GA TA 8 Theo chuan kien thuc

The second semester
Unit 9
A first aids course
Period 55 Lesson 1 : Getting started
Listen and read
Prepared:
Teaching:
A / Aims and Objectives : By the end of the lesson , Ss will be able to know what they would
do in the situations which require first - aid
B / Teaching aids : Text book , cassette , pictures , gap fill chart , ..
C / Procedure :
Time Activities Work arrangement
I / Warm up : Kim
,
s game ( Getting started )
- Ask Ss to open their books and look at the things on
page 80 for 20 seconds . Tell them these things are often
used for first - aid
- Divide the class into two groups .
- Ask Ss to close their books and go t6o the board to
write the names of the things they have just seen from
memory .
- Tell them the group having the most right English
words is the winner
- Have them open the books again and go through the
words in English .
Suggested answers :
1. emergency room 2. sterile dressing
3. medicated oil 4. ice 5. water pack 6. alcohol
- Have them discuss and write down what they would do
in these situations which require first – aid

- Call on some groups to give their answers and correct
Possible answers :
+ 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 …
II/ Pre- reading : Introduce the topic of the passage
reading and some new words .
1. Pre teach Vocabulary :
- (an) ambulance -> drawing
Whole class
Team work
Whole class
Group work of 4/5 Ss
T – Ss

- (an) emergence = cap cuu , tinh trang khan cap
- unconscious (adj) >< conscious (adj)
- to bleed -> the bleeding
-> Ask Ss to copy the vocabulary in their notebooks
* Checking technique: Slap the board
( Put the new words in Vietnamese on the board )
2. Gap filling Prediction
- Hang the chart with the paragraph on the board .
There was an emergency at Lan
,
s school . A student

…..(1)…. off her bike and hit her head on the road .
She was …..(2)…. but she cut her head and the …….
(3)…. was ……(4)….. badly . Lan telephoned Bach
Mai Hospital and asked the nurse to send an ……(5)
….. to Quang Trung School . Lan was asked to keep
the student …..(6)…. while waiting for the
ambulance .
- Ask Ss to predict the words in the gaps
- Call on some Ss to go to the board and write their
words
III / While - reading :
- Have Ss open their books , listen to the tape while
reading the dialogue , then check their predictions
- Give feedback 1. fell 2. conscious 3. cut
4. bleeding 5. ambulance 6. awake
* Comprehension questions
- Ask Ss to read the dialogue again and select the topic
covered in the dialogue .
- Have Ss work in groups to write their answers on a
sheet of paper and hand in after finishing .
- Collect Ss
,
papers and give feedback : a- b- c- e- f
IV / Post - reading :
1. Role play
- Have Ss in turn play the roles to demonstrate the
dialogue .
2. Write - it -up
- Ask Ss to write a story using the information from the
dialogue .

- Tell Ss to begin their story with :
“ Yesterday there was an emergency at ……. “
- Monitor and help Ss with their work
V / Homework :
1. Let Ss do the exercises in the workbook (1,2 / 55 )
2. Prepare the next lesson .
Whole class
Team work
Individual work
T – Ss
Groupwork of 4/5 Ss
T – Ss
Pair work
Individual work
Period 56 lesson 2 : Speak and listen
A/ Aims and Objectives : By the end of the lesson , Ss will be able to make and respond to
requests , offers , and promises .

B / Teaching aids : pictures , charts and posters ..
C / Procedure :
I / Warm up : Net work
• Possible answers :
- have a snake bite
- have a burn
- have a cut
- have a bee sting
- have a nose bleed ...
II / Pre - speaking : Introduce the topic of the speaking
and some models sentences .
1. Set the scene :

- Ask Ss some questions to elicit the models
a. I want you to get me a bandage . How can I say ?
b. I would like you to come to my party . How can I
say ?
c. I tell my mother that I will surely finish my work
before bedtime . How can I say ?
- Have Ss repeat 2 or 3 times before writing them on the
board ( underline the key words )
a. Will you ( please ) get me a bandage ?
b. Would you like to come to my party ?
c. I promise I will finish my homework before bedtime .
=> Concept checking
- Get Ss to work out the rules for themselves by asking
questions .
- After formulating the model sentences , elicit some
more phrases with the same use from students .
1.1 To make a request :
Will
Would you ( please ) + V ……. ?
Could
Can
Reponses :
+ Sure / Ok / All right .
- I am sorry . I can / I am afraid not
1.2 To make an offer
Will / Won
,
t you
Shall I + V ………..?
Group work of 8 – 10

