Giáo Án tiếng anh lớp 8 mới kì 2

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

call out one fairytale. If he/ she is right, group A gets one point, then he/ she
throws the ball to a student in group B. The game stops when time is up. The
group with more points wins.
Now start the lesson.
2. Doing the task:
- Ss work in groups A and B.
3. Reporting the task result and discuss:
- Find the winner group
4. Giving the remarks to their doing the task:
- Ask Ss if they know any story about the environment or pollution.
- Write the unit title on the board ‘Pollution’. Ask Ss to call out things which
cause pollution, e.g., cars, factories, cows,...
1


II. Activity 2: Form the new knowledge:
T AND SS’ ACTIVITIES
MAIN CONTENTS
1. Teaching vocabulary
*Aims:
- Ss know how to read new words, identify their meanings and use them to make
sentences and know what they are going to listen.
*Content: reading new words.
*Output: Ss make examples with some new words
*Process:
1. Transfering the learning task:
New words:
Elicit some new words (gym,
- to dump: vứt, bỏ, thải
equipment, ….)

- to illustrate: minh họa
2. Doing the task:
- poison (n,v): chất độc, làm độc
- Ss: listen and repeat in individual first - poisonous (adj): độc, độc hại
then the whole class.
- aquatic animal (n): động vật dưới
3. Reporting the task result and
nước
discuss:
- presentation (n): trình bày
- Call 3- 4 Ss to read the words again.
- radioactive (a): thuộc về phóng xạ
4. Giving the remarks to their doing
- radiation (n): phóng xạ
the task:
- thermal (a): thuộc về nhiệt
*Checking: rub out and remember
- visual (a): thuộc về thị giác
III. Activity 3: Practice
*Aims: SS get the content of the conversation between Nick and Mi and then
complete the exercises.
*Content: Read the conversation and complete the exercises.
* Output: Almost all the students can understand the conversation and complete
the exercises.
* Process:
* Set the scene:
2. Practice:
? Look at page 6
- Ask Ss to open their books and look
Ex1. Listen and read.

at the picture. Ask them some
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 and have Ss follow
along. After that, Ss can compare their
answers with the information in the
dialogue and add some more details to
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their answers.
- Teacher gets feedback
Ex1a.
- Ss work independently to find the
words with the given meanings in
the conversation
- Ask Ss to read out the lines in the
conversation that contain the words.
- Have Ss look at the Watch out! box
and quickly read the information. Ask
them if they know what I can't believe
my eyes means. Then explain to them
that this expression means you are very
surprised at something you see
Ex1b:

1.Transfering the learning task:
- Ask Ss to do task
2. Doing the task:
- Ss work independently.
- Ss exchange their answers with a
classmate
3. Reporting the task result and
discuss:
- T calls some to go the board to write
their answer
4. Giving the remarks to their doing
the task:
- Correct and give marks
- Feedback
Ex1c:
- Ask them firstly to decide if the
sentences
are true, false or there is no information
without reading the dialogue.
- Have some Ss write their answers on
the board.
-Ask Ss to read the conversation again
to check their answers
- Confirm the correct answers.
Ex2:
- Have Ss look at the pictures.
- Explain the new words so that Ss
can understand the pollution types.
- Ss do this activity in pairs.
3

a. Find a word or phrase that means:
Key:
1. dead
2. aquatic
3. dump
4. poison
5. polluted 6. to come up with

b. Answer the questions.
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.
4. It's dumping poison into the lake.
5. He's sneezing so much because the
air is not clean.

c. Tick True (T), false (F) or no
information (NI)
Key:
1. F (It's polluted by the factory.)
2.T
3. NI
4.T
5.T

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

picture.
Key:


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

A. radioactive pollution
B. noise pollution
c. visual pollution
D. thermal pollution
E. water pollution
F. land/ soil pollution
Ex3
G. light pollution
- Have Ss read through the sentences to H. air pollution
get a general understanding. T may
Ex3. Complete the sentences with the
teach some words which T thinks Ss do types of pollution
not know such as contamination.
1. thermal pollution
- Ss do this activity individually and
2. air pollution
then compare their answers with a
3. radioactive pollution
classmate.
4. light pollution
- Call on some Ss to stand up and give 5. Water pollution
their answers.
6. Land/Soil pollution

- Confirm the correct answers.
7. Noise pollution
8. visual pollution
IV. Activity 4: Application
*Aims: Help Ss develop speaking skill by doing some exercises.
*Content: Help Ss talk about the the types of pollution which their
neighborhood face
* Output: Almost all the students can complete the tasks
*Process:
1.Transfer of learning tasks: T asks Ss 3. Further practice:
to work in groups of five or six. In five Ex4. Work in groups. Which types of
minutes, Ss write down the pollution
pollution in 3 does your
types their neighbourhood faces and
neighborhood face? Rank them in
rank them in order of seriousness. They order of seriousness. Give reasons for
also have to give reasons for their
your group’s order.
order.
Vote for the group with the best
2. Doing the task:
reasons
- Ss work in groups of five or six. In
five minutes, Ss write down the
pollution types their neighbourhood
faces and rank them in order of
seriousness. They also have to give
reasons for their order.
3. Reporting the task result and
discuss:

- T calls group representatives to present
their group's order and reasons.
4. Giving the remarks to their doing
the task:
4


- T and other Ss vote for the group
with the best reasons.
----------------------------------------------------------------Preparing day:……………….
Teaching day:………………..
PERIOD 56 - UNIT 7: POLLUTION
LESSON 2: A CLOSER LOOK 1
SUBJECT: ENGLISH 8
(Total: 7 lessons)
A. OBJECTIVES:
1. Knowledge:
- By the end of the lesson Ss will be able touse lexical items related to the topic
‘Pollution’ to talk about types of pollution, use words and phrases showing
cause/ effect relationships to describe the causes and effects of pollution
- Vocabulary: Know some words related to the topic “Pollution”.
- Phonetics: pronounce the words ending in - icand -alcorrectly in isolation and
in context.
2. Competences:
- Ss know the importance of keeping theenvironment clean.
- Individually, pairs work, groups work
3. Quality:
- Love the subject, be aware of studying better and protecting the environment.
B. TEACHING AIDS:
- Students: Materials: book, pen …

- Teacher: Equipment: laptop, projector.
C. TEACHING PROCEDURES:
New lesson :
I. Activity 1: Warm up
* Play game: Networks:
*Aims: - To help ss to remember types of pollution
*Content: Ss name types of pollutions
* Output: Ss can review the vocabularies about pollution
* Process:
1.Transfering the learning task:
- Ask Ss to write the names of the types of pollution
2. Doing the task:
- Ss work in pairs to write
3. Reporting the task result and discuss:
- T calls two Ss to write on the board.
4. Giving the remarks to their doing the task:
- T corrects and gives the remarks.
- Give feedback
*Network:
5


Types of pollution

air pollution
- Introduce the new lesson
II. Activity 2: Form the new knowledge:
T AND SS’ ACTIVITIES
MAIN CONTENTS
1. Teaching vocabulary

*Aims: Ss know how to read new words and the meaning
*Content: Read new words
*Output:Students know new words and the meaning
*Process:
Ex2:
Vocabulary
1.Transfering the learning task:
- to contaminate: làm bẩn
- Have Ss Change the verbs into a
- contaminant(n): chất gây bẩn
noun(N), an adjective(Adj) or a verb
- chemical waste: chất thải hóa học
(V).
- acid rain: mưa a xít
2. Doing the task:
- defect (n): thiếu sót, sai sót
- Ss work individually or in pairs.
- to expose: để lộ, phơi bày
3. Reporting the task result and
- cause (n,v): nguyên nhân, gây ra
discuss:
- effect (n): kết quả
-Have two Ss write their answers on
the board and then confirm the correct
answers.
4. Giving the remarks to their doing
* Notes:
the task:
-Because/since and due to/because of
T and other Ss give comments

are used to talk about the causes of
something.
-Have Ss look at the language box.
-Because and since are synonyms and
Tell Ss that the words and phrases in
they come before a clause.
the box express cause and effect
- Other words and phrases in the box
relationships.
express the effects of something.
- Have Ss read the example sentences - So comes before a clause.
and underline the clause, noun phrase, -To cause, to lead to and to result in are
or infinitive.
synonyms and come before a noun
- For more able Ss, T may have Ss
phrase.
read the sentences and explain the
-To make sb/sth do sth is another way to
rules themselves by using the words
express the effects. After
and phrases.
somebody/something is an infinitive
verb without to.
6


CAUSE
because/ since +
clause
E.g: Because/

Since the water is
polluted, the fish
are dead.
due to/ because of
+ sth
The fish are dead
due to/ because of
the polluted water.

EFFECT
so + clause
The water is
polluted, so the
fish are dead.
to cause sth/ to
lead to sth/ to
result in sth
The polluted
water causes/
results in the dead
of fish.
to make sb/ sth
do sth
The polluted
water make the
fish die.

III. Activity 3: Practice
*Aims: Ss know how to do exercises.
*Content: Do exercises.

*Output: Students complete the exercises.
*Process:
Ex1
1. Complete the table with appropriate
- Have Ss look at the table in the
verbs, nouns and adjectives.
book. Make sure that they understand Key:
what to do.
1. poison 2. contaminate
- Ss complete the exercise individually 3. pollutant4. polluted
and then compare their answers with a 5. death 6. damaged
partner.
- Call on some Ss to write their
answers on the board.
- Check their answers.
Ex2
2. Complete the sentences with the
- Have Ss read each sentence silently words from the table in 1…
to have a general understanding and
Key:
decide which word form should be
1. poisonous
2. pollutants
filled in each blank.
3. dead4. contaminated
- Ss do the exercise and then compare
5 damage 6. pollute
their answers with a partner.
- Call on one or two Ss to give out the
answers before confirming the correct

7


ones.
Ex3a
- Ask Ss to read each pair of sentences
and decide which sentence is a cause
and which is an effect.
- Ss compare their answers with a
partner before giving the answers to
the teacher.
- Confirm the correct answers.

