giao an anh 8 hoc ki II (theo chuan)

Planning date: 05/12/2010
Unit 8: Country life and city life
Period 44: Getting started, Listen and read
A. Aim:
By the end of the lesson, students will be able to talk about city life and the
country life.
Teaching aids: - posters, cassette player and disk, a picture.
Anticipated problems: Ss acn meet difficulties in abswering the questions run
through the dialogue
B.Procedure:
* Warmer: - Greetings
- Chatting:
- Talk to ss about life in the city and life in the country by asking some questions:
? Where do you live?
? Do you like living in the city or in the country? why?
? What are diferences between the countryside and the city?
- Ask them to work with their partner then make a list between the city and the
country.
Country City
- quiet - noisy
- fresh air - polluted air
- friendly people - unfriendly people
- not much work - alot of work

* Preteach Vocabulary:
- relative (adj): họ hàng. (example)
- peaceful (adj): thanh bình. (situation)
- permanently (adv): vĩnh viễn, mãi mãi. (explanation)
- facility (n): cơ sở vật chất. (example)
- accessible (adj): có thể sử dụng đợc. (translation)
- definitely /def n tli/ ( adv) chắc chắn

- to change for the better thay đổi tốt đẹp hơn
Checking vocabulary: what and where
I . Presentation :
- set the scene:
- Hang on the picture about Na and Hoa on board and ask Ss to guess what are they
talking about.
II. practice.
-Ss Work in pairs.
- Let Ss read the dialogue between Na and Hoa to check.
- Give feedback and get more information.
* modal sentences:
Many remote areas are getting electricity
Things are changing in the countryside
Form: S + be + Ving + O
Use: using the present progressive tense to talk about the future
Meaning: ask ss to translate the sentence into vietnamese
Eg: Iam visiting my grandparents this sunday
III. Futher practice:
1. Comprehension question
* Lucky number Games
Ss into two groups
- Ask them read the dialogue again to
answer questions.
* Question:
1, Where has Na been?
> Na has been to Kim Lien village.
2, Lucky number.
3, How long was she there?
>She was there for the weekend
4, Lucky number.

5. What her opinion of the countryside?
>To her the country side is peaceful and quiet
6, Na says, “There is nothing to do.” What does she mean by this?
She means that there is not much work for people to do
7, Lucky number.
8, What are some of the changes that Hoa mentions?
>She mentions electricity and medical facilities
9, Do you prefer the city? why or why not?
>Possible answer: I prefer city because we can get a job easily with many good
choice of career
- Help ss how to play this game.
IV. Production:
* Dicussion:
Living in the country Living in the city
Bad points Good points Bad points Good points
- no movies - quiet - noisy - convenient
- Ask ss to discuss with their friends to fill in the table.
- Work in group of six people.
- Ask ss to write on board.
- Correct mistakes.
V. Homework:
- Learn by heart vocabulary and read the diague 5 times again
- do exercises 1,2,3 in work book and answer the question in text book
- Prepare for Unit 8: Speaking and listening.
Planning date:06/12/2010
Unit 8: Country life and city life
Period 45: Speaking+ Listening
A. Aim:
1 2 3
6 7 8

4 5 9
By the end of the lesson, students will be able to practice speaking about the
differences in town now and in the past.
 Teaching aids: - posters, a picture. cassette player and disk
 Anticipated problems: Ss can meet difficulties in listening for detail to fill in the
blank
B. Procedure:
* Warmer: - Greetings
Slap the board game
I. Pre- speaking:
- Present the dialogue between Hoa and Na:
Ss use the words in the box to fill in the gap
Kim Lien is beautiful weekend been
Hoa: Have you (1) away?
Na: I went to (2) for the (3)
Hoa: How (4) it now?
Na: It is getting more (5)
Answer key:
(1). been (2). Kim Lien (3). weekend (4). is (5). beautiful
- T reads the dialogue out loud.
- Ask them to write down the missing words in their notebooks.
- Ask ss to go to the board and fill in.
- Underline sentence: It is getting more beautiful.
- Model: The strong are getting stronger.
The rich are getting
- form: S + Be + getting/ becoming + O
- use: using the present progressive tense with get and become to show changes
- Ss use the adjectives above to change.
- Ask ss to read out.
- Hang on the pictures on board.

- Let ss to look at them to talk about the things that are changing in town using the
words in the box.
- Run through the words in the box.
II. While-speaking:
- Get ss to work in pairs.
- Ask ss to write on board.
- Check as a whole class. Ask ss if the changes are a good thing or a bad thing and
then label them with faces.
Ex: + The streets are getting dirtier. 
+ The building are getting more beautiful. 
- The traffic is getting busier.
- There are more tall buildings and houses.
- The houses are getting more modern.
- The town is becoming more beautiful.
dirty
now
Espensive
nois
y
tall
busy
moder
n
- There are more green trees.
- The streets are more becoming cleaner/ larger/ noiser.
- Goods are getting more expensive.
III. Pre-listening:
- Hang on the picture about Lan and aunt Hang on board.
- Let ss to look at the picture then guess what are they talking about on the phone.
- Run through.

