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UNIT 7: ENVIRONMENTAL PROTECTION

Lesson 1: Getting started – At the Go Green Club

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Environmental protection
- Gain vocabulary to talk about Environmental protection
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Understand the importance of and be responsible for protecting the environment

II. MATERIALS
- Grade 8 textbook, Unit 7, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. habitat (n) /ˈhæbɪtæt/ the natural home or môi trường sống
environment of an animal,
plant, or other organism

2. endangered /ɪnˈdeɪndʒəd a species of animal or plant loài động, thực

species (n) ˈspiːʃiːz/ that is seriously at risk of vật có nguy cơ bị
extinction tuyệt chủng

3. carbon footprint /ˌkɑːbən a measure of the amount of dấu chân các bon
(n) ˈfʊtprɪnt/ carbon dioxide and other
carbon compounds emitted
due to the consumption of
fossil fuels by a particular
person, group, etc

4. release (v) /rɪˈliːs/ allow or enable to escape thải ra, làm thoát
from confinement; set free ra

5. single-use (adj) /ˌsɪŋɡl ˈjuːs/ designed to be used once and để dùng một lần
then disposed of or destroyed

Assumption
Anticipated difficulties Solutions

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Ss may lack experience of group / - Encourage Ss to work in groups so that

teamwork. they can help one another.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To set the context for the introductory dialogue;
- To introduce the topic of the unit.
b. Content:
- Ask and answer questions.
c. Expected outcomes:
- Students identify the topic of the unit and be ready for the conversation.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Asking questions: Questions:
- Teacher asks students: “What are the environmental What are the environmental issues in our city?
issues in our city?”
- Teacher calls 3-5 students to answer. Suggested answers:
- Teacher shows some pictures of environmental Environmental protection
issues in Ha Noi and asks students to guess the topic
of the unit/ lesson.
- T sets the context for the listening and reading text:
Write the title on the board Environmental protection
– At the Go Green Club
e. Assessment
- Teacher calls 3-5 students to answer.

2. ACTIVITY 1: PRESENTATION (11 mins)

a. Objectives:
- To prepare vocabulary for students to understand the conversation.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students identify the target vocabulary.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher explains the meaning of the new vocabulary by 1. habitat (n)
pictures. 2. endangered species (n)
- Teacher reveals that the words according to the pictures will 3. carbon footprint (n)
appear in the reading text and asks students to open their 4. release (v)
textbook to find these words 5. single-use (adj)
- Teacher introduces the vocabulary.
- Teacher checks students’ understanding with a matching
activity.
e. Assessment

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- Teacher checks students’ pronunciation and gives feedback.

- Matching game.

3. ACTIVITY 2: PRACTICE (22 mins)

a. Objectives:
- To help Ss use words and phrases related to environmental protection.
- To help Ss further understand the text.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and match the two halves in the two columns.
- Task 3: Complete each sentence with one word or phrase from the box.
- Task 4: Write a phrase from the box under each picture.
c. Expected outcomes:
- Students understand the conversation and know the vocabulary related to the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (7 mins)
- Have Ss individually read the conversation and listen to the
recording twice.
If Ss find it difficult to pronounce some words, let them practise in
pairs and the teacher walks around the class to help and correct if
needed.
- Tell them to practise in pairs before practising in front of the
class.
Task 2: Read the conversation again and match the two halves in the two columns. (5 mins)
- Have Ss individually read the conversation again and match the Answer key:
two halves in the two columns. 1. c
If Ss find it difficult to do the task, ask them to read the 2. d
conversation again and find the information in it. 3. e
- Tell them to compare their answers in pairs before sharing them 4. a
with the class. Ask them to give evidence to support their answers. 5. b
- Check their answers and explain if necessary.
Task 3: Complete each sentence with one word or phrase from the box. (5 mins)
- Teacher asks Ss to read the sentences and find the words and Answer key:
phrases from the box to fill in the gaps. 1. Pollution
- Have Ss share answers before discussing it as a class. Write the 2. reduce
correct answers on the board. Then, call on some Ss to read the 3. single-use
sentences 4. Carbon footprint
- Check the answers as a class. 5. environment programme
Task 4: Write a phrase from the box under each picture. (5 mins)
- Have Ss work in pairs. Ask them to look at the pictures carefully Answer key:
and study the words and phrases. Then Ss write suitable words or 1. 3Rs
phrases under the right pictures. 2. water pollution
- Have Ss read each word or phrase in the chorus. Check and 3. endangered species
correct their pronunciation. 4. plastic rubbish
- For more able Ss, let them make sentences with these words and 5. single-use products
phrases.
- Teacher checks the answers as a class and gives feedback.
e. Assessment

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- Teacher corrects the students as a whole class.

