Giáo án tiếng anh 8 thí điểmgiáo án mẫu mới 2019 ptnl 5hđ (đủ năm

week: 20
Preparing date:
Period: 55

Teaching date:

UNIT 7: POLLUTION
Lesson 1: Getting started

I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- listen and read the dialogue about a factory in Mi's home village for details
and then do some related exercises.
- use lexical items related to the topic ‘Pollution’ to talk about types of
pollution
2. Skills: Speaking, listening, reading, writing.
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities
1.Warmer (5'): Shark attack
- Teacher gives instruction
? Guess one by one letters.

- Teacher gets feedback.
2. Getting started: (10')
Vocabulary
- Teacher use different techniques
to teach vocabulary (situation,
realia)
- Follow the seven steps of teaching
vocabulary

Content
A project on pollution
(-/ -------/ --/ ----------)
- poison
- dump
- aquatic
- illustrate
- thermal
pollution
- radioactive
pollution
- visual pollution

1

(n/v): chất độc, làm
nhiễm độc
(v):
vứt, bỏ
(adj): dưới nước
(n):

hạt chuỗi
(n):
ô nhiễm nhiệt
(n):
(n):

ô nhiễm phóng
xạ
ô nhiễm ánh
sáng


- billboard

(n):

biển quảng cáo
ngoài trời
- Repeat in chorus and individually
- Copy all the words
* Checking vocab: Matching Key:
(Activity 2 P7)
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
Listen and read
- Answer the questions individually.
* Set the scenes:
* Suggested answers
Ask Ss to open their books and look - Nick and Mi.
at the picture. Ask them some
- They are near a factory.
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 twice.
? Listen and read then check your
answer for the last question.
- Accept all possible answers from
Ss without any correction.
3. Doing (20'')
3.1. Find the words / phrases (1a
P7)
? Share answers with your partner.
- Teacher gets feedback

- I/We can see a factory dumping exhaust
fume and poison into the lake.
- They are talking about pollution.

- Listen and read

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
This expression means you are very
what I can’t believe my eyes means.
surprised at something you see.
3.2. Answer the questions (1b. P7)
- Have Ss read the questions to
make sure they understand them. Ss
read the conversation again to
answer the questions. Ss exchange

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.
2


their answers with a classmate. Call 4. It’s dumping poison into the lake.

on some Ss to write their answers 5. He’s sneezing so much because the air is
on the board. Check their answers. not clean.
3.3. Tick T, F or NI (1c P7)
? Read the sentences quickly
? 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.
? Read the conversation again to
check - Confirm the correct
answers.
3.5. Complete the sentences (3 P7)
? Work individually to do the task
then compare their answers with a
partner.
T may teach some words which T
thinks Ss do not know such as
communication.

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

Key:
1. thermal pollution

pollution
3. radioactive pollution
pollution
5. Water pollution
pollution
7. Noise pollution
pollution

2. Air
4. light
6. Land/ soil
8. visual

Group work
? Work in groups of five or six.
- In five minutes, Ss write down the - discuss and write the pollution types their
pollution types their neighbourhood neighbourhood faces and rank them in order
of seriousness.
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
- present
reasons.
? 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.)
4. Further practice (2')
? Make a list of types of pollution? - Answer individually
3


5. Production(2')
? Learn by heart all the new words.
? Do Ex B1,2 , 3 P4 (Workbook)
? Prepare: Closer Look 1
- Collect pictures, songs, clips
talking about pollution.

- Take note

-------------------------------o0o------------------------------

week:20
Preparing date:
Period:56

Teaching date:

UNIT 7: POLLUTION
Lesson 2: A Closer Look 1
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- Learn more words about pollution
- Use words and phrases showing cause/effect relationships to describe the
causes and effects of pollution

- Pronounce the words ending in –ic and –al correctly in isolation and in context

2. Skills: Speaking, listening,use of English.
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure

Ss and T’s activities
1.Warmer (5'): Calling out
Ask Ss to call out the types of
pollution they learnt in the
previous lesson.
-> You are going to learn
different forms of some words
as well as some words/ phrases