 What are they talking about?
 What are you going to do?
- Have ss to look at the dialogue between them on p. 74 - read and find the words to
fill in the dialogue.
- Ask ss to guess.
- Write ss’ guess on board.
IV. While-listening:
- Get ss to listen to the tape then check.
- Open the tape (twice)
- Ask ss to share with their friends.
- Ask ss to go to board and fill in.
- Open tape one more time.
- Ss listen again to check.
1/ that 2/ this 3/ It’s 4/ Where 5/ from 6/ coming
7/ next week 8/ arriving 9/ Thursday 10/ late 11/ afternoon
12/ speak 13/ my 14/ get
V. Post-speaking and listening:
- Ask ss to work in groups and talk about changes in their hometown/ neighborhood.
- Call on volunteer from each group to show their ideas before the class. Other groups
can add in their ideas.
- T corrects mistakes.
VI. Homework:
- do the exercise 4,5 in workbook
- Prepare for reading lesson
Planning date:07/12/2010
Unit 8: Country life and city life
Period 46: Reading
A. Aim:
By the end of the lesson, students will be able to understand the text about one
of the social problems.

 Teaching aids: - posters, subordinate boards.
 Anticipated problems: Ss can meet difficulties in finding the word in the passage
that mean the word given in part 2 on page 75 in text book
B. procedure:
*. Warmer: Greetings
Slap the board Game
- plentiful - population
- nature - provide
- flood - result
- destroy -facilities
* Vocabulary:
- rural (adj): thuéc n«ng th«n (example)
- urban (adj): thuéc ®« thÞ, thµnh phè (antonym)
- to struggle: (v) ®Êu tranh (translation)
- traditional(ly) : truyÒn thèng
- to create : t¹o nªn
- to decrease: gi¶m sót
- to provide: cung cÊp
- to supply somebody with: cung cÊp cho ai
- Checking vocabulary:
slap the board.
I. Pre-reading:
1. Brainstorming:
- Ask ss to think of the dificulties of farmers’life.
typhoon
floods
drought
get little money
- Ask ss to guess how farmers deal with difficulties.
- Get ss to work in groups to guess.

II. While-reading:
1. Checking sts’guess:
- Let ss look at the text on p.75 read silently and check.
- Ask them a question:
? What do many farmers do to solve their problem?
- They move to the city so that they can get well-paid jobs.
2. Gap fill:
- Ask ss to read the text again to complete summary 1 on p.75, using the information
from the passage.
- Work individually.
- Ask them to compare with their friends.
- Call ss to write the answer on board.
- Let ss look at the answer to correct.
Answer key
(1) leaving (4) rural (7) schools (10) world
(2) home (5) city (8) hospitals
(3) city (6) problems (9) problem
3. Finding the words:
- Hang on the poster about the phrase words on p. 75 on board.
- Let ss to look at them and run through.
- Ask ss to read the text again to find the word in the passage that means.
difficulties of
farmers’life
- Have ss to share with their friends.
- Call ss to go to board and write.
- T correct.
Find the words:
a. on the countryside - rural
b. as many as need - plentiful
c. become greater or larger - increase

d. a great presure - strain
e. a terrible event - tragedy
f. of the city or the city life - urban
III. Post-reading:
* Discussion:
- Give ss a situation: If you were a Minister, what would you do for farmers?
- Work in group of six people.
- Ask ss to write on board.
IV. Homework:
- Learn new words by heart and do ex. 4, 5 in workbook.
- Prepare for Unit 8: Writing

Planning date:14/12/2010
Unit 8: Country life and city life
Period 47: Writing
A. Aim:
By the end of the lesson, students will be able to write letters to their friends
about their neighborhood.
 Teaching aids: - posters, subordinate boards.
 Anticipated problems: Ss can meetdifficulties in writing the letter to their friends
about their neiborhood
B. Procedure:
* Warmer: - Greetings
- Revision:
- Ask ss to put the outline for an informal letter in the correct order.
- Prepare 6 cards with 6 outline on them.
- Call 6 Ss to hold them and stand in order.
- Ask some other Ss to rearrange them in the correct order.
- Write the answer on the board so that ss can remember the outline of a letter.
1. Heading

- Writer’s address.
- Date
2. Opening
- Dear ,
3. Body of the letter
4. Closing
I. Pre-writing:
- Ask ss to work in pairs to answer the questions in ex.2 on p.76.
- Give feedback.
? Where do you live?
- I live in a small town/ big city/ village.
? What does your house look like?
- My house looks very nice/ small with 6 rooms and a nice/ big garden.
? What can you see from your bedroom window?
- From my bedroom window, I can see a small park with many green trees and
colorful flowers.
? How far is it from your house to school?
- It is very near so I can walk.
? What kinds of facilities are there in your neighborhood?
- There is a park/ a swimming pool/ some restaurants, a post office, a library, river,
football yard
? What things in your neighborhood do you like best? why?
- I like the park best beacause I can walk with my sister after dinner.
- I like the river best beacause I can swim in the summer
II. While-writing:
- Ask Ss to write letter to friends about their neighborhood.
- Sts using the questions to help them write a letter.
- Let them write individually.
- Ask them to share with their friends and correct if they can.
- Call Ss to read out the letter.

