Giáo án soạn theo cv 5512

UNIT 7: POLLUTION
LESSON 1: GETTING STARTED

A. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to :
interact speaking about A project on pollution
+ Vocabulary: use the lexical items related to the topic „Pollution”
+ Skills.
- Students develop listening, speaking, reading and writing skills, Roling-play,
spoken interaction about the topic in getting started
2. Competence.
- Students have serious attitude in learning.
- Ss are interested in learning English.
3. Quality
- Language: get acquainted with the topic Pollution
- Problem solving: find out the correct answer about the text
B. TEACHING AIDS
T : Textbook, lesson plan, , a projector, a laptop
Ss : Learn the old lesson, prepare Unit 8: Getting started
C. PROCEDURE
1. WARM UP : ( 5‟)
- Organization: 8A:.................... 8B:.......................... 8C:................................
a. Goal: Motivate ss to interest in the topic of the lesson and create the fun
atmosphere before starting the new lesson.
b. Content : Talk about Pollution
c. Expected result: Ss can express their idea.
d. Performance:
Write the title „Pollution” on the board.
? Ask Ss to call out things which cause pollution, e.g., cars, factories, cows,…

2. PRESENTATION : ( 10‟)
a. Goal: Provide Ss necessary vocabularies
b. Content : Ss read the vocabularies and match the words to make common
expressions.
c. Expected result: Ss can master the vocabularies
d. Performance:
TEACHER‟S & STUDENTS‟
ACTIVITIES
+ Present new words.
Step 1: Transfering the learning task
- Teacher use different techniques to teach
vocab (situation, realia)
- Follow the seven steps of teaching vocab.
Step 2: Performing the task:
- Repeat in chorus and individually
- Copy all the words
Step 3: Discussion
-Some students repeat the vocabulary in
front of class
Step 4: Conclusion
- T makes sure that all student copy the
new words and the meaning of them
* Checking vocab: Recall
Step 1: Transfering the learning task
* Set the scenes:
? Look at the title of the conversation and
the picture.
- Ask them some 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 picture
are talking about?
Play the recording and have Ss follow
along
Step 2: Performing the task:
SS: work individually
Step 3: Discussion
- Ss answer the questions as a class.
Step 4: Conclusion
Teacher gets feedback

CONTENT
1. Pre- teach vocab:
- poison (n/v): chất độc, làm ô nhiễm
- dump (v): vứt, bỏ
- Aquatic (a):dưới nước
- Illustrate (n) hạt chuỗi
- Thermal pollution (n) sự ô nhiễm
nhiệt
- Radioactive pollution (n): ô nhiễm
phóng xạ
- Visual pollution (n) ô nhiễm thị giác
- Billboard (n): biển quảng cáo ngoài
trời

2. Present the dialogue
- Answer the questions individually.
* Suggested answers
- Nick and Mi.
- They are near a factory.
- I/We can see a factory dumping
exhaust fume and poison into the lake.
- They are talking about pollution.

3. PRACTICE (15‟)
a.Goal: understand and do exercises correctly
b. Content: Listen and circle, Read and tick: Individual,
Answer the questions: Teacher – Whole class
c. Expected result:
- Co-operation: interact with the teacher find out the answers
- Communication: answer positively
- Language: use English to answer
d. Performance
EX1: 1a & 1b
1a.Key:
1. dead
2. aquatic 3. dump
Step 1: Transferring the learning task:
- Find a word or an expression from the 4. poison 5. polluted
6. to come
conversation which you use when you….. up with
- Add any other expressions which have This expression means you are very
the same meaning.
surprised at something you see.
- Run through the questions
Step 2: Performing the task:
Ss find a word / an expression and read the 1b.Key:
conversation again to answer the questions. 1. They are in Mi‟s home village.
Share answers with your partner.
2. It‟s almost black.
3. She‟s surprised because she sees the
Step 3: Discussion
Call on some Ss to write their answers on fish are dead.
the board.
4. It‟s dumping poison into the lake.
5. He‟s sneezing so much because the
Step 4: Conclusion
Teacher gets feedback and check their air is not clean.
answers
1c. Tick T, F or NI... ( P7)
Step 1: Transferring the learning task:
- T asks Ss to read the sentences quickly
- Firstly to decide if the sentences are true, 1c.Key:
false or there is no information without 1. F ( It‟s polluted by the factory).
reading the dialogue.
2. T
3. NI
Step 2: Performing the task
- Ss work in dividually to do the task
4. T
5. T
Step 3: Discussion
- Then have some Ss write their answers on
the board.
Step 4: Conclusion
- Read the conversation again to check Confirm the correct answers.

