Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 9. Unit 7: Environmental protection

Giáo án A Closer Look 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify and use the six words: habitat, endangered, reduce, reuse, pollution, ecosystem, in context.
    • Pronounce the consonant clusters /bl/ (as in blue) and /kl/ (as in clean) with a smooth, connected initial /l/ and no inserted vowel.
    • Write short, original topic sentences about environmental protection using the target vocabulary.

2. Competences

a) General competences

  • Self-control and independent learning: Ss monitor their own pronunciation by comparing it with the model and practise the sounds independently before reporting.
  • Communication and collaboration: Ss work in pairs and groups to match words, read aloud, and share their sentences with the class.
  • Problem-solving and creativity: Ss apply the vocabulary to create their own sentences about local environmental issues at school or at home.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and type the words they hear, read example sentences aloud, and write three topic sentences about protecting the environment.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss recognise the meaning of six topic words in context, produce the /bl/ and /kl/ clusters correctly, and write complete sentences rather than fragments.

3. Personal qualities

  • Diligence: Ss practise the /bl/ and /kl/ sounds repeatedly until they can say them smoothly and accurately.
  • Responsibility: Ss complete their individual writing task and suggest realistic actions to reduce waste at school.
  • Honesty: Ss assess their own pronunciation and writing honestly and ask for teacher feedback when unsure.
  • Kindness: Ss give constructive, respectful feedback to classmates during pair and group work.
  • Patriotism: Ss show pride in and care for their school and local environment by proposing ways to protect it.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, projector or smart board, speakers for listening items
  • Flashcards or slides with the six unit words and their example sentences
  • Audio recording for items 5 and 6 (blue, clean)
  • NeoEdu learning page: neoedu.vn/learn/8/english/unit-7-a-closer-look-1 (lesson presentation, examples and interactive exercises)
  • Worksheet 1 printed for pairs

2. Students

  • Textbook Global Success 8, notebook, pen, pencil
  • Individual whiteboard or small paper for writing answers
  • Access to a device for NeoEdu exercises if available

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming environmental problems

a) Aims

Ss activate prior knowledge about environmental problems and become familiar with the topic of the lesson.

b) Content

T shows a picture of a polluted river and a picture of a wetland with birds. T asks Ss: What do you see in these pictures? What problems can you see? Ss list one or two problems in English or Vietnamese, and T writes useful ideas on the board, e.g. plastic waste, rubbish, dirty water.

c) Expected outcomes

A short list on the board of 3–5 environmental problems, such as: plastic waste, rubbish, polluted water, dead trees, endangered animals. Ss are ready to learn the six target words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows two pictures and asks: What can you see in these pictures? Why do you think the river looks dirty?

    Students

    Ss look at the pictures and think silently for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and name as many environmental problems as they can in one minute.

    Students

    Pairs discuss and write their ideas on their whiteboards, e.g. 'plastic bags', 'rubbish in the river', 'animals losing their homes'.

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to share their ideas and writes them on the board.

    Students

    Representative pairs report: 'We see rubbish in the river.' / 'Animals lose their homes.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises Ss' ideas and says: Today we will learn six words to talk about these problems and protect our environment.

    Students

    Ss listen and write the title of the lesson in their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary in context

a) Aims

Ss understand the meaning and use of six topic words: habitat, endangered, reduce, reuse, pollution, ecosystem.

b) Content

T presents each word with its example sentence:

  • habitat (môi trường sống): A wetland is a habitat for birds.
  • endangered (có nguy cơ tuyệt chủng): Some species are endangered.
  • reduce (giảm): We reduce single-use plastic.
  • reuse (tái sử dụng): Reuse a bottle when it is safe.
  • pollution (ô nhiễm): Pollution harms river life.
  • ecosystem (hệ sinh thái): An ecosystem connects living things and their environment.
    Ss repeat each word in chorus and individually, then complete Worksheet 1 in pairs by matching each word with its meaning. Then Ss check each meaning in the example sentence.

c) Expected outcomes

Worksheet 1 completed correctly:

  • habitat – môi trường sống
  • endangered – có nguy cơ tuyệt chủng
  • reduce – giảm
  • reuse – tái sử dụng
  • pollution – ô nhiễm
  • ecosystem – hệ sinh thái
    Ss can explain the meaning of each word from its example sentence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T presents the six words with flashcards and example sentences, then says: Work in pairs. Match each word with its meaning on Worksheet 1. Check the meaning in the example sentence.

    Students

    Ss listen, repeat the words in chorus, and receive Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T walks around, checks pairs and asks guiding questions: Which word means a place where animals live? What does 'endangered' mean in the sentence 'Some species are endangered'?

    Students

    Pairs match the words and meanings, then read the example sentences aloud. Expected answer: 'Habitat means a place where birds live.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their matches and asks the class: Do you agree? Why?

    Students

    A pair reports: 'Habitat is môi trường sống, because a wetland is a habitat for birds.' Other Ss agree or correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and highlights that 'reduce' and 'reuse' are different: reduce means use less, reuse means use again.

    Students

    Ss correct any mistakes in their worksheets and copy the six words with meanings into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Pronouncing /bl/ and /kl/

a) Aims

Ss pronounce the consonant clusters /bl/ and /kl/ smoothly, linking the initial /l/ without inserting a vowel.

b) Content

T models the words blue and clean slowly, then in natural sentences. T explains: /bl/ as in blue and /kl/ as in clean are initial consonant clusters. Link the first consonant to /l/ smoothly; do not insert a vowel. Ss practise: blue, clean, then 'The sky is blue.' and 'Please keep the room clean.' Then T plays the recording for items 5 and 6: Listen and type the word you hear. Ss type blue and clean.

c) Expected outcomes

Ss can say blue and clean with a connected initial cluster, e.g. 'The sky is blue.' 'Let's keep the classroom clean.' Ss type the correct words: 5. blue; 6. clean. Ss can explain: the first sound is a consonant cluster with /l/ linked smoothly and no extra vowel.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Listen to my model. Blue. Clean. Now listen to the sentences and repeat. Then listen and type the word you hear.

