Giáo án Tiếng Anh Lớp 8 (Hệ 7 năm) - Tuần 20 - Năm học 2020-2021 - Nguyễn Thị Hoài

Week: 20
Period: 57
UNIT 9: A FIRST-AID COURSE
Lesson: Read 
Date of preparing: 10 /1/2021
Date of teaching: ../1/2021
A.Objectives:
1.Knowledge : By the end of the lesson, students will be able to know first-aid treatments for fainting, shock and burns. Reading for details about first-aid for fainting, shock and burns.
2. Competencies: reading skill, cooperation, communication, solving problem
 3. Behavior: SS are excited about reading for details about first-aid for fainting, shock and burns and know more about first-aid.
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 vocabulary, then lead in the lesson.
b.Contents: matching
c.Outcome: Ss’answers.
d.Organization:
Teacher’s activities
Students’ activities
Brainstorming 
- asks Ss to think of situations that require first-aid
- writes on the board
 broken leg fainting dog bite
First-aid
cases
 shock
 burns
bad cuts bee sting nose bleed
- introduces the lesson: today you are going to read a text about first-aid treatments for some of these cases.
- call out situations that require first-aid
- pay attention
2.Activity 2: Pre- writing (12’)
a.Aims: Students know some new words 
b.Contents: New words
c.Outcome: Read and write the new words
d.Organization:
Teacher’s activities
Students’ activities
 Vocabulary 
(to) lie flat (picture): nằm thẳng
(to) elevate (explanation): nâng lên
(to) revive (explanation): tỉnh lại, hồi phục
(to) minimize (trans): giảm thiểu
a heart (drawing): tim
a victim (picture): nạn nhân
Checking vocab: Slap the board
- sets the scene: Have you ever met situations that require first-aid such as fainting, shock and burns? What would you do for each situation? Today you are going to learn how to deal with these cases with first-aid.
 Pre-question
What do you do for each case?
- repeat in chorus
- repeat individually
- copy
- work in 2 groups of 5
- pay attention
- pay attention
3.Activity 3: Practice (18’)
a.Aims: know first-aid treatments for fainting, shock and burns. Reading for details about first-aid for fainting, shock and burns.
b.Contents: read the text again and match each treatment with the right case c.Outcome: Students’answer.
d.Organization:
Teacher’s activities
Students’ activities
 - asks students to read the text and answer the question
- gets feedback and corrects.
- asks Ss to do the matching on the poster
 Guessing the meaning from contexts: (Poster)
lower
level
overheat
blanket
tissue damage
affected part
sterile dressing
làm nóng quá
chăn
mức, trình độ
hạ thấp xuống
băng vô trùng
huỷ hoại mô
vùng tổn thương
- asks Ss to guess and match each word with its Vietnamese meaning
- gives feedback and corrects
- reads the new words
 Comprehension check 
- asks Ss to read the text again and match each treatment with the right case
- gets feedback and corrects
 Answer key
Fainting: a, c, e
Shock: b
Burns: d
- read silently 
- call out the answers
- do the matching (WC)
- repeat in chorus
- repeat individually
- work in pairs
- call out the answers
4.Activity 4: Application ( 10')
a.Aims: further practice
b.Contents: Recall 
c.Outcome: student retells the treatment for each case
d.Organization:
Teacher’s activities
Students’ activities
Recall 
- asks Ss to retell the treatment for each case
- calls on some students to practice before the class
- gives feedback and corrects 
- learn the new words by heart.
- learn the three first-aid treatments by heart.
- do Ex 2-3 in the workbook
- work in pairs
- call out the answers
- work in groups of 4 (do not look at the book)
- call out the treatments
- copy
Week: 20
Period: 58
UNIT 9: A FIRST-AID COURSE
Lesson: Write 
Date of preparing: /1/2021
Date of teaching: .. /1/2021
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 
- asks Ss two questions:
+ How many parts are there in an informal letter?
+ What should each part include?
- calls some groups to check
- gives feedback and corrects, then asks Ss some more questions:
+ When do you write a thank-you note?
+ Have you ever written or received a thank-you note?
