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Week 20 - Period 58
Date of preparing: 10 /01/2021
Date of teaching:

UNIT 9: A FIRST-AID COURSE
Lesson 4: Write
Subject: English 8; Class: 8A, 8B
Time: 1 period

A.Objectives:
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 the
lesson.
b.Contents: write an informal letter.
c.Outcome: Ss’answers.
d.Organization:
Teacher’s activities
Students’ activities
Brainstorming
- discuss the questions in groups of
- asks Ss two questions:
4

+ How many parts are there in an informal
letter?
- call out the answers
+ What should each part include?
- calls some groups to check
- answer the questions(WC )
- gives feedback and corrects, then asks Ss some
more questions:
+ When do you write a thank-you note?
- pay attention
+ 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
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.
d.Organization:


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Teacher’s activities
Students’ activities
Gap-fill: Ex1-P84
- gives instructions: Complete the thank-you note Nga - pay attention
sent to Hoa after she left the hospital. Use the correct
tense forms of the verbs in brackets

- work in pairs
- asks Ss to complete the letter
- call out the answers
- gets feedback and corrects
Answer key
1. was
4. came
2. were
5. am
3. helped
6. will phone
Comprehension questions: (poster)
- answer the questions (WC)
- 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?
- pay attention
- gives feedback and corrects
- explains some more about how to write a thank-you
note

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:
Teacher’s activities
Students’ activities
Exercise 2- P85
- gives instructions: Now write a thank-you - pay attention
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

- work individually


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- asks Ss to write their letters
- monitors and helps weaker students
- swap and correct mistakes for
Correction
each other
- asks students to swap their writing and
- read aloud the letter
correct mistakes for each other
- calls on some Ss to read out their letters
- gives feedback and corrects mistakes
4.Activity 4: Application ( 8')
a.Aims: further practice
b.Contents: Write another letter to another friend for other occasions.
c.Outcome: students’ answer.
d.Organization:

Teacher’s activities

Students’ activities

Exercise 3- P85
-Write another letter to another friend for other occasions - Pay attention to T.
- work in groups
using the same format.
- asks Ss to work in groups to write their letters
- Write the letter.
- 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

Week 20 - Period 59
Date of preparing:10/01/2021
Date of teaching:

- Copy

UNIT 9: A FIRST-AID COURSE
Lesson 5: Language focus
Subject: English 8; Class: 8A, 8B
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.


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- By the end of the lesson, students will be able to do all the exercises using these
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.
II. Teaching aids:
- 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 new
lesson.
b. Content: read out the thank-you note they wrote at home.
c. Outcome: the grammar items in unti 9
d. Organization:
Teacher’s activities
Students’ activities
1. Setting the class:
2. Check the old lesson:
- Call some Ss to read out the thank-you T- St
- Read the thank – you note

note they wrote at home.
- Listen, comment and give marks.
- Pay attention.
- Run through the grammar items in unti 9
and introduce the lesson.
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.
d. Organization:
Teacher’s activities
Students’ activities
1. In order to/ so as to
- Elicit the model sentence:
- Give the model sentence
I always keep the window open in order - Repeat in chorus.
- Take note.
to/ so as to let fresh air in.
- Give form and use
Concept check
Form: S + V...+ in order to/ so as to/ to +
- Copy
V(inf)


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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

- Give the model sentence
- Repeat in chorus.
- Take note.
- Give form and use
- Copy

about future actions or events
*Note: The Future Simple is also used to
- Work individually
make requests, offers and promises
- Repeat
3. Requests/ offers/ promises
- Copy
- 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
I promise I won’t___/I promise to _____
I hope so/ Don’t forget
3. Activity 3. Practice (20’)
a. Aim: Students can understand, use structure of purpose, the future simple tense and
structures of requests, offers and promises to do exercises about them well.
b. Content: In order to/ so as to/ future simple tense/ requests, offers, promises
c. Outcome: Ss’ answers.
d. Organization:
Teacher’s activities
Language Focus 1: P86
- Give instructions: match one part of a
sentence from column A with another part

Students’ activities
- Pay attention.


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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
Language Focus 2: P86

- Give instructions: Ba is talking to his

- Work in pairs.
- Call out the answers.
- Take note.
- Pay attention.

mother about his aunt Mai. Now complete
the dialogue by filling the gaps with the
correct words given in brackets.
- Ask Ss to do the exercise.
- Get feedback and correct.
Answer key

- Work in pairs.
- Call out the answers.
- Take note.

