Tải Mẫu giáo án môn Tiếng anh lớp 8 theo công văn 5512 - HoaTieu.vn

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Date of preparation: 24/12/2021 Date of presentation: 8A: / /2021

8B: / /2021

PERIOD 55: UNIT 9: A FIRST-AID COURSE
Lesson 1: Getting started & Listen and read
I. THE AIMS OF THE LESSON.

1. Knowledge.

- By the end of the lesson , Ss will be able to know what they would do in the
situations which require first - aid.

* Language structures.
+future simple.

+modal will to make requests ,offers and promises.

* Vocabulary: towel, handkerchief, cotton ball, bandage, alcohol, tiger balm,
medicated, oil...

2. Ability:

- Practice listening, speaking, reading and writing skills in communicative
situations.

- Students form and develop competencies: the ability to autonomy and
self-study, the ability to communicate and cooperate, to solve problems and to create.
- Students have a general understanding of the first-aid actions; has a positive
attitude toward subject and learning English.

3. Quality:

- Students have serious learning attitude; love learning English, energetically
and actively participate in learning activities.

- Students' qualities are helped to develop such as: kindness, love for people,
love, respect and protect themselves, have a sense of self-training, take

responsibility for themselves, their family and the country associated with the
content of the lesson.

II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal
computers, projectors, speakers…

- Students prepare textbooks, notebooks, studying tools,… ready for the lesson.
III. TEACHING PROCESS.

1. Activity 1: Warm up: (6’)

a) Objective: Help students identify the language materials, understand
the situations given and create the excitement for students before entering the
new content of the lesson

b) Content: Students discuss on how to make a first aid. Work in

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c) Products: Students know how to use the knowledge they have learned
and have the excitement before joining in the new lesson.

d) Organization of implementation:

Teacher's activities Students' activities

- Let students discuss on what they
should do as the first aid actions.
- Ask student to present in the class.
- Lead in the "Getting started"

- Students discuss on what they
should do as the first aid actions.
- Students present the things they
should do as the first aid actions in
the class.

- Students join in the "Getting started"
2. Activities 2: Getting started (10’)

a) Objective: Help students identify, understand the situations related to
the first - aid activities.

b) Content: Students work in individuals, in pairs or in groups; actively
and enthusiastically participate in activities according to the teacher's
suggestions, instructions and requests; understand the situations related to the
first - aid activities and use language materials explain about the first - aid
activities simply.

c) Products:Students mobilize their own available vocabulary, structure
and knowledge; create excitement and willingness to participate in learning,
discovering new lesson content.

d) Organization of implementation:

Teacher’s activities Students’ activities

*Presentation

- Introduce the content of the lesson.
- Set a situation.

“ A girl has a burn on her arm =>
What will you do ?”

- Call some sts to answers.
- Correct the mistakes and
pronunciation.

- Ask sts to copy.

I.Getting started.

+ I will use cold water to ease the
pain.

+ I will take her to the nearest clinic.
+ I will get her an ice bag.

3. Activities 3: (16’)

a) Objective: Let students identify and know how to use the vocabulary,
structure, and knowledge they have just learned. Students know how to

complete assignments in the textbook and according to the teacher's request.
From there, students understand the content of the lesson.

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c) Products: Students can use vocabulary, structures and the important
knowledge of the lesson. Students are able to complete their learning tasks,
present the results of their tasks and experience in the first-aid situations.

d) Organization of implementation:

Teacher’s activities Students’ activities

- Explain the words and ask sts to give
the meanings.

- Write on the board.

- Read aloud and ask sts to read after.
- Call some sts to read aloud.

- Correct the pronunciation.

II. Listen and read

- Students give the meanings, write on
the board, read after teacher.

1.Vocabs.

+ towel (n) khăn.

+ handkerchief (n) khăn tay.
+ a cotton ball (n)

+ bandage (n) băng.
+ alcohol (n) cồn.

+ tiger balm (n) cao con hổ.
+ medicated oil (n) dầu gió.
+ ambulance (n) xe cấp cứu.
+ conscious (a) tỉnh táo.
- Introduce the situation of the

dialogue.

?Who is talking ?
?Who are they?
?What happened?

- Read aloud the dialogue once.
- Let sts work in pairs.

- Call sts to read aloud by role play.
- Correct the pronunciation.

2.Dialogue.

- Students answer.

+ Lan is talking to the nurse.
+ They are nurse and Lan.