students
T- Ss
T – Ss
T – Ss

Situations which
require first aid–
Can I
Would you like + to V ………...?
What can I do / get for you ?
Can I get you ……………..?
Responses :
+ Yes , please . / That would be nice .
- No , thank you .
1.3 To make a promise
I promise I will / I will not ………..
I will ………... I promise .
I promise to …………...
Reponses :
I hope . / Good . / I am glad . / Do not forget
- Ask Ss to copy down .
III / While - speaking :
1. Matching :
- Hang the chart with the statements on the board .
- Ask Ss to look at the pictures ( page 82 ) and match the
situations with the statements .
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 .
- Give feedback : 1.a 2. d 3. e 4. b 5. c
2. Picture Drill :
- Identify the situations in the pictures
Picture a) -> request
“ b) -> offer / request
“ c) -> offer / request
“ d) -> offer
“ e) -> promise
- Ask Ss to work in pairs
+ Model : Could you give me a bandage , please ?
Sure . Here you are
- Call on some pairs to demonstrate the exchanges in
front of class .
IV / Post - speaking :
Pair work ( closed pairs )
- Get Ss in turn to practice all the exchanges
- Monitor and correct , encourage Ss to make sentences
for themselves
- Collect their ideas and write them on the boards
* Suggested answers :
b. A : Can I get you some water / medicine ?
B : Yes, please .
c. A : Can I get you some bandage ?
B : That would be nice
Whole class
Group work of 4 / 5 Ss
T – Ss
Pair work
Pair work

d. A : You must have a fever . Can I get you some
medicine / water ?
B : NO , I am fine . Thank you .
e. A : I promise I will not play soccer in the house
again .
B : I hope so .
II / Pre- listening : Introduce the topic of the listening
and some new words
1. Pre teach vocabulary :
- an eye chart ( using picture )
-> eye sight
- a parademic : he takes care of patients but he is not a
doctor nor a nurse
- a wheelchair ( using the picture )
-> to wheel ( to push a wheel chair )
- a stretcher ( picture )
- a crutch -> crutches ( picture )
-> Have Ss copy
* Checking technique : What and where
2. Matching :
- Ask Ss to look at the picture in their books again and
match the letter A,B ,C ,D ,E ,F to the correct words in
the box .
- Call on some volunteers from each group to
demonstrate in front of class .
- Give feedback
A -> ambulance D -> eye chart
B -> wheelchair E -> scale
C -> crutches F -> stretcher

III / While listening– :
1. Order Prediction
- Rub out the letter ( A ,B ) but leave the words . …
- Tell Ss they are going to listen to a paragraph about the
activities taking place in an emergency room which
contains the words on the board
- Put the words in the table
Guess key
ambulance
wheelchair
crutches
eye chart
scale
stretcher
3
2
6
4
5
1
- Have Ss copy and guess the order of the words
- Play the tape and ash Ss to listen
- Ask Ss to give their answers and correct
2. True / False statements
- Stick the chart with the statements on the board :
Listen and copy
T – Ss
T- Ss / individual work
Groupwork of 4/5 Ss
Individual

Whole class

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 .
- Ask Ss to read the statements carefully and check if
they understand the meaning of the statements
- Have Ss work in pairs to decide which of the
statements is true and which is false .
- Play the tape and have Ss listen ( 2 or 3 times )
- Call on Ss to read their answers and give feedback
1. False ( a parademic not a doctor )
2. True
3. False ( empty wheelchair not with a patient )
4. True
5 . False ( stop her baby from crying )
IV / Post listening– : Write it up
- Have Ss write the story about the activities in the
picture , using the Present Continuous .
“ This is the emergency room in a large hospital

V / Homework :
1. Do exercise 3, 4/ 56 ( workbook )
2. Prepare the next lesson .
whole class
Pair work
Individual
Period 57 lesson 3 : Read
A / Aims and Objectives : By the end of the lesson , Ss will be able to read for the
instructions about some more situations requiring first aid –
B / Teaching aids : Textbook , picture , , 4 cardboards .
C / Procedure
I / Warm up : Bingo
- Ask Ss to give nouns for emergencies which require
first – aid and write them on the board ( burn , cut , bee
sting , snake bite , fainting , shock , nose bleed )
- Have Ss choose 4 any 4 words on the board and write
them down on a piece of paper .
- call out the words until someone has ticked all the four
words and shouts “ Bingo “
II / Pre reading– : Introduce the topic of reading
passage and some new words to Ss .
1. Pre – teach vocabulary :
- to lie flat ( mime / drawing )
- to elevate >< to lower
- a victim : a person who needs first aid
Whole class
Individual
T – Ss

- to overheat : make something too hot

- tissue damage = ton hai mo
- to ease = to stop
- Have Ss copy .
* Checking technique : Rub out and remember
2. Network
- Draw the network with some examples on the board
- Ask Ss to think of what to do in these emergency cases
.
- Collect and write the students
,
ideas on the bard

