Unit 3

TRƯỜNG TH&THCS QUỐC TẾ STEPHEN HAWKING
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UNIT 3: PROTECTING THE ENVIRONMENT

Lesson 1.1 - Vocabulary and Reading (Page 24 & 25)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- learn and use vocabulary, related to pollution: affect, cause, pollute, disease, wildlife, tourism,
environment, damage.
- practice reading for gist and specific information about some effects of pollution.
1.2. Competences
- improve communication, collaboration, analytical and critical thinking skills.
1.3. Attributes
- aware of the effects of pollution.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student’s book and Teacher’s book, class CDs, Digital Book (DCR phần mềm
tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive
whiteboard / TV (if any), PowerPoint slides.
2. Students’ aids: Student’s book, workbook, notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks Performance Products Assessment Tools
- Introduce some vocabulary - Ss’ pronunciations. - T’s feedback.
about pollution.
- Fill in the blank with the new - Ss’ answers. - T’s observation/ DCR.
words in a.
- Listen and repeat.
- Discuss kinds of pollution - Ss’ answers/ presentation. - T’s observation.
and their effects.
- Read the essay about some - Ss’ answers. - T’s feedback/Peers’
effects of pollution and choose feedback.
the best introduction sentence. - Ss’ answers. - T’s feedback/Peers’
- Read and write True, False or feedback.
Doesn’t say.
IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the follow-up steps.
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b) Content: Introducing some vocabulary about pollution.

c) Expected outcomes: Ss have general ideas about the topic of the new lesson: “Protecting the
Environment”.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
 Option 1: LET’S TALK
- Show some pictures of pollution on the screen. - Work in pairs to identify kinds of
- Encourage ss involving the lesson by asking questions: pollution and discuss the given questions.
What kinds of pollution can you see? Is pollution a big
problem in your country? Why does pollution happen?
- Call Ss to give answers.
- Give feedback and show correct answers. - Give answers.
- Lead to the new lesson.
 Option 2: Game: PICTURE VOICE
- Explain the rules of the game.
- Hang some pictures about kinds of pollution.
- Ask Ss to choose one impressive picture and share in - Take part in the game by choosing an
groups of 4. impressive picture and share one’s thought.
- Give feedback and lead to the new lesson.
B. New lesson (35’)

 Activity 1: Pre-Reading (Vocabulary) (12’)
a) Objective: Ss know some vocabulary about pollution.
b) Content:
- Vocabulary study (affect, cause, pollute, disease, wildlife, tourism, environment, damage).
- Speaking: Discuss kinds of pollution and identify which kinds of pollution affect tourism and cause
diseases.
c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in
appropriate situations.
Task a. Read the words and definitions, then fill in
the blanks with the new words. Listen and repeat.
 Option 1: Fill in the blank
- Show new words in task a with some eliminated - Look and fill in the blank.
letters. - Work individually.
- Have Ss fill in the blanks.
- Divide class into pairs and have them check their - Work in pairs.
answers with their partners.
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- Call Ss to give answers (read or write).

- Check answers as a whole class (using DCR). - Give answers.
- Play audio (CD1 – Track 26). Have Ss listen and
repeat. - Listen and repeat.
- Correct Ss’ pronunciation.
- Let students read and fill in the blanks with the
correct words. - Work individually.
- Check answers as a whole class.
 Option 2: Matching - Correct the answers.
- Show Ss the words and their definitions in wrong
orders. - Work in pairs.
- Call Ss to give answers (read or write).
- Check answers as a whole class. - Give answers.
- Call some Ss to read the words again. - Read.
- Correct Ss’ pronunciation if necessary. - Work individually
- Let students read and fill in the blanks with the
correct words. - Correct the answers.
Task b. Discuss which kinds of pollution affect

tourism and cause diseases.
- Have Ss discuss in pairs which kinds of pollution
affect tourism and cause diseases. -Discuss in pairs.
- Have Ss share their ideas in front of the class.
- Give feedback and evaluation. -Share answers.
Suggested answers
Air pollution.
Land pollution.
Water pollution.
Noise pollution.
 Activity 2: While - Reading (17’)
a) Objective: Students can develop their reading skills.
b) Content: Reading the essay about some effects of pollution and choose the best introduction
sentence and writing “True, False, or Doesn’t say”.
c) Expected outcomes: Students can read and understand general and specific information about the
effects of pollution.
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Task a. Read the essay about some effects of

pollution and choose the best introduction
sentence.
- Use DCR to show the task. -Work individually.
- Have Ss read the essay individually.
- Have Ss choose the correct answer. - Choose the correct answer.
- Have some Ss share their answer with the class
(read), explain for their answer. - Read answers, explain.
- Give feedback.
- Give feedback and correct Ss’ answers if - Check answers.
necessary. Answer keys
Task b. Now, read and write True, False, or

Doesn’t say.
- Use DCR to show the task.
- Have Ss read the text again and write the correct - Read and underline.
answers – underline or highlight the supporting - Do the task.
ideas.
- Have Ss check answers with their partners.
- Call Ss to give answers, explain. - Check answers.
- Give feedback and evaluation. Answer keys
 Activity 3: Post - Reading (6’)

a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking
skills.
b) Content: Speaking: What kinds of pollution are there in your area? What are their effects?
c) Expected outcomes: Students can talk about kinds of pollution and be aware of protecting the
environment.
Task d. In pairs: What kinds of pollution are
there in your area? What are their effects?
- Have Students work in pairs to talk about kinds of
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pollution and their effects. - Discuss in pairs.

- Call some Ss to share their ideas with the whole
class. - Give presentation.
- Give feedback and evaluation.
- For more practice, have Ss play games, using - Listen.
DHA.
C. Consolidation and homework assignments (5’)

* Consolidation:
- Words about pollution: affect, cause, pollute, disease, wildlife, tourism, environment, damage.
* Homework:
- Learn the new words by heart.
- Practice talking about kinds of pollution.
- Do the exercises in WB: Unit 2 - Lesson 1 - New words + Reading (pages 14 & 15).
- Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on
www.eduhome.com.vn
- Prepare: Lesson 1.2 – Grammar (page 25 & 26 – SB).
V. REFLECTION
a. What I liked most about this lesson today:
………….………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
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Lesson 1.2 - Grammar (Page 25 & 26)
I. OBJECTIVES
- use First Conditional to talk about future situations.
- distinguish the differences between “if” and “unless”.
1.2. Competences
- improve communication, collaboration, critical thinking
1.3. Attributes
- be aware of the causes and effects of pollution.
1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides, handouts.
2. Students’ aids: Student’s book, Workbook, Notebook.
- Read and fill in the blanks. - Ss’ answers. - T’s feedback.
- Listen and repeat. - Ss’ performance. - T’s feedback/Peers’ feedback.
- Read and fill in the blanks with - Ss’ answers. - T’s feedback/Peers’ feedback.
correct form of the verbs.
- Look and write First - Ss’ answers/ presentation. - T’s observation, T’s
Conditional sentences. feedback/Peers’ feedback.
- Ask your partner about the - Ss’ presentation - T’s observation, T’s
activities in task c. feedback/Peers’ feedback.
IV. PROCEDURES
A. Warm up: (5’)
a) Objective: To introduce the new lesson and set the scene for Ss to acquire new language; get
b) Content: review present simple and future simple tenses.
c) Expected outcomes: Ss can make their own sentences with the use of Present Simple and
Future Simple tenses.
 Option 1: Unscramble letters
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- Give a list of some nouns whose letters are

unscramble, have Ss work in groups of 4 to write the - Work in groups.
correct words and then make sentences with those words - Write answers.
in Present Simple tenses and Future simple tenses.
- Call Ss to give answers. Possible answers from the students
- Check Ss’ answers, give feedback. 1. Pollution affects tourism.
*Noun list: pollution, environment, air, health, wildlife, 2. Environment will be better and better.
disease. 3. Countryside usually has fresh air.
4. Eating apples is good for your health.
 Lead to the new lesson 5. Wildlife is home for animals.
 Option 2: Unscramble words

