Giáo án Tiếng Anh Lớp 8 - Unit 7: Pollution

week: 20	 Preparing date: 
Period: 55	 Teaching date: 
UNIT 7: POLLUTION
Lesson 1: Getting started
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- listen and read the dialogue about a factory in Mi's home village for details and then do some related exercises.
- use lexical items related to the topic ‘Pollution’ to talk about types of pollution
2. Qualities:
Skills: Speaking, listening, reading, writing.
Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./. Procedure
Ss and T’s activities
Content
ACTIVITY 1: Warm-Up (5’)
Shark attack
AIMS:
-To attract Ss’s attention to the lesson 
-To lead into the new lesson
CONTENTS:
Vocabulary about marine lives
PRODUCTS:
Sts’ attention on the topic
ORGANIZATION:
- Teacher gives instruction
? Guess one by one letters.
- Teacher gets feedback.
A project on pollution
(-/ -------/ --/ ----------)
ACTIVITY 2: Getting started: (10')
AIMS: Help students listen, read and do some exercises about the conversation
CONTENTS : 
- Listen to the convesation
- learn new words about pollution and its causes
PRODUCTS:
- sts’ knowledge of pollution
- words and structures
ORGANIZATION:
Vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Matching (Activity 2 P7)
- poison
(n/v):
chất độc, làm nhiễm độc
- dump
(v):
vứt, bỏ
- aquatic
(adj):
dưới nước
- illustrate
(n):
hạt chuỗi
- thermal pollution
(n):
ô nhiễm nhiệt 
- radioactive pollution
(n):
ô nhiễm phóng xạ
- visual pollution
(n):
ô nhiễm ánh sáng
- billboard
(n):
biển quảng cáo ngoài trời
- Repeat in chorus and individually
- Copy all the words
Key:
A.radioactive pollution B. noise pollution C. visual pollution D. thermal pollution
E. water pollution F. land/ soil pollution G. light pollution H. air pollution
 Listen and read
* Set the scenes:
Ask Ss to open their books and look at the picture. Ask them some questions:
Who can you see in the picture?
Where do you think they are?
- Answer the questions individually.
* Suggested answers
- Nick and Mi.
- They are near a factory.
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 twice.
? Listen and read then check your answer for the last question.
- Accept all possible answers from Ss without any correction.
- I/We can see a factory dumping exhaust fume and poison into the lake.
- They are talking about pollution.
- Listen and read
ACTIVITY 3: PRACTICE (15’) 
AIMS: help Sts widen their knowledge of pollution and vocab 
CONTENTS :
Exercises p7
PRODUCTS:
Keys to Exercises p 6-7
ORGANIZATION:
3.1. Find the words / phrases (1a P7)
? Share answers with your partner.
- Teacher gets feedback
- 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. 
3.2. Answer the questions (1b. P7)
- Have Ss read the questions to make sure they understand them. 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.
Key: 1. dead 2. aquatic 3. dump 
 4. poison 5. polluted 6. to come up with
This expression means you are very surprised at something you see.
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.
3.3. Tick T, F or NI (1c P7)
? Read the sentences quickly 
? Firstly to decide if the sentences are true, false or there is no information without reading the dialogue. 
- Then have some Ss write their answers on the board. 
? Read the conversation again to check - Confirm the correct answers.
Key: 
 1. F ( It’s polluted by the factory). 
 2. T 
 3. NI 
 4. T 
 5. T
3.5. Complete the sentences (3 P7)
? Work individually to do the task then compare their answers with a partner.
T may teach some words which T thinks Ss do not know such as communication.
 Key:
1. thermal pollution 2. Air pollution 
3. radioactive pollution 4. light pollution
5. Water pollution 6. Land/ soil pollution
7. Noise pollution 8. visual pollution 
 Group work 
? Work in groups of five or six. 
- In five minutes, Ss write down the pollution types their neighbourhood 
- discuss and write the pollution types their neighbourhood faces and rank them in order of seriousness.
faces and rank them in order of seriousness. They also have to give reasons for their order. 
