Leson plan Grade 8

Comprehension questions - Ask students to work in pairs to answer the questions in the exercise 2 on page 68.. The same as… not as… asdifferent from - Ask students to do the exercise 5 o

UNIT 7: MY NEIGHBORHOOD Lesson 4: - Section: - Read (page 67,68)

Period 43

Aim:

Reading for details about Tran Phu Shopping Mall

Objective:

By the end of the lesson, students will be able to understand the passage about

a new shopping Mall

* Guessing the words (Revision):

- Give the definitions and get students to find out the words as quickly as possible

1 A place where you can buy everything

While

reading

* Checking vocabulary: What and where

- Get students to repeat the words in chorus when

the teacher points to the words

- Rub out word by word but leave the circles

- Go on until the circles are empty

- Get students to write the words again in correct

circles

II Brains terming

- Set the scene: In Nam's neighborhood, there is

a new shopping mall

- Ask students to think about the convenience of

- Buy many things at the same time

- Have fun or relax while shopping

- Ask students to read the text silently and

compare their ideas or get more information

- Give feedback

- True / False statements:

- Have students look at the statements in the

exercise 1 page 68

- Make sure they understand the statements

Whole class

Whole class

- Get them to read the text again and decide

which statements are true, which are false

* Answers:

True False

a A mall is open six days a week.

b There are more than 50 stores in the mall.

c Everyone in the neighborhood is pleased about the new mall.

d It will be more comfortable to shop in

t

comfortabl e

The convenience

of the new shopping

mall

- Have students correct false statements

a The mall is open daily

b There are 50 stores in the mall

c Not everyone is pleased The owner of the small stores on Tran Phu Street are not happy

III Comprehension questions

- Ask students to work in pairs to answer the questions in the exercise 2 on page 68

* Answers:

a It is different from the present shopping area

All the shops are under one roof So customers will shop in comfort and won't notice the weather, especially during the hot and humid summer months

b There are 50 air conditioned specialty stores,

4 movie theaters and 10 restaurants There is also a children's play area

c They think the mall will take their business

d The stores in the mall will offer a wider selection of products, some goods are at lower prices

- Ask some students to ask and answer the questions

- Get all students to work in pairs

* Discussion:

- Give a situation and ask students to discuss it

"Do you want to have a new mall in your neighborhood? If there is one, what will happen

• • take their business

• • offer a wider selection

• • specialty stores

• • have been concerned about

Group work

UNIT 7: MY NEIGHBORHOOD

Lesson 5: Section: - Write (page 68)

Period 44 - Language Focus (page 71)

- Prepare 10 cards with number (from 1 to 10) on one side and 10 adjectives with their opposites on the other

- Stick 10 cards on the board so students can only see the numbers

- Divide class into 2 teams and ask them to choose 2 numbers, turn the cards over, if they match eg:

cheap - expensive, that team gets one mark The next team continues

- Go on until all cards are turned over The team which has more marks the games

Different cheap expensive long samemodern short big small

* Possible answers:

•The red book is the same as the yellow one

•The red book is as big as the yellow book

•The yellow book is different from the brown dictionary

- Write the form on the board

The same as…

(not) as… asdifferent from

- Ask students to do the exercise 5 on page 70-71 (work in pairs)

* Answers:

T-whole class

Pre-writing

a not as big as e not as big as

b different from f the same as

c different from g as long as

d the same as h not as modern as

i not as cheap as

- Set the scene: “The residents and store owners on

Tran Phu Street are going to hold a meeting to discuss the effects of the new mall”.

- Get students to read the notice and answer some

questions to check their understading

* Questions:

a Why are the residents and store owners on Tran

Phu Street going to hold a meeting?

b When will they hold a meeting? What time?

c Where will they hold the metting?

* Answers:

a To discuss the effects of the new hall

b They will hold the meeting on May 20 at 8 p.m

c They will hold the meeting at 12 Hang Dao

Street, Binh’s hardware store

- Let students know the way to write a notice, not

write full sentences

- Ask students to read passage 2 on page 68 T-whole class

While

writing

Post-writing

- Ask some questions to check students’

understanding and get them to use short answers

a What is the English Speaking Club going to hold?

(a Speaking Contest)

b Where and when will it be held?

(At hall 204 on November 15th)c.What time?

(From 7.30pm to 10.00pm)

d Who is the person to contact?