+ An accident happened.

- Students read the dialogue aloud.
- Students play the role to read.
- Students correct mistakes of the
pronunciation if it is necessary.
4. Activities 4: (10’)

a) Objective:Help students use the knowledge they have learned to

practice with the requirements of the lesson or the teacher's requirements: select
the topics covered in the dialogue.

b) Content: Read, apply knowledge to select the topics covered in the
dialogue as the requirements of the lesson.

c) Products:Students know how to use the knowledge they’ve learned.
Students read and select the topics covered in the dialogue in pairs or groups;
experience in the situations then present in the class.

d) Organization of implementation:

Teacher’s activities Students’ activities

- Ask sts to read the dialogue again
and select the topics covered in the
dialogue.

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- Call sts to give the answers .

- Correct the mistakes and ask sts to
copy.

a)Describing the condition of the
injured person.

b)Asking for the address.

? Who can tell me the main content of
the lesson ?

c)Asking about the condition of the
injured person.

e)Giving first-aid instructions
f)Arrange for an ambulance.
- Talk about an accident happened
and how to make first-aid then
arrange for an ambulance.
* Guide students to learn by themselves. (3')

- Teacher guides and asks students how to learn at home.
- Students:

+ learn the lesson at home.

+ do exercises:1,2 in the workbook and get ready for the next lesson.
♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

Date of preparation: 24/12/2021 Date of presentation: 8A: / /2021

8B: / /2021

PERIOD 56: UNIT 9: A FIRST-AID COURSE
Speaking & Listening

I. THE AIMS OF THE LESSON.
1. Knowledge.

- By the end of the lesson, students will be able to know and use:
+ can /could.

+ will/would.

+ phrases of purpose.
+ to-inf.

+ in order to /so as to
+ Vocabulary related.
2. Ability:

- Student pronounced sounds, stress, intonation and rhythm in basic compound
sentences; speak simple instructions for use in everyday communication related
to the topics. Then present briefly or participate in short, simple conversations
on familiar topics.

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- Students have a general understanding of the emergency room; has a positive
attitude toward subject and learning English.

3. Quality:

- Students have serious learning attitude; love learning English, energetically
and actively participate in learning activities.

- Students' qualities are helped to develop such as: kindness, love for people,
love, respect and protect themselves, have a sense of self-training, take
responsibility for themselves, their family and the country associated with the
content of the lesson.

II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal
computers, projectors, speakers…

- Students prepare textbooks, notebooks, studying tools,… ready for the lesson.
III. TEACHING PROCESS.

1. Activity 1: Warm up: (8’)

a) Objective: Help students identify the language materials, understand
the situations given and create the excitement for students before entering the
new content of the lesson

b) Content: Students discuss on what to do in the situation. Work in
individuals, in pairs or work in groups. Then, present in the class and join in the
new lesson.

c) Products: Students know how to use the knowledge they have learned
and have the excitement before joining in the new lesson.

d) Organization of implementation:

Teacher's activities Students' activities

* Warm up.

Let students discuss on what to do in
the situation: “ A girl has a burn on
her arm => What will you do ?”

- Students discuss on what to do in
the situation: “ A girl has a burn on
her arm"

* Check the old lesson.
- Asks students to answer

"Who can read aloud all the words of
previous lesson on the board?"

- Asks for student's comments. Then
estimate and correct if it is necessary.

- Students answer:
eg:

+ towel,

+ handkerchief,
+ …

- Students show the comments.Listen
to the teacher and correct if

necessary.
2. Activities 2: Speaking (17’)

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b) Content: Work in individuals, work in pairs, work in groups,

experience in the situations. Listen, speak, read and write; apply knowledge of
phrases about requests, offers and promises to practice with the dialogues.

c) Products: Students can use vocabulary, structure and the important
knowledge of the lesson. Students are able to complete their learning tasks and
present the results of their tasks.

d) Organization of implementation:

Teacher’s activities Students’ activities

*Pre-speaking

-Explain words and ask them to give the
meanings.

-Write words on the board.

-Read aloud words and ask them to read
after.

-Call sts to read aloud.

-correct the pronunciation.
-Explain how to use the modals.
-Take examples.

*While-speaking.

-Let sts read the groups of phrases about
requests,offers and promises.

-Explain the phrases.

-Ask sts look at the picture a) and the
dialogue.

-Explain the situation and language
using in that situation.

-Let sts look at the pictures b,c,d,e, and
speak about those pictures.

