Giáo án Tiếng Anh 8 - Period 48-50, Unit 7: Environmental protection - Năm học 2023-2024

 Date of preparing: 13/1/2014 
 Period 48: 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 
 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’ CONTENTS 
 ACTIVITIES 
Asking questions: Questions: 
- Teacher asks students: “What are the What are the environmental issues in our 
environmental issues in our city?” city? 
- Teacher calls 3-5 students to answer. 
- Teacher shows some pictures of environmental Suggested answers: 
issues in Ha Noi and asks students to guess the Environmental protection 
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 
 1 - 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 3. carbon footprint (n) 
will appear in the reading text and asks students to open 4. release (v) 
their textbook to find these words 5. single-use (adj) 
- Teacher introduces the vocabulary. 
- Teacher checks students’ understanding with a matching 
activity. 
 e. Assessment 
 - 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 
 2 mins) 
- Have Ss individually read the conversation again and match Answer key: 
the 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 4. a 
them with the class. Ask them to give evidence to support 5. b 
their answers. 
- 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 Answer key: 
and phrases from the box to fill in the gaps. 1. Pollution 
- Have Ss share answers before discussing it as a class. Write 2. reduce 
the correct answers on the board. Then, call on some Ss to 3. single-use 
read the 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 Answer key: 
carefully and study the words and phrases. Then Ss write 1. 3Rs 
suitable words or 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 5. single-use products 
and phrases. 
- Teacher checks the answers as a class and gives feedback. 
 e. Assessment 
 - 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’ CONTENTS 
 ACTIVITIES 
Task 5: Environment Quiz (6 mins) 
- Ss work individually or in pairs. Answer key: 
- Give Ss some time (2 - 3 minutes) to do the 1. C 
task. 2. C 
Tell them to answer all the questions. 3. A 
- Explain to the Ss if they don’t know the 4. C 
answers. 5. B 
 e. Assessment 
 3 - 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.) 
 4 Date of preparing: 13/1/2024 
 Period 49: 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 
 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’ CONTENTS 
 ACTIVITIES 
Jumbled words: Suggested answers: 
- T divides the class into 4 groups and explains AHTTABI -> HABITAT 
the rules PLTINOOLU -> POLLUTION 
- Ss look at the screen to see the jumbled words. XEOGYN -> OXYGEN 
They have to send 1 person to the board as EEERLAS -> RELEASE 
quickly as possible to write the correct word. BBSOAR ->ABSORB 
- Teacher shows students the answer on the MECYSSOET ->ECOSYSTEM 
screen 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. 
 5 
 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 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Vocabulary pre-teaching (5 mins) 
- Teacher asks students to guess the meaning of the words New words: 
by giving definitions/photos. 1. ecosystem (n) 
- Teacher checks the students' understanding by the Rub out 2. marine life (n) 
and 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 1. picking up rubbish 
activities, then label the pictures using the phrases given, 2. protecting endangered species 
then check their answers as a class. 3. cutting down trees 
- Have Ss read the phrases aloud. Correct their 4. saving water 
pronunciation if 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 Answer key: 
and 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 4. b 
checks 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 Answer key: 
they can choose the correct words /phrases to complete the 1. endangered species 
sentences. 2. habitat 
- Teacher asks one student to write the answers on the 3. carbon dioxide 
board. Confirm the correct answers. 4. Cutting down trees 
- Call on some Ss to read the sentences. 5. ecosystem 
 e. Assessment 
 6 - 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’ CONTENTS 
 ACTIVITIES 
Task 4: Listen and repeat the words. Pay attention to the sounds /bl/ and /kl/. (4 mins) 
- 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 Answer key: 
sentence by sentence. 1. Look! There are black clouds all over! 
- Have Ss read the sentences again and underline 2. A truck blocked the way to the club. 
the words having the sound /bl/ and circle the 3. The students painted the classroom blue. 
words having the sound /kl/. 4. The wind blew the clock down. 
- Then play the recording for Ss to listen and 5. We cleaned up the environment after the 
check 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 
 7 
Date of preparing: 13/1/2024 
 Period 50: 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, 
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 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
 8 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 2. Will you wait here until I am ready? 
each sentence. 3. I was not at home when he came to see 
- Teacher give some follow-up questions to lead me. 
in the introduction of the target grammar point. 4. Do not disturb me when I am busy with 
- T sets the context for the lesson. 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. 
 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’ CONTENTS 
 ACTIVITIES 
Introduction of complex sentences with adverb clauses of time 
 9 - 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’ CONTENTS 
 ACTIVITIES 
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 Answer key: 
then compare their answers with a partner. 1. A 
 10 - Ask some Ss to write their answers on the 2. A 
board. 3. C 
- Check the answers with the whole class. 4. C 
- Confirm the correct answers. 5. B 
Task 3: Match the clauses in the two columns to form complex sentences. (5 mins) 
- Have Ss do these exercises individually and Answer key: 
then compare their answers with a partner. 1. b 
- Ask some Ss to write their answers on the 2. d 
board. 3. e 
- Check the answers with the whole class. 4. c 
- Confirm the correct answers. 5. a 
Task 4: Combine each pair of sentences, using the conjunction in brackets. (6 mins) 
- Teacher ask Ss to read the situations Answer key: 
carefully. If necessary, T may explain each 1. I will call you as soon as I arrive at the 
situation to Ss. Ask Ss to complete the station. 
sentences individually and then compare their (As soon as I arrive at the station, I will call 
answers with a partner. you.) 
- Ask some Ss to write their answers on the 2. Many Vietnamese women wear conical 
board. hats when they work in the field. 
- Check the answers with the whole class. 3. My father taught me how to use the 
Confirm the correct answers. computer 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’ CONTENTS 
 ACTIVITIES 
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 
 11 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 B: When you cross the street 
and write down their answers. 
- Tell Ss to make sentences by randomly → You must be careful when you cross the 
matching their clauses from the two groups. street. 
Some clauses may make funny sentences. 
 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 
 12