(Tran Thi Thu Hang of class 8H)

- Get students to write the notice individually

- Monitor and help them write

- Ask students to share with their partners

- Check some notices and correct them

- Write the model notice on the board (Elicit student

to write)

* Answer:

The School English Speaking club

HOLDING A SPEAKING CONTEST TO

CELEBRATE TEACHER’S DAY

Individual work

Pair workT-whole class

Homework

Date: November 15Time: 7.30pm to 10.00pm

Place: Hall 204, Building GPlease contact Ms.Tran Thi Thu Hang of Class 8H

at the above address for more information

- Ask students to do exercise 3 on page 68

- Stick a poster of infinitives and Past Participles on the board

- Divide the class into 2 teams

- Get students from 2 teams to go to the board and write each pair of infinitive - past participle

Eg.: be - been

The team which writes more pairs wins the game

write been written eaten workattend done live collect gone

* Answers

be - been write - written

go - gone live - lived see - seen collect - collected

do - done attend - attended

- Get students to repeat in chorus and remember the past participles of irregular verbs

Group work

Whole class

Presentation - Set the scene: Na is new in Nam's neighborhood

They are talking to each other

- Give students an open dialogue between Namand Na then ask them to complete it

Na: How long (1) you (2) in this neighborhood?

Nam: I (3) (4) here (5) 10 years

Na: Really It's a long time

••Form: have/has + past Participle

••Use: to talk about something which started in the past and continues up to the present

• We often use "For" and "Since" with the Present Perfect Tense

Pair work

Practice

For + length of time Since + starting point

1 Drill 1: Substitution Drill

- Ask students to look at exercise 2 on page 69 and decide which is the length of time and which is starting point

- T reads out a phrase, students add Since or ForEx: T : five minutes

Ss : for five minutes

- Go on until students can remember how to use For /Since

* Answers:

•• For five minutes

•• Since 1990

•• Since the summer

•• For three hours

1 have lived here since last week

b We / not eat / in that restaurant/2 years

We haven't eaten in that restaurant for 2 years

Individual work

c I / not see / her / yesterday

I haven't seen her since yesterday

d They / attend / Quang Trung School /last yearThey have attended Quang Trung School since last year

e My Dad / work / for his Company / 20 years

My Dad has worked for his Company for 20years

f Ba / collect /stamp/1995

Ba has collected stamps since 1995

- Ask students to do exercise 4 on page 70 (in

Homework

- Give feedback

* Answers:

(1) have been(2) hope(3) have lived(4) is

(5) want(6) look(7) have been (8) have seen

- Get students to work in pairs to practice the conversation between Ba and Tom

- Ask students to do exercise 3 (page 69) on their

UNIT 8: COUNTRY LIFE AND CITY LIFE

I Aim

Helping students:

- to talk about differences

- to talk about future events and changes

- to write a letter to a friend

II Language focus

1 Present Progressive

••To talk about the future

••To describe changes with get and become.

2 Comparative and Superlative adjective.

III Vocabulary

adequatepeacefulPermanently (adv)

ruralurban

Lesson 1 Getting startedListen and read Reading for details about the differences between the city and country life.Lesson 2 SpeakLanguage Focus 3 Speaking about the changes, using the Present Progressive Tense with Get and Become.Lesson 3 ListenLanguage Focus 1-2 Listeng for details and Further Practice in Present Progressive Tense.Lesson 4 Read Reading the text for details about the problems of farmers moving to the city.Lesson 5 Write Writing a letter to a friend about their neighborhood.Lesson 6 Language Focus 4-5 Further Practice in Comparative and Superlative adjectives.

UNIT 8: COUNTRY LIFE AND CITY LIFE

Lesson 1: Section: - Getting started (page 72)

Period 46 - Listen and read (page 72,73)

a Where do you live?

b Do you want to live in the city ? Why?

c Do you want to live in the country? Why?

I Pre - teach vocabulary

T-Whole class

- a relative (example: uncles, aunts, cousins) T-whole

While

reading

- peaceful (synonym: the synonym of quiet and calm)

- permanently (adv.) (explanation: its means existing

all the time)

- Accessible (translation)

- Medical facilities (translation)

* Checking vocabulary : Rub out and remember

II Brainstorming (getting started)

- Get students to talk about city life and country life

The words in the box of getting started may help them

- Ask students to read the dialogue between Na and

Hoi and compare their ideas

- Give feedback and get more information

1 Comprehension Questions

- Get students to work in pairs to answer the questions

in exercise 2 on page 73

* Questions and answers:

a Where has Na been?

Na has been to Kim Lien Village

b How long was she there?

She was there for the weekend

c What is her opinion of the countryside?

To her, the country aide is peaceful and quiet and there is nothing to do

d Na says "there is nothing to do", what does she

e What are some of the changes that Hoa mentions?

