anh 8 HK2 09/10

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Unit 9: A first- aid course
Division of lesson
1.Getting started + Listen & Read
2.Speak + Focus 2, 3, 4
3.Listen
4.Read + Language focus 1
5.Write
LESSON PLAN
Period: 55 Teaching day:
Unit 9: Lesson 1 Listen & Read
I. Objectives:
By the end of the lesson, Ss can know what they would do in the situations which
require first- aid
II. Language contents:
1. Vocabulary: ( n ) ambulance , emergency, bleeding,
(adj ) unconcious , concious , bleed ( v)
2. Grammar: Simple future
III. Techniques : Slap the board, Kim's game
IV. Teaching aids: Pictures, cassette , gap fill chart
V. Procedures:
Tell Ss these things are often used for
first- aid
Divide the class into two groups
Ask Ss to write the names of the things
they've just seen from memory
( in English or Vietnamese)
. T corrects
1. Warm up: / marks ( 5')
Kim's game
Answer key

1. emergency room 4. ice
2. sterile dressing 5. water pack
3. medicated oil 6. alcohol
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Ss discuss and write what they would
do in these situations ( in groups )
T corrects and gives marks
T presents new words
Ss repeat and say meaning
Ss copy
Ss play the games to check vocabulary
T hangs the chart with the paragraph on
the board
Ask Ss to complete in the gaps
Students listen to the tape
Then check the predictions are right or
not
+ Possible answer
+ A girl has a burn on her arm -> Use cold
water/ 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
2. Presentation: (18')

I. Pre-teach:
- ambulance ( n ) ( picture )
- emergency ( n )
- unconcious # concious
- bleed ( v ) -> the bleeding
+ Slap the board
II. Gap fill prediction
. "There was an emergency at Lan's school.
A student ______ off her bike and hit her
head on the road. She was _____ but she
cut her head and the ______ was______
badly Lan telephoned Bach Mai Hospital
and asked the nurse to send an ____
to Quang Trung School. Lan was asked to
keep the student _____while waiting for the
ambulance"
3. Practice:( 10')
Answer key
1. fell 4. bleeding
2. concious 5. ambulance
3. cut 6. awake
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Students practice the dialogue
Ask Ss to answer the questions
Students read the dialogue again and
select the topics covered in the dialogue
Work in groups
T corrects

Ss play the roles to demonstrate the
dialogue
2. Select the topics covered in the dialogue
Answer key
a, b, c, e, f
4. Consolidation (10' )
5. Homework (2' )
- Do exercises in workbook
- Learn by heart new words
- Prepare next lesson L 2 speak + Focus
2,3,4
REMARKS
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LESSON PLAN
Period: 56 Teaching day:
Unit 9: Lesson 2 Speak + Focus 2,3,4
I. Objectives:
By the end of the lesson, Ss can make and respond to requests, offers, and
promises.
II. Language contents:
1. Vocabulary: none
2. Grammar: Offer, request, promise sentences and responses.
III. Techniques : Net work, Matching
IV. Teaching aids: Pictures, posters
V. Procedures:
T asks Ss to play net work.

1. Warm up: / marks ( 5')
+ Net work have a bee sting
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Situation which
require first-aid
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Call one or two Ss to do this game.
T corrects and give mark
T asks Ss questions to elicit the models.
Ss repeat 2 or 3 times.
T emphasizes the underlined words
T elecits Ss to make some more phrases
with the same use.
Ss copy and notice these phrases.
.
have a cut
have a burn have a snake bite
2. Pre- Speaking ( 18 ' )
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
1. Will you (please) get me a bandage?
2. Would you like to come to my party?
3. I promise I'll finish my homework before
bedtime.