- introduces the lesson: Today you are going to learn to write a thank-you note
- discuss the questions in groups of 4
- call out the answers
- answer the questions(WC )
- pay attention
.
2.Activity 2: Pre- writing (12’)
a.Aims: Students understand the content of the thank-you note and know how to write a thank-you note. 
b.Contents: Complete the thank-you note.
c.Outcome: Ss’ answers.
d.Organization:
Teacher’s activities
Students’ activities
Gap-fill: Ex1-P84
- gives instructions: Complete the thank-you note Nga sent to Hoa after she left the hospital. Use the correct tense forms of the verbs in brackets
- asks Ss to complete the letter
- gets feedback and corrects
 Answer key
was 4. came
were 5. am
helped 6. will phone
Comprehension questions: (poster)
- asks Ss some questions
What did Hoa sent Nga?
When did she sent her?
What were they like?
How does Nga feel now?
Does she want to invite Hoa to her place on the weekend?
How will she contact Hoa? 
- gives feedback and corrects
- explains some more about how to write a thank-you note
- pay attention
- work in pairs
- call out the answers
- answer the questions (WC)
- pay attention
3.Activity 3: While- Post writing (20’)
a.Aims: Ss can write an complete thank –you letter.
b.Contents: write a thank-you note to a friend. Invite your friend to go on a picnic with you and arrange to contact your friend. 
c.Outcome: Students’answer.
d.Organization:
Teacher’s activities
Students’ activities
 Exercise 2- P85
- gives instructions: Now write a thank-you note to a friend. Invite your friend to go on a picnic with you and arrange to contact your friend. Use the guiding questions and refer to the model letter in Ex1-P84
- asks Ss to write their letters
- monitors and helps weaker students
 Correction
- asks students to swap their writing and correct mistakes for each other
- calls on some Ss to read out their letters
- gives feedback and corrects mistakes 
- pay attention
- work individually
- swap and correct mistakes for each other
- read aloud the letter
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 using the same format.
- asks Ss to work in groups to write their letters
- monitors and helps weaker students
 Correction
- asks students to swap their writing and correct mistakes for each other
- calls on some Ss to read out their letters
- gives feedback and corrects mistakes 
- Write the letter in your notebook
- Prepare Unit 9: Language focus
- Pay attention to T.
- work in groups 
- Write the letter.
Copy
Week: 20
Period: 59
UNIT 9: A FIRST-AID COURSE
Lesson: Language focus
Date of preparing: /1 / 2021
Date of teaching: /1/2021
I.Objectives:
1. Knowledge: Giving students further practice in “Future Simple tense, making requests, offers & promises and in order to/ so as to” to talk about purposes.
- By the end of the lesson, students will be able to do all the exercises 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 note they wrote at home.
- Listen, comment and give marks.
- Run through the grammar items in unti 9 and introduce the lesson.
T- St
- Read the thank – you note
- Pay attention.
2. Activity 2. Presentation: (10')
a. Aim: Students can understand the structures well. 
b. Content: In order to/ so as to/ future simple tense/ requests/ offers/ promises
c. Outcome: Ss’ answers. 
d. Organization:
Teacher’s activities
Students’ activities
1. In order to/ so as to
- Elicit the model sentence:
I always keep the window open in order to/ so as to let fresh air in.
 Concept check
Form: S + V...+ in order to/ so as to/ to + V(inf)
Use: we use in order to/ so as to/ to before a verb clause to talk about purposes
2. Future Simple
- Elicit the model:
 They will go to Ha Noi next week
 Concept check
Form: S + will/shall (’ll ) + V(inf)...
 S + won’t/ shan’t + V...
Use: we use the Future Simple to talk about future actions or events
*Note: The Future Simple is also used to make requests, offers and promises
3. Requests/ offers/ promises
- Ask students to repeat sentences about requests/ offers and promises
Requests: 
Can you/ could you____?
Wil you/would you____?
Sure/ Ok/ I’m sorry I can’t
I’m afraid not
Offers:
Would you like _______?
What can I get for you?
Shall I___?/ Will you/Won’t you have__?
