WEEK: 19

Period 55 UNIT 7 : ENVIRONMENTAL PROTECTION

Date of plannin:12/1/2025 Lesson 1: GETTING STARTED
Date of teaching:20/1/2025
At the Go Green Club

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the

following:
1. Knowledge:
- To introduce an overview about the topic Environmental protection
- To learn how to use vocabulary to talk about Environmental protection
- To practice listening and reading skills .
+ Vocabulary:The lexical items related to Environmental Protection
- Pronunciation: Correctly pronounce words that contain the sounds: /bl/ and /kl/
+ Grammar: Complex sentences with adverb clauses of time
2.Skills & Competence:
- Students will be able to practice listening and reading skills .
- Develop communication skills and creativity
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Attitude:
- Raise the students’ awareness about enviromental protection.
II. TEACHING AIDS:
- Teacher: Grade 8 text book, laptop, projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet
- Hoclieu.vn
III. PROCEDURE:

ACTIVITY 1. WARM UP & INTRODUCTION ( 3’- 5’)

* Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
* Organisation : Teacher’s instructions …

Teacher’s Student’s activities Content

+ Greeting + Greeting ; T_Ss.
Asking questions: Questions:
- Teacher asks students: “What are What are environmental issues in our
environmental issues in our city?” city?
- Teacher calls 3-5 students to answer.
Suggested answers:
- Teacher shows some pictures of Environmental protection
environmental issues in Hanoi and asks students
to guess the topic of the unit/lesson.
OR : Do some warm up activities before Ss
open their books.
- As it is the first lesson of the 2nd semester,
begin by reviewing contents covered in the first
semester (e.g. teenage problems, customs and
traditions, lifestyles, etc.).
- Lead Ss into the new unit. Introduce the topic
Environmental Protection.
- Show Ss some photos related to the
environmental problems or tell a story related to
the environment in an area.
- Ask Ss to open their books to page 72. Draw - Open the book and write the tittle of
their attention to the THIS UNIT INCLUDES the lesson.
box and introduce what they are going to learn
in this unit

ACTIVITY 2. PRESENTATION/ NEW LESSON ( 12’- 15’)

* Objectives: To set the context for the introductory conversation.
- To introduce the topic of the unit,
* Organisation : Teacher’s instructions.
Teacher’s Student’s activities Content
1: Listen and read :/ Page 72.
* Teach vocabulary: - T_Ss
+ Teacher uses different techniques to teach *Vocabulary
vocab (situation, realia, translation.) 1. ecosystem (n) /ˈēkōˌsistəm/
+ Teacher introduces the vocabulary by: hệ sinh thái
- providing the pictures 2. marine life (n) / məˈriːn laɪf/
- eliciting the definition of the words hệ sinh thái
+ Teacher do the “Rub out and remember” nước
checking technique. 3. absorb (v) / əbzɔːʳb / thẩm thấu
*** To begin, ask Ss some questions: 4. harmful substances (n) /ˈhɑːmfl
+ Is there a Go Green Club at your school? If ˈsʌbstəns/ tác nhân gây hại
yes, are you a member? 5. extinction (n) / ɪkˈstɪŋkʃn/
+ What's the most serious environmental
sự tuyệt chủng
problem in your neighbourhood / area?
+ What do you do to help protect the
environment in your area? * Key:
+ Set the context for the listening and reading 1. pollution
by asking Ss to look at the title of the 2. habitat loss
conversation and the pictures.
3. air and water quality
+ Ask them some questions like: What do you
think they are talking about? 4. global warming
- Then ask Ss to look at the pictures and guess 5. endangered species loss
what the conversation between the club leader,
Nam, and Ann might be about.
Play the recording for Ss to listen and read
along. Then have some Ss read the conversation
aloud.
+ Ask Ss what the club leader, Nam, and Ann
are talking about. Now confirm the correct
answer. (They are talking about the
environment, environmental problems, etc.)
+ Have Ss say the words and phrases in the text
that they think are related to the topic of the
unit.

