Giáo án Tiếng Anh lớp 8 Học kỳ 2 soạn theo công văn 5512 đầy đủ chi tiết đẹp nhất.

Week :
Period: 55

Planning:
Teaching :
UNIT 7: TRAFFIC
LESSON 1: GETTING STARTED

A. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to :
- Use "How............?" to ask about means of transport.
- Vocabulary: use the lexical items related to the topic "Traffic".
+ Skills.
- Students develop listening, speaking, reading and writing skills, Roling-play, spoken
interaction about the topic in getting started
2. Competence.
- Students have serious attitude in learning.
- Ss are interested in learning English.
3. Quality
- Language: get acquainted with the topic "Traffic".
- Problem solving: find out the correct answer about the text
B. TEACHING AIDS
T : Textbook, lesson plan, , a projector, a laptop.
Ss : Learn the old lesson, prepare Unit 7: Getting started
C. PROCEDURE
1. Warm up: ( 5’)
- Organization: 7A:....................
a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere
before starting the new lesson.
b. Content : Talk about "Traffic".
c. Expected result: Ss can understand the lesson and use the road well.

d. Performance:
Write the title "Traffic" on the board.
? Call out names of means of transport.
? Share any interesting facts you know about these means of transport.
2. Presentation : ( 10’)
a. Goal: Provide Ss necessary vocabularies .
b. Content : Ss read the vocabularies and match the words to make common expressions.
c. Expected result: Ss can maser the vocabularies
d. Performance:
Teacher’s & Students’ activities
Content
+ Present new words.
1. Pre- teach vocab:
- Teacher use different techniques to teach - used to
(v):
đã từng
vocabulary (situation, realia)
- traffic
(n):
sự tắc ngẽn giao
- Follow the seven steps of teaching jam
thông
vocabulary
- except
(prep) ngoại trừ, trừ ra
- Repeat in chorus and individually
vehicles
(n)
Xe cộ
- Copy all the words

* Checking vocab: Recall


2. Present the dialogue
* Set the scenes:
- Answer the questions individually.
? Look at the title of the conversation and the * Suggested answers
picture.
- They are on the road.
- Ask them some questions:
- Students' answer
• Who are Mai and Oanh?
• What might they talk about?
- Ss answer the questions as a class.
Play the recording and have Ss follow along.
3. Practice (15’)
a.Goal: understand and do exercises correctly
b. Content: Listen and circle, Read and answer: Individual,
Answer the questions: Teacher – Whole class
c. Expected result:
- Co-operation: interact with the teacher find out the answers
- Communication: answer positively
- Language: use English to answer
d. Performance
1. Listen and read
? Choose a correct answer (1a P7)
- Ask ss to listen and read the
- Asks Ss to choose a suitable answer before conversation
listening.
a. Find a word / an expression (1a P7)

Key:
b/? Run through the questions.
1B; 2A; 3B; 4C
? Ss read the conversation again to answer the b. Answer the questions (1b. P7)
questions.
Key:
- Ss exchange their answers with a classmate.
Key:
- Call on some Ss to write their answers on the 1. She stayed at home and played with
board. Check their answers.
her brother.
2. It's about 2 kilometers.
3. She usually goes to school with her
dad.
4. Because sometimes there are traffic
. Model sentences (Remember)
jams.
- Elicit the question from students
5. She goes to school by bike.
? Practice asking and answering questions - How do you go to the supermarket?
using "How"? Recall how to use a passive = By what means do you go to the
sentence.
supermarket?
c/? Find a word or an expression from the
conversation which you use when you:
c. Find a word / an expression (1c P7)
? Share answers with your partner.
Key:
- Teacher gets feedback
1. get attention

? Add any other expressions which have the 2. agree
same meaning.
3. very excited


?? Role-play the short conversation in 1d P7.
? Creat your short conversations. Use the
colloquial expressions in 1c P7
? Work in pairs
2. Write the words (2 P7)
? Work in pairs. Write the means of transport
under the right pictures.
Key ex2:
1. bike/ bicycle
2. bus
- Teacher monitors and gets feedback.
3. plane
4. boat
5. ship
6. train
3. - ? Run through all the words and phrases in 7. motorbike
8. car
3 P7.
Key ex3:
? Match a verb on the left with a mean of Key:
transport on the right.
1. ride a bike
2. drive a car
- There may be more than one correct answers. 3. fly a plane
4. sail on/in a

? Read again in chorus.
boat
5. get on a bus/ a train/ a bike/ a
motorbike....
6. get off a bus /a train/ a bike/ a
motorbike....
4. Production (15’)
a.Goal: can do exercise use English words relating to the topic
b.Content
- Co-operation: interact with partners find out the answers
- Language: use English words relating to the topic
c. Expected result: Students know how to do the exercise
d. Performance:
? Find someone who never....(4 P7)
Find someone who never.......
- Teacher models
1. ...walks to school
Nam
2. ...goes to school by bus
3. ...cycles for exercise
? Work in groups
4. ...takes a train
5.... sails on/in a boat
6. ... flies by plane
- Teacher monitors and gets feedback.
E.g:
A
: Do you often walk to school?
B(Ba) : Yes, I do.
A

: Do you often walk to school?
C (Nam): No. I never walk to school.
• Consolidation: sum up
* Homework.
- Learn by heart new vocabulary
- Practice reading “Listen and read”
- Prepare new lesson: Unit 7: A closer look 1.


