Giáo án tiếng anh lớp 8 sách global success học kì 2, soạn chuẩn chi tiết

Preparing day:……………….
Teaching day:………………..
PERIOD 55 - UNIT 7: POLLUTION
LESSON 1: GETTING STARTED
SUBJECT: ENGLISH 8
(Total: 7 lessons)
A. OBJECTIVES:
1. Knowledge:
After the lesson, students will be able to use lexical items related to
the topic ‘Pollution’ to talk about types of pollution; use words and phrases
showing cause/ effect relationships to describe the causes and effects of
pollution
2. Competences:
- Talking about the environment problems today.
- Pair work/ group work/ individual
3. Quality:
- To teach SS to love their home, country and know the way to protect the
environment.
B. TEACHING AIDS:
- Students: Materials: book, board.
- Teacher: Equipment: laptop, projector.
C. TEACHING PROCEDURES:
New lesson :
I. Activity 1: Warm up
* Play game: Who’s winner?
*Aims: To check Ss’understanding of pollution
- Ask Ss to talk about the environment problems today.
*Content: Look at the picture and answer:
* Output: Ss can relate to the topic of unit 7.
* Process:
1.Transfering the learning task:

1


- Make a paper ball. Throw the ball to a 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.
Now start the lesson.
2. Doing the task:
- Ss work in groups A and B.
3. Reporting the task result and discuss:
- Find the winner group
4. Giving the remarks to their doing the task:
- Ask Ss if 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,...
II. Activity 2: Form the new knowledge:
T AND SS’ ACTIVITIES

MAIN CONTENTS

1. Teaching vocabulary
*Aims:
- Ss know how to read new words, identify their meanings and use them to
make sentences and know what they are going to listen.
*Content: reading new words.
*Output: Ss make examples with some new words
*Process:
1. Transfering the learning task:

New words:

Elicit some new words (gym,
equipment, ….)

- to dump: vứt, bỏ, thải

2. Doing the task:

- poison (n,v): chất độc, làm độc

- Ss: listen and repeat in individual
first then the whole class.

- poisonous (adj): độc, độc hại

- to illustrate: minh họa

- aquatic animal (n): động vật dưới
nước

3. Reporting the task result and
discuss:

- presentation (n): trình bày

- Call 3- 4 Ss to read the words

- radioactive (a): thuộc về phóng xạ
2

again.

- radiation (n): phóng xạ

4. Giving the remarks to their doing - thermal (a): thuộc về nhiệt
the task:
- visual (a): thuộc về thị giác
*Checking: rub out and remember
III. Activity 3: Practice
*Aims: SS get the content of the conversation between Nick and Mi and
then complete the exercises.
*Content: Read the conversation and complete the exercises.
* Output: Almost all the students can understand the conversation and
complete the exercises.
* Process:
* Set the scene:

2. Practice:

? Look at page 6
- Ask Ss to open their books and
look at the picture. Ask them some
questions:

Ex1. Listen and read.

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.
a. Find a word or phrase that
means:

- Teacher gets feedback
Ex1a.

- Ss work independently to find the Key:
words with the given meanings in 1. dead
the conversation
3. dump
- Ask Ss to read out the lines in the
3

2. aquatic
4. poison


conversation that contain the
words.

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

b. Answer the questions.

Ex1b:

Key:

1.Transfering the learning task:

1. They are in Mi's home village.

- Ask Ss to do task

2. It's almost black.

2. Doing the task:

3. She's surprised because she sees
the fish are dead.

- Ss work independently.

4. It's dumping poison into the lake.

- Ss exchange their answers with a
classmate

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

3. Reporting the task result and
discuss:
- T calls some to go the board to
write their answer

4. Giving the remarks to their doing c. Tick True (T), false (F) or no
the task:
information (NI)
- Correct and give marks
Key:
- Feedback

1. F (It's polluted by the factory.)

Ex1c:

2.T

- Ask them firstly to decide if the
sentences

3. NI

are true, false or there is no
information

5.T

4.T

without reading the dialogue.
- Have some Ss write their answers
on the board.
-Ask Ss to read the conversation
4


again to check their answers
- Confirm the correct answers.
Ex2:
- Have Ss look at the pictures.
- Explain the new words so that Ss
can understand the pollution types.

Ex2. There are different types of
pollution. Write each type under a
picture.

- Ss do this activity in pairs.

Key:

- Call on some 5s to give their
answers and write them on the
board.

