Lesson Plan 8

NGUYEN BINH KHIEM SECONDARY SCHOOL GLOBAL SUCCESS 8
Date of preparation: 02/09/2023

Date of teaching: 05-09/09/2023
WEEK: 01 PERIOD: 01
UNIT 1: LEISURE TIME
Lesson 1: Getting started – I’m keen on DIY (do-it-yourself).
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
- Gain an overview about the topic Leisure time
- Gain vocabulary to talk about Leisure time
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
- Love talking about activities Leisure time
II. LANGUAGE FOCUS
Vocabulary: knitting kit (n), DIY (n), dollhouse (n), make paper flowers (v.phr), hang out (phr)
III. INSTRUCTIONAL RESOURCES
- Grade 8 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
IV. PROCEDURE
T’S AND STUDENTS’ ACTIVITIES CONTENTS AND PRODUCTS
1. Warm up (5 mins)
a. Aims:
- To set the context for the introductory dialogue.
- To introduce the topic of the unit.
b. Content:
- Students T plays a game: listing activities in the picture.
c. Products:
- Students know the topic of the unit and be ready for the conversation.
d. Organization:
T asksing questions: Game: Who knows more?
- T shows the pictures (PPT slides) to the whole class.
- T asks Ss to work in pairs and name the activities in Suggested answers:
the picture. T playsing video games, flying kites, reading
- Ss works in pairs for 3 minutes. books, listening to music, swimming,...
- T elicits answers from students.
- T asks Ss to gueSs the topic of the unit/ lesson.
2. Presentation (7 mins)
a. Aim:
- To prepare vocabulary for students to understand the conversation.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Products:
- Students know how to use the target vocabulary.
d. Organization:
____________________________________________________________________________________
TEACHER: PHAN THI DO UYEN 1
SCHOOL YEAR: 2023-2024
Vocabulary pre-teaching New words:

- T explains the meaning of the new vocabulary by 1. knitting kit (n)
pictures. 2. DIY (n)
- T reveals that the words according to the pictures will 3. dollhouse (n)
appear in the reading text and T asks students to open 4. make paper flowers (v.phr)
their textbook to find these words. 5. hang out
- T introduces the vocabulary.
3. Practice (20 mins)
a. Aims:
- To help Ss use words and phrases related to leisure time.
- To help Ss further understand the text.
- To introduce some vocabulary items related to leisure activities.
b. Content:
- Task 1. Listen and read.
- Task 2. Read the conversation again and complete the sentences.
- Task 3. Work in pairs. Write the activities from the box under the correct pictures.
- Task 4. Work in pairs. Read the phrases, and gueSs which activities in 3 are described.
c. Products:
- Students understand the conversation and know the vocabulary related to the topic.
d. Organization:
Task 1. Listen and read. (5 mins)
- T asks some questions about the pictures in the The dialogue on page 8
textbook to get students’ interest.
- T asks students to circle the words learnt in the Questions:
Presentation stage. - What can you see in each picture?
- T plays the recording. T can T plays the recording - What may the hobby be?
more than once.
- Ss listen and read.
- T requires Ss work in pair and role T plays in 2
minutes. Then T invites some pair to read.
Task 2. Read the conversation again and complete the sentences. (5 mins)
- T asks Ss to read the dialogue in more detail and
find the information to complete the sentences.
- T asks them how to do this kind of exercise. Suggested answers:
Explain the strategies, if necessary (e.g. underlining 1. knitting kit
the key words in the sentences, predicting the word 2. leisure time
speech, locating the key words in the text, and then 3. other people
reading that part and choosing the words to fill in 4. hang out
the blank). 5. Sunday
- T tells them to underline parts of the dialogue that
help them with the answers. Set a strict time limit to
ensure Ss quickly read the text for information.
- T tells Ss to compare their answers in pairs before
sharing them with the class. T asks them to explain
their answers.
Task 3. Work in pairs. Write the activities from the box under the correct pictures. (6 mins)
- T asks Ss to name the activities shown in the Answer key:
pictures. 1. messaging friends
____________________________________________________________________________________
- T has Ss work individually to write the words and 2. cooking

phrases in the box under the pictures. Have them 3. T playsing sport
compare their answers with a partner. 4. doing puzzles
- T invites some Ss to go to the board and write 5. doing DIY
their answers. 6. surfing the net
- T checks the correct answers as class.
- T has Ss practice saying the word and phrases
again.
Task 4. Work in pairs. Read the phrases, and gueSs which activities in 3 are described. (5 mins)
- T has Ss work in pairs and read the key phrases Answer key:
given, then gueSs the leisure activities. 1. doing puzzles
- T asks for Ss’ answers and confirms the correct 2. doing DIY
ones. 3. T playsing sport
- For a more able class, T has Ss work in groups. 4. messaging friends
Each group writes down some key words and 5. surfing the net
phrases about one or two leisure activities they do
or know. Then they read aloud these words/ phrases
for the class to gueSs the activities.
4. Production (10 mins)
a. Aim:
- To help Ss practise using the vocabulary items related to leisure activities.
b. Content:
- Task5 (Group work: T asks and answer then report)
c. Products:
- Students’ conversations
d. Organization:
Task 5. Work in groups. T asks one another the question below. Then report your friends’ answers
to the class. (10 mins)
- T gives Ss 3 - 5 minutes to do this activity. Question:
- T has Ss works in groups to T asks one another the If you have some free time this weekend, what will
question in the book. T invites some Ss to share the you do?
answers of their groups with the class.
- For a more able class, T asks Ss to work in their Suggested outcome:
groups again and brainstorm all the leisure activities If I have free time this weekend, I will go to the
they know. After three minutes, the group with the cinema to see the latest film.
most correct answers wins, and they are T invitesd
to share their answers with the whole class.
5. Wrap-up & Homework (5’)
a. Wrap-up
- T asks one or two Ss to tell the class what they have learnt.
- T asks Ss to say aloud some words and phrases they remember from the lesson.
b. Homework
- Name a list of cheap hobbies, expensive hobbies, easy and difficult hobbies.
- Students’ workbook.
- Prepare: Unit 1 – A Closer Look 1
- Start preparing for the Project of the unit:
T randomly puts Ss in groups of 4 or 5 and T asks them to interview their classmates or students from
other classes about leisure activities. Students will show and report their group’s findings in Lesson 7 –
____________________________________________________________________________________
Looking back and Project. (T should check the progress of students’ preparation after each lesson.)
Experience:……..……………………………………………………………………………………..
…………………………………………………………………………………………………………
******🙥🙧******
Week: 01
UNIT 1: LEISURE TIME
Period: 03 Lesson 2: A closer look 1
I. OBJECTIVES
- Vocabulary: The lexical items related to Leisure time
- Pronunciation: Correctly pronounce words that contain the sounds /ʊ/ and /u:/
- Love talking about activities in leisure time.
- Develop self-study skills.
II. LANGUAGE FOCUS
Vocabulary: be interested in (phr)
- Grade 8 textbook, Unit 1, A closer look 1
- Projector / TV
- hoclieu.vn
IV. PROCEDURE

1. Warm up (5 mins)
a. Aims:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- Task 1. Match a word / phrases in column A with a word in column B to make expreSsions about
likes.
c. Products:
- Students get some vocabulary from the lesson and be ready for the lesson.
d. Organization:
Matching game: Match the prepositions with the correct phrases:
- T shows the questions and divides the class into
pairs and explains the rules. Answer key:
- Ss matches the prepositions to the phrases and 1. e
they have to say “Bingo” as fast as poSsible. 2. c
- T elicits answers from Ss and announces the 3. b
____________________________________________________________________________________
winning pair. 4. a
- T sets the context for the lesson. 5. d
2. Vocabulary (20 mins)
a. Aims:
- To prepare vocabulary for students to do the tT asks.
- To present some phrases to expreSs “likes”.
- To teach Ss phrases to talk about their hobby or leisure activities.
b. Content:
- Vocabulary pre-teaching
- Task 2. Fill in each blank with a correct word from the box.
- Task 3. Complete the sentences about what you like or dislike doing. Use the word or phrases from
the box or your own ideas.
c. Products:
d. Organization:
Vocabulary pre-teaching (5 mins)
- T asks Ss to gueSs the uses of the phrases that New words:
they have matched in Warm-up activity. 1. be interested in
- T introduces the vocabulary. 2. be fond of
- T checks students’ understanding by the follow-up 3. be crazy about
tT asks in student’s book. 4. be keen on
- T confirms that when we want to change the 5. be into
expreSsions into those about dislikes, we can put
not after the forms of the verb be. Give them the
example: is fond of, which is changed into is not
fond of. T invites some Ss to do the same with other
expreSsions.
- T asks Ss about the form of the verbs placed after
these expreSsions. Tell them that the verbs need to
be in - ing form. Give them one example: I’m fond
of making paper flowers.
Task 2. Fill in each blank with a correct word from the box. (5 mins)
- T has Ss do this activity individually. Have Ss
read all the sentences carefully to make sure they
understand the sentences and fill in the blanks with Answer key:
the words in the box. 1. fond
- T lets them share their answers in pairs. T invites 2. interested
some Ss to give the answers and confirm the correct 3. keen
ones. 4. into
- T asks Ss to make sentences with some of the 5. about
expreSsions they have learnt. Then T invites Ss to
share their sentences.
Task 3. Complete the sentences about what you like or dislike doing. Use the word or phrases
from the box or your own ideas. (10 mins)
- T tells Ss to share their ideas with a partner. After Suggested answer:
1 minute, they can change to another partner. Let Ss 1. I’m crazy about collecting stamps.
do it for some rounds, then call some students 2. I’m keen on making crafts.
randomly to share about their friends’ ideas. …
____________________________________________________________________________________
- T asks them to share whether they have the same

ideas with their friends.
3. Pronunciation (15 mins)
a. Aims:
- To help Ss identify how to pronounce the sounds /ʊ/ and /u:/;
- To help Ss practise pronouncing these sounds in words.
b. Content:
- Task 4. Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/. Then put the words into
the correct columns.
- Task 5. Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the bold
words with /u:/.
c. Products:
- Students repeats the words correctly
d. Organization:
Task 4. Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/. Then put the
words into the correct columns. (7 mins)
- T asks some Ss to read out the words first. Then T Answer key:
plays the recording for them to listen and repeat the /ʊ/: cook, push, would, woman
words they hear. T asks them to pay close attention /u:/: group, June, school, move
to the two sounds. T plays the recording as many
times as necessary.
- Explain to Ss that these words have the sounds /ʊ/
and /u:/. Tell them the difference between the two
sounds if needed. Tell Ss that /ʊ/ is a “short vowel”
sound while /u:/ is a “long vowel” sound.
- T inviteSs some Ss to say some words they know
that include the two sounds.
Task 5. Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the bold
words with /u:/. (8 mins)
- T asks Ss to quickly read the sentences. Now T Answer key:
plays the recording for Ss to listen to the sentences. 1. She likes reading books and swimming in the
T asks them to pay attention to the underlined parts pool.
and tick the appropriate sound. 2. When it is cool, we like to T plays football.
- T invites some Ss to share their answers. Confirm 3. She drew and made puddings in her free
the correct ones. time.
- T playSs the recording again for Ss to repeat the 4. My mum loves pumpkin soup and coffee
sentences. with a little sugar.
- T has Ss practise the sentences in pairs. T invites
some pairs to read the sentences aloud. Comment 5. My brother is fond of watching the cartoon
on their pronunciation of the sounds. about a clever wolf.
a. Wrap-up
- Teacher asks one or two Ss to tell the class what they have learnt.
- Teacher asks Ss to say make some sentences with words and phrases they remember from the lesson
b. Homework
____________________________________________________________________________________
Experience:……..……………………………………………………………………………………..
…………………………………………………………………………………………………………
***********🙧🙥***********
Week 02: UNIT 1: LEISURE TIME
Period 04: Lesson 3: A closer look 2
I. OBJECTIVES
- Use the verbs of liking and disliking with gerunds and to-infinitive
- Love talking about activities in leisure time
II. INSTRUCTIONAL RESOURCES
- Projector / TV
- hoclieu.vn
III. PROCEDURE
1. Warm up (5 mins)
a. Aims:
- To review vocab related to leisure activities.
- To introduce the term of comparative form of adverbs
b. Content:
- Game: Find someone who…
c. Products:
- Students get familiar with verbs of liking / disliking + gerunds / to-infinitive.
d. Organization:
Game: Find someone who… Questions:
Find someone who…
- T delivers the questions ● likes T playsing computer games
- T asks students to go around the class and T asks ● enjoys knitting
their friends for answers. ● detests cooking
- T calls Ss to report when they finish. ● fancies going shopping
- T gives comments if necessary. ● loves doing puzzles
- T leads in the lesson. ● hates hunting
● dislikes watching TV
● prefers going to the cinema
a. Aim:
- To teach Ss verbs of liking and disliking with gerunds and to-infinitives
b. Content:
- Teacher teaches grammar.
____________________________________________________________________________________
- Teacher asks students to read the grammar box and share their answers.
c. Products:
- Students know how to use the target grammar.
d. Organization:
Grammar teaching Verbs of liking:
- T reminds Ss of the concept of the gerund that love
they learnt in grade 7. T asks them how the gerund like
is formed and how it functions grammatically. fancy
- T writes on the board: I didn’t know you like prefer
knitting. and I love to watch TV on Saturdays. enjoy
- Explain that in English if we want to follow a verb
with another action, we must use a gerund or an Verbs of disliking:
infinitive. There are certain verbs that can only be detest
followed by one or the other, and these verbs must hate
be memorised. dislike
- Go through the Remember! box with Ss. T tells Ss
that verbs of liking / disliking are often followed by
gerunds and to-infinitives, and verbs such as love,
like, hate and prefer may go with gerunds or to-
infinitives with almost no change in meaning.
- T has Ss read the examples in the Remember!
box, and then encourage them to give their own
examples.
a. Aim:
- To help Ss practise using verbs of liking and disliking with gerunds and to-infinitives.
b. Content:
- Task 1. Work in pairs. Put the verbs in the appropriate column.
- Task 2. Choose the correct answer A, B, or C.
- Task 3. Look at the pictures and complete the sentences, using the verbs in brackets in their suitable
form.
- Task 4. Complete the sentences about yourself.
c. Products:
- Students understand how to use the target grammar.
d. Organization:
Task 1. Work in pairs. Put the verbs in the appropriate column. (3 mins)
- T asks Ss do these exercises individually and then Answer key:
compare their answers with a partner. Verbs followed by gerunds only: detest,
- T asks some Ss to write their answers on the board. fancy, dislike, enjoy
- T checks the answers with the whole class. Accept Verbs followed by both gerunds and to-
different sentences provided that they are correct. infinitives: love, like, hate, prefer
Task 2. Choose the correct answer A, B, or C. (3 mins)
- T has Ss do these exercises individually and then Answer key:
compare their answers with a partner. 1. A
- T asks some Ss to write their answers on the board. 2. A
- T checks the answers with the whole class. Accept 3. C
different sentences provided that they are correct. 4. B
5. A
____________________________________________________________________________________
Task 3. Look at the pictures and complete the sentences, using the verbs in brackets in their
suitable form. (4 mins)
- T asks Ss what they see in each picture. For a leSs able Answer key:
class, T may want to write some key language on the 1. Mark likes surfing / to surf the net.
board (e.g. T plays computer games / surf the net). 2. The girls enjoy knitting.
- T asks Ss do these exercises individually and then 3. My cousin dislikes cooking.
compare their answers with a partner. 4. My father hates going / to go shopping.
- T asks some Ss to write their answers on the board. 5. Tom and his sister prefer doing / to do
- T checks the answers with the whole class. Accept puzzles.
different sentences provided that they are correct.
Task 4. Complete the sentences about yourself. (6 mins)
- T requires Ss work individually to write the sentences Suggested answer:
about themselves. I like T playsing bT asksetball.
- T inviteSs some Ss to write their answers on the board. I hate cooking.
- T comments on their answers. Accept different
answers provided that they are logical and correct.
a. Aim:
- To help Ss practise using verbs of liking and disliking with gerunds and to-infinitives
b. Content:
- Task 5. Game: Likes and dislikes mimes
c. Products:
- Students can make questions using verbs of liking / disliking.
d. Organization:
Task 5. Work in groups. One mimes a leisure activity he / she likes or dislikes. The others gueSs
the activity by T asksing yes / no questions using the verbs they have learnt. (10 mins)
- T divides Ss into groups. Assign a group leader to Suggested outcome:
keep watch of the game. A: Do you like surfing the net?
- T explains the rules of the game: B: No, I don’t.
• One student mimes a leisure activity he / she likes or C: Do you love messaging your friends?
dislikes. Other Ss gueSs what the activity is by T B: Yes, I do.
asksing Yes / No questions using the verbs they have
learnt.
• For each correct gueSs, each student gets one point.
The group leader records the points of his / her group
members.
- T requires Ss read the example in the book and model
the way to T plays the game with one student if needed.
- Let groups T plays the game for about 3 - 5 minutes.
- T inviteSs some groups to perform the game in front
of the whole class. Comment on their performance.
a. Wrap-up
- Summarise the main points of the lesson.
- Teacher asks Ss to make sentences about themselves, using comparative adverbs.
b. Homework
- Prepare: Unit 1 – Communication
____________________________________________________________________________________
Experience:……..……………………………………………………………………………………..
…………………………………………………………………………………………………………
***********🙧🙥***********
Period 05: Lesson 4: Communication
I. OBJECTIVES
- Teacher invites and accept invitations
- Be ready and confident in real life conversations
- Grade 8 textbook, Unit 1, Communication
- Projector / TV
- hoclieu.vn
III. PROCEDURE
1. Warm up (5 mins)
a. Aims:
- To create an active atmosphere in the class before the lesson;
b. Content:
- Questions & answers
c. Products:
- Students can talk about hobbies.
d. Organization:
- T asks students questions about leisure activities. Questions:
- T elicits answers from some students. 1. What do you like doing in your free time?
- T leads in the introduction of the target grammar 2. What do your friends like doing in their free
point. time?
3. What do young people in Viet Nam often do in
their free time?
Suggested answers:
1. I like watching TV in my free time.
2. My friends like T playsing computer games in
their free time.
3. Young people in Viet Nam like doing different
things in their free time such as hanging out with
friends, going to the cinema.
2. Everyday English (10 mins)
a. Aims:
- To introduce ways of inviting and accepting invitations.
____________________________________________________________________________________
- To help Ss practise inviting and accepting invitations.