- Call group representatives to present their group’s order and reasons. 
? Vote for the group with the best reasons.
(If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types.)
- present 
ACTIVITY 4: Further practice (2')
AIMS:
Review types of pollution
CONTENTS :
Class activity
Review the lesson
New words and structures
PRODUCTS:
A list of types of pollution
ORGANIZATION:
Teacher asks, sts answer
? Make a list of types of pollution?
Teacher summarizes the lesson and gives homeword
Homework:
Learn by heart all the new words.
 Do Ex B1,2 , 3 P4 (Workbook)
 Prepare: Closer Look 1
- Collect pictures, songs, clips talking about pollution.
- Answer individually
- Take note
-------------------------------o0o------------------------------
week:20	 Preparing date: 
Period:56	 Teaching date: 
UNIT 7: POLLUTION
Lesson 2: A Closer Look 1
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
	- Learn more words about pollution
	- Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution
	- Pronounce the words ending in –ic and –al correctly in isolation and in context
2. Qualities:
Skills: Speaking, listening,use of English.
Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./. Procedure
Ss and T’s activities
Content
ACTIVITY 1: WARM-UP (5’)
Calling out
AIMS: help sts change the state from relaxation to concentration
CONTENTS :
Types of pollution
PRODUCTS:
Different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution.
ORGANIZATION:
Ask Ss to call out the types of pollution they learnt in the previous lesson. 
-> You are going to learn different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution.
Examples:
1. thermal pollution 2. Air pollution 
3. radioactive pollution 4. light pollution
5. Water pollution 6. Land/ soil pollution
7. Noise pollution 8. visual pollution 
ACTIVITY 2: Vocabulary (15')
AIMS: teach new words
CONTENTS :
Vocabulary of A closer Look 1
Cause-effect conjunctions
PRODUCTS:
Key to Task 2 TB P8
orn:
2.1. Teaching vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Slap the board
contaminate
(v):
làm bẩn
cause
(n/v):
nguyên nhân, 
gây ra
effect
(n:
làm ảnh hưởng
- Repeat in chorus and individually
- Copy all the words
2.2. Complete the table (1 P8)
Have Ss look at the table in the book. Make sure that they understand what to do.
? Complete the exercise individually
- Check their answers.
Key: 
1. poison 2. contaminate 
3. pollutant 4. polluted 
5. death 6. damaged 
2.3. Complete the sentences (2 P8)
? Read each sentence silently to have a general understanding and decide which word form should be put in each blank. 
- For example, the word to be filled in the blank in sentence 1 is an adjective. ? Do the exercise and then compare 
- Call on one or two Ss to give out the answers before confirming the correct ones
Key: 
 1. Poisonous 2. Pollutants 
 3. Dead 4. Contaminated 
 5. Damage 6. Pollute
2.4. Study the language box
? Look at the language box. 
- Tell Ss that the words and phrases in the box express cause and effect relationships. Ss have learnt so, because and because of. Quickly go through the rest of words/phrases as follows:
Have Ss read the example sentences and underline the clause or noun phrase.
- because/since and due to/because of are used to talk about the causes of something.
- Because and since are synonyms and they come before a clause.
- Other words and phrases in the box express the effects of something.
 So comes before a clause.
To cause, to lead to and to result in are synonyms and come before a noun phrase. 
To make sb/sth do sth is another way to express the effects. After somebody/something is an infinitive verb without to.
CAUSE
EFFECT
because/ since + clause
E.g: Because/ Since the water is polluted, the fish are dead.
so + clause 
The water is polluted, so the fish are dead.
due to/ because of + sth
The fish are dead due to/ because of the polluted water.
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.
2.5. Activity 3a
Ask Ss to read to each pair of sentences and decide which sentence is a clause and which is an effect. Ss compare their answers with a partner before giving the answers to the teacher. Confirm the correct answers.