III / While reading– :
- Have Ss open their books and read the instructions
page 83
- Ask Ss to go to the board and add the missing
information .
1. Matching :
- Ask Ss to read the statements / page 84 and match tree
Leadings A , B , C to them .
Give feedback A -> a , c , e B -> b C -> d
2. Grid
- Draw the grid on the board .
- Ask Ss to read the instructions again and fill the
information .
- Call on some Ss to the board to write their answers
- Give feedback
Cases Do Don
,
t

Fainting
- Leave the patient lying flat .
- Elevate the patients
,
feet or
lower his / her head .
- Do not force him / her
to sit or stand .
Shock
- Give him / her a cup of tea
when he / she revives .
- Do not overheat the
victim with
blankets or coat
- Do not give the victim
any food or drink or
drug .
- Cool the burn immediately
to minimize the tissue
damage .
- Put the affected part under a
running cold tap .
- Ease the pain with ice or
Whole class
Individual
Individual
Pair work
Group work

burn fainting

First-aid
Shock
Burns
cold water packs .
- Cover the burned area with
a thick sterile dressing .
- Have Ss copy the grid in their notebooks .
IV / Post reading– :
- Ask Ss to work in groups to continue discussing how to
give first aid .
- Call on some volunteers from each group to
demonstrate in front of class .
V / Homework :
1. Let Ss do the exercises 6,7 in the workbook .
2. Prepare the next lesson .
Period 57 Lesson 4 : Write
A / Aims and Objectives : By the end of the lesson , Ss will be able to know how to write a
thank you note . –
B / Teaching aids : Posters ,
C / Procedure :
I / Warm up : Shark attack
( Revised words : lie flat , elevate , lower , victim , ease )
 Lead in the new lesson .
II / Pre writing– : Introduce the topic of the writing
and some new words to Ss
1. Pre- teach vocabulary :
- to thank Sb for sth
Eg : She thanked me for helping her
- to cheer Sb up = to make Sb feel happier
T- Ss

T- Ss
- to come over ( translation )
Have Ss copy
* Checking technique : slap the board
2. Set the scene
- Ask Ss to close their books and listen “ 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 ? “
3. True / False Predictions
- Hang the poster with the statements on the board
a. Nga writes to thank Hoa for some come candy .
b. Hoa
,
s gift cheered Nga up .
c. Nga
,
d like Hoa to see her at the hospital .
d. Nga is very bored now .
e. Nga writes the letter at the hospital .
- Ask Ss to read the statements and predict .
- Get S to give their predictions and write them on the
board .
- Ask Ss to look at the letter and complete it with the
right verb forms .
- Monitor and help Ss with the tense forms .
- Call on some Ss to give their answers and give
Whole class
Teacher
Individual

Individual

feedback .
- Ask Ss to read the whole letter and check if their
prediction are right or not .
Answer key :
1. False -> flower ( not candy ) 2. True
3. False -> at her house ( not at the hospital )
4. True
5. False -> at her house ( not at the hospital )
III / While writing :– Questions and answers
- Tell Ss they are going to write a thank – you note to a
friend and invite him / her to go on a picnic with them .
- Ask Ss to read the questions carefully to answer orally
- Have Ss practice speaking to each other .
- Monitor and correct .
- Get Ss to join the sentences into a paragraph to make it
a thank – you note .
- Tell Ss to write their letters in their exercise
notebooks .
IV / Post writing– : Exhibition
- Divide the class into 4 groups and choose a letter
randomly in each group .
- Compare their letters and correct .
- Call on some more Ss to read their letters for class
- Give feedback and correct .
V / Homework :
1. Ask Ss to use the same format to write another letter
to another friend for another occasion .
2. Do the exercises in the workbook .

* Feedback :
T – Ss
T – Ss
Pairwork
Individual
Groupwork
Individual
Teacher
Individual
Period 59 lesson 5 : language focus
A/ Aims and Objectives : By the end of the lesson , Ss will be able to know how to use in “
order to , so as to to indicate purpose , Future simple and Modal will to make requests , “ “ “
offers and promises .
B / Teaching aids : Textbook , chalks , boards …
C / Procedure :
I / Warm up : Bingo
=> lead in the new lesson
II / Language focus
Teacher – Ss

1. Grammar notes :
- Ask Ss to repeat the uses and forms of “ In order to /
so as to + V infinitive “ “ Future simple “ and “ Modal
Will “
- Summarize and hang the charts with models and uses
of them .
+ Negative purposes :
In order not to + V / So as not to + V
Eg : You have to take your warm clothes with you in
order not to get bad cold.

