Giáo án Tiếng Anh Lớp 8 - Period 55-80 (Sách cũ)

Week 19
Date of preparation
Date of teaching
Class
 Absentees
17 / 01 / 2021
18/01/ 2021
8A1
18/01/ 2021
8A2
18/01/ 2021
8A3
20/01/ 2021
8A6
 Period 55
UNIT 7: POLLUTION 
 Lesson 1: Getting started
I. OBJECTIVES: By the end of the lesson, Ss will
1. Knowledge: Use the lexical items related to the topic “Pollution” to talk about type of pollution.
	a. Vocabulary: Aquatic; Dump; Poison; Sneeze; Illustrate
	b. Grammar: Conditional sentences.
2. Skills: 	listening and reading, finding a word, reading and answering the questions, deciding true or false, writing under the pictures, sentences completion, spoken interaction.
	3. Attitude: Ss will be more responsible for protecting environment. 
	4. Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
	2. New lesson: 
Teacher’s and students’ activities
The main contents
1. Warm up. 
Aim: To attract Ss’s attention to the lesson and to lead in the new lesson
Ss have a small talk about pollution.
T: Introduce the lesson about the new lesson..
2. Presentation
Aim: Help students listen, read and do some exercises about the conversation
T: Ask some questions about picture.
+ Where are Mi and Nick?
+ Where are they doing?
+ What are they talking about?
Ss: Answer the questions
T: Play the recording.
Ss: Listen to the tape (twice) and then check the guessing. 
T: Give some new words
Ss: Read in chorus and individually
And copy all the words.
T asks the Ss to read the conversation again and do exercise a.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
T asks them to read the answers.
Some Ss read, the others give comments.
T checks and corrects.
SS take notes.
T asks the Ss to read the conversation again and answer the questions.
Ss do it in pairs.
T asks them to compare their answers with their friends.
Ss do it.
T asks them to read the answers.
Some Ss read, the others give comments.
T checks and corrects.
Ss take notes.
T asks the Ss to read the conversation again and tick True(T) false (F) or no information(NI).
Ss do it in groups of 4.
T asks them to compare their answers with their friends.
Ss do it.
T asks them to read the answers.
Some Ss read, the others give comments.
T checks and corrects.
Ss take notes.
I-Listen and read 
New words: 
Aquatic: dưới nước
Dump: đổ xuống
Poison: chất độc hại
Sneeze: hắt hơi
Illustrate: minh họa
a. Find the word/ phrase that means.
1- dead 2- aquatic 3- dump 4- poison
5- polluted 6- to come up with
b. Answer the questions
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.
c. True(T) fale (F) or no information(NI).
1.1-F ( It’s polluted by the factory)
2,4,5 T
3. NI
3. Practice
Aim: Ss can use the words related to the topic “pollution”
T asks the Ss to do task 2.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.
T asks Ss to do task 3.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.
2. There are different types of pollution.
A. radioactive pollution
B. noise pollution
C. visual pollution
D. thermal pollution
E. water pollution
F. land/ soil pollutio
G. light pollution
H. air pollution
3. Complete the sentences
1.thermal pollution
2.Air pollution
3.radioactive pollution
4.light pollution
5.Water pollution
6.Land pollution / Soil pollution
7.Noise pollution
8.visual pollution
4. Further practice.
Aim: Complete the correct adjectives to describe some leisure activities
T asks Ss to work in groups to talk about pollution in their neighborhood.
Ss do it.
T asks them to present in front of the class..
Ss do it.
4. Work in groups.
3. Guides for homework 
- Talk bout pollution
- Learn new words/ workbook: B1, 2, 3
- Prepare : A closer look 1
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Week 19
Date of preparation
Date of teaching
Class
 Absentees
17 / 01 / 2021
19/01/ 2021
8A1
20/01/ 2021
8A2
20/01/ 2021
8A3
21/01/ 2021
8A6
Period 56
 UNIT 7: POLLUTION 
 Lesson 2: A closer look 1
I. OBJECTIVES: By the end of the lesson, Ss will
1. Knowledge: 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.
	a. Vocabulary: poison , contaminate, pollutant, polluted, death, damaged
	b. Grammar: Cause and effect
	c. Pronunciation: “ic” and “al”
2. Skills: Completing the table, sentences completion, combining the sentences, make sentences, listening and marking the stress, 	listening and underlining the words.
