GIAO AN TIENG ANH 8 KY 2

Word cue drill: a/ Mr.Quang/ walking up the stair b/ Miss Lien/ carrying a bag c/ Nam/ talking to Miss Lien d/ Ba/ sitting under the tree e/ Lan/ standing by the table f/ Nga and Hoa/ pl[r]

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Unit 9: A first - aid course

Period 1/55: Getting started + Listen and read

A Aim: By the end of the lesson, students will be able to know what they would do

in the situations which require first-aid

 Teaching aids: - posters, pictures, tape

 Anticipated problems:

B Content:

* Brainstorming:

- Give a situation and ask sts a question:

 What will you do if you havea burn on your airm?

- I’ll use cold water to ease the pain

- Hang on the pictures on p.80 on board

- Let sts to look at them and run through

 Which first-aid is necessary in these situations?

- a boy has a bad cut on his leg

- a girl has a nose bleed

- a boy has bee sting

- Ask sts discuss to give out solutions with each situation

- Ask sts to answer and correct

II Presentation:

1 Vocabulary:

- ambulance (n) : xe cøu th¬ng (picture)

- wound (n) : vÕt th¬ng (visuals)

- promise (n): lêi høa (situation)

- emergency (n) : t×nh tr¹ng khÈn cÊp, cÊp cøu (translation)

- conscious (adj) : trong tr¹ng th¸i tØnh t¸o (translation)

- (to) bleed: ch¶y m¸u (situation)

- Checking vocabulary: What and where

2 T/ F statements:

2 She had a traffic accident

3 She has a cut on her leg

4 The nurse asked Lan to try and stop the bleeding

5 A car will take the injured person to hospital

6 The injured person must stay awake

- Stick a picture about Lan and the nurse on board

- Ask sts questions:

 Where are they?

 What happened?

- Ask sts to look at the table read and guess which one is true or false

- Write sts’ guess on board

III Practice:

1 Checking sts’ guess:

- Get sts to read the dialogue on p.80 inpair to check

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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.

- Hang the chart with the paragraph on the board

- Ask sts read the dialogue again and fill in the missing words

A Aim: By the end of the lesson, students will be able to can make and respond to

requests, offers and promises

- Let sts to look at this then write as many

words as possible on their poster

II Pre-speaking:

Situations whichrequire first-aid

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- Ask sts some questions to elicit the models:

* Questions:

1/ I want you to get me a bandage How can I say?

2/ I’d like you to come to my party How can I say?

3/ I tell my mother that I’ll surely finish my work before bedtime.How can I say?

* Model sentences:

- Will you (please) get me a bandage?

- Would you like to cometo my party?

- I promise I’ll finish my homework bofore bedtime

- Get sts to work out the rules for themselves by asking questions

- After formulating the model sentences, elicit some more phreses with the same use from sts

- Sure/ Ok/ All right

- I’m sorry I can’t./ I’m afraid not

b/ To make an offer:

- Will/ Won’t you

- Shall 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 sts to look at the pictures on p.82,

match the situations with the statements

2 Picture Drill:

- Identify the situations in the pictures

Which one is request or offer?

- Ask sts to look at these pictures and use the forms above to make senteces

a/ The girl has a burn on her hand

b/ The girl has a bad fever

c/ The boy has just broken the vase.d/ The boy has a headache

e/ The boy has a bite snake

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- Prepare for Listen

c/ A: Can I get you some badage?

B: Yes, please./ That would be nice

Or: A: You are bleeding What can I do for you?

B: Can you get me some badege?/ Would you go to the hospital with me?

d/ Daughter: You must have a fever Can I get you/ Would you like some medicine/ water?

Mother: Yes, please./ That would be nice./ No, I’m fine Thank you

e/ Boy: I promise I won’t play soccer in the houseagain./ I won’t play soccer in thehouse again, I promise

Period 3/57: Listen

A Aim: By the end of the lesson, students will be able to develop listening for

specific information about what happening at a hospital

B Content:

* Guess from the context: what actions?

- Hang on the picture onp.82 on board

- Ask sts to look at the picture and write out all the verbs describing the actions of the people in it

- Tell sts the group havingthe most right verbs is the winner

II Pre-listening:

1 Vocabulary:

- eye chart (n) : b¶ng ®o thÞ lùc (picture)

- stretcher (n) : c¸i c¸ng (visuals)

- crutch (n): c¸i n¹ng (visuals)

- wheelchair (n) : xe l¨n tay (picture)

- (to) wheel : ®Èy, kÐo (mime)

- Checking vocabulary: Slap the board

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

- Tell sts they are going to listen to a paragraph about the activities taking place in an emergency room which contains the words on the board

- Put the words in the table

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You guess You listen Ambulance

Wheelchair Crutches Eye chart Scale stretcher

- Have sts copy and guess the order of the words III While-listening: 1 Checking sts’guess: - Let sts listen to the tape and check - Open tape (twice) - Ask sts to write on board 2 T/ F statements: - Hang on the table with the statements on the board Statements T F 1 A doctor is wheeling a patient into the emergency room 2 The patient’s head is bandaged 3 A nurse is pushing a wheelchair with a patient sitting on it 4 The eye chart consists of 28 letters ranging in the different size 5 The baby’s mother is trying to stop the nurse from weighing her baby - Have sts to read the statements and guess which one is true or which ine is false - Open tape again – sts listen and check - Ask sts to answer – T corrects IV Post-listening: * Write it up: - Ask sts to look at the pictures on p.82 again then write about activities people doing in the picture Using present continuous * Model: This is the amergency room i a large hospital