A.Radioactive pollution
Ex 2: There are different types of
B. Noise pollution
pollution. Write eaxh type under a
C. Visual pollution
picture
D. Thermal pollution
Step 1: Transferring the learning task:
T may teach some words which T thinks E. Water pollution
Ss do not know such as contamination.
F. Soil/land pollution
G. Radioactive pollution
Step 2: Performing the task
Ss do this activity individually and then H.Light pollution
compare their answers with a classmate.
Step 3: Discussion
Call on some Ss to stand up and give their
answers.
Step 4: Conclusion
Confirm the correct answers.
Ex 3: Complete the sentences with the
3.Key:
1.thermal pollution
types of pollution
2. Air pollution
Step 1: Transferring the learning task:
Have Ss read through the sentences to get 3.radioactive pollution
a general understanding.
4. light pollution
5. Water pollution
Step 2: Performing the task
- Work individually to do the task then 6. Land/ soil pollution
compare their answers with a partner.
7. Noise pollution
8. visual pollution
Step 3: Discussion
Call on some Ss to stand up and give their
answers.
Step 4: Conclusion
Confirm the correct answers.
4. PRODUCTION (15‟)
a. Goal: can do exercise use English words relating to the topic
b.Content
- Co-operation: interact with partners find out the answers
- Language: use English words relating to the topic
c. Expected result: Students know how to do the exercise
d. Performance:
4.Work in groups... (P7)
Step 1: Transferring the learning task:
- T asks Ss to work in groups of five or six
Step 2: Performing the task.
- In five minutes, Ss write down the
pollution types their neighbourhood
faces and rank them in order of
seriousness. They also have to give reasons
for their order.
Step 3: Discussion
- Call group representatives to present their
group‟s order and reasons.

Step 4: Conclusion
- 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.)

HOMEWORK (2')
- Learn by heart all the new words.
- Do Ex B1,2 , 3 P4 (Workbook)
- Prepare: Closer Look 1
UNIT 7: POLLUTION
LESSON 2: A CLOSER LOOK 1
A. OBJECTIVES.
1. Knowledge: By the end of the lesson ss will be able to have knowledge about
+ Vocabulary: Pollution
+ Pronunciation: stress in words ending in –ic and -al
2. Competences:
+ Develop communicative competence, discovery, cooperation competence and
thinking competence.
+ Use the lexical items related to Pollution
+ Raising their awareness of broadening their knowledge of Pollution
+ Pronounce stress in words ending in -ic and -al exactly.
3. Quality: Students can understand more about Pollution.
B. TEACHING AIDS.
T : Textbook, lesson plan, a projector, a laptop
Ss : Learn the old lesson, prepare Unit 7: A closer look 1.
C. PROCEDUCE
1. WARM UP: ( 5‟)
- Organization
8C:............................. 8D:...........................
a. Goal: Review the Pollution
b. Content : Ss can tell about the Pollution
c. Expected result: Ss can tell the types of Pollution
d. Performance
TEACHER'S &SS' ACTIVITIES
CONTENTS
Ask Ss to call out the types of pollution Answer the questions
they learnt in the previous lesson.
Call the types of pollution
Tell them that in this lesson they are
going to learn different forms of some
words as well as some words/ phrases
to talk about the causes and effects of
pollution.
2. PRESENTATION : PRE TEACH VOCABULARY (10‟)

