giáo án anh 8 unit 9,10

Unit 9 a first- aid course
Lesson 1: - getting started (P80)
Period 55: - listen and read (P80- 81)
A- AIM:
Reading for details about the situations which requires first- aid.
B- OBJECTIVE:
By the end of the lesson, students will know what they would do in the situations
which requires first- aid.
C- MATERIALS: Textbook, pictures, poster, relia, tape and cassette.
D- WAYS OF WORKING: W.C, T- W.C, Individual, Pair work, Group work, Team work.
E- PROCEDURE:
Steps/ Activities
Ways of
working
I- WARM UP.
* Greetings.
* Revision: kim’s game
- Ask Ss to look at the things (Getting started- P80). Tell them the things
sre used for first- aid.
- Devide the class into 2 teams.
- Get Ss from 2 teams to go to the b.b and write the names of the things
they’ve just seen from memory (either in English or VN).
- The team which has more correct words is the winner.
- Have Ss open their books and go through the words.
+ emergency room + medicated oil
+ sterile dressing + ice
+ water pack + alcohol
* Discussion: ask Ss to discuss and write down what they would do in
these situations which require first- aid.
- Call some groups to give their ideas and correct.
Possible answers:

+ A girl has a burn on her arm: use cold water or ice to ease the pain.
+ A boy has a bad cut on his leg: use alcohol/ medicated oil/ sterile
dressing.
+ A girl has a nose bleed: use a handkerchief to stop the bleeding/ tell
her to lie down.
+ A boy has a bee sting: use medicated oil…
II. Pre- reading.
1. Pre- teach Vocabulary: elicit N.Ws from Ss
T- W.C
Team game

Group work

T - Ss
- an ambulance:
- an emergency:
- conscious >< unconscious (adj)
- (to) bleed:
- (to) clam down:
- wound:
- (to) promise:
Xe cøu th¬ng
Ca cÊp cøu
tØnh >< bÊt tØnh
ch¸y m¸u
b×nh tÜnh
vÕt th¬ng
høa
(picture)
(situation))

(trans.)
(situation)
(trans.)
(example)
(example)
* Checking the V.O.C: making sentences
2. Gap Fill Prediction:
- Put a chart with a paragraph on the b.b and ask Ss to guess the words to
fill in the gaps.
“There was an emergency at Lan’s school. A student (1) off…
her bike and hit her head on the road. She was (2) but she cut her…
head and the (3) was(4) badly. Lan telephoned Bach Mai Hospital… …
and asked the nurse to send an (5) to Quang Trung School. Lan was…
asked to keep the student (6) while waiting for the ambulance.”…
- Call some Ss write the words on the board.
iii. While reading.
1. Checking Ss’Prediction.
- Have Ss open their book to read the dialogue while listening to the
tape.
- Check Ss’ prediction.
Answer Key:
1. fell 2. conscious 3. cut
4. bleeding 5. ambulance 6. awake
- Get Ss to copy down the correct answers.
2. Selecting the topics covered the dialogue.
- Ask Ss to read the dialogue again and choose the topic covered the
dialogue.
- Get representatives from some groups to write their answers on the b.b.
The group which has the correct answer is the winner.
Answer Key: a, b,c ,e, f

iv. post reading:
1. Role Play.
- Have Ss in turns play the roles of Lan and the nurse to demonstrate the
dialogue.
2. Write- it- up.
- Ask Ss to use the information from the dialogue to write a story,
beginning with:
“ Yesterday there was an emergency at ”………
Individual
Individual

T- Ss
W.C
Groupwork
Pairwork
Individual
- Move around the class and help Ss.
- Get some Ss to read aloud their story.
V- homework.
- Learn the new words and practice writing them.
- Write the story in your notebook.
- Prepare Unit 9: Speak + Language Focus 2, 3, 4.
W.C
Unit 9 a first- aid course
Lesson 2: - speak (P81- 82)
Period 56: - language focus 2, 3, 4 (P87-
88)
A- AIM:
Practice in making and responding to offers, requests and promises.
B- OBJECTIVE:

By the end of the lesson, students will be able to make and respond to offers, requests
and promises.
C- MATERIALS: Textbook, pictures, poster, chart.
D- WAYS OF WORKING: Individual, T- Ss, W.C, T-W.C, T- St, Pairwork, Team work
E- PROCEDURE:
Steps/ Activities
Ways of
working
I- WARM UP.
* Greetings.
* Revision: network
- Divide the class into 4 teams
- Deliver each team aposter and ask them to write as many words as
possible on the poster.
- The team which has more correct words is the winner.
Possible answers:
- have a bee sting
T- W.C
Team game

Situations which
require first- aid
have a bee sting
- have a nose bleed
- have a cut
- have a snake bite
- …
II. Presentation.
1. Set the scene: ask Ss some questions to elicit the models
- Have Ss repeat 2 or 3 times before writing them on the b.b.