4. ACTIVITY 3: FURTHER PRACTICE (6 mins)

a. Objectives:
- To help Ss revise and learn about some environmental problems and environmental
protection
b. Content:
- Task 5: Do the Environment Quiz.
c. Expected outcomes:
- Students’ conversations
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5: Environment Quiz (6 mins)
- Ss work individually or in pairs. Answer key:
- Give Ss some time (2 - 3 minutes) to do the task. 1. C
Tell them to answer all the questions. 2. C
- Explain to the Ss if they don’t know the answers. 3. A
4. C
5. B
e. Assessment
- Teacher corrects and gives feedback to students’ answers.

4. CONSOLIDATION
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words and phrases they remember from the lesson
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about a serious
pollution problem in their areas and solutions to the problem, then make a poster about it.
Students will show and present their posters in Lesson 7 – Looking back and Project.
(Teacher should check the progress of students’ preparation after each lesson.)

Board Plan

Date of teaching
Unit 7: Environmental protection
Lesson 1: Getting started – At the Go Green Club
*Warm-up

* Vocabulary
1. habitat (n)
2. endangered species (n)
3. carbon footprint (n)
4. release (v)
5. single-use (adj)
Task 1: Listen and read.

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Task 2: Read the conversation again and match.

Task 3: Complete each sentence.
Task 4: Write a phrase.
Task 5: Environment Quiz.

*Homework

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UNIT 7: ENVIRONMENTAL PROTECTION

Lesson 2: A closer look 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Vocabulary: Gain the lexical items related to Environmental Protection
- Pronunciation: Correctly pronounce words that contain the sounds: /bl/ and /kl/
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be aware of environmental protection.

II. MATERIALS
- Grade 8 textbook, Unit 7, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. ecosystem (n) /ˈiːkəʊsɪstəm/ a biological community of hệ sinh thái
interacting organisms and their
physical environment

2. marine life (n) / məˈriːn laɪf/ all living things that are found in sinh vật biển
the sea

3. absorb (v) /əbˈzɔːb/ take in or soak up (energy or a thẩm thấu

liquid or other substance) by
chemical or physical action

4. harmful substance /ˈhɑːmfl any substance which is liable to tác nhân gây hại
(n) ˈsʌbstəns/ create hazards to human health,
harm living resources and
marine life, damage amenities,
or interfere with other legitimate
uses of the sea

5. extinction (n) / ɪkˈstɪŋkʃn/ a situation in which a plant, an sự tuyệt chủng

animal, a way of life, etc. stops
existing

Assumption

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Anticipated difficulties Solutions

1. Ss may lack experience of group / - Encourage Ss to work in groups so that they
teamwork. can help one another.
- Give short, clear instructions, and help if
necessary.
- Play the recording, the replay depends on the
students’ need and level.
2. Students may not have sufficient - Encourage students to work in pairs, in
listening, speaking and co-operating skills. groups so that they can help each other.
- Teacher gives feedback and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- Jumbled words game
c. Expected outcomes:
- Students get some vocabulary from the lesson and be ready for the lesson.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Jumbled words: 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. They XEOGYN -> OXYGEN
have to send 1 person to the board as quickly as EEERLAS -> RELEASE
possible to write the correct word. BBSOAR ->ABSORB
- Teacher shows students the answer on the screen MECYSSOET ->ECOSYSTEM
and announces the winning group.
- T sets the context for the lesson
e. Assessment
- Teacher shows students the answer on the screen and announces the winning group.

2. ACTIVITY 1: VOCABULARY (23 mins)

a. Objectives:
- To prepare vocabulary for students to do the tasks.
- To give Ss practice on using words / phrases related to the topic in context.
b. Content:
- Vocabulary pre-teaching.
- Task 1: Label each picture with a phrase from the list.
- Task 2: Match each word or phrase in column A with its meaning in column B.
- Task 3: Complete each sentence with a word or phrase from the box.
c. Expected outcomes:
- Students can use the target vocabulary.
d. Organisation

