Giáo án Tiếng Anh Lớp 8 - Unit 7: Pollution - Lesson 4: Communication - Năm học 2020-2021

Week 20 - Period 58
Date of planning: ./01/2021
Date of teaching: ./ 01/2021
UNIT 7: POLLUTION
Lesson 4: Communication
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to answer the questions about noise pollution and talk about ways to prevent noise pollution.
- Vocabulary: lexical items related to the topic “Pollution”.
- Grammar: Causes and effects relationships.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They know how to prevent pollution and protect their environment.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
The main contents
Warm up (3’)
a, Aim: To warm up the class and lead in the lesson.
b, Contents: Ss work in pairs to tell kinds of pollution.
c, Outcome: Ss can tell many kinds of pollution.
d, Organization:
- Asks Ss to tell kinds of pollution.
- Tells Ss that in this lesson they will have the opportunity to explore noise pollution, a common pollution type that not many people recognize as a pollution.
Tell some kinds of pollution:
- Water pollution
- Land/Soil pollution
- Air pollution
- Noise pollution
2. Presentation (5’)
a, Aim: Ss can know some vocabulary words about noise pollution 
b, Contents: Ss learn new words and guess the meaning.
c, Outcome: Ss can know some new words about noise pollution.
d, Organization:
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
Practice (27’)
a, Aim: Ss can know some vocabulary words about noise pollution 
b, Contents: 
+ Ss answer the questions in questionnaire individually.
+ Ss compare their answers with a partner in pairs.
+ Ss listen and check their answer individually.
c, Outcome: Ss can know some new words about noise pollution.
d, Organization:
- 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 to 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 to 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
1. B 2. C 3. A 4. B 
 5. C	 6. A	 7. A
Application (8’)
a, Aim: Ss discuss the ways to prevent noise pollution.
b, Contents: Ss work in groups to discuss how to prevent noise pollution.
c, Outcome: Ss can find the ways to prevent noise pollution.
d, Organization:
- 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 (2’)
- Learn new words/ workbook: C. Speaking 
- Prepare next lesson: Skills 1
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Week 20 - Period 59
Date of planning: ./01/ 2021
Date of teaching: ./ 01 / 2021
UNIT 7: POLLUTION
Lesson 5: Skills 1
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to read for general and specific information about water pollution. They will be able to talk about causes and effects of water pollution as well as the solution to water pollution.
- Vocabulary: extra words related to the topic: water pollution.
- Grammar: Causes and effects relationships 
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They know how to prevent pollution and protect their environment.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up (3’)
a, Aim: To warm up the class and lead in the lesson
b, Contents: Ss work in groups to talk about cause and effect of noise pollution.
c, Outcome: Ss can talk about cause and effect of noise pollution.
d, Organization:
- Ss have small talk about the cause and effect of noise pollution.
1. Discuss
2. Presentation (7’)
a, Aim: Read the information about water pollution.
b, Contents: Ss work in pairs to find the differences between 2 pictures. Then they can know some new words.
c, Outcome: Ss can find many differences between 2 pictures and study some new words.
d, Organization:
T gives students pictures and asks students to write sentences about picture.
Ss do it.	
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
- Teacher uses different techniques to teach vocabulary (situation, realia)
- Follows the seven steps of teaching vocabulary 
* Checking vocab: Slap the board
Show the table, run through main ideas
Have Ss read the text quickly and match
I- READING
1. Work in pairs. One of you look at pA and the other look at B. Ask and answer the questions to find differences between your pictures.
Vocabulary: 
- sewage (n): nước cống, rác cống
- pesticide (n): thuốc trừ sâu 
- herbicide (n): thuốc diệt cỏ
- cholera (n):bệnh dịch tả, bệnh tả
- outbreaks: bùng nổ
- untreated: chưa qua xử lí
- dramatic effect: ảnh hưởng lớn
3. Practice (28’)
a, Aim: Help Ss know about the cause and effect of water pollution.
b, Contents: 
+ Ss work individually to answer the questions in 2.
+ Ss work individually to complete the note.
+ Ss work in groups to discuss the solutions to water pollution.
+ Ss work in pairs to complete the diagram.
c, Outcome: Ss can do the reading task (answer the questions and complete the note) well. They can find out the solutions to water pollution and complete the diagram.
d, Organization:
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 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.
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.
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
Application (5’)
a, Aim: Ss can talk about protecting the environment.
b, Contents: Ss talk about protecting the environment individually.
c, Outcome: Ss can talk some simple sentences well.
d, Organization:
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. (2’)
- Do exercise part reading.
- Prepare new lesson: Skills 2
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Week 20 - Period 60
Date of planning: ./01/ 2021
Date of teaching: ./ 01 / 2021
UNIT 7: POLLUTION
Lesson 6: Skills 2
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to listen to get specific information about the topic: Thermal pollution. They will be able to write a paragraph about the causes and effects of one type of pollution in your area.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They know how to prevent pollution and protect their environment.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
Content
1. Warm- up (3’)
a, Aim: To help Ss to pay attention in the lesson.
b, Contents: Ss answer the questions.
c, Outcome: Ss can talk about the cause and effect of noise pollution, water pollution and how to protect the environment. 
d, Organization:
- T asks some questions about the cause and effect of noise pollution, water pollution and how to protect the environment.
- Ss answer the questions.
- T introduces the lesson
2. Presentation (5’)
a, Aim: Ss can describe what they see in the pictures and talk about relationship between them.
b, Contents: Ss describe the pictures and talk about the relationship individually.
c, Outcome: Ss can find the right answers. 
d, Organization:
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 (20’)
a, Aim: Help Ss listen for specific information about thermal pollution.
b, Contents: 
+ Ss listen and complete the diagram individually.
+ Ss work in pairs to discuss the causes and effects of one type of pollution.
c, Outcome: Ss can complete the diagram well and they can find out causes and effects of one type of pollution.
d, Organization:
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:
4. Application (15’)
a, Aim: Help Ss write about causes and effects of one pollution type.
b, Contents: Ss write about causes and effects of one pollution type individually.
c, Outcome: Ss can write about causes and effects of one pollution type well.
d, Organization:
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.
Sample article:
Water pollution
There are several types of pollution. However, water pollution is the most serious in our area. 
It is caused by several factors. Firstly, families dump sewage into the river. In the past it was a very beautiful river, but now the water is almost black. Secondly, there are two new factories in our area, and they are dumping chemical waste into the lake and river. Thirdly, pesticides are another source of pollution. Farmers in our area usually use these to kill insects.
Water pollution badly affects our area. We do not have enough fresh water. People cannot raise fish in the river and the lake because the water there is so polluted. In addition, there are no more wild ducks near the river today since they cannot find fish for food. Another negative effect is that sometimes in the afternoon there is a bad smell from the polluted river, so people do not like walking along it anymore.
People in our area all aware of this problem, and we are thinking of ways to solve it.
3. Guides for homework (2’)
- Do exercise in speaking in workbook.
- Prepare Looking back and project.
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Cao Thắng, ngày 18 tháng 01 năm 2021
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