- Underline the key words.
* I want you to get me a bandage. How can I say?
* I’d like to come to my birthday party. How can I say?
* I tell my mother that I’ll work harder next term. How can I promise?
2. Model Sentences.
* Will you get me a bandage, (please)?
* Would you like to come to my birthday party?
* I promise I’ll work harder next term.
- Concept checking: meaning, forms and uses.
1. To make requests:
Will
Would you + V-infinitive , (please) ?…
Can
Could
- Responses:
+ Sure/ OK/ All right/ Of course/ Certainly.
+ I’m sorry. I can’t/ I’m sorry. I’m really busy/ I’m afraid not.
2. To make offers:
- Will you
- Won’t you + V- infinitive ?…
- Shall I
- Can I
- Would you like + to- infinitive?
- What can I do/ get for you?
- Can I get you ?…
- Responses:
+ Yes, please.
+ Yes, thank you.
+ That would be nice.
+ No, thank you.

+ No, thank you. I’m fine.
3. To make promises:
- I promise I will/ I won’t + V-infinitive.
- I will/ I won’t + V-infinitive. I promise.
- I promise to + V-infinitive.

T - Ss
T- Ss

- Responses:
+ Good.
+ I hope so.
+ I’m glad.
+ Don’t forget.
- Have Ss copy.
iii. practice.
1. Matching
- Put a poster with 5 statements on the b.b and ask Ss to match them
with the correct pictures (P82).
1. The girl has a cut on her hand.
2. The girl has a bad fever.
3. The boy has a snake bite.
4. The boy has just broken the vase.
5. The boy has a headache.
- Give feedback and correct.
Answer Key:
1. a 2. d 3. c 4. e 5. b
- Get Ss to copy down the correct answers.
2. Picture Drill.
- Ask Ss to identify the situations in the pictures.

- Give feedback:
Picture a) – request
Picture b) – offer/ request
Picture c) – offer/ request
Picture d) – offer
Picture e) – promise
- T models picture a and asks Ss to repeat in chorus and in individual.
A: Could you give me a bandage, please?
B: Sure. Here you are.
- Call on a St to demonstrate Picture b) with the Teacher.
- Ask Ss to work in pairs to demonstrate the rest pictures.
- Get Ss to work in close pairs.
- Monitor and correct, encourage Ss to make sent.s for themselves.
iv. production: Language Focus 2, 3, 4
1. Language Focus 2: Gap Fill
- Set the scene: Ba is talking to his mother about his aunt Mai.
- Get Ss to complete the dialogue using the correct word or short form
in the brackets.
Answers:
1- will 2- will 3- won’t 4- Shall 5- will 6- ’ll
- Have 2 Ss read the dialogue.
W.C
Individual
W.C
Pair work
T- W.C
T- St
Open pairs
Close pairs
T- W.C

Individual
Pairwork
2. Role Play.
- Set the scene: Nga is helping her grandmother.
- Ask Ss to look at the pictures and the dialogues (P87) and fill in the
gaps with the right words with the words under each picture.
- Call some pairs to play the roles in front of the class.
3. Making offers, requests or promises.
- Ask Ss to practice with a partner, look at the pictures and make
requests, offers or promises.
V- homework.
- Learn the new words and practice writing them.
- Write the story into your notebook.
- Prepare Unit 9- Speak.
Pairwork

Pairwork

W.C
Unit 9 a first- aid course
Lesson 3: - listen (P82)
Period 57:
A- AIM:
Listening to a paragraph for details about the activities taking place in an emergency
room.
B- OBJECTIVE:
Help Ss know how to listen for details.
C- MATERIALS: Textbook, pictures, relia, tape and cassette.
D- WAYS OF WORKING: T- W.C, T- Ss, Groupwork, Individual, W.C, Pairwork.
E- PROCEDURE:

Steps/ Activities
Ways of
working
I- WARM UP.
* Greetings.
* Guess from the context: What
act ion s?
- Ask Ss to look at the picture (P82) and write out all the verbs
describing the actions of the people in the picture.
- The group which has the most correct verbs is the winner.
Answer Key:
(to) drive, wheel, weigh, move, wait, lie, stand, move, push, lean.
II. Pre- listening.
1. Pre- teach Vocabulary: elicit N.Ws from Ss
- an eye chart : b¶ng ®o thÞ lùc (picture)
T- W.C
Group work