a. Goal: Provide Ss necessary vocabulary related to the Pollution
b. Content : Remind Ss of the words they learnt in Getting Started and point out the
difference among the types of pollution
c. Expected result: understand using and meaning of the vocabularies
d. Performance:
TEACHER'S &SS' ACTIVITIES
CONTENTS
Poison (n): chất độc, thuốc độc
Step 1: Transferring the learning task
- T uses picture and elicits words from Ss Contaminate (v) làm bẩn, làm ô nhiễm
Pollution (n) sự ô nhiễm
Step 2: Performing the task
- SS Listen carefully and repeat the Polluted (a) ô nhiễm
words.
Death (n): sự chết, cái chết, sự tiêu tan
- SS Work in groups of 2 – 3 so that Ss Damaged (a) : hư hại
can help each other with difficult cause
(n/v): Nguyên
vocabulary.
nhân,gây ra
effect
(n:
làm ảnh hưởng
Step 3: Discussion
When finish, listen to the recording to
check their answers as well as to practice
the pronunciation of the new words.
Step 4: Conclusion
-T makes sure that all students copy the
new words and understand the meaning of
them
3. PRACTICE: (20‟)
a. Goal:
- Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer
Look 1.
- Stress in words ending in –ic and -al
b. Content:
- Ss choose a word / phrase from the box for each description below.
- Ss listen, repeat and read the words
c. Expected result:
- Ss can identify a word from its description.
- Ss listen, repeat and read the words
d. Performance:
TEACHER'S &SS' ACTIVITIES
CONTENTS
Ex 1:
Ex 1:
(1) Poison
Step 1: Transferring the learning
(2) Contaminate
task
Have Ss look at the table in the book. (3) Pollution
Make sure that they understand what (4) Polluted
to do.
(5) Death
(6) Damaged
Step 2: Performing the task
Ss complete the exercise individually
and then compare their answers with a
partner
Step 3: Discussion

Call on some Ss to write their answers
on the board.
Step 4: Conclusion
-T checks their answers.
2. Complete the sentences with the
words from the table in 1. You do
not need to use all the words. The
first letter of each word has been
provided.
Step 1: Transferring the learning
task
-T has Ss 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.
- Point out that the provided letter is a
clue to help them find the word.
Step 2: Performing the task
- Ss do the exercise and then compare
their answers with a partner.
Step 3: Discussion
- T calls on one or two Ss to give out
the answers before confirming the
correct ones.
Step 4: Conclusion
-T checks their answers
*Study the language box
Step 1: Transferring the learning
task
- T asks Ss to 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 words/phrases as
follows:
Step 2: Performing the task
-Ss listen and take notes
Step 3: Discussion
- Ss ask T for more detail about the
Cause - effect
Step 4: Conclusion
-T make sure that all Ss get a graps of

2.Key:
1. Poisonous
2. Pollutants
3. Dead
4. Contaminated
5. Damage
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.
- 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.
CAUSE
EFFECT
because/ since +
so + clause
The water is
clause
E.g: Because/ Since
polluted,
the water is polluted, so the fish
the fish are dead.
are dead.
due to/ because of + to cause
sth
sth/ to lead
The fish are dead due to sth/ to
to/ because of the
result in
polluted water.
sth

this knowledge

.
3a. Decide which sentence in each
pair of sentences is a cause and
which is an effect. Write C (for
cause) or F (for effect) next to each
sentence. Note that the words in
brackets relate to Activity 3b.
Step 1: Transferring the learning
task
Ask Ss to read the each pair of
sentences and decide which sentence
is an effect.
Step 2: Performing the task
-Ss work in pair to do the task
Step 3: Discussion
Ss compare their answers with a
partner before giving the answers to
the teacher.
Step 4: Conclusion
Confirm the correct answers.
b. Combine the sentences in each
pair into a new sentence that shows
a cause/ effect relationship. Use the
cause or effect signal word or
phrase given in brackets. You will
have to add, delete, or change words
in most sentences.
Step 1: Transferring the learning
task
-T asks Ss to read the example. Ask
them what changes they can see in the
sentence.
T may have Ss look at the language
box again to remind them of the
structures.
Now Ss have to combine each pair of
sentences in 3a into a complete
sentence using the word/ phrase in
brackets.

