Giáo án Tiếng Anh Lớp 7 - Tiết 55 đến 60 - Năm học 2019-2020 - Nguyễn Thị Ngọc An

s and they come before a clause.
Due to and because of are synonyms and they come before a noun phrase.
Have Ss read the example sentences and underline the clause or noun phrase.
+ Other words and phrases in the box express the effects of something.
So comes before a clause.
To cause, to lead to and to result in are synonyms and come before a noun phrase.
To make sb/sth do sth is another way to express the effects. After sb/sth is an infinitive verb without to.
3. Activity 3a/ p.28: Write C (for clause) or E (for effect) next to each sentence: 
- Ask Ss to read each pair of sentences and decide which sentence is a cause and which is an effect. 
- Note that the words in the brackets relate to Activity 3b.
- Ss compare their answers with a partner before giving the answers to the teacher. 
- Confirm the correct answers. 
Key: 
People throw litter on the ground. C Many animals eat the litter and become sick. E
Ships spill oil in oceans and rivers. C Many aquatic animals and plants die.
Households dump waste into the river. C It is polluted. E
Their children have birth defects. E The parents were exposed to radiation. C
We can’t see the stars at night. E There is too much light pollution. C
Activity 3b/ p.28: Combine the sentences in each pair in to a new sentence that shows a cause/ effect relationship. Use the cause or effect signal word or phrase given in brackets. You will have to add, delete, or change words in most sentences.
Ask Ss to read the example:
Ask them what changes they can see in the in the new sentence.
T may have Ss look at the language box again to remind them of the structures. 
Let Ss work in pairs then write on the board.
Correct the combined sentences.
Key: 
Oil bill from ships in ocean and rivers lead to the death of many aquatic animals and plants.
Households dump waste into the river so it is polluted.
Since the parents were exposed to radiation, their children have birth defects.
We can’t see the stars at night due to light pollution.
Activity 4/ p.28: Look at the pairs of pictures. Give as many sentences as to show cause/ effect relationships.
- Ss work in pairs to write sentences showing cause/ effect relationships. 
- If there is not enough time, Ss can do this exercise as homework.
* Suggested answers:
2. The soil is polluted, so plants can’t grow.
3. We won’t have fresh water to drink because of water pollution.
4. We plant trees, we can have fresh air.
PRONUNCIATION: 	Stress in words ending in -ic and –al
Activity 5/ p.28: Listen and mark the stress in each word, then repeat it.
- Ask some Ss to say where the stress in each word is. 
- Confirm the correct answers.
- Play the recording again for Ss to repeat the words.
- Call on some Ss to read out the words.
Activity 6/ p.28: Underline the words ending in -ic and circle the words ending in -al in the following sentences. Mark the stress in each word. 
- Ss do individually. 
- T play the recording, Ss listen and check their answers.
- Elicit the correct stress patterns from Ss.
- Play the recording again for Ss to repeat the sentences.
III.Homework: 	
- Learn the vocabulary.
- Review the pronunciation
- Prepare “A closer look 2”
Complete the table with appropriate verbs, nouns, and adjectives:
Complete the sentences, using the words from 1 .
Read each pair of sentences and decide which sentence is a cause and which is an effect. Write C (for clause) or E (for effect) next to each sentence: 
Combine the sentences in each pair in to a new sentence that shows a cause/ effect relationship. Use the cause or effect signal word or phrase given in brackets. You will have to add, delete, or change words in most sentences.
Work in pairs to look at the pairs of pictures to write sentences showing cause/ effect relationships. 
Listen and mark the stress in each word, then repeat it.
- Comments:
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 Week 20 	 Date of planning: 4/1/2020
 	 Date of teaching: / /2020
UNIT 7: POLLUTION
Period: 56 A CLOSER LOOK 2
A.Objectives:. By the end of the lesson, Ss can:
- use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution.
B.Preparations: English textbook 8, Posters , pictures, 
C. Techniques : Individually, pair and group work, communicatives approach
 D. Procedures: 
Activities and contents
Teacher’s instrustions
I. Check up: 
- T has Ss do exercise:
II. New lesson
GRAMMAR 
*Conditional sentences type 1 : review
- Elicit the form and use of the condition sentence type 1 from Ss. Ask Ss to give some example sentences.
1. Exercise 1/p. 9: Put the verbs in brackets into the correct form.
 - Ss do this exercise individually then compare their answer with a partner. 
- Have Ss read out their answers. 
- Confirm the correct answers.