A. radioactive pollution
B. noise pollution
c. visual pollution
D. thermal pollution
E. water pollution
F. land/ soil pollution

Ex3

G. light 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.

H. air pollution

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

Ex3. Complete the sentences with

the types of pollution
1. thermal pollution
2. air pollution
3. radioactive pollution
4. light pollution

- Call on some Ss to stand up and
give their answers.

5. Water pollution

- Confirm the correct answers.

7. Noise pollution

6. Land/Soil pollution
8. visual pollution

IV. Activity 4: Application
*Aims: Help Ss develop speaking skill by doing some exercises.
*Content: Help Ss talk about the the types of pollution which their
neighborhood face
* Output: Almost all the students can complete the tasks
*Process:
5


1.Transfer of learning tasks: T asks
Ss to work in groups of five or 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.
2. Doing the task:

3. Further practice:
Ex4. Work in groups. Which types
of pollution in 3 does your
neighborhood face? Rank them in
order of seriousness. Give reasons
for your group’s order.
Vote for the group with the best
reasons

- Ss work in groups of five or 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.
3. Reporting the task result and
discuss:
- T calls group representatives to
present their group's order and
reasons.
4. Giving the remarks to their doing
the task:
- T and other Ss vote for the group
with the best reasons.

----------------------------------------------------------------Preparing day:……………….
Teaching day:………………..
PERIOD 56 - UNIT 7: POLLUTION
LESSON 2: A CLOSER LOOK 1
SUBJECT: ENGLISH 8
(Total: 7 lessons)
A. OBJECTIVES:
1. Knowledge:

6


- By the end of the lesson Ss will be able touse lexical items related to the
topic ‘Pollution’ to talk about types of pollution, use words and phrases
showing cause/ effect relationships to describe the causes and effects of
pollution
- Vocabulary: Know some words related to the topic “Pollution”.
- Phonetics: pronounce the words ending in - icand -alcorrectly in isolation
and in context.
2. Competences:
- Ss know the importance of keeping theenvironment clean.
- Individually, pairs work, groups work
3. Quality:
- Love the subject, be aware of studying better and protecting the
environment.
B. TEACHING AIDS:
- Students: Materials: book, pen …
- Teacher: Equipment: laptop, projector.
C. TEACHING PROCEDURES:
New lesson :

I. Activity 1: Warm up
* Play game: Networks:
*Aims: - To help ss to remember types of pollution
*Content: Ss name types of pollutions
* Output: Ss can review the vocabularies about pollution
* Process:
1.Transfering the learning task:
- Ask Ss to write the names of the types of pollution
2. Doing the task:
- Ss work in pairs to write
3. Reporting the task result and discuss:
- T calls two Ss to write on the board.
4. Giving the remarks to their doing the task:
- T corrects and gives the remarks.
7


- Give feedback
*Network:

Types of pollution

air pollution
- Introduce the new lesson
II. Activity 2: Form the new knowledge:
T AND SS’ ACTIVITIES

MAIN CONTENTS

1. Teaching vocabulary

*Aims: Ss know how to read new words and the meaning
*Content: Read new words
*Output:Students know new words and the meaning
*Process:
Ex2:

Vocabulary

1.Transfering the learning task:

- to contaminate: làm bẩn

- Have Ss Change the verbs into a
noun(N), an adjective(Adj) or a
verb (V).

- contaminant(n): chất gây bẩn

2. Doing the task:

- defect (n): thiếu sót, sai sót

- chemical waste: chất thải hóa học
- acid rain: mưa a xít

- Ss work individually or in pairs.

- to expose: để lộ, phơi bày

3. Reporting the task result and

discuss:

- cause (n,v): nguyên nhân, gây ra
- effect (n): kết quả

-Have two Ss write their answers on
the board and then confirm the
correct answers.
4. Giving the remarks to their
doing the task:

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

T and other Ss give comments
-Have Ss look at the language box.

-Because and since are synonyms and
8


Tell Ss that the words and phrases
in the box express cause and effect
relationships.

they come before a clause.

- Have Ss read the example

sentences and underline the clause,
noun phrase, or infinitive.

- So comes before a clause.

- Other words and phrases in the box
express the effects of something.
-To cause, to lead to and to result in
are synonyms and come before a
noun phrase.