1.will
4.shall
2.will
5.will
3.won’t
6.’ll
- Pay attention.
Language Focus 3: P87
- Give instructions: Nga is helping her
grandmother. Look at the pictures and
complete the sentences, using the words - Work in pairs.
- Call out the answers.

given under each picture and will
- Give an example: picture a- in the book.
- Take note.
- Run through all the pictures.
- Ask Ss to do the exercise.
- Get feedback and correct.
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...
- Pay attention.
Will you get me the cushion...
Language Focus 4: P88
- 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


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T: (The garbage is overflowing. Somebody
should empty it). So we can make a
- Pay attention.
Request: Will you empty the garbage can,
- Work in pairs.
please?
- Call out the answers.

Offer: Shall/ Will I empty the garbage - Take note.
can for you?
Promise: I will empty the garbage.
- Run through all the pictures and the
words in the box.
- Ask Ss to do the exercise.
- Get feedback and correct.
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?
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.
c. Outcome: Ss’ answers.
d. Organization:
Teacher’s activities
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.
- Get feedback and correct

1. A: It’s so cold, (you/ close/ the
windows?)

Students’ activities

- Work in pair
- Write the sentences
- Read out the writing


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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 4.30.
B. OK………………………………..
(I/promise/we/back/on time)
4. A. Oh! I cut myself. ……………..
(you/give/a bandage?)
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?
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


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Time: 1 period
I.Objectives:
1. Knowledge:
- By the end of the lesson, students will be able to talk about how to protect the
environment using recycling vocabulary
2. Competences: Listening and reading about how to protect the environment by
reusing and recycling things
3.Behavior : SS will raise more awareness about the environment proplems, and they
will feel worried about them and have activities to save environment.
II.Teaching aids
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.
d.Organization:
Teacher’s activities

Students’ activities

Getting Started
Brainstorming
- work in pairs (make a list
- asks Ss to discuss ways we can reduce the amount of
of ways that help to reduce
garbage we produce using the words given in the box
the amount of garbage)
- gives Ss some vocabulary if necessary
- report the discussion
- gets feedback and corrects
- pay attention
- introduces the lesson: One of the activities to protect
the environment is recycling, in today’s lesson, you’ll
learn this interesting topic.
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
d.Organization:
Teacher’s activities
Vocabulary
(to) protect (explanation)

: bảo vệ

Students’ activities
- repeat in chorus


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(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

- repeat individually
- copy
- rewrite the new words
- pay attention

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?
- gets feedback and corrects
Pre-question
What do “reduce, reuse and recycle” mean?

- work individually
- call out the answer

3.Activity 3: Practice (15’)
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.
d.Organization:
Teacher’s activities
- asks students to listen to the tape twice and

Students’ activities

answer the pre-question
- listen and answer the question
- gets feedback and corrects
- call out the answers
Model sentences
- elicits the models:
It is not difficult to remember...
I am pleased that you want to know more.
- pay attention
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,
-work in pairs
Hoa and Lan )
- calls on some pairs to practice before the class
- practice again
- gives feedback and corrects Ss’ pronunciation
Comprehension questions: Ex2- P90
- asks Ss to read the dialogue again and answer the
questions
- gets feedback and corrects


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Answer key
a. Reduce means not buying products which are
overpackaged.
b. We can reuse things like envelopes, glass,

- work in pairs

plastic bottles and old plastic bags.
c. Recycle means not just throwing things away. - call out the answers
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
bags because when we throw them away, they
could stay very long and could not be selfdestroyed.
4.Activity 4: Application (8’)
a.Aims: Students know how to protect the environment.
b.Contents: Discussion
c.Outcome: report the discussion results to the class
d.Organization:
Teacher’s activities

Students’ activities

Discussion
- 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)

Ký duyệt của tổ chuyên môn

Week 21

- work in groups of 4
- report the discussion
results to the class

- Copy.

Ngày
tháng
năm 2020
Ký duyệt của BGH

UNIT 10: RECYCLING


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Period 61.
Date of preparation: 17/1/2021

Speak + Listen
Subject: English 8; Class 8A, 8B

Date of teaching:

Time: One period

I. Objectives:
1. Knowledge:
- Practice in talking about classifying and recycling things and listening for specific
information about how to make compost.
- By the end of the lesson, students will be able to speak about recycling things and
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.
II. Teaching aids:
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:
Teacher’s activities
1. Setting the class:

Students’ activities

2. Check up:
- Ask Ss question:
“What can we do to reduce
garbage?”
“What can we get from reducing

- Answer


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garbage?
- 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 - Pay attention.
meaning

- Do matching on the board.

paper

vật phẩm thực vật

plastic

kim loại

vegetable matter

nhựa

glass

sợi

metal

da

fabric

thuỷ tinh

leather

giấy
- Give feedback and correct.
- Today you are going to speak about

- Give answer
- Pay attention.

recycling things and listen about how to
make compost
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:
Teacher’s activities

Students’ activities

Vocabulary
- a compost: đống phân xanh

- Repeat in chorus.