	3. Attitude: Ss will be more responsible for protecting environment. 
	4. Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: Write the new words and types of pollution
	2. New lesson: 
Teacher’s and students’ activities
The main contents
1. Warm up. 
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson
Ss have a small talk about pollution in their neighborhood.
2. Presentation.
Aim: Help students use words and phrases showing cause/effect relationships to describe the causes and effects of pollution.
T asks the Ss to do task 1.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.
T asks the Ss to do task 2.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.	
T introduces structure.
Ss take notes.
I. Vocabulary
Complete the table.
1.poison 
2.contaminate 
3.pollutant 
4.polluted 
5.death
6.damaged
Complete the sentences.
1.poisonous 2.pollutants 3.dead
4.contaminated 5.contaminated
6.pollute
Structure:
Because/ since + clause
Due to/ because of + Sth
So+ clause
To cause sth/ to lead to sth/ to result in sth
To make sb/ sth/ do sth
Practice
Aim: Ss can use words and phrases to do exercise and Pronounce the words ending in “ic” and “al” correctly in isolation and in context.
T asks the Ss to do task 3.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.	
T asks the Ss to do task 3b.
Ss do it.
T asks them to compare their answers with their fiends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read, the others give the comment.
T checks and corrects.
T introduces stress in words ending in –ic and - al.
Ss listen and take notes.
T asks the Ss to listen and mark the stress in each words.
Ss do it.
T asks some Ss to read their answers.
Some Ss read.
T checks and corrects.
T asks the Ss to do task 7.
Ss do it.
T asks them to read their answers.
Some Ss read.
T checks and corrects.
3a. Write C for cause and E for effect
1. C-E 2C-E 3E-C 4E-C
3b Combine sentences.
1.Oil spills from ships in the oceans and rivers lead to the death of many aquatic animals and plants.
2.Households dump waste into the river so it is polluted.
3.Since the parents were exposed to radiation, their children have birth defects.
4.We can't see the stars at night due to the light pollution.
II. Pronunciation
6. Listen and mark the stress in each words, then repeat again.
1. ar'tistic
2. ath'letic
3. his'toric
4. his'torical
5. 'logical
6. 'physical
7. he'rotic
8. po'etic
9. bo'tanic
10. bo'tanical
7. Underline the words ending in –ic and circle the words ending in – al in the following sentences.
Further practice. 
Aim: Ss can talk to show cause/ effect relationship.
T asks the Ss to work in groups to look at the pictures and give as many sentences as possible to show cause/ effect relationship.
Ss do it.
T asks some Ss to read their answers.
Some Ss read.
T checks and corrects.
Work in group
People cough because they breathe in the fumes from cars.
The fumes from cars make people cough.
3. Guides for homework. 
- Do exercise 3,4 in workbook.
- Talk about pollution in their neighborhood.
- Prepare: A closer look 2
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Week 19
Date of preparation
Date of teaching
Class
 Absentees
18 / 01 / 2021
22/01/ 2021
8A1
22/01/ 2021
8A2
21/01/ 2021
8A3
22/01/ 2021
8A6
Period 57
 UNIT 7: POLLUTION 
Lesson 3: A closer look 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will
Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution.
	a. Vocabulary: related to the topic: Pollution
	b. Grammar: conditional sentences type 1 and type 2
2. Skills: Putting the verbs in the brackets, making sentences, matching, writing sentences, playing games.
	3. Attitude: Ss will be more responsible for protecting environment. 
	4. Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: Talk about pollution in their neighborhood.
	2. New lesson: 
Teacher’ and students’ activities
The main contents
1. Warm up 
Aim: To warm up the class and lead in the lesson
Ss talk about some types of pollution.