Can I get you_____?
Yes, please/ That would be nice/ No, thank you
Promises:
 I will _____I promise
I promise I won’t___/I promise to _____
I hope so/ Don’t forget
- Give the model sentence
- Repeat in chorus.
- Take note.
- Give form and use 
- Copy
- Give the model sentence
- Repeat in chorus.
- Take note.
- Give form and use 
- Copy
- Work individually
- Repeat 
- Copy
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
Students’ activities
 Language Focus 1: P86
- Give instructions: match one part of a sentence from column A with another part in column B, then write a complete sentence by using in order to / so as to
- Ask Ss to do the exercise.
- Get feedback and correct.
 Answer key 
1-f; 2-c; 3-b; 4-e; 5-a; 6-d
 Language Focus 2: P86
- Give instructions: Ba is talking to his mother about his aunt Mai. Now complete the dialogue by filling the gaps with the correct words given in brackets.
- Ask Ss to do the exercise.
- Get feedback and correct.
 Answer key
1.will
2.will
3.won’t
4.shall
5.will
6.’ll
 Language Focus 3: P87
- Give instructions: Nga is helping her grandmother. Look at the pictures and complete the sentences, using the words given under each picture and will
- Give an example: picture a- in the book.
- Run through all the pictures.
- Ask Ss to do the exercise.
- Get feedback and correct.
 Answer key 
Will you open the window
Will you give it...
Will you answer the telephone...
Will you turn on the TV, please...
Will you pour a glass of water...
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
T: (The garbage is overflowing. Somebody should empty it). So we can make a 
Request: Will you empty the garbage can, please?
Offer: Shall/ Will I empty the garbage can for you?
Promise: I will empty the garbage.
- Run through all the pictures and the words in the box.
- 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.
- Pay attention.
- Work in pairs.
- Call out the answers.
- Take note.
- Pay attention.
- Work in pairs.
- Call out the answers.
- Take note.
- Pay attention.
- Work in pairs.
- Call out the answers.
- Take note.
- Pay attention.
- Pay attention.
- Work in pairs.
- Call out the answers.
- Take note.
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
Students’ 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?)
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?
- Work in pair
- Write the sentences
- Read out the writing
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
Unit 10: recycling
Lesson1: Getting Started + Listen and Read
Date of preparing: /1 / 2021
Date of teaching: /1/2021
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 
- asks Ss to discuss ways we can reduce the amount of garbage we produce using the words given in the box
- gives Ss some vocabulary if necessary
- gets feedback and corrects
- introduces the lesson: One of the activities to protect the environment is recycling, in today’s lesson, you’ll learn this interesting topic.
- work in pairs (make a list of ways that help to reduce the amount of garbage)
- report the discussion
- pay attention
2.Activity 2: Presentation (12’)
a.Aims: Students know some new words
b.Contents: Students know some new words in the lesson
c.Outcome: Read and write the new words 
d.Organization:
Teacher’s activities
Students’ activities
Vocabulary 
(to) protect (explanation) : bảo vệ
(to) reduce (explanation) : làm giảm 
(to) reuse (example) : tái sử dụng
(to) be overpackaged (e.g) : được bọc gói quá nhiều
(to) throw away (mime) : vứt đi, bỏ đi
a product (example) : sản phẩm
Checking vocab: Rub out and Remember
- sets the scene: you’re going to listen to a representative from “Friends of the Earth”, Miss Blake, talking to the students of Quang Trung school about recycling.
- asks Ss to read the box and answer the question:
 What does “Friends of the Earth” do?
- gets feedback and corrects
 Pre-question
 What do “reduce, reuse and recycle” mean?
- repeat in chorus
- repeat individually
- copy
- rewrite the new words
- pay attention
- 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
Students’ activities
- asks students to listen to the tape twice and answer the pre-question
- gets feedback and corrects
 Model sentences
- elicits the models:
 It is not difficult to remember...
 I am pleased that you want to know more.
Forms: S + be (not) adj + to- infinitive...
 S + be + adj + that + S + V...