- tea leaves (realia): lá chè

- Repeat individually.

- an eggshell (picture):


vỏ trứng

- Copy.

- a shovel (drawing):

cái xẻng

- moisture (trans): độ ẩm


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- condensation (trans):

sự ngưng tụ

Checking vocabulary: Rub out and

- Rewrite the missing words.

remember
Brainstorming

- Work in pairs.

- Ask Ss to think of what things may be
used to make compost:

- Call out the answers.


- Give feedback and correct.
Example: tree leaves, small plants, grass,
fruit peels, banana trees, vegetables...

- Pay attention.

- Set the scene: Do you know how the - Guess.
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 - Call out the guesses.
the board.
- Set the scene: Look at the picture, they
are types of garbage. Now you must

- Pay attention.

classify these things into groups.
- Get students to classify garbage into
groups as in the box.

- Work in pairs.

- Get feedback and write on the board.
- Correct if necessary.
Answer key
Group
Paper:


Items
paper, old newspapers, books,

Glass:
Plastic:
Metal:

cardboard boxes...
bottles, glasses, jars...
plastic bags/ bottles…
food cans, drinking cans, tins...


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Vegetable

fruit peels, vegetables...

- Call out their answers.
matter:
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”


- Pay attention.

Nam: What can we do with those clothes?
Hoa: We can recycle them and make them - Repeat in chorus.
into paper or shopping bags

- Repeat individually.

Dialogue 2:

- Copy.

Nga: Is fruit “vegetable matter”?
Lan: That’s right.
Nga: What will we do with it?

- Work in open pairs.

Lan: We will make it into compost and - Work in closed pairs.
fertilize our field.
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:
Teacher’s activities
Students’ activities

- Get students to listen to the tape twice - Listen twice and check the
and check their predictions.

predictions.

- Get feedback.

- Call out the answers.

- Ask Ss to listen again to correct their - Listen and check again.


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answers.
- Give feedback and correct.
Answer key
a: A ; b: B ;

c: B ;

d: B

Picture Drill
-

Give

instructions:

Make


similar - Pay attention.

dialogues about other things using the
picture in the textbook, the word cues and
the model exchanges

- Work in pairs.

- Ask Ss to practice.

- Practice again.

- Call on Ss to practice before the class.
- Get feedback and correct.
* Ordering statements

(poster)

1. Use shovels to turn the compost.

- Work in pairs.

2. Start a compost heap.

- Call out the answers.

3. Place in the garden.
4. Use as fertilizer.
5. Keep for six months.

- Ask Ss to put the statements in the right
order.

- Pair work.
Answer key
2-3-1-5-4

- Get feedback and correct.
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.
c. Outcome: Students’ answers
d. Organization:
Teacher’s activities
* Discussion:
? What can we make from garbage?

Students’ activities
- Work in groups of 5.

? What are the advantages of recycling - Give answers.


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garbage?
- Get feedback.
- Listen and comment.
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 of
recycled things.

Week 21

UNIT 10: RECYCLING

Period 62

Read

Date of preparing: 17/01/2021
Date of teaching:

Subject: English 8; Class 8A, 8B
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 things and
develop reading skills.
2. Competencies: Communication, co-operation, self- study, solving problem using
language.
+ Speaking, reading and writing.
3. Behavior: Students will be aware of advantages of recycling garbage.
II. Teaching aids:
1. Teacher:
2. Students: Prepare Read.

III. Procedure:
1. Activity 1. Warm up: (7’)


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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:
Teacher’s activities
1. Setting the class:

Students’ activities

2. Check up:
- Ask Ss question:
“What can we get from recycling garbage? - Answer
- Listen and comment then give marks.
* Brainstorming
- Hang the pic and ask Ss to list things can
be recycled.

- Call out the things that can be

- Write on the board.

recycled

plastic


glass

paper
recycling
things
metal

vegetables

tires

drinking cans
- Introduce the lesson: today you are going - Pay attention.
to read about recycling things.
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.


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c. Outcome: Students understand, use and pronounce vocabulary and know what to
read and the pre - questions about reading.
d. Organization:
Teacher’s activities
Vocabulary

Students’ activities


- a car tire (picture): lốp xe

- Repeat in chorus.

- a pipe (realia): ống

- Repeat individually.

- floor coverings(e.g): tấm thảm trải sàn

- Copy.

nhà
- 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

- Rewrite the new words.