- Have Ss copy .
2. Exercises :
- Ask Ss to look at the books and do the exercises .
- Do them orally first , then copy them in their exercise
notebooks
Ex 1 : Matching
- Ask Ss to read the example aloud and ask them to
match one part of a sentence from column A with
another part in column B
- Get Ss to exchange their answers to correct for each
other .
- Call on some Ss to read their answers and give
feedback
1- f , 2- c , 3- b
4 e , 5- a , 6- d–
Ex 2 : Future simple
- Ask Ss to work in pairs to complete the dialogue and
exchange their roles.
- Call on some pairs to practice in front of class .
- Give feedback
1. will 2. will 3. won
,
t
4. Shall 5. will 6.
,
ll
Ex 3: Making requests , offers and promises with
will
- Explain the aims of the exercise
- Ask Ss to read each situation and work in pairs to

complete the dialogue.
- Call on some pairs to practice in front of class .
- Give feedback :
a. Will you open the window , please , Nga ?
b . will you give it to me , please ?
c. Will you answer the telephone , please ?
d. Will you turn on the TV , please , Nga ?
e. Will you pour a glass of water for me , please ?
f. Will you get me a cushion , please ?
Ex 4 : Work with a partner
- Explain the aims of the exercise
- Ask Ss to read the example aloud .
- Get Ss to read all the words in the box . Be sure Ss to
Teacher – Ss
Individual
Individual
Pairwork
Pair work
Individual
Pair work

understand the meaning of them and each situation .
- Have Ss work in pairs to make requests , offers or
promises
- Call on some pairs to read their answers aloud .
- Give feedback
b. Will you paint the door , please ?
I will paint the door tomorrow .
c . Will you study harder , please ?
I will study harder .

d. Will you carry the bag for me , please ?
Shall I carry the bag for you ?
e. Will you hang the washing , please ?
Shall I hang the washing for you ?
f. Will you cut the grass , please ?
I will cut the grass for you .
III / Homework :
1. Let Ss copy all the exercises in the notebooks .
2. Prepare the next lesson .
* Feedback :
Individual
Unit 10
Recycling
Period 60 lesson 1 : Getting started
Listen and read
A / Aims and objectives : By the end of the lesson , Ss will be able to do something to protect
the environment and save natural resources .
B / Teaching aids : Textbook , posters , cassette , , a chart …
C / Procedure :
I / Warm up : Brainstorming (Getting started)
Reuse plastic bags
Group work of 4/5 teams

- Ask 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 after they finish
and the team having the most good ideas is the winner .
- Give feedback
( Use cloth bags , use tree leaves to wrap things , make

garbage into fertilizer , make vegetable matter into
animal food ) …
 Lead in to new lesson .
II / Pre reading– : Introduce the topic of the passage
reading and some new words to Ss .
1. Pre – teach vocabulary :
- representative (n) = dai dien
- to protect = to keep so/ sth safe from danger .
-> to protect so / sth from so / sth
- natural resource (n) : coal mines , oil / gold / mineral
deposits
- to recycle “ to make sth already used able to be used
again .
- to contact = to communicate with so by telephone or
letter .
-> Have Ss copy .
* Checking technique : Jumbled words
- Stick 6 flashcards with jumbled words on the board
- Ask Ss to rewrite the words in the right order .
- Tell Ss the first two groups with right words will get 2
Individual
Teacher – Ss
Whole class
Group work of 4/5 Ss

Ways to reduce
the amount of
garbage
tconatc psentreretivea ceresoru
ralnatu ropttce cyrecel

points .
- Correct and give feedback
contact – representative – resource
natural – protect – recycle
2. True / false predictions
- 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 .
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 over
packed .
4. We can not reuse things like envelopes , glass , plastic
bottles , old plastic bags .
5. Miss Blake says that we should use cloth bags and
should not use plastic bags at all .
6. Recycling means not just throwing things away but
trying and finding another use for them .
- Ask Ss to work in pairs to decide if the statements are
true or false .
- Call on some Ss to read their guesses and write them on
the board .
II / While – reading :
1. Checking predictions
- Ask Ss to open their books , listen to the tape while
reading the dialogue .

