Date of preparing: 5/1/2025
Date of teaching:6 /1/2025
Period: 55

English 8

UNIT 7: ENVIRONMENTAL PROTECTION
Lesson 1: Getting started – At the Go Green
Club

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Environmental protection
- Gain vocabulary to talk about Environmental protection
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Understand the importance of protecting the environment
II. MATERIALS
- Grade 8 textbook, Unit 7, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form

Pronunciatio
n

1. habitat (n)

/ˈhæbɪtæt/

2. endangered
species (n)

3. carbon
footprint (n)

Meaning

Vietnamese
equivalent

the natural home or
environment of an
animal, plant, or other
organism

môi trường
sống

/ɪnˈdeɪndʒəd
ˈspiːʃiːz/

a species of animal or
plant that is seriously at
risk of extinction

các loài động
thực
vật có nguy cơ
bị
tuyệt chủng

/ˌkɑːbən
ˈfʊtprɪnt/

a measure of the amount
of carbon dioxide and
other carbon compounds
emitted due to the
consumption of fossil
fuels by a particular
person, group, etc

dấu chân các
bon

1

English 8

4. release (v)

/rɪˈliːs/

5. single-use
(adj)

/ˌsɪŋɡl ˈjuːs/

allow or enable to escape thải ra, làm
from confinement; set
thoát ra
free
designed to be used once để dùng một lần
and then disposed of or
destroyed

Assumption
Anticipated difficulties
Solutions
Ss may lack experience of group - Encourage Ss to work in groups so
/ teamwork.
that they can help one another.
- Give short, clear instructions, and
help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To set the context for the introductory dialogue;
- To introduce the topic of the unit.
b. Content:
- Ask and answer questions.
c. Expected outcomes:
- Students know the topic of the unit and be ready for the conversation.
d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
Asking questions:
- Teacher asks students: “What are
environmental issues in our city?”
- Teacher calls 3-5 students to answer.
- Teacher shows some pictures of
environmental issues in Ha Noi and asks
students to guess the topic of the unit/ lesson.
- T sets the context for the listening and
reading text: Write the title on the board
Environmental protection – At the Go Green
Club
e. Assessment
- Teacher calls 3-5 students to answer.

2

CONTENTS
Questions:
What are environmental issues in our
city?
Suggested answers:
Environmental protection

English 8

2. ACTIVITY 1: PRESENTATION (11 mins)
a. Objectives:
- To prepare vocabulary for students to understand the conversation.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students know how to use the target vocabulary.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Vocabulary pre-teaching
New words:
- Teacher explains the meaning of the new
1. habitat (n)
vocabulary by pictures.
2. endangered species (n)
- Teacher reveals that the words according
3. carbon footprint (n)
to the pictures will appear in the reading text 4. release (v)
and asks students to open their textbook to
5. single-use (adj)
find these words
- Teacher introduces the vocabulary.
- Teacher checks students' understanding
with a matching
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Matching game.
3. ACTIVITY 2: PRACTICE (22 mins)
a. Objectives:
- To help Ss use words and phrases related to environmental protection.
- To help Ss further understand the text.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and match the two halves in the two
columns.
- Task 3: Complete each sentence with one word or phrase from the box.
- Task 4: Write a phrase from the box under each picture.
c. Expected outcomes:
- Students understand the conversation and know the vocabulary related to the
topic.
d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
Task 1: Listen and read. (7 mins)

CONTENTS

3

English 8

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

English 8

- Teacher corrects the students as a whole class.
4. ACTIVITY 3: FURTHER PRACTICE (6 mins)
a. Objectives:
- To help Ss revise and learn about some environmental problems and
environmental protection
b. Content:
- Task 5: Do the Environment Quiz.
c. Expected outcomes:
- Students' conversations
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 5: Environment Quiz. (6 mins)
- Ss work individually or in pairs.
Answer key:
- Give Ss some time (2 - 3 minutes) to do the 1. C
task.
2. C
Tell them to answer all the questions.
3. A
- Explain to the Ss if they don't know the
4. C
answers.
5. B
e. Assessment
- Teacher gives corrections and feedback to students' answers.
4. CONSOLIDATION
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words and phrases they remember from the lesson
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about
a serious pollution problem in their areas and solutions to the problem, then
make a poster about it. Students will show and present their posters in Lesson 7
– Looking back and Project. (Teacher should check the progress of students'
preparation after each lesson.)

