week: 20
Period: 55

Preparing date:
Teaching date:
UNIT 7: POLLUTION
Lesson 1: Getting started

I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- listen and read the dialogue about a factory in Mi's home village for details and
then do some related exercises.
- use lexical items related to the topic 'Pollution' to talk about types of pollution
2. Qualities:
Skills: Speaking, listening, reading, writing.
Attitude: - Positive about pollution.
- Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to
use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T's
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T's activities
Content
ACTIVITY 1: Warm-Up (5')
Shark attack
AIMS:
A project on pollution
-To attract Ss's attention to the (-/ -------/ --/ ----------)
lesson
-To lead into the new lesson
CONTENTS:
Vocabulary about marine lives
PRODUCTS:
Sts' attention on the topic
ORGANIZATION:
- Teacher gives instruction
? Guess one by one letters.
- Teacher gets feedback.
ACTIVITY 2: Getting started: (10')
AIMS: Help students listen, read and

do some exercises about the
conversation
CONTENTS :
- Listen to the convesation
- learn new words about pollution
and its causes
PRODUCTS:
- sts' knowledge of pollution
- words and structures
ORGANIZATION:
Vocabulary
- Teacher use different techniques to
teach vocabulary (situation, realia)
- Follow the seven steps of teaching
vocabulary

- poison
- dump
- aquatic
- illustrate
- thermal
pollution
- radioactive
pollution
- visual pollution
- billboard

(n/v): chất độc, làm
nhiễm độc
(v):
vứt, bỏ
(adj): dưới nước
(n):
hạt chuỗi
(n):
ô nhiễm nhiệt
(n):

ô nhiễm phóng xạ

(n):
(n):

ô nhiễm ánh sáng
biển quảng cáo
ngoài trời
- Repeat in chorus and individually
- Copy all the words
* Checking vocab: Matching Key:
A.radioactive pollution
B. noise pollution
(Activity 2 P7)
C. visual pollution
D. thermal
pollution
E. water pollution
F. land/ soil
pollution G. light pollution
H. air
pollution
Listen and read
- Answer the questions individually.
* Set the scenes:
* Suggested answers
Ask Ss to open their books and look - Nick and Mi.
at the picture. Ask them some - They are near a factory.
questions:
Who can you see in the picture?
Where do you think they are?
What can you see in the picture?
What do you think the people in the - I/We can see a factory dumping exhaust
picture are talking about?
fume and poison into the lake.
Ss answer the questions as a class.
- They are talking about pollution.

- Play the recording twice.
? Listen and read then check your - Listen and read
answer for the last question.
- Accept all possible answers from
Ss without any correction.
ACTIVITY 3: PRACTICE (15')
AIMS: help Sts widen their
knowledge of pollution and vocab
CONTENTS :
Exercises p7
PRODUCTS:
Keys to Exercises p 6-7
ORGANIZATION:
3.1. Find the words / phrases (1a Key: 1. dead
2. aquatic 3. dump
P7)
4. poison 5. polluted 6. to come up with
? Share answers with your partner.
- Teacher gets feedback
- Have Ss look at the Watch out! This expression means you are very surprised
box
and quickly read the at something you see.
information. Ask them if they know
what I can't believe my eyes means. Key:
1. They are in Mi's home village.
3.2. Answer the questions (1b. P7)
2. It's almost black.
- Have Ss read the questions to make 3. She's surprised because she sees the fish
sure they understand them. Ss read are dead.
the conversation again to answer the 4. It's dumping poison into the lake.
questions. Ss exchange their answers 5. He's sneezing so much because the air is
with a classmate. Call on some Ss to not clean.
write their answers on the board.
Check their answers.
3.3. Tick T, F or NI (1c P7)
? Read the sentences quickly
? Firstly to decide if the sentences Key:
are true, false or there is no 1. F ( It's polluted by the factory).
information without reading the 2. T
dialogue.
3. NI
- Then have some Ss write their 4. T
answers on the board.
5. T
? Read the conversation again to
check - Confirm the correct answers.