Content
Examples:
1. thermal pollution
3. radioactive pollution
pollution
5. Water pollution

pollution
4

2. Air pollution
4. light
6. Land/ soil


to talk about the causes and
effects of pollution.
2. Vocabulary (15')
2.1. Teaching vocabulary
Teacher
use
different
techniques to teach vocabulary
(situation, realia)
- Follow the seven steps of
teaching vocabulary
* Checking vocab: Slap the
board
2.2. Complete the table (1 P8)
Have Ss look at the table in the
book. Make sure that they
understand what to do.
? Complete the exercise
individually
- Check their answers.
2.3. Complete the sentences (2
P8)

? 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. ? Do the
exercise and then compare
- Call on one or two Ss to give
out
the
answers
before
confirming the correct ones
2.4. Study the language box
? Look at the language box.
- Tell Ss that the words and
phrases in the box express cause
and effect relationships. Ss have
learnt so, because and because
of. Quickly go through the rest
of words/phrases as follows:

7. Noise pollution
contam
inate
cause
effect

8. visual pollution

(v) làm bẩn
:
(n/ nguyên nhân, gây ra
v):
(n: làm ảnh hưởng

- Repeat in chorus and individually
- Copy all the words
Key:
1. poison
3. pollutant
5. death

Key:
1. Poisonous
3. Dead
5. Damage

2. contaminate
4. polluted
6. damaged

2. Pollutants
4. Contaminated
6. Pollute

- 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.
- 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
5


is an infinitive verb without to.
Have Ss read the example
CAUSE
EFFECT
sentences and underline the because/ since +
so + clause
clause or noun phrase.
clause
The water is polluted,
E.g: Because/ Since
so the fish are dead.
the water is polluted,
the fish are dead.
due to/ because of + to cause sth/ to lead
sth
to sth/ to result in
The fish are dead due sth
to/ because of the
The polluted water

polluted water.
causes/ results in the
dead of fish.
to make sb/ sth do
sth
The polluted water
make the fish die.
2.5. Activity 3a
Ask Ss to read to each pair of 1. People throw litter on the ground. …C…
sentences and decide which Many animals eat the litter and become sick.
sentence is a clause and which …E…
is an effect. Ss compare their
2. Ships spill oil in oceans and rivers. …
answers with a partner before C… Many aquatic animals and plants die. …
giving the answers to the E…
teacher. Confirm the correct
3. Households dump waste into the river. …
answers.
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…
2.6. Activity 3b
? Combine the sentences in each
pair into a new sentence that
shows
a
cause/
effect

relationship

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.

3. Pronunciation (15'')
Adding the suffix –ic changes the stress of a
3. 1. Stress in words ending in word. Stress the syllable immediately before
6


–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 examples.

3.2. Listen and mark the stress
(5 P9)
Play the recording for Ss to
stress the words. Ask some Ss to
say where the stress in each

word is. Confirm the correct
answers. Play the recording
again for Ss to repeat the words.
Call on some Ss to read out the
words.
3.3. Activity 6 p9
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 Ss to repeat the
sentences. Ask some Ss to read
out the sentences.

the suffix.
Example:
‘atom -> a’tomic
Adding the suffix –al to a word does not
change its stress.
Example:
‘music’ -> ‘musical
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.
Example:
E’conomy -> eco’nomic -> eco’nomical
Key:
1. ar’tistic
2. ath’letic

3. his’toric
4. his’torical
5. ‘logical

6. ‘physical
7. he’roic
8. po’etic
9. bo’tanic
10. Bo’tanical

1. According to scientific research, tiny
species may help clean radioactive pollution.
2. Water quality has become a national
problem.
3. Many people have received medical
treatment because of the disease.
4. Chemical waste can cause water pollution.
5. The reduction in air pollution was dramatic
last year.
Key: 1. scien’tific 2. ‘national 3.
‘medical 4. ‘chemical 5. dra’matic

3.4. Activity 4 P8
- 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

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.

