Giáo án học kỳ II lớp 8 hay năm 2017

Nguyen Trai Junior High School

1


Nguyen Trai Junior High School

LESSON PLAN
English 8
nd

(The 2 Semester)

Nguyeãn Thò Kim Lan
2


3


PHÂN PHỐI CHƯƠNG TRÌNH
HỌC KỲ 2
TUẦN
20

21

22

23

24

25
26
27
28
29
30
31
32
33
34
35
36

TIẾT
55
56
57
58
59
60
61
62
63
64
65
66
67
68

69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98

99
100
101
102
103
104
105

TÊN BÀI
Unit 9: A first-aid course
Getting started - Listen and read
Speak
Listen
Read
Write
Language focus
Unit 10: Recycling
Getting started - Listen and read
Speak
Listen
Read
Write
Language focus 1,2+L.F 1(P.136)+ L.F 1,2(P.128 &129)
Language focus 3,4+L.F 4(P.137)
Unit 11: Travelling around Viet Nam
Getting started - Listen and read
Speak
Listen - Language focus 1
Read
Write

Language focus 2-3-4
Revision
TEST
Unit 12: A vacation abroad : Getting started - Listen and read
Speak
Listen
Read
Write
Language focus
Test correction
Unit 13: Festivals Getting started - Listen and read
Speak
Listen
Read
Write
Language focus 4 + L.F 1,2(P.136 &137)
Revision
TEST
Unit 14: Wonders of the world :Getting started - Listen and read
Speak
Listen
Read
Write
Test correction
Unit 15: Computers : Getting started - Listen and read
Speak
Listen ( Unit 16)
Read
Revision
Revision

Write
Language focus
THE 2nd SEMESTER TEST

4


Unit 9
A FIRST- AID COURSE
* Aims: By the end of the lesson, sts will be able to:
- Give the requests, offers, promises and the responses.
- Write a thank- you letter.
- Read for information about the first aid.
š¬›
Ngày soạn: 04/01 /15
Ngày dạy:05+06/01/15
Week 20
Period 55

GETTING STARTED - LISTEN and READ
I.Objectives: By the end of the lesson, sts will be able to know what they would do in the situations which
require first- aid through reading a dialogue for details.
II.Language materials:
1. Vocabulary:
Noun : burn, bee sting, emergency , ambulance, pressure ,first- aid ,wound
Verb : bleed.
Adj : conscious, unsconcious.
2. Structures: instruction sentences : V + O + Adj
III. Teaching Aids: pictures, real objects, cassette, OHP,flip chart
IV. Techniques: Discussing, Questions , Brainstorming , true /false.

V. Interaction pattern: pair work, group work, individually, whole class.
VI. Anticipated problems and possible solutions
1. Anticipated problems:
Ss can not know how to use for first-aid.
2. Possible solutions:
Eliciting the things are often used for first-aid through the game.
VII. Procedures:
1.Warm up : Play a game “Rehearsing” (4’)
*Getting started.
To motivate sts before starting the new lesson and
a. A girl has a burn on her armUse cold water/
check some old knowledge.
ice to ease the pain.
- T asks sts to rehearse what they would do in these b. A boy has a bad cut on his leg Use alcohol/
situations which require first -aid.
medicated oil / sterile dressing
- Sts play the game(2 groups)
c. A girl has a nose bleed Use a handkerchief to
- T gives comments.
stop the bleeing/ tell her to lie down
d. A boy has a bee sting Use medical oil
*New words:
2.Presentation:Explain the voc. and structures. (8’)
- burn (n/v)
To set up a context and pre-teach key words.
- T explains the new words by using pictures,real - bee sting (n)
- emergency (n)
things, and simple English words.
- ambulance(n)
+T asks sts to give the meaning of the new words.

+ T presents the new words on the board & asks - pressure (n)
 to put pressure on
sts to read them aloud.
- first- aid (n)
+ T checks the new words by matching.
- wound(n)
- T explains the structure.
- bleed(v)
- concious(adj) ≠ unconcious(adj)
5


*Structures:
3.Practice:
*Task 1: Listen. Give a main idea. (6’)
To listen for general information.
- T asks sts to listen to the tape, follow the book and
give the main idea of the lesson.(group work)
- Sts answer before class.
- T gets feedback.
*Task 2: Practice the dialogue. (6’)
To help Ss improve their pronunciation.
- Sts listen to the tape then practice the dialogue in pairs.
- T asks some pairs of sts to role a play the dialogue
before class .
- Some sts practice before class.
- T corrects. (pronunciation/ intonation)
* Task 3: True or False. (5’)
To improve reading skill for specific information.
- T presents the exercise on OHP.

- Sts read the dialogue in silence, then work in group to
do the exercise.
- Sts do the exercise, then present their answes on the
board.
- T gets feedback.

V + O + Adj
*Listen and read:
 An emergency

1. Practice the dialogue with a partner.

*True or False?
1. A student at Tran Hung Dao school has an
accident.
2. She is unconscious.
3. A nurse gave the way how to stop the
bleeding.
4. Quang Trung school is on Ngo Si Lien Lance.
KEY
1. F
2. F
3. T
4. T
* Task 4: Answer the questions. (5’)
*Answer the questions.
To improve speaking skill.
a.Who are talking on the phone?
- T presents the questions on OHP.
- Lan and a nurse.