- Call on Ss to correct the false statements .
- Give feedback
1. False -> an organization to help people
2. True
3. False -> Reduce means not buying …
4. False -> We can reuse things …
5. True 6. True
2. Comprehension questions :
- Ask Ss to look at the questions and work in pairs .
- Monitor and help Ss with their work
- Call on some pairs to practice asking and answering the
questions .
- Give feedback
a. Reduce means not buying products which are over
packed .
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 .
Teacher – Ss
Pair work
Individual
Whole class
Pair work

d. We can look for information on recycling things by
having a contact with an organization like Friends of the
Earth , going to the local library or asking your family
and friends .
e. We should not use plastic bags because when we

throw them away , they could stay very long and could
not be self- destroyed .
IV / Post reading– :
Discussion
“How to protect our environment ?”
- Ask Ss to express their opinions / ideas on this topic .
- Write their ideas on the board into a list
- Give feedback , correct and hove them copy .
V / Homework :
1. Write the questions and full answers in your exercise
notebook .
2. Do the exercises ( 1,2 ) in the Workbook .
* Feedback :
Individual
Individual
Period 61 lesson 2: Speak + listen
A / Aims and Objectives : By the end of the lesson , Ss will be able to practice giving and
responding to instructions and listening for specific information about making compost .
B / Teaching aids : Picture , a mapped dialogue chart , cassette …
C / Procedure :
I / Warm up : Kim
,
s game
* Possible answers : Used paper , old newspapers ,
books , cardboard boxes , bottles , glasses , jars , plastic
bags , food cans , drinking tins , vegetable matter ,
clothes , shoes , school bags …
* Speak
I / Pre- speaking : Introduce the topic of the speaking
and some new words to students .

1. Pre-teach vocabulary :
- Fertilizer (n) : Farmer often use this thing to make
their plants or trees grow well .
-> to fertilize
- Compost (n) : What do you call the fertilizer made
from spoiled food , leaves , vegetable mater ?
-> compost heap
- Fabric (n) = material
- Leather (n) : What are the shoes made of ?
+ Have Ss copy in their notebooks .
Whole class
Team work
Teacher – Ss

• Checking technique : Bingo
2. Dictation list :
- Tell Ss they are going to listen to the words for items
and put them into the right groups .
- Draw the table on the words and put them in the right
columns .
- Model some words .
- Read the words aloud , slowly and jumble them up
- After listening , ask Ss to work in pairs and give their
answers .
- Read the words again and correct
Group Items
Paper used paper (old newspaper ,cardboard boxes
Glass ( bottles , glasses , jars )
Plastic (Plastic bags , plastic bottles )
Metal ( food cans , drinking tins ..)

Fabric Clothes ( cloth bags , material )
Leather ( shoes , sandals , schoolbags )
Vegetable
matter
Fruit Peels ( vegetable , rotten fruits )
II / While speaking– :
Mapped dialogue :
- Put the mapped dialogue chart on the board .
- Elicit the exchanges from students
- Have some pairs practice each exchange before going
on to another exchange .
- After fishing the dialogue , ask a good pair to
demonstrate the whole dialogue .
a. Open pairs :
- Ask some pairs to practice in front of class .
b. Closed pairs :
- Ask Ss to work in pairs , replacing the information
with the words in the dictation list
- Monitor and correct .
A B
Which group ( do clothes )
belong to ?
What can we do with
( those clothes ) ?
Is / are ( fruit vegetable
matter ) ?
What will we do with
(it ) ?
Put ( them ) in fabric
We can ( recycle them and

make them into paper or
shopping bags .
That is right
We make ( it into compose
and fertilizer our field . )
IV / Post speaking : Listening
Multiple choice :
- 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 multiple
choice questions
Individual
Individual
Pair work
Teacher –Ss
Pair work
Individual

- Have them guess the answers
- Turn on the tape 2 or 3 times , Ss listen and do the
exercise .
- Get Ss to give their answers and correct
Answers : a. A b. B c. A d. B
- Have them copy
V / Home work :
1. Copy down the dialogue , replacing the information .
2. Do the exercises in the work book.
3. Prepare the next lesson .
Individual
Period 62 Lesson 3 : Read

A / Aims and Objectives : By the end of the lesson , Ss will be able to form the passive in the
Present Simple
B / Teaching aids : word square chart . pictures , ..
C / Procedure :
I / Warm up : Word square
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
- Tell Ss the topic about the environment and there are
12 hidden words .
- Divide the class into 4 groups .
- Ask Ss to write their answers on a piece of paper and
hand in when they finish
- Tell Ss the group with the most right words is the
winner .
Answer key :
environment , garbage , pure , used
paper , protect .
envelope , dust , green tree , can ,
plastic , paper bag ,
reduce , reuse , recycle
II / Pre reading– :Introduce the topic of the passage
reading and some new words to students .