POLLUTION
2. Presentation.
Aim: Help Ss review conditional type 1.
T asks the Ss to do task 1. 
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
T asks some Ss t read their answers.
Some Ss read.
T checks and corrects.
T asks the Ss to do task 2.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
T asks some Ss t read their answers.
Some Ss read.
T checks and corrects.
I. conditional type 1
1. Put the verbs in brackets into the correct form
1.recycle/will help
2.won’t dump/fines
3.travel/will be
4.will save/don’t waste
5.use/will have
2. Combibe sentences
1.Students 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 aquatic creatures will be unable to reproduce.
5.People will get more diseases if the water is contaminated.
3. Practice
Aim: Help Ss to know more about conditional type 2.
T introduces conditional type 2.
Ss listen and take notes.
T asks the Ss to do task 3.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
T asks some Ss t read their answers.
Some Ss read.
T checks and corrects.
T asks the Ss to do task 4.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.	
T asks some Ss t read their answers.
Some Ss read.	
T checks and corrects.
T asks the Ss to do task 5.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.	
T asks some Ss t read their answers.
Some Ss read.
T checks and corrects.
II. Conditional type 2.
3. Match A with B
1-b, 2-c, 3-d, 4-e, 5-a
4. Put the verd in the correct form
1.were/would you (do) do
2.exercised/would be
3.had/would build
4.tidied /wouldn’t be
5.was / were/would grow
5. Complete the sentences
1. If there weren’t so many billboards in our city, people could enjoy the view.
2.If there wasn’t so much light in the city at night, we could see the stars clearly / If there weren’t so much light in the city at night, we could see the stars clearly.
4. Further practice
Aim: Ss can talk about real situation using conditional type 1 and type 2
T guides the Ss to do to give real situation using conditional type 1 and type 2.
Ss do it.
T corrects and remarks
* Chain game.
Example:
A: If each person plants a tree, there will be a lot of trees.
B: If there are a lot of trees, the air will be cleaner.
C: If the air is cleaner, fewer people will be ill.
3. Guides for homework
- Make sentences with conditional type 1 and type 2. 
- Do the task in part Vocabulary & grammar in workbook.
- Prepare: Communication.
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Week 20
Date of preparation
Date of teaching
Class
 Absentees
23 / 01 / 2021
25/01/ 2021
8A1
25/01/ 2021
8A2
25/01/ 2021
8A3
27/01/ 2021
8A6
Period 58
UNIT 7: POLLUTION 
Lesson 4: Communication
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will
Talk about noise pollution and discus the way to prevent noise pollution.
	a. Vocabulary: Permanent; Earplug; Affect; Hearing loss; Blood pressure
	b. Grammar: conditional sentences type 1 and type 2
2. Skills: choosing the best answer, listening and answering, discussing, spoken interaction.
	3. Attitude: Ss will be more responsible for protecting environment. 
	4. Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
	2. New lesson: 
Teacher’s and students’ activities
The main contents
1. Warm up 
Aim: To warm up the class and lead in the lesson
Ss talk about the effect of pollution.
2. Presentation 
Aim: Ss can know some vocabulary words about noise pollution
T presents the vocabulary
Ss read the vocabulary
Extra vocabulary
Permanent: usually
Earplug: cái nút tai
Affect: ảnh hưởng
Hearing loss: mất thính lực
Blood pressure: huyết áp
3. Practice
Aim: Ss can understand and answer the questions
T asks the Ss to do task 1.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.	
T asks some Ss t read their answers.
Some Ss read.	
T asks the Ss to do task 2.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.	
T asks some Ss t read their answers.
Some Ss read.	
T asks the Ss to do task 3.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.	
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
1. Answer the questions. 
2. Compare your answer with those of a classmate
3. Listen and check your answer
Further practice 
Aim: Ss discuss the ways to prevent noise pollution.
T asks the Ss to discuss the ways to prevent noise pollution.
Ss do it in groups.