b. Content:
- Task 1. Listen and read the dialogues. Pay attention to the highlighted parts.
- Task 2. Work in pairs. Practise inviting and accepting invitations in the following situations. Remember
to use the highlighted language in 1.
c. Products:
- Students know how to use the structures to respond to compliments.
d. Organization:
Task 1. Listen and read the dialogues. Pay attention to the highlighted parts. (5 mins)
- T playSs the recording for Ss to listen and read the two
dialogues between Trang and Ann, Tom and Mark at the
same time. T requires Ss to pay attention to the questions
and answers.
- T requires Ss practise the dialogues in pairs. Call on some
pairs to practise the dialogues in front of the class.
Task 2. Work in pairs. Practise inviting and accepting invitations in the following situations.
Remember to use the highlighted language in 1. (5 mins)
- T asks Ss to work in pairs to make similar dialogues with
the given cues.
- T moves around to observe and provide help. Call on
some pairs to practise in front of the class. Comment on
their performance.
3. Teens’ Leisure Activities Around The World (25 mins)
a. Aims:
- To help Ss learn about three leisure activities of different teens around the world.
- To help Ss develop their reading skill for specific information (scanning).
- To provide Ss with practice in giving a presentation about their friends’ answers.
b. Content:
- Task 3. Work in pairs. Answer the question.
- Task 4. Read what three teenagers say about their leisure activities. Complete the table with the
information from the text.
- Task 5. Work in groups. T asks and answer the questions. Report your group’s answer to the class.
c. Products:
- Students know about three leisure activities of different teens around the world.
- Students can talk about their leisure activities.
d. Organization:
Task 3. Work in pairs. Answer the question. (6 mins)
- T asks Ss to look at each picture and say what Question:
leisure activity it shows. If time allows, T asks What is the activity in each picture?
them what the things needed for each activity are. Suggested answers:
- Elicit answers from Ss. Confirm the correct Picture a: doing origami
answers. Picture b: T playsing badminton
Picture c: snowboarding
Task 4. Read what three teenagers say about their leisure activities. Complete the table with the
information from the text. (10 mins)
- T tells Ss that they are going to read about Suggested answers:
different leisure activities that teens in different
countries enjoy doing.
____________________________________________________________________________________
- Have them look at the table of information and T

asks them to read the three short texts and
complete the table.
- T asks Ss to work in pairs to do this activity.
They can draw this table on a sheet of paper. After
pairs finish their work, T asks them to share their
table with the whole class.
- T comments on their answers. Confirm the
correct answers.
- If time allows, have some pairs give a short talk
about each teen and his / her leisure activity.
Task 5. Work in groups. T asks and answer the questions. Report your group’s answer to the
class. (10 mins)
- T has Ss work in groups to T asks and answer the Questions:
two questions in the book. Have Ss in each group 1. Which of the activities in 4 do you want to try?
note down their friends’ answers. 2. Why do you want to try it?
- T asks some Ss to report their group’s answers to
the class.
- T calls on some Ss to give the presentation to the
whole class. After each student finishes his or her
presentation, T invites comments on his or her
clarity, language, and fluency from other Ss.
a. Wrap-up
- Have Ss say what they have learnt in the lesson.
b. Homework
- Prepare: Unit 1 – Skills 1
Experience:……..……………………………………………………………………………………..
…………………………………………………………………………………………………………
***********🙧🙥***********
Period 06: Lesson 5: Skills 1
I. OBJECTIVES
- Read about leisure activities with family;
- Talk about leisure activities with family;
- Love reading and talking about activities in leisure time
II. LANGUAGE FOCUS
Vocabulary: connect (v), recipe (n), ingredient (n), costume (n)
____________________________________________________________________________________

- Grade 8 textbook, Unit 1, Skills 1
- Projector / TV
- hoclieu.vn
IV. PROCEDURE
1. Warm up (5 mins)
a. Aims:
- To help Ss understand and activate their knowledge of the topic;
- To help Ss remember some words related to leisure activities
b. Content:
- Task 1. Look at the pictures. What activities can you see?
c. Products:
- Students’ answers about leisure activity.
d. Organization:
Task 1. Look at the pictures. What activities can you see?
- T requires Ss look at the pictures in the book or Questions:
show the pictures on a slide. T asks Ss what activity - What activities can you see in the
is shown in each picture. If time allows, T asks Ss picture?
to describe the pictures (who they can see and what Suggested answers:
the people are doing). Picture a: riding bikes / cycling
- T tells Ss that they are going to read a text about Picture b: cooking
leisure activities that Ann does with her family Picture c: making a dreSs
members.
2. Reading (20 mins)
a. Aims:
- To improve Ss’ knowledge of vocabulary related to leisure activities;
- To improve Ss’ skill of reading for specific information
b. Content:
- Pre-reading: Vocabulary pre-teach
- Task 2. Read about Trang’s leisure activities. Choose the correct answer.
- Task 3. Read the text again and answer the questions.
c. Products:
d. Organization:
Pre-reading: Vocabulary pre-teach (5 mins)
- T explains the meaning of the new vocabulary by New words:
pictures. 1. connect (v)
- T reveals that the words according to the pictures 2. recipe (n)
will appear in the reading text and T asks students 3. ingredient (n)
to open their textbook to find these words. 4. costume (n)
- T checks students’ understanding with follow up
questions.
Task 2. Read about Trang’s leisure activities. Choose the correct answer. (5 mins)
- T tells Ss what they are going to do. Suggested answers:
- T asks Ss to do the exercise individually and then 1. C
____________________________________________________________________________________
check their answer in pairs. 2. B

- T inviteSs some Ss to share their answers.
Confirm the correct answers.
Task 3. Read the text again and answer the questions. (10 mins)
- T asks Ss what they are going to do. Answer key:
- Have Ss shares how to do this exercise. 1. She goes for a bike ride, cooks, and does DIY
- Briefly tell them the steps: Read the questions, projects.
underline the key words in each question, locate 2. Her brother does.
the key words in the text and find the information 3. She loves doing DIY projects with her mum
to answer the question. the most.
- T asks Ss to repeat the steps if necessary. 4. Her mum teaches her to make her own
- T asks Ss to do the exercise individually and then dreSses and doll clothes.
check their answers in pairs. 5. She won the first prize in a costume contest
- T inviteSs some Ss to share their answers. Have at her school.
them explain their answers. Confirm the correct
answers.
- T asks some Ss to tell the class about Trang’s
leisure activities.
3. Speaking (15 mins)
a. Aims:
- To help Ss prepare ideas for the next activity
- To provide an opportunity for Ss to practise talking about a village or town where they live or
which they know
b. Content:
- Task 4. Work in groups. Take turns to T asks and answer the questions. Record your friends’
answers.
- Task 5. Report your group members’ answers to the class. What activities are the most common?
c. Products:
- Students can T asks and answer questions about leisure activities
d. Organization:
Task 4. Work in groups. Take turns to T asks and answer the questions. Record your friends’
answers in the table below. (7 mins)
- T tells Ss that they are going to work in groups to Questions:
answer the questions in the book. Model the answers 1. What leisure activities do you usually do
to the questions yourself. with your family?
- T requires Ss work in groups of four to T asks and 2. Which one do you like the most? Why?
answer the three questions in the book. T asks them 3. How do you feel when you spend time
to draw a similar table on a sheet of paper to record with your family members?
their group members’ answers.
- T asks Ss to practise reporting the group’s answers
within the group.
- T moves around to observe and offer help if needed.
Task 5. Report your group members’ answers to the class. What activities are the most
common? (8 mins)
- T inviteSs some Ss to share their group’s answers to Suggested outcome:
the class. The most common leisure activities are …
- T asks other groups to listen and give comments.
- Comment on Ss’ answers.
____________________________________________________________________________________

a. Wrap-up
b. Homework
Experience:……..……………………………………………………………………………………..
…………………………………………………………………………………………………………
***********🙧🙥***********
I. OBJECTIVES
- Listen to someone talking about their leisure activities with friends
- Write a paragraph about leisure activities with friends
- Love reading and talking about activities in leisure time
- Projector / TV
- hoclieu.vn
III. PROCEDURE

1. Warm up (5 mins)
a. Aims:
b. Content:
- Game: Hot seat
c. Products:
- Students’ answers.
d. Organization:
Game: Hot seat Questions:
- T inviteSs some Ss to go to the board. Give him/ - What am I doing?
her one leisure activity that they learnt in the Suggested answers:
previous lesson. T asks them to describe the - T playsing computer games
activity without saying anything. The rest of the - knitting
class gueSs the words. - cycling
____________________________________________________________________________________
- Lead to the new lesson: Listening and Writing …

about activities with friends.
- Introduce the objectives of the lesson.
2. Listening (18 mins)
a. Aim: To help Ss develop their skill of listening for specific information
b. Content:
- Pre-listening: Task 1. Answer the question.
- Task 2. Listen to an interview with Mark about his leisure activities. Choose the correct answer.
- Task 3. Listen to the interview again. Fill in each blank in the table with no more than two words.
c. Products:
d. Organization:
Pre-listening: Task 1. Answer the question. (5 mins)
- Ss answers the questions in the book. Questions:
- Elicit answers from Ss. This is an open activity, so 1. In your opinion, what activities can we do
accept all answers provided they make sense. with our friends in our leisure time?
2. Why should we spend time with our
friends?
Task 2. Listen to an interview with Mark about his leisure activities. Choose the correct answer.
(5 mins)
- T tells Ss that they are going to listen to an interview Answer key:
about the leisure activities Mark does. 1. A
- T requires Ss read the questions first and underline 2. C
the key words.
- T playSs the recording and T asks Ss to listen and
choose the correct answers. Ss work in pairs to
compare their answers.
- T asks for Ss’ answers and write them on the board
without confirming whether they are right or wrong.
Task 3. Listen to the interview again. Fill in each blank in the table with no more than two
words. (8 mins)
- T tells Ss that they are going to listen to the Answer key:
interview again and complete the table of 1. video
information. 2. cinema
- Have Ss read the table. Have Ss gueSs the word or 3. park
phrase to fill in each blank and write their gueSses on 4. shape
the board. 5. bike ride
- T playSs the recording and T asks Ss to listen again 6. places
and complete the table. Ss work in pairs to compare
their answers with each other and with the words /
phrases on the board.
- T playSs the recording once more for pairs to check
their answers to both activities 2 and 3.
- Confirm and tick the correct answers to activity 2
written on the board. T asks for Ss’ answers to 3.
Write them on the board next to their gueSses.
e. ASseSsment
____________________________________________________________________________________
- Teacher corrects the answer as a whole class.
3. Writing (17 mins)

a. Aims:
- To help Ss practise writing an email about what they like or dislike doing in their free time with
their friends.
b. Content:
- Task 4. Work in pairs. T asks and answer the questions.
- Task 5. Write an email (80 - 100 words) to a penfriend to tell him / her about what you usually do
with your friends in your free time.
c. Products:
- Students can write an email about leisure activities.
d. Organization:
Task 4. Work in pairs. T asks and answer the questions. (7 mins)
- T requires Ss work in pairs to answer the questions Suggested outcome:
in the book. Students’ notes
- inviteSs some Ss present their answers or write
their answers on the board.
- T comments on their answers.
Task 5. Write an email (80 - 100 words) to a penfriend to tell him / her about what you
usually do with your friends in your free time. Use your answers in 4. (10 mins)
- Set up the writing activity: Suggested answer:
T reminds Ss that the first important thing is always Hi Ann,
to think about what they are going to write. Ss can It’s nice to hear from you again. Let me tell
use the answers they have prepared in 4. T asks Ss to you about the things I usually do with my
brainstorm the ideas and needed language for friends in my free time.
writing. T may T asks Ss to refer back to the reading I usually have free time at weekends, and I
for useful language and ideas and write some useful often spend Sunday mornings with my
expreSsions and language on the board. friends. I have three close friends, and they
- T asks Ss to write the first draft individually. T may live near my house. We usually T plays
disT plays all or some of the Ss’ writings on the badminton together for about one hour in
wall / bulletin board. T and other Ss comment. Ss the T playsground. After that, we cycle
edit and revise their writing as homework. If time is around the neighbourhood. It’s a lot of fun.
limited, T asks Ss to write the final version at home. What about you? What do you usually do
with your friends in your free time?
Tell me in your next email.
Bye for now,
Mi
a. Wrap-up
b. Homework
- Prepare: Unit 1 – Looking back - Project
Experience:……..……………………………………………………………………………………..
…………………………………………………………………………………………………………
____________________________________________________________________________________
***********🙧🙥***********
Period 08: Lesson 7: Looking back - Project
I. OBJECTIVES
- Review the vocabulary and grammar of Unit 1
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
- Love talking about activities in leisure time
- Grade 8 textbook, Unit 1, Looking back and Project
- Projector / TV
- hoclieu.vn
III. PROCEDURE