- Work in group - Ask sts to read out and correct mistakes V Homework: - Prepare for Read - Learn new words VI Remarks: * Answerkey: a/ Matching: Ambulance -> A Scale -> E Stretcher -> F Eye chart -> D Wheelchair -> B Crutches -> C b/ T/ F: 1 F: (a parademic not a doctor) 2 T 3 F: (empty wheelchair not with a patient) 4 T 5 F: (stop her baby from crying)

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Period 4/58: Read

A Aim: By the end of the lesson, students will be able to understand the content of

the text: reading for the instructions about some more situations requiring first-aid

B Content:

- Ask sts some questions:

? What causes of emergency do you know?

- paiting, shock, burn

? What will you do when somebody faint?

- Sts answer

II Pre-reading:

1 Vocabulary:

- shock (n) : có sèc, cho¸ng (situation)

- injection (n) : mòi tiªm (visuals)

- victim (n): n¹n nh©n (explanation)

- treament (n) : sù ®iÒu trÞ (picture)

- sterile (adj): v« trïng (situation)

- (to) elevate: n©ng lªn (mime)

2 Pre-questions:

- Hang on the pictures on p.80 on board

- Ask sts to look at the pictures and ask

? What do you do if someone faint?

? What do you do if someone has a burn?

? What do you do if someone has a shock?

? What do you do if someone has a dog bite?

- Ask sts to discuss then answere the question above

III While-reading:

1 Checking sts answers:’

- Ask sts read the text on p.83 to check their answers

- Ask sts to read out the text

a The victeam should not sit or stand

b Victim can not drink wine or beer

c The victim’s head should be below the level of the heart

d You should ease the pain with ice or cold water packs

e The victim should drink a cup of tea when reviving

- Get sts to the board and math

- Correct mistakes

IV Post-reading:

* Retell:

? What treaments do you use with fainting?

? What treaments do you use with shock?

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? What treaments do you use with burns?

? What treaments do you use with dog bite?

- Work in pairs

- Ask sts to retell

V Homework:

- Prepare for Write

- Learn new words

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Unit 9: A first - aid course Period 5/59: Write A Aim: By the end of the lesson, students will be able to how to write a thank you-note  Teaching aids: - posters, pictures, tape  Anticipated problems: B Content: I Warmer: - Greetings * Brainstormimg: - Hang on the table on board - Let sts to look at the table then comple it Useful gift Expensive gift Big gift Small gift Funny gift Dictionary Airplane Elephant - Elecit an example three column from sts - Give them 3 minutes inpairs to try to think of a gift for each column - Ask sts to write on board and correct mistakes II Pre-writing: - Ask sts which gift they want to receive - Ask them what they say when someone gives them a gift, and then tell them to look at the “thank you” letter on p.84. - Have sts read the letter then complete it with the right verbs from - Call sts to answer and correct III While-writing: - Tell sts that they are going to plan a thank you note Use one of the interesting ideas that the sts brainstormed - Ask them use the questions on p.85 to plan the letter Elecit sts ideas: 1 a dictionary 2 for Teacher’sDay 3 It was small and interesting 4 Happy - Tell sts to work in pairs and brainstorm ideas about a different gift on board Take some sts note - Show them a poster to help them to write the letter Dear -,

1/ Thank you very much for

-2/ It/ They

-3/ When I received your gift I felt

-4/ (Add your own idea) Thanks again! Your friends,

- T goes around the room and look at what are sts writing Note the most interesting ideas so you can ask those sts to share with their class

IV Post-writing:

* Exhibition:

- Ask sts to go the board to write letter

- Let class to look at the letter then find mistakes then try to correct them

- Help sts to correct mistakes (if necessary)

V Homework:

- Prepare for Language focus

VI Remarks:

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* Answerkey:

Dear Hoa,

Thank you very much for the flowers you sent me while I was in the hospital They werebeautiful and they really helped to cheer me up I came out of the hospital on Mondaymorning

Now I am very bored Will you come over to my place on the weekend? I would love tosee you

I will telephone you on Friday afternoon

Your friend,

Period 6/60: Language focus

A Aim: By the end of the lesson, students will be able to use “in order to, so as to”;

future simple tense and modal will to make requests, offers and promises.

burn, cut, bee sting, snake bite, fainting, shock

- Have sts 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

- Ask sts a question: Why should we cool the burn immediately?

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- We should do it so as to /in order to minimize the tissue.

- Let sts to look at the sentence above then give the form

* Form: + so as to/ in order to + bare infinitive.

