Tiếng Anh 8 Kì II 2010

Unit 9 : A first – aid couse
I.Aims . :- Help ss with the knowledge of the situations which require first – aid.
- To make and respond to offers, promises and requests.
- To write a thank – you note.
1.Practical aims :
* Language items :- Using “ Will”
- Future simple
* Language function :
- To make and respond to offers, promises and requests.
- To write a thank – you note
2.Cultural education : -Educate ss how to do with a girl baby who had a bad cut on her head.
II. Teaching aids : tapes , cassette, posters , cards, pictures, realia
III.Procedures :
Lesson 1 :Listen and read 1,2 Lesson 4. Read
Lesson 2 :Speak Lesson 5 :Writing
Lesson 3 :Listen Lesson 6 : Language focus
______________________
Date of preparing: 8 / 1 / 2010
Unit 9 : A First – Aid Course
Lesson 1 : Getting started
+ Listen and read
A.Objective: Reading a dialogue for details about the situation which requires first -aid..
B. Teaching aids: Textbooks, poster, pictures, realias, cards, cassette, tape
C.Teaching methods: T/WhC; T/Ss; Team; Pairs, Individually
D.Contents:
I . Organization:
Class : 8A2 Date of teaching : Mon 11
th
Jan 2010 Absent Ss:
II . Warmer: Brainstorming
- Elicit and pick out the topic

- Model.
- Divice class into 2 teams.
- Ask them to go to board to write
Period: 55
1
the parts of the body as much as possible
- Check and correct
- Then let Ss look at the picture on P.80 and runs through all the situations.
Have them discuss what they would do in these situations which require first - aid.
- Model.
- Call some Ss to say out and corrects.
III . New lesson
Teachers activities Students activities
Step 1: Pressetation
Act 1: New words
+ emergency(n) tình trạng cấp cứu
+ an ambulance xe cứu thơng
+ a bee sting vết ong đốt
+ a wound vết thơng
+ conscious (adj) tỉnh táo
+ (to) bleed chảy máu
+ blood (n) máu
+ a burn vết bỏng
+ hurt (n) chỗ đau
* Check: ROR
Act 2: Gapfill prediction
* Set the sence: Lan is a s in Quang Trung school.She
felt off her bike so she phoned to Bach Mai Hospital
to get an ambulance
- Listen to T elicit and take out

the words
- Read out the words chorally
and individually
- Copy individually
- Hang the chart on the board and run through.
+ Is it a passage or a dialogue?
+ Is it completed?
+ How many gaps are there?
+ What do you have to do? Before or after
reading?
- Have Ss read the passage and guess the words for the
gaps
- Model
- Collects Ss' prediction
- WhC run through the chart
- Read the passage and predict
the word for each gap
- Work individually then compare with
the partners
- Give the As
2
Guess Read
1 feel
2 conscious
3 cut
4 bleeding
5 ambulance
6 awake
There was an emergency at Lan's school. A
student (1)..... off her bike and hit her head on

the road. She was (2)...... but she had a bad cut
on 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.
Step 2: Practice
- Ask Ss to open their books , listen to the tape and read
the dialogue.and check their prediction
- Correct:
1.fell 4. bleeding
2.concious 5. ambulance
3.cut 6. awake
* Select the topics covered in the dialogue:
- Explain how to do and asks Ss to run through all the
sentences.
- Get Ss to read the dialogue again and choose the topics
in about 5 minutes.
- Collect and give the correct answers.
KEY: a, b, c, e, f
* Model sentences:
- Take the model sentence by asking Ss to answer the
question:
+ What will be there in about 10 minutes?
The ambulance will be there in about 10 minutes.
- Concept check:
+ Form: + S + shall / will + V + O
- S + shan't / won't + V + O
? Shall / will + S + V + O ?
+ Meaning: translate in Vietnamese.