Key:
1. recycle; will help 2.won’t dump; fines 3.travel; will be 4.will save; don’t waste 5. use; will have 
2. Exercise 2/p. 9: Combine each pair of sentences to make a conditional sentence type 1.
 - Have Ss read the pairs of sentences. 
- Ask two Ss to write the new conditional sentences type 1 on the board while other Ss write their own sentences. Ask Ss to comment on the sentences on the board. 
- Give feedback on these sentences and ask other Ss to correct them if necessary.
- Key: 
1. Student will be more aware of protecting the environment if teachers teach environment issues at school. 
 2. When light pollution happens, animals will change their behavior patterns.
3. The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources.
4. If the water temperature increases, some aquatic creatures will be unable to reproduce.
5. People will get more diseases if the water is contaminated. 
*Condition sentences type 2
- Write this incomplete sentences on the board: If were a billionaire, I would  . Ask some Ss to complete the sentences orally. Write the most original answer on the board. Tell Ss that this sentence is an example of the conditional sentence type 2.
- Have Ss look at the structure of the conditional sentence type 2 in the language box.
-
 Draw Ss’ attention to the example sentence on the board. Underline the subject, verb, etc. in this example and explain the structure of the sentence at the same time.
- Now Ss read the second example in the language box. Tell them that this sentence is a piece of advice.
- Ask Ss to give one or two examples.
1. Exercise 3/p. 10: Match an if-clause in A with a suitable main clause in B.
 - Ss do this exercise individually, and then compare their answers with a classmate.
- Check Ss’ answers.
 Key: 1. b 2. c 3. d 4. e 5. a 
2. Exercise 4/p. 10: Put the verbs in brackets into the correct form.
- Ss do this exercise individually.
- Invite two Ss to the board to write their answers. 
- Go through the answers with the class. 
- Have other Ss correct the answers if necessary.
Key: 1. were; would  do 2. exercised; would be 3. had; would build 
 4. tidied; wouldn’t be	 5. was/ were; would grow
3. Exercise 5/p. 10: Write a conditional sentence type 2 for each situation, as in the example.
- Have Ss quickly read the example. 
- Ask Ss to comment on the example. They may see that the meaning of the original sentence was made opposite in the new conditional sentence (i.e. positive into negative form for th first sentence and negative into positive for the second sentence). 
- 
- If time doesn’t allow, have Ss write sentences 2 and 3 and correct these carefully. The rest can be done as homework.
Key:
2. If there weren’t so many billboards in our city, people could enjoy the view.
3. If there wasn’t/ weren’t so much light in the city at night, we could see the stars clearly.
4. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month.
5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner.
6. She wouldn’t have a headache after work every day if she didn’t work in noise office
4. Chain game /p. 10: 
- Put Ss in groups of five or six to play this chain game: 
- Explain that the aim of the game is to keep the chain going for as long as possible using type 1 or 2 conditional sentences. If a group hesitates for more than 10 seconds they are out. 
- Note that the aim is to practise the language in a fun, verbal way so be sure to keep the atmosphere light. 
III. Homework: 
- Review the grammar and vocabulary.
- Do the exercises again.
- Prepare “Communication”
1. Complete the sentences using the correct form of words in brackets:
a. Scientists say that exhaust fumes are .. our city. (poison)
b. Many seabirds were . because of the oil spill. (die)
c. Waste from households will gradually .. the lake. (contamination)
d. Trees can’t grow here because the soil is too  (pollute)
2. Combine each pair of sentences using the word/ phrase in brackets. 
a. Noise pollution happens. There is a change in animals’ living pattern. (causes)
b. Acid rain is dangerous. Trees’ leaves are damaged. (so)
Remind the Conditional sentences type 1 
If + subject + V (present simple), subject + will/ can/ may + V (bare infinitive)
If clause	main clause
Put the verbs in brackets into the correct form.
Combine each pair of sentences to make a conditional sentence type 1.
Condition sentences type 2
The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future.
If + subject + V (past simple), subject + would/ could/ might + V (bare infinitive)
If clause	main clause
Ex: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here)
 The conditional sentence type 2 can be used to give advice.
Ex: If I were you, I would see the doctor immediately.
Note: We can use both was and were with I/he/she/it in the if-clause
Match an if-clause in A with a suitable main clause in B.
Put the verbs in brackets into the correct form.
Write a conditional sentence type 2 for each situation, as in the example.
Ex: 1. People throw rubbish in the street. The street doesn’t look attractive.
 → If people didn’t throw rubbish in the street, it would look attractive.