1. Warm up (5 mins)
a. Aims:
- To lead into the revision
b. Content:
- Unit review
- Project presentation
c. Products:
- Students can tell the T what they have learnt in unit 1.
d. Organization:
Revision Questions:
- T asks Ss to think of what they have learnt already - What have we learnt in Unit 1?
in Unit 1. Suggested answers:
- Ss work in pairs to do the tT asks. T calls some ✔ use the words related to leisure activities
students to retell. and expreSsions about likes and dislikes.
- T confirms and leads them to do all the exercises ✔ pronounce the sounds /ʊ/ and /u:/ correctly
in books. in words and sentences.
✔ use verbs of liking / disliking followed by
gerunds and / or to-infinitives to talk about
likes and dislikes.
✔ T invites and accept invitations.
✔ read about leisure activities with family.
✔ talk about leisure activities with family.
✔ listen about leisure activities with friends.
✔ write an email about leisure activities with
____________________________________________________________________________________
friends
a. Aim:
- To help Ss review the vocabulary of Unit 1
b. Content:
- Task 1. Complete the sentences with appropriate leisure activities.
- Task 2. Write complete sentences from the given cues.
c. Products:
- Students can use the knowledge they have learnt in this unit to complete the tT asks succeSsfully.
d. Organization:
Task 1. Complete the sentences with appropriate leisure activities. (4 mins)
- T requires Ss do this activity individually then Answer key:
compare their answers with their partners. 1. doing puzzles
- T asks for Ss’ answers or T asks one student to 2. doing DIY
write his / her answer on the board. 3. Messaging friends
- T confirms the correct answers. 4. T playsing sport
5. surfing the net
Task 2. Write complete sentences from the given cues. (6 mins)
- T requires Ss do this activity individually then Answer key:
compare their answers with their partners. 1. My cousin is crazy about T playsing
- T asks for Ss’ answers or T asks one student to computer games.
write his / her answer on the board. 2. Are they interested in T playsing badminton
- T confirms the correct answers. after school?
3. I’m not fond of making models because I’m
not patient.
4. Why are you not into cooking? – Because I
often burn myself.
5. My friends are keen on doing judo, so they
go to the judo club every Sunday
3. Grammar (10 mins)
a. Aim: To help Ss revise the forms and uses of verbs of liking and disliking
b. Content:
- Task 3. Fill in each blank with the correct form(s) of the verb in brackets..
- Task 4. Complete the passage. Use the correct form(s) of the verbs in brackets and the pictures.
Add more words if necessary..
c. Products:
- Students can use the knowledge they have learnt in this unit to complete the tT asks succeSsfully.
d. Organization:
Task 3. Fill in each blank with the correct form(s) of the verb in brackets. (4 mins)
- T asks Ss to explain the form of the verbs after verbs Answer key:
of liking / disliking that they have learnt in the unit. 1. cycling
- T requires Ss do this exercise individually then 2. reading / to read
compare their answers with a partner. Call on some Ss 3. T playsing
to give the answers. 4. chatting / to chat
- T confirms the correct answers and write them on the 5. to do / doing
board.
Task 4. Complete the passage. Use the correct form(s) of the verbs in brackets and the
pictures. Add more words if necessary. (6 mins)
____________________________________________________________________________________
- T asks Ss to do the exercise individually first. Then Answer key:

they can check their answers with a partner before 2. reading / to read books
discuSsing the answers as a class. 3. messaging / to meSsage her friends
- T reminds Ss to keep a record of their original 4. making / to make paper flowers
answers so that they can use that information in the 5. knitting / to knit
Now I can … section. 6. T playsing badminton
4. Project (15 mins)
a. Aim: To help Ss practise making their report about their interview with their friends.
b. Content:
- Report the data of their interview by groups in class.
c. Products:
- Students practice giving a presentation.
d. Organization:
Leisure time survey Suggested outcome:
- T asks Ss to read the instructions again (T has Students’ posters & presentations
already assigned the project since the first lesson of
the Unit and checked their progress after each
lesson). Let students have some time to check their
posters for the final time and make any adjustments
if necessary.
- T has groups show their posters and present the
data to the class.
- Give feedback to students’ presentations.
a. Wrap-up
b. Homework
- Prepare: Unit 2 – Getting Started
*Experience:
- Học sinh nói được các sở thích cá nhân, và lợi ích của các sở thích đó.
- Một số học sinh chưa nói được sở thích của mình bằng việc sử dụng các cụm từ chỉ sở thích.
- Giáo viên hướng dẫn học sinh viết thêm đoạn văn nói về các hoạt động vào thời gian rảnh.
- Cho học sinh luyện nói về sở thích bằng việc quay video clip.
***********🙧🙥***********
Week 03: UNIT 2: LIFE IN THE COUNTRYSIDE
Period 09: Lesson 1: Getting started – Last summer holiday
I. OBJECTIVES
- Gain an overview about the topic Life in the countryside
- Gain vocabulary to talk about Life in the countryside
____________________________________________________________________________________

- Love talking about activities in the countryside
II. LANGUAGE FOCUS
Vocabulary: harvest (v), combine harvester (n), herd (v), paddy fields (n)
- Projector / TV
- hoclieu.vn
IV. PROCEDURE
1. Warm up (5 mins)
a. Aims:
- To set the context for the introductory dialogue.
b. Content:
- Questions & answers about summer activities
- Watching video of summer in the countryside
c. Products:
- Students know the topic of the unit and are ready for the conversation.
d. Organization:
T asksing questions: Questions:
- T asks Ss “What did you do last summer?”. What did you do last summer?
- Ss answers the question individually. What is the video about?
- T shows students a video of summer in the
countryside and T asks students to gueSs what the Suggested answers:
video is about. Life in the countryside
- T sets the context for the listening and reading
text: Write the title on the board Life in the
countryside – Last summer holiday.
a. Aim:
- To prepare vocabulary for students to understand the conversation.
b. Content:
- Vocabulary pre-teaching.
c. Products:
d. Organization:
- T explains the meaning of the new vocabulary by 1. harvest (v)
pictures. 2. combine harvester (n)
- T reveals that the words corresponding to the 3. herd (v)
pictures will appear in the reading text and T asks 4. paddy fields (n)
students to open their textbook to find these words.
- T checks students’ understanding with the “Rub
out and remember” technique.
____________________________________________________________________________________
a. Aims:
- To help Ss use words and phrases related to farm work in the countryside.
- To introduce some vocabulary items related to activities that rural people often do.
b. Content:
- Task 2. Read the conversation and choose the correct answer to each question.
- Task 3. Complete the sentences with the words and phrases from the box.
- Task 4. Match the activities (1 - 6) that people living in the countryside often do with the pictures (a
- f).
c. Products:
- Students understand the conversation and know the vocabulary related to the topic.
d. Organization:
- T plays the recording and T asks students to circle The dialogue on page 16
the words learnt in the Presentation stage.
- T plays the recording more than once.
- Ss listen and read.
Task 2. Read the conversation again and choose the correct answer to each question. (5 mins)
- T asks Ss to read the dialogue in detail to answer Answer key:
the questions. 1. A
- T asks them how to do this kind of exercise. 2. B
Explain the strategies, if necessary (e.g. reading the 3. C
questions and the options (A, B, C), underlining the 4. A
key words in the questions and options, locating the
key words in the text, and then reading that part
and answering the questions).
- T tells them to underline parts of the dialogue that
help them to answer. Set a strict time limit to ensure
Ss read the text quickly for information.
- T tells them to compare their answers in pairs
before sharing them with the class. T asks them to
give evidence to support their answers.
Task 3. Complete the sentences with the words and phrases from the box. (5 mins)
- T tells Ss to read the conversation again, work Answer key:
independently to do the tT asks, and then T asks 1. load
them to share their answers with one or more 2. combine harvester
partners. T can T asks for translation of some of the 3. herd
words and phrases in the box to check their 4. paddy field
understanding. 5. harvest time
- T asks 2 students to write their answers on the
board.
- Check the answers as a class.
Task 4. Match the activities (1 - 6) that people living in the countryside often do with the
pictures (a - f). (6 mins)
- T has Ss work individually to match the words and Answer key:
phrases in the box with the pictures. Have them 1. d
compare their answers with their partners. Then T 2. a
____________________________________________________________________________________
asks for Ss’ answers. Quickly write their answers on 3. f

the board without confirming the correct answers. 4. e
- T has Ss listen to the recording, check their 5. b
answers, and repeat the words / phrases. T asks Ss 6. c
to look at the answers on the board and say if they
are right or wrong. Confirm the correct answers.
- T checks the answers as a class and gives
feedback.
a. Aim:
- To get students to T asks and answer about activities that rural people often do.
b. Content:
- Task 5. Work in pairs. T asks and answer about the pictures in 4.
c. Products:
d. Organization:
Task 5. Work in pairs. T asks and answer about the pictures in 4.
- Model this activity with a student. T reminds Ss Example:
that they should only use the phrases and the - What are they doing in picture a?
pictures in 4 to T asks and answer about activities - They’re ploughing a field.
that rural people often do.
- T asks Ss to work in pairs. T goes round to help
weaker Ss. Then, call on some pairs to practise in
front of the class. Comment on their performance.
a. Wrap-up
- T asks Ss to say aloud some words and phrases they remember from the lesson.
b. Homework
T randomly puts Ss in groups of 4 or 5 and T asks them to choose a village in Viet Nam or in a
foreign country that they would like to visit. They have to find suitable photos to create a poster
about it. Students will show their posters and present their ideas in Lesson 7 – Looking back and
Project. (T should check the progress of students’ preparation after each lesson.)
***********🙧🙥***********
I. OBJECTIVES
- Vocabulary: The lexical items related to Life in the countryside
- Pronunciation: Correctly pronounce words that contain the sounds: /ə/ and /ɪ/
____________________________________________________________________________________

II. LANGUAGE FOCUS
Vocabulary: cattle (n), poultry (n), crop (n), vast (adj), hospitable (adj), picturesque (adj)
- Projector / TV
- hoclieu.vn
IV. PROCEDURE
1. Warm up (5 mins)
a. Aims:
b. Content:
- Game: Matching words with pictures
c. Products:
- Students get some vocabulary from the lesson and be ready for the lesson.
d. Organization:
Matching game: Questions:
- T gives out the handouts and divides the class into Match the words with the correct pictures.
10 groups and explains the rules.
- Ss matches the given words to the pictures and Suggested answers:
they have to send one to stick the handout onto the 1. cattle (n)
board as quickly as poSsible. 2. vast (adj)
- T shows students the answer on the screen and 3. crop (n)
announces the winning group. 4. hospitable (adj)
- T sets the context for the lesson. 5. poultry (n)
6. picturesque (adj)
a. Aims:
- To present some nouns that go with action verbs to describe activities which rural people often do.
- To teach Ss new adjectives for describing people and scenes in the countryside.
b. Content:
- Vocabulary pre-teaching.
- Task 1. Circle the correct words to complete the sentences.
- Task 2. Match the following adjectives with their definitions.
- Task 3. Complete the sentences with the words from 2.
c. Products:
- Students understand how to use the vocabulary related to the topic.
d. Organization:
- T asks students to gueSs the meaning of the words New words:
that they have matched in the Warm-up activity. 1. cattle (n)
____________________________________________________________________________________
- T introduces the vocabulary. 2. poultry (n)

- T checks students’ understanding by the follow-up 3. crop (n)
tT asks in the student's book. 4. vast (adj)
5. hospitable (adj)
6. picturesque (adj)
Task 1. Circle the correct words to complete the sentences. (4 mins)
- T asks Ss to read each sentence and choose the Answer key:
suitable noun that goes with the action verb before 1. cattle
it. 2. fruit
- Let Ss work in pairs to compare their answers 3. crops
before sharing their answers. 4. unloaded
- T checks and confirm the correct answers. 5. catching
Task 2. Match the following adjectives with their definitions. (4 mins)
- T tells Ss quickly match the adjectives in the left Answer key:
column with their meanings in the right column 1. c
individually. 2. d
- Then T asks Ss to check their answers with their 3. e
partners. T asks for translation of some of the 4. b
adjectives on the list to check their understanding. 5. a
- T confirms the correct answers.
Task 3. Complete the sentences with the words from 2. (6 mins)
- T asks Ss to do the exercise individually and then Answer key:
check with the whole class. 1. hospitable
- When checking, T asks Ss to refer to 2 to make the 2. well-trained
meanings of the adjectives clearer to them. 3. picturesque
- T checks the answers as a class and gives 4. vast
feedback. 5. surrounded
a. Aims:
- To help Ss identify how to pronounce the sounds /ə/ and /ɪ/.
- To help Ss practise pronouncing these sounds in words and sentences.
b. Content:
- Task 4. Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/.
- Task 5. Listen and practise the sentences. Underline the bold words with /ə/, and circle the bold
words with /ɪ/.
c. Products:
- Students repeat the words correctly in words and sentences.
d. Organization:
Task 4. Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. (5 mins)
- T asks some Ss to read out the words first. Then T
plays the recording for them to listen and repeat the
words they hear. T asks them to pay close attention
to the two sounds. T plays the recording as many
times as necessary.
- T explains to Ss the difference between the two
sounds if needed:
+ /ɪ/ is a “front vowel”, meaning the front part of
the tongue is raised while articulating this vowel.
____________________________________________________________________________________
It’s
also a “close vowel”. A close vowel is one where
the jaws come close to each other.
+ /ə/ on the other hand is a “mid vowel”; it means
that the jaws aren't closer to each other. It's also a
“central vowel”. A central vowel means the central
part of the tongue is raised while articulating this
vowel. It's often unrounded.
- T inviteSs some Ss to say some words they know
that include the two sounds.
Suggested outcome:
Students repeats the words correctly
Task 5. Listen and practise the sentences. Underline the bold words with /ə/, and circle the bold
words with /ɪ/. (8 mins)
- T aks Ss to quickly read the sentences. Now T Suggested outcome:
plays the recording for Ss to listen to the sentences. 1. There is a lot of water in the bottle.
T asks them to pay attention to the underlined parts
and underline and circle the appropriate sounds. 2. The farmers here are hard-working.
- T invites some Ss to share their answers. Confirm
the correct ones. 3. They are picking fruits in the orchard.
- T plays the recording again for Ss to repeat the
sentences. 4. People in my village usually gather at
- Have Ss practise the sentences in pairs. T invites weekends.
some pairs to read the sentences aloud. Comment
on their pronunciation of the sounds. 5. Please buy some milk and pasta at the
supermarket.
a. Wrap-up:
- T asks Ss to say make some sentences with words and phrases they remember from the lesson
b. Homework:
Experience:……..……………………………………………………………………………………..
…………………………………………………………………………………………………………
***********🙧🙥***********
I. OBJECTIVES
- The comparative forms of adverbs
____________________________________________________________________________________

