Giáo án môn tiếng anh môn 8

Unit 7
pollution

TiÕt 55

Ngµy d¹y: ......./12/2017

getting started

I. Aims
By the end of the lesson, ss will be able to listen and read for
specific information then practice listening and speaking with the
lexical items related to the topic "Pollution".
II. Objectives
- Vocab: pollution.
- Grammar: Conditional sentences type 1 and 2.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
-Greeting.
-Checking attendance.
-Asking for the teaching date.
2. Introduction
Stories telling:
- T makes a paper ball. T throws the ball
to a student in group A and he/she has to Ss work in two

call out one fairytale. If he/she is right, Team A and B
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 wims.
- Ask Ss if they know any stories about
pollotion.
- Write “pollution” on the board. Ask Ss to
call out things which cause pollution.

3. New lesson
Teacher’s activities
I. Presentation
1. Vocabulary
- T elicits the meaning of
new words from Ss. (use
exercise 1a)
* Checking vocab: R0R

1

Students’ activities
- dump (v): vứt, bỏ
- poison (n,v): chất độc, gây độc
- aquatic (adj) /əˈkwæt.ɪk/: dưới nước
- sneeze (v, n): hắt hơi
- contamination (n) /kənˈtæm.ɪ.neɪt/: sự ô uế
- radiation (n) /ˌreɪ.diˈeɪ.ʃ n/: phóng xạ
- dead
- to come up with

ə

teams:


- polluted
- Repeat in chorus and individually
- Copy all the words

- Answer the questions individually.
2. Listen and read
* Set the sences:
? Look at the picture on page
6
? Who can you see in the
picture?
? Where do you think they
are?
?What can you see in the
picture?
?What do you think they are
talking about?
- Play the recording twice.
? Listen and read then check
your answer for the last
question.

II. Practice
1. Comprehension
questions (1b P.7)

- Ss answer the questions
individually hen exchange
their answers with
a
classmate. Call on some Ss
to write their answers on
the board. Check their
answers.
3. T/F (1c P.7)
- Ss work individually.
- Have some Ss write their
answers on the board.
- Confirm the correct
answers.
4. Name the pictures
(1d P.7)
- Have Ss look at the
pictures. T asks them what
they see in each picture.
- Have Ss read the words
and identify any new
words they don’t know.
- Ss do the task in pairs.
5. Gap fill (3 P7)
- Ss work individually then
compare in pairs.

2

- Listen and read

1. They are in Mi’s home village.
2. It’s almost black.
3. She’s surprised because she sees the fish are dead.
4. It’s dumping poison into the lakes.
5. He’s sneezing so much because the air is not clean.

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

Keys:
A.radioactive pollution B.noise pollution
C.visual pollution
D.thermal pollution
E.water pollution
F.land/soil pollution
G.light pollution
G.air pollution
Keys: 1.thermal pollution
3.....

2.air pollution

- Ss work in groups and give the reason for
their order.

III. Production: 4.
(P7)
Discussion
- Ss work in groups of 4. In
5 minutes, Ss write down
the pollution types their
neighbourhood faces and
rank them in order of
seriousness.

4. Consolidation

-Teacher gets students to retell the aims of the lesson.
5. Homework

-Prepare for the next lesson: Unit 7: Closer look 1.
-Practise reading the dialogue correctly and fluently.
Unit 7
pollution

TiÕt 56

Ngµy d¹y: ....../12/2017

A closer look 1
I. Aims
By the end of the lesson, ss will be able to:
- Pronouce correctly the words ending in –ic and –al in
isolation and in context; Use words/phrases showing cause/effect
relationships.