- T asks sts to answer the questions. (group work)
b. Who’s hurt?
- Sts ask and answer before class.(pair work)
- A student at QuangTrung school.
- T gets feedback.
c. What happened with her?
- She fell off her and hit her head on the road.
d. What does the nurse ask Lan to do?
*Task 5 : Select the topics. (5’)
-Try to stop the bleeding and keep her awake.
2.Select the topics covered in the dialogue.
To practice reading skill for general points.
- T shows the exercise on OHP.
a. describing the condition of the injured
- Sts read the dialogue in silence and select the topics
person.
covered in the dialogue. (group work)
b. asking for the address.
- Sts present their answers on the board.
c.
asking about the condition of the injured
- T gets feedback.
person.
4.Production: Summarize . (4’)
e.
giving first - aid instructions.
To consolidate what they’ve learnt
f.
arranging for an ambulance.
- T asks sts to summarize the dialogue. ( group work)

- Sts present their summary before class.
- T gets feedback.
* Encourage: Discussion.
To evaluate strongsts.
- T asks sts to discuss about the first-aid. (group work)
- Sts present answer before class.
5. Homework:(1’)
- Learn the new words by heart.
- Prepare for the next period 57(Unit 9 :Speak)
6


Ngày soạn: 05 /01 /15
Ngày dạy:06,08/ 01/15
Week 20
Period 56

Unit 9: A FIRST- AID COURSE
Speak
I.Objectives: By the end of the lesson, sts will be able to make and respond to requests,offers ,and promises .
II.Language materials:
1.Vocabulary
- Noun: bandage.
- Verb: promise
2.Structures :
- “Will” to make request, offers and promises.
III. Teaching Aids: Poster, OHP, flip chart, pictures.
IV. Techniques: Filling, Brainstorming…
V. Interaction pattern: pair work, group work, individually, whole class.
VI. Anticipated problems and possible solutions

1. Anticipated problems:
- Sts might forget structures of requests, offers, and promises in speaking.
2. Possible solutions:
- Eliciting by giving example forms.
VII. Procedures:
1.Warm up: Play a game “Slap the board” (4’)
burn
To motivate sts before starting the new lesson and
check some old knowledges.
- T explains the game and divides class into two groups.
bee sting
- T asks sts to read the words on the board carefully.
- Sts listen carefully and slap the right words.
- T remarks and decides which group wins the game.
2.Pre-speaking:Explain the vocabulary& structures.
*New words:
(8’)
- bandage(n)
To set up a context and pre-teach key words
- promise (v)
- T explains the new words by using pictures, simple
*Structures:
words….
Requests:
+T asks sts to give the meaning of the new words.
- Can/could you ...?
+ T presents the new words on the board & asks Ss to
- Will /would you ...?
read aloud.
Offers.

+ T checks the new words by rubbing out and
-Would you like ...?
remembering.
-What can I get for you ?
- T explains the structures of “Will” to make request, - Shall I ...?/ will /won't
offers and promises.
you have ...?
- T introduces the lesson.
- Can I get you ...?
Promises:
- I will ___ . I promise .
- I promise I'll _____.
- I promise won’t ___.
- I promise to ______.

*Describe the pictures.
7

snake bite

…..

Responses:
-Sure/ Ok/ All right.
- I'm sorry. I can't.

Responses:
- Yes, please.
-That would be nice.
- No, thank you.

Responses:
- I hope so.
- Good / I'm glad
/Don't forget.


* Task 1: Describe the pictures. (7’)
a. The girl has a cut on her finger.
b. The boy has a headache.
To help sts prepare for their speaking.
c. A boy has a snake bite.
- T shows the pictures on the board.
d. The girl has a bad fever.
- T asks sts to describe the situations in the pictures.
e. The boy has just broken the vase.
( group work)
- Sts present before class.
* Identify the situations:
- T gets feedback.
Request offer
promise
*Task 2: Identify the situations.(5’)
Picture 1
x
To help sts revise the ways to make requests, offers and
Picture 2
x
x
promises.

Picture 3
x
x
-T asks sts to identify the situations (group work)
Picture 4
x
-Sts work in group, then present their answers on the
Picture 5
x
board.
- T gets feedback.
2.Work with a partner.Take turn to make and
3.While-speaking: Practice making requests, offers
respond to requests, offers or promises.
or promises. (12’)
b) A boy is holding his head perhaps. He has a
To help sts improve listening and speaking skills
headache.
- T asks sts to look at the pictures and read the given
A : Can I get you some medicine ?
dialogues.
- Sts use these structures to make requests, offers or
B : Yes, please.
promises and responses for these situations.(pair work) c) A boy has been bitten by a snake.
A :Will you take me to the nearest clinic,
- Some pairs of sts practice before class.
- T gets feedback.
please ?
B : OK, Let's go.
d) A woman looks very tired perhaps she has a

fever.

A : Would you like an aspirin ?
B : No, I'll go to see a doctor.
e) A boy is holding a soccer ball, standing next to a
broken vase, probably he has broken the vase.

A : I promise you I won't play ball in the
house.
B : Don't forget.

4. Post-speaking: Make a similar dialogue. (8’)
To consolidate what sts have learnt
- T gives some more situations and asks sts to practice.
- Sts do the exercise
- Sts practice before class
- T gets feedback.
* Encourage : Write requests, offers or promises.
To evaluate strong sts.
- T asks sts to write requests, offers or promises.
- Sts present their writing on the board.
- T gets feedback.
5. Homework:(1’)
- Learn the new words by heart.
- Prepare for the next period 57(Unit 9 :Listen)

8

Situations.
a. A girl/boy is hungry/thirsty/….

b. A women /man is carrying a heavy suitcase.
c. A student /boy /girl has bad marks.

( Sts’ answer)


Ngày soạn: 08 /01 /15
Ngày dạy: 09 /01/ 15
Week 20
Period 57

Unit 9:

A FIRST- AID COURSE
Listen

I. Objectives: By the end of the lesson, sts will be able to listen for details to arrange the pictures in order.
II. Language materials:
1. Vocabulary
Noun : stretcher, crutches, wheelchair, eye chart, paramedic, patient
Verb: push, wheel, pull .
2. Grammar : Simple present tense
III. Teaching Aids: Poster, OHP, flip chart, pictures.
IV. Techniques: Filling, Brainstorming, True/ False, Prediction…
V. Interaction pattern: pair work, group work, individually, whole class.
VI. Anticipated problems and possible solutions
1. Anticipated problems:
- Sts can not listen all of the details in the lesson.
2. Possible solutions:
- Eliciting by asking sts to listen to the tape many times.