Suggested letter:
(Write address)
(date)
Dear ,
I live in ( ), a small town. My family has a large house with six rooms and a
big garden. from my bedroom window I can see a beautiful park with green trees,
flowers and a lake. We can don’t live far from my school so I usually walk there.
In my neighborhood, there is a river and a church. On the weekend, I often go
swimming withmy friends. . But the thing I like best in my neighborhood is the
football yard.It isnear my house. I can play soccer with some of my friends every
afternoon so I feel very happy. Is there anything interesting in the place where you
live? Write to me.
I would like to say good buye now. I am lookingforwards to hearing from you
soon.
Love,
(Signature)

III. Post-writing:
- Ask 3 ss to write the letters on board.
- Let ss to look at them then find the mistakes and correct them.
- Help ss to correct mistakes.
IV. Homework:
- Prepare for Unit 8: Language focus
- Do ex. 6 in workbook.
- Rewrite the letter on your notebook
Planning date:15/12/2010

Unit 8: Country life and city life
Period 48: Language focus
A. Aim:

By the end of the lesson, students will be able to use comparative and
superlative adjectives and further practice in present progressive tense to talk about
the future.
 Teaching aids: posters.
 Anticipated problems: Ss can meet difficulties in using the present progressive to
talk about the future
B. Procedure:
Warmer: - Greetings
- Brainstormming:
- Ask ss to find out short adjectives and long adjectives they have learned?
- Get ss to go to the board and write the adjectives.
beautiful
tall short
intellegent
long
I. Revision:
- Remind ss of the forms of comparative and superlative adjectives.
* Activity one: comparative adjectives
+) form: short adjective-er + than + objective
more long adjective + than + objective
? Ex: - Lan is taller than Mai.
long adjectives
short adjectives
- Hanoi is more beautiful than Vinh.
* Activity two: superlative adjectives
+) form: the short adjective – EST
the most + long adjective
? Ex: - Ba is the biggest in our class.
- Ho Chi Minh is the most expensive city in Vietnam.
Note: Irregular adjectives:

- good/ well -> better -> the best
- bad -> worse -> the worst
- many -> more -> the most
- little -> less -> the least
II. Practice:
. Exercise 4: p.79
- Hang on the words on a poster.
- Run through the words
- Have ss to look at the words to make comparision between the city and the country.
- Give a model: - The air in the country is fresher than in the city.
- Work in pairs
- Let each student read aloud one of the sentence they have made.
Possible answer
1/ The food in the city is more expensive than in the country.
2/ The school in the city is better than in the country.
3/ The traffic in the city is busier than in the country.
4/ The entertainment in the country is poorer than in the city.
5/ The transport in the country is worse than in the city.
(+) Exercise 5:
1/ The villa is older than the apartment
2/ The house is more expensive the the apartment.
3/ The villa is bigger than the apartment.
. Exercise5: p.79
- Have ss to look at advertisements then compare the house, villa and the apartment.
- Run through advertisements and adjectives.
? What are advertised? – an apartment, a villa and a house.
? How old are they? – The apartment is 2 years old, the villa is 5 years old and
the house is new
- Devide class in two teams and ask them to play Noughts and Crosses. One team is
Noughts (O) and the other is Crooses (X).

- Two teams choose the words in the boxes in turn then use the coparative or
superlative.
If the sentence is correct, they will get one mark. The team which has three (O) or
(X) on a line will win the game
old (1) expensive (2) big (3)
expensive (4 small (5) hot (6
big (7) beautiful (8 old (9)
- Modal: - The villa is bigger than the house.
- Work in pairs.
- Ask ss to read out and correct mistakes.
. Exercise 2: p.78
- Run through the dialogue.
- Let ss to complete the dialogue using the verbs in the present progressive tense.
- Pairwork
- Ask 6 pairs to read out and correct mistakes.
III. Homework: - do the exercises 1,3 at page 77,78 at home.
- learn by heart the forms and the structures
- Redo the exercies in your workbooks
- do exercise 7 in the workbook
- Prepare for Revision


Planning date:18/12/2010
Period 49: Revision (1)
A. Aim:
By the end of the lesson, students will be able to use reported speech and
present perfect tense with since and for.
 Teaching aids: posters.
 Anticipated problems: Ss can meet difficuties in using the reported spech
B. Procedure:

I. Warmer: - Greetings
II. Revision:
* Activity one: Reported speech.
- Give some examples:
a. “Sit down, please” the teacher said.
b. “Can you open the door for me” My mother said.
c. “ You should study harder” my friend said.
- What kind of sentence? - command, request and advice.
- Ask Ss to change them using reported speech?
(a) -> The teacher told me to sit down.
(b) -> My mother asked me to open the door for her.
(c) -> My friend said I should study harder.
- Ask sts give the form
Form: (a) S + tell somebody to do something. (command in reported speech)
(b) S + ask somebody to do something. (request in reported speech)
(c) S
1
+ said + S
2
+ should + V(infinitive) + (advice in reportedspeech)
* Activity two: present perfect tense.
- Write examples on board:
- She has lived in Hanoi for 10 years.
- They have seen Ha Long Bay since 2002.
- Let sts to look at these sentence then ask them a question.
? Which tense is it? - present perfect tense
- Ask Ss to give the form?
Form: S + has/ have + P.P
- S + has/have + not + PP
? Has/have + S + PP ?

? How to use this tense? - to express an action began in the past and continue in the
present.
for: a period of time.
since: a poit of time
III. Pratice:
* Exercise 1: Complete the sentences. Put “since”, “for” into each gap.
1. He has been in London February.
2. She has lived in Vinh city 1989.
3. They haven’t seen each other a long time.
4. I have read this novel two hours.
5. We haven’t phoned each other last week.
Answer key
1. since 2. for 3. for
4. for 5. since
* Exercise 2: Complete the sentences with correct form of the verbs in the brackets.
1. He (learn) English since 1996.
2. My brother (not/ work) in that factory for 15 years.
3. We (visit) Hue citadel for 9 years.
Answer key
1/ has learned
2/ hasn’t worked
3/ have visited
* Exercise 3: Change these sentences into reported speech.
1. “Please listen to me” Lan said.
->
2. “Can you turn on the radio for me” My mother said.
->
3. “You should practice English everyday” My friend said.
->
4. “Nam should work harder on his math” The teacher said.

->
- Write the exercises on the poster.
- Ask ss to look at the exercises then do exercise.
- Work individually.
- Ask ss to answer and correct mistakes.
Answer key
1/ Lan told me to listen to her.
2/ My mother asked me to turn on the radio for her.
3/ My friend said I should practice English everyday.
4/ The teacher said Nam should work harder on his math
IV. Homework:
- Review al the knowledge you have learnt and make up sentences
-Redo the exercises on your book.
- Prepare for Revision 2

Planning date: 20/12/2010

Period 50: Revision (2)
A. Aim:
By the end of the lesson, students will be able to use comparatives and
superlatives of adjective.
 Teaching aids: - posters.
 Anticipated problems: Ss can meet difficulties in using the comparison of adjective
B. Procedure:
I. Warmer: - Greetings
- revision
Pelmanism:
Good/well bad many/much big beautiful noisy
Better worse more bigger more bautiful noisier
II. Presentation:

- Remind ss of the forms of comparative and superlative adjectives.
* Activity one: comparative adjectives
+) form: short adjective-er + than + objective
more long adjective + than + objective
? Eg: - Lan is taller than Mai.
- Hanoi is more beautiful than Vinh.
* Activity two: superlative adjectives
+) form: the short adjective – EST
the most + long adjective
? Eg: - Ba is the biggest in our class.
- Ho Chi Minh is the most expensive city in Vietnam.
* Activity 3: comprison with as as
+ form: as + adjective + as
? Eg: Lan is 1.60cm tall. Ha is 1.60 cm tall, too
Lan is as tall as Ha
Note: Irregular adjectives:
- good/ well -> better -> the best
- bad -> worse -> the worst
- many -> more -> the most
- little -> less -> the least
III. Pratice:
* Exercise 1: Complete the sentence using the words in the bracket with suitable
comparasion form.
1. My sister is (thin) than me.
2. Which one is (difficult) this exercise or that one?
3. There are (many) boys than girls in my class.
4. Nam is (good) student in our school
5. Ho Chi Minh city is (big) than Hanoi.
1. thinner
2. the most difficult

3. more
4. better
5. bigger
* Exercise 2: Rewrite the following sentences, biginningas shown, so that the
meaning stays the same.
1. Anna is taller than Hoa.
-> Hoa isn’t
2. My sister cooks better than my brother.
-> My brother doesn’t
3. This shirt is not so expensive as that one.
-> That shirt is
4. Hai is the most intelligent in this class.
-> No students
5. Nam doesn’t speak English as well as Mai.
-> Mai
6. Lan’s brother is a more careful driver than I am.
-> Lan’ brother
Answer key:
1/ Hoa isn’t as tall as Anna.
2/ My brother doesn’t cook as well as my sister.
3/ That shirt is more expensive than this one.
4/ No students in this class are as intelligent as Hai.
5/ Mai speaks English better than Nam.
6/ Lan’s brother drives more carefully than I do.
- Write the exercises on the poster.
- Ask ss to look at the exercises then do exercise.
- Work individually.
- Ask them to compare their friends.
- Ask ss to answer and correct mistakes.
IV. Homework: - Redo the exercises

