Giáo án Tiếng Anh lớp 8 mới Học kì 2 chuẩn nhất

A. Warm – up.( 5’)

Review the previous before Ss open their books by asking them to take part in a small game.

Ss word in two big groups A and B. Make a paper ball.

Throw the ball to one student in group A and he/ she has to call out one fairytale.

If he/ she is right group A gets one point, then he/ she throws the ball to a student in group B.

The game stops when time is up. The group with more points wins.

Vocabularies related to fairytales.

+whole class, team work.

B. Getting started( 10’)

1. Ask Ss is they know any story about the environment or pollution.

Write the unit title on the board “pollution”. Ask Ss to call out things which

cause pollution, e.g., cars, factories, cows,… Now start the lesson.

Ask Ss to open their books and look at the picture. Ask them some questions:

Who can you see in the picture?

Where do you think they are?

What can you see in the picture?

What do you think the people in the picture are talking about?

Ss answer the questions as a class.

Play the recording and have Ss follow along. After that, Ss can compare their answers

with the information in the dialogue and add some more details to their answers.

Vocabularies related to pollution.

*Vocabulary

1. Dead (adj)

2.Aquatic(adj)

3.Dump(v/n)

4.Poison(v/n)5. Polluted(adj)

6. To come up with

Individual

C. Doing ( 22’)

a. Find a word/ phrase that means:

Ss word independently to find the words with the given meanings in the conversation.

Allow them to share answers before discussing as a class.

Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board.

Key:

1. Dead   2. Aquatic  3. Dump  4. Poison  5. Polluted  6. To come up with

Have Ss look at the Watch out! Box and quickly read the information.

Ask them if they know what I can’t believe my eyes means.

Then explain to them that this expression means you are very surprised at something you see.

* Adverb clause of cause and reason.

- She’s surprised because she sees the fish are dead.

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

Pair work

b. Answer the questions.

Have Ss read the questions to make sure they understand them.

Ss read the conversation again to answer the questions. Ss exchange their answers with a classmate.

Call on some Ss to write their answers on the board. Check their answers.

Key:

1. They are in Mi’s home village.

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.

* Conditional sentences type 1 and type 2.

Individual

Pair work

c. Tick (v) T (true) or F (false) or NI (no information).

Have Ss read the sentences quickly to make sure they understand them.

Ask them firstly to decide if the sentences are true, false or there is no information without reading the dialogue.

Then have some Ss write their answers on the board. Now ask Ss to read the conversation again to check their answers.

Ask Ss if they want to change the answers on the board and ask them to explain their choices. Confirm the correct answers.

Key:

1. F(It’s polluted by the factory).  2. T  3. NI  4. T  5. T

Individual

Pair work

3. Complete the sentences with the types of pollution.

Have Ss read through the sentences to get a general understanding.

T may teach some words which T thinks Ss do not know such as contamination.

Ss do this activity individually and then compare their answers with a classmate.

Call on some Ss to stand up and give their answers. Confirm the correct answers.

Key:

1. thermal pollution   2. Air pollution   3. radioactive pollution   4. light pollution

5. Water pollution   6. Land/ Soil pollution   7. Noise pollution   8. visual pollution

A. Radioactive pollution   B. noise pollution   C. visual pollution   D. Thermal pollution

E. Water pollution   F. land/ soil pollution   G. Light pollution   H. air pollution

Whole class

D.Performing (5’)

4. Work in groups. Which types of pollution in 3 does your neighbourhood face ? Rank them in order of seriousness. Give reasons for your group’s order. Vote for the group with the best reasons.

Organise game for this activity. Ss word in groups of six.

In five minutes, Ss write down the pollution types their neighbourhood faces and rank them in order of seriousness.

They also have to give reasons for their order. Call group representatives to present their group’s order and reasons.

Have the class vote for the group with the best reasons.

If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types.

Individual

Pair work

E.Home-work(3’)

Ask students to complete all the exercises

Whole class

A. Warm – up.( 5’)

Ask Ss to call out the types of pollution they learnt in the previous lesson.

Tell them that in this lesson they are going to learn different forms of some words as

well as some words/ phrases to talk about the causes and effects of pollution.

+whole class, team work.

B.Vocabulary(25’)

1. Complete the table with appropriate verbs, nouns, and adjectives.

Have Ss look at the table in the book. Make sure that they understand what to do.