Ex3.
a: Decide which sentence in each …
1. People throw litter on the ground.
(C)Many animals eat the litter and
become sick (E).
2. Ships spill oil in oceans and rivers.
(C) Many aquatic animals and plants
die. (E)
3. Households dump waste into the
river, (C) It is polluted.(E)
4. Their children have birth defects.
(E)The parents were exposed to
radiation (C)
5. We can't see the stars at night.
(E)There
is too much light pollution, (C)
b. Combine the sentence in each pair

into a new sentence that shows a …
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

Ex3b
1. Transferring the learning task.
-Ask Ss to read the example.
- Have Ss combine each pair of
sentences in 3b into a complete
sentence, using the word/ phrase in
brackets.
2. Doing the task.
- Ss do this activity individually and
then compare their answers with a
classmate.
3. Reporting the task result and
discuss.
- Call on some Ss to write their
sentences on the board
- Others remark.
4. Giving the remarks to their doing
thetask.

- T checks their answers and corrects
them carefully.
- T can ask Ss to write all the
sentences as homework.
Ex4
- Have Ss look at the picture in 1. Ask
Ss which picture shows the cause and
which picture shows the effect.
-Ask Ss to work in groups. In three
minutes, groups of Ss write down as
many sentences based on same given

4. Work in groups. Look at the pairs of
pictures. Give as many sentences as
possible to show cause/effect
relationships.
Suggested answers:
8


picture pair as possible on a sheet of
paper. When time is up, the group
2. The soil is polluted, so plants can't
with the most sentences is winner.
grow.
They stick their paper on the board
3. We won't have fresh water to drink
and read sentences aloud. Other group
because of water pollution.
give comments. Other groups can add 4. We plant trees, so we can have fresh

sentences they have.
air.
2.Teaching pronunciation
*Aims: Help Ss to pronounce stress inwords ending in -ic and -al
* Content: practice pronouncingstress in words ending in-icand-al
* Output: know the way to pronounce
* Process:
Pronunciation:
Stress in words ending in -ic and -al
- Ask Ss to look at the rules and the -Adding the suffix –ic changes the stress
examples in the box. Go through the of a word. Stress the syllable
rules with them. For a more able class, immediately before the suffix.
have Ss give some more examples.
Example:
‘atom -> a’tomic
-Adding the suffix –al to a word does
not change its stress.
Example:
‘music -> ‘musical
Ex 5
Note: If a word can take both suffixes:
1.Transfering the learning task:
one ending in –ic and the other ending
- Ask Ss to do task 5: Ss listen and
in –al, both words have the stress on the
repeat.
same syllable.
2. Doing the task:
Example:
- Play the recording for Ss to stress the E’conomy -> eco’nomic -> eco’nomical

words. Ask some Ss to say where the 5. Listen and mark the stress in each
stress in each word is.
word, then repeat it.
Play the recording as many times as
Key:
necessary.
1. ar’tistic
2. ath’letic
3. Reporting the task result and
3. his’toric
4. his’torical
discuss:
5. ’logical
6. ’physical
- T calls some to read loudly.
7. he’roic 8. po’etic
4. Giving the remarks to their doing
9. bo’tanic
10. bo’tanical
the task:
- Correct and give marks
- Feedback
IV. Activity 4: Application
*Aims: Help SS to practice morewithwords ending in-icand-al
* Content: practice the pronunciation
* Output:Almost all the students can do the task well
9


* Process:

Ex6:
1.Transfering the learning task:
Underline the words ending in –ic and
circle the words ending in –al in the
following sentences. Mark the stress in
each word.
2. Doing the task:
- Work individually.
-Play the recording for Ss to check
their answers
- Then elicit the correct stress pattern
from Ss
- T plays the recording again for Ss to
repeat the sentences.
3. Reporting the task result and
discuss:
Ask Ss to read out the sentences.
4. Giving the remarks to their doing
the task:
T check and give the correct ones for
the whole class.

6. Underline the words ending in –ic
and circle the words ending in –al in
the following sentences. Mark the
stress in each word. Listen and check
your answers, the repeat the sentences.
Key:
1. scientific 2. ’national
3. ’medical 4. ’chemical

5. dra’matic

-----------------------------------------------------------Preparing day:……………….
Teaching day:………………..
PERIOD 57 - UNIT 7: POLLUTION
LESSON 3: A CLOSER LOOK 2
SUBJECT: ENGLISH 8
(Total: 7 lessons)
A. OBJECTIVES
1. Knowledge:
- By the end of the lesson Ss will be able to use lexical items related to the topic
‘Pollution’ to talk about types of pollution, use conditional sentences type 1 and
type 2 correctly and appropriately to describe pollution
- Vocabulary: Know some words related to the topic “Pollution”.
- Phonetics: The way to pronounce the words in the lesson
- Grammar: Conditional sentences type 1 and type 2.
2. Competences:
- Ss know the importance of keeping theenvironment clean.
- Individually, pairs work, groups work
3. Quality:
- Love the subject, be aware of studying better and protecting the environment.
10


