Giáo án tiếng Anh lớp 8 Tuần 21 sách mới

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’): Kinds of pollution.: review

Ask Sts to tell kinds of pollution.

Tell Ss that in this lesson they will have the opportunity to explore noise pollution, a common pollution type that not many people recognise as a pollution.

Presentation (10’)

Pre-teach vocab:

- T goes trough the extra vocabulary with Ss. If Ss do not know any word in the box, T quick teaches it.

+ permanent(adj): Give the definition(lasting forever; never change) or give the antonym (this is the opposite op temporary).

+ earplug: draw a pair of earplug on the board and explain “ we put these into our ears to keep out noise or water.”

+ affect: It is the verb form of the noun effect.

+ hearing loss: ask if Ss know the verb form of loss. If they do not, give them the verb to lose. Then give a simple explanation “When you have hearing loss, you can’t hear things clearly.”

+ blood pressure: give an example (My father has high blood pressure. Whenever he goes to hospital, the nurse measures his blood pressure.) and ask if Ss can guess the meaning. T may give the Vietnamese translation.

Practice (12’)

1.Complete the questionaire by circling the correct answer A,B,C

Have Ss read the questions in the questionnaire to make sure they understand everything. Explain any unclear points. Then Ss answer the questionnaire individually. Remind them to circle their answers.

2.Compare your answers with those of a classmate

Ss work in pairs to compare their answers and see if they have any different answers. They do not have to reach an agreement at this stage. Ask some pairs to report on their differences.

3.How many correct answers have you got?

Play the recording for Ss to check their answers. Ss listen to the recording twice. If there are any incorrect answers, Ss correct them. Ask Ss if any of the answers has surprised them, and if so, why.

Audio script:

Noise is constant an loud sound. To measure the loudness, or volume of sounds, people use a unit called a decibel. When a sound is louder than 70 decibels, it can cause noise pollution. Do you know that the noise from a vacuum cleaner or a motorcycle can result in permanent hearing loss after eight hours? The sounds of a concert are even more serious. They can reach as high as 130 decibels and may cause immediate and permanent hearing loss. Noise pollution can also lead to headaches and high blood pressure. If you are listening to music through headphones, and other people can hear it, it means the music is too loud and unsafe. If there seems to be a ringing or buzzing in your ears, it means the noise is effecting you and damaging your hearing. Wearing earplugs when you go to concerts or other loud events, and listening to music through headphones or headsets at safe levels can help you reduce the effects of noise pollution.

Further practice (5’)

4.Discuss other ways to prevent noise pollution

Ask Ss which of the eight questions in the questions ways to prevent noise pollution. Have Ss work in groups in five minutes to discuss more ways to reduce noise pollution. Ss write their answers on a big piece of paper and then prevent their answers. Have Ss vote for the best ways.

This activity can be carried out as a game to find out which group in five minutes can come up with the most ways. The winning group then presents the answers to the whole class. Other groups add more if they have any different ways.

Homework(3’):

Prepare unit 7 lesson 5

Whole class

Ss answer the questionnaire individually

Ss work in pairs to compare their answers and see if they have any different answers

Ss correct them.

Ss work in groups

*Vocabulary:

permanent(adj)

earplug(n)

affect(v)

hearing loss(n)

Blood pressure(n)

Key: 1. B 2. C 3. A 4. B 5. C 6. A 7. A

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’): Kinds of pollution.: review

- Ask Ss to tell kinds of pollution.

Pre-reading (10’)

Pre-teach vocab:

1. T may model asking and answering questions with a strong student. For example:

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

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

T: No, they aren’t. They’re white.

…

Call on one student to report on the differences. Other Ss can add some more.

Ask Ss what the pictures tell them (water pollution). Lead to the second activity.

Picture A (p.14)

- The ducks are white.

- They’re going to the lake.

- There aren’t any factories near the lake.

- The lake water is clean.

Picture B(p.15)

- The ducks are black.

- They’re going from the lake.

- There are some factories near the lake.

- The lake water is dirty/ black.

While-reading (15’)

2. Mi and Nick have decided to give a presentation on water pollution to the class. Read what they’ve prepared and answer the questions.

Ask Ss to read the passage quickly and answer the questions. Tell Ss that the first two questions ask for general information while the rest focus on details. Ss can underline past of the text that help them with the answers. Ss compare their answers before giving the answers to T.

3. Read the text again and complete the notes about the effects of water pollution. Fill each blank with no more than tree words.

Remind Ss quickly of the way to do this type of exercise. Have some Ss read aloud their answers. Confirm the correct ones.

Post-reading (12’)

4. Work in group and discuss the solutions to water pollution. Make notes of your answers.

To help them focus their ideas, T can suggest they make two sub-headings.

Point source pollution.

Non-point source pollution.

5. Now complete the diagram of water pollution. Use the information from the text for the causes and effects and your groups’ ideas for the solution.

T can give them marks. If the class size is small and time allows, all the groups can present.

6. Make a presentation about the water pollution based on the diagram.

Ask some groups to give a presentation about water pollution. Other groups listen and give comments. The class may vote for the best presentation and T can give them marks. If the class size is small and time allows all the groups can present.