T - Ss
- a wheelchair : xe l¨n (question)
- a parademic : ngêi hé lý (trans.)
- a scale : c¸i c©n (example)
- a crutch : c¸i n¹ng (explanation)
- a stretcher : c¸i c¸ng (situation)
* Checking the V.O.C: R.O.R
2. Matching.
- Ask Ss to look at the picture in their books again and match the letter
A, B, C, D, E, F to the correct words in the box.
- Give feedback and correct.
Answer Key:

A- ambulance C- cruches E- scale
B- wheelchair D- eyechart F- stretcher
- Have Ss copy.
- Let Ss rub out the letters but leave the words.
iii. while listening.
1. Order Prediction
- Set the scene: you are going to listen to a paragraph about the
activities taking place in an emergency room which contains the words
on the b.b.
- Put a poster on the b.b:
Order Prediction On tape
ambulance
wheelchair
crutches
eyechart
scale
stretcher
……….
……….
……….
……….
……….
……….
3
2
6
4
5
1
- Have Ss copy down the table and guess the order of the words.

- Ask Ss to listen to the tape and check their prediction.
- Give feedback and correct.
2. True (T) / False (F) Statements.
- Hang a poster with 5 statements on the b.b.
1. A doctor is wheeling a patient into the emergency room.
2. The patient s head is bandaged.’
3. A nurse is pushing a wheelchair with a patient siting on it.
4. The eye chart consists of 28 letters ranging in the different size.
5. The baby s mother is trying to stop the nurse from weighing her’
baby.
- Get Ss to read the statements carefully and check if they understand
the meaning of the statements.
- Have Ss work in pairs to decide if the statements are true or false.
T - W.C
Individual
W.C
T- W.C

T- Ss
Pairwork
W.C
Pairwork

- Ask Ss to listen to the tape again.
- Have Ss give their answers and correct.
Answer Key:
1- F ( a parademic not a doctor)
2- T
3- F (empty wheelchair not with a patient)
4- T

5- F (stop her baby from crying)
iv. post listening: Write- It- Up
- Ask Ss to write a story about the activities in the picture, using the
Present Continuous.
“ This is the emergency room in a large hospital ”…
V- homework.
- Learn the new words and practice writing them.
- Rewrite the story above in the Past tense.
- Prepare Unit 9- Read + Language Focus 1.
Individual
W.C
Unit 9 a first- aid course
Lesson 4: - read (P82)
Period 58: - language focus 1
A- AIM:
Reading for the instructions about some more situations which require first-aid.
B- OBJECTIVE:
By the end of the lesson, Ss will be able to use “in order to” and “so as to” to indicate
purposes.
C- MATERIALS: Textbook, pictures, drawing, mime, cardboards, chart.
D- WAYS OF WORKING: W.C, Individual, T- Ss, Pairwork, Groupwork, Team work.
E- PROCEDURE:
Steps/ Activities
Ways of
working
I- WARM UP.
* Greetings.
* Revision:
- Ask Ss to give nouns for emergencies requiring first-aid and write
them on the board.

Suggested words:
burn, cut, bee sting, snake bite, fainting, shock, nose bleed…
- Ask Ss some questions to elicit the topic of the lesson:
T- W.C
Team work

T - Ss
+ Have you ever seen anuone who had a burn/ a shock/ a fainting?
+ What did you do?
II. Pre- reading.
1. Pre- teach Vocabulary: elicit N.Ws from Ss
- a victim :
- (to) lie flat:
- (to) elevate # (to) lower:
- (to) overheat:
- a shock:
- a fainting:
nạn nhân
nằm duỗi thẳng
nâng lên # hạ xuống
làm quá nóng
cú sốc, cú choáng
cơn ngất (xỉu)
(picture)
(drawing)
(mime)
(explanation)
(situation)
(trans.)
* Checking the V.O.C: R. O.R

2. Network.
- Draw the network with some examples on the b.b.
- Ask Ss to think of what to do in the emergency cases.
- Write Ssideas on the board.
ii
i. while reading.
- Ask Ss to open their books and read the instructions (P83).
- Get Ss to add the missing information.
1. Matching.
A B
- tissue damage
- (to) ease
- (to) revive
- treatment
- (to) force
- a tap
- sự điều trị
- tổn thơng về da
- vòi nớc
- làm dịu
- tỉnh lại
- bắt buộc
- Have Ss practice reading after matching the N.Ws
T- Ss
T - W.C
T- Ss

W.C
Individual
fainting

First-
aid
burn
shock
Don t give the
victim any food
Let the victim lie flat
Cool the burn with ice
2. Matching.
- Ask Ss to read the treatments (P84) and match one of the three cases
to them.
- Give feedback and correct.
Answer Key:
A- a, c, e
B- b
C- d
- Get Ss to copy down.
3. Grid.
- Draw a grid on the b.b and ask Ss to copy.
- Ask Ss to read the instructions again and fill in the information.
- Call on some Ss to write their answers on the b.b.
Answer Key:
Cases Do Don t’
Fainting
- Leave the patient lying flat.
- Elevate the patient’s feet, or
lower his/her head below the
level of the heart.
- Give the victim a cup of tea
when he/she revives.

