Giáo án môn Tiếng Anh 8 - Học kì 2 - Năm học 2022-2023 - Trường THCS Đặng Xá

week: 20	 Preparing date: 
Period: 55	 Teaching date: 
UNIT 7: POLLUTION
Lesson 1: Getting started
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- listen and read the dialogue about a factory in Mi's home village for details and then do some related exercises.
- use lexical items related to the topic ‘Pollution’ to talk about types of pollution
2. Qualities:
Skills: Speaking, listening, reading, writing.
Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
3. 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
ACTIVITY 1: Warm-Up (5’)
Shark attack
AIMS:
-To attract Ss’s attention to the lesson 
-To lead into the new lesson
CONTENTS:
Vocabulary about marine lives
PRODUCTS:
Sts’ attention on the topic
ORGANIZATION:
- Teacher gives instruction
? Guess one by one letters.
- Teacher gets feedback.
A project on pollution
(-/ -------/ --/ ----------)
ACTIVITY 2: Getting started: (10')
AIMS: Help students listen, read and do some exercises about the conversation
CONTENTS : 
- Listen to the convesation
- learn new words about pollution and its causes
PRODUCTS:
- sts’ knowledge of pollution
- words and structures
ORGANIZATION:
Vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Matching (Activity 2 P7)
- poison
(n/v):
chất độc, làm nhiễm độc
- dump
(v):
vứt, bỏ
- aquatic
(adj):
dưới nước
- illustrate
(n):
hạt chuỗi
- thermal pollution
(n):
ô nhiễm nhiệt 
- radioactive pollution
(n):
ô nhiễm phóng xạ
- visual pollution
(n):
ô nhiễm ánh sáng
- billboard
(n):
biển quảng cáo ngoài trời
- Repeat in chorus and individually
- Copy all the words
Key:
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
 Listen and read
* Set the scenes:
Ask Ss to open their books and look at the picture. Ask them some questions:
Who can you see in the picture?
Where do you think they are?
- Answer the questions individually.
* Suggested answers
- Nick and Mi.
- They are near a factory.
What can you see in the picture?
What do you think the people in the picture are talking about?
Ss answer the questions as a class.
- Play the recording twice.
? Listen and read then check your answer for the last question.
- Accept all possible answers from Ss without any correction.
- I/We can see a factory dumping exhaust fume and poison into the lake.
- They are talking about pollution.
- Listen and read
ACTIVITY 3: PRACTICE (15’) 
AIMS: help Sts widen their knowledge of pollution and vocab 
CONTENTS :
Exercises p7
PRODUCTS:
Keys to Exercises p 6-7
ORGANIZATION:
3.1. Find the words / phrases (1a P7)
? Share answers with your partner.
- Teacher gets feedback
- Have Ss look at the Watch out! box and quickly read the information. Ask them if they know what I can’t believe my eyes means. 
3.2. Answer the questions (1b. P7)
- Have Ss read the questions to make sure they understand them. Ss read the conversation again to answer the questions. Ss exchange their answers with a classmate. Call on some Ss to write their answers on the board. Check their answers.
Key: 1. dead 2. aquatic 3. dump 
 4. poison 5. polluted 6. to come up with
This expression means you are very surprised at something you see.
Key: 
1. They are in Mi’s home village.
2. It’s almost black.
3. She’s surprised because she sees the fish are dead.
4. It’s dumping poison into the lake.
5. He’s sneezing so much because the air is not clean.
3.3. Tick T, F or NI (1c P7)
? Read the sentences quickly 
? Firstly to decide if the sentences are true, false or there is no information without reading the dialogue. 
- Then have some Ss write their answers on the board. 
? Read the conversation again to check - Confirm the correct answers.
Key: 
 1. F ( It’s polluted by the factory). 
 2. T 
 3. NI 
 4. T 
 5. T
3.5. Complete the sentences (3 P7)
? Work individually to do the task then compare their answers with a partner.
T may teach some words which T thinks Ss do not know such as communication.
 Key:
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 
 Group work 
? Work in groups of five or six. 
- In five minutes, Ss write down the pollution types their neighbourhood 
- discuss and write the pollution types their neighbourhood faces and rank them in order of seriousness.
faces and rank them in order of seriousness. They also have to give reasons for their order. 
