Giáo Án Anh 8 Global Success Unit 7
Giáo Án Anh 8 Global Success Unit 7
Giáo Án Anh 8 Global Success Unit 7
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
- Love talking about their favourite shopping place
II. MATERIALS
- Grade 8 textbook, Unit 7, Getting started
- Computer connected to the Internet
- Projector / TV/
- Phần mềm tương tác hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
3. carbon footprint (n) /ˌkärbən a measure of the amount of dấu chân cacbon
ˈfo͝ otprint/ carbon dioxide and other
carbon compounds emitted
due to the consumption of
fossil fuels by a particular
person, group, etc.
Assumption
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:
- Teacher asks students: “What are environnmental issues in our city?”
- Teacher calls 3-5 students to answer.
- Teacher shows some pictures of environmental issues in Hanoi and asks students to guess
the topic of the unit/lesson.
c. Expected outcomes:
- Students know the topic of the unit and be ready for the conversation.
d. Organisation
e. Assessment
- Teacher calls 3-5 students to answer.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Matching game.
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 Answer key:
words and phrases from the box to fill in the gaps. 1. pollution
- Have Ss share answers before discussing it as a class. 2. reduce
Write the correct answers on the board. Then, call on 3. single-use
some Ss to 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 1. 3Rs
write suitable words or phrases under the right pictures. 2. water pollution
- Have Ss read each word or phrase in chorus. Check 3. endangered species
and correct their pronunciation. 4. plastic rubbish
- For more able Ss, let them make sentences with these 5. single-use products
words and phrases.
- Teacher checks the answers as a class and gives
feedback.
e. Assessment
- Teacher corrects for students as a whole class.
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
- Students’ workbook
Board Plan
Date of teaching
Unit 7: Enviromental 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 ad 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.
Task 5: Environment Quiz.
*Homework
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: 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
- Raise the students’ awareness about enviromental protection.
II. MATERIALS
- Grade 8 textbook, Unit 7, A closer look 1
- Computer connected to the Internet
- Projector / TV/
- Phần mềm tương tác hoclieu.vn
Language analysis
Pronunciatio Vietnamese
Form Meaning
n equivalent
2. marine life (n) / məˈriːn laɪf/ all living things that are hệ sinh thái nước
found in the sea
4. harmful substance /ˈhɑːmfl any substance whichis tác nhân gây hại
(n) ˈsʌbstəns/ liable to 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, sự tuyệt chủng
an animal, a way of life,
etc. stops existing
Assumption
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:
- Teacher introduces the rules of the game
- Teacher divides the class into 4 groups
- Teacher leads the students plays and give corrections (if needed)
c. Expected outcomes:
- Students get some vocabulary of the lesson and be ready for the lesson.
d. Organisation
e. Assessment
- Teacher shows students the answer on the screen and announces the winning group.
Task 1. Label each picture with a phrase from the list. (6 mins)
- Teacher Ss to look at the pictures. Questions:
- Let Ss work in pairs. Teacher tells them to name the Label each picture with a phrase from the
activities, then label the pictures using the phrases list.
given, then check their answers as a class. Suggested answers:
- Have Ss read the phrases aloud. Correct their 1. picking up rubbish γ
pronunciation if necessary. 2. protecting endangered species γ
- Tell Ss to tick the activities that help protect the 3. cutting down trees
environment. 4. saving water γ
5. building a campfire
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 Answer key:
A and their meaning in column B carefully. 1. c
- Tell them to work in pairs or small groups and match 2. a
each 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 Questions:
that they can choose the correct words /phrases to 1. People in my neighbourhood are doing a
complete the sentences. lot to save ______.
- Teacher asks one student to write the answers on the 2. Con Dao National Park provides a rich
board. Confirm the correct answers. ______ for marine life.
- Call on some Ss to read the sentences. 3. Forests help release oxygen and absorb
______; they also provide homes for many
species.
4.
______ is a serious environmental concern
as it harms natural habitats.