7


as possible on a sheet of paper.
- When time is up, the group
with the most sentences is the
winner.
4. Further practice (2')
? Make a list of words ending in - Answer teacher's questions.
-ic and -al
.5. Production(2')
- Say out the words
? Learn by heart all the new
words.
? Do Ex A1, 2,3 P3 (wortkbook) - Take note
? Prepare: Unit 1: Closer Look
2
- Collect pictures, songs, clips
talking about pollution.
-------------------------------o0o------------------------------

week: 20
Preparing date:

Period: 57

Teaching date:

UNIT 7: POLLUTION
Lesson 3: A Closer Look 2

I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Use conditional sentences type 1 and type 2 correctly and appropriately to
describe pollution
2. Skills: Use of English.
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities
1.Warmer (5'): Recall
Conditional sentences type
review

Content
1:

Conditional sentences type 1
The conditional sentence type
8

1


Elicit the form and use of the
conditional sentence type 1 from Ss.
Ask Ss to give some example
sentences.

describes a thing which is true or is
likely to happen in the present or
future.
If + subject + V (present simple),
subject + will/can... + V (bare
infinitive)

2. Grammar 1 (15')
Conditional sentences type 2
- Teacher elicits the form, use of the
conditional sentences type 2 from
students.
? Give examples

Conditional sentences type 2
The conditional sentence type 2
describes a thing which is not true or is

unlikely to happen in the present or
future.
If + subject + V (past simple), subject +
would/could/might + V (bare infinitive)
Example: If it wasn’t noisy in here, I
could hear you clearly. (But it’s very
noisy in here)
The conditional sentence type 2 can be
used to give advice.
Example: If I were you, I would see the
doctor immediately.
Note: We can use both was and were
with I/he/she/it in the if-clause.

3. Practice (15'')
3.1. Activity 1P9
Ss do this exercise individually then
compare their answers with a partner.
Have Ss read out their answers.
Confirm the correct ones.
3.2. Activity 2 P10
? Read the pairs of sentences.
- Ask two Ss to write the new
conditional sentences type 1 on the
board while other Ss write own
sentences.
- Give feedback on these sentences
and ask other Ss to correct them if
necessary.

Key:
1.
2.
3.
4.
5.

recycle; will help
won’t dump; fines
travel; will be
will save; don’t waste
use; will have

Key:
1. Student will be more aware of
protecting the environment if teachers
teach environmental issues at school.
2. When light pollution happens,
animals will change their behavior
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 creatures will be unable to
reproduce.
9


5. People will get more diseases if the

water is contaminated.
3.3. Activity 3 P10
Ss do this exercise individually, and
then compare their answers with a
classmate. Check Ss’answers.
3.4. Activity 4 P10
Ss do this exercise individually.
Invite two Ss to the board to write
their answers. Go through the
answers with the class. Have other Ss
correct the answers if necessary.
3.5. Activity 5 P10
? Quickly read the example.
- Ask Ss to comment on the example.
- the meaning of the orginal
sentences was made opposite in the
new conditional sentence. (i.e.
positive into negative form for the
first sentence and negative into
positive for the second sentence).
? Do this exercise individually and
then compare the answers with a
classmate. Ask one or two Ss to write
their sentences on the board.

Chain game
? Work in groups of five or six
? 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.
- walk around the class listening to
groups and monitoring the game.
Groups that are still going when the
five minutes is up are the winners.
Note that the aim is to practice the
language in a fun, verbal way so be
sure to keep the atmosphere light.

Key:
5. a

1. b

2. c

3. d

4. e

Key:
1. were; would…do
2. exercised; would be
3. had; would build
4. tidied; wouldn’t be
5. was/were; would grow
Key:
2. If there weren’t many billboards in
our city, people could enjoy the view.

3. If there wasn’t/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.
Example
A: If each person plant a tree, there will
be a lot of trees.
B: If there are a lot of trees, the air will
be cleaner.
A: If the air is cleaner, fewer people will
be ill.

