to complete project on page 15 together + prepare Unit 8. 30/1/2021 Unit 8: ENGLISH SPEAKING COUNTRIES Period 62: Getting started: How’s your summer camp A. Aims: By the end of the lesson, Ss will be able to: - get to know about the topic of the unit. - use the lexical items related to the topic of people and places in English speaking countries - Grammar: The Present tenses./ The Present simple for future - Vocabulary: official language/ accent/ native speaker/ English speaking country/ summer camp skills: Listening, Speaking, Reading ,Writing. . Teaching aids: - Textbook, lesson plan, pictures, cassette, CD. B. Procedures: I. Warm up: - T. asks SS to match the names of the countries with their flags ( Ex3- p 17) - T. asks Ss to watch a video clip about 10 Enlish speaking countries in the world - T. introduces the topic of the Unit 8 1 the USA 2. the United Kingdom 3. Singapore 4. Australia 6. New Zealand ` 5. Canada Note: The UK, or the United Kingdom = Great Britain + Northern Ireland Great Britain/ Britain = England + Scotland + Wales The USA = the United States of America. It is also known as the US, or the United States, or even just the States. In Canada, there are two official languages: English and French.) II. New lesson Act. 1: Introduction T shows the picture on P16 and give them some questions: - Where are the children? - What do you think they are doing? -Ss answer the questions as a class. -Play the recording and have Ss follow along. Act. 2: Expressions - Ss work independently. Guide Ss to look at the beginning of a reply/ a sentence for the answers. Allow Ss to share answers. Check their answers. Key: 1. Awesome, just awesome. /. /2. Any of the following: Absolutely/ Right. /3. It's hard to say/4. Perhaps * T asks Ss to find some key words of the dialogue: - native speaker: - English speaking country: - accent: - official language: - summer camp: Act. 3 : Comprehension questions - Play the recording again without letting Ss read along. Ask Ss to try to answer as many questions as possible. Ss then read the conversation again to check their answers. Have some Ss read out their answers. - Correct the answers as a class. Key: 1. He's at an international summer 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• Act. 4: Completion - Ss work independently to complete the sentences. Have them share their answers in pairs. Then elicit the answers from the whole class. Key: 1. summer camp /4. the USA /3. native speakers /6. official language /2. native English speaking countries /5. accents Act. 5 : Game - Form groups of five or six. The first group to find all the countries wins. If possible, prepare a black and white world map on A3 paper or quickly draw a world map on the board. Ask one student from the winning group to go to the board and mark the six countries so that other groups can see and check. C. Homework: -Do exercises in the workbook 30/1/2021 Unit 8: ENGLISH SPEAKING COUNTRIES Period 63: A closer look 1 A. Aims: By the end of the lesson, Ss will be able to: • pronounce the words ending in -ese and -ee correctly in isolation and in context • use the lexical items related to the topic of people and places in English speaking countries - Grammar: The Present tenses./ The Present simple for future - Vocabulary: symbolize, icon, skills: Listening, Speaking, Reading ,Writing. Teaching aids: - Textbook, lesson plan, pictures, cassette, CD. B. Procedures: I. Warm up: Ss work in pairs: - Where are you from? - What is your nationality? II. New lesson Act. 1: Country and people -T asks Ss to work individually. Then allow them to share their answers with a partner. Play the recording for Ss to check their answers. Ss listen and repeat. (Point out the change of stress from 'Canada to Ca'nadian) Key: 1. the Americans 2. the English 3. the Scottish / the Scots 4. the Welsh the Irish 6. the Canadians 7. the Australians 8. the New Zealanders Audio script: 1. the USA - the Americans 2. England - the English 3. Scotland - the Scottish/ the Scots 4. Wales - the Welsh 5. Ireland - the Irish 6. Canada - the Canadians 7. Australia - the Australians 8. New Zealand - the New Zealanders Act. 2: Word form - Ss work individually or in pairs. Check the answers as a class. If time allows, have two Ss write their answers on the board and then confirm the correct answers. Key: 1 historic N = history 5 spectacle A = spectacular 2 symbol V = symbolise 6 festive N = festival 3 legend A = legendary 7 scenery A = scenic 4 iconic N = icon 8 attraction V = attract Act. 3: Completion - Firstly ask Ss to read each sentence and decide what the part of speech is for each word to be filled in the blank. For example, the word for the blank in sentence 1 is a noun. They then complete the sentences. - Confirm the correct answers as a class. Key: 1. icon 2. symbolises 3. scenic 4. unique 5. attracts Act. 4: Matching - T has Ss look at the pictures. Ask them what they see in each of them. Allow them then to work individually to match the words/ phrases to the pictures. Check the answers as a class by asking Ss in which countries, from the list in 1, they might see these things or ask them to give an example of these things. Note: a loch is a Scottish word for a lake. Key: 1. castle 2. Loch 3. parade 4. monument 5. state 6. cattle station Act . 5 Pronunciation : Stress in words ending in -ese and -ee - Ss listen and repeat. Then have Ss say the words individually. With stronger groups, have Ss mark the stress in the words first and say the words aloud before they listen to the recording. Then play the recording for them to listen, check and repeat. Audio script: -ese: Cantonese, Taiwanese, Japanese, Portuguese -ee: employee, adoptee, addressee, interviewee Act. 6 T puts the underlined words on the board. Have volunteer Ss come and mark the stress in the words first. Ask for a show of hands from the rest of the class if they think the stress is correct or not. Then play the recording. Ss listen, check and say the sentences. Have Ss correct the stress on the board if necessary. Call on some Ss to say the sentences individually. Key: 1. Chi’nese/ 2. Refu’gee / 3. Trai’nee/ 4. Japa’nese / 5. Guaran’tee C. Homework. - Do the exercise in the workbook