VII. Procedures:
1.Warm up: Play a game “Chatting” (5’)
Question.
To motivate sts before starting the new lesson and
What can you see in the hospital ?
check some old knowledges.
- ambulance
- T gives questions “ What can you see in the hospital ?”
- stretcher
- Sts can tell what they see in the hospital in English or
- crutches
Vietnammese.
- wheelchair
- T gives comments.
….
2.Pre -listening:Explain the vocabulary .(3’)
* New words:
To set up a context and pre-teach key words
-stretcher(n)
- T explains the new words.
- crutches(n)
+ T asks sts to give the meaning of the new words.
- wheelchair(n)
+ T presents the new words on the board & asks sts to
- eye chart(n)
read aloud.(choral/individually)
- paramedic(n)
- Checking-vocabulary: matching the Vietnamese
- patient(n)
meanings to the correct words.

- push(v)
- wheel(v)
- pull(v)
*Task1: Answer the questions. (5’)
* Answer the questions
To help sts prepare for listening.
1. Where can you see the things in the picture?
- T asks sts to look at the picture and answer the
(In the hospital)
questions. (individually)
2. What is he/ she doing ?
- Sts talk their prediction before class.
(Sts’ answer)
- T gets feedback.
3.While -listening:
* Match the letters A,B,C,D,E or F to the
* Task 2: Listen and match. (7’)
correct words in the box,then put them in the
Listen for overview task.
correct order as you hear.
- T shows the exercise on OHP.
A: ambulance
- T asks sts to listen carefully and match the letters
B: wheelchair
C: crutches
A,B,C,D,E or F to the correct words in the box,then put
D: eye chart
them in the correct order as you hear. (group work)
9

- Sts present the answers on the board.
E: scale
F: stretcher
- T gets feedback.
* Task 3. Listen. True or False . (8’)
* True or False?
To improve listening skill for specific information.
1. A doctor is wheeling the patient into the
- Tshows the exercise on OHP.
emergency room .
- T asks sts to listen to the tape carefully (twice) and
answer Tor F.
2. The patient's head is bandaged.
- Sts answer T or F.(group work).
3. A nurse is pushing a wheelchair with a patient
- Sts present their answers on the board.
sitting on it .
- T gets feedback.
4. The eye chart consists of 28 letters ranging in
the different size .
KEY
*Task 4.Listen.Put the letters in the correct orders.(8’)
1.F
2.T
3.F
4.T
To practice listening skill for detailed information.
* Put the letters in the correct order:
- T asks sts to listen to the tape again(2) and work in

group to put the letters in the correct order.
F
B
A
D
E
C
- Sts do the exercise.(group work)
-Sts present their answers on the board.
- T gets feedback.
4.Post-listening:“Rub out and remember”(7’)
To consolidate what they’ve learnt
- ambulance
-T write some new words on the board and ask sts to
- wheelchair
remember.
- crutches
-T cleans the English words.
- eye chart
-T asks sts to write them again.
- scale
- T gets feedback.
- stretcher
* Encourage : Summary.
To evaluate strong sts
- T asks sts to summarize the listening.
- T asks sts to present their answers on the board.
- T gets feedback
5. Homework:(2’)
- Learn the new words by heart.

- Prepare for the next period 58(Unit 9 : Read)
Ngày soạn: 11/01 /15
Ngày dạy :12,13/01/15
Week 21
Period 58

Unit 9:

A FIRST - AID COURSE
Read

I.Objectives: By the end of the lesson, sts will be able to find out some information for first-aid.
II.Language material:
1. Vocabulary:
- Noun: tissue damage, fainting,
- Verb: elevate, overheat, revive, minimize, ease, affect
- Adj: sterile
2. Structures: Imperative / Negative imperative
III. Teaching Aids: cassette, OHP,poster, pictures, flip chart
IV. Technique: Discussing, question and answer, Filling
V. Interaction pattern: pair work, group work, individually, whole class.
VI. Anticipated problems and possible solutions
10


1. Anticipated problems:
- Sts might forget the first-aid in some situations
2. Possible solutions:
- Help sts revise the first-aid in some situations through some activities
VII. Procedures:

1.Warm up: Play a game “Bingo” (5’)
* Suggested words:
To motivate sts before starting the new lesson and check
cut
some old knowledge.
burn
- T asks sts to give nouns for emergencies which require
bee sting
first-aid and write them on the board.
snake bite
- T asks sts to choose any 4 words on the board and write
fainting
them down on a piece of paper.
shock
- T calls out the words until someone has ticked all the four
nose bleed.
words and shouts “ Bingo”.
- T gives comments.
2.Pre-reading:Explain the voc. and structures. (8’)
*New words:
To set up a context and pre-teach key words
- fainting(n)
- T explains the new words by using pictures, simple words
- tissue damage (n)
English or synonyms.
- elevate(v) ≠ lower
+ T asks sts to give the meaning of the new words
- overheat(v)
+ T presents them on the board & asks sts to read
- revive(v)

+ T checks the new words by slapping the board.
- minimize(v)
- T reviews the grammar notes “Imperative / Negative
- ease(v)= stop
imperative”
- affect (v)
- sterile(adj)
* Structures.
Imperative
Negative imperative
3.While reading:
* Task 1: Answer the question. (8’)
To read for general information.
- T asks sts a question “What is the text about?”
- T asks sts to read the text in silence and answer it.(group
work)
- Sts answer before class.
- T gets feedback.
* Task 2: True or False. (8’)
To improve reading skill for specific information.
- T shows the exercise on OHP.
-T asks sts to read the text carefully in silence and answer
True or False.
- Sts read the text again and do the exercise (group work).
- Sts present their answers on the board.
- T gets feedback.