B. TEACHING AIDS:
- Students: Materials: book, pen …
- Teacher: Equipment: laptop, projector.
C. TEACHING PROCEDURES:
New lesson :
I. Activity 1: Warm up

* Review: Conditional sentences type 1
*Aims: To encourage Ss in their new lesson by making up Conditional
sentences type 1
*Content: Make sentences
* Output: Ss can making up some conditional sentences type 1
* Process:
1.Transfering the learning task:
- Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to
give some example sentences.
- If the water is polluted, fish will die
- If we cut down the trees in the forest, there will be flood.
2. Doing the task:
- Ss work individually.
3. Reporting the task result and discuss:
- T calls 1or 2 Ss to do on the board.
4. Giving the remarks to their doing the task:
- T corrects and gives the remarks.
- Give feedback
II. Activity 2: Form the new knowledge:
T AND SS’ ACTIVITIES
MAIN CONTENTS
1.Teaching vocabulary
*Aims: Ss know how to read new words, identify their meanings
*Content: How to read the words
* Output: Ss can know how to read new words, identify their meanings
*Process:
1. Transfering the learning task:
Vocabulary
Elicit some new words (car fume, to - car fume (n):khí thải ơ tơ
be aware of, ….)

- to be aware of: ý thức được
2. Doing the task:
- issue(n) = problem (n):
- Ss: listen and repeat in individual
- to decrease>< to increase
first then the whole class.
- the level of radioactive pollution: mức
3. Reporting the task result and
độ về ô nhiễm phóng xạ
discuss:
- billboard(n): biển quảng cáo
- Call 3- 4 Ss to read the words again.
4. Giving the remarks to their doing
the task:
*Checking: rub out and remember
11


2.Grammar
*Aims:Help Ss touse conditional sentences type 1 and type 2 correctly
*Content:Know how to use conditional sentences type 1 and type 2
* Output: Almost all the students can understand and know how to use them.
*Process:
* Revise the way to use conditional
Grammar:
sentences type 1:
* Conditional sentences type 1
- Elicit the form and use of the
- Use: Câu điều kiện loại 1 dùng diễn
conditional sentence type 1 from Ss. tả sự kiện xảy ra ở tương lai.

- Ask Ss to give some example
- Form:
sentences.
If + S + V (present simple), S + will +
* Teaching the way to use
V
conditional sentences type 2:
Ex: If it is hot, we will go swimming.
* Conditional sentences type 2
- Ask Ss to give one or two examples. - Use: Câu điều kiện loại 2 dùng diễn
1. Transferring the learning task.
tả sự kiện khơng có thật hay trái với
- Have Ss look at the structure of the thực tế hiện tại
conditional sentence type 2 in the
- Form
language box. Draw Ss'attention to
If + S + V( past simple ), S + would/
the example sentence on the board.
could / might + V (bare infinitive)
Underline the subject, verb, etc. in
Ex:
this example and explain the structure If I were a billionare, I would travel
of the sentence at the same time.
around the world.
- Now Ss read the second example.
Note: chúng ta có thể sử dụng cả was
Tell them that this sentence is a piece và were với “I/ he/ she/ it” trong mệnh
of advice.
đề if
2. Doing the task.

- Listen to the teacher carefully
- Make some examples
3. Reporting the task result and
discuss.
- Call on some Ss to say aloud their
answers.
- Others remark.
4. Giving the remarks to their doing
thetask.
- Give feedback.
III. Activity 3: Practice
*Aims: Help Ss do exercises using conditional sentences type 1 and type 2
*Content: Do some exercises.
* Output:Almost all the students can understand and know how to do exercises
correctly
* Process:
Ex1
Practice
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- Ss do this exercise individually then
compare their answers with a partner.
- Have Ss read out their answers.
- Confirm the correct ones.

1. Put the verbs in brackets into the
correct form.
Key:
1. recycle; will help

2. won't dump; fines
3. travel; will be
4. will save; don't waste
Ex2
5. use; will have
- Have Ss read the pairs of sentences. 2. Combine each pair of sentences to
Ask two Ss to write the new
make a conditional sentences type 1.
conditional sentences type 1 on the
Key:
board while other Ss write their own 1. Students will be more aware of
sentences.
protecting the environment if teachers
- Ask Ss to comment on the sentences teach environmental
on the board.
issues at school.
- Give feedback on these sentences
2. When light pollution happens,
and ask other Ss to correct them if
animals will change their behaviour
necessary.
patterns.
3. The levels of radioactive pollution
will decrease if we switch from nuclear
power to renewable energy sources.
4. If the water temperature increases,
some aquatic creatures will be unable to
reproduce.
5. People will get more diseases if the
Ex3

water is contaminated.
1. Transferring the learning task.
3. Match an If –clause in A with a
- T asksSs to read the requirement of suitable main clause in B
the exercises.
Key:
-AskSs to read the clauses in A and B 1. b
then try to match an If –clause in A
2. c
with a suitable main clause in B
3.d
2. Doing the task.
4.e
- Ss do this activity individually and
5. a
then compare their answers with a
classmate.
3. Reporting the task result and
discuss.
- Call on some Ss to say aloud their
answers.
- Others remark.
4. Giving the remarks to their doing
thetask.
- T checks Ss’ answers and corrects
4. Put the verbs in brackets into the
13


them carefully.

