Giáo án Tiếng Anh Khối 8 - Chương trình học kỳ II - Năm học 2020-2021

 Week : Planning:
Period: 54 Teaching : 
 UNIT 7: POLLUTION
LESSON 1: GETTING STARTED
Subject: English 8
Time: 1 period
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 ‘Pollution’
+ 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. 
- Conditional sentences type1, type 2
3. Quality
- Language: get acquainted with the topic ‘Pollution’
- 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 1: Getting started
 C. Procedure
1. Warm up: ( 5’)
- Organization: 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 ‘Pollution’
c. Expected result: Ss can express their idea.
d. Performance:
Write the title ‘Pollution’. 
? Call out names of some “Pollution”
? 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 
1.. Present new words.
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
- Repeat in chorus and individually
- Copy all the words
* Checking vocab: Recall
* Set the scenes:
.2. Listen and read (3 minutes)
* Set the scene: You are going to listen and read the conversation between Nick and Mi
- Ask ss to look at the picture and answer the questions
- Who can you see in the picture?
-Where do you think they are?
What do you think the people in the picture are talking about?
- Ask ss to listen and read the conversation.
Pre- teach vocab:
Cause(v)
Gây ra
Come up with (v)
Nghĩ ra
Dump(v)
 Bơm
Illustrate(v)
Minh họa
Pollute(v)
 Ô nhiễm
Pollution(n)
Sự ô nhiễm
Poison(n)
Chất độc
Radioactive(adj)
Thuộc về phóng xạ
Radiation(n)
Phóng xạ
Thermal(adj)
Thuộc về nhiệt
Visual(adj)
Thuộc về thị giác
Aquatic(adj)
Dưới nước
2. Present the dialogue
- Answer the questions individually.
* Suggested answers
- They are MI and Nick.
- Students' answer
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
?3.1. a. Find the word/ phrase that means: 
-Run through 6 meaning
-Ask ss to work individually to read the conversation again then find the word/ phrase with the given meaning in the conversation
- Ask them to share before discussing as class
Watch out : 
- Have ss look at the watch out box and read the information. 
3.1.b. Answer the questions 
Have Ss read the questions to make sure they understand them.
- Ask ss to read the dialogue again to answer the questions then exchange their answers with a classmate
 -Call some Ss to write their answers on the board.
- Confirm the correct answers.
3.1.c. Tick (V) true (T) or false(F)
- Run through the sentences
- Let as read the conversation again to do this exercise. Ask for Ss’ answers as well as the explaination for their choices.
- Write the correct answers on the board.
-Correct the answer as a class.
3.2. There are different types of pollution. Write each type under a picture (5 minutes)
- Have Ss look at the pictures. Ask them what they see in each picture.
- Now tell Ss that in the box are some types of pollution then run through the types of pollution
- Explain the new words so that Ss understand the pollution types
- Ask ss to work in pairs
- Call some Ss to give their answers and write them on the board
- Confirm the correct answers.
Listen and read 
- Ask ss to listen and read the conversation
Find the word/ phrase that means
 Key : 
1. dead 2. aquatic 3. dump
4. poison 5. polluted 6. to come up with
Answer the questions
1. They are in Mi’s home village
2. It’s almost black
3. She is surprised because she sees the fish are dead
4. It is dumping poison into the lake
5. He is sneezing so much because the air is not clean
Tick (V) true (T) or false(F)
Key: 
1 F( It’s polluted by the factory)
2T
3NI
4T
5T
There are different types of pollution. Write each type under a picture(
Key:
radioactive pollution
noise pollution
visual pollution
thermal pollution
water pollution
land/ soil pollution
light pollution
air pollution
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:
Complete the sentences with the types of pollution (5 minutes)
- Have ss read through the sentences to get a general understanding.
- Ask ss to work individually then compare their answers with a classmate
- Call on some ss to give their answers 
-Confirm the correct answers 
Complete the sentences with the types of pollution
Key:
1. thermal pollution
2. air pollution
3. radioactive
4. light pollution
5. water poluution
6.land/soil pollution
7. noise pollution
8. visual pollution
Consolidation: sum up
Work in groups. Which types of pollution in 3 does your neighbourhood face? Rank them in order of seriousness. Give reasons for your groups’s order
- Ask ss to work in groups of 6 ss to write down the pollution types their neighbourhood faces and rank them in order of seriousness
- Have the class vote for the group with the best resson
* Homework.
- Learn by heart new vocabulary
- Practice reading “Listen and read”
- Prepare new lesson: Unit 7: A closer look 1.
Week : Planning:
Period: 55 Teaching : 
UNIT 7: POLLUTION
LESSON 2: A CLOSER LOOK 1
Subject: English 8
Time: 1 period
A. OBJECTIVES.
1. Knowledge: By the end of the lesson ss will be able to have knowledge about
+ Vocabulary: English speaking countries.