*Task 3: Choose a correct case. (8’)
To help sts improve their reading skill for detailed
information.

- T shows the exercise on OHP.
11

V (inf) + O…
Don’t + inf ….

Some information for first-aid.

* True or False?
Fainting: a. Leave the patient lying flat.
b. Let the victim get cold.
Shock:

Burn:

a. Give the victim some food or
drink.
b. Don’t give victim drugs.

T
F
F

T
a. Ease pain with ice or cold T
water pack.
b. Don’t cover the burn area.

* Choose a correct case for each of the
following treatments.

A.Fainting

a , c ,e

F


-T asks sts to read the text again and choose a correct case
for each of the following treatments. (group work).
- Sts present their answers on the board.
- T gets feedback.
4.Post - reading: Summary. (6’)
To consolidate what sts have learnt.
-T asks sts to summarize the text .(group work)
- Sts present before the class
- T gets feedback.
*Encourage: Write some instructions .
To evaluate strong sts.
- T asks sts to write some instructions.
- Sts present before class.
- T gets feedback.
5. Homework:(2’)
- Learn the new words by heart.
- Prepare for the next period 59(Unit 9 : Write)

B.Shock
C.Burns

b

d

(Sts’ answer)

(Sts’ answer)

Ngày soạn:12/01 /15
Ngày dạy:13+15/01/15
Week 21.
Period 59.

Unit 9 :

A FIRST - AID COURSE
Write

I.Objectives:By the end of the lesson, sts will be able to know how to write a thank -you note.
II.Language materials:
1.Vocabulary:
Noun :thank -you note
Phrase: thank somebody for, to cheer somebody up ,to have a contact with sb.
Conj: while
2.Structure: The Simple Past, Simple Future.
III. Teaching Aids: Flip chart, poster, OHP, letter.
IV. Technique: Discussing, Q/A….
V. Interaction pattern: pair work, group work, individually, whole class.
VI. Anticipated problems and possible solutions
1. Anticipated problems:
Sts can confuse simple past and future in the letter
2. Possible solutions:

Give the time to explain each tense in the letter.
VII. Procedures:
1.Warm up: Play a game “Guessing word” (4’)
Which word is it?
1. It’s a noun.
To motivate sts before starting the new lesson and check
2. It has 6 letters.
some previous knowledge.
3. It’s a thing made of paper.
- T explains the game.
4. It’s begins with a letter “L”
- T asks sts to guess which word it is by giving some clues
5. It’s a thing in which you can write to
(sentence by sentence)
express your feelings, your love… to
- Sts guess and answer.
your families, relatives, friends.
- T gives comment.
KEY:
2.Pre- writing: Explain the voc. (8’)
12


To set up a context and pre-teach key words
- T explains the new words by using pictures, simple words
English or synonyms.
+ T asks sts to give the meaning of the new words
+ T presents them on the board & asks sts to read
+ T checks the new words by slapping the board.
- T reviews the grammar notes: the simple past/ future

tenses.
*Task 1:Answer the questions. (6’)
To prepare for writing a letter.
- T shows some questions on the board.
- T asks sts to ask and answer the questions. (pair work)
- Sts practice before the class (pair work)
- T gets feedback.

*Task 2: Gap filling. (8’)
To help average sts to prepare draft.
- T shows the exercise on OHP,
- T asks sts to complete the thank- you note.(group work).
- Sts present their answers on the board.
- T gets feedback.
- T has one student read the letter aloud.
*Task 3: Answer the questions. (8’)
To help average sts prepare draft.
- T shows the questions on OHP.
- T asks sts to ask and answer the questions. (pair work)
- Sts practice before the class (pair work)
- T gets feedback.
3.While- writing:
*Task 3: Write a thank- you note. (12’)
To help sts improve their writing skill.
- T takes notes the tenses: the simple past/ future tenses.
- Sts work in group to discuss how to write a thank- you
note based on the answers.
- Sts read their writings before class.
- T gets feedback.
- T asks sts to write the thank- you note.(group work)

- T removes around the class and helps sts write exactly.

4.Post- writing: Correcting.(6’)
13

*New words:

LETTER

- thank -you note(n)
 thank somebody for.
- while (conj)
- to cheer somebody up(phrase)
- to have a contact with somebody(phrase)

Questions.
1.Do you often write and receive thank you
note?( Yes/No)
2.On what occasion ?
-Someone give you a present.
-Someone invite you to have a lunch, dinner.
-Someone invite you to go (have) for a
picnic,...
1.Complete thank-you note.
1. was
4. came
2. were
5. am
3. helped
6. will phone

* Questions :
a. Why did Hoa send Nga ?( some flowers)
b .What were the flowers like?(beautiful)
c. What does Nga write to thank Hoa for ?
( a thank- you note)
d. Did the gift cheer Nga up ?(Yes)
e. How does she feel now ?(bored)
2.Write a thank-you note to a friend.
The simple past.
S + was/were
S + V-ed/ v2
The simple future.
S + will/ shall + inf
Dear Mai,
I'd like to say to thank you for the lovely
flowers you sent me while I was in hospital.
They helped to cheer me up on several gloomy
days becausethey reminded me of a good
friend's thoughtfulness.I'm fine now, and my
family has decided to go on a picnic to my
native village next weekend and I can't help
remembering you? Will you join us ? I think
you say “Yes” to me. Right ? I'd love to see
you then.
Your friend,


Le van An
To check sts’ writing.