?Who can speak aloud ?
( about 4 sts )

-Correct the pronunciation.

-Let sts look at the pictures and work in
pairs using the requests, offers and
promises.

?Who can speak about content of the

pictures?

1.Vocabs.
-forget(v)
-hope(v)
-nice(a)
-to be afraid:
-promise(v)
2.Grammar
-can/could.
-will/would.

Eg:Could you give me a book?
Would you like to drink?
3.Practise speaking

*answers.

b)He has a headache.The sister
wants to help.

c)A boy has been bitten by a snake.
d)She has a fever.

e)He has broken the vase.
*Suggested answers.

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( about 4 couples)

-Correct the mistakes and pronunciation.

-Ask them to copy.

*Post-speaking.

?Who can retell again all the content of
the pictures?

?Who can retell about the main
grammar?

c) A-Can I get you some bandage?
B-That ‘s would be nice.

d)Mother:You must have a
fever.Would you like some
medicine?

Daughter:No,I am fine,thanks.
e)Boy:I promise I won’t play soccer
in the house again.

Mother: I hope so.

-Modals:can,could,will,would.
3. Activities 3: Listening (17’)

a) Objective: Help students identify the vocabulary, structure, and

knowledge they have just learned. Students know how to use the phrases of
purpose to listen to the tape transcript and match the letters to the pictures.

b) Content: Listen to the tape transcript and match the letters to the
pictures.

c) Products: Students can use vocabulary, structure and the important
knowledge of the lesson. Students are able to complete their learning tasks and
present the results of their tasks.

d) Organization of implementation:

Teacher’s activities Students’ activities

*Pre-listening.

-Explain words and ask sts to give the
meanings.

-Write on the board.

-Read aloud and ask sts to read after.
-Call sts to read aloud.

-Correct the pronunciation.

-Explain how to use the phrases of
purpose.

-Take examples.
*While-listening.

-Let sts look at the picture and make qs:
?where is this?

?who are they?

-Explain the requirement of listening.
-Let sts look at the book and listen to the

1.Newwords.

+ stretcher (n) cáng.
+ crutch (n) nạng.
+ wheelchair (n) xe lăn.
+ scale (n) cân

+ eye chart (n) bảng đo thị lực.
+ ambulance (n) xe cứu thương.
2.Grammar.

*phrases of purpose.
Eg:-I go to HN to learn E.

-They study hard in order to/so as to
pass the exam.

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tape transcript.

-Ask sts to match the letters
A-B-C-D-E-F to the correct words in the box.

-Let sts listen once again to check the
answers.

-Let sts discuss in groups and call one of
each group to write the answers on the
board.

G1 G2 G3 G4

……….
-Correct the mistakes and ask sts to
copy.

?Who can tell me the content of the
pictures?

*answers

A- ambulance D-eye chart

B-wheelchair E-scale

C-crutches F-stretcher

->F-B-A-D-E-C.

+Phrases of purpose:
-to-inf

-in order to/so as to.

* Guide students to learn by themselves. (3')

- Teacher guides and asks students how to learn the lesson at home, do exercises
and get ready for the next lesson.

- Students:

+ learn the lesson at home.

+ do exercises 3 in the workbook .
+ get ready for the next lesson.

♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

Date of preparation: 24/12/2021 Date of presentation: 8A: / /2021

8B: / /2021

PERIOD 57: UNIT 9: A FIRST-AID COURSE
Reading

I. THE AIMS OF THE LESSON.
1. Knowledge.

- By the end of the lesson, students will be able to be supplied skills on the cases
such as fainting, shock, burn.

* Language structures.
+ force sb to do st.
+ let sb do st.

+ give sb st/give st to sb.

* Vocabs: fainting,elevate,victim,revive,shock and the vocabulary related.
2. Ability:

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- Students form and develop competencies: the ability to autonomy and
self-study, the ability to communicate and cooperate, to solve problems and to create.
- Students have a general understanding of the cases such as fainting, shock,
burn; has a positive attitude toward subject and learning English.

3. Quality:

- Students have serious learning attitude; love learning English, energetically
and actively participate in learning activities.

II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal
computers, projectors, speakers…

- Students prepare textbooks, notebooks, studying tools,… ready for the lesson.
III. TEACHING PROCESS.