1. Pre- teach vocabulary :
- tire (n) : using picture
- pipe (n) : using drawing
- deposit (n) : khoan tien gui vao mot tai khoan
Group work of 4 teams
T – Ss
Whole class

- to refill = to fill something empty again
- to melt >< to freeze
- Get Ss to copy in their notebooks .
* Checking vocabulary : Rub out and remember
2. Open prediction
- Tell Ss they are going to read a page in a newspaper
giving some recycling facts to protect the environment .
- Ask them to look at the board and guess what they are
going to read .
+ What do people do with used things ?
+ What can they make from them ?
- Call on some Ss to read their guesses on the board
Car ties -> ..…………
Milk bottles ->……………
Glass -> ..…………
Drink cans -> ..…………
Household and garden waste -> .……… …
III / While reading– :
1. Grid
- 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 .
Answer Key :
Used things Recycling Facts
Car tires
Milk bottles
Glass
Drink cans
Household and
garden waste
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
is made into compost .
2. Comprehension questions
- Ask Ss to work in pairs to answer the questions .
- Get them to compare their answers with their friends .
- Call on some pairs to practice asking and answering
the questions .
- Give feedback
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 all drink cans . The deposit is

returned when people bring the cans back for recycling .
d. Compost is made from household and garden waste .
e. If we have a recycling story to share , we can call or
Individual
Whole class
Pair work
Pair work

fax the magazine at 5 265 456.
IV / Post reading– :
- Ask Ss to look at their books and complete the
sentences to make a list of recycled things .
- Call on some Ss to read their answers aloud .
=> The sentences they have read are the passive .
Passive Form in the present Simple
S + am/ is / are + Past participle
- It is used when the subject is affected by the action of
the verb .
- How to change an active sentence to a passive voice :
Active S V O
Passive S + be + PII by O
eg : I love you
You are loved by me
Have Ss copy
• Change these sentences into the passive
1. Lan like pop music .
2. They play table tennis every day
3. We do these exercises in the notebooks .
4. He feeds 5 chickens .
5. She buy a lot of food .

- Call on some Ss to read their completed sentences in
front of class .
- Give feedback
1. Pop music is liked by Lan .
2. Table tennis is played every day
3. These exercises are done in the notebooks by us .
4. Five chickens are fed by him
5. A lot of food is bought by her .
V / Homework :
1. Copy down all the passive sentences in their note
books .
2. Do the exercises in the workbook .
3. Prepare the next lesson .
* Feedback :
Individual
Whole class
Individual
Listen and copy .
Period 63 lesson 4 : Write
A / Aims and Objectives : By the end of the lesson , Ss will be able to write a set of
instructions , using the sequencing .
B / Teaching aids : mime , picture …
C / Procedure :

I / Warm up : Lucky numbers
- Write 9 numbers on he board from 1 to 9
1. Lucky number
2. Say this sentence in he passive “ people speak English
everywhere “
3. Say this sentence in the active “ cartoons are liked by

most children “
4. Lucky number
5. Lucky number
6. Say this sentence in the passive “ We do not use
things carefully . “
7. Say this sentence in the active “ Are candies liked by
the children ? “
8. Say this sentence in the passive “ Mr Han teaches
Maths . “
9. Say this sentence in the passive “ Vegetables do not
eat meat . “
- Divide the class into 2 teams .
II / Pre- writing : Introduce the topic of the writing and
some new words to Ss
1. Pre-teach vocabulary :
- to soak : put sth in liquid for a time so that it becomes
completely wet .
- to mash : mime
- wire mesh (n) : luoi dien
- bucket (n) : drawing
-> Have Ss copy down .
* Checking vocabulary : Slap the board
2. Ordering prediction :
- Set the scene : tell Ss they are going to read a text
about how to recycle used paper .
- Put the verbs on the board randomly in a flow chart
- Ask Ss to work in groups to predict the order of the
actions
soak dry pull out mix press mash
1 2 3

4 5 6
- Call on about 2 pairs to write their answers on the
board .
- Explain the process of recycling , using mimes or
Vietnamese and correct .
- Feedback
1. soak 2. mash 3. mix
4. pull out 5. press 6. dry
III / While writing– :
- Ask Ss to open their books , read the text and fill in the
verbs
- Monitor and correct the exercise in the text book .
- Feedback
Team work
Listen and copy
Teacher – Ss
Team work
Teacher
Group work of 4/ 5 Ss
Individual

1. use 2. mix 3. place 4. press
5. wrap 6. wait 7. dry
* Recall
- Ask Ss to close their books
- Write the sequencing on the board and have Ss to
practice speaking first
- Call on Ss to say the sentences from memory .
- Get Ss to write the text in brief using the sequencing .
- Monitor and help Ss with their work .