Week :
Period: 56

Planning:
Teaching :
UNIT 7. TRAFFIC
LESSON 2: A CLOSER LOOK 1

A. OBJECTIVES.
1. Knowledge: By the end of the lesson ss will be able to have knowledge about
+ Vocabulary: Vocabulary: Means of transport, road signs
+ Pronunciation: Sounds: /e/ and /ei/
2. Competences:
+ Develop communicative competence, discovery, cooperation competence and thinking
competence.
+ Use the lexical items related to : Means of transport, road signs
+ Raising their awareness of : Means of transport, road signs
+ Pronounce: Sounds: /e/ and /ei/
3. Quality: Students can understand more about Traffic.
B. TEACHNG AIDS.
T : Textbook, lesson plan, a projector, a laptop

Ss : Learn the old lesson, prepare Unit 8: A closer look 1.
C. PROCEDUCE
1. Warm up: ( 5’)
- Organization
7A:.................
a. Goal: Review the about Traffic.
b. Content : Ss can tell about the Means of transport, road signs.
c. Expected result: Ss can tell the names of the Means of transport, road signs
d. Performance
Teacher's &Ss' activities
Contents
? Give all the road signs you see every day Suggestion:
on the way to school
- stop
? Write as many words as possibles
- no left turn/ no right turn
? Read again in chorus.
- parking/ no parking
- go ahead
- no cycling
- one-way
2. Presentation : Pre teach Vocabulary (10’)
a. Goal: Provide Ss necessary vocabulary related to Means of transport, road signs.
b. Content : Remind Ss of the words they learnt in Getting Started and point out the
differenceMeans of transport, road signs.
c. Expected result: understand using and meaning of the Means of transport, road signs.
d. Performance:
Teacher's &Ss' activities
Contents

- 1. Vocabulary
- Teacher use different techniques to teach
vocab (situation, realia)
- Follow the seven steps of teaching vocab.

* Checking vocab: Labeling (2 P8)
? Label the road signs in 1 with the words/
phrases in 2
? Read all the phrases in chorus
- Teacher explains the meaning if
necessary.

- traffic
sign/ road
sign
- lane

(n):

- biển báo giao
thơng

(n):

- seatbelt/
safetybelt
- traffic rule
- obey
- pavement

(n):

làn đường, đường
hẹp
đai an tồn

- traffic
sign/ road
sign
- lane

(n):

(n):
(v):
(n):

(n):

luật giao thông
tuân theo
vỉa hè (cho người
đi bộ)
- biển báo giao
thông
làn đường, đường
hẹp

3. Practice: (20’)

a. Goal:
- Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer Look 1.
- Sounds: /e/ and /ei/
b. Content:
- Ss Label the road signs in 1 with the words/ phrases in 2.
- Ss listen, repeat and read the words
c. Expected result:
- Ss can identify a word from its description.
- Ss listen, repeat and read the words
d. Performance:
Teacher's &Ss' activities
Contents
2.1? Label the road signs in 1 with the 2. Key:
words/ phrases in 2
1. traffic lights
2. no parking
? Read all the phrases in chorus
3. no right turn
4. hospital
- Teacher explains the meaning if ahead
necessary.
5. parking
6. cycle lane
2.2. Look out
7. school ahead
8. no cycling
- Ask students to divide the road signs in 1 - A sign within a red triangle will warn you
into three groups: informative, prohibitive, of something
and warning base on their shapes and - Signs with red circles are mostly
colours.

prohibitive - that means you can't not do
- Teacher gets feedback and explains
something
? Give more examples
- Signs in blue are usually to give
2.3. Talk about the road signs (3 P7)
information
? Work in pairs and talk about the road
signs you see on the way to school (or
elsewhere).
- Teacher goes around and give assistance
if necessary, and check their answers.
3. Key:E.g:
Ex3. Pronunciation . (15')
A: On the way to school, I can see a "no left


3.1. Sounds /e/ and /ei/
turn" sign.
? How to pronounce the sounds /e/ and B: On my way to school there is a hospital,
/ei/?
so I can see a "hospital ahead" sign.
- Teacher models and give examples.
- Ask students to observe teacher's mouth
and listen carefully
? Practice the sounds together
3.2. Listen and repeat (4 P9)
? Listen to the recording 2 or 3 times
? Repeat in chorus
? Read individually.