- For more able Ss, T may have Ss
read the sentences and explain the
-To make sb/sth do sth is another way
rules themselves by using the words to express the effects. After
and phrases.
somebody/something is an infinitive
verb without to.
CAUSE

EFFECT

because/ since +
clause

so + clause

E.g: Because/
Since the water is
polluted, the fish

are dead.
due to/ because
of + sth

The water is
polluted, so the
fish are dead.

to cause sth/ to
lead to sth/ to
result in sth

The fish are dead
due to/ because of The polluted
the polluted water. water causes/
results in the
dead of fish.

to make sb/ sth
do sth
The polluted
water make the
fish die.
III. Activity 3: Practice
*Aims: Ss know how to do exercises.
9


*Content: Do exercises.
*Output: Students complete the exercises.

*Process:
Ex1

1. Complete the
appropriate verbs,
adjectives.

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

table
nouns

with
and

Key:

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

1. poison 2. contaminate
3. pollutant4. polluted
5. death 6. damaged

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

Ex2
- Have Ss read each sentence
silently to have a general
understanding and decide which
word form should be filled in each
blank.

2. Complete the sentences with the
words from the table in 1…
Key:
1. poisonous

2. pollutants

3. dead4. contaminated

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

5 damage 6. pollute

- Call on one or two Ss to give out
the answers before confirming the
correct ones.
Ex3a

Ex3.

- Ask Ss to read each pair of

sentences and decide which
sentence is a cause and which is an
effect.

a: Decide which sentence in each …
1. People throw litter on the ground.
(C)Many animals eat the litter and
become sick (E).

- Ss compare their answers with a
2. Ships spill oil in oceans and rivers.
partner before giving the answers to
(C) Many aquatic animals and plants
the teacher.
die. (E)
10


- Confirm the correct answers.

3. Households dump waste into the
river, (C) It is polluted.(E)
4. Their children have birth defects.
(E)The parents were exposed to
radiation (C)
5. We can't see the stars at night.
(E)There
is too much light pollution, (C)

Ex3b

b. Combine the sentence in each
pair into a new sentence that shows
a…

1. Transferring the learning task.
-Ask Ss to read the example.
- Have Ss combine each pair of
sentences in 3b into a complete
sentence, using the word/ phrase in
brackets.

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.

2. Doing the task.

- Ss do this activity individually and 4. Since the parents were exposed to
then compare their answers with a
radiation, their children have birth
classmate.
defects.
3. Reporting the task result and
5. We can't see the stars at night due
discuss.
to the light pollution
- Call on some Ss to write their

sentences on the board
- Others remark.
4. Giving the remarks to their
doing thetask.
- T checks their answers and
corrects them carefully.
- T can ask Ss to write all the
sentences as homework.
Ex4

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

- Have Ss look at the picture in 1.
Ask Ss which picture shows the
cause and which picture shows the
11


effect.

relationships.

-Ask Ss to work in groups. In three
minutes, groups of Ss write down
Suggested answers:
as many sentences based on same
given picture pair as possible on a
2. The soil is polluted, so plants

sheet of paper. When time is up, the
can't grow.
group with the most sentences is
3. We won't have fresh water to
winner. They stick their paper on
drink because of water pollution.
the board and read sentences aloud.
Other group give comments. Other 4. We plant trees, so we can have
groups can add sentences they have. fresh air.
2.Teaching pronunciation
*Aims: Help Ss to pronounce stress inwords ending in -ic and -al
* Content: practice pronouncingstress in words ending in-icand-al
* Output: know the way to pronounce
* Process:
Pronunciation:
Stress in words ending in -ic and - Ask Ss to look at the rules and the al
examples in the box. Go through -Adding the suffix –ic changes the
the rules with them. For a more able stress of a word. Stress the syllable
class, have Ss give some more immediately before the suffix.
examples.
Example:
‘atom -> a’tomic
-Adding the suffix –al to a word does
not change its stress.
Example:
‘music -> ‘musical
Ex 5

Note: If a word can take both
suffixes: one ending in –ic and the

other ending in –al, both words have
the stress on the same syllable.

1.Transfering the learning task:
- Ask Ss to do task 5: Ss listen and
repeat.

Example:

2. Doing the task:
12


- Play the recording for Ss to stress E’conomy -> eco’nomic ->
the words. Ask some Ss to say eco’nomical
where the stress in each word is.
5. Listen and mark the stress in each
Play the recording as many times as word, then repeat it.
necessary.
Key:
3. Reporting the task result and
discuss:

1. ar’tistic

2. ath’letic

- T calls some to read loudly.

3. his’toric

4. his’torical

5. ’logical

6. ’physical

7. he’roic

8. po’etic

9. bo’tanic

10. bo’tanical

4. Giving the remarks to their doing
the task:
- Correct and give marks
- Feedback

IV. Activity 4: Application
*Aims: Help SS to practice morewithwords ending in-icand-al
* Content: practice the pronunciation
* Output:Almost all the students can do the task well
* Process:
Ex6:

6. Underline the words ending in –ic
and circle the words ending in –al in
1.Transfering the learning task:

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

2. Doing the task:

1. scientific 2. ’national

- Work individually.

