Kế hoạch bài dạy Tiếng Anh 8 Friends Plus - Chương trình cả năm

Week :	Date of preparing: 
Period:	Date of teaching: 
STARTER UNIT
Lesson 1: Vocabulary: Routines
 I can talk about routines and say when I do things.
I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
understand how to describe their daily routines.
use adverbs of frequency to describe their daily routines.
understand how to use adverbs of frequency in a sentence.
know how to ask their friends about their daily routines.
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English correctly.
4. Competence: Writing, self-learning capability, creative capacity, ability to use language
II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks
III./. TEACHING METHODS
Communicative approach, group Ss and T’s activities, play as a character, teaching methods with games, teaching methods by visual, teaching methods by practicing, discussion group, technical present.
IV./.PROCEDURE
1. Check–up: during the lesson
2. New lesson:
Teacher’s Activities
Students’ Activities
Content
Warm up (5 mins)
Aims: Teacher can draw students’ attention, and lead in the lesson.
“Guessing Game”
- Prepare 4 cards with words about routines. (hobbies, leisure time, freetime activities, relax).
- Call some volunteers to do actions to describe the words; the others will guess the words.
- Call some students to answer the question:
“What time do you usually get up at the
weekend? 
Do you like to get up early and do
lots of things?
Do you like staying in bed until
midday?”
-Elicit a few answers, and point out
that some people prefer to get up earlier
than others. 
-Elicit the meaning of be a
morning / evening person. 
-> Leads in the lesson.

- Some voluntary students use body language to describe the words.
- Other students will guess.
- Answer the question.
-Students then
discuss the questions in pairs.
- Listen to the teacher.
Expected answers:
Students ‘own answers.
Practice (16 mins)
Aim: Students can use learnt vocabularies to exchange information with their friends.
Exercise 1: 
- Teacher explains the meaning of new words and gives some examples.
- Teacher gives students time to think of answers.
- Teacher invites students to answer questions in front of the class.
New words:
cook: nấu ăn
do my homework: làm bài tập về nhà
finish: kết thúc
get home: về nhà
get up: thức dậy
go shopping: đi mua sắm
go to bed: đi ngủ
go to school: đến trường
go to work: đi làm
have breakfast: đi ăn sáng
listen to music: nghe nhạc
relax: thư giãn
tidy my room: dọn phòng
wake up: tỉnh giấc
watch videos: xem video
Exercise 2: 
- Teacher gives students time to read the dialogue and complete answers
- Teacher checks answers and invites students to answer questions in front of class
Exercise 3: 
-Help student elicit that they are all adverbs of frequency
-Check that students understand the meanings.
- Teacher gives students time to do the exercises.
- Teacher invites some students to answer the exercise.
- Teacher checks answers with the class. 
Adverbs of Frequency:
always: luôn luôn
normally: thường thường
usually: thường thường
often: thường xuyên
sometimes: thỉnh thoảng
Further guidance:
If a sentence has only one verb, place the adverb of frequency in the middle of the sentence. 
For example: Tom never flies. He always takes the bus.
When a sentence contains more than one verb, place the adverb of frequency before the main verb. 
For example: They have often visited Europe.
The adverb of frequency is placed after TO BE verb.
For example: She is always happy,
The adverb of frequency is placed before a verb.
For example: She always does her homework in the evening.
Other adverbs of frequency:
never: không bao giờ
seldom: hiếm khi
frequently: thường xuyên
occasionally: thỉnh thoảng
daily: hằng ngày
Example:
We take a vacation at least once annually.
We seldom see John.
My dentist told me I should floss twice daily.
Exercise 4:
- Teacher gives students time to work in pairs
- Teacher suggests students some topics and questions.
- Monitor while students are working and
give general feedback at the end. 
- Teacher invites some students to speak in front of the class.
- Work in pairs to compare their ideas. 
-Tell the class something they and
their partner both do every day.
-Students read the gapped interviews and complete them with the correct form of the verbs.
-Check answers with the class
-Focus on the blue words 
-Students work in pairs to look at the position of adverbs of frequency in a
 