10


4. Further practice (2')
? How do we use conditional - Answer teacher's questions.
sentences type 1 and 2?
.5. Production(2')
? Learn by heart all the new words
- Take note

and structures
? Do B4, B5, B6 P5 (Work book)
? Prepare: Unit 7: Communication
- Collect pictures, songs, clips talking
about pollution.
-------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm 2017

…………………………………………………….
……………………………………………………
……………………………………………………..
……………………………………………………..

week:21
Preparing date:
Period:58

Teaching date:
11


UNIT 7(CONT)
Lesson 4: Communication

I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- Read some articles on the 4T website for general and specific information about .
- Understand some abbreviations and talk how they spend their free time.
2. Skills: Speaking, listening, reading, writing.

3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities
Content
1.Warmer (5'): Introduction
- Have a student talk about a leisure
activity (from you, your friends or Work individually
someone you know) a bit unusual.
Answer individually
? Listen and give your opinions about Listen
this activity: boring, interesting,
strange, challenging, etc.
2. Communiction 1 (15')
2.1. Teaching vocabulary
- Teacher use different techniques to yêu thích cái gì(n): đi chơi ngắm đồ
teach vocabulary (situation, realia)
window shopping
bày ở cửa hàng
- Follow the seven steps of teaching
- weird(v):
(adj) kì cục

vocabulary
:
* Checking vocabulary: What and - hook
- addicted
(adj) nghiện (thích) cái
where
:
gì
- hang out
(v): đi chơi với bạn bè
- imagination
(n): sự tưởng tượng
- Repeat in chorus and individually
- Copy all the words
2.2. Open prediction
* Set the scene: You are going to read
about some Ss and T’s activities
12


teenagers do in their spare time.
? Cover the text and just look at the
photos ( with name and country ).
- Encourage Ss to guess what these
students in the photos like doing as
leisure Ss and T’s activities.
- Then set a reading time limit
? Close books and play a memory
game in competing groups.
? Tell how much information you can

remember from the text.
- Motivate Ss by counting every
detail they remember without any
checking comprehension
3. Communiction 2
3.1. Study the abbreviation
- Ask Ss if they notice any other
particular features of the text.
- drawing their attention to the form
of the text (e.g. its layout and the
abbreviation). Explain that this is
from a webpage and that these
abbreviations are informal language
that is used online and in texting
messages.
- Introduce the first abbreviation.
? Work in pairs to complete the task.
? Add to the dictionary with any
other abbreviations you know that are
used online.
? Work in pairs to create your own
mini dictionary, then ask other pair to
guess the meaning.
3.2. Complete the table
- Have Ss work in pairs or small
groups to complete the table. Allow
Ss to read the text more closely to
fill in the table.

- Guess

- Read and play a memory game in
competing groups

- Work in groups
- Listen

- pair work

Who?
Emily

Hang
Linn
13

What activity is
mentioned?
-hanging out with
friend ( window
shopping)
-working as a
volunteer
Cloud watching
Going to community
centre, painting,

What does
he/she thick
of it?
She loves it.

She adores it.
It’s easy
She loves it


dancing, doing drama
Minh -playing football
-helping his aunt in
running cooking class
Manue -Playing computer
l
games
-doing judo

He likes it.
He’s fun.
He’s addicted
to it.
It’s Ok.

? Work in pairs to put the leisure Ss - Pair work
and T’s activities in the text in order
from the most interesting to the most
boring.
- Once they have their list, form a
bigger group of four and each pair - Work in group
shares their list with the other.
? Discuss, give opinions, and
negotiate with each other in order to

agree on a mutual list.
4. Further practice (2')
? Sum up the main content of the
- Answer teacher's questions.
lesson
.5. Production(2')
? Learn by heart all the new words
- Take note
and structures
? Do C1, 2, D1 P 6-7 (SBT)
? Prepare: Skill 1
- Collect pictures, songs, clips talking
about pollution.
-------------------------------o0o-----------------------------week:21
Preparing date:
Period:59
Teaching date:

UNIT 7(CONT)
Lesson 5: Skills 1

I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Read for general and specific information about the positive and negative effects
of using computer.
- Talk about the impacts of using the computer and find out the solution.
2. Skills: Speaking, reading,
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability

to use of language……
14


II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities
1. Warmer (5'): Listing
- Divide the class into two teams
? Discuss and make a list of benefits of
using computer or mobile phone for
leisure Ss and T’s activities
? Take turns to write on the board.
- Get feedback.