5. An ______ may be a whole forest, or a
small pond, and it can be of any size.
Answer key:
1. endangered species
2. habitat
3. carbon dioxide
4. cutting down trees
5. ecosystem
e. Assessment
- Teacher corrects for students as a whole class.
Task 4: Listen and repeat the words. Pay attention to Suggested outcome:
the sounds /bl/ and /kl/ (4 mins) Students repeats the words correctly
- Teacher asks some Ss 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 Suggested outcome:
the words with /bl/, and circle the words with /kl/. (6 1. Look! There are black clouds all over!
mins) 2. A truck blocked the way to the club.
- Play the recording. Let Ss listen and repeat sentence by 3. The students painted the classroom blue.
sentence. 4. The wind blew the clock down.
- Have Ss read the sentences again and underline the 5. We cleaned up the environment after the
words having the sound /bl/ and circle the words having blast.
the sound /kl/.
- Then play the recording for Ss to listen and check what
they have done.
- Have them work in pairs to compare their answers.
Check Ss’ answers.
e. Assessment
- Teacher gives corrections and feedbacks to students’ pronunciation
5. CONSOLIDATION
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 remember 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.
* Pronunciation:
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/.
*Homework
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
- Love talking about enviroment
II. MATERIALS
- Grade 8 textbook, Unit 7, A closer look 2
- Computer connected to the Internet
- Projector / TV/
- Phần mềm tương tác 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
III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To review the adverb clauses of time.
- To introduce the term of adverb clauses of time
b. Content:
- Teacher some sentences on the screen
- Teacher asks students to identify the adverb clauses of time.
- Teacher give some follow-up questions to lead in the introduction of the target grammar
point.
c. Expected outcomes:
- Students’ answers.
d. Organisation
e. Assessment
- Teacher corrects for students (if needed)
e. Assessment
- Teacher corrects for students as a whole class.
4. PRODUCTION (8 mins)
a. Objectives:
- To give Ss fun practice on how to make sentences with adverb clauses of time.
b. Content:
- Divide the class into two groups, A and B.
- Have each student from group A write a main clause, and each student from group B write
an adverb clause of time.
- Give them some time to work independently and write down their answers.
- Tell Ss to make sentences by matching their clauses from the two groups. Some clauses
may make funny sentences.
c. Expected outcomes:
- Students’ funny sentences
d. Organisation
6. CONSOLIDATION
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: Enviromental protection
Lesson 3: A closer look 2
*Warm-up
* Grammar:
Complex sentences with adverb clauses of time
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.
Task 5: Matching game.
*Homework
UNIT 7: ENVIROMENTAL 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/
- Phần mềm tương tác hoclieu.vn
Language analysis
Structure Examples
What does S mean? - What does ‘endangered
It means ….. / species’ mean?
S is/are … - Endangered species are animals
What do you mean by …? in the wild that face a high risk of
That means extinction.
- And what do you mean by ‘in the
wild’?
- That means animals that live in
their natural habitats, not in zoos
Assumption
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:
- Teacher gives out a jumbled conversation
- Teacher asks students to rearrange it to make a meaningful conversation.
- Teacher give some follow-up questions to lead in the introduction of the target grammar
point.
c. Expected outcomes:
- Students’ answers.
d. Organisation
e. Assessment
- Teacher corrects for students (if needed)
Task 1: Listen and read the conversations. Pay attention to the highlighted sentences (6 mins)
- - Play the recording and have Ss listen and read the Audio script – Track 44:
conversation at the same time. Tell them to pay attention Mi: Hey, Linda. What does ‘endangered
to the highlighted questions. Elicit the two ways of species’ mean?
asking for clarification. Linda: Endangered species are animals in
- Ask them to act out the conversation in pairs. Go the wild that face a high risk of extinction.
around and offer help if necessary. Check their Mi: And what do you mean by ‘in the wild’?
pronunciation. Linda: That means animals that live in their
natural habitats, not in zoos.
Mi: Oh, I get it now. Thanks, Linda.
