Giáo án unit 10: Recycling - Tiếng Anh 8 - GV.Đỗ Minh Vương

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Ý thức được việc bảo vệ môi trường, tái chế những đồ dùng tưởng chừng không cần thiết để có thể tiết kiệm được tài nguyên, chi phí... Bài 10 "Recycling" chương trình Tiếng anh lớp 8 sẽ giúp bạn hướng dẫn học sinh tìm hiểu về vấn đề này.

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Nội dung Text: Giáo án unit 10: Recycling - Tiếng Anh 8 - GV.Đỗ Minh Vương

UNIT 10: RECYCLING LESSON 1: - GETTING STARTED (PAGE 89) - LISTEN AND READ 1, 2 (PAGE 90) A. Aim: - By the end of the lesson, Ss will be able to do something to protect the environment and save natural resources. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM-UP Reuse plastic bags. - Collect the ideas from the students Ways to reduce the - Ss think of ways to reduce the amount of garbage amount of garbage. - Students work in groups of 6 and write their answers on the posters and put the poster on the board after they finish. The team having the most satisfactory ideas is the winner. * Expected answers:
- Give feedback. - recycle old bottles, cans - reuse bottles - use paper to wrap food - not buy goods that are overpackaged - ... - Present new words on the board. PRE-READING - Have Ss copy I. Vocabulary: - Guide Ss to read them in chorus. - representative (translation) - (to) protect (explanation) = to keep so/ s.t safe from danger. - (to) recycle (explanation) = to make old things be able to be used again - (to) reuse (explanation) = to use s.t again - natural resources (picture) coal, mines, oil, gold,... - Write the Jumbled words on the board and divide Ss into 2 teams to - (to) contact play the game. (explanation) = to communicate with - Set the scene: “A representative - instead of from Friends of the Earth, Miss (translation)
Blake, is talking to the students of - (to) overpackage Quang Trung school. Friends of the (translation) Earth shows people how to protect * Checking techniques: Jumbled words. the environment and save natural resources”. - Ask students to work in pairs to II. True/ False predictions: decide if the statements are true or false. 1. Friends of the Earth is an organization to help people make friends with each other. 2. Miss Blake asks the students to remember 3 things: reduce, reuse, and recycle. 3. Reduce means buying the products which are over packed. 4. We cannot reuse things like envelopes glass, - Write the Ss' guesses on the board. plastic bottles, and old plastic bags. 5. Miss Blake says that we should use cloth bags and shouldn't use plastic bags at all. 6. Recycling means not just throwing things away but trying and finding another use for them. - Ask students to open their books, listen to the tape while reading the dialogue. WHILE-READING - Call on students to correct the false Read the dialogue and check their prediction. statements. □ Correct the false statements. Statements Answers Correction 1 F ...protect the environment and save natural resources 2 T ....not buying .......... 3 F we can reuse things
- Ask students to look at the questions 4 F ..... on page 90 and work in pairs 5 T - Monitor and help students with their 6 T work - Call on some pairs to ask and III. Comprehension questions answer the questions * Expected answers: - Give feedback a. Reduce means not buying products which are overpackaged. b. We can reuse things like envelopes, glass, plastic bottles and old plastic bags. c. Recycle means not just throwing things away. Try and find another use for them d. We can look for information on recycling things by having a contact with an organization like Friends of the Earth, going to the local library or asking your family and friends e. Students’ answers - Write the topic on the board POST-READING - Ask students to express their Discussion opinions/ideas on this topic - Write the students’ ideas on the How to protect our environment? board into a list - Give feedback, correct and have students copy IV. Consolidation: (2 minutes) - T asks students to summarize the main points of the dialogue. V. Homework - Write the questions and full answers in your exercise notebooks
