Giáo án Tiếng anh 8 UNIT 7: POLLUTION mới nhất

Teacher’s and students’ activities

contents

1. Warm up:

- Sts work in two groups of five.

Ask sts to find out kinds of pollution

- Lead in new lesson.

2. Presentation:

Introduce the dialogue:

- Look at the picture on page 6

- Introduce Mi and Nick.

- Ask Sts to predict the questions.

- Play the recording

- Ask Sts to listen and read.

- Ask Sts to check their guesses.

- Stsread the dialogue and underline thewords they don’t know.

- Sts discuss any unfamiliar words from the text or match.

- T may explain some wordsSts don’t know.

3. Practice:

- Sts work independently to find the words with the given meanings in the conversation

- Ask Sts to share answers before discussing as a class.

- Ask Sts to read out the lines in the dialogue that contain the words.

- Sts look at the ‘Watch out!’ box and quickly read information and explain the expression ‘I can’t believe my eyes’.

- Sts read the questions to make sure they understand them.

- Sts share their answers with a partner.

- Check their answers.

- Sts read the sentences quickly to make sure they understand them.

- Firstly Sts decide the sentences are T/ F/ NI without reading the dialogue.

- Some Sts write their answers on the board.

- Sts read the dialogue again to check their answers (can explain their choices).

- Have Sts look at the picture and ask them what they see in each picture.

- Sts read the types of pollution in the box and identify any new words they do not know.

- T explains the new words so that Sts can understand the pollution types.

- Sts work in pairs, then check the answers.

- Sts read through the sentences to get a general understanding (T can explain some words which Sts may not know).

- Sts work individually, then compare their answers with a classmate.

- Confirm the correct answers

4. Production:

* Activity 9:

- Sts work in groups of five or six. In five minutes Sts write down the pollution types their neighborhood faces

- List and rank them in order of seriouness.

- Give reasons for your group’s order.

- Vote for the group with the best reasons.

5. Homework:

Guide ss to do their homework

* Network:

 

- Do you know any stories about the environment or pollution?

* Introduce the dialogue:

- Who can you see in the picture?

- Where do you think they are?

- What are they talking about?

I. New words:

- dump(v): vứt, bỏ

- aquatic (adj):dưới nước

- poison (n,v):chất độc, làm nhiễm độc

- polluted (adj):bị ô nhiễm

- radioactive (adj):thuộc về phóng xạ

- thermal (adj):thuộc về nhiệt

- come up with (v):nghĩ ra

- Illustrate (v): minh họa

II. Practice:

1. Listen and read: (1-P.6)

a. Find a word/ phrase that means:

* Key:

1. dead4. poison

2. aquatic5. polluted

3. dump6. to come up with

b. Answer the questions:

* Key:

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.

5. He’s sneezing so much because the air is not clean.

c. Tick T/ F or NI (no information):

* Key:

1. F4. T

2. T5. T

3. NI

2. Write each type of pollution under a picture:

(2-P.7)

* Key:

A. radioactive pollutionE. water pollution

B. noise pollutionF. land/soil pollution

C. visual pollutionG. light pollution

D. thermal pollutionH. air pollution

3. Complete the sentences with the types of pollution: (3-P.7):

* Key:

1. thermal pollution5. Water pollution

2. Air pollution6. Land/soil pollution

3. radioactive pollution7. Noise pollution

4. light pollution8. visual pollution

4. Which types of pollution in 3 does your neighborhood face? (4-P.7):

* Ex:

My neighborhoodhas to face some types of pollution:

- air pollution (many factories…..)

- land pollution (………)

- Read the dialogue again

- Learn new words

- Prepare for unit 7- Lesson 2 (A closer look 1)

Period: 56

Unit 7: pollution

Lesson 2: A Closer Look 1

Sts’ and T’s activities

Contents

1. Warm up:

* Activity 1: Call out:

- Have Sts call out the types of pollution they have learnt in the previous lesson.

- Lead in new lesson.