- Projector / TV/
- hoclieu.vn
III. PROCEDURE
1. Warm up (6 mins)
a. Aims:
- To review comparative forms of adjectives before the lesson.
- To introduce the term of comparative form of adverbs.
b. Content:
- Making comparison between two pictures.
c. Products:
d. Organization:
Making comparison Questions:
- T shows the pictures on the screen. 1. Who lives faster than the other: people in the
- T asks students to make comparative sentences to countryside or people in the city?
describe the difference between the 2 pictures. 2. Who lives more peacefully than the other:
- T gives some follow-up questions to lead in the people in the countryside or people in the city?
introduction of the target grammar point. Suggested answers:
- T sets the context for the lesson. 1. People in the countryside live more slowly
than people in the city.
2. People in the countryside live more
peacefully than people in the city.
a. Aim:
- To teach Ss the comparative forms of some adverbs that Ss normally use in everyday conversations.
b. Content:
- The comparative adverbs
c. Products:
- Students know how to use the target grammar.
d. Organization:
Grammar teaching: Comparative adverbs Examples:
1. For most adverbs (often with two or more 1. adding more:
syllables), we make comparative forms by adding slowly → more slowly
more. carefully → more carefully
2. For adverbs that have the same forms as
adjectives like fast, hard, soon, etc., we make 2. adding -er:
comparative forms by adding -er. fast → faster
3. Some irregular adverbs hard → harder
3. irregular adverbs:
well → better
____________________________________________________________________________________
badly → worse
a. Aim:
- To help Ss practise the correct comparative forms of adverbs in sentences.
b. Content:
- Task 1. Write the comparative forms of the adverbs in the table below.
- Task 2. Complete the sentences with the comparative forms of the adverbs in brackets.
- Task 3. Complete the sentences with suitable comparative forms of the adverbs from the box.
- Task 4. Read the situations and complete the sentences using the comparative forms of the adverbs
in brackets.
c. Products:
d. Organization:
Task 1. Write the comparative forms of the adverbs in the table below. (4 mins)
- T asks Ss to do the exercise individually and Answer key:
then check their answers in pairs. Comparative
Adverbs
- T invites some Ss to share their answers. forms
Confirm the correct answers. long longer
high higher
late later
quickly more quickly
frequently more frequently
early earlier
much more
little leSs
Task 2. Complete the sentences with the comparative forms of the adverbs in brackets. (5 mins)
- Have Ss do the exercise individually and then Answer key:
compare their answers with their partners. 1. more beautifully
- T asks some Ss to write their answers on the 2. more clearly
board. 3. faster
- T checks the answers with the whole class. T 4. harder
asks Ss to explain how to make the comparative 5. more heavily
form of the adverb given in each sentence.
Task 3. Complete the sentences with suitable comparative forms of the adverbs from the box.
(5 mins)
- Have Ss do the exercise individually and then Answer key:
compare their answers with their partners. 1. more carefully
- T asks some Ss to write their answers on the 2. faster
board. 3. more quietly
- T checks the answers with the whole class. T 4. more soundly
asks Ss to explain how to make the comparative 5. earlier
form of the
adverb given in each sentence. Confirm the
correct answers.
Task 4. Read the situations and complete the sentences using the comparative forms of the
adverbs in brackets. (6 mins)
- T asks Ss to read the situations carefully. If Answer key:
____________________________________________________________________________________
necessary, T may explain each situation to Ss. T 1. The red car can run faster than the black car.
asks Ss to complete the sentences individually 2. Nick can jump higher than Tom.
and then compare their answers with their 3. Mai did better on the exam than Hoa.
partners. 4. The workers arrived earlier than my dad
- T asks some Ss to write their answers on the expected.
board. 5. The buses run more frequently than the trains.
- T checks the answers with the whole class.
a. Aim:
- To help Ss practise using comparative adverbs to make comparisons
b. Content:
- Task 5. Work in pairs. T asks and answer to find out who...
c. Products:
d. Organization:
Task 5. Work in pairs. T asks and answer to find out who:
- Model this activity with a student. T reminds Ss Who:
that they should only use the phrases and the - can run faster
pictures in 4 to T asks and answer about activities - can jump higher
that rural people often do. - stay up late at night
- T asks Ss to work in pairs. T goes round to help - gets up earlier in the morning
weaker Ss. Then, call on some pairs to practise in Suggested outcome:
front of the class. Comment on their performance. A: How fast can you run?
B: I can run 15 kilometres an hour.
A: Ok, so you can run faster than me.
I can run fast but B can run faster than I do.
a. Wrap-up:
- T asks Ss to make sentences about themselves, using comparative adverbs.
b. Homework:
Experience:……..……………………………………………………………………………………..
…………………………………………………………………………………………………………
***********🙧🙥***********
Period 12: Lesson 4: Communication
I. OBJECTIVES
- Give and respond to compliments
____________________________________________________________________________________

- Be ready and confident in real life conversations
- Grade 8 textbook, Unit 2, Communication
- Projector / TV
- hoclieu.vn
III. PROCEDURE
1. Warm up (5 mins)
a. Aims:
b. Content:
- Rearrange to make a conversation.
c. Products:
d. Organization:
Jumbled conversation: Suggested answers:
- T gives out a jumbled conversation. 2. Happy birthday. Wow, you’re wearing such
1. Thank you. Yours is, too. a beautiful dreSs.
2. Happy birthday. Wow, you’re wearing such a 1. Thank you. Yours is, too.
beautiful dreSs. 3. Here is your present. I hope you like it.
3. Here is your present. I hope you like it. 5. This is the best gift I have ever had. I love
4. I’m glad you like it. it.
5. This is the best gift I have ever had. I love it. 4. I’m glad you like it.
- T asks students to rearrange it to make a
meaningful conversation.
- T gives some follow-up questions to lead in the
introduction of the target grammar point.
a. Aims:
- To introduce ways of giving and responding to compliments.
- To help Ss practise giving and responding to compliments.
b. Content:
- Task 1. Listen and read the conversations. Pay attention to the highlighted sentences.
- Task 2. Work in pairs. Make similar conversations to practise giving and responding to
compliments, using the cues below.
c. Products:
- Students know how to use the structures to give and respond to compliments.
d. Organization:
Task 1. Listen and read the conversations. Pay attention to the highlighted sentences. (6 mins)
- T plays the recording for Ss to listen and read the Audio script – Track 10:
two dialogues between Tom and Mai, Nick and Hoa 1.
at the same time. T asks Ss to pay attention to the Tom: What a beautiful kite you have, Mai!
questions and answers. Mai: Thank you, Tom. My dad made it for me
- Have Ss practises the dialogues in pairs. Call on last weekend.
some pairs to practise the dialogues in front of the 2.
____________________________________________________________________________________
class. Nick: You really have a nice dreSs, Hoa.

Hoa: I’m glad you like it, Nick. I think its
colour really suits me.
Task 2. Work in pairs. Make similar conversations to practise giving and responding to
compliments, using the cues below. (6 mins)
- T asks Ss to work in pairs to make similar Cues:
dialogues with the given cues. - a shirt
- T moves around to observe and provide help. Call - a bicycle
on some pairs to practise in front of the class. - a school bag
Comment on their performance.
3. Adverts For Beautiful Villages (26 mins)
a. Aims:
- To help Ss learn about two traditional villages in Viet Nam and the Netherlands.
- To help Ss develop their reading skills for specific information (scanning).
- To provide Ss with practice in giving a presentation about the similarities and differences
between two places.
b. Content:
- Task 3. Read the adverts for the two beautiful villages. Tick the boxes to show which village the
statements describe. Sometimes both boxes need to be ticked.
- Task 4. Work in groups. Take turns to talk about the similarities and differences between Duong
Lam and Hollum.
- Task 5. Work in pairs. Which village in 3 would you like to visit for a holiday? Explain your choice
to your partner.
c. Products:
- Students know about two traditional villages in Viet Nam and the Netherlands.
d. Organization:
Task 3. Read the adverts for the two beautiful villages. Tick the boxes to show which village the
statements describe. Sometimes both boxes need to be ticked. (8 mins)
- T has Ss read the instructions to understand Suggested answers:
what they are going to do. Remind them that
they have to read each statement in the table Duong
Statements Hollum
and then read the two adverts to scan for the Lam
necessary information to help them tick the 1. It’s an ancient
✔ ✔
correct boxes. village.
- T gives Ss time to read the two adverts and 2. We can visit an
tick the boxes in the table. After that, get them ancient pagoda,
to swap answers in pairs. Go around and offer ✔
traditional houses, and
help, if necessary. temples in this village.
- T checks the answers as a class. 3. We can get there by
✔
plane or ferry.
4. We can go there by
✔
car, bus, or bike.
5. It has a lighthouse. ✔
Task 4. Work in groups. Take turns to talk about the similarities and differences between
Duong Lam and Hollum. (8 mins)
- T introduces some words or phrases that are Example:
often used to talk about the similarities and Duong Lam and Hollum are both ancient
differences, such as: both, also, too, like, as, villages, …
____________________________________________________________________________________
unlike, but, however, etc. and give examples to

illustrate.
- T has Ss work in groups, taking turns to talk
about the similarities and differences between
the two villages. T may go round to observe. T
should encourage Ss to say as many sentences
as poSsible. T asks Ss not to interrupt their
group members while they are speaking in
order to correct their errors. Tell them to correct
only common errors after their group members
have finished speaking.
- T calls some Ss to give the presentation to the
whole class. After each student finishes his or
her presentation, T invites comments on his or
her clarity, language, and fluency from other Ss.
Task 5. Work in pairs. Which village in 3 would you like to visit for a holiday? Explain your
choice to your partner. (10 mins)
- T has Ss work in pairs, T asksing and Suggested outcome:
answering questions about the villages they A: Which village would you like to visit for a
would like to visit. T goes around and corrects holiday?
mistakes or gives help when necessary. B: Duong Lam, of course!
Encourage Ss to T asks more questions. A: Why?
- T calls some pairs to perform the Taskin front B: Because I love watching the locals making
of the class. T and other Ss listen and make specialities and …
comments.
a. Wrap-up:
- Have Ss say what they have learnt in the lesson.
b. Homework:
Experience:……..……………………………………………………………………………………..
…………………………………………………………………………………………………………
***********🙧🙥***********
I. OBJECTIVES
- Read about different aspects of a Vietnamese village
- Talk about a village or town where one lives or which one knows
- Love reading and talking about activities in the countryside
II. LANGUAGE FOCUS
____________________________________________________________________________________
Vocabulary: stretch (v), canal (n), cultivate (v), orchard (n)

- Projector / TV
- hoclieu.vn
IV. PROCEDURE
1. Warm up (5 mins)
a. Aims:
- To help Ss understand and activate their knowledge of the topic.
- To help Ss remember some adjectives that are often used to describe scenes and sceneries in the
countryside.
b. Content:
- Task 1. Work in pairs. Look at the picture and discuSs the following questions.
c. Products: :
d. Organization:
Task 1. Work in pairs. Look at the picture and discuSs the following questions. (5 mins)
- T asks Ss to work in pairs discuSsing what they Questions:
can see in the picture. - What can you see in the picture?
- T asks some Ss to say their answers in front of the - Which adjectives in the box can be used to
class. T may T asks other questions to elicit other describe the picture?
things in the picture.
- T asks Ss to work in pairs again, discuSsing which Suggested answers:
adjectives in the box can be used to describe the - paddy fields, cattle (buffaloes), farmers, a
picture. combine harvester, a lake / pond, trees,
- T asks some Ss to say their answers in front of the houses, a dirt road, horizon, etc.
class. - peaceful, vast, picturesque
a. Aims:
- To improve Ss’ knowledge of vocabulary related to community activities.
- To improve Ss’ skill of reading for specific information.
b. Content:
- Vocabulary
- Task 2. Read the text about life in a village in Viet Nam. Match the highlighted words in the text
with their meanings.
- Task 3. Read the text again and tick T (True) or F (False) for each sentence.
c. Products:
d. Organization:
- T explains the meaning of the new vocabulary by New words:
pictures. 1. stretch (v)
- T reveals that the words according to the pictures will 2. canal (n)
appear in the reading text and T asks students to open their 3. cultivate (v)
textbook to find these words 4. orchard (n)
____________________________________________________________________________________
- T checks students’ understanding with with follow-up

questions
Task 2. Read the text about life in a village in Viet Nam. Match the highlighted words in the
text with their meanings. (5 mins)
- T asks Ss to work individually to read the passage and Answer key:
find the highlighted words. 1. c
- T has Ss read aloud the highlighted words. Correct their 2. a
pronunciation if needed. 3. d
- T has Ss match the highlighted words with their 4. b
meanings in the table. Remind them to use the context to
help them.
- T checks the answers as a class.
Task 3. Read the text again and tick T (True) or F (False) for each sentence. (7 mins)
- T asks some Ss to read out loud the sentences in the Answer key:
table. 1. T
- T has Ss work individually for five minutes and tick T 2. T
(True) or F (False). 3. F
- T asks Ss to take turns to give the answers. T asks them 4. F
to show the part in the passage where they found the 5. T
answers.
- Have them read aloud the sentences.
- T checks the answers as a class.
a. Aims:
- To help Ss prepare ideas for the next activity.
- To provide an opportunity for Ss to practise talking about a village or town where they live or
which they know.
b. Content:
- Task 4. Make notes about the village or town where you live or which you know.
- Task 5. Work in groups. Take turns to talk about the village or town where you live or which you
know. Use the information in 4.
c. Products:
- Students’ speaking.
d. Organization:
Task 4. Make notes about the village or town where you live or which you know. (5 mins)
- T tells each Ss to make notes. Set a time limit for Suggested outcome:
Ss to do it. Name: Ha Noi
- T asks Ss to think about a village or town where Location: Northern Vietnam
they live or which they know (its name, location, Scenery: ancient buildings and beautiful
scenery, special features) and the people living sights
there (how they live, what they often do, how they How people live: fast, lively
get along with each other). - Have them note down Activities adults or children often do:
these ideas quickly. chatting, having a coffee with friends, going
shopping
The relationships among the people: friendly,
helpful
Special feature: Old quarter, museums,…
Task 5. Work in groups. Take turns to talk about the village or town where you live or which
____________________________________________________________________________________
you know. Use the information in 4. (10 mins)

- T asks a strong student to model this activity in Suggested outcome:
front of the class. Then have Ss work in groups, I live in Duong Lam. It’s an old village
taking turns to talk about the village or town where outside Ha Noi. It has ...
they live or which they know about. Remind Ss to
use the ideas they have prepared in 4. T may go
round to observe.
- T encourages Ss to say as many sentences as
poSsible. T asks Ss not to interrupt their group
members while they are speaking in order to correct
their errors. Tell them to correct only common
errors after their group members have finished
speaking.
- If there is enough time, call on some Ss to talk
before the whole class, then T invites some positive
comments from other Ss.
a. Wrap-up
b. Homework
Experience:……..……………………………………………………………………………………..
…………………………………………………………………………………………………………
***********🙧🙥***********
I. OBJECTIVES
- Listen to someone’s opinion about life in the countryside
- Write a paragraph about what someone likes or dislikes about life in the countryside
- Love reading and talking about activities in the countryside
II. INSTRUCTIONNAL RESOURCES
- Projector / TV
- hoclieu.vn
III. PROCEDURE
1. Warm up (5 mins)
a. Aims:
____________________________________________________________________________________

b. Content:
- Miming game: Activities that rural people do.
c. Products:
- Students’ answers
d. Organization:
Miming game: Questions:
- T invites some Ss to go to the board. Have them - What am I doing?
mime some activities that rural people often do. T Suggested answers:
asks other Ss to gueSs what the activities are. - cultivating
- Lead to the new lesson: Listening and Writing - harvesting
opinions on life in the countryside. …
- Introduce the objectives of the lesson.
2. Pre- Listening (5 mins)
a. Aims:
- To help Ss understand and activate their knowledge of the topic.
b. Content:
- Task 1. Work in pairs. DiscuSs the following question.
c. Products:
- Students get vocabulary and knowledge for the listening tT asks.
d. Organization:
Task 1. Work in pairs. DiscuSs the following question. (5 mins)
- T asks Ss to work in pairs discuSsing questions Questions:
about what they like or dislike about life in the What do you like or dislike about life in the
countryside. countryside?
- T asks some Ss to share their answers in front of
the class. If necessary, T may T asks them some
other questions about the reasons for their answers.
a. Aims:
- To help Ss develop their skill of listening for specific information.
b. Content:
- Task 2. Listen to three people talking about life in the countryside. Choose the opinion that each
speaker expreSses.
- Task 3. Listen again and choose the correct answer A, B, or C.
c. Products:
d. Organization:
Task 2. Listen to three people talking about life in the countryside. Choose the opinion (A - C)
that each speaker (1 - 3) expreSses. (6 mins)
- Have Ss read the questions in this activity quickly Answer key:
and underline the key words. This helps them have Speaker 1: B
some ideas of what they are going to listen to and the Speaker 2: A
information they need for answering the questions. Speaker 3: C
- T plays the recording twice for Ss to do the exercise.
For stronger classes, T asks Ss to take notes of the
information to explain their answers.
____________________________________________________________________________________
- Have Ss share their answers in pairs.