+ Use: to discribe an action in the future.
Step 3: Production: Role play
- Ask Ss to play the roles to demonstrate the dialogue.
- Let Ss practice in pairs.
- Call some pairs to act out
- Give feedback .
* Practice: Language focus 2 on P.86.
- Ask Ss to read the dialogue and choose the best
answer.
- WC listen to the tape and read
the text on the book to check
the prediction
- Read the text again to chosse
the right topic
- Answer T’qs to take out the model
sentences
- Read out the model sentences
chorally and individually
Copy the form, meaning and
use individually
- Practice the dialouge in pairs
Some pairs demonstrate
- Do the Ex individually
- Answer
- Correct
3
- Collect Ss' answers by letting them read the whole
sentences.
ANSWER KEY:
1. will 2. will 3. won't 4. shall 5. will 6. 'll

IV . Sumary:
+ The simple future tense: S + will/ shall + Vo
+ How to give the first aids
V . Homework:
+ Learn by heart Vocabulary
+ Do Exercise 1 (55)
E. Evaluation
Date of preparing: 9 / 1 / 2010
Unit 9 : A First – Aid Course
Lesson 2 : Speak
A.Objective: Practice in making and responding to offers , promises and requests.
B. Teaching aids: Textbooks, poster, pictures, realias, cards
C.Teaching methods: T/WhC; T/Ss; Team; Pairs, Individually
D.Contents:
I . Organization:
Class : 8A2 Date of teaching: Tues 12
th
Jan 2010 Absent Ss:
II . Warmer: Network have a bee sting
have a nose bleed
have a burn
have a difficulty in breath
III . New lesson
Teacher’s activities
Step 1: Presentation
Act1 . Model sentences.
* Set the sence : Ask Ss some questions to elicit the
model
+ I want you to get me a bandage. How can I say?
+ I'd like you to come to my party. How can I say?

+ Today I forget to pay you the English book. How can
I say?
* Model sentences
+ Will you (please) get me a bandage?
+ Would you like to come to my party?
+ I promise I'll pay you the book.
Students’ activities
- Answer T’s Qs to take out the
model sentences
- Read out the sentences chorally
and individually
- Copy the concept check
Period: 56
4
Situations which
require first aids
Act 2. Concept Check.
To make requests:
Will / Would / Can/ Could + you (please) + Vo
+ .....?
Responses:
+ Sure / OK / All right.
- I'm sorry I can't. / I'm afraid not.
2. To make offers:
Will / Won't / Shall / Can + S + V + .....?
Would you like + to + V + .......?
What can I do / get for you?
Can I get you ..........?
Reponses:
+ Yes, please. / That would be nice.

- No, thank you.
3. To make promises:
I'll / won't ....................... I promise.
I promise I'll / won't ....................
I promise to ........................
Responses:
+ I hope so. / Good / I'm glad. / Don't forget.
Step 2: Practice
• Act 1 : Matching
- Hang the chart on the board with the statements and
run through
- Ask Ss to look at the pictures on P. 82 and match the
situations with the statements.
1. The girl has a cut on her finger.
2. The woman has a bad fever.
3. The boy has broken the vase.
4. The boy has a headache.
5. The boy has a snake bite.
- Model:
- Let Ss do then collect their ideas and correct
KEY: 1. a 2. d 3. e 4. b 5. c
• Act 2: Pictures drill
- Ask Ss to identify the situations in the pictures.
+ Requests: a, b, d + Offers: c + Promises: e
b: A boy is holding his head: perhaps his head is
injured or he has a headache.The mother /sister
wants to help.
c. A boy has been bitten by a snake.
d. The girl is in bed; perhaps she has a fever.
individually

- Look at the pictures and match
them with the right statements
- Work in groups
- Someone answers
- Correct
- Identify the situations from the
pictures
- Work individually
- Answer
- Make the offer or request or
5
e. A boy holding a soccer ball,kooking guilty, standing
next to a broken vase: probably has broken the vase.
- Model picture a.
- Have Ss work in pairs then call some pairs answer
- Give feedback and correct
b.Sister: Would you get me some medicine?
Boy : Yes, please./That would be nice./No,I’m fine.
Or : (Can I get you some medicine/ water?
Sure.)
c. Can I get you some bandage
Yes, please. /That would be nice.
( You are bleeding .What can I do for you?
That would be nice./ Yes , please.
d.You must have a fever. Would you like some
medicine / water?
Yes, please./ That would .…………………
e.Boy : I promise I won’t play soccer in the house
again.
Mother :I hope so./ Good./ I’m glad./ Don’t forget.