Exercise 1:
Suggested answers:
Students’ own answers
Exercise 2:
Suggested answers:
Students’ own answers
go shopping
get up
wakes me up
goes to work
have breakfast
go to school
finish
do my homework
get home
relax
listen to music
watch videos
tidy your room
cooks
go to bed
Exercise 3:
Suggested Answer:
(Students’ own answers.)
Adverbs of Freq...Teacher invites some students to speak in front of the class and give general feedback at the end.
Exercise 5
- Teacher gives students time to complete the conversation by using present simple and present continuous.
- Teacher invites some students to answer questions and give feedback.
Exercise 6
- Teacher gives students time to work in pairs and complete the exercise by using present simple and present continuous.
-Allow students time to prepare their answers individually, then put them into pairs to ask and answer the questions.
- Teacher invites some students to ask and answer questions in front of the class.
- Teacher gives feedback.
Exercise 7
- Teacher gives students time to work in pairs and complete the exercise by using present simple and present continuous.
- Elicit a few possible questions that
students could ask, e.g. What are you
wearing today? How often do you go to the
cinema? 
-Allow students time to write their
questions individually. 
- Teacher invites some students to ask and answer questions in front of the class.
- Teacher gives feedback.
GRAMMAR: 
* Present simple
To be:
(+) S +IS/AM/ARE + ADJ/ N
(-) S+ IS/AM/ARE + NOT + ADJ/N
(?) IS/AM/ARE+ S + ADJ/N?
Eg: (+) He is an engineer
 (-) He isn’t an engineer
 (?) Is he an engineer?
Regular verb:
(+) S + V-S/ES
(-) S+ DON’T/DOESN’T + V(BARE)
(?) DO/DOES + S + V(BARE)?
Eg: (+) I go to Japan
 ( -) I don’t go to Japan
 (?) Do you go to Japan?
* Present continuous
(+) S +AM/IS/ARE + V-ing
(-) S+ AM/IS/ARE+NOT + V-ing
(?) AM/IS/ARE + S + V-ing?
FORM: 
I + Am/Am not + V-ing
 He / She / It + Is/Isn’t + V-ing
We / You / They + Are/Aren’t + V-ing
Eg.: (+) My mom is cleaning my room.
 (-) My mom isn’t cleaning my room.
 (?) Is your mother cleaning your room?

-Students work in pairs to read the sentences and answer the questions.
-Discuss the answers with the class 
-Read out each sentence and elicit the negative form. 
-
-Students work in pairs to find the examples
in the interviews.
- Check answers with the class
-Listen and check answers with the class.
-Students read the gapped conversation and complete it with the correct verb forms. 
-Check answers with the class.
-Students work in pairs to match the halves
of the questions. 
-Work in pairs
to ask and answer their questions and
discuss what they have in common and
what things are different about them
Suggested Answers:
Exercise 1:
a Sentences 3
b Sentences 1, 2
c Sentences 5
d Sentence 4 – ‘have’
Suggested Answers:
Exercise 2:
1 What aren’t you doing in town this
morning? / What are you not doing in
town this morning?
2 I’m not looking for a present for my
mum.
3. I don’t start school at nine.
4. I don’t have any cereal or toast.
5. Don’t you always go shopping on
Saturday mornings?
Suggested Answers:
Exercise 3:
1 I’m not playing, I don’t (often) tidy
2 Have you got, What are you doing, Do
you go shopping, What time do you
get up, Do you have breakfast, What
time do you start school, Do you have
a minute, Do you go home, How do
you relax, Do you listen to music, Do
you help, Does someone tidy, What
time do you go to bed
3 It depends, My mum (usually) wakes
me, she goes to work, Does someone
tidy your room, my mum does it, my
dad (always) cooks
Exercise 4:
Suggested answers:
break extra gift cold scholar history
text discover planet
Consonant clusters in phonics can appear at the start of a word, for example:
•/s/ /t/in stay
•/f/ /r/in friend
•/c/ /r/in croak
Or at the end of a word:
•/s/ /k/in task
•/s/ /t/in fast
•/n/ /t/in went
•/n/ /d/in sound
Exercise 5:
Suggested answer:
1.I’m sitting
2. Do you want
3. I’m doing
4. Are you doing
5. I don’t usually do
6. They always finish late
7. Miss Maken does not usually check
8. She always checks
9. I’m not coming town
Exercise 6:
Suggested answers:
1-e
2-g
3-a
4-f
5-d
6-h
7-c
8-b 
Exercise 7:
Suggested answers:
What are your children doing right now?
Where does your father go?
Who are playing games with your sister?
Why are you doing homework now?
How often do you go swimming?
What time do you have lunch?
When does your mother cook dinner?