Work in groups. Student A begins with a conditional sentence type 1 or type 2. Student B uses the end of student A’s sentence to begin his/her own sentence. Student C does the same. Continue the game until the teacher tells you stop.
- Comments:
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Week 21 	 Date of planning: 5/1/2020
 	 Date of teaching: / / 2020
 UNIT 7: POLLUTION
Period: 58 COMMUNICATION 
A.Objectives:.. By the end of the lesson, Ss will be able to:
- explore noise pollution, a common pollution type that not many people recognize as a pollution. 
- discuss the ways to prevent noise pollution.
 B.Preparations: English textbook 8, Posters , pictures, 
C. Techniques : Individually, pair and group work, communicatives approach
 D. Procedures: 
Activities and contents
Teacher’s instrustions
I. Check up: 
II. New lesson:
T uses these pictures to lead to the lesson with the topic “Noise pollution”
+ permanent: give the definition (lasting forever; never change) or give the antonym (this is the opposite of temporary)
+ earplug: draw a pair of earplugs on the board and explain ‘We put these into our ears to keep out noise or water.’
+ affect: the verb form of the noun effect
+ hearing loss: ask if Ss know the verb form of loss. If they do not, give them the verb to lose. Then give a simple explaination ‘ When you have hearing loss, you can’t hear things clearly.’
1. Activity 1/ p. 11: Questionnaire: Cir cle the correct answers A, B, or C
- Have Ss read the questionnaire to make sure they understand everything. 
- Explain any unclear points. 
- Then Ss answer the questionnaire individually. 
- Remind them to circle their answers.
 2. Activity 2/ p. 11: Compare your answer with those of a classmate. - Ss work in pairs to compare their answers and see if they have any different answers. They have do not to reach an agreement at this stage. 
- Ask some pairs to report on their differences.
3. Activity 3/ p. 11: Listen to a short presentation about noise pollution. 
- Play the recording for Ss to check their answers. 
- Ss listen to the recording twice. If there are any incorrect answers, Ss correct them. 
- Ask Ss if any of the answers has surprised them, and if so, why.
* Key: 1. B	2. C	3. A	4. B	5. C	6. A 	7. A 	8. C
4. Activity4/ p. 11: Discuss other ways to prevent noise pollution.
- Ask Ss which of the eight questionnaire proposes ways to prevent noise pollution.
- Have Ss work in groups in five minutes to discuss more ways to reduce noise pollution.
- Ss write their answers on a pig piece of paper and then present their answers. 
- Have Ss vote for the best ways.
III. Homework:
 - Review the lesson.
- Prepare ‘ Skills 1’
* Make conditional sentences type 2 from the clues
1. If/ I / be/ you, I/ plant/ vegetables/ garden.
2. More/ tourists / come/ here/ if / beach / be / cleaner.
3. What / happen / if / there / be / no / car / world?
4. If/ I / be / his mother, I / ask / tidy / room / everyday. 
Cir cle the correct answers A, B, or C
Read the questionnaire to make sure they understand everything.
Work in pairs to compare your answers
Listen to the recording twice to check your answers. 
Work in groups in five minutes to discuss more ways to reduce noise pollution
 Comments:
Week 21 	 Date of planning: 6/1/2020
 	 Date of teaching: / / 2020
UNIT 7: POLLUTION
Period: 59 SKILLS 1 
A.Objectives:.. By the end of the lesson, Ss will be able to:
- read the passage about the life of an ethnic group.
- talk about the life of ethnic groups.
B.Preparations: English textbook 8, Posters , pictures, 
C. Techniques : Individually, pair and group work, communicatives approach
 D. Procedures: 
Activities and contents
Teacher’s instrustions
I/ Reading:
1. Activity 1/ p. 12
- Have Ss do this activity in pairs. One student looks at the picture A on page 12 while the other looks at picture B on page 15. They ask each other Yes/ No questions to find out the differences between the two pictures. For example:
T (picture A): Are there five ducks in your picture?
S (picture A): Yes, there are. Are the ducks black in tour picture?
T: No, they aren’t. They’re white.
Suggested differences:
Picture A 
The ducks are white.
They’re going to the lake.
There aren’t any factories near the lake.
- The lake water is clean.
Picture B
The ducks are black.
They’re going from the lake.
There are some factories near the lake.
The lake water is dirty/ black.
- Call on one student to report on the differences. Other Ss can add some more.
- Ask Ss what the pictures tell them (water pollution). Lead to the second activity.
2. Activity 2/ p. 12: Mi and Nick have decided to give a presentation on water pollution to the class. Read what they have prepared and answer the questions.