Step 3: Production: Write it up
- Have Ss rewrite the sentences that they’ve spoken
above on the notebook
- Model
- Let Ss write then call some Ss go to the board to write
- Check and correct
promise with these situations
- Work in pairs
- Some pairs speak out
- Rewite the sentences on the
notebook
- Work individually
- Someone goes to board to write
- Correct
IV . Summary: How to make and give the respond to an offer/ request and promise
V. Homework: Complete the writing at home
E. Evaluation
………………………………………………………………………………………………………..
……………………………………………………………………………………………………………
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Date of preparing: 10 / 1 / 2010
Unit 9 : A First – Aid Course
Lesson 3 : Listen
A.Objective: Listening to a pagagraph for details about the activities taking place in an
emergency
B.Teaching aids: Textbook, , poster, cards, cassette, tape
C.Teaching methods: T/WC; WC/T; Half; Pairs; Individually
Period: 57
6

D.Content:
I / Organization :
Class : 8A2 Date of teaching: Wed 13
th
Jan 2010 Absent Ss:
II / Revision :
- Ask Ss to look at the picture on page 82 and write out all the verbs describing the actions of the
people in it.
- Model
- Call some Ss answer..
Key: to drive , wheel , move , push , weigh , wait , lie , stand , lean ( dùa, chèng)
III / New lesson

Teacher’s Activities Students’ Activities
7
Step 1: Pre listening
1.New words
+ a paramedic ®iÒu dìng viªn
+ (to) wheel ®Èy xe, l¨n
+ (to) bandage b¨ng bã
+ an eye chart b¶ng ®o thÞ lùc
+ eye sight (n) thÞ lùc
+ a wheelchair xe l¨n
+ a stretcher c¸i c¸ng
+ a crutch c¸i n¹ng
* Check: What and where
2.Matching
- Get Ss to look at the pictures P.82 and run through
- Let them match the letter A,B,C,D,E,F to the correct
words in the box.

- Model
- Collect their ideas and correct
- Correct:
A. ambulance D. eye chart
B. wheelchair E. scale
C. crutches F. stretcher
II. While listening :
Act 1: Ordering
* Set the sence: Tell Ss they are going to listen a text about
an emergency at the hospital
- Ask Ss to listen to the tape and put the pictures with their
names that they’ve completeed in the correct order as they
hear from 1 to 6.
- Model
- Let Ss listen and collect their As
- Collect their As
- Involv them listening again and correct
KEY: 3 - 2 - 6 - 4 - 5 - 1.
Act 2: T/ F statements
- Hang the chart with statements on the board and run
through
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 different
size.
- Ask Ss to listen again to dicice which sentecs is True and
which is false.
KEY: 1. F 2. T 3. F 4. T 5. F

- Listen to T elicit and take out
the words
- Read out the words chorally
and individually
- Copy individually

- Look at the pictures and match
them with the t
- The correct words in the box
- Work in groups
- Give the As
- Correct
- Listen to the tape and put the
words in
- The right order from 1 to 6
- Someone answers
- Listen again and correct
- Read the statements carefully
- Listen to the tape again and
again and dicide if they are T
or F
- Give the As
- Correct
8
IV/ Summary: What activities happen in an emergency
V/Homework: Prepare new lesson
E. Evaluation
..

..

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Date of preparing: 15 / 1/ 2010
Unit 9 : A First Aid Course
Lesson 4 : Read
A.Objective : Reading for the instructions about some more situations requiring first aid.
B.Teaching aids: Textbook, , poster, cards
C.Teaching methods: T/WC; WC/T; Half; Pairs; Individually
D.Contents:
I/ Organization
Class : 8A2 Date of teaching: Mon 18
th
Jan 2010 Absent Ss:
II/ Warmer : Picture drill
- T calls 5 Ss to go to the board:
+ 2 of them write vocabulary which they learnt in the last lesson.
+ 3 Ss look at the picture on P.82 nad make 2 sentences.
- T models: A doctor is waiting to treat the patient.
- T and Ss correct and give marks.
III/ New lesson
Teachers activities Students activities
Step 1: Pre reading
Act1.New words
+ (to) lie flat nằm thẳng
+ (to) force bắt, ép
+ (to) elevate nâng lên
+ (to) lower hạ xuống
+ (to) overheat làm quá nóng
+ a victim nạn nhân, bệnh nhân
+ (to) minimize làm giảm đếm mức tối thiểu