    Students

    Ss listen carefully to the model and watch T's mouth.

  2. Teacher

    Step 2: Task performance

    T guides Ss in choral and individual repetition and monitors for inserted vowels such as 'buh-lue' or 'kuh-lean'. T plays the audio twice for items 5 and 6.

    Students

    Ss repeat the words and sentences. They type blue and clean on their devices or whiteboards. Expected answer: 'blue', 'clean'.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three Ss to read the examples aloud and asks: How do you say the first two sounds in 'blue'? Is there an extra vowel?

    Students

    Ss read aloud. A student answers: 'The sounds /b/ and /l/ are said together, there is no extra vowel.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: /bl/ and /kl/ are consonant clusters. Link the sounds smoothly and say the words in natural sentences. Focus on sound, not spelling.

    Students

    Ss write the rule in their notebooks: 'Link /b/ or /k/ with /l/ smoothly; no inserted vowel.'

Activity 3: Practice · 9 minutes

Choosing the right word

a) Aims

Ss consolidate the meaning of the vocabulary by choosing the correct word for each definition.

b) Content

Ss do exercises 2, 3 and 4 from the textbook:
2. Choose the unit word or phrase meaning 'môi trường sống': habitat (A wetland is a habitat for birds.)
3. Choose the unit word or phrase meaning 'có nguy cơ tuyệt chủng': endangered (Some species are endangered.)
4. Choose the unit word or phrase meaning 'giảm': reduce (We reduce single-use plastic.)
Ss work individually, then check with a partner. Ss may also complete the interactive exercises on NeoEdu.

c) Expected outcomes

Answers:
2. habitat (A wetland is a habitat for birds.)
3. endangered (Some species are endangered.)
4. reduce (We reduce single-use plastic.)
Ss can use each word correctly in a sentence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays exercises 2, 3 and 4 and says: Choose the correct word for each meaning. You have three minutes.

    Students

    Ss read the three items silently.

  2. Teacher

    Step 2: Task performance

    T monitors and supports Ss who are slow, asking: What is the meaning of the Vietnamese phrase? Which word fits the sentence?

    Students

    Ss write the answers: 2. habitat; 3. endangered; 4. reduce. They check with a partner.

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to read their answers and sentences aloud.

    Students

    Ss report: 'Number two is habitat, a wetland is a habitat for birds.' Others confirm or correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss to check the meaning in the example sentence before choosing.

    Students

    Ss correct their answers if needed and note the three words in their notebooks.

Activity 4: Application · 9 minutes

Writing topic sentences for our school

a) Aims

Ss use three target vocabulary items to write original topic sentences about protecting the school environment.

b) Content

T models the language in the example: Our school can reduce waste through small, consistent actions. T asks Ss to write three original topic sentences, each using a different word from habitat, endangered, reduce, reuse, pollution and ecosystem. Ss may use ideas such as: We should reuse bottles at the canteen; Pollution from plastic harms the school pond; We can reduce rubbish by using refillable bottles.
Common mistake: Ss must write a complete sentence with a subject and a verb; do not translate Vietnamese word order directly. Homework: Ss write a short paragraph of 5–6 sentences about one action to protect the environment at home.

c) Expected outcomes

Each S writes three topic sentences, e.g.:

  • We can reduce plastic waste by bringing a refillable bottle to school.
  • Pollution harms the river life near our village.
  • We should reuse paper boxes for storing books.
    Each sentence contains a correct target word and a complete clause.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the model sentence and says: Write three topic sentences. Use three different words from the list. Make each sentence complete.

    Students

    Ss listen and select three target words.

  2. Teacher

    Step 2: Task performance

    T walks around and gives feedback on sentence structure. T asks: Is this a complete sentence? Where is the verb?

    Students

    Ss write three sentences individually. Example: 'We can reuse bottles at the canteen.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read their sentences aloud and asks the class to check the word and the sentence.

    Students

    Ss read aloud, e.g. 'Pollution harms the river life near our village.' Classmates give feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: Communicate clearly about environmental protection. Support ideas with details and check the target language. T assigns homework.

    Students

    Ss note the key reminder in their notebooks and write the homework task.

Worksheets

Worksheet 1: Vocabulary matching

Match each word with its meaning. Then check the meaning in the example sentence.

  • habitat – ___
  • endangered – ___
  • reduce – ___
  • reuse – ___
  • pollution – ___
  • ecosystem – ___
    Options: có nguy cơ tuyệt chủng; giảm; tái sử dụng; ô nhiễm; hệ sinh thái; môi trường sống.
    Answer key: habitat – môi trường sống; endangered – có nguy cơ tuyệt chủng; reduce – giảm; reuse – tái sử dụng; pollution – ô nhiễm; ecosystem – hệ sinh thái.

Homework

  • Review the six words: habitat, endangered, reduce, reuse, pollution, ecosystem. Write each word and its meaning in your notebook.
  • Practise reading blue and clean aloud, then say the sentences 'The sky is blue.' and 'Please keep the room clean.' Record yourself if possible.
  • Write a short paragraph (5–6 sentences) about one action you can take at home to protect the environment. Use at least two target words.
  • Complete the interactive exercises on NeoEdu: neoedu.vn/learn/8/english/unit-7-a-closer-look-1.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.