3.5. Complete the sentences (3 P7)
? Work individually to do the task
then compare their answers with a
partner.
T may teach some words which T
thinks Ss do not know such as
communication.

Key:
1. thermal pollution
pollution
3. radioactive pollution
pollution
5. Water pollution
pollution
7. Noise pollution

2. Air
4. light
6. Land/ soil
8. visual pollution

Group work
? Work in groups of five or six.
- In five minutes, Ss write down the - discuss and write the pollution types their
pollution types their neighbourhood neighbourhood faces and rank them in order
of seriousness.
faces and rank them in order of
seriousness. They also have to give
reasons for their order.
- Call group representatives to
present their group's order and - present
reasons.
? Vote for the group with the best
reasons.
(If time does not allow, do not have
Ss do this activity. Instead just ask Ss
to quickly review the pollution
types.)
ACTIVITY 4: Further practice (2')
AIMS:
Review types of pollution
CONTENTS :
Class activity
Review the lesson
New words and structures
PRODUCTS:
- Answer individually
A list of types of pollution
ORGANIZATION:
Teacher asks, sts answer
? Make a list of types of pollution?
Teacher summarizes the lesson and
gives homeword
- Take note
Homework:
Learn by heart all the new words.

Do Ex B1,2 , 3 P4 (Workbook)
Prepare: Closer Look 1
- Collect pictures, songs, clips
talking about pollution.
week:20
Period:56

Preparing date:
Teaching date:

UNIT 7: POLLUTION
Lesson 2: A Closer Look 1
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- Learn more words about pollution
- Use words and phrases showing cause/effect relationships to describe the
causes and effects of pollution
- Pronounce the words ending in –ic and –al correctly in isolation and in
context
2. Qualities:
Skills: Speaking, listening,use of English.
Attitude: - Positive about pollution.
- Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to
use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T's
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T's activities
ACTIVITY 1: WARM-UP (5')
Calling out
AIMS: help sts change the state from
relaxation to concentration
CONTENTS :
Types of pollution
PRODUCTS:
Different forms of some words as well as
some words/ phrases to talk about the
causes and effects of pollution.

Content

ORGANIZATION:
Ask Ss to call out the types of pollution they
learnt in the previous lesson.
-> You are going to learn different forms of
some words as well as some words/ phrases
to talk about the causes and effects of
pollution.
ACTIVITY 2: Vocabulary (15')
AIMS: teach new words
CONTENTS :
Vocabulary of A closer Look 1
Cause-effect conjunctions
PRODUCTS:
Key to Task 2 TB P8
orn:
2.1. Teaching vocabulary
- Teacher use different techniques to teach
vocabulary (situation, realia)
- Follow the seven steps of teaching
vocabulary
* Checking vocab: Slap the board
2.2. Complete the table (1 P8)
Have Ss look at the table in the book. Make
sure that they understand what to do.
? Complete the exercise individually
- Check their answers.
2.3. Complete the sentences (2 P8)
? Read each sentence silently to have a
general understanding and decide which
word form should be put in each blank.
- For example, the word to be filled in the
blank in sentence 1 is an adjective. ? Do the
exercise and then compare
- Call on one or two Ss to give out the
answers before confirming the correct ones
2.4. Study the language box
? Look at the language box.
- Tell Ss that the words and phrases in the
box express cause and effect relationships.
Ss have learnt so, because and because of.
Quickly go through the rest of

Examples:
1. thermal pollution
3. radioactive pollution
5. Water pollution
pollution
7. Noise pollution

contaminate
cause
(n/
v):
effect
(n:

2. Air pollution
4. light pollution
6. Land/ soil
8. visual pollution

(v):
làm bẩn
nguyên nhân,
gây ra
làm ảnh hưởng

- Repeat in chorus and individually
- Copy all the words
Key:
1. poison
3. pollutant
5. death