+ (to) ease làm giảm đau
+ tissue damage những thiệt hại, tổn thơng nhỏ
* Check: ROR
2.Network
- Listen to T elicit and take
out the words
- Read out the words chorally and
individually
- Copy individually
Period :58
9
- Elicit and let Ss say some situations for the first aid
and write on the board.
- Ask Ss to think of what to do in the emergency cases.
- Have Ss go to board to write
Let them work in 2 teams
Check and correct
- Say some situations for the first aids
and what to do in these cases
- Work in 2 teams
- Go to the board to write as much as
possible
- Check and correct

- Prase the winner
Step 2: While reading
- Get Ss to open the books and read the instructions on
P.83 to add more for network.
• Act1: Matching:
- Ask Ss to read the statements on P.84 and run through

- Have them match three leadings A, B, C to them.
- Model
- Call some Ss say their answers, and then corrects.
KEY: A: a, c, e B: b C: d
• Act2: Grid
- Draw the grid on the board and run throug
- Ask Ss to copy
- Have Ss read the instructions again and fill in the
information.
- Call some Ss to write on the board.
Cases Do Don’t
Fainting -Leave the patient
lying flat.
-Elevate the
patient’s
feet or lower his/her
head below the lever
of the heart. .…
-Force the patient
to sit or stand.
- Let the victim get
cold
Shock -Give him/ her a cup -Overheat the
- WC read the instructions and add some
more
- Read again and do the matching
- Work individually then compare with
the partners
- Give T the As
- Correct

- Copy the grid individually
- Complete the grid by filling the
information into the columns
- Work in groups
- Someone goes to the board to write
- WC check and corect
10
11
C.Teaching methods: T/WC; WC/T; Half; Pairs; Individually
D.Contents:
I/ Organization:
Class : 8A2 Date of teaching: Tues 19
th
Jan 2010 Student absent :
II/ Warmer Shark attack
-Play with words “ lie flat,elevate, lower, victim, ease ”……
1. lie flat _ _ _ / _ _ _ _
2. elevate _ _ _ _ _ _ _
3. lower _ _ _ _ _
4. victim _ _ _ _ _ _
III/ New lesson

Teacher’s activities Students’ activities
Step 1: Pre writing
Act1.New words
+ to thank smb for smt / doing smt : c¸m ¬n ai vÒ viÖc g×
+ to cheer smb up = to make smb feel happier.
+ to come over : ®Õn nhµ ai ch¬i.
+ to come out of the hospital : ra viÖn
* Check: Make sentences with structures.

Act2. T/F statements prediction
* Set the sence: Nga was sick and she had to go to the
hospital. After she left the hospital, she wrote a thank –
you note to Hoa. Why and what did she write ?
- Hang the chart with the statements on the board and run
through
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.- Ask Ss to predict
which statements are T and which are F.
- Collect and write Ss' prediction on the board.
Step 2: While writing
- Ask Ss to read the whole letter and check.
Correct the false ones
1.False-> flowers ( not candy)
2.True
3.False->at her house ( not at the hospital)
- Listen to T elicit and take out the
words
- Read out the words chorally and
individually
- Copy individually
- Read the statements and predict if
they are T or F
- Work individually then compare with
the partners
- Give Ss the As
- WC read the letter and check

- Correct the false ones
12
4.True
5.False-> at her house (not at the hospital)
* Act1 Gap fill : 1-P.84
- Get Ss to look at the letter on page 84 and complete it
with the right verb forms.( Monitor and help ss with the
tense forms.)
- Model
- Call ss give their answers .
- Check and correct
1.was 2.were 3.helped
4.came 5.am 6.’ll telephone
*Act2 Questions and Answers : 2-P.85
- Ask Ss to look at the to look at the Questions in Write
2.and run through
- Let Ss answer the questions orally by their own in pairs.
- Get Ss to join their answers into a paragraph not put any
numbers,eg: 1,2,3 to make it a thank – you note.
- Tell Ss to write their letters on poster
Step 3: Post writing: Correction
- Divide the class into 4 groups and choose a letter
randomly in each group.
- Have Ss copy 4 chosen letters on their posters and hang
on the board.
- T and Ss read and correct together.
Dear Hoa,
Thank you very much for your present you sent me on my
birthday.They were beautiful and lovely.I like that doll
very much. And it help me to cheer me up when I get bad