Homework(3’):

Prepare unit 7 lesson 6

Whole class

Ss do this activity in pairs. One student looks at the picture A on page 12 while the other looks at picture B on page 15. They ask each other Yes/ No questions to find out the differences between the two pictures.

Ss can underline past of the text that help them with the answers. Ss compare their answers before giving the answers to T.

Ss read the sentences quickly to underline the key words. For example, in sentence 1, the key words are drinking water, untreated and outbreak. Then they locate the key words in the passage and pick the suitable words to fill each blank. For instance, for the blank in sentence 1, a noun should be filled in.

Ss work in groups to discuss the solutions to water pollution.

They can then give through each cause in the presentation and think of the solutions. For example:

Factories dump industrial waste.

+ Solution 1: Give heavy fines to companies that are found doing this.

+ Solution 2: Educate companies about the environment.

+ Solution 3: Give tax breaks to companies that find “clean” ways to dispose of their waste.

They make notes of the answers on a piece of paper. Invite one group to quickly present their solutions. Other groups add any ideas if necessary. As it is an open activity, accept all the answers as long as they make sense.

Ss work in groups to give a presentation about water pollution. Other groups listen and give comments. The class may vote for the best presentation

*Vocabulary:

+ groundwater: the water beneath the earth’s surface.

+ Pesticide(n):

+ Herbicide(n)

+ “point sourse” pollution:

+ “ non- point sourse” pollution:

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.

Key: 1. cholera 2. die 3. polluted water 4. dead 5. aquatic pants

Water pollution:

+ Definition:

Causes:

+ Point source pollutants:

+ Non- point sourse pollutants:

Effects:

+ Human:

+ Animals:

+ Plants:

Solutions:

+

+

+

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’): Chatting

T asks: What do you know about the thermal pollution?

Pre-listening (10’)

Pre-teach vocab:

1. 1. Describe what you see in the picture and talk about the relationship between them.

Call on one or two Ss to give their answers. Play the recording for Ss to check their answers.

Ask Ss what they know about thermal pollution.

While-listening (15’)

2. Play the recording once. Ask for Ss’ answers and write them on the board. If all the answers are correct, more to the next activity. If Ss are not sure about their answers, play the recording again for Ss to check.

Make changes to the answers on the board.

Audio script:

Reporter: Does thermal pollution mean that bodies of water get hotter, Mr Nam?

Mr Nam: Not always. Sometimes the water becomes colder, and that’s thermal pollution.

In general, thermal pollution means a change in the water temperature.

Reporter: That’s interesting! What causes it?

Mr Nam: Power stations are factor. They use water in the nearby lakes or rivers to cool their equipment, which heats up the water. Then they dump the hot water back

into its source.

Reporter: Are there any other causes?

Mr Nam: Yes. Thermal pollution may also happen due to the discharge of cold water from reservoirs into warm rivers.

Reporter: Thermal pollution can have dramatic effects. Right?

Mr Nam: Certainly. Most aquatic creatures need a certain temperature to survive. Warmer water has less oxygen in it, and this can harm fish populations. Beside, warmer water can cause harmful algal blooms. This can change the colour of the water like in the first picture and more seriously, the algae poisons the fish.

Reporter: What can we do, Mr Nam?

Mr Nam: In many places, they build cooling towers like in the second picture to cool down the water from power stations.

Reporter: Anything else we can do? …

Post-reading (12’)

Writing

3. Have Ss take notes of the causes and effects. Move around to offer help as pairs discuss their ideas.

4. Remind Ss to use markets like firstly, secondly finally to navigate through their points. Move around to offer help and take notes of any structures or language that Ss are struggling with. Bring the whole group together if there is a point T wants to clarify, then they can continue with the writing.

5. Tell them that they should add one or two sentences at the beginning to introduce the topic and other ones at the end to conclude their article. Note, if Ss need more support, post the sample article (see next page) on the board as a reference when Ss get to this stage of the lesson. This will help them structure their work. Next, have pairs swap and read each other’ s articles. Finally, ask for volunteer pairs to read their articles out to the class and have Ss comment on them. Then collect all the articles for marking.

Homework(3’):

Prepare unit 7 lesson 7

Whole class

Ss work in pairs describing the pictures and the relationship between them.

Have Ss quickly read the diagram and identify the from of the word/ phrase to be filled in each blank. For example, the words for blanks 1 and 2 are adjectives.

In this writing part, Ss are asked to write about the causes and effects of one pollution type in their area. Recap on the types of pollution by turning quickly back to the beginning of the unit in the GETTING STARTED section.

Ss work in pairs and decide which pollution type their area they are going to discuss

Ss stay with their partner. One writes about the causes and the other writes about the effects based on their notes from 3.

Now have Ss share their work with each other and combine it to make a complete article.

Words related to thermal pollution.

*Vocabulary:

+ algal bloom

+ cooling tower

+ power station

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.

Key: 1. hotter 2. cooler 3. cool 4.warm rivers 5. warmer water

6. fish population 7. Harmful 8. colour 9. Poison 10. Cool down

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.

Key: 1. cholera 2. die 3. polluted water 4. dead 5. aquatic pants

Sample article:

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, families 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 waster to water the plants and crops. People cannot raise fish in the river and the 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 our area al aware of this problem, and we are thinking of ways to solve it.