Ss complete the exercise individually and then compare their answers with a partner.

Call on some Ss to write their answers on the board. Check their answers.

Key:

1. Poison  2. Contaminate  3. Pollution  4. Polluted  5. Death  6. Damaged

Poison

Contaminate

Pollution

Polluted

Death

Damaged

Individual

Whole class

2. Complete the sentences with the words from the table in 1. You do not need to use all the words. The first letter of each word has been provided.

Have Ss read each sentence silently to have a general understanding and decide which word form should be put in each blank.

For example, the word to be filled in the blank in sentence 1 is an adjective.

Point out that the provided letter is a clue to help them find the word.

Ss do the exercise and then compare their answers with a partner.

Call on one or two Ss to give out the answers before confirming the correct ones.

Key:

1. Poisonous 2. Pollutants 3. Dead 4. Contaminated 5. Damage 6. Pollute

Have Ss look at the language box. Tell Ss that the words and phrases in the box express cause and effect relationships.

Ss have learn so, because of. Quickly go through the rest of words/ phrases as follows:

- Because/ since and due to/ because of are used to talk about the causes of something.

Because and since are synonyms and they come before a clause.

Due to and because of are synonyms and they come before a noun phrase.

Have Ss read the example sentences and underline the clause or noun phrase.

- Other words and phrases in the box express the effects of something.

So comes before a clause.

To cause, to lead to and to result in are synonyms and come before a noun phrase.

To make Sb/ sth do sth is another way to express the effects. After somebody/ something is an infinitive verb without to.

Have Ss read the example sentences and underline the clause, noun phrase, or infinitive.

For more able Ss, T may have Ss read the sentences and explain the rules themselves by using the words and phrases.

Poisonous

Pollutants Dead

Contaminated

Damage Pollute

The words and phrases in the box express cause and effect relationships. - so, because of.

- Because/ since and due to/ because of are used to talk about the causes of something.

Because and since are synonyms and they come before a clause.

Due to and because of are synonyms and they come before a noun phrase.

+whole class, team work.

Individual

3a. Decide which sentence in each pair of sentences is a cause and which is an effect. Write C (for cause) or F (for effect) next to each sentence. Note that the words in brackets relate to Activity 3b.

Ask Ss to read the each pair of sentences and decide which sentence is an effect.

Ss compare their answers with a partner before giving the answers to the teacher.

Confirm the correct answers.

Individual

Pair work

b. Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship. Use the cause or effect signal word or phrase given in brackets. You will have to add, delete, or change words in most sentences.

Ask Ss to read the example. Ask them what changes they can see in the sentence.

T may have Ss look at the language box again to remind them of the structures.

Now Ss have to combine each pair of sentences in 3a into a complete sentence using the word/ phrase in brackets.

To save time assign sentences 2 to 5 to different Ss and have Ss word only these.

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

T can ask Ss to write all the sentences at homework.

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

3.Households dump waste into the river 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.

Individual

Pair work

Whole class

4. Work in groups. Look at the pairs of pictures. Give as many sentences as possible to show cause/ effect relationships.

Have Ss look at the pictures in

1. Ask Ss which picture shows the cause and which shows the effect.

Then ask them to read the example sentences and pay attention to the cause/ effect words or phrases.

Ss work in pairs to write sentences showing cause/ effect relationships.

For a more able class, T may have Ss do the whole exercise.

With other classes, just ask Ss to work with the pair of pictures in

2. Ask ss to identify the picture showing the cause and the one showing the effect.

Then together make up sentences, using the cause/ effect words or phrases. The rest can be done as homework.

This activity can also ba carried out as a game. Divide the class into 12 groups.

Two groups work with the same pair of pictures in 2, 3 or 4.

In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper.

When time is up, the group with the most sentences is the winner.

They stick their sheet of paper on the board and read the sentences aloud.

Other groups and T givens comments. Other groups can add any sentences they have.

T may Ss’ work home to mark it.

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 frest air.

Individual

Pair work

Whole class

C. Pronunciation (10’)

Pronunciation

Stress in words ending in – ic and – al.

Ask Ss to look at the rules in the box and the examples.

Go through the rules with them.

For a more able class, have Ss give some more examples.

