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

Giáo án Skills 2

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:
  • identify the main idea and specific details in the listening recording about water pollution, using the prediction strategy (person, time, place, reason)
  • identify the required elements of a notice (issuing group, heading, purpose, date, time, venue, intended audience, contact person) and the features of its genre
  • plan a concise, factual notice inviting Grade 8 students to a talk about water pollution

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the type of answer before listening, listen for gist first and then for details, and check their own notice plan against the element checklist without depending on the teacher.
  • Communication and collaboration: Ss work in pairs and groups to share listening answers, compare notice elements, and give peer feedback on each other's plans using polite classroom language.
  • Problem-solving and creativity: Ss decide which details to include and how to arrange them in a notice for a real school talk, choosing their own original ideas instead of copying the model.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to the recording and answer gist and detail questions, discuss the notice model, and write a concise notice with accurate details.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use topic vocabulary (habitat, endangered, reduce, reuse, pollution, ecosystem) and concise factual lines such as 'Date:', 'Time:', 'Place:' correctly in their notices.

3. Personal qualities

  • Responsibility: Ss complete their notice plans on time and check that every detail (date, time, venue, contact person) is accurate and useful for the audience.
  • Kindness: Ss give constructive, respectful comments on a partner's notice and suggest improvements that help the partner write more clearly.
  • Honesty: Ss use original details in their own notices and do not copy the model notice word for word.

II. Teaching aids and materials

1. Teacher

  • Student's book Tiếng Anh 8 (Global Success), Unit 7, Skills 2, and the audio recording of the original unit
  • Projector or interactive board, speakers
  • Printed worksheets 1 and 2 (one set per group)
  • Pictures or simple words on the board showing water pollution sources (rubbish, plastic bags, factory waste, sewage)
  • NeoEdu lesson page for interactive listening and writing practice: neoedu.vn/learn/8/english/unit-7-skills-2
  • Timer and small sticky notes or coloured markers for group work

2. Students

  • Student's book and notebook
  • Pen or pencil, ruler
  • Highlighter or coloured pencils for marking the notice elements
  • Small sticky notes for group work

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Water pollution brainstorm

a) Aims

Ss activate prior knowledge about water pollution and recall the topic vocabulary they will need for listening and writing.

b) Content

Ss look at the pictures or words on the board showing water pollution sources and answer the teacher's questions:

  • What things can pollute a river or a stream?
  • How can everyday waste reach a stream?
  • What can we do to reduce pollution in our area?
    Ss use the words: pollution, habitat, ecosystem, endangered, reduce, reuse.

c) Expected outcomes

A class list of 4–6 pollution sources and 3 actions to reduce them, for example: plastic bags, household rubbish, factory waste, sewage; reduce single-use plastic, reuse water bottles, do not throw rubbish into the stream. Ss can use the vocabulary correctly in full sentences, for example: 'Plastic bags can harm river life.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets the class and shows the pictures. T says: 'Today we will listen to a talk about water pollution and write a notice to invite students to a talk. First, let's brainstorm. What can pollute a river?'

    Students

    Ss look at the pictures and listen to the teacher's instructions.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to think, then asks them to call out ideas. T writes the key words on the board.

    Students

    Ss work in pairs, discuss the pollution sources and the ways to reduce them. Possible answers: 'Rubbish from homes can reach a stream.' / 'We should reuse our water bottles.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their ideas and corrects pronunciation of the key words (pollution, habitat, ecosystem).

    Students

    Representative pairs share their answers. Other Ss repeat the new words after T.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good ideas and introduces the lesson aim: 'Today you will learn a listening strategy and how to write a notice.'

    Students

    Ss note the lesson title and the aim in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Listening strategy: predict, listen for gist, then details

a) Aims

Ss learn and apply a three-step listening strategy: predict the type of answer, listen for gist, then listen for details.

b) Content

T introduces the strategy on the board:

  • Step 1: Predict the type of answer needed (person, time, place or reason).
  • Step 2: Listen first for the gist (the main idea).
  • Step 3: Listen again for the details.
    Note: the recording is played in each listening exercise, and its transcript is not shown in the question.
    Ss complete Worksheet 1 by predicting the answer type for four questions:
  1. What did the club investigate? (Prediction: a thing/topic)
  2. Where did students observe from? (Prediction: place)
  3. Could one photograph identify every source of pollution? (Prediction: yes/no)
  4. Where will the club hold its talk? (Prediction: place)

c) Expected outcomes

Worksheet 1 completed with predictions: Q1 – a thing/topic; Q2 – place; Q3 – yes or no; Q4 – place.
Key knowledge Ss record: 'Predict the answer type first, listen for gist first, then listen for details.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three steps of the listening strategy on the board and says: 'Before you listen, predict the type of answer. Look at the question words: what, where, when, why, who, could.'