4. Work in groups. Discuss other ways to prevent noise pollution.
3. Guides for homework
- Learn new words/ workbook: C. Speaking 
- Prepare next lesson: Skills 1
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Week 20
Date of preparation
Date of teaching
Class
 Absentees
23 / 01 / 2021
25/01/ 2021
8A1
27/01/ 2021
8A2
27/01/ 2021
8A3
28/01/ 2021
8A6
Period 59
UNIT 7: POLLUTION 
Lesson 5: Skills 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will
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
a. Vocabulary: about water pollution
b. Grammar: Review conditional type 1 and 2.
2. Skills: describing the picture, reading and answer the questions, sentences completion, discussion, completing information, making a presentation, spoken interaction.
3. Attitude: Ss will be more responsible for protecting environment. 
4. Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: Write the new words
	2. New lesson: 
Teacher’s and students’ activities
The main contents
1. Warm up. 
Aim: To warm up the class and lead in the lesson
Ss have small talk about the cause and effect of noise pollution.
1. Discuss
2. Presentation. 
Aim: Read the information about water pollution.
T gives students pictures and asks students to write stentences about picture.
Ss do it.	
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
T asks the Ss to do task 2.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.	
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
T asks the Ss to do task 3.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.	
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
I- READING
1. Work in pairs. One of you look at pA and the other look at pB. Ask and answer the questions to find differences between your pictures.
2. Read the passage then answer the questions
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 note.
1. If the drinking water is untreated, an outbreak of cholera may happen.
2. People drinking contaminated water may die.
3. Fish, crabs or birds, may also die because of polluted water.
4. Other animals may become ill if they eat the dead animals.
5. Herbicides kill both weeds and aquatic plants.
3. Practice. 
Aim: Talk about the causes and effects of water pollution as well as ways to reduce it
T asks the Ss to do task 4.
Ss do it in groups.
T asks them to compare their answers with their friends.
Ss do it.	
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
T asks the Ss to do task 5.
Ss do it in groups.
T asks them to compare their answers with their friends.
Ss do it.	
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
II. Speaking
4. Work in groups and discuss the solution to water pollution.
5. Complete the diagram of water pollution.
Water pollution: Definition: 
EFFECTS
 Humans: 
- Animals: 
- Plants: 
CAUSES
- Point source pollutants: 
- Non-point source pollutants:
SOLUTIONS
4. Further practice
Aim: Ss can talk about protecting the environment
T asks Ss to talk about protecting the environment
Ss talk about protecting the environment
T corrects and remarks
Eg: Hello, I am going to tell you about protecting the environment
3. Guides for homework. 
- Do exercise part reading.
- Prepare new lesson: Skills 2
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Week 20
Date of preparation
Date of teaching
Class
 Absentees
25 / 01 / 2021
29/01/ 2021
8A1
29/01/ 2021
8A2
28/01/ 2021
8A3
29/01/ 2021
8A6
Period 60
UNIT 7: POLLUTION 
Lesson 6: Skills 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will
- Listen for specific information about thermal pollution.
- Write about causes and effects of one pollution type.
	a. Vocabulary: about pollution
b. Grammar: Review conditional type 1 and 2.
2. Skills: describing pictures, listeing and completing the information, discusion, writing an article.
	3. Attitude: Ss will be more responsible for protecting environment. 
	4. Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: Write the new words
	2. New lesson: 
Teacher’s and students’ activities
Content
1. Warm- up:
Aim: To help Ss to pay attention in the lesson.
T asks some questions about about the cause and effect of noise pollution and how to protect the environment
Ss answer the questions about the cause and effect of noise pollution and how to protect the environment
T introduces the lesson
2. Presentation
Aim: Ss can describe what you see in the pictures and talk about relationship between them
T asks the Ss to talk about water pollution
Ss do it.
1. Describe what you see in the pictures and talk about relationship between them
- The first picture shows an algal bloom in coastal seawater.
- The second picture shows the cooling towers from a power station.
- They are both related to thermal pollution.
3. Practice 
 Aim: Help Ss listen for specific information about thermal pollution.
T asks the Ss to listen twice.
Ss listen.
T asks them to listen and complete the diagram.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
T asks some Ss to read their answers.
Some Ss read.
T checks and corrects.
T asks the Ss to discuss in pairs.
Ss do it.
I. Listening
2. Listen and complete the diagram.
1. hotter 2.cooler 3. cool 
4. warm rivers 
5. warmer water 
6. fish pollution 
7. harmful 
8. color 
9. poison 
10. cool down.
II. Writing
3. Work in pairs discuss the cause and effect.
 - Water pollution:
 - Definition:
 - Causes
 - Effects:
3. Practice
Aim: Help Ss write about causes and effects of one pollution type.
T asks the Ss to write about the cause and effect.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
* Write about the cause and effect.
 T: make one example:
There are many ways to lead to polluted water.
 Firstly, polluted water comes from companies
* Read each other’s work.
3. Guides for homework.
- Do exercise in speaking in workbook.
- Looking back and project
Date of teaching: 
Period 61
UNIT 7: POLLUTION 
Lesson 7: Looking back- Project
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will
Help Ss review all the knowledge they have learnt.
	a. Vocabulary: related to pollution
b. Grammar: Review conditional type 1 and 2.
2. Skills: sentences completion, writing web, rewriting sentences, putting the verbs in the brackets, making sentences.
3. Attitude: Ss will be more responsible for protecting environment. 
4. Competence development: 
 Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
	2. New lesson: 
Teacher’s and students’ activities
Content
1. Warm- up:
Aim: To help Ss to pay attention in the lesson.
T asks the Ss to talk about some types of pollution
Ss do it.
2. Vocabulary
Aim: help Ss review vocabulary related to leisure activities.
T asks the Ss to do exercise 1.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
T checks.
T asks the Ss to do exercise 2.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
T: Checks.
T asks the Ss to do exercise 2.
Ss do it.
T asks them to compare their answers with their friends.
Ss do it.
T checks.
I. Vocabulary
1. Complete the sentences with the correct form of the words in brackets.
1- pollution 
2. contaminated 
3. death 
4.poisonous 
5. pollutants
2. Write types of pollution 
1. radioactive pollution 
2. noise pollution 
3.visual pollution 
4.thermal pollution 
5.water pollution 
6. land / soil pollution 
7.light pollution 
8. air pollution
3. Rewrite the sentences.
1.The residents of the street cannot sleep because of the loud noise from the music club.
2.Vy had a stomachache since she ate a big dinner.
3.The road in front of my house was flooded due to the heavy rain
4.His mother is unhappy because his room is untidy.
5.Too much carbon dioxide (CO2) in the atmosphere causes global warming.
3. Grammar
Aim: help Ss review grammar about conditional type 1,2
T asks the Ss to do exercise 4.
Ss do it in groups of 8. (studying- cards)
T asks them to compare their answers with their friends.
Ss do it.
T: Checks. (extra- board)
T asks the Ss to do exercise 5.
Ss do it in groups
T asks them to compare their answers with their friends.
Ss do it.
T: Checks. (extra- board)
 II- Grammar 
4. Put the verb in the correct form.
1. won’t be/ don’t take
2.continue/ will be
3. was/ were/ would wear
4.do/ will see
5. would travel/ didn’t have
6. wouldn’t be/ didn’t take care
5. Complete the sentences using your own ideas.
1. If I were an environmentalist, .
2. If our school had a big garden, .
3. If the lake wasn’t polluted, .
4. If we have a day off tomorrow, .
5. If you want to do something for the planet, 
4. Communication
Aim: help Ss talk about pollution.
T asks the Ss to do exercise 6.
Ss do it 
T asks them to compare their answers with their friends.
Ss do it.
T: Checks.
III. Communication
6. Work in groups.
1. Your neighbors littered near your house.
2. Your friend wore headphones every day to listen to music.
3. Your brother dumped his clothes and school things on the floor.
4. Your sister had a bath every day.
Example:
A: If my neighbors littered near my house, I would write them a letter explaining that it was making the neighborhood dirty.