- Improve their listening skill, wrting skill and
pronunciation.
II. Objectives
- Vocab: words/phrases showing cause/effect relationships.
- Phonetics: Stress in words ending in –ic and –al.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
Students may get confused when practising the words stress.
V. Procedure
1. Warmer
3


-Greeting.
-Checking attendance.
-Asking for the teaching date.
2. Revision
- Teacher checks students’ homework:
+ Write new words
+ Read the dialogue
3. New lesson
Teacher’s activities
I. Vocabulary
1. Word form
- Have Ss look at the table in the
book. Make sure they understand
what to do. Ss complete the

exercise
individually
then
compare in pairs
- Call on some Ss to write the
answers on the board. Check the
answers.
2. Gap fill (2P8)
- Ss decide which word form
should be filled in each blank. Ss
complete the exercise individually
then compare in pairs.
- Call one student to give out
their answers before confirming
the correct answers.
Cause and effect
- Have Ss look at the language box. Tell
Ss the words and phrases in the box
express cause and effect relationships.
- Explain the use of so, because, since,
because of, due to.
- Note about the structures:
3. Cause or effect (3a. P8)
- Ss complete the task in pairs.
- T confirms the correct answers.

Students’ activities
1.poison
2.contaminate (v): làm bẩn
3.pollutant (n): chất gây bẩn

4.polluted
5.death (n)
6.damaged
Key:
1.poisonous
3.dead
5.damage

2.pollutants
4.contaminated
6.pollute

- Study and make notes
- to cause sth
- to lead to sth
- to result in sth
- to make sb do sth

4. Writing (3b. P8)
- Ss complete the exercise 2. The soil is polluted, so plants can’t
individually then compare in grow.
3. We won’t have fresh water to drink
pairs.

4


because of water pollution.
4. We plant trees, so we can have fresh air.

4. Work in group (4. P8)

- Have Ss look at the pictures.
Ask them which one shows the
cause and which shows the
effect. Ss study the examples - Do the task individually
and work in groups of four.
II. Pronunciation
Stress in words ending in –ic
and –al
- Ask Ss to study the rules and the
examples in the box.
5. Listen and mark the stress
(5 P9)
- Play the tape twice
? Work individually.
? Check your answers in groups.
- Repeat the words..

? Ss do task 6 P9 individually.
Play the recording for Ss to
check the answers.
4. Consolidation
Teacher gets students to retell the aims of the lesson.
5. Homework

-Prepare for the next lesson: Unit 7: Closer look 2.
-Learn by heart all the new words
-Do Ex A1,2 P3, B1,2,3 P4 (WB)
Unit 7

pollution

TiÕt 57

Ngµy d¹y: ......../12/2017

A closer look 2

I. Aims
By the end of the lesson, ss will be able to use conditional sentences
type 1 and 2 correctly and appropriately to describe pollution.
II. Objectives
- Vocab: Lexical items related to pollution.
- Grammar: Conditional sentences type 1 and 2.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
5


The lesson may take time.
V. Procedure
1. Warmer
-Greeting.
-Checking attendance.
-Asking for the teaching date.
2. Revision
- Teacher checks students’ homework:
+ Write new words

+ Make sentences with “lead to, make sb do sth, result in, due
to...”
3. New lesson
Teacher’s activities
- Elicit the form and use
from Ss.
- Ss do this exercise
individually then compare
their answers with
a
partner.
- Confirm the correct
answers.
- Ss do this exercise
individually then compare
their answers with
a
partner.
- Ask 2 Ss to write their
answers on the board.
- Check as a class.
- Write on the board:
“If I were a billionaire, I
would...”
- Ask Ss to complete the
sentence orally. Write the
most orginal answers on
the board.
or a state that happened
regularly in the past, but

does not happen now.
- Ss do this exercise
individually then compare

6

Students’ activities
I. Conditional sentence type 1
1. Supply the correct verb forms

1. recycle; will help
dump; fines
3. travel; will be
don’t waste
5. use; will have

2. won't
4. will save;

2. Writing

1. Students will be more aware of
protecting the environment if
teachers teach environment issues
at school.
2. When light pollution happens,
animal will change their behaviour
patterns.
...
II. Conditional sentence type 2

- Tell Ss that this is an example of
the Conditional sentence type 2.
- Help Ss study the form and use in
language box
3. Matching

1b
5a

2c

3d

4e

4. Supply the correct verb forms

Key: 1.were; would....do


their
answers
partner.
Ss
do
this
individually then
their
answers
partner.

with

a 2.exercised; would be

3.had;

would build

exercise
4.tidied; wouldn’t be
compare
with
a 5. Was/were; would grow
5. Writing

1. If there weren’t so many billboards
in our city, people could enjoy the
- Ss do this exercise view.
individually then compare 2........
their
answers with
a
partner.
6. Chain game
- Ask 2 Ss to write their
answers on the board.
- Check as a class.
- Ss work in groups of six.
- T monitors.