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)
- Teacher asks students to guess the meaning of the words by New words:
giving definitions/photos. 1. ecosystem (n)
- Teacher checks the students' understanding by the Rub out and 2. marine life (n)
Remember technique. 3. absorb (v)
4. harmful substances (n)
5. extinction (n)
Task 1: Label each picture with a phrase from the list. (6 mins)
- Teacher Ss to look at the pictures. Answer key:
- Let Ss work in pairs. Teacher tells them to name the activities, 1. picking up rubbish
then label the pictures using the phrases given, then check their 2. protecting endangered species
answers as a class. 3. cutting down trees
- Have Ss read the phrases aloud. Correct their pronunciation if 4. saving water
necessary. 5. building a campfire
- Tell Ss to tick the activities that help protect the environment.
Tick: 1, 2, 4
Task 2: Match each word or phrase in column A with its meaning in column B. (6 mins)
- Teacher tells Ss to read the words / phrases in column A and Answer key:
their meaning in column B carefully. 1. c
- Tell them to work in pairs or small groups and match each 2. a
word or phrase with its meaning. 3. e
- T goes around and gives assistance if necessary and checks 4. b
their answers. 5. d
- Confirm the correct answers
Task 3: Complete each sentence with a word or phrase from the box. (6 mins)
- Ss read the sentences carefully and look for clues so that they Answer key:
can choose the correct words /phrases to complete the sentences. 1. endangered species
- Teacher asks one student to write the answers on the board. 2. habitat
Confirm the correct answers. 3. carbon dioxide
- Call on some Ss to read the sentences. 4. Cutting down trees
5. ecosystem
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher corrects the students as a whole class.

3. ACTIVITY 2: PRONUNCIATION (10 mins)

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: Listen and repeat the words. Pay attention to the sounds /bl/ and /kl/.
- Task 5: Listen and practise the sentences. Underline the words with /bl/ and circle the words
with /kl/.
c. Expected outcomes:
- Students can pronounce the two sounds in words and sentences.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 4: Listen and repeat the words. Pay attention to the sounds /bl/ and /kl/. (4 mins)

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- Teacher asks some Ss to read out the words first.

Then play the recording for them to listen and repeat
the words they hear. Ask them to pay close attention
to the two sounds.
- Play the recording as many times as necessary.
- Explain to Ss the difference between the two sounds
if needed
- Invite some Ss to say some words they know that
include the two sounds.

Task 5: Listen and practise the sentences. Underline the words with /bl/ and circle the words with
/kl/. (6 mins)
- Play the recording. Let Ss listen and repeat sentence Answer key:
by sentence. 1. Look! There are black clouds all over!
- Have Ss read the sentences again and underline the 2. A truck blocked the way to the club.
words having the sound /bl/ and circle the words 3. The students painted the classroom blue.
having the sound /kl/. 4. The wind blew the clock down.
- Then play the recording for Ss to listen and check 5. We cleaned up the environment after the
what they have done. blast.
- Have them work in pairs to compare their answers.
Check Ss’ answers.
e. Assessment
- Teacher gives corrections and feedback to students’ pronunciation

4. CONSOLIDATION (5 mins)
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say make some sentences with words and phrases they learnt from the lesson
b. Homework
- Students’ workbook

Board Plan

Date of teaching
Unit 7: Environmental protection
Lesson 2: A closer look 1
*Warm-up

* Vocabulary
1. ecosystem (n)
2. marine life (n)
3. absorb (v)
4. harmful substances (n)
5. extinction (n)
Task 1: Label each picture with a phrase from the list.
Task 2: Match each word or phrase in column A with its meaning in column B.
Task 3: Complete the sentences with the words from the box.

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* Pronunciation
Task 4: Listen and repeat the words.
Task 5: Listen and practise. Underline the words with /bl/ and circle the words with
/kl/.

*Homework

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UNIT 7: ENVIRONMENTAL PROTECTION

Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- use the Complex sentences with adverb clauses of time;
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Raise Ss’ awareness of environmental protection

II. MATERIALS
- Grade 8 textbook, Unit 7, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
– A complex sentence contains one independent clause and at least one dependent clause.
Example:
The roads were slippery when it rained.
independent clause dependent clause

– An adverb clause is a dependent clause.

– An adverb clause of time shows when something happens. It is usually introduced by
time connectors: before, after, when, while, till / until, as soon as, …

Assumption
Anticipated difficulties Solutions
Ss may lack experience of - Encourage Ss to work in groups so that
group / teamwork. they can help one another.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To review the adverb clauses of time.
- To introduce the term: adverb clauses of time
b. Content:
- Show sentences to lead in the lesson.
c. Expected outcomes:
- Students can identify the clause of time in a sentence.
d. Organisation

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Leading in: Questions:
- Teacher shows some sentences on the screen 1. I always take a bath before I go to bed.
- Teacher asks students to identify the time in each 2. Will you wait here until I am ready?
sentence. 3. I was not at home when he came to see me.
- Teacher give some follow-up questions to lead in 4. Do not disturb me when I am busy with my
the introduction of the target grammar point. work.
- T sets the context for the lesson. 5. As soon as she finished that project, she
started working on the next.
6. After I have finished my work, I will
accompany you to the park.