Content
Benefits of using computer or
mobile phone for leisure Ss and T’s
activities
E. g:
- means of e-mail or chatting
- a source of information (news,
articles, the weather forecast....)
- a source of entertainment (music,
movies, games...)

? What are the harmful things of using
computer or mobile phone for leisure Ss
and T’s activities?

Answer individually

2. Reading(15')
2.1. Vocabulary
- Teacher use different techniques to
teach vocabulary (situation, realia,
situation, explanation)
- Follow the seven steps of teaching
vocabulary
* Checking vocab: Matching

- virtual
- effect

(adj):
(n):

thực sự
sự ảnh hưởng, hậu
quả
- mind
(n):
tâm trí, trí tuệ
- exist
(n):

tồn tại, hiện có
- Repeat in chorus and individually
- Copy all the words

2.2. Activity 1 (Read and choose the
correct answer)
* Set the scene:
? Look at the title and the picture and
predict what you are going to read.
- We are going to read about a student Study the picture and guess
named Quang.
- Encourage Ss to develop their ideals by
guessing what Quang’s story is about.
15


? Read the text and underline any words
you don’t know.
Key:
? Work individually to choose the best 1. B
answer.
2. C
2.3. Activity 2 (Write the questions)
Key:
? Look at the keywords in the responses 1. Is Quang’s garden real?
in order to find out the questions.
2. What is the problem with using
? Work individually then compare their technology in your free time?
answers with a partner.
3. What leisure Ss and T’s activities

do teenagers do these days?
4. What are the benefits of using the
computer?
3. Speaking (15'')
3.1. Activity 1 (Exervise 4 P12)
? Study the language in the Language Giving an opinion:
notes box.
- I think that...........
? How do you give an opinion?
- In my opinion.........
Ask for an opinion
? How do you ask for an opinion?
- What do you think?
- How do you feel about that?
Agreeing:
I agree with you./ That's so true./
Exactly
Disagreeing:
I'm afraid I don't agree./ I don't think
- Explain to Ss that these speech bubbles
so.
are from Quang and his parents.
A: In my opinion, computer games
? Work in pairs and say why you think
train your mind
who says what, based on the information
and your memory.
from the passage. Go through the phrase
B: That’s so true./ I’m afraid I don’t
in the Language notes box with Ss.

agree.
- Then choose a speech bubble and
combine it with the language in the Key:
- Teacher's book: P12
Language notes box.
- Ask for volunteers to demonstrate their
exchanges.
3.2. Role play (task 5 P12)
- Arrange Ss into three groups:
Speak in front of the class.
Group 1: plays Quang
Group 2: plays Quang’s parents
Group 3: plays his teacher.
? Brainstorm how you are going to
express your opinions.
16


- When they are ready, put Ss into new
groups which contain Quang, Quang’s
parents, and Quang’s teacher.
- Tell Ss that they can use the language in
4 for their role-play, and emphasise in the
Study skill box should be used in their
discussion.
- Call on two or three groups to repeat
their role-play for the class
4. Further practice (2')
? How do you give and ask for an - Answer teacher's questions.
opinion?

? Recall the respond.
.5. Production(2')
- Take note
? Learn by heart all the new words and
structures
? Do D2 P 8 (Workbook)
? Prepare: Skill 2
- Collect pictures, songs, clips talking
about pollution.
-------------------------------o0o-----------------------------week:21
Preparing date:
Period:60
Teaching date:

UNIT 7(CONT)
Lesson 6: Skills 2

I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Listening for specific information about ways of spending time with friends
- Write to discuss an opinion about leisure Ss and T’s activities
2. Skills: Listening, writing.
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s

activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
17


Ss and T’s activities
1. Warmer (5'): Sharing
? Share some of the things you often
enjoy doing with friends in your free
time.
? Then tell each other what you
usually do with your friends.
- Ask some pairs to volunteer to tell
the class if they find each other’s
answers interesting..
2. Listening(15')
2.1. Pre questions
* Set the scene: You are going to a
radio programme.
? Run trough the questions in 2 P13
and underline the key words.
? Think of the answers first.
- Teacher gets Ss' prediction and write
on the board.
? Listen and check your prediction.