- Call group representatives to present their group’s order and reasons. 
? Vote for the group with the best reasons.
(If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types.)
- present 
ACTIVITY 4: Further practice (2')
AIMS:
Review types of pollution
CONTENTS :
Class activity
Review the lesson
New words and structures
PRODUCTS:
A list of types of pollution
ORGANIZATION:
Teacher asks, sts answer
? Make a list of types of pollution?
Teacher summarizes the lesson and gives homeword
Homework:
Learn by heart all the new words.
 Do Ex B1,2 , 3 P4 (Workbook)
 Prepare: Closer Look 1
- Collect pictures, songs, clips talking about pollution.
- Answer individually
- Take note
week:20	 Preparing date: 
Period:56	 Teaching date: 
UNIT 7: POLLUTION
Lesson 2: A Closer Look 1
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
	- Learn more words about pollution
	- Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution
	- Pronounce the words ending in –ic and –al correctly in isolation and in context
2. Qualities:
Skills: Speaking, listening,use of English.
Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
3. 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
ACTIVITY 1: WARM-UP (5’)
Calling out
AIMS: help sts change the state from relaxation to concentration
CONTENTS :
Types of pollution
PRODUCTS:
Different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution.
ORGANIZATION:
Ask Ss to call out the types of pollution they learnt in the previous lesson. 
-> You are going to learn different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution.
Examples:
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 2: Vocabulary (15')
AIMS: teach new words
CONTENTS :
Vocabulary of A closer Look 1
Cause-effect conjunctions
PRODUCTS:
Key to Task 2 TB P8
orn:
2.1. Teaching vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Slap the board
contaminate
(v):
làm bẩn
cause
(n/v):
nguyên nhân, 
gây ra
effect
(n:
làm ảnh hưởng
- Repeat in chorus and individually
- Copy all the words
2.2. Complete the table (1 P8)
Have Ss look at the table in the book. Make sure that they understand what to do.
? Complete the exercise individually
- Check their answers.
Key: 
1. poison 2. contaminate 
3. pollutant 4. polluted 
5. death 6. damaged 
2.3. Complete the sentences (2 P8)
? Read each sentence silently to have a general understanding and decide which word form should be put in each blank. 
- For example, the word to be filled in the blank in sentence 1 is an adjective. ? Do the exercise and then compare 
- Call on one or two Ss to give out the answers before confirming the correct ones
Key: 
 1. Poisonous 2. Pollutants 
 3. Dead 4. Contaminated 
 5. Damage 6. Pollute
2.4. Study the language box
? Look at the language box. 
- Tell Ss that the words and phrases in the box express cause and effect relationships. Ss have learnt so, because and because of. Quickly go through the rest of words/phrases as follows:
Have Ss read the example sentences and underline the clause or noun phrase.
- because/since and due to/because of are used to talk about the causes of something.
- Because and since are synonyms and they come before a clause.
- Other words and phrases in the box express the effects of something.
 So comes before a clause.
To cause, to lead to and to result in are synonyms and come before a noun phrase. 
To make sb/sth do sth is another way to express the effects. After somebody/something is an infinitive verb without to.
CAUSE
EFFECT
because/ since + clause
E.g: Because/ Since the water is polluted, the fish are dead.
so + clause 
The water is polluted, so the fish are dead.
due to/ because of + sth
The fish are dead due to/ because of the polluted water.
to cause sth/ to lead to sth/ to result in sth
The polluted water causes/ results in the dead of fish.
to make sb/ sth do sth
The polluted water make the fish die.
2.5. Activity 3a
Ask Ss to read to each pair of sentences and decide which sentence is a clause and which is an effect. Ss compare their answers with a partner before giving the answers to the teacher. Confirm the correct answers.
 1. People throw litter on the ground. C Many animals eat the litter and become sick. E
 2. Ships spill oil in oceans and rivers. C Many aquatic animals and plants die. E
 3. Households dump waste into the river. C It is 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 pollut ... fferences.
3. → Duong asked me what the inhabitants of Jupiter might look like.
4. → Chau asked me if we would still have traffic jams in 30 years time.
5. → Phuc told me that he had read a book about life on other planets.