- T invites some pairs to answer and confirm the
correct ones.
- T plays the recording again if needed, stopping at
places where Ss are having difficulties.
Task 3. Listen again and choose the correct answer A, B, or C. (6 mins)
- Have Ss read the questions and the options, and Answer key:
determine what information they need for answering 1. C
the questions. 2. A
- T plays the recording once or twice more for Ss to do 3. C
the exercise. For stronger classes, T asks Ss to take 4. A
notes of the information to explain for their answers. 5. B
- Have Ss share their answers in pairs.
- T invites some pairs to answer and confirm the
correct ones.
- T plays the recording again if needed, stopping at the
places where Ss are having difficulties.
a. Aims:
- To help Ss practise writing a paragraph about what they like or dislike about life in the countryside
b. Content:
- Task 4. Work in groups. discuSs and write what you like or dislike about life in the countryside.
- Task 5. Write a paragraph (80 - 100 words) about what you like or dislike about life in the
countryside.
c. Products:
- Students’ speaking
d. Organization:
Task 4. Work in groups. discuSs and write what you like or dislike about life in the
countryside.
(4 mins)
- T asks Ss to discuSs and write what they like or Suggested outcome:
dislike about life in the countryside and reasons for Students’ notes
them. Remind them that they can both write full
sentences and make notes, and they can even use
abbreviations.
- Then T asks Ss to share their writings with their
partners. Read out the writings of some more able
Ss to the whole class.
Task 5. Write a paragraph (80 - 100 words) about what you like or dislike about life in the
countryside. (10 mins)
- Set up the writing activity: T reminds Ss that the Suggested answer:
first important thing is always to think about what There are some things I like about life in the
they are going to write. Ss can use the ideas they countryside. One of the main attractions is its
have prepared in 4. T asks Ss to brainstorm the peacefulneSs. This helps people living there
ideas and needed language for writing. T may T feel comfortable and relaxed. Additionally, I
asks Ss to refer back to the reading for useful enjoy its natural beauty. The countryside often
language and ideas and write some useful offers picturesque views of rolling hills,
____________________________________________________________________________________
expreSsions and language on the board. rolling meadows, and vast green fields. This
- T asks Ss to write the first draft individually. T can be a great source of inspiration. Finally, I
may disT plays all or some of the Ss’ writings on appreciate the strong sense of community in
the wall / bulletin board. T and other Ss comment. rural areas. Rural people are very tight-knit
Ss edit and revise their writing as homework. If and always willing to help their neighbours.
time is limited, T may T asks Ss to write the final Overall, these are just some of the many things
version at home. I enjoy about rural life.
a. Wrap-up
b. Homework
- Prepare: Unit 2 – Looking back - Project Experience:……..
……………………………………………………………………………………..
…………………………………………………………………………………………………………
***********🙧🙥***********
Period 15: Lesson 7: Looking back - Project
I. OBJECTIVES
- Review the vocabulary and grammar of Unit 2
- Apply what they have learnt (vocabulary and grammar) into practice through a project
- Grade 8 textbook, Unit 2, Looking back and Project
- Projector / TV
- hoclieu.vn
III. PROCEDURE
1. Warm up (5 mins)
a. Aims:
- To lead into the revision.
b. Content:
- Revision.
c. Products:
- Students can tell the Teacher what they have learnt in unit 2.
d. Organization:
Revision (5 mins)
- T asks Ss to think of what they have learnt Questions:
____________________________________________________________________________________
already in Unit 2. - What have we learnt in Unit 2?

- Ss works in pairs to do the tT asks. T calls Suggested answers:
some students to retell. - words about life in the countryside
- T confirms and leads them to do all the - the sounds /ə/ and /ɪ/ in words and sentences
exercises in books. - comparative forms of adverbs
- giving and responding to compliments
- reading about different aspects of a Vietnamese
village
- talking about the village or town where
someone lives
- listening to someone’s opinion about life in the
countryside
- writing a paragraph about what someone likes
or dislikes about life in the countryside
2. ACTIVITY 1: VOCABULARY (10 mins)
a. Aims:
- To help Ss review the vocabulary of Unit 2.
b. Content:
- Task 1. Write a phrase from the box under the correct picture.
c. Products:
- Students remember the vocabulary learnt.
d. Organization:
Task 1. Write a phrase from the box under the correct picture. (5 mins)
- T has Ss do Task 1 individually then compare Answer key:
their answers with their partners. T asks for Ss’ 1. ploughing fields
answers or T asks some Ss to read out their answers 2. catching fish
in front of the class. 3. drying rice
- T confirms the correct answers. 4. unloading rice
5. feeding pigs
6. milking cows
- Have Ss do Task 2 individually then compare their Answer key:
answers with their partners. T asks for Ss’ answers 1. B
or T asks some Ss to read out their answers in front 2. C
of the class. 3. A
- Confirm the correct answers. 4. C
5. A
3. Grammar (12 mins)
a. Aim: To help Ss revise the forms and uses of comparative adverbs.
b. Content:
- Task 3. Complete the sentences with the comparative forms of the adverbs in brackets.
- Task 4. Underline the mistakes in the sentences and correct them.
c. Products:
d. Organization:
Task 3. Complete the sentences with the comparative forms of the adverbs in brackets. (6 mins)
- T asks Ss to do the exercise individually. Then they Answer key:
____________________________________________________________________________________
can check their answers with a partner before 1. earlier

discuSsing the answers as a class. 2. more fluently
- T confirms the correct answers. 3. more easily
- T reminds Ss to keep a record of their original 4. more heavily
answers so that they can use that information in the 5. harder / better
Now I can … section.
Task 4. Underline the mistakes in the sentences and correct them. (6 mins)
- Have Ss do this activity individually then compare Answer key:
their answers with their partners. 1. as → than
- T asks for Ss’ answers or T asks one student to write 2. quicklier → more quickly
his / her answer on the board. 3. more hardly → harder
- T confirms the correct answers. 4. the earlier → earlier
- Remind Ss to keep a record of their original answers 5. more highly → higher
so that they can use that information in the Now I can
… section.
4. Project (14 mins)
a. Aims:
- To help Ss practise making their own poster about their favourite village and present their work.
b. Content:
- To help Ss develop the skill of working in groups to do a project.
c. Products:
- Students’ speaking
d. Organization:
- T asks Ss to read the instructions again (T has Suggested outcome:
already assigned the project since the first lesson of Students’ posters & presentations
the Unit and checked their progress after each
lesson). Let students have some time to check their
posters for the final time and make any adjustments
if necessary.
- T has groups show their posters and present them
to the class. Remember to have the “show and tell”
seSsion and vote for the best poster.
- Students vote for the best poster.
- T gives feedback.
a. Wrap-up:
b. Homework:
- Students’ workbook
- Prepare: Unit 3 – Getting Started Experience:……..
……………………………………………………………………………………..
…………………………………………………………………………………………………………
***********🙧🙥***********
WEEK 06 UNIT 3: TEENAGERS
____________________________________________________________________________________
PERIOD 16 Lesson 1: Getting started – It’s great to see you again!

I. OBJECTIVES
- Gain an overview about the topic Teenagers
- Gain vocabulary to talk about teenagers.
- Show their sympathy with friends and responsibility for themselves talking about teenagers
and their problems
II. LANGUAGE FOCUS
Vocabulary: forum (n), stress (n), stressful (adj), pressure (n), user-friendly (adj), midterm (adj)
- Projector / TV
- hoclieu.vn
IV. PROCEDURE

1. Warm up (5 mins)
a. Aims:
- To review the previous unit;
- To lead into the new unit.
- Review the previous unit before Ss open their books:
b. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to
warm up to the new class.
c. Products:
- Having a chance to speak English and focus on the topic of the lesson.
d. Organization:
Game: I.N.I.T.I.A.L GAME
- T divides the class into 2 teams.
- T shows 9 different pictures
- Students are shown different pictures and they
need to take the first letter from each picture to
form the mystery word.
- Which team finds the mystery word first will
become the winner. Mystery word: TEENAGERS
- T leads to the new unit. Write the unit title
Teenagers on the board. T asks Ss to gueSs what
they are going to learn about in this unit.
a. Aims:
- To set the context for the introductory dialogue;
b. Content:
____________________________________________________________________________________
c. Products:
- Know more new words.
- Understand the conversation; topic of the lesson,…
d. Organization:
- T introduces the vocabulary. 1. forum (n)
- T explains the meaning of the new vocabulary by 2. stress (n)
pictures. 3. stressful (adj)
- T reveals that these six words will appear in the 4. pressure (n)
reading text and T asks students to open their 5. user-friendly (adj)
textbooks to discover further. 6. midterm (adj)
a. Aims:
- To help Ss read for specific information about the class meeting.
- To help Ss learn words and phrases related to different school clubs;
b. Content:
- Task 2. Read the conversation again and tick T (True) or F (False) for each sentence.
- Task 3. Write a word or phrase from the box under the correct picture.
- Task 4. Complete each of the sentences with a word or phrase in 3. There is one extra word or
phrase.
c. Products:
- Know more new words about school clubs, understand the conversation; topic of the lesson
d. Organization:
- T asks Ss to look at the pictures in the book Questions:
and answer the questions. - Who are the people?
- Ss answers the questions in pairs. - What might they be talking about?
- T plays the recording twice. Ss listen and Suggested answers:
read. - They are T and students.
- T checks Ss’ prediction. T calls 4 Ss to read - They are in a class meeting.
the conversation aloud in pairs. - They are discuSsing their class forum, club
activities to participate in, and their problems.
Task 2. Read the conversation again and tick T (True) or F (False) for each sentence. (7
mins)
- T asks Ss to work in pairs to read the Answer key:
conversation again. 1. F
- T asks them to underline the key words and 2. T
phrases in the statements. Then have pairs 3. T
work together for one or two minutes to do 4. F
the tT asks. 5. T
- Have Ss read out the statements and say if
the statements are true or false.
- Make sure they pronounce the words
correctly.
- T checks the answers as a class and gives
____________________________________________________________________________________
feedback.
Task 3. Write a word or phrase from the box under the correct picture. (7 mins)
- T asks Ss to work in pairs to match the Answer key:
pictures with the words or phrases. 1. language club
- T asks Ss to say the words / phrases 2. pressure
aloud. Make sure they pronounce the 3. arts and crafts club
words and phrases correctly. 4. forum
- T checks the answers as a class and gives 5. sports club
feedback. 6. chess club
Task 4. Complete each of the sentences with a word or phrase in 3. There is one extra
word or phrase. (7 mins)
- T asks Ss to work independently to complete Answer key:
each sentence with a word or phrase in 3. 1. arts and crafts club
- Allow Ss to refer to the pictures, the words 2. forum
and phrases in 3, and the conversation if 3. language club
needed. 4. pressure
5. sports club
- T asks several Ss to read aloud the full
sentences. Correct Ss’ pronunciation if
needed.
a. Aims:
- To help Ss practise T asksing and answering questions for more information about their peers,
and reporting information they have gathered;
- To create a fun atmosphere in the class.
b. Content:
- Task 5. T asks and answer the questions below. Report your friend’s answers to the class.
c. Products:
- Students can report their friend’s answers about types of social media, kinds of pressure and
clubs to the class
d. Organization:
Task 5. T asks and answer the questions below. Report your friend’s answers to the class.
(10 mins)
- T asks Ss to work in pairs to T asks and Questions:
answer questions. 1. What types of social media do you have?
- Encourage Ss to provide their partners with 2. What kind of pressure do you have?
as much information as poSsible, using 3. What clubs do you participate in?
vocabulary they have learnt when they answer 4. Why do you choose to participate in that
the questions. club?
- T asks some Ss to report information about
their partners.
a. Wrap-up
- Refer to the unit title again, then together with Ss, orally list the iSsues that the T and students
discuSs in their class meeting.
- T asks Ss to add any other iSsues relevant to teenagers which are not mentioned in the
conversation.
____________________________________________________________________________________
- T asks Ss to name several school clubs, pressure, and social media.

b. Homework
- Name a list of school clubs and pressures.
- Do exercises in the workbook.
T randomly puts Ss in groups of 4 or 5 and T asks them to brainstorm about the club they
would like to have at school and make a poster about it. Students will show and present their
posters in Lesson 7 – Looking back and Project. (T should check the progress of students’
preparation after each lesson.)
*Experience:
- Chủ đề phù hợp với lứa tuổi của học sinh.
- Giáo viên gợi ý thêm một số ưu điểm của mạng xã hội.
- Nên cho học sinh chia sẻ về áp lực các em đang gặp ở lứa tuổi này.
***********🙧🙥***********
PERIOD 17 Lesson 2: A closer look 1
I. OBJECTIVES
- Identify the combination of some verbs and verb phrases that are often used when teens talk
about using social media.
- Distinguish two sounds /ʊə/ and /ɔɪ/ correctly
- Develop competencies of communication, cooperation, and self-management.
- Raise Ss’ awareness of social media
- Have good attitude to school pressure
II. LANGUAGE FOCUS
Vocabulary:
upload (v) = to copy or move programs or information to a larger computer system or to the
internet
browse (v) = to look at things / check over sth
notifications (n)
log on (to) (v)
check (v)
account (n)
- Projector / TV
- hoclieu.vn
IV. PROCEDURE
1. Warm up (5 mins)
____________________________________________________________________________________
a. Aims:
b. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to
warm up to the new class.
c. Products:
d. Organization:
Game: Word puzzles
- T gives Ss a few minutes to T plays a game. Have
Ss T plays in two groups.
- Tasks Ss to find 6 meaningful words in the
puzzles
- The team with the more correct answers wins.
- T leads in the new lesson.
Answer key: CHECK; POST;

WEBSITE; CLIP; PICTURE;
CONNECT
a. Aims:
- To introduce some verbs and verb phrases that are often used when teens talk about
using social media.
- To allow Ss to use the learnt words in contexts.
b. Content:
- Task 1. Circle the correct options to complete the phrases.
- Task 2. Use the correct form of the verbs in 1 to complete the sentences.
c. Products:
- Know more new verbs and verb phrases that are often used when teens talk about using social
media.
- Know how to use learned words/ phrases in context.
d. Organization:
Task 1. Circle the correct options to complete the phrases. (5 mins)
- Have Ss read aloud the verbs and the word / Answer key:
phrases given. 1. A
- T asks Ss to work in pairs to circle the correct 2. A
options to complete the phrases. 3. B
- Explain the meaning of the new verb phrases by 4. B
using pictures or synonyms or even their 5. B
mother tongue New words:
- T invites Ss to take turns to read out their answers. 1. upload (v) = to copy or move
Correct their pronunciation if needed. programs or information to a larger
computer system or to the internet
2. browse (v) = to look at things / check
- T can also T asks Ss to add more words / phrases over sth
to the verbs to make other phrases. This way, T can 3. notifications (n)
broaden Ss’ vocabulary if they are ready.
____________________________________________________________________________________
4. log on (to) (v)