Country life is becoming better Many remote area are getting electricity People can now have things like refrigerators and TV, medical facilities are more accessible

city life

country life

Post

reading

Production

- Ask students to work in pairs to answer the questions

- Ask some pairs to practice the dialogue

2 Discussion

- Divide the class into 4 groups Two groups include

students who prefer the dty life and the others include students who prefer the country life

- Ask students to work in groups to answer the

- Write the word prompts on the board so that students can speak easily

trees green (trees)

- Get students to work in pairs

- Monitor and help students speak

* Possible answers:

• The traffic is getting busier

• There are more tall buildings and houses

• The houses are getting more modern

• The town is becoming more beautiful

• There are more green trees

• The streets are becoming cleaner larger / noisier

• Goods are getting more expensive

- Ask students to write some sentences, using Present Progressive Tense to describe changes in their school

Group work

Individual work

UNIT 8: COUNTRY LIFE AND CITY LIFE

- Language Focus 1-2 (page 77, 78)

- Prepare eight cards with phrases on them

- Write eight verbs on the board (play, do, watch,

go, clean, have, phone, speak)

- Divide the class into 2 teams

- Hand out each team 8 cards

- Ask students to stick the cards with phrases besides the suitable verbs: Eg: play-table tennis

- The team which is faster is the winner

- Ask students to use the suitable verbs in the Present Progressive Tense to complete the dialogue in the exercise 2 page 78

- Get students to work in pairs

- Call some pairs to practice the dialogues before class and teacher corrects

While

listening

•What tense do we use in 6 dialogues?

(Present Progressive Tense )

•What is the form? (am / is / are + V-ing)

Look at the adverbs of time in the dialogue Are they at present or in the future?

(in the future)

• Present Progressive Tense is used to talk about the

future

- Set the scene: "Aunt Hang is talking to Lan on the

phone She is coming to visit Lan in Hanoi".

- Ask students to listen to the tape and complete the

Aunt Hang: Hello Is that Lan?

Lan: Yes Who is this?

Aunt Hang: It's Aunt Hang How are you?

Lan: I'm fine Where are you phoning

from?

Aunt Hang: Hue I'm calling to tell you uncle

Chiand I are coming to visit you next week

Individual work

Pair work

Post-listening

Lan: Great! When are you arriving?

Aunt Hang: On Thursday We're arriving in Hanoi

in the late afternoon

Lan: OK Do you want to speak to my

Mom?

Aunt Hang: Yes, please

Lan: Hold on a moment and I'll get her

- Ask students to (Jo exercise 1 on page 77

- Call on some students to practice the dialogues on

page 77

- Give them the shipping information and ask them to

make similar dialogues

Eg l:

Si: Is the boat to Qui Nhon leaving at 11.30?

S2: Is that good fortune?

Homework

Eg 2:

S1: Is the boat from Camau arriving at 11.00

S2: Are you talking about Diamond Eyes?

S1: Yes

S2: It's arriving on time

- Ask students to write 5 sentences, using Present Progressive Tense about what they are doing next week

UNIT 8: COUNTRY LIFE AND CITY LIFE

By the end of the lesson, students will be able to understand the text about one

of the social problems

Teaching aids: Text book, poster.

arrangement Warm up

- Divide the class into 2 teams

- Ask students from each team to go to the board and write the correct words

- The team which is faster with more correct words wwords wins the game

I Pre - teach vocabulary

- rural (adj.) (explanation: something deals with the countryside)

- urban (adj.): (antonym)

- (a) stain: (translation)

Group work

T-whole class

- (a) typhoon: (synonym)

- (a) drought (explanation: hot and dry weather

for a long time)

- (to) struggle (translation)

- (a) migrant (explanation: a person who moves

from one place to another especially in order to find work)

- (to) increase (translation)

* checking vocabulary: what and where

- lack of dean water/ electricity

- insects destroy harvests

- Ask the students to guess how farmers deal with

difficulties

- Get students to work in groups to guess

- Let students read the text silefftly and answer the

questions : "What do many farmers do to solve their prolem?"

* Answer: They move to the city so that they can get

well - paid jobs

III Gap - filling

- Ask students to work in pairs to complete summary

1 on page 75, using the information from the passage

* Answers:

"People from the countryside are leaving their home to go and live in the city Farming can sometimes be a difficult life and these people from rural areas feel the city offers more opportunities

However, many people coming to the city create problems There may not be enough schools or hospitals, while water and electricity supplies may

Pair work Difficulties of

farmers’ life

not be adequate This is a problem lacing governments around the world."

IV Finding the words

- Ask students to do exerci&e 2 on page 75

- Let them read the text again and work with their partners

* Answers:

a of the countryside → rural

b as many as needed → plentiful

c become greater or larger → increase

d a great pressure → strain

e a terrible event → tragedy

f of the city or city life → urban

•• Build streets, theaters, stadium in the country

•• Build schools, hospitals

•• Provide clean, water, electricity, facilities

UNIT 8: COUNTRY LIFE AND CJTY LIFE

- Ask students to put the, outline for an informal letter

Whole class

in the correct order.