1.D	2. F	3. E	4. G
5. A	6. C	7. H	8. B
ACTIVITY 4: PRODUCTION (5’) 
Aims: 
- ask questions for information with the correct intonation
Contents: 
Extra vocabulary
Practices
Worksheet
Products:
Exercises
Organization:
Summarize the main point of the lesson
Homework:
? Learn by heart all the new words and structures.? 
? Prepare: exam
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WEEK:	 	 Preparing date: 
Period: 	 Teaching date: 
REVIEW 4
Lesson 2: Skills
I./. OBJECTIVE: By the end of the lesson, ss can:
	+ Revise the language Ss they have practised in Units 10-12
	+ Practice doing some exercises in Skills
1. Knowledge: 
+ Revise the language Ss they have practised in Units 10-12
+ Practice doing some exercises in Pronunciation and Grammar.
2. Qualities:
Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit 10-12.
Attitute: Ss work hard
3. Competence: 
- Expressing opinions -self-studying , cooperating , working hard and creatively
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
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents: 
Some interesting things in the future
Product: all the words related to the topic
Organization:
Reading P69
1. Read the following passage and mark the sentences as true (T) or false (F)
1. T	2. F	3. F
4. F	5. T	6. T
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: practice reading skill.
Contents: new words in Review 4
Products:
Keys of Review 4
Organization:
Speaking
2. Choose one of the questions that interests you the most
Speaking
Prepare to talk about one minute ...
ACTIVITY 3: PRACTICE (15’)
Aims:
Concept of tone in telling information
Listening and writing skill
Contents: 
Tips for practising English
Products:
Sts can read in correct innotation
Organization:
Listening (P69)
3. Listen to the conversation and choose the correct answer to each question.
1. C	2. B	3. A
4. A	5. C
ACTIVITY 4: PRODUCTION (5’)
Aims: 
- help sts know the important of English in daily life
Contents:
- usage of grammar
Products:
- old vocabulary
- review grammar
Organization:
Writing
4. Write an online message to a friend and tell him/ her about the problems you have had recently with your iPad.
Homework: 
- Learn by heart new words
- Review Units for the coming test
Ex: Hi Hoang,
I got an iPad. It is very interesting but also makes me confused. It is also time-consuming because there is much information I would like to know, and I spend much time on it.
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WEEK:	 	 Preparing date: 
Period: 	 	 Teaching date: 
REVIEW 4
(LESSON 3)
I./. OBJECTIVE: By the end of the lesson, ss can:
	+ Revise the language Ss they have practised in Units 10-12
	+ Practice doing some exercises out of Textbook
1. Knowledge: 
+ Revise the language Ss they have practised in Units 10-12
+ Practice doing some exercises 
2. Qualities:
Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit 10-12.
Attitute: Ss work hard
3. Competence: 
- Expressing opinions -self-studying , cooperating , working hard and creatively
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
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents: 
- V + to infinitive
- future tense: review
Product: 
Usage of - V + to infinitive
- future tense: review
Organization:
Teacher reviews the learnt knowledge
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: help sts recall learnt knowledge 
Contents: 
- V + to infinitive
- future tense: review
Products:
Practice and keys
Organization:
Teacher gives exercises in handout
Sts do the exercises
Task 1. Put the verb into the correct form –ing or to .... Sometimes either form is possible.
1. They denied  the money. (steal)
2. I don't enjoy .... very much. ( drive)
3. I don't want .... out tonight.I'm too tired. (go)
4. I can't afford .... out tonight. I don't have enough money. (go)
5. Has it stopped .... yet? (rain)
6. Our team was unlucky to lose the game. We deserved .... (win)
7. Why do you keep .... me questions? Can't you leave me alone. (ask)
8. Please stop .... me questions! (ask)
9. I refuse .... any more questions. (answer)
10. One of the boys admitted .... the window. (break)
11. The boy's father promised .... for the window to be rapaired. (pay)
12. If the company continues .... money the factory may be closed. (lose)
Key: 
1. stealing	2. Driving	3. to go	
4. to go	5. Raining	6. to win
7. asking	8. Asking	9. to answer
10. breaking	11. to pay	12. losing
Task 2. Hoàn thành những câu sau đây bằng cách chia động từ trong ngoặc ở thì tương lai đơn (will hoặc tobe going to)
1. When we get home, we _____ (have) dinner.
2. I know they ___________ (feel) very happy if they win the match.
3. They’ve already decided on their next summer holiday. They ____________ (do) a tour of Norway.
4. She thinks that the Take That concert __________ (be) really exciting.
5. “What are your plans for this evening?” I ________ (meet) my friends and then go to a birthday party.
