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Mô tả: KHBD TIẾNG ANH 8 TUẦN 10 TIẾT 28-30 unit 3 L 3 New Words, Reading; Grammar; Pro, Pra, Speak WEEK 9, 10 Date of planning: 26/11/2023 Period: 28 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/11/2023 8A …/11/2023 8B …/11/2023 8C UNIT 3: PROTECTING THE ENVIRONMENT Lesson 1.1 - Vocabulary and Reading (Page 24 & 25) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - learn and use vocabulary, related to pollution: affect, cause, pollute, disease, wildlife, tourism, environment, damage. - practice reading for gist and specific information about some effects of pollution. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - aware of the effects of pollution. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student’s 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 - Introduce some vocabulary about pollution. - Fill in the blank with the new words in a. - Listen and repeat. - Discuss kinds of pollution and their effects. - Read the essay about some effects of pollution and choose the best introduction sentence. - Read and write True, False or Doesn’t say. - Ss’ pronunciations. - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - Ss’ answers. - T’s feedback. - T’s observation/ DCR. - T’s observation. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. IV. PROCEDURES 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: Introducing some vocabulary about pollution. c) Expected outcomes: Ss have general ideas about the topic of the new lesson: “Protecting the Environment”. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: LET’S TALK - Show some pictures of pollution on the screen. - Encourage ss involving the lesson by asking questions: What kinds of pollution can you see? Is pollution a big problem in your country? Why does pollution happen? - Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson.  Option 2: Game: PICTURE VOICE - Explain the rules of the game. - Hang some pictures about kinds of pollution. - Ask Ss to choose one impressive picture and share in groups of 4. - Give feedback and lead to the new lesson. - Work in pairs to identify kinds of pollution and discuss the given questions. - Give answers. - Take part in the game by choosing an impressive picture and share one’s thought. B. New lesson (35’)  Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some vocabulary about pollution. b) Content: - Vocabulary study (affect, cause, pollute, disease, wildlife, tourism, environment, damage). - Speaking: Discuss kinds of pollution and identify which kinds of pollution affect tourism and cause diseases. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the words and definitions, then fill in the blanks with the new words. Listen and repeat.  Option 1: Fill in the blank - Show new words in task a with some eliminated letters. - Have Ss fill in the blanks. - 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 (using DCR). - Play audio (CD1 – Track 26). Have Ss listen and repeat. - Correct Ss’ pronunciation. - Let students read and fill in the blanks with the correct words. - Check answers as a whole class.  Option 2: Matching - Show Ss the words and their definitions in wrong orders. - Call Ss to give answers (read or write). - Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. - Let students read and fill in the blanks with the correct words. - Check answers as a whole class. Task b. Discuss which kinds of pollution affect tourism and cause diseases. - Have Ss discuss in pairs which kinds of pollution affect tourism and cause diseases. - Have Ss share their ideas in front of the class. - Give feedback and evaluation. - Look and fill in the blank. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. - Work individually. - Correct the answers. - Work in pairs. - Give answers. - Read. - Work individually - Correct the answers. 1. affects 2. pollute 3. cause 4. disease 5. wildlife 6. damage 7. tourism 8. environment -Discuss in pairs. -Share answers. Suggested answers Air pollution. Land pollution. Water pollution. Noise pollution.  Activity 2: While - Reading (17’) a) Objective: Students can develop their reading skills. b) Content: Reading the essay about some effects of pollution and choose the best introduction sentence and writing “True, False, or Doesn’t say”. c) Expected outcomes: Students can read and understand general and specific information about the effects of pollution. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the essay about some effects of pollution and choose the best introduction sentence. - Use DCR to show the task. - Have Ss read the essay individually. - Have Ss choose the correct answer. - Have some Ss share their answer with the class (read), explain for their answer. - Give feedback. - Give feedback and correct Ss’ answers if necessary. Task b. Now, read and write True, False, or Doesn’t say. - Use DCR to show the task. - Have Ss read the text again and write the correct answers – underline or highlight the supporting ideas. - Have Ss check answers with their partners. - Call Ss to give answers, explain. - Give feedback and evaluation. -Work individually. - Choose the correct answer. - Read answers, explain. - Check answers. Answer keys - Read and underline. - Do the task. - Check answers. Answer keys  Activity 3: Post - Reading (6’) a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skills. b) Content: Speaking: What kinds of pollution are there in your area? What are their effects? c) Expected outcomes: Students can talk about kinds of pollution and be aware of protecting the environment. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. In pairs: What kinds of pollution are there in your area? What are their effects? - Have Students work in pairs to talk about kinds of pollution and their effects. - Call some Ss to share their ideas with the whole class. - Give feedback and evaluation. - For more practice, have Ss play games, using DHA. - Discuss in pairs. - Give presentation. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: - Words about pollution: affect, cause, pollute, disease, wildlife, tourism, environment, damage. * Homework: - Learn the new words by heart. - Practice talking about kinds of pollution. - Do the exercises in WB: Unit 2 - Lesson 1 - New words + Reading (pages 14 & 15). - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.2 – Grammar (page 25 & 26 – 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: ………………………………………………………………………………………… WEEK 10 Date of planning: 26/11/2023 Period: 29 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/11/2023 8A …/11/2023 8B …/11/2023 8C 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”. 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 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.  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.  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. Introduce: 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 (5’) * 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: ………………………………………………………………………………………… c. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… WEEK 10 Date of planning: 26/11/2023 Period: 30 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/11/2023 8A …/11/2023 8B …/11/2023 8C UNIT 3: PROTECTING THE ENVIRONMENT Lesson 1.3 – Pronunciation, Practice, 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. 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 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. 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 Lead 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: ………………………………………………………………………………………… d. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………………