- Don’t force him/her to sit or
stand.
- Don’t let the victim get cold.
Shock
- Don’t overheat the victim
with blankets or coats.
- Don’t give the victim any
food or drink.
- Don’t give the victim drugs
or alcohol.
Burns
- Cool the burns immediately
so as to minimize tissue
damage.
- Put the affected part under a
running cold tap (if possible).
- Ease pain with ice or cold
water packs.
- Cover the burned area with
a thick sterile dressing.
- Have Ss copy down the grid in their notebooks.
4. Model Sentences.
- Ask Ss a question to elicit the model sentence.
T: Why should we cool the burns immediately?
St: We should do it so as to minimize tissue damage.
T- W.C, Indiv.
Pairwork
W.C
Individual

W.C
T- Ss
in order to
- Model and have Ss repeat the model sent.
- Concept checking: meaning, form and use.
Form: in order (not) to / so as (not) to + bare-infinitive
Meaning: để (không)
Use: to indicate purposes.
- Have Ss copy.
iv. post reading: Language Focus 1
Lucky Numbers
1- b 2- a 3-LN
4-LN 5- f 6- d
7-LN 8- e 9- c
V- homework.
- Learn the new words and practice writing them.
- Do Language Focus 1 in your notebooks.
- Prepare Unit 9- Write.
T- W.C, Indiv.
T- Ss
Teamwork
W.C
Unit 9 a first- aid course
Lesson 5: - write (P84- 85)
Period 59:
A- AIM:
Writing a thank- you note.
B- OBJECTIVE:
By the end of the lesson, Ss will know how to write a thank- you note.

C- MATERIALS: posters, drawing.
D- WAYS OF WORKING: W.C, Individual, T- Ss, Pairwork, Groupwork.
E- PROCEDURE:
Steps/ Activities
Ways of
working
I- WARM UP.
* Greetings.
* Shark Attack:
Key Word: L E T T E R
II. Pre- writing.
1. Pre- teach Vocabulary: elicit N.Ws from Ss
- a thank- you note:
- (to) thank sb for sth:
- (to) cheer sb up:
- (to) come over:
th cảm ơn
cảm ơn ai về cái gì/ việc gì
làm ai đó vui
ghé thăm, ghé qua
(syn.)
(example)
(explanation)
(trans.)
T- W.C
W.C
T- Ss
- Put a poster on the b.b (the same as L.F 1-
P86).
- Ask Ss to use in order to/ so as to to match

one part of a sent. from culumn A with
another part in column B.
* Checking the V.O.C: making sentences
2. Set the scene: Nga was sick so she had to go to the hospital.
After leaving the hospital, she wrote a thank- you note to Hoa. Why and
what did she write?
3. True/ False Statements Prediction:
- Put a poster with 5 statements on the b.b.
- Ask Ss to read the statements and guess if they are true or false.
1. Nga writes to thank Hoa for some candy.
2. Hoa’s gift cheered Nga up.
3. Nga’d like Hoa to see her at the hospital.
4. Nga is very bored now.
5. Nga writes the letter at the hospital.
T/ F Prediction
1 . 2 . 3 4 5 ……… ……… ……… ……… ………
4. Complete the thank- you note.
- Ask Ss to complete the thank- you note Nga sent to Hoa after she left
the hospital, using the correct tense forms of the verbs in brackets.
- Pair- compare.
- Give feedback and correct.
Key:
1. was 2. were 3. helped
4. came 5. am 6. will phone
- Have Ss copy down.
5. Reading and checking the prediction.
- Get Ss to read the letter and check their prediction.
- Give feedback and correct.
Key:
1- F (candy- flowers)

2- T
3- F ( at the hospital- at her house)
4- T
5- F ( at the hospital- at her house)
iii. While writing.
- T: you are going to write a thank- you note to a friend to invite him/
her to go on a picnic with you.
- Put a poster with some questions (P85) on the b.b.
- Ask some Ss to answer the questions before the class.
- Have Ss practice asking and answering the questions in pairs.
- Monitor and correct.
- Have Ss join the answers to make a thank- you note .
iv. post reading:
- Have Ss wrap their writing to correct mistakes.
Individual
T- W.C
Individual
Individual
Pairwork
W.C
W.C

T- Ss
Pairwork
Individual
- Divide the class into 4 groups and ask the groups to choose the best
letter to read aloud before the class.
- Give feedback.
V- homework.
- Learn the new words and practice writing them.