Key:
1. Poisonous
3. Dead
5. Damage

2. contaminate
4. polluted
6. damaged

2. Pollutants
4. Contaminated
6. Pollute

- because/since and due to/because of are used
to talk about the causes of something.
- Because and since are synonyms and they
come before a clause.

words/phrases as follows:

- Other words and phrases in the box express the
effects of something.
So comes before a clause.
To cause, to lead to and to result in are
synonyms and come before a noun phrase.
To make sb/sth do sth is another way to express
the effects. After somebody/something is an
infinitive verb without to.
Have Ss read the example sentences and
CAUSE
EFFECT
underline the clause or noun phrase.
because/ since +
so + clause
clause
The water is polluted,
E.g: Because/ Since
so the fish are dead.
the water is polluted,
the fish are dead.
due to/ because of +
to cause sth/ to lead
sth
to sth/ to result in sth
The fish are dead due The polluted water
to/ because of the
causes/ results in the
polluted water.
dead of fish.
to make sb/ sth do
sth
The polluted water
make the fish die.
2.5. Activity 3a
Ask Ss to read to each pair of sentences and 1. People throw litter on the ground. …C…
decide which sentence is a clause and which Many animals eat the litter and become sick. …
is an effect. Ss compare their answers with a E…
partner before giving the answers to the
2. Ships spill oil in oceans and rivers. …C…
teacher. Confirm the correct answers.
Many aquatic animals and plants die. …E…
3. Households dump waste into the river. …
C… It is polluted. …E…
4. Their children have birth defects. …E…
The parents were exposed to radiation…C… .
5. We can't see the stars at night. …E…
There is too much light pollution. …C…
2.6. Activity 3b
2. Oil spills from ships in oceans and rivers lead
? Combine the sentences in each pair into a to the death of many aquatic animals and plants.
new sentence that shows a cause/ effect
3. Households dump waste into the river so it
relationship
is polluted.
4. Since the parents were exposed to radiation,
their children have birth defects.

5. We can't see the stars at night due to the
light pollution.
ACTIVITY 3: Pronunciation (15'')
AIMS:
Help sts know the meaning and how read
words ending with in-ic-al
CONTENTS :
Rules of stress in words ending with in-ic-al
PRODUCTS:
Key to Task 5 P9
ORGANIZATION:
3. 1. Stress in words ending in –ic and –al
Ask Ss to look at the rules in the box and
the examples. Go through the rules with Adding the suffix –ic changes the stress of a
them. For a more able class, have Ss give word. Stress the syllable immediately before the
some examples.
suffix.
Example:
'atom -> a'tomic
Adding the suffix –al to a word does not change
its stress.
Example:
'music' -> 'musical
Note: If a word can take both suffixes: one
ending in –ic and the other ending in –al, both
words have the stress on the same syllable.
Example:
E'conomy -> eco'nomic -> eco'nomical
3.2. Listen and mark the stress (5 P9)
Play the recording for Ss to stress the words. Key:
Ask some Ss to say where the stress in each 1. ar'tistic
6. 'physical
word is. Confirm the correct answers. Play 2. ath'letic
7. he'roic
the recording again for Ss to repeat the 3. his'toric
8. po'etic
words. Call on some Ss to read out the 4. his'torical
9. bo'tanic
words.
5. 'logical
10. Bo'tanical
3.3. Activity 6 p9
Have Ss do the activity individually. Play
the recording for Ss to check their answers.
Then elicit the correct stress patterns from
Ss. Play the recording again Ss to repeat the
sentences. Ask some Ss to read out the

1. According to scientific research, tiny species
may help clean radioactive pollution.
2. Water quality has become a national
problem.
3. Many people have received medical

sentences.

