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

Giáo án Communication

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- ask for clarification using “What does…mean?” and “What do you mean by…?”
- explain a meaning using “That means…” or “I mean…”, with an easier word or an example
- use the six key words: habitat, endangered, reduce, reuse, pollution, ecosystem
- adapt a clarification exchange to a new environmental situation and keep it logical

2. Competences

a) General competences

Self-control and independent learning: Ss complete the warm-up and the individual matching task on their own, check their answers against the key, and note the language they need to revise.
Communication and collaboration: Ss work in pairs to practise clarification exchanges, take turns in role-play, and give constructive feedback to their partners.
Problem-solving and creativity: Ss choose the right response for a given purpose, adapt the model exchange to a new real-life situation, and create an extra follow-up question.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the model exchange, read and match functions with expressions, and speak in a two-turn clarification exchange about environmental protection.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the six key words with correct word stress, use the vocabulary accurately in context, and use the structures “What does…mean?”, “What do you mean by…?” and “That means…/I mean…” correctly.

3. Personal qualities

Responsibility: Ss take part actively in pair work and complete their individual tasks on time.
Kindness: Ss listen patiently to their partners, give polite and encouraging feedback, and use respectful language when speaking to a teacher or a visitor.
Patriotism: Ss show care for the environment by discussing ways to reduce and reuse resources and protect habitats in their own community.

II. Teaching aids and materials

1. Teacher

Projector, slides and laptop
Picture cards: a polluted river, a wetland with birds, single-use plastic bags, a reused glass bottle, an endangered animal
Flashcards of the six key words with the definitions and example sentences
Worksheet 1 (printed for each pair)
Digital learning resource on NeoEdu: neoedu.vn/learn/8/english/unit-7-communication (lesson presentation, examples and interactive exercises)

2. Students

English 8 textbook and notebook
Pen, pencil and eraser
Small whiteboard and marker (optional, for quick answers)

III. Procedures

Activity 1: Warm-up · 5 minutes

Picture Talk: Environmental Problems

a) Aims

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

b) Content

Ss look at four pictures on the slide (a polluted river, a wetland with birds, single-use plastic bags, a reused glass bottle) and answer the teacher's questions:

What can you see in the picture?
What is the problem, or what is the good action?
T then asks: “What does ‘habitat’ mean?” Ss guess the meaning of the word from the picture.

c) Expected outcomes

Ss name the environmental problem or action in each picture, for example “Pollution harms river life” or “We reduce single-use plastic.” Ss give a possible meaning of “habitat” (the place where living things live).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four pictures and says: “Look at the pictures. What do you see? What is the problem or the good action?” T gives the model: “I can see a river with plastic bags.”
Students
Ss look at the pictures and listen to the instructions.
Teacher
Step 2: Task performance
T monitors and encourages Ss to answer in full sentences. T asks follow-up questions such as “Why is it a problem?”
Students
Ss work in pairs and describe the pictures.
Possible answers:
- “There is pollution in the river.”
- “A wetland is a habitat for birds.”
- “We should reduce plastic bags.”
- “We can reuse bottles.”
Teacher
Step 3: Report and discussion
T calls on some pairs to share their answers. T asks: “What does ‘habitat’ mean?”
Students
Some Ss report their answers to the class.
Possible answer: “I think habitat means the place where animals live.”
Teacher
Step 4: Conclusion and assessment
T confirms the meaning of “habitat” (môi trường sống) and introduces the lesson topic: “Today we will learn how to ask for clarification when we talk about environmental protection.”
Students
Ss copy the title “Communication – Asking for clarification” into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Asking for and Giving Clarification

a) Aims

Ss understand the functions and structures used to ask for clarification and to explain a meaning in a simpler way.

b) Content

T presents the model exchange on the slide:
A: What do you mean by “ecosystem”?
B: I mean living things and their environment interacting together.
T highlights the structures:

Asking for clarification: What does…mean? / What do you mean by…?
Explaining: That means… / I mean… (use an easier word or an example, do not just repeat the difficult word)
Ss then listen to the model, repeat it chorally and in pairs, and practise the pattern with the word “pollution”.