- Prepare: speak and listen PERIOD 62 Date: January 23rd, 2011 UNIT 10: RECYCLING LESSON 2: - GETTING STARTED (PAGE 89) - LISTEN AND READ 1, 2 (PAGE 90) A. Aim: - To help students practice giving and responding to instructions and listening for specific information about making compost B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM-UP Kim’s game - Show the picture to the students * Possible answers: used paper, old newspapers, and ask them to observe it books, cardboard boxes, bottles, glasses, jars, carefully, let them look at the plastic bags, food cans, drinking tins, vegetable
picture for about 20 seconds then matter, clothes, shoes, schoolbags, ... put it away. - Divide the class into 2 teams - Ask students to go to the board and write as many words showing things in the picture as possible. - Tell the students the team with the most right words is the winner PRE-SPEAKING I. Vocabulary: - Present new words on the board. - Fertilizer - Show the meaning of new words. (explanation) - Guide Ss to read them in chorus. = Farmers often use this thing to make their plants or trees grow well (to) fertilize - Compost (question) = what do you call the fertilizer made from spoiled food, leaves, vegetable matter... A compost heap - Fabric (realia) = clothes (what are these clothes made of?) - Leather (question) = Our shoes, sandals are often made of .... - Metal (n) (picture) - (to) belong to (translation)
- grain (n) (picture) - shade (n) (picture) - Check Ss' memory by technique * Checking: Bingo "Bingo" II. Dictation - list: Group Items - Tell students they are going to listen to the words for items and Used paper (old newspaper, books, put them into the right groups cardboard boxes). Paper - Draw the table on the board and Glass Bottles, glasses, jars. ask students to copy it Plastic Plastic bags, plastic bottles. - Model some words Metal Food cans, drinking tins. - After listening, ask students to work in pairs and give their Fabric Clothes (cloth bags, material) answers. Leather (shoes, sandals, schoolbags) - Read the words again and correct Vegetables Fruit peels (vegetables,...) WHILE-SPEAKING III. Mapped Dialogue: - Put the mapped dialogue chart on Which group (do Put (them) in the board clothes) belong to? (fabric) - Elicit the exchanges from the What can we do with students (those clothes)? We can (recycle - Have some pairs practice each them and make them exchange before going on to into paper or another exchange Is/ Are (fruit vegetable shopping bags) matter)? - After finishing the dialogue, ask a That’s right good pair to demonstrate the whole What will we do with dialogue (it)? We make (it into
- Open pairs: Ask some pairs to compost and fertilize demonstrate the dialogue our field) - Closed pairs: Ask students to work in pairs, replacing the information (in brackets) with the POST-SPEAKING words in the dictation list. IV. Multiple choice Listen to four questions during the recording. Check the correct answers. - Tell students they are going to * Expected answers: listen to an expert who gives the a. A b. B c. A d. B instructions to make compost - Ask students to open their books and read the multiple choice questions on page 91 - Check if students understand the questions - Play the tape 2 or 3 times, students listen and do the exercise - Have students give their answers and correct IV. Consolidation: (2 minutes) - T asks students to summarize how to make compost V. Homework - Practice the dialogue with your partner, replacing the information - Do the exercises in the workbook
PERIOD 63 Date: February 7th, 2011 UNIT 10: RECYCLING LESSON 3: - READ (P.92) A. Aim: - Reading for details about how things are recycled. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM-UP A word square - Put the word square chart on the E N V I R O N M E N T board N B C G A R B A G E R - Tell students the topic is about the environment and there are 14 hidden V E D R D O P P U R E words E J U E Y I L A R S C - Divide the glass into 4 groups L U S E D P A P E R Y - Ask students to write their answers O S T N O T S E D E C on a piece of paper and hand in when they finish