+ Structures
1. To make a request
Will/ would/ could/ can + you (please) +
bare infinitive...?
-> Sure/ OK/ All right
I'm sorry I can't / I'm afraid not.
2. To make an offer
Will / won't you
Shall I + bare infinitive
Can I
Would you like + to inf. ...?
What can I do / get for you?
Can I get you ....?
-> Yes, please / That would be nice
No, thank you.
3. To make a promise
I promise I'll / I won't ...
I will .... I promise
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T asks Ss to look at the pictures on page
82 and match the situations with the
statement.
Ss work in groups and answer
T corrects
T helps Ss identify the situations in the
pictures.
Students practice in pairs.
T corrects and Ss write these questions

on the board.
Students listen to the dialogue and
repeat if they think the sentence is right
and keep silent if the sentence is wrong.
T corrects the answer.
Ss fill in the gaps with the right words.
T corrects the answer
T asks some pairs to play the roles in
front of the class.
I promise to .....
-> I hope so / Good / I'm glad / Don't forget
3. While- Speaking: ( 10')
+ Matching
1. The girl has a burn on her hand.
2. The girl has a bad fever.
3. The boy has just broken the vase.
4. The boy has a headache.
5. The boy has a snake bite
Answer key
1. a 2. d 3. e 4. b 5. c
a-> request
b-> offer / request
c-> offer / request
d-> offer
e-> promise
Ex: Could you give me one tablet?
OK, wait for me a minute
4. Post: (10 minutes )
L Focus 2 Complete the dialogue, use the
correct word or short form

Answer
1. will 2. will 3. won't
4. shall 5. will 6. 'll
L Focus 3 Look at the pictures and
complete the sentences. Use the words
under each picture and will
Ex: Are you hot, Grandma?
Yes, will you open the window, please,
Nga?
+ Answer key
b) Will you give it to me, please?
c) Will you answer the telephone, please?
d) Will you turn on TV, please?
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T asks Ss to do L Focus 4 then practice
speaking with a partner.
T corrects
e.f.......
+ L Focus 4
+ Answer key
b) Will you paint the door, please?
c) I promise I'll study hard next semester.
d) Shall I carry the bag for you?
e) Will you hang the clothes, please?
f) I promise to cut the grass in the garden.
5. Homework (2' )
- Do exercises in workbook
- Learn by heart some phrases of offer,

request, promise
- Prepare next period
REMARKS
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LESSON PLAN
Period: 57 Teaching day:
Unit 9: Lesson 3 Listen
I. Objectives:
Help students to know how to listen for details
II. Language contents:
1. Vocabulary: (n) paramedic, eye chart, wheel chair, stretcher, crutches
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2. Grammar: Present continuous, past tense
III. Techniques : What and where, prediction, Matching
IV. Teaching aids: Pictures on page 82, cassette, a chart
V. Procedures:
T asks Ss to look at the picture and
write out all the verbs describing the
actions of the people in it.
Ss work in groups.
T corrects and gives marks
T presents new words
Ss listen, copy
T explains the words by using simple
English.

T has Ss repeat the words in chorus

T checks
T holds class to play the game what and
where
T asks Ss to look at the pictures in their
books again and match the letter A, B,
C, D, E, F to the correct words in the
box.
Ss will listen to a paragraph about the
activities taking place in an emergency
1. Warm up: / marks ( 5')
Guess from context
- What actions?
Answer key
to drive/ wheel / move / push / weigh / wait /
lie / stand / lean
2. Pre- Listening ( 18 ' )
I. Pre- teach vocab.
- eye chart (n) (picture)
-> eye sight
- paramedic: (He takes care of patients but
he isn't a doctor nor a nurse.)
- wheelchair (n) (picture)
- to wheel ( to push a wheelchair)
- stretcher (n) (picture)
- crutch(es) (n) (picture)
+ What and where
II. Matching
Answer key

A -> ambulance D -> eyechart
B -> wheelchair E -> scale
C -> crutches F -> stretcher
3. While- listening: ( 15')
I. Order prediction

You guess On tape
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room which contains the words on the
table.
Ask Ss copy and guess first
Play the tape and ask Ss to listen
Ask Ss to give their answers and
correct
Ask Ss to read the statements carefully
and decide which of the statements is
true and which is false.
(Works in pairs).
Ss listen to the tape again (2 or 3
times).
Ss give answers and T corrects.
T asks Ss to write the story about the
activities in the picture, using the
present continuous.
Then maybe using the past tense.
ambulance ..... 3
wheelchair ..... 2
crutches ..... 6