5

Date of preparing: 5/1/2025
Date of teaching: 7 /1/2025
Period: 56
I. OBJECTIVES

English 8

UNIT 7: ENVIRONMENTAL PROTECTION
Lesson 2: A closer look 1

By the end of this lesson, Ss will be able to:
1. Knowledge
- Vocabulary: The lexical items related to Environmental Protection
- Pronunciation: Correctly pronounce words that contain the sounds: /bl/ and
/kl/
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Raise the students' awareness about environmental protection.
II. MATERIALS
- Grade 8 textbook, Unit 7, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form

Pronunciatio
n

1. ecosystem (n)

/ˈiːkəʊsɪstəm/

a biological community of
interacting organisms and
their physical environment

hệ sinh thái

2. marine life (n)

/ məˈriːn laɪf/

all living things that are
found in the sea

sinh vật biển

Meaning

Vietnamese
equivalent

3. absorb (v)

/əbˈzɔːb/

take in or soak up (energy
or a liquid or other
substance) by chemical or
physical action

thẩm thấu

4. harmful
substance (n)

/ˈhɑːmfl
ˈsʌbstəns/

any substance which is
liable to create hazards to
human health, harm living
resources and marine life,
damage amenities, or
interfere with other
legitimate uses of the sea

tác nhân gây
hại

6

English 8

5. extinction (n)

/ ɪkˈstɪŋkʃn/

a situation in which a plant, sự tuyệt
an animal, a way of life, etc. chủng
stops existing

Assumption
Anticipated difficulties
1. Ss may lack experience of group /
teamwork.

Solutions
- Encourage Ss to work in groups so
that they can help one another.
- Give short, clear instructions, and help
if necessary.
- Play the recording, the replay depends
on the students' need and level.
- Encourage students to work in pairs,
in groups so that they can help each
other.
- Teacher gives feedback and help if
necessary.

2. Students may not have sufficient
listening, speaking and co-operating
skills.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- Jumbled words game
c. Expected outcomes:
- Students get some vocabulary from the lesson and be ready for the lesson.
d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
Jumbled words:
- T divides the class into 4 groups and
explains the rules
- Ss look at the screen to see the jumbled
words. They have to send 1 person to the
board as quickly as possible to write the
correct word.
- Teacher shows students the answer on the
screen and announces the winning group.
- T sets the context for the lesson
7

CONTENTS
Suggested answers:
AHTTABI -> HABITAT
PLTINOOLU -> POLLUTION
XEOGYN -> OXYGEN
EEERLAS -> RELEASE
BBSOAR ->ABSORB
MECYSSOET ->ECOSYSTEM

English 8

e. Assessment
- Teacher shows students the answer on the screen and announces the winning
group.
2. ACTIVITY 1: VOCABULARY (23 mins)
a. Objectives:
- To prepare vocabulary for students to do the tasks.
- To give Ss practice on how to use words / phrases related to the topic in
context.
b. Content:
- Vocabulary pre-teaching.
- Task 1: Label each picture with a phrase from the list.
- Task 2: Match each word or phrase in column A with its meaning in column
B.
- Task 3: Complete each sentence with a word or phrase from the box.
c. Expected outcomes:
- Students can use the target vocabulary.
d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
Vocabulary pre-teaching (5 mins)
- Teacher asks students to guess the meaning
of the words by giving definitions/photos.
- Teacher checks the students' understanding
by the Rub out and Remember technique.

CONTENTS

New words:
1. ecosystem (n)
2. marine life (n)
3. absorb (v)
4. harmful substances (n)
5. extinction (n)
Task 1: Label each picture with a phrase from the list. (6 mins)
- Teacher Ss to look at the pictures.
Answer key:
- Let Ss work in pairs. Teacher tells them to
1. picking up rubbish
name the activities, then label the pictures
2. protecting endangered species
using the phrases given, then check their
3. cutting down trees
answers as a class.
4. saving water
- Have Ss read the phrases aloud. Correct
5. building a campfire
their pronunciation if necessary.
- Tell Ss to tick the activities that help protect Tick: 1, 2, 4
the environment.
Task 2: Match each word or phrase in column A with its meaning in column B. (6
mins)
- Teacher tells Ss to read the words / phrases
Answer key:
in column A and their meaning in column B
1. c
8