4. Production: (10’)
a. Goal: Help Ss to memorize the learnt vocabularies
b. Content : Ss guess what words or phrase is by playing games
c. Expected result: Ss can memorize the learnt words and the way of using.
d. Performance:
Teacher's &Ss' activities
Contents
3.3. Identify the sounds (5 P9)
No
/e/
- Play the recording 2 or 3 times
1
ever
? Listen and distinguish the sound /e/
and /ei/.
2
very
? Recognize all the words with the
two sounds, then underline them as 3
assigned
? Work in groups and find words with 4
left, when
the two sounds
5
They, waiting, train
- Teacher monitors and gets feedback.Learn by heart the new words and
structures.
- Do exercises in workbook.
- Find some words ending with “ e”
and “ ei”

- Prepare: Unit 7- A closer look 2


Week :
Period: 57

Planning:
Teaching :
UNIT 7. TRAFFIC
LESSON 2: A CLOSER LOOK 2

A.OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to
- - Vocabulary: Means of transport, road signs
- Grammar: It indicating distance, usded to for past habits or states
- practice skills: Ss improve their writing, reading, speaking and listening skills
2. Cometences:
- Communication, self study, self-check
3. Quality: Students can use the structure to do exercises
B.TEACHING AIDS:
1. Teacher’s: teacher book
2. Students’: Textbooks, notebooks.
C. PROCEDURE
1. Warm- up (5’)
Class organization (1’)
- Attendance: 7A................................
a. Goal: help ss to learn how to use “it and used to”
b. Content: Ss give the use, the form .
c. Expected result: Ss can remember the use, the form .
d.Performance:

Brainstorming
? Work in groups to write activities that you did in the past but you don't do them now
=> Lead to new lesson.
2. Presentation (10’)
a.Goal: introduce new words
b. Content: s can pronounce new words
c. Expected result: ss can understand and use new words
d. Performance:
Teacher's &Ss' activities
Contents
* Pre- teach vocabulary- Teacher use
I.
different techniques to teach vocab
- open-air
(adj):
(situation, realia)
- tricycle
(n):
- Follow the seven steps of teaching
- accident
(n):
vocab.
- desk job
(n):
- Repeat in chorus and individually
- pond
(v):
- Copy all the words

ở ngoài

xe ba bá
tain nạn
công vi
cái ao


E.g: How far is it from your house to there?
* Checking vocab: Matching
It's about two kilometers.
2. "It" indicating distance
-> "It": the formal subject to indicate
? Refer back to the conversation in distance
getting started and find sentences with E.g:
"it" as the subject.
There used to be many trees on this street,
? Is "it" in the example the formal but now there are only shops.
subject?
- We used "used to" to describe an action or
? What does it indicate?
a state that happen regularly in the past but
2.3. Used to
does not happen at present/ no longer happen
? Study the examples in grammar P10
now.
? What do we use "used to" for?
- Used to is the same form for all persons
- Teacher explains the rules of (+), (-), (?)
? Give more sentences in all three form.
3. Practice (20’)
a.Goal: using the present tenses to do exercises

b. Content: Do exercises 1,2 in textbook
c. Expected result: can do exercises well
d. Performance:
Teacher's &Ss' activities

Contents

Ex 1- P 19
Ex1. Write sentences with it (1 P9)
? Work by yourself and write down the
sentences.
- Teacher observes and helps when and where
necessary.
- Have some students read their sentences.
- Correct their mistakes
Ex2:Ask,answer questions about distance
? Work in pairs.
? Ask and answer questions about distance in
your neighborhood.
Ex 2- P 19
- Ex2:Ask,answer questions about distance
? Work in pairs.
? Ask and answer questions about distance in
your neighborhood.
4. Futher practice (10’)
a.Goal: using “used to” to do exercises
b. Content: Do exercises 3a,b in textbook
c. Expected result: can do exercises well
d. Performance:
Teacher's &Ss' activities

3.a. Used to
* Study : Watch out
Ex3: Complete the sentences with "used to" or

II. Grammar
1. It's about 700 metres from my house
to Youth Club.
2. It's about 5 km from my house to the
nearest town.
3. It's about 120 km from Ho Chi Minh
City to Vung Tau.
4. It's about 384,400 km from the Earth
to the Moon.
5. It's not very far from Ha Noi to Noi
Bai Airport.
Ex2. P9
E.g:
A: How far is it from your house to
school?
B: It's about a kilometre.