c) Expected outcomes

Ss can ask: “What does ‘pollution’ mean?” and give a simpler explanation, for example: “I mean harmful substances that make air, water or soil dirty.” Ss note the rule: the structure is used to ask about a meaning, and the answer should explain the meaning in easier words or with an example.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: “Listen to the exchange. What does speaker A want to know? How does speaker B explain it?” T plays the audio or reads the model aloud.
Students
Ss listen carefully and answer: “Speaker A wants to know the meaning of ‘ecosystem’.”
Teacher
Step 2: Task performance
T models the pronunciation and intonation, then asks Ss to repeat chorally and in pairs. T writes the two structures on the board and asks: “What is the difference between ‘What does…mean?’ and ‘What do you mean by…?’”
Students
Ss repeat the model exchange in pairs and practise with the word “pollution”.
Possible answer: “Both ask for a meaning. The second one is often used with ‘by’ and a noun or phrase.”
Teacher
Step 3: Report and discussion
T invites a few pairs to perform the exchange with the word “pollution” in front of the class. T gives feedback on intonation and sentence stress.
Students
One or two pairs perform.
Sample: A: “What do you mean by ‘pollution’?” B: “I mean harmful substances that make the air, water or soil dirty.”
Teacher
Step 4: Conclusion and assessment
T summarises on the board:
- What does…mean? / What do you mean by…? = asking for clarification
- That means… / I mean… = explaining in simpler words or with an example
  T reminds Ss to explain with an easier word or an example rather than repeating the difficult word.
Students
Ss copy the summary into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Key Vocabulary on Environmental Protection

a) Aims

Ss recognise the meaning, pronunciation and use of six key words in environmental contexts.

b) Content

T presents six key words with the Vietnamese meanings in brackets and example sentences:

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 read the words aloud after T and then match each word with its example sentence in the class.

c) Expected outcomes

Ss can pronounce the six words, read the example sentences and match them correctly. The meaning of each word is recorded in the notebook, for example: “ecosystem – hệ sinh thái (living things and their environment interacting together).”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the flashcards and says: “Repeat the words after me. Then match each word with its example sentence.”
Students
Ss listen and repeat the six words in chorus, then in individual turns.
Teacher
Step 2: Task performance
T checks pronunciation, stress and meaning. T gives the matching task and monitors the pairs.
Students
Ss work in pairs to match the words with the sentences. T checks on the spot.
Possible answers:
- habitat – A wetland is a habitat for birds.
- endangered – Some species are endangered.
- reduce – We reduce single-use plastic.
- reuse – Reuse a bottle when it is safe.
- pollution – Pollution harms river life.
- ecosystem – An ecosystem connects living things and their environment.
Teacher
Step 3: Report and discussion
T asks several Ss to read a word and its sentence aloud. T asks: “Which word is about the living things and their environment interacting?”
Students
Ss read the sentences aloud and answer: “Ecosystem.”
Teacher
Step 4: Conclusion and assessment
T confirms the answers and highlights the stress patterns of the words. T links the vocabulary back to the model exchange: “Which word did we ask about in the exchange?”
Students
Ss answer: “Ecosystem.” Ss record the six words and their meanings in their notebooks.

Activity 3: Practice · 8 minutes

Choose and Match the Right Function

a) Aims

Ss identify the response that performs the required function and match each communicative function with a useful expression.

b) Content

Task 1: Choose the response that performs the required function.
What do you mean by “ecosystem”?
A. I mean living things and their environment interacting together.
B. I’m sorry to hear that. Is everyone safe?
C. Thank you for the compliment.
D. Would you like some more tea?
Task 2: Match each function with a useful expression (see Worksheet 1).
Ss work individually first, then compare their answers with a partner.

c) Expected outcomes

Task 1 answer: A. (The response asks for and explains the meaning of the term, so it matches the function of clarification.)
Task 2 answers:

Request information politely – Could you explain that, please?
Clarify a meaning – By that, I mean…
Express uncertainty – I’m not sure about that.
Congratulate an achievement – Congratulations!