EXTRA ACTIVITY
- Have Ss close their books.
- List these environmental problems on the board.
- air and water quality ; endangered species loss.
- Global warming.
- habitat loss; pollution
- Play the recording of the conversation in 1 for Ss to listen to and have them work
together to list these problems in order they hear them.
- Have Ss open their books and read the conversation to check their answers.
ACTIVITY 3. PRACTICE ( 15’)
* Objectives:
+ To help Ss understand the text;
To introduce some new vocabulary of the unit.
+ To help Ss revise the new vocabulary of the unit.
* Organisation :
Teacher’s Student’s activities Content
ACTIVITY 2: Read the conversation again and match the two halves in the two
columns
- Have Ss individually read the conversation - T_Ss
again and match the two halves in the two - Work individually.
columns. * Suggested answers:
If Ss find it difficult to do the task, ask them to 1. c
read the conversation again and find the 2. d
information in it. 3. e
- Tell them to compare their answers in pairs 4. a
before sharing them with the class. Ask them to 5. b
give evidence to support their answers.
- Check their answers and explain if necessary.
3: Complete each sentence with one word or phrase from the box
- Teacher asks Ss to read the sentences and find - T_ Ss
the words and phrases from the box to fill in the * Key:
gaps. 1. Pollution
- Have Ss share answers before discussing it as 2. reduce
a class. Write the correct answers on the board. 3. single-use
- If there is time, call on some Ss to read the 4. Carbon footprint
sentences. 5. environment programme
- Check the answers as a class.
4: Write a phrase from the box under each picture
- Have Ss work in pairs. Ask them to look at the
pictures carefully and study the words and - T_ Ss.
phrases. Then Ss write suitable words or - Work individually.
phrases under the right pictures. * Key:
- Invite some Ss to go to the board and write 1. 3Rs
their answers. Confirm the correct answers. 2. water pollution
- Have Ss read each phrase in chorus. Check 3. endangered species
and correct their pronunciation.
4. plastic rubbish
- For more able Ss, let them make sentences
5. single-use products
with these phrases.
* Example:
We should practise the 3Rs whenever we can.
Water pollution is a serious problem in
industrial areas.
ACTIVITY 4. PRODUCTION/ FURTHER PRACTICE ( 8’)

* Objectives:
- To help Ss check their knowledge of some some environmental problems and
protection.
* Organisation :
Teacher’s Student’s activities Content
5: Environment Quiz . Do the following quiz.
- Ss work individually or in pairs. + T-Ss
- Give Ss some time (2 - 3 minutes) to do the + Ss
task.
Tell them to answer all the questions. * Key
- Explain to the Ss if they don’t know the 1. C
answers 2. C
1. Which of the following is the greenest form 3. A
of transport? 4. C
2. Which of the following is a renewable 5. B
source?
3. What causes the most pollution?
4. The surroundings in which we live are our
__.
5. Which of these will reduce your carbon
footprint?
WRAP-UP & HOME WORK (2’)
- Ask one or two ss to tell the class what they have learnt.
- Ask ss to say aloud some words they remember from the lesson.
- If there is a projector in the classroom, then T should show the dialogue and highlight
the key words related to the topic. It would be helpful if T also highlights in the dialogue
the expressions
Tells ss that they will learn these language points in the upcoming lessons.
* HOME WORK:
- Do more exercises in workbook.
- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .
** Prepare 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.)
WEEK: 19 UNIT 7 : ENVIRONMENTAL PROTECTION
Period 56 Lesson 2 : A CLOSER LOOK 1
Date of planning:
12/1/2025
Date of teaching:20/1/2025

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following:
1. Knowledge:
- To introduce the lexical items related to Environmental protection
- Pronunciation: Correctly pronounce words that contain the sounds: /bl/ and /kl/
+ Vocabulary:Vocabulary related to Environmental Protection
+ Grammar: Complex sentences with adverb clauses of time
2.Skills & Competence:
- Students will be able to practice listening and reading skills .
- Develop communication skills and creativity
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Attitude:
- Raise the students’ awareness about enviromental protection.
II. TEACHING AIDS:
- Teacher: Grade 8 text book, laptop, projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet
- hoclieu.vn .
III. PROCEDURE:

ACTIVITY1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Organisation : Teacher’s instructions …
Teacher’s Student’s activities Content
+ Greeting + Greeting ; T_Ss.
* Jumbled words: * Jumbled words:
- T divides the class into 4 groups and explains * Suggested answers:
the rules AHTTABI -> HABITAT
- Ss look at the screen to see the jumbled words. PLTINOOLU -> POLLUTION
They have to send 1 person to the board as XEOGYN -> OXYGEN
quickly as possible to write the correct word. EEERLAS -> RELEASE
- Teacher shows students the answer on the BBSOAR ->ABSORB
screen and announces the winning group. MECYSSOET ->ECOSYSTEM
- T sets the context for the lesson
- Teacher shows students the answer on the
screen and announces the winning .
+ Lead into this lesson which focuses on the
new words/ phrases and the sounds /bl/ and /kl/. - Open the book and write the tittle of
+ Share with Ss the lesson objectives. Have Ss the lesson.
open their books and start the lesson.
ACTIVITY 2. PRESENTATION/ NEW LESSON ( 12’- 15’)
* Objectives:
- To revise / teach some vocabulary and collocations related to the environment and
environmental protection.
* Organisation : Teacher’s instructions.
Teacher’s Student’s activities Content
1: Label each picture with a phrase from the list.
* Teach vocabulary: - T_Ss
+ Teacher uses different techniques to teach
vocab (situation, realia, translation.) *Vocabulary
+ Teacher introduces the vocabulary by: 1. ecosystem (n): hệ sinh thái
- providing the pictures 2. marine life (n): sinh vật biển
- eliciting the definition of the words 3. absorb (v): thẩm thấu
+ Teacher do the “Rub out and remember” 4. harmful substances (n): tác nhân gây
checking technique. hại
- Teacher asks students to guess the meaning of 5. extinction (n): sự tuyệt chủng
the words by giving definitions/photos.
- Teacher checks the students' understanding by
the Rub out and Remember technique. * Answer key:
- Teacher asks St to repeat and read the words. 1. picking up rubbish
- Teacher corrects the students as a whole class. 2. protecting endangered species
- Teacher Ss to look at the pictures. 3. cutting down trees
- Let Ss work in pairs. Teacher tells them to 4. saving water
name the activities, then label the pictures using 5. building a campfire
the phrases given, then check their answers as a
class. Tick: 1, 2, 4
- Have Ss read the phrases aloud. Correct their
pronunciation if necessary.
- Tell Ss to tick the activities that help protect
the environment.
- Teacher gives feedback.
ACTIVITY 3. PRACTICE ( 15’)
* Objectives:
. To teach Ss the meaning of some new words and phrases related to the topic of the
unit.
. To give Ss practice on how to use words and phrases related to the topic in context
* Organisation :
Teacher’s Student’s activities Content
2: Match each word or phrase in column A with its meaning in column B.
+ Have Ss read the words and phrases in - T_Ss
column A and their meanings in column B - Work individually.
carefully. * Key:
- Tell them to work in pairs or small groups and 1. c
match each word or phrase with its meaning. 2. a
- Go around and give assistance if necessary 3. e
and check their answers. 4. b
+ Confirm the correct answers. 5. d
- Teacher gives feedback.

3: Complete each sentence with a word or phrase from the box

- Have Ss read the words and phrases in the - T_ Ss
box. - Ss to work individually.
- Ss read the sentences carefully and look for * Key:
clues so that they can choose the correct words / 1. endangered species
phrases to complete the sentences. 2. habitat
- Call on some Ss to read the sentences.
3. carbon dioxide
- Teacher corrects the students as a whole class.
4. Cutting down trees
5. ecosystem
EXTRA ACTIVITY
- Say some words / phrases for Ss to write down.
- Have Ss work in pairs to take turns to explain to each other what the words / phrases
mean and try to use them in a sentence if possible.
- Elicit from the class some good definitions and examples, then go on to the next word /
phrase
ACTIVITY 4. PRONUNCIATION: ( 8’)
/bl/ and /kl/
* Objectives:
 To teach Ss how to pronounce the sounds /bl/ and /kl/ and practise pronouncing
these sounds in words correctly.
To help Ss pronounce the sounds /bl/ and /kl/ correctly in context;
To help Ss differentiate the sounds /bl/ and /kl/.
* Organisation :
Teacher’s Student’s activities Content
4: Listen and repeat the words. Pay attention to the sounds /bl/ and /kl/.
+ First, give examples of the sounds /bl/ and
/kl/. - T_ Ss.
Then have Ss practise the sounds /bl/ and /kl/ - Work individually.
together. * Key:
+ Play the recording and ask Ss to listen to
these words and repeat. Correct their
pronunciation. Play the recording as many times
as necessary.
- Explain to Ss the difference between the two
sounds if needed
- Invite some Ss to say some words they know
that include the two sounds.
* Teacher gives corrections and feedbacks to
students’ pronunciation
5. Listen and practise the sentences. Underline the words with /bl/ and circle the
words with /kl/.
- Play the recording. Let Ss listen and repeat - T _ Ss ; Ss
sentence by sentence. * Answer key:
- Have Ss read the sentences again and 1. Look! There are black clouds all
underline the words having the sound /bl/ and over!
circle the words having the sound /kl/. 2. A truck blocked the way to the club.
- Then play the recording again for Ss to listen 3. The students painted the classroom
and check their answers. blue.
- Have them work in pairs to compare their 4. The wind blew the clock down.
answers. Check Ss’ answers. 5. We cleaned up the environment after
- Teacher gives corrections and feedback to the blast.
students’ pronunciation
WRAP-UP & HOME WORK (2’)