Suggested answers:
1. I always take a bath before I go to bed.
2. Will you wait here until I am ready?
3. I was not at home when he came to see me.
4. Do not disturb me when I am busy with my
work.
5. As soon as she finished that project, she
started working on the next.
6. After I have finished my work, I will
accompany you to the park.
e. Assessment
- Teacher corrects students (if needed).

2. ACTIVITY 1: PRESENTATION (6 mins)

a. Objectives:
- To help Ss identify the form of complex sentences with adverb clauses of time.
b. Content:
- Introduce the grammar point of the lesson.
c. Expected outcomes:
- Ss can identify the structures and how to form and when to use complex sentences with
adverb clauses of time.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Introduction of complex sentences with adverb clauses of time

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- Have Ss study the Remember! box for a few

minutes.
- Explain to Ss the form of a complex sentence: it
contains one independent clause and at least one
dependent clause. Then give them one or two
examples.
- Introduce a complex sentence with an adverb
clause of time: it contains one independent clause
(main clause) and an adverb clause of time.
- Tell Ss that an adverb clause of time shows when
something happens. Introduce to them the time
connectors taught in this unit: before, after, when,
while, till / until, as soon as, etc.

e. Assessment
- Teacher checks students’ understanding by asking some checking-questions.

3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To teach Ss the use of the time connectors in complex sentences.
- To help Ss review the form and use of complex sentences with adverb clauses of time;
b. Content:
- Task 1: Read the sentences and write I.C if the underlined clause is an independent clause
or D.C if it is a dependent clause.
- 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. Expected outcomes:
- Students can use complex sentences with adverb clauses of time and complete exercises of
different forms.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the sentences and write I.C if the underlined clause is an independent clause or D.C
if it is a dependent clause. (5 mins)
- Have Ss study the example first. Answer key:
- Give Ss some time to read the sentences and 1. I.C
write down the answers. T observes and helps 2. D.C
when and where necessary. 3. I.C
- Ask Ss to read their sentences and give their 4. D.C
answers. T corrects Ss’ mistakes. 5. D.C
Task 2: Choose A, B, or C to complete each sentence. (5 mins)
- Have Ss do these exercises individually and then Answer key:
compare their answers with a partner. 1. A
- Ask some Ss to write their answers on the board. 2. A
- Check the answers with the whole class. 3. C

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- Confirm the correct answers. 4. C

5. B
Task 3: Match the clauses in the two columns to form complex sentences. (5 mins)
- Have Ss do these exercises individually and then Answer key:
compare their answers with a partner. 1. b
- Ask some Ss to write their answers on the board. 2. d
- Check the answers with the whole class. 3. e
- Confirm the correct answers. 4. c
5. a
Task 4: Combine each pair of sentences, using the conjunction in brackets. (6 mins)
- Teacher ask Ss to read the situations carefully. If Answer key:
necessary, T may explain each situation to Ss. Ask 1. I will call you as soon as I arrive at the station.
Ss to complete the sentences individually and then (As soon as I arrive at the station, I will call you.)
compare their answers with a partner. 2. Many Vietnamese women wear conical hats
- Ask some Ss to write their answers on the board. when they work in the field.
- Check the answers with the whole class. Confirm 3. My father taught me how to use the computer
the correct answers. before he bought one for me.
(Before my father bought me a computer, he
taught me how to use it.)
4. Nick is reading a novel while Jack is reading a
cartoon.
(While Nick is reading a novel, Jack is reading a
cartoon.)
5. After the tornado hit, there were only a few
houses left standing.
(There were only a few houses left standing after
the tornado hit.)
e. Assessment
- Teacher corrects students as a whole class.

4. ACTIVITY 3: PRODUCTION (8 mins)

a. Objectives:
- To give Ss fun practice on how to make sentences with adverb clauses of time.
b. Content:
- Task 5: Matching game.
c. Expected outcomes:
- Students are able to make complex sentences with adverb clauses of time.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5: Matching game: Work in two groups, A and B. Group A write main clauses. Group B
write adverb clauses of time. (8 mins)
- Have each student from group A write a main
clause, and each student from group B write an Suggested outcome:
adverb clause of time. A: You must be careful
- Give them some time to work independently and B: When you cross the street
write down their answers.
- Tell Ss to make sentences by randomly matching You must be careful when you cross the
their clauses from the two groups. Some clauses may street.
make funny sentences.