correct form.
- Feedback.
Key:
Ex4
1. were; would ... do
- Ss do this exercise individually.
2. exercised; would be
Have two Ss go to the board to write
3. had; would build
their answers.
4. tidied; wouldn't be
- Go through the answers with the
5. was/were; would grow
class. Have other Ss correct the
answers if necessary.
IV. Activity 4: Application
*Aims: Help Ss practice speaking, using conditional sentences type 2
* Content:using conditional sentences type 2
* Output: Ss can do exercises well
*Process:
- Have Ss quickly read the
Further practice.
example/
5. Write a conditional sentences type 2
- Have Ss do this exercise
for each situation.
individually then compare their
Key:
answers with a classmate
1. If there weren't so many billboards in

- Ask one or two Ss to write their
our city, people could enjoy the view.
answers on the board
2. If there wasn't/ weren't so much light in
- T checks and correct Ss’ answers the city at night, we could see the stars
clearly.
3. If we didn't turn on the heater all the
time, we wouldn't have to pay three
million dong for electricity a month.
4. If the karaoke bar didn't make so much
noise almost every night, the residents
wouldn't complain to its owner.
5. She wouldn't have a headache after
work every day if she didn't work in a
noisy office
6. CHAIN GAME
1.Transfering the learning task:
Work in group. Student A begins with a
T asks Ss to work in groups to play conditional sentence type 1 or type 2.
this chain game. Explain that the
Student B use the end of …
aim of the game is to keep the
Eg:
chain going for as long as possible A: If each person plants a tree, there will
using type 1 or 2 conditional
be a lot of trees.
sentences. If a group hesitates for
B: if there are a lot of trees, the air will
more than 10 seconds they are out. be clean.
2. Doing the task:

C: If the air is cleaner, fewer people will
Ss work in Note that the aim is to
be ill
practise the language in a fun,
14


verbal way so be sure to keep the
atmosphere light
3. Reporting the task result and
discuss:
Some groups play games in front of
the class.
4. Giving the remarks to their
doing the task:
T and other Ss give comments
-----------------------------------------------------------------Preparing day:……………….
Teaching day:………………..
PERIOD 58 - UNIT 7: POLLUTION
LESSON 4: COMMUNICATION
SUBJECT: ENGLISH 8
(Total: 7 lessons)
A. OBJECTIVES:
1. Knowledge:
- By the end of the lesson Ss will be able to have the opportunity to explore
noise pollution, a common pollution type that not many people recognise as a
pollution and talk about noise pollution.
- Vocabulary: Know some words related to the topic “Pollution”.
- Phonetics: The way to pronounce the words in the lesson.
2. Competences:

- Ss know the importance of keeping theenvironment clean.
- Individually, pairs work, groups work
3. Quality:
- Love the subject, be aware of studying better and protecting the environment.
B. TEACHING AIDS:
- Students: Materials: book, pen …
- Teacher: Equipment: laptop, projector.
C. TEACHING PROCEDURES:
New lesson :
I. Activity 1: Warm up
* Play game: Chatting:
*Aims: To help ss to relate to the topic of unit 7
*Content: Listen and answer the questionss
* Output: Ss can relate to the topic of unit 7.
* Process:
1.Transfering the learning task:
Ask Ss to answer some questions related to the lesson.
Have you ever heard about noise pollution?
What do you know about it? ....
2. Doing the task:
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- Ss work in individually
3. Reporting the task result and discuss:
- T calls some Ss to give their answers
4. Giving the remarks to their doing the task:
- T corrects and gives the remarks.
II. Activity 2: Form the new knowledge:
T AND SS’ ACTIVITIES

MAIN CONTENTS
1. Teaching vocabulary
*Aims:Ss know how to read new words, identify their meanings.
*Content: reading new words.
*Output:know new words and how to use them.
*Process:
1. Transferring the learning task:
Vocabulary:
* Pre- teach vocabulary: pictures/
- permanent (a): vĩnh viễn, mãi mãi
translation/ examples.
(lasting forever; never changing)
- T: writes new words on the board.
- earplug (n): cái nút tai
2. Doing the task:
- affect (v): làm ảnh hưởng
- hearing loss (n): mất thính lực
- Ss: listen and repeat in individual
- blood pressure (n): huyết áp
first then the whole class.
3. Reporting the task result and
discuss:
- Call 3- 4 Ss to read the words again.
4. Giving the remarks to their doing
the task:
Checking: what and where
III. Activity 3: Practice
*Aims: Help Ss listen to answer the question to know about noise pollution and
do exercises.
*Content: do the tasks.