? When do we use this form? - to indicate purpose

- Ask sts to give an example

- Ask them to share with their friends

- Call sts to go to the board and write down their answers

2 Exercise 2: p.86.

* Repetion Drill: will, shall or won’t

- Ask sts 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 sentences are right, the other are wrong)

3 Exercise 3: p 87.

- Ask sts to look at the pictures and the dialogue on p.87

- Run through

- Get sts to work inpair to complete the dialogue

- Call 3 pairs to read out and correct

1/ I always keep the window open in order to/ so as to let fresh air in

2/ Marry wrote a notice on the board in order to/ so as to inform her classmates aboout the change in schedule

3/ Mr Green got up early this morning in order to/ so as to get to the meeting on time.4/ My elder brother studies hard this year in order to/ so as to pass the entrance exam to the university

5/ People use first-aid in order to/ so as to ease the victim’s pain and anxiety

6/ You should cool the burns immediately in order to/ so as to minimize tissue damage

b/ Exercise 4:

c/ Will you study harder, please?/ I will study harder

d/ Will you carry the bag for me, please?/ Shall I carry the bag for you?

e/ Will you hang the washing, please?/ Shall I hang the washing for you?

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

Unit 10: Recycling

A Aim: By the end of the lesson, students will be able to do something to protect

the environment and save natural resources

? What do you do with used plastic bag?

? How to reduce garbagwe?

2 Miss Blake asks the sts to remember 3 things: reduce, reuse, recycle.

3 Reduce means buying the products which are overpacked.

4 We can not reuse things like envelopes, glass, plastic bottles, old plastic bags.

5 Miss Blake says that we should use cloth bags and shouldn’t use plastic bags

at all.

6 Recycling means not just throwing things away but trying and finding

another use for them

- Hang on the poster on board and ask sts to look at them

- Ask sts to read the statements then guess which one is true or which one is false

III Practice:

- Let sts to look at the book on p.89-90 read the dialogue and check their predictions

- Pair work

2 Lucky number game:

- Explain sts how to play this game

- Devide class into two teams

? When do you get a mark? - Answer correctly a question

? When don’t you have answer? - Get a lucky number

* Question:

a/ Who is talking to sts of Quang Trung?

Ways to reduce the amount of garbage

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b/ What does Miss Blake mean by reduce?

c/ What things can we reuse?

d/ What does recycle mean?

e/ Lucky number

f/ Where can we look information on recycling things?

g/ Why does Miss Blake tell Lan that we shouldn’t use plastic bags at all?

h/ Lucky number

IV Production:

* Discussion:

- Work in group and answer the question:

? How to protect our environment?

- Ask sts to express their opinions/ ideas on a poster

- Call sts to stick their answer on board

- Give feedback, correct mistakes

3 F: Reduce means not buying

4 F: We can reuse things

5 T

6 T

Answer question:

a/ Miss Blake

b/ Reduce means not buying products which are overpackage

c/ We can reuse things like envelopes, glass, plastic bottles, and old plastic bags

d/ Recycle means not just throwing things away Try and find another use for them.f/ 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 and friends

e/ We shouldn’t use plastic bags because when we theow them away they could stay very long and could not be self-destroyed

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B Content:

* Kim s game’ :

- Show the picture to the sts and ask them to observe it carefully

- Let them look at the picture for a bout 20” then put it away

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

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

Possible answer: used paper, old newspaper, books, bottles, boxes, glasses, shoes

II Pre-speaking:

1 Vocabulary:

- compost (n): ph©n xanh (explanation)

- fertilizer (n): ph©n bãn (example)

- farbic (n): sîi (v¶i) (realia)

- metal (n): kim lo¹i (realia)

- Hang on the table on board and ask the to copy it

- Ask sts to read this then find which items is belong to each group

- Ask sts to discuss with their friends to fill in the table

- Model: Paper: used paper( old newspaper, books).

- Ask sts to go to the board to complete the table

- Correct mistakes

III While-speaking:

* Mapped dialogue:

- Put the mapped dialogue chart on board

- Ask sts to look at the dialogue and read

- Model- stslisten and repeat chorally

Which group (do clothes) belong to?

What can we do with (those clothes)?

Is/ Are (fruit vegetable matter)?

What will we do with it?

Put (them) in (farbic).

We can (recycle) them and make

them into paper or shooping bags

That’s right

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- Ask 3 pairs to read out.

Vegetable matter Banana peel, vegetables, fruit

A Aim: By the end of the lesson, students will be able to develop listening skill: for

specific information about making compost

B Content:

vegetable matter

? Tell me garbage you can make compost?

- Get sts think and answer

- Write sts’ answers on board

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1 Using any meat or grain products to make compost heap

2 The best place for a compost heap is everywhere

3 The compost heap needs moisture

4 Don’t cover the heap with a sheet of strong plastic

5 Keep adding to the pile and after about six weeks

- Hang on the table on board

- Let sts to look at the poster read and guess which one is true or false

- Call sts read the ststements and guess T/F

III While-listening:

1 Checking sts’ gueesing:

- Open the tape (twice)

- Let sts to listen to the tape then check

- Open tape again

- Listen and correcrt

2 Multiple choice: (using questions on p 91)

- Ask sts to look at the questions on p 91

- Read the questions then disscuss with their partners to answer

- Open tape again

- Let sts to listen to the tape again to choose the correct answer

- Ask them to shere with theirs friesnds

1 F: Don’t use any meat and grain products

2 F: The best place for a compost heap is in a garden

3 T

4 F: Cover the heap with a sheet of strong plastic

5 F: Keep adding to the pile and after about six months

b/ Multiple choice:

1/ What type of garbage can you put in the copost?