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e. Assessment
- Teacher corrects and gives feedback.

5. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
- Ask Ss to make sentences about themselves, using comparative adverbs.
b. Homework
- Students’ workbook

Board Plan

Date of teaching
Unit 7: Environmental protection
Lesson 3: A closer look 2
*Warm-up

* Grammar:
Complex sentences with adverb clauses of time

Task 1: Write I.C or D.C.

Task 2: Choose A, B, or C to complete each sentence.
Task 3. Match to form complex sentences.
Task 4: Combine each pair of sentences.
Task 5: Matching game.

*Homework

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UNIT 7: ENVIRONMENTAL PROTECTION

Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Asking for clarification
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be ready and confident in real life conversations

II. MATERIALS
- Grade 8 textbook, Unit 7, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Structure Examples
What does S mean? - What does ‘endangered
It means … / species’ mean?
S is/are … - It means/ Endangered species are
What do you mean by…? animals in the wild that face a high
That means… risk of extinction.
- And what do you mean by ‘in the
wild’?
- That means animals that live in
their natural habitats, not in zoos.

Assumption
Anticipated difficulties Solutions
Ss may lack experience of group / - Encourage Ss to work in groups so that
teamwork. they can help one another.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Jumbled conversation
c. Expected outcomes:

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- Students can arrange the sentence in the correct order to form a conversation.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Jumbled conversation: Suggested answers:
- Teacher gives out a jumbled conversation Mi: Hey, Linda. What does ‛endangered species̓
- Teacher asks students to rearrange it to make a mean?
meaningful conversation. Linda: Endangered species are animals in the
- Teacher gives some follow-up questions to lead in wild that face a high risk of extinction.
the introduction of the target grammar point. Mi: And what do you mean by ‘in the wild’?
Linda: That means animals that live in their
natural habitats, not in zoos.
Mi: Oh, I get it now. Thanks, Linda.
e. Assessment
- Teacher corrects for students (if needed)

2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins)

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 dialogue. Pay attention to the highlighted sentences.
c. Expected outcomes:
- Students know how to use the structures to ask for clarification.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read the dialogue. Pay attention to the highlighted sentences. (6 mins)
- Play the recording and have Ss listen and read the
conversation at the same time. Tell them to pay
attention to the highlighted questions. Elicit the two
ways of asking for clarification.
- Ask them to act out the conversation in pairs. Go
around and offer help if necessary. Check their
pronunciation.

Task 2: Work in pairs. Make similar conversations to ask for and give clarification for the
following. (6 mins)
- Ask Ss to work in pairs to make similar dialogues Suggested answers:
with the given cues. A: What do you mean by ‘single-use products’?
- Move around to observe and provide help. Call on B: ‘Single-use products’ are products made to be
some pairs to practise in front of the class. used once only.
Comment on their performance. A: And what does it mean by ‘global warming’?
B: It is the increase in the atmosphere’s

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temperatures caused by the rise of gases,

especially carbon dioxide.
A: Oh, thank you.
e. Assessment
- Teacher checks students’ understanding by asking some checking-questions.

3. ACTIVITY 2: EARTH DAY (26 mins)

a. Objectives:
- To help Ss learn about Earth Day around the world;
- To give Ss more practice talking about what they do on Earth Day.
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.
c. Expected outcomes:
- Students know about Earth Day, when and how it began, and how it is celebrated around the
world.
- Students can talk to each other about the activities on Earth Day.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3: Read the passage and tick the correct answers. (8 mins)
- Ss read the passage for a few minutes. Make sure they Answer key: 1,3,4
understand the main ideas and offer explanations if needed.
- T may ask some comprehension questions:
• When is Earth Day?
• How many countries celebrate Earth Day?
• What for?
- Then Ss work in pairs and do the task. Explain if necessary.
- Check their answers as a class.
Task 4: Work in groups. Match the activities people do on Earth Day with their results. (6 mins)
- Ss work in groups and do the matching. Answer key:
- T goes round the class to monitor. 1. b
- Correct Ss’ mistakes. 2. d
3. a
4. c
Task 5: Work in pairs. Ask and answer about the things you and your friends do on Earth Day.
(10 mins)
- Give Ss a few minutes to study the example first. Suggested outcome:
- Then Ss work in pairs, taking turns to ask and answer. A: What do you do on Earth Day?
- T goes round giving help when and where necessary. B: We pick up litter and clean the
- Encourage them to say what they do (and like to do). streets. And you?
…
e. Assessment
- Teacher corrects students by going around while they’re practising.
- Teacher gives corrections and feedback

