Period:55

UNIT 7: ENVIRONMENTAL PROTECTION

Lesson 1: Getting started - At the Go Green Club P72-73
Class Date of planning Date of teaching
8A 02/01/2024 15/01/2024

I. OBJECTIVES: * By the end of this unit, students will be able to:

- Gain an overview about the topic Environmental protection
- Gain vocabulary to talk about Environmental protection
1. Knowledge:
+ Vocabulary: habitat (n); endangered species (n); carbon footprint (n); release (v); single-use
(adj).
+ Language: Complex sentences with adverb clauses of time: (before, after, when,
while, till / until, as soon as)
+ Pronunciation: Sounds: /bl/ and /kl/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities: Raise the students’ awareness about enviromental protection. Having
benefits of their hobbies in daily life. Ss have the good attitude to working in groups,
individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
I. WARM-UP (5’-IW)
a. Objectives:
- To set the context for the introductory dialogue;
- To introduce the topic of the unit.
b. Content:
- Teacher asks students: “What are environnmental issues in our city?”
- Teacher calls 3-5 students to answer.
- Teacher shows some pictures of environmental issues in Hanoi and asks students to guess the
topic of the unit/lesson.
c. Product:
- Students know the topic of the unit and be ready for the conversation.
d. Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Asking questions:
Step 1: Task delivering
* Set the context for the introductory dialogue.
- Ask Ss to look at the pictures on page 72.
- Teacher asks students: “What are environmental issues in
our city?”
Step 2: Task performance Suggested answers:
- Ss’ observation Environmental protection
- Teacher calls 3-5 students to answer.
Step 3: Report and discussion
- Teacher shows some pictures of environmental issues in
Ha Noi and asks students to guess the topic of the unit/
lesson.
Step 4: Judgement
- T sets the context for the listening and reading text:
- Write the title on the board Environmental protection – At
the Go Green Club
- Teacher calls 3-5 students to answer.
2. KNOWLEDGE FORMATION (10’-IW)
a. Objectives:
- To prepare vocabulary for students to understand the conversation.
b. Content:
- Teacher shows pictures and asks students to find those in the conversation.
- Teacher checks students’ understanding with a matching game
c. Product:
- Students know how to use the target vocabulary.
d. Implementation:
Vocabulary pre-teaching * Vocabulary:
Step 1: Task delivering - habitat (n)
- Teacher explains the meaning of the new vocabulary by - endangered species (n);
pictures. - carbon footprint (n)
- Teacher reveals that the words according to the pictures - release (v)
will appear in the reading text and asks students to open - single-use (adj)
their textbook to find these words
- Teacher introduces the vocabulary.
Step 2: Task performance
- Ss’ observation
- Teacher checks students’ understanding with a matching.
- Elicit answers from Ss.
Step 3: Report and discussion
- Have Ss underline the words that are related to the unit
topic while they are listening and reading.
- Invite some pairs of Ss to read the conversation aloud.
Step 4: Judgement
- Introduce the two characters: Club leader, Nam and Ann.
- Explain that they are friends, and they meet each other by
chance in a shopping mall.
- Play the recording twice for Ss to listen and read along.
3. PRACTICE (20’-IW, PW, GW)
a. Objectives:
- To help Ss use words and phrases related to enviromental protection.
- To help Ss further understand the text.
b. Content:
- Task 2, 3, 4 in Student book
c. Product:
- Students understand the conversation and know the vocabulary related to the topic.
d. Implementation:
Activity 2: Read the conversation again and match the 2: Read the conversation again
two halves in the two columns. and match the two halves in the
Step 1: Task delivering two columns
- Teacher asks Ss to read the dialogue in detail to complete Suggested answers:
the sentence. 1. C 2. D
- Teacher asks them how to do this kind of exercise. 3. E 4. A
Step 2: Task performance 5. B
- Ss’ observation
- Have Ss individually read the conversation again and
match the two halves in the two columns.
Step 3: Report and discussion
If Ss find it difficult to do the task, ask them to read the
conversation again and find the information in it.
- Ss quickly read the text for information.
- Ss compare their answers in pairs before sharing them
with the class.
Step 4: Judgement
- Teacher asks them to explain their answers.
Activity 3: Complete each sentence with one word or 3: Complete each sentence with
phrase from the box. one word or phrase from the
Step 1: Task delivering box.
- Teacher asks Ss to read the sentences.
- Find the words and phrases from the box to fill in the
gaps.
Step 2: Task performance
- Ss’ observation
- Complete each sentence with one word or phrase from the Suggested answers:
box. 1. pollution
Step 3: Report and discussion 2. reduce
- Have Ss share answers before discussing it as a class. 3. single-use
- Write the correct answers on the board. 4. carbon footprint
- T calls on some Ss to read the sentences 5. environment programme
Step 4: Judgement
- T comments and gives feedback on Ss’ answers. 4: Write a phrase from the box
Activity 4: Write a phrase from the box under each under each picture.
picture. Suggested answers:
Step 1: Task delivering 1. 3Rs
- Ask them to look at the pictures carefully and study the 2. water pollution
words and phrases. 3. endangered species
Step 2: Task performance 4. plastic rubbish
- Ss’ observation 5. single-use products
- Have Ss work in pairs.
Step 3: Report and discussion
- Ss write suitable words or phrases under the right
pictures.
- Have Ss read each word or phrase in chorus.
- Check and correct their pronunciation.
- For more able Ss, let them make sentences with these
words and phrases.
Step 4: Judgement
- Teacher checks the answers as a class and gives
feedback.
- Teacher corrects for students as a whole class.
4. APPLICATION (10’- PW)
a. Objectives:
- To help Ss revise and learn about some environmental problems and environmental protection
b. Content:
- Ss work individually or in pairs.
- Give Ss some time (2 - 3 minutes) to do the task.
Tell them to answer all the questions.
- Explain to the Ss if they don’t know the answers
c. Product:
- Students’ conversations
d. Implementation:
Activity 5: Environment Quiz Do the following quiz. 5: Environment Quiz Do the
- Ss work individually or in pairs. following quiz.
- Give Ss some time (2 - 3 minutes) to do the task. Suggested outcome:
Tell them to answer all the questions. 1. C
- Explain to the Ss if they don’t know the answers 2. C
- Teacher gives corrections and feedbacks to students’ 3. A
answers. 4. C
1. Which of the following is the greenest form of 5. B
transport?
A. Motorbike. B. Bus. C. Bicycle.
2. Which of the following is a renewable source?
A. Coal. B. Oil. C. Wind.
3. What causes the most pollution?
A. Factories. B. Animals. C. Hospitals.
4. The surroundings in which we live are our ______.
A. habitat B. place C. environment
5. Which of these will reduce your carbon footprint?
A. Cutting down a lot of trees.
B. Recycling paper products.
C. Leaving the TV on all night.
* Home assignment * Home assignment
- T assigns the homework. - Learn by heart vocabulary
- Ss copy their homework. - Prepare the next lesson: A closer
- T explains it carefully look 1
- Prepare Project: P80-81
+Ask Ss to organise their report
into a presentation.
+ Ask Ss to work in groups to
make an interview with their
friends, then collect and present
data)
V. FEEDBACK:
With 8A …………………..……………………………………………….………………..…
…………………………………...……………………………….……..……………
………………………….……………………………………………………….……
 Period:56
UNIT 7: ENVIRONMENTAL PROTECTION
Lesson 2: A closer look 1 P74
Class Date of planning Date of teaching
8A 02/01/2024 17/01/2024

