Giáo án Tiếng Anh Lớp 8 - Unit 7: Pollution - Lesson 7: Looking back and Project - Năm học 2020-2021

Week 21 – Period 61
Date of planning: /01/ 2021
Date of teaching: ./01/2021
UNIT 7: POLLUTION
Lesson 7: Looking back and Project
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to review all the knowledge and skills they learnt in unit 7.
- Vocabulary: extra words related to the topic pollution.
- Grammar: Conditional sentence type 1 and 2.
2. Competence: SS will develop some competences such as being determined, self-studying, creative and communicating. They will use language correctly.
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, A0 paper 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
Contents
1. Warm- up (3’)
a, Aims: help Ss to pay attention in the lesson.
b, Contents: Ss talk about some types of pollution.
c, Outcome: Ss can talk about some types of pollution correctly.
d, Organization:
T asks the Ss to talk about some types of pollution
Ss do it.
2. Practice (15’)
a, Aims: help Ss review vocabulary related to leisure activities, grammar about conditional sentence type 1, 2 and talk about pollution.
b, Contents: 
+ Complete the sentences with correct form of the words.
+ Write type of pollution.
+ Rewrite the sentences.
+ Put the verb into the correct form.
+ Complete the sentences using your own ideas.
+ Discuss what you would do or say in each situation.
c, Outcome: Ss can talk about some types of pollution correctly.
d, Organization:
- 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 3.
- 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 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)
- Ss work in groups to discuss what they would do or say in each situation. 
- Ask Ss to read the example. Ss may not need to discuss all the situations. Two or three groups may discuss the same situation. 
- T moves around the class to listen to their ideas.
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.
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, I would create more policies to protect the environment.
2. If our school had a big garden, we would plant more trees and flowers.
3. If the lake wasn’t polluted, fish wouldn’t die.
4. If we have a day off tomorrow, we will go for a picnic.
5. If you want to do something for the planet, you should save energy. 
III. Communication
6. Work in groups. Discuss what you would do or say in each situation.
For example:
A: If my neighbours littered near my house, I would write them a letter explaining that it was making the neighbourhood 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.
3. Application (25’)
PROJECT: POLLUTION
a, Aims: To encourage Ss to present about pollution that they have searched for information and prepared during the topic lesson.
b, Contents: Ss work in groups to present in front of the class.
c, Outcome: Ss can present about one type of pollution well.
d, Organization:
- Groups represent the product they prepared.
- Asks Ss to choose the best group to win.
- Gives feedback and comments.
PROJECT: POLLTION
+ Group 1: Water pollution
+ Group 2: Air pollution
+ Group 3: Noise pollution
+ Group 4: Soil pollution
+ Group 5: Visual pollution 
Class 8A:
+ G1: Nguyen Minh Hang (Group Leader)
+ G2: Do Ngoc Anh (Group Leader)
+ G3: Vu Mai Trang (Group Leader)
+ G4: Do Van Son (Group Leader)
+ G5: Nguyen Viet Toan (Group Leader)
Class 8B:
+ G1: Pham Thanh Tu (Group Leader)
+ G2: Do Thi Trang (Group Leader)
+ G3: Dinh Xuan Tung (Group Leader)
+ G4: Truong Thi Thao Nguyen (Group Leader)
+ G5: Do Kieu Loan (Group Leader)
3. Guides for homework (2’)
- Do the remaining exercises in Unit 7 – Looking back and Project.
- Prepare Unit 8 – Getting started.
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Week 21 - Period 62
Date of planning: ./01/2021
Date of teaching: ./01/2021
UNIT 8: ENGLISH SPEAKING COUNTRIES
Lesson 1: Getting Started
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to know some English speaking countries. They will be able to understand the conversation between Nick and Phong and do the tasks well. 
- Vocabulary: the lexical items related to the topic of people and places in English speaking countries
- Grammar: the present simple to talk about future activities.
2. Competence: Ss will develop some competences such as being determined, self-studying, creative and communicating. They will use language correctly.
3. Behavior: Students are hard-working and attentive. They know more about people and places of English speaking countries. 
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
Contents
Warm- up (3’)
a, Aims: To help Ss to pay attention in the lesson.
b, Contents: Ss answer the teacher’s questions.
c, Outcome: Ss can answer the questions correctly and smoothly.
d, Organization:
- T asks students: 
- Ss answer the questions 
- T introduces the lesson.
* Questions
- Do you love English? 
- Do you think English is important? 
- How do you learn English?
- Can you call out names of English speaking countries.
2. Presentation (7’)
a, Aims: Listen and read for information about the topic “English speaking countries” and study some vocabularies related to the topic.
b, Contents: Ss learn some new words about the topic “English speaking countries”. Then they listen and read the conversation between Nick and Phong.
c, Outcome: Ss can learn some new words and understand the dialogue.
d, Organization:
- T introduces Nick and Phong. Ask Ss to guess where they are and what they are doing. 
- T presents some new words.
- Ss read in chorus and individually.
- Ask Ss to look at the title of the conversation and the picture. Ask them some questions:
* Where are the children?
* What do you think they are doing?
- Ss answer the questions as a class.
- T plays the recording and have Ss follow along.
- Ss practice the dialogue. 
I. Vocabulary
Awesome (adj): tuyệt vời
Absolutely (adv): tuyệt đối, chắc chắn
Official (adj): chính thức
Accent (n): giọng điệu
II. Listen and read
3. Practice (28’)
a, Aims: Help students understand more about the dialogue and know how to use some words and countries related to the topic ‘English speaking countries’ 
b, Contents: 
+ Find a words/an expression from the conversation.
+ Read the conversation and answer the questions.
+ Complete the sentences with the words or phrases from the box.
+ Put the names of the countries under their flags.
c, Outcome: Ss can understand the dialogue and do exercises well. Also. They can know some vocabularies and countries related the topic ‘English speaking countries’
d, Organization: 
- Ss work independently. Guide Ss to look at the beginning of a reply/ a sentence for the answers. 
- Allows Ss to share answers. 
- Checks their answers.
- Asks Ss: Do you know any other expressions which have the same meaning?
- SS read the conversation again and answer the questions in pairs. 
- Calls some pairs to answer the questions. 
- T corrects and confirms the correct answers. 
- Asks Ss to underline these words/ phrases in the conversation and make sure they understand their meanings. 
- Ss work independently to complete the sentences. 
- Have them share their answers in pairs. Then elicit the answers from the whole class.
Note:
Your first language is often known as your mother tongue, and your second language may refer to a language used as an official language in your country, like English in Malaysia, Singapore, India or it could simply mean the foreign language you learn at school as part of the curriculum.
- T has Ss work in pairs/ groups to match the flags with the countries. 
- T checks.
1a. Find a word or an expression from the conversation which you use when you .
 Key:	
1. Awesome, just awesome	
2. Any of the following: Absolutely/ Right
3. It’s hard to say	 
4. Perhaps
1b. Read the conversation again and answer the questions.
Key:	
1. He’s at an international summer camp (in Singapore).
2. They come from different countries/ from all over the world.
3. He has made new friends, visited places, (and taken part in different activities.)
4. Because he uses English every day with people from different countries.
5. Two boys from Australia and a girl from the USA.
6. After July 15th.
2. Complete the sentences with the words or phrases from the box. 8’
Key:	
1. summer camp 	
2. native English speaking countries	
3. native speakers
4. the USA	
5. accents	
6. official language
2. Complete the sentences with words/ phrases from the box.
Key:
1. summer camp 
2. English speaking countries 
3. native speakers
4. The USA 
5. accents 
6. official language
3. Put the names of the countries under their flags.
Key:
1. the USA 
2. the United Kingdom
3. Singapore 
4. Australia 
5. Canada 
6. New Zealand 
4. Application (5’)
a, Aims: Ss can know well more about all the countries in map 
b, Contents: Ss work in groups to locate 6 countries on the map.
c, Outcome: Ss locate 6 countries on the map correctly.
d, Organization:
- T asks students to work in groups of five or six. Locate the six countries in 3 on the map below. Form groups of five or six. 
- The first group to find all the countries wins. 
- Ss work in groups
Game: Where are they?
3. Guides for homework (2’)
- Make a list of English speaking countries.
- Prepare: A closer look 1.
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Week 21 - Period 63
Date of planning: ./ ./2021
Date of teaching: ./ ./2021
UNIT 8: ENGLISH SPEAKING COUNTRIES
Lesson 2: A Closer Look 1
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to use the lexical items related to the topic of people and places in English speaking countries. They will pronounce the words ending in –ese and –ee correctly in isolation and in context. 
- Vocabulary: words related to the topic: English speaking countries
- Pronunciation: Stress. In words ending in – ese and –ee.
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 more about people and places of English speaking countries. 
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
Contents
1. Warm up (4’)
a, Aims: To attract Ss’ attention to the lesson and lead to the lesson 
b, Contents: Ss work in groups to write down name of English-speaking countries.
c, Outcome: Ss can write many English speaking countries that they’ve learnt so far.
d, Organization:
- Divide class into 4 groups.