- Prepare 6 cards with 6 outlines on them

- Call six students to hold them and stand in a random order

- Ask some other students to rearrange them in the correct order

- Write the answer on the board so that students can remember the outline of a letter

a Where do you live?

(I live in a small town / big city / village)

b What does your house look like?

(My house looks very nice / small with 4/5 rooms and a nice/ small garden)

c What can you see front your bedroom

(From my bedroom window, I can see asmall park with many green trees andcolorful flowers.)

d How far is it from your hpme to school?

(It's far from my home so I have to ride my bike / It's very near so I can walk.)

e What kinds of facilities are there in your neighborhood?

(There is a park / a swimming pool/ somerestaurants, a post office / ft library.)

f What things in your neighborhood do youlike best? Why?

(I like the park best because I can walk with my sisters after dinner/ every morning / I like the library best because I can read many interesting books, or study or learn how to uee the computer there.)

- Ask students to write letters to friends about their

While

writing

neighborhood

- Let them write individually

- Ask them to compare with their partners and correct if they can

- Suggested letter:

Individual work Pair work

Post

writing

Homework

(Writer’s address)(date)

Dear

I live in a small town My family has a large house with four rooms and a small garden My sister and I share one bedroom From the bedroom window,

I can see a beautiful park with green trees, flowers and a pood We don't live far from my school so I usually walk there

In my neighborhood, there is a swimming pool and a beautiful park On the weekend, I often go swimming with my friends Early in the morning, I always jog with my sister around the park But the thing I like best in my neighborhood is the public library near my school There I not only can study and read books but also watch video and learn how to use the computer

Do you have a library like that in your neighborhood?

Is there anything interesting in the place where you live? Write to me

I'd like to say goodbye now I'm looking forwards to hearing from you soon

Love,(Signature)

UNIT 8: COUNTRY LIFE AND CITY LIFE

Lesson 6: Section: - Language Focus 4-5 (page 79)

Teaching aids:Book, red and yellow chalk

PROCEDURE

arrangement Warm up

good/well - better - the best

little - less - the least

- Ask students to do exercise 4 on page 79 They have to work in pairs to make comparisons

between the city and the country about: food,

short adjectives

Production

accessible, fresh.

- Give some examples.

a The air in the country is fresher than in the city

b.The medical facilities in the city are more accessible; than in the country

- Move around the class and help the students write comparison sentences

- Let each student read aloud one of the sentences they have made

- Ask students to dp exercise 5 on page 79

- Ask them read the advertisement then ask them some questions to check their understanding

• What are advertised?

(an apartment, a villa and a house)

• How old are they?

(The apartment is 2 years old, the villa is 5 years old and the house is new)

• How much do we pay per month?

(900,000 dongs for the apartment; 6,6 million

- Two teams choose the words in the boxes in turns Then use the comparative or superlative If the sentence is correct, they will get one mark

- The team which has 3 noughts or 3 crosses on a

Group work

line will win the game.•

Draw this chart on the board and the game begins

1old

2expensive

3big

4expensive small5 hot6

7biff beautiful8 old9

* Possible answers:

a The villa is older than the apartment

b The house is more expensive than the apartment

c The villa is bigger than the apartment

d The apartment is smaller than the villa

e The apartment is hotter than the house

f The house is the biggest

g The villa is the most beautiful

h The-apartment is older than the house

- Students can make more sentences

- Ask students to write 5 sentences comparing their house with their neighbors'

UNIT 9 : A FIRST- COURSE

I Aims

Helping students - with the knowledge of the situations which require first - aid

- to make and respond to offers, promises and requests

- to write a thank- you note

II Language Focus

1 in order to, so as to

2 Making requests, offers and requests using modal, "will"

3 Future simple with "will/ shall"

III Vocabulary

parademicwheelchairtissue damage

sterile

Listen and Head 1, 2 Reading a dialogue for details about the situation

which requires first- aid

Speak Language Focus 2,3,4 Practice in making and responding to offers,requests

and promises Future simple with "will/ shall"

Listen Listening for specific information about what is

happening at a hospital

Read Language Focus 1 Reading for instructions about the situations which

require first- aid., ^ Using "in order to/ so as to" to express purposes

Write 1, 2, 3 Write a thank-you note

UNIT 9 : A FIRST- AID COURSELesson 1: Section : - Getting started (page 80)

Period 56 - Listen and Read 1, 2(page 80, 81)

Aim: Reading for details about the situations which require first – aid.

Objectives: By the end of the lesson, Ss can know what they would in the situations

which require first – aid

Teaching aids: Pictures on page 80, cassette, gap fill chart, drawing

PROCEDURE

arrangement Warm-up •GETTING STARTED

- Ask Ss to open their, books and look at the things Whole class

on page 80 (for 20") Tell them these things are often used for first- aid.