eye chart ..... 4
scale ..... 5
stretcher ..... 1
II. True/ False Statements
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 sitting 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.
Answer key
1. False (a paramedic not a doctor).
2. True
3. False (empty wheelchair not with a
patient...)
4. True
5. False ( stop her baby from crying)
4. Post - Listening: (5 minutes )
* Write it up.
This is the emergency room
5. Homework (2' )
- Do exercises in workbook
- Learn by heart some phrases of offer,
request, promise
- Prepare next period
- U 9 L 4: Read
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REMARKS
LESSON PLAN
Period: 58 Teaching day:
Unit 9: Lesson 4 Read+ Language focus 1
I. Objectives:
At the end of the lesson , Ss can use the instructions about some more situations
requiring first- aid
II. Language contents:
1. Vocabulary: lie flat ( v ), elevate ( v ), victim ( n ), overheat ( v)
tissue damage ( n ), ease ( v ).
2. Grammar: none
III. Techniques : Bingo, net work, matching, grid.
IV. Teaching aids: chart, picture
V. Procedures:
T holds class to play "bingo"
Asks Ss to give nouns for
emergencies which require first-aid.
T presents new words.
Ss listen, copy.
T explains the words by using
simple English, guesture.
T has Ss repeat the words in chorus

T checks
T has Ss play "Rub out and
Remember"
T has Ss play net work
Ask Ss to think of what to do in

these emergency cases.
1. Warm up: / marks ( 5')
* Bingo
Suggested words
burn, cut, bee sting, snake bite, fainting, shock,
nose bleed.
2. Pre- reading
Pre- teach vocab.( 18 ' )
- lie flat ( v )
- elevate # lower ( v )
- victim ( adj ) ( person who needs first-aid)
- overheat ( v ) ( make s.th too hot )
- tissue damage ( n )
- ease = stop ( v )
+ Rub out and Remember
+ Net work
fainting
let the victim lie down
first-aid
shock
Don't give the victim
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Ss read the instructions and add the
missing information.
T asks Ss to read the statements on
page 84 and match three Leading A,
B, C to them.
T asks Ss to read the instructions

again and fill in the information.
Call some Ss to the board to write
their answers.
T has Ss copy the grid in their
notebook.
T asks questions to elicit the
answer
T corrects.
T asks Ss to do an exercise in their
any food
cool the burn with ice
burn
3. While- reading: ( 10 ' )
+ Matching
Answer key
A -> a, c, e B -> b C -> d
+ Grid
Case Do Don't
Fainting leave the Don't force
patient him/her to sit
lying flat... or stand...
Shock Give him/her a Don't
cup of tea when overheat the
he /she revives victim with
blankets or
coats...
Don't give
the victim
any food or
drink or drug

Burns Cool the burn
immediately to
minimize the
tissue damage.
Ease the pain
with ice or cold
water pack.
4. Post-Reading ( 10 ' )
**Put the words in the box into four groups
Headache heart leg nose scale revive
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notebook
T presents new words.
Ss listen, copy.
T explains the words by using
simple English
T has Ss repeat the words in chorus
T asks questions to elicit the
answer
- Why should we cool the burn
immediately?
=> We should do it / so as to / in
order to/ minimize the tissue
damage.
T gives the form and how to use
T explains the demand of this
exercise and does an example.
Ask Ss to do this exercise.

T corrects.
Ss work in pairs
stretcher toothache wheelchair AIDS
ambulance arm bleed cold crutches ease
elevate fall flu head
Necessities for patients :................................
Parts of body :...............................................
Illnesses / diseases :.........................................
Verbs : ............................................................
2. Pre- teach (15’)
Pre- teach vocabulary
anxiety (n)
entrance exam (n)
inform (v)
+ Form:
so as to/ in order to + bare inf
+ Meaning: ñeå
+ Use to indicate purposes ( aùm chæ muïc ñích )
3. While: ( 10 ' )
+ L.Focus 1:
Ex: I always keep the window open in order to /
so as to let fresh air in
Key answer
2. Mary wrote a notice on the board in order to /
so as to inform her classmates about the change
in schedule
3. Mr Green got up early this morning in order
to / so as to get to the meeting on time.
4. My elder brother studies hard this year in
order to / so as to pass the entrance exam to the