Contents
1. used to ride 2. used to be
3. used to go
4. Did.... use to play
5. did.... not use to feel


"use to"(3 P10)
? Work independently to write the sentences in

your notebook.
- Teacher monitors and gets feedback
Ex 3b- P 20
- Allow Ss time to discuss and find the answers
to the questions. If Ss are having difficulty
answering question 2, T may ask questions
such as 7s a schedule usually for present or future
activities?’ Then have Ss read the
REMEMBER! Box.
- Ss work in groups and discuss the two
questions given.
- Ss read the REMEMBER ! Box and take
note.
4.. Find someone who
- Give instructions
? Work in groups
? Report the result to the class

b. work in groups. Discuss the
questions
Key:
1. The future
2. The present simple

Ex4. P10
1. My mum used to live in a small when
she was a girl.
2. There did not use to be (as) many
vehicles on roads.
3. We used to cycle to school two years

ago.
4. Now there are more traffic accidents
than there used to be.
5. My uncle used to be a bus driver
some years ago, but now he has a desk
job.
E.g:
A: Did you use to play marbles?
Phong: Yes. I used to play marbles.
E.g: Phong used to play marbles

* Homework
- Learn by heart the form of the present tenses.
- Do ex B4, 5, 6 page 13,14- workbook
- Prepare UNIT 7: COMMUNICATION/ page 21- textbook


Week :
Period: 58

Planning:
Teaching :
UNIT 7. POLLUTION
LESSON 5: SKILLS 1

A. OBJECTIVES.
1. Knowledge:
- Talk about the causes and effects of water pollution as well as ways to reduce it.
- Read for general and specific information about water pollution.
2. Competences:

+ Develop communicative competence, discovery, cooperation compentence and thinhking
compentence.
3. Quality: Students know to the causes and effects of one pollution type. They know how
to protect the environment
B. TEACHNG AIDS.
T : Textbook, lesson plan, a projector, a laptop
Ss : Learn the old lesson, prepare Unit 7: skills 1
C. Procedure
1. Warm up: ( 5’)
- Organization (1’) 8A:....................... 8B:............................. 8C:...........................
a. Goal: Review pollution vocabulary
b. Content : Ss can tell water pollution
c. Expected result: Ss can give a presentation on water pollution
d. Performance
- T. asks Ss to talk about water pollution
- Ss discuss and tell waterpollution.
- T gets feedback
2. Presentation : Pre - reading (13’)
a. Goal: Provide Ss necessary vocabulary related to the water pollution and get the main
ideas from the text
b. Content : Remind Ss of the words they learnt in Getting Started
c. Expected result: understand using and meaning of the vocabularies
d. Performance:
Teacher's & Ss' activities
Contents
1. Have Ss do this activity in pairs.
One student looks at the picture A on +whole class.
page 12 while the other looks at Vocabulary:
picture B on page 15. They ask each + groudwater: the water beneath the earth’s
other Yes/ No questions to find out the surface.

differences between the two pictures. + Pesticide(n):
T may model asking and answering + Herbicide(n)


questions with a strong student. For
example:
T (picture A): Are there five ducks in
your picture?
S (picture B): Yes, there are. Are the
ducks black in your picture?
T: No, they aren’t. They’re white.

+ “point sourse” pollution:
+ “ non- point sourse” pollution:
Picture A
- The ducks are white.
- They’re going to the lake.
- There aren’t any factories near the lake.
- The lake water is clean.
Picture B
Call on one student to report on the - The ducks are black.
differences. Other Ss can add some - They’re going from the lake.
more.
- There are some factories near the lake.
Ask Ss what the pictures tell them
- The lake water is dirty/ black.
(water pollution). Lead to the second
activity.
3. Practice ( While – reading) (13’)
a. Goal: get new words and get the main ideas from the text

b. Content : answer the questionsand comple the note
c. Expected result: Ss can understand about water pollution.
d. Performance:
Teacher's & Ss' activities
Contents
2. Mi and Nick have decided to give Key:
a presentation on water pollution to 1. The second paragraph tells about the
the class. Read what they’ve
causes of water pollution.
prepared and answer the questions. 2. The third paragraph tells about the effects
Ask Ss to read the passage quickly of water pollution.
and answer the questions. Tell Ss that 3. It’s the water beneath the Earth’s surface..
the first two questions ask for general 4. They are industrial waste, sewage,
pesticides, and herbicides.
information while the rest focus on
5. They are pollutants from storm water and
details. Ss can underline past of the the atmosphere.
text that help them with the answers. 6. They use herbicides to kill weeds.
Ss compare their answers before
giving the answers to T
3. Read the text again and complete Key: 1. cholera
2. die
the notes about the effects of water 3. polluted water
4. dead
pollution. Fill each blank with no 5. aquatic pants
more than tree words.
Remind Ss quickly of the way to do
this type of exercise. Ss read the
sentences quickly to underline the key
words. For example, in sentence 1,

the key words are drinking water,
untreated and outbreak. Then they
locate the key words in the passage
and pick the suitable words to fill


each blank. For instance, for the blank
in sentence 1, a noun should be filled
in. Have some Ss read aloud their
answers. Confirm the correct ones.
4. Production Speaking (15’)
a. Goal: Help Ss to find the sollution to water pollution
b. Content : Ss disscuss the sollution to water pollution
c. Expected result: Ss make note of your answer.
d. Performance:
Teacher's & Ss' activities
Contents
4. Work in group and discuss the
For example:
solutions to water pollution. Make
Factories dump industrial waste.
notes of your answers.
Solution 1: Give heavy fines to
Ss work in groups to discuss the companies that are found doing this.
solutions to water pollution. To help
Solution 2: Educate companies about
them focus their ideas, T can suggest the environment.
they make two sub-headings.
Solution 3: Give tax breaks to
Point source pollution.

