Tài liệu GA 8 ki 2 2010-2011

Preparing date: 07/1/2011
Teaching date:11/1/2011
Unit 9: A first- aid course
Period: 55 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. Teaching aids: Pictures, cassette , gap fill chart
IV. Procedures:
T and st’s activities Con tents
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
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
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
+ 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 )
1

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
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
- 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
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

2

Preparing date: 08/1/2011
Teaching date:12/1/2011
Unit 9: A first- aid course
Period 56 Speak + Listen
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. Teaching aids: Pictures, posters
IV. Procedures:
T and st’s activities Con tents

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 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.
1. Warm up: / marks ( 5')
Guess from context
- What actions?

Answer key
to drive/ wheel / move / push / weigh / wait /
lie / stand / lean
1. 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
3

.
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.

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
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
I promise to .....
-> I hope so / Good / I'm glad / Don't forget
2. 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
C. Listen
1. Pre- Listening ( 18 ' )
a. 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
b. Matching
4

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

You guess On tape
ambulance ..... 3
wheelchair ..... 2
crutches ..... 6

eye chart ..... 4
scale ..... 5
stretcher ..... 1
b. 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)
3. 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
5

Preparing date: 08/1/2011

Teaching date:15/1/2011
Unit 9: A first- aid course
Period: 57 Unit 9: Lesson 4 Read
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. Teaching aids: chart, picture
IV. Procedures:
T and st’s activities Con tents
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
any food
cool the burn with ice
burn
3. While- reading: ( 10 ' )
6

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
notebook
T presents new words.
Ss listen, copy.
T explains the words by using
+ 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 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
7

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

In order to check Ss’ knowledge , T
gives some exercises

Ss work individually
T corrects and gives marks
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 ' )
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
8

Preparing date: 08/1/2011
Teaching date:18/1/2011
Unit 9: A first- aid course
Period 58 Write
I. Objectives:
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. Teaching aids: sub-board, colored chalk.
IV. Procedures:
T and st’s activities Con tents
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
Cảm ơn ai về
điều gì khích lệ
động viên
nạn nhân
nâng lên
Bảng đo thò lực

+ 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
9

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.
4. Nga is very bored now.
5. Nga writes the letter at the hospital.
+ Answer key
1. F -> flowers ( not candy)
2. True
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.
10

Preparing date: 09/1/2011
Teaching date:19/1/2010
Unit 9: A first- aid course
Period 59 - Language focus
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. Teaching aids: Pictures, posters
IV. Procedures:
T and st’s activities Con tents
T asks Ss to play net work.
Call one or two Ss to do this game.
T corrects and give mark
T explains the demand of this exercise and

does an example.
Ask Ss to do this exercise.
T corrects.
Ss work in pairs
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.
1. Warm up: / marks ( 5')
+ Net work have a bee sting
have a cut
have a burn have a snake bite
+ 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.
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

11
Situation which
require first-aid

T asks Ss to do L Focus 4 then practice
speaking with a partner.
T corrects
damage.
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?
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
12

Preparing date: 12/1/2010
Teaching date:/1/2010
Unit 10: RECYCLING
Period 60 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 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
1/ Warm up(5)
Brainstorm
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
13
Ways to reduce
the amount of
garbage

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.
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
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, 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
14
tconatc
presentativea ceresoru
ralnuta ropttce
cyrecel

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
Ask Ss to read the instructions and look at
the picture on page 95
Ask Ss to put the pictures in the correct
order according to the instructions.
After ask Ss to rewrite the sentences (L.F1)
in the Passive form.
Ss write on the board.
T corrects
* 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’)
*Ordering pictures (Language Focus 1)
Answer key
a. 1 b. 4 c. 3 d. 5 e. 2 f. 6
Rewriting
Answer key
b/ Then the glass/ it is washed with a
detergent liquid
c/ The grass pieces are dried completely
d/ They are mixed with certain specific
chemicals.
e/ The mixture is melted until it becomes
a liquid.
f/ A long pipe is used. It is dipped
(nhuùng) into the liquid, then the liquid is
blown into intended shapes.
5. Homework (5’)
-Do exercises in workbook
-Learn by heart new words
-Prepare next lesson : Lesson 2 Speak LESSON PLAN
15

Preparing date: 12/1/2010
Teaching date:……/1/2010
Unit 10: RECYCLING
Period 61 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
Get Ss to brainstorm a list of about 10
words
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 ?)
-leather (n) (our shoes, sandals are often
made of …?
* Bingo
fertilize, compost, leather, fabric, plastic,
16

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
T asks Ss to put these words in the correct
groups
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
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 )
4. Post-speaking (5’)
17

-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
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
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’)
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.
18

-Prepare : lesson 3 Listen LESSON PLAN
Preparing date: 12/1/2010
Teaching date:……/1/2010

Unit 10: RECYCLING
Period: 62-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 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
 Warm up (5’)
Revision : Wordsquare
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
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
19

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.
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
-melt
≠
freeze
 Rub out and Remember
 While-reading (20’)
 Grid (Read 2)
Answer:
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
 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
S+ am/is/are + Past Participle
+ Use: it is used when the subject is affected
20