university.
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In order to check Ss’ knowledge , T
gives some exercises
Ss work individually
T corrects and gives marks
5. People use first-aid in order to /so as to ease
the victim's pain and anxiety.
6. You should cool the burns immediately in
order to / so as to minimize tissue damage.
4. Post (10’)
A/ Combine each pairs of sentences, using in
order (not ) to / so as (not) to
a/ He always drives carefully. He doesn’t want to
cause accidents
b/The boys stood on the beaches . They wanted
to get a better view
c/ I went to the college. I wanted to see Professor
Taylor
d/ She wore warm clothes. She didn’t want to get
cold
B/ Simple future or Simple present
1. We (go) out when the rain ( stop)
2. She ( not come) until you (be) ready
3. I ( come) and (see) them before I leave here
4. We ( phone) you as soon as we
( arrive) in Hanoi
5.When I (see) Mr Pike tomorrow, I ( give) him

your message
5. Homework (2' )
- Do exercises in workbook
- Prepare next period
REMARKS
LESSON PLAN
Period: 59 Teaching day:
Unit 9: Lesson 5 Write
I. Objectives:
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By the end of the lesson, Ss know how to write a thank- you note.
II. Language contents :
1. Vocabulary: Thanks s.o for s.th, cheer s.o up, come over
2. Grammar: Simple Past, Simple future, format to write a thank- you note.
III. Techniques : Slap the board, predictions, W.h questions
IV. Teaching aids: sub-board, colored chalk.
V. Procedures:
T asks Ss some questions.
Ss answer.
T presents new words
T gives an example with a gap.
Eg: She thanked me ____ helping her.
Ss copy, read loudly.
T checks.
T has Ss play " Slap the board"
T sets the scene: Nga was sick and she had
to go to hospital. After she left the hospital,
she wrote a thank you note to Hoa . Why

and what did she write?
T hangs the poster and ask Ss to predict
these statements.
1. Warm up: / marks ( 5')
- Have you ever written a thank you note?
- What's for?
2. Pre- writing ( 18 ' )
Pre- teach vocab.
- to thank ( s.one) for s.th
- cheer s.one up ( v ) to make s.one feel
happier
- come over ( v )
+ Slap the board

+ True/ False Predictions
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.
+ Answer key
1. F -> flowers ( not candy)
2. True
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T corrects and answer
Ask Ss to read the whole letter and check
their answer.

T asks Ss to complete the thank you note.
T corrects the answers.
T tells Ss to write a thank you note to a
friend and write him/her to go on a picnic
with them. Before writing, answer these
questions (practice in pairs ) .Then T asks
Ss to join these sentences into a paragraph
to make it a thank you note .
Ss write their letters.
T corrects.
T asks 4 groups to write 4 letters on the
sub-board. Then paste on the board,
correct them.
T gives feed back and corrects.
3. F -> at her house ( not at the hospital)
4. True
5. False -> at her house ( not at the
hospital)
3. While writing ( 10 ' )
+ Answer key
1. was 2. were 3. helped
4. came 5. am 6. will phone
+ Questions in text book on page 85.
4. Post-Reading ( 10 ' )
+ Answer key
Dear Phuong ,
Thank you very much for the books you
sent me while I treated my disease at
home. They were very interesting and
helped me relax a lot. I loved reading

them very much. Now I have got over and
felt very sad. I want to go out to enjoy the
fresh air. Do you want to go on a picture
with me this Sunday? If yes , I'll come and
pick you up.
I'm looking forward to hearing from you
Your friend,
Nam
5. Homework (2' )
- Write another letter to another friend for
another occasion
- Do exercises in workbook.
- Prepare next period.
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REMARKS :
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Unit 10: RECYCLING
Division of lessons
1. Getting started + Listen and read
2. Speak + Listen
3. Read
4. Write
5. Language Focus
LESSON PLAN
Period: 60 Teaching day:
Unit 10 :Lesson 1 Getting started
Listen and read
I. Objectives:

By the end of the lesson students will be able do something to protect the
environment and save natural resources
II. Language content
a.Grammar: none
b.Vocabulary: representative (n) recycle (v)
protect (v) contact (v)
natural resources (n)
III Teaching aids: posters, a chart, cassette
IV. Techniques: Jumbled words, True/False prediction, Brainstorm…
V. Procedures:
Teacher ‘s and Ss’ activities Contents
Asks Ss to think of ways to reduce the
amount of garbage they produce.
Deliver posters to Ss , dividing them into 4
groups.
Tell Ss to put the posters on the board
1/ Warm up(5’)
 Brainstorm
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Ways to reduce
the amount of
garbage
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after they finish and the team having the
most ideas is the winner.
I presents the new words to Ss.
Ss repeat then say the meaning
Ss repeat and copy
Stick 6 flashcards with jumbled words on

the board
Ask Ss to rewrite the words in the right
order
Set the scene: A representative from
Friends of the Earth, Miss Blake, is talking
to the students of Quang Trung school.
Friends of the Earth shows people how to
protect the environment and save natural
resources
Put the chart with the statements on the
board
Ask Ss to work in pairs to decide if the
Statements are True or False.
Write the S
s
guesses on the board.
reuse plastic bags
Possible answer
Use cloth bags, use tree leaves to wrap
things, make garbage into fertilizer, make
vegetable matter into animal food
Presentation(10)
New words
-representative (n) ngửụứi ủaùi dieọn, ủaùi bieồu
-protect (v) = keep someone/sth safe danger
-natural resource (n)
(coal mines, oil/gold/mineral deposits)
-recycle (v) = to make something already
used able to be used again)
-contact (v) = communicate with someone by

telephone or letter
* Jumbled words
1 2 3
4 5 6
3. Pratice (20)
True/False predictions / Marks
1/ Friends of the Earth is an organization to
help people make friends with each other
2/ Miss Blake asks the students to remember
3 things: reduce, reuse, recycle.
3/ Reduce means buying the products which
are operpacked.
4/ We can not reuse things like envelopes,
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tconatc
presentativea ceresoru
ralnuta ropttce
cyrecel
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Ask Ss to open their books, listen to the
tape while reading the dialogue.
Call on Ss to correct the False statements
Ss practice the dialogue
Ask S
s
answer the question on page 90
Ss work in pairs
Teacher calls some pains to ask and
answer the questions

T corrects
Write the topic on the board
“How to protect our envirnment ?”
Ask Ss to express their opinions/ideas
Write their ideas on the board
T corrects and has Ss copy
glass, plastic bottles, 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.
Answer key
1. False  … an organization to help people
protect the environment and save natural
resources
2. True
3. False  Reduce means not buying…
4. False  we can reuse things …
5. True
6. True
* Comprehension questions
a/ Reduce means not buying product which
are overpacked
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 recycle
things by having a contact with an

organization like Friends of the Earth, going
to the local library, or asking your family and
friends or scientific society.
e/ (Possible answer) Miss Blake tells Lan that
we shouldn’t use plastic bags at all because
plastic bags are difficult to be destroyed, so
the amount of garbage increases.
4. Consolidation (5’)
 Discusstion
5. Homework (5’)
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-Do exercises in workbook
-Learn by heart new words
-Prepare next lesson : Lesson 2 Speak
Remarks:
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LESSON PLAN
Period: 61 Teaching day:
Unit 10: Lesson 2 Speak+ Listen
I. Objectives
This lesson helps S
s
practice in giving and responding to instructions
II. Language contents
1. Grammar: none
2. Vocabulary: fertilize (v) fabric (n)

compost (n) leather (n)
III. Teaching aids: picture (copied from Textbook,sub- board
IV. Techniques: Kim’s game, Bingo, Dictation List, Mapped dialogue
V. Procedures
Teacher’s and Ss’ activities Contents
Show the picture to the Ss and ask them to
observe it carefully, let them look at the
picture for about 20’’ then put it away
Ask Ss to go to the board and write as
many words showing things in the picture
as possible
T corrects
Elicit words
T presents some new words
T can explain some words in English or
use the picture
Ss say the meaning
Ss repeat and copy
1. Warm up (5’)
Memory game (Kim’s game)
Possible answer
Used paper, old newspapers, books,
cardboard, boxes, bottles, glasses, jars,
plastic bags, food cans, drinking tins,
vegetable matter, clothes, shoes,
schoolbags,…
2. Pre-speaking (10’)
-fertilizer (n) (farmers often use this thing
to make their plants or trees grow well.
What is it)  fertilize (v)