- Set the scene: You are going to read an
article in the environmental page of a - Pay attention.
newspaper. You will read and answer the
following questions.
Pre-questions:
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:
Teacher’s activities

Students’ activities


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- Ask students to read the text and answer - Read silently.
the questions by filling in the table.
- Get feedback and correct.
Used things
Car tires

- Give answers.

Recycling Facts
are recycled to make
pipes and floor
coverings, shoes,
sandals

Milk bottles

are cleaned and
refilled


Glass

(with milk)
is broken up , melted
and made into new
glassware

Drink cans

are brought back for
recycling

Household and is made into compost
garden waste
- Check and correct.
Comprehension questions: Ex1-P 93
- Ask Ss to read the text again and answer
the questions.
- Get feedback and correct.
Answer key

- Work in pairs.

a. People clean and refill empty milk - Call out the answers.
bottles.
b. The glass is broken up, melted and
made into new glassware.
c. The Oregon government made a new


- Take note.


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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?
Concept check

- Pay attention.

- Form: S + be + past participle (V-ed/ V3)
- Meaning: Phân xanh được làm từ……
- Use: It is used when the subject is
affected by the action of the verb.
- How to change an active sentence to a
passive voice :

Active

S

V

O
- Pay attention.

Passive
eg :

I

S

+ be + PII
write

A letter is written

by O
a letter

by me


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- Explain some more about passive voice.
Ask students to change these sentences

into passive voice
1. We do these exercises in the notebooks.
2. He feeds 5 chickens.

- Pay attention.
- Share with a partner

3. She buy a lot of food.

- Call out the answers.
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.

4. Activity 4. Application: (7’)
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.
d. Organization:
Teacher’s activities
* Discussion:

Students’ activities
- Group work.

? Should we recycle the garbage?

- Call out the answers.


? What’s for?
5. Activity 5. Transfer tasks at home: (2’)
- 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.

Week 21

UNIT 10: RECYCLING


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Period 63
Date of preparing: 17/01/2021
Date of teaching:
I. Objectives:

Write
Subject: English 8; Class 8A, 8B
Time: One period

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 instructions using the
sequencing and know how to recycle paper and used tea leaves.
2. Competencies: Communication, co-operation, self- study, solving problem using
language.
Speaking, reading, writing.

3. Behavior: Students will be aware of advantages of recycling garbage.
II. Preparation
1. Teacher:
2. Students: prepare Write - Complete the recycling instructions. Use the verbs in the
box.
- Write a set of instructions using pictures and given words.
III. Procedure:
3. New lesson:
1. Activity 1. Warm up: (7’)
a. Aim: Check the old lesson and lead in the new lesson.
b. Content: Questions about recycled things and advantages of recycling things
c. Outcome: Students’ answers
d. Organization:
Teacher’s activities
1. Setting the class:

Students’ activities

2. Check up:
- Ask Ss question:
“What are the recycled things from car - Answer
tires; glass; household and garden waste?
“What are the advantages of recycling


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things?”
- Listen and comment then give marks
? How do you know to write an


- Answer

instruction?

- Pay attention.

Introduce the lesson: Today you are going
to learn to write instructions.
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:
Teacher’s activities

Students’ activities

Pre-teach
- to mash (mime):

nghiền

- Repeat in chorus.

- a wire mesh (trans): lưới sắt

- Repeat individually.

- a bucket (drawing): cái xô


- Copy.

- to scatter (mime): gieo, rắc
- to soak (mine): nhúng
- to mix (tran): trộn
Checking vocabulary: Slap the board

- Work in 2 teams of 4.

Gap-fill: Ex1-P 93-94
- Give instructions: You are going to read

- Pay attention.

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.

- Work in pairs.

- Ask Ss to read the text and fill the gaps.

- Call out the answers.

- Get feedback and correct.
Answer key


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1. use

5. wrap

2. mix

6. wait

3. place

7. dry

4. press
- Explain how to write a set of instructions - Pay attention.
+ Sequences:
First, ...
Then,...
Next, ...
After that, ...
Finally, ...
+ language: Imperative
3. Activity 3. While & post - writing: (17’)
a. Aim: Students can write recycling instructions and swap their writing and correct
mistakes for each other.
b. Content: write recycling instructions and correction.
c. Outcome: Students write recycling instructions
d. Organization:
Teacher’s activities
Exercise 2- P 94


Students’ activities

- Give instructions: In some areas, people
burn dry tea leaves to keep mosquitoes

- Pay attention.

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.

- Pay attention.

? How many steps?
- Ask Ss to do the exercise.

- Work individually.

- Monitor and help weaker students.

- Do exercise