mark .
Now I am very bored. Will you come over to my place on
the weekend? I d love to see you.’
I ll telephone you on Friday morning.’
Your friend,
Nhung
- Complete the letter by filling in each
gap one correct form of verb
- Work in groups then give T the As
- Correct
- Read the Qs and the letter again and
answer
- Work in pairs
- Some pairs answer
- Then join them into a paragraph to
make it a thank you note
- After finishing the writing hang the
poster on the board and corect
IV/ Summary:: How to write a thank you note( Is it different or similar to a letter? )
V/Homework: Write another letter to another friend for another occasion
E. Evaluation
………………………………………………………………………………………………………..
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_____________________________________
Date of preparing: 17 / 1 / 2010
13
Unit 9 : A First – Aid Course
Lesson 6 : Language Focus

A.Objective : + Practice using "in order to" and "so as to" to indicate purposes.
+ Further practice in future simple tense.
B.Teaching aids: Textbook, , poster, cards
C.Teaching methods: T/WC; WC/T; Half; Pairs; Individually
D.Content:
I/ Organization:
Class : 8A2 Date of teaching: Wed 20 Jan 2010 Student absent :
II/ Revision:
- Call 3 Ss to write their homework on the board.
- T and Ss correct together, and then T gives marks
III/ New lesson
Teacher’s activities Students’ activities
1. Presentation:
* Set the scene:
- Set the scene by asking some questions:
+ Have you got a burn?
+ What do you do?
+ Why do you do it?
- Let Ss answer orally, then write the last question and its
answer on the board.
- Ask Ss to rewrite the answer, use "so as to" and don't
change the meaning.
- Model – Let Ss repeat in choral and individual.
- Write on the board.
* Model sentences:
? Why do we cool the burn immediately?
+ We cool the burn immediately because we
should minimize tissue damage.
+ We cool the burn immediately so as to minimize
tissue damage.

- Concept check:
• Form:
Clause + so as to / in order to / to + Vo + O
• Use: "To", "so as to", "in order to" are used to
indicate purposes of action.
• Meaning: ®Ó ( chØ mô ®Ých )
2. Practice: Word Cues Drill:
- Give the cues and asks Ss to run through all words.
- Take the instruction from one S.
- Some Ss answer T’s Qs
- Rewrite the As use “ in order to/
so as to “
- Read out the sentences chorally and
individually
- Copy the concept check
- Run through all the cues
- Repeat the model sentences chorally
Period : 60
14
- Model the cues 1, 2 let Ss repeat and do the rest.
- Call some Ss answer
CUES:
1. I open the umbrella because I want to protect
myself from the rain.
2. Mary wrote a notice on the board because she
wanted to inform her classmates about the
change in schedule.
3. Mr. Green will get up early because he wants to
get to the meeting on time.
4. My brother has studied very hard because he has

tried to pass the entrance exam to the university.
KEY:
1. I open the umbrella so as to protect myself from
the rain.
2. Mary wrote a notice on the board in order to
inform her classmates about the change in schedule.
3. Mr. Green will get up early in order to get to the
meeting on time.
4. My brother has studied hard so as to pass the
entrance exam to the university.
3. Modal verbs:
- Ask Ss to retell the usage of "Will", "Shall" to make
requests, offers, promises.
- Require Ss to look at the pictures and verbs on P. 88 to
identify the situations.
- Have Ss say the names of things with the verbs in the
pictures.
- Collect Ss' ideas and give them the guides to make
sentences
a. garbage - empty – request d. basket - carry - offer
b. door - paint - request e. clothes - hang -
request
c. exam - study - promise f. grass - cut - request
Model a
T: Will you empty the garbage cans, please?
S: Yes, please
- Get Ss to practice in pairs about 5 minutes.
- Call some pairs to act out.
- Correct if there are mistakes.