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 with Suggested answers:
the given cues. A: What does it mean / what do you mean by
- Move around to observe and provide help. Call on ‘single-use products’?
some pairs to practise in front of the class. Comment B: ‘Single-use products’ are products made
on their performance. to be used once only.
A: And what does it mean / what do you
mean by ‘global warming’?
B: It is the increase in the atmosphere’s
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.
e. Assessment
- Teacher corrects for students as going around while they’re practicing.
Task 5: Work in pairs. Ask and answer about the Suggested outcome:
things you and your friends do on Earth Day A: What do you do on Earth Day?
- Give Ss a few minutes to study the example first. B: We pick up litter and clean the
- Then Ss work in pairs, taking turns to ask and answer. streets. And you?
- T goes round giving help when and where necessary. …
- Encourage them to say what they do (and like to do).
e. Assessment
- Teacher gives corrections and feedbacks
6. CONSOLIDATION
a. Wrap-up
- 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 Examples
What does S mean? - What does ‘endangered
It means ….. /8S is/are … species’ mean?
What do you mean by …? - Endangered species are animals
That means in the wild that face a high risk of
extinction.
- And what do you mean by ‘in the
wild’?
- That means animals that live in
their natural habitats, not in zoos
Task 1: Listen and read the conversations. Pay attention to the highlighted sentences.
Task 2: Work in pairs. Make similar conversations to ask for and give clarification for the
following.
* Earth Day
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.
*Homework
UNIT 2: ENVIRONMENTAL PROTECTION
Lesson 5: Skills 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Reading about Con Dao National Park
- Talking about Vu Quang
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 reading and talking about activities to protect the enviroment
II. MATERIALS
- Grade 8 textbook, Unit 7, Skills 1
- Computer connected to the Internet
- Projector / TV/
- Phần mềm tương tác hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
Assumption
e. Assessment
- Teacher corrects for students (if needed)
Task 2. Read the text and choose the words or phrases to make the following statements correct
(5 mins)
- Have Ss read the text quickly and find the places Suggested answers:
where these words / phrases appear. 1. national parks
- Tell them to use the contexts in which these 2. ecosystem
words appear to choose the right words / phrases. 3. endangered
- Check the answers as a class. Confirm the 4. environment
correct answers.
Task 3. Read the text again and choose the correct option A, B, or C. (6 mins)
- Ask Ss to do the task individually. Tell them to Answer key:
read the passage two or three times, then read each 1. B
question, pause to identify where it appears in the 2. A
text, read that part carefully and choose the correct 3. C
answer. 4. A
- Ask Ss to exchange their answers with a partner. 5. C
- Explain the new words and clarify anything
difficult. Ask some 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 for students as a whole class.
6. CONSOLIDATION
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Students’ workbook
Board Plan
Date of teaching
Unit 7: Enviromental protection
Lesson 5: Skills 1
*Warm-up
Task 1: Work in groups. Look at the picture and say what you see. Then list the
names of some endangered species you know.
* Vocabulary:
1. contain (v)
2. diverse (adj)
3. medicinal (adj)
* Reading
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.
* Speaking:
Task 4: Work in pairs. Ask and answer about Vu Quang National Park.
Task 5: Work in groups. Talk about Vu Quang National Park, using the answers in 4.
*Homework
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
- Love reading and talking about activities to protect the environment
II. MATERIALS
- Grade 8 textbook, Unit 7, Skills 2
- Computer connected to the Internet
- Projector / TV/
- Phần mềm tương tác hoclieu.vn
Assumption
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:
- Ss work in groups. Every student gives at least one activity that causes water pollution.
- Encourage Ss to give as many causes of water pollution as possible. Whether their sentences
are true or not is not very important as long as they speak English.
c. Expected outcomes:
- Students’ answers.
d. Organisation
e. Assessment
- Teacher corrects for students (if needed)
Task 2. Listen to the conversation and choose the correct word to complete each sentence (6 mins)
- Tell Ss that they are going to listen to a conversation Suggested answers:
about water pollution. 1. drinking
- Play the recording. Tell Ss to listen carefully and pay 2. factories
attention to key words that help them understand the ideas 3. harmful
of the recording. 4. shouldn’t
- Ss choose the correct answers. Check their answers.