The
polluted
water
causes/
results in the dead of
fish.
to make sb/ sth do sth
The polluted water
make the
fish die.
3a. Key;
1. People throw litter on the ground.
…C… Many animals eat the litter and
become sick. …E…
2. Ships spill oil in oceans and rivers.
…C… 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…

3b. Key:
2. Oil spills from ships in oceans and
rivers lead to the death of many aquatic
animals and plants.
3. Households dump waste into the
river so it 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.

Step 2: Performing the task
-Ss do as requested to complete the
task
Step 3: Discussion
Ss compare their answers with a
partner before giving the answers to the
teacher.
Step 4: Conclusion
- Confirm the correct answers.
Ex 5. Listen and mark the stress in
each word, then repeat it.
Step 1: Transferring the learning
task
Play the recording for Ss to tress the
words.
Ask some to say where the tress in
each word is.
Step 2: Performing the task
-Ss do as requested to complete the
task
Step 3: Discussion
- One Ss stands up and gives answer,
other student listen and give comments
Step 4: Conclusion
- T confirms the correct answers.
- T plays the recording again for Ss
to repeat the words.
- T calls on some Ss to read out the
words
6. Underline the words ending in –ic
and circle the words ending in –al in
the following sentences. Mark the
stress in each word. Listen and
check your answers, then repeat the
sentences.
Step 1: Transferring the learning
task:
-T has Ss do the activity individually
then play the recording for Ss to check
their answers.
Step 2: Performing the task
- Ss work individually to do the task
Step 3: Discussion
- One Ss stands up and gives answer,
other student listen and give comments
Step 4: Conclusion

5.Key:
1. ar‟tistic
6. „physical
2. ath‟letic
7. he‟roic
3. his‟toric
8. po‟etic
4. his‟torical
9. bo‟tanic
5. „logical
10. Bo‟tanical

6.Key:
1. scien‟tific 2. „national 3.
„medical 4. „chemical 5. dra‟matic

- T then elicits the correct stress
patterns from Ss.
-T plays the recording again for Ss to
repeat the sentences.
4. PRODUCTION: (10‟ )
a. Goal: Help Ss to memorize the learnt vocabularies
b. Content : Ss guess what words or phrase is by work in groups
c. Expected result: Ss can memorize the learnt words and the way of using.
d. Performance:
TEACHER'S &SS' ACTIVITIES
CONTENTS
Ex 4: Work in groups. Look at the pairs of 4.Key:
pictures. Give as many sentences as 2. The soil is polluted, so plants can‟t
grow.
possible to show cause/effect relatioships
3. We won‟t have fresh water to drink
Step 1: Transferring the learning task
Have Ss look at the pictures in
because of water pollution.
1. Ask Ss which picture shows the cause and 4. We plant trees, so we can have frest
which shows the effect.
air.
Then ask them to read the example
sentences and pay attention to the cause/
effect words or phrases.
This activity can also ba carried out as a
game. 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.

Step 2: Performing the task
Ss work in groups to write sentences
showing cause/ effect relationships.
Step 3: Discussion
When time is up, the group with the most
sentences is the winner.
They stick their sheet of paper on the board
and read the sentences aloud.

Step 4: Conclusion
Other groups and T givens comments. Other
groups can add any sentences they have..