companies that find “clean” ways to dispose
Non-point source pollution.
of their waste.
They can then give through each
cause in the presentation and think of
the solutions.
They make notes of the answers on a
piece of paper. Invite one group to
quickly present their solutions. Other
groups add any ideas if necessary. As
it is an open activity, accept all the
answers as long as they make sense.
5. Now complete the diagram of
water
pollution.
Use
the
information from the text for the
causes and effects and your groups’
idias for the solutution.
Ss work in groups to give a
presentation about water pollution.
Other groups listen and give
comments. The class may vote for the
best presentation and T can give them
marks. If the class size is small and
time allows, all the groups can
presents.
6. Make a presentation about the
water pollution based on the

diagram.
Ask some groups to give a
presentation about water pollution.


Other groups listen and give
comments. The class may vote for the
best presentation and T can give them
marks. If the class size is small and
time allows all the groups can present.
- Ask students to complete all the
exercises
5. Homework ( 3 minutes)
Ask Ss to:
- Learn by heart all the new words.
- Do Ex C1.2, D1 P 6,7
- Prepare: Unit 7: Skills 2
- Continue preparing for the project: draw a picture, write something to describre the
picture.


Week :
Period: 59

Planning:
Teaching :
UNIT 7 : POLLUTION
LESSON 5: SKILLS 2

A. OBJECTIVES:

1.Knowledge By the end of the lesson, students will be able
+ Listen to get specific information about thermal pollution.
+ Write about the causes and effects of one pollution type
+practice 4 skills: Writing, reading, listening and speaking skills.
2.Competences: complete the diagram of “cause” and “effect”, writing the “cause” and
“effect” of pollution type, studying and controling themselves, communicating,
cooperating, using languages
3. Quality: Students know to the causes and effects of one pollution type. They know how
to protect the environment
B. Teaching aid:
-Teacher: Textbook, workbook, English room
-Students: Textbook, workbook .
C. Procedure:
- Organization(1’)
- Checking Ss’ attendance: 8A ……………, 8B……..…..…., 8C:……………..
1. Warmer (5'):
a.Goal: know about thermal pollution
b.Content: describing the pictures and the relationship between them
c. Expected result: s can tell the relationship between an algal bloom and the
cooling towers
d. Performance
Teacher’s and Ss activities
Ask Ss to work in pair, describing the
pictures and the relationship between
them. Call on one of two Ss to give their
answers
- Ask Ss what they know about thermal
pollution

Content

1... Describe what you see in the picture
and talk about the relationship between
them.
- Work in pair, describing the pictures and
the relationship between them.

LISTENING
2. Pre - listening(10’):
a.Goal: ss understand and use some lexicals connect to “cause” and “effect”,


b.Content: ss identify the form of the word /phrase to be filled in each blank.
c. Expected result: ss can understand , use some lexicals to do the tasks and predict
well.
d. Performance
Teacher’s and Ss activities
Content
2.1.. Pre-teach:
Eliciting: visuals, miming, explanation
Modeling, choral & individual repetition
Written record; Pronunciation;
Checking: R.O.R

I. Vocabulary
- algea (n):
tảo
- discharge (v): thải ra
- reservoir (n): hồ chứa
Listen- repeat and copy
- Individual work

2.2. Guess.
II. Guessing
- Have ss to guess the words to be filled - Guess the words to be filled in the
in the blanks.
blanks.
- Write on the boards and have ss to
feedback..

3.. While-listening: (8’)
a.Goal: s can complete the diagram of “cause” and “effect”..
b.Content: listen to part of a converstation talk about thermal pollution
c. Expected result: s can understand the converstation and do the tasks well.
d. Performance
Teacher’s and Ss activities
Content
Listen to a part of a conversation on
III. Listening.
TV between a reporter and an
2. Listen to a part of a conversation on
environmentalist about thermal
TV between a reporter and an
pollution. Complete the diagram.
environmentalist about thermal
Have Ss quickly read the diagram and pollution. Complete the diagram.
identify the form of the word/ phrase to Key:
be fill in each blank. For example, the 1. hotter
2. cooler
words for blanks 1 and 2 are adjectives. 3. cool
4. warm rivers
Play the recording once. Ask for Ss’ 5. warmer water

6. fish population
answers and write them on the board. If 7. harmful
8. colour
all the answer are correct, move to the 9. poison
10. cool down
next activity. If Ss are not sure about the
answers, play the recording again for Ss
to check. Make changes to the answers
on the board
WRITING
4.Pre - writing: (5’)
a.Goal: make notes in the diagram in exercise 3.
b.Content: discuss the “cause” and “effect”of one pollution type.


c. Expected result: ss can complete the diagram well
d. Performance
Teacher’s and Ss activities
Ss work in pairs and decide which
pollution type in their area they are
going to discuss. Have Ss take notes of
the causes and effects. Move around to
offer help as pairs discuss their ideas.