*Output:do the tasks.
* Process:
Ex1
2. Practice:
- Have Ss read the questions in the
1. Noise pollution is more common and
questionnaire to make sure they
more damaging ..
understand everything. Explain any
unclear points.
- Then Ss answer the questionnaire
individually.
- T reminds them to circle their
answers.
Ex2
2. Compare their answer with those of
- T asks Ss to work in pairs to
a classmate. How many different
16


compare their answer and see if they answers have you got?
have any different answers. They
don’t have to reach an agreement at
this stage.
- Ss work in pairs to compare their
answers and see if they have any
different answers.
- Ask some pairs to report on their
differences

Ex3
1. Transferring the learning task.
3. Now listen to a short presentation
- T plays the recording for Ss to check about noise pollution. How many
their answers.
correct answers have you got?
- Ask Ss to listen and check
2. Doing the task.
Key:
- Ss listen to the recording twice, if
1. B
2. C
there are any incorrect answers, Ss
3. A
4. B
correct them.
5. C
6. A
- Ask Ss if any of answers has
7. A
8.C
surprised them, and if so, why.
3. Reporting the task result and
discuss.
- T call on some Ss to write on the
board
constant (adj): không ngớt, liên tục
- Some Ss can write the answers on
decibel (n): đềxiben (đơn vị đo cường độ
the board.

âm thanh)
- Others remark.
a vacuum cleaner (n): máy hút bụi
4. Giving the remarks to their doing buzzing (n): tiếng vo vo/vù vù
thetask.
- T checks Ss’ answers then give
feedback.
- Explain some new words if any.
- Ss listen and write down some new
words
IV. Activity 4: Application
*Aims: Discuss other ways to prevent noise pollution.
* Content:complete the exercise.
* Output:Almost all the students can do these exercises correctly
*Process:
1.Transfering the learning task:
Further practice:
- T asks Ss to work in groups of five
or six.
Ex4. Work in groups. Discuss other
Tasks Ss work in groups in five
ways to prevent noise pollution.
minutes to discuss more ways to
Vote for the best ways.
17


reduce noise pollution. Ss write their
answers on a big piece of paper
2. Doing the task:

- Ss work in groups in five minutes to
discuss more ways to reduce noise
pollution. Ss write their answers on a
big piece of paper.
3. Reporting the task result and
discuss:
Some Ss from groupsto show their
presentation in front of the class.
4. Giving the remarks to their doing
the task:
T asks other Ss give comments and
vote for the best ways.
-----------------------------------------------------------------Preparing day:……………….
Teaching day:………………..
PERIOD 59 - UNIT 7: POLLUTION
LESSON 5: SKILLS 1
SUBJECT: ENGLISH 8
(Total: 7 lessons)
A. OBJECTIVES:
1. Knowledge:
- By the end of the lesson Ss will be able to 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.
- Vocabulary: Know some words related to the topic “Pollution”.
- Phonetics: The way to pronounce the words in the lesson.
2. Competences:
- Ss know about the causes and effects of water pollution and then find out the
solutions to it.
- Individually, pairs work, groups work
3. Quality:

- Love the subject, be aware of studying better and protecting the environment.
B. TEACHING AIDS:
- Students: Materials: book, pen …
- Teacher: Equipment: laptop, projector.
C. TEACHING PROCEDURES:
New lesson
I. Activity 1: Warm up
Ex1 page 12: Chatting
*Aims:Ss can describe the different between two pictures and lead in the waters
pollution
18


*Content: Ask and answer questions. (using the pictures)
* Output: Ss can do the exercise well
* Process:
1.Transfering the learning task:
- Have Ss do this activity in pairs. One student looks at picture A on page 12
while the other looks at picture B on page 15. They ask each other Yes/No
questions to find out the differences between the two pictures. T may model
asking and answering questions with a strong student. For example:
T (picture A): Are there five ducks in your picture?
S(picture): Yes, there are. Are the ducks black in your picture?
T: No, they aren't. They're white.
2. Doing the task:
- Ss work in pairs and answer the questions
3. Reporting the task result and discuss:
- T calls some Ss say aloud.
4. Giving the remarks to their doing the task:
- T corrects and gives the remarks.