- Give a list of some disorder words, have Ss divide
- Work in groups.
them into groups of 4.
- Ask them to put sentences in correct order.
- Read or write answers.
- Check Ss’ answers, give feedback.
* Unscramble sentences: Possible answers from the Ss
1. tourism/pollution/affects. 1. Pollution affects tourism.
2. better and better/be/will/environment. 2. Environment will be better and better.
3. fresh air/usually/has/countryside. 3. Countryside usually has fresh air.
4. your health/eating apples/for/is. 4. Eating apples is good for your health.
5. animals/home/for/wildlife/is. 5. Wildlife is home for animals.
 Lead to the new lesson.

 Activity 1: Presentation (10’)
a) Objective: Introduce the First Conditional sentences, the differences between “if” and “unless”.
b) Content: Listen and repeat. Go through the grammar point.
c) Expected outcomes: Ss can make their own sentences with the use of First Conditional and use it in
some following exercises.
Task a. Read about First Conditional with “if” or
“unless”, then fill in the blanks
- Have Ss look at the picture (using DCR). - Look.
- Play audio (CD1 – Track 14) and have Ss listen and - Listen, then read.
read the speech bubbles.
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- Play the audio again and have Ss listen and repeat. - Listen and repeat.
Grammar box
 Option 1:
- Have Ss look at the grammar explanation meaning
and form (using DCR). - Look and read.
- T emphasizes the use of First Conditional sentence.

- Ask Ss to fill in the blanks. - Listen.
- Work individually
Answers
 Option 2:
- Have Ss close books.
- Give some model sentences in if clause (the causes),
- Close all books.
ask Ss to make main clause (the effects).
- Look and give answers.
Examples:
Possible answers from the Ss
1. If I turn off the fan, …
1. If I turn off the fan, it will be hot.
2. If I don’t eat dinner, ……
2. If I don’t eat dinner, I will be hungry.
3. If I don’t do my homework, ….
3. If I don’t do my homework, I will be
- Then have Ss pay attention to if and main clause.
punished.
Introduce: First Conditional sentences.
- Show grammar box, have Ss look and read, then fill
in the blanks - Look and read, then fill in the blanks
Answers
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 Activity 2: Practice (19’)
a) Objective: Students can use First Conditional with “if” or “unless” to do the given exercises.
b) Content:
- Fill in the blanks with the correct form of the verbs in brackets.
- Look at student’s notes and write First Conditional sentences.
c) Expected outcomes: Students can get used to the use of the First Conditional and use them
correctly.

Task a. Read and fill in the blanks with the
correct form of the verbs in brackets to make
First Conditional sentences.
- Demonstrate the activity, using the example (using - Look and listen.
DCR).
- Have Ss read the sentences and write the correct - Work individually.
form of verbs.
- Have Ss work in pairs to check each other’s work. - Work in pairs.
- Have some Ss share their answers with the whole - Read answers.
class. Answer keys
- Give feedback, correct Ss’ answers if necessary.
Task b. Look at student’s notes and write First
Conditional sentences using “if” or “unless”
clauses.
- Demonstrate the activity, using the example (using
DCR).
- Have Ss look at the notes and write the questions. - Look and listen.
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- Call Ss to write answers. - Work individually.
- Check Ss’ answers, give feedback and evaluation.
- Work in pairs.
- Write answers.
Answer keys
 Activity 3: Production (6’)

a) Objective: Students master the grammar point they study in the lesson.
b) Content: Speaking: Discuss with your partner about the activities in Task c.
c) Expected outcomes: Ss produce the new language successfully, and they can use First Conditional
in everyday speaking and writing.
Task d. In pairs: Make First Conditional
sentences using the prompts and “if” or “unless”
- Divide class into pairs.
- Have Ss discuss about conditional clause and main - Have discussion in pairs.
clause.
- Have some pairs tell the answers in front of the - Present.
class.
- Give feedback and evaluation. - Listen.
- For more practice, have Ss play a game, using
DHA.

* Consolidation:
- First Conditional with “if” or “unless”.
* Homework:
- Make 3 sentences, use First Conditional with “if” or “unless”.
- Do the exercises in WB: Grammar (page 15).
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www.eduhome.com.vn
- Prepare: Lesson 1 – Pronunciation and Speaking (pages 26 & 27 – SB).
V. REFLECTION
…………………………………………………………………………………………
c. What I learned from this lesson today:
…………………………………………………………………………………………
…………………………………………………………………………………………
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Lesson 1.3 – Pronunciation and Speaking (Pages 26 & 27)
I. OBJECTIVES
- pronounce /t/ sound correctly.
- ask and answer about the different effects of pollution.
- plan a presentation on the effects of pollution.
1.2. Competences
- improve communication, creativity, collaboration and critical thinking skills.
1.3. Attributes
- Listen to the words and focus - Ss’ performance and - T’s observation.
on the underlined letters. answers.
- Listen and cross out the one - Ss’ answers. - T’s feedback/Peers’
with the different sound. feedback.
- Read the words to your partner - Ss’ performance. - T’s feedback/Peers’
using the sound noted in “a”. feedback.
- Take turns asking and - Ss’ performance. - T’s feedback/Peers’
answering about the different feedback.
effects of pollution.
- Plan a presentation on the - Ss’ performance / - T’s observation, T’s
effects of pollution. Discuss in Presentation. feedback/Peers’ feedback
pairs the four kinds of pollution
and think of possible effects of
each using the information from
the lesson and learners’ ideas.
IV. PROCEDURES
A. Warm up: (5’)
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b) Content: Review Wh- questions.
c) Expected outcomes: Ss remember prior knowledge and use it in speaking activities.
 Option 1: Tongue twister
- Have Ss look at some sentences and ask them to speak - Practice saying the sentences.
as fast as they can.
Suggestions:
One two is two.
Two twos are four.
Three twos are six.
Four twos are eight.
Five twos are ten
- Call Ss to read the sentences. - Take part in the class’s activity.
- Give feedback.
- Introduce the /t/ sound.
Lead to the new lesson.
 Option 2: Words play

- Divide class into 2 groups. - Take part in the class activity.
- Ask each group to write words which have letter “t” in
each word.
- Correct the words of 2 teams and decide the winner
team
Lead to the new lesson.

 Activity 1: Pre-Speaking: Pronunciation (10’)
a) Objective: Introduce the /t/ sound.
b) Content: Tasks a, b, c, d, p.26.
c) Expected outcomes: Ss distinguish and use the different pronunciation of /t/ sound in their speaking.
Task a + b. Listen to the words and focus on the
underline letters.
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- Play the recording (CD1, track 29) (using DCR). - Listen.