6. If you revise for the exam, I’m sure you______ (get) a good result.
7. The weather forecast is good for the next few days. It _________ (be) very sunny.
8. I can’t come on the march tomorrow. I ______ (look after) my cousins.
9. In the future, I think humans ______ (wipe out) many different species.
10. He is buying some butter and eggs because he _________ (make) a cake later.
Key:
1. will have	2. will feel
3. are going to do	4. will be
5. am going to meet	6. will get
7. is going to be
8. am going to look after
9. will wipe out	10. is going to make
ACTIVITY 3: PRACTICE (15’)
Aims:
Review the knowledge and do more exercises
Contents: 
- reported speech: statements
- may and might: review
- reported speech: questions
Products:
Sts can use the structure correctly.
Key to exercises in handout
Organization:
Teacher asks sts do exercises in handouts
1. Chuyển những câu dưới đây sang câu gián tiếp. 
1. “Open the door,” he said to them.
- He told them.............................
2. “Where are you going?” he asked her.
- He asked her where.....................................
3. “Which way did they go?” he asked.
- He asked... ....................................
4. “Bring it back if it doesn’t fit”, I said to her.
- I told... ...........................................
5. “Don’t try to open it now,” she said to us.
- She told... ....................................
6. “Is it going to be a fine day today?” I asked her.
- I asked her... ................................
7. “He’s not at home”, she said.
- She said that... ..............................
8. “Is the bus station far away?” the girl asked.
- The girl wanted to know... ..........
9. “Don’t stay out late, Ann” Tom said.
- Tom told Ann... ..........................
10. “Please let me borrow your car,” he said to her.
- He asked... ...............................
11. “Jean, have you seen my gloves?” Thomas asked.
- Thomas asked Jean.....
12. Don’t leave the window open, Mary”, I said.
- I told Mary.... .................................
13. “I’ll have a cup of tea with you,” she said.
- She said that...
14. “I’ll pay him if I can” she said.
- She said that... ...............................
15. “What are you going to do next summer?” she asked.
- She asked us.... ..............................
Key:
1. He told them to open the door.
2. He asked her where she was going.
3. He asked me which way they had gone.
4. I told her to bring it back if it didn’t fit.
5. She told us not to try to open it then.
6. I asked her whether/ if it was going to be a fine day that day.
7. She said that he was not at home.
8. The girl wanted to know whether/ if the bus station was far away.
9. Tom told Ann not to stay out late.
10. He asked her to let him borrow her car.
11. Thomas asked Jean whether/if she had seen his gloves.
12. I told Mary not to leave the window open.
13. She said that she would have a cup of tea with me.
14. She said that she would pay him if she could.
15. She asked us what we were going to do the following summer.
Task 2. Write these sentences in a diffirent way using might.
1. Perhaps Helen is in her office. She might be in her office
2. Perhaps Helen is busy. .........................
3. Perhaps she is working. .........................
4. Perhaps she wants to be alone. ...........
5. Perhaps she was ill yesterday. ...............
.6 Perhaps she went home early. ...............
7. Perhaps she had to go home early. .........
8. Perhaps she was working yesterday. ......
In sentences 9-11 use might not:
9. Perhaps she doesn't want to see me. .......
10. Perhaps she isn't working today. ..........
11. Perhaps she wasn't feeling well yesterday. ............
Key:
2. She might be busy
3. She might be working
4. She might want to be alone
5. She might have been ill yesterday
6. She might have gone home early
7. She might have had to go home early
8. She might have been working yesterday
9. She might not want to see me
10 She might not be working today
11 She might not have been feeling well yesterday
ACTIVITY 4: PRODUCTION (5’)
Aims: 
- help sts use the structure correctly
- practice telling information 
Contents:
- make sentences
- extra exercises in handouts
Products:
Key to exercises
Organization:
- Let ss do the exercises
- Teacher gives answers
Homework: 
- Learn by heart new words
- Review Units 10-12 for the coming test
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