- Divide the class into two groups

- Ask Ss to close their books and go to the board to

write the names of the things they've just seen from memory, (either in English or Vietnamese)

- Tell them the group having the most right English

words is the winner

- Have Ss open the books again and go through the

words in English

Answer Key:

1 emergency room 2 sterile dressing

3 medicated oil 4 water pack

5 water pack 6 alcohol

- Ask Ss to discuss and write down what they would

do in these situations which require first-aid

- Call on some groups to give their answers and

correct

Possible answers:

+ A girl has a burn on her arm → Use cold water /

ice to ease the pain+ A boy has a bad cut on his leg → Use alcohol

medicated oil / sterile dressing

+ A girl has a nose bleed → Use a handkerchief to

stop the bleeding / tell her to lie down

+ A boy has a bee sting → Use medicated oil

•LISTEN AND READ

I Pre teach Vocabulary

1 (an) ambulance (draw an ambulance)

2 (an) emergency (T: When do we need an

ambulance?)

→ S: When there is an emergency

3 unconcious (adj) ≠ concious (What's “bat tinh” in

English?)

4 (to) bleed → the bleeding

(When you have a cut, the cut will (bleed) ?)

- Have Ss copy the vocabulary in their notebooks

Checking technique: Slap the board

- Put the new words (in Vietnamese or drawing) all

over the board - not in a list

- Call on 2 Ss or 2 teams (4 or 5 Ss for each) in both

sides to the front of the class standing at equal distance from the blackboard

- Call out one of the new words (in English) in a loud

Teacher-Ss

Whole class

- Two Ss must run forward and slap the word, the student who slaps the correct word first is the winner and gets a mark

II Gap fill Prediction

- Hang the chart with the paragraph on the board.

"There was an emergency at Lan's school, A student (1) off her bike and hit her head on the road She was ,(2)., but she cut her head and (he .

(3) was (4), badly Lan telephoned Bach Mai Hospital and asked the nurse to send an (5) to Quang Trung School Lan was asked to keep the student, (6) while waiting for the ambulance."

- Ask Ss to predict the words in the gaps

- Call on some Ss to go to the board and write their words

- Have Ss open their books, listen to the tape while reading the dialogue

- Check if Ss' predictions are right or not

4 bleeding 5 ambulance 6 awake

III Comprehentian question

- Ask Ss to read th<> dialogue again and select the topics covered in he dialogue (page 81)

- Tell Ss (in groups) to write their answers on a sheet

of paper and hand in after finishing

- Collect Ss’ papers and correct

- Monitor and help Ss with their work

- Have Ss find some more words (about 4/5) for situations which require first- aid

- Let Ss do the exercises in the workbook, (page )

Groupwork of 4/5 Ss

Teacher-Ss

Pairwork

Individual

UNIT 9 : A FIRST- AID COURSE

Period 57 - Language Focus 2,3,4 (page 87, 88)

Aim: Practice in making and responding to offers, promises and requests

Objectives: By the end of the lesson, Ss can make and requests, offers, and promises Teaching aids: Pictures on page 82, 87, 88, chart, posters

PROCEDURE

arrangement Warm-up Revision:

•SPEAK

I Set the scene

- Ask Ss questions to elicit the models

- Have Ss repeat 2 or 3 times beore writing them

on the broad

- Underline the key words

Questions:

1 I want you to get me a bandagel 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?

II Model Sentences

Situations which reaquire first-aid

Have a snake bite

1 Will you (please) get me a bandage?

2 Would vou like to come to my party ?

3 I promise I’ll finish my homework before

bedtime

Concept cheeking:

- Get Ss to work out the rules for themselves by

asking questions

- After formulating the model sentences, elicit

some more phrases with the Same use from Ss

+ Sure / OK / All right.

— I’m sorry I can’tJ I’m afraid not

2 To make an offer:

Will / Won’t you

Shall I bare infinitive ?

Can I

Would you like + to infinitive ?

What can I do / get for you ?

Can I get you ?

Responses; + Yes, please / That would be nice.

- No, thank you.

- Ask Ss to look at the pictures on page 82 and

match the situations with the statements

2 The girl has a bum on her hand.

2 The girl has a bad fever.

3 The boy has just broken the vase.

4 The boy hat a headache.

5 The boy has a snake bite.

Teacher-Ss

- Identify the situations in the pictures

Picture a) → request

b) offer offer / request c) → offer/ requestd) → offer

- Get Ss in turns to practice all the exchanges (a → e)

- Monitor and correct, encourage Ss to make sentences for themselves

- Collect the Ss' ideas and write them on the board, (generally in a list.)