4. CONSOLIDATION
a. Wrap-up

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- Have Ss say what they have learnt in the lesson.

b. Homework
- Students’ workbook

Board Plan

Date of teaching
Unit 7: Environmental protection
Lesson 4: Communication
*Warm-up

* Everyday English
Structure
What does S mean?
It means ….. /8S is/are …
What do you mean by …?
That means
Task 1: Listen and read.
Task 2: Make similar conversations.
* Earth Day
Task 3: Read and tick the correct answers.
Task 4: Match the activities with the results.
Task 5: Ask and answer.
*Homework

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UNIT 7: ENVIRONMENTAL PROTECTION

Lesson 5: Skills 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Reading for main ideas and specific information about Con Dao National Park
- Talking about Vu Quang National Park
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Have a good attitude toward protecting the environment

II. MATERIALS
- Grade 8 textbook, Unit 7, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. contain (v) /kənˈteɪn/ has something inside it or chứa đựng
as part of it

2. diverse (adj) /daɪˈvɜːs/ very different from each phong phú

other and of various kinds

3. medicinal (adj) /məˈdɪsɪnl/ helpful in the process of (cây) thuốc

curing illness or infection

Assumption
Anticipated difficulties Solutions
Ss may lack experience of group / - Encourage Ss to work in groups so
teamwork. that they can help one another.
- Give short, clear instructions, and
help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
To activate Ss’ knowledge of the topic of the reading text
b. Content:

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- Task 1: Look at the picture and say what you see. Then list the names of some endangered
species you know.
c. Expected outcomes:
- Students can name some endangered species.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in groups. Look at the picture and say what you see. Then list the names of some
endangered species you know. (5 mins)
- Tell Ss to look at the picture first. Suggested answers:
- Have them work in groups and give the names of saola, blue whale, sea lion, dugong, giant
the endangered species they know. panda, etc…
- Encourage Ss to name as many names as possible.

e. Assessment
- Teacher corrects students (if needed).

2. ACTIVITY 1: READING (17 mins)

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:
- Vocabulary pre-teaching
- Task 2: Read the text and choose the words or phrases to make the following statements
correct.
- Task 3: Read the text again and choose the correct option A, B, or C.
c. Expected outcomes:
- Students understand about Con Dao National Park
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)
- Teacher explains the meaning of the new vocabulary by pictures. New words:
- Teacher reveals that the words according to the pictures will 1. contain (v)
appear in the reading text and asks students to open their textbook 2. diverse (adj)
to find these words 3. medicinal (adj)
- Teacher introduces the vocabulary.
- Teacher checks students’ understanding with some follow up
questions.
Task 2: Read the text and choose the words or phrases to make the following statements correct.
(7 mins)
- Have Ss read the text quickly and find the places where these Answer key:
words / phrases appear. 1. national parks
- Tell them to use the contexts in which these words appear to 2. ecosystem
choose the right words / phrases. 3. endangered
- Check the answers as a class. Confirm the correct answers. 4. environment
Task 3: Read the text again and choose the correct option A, B, or C. (5 mins)
- Ask Ss to do the task individually. Tell them to read the passage Answer key:
two or three times, then read each question, pause to identify where 1. B
it appears in the text, read that part carefully and choose the correct 2. A

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answer. 3. C
- Ask Ss to exchange their answers with a partner. 4. A
- Explain the new words and clarify anything difficult. Ask some 5. C
questions to see if they understand the passage fully.
- Call on some Ss to read the passage aloud. Check their
pronunciation and intonation.
- Check the answers as a class.
e. Assessment
- Teacher corrects the students as a whole class.

3. ACTIVITY 2: SPEAKING (14 mins)

a. Objectives:
- To provide Ss with an opportunity to revise and use vocabulary related to environmental
protection;
- To help Ss practise talking about a national park.
b. Content:
- Task 4: Work in pairs. Ask and answer about Vu Quang National Park. Look at the facts.
- Task 5: Work in groups. Talk about Vu Quang National Park, using the answers in 4.
c. Expected outcomes:
- Students can use the vocabulary and structures they have learnt and the given information to
talk about Vu Quang Park.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Ask and answer about Vu Quang National Park. Look at the facts. (6
mins)
- Give Ss some time to study the facts about Vu Quang National Suggested outcome:
Park. A: Where is Vu Quang
- Have Ss work in pairs and do the task. National Park?
- Go round to monitor and give help when necessary. B: It’s in Vu Quang District,
- Call on some pairs to perform the task in front of the class. T and Ha Tinh Province.
other Ss listen and comment.
- Encourage Ss to talk about other information that they know about
Vu Quang National Park.
Task 5: Work in groups. Talk about Vu Quang National Park, using the answers in 4. (8 mins)
- Allow some time for Ss to think about how to give a speech, using You can begin your talk with:
the information they have. 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.
- Call on some Ss to talk before the class. T and other Ss listen and
comment.
e. Assessment
- Teacher gives corrections and feedback.