- Write a thank- you note to another friend for another occasion
- Prepare Unit 10: Getting started + Listen and read.
Groupwork
W.C
Unit 10 recycling
Lesson 1: - getting started (P80)
Period 60: - listen and read (P80- 81)
A- AIM:
Reading the dialogue for deatails about how to protect the environment and save
natural resources.
B- OBJECTIVE:
Ss will be able to do sth to protect the environment and save natural resources.
C- MATERIALS: Textbook, poster, tape and cassette.
D- WAYS OF WORKING: W.C, T- Ss, Individual, Pair work, Group work.
E- PROCEDURE:
Steps/ Activities Ways of
working
I- WARM UP.
* Greetings.
* Getting started: brainstorming
- Ask Ss to think of the ways to reduce the amount of garbage they
produce, they can use the words in the box. ( T explains some difficult
words).
- Give feedback.
II. Pre- reading.
1. Pre- teach Vocabulary: elicit N.W from Ss
T- W.C
T- Ss

Ways to reduce
the amount of
garbage
Use cloth bags instead of plastic bags
Use tree leaves to wrap things
Use vegetable matter to
make animal food
Reuse plastic bags, bottles and cans
Use used paper to
make toys
Use garbage to
make fertilizer
- (to) reuse : t¸i sö dông (explanation)
- (to) recycle : t¸i chÕ (example)
- (to) reduce : gi¶m (drawing)
- a representative: ®¹i diÖn (trans.)
- (to) protect : b¶o vÖ (trans.)
- natural resources : nguån tµi nguyªn TN (example)
* Checking the V.O.C: making sentences
2. True/ False Statements Prediction .
- Set the scene: a representative from (P89)…
- Ask Ss to read the statements and guess if they are true or false.
1. Friend of the earth is an organization to help people make friends
with each other.
2. Miss Blake asks the Ss to remember three things: reduce, reuse
and recycle.
3. Reduce means buying the products which are overpackaged.
4. We can not reuse things like envelopes, glass, plastic bottles or
old plastic bags.
5. Miss Blake says that we should use cloth bags and shouldn’t use

plastic bags at all.
6. Recycling means not just throwing things away but trying and
finding another use for them.
Prediction
1 2 . 3 4 5 6 .…… …… ……… ……… ……… ………
iii. while reading.
1. Reading and checking the prediction .
- Have Ss open their books and listen to the tape while reading the
dialogue to check their prediction.
- Give feedback and correct.
Answer Key:
1- F ( an organization to help people protect the environment…
and save natural resources)
2- T
3- F ( Reduce means not buying )…
4- F ( We can reuse )…
5- T
6- T
2. Matching:
A B
- instead of
- an organization
- (to) overpackage
- vegetable matter
- ®ãng gãi
- gãi
- thay v×
- tæ chøc
T - Ss
Individual

Individual

W.C
Individual
- (to) wrap - rau qu¶ thõa
- Have Ss practice reading the N.Ws after matching.
3. Practice reading the dialogue.
- Have Ss practice reading the dialogue by taking roles.
4. Comprehension Questions.
- Ask Ss to work in pairs to ask and answer the questions.
- Monitor and help Ss.
- Get Ss to work open.
Answer Key
a. Reduce means not buying products which are overpackaged.
b. We can reuse things like envelopes, glass, plastic bottles and old
plastic bags.
c. Recycle means not just throwing things away. Try and find
another use for them.
d. We can look for information on recycling things by contacting
an organization like Friends of the Earth, going to the local
library or asking our family and friends.
e. Ss’ answers.
iv. post reading. Discussion
- Write the topic on the b.b:
“ How to protect the environment?”
- Ask Ss to discuss in small groups.
- Get some representatives from some groups to express their ideas. T
writes the ideas on the b.b.
V- homework.
- Learn the new words and practice writing them.

- Prepare Unit 10- Speak + Listen.
T- W.C
Group work
Pairwork
Open pairs

Group work


W.C
Unit 10 recycling
Lesson 2: - speak (P90)
Period 61: - listen (P91)
A- AIM:
Help Ss practice in giving and responding to instructions and listening for specific
information about making compost.
B- OBJECTIVE:
By the end of the lesson, students will be able to give and respond to instructions.
C- MATERIALS: Textbook, pictures, poster, relia, tape and cassette.
D- WAYS OF WORKING: Individual, T- Ss, W.C, T-W.C, Pairwork, Team work
E- PROCEDURE:
Steps/ Activities
Ways of
working
I- WARM UP.
* Greetings.
* Kim’s game:
- Ask Ss to look at the picture (P91) carefully and try to remember the
objects in the picture.
- Divide the class into 2 teams.