HOMEWORK
- Learn by heart all the structures and new words.
- Do exercises (in workbook).
- Prepare new lesson

*Feedback:............................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Week :	Date of preparing: 
Period:	Date of teaching: 
STARTER UNIT
Lesson 4: Language Focus: Past simple: Object and subject questions
I can talk about what I did in the past
I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
understand how to use past simple to describe what did in the past
know how to use object questions and subject questions.
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English correctly.
4. Competence: Writing, self-learning capability, creative capacity, ability to use language
II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks
III./. TEACHING METHODS
Communicative approach, group Ss and T’s activities, play as a character, teaching methods with games, teaching methods by visual, teaching methods by practicing, discussion group, technical present.
IV./.PROCEDURE
1. Check–up: during the lesson
2. New lesson:
Teacher’s Activities
Students’ Activities
Content
Warm up (5 minutes)
Aims: Teacher can draw students’ attention, set the context, and lead in the lesson.

- Leads in.

- Look at the photos and listen to their friends.
- In pairs, discuss the questions.
Expected answers:
Students’ own answers.
Practice 
Aim: Students understand the grammar of past simple, then do the exercise
Exercise 1: 
- Teacher gives students time to think of answers.
- Teacher invites students to answer questions in front of the class.
- Teacher give some examples about regular and irregular verbs
- Teacher review grammar: past simple
- Teacher gives feedback and explains what students have not understood yet
-Elicit some new words:
New words
bought: đã mua
scared: sợ
nervous: lo lắng
sport centre: trung tâm thể thao
Exercise 2:
Read out the first question and elicit the
correct form of be.
Exercise 3: 
-Allow students time
to compare their sentences in pairs
-Ask some students to read their
sentences to the class.
Exercise 4: 
-Read through the information on object
and subject questions
-Explain the grammar point
In subject questions, we use a question
word and the main verb. We don’t use
do, does or did. 
In past simple subject
questions, we use the past simple of the
main verb: “Who ate all the cake? Who sang at the concert?” (NOT Who did eat all the cake? Who did sing?) 
In object questions in the past simple, we use did: What did you eat? What songs did she sing?
-Students work in pairs to find examples of
the question types in the quiz 
Exercise 5: 
-With weaker classes,
do the exercise with the whole class
-Eliciting the questions and writing them
on the board.
-Use the questions and
answers on the board to reinforce the
rules. 
-Check answers with the class
Exercise 6:
-Check that students understand match
and ground. 
- Ask students to work individually to complete the questions with their own ideas. 
- Ask students to compare their sentences in pairs 
Reveals the correct questions 
Exercise 7:
-Read out the words in the box and the
example questions and answer.
-Elicit some more possible questions, e.g. When
did you last go to a funfair? 
-Read the requirement 
-Have a revision on Past Simple 
-Do the exercise 
-Work in pairs and discuss the answer
-Students complete the
interview with the remaining forms of be
-Work in pairs
-Fulfill the sentences with correct form
-Give their Answer. 
-Listen to teachers’ feedback and take notes
-Students work in pairs to find examples of
the question types in the quiz
-Students work in pairs.
write object or subject questions
-Listen to teacher and correct their answer
-Students read the message
and write the questions
-Correct their questions
-Students ask and answer questions in pairs.

