Giáo án tiếng anh 8 soạn cv 3280 và 5512 (kì 2)

Teacher’s activities Students’ activities Gap-fill: Ex1-P84 - gives instructions: Complete the thank-you note Nga sent to Hoa after she left the hospital.. - gives feedback and corrects

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1.Knowledge : By the end of the lesson, students will be able to write a

thank-you note to their friend

2 Competencies: coperation, creativeness, self study.

3 Behavior: SS are excited about writing a thank-you note.

II Teaching aids:

1 Teacher:English 8, reference book, poster

2 Students: English 8, notebook

III Procedure

1.Activity 1: Warm up( 5')

a.Aims: Help students to review how to write an an informal letter, then lead in

- asks Ss two questions:

+ How many parts are there in an informal

letter?

+ What should each part include?

- calls some groups to check

- gives feedback and corrects, then asks Ss

some more questions:

+ When do you write a thank-you note?

+ Have you ever written or received a

thank-you note?

- introduces the lesson: Today you are going

to learn to write a thank-you note

- discuss the questions in groups

of 4

- call out the answers

- answer the questions(WC )

- pay attention

2.Activity 2: Pre- writing (12’)

a.Aims: Students understand the content of the thank-you note and know how to

write a thank-you note

b.Contents: Complete the thank-you note.

c.Outcome: Ss’ answers.

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Teacher’s activities Students’ activities

Gap-fill: Ex1-P84

- gives instructions: Complete the thank-you note

Nga sent to Hoa after she left the hospital Use the

correct tense forms of the verbs in brackets

- asks Ss to complete the letter

- gets feedback and corrects

Answer key

1 was 4 came

2 were 5 am

3 helped 6 will phone

Comprehension questions: (poster)

- asks Ss some questions

1 What did Hoa sent Nga?

2 When did she sent her?

3 What were they like?

4 How does Nga feel now?

5 Does she want to invite Hoa to her place on

the weekend?

6 How will she contact Hoa?

- gives feedback and corrects

- explains some more about how to write a

thank-you note

- pay attention

- work in pairs

- answer the questions (WC)

- pay attention

3.Activity 3: While- Post writing (20’)

a.Aims: Ss can write an complete thank –you letter.

b.Contents: write a thank-you note to a friend Invite your friend to go on a

picnic with you and arrange to contact your friend

c.Outcome: Students’answer.

d.Organization:

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Exercise 2- P85

- gives instructions: Now write a thank-you

note to a friend Invite your friend to go on

a picnic with you and arrange to contact

your friend Use the guiding questions and

refer to the model letter in Ex1-P84

- asks Ss to write their letters

- monitors and helps weaker students

Correction

- asks students to swap their writing and

correct mistakes for each other

- calls on some Ss to read out their letters

- gives feedback and corrects mistakes

a.Aims: further practice

b.Contents: Write another letter to another friend for other occasions

c.Outcome: students’ answer.

d.Organization:

Exercise 3- P85

-Write another letter to another friend for other

occasions using the same format

- asks Ss to work in groups to write their letters

- monitors and helps weaker students

Correction

- asks students to swap their writing and correct

mistakes for each other

- calls on some Ss to read out their letters

- gives feedback and corrects mistakes

- Write the letter in your notebook

- Prepare Unit 9: Language focus

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Time: 1 period

I.Objectives :

1 Knowledge: Giving students further practice in “Future Simple tense, making

requests, offers & promises and in order to/ so as to” to talk about purposes.

- By the end of the lesson, students will be able to do all the exercises usingthese grammar items

2 Competences: Co-operation, communication, self-study, creativeness, solving problems, using language

+ Totalizing knowledge to do exercises Speaking, reading and writing

3 Behavior: Ss love English and take part in the lesson actively and effectively

- Teacher: Textbook, workbook, handouts

- Students: Prepare Language focus

+ Prepare some grammar items “in order to; so as to”, revise the future simple tense and model will to make requests, offers and promises

III Procedure:

1 Activity 1 Warm up (5’)

a Aim: Check students’ knowledge from the privous lesson And lead in the newlesson

b Content: read out the thank-you note they wrote at home

c Outcome: the grammar items in unti 9

d Organization:

1 Setting the class:

2 Check the old lesson:

- Call some Ss to read out the

thank-you note they wrote at home

- Listen, comment and give marks

- Run through the grammar items in

unti 9 and introduce the lesson

T- St

- Read the thank – you note

- Pay attention

2 Activity 2 Presentation: (10')

a Aim: Students can understand the structures well

b Content: In order to/ so as to/ future simple tense/ requests/ offers/ promises

c Outcome: Ss’ answers

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d Organization:

1 In order to/ so as to

- Elicit the model sentence:

I always keep the window open in

order to/ so as to let fresh air in.