    Students

    Ss read the three steps and copy them into their notebooks. Ss read Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to predict the answer type for each question on Worksheet 1. T walks around and checks.

    Students

    Ss discuss in pairs and write their predictions. Possible answers: Q1 'a topic, because it asks what they investigated'; Q2 'a place, because it asks where'; Q3 'yes or no, because it asks could'; Q4 'a place, because it asks where the talk is'.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to explain why they predicted each answer type. T confirms correct predictions and explains the difference between gist and details.

    Students

    Ss explain their predictions. Example: 'The word where tells me the answer is a place.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Prediction helps you focus. Gist gives the main idea, and details give the specific answers.' T asks Ss to write the strategy in their notebooks.

    Students

    Ss write the strategy summary in their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Writing workshop: elements of a notice

a) Aims

Ss identify the required elements and genre features of a notice, and understand that a notice uses concise factual lines rather than an opinion paragraph.

b) Content

T divides the class into 4 groups (jigsaw). Each group studies one part of the model notice and fills in Worksheet 2:

  • Group 1: issuing group and heading
  • Group 2: purpose and audience
  • Group 3: date, time and venue
  • Group 4: speaker, contact person and the note on what to bring
    Then Ss answer: 'Why does a notice use concise factual lines, not an opinion paragraph?'

c) Expected outcomes

Worksheet 2 completed. Expected answers:

  • Issuing group: Go Green Club; Heading: Talk: Keep Our Water Clean
  • Purpose: to invite students to a talk about water pollution; Audience: all Grade 8 students
  • Date: Saturday, 14 March 2026; Time: 9:00–10:00 a.m.; Venue: school library
  • Contact person: Mai, Class 8A (club secretary); Bring a notebook and a reusable bottle.
    Key knowledge: 'A notice needs the issuing group, a clear heading, purpose, date, time, venue, intended audience, and contact person. Use concise factual lines, not an opinion paragraph.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the model notice on the board or projector and says: 'This is a notice, not a letter or an essay. Each group will look for one part of the notice.' T hands out Worksheet 2.

    Students

    Ss read the model and the group task on Worksheet 2.

  2. Teacher

    Step 2: Task performance

    T asks each group to find its elements and write them as short lines. T reminds Ss to write facts, not opinions.

    Students

    Ss in each group find their elements and write them on Worksheet 2. Possible answers: Group 3 writes 'Date: Saturday, 14 March 2026'; 'Time: 9:00–10:00 a.m.'; 'Place: School library'.

  3. Teacher

    Step 3: Report and discussion

    T asks one member from each group to present their elements. T asks the class: 'Is this sentence a fact or an opinion?' for one sentence from the model.

    Students

    Each group presents. Class answers: 'It is a fact, because it gives the exact time.' Ss can say: 'Learn how everyday waste can reach a stream' is an activity description, not an opinion.

  4. Teacher

    Step 4: Conclusion and assessment

    T completes the checklist on the board and confirms the genre features: heading in capital letters, short lines, date, time, venue, audience, and contact person. T reminds Ss: 'Never write opinion paragraphs in a notice.'

    Students

    Ss copy the checklist into their notebooks and check their own notes.

Activity 3: Practice · 8 minutes

Listening check and genre identification

a) Aims

Ss check listening answers from the original recording and identify the purpose and genre features of the model notice.

b) Content

Ss listen to the original recording and answer:

  1. What did the club investigate? (a word or short phrase)
  2. Where did students observe from? (a word or short phrase)
  3. Could one photograph identify every source of pollution? (True or False)
  4. Where will the club hold its talk? (a word or short phrase)
    Then Ss identify the purpose of the model notice and two genre features and two useful topic expressions.

c) Expected outcomes

Answers:

  1. water pollution
  2. a safe path
  3. False (the recording states that this claim is false)
  4. the library
    Genre identification: purpose = to invite students to a talk about water pollution; genre features = heading and date/time/venue lines; topic expressions = 'water pollution', 'keep our water clean' or 'prevent it'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Now listen for the gist first, then for the details. Remember your prediction from Worksheet 1.' T plays the recording.