2. Presentation:

* Activity 2:

- Sts make sure that they understand what to do.

- Sts work individually, then ask them to share their answers with one or more partners.

- Sts discuss any unfamiliar words.

- T may explain some wordsSts don’t know.

- Ask some Sts to write their answers on the board.

3. Practice:

* Activity 3:

- Sts read through each sentence to get a general understanding and decide which word form should be put in each blank (ex: the word filled in 1 is an adj), then use a clue to find the word.

- Sts work individually and compare their answers with a partner before confirming the correct ones.

- Ask Sts to look at the language box.

- T tells Sts that the words/ phrases express cause and effect relationships.

* Activity 4:

- Sts complete the task individually.

- Some Sts compare their answers with a partner before checking with the whole class.

- Confirm the correct answers.

* Activity 5:

- Sts read the example.

- Remind Sts of the structure (looking at the language box).

- Sts work individually to combine each pair of sentence into a complete sentence, using the word/phrase in brackets.

- Call some Sts to write their sentences on the board and correct them carefully.

* Activity 6:

- Sts look at the pictures and decide which picture shows the cause and which shows the effect.

- Ask Sts to read the example and pay attention to the cause / effect words or phrases.

- Sts work in pairs to write sentences.

4. Production:

* Activity 7:

- Sts look at the rules in the box and the ex

- Play the recording for Sts to stress the words.

- Confirm the correct answers.

- Play the recording again for Sts to repeat the words, some Sts read out the words.

* Activity 8:

- Sts work individually, practise saying the sentences

- Play the recording for Sts to check their answers, then elicit the correct stress patterns from Sts.

- Play the recording again for Sts to repeat the sentences.

5. Homework:

- Learn by heart all the new words.

- Prepare for next lesson ( find the meaning of the new words in the next lesson )

- Doexercises in theworkbook

* Call out:

- radioactive pollution

- water pollution

- noise pollution

- land/soil pollution

- visual pollution

- light pollution

- thermal pollution- air pollution

-> Today we are going to learn different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution.

* Practice:

A- VOCABULARY:

New words:

Contaminate (làm bẩn)

Contaminant (chất gây bẩn)

pollutant:chất gây ô nhiễm

litter: rác

1. Complete the table with appropriate verbs, nouns, and adjs: (1-P.8)

1. poison4. polluted

2. contaminate5. death

3. pollutant6. damaged

2. Complete the sentences with the words from the table in 1: (2-P.8)

* Key:

1. poisonous4. contaminated

2. pollutants5. damage

3. dead6. pollute

3. (3-P.8)

a. Put the adjs in the box into the correct columns:

* Key:

1. C - E4. E - C

2. C - E5. E - C

3. C - E

b. Use these adjs to describe some characters in one of your favourite folk tales:

* Key:

2. Oil spills from ship in oceans and rivers lead to the death of many aquatic animals and plants.

3. Households dump waste into the rivers so it is polluted.

4. Since the parents were exposed to radiation, their children have birth defects.

5. We can’t see the stars at night due to the light pollution.

4. Make sentences to show cause/ effect relationships: (4-P.8)

* Suggested answers:

2. The soil is polluted, so plants can’t grow.

3. We won’t have fresh water to drink because of water pollution.

4. We plant trees, so we can have fresh air.

B- PRONUNCIATION:

* Stress in words ending in –ic and -al:

5. Listen and mark the stress in each word, then repeat it: (5-P.9)

1. ar'tistic6. 'physical

2. ath'letic7. he'roic

3. his'toric8. po'etic

4. his'torical9. bo'tanic

5. 'logical10. bo'tanical

6. Find out and mark the stress in each word ending in –ic/ -al: (6-P.9)

1. scien'tific4. 'chemical

2. 'national5. dra'matic

3. 'medical

- Learn new words

-- do the exercises of part A inworkbook

- Prepare for unit 7- Lesson 3 (A closer look 2)

Period: 57

Unit 7: pollution

Lesson 3: A Closer Look 2

Sts’ and T’s activities

Contents

1. Warm up:

* Activity 1: Network:

- Remind Sts ofsome tenses.