1. ar’tistic   6. ’physical

2. ath’letic   7. he’roic

3. his’toric   8. po’etic

4. his’torical   9. bo’tanic

5. ’logical   10. Bo’tanical

Individual

Whole class

5. Listen and mark the stress in each word, then repeat it.

Play the recording for Ss to tress the words.

Ask some to say where the tress in each word is.

Confirm the correct answers. Play the recording again for Ss to repeat the words.

Call on some Ss to pronoun.

1. scien’tific

2. ’national

3. ’madical

4. ’chemical

5. dra’matic

Individual

Pair work

6. Underline the words ending in –ic and circle the words ending in –al in the following sentences. Mark the stress in each word. Listen and check your answers, then repeat the sentences.

Have Ss do the activity individually.

Play the recording for Ss to check their answers.

Then elicit the correct stress patterns from Ss.

Play the recording again for Ss to repeat the sentences.

Ask some Ss ro read out the sentences.

+whole class, team work.

D. Home assignment(3’)

Ask students to complete all the exercises

Whole class

A. Warm – up.( 5’)

- Prepare some photos or magazine cut-outs of some famous monuments or items from English speaking countries.

Show them to Ss and have them guess what country each monument/item is from.

Ask Ss if they know of a common thing among these countries. It’s the language: English.

Write the title “English speaking countries” on the board. Ask Ss to call out names of English speaking

countries and their main cities.

Then ask Ss to share any interesting facts they know about these places.

Ask Ss to open their books and look at the picture. Ask them some questions:

Vocabularies related to “ English speaking countries”

+whole class, team work.

B. Getting started( 10’)

1. Ask Ss to look at the title of the conversation and the picture. Ask them some questions:

* Where are the children?

* What do you think they are doing?

Ss answer the questions as a class.

Play the recording and have Ss follow along.

Vocabularies related to

“English speaking countries”

Individual

Pair work

C. Doing ( 22’)

a. Find a word or an expression from the conversation which you use when you….

Ss work independently. Guide Ss to look at the beginning of a reply/ a sentence for the answers.

Allow Ss to share answers. Check their answers.

Key:

1. Awesome, just awesome

2. Any of the following: Absolutely/ Right.

3. It’s hard to say

4. Perhaps

Ask Ss:

Do you know any other expressions which have the same meaning?

*Vocabulary

1.Awesome

2. Any of the following: Absolutely/ Right.

3. It’s hard to say

4. Perhaps + accent (n)

Individual

b. Read the conversation again and answer the questions.

Play the recording again without letting Ss read along.

Ask ss to try to answer as many questions as possible.

Ss then read the conversation again to check their answers.

Have some Ss read out their answers. Correct the answers as a class.

Key:

1. He’s at an international summer camp (in Singapore).

2. They come from different countries/ from all over the world.

3. He has made new friends, visited places, (and taken part in different activities.)

4. Because he uses English every day with people from different countries.

5. Two boys from Australia and a girl from the USA.

6. After July 15^th.

Individual

Pair work

2. Complete the sentences with the words or phrases from the box.

Ask Ss to underline these words/ phrases in the conversation and make sure they understand their meanings.

Ss work independently to complete the sentences.

Have them share their answers in pairs.

Then elicit the answers from the whole class.

Key:

1. summer camp   2. native English speaking countries  3. native speakers

4. the USA   5. accents  6. official language

Note:

Your first language is often known as your mother tongue, and your second language may refer to a language

used as an official language in your country, like English in Malaysia, Singapore, India or it could

simply mean the foreign language you learn at school as part of the curriculum.

* Grammar: Review: use the present simple to talk about future activities

Individual

Pair work

D.Performing (5’)

3. Put the names of the countries under their flags.

Have Ss work in pairs/ groups to match the flags with the countries. T checks.

Key:

1. the USA  2. The United Kingdom   3. Singapore   4. Australia   5. Canada  6. New Zealand

Note:

The UK, or the United Kingdom = Great Britain + Northern Ireland

Great Britain/ Britain = England + Scotland + Wales

The USA = The United States of American. It is also known as the US, or the united States, or even just the States.

In Canada, there are two official languages: English and French.