 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 
2.6. Activity 3b
? Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship
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.
ACTIVITY 3: Pronunciation (15'')
AIMS: 
Help sts know the meaning and how read words ending with in-ic-al
CONTENTS :
Rules of stress in words ending with in-ic-al
PRODUCTS:
Key to Task 5 P9
ORGANIZATION:
3. 1. Stress in words ending in –ic and –al
Ask Ss to look at the rules in the box and the examples. Go through the rules with them. For a more able class, have Ss give some examples.
Adding the suffix –ic changes the stress of a word. Stress the syllable immediately before the suffix.
Example:
‘atom -> a’tomic
Adding the suffix –al to a word does not change its stress.
Example:
‘music’ -> ‘musical
Note: If a word can take both suffixes: one ending in –ic and the other ending in –al, both words have the stress on the same syllable.
Example:
E’conomy -> eco’nomic -> eco’nomical
3.2. Listen and mark the stress (5 P9)
Play the recording for Ss to stress the words. Ask some Ss to say where the stress in each word is. Confirm the correct answers. Play the recording again for Ss to repeat the words. Call on some Ss to read out the words.
Key:
1. ar’tistic 6. ‘physical
2. ath’letic 7. he’roic
3. his’toric 8. po’etic
4. his’torical 9. bo’tanic
5. ‘logical 10. Bo’tanical
3.3. Activity 6 p9
Have Ss do the activity individually. Play the recording for Ss to check their answers. Then elicit the correct stress patterns from Ss. Play the recording again Ss to repeat the sentences. Ask some Ss to read out the sentences.
1. According to scientific research, tiny species may help clean radioactive pollution.
2. Water quality has become a national problem.
3. Many people have received medical treatment because of the disease.
4. Chemical waste can cause water pollution.
5. The reduction in air pollution was dramatic last year.
Key: 1. scien’tific 2. ‘national 3. ‘medical 4. ‘chemical 5. dra’matic
3.4. Activity 4 P8
- Divide the class into 12 groups. Two groups work with the same pair of pictures in 2, 3 or 4. 
? In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper. 
- When time is up, the group with the most sentences is the winner. 
Suggested answers:
2. The soil is polluted, so plants can’t grow.
3. We won’t have fresh water to drink because of water pollution.
4. We plant trees, so we can have fresh air.
ACTIVITY 4: Further practice (2')
AIMS:
Help sts find more word ending with in-ic-al
Review the lesson
Give homework
CONTENTS :
A list of words ending with in-ic-al by sts
PRODUCTS: 
Sts can read and inderstand the words given
ORGANIZATION:
? Make a list of words ending in -ic and -al
- Teacher reviews the lesson
- Homework:
? Learn by heart all the new words.
? Do Ex A1, 2,3 P3 (wortkbook)
? Prepare: Unit 1: Closer Look 2
- Collect pictures, songs, clips talking about pollutio
- Answer teacher's questions.
- Say out the words 
- take note
-------------------------------o0o------------------------------
week: 20	 Preparing date: 
Period: 57	 Teaching date: 
UNIT 7: POLLUTION
Lesson 3: A Closer Look 2
I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
	- Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution
2. Qualities:
Skills: Use of English. 
Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./. Procedure
Ss and T’s activities
Content
ACTIVITY 1: WARM-UP (5’) 
Recall
AIMS:
Review Conditional Sentences type 1
CONTENTS :
Conditional sentences type 1
PRODUCTS:
Sts can recall the knowledge the have learnt before.
ORGANIZATION:
Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to give some example sentences.
Conditional sentences type 1
The conditional sentence type 1 describes a thing which is true or is likely to happen in the present or future.
If + subject + V (present simple), subject + will/can... + V (bare infinitive)
ACTIVITY 2: Grammar 1 (15')
AIMS:
Help sts know deeply how and when to use Conditional Sentences type 2
CONTENTS :
Conditional sentences type 2
PRODUCTS:
Sts’understanding of Conditional Sentences type 1 and 2
ORGANIZATION:
- Teacher elicits the form, use of the conditional sentences type 2 from students.