Ask Ss to read the passage quickly and answer the questions. 
Ss can underline parts of the text that help them with the answers.
Ss compare their answers before giving the answers to the T.
*Key:
1. The second paragraph tells about the causes of water pollution.
2. The third paragraph tells about the effects of water pollution. 
3. It’s the water beneath the Earth’s surface.
4. They are industrial waste, sewage, pesticides, and herbicides.
5. They are pollutants from storm water and the atmosphere.
6. They use herbicides to kill weeds.
2. Activity 2/ p. 12: Read the text again and complete the notes about the effects of water pollution. Fill each blank with no more than three words.
- Remind Ss quickly of the way to do this type of exercise. 
- Have some Ss read aloud their answers.
- Confirm the correct ones.
* Key: 
 1. cholera (bệnh dịch tả) 2. die	3. polluted water	4. dead 5. aquatic plants
II. Speaking:
Activity 4/ p. 12: Discuss the solutions to water pollution. 
Ss work in groups to discuss the solutions to water pollution. 
T can suggest they make two sub-headings to help them focus their ideas:
+ Point source pollution
+ Non-point pollution
- Ss can then go through each cause in the presentation and think of the solutions. For example:
Factories dump industrial waste.
Ss make notes of the answers on a piece of paper. 
Invite one group to quickly present their solutions. 
Other groups add any ideas if necessary. 
As it is an open activity, accept all the answers as long as they make sense.
2.Activity 5/ p. 12: Complete the diagram of water pollution. Use the information from the text for the cause and effects and the ideas for solution of group.
Ss work in groups again to complete the diagram.
Set the time of about five to seven minutes. It ‘s better is Ss draw the diagram on a big piece of paper. 
3.Activity 6/ p. 12: Make a presentation about water pollution based on the diagram. 
Ask some groups to give a presentation about water pollution. 
Other groups listen and give comments. 
The class may vote the best presentation and T can give them marks. 
III. Homework:
Review the lesson.
Prepare ‘Skills 2’
Looks at the picture A on page 12 while the other looks at picture B on page 15. to find out the differences between the two pictures
Mi and Nick have decided to give a presentation on water pollution to the class. Read what they have prepared and answer the questions.
Read the text again and complete the notes about the effects of water pollution. Fill each blank with no more than three words.
Work in groups to discuss the solutions to water pollution. 
+Solution 1: Give heavy fines to companies that are found doing this.
+ Solution 2: Educate companies about the environment.
+Solution 3: Give tax breaks to companies that find ‘clean’ ways to dispose of their waste.
Work in groups again to complete the diagram of water pollution. Use the information from the text for the cause and effects and the ideas for solution of group.
Make a presentation about water pollution based on the diagram. 
- Comments
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Week 21 	 Date of planning: 7/1/2020
 	 Date of teaching: / / 2020 
UNIT 7: POLLUTION
Period: 60 SKILLS 2
 A.Objectives:.. By the end of the lesson, Ss will be able to:
- listen to get specific information about thermal pollution.
- write about the causes and effects of one pollution type. 
B.Preparations: English textbook 8, Posters , pictures, 
C. Techniques : Individually, pair and group work, communicatives approach
 D. Procedures: 
Activities and contents
Teacher’s instrustions
I. New Lesson
Activity 1/p.12: Describe what you see in the pictures and talk about the relationship between them.
Ss work in pairs, describing the pictures and the relationship between them.
Call on one or two Ss to give their answers.
Play the recording for Ss to check their answers.
Key: 
The first picture shows an algal bloom in coastal seawater.
The second picture shows the cooling towers from a power station.
They are both related to thermal pollution.
Ask Ss what they know about thermal pollution.
3.Activity 1/p.12: Listen to part of conversation on TV between a reporter and an environmentalist about thermal pollution. Complete the diagram. Use no more than three words for each blank.
Have Ss quickly read the diagram and identify the form of the word/ phrase to be filled in each blank. For example, the words for blanks 1 and 2 are adjectives.
Play the recording once.
Ask for Ss’ answers and write them on the board. 
If all the answers are correct, move to the next activity. If Ss are not sure about their answers, play the recording again for Ss to check. 
Make changes to the answers on the board.
Key: 1. hotter 	2. cooler	3.cool. 	4. warm rivers	5. Warmer water 
6. fish pollution	7. Harmful	 8. Color	9. Poison	10. Cool down
Writing.
1.Activity 3/p. 11: Discuss the causes and the effects of one type of pollution in your area. Make no