- T asks sts to present their writings on the board.
- T corrects.
- T shows suggested thank- you note.
* Encourage: Write another letter.
To evaluate strong sts
-T asks sts to write another letter to another friend for other 3.Write another letter to another friend for
other occasions.
occasions.(group work)
-Sts present their writing before class.
•
Thank you for what?(flowers/present..)
- T gets feedback.
•
On what occasion?(birthday/forewell
party..)
•
Describe the present?
(beautiful/lovely…)
5. Homework: (1’)
•
How did you feel when you received the
- Write the letter on their notebooks.
present?( happy/ glad…)
- Prepare for the next period 60( Unit 9: Language focus)
•
How do you feel now?
(sad/unhappy/bored...)
•
How will you contact your friend?(make
a phone…)

•
…
Ngày soạn: 15/01 /15
Ngày dạy : 16/01/15
Week 21
Period 60

Unit 9: A FIRST - AID COURSE
Language Focus

I.Objectives: By the end of the lesson, sts will be able to revise some grammar points and practice them in
exercises.
II. Language materials:
1. Vocabulary:
- Verb: pour.
2. Structures: - in order to/so as to
- Future simple.
- Modal "will" to make request, offers and promises.
III. Techniques: answering, questioning, matching ….
IV. Teaching Aids: Poster, OHP, Flip chart.
V. Interaction pattern: pair work, group work, individually, whole class.
VI. Anticipated problems and possible solutions
1. Anticipated problems:
Ss might confuse can confuse will and shall.
2. Possible solutions:
Eliciting and recalling by giving examples.
VII. Procedures:
1. Warm up: Play a game “Noughts and crosses” (5’)
To motivate ss before starting the new lesson and check
in order to burn

ambulance
some old knowledge.
shall I
cheer
conscious
-T introduces the game and divides the class into 2 groups
minimize
come over
promise
-Sts play the game.
-T gives comments.
14


2.Activity1:Match.Then write a complete sentences. (7’)
To help sts revise the way to use “in order to” or “so as
to”
-T explains the exercise, reviews the structure of in order
to/ so as to
- T asks sts to match the part of a sentence in column A
with the another part in column B, using "in order to / so
as to". (work in pairs)
-T asks sts to present their answers.
- T gets feedback.
3. Activity 2: Complete the dialogue. (6’)
To revise the simple future tense.
-T introduces the exercises, revises the simple future tense,
then guides sts how to do.
-T asks sts to retell the form of
-Sts work in group, present them on the board.

-T gets feedback.
4.Activity 3: Complete the sentences, using the words
under each picture and “ will”. (9’)
To help sts revise the way to make request.
- T asks sts to look at the pictures & dialogues on pages 87.
- T revises how to make request and has sts work in group,
complete the dialogues.
- T asks sts practice in pair, perform before class.
- T gets feedback.

1. Match one part of a sentence from column
A with another part in column B. Then write
a complete sentences by using in order to/ so
as to.
Main clause + in order to/ so as to + inf
to indicate purposes
1+f
2+c
3+b

4+e
5+a
6+d

2.Compelete the dialogue.Use the correct
word or short form.
1.will
4. shall
2.will
5. will

3.won't
6.’ ll

3.Look at the pictures and complete the
sentences, using the words under each
picture and “ will”
*New word: pour (v)
b. Will you give it ...
c. Will you answer the phone...
d. Will you turn on the TV.
e. Will you pour a glass of water.
f. Will you get me a cushion
5.Activity 4: Make requests, offers or promises. (9’)
4.Work with a partner.Make requests, offers
To help sts revise the way to make request, offers or
or promises, use the words in the box and
promises.
“will” or “ shall”.
-T revises how to make requests, offers or promises.
b.Will you paint the door, please?
-T asks sts to look at the pictures and to make request,
I'll paint it tomorrow.
offers or promises .(group work )
c. study harder.
- T gets feedback.
d. carry the bag for me.
e. hang the washing.
f. cut the grass.
6.Consolidation: Matching. (7’)
* Matching:

To consolidate what they’ve learnt
A
B
- T shows the exercises on OHP.
1. Would you like to a. Don’t forget.
- T asks sts to match the structures in column A with the
play volleyball?
b. Ok.
answer in column B . (group work )
2. Could you give me a c. No,thank you.
- Sts present their answers on the board.
ride to the library?
- T gets feedback.
3. I will do it for you. I
promise.
*Encourage: Write.
1+c
2+b
3+a
To evaluate strong sts.
- T asks sts to write 3 sentences, using “so as to or in order
to”. (group work )
- Sts present the answers on the board.
- T gets feedback.
8. Homework:(2’)
- Reviewing the stuctures.
15


- Prepare for the next lesson (U.10:getting started+ Listen

and Read.)

Unit 10
RECYCLING
*Aims: By the end of the lesson, students will be able to:
- Give and respond to instructions.
- Talk about feelings.
- Write a set of instructionson how to recycle used things.
Ngày soạn: 18/01/15
Ngày dạy:19,20/01/15
Week 22.
Period 61.

GETTING STARTED - LISTEN and READ
I.Objectives: By the end of the lesson, students will be able to do something to protect the environment and
save natural resources through reading the dialogue.
II.Language material:
1. Vocabulary:
-Noun: plastic, fertilizer, natural resources, packaging
-Verb: wrap, protect, overpackage, throw, recycle, reuse ,reduce
2. Grammar: - The simple present tense.
- Modal Verbs.
III.Teaching Aids: pictures, cassette, OHP,flip chart
IV.Techniques: Discussing ,Questions, filling, …
V.Interaction pattern: pair work, group work, individually, whole class.
VI.Anticipated problems and possible solutions
1. Anticipated problems:
- Sts might forget or don’t know the words related to the ways to reduce the garbage.
2. Possible solutions:
- Eliciting these new words through the pictures before having them to do the task.

VII. Procedures:
1.Warm up: Play a game “Network” (4’)
Getting started.
To motivate sts before starting the new lesson and use tree leaves to wrap things
use used papers to make toys
check some old knowledge.
- Teacher asks sts to think about the ways to reduce the
ways to reduce the
amount of garbage and write them on the board.
amount of
- Sts play the game (2 groups)
garbage
- Teacher gives comments.
use garbarbage to make fertilizer

2.Presentation:Explain the voc. and structures.(7’)
To set up a context and pre-teach key words.
- Teacher explains the new words and structures.
+ T asks sts to give the meaning of the vocabulary.
+ T presents the new words on the board & asks sts
to read aloud. (orally/individually)
- Checking- voc : slap the board.