? Give examples
Conditional sentences type 2
The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future.
If + subject + V (past simple), subject + would/could/might + V (bare infinitive)
Example: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here)
The conditional sentence type 2 can be used to give advice.
Example: If I were you, I would see the doctor immediately.
Note: We can use both was and were with I/he/she/it in the if-clause.
ACTIVITY 3: Practice (15'')
AIMS:
Help sts know how and when to use Conditional Sentences type 2
CONTENTS :
Exercises
PRODUCTS:
Key to Exercises p9-10
ORGANIZATION:
3.1. Activity 1P9
Ss do this exercise individually then compare their answers with a partner. Have Ss read out their answers. Confirm the correct ones.
Key:
recycle; will help
won’t dump; fines
travel; will be
will save; don’t waste
use; will have
3.2. Activity 2 P10
? Read the pairs of sentences. 
- Ask two Ss to write the new conditional sentences type 1 on the board while other Ss write own sentences. 
- Give feedback on these sentences and ask other Ss to correct them if necessary.
Key:
1. Student will be more aware of protecting the environment if teachers teach environmental issues at school.
2. When light pollution happens, animals will change their behavior 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 creatures will be unable to reproduce.
5. People will get more diseases if the water is contaminated.
3.3. Activity 3 P10 
Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’answers.
Key: 1. b 2. c 3. d 4. e 5. a 
3.4. Activity 4 P10
Ss do this exercise individually. Invite two Ss to the board to write their answers. Go through the answers with the class. Have other Ss correct the answers if necessary.
Key: 
1. were; would do
2. exercised; would be
3. had; would build
4. tidied; wouldn’t be
5. was/were; would grow
3.5. Activity 5 P10
? Quickly read the example. 
- Ask Ss to comment on the example. - the meaning of the orginal sentences was made opposite in the new conditional sentence. (i.e. positive into negative form for the first sentence and negative into positive for the second sentence). 
? Do this exercise individually and then compare the answers with a classmate. Ask one or two Ss to write their sentences on the board.
Key: 
 2. If there weren’t many billboards in our city, people could enjoy the view.
 3. If there wasn’t/weren’t so much light in the city at night, we could see the stars clearly.
 4. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month.
 5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner.
 6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office.
Chain game
? Work in groups of five or six 
? Keep the chain going for as long as possible using type 1 or 2 conditional sentences. 
- If a group hesitates for more than 10 seconds they are out. 
- walk around the class listening to groups and monitoring the game. Groups that are still going when the five minutes is up are the winners. Note that the aim is to practice the language in a fun, verbal way so be sure to keep the atmosphere light.
Example
A: If each person plant a tree, there will be a lot of trees.
B: If there are a lot of trees, the air will be cleaner.
A: If the air is cleaner, fewer people will be ill.
ACTIVITY 4:Further practice (2')
AIMS:
Review the lesson
CONTENTS :
Some conditional sentences type 1 and 2
PRODUCTS:
Sts can use both Conditional Sentences type 1 and 2
ORGANIZATION:
Teacher aks and sts answer
? How do we use conditional sentences type 1 and 2?
Give homework
Homework
? Learn by heart all the new words and structures
? Do B4, B5, B6 P5 (Work book)
? Prepare: Unit 7: Communication
- Collect pictures, songs, clips talking about pollution
- Answers to teacher's questions.
Take note
-------------------------------o0o------------------------------
Kiểm tra ngày tháng năm 
 .
 ..
 ..
Date of planning: 06/01/2019 
Date of teaching: /01/2019
Period: 58 Unit 7: POLLUTION
Lesson 4: Communication 
I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
	- Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution
2. Qualities:
Skills: 4 skills
Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./. Procedure
Sts’ and T’s activities
Contents
ACTIVITY 1: WARM-UP (5’) 
AIMS:
-To attract Ss’s attention to the lesson 
-To lead into the new lesson
CONTENTS:
Vocabulary about pollution
PRODUCTS:
Sts’ attention on the topic
ORGANIZATION:
 - Sts tell about two types of pollution they know.