5. check (v)
6. account (n)
Task 2. Use the correct form of the verbs in 1 to complete the sentences. (5 mins)
- T asks Ss to work individually to complete each of Answer key:
the sentences with a suitable verb from 1. 1. browsed
- T checks the answers as a class. 2. uploaded
- T has some Ss read aloud the complete sentences. 3. connects
- Correct Ss’ pronunciation if necessary. 4. checked
5. logs on
- T asks Ss to work individually to choose the Answer key:
correct answer for each sentence. 1. B
- Ss swap their answers with their partners. 2. C
- T check the answers as a class. 3. A
4. A
- T can also T asks some Ss to read out their
5. B
answers. Then have Ss read the sentences aloud as a
class. Correct Ss’ pronunciation if necessary.
a. Aims:
- To help Ss identify how to pronounce the sounds /ʊə/ and /ɔɪ/;
- To help Ss practise pronouncing the sounds /ʊə/ and /ɔɪ/ in context
b. Contents:
- Task 4. Listen and repeat the words. Pay attention to the sounds /ʊə/ and /ɔɪ/. Then put the
words into the correct columns.
- Task 5. Listen and practise the sentences. Underline the words with /ʊə/ and circle the words
with /ɔɪ/.
c. Products:
- Pronouncing the sounds /ʊə/ and /ɔɪ/ correctly;
d. Organization:
Task 4. Listen and repeat the words. Pay attention to the sounds /ʊə/ and /ɔɪ/. Then put
the words into the correct columns. (6 mins)
- Have Ss listen to the recording once first. Then T Answer key:
asks Ss to read out the words. /ʊə/: tourist, ensure, sure, tournament
- T plays the recording for them to listen again and /ɔɪ/: boy, toy, avoid, choice
repeat each word as a class, then as individuals.
- T plays the recording as many times as poSsible.
- Have Ss complete the tT asks. Check answers as a
class.
Task 5. Listen and practise the sentences. Underline the words with /ʊə/ and circle the
words with /ɔɪ/. (9 mins)
- Have some Ss read the sentences first. Answer key:
- T plays the recording for Ss to listen to, then 1. She is a noisy and curious girl.
repeat each sentence after the recording. 2. They joined a full-day city tour.
- T plays the recording as many times as 3. I found it enjoyable to watch the
necessary. tournament.
- T asks them to underline the words with the 4. She’ll record our voices during the
____________________________________________________________________________________
sound /ʊə/ and circle the words with the sound interview.
/ɔɪ/. 5. He is not acting very mature and is
- T checks the answers as a class. starting to annoy me.
- T calls some Ss to read the sentences
individually.
4. Further Practice (5 mins)

a. Aims: To test students' quick reaction to the targeted sounds
b. Content:
- Game: Slap the board
c. Products:
- Distinguish between the sounds /ʊə/ and /ɔɪ/
d. Organization:
Game: Slap the board (5 mins)
- T writes on the board 15 words with the sounds 15 words with the sounds /ʊə/ and /ɔɪ/:
/ʊə/ and /ɔɪ/. 1. noisy 9. mature
- T divides students into 2 teams. 2. toy 10. annoy
- When T reads out word by word, one student will 3. tourist 11. voice
run to the board and slap on the correct word with 4. tour 12. enjoy
the correct sound. 5. avoid 13. tournament
- The team with more correct answers will be the 6. sure 14. ensure
winner. 7. boy 15. choice
- Ss plays the game. 8. soil
- T invites the winner to read aloud their sentences.
- T gives feedback.
a. Wrap-up
- T asks Ss to summarise what they have learned in the lesson.
- T asks them to list some verb phrases learned in the lesson.
- T asks them to list some other learned words/ phrases related to teenagers’ activities or
pressure, paying attention to their pronunciation.
- T asks Ss to give 2 sounds learned in the lessons and give examples.
b. Homework
*Experience:
- Học sinh nắm bắt được các từ vựng liên quan đến việc sử dụng Internet.
- Học sinh luyện tập cặp tương đối tốt với nguyên âm đôi/ʊə/ and /ɔɪ/
***********🙧🙥***********
PERIOD 18 Lesson 3: A closer look 2
I. OBJECTIVES
____________________________________________________________________________________
- review the knowledge of simple sentences

- distinguish between simple sentences and compound sentences
- identify words that connect independent clauses
- apply the coordinating conjunctions or conjunctive adverbs to combine two sentences
- Raise Ss’ awareness of social media
- Have a good attitude to school pressure
- Projector / TV
- hoclieu.vn
III. PROCEDURE
1. Warm up (5 mins)
a. Aims:
b. Content:
- Game: Board race
c. Products:
d. Organization:
Game: BOARD RACE 1. She is a noisy and curious girl.
- T gives Ss a few minutes to revise the simple 2. They joined a full-day city tour.
sentences. 3. I found it enjoyable to watch the tournament.
- Ss works in two teams. 4. She’ll record our voices during the
- Ss receives slips of paper with simple sentences or interview.
compound sentences. 5. Minh has some problems with his schoolwork.
- Pick out all the simple sentences and run as fast as 6. Mark is hard-working; therefore, he usually
poSsible to stick them on the board, gets high scores on exams.
- Then underline the subjects and circle the verbs of 7. Mai bought many books, for she likes reading.
those simple sentences.
8. He is a club member, but he never
- The team with the more correct answers will be
participates in any of the activities.
the winner
+ T asks each team to read out loud the sentences
they have selected. Correct their pronunciation if
necessary.
+ The team with the most correct sentences wins.
- T asks Ss to look at A CLOSER LOOK 2 on page
31.
a. Aims:
- To review Ss’ knowledge of the simple sentences.
- To raise Ss’ awareness of the simple sentences and compound sentences.
b. Content:
____________________________________________________________________________________
- Review simple sentences

- Learn how a compound sentence is formed and conjunctions
c. Products:
- Recall the form of the simple sentences
- Know how a compound sentence is made up.
- Know some coordinating conjunctions and conjunctive adverbs.
d. Organization:
Grammar: Simple sentences and compound Eg1: Minh has some problems with his
sentences. S V
- T gives 2 sentences and T asks Ss to find their Schoolwork.
subject and verb.
- T asks them to check how many subjects and verbs Eg2: Mark is hard-working; therefore,
are in each of the sentences. S1 V1 connectors
- Tell them to read the Remember! box in pairs he usually gets high scores on exams.
before giving further explanation. S2 V2
- Then T explains to Ss what a simple sentence or a * A simple sentence is made up of one
compound sentence is. independent clause.
- Then T asks Ss to underline the two independent * A compound sentence is made up of two or
clauses in Eg 2, circle the words in between the two more independent clauses
independent clauses. Tell them that there are words * Connectors
other than and and but we use to connect - coordinating conjunctions: for, and, but, or,
two independent clauses in compound sentences. so
- T asks Ss to read aloud as a class the words for, and, - conjunctive adverbs: however, therefore,
but, or, so, however, therefore, otherwise. otherwise.
- Explain the meanings of these words if necessary.
Tell Ss that they can also call these words connectors.
- Remind Ss to use a semicolon (;) before however,
therefore, and otherwise, and the other connectors are
followed by a comma (,)
a. Aims:
- To review Ss’ knowledge of simple sentences.
- To raise Ss’ awareness of simple sentences and compound sentences.
- To help Ss distinguish between words that connect independent clauses.
b. Content:
- Task 1. Tick the simple sentences.
- Task 2. Write S for simple sentences and C for compound sentences.
- Task 4. Combine the two sentences to make compound sentences, using the words from the box.
c. Products:
- Recall the form of the simple sentences
- Know the differences between simple sentences and compound sentences.
- Know the differences between words that connect independent clauses.
d. Organization:
Task 1. Tick the simple sentences. (4 mins)
- T asks Ss to work individually to tick the simple Answer key: 1, 2, 4
sentences.
____________________________________________________________________________________
- T asks Ss to take turns to give their answers.

- Then T asks some Ss to underline the subjects and
circle the verbs of simple sentences.
- T asks several Ss to read aloud the full sentences.
Correct their pronunciation if necessary.
Task 2. Write S for simple sentences and C for compound sentences. (4 mins)
- Have Ss work in pairs to write S for simple Answer key:
sentences and C for compound sentences. 1. S
- T asks some Ss to read out the sentences and say S or 2. S
C. 3. C
- Correct their pronunciation mistakes if necessary. 4. S
- Check the answers as a class. 5. C
- Have Ss work individually to choose the correct Answer key:
answer A, B, or C. 1. C
- Remind them of the meanings of the connectors and 2. B
the punctuation (the comma and semicolon) for 3. A
the connectors. 4. A
- T asks some Ss to read out the complete 5. C
sentences.
Task 4. Combine the two sentences to make compound sentences, using the words from the box.
(10 mins)
- Have Ss work in groups of four for five minutes to Answer key:
write on their posters complete compound sentences 1. Phong has to study harder; otherwise, he may
using the words in the box. fail the exam.
- Remind them to use commas and semicolons when 2. She is very sensitive, so don’t comment on
necessary. Then T asks them to swap answers with her new hairstyle. / She is very sensitive;
other groups. therefore, don’t comment on her new
- Check the answers as a class. hairstyle.
- Have the class read out the sentences. Correct 3. Mi wants to have more friends, but she
their spelling and grammar mistakes when doesn’t connect well with others.
necessary. 4. Students can work in groups, or they can
work in pairs.
5. My friend likes showing off her new things;
therefore, she often posts pictures on social
media. / My friend likes showing off her new
things, so she often posts pictures on social
media.
a. Aims:
- To enable Ss to make compound sentences correctly.
b. Content:
- Task 5. GAME: Which group has the most sentences?
c. Products:
____________________________________________________________________________________
- Students are able to make compound sentences correctly.

d. Organization:
Task 5. GAME: Which group has the most sentences?
Work in groups. Each group makes as many compound sentences as poSsible. The group with the
most correct sentence is the winner. (5 mins)
- T instructs Ss to play the game in groups.
- Have Ss work for two minutes to write compound sentences
using given words on their strips of paper (the words on the slips
of paper given to Ss can be for, and, but, or, so, however,
therefore, otherwise). T may instruct Ss to write their compound
sentences on A1-size paper.
- T invites groups to read out their compound sentences or to
stick the A2-size paper with compound sentences they have
written on the board.
- The group with the most correct sentences is the winner.
a. Wrap-up
- T asks Ss to summarise what they have learnt in the lesson.
- Have them say out loud the connectors (coordinating conjunctions and conjunctive adverbs) they
learnt in the lesson.
- Have them talk about the meanings of the connectors and how to use commas and semicolons
with connectors.
b. Homework
- Do exercises in the Workbook.
*Experience:
- Học đã nhận biết được câu đơn và câu phức.
- Giáo viên nên giúp học sinh đặt câu với các liên từ để các em nắm chắc cách dùng của các liên từ.
***********🙧🙥***********
PERIOD 19 Lesson 4: Communication
I. OBJECTIVES
- Identify how to make requests in English.
- Understand some everyday English phrases and expreSsions about the different social
media that are popular among teens, how often and what they use these media for.
- Practise reading for specific information.
- Apply some everyday English phrases and expreSsions to do exercises and practise them in
real situations in daily life.
- Make requests in English.
- Be collaborative and supportive in pair work and group work.
- Raise Ss’ awareness of social media popular among teens.
____________________________________________________________________________________
- Have a good attitude when making polite requests.

- Grade 8 textbook, Unit 3, Communication.
- Projector / TV
- hoclieu.vn
III. PROCEDURE
1. Warm up (5 mins)
a. Aims:
b. Content:
- Chatting between T and students
c. Products:
- Have a chance to speak English and focus on the topic of the lesson.
d. Organization:
Chatting: Suggested answers:
- T asks Ss some questions: - Can/ Could you paSs me the pen?
+ What do you say when you want sb to paSs you a - Can/ Could you tell me more about the music
pen? club?
+ What do you say when you want sb to tell you
more about the music club?
+ What will we do if we want to politely T asks
somebody to do sth?
- T leads in the new lesson: If we want to politely T
asks somebody to do sth, we make requests. There
are two ways of making requests that we will learn
in Lesson 4. Communication.
- T asks Ss to look at COMMUNICATION on page
32.
a. Aims:
- To introduce two ways to make requests
- To help Ss practise making requests.
b. Content:
- Task 1. Listen and read the dialogue below. Pay attention to the highlighted sentences.
- Task 2. Work in pairs. Make similar conservations, using the cues below.
c. Products:
- Know two ways of making requests.
d. Organization:
Task 1. Listen and read the dialogue below. Pay attention to the highlighted sentences. (5 mins)
- T plays the recording for Ss to listen and read the 1. Can you tell me more about the music club,
dialogue between a student and a school club please?
leader. T asks Ss to pay attention to the highlighted 2. Could you show me the way to the college,
sentences. please?
- Emphasise the ways to make requests (in the
contents column).
____________________________________________________________________________________
- T tells Ss that Can you and Could you are similar

in meaning, and only different in the degree of
formality. Could you is more formal than Can you.
- T has Ss practise the dialogue.
Task 2. Work in pairs. Make similar conservations, using the cues below. (5 mins)
- T asks Ss to work in pairs to make similar - T asks to borrow a book from your classmate.
dialogues. Can you lend me your book that you finished
- T tells them to use the contexts given and the reading, please?
sample requests. - Request some advice on how to do your
- Give feedback on their dialogues. science project.
Could you tell me how to start a science
project?
3. Social Media Popular Among Teens (25 mins)
a. Aims:
- To help Ss have language input about the different social media that are popular among teens,
how often and what they use these media for;
- To help Ss practise reading for specific information.
- To help Ss practise T asksing and answering questions about which social media teens often
use, how often and why they use these media.
b. Content:
- Task 3. Read some posts on a forum about different social media and match the names of the posters
with their activities.
- Task 4. Work in pairs. T asks and answer questions about what social media the teens in 3 use, why,
and how often they use them.
- Task 5. Work in groups. DiscuSs the following questions and then report your group’s result to the
class.
c. Products:
- Students are able to identify the different social media that are popular among teens, how often and
what they use these media for.
- Students practise reading for specific information.
- Students are able to about which social media they often use, how often and why they use these
media.
d. Organization:
Task 3. Read some posts on a forum about different social media and match the names of the
posters with their activities. (5 mins)
- T asks some Ss to read the posts aloud. Answer key:
- T has Ss work in pairs to read the posts to match the Ann: 2
name of the four teenagers and their activities (1 - 5). Tom: 4,5
- T asks some pairs to read out their answers. Correct if Trang: 1
necessary. Nam: 3
- If time allows, T asks some Ss to retell information
from the posts or to role-T plays a conversation.
Task 4. Work in pairs. T asks and answer questions about what social media the teens in 3 use,
why, and how often they use them. (10 mins)
- Have Ss work in pairs to T asks and answer questions Model dialogue:
about which social media each of the four teenagers Tom: What social media does Ann use?
____________________________________________________________________________________
uses, what for and how often they use the media. Nam: She uses YouTube.
- T asks them to follow the example in the Student’s Tom: What does she use it for?
Book. Nam: She uploads her videos and watches
- T invites some pairs to role-T plays, T asksing and other people’s videos.
answering questions in front of the class. Correct any Tom: How often does she use it?
grammar or pronunciation mistakes if necessary. Nam: Every day.
Task 5. Work in groups. DiscuSs the following questions and then report your group’s result to
the class. Report your group’s results to class. (10 mins)
- Have Ss work in groups to discuSs the answers to 1. What social media do you use?
the three questions about social media. 2. How often do you use it?
- Tell them that they can give more than one reason to 3. What do you use social media for?
explain their choice.
- T asks them to use the information from the posts in 3
as cues.
- T invites group representatives to report their group’s
answers.
a. Wrap-up
- T asks Ss what they have learnt in the lesson.
- Ss retell 2 ways of making requests and list some popular social media among teens.
b. Homework
***********🙧🙥***********
PERIOD 20 Lesson 5: Skills 1
I. OBJECTIVES
- Recognise reading skills for specific information and general information about school
clubs.
- Remember the lexical items related to school clubs.
- Recognise how to make a conversation to T asks and answer about school clubs
- Develop presentation skill
- Raise Ss’ awareness of school clubs and the benefits of joining clubs
- Have a good attitude towards joining school clubs.
II. LANGUAGE FOCUS
Vocabulary: concentrate (v), focused (adj), craft (n), beforehand (adv), practical (adj)
- Projector / TV
____________________________________________________________________________________
- hoclieu.vn
IV. PROCEDURE