Content

- work in pairs

- Read the questions and think of the
answers
Key:
1. The topic of this week’s programme
is hanging out with your friends.
2. There are two main ways: hanging
indoors or outdoors.

2.2. Listen and complete the table
- Play the recording as many times as Key: 1. movies
2.
needed. Ss work individually then cinema
compare answers with their partner.
3. crafts
4. sports
5. physical health
6. people
? Listen and choose the correct
7. cultural centres
answer.
3. Writing (20')
3.1. Complete the paragraph
(Activity 4 P13)
? Cover the box and write some of
- Answer teacher's questions
these words/phrases on the board.
? Where in a paragraph they often see
Key 1. In my opinion/ I believe
these words?

2. Firstly
? What could be the purpose for using
3. Secondly
them.
4. Besides/also/in addition
? Work individually to complete the
5. for these reasons/in short/as I
task, and discuss their answers with a
have noted.........
partner.
- Remind Ss that for some gaps there
is more than one correct answer
3.2. Activity 5 P13
Sample:
18


? Work in small groups where each
chooses one question .
- Then agree on an opinion and work
together to brainstorm the ideals to
argue for your points.
- Each member will need to write
his/her own piece.
? Remember to use the connectors
you have earlier in order to better
organize your ideals.
- Let some students read their writing.

I believe the best leisure activity for

teenagers is any group activity. This
could be playing a team sport or joining
a hobby group or even volunteering.
Firstly, teenagers like to feet that they
belong to a group. Secondly, being part
of a group helps teenagers make friends.
Friendships are very important to
teenagers. In addition, they will make
friends with people who have the same
interests as them. For these reasons I
think group Ss and T’s activities are best
for teenagers.

4. Further practice (3')
How to write a webpage about
- Answer teacher's questions.
school?
.5. Production(2')
? Do E1,2, 3 P 8 (Workbook)
- Take note
? Prepare: Looking back
- Collect pictures, songs, clips talking
about pollution.
-------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm 2017

…………………………………………………….
……………………………………………………
……………………………………………………..

……………………………………………………..

week:22
Preparing date:
Period:61

Teaching date:
19


UNIT 7(CONT)
Lesson 7: Looking back and project

I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Recycle the language from the previous sections and links with the topics.
- Practice doing some exercises to consolidate and apply what they have learnt in
Unit 1.
2. Skills: Use of English
3. Attitude: - Positive about pollution.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure

Ss and T’s activities
Content
1. Vocabulary (10')
1.1. Activity 1
? Complete this exercise individually
? explain your answers
- Accept different answers if Ss explain
their decisions logically.
1.2. Activity 2
Key:
? Work individually. Rearrange the letters 1. socializing with friends
to find the name of the Ss and T’s
2. relaxing
activities
3. communicating with friends
4. doing DIY
5. meeting
6. making crafts.
2. Grammar (20')
2.1. Activity 3
- Ask students to refer to grammar point 1. working
2. learning/
on page 9 and 10.
to learn
3. seeing
? How do we use verbs of linking?
4. doing
5. meeting
? Work individually to complete the 6. play
exercise.

- If time allows, T may ask Ss to swap
their work with each other for peer
correction.
20


2.2. Activity 4 P14
Have Ss complete the sentences using
their own ideas. Remind them to use
gerunds or to-infinitives. Have some Ss
read out their sentences. Accept all
answers as long as they make sense.

Work individually to give the
correct form of verbs
Key: 1.
2. don't
3. walks
come
4. do
5. teaches 6. play

2.3. Activity 5 P14
? Work individually then compare with a Key: 1. Firstly
partner.
3. Thirdly
- T may explain to them that they can
5. In short
register as a user on the website
www.thinkuknow.co.uk in order to be

protected when they go online.
3. Communication (10')
Read and match
3.1. Activity 6 P14
Key:
- Allow Ss plenty of time to do this task. b-g
d-f
For each activity they choose, they should h-c
be able to give at least one reason that led
them to the decision.
? Then Ss work in pairs to exchange ideas.

