Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 22:19 16/11/2024
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Mô tả: Date of planning : 16.11.2024 Period 34 UNIT 3: PROTECTING THE ENVIRONMENT Lesson 3.1 - Reading & Writing (Pages 32 & 33) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - practice reading for main ideas and specific information. - write short guide to make their school greener. *Students with disabilities practice reading for main ideas and specific information. 1.2. Competences - improve communication, collaboration, analytical 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 - Read the guide and write the correct heading for each section. -Read and circle the correct answers. - Speaking: Do you have the same problems where you live? What other solutions could help improve the problems? - Read about writing guides. - Read the guide and write headings for each section. - Ss’ answers. - Ss’ answers. - Ss’ answers / presentation. - Ss answers - Ss answers - T’s feedback. - T’s feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - 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 giving enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: words about eco-friendly city. c) Expected outcomes: Ss have general ideas about eco-friendly city, which they are going to read and write in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Let’s Talk! - Use the “Let’s talk!” part in the textbook– page 32 for warm-up activity. - Ask Ss to work in pairs to discuss about the environmental problems and ways to improve the environment. Questions: “What environmental problems can you see? What people do to improve the environment where they live?” - Call Ss to share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: Bingo game - Review previous vocabulary: affect, cause, pollute, disease, wildlife, tourism, environment, damage, electricity, air conditioner. - Have Ss write nine words on paper. - Read the vocabulary randomly. - Choose the winners ss provide that they have three-word in vertical, horizontal or diagonal. Give winners scores if necessary. - Lead to the new lesson. - Work in pairs to discuss. - Present. - Read the vocabulary - Write on paper. - Check. B. New lesson (35’)  Activity 1: Reading (20’) a) Objective: Students can develop their reading skills. b) Content: Read the guide, write the correct heading for each section and circle the correct answers. c) Expected outcomes: Students can practice reading and understanding general + specific information about how to make eco-friendly city. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the guide and write the correct heading for each section. - Use DCR to show the task. - Have Ss read the questions and find the keywords. - Have Ss choose the correct heading for each section. - Call Ss to give answer, explain. - Check answers as a whole class using DCR. Task b. Now, read and circle the correct answer. - Use DCR to show the task. - Have Ss read again the content of the text “How to Make Our City More Eco-friendly”. - Have Ss read and circle the correct answers. - Have Ss check answers with their partners. - Call Ss to give answers, explain. - Check answers as a whole class using DCR. Task c. Listen and read. - Play the audio (track 37). - Have Ss listen and read. Task d. Discuss in pairs - Have Ss discuss in pairs about environmental problems and solutions. - Have some Ss present and give feedback. Questions: Do you have the same problems where you live? What other solutions could help improve the problems? Answer “Our town doesn’t have many green spaces. I think that we should plant more trees in our town.” - Read. - Work individually. - Ss answer. Answer keys - Read. - Read and circle the correct answers. - Exchange answers. - Give answers. Answer keys - Listen and read. - Work in pairs. - Present.  Activity 2: Writing (15’) a) Objective: Students can develop their writing skills. b) Content: Read about writing guides and write a good, simple guide. c) Expected outcomes: Students can read writing guides and they can create a title, headings and write an introduction and explanation. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read about writing guides. Then read the guide from the reading again and circle the imperatives and underline the reasons for solutions. - Use DCR to show the Writing Skill box and the guide. - Have Ss read and make a mind map about writing guides. - Have ss work in pairs, read the guide from the reading again and circle the imperatives and underline the reasons for solutions. - Check answers as a whole class using DCR. Task b. Read the guide and write headings for each section. - Have DCR to show the task. - Have Ss work in groups of 4, read the guide and write the headings. - Call Ss to give answers. - Check answers as a whole class using DCR. - Read individually. - Make mind map. - Give answer. Answer keys - Read and write the headings. - Give answers. Answer keys C. Consolidation and homework assignments (5’) *Consolidation: - Writing guides: to write a good, simple guide. *Homework - Practice writing skill: writing guide with imperatives. - Do the exercises in WB: Listening and Reading (page 18). - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 3.2 – Speaking and Writing (page 33 – 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 : 16.11.2024 Period 35 UNIT 3: PROTECTING THE ENVIRONMENT Lesson 3.2 – Speaking & Writing (Page 33) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - discuss ways to protect the environment. -write a short guide to make their school greener. *Students with disabilities discuss ways to protect the environment. 1.2. Competences - improve communication, collaboration, writing 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 - Speaking: Discuss some ways for their school to be greener in pairs - Discuss the questions and write ideas. What should we do? How can we do it? - Writing: write a guide to make their school greener by using the previous discussion with peers. - Ss’ answers. - Ss’ answers/presentation. - Ss’ answers. - T’s feedback. - T’s feedback/Peers’ feedback - 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: write a guide. c) Expected outcomes: Ss discuss some ways to make their school greener and use those ideas to write a guide with 80 – 100 words. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Option 1: causes and effects - Divide class into 4 groups namely cause groups and effect groups. The cause groups give some sentences with “if”. The effect groups give some sentences with “main clause” provide that they are fitted with “if clause” - Ask Ss in 4 groups to give answers. - Lead to the new lesson. *Suggested if clause and main clause sentences: If they keep polluting the river, All the fish will die. If they keep burning trash, The air will be polluted. If they continue cutting down trees, There will have no trees.  