Content

3.. Work in pair. Discuss the causes and
effects of one type of pollutionin your
area
Ex: Water pollution

Water pollution is the most serious in our
area.

III. While – writing: (8’)
a.Goal: writes about the causes and the other writes about the effects
b.Content: based on their notes from 3. Remind Ss to use markets like firstly,
secondly finally to navigate through their points.
c. Expected result: ss can complete the article intime and well.
d. Performance
Teacher’s and Ss activities
Content
- Ss stay with their partner. One writes
about the causes and the other writes
about the effects based on their notes
from 3. Remind Ss to use markets like
firstly, secondly finally to navigate
through their points.
- Move around to offer help and take
notes of any structures or language that
Ss are struggling with. Bring the whole
group together if there is a point T wants
to clarify, then they can continue with
the writing.

4. Imagine that you are writing an
article for the local newspaper about a
type of pollution in your area. One of
you write about the causes and the other
write about the effects of the pollution
type you have just discussion in 3.

- Sample article: “ Water pollution”
There are several types of pollution.
However, water pollution is the most
serious in our area.
It is caused by several factors. Firstly,
families dump sewage into the river. In
the past it was a very beautiful river, but
now the water is almost black. Secondly,
there are two new factories in our area,
and they are dumping chemical waste into
the lake and river. Thirdly, pesticides are
another source of pollution. Farmers in
our area usually use these to kill insects.
Water pollution badly affects our area. We
do not have enough fresh waster to water
the plants and crops. People cannot raise
fish in the river and the lake because the
water there is so polluted. In addition,
there are no more wild ducks near the
river today since they cannot find fish for
food. Another negative effect is that


sometimes in the afternoon there is a bad
smell from the polluted river, so people
do not like walking along it anymore.
People in our area al aware of this
problem, and we are thinking of ways to
solve it.
4.. Post- writing

a.Goal: Ss share their work with each other and combine it to make a complete the
article.
b.Content: writes about the causes and the other writes about the effects based on
their notes from 3
c. Expected result: : s can understand and use new words , know the form of the
article.
d. Performance
Teacher’s and Ss activities
Content
- Now have Ss share their work with 5. Read each other’s work and put
each other and combine it to make a them together to make a complete
complete article.
article.
- Tell them that they should add one or
two sentences at the beginning to
introduce the topic and other ones at the
end to conclude their article. Note, if Ss
need more support, post the sample
article (see next page) on the board as a
reference when Ss get to this stage of the
lesson.
- This will help them structure their
work. Next, have pairs swap and read
each other’s articles.
- Finally, ask for volunteer pairs to read
their articles out to the class and have Ss
comment on them. Then collect all the
articles for marking
5.. Consolidation: (2’)
- Use lexical items related to the “cause” and “effect”

6.. Homework
- Write an article about one type pollution.
- Prepare: Looking back + Project.
Experience:
…………………………………………………………………………………………
…………………………………………………………………………………………


Week:
Period 60.

Planning:
Teaching:
UNIT 7 : POLLUTION
LESSON 5: SKILLS 2

A. OBJECTIVES:
1.Knowledge By the end of the lesson, students will be able
+ Listen to get specific information about thermal pollution.
+ Write about the causes and effects of one pollution type
+practice 4 skills: Writing, reading, listening and speaking skills.
2.Competences: complete the diagram of “cause” and “effect”, writing the “cause” and
“effect” of pollution type, studying and controling themselves, communicating,
cooperating, using languages
3. Quality: Students know to the causes and effects of one pollution type. They know how
to protect the environment
B. Teaching aid:
-Teacher: Textbook, workbook, English room
-Students: Textbook, workbook .
C. Procedure:

- Organization(1’)
- Checking Ss’ attendance: 8A ……………, 8B……..…..…., 8C:……………..
1. Warmer (5'):
a.Goal: know about thermal pollution
b.Content: describing the pictures and the relationship between them
c. Expected result: s can tell the relationship between an algal bloom and the
cooling towers
d. Performance
Teacher’s and Ss activities
Ask Ss to work in pair, describing the
pictures and the relationship between
them. Call on one of two Ss to give their
answers
- Ask Ss what they know about thermal
pollution

Content
1... Describe what you see in the picture
and talk about the relationship between
them.
- Work in pair, describing the pictures and
the relationship between them.

