Giáo án Tiếng Anh Lớp 8 - Chương trình cả năm - Năm học 2022-2023 - Nguyễn Thị Hồng Vân

Date of preparation
Date of teaching
Class
 Absentees
8A
8B
Period 55
UNIT 7: POLLUTION 
Lesson 1: Getting started
I. OBJECTIVES: By the end of the lesson, Ss will
1. Knowledge: Use the lexical items related to the topic “Pollution” to talk about type of pollution.
	a. Vocabulary: Aquatic; Dump; Poison; Sneeze; Illustrate
	b. Grammar: Conditional sentences.
2. Skills: 	listening and reading, finding a word, reading and answering the questions, deciding true or false, writing under the pictures, sentences completion, spoken interaction.
	3. Attitude: Ss will be more responsible for protecting environment. 
	4. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
	2. New lesson: 
Teacher’s and students’ activities
The main contents
1. Warm up. 
Aim: To attract Ss’s attention to the lesson and to lead in the new lesson
Ss have a small talk about pollution.
T: Introduce the lesson about the new lesson..
2. Presentation
Aim: Help students listen, read and do some exercises about the conversation
T: Ask some questions about picture.
+ Where are Mi and Nick?
+ Where are they doing?
+ What are they talking about?
Ss: Answer the questions
T: Play the recording.
Ss: Listen to the tape (twice) and then check the guessing. 
T: Give some new words
Ss: Read in chorus and individually
And copy all the words.
T asks the Ss to read the conversation again and do exercise a.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
T asks them to read the answers.
Some Ss read, the others give comments.
T checks and corrects.
SS take notes.
T asks the Ss to read the conversation again and answer the questions.
Ss do it in pairs.
T asks them to compare their answers with their friends.
Ss do it.
T asks them to read the answers.
Some Ss read, the others give comments.
T checks and corrects.
Ss take notes.
T asks the Ss to read the conversation again and tick True(T) false (F) or no information(NI).
Ss do it in groups of 4.
T asks them to compare their answers with their friends.
Ss do it.
T asks them to read the answers.
Some Ss read, the others give comments.
T checks and corrects.
Ss take notes.
I-Listen and read 
New words: 
Aquatic: dưới nước
Dump: đổ xuống
Poison: chất độc hại
Sneeze: hắt hơi
Illustrate: minh họa
a. Find the word/ phrase that means.
1- dead 2- aquatic 3- dump 4- poison
5- polluted 6- to come up with
b. Answer the questions
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.
c. True(T) fale (F) or no information(NI).
1.1-F ( It’s polluted by the factory)
2,4,5 T
3. NI
3. Practice
Aim: Ss can use the words related to the topic “pollution”
T asks the Ss to do task 2.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.
T asks Ss to do task 3.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.
2. There are different types of pollution.
A. radioactive pollution
B. noise pollution
C. visual pollution
D. thermal pollution
E. water pollution
F. land/ soil pollutio
G. light pollution
H. air pollution
3. Complete the sentences
1.thermal pollution
2.Air pollution
3.radioactive pollution
4.light pollution
5.Water pollution
6.Land pollution / Soil pollution
7.Noise pollution
8.visual pollution
4. Further practice.
Aim: Complete the correct adjectives to describe some leisure activities
T asks Ss to work in groups to talk about pollution in their neighborhood.
Ss do it.
T asks them to present in front of the class..
Ss do it.
4. Work in groups.
3. Guides for homework 
- Talk bout pollution
- Learn new words/ workbook: B1, 2, 3
- Prepare : A closer look 1
Date of preparation
Date of teaching
Class
 Absentees
8A
8B
Period 56
UNIT 7: POLLUTION 
Lesson 2: A closer look 1
I. OBJECTIVES: By the end of the lesson, Ss will
1. Knowledge: 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.
	a. Vocabulary: poison , contaminate, pollutant, polluted, death, damaged
	b. Grammar: Cause and effect
	c. Pronunciation: “ic” and “al”
2. Skills: Completing the table, sentences completion, combining the sentences, make sentences, listening and marking the stress, 	listening and underlining the words.