 - Lead in the new lesson.
* Chatting:
- Tell about the types of pollution you know.
(Ex: water pollution, air pollution )
- Today, we are going to have the opportunity to explore noise pollution that not many people recognise as a pollution.
ACTIVITY 2: Presentation (15’)
AIMS:
- help sts learn more words about pollution 
CONTENTS:
Vocabulary about pollution
PRODUCTS:
Vocabulary
Concepts of pollution cause and effect
ORGANIZATION:
- Go through the Extra vocab.
- Help Sts understand the meanings of the words in Extra vocab (using pictures, realia, definition, example.)
 + permanent: lasting forever
 + earplugs: are put into our ears to keep out noise or water.
 + affect: the verb form of ‘effect’
 + hearing loss: ‘When you have hearing loss, you can’t hear things clearly.’
+ blood pressure: is often measured when you have high blood pressure.
Extra vocab:
- permanent (adj): vĩnh viễn
 - earplug (n): cái nút tai
 - affect (v): làm ảnh hưởng
 - hearing loss (n): mất thính lực
 - blood pressure (n): huyết áp 
ACTIVITY 3:Practice (10’)
AIMS:
-practice the main topic 
CONTENTS:
Discussion on pollution, use Cause – Effect sentences
PRODUCTS:
Sts’ own opinion on the topic
Vocabulary about pollution
Key to task 1,2,3,4 P11
ORGANIZATION:
* Activity 3: 
- Sts read the questions in the questionnaire to make sure they understand everything and answer individually.
* Activity 4: 
- Sts work in pairs to compare their answers (may have different answers). T asks some pairs to report on their differences. 
- Play the recording for Sts check their answers, then check with the whole class.
1. Look at the pictures and put the parts of the fairy tale in order: (1,2,3-P.11)
* Key:
 1. B 5. C
 2. C 6. A
 3. A 7. A
 4. B 8. C
2. Discuss other ways to prevent noise pollution: (4-P.11)
* Sugessted answers:
- Should use headphones when listening to music.
- Should wear earplugs when going to concerts or other loud events
ACTIVITY 4: Project (10’)
AIMS:
-improve sts’ speaking skill and sts’ confident
CONTENTS:
Discussion on pollution
PRODUCTS:
Sts’ attention and own opinion
ORGANIZATION:
* Activity 6: 
- Sts find out the question in the questionnaire which proposes ways to prevent noise pollution.
- Sts work in groups to discuss more ways to reduce noise pollution, then present their answers. 
- Sts vote for the best ways.
* Activity 7: 
- Sts work in groups to make a collage to answer the question ‘What would you do to reduce pollution in our country if you were the Minister of Natural Resources and Environment?’ (use photographs, pictures or drawings.)
- Remind Sts that they should use conditional sentences type 2 to give the presentation.
Teacher let the sts have speech
Homework:
- Do exercises of part C in the workbook
- Prepare for unit 7- Lesson 5
* PROJECT:
“What would you do if ..???”
 1. collages: lively, clear, practical
 2. Languages: easy to understand 
 3. Speaking: fluency, accuracy, good pronunciation.
Sts have to:
 + discuss the things they would do.
 + collect the pictures from different sources or draw.
 + stick the pictures on a big piece of paper.
 + prepare a presentation.
 + give a presentation to the class.
Ideas from sts
Sts take note
 o0o 
Kiểm tra ngày tháng năm 
 .
 ..
Date of planning: 06/01/2019 
Date of teaching: /01/2019
Period: 59 	Unit 7: POLLUTION
Lesson 5: : Skills 1
I./. Objectives
1. Knowledge: By the end of the lesson, students 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.
 - Vocab: pollution words .
 - Skill: speaking and reading.
2. Qualities:
Skills: Use of English.