3.4. Activity 4 P8
- Divide the class into 12 groups. Two
groups work with the same pair of pictures
in 2, 3 or 4.
? In three minutes, groups of Ss write down
as many sentences based on the given
picture pair as possible on a sheet of paper.
- When time is up, the group with the most
sentences is the winner.

treatment because of the disease.
4. Chemical waste can cause water pollution.
5. The reduction in air pollution was dramatic
last year.
Key: 1. scien'tific 2. 'national
4. 'chemical 5. dra'matic

3. 'medical

Suggested answers:
2. The soil is polluted, so plants can't grow.
3. We won't have fresh water to drink because
of water pollution.
4. We plant trees, so we can have fresh air.

ACTIVITY 4: Further practice (2')
AIMS:
Help sts find more word ending with in-ic-al
Review the lesson
Give homework
CONTENTS :
A list of words ending with in-ic-al by sts
PRODUCTS:
Sts can read and inderstand the words given
ORGANIZATION:
- Answer teacher's questions.
? Make a list of words ending in -ic and -al
- Teacher reviews the lesson
- Say out the words
- Homework:
? Learn by heart all the new words.
- take note
? Do Ex A1, 2,3 P3 (wortkbook)
? Prepare: Unit 1: Closer Look 2
- Collect pictures, songs, clips talking about
pollutio
-------------------------------o0o-----------------------------week: 20
Preparing date:
Period: 57
Teaching date:
UNIT 7: POLLUTION
Lesson 3: A Closer Look 2
I./. Objectives

1. Knowledge: By the end of the lesson, students will be able to:
- Use conditional sentences type 1 and type 2 correctly and appropriately to
describe pollution
2. Qualities:
Skills: Use of English.
Attitude: - Positive about pollution.
- Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to
use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T's
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Ss and T's activities
ACTIVITY 1: WARM-UP (5')
Recall
AIMS:
Review Conditional Sentences type 1
CONTENTS :
Conditional sentences type 1
PRODUCTS:
Sts can recall the knowledge the have
learnt before.
ORGANIZATION:
Elicit the form and use of the conditional
sentence type 1 from Ss. Ask Ss to give
some example sentences.

ACTIVITY 2: Grammar 1 (15')
AIMS:
Help sts know deeply how and when to
use Conditional Sentences type 2
CONTENTS :
Conditional sentences type 2
PRODUCTS:
Sts'understanding
of
Conditional

Content

Conditional sentences type 1
The conditional sentence type 1 describes a
thing which is true or is likely to happen in
the present or future.
If + subject + V (present simple), subject +
will/can... + V (bare infinitive)

Sentences type 1 and 2
ORGANIZATION:
- Teacher elicits the form, use of the
conditional sentences type 2 from
students.
? Give examples

Conditional sentences type 2
The conditional sentence type 2 describes a
thing which is not true or is unlikely to
happen in the present or future.
If + subject + V (past simple), subject +
would/could/might + V (bare infinitive)
Example: If it wasn't noisy in here, I could
hear you clearly. (But it's very noisy in here)
The conditional sentence type 2 can be used
to give advice.
Example: If I were you, I would see the
doctor immediately.
Note: We can use both was and were with
I/he/she/it in the if-clause.

ACTIVITY 3: Practice (15'')
AIMS:
Help sts know how and when to use
Conditional Sentences type 2
CONTENTS :
Exercises
PRODUCTS:
Key to Exercises p9-10
ORGANIZATION:
3.1. Activity 1P9
Key:
Ss do this exercise individually then
1. recycle; will help
compare their answers with a partner.
2. won't dump; fines
Have Ss read out their answers. Confirm
3. travel; will be
the correct ones.
4. will save; don't waste
5. use; will have
3.2. Activity 2 P10
? Read the pairs of sentences.
Key:
- Ask two Ss to write the new conditional 1. Student will be more aware of protecting
sentences type 1 on the board while other the
environment
if
teachers
teach
Ss write own sentences.
environmental issues at school.
- Give feedback on these sentences and 2. When light pollution happens, animals will
ask other Ss to correct them if necessary.
change their behavior patterns.
3. The levels of radioactive pollution will
decrease if we switch from nuclear power to
renewable energy sources.
4. If the water temperature increases, some

