Giáo án Tiếng Anh Lớp 8 - Chương trình học kỳ II (Mới)

 Week : Planning:
Period: 55 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.
- 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:
? Look at the title of the conversation and the picture. 
- Ask them some questions:
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.
Pre- teach vocab:
- used to
(v):
đã từng
- traffic jam
(n):
sự tắc ngẽn giao thông
- except
(prep)
ngoại trừ, trừ ra
vehicles
(n)
Xe cộ
2. Present the dialogue
- Answer the questions individually.
* Suggested answers
- They are on the road.
- Students' answer
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
? Choose a correct answer (1a P7)
- Asks Ss to choose a suitable answer before listening.
b/? Run through the questions.
? Ss read the conversation again to answer the questions. 
- Ss exchange their answers with a classmate. 
- Call on some Ss to write their answers on the board. Check their answers.
. Model sentences (Remember)
- Elicit the question from students
? Practice asking and answering questions using "How"? Recall how to use a passive sentence.
c/? Find a word or an expression from the conversation which you use when you:
? Share answers with your partner.
- Teacher gets feedback
? Add any other expressions which have the same meaning.
?? 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.
- Teacher monitors and gets feedback.
3. - ? Run through all the words and phrases in 3 P7.
? Match a verb on the left with a mean of transport on the right.
- There may be more than one correct answers.
? Read again in chorus.
Listen and read 
- Ask ss to listen and read the conversation
a. Find a word / an expression (1a P7)
Key: 
1B; 2A; 3B; 4C
b. Answer the questions (1b. P7)
Key: 
Key:
1. She stayed at home and played with her brother. 
2. It's about 2 kilometers.
3. She usually goes to school with her dad.
4. Because sometimes there are traffic jams.
5. She goes to school by bike.
- How do you go to the supermarket?
= By what means do you go to the supermarket?
c. Find a word / an expression (1c P7)
Key: 
1. get attention
2. agree
3. very excited
Key ex2:
1. bike/ bicycle 2. bus
3. plane 4. boat
5. ship 6. train
7. motorbike 8. car
Key ex3:
Key:
1. ride a bike 2. drive a car
3. fly a plane 4. sail on/in a 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)
- Teacher models
? Work in groups
- Teacher monitors and gets feedback.
Find someone who never.......
1. ...walks to school
Nam
2. ...goes to school by bus
3. ...cycles for exercise
4. ...takes a train
5.... sails on/in a boat
6. ... flies by plane
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 : Planning:
Period: 56 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 on the way to school
? Write as many words as possibles
? Read again in chorus.
Suggestion:
- stop
- no left turn/ no right turn
- 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
(n):
- biển báo giao thông
- lane
(n):
làn đường, đường hẹp
- seatbelt/ safetybelt
(n):
đai an toàn
- traffic rule
(n):
luật giao thông
- obey
(v):
tuân theo
- pavement
(n):
vỉa hè (cho người đi bộ)
- traffic sign/ road sign
(n):
- biển báo giao thông
- lane
(n):
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 words/ phrases in 2
? Read all the phrases in chorus
- Teacher explains the meaning if necessary.
2.2. Look out 
- Ask students to divide the road signs in 1 into three groups: informative, prohibitive, and warning base on their shapes and colours.
- Teacher gets feedback and explains
? Give more examples
2.3. Talk about the road signs (3 P7)
? 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.
Ex3. Pronunciation . (15') 
3.1. Sounds /e/ and /ei/
? How to pronounce the sounds /e/ and /ei/?
- 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.
2. Key:
1. traffic lights 2. no parking
3. no right turn 4. hospital ahead
5. parking 6. cycle lane
7. school ahead 8. no cycling
- A sign within a red triangle will warn you of something
- Signs with red circles are mostly prohibitive - that means you can't not do something
- Signs in blue are usually to give information
3. Key:E.g:
A: On the way to school, I can see a "no left turn" sign.
B: On my way to school there is a hospital, so I can see a "hospital ahead" sign.
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)
- Play the recording 2 or 3 times
? Listen and distinguish the sound /e/ and /ei/.
? Recognize all the words with the two sounds, then underline them as assigned
? Work in groups and find words with the two sounds
- 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
No
/e/
/ei/
1
ever
break, way
2
very
railway station
3
always, obey, safety
4
left, when
UK
5
They, waiting, train
next
Week : Planning:
Period: 57 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 different techniques to teach vocab (situation, realia)
- Follow the seven steps of teaching vocab.
- Repeat in chorus and individually
- Copy all the words
* Checking vocab: Matching
2. "It" indicating distance
? Refer back to the conversation in getting started and find sentences with "it" as the subject.
? Is "it" in the example the formal subject?
? What does it indicate?
2.3. Used to 
? Study the examples in grammar P10
? What do we use "used to" for?
- Teacher explains the rules of (+), (-), (?)
? Give more sentences in all three form.
I. 
- open-air
(adj):
ở ngoài trời
- tricycle
(n):
xe ba bánh
- accident
(n):
tain nạn
- desk job
(n):
công việc bàn giấy
- pond
(v):
cái ao
E.g: How far is it from your house to there?
 It's about two kilometers.
-> "It": the formal subject to indicate distance
E.g:
There used to be many trees on this street, but now there are only shops.
- We used "used to" to describe an action or a state that happen regularly in the past but does not happen at present/ no longer happen now.
- Used to is the same form for all persons
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.
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.
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
Contents
3.a. Used to
* Study : Watch out 
Ex3: Complete the sentences with "used to" or "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
1. used to ride 2. used to be
3. used to go 4. Did.... use to play
5. did.... not use to feel
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 : 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, move to the 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
III. Listening.
2. Listen to a part of a conversation on TV between a reporter and an environmentalist about thermal pollution. Complete the diagram.
Key:
1. hotter 2. cooler 
3. cool 4. warm rivers
5. warmer water 6. fish population 
7. harmful 8. colour 
9. poison 10. cool down
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 each other and combine it to make a complete 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. Read each other’s work and put them together to make a complete article.
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: Planning: 
Period 60. 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: 8