- Prepare for the next lesson review 3.
Planning date: 21/12/2010
Period 51: Revision (3)
A. Aim:
By the end of the lesson, students will be able to get further practice with
“tobe(not) adjective + enough + (for someone) + to do something vs “tobe + too +
adjective + (for someone) + to do something”
- Teaching aids: porters
- Anticipated problems: Ss can meet difficulties in using “enough”
B. Procedure:
I. Warm up: - Greetings
- Revision
good
Long beautiful
Intelligent tall

Short small

II. Presentation:
1.Combine the following sentences using “as as”
a. Lan is intelligent, and Ha is intelligent, too
>. Lan
b. N am is 1.70 tall. And Ba is 1.70 tall, too
>. Nam
c. This ruler is 30cm long. That ruler is 30cm long,too
> This ruler
Key:
a. Lan is as intelligent as Ha
b. Nam is as tall as Ba
c. This ruler as long as that ruler

Compare “ as as with the same as
and different from”
- The red book is the same as the yellow one.
- The red book is as big as the yellow book.
- The yellow book is different from the brown ditionary.
- Write the form on board: the same as. Cñng gièng nh
(not) as as (kh«ng) b»ng nh
different from kh¸c víi
2. Combine the following sentences using “enough”
a. Lan is 5 years old. She can not go to school (old)
b. This test is difficult. We can not do it (easy)
c. Ha is not intelligent. She can’t fininsh this exam (intelligent)
Ask Ss to combine them using “enough”
Key:
a. Lan isn’t old enough to go to school
b. This test isn’t easy enough for us to do it
c. Ha isn’t intelligent enough to finish this exam
adjectives
Ask Ss to give out the form:
S + tobe (not) + adjective + enough + (for someone) + to + do something
Enough or not enough to do something
Note:vs : too + adjective + to do somehting(qu¸ ®Õn næi kh«ng thÓ)
Cue drill
a. This exercise is too difficult for us to finish it on time (easy)
> This exercise isn’t
b. the tea is too hot for him to drink it (warm)
> The tea isn’t
c. Lan is too weak to carry that suitcase (strong)
> Lan isn’t
d. This car is too expensive for me to buy it

> I don’t have
> I am not
Answr key:
a. > This exercise isn’t easy enough for us to finish it on time
b. > The tea isn’t hot enough for him to drink it
c. > Lan isn’t strong enough to carry that suitcase
d. > I don’t have enough money to buy this car
> I am not rich enough to buy that car
Adjective + enough + to + V
Noun + enough to + V
Enough + noun + V
Eg: I have enough money to buy that house
I have money enough to buy that house
III. Homework
- Review all the basic knowledge you have learnt in this lesson
- Making up sentences using the structures above
- Prepare for the first term Written test
Planning date: 25/12/2010
Revision ( «n tËp thªm )
A. Aim:
By the end of the lesson, students will be able to get further practice with the
past form, the present perfect form, reported speech
- Teaching aids: porters
- Anticipated problems: Ss can meet difficulties in doing some exercises
B. Procedure:
I. Warm up: -Greetings
II. Revision:
* Activity one: Reported speech.
- Give some examples:
a/ “Sit down, please” the teacher said.

b/ “Can you open the door for me” My mother said.
c/ “ You should study harder” my friend said.
 What kind of sentence? - command, request and advice.
 Who can change them using reported speech?
(a) -> The teacher told me to sit down.
(b) -> My mother asked me to open the door for her.
(c) -> My friend said I should study harder.
- Ask ss give the form
Form: (a) S + tell somebody to do something. (command in reported speech)
(b) S + ask somebody to do something. (request in reported speech)
(c) S
1
+ said + S
2
+ should + V(infinitive) + (advice in reported
speech)
* Activity two: present perfect tense.
- Write examples on board:
- She has lived in Hanoi for 10 years.
- They have seen Ha Long Bay since 2002.
- Let ss to look at these sentence then ask them a question.
 Which tense is it? - present perfect tense
 Who can give the form?
Form: S + has/ have + P.P
 How to use this tense? - to express an action began in the past and continue in the
present.
for: a period of time.
since: a poit of time
* S + be ( not ) + adj + enough ( for someone ) + to Verb .
Eg: the word is not clear enough for me to read.