+ Pronunciation: stress in words ending in -ese and -ee
2. Competences: 
+ Develop communicative competence, discovery, cooperation competence and thinking competence.
+ Use the lexical items related to English speaking countries.
+ Raising their awareness of broadening their knowledge of English speaking countries
+ Pronounce stress in words ending in -ese and -ee exactly.
3. Quality: Students can understand more about ESP.
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 8B:............................. 8C:...........................
a. Goal: Review the English speaking countries.
b. Content : Ss can tell about the countries all over the world.
c. Expected result: Ss can tell the names of the English speaking countries.
d. Performance
Teacher's &Ss' activities
Contents
- T. asks Ss to talk about the names of the English speaking countries
- Ss discuss and tell the country they like.
- T gets feedback 
Answer the questions
Call the name of the countries.
2. Presentation : Pre teach Vocabulary (10’)
a. Goal: Provide Ss necessary vocabulary related to the English speaking countries
b. Content : Remind Ss of the words they learnt in Getting Started and point out the difference: the former deals with the names of channels, program while the latter (this part) deals with the jobs of people living in the English speaking countries
c. Expected result: understand using and meaning of the vocabularies
d. Performance: 
Teacher's &Ss' activities
Contents
- T. uses picture and elicits words from Ss
- SS Listen carefully and repeat the words.
- SS Work in groups of 2 – 3 so that Ss can help each other with difficult vocabulary.
When finish, listen to the recording to check their answers as well as to practice the pronunciation of the new words. 
- iconic
(adj)
(thuộc) tượng, hình tượng
- spectacle
(n):
quang cảnh, cảnh tượng
- koala
(n):
gấu túi
- loch
(n):
(Ê cốt) hồ
- adoptee
(n):
con nuôi, dưỡng tử
- refugee
(n):
người tị nạn
- addressee
(n):
người nhận thư
- unique
(adj)
độc đáo, riêng biệt
3. Practice: (20’) (While reading)
a. Goal: 
- Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer Look 1. 
- Stress in words ending in –ese and –ee
b. Content: 
- Ss choose a word / phrase from the box for each description below. 
- 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
Ex 2:
T asks students to look at the words first and see if they know the words.
Then, ask them to change the words into a noun (N), an adjective (A) or a verb (V).
 Work in groups of 2 – 3 so that Students can help each other with some vocabulary.
- Check the answers as a class. 
- If time allows, have two Ss write their answers on the board and then confirm the correct answers.
? Read all the words aloud
Ex3.
? Read each sentence and decide what the part of speech is for each word to be filled in the blank. 
- For example, the word for the blank in sentence 1 is a noun. They then complete the sentences. 
- Confirm the correct answers as a class.
Ex 6: 
 Mark the stress in the underlined words
- Put the underlined words on the board. 
? Mark the stress in the words first. 
- Ask for a show of hands from the class of they think the stress is correct or not. 
? Listen, check and say the sentences 
2. Word formation (P18)
1. N = history
2. V = symbolize/ symbolize
3. A = legendary
4. N = icon
5. A = spectacular
6. N = festival
7. A = scenic
8. V = attract
3. Complete the sentences (P18)
Key:
1. icon 
2. symbolizes 
3. scenic 
4. unique 
5. attracts
Ex 6 Listen and repeat the words
Key:
1. Chi’nese 
2. refu’gee 
3. trai’nee
4. Japa’nese 
5. guaran’tee 
4. Production: (10’)( Post reading )
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
Ex 4. 
? Look at the pictures.
? What can you see in each of them? 
? Work individually to match the words/ phrases to the pictures. 
- Check the answers as a class by asking Ss in which countries, from the list in 1, they might see these things.
? Give an example of these things.
*T asks Ss to do homework 
- Use lexical items related to English speaking countries, how to mark stress ending “ ee” and “ ese”
- Learn by heart the new words and structures.
- Do exercises in workbook.
- Find some words ending with “ ee” and “ ese”
- Prepare: Unit 7- A closer look 2
Ex 4 Matching (P18)
Key:
1. castle 
2. Icoch 
3. parade
4. monument 
5. state 
6. cattle station
Week : Planning:
Period: 56 Teaching : 
 UNIT 7: POLLUTION
Lesson 3: A CLOSER LOOK 2
Subject: English 8
Time: 1 period
A.OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to 
- review present tenses: present simple, present continuous and present perfect
- learn about the present simple for the future.
- practice skills: readings and writing skill
2. Cometences:
- Communication, self study, self-check
3. Quality: Students can use the tenses 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: 8A: ...... 8B: ...... 
a. Goal: help ss to recall present tenses 
b. Content: Ss give the use, the form and the signal of present tenses.
c. Expected result: Ss can remember the use, the form and the signal of present tenses.
d.Performance:
T: asks ss to work in pairs to answer the questions:
1.Which present tenses did you learn ?