2. Presentation:

* Activity 2:

- Elicit the form and use ofthe conditional sentences type 1 from Sts.

- Ask Sts to give some examples

3. Practice:

* Activity 3:

- Sts work individually, then compare their answers with a partner before checking with the whole class.

- Confirm the correct answers.

* Activity 4:

- Sts read the pairs of sentences and work individually.

- Ask two Sts to write the new conditional sentences on the board.

- Sts give comments and T gives feedback and correct them if necessary.

* Activity 5:

- Sts look at the structure in the language box. Draw Sts’ attention to the example.

- Underline the subject, verb…in the example and explain the use and form of the conditional sentences type 2.

- Some Sts give examples.

* Activity 6:

- Sts work individually.

- Sts compare their answers in pairs before checking with the whole class.

* Activity 7:

- Sts work individually.

- Sts compare their answers with a partner.

- Two Sts write their answers on the board.

- T corrects as a class, other Sts correct the answers if necessary.

* Activity 8:

- Have Sts quickly read the example and comment on the example.

- They may see that the meaning of the original sentences was made opposite in the new conditional sentence.

- Sts work individually, then compare their answers with a partner.

- Confirm the correct answers.

4. Production:

* Activity 9:

- T explain the aim of the game is to keep the chain going for as long as possiple using type 1 or 2 conditional sentences.

- Sts work in groups of five or six. Groups that are still going when the five minutes is up are the winners.

5. Homework:

- Learn grammar.

- Doexercises ofpart B in workbook

- Prepare for unit 7- Lesson 4 (Communication)

* Network:

I. Grammar:

* Review conditional sentences type 1:

- The use:

+ We use conditional sentences type 1 to talk about things that may happen in the present or future.

Eg:

If I’m late, they’ll be angry.

- Form:

If clause,main clause.

(simple present)(future simple)

II. Practice:

1. Put the verbs into the correct form: (1-P.9)

* Key:

1. recycle; will help4. will save; don’t waste

2. won’t dump; fines5. use; will have

3. travel; will be

2. Combine each pair of sentences to make a conditional sentences type 1: (2-P.9)

* Key:

1. Sts will be more aware of protecting the environment if teachers teach environmental issues at school.

2. When light pollution happens, animals will change their behaviour patterns.

3. The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources.

4. If the water temperature increases, some aquatic creatures will be unable to reproduce.

5. People will get more diseases if the water is contaminated.

* Look out( in the text book )

3. Match an if-clause in A with a suitable main clause in B: (3-P.10)

* Key:

1. b4. e

2. c5. a

3. d

4. Put the verbs in brackets into the correct form: (4-P.10)

* Key:

1. were; would…do4. tidied; wouldn’t be

2. exercised; would be5. was/were; would grow

3. had; would build

5. Write a conditional sentence type 2 for each situation: (5-P.10)

2. If there weren’t so many billboards in our city, people could enjoy the view.

3. If there weren’t so much light in the city at night, we could see the stars clearly.

4. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month.

5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner.

6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office.

6. Chain game: (6-P.10)

* Ex:

A: If each person plants a tree, there will be a lot oftrees?

B: If there are a lot of trees, the air will be cleaner.

C: If the air is cleaner, fewr people will be ill.

Sts’ and T’s activities

Contents

1. Warm up:

* Activity 1: Chatting

- Sts tell about two types of pollution they know.

- Lead in the new lesson.

2. Presentation:

- Go through the Extra vocab.

- Help Sts understand the meanings of the words in Extra vocab (using pictures, realia, definition, example.)

+ permanent: lasting forever

+ earplugs: are put into our ears to keep out noise or water.

+ affect: the verb form of ‘effect’

+ hearing loss: ‘When you have hearing loss, you can’t hear things clearly.’

+ blood pressure: is often measured when you have high blood pressure.