B: Oh, I would put a large sign up saying ‘No littering’.
C: I think I would knock on their door and explain that it was polluting the area.
IV. Project
3. Consolidation
 Check 15 minutes:
Code 1.
I. Choose the best answer. (4 points)
1. Mi and Nick like ______________back Mi’s home village on holiday.
A. comes B. come C. came D. coming
2. If the factory ________________dumping poison into the lake, all the fish and other aquatic animals will die.
A. continues B. to continue C. continued D. will continue
3. Water ________________ in the lake has made the fish die.
A. pollution B. pollute C. polluted D. polluting
4. If the air wasn’t dirty, I ________________ so much.
A. wouldn’t sneeze B. sneeze C. would sneeze D. to sneeze
II. Match each type of pollution with its relevant words / phrases (4 points)
1. thermal pollution 
A. lakes, rivers, oceans, groundwater, contamination
2. Air pollution 
B. water temperature, chanee 
3. Water pollution 
C. Gases, dust, fumes, atmosphere
4. Soil pollution 
D. Earth’s surface, destroy, pesticides 
1____________; 	2_________________; 	3_____________; 	4_____
III. Answer the questions, using conditional sentences type 1 or type 2 (2pts)
1. What would you do if you saw a ghost at night?
 ..
2. If you were a superhero, What would you do?
 .
Code 2.
I. Choose the best answer. (4 points)
1.I like ______________back my home village on holiday.
A. comes B. come C. came D. coming
2. If we ______________water carefully, more people will have fresh water.
A. will use B. would use C. using D. use
3. If the factorycontinues dumping poison ____________ the lake, all the fish and other aquatic animals will die.\
A. into B. to C. about D. in
4. Don’t drink that water. It’s .
A. damaged	B. dumped	C. contaminated	D. dead
II. Match each type of pollution with its relevant words / phrases (4 points)
1. Noise pollution 
A. telephone towers, power lines, advertising billboards 
2. Visual pollution 
B. radiation, land, air, water 
3. Radioactive pollution 
C. artifîcial illumination, cities 
4. Light pollution 
D. loud sounds, environment 
1____________; 	2_________________; 	3_____________; 	4_____
III. Answer the questions, using conditional sentences type 1 or type 2 (2points)
1. What will happen if we cycle more?
2. If you have some free time this weekend, where will you go?
Code 3.
I. Choose the best answer. (4 points)
1. If the factory continues dumping poison into the lake, all the fish and other aquatic animals ________________.
A. die B. to died C. dead D. will died
2. Water pollution is the ________________ in the lake has made the fish die.
A. contaminating B. contaminate C. contaminated D. contamination
3. If I were you , I ______________ that car.
A. would buy B. buy C. bought D. buying
4. If we recycle more, we ________________the Earth.
A. help B. would help C. helping D. will help
II. Match each type of pollution with its relevant words / phrases (4 points)
1. Light pollution 
A. loud sounds, environment 
2. Noise pollution 
B. Gases, dust, fumes, atmosphere
3. Air pollution 
C. lakes, rivers, oceans, groundwater, contamination
4. Water pollution 
D. artifîcial illumination, cities 
1____________; 	2_________________; 	3_____________; 	4_____
III. Answer the questions, using conditional sentences type 1 or type 2 (2pts)
1. Who would you meet if you could travel back to the 19th century?
 ..
2. If you get a good mark in your test, what will your parents do?
* Keys
Code 1
I. Choose the best answer. (4 points)
1. D	2. A	3. A	4. A	
II. Match each type of pollution with its relevant words / phrases (4 points)
1. B thermal pollution — water temperature, chanee 
2 - C. Air pollution - Gases, dust, fumes, atmosphère 
3 — A. Water pollution — lakes, rivers, océans, groundwater, contamination
4 — D. Soil pollution — Earth’s surface, destroy, pesticides 
Code 2
I. Choose the best answer. (4 points)
1. D	2. D	3. A	4. C
II. Match each type of pollution with its relevant words / phrases (4 points)
1 - D. Noise