1. Warm up (3 mins)
a. Aims:
- To create an active atmosphere in the class before the lesson
- To remind Ss of some activities and school clubs teens often take part in
b. Content:
- Brainstorming
- Pictures describing
c. Products:
- Be able to speak English and focus on the topic of the lesson.
d. Organization:
Brainstorming (Task1) Suggested answers:
- T asks Ss to list school clubs teens often take part - Badminton/ bT asksetball club, English club,
in. chess club, arts club, football club, …
- Have the class work in pairs to describe the - 2 clubs in the pictures: Chess club, arts and
pictures and say what club the teenagers in the craft club
pictures are taking part in.
- T asks Ss to discuSs the reasons they want to join
a school club like these.
- T asks Ss to look at SKILLS 1 on page 33.
a. Aims:
- To introduce some new words and set the context for the reading
- To improve Ss’ skill of reading for general information and details.
b. Content:
- Task 2. Read the conversation and tick T (True) or F (False) for each sentence.
- Task 3. Read the conversation again and choose the correct answer A, B, or C.
c. Products:
- Know more new words
d. Organization:
- T introduces the vocabulary. * Vocabulary:
- T explains the meaning of the new vocabulary by 1. concentrate (v)
pictures. 2. focused (adj)
- T reveals that these five words will appear in the 3. craft (n)
reading text and T asks students to open their 4. beforehand (adv)
textbook to discover further. 5. practical (adj)
Task 2. Read the conversation and tick T (True) or F (False) for each sentence. (10 mins)
- T asks Ss to work individually to read the Answer key:
conversation and to decide if the statements below 1. T
the conversation are true or false. 2. T
- Ss reads and tick T (True) or F (False).
3. F: when he was five => 5 years ago
- T asks Ss to underline the evidence to support each
4. T
____________________________________________________________________________________
statement.
- Have Ss work in pairs to swap answers or to check
answers together.
- T asks some Ss to read out loud the statements and
say true or false. T asks them to show the parts in the
reading where they found the answers.
Task 3. Read the conversation again and choose the correct answer A, B, or C. (10 mins)
- Have Ss work individually for seven minutes and Answer key:
circle the correct answers. 1. B
- T reminds Ss to underline the keywords in the 2. C
questions and the evidence for the answers. 3. B
- T asks Ss to take turns giving the answers. T asks 4. B
them to show the parts in the reading where they 5. C
found the answers.
a. Aims:
- To help Ss practise T asksing and answering questions for information about school clubs;
- To give Ss an opportunity to practise explaining their reasons or the benefits they gain.
b. Content:
- Practise T asksing and answering questions for information about school clubs;
- Practise explaining their reasons or the benefits they gain.
c. Products:
- Speak about school clubs
- Know the benefits of school clubs and talk about them.
d. Organization:
Task 4. Work in pairs. Make conversations using the given information. (9 mins)
- Have Ss work in pairs to T asks and answer Suggested questions:
questions about the guitar club and painting - What time does the club meet?
club. - Where does it meet?
- T aSsists Ss to make questions when - How can I contact the club? / What is the
necessary. contact number of the club?
- T asks them to practise giving some benefits / - Who will coach the club?
reasons. Encourage them to think of other - What are the benefits you get when you join the
poSsible benefits / reasons. club? / Why do you want to join this club?
- T asks some pairs to role-T plays.
Task 5. Work in groups. T asks and answer questions about a club at your school. Report the
answers to your class. (6 mins)
- Have Ss work in groups to T asks and answer
questions about a school club they would like to
participate in.
- T asks them to give as many benefits and/ or
reasons why they want to take part in the club.
Tell them to explain the reasons based on their
likes, dislikes, abilities, or personalities.
- T invites one representative of each group to
report their group’s answers to the class.
____________________________________________________________________________________
a. Wrap-up
- T asks Ss what they have learnt in the lesson.
- Ss retell some school clubs they have learnt after the lesson and their benefits.
b. Homework
***********🙧🙥***********
PERIOD 21 Lesson 6: Skills 2
I. OBJECTIVES
- Listen for general and specific information about teen stress
- Recall the lexical items related to pressures teens face
- Write a paragraph about the causes and solutions
- Raise Ss’ awareness of pressures teens face
- Have a positive attitude toward pressures and know how to deal with them
II. LANGUAGE FOCUS
Vocabulary: parental (adj), bully (v), bullying (n), peer (n)
- Projector / TV
- hoclieu.vn
IV. PROCEDURE
1. Warm up (3 mins)
a. Aims:
- To create an active atmosphere in the class before the lesson
- To help Ss focus on the listening & writing topic
b. Content:
- Use the technique “Table cloth” to elicit some types of pressure that teens face.
c. Products:
- Students can identify and name types of pressure that teen may face
d. Organization:
Game: Table cloth Suggested answers:
- T divides the class into 4 groups. Pressure from parents, pressure from work,
- In 2 minutes, Ss write down on the poster as many pressure from schoolwork, pressure from
types of pressure as poSsible. friends, peer pressure, exam pressure, pressure
- The group with the most correct answers will be to get into gifted/ high schools, pressure of
the winner. getting higher marks, …
____________________________________________________________________________________
- T asks Ss to look at SKILLS 2 on page 35.

a. Aims:
- To improve Ss’ skill of listening for general information.
- To improve Ss’ listening comprehension and note taking skills.
b. Content:
- Learn some new words.
- Task 1. Which types of pressure below do you think teens face?
- Task 2. Listen to a conversation and choose the correct answer to each question.
- Task 3. Listen to the conversation again and fill each blank with ONE word.
c. Products:
- Know more new words about teen pressure
- Get specific information about teen pressure through listening
d. Organization:
- T introduces the vocabulary. * Vocabulary:
- T explains the meaning of the new vocabulary by 1. parental (adj)
pictures. 2. bully (v)
- T reveals that these four words will appear in the 3. bullying (n)
listening text and T asks students to open their 4. peer (n)
textbook to discover further.
Task 1. Which types of pressure below do you think teens face? (3 mins)
- T asks Ss to work in pairs to circle the types of Suggested answer: A, C, D
pressure teens face. T asks Ss to add as many stress
types as they know.
- T tells Ss that they are going to listen to a
conversation between some students about the
pressures and causes of stress teens face.
Task 2. Listen to a conversation and choose the correct answer to each question. (6 mins)
- T asks Ss to work individually to read through Answer key:
Questions 1 and 2. 1. C
- T asks them to underline keywords in 2. B
the questions, for example, “How many ...” or
“What ... discuSsing”.
- T plays the recording once for Ss to circle the
answers.
- Check Ss’ answers and T plays the recording again
for them to better understand the conversation
among Minh, Ann and Mi. Stop or rewind the
recording where necessary.
Task 3. Listen to the conversation again and fill each blank with ONE word. (10 mins)
- T asks Ss to work in pairs to read the table and to Answer key:
predict the word they will need to fill in each blank. 1. parents
- Tell them to think about the part of speech of the 2. abilities
word they will need to use for each blank (e.g. 3. body / weight
adjective, verb, or noun). Remind them of the 4. good
poSsible plural and singular forms of nouns. 5. sister
____________________________________________________________________________________
- T plays the recording once. Give them two 6. talk

minutes to fill in the blanks. Remind Ss that they
should write only ONE word for each blank.
- T plays the recording again and check answers as a
class.
a. Aims:
- To provide Ss with vocabulary and ideas about the causes of teens’ stress and solutions
- To improve Ss’ writing skill of writing a paragraph about the causes of the stress and solutions to
stress.
b. Content:
- Task 4. Match the causes of teen stress with the poSsible solutions. There may be more than one
solution to a problem.
- Task 5. Write a paragraph (80 - 100 words) about the cause(s) of your stress and offer solutions.
c. Products:
- Students are able to identify the causes of teen stress and give their solutions
- Write a paragraph about the causes of the stress and their solutions
d. Organization:
Task 4. Match the causes of teen stress with the poSsible solutions. There may be more than one
solution to a problem. (5 mins)
- T asks Ss to work in pairs to read the suggested Suggested answer:
ideas in the table and match causes of teens’ stress 1. B
with solutions. Remind them that they can match 2. D
more than one solution to a cause. 3. C
- T asks Ss to add any more causes and solutions 4. A, B, D
they can think of.
- T asks some Ss to read out loud each cause and
solution. Tell them that they can add any more
solutions they can think of.
- Correct their pronunciation where necessary.
Task 5. Write a paragraph (80 - 100 words) about the cause(s) of your stress and offer solutions.
(10 mins)
- T asks Ss to work individually to write for 5 Suggested answer:
minutes. Tell them to use the information in 4 and I often feel stressed because of schoolwork, and
any other ideas they may think of. here are the ways I deal with my stress. First, I
- T asks one student to read out his / her often talk to my parents about how I feel and
paragraph. what I expect my parents to help. Second, I
- If time allows, T can also T asks Ss to work in stopped staying up late to T plays games or chat
groups and record ideas on an A1 / A0 size piece with peers. I turn off my computer and
of paper, then T organises a gallery walk. smartphone at 10 p.m. Third, I also tell my
- Ss walks around and offer feedback on peers’ parents that I am making efforts, but there are
writing. subjects that I
don’t really like so I can’t get very high marks
as they expect. I also stop going to extra classes
and increase self-study.
a. Wrap-up
____________________________________________________________________________________
- T asks Ss what they have learned in the lesson.

- Ss tells the whole class about their stress and what they often do to deal with stress.
b. Homework
- Prepare: Unit 3 – Looking back - Project
***********🙧🙥**********

WEEK: 8
Period: 22
UNIT 3: TEENAGERS
Lesson 7: LOOKING BACK & PROJECT
I. OBJECTIVES:
* By the end of this lesson, Ss will be able to gain the following:
- Review the vocabulary and grammar of Unit 3.
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
+ Vocabulary: - Words related to teen school clubs, teens’ use of social media, and teen stress
and pressure.
+ Grammar: - Simple sentences and compound sentences.
- Making requests.
- Repeat and distinguish the structures of simple sentences and compound sentences
- Memorise the uses of some conjunctions.
- Use the structures of simple sentences and compound sentences to do exercises.
- Apply what they have learnt (vocabulary and grammar) into practice through a project
- Develop presentation skill.
- Develop critical thinking skill.
- Consolidate Ss’ awareness of teen school clubs, teens’ use of social media, and teen stress
- Have a positive attitude toward pressures and know how to deal with them.
- Teacher: Grade 8 text book, laptop, projector / TV.....
- Students: Text books, workbook…
- Sach mem.vn; Or hoclieu.vn .
III. PROCEDURE
1. WARM UP & INTRODUCTION ( 3’- 5’)
____________________________________________________________________________________
* Aims:
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the subject and new lesson.
* Products: Having a chance to speak English.
* Organization: T’s instructions …
+ Greeting + Greeting T_Ss.
Kim’s game:
- T asks Ss to work in groups of three or four
students
- Get them look at the pictures about some kinds of
pressure on the screen.
- T tells Ss that the pictures will disappear after 2
seconds, so they should try to remember all the
pictures without writing them down.
- After all the pictures disappear, Ss have 1 minute
to write down the kinds of pressure in each picture
on their poster. (2 points for each correct answer) - Open the book and write the tittle of the
- T gets Ss to swap the posters among groups and lesson.
give corrections after T shows the answers.
- Ss gives marks to their friends’ answers.
- T leads in the lesson.
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
A. PRACTICE EXERCISES
VOCABULARY
* Aims:
- To help Ss review the vocabulary learnt.
- To help Ss review compound sentences.
- To help Ss create compound sentences by writing a simple sentence to complete the given
sentences.
* Content: Revision.Complete the webs with suitable words and phrases. Do the filling
* Products: Ss know how to use words/ phrases correctly in the context.
* Organization: T’s instructions.
ACTIVITY 1. Complete the webs with suitable words and phrases.
* - T has Ss work individually to complete the webs - T_Ss
with words / phrases. *Suggested answers:
- T checks answers as a class. - activities on social media: browsing
- T has Ss read out their words/phrases from their websites, uploading pictures, checking
webs. notifications, connecting with friends,
____________________________________________________________________________________
- Correct Ss’ pronunciation if necessary. discuSsing problems, sharing opinions,

- T confirms the correct answers. commenting on posts, sharing posts
+ Causes of teen stress: pressure from
parents’ , pressure from schoolwork, bullies
, bullying, spend too much time on social
media…
ACTIVITY 2: Fill each blank with the correct form of the words in the box.
- T has Ss work individually to fill in each blank - T_Ss
with the correct form of the words from the box. * Answer key:
- T checks answers as a class. 1. participates 2. clubs
- T asks some Ss to read the passage aloud. 3. connects 4. skills
- Correct Ss’ pronunciation if necessary. 5. upload 6. bullies / bullying
B. GRAMMAR
* Aims:
- To help Ss review compound sentences.
- To help Ss create compound sentences by writing a simple sentence to complete the given
sentences.
* Content: Practicing compound sentences . Complete the sentences,
* Products: Ss do exercises correctly.
* Organization: T’s instructions.
ACTIVITY 3: Use the conjunctions provided to connect the sentences.
- T has Ss work individually to connect the two - T_ Ss
simple sentences to create a compound sentence *Answer key:
using the words in bold. Remind them of the 1. Mai is the head of the club, so she knows
meanings and use of the connectors. the members very well.
- Then T asks Ss to work in pairs to swap and check 2. Lan wanted to go to the party, but she
their answers. couldn’t choose a suitable dreSs.
- T checks answers as a class. 3. Tom felt stressed; however, he tried to
- T asks one student to read out the sentences. finish his homework.
Correct his / her pronunciation if necessary. 4. He isn’t a member of the chess club;
therefore, he won't join the chess
competition.
5. We will have a short holiday; otherwise,
we will feel very stressed.
ACTIVITY 4: Complete the sentences below. Then compare your sentences with your
partners’.
- T asks Ss to work individually to complete the - T_ Ss.
sentences as requested. * Suggested answer:
- T asks one or two Ss to go to the board and write 1. Teens need to have good health, so they
their full sentences. should do some sport(s).
- Then T asks the class to work in pairs. Tell them to 2. His parents have high expectations of
____________________________________________________________________________________
swap their sentences and check their partner’s him, but they don’t care about his abilities.
answers. 3. Teenagers should develop social skills;
- T checks the sentences on the board. otherwise, they may not be able to
- Have all Ss correct their partner’s answers. communicate with peers and other people.
- T asks some Ss to read out their sentences. 4. We sometimes feel lonely and sad;
- Correct Ss’ language and pronunciation if therefore, we need our families and friends.
necessary. 5. He does very well at school; however, he
doesn’t have teamwork or communication
skills.
4. PRODUCTION/ PROJECT ( 8’)
Our school club
* Aims:
- To help Ss brainstorm ideas about a club they would like to have at their school;
- To raise Ss' awareness of the need to participate in a school club;
- To improve Ss' teamwork and public speaking skills.
* Content: Ss to work in groups to do the project. Present the poster to the class.
* Products: Students’ speaking. Present the poster of a club Ss would like to have at their school.
- T has Ss work in groups to discuSs a club they Our school club
would like to have at their school. T asks them to * T should assign the project in earlier
answer the suggested questions when brainstorming lessons such as in GETTING STARTED
ideas: name of the club, club activities, club meeting lesson. Make sure you guide them carefully
times, and contributions they can make to the club. and check their progress after each lesson.
- T tells Ss that they can draw pictures or take In the last lesson (LOOKING BACK),
photos to illustrate the club. T asks groups of Ss to - Ss to present their report to the class.
pin / tape / glue the pictures / photos and write the - Ss plays all the posters on the wall or
ideas they brainstormed on a large piece of paper
bulletin board; Each group presents the
and present it to the class.
- If time is limited, T can assign the project in earlier poster they prepare to the whole class.
lessons such as in GETTING STARTED lesson.
Make sure you guide them in detail and check their ** Students’ posters & presentations
progress after each lesson. In the last lesson
(LOOKING BACK), T asks Ss to present their
poster.
** T checks Ss’ grammatical and spelling
mistakes on their poster and gives feedback.
5. WRAP-UP & HOMEWORK (2’)

* T asks Ss to complete the self-aSseSsment table.
- Identify any difficulties and provide further practice.
* HOMEWORK:
- Prepare: REVIEW 1 (LANGUAGE)
=========================================
____________________________________________________________________________________

WEEK: 8
Period: 23
REVIEW 1 (UNIT 1-2-3)
Lesson 1: LANGUAGE / Pronunciation- Vocabulary-Grammar
I. OBJECTIVES
By the end of this review, Ss will have revised the language they have learnt and the skills
they have practised in Units 1, 2, 3.
- To revise the language and skills they have learnt in Unit 1-2-3.
- Revise the words related to hobbies and verbs of liking and disliking; healthy activities and
health problems; and words related to community activities;
- Pronounce the sounds /ʊ/ and /u:/; /ə/ and /ɪ/; /ʊə/ and /ɔɪ/ correctly in isolation and in context;
- Revise the use of verbs of liking/ disliking + gerund; simple sentences and compound sentences.
- Revise how to T invites and accept invitations; Giving and responding to compliments. Making
requests.
a) Vocabulary: Ss revise the words related to leisure time and verbs of liking and disliking; Life
in the countryside, Teen school clubs, teen’ use of social media, and teen stress.
b) Grammar : Revise the use of verbs of liking/ disliking + gerund; simple sentences and
compound sentences;
c) Writing :
- Writing an email about leisure activities with friends; Writing a passage about what someone
likes or dislikes about life in the countryside; Writing a paragraph about the causes of one’s stress
and solutions to deal with it.
- Develop communication skills and cultural awareness
- Develop communication skills and creativity.
- Be cooperative and supportive in pair work and teamwork.
- Love talking about activities in leisure time. Love talking about activities in the countryside.
Talking about themselves and their problems.
- Have the good attitude to working in groups, individual work, pair work, cooperative learning.
- T: Grade 8 text book, laptop, projector / TV.....
- Sach mem.vn; Or hoclieu.vn
III. PROCEDURE
1. WARM UP & INTRODUCTION (5’)
* Aims: Introduction
- By the end of this review, students will have revised the language they have learnt and the skills
they have practised in Units 1 – 3.
- Ss revise what they have learnt so far in terms of language and skills.
- Summarise their answers in notes and write them in a top corner of the board. Briefly revise some
important / difficult ones before starting the review.
* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss
____________________________________________________________________________________
to warm up to the new lesson.