- Get Ss from 2 teams to go to the b.b and write as many words showing
things in the picture as possible.
- The team which has more correct words is the winner.
Possible Answers:
Used paper, old newspapers, books, cardboard boxes, , bottles, glasses,
jars, plastic bags, food cans, drinking tins, vegetable matter, old clothes,
shoes, schoolbags, …
II. Pre- speaking.
1. Pre- teach Vocabulary: elicit N.Ws from Ss
- fertilizer:
- (to) fertilize:
- compost:
- a compost heap:
- fabric:
- leather:
ph©n bãn
bãn ph©n
ph©n xanh
®èng ph©n
sîi v¶i
da
(explanation)

(question)
(drawing)
(relia)
(example)
* Checking the V.O.C: R.O.R
2. Grid Table.
- Put a poster with a table on the b.b.

- Ask Ss to put the words in Kim’ game in the correct column T
models.
Group items
Paper Used paper (old newspapers, books, cardboard boxes)
Glass Bottles, glasses, jars
Plastic Plastic bags, bottles
Metal Food cans, drinking tins
Fabric Clothes (cloth bags, material)
Leather Shoes, sandals, schoollbags
Vegetable matter Fruit peels, vegetables, rotten friuts
iii. While speaking.
1. Mapped Dialogue.
- Put the mapped dialogue chart on the b.b.
- Elicit the exchanges from Ss.
- Have some pairs practice the exchange before going on to another
exchange.
T- W.C
Team work

T - Ss
T- W.C
Individual
T- Ss
- After finishing the dial., ask a good pair to demonstrate the dialogue.
- Get some pairs to read the dial.
- Have Ss work in pairs, replacing the information in bracket with the
words in the Grid.
- Monitor and correct.
A B
- Which group (do clothes) belong to?

- What can we do with (those clothes)?
- Is (fruit vegetable matter) ?
- What will we do with (it) ?
- Put (them) in (fabric).
- We can (recycle them and make
them into paper or shopping bags).
- That’s right.
- We make (it into compost and fertilize
our field).
iv. post speaking: Listen (P91)
Multiple Choice
- T: You are going to listen to an expert who gives the instructions to
make compost.
- Ask Ss to read the multiple choice questions (P91).
- Check if theu understand the questions.
- Play the tape 2 or three times, Ss listen and do the exercise.
- Give feedback and correct.
Key Answers:
a- A b- B c- A d- B
V- homework.
- Learn the new words and practice writing them.
- Write a dialogue in youe notebook.
- Prepare Unit 10: Read + Language Focus 1.
Open pairs
Close pairs
Individual
W.C
Unit 10 recycling
Lesson 3: - read (P92)
Period 62: - language focus 1 (P95)

A- AIM:
Reading for details about how things are recycled.
Further practice in Passive Forms.
B- OBJECTIVE:
By the end of the lesson, students will know how things are recycled and use the
Passive in the Present Simple.
C- MATERIALS: Textbook, pictures, poster, drawing.
D- WAYS OF WORKING: Individual, T- Ss, W.C, T-W.C, Pairwork, Team work
E- PROCEDURE:
Steps/ Activities Ways of
working
I- WARM UP.
* Greetings.
* Slap the board;
II. Pre- reading.
1. Pre- teach Vocabulary: elicit N.Ws from Ss
- a tire:
- a pipe:
- (to) refill:
- deposit:
- glassware:
- (to) melt:
- the government:
- dung:
lốp
ống dẫn
làm đầy lại
tiền đặt cọc
đồ thuỷ tinh

làm chảy
chính phủ
phân chuồng
(drawing)
( picture)
(explanation)
(situation)
(example)
(trans.)
(trans)
(definition)
* Checking the V.O.C: Matching
2. Open Prediction:
- Set the scene: you are going to read a page in a newspaper giving
some recycling facts to protect the environment.
- Write 2 questions on the b.b and ask Ss to guess what they are going
to read.
+ What do people do with used things?
+ What can they make from them?
- Write Ss guess on the b.b.
Prediction
Car tires:
Milk bottles:
Glass: .
Drink cans: .
Household and garden wastes:
iii. While reading.
1. Grid Table.
T- W.C
Team work

T - Ss
Individual
T- Ss
recycle
glassware
reuse
protect
reduce
environmentnt
milkman
- Put a poster with a grid table on the b.b and have Ss copy it.
- Ask Ss to open their books and read the texts.
- Have Ss work in pairs to make a list of recycling facts mentioned in
the text.
- Get some Ss to fill information in the grid.
Used things Recycling facts
Car tires are recycled to make pipes and floor coverings, shoes
and sandals
Milk bottles are cleaned and refilled
Glass is broken up, melted and made into new glassware
Drink cans are brought back for recycling
Household and garden
waste
is made into compost
- Ask Ss to compare the recycling facts with their prediction.
2. Comprehension Questions.
- Have Ss read the text again.
- Ask Ss to work with a partner to ask and answer the questions (P93)
- Get some pairs to work open.