- Ask Ss to listen and notice the /t/ sound.
- Play the recording again, have Ss listen and repeat - Listen again and repeat.
with a focus on the pronunciation feature.
Task c + d. Listen and cross out the question that
doesn’t follow the sound feature, then read the
questions with the falling intonation to a partner.
- Play the recording (CD 1 – Track 30) (using DCR),
have Ss listen and cross out the option that doesn’t
follow the sound feature in “a”. - Listen and cross out
- Play the recording again and check answers as a
whole class. - Give answers
- Listen again and check
Answer keys
- Then have Ss practice saying the examples with a

partner, using the pronunciation feature.
- Call some Ss to read the words with /t/ sound in front - Work in pairs.
of the class.
- Ask Ss to think of some more words with /t/ sound - Present.
and practice reading them.
- Give answers.
 Activity 2: While-speaking (20’)
a) Objective: Students can talk about the different effects of pollution with the use of “if” or “unless”.
b) Content: ask and answer about the different effects of pollution with the use of “if” or “unless”.
c) Expected outcomes: Ss produce the new language successfully.
PRACTICE
Ask and answer
- Demonstrate the activity by asking and answering - Observe, listen.
with a student.” What will happen if we keep
polluting the water?”
- Have pairs ask and answer, using the pictures. - Work in pairs.
- Have Ss pay attention to the kinds of pollution.
- Have some pairs present the activity in front of the - Present.
class.
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SPEAKING: Planning a presentation on the effect

of pollution.
Task a. Plan a presentation on the effects of
pollution.
- Demonstrate the activity by practicing the activity - Observe and listen.
with a student.
- Divide the class into groups of 4. - Work in groups of 4.
- Have Ss discuss four kinds of pollution (air - Complete the plan of presentation.
pollution, land pollution, rivers, beaches and seas
pollution).
- Observe, give help if necessary.

a) Objective: Students present to the class the effects of pollution and decide which kind of pollution
causes the most problems for people and wildlife.
b) Content: present the effects of four kinds of pollution.
c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.
SPEAKING: The effects of pollution
Task b. Decide which kind of pollution will cause
the most problem to people and wildlife.
- Have Ss decide four kinds of pollution (air - Discuss.
pollution, land pollution, rivers, beaches and seas
pollution)
- Have some Ss explain their choice with the class - Present.
(scores included).

* Consolidation:
- The /t/ sound.
* Homework:
- Practice pronounce /t/ sound and make sentences with those words.
- Complete the plan of presentation for those who haven’t finished it in class.
- Prepare: Unit 3 - Lesson 2 – New words and Listening (pages 28 & 29 – SB).
- Review the vocabulary and grammar notes in Tiếng Anh 8 i-Learn Smart World Notebook.
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www.eduhome.com.vn
V. REFLECTION
…………………………………………………………………………………………
d. What I learned from this lesson today:
…………………………………………………………………………………………
…………………………………………………………………………………………
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Review 1
1. Objectives
By the end of this lesson, students will be able to…
1.1. Language knowledge/ skills

- review the target language learnt in the unit
- practice test taking skills
1.2. Competences
- improve Ss’ communication, collaboration, analytical, critical thinking skills.
1.3. Attributes
- have good leisure activities.
2. Teaching aids and materials
- Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phầ n mềm tương tá c trự c
quan, DHA – Ứ ng dụ ng trò chơi tương tá c, projector / interactive whiteboard /TV (if any),
PowerPoint slides.
- Students’ aids: Student’s book, Workbook, Notebook.
3. Assessment Evidence
- Fill in the blanks with the words from the - Ss’ answers. - Observation.
box.
- Write sentences using gerunds and the - Ss’ answers. - Observation.
prompts.
- Circle the correct words. - Observation.
- Ss’ answers.
- Circle the word that has the underlined part - Ss’ answers. - Observation.
pronounced differently from the others.
- Write about your schedule for next week - Ss’ answers. - Checking.
using the present simple.
4. Procedures
A. Warm up: 5’
a. Objective: review the vocabulary learnt in the unit.
b. Content: matching pictures.
c. Expected outcomes: Ss can match the picture with the correct words.
d. Organization
Teacher’s activities Students’ activities
Spelling
- T spells the words - guess and speak it up

1. Vocabulary: 10’
a. Objectives: to help Ss review the vocabulary learnt in the unit.
b. Content: vocabulary task.
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c. Expected outcomes: Ss can understand the meanings of the vocabulary and complete the
sentences with the correct words.
d. Organization
Fill in the blanks with the words from the
box. - Ss do the worksheet
- discuss with the friends
- Give Ss time to do it. .
- Let them compare their answers with their
partners.
- Pick some Ss to give their answers.
- Give feedback.
2. Grammar: 10’
a. Objectives: to help Ss review grammar learnt in the unit.
b. Content: grammar task
c. Expected outcomes: Ss can use like, prefer, hate, enjoy to talk about preference correctly.
d. Organization:
- Review the verb form after verbs expressing
hobbies.
- Give Ss time to do it.
partners.
- pick some Ss to write their sentences on the
board.
- give feedback. -Write the sentences in their notebooks.
- Compare their answers with their partners.
- Write their sentences on the board.

- review the use of prepositions of time from…
to… and until.
partners.
- Pick some Ss to give their answers and
explain.
- Give feedback.
3. Reading
Objectives: to help Ss read for details.
b. Content: worksheet.
c. Expected outcomes: Ss can read for specific information and know some popular hobbies of
teenagers around the world.
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- Ask Ss to read the passages and circle the

name of the person who prefers indoor - read and underline the keywords
- do the worksheet.
activities according to what they read.
- Pick some Ss to give the answer and show the
evidence to justify their answer.
- Check Ss’ answers.
C. Consolidation and homework assignments: 5’
- Do worksheet
- Prepare the next lesson
5. Reflection

…………………………………………………………………………………………
…………………………………………………………………………………………

…………………………………………………………………………………………
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Lesson 2.1 – New words and Listening (Page 28 & 29)
I. OBJECTIVES
- give advice about how to reduce pollution.
- learn and use vocabulary related to the topic.
- improve their listening for specific information.
1.2. Competences
- improve communication, collaboration, and critical thinking skills.
1.3. Attributes
(if any), PowerPoint slides.
- Activate some advice to reduce - Ss’ answers. - T’s feedback.
pollution that Ss may know.
- Match the words with the - Ss’ answers. - T’s observation/ DCR.
descriptions.
- Discuss the items that can/can’t - Ss’ performance. - T’s feedback/Peers’
be recycled, reused or saved. feedback.
- Listen to Amy and Daniel
talking about ways to reduce - Ss’ answers. - T’s feedback/Peers’
pollution. feedback.
- Listen and fill in the blanks.
- Speak: What do you do to - Ss’ answers. - T’s observation and
reduce pollution. - Ss’ answers/ presentation. feedback / DCR
IV. PROCEDURES
A. Warm up: (5’)
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b) Content: Introduce words about ways how to reduce pollution.

c) Expected outcomes: Ss get to know some new words they are going to study in the lesson.
 Option 1: Picture discussion.
- Use the pictures.
- Divide class into pairs.
- Show pictures and words (using DCR), have Ss look at
the pictures.
- Have students ask and answer about the pictures. - Work in pairs.
“What are the people doing? Do you think what they’re
doing can help protect the environment? How?”
- Call Ss to give answers. - Give answers.
- Give feedback. - Listen.
 Option 2: Words categories
- Give Ss a list of words including nouns, verbs, and
adjectives.
- Have ss work in pairs and put those words in right - Work in pairs.
parts of speech.
Suggestions: air pollution,effective, land pollution,
water pollution, noise pollution, dirty, worse, affect,
pollute, disease, tourism, environment, damage.
Lead to the new lesson - Listen.
Answer keys
Nouns Verbs Adjectives
air pollution, affect, effective,
land pollute, dirty,
pollution, damage worse.
water
pollution,
noise
pollution,
environment,
tourism