* Organization: T’s instructions…...

+ Greeting + Greeting
+ Revision on the old lessons/ Chatting + T_Ss
- T asks Ss some questions about them and class. - Ss listen and learn how to do.
- T asks Ss to open their book and introduce what
they are going to study…. - Open their book and write .
2. PRESENTATION/ NEW LESSON (25’)
A. LANGUAGE: Pronunciation
* Aims:
- To help Ss review the sounds /ʊ/ and /u:/; /ə/ and /ɪ/; /ʊə/ and /ɔɪ/ in Units 1 - 3.
- To help Ss review new vocabulary learnt in Unit 1-3.
- To provide Ss with more practice with use of some keywords.
* Content: Review the pronunciation of the sounds. Choose the correct answerd .Complete the
sentences.
* Products: Pronouncing the sounds correctly. Do exercises.
* Organization: T’s instructions…..
ACTIVITY 1. Circle the word whose underlined part is pronounced differently from the others
- Write some words containing the sounds taught - T_ Ss
in Units 1 - 3 on the board. + Ss listen to the instructions carefully and learn
- Underline the letter(s) containing the sounds. how to do the tT asks.
- T asks Ss to read the words on the board aloud. * Key : 1. B 2. D 3. B 4. C 5. B
* Audio script:
- Correct their pronunciation if needed.
Circle the word whose underlined part is
- T allows Ss some time to do the exercise. pronounced differently from the others
- T calls on some Ss to share their answers. 1. A. good B.cool C. foot D. cook
- T checks and confirm the correct answers 2. A. June B.rude C. truth D. put
3. A. village B.buffalo C. cottage D.
shortage
4. A. ensure B.insure C. picture D.
surely
5. A. avoid B.doing C. choice D.
join
ACTIVITY 2: Choose the correct answer A, B, or C.
- Have Ss work individually.

- Then T asks some Ss to read out their Key:
- T confirms the correct answers 1. B 2. C 3. B 4. A 5. B
- Correct Ss' pronunciation if necessary
ACTIVITY 3 : Complete the sentences with the words from the box.
- Have Ss do this exercise individually or in pairs. - T_ Ss
- Have Ss read the words in the box first and see if * Key:
they remember their meanings.
____________________________________________________________________________________
- T asks Ss to read each sentence and decide which 1. hospitable 2. pressure

word from the box best fits in. 3. focus 4. trained
- T checks the answers as a class. T asks Ss to
5. bully
show the keyword(s) in each sentence which
help(s) them do the tT asks
Grammar
* Aims:
- To help Ss revise the use of verbs of liking / disliking + gerunds and comparative adverbs.
- To provide Ss with more practice on the use of connectors that connect independent clauses to
make compound sentences: so, but, and, otherwise, therefore.
* Content: Review the grammar points. Choose the correct answers. Underline the correct bold word
in each sentence.
* Products: Revision. Choose the correct answers. correctly. Do exercises .
* Organization:
ACTIVITY 4 : Choose the correct answer A, B, or C.
- Have Ss do this exercise individually or in pairs.
- Have Ss read the words in the box first and see if + T- Ss ; Ss
they remember their meanings. * Key:
- T asks Ss to read each sentence and decide which 1.B 2. A
word from the box best fits in. 3. C 4. B
- T calls on some Ss to share their answersnwith 5. A
the class.
- T checks the answers as a class. T asks Ss to
show the keyword(s) in each sentence which
help(s) them do the tT asks.
3. FURTHER PRACTICE (10’)
ACTIVITY 5 : Underline the correct bold word in each sentence.
- T helps Ss revise the use of connectors that
connect independent clauses to make compound + T- Ss ; Ss
sentences: so, but, and, otherwise, therefore by
writing one sentence with so (or but, and) and
one sentence with therefore (or otherwise). * Key:
- T reminds them of the use of these connectors 1. so
and the punctuation that goes with them. For 2. but
example, all these connectors stand at the 3. Otherwise
beginning of the second clause: so, but, and stand 4. and
behind a comma; otherwise and therefore stand 5. therefore
between a semicolon and a comma.
- Have Ss work individually or in pairs.
- T asks Ss to read each sentence and underline the
clues that show the appropriate connector to use
before Ss do the exercise.
- T calls on some Ss to share their answers with
the class.
____________________________________________________________________________________
- T confirms the correct answers as a class.

Explain if necessary. T may then call on some Ss
to read aloud the correct sentences.
+ Do more exercises if have time.
- Summarise the main points.
- T asks Ss what they have learnt so far. Have them recall the important grammar points.
+ Words / phrases . Vocabulary; The grammar points.
* HOMEWORK
- Read again the conversation
- Do more exercises in workbook.
- Make more sentences using adverbs of frequency.
- Prepare: Review (SKILLS)
==========================

WEEK: 8
Period: 24
REVIEW 1 (UNIT 1-2-3)
Lesson 2: SKILLS / Reading- Speaking- Listening - Writing
I. OBJECTIVES:
By the end of this review, Ss will have revised the language they have learnt and the skills
they have practised in Units 1, 2, 3.
- To revise the language and skills they have learnt in Unit 1-2-3.
- Revise the words related to hobbies and verbs of liking and disliking; healthy activities and
health problems; and words related to community activities;
- Pronounce the sounds /ʊ/ and /u:/; /ə/ and /ɪ/; /ʊə/ and /ɔɪ/ correctly in isolation and in context;
- Revise the use of verbs of liking/ disliking + gerund ; simple sentences and compound
sentences.
- Revise how to T invites and accept invitations; Giving and responding to compliments.Making
requests.
a) Vocabulary: Ss revise the words related to leisure time and verbs of liking and disliking; Life
in the countryside, Teen school clubs, teen’ use of social media, and teen stress.
b) Grammar : Revise the use of verbs of liking/ disliking + gerund ; simple sentences and
compound sentences;
c) Writing :
- Writing an email about leisure activities with friends ; Writing a passage about what someone
likes or dislikes about life in the countryside; Writing a paragraph about the causes of one’s stress
and solutions to deal with it.
- Develop communication skills and cultural awareness
- Develop communication skills and creativity.
- Be cooperative and supportive in pair work and teamwork.
____________________________________________________________________________________
- Love talking about activities in leisure time.Love talking about activities in the countryside.
Talking about themselves and their problems.
- Have the good attitude to working in groups, individual work, pair work, cooperative learning.
- T: Grade 8 text book, laptop, projector / TV.....
- Sach mem.vn; Or hoclieu.vn
III. PROCEDURE
1. WARM UP & INTRODUCTION (5’)
* Aims: Introduction
- By the end of this review, students will have revised the language they have learnt and the skills
they have practised in Units 1 – 3.
- Ss revise what they have learnt so far in terms of language and skills. Summarise their answers and
add some more information if necessary.
* Content: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss
to warm up to the new lesson.
* Organization: T’s instructions….
+ Greeting + Greeting
+ Revision / Chatting - T_ Ss / Chatting
- T asks Ss some questions about old lessons and class. - Ss listen and learn how to do.
- T asks Ss to open their book and introduce what they
are going to study…. - Open their book and write .
2. PRESENTATION/ NEW LESSON (25’)
PRACTICE EXERCISES - SKILLS
Reading
* Aims:
1. To provide Ss with practice in reading for main ideas and specific information.
* Content: Practise reading. Choose the correct answer, A, B, C .
* Products: SS get more general and specific information of the text.
ACTIVITY 1. Read the passage and choose A, B, or C
- Familiarise Ss with a new genre by T asksing them to + T- Ss ; Ss
look quickly at the text and the first paragraph, then
answer questions: What do you think is the purpose of * Key:
the text?, How many subheadings are there?, What do 1. B
you think the subheadings are about? 2. C
- T asks Ss to do the exercise individually.
- T guides them to read the information in the text. 3. A
- T calls on some Ss to share their answers with the class. 4. C
- T confirmss the correct answers as a class. Explain if 5. B
needed.
____________________________________________________________________________________
Speaking
* Aims:
2. To provide Ss with an opportunity to talk about the reasons people like/ dislike living in the
countrysideand advantages and disadvantages of living in the city.
* Content: T asks and answer. Practice speaking.
* Products: Ss T asks and answer using questions.
ACTIVITY 2: Read the passage and choose the correct answer A, B, or C.
- Have Ss work in pairs.
- T asks Ss to make notes for the three questions. - T asks
them to look at Unit 2 (if necessary) for vocabulary about
life in the countryside and city, and advantages and
disadvantages of living there.
- T allows Ss some time to interview each other and take
notes of their partners' answers.
- T calls on some pairs to report their answers to the
class. Each pair answers one question to allow
opportunities for other pairs.
- Listen and comment, especially on the explanations.
Listening
* Aims:
3. To provide Ss more practise in listening for specific information.
* Content: Listen and complete to each sentence.
* Expected outcomeSss listen and can complete the sentence correctly.
* Organization:
ACTIVITY 3 : Listen to Tom and Mai talking about their lives in the city and the countryside.
Fill in the blank with ONE word.
- Have Ss read the instructions and the table first to get
an overall idea of what they are going to listen to and to - T – Ss
gueSs what information they need to fill in each blank. T - Ss
asks them to think of the part of speech first (adjectives, * Key:
verbs, or nouns) and predict the poSsible words. 1. Places
- T plays the recording and allow Ss some time 2. convenient
afterwards to complete their answers. 3. public
- T checks the answers as a class. If needed, T plays the 4. spacious
recording again and pause when an answer comes. 5. hospitable
Writing
* Aims:
4. To provide Ss with practice in writing a paragraph about leisure activities that a member of
their family does.
* Content: Write a paragraph about leisure activities that a member of their family does.
* Products: Ss can a paragraph about leisure activities that a member of their family does.
* Organization:
____________________________________________________________________________________

ACTIVITY 4 : Write a paragraph ( 80- 100 words) about the leisure activities one of your
family mambers does. You may use the following questions as cues.
- T has Ss work individually. T asks Ss to read and - T_ Ss
answer the questions 1 - 3. * Suggested answer:
- T allows Ss some time to write. In his free time, my father likes
- T asks them to write about 7 to 8 sentences. watching television, especially watching
- T asks some Ss to read aloud their writing and give sports programmes. He rarely miSses
feedback on vocabulary, grammar structures showing any football match or tennis match. He
likes and dislikes, and connectors. often T asks me to watch tennis and
football with him. He likes watching
sports on television because he really
likes sports, and he also likes following
his favourite sports T playsers. He also
feels relaxed when lying on the sofa
watching television. Moreover, he also
watches other television programmes to
update himself.
- Summarise the main points.
- T asks Ss what they have learnt so far. Have them recall the important grammar points.
+ Words / phrases. Vocabulary; The grammar points.
* HOMEWORK
- Do more exercises in workbook.
- Make more sentences using adverbs of frequency.
- Prepare: Revision
KÍ DUYỆT CỦA BAN GIÁM HIỆU KÍ DUYỆT CỦA TỔ CHUYÊN MÔN
____________________________________________________________________________________

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NGUYEN BINH KHIEM SECONDARY SCHOOL GLOBAL SUCCESS 8

Date of preparation: 02/09/2023

Vocabulary pre-teaching New words:

- T has Ss work individually to write the words and 2. cooking

T’S AND STUDENTS’ ACTIVITIES CONTENTS AND PRODUCTS

- T asks them to share whether they have the same

- To help Ss practise inviting and accepting invitations.

- Have them look at the table of information and T

III. INSTRUCTIONAL RESOURCES

check their answer in pairs. 2. B

4. Wrap-up & Homework (5’)

T’S AND STUDENTS’ ACTIVITIES CONTENTS AND PRODUCTS

- Lead to the new lesson: Listening and Writing …

- Teacher corrects the answer as a whole class.

3. Writing (17 mins)

T’S AND STUDENTS’ ACTIVITIES CONTENTS AND PRODUCTS

- T asks Ss to do the exercise individually first. Then Answer key:

- Actively join in class activities

asks for Ss’ answers. Quickly write their answers on 3. f

- Develop communication skills and creativity

- T introduces the vocabulary. 2. poultry (n)

- Be collaborative and supportive in pair work and teamwork

- Actively join in class activities

class. Nick: You really have a nice dreSs, Hoa.

unlike, but, however, etc. and give examples to

Vocabulary: stretch (v), canal (n), cultivate (v), orchard (n)

- T checks students’ understanding with with follow-up

you know. Use the information in 4. (10 mins)

- To create an active atmosphere in the class before the lesson.

- Have Ss share their answers in pairs.

already in Unit 2. - What have we learnt in Unit 2?

can check their answers with a partner before 1. earlier

PERIOD 16 Lesson 1: Getting started – It’s great to see you again!

T’S AND STUDENTS’ ACTIVITIES CONTENTS AND PRODUCTS

- T asks Ss to name several school clubs, pressure, and social media.

Answer key: CHECK; POST;

4. log on (to) (v)

4. Further Practice (5 mins)

- review the knowledge of simple sentences

- Review simple sentences

- T asks Ss to take turns to give their answers.

- Students are able to make compound sentences correctly.

- Have a good attitude when making polite requests.

- T tells Ss that Can you and Could you are similar

T’S AND STUDENTS’ ACTIVITIES CONTENTS AND PRODUCTS

- T asks Ss to look at SKILLS 2 on page 35.

- T plays the recording once. Give them two 6. talk

- T asks Ss what they have learned in the lesson.

Date of preparation: 20/10/2023

- Correct Ss’ pronunciation if necessary. discuSsing problems, sharing opinions,

5. WRAP-UP & HOMEWORK (2’)

Date of preparation: 23/10/2023

to warm up to the new lesson.

T’S AND STUDENTS’ ACTIVITIES CONTENTS AND PRODUCTS

- Have Ss work individually.

- T asks Ss to read each sentence and decide which 1. hospitable 2. pressure

- T confirms the correct answers as a class.

Date of preparation: 23/10/2023

T’S AND STUDENTS’ ACTIVITIES CONTENTS AND PRODUCTS