1. Polluted water is unsafe for drinking / cooking and for
other uses.
2. Sometimes toxic substances flow into rivers from
factories / hospitals.
3. Water pollution has a dangerous / harmful effect on our
life.
4. We couldn’t / shouldn’t throw litter into rivers and lakes
Task 3. Listen again and give short answers to the following questions. Use no more than ThREE
words. (6 mins)
- Have Ss read the questions carefully. Answer key:
- Play the recording once or twice. Ask Ss to listen 1. Water pollution.
carefully and answer the questions using no more than 2. Two.
three words. 3. Rivers and lakes.
- Play the recording once more for Ss to check their 4. A harmful effect.
answers. Correct their mistakes. 5. Green
1. What is the listening text about?
2. How many sources of water pollution are there?
3. What are two common sources of drinking water?
4. What type of effect does water pollution have on our
life?
5. What products can we use to reduce water pollution?
e. Assessment
- Teacher corrects for students as a whole class.
Task 4: Work in pairs. Read the notice and match Suggested outcome:
the headings (a – e) below with the numbers (1 – 5) 1. a
- Have Ss work in pairs. 2. c
- Tell them to read all the details in the notice, think 3. b
about them and match the headings (a – e) with the 4. e
numbers (1 – 5). Remind them of the order of these 5. d
details in a notice.
Task 5: Write a notice for the Go Green Club Suggested outcome:
leader to invite students to attend a lecture on water Students’ first draft
pollution. Use the following details.
- Tell Ss to study the details given.
- Set a time limit for Ss to write the notice. Tell them to
refer to the sample notice in 4. Monitor Ss’ work and
give assistance when necessary.
- Collect some Ss’ papers and mark them, and later
comment to the class.
- If there is not enough time for Ss to do their task in
class, have them do it as homework
e. Assessment
- Teacher gives corrections and feedbacks
6. CONSOLIDATION
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Students’ workbook
Board Plan
Date of teaching
Unit 7: Enviromental protection
Lesson 6: Skills 2
*Warm-up
Task 1: Work in groups. Make a list of some activities that cause water pollution
* Listening
Task 2: Listen to the conversation and choose the correct word to complete each
sentence
Task 3: Listen again and give short answers to the following questions. Use no more
than ThREE words.
* Writing
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.
*Homework
UNIT 7: LIFE IN THE COUNTRYSIDE
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 enviroment
II. MATERIALS
- Grade 8 textbook, Unit 7, Looking back and Projects
- Computer connected to the Internet
- Projector / TV/
- Phần mềm tương tác hoclieu.vn
Assumption
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:
- Teacher asks Ss to think of what they have learnt already in Unit 7.
- Ss work in pairs to do the task. Teacher calls some students to retell.
- Teacher confirms and leads them to do all the exercises in books.
c. Expected outcomes:
- Students’ answers.
d. Organisation
e. Assessment
- Teacher corrects for students (if needed)
Task 3. Complete the following sentences using a clause. Use your own ideas. (5 mins)
Task 4: Circle A, B, or C to identify the underlined part that needs correction (5 mins)
- Ask Ss to do the exercise individually first. Then they can Suggested answers:
check their answers with a partner before discussing the Task 3:
answers as a class. Task 4:
- Call on some Ss to write their answers on the board, other 1. A 2. B 3. C 4. C 5. B
Ss give comments, and correct mistakes only when really
necessary.
e. Assessment
- Teacher corrects for students as a whole class.
Board Plan
Date of teaching
Unit 7: Enviromental Protection
Lesson 7: Looking back and Project
*Warm-up
Revision
* Vocabulary
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.
* Grammar
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.
*Project
* Wrap up & Homework