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 Activity 1: Pre-Listening (Vocabulary) (12’)

a) Objective: Ss get to know words and their descriptions.
b) Content:
- Vocabulary study (recycle, reuse, reduce, save, waste, clean up, electricity, air conditioner).
- Speaking: Look the items and discuss what can/can’t be recycled, reused, or saved (page 28).
c) Expected outcomes: Ss know how to pronounce the new words / phrases correctly and use them
when talking about protecting the environment.
Task a. Match the words with the descriptions.
Listen and repeat.
 Option 1
DCR).
- Have Ss match the words with definitions. - Work individually.
- Divide class into pairs and have them check their - Work in pairs.
answers with their partners.
- Call Ss to give answers (read or write). - Give answers.
- Play audio (CD1 – Track 31). Have Ss listen and - Listen and repeat.
repeat. Answer keys
- Correct Ss’ pronunciation.
 Option 2:
- Show words in task “a” and pictures related to those
words.
- Explain the meaning of new words. - Listen.
- Play audio (CD1 – Track 31). Have Ss listen and - Listen and repeat.
repeat.
- Use DCR to show task and ask ss to complete in - Work in groups.
groups of 4.
- Call groups to give answers on board. - Write answers on the board.
- Check answers. Answer keys
- Call some Ss to read the words again.
- Correct Ss’ pronunciation if necessary.
Task b. In pairs: Look at the following items and

say what you can/can’t recycle, reuse, or save.
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- Have Ss work in pairs to discuss things they can

recycle, reuse or save in their daily life with the - Work in pairs.
provided words: clothes, TV, water, plastic, paper.
- Have some pairs share their ideas with the class.
- Give feedback and evaluation. - Present.
Suggested ideas
- We can recyle clothes by making new things
such as bags, pencil cases from old clothes.
- We can save electricity by reducing
watching TV or turning of fan if we don’t use.
 Activity 2: While - Listening (17’)
a) Objective: Students can develop their listening skill.
b) Content: Listen to Amy and Daniel talking about ways to reduce pollution and fill in the blanks.
c) Expected outcomes: Students can listen and understand general and specific information about
ways to reduce pollution.
Task a. Listen to Amy and Daniel conversation
and choose the correct answer.
- Play audio (CD1 - Track 18).
- Have Ss listen and circle the correct answer. -Work individually.
- Check answer as a whole class. - Circle the correct answers.
Answer keys
Task b. Now, listen again and fill in the blanks

- Have Ss read the through the uncompleted
sentences in task b, guess what types of words / - Read and guess.
parts of speech that will be possible for each blank
(using DCR).
- Play the audio again (CD1 - Track 32). - Do the task.
- Have Ss listen and fill in the blanks.
- Have Ss check answers with their partners. - Check answers.
- Call Ss to give answers. Answer keys
- Give feedback and show correct answers.
 Activity 3: Post - Listening (6’)

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a) Objective: Students can use the vocabulary and the content in listening part to develop their
speaking skill.
b) Content: Speaking: What do you do to reduce pollution?
c) Expected outcomes: Students can have a free-talk about how to reduce pollution.
Conversation skill
- Have Ss look at the Conversation box and read - Look and read.
(using DCR).
- Play audio (CD 1 - Track 33), have Ss listen and - Listen and repeat.
repeat.
Task e. What do you do to reduce pollution?

- Have Ss work in pairs to discuss. - Work in pairs.
- Observe and give help if necessary.
- Call some pairs to share their ideas with the class. - Present.
- For more practice, have Ss play a game, using
DHA.

* Consolidation:
- Words about ways to reduce pollution: recycle, reuse, reduce, save, waste, clean up, electricity, air
conditioner.
- Language to encourage the speaker to continue: What else? Anything else? …
* Homework
- Learn the new words by heart.
- Practice asking and answering about giving ways to reduce pollution.
- Do the exercises in WB: New words + Listening (page 16).
- Play consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 2 – Grammar (pages 29 & 30 – SB).
V. REFLECTION
TỔ TIẾNG ANH

…………………………………………………………………………………………
e. What I learned from this lesson today:
…………………………………………………………………………………………
…………………………………………………………………………………………
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Lesson 2.2 - Grammar (Pages 29 & 30)
I. OBJECTIVES
- use “and” and “so” to make compound and complex sentences.
- improve speaking skills, using the grammar point.
1.2. Competences
- enhance communication, collaboration
1.3. Attributes
- know how to reduce pollution.
- Read about compound and - Ss’ performance. - T’s feedback.
complex sentences and fill in
the blanks
- Listen, check and repeat. - Ss’ task. - T’s feedback/Peers’
- Study the grammar box. - Ss’ answers /performance. feedback.
- Tick the correct sentences or - Ss’ answers. - T’s feedback/Peers’
cross and rewrite the incorrect feedback.
sentences.
- Combine two sentences into - Ss’ answers/ presentation. - T’s observation, T’s
one using “and” or “so (that)” feedback/Peers’ feedback.
- Ask ways to reduce pollution
in town (in pairs).
IV. PROCEDURES
A. Warm up: (5’)
b) Content: Review vocabulary about ways to reduce pollution / Introduce “and” and “so”.
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c) Expected outcomes: Ss review words about ways to reduce pollution and Ss have general
ideas about the grammar point they are going to study in the new lesson.
 Option 1: Word chain
- Have Ss listen example from teacher. - Listen
- Call Ss to give next word. - Work in individually.
- End game until ss cannot remember the previous - Say the sentence.
words.
Suggested sentence:
I save electricity by turning of the light.
I save electricity by turning of the light and TV.
I save electricity by turning of the light, TV and fan.
…..
 Option 2: Game: Making sentences
- Have Ss close all books and notebooks. - Close books and notebooks.
- Show some words and have Ss work in groups of 4
- Have Ss make sentences as fast as they can on the board. - Make sentences and write on the board.
The group with most correct sentences will be the winner.
- Give praise or a small present to the winner. *Suggested answers
*Suggested words: recycle, reuse, reduce, save, waste, 1. My teacher recycles old clothes into pencil
clean up. cases.
2. Tom’s father reuses his schoolbag.
3. The principle advices us to reduce trash by
using banana leaves to wrap food.
4. The government suggests not wasting
electricity to protect the planet.
- Tell Ss about the grammar point they are going to study in 5. My teacher requires us to clean up after
the new lesson: “and” and “so”. class.

 Activity 1: Presentation (10’)
a) Objective: Introduce compound and complex sentences with “and” and “so”.
b) Content:
- Listen and repeat.
- Introduce compound and complex sentences with “and” and “so”.
c) Expected outcomes: Ss know how to use “and” and “so” to do some following exercises.
TỔ TIẾNG ANH

Task a. Listen and repeat
- Have Ss look at the picture (using DCR). - Look.
- Read about compound and complex sentences and - Read and fill in the blanks.
fill in the blanks.
- Play audio (CD1 – Track 34) and have Ss listen and
read the speech bubbles. - Listen and repeat.
- Play the audio again and have Ss listen and repeat.
Grammar box
 Option 1:
- Have Ss look at the grammar explanation (using
DCR). - Look and read.
- Have some Ss read aloud the sentences in the

Grammar Box. - Read.
- Ask Ss to give more examples using “and” and “so”.
 Option 2: - Give examples.
- Have Ss close books.
- Show sample sentences in the grammar box (using - Close all books.
DCR).
- Have Ss read the sentences aloud.