••LANGUAGE FOCUS 2, 3, 4

LF 2 Repetion Drill: will (‘ll), or shall, or won't.

- Ask Ss to listen to the dialogue and repeat if they think the sentence is right and keep silent if the sentence is wrong

- Read the dialogue aloud, sentence by sentence, (half of the sentences are right, the others are wrong.)

Answer key:

1 will 2 will 3 won't 4 Shall 5 will 6 ‘ll

LF 3 Role play:

- Ask Ss to look at the pictures and dialogues on

page 87, 88 and fill in the gaps with the right words

- Monitor and correct

- Call on some pairs to play the roles in front of the class

- Ask Ss to do Language Focus 4 then practise

speaking with a partner

- Let Ss do the exercises in the workbook, page

Pre-

listening

Guess from context: What actions ?

- Ask Ss to look at the picture on page 82 and write out all title verbs describing the actions of the people in it

- Tell Ss the group having the most right verbs is the winner

Answer Key:

(to) drive, wheel / move / push, weigh, wait, lie, stand, lean

•LISTEN

I Pre teach Vocabulary

1 (an) eye chart (use the picture )

→ eye sight (nu)

2 (a) parademic (He takes care of patients but he isn't a doctor nor a nurse.)

3 (a) wheelchair (use the picture)

→ (to) wheel (to push a wheelchair)

4 (a) stretcher (picture)

5 (a) crutch → crutches (picture)

• Have Ss copy

Checking technique: What and Where

- Have Ss repeat the words in chorus then rub out word by word but leave the circles

- Go on until the circles are empty

- Get Ss (5 at a time) to come to the blackboard

to fill in the circles with the right words again

II Matching

- Ask Ss to look at the picture in their books again and match the letter A, B, C, D, E, F to the correct words in the box

Tgroupwork

of 4/5 Ss

Teacher-Ss

Groupwork of 4/5 Ss

eye chart

Stretche

parademi c wheelchai

III Order Prediction

- Rub out the letters (A, B ) but leave the words

- Tell Ss they are going to listen place in an emergency room which contains the words on the board

- Put the words in the table

You guess On tape ambulance

wheelchaircrutcheseye chartscalestretcher

- Have Ss copy and guess the order of the words

- Play the tape and ask Ss to listen

- Ask Ss to give their answers and correct

IV True / False Statements

- Stick the chart with the statements on the board:

1 A doctor is wheeling a patient into the emergency room.

2 The patient's head is bandaged.

3 A nurse is pushing a wheelehair with a patient sitting on it.

4 The eye chart consists of 28 letters ranging in the different size.

5 The baby's mother is trying to stop the nurse from weighing her baby

- Ask Ss to read the statements carefully and check

if they understand the meaning of the statements

- Ask as to work in pairs to decide which of the statements is true and which is false

- Play the tape and have Ss listen (2 or 3 times)

- Ask Ss to give their answers and correct

Answer Key:

Individual

Whole classIndividual

5 False (stop her baby from crying)

V Write- It-Up

- Ask Ss to write the story about the activities in the

picture, using the Present continuous

“This is the emergency room in a large hospital………

- Ask Ss to rewrite the above story in the Past

Tense

- Let them do the exercises in the workbook, page

Individual

UNIT 9 :A FIRST- AID COURSE

Aim: Reading for the instructions about some more situations requiring ifirst- aid.

Objectives: At the- end of the lesson 8s can use in order to and so as to to indicate

- Have Ss choose any 4 words on the board and write them down on a piece of paper

- Call out the words until someone has ticked all the four words and shouts “Bingo!” He / She wins the game

•READ

I Pre teach Vocabulary

1 (to) lie flat; (mime / drawing)

2 (to) elevate ≠ (to) lower (gesture)

Whole class

Individual

Teacher-Ss

3 (a) victim (person who needs first- aid)

4 (to) overheat (make sth too hot)

6 tissue damage (translation)

6 (to) ease = (to) stop

- Have Ss copy

technique: Rub out and Remember.

- Have Ss repeat and rub out the English words (one

at a time), leave the Vietnamese translations

Whole class

While-reading

- When all the English words are rubbed out, go

ough the Vietnamese list and get the Ss to call out

- Collect and write the Ss' ideas on the board

cool the burn with ice

Let the victim lie down

Don’t give the victim any food

- Have Ss open their books and read the instructions

on page 83

- Ask some Ss to go to the board and add the missing

information

III Matching

- Ask Ss to read the statements on page 84 and

match three Leadings A, 8, C to them

Answer Kev:

A→ a, c, e B → b C → d

IV Grid

- Draw the grid on the board.