Concept check

Form: S + V + in order to/ so as to/ to

+ V(inf)

Use: we use in order to/ so as to/ to

before a verb clause to talk about

purposes

2 Future Simple

- Elicit the model:

They will go to Ha Noi next week

Concept check

Form: S + will/shall (’ll ) + V(inf)

S + won’t/ shan’t + V

Use: we use the Future Simple to talk

about future actions or events

*Note: The Future Simple is also used

to make requests, offers and promises

3 Requests/ offers/ promises

- Ask students to repeat sentences about

requests/ offers and promises

Requests:

Can you/ could you ?

Wil you/would you ?

Sure/ Ok/ I’m sorry I can’t

I’m afraid not

Offers:

Would you like _?

What can I get for you?

Shall I _?/ Will you/Won’t you

have ?

Can I get you _?

Yes, please/ That would be nice/ No,

thank you

Promises:

I will _I promise

- Give the model sentence

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I promise I won’t _/I promise to

b Content: In order to/ so as to/ future simple tense/ requests, offers, promises

d Organization:

Language Focus 1: P86

- Give instructions: match one part of a

sentence from column A with another

part in column B, then write a complete

sentence by using in order to / so as to

- Ask Ss to do the exercise

- Get feedback and correct

Answer key

1-f; 2-c; 3-b; 4-e; 5-a; 6-d

- Give instructions: Ba is talking to his

mother about his aunt Mai Now

complete the dialogue by filling the

gaps with the correct words given in

brackets

- Give instructions: Nga is helping her

grandmother Look at the pictures and

complete the sentences, using the words

given under each picture and will

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- Give an example: picture a- in the

book

- Run through all the pictures

Answer key

a Will you open the window

b Will you give it

c Will you answer the telephone

d Will you turn on the TV, please

e Will you pour a glass of water

Will you get me the cushion

- Give instructions: work with a partner,

look at the pictures Make requests,

offers or promises Use the words in

the box and will or shall.

- Give an example: picture a

T: (The garbage is overflowing.

Somebody should empty it) So we can

make a

Request: Will you empty the garbage

can, please?

Offer: Shall/ Will I empty the garbage

can for you?

Promise: I will empty the garbage.

- Run through all the pictures and the

words in the box

Answer key (suggested ideas)

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 clothes, please?/

Shall I hang the clothes for you?

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f Will you cut the grass, please?/ I will

cut the grass for you

4 Activity 4 Application (8’)

a Aim: To consolidate more about structures of requests offers and promises

b Content: Do exercises about structures of requests offers and promises

d Organization:

Complete these dialogues with

expressions for the requests, offers or

promises

- Ask students to read the sentences and

the given words to make requests,

offers and promises

1 A: It’s so cold, (you/ close/ the

windows?)

Could you close the window, please?

B: OK I’ll do it now

2 A I feel tired and thirsty

B Well………

(you/ like/some cold drink?)

3 A You must bring her back before

B Sure Here you are

5 A: Please go this way, sir

……… (I/carry/bags)

B: No, thank you

Answer key:

2 Would you like some cold drink?

3 I promise I will be back on time

4 Could you give me a bandage?

- Work in pair

- Write the sentences

- Read out the writing

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5 May I carry your bags?

5 Activity 5 Transfer tasks at home (2’)

- Write all the exercises in your Ex-book

- Do Ex5, 7(P57-58) in the workbook

- Prepare Unit 10 – Recycling

+ Learning about how to protect the environment using recycling vocabulary,practice the dialogue and answer the questions

+ List the objects that we can recycle

? What can you get from Recycling?