- Call on some Ss to read their writing for the class .
- Feedback
First , soak old newspaper in a bucket overnight .
Then , mash the paper by a wooden spoon .
Next , mix the mashed paper with water .
After that , use a wire mesh to pull the mixture out , put
it on the cloth and press it down firmly .
Finally , take the mesh out of the cloth & dry it in the
sun .
IV / Post writing– : Ordering pictures
- Stick the pictures on the board randomly
- Ask Ss to listen and work in groups to rearrange the
pictures according to the instructions on how to prepare
the tealeaves .
- Read the instructions aloud
a. First take the used tealeaves from the tea pot .
b. Next scatter the tealeaves on a tray .
c. Then dry the leaves in the sun .
d. Finally , put the dry leaves in a pot for future use .
V / Homework :
1. Write the instructions on how to make a thing you
have ever made using the sequencing
2. Prepare the next lesson .
Individual
Group work
Individual
Period 64 Lesson 5 : Language focus
A / Aims and objectives : By the end of the lesson , Ss will be able to form the passive in
Present simple / Future simple and structures with Adjectives .
B / Teaching aids : Cardboards , poster , .…

C / Procedure :
I / Warm up : Questions game
- Call on a student to go to the board and give him or her a
job name .

- Ask the rest of the class to guess the job by asking yes-
no questions
- The chosen student can only answer yes or no
- Tell someone who can guess the right job will get a point
and take the place of the last chosen student .
Example questions :
- Do you get a big salary ?
- Do you wear uniform ?
II / Language focus
1. The passive forms
1.1 Passive Form in the Present Simple
S + am / is / are + past participle
=> It is used when the subject is affected by the action of
the verb .
Ex 1 : Work with a partner
- Ordering pictures :
+ Ask Ss to read the instructions and look at the pictures to
put them in the correct order according to the instructions
+ Call on some groups to give their answers .
+ Give feedback a.1 b.4 c.3 d.5 e.2 f.6
- Writing :
+ Ask Ss to rewrite the sentences in the passive form
+ Let them compare their writing and ask Ss to go to the
board and write their sentences
+ Correct and give feedback

1.2 Passive Form in the Future Simple
S + will / shall + be + past participle
- Have Ss copy down
- Show Ss the questions ( o) and ask them to fill in the
gaps , using the Passive
- Call on Ss to give their answers and correct
1. will be shown …
2. Will be built ..?… …
3. will be finished . 4. … …
Will be made ?… …
2. Adjectives followed by an infinitive / a noun clause
2.1. It + be + adjective + to infinitive
Example : It is very difficult to speak English well
Ex 3 : Complete the sentences
- Ask Ss to open their books and complete the dialogues
- Call on some pairs to demonstrate the dialogues and
correct
2.2 . S + be + adj + that / noun clause
Example : We are delighted that you passed the English
exam .
- Get Ss to copy .
Ex 4 : Complete the letter
- Ask Ss to read the letter and match the words .
A B Key
Individual
Teacher – Ss
Pair work
Pair work
Teacher – Ss
Individual

Whole class
Pair work
Teacher – Ss
Whole class

1. relieved (a)
2. Congratulation
3. Look forward to(
4. confirm (v)
a. xin chuc mung
b. trong cho
c. xac nhan lai
d. nhe nhom
1.d
2.a
3.b
4. c
- Ask Ss to copy the vocabulary
- Ask ss to work in pairs to complete the letter using the
words in the box
- Get some Ss to give their answers
- Give feedback and correct
0. are delighted
1. was happy
2. am relieved
3. is afraid
4. Are sure … …
5. am certain
- Call on some Ss to read the complete letter aloud
V / Homework :

1. Rewrite the letter beginning with : “ Nam
,
s grandparents
are delighted that he passed his English exam ”……
2. Do the exercises in the workbook .
* Feedback :
Individual
Read the letter aloud
Listen and copy
Unit 11
Traveling around Viet Nam
Period 65 lesson 1 : Getting started
Listen and read
A / Aims and Objectives : By the end of the lesson , Ss will be able to use some expressions to
express their interest
B / Teaching aids : Cassette , 2 charts …
C / Procedure :
I / Warm up : Jumbled words
- Write the topic “ Places of interest “ on the board
- Ask each team to connect the words to make the right
phrases for places of interest and write them on the board
as fast as possible
=> Ngo Mon Gate , Ha long Bay , The Temple
Team work

Literature , Nha rong Harbor .
* Getting Started :
- Ask Ss to open their books and match the names with the
pictures
- Call on some Ss to give their answers