5. CONSOLIDATION
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework

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- Students’ workbook

Board Plan

Date of teaching
Unit 7: Environmental protection
Lesson 5: Skills 1
*Warm-up
Task 1: Look at the picture and say what you see.
* Vocabulary:
1. contain (v)
2. diverse (adj)
3. medicinal (adj)
* Reading
Task 2: Read the text and make the following statements correct.
Task 3: Read the text again and choose the correct option A, B, or C.
* Speaking:
Task 4: Ask and answer about Vu Quang National Park.
Task 5: Talk about Vu Quang National Park.
*Homework

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UNIT 7: ENVIRONMENTAL PROTECTION

Lesson 6: Skills 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listening about water pollution
- Writing a notice
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Have a good attitude toward protecting the environment

II. MATERIALS
- Grade 8 textbook, Unit 7, Skills 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Ss may lack experience of - Encourage Ss to work in groups so that
group / teamwork. they can help one another.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Task 1: Work in groups. Make a list of some activities that cause water pollution.
c. Expected outcomes:
- Students can list some reasons that cause water pollution.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in groups. Make a list of some activities that cause water pollution. (5 mins)
- Ss work in groups. Every student gives at least one Suggested answer:
activity that causes water pollution. - throwing rubbish into rivers and lakes
- Encourage Ss to give as many causes of water - pouring domestic wastes
pollution as possible. Whether their sentences are - pouring industrial wastes
true or not is not very important as long as they speak - using chemicals and pesticides in soil
English. - spilling fuel

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e. Assessment
- Teacher corrects students (if needed).

2. ACTIVITY 1: LISTENING (14 mins)

a. Objectives:
- To help Ss practise listening for general and specific information.
b. Content:
- Task 2,3 in Student book
c. Expected outcomes:
- Students can get the general and specific information through listening
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2: Listen to a talk and choose the correct word to complete each sentence. (7 mins)
- Tell Ss that they are going to listen to a conversation about water Answer key:
pollution. 1. drinking
- Play the recording. Tell Ss to listen carefully and pay attention to 2. factories
keywords that help them understand the ideas of the recording. 3. harmful
- Ss choose the correct answers. Check their answers. 4. shouldn’t

Task 3. Listen again and give short answers to the following questions. Use no more than THREE
words. (7 mins)
- Have Ss read the questions carefully. Answer key:
- Play the recording once or twice. Ask Ss to listen carefully and 1. Water pollution
answer the questions using no more than three words. 2. Two
- Play the recording once more for Ss to check their answers. 3. Rivers and lakes
Correct their mistakes. 4. A harmful effect
5. Green products
e. Assessment
- Teacher corrects the students as a whole class.

3. ACTIVITY 2: WRITING (16 mins)

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:
- Task 4: Work in pairs. Read the notice and match the headings (a – e) below with the
numbers (1 – 5).
- Task 5: Write a notice for the Go Green Club leader to invite students to attend a lecture on
water pollution. Use the following details.
c. Expected outcomes:
- Students can write a notice.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Read the notice and match the headings (a – e) below with the numbers (1
– 5). (6 mins)
- Have Ss work in pairs. Answer key:
- Tell them to read all the details in the notice, think 1. a
about them and match the headings (a – e) with the 2. c

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numbers (1 – 5). Remind them of the order of these 3. b

details in a notice. 4. e
5. d
Task 5: Write a notice for the Go Green Club leader to invite students to attend a lecture on
water pollution. Use the following details. (10 mins)
- Tell Ss to study the details given. Suggested answer:
- Ask Ss to read the Writing tip in Task 4.
- Set a time limit for Ss to write the notice. Tell them Go Green Club
to refer to the sample notice in 4. Monitor Ss’ work NOTICE
and give assistance when necessary. 12 January, 2023
- Collect some Ss’ papers and mark them, and later Lecture on Water Pollution
comment to the class.
- If there is not enough time for Ss to do their task in All students of our school are invited to attend
class, have them do it as homework. a lecture on water pollution next week.
Interested students should contact the club by
17 February, 2023.
Details:
Time: 2 p.m. – 4 p.m., 6 March
Place: School Grand Hall
Topic: Water pollution
If you have any questions, please contact us at
012-3476-789 or email [email protected].