Week: 20 - Period: 60

Date of preparing:10/01/2021

Date of teaching:

Unit 10: recycling Lesson 1: Getting Started + Listen and Read

Subject: English 8; Class: 8A, 8B

1 Teacher: Tape, cassette

2 Students: English 8 Notebook,…

III Procedure

1.Activity 1: Warm up (10’)

a.Aims: Help students know how to reduce the amount of garbage, then T

introduces the new lesson

b.Contents: work in pairs ,make a list of ways that help to reduce the amount of

garbage

c.Outcome: Ss’answers.

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Getting Started

Brainstorming

- asks Ss to discuss ways we can reduce the amount

of garbage we produce using the words given in the

box

- gives Ss some vocabulary if necessary

- introduces the lesson: One of the activities to

protect the environment is recycling, in today’s

lesson, you’ll learn this interesting topic.

- work in pairs (make a list of ways that help to reduce the amount of garbage)

- report the discussion

- pay attention

2.Activity 2: Presentation (12’)

a.Aims: Students know some new words

b.Contents: Students know some new words in the lesson

c.Outcome: Read and write the new words

Vocabulary

(to) protect (explanation) : bảo vệ

(to) reduce (explanation) : làm giảm

(to) reuse (example) : tái sử dụng

(to) be overpackaged (e.g) : được bọc gói quá nhiều

(to) throw away (mime) : vứt đi, bỏ đi

a product (example) : sản phẩm

Checking vocab: Rub out and Remember

- sets the scene: you’re going to listen to a

representative from “Friends of the Earth”, Miss

Blake, talking to the students of Quang Trung school

about recycling.

- asks Ss to read the box and answer the question:

What does “Friends of the Earth” do?

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a.Aims: Help Ss to listen and understand the content of the dialogue.

b.Contents: Practice the dialogue and answer the questions.

c.Outcome: Student’s answers.

- asks students to listen to the tape twice and

answer the pre-question

Model sentences

- elicits the models:

It is not difficult to remember

I am pleased that you want to know more

Forms: S + be (not) adj + to- infinitive

S + be + adj + that + S + V

- explains some more about the two structures

Roleplay

- asks students to practice the dialogue (S1

plays the role of Miss Blake, S2 plays the roles

of Ba, Hoa and Lan )

- calls on some pairs to practice before the

class

- gives feedback and corrects Ss’ pronunciation

Comprehension questions: Ex2- P90

- asks Ss to read the dialogue again and answer

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 recycling

things by having a contact with an

organization like Friends of the Earth, going

to the local library, or asking our family or

friends.

e (possible answer): We shouldn’t use plastic

- listen and answer the question

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bags because when we throw them away, they

could stay very long and could not be

- asks students to discuss the question:

What could we do to protect the environment?

- asks Ss to report their discussion results to the class

- gives feedback and corrects

- learn the new words by heart

- practice the dialogue again

- write the answers in your Ex-book

- prepare the new lesson (Speak + Listen)

Time: One period

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- By the end of the lesson, students will be able to speak about recycling thingsand listen to know about how to make compost Talk about thought of matter.

2 Competencies: Communication, co-operation, self- study, creativeness,

solving problem using language, pic and through listening

Speaking, reading, listening and writing

3 Behavior: Ss will be aware of protecting the environment and classify

garbage

1 Teacher: Laptop, speakers, poster, picture

2 Students: answer the questions: How to classify garbage?

- How to make compost?

III Procedure :

1 Activity 1 Warm up: (7’)

a Aim: Check the old lesson and do the matching to lead for the lesson

b Content: Students’ answer and matching

c Outcome: Students’ answer and understand some words about the lessson.

d Organization:

- Listen, comment and give marks

- Hang and introduce the picture

3 Ask Ss to do matching (poster)

- Ask Ss to match each word with its

- Answer

- Pay attention

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nhựasợidathuỷ tinhgiấy

- Give feedback and correct

- Today you are going to speak about

recycling things and listen about how to

make compost

- Do matching on the board

- Give answer

- Pay attention

2 Activity 2 Pre – speaking and listening: (12')

a Aim: Students know some vocabulary, classify garbage and model dialogues

b Content: Teaching vocabulary, how to classify garbage and model dialogues

c Outcome: Students understand and use vocabulary, classify garbage and

know model dialogues

d Organization:

Vocabulary

- a compost: đống phân xanh

- tea leaves (realia): lá chè

- an eggshell (picture): vỏ trứng

- a shovel (drawing): cái xẻng

- moisture (trans): độ ẩm

- condensation (trans): sự ngưng tụ

Checking vocabulary: Rub out and

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Brainstorming

- Ask Ss to think of what things may be

used to make compost:

- Give feedback and correct

Example: tree leaves, small plants,

grass, fruit peels, banana trees,

vegetables

- Set the scene: Do you know how the

compost is made? You are going to

listen to an expert talking about the way

to make compost First, you look at the

questions and have a guess

- Run through the questions

- Get feedback and write some guesses

on the board

- Set the scene: Look at the picture,

they are types of garbage Now you

must classify these things into groups

- Get students to classify garbage into

groups as in the box

- Get feedback and write on the board

Glass: bottles, glasses, jars

Plastic: plastic bags/ bottles…

Metal: food cans, drinking cans, tins

Vegetable fruit peels, vegetables

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Fabric: clothes, pieces of materials

Leather: shoes, sandals, school bags

Dialogue build (poster)

- Set the scene and elicits the dialogue

from Ss

Dialogue 1:

Nam: Which group do clothes belong

to?

Hoa: Put them in “ fabric”

Nam: What can we do with those

clothes?

Hoa: We can recycle them and make

them into paper or shopping bags

Dialogue 2:

Nga: Is fruit “vegetable matter”?

Lan: That’s right

Nga: What will we do with it?

Lan: We will make it into compost and

fertilize our field

- Call out their answers

- Pay attention

- Repeat in chorus

- Repeat individually

- Copy

- Work in open pairs

- Work in closed pairs

3 Activity 3 While and post – speaking and listening: (17’)

a Aim: Students can listen for specific information and make similar dialogues

and steps to make compost

b Content: listen for specific information and make similar dialogues steps to

make compost

c Outcome: Students’ answers

d Organization:

- Get students to listen to the tape twice

and check their predictions

- Listen twice and check the predictions

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- Give instructions: Make similar

dialogues about other things using the

picture in the textbook, the word cues

and the model exchanges

- Ask Ss to practice

- Call on Ss to practice before the class

* Ordering statements (poster)

1 Use shovels to turn the compost

2 Start a compost heap

3 Place in the garden

4 Use as fertilizer

5 Keep for six months

- Ask Ss to put the statements in the

right order

- Call out the answers

- Listen and check again

4 Activity 4 Application: (7’)

a Aim: Students can talk about what to make from garbage and how to recycle

it

b Content: Discuss about what to make from garbage and recycle it

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d Organization:

* Discussion:

? What can we make from garbage?

? What are the advantages of recycling

5 Activity 5 Transfer tasks at home: (2’)

- Write all the exercises in your exercise book

- Learn all the new words by heart

- Prepare Read – Find out the new words, read the page of the newspaper about

environment Answer questions about it and complete sentences to make a list ofrecycled things

Time: One period

I Objectives:

1 Knowledge:

- Reading for details about recycling

- By the end of the lesson, students will be able to know how to recycle thingsand develop reading skills

2 Competencies: Communication, co-operation, self- study, solving problem

using language

+ Speaking, reading and writing

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3 Behavior: Students will be aware of advantages of recycling garbage.

1 Teacher:

2 Students: Prepare Read

III Procedure :

a Aim: Check up the old lesson and lead in the new lesson by using

brainstorming about recycling things

b Content: Students’ answer and words related to recycling things

c Outcome: Students’ answers and recycled things

d Organization:

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vegetables tires

drinking cans

- Introduce the lesson: today you are

going to read about recycling things

- Pay attention

2 Activity 2 Pre - reading: (12')

a Aim: Students can understand, use and pronounce vocabulary and know what

to read and the pre - questions about reading

b Content: Teaching vocabulary and pre - questions about reading.

c Outcome: Students understand, use and pronounce vocabulary and know

what to read and the pre - questions about reading

- to refill (trans): đổ đầy

- to melt (e.g) tan chảy, tan ra

- to decompose (trans): phân huỷ

- waste (n) (e.g) rác

- a deposit: tiền cọc

Checking vocab: Rub out and

Remember

- Set the scene: You are going to read

an article in the environmental page of

a newspaper You will read and answer

the following questions

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1 What do people do with car tires/

bottles/ glass ?