*HOMEWORK
- T asks Ss to do homework
- Use lexical items related to Pollution, how to mark stress ending “ ic” and “ al”
- Learn by heart the new words and structures.
- Do exercises in workbook.
- Find some words ending with “ ic” and “ al”
- Prepare: Unit 7- A closer look 2
Week :
Planning:

Period: 63

Teaching :
UNIT 7: POLLUTION
LESSON 3: A CLOSER LOOK 2

A.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
- practice skills: readings and writing skill
2. Cometence:
- Communication, self study, self-check
3. Quality: Students can use conditional sentences to do exercises
B.TEACHING AIDS:
1. Teacher‟s: teacher book
2. Students‟: Textbooks, notebooks.
C. PROCEDURE
1. WARM- UP (5‟)
a. Goal: help ss to recall conditional type 1
b. Content: Ss give the use, the form and the signal of conditional type 1
c. Expected result: Ss can remember the use, the form and the signal of conditional
type 1
d. Performance:
T: asks ss to work in pairs to answer the questions:
Ask Ss to give some example sentences.
=> Lead to new lesson.
2. PRESENTATION (10‟)
a.Goal: introduce new words
b. Content: s can pronouce new words
c. Expected result: ss can understand and use new words
d. Performance:
T AND SS‟ ACTIVITIES
CONTENTS
* Pre- teach vocabulary: translation/ situation I. Vocabulary
-recycle (v) tái chế
Step 1: Transfering the learning task
- T: writes new words on the board.
- dump (v) đổ (rác)
- save (v) tiết kiệm
Step 2: Performing the task
- Ss: listen and repeat in individual first then - waste (v) bỏ đi, thải đi
the whole class.
- tidy (v): dọn dẹp, sắp xếp gọn
gàng
Step 3: Discussion
- Call 3- 4 Ss to read the words again.
- Ss copy the new words in their notebooks.
Step 4: Conclusion
* Checking: rub out and remember

3.PRACTICE (20‟)
3.1 Practice 1
a.Goal: using the conditional sentence type 1
b. Content: Do exercises 1,2 in textbook
c. Expected result: can do exercises well
d. Performance:
T AND SS‟ ACTIVITIES
Ex 1. Put the verbs in brackets into the
correct form
Step 1: Transferring the learning task:
- Let Ss do Ex 1individually.
- Asks Ss to share ideas with in pairs or
small groups.
- T encourages Ss to explain how decided on
the tense in each sentences.
Step 2: Performing the task:
- Ss share ideas with in pairs or small
groups.
Step 3: Discussion
- T calls some students to read their
sentences.
Step 4: Conclusion
T corrects as a class.
Ex 2. Combine each pair of sentences to
make a conditional sentences
Step 1: Transferring the learning task:
- T asks Ss to read the pairs of sentences.
- Ask two Ss to write the new conditional
sentences type 1 on the board while other Ss
write own sentences.
Step 2: Performing the task
- Ss do as requested to do the task
Step 3: Discussion
- Ss compare their answer with their
partner
Step 4: Conclusion
- Give feedback on these sentences and ask
other Ss to correct them if necessary.

to do exercises

CONTENTS
II. Grammar
1. Conditional sentences type 1:
review
1.Key:
1.
recycle; will help
2.
won't dump; fines
3.
travel; will be
4.
will save; don't waste
use; will have

2. Key:
1. Student will be more aware of
protecting the environment if
teachers teach environmental issues
at school.
2. When light pollution happens,
animals will 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 creatures will be unable to
reproduce.
5. People will get more diseases if
the water is contaminated.

3.2 Practice 2
a.Goal: using conditional sentences type 2 to do exercises
b. Content: Do exercises 3,4,5 in textbook
c. Expected result: can do exercises well
d. Performance:
T AND SS‟ ACTIVITIES
CONTENTS
3.Key:
3.Match an If-clause in A... (P10)
1. b
2. c 3. d
4. e
Step 1: Transferring the learning task:

5. a

- T asks Ss do this exercise individually
Step 2: Performing the task
- Ss work individually to do the task
Step 3: Discussion
- Ss compare their answers with a classmate.
Step 4: Conclusion
- Check Ss‟answers.
Ex 4. Key:
1. were; would…do
4. Put the verbs in brackets... (P10)
2. exercised; would be
Step 1: Transferring the learning task:
3. had; would build
- T asks Ss do this exercise individually
4. tidied; wouldn't be
Step 2: Performing the task
5. was/were; would grow
- Ss work individually to do the task
Step 3: Discussion
- T invites two Ss to the board to write their
answers.
- Go through the answers with the class.
Step 4: Conclusion
5. Key:
-T has other Ss correct the answers if
2. If there weren‟t many billboards
necessary.
in our city, people could enjoy the
5. Write a conditional sentences... (P10)
view.
Step 1: Transferring the learning task:
3. If there wasn‟t/weren‟t so much
- T asks Ss quickly read the example.
-T Ask Ss to comment on the example. - the light in the city at night, we could
meaning of the orginal sentences was made see the stars clearly.
opposite in the new conditional sentence. 4. If we didn‟t turn on the heater all
(i.e. positive into negative form for the first the time, we wouldn‟t have to pay
sentence and negative into positive for the three million dong for electricity a
month.
second sentence).
5. If the karaoke bar didn‟t make
Step 2: Performing the task
- Do this exercise individually and then so much noise almost every night,
the residents wouldn‟t complain to
compare the answers with a classmate.
its owner.
Step 3: Discussion
6. She wouldn‟t have a headache
-Ask one or two Ss to write their sentences
after work every day if she didn‟t
on the board.
work in a noisy office.
Step 4: Conclusion
-T has other Ss correct the answers if
necessary.
4. PRODUCTION
a. Goal: explore Conditonal sentences type 1 and type 2
b. Content : Play game
c. Expected result: How much you know how to conditonal sentences type 1 and
type 2
d. Performance:
T AND SS‟ ACTIVITIES
CONTENTS
6. Chain game.... (P10)
Example
- Work in groups of five or six
A: If each person plant a tree, there will be a

- 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.

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

* HOMEWORK
- Learn by heart all the new words and structures
- Do B4, B5, B6 P5 (Work book)
- Prepare: Lesson 4: Communication
Week :
Planning:
Period:64
Teaching :
UNIT 7: POLLUTION
LESSON 4: COMMUNICATION
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, students will be able to:
- Talk about noise pollution, a common pollution type that not many people
recognise as a pollution.
- Vocabulary: extra words related to the topic
- Grammar:
2. Competence: Communication
3. Quality:
- Knowing the noise pollution
- Ss love the subject
II. TEACHING AIDS.
Teacher: Textbook, workbook, English room
Students: Textbook, workbook
III. PROCEDURE.
1. WARM UP . (8‟)
a. Goal: help Ss to understand noise pullution
b. Content : Noise pollution
c. Expected result: know about noise pollution
d. Performance:
TEACHER'S & SS' ACTIVITIES
CONTENTS
Ask Ss to tell kinds of pollution.
Tell Ss that in this lesson they will have
Brainstorming
the oppoturnity to explore noise
pollution, a common pollution type that

not many people recognise as a pollution.
2. PRESENTATION. (12‟)
a. Goal: explore noise pollution
b. Content: - teach the new word- Do the questionare
c. Expected result: know about noise pollution
d. Performance:
TEACHER'S & SS' ACTIVITIES
CONTENTS
1. Vocabulary
* Teaching vocabulary
- permanent (a) : vĩnh cửu, thường
Step 1: Transfering the learning task
- Teacher use different techniques to
xuyên
teach vocab (situation, realia)
- hearing loss (n) mất thính giác
- Follow the seven steps of teaching
- earplug (n): nút tai
vocab.
- affect (n): sự ảnh hưởng
- blood pressure (n): huyết áp
Step 2: Performing the task:
- Repeat in chorus and individually
- Copy all the words
Step 3: Discussion
-Some students repeat the vocabulary in
front of class
Step 4: Conclusion
- T makes sure that all student copy the
new words and the meaning of them
* Checking vocab: Slap the board
Do the questionaire and choose the
Choose the correct answer
correct answers
2. C
3. A
Step 1: Transferring the learning task: 1. B
- Do the questionaire and choose the
4. B
correct answers
5. C
6. A
7. A
- Have ss do the quiz individually as
8.C
quick as possible
- Set a limit time is 5 minutes
Step 2: Performing the task:
- Ss work individually to do the
questionaire and share their answers with
their partners
Step 3: Discussion
Check the class by asking for a show of
hands for each question.
Step 4: Conclusion
T remarks results of the learning task.
3. PRACTICE. (15‟)
a. Goal: explore Noise pollution
b. Content : Compare the answer
c. Expected result: know about Noise pollution
d. Performance:
TEACHER'S & SS' ACTIVITIES
CONTENTS