4. Consolidation
Teacher gets students to retell the aims of the lesson.
5. Homework
-Prepare for the next lesson: Unit 7: Communication.
-Do Ex B4, B5, B6 (WB)

Unit 7
pollution
TiÕt 58

Ngµy d¹y:......./01/2018

communication
I. Aims
Practise to know about noise pollution, discuss the ways to
prevent noise pullution.
II. Objectives
- Vocab: Pollution.
- Practise speaking skills.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Students may find it difficult to use English to express their idea.
V. Procedure
1. Warmer
-Greeting.
-Checking attendance.
-Asking for the teaching date.

7


2. Revision
- Teacher checks students’ old lesson.
o Make 5 sentences using conditional sentence type 1.
o Make 5 sentences using conditional sentence type 2.
3. New lesson
Teacher’s activities

Students’ activities

I. Pre-Speaking:

I. New words
- permanent (adj) /ˈpɜː.mə.nənt/: vĩnh
* Preteach the vocab
cửu
- Teacher uses different
- earplug (n): cái nút tai
techniques to teach vocab
- affect (v) /əˈfekt/: làm ảnh hưởng
(situation, explaination)
- hearing loss (n): mất thính lực
- Follow the seven steps of
- blood pressure /ˈpreʃ.ər/ (n): huyết áp
teaching vacab.
- Repeat in chorus and
* Checking technique: Slap individually
the board

- Copy all the words
Have Ss do the task individually.
* Questionnaire: Ex1 P. 11
- Have Ss read the questionnare.
Explain any unclear point.
II. While speaking

- Ss work in pairs and report the
differences

* Pair work:
Ss work in pairs to compare their
answers and see if they have any
different answers.
- Ss check their answers and tell
if any of the answers has
* Play the recording for Ss to
surprised them.
check their answers.
III. Post speaking
* Work in group
* Discussion:
- Vote for the best ways.

Ss work in groups of 4 to discuss
the ways to prevent noise
pollution in five minutes.
- Write their answers on a big
piece of paper then present their
answers.

4. Consolidation
Teacher retells main points of the lesson.
5. Homework

-Prepare for the next lesson: Unit 7: Skills 1.
8


-Learn by heart all the new words
-Do Ex C1, 2 (WB)
Unit 7
pollution

TiÕt 59

Skills 1

Ngµy d¹y:......./01/2018

I. Aims
By the end of this lesson students can:
+ Read for general and specific information about water
pollution.
+ Talk about the causes and effects of water pollution as well as
ways to reduce it.
II. Objectives
- Vocab: Pollution.
- Practise reading and speaking skills.
III. Materials

- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with whole class.
V. Procedure
1. Warmer
-Greeting.
-Checking attendance.
-Asking for the teaching date.
2. Revision
Checking the old lesson
- Write vocabulary.
3. New lesson
Teacher’s activities
T explains the new words

Students’ activities
I. Reading
* New words

- sewage (n) /ˈsuː.ɪdʒ/: chất thải; nước cống
- Ss read all new words
- pesticide (n) /ˈpes.tɪ.saɪd/: thuốc trừ sâu
- Have some Ss read in front of - herbicide (n) /ˈhɜː.bɪ.saɪd/: thuốc diệt cỏ
the class.
- point sauce pollution
- groundwater (n): nuốc ngầm
- outbreak (n): sự bùng phát
- cholera (n) /ˈkɒl.ər.ə/: Bệnh dịch tả
- stormwater (n)

1. Discussion (1. P12)
9


Discuss the differences between the two
pictures.

- Ss work in pairs.
- report the differences to the
class.
2. Comprehension questions

Key:
1. It tells about the causes of water pollution.
2. It 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 water and the
atmosphere.
6. They use herbicides to kill weeds.