Exercise 1:
Suggested answers:
wasn’t
bought
didn’t
did
started
regular verb: start
irregular: was, bought, did
V+ed
Did
🕮 GRAMMAR: 
Review: PAST SIMPLE
* Past simple
To be:
(+) S +WAS / WERE + ADJ/ N
(-) S+ WASN’T/ WEREN’T + ADJ/N
(?) WAS/WERE + S + ADJ/N?
Eg: (+) He was a doctor
 (-) He wasn’t a doctor
 (?) Was he a doctor?
Regular verb:
(+) S + V-ED/V2
(-) S+ DIDN’T + V(BARE)
(?) DID + S + V(BARE)?
Eg: (+) I played games last night
 ( -) I didn’t play game plasst night
 (?) Did you ... about the topics.
- Students find out the clear picture behind the numbers.

Students apply their knowledge to the situations, then work in groups to answer the questions.
Game “GREEN BAMBOO”
 🡺 
 🡫
The hidden picture is “RUBIK’S CUBE”
1. Work with a partner and do the quiz.
Suggested answers 
1. b 2. b 3. a 4. a 5. a 6.a
- Students answer in their own. 
🡺 Mitchell spends a lot of money on his interest. 
3. Watch or listen again and complete the sentences.
Suggested answers
1 .sports/ music 2. fashions 3. clothes 
4. games 5. games 6. football 
4. USE IT! Work in pairs. Ask and answer
questions about the topics in exercise 3 using
the key phrases. Tell the class what your partner’s favourite interest is.
Suggested answers 
- Do you spend much money on comics?
- No. I’m not crazy about them. Are you into music?
- 
 
Presentation
Aim: Students can:
Understand new words, 
Sellect suitable vocabulary to talk about interested activities, hobbies.

Activity 1: Knowledge Formation 
1.1 Introduce Vocabulary
-Teacher presents new words related to popular interests, activities and fashions.
- Check -up: Matching
1.2 Check students’ pronunciation and word meaning:
- Have students in groups do a small blank-filling exercise to check if they understand the meaning of the words.
- Students listen to the teacher and repeat the words.
- Students copy down these words into their notebooks.

🕮 New words
- app (n)
- craze (n)
- crazy (adj)
- fad (n)
- follower (n)
- gadget (n)
- post (v,n)
- social media (n)

Practice
Aim: Students can apply the knowledge which they have learnt to do the tasks given
Activity 2: Exercise 1: 
- Teacher gives students time to complete the task. (Students can discuss in groups, pairs or work individually). 
- Teacher checks students’ answers. 
- Call some students to talk about their answer (encourage them to give reasons).
Activity 3: Exercise 2:
- Teacher plays the video or audio for Students to watch or listen and match the speakers with the topics 
- Students listen, match and answer the question.“Which speaker spends a lot of money on his / her interest?”
- Teacher plays the video / audio again and checks students’ answers. 
Activity 4: Exercise 3: 
-Teacher allows students time to read the gapped sentences. 
- Teacher plays the video / audio again for students to complete the sentences. 
-Teacher checks answers with the class.
Activity 5: Exercise 4: 
- Teacher asks students to work in pairs and tell the class what your partner’s favourite interest is.
- Teacher suggests some phrases to Ask and answer questions about the topics.

- Students listen and check their answers. 
- Then answer the question “Which answer surprised you the most?”
- Students listen, match and answer the question. “Which speaker spends a lot of money on his / her interest?”
-Ask and answer
questions about the topics in exercise 3 
-Using the key phrases.
-Tell the class what your partner’s favourite interest is
Expected answers:
Exercise 1:
Suggested answers 
1. b 2. b 3. a 4. a 5. a 6.a
- Students answer in their own. 
Exercise 2:
Suggested answers: 
Max: sports
Elizabeth: music
Mitchell: fashion
Yana: social media
Joe: comics
Exercise 3: 
Suggested answers
1 .sports/ music 2. fashions 3. clothes 
4. games 5. games 6. football 
Exercise 4:
Suggested answers 
- Do you spend much money on comics?
- No. I’m not crazy about them. Are you into music?
- 

Further Practice
Aim: Students can produce their ideas of favorite interest and activities 
- Teacher asks students to work in pairs and tell the class what your partner’s favourite interest is.
- Teacher suggests some phrases to Ask and answer questions about the topics.
-Work in pairs
-Present their ideas by using key phrases to write a questionnaire for the class about their free time and interests.