2 What can they make from them?

3 Activity 3 While and post - reading: (17’)

a Aim: Students can read for details to know how to recycle things and know,

understand and use the passive forms

b Content: Students’ answers for the reading and passive forms

c Outcome: Students understand the reading and know passive forms

d Organization:

- Ask students to read the text and

answer the questions by filling in the

table

Used things Recycling Facts

Car tires are recycled to

make pipes and floor coverings, shoes, sandals

Milk bottles are cleaned and

refilled (with milk) Glass is broken up ,

melted and made into new glassware

Drink cans are brought back for

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garden waste compost

- Check and correct

Comprehension questions: Ex1-P 93

- Ask Ss to read the text again and

answer the questions

Answer key

a People clean and refill 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 you have a recycling story to share,

we can call or fax the magazine at 5

265 456

Model sentences (based on the

answers)

- Set the scene: Look at the underlined

sentences What is different from the

structures you have learnt?

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- Use: It is used when the subject is

affected by the action of the verb

- How to change an active sentence to a

- Explain some more about passive

voice Ask students to change these

sentences into passive voice

1 We do these exercises in the

- Share with a partner

1 These exercises are done in the notebooks by us

2 Five chickens are fed by him.

3 A lot of food is bought by her

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a Aim: Students can talk about recycling the garbage.

b Content: Talking about recycling the garbage.

c Outcome: Students understand how to recycle the garbage

- Learn by heart the new words and structure of passive voice

- Write all the exercises in your Ex-book

- Guide students to prepare Write – Complete the recycling instructions Use the

verbs in the box

- Write a set of instructions using pictures and given words.

Time: One period

I Objectives:

1 Knowledge:

- Practice in writing a set of instructions on how to recycle used things

- By the end of the lesson, students will be able to write a set of instructionsusing the sequencing and know how to recycle paper and used tea leaves

2 Competencies: Communication, co-operation, self- study, solving problem

using language

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Speaking, reading, writing.

3 Behavior: Students will be aware of advantages of recycling garbage.

a Aim: Check the old lesson and lead in the new lesson

b Content: Questions about recycled things and advantages of recycling things

d Organization:

2 Check up:

- Ask Ss question:

“What are the recycled things from car

tires; glass; household and garden

waste?

“What are the advantages of recycling

things?”

- Listen and comment then give marks

? How do you know to write an

instruction?

Introduce the lesson: Today you are

going to learn to write instructions

- Answer

- Pay attention

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2 Activity 2 Pre - writing: (12')

a Aim: Students can know some new words and complete the recycling

instructions

b Content: Teaching vocabulary, completed recycling instructions

c Outcome: Vocabulary and students’ answers

d Organization:

Pre-teach

- to mash (mime): nghiền

- a wire mesh (trans): lưới sắt

- a bucket (drawing): cái xô

- to scatter (mime): gieo, rắc

- to soak (mine): nhúng

- to mix (tran): trộn

Checking vocabulary: Slap the board

Gap-fill: Ex1-P 93-94

- Give instructions: You are going to

read a text about how to recycle used

paper Now you read the text and fill

the gaps with the verbs in the box

- Run through the verbs in the box

- Ask Ss to read the text and fill the

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3 Activity 3 While & post - writing: (17’)

a Aim: Students can write recycling instructions and swap their writing and

b Content: write recycling instructions and correction

c Outcome: Students write recycling instructions

d Organization:

Exercise 2- P 94

- Give instructions: In some areas,

people burn dry tea leaves to keep

mosquitoes away Look at the pictures

Make the instructions on how to

prepare the tea leaves, using the given

words in the box

- Run through the pictures and the word

cues

? How many steps?

- Monitor and help weaker students

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Correction

- Ask students to swap their writing and

- Call on one student to write on the

board

- Call on some other students to read

out their writing

- Check and correct mistakes

Answer key

a First, take the used tea leaves

from the tea pot.

b Next, scatter the tea leaves on a

tray.

c Then dry the leaves in the sun.

d Finally, put the dry leaves in a

pot for future use.