- explains some more about the two structures
 Roleplay 
- asks students to practice the dialogue (S1 plays the role of Miss Blake, S2 plays the roles of Ba, Hoa and Lan )
- calls on some pairs to practice before the class
- gives feedback and corrects Ss’ pronunciation
 Comprehension questions: Ex2- P90
- asks Ss to read the dialogue again and answer the questions
- gets feedback and corrects
 Answer key
a. Reduce means not buying products which are overpackaged.
b. We can reuse things like envelopes, glass, plastic bottles and old plastic bags.
c. Recycle means not just throwing things away. Try and find another use for them.
d. We can look for information on recycling things by having a contact with an organization like Friends of the Earth, going to the local library, or asking our family or friends.
e. (possible answer): We shouldn’t use plastic bags because when we throw them away, they could stay very long and could not be self-destroyed.
- listen and answer the question
- call out the answers 
- pay attention
 -work in pairs
- practice again
- work in pairs
- call out the answers 
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)
- work in groups of 4
- report the discussion results to the class
- Copy.
Ngày ........tháng 1 năm 2021
Tổ chuyên môn 
TP Vũ Thị Ân
Week 21
Period 61.
 Date of preparation: 1/2021
 Date of teaching: /1/2021
UNIT 10: RECYCLING
Speak + Listen
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
Students’ activities
1. Setting the class: 
2. Check up:
- Ask Ss question: 
 “What can we do to reduce garbage?”
 “What can we get from reducing 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 meaning 
paper
plastic
vegetable matter
glass
metal
fabric
leather
vật phẩm thực vật
kim loại
nhựa
sợi
da
thuỷ tinh
giấy
- Give feedback and correct.
- Today you are going to speak about recycling things and listen about how to make compost
- Answer 
- Pay attention.
- Do matching on the board.
- Give answer
- Pay attention.
2. Activity 2. Pre – speaking and listening: (12')
a. Aim: Students know some vocabulary, classify garbage and model dialogues. 
b. Content: Teaching vocabulary, how to classify garbage and model dialogues. 
c. Outcome: Students understand and use vocabulary, classify garbage and know model dialogues.
d. Organization:
Teacher’s activities
Students’ activities
Vocabulary 
- a compost: đống phân xanh
- tea leaves (realia): lá chè 
- an eggshell (picture): vỏ trứng
- a shovel (drawing): cái xẻng
- moisture (trans): độ ẩm
- condensation (trans): sự ngưng tụ
Checking vocabulary: Rub out and remember
 Brainstorming 
- Ask Ss to think of what things may be used to make compost:
- Give feedback and correct.
Example: tree leaves, small plants, grass, fruit peels, banana trees, vegetables...
- Set the scene: Do you know how the compost is made? You are going to listen to an expert talking about the way to make compost. First, you look at the questions and have a guess.
- Run through the questions.
- Get feedback and write some guesses on the board.
- Set the scene: Look at the picture, they are types of garbage. Now you must classify these things into groups.
- Get students to classify garbage into groups as in the box.
- Get feedback and write on the board.
- Correct if necessary.
 Answer key 
Group
Items
Paper:
paper, old newspapers, books, cardboard boxes...
Glass:
bottles, glasses, jars...
Plastic:
plastic bags/ bottles 
Metal:
food cans, drinking cans, tins...
Vegetable matter:
fruit peels, vegetables...
Fabric:
clothes, pieces of materials...
Leather:
shoes, sandals, school bags...
 Dialogue build (poster)
- Set the scene and elicits the dialogue from Ss.
Dialogue 1:
Nam: Which group do clothes belong to?
Hoa: Put them in “fabric”
Nam: What can we do with those clothes?
Hoa: We can recycle them and make them into paper or shopping bags
Dialogue 2:
Nga: Is fruit “vegetable matter”?
Lan: That’s right.
Nga: What will we do with it?
Lan: We will make it into compost and fertilize our field.
- Repeat in chorus.
- Repeat individually.
- Copy.
- Rewrite the missing words.
- Work in pairs.
- Call out the answers.
- Pay attention.
- Guess.
- Call out the guesses.