-Compost (n) phaân troän
(What do you call the fertilizer made from
spoiled food, leaves, vegetable matter …)
-fabric (n) (realia: clothes)
(What are these clothes made of ?)
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Get Ss to brainstorm a list of about 10
words
Ask Ss to choose 4 words and copy into
their papers.
Call out the words until a/student (s)
has/have ticked all of their words and
shout “Bingo” and they win.
Tell Ss they are going to listen to the
words for items and put them into the right
groups.
Draw the table on the board and ask Ss to
copy it.
Tell Ss to listen to the words and put them
in the right columns
Model some words
Put the mapped dialogue chart on the
board
Elicit the exchanges from Ss
Have some pairs practice each exchange
before going on to another exchange.
After finishing the dialogue, ask a good
pain to demonstrate the whole dialogue.

Ss work in pairs, replacing the information
(in brackets with the words in dictation
list.
T corrects
-leather (n) (our shoes, sandals are often
made of …?
* Bingo
fertilize, compost, leather, fabric, plastic, glass,
metal, paper, cardboard, tin …
3. While-speaking (20’)
 Dictation List
Answer key
Group Items
Paper used paper (old newspaper,
books, cardboard boxes)
Glass bottles, glasses, jars
Plastic plastic bags, plastic bottles
Metal food cans, drinking tins
Fabric Clothes (cloth bags,
material)
Leather Shoes, sandals, school bags
Vegetabl
e matter
Fruit peels, (vegetables,
rotten fruit
 Mapped dialogue/Marks
Which group (do
clothes) belong to? 
What can we do
with (those clothes)? 

Are/Is (fruit vegetable
matter)? 
What will we do
Put them in
(fabric)
We can recycle
them and make
them into paper
or shopping
bags
That’s right
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T asks Ss to put these words in the correct
groups
-Elicit words
T presents some new words
T can explain some words in English or
use the picture
Ss say the meaning
Ss repeat and copy
T checks voc
Tell Ss they are going to listen to an
expert who gives the instructions to make
compost.
Ask Ss to open their books and read the
with (it)  We make (it
into compost
and fertilize

our field )
4. Post-speaking (5’)
Put these words into the correct groups
Aluminium cans –apple pie- butter-cakes-
car tires-old clothes-dictionary-waste paper-
glassware-horror story-jam-magazines-
newspapers-plastic toys-picture books-pork-
vegetable matter-textbook-novels
> Things to eat : ......................................
>Things to read :.........................................
>Things to recycle : ..................................
 Pre-listening (10’)
tissue (n)
pick (n)
shovel (n)
shade (n)
grain(n)
compost heap(n)
moisture (n)
condensation (n)
pile(n)
*** Rub out and remember
 While- listening (20’)
Answer key
a. A b. B c. A d. B
4. Post- listening (5’)
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multiple choice question on page 91.

Check if Ss understand the questions
Play the tape 2 or 3 times. Ss listen and do
the exercise.
Ss answer and T corrects.
Ss choose true or false
T asks Ss to correct the false sentences
True or false statements
a/ The expert explains how to start a compost heap
b/We can use meat or grain products to make
compost
c/ We should find a place in our garden that gets a
few hours of sunlight each day
d/ We shouldn’t use picks to turn the compost
e/ If the weather is very wet , we should cover the
heap with a sheet of strong plastic
5. Homework(5’)
-Do exercise in the workbook.
-Practice the dial with your partners
replacing the information.
-Prepare : lesson 3 Listen
Remarks:
LESSON PLAN
Period: 62 Teaching day:
Unit 10 : Lesson 3 Read
I. Objectives
By the end of the lesson, S
s
will be able to read for details about how things are
recycled.
II. Language contents