A All vegetable matter

2/ Where is the best place for a compost heap?

B A place that gets sun and shade

3/ Should you water the compost?

B Yes

4/ How long does it take before you can use the compost?

B Six months

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A Aim: By the end of the lesson, students will be able to understand the content of

the text about how things are recycled and know more some new words

- (to) refill: lµm ®Çy l¹i (translation)

- (to) melt : tan ra, ch¶y ra (situation)

2 Open prediction:

- Give sts two questions to think

? What do people do with used things?

? What csn they make from them?

- Ask sts to discuss and guess

- Write sts’ guess on board

- Let sts read the text on p92 to check

- Ask sts to read out the text

2 Grid:

- Hang on the Grid on board

- Get sts look at the table - raed and fill in the table

- Ask them read the text again - Work in pairs

- Call sts to go to the board and fill in the table

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Glass

Drink cans

Household and garden waste

3 Lucky number:

* Questions:

a/ What do people do with empty milk bottles?

b/ Lucky and number

c/ Where millions of old car tires are thrown away every year?

d/ What happens to the glass when it is sent to the factories?

e/ What did the Oregon government do to prevent people from throwing drink cans away?

f/ What is compost made from?

g/ If you have a recycling story to share, how can you share it?

h/ Lucky and number

Household and garden waste is made into compost

2 Answer:

a/ In the USA

c/ People cleaned and refilled empty milk bottles

d/ The glass is broken up, melted and made into new glassware

e/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

f/ Compost is made from household and garden waste

Period 5/65: Write

A Aim: By the end of the lesson, students will be able to write a set of instruction

on how to recycle used things

B Content:

1(g) 2(h) 3(c) 4(d)5(a) 6(e) 7(f) 8(b)

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- (to) soak: nhóng, ng©m níc (explanation)

- (to) mash: nghiÒn nhõ, bãp n¸t (translation)

- (to) scatter : tung, r¶i (mime)

2 Oredering prediction:

- Tell sts they are going to raed a text about how to recycle used paper

- Put the verbs on the board randomly in a flow chart

- Ask sts to work in groups to guess the order of the actions

soak dry pull out mix press mash

- Call out two pairs to write their answers on the board

- Explain the process of recycling, using mimes of Vietnamese and correct

III While-writing:

* Gap fill:

- Ask sts to look at the book on p 93-94

-Read the text then fill in the blanks using the verbs in the box

- Work individually

- Ask them to compare with their friends

- Call sts to read out

- Correct mistakes

* Ordering picture:

- Give sts a question and ask them to discuss: How to prepare the tea leaves?

- Stick the photocopied pictures on the board randomly

- Ask sts to look at them and run through all the cue words in the box

- Get sts work in groups to rearrange the pictures according to the instructions on how toprepare the tea leaves

- Call sts to rearrange the picture

- Ask sts look at each picture to write the instruction using the words given

- Model: First, take the used tea leaves from the tea pot

- Ask to read out the instruction

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Next, scatter the tea leaves on a tray.

Then dry the leaves in the sun

Finally, put the dry leaves in a pot for future use

A Aim: By the end of the lesson, students will be able to use passive form and

adjective followed by: an infinitive, a noun clause

- Give sts some example

Ex.1: Glass is recycled into new glassware

Ex.2: A new house will be built nest year

- Let sts to look at them

? Which tense is it? - passive form

? Who can give the form?

? How to use this form?

- It is used when the subject is affected by the action of the verb

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2 Adjective + a noun clause/ Adjective + to infinitive:

- Example:

+ It’s difficult to follow your directions

+ We are delighted that you are passed exam

- Have sts to look at the sentences above to give the form

1 Activity one: Ex.1-p.95

- Ask sts to look at the pictures on p.95

- Run through all the pictures

- Ask sts to look at sentences on p.95 then rewrite them in the passive form and put the pictures in the correct order

- Work individually

- Ask sts to answer and correct mistakes

2 Activity two: Ex.2-p96.

- Let sts to look at the dialogue on p.96

- Ask them to complete the dialogue using correct form of the verbs in brackets

- Work in pairs

- Call two pairs to read out and correct

3 Activity three: Ex.3-p.96.

- Have sts to look at the dialogues on p.96

4 Activity four: Ex.4-p.97.

- Have sts to look at the letter on p.97

- Ask sts read the letter then complete it using structure: “Adjective + a noun clause”

a/ Picture 1: The glass is broken into small pieces

b/ Picture 4: Then the glass (it) is washed with a detergent liquid

c/ Picture 3: The glass pieces are dried completely

d/ Picture 5: They are mixed with certain specific chemicals

e/ Picture 2: The mixture is melted until it becomes a liquid

f/ Picture 6: A long pipe is used It is dipped inti the liquid Then the liquid is blown intointended shapes

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I Change into passive form:

1/ He will solve the problem soon

-II.Rewrite the sentences Using structure: Adjective + to-infinitive :“ ”

1/ Lan is going to do homework She is ready

1 The problem will soon be solved by him

2 The floor is cleaned every morning by her

3 An apple is eaten (by the dog)

4 The box will be moved away from the window by us

II 6 pionts.