- Ask Ss to read the instructions again and fill in the

Information

Individual

Pairwork

Groupwork of 4/5 Ss

burn

faintin g

First-aid?

shock

- Call on some Ss to the board to write their answers

Answer Key

lying flat Elevate

the

Don't force him/

her to sit or stand.

of tea when he/ she

revives.

- Don't overheat the victim with blankets or coats.

- Don't give the victim any food or drink or drug

- Cool the burn

immediately to

minimize the tissue

damage

: Put the affected

part under a running

cold tap (if possible)

- Ease the pain with

ice or cold water

packs Cover the

burned area with a

thick sterile

dressing

- Have Ss copy the grid in their notebooks

V Model Sentences:

- Ask the question to elicit the answer.

A Why should we cool the burn immediately ?

B We should do it so as to minimize the tissue

damage

in order to bare inf

- Model then have Ss repeat, choral → individual

Post-reading

Homework

VI WH- question and answer Drill:

- Prepare 4 cardboards, each consists of 1 question

and 1 answer written in cues

1 Why/ you / open / umbrella? (Past simple)

- to protect myself from the rain, (full answer)

2 Why / Mary/I write / notice/ board ? (Past simple)

- to inform her classmates about the changes in schedule.

3 Why / Mr Green/I have to// get up early / morning (Present simple)

- to get to the meeting on time.

4 Why/ your elder brother/ study very hard (Present Continuous )

- to pass the final exam.

- Show the first cardboard and say the utterance 2 or

3 times then get Ss to repeat 2 or 3 times, (choral→

individual)

- Go on with the second cardboard

- Open pairs: Get 3 or 4 pairs to demonstrate the exchanges then correct

- Stick all the cards on the board and ask Ss to do pairwork

- Closed pairs: Ask the whole class to work in pairs

- Monitor and correct

VII Role Play

- Write the model on the board and ask Ss to ask

and answer questions using their own words Model:

PairworkTeacher-SsPairwok

UNIT 9: A FIRST-AID COURSELesson 6 Section : - Write 1, 2, 3 (page 84, 85

Period: 60

Aim: Writing a thank- you note.

Objectives: By the end of the lesson, Ss know how to write a thank-you note.

Teaching aids: Posters, drawing

- Draw the figures of sea wave, steps, a boy / girl, a

shark

- Draw dashes, each dash for a letter of the word to

be revised, (lie flat, elevate, lower, victim, ease….)

•Write 1, 2, 3.

I Pre teach Vocabulary

- Elicit words from Ss

1 (to) thank (so) for (sth) (give an example with a gap)

→ eg: She thanked me helping her

2 (to) cheer (so) up: (to make (so) feel happier)

3 (to) come over: (translation)

- Have Ss copy

Checking technique: Slap the board

- Write the Vietnamese translation all over the

board, adding some words in the last lesson

- Call on 2Ss or 2 teams of 4/5 Ss in both sides to the front of the class

- Call out the English words and 2 Ss run forward to slap the Vietnamese word on the board

II Set the scene

- Ask Ss to close their books and listen.

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 ?

III True / False Predictions

- Hang the poster with the statements on the board.

Teacher-Ss

Whole class

Teacher

1 Nga writes to thank Hoa for some candy.

2 Hoa's gift cheered Nga up.

3 Nga'd like Hoa to see her at the hospital.

4 Nga is very bored now.

5.Nga writes the letter at the hospital.

- Ask Ss to read the statements and predict,

- Get Ss to give their predictions, (only one student for each statement) and write on the board (T/F)

- Ask Ss to look at the letter on page 84 and complete it with the right verb forms

- Monitor and help Ss with the tense forms

Individual

While-writing

- Call on some Ss to give their answers and correct

- Ask Ss to read the whole letter and check if their predictions are right or not

- Correction

Answer Key:

1 False → flowers (not candy) 2 True

3 False → at her house (not at the hospital)

4 True

5 False → at her house (not at the hospital)

IV.Questions and Answers

- Tell Ss they are going to write a thank-you note to

a friend and invite him / her to go on a picnic with them

- Put the poster with the questions (page 85) on the board

What did your friend give/send you?

On what occasion ? What was / were it / they like ? How did you feel when you received the present ? How do you feel now ?

Do you want to invite your friend to somewhere ?

If so, then when ? How will you contact your friend ?

- Ask some Ss to answer the questions orally.