16

* New words:
- plastic (n)
- fertilizer(n) fertilize (v)
- natural resources(n)
- packaging(n)

- wrap(v)
- protect(v)protection(n)
- overpackage(v)
- throw(v)
- recycle(v)


3.Practice:
*Task 1: Listen. Give the main idea. (6’)
To listen for general information.
-Teacher asks sts a question .
-Teacher asks sts to listen to the tape carefully and give
the main idea.(group work)
- Students answer before class.
- Teacher gets feedback.
*Task 2: Practice the dialogue. (6’)
To help sts improve their pronunciation.
- Sts listen to the tape then practice the dialogue in
pairs.
- T asks some pairs of sts to practice before the class.
- Some sts role play the dialogue in front of the class.
- T gets feedback.(intonation/pronunciation)
*Task 3: True or False. (7’)
To improve reading skill for specific information.
- T shows the exercise on OHP.
- Sts read the dialogue in silence and answer True or
False.
- Sts do the exercise .(group work)
- Sts present their answers on the board.
- T gets feedback.

*Task 5 : Answer the questions. (8’)
To help sts improve listening, speaking, reading and
writing skills
- T shows the exercise on OHP.
- Sts read the dialogue in silence again and answer the
questions. (group work),
- Sts present their answers on the board.
- T gets feedback

- reduce (v)
- reuse(v)
*Listen and read:
What is the dialogue about?
How to protect the environment and save
natural resources

*True or False?
1. Reduce means buying overpackaged products.
2. The three ‘R’ are: repeat, reuse and recycle.
3. Plastic bottles, glass and envelopes can be
reused .
4. Miss Blake says that we should use cloth bags
instead of plastic ones.
KEY
1.F
2.F
3.T
4.T
*Answer the questions.
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 contact an organization like Friends of the
Earth, go to the local library or ask our family
and friends.
e. Because when we throw them away they could
stay very long and couldn’t be self-destroyed
*What we should do and shouldn’t do to
4.Production: Discussion. (6’)
protect the environment?
To consolidate what sts have learnt
Should
- reduce, reuse, recycle garbage
- T asks sts to discuss the questions “What we should
- plant trees
do
and
shouldn’t
do
to
protect
the
- protect forests, wild animals
environment?”(group work)
- save power and keep water clean
-T gives sts some ideal about reusing ( pictures)
…..

- Sts discuss, then present before class.
Shouldn’t - throw garbage on the street
- T gets feedback.
- cut down trees
*Encourage: Write.
- burn forests
To evaluate strong sts
- waste clean water
- T asks sts to write a paragraph about the topic given.
…..
- T asks sts talk about the topic( group work)
Topic.
- Sts talk before class, then write on their flip charts
How to protect the environment ?
- T gets feedback.
5. Homework(1’)
17


- Learn by heart the new words.
- Prepare for the next period 62( Unit 10: Speak.)
Ngày soạn: 19/01 /15
Ngày dạy:2022/01/15
Week 22.
Period 62 .

Unit 10:

RECYCLING
Speak

I.Objectives:By the end of the lesson, sts will be able to give and respond to instrustions through speaking.
II.Language material:
1. Vocabulary:Noun: metal, vegetable matter, fabric, leather,
2. Structures: put it/them in…., we can recycle them into…
III.Teaching Aids: Posters, OHP, pictures,flip chart
IV.Techniques: Discussing, Brainstorming, gap filling , Asking and Answering
V. Interaction pattern: pair work, group work, individually, whole class.
VI. Anticipated problems and possible solutions
1. Anticipated problems:
- Sts might not forget the name of some garbage.
2. Possible solutions:
- Eliciting these new words through the game.
VII. Procedures:
1.Warm up: Play a game“ Memory game” (6’)
To motivate sts before starting the new lesson and check
some old knowledges.
garb
- T asks sts to look at the picture and rewrire the names of
age
the garbage they can see in the pictures.
- Sts play the game (2 groups)
used paper/old newspapers/books magazines /
clothes / tires/cans/ bottles / boxes/ glasses/
- T remarks and decides which group wins the game.
jars/plastic bags/vegetable matter…
* New words:
2.Pre-speaking:Explain the vocabulary &structures(9’)
- metal(n)
To set up a context and pre-teach key words.

- vegetable matter(n)
- T explains the new words & structures.
- fabric(n)
+ T asks sts to give the meaning of the new words (orally)
- leather(n)
+ T presents the new words on the board & has sts read.
* Structures:
+ T checks the vocabulary by matchingthe Vietnamese
- Which group ........ belong to ?
meaning with the suitable words.
- What can we do with .........?
-T explains the structures.
- We can recycle them into…….
- Put it/them in….
- We make it into ……
*Put in groups.
3.While - speaking:
*Task 1. Put in groups. (11’)
To help sts improve their pronunciation.
- T asks sts to look at the picture and discuss to put the
things in the picture in groups.
- Sts put the things in the correct groups. (group work)
- Sts present the answer on the board.
- T gets feedback.

Paper

used paper, old newspapers, used
envelopes, old books, old
cardboard boxes,...

Glass
Plastic

bottles, glasses, jars.
plastic bags, plastic, bottles,
plastis wares,...
food cans, drinking cans,…
fruit peels, vegetables,…

Metal
Vegetable
matter
Fabric

18

clothes, pieces of materials…


Leather

*Task 2 : Ask and answer the questions. (10’)
To help Ss improve their speaking skill.
- T shows the exercise on OHP.
- T asks sts to ask and answer the questions .( pair work)
- T models first.
- Sts do the exercise (group work)
- Sts perform before class.
- T gets feedback.