1. Activity 1: Warm up: (6’)

a) Objective: Help students identify the language materials, understand
the situations given and create the excitement for students before entering the
new content of the lesson

b) Content: Students listen and answer. Work in individuals, in pairs or
work in groups. Then, present in the class and join in the new lesson.

c) Products: Students know how to use the knowledge they have learned
and have the excitement before joining in the new lesson.

d) Organization of implementation:

Teacher’s activities Students’ activities

- Ask student to ask and answer using
the questions:

?What is the weather like today?
?Who is absent today?

?Who can write the new words of the
previous on the board?

-It’s hot/cold…..
-………….
*keys.

- stretcher, crutch,………..
2. Activities 2: (10’)

a) Objective: Help students identify, understand the situation and
language materials.

b) Content: Learn and use language materials simply.

c) Products: Students can use vocabulary, structure and the important
knowledge of the lesson. Students are able to complete their learning tasks and
present the results of their tasks.

d) Organization of implementation:

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*Pre-reading.

-Explain words and ask sts to give the
meanings.

-Write on the board.

-Read aloud and ask sts to read after.
-Call sts to repeat.

-Take examples and explain how to use
these structures.

1.Newwords.

-fainting(n) ngất xỉu.
-elevate(v) nâng lên.
-victim (n) nạn nhân.
-revise (v) cứu sống.

-shock (n) choáng, sốc.
2.Grammar.

Eg:-force her to sit.
-let him get warm.
-give him a cup of tea.
3. Activities 3: (16’)

a) Objective: Help students use the knowledge they have learn to
practice in the situations of the lesson.

b) Content: Students work individually, in pairs or in groups. Students
actively and enthusiastically participate in activities according to the teacher's
suggestions, instructions and requests.

c) Products: Students can use vocabulary, structure and the important
knowledge of the lesson. Students are able to complete their learning tasks;
present the results of their tasks and experience in the situations.

d) Organization of implementation:

Teacher’s activities Students’ activities

*While-reading.

-Let sts give some emergencies.
+fainting.

+shock.
+burn.

-Let sts discuss in groups about
fainting,shock,burn.

-Introduce and explain about the
requirement of reading.

-Let sts read the text in silence.

3.Practice reading.

- Students give some emergencies of:
+fainting.

+shock.
+burn.

4. Activities 4: (10’)

a) Objective: Help students use the knowledge they have learned to
practice with the requirements of the lesson or the teacher's requirements.

b) Content: Students work individually, in pairs or in groups; apply
knowledge to tell how to make a first aid for fainting,shock and burn as the
requirements of the lesson or the teacher's requirements.

c) Products: Students can use vocabulary, structure and the important
knowledge of the lesson. Students are able to complete their learning tasks and
present the results of their tasks.

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Teacher’s activities Students’ activities
-Let sts discuss in groups(about 4

groups)

-Ask sts to choose a correct case for
each of the following treatments.
-Call one of each group to write the
answers on the board.

G1 G2 G3 G4

……….
-Correct the answers and ask sts to
copy.

?Who can tell me how to make a first
aid for fainting,shock and burn?
*Post-reading.

?Who can tell me the main grammar of
the lesson today ?

- Discuss in groups. Choose a correct
case for each of the following

treatments.
*answers.
a-A

b-B
c-A
d-C
e-A.

-Students tell how to make a first
aid for fainting,shock and burn.
*structures.

-force sb to do st.
-let sb do st.
-give sb st.
* Guide students to learn by themselves. (3')

- Teacher guides and asks students how to learn the lesson at home, do exercises
and get ready for the next lesson.

- Students:

+ learn the lesson at home.

+ do exercises 6,7 in the workbook.
+ get ready for the next lesson.

♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

Date of preparation: 24/12/2021 Date of presentation: 8A: / /2021

8B: / /2021

PERIOD 58: UNIT 9: A FIRST-AID COURSE
Writing

I. THE AIMS OF THE LESSON.
1. Knowledge.

- By the end of the lesson, students will be able to know about the form and how
to write an informal letter of thank-you note.

2. Ability:

- Students are able to write a thank-you note.

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- Students have a general understanding of the thank-you note.; has a positive
attitude toward subject and learning English.

3. Quality:

- Students have serious learning attitude; love learning English, energetically
and actively participate in learning activities.

- Students' qualities are helped to develop such as: kindness, love for people,
love, respect and protect themselves, have a sense of self-training, take

responsibility for themselves, their family and the country associated with the
content of the lesson.