I. OBJECTIVES: * By the end of this unit, students will be able to:

- Gain an overview about the topic Environmental protection
- Gain vocabulary to talk about Environmental protection
1. Knowledge:
+ Vocabulary: ecosystem (n); marine life (n); absorb (v); harmful substance (n); extinction (n).
+ Language: Complex sentences with adverb clauses of time: (before, after, when, while,
till / until, as soon as)
+ Pronunciation: Sounds: /bl/ and /kl/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities: - Raise the students’ awareness about enviromental protection. Having
benefits of their hobbies in daily life. Ss have the good attitude to working in groups,
individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5’-IW)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- Teacher introduces the rules of the game
- Teacher divides the class into 4 groups
- Teacher leads the students plays and give corrections (if needed)
c. Product:
- Students get some vocabulary of the lesson and be ready for the lesson.
d. Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Matching game:
Step 1: Task delivering Suggested answers:
- T divides the class into 4 groups and explains the AHTTABI -> HABITAT
rules. PLTINOOLU -> POLLUTION
- Ss look at the screen to see the jumbled words. XEOGYN -> OXYGEN
They have to send 1 person to the board as quickly EEERLAS -> RELEASE
BBSOAR ->ABSORB
as possible to write the correct word.
MECYSSOET ->ECOSYSTEM
Step 2: Task performance
- Teacher shows students the answer on the screen
and announces the winning group.
- Ss’ observation
Step 3: Report and discussion
- Ss take a place at the board.
- write the correct word from the jumbled words.
Step 4: Judgement
- Teacher shows students the answer on the screen
and announces the winning group.
- T sets the context for the lesson.
2. KNOWLEDGE FORMATION (8’-IW)
a. Objectives:
- To revise / teach some vocabulary and collocations related to the environment and
environmental protection
- To teach Ss the meaning of some new words / phrases related to the topic of the unit.
- To give Ss practice on how to use words / phrases related to the topic in context.
b. Content:
- Task 1,2,3 in Student book
c. Product:
- Students understand how to use the vocabulary related to the topic.
d. Implementation:
Activity 1: Vocabulary pre-teaching * Vocabulary:
Step 1: Task delivering 1. ecosystem (n)
- Teacher asks students to guess the meaning of 2. marine life (n)
the words by giving definitions/photos. 3. absorb (v)
Step 2: Task performance 4. harmful substances (n)
- Ss’ observation. 5. extinction (n)
- Listen and repeat the words.
Step 3: Report and discussion
- Teacher checks students’ understanding by the
task in student’s book.
- Explain that they are friends, and they meet each
other by chance in a shopping mall.
Step 4: Judgement
- Teacher checks students’ pronunciation and
gives feedback.
3. PRACTICE (15’-IW)
a. Objectives:
- To revise / teach some vocabulary and collocations related to the environment and
environmental protection
- To teach Ss the meaning of some new words / phrases related to the topic of the unit.
- To give Ss practice on how to use words / phrases related to the topic in context.
b. Content:
- Task 1,2,3 in Student book
c. Product:
- Students understand how to use the vocabulary related to the topic.
d. Implementation:
Activity 2: Label each picture with a phrase 2: Label each picture with a phrase
from the list. (6 mins) from the list.
Step 1: Task delivering
- Teacher Ss to look at the pictures to label each
picture.
Step 2: Task performance
- Ss’ observation
- Let Ss work in pairs.
Step 3: Report and discussion
- Teacher tells them to name the activities, then
label the pictures using the phrases given, then
check their answers as a class.
- Student’s talk
- Have Ss read the phrases aloud.
Step 4: Judgement
- Correct their pronunciation if necessary.
- Tell Ss to tick the activities that help protect the
environment.

Activity 3: Match each word or phrase in

column A with its meaning in column B. (6
mins) Label each picture with a phrase from
Step 1: Task delivering the list.
- Teacher tells Ss to read the words / phrases in Suggested answers:
column A and their meaning in column B 1. picking up rubbish
carefully. 2. protecting endangered species γ
Step 2: Task performance 3. cutting down trees
- Ss’ observation 4. saving water γ
- Ss work in pairs or small groups. 5. building a campfire
Step 3: Report and discussion 3: Match each word or phrase in
- Ss match each word or phrase with its meaning. column A with its meaning in column
- T goes around and gives assistance if necessary B.
and checks their answers. Suggested answers:
Step 4: Judgement 1. c
- Confirm the correct answers 2. a
- Check the answers as a class. 3. e
4. b
5. d