and individually
- Make sentences with cues in groups
- Someone answers
- The others check and correct
- Remind the phrases and responds of requests, offers,
promises.
Look at the pictures and run through the
verbs
- Make requests, offers, promises with
guided words
- Work in pairs
- Some pairs answer
IV/ Summary:: How to write a thank you note( Is it different or similar to a letter? )
15
V/Homework:
+ Rewrite all the exercise on the notebook
+ Do Exercise 4,5 (P.57)
E. Evaluation
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Unit 10 : Recycling
I.Aims: By the end of this unit ss can give and respond to instructions , to talk about feelings, to
write a set of instructions.
1.Practical aims
-Language iteams: + Passive forms
+ Adjective followed by - an infinitive / a noun clause
+ Present simple

+ Future simple
-Language function : To talk about feelings and write a set of instrudtions.
2.Cultural function : Educate ss how to use material economically and how things are recycled.
II. Teaching aids : Posters, pens, cassette, tapes
III. Procedures
Date of preparing: 22 / 1 / 2010
Unit 10 : Recycling
Lesson 1 : Getting Stared ,
Listen and Read
A.Objective : Reading a dialogue for details about how to protect the environment and save
natural resources.
B.Teaching aids: Textbook, , poster, 6 flash cards, cassette, tape
C.Methods: T/WC; WC/T; Half; Pairs; Individually
Lesson 1 : Getting Started, Listen and Read
Lesson 2 : Speak + Listen
Lesson 3 : Read
Lesson 4 : Write
Lesson 5 : Language Focus
Period : 60
16
D.Contents:
I/ Organization:
Class : 8A2 Date of teaching: Mon 25
th
Jan 2010 Student absent :
II / Warmer : Brainstorming
- T gives the topic and draws the circle with an example on the board.
- Ss prepare on the posters in 4 groups about 5 minutes.
- T tells Ss to hang the posters on the board, and then T corrects.
III/ New lesson

Teachers activities Students activities
Step 1: Presentation
1.New words
+ a representative : ngời đại diện
+ a natural resource: nguồn tài nguyên thiên nhiên
+ (to) protect: bảo vệ
(to) protect + smo / smt + from + smo / smt / V_ing
+ (to) recycle: tái chế, tái sản xuất
+ (to) reuse: tái sử dụng
+ (to) reduce: giảm
+ (to) over package: đóng gói quá kĩ
+ to contact : liên lạc, liên hệ
+ to communicate with (someone) by telephone or letter :liên
lạc với ai đó bằng điện thoại hoặc bằng th.
* Check:Matching
2.T/F statements prediction
* Set the sence :
- Give the questions:
+ Who is she? (Miss Blake)
+ Where is she from?
+ Who are they? (Ss)
- Give the situation:
A representative from Friend 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


- Listen to T elicit and take
out the words
- Read out the words

chorally and individually
- Copy individually
- Listen to Ts Qs and answer
17
natural resources.
- Hang the chart with some statements on the board and asks Ss
to run through all of them.
CHART:
1. Friends of the Earth is an organizationto help people
make friends with each other.
2. Miss Blake asks the Ss to remember 3 things: reduce,
reuse, recycle.
3. Reduce means buying products which are
overpackaged.
4. We can't reuse things like envelopes, glass, plastic
bottles, old plastic bags.
5. Miss. Blake says that we should use cloth but we
shouldn't use plastic bags at all.
6.Recycling means not just throwing things away but
trying and finding another use for them.
- Draw the table and asks Ss
to copy on their notebooks.
-Let Ss guess individually
then collect their ideas
Step 2: While reading
- Get Ss to open their books, listen to the tape while reading the
dialogue and check their prediction.
- Call some ss to correct the False sentences.
* Key :
1.False - to help people protect the environment and save …

natural resources.
2.T
3.F – Reduce means not buying …
4.F – We can reuse things .…………
5.T
6.T
* Comprehenshion questions.
- Run through the Qs on P.90.
- Have Ss read the dialogue again and answer the questions
WC run through the statements
- Copy the table individually
- Guess the sentences if they are T
or F
- Work individually then compare
with the partners
- Give the ideas
- WC read the dialouge while
listen to the tape to check the
prediction
- Correct the false sentences
- WC run through the Qs
- Read the dialouge again and
answer the Qs
- Work in pairs
- Some pairs read out the Qs and as
- The others correct
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Guess Read
1 F
2 T