They can tell main details
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
 Post-reading (8’)
 Homework (2’)
-Learn by heart Voc + Passive Form
-Do exercise in workbook
-Prepare: Lesson 5 write
21

Preparing date: 22/1/2010

Teaching date:……/1/2010
Unit 10: RECYCLING
Period: 63- 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
I remarks and give marks
I presents some new words
Ss repeat and say the meaning
Set the scene: Tell Ss they are going to read
a text about how to recycle used paper. Put
 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
5. Lucky number
6. Passive: “We do not use things
carefully”
7. Active: “Are candies liked by the
children ?”
8. Passive: “Mr Han teaches Maths”
9. Passive:“Vegetarians do not eat meat”
 Pre-writing (5’)
-Pre-teach Vocabulary
-soak (v): put sth in liquid for a time so
that it becomes completely wet
-mash (v) đánh nhừ, nghiền nát
-wire mesh (n) lưới thép
-bucket (n) thùng, xô
 Slap the board
 While-writing (20’)
 Ordering prediction (write 1)
22

the verbs on the board randomly in a flow
chart
Ask Ss to work in groups to guess the order
of the actions.
Call on about 2 pairs to write their answer on
the board.
Explain the process of recycling
T corrects

Ask Ss to open their books, read the text on
page 93 and fill in the verbs.
T corrects and Ss copy the exercise in their
notebooks.
T asks Ss to close their books.
Write the sequencing on the board and have
Ss practise speaking first.
Call on Ss to say the sentences from memory
First, __________
Then, _________
Next, _________
After that, _____
Finally, _______
Ss write the text in brief using the sequencing
Ss work in group
T corrects
Stick the photocopied pictures on the board
randomly (caỷm tớnh, tuứy yự)
Ask Ss to listen and work in groups to
rearrange the pictures according to the
instructions on how to prepare the tealeaves
Ss answer
T corrects
soak dry pull out mix
press mash
1_______ 2_______ 3________
4_______ 5_______ 6________
Answer key
1. soak 2. mash 3. mix
4. pull out 5. press 6. dry

Write 2
Answer key
1. use 2. mix 3. place 4. press
5. wrap 6. wait 7. dry
Recall
->Answer key
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
(maùnh, chaởt)
Finally, take the mesh out of the cloth
and dry it in the sun.
Post writing (8)
Ordering Pictures
a. First take the used tea leaves from the
tea pot
b. Next scatter the tealeaves on a tray
c. Then dry the leaves in the sun
Finally, put the dry leaves in a pot for
future use
Homework (2)
-Write the instructions on how to make a thing you have ever made using the
sequencing
-Do exercise in workbook
23

Preparing date: 22/1/2010

Teaching date:……/2/2010
Unit 10: RECYCLING
Period: 64 - Language focus 2,3,4
I. Objectives
Students will be able to form the Passive in Future simple and the structures with
Adjectives
II. Language contents
Vocabulary: none
Grammar : Passive in Future simple / Passive in Present Simple
It + be + Adj + To- Inf / that clause
III. Techniques: Ordering pictures , question game, Interview, gap fill, matching
IV. Teaching aids: cardboards, posters, handouts
V. Procedures :
24

Teacher’s and Ss’ activities Contents
Call on Ss to go to the board and give
him/her a job name.
Ask the rest of the class to guess the job by
asking yes. No question or Pelmanism
T corrects and gives marks
Set the scene:
A famous inventor, Dr Kim, is going to
build a time machine. One of his assistant,
Hai, is asking him questions about the
invention. He wants to know when Dr Kim
will start the project. How can he say the
sentence in the Passive ? (I can use
Vietnamese for weaker student)
T asks Ss to complete the sentences using

the Passive in Future Simple.
Ss complete the sentences.
T corrects
T prepares 2 separate large cardboards, one
for Dr Kim, one for Hai
Ask Ss to play role of Hai to interview Mr
Kim
Teacher (Dr Kim)
Student (Hai)
T can deliver hand-outs (same content as 2
cardboards) to the whole class and ask
them to do pair work
T corrects
 Warm up/Marks (5’)
-Do you get a big salary ?
-Do you wear uniform ? …
 Pelmanism 1. take a/ eaten
2. bring b/ taken
3. eat c/ brought
4. … d/ …
 While (14’)
* Pre-teach structures (L. Focus 2)
Model sentences
Whe
n
will
will
the project
S
be

be
started?
past participle
Concept checking
Use: Passive Form in the Future Simple
Form:
will/shall + be + past participle
+ Fill in the gaps using the Passive
1. It______to the public when it is finish
(show)
2. ____it____by the end of the year?
(build)
3. It_____before Tet (finish)
4. _____it______by you ? (make)
Answer key
1.will be showed/shown 2.will…be
built…?
3.will be finished 4.will…be
made..?
 Interview
Hai Dr Kim
1.When/will/the
project/start/ ?
2.Mary people
/want / see/time
machine/
3.will /it /build / by
the end / year/ ?
4.will/it/make/by
you?

5.Let’s begin
tomorrow
1.very soon
2.yes/It/show/to the
public/when/it/finis
h/
3.I’m afraid not / but/
It/ finish/ before Tet/
4.No/ I /need you/
build it when can
you start?
25