II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal
computers, projectors, speakers…

- Students prepare textbooks, notebooks, studying tools,… ready for the lesson.
III. TEACHING PROCESS.

1. Activity 1: Warm up: (6’)

a) Objective: Help students understand the situation given and create the
excitement for students before entering the new content of the lesson

b) Content: Students listen and answer. Work in individuals, in pairs or
work in groups. Then, present in the class and join in the new lesson.

c) Products: Students know how to answer teacher's questions, teacher's
introduction and have the excitement before joining in the new lesson.

d) Organization of implementation:

Teacher’s activities Students’ activities

- Ask students:

?How are you today ?
?Who is absent today?

- In order to write a letter for thanks,
we will study the lesson today.

- Students answer:
+ We are fine, thanks.
+ ……….

- Students listen and join in the lesson.
2. Activities 2: (10’)

a) Objective: Help students identify, understand the situation and the
form and the use of a thank-you note.

b) Content: Work in individuals, work in pairs or work in groups. Read
and . Use the correct forms of the verbs in brackets.

c) Products:Students are able to complete the thank-you note Nga sent to
Hoa after she left the hospital, experience in the situation and complete the
learning tasks.

d) Organization of implementation:

Teacher’s activities Students’ activities

*Pre-writing.

-Introduce and explain how to
complete the letter.

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thanks.?
+Yes, I have.
+No,I have not.

-Let sts read and complete the
letter.

-Ask sts to discuss in groups.
-Call one of each group to write
the answers on the board.

G1 G2 G3 G4

………..
-Correct the mistakes and ask sts to
copy..

*answers.

1) was 4) came

2) were 5) am

3) helped 6) will telephone.

3. Activities 3: (16’)

a) Objective: Help students use the knowledge they have learn to
complete the writing tasks.

b) Content: Students work individually, in pairs or in groups. Students
actively and enthusiastically participate in activities to practice writing
according to the teacher's suggestions, instructions and requirements.

c) Products: Students are able to use vocabulary, structure and related
knowledge to experience in the situation and complete learning tasks.

d) Organization of implementation:

Teacher’s activities Students’ activities

*While-writing.

-Explain the requirement of
exercise and let sts read the
instructions well.

-Ask sts to read again the
completed letter above.

-Let sts write a letter for thanks
basing on the suggested question.
-Let sts compare and discuss the
letter with a partner.

? Who can write a letter on the
board?

( one st)

-Correct the mistakes and ask sts to
copy.

-Give a suggested letter on the
board and explain.

2.Write a letter.

Dear Hoa,

Thank you very much for the flowers and
a skirt you sent me on my birthday.It ‘s
very nice and I really liked them.

I have just………..
………
………..
I will phone you on Saturday.

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4. Activities 4: (10’)

a) Objective: Help students present their writng letter; sum- up the main
content of the lesson.

b) Content: Students work individually to present the writng letter;
sum-up the main content of the lesson according to the teacher's suggestions,
instructions and requirements.

c) Products: Students are able to use vocabulary, structure and related
knowledge to complete learning tasks and present the results of their writing.

d) Organization of implementation:

Teacher’s activities Students’ activities

-?Who can ?
*Feedback

?Who can tell me the main content of
the lesson?

d- Homework 2'.
-Write a letter again.

-Do all exercises in the language
focus.

- Read the letter.

- Correct the pronunciation
themselves.

- Tell the main content of the lesson.
-Write a letter again & do all exercises
in the language focus.

* Guide students to learn by themselves. (3')

- Teacher guides and asks students how to learn the lesson at home, do exercises
and get ready for the next lesson.

- Students:

+ learn the lesson at home.

+ do exercises and get ready for the next lesson.

♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥

Date of preparation: 24/12/2021 Date of presentation: 8A: / /2021

8B: / /2021

PERIOD 59: UNIT 9: A FIRST-AID COURSE
Language focus (1)

I. THE AIMS OF THE LESSON.
1. Knowledge.

- By the end of the lesson sts will be able to revise all the knowledge that they
have learnt.

* Language structures.
+ In order to/so as to.
+ future simple

+ modal: will to make requests,offer and promise
* Vocabulary related.

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- Students are able to do exercises and talk about activities using In order to/so
as to; future simple and modal: will to make requests, offers and promises.
- Students form and develop competencies: the ability to autonomy and
self-study, the ability to communicate and cooperate, to solve problems and to create.
- Students have a general understanding of the unit 9; has a positive attitude
toward subject and learning English.