3.3. Activity 3 P10
Ss do this exercise individually, and then
compare their answers with a classmate.
Check Ss'answers.
3.4. Activity 4 P10
Ss do this exercise individually. Invite two
Ss to the board to write their answers. Go
through the answers with the class. Have
other Ss correct the answers if necessary.
3.5. Activity 5 P10
? Quickly read the example.
- Ask Ss to comment on the example. - the
meaning of the orginal sentences was
made opposite in the new conditional
sentence. (i.e. positive into negative form
for the first sentence and negative into
positive for the second sentence).
? Do this exercise individually and then
compare the answers with a classmate.
Ask one or two Ss to write their sentences
on the board.

Chain game
? Work in groups of five or six
? Keep the chain going for as long as
possible using type 1 or 2 conditional
sentences.
- If a group hesitates for more than 10
seconds they are out.
- walk around the class listening to groups
and monitoring the game. Groups that are
still going when the five minutes is up are
the winners. Note that the aim is to
practice the language in a fun, verbal way
so be sure to keep the atmosphere light.

creatures will be unable to reproduce.
5. People will get more diseases if the water
is contaminated.
Key:

1. b

2. c

3. d

4. e

5. a

Key:
1. were; would…do
2. exercised; would be
3. had; would build
4. tidied; wouldn't be
5. was/were; would grow
Key:
2. If there weren't many billboards in our
city, people could enjoy the view.
3. If there wasn't/weren't so much light in
the city at night, we could see the stars
clearly.
4. If we didn't turn on the heater all the
time, we wouldn't have to pay three million
dong for electricity a month.
5. If the karaoke bar didn't make so much
noise almost every night, the residents
wouldn't complain to its owner.
6. She wouldn't have a headache after
work every day if she didn't work in a noisy
office.
Example
A: If each person plant a tree, there will be a
lot of trees.
B: If there are a lot of trees, the air will be
cleaner.
A: If the air is cleaner, fewer people will be
ill.

ACTIVITY 4:Further practice (2')
AIMS:
Review the lesson
CONTENTS :
Some conditional sentences type 1 and 2
PRODUCTS:
Sts can use both Conditional Sentences
type 1 and 2
ORGANIZATION:
Teacher aks and sts answer
? How do we use conditional sentences - Answers to teacher's questions.
type 1 and 2?
Give homework
Take note
Homework
? Learn by heart all the new words and
structures
? Do B4, B5, B6 P5 (Work book)
? Prepare: Unit 7: Communication
- Collect pictures, songs, clips talking
about pollution
-------------------------------o0o-----------------------------Date of planning:
Date of teaching:
Period: 58

Unit 7: POLLUTION
Lesson 4: Communication

I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
- Use conditional sentences type 1 and type 2 correctly and appropriately to
describe pollution
2. Qualities:
Skills: 4 skills
Attitude: - Positive about pollution.
- Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to
use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T's
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Sts' and T's activities
Contents
ACTIVITY 1: WARM-UP (5')
AIMS:
-To attract Ss's attention to the lesson
-To lead into the new lesson
CONTENTS:
Vocabulary about pollution
PRODUCTS:
Sts' attention on the topic
ORGANIZATION:
- Sts tell about two types of pollution they * Chatting:
know.
- Tell about the types of pollution you
- Lead in the new lesson.
know.
(Ex: water pollution, air pollution…)
- Today, we are going to have the
opportunity to explore noise pollution
that not many people recognise as a
pollution.
ACTIVITY 2: Presentation (15')
AIMS:
Extra vocab:
- help sts learn more words about
pollution
- permanent (adj): vĩnh viễn
CONTENTS:
- earplug (n):
cái nút tai
Vocabulary about pollution
- affect (v):
làm ảnh hưởng
PRODUCTS:
- hearing loss (n): mất thính lực
Vocabulary
- blood pressure (n): huyết áp
Concepts of pollution cause and effect
ORGANIZATION:
- Go through the Extra vocab.
- Help Sts understand the meanings of the
words in Extra vocab (using pictures,
realia, definition, example.)
+ permanent: lasting forever
+ earplugs: are put into our ears to keep
out noise or water.
+ affect: the verb form of 'effect'
+ hearing loss: 'When you have hearing