- Have Ss make comments on the way they use “and” - Read.
and “so” by asking Ss some questions:
*Suggested questions:
1.What is the parts of speech of “and” and “so”?
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2.When do we use “and”?

3. When do we use “so”
- Call Ss to give answers. Then have them open the
books and read the grammar box. - Answer the questions. Open the books and
- Have Ss give more examples of “and” and “so”, read the grammar box.
encourage them to make sentences with their own
ideas.
- Give examples.
 Activity 2: Practice (19’)

a) Objective: Students can distinguish the differences between compound and complex sentences and
the use of “and” and “so”.
b) Content: Tick the correct sentences and cross the incorrect ones and combine two sentences into
one using “and” or “so”
c) Expected outcomes: Students can apply “and” and “so” to give ways of reduce pollution in their
speaking.
- Explain in details about compound and complex
sentences with “and” and “so”. - Listen.
Task a. Read the examples and notes about, then

tick () the correct sentences or cross () and
rewrite the incorrect sentences.
DCR).
- Have Ss read and tick or cross, then rewrite (in - Work individually.
individual).
- Have Ss work in pairs to check each other’s work. - Work in pairs.
- Have some Ss share their answers with the whole - Write answers on the board.
class. Answer keys
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- Give feedback, correct Ss’ answers if necessary.
Task b. Combine two sentences into one using and

or so (that). Add a comma when necessary.
- Demonstrate the activity, using the example (using
DCR).
- Have Ss combine two sentences with “and” or “so”. - Work individually.
- Call Ss to read answers. - Work in pairs.
- Check Ss’ answers, give feedback. - Read answers.
Answer keys

a) Objective: Students master the grammar point they study in the lesson.
b) Content: Speaking: give ways of reduce pollution.
c) Expected outcomes: Ss produce the new language successfully, and they can apply “and” and “so”
in speaking and writing.
Task c. In pairs: What should people do to
reduce pollution in your town?
- Explain the task. Divide class into pairs.
- Have Ss ask for and give their partner advice using -Listen and take notes.
the prompts.
- Encourage Ss to use more words about ways of - Have conversation in pairs.
reducing pollution with their own ideas.
- Have some pairs demonstrate the activity in front - Present.
of the class.

*Consolidation
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- the usage of “and” and “so”.

- the compound and complex sentences.
* Homework:
- Make 2 sentences, using “and” and “so.
- Do the exercises in WB: Grammar (page 17).
- Play consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 2 – Pronunciation and Speaking (pages 30 & 31 – SB).
V. REFLECTION
…………………………………………………………………………………………
f. What I learned from this lesson today:
…………………………………………………………………………………………
…………………………………………………………………………………………
TỔ TIẾNG ANH

Lesson 2.3 – Pronunciation and Speaking (Pages 30 & 31)
I. OBJECTIVES
- recognize stress the second syllable for most two-syllable verbs.
- take turns asking and answering about how to reduce pollution.
- make a poster to give advice about reducing pollution.
1.2. Competences
- improve communication, collaboration, creativity and research skills.
1.3. Attributes
- know how to reduce pollution.
2. Students’ aids: Student’s book, workbook, notebook, handouts.
- Listen to the words and focus - Ss’ performance and - T’s observation.
on the underlined letters. answers.
- Listen and cross out the word - Ss’ answers. - T’s feedback/Peers’
with the different stress. feedback.
- Read the words with the - Ss’ performance. - T’s feedback/Peers’
correct stress to a partner. feedback.
- Take turns asking and - Ss’ performance. - T’s feedback/Peers’
answering about how to reduce feedback.
pollution.
- Make a poster to give advice - Ss’ performance / - T’s observation, T’s
about reducing pollution. Presentation. feedback/Peers’ feedback.
- Discuss ways to reduce - Ss’ performance / - T’s observation, T’s
pollution and their purpose in Presentation. feedback/Peers’ feedback.
pairs.
IV. PROCEDURES
A. Warm up: (5’)
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b) Content: Introduce word stress: two-syllable verbs
c) Expected outcomes: Ss have good preparation for the new lesson.
 Option 1: Game: Handclap
- Explain the rules of the game: Ss listen some words and - Listen and clap hands according to
define how many syllables in a word by clapping hands. syllables.
- Give feedback and lead to the new lesson: word stress on
the second syllable for most two-syllable verbs.
Suggested words:
Pollution, environment, damage, electricity, forest, effect,
tourism.
 Option 2:
- Divide class into 4 groups.
- Have Ss in each group write as many as possible words - Take part in the class activity in
with “t” sound groups.
- Set a limit time (about 2-3 minutes).
- Have 4 group representatives write answers on the board, - Work in groups.
or hang their extra-boards on the main board to check.
- Check Ss’ answers, give feedback and evaluation. - Give answers.
- Announce the winner.
- Give a small present or extra marks to the winner.
Introduce the new lesson: word stress on the second
syllable for most two-syllable verbs.

 Activity 1: Pre-Speaking: Pronunciation (8’)
a) Objective: Introduce stress on the second syllable for most two-syllable verbs.
b) Content: Tasks a, b. c & d, p.30
c) Expected outcomes: Ss read the words with the correct stress and use it naturally in their speaking.
Tasks a + b. Notice the sound changes of the underlined
words.
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- Listen.
- Play the recording (CD1, track 35) using DCR. - Listen again and repeat.
- Ask Ss to listen and focus on the underlined letters.
- Play the recording again, have Ss listen and repeat with a
focus on the pronunciation feature.
Task c + d. Listen and cross out the word with the
different stress, then read the words with the correct - Listen and cross out.
stress to a partner.
- Play the recording (CD 1 – Track 36) using DCR, have Ss
listen and cross out the option that doesn’t follow the sound - Give answers.
feature in “a”. Answer keys
- Listen again and check.
- Play the recording again and check answers as a whole - Work in pairs.
class.
- Then have Ss think of some other verbs using the
- Present.
pronunciation feature in pairs.
- Call some Ss to read some words in front of the class.
 Activity 2: While-speaking (21’)
a) Objective: Students can ask and answer about how to reduce pollution.
b) Content: Practice and speaking activities, p. 31.
c) Expected outcomes: Ss can produce the new language successfully and have a good role play.
PRACTICE
Take turns asking and answering about how to reduce
pollution.
- Demonstrate the activity by practicing the role-play with a - Observe, listen.
student.
- Have pairs practice the conversation. - Work in pairs to practice the
- Remind Ss the way to encourage the speaker to continue conversation.
with “What else?” “Anything else?”.
Suggested conversation:
Interviewer: What should we do to reduce land pollution?
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Conservationist: We should recycle trash so we can reduce

land pollution.
Interviewer: What else?
Conservationist: We shouldn’t waste paper.
Interviewer: Anything else?
Conservationist: We should reuse bottles.
Interviewer: Thank you.
- Have Ss swap roles and repeat, using the ideas in the
student book.
- Have some pairs demonstrate the activity in front of the - Swap roles and continue the task.
class.
SPEAKING: Solutions to pollution
Task a. Make a poster to give advice about reducing
pollution. Discuss ways to reduce pollution and their
purpose. Then, choose a title and at least five solutions
and write them on the poster.
- Demonstrate the activity.
- Have Ss work in pairs.
- Have some students share the ideas with the class.
- Observe and listen.
- Work in pairs to complete the poster.
- Present.