4.Post-speaking: Multiple choice. (8’)
To consolidate what sts have learnt.
- T shows the exercise on OHP.
- T asks sts to choose the correct answer. (group work)
- Sts present their answer on the board.
- T gets feedback.
* Encourage: Discussion.
To evaluate strong sts
- T asks sts to discuss about the environment.
- Sts work in groups, practice before class
- T gets feedback.
5. Homework: (1’)
- Learn the new words by heart.
- Prepare for the next period 63(Unit 10: Listen)

shoes, sandals, leather belts,
leather school bags…

*Ask and answer the questions.
What can/ will we do with ….. ?
Ex:
A : Which group do bottles belong to ?
B : They belong to glass
A : What can we do with them ?
B : We can recycle them and make them
into new bottles
…..
*Multiple choice:
1. ___________ is a wonderful fertilizer.

( fabric / compost /leather)
2. These _________ belongs to fabric.
(clothes /bottles /vegetables)
3. We _____ throw them away to protect the
environment.( Should /shouldn’t /much)
4. We can recycle them and make them ___
new shopping bags.( of /in /into)
*Topic.
“ What do we collect ……..for ?”

Ngày soạn: 22/ 01/15
Ngày dạy : 23/01/15
Week 22.
Period 63.

Unit 10:

RECYCLING
Listen

I.Objectives:By the end of the lesson, students will be able to listen to understand the general idea of making
compost.
II. Language material:
1. Vocabulary:Noun: compost, heap, shade, rat, pick ,shovel,moisture
2. Structures: simple present tense
III. Teaching Aids: Posters, OHP, cassette,flip chart
IV. Techniques: Discussing , Brainstorming, gap filling , Asking and Answering
V. Interaction pattern: pair work, group work, individually, whole class.
VI. Anticipated problems and possible solutions:
1. Anticipated problems:

Sts might how to make the compost.
2. Possible solutions:
Eliciting by explaining the ways to make the compost so that Ss can make the prediction well
VII. Procedures:
1.Warm up: Play a game“Slap the board” (5’)
sunlight
compost
To motivate sts before starting the new lesson and check
some old knowledges.
shade
19
leaves


- T explains the game and divides class into two groups.
- T asks sts to read the words on the board carefully.
- Sts listen carefully and slap the right words.
- T remarks and decides which group wins the game.
2.Pre-listening:Explain the vocabulary and structures.
(5’)
To set up a context and pre-teach key words.
- T explains the new words by using simple words
pictures, real things.
+ T asks sts to give the meaning of the new words.
(orally/individually)
+ T presents the new words on the board & asks sts to
read.
+ T checks the new words : clap the board.
*Task 1:Prediction. (5’)
To help sts prepare for listening.

-T asks sts to listen to the tape carefully and guess “What
is it about?”
- Sts listen and guess. (group work)
- Sts talk their prediction before class.
- T gets feedback.
3.While-listening:
*Task 2: Answer the question. (5’)
Listen for overview task.
- T shows the questionon the board.
- T plays a tape.
-Sts listen to the tape carefully and answer the question.
(group work)
- T asks sts to present the answer in front of the class .
- T gets feedback.
*Task 3: True or False. (6’)
To improve listening skill for specific information.
- T presents the exercise on OHP
- Sts listen to the tape again and answer True or False.
- Sts do the exercise (group work)
- Sts present their answers on the board.
- T gets feedback.

*Task 4: Ask and answer.(7’)
To practice listening skill for general points.
- T shows the questions on OHP.
- Sts listen to the tape again and answer the questions.
- Sts practise (group work)
- Some pairs of sts ask and answer before class.
- T gets feedback.
*Task 5: Listen . Choose the correct answer.(5’)

To help sts improve their listening skill.
20

* New words:
- compost(n)
- heap(n)
- shade(n)
- rat(n)
- pick(n)
- shovel(n)
- moisture(n)

Students learn how to make compost

*Question:What material do people use to
make compost?

*True or False?
1. Vegetable matter can be used to make
compost.
2. Meat, grain products can be used to make
compost.
3. Compost doesn’t need sunshine.
4. Compost needs water .
5. Compost can’t be used after six months.
KEY
1+T
2+F
3+F
4+T

5+F
* Ask and answer.
1.What type of garbage can you put in the
compost ?(All vegetable matter )
2.Where is the best place for the compost heap?
(A place that gets sun and shade )
3. Should you water the compost ?(Yes)
4. How long does it take before you can use the
compost ?(Six months )
*Listen .Check ( ) the correct answers.


- T shows the exercise on OHP .
- Sts listen to the tape again and choose the correct answer
- Sts do the exercise (group work)
- Sts present their answers on the board.
- T gets feedback.
4.Post-listening: Rearrange the sentences. (6’)
To consolidate what sts have learnt.
-T asks sts to listen to the tape and rearrange the sentences
(group work)
- Sts summarize the song.
- Sts present before class.
- T gets feedback.

a.A

21

c.B

d.B

* Rearrange the sentences.
1. Keep for six months.
2. Start a compost heap.
3. Water the compost.
4. Place in the garden.
5. Use as fertilizer.
6. Use shovels to turn the compost.

2

* Encourage: Tell the way of making compost
To evaluate strong sts
- T asks sts to tell the way of making compost from
vegetable matter. (group work)
- Sts present before class(individually)
- T gets feedback.
5. Homework: (1’)
- Learn the new words by heart
- Prepare for the next period 64(Unit 10: Read) + Test 15’

b.B

4

KEY
6
3

(Sts’ answer)

1

5


Test 15 minutes
ENGLISH 8

3
A
I.Choose the correct answer.(3ms)
1. We should protect the environment and save _____resources.
a. natural
b.nature
c. naturally
d.nation
2. She had a bad cut on her head but she is ___________.
a. conscious
b. consciously
c. unconscious
d. unconsciously
3. Jane is studying very hard __________ pass the final exam.
a. so as
b. so as to
c. so as not to
d. in order
4. We should____the patient’s feet above the level of the heart.

a. lower
b. elevate
c. take
d. cut
5. We can___things like envelopes,glass,and plastic bottles and old plastic bags.
a. reduce
b. recycle
c. reuse
d. repeat
6. I promised I ________ my homework before going to class next time.
a. do
b.did
c.will do
d. done
II.Matching.(4ms)
1. What can I get for you?
a. Yes,she will
2. I promise I will study harder.
b. Very well.
3. Will she be here tonight?
c. I hope so.
4. How do you feel now?
d. That would be nice.
III.Supply the correct verb forms.(3ms)
1. People use first- aid in order(ease)________ the victim’s pain.
2. These students (have)__________ an English test tomorrow .
3. Would you like (watch)_________ a table tennis match?

3
B

I.Choose the correct answer.(3ms)
1. Cool the burn immediately so as to________tissue damage.
a. reduce
b. widen
c. minimize
d. recycle
2. A(An)______is a vehicle with special equipment used for taking sick or injured people to a hospital.
a. wheelchair
b. crutch
c. ambulance
d.strecher
3. People use first- aid ________ ease the victim’s pain and anxiety.
a. so that
b. in order to
c. so as not to
d. so as
4. She promises she __________back in about half an hour.
a. is
b. be
c. will be
d. was
5. ___________ is used to check one’s eyesight .
a. Eye-shade
b. Eye- chart
c. Eye-piece
d. Eye - form
6. _____means not buying products which are overpackaged.
a. Reduce
b. Recycle
c. Reuse

d. Repeat
II.Matching.(4ms)
1. I promise I won’t play soccer in the street.
2. How does she feel now?
3. Could you open the windows,please?
4. Will he be late next time?

a. No,he won’t
b. Don’t forget.
c. OK.
d. Not well.
22


III.Supply the correct verb forms.(3ms)
1. Would you like (go)________ swimming this afternoon?
2. We (study)___________the English lessons next week.
3. I often keep the window open in order(let)______fresh air in .

KEY
3
A
I.Choose the correct answer.(3ms)
1. a. natural
2. a. conscious
3. b. so as to
4. b. elevate
5. c. reuse
6. c.will do
II.Matching.(4ms)

1+d

2+c

3+a

4+b

III.Supply the correct verb forms.(3ms)
1. to ease
2. will have
3. to watch

3
B
I.Choose the correct answer.(3ms)
1. c. minimize
2. c. ambulance
3. b. in order to
4. c. will be
5. b. Eye- chart
6. a. Reduce
II.Matching.(4ms)
1+b

2+d

3+c

4+a

III.Supply the correct verb forms.(3ms)
1. to go
2. will study
3. to let
23


ĐỀ HỌC SINH KHUYẾT TẬT
NguyenTrai Secondary school
Name:Nguyễn Thái Quốc Khang
Class :83
Number: 22

Test 15 minutes
ENGLISH 8
(3)

Marks

I.Choose the correct answer.(6ms)
1. We should protect the environment and save _____resources.
a. natural
b.nature
c. naturally
2. Cool the burn immediately so as to________tissue damage.
a. reduce
b. widen
c. minimize
3. Jane is studying very hard __________ pass the final exam.

a. so as
b. so as to
c. so as not to
4. We should____the patient’s feet above the level of the heart.
a. lower
b. elevate
c. take
5. We can___things like envelopes,glass,and plastic bottles and old plastic bags.
a. reduce
b. recycle
c. reuse
6. I promised I ________ my homework before going to class next time.
a. will do
b.did
c. do
II.Supply the correct verb forms.(4ms)
1. People use first- aid in order(ease)________ the victim’s pain.
2. These students (have)__________ an English test tomorrow .
3. Would you like (watch)_________ a table tennis match?
4.Will you (turn)___________ on the television?

KEY
I.Choose the correct answer.(6ms)
1. a. natural
2. c. minimize
3. b. so as to
4. b. elevate
5. c. reuse
6. c.will do
III.Supply the correct verb forms.(4ms)

24


1. to ease
2. will have
3. to watch
4. tur

Ngày soạn: 25/01 /15
Ngày dạy : 26,27/01/15
Week 23
Period 64

Unit 10:

RECYCLING
Read

I.Objectives: By the end of the lesson, sts will be able to know how things are recycled through the reading.
II.Language material:
1. Vocabulary:
- Noun: pipe, waste, floor covering, deposit, dung, glassware
- Adv: approximately
- Verb: melt, refill , waste, fertilize
2. Structures: passive form
III. Teaching Aid: Poster, cassette, OHP,flip chart
IV. Techniques: Discussing, Questions and Answers , Filling
V. Interaction pattern: pair work, group work, individually, whole class.
VI. Anticipated problems and possible solutions.
1. Anticipated problems:

- They might not understand the meaning of passive form
2. Possible solutions:
- Eliciting to help them understand through the exercises.
VII. Procedures:
1.Test 15 minutes.(15')
To help sts review the grammar points what they learnt.
-T asks sts to do the 15-minute test.
-T gives out the test papers to students.
-Sts do the test in 15 minutes.
2.Warm up: Play a game “ Brainstorming” (4’)
To motivate sts before starting the new lesson and check
tires
glass
some old knowledge.
- T explains the game .
recycled things
-T asks sts to think about the recycled things and write
them on the board.
- Sts play the game (2 groups)
bottes
…..
- T gives comments
3.Pre-reading:Explain the vocabulary&structures.(4’)
*New words:
To set up a context and pre-teach key words
- pipe(n)
-T explains the new words by using simple words, real
- waste(n/ v)
things, pictures.
- floor covering(n)

+ T asks sts to give the meaning of the words (orally).
-deposit(n)
+T presents the new words on the board & asks Sts to
- dung(n)
read them.
- glassware(n)
+ T checks the new words : Rub out and remember.
25