- Read the passage then
answer
the
questions.
Underline parts of the passage
that help them with the
answers.

- Compare the answers in pairs.
- T confirms the correct
answers.
3. Gap fill
Key:
1.cholera
water
4.dead
- Ss do the task individually.
- Compare in pairs.
- Read aloud the answers.
- T confirms the correct
answers.
- Ss work in groups of four.
- T helps Ss focus their ideas.
+ Point source pollution
+ Non-point source pollution

2.die

3.polluted

5. aquatic plants

II. Speaking:
4. Discuss the solution to water pollution
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.

5-6. Presentation about water pollution
* Work in groups
Water polution
+ Definition
+ Causes
+ Effects
to + Solutions

Ss work in groups
complete
the
diagram
(5
minutes)
- Ask some groups to give a
presentation
about
water
pollution. Other groups listen
and give comments.

4. Consolidation
Teacher retells main points of the lesson.
10

5. Homework

-Prepare for the next lesson: Unit 7: Skills 2.
-Learn by heart all the new words
-Do Ex D1, 2, 3 (WB).

Unit 7
pollution
TiÕt 60

Ngµy d¹y:......./01/2018

skills 2
I. Aims
To help students develope writing skill, listening skill.
II. Objectives
By the end of the lesson students will be able to:
- Listen to get specific information about thermal pollution.
- Write about the causes and effects of one pollution type.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disc.
IV. Anticipated problems
It is rather difficult for weak Ss to express their ideas.
V. Procedure
1. Warmer

-Greeting.
-Checking attendance.
-Asking for the teaching date.
2. Revision

11


Brainstorming:
-Have Ss work in 2
teams.
-Ss write as many words
as possible

3. New lesson
Teacher’s activities

Pre teach

- Teacher uses different
techniques to teach vocab
(situation, explaination)
- Follow the seven steps of
teaching vacab.

* Checking technique:
Slap the board.

Students’ activities
I. New words

- algal bloom: hiện tượng tảo nở hoa
- discharge (n, v): bốc, dỡ, tháo,..
- survive (n): sống sót
- reservoir (n) /ˈrez.ə.vwɑː /: hồ chứa
- cooling tower (n): tháp giải nhiệt
- power plant (n): Nhà máy điện (power
station)
- coastal (adj): ven biển
II. Listening
1. Describe the pictures.
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.
2. Gap fill
Key: 1.hotter
2.cooler
3.cool
4.warm rivers
5. Warmer water
6.fish populations
7. Harmful
8.colour
9.poison
10.cool
down

Listening.
- Working in pairs,
describing the pictures
and the relationship
between them.
- Teacher observes Ss
working.
- Play the recording for
Ss
to
check
their
answers.
- Ask Ss what they know
about thermal pollution.
- Have Ss quickly read
the diagram and identify
the
form
of
the
word/phrase to be filled
in each blank.
- T plays the recording
once, ask for Ss’answers
then write them on the
board. Play the recording
III. Writing
again for Ss to check.

3. Work in pairs
Writing.
12

r


- Ss work in pairs to
decide which pollution
type in their area they
are going to discuss.
Have Ss take notes of
the causes and effects.
- Ss stay with their
partner.
One
writes
about the causes and
the other writes about
the effects based on
their notes above.
- Move around to give
helps. Bring the whole
group together if there is
a point T wants to clarify.

- Discuss the causes and effects of
one type of pollution in your area.
+ air pollution
4-5. Writing

There are several types of
pollution. However, air pollution is
the most serious in our area.

Air pollution occurs when the air contains
gases, dust, fumes or odour in harmful amounts.
Air pollution in our area is caused by several
factors. Firstly, the air pollutants come Viet Tri
Chemical Factory. They discharge harmful
smoke into the air. Secondly, the air pollutants
come from many sources, such as all of the cars,
motorcycles,.. in the my hometown.
Air pollution leads to many bad effects. It is
very harmful to our health. It do harm to your
- Have Ss share their work eyes, throat, nose, lung and many breathing
with
each
other
and problems. It may rerult in lung cancer. In
combine it to make a additions, it may lead to acid rain which destroy
complete article.
plants.
- Post the sample article
on the board.
- Have Ss swap and read
each other articles.
- Ask for volunteer pairs to
read their articles out to
the class and have Ss
comment on them.