-Play the recording for Ss to check 3. ’medical 4. ’chemical
5. dra’matic
their answers
- Then elicit the correct stress
pattern from Ss
- T plays the recording again for Ss
to repeat the sentences.
3. Reporting the task result and
discuss:
13


Ask Ss to read out the sentences.
4. Giving the remarks to their doing
the task:

T check and give the correct ones
for the whole class.
-----------------------------------------------------------Preparing day:……………….
Teaching day:………………..
PERIOD 57 - UNIT 7: POLLUTION
LESSON 3: A CLOSER LOOK 2
SUBJECT: ENGLISH 8
(Total: 7 lessons)
A. OBJECTIVES
1. Knowledge:
- By the end of the lesson Ss will be able to use lexical items related to the
topic ‘Pollution’ to talk about types of pollution, use conditional sentences
type 1 and type 2 correctly and appropriately to describe pollution
- Vocabulary: Know some words related to the topic “Pollution”.
- Phonetics: The way to pronounce the words in the lesson
- Grammar: Conditional sentences type 1 and type 2.
2. Competences:
- Ss know the importance of keeping theenvironment clean.
- Individually, pairs work, groups work
3. Quality:
- Love the subject, be aware of studying better and protecting the
environment.
B. TEACHING AIDS:
- Students: Materials: book, pen …
- Teacher: Equipment: laptop, projector.
C. TEACHING PROCEDURES:
14


New lesson :

I. Activity 1: Warm up
* Review: Conditional sentences type 1
*Aims: To encourage Ss in their new lesson by making up Conditional
sentences type 1
*Content: Make sentences
* Output: Ss can making up some conditional sentences type 1
* Process:
1.Transfering the learning task:
- Elicit the form and use of the conditional sentence type 1 from Ss. Ask
Ss to give some example sentences.
- If the water is polluted, fish will die
- If we cut down the trees in the forest, there will be flood.
2. Doing the task:
- Ss work individually.
3. Reporting the task result and discuss:
- T calls 1or 2 Ss to do on the board.
4. Giving the remarks to their doing the task:
- T corrects and gives the remarks.
- Give feedback
II. Activity 2: Form the new knowledge:
T AND SS’ ACTIVITIES

MAIN CONTENTS

1.Teaching vocabulary
*Aims: Ss know how to read new words, identify their meanings
*Content: How to read the words
* Output: Ss can know how to read new words, identify their meanings
*Process:
1. Transfering the learning task:

Vocabulary

Elicit some new words (car fume,
to be aware of, ….)

- car fume (n):khí thải ơ tơ

2. Doing the task:

- issue(n) = problem (n):

- to be aware of: ý thức được

- Ss: listen and repeat in individual
15


first then the whole class.

- to decrease>< to increase

3. Reporting the task result and
discuss:

- the level of radioactive pollution:
mức độ về ơ nhiễm phóng xạ

- Call 3- 4 Ss to read the words
again.

- billboard(n): biển quảng cáo

4. Giving the remarks to their
doing the task:
*Checking: rub out and remember
2.Grammar
*Aims:Help Ss touse conditional sentences type 1 and type 2 correctly
*Content:Know how to use conditional sentences type 1 and type 2
* Output: Almost all the students can understand and know how to use
them.
*Process:
* Revise the way to use
conditional sentences type 1:

Grammar:

- Elicit the form and use of the
conditional sentence type 1 from
Ss.

- Use: Câu điều kiện loại 1 dùng
diễn tả sự kiện xảy ra ở tương lai.

- Ask Ss to give some example
sentences.

If + S + V (present simple), S + will
+V

* Teaching the way to use
conditional sentences type 2:
- Ask Ss to give one or two
examples.
1. Transferring the learning task.
- Have Ss look at the structure of
the conditional sentence type 2 in
the language box. Draw
Ss'attention to the example
sentence on the board. Underline
the subject, verb, etc. in this

* Conditional sentences type 1

- Form:

Ex: If it is hot, we will go
swimming.
* Conditional sentences type 2
- Use: Câu điều kiện loại 2 dùng
diễn tả sự kiện khơng có thật hay trái
với thực tế hiện tại
- Form
If + S + V( past simple ), S + would/
could / might + V (bare infinitive)
Ex:
If I were a billionare, I would travel
around the world.
16

example and explain the structure
of the sentence at the same time.