loss, you can't hear things clearly.'
+ blood pressure: is often measured when
you have high blood pressure.
ACTIVITY 3:Practice (10')
AIMS:
-practice the main topic
CONTENTS:
Discussion on pollution, use Cause –
Effect sentences
PRODUCTS:
Sts' own opinion on the topic
Vocabulary about pollution
Key to task 1,2,3,4 P11
ORGANIZATION:
* Activity 3:
1. Look at the pictures and put the
- Sts read the questions in the
parts of the fairy tale in order:
questionnaire to make sure they
(1,2,3-P.11)
understand everything and answer
individually.
* Key:
* Activity 4:
1. B
5. C
- Sts work in pairs to compare their
2. C
6. A
answers (may have different answers). T
3. A
7. A
asks some pairs to report on their
4. B
8. C
differences.
- Play the recording for Sts check their
2. Discuss other ways to prevent
answers, then check with the whole class. noise pollution: (4-P.11)
* Sugessted answers:
- Should use headphones when
listening to music.
- Should wear earplugs when going to
concerts or other loud events
ACTIVITY 4: Project (10')
AIMS:
-improve sts' speaking skill and sts'
confident
CONTENTS:
Discussion on pollution
PRODUCTS:
Sts' attention and own opinion
ORGANIZATION:

* Activity 6:
- Sts find out the question in the
questionnaire which proposes ways to
prevent noise pollution.

* PROJECT:
“What would you do if…..???”
1. collages: lively, clear, practical
2. Languages: easy to understand

- Sts work in groups to discuss more ways
to reduce noise pollution, then present
their answers.
- Sts vote for the best ways.
* Activity 7:
- Sts work in groups to make a collage to
answer the question 'What would you do
to reduce pollution in our country if you
were the Minister of Natural Resources
and Environment?' (use photographs,
pictures or drawings.)

3. Speaking: fluency, accuracy, good
pronunciation.
Sts have to:
+ discuss the things they would do.
+ collect the pictures from different
sources or draw.
+ stick the pictures on a big piece of
paper.
+ prepare a presentation.
+ give a presentation to the class.

- Remind Sts that they should use
conditional sentences type 2 to give the
presentation.
Teacher let the sts have speech
Ideas from sts
Homework:
Sts take note
- Do exercises of part C in the workbook
- Prepare for unit 7- Lesson 5
…………………………………………………o0o…………………………………
Date of planning:
Date of teaching:
Period: 59

Unit 7: POLLUTION
Lesson 5: : Skills 1

I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
+ read for general and specific information about water pollution.
+ talk about the causes and effects of water pollution as well as ways to
reduce it.
- Vocab: pollution words……….
- Skill: speaking and reading.
2. Qualities:
Skills: Use of English.
Attitude: - Positive about pollution.

- Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to
use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T's
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure
Teacher's and students' activities
contents
ACTIVITY 1: WARM-UP (5')
AIMS:
Review vocab about pollution
CONTENTS :
Water pollution
PRODUCTS:
Sts can recall the knowledge the have
learnt before.
Cause and effect of water pollution
ORGANIZATION:
* Chatting:
* Activity 1: Chatting
- Do you know about the water
- Ask sts some questions about water
pollution?
pollution.
- Give some examples?
- Lead in the lesson.
ACTIVITY 2: Pre-reading

AIMS:
Help sts promote reading skill
CONTENTS :
Questions and answers about the 2
pictures in the textbook
PRODUCTS:
Sts can say the differences between the
2 pictures
ORGANIZATION:
* Activity 2: Present the pictures:
- Sts work in pairs: one looks at picture
A-P.12 and one looks at picture B-P.15
- Sts ask each other Yes-No questions
to find out the differences between two