3. Practice:

* Activity 3:

- Sts read the questions in the questionnaire to make sure they understand everything and answer individually.

* Activity 4:

- Sts work in pairs to compare their answers (may have different answers). T asks some pairs to report on their differences.

- Play the recording for Sts check their answers, then check with the whole class.

4. Production:

* Activity 6:

- Sts find out the question in the questionnaire which proposes ways to prevent noise pollution.

- Sts work in groups to discuss more ways to

reduce noise pollution, then present their answers.

- Sts vote for the best ways.

5. Homework:

* Activity 7:

- Sts work in groups to make a collage to answer the question ‘What would you do to reduce pollution in our country if you werethe Minister of Natural Resources and Environment?’ (use photographs, pictures or drawings.)

- Remind Sts that they should use conditional sentences type 2 to give the presentation.

- Doexercises of part C in theworkbook

- Prepare for unit 7- Lesson 5

* Chatting:

- Tell about the types of pollution you know.

(Ex: water pollution, air pollution…)

- Today, we are going to have the opportunity to explore noise pollution that not many peoplerecognise as a pollution.

I. Extra vocab:

- permanent (adj):vĩnh viễn

- earplug (n):cái nút tai

- affect (v):làm ảnh hưởng

- hearing loss (n):mất thính lực

- blood pressure (n): huyết áp

II. Practice:

1. Look at the pictures and put the parts of the fairy tale in order: (1,2,3-P.11)

* Key:

1. B5. C

2. C6. A

3. A7. A

4. B8. C

2. Discuss other ways to prevent noise pollution: (4-P.11

* Sugessted answers:

- Should use headphones when listening to music.

-Should wear earplugs when going to concerts or other loud events

* PROJECT:

“What would you do if…..???”

1. collages: lively, clear, practical

2. Languages: easy to understand

3. Speaking: fluency, accuracy, good pronunciation.

Sts have to:

+ discuss the things they would do.

+ collect the pictures from different sources or draw.

+ stick the pictures on a big piece of paper.

+ prepare a presentation.

+ give a presentation to the class.

Teacher’s and students’ activities

contents

1. Warm up:

* Activity 1: Chatting

- Ask sts some questions about water pollution.

- Lead in the lesson.

2. Pre-reading:

* Activity 2:Present the pictures:

- Sts work in pairs: one looks at picture A-P.12 and one looks at picture B-P.15

- Stsask each other Yes-No questions to find out the differences between two pictures.

Ex:

A (p.A): Are there five ducks in your picture?

B: (p.B): Yes, there are. Are the ducks black in your picture?

A: No, they aren’t. They are white…….

- Some Sts report on the differences.

3, While-reading:

* Activity 3:

- Sts read the passage quickly and answer the questions (the first two Qs ask for general information and the rest focus on details.)

- Sts can underline parts of the text that help them with the answers.

- Sts compare their answers with a partner.

4, Post-reading:

* Activity 4:

- Sts read the sentences quickly to underline the key words and work individually (pick the suitable words to fill each blank).

- Sts share their answers with a partner.

- T checks the answers.

* Activity 5:

- Sts work in groups to discuss the sollutions to water pollution.

- Help Sts focus their ideas and think of the solutions for each cause.

- Sts make notes of the answers on a piece of paper.

- One group quickly presents their solutions and others add some ideas.

* Activity 6:

- Sts work in groups again to complete the diagram (may draw the diagram on a big piece of paper.)

- After finishing, T may call some pairs to practice in front of the class.

* Activity 7:

- Some groups give presentations about water pollution.

- Other groups listen and give comments. The class may vote for the best presentation.

5. Homework:

- Learn by heart all the new words.

- Prepare for next lesson ( find the meaning of the new words in the next lesson )

- Doexercises of part D in theworkbook

* Chatting:

- Do you know about the water pollution?

- Give some examples?