4. APPLICATION (17’-IW, PW, GW)

a. Objectives:
- To help Ss pronounce the sounds /bl/ and /kl/ correctly;
- To help Ss differentiate the sounds /bl/ and /kl/.
b. Content:
- Task 4: Complete each sentence with a word or phrase from the box
- Task 5: Listen and repeat the words. Pay attention to the sounds /bl/ and /kl/
- Task 6: Listen and practise the sentences. Underline the words with /bl/, and circle the
words with /kl/.
c. Product:
- Students repeats the words correctly
d. Implementation:
Activity 4: Complete each sentence with a word 4: Complete each sentence with a
or phrase from the box (6 mins) word or phrase from the box
- Ss read the sentences carefully and look for clues Suggested outcome:
so that they can choose the correct words /phrases Students repeats the words correctly
to complete the sentences.
- Teacher asks one student to write the answers on
the board. Confirm the correct answers.
- Call on some Ss to read the sentences.
Activity 5: Listen and repeat the words. Pay
attention to the sounds /bl/ and /kl/ (4 mins) 5: Listen and repeat the words. Pay
- Teacher asks some Ss read out the words first. attention to the sounds /bl/ and /kl
Then play the recording for them to listen and Suggested outcome:
repeat the words they hear. Ask them to pay close 1. Look! There are black clouds all
attention to the two sounds. over!
- Play the recording as many times as necessary. 2. A truck blocked the way to the club.
- Explain to Ss the difference between the two 3. The students painted the classroom
sounds if needed blue.
- Invite some Ss to say some words they know that 4. The wind blew the clock down.
include the two sounds. 5. We cleaned up the environment after
Activity 6: Listen and practise the sentences. the blast.
Underline the words with /bl/, and circle the
words with /kl/. (6 mins) 6: Listen and practise the sentences.
- Play the recording. Let Ss listen and repeat Underline the words with /bl/, and
sentence by sentence. circle the words with /kl/.
- Have Ss read the sentences again and underline
the words having the sound /bl/ and circle the
words having
the sound /kl/.
- Then play the recording for Ss to listen and
check what they have done.
- Have them work in pairs to compare their
answers. Check Ss’ answers.
* Home assignment
- T assigns the homework.
- Ss copy their homework. * Home assignment
- T explains it carefully - Learn by heart vocabulary
- Prepare the next lesson: A closer look
2

V. FEEDBACK:
With 8A …………………………..………………………………………………………………..…
…………………………………………...……………………………………..……………
………………………………………………………………………………………….……
 Period:57
UNIT 7: ENVIRONMENTAL PROTECTION
Lesson 3: A closer look 2 P75-76
Class Date of planning Date of teaching
8A 02/01/2024 18/01/2024

I. OBJECTIVES: * By the end of this unit, students will be able to:

- Gain an overview about the topic Environmental protection
- Gain vocabulary to talk about Environmental protection
1. Knowledge:
+ Vocabulary: ecosystem (n); marine life (n); absorb (v); harmful substance (n); extinction (n).
+ Language: Complex sentences with adverb clauses of time: (before, after, when, while,
till / until, as soon as)
+ Pronunciation: Sounds: /bl/ and /kl/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities:- Love talking about enviroment. Ss have the good attitude to working in groups,
individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5’-IW)
a. Objectives:
- To review the adverb clauses of time.
- To introduce the term of adverb clauses of time
b. Content:
- Teacher some sentences on the screen
- Teacher asks students to identify the adverb clauses of time.
- Teacher give some follow-up questions to lead in the introduction of the target grammar point.
c. Product: - Students’ answers.
d. Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Leading in: Observation
Step 1: Task delivering Questions & answers
- Teacher some sentences on the screen Student’s talk
- Teacher asks students to identify the adverb clauses of
time.
Step 2: Task performance
- Ss’ observation
- Ss identify the adverb clauses of time.
Step 3: Report and discussion
- Teacher give some follow-up questions to lead in the
introduction of the target grammar point. Suggested answers:
- Student’s talk 1. I always take a bath before I go to
Questions: bed.
1. I always take a bath before I go to bed. 2. Will you wait here until I am
2. Will you wait here until I am ready? ready?
3. I was not at home when he came to see me. 3. I was not at home when he came to
4. Do not disturb me when I am busy with my work. see me.
5. As soon as she finished that project, she started 4. Do not disturb me when I am busy
working on the next. with my work.
6. After I have finished my work, I will accompany you 5. As soon as she finished that
to the park. project, she started working on the
Step 4: Judgement next.
- T sets the context for the lesson 6. After I have finished my work, I
- Teacher corrects for students (if needed) will accompany you to the park.
2. KNOWLEDGE FORMATION (10’-IW)
a. Objectives:
- To help Ss identify the form of complex sentences with adverb clauses of time.
b. Content:
- Teacher asks Ss to do the exercise individually and then check their answer in pairs.
- Invite some Ss to share their answers. Confirm the correct answers
c. Product:
- Students know how to use the target grammar.
d. Implementation:
Activity 1: Read the sentences and write I.C if the 1: Read the sentences and write I.C
underlined clause is an independent clause or D.C if if the underlined clause is an
it is a dependent clause. independent clause or D.C if it is a
Step 1: Task delivering dependent clause.
- Have Ss study the example first. Key:
- Give Ss some time to read the sentences and write 1. I.C
down the answers. 2. D.C
Step 2: Task performance 3. I.C
- Ss’ observation 4. D.C
- T observes and helps when and where necessary. 5. D.C
Step 3: Report and discussion
- Ask Ss to read their sentences and give their answers.
- Student’s talk
Step 4: Judgement
- Teacher checks students’ understanding by asking
some checking questions.
- T comments and gives feedback on Ss’ answers.
Note:
- A complex sentence contains one independent clause Ex
and at least one dependent clause. - The roads were slippery when it
- Independent clause dependent clause rained.
An adverb clause is a dependent clause. - As soon as they arrive, we’ll have
An adverb clause of time shows when something lunch.
happens. It is usually introduced by time connectors:
before, after, when, while, till / until, as soon as,...
3. PRACTICE (15’-IW, PW, GW)
a. Objectives:
- To teach Ss the use of the time connectors (before, after, when, while, till / until, as soon as, …)
in complex sentences.
- To help Ss review the form and use of complex sentences with adverb clauses of time;
- To help them know how to match the main clause and adverb clause of time to make complex
sentences
b. Content:
- Task 2: Choose A, B, or C to complete each sentence.
- Task 3: Match the clauses in the two columns to form complex sentences.
- Task 4: Combine each pair of sentences, using the conjunction in brackets
c. Product:
- Students understand how to use the target grammar.
d. Implementation:
Activity 2: Choose A, B, or C to complete each 2: Choose A, B, or C to complete
sentence. (5 mins) each sentence.
Step 1: Task delivering Suggested answers:
- Have Ss do these exercises individually. 1. A
Step 2: Task performance 2. A
- Ss’ observation 3. C
- Ss complete each sentence. 4. C
Step 3: Report and discussion 5. B
- Ss compare their answers with a partner.
- Ask some Ss to write their answers on the board.
Step 4: Judgement
- Check the answers with the whole class.
- Confirm the correct answers.
Activity 3: Match the clauses in the two columns to 3: Match the clauses in the two
form complex sentences (5 mins) columns to form complex sentences
Step 1: Task delivering 1. b
- Have Ss do these exercises individually. 2. d
Step 2: Task performance 3. e
- Ss’ observation 4. c
- Ss Match the clauses in the two columns to form 5. a
complex sentences.
Step 3: Report and discussion
- Ss compare their answers with a partner.
- Ask some Ss to write their answers on the board.
Step 4: Judgement
- Check the answers with the whole class.
- Confirm the correct answers.
Activity 4: Combine each pair of sentences, using the 4: Combine each pair of sentences,
conjunction in brackets (5 mins) using the conjunction in brackets.
Step 1: Task delivering Answer key:
- Teacher ask Ss to read the situations carefully. 1. I will call you as soon as I arrive at
- If necessary, T explain each situation to Ss. the station.
Step 2: Task performance 2. We have to follow the steps when we
- Ss’ observation make a conical hat.
- Ask Ss to complete the sentences individually. 3. My father taught me how to use the
Step 3: Report and discussion computer before he bought one for me.
- Ss compare their answers with a partner. 4. Nick is reading a novel while Jack
- Ask some Ss to write their answers on the board. is reading a cartoon.
- Student’s answers While Nick is reading a novel, Jack is
Step 4: Judgement reading a cartoon.
- Check the answers with the whole class. Confirm the 5. After the tornado hit, there were only
correct answers. a few houses left standing.
- Teacher corrects for students as a whole class.
4. APPLICATION (10’-IW, PW)
a. Objectives:
- To give Ss fun practice on how to make sentences with adverb clauses of time.
b. Content:
- Divide the class into two groups, A and B.
- Have each student from group A write a main clause, and each student from group B write an
adverb clause of time.
- Give them some time to work independently and write down their answers.
- Tell Ss to make sentences by matching their clauses from the two groups. Some clauses may
make funny sentences.
c. Product: - Students’ funny sentences
d. Implementation:
Activity 5: Work in two groups, A and B. Group A 5: Work in two groups, A and B.
write main clauses. Group A write main clauses.
Group B write adverb clauses of time. Suggested outcome:
A: You must be careful
B: When you go to the toilet