A- READING:
1. Ask each other questions to find out
the differences between two pictures:
(1-P.12)
* Suggested differences:

pictures.
Ex:
A (p.A): Are there five ducks in your
picture?
B: (p.B): Yes, there are. Are the ducks
black in your picture?
A: No, they aren't. They are
white…….
- Some Sts report on the differences
* Activity 2: Present the pictures:
- Sts work in pairs: one looks at picture
A-P.12 and one looks at picture B-P.15
- Sts ask each other Yes-No questions
to find out the differences between two
pictures.
Ex:
A (p.A): Are there five ducks in your
picture?
B: (p.B): Yes, there are. Are the ducks
black in your picture?
A: No, they aren't. They are
white…….
- Some Sts report on the differences.
ACTIVITY 3: PRACTICE (15')

AIMS:
Help sts promote reading skill
CONTENTS :
Reading and understanding passage
about pollution
PRODUCTS:
Key to Task 2 P12
ORGANIZATION:
While-reading
* Activity 3:
- Sts read the passage quickly and
answer the questions (the first two Qs
ask for general information and the
rest focus on details.)
- Sts can underline parts of the text that
help them with the answers.
- Sts compare their answers with a

2. Read the text and answer the
questions: (2-P.12)
* Key:
1. The second paragraph tells about the
causes of water pollution.
2. The third paragraph tells about the
effects of water pollution.
3. It's the water beneath the Earth's
surface.

partner.

4. They are industrial waste, sewage,
pesticides, and herbicides.
5. They are pollutants from storm water
and the atmosphere.
6. They use herbicides to kill weeds.

ACTIVITY 4: PRODUCTION (5')
AIMS:
3. Complete the notes about the effects
Help sts promote reading skill
of water pollution: (3-P.12)
CONTENTS :
* Key:
Reading comprehension, discussion
1. cholera
4. dead
PRODUCTS:
2. die
5. aquatic plants
Sts can underline the key words and
3. polluted water
work individually
B- SPEAKING:
ORGANIZATION:
4. Discuss the solutions to water
Post -Reading
pollution: (4-P.12)
* Activity 4:
- Suggest two sub-headings:
- Sts read the sentences quickly to
+ Point source pollution
underline the key words and work
+ Non-point source pollution
individually (pick the suitable words to
fill each blank).
- Sts share their answers with a partner. - Some solutions:
+ S1: Give heavy fines to companies
- T checks the answers.
that are found doing this.
+ S2: Educate companies about the
* Activity 5:
environment.
- Sts work in groups to discuss the
+ S3: Give tax breaks to companies that
sollutions to water pollution.
- Help Sts focus their ideas and think of find 'clean' ways to dispose of their
waste.
the solutions for each cause.
- Sts make notes of the answers on a
5. Complete the diagram of water
piece of paper.
pollution:
- One group quickly presents their
(5-P.12)
solutions and others add some ideas.
* Activity 6:
- Sts work in groups again to complete
the diagram (may draw the diagram on
a big piece of paper.)
- After finishing, T may call some pairs
to practice in front of the class.

* Activity 7:
- Some groups give presentations about
water pollution.
- Other groups listen and give
comments. The class may vote for the
best presentation.
Homework:
- Learn by heart all the new words.
- Prepare for next lesson ( find the
meaning of the new words in the next
lesson )
- Do exercises of part D in the
workbook
Date of planning:
Date of teaching:
Period: 60

Take note

Unit 7: POLLUTION
Lesson 6: Skills 2

I./. Objectives
1. Knowledge: By the end of the lesson, students will be able to:
+ listen to get specific information about thermal pollution.
+ write about causes and effects of one pollution type.
- Vocab: pollution words……….
2. Qualities:
Skills: listening and writing.
Attitude: - Positive about pollution.
- Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to
use of language……
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T's
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./. Procedure...