2. Compare your answers with those of
a classmate....
Step 1: Transferring the learning task:
-T has ss to work in pairs.
- T explains the requirement to the class
Step 2: Performing the task:
- Ss work in pairs to do the task
Step 3: Discussion
-Ss compare their answers and see if they
have any different answers
Step 4: Conclusion
T ask some pairs to report on their
differents.
Ex 3.Now listen to a short presentation
abour noise pollution...
Choose the correct answer
1. B
2. C
3. A
Step 1: Transferring the learning task:
T plays the recording for Ss to check their 4.B
answers.
5. C
6. A
7. A
8.C
Step 2: Performing the task:
Ss listen to the recording twice.
Step 3: Discussion
If there are any incorrect answers, Ss
correct them.
Step 4: Conclusion
Ask Ss if any of the answers has surprised
them, and if so, why.
4. PRODUCTION. (8‟)
a. Goal: explore Noise pollution
b. Content : Work in groups
c. Expected result: The way to prevent noise pollution
d. Performance:
TEACHER'S & SS' ACTIVITIES
CONTENTS
4. Work in groups. Discuss other ways to EX 4. Work in groups
prevent noise pollution
Step 1: Transferring the learning task:
- Ask Ss which of the eight questions in the
questions ways to prevent noise pollution.
Have Ss work in groups in five minutes to
discuss more ways to reduce noise
pollution.
Step 2: Performing the task:
- Ss work in group to do the task
Step 3: Discussion
- Ss write their answers on a big piece of
paper and then prevent their answers.
Step 4: Conclusion

- T has Ss vote for the best ways.
*HOMEWORK: (2 minutes)
- Learn by heart all the new words and structures.
- Do exercises: … in the work book.
- Prepare: Unit 7: Skills 1
Week :
Planning:
Period: 65
Teaching :
UNIT 7. POLLUTION
LESSON 5: SKILLS 1
A. OBJECTIVES.
1. Knowledge:
- Talk about the causes and effects of water pollution as well as ways to reduce it.
- Read for general and specific information about water pollution.
2. Competence:
+ Develop communicative competence, discovery, cooperation compentence and
thinhking compentence.
3. Quality: Students know to the causes and effects of one pollution type. They
know how to protect the environment
B. TEACHING AIDS.
- T : Textbook, lesson plan, a projector, a laptop
- Ss : Learn the old lesson, prepare Unit 7: skills 1
C. PROCEDURE
1. WARM UP : ( 5‟)
- Organization (1‟) 8A:....................... 8B:............................. 8C:...........................
a. Goal: Review pollution vocabulary
b. Content : Ss can tell water pollution
c. Expected result: Ss can give a PRESENTATION on water pollution
d. Performance
- T. asks Ss to talk about water pollution
- Ss discuss and tell waterpollution.
- T gets feedback
2. PRESENTATION - Reading (13‟)
a. Goal: Provide Ss necessary vocabulary related to the water pollution and get the
main ideas from the text
b. Content : Remind Ss of the words they learnt in Getting Started
c. Expected result: understand using and meaning of the vocabularies
d. Performance:
TEACHER'S & SS' ACTIVITIES
CONTENTS
EX1: Work in pairs. One of you looks at Vocabulary:
the picture A and the other questions to + groundwater: nước ngầm
find out the differences between you + Pesticide (n): thuốc trừ sâu
+ Herbicide (n) thuốc diệt cỏ
picture
+ “point sourse” pollution: nguồn gây
Step 1: Transferring the learning task:
+ Have Ss do this activity in pairs. One ô nhiễm
student looks at the picture A on p