- Ask one or two Ss to tell the class what words, phrases, and sounds they have learnt.
- Tell them the grammar points that they will learn in the following lesson.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 3: A CLOSER LOOK 2 .

WEEK: 19 UNIT 7 : ENVIRONMENTAL PROTECTION

Period 57 Lesson 3 : A CLOSER LOOK 2

Date of planning:
12/1/2025

Date of teaching:
22/1/2025

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following:

1. Knowledge:

- To introduce and teach the complex sentences with adverb clauses of time;

+ Vocabulary:Vocabulary related to Environmental Protection

+ Grammar: Complex sentences with adverb clauses of time

2. Skills &Competence:

- Students will be able to practice listening and reading skills .

- Develop communication skills and creativity

- Be co-operative and supportive in pair work and teamwork.

- Actively join in class activities.

3. Attitude :
- Love talking about environment

II. TEACHING AIDS:

- Grade 8 textbook, Unit 7, A closer look 2.

- Computer connected to the Internet

- Projector / TV

- Hoclieu.vn

III. PROCEDURE:

ACTIVITY 1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities Content

+ Greeting + Greeting

+ Teacher (T) asks Ss some questions about the - T_Ss.

previous lessons,
+ Students (Ss) listen and learn how to
- T may introduce some warm-up activities to do the tasks.
create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new
class…

- T encourages Ss to talk in English as much as

possible

Leading in:
Questions:
+ Ask Ss some questions, e.g. What do you often
1. I always take a bath before I go to
do when you have free time? What will you do
as soon as you get home today?, etc. bed.

- Invite some Ss to answer the questions. 2. Will you wait here until I am ready?
Quickly write some of their answers on the
3. I was not at home when he came to
board. Underline the adverb clause of time in
see me.
each sentence.
4. Do not disturb me when I am busy
- Ask them if they remember the adverb clauses
with my work.
of time they have got to know so far. Tell them
that today they are going to learn them in 5. As soon as she finished that project,
complex sentences. she started working on the next.
- Introduce the objectives of the lesson. Write 6. After I have finished my work, I will
the objectives on the top of the board. accompany you to the park.
- Ss have already learned some kinds of
complex sentences in Tiếng Anh 6 and Tiếng
Anh 7. In this unit, we introduce complex
sentences with adverb clauses of time. * Suggested answers:
- Have Ss study the Remember! box for a few 1. I always take a bath before I go to
minutes. bed.
- Explain to Ss the form of a complex sentence: 2. Will you wait here until I am
it contains one independent clause and at least ready?
one dependent clause. Then give them one or
two examples. 3. I was not at home when he came to
see me.
- Introduce a complex sentence with an adverb
clause of time: it contains one independent 4. Do not disturb me when I am busy
clause (main clause) and an adverb clause of with my work.
time. 5. As soon as she finished that
- Tell Ss that an adverb clause of time shows project, she started working on the
when something happens, introduce to them the next.
time connectors taught in this unit: before, after, 6. After I have finished my work, I
when, while, till/until, as soon as, etc will accompany you to the park.