a. Ngo Mon Gate b. Na rong Harbor
c. The Temple Literature
d. Ha Long Bay
- Call some Ss to read the proper names aloud .
II / Pre- reading : Introduce the topic of the passage
reading and some new words to students .
1. Pre- teach Vocabulary :
- Crop (n) : something such as grain , rice , fruit is …
grown in one season .
- Sugar cane (n) : cay mia ( It is used to make sugar )
- Water buffalo (n) : con trau
- forty – minute drive : The drive takes 40 minutes
Form : A / an Adj ( number ) – N + N
Ex : a3 – month vacation / a thirteen – year – old – boy
* Checking vocabulary : Bingo
2. Guiding questions :
- Set the scene and put the chart with questions on the
board
a. where does Hoa meet The Jones ?
b. Is it the first time The Jones have visited Viet Nam?
c. How do they travel to Ha Noi ?
d. What do they see along the road to Ha Noi ?
e. What would Tim like to do ?
- Ask Ss to think about the questions in a few minutes
- Have Ss listen to the tape while reading the dialogue
- Get Ss to work in pairs to answer the questions
- Call on some pairs to give their answers
- Feedback :
a. Hoa meets The Jones at the airport
b. Yes , it is . c. By taxi

d. They see a boy riding a water buffalo , rice paddies , corn
and sugar cane fields
e. He would like to take a photo .
III / While reading– :
- Ask Ss to listen to the tape and say out True or False
- Read the sentences aloud and call on some Ss to answer ,
then have them correct the false sentences and get them to
write in their notebooks .
a. T b. T d. T e . T
c. F -> in a taxi …
f. F -> Not only rice and corn but also sugar canes are …
grown around Ha Noi .
- Call on some groups of five to practice the dialogue in
front of class
- Correct their pronunciation
Individual
Listen and copy
Teacher – Ss
individual and choral
Whole class
Individual
Pair work
Whole class

IV / Post reading– : Discussion
- Ask Ss to read the dialogue again , discuss with them
and ask them to pick out the sentences containing the
situations mentioned below .
* to express interest :
- I

,
d like you to meet my parents .…
- It is nice to meet you .…
- It is great to be in Viet Nam .
- I would to sit with Tim ..…
* to express a request :
- Would you mind sitting in the front seat …
- Would you mind if I took a photo ?
V / Homework :
1. Learn by heart new words and some structures to give
some examples .
2. Do the exercises in the workbooks .
Individual
Individual
Period 66 Lesson 2 : speak and Listening
A / Aims and Objectives : By the end of the lesson , Ss will be able to make and respond to
formal requests using mind and make suggestions .“ “
B / Teaching aids : a mapped dialogue chart ..
C / Procedure :
I / Warm up : What does it say ?
- Choose a student and ask him / her to go to the front of
the class with his / her back to the board so that he / she
can not see what is written on the board .
- Write the information on the board .
- Ask the rest of the class try to help the student guess
what is written on the board by asking questions until he /
she says out right the words on the board .
Example : Yes, I do .
Ss ask : Do you like your teacher ?
Or Every day

Ss ask : How often do you have a shower ?
II / Pre- speaking : Introduce the topic of the speaking
and some structures
1. Pre- teach structures :
- Set the scene :
Remind Ss of the exchanges between Hoa and Mr. Jones
and between Hoa and Tim in the last dialogue and elicit
the sentences from Ss .
Model sentences :
1. A : Would you mind sitting in the front seat of the
taxi ?
B : No problem .
2. A : Would you mind if I took a photo ?
B : Not at all .
=> Used to make and respond to formal requests
Form :
Whole class
Teacher – Ss

1. Would you mind / Do you mind + verb- ing ?…
2. Would you mind if I + Verb ( in Past simple tense) ? …
Do you mind if I + Verb ( in Present simple tense ) ..?
Responses :
• Agreement:
No , I do not mind . / No , of course no . / Not at all . /
Please do . / Please go head .
• Disagreement :
I am sorry , I can not / I am sorry , it is impossible
I
,

d prefer you did not . / I
,
d rather you did not .
- Get Ss to copy and give some more examples with
suggested words
2. Cardboard Drill
1. move your car ? (v )
2. go out with me ? ( x)
3. wait for me ? (x)
4. Get / coffee ? (v)
5. Smoke ? (x)
- Call on some pairs to practice in front of class .
III / While speaking :–
- Ask Ss to work in pairs
+ Open pairs : Get 3 or 4 pairs to demonstrate the
exchanges
+ Close pairs : get the whole class to practice all the
exchanges
- Give feedback
Mapped dialogue
You Tourist officer
Excuse me !
I would like to visit a
market. Would you
mind suggesting one ?
That sounds
interesting . Thank
you .
Yes ?
Not at all .

How about goping to Thai
Binh Market ?
It opens from about
5 am to pm .
You are welcome .
+ Open pairs : Ask some pairs to demonstrate the dialogue
.
+ Closed pairs : have Ss open their books and use the
information / 101 to practice other dialogues .
Group 1 : Markets Group 2 : Museums
Group3 : Restaurants Group 4 : Stamps
Group 5 : Zoo and Botanical Garden
IV / Post speaking– :
- Call on some volunteers from each group to practice in
front of class .
Whole class
Pair work
Teacher – Ss
Pair work