Attitude: - Positive about pollution.
 - Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./. Procedure
Teacher’s and students’ activities
contents
ACTIVITY 1: WARM-UP (5’) 
AIMS:
Review vocab about pollution
CONTENTS :
Water pollution
PRODUCTS:
Sts can recall the knowledge the have learnt before.
Cause and effect of water pollution
ORGANIZATION:
* Activity 1: Chatting
- Ask sts some questions about water pollution.
- Lead in the lesson.
* Chatting:
 - Do you know about the water pollution?
 - Give some examples?
ACTIVITY 2: Pre-reading
AIMS:
Help sts promote reading skill
CONTENTS :
Questions and answers about the 2 pictures in the textbook
PRODUCTS:
Sts can say the differences between the 2 pictures
ORGANIZATION:
* Activity 2: Present the pictures:
- Sts work in pairs: one looks at picture A-P.12 and one looks at picture B-P.15
- Sts ask each other Yes-No questions to find out the differences between two pictures.
Ex:
 A (p.A): Are there five ducks in your picture?
 B: (p.B): Yes, there are. Are the ducks black in your picture?
 A: No, they aren’t. They are white .
- Some Sts report on the differences
* Activity 2: Present the pictures:
- Sts work in pairs: one looks at picture A-P.12 and one looks at picture B-P.15
- Sts ask each other Yes-No questions to find out the differences between two pictures.
Ex:
A (p.A): Are there five ducks in your picture?
 B: (p.B): Yes, there are. Are the ducks black in your picture?
 A: No, they aren’t. They are white .
- Some Sts report on the differences.
A- READING:
1. Ask each other questions to find out the differences between two pictures: (1-P.12)
* Suggested differences:
ACTIVITY 3: PRACTICE (15’) 
AIMS:
Help sts promote reading skill
CONTENTS :
Reading and understanding passage about pollution
PRODUCTS:
Key to Task 2 P12
ORGANIZATION:
While-reading 
 * Activity 3: 
- Sts read the passage quickly and answer the questions (the first two Qs ask for general information and the rest focus on details.)
- Sts can underline parts of the text that help them with the answers.
- Sts compare their answers with a partner.
2. Read the text and answer the questions: (2-P.12)
* 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.
ACTIVITY 4: PRODUCTION (5’) 
AIMS:
Help sts promote reading skill
CONTENTS :
Reading comprehension, discussion
PRODUCTS:
Sts can underline the key words and work individually 
ORGANIZATION: 
Post -Reading
* Activity 4: 
- Sts read the sentences quickly to underline the key words and work individually (pick the suitable words to fill each blank). 
- Sts share their answers with a partner. 
- T checks the answers.
* Activity 5: 
- Sts work in groups to discuss the sollutions to water pollution.
- Help Sts focus their ideas and think of the solutions for each cause.
- Sts make notes of the answers on a piece of paper. 
- One group quickly presents their solutions and others add some ideas.
* Activity 6: 
- Sts work in groups again to complete the diagram (may draw the diagram on a big piece of paper.)
- After finishing, T may call some pairs to practice in front of the class.
* Activity 7: 
- Some groups give presentations about water pollution.
- Other groups listen and give comments. The class may vote for the best presentation.
Homework: 
- Learn by heart all the new words.
- Prepare for next lesson ( find the meaning of the new words in the next lesson ) 
- Do exercises of part D in the workbook
3. Complete the notes about the effects of water pollution: (3-P.12)
* Key:
 1. cholera 4. dead 
 2. die 5. aquatic plants 
 3. polluted water 
 B- SPEAKING:
4. Discuss the solutions to water pollution: (4-P.12)
- Suggest two sub-headings:
 + Point source pollution
 + Non-point source pollution
- Some solutions:
 + S1: Give heavy fines to companies that are found doing this.
 + S2: Educate companies about the environment.
 + S3: Give tax breaks to companies that find ‘clean’ ways to dispose of their waste.
5. Complete th