1 Lan is ready to do homework

2 It’s easy to make her laugh

3 It’s good to help mother at home

Unit 11: Traveling around viet nam

Period1/67: Getting started + Listen and read

A Aim: By the end of the lesson, students will be able to use some expressions to

express their interest

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- Ask sts match the places of interest in Vietnam with the right pictures.

- Call sts to match and correct

1 Vocabulary:

- corn (n): c©y ng« (visuals)

- crop (n): vô mïa (explanation)

- sugar cane (n): c©ymÝa (visuals)

- water buffalo (n): con tr©u (picture)

- Checking vocabulary: Rub out and Remember

2 Pre-question:

- Hang on a chart with the questions on a board

? Where does Hoa meet the Jones?

? Is it the first time The Jones have visited Vietnam?

? How do they travel to Hanoi?

? What would Tim like to do?

- Ask sts work in pairs to answer the questions above

- Let them read the dialogue on p.99 and check

III Practice:

* T/ F statement:

- Hang on the poster about T/ F statements on p.99-100

- Ask sts read the dialogue again then choose T or F

- Call sts to answer

- Ask them to correct the false sentences

1 This is the first time Hoa has met Tim’family

2 Hoa helps mrs.Jones with her luggage

3 The Jones family is traveling from the airport in a bus

4 Shannon has never seen rice paddies before

5 The car is traveling past farmland

6 Only rice and corn are grown aroundHanoi

- I’d like you to meet my parents

- It’s nice to meet yoou

- It’s a great to be in Vietnam

- I’d like to sit with Tim

places of interst

in Vietnam

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b/ To express a request:

- Would you mind sitting in the front seat

- Would you mind if I took a photo?

V Homework:

- Prepare for Speak.

- Learn new words

A Aim: By the end of the lesson, students will be able to make and respond to

formal requests using “mind” and make suggestions

- revolutionary (n): cuộc cách mạng (explanation)

- botanical garden (n): vờn bách thảo (example)

- vegetarian (n): ngời ăn chay (situation)

- (to) suggest: đề nghị, yêu cầu (synonym)

2 Dialogue:

- Hang on a picture about Nam and Mr.John are talking

- Ask sts to look at this then guess what they are talking about

Mr John: It’s very nie here Do you mind opening the window?

Nam: Not at all

Mr.John: Would you mind telling me where it is? I like it very much

Nam: so do I It’s Long Bien bridge

Mr.John: Would you mind if I took a photo with you?

Nam: Yes please

- Open pairs -> closed pairs

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- Ask sts look at underlined sentences then give the form.

* Use: - to make respond to formal resquests.

? How do you reply?

No, I don’t mind

No, of course not

Not at all

Please do

I’m sorry, I can’tI’m sorry, thatis not possibleI’d prefer you didn’t

I’d rather you didn’t

- Have sts look at book on p.101

- Run through all the informationon the box

- Explain sts how to do exercise on p.101

? What’s student A going to do?

- Ask the tourist information officer to suggest where you could go

? What’s student B going to do?

- Make suggestions about which places to visit

- Model: Could you give me some information please?

It’s opens from about 5a.m to 8p.m

You are welcome

- Put the dialogue chart on the board

- Elicit the exchanges from sts and have them repeat

- Open pairs: ask 3 pairs to demonstrate the dialogue

- Closed pairs: have sts open the book on p 101 and use the information to practice other dialogues

V Homework:

- Prepare for Listen.

- Learn new words

VI Remarks:

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A Aim: By the end of the lesson, students will be able to develop listening for

details about the place directions

B Content:

- Ask sts a question:

? What did you do yesterday?

- Get them to tell you the truth

then ask sts the same question

but ask them to tell you a crazy story

- Respond to creative answers and have a laugh

- Draw a simple map on the board: put a sts’name at X on the map

- Put the location of where the student said he/ she went yesterday

- Have the class give you directions how to get from the student to the location

Ex: “Go straight through the first crossroads Then turn left ”

II Pre-listening:

- Hang on a poster about the map on p.102

- Ask sts look at this

- Run through the map

- Ask sts guess where the places on the map are

- Write sts’ guess on the board

- Get sts listen to the tape and check their predictions

- Open tape (twice)

- Listen and match the places in the box to their correct positions on the map

- Ask them compare with their friends

- Call sts go to the board and match

- Open tape again

- Listen again and correct

IV Post-listening:

* Picture dictation:

- Review prepositions: next to, between, in the middle, beside, near,

- Give sts instructions to draw:

1.There is a lake in the middle of the picture

2.There is a house to the north of the lake

3.There are some trees beside the house

4.To the sound of the pond the is a highway

5.There are some chickens next to the highway

- Let sts listen several times

- Ask them to show their pictures

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- Put an empty box on the board and have sts draw each instruction individually to check.

A Aim: By the end of the lesson, students will be able to read for details to

understand the content of the text about some places of interest in Vietnam

B Content:

- Ask sts some questions:

? Where is Ha Long Bay?

? What’s interesting in Nha Trang?