A- READING:

1. Ask each other questions to find out the differences between two pictures: (1-P.12)

* Suggested differences:

2. Read the text and answer the questions: (2-P.12)

* Key:

1. The second paragraph tells about the causes of water pollution.

2. The third paragraph tells about the effects of water pollution.

3. It’s the water beneath the Earth’s surface.

4. They are industrial waste, sewage, pesticides, and herbicides.

5. They are pollutants from storm water and the atmosphere.

6. They use herbicides to kill weeds.

3. Complete the notes about the effects of water pollution: (3-P.12)

* Key:

1. cholera4. dead

2. die5. aquatic plants

3. polluted water

B- SPEAKING:

4. Discuss the solutions to water pollution: (4-P.12)

- Suggest two sub-headings:

+ Point source pollution

+ Non-point source pollution

- Some solutions:

+ S1: Give heavy fines to companies that are found doing this.

+ S2: Educate companies about the environment.

+ S3: Give tax breaks to companies that find ‘clean’ ways to dispose of their waste.

5. Complete the diagram of water pollution:

(5-P.12)

Sts’ and T’s activities

Contents

1. Warm up:

* Activity 1: Describe the pictures:

- Sts work in pairs, describing the pictures and the relationship between them.

- Call on one St to give their answers.

- Play the recording for Sts to check their answers.

2.Pre-listening:

a. Listening:

* Activity 2:

- Sts quickly read the diagram and identify the form of the word/ phrase to be filled in each blank.

- Play the recording and ask Sts for their answers. Some Sts write their answers on the board.

- Play the recording again for Sts to check their answers.

3. While-listening:

- Sts read the story carefully and work in pairs to discuss what may be missing

- Play the recording again and ask Sts to find the missing words as they listen.

- T checks their answers with the whole class.

4. Post- listening:

b. Writing:

* Activity 4:

- Sts work in pairs and decide which pollution type in their area they are going to discuss and make notes of the causes and effects.

Soil pollution happens when human activities destroy the earth’s surface.
Cause: pesticides, herbicides(thuốc diệt cỏ), chemical industrial watse, deforestation...

Effect: soil pollution, the upper layer of soil is damaged (lớp đất mặt bị hư), effect on wild-life...

* Activity 5:

- Sts stay with their partner. One writes about the causes and the other writes about effects based on their notes. Remind Sts to use markers like firstly, secondly…

- Sts work individually to write a first draft

* Activity 6:

- Sts share their work with each other and combine it to make a complete article.

- Have pairs swap and read each other’s articles. Ask for volunteer pairs to read their articles out to the class and have Sts comment on them (may collect for marking).

5. Homework:

- Learn by heart all the new words.

- Doexercises of part E in theworkbook

A- LISTENING:

1. Describe the pictures: (1-P.13)

* Key:

- The first picture shows an algal bloom in coastal seawater.

- The second picture shows the cooling towers from a power station.

- They are both related to thermal pollution.

2. Listen and fill in the missing words: (2-P.13)

* Key:

1. hotter6. fish population

2. cooler7. Harmful

3. cool 8. colour

4. warm rivers9. poison

5. Warmer water10. cool down

B- WRITING:

3. Discuss the causes and effects of one type of pollution in your area: (3-P.13)

Air pollution

Definition: Air pollution occurs when the air contains gases, dust, fumes or odour(mùi hôi) in harmful amounts

Cause: industrial watse, exhaust from car and plane...
Effect: causing diseases, death to humans, damage to other living organisms such as animals and food crops, or the natural or built environment.

4. Write about the causes and the effects of the pollution type you have just discussed in 3:(4-P.13)

Water pollution

There are several types of pollution. However, water pollution is the most serious in our area.

It is caused by several factors. Firstly, famalies dump sewage into the river. In the past it was a very beautiful river, but now the water is almost black. Secondly, there are two new factories in our area, and they are dumping chemical waste into the lake and river. Thirdly, pesticides are another source of pollution. Farmers in our area usually use these to kill insects.