LISTENING
2. Pre - listening(10’):
a.Goal: ss understand and use some lexicals connect to “cause” and “effect”,
b.Content: ss identify the form of the word /phrase to be filled in each blank.
c. Expected result: ss can understand , use some lexicals to do the tasks and predict
well.

d. Performance
Teacher’s and Ss activities

Content

2.1.. Pre-teach:
Eliciting: visuals, miming, explanation
Modeling, choral & individual repetition
Written record; Pronunciation;
Checking: R.O.R

I. Vocabulary
- algea (n):
tảo
- discharge (v): thải ra
- reservoir (n): hồ chứa
Listen- repeat and copy
- Individual work
2.2. Guess.
II. Guessing
- Have ss to guess the words to be filled - Guess the words to be filled in the
in the blanks.
blanks.
- Write on the boards and have ss to
feedback..

3.. While-listening: (8’)
a.Goal: s can complete the diagram of “cause” and “effect”..
b.Content: listen to part of a converstation talk about thermal pollution

c. Expected result: s can understand the converstation and do the tasks well.
d. Performance
Teacher’s and Ss activities
Content
Listen to a part of a conversation on
III. Listening.
TV between a reporter and an
2. Listen to a part of a conversation on
environmentalist about thermal
TV between a reporter and an
pollution. Complete the diagram.
environmentalist about thermal
Have Ss quickly read the diagram and pollution. Complete the diagram.
identify the form of the word/ phrase to Key:
be fill in each blank. For example, the 1. hotter
2. cooler
words for blanks 1 and 2 are adjectives. 3. cool
4. warm rivers
Play the recording once. Ask for Ss’ 5. warmer water
6. fish population
answers and write them on the board. If 7. harmful
8. colour
all the answer are correct, move to the 9. poison
10. cool down
next activity. If Ss are not sure about the
answers, play the recording again for Ss
to check. Make changes to the answers
on the board
WRITING
4.Pre - writing: (5’)

a.Goal: make notes in the diagram in exercise 3.
b.Content: discuss the “cause” and “effect”of one pollution type.
c. Expected result: ss can complete the diagram well
d. Performance


Teacher’s and Ss activities

Content

Ss work in pairs and decide which
pollution type in their area they are
going to discuss. Have Ss take notes of
the causes and effects. Move around to
offer help as pairs discuss their ideas.

3.. Work in pair. Discuss the causes and
effects of one type of pollutionin your
area
Ex: Water pollution
Water pollution is the most serious in our
area.

III. While – writing: (8’)
a.Goal: writes about the causes and the other writes about the effects
b.Content: based on their notes from 3. Remind Ss to use markets like firstly,
secondly finally to navigate through their points.
c. Expected result: ss can complete the article intime and well.
d. Performance
Teacher’s and Ss activities

Content
- Ss stay with their partner. One writes
about the causes and the other writes
about the effects based on their notes
from 3. Remind Ss to use markets like
firstly, secondly finally to navigate
through their points.
- Move around to offer help and take
notes of any structures or language that
Ss are struggling with. Bring the whole
group together if there is a point T wants
to clarify, then they can continue with
the writing.

4. Imagine that you are writing an
article for the local newspaper about a
type of pollution in your area. One of
you write about the causes and the other
write about the effects of the pollution
type you have just discussion in 3.
- Sample article: “ Water pollution”
There are several types of pollution.
However, water pollution is the most
serious in our area.
It is caused by several factors. Firstly,
families dump sewage into the river. In
the past it was a very beautiful river, but
now the water is almost black. Secondly,
there are two new factories in our area,
and they are dumping chemical waste into

the lake and river. Thirdly, pesticides are
another source of pollution. Farmers in
our area usually use these to kill insects.
Water pollution badly affects our area. We
do not have enough fresh waster to water
the plants and crops. People cannot raise
fish in the river and the lake because the
water there is so polluted. In addition,
there are no more wild ducks near the
river today since they cannot find fish for
food. Another negative effect is that
sometimes in the afternoon there is a bad
smell from the polluted river, so people


do not like walking along it anymore.
People in our area al aware of this
problem, and we are thinking of ways to
solve it.
4.. Post- writing
a.Goal: Ss share their work with each other and combine it to make a complete the
article.
b.Content: writes about the causes and the other writes about the effects based on
their notes from 3
c. Expected result: : s can understand and use new words , know the form of the
article.
d. Performance
Teacher’s and Ss activities
Content
- Now have Ss share their work with 5. Read each other’s work and put

each other and combine it to make a them together to make a complete
complete article.
article.
- Tell them that they should add one or
two sentences at the beginning to
introduce the topic and other ones at the
end to conclude their article. Note, if Ss
need more support, post the sample
article (see next page) on the board as a
reference when Ss get to this stage of the
lesson.
- This will help them structure their
work. Next, have pairs swap and read
each other’s articles.
- Finally, ask for volunteer pairs to read
their articles out to the class and have Ss
comment on them. Then collect all the
articles for marking
5.. Consolidation: (2’)
- Use lexical items related to the “cause” and “effect”
6.. Homework
- Write an article about one type pollution.
- Prepare: Looking back + Project.
Experience:
…………………………………………………………………………………………
…………………………………………………………………………………………