- Give feedback
Suggestedanswers
A
B
-The dusks are while.
-The dusks areblack.
-There are going to the lake.
-There are going from the lake.
-There aren’t any factories near the -There are some factories near the
lake.
lake.
-The lake water is clean
-The lake water is dirty/ black
II. Activity 2: Form the new knowledge:
T AND SS’ ACTIVITIES
MAIN CONTENTS
1. Teaching vocabulary
* Aims: Ss know how to read new words, get their meanings.
*Content: reading new words.
*Output: know new words and how to use them.
* Process:
1. Transfering the learning task:
Vocabulary
- Teach vocabulary: translation/
* Vocabulary
example/ pictures
- industrial waste(n)
- T: writes new words on the board.
- Sewage (n)
2. Doing the task:

- pesticides (n)
- SS: listen and repeat in individual first - herbicides(n)
then the whole class.
- point source pollution(n)
3. Reporting the task result and discuss: - non- point source pollution (n)
- Call 3- 4 Ss to read the words again.
- untreated water(n)
4. Giving the remarks to their doing the - out break(v)
task:
- cholera(n)
19


Checking: slap the board.
III. Activity 3: Practice: Reading
*Aims: To help Ss to get information about water pollution and do some
exercises.
*Content: Read the text and do some tasks.
*Output:get the information and do the tasks well.
* Process:
Ex2:
Reading:
1. Transferring the learning task.
2. Mi and Nick have decided to
- Set the situation of the passage.
give a presentation on water
- Ask Ss to read the passage quickly
pollution to the class. Read what
then answer the questions in pairs.
they have prepared and answer

2. Doing the task.
the questions
- Ss read the text then answer the
Key:
questions in pairs.
1. The second paragraph tells about
- Ss compare their answers before
the causes of water pollution.
giving the answers to T
2. The third paragraph tells about
- T goes around and helps if necessary. the effects of water pollution.
3. Reporting the task result and
3. It's the water beneath the Earth's
discuss.
surface.
- T call on some Ss to answer the
4. They are industrial waste,
questions
sewage, pesticides, and herbicides.
- Some Ss can write the answers on the 5. They are pollutants from storm
board.
water and the atmosphere.
- Others remark.
6. They use herbicides to kill
4. Giving the remarks to their doing
weeds.
thetask.
- T checks Ss’ answers then give
3. Read the text again and
feedback.

complete the notes about the
Ex3:
effects of water pollution. Fill
- Remind Ss quickly of the way to do
each blank with no more than
this type of exercise. Ss read the
three words.
sentences quickly to underline the
Key:
keywords.
1. cholera
- Have some Ss read aloud their
2. die
answers. - Confirm the correct ones.
3. polluted water
4. dead
5. aquatic plants
IV. Activity 4: Application: Speaking
* Aims: Help Ss to talk about the causes and effects of water pollution as well
as ways to reduce it.
*Content: do some exercises in the textbook.
* Output: do the tasks well.
*Process:
20


Ex4
1. Transferring the learning task.
- Ss work in groups to discuss the
solutions to water pollution. To help

them focus their ideas
-T can suggest they make two subheadings:
Point source pollution: ô nhiễm có nguồn
Non-point source pollution: ơ nhiễm khơng
có nguồn
2. Doing the task.
- Ss work in groups of five and discuss
the solutions to water pollution. They
make notes of the answers on a piece of
paper.
3. Reporting the task result and
discuss.
- T calls one group to quickly present
their solutions. Other groups add any
ideas if necessary.
4. Giving the remarks to their doing
thetask.
T and other Ss give comments.As it is
an open activity, accept all the answers
as long as they make sense
Ex5:
- Ss work in groups again to complete
the diagram. Set the time of about five
to seven minutes. It is better if Ss draw
the diagram on a big piece of paper.
WATER
POLLUTION:
- Ask some
groups
to give a

Definition:....
presentation
about water pollution.
Other groups listen and give comments.
TheEFFECTS
class may vote for SOLUTIONS
the best
-Humans..........
presentation and T can -..........
give them marks.
the class size is small and time
-IfAnimals..........
- ..........
allows,
all the groups can
present.
- Plants.............

Speaking:
4. Work in group and discuss the
solutions to water pollution. Make
notes of your answers.
For 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. Now complete the diagram of
water pollution. Use the …

CAUSES
-Point source pollutants..........
-

Non

-

Point

source

Ex6pollutants..........
- Ask some groups to give apresentation
about water pollution. Other groups
6. Make a presentation about
listen and give comments
21


- The class may vote for the best
water pollution based on the
presentation and T can give them mar
diagram
-------------------------------------------------------------Preparing day:……………….

Teaching day:………………..
PERIOD 60 - UNIT 7: POLLUTION
LESSON 6: SKILLS 2
SUBJECT: ENGLISH 8
(Total: 7 lessons)
A. OBJECTIVES:
1. Knowledge:
- By the end of the lesson Ss will be able to listen to get specific information
about thermal pollution, write about the causes and effects of one pollution type.
- Vocabulary: Know some words related to the topic “Pollution”.
- Phonetics: The way to pronounce the words in the lesson.
2. Competences:
- Ss know about the causes and effects of some types of pollution and know the
importance of protecting the earth..
- Individually, pairs work, groups work
3. Quality:
- Love the subject, be aware of studying better and protecting the environment.
B. TEACHING AIDS:
- Students: Materials: book, pen …
- Teacher: Equipment: laptop, projector.
C. TEACHING PROCEDURES:
New lesson
I. Activity 1: Warm up
* Play game: Chatting
*Aims: To help Ss to know some information aboutknow about thermal
pollution
*Content: Ask and answer some questions
* Output: Ss can talk about know about thermal pollution
* Process:
1. Transfering the learning task:

- Ask Ss to answer the questions in groups:
What do you know about thermal pollution?
2. Doing the task:
- Have Ss work in groups to give effects of thermal pollution.
3. Reporting the task result and discuss:
- T calls some groups to answers.
4. Giving the remarks to their doing the task:
- T corrects and gives the remarks.
- Give feedback
Suggested ideas:
22


+ water getting hotter, high temperature, warmer water
II. Activity 2: Form the new knowledge
T AND SS’ ACTIVITIES
MAIN CONTENTS
1. Teaching vocabulary
* Aims: Ss know how to read new words, get their meanings.
*Content: reading new words.
*Output:know new words and how to use them.
* Process:
1. Transfering the learning task:
Vocabulary
- Teach vocabulary: translation/ example/ - to heat up: làm nóng lên
pictures
- the discharge of cold water: sự
- T: writes new words on the board.
bốc hơi cua nước
2. Doing the task:

- reservoir (n): hồ nhân tạo
- SS: listen and repeat in individual first - dramatic effect: kết quả kịch tính
then the whole class.
- creatures: sinh vật
3. Reporting the task result and discuss: - algal bloom: hoa tảo
- Call 3- 4 Ss to read the words again.
4. Giving the remarks to their doing the
task:
Checking: slap the board.
III. Activity 3: Practice: Listening
*Aims:Help Ss to listen to the tape and complete the listening tasks about
thermal pollution
*Content: Listen and do some exercises in the textbook.
* Output:do the tasks well.
*Process:
Ex1
Listening
-Ask Ss to work in pairs describing
the pictures and relationship between 1. Describe what you see in the
them.
pictures and talk about the
- Ss work in pairs describing the
relationship between them.
pictures and relationship between
Key:
them.
- The first picture shows an algal
- T plays the recording for Ss to check
bloom in coastal seawater.
their answers

- The second picture shows the
- Call on some Ss to give their
cooling towers from a power station.
answers
- They are both related to thermal
- T gives correct answers.
pollution.
Ex2:
Listen and check your answer.
1. Transferring the learning task.
- Set the situation of the passage.
2. Listen to part of conversation on
- Have Ss quickly read the diagram
TV between a reporter and an
and identify the word/ phrase to be
environmentalist about thermal
23


filled in each blank.
pollution. Complete the diagram.
- Ask Ss to listen and complete the
Use no more than three words for
diagram.
each blank.
2. Doing the task.
Key:
- Ss quickly read the diagram
1. hotter
2. cooler

individually.
3. cool
4. warm rivers
- Play the recording twice for Ss
5. Warmer water
listening and complete the diagram in 6 fish populations
pairs.
7. Harmful 8. colour
- T goes around and helps if necessary. 9. poison 10. cool down
3. Reporting the task result and
discuss.
- Ask for Ss' answers and write them
on the board
- Some Ss can write the answers on
the board.
- Others remark.
4. Giving the remarks to their doing
thetask.
- T checks Ss’ answers then give
feedback.
IV. Activity 4: Application: Writing
* Aims:To help Ss to know how to write about the causes and effects of one
pollution type
*Content:write about the causes and effects of one pollution type
* Output:do the tasks well.
* Process:
Ex3.
Writing
1. Transferring the learning task.
Ex3. Work in pairs. Discuss the

T asks Ss to work inpairs. Discuss the causes and effects of one type of
causes and effects of one type of
polution in your area. Make notes in
pollution in their area they are going
the diagram.
to discuss.
Make notes in the diagram
2. Doing the task.
Ss work in pairs .
3. Reporting the task result and
discuss.
Some pairsshow their presentations in
front of the class.
Ex4. Imagine that you are writing
4. Giving the remarks to their doing
an article for the local …
thetask.
T and other Ss give comments
Sample article:WATER
24


POLUTION
Ex4.
There are several types of pollution.
- Ss stay with their partner. One writes However, water pollution is the most
about the causes and the other writes serious in our area.
about the effects based on their notes It is caused by several factors. Firstly,
from 3.
families dump sewage into the river.

- Remind Ss to use markers like firstly, In the past it was a very beautiful
secondly, finally to navigate through river, but now the water is almost
their points.
black. Secondly, there are two new
- Move around to offer help and take
factories In our area, and they are
notes of any structures or language
dumping chemical waste into the lake
that Ss are struggling with.
- Bring the whole group together if and river. Thirdly, pesticides are
there is a point T wants to clarify, then another source of pollution. Farmers
in our area usually use these to kill
they can continue with the writing.
insects.
Water pollution badly affects our area.
We do not have enough fresh water 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 are all aware of
this problem, and we are thinking of
some ways to solve it.

---------------------------------------------------------------------

Preparing day:……………….
Teaching day:………………..
PERIOD 61 - UNIT 7: POLLUTION
LESSON 7: LOOKING BACK & PROJECT
SUBJECT: ENGLISH 8
25