2. Can you give their use, their form and their signal ?
Ss: Listen, work in pair to answer the questions
=> Lead to new lesson.
2. Presentation (10’)
a.Goal: introduce new words 
b. Content: s can pronouce new words
c. Expected result: ss can understand and use new words 
d. Performance:
T AND SS’ ACTIVITIES
CONTENTS
* Pre- teach vocabulary: translation/ situation
- T: writes new words on the board.
- Ss: listen and repeat in individual first then the whole class.
- Call 3- 4 Ss to read the words again.
- Ss copy the new words in their notebooks.
* Checking: rub out and remember
I. Vocabulary
- to serve: phục vụ
- to symbolise: biểu tượng
- freedom(n): sụ tự do
- to divide (into): chia thành
- iconic theme park: công viên giải trí có tính chất biểu tượng
- to march: diễu hành
- to pose: ngồi (đứng) một tư thế nào đó để chụp ảnh.
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:
T AND SS’ ACTIVITIES
CONTENTS
Ex 1- P 19
- Let Ss do Ex 1- P 19 individually. 
- Asks Ss to share ideas with in pairs or small groups. 
- Ss to share ideas with in pairs or small groups. 
- T encourages Ss to explain how decided on the tense in each sentences.
- T corrects as a class.
Ex 2- P 19
- T asks Ss to read the passage then find and correct four of the underlined verbs in the passage. 
- Ss do this activity individually and then compare their answers with a classmate.
- Call on some Ss to say aloud their answers. 
- Others remark.
- Check and have Ss explain why a certain tense is used.
- Give feedback.
II. Grammar
1.Present tenses: review
Ex 1. Complete the sentences with the correct forms of the verbs. 
Key:	
1. has served 
2. is increasing 
3. symbolises 
4. form	
5 . has celebrated	
6. is
Ex 2. Four of the underlined verbs in the passage are incorrect in tense. Find and correct them.
Key:
IN THE PASSAGE
CORRECT
2. visit
 have visited
3. increases
 is increasing
5. has celebrated
 celebrates
7. are dancing
 dance
4. Futher practice (10’)
a.Goal: using simple present for the future to do exercises
b. Content: Do exercises 3a,b in textbook
c. Expected result: can do exercises well
d. Performance:
T AND SS’ ACTIVITIES
CONTENTS
Ex 3a- P 20
- Ask Ss to read the monthly schedule for the extra activities at Vancouver Christian School. Then have them underline the verbs in the sentences.
- Ss read and underline the verbs describing the activities.
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.
Ex 4- P 20
- Have Ss do this exercise independently.
- T checks the answers as a class.
2. Simple present for the future.
Ex 3a. Read the schedule and underline the verbs in the sentences describing the activities.
Key:
1. The Debating Competition takes place in the Main Hall on April 3rd.
2. The bus for the excursion to the chocolate factory leaves at 8.00 a.m on April 14th
b. work in groups. Discuss the questions
Key: 
1. The future	
2. The present simple
Ex 4. Use the verbs in the box in their correct forms to complete the sentences describing other activities.
Key:
1 starts-finishes 2. takes place
3. holds 4. hosts
5. lasts
* 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 : Planning:
Period: 57 Teaching : 
 UNIT 7. POLLUTION
 LESSON 4: COMMUNICATION
Subject: English 8
Time: 1 period
A. OBJECTIVES.
1. Knowledge: By the end of the lesson ss will be able to :
- Use the lexical items related to traffic topic “ Pollution” to talk about noise pollution and discuss the ways to prevent noise pollution.
2. Competences: Ss can
- Co-operation; self-study; Problem solving; Communicative.
3. Quality: Students can listen to a short presentation about noise pollution. Develop speaking and listening skills.
B. TEACHNG AIDS.
T : Textbook, lesson plan, a machine tutor.
Ss : Learn the old lesson, prepare Unit 7: Communication.
C. Procedure
1. Warm up: ( 5’)
- Organization(1’): 8B: .......... 8C: .
a. Goal: Review some pollutions.
b. Content : Ss can tell the pollutions.
c. Expected result:Ss Ss can tell the pollutions fluently.
d. Performance
Teacher's & Ss' activities
Contents
Brainstorming- 1. P11
- Teacher elicits the topic from students
? Can you name some kinds of pollution that you know?
? What do you know about noise pollution?
- Introduce the new lesson
Kinds of pollution
2. Presentation(10') 
a.Goal: introduce new words, practice listening skill.
b.Content: s can read, use the new words to understand the conversation .
c. Expected result: Ss can understand and use new words to talk, answer the questions according to the teacher’s request.
d. Performance: 
Teacher's & Ss' activities
Contents
1. Extra Vocab	
- Pre- teach vocabulary.