- Give feedback and correct.
2. Model Sentences.
- Elicit the model sentences from Ss and have them repeat.
Car tires are recycled to make pipes and floor coverings.
S be Past Participle
- Concept checking: meaning, forms and uses.
+ Meaning: bÞ, ®îc
+ Forms and use: Passive Form in the Present Simple
Active: S + V-inf/s/es + O
Passive: S + be (am/ is/ are) + PII + (by O)
- Have Ss copy.
iv. post reading: Language Focus 1 (P95)
1. Ordering Pictures.
- Ask Ss to read the instructions of recycling glass and look at the
pictures (P95).
- Have Ss to put the pictures in the correct order according to the
instructions.
- Call some groups to give their answers.
Answer Key:
a- 1 b- 4 c- 3 d- 5 e- 2 f- 6
2. Rewriting.
- Ask Ss to rewrite the sentences in L.F 1 in Passive form.
W.C
Close pairs

W.C
Close pairs
Open pairs
T- Ss
W.C

Groupwork
- Pair- compare.
- Get some Ss to go to the b.b and write their sent.s.
Key:
b. Then the glass is washed with a detergent liquid.
c. The glass pieces are dried completely.
d. They are mixed with certain specific chemicals.
e. The mixture is melted until it becomed a liquid.
f. A long pipe is used, it is dipped into the liquid, then the liquid is
blown into intended shapes.
- Ask Ss to copy down.
V- homework.
- Learn the new words and practice writing them.
- Learn the forms and use of Passive Form.
- Prepare Unit 10: Write
Individual
W.C
Unit 10 recycling
Lesson 4: - write (P93- 94)
Period 63:
A- AIM:
Help Ss write a set if instructions on how to recycle used things.
B- OBJECTIVE:
Ss will be able to write a set of instructions, using the sequencing.
C- MATERIALS: Textbook, pictures, mime, drawing.
D- WAYS OF WORKING: Individual, T- Ss, W.C, T-W.C, Pairwork, Team work
E- PROCEDURE:
Steps/ Activities Ways of
working
I- WARM UP.

* Greetings
* Chatting: ask Ss some questions about
recycling
- Have you ever recycled anything?
- What did you recycle?
- How did you recycle?
- Do you know how to recycle paper?
- Do you want to know about it?
II. Pre- reading.
1. Pre- teach Vocabulary: elicit N.Ws from Ss
- (to) soak:
- (to) mix:
nhóng, lµm ít
trén
(explanation)
(mime)
T- W.C
T- Ss

T - Ss
- a mixture:
- (to) mash:
- a wire mesh:
- a bucket:
hçn hîp
nghiÒn n¸t
líi kim lo¹i
c¸i x«
(explanation)
(trans.)

(relia)
(drawing)
* Checking the V.O.C: R.O.R
2. Ordering Prediction:
- Set the scene: you are going to read the instructions on how to
recycle waste paper.
- Ask Ss to guess the order of the verbs of actions on the poster.
- Call on 2 pairs to write their answers on the b.b.
- Give feedback and correct.
Answer Key:
1. soak 2. mash 3. mix
4. pull out 5. press 6. dry
iii. While writing.
1. Gap Fill.
- Ask Ss to open their books, read the text )P93) and fill the verbs in
the correct gaps.
- Give feedback and correct.
Answer Key:
1. use 2. mix 3. Place
4. press 5. wrap 6. wait 7. dry
- Have Ss copy down.
2. Recall.
- Have Ss close the books.
- Ask Ss say the words from memory which express steps of doing
things .
First, .…………… …
Then, ………… ……
Next,…………………
After that .……………
Finally,………………

- Get Ss to write the text in brief using the sequencing.
- Monitor and help Ss.
Answer Key:
First, soak old newspaper in a bucket overnight.
Then, mash the paper by a wooden spoon.
Next, mix the mashed paper with water.
T- W.C
Pairwork
W.C
W.C