- Swap and correct mistakes foreach other

- Write on the board

- Read aloud the writing

- Take note

a Aim: Students can write other instructions.

b Content: write other instructions.

c Outcome: Students’ writing

d Organization:

- Ask students to write other

instructions

- Work individually

- Write instructions

- Read the writing

- Learn by heart the new words

- Write the instructions on how to make a thing that you have ever made, using the sequencing

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- Guide students to prepare Language Focus.

+ Learn about passive voice and some structures adjectives + to infinitive or clause.

Ký duyệt của tổ chuyên môn

Time: One period

I Objectives:

1 Knowledge: further practice in passive forms and Adjectives followed by an

infinitive or a noun clause

By the end of the lesson, Ss will be able to do all the exercises using thesegrammar items

2.Competences: communicative competence, linguistic competence, cooperative

competence, self-study competence

Writing and speaking

3 Behavior: Sts are interested in recycling and protecting the environment.

II Preparations:

- Teacher: lesson plan, textbook, workbook

- Students: look up new words

C Procedure:

a Aim: To warm up and heck the old lesson and lead in the new lesson

b Content: Chech up homework and correct some general mistakes

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c Outcome: Students know their mistakes in doing homework.

a Aim : To revise some knowledge they learned

b Content: Revise some knowledge they learned

c Outcome: Students know the forms and the use of the knowledge better.

d Organization

I Passive forms

Model sentences

- elicits the model sentence:

Glass is made into new glassware

Concept check

Form: S + be + Past Participle

Meaning: được, bị

Use: it is used when the subject is affected by the

action of the verb

- explains some more about how to change an active

sentence into a passive sentence

Active: S + V + O

Passive: S(o) + be + Past participle (by + N)

Example:

Miss Hien teaches us Music

We are taught Music by Miss Hien

- pay attention

- repeat chorally individually

- write

- pay attention

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II Adjective to-infinitive

- sets the scene: Ba gives Nam a lot of directions at a

time so Nam finds it difficult to follow Ba’s

directions What does he say to Ba?

Model sentences

It is difficult to follow your directions

Concept check

Form: S + be + adj + to- infinitive

- explains some more about the use and the meaning

III Adjective + a noun clause

- sets the scene: Nam passed the English exam and

his grandparents are delighted at it What did they

- write

- pay attention

- repeat chorally individually

- write

3.Activity3(10’)

a Aims; To practice doing exercises using the knowledge they have just revised

b Content: Students do exercises in language focus

c Outcome: Students practice the knowledge they have just revised to do

exercises in language focus

d Organization

Language Focus1: P95

- gives instructions: Read a guide on

how to recycle glass Look at the

instructions, rewrite them in the passive

- pay attention

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form and put the pictures in the correct

f A long pipe is used It is dipped

into the liquid Then the liquid is

blown into intented shapes.

- gives instructions: A famous inventor,

Dr Kim, is going to build a time

machine One of his assistant, Hai, is

asking him questions about the

invention Complete the dialogue Use

the correct form of the verbs in brackets.

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Example: When will the project be

started?

Form: S + will be + past participle

Use: passive form

- asks Ss to do the exercise

- gets feedback and corrects - work in pairs

4 Activity 4(11’)

a Aims : furtherpractice in Adjectives followed by an infinitive or a noun

clause and do the test in 15’ and do homework at home

b Content: Teach students to practice the knowledge to do language focus 3,4

and do the test in 15’ and homework then prepare the new lesson at home

c Outcome: Students practice using Adjectives followed by an infinitive or a

noun clause then do the test in 15’ and do homework and prepare the newlesson at home

d Organization

- gives instructions: Complete the dialogues,

using the words in the box.

- runs through all the words given in the box

- gives instructions: Complete the letter, using

the correct forms of the verb be and the

adjectives in the box.

- runs through all the words in the box

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- gets Ss to do a 15-minute test

I Circle the best option to complete each

sentence (5pts)

1 People use first-aid ease the

victim’s pain and anxiety

A so as toB And C so that D in order

that

2 I help you with this exercise?

A Will B Would C Shall D Do

3 It’s very interesting English

A learn B learning C learnt

D to learn

4 I promise I go to school late again

A don’t B won’t C can’t

D didn’t

5 I am delighted you got good

marks

A at B in order to C that D so as to

II Rewrite the sentences as directed (2pts)

1 He passed all the exams He is delighted

(using adjective + to-infinitive)

2 You want to protect the environment We are

pleased (using adjective + that clause)

III Rewrite the following sentences in the

3 A new stadium will be built in the city

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1 Dry the clothes in the sun.