* S + be ( not ) + too + adj + for someone + to verb
* S + be ( not ) + so + adj + that + clause
* S + be( not ) + such + (a/an) + adj + n(s) + clause
Eg: - this exercise is so difficult that i can't do it
- it is such adifficult exercise that I can't do it.
- she is too short to reach that wall
III. Pratice:
* Exercise 1: Cho d¹ng ®óng cña ®éng tõ trong ngoÆc
1. My mother ( not, go) to the market everyday
2.Hoa( go ) to Ho Chi Minh for six months
3.We (live) here since last week
4.What she ( do) yesterday?
5.you ( learn) your lesson yet?
6. We ( do ) the final test now.
* Exercise 2: ViÕt l¹i c¸c c©u sau sao cho nghÜa kh«ng ®æi b¾t ®Çu b»ng gîi ý
1. " please open the window!" said Mrs. Ha
Mrs. Ha asked us
2. The weather is very cold so we can't go swimming
- The weather is not
3.This car is so expensive that we can't buy it
- This car is too
4. My class has 45 students
- There
5. Lan is more intelligent than Hoa
-Hoa is not
* Exercise 3: Cho d¹ng ®óng cña ®éng tõ trong ngoÆc
The people in my neighborhood are very( friend) , and I like them very much
2. He speaks English very ( good)
3.We psend our ( child ) in the countryside
4. They are talking to a soccer ( play)

5.Miss White is our English ( teach)
- Write the exercises on the poster.
- Ask ss to look at the exercises then do exercise.
- Work individually.
- Ask ss to answer and correct mistakes.
IV. Remarks:
* Answer key:
* Exercise 1: 1. doesn't go
2. has gone
3. have lived
4. did she do
5.have you learnt
6. are doing
* Exercise 2:
1/ Mrs. Ha asked us to open the windows
2/ The weather is not warm enough for us to go swimming
3/ this car is too expensive for us to buy
4/ There are 45 students in my class.
5/ Hoa is not as intelligent as Lan
* Exercise 3:
1/ friendly
2/ well 3/ childhood 4./ player 5/ teacher
V. Homework:
- Prepare for the test
Planning date: 02/01/2011

Period 53: test review
A. Aim: by the end of the lesso ss are able to remember the structures that they
have learnt and correct the test
B. Procedure:

I. warmer: - greetings
- what is the wheather like today?
-How are you today?
- How about the test?

II.Grammar:
- T review some main grammar that have in the test
1. The simple tense:
Form: (+) S + V (s,es)
( -) S + don't/doesn't + V
(? ) Do/ does + S + V ?
Eg:Mai likes learning English
I often play soccer on sunday morning
2. The simple past tense:
Form: (+) S + V (past )
(-) S + didn't + V
( ?) did + s + V ?
Eg: Hoa lived in Hue last year
Last week She bought an English Vietname dictionary
3. The simple progressive tense
Form: (+) S + am/is/ are + V-ing
(- ) S +am/is/are + V-ing
(?) am/is/are + S + V-ng ?
Eg: now I am living in the coutryside
4. S + used to + V
Eg: He used to go swimming in summer
5. S + be(not) + adj + enough + To + V.
Eg : Lan isn't old enough to stay at home alone
6. S + told/asked + O +To + V
Eg: She told me to give you that present

7.Preposition: at/on/in/between
II/ correcting the test:
Key:
I. 3,2 ®iÓm mçi tõ ®óng ®îc 0,4 ®
1. old enough to 5.on
2.same 6.go in
3.to see 7.to give
4.used to 8. between
II. 2,0 ®iÓm,mçi tõ ®óng ®îc 0,4 ®
1.lived
2.lives/ is living
3.sent
4. was
5. is
III. 3,2 ®iÓm , mçi tõ ®óng ®îc 0,4
1.members 6. everyone
2. mother 7. take
3.old 8. sometimes
4.younger
5.four
IV. 1,6 ®iÓm, mçi c©u ®óng ®îc 0,4 ®
1.Mai likes learning English
2. She began learning English this language in 2004
3.She always wants to improve her English
4. Last wek She bought an English - Vietnamese dictionary.
III. Homework:
- Redo the test
- prepare for the new lesson.
Planning date:03/01/2011
Unit 9: A first - aid course

Period 54: Getting started + Listen and read
A. Aim:
By the end of the lesson, students will be able to know what they would do in
the situations which require first-aid.
 Teaching aids: - posters, pictures, tape.
 Anticipated problems:Ss can meet difficulties in reading comprehention questions
to answer the question from the text
B. Procedure:
* Warmer: - Greetings
- Brainstorming:
- Give a situation and ask Ss a question:
? What will you do if you have a burn on your arm?
- I’ll use cold water to ease the pain.
- Hang on the pictures on p.80 on board.
- Let Ss to look at them and run through.
Which first-aid is necessary in these situations?
- a boy has a bad cut on his leg.
- a girl has a nose bleed.
- a boy has bee sting.
- Ask ss discuss to give out solutions with each situation.
- Ask ss to answer and correct.
* Vocabulary:
- ambulance (n) : xe cøu th¬ng (picture)
- wound (n) : vÕt th¬ng (visuals)
- promise (n): lêi høa (situation)
- emergency (n) : t×nh tr¹ng khÈn cÊp, cÊp cøu (translation)
- conscious (adj):trong tr¹ng th¸i tØnh t¸o (translation)
- (to) bleed: ch¶y m¸u (situation)
* Checking vocabulary: What and where.
II. Presentation:

1. T/ F statements:
No Statements Guess Correct
1 A teacher is hurt T/ F F
2 She had a traffic accident T
3 She has a cut on her leg F
4 The nurse asked Lan to try and stop the bleeding T
5 A car will take the injured person to hospital F
6 The injured person must stay awake T
- Stick a picture about Lan and the nurse on board.
- Ask Ss questions:
Where are they?
What happened?
- Ask ss to look at the table read and guess which one is true or false.
- Write ss’ guess on board.
III. Practice:
1. Checking ss guess:’
- Get ss to read the dialogue on p.80 inpair to check.
- Open tape.
- Ask ss to correct false statements.
* Answerkey:
1/ F: a student
2/ T
3/ F: she had a bad cut on her head.
4/ T
5/ F: An ambulance will take the injured person to hospital.
6/ T
2. modal sentences:
The ambulance will be there in about 10 minutes.
Form: (+)S + will + V + .…………
(-) S + won't + V +

(?) Will + S + V+ .?
Use: thì tơng lai đơn dùng để diễn đạt những hành động hoặc sự việc sẽ xẩy ra
trong tơng lai
Meaning: ask ss to translate the setences into viet namese
Some examples:
- I'll use cold water to ease the pain
- I'll give you a book tomorrow
3. Gap fill:
There was an emergency at Lan s school. A student (1) off her bike and hit
her head on the road. She was (2) bit 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.
- Hang the chart with the paragraph on the board.
- Ask ss read the dialogue again and fill in the missing words.
- Work in groups.
- Ask ss to write on board.
- Correct mistakes.
1/ fell 4/ bleeding
2/ concious 5/ ambulance
3/ cut 6/ awake
IV. Homework:
- Learn new words by heart and read the tex 5 times again
- Answer all the question in text book
- Do exercise 1 in work book
- Prepare for speaking, listening lesson.
Planning date: 04/01/2011
Unit 9: A first - aid course
Period 55: speaking, Listening

A. Aim:
By the end of the lesson, students will be able to make and respond to requests,
offers and promises and develop listening for specific information about what
happening at a hospital.
Teaching aids: - posters, pictures, disk and cassette.
Anticipated problems: Ss can meet difficulties in listening for specific
B.Procedure:
* Warmer: - Greetings
*Pre-teach vocabulary:
- eye chart (n) : bảng đo thị lực (picture)
- stretcher (n) : cái cáng (visuals)
- crutch (n): cái nạng (visuals)
- wheelchair (n) : xe lăn tay (picture)
- (to) wheel : đẩy, kéo. (mime)
- Checking vocabulary: Slap the board.
I. Pre-speaking:
* Questions:- Ask Ss some questions to elicit the models:
1/ I want you to get me a bandage. How can I say?
2/ I’d like you to come to my party. How can I say?
3/ I tell my mother that I’ll surely finish my work before bedtime.How can I say?
* Model sentences:
- Will you (please) get me a bandage?
- Would you like to cometo my party?
- I promise I’ll finish my homework bofore bedtime.
- Get ss to work out the rules for themselves by asking questions.
a/ To make a resquest:
- Will/ Would you (please)+ Vbare?
- Could/ Can
Responses:
- Sure/ Ok/ All right

- I’m sorry I can’t./ I’m afraid not
b/ To make an offer:
- Will/ Won’t you
- Shall/Can I + Vbare ?
- Would you like
- What can I do/get for you?- Can I get you?
Responses:Yes, please./ That would be nice
No, thank you
c/ To make a promise
- I promise. I’ll/ I won’t
- I will I promise to.
Responses:
- I hope so./ Good./ I’m a glad./ Don’t forget
Get ss to copy.
II. While-speaking:
1. Matching:
- Hang the chart with the statements on the board.
- Ask ss to look at the pictures on p.82, match
the situations with the statements.
2. Picture Drill:
c/ A: Can I get you some badage?
B: Yes, please./ That would be nice
Or: A: You are bleeding. What can I do for you?
B: Can you get me some badege?/ Would you go to the hospital with me?
III. Pre-listening:
2. Matching: Ambulance -> A Scale -> E Stretcher-> F
Eye chart -> D Wheelchair -> B Crutches -> C
- Ask Ss to look at the pictures and match the A, B to the correct words in the box
- Put the words in the table.
You guess You listen

Ambulance
Wheelchair
Crutches
Eye chart
Scale
stretcher












- Have ss copy and guess the order of the words.
a/ The girl has a burn on her hand.
b/ The girl has a bad fever.
c/ The boy has just broken the
vase.
d/ The boy has a headache
e/ The boy has a bite snake
III. While-listening:
- Let ss listen to the tape and check.
2. T/ F statements:
- Hang on the table with the statements on the board.
Statements T F