T- Ss

Individual
dry soak mash
pull out press mix
After that, use a wire mesh to pull the mixture out, put it on the
cloth and press it down firmly.
Finally, take the mesh out of the cloth and dry it in the sun.
- Get some Ss to read their writing before the class.
- Give feedback and correct.
iv. post writing:
1. New word: Matching
A B
- (to) scatter
- a tray
- mosquitoes
- tea leaves
- muçi
- t·i ra

- l¸ trµ
- c¸i khay
2. Word- Cue- Drill.
- Have Ss look at the pictures on the b.b.
- Set the scene: in some areas, people burn dry tea leaves to keep
mosquitoes away.
- Ask Ss to use the cues to make instructions on how to prepare the
tea leaves.
- Get some Ss to write the sent.s on the b.b.
- Pair- compare.
- Get some Ss to go to the b.b and write their sent.s.
- Give feedback and correct.
Answer Key:
a. First, take the used tea leaves from the tea pot.
b. Next, scatter the tea leaves on a tray.
c. Then, dry the leaves in the sun.
d. Finally, put the dry leaves in a pot for future use.
- Have Ss copy down.
V- homework.
- Learn the new words and practice writing them.
- Prepare Unit 10: Language Focus 2, 3, 4.
Individual
Individual
W.C
W.C
Unit 10 recycling
Lesson 5: - language focus 2, 3, 4 (P93- 94)
Period 64:
A- AIM:
Further practice in Passive Voice and in expressing their feelings using adjectives.

B- OBJECTIVE:
Ss will be able to form the Passive in Future Simple and the structures with adj.s.
C- MATERIALS: Textbook, cardboards, poster.
D- WAYS OF WORKING: T-W.C, Pairwork, Team work, W.C, T- Ss, Individual.
E- PROCEDURE:
Steps / activities
Ways of
working
I- warm up .
* Greetings.
* Pelmanism:
Answer Key:
II . language focus 2.
1. Presentation.
- Set the scene: a famous inventor, Dr. Kim, is going to build a time
machine. One of his assistants, Hi, is asking him questions about his
invention. He wants to know when Dr. Kim will started the new project.
How can he say the sent. in the Passive and how does Dr. Kim answer?
( T may use Vietnamese)
Model Sentences:
Hai: When will the project be started?
Dr. Kim: It will be started very soon.
S will be PII
- Concept checking: form and use.
Use: Passive Form in the Future Simple
Form: will/ shall + be + PII
- Have Ss copy down.
2. Practice.
- Ask Ss to complete the dialogue using the Passive Form in the Future
Simple of the verbs in brackets. (Poster)

- Get some Ss to do this exercise on the poster.
- Give feedback and correct.
Answer Key:
1. will be shown
2. Will be built…
3. will be finished
4. Will be made…
- Call on 2 pairs to read aloud the dialogue.
T – W.C

Team work
T- W.C

T- Ss

W.C

Individual
Pairwork
start show make finish build
started shown made finished built
iii. language focus 3.
1. Presentation.
- Set the scene: Ba gives Nam a lot of directions at a time, so Nam finds
it very difficult to follow Ba’s directions. What does he say to Nam?
Model Sentences:
It is difficult to follow your directions.
It be adj to-infinitive
- Concept checking:
Form: It + be + adj + to- infinitive

- Have Ss copy.
2. Practice: Gap Fill
- Ask Ss to open their books and complete the dialogue (P96) using the
form above.
- Call on some pairs to demonstrate the dialogue and correct.
iV. Language focus 4.
1. Presentation.
- Set the scene: Nam passed the English exam and his grandparents are
delighted at it. What did they write to him?
Model Sentences:
We are delighted that you passed the English exam.
S be adj that/noun- clause
- Concept checking:
Form: S + be + adj + that/ noun clause
- Have Ss copy.
2. Matching:
A B
- relieved (adj)
- Congratulations!
- (to) look forward to
- (to) confirm
- x¸c nhËn l¹i
- tr«ng chê
- Xin chóc mõng
- nhÑ nhâm
- Have Ss copy down.
3. Practice. Gap Fill
Lucky Numbers
- Ask Ss to complete the letter , using the
correct forms of the verb “be” and the

adj.s in the box.
Answer Key:
1. was happy
2. am relieved
3. is afraid
4. Are sure…
5. am certain
V. homework.
T- Ss
W.C
Pairwork
T- Ss


Individual
W.C
Teamwork


1- (5) 2- LN 3- (3)
4- (1) 5- LN 6- (2)
7- LN 8- (4) 9- LN
- Learn the new words and practice writing them.
- Learn by heart the forms and make 2 sent.s for each one.
- Prepare Unit 11: Listen and read + Listen.
W.C