- Pay attention.
- Work in pairs.
- Call out their answers.
- Pay attention.
- Repeat in chorus.
- Repeat individually.
- Copy.
- Work in open pairs.
- Work in closed pairs.
3. Activity 3. While and post – speaking and listening: (17’)
a. Aim: Students can listen for specific information and make similar dialogues and steps to make compost. 
b. Content: listen for specific information and make similar dialogues steps to make compost. 
c. Outcome: Students’ answers
d. Organization:
Teacher’s activities
Students’ activities
- Get students to listen to the tape twice and check their predictions.
- Get feedback. 
- Ask Ss to listen again to correct their answers.
- Give feedback and correct.
 Answer key
 a: A ; b: B ; c: B ; d: B 
Picture Drill 
- Give instructions: Make similar dialogues about other things using the picture in the textbook, the word cues and the model exchanges
- Ask Ss to practice.
- Call on Ss to practice before the class.
- Get feedback and correct.
 * Ordering statements (poster)
Use shovels to turn the compost.
Start a compost heap.
Place in the garden.
Use as fertilizer.
Keep for six months.
- Ask Ss to put the statements in the right order.
- Get feedback and correct.
- Listen twice and check the predictions.
- Call out the answers.
- Listen and check again.
- Pay attention.
- Work in pairs.
- Practice again.
- Work in pairs.
- Call out the answers.
- Pair work. 
 Answer key 
 2-3-1-5-4
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
Students’ activities
	* Discussion:
? What can we make from garbage?
? What are the advantages of recycling garbage?
- Get feedback.
- Listen and comment.
- Work in groups of 5.
- Give answers.
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
Period 62
Date of preparation: 1/2021
Date of teaching: /1/2021
UNIT 10: RECYCLING
Read
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’)
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
Students’ activities
1. Setting the class: 
2. Check up: 
- Ask Ss question: 
“What can we get from recycling garbage?
- Listen and comment then give marks.
* Brainstorming 
- Hang the pic and ask Ss to list things can be recycled.
- Write on the board.
 plastic glass paper
recycling
things
 metal
vegetables tires drinking cans
- Introduce the lesson: today you are going to read about recycling things.
- Answer
- Call out the things that can be recycled
- Pay attention.
2. Activity 2. Pre - reading: (12')
a. Aim: Students can understand, use and pronounce vocabulary and know what to read and the pre - questions about reading.
b. Content: Teaching vocabulary and pre - questions about reading.
c. Outcome: Students understand, use and pronounce vocabulary and know what to read and the pre - questions about reading.
d. Organization:
Teacher’s activities
Students’ activities
 Vocabulary 
- a car tire (picture): lốp xe
- a pipe (realia): ống 
- floor coverings(e.g): tấm thảm trải sàn 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
- Set the scene: You are going to read an article in the environmental page of a newspaper. You will read and answer the following questions.
 Pre-questions:
1. What do people do with car tires/ bottles/ glass...?
2. What can they make from them?
- Repeat in chorus.
- Repeat individually.
- Copy.
- Rewrite the new words.
- Pay attention.
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
- Ask students to read the text and answer the questions by filling in the table.
- Get feedback and correct.
Used things
Recycling Facts
Car tires 
are recycled to make pipes and floor coverings, shoes, sandals
Milk bottles 
are cleaned and refilled 
 (with milk) 
Glass
is broken up , melted and made into new glassware 
Drink cans 
are brought back for recycling 
Household and garden waste 
is made into compost 
- 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
a. People clean and refill empty milk bottles.
b. The glass is broken up, melted and made into new glassware.
c. The Oregon government made a new law that there must be a deposit on all drink cans. The deposit is returned when people bring the cans back for recycling.
d. Compost is made from household and garden waste.
e. If you have a recycling story to share, we can call or fax the magazine at 5 265 456.
 Model sentences (based on the answers)
- Set the scene: Look at the underlined sentences. What is different from the structures you have learnt?
 Concept check
- Form: S + be + past participle (V-ed/ V3)
- Meaning: Phân xanh được làm từ 
- Use: It is used when the