- Collect all the articles for
marking.

4. Consolidation
-Summarize the main point of the lesson.
5. Homework

-Prepare for the next lesson: Unit 7: Looking back & Project.
-Do Ex E1, 2 (WB)

TiÕt 61

Unit 7
pollution
Ngµy d¹y: ....../01/2018

Looking back & project
I. Aims
13


To help students produce the language from the previous
sections and link with the topics.
II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 7.
- Do a project about how to reduce polution while practising the
conditional sentence type 2.
III. Materials
- Text book

- Board, chalk,...
IV. Anticipated problems
It is rather difficult for Ss to make use of all the content of this
unit.
V. Procedure
1. Warmer
-Greeting.
-Checking attendance.
-Asking for the teaching date.
2. Revision
- Check Ss’ homework
3. New lesson
Teacher’s activities
Students’ activities
I. Vocabulary.
1. Gap fill.
-Ss do the task individually. Key:
- Correct mistakes.
1.pollution
2.contaminated
3. death
4. Poison
5.pollutants
- Ss work individually and
compare in pairs.
2. Word web.
-Give feedback and the
1.radioactive pollution
2.noise
correct answers.

pollution
3.visual pollution
4.thermal
pollution
- Ss work individually and 5.water pollution
6. Land/soil
compare in pairs.
pollution
- Have two Ss write the 7.light pollution
8.air pollution
answers on the board.
3. Rewrite the sentences
1.The residents of the street cannot sleep
-Give feedback and the
because of the loud noise from the music
correct answers.
II. Grammar.

14

club.
2.Vy had a stomachache since she ate a
big dinner.
3.The road infront of my house was
flooded due to the heavy rain.


- Ss work individually and
compare in pairs.
-Give feedback and the

correct answers.

4.His mother is unhappy because his
room is untidy.
5.Too much carbon dioxide in the
atmosphere causes global warming.

II. Grammar.
- Ss work individually and 4. Supply the correct verb forms.
1.won’t be; don’t take
3.were/was;
compare in pairs.
would wear
-Give feedback and the
4.do; will see
correct answers. Accept all 2.continue; will be
the sentences if they make 5.would...travel; didn’t have
6.wouldn’t be; didn’t take care
sense.

- Ss work in groups of 5. Complete the sentences.
four to discuss what they
would do or say in each
situation.
III. Communication
6. Group work
1. I would collect the garbage and ask
them not to do that again.
groups and 2. I would say that wearing
things thay headphones every day to listen to

music would do harm to their ears.
to collect 3......

**PROJECT
- Ss work in
discuss the
would do.
- Ask Ss
pictures and prepare a
presentation at home.

What would you do to reduce
pollution in our country if you
were the Minister of Natural
Resources and Environment?

4. Consolidation
-Summarize the main point of the lesson.
5. Homework

-Prepare for the next lesson: Unit 8: Getting started.

TiÕt 62

Unit 8
English speaking countries
Ngµy d¹y: ......./01/2018

getting started
I. Aims

15


By the end of the lesson, ss will be able to listen and read for
specific information then practice listening and speaking with the
lexical items related to the topic "English speaking countries".
II. Objectives
- Vocab: Types of films
- Grammar: Present tenses, present simple for future .
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
-Greeting.
-Checking attendance.
-Asking for the teaching date.
2. Revision
Game: Where is it from?
- Teeacher prepare some photos of some famous places
from English speaking countries. Show them to Ss and have
them guess what countries each place is from.
- What do these countries have in common?
- Write the title “ENGLISH SPEAKING COUNTRIES” on
the board. Ask Ss to call out names of some English
speaking countries and their main cities.

3. New lesson
Teacher’s activities
I. Presentation

- T plays recording
- Ss listen to the tape and
find out new words

- Play the game in
teams
- It’s the language:
English.

