Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 27/10/24 16:24
Lượt xem: 1
Dung lượng: 328.6kB
Nguồn: Tự soan và tham khảo
Mô tả: Date of planning: 26/10/2024 Period 29 UNIT 3: PROTECTING THE ENVIRONMENT Lesson 1.2 - Grammar (Page 25 & 26) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - use First Conditional to talk about future situations. - distinguish the differences between “if” and “unless”. *Students with disabilities use First Conditional to talk about future situations. 1.2. Competences - improve communication, collaboration, critical thinking 1.3. Attributes - be aware of the causes and effects of pollution. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, Workbook, Notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Read and fill in the blanks. - Listen and repeat. - Read and fill in the blanks with correct form of the verbs. - Look and write First Conditional sentences. - Ask your partner about the activities in task c. - Ss’ answers. - Ss’ performance. - Ss’ answers. - Ss’ answers/ presentation. - Ss’ presentation - T’s feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization (1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: To introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: review present simple and future simple tenses. c) Expected outcomes: Ss can make their own sentences with the use of Present Simple and Future Simple tenses. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Unscramble letters - Give a list of some nouns whose letters are unscramble, have Ss work in groups of 4 to write the correct words and then make sentences with those words in Present Simple tenses and Future simple tenses. - Call Ss to give answers. - Check Ss’ answers, give feedback. *Noun list: pollution, environment, air, health, wildlife, disease. à Lead to the new lesson  Option 2: Unscramble words - Give a list of some disorder words, have Ss divide them into groups of 4. - Ask them to put sentences in correct order. - Call Ss to give answers. - Check Ss’ answers, give feedback. * Unscramble sentences: 1. tourism/pollution/affects. 2. better and better/be/will/environment. 3. fresh air/usually/has/countryside. 4. your health/eating apples/for/is. 5. animals/home/for/wildlife/is. à Lead to the new lesson. - Work in groups. - Write answers. Possible answers from the students 1. Pollution affects tourism. 2. Environment will be better and better. 3. Countryside usually has fresh air. 4. Eating apples is good for your health. 5. Wildlife is home for animals. - Work in groups. - Read or write answers. Possible answers from the Ss 1. Pollution affects tourism. 2. Environment will be better and better. 3. Countryside usually has fresh air. 4. Eating apples is good for your health. 5. Wildlife is home for animals. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce the First Conditional sentences, the differences between “if” and “unless”. b) Content: Listen and repeat. Go through the grammar point. c) Expected outcomes: Ss can make their own sentences with the use of First Conditional and use it in some following exercises. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read about First Conditional with “if” or “unless”, then fill in the blanks - Have Ss look at the picture (using DCR). - Play audio (CD1 – Track 14) and have Ss listen and read the speech bubbles. - Play the audio again and have Ss listen and repeat. Grammar box  Option 1: - Have Ss look at the grammar explanation meaning and form (using DCR). - T emphasizes the use of First Conditional sentence. - Ask Ss to fill in the blanks.  Option 2: - Have Ss close books. - Give some model sentences in if clause (the causes), ask Ss to make main clause (the effects). Examples: 1. If I turn off the fan, … 2. If I don’t eat dinner, …… 3. If I don’t do my homework, …. - Then have Ss pay attention to if and main clause. àIntroduce: First Conditional sentences. - Show grammar box, have Ss look and read, then fill in the blanks - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Listen. - Work individually Answers - Close all books. - Look and give answers. Possible answers from the Ss 1. If I turn off the fan, it will be hot. 2. If I don’t eat dinner, I will be hungry. 3. If I don’t do my homework, I will be punished. - Look and read, then fill in the blanks Answers  Activity 2: Practice (19’) a) Objective: Students can use First Conditional with “if” or “unless” to do the given exercises. b) Content: - Fill in the blanks with the correct form of the verbs in brackets. - Look at student’s notes and write First Conditional sentences. c) Expected outcomes: Students can get used to the use of the First Conditional and use them correctly. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read and fill in the blanks with the correct form of the verbs in brackets to make First Conditional sentences. - Demonstrate the activity, using the example (using DCR). - Have Ss read the sentences and write the correct form of verbs. - Have Ss work in pairs to check each other’s work. - Have some Ss share their answers with the whole class. - Give feedback, correct Ss’ answers if necessary. Task b. Look at student’s notes and write First Conditional sentences using “if” or “unless” clauses. - Demonstrate the activity, using the example (using DCR). - Have Ss look at the notes and write the questions. - Have Ss check answers with their partners. - Call Ss to write answers. - Check Ss’ answers, give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Read answers. Answer keys - Look and listen. - Work individually. - Work in pairs. - Write answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Discuss with your partner about the activities in Task c. c) Expected outcomes: Ss produce the new language successfully, and they can use First Conditional in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. In pairs: Make First Conditional sentences using the prompts and “if” or “unless” - Divide class into pairs. - Have Ss discuss about conditional clause and main clause. - Have some pairs tell the answers in front of the class. - Give feedback and evaluation. - For more practice, have Ss play a game, using DHA. - Have discussion in pairs. - Present. - Listen. C. Consolidation and homework assignments (4’) * Consolidation: - First Conditional with “if” or “unless”. * Homework: - Make 3 sentences, use First Conditional with “if” or “unless”. - Do the exercises in WB: Grammar (page 15). - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1 – Pronunciation and Speaking (pages 26 & 27 – SB). V. REFLECTION a. What I liked most about this lesson today: …………………………………………………………………………… b. What I learned from this lesson today: …………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………… ****************** Date of planning: 26/10/2024 Period 30 UNIT 3: PROTECTING THE ENVIRONMENT Lesson 1.3 – Pronunciation and Speaking (Pages 26 & 27) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - pronounce /t/ sound correctly. - ask and answer about the different effects of pollution. - plan a presentation on the effects of pollution. *Students with disabilities pronounce /t/ sound correctly. 1.2. Competences - improve communication, creativity, collaboration and critical thinking skills. 1.3. Attributes - be aware of the causes and effects of pollution. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the words and focus on the underlined letters. - Listen and cross out the one with the different sound. - Read the words to your partner using the sound noted in “a”. - Take turns asking and answering about the different effects of pollution. - Plan a presentation on the effects of pollution. Discuss in pairs the four kinds of pollution and think of possible effects of each using the information from the lesson and learners’ ideas. - Ss’ performance and answers. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ performance / Presentation. - T’s observation. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback IV. PROCEDURES -Organization (1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review Wh- questions. c) Expected outcomes: Ss remember prior knowledge and use it in speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Tongue twister - Have Ss look at some sentences and ask them to speak as fast as they can. Suggestions: One two is two. Two twos are four. Three twos are six. Four twos are eight. Five twos are ten - Call Ss to read the sentences. - Give feedback. - Introduce the /t/ sound. À Lead to the new lesson.  Option 2: Words play - Divide class into 2 groups. - Ask each group to write words which have letter “t” in each word. - Correct the words of 2 teams and decide the winner team àLead to the new lesson. - Practice saying the sentences. - Take part in the class’s activity. - Take part in the class activity. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (10’) a) Objective: Introduce the /t/ sound. b) Content: Tasks a, b, c, d, p.26. c) Expected outcomes: Ss distinguish and use the different pronunciation of /t/ sound in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen to the words and focus on the underline letters. - Play the recording (CD1, track 29) (using DCR). - Ask Ss to listen and notice the /t/ sound. - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. Task c + d. Listen and cross out the question that doesn’t follow the sound feature, then read the questions with the falling intonation to a partner. - Play the recording (CD 1 – Track 30) (using DCR), have Ss listen and cross out the option that doesn’t follow the sound feature in “a”. - Call Ss to give answers. - Play the recording again and check answers as a whole class. - Then have Ss practice saying the examples with a partner, using the pronunciation feature. - Call some Ss to read the words with /t/ sound in front of the class. - Ask Ss to think of some more words with /t/ sound and practice reading them. - Listen. - Listen again and repeat. - Listen and cross out - Give answers - Listen again and check Answer keys - Work in pairs. - Present. - Give answers.  