- Tell students the group with the P R O T E C T R U U L most right words is the winner E A B R C A I B C S E R E C E E N C A E E K D E E E F G H G I J L  environment, garbage, pure, used paper, protect  envelope, dust, green tree, can, plastic, paper bag, reduce, reuse, recycle. PRE-READING - Elicit words from students. I. Vocabulary: - Guide Ss to read new words. - a car tire [picture] - a can [picture] - floor covering [explanation] = things used as a carpet in a house - a deposit [translation] - (to) refill [explanation] = to fill st empty again - (to) melt [antonym] # (to) freeze - Check Ss' memory by technique - dung (n) [picture] "Rub out and Remember". - glassware (n) [picture] - Tell students they are going to read * Checking vocabulary: Rub out and remember a page in a newspaper giving some
recycling facts to protect the II. Open prediction: environment What do people do with used things? - Write the questions on the board What can they make from them? and ask students to guess what they are going to read Car tires: .................................................... - Write the students’ guesses on the Milk bottles  ................................................... board Glass ..................................................... Drink cans ...................................................... Household and garden waste .......................... - Draw the grid on the board and have students copy it - Ask students to open their books WHILE-READING and read the text III. Grids - Ask students to work in pairs to make a list of recycling facts *Expected answers: mentioned in the text Used things Recycling facts - Call on some students to write the Car tires are recycled to make pipe information in the grid on the board or floor coverings are cleaned and refilled Milk bottles (with milk) is broken up, melted and Glass make into new glassware are brought back for - Ask students to work individually recycling to answer the questions on page 93 Drink cans is made into compost -Let students compare their answers Household and with their partners garden waste - Give feedback IV. Comprehension questions Expected answers:
a. They clean them and refill with milk b. Glass is broken up, melted and made into new glassware - Open pairs: Ask some pairs to ask and answer the questions c. The government made a law that there must be a deposit on all drink cans. The deposit is - Closed pairs: Ask students to work returned when people bring the cans back for in pairs to practice recycling d. Compost is made from household and garden waste - Ask Ss to look at the Grids and the e. If I have a recycling story to share, I will call or comprehension questions above to fax at 5 265 456 retell the story. POST-READING Retell the story IV. Consolidation: (2 minutes) - T asks students to state the main ideas of the passage V. Homework - Prepare Write PERIOD 64 Date: February 9th, 2011 UNIT 10: RECYCLING LESSON 4: - WRITE (P.93, 94)
A. Aim: - By the end of the lesson, Ss will be able to write a set of instructions, using the sequencing B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM-UP Revision: - Call a student to the board and ask Checking the last lesson him/her the vocabulary and questions. - Vocabulary: a car tire, a can, floor covering, a deposit, refill, melt, freeze, dung, glassware - Read the passage and answer some questions: 1. What do people do with empty milk bottles? 2. What happens to the glass when it is sent to the factories? PRE-WRITING I. Vocabulary: - (to) soak: explanation (to put st in liquid for a
- Elicit words from students. time so that it becomes completely wet) - Guide Ss to read new words. - (to) mash: mime - a wire mesh: translation - a bucket: drawing * Checking vocabulary: Rub out and remember II. Ordering prediction * Set the scene: “You are going to Soak dry pull out read a text about how to recycle used mix press mash paper.” - Ask students to put the verbs on the 1 2 3 board randomly in a flow chart. - Ask students to work in groups to 4 5 6 guess the order of the actions Expected Answers: - Call on about 2 groups to write their 1- soak 2- mash 3- mix answer on the board. 4- pull out 5- press 6- dry - Explain the process of recycling, using mimes or Vietnamese and correct WHILE-WRITING III. Gap-filling Expected Answers: - Ask students to open their books, 1. use 2. mix 3. place 4. press read the text on page 93 and fill in the verbs. 5. wrap 6. wait 7. dry - Monitor and correct the exercise in the text book. - Give feedback IV. Recall: First, .....................................................