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? Are there flights to Sa Pa?

- giant (adj): to lín, khæng lå (visuals)

- magnificent (adj): léng lÉy, ®Çy Ên tîng (example)

2 Quiz: What’s this place?

- Hang on the poster and pictures on board and ask sts look at them

- Ask them guess Which statements belong to place: Nha Trang, Da Lat, Sa Pa, Ha LongBay

Nha Trang 1 It’s called the city of Eternal Spring2 It’s a seaside sort

3 It’s has a lot of waterfalls and lakes

4 It has tribal villages

5 It consists of a lot of islands

6 It has an Oceanic Institute

7 Sometimes it has snow

8 It is recognized as a World Heritage Site by UNESSCO

9 You can find the most kinds of flowers here

10 It’s a mountainous resort

- Ask sts open book on p.102-103 and read the text to check

- Ask them go to the board and correct

2 Grids: (on p.104)

- Let sts read the text again then check () the topics mentioned in the grids on p.104

- Get sts to work inpairs to compare their answers

IV Post-reading:

* Interview:

Would you mind if I asked you a question?

I studies tibes around the world I like

mountain-climbing Do you mind suggesting one?

Thank you

No, I don’t mind

You should go to visit Sapa

You are welcome

- Ask sts look at book on p.105

- Imagine you are a foreign tourist want to spend your coming summer vacation in Vietnam Ask Tourist officer where should you go

- Devide class into 4 groups: Group 1: Mary- Group 2: John- Group 3:

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Nha Trang: flights to Hanoi, railway, hotels, local transport, tourist attractions

Da Lat: hotels, local transport, waterfalls, tourist attractions

Sa Pa: hotels, local transport, mountain slopes, tourist attractions, villages

Long Bay: World Heritage, tourist attractions, sands beaches, railway, hotels, caves, local transport

Which words? - Get sts tostudy the definition of a narrative by a gap fill

written climax attention brief events

- Show the chart and ask sts to fill in the gaps with the words in the box

A narrative is a sequence of -(1) - These events are usually -(2) - in chronological order and often lead to a (3) The first sentence of a narrative should get the reader s (4) and the ending should be (5) ’

- Explain the definition in Vietnamese

II Pre-writing:

* Odering statements:

- Ask sts open their books, read the first part of the story on p.105 and rearrange thesentences on p.106 to complete a story

- Ask sts compare with friend then give their answers

- Ask them read out the story

- Call one student to the board to write the sentence

- Let other sts correct it until it is right

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- Ask them to underline all verbs, check if they are in simple past tense.

- Explain what tense we need to use (simple past ) and why

* Word cues:

a/ Suddenly, she/ stumble/ against/ a rock and/ fall

b/ She/ realize/ her alarm clock/ not go off

c/ Strangely, the rain/ stop/ as she/ get/ to her classroom

d/ She/ have a math exam on Friday and she/ get up late

e/ As she/ leave/ it/ start/ rain heavily

f/ Her school bag/ fall/ in a pool and everything/ get wet

g/Luckily, Uyen/ have/ enough time/ finish

h/ Uyen/ try/ run/ as fast as she/ can

- Ask sts look at word cues then write full sentences

- Work individually

- Call sts go to the board to write the sentences

- Let sts look at all the sentences to find mistakes and correct

- Ask sts read aloud the sentences

- Give feedback and correct

- Ask sts notice the simple past tense is often used in a narrative

a/ Suddenly, she stumbled against a rock and fell

b/ She realized her alarm clock did not go off

c/ Strangely, the rain stopped as she got to her classroom

d/ She had a math exam on Friday and she got up late

e/ As she was leaving home, it started to rain heavily

f/ Her school bag fell in a pool and everything got wet

g/Luckily, Uyen had enough time to finish her exam

h/ Uyen tried to run as fast as she could

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Unit 11: Traveling around viet nam

A Aim: By the end of the lesson, students will be able to use “ed” and “-ing”

participle, request with: Would/ Do you mind + V-ing; Would/ Do youmind if ?

B Content:

- Write xamples on board:

+The boy reading the book is Ba

+The old lamp made in China is five dollars

- Let sts look at the sentences and ask: ? What’s the differences between them?

- Ask them give the form

Form: a/ S + V-ing (present participle)

b/ S + V-ed (past participle)

Use: - A present participle (phrase) can be used as an adjective to qualify a noun withactive meaning

- Apresent participle (phrase) can be used as an adjective to qualify a noun with passivemeaning

- Get sts to copy

III Practice:

1 Word cue drill:

a/ Mr.Quang/ walking up the stair

b/ Miss Lien/ carrying a bag

c/ Nam/ talking to Miss Lien

d/ Ba/ sitting under the tree

e/ Lan/ standing by the table

f/ Nga and Hoa/ playing chess

- Hang on the word cues on board and let sts look at them then write sentences using theform (a) above

- Model: The man walking up the stairs is Quang

a/ The box painted green/ one dollar

b/ Truck made from recycled cans/ $ 2

c/ Doll dressed in red/ $ 2

d/ Flowers wrapped in blue paper/ $ 1

e/ Toys kept in a cardboard box/ $10

- Model with cue (a): How much is the box painted green?