Activity 2: While-speaking (20’) a) Objective: Students can talk about the different effects of pollution with the use of “if” or “unless”. b) Content: ask and answer about the different effects of pollution with the use of “if” or “unless”. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE Ask and answer - Use DCR to show the task. - Demonstrate the activity by asking and answering with a student.” What will happen if we keep polluting the water?” - Have pairs ask and answer, using the pictures. - Have Ss pay attention to the kinds of pollution. - Have some pairs present the activity in front of the class. SPEAKING: Planning a presentation on the effect of pollution. Task a. Plan a presentation on the effects of pollution. - Use DCR to show the task. - Demonstrate the activity by practicing the activity with a student. - Divide the class into groups of 4. - Have Ss discuss four kinds of pollution (air pollution, land pollution, rivers, beaches and seas pollution). - Observe, give help if necessary. - Observe, listen. - Work in pairs. - Present. - Observe and listen. - Work in groups of 4. - Complete the plan of presentation.  Activity 3: Production (5’) a) Objective: Students present to the class the effects of pollution and decide which kind of pollution causes the most problems for people and wildlife. b) Content: present the effects of four kinds of pollution. c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES SPEAKING: The effects of pollution Task b. Decide which kind of pollution will cause the most problem to people and wildlife. - Have Ss decide four kinds of pollution (air pollution, land pollution, rivers, beaches and seas pollution) - Have some Ss explain their choice with the class (scores included). - Give feedback and evaluation. - Discuss. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: - The /t/ sound. * Homework: - Practice pronounce /t/ sound and make sentences with those words. - Complete the plan of presentation for those who haven’t finished it in class. - Prepare: Unit 3 - Lesson 2 – New words and Listening (pages 28 & 29 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 8 i-Learn Smart World Notebook. - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn V. REFLECTION a. What I liked most about this lesson today: …………………………………………………………………………… c. What I learned from this lesson today: …………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………… ******************** Date of planning: 26/10/2024 Period 31 UNIT 3: PROTECTING THE ENVIRONMENT Lesson 2.1 – New words and Listening (Page 28 & 29) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - give advice about how to reduce pollution. - learn and use vocabulary related to the topic. - improve their listening for specific information. *Students with disabilities learn and use vocabulary related to the topic. 1.2. Competences - improve communication, collaboration, and critical thinking skills. 1.3. Attributes - be aware of the causes and effects of pollution. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Activate some advice to reduce pollution that Ss may know. - Match the words with the descriptions. - Discuss the items that can/can’t be recycled, reused or saved. - Listen to Amy and Daniel talking about ways to reduce pollution. - Listen and fill in the blanks. - Speak: What do you do to reduce pollution. - Ss’ answers. - Ss’ answers. - Ss’ performance. - Ss’ answers. - Ss’ answers. - Ss’ answers/ presentation. - T’s feedback. - T’s observation/ DCR. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation and feedback / DCR IV. PROCEDURES -Organization (1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce words about ways how to reduce pollution. c) Expected outcomes: Ss get to know some new words they are going to study in the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Picture discussion. - Use the pictures. - Divide class into pairs. - Show pictures and words (using DCR), have Ss look at the pictures. - Have students ask and answer about the pictures. “What are the people doing? Do you think what they’re doing can help protect the environment? How?” - Call Ss to give answers. - Give feedback. - Lead to the new lesson.  