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

Giáo án Looking Back

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)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • recall the meanings of six key words: habitat, endangered, reduce, reuse, pollution, ecosystem;
    • use time clauses with when, while, before, after, as soon as and until to talk about the future, with the present simple instead of will;
    • punctuate a sentence correctly when the time clause comes first;
    • explain a unit idea about environmental protection by using a model text.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review the unit on their own, check their answers against the rules, and decide which skill they need to revise.
  • Communication and collaboration: Ss work in pairs to recall vocabulary, explain the model text to a partner and give feedback on each other's sentences.
  • Problem-solving and creativity: Ss produce new sentences with time clauses and suggest practical actions to reduce waste at school.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss explain and summarise ideas about environmental protection orally and in writing, and support their views with clear examples.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six key words and the time clause structure accurately in new sentences.

3. Personal qualities

  • Responsibility: Ss propose one realistic action to reduce waste at school and commit to carrying it out.
  • Diligence: Ss complete the self-check tasks and the 60-second recording at home, and revise their work when needed.

II. Teaching aids and materials

1. Teacher

  • Projector, slides and whiteboard
  • Cards with the six key words and their meanings
  • Worksheet 1 and Worksheet 2 (printed or on slides)
  • NeoEdu lesson page with interactive exercises: neoedu.vn/learn/8/english/unit-7-looking-back

2. Students

  • English 8 Student's Book (Unit 7)
  • Notebook, pen and pencil
  • Small whiteboards or sheets of paper for pair work

III. Procedures

Activity 1: Warm-up · 5 minutes

Vocabulary recall

a) Aims

Ss recall the meanings of six key words of Unit 7 and connect them with environmental protection.

b) Content

T writes the six words on the board (habitat, endangered, reduce, reuse, pollution, ecosystem) and covers their meanings. Ss work in pairs: one student reads a word, the partner recalls its meaning, then they swap. T asks: 'What is one thing you did this week to protect the environment?'

c) Expected outcomes

Ss give the meanings correctly, for example: 'habitat (môi trường sống) – a place where animals and plants live'. Ss share one eco-friendly action, for example: 'I reuse my water bottle at school.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words with their meanings covered and explains the pair work: one student reads, the other recalls, then they swap. T models the first pair.

    Students

    Ss listen and understand the task and the time limit (about 3 minutes).

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and gently helps those who get stuck by giving a context clue, not the answer.

    Students

    Ss take turns reading and recalling the words. Ss who finish early name one eco-friendly action they know.

  3. Teacher

    Step 3: Report and discussion

    T calls on three or four pairs to say one word and its meaning, then asks a volunteer to share an eco-friendly action.

    Students

    Ss report, for example: 'Pollution (ô nhiễm) harms river life.' 'I reuse my shopping bag when I go to the market.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and says: 'Today we will look back at these words and at time clauses, and use them to talk about protecting the environment.'

    Students

    Ss note the lesson focus in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Time clauses referring to the future

a) Aims

Ss review the time words when, while, before, after, as soon as and until, and the rule for using the present simple in time clauses about the future.

b) Content

T writes four sentences on the board:

  1. I will call you as soon as I arrive.
  2. Wait here until the teacher comes.
  3. After we finish the picnic, we will sort the rubbish.
  4. Before we buy a drink, we should check whether we can use a refillable bottle.
    T asks: (a) Which words introduce time clauses? (b) What tense is used in the time clause when the meaning is future? (c) Is will used in the time clause? (d) Where is the comma when the time clause comes first?

c) Expected outcomes

Ss list the time words: when, while, before, after, as soon as, until.
Rule: In a time clause about the future, use the present simple, not will. The main clause uses will or should as needed.
Punctuation: If the time clause comes first, put a comma after it, for example: 'After we finish the picnic, we will sort the rubbish.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four sentences on the board and asks the four questions. T gives Ss one minute to think individually.

    Students

    Ss read the sentences silently and think about the answers.

  2. Teacher

    Step 2: Task performance

    T asks Ss to compare answers with a partner and underline the time clauses in each sentence.

    Students

    Ss work in pairs, underline the time clauses and check the tense. Possible answer: 'as soon as I arrive' – the verb is in the present simple.

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to share their answers and writes the rule on the board. T asks: 'Why do we not use will after when or before?'

    Students

    Ss answer, for example: 'We use arrive, not will arrive, because the time clause has a future meaning.' 'There is a comma after the time clause when it comes first.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule in a short chart on the board and reminds Ss that the rule applies only to time clauses, not to the main clause.

    Students

    Ss copy the rule into their notebooks and note the comma rule.

Activity 2.2: Knowledge formation · 8 minutes

Topic vocabulary in context

a) Aims

Ss recall the meanings of six key words and use three of them in real-life sentences.

b) Content

Ss complete Worksheet 2: they match each word with its meaning, then write one real-life sentence for three words of their choice.

c) Expected outcomes

Matching key:

  • habitat – môi trường sống
  • endangered – có nguy cơ tuyệt chủng
  • reduce – giảm
  • reuse – tái sử dụng
  • pollution – ô nhiễm
  • ecosystem – hệ sinh thái
    Sample sentences: 'A forest is a habitat for many birds.' 'We can reuse glass jars to store food.' 'Pollution from plastic harms sea animals.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and explains the two tasks: matching and writing three real-life sentences.

    Students

    Ss listen to the instructions and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T walks around, checks the matching and encourages Ss to write sentences about their school or home.

    Students

    Ss complete the matching individually, then write three sentences in pairs and check each other's spelling and meaning.