Suggested answers
- DIY
- read comics
- watch TV 
- music 
- sports 
- fashions
- 

Guides for homework (1 min.)
Learn by heart all the new words.
Prepare for the next lesson.

*Feedback:............................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
.................................................
ACTIVITY 5. HOMEWORK
- Learn by heart all the new words.
- Do exercises (in workbook).
- Prepare new lesson.
*Feedback:............................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Week :	Date of preparing: 
Period:	Date of teaching: 
UNIT 1: FADS AND FASHIONS
Lesson 3: Language Focus
 Used to
I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to talk about past habits and states
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of language
II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present.
IV./.PROCEDURE:
1. Check – up: during the lesson
2. New lesson:
Teachers’ activities 
Students’ activities
Contents
Warm Up
Aims: Teacher elicits the last information from students about the Crazes, then leads in the new lesson
❖ Organization:
- Teacher asks students what they can remember about the crazes in the interview on page 12. 
- Elicit a few answers from individual students. 
- Ask: Do people buy pet rocks now? 
- Teacher asks and writes the questions on the board. 
- Underline the verb and ask students to translate the sentence into their own language. 
- Highlight the Rules of negative and possitive forms of Used TO
-Work in pairs and think of the answers
-Report to the class.
Expected: 
Students own’s answers
Presentation
Aim: Students can understand the grammar “USED TO” and able to aplly it into a specific content
Activity 1: Knowledge Formation 
Exercise 1:
- Teacher asks students to study the sentences and choose the correct answers to complete the rules. 
- Teacher checks students’ answers. 
- Teacher introduces students how to use “Used to”
🕮 GRAMMAR. 
Used to là từ được dùng để diễn tả thói quen hoặc tình trạng, sự việc chỉ tồn tại trong quá khứ (hiện nay không còn).
(+) S + used to + V (bare).
(-) S + didn’t use to + V (bare).
(?) Did + S + use to + V (bare)?
Ex: (+) They used to live there when they were ten.
(-) 
(?) 
Exercise 2: 
- Teacher checks the answers with the class. 
Exercise 3: 
- Teacher asks students to focus on the pictures and elicit which shows the present and which shows the past.
- Teacher calls some students to give the answers. 
Exercise 4: 
- Teacher asks students to work in pairs. 
- Each student will write true and false sentences about past habits. Then, read out the sentences. The other student can guess whether partner’s sentences are true or false.
- Teacher gives feedbacks to the presentation.
- Students complete the online article with the words in the box in pairs. 
- Students work in pair and write sentences about what Michael used to do.
-Apply the structure of affirmative and negative forms of used to.
- Each student will write true and false sentences about past habits. Then, read out the sentences. The other student can guess whether partner’s sentences are true or false.
Exercise 1:
Suggested answers
don’t do 
didn’t use to 
Did  use to
Exercise 2:
Suggested answers
used 
2. didn’t 
 3. use 
 4. to
Exercise 3:
Suggested answers
1) Michael didn’t use to work in an office. 
2) He didn’t use to have longer hair. 
3) He used to live in the USA. 
4) He didn’t use to wear smart clothes. 
5) He used to wear glasses. 
6) He used to like playing games. 
Exercise 4: 
Suggested Answers:
Student Own’s Answers
Further Practice
Aim: Students can write questions to ask a partner about his / her past habits 
-Ask students to read their questions to the class.
- Ask other students to answer the questions
-Students can write their questions
individually and ask and answer them
Suggested Answers:
Student Own’s Answers
Guides for homework (1 min.)
Learn by hea...he girl is wearing a pink T-shirt with a dark-blue jacket and blue jeans. 
Exercise 4:
Suggested answers
Photo B
Exercise 5:
Suggested answers:
1. He visited Việt Nam.
2. They visited their dad.
3. The boy was wearing baggy trousers, a long jacket and a black shirt.
4. The girls were wearing long indigo blouses over knee-length shorts.