Club Leader
Nguyen Hong Mai
e. Assessment
- Teacher gives corrections and feedback

4. CONSOLIDATION
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Students’ workbook

Board Plan

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Date of teaching
Unit 7: Environmental protection
Lesson 6: Skills 2
*Warm-up
Task 1: Make a list of some activities that cause water pollution.

* Listening
Task 2: Listen and choose the correct word.
Task 3: Listen again and give short answers.

* Writing
Task 4: Read and match.
Task 5: Write a notice.

*Homework

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UNIT 7: ENVIRONMENTAL PROTECTION

Lesson 7: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- review the vocabulary and grammar of Unit 7
- apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about activities to protect the environment

II. MATERIALS
- Grade 8 textbook, Unit 7, Looking back and Projects
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Ss may lack experience of - Encourage Ss to work in groups so that
group / team work. they can help one another.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the revision
b. Content:
-Revision
c. Expected outcomes:
- Students’ answers.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Revision Questions:
- Teacher asks Ss to think of what they have learnt - What have we learnt in Unit 7?
already in Unit 7. Suggested answers:
- Ss work in pairs to do the task. Teacher calls some Vocabulary
students to retell. Environmental protection
- Teacher confirms and leads them to do all the Pronunciation
exercises in books. Sounds: /bl/ and /kl/
Grammar

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Complex sentences with adverb clauses of time

Skills
• Reading about Con Dao National Park
• Talking about Vu Quang National Park
• Listening about water pollution
• Writing a notice
Everyday English
Asking for clarification
e. Assessment
- Teacher corrects students (if needed).

2. ACTIVITY 1: VOCABULARY (10 mins)

a. Objectives:
- To help Ss review the vocabulary of Unit 7
b. Content:
- Task 1: Choose the correct answer A, B, or C to complete each sentence.
- Task 2: Complete each of the sentences with a word or phrase from the box.
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Choose the correct answer A, B, or C to complete each sentence. (4 mins)
- Have Ss do these activities individually then compare their Answer key:
answers with their partners. 1. A
- Go round and monitor the class, giving support if necessary 2. C
- Ask for Ss’ answers or ask some Ss to read out their answers 3. B
in front of the class. 4. A
- Confirm the correct answers. 5. C
Task 2: Complete each of the sentences with a word or phrase from the box. (6 mins)
- Have Ss do these activities individually then compare their Answer key:
answers with their partners. 1. littering
- Go round and monitor the class, giving support if necessary 2. carbon footprint
- Ask for Ss’ answers or ask some Ss to read out their answers 3. picking up rubbish
in front of the class. 4. habitats
- Confirm the correct answers. 5. endangered species
e. Assessment
- Teacher asks Ss some follow-up questions.

3. ACTIVITY 2: GRAMMAR (12 mins)

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:
- Task 3: Complete the following sentences using a clause. Use your own ideas.
- Task 4: Circle A, B, or C to identify the underlined part that needs correction.
c. Expected outcomes:
- Recall the use of complex sentences with adverb clauses of time

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d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3: Complete the following sentences using a clause. Use your own ideas. (6 mins)
- 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.
Task 4: Circle A, B, or C to identify the underlined part that needs correction. (6 mins)
- T may have Ss review the form and uses of complex sentences with Answer key:
adverb clauses of time before they do the task. 1. A
- Ask Ss to do the exercise individually first. Then they can check their 2. B
answers with a partner before discussing the answers as a class. 3. C
- Call on some Ss to write their answers on the board, other Ss give 4. C
comments, and correct mistakes only when really necessary. 5. B
e. Assessment
- Teacher corrects students as a whole class.

4. ACTIVITY 3: PROJECT (14 mins)

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:
- Present posters to the class.
c. Expected outcomes:
- Students can present their posters about serious pollution problems in their area
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

A serious pollution problem in my area Suggested outcome:
- Ask Ss to read the instructions again (T has already been assigned Students’ posters &
the project since the first lesson of the Unit and checked their presentations
progress after each lesson).
- Let students have some time to check their posters for the final time
and make any adjustments if necessary.
- T has groups show their posters and present them to the class.
e. Assessment
- Teacher gives feedback.

5. CONSOLIDATION
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Students’ workbook

Board Plan

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Date of teaching
Unit 7: Environmental protection
Lesson 7: Looking back and Project
*Warm-up
Revision
* Vocabulary
Task 1: Choose the correct answer.
Task 2: Complete each of the sentences.
* Grammar
Task 3. Complete the sentences.
Task 4: Circle A, B, or C to identify the underlined part that needs correction.
* Project
* Homework

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