a) Objective: Help Ss remember the word stress.
b) Content: questions about how to reduce pollution.
c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.
Task b. Join another pair. Present the ideas to each
other.
- Have students join another pair and discuss the solutions. - Change partners.
- T may call 1-2 pairs to present their poster in front of the - Present.
class.
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* Consolidation:
* Homework:
- Practice pronouncing word stress and making sentences with those two-syllable verbs.
- Complete the poster for those who haven’t finished it in class.
- Prepare: Lesson 3 – Reading and Writing (pages 32 & 33 – SB).
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V. REFLECTION
…………………………………………………………………………………………
g. What I learned from this lesson today:
…………………………………………………………………………………………
…………………………………………………………………………………………
TỔ TIẾNG ANH
Review 2
1. Objectives

1.2. Competences
1.3. Attributes
PowerPoint slides.
box.
prompts.
- Ss’ answers.
4. Procedures
A. Warm up: 5’
d. Organization
Spelling

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d. Organization
partners.
- Give feedback.
2. Grammar: 10’
d. Organization:
hobbies.
partners.
board.

to… and until.
partners.
explain.
- Give feedback.
3. Reading
TỔ TIẾNG ANH

- do the worksheet.
- Do worksheet
5. Reflection

…………………………………………………………………………………………
…………………………………………………………………………………………

…………………………………………………………………………………………
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Lesson 3.1 – Reading & Writing (Pages 32 & 33)
c. OBJECTIVES

- practice reading for main ideas and specific information.
- write short guide to make their school greener.
1.2. Competences
1.3. Attributes

- Read the guide and write the - Ss’ answers. - T’s feedback.
correct heading for each
section.
-Read and circle the correct - Ss’ answers. - T’s feedback.
answers.
- Speaking: Do you have the - Ss’ answers / presentation. - T’s feedback/Peers’ feedback.
same problems where you
live? What other solutions
could help improve the
problems?
- Read about writing guides. - Ss answers - T’s feedback/Peers’ feedback.
- Read the guide and write - Ss answers - T’s feedback/Peers’ feedback.
headings for each section.
IV. PROCEDURES
A. Warm up: (5’)
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students’ attention at the beginning of the class by giving enjoyable and short activities as well as to
engage them in the follow-up steps.
b) Content: words about eco-friendly city.
c) Expected outcomes: Ss have general ideas about eco-friendly city, which they are going to
read and write in the new lesson.
 Option 1: Let’s Talk!
- Use the “Let’s talk!” part in the textbook– page 32 for
warm-up activity.
- Ask Ss to work in pairs to discuss about the - Work in pairs to discuss.
environmental problems and ways to improve the
environment.
Questions: “What environmental problems can you see?
What people do to improve the environment where they
live?”
- Call Ss to share their answers with the whole class. - Present.
 Option 2: Bingo game

- Review previous vocabulary: affect, cause, pollute, - Read the vocabulary
disease, wildlife, tourism, environment, damage,
electricity, air conditioner.
- Have Ss write nine words on paper. - Write on paper.
- Read the vocabulary randomly.
- Choose the winners ss provide that they have three- - Check.
word in vertical, horizontal or diagonal. Give winners
scores if necessary.

 Activity 1: Reading (20’)
a) Objective: Students can develop their reading skills.
b) Content: Read the guide, write the correct heading for each section and circle the correct answers.
c) Expected outcomes: Students can practice reading and understanding general + specific information
about how to make eco-friendly city.
TỔ TIẾNG ANH

Task a. Read the guide and write the correct
heading for each section.
- Have Ss read the questions and find the keywords. - Read.
- Have Ss choose the correct heading for each - Work individually.
section.
- Call Ss to give answer, explain. - Ss answer.
- Check answers as a whole class using DCR.
Answer keys
Task b. Now, read and circle the correct answer.

- Have Ss read again the content of the text “How to - Read.
Make Our City More Eco-friendly”.
- Have Ss read and circle the correct answers. - Read and circle the correct answers.
- Have Ss check answers with their partners. - Exchange answers.
- Call Ss to give answers, explain.
- Check answers as a whole class using DCR. - Give answers.
Answer keys
Task c. Listen and read.

- Play the audio (track 37).
- Have Ss listen and read.
- Listen and read.
Task d. Discuss in pairs
- Have Ss discuss in pairs about environmental - Work in pairs.
problems and solutions.
- Have some Ss present and give feedback. - Present.
Questions: Do you have the same problems where
you live? What other solutions could help improve
the problems?
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Answer “Our town doesn’t have many green spaces.

I think that we should plant more trees in our town.”
 Activity 2: Writing (15’)

a) Objective: Students can develop their writing skills.
b) Content: Read about writing guides and write a good, simple guide.
c) Expected outcomes: Students can read writing guides and they can create a title, headings and write
an introduction and explanation.
Task a. Read about writing guides. Then read the
guide from the reading again and circle the
imperatives and underline the reasons for
solutions.
- Use DCR to show the Writing Skill box and the - Read individually.
guide.
- Have Ss read and make a mind map about writing - Make mind map.
guides.
- Have ss work in pairs, read the guide from the - Give answer.
reading again and circle the imperatives and
underline the reasons for solutions.
Answer keys
Task b. Read the guide and write headings for

each section.
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- Have DCR to show the task.

- Have Ss work in groups of 4, read the guide and - Read and write the headings.
write the headings.
Answer keys

*Consolidation:
- Writing guides: to write a good, simple guide.
*Homework
- Practice writing skill: writing guide with imperatives.
- Do the exercises in WB: Listening and Reading (page 18).
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- Prepare: Lesson 3.2 – Speaking and Writing (page 33 – SB).
V. Reflection
…………………………………………………………………………………………
h. What I learned from this lesson today:
…………………………………………………………………………………………
…………………………………………………………………………………………
TỔ TIẾNG ANH

Lesson 3.2 – Speaking & Writing (Page 33)
I. OBJECTIVES
- discuss ways to protect the environment.
-write a short guide to make their school greener.
1.2. Competences
- improve communication, collaboration, writing and critical thinking skills.
1.3. Attributes

- Speaking: Discuss some ways - Ss’ answers. - T’s feedback.
for their school to be greener in
pairs
- Discuss the questions and write - Ss’ answers/presentation. - T’s feedback/Peers’ feedback
ideas. What should we do? How
can we do it?
- Writing: write a guide to make - Ss’ answers. - T’s feedback/Peers’ feedback.
their school greener by using the
previous discussion with peers.
IV. PROCEDURES
A. Warm up: (5’)
b) Content: write a guide.
c) Expected outcomes: Ss discuss some ways to make their school greener and use those ideas
to write a guide with 80 – 100 words.
Option 1: causes and effects
- Divide class into 4 groups namely cause groups and
effect groups. The cause groups give some sentences
with “if”. The effect groups give some sentences with - Take part the games in groups.
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“main clause” provide that they are fitted with “if

clause”
- Ask Ss in 4 groups to give answers. - Give answers.
*Suggested if clause and main clause sentences:
If they keep polluting the All the fish will die.
river,
If they keep burning The air will be polluted.
trash,
If they continue cutting There will have no trees.
down trees,
 Option 2: Letter string dictation

- Have Ss play the game: letter string dictation.
- Divide class into groups of 4. Write the questions - Take part in the game.
down and then dictate them as a long string of letters. Ss - Write the answers
should attempt to form the questions and then discuss
and report back to class.
- Give feedback.
Lead to the new lesson. - Listen.
* Suggested questions
1. * Answers:
Whatwillhappeniftheycontinuethrowingtrashintorivers? 1.What will happen if they continue
2.Whatwillhappeniftheykeeppollutingland? throwing trash into rivers?
3.Whatwillhappenifwebreathepollutedair? -> The rivers will be dirty.
2. What will happen if they keep polluting
land?
-> Soil will not safe to grow food in.
3. What will happen if we breathe polluted
air?
-> We will get sick.