Production
Aim: Help students consolidate the lesson
Exercise 6:
- Teacher asks students to work in groups and choose a photo of a person in this unit and describe his / her clothes.
- Teacher gives students time to discuss in group and write down their opinions.
- Teacher calls out some students to present their opinion in front of class. 
- Work in groups 
Exercise 5:
Suggested answers:
Students’ own answers
HOMEWORK
- Learn by heart all the new words.
- Do exercises (in workbook).
- Prepare new lesson.

*Feedback:............................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Week :	Date of preparing: 
Period:	Date of teaching: 
UNIT 1: FADS AND FASHIONS
Lesson 5: Language focus 
 • Past continuous 
• Past simple and past continuous
I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to talk about what people were doing in
the past 
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use of language
II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks
III./. TEACHING METHODS
Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present.
IV./.PROCEDURE
1.Check – up: during the lesson
2.New lesson:
Teachers’ activities 
Students’ activities
Contents
Warm Up
Aims: Draw students’ attention and then leads in the new lesson
❖ Organization:
- Teacher shows the pictures and asks “Where were the people when Sam saw them?” (in Sa Pa) – “What were they wearing?” 🡪 Write on the board: “They were wearing their traditional costumes.”
- Teacher underlines the verb and elicit or explain that it is in the past continuous form. 

- Students answer on their own

Where were the people when Sam saw them?
- in Sa Pa
What were they wearing?
- They were wearing their traditional costumes.

Presentation
Aim: Students can understand how to use PAST CONTINUOUS
Activity 2: Knowledge Formation 
- Teacher explains the grammar to students. 
Activity 3: Exercise 1:
- Teacher asks students to complete the sentences with the correct words, then choose the correct words to complete the rule.
- Teacher checks the answers. 

- Students copy down to their notebooks. 
- Students work themselves (with weaker classes, students may work in pairs)

🕮 GRAMMAR: Review 
PAST CONTINUOUS
WAS / WERE + V-ing
FORM: 
 I / He / She / It + Was / Wasn’t + V-ing
We / You / They + Were / Weren’t + + V-ing
Eg.: His friends were playing at the park.
 My dad was reading a book at home.
Exercise 1:
Suggested answers
1 doing 2 were 3 was 4 wearing
🡺 Rule: long actions 

Practice
Aim: Students can apply the knowledge they have learnt to do the given tasks.
Activity 4: Exercise 2: 
- Teacher reads out the read out the first gapped sentence and elicit the answer as an example.
- Teacher checks students’ answers.
Activity 5: Exercise 3:
- Teacher asks students to complete the questions with the correct verb forms.
(- With stronger classes, students could write one more question with their own ideas.)
- Teacher asks one or two students to read some of their questions to the class. 
- Teacher checks students’ answers. 
Activity 6: Exercise 4:
- Teacher gives students time to read the rules. 
- Teacher asks students to work in pairs and study the sentences and match them with the rules. 
- Check answers with the class and make sure students understand everything.
Activity 7: Exercise 5:
- Teacher gives students ti...to work in pairs to practise the dialogue.
-Ask some students to give their presentations.
-Call some students to give their feedback.
-Give feedback.
.
Activity 5: 
Exercise 4:
- Teacher models pronunciation of the two sounds in isolation, then play the audio 
- Teacher checks answers with the class. 
- Play the audio again
- Check students’ pronunciation 
Activity 6: 
Exercise 5:
- Teacher checks that students know the word suit (jacket and trousers, usually worn with a shirt and tie). 
- Monitor while students are working and
give general feedback at the end. 
- Students work in pairs to cover the dialogue, then choose the correct words in the key phrases. 
-Students work in pairs to practise the dialogue.
- Give their presentations.
-Give their feedback.
-Listen to the teacher and take notes.
-Students listen and note down which sound each word has go
-Students to repeat individually
and chorally
- Students work in pairs to ask and answer questions about the items
Exercise 2:
Suggested answers
1. good 
2. baggy 
3. of 
4. style
5. expensive 
6. on
Exercise 3:
Suggested answers:
Students’ Own Answer
Exercise 4:
Suggested answers:
/uː/ blue, cool, shoes, suit
/ʊ/ good, look
Exercise 5:
Suggested answers:
Students’ Own Answer