3. Quality:

- Students have serious learning attitude; love learning English, energetically
and actively participate in learning activities.

- Students' qualities are helped to develop such as: kindness, love for people,
love, respect and protect themselves, have a sense of self-training, take

responsibility for themselves, their family and the country associated with the
content of the lesson.

II. TEACHING EQUIPMENT AND LEARNING MATERIALS.
- Teacher prepares the lesson plan, textbooks, teaching aids such as personal
computers, projectors, speakers…

- Students prepare textbooks, notebooks, studying tools,… ready for the lesson.
III. TEACHING PROCESS.

1. Activity 1: Warm up: (3’)

a) Objective: Help students identify the language materials, understand
the situations given and create the excitement for students before entering the
new content of the lesson

b) Content: Students listen and answer. Work in individuals, in pairs or
work in groups. Then, present in the class and join in the new lesson.

c) Products: Students know how to use the knowledge they have learned
and have the excitement before joining in the new lesson.

d) Organization of implementation:

Teacher’s activities Students’ activities

- Make some questions such as:
+ What is the weather like today?
+ Who is absent today?

- Introduce to lead in the lesson: "In
order to revise and practice with the
grammar of the language focus, we
will study this lesson today."

- Students listen and answer:
+ It’s hot/cold….

-………….

- Students listen and take part in the
new lesson.

2. Activities 2: (10’)

a) Objective: Students identify and know how to use the vocabulary,

structure, and knowledge they have just learned. Students know how to
complete assignments in the textbook and according to the teacher's request.

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c) Products:Students can use vocabulary, structure and the important
knowledge of the lesson such as "in order to/so as to, future simple, the modal
will to make requests, offers and promises… Students are able to complete their

learning tasks and present the results of their tasks.

d) Organization of implementation:

Teacher’s activities Students’ activities

*Pre-task.

-Repeat the use of some structures
+In order to/so as to.

+future simple

+Modal will to make

requests,offers,and promises.
-Take examples.

*Task cycle

I.Grammar

Eg:- They study hard in order to /so as
to pass the exam.

-He will go to the countryside on the
weekend.

-Will you open the door,please?
- Guide sts how to do the exercise.

- Call sts to write sentences on the
board.

(about 5 sts )

- Correct the mistakes and ask sts to
copy.

1.Exercise 1.

Eg:- I always keep the window open
so as to let the air in.

*answers.

2-c 3-b 4-e 5-a 6-d
3. Activities 3: (19’)

a) Objective: Help students use the vocabulary, structure, and knowledge
they have just learned complete assignments in the textbook and according to
the teacher's request.

b) Content: Students work individually, in pairs or in groups to do

exercise 1 according to the teacher's suggestions, instructions and requests.

c) Products: Students are able to use vocabulary, structure and the

important knowledge of the lesson to complete their learning tasks and present

the results of their tasks.

d) Organization of implementation:

Teacher’s activities Students’ activities

- Guide sts how to do thi exercise.
- Ask sts to complete the dialogue.
- Call some sts to write the answers on
the board.

(about 2 sts )

- Correct the mistakes and ask sts to
copy.

2.Exercise 2.
*answers.

1-will 4-shall

2-will 5-will

3-won’t 6-I’ll

-Guide sts how to do the exercise.
-Let sts work in pairs.

-Call sts to write the answers on the

3.Exercise3.
*answers.

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board.

-Correct the mistakes and ask sts to
copy.

b)Will you give it ?

c) Will you answer the telephone?
d) Will you turn on the T.V ,please?
e) Will you pour a glass of water?
f) Will you get me a cushion ?
4. Activities 4: (10’)

a) Objective: Help students use the knowledge they have learned to
complete the dialogue as the requirements of the lesson and the teacher's
requirements.

b) Content: Students work individually, in pairs or in groups to do

exercise 2 according to the teacher's suggestions, instructions and requests.

c) Products:Students are able to complete the dialogue; experience in the
situations then and present the results of their completed dialogue in the class.

d) Organization of implementation:

Teacher’s activities Students’ activities

-Guide sts how to do the exercise.
-Explain the picture a) and ask them
to do.

- Call sts to write sentences on the
board.

- ( about 5 sts )

- Correct the mistakes and ask sts to
copy.

4.Exercise 4.

Eg:-Will you empty the garbage
can,please?

*answers.

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?

e) Will you hang the washing,please?
f) Will you cut the grass,please?