Note: chúng ta có thể sử dụng cả was
và were với “I/ he/ she/ it” trong
- Now Ss read the second example. mệnh đề if
Tell them that this sentence is a
piece of advice.
2. Doing the task.
- Listen to the teacher carefully
- Make some examples
3. Reporting the task result and
discuss.
- Call on some Ss to say aloud
their answers.
- Others remark.
4. Giving the remarks to their
doing thetask.
- Give feedback.
III. Activity 3: Practice
*Aims: Help Ss do exercises using conditional sentences type 1 and type
2
*Content: Do some exercises.
* Output:Almost all the students can understand and know how to do
exercises correctly
* Process:
Ex1

Practice

- Ss do this exercise individually
then compare their answers with a
partner.

1. Put the verbs in brackets into
the correct form.

- Have Ss read out their answers.

1. recycle; will help

- Confirm the correct ones.

2. won't dump; fines

Key:

3. travel; will be
4. will save; don't waste
5. use; will have
17


Ex2
- Have Ss read the pairs of
sentences. Ask two Ss to write the
new conditional sentences type 1
on the board while other Ss write
their own sentences.

- Ask Ss to comment on the
sentences on the board.

2. Combine each pair of sentences
to make a conditional sentences
type 1.
Key:
1. Students will be more aware of
protecting the environment if
teachers teach environmental
issues at school.

- Give feedback on these sentences 2. When light pollution happens,
and ask other Ss to correct them if animals will change their behaviour
necessary.
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.
Ex3
1. Transferring the learning task.
- T asksSs to read the requirement
of the exercises.

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

3. Match an If –clause in A with a
suitable main clause in B

Key:
-AskSs to read the clauses in A and
1. b
B then try to match an If –clause in
2. c
A with a suitable main clause in B
3.d
2. Doing the task.
4.e
- Ss do this activity individually
5. a
and then compare their answers
with a classmate.
3. Reporting the task result and
discuss.
- Call on some Ss to say aloud
their answers.
18


- Others remark.
4. Giving the remarks to their
doing thetask.
- T checks Ss’ answers and
corrects them carefully.
- Feedback.

4. Put the verbs in brackets into the
correct form.

Ex4

Key:

- Ss do this exercise individually.
Have two Ss go to the board to
write their answers.

1. were; would ... do
2. exercised; would be
3. had; would build

- Go through the answers with the
class. Have other Ss correct the
answers if necessary.

4. tidied; wouldn't be
5. was/were; would grow

IV. Activity 4: Application
*Aims: Help Ss practice speaking, using conditional sentences type 2
* Content:using conditional sentences type 2
* Output: Ss can do exercises well
*Process:
- Have Ss quickly read the
example/
- Have Ss do this exercise

individually then compare their
answers with a classmate

Further practice.
5. Write a conditional sentences type
2 for each situation.
Key:

1. If there weren't so many billboards
- Ask one or two Ss to write their in our city, people could enjoy the
answers on the board
view.
- T checks and correct Ss’
2. If there wasn't/ weren't so much
answers
light in the city at night, we could see
the stars clearly.
3. If we didn't turn on the heater all the
time, we wouldn't have to pay three
million dong for electricity a month.
4. If the karaoke bar didn't make so
much noise almost every night, the
19


residents wouldn't complain to its
owner.
5. She wouldn't have a headache after
work every day if she didn't work in a
noisy office

1.Transfering the learning task:
T asks Ss to work in groups to
play this chain game. Explain
that the aim of the game is to
keep the chain going for as long
as possible using type 1 or 2
conditional sentences. If a group
hesitates for more than 10
seconds they are out.

6. CHAIN GAME
Work in group. Student A begins
with a conditional sentence type 1 or
type 2. Student B use the end of …
Eg:
A: If each person plants a tree, there
will be a lot of trees.
B: if there are a lot of trees, the air
will be clean.

2. Doing the task:

C: If the air is cleaner, fewer people
Ss work in Note that the aim is to will be ill
practise the language in a fun,
verbal way so be sure to keep the
atmosphere light
3. Reporting the task result and
discuss:
Some groups play games in front

of the class.
4. Giving the remarks to their
doing the task:
T and other Ss give comments
-----------------------------------------------------------------Preparing day:……………….
Teaching day:………………..
PERIOD 58 - UNIT 7: POLLUTION
LESSON 4: COMMUNICATION
SUBJECT: ENGLISH 8
(Total: 7 lessons)
20