1. Grammar: Passive form in the Present Simple tense.
2. Vocabulary: tire(n), pipe (n), deposite (n), refill (v), melt (v)
III. Teaching aids: wordsquare chart, photocopied pictures (p.95), drawing…
IV. Techniques: rub out and remember, Grid,…
V. Procedures:
Teacher and SS’ activities Contents
Put the wordsquare chart on the board
Tell Ss the topic is about the
environment and there are 14 hidden
 Warm up (5’)
Revision : Wordsquare
E N V I R O N M E N T
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words.
Divide the class into 4 groups.
Ask Ss to write their answer on a piece
of paper and hand in when they finish.
Tell Ss the group with the most right
words is the winner
T presents new words
Ss repeat and say meaning
Ss copy
Ss play the game to check Vocabulary
Draw the grid on the board and have Ss
Copy it.
Ask Ss to open their books and read the
text
Ask Ss to work in pairs to make a list of

recycling facts mentioned in the text
call on some Ss to write the information
in the grid on the board.
Ask Ss to work individually to wnswer
the questions on page 93.
N B C G A R B A G E R
V E D R D O P P U R E
E J U E Y I L A R S C
L U S E D P A P E R Y
O S T N O T S E D E C
P R O T E C T R U U L
E A B R C A I B C S E
R E C E E N C A E E K
D E E E F G H G I J L
Answer key
Environment, garbage, pure, used paper,
protect.
Envelope, dust, green tree, can, plastic
paper bag, reduce, reuse, recycle.
 Pre-reading (10’)
 Pre-teach Vocabulary
-tire (n)
-pipe (n)
-deposit (n)
-refill (v): to fill something empty again
-melt
≠
freeze
 Rub out and Remember
 While-reading (20’)

 Grid (Read 2)
Answer:
Used things Recycling Facts
Car tires
Milk bottles
Glass
Drink cans
are recycled to make
pipes and floor recoverings
are cleaned and
refilled (with milk)
is broken up, melted
and made into new
glassware
are brought back for
recycling
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Let Ss compare their answer with their
partners (pairwork)
Call on some Ss to answer
T corrects
Elicit the madel sentences froms Ss the
have Ss repeat.
Ss listen carefully and notice the
grammar point.
After Ss copy in their notebooks.
T gives an example
Ss retell the story with

Passive Form
They can tell main details
Household and
garden waste
is made into compost
 Comprehension questions (Read 1)
->Answer key
a/ People cleaned and refilled empty milk
bottles.
b/ The glass is broken up, melted and made
into new glassware
c/ The Oregon government made a new law
that there must be a deposit on drink cans.
The deposit is returned when people bring the
cans back for recycling.
e/ If we have a recycling story to share, we
can call or fax the magazine at 5 265 456
 Model sentence: Passive Voice/Form
Car
tires
Glass
S
are
is
be
recycled
recycled
past part
To make pipes and
floor coverings

into new glassware
Concept checking
+ Form: Passive Form in the Present Simple
Subject+ am/is/are + Past Participle
+ Use: it is used when the subject is affected
by the action of the verb (Vietnamese can be
used for weaker students)
 Change an active sentence to a passive
one
Active S + V + O
Passive S + be + Vpp + by O
Eg: I love my parents
My parents sre loved by me
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 Post-reading (8’)
 Homework (2’)
-Learn by heart Voc + Passive Form
-Do exercise in workbook
-Prepare: Lesson 5 write
Remarks:
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
LESSON PLAN
Period: 63 Teaching day:
Unit 10 : Lesson 4 Write
I. Objectives

Students will be able to write a set of instructions on how to recycle used things using the
sequencing.
II. Language contents
1. Grammar: none
2. Vocabulary: soak (v), mash (v), wire mesh (n) , bucket (n)
III. Techniques: Lucky numbers, slap the board, ordering, prediction.
IV. Teaching aids: drawing, mine, photocopied pictures (p.94)
V. Procedures
Teacher and Ss’ activities Contents
Write 9 numbers on the board, from 1 to 9
Tell Ss each numbers is for a question but 3
of them are lucky numbers. If Ss choose a
lucky number, they do not have to answer
any question but they get 2 points and they
can choose another numbers.
Divide the class into 2 teams
 Warm up/Marks (10’)
 Lucky Numbers
1. Lucky Numbers
2. Say this sentence into the passive
“People speak English everywhere”
3. Say this sentence in the active
“Cartoons are liked by most children”
4. Lucky number
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