Option 2: Words categories - Give Ss a list of words including nouns, verbs, and adjectives. - Have ss work in pairs and put those words in right parts of speech. Suggestions: air pollution,effective, land pollution, water pollution, noise pollution, dirty, worse, affect, pollute, disease, tourism, environment, damage. - Call Ss to give answers. - Give feedback and evaluation. àLead to the new lesson - Work in pairs. - Give answers. - Listen. - Work in pairs. - Give answers. - Listen. Answer keys Nouns Verbs Adjectives air pollution, land pollution, water pollution, noise pollution, environment, tourism affect, pollute, damage effective, dirty, worse. B. New lesson (35’)  Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words and their descriptions. b) Content: - Vocabulary study (recycle, reuse, reduce, save, waste, clean up, electricity, air conditioner). - Speaking: Look the items and discuss what can/can’t be recycled, reused, or saved (page 28). c) Expected outcomes: Ss know how to pronounce the new words / phrases correctly and use them when talking about protecting the environment. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Match the words with the descriptions. Listen and repeat.  Option 1 - Demonstrate the activity, using the example (using DCR). - Have Ss match the words with definitions. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class. - Play audio (CD1 – Track 31). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: - Show words in task “a” and pictures related to those words. - Explain the meaning of new words. - Play audio (CD1 – Track 31). Have Ss listen and repeat. - Use DCR to show task and ask ss to complete in groups of 4. - Call groups to give answers on board. - Check answers. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. Task b. In pairs: Look at the following items and say what you can/can’t recycle, reuse, or save. - Have Ss work in pairs to discuss things they can recycle, reuse or save in their daily life with the provided words: clothes, TV, water, plastic, paper. - Have some pairs share their ideas with the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. Answer keys - Listen. - Listen and repeat. - Work in groups. - Write answers on the board. Answer keys - Work in pairs. - Present. Suggested ideas - We can recyle clothes by making new things such as bags, pencil cases from old clothes. - We can save electricity by reducing watching TV or turning of fan if we don’t use.  Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill. b) Content: Listen to Amy and Daniel talking about ways to reduce pollution and fill in the blanks. c) Expected outcomes: Students can listen and understand general and specific information about ways to reduce pollution. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Amy and Daniel conversation and choose the correct answer. - Play audio (CD1 - Track 18). - Have Ss listen and circle the correct answer. - Check answer as a whole class. Task b. Now, listen again and fill in the blanks - Have Ss read the through the uncompleted sentences in task b, guess what types of words / parts of speech that will be possible for each blank (using DCR). - Play the audio again (CD1 - Track 32). - Have Ss listen and fill in the blanks. - Have Ss check answers with their partners. - Call Ss to give answers. - Give feedback and show correct answers. -Work individually. - Circle the correct answers. Answer keys - Read and guess. - Do the task. - Check answers. Answer keys  Activity 3: Post - Listening (6’) a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: Speaking: What do you do to reduce pollution? c) Expected outcomes: Students can have a free-talk about how to reduce pollution. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Conversation skill - Have Ss look at the Conversation box and read (using DCR). - Play audio (CD 1 - Track 33), have Ss listen and repeat. Task e. What do you do to reduce pollution? - Have Ss work in pairs to discuss. - Observe and give help if necessary. - Call some pairs to share their ideas with the class. - Give feedback and evaluation. - For more practice, have Ss play a game, using DHA. - Look and read. - Listen and repeat. - Work in pairs. - Present. C. Consolidation and homework assignments (4’) * Consolidation: - Words about ways to reduce pollution: recycle, reuse, reduce, save, waste, clean up, electricity, air conditioner. - Language to encourage the speaker to continue: What else? Anything else? … * Homework - Learn the new words by heart. - Practice asking and answering about giving ways to reduce pollution. - Do the exercises in WB: New words + Listening (page 16). - Play consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2 – Grammar (pages 29 & 30 – SB). V. REFLECTION a. What I liked most about this lesson today: …………………………………………………………………………… d. What I learned from this lesson today: …………………………………………………………………………… c. What I should improve for this lesson next time: ……………………………………………………………………………