3 F
4 F
5 T
- Go around to check and help.
- Call on some Ss to ask and answer, then give feedback.
ANSWER KEY:
a. Reduce means not buying products which are over
packaged.
b. We can reuse things like envelopes, glass, plastic
bottles and old plastic bags.
c. Recycle means don't just through things away, try and
find another use for them.
d. We can for information on recycling things by having
contact with an organization like Friends of the Earth
e.We shouldn’t use plastic bags because when we throw
them away , they could stay very long and could not be self –
destroyed / self.
Step 3: Post reading : Discussion
- Write the topic on the board and asks Ss to express their
opinions.
- Model
Don’t throw plastic bags away, (demolished )
- Collect Ss' ideas on the board, and then gives feedback, - - -
Corrects and let Ss copy.
- WC think of the topic
- Discuss about the topic
- Work in groups
- Some groups express the opinions
- Correct and copy
IV/ Summary: What make the environment pollute and how to protect the environment?

V/Homework: Rewrite the comprehension questions in notebooks .
E. Evaluation
………………………………………………………………………………………………………..
………………………………………………………………………………………………………
……………………………………………………………………………………………………….____
_________________________________
Date of preparing: 23 / 1 / 2010
Unit 10 : Recycling
Lesson2 : Speak + Listen
A.Objectives: Help Ss practice in giving and responding to instructions.
Listen for specific information about making compost .
B.Teaching aids: Textbook, , poster, 6 flash cards, cassette, tape
C.Methods: T/WC; WC/T; Half; Pairs; Individually
D.Procedures:
I/ Organization :
Class : 8A2 Date of teaching: Tuesday 26
th
Jan 2010 Student absent :
Period: 62
19
How to protect our
environment
II/ Warmer : Kim’s game
- Hang the picture of things: ( waste garbage: used paper, plastic bags, leather, glass )…
- Have Ss look at the picture and remember name of these things.
- Put the picture away
- Divide class into 2 teams
- Let them go to board to write the things hey saw from the pictures.
- Check and prase the winner
III/ New lesson

Teacher’s activities Students’ activities
Step 1 : Pre speaking
1.New words
+ (to) fertilize:bãn ph©n
+ fertilizer(n):ph©n bãn
+ (to) decompose: ph©n huû
+ compost (n): ph©n xanh
+ a heap: ®èng
+ fabric (n): sîi v¶i
+ leather (n) thuéc da
+ metal (n): kim lo¹i
+ (to) belong to: thuéc vÒ
• Check: Slap the board
2.Grid
- Draw the grid on the board and ask Ss to copy.
- Ask Ss to look at the picture on P.91 and classify the names
of all the things, then put them in the right columns.
- Model.
- Let Ss work in groups.
- Call some Ss to fill in the table, then corrects and add more
if necessary.
POSSIBLE ANSWERS:
GROUPS ITEMS
Paper used paper: old newspapers, books,
cardboard boxes, magazines, .............
Glass bottles, glasses, jars, glass, ...
Plastic bags, bottles, buckets, ........
Metal food cans, drinking tins, .......
Fabric clothes: cloth bags, material,
Leather shoes, sandals, schoolbags, ..........

Vegetable
matter
fruit peels, vegetables, rotten fruits, ..........
Step 2: While speaking
* Mapped dialogue:
- Elitcit from Ss and write the mapped dialogue chart on the
- Listen to T elicit and take out
the words
- Read out the words chorally
and individually
- Copy individually


- Copy the grid individually
- Look at the picture and put the
things into the right column
- Work in groups then someone
goes to board to write
- Correct
- Practice speaking by making
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board.
- Model then let Ss repeat in choral and individual.
- Have Ss practice in pairs.
- Call some pairs read out
- Give feedback.
CHART:
Lan Nam
Which group (do clothes)
belong to ?