    Students

    Ss listen to the recording and read the questions.

  2. Teacher

    Step 2: Task performance

    T plays the recording twice. After the first listening, T asks Ss to check the gist. After the second listening, Ss write answers for each question.

    Students

    Ss work individually, then compare answers with a partner. Possible answer for Q3: 'False, one photo cannot show every source.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers and asks: 'Which word or phrase in the recording helped you?' T plays the part of the recording again if needed.

    Students

    Ss give answers and point out the part of the recording that supports each answer.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, then asks Ss to give the purpose of the model notice and two genre features. T writes the correct answers on the board.

    Students

    Ss write the correct answers in their notebooks and copy the genre features.

Activity 4: Application · 10 minutes

Planning and writing your own notice

a) Aims

Ss plan and write a concise notice inviting students to a talk about water pollution, using the correct genre and their own original details.

b) Content

Ss plan a notice for a talk about water pollution in their school. They must include: issuing group, clear heading, purpose, date, time, venue, intended audience, and contact person. Ss write concise factual lines, not an opinion paragraph. Ss use the topic words: pollution, reduce, reuse, habitat, ecosystem.
Ss can plan first in pairs, then write individually.

c) Expected outcomes

A short notice plan (or draft notice) with all eight elements, written in concise factual lines. Example checklist for Ss:

  • Issuing group: (name of the club)
  • Heading: (clear title)
  • Purpose: (one line about the talk)
  • Date, time, venue, audience, contact person.
    Ss can check: 'Did I use concise factual lines? Did I avoid opinion sentences?'
    Human assessment: 10 points (fulfil task 4; genre and organisation 2; vocabulary and grammar 3; spelling and punctuation 1).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Plan your own notice. Do not memorise the model; use your own ideas.' T shows the checklist on the board.

    Students

    Ss read the task and the checklist.

  2. Teacher

    Step 2: Task performance

    T asks Ss to plan in pairs first, then write their individual draft. T walks around, checks the elements and gives help with vocabulary.

    Students

    Ss plan in pairs and write a draft notice. Possible answers: 'Heading: Talk: Protect Our River'; 'Date: Friday, 20 March'; 'Time: 2:00–3:00 p.m.'; 'Place: Room 201'; 'Contact person: Nam, Class 8B'.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read their notice aloud. Other Ss check the elements against the checklist.

    Students

    Volunteers read their notices. Classmates say: 'You have a heading and a date, but the venue is missing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises concise, accurate notices and reminds Ss of the key rule: 'A notice needs the issuing group, a clear heading, purpose, date, time, venue, intended audience, and contact person.' T collects drafts for homework revision.

    Students

    Ss keep their drafts and note the feedback for revision at home.

Worksheets

Worksheet 1: Listening prediction

Before you listen, predict the type of answer for each question.

  • Q1: What did the club investigate? Prediction: ______
  • Q2: Where did students observe from? Prediction: ______
  • Q3: Could one photograph identify every source of pollution? Prediction: ______
  • Q4: Where will the club hold its talk? Prediction: ______
    Listening strategy:
  • Step 1: Predict the answer type (person, time, place or reason).
  • Step 2: Listen for the gist (main idea).
  • Step 3: Listen again for details.

Worksheet 2: Notice elements

Read the model notice and find the elements. Write short factual lines.

  • Issuing group: ______
  • Heading: ______
  • Purpose: ______
  • Intended audience: ______
  • Date: ______
  • Time: ______
  • Venue: ______
  • Speaker or contact person: ______
  • What to bring: ______
    Answer the question: Why does a notice use concise factual lines, not an opinion paragraph?
    Answer: ______

Homework

  • Revise your notice from class. Check that it has all eight elements: issuing group, clear heading, purpose, date, time, venue, intended audience, and contact person.
  • Replace any unclear time expression (for example, 'tomorrow morning') with the exact date and time, and replace any opinion sentence with a factual line.
  • Ask a family member or a classmate to read your notice and tell you if the information is clear. Then write a final version of about 60–80 words.
  • Read the Writing workshop section in your student's book again and review the Listening strategy. You can practise more listening and writing exercises on the NeoEdu lesson page: neoedu.vn/learn/8/english/unit-7-skills-2

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