English 8

carefully.
2. a
- Tell them to work in pairs or small groups
3. e
and match each word or phrase with its
4. b
meaning.
5. d
- T goes around and gives assistance if
necessary and checks their answers.
- Confirm the correct answers
Task 3: Complete each sentence with a word or phrase from the box. (6 mins)
- Ss read the sentences carefully and look for Answer key:
clues so that they can choose the correct
1. endangered species
words /phrases to complete the sentences.
2. habitat
- Teacher asks one student to write the
3. carbon dioxide
answers on the board. Confirm the correct
4. Cutting down trees
answers.
5. ecosystem
- Call on some Ss to read the sentences.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Teacher corrects the students as a whole class.
3. ACTIVITY 2: PRONUNCIATION (10 mins)
a. Objectives:
- To help Ss pronounce the sounds /bl/ and /kl/ correctly;
- To help Ss differentiate the sounds /bl/ and /kl/.
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the sounds /bl/ and /kl/.
- Task 5: Listen and practise the sentences. Underline the words with /bl/ and
circle the words with /kl/.
c. Expected outcomes:
- Students know how to pronounce the two sounds in words and sentences.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 4: Listen and repeat the words. Pay attention to the sounds /bl/ and /kl/. (4
mins)
- Teacher asks some Ss to read out the words
first. Then play the recording for them to
listen and repeat the words they hear. Ask
them to pay close attention to the two sounds.
- Play the recording as many times as
necessary.
- Explain to Ss the difference between the two
sounds if needed
- Invite some Ss to say some words they
9

English 8

know that include the two sounds.
Task 5: Listen and practise the sentences. Underline the words with /bl/ and circle
the words with /kl/. (6 mins)
- Play the recording. Let Ss listen and repeat
Answer key:
sentence by sentence.
1. Look! There are black clouds all
- Have Ss read the sentences again and
over!
underline the words having the sound /bl/ and 2. A truck blocked the way to the club.
circle the words having
3. The students painted the classroom
the sound /kl/.
blue.
- Then play the recording for Ss to listen and 4. The wind blew the clock down.
check what they have done.
5. We cleaned up the environment after
- Have them work in pairs to compare their
the blast.
answers. Check Ss' answers.
e. Assessment
- Teacher gives corrections and feedback to students' pronunciation
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say make some sentences with words and phrases they remember
from the lesson
b. Homework
- Students' workbook

Date of preparing: 5/1/2025
Date of teaching: 8 /1/2025
Period: 57

UNIT 7: ENVIRONMENTAL PROTECTION
Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- use the Complex sentences with adverb clauses of time;
10

English 8

2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Raise ss' awareness of environmental protection
II. MATERIALS
- Grade 8 textbook, Unit 7, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
– A complex sentence contains one independent clause and at least one
dependent clause.
Example:
The roads were slippery
when it rained.
independent clause
dependent clause
– An adverb clause is a dependent clause.
– An adverb clause of time shows when something happens. It is usually
introduced by time connectors: before, after, when, while, till / until, as
soon as, …
Assumption
Anticipated difficulties
Ss may lack experience of
group / teamwork.

Solutions
- Encourage Ss to work in groups so
that they can help one another.
- Give short, clear instructions, and
help if necessary.

III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To review the adverb clauses of time.
- To introduce the term: adverb clauses of time
b. Content:
- Show sentences to lead in the lesson.
c. Expected outcomes:
- Students can identify the clause of time in a sentence.
d. Organisation
11

English 8

TEACHER'S AND STUDENTS'
ACTIVITIES
Leading in:
- Teacher shows some sentences on the
screen
- Teacher asks students to identify the time in
each sentence.
- Teacher give some follow-up questions to
lead in the introduction of the target
grammar point.
- T sets the context for the lesson.