	3. Attitude: Ss will be more responsible for protecting environment. 
	4. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: Write the new words and types of pollution
	2. New lesson: 
Teacher’s and students’ activities
The main contents
1. Warm up. 
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson
Ss have a small talk about pollution in their neighborhood.
2. Presentation.
Aim: Help students use words and phrases showing cause/effect relationships to describe the causes and effects of pollution.
T asks the Ss to do task 1.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.
T asks the Ss to do task 2.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.	
T introduces structure.
Ss take notes.
I. Vocabulary
Complete the table.
1.poison 
2.contaminate 
3.pollutant 
4.polluted 
5.death
6.damaged
Complete the sentences.
1.poisonous 2.pollutants 3.dead
4.contaminated 5.contaminated
6.pollute
Structure:
Because/ since + clause
Due to/ because of + Sth
So+ clause
To cause sth/ to lead to sth/ to result in sth
To make sb/ sth/ do sth
Practice
Aim: Ss can use words and phrases to do exercise and Pronounce the words ending in “ic” and “al” correctly in isolation and in context.
T asks the Ss to do task 3.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.	
T asks the Ss to do task 3b.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.
T introduces stress in words ending in –ic and - al.
Ss listen and take notes.
T asks the Ss to listen and mark the stress in each words.
Ss do it.
T asks some Ss to read their answers.
Some Ss read.
T checks and corrects.
T asks the Ss to do task 7.
Ss do it.
T asks them to read their answers.
Some Ss read.
T checks and corrects.
3a. Write C for cause and E for effect
1. C-E 2C-E 3E-C 4E-C
3b Combine sentences.
1.Oil spills from ships in the oceans and rivers lead to the death of many aquatic animals and plants.
2.Households dump waste into the river so it is polluted.
3.Since the parents were exposed to radiation, their children have birth defects.
4.We can't see the stars at night due to the light pollution.
II. Pronunciation
6. Listen and mark the stress in each words, then repeat again.
1. ar'tistic
2. ath'letic
3. his'toric
4. his'torical
5. 'logical
6. 'physical
7. he'rotic
8. po'etic
9. bo'tanic
10. bo'tanical
7. Underline the words ending in –ic and circle the words ending in – al in the following sentences.
Further practice. 
Aim: Ss can talk to show cause/ effect relationship.
T asks the Ss to work in groups to look at the pictures and give as many sentences as possible to show cause/ effect relationship.
Ss do it.
T asks some Ss to read their answers.
Some Ss read.
T checks and corrects.
Work in group
People cough because they breathe in the fumes from cars.
The fumes from cars make people cough.
3. Guides for homework. 
- Do exercise 3,4 in workbook.
- Talk about pollution in their neighborhood.
- Prepare: A closer look 2
Date of preparation
Date of teaching
Class
 Absentees
8A
8B
Period 57
UNIT 7: POLLUTION 
Lesson 3: A closer look 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will
Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution.
	a. Vocabulary: related to the topic: Pollution
	b. Grammar: conditional sentences type 1 and type 2
2. Skills: Putting the verbs in the brackets, making sentences, matching, writing sentences, playing games.
	3. Attitude: Ss will be more responsible for protecting environment. 
	4. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: Talk about pollution in their neighborhood.
	2. New lesson: 
Teacher’ and students’ activities
The main contents
1. Warm up 
Aim: To warm up the class and lead in the lesson
Ss talk about some types of pollution.
POLLUTION
2. Presentation.
Aim: Help Ss review conditional type 1.
T asks the Ss to do task 1. 
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
T asks some Ss t read their answers.
Some Ss read.
T checks and corrects.
T asks the Ss to do task 2.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
T asks some Ss t read their answers.
Some Ss read.
T checks and corrects.
I. conditional type 1
1. Put the verbs in brackets into the correct form
1.recycle/will help
2.won’t dump/fines
3.travel/will be
4.will save/don’t waste
5.use/will have
2. Combibe sentences
1.Students 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 sw ... pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE	
1. Checking: During the lesson
	2. New lesson: 
Teacher’s and students’ activities
Content
 1. Warm- up:
Aim: To help Ss to pay attention in the lesson.