You must be careful when you go to the

toilet.

Step 1: Task delivering

- Have each student from group A write a main clause,
and each student from group B write an adverb clause of
time.
- Give them some time to work independently.
Step 2: Task performance
- Ss’ observation
- Ss write adverb clauses of time.
Step 3: Report and discussion
- Ss write down their answers.
- Tell Ss to make sentences by matching their clauses
from the two groups. Some clauses may make funny
sentences.
Step 4: Judgement
- Teacher gives corrections and feedbacks.
* Home assignment
* Home assignment
- T assigns the homework. - Prepare nlesson: Communication
- Ss copy their homework. - Do ex in workbook.
- T explains it carefully

V. FEEDBACK:
With 8A …………………………..……………………………………………………………..…
………………………………………...……………………………………..……………
……………………………………………………………………………………….……
 Period:58
UNIT 7: ENVIRONMENTAL PROTECTION
Lesson 4: Communication P76-77
Class Date of planning Date of teaching
8A 02/01/2024 22/01/2024

I. OBJECTIVES: * By the end of this unit, students will be able to:

- Gain an overview about the topic Environmental protection
- Gain vocabulary to talk about Environmental protection
1. Knowledge:
+ Vocabulary: ecosystem (n); marine life (n); absorb (v); harmful substance (n); extinction (n).
+ Language: Asking for clarification: What does S mean? It means ….. / S is/are ………
What do you mean by …? That means…………..
+ Pronunciation: Sounds: /bl/ and /kl/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities:- Love talking about enviroment. Ss have the good attitude to working in groups,
individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5’-IW)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Teacher gives out a jumbled conversation
- Teacher asks students to rearrange it to make a meaningful conversation.
- Teacher give some follow-up questions to lead in the introduction of the target grammar point.
c. Product:
- Students’ answers.
d. Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Matching game: Suggested answers:
Step 1: Task delivering A: What does it mean by ‘single-use
- Teacher gives out a jumbled conversation products’?
- Teacher asks students to rearrange it to make a B: ‘Single-use products’ are products
meaningful conversation. made to be used once only.
Step 2: Task performance A: And what do you mean by ‘global
- Ss’ observation warming’?
- Ss work in pairs. B: It is the increase in the
- Ss rearrange it to make a meaningful conversation. atmosphere’s temperatures caused by
Step 3: Report and discussion the rise of gases, especially carbon
- Student’s talk dioxide.
Step 4: Judgement A: Oh, thank you.
- Teacher gives some follow-up questions to lead in
the introduction of the target grammar point.
- Teacher corrects for students (if needed)
2. KNOWLEDGE FORMATION (5’-IW, PW)
a. Aim: - To provide Ss with the two ways of asking for clarification;
b. Content:
c. Product: - Students know how to use the structures to respond to compliments.
d. Implementation:
Step 1: Task delivering A: What does S mean?
- T provide Ss with the two ways of asking for B: It means ….. / S + is/are …
clarification. A: What do you mean by …?
Step 2: Task performance B: That means
- Ss’ observation.
Step 3: Report and discussion
- Listen and repeat.
- Ss practise asking for clarification.
Step 4: Judgement
- T comments and gives feedback on Ss’ answers.
3. PRACTICE (15’ - IW, PW)
a. Objectives:
- To provide Ss with the two ways of asking for clarification;
- To help Ss practise asking for clarification.
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted sentences
- Task 2: Work in pairs. Make similar conversations to ask for and give clarification for the
following.
c. Product:
- Students know how to use the structures to respond to compliments.
d. Implementation:
* EVERYDAY ENGLISH
Activity 1: Listen and read the conversations. Pay 1: Listen and read the
attention to the highlighted sentences (6 mins) conversations. Pay attention to the
Step 1: Task delivering highlighted sentences
- T plays the recording. Audio script – Track 44:
- Ss listen and read the conversation at the same time. Mi: Hey, Linda. What does
Step 2: Task performance ‘endangered species’ mean?
- Tell them to pay attention to the highlighted Linda: Endangered species are animals
questions. in the wild that face a high risk of
- Elicit the two ways of asking for clarification. extinction.
Step 3: Report and discussion Mi: And what do you mean by ‘in the
- Ask them to act out the conversation in pairs. wild’?
- Student’s talk Linda: That means animals that live in
- T go around and offer help if necessary. their natural habitats, not in zoos.
Step 4: Judgement Mi: Oh, I get it now. Thanks, Linda.
- Check their pronunciation. 2: Work in pairs. Make similar
Activity 2: Work in pairs. Make similar conversations to ask for and give
conversations to ask for and give clarification for clarification for the following.
the following. (6 mins) Suggested answers:
Step 1: Task delivering A: What does it mean / what do you
- Ask Ss to work in pairs to make similar dialogues mean by ‘single-use products’?
with the given cues. B: ‘Single-use products’ are products
Step 2: Task performance made to be used once only.
- Ss’ observation A: And what does it mean / what do
- Ss work in pairs to make similar dialogues with the you mean by ‘global warming’?
given cues. B: It is the increase in the
Step 3: Report and discussion atmosphere’s temperatures caused by
- Move around to observe and provide help. the rise of gases, especially carbon
- Call on some pairs to practise in front of the class. dioxide.
- Student’s talk A: Oh, thank you.
Step 4: Judgement
- Comment on their performance.
- Teacher checks students’ understanding by asking
some checking questions.
4. APPLICATION (20’-IW, PW, GW)
a. Objectives:
- To help Ss learn about Earth Day around the world;
- To give Ss reading practice for specific information.
To provide Ss with practice of matching the activities people do on Earth Day and how they
protect the environment.
b. Content:
- Task 3: Read the passage and tick the correct answers.
- Task 4. Work in groups. Match the activities people do on Earth Day with their results.
- Task 5: Work in pairs. Ask and answer about the things you and your friends do on Earth Day.
- Home assignment.
c. Product:
- Students know about Earth Day, when and how it began, and how it is celebrated around the
world
- Take note home assignment.
d. Implementation: Teacher’s instruction
* EARTH DAY
Activity 3. Read the passage and tick the correct 3. Read the passage and tick the
answers. correct answers
Step 1: Task delivering Suggested answers:
- Ss read the passage for a few minutes. 1,3,4
- Make sure they understand the main ideas and offer
explanations if needed.
Step 2: Task performance
- Ss’ observation
- T may ask some comprehension questions:
• When is Earth Day?
• How many countries celebrate Earth Day?
• What for?
Step 3: Report and discussion
- Then Ss work in pairs and do the task.
- T explains if necessary.
Step 4: Judgement
- Check their answers as a class.
Activity 4. Work in groups. Match the activities 4. Work in groups. Match the
people do on Earth Day with their results. activities people do on Earth Day
Step 1: Task delivering with their results.
- Ss work in groups and do the matching. Suggested answers:
- T goes round the class to monitor. 1. b 2. d
Step 2: Task performance 3. a 4. c
 - Ss’ observation
- Match the activities people do on Earth Day with
their results.
Step 3: Report and discussion
- Student’s talk
Step 4: Judgement
- Correct Ss’ mistakes.
- T comments and gives feedback on Ss’ answers.
Activity 5: Work in pairs. Ask and answer about 5: Work in pairs. Ask and answer
the things you and your friends do on Earth Day. about the things you and your
Step 1: Task delivering friends do on Earth Day.
- Give Ss a few minutes to study the example first.
Step 2: Task performance
- Ss’ observation
- Then Ss work in pairs, taking turns to ask and
answer.
Step 3: Report and discussion
- Ss ask and answer about the things you and your
friends do on Earth Day.
- T goes round giving help when and where necessary. Suggested outcome:
- Encourage them to say what they do (and like to do). A: What do you do on Earth Day?
Step 4: Judgement B: We pick up litter and clean the
- T comments and gives feedback on Ss’ answers. streets. And you?
…
* Home assignment * Home assignment
- T assigns the homework. - Prepare nlesson: Skills 1
- Do ex Part C in workbook.
- Ss copy their homework.
- T explains it carefully

V. FEEDBACK:
With 8A …………………………..……………………...…………………………………..…
…………………………………….……………………………………..……………
…………………………………….…………………………………………….……
 Period:59
UNIT 7: ENVIRONMENTAL PROTECTION
Lesson 5: Skills 1 P77-78
Class Date of planning Date of teaching
8A 02/01/2024 24/01/2024