1. A doctor is wheeling a patient into the emergency room. F
2. The patients head is bandaged. T
3. A nurse is pushing a wheelchair with a patient sitting on it. F
4. The eye chart consists of 28 letters ranging in the different size. T
5. The babys mother is trying to stop the nurse from weighing her baby. F
- Have ss to read the statements and guess which one is true or which ine is false.
- Open tape again. ss listen and check.
IV. Post-listening:
* Write it up:- Ask ss to look at the pictures on p.82 again then write about activities
people doing in the picture. Using present continuous.
* Model: This is the amergency room i a large hospital
V. Homework
- Learn by heart vocabulary and structures
- Do exercise 3, 6 in workbook
- Prepare for reading lesson
Planning date:08/01/2011
Unit 9: A first - aid course
Period 56: reading
A. Aim:
By the end of the lesson, students will be able to understand the content of the
text: reading for the instructions about some more situations requiring first-aid.
Teaching aids: - posters, pictures.
Anticipated problems: Ss can meet difficulties in answering questions run through
the passages.
B. procedure:
* Warmer: - Greetings
- Ask ss some questions:
? What causes of emergency do you know?
- paiting, shock, burn.
- Ect

? What will you do when somebody faint?
- Ss answer
* Vocabulary:
- shock (n) : cú sốc, choáng (situation)
- injection (n) : mũi tiêm (visuals)
- victim (n): nạn nhân (explanation)
- treatment (n) : sự điều trị (picture)
- sterile (adj): vô trùng (situation)
- (to) elevate: nâng lên (mime)
- (to ) minimize: Làm giảm
Checking vocabulary: what and where
I. Pre-reading:
. Pre-questions:
- Hang on the pictures on p.80 on board.
- Ask ss to look at the pictures and ask.
? What do you do if someone faint?
? What do you do if someone has a burn?
? What do you do if someone has a shock?
? What do you do if someone has a dog bite?
- Ask Ss to discuss then answer the questions above.
II. While-Reading:
1. Checking Ss answers:’
- Ask ss read the text on p.83 to check their answers.
- Ask ss to read out the text.
2. Matching:
- Let ss to read the text again then match three leadings A, B, C to the treaments on
p.84
Leadings Treaments
A. Fainting
B. Shock

C. Burns
a. The victim should not sit or stand.
b. Victim can not drink wine or beer.
c. The victim’s head should be below the level of the heart.
d. You should ease the pain with ice or cold water packs.
e. The victim should drink a cup of tea when reviving.
- Get ss to the board and math.
- Correct mistakes.
* Answerkey:
A. Fainting: a, c, e
B. Shock: b
C. Burns: d
III. Post-reading:
* Retell:
? What treatments do you use with fainting?
? What treatments do you use with shock?
? What treatments do you use with burns?
? What treatments do you use with dog bite?
- Work in pairs
- Ask ss to retell.
IV. Homework:
- Learn new words by heart and read the text 5 times again.
- Answer all the questions in text book
- Do exercise 3.4 in work book
- Prepare for Writing lesson
Planning date:09/01/2011
Unit 9: A first - aid course
Period 57: writing
A. Aim:
By the end of the lesson, students will be able to write a thank you-note.

 Teaching aids: - posters, pictures.
 Anticipated problems: Ss can meet difficulties in writing a thank you note
B. Procedure:
Warmer: - Greetings
* Brainstormimg:
- Hang on the table on board.
- Let ss to look at the table then complete it.
Useful gift Expensive
gift
Big gift Small gift Funny gift
Dictionary Airplane Elephant
- Elecit an example three columns from sts.
- Give them 3 minutes inpairs to try to think of a gift for each column
- Ask ss to write on board and correct mistakes.
I. Pre-writing:
- Ask ss which gift they want to receive.
- Ask them what they say when someone gives them a gift, and then tell them to look
at the “thank you” letter on p.84.
- Have ss read the letter then complete it with the right verbs from.
- Call ss to answer and correct.
II. While-writing:
- Tell ss that they are going to plan a thank you note. Use one of the interesting ideas
that the sts brainstormed.
- Ask them use the questions on p.85 to plan the letter. Elecit ss ideas:
1. a dictionary
2. for Teacher Day ’
3. It was small and interesting
4. Happy
- Tell ss to work in pairs and brainstorm ideas about a different gift on board. Take
some sts note.

- Show them a poster to help them to write the letter.
Dear ,
1/ Thank you very much for
2/ It/ They
3/ When I received your gift I felt
4/ (Add your own idea).
Thanks again! Your friends,
- T goes around the room and look at what are ss writing. Note the most
interesting ideas so you can ask those sts to share with their class.
* Answerkey:
Dear Hoa,