T asks the Ss to talk about natural disasters
Ss do it.
 2. Presentation
Aim: Help Ss listen for specific information about natural disasters.
T explains the exercise.
Ss explain.
T asks them to listen to the new report and correct the following statements.
Ss do it.
T asks them to compare with their answers.
Ss compare.
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
T explains the exercise.
Ss explain.
T asks them to listen again and complete the date chart.
Ss do it.
T asks them to compare with their answers.
Ss compare.
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
1. Listen to the new report and correct the following statements.
1. A typhoon hit Nghe An Province last night.
2. Dozens of people were seriously injured in the storm.
3.There was extensive damage to property in Cua Lo, a coastal town in Nghe An.
4.The storm had already weakened when rescue workers arrived in the area.
5.According to the weather bureau, heavy rain will continue over the next few days.
2. Listen again and complete the date chart.
1. winds 
2. homeless 
3. damage
4. flood 
5. debris 
6. accommodation
 3. Practice
Aim: Help Ss write about causes and effects of one pollution type.
T explains the lesson.
Ss listen.
T asks them to make note about the natural disaster.
Ss do it.	
T asks the Ss to use your note in three to write a news report
Ss do it.
T asks them to swap news reports with a partner.
Ss do it.
3. Make note about the natural disaster. 
Type of natural disaster
What is this disaster?
When and where did the disaster occur?
What are the effects of this disaster?
What has been done to help the victims of the disaster?
4a. Use your note in three to write
a news report
4b. Swap news reports with a partner.
4. Further practice
Aim: Ss can talk about causes and effects of one pollution type.
T asks Ss to talk about causes and effects of one pollution type
Ss talk about causes and effects of one pollution type
T corrects and remarks
Eg: A Sweden’s capital city is built on 14 islands and has a 700 year-old history.
The oldest part of Stockholm is the Old Town. Here you can visit the Royal Palace, one of Europe’s largest and most dynamic palaces.
3. Guides for homework.
- Do exercise in speaking in workbook.
- Looking back and project.
Date of preparation
Date of teaching
Class
 Absentees
8A
8B
Period 99
 UNIT 12: LIFE ON OTHER PLANETS
 Lesson 4: COMMUNICATION
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson Ss will be able to:
- Predicting what other life forms might be like.
- Share their own views about the possibility of other life forms.
- Use reported speech exactly
	a. Vocabulary: Extra vocabulary related to the topic life on other planets.
b. Grammar: Review: reported speech
2. Skills: reading and discussing, saying the opinions, giving the reasons reporting the dicisions
	3. Attitude: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets.
	4. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE	
1. Checking: - Make sentences with May, Might and reported speech: questions.
2. New lesson:
Teacher’s and students’ activities
The main contents
1.	Warm up
Aim: To help Ss to pay attention in the lesson.
T asks Ss:
Which planet would they like to go to if they had a chance? Why?
Ss answer the questions
T tells Ss that they will join a teenagers’ blog to read some discussions on whether they believe in the existence of other life forms in the galaxy.
*Chatting.
2. Presentation
Aim: Ss know more vocabularies related to the topic life on other planets.
T checks if Ss understand the meanings of the words in Extra vocabulary. If they do not, quickly teach the words by using synonyms or even translation. 
T has Ss read the comments. Ask them to do the reading as fast as possible and remember the ideas. 
Extra vocabulary
appropriate 
powerful 
NASA = National Aeronautics and Space Administration
1. Read the comments they have posted on an online forum.
3. Practice
Aim: Ss can talk their own views about the possibility of other life forms and use reported speech exactly.
T asks Ss to work in groups. Tell Ss that they can look back at the blog and use the example to discuss the five ideas. 
- If Ss agree, ask them to add any details from their imagination about the planet. Elicit the reasons why there may be inhabitants there, what those inhabitants may look like, how they can communicate, how they can travel
- If Ss disagree, ask them to justify their choice. 
T asks Ss to work in pairs. Ask them to use the suggestions in the pictures and the example. Remind them to give a reason for each choice. Go around to help Ss. Note this is not meant to be serious; Ss can suggest silly or funny things as long as they justify them.