- The box painted green is one dollar

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- Run through.

- Let sts look at “Request” on p.110 again then give request and response with eachpicture

- Model with picture (e):

S1: Would you mind if I turned on the air conditional?

S2: No, of course not

1 Word cue drill:

b/ The woman carrying a bag is Miss Lien

c/ The boy talking to Miss Lien is Nam

d/ The boy sitting under the tree is Ba

e/ The girl standing by the table is Lan

f/ The girls playing chess are Nga and Hoa

2 Question-Answer drill:

b/ How much is the truck made from recycled cans?

Truck made from recycled cans is $ 2

c/ How much is doll dressed in red?

Doll dressed in red is $ 2

d/ How much are flowers wrapped in blue paper?

Flowers wrapped in blue paper are $ 1

e/ How much are toys kept in a cardboard box?

Toys kept in a cardboard box are $10

I Underline the best answer to comple the following sentence:

1 you should cool the burns immediately - minimize tissue damage (in order to/ but/ because/ and)

2 Would you mind - the window? (open/ opening/ opened/ to open)

3 Lan is happy - all exams (pass/ passing/ passed/ to pass)

4 Do you mind - I close the door? (and/ if/ or/ but)

5 Last year, my family - Dalat (visited/ visiting/ visits/ visit)

II Read the text and decide whether the following statements are true (T) or false (F)

Halloween was introduced to America by Irish immigrants around the 1840s Theholiday was also known by the name Devil’s Night or Hell Night People playedmischievous tricks on their neighbors For instance, they might steal some of their eggsfrom the hen house

In today’s times it has become more family-oriented with Halloween costume, gamelike “bobbing for apples” or a contest for the most original costume

MS: 01

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To bob for apples: place apples in a large tub filled with water With their hands tiedbehind the backs, people try to catch one of these apples using their teeth The personcatching the most apples wins the game

* T/ F:1 - People stole eggs from their neighbors

2 - The person who catches the most apples can eat them without paying

3 - People have an apple meal

4 - In the game “bobbing for apples”, apples are placed in water

5 - People try to catch apples with their hands

III Change the sentence into passive form:

1 They will play soccer next month

 -

2 They eat potatoes everyday



-IV Complete sentences using the adjective + to-infinitive structure:

Ex: It/ lovely/ see/ you/ again

-> It is lovely to see you again

1 She/ be/ ready/do/ her homework

1 Soccer will be played next month (by them).

2 Potatoes are eaten everyday(by them).

IV/ 2 points:

1 She is ready to do her homework

2 It is difficult to learn English

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Period 73: Test 45 minutes

A Aim: - Check sts’knowledge

B Topic:

I Underline the best answer to comple the following sentence:

1 Ba often - up late on Sunday (got/ get/ getting/ gets)

2 He always keeps the window open - let fresh air in (so as to/ and/ but/ because)

3 Would you mind if I - the door (close/ closed/ closing/ to close)

4 Nam - a new computer yesterday (buy/ buys/ buying/ bought)

5 Do you mind - a photo? (take/ took/ taking/ to take)

II Read the text and decide whether the following statements are true (T) or false (F)

Halloween was introduced to America by Irish immigrants around the 1840s Theholiday was also known by the name Devil’s Night or Hell Night People playedmischievous tricks on their neighbors For instance, they might steal some of their eggsfrom the hen house

In today’s times it has become more family-oriented with Halloween costume, gamelike “bobbing for apples” or a contest for the most original costume

To bob for apples: place apples in a large tub filled with water With their hands tiedbehind the backs, people try to catch one of these apples using their teeth The personcatching the most apples wins the game

* T/ F:

1 - Irish people introduced Halloween to America

2 - American people have celebrated Halloween for more then two countries

3 - People knew Halloween by the name Hell Night

4 - Halloween is more family-oriented nowadays

5 - People don’t wear anything special for Halloween

III Change the sentence into passive form:

1 She writes a letter



-2 They will visit Ha Long Bay next month



-IV Complete sentences using the adjective + to-infinitive structure:

Ex: It/ lovely/ see/ you/ again

-> It is lovely to see you again

1 She/ be/ ready/do/ her homework



-2 It/ be/ difficult/ learn/ English



-MS: 02

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1 A letter is written(by her).

2 Ha Long Bay will be visited next month (by them)

IV/ 2 points:

1 She is ready to do her homework

2 It is difficult to learn English

Unit 12: A vacation abroad

A Aim: By the end of the lesson, students will be aware of how to make, accept and

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* Guessing game:

- Show the pictures on p.111 to sts one by one and ask sts look at them

- Ask sts guess what country it is

1 Vocabulary:

- (to) bother: bận tâm (situation)

- (to) include: bao gồm, gồm có (translation)

- (to) pick up: đến đón, rớc (ai) (explanation)

- (to) come over: vợt qua (example)

- Checking vocabulary: What and Where

2 T/ F statement Prediction:

1 Mrs.Quyen’s calling Mrs.Smith from the airport in San Francisco

2 Mrs.Smith invite Mrs.Quyen and her husband to stay with her while

they are in town.