I. OBJECTIVES: * By the end of this unit, students will be able to:

1. Knowledge:
+ Vocabulary: contain (v); diverse (adj); medicinal (adj).
+ Language: - Reading about Con Dao National Park; Talking about Vu Quang
+ Pronunciation: Sounds: /bl/ and /kl/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities:- Love talking about enviroment. Ss have the good attitude to working in groups,
individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5’-IW, GW)
a. Objectives:
To activate Ss’ knowledge of the topic of the reading text
b. Content:
- Tell Ss to look at the picture first.
- Have them work in groups and give the names of the endangered species they know.
- Encourage Ss to name as many names as possible.
c. Product:
- Students’ answers.
d. Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Work in groups. Look at the picture
and say what you see. Then list the names of some
endangered species you know.
Step 1: Task delivering
- Tell Ss to look at the picture first.
- Have them work in groups.
Step 2: Task performance
Suggested answers:
- Ss’ observation
tigers, saolas, blue whales, sea lions,
- Ss list the names of some endangered species you
dugongs, giant pandas, etc…
know.
Step 3: Report and discussion
- Ss give the names of the endangered species they
know.
- Encourage Ss to name as many names as possible.
Step 4: Judgement
- Teacher corrects for students (if needed)
2. KNOWLEDGE FORMATION (5’-IW)
a. Objectives:
- To teach Ss the vocabulary needed to understand the passage.
b. Content:
- Teacher shows pictures and asks students to find those in the passage.
- Teacher checks students’ understanding with follow up questions.
c. Product:
- Students know how to use the target vocabulary.
d. Implementation:
Activity 1: Vocabulary pre-teaching New words:
Step 1: Task delivering 1. contain (v)
- Teacher explains the meaning of the new vocabulary 2. diverse (adj)
by pictures. 3. medicinal (adj)
- Teacher reveals that the words according to the pitures
will appear in the reading text.
Step 2: Task performance
- Ss’ observation
- Ss open their textbook to find these words.
Step 3: Report and discussion
- Teacher introduces the vocabulary.
- Teacher checks students’ understanding with with
follow up questions.
Step 4: Judgement
- Teacher checks students’ understanding by with
follow up questions.
3. PRACTICE (15’-IW, PW, GW)
a. Objectives:
- To help Ss learn new vocabulary in context of the reading text
- To help Ss develop their reading skill for main idea and for details
b. Content:
- Task 2,3 in Student book
c. Product:
- Students understand about Con Dao National Park
d. Implementation:
Activity 2. Read the text and choose the words or 2. Read the text and choose the
phrases to make the following statements correct. words or phrases to make the
Step 1: Task delivering following statements correct
- Have Ss read the text quickly. Suggested answers:
Step 2: Task performance 1. national parks
- Ss’ observation 2. ecosystem
- Ss find the places where these words / phrases appear. 3. endangered
Step 3: Report and discussion 4. environment
- Tell them to use the contexts in which these words
appear to choose the right words / phrases.
Step 4: Judgement
- Check the answers as a class.
- Confirm the correct answers.
Activity 3. Read the text again and choose the correct 3. Read the text again and choose
option A, B, or C. the correct option A, B, or C.
Step 1: Task delivering Suggested answers:
 - Ask Ss to do the task individually. 1. B
- Tell them to read the passage two or three times. 2. A
Step 2: Task performance 3. C
- Ss’ observation 4. A
- Ss read each question, pause to identify where it 5. C
appears in the text, read that part carefully.
Step 3: Report and discussion
- Ss choose the correct answer.
- Ask Ss to exchange their answers with a partner.
- Explain the new words and clarify anything difficult.
Ask some questions to see if they understand the text
fully.
- Call on some Ss to read the passage aloud.
Step 4: Judgement
- Check their pronunciation and intonation.
- Check the answers as a class.
- Teacher corrects for students as a whole class.
4. APPLICATION (15’-IW, PW, GW)
a. Objectives:
- To provide Ss with an opportunity to revise and use vocabulary related to environmental
protection;
- To give Ss practice in asking and answering about a national park
- To help Ss practise talking about a national park, using the information in 4;
- To help Ss improve their speaking skill
b. Content:
Ex. 4-5 in Student Book
c. Product:
- Students’ speaking
d. Implementation:
Activity 4: Work in pairs. Ask and answer about Vu 4: Work in pairs. Ask and answer
Quang National Park. Look at the facts. about Vu Quang National Park.
Step 1: Task delivering Look at the facts.
- Give Ss some time to study the facts about Vu Quang
National Park.
Step 2: Task performance
- Ss’ observation
- Have Ss work in pairs and do the task.
- Go round to monitor and give help when necessary.
Step 3: Report and discussion
- Call on some pairs to perform the task in front of the
class.
- T and other Ss listen and comment. S
- Encourage Ss to talk about other information that they uggested outcome:
know about Vu Quang National Park. A: Where is Vu Quang National
Step 4: Judgement Park?
- T comments and gives feedback on Ss’ answers. B: It’s in Vu Quang District, Ha Tinh
Province
Activity 5: Work in groups. Talk about Vu Quang 5: Work in groups. Talk about Vu
National Park, using the answers in 4. Quang National Park, using the
Step 1: Task delivering answers in 4.
- Allow some time for Ss to think about how to give a Suggested outcome:
speech, using the information they have. You can begin your talk with:
Step 2: Task performance Vu Quang National Park is in …
- Have Ss work in groups of five or six.
- Ask them to use the answers in 4 and the vocabulary
learnt in the unit to talk about Vu Quang National Park.
- Give help when they have difficulty expressing their
ideas.
Step 3: Report and discussion
- Call on some Ss to talk before the class.
- Student’s talk
Step 4: Judgement
- T and other Ss listen and comment.
- Teacher gives corrections and feedbacks.
* Home assignment
- T assigns the homework.
- Ss copy their homework. * Home assignment
- T explains it carefully - Prepare nlesson: Skills 2
- Do ex in workbook.

V. FEEDBACK:
With 8A ……….……..………………………………………………………………..…………
…………………………………………...…………………………………..…………
………………………………………………………………………………….………
 Period:60
UNIT 7: ENVIRONMENTAL PROTECTION
Lesson 6: Skills 2 P79-80
Class Date of planning Date of teaching
8A 02/01/2024 25/01/2024