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and says: “Work individually. Choose the correct answer for Task 1 and match the functions with the expressions for Task 2. You have three minutes.”
Students
Ss read the instructions and the options carefully.
Teacher
Step 2: Task performance
T walks around, checks understanding and reminds Ss to choose by communicative purpose, not by single words.
Students
Ss complete the tasks individually. Then they compare their answers with a partner and explain their choices.
Sample explanation: “Option A is correct because it explains the meaning of ‘ecosystem’. Option B is about health, not meaning.”
Teacher
Step 3: Report and discussion
T asks a few Ss to give their answers and reasons. T asks: “Why is ‘Congratulations!’ not a clarification expression?”
Students
Ss report: “A is correct. ‘Congratulations!’ is for a celebration, not for asking about a meaning.”
Teacher
Step 4: Conclusion and assessment
T gives the key and explains the logic: choose the response by its function (purpose), not only by a familiar word. T reminds Ss that “I’m not sure about that” expresses uncertainty.
Students
Ss check their answers, correct any mistakes and tick the correct answers on Worksheet 1.

Activity 4: Application · 15 minutes

Adapt and Role-play a Clarification Exchange

a) Aims

Ss adapt the model exchange to a new real-life situation about environmental protection and role-play it with a partner, using polite language and a follow-up question.

b) Content

Task A: Adapt the exchange for a teacher or a visitor. Keep the tone appropriate. Use “please”, a respectful greeting and a clear reason when needed.
Model: What do you mean by “ecosystem”? I mean living things and their environment interacting together.
Task B: Role-play the exchange with a partner. Include one follow-up question, such as “Could you give an example?”, and allow your partner to finish the explanation. End with “Thank you for explaining.”
Task C (if time allows): Write a repair line if the listener misunderstands, for example: “Sorry, I meant…” or “Let me explain that another way.”

c) Expected outcomes

Ss produce at least one adapted exchange, for example:
A: Excuse me, could you explain what you mean by “endangered”, please?
B: I mean that a species is at risk of disappearing from the Earth.
A: Could you give an example?
B: Yes. Tigers are endangered because their habitat is shrinking.
A: Thank you for explaining.
Role-play criteria: correct use of the structures, appropriate tone, one follow-up question, and turn-taking.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows an example on the slide. T says: “Adapt the exchange for a teacher or a visitor. Then role-play it with a partner, with one follow-up question.”
Students
Ss read the model and the criteria, then ask a question if needed.
Teacher
Step 2: Task performance
T gives Ss two to three minutes to prepare, then asks them to practise in pairs. T monitors, helps with word choice and reminds Ss to take turns.
Students
Ss write a short adapted exchange and practise it aloud with their partners. Ss change roles and repeat the exchange.
Teacher
Step 3: Report and discussion
T invites three or four pairs to perform in front of the class. The class listens and gives feedback on tone, accuracy and turn-taking.
Students
Selected pairs perform. Classmates say: “Your explanation was clear.” or “You could use ‘please’ to sound more polite.”
Teacher
Step 4: Conclusion and assessment
T gives overall feedback and summarises the key points: keep the purpose of the exchange, adapt one detail to a new situation, check that the answer still makes sense, and use a polite tone with teachers and visitors.
Students
Ss note the key points and the best adapted exchange in their notebooks.

Worksheets

Worksheet 1

Task 2: Match each function (1–4) with the correct expression (a–d).
Functions:

Request information politely
Clarify a meaning
Express uncertainty
Congratulate an achievement
Expressions:
a. Congratulations!
b. By that, I mean…
c. Could you explain that, please?
d. I’m not sure about that.

Answers: 1 – c, 2 – b, 3 – d, 4 – a

Homework

Learn the six key words (habitat, endangered, reduce, reuse, pollution, ecosystem) and their meanings. Write one sentence for each word.
Write a two-turn exchange about an environmental topic, using “What do you mean by…?” in turn 1 and “I mean…” or “That means…” in turn 2. Use a simpler word or an example in your explanation.
Practise the adapted exchange you made in class with a family member or a friend. Ask them to give you one follow-up question and answer it politely.
Prepare for the next lesson by reviewing the vocabulary of the unit and the structures “What does…mean?” and “What do you mean by…?”.

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