3 Mrs.Quyen doesn’t accept Mrs.Smith’s invitation because she want to

stay with a Vietnamese friend of hers

4 Mrs.Quyen and her husband will be in the USA for three days.

5 Mrs.Quyen and her husband will come over to Mrs.Smith’s place for

dinner one night.

6 Mr.Thanh; Mrs.Quyen’s husband, goes abroad for a business meeting

- Hang on a picture about Mrs.Smith and Mrs.Quyen are calling and a poster on board

- Ask sts look the table read then guess which one is true or which one is false

- Get sts to give their answers and write them on the board

III Practice:

1 Checking sts’guessing:

- Have sts open their books, listen top the tape while reading the dialogue on p.112

- Ask sts to correct false statements

2 Grid:

Schedule Coming to San

Francisco

- Hang on Grid on board and let sts look at this

- Ask them read the dialogue again then complete Quyen’schedule

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1: Mrs.Quyen is calling Mrs.Smith from Hanoi.

3: because her accommodation is includedin her ticket price

5: Only Mrs.Quyen will come over to Mrs.Smith.

b/ Grid:

Schedule Coming to San

Francisco Going out Having dinner with their Smiths Leaving SanFranciscoc/Grammar Awareness:

1/ Would you like to come and stay with us ?

you must come over for dinner one night

2/ Yes, we’dlove to but we’ll only be in town for three nights

3/ That’s very kind of you but we’re coming on a tour

4/ Oh dear, He’s always working

- gallery (n): phßng trng bµy (situation)

- brochure (n): tê r¬i (realia)

2 Matching:

- Show the photocopie table on p.113-114 on the right of the board randomly and ask sts

to match them with the right titles on the left

- Write the titles (on the left)

- Itinerary

- Flight information

- Hotel advertisement

- Travel brochure

- Call on sts go to the board to draw the lines to match the tables with the titles

- Leave the tables on the board and ask sts to look at them

- Run through the tables

? How many flights a week can you take from Los Angeles to Boston?

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? Which flight can you take everyday of the week?

? Whiich hotel is cheaper?

? How much iis a double room in Revere Hotel? How about the atlantic Hotel?

? Where can you visit ?

1 Mapped dialogue:

- Put the mapped dialogue on the board

- Elecit the exchanges from sts

- Have some pairs practice each exchange bofore going on to another exchange

- Ask three pairs to demonstrate the dialogue

- Let sts to work in pairs, replacing the information using the tables

Where shall we stay?

Where should we visit?

What time should we leave

- Call on three pairs to demonstrate their plans for the class

- Give feedback and correct

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A Aim: By the end of the lesson, students will be able to practice in listening to the

weather forecast for information about the weather in big cities in theworld

- Ask sts some questions to lead in the lesson

? Do you usually listen to the weather forecast on TV or radio?

? What does it report about?

- Weather and temperature

? Do you think it’s necessary to listen to the the weather forecast? Why/ Why not?

? What do you know about the high and the low temperature?

- It refers to the lowest and the highest temperature degree in a day

* Gap fill:

- Ask sts look at he book on p 115 and read the information

- Put the gap fill table on the board

- Let sts the look at the table and guess which words can fill in the table

- Ask them to listen to the tape then fill in the gaps with information they hear

City Weather TemperatureLow High

- Open tape (twice)

- Ask them to copare with their friends

- Call sts go the board to fill in the table

- Let sts open tape again to correct

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A: What’s the weather like in Sydney today?

B: It will be dry and windy

A: How about the temperature?

B: The low will be 20 and the high 26 degree

- Work in pairs

- Ask three pairs to demonstate the exchanges

V Homework:

- Prepare for Read

- Do exercise 2, 3 in work book

VI Remarks:

* Answer key:

City Weather TemperatureLow High

A Aim: By the end of the lesson, students will be able to know more about the

places of interest in the USA

- volcano (n): nói löa (situation)

States in the USA

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- lava (n): dung nham, nham thạch (translation)

- wharf (n): cầu tàu, cầu cảng (situation)

- (to) carve : chạm khắc (example)

- (to) pour: đổ ra (mime)

- overhead (adv): phía trên đầu (example)

2 Pre-question:

- Give sts some questions:

? What places did Mrs.Quyen visit in the USA?

? What did she see?

- Ask sts to guess about Mrs.Quyen

- Write sts’guess on the board

* Grid:

- Hang on the Grid on board and let sts look at this

- Run through

b New York

c Chicago

d Mount rushmore

e San Francisco

- Ask sts open the book on p.116-117 read to check their predictions and fill in the table

- Call sts go to the board to fill in the table - Correct mistakes

2 Lucky number:

* Questions:

a/ How did Mrs.Quyen go to Kilauea Volcano?

b/ Lucky and number

c/ Where in San Francisco did Mrs.Quyen see the famous prison?

d/ What is special about Mount Rushmore?

e/ What is the other name of Chicago?

f/ b/ Lucky and number

g/ What did Mrs.Quyen do while her husband was visiting the Statue of Liberty?

h/ Who was visiting the Statue of Liberty and the Empire State Building?

IV Homework:

- Prepare for Write

- Learn new words

V Remarks:

* Answer key:

1/ Grid:

1(g) 2(h) 3(c) 4(d)5(a) 6(e) 7(f) 8(b)

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