Option 2: Letter string dictation - Have Ss play the game: letter string dictation. - Divide class into groups of 4. Write the questions down and then dictate them as a long string of letters. Ss should attempt to form the questions and then discuss and report back to class. - Give feedback. Lead to the new lesson. * Suggested questions 1. Whatwillhappeniftheycontinuethrowingtrashintorivers? 2.Whatwillhappeniftheykeeppollutingland? 3.Whatwillhappenifwebreathepollutedair? - Take part the games in groups. - Give answers. - Take part in the game. - Write the answers - Listen. * Answers: 1.What will happen if they continue throwing trash into rivers? -> The rivers will be dirty. 2. What will happen if they keep polluting land? -> Soil will not safe to grow food in. 3. What will happen if we breathe polluted air? -> We will get sick. B. New lesson (35’)  Activity 1: Pre-Writing (Speaking) (10’) a) Objective: Ss prepare for what they are going to write about. b) Content: - Speaking: discuss some ways for your school to be greener. c) Expected outcomes: Ss know more vocabularies about food and apply the language from speaking to their writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Discuss some ways for your school to be greener. - Have Ss work in pairs. - Have Ss discuss questions: “What should we do to make our school greener? How can we do it?”. - Have some Ss share their ideas with the class. - Give feedback and evaluation. Task b. Choose the best three to four solutions and discuss on the table below and write in your own idea. - Use DCR to show the task. - Have Ss complete the table about solutions. - Go round and give help if necessary. - Have some pairs share their ideas with the class. - Give feedback and evaluation. - Discuss in pairs. - Give answers. - Complete the table. - Present.  Activity 2: While - Writing (20’) a) Objective: Students can develop their writing skill. b) Content: - Read again the solutions in task a - Write a guide about how to make school greener. c) Expected outcomes: Students can write a guide, using vocabulary about protecting the environment with polite language. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Let’s write: Now, write a guide to make your school greener using the discussed in Speaking. Use the Writing Skill box and speaking notes. Write 80 to 100 words. - Draw Ss’ attention to the feedback form (using DCR). - Have Ss use their notes in speaking part and the writing skill box to write a guide about how to make their school greener. - Have some Ss write their letter on the board. - Listen. -Work in pairs. - Give answers. Answer keys  Activity 3: Post - Writing (5’) a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings. c) Expected outcomes: Students know whether their letters follow the model and use the correct structures and language, whether their writings are interesting and understandable or not. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: + the format, the structures. + the understandability. + the coherence and cohesion. - Look, listen and correct mistakes. C. Consolidation and homework assignments (5’) * Consolidation: - Format of a writing guide: * Homework - Remember how to write a guide. - Finish the writing part. - Do the exercises in WB: Writing (page 19). - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 3 – Review (page 90). 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 : 16.11.2024 Period 36 UNIT 3: PROTECTING THE ENVIRONMENT Lesson:Review - Reading & Writing (Page 90) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review the target language learnt in the unit. - to practice test taking skills *Students with disabilities review the target language learnt in the unit. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - have positive attitude in English language learning so that they actively participate in all classroom activities. 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 - Listening: Listen to a teacher talking about pollution. Listen and fill in the blanks. - Reading: Read the passage about helping the environment. Choose the best word (A, B or C) for each space. - Ss’ answers. - Ss’ answers. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization (1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: Review the lesson and set the scene for Ss to recap previous knowledge; 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 effects of pollution and how to reduce pollution. c) Expected outcomes: Ss are ready for the revision of unit 3. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Quick questions - Write a list of two or three questions on the board which introduce the theme of the lesson. - Give the ss 5-10 minutes to discuss in pairs the questions and then have ss report back to the class. - Check and correct Ss’ answers. - Give feedback and evaluation.  Lead to the new lesson. * Suggested questions 1. Where do you live? 2. What is the biggest issue in your neighborhood? 3. What will happen if we don’t improve it? 4. What people should do?  Option 2: Chatting: What do you know about pollutions? - Set a five-minute time limit and in groups have students think up and write down as many facts as they can about pollution. Have a groups of 5 with three issues about pollutions: water pollution, land pollution, air pollution. - Have Ss present their ideas. - Give feedback and evaluation. Lead to the new lesson. - Read the questions. - Work in pairs. - Present. - Work in groups of 5 and discuss. - Present. B. New lesson (35’)  Activity 1: Listening (15’) a) Objective: Help Ss improve their listening skill. b) Content: Listen to a teacher talking about pollution. Listen and fill in the blanks. c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES You will hear a teacher talking about pollution. Listen and fill in the blanks. You will hear the information twice. - Use DCR to show the task. - Have Ss read through the listening part. - Demonstrate the activity by using the example. - Play the audio (CD 2 – Track 40). - Have Ss check answers with pairs and then give answers. - Check answers as a whole class. - Read in silence. - Listen and then give answers. Answer keys  Activity 2: Reading (20’) a) Objective: Students can improve their reading skill. b) Content: - Read the article about how to stay healthy and choose the correct answer. c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Read the article about how to stay healthy and choose the correct answer (A, B or C) - Use DCR to show the task. - Demonstrate the activity by using the example. - Have Ss read the article and choose the correct answer, underline the supporting ideas for their answers. - Call Ss to give answers, explain. - Give feedback and evaluation. - Have ss make at least 5 sentences about how to help our environment. - Observe and listen. - Work individually. - Give answers, explain. Answer keys C. Consolidation and homework assignments (5’) * Consolidation: - Practice test taking skills, especially listening and reading skills. * Homework: - Review vocabulary, grammar of unit 3. - Do the exercises in WB: Review of Unit 3 (page 52). - Prepare: Unit 3 – Review (page 91 – 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: …………………………………………………………………………………………