I. OBJECTIVES: * By the end of this unit, students will be able to:

1. Knowledge:
+ Vocabulary: contain (v); diverse (adj); medicinal (adj).
+ Language: - Listening about water pollution; Writing a notice
+ Pronunciation: Sounds: /bl/ and /kl/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities:- Love talking about enviroment. Ss have the good attitude to working in groups,
individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5’-IW)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Ss work in groups. Every student gives at least one activity that causes water pollution.
- Encourage Ss to give as many causes of water pollution as possible. Whether their sentences are
true or not is not very important as long as they speak English.
c. Product:
- Students’ answers.
d. Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Work in groups. Make a list of some activities that
cause water pollution
Step 1: Task delivering Suggested answer:
- Ss work in groups. throwing rubbish into rivers and lakes
- Every student gives at least one activity that causes pouring domestic wastes
water pollution. pouring industrial wastes
Step 2: Task performance using chemicals and pesticides in soil
- Ss’ observation spilling fuel
- Ss give as many causes of water pollution as possible.
Whether their sentences are true or not is not very
important as long as they speak English.
Step 3: Report and discussion
- Make a list of some activities that cause water pollution
- Student’s talk
Step 4: Judgement
- Teacher corrects for students (if needed)
- T comments and gives feedback on Ss’ answers.
2. KNOWLEDGE FORMATION (5’-IW)
a. Objectives: - To lead into the new lesson.
b. Content:
- Ss work in groups. Every student gives at least one activity that causes water pollution.
c. Product: - Students’ answers.
d. Implementation:
ACTIVITY 1: PRE-LISTENING
Task 1: Listen to the conversation and choose the 1: Listen to the conversation and
correct word to complete each sentence choose the correct word to complete
each sentence
Step 1: Task delivering
Suggested answers:
- Tell Ss that they are going to listen to a conversation
1. drinking
about water pollution. 2. factories
- Play the recording. 3. harmful
- Tell Ss to listen carefully and pay attention to key words 4. shouldn’t
that help them understand the ideas of the recording.
Step 2: Task performance
- Ss’ observation
- Ss listen carefully and pay attention to key words.
Step 3: Report and discussion
- Ss choose the correct answers.
- Student’s talk
Step 4: Judgement
- T comments and gives feedback on Ss’ answers.
3. PRACTICE (15’-IW, PW, GW)
a. Objectives:
- To help Ss practise listening for specific information.
- To help Ss practise listening for general and specific information.
b. Content:
- Task 2,3 in Student book
c. Product:
- Students understand how to listen and get the general and specific information.
d. Implementation:
* WHILE-LISTENING * LISTENING
Task 2. Listen to the conversation and choose the 2. Listen to the conversation and
correct word to complete each sentence. choose the correct word to complete
Step 1: Task delivering each sentence
- Tell Ss that they are going to listen to a conversation Suggested answers:
about water pollution. 1. drinking
Step 2: Task performance 2. factories
- Ss’ observation 3. harmful
- Play the recording. 4. shouldn’t
- Tell Ss to listen carefully and pay attention to key words
that help them understand the ideas of the recording.
Step 3: Report and discussion
- Ss choose the correct word to complete each sentence.
- Student’s talk
Step 4: Judgement
- Ss choose the correct answers. Check their answers.
Task 3. Listen again and give short answers to the 3. Listen again and give short
following questions. Use no more than ThREE words. answers to the following questions.
Step 1: Task delivering Use no more than ThREE words.
- Have Ss read the questions carefully.
- Play the recording once or twice.
Step 2: Task performance
- Ss’ observation
- Ask Ss to listen carefully and answer the questions
using no more than three words.
Step 3: Report and discussion
- Play the recording once more for Ss to check their
answers. Answer key:
- Ss listen carefully and answer the questions 1. Water pollution.
Step 4: Judgement 2. Two.
- T comments and gives feedback on Ss’ answers. 3. Rivers and lakes.
1. What is the listening text about? 4. A harmful effect.
2. How many sources of water pollution are there? 5. Green
3. What are two common sources of drinking water?
4. What type of effect does water pollution have on our
life?
5. What products can we use to reduce water pollution?
4. APPLICATION (20’-IW, PW, GW)
a. Objectives:
- To familiarise Ss with the form and purpose of a notice that they are going to write;
- To help Ss write a notice
b. Content:
- Ex. 4,5 in Student Book
c. Product:
- Students’ notices
d. Implementation:
* POST-LISTENING * WRITING
Task 4: Work in pairs. Read the notice and match the 4: Work in pairs. Read the notice
headings (a - e) below with the numbers (1 - 5) and match the headings (a – e)
Step 1: Task delivering below with the numbers (1 – 5)
- Have Ss work in pairs. Suggested outcome:
- Tell them to read all the details in the notice, think about Students’ first draft
them and match the headings (a – e) with the numbers (1 Time: 2 p.m. - 4 p.m., 6 March
– 5). Place: School Grand Hall
Step 2: Task performance Topic: Water pollution
- Ss’ observation Go Green Club
- Ss read all the details in the notice. NOTICE
Step 3: Report and discussion 12 January, 20...
- Ss match the headings (a - e) below with the numbers (1 Lecture on Water Pollution
- 5). Club Leader
Step 4: Judgement
Remind them of the order of these details in a notice. Bui Quang Thai
Task 5: Write a notice for the Go Green Club leader 5: Write a notice for the Go Green
to invite students to attend a lecture on water Club leader to invite students to
pollution. Use the following details. attend a lecture on water pollution.
Step 1: Task delivering Use the following details.
- Tell Ss to study the details given.
- Set a time limit for Ss to write the notice.
Step 2: Task performance
- Ss’ observation
- Tell them to refer to the sample notice in 4.
- Monitor Ss’ work and give assistance when necessary.
Step 3: Report and discussion
- Collect some Ss’ papers and mark them, and later
comment to the class.
- If there is not enough time for Ss to do their task in
class, have them do it as homework
- T comments and gives feedback on Ss’ answers.
* Home assignment * Home assignment
- T assigns the homework. - Write a notice for the Go Green Club
- Ss copy their homework. leader to invite students to attend a
- T explains it carefully lecture on air pollution.

V. FEEDBACK:
With 8A …………………………..…………………………………………………………..…
…………………………………………...………………………………..……………
…………………………………………………………………………………….……
 Period:61
UNIT 7: ENVIRONMENTAL PROTECTION
Lesson 7: Looking back and Project P80-81
Class Date of planning Date of teaching
8A 02/01/2024 29/01/2024