2. Work in groups to decide if you agree or disagree with each of the opinions and ideas in 1. 
Suggestions for disagreements: 
- I disagree with Nhi because the inhabitants there may be able to live in high temperatures. They may 
have bodies which can resist heat. Or they may have a special machine to cool down the atmosphere 
of the place where they live.
 - I disagree with Duc because the inhabitants there may be able to extract liquid from underground to 
survive. Their bodies may be adapted to the environment there. They may not need oxygen but hydrogen 
or nitrogen to breathe.
 - I disagree with Anh. Any planet can be considered powerful. Any inhabitant is proud of his/her own planet. 
3a. Work in pairs. 
Example:
A: I will wear a spacesuit because it may be very cold there and I won’t be able to breathe.
B: I will bring hand washing gel to clean my hands.
Further practice
Aim: Ss can report your decisions to another pair or to the class
T asks Ss to report their decisions to the class or to another pair. Give feedback if necessary.
* Report your decisions to another pair or to the class.
3. Guides for homework
	Retell the contents of the lesson
- Prepare next lesson: Skills 1.
Prepare: talk about what life may be like on other planets
Read for specific information about life on other planets
Date of preparation
Date of teaching
Class
 Absentees
8A
8B
Period 104: REVIEW 4 - SKILLS
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson Ss will be able to:
- Practice 4 skills with the knowledge they have learnt in unit 10, 11, 12. 
	a. Vocabulary: Review 
b. Grammar: Review
2. Skills: Reading and marking the sentences, choosing the questions, talking, listening and choosing the correct answer, writing an online message.	
	3. Attitude: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets.
	4. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE	
1. Checking: - During the lesson
2. New lesson:
Teacher’s and students’ activities
The main contents
Warm up
Aim: To warm up the class and introduce the lesson
T asks Ss some questions
Ss answer the question
*Chatting
Reading
Aim: Help Ss know how to do the reading
- Have Ss read the passage one or two times. Clarify anything they do not understand fully. T may have some 
- Ss read aloud sentence by sentence. 
- Correct their pronunciation. Then Ss do the exercises in pairs. 
- Correct as a class.
1. Read the following passage and mark the sentences as true (T) or false (F).
Key: 
 1. T 2. F 3. F 4. F 5. T 6. T
Speaking
Aim: Help Ss know how to practice speaking
- Ss work individually first. Have them read all the five questions and think of the question that interests them the most. Then Ss can spend a few minutes thinking about what they would like to say about the 
topic. Then they form groups of about four Ss. Have Ss ask and answer on their topics. Encourage them to use the language they have learnt. Go round and observe the groups. Remember that the focus of the 
activity should be fluency, so don’t expect Ss’ accuracy to be high. Praise Ss’ efforts in communicating their ideas verbally.
2. Choose one of the questions that interests you the most.
4.	Listening
Aim: Help Ss know how to do the listening
- Before playing the recording, give Ss a minute to read the questions. 
- Check that Ss understand the phrases 
used. 
- Play the recording once or twice, or as required. 
- Ss listen and choose the correct answers. 
- Play the recording again for Ss to check their answers.
3. Listen to the conversation and choose the correct answer to each question.
Key: 
 1. C 2. B 3. A 4. A 5. C
5.	Writing
Aim: Help Ss write an online message to a friend and tell him/ her about the problems you have had recently with your iPad
- Before writing, have Ss brainstorm ideas about the use of modern equipment in our lives: advantages, disadvantages, etc. Then explain the writing task. Ss need to write a short - not more than 100 words - online message to a friend. Elicit from Ss the words and phrases they may need for their writing. Remind them of the reasons for communication breakdown and the rules of netiquette they learned in Unit 10.
- Give them time to do the writing task. 
- Have Ss swap their work with their partner to check before going through some of the messages as a class. 
- Collect their work to check at home.
4. Write an online message to a friend and tell him/ her about the problems you have had recently with your iPad.
You can refer to the following:
- time-consuming
- flat battery
- weak signal
- no connection
3. Guides for homework
	Retell the contents of the lesson
- Review all knowledge for the test
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