What can we do with ( those
clothes)?
Is / Are (fruit vegetable
matter)?
What can we do with (it) ?
Put ( them) in ( fabric).
We can recycle them and
make them into paper or
shopping bags.
That’s right.
We make (it into compost
and fertilize our field.
Step 3:Post speaking :
*Listening
1. Pre - listening: Open prediction:
Set the scene: We will listen to a specialist talking about the
way to make compost.
- Ask Ss to look at the questions and answers on P.91and run
through
- Draw the table on the board and let Ss copy on their
notebooks.
Guess Listen
a
b
c
d
- Get them to predict and choose one answer A or B
- Collect their ideas
2. While - listening:
- Involv Ss listening to the tape and check their prediction

- Correct: a.A b.B c.A d.B
TRANSCRIPT:
a. What type of garbage can you put in the compost?
Today I'm going to explain how to start a compost
heap. First of all you must use only vegetable matter
which includes tea leaves, egg shells - but wash the
Mapped Dialouge
- Read out the dialouge chorally
and pairs
- Some pairs read out
- Look at the Qs-P. 91 about the
way to make compost and
choose one answer
- Work individually then
compare with the partners
- Give T the ideas
- WC listen to the tape and check
the prediction
- Correct
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C.Methods: T/WC; WC/T; Half; Pairs; Individually
D.Procedures:
I/ Organization :
Class : 8A2 Date of teaching: Wed 27
th
Jan 2010 Student absent :
II/ Warmer : Words square
environment, garbage,
pure, used paper, protect.

envelope, dust, green tree, can,
plastic, paper bag ,m reduce,
reuse, recycle .
E N V I R O N M E N T
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

III/ New lesson

Teachers activities Students activities
Step 1: Pre reading
+ a tire: lốp xe
+ a pipe: ống dẫn
+ deposit (n): tiền đặt cọc
+ dung (n): phân động vật
+ (to) refill: làm đầy lại
+ (to) freeze: đóng băng
+ (to) melt: tan chảy
* Check: ROR
2.Open Prediction
* Set the sence : Tell Ss that they are going to read a page in a
newspaper giving some recycling facts to protect the
environment.

- Write two questions on the board and asks Ss to guess what
you are going to read and answer the Qs
+ What do people do with used things?
+ What can we make from them?
- Collect their As.
Step 2: While reading
-Ask Ss to read the text- P.92 and check their As
- Listen to T elicit and take out the
words
- Read out the words chorally and
individually
- Rewrite the words
- Copy individually
- WC listen to T set the sence
- Predict the Qs individually then
compare with the partners
- Give T the ideas
- Read the text and check the
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*AK:
1. recycle them
2. car tires, milk bottles,glass, drink cans, household and garden
waste………
Act1: Grid
- Draw the grid on the board and have Ss copy on their
notebooks.
- Let Ss open their books and read in their mind.
- Ask Ss to work in pairs to make a list of recycling facts
mentioned in the text.
- Model

- Call some Ss to fill the information in the grid then corrects.
KEY:
Used things Recycling Facts
Car tires
Milk bottles
Glass
Drink cans
Household and
garden waste
are recycled to make pipes and floor
recoverings, shoes & sandals.
are cleaned and refilled with milk.
is broken up, melted and made into new
glassware.
are bought back for recycling .
is made into compost.
Act2: Comprehension questions:
- Run through the Qs-P.93
- Have Ss work in pairs to answer the questions
- Call some pairs to answer then gives feedback.
* Answer
a. People cleaned and refilled empty milk bottles.
b. The glass is broken up , melted and made into new
glassware.
c. The Oregon govoment made a new law that there must be a
deposit on all drinking cans . The deposit is returned when
people bring the cans back for recycling .
d.Compost is made from household and garden watse .
e.If we have a recyling story to share , we can call or fax the
magazine at 5 265 456.

• Model sentences:
- Elicit from Ss: What do people do with glass?
(We break it up, melt and make into new glassware.)
Which sentence tells you that?
(Glass is broken up, melted and made into new glassware.)
- Concept checking: Passive Voice
+ Form: S + to be + V_ed / P
II
+ (by + O)

prediction
- Copy the grid individually
- Read the text again and complete
the grid by filling the information
in the Recycling Facts
- Work in groups
- Someone goes to the board to
Write th As
- Correct
- Run through the Qs
- Read the text again and answer
the Qs in pairs
- Some pairs answer
- Correct
- Answer the Qs to take out the
model sentences
- WC read out the model sentence
- Copy the form of Passive
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