- Have Ss practise speaking to each other

- Monitor and correct

- Ask Ss to join the sentences into a paragraph (not put any numbers, eg: 1, 2, 3, ) to make it a thank-you note

Teacher-Ss

Teacher-SsPairworkIndividual

- Divide the class into 4 groups and choose a letter

randomly in each group

- Ask 4 groups to copy 4 chosen letters on posters then put them on the board

- Compare the posters and correct

- Call on some more Ss to read their letters for the class (if possible)

- Give feedback and correct

- Ask Ss to use the same format to write another letter to another friend for another occasion,

- Let Ss do the exercises in the workbook, page…

Groupwork

TeacherIndividualTeacher

UNIT 10: RECYCLING (Period 61-65)

I Aims

Helping students - to give and respond to instructions

- to talk about feelings

- to write a set of instructions

II Language Focus

depositfabricfertilizerglasswaremetalrepresentative

IV Unit Allocation

3 Read 1, 2

Language Focus 1, 2

Reading for details about how things are recycled Passive form in Present Simple and Future Simple

4 Write 1, 2 Write a set of instructions on how to recycle used

things

5 Language Focus 3, 4 Adjective followed by - a to infinitive

- a noun clause

UNIT 10: RECYCLING Lesson 1: Section : - Getting started (Page 89)

Period 61 - Listen and Read 1, 2

Aim: To give Ss information about the environment problems

Objectives: Ss will be able to do something to protect the environment and save

Brainstorm:

- Draw the circle with an example on the board

- Ask Ss to think of ways to reduce the amount of garbage they produce

Groupwork of

4 teams

Pre-reading

- Deliver posters to Ss, dividing them into 4 groups

- Tell Ss to put the posters on the board after they finish and the team having the most good ideas is the winner

- Give feedback

Possible answers:

Use cloth bags, use tree leaves to wrap things, make garbage into fertilizer, make vegetable matter into animal food

•LISTEN AND READ

I Pre-teach Vocabulary

- Elicit words from Ss.

1 (a) representative (translation)

2 (to) protect (to keep so/ sth safe from danger)

→ (to) protect (so / sth) from (so / sth)

3 natural resource(s) (translation/ explanation)(coal mines, oil/gold/mineral deposits are )

4 (to) recycle (to make something already used able to be used again)

5 (to) contact (translation/ definition)(to communicate with someone by telephone or letter )

- Have Ss copy.

Checking technique: Jumbled words

- Stick 6 flashcards with jumbled words on the board

- Ask Ss to rewrite the words in the right order

- Tell Ss the first two groups with the right words

will get 2 points

- Correct

Answer Key:

1 contact 2 representative 3 resource

4 natural 5 protect 6 recycle

II True / False Predictions

Whole class

Groupwork of 4/5 Ss

While Ask Ss to listen to the situation.

- 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 Ss' guesses on the board, (only one

guess for each statement)

True or False ?

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

overpacked.

4 We cannot 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.

- Ask Ss to open their books, listen to the tape while

reading the dialogue

Teacher-Ss

Whole class

reading - Call on Ss to correct the false statements

Answer Key:

1 False → an organization to help people

protect the environment and save natural resources

2 True

3 False → Reduce mean not buying……

4 False → We can reuse things…………

5 True

6 True

III Comprehension Questions

- Ask Ss to look at the questions on page 90 and

- Monitor and help Ss with their work

- Call on some pairs to ask and answer the questions

d We can look for information on recycling things

by having a contact with an organization like Friends of the Earth, going to the local library or asking your family and friends

e (Students' answers)(Possible answer: We shouldn't use plasticbags because when we throw them away, theycould stay very long and could not be self-destroyed / self demolished)

IV Discussion

- Write the topic on the board.

How to protect our environment ?

- Ask Ss to express their opinions / ideas on this

topic

- Write the Ss' ideas on the board into a list

- Give feedback, correct and have Ss copy

- Write the questions and full answers in your exercise notebooks

- Do the exercises in the Workbook on page

Individual

UNIT 10 : RECYCLING Lesson 2 Section : - Speak (page 90, 91)

Period 62

Aim: To help Ss practice in giving and responding to instructions and Listening for

specific information about making compost

Objectives: Ss can give and respond to instructions

Teaaching aids: Picture (copied from textbook, p.91), a mapped dialogue chart,

realia (clothes), cassette

arrangement Warm up

Pre-speaking

Memory game (Kim's game)

- 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

- Divide the class into 2 teams

- Ask Ss (one student in each team at a time) to go to the board and write as many words showing things in the picture as possible

- Tell Ss the team with the most right words is the winner

Possible answer:

used paper, old newspapers, books, cardboard boxes, bottles, glasses, jars, plastic bags, food cans, drinking tins, vegetable matter, clothes, shoes, schoolbags, —.-

• SPEAK

I Pre-teack Vocabulary

- Elicit words from Ss.

1 fertilizer (nu) (explanation)(Fanners often use this thing to make theirplants or trees grow well What's it ?)

→ (to) fertilize

(What do you call the fertilizer made fromspoiled food, leaves, vegetable matter )

→ (a) compost heap

3 fabric (n) (realia : clothes)(What are these clothes made of ?)