I. OBJECTIVES: * By the end of this unit, students will be able to:

1. Knowledge:
+ Vocabulary: contain (v); diverse (adj); medicinal (adj).
+ Language: review the vocabulary and grammar of Unit 7; apply what they have
learnt (vocabulary and grammar) into practice through a project.
+ Pronunciation: Sounds: /bl/ and /kl/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities:- Love talking about enviroment. Ss have the good attitude to working in groups,
individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5’-PW)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the revision
b. Content:
- Teacher asks Ss to think of what they have learnt already in Unit 7.
- Ss work in pairs to do the task. Teacher calls some students to retell.
- Teacher confirms and leads them to do all the exercises in books.
c. Product:
- Students’ answers.
d. Implementation:
Contents and techniques for organizing students’ Expected products and assessment
learning activities of students’ work
Step 1: Task delivering Suggested answers:
- Teacher asks Ss to think of what they have learnt Vocabulary
already in Unit 7. Environmental protection
Questions: Pronunciation
- What have we learnt in Unit 7? Sounds: /bl/ and /kl/
Step 2: Task performance Grammar
- Ss’ observation Complex sentences with
- Ss work in pairs to do the task. adverb clauses of time
Step 3: Report and discussion Skills
- Teacher calls some students to retell. • Reading about Con Dao National
- Student’s talk Park
Step 4: Judgement • Talking about Vu Quang National
- Teacher confirms and leads them to do all the exercises Park
in books. • Listening about water pollution
- Teacher corrects for students (if needed) • Writing a notice
Everyday English
Asking for clarification
2. VOCABULARY REVISION (10’-IW, PW)
a. Objectives:
- To help Ss review the vocabulary of Unit 7
b. Content:
- For activities 1 and 2, have Ss do these activities individually then compare their answers with
their partners.
- Go round and monitor the class, giving support if necessary
- Ask for Ss’ answers or ask some Ss to read out their answers in front of the class.
- Confirm the correct answers.
c. Product:
- Students prepare vocabulary and knowledge for the listening tasks.
d. Implementation:
Task 1: Choose the correct answer A, B, or C to 1: Choose the correct answer A, B,
complete each sentence. or C to complete each sentence.
Step 1: Task delivering Suggested answers:
- Ask for Ss’ answers or ask some Ss to read out their 1.A
answers in front of the class. 2. C
Step 2: Task performance 3. B
- Ss’ observation 4. A
- Ss do these activities individually. 5. C
Step 3: Report and discussion
- Ss compare their answers with their partners.
- Go round and monitor the class, giving support if
necessary
Step 4: Judgement
- Confirm the correct answers.
- Students prepare vocabulary and knowledge for the
listening tasks.
Task 2: Complete each of the sentences with a word or 2: Complete each of the sentences
phrase from the box. with a word or phrase from the box.
Step 1: Task delivering Suggested answers:
- For activities 1 and 2, have Ss do these activities 1. littering
individually. 2. carbon footprint
Step 2: Task performance 3. picking up rubbish
- Ss’ observation 4. habitats
- Ask for Ss’ answers or ask some Ss to read out their 5. endangered species
answers in front of the class.
Step 3: Report and discussion
- Ss compare their answers with their partners.
- Go round and monitor the class, giving support if
necessary
- Student’s answers
Step 4: Judgement
- Confirm the correct answers.

3. GRAMMAR REVISION (15’-IW, PW, GW)

a. Objectives:
- To help Ss revise complex sentences with adverb clauses of time;
- To help Ss practise writing sentences about themselves, using complex sentences with adverb
clauses of time
b. Content:
- Ask Ss to do the exercise individually first. Then they can check their answers with a partner
before discussing the answers as a class.
- Call on some Ss to write their answers on the board, other Ss give comments, and correct
mistakes only when really necessary
c. Product:
- Students’ answers
d. Implementation:
Task 3. Complete the following sentences using a 3. Complete the following sentences
clause. Use your own ideas. using a clause. Use your own ideas.
Step 1: Task delivering Suggested answers:
- Ask Ss to do the exercise individually first.
Step 2: Task performance
- Ss’ observation
- Ss complete the following sentences using a clause.
Step 3: Report and discussion
- Ss check their answers with a partner before discussing
the answers as a class.
- Call on some Ss to write their answers on the board.
Step 4: Judgement
- Ss give comments, and correct mistakes only when
really necessary
Task 4: Circle A, B, or C to identify the underlined 4: Circle A, B, or C to identify the
part that needs correction. underlined part that needs
Step 1: Task delivering correction
- Ask Ss to do the exercise individually first. Suggested answers:
Step 2: Task performance 1. A 2. B 3. C 4. C 5. B
- Ss’ observation
- Ss complete the following sentences using a clause.
Step 3: Report and discussion
- Ss check their answers with a partner before discussing
the answers as a class.
- Call on some Ss to write their answers on the board.
Step 4: Judgement
- Ss give comments, and correct mistakes only when
really necessary

4. PROJECT (15 minutes)

a. Objectives:
- To give Ss an opportunity to practise finding solutions to a serious environmental problem in
their area;
- To improve their speaking and presentation skills.
b. Content:
- Make sure Ss understand what to do. Ask Ss to work in groups and decide on the most serious
pollution problem in their area (noise pollution, air pollution, water pollution, …). Then find as
many solutions to the problem as possible.
- Teacher asks Ss to work in groups and make a poster to introduce the solutions they have
suggested. Encourage them to use a mind map to make their poster easier to understand. Tell them
they can use pictures, images, etc.
- Call on some groups to show their posters and make a presentation. Other groups give their
comments. The class votes for the best poster.
c. Product: - Students’ speaking
d. Implementation: Teacher’s instruction
Step 1: Task delivering A SERIOUS POLLUTION
- Make sure Ss understand what to do. PROBLEM IN MY AREA
- Ask Ss to work in groups and decide on the most serious Suggested outcome:
pollution problem in their area (noise pollution, air Students’ posters & presentations
pollution, water pollution, …). Then find as many
solutions to the problem as possible.
Task P1: Choose a serious pollution problem in your area
(noise pollution, air pollution, water pollution, …).
Suggest solutions to the problem.
Step 2: Task performance
- Ss’ observation
- Teacher asks Ss to work in groups and make a poster to
introduce the solutions they have suggested. Encourage
them to use a mind map to make their poster easier to
understand. Tell them they can use pictures, images, etc.
Task P2: Make a poster. Write your solutions on
the poster. Use pictures to illustrate / decorate your
poster.
Step 3: Report and discussion
- Call on some groups to show their posters and make a
presentation. Other groups give their comments. The class
votes for the best poster.
Task P3: Present your poster to the class.
It is better for T to assign the project in earlier lessons.
Make sure to guide them carefully and check their
progress after each lesson. In the last lesson (LOOKING
BACK), ask Ss to give their presentation.
- Student’s talk
Step 4: Judgement
- T comments and gives feedback on Ss’ answers.
* Home assignment * Home assignment
- T assigns the homework. - Prepare for UNIT 8: GETTING
- Ss copy their homework. STARTED
- T explains it carefully - Revise lesson at home

V. FEEDBACK:
With 8A …………………………..………………………………………………………..…
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