1. the USA   2. The United Kingdom   3. Singapore   4. Australia   5. Canada   6. New Zealand

Note:

The UK, or the United Kingdom = Great Britain + Northern Ireland

Great Britain/ Britain = England + Scotland + Wales

The USA = The United States of American. It is also known as the US, or the united States, or even just the States.

In Canada, there are two official languages: English and French.

Group work

E.Home-work(3’)

4. GAME: Where are they?

From groups of five or six. The first group to find all the countries wins.

If possible, prepare a black and white world map on A3 paper or quickly draw a world map on the board.

Ask one student from the winning group to go to the board and mark the six countries so that other groups can see and check.

- Learn by heart vocabulary & grammar.

Do exercises……in workbook.

Whole class

A. Warm – up.( 5’)

Ask Ss to call out the names of some English speaking countries they learnt in the previous lesson.

Tell them that in this lesson they are going to learn different forms of some words as well as some

words/ phrases related to the topic.

+whole class, team work.

B.Vocabulary(25’)

1. Write the names for the people who belong to these places. Then listen and repeat the words.

Ask Ss to work individually. Then allow them to share their answers with a partner.

Play the recording for Ss to check their answers.

Ss listen and repeat. (Point out the change of stress from ‘Canada to Ca’nadian).

Key:

1. the Americans

2. The English

3. The Scottish/ the Scots

4. The Welsh

5. the Irish

6. The Canadians

7. The Australians

8. The New Zelanders

Vocabulary:

1. the USA – the Americans

2. England – the English

3. Scotland – the Scottish/ the Scots

4. Wales – the Welsh

5. Ireland – the Irish

6. Canada – the Canadinas

7. Australia – the Australians

8.New Zealand – the New Zealanders

Individual

Whole class

2. Change the words into a noun(N, an adjective (A) or verb (V).

Ask Ss work individually or in pair. Check the answers as a class.

If time allows, have two Ss write their answers on the board and then confirm the correct answers.

Key:

1. historic   N = history

2. symbol  V = symbolize

3. legend  A = legendary

4. iconic  N = icon

5. Spectacle   A = spectacular

6. Festive   N = festival

7. Scenery   A = scenic

8. Attraction   V = attract

1. historic  N = history

2. symbol  V = symbolize

3. legend  A = legendary

4. iconic  N = icon

5. Spectacle  A= spectacular

6. Festive  N = festival

7. Scenery  A = scenic

8. Attraction  V = attract

+whole class, team work.

Individual

4. Match the words/ phrases with the pictures.

T has Ss look at the pictures. Ask them what they see in each of them.

Allow them then to work individually to match the words/ phrases to the pictures.

Check the answers as a class by asking Ss in which countries, from the list in 1,

they might see these things or ask them to give an example of these things.

Key:

1. castle  2. loch  3. parade  4. monument  5. state  6. cattle station

Individual

C. Pronunciation (10’)

Pronunciation

Stress in words ending in-ese and - ee

5. Listen and repeat the words.

Ask Ss to listen and repeat. Then have Ss say the words individually.

With stronger groups, have Ss mark the stress in the words first and say the words aloud before they listen to the recording.

Then play the recording for them to listen, check and repeat.

Key:

- ese - ee

Audio script:

Canto’nese employ’ee

Taiwa’nese adop’tee

- ese: Contonese, Taiwanese, Japanese, Portuguese Jaerviepa’nese addre’ssee

- ee: employee, adoptee, addressee, interviewee

Portu’guese interview’ee

Canto’nese

employ’ee

Taiwa’nese

adop’tee - ese:

Contonese, Taiwanese, Japanese, Portuguese

Jaerviepa’nese

addre’ssee - ee: employee, adoptee, addressee, interviewee

Portu’guese

interview’ee

+whole class, team work.

6. Mark the stress in the underlined words. Then listen and repeat the sentences.

T puts the underlined words on the board.

Have volunteer Ss come and mark the stress in the words first.

Ask for a show of hands from the rest of the class if they think the stress is correct or not.

Then play the recording. Ss listen, check and say the sentences.

Have Ss correct the stress on the board if necessary.

Call on some Ss to say the sentences individually.

Key:

1. Chi’nese   2. refu’gee

3. trai’nee   4. Japa’nese

5. guaran’tee

Individual

Pair work

D. Home assignment(3’)

Ask students to complete all the exercises

Whole class