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Mô tả: KHBD TIẾNG ANH 8 TUẦN 11 TIẾT 31-33 U 3 - L 2.1 - N. words _ Listening , Pro, Prac, Speaking WEEK 11 Date of planning: 9/11/2023 Period: 31 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 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. 1.2. Competences - improve communication, collaboration, and critical thinking skills. 1. 3. Quality - 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 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. Lead 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: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… WEEK 11 Date of planning: 9/11/2023 Period: 32 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 2.2 - Grammar (Pages 29 & 30) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - use “and” and “so” to make compound and complex sentences. - improve speaking skills, using the grammar point. 1.2. Competences - enhance communication, collaboration 1. 3. Quality - know how to reduce 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 about compound and complex sentences and fill in the blanks - Listen, check and repeat. - Study the grammar box. - Tick the correct sentences or cross and rewrite the incorrect sentences. - Combine two sentences into one using “and” or “so (that)” - Ask ways to reduce pollution in town (in pairs). - Ss’ performance. - Ss’ task. - Ss’ answers /performance. - Ss’ answers. - Ss’ answers/ presentation. - T’s 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 vocabulary about ways to reduce pollution / Introduce “and” and “so”. c) Expected outcomes: Ss review words about ways to reduce pollution and Ss have general ideas about the grammar point they are going to study in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Word chain - Have Ss listen example from teacher. - Call Ss to give next word. - End game until ss cannot remember the previous words. Suggested sentence: I save electricity by turning of the light. I save electricity by turning of the light and TV. I save electricity by turning of the light, TV and fan. …..  Lead to the new lesson.  Option 2: Game: Making sentences - Have Ss close all books and notebooks. - Show some words and have Ss work in groups of 4 - Have Ss make sentences as fast as they can on the board. The group with most correct sentences will be the winner. - Give praise or a small present to the winner. *Suggested words: recycle, reuse, reduce, save, waste, clean up. - Tell Ss about the grammar point they are going to study in the new lesson: “and” and “so”. Lead to the new lesson. - Listen - Work in individually. - Say the sentence. - Close books and notebooks. - Make sentences and write on the board. *Suggested answers 1. My teacher recycles old clothes into pencil cases. 2. Tom’s father reuses his schoolbag. 3. The principle advices us to reduce trash by using banana leaves to wrap food. 4. The government suggests not wasting electricity to protect the planet. 5. My teacher requires us to clean up after class. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce compound and complex sentences with “and” and “so”. b) Content: - Listen and repeat. - Introduce compound and complex sentences with “and” and “so”. c) Expected outcomes: Ss know how to use “and” and “so” to do some following exercises. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen and repeat - Have Ss look at the picture (using DCR). - Read about compound and complex sentences and fill in the blanks. - Play audio (CD1 – Track 34) 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 (using DCR). - Have some Ss read aloud the sentences in the Grammar Box. - Ask Ss to give more examples using “and” and “so”.  Option 2: - Have Ss close books. - Show sample sentences in the grammar box (using DCR). - Have Ss read the sentences aloud. - Have Ss make comments on the way they use “and” and “so” by asking Ss some questions: *Suggested questions: 1.What is the parts of speech of “and” and “so”? 2.When do we use “and”? 3. When do we use “so” - Call Ss to give answers. Then have them open the books and read the grammar box. - Have Ss give more examples of “and” and “so”, encourage them to make sentences with their own ideas. - Give feedback and evaluation. - Look. - Read and fill in the blanks. - Listen and repeat. - Look and read. - Read. - Give examples. - Close all books. . - Read. - Answer the questions. Open the books and read the grammar box. - Give examples.  Activity 2: Practice (19’) a) Objective: Students can distinguish the differences between compound and complex sentences and the use of “and” and “so”. b) Content: Tick the correct sentences and cross the incorrect ones and combine two sentences into one using “and” or “so” c) Expected outcomes: Students can apply “and” and “so” to give ways of reduce pollution in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Explain in details about compound and complex sentences with “and” and “so”. Task a. Read the examples and notes about, then tick () the correct sentences or cross () and rewrite the incorrect sentences. - Demonstrate the activity, using the example (using DCR). - Have Ss read and tick or cross, then rewrite (in individual). - 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. Combine two sentences into one using and or so (that). Add a comma when necessary. - Demonstrate the activity, using the example (using DCR). - Have Ss combine two sentences with “and” or “so”. - Have Ss check answers with their partners. - Call Ss to read answers. - Check Ss’ answers, give feedback. - Listen. - Look and listen. - Work individually. - Work in pairs. - Write answers on the board. Answer keys - Work individually. - Work in pairs. - Read answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: give ways of reduce pollution. c) Expected outcomes: Ss produce the new language successfully, and they can apply “and” and “so” in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: What should people do to reduce pollution in your town? - Explain the task. Divide class into pairs. - Have Ss ask for and give their partner advice using the prompts. - Encourage Ss to use more words about ways of reducing pollution with their own ideas. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. -Listen and take notes. - Have conversation in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) *Consolidation - the usage of “and” and “so”. - the compound and complex sentences. * Homework: - Make 2 sentences, using “and” and “so. - Do the exercises in WB: Grammar (page 17). - Play consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2 – Pronunciation and Speaking (pages 30 & 31 – 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 11 Date of planning: 9/11/2023 Period: 33 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 2.3 – Pronunciation, Practice and Speaking (Pages 30 & 31) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - recognize stress the second syllable for most two-syllable verbs. - take turns asking and answering about how to reduce pollution. - make a poster to give advice about reducing pollution. 1.2. Competences - improve communication, collaboration, creativity and research skills. 1. 3. Quality - know how to reduce 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, handouts. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the words and focus on the underlined letters. - Listen and cross out the word with the different stress. - Read the words with the correct stress to a partner. - Take turns asking and answering about how to reduce pollution. - Make a poster to give advice about reducing pollution. - Discuss ways to reduce pollution and their purpose in pairs. - Ss’ performance and answers. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ performance / Presentation. - 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. - 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: Introduce word stress: two-syllable verbs c) Expected outcomes: Ss have good preparation for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Game: Handclap - Explain the rules of the game: Ss listen some words and define how many syllables in a word by clapping hands. - Give feedback and lead to the new lesson: word stress on the second syllable for most two-syllable verbs. Suggested words: Pollution, environment, damage, electricity, forest, effect, tourism.  Option 2: - Divide class into 4 groups. - Have Ss in each group write as many as possible words with “t” sound - Set a limit time (about 2-3 minutes). - Have 4 group representatives write answers on the board, or hang their extra-boards on the main board to check. - Check Ss’ answers, give feedback and evaluation. - Announce the winner. - Give a small present or extra marks to the winner. Introduce the new lesson: word stress on the second syllable for most two-syllable verbs. - Listen and clap hands according to syllables. - Take part in the class activity in groups. - Work in groups. - Give answers. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce stress on the second syllable for most two-syllable verbs. b) Content: Tasks a, b. c & d, p.30 c) Expected outcomes: Ss read the words with the correct stress and use it naturally in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Tasks a + b. Notice the sound changes of the underlined words. - Play the recording (CD1, track 35) using DCR. - Ask Ss to listen and focus on the underlined letters. - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. Task c + d. Listen and cross out the word with the different stress, then read the words with the correct stress to a partner. - Play the recording (CD 1 – Track 36) 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 think of some other verbs using the pronunciation feature in pairs. - Call some Ss to read some words in front of the class. - Listen. - Listen again and repeat. - Listen and cross out. - Give answers. Answer keys - Listen again and check. - Work in pairs. - Present.  Activity 2: While-speaking (21’) a) Objective: Students can ask and answer about how to reduce pollution. b) Content: Practice and speaking activities, p. 31. c) Expected outcomes: Ss can produce the new language successfully and have a good role play. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE Take turns asking and answering about how to reduce pollution. - Use DCR to show the task. - Demonstrate the activity by practicing the role-play with a student. - Have pairs practice the conversation. - Remind Ss the way to encourage the speaker to continue with “What else?” “Anything else?”. Suggested conversation: Interviewer: What should we do to reduce land pollution? Conservationist: We should recycle trash so we can reduce land pollution. Interviewer: What else? Conservationist: We shouldn’t waste paper. Interviewer: Anything else? Conservationist: We should reuse bottles. Interviewer: Thank you. - Have Ss swap roles and repeat, using the ideas in the student book. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. SPEAKING: Solutions to pollution Task a. Make a poster to give advice about reducing pollution. Discuss ways to reduce pollution and their purpose. Then, choose a title and at least five solutions and write them on the poster. - Use DCR to show the task. - Demonstrate the activity. - Have Ss work in pairs. - Have some students share the ideas with the class. - Observe, give help if necessary. - Observe, listen. - Work in pairs to practice the conversation. - Swap roles and continue the task. - Present. - Observe and listen. - Work in pairs to complete the poster. - Present.  Activity 3: Production (6’) a) Objective: Help Ss remember the word stress. b) Content: questions about how to reduce 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 Task b. Join another pair. Present the ideas to each other. - Have students join another pair and discuss the solutions. - Observe, give help if necessary. - T may call 1-2 pairs to present their poster in front of the class. - Give feedback and evaluation. - Change partners. - Present. C. Consolidation and homework assignments (5’) * Consolidation: * Homework: - Practice pronouncing word stress and making sentences with those two-syllable verbs. - Complete the poster for those who haven’t finished it in class. - Prepare: Lesson 3 – Reading and Writing (pages 32 & 33 – SB). - 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: …………………………………………………………………………………………