 Activity 1: Pre-Writing (Speaking) (10’)
a) Objective: Ss prepare for what they are going to write about.
b) Content:
- Speaking: discuss some ways for your school to be greener.
c) Expected outcomes: Ss know more vocabularies about food and apply the language from speaking
to their writing.
Task a. Discuss some ways for your school to be
greener.
- Have Ss work in pairs.
- Have Ss discuss questions: “What should we do to - Discuss in pairs.
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make our school greener? How can we do it?”.

- Have some Ss share their ideas with the class. - Give answers.
Task b. Choose the best three to four solutions and

discuss on the table below and write in your own
idea.
- Have Ss complete the table about solutions.
- Go round and give help if necessary.
- Have some pairs share their ideas with the class. - Complete the table.
- Present.
 Activity 2: While - Writing (20’)

a) Objective: Students can develop their writing skill.
b) Content: - Read again the solutions in task a
- Write a guide about how to make school greener.
c) Expected outcomes: Students can write a guide, using vocabulary about protecting the environment
with polite language.
Let’s write: Now, write a guide to make
your school greener using the discussed in
Speaking. Use the Writing Skill box and
speaking notes. Write 80 to 100 words.
- Draw Ss’ attention to the feedback form - Listen.

(using DCR).
- Have Ss use their notes in speaking part -Work in pairs.
and the writing skill box to write a guide
about how to make their school greener.
- Have some Ss write their letter on the - Give answers.
board. Answer keys
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 Activity 3: Post - Writing (5’)

a) Objective: Help Ss realize their mistakes in writing and correct them.
b) Content: Correcting Ss’ writings.
c) Expected outcomes: Students know whether their letters follow the model and use the correct
structures and language, whether their writings are interesting and understandable or not.
- Give feedback, correct Ss’ mistakes. - Look, listen and correct mistakes.
- Use the feedback form to give evaluation. Focus
on:
+ the format, the structures.
+ the understandability.
+ the coherence and cohesion.

* Consolidation:
- Format of a writing guide:
* Homework
- Remember how to write a guide.
- Finish the writing part.
TỔ TIẾNG ANH
- Do the exercises in WB: Writing (page 19).

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- Prepare: Unit 3 – Review (page 90).
V. Reflection
…………………………………………………………………………………………
i. What I learned from this lesson today:
…………………………………………………………………………………………
…………………………………………………………………………………………
TỔ TIẾNG ANH
Review 3
1. Objectives

1.2. Competences
1.3. Attributes
PowerPoint slides.
box.
prompts.
- Ss’ answers.
4. Procedures
A. Warm up: 5’
d. Organization
Spelling

TỔ TIẾNG ANH
d. Organization
partners.
- Give feedback.
2. Grammar: 10’
d. Organization:
hobbies.
partners.
board.

to… and until.
partners.
explain.
- Give feedback.
3. Reading
TỔ TIẾNG ANH

- do the worksheet.
- Do worksheet
5. Reflection

…………………………………………………………………………………………
…………………………………………………………………………………………

…………………………………………………………………………………………
TỔ TIẾNG ANH

Lesson 4.1 - Reading & Writing (Page 90)
I. OBJECTIVES
- review the target language learnt in the unit.
- to practice test taking skills
1.2. Competences
1.3. Attributes
- have positive attitude in English language learning so that they actively participate in all classroom
activities.
- Listening: Listen to a teacher - Ss’ answers. - T’s feedback/Peers’
talking about pollution. Listen feedback.
and fill in the blanks.
- Reading: Read the passage - Ss’ answers. - T’s feedback/Peers’
about helping the environment. feedback.
Choose the best word (A, B or
C) for each space.
IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Review the lesson and set the scene for Ss to recap previous knowledge; get
b) Content: Review effects of pollution and how to reduce pollution.
c) Expected outcomes: Ss are ready for the revision of unit 3.
 Option 1: Quick questions
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- Write a list of two or three questions on the board - Read the questions.
which introduce the theme of the lesson.
- Give the ss 5-10 minutes to discuss in pairs the - Work in pairs.
questions and then have ss report back to the class.
- Check and correct Ss’ answers. - Present.

* Suggested questions
1. Where do you live?
2. What is the biggest issue in your neighborhood?
3. What will happen if we don’t improve it?
4. What people should do?
 Option 2: Chatting: What do you know about

pollutions?
- Set a five-minute time limit and in groups have
students think up and write down as many facts as they - Work in groups of 5 and discuss.
can about pollution. Have a groups of 5 with three
issues about pollutions: water pollution, land pollution,
air pollution.
- Have Ss present their ideas.

 Activity 1: Listening (15’)
a) Objective: Help Ss improve their listening skill.
b) Content: Listen to a teacher talking about pollution. Listen and fill in the blanks.
c) Expected outcomes: Ss listen in details and get familiar with the listening test format.
You will hear a teacher talking about pollution.
Listen and fill in the blanks. You will hear the
information twice.
- Have Ss read through the listening part. - Read in silence.
- Demonstrate the activity by using the example.
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- Play the audio (CD 2 – Track 40). - Listen and then give answers.
- Have Ss check answers with pairs and then give
answers.
Answer keys
 Activity 2: Reading (20’)

a) Objective: Students can improve their reading skill.
b) Content:
- Read the article about how to stay healthy and choose the correct answer.
c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.

Read the article about how to stay healthy and
choose the correct answer (A, B or C)
- Use DCR to show the task. - Observe and listen.
- Have Ss read the article and choose the correct - Work individually.
answer, underline the supporting ideas for their
answers.
- Call Ss to give answers, explain. - Give answers, explain.
- Give feedback and evaluation. Answer keys
- Have ss make at least 5 sentences about how to
help our environment.