2 People make vegetable matter into compost

3 They will build a new stadium in the city

Homework

- write all the exercises in your Ex-book

- do Test IV, V, VI, VII

- prepare the new lesson: Unit 11/ Getting

started + Listen and Read: new words

- take notes

15-MINUTE TEST

I Circle the best option to complete each sentence (5pts)

6 People use first-aid ease the victim’s pain and anxiety

7 I help you with this exercise?

8 It’s very interesting English

9 I promise I go to school late again

10 I am delighted you got good marks

II Rewrite the sentences as directed (2pts)

1 He passed all the exams He is delighted (using adjective + to-infinitive)

2 You want to protect the environment We are pleased (using adjective + that clause)

III Rewrite the following sentences in the passive forms (3pts)

1 Dry the clothes in the sun

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2 People make vegetable matter into compost.

3 They will build a new stadium in the city

Answer key

I (1 point for each correct answer)

II (1 point for each correct answer)

1 He is delighted to pass all the exams

2 We are pleased that you want to protect the environment

III (1 point for each correct answer)

4 The clothes are dried in the sun

5 Vegetable matter is made into compost

6 A new stadium will be built in the city

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2021 Time: One period

A Objectives:

1.Knowledge: vocabulary about a visit to Viet Nam, some expressions to express

one’s interest and make requests

By the end of the lesson, Ss will be able to know how to use some expressions toexpress their interest and make requests, and answer the T/F questions

2.Competences: communicative competence, linguistic competence, cooperative

competence, self-study competence

Listening, reading and speaking

3 Behavior : Sts love the country and want to know more about some places of

interest

B Preparations:

- Teacher: lesson plan, textbook, workbook, laptop, speakers

- Students: look up new words

C Procedure:

a Aim: To warm up and check the old lesson and lead in the new lesson

b Content: Chech up passive form and Ss’homework

c Outcome: Students write passive form of some tenses.

d Organization:

* Setting the class :

- chech up the passive form

* Brainstorming

- asks Ss some questions:

+ Are there any places of interest in Vietnam?

+ What places of interest have you visited?

+ What places of interest do you know?

Go to the board to give the form of the passive form

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- asks Ss to call out the names of places of interest

that they know

Con Son Ha Long Bay

Sa Pa Hue

Hung

Temple

Huong Pagoda The Temple of Litereture

- introduces the lesson: Today you are going to learn

Unit 11- Traveling around Vietnam.

a Aim: to present vocabulary about a visit to Viet Nam

b Content: Teach vocabulary and Students can know some new words

c Outcome: Ss know some new words and know what that they are going to

listen and read the dialogue about a visit to Viet nam of Tim and his family

d Organization:

Teacher’activities Students’activities

- sets the scene: Hoa meets Tim at

the airport Tim introduces Hoa to

his family Now you listen to the

tape and find out the new words and

- listen

places of interest

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- gets Ss to listen to the tape twice

- gives some new words

Vocabulary

a crop (translation): mùa vụ

a sugar cane (realia): cây mía

a water buffalo (picture): con trâu

a 40-minute drive (trans): chuyến đi

xe hết 40 phút

(to) take a photo(mime): chụp ảnh

Checking vocab: Rub out and

a.Aims: Help Ss to listen and understand the content of the dialogue.

b.Contents: Ss practice the dialogue and answer the T/F questions and then c.Outcome: Ss know how to use some expressions to express their interest and

make requests, and answer the T/F questions

Roleplay

- asks students to practice the

dialogue (S1 plays the role of Hoa,

S2 plays the roles of the others)

- calls on some pairs to practice

before the class

- gives feedback and corrects Ss’

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- asks Ss to read the dialogue again

and decide if each statement is True

or False, then correct the false

and make requests and do homework and prepare the new lesson at home

* Making requests:

- asks Ss to read the dialogue again

and pick out the sentences

containing the situations mentioned

below

* to express interest:

- I’d like you to meet my parents

- It’s nice to meet you

- work in pairs

-copy

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