  3. Teacher

    Step 3: Report and discussion

    T asks four or five Ss to read one sentence each, and the class decides whether the sentence uses the word correctly.

    Students

    Ss read their sentences, for example: 'Pollution from plastic bags harms the river near my house.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct matching and praises accurate use of the words. T notes any misused words for the class to correct.

    Students

    Ss check their matching, correct mistakes and write the corrected words in their notebooks.

Activity 3: Practice · 9 minutes

Choosing the correct verb form in time clauses

a) Aims

Ss apply the rule for time clauses about the future by choosing the correct verb form in four sentences.

b) Content

Ss complete exercises 1 to 4 in Worksheet 1. Each sentence has a verb in brackets for Ss to change into the correct form.

c) Expected outcomes

Answers:

  1. We will leave after the rain stops. (stop → stops)
  2. Before Mai goes home, she will turn off the lights. (go → goes)
  3. I will call you as soon as I arrive. (arrive → arrive)
  4. Wait here until the teacher comes. (come → comes)
    Key point: the time clause uses the present simple, and the main clause uses will.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows Worksheet 1 and reminds Ss of the rule from the previous activity. T asks Ss to work individually first.

    Students

    Ss read the four sentences and identify the time clause in each one.

  2. Teacher

    Step 2: Task performance

    T gives Ss four minutes to complete the exercises, then asks them to check with a partner.

    Students

    Ss write their answers and check them with a partner. Possible difficulty: some Ss may write will in sentence 2 or 3; T reminds them of the rule.

  3. Teacher

    Step 3: Report and discussion

    T reads the answers and asks Ss to explain their choice for one sentence.

    Students

    Ss report, for example: 'Sentence 3 is arrive because the time clause has a future meaning and we use the present simple.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes the key point on the board. T notes that 'arrive' stays the same because the subject is 'I'.

    Students

    Ss correct their answers and record the key point.

Activity 4: Application · 13 minutes

Explaining the model and creating new examples

a) Aims

Ss explain a unit idea in their own words and produce a new sentence with a time clause, then explain why it is correct.

b) Content

Exercise 6: In pairs, Ss explain the model text in their own words in three or four sentences.
Exercise 7: Individually, Ss write a new example using a time clause about the future and explain why it is correct.
Exercise 8 (homework): Ss record a 60-second summary of the unit and self-assess one language strength and one next step.
Model text: 'Our school can reduce waste through small, consistent actions. Before we buy a drink, we should check whether we can use a refillable bottle. After a picnic, we should sort our rubbish and leave the place clean. A clean-up helps, but it does not remove the need to prevent waste. I suggest putting clear bins near the canteen and checking them each week. We should also ask the workers what system is practical. A good plan protects both people and the environment.'

c) Expected outcomes

Sample for exercise 6: 'Our school can cut down on waste by making small, regular changes. Before buying a drink, we should bring a refillable bottle. After eating outside, we should sort our rubbish and keep the area clean. Clean-up is useful, but we also need to stop waste from being created.'
Sample for exercise 7: 'We will sort the waste after we finish the picnic.' Explanation: the sentence talks about the future, the time clause uses the present simple (finish), and the main clause uses will.
Assessment (10 points): task achievement and accurate content and language 4; organisation and clear evidence 2; appropriate vocabulary and grammar 2; delivery or spelling 2.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains exercises 6 and 7 and shows the scoring criteria on the slide. T tells Ss that exercise 8 is homework.

    Students

    Ss read the model text and the criteria, and ask questions about the task.

  2. Teacher

    Step 2: Task performance

    T asks Ss to explain the model in pairs first, then write one new sentence individually. T circulates and checks that time clauses do not use will.

    Students

    Ss take turns explaining the model in their own words, then write a new sentence with a time clause and a short explanation.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to present their explanation and two or three Ss to read their new sentence and explanation.

    Students

    Ss present, for example: 'We will clean the classroom after the bell rings.' They explain: 'The time clause uses the present simple, so it is correct.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on content, language and the time clause rule, and reminds Ss to self-assess the 60-second recording at home. T ends the lesson by asking Ss to name one thing they will do to reduce waste at home.

    Students

    Ss note the feedback and write down one personal action to reduce waste.

Worksheets

Worksheet 1: Time clauses

Complete each sentence with the correct form of the verb in brackets.

    1. We will leave after the rain {{1}} (stop).
    1. Before Mai {{1}} (go) home, she will turn off the lights.
    1. I will call you as soon as I {{1}} (arrive).
    1. Wait here until the teacher {{1}} (come).

Hint: In a time clause about the future, use the present simple, not will.

Worksheet 2: Key vocabulary

Part A. Match each word with its meaning.

    1. habitat
    1. endangered
    1. reduce
    1. reuse
    1. pollution
    1. ecosystem

Meanings (in random order):

  • a. có nguy cơ tuyệt chủng
  • b. hệ sinh thái
  • c. tái sử dụng
  • d. ô nhiễm
  • e. môi trường sống
  • f. giảm

Part B. Choose three words from Part A and write one real-life sentence for each word.

Homework

  • Record a 60-second summary of Unit 7 in English. Include at least one sentence with a time clause, such as 'Before we ...' or 'After we ...'.
  • Self-assess your recording: write one language strength and one next step for improvement.
  • Answer the integrated self-check questions without reading your notes: Can you explain this unit? Can you use the time clause grammar in a new context? Can you understand a short recording and support a view with an example?
  • If you cannot answer a question, go back to the specific skill section in the Student's Book instead of repeating answers from memory.
  • Review the six key words and write one new sentence for each word about protecting the environment.

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