Week :
Period: 61

Planning:
Teaching :
UNIT 8: ENGLISH SPEAKING COUNTRIES
LESSON 1: GETTING STARTED

A. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to :
interact speaking about ‘Phong's summer camp in Singapore’
+ Vocabulary: use the lexical items related to the topic ‘English speaking countries’
+ Skills.
- Students develop listening, speaking, reading and writing skills, Roling-play,
spoken interaction about the topic in getting started
2. Competence.
- Students have serious attitude in learning.
- Ss are interested in learning English.
3. Quality
- Language: get acquainted with the topic English speaking countries
- Problem solving: find out the correct answer about the text
B. TEACHING AIDS
T : Textbook, lesson plan, , a projector, a laptop
Ss : Learn the old lesson, prepare Unit 8: Getting started
C. Procedure
1. Warm up: ( 5’)
- Organization: 8A:.................... 8B:.......................... 8C:................................
a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere
before starting the new lesson.
b. Content : Talk about English speaking countries
c. Expected result: Ss can express their idea.
d. Performance:

Write the title ‘English speaking countries’ on the board.
? Call out names of English speaking countries and their main cities.
? Share any interesting facts you know about these places.
2. Presentation : ( 10’)
a. Goal: Provide Ss necessary vocabularies
b. Content : Ss read the vocabularies and match the words to make common expressions.
c. Expected result: Ss can maser the vocabularies
d. Performance:
Teacher’s & Students’ activities
Content
+ Present new words.
2. Pre- teach vocab:
- Teacher use different techniques to teach - absolutely (adv): tuyệt đối, chắc
vocabulary (situation, realia)
chắn
- Follow the seven steps of teaching
- official
(adj): chính thống, chính
vocabulary
thức
- Repeat in chorus and individually


- Copy all the words
* Checking vocab: Recall

- accent
- native
speaker

(n):
(n):

giọng điệu
người bản xứ

* Set the scenes:
2. Present the dialogue
? Look at the title of the conversation and
- Answer the questions individually.
the picture.
* Suggested answers
- Ask them some questions:
- They are at the summer camp.
• Where are the children?
- Students' answer
• What do you think they are doing?
- Ss answer the questions as a class.
Play the recording and have Ss follow along.
3. Practice (15’)
a.Goal: understand and do exercises correctly
b. Content: Listen and circle, Read and tick: Individual,
Answer the questions: Teacher – Whole class
c. Expected result:
- Co-operation: interact with the teacher find out the answers
- Communication: answer positively
- Language: use English to answer
d. Performance
? Find a word or an expression from the 2. Listen and read
conversation which you use when you:

- Ask ss to listen and read the
? Share answers with your partner.
conversation
- Teacher gets feedback
a. Find a word / an expression (1a P17)
? Add any other expressions which have the Key:
same meaning.
1. awesome
2. absolutely
3. It's hard to say
4. perhaps
? Run through the questions.
? Ss read the conversation again to answer b. Answer the questions (1b. P17)
the questions.
Key:
- Ss exchange their answers with a 1. He’s at an international summer camp
classmate.
(in Singapore).
- Call on some Ss to write their answers on 2.
They
come
from
different
the board. Check their answers.
countries/from all over the world.
3. He has made new friends, visited
places, (and taken part in different
activities.)
4. Because he uses English ever day with
people from fidderent activities.)

5. Two boys from Australia and a girl
from the USA.
6. After July 15th.


2. 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.

Key ex2:
1. summer camp
2. native English speaking countries
3. native speakers
4. the USA
5. accents
6. official language

Key ex3:
3. Write the name of the countries (3 P17)
1. the USA
Have Ss work in pairs/ groups to match the
2.The United Kingdom
flags with the countries. T checks.
3. Singapore
4. Australia
? Form groups of five or six.
5. Canada
6. New Zealand
- The first group to find all the 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. Production (15’)
a.Goal: can do exercise use English words relating to the topic
b.Content
- Co-operation: interact with partners find out the answers
- Language: use English words relating to the topic
c. Expected result: Students know how to do the exercise
d. Performance:
? Work individually to do the task then
Game: where are they?

compare their answers with a partner.
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.
Consolidation: sum up
* Homework.
- Learn by heart new vocabulary
- Practice reading “Listen and read”
- Prepare new lesson: Unit 8: A closer look 1.
•