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

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

2. ACTIVITY 1: PRESENTATION (6 mins)
a. Objectives:
- To help Ss identify the form of complex sentences with adverb clauses of
time.
b. Content:
- Introduce the grammar point of the lesson.
c. Expected outcomes:
- Know how a compound sentence with adverb clauses of time is made up.
d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES

CONTENTS
12

English 8

Introduction of complex sentences with adverb clauses of time
- Have Ss study the Remember! box for a
few minutes.
- Explain to Ss the form of a complex
sentence: it contains one independent clause
and at least one dependent clause. Then give
them one or two examples.
- Introduce a complex sentence with an
adverb clause of time: it contains one
independent clause (main clause) and an
adverb clause of time.
- Tell Ss that an adverb clause of time shows
when something happens. Introduce to them
the time connectors taught in this unit:
before, after, when, while, till / until, as soon
as, etc.
e. Assessment
- Teacher checks students' understanding by asking some checking-questions.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To teach Ss the use of the time connectors in complex sentences.
- To help Ss review the form and use of complex sentences with adverb clauses
of time;
b. Content:
- Task 1: Read the sentences and write I.C if the underlined clause is an
independent clause or D.C if it is a dependent clause.
- Task 2: Choose A, B, or C to complete each sentence.
- Task 3: Match the clauses in the two columns to form complex sentences.
- Task 4: Combine each pair of sentences, using the conjunction in brackets.
c. Expected outcomes:
- Students understand how to use the target grammar.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Read the sentences and write I.C if the underlined clause is an independent
clause or D.C if it is a dependent clause. (5 mins)
- Have Ss study the example first.
Answer key:
- Give Ss some time to read the sentences
1. I.C
and write down the answers. T observes and 2. D.C
helps when and where necessary.
3. I.C
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English 8

- Ask Ss to read their sentences and give
4. D.C
their answers. T corrects Ss' mistakes.
5. D.C
Task 2: Choose A, B, or C to complete each sentence. (5 mins)
- Have Ss do these exercises individually and Answer key:
then compare their answers with a partner.
1. A
- Ask some Ss to write their answers on the
2. A
board.
3. C
- Check the answers with the whole class.
4. C
- Confirm the correct answers.
5. B
Task 3: Match the clauses in the two columns to form complex sentences. (5 mins)
- Have Ss do these exercises individually and Answer key:
then compare their answers with a partner.
1. b
- Ask some Ss to write their answers on the
2. d
board.
3. e
- Check the answers with the whole class.
4. c
- Confirm the correct answers.
5. a
Task 4: Combine each pair of sentences, using the conjunction in brackets. (6 mins)
- Teacher ask Ss to read the situations
Answer key:
carefully. If necessary, T may explain each
1. I will call you as soon as I arrive at the
situation to Ss. Ask Ss to complete the
station.
sentences individually and then compare
(As soon as I arrive at the station, I will
their answers with a partner.
call you.)
- Ask some Ss to write their answers on the
2. Many Vietnamese women wear
board.
conical hats when they work in the field.
- Check the answers with the whole class.
3. My father taught me how to use the
Confirm the correct answers.
computer before he bought one for me.
(Before my father bought me a computer,
he taught me how to use it.)
4. Nick is reading a novel while Jack is
reading a cartoon.
(While Nick is reading a novel, Jack is
reading a cartoon.)
5. After the tornado hit, there were only a
few houses left standing.
(There were only a few houses left
standing after the tornado hit.)
e. Assessment
- Teacher corrects students as a whole class.
4. ACTIVITY 3: PRODUCTION (8 mins)
a. Objectives:
- To give Ss fun practice on how to make sentences with adverb clauses of time.
b. Content:
14

English 8

- Task 5: Matching game.
c. Expected outcomes:
- Students are able to make complex sentences with adverb clauses of time.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 5: Matching game: Work in two groups, A and B. Group A write main
clauses. Group B write adverb clauses of time. (8 mins)
- Have each student from group A write a
main clause, and each student from group B
Suggested outcome:
write an adverb clause of time.
A: You must be careful
- Give them some time to work
B: When you cross the street
independently and write down their answers.
- Tell Ss to make sentences by matching their -> You must be careful when you cross
clauses from the two groups. Some clauses
the street.
may make funny sentences.
e. Assessment
- Teacher gives corrections and feedback.
5. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
- Ask Ss to make sentences about themselves, using comparative adverbs.
b. Homework
- Students' workbook

15

Date of preparing: 5/1/2025
Date of teaching: 10 /1/2025
Period: 58

English 8

UNIT 7: ENVIRONMENTAL PROTECTION
Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Asking for clarification
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be ready and confident in real life conversations
II. MATERIALS
- Grade 8 textbook, Unit 7, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Structure
What does S mean?
It means … /
S is/are …
What do you mean by…?
That means…

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

Assumption
Anticipated difficulties
Ss may lack experience of group /
teamwork.