Students’ activities
I. New words
- awesome /ˈɔː.səm/ adj
- absolutely
adv
- improve
v
To have difficulty doing sth
- native speaker
- camp
n
- official
adj
- accent /ˈæk.sənt/
n

- Teacher uses different

techniques to teach vocab
(situation, realia)
- Follow the seven steps of
teaching vacab.
* Checking vocab: R0R
- Repeat in chorus and
- Copy all the words
II. Getting started

Tuyệt vời
Tuyệt đối
Cải thiện

Trại
Chính thức
Giọng điệu

individually

1a. Answer the questions
II. Practice

16

1. Awesome, just awesome.


2. Any of the following: Absolutely/Right.
3. It’s hard to say.
4. Perhaps.

- First, have Ss work
independently. Then allow
them to share answers 1b. Find questions in the
before discussing as a conversation that ask about
class.
Coconut Crazy.
Key:
- Play the recording again 1. He’s at an international summer
without letting Ss read camp.
along. Ask Ss to try to 2. They come from different
answer as many questions countries.
as possible. Ss read the 3. He has made new friends,
conversation
again
to visited places..
check their answers. Have 4. Because he uses English every
some Ss read out their day with people from different
answers.
Correct
the countries.
answers as a class.
5. Two boys from Australis and a
girl from the USA.
- Ss work individually to 2. Gap fill
complete the sentences. Key:
Have them share their 1.summmer camp
answer in pairs.
2.English speaking countries
- Elicit the answers from 3.native speakers

4.the USA
the whole class.
5.accents
6.official
language
- Have Ss work in pairs to
match the flags with the 3. Name the pictures.
1.the USA
2.the United
countries.
Kingdom
- T checks.
3.Singapore
4. Australia
5. Canada
6. New Zealand
- Ss work in groups of six.
Game: WHERE ARE THEY?
- Locate the xis countries in 3
on the map given.
- The first to find all the
countries wins.
- Teacher controls the game.

-

Ss play the game in groups of six

4. Consolidation

-Teacher gets students to retell the aims of the lesson.
5. Homework

-Prepare for the next lesson: Unit 8: Closer look 1.
-Learn by heart all new words
-Learn the dialogue by heart.
17


Unit 8
English speaking countries
TiÕt 63

Ngµy d¹y: ......../01/2018

A closer look 1
I. Aims
By the end of the lesson, ss will be able to pronouce correctly the
words ending in –ese and –ee in isolation and in context; Use the
lexical items related to the topic of people and places in English
speaking countries.
II. Objectives
- Vocab: People and places in English speaking countries.
- Grammar: Present tense, simple present for future.
- Pronunciation: Stress in words ending in –ese and –ee.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems

There may not be enough time for all the activities.
V. Procedure
1. Warmer
-Greeting.
-Checking attendance.
-Asking for the teaching date.
2. Revision
* Check old leson

- T gets one student to go to the - Make comment
board to write new words
- T gets the other student to - Make comment
read the dialogue and answer
the questions.
3. New lesson
Teacher’s activities

Students’ activities
I. Vocabulary
1. Vocabulary

- Teacher uses different - parade (n): cuộc diểu hành
techniques to teach vocab - unique (adj): độc đáo
18


(situation, realia)
- Follow the seven steps of
teaching vacab.

- castle station (n): trại gia súc
- loch (n) /lɒk/: hồ (=lake)
- monument (n): đài/vật kỷ niệm
- spectacle (n) /ˈspek.tɪ.kl/l : quang cảnh

* Checking vocab: R0R

- Repeat in chorus and individually
- Copy all the words

- Ss work individually then
compare in pairs. T checks then
gives feedback.

- Ss work individually then
compare in pairs. T checks then
gives feedback.
- Ask Ss to do the exercise
individually and then check with the
whole class.
- Have Ss look at the pictures. Ask
Ss what they see in each of them.
Allow Ss to work individually to do
the task.
- T checks as a class.