- Ask students to close their books Then, .................................................... - Write the sequencing on the board Next, .................................................... and have students to practice speaking After that, ............................................ first. Finally, ................................................. - Call on students to say the sentences from memory Expected Answers: - Get students to write the text in brief First, soak old newspaper in a bucket overnight using the sequencing Then, mash the paper by a wooden spoon - Monitor and help students with their work Next, mix the mashed paper with water After that, use a wire mesh to pull the mixture out, put it on the cloth and press it down firmly. - Call on some students to read their writing for the class Finally, take the mesh out of the cloth and dry it in the sun - Give feedback and correct POST-WRITING Writing the instruction Expected Answers: a. First, take the used tealeaves from the tea pot - Ask students to work in group of 4 b. Next, scatter the tealeaves on a tray - Have them look at the pictures in P94 and make the instructions on how c. Then, dry the leaves in the sun to prepare the tea leaves, using the d. Finally, put the dry leaves in a pot for future given words in the box and the cues use. under the pictures - Ask them to write on the posters, then stick them on the board after they finish - Give feedback
IV. Consolidation: (2 minutes) - T asks students to state the main steps of recycling paper. V. Homework - Ask students to write the instructions in their exercise notebook - Prepare Language Focus 1, 2 PERIOD 65 Date: February 9th, 2011 UNIT 10: RECYCLING LESSON 5: - LANGUAGE FOCUS 1, 2 (P.95, 96) A. Aim: - By the end of the lesson, Ss will be able to form the Passive in the Present Simple Tense and Simple Future Tense. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM-UP
JUMBLED WORDS - Divide class into 2 groups, each 1. eeyrccl – recycle group takes turn to write down the 2. sagsl – glass complete words on board. 3. ieepc – piece 4. eiachmcl - chemical - Give feedback. 5. emlt - melt 6. eiispcfc - specific PRESENTATION I. Vocabulary: - (to) dip (explanation + mime) = to put st in liquid - (to) blow (mime) - Elicit words from students. - (to) break (mime) - Guide Ss to read new words. - detergent liquid (picture) - intended shape (translation) * Checking vocabulary: What and where II. Presenting the Passive: * Model sentence - Elicit the model sentences from T: What do people do with car tires? students and then have them repeat S1: Car tires are recycled to make pipes and floor coverings. * Concept checking Form: Passive form in present simple Subject + is/am/are + past participle - Ask students to work in group of 4 Use: It is used when the subject is affected by and find the form to change an active the action of the verb
sentence to a passive one Active: S V O - Ask students to give the form Passive: O be+ pp by S Example: I love my parents My parents are loved by me PRACTICE III. Ordering pictures Answer key: - Ask students to read the instructions a. 1 b.4 c. 3 d. 5 e.2 f. 6 and look at the pictures on page 95 IV. Rewriting - Have students work in pairs and put Answer key: the pictures in the correct order according to the instructions b. Then the glass is washed with a detergent liquid - Call on some pairs to give their answers c. The glass pieces are dried completely. d. They are mixed with certain specific chemicals. e. The mixture is melted until it becomes a Ask students to rewrite the instructions (LF1) in the passive form. liquid Let them compare their writing and f. A long pipe is used. It is dipped into the ask some students to go to the board liquid, then the liquid is blown into intended and write their sentences shapes. PRODUCTION
* Model sentence: When will the project be started? Very soon - Set the scene: “A famous inventor, Dr Kim, is going to build a time * Concept checking: machine. One of his assistants, Hai, is - Use: Passive form in the future simple asking him questions about the invention. He wants to know when Dr - Form: Will / shall + be + past Kim will start the project. How can he participial say the sentence in the passive?” - Show the students the questions (prepared on a poster) and ask them to fill in the gaps, using the passive V. Language focus 2: 1. It ..........to the public when it is finished. (show) 2. ...........it ...............by the end of the year (build) 3. it .................before Tet (finish) - Prepare separate cardboards, one for Dr Kim, one for Hai. 4. .............it ..............by you (make) - Tell students half of them are going Answer key: to play the role of Hai to interview Mr. 1- will be showed 2- Will......be built Kim, and the others are Mr. Kim 3- will be finished 4. will.........be made - Model: give one of the cardboards to a good student and ask him/her to VI. Interview: demonstrate the interview. Teacher: Dr Hai Dr Kim Kim – student: Hai 1. When/ will/ the 1. Very soon - Stick the 2 cardboards on the board
and get about 2 pairs to demonstrate. project/ start? 2. Yes./ it/ show/ to the public - Deliver hand-outs to the whole class 2. Many people/ want/ and ask them to do pair work. see/ time machine 3. I’m afraid not/ but/ it/ finish/ before Tet - Monitor and correct 3. Will/ it/ build/ by the end/ year? 4. No,/ I/ need you/ build it. 4. Will/ it/ made/ by you? 5. When can you start? 5. Let’s begin tomorrow. IV. Consolidation: (2 minutes) - T asks students to state the forms of passive voice. V. Homework - Ask students to use the sequencing in LF1 to rewrite the instructions and write complete dialogue in Interview into their notebooks. - Prepare Language Focus 3, 4 PERIOD 66 Date: February 10th, 2011 UNIT 10: RECYCLING LESSON 6: - LANGUAGE FOCUS 3, 4 (P. 96, 97) A. Aim: - By the end of the lesson, Ss will be able to express their feelings using Adjectives. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: