Giáo án Tiếng Anh 8 - Week 19, Unit 7: Pollution (Lesson 1-3) - Năm học 2020-2021

 Week: 19 
Period: 55
Date of planning: 3/1/2021
 UNIT 7: POLLUTION
 Lesson 1: GETTING STARTED
I. OBJECTIVES: 
1. Knowledge, skills and attitude:
- Knowledge : listen and read for specific information about water and air 
population. 
 + Vocabulary: The lexical items related to the topic “Population”
 + Grammar: Conditional sentences (type 1: review and type 2)
- Skills: Develop ss' skills of reading, and interaction communicate
- Attitude: Students keep the environment clean.
2. Competence and quality: 
- Competence : Co-operation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about pollution
- Quality: Ss can perform tasks and present personal opinions confidently
II. Preparation: 
Teacher : teacher's book , TV, laptop, CD player. 
Students: Prepare the lesson at home, text book, workbook
III. Procedures
1. Class order: Greeting, checking attendance
2. Checking up: have ss talk about the names of pollution
3. New lesson:
 Teacher’s activities Students’ activities Content 
Activity 1:5’ Who is quicker?
- Divide the class - Prepare in 2 min 
into groups of 4 then tick/hang their 
students cardboards on the What problems are 
 there near your 
 board (The group home village? 
 that has more items 
 than the others win 
 the game.)
- Have Ss look at the - Look at the picture Questions:
picture on page 6 on page 6 then - Can you guess who they are?
then answer the answer the questions. - Where are they?
questions. - What can you see in the air?
Activity 2: 10’ New words:
- Use some - Repeat in chorus - poison (n): chất độc
techniques to present and individually - aquatic (adj): dưới nước
the new words - Copy all the new - illustrate (v): minh họa
 words - radioactive (adj): thuộc về phóng xạ
- Checking: Rub out - Listen and repeat - thermal (adj): thuộc về nhiệt
& Remember then rewrite the - visual (adj): thuộc về thị giác - Set the scense: We missing words 1. Listen and read.
are going to listen and 
read a dialogue between 
Nick and Mi. They are 
talking about a project 
on pollution.
- Play the recording 
twice - Listen to the T and 
 a. Find the meaning of a word or a 
Activity 3: 19’ the tape
 phrase.
- Have Ss work 
 1. dead 2. aquatic
indivi. To read the - Work individually
 3. dump 4. poison
dialogue and find.
 5. polluted 6. to come up with
- Compare the 
answers with your - Pair work
partner. 
 b. Answer the questions.
- Call on some Ss to - Correct the 
 1. They are in Mi’s home village.
write their answers. mistakes
 2. It's almost black.
- Ask Ss to practice 
 3. Because she sees the fish are dead.
in pairs - Pair work
 4. It is dumping poison into the lake.
- Ask some Ss to 
 5. Because the air is not clean.
practise asking and - Some Ss stand up 
 c. Tick true, false or no information 
answering again and practise asking 
 (NI).
- Correct answers and answering in 
 1F 2T 3NI 4T 5T
- Ask Ss to discuss in pairs
pairs
- Ask some Ss to - Pair work
stand up and read the - Some Ss stand up 
whole sentence then and give their 
 2. Match the phrases with the 
say T, F or NI answers
 pictures. 
- Have Ss play the - Correct the 
 Rules of the game: “The leader of each 
game: What problem mistakes if yes
 group leads the game. He or she can 
is it?
 choose a certain picture then reads it 
- Divide the class - Listen to the 
 aloud. The other team must give the 
into 2 groups instruction.
 correct answer within 3 seconds. The 
- Using: “one”, 
 team that does not have the correct 
“two”, “three” in - Play the game in 2 
 answer will lose 1 point.”
order to confirm the groups
 A. radioactive pollution B. noise 
priority.
 pollution
- Tell the result.
 C. visual pollution D. thermal 
 pollution
 E. water pollution F. land/ soil 
 pollution
- Ask Ss to practise 
 G. light pollution H. air pollution
in pairs
 3. Complete the sentences with the 
- Ask some Ss to - Pair work
 types of pollution.
stand up and read the 
 1. thermal pollution 2. Air 
whole sentence - The others listen
 pollution
- Check and confirms the correct answers 3. radioactive pollution 4. light 
 - Correct the pollution
 mistakes if yes 5. water pollution 6. land/soil 
- Ask Ss to discuss in pollution
groups of 4 7. noise pollution 8. visual pollution
- Ask some groups to - Group work
present their types of 
pollution - The others listen 4. Work in groups. Which types of 
Activity 4: pollution in 3 does your 
10’ neighbourhood face?
 Rank them in order of seriousness. 
 Give reasons for your group’s order.
 Vote for the group with the best 
 reasons.
4. Homework: 
- Complete the writing tasks in your notebook.
- Prepare: A closer look 1 
IV. Check and remark lesson:
- What have you just studied?
- Talk about types of pollution in their neighbourhood face.
V. Feedback:
 .
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 -----------------------------------------
Week: 19 
Period: 56 
Date of planning: 3/1/2021
 UNIT 7: POLLUTION
 Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES: 
1. Knowledge, skills and attitude:
- 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.
- Skills: Develop ss' skills of listening and speaking.
- Attitude: Students keep the environment clean. 
2. Competence and quality: 
- Competence : Co-operation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about pollution
- Quality: Ss can perform tasks and present personal opinions confidently
II. Preparation: 
Teacher : teacher's book , TV, laptop, CD player. Students: Prepare the lesson at home, text book, workbook
III. Procedures
1. Class order: Greeting, checking attendance
2. Checking up: have ss talk about the names of pollution
3. New lesson:
 Teacher’s activities Students’ activities Content 
Activity 1: 5’ Q: Why are the fish dead? 
Chatting - Listen and give out - Because of polluted water/water 
- Ask Ss some Qs their answers. pollution ...
 - Pair work Q: Can we eat dead fish in this situation? 
 Why or why not? 
 - No, we can’t. Because they are 
 poisonous.
Activity 2: 10’
- Today we are going 1. Complete the table.
to learn about word Key: 
families: nouns, verbs (1) poison (2) contaminate (3) 
and adjectives. - Write the answers. pollutant
- Ask Ss to work in (4) polluted (5) death (6) damaged
pairs and look at the 
 o
table N 1, p8. Then - Look at the board 
complete the table and copy the new 
with appropriate words.
verbs, nouns and 
adjectives. - Work individually
- Ask one or two 
volunteers to write 
their answers on the 
board
- Correct the mistakes 
if yes
Activity 3: 19’ - Listen to their friends
- Ask Ss to work 2. Complete the sentences.
individually to - Copy Key:
complete the - Listen to the teacher 1. poisonous 2. pollutants 
sentences with the and write down 3. dead 4. contaminated 
words from the table 5. damage 6. pollute
in 1. Notice the first 
letter has been - Pair work then some 
provided. pairs stand up and read 
- Ask some Ss to read out
the full sentences - Copy the correct 
aloud answers CAUSE and EFFECT
- Correct - Pair work (page 10 textbook)
- Explain to Ss the 
yellow table on page - Listen to their friends
10 textbook “CAUSE 3a) Cause or Effect? and EFFECT” Key:
- Ask Ss to do the task - Copy the correct 1. C-E; 2. C-E; 3. C-E;
in pairs. answers 4. E-C; 5. E-C
- Correct the mistakes 3b) Combine the sentences, using the 
if yes word/phrase given in brackets.
- Gives an example Key:
and ask Ss to discuss 2. Oil spills from ships in oceans and 
in pairs - Group work rivers lead to the death of many aquatic 
- Call some Ss to animals and plants.
 3. Households dump waste into the river 
stand up and read the - Copy the correct so it is polluted.
sentences aloud answers 4. Since the parents were exposed to 
- Correct the mistakes radiation, their children have birth 
if yes defects.
 5. We can't see the stars at night due to 
 - Individuals the light pollution.
- Divide class into - Listen to their friends 4. Look at the pictures. Describe cause 
groups of 4 or effect.
- Ask 4 group leaders - Copy the correct 2. The soil is polluted, so plants can't 
to write their answers grow.
sentences on the board - In chorus 3. We won't have fresh water to drink 
- Give comments because of water pollution.
Activity 4:10’ 4. We plant trees, so we can have fresh 
- Play the recording air.
- Ask Ss to say where Pronunciation
the stress in each word 5. Listen and mark.
is Key: 1. ar'tistic 2. ath'letic 
- Confirm the correct 3. his'toric 4. his'torical 
answers 5. 'logical 6. 'physical
- Ask the Ss to listen 7. he'roic 8. po'etic 
and repeat 9. bo'tanic 10. bo'tanical
- Have Ss do the task 6. Underline -ic and circle -al.
individually Key: 1. scien'tific 2.'national 
- Ask Ss to listen and 3.'medical
check and then repeat 4.'chemical 5 dra'matic
4. Homework: 1’
- Write exercises in your exercise book. 
- Prepare: A closer look 2 
IV. Check and remark lesson:
- What have you just studied?
- cause and effect water pollution, and exhaust fume in our life.
V. Feedback:
 .
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----------------------------------------- Week: 19
Period: 57 
Date of planning: 3/1/2021
 UNIT 7: POLLUTION
 Lesson 3: A CLOSER LOOK 2 
I. OBJECTIVES: 
1. Knowledge, skills and attitude: 
- Knowledge : use conditional sentences type 1 and type 2 correctly and 
appropriately to describe pollution.
- Skill: Develop ss' skills of writing and speaking 
- Attitude: Students work hard and actively.
2. Competence and quality: 
- Competence : Co-operation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about pollution
- Quality: Ss can perform tasks and present personal opinions confidently
II. Preparation: 
Teacher : teacher's book , TV, laptop
Students: Prepare the lesson at home, text book, workbook
III. Procedures:
1. Class order: Greeting, checking attendance
2. Checking up: have ss talk about the names of pollution
3. New lesson:
 Teacher’s activities Students’ activities Content 
Activity 1:5’ Chatting
- sketches on the - Ss’ answers:
board then asks: “our health will be If the environment is 
“What will happen if affected” polluted, ...
the environment is “all living things will 
polluted?” die” ...
Activity 2:10’ *conditional sentences type 1.
- Today we are going Main clause: If-clause:
to review conditional - Listen to the T and S + will + V S + V(simple present)
sentences type 1. copy down.
- Recall Ss 
“conditional 
sentences type 1.” - Individuals
 1. Put the verbs in brackets into the 
- Ask Ss to do the - Pair work correct form.
activity individually - Listen to their 1. recycle; will help
- Ask Ss to compare friends 2. won't dump; fines 
the answers with 3. travel; will be 
their partner and call 4. will save; don't waste 
some Ss to read full 5. use; will have 
sentences aloud - Listen and correct - Correct the the mistakes
mistakes if yes
Activity 3:22’ 2. Combine each pair of sentences to 
- Explain how to do - Listen and make a conditional sentence type 1
the activity remember Key:
- Ask 4 Ss to do the Ex: 1. Students will be more aware of 
task on the board - Individuals protecting the environment if teachers 
while the others teach environmental issues at school.
prepare the answers 2. If light pollution happens, animals will 
individually change their ...
- Ask Ss to comment - Give comments 3. The levels of radioactive pollution will 
on the sentences on decrease if we switch from nuclear power 
the board to ...
- Correct the - Listen and write 4. If the water temperature increases, some 
mistakes if yes down aquatic creatures will be unable to ...
 5. People will get more diseases if the 
 water is contaminated.
 Conditional sentences type 2. (page 10)
- Explain to Ss the 
yellow box on page - Listen and take note 3. Matching (p10)
10 about 1b 2c 3d 4e 5a
“Conditional 
sentences type 2”
- Ask Ss to practise - In pairs to do the 
in pairs task
- Ask some pairs to 
practise again - Look at the board 
- Correct the and give comments 4. Complete the sentences. (p10)
mistakes if yes - Copy the correct 1. were; would ... do
- Ask 2 Ss to do this answers 2. exercised; would be
exercise on the - Pair work, look at 3. had; would build 
board and the others the board and give 4. tidied; wouldn't be
do the task comments. 5. was/were; would grow
individually
- Go through the 
answers with the 5. Write a conditional sentence type 2 
class - Copy the correct for each situation. (p10)
- Correct the answers Key:
mistakes if yes - Liisten to the T 2. If there weren't so many billboards in 
- Explain how to do our city, people could enjoy the view.
this exercise - Individual/ pair/ 3. If there wasn't/weren't so much light in 
- Ask 4 Ss to do this group work the city at night, we could see the stars 
exercise on the clearly.
board and the others 4. If we didn't turn on the heater all the 
do the task in groups - Look at the board time, we wouldn't have to pay three 
of 4 and give comments million dong for electricity a month.
- Go through the - Copy the correct 5. If the karaoke bar didn't make so much answers with the answers noise almost every night, the residents 
class wouldn't complain to its owner.
- Correct the 6. She wouldn't have a headache after 
mistakes if yes work every day if she didn't work in a 
 noisy office.
Activity 4: 7’ 6. CHAIN GAME
- Explain how to - The whole class Example in the book
play the game take part in the game Use conditional sentences type 1 or 2.
- Divide the class 
into 2 groups
- Observe and tell the 
result.
4. Homework:1’
- Write exercises 1-5 in your exercise book. 
- Prepare: Communication 
IV. Check and remark lesson:
- What have you just studied?
- Present how to use the simple past and past perfect/ passive voice
V. Feedback:
 .
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 6/01/2021
 - ND:
 - PP:
 - HT:
 Pham Hong Phuong