ACTIVITY 2. PRESENTATION/ NEW LESSON ( 12’- 15’)

* Objectives:

- To help Ss identify the form of complex sentences with adverb clauses of time.
* Organisation : Teacher’s instructions.

Teacher’s Student’s activities Content

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.

** Complex sentences with adverb clauses of - T_Ss

time

REMEMBER:

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,... * Answer key:
Example:As soon as they arrive, we'll have
1. I.C
lunch.
2. D.C

3. I.C

+ Have Ss study the example first to understand 4. D.C

what they have to do. Share with them how to
do this exercise if necessary. 5. D.C
+ Give Ss some time to read the sentences and
write down the answers. T observes and helps
when and where necessary.

+ Ask Ss to read their sentences and give their

answers. Confirm the correct answers.

ACTIVITY 3. PRACTICE ( 15’)

* Objectives:

2. To teach Ss the use of the time connectors (before, after, when, while, till/until, as
soon as,...) in complex sentences

3. To help Ss review the form and use of complex sentences with adverb clauses of
time;

- To help them know how to match the main clause and adverb clause of time to
make complex sentences.

4. To help Ss learn how to combine main clauses and adverb clauses of time to make
complex sentences.
* Content: 2 : Choose A, B, or C to complete each sentence.; 3: Match the clauses in the
two columns to form complex sentences; 4 : Combine each pair of sentences, using the
conjunction in brackets.

* Expected outcomes; Students understand how to use the target grammar. Practice using
it.

* Organisation :

Teacher’s Student’s activities Content

2: Choose A, B, or C to complete each sentence.

- Tell Ss the meaning and use of the time - T_Ss

connectors.
Answer key:
- Allow Ss some time to do the task individually
1. A
and choose the correct answer to each question.
- Ask Ss to compare their answers in pairs 2. A
before checking as a class.
3. C

4. C

5. B

3: Match the clauses in the two columns to form complex sentences.

- Have Ss work individually for about five - T_ Ss

minutes to do the task.
- Ss to work individually.
- Ask Ss to exchange their answers in pairs.
* Answer key:
- Have Ss read out their answers, sentence by
1. b
sentence.
2. d
- Check their answers and explain if necessary.
3. e

4. c

5. a

EXTRA ACTIVITY:

- Put Ss into groups of three. Dictate to them the following dependent clauses and Ss write
down what they hear. Say "blank" where the blank goes.

A. ________ when you get home.

B. __________ until 1 finish.

C. ________ before you have lunch.

D. ________ while you are driving.

E.________ as soon as you call me.

+ In their groups, Ss work together to create a complete sentence by adding an

independent clause.
+ Ask each group to write one of their sentences on the board, then go over the sentences,
making corrections if necessary.

4: Combine each pair of sentences, using the conjunction in brackets.

- Tell Ss to study the two simple sentences in - T_ Ss.

each pair and the conjunction given, then decide
- Work individually.
which sentence should be the main clause and
which one should be the adverb clause of time Answer key:
in the complex sentence.
1. I will call you as soon as I arrive at
- Have Ss do the exercise individually and then the station.
exchange their answers with a partner.
(As soon as I arrive at the station, I will
- Call on some Ss to read the sentences aloud. call you.)
- Other Ss comment. 2. Many Vietnamese women wear
conical hats when they work in the
- Confirm the correct answers.
field.

3. My father taught me how to use the

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.)

ACTIVITY 4. PRODUCTION/ FURTHER PRACTICE ( 8’)

* Objectives:

5. To give Ss fun practice on how to make complex sentences with adverb clauses of
 time.
* Content: GAME. Do the matching
* Expected outcomes: Students do the matching correctly.

* Organisation :
Teacher’s Student’s activities Content

5: GAME: Matching game/

- Divide the class into two groups, A and B.

- Ss in Group A write main clauses, and Ss from * Ss do the tasks

Group B write adverb clauses of time.
a. You must be careful
- Give them some time to work independently
and write down their answers.
b. when you cross the street.
- Tell Ss to make sentences by matching their
clauses from the two groups. Some clauses may
make funny sentences.

* Teacher gives corrections and feedbacks.

WRAP-UP & HOME WORK (2’)

- Ask one or two Ss to tell the class what words, phrases, and sounds they have learnt.

- Tell them the grammar points that they will learn in the following lesson.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 4: COMUNICATION .