Solutions
- Encourage Ss to work in groups so
that they can help one another.
- Give short, clear instructions, and
help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
16

English 8

a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Jumbled conversation
c. Expected outcomes:
- Students can arrange the sentence in the correct order to form a conversation.
d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
Jumbled conversation:
- Teacher gives out a jumbled conversation
- Teacher asks students to rearrange it to
make a meaningful conversation.
- Teacher gives some follow-up questions to
lead in the introduction of the target
grammar point.

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

CONTENTS
Suggested answers:
Mi: Hey, Linda. What does ‛endangered
species̓ mean?
Linda: Endangered species are animals in
the wild that face a high risk of extinction.
Mi: And what do you mean by 'in the
wild'?
Linda: That means animals that live in
their natural habitats, not in zoos.
Mi: Oh, I get it now. Thanks, Linda.

2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins)
a. Objectives:
- To provide Ss with the two ways of asking for clarification;
- To help Ss practise asking for clarification.
b. Content:
- Task 1:
c. Expected outcomes:
- Students know how to use the structures to respond to compliments.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Listen and read the dialogue. Pay attention to the highlighted sentences. (6
mins)

17

English 8

- Play the recording and have Ss listen and
read the conversation at the same time. Tell
them to pay attention to the highlighted
questions. Elicit the two ways of asking for
clarification.
- Ask them to act out the conversation in
pairs. Go around and offer help if necessary.
Check their
pronunciation.

Task 2: Work in pairs. Make similar conversations to ask for and give clarification
for the following. (6 mins)
- Ask Ss to work in pairs to make similar
Suggested answers:
dialogues with the given cues.
A: What do you mean by 'single-use
- Move around to observe and provide help. products'?
Call on some pairs to practise in front of the B: 'Single-use products' are products
class. Comment on their performance.
made to be used once only.
A: And what does it mean by 'global
warming'?
B: It is the increase in the atmosphere's
temperatures caused by the rise of gases,
especially carbon dioxide.
A: Oh, thank you.
e. Assessment
- Teacher checks students' understanding by asking some checking-questions.
3. ACTIVITY 2: EARTH DAY (26 mins)
a. Objectives:
- To help Ss learn about Earth Day around the world;
- To give Ss more practice talking about what they do on Earth Day.
b. Content:
- Task 3: Read the passage and tick the correct answers.
- Task 4: Work in groups. Match the activities people do on Earth Day with
their results.
- Task 5: Work in pairs. Ask and answer about the things you and your friends
do on Earth Day.
c. Expected outcomes:
- Students know about Earth Day, when and how it began, and how it is
celebrated around the world.
- Students can talk to each other about the activities on Earth Day.
d. Organisation
18

English 8

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

19

Date of preparing: 5/1/2025
Date of teaching: 10 /1/2025
Period: 59

English 8

UNIT 7: ENVIRONMENTAL PROTECTION
Lesson 5: Skills 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Reading about Con Dao National Park
- Talking about Vu Quang
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Have a good attitude toward protecting the environment
II. MATERIALS
- Grade 8 textbook, Unit 7, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form

Pronunciatio
n

Meaning

Vietnamese
equivalent

1. contain (v)

/kənˈteɪn/

has something inside it
or as part of it

chứa đựng

2. diverse (adj)

/daɪˈvɜːs/

very different from
each other and of
various kinds

phong phú

3. medicinal
(adj)

/məˈdɪsɪnl/

helpful in the process of (cây) thuốc
curing illness or
infection

Assumption
Anticipated difficulties
Ss may lack experience of
group / teamwork.

Solutions
- Encourage Ss to work in groups
so that they can help one another.
- Give short, clear instructions,
and help if necessary.

III. PROCEDURES
20

English 8

1. WARM-UP (5 mins)
a. Objectives:
To activate Ss' knowledge of the topic of the reading text
b. Content:
- Task 1: Look at the picture and say what you see. Then list the names of some
endangered species you know.
c. Expected outcomes:
- Students can name some endangered species.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Work in groups. Look at the picture and say what you see. Then list the
names of some endangered species you know. (5 mins)
- Tell Ss to look at the picture first.
Suggested answers:
- Have them work in groups and give the
saolas, blue whales, sea lions, dugongs,
names of the endangered species they know. giant pandas, etc…
- Encourage Ss to name as many names as
possible.
e. Assessment
-