Water pollution badly affects our area. We do not have enough fresh water to water the plants and crops. People cannot raise fish in the river andthe lake because the water there is so polluted. In addition, there are no more wild ducks near the river today since they cannot find fish for food. Another negative effect is that sometimes in the afternoon there is a bad smell from the polluted river, so people do not like walking along it anymore.

People in uor area are all aware of this problem, and we thinking of some ways to solve it.

Sts’ and T’s activities

Contents

1. Warm up:

- Sts write the right words.

2. Presentation:

- Sts work individually, then compare their answers with a partner.

- Check Sts’ answers.

- Sts work individually, then some Sts write their answers on the board.

- Confirm the correct answers.

3. Practice:

- Sts write the sentences using the words in brackets, then compare their answers with a partner.

- Some Sts write their answers on the board T and other Sts give comments.

* Activity 5:

- Sts talk about conditional sentences type 2 (the use and form.)

- Sts give some examples.

- Sts work individually, then share their answers with a clssmate.

- Check their answers.

- Sts complete the sentences individually using their own ideas. Remind them to identify whether the sentence is a conditional sentence type 1 of type 2.

- Sts share their answers (accept all the sentences if they make sense).

4.Production:

- Sts work in groups to discuss what you would do or say in each situation.

- Sts read the example first. Each group may discuss 1 or two situations.

- Some groups give their presentations to the class.

- The whole class can vote for the best.

5. Homework:

* Jumbled words:

1. itcqaua = aquatic

2. spooni = poison

3. hremlta = thermal

4. raohcle = cholera

5. nmneearpt = permanent

A- VOCABULARY:

1. Complete the sentences with the correct form of the words: (1-P.14)

* Key:

1. pollution4. Poisonous

2. contaminated5. pollutants

3. death

2. Write types of pollution: (2-P.14)

* Key:

- radioactive pollution- water pollution

- noise pollution- land/soil pollution

- visual pollution- light pollution

- thermal pollution- air pollution

3. Rewrite the sentences: (3-P.14)

* Key:

1. The residents of the street cannot sleep because of the loud noise from the music club.

2. Vy had a stomachache since she ate a big dinner.

3. The road in front of my house was flooded due to the heavy rain.

4. His mother is unhappy because his room is untidy.

5. Too much carbon dioxide (CO2) in the atmosphere causes global warming.

B- GRAMMAR:

* Review conditional sentences type 1:

* Conditional sentences type 2:

- The use:

+ We use conditional sentences type 2 to talk about things that are not true to happen in the present or future.

Eg:

If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here)

+ The conditional sentences type 2 can be used to give advice.

Eg:

If I were you, I would see the doctor.

- Form:

If clause,main clause.

(simple past)(would/could/might + V)

* Note:We can use both was and were with

I/he/she/it in the if-clause

4. Put the verbs in brackets into the correct form: (4-P.14)

1. won’t be; don’t take4. do; will see

2. continue; will be5. would…travel; didn’t have

3. were; would wear6. wouldn’t be; didn’t take care

5. Complete the sentences, using your own ideas:

(5-P.14)

1. If I were an environmentalist,………..

2. If our school had a big garden,………

3. If the lake wasn’t polluted,………….

4. If we have a day off tomorrow,……..

5. If you want to do something for the planet,…..

6. Discuss what you would do or say in each situation: (6-P.15)

1. Your neighbors littered near your house.

2. Your friend wore headphones every day to listen to music.

3. Your brother dump his clothes and school things on the floor.

4. Your sister had a bath every day.

* Ex:

A: If my neighbors littered near my house, I would write them a letter explaining that it was making the neighborhood dirty.

B: Oh, I would put a large sign up saying ‘No littering’.

C: I think I would knock on their door and explain that it was polluting the area.

* Project:

“What would you do if…..???”

1. collages: lively, clear, practical

2. Languages: easy to understand

3. Speaking: fluency, accuracy, good pronunciation.

* Finished!

- Discuss what difficulties remain and what areas have mastered.

- Learn vocab & grammar – Unit 7

- Prepare for Unit 8 (Getting started)