- Ask Ss don't look at the book, in 3 minutes write down name of English speaking countries.
- Which group write more is winner.
*Network.
Canada Australia
English speaking countries
2. Presentation (5’)
a, Aims: Ss can know some new words related to the topic "English speaking countries".
b, Contents: Ss learn some vocabularies related to the topic.
c, Outcome: Ss can know some vocabularies related to the topic.
d, Organization: 
- T introduces some new words. 
Picture
Translation
Situation
- Check: Matching. 
* Vocabulary 
- ‘iconic (adj): thuộc hình tượng
- ‘spectacle (n): quang cảnh, cảnh tượng
- ‘scenery (n): phong cảnh
- ‘symbolise (v): biểu tượng, tượng trưng
3. Practice (30’)
a, Aims: Ss can know some words about places and people. Know some nouns, verbs and adjectives related to the topic "English speaking countries". They can pronounce the words ending in –ese and - ee correctly.
b, Contents: 
+ Write the names for the people who belong to these places
+ Change the words into a noun (N), an adjective (A) or a verb (V).
+ Use the words in the box to complete the sentences.
+ Match the words/ phrases with the pictures.
+ Listen and repeat the words.
+ Mark the stress in the underlined words. Then listen and repeat the sentences.
c, Outcome: Ss can know and use words related to the topic well. They can pronounce words ending in -ese and -ee correctly.
d, Organization:
- T asks Ss to work individually. Write the names for the people who belong to these places. 
- Ss work individually.
- T plays the recording for Ss to check their answers. Ss listen and repeat. (Point out the change of stress from 'Canada to Ca'nadian)
- Ss listen and check.
- T asks students to do task 2 
- Ss work individually or in pairs. Check the answers as a class. If time allows, have two Ss write their answers on the board and then confirm the correct answers.
- Firstly T asks Ss to read each sentence and decide what the part of speech is for each word to be filled in the blank. For example, the word for the blank in sentence 1 is a noun. They then complete the sentences. Confirm the correct answers as a class. 
- T has Ss look at the pictures. Ask them what they see in each of them. Allow them then to work individually to match the words/ phrases to the pictures. 
- Ss work individually to match the words/ phrases to the pictures
- T checks the answers as a class by asking Ss in which countries, from the list in 1, they might see these things or ask them to give an example of these things.
- T asks Ss listen and repeat. Then have Ss say the words individually. 
- Ss listen and practice
- T asks students to put the underlined words on the board. 
- Ss come and mark the stress in the words first. 
- T asks for a show of hands from the rest of the class if they think the stress is correct or not. Then play the recording. 
Ss listen, check and say the sentences. 
- T calls on some Ss to say the sentences individually.
I. Vocabulary
1. Write the names for the people who belong to these places. Then listen and repeat the words. 
Key:
1. the Americans 
2. the English 
3. the Scottish / the Scots 
4. the Welsh 
5. the Irish 
6.the Canadians 
7. the Australians 
8. the New Zealanders
2. Change the words into a noun (N), an adjective (A) or a verb (V).
Key:
1 historic N = history
2 symbol V = symbolise
3 legend A = legendary
4 iconic N = icon
5 spectacle A = spectacular
6 festive N = festival
7 scenery A = scenic
8 attraction V = attract
3. Use the words in the box to complete the sentences.
Key: 
1. icon 
2. symbolises 
3. scenic 
4. unique 
5. attracts
4. Match the words/ phrases with the pictures.
Note: a loch is a Scottish word for a lake.
Key: 
1. castle 
2. loch 
3.parade 
4. monument 
5. state 
6. cattle station
II. Pronunciation: Stress in words ending in –ese and -ee
5. Listen and repeat the words. 
Key: 
1. Canto'nese 5. employ'ee
2. Taiwa'nese 6. adop'tee
3. Japa'nese 7. addre'ssee
4. Portu’guese 8. interview'ee
6. Mark the stress in the underlined words. Then listen and repeat the sentences.
Key: 
1. Chi'nese 2. refu'gee 
3. trai'nee 4. Japa'nese 
5. guaran'tee
Application (4’)
a, Aims: Ss can make sentences with word they have learnt
b, Contents: Ss make sentences with words they have learnt so far.
c, Outcome: Ss can make sentences correctly.
d, Organization:
- T asks Ss to make sentences with word they have learnt
- Ss make sentences with word they have learnt
- T holds a competition and corrects and remarks
3. Guides for homework (2’)
- Practice vocabulary and pronunciation again.
- Guide ss how to do exercises in WB. 
- Prepare: A closer look 2.