- First, have Ss read the new vocabulary after the teacher saying that they will appear in the task that follow. Explain their meaning.
Extra vocabulary.
permanent(adj): vĩnh viễn
earplug(n): cái nút tai
affect(v):làm ảnh hưởng
hearing loss(n):mất thính giác
blood pressure(n) : huyết áp 
constant(adj): không dứt
3. Practice. (20') 
a.Goal: read, understand the text. 
b.Content: s can use the new words, read, understand the text then answer the questions about the text
c. Expected result: s can understand and answer the questions.
d. Performance
Teacher's & Ss' activities
Contents
-Individual, pairwork, Teacher –WC
Self-study, Co-operation,
Ex. 1: Noise pollution is more common and more damaging than many people relies. The Green organization is doing a survey on how much teenagersknow about this type of pollution. Help them answer the questions
- Have ss read the question in the questionnaire to make sure they understand everything. 
- Ask ss to answer the questions individually, remind them to circle their answers 
2. Compare your answers with those of a classmate. How many different answers have you got?
- Ask ss to work in pair to compare their answers and see if they have any different answer
- Ask some pairs to report on their difference
3. Now listen to a short presentation about noise pollution. How many correct answers have you got?
- Play the recording for ss to check their answers. 
- Play the tape twice
- If there are any incorrect answers, ss correct them
Suggested answers:
“ You have to wear a shirt or T-shirt while driving in Thailand”. It is a little weird, because the clothes does not influence driver.
This law is so strict and unreasonable.
It shows that the animals are more important to people.
The law is a little abnormal.
Last, the law is rather ok. Because it’s dangerous with the dog on the roof.
 4. Production(10’)
a.Goal: understand the traffic rules, talk about road safety. 
b.Content: talk about the means of transport and who uses the road safely/ dangerously and the reasons.
c. Expected result: s can talk who is using the road safely, who is acting dangerously and give the reasons.
d. Performance
Teacher’s & SS’ activities
Contents
Individual, pair work, Teacher –WC
Self-study, Co-operation,
4. Work in groups. Discuss other ways to prevent noise pollution
-Ask ss which of the eight questions in the questionnaire proposes ways to prevent noise pollution. Have ss work in groups of 4 ss in five minutes to discuss more ways to reduce noise pollution. 
- Ask ss to write their answers on a big piece of paper and then present their answers
- Have ss vote for the best ways.
* Homework : Ask Ss to:
- Learn by heart vocabulary and structures.
- Do Ex B3, 4 P5 - 6 (workbook)
- Prepare: Unit 7: Skills 1.
4. Work in groups. Discuss other ways to prevent noise pollution
-Work in groups of 4 ss in five minutes to discuss more ways to reduce noise pollution
Week : Planning:
Period: 58 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 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 B): Yes, there are. Are the ducks black in your picture?
T: No, they aren’t. They’re white.
Call on one student to report on the differences. Other Ss can add some more.
Ask Ss what the pictures tell them (water pollution). Lead to the second activity.
+whole class.
 Vocabulary:
+ groudwater: the water beneath the earth’s surface.
+ Pesticide(n): 
+ Herbicide(n)
+ “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
- The ducks are black.
- They’re going from the lake.
- There are some factories near the lake.
- The lake water is dirty/ black.
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 a presentation on water pollution to the class. Read what they’ve prepared and answer the questions.
Ask Ss to read the passage quickly and answer the questions. Tell Ss that the first two questions ask for general information while the rest focus on details. Ss can underline past of the text that help them with the answers. Ss compare their answers before giving the answers to T
Key:
1. The second paragraph tells about the causes of water pollution.
2. The third paragraph 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 storm water and the atmosphere.
6. They use herbicides to kill weeds.
3. Read the text again and complete the notes about the effects of water pollution. Fill each blank with no 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.
Key:	1. cholera	 2. die	
3. polluted water	 4. dead	 
 5. aquatic pants
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 solutions to water pollution. Make notes of your answers.
Ss work in groups to discuss the solutions to water pollution. To help them focus their ideas, T can suggest they make two sub-headings.
	Point source pollution.
	Non-point source pollution.
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.
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.
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 : Planning:
Period: 59 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
Content
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 
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
2.2. Guess.
- Have ss to guess the words to be filled in the blanks.
- Write on the boards and have ss to feedback..
I. Vocabulary
- algea (n): tảo
- discharge (v): thải ra
- reservoir (n): hồ chứa
Listen- repeat and copy
- Individual work
II. Guessing
- Guess the words to be filled in the blanks.
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 TV between a reporter and an environmentalist about thermal pollution. Complete the diagram.
 Have Ss quickly read the diagram and identify the form of the word/ phrase to be fill in each blank. For example, the words for blanks 1 and 2 are adjectives. Play the recording once. Ask for Ss’ answers and write them on the board. If all the answer are correct, m