2. Complete the table (Act 1
P.18)
- Key:
1. the Americans

2.the
English
3.the Scottish
4.the
Welsh
5.the Irish
6.the
Canadians
7.the Australians
8.the New
Zealanders
3. Word forms ( Act 2 P.18)
Key:
1.N=history
2.V=symbolise
3.A=legendary
4.N=icon
5.A=spectacular 6.N=festival
7.A=scenic
8.V=attract
4. Gap fill ( Act 3 P.18)
Key:
1.castle
3.scenic
4.unique

2.symbolises
5.attracts

T notices the way to read 5. Matching ( Act 4 P.18)

the sounds.
1.castle
2.loch
3.parade
- T plays the recording. Ss
listen and repeat. Have Ss
say the words individually
and mark the stress in the
words.
- Play the recording for the
Ss to check.

4.monument
6.castel station

5.state

II. Pronunciation

Stress in words ending in –ese and –
ee:
- For words ending in “-ese” and “ee”, the stress is often placed on
the final syllable.
6. Listen and repeat.
- Put the underlined words on
-ese
-ee
the board. Have volunteer Ss
1. Canto'nese
5.employ'ee

come and mark the stress in
2. Taiwa'nese
6. adop'tee
the words.
19


- Play the recording for Ss to
listen and check. Call on some
Ss to say the sentences
individually.

3. Japa'nese
4. Portu'guese

7. addre'ssee
8. interview'ee

7. Mark the stress.
1.Chi'nese
2.refu'gee
3.trai'nee
4.Japa'nese
5.guaran'tee

4. Consolidation

-Teacher gets students to retell the aims of the lesson.
5. Homework

-Prepare for the next lesson: Unit 8: Closer look 2.
-Do exercise A1, 2 (p.11), B1, 2, 3, 4 (P.12, 13) workbook.
Unit 8
English speaking countries
TiÕt 64

Ngµy d¹y: ....../01/2018

A closer look 2
I. Aims
By the end of the lesson, ss will be able to review present tenses
(present simple/continuous/perfect) and use the present simple to
talk about future activities)
II. Objectives
- Grammar: Present tenses (review) and present simple to talk
about future activities.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer

-Greeting.
-Checking attendance.
-Asking for the teaching date.
2. Revision
20

-

Teacher checks Ss’ homework.
+ One student goes to the board to write new words and
practise reading the stress of words ending in –ese and –ee.

-

Get one student to read the dialogue (Listen and read) by heart.
Teacher check with students.

3. New lesson
Teacher’s activities
- Remind Ss about the
use and the forms of the
simple present, present
continuous
and
the
present perfect and their
distinct time signals.

Students’ activities
I. Present tenses: Review.
* Grammar box (TB P.19)
+ Notes: The difference in use
between although and despite/in
spite of.

* Activity 1
- Let Ss work individually. 1.has served
2.is increasing
Have
Ss
compare 3.symbolises
4.form
answers in pairs before 5.has celebrated
6. is
checking with the whole
class.
Activity 2
- Let Ss work individually. 2. visit → have visited
Have
Ss
compare 3. increases → is increasing
answers in pairs before 5. has celebrated → celebrates
checking with the whole 7. are dancing → dance
II. Present simple for the future
class.
Activity 3a
1. takes
- Ask Ss to read the
2. leaves
schedule and underline
the
verbs
in
the Activity 3b
1. The future

sentences.
2. The present simple

- Allow Ss time to discuss
and find the answers to
the questions.
- Have Ss read the
Remember box then take
notes.
- Ss work individually.
- Check as a class.

21

Activity 4. Gap fill
1. starts - finishes
2. takes place
3. holds
4. hosts
* Activity 5. Gap fill


- Ask Ss to do the
exercise
individually,
encourage them to be
imaginative.
- T goes around and
helps
Ss

with
new
vocabulary.
Ss
can
exchange and talk about
their schedule with a
partner first.
- Ask Ss to write down
the sentences
4. Consolidation

-Teacher gets students to retell the aims of the lesson.
5. Homework

-Prepare for the next lesson: Unit 8: Communication.
-Do exercise B 5, B6 (Workbook).