* Consolidation:
- Practice test taking skills, especially listening and reading skills.
* Homework:
- Review vocabulary, grammar of unit 3.
- Do the exercises in WB: Review of Unit 3 (page 52).
- Prepare: Unit 3 – Review (page 91 – SB).
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V. Reflection
…………………………………………………………………………………………
j. What I learned from this lesson today:
…………………………………………………………………………………………
…………………………………………………………………………………………
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Lesson 4.2 – Review (Page 91)
I. OBJECTIVES
- review vocabulary about protecting the environment (clean up, electricity, health, land, waste,
reduce, save, recycle, wildlife, diseases, …).
- review grammar: First conditional sentences, compound and complex sentences.
- pronoun /t/ sounds correctly and second-syllable word stress.
1.2. Competences
1.3. Attributes
- have positive attitude in English language learning so that they actively participate in all classroom
activities.
- review the old lesson and have good preparation for next unit.
- Vocabulary: Read the clues - Ss’ answers. - T’s feedback/Peers’
and complete the crossword feedback.
puzzle.
- Grammar:
* Write First Conditional - Ss’ answers. - T’s feedback/Peers’
sentences using the prompts. feedback.
* Combine two sentences into - Ss’ answers. - T’s feedback/Peers’
one using and or so (that). Add feedback.
a comma when necessary.
-Pronunciation: sound and - Ss’ answers/ presentation. - T’s feedback/Peers’
stress. feedback.
- Writing: Write about how we - Ss’ answers. - T’s feedback/Peers’
should help the environment, feedback.
and why
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IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Review the lesson and set the scene for Ss to recap previous knowledge; get
b) Content: Review vocabulary, grammar, pronunciation and writing.
c) Expected outcomes: Ss are ready for the revision of unit 3.
 Option 1: Hot seat
- Choose 8 words from Vocabulary tasks: clean up,
electricity, health, land, waste, reduce, save, recycle,
wildlife, diseases.
- Divide class into 2 group.
- Have s sit on the chair, the others read the word and try - Listen and say the words you can hear.
to describe so that their partner can figure out the word
and say aloud.
- Check and correct Ss’ answers.
- Have Ss make sentences with the words they say. - Make sentences.
 Option 2: Sound - choice game

- Play audio of some word of voiced and unvoiced /t/
sound.
- Have ss stand up for voiced /t/ sound and sit down for - Listen and do action (stand up or sit down)
unvoiced /t/ sound.
* Suggested words: time, listen, rest, guitar, castle, - Listen to teacher’s explanation about
night, doctor, whistle, often (can be pronounced in 2 “often”.
ways with /t/ or /silent t/

 Activity 1: Vocabulary (5’)
a) Objective: Help Ss review vocabulary they have learnt.
b) Content:
- Read the clues and complete the crossword puzzle.
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c) Expected outcomes: Ss can recall all previous vocabulary they have learnt and write the words
correctly. They are able to get familiar with the test format.
Read the clues and complete the crossword puzzle.
- Have Ss read the clues and write the correct word in - Do the crossword.
pairs.
- Have Ss check answers with pairs and then give - Give answers.
answers.
- Check answers as a whole class. Answer keys
 Activity 2: Grammar (10’)

a) Objective: Students can use First Conditional sentences in speaking and writing skills.
b) Content:
- Write First Conditional sentences using the prompts.
- Combine two sentences into one using and or so (that).
c) Expected outcomes: Ss are able to use First Conditional sentences with if or unless correctly and get
familiar with the test format.

Task a. Write First Conditional sentences using
the prompts
- Use DCR to show the task. - Observe and listen.
- Have Ss read and write the sentences.
- Call Ss to give answers, explain. - Work individually.
- Give feedback and evaluation. - Give answers.
Answer keys
Task b: Combine two sentences into one using

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and or so (that). Add a comma when necessary.

- Have Ss read and write the sentences.
- Call Ss to give answers, explain.
- Observe and listen.

- Work individually.
- Give answers.
Answer keys
 Activity 3: Pronunciation (7’)

a) Objective: Ss can review the /t/ sounds and word stress.
b) Content:
- Circle the word that differs from the other three in the position of primary stress in each of questions.
c) Expected outcomes: Ss distinguish the word stress correctly.
Circle the word that differs from the other three
in the position of primary stress in each of the
following questions.
Use DCR to show the task.
- Ask Ss to work individually to circle the answer. - Work individually.
- Have Ss work in pairs to check each other’s work. - Work in pairs
- Call Ss to give answers, pronounce the words - Give answers.
again.
- Give feedback, correct Ss’ pronunciation if
necessary. Answer keys
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 Activity 4: Writing (12’)

a) Objective: Ss can write a passage about how to help the environment and why.
b) Content:
- Write about how and why we should help the environment.
c) Expected outcomes: Ss produce the new language successfully, and they can use the vocabulary as
well as the grammar points in writing.
Write about how we should help the
environment, and why.
- Have ss brainstorm the ideas with helping the - Work individually.
environment. They can get the ideas from task a and
b in grammar task. - Work individually.
- Instruct them to write the layout of passage: main
idea, supported ideas.
- Give feedback, correct Ss’ mistakes. - Give answers.
- Use the feedback form to give evaluation. Focus
on:
+ the format, the structures.
+ the understandability.
+ the coherence and cohesion.

* Consolidation:
* Vocabulary of Unit 3: Vocabulary about protecting environment.
* Grammar of Unit 3: the First Conditional sentences, compound and complex sentences.
* Homework:
- Review vocabulary, grammar of unit 3.
- Do the exercises in WB: Review of Unit 3 – part 2 (page 52).
- Prepare: Unit 4 (page 34 – SB).
V. Reflection
…………………………………………………………………………………………
k. What I learned from this lesson today:
…………………………………………………………………………………………
TỔ TIẾNG ANH

…………………………………………………………………………………………

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TRƯỜNG TH&THCS QUỐC TẾ STEPHEN HAWKING

UNIT 3: PROTECTING THE ENVIRONMENT

b) Content: Introducing some vocabulary about pollution.

B. New lesson (35’)

- Call Ss to give answers (read or write).

Task b. Discuss which kinds of pollution affect

Task a. Read the essay about some effects of

Task b. Now, read and write True, False, or

 Activity 3: Post - Reading (6’)

pollution and their effects. - Discuss in pairs.

C. Consolidation and homework assignments (5’)

UNIT 3: PROTECTING THE ENVIRONMENT

- Give a list of some nouns whose letters are

 Option 2: Unscramble words

B. New lesson (35’)

- T emphasizes the use of First Conditional sentence.

- Give feedback and evaluation.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

- Have Ss check answers with their partners.

 Activity 3: Production (6’)

C. Consolidation and homework assignments (5’)

UNIT 3: PROTECTING THE ENVIRONMENT

 Option 2: Words play

Lead to the new lesson.

B. New lesson (35’)

- Play the recording (CD1, track 29) (using DCR). - Listen.

- Then have Ss practice saying the examples with a

SPEAKING: Planning a presentation on the effect

 Activity 3: Production (5’)

C. Consolidation and homework assignments (5’)

1.1. Language knowledge/ skills

B. New lesson (35’)

- Write their sentences on the board.

Teacher’s activities Students’ activities

- Ask Ss to read the passages and circle the

- Prepare the next lesson

a. What I liked most about this lesson today:

c. What I should improve for this lesson next time:

UNIT 3: PROTECTING THE ENVIRONMENT

b) Content: Introduce words about ways how to reduce pollution.

B. New lesson (35’)

 Activity 1: Pre-Listening (Vocabulary) (12’)

Task b. In pairs: Look at the following items and

- Have Ss work in pairs to discuss things they can

Task b. Now, listen again and fill in the blanks

 Activity 3: Post - Listening (6’)

Task e. What do you do to reduce pollution?

C. Consolidation and homework assignments (4’)

a. What I liked most about this lesson today:

UNIT 3: PROTECTING THE ENVIRONMENT

B. New lesson (35’)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

- Have some Ss read aloud the sentences in the

- Have Ss read the sentences aloud.

2.When do we use “and”?

 Activity 2: Practice (19’)

Task a. Read the examples and notes about, then

- Give feedback, correct Ss’ answers if necessary.

Task b. Combine two sentences into one using and

 Activity 3: Production (6’)