2. Secondly
4. In addition

e-a

3.2. Finished!
- T asks Ss to complete the self- Ask and answer in pairs
assessment. Have Ss discuss as a class
what difficulties remain and what areas
the Ss have mastered.
4. Further practice (3')
? Sum up the main content of the lesson
answer individually
.5. Production(2')
? Prepare your project
- Take note
? Prepare: Unit 2: Getting started
- Collect pictures, songs, clips talking

about pollution.
-------------------------------o0o-----------------------------week:22
Preparing date:
Period:62
Teaching date:

UNIT 8: ENGLISH SPEAKING COUNTRIES
Lesson 1: Getting started

I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- listen and read the dialogue about Phong's summer camp in Singapore for details
and then do some related exercises.
21


- use lexical items related to English speaking countries
2. Skills: Speaking, listening, reading, writing.
3. Attitude: - Positive about English speaking countries.
- Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability
to use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T’s activities

Content
1.Warmer (5'):
- Write the title ‘English speaking ‘English speaking countries’
countries’ on the board.
E.g: Singapore - Singapore City
? Call out names of English
speaking countries and their main
cities.
? Share any interesting facts you
know about these places.
- Now start the lesson.
2. Getting- started (10')
- absolutely
(adv) tuyệt đối, chắc
2.1. Vocabulary
:
chắn
- Teacher use different techniques - official
(adj): chính thống, chính
to teach vocabulary (situation,
thức
realia)
- accent
(n):
giọng điệu
- Follow the seven steps of teaching
- native
(n):
người bản xứ
vocabulary

speaker
* Checking vocab: What and where
- Repeat in chorus and individually
- Copy all the words
2.2. Listen and read
* Set the scenes:
? Look at the title of the - Answer the questions individually.
conversation and the picture.
* Suggested answers
- Ask them some questions:
- They are at the summer camp.
•
Where are the children?
•
What do you think they are - Students' answer
doing?
- Ss answer the questions as a class.
Play the recording and have Ss
follow along.
22


3. Doing(20'')
3.1. Find a word / an expression
(1a P17)
? Find a word or an expression
from the conversation which you
use when you:
1. think something is wonderful
2. .....

? Share answers with your partner.
- Teacher gets feedback
? Add any other expressions which
have the same meaning.
3.2. Answer the questions (1b.
P17)
? Run through the questions.
? 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.
3.3. Complete the sentences (2
P17)
? Underline these words/ phrases in
the conversation.
- Make sure they understand their
meanings.
? Work independently to complete
the sentences.
? Share your answers in pairs.
- Confirm the correct answers.
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 learnt at
school as part of the curriculum.
3.4. Write the name of the
countries (3 P17)

Key:
1. awesome
2. absolutely
3. It's hard to say
4. perhaps
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 Ss and T’s
activities.)
4. Because he uses English ever day with
people from fidderent Ss and T’s activities.)
5. Two boys from Australia and a girl from
the USA.
6. After July 15th.
Key:
1. summer camp
2. native English speaking countries
3. native speakers
4. the USA

5. accents
6. official language

Key:
23


Have Ss work in pairs/ groups to 1. the USA
2. The United Kingdom
match the flags with the countries. 3. Singapore
4. Australia
T checks.
5. Canada
6. New Zeland
Note:
The UK, or the United Kingdom = Great
Britain + Northern Ireland
Great Britain/ Britain = England + Scotland
+ Wales
The USA = the United States of America. 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.
Game: where are they?
? Form groups of five or six.
- The first group to find all the Work in groups
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.
4. Further practice (2')
? Sum up the main content of the
- Answer individually
lesson.
5. Production(2')
? Learn by heart all the new words.
- Take note
? Do Ex B3, 4 P13 (Workbook)
? Prepare: Closer Look 1
- Collect pictures, songs, clips
talking about English speaking
countries.

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