TiÕt 65

Unit 8
English speaking countries
Ngµy d¹y: ......./01/2018

communication

I. Aims
Doing a fun quiz to build up Ss’ general knowledge of peoples
and landmarks in English speaking countries.
II. Objectives

- Vocab: people and places in English speaking countries.
- Practise speaking skills.
III. Materials
- Text book
22


- Board, chalk,...
IV. Anticipated problems
Students may find it difficult to use English to express their idea.
V. Procedure
1. Warmer
-Greeting.
-Checking attendance.
-Asking for the teaching date.
2. Revision
* Check Ss’ homework
- The use and the forms of the T - Students
present tenses you have learnt.
- Name some English speaking
countries you know.
3. New lesson
Students’ activities

Teacher’s activities

I. New words
- territory (n) /ˈter.ɪ.t r.i/: lãnh thổ
- North Pole (n): Bắc cực
- Arctic Circle (n): Vòng cực Bắc

- garment (n) /ˈɡɑː.mənt/: áo quần
- surround (v): bao quanh
- diverse (adj) /daɪˈvɜːs/: đa dạng
* Checking technique: Slap the - kilt (n): váy của người miền núi Scotland
board
- Repeat in chorus and individually
- Copy all the words
Pre-teach
Teacher
uses
different
techniques to teach vocab
(situation, realia)
- Follow the seven steps of
teaching vacab.

ə

II. Practice
1. Do the quiz
Key:
1C
- Set a time limit and h ave Ss do the 6B

2A
7C

3C
8A

4B
9B

5B
10A

quiz individually as quickly as
possible.
- Have Ss share and discuss their 2. Write the name of the countries
next to the facts
answers in pairs.
1. the USA
2. New Zealand
- Check as a class.

3. the United Kingdom
5. Australia
- Have Ss work individually then Ss 4. Canada
compare their answers in pairs.
3. Game: How much do you know
- T confirms the correct answers
about a country?
as a class.

23


a. Work in groups
Ss work in groups
- Put Ss into groups of six.

- Explain that now they have a
chance to put together what
they know about a country,
including all the information
they have got so far from the b. Presentation.
lesson too.
- Each group presents their
- Ask Ss to write the information introduction to the class. The class:
in short notes first without + try to find out which country it is.
mentioning the name of the + vote for the most informative
country (eg: far north/north/ and interesting introduction.
America;
languages:
French...)

cold;
English

two
and

* Ask each group to stand up in
front of the class. Each member
of the group will give one fact
about the country.
- The rest of the class guess
what country it is.
- Vote for the most informative
and interesting introduction.

4. Consolidation
Teacher retells main points of the lesson.
5. Homework

-Prepare for the next lesson: Unit 8: Skills 1.
-Learn by heart all the new words
-Do Ex C1, 2 (WB)

Unit 8
24


English speaking countries
TiÕt 66

Ngµy d¹y: ......./01/2018

skills 1
I. Aims
Reading for specific information about the attraction of a country.
Talking about interesting facts of a country,...
II. Objectives
By the end of the lesson students will be able to:
- Read for specific information about the attraction of a country.
- Talk about interesting facts of a country.
- Practise speaking and reading skills.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems

Weak students may find it difficult to catch up with the whole
class.
V. Procedure
1. Warmer
-Greeting.
-Checking attendance.
-Asking for the teaching date.
2. Revision

-

Teacher checks Ss’ home work.

3. New lesson
Students’ activities

Teacher’s activities

I. READING
1. New words:

Teacher uses different
techniques
to
teach
vocab (situation, realia)
- Follow the seven steps
of teaching vacab.
* Checking
R0R

technique:

- Ss discuss the questions in 3
minutes. Draw a map of Great
Britain and highlight Scotland
on the map. Leave it on the
board while the class reads the
25

- explore (v): thăm dò, thám hiểm
- pipe (v): thổi sáo
- drum (v, n): đánh trống
- haunt (v) /hɔːnt/: thường lui tới; ám ảnh
- ghost (n): ma
- fire brigade /brɪˈɡeɪd/ (n): đội chữa cháy
2. Discussion.

Key:
1. It’s in the north of Great Britain.
2. Any of all of the following: It’s famous
for its rich and unique culture as well as
its amazing natural beauty, its historic
castles, its traditional festivals and its