Production:
Students can present their ideas of espressing opinion about someone’s suggestion
Activity 7: 
Exercise 6:
- Ask students to work in pairs to prepare their dialogue. 
- Ask students to swap roles and to practise again. 
- Ask some students to perform their dialogues for the class.
With weaker classes, students can write their dialogue before they practise it. 
With stronger classes, students can go straight into the role-play.
- Work in pairs to prepare their dialogue. 
- Swap roles and practise again. 
- Some students perform their dialogues for the class.

Exercise 6:
Suggested answers:
Students’ Own Answer

Homework
- Learn by heart all the structures.
- Do exercises (in workbook).
- Prepare new lesson.

*Feedback:............................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Week :	Date of preparing: 
Period:	Date of teaching: 
UNIT 1: FADS AND FASHIONS
Lesson 7: Writing: A fact file
 I can use for example, for instance, like and such as to give example for support facts.
I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
understand what happened in the 18th century.
use key phrases to describe the specific period in the past
use giving example in writing exercises
understand how to write their answer and opinions.
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in right way.
4. Competence: Writing, self-learning capability, creative capacity, ability to use of language
II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks
III./. TEACHING METHODS
Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present.
IV./.PROCEDURE
1. Check – up: during the lesson
2. New lesson:
Teachers’ activities 
Students’ activities
Contents
Warm Up
Aims: Draw students’ attention and then leads in the new lesson
Activitity 1:Organization:
- Teacher ask the class and encourages students to answer about their own opinions based on the question
“When were your grandparents’ teenagers? What do you know about their teenager years?”
- Teacher invites some students to answer.

- Listen to the teacher and answer the question in pairs.
- In pairs, discuss more questions of the teacher.
- Students answer on their own

Practice:
Aim: Students are able to think about the topic “fads and fashion” and have some own ideas.
Exercise 1: 
- Teacher gives students time to read the Fact file.
- Teacher explains the meaning of the key phrases and gives some examples.
- Teacher gives students time to talk with partners
- Teacher invite students talk with the partne..../. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
ask and answer questions about the senses
learn more sensations’ vocabularies.
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in the right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use language
II./. PREPARATION:
1. Teacher: pictures, textbooks, PowerPoint slides, .
2. Students: textbook, notebook.
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.
IV./.PROCEDURE:
1. Check–up: during the lesson
2. New lesson
Teacher’s Activities
Students’ Activities
Content
Warm up 
Aims: Teacher can draw students’ attention, and lead in the lesson.
“Guessing Game”
- Prepare 5 cards with words about senses (listen, smell, taste, touch).
- Call some volunteers to do actions to describe the words; the others will guess the words.
Check that students understand senses.
- Call some students to answer the question:
“How many senses are there? Which do you think you use most? Which is your strongest sense?”
-Ask more questions to encourage students to think about their senses, e.g.
“What can you remember more easily – things you have seen, things you have heard or things you have smelled or tasted?”
“ Do you use different senses to help you remember things for exams, e.g. do you record things and listen to them, or do you draw things so you can see them?”
-> Leads in the lesson.

- Students work in pairs to ask and answer questions
Expected answers:
Students ‘own answers.
Presentation
Aims: Students listen and repeat new words individual/pairs/groups.
Exercise 1:
- Teacher gives students time to complete the task. 
- Students look at photos and do matching.
- Teacher invites some students to answer the exercise
-Check answers with the class and model pronunciation of the words
Introduce vocabulary:
- Use some techniques to help students guess the meanings of the new words.
- Read new words.
- Show the words.
- Have students repeat the new words, and/or make sentences with them.
- Note down the words.
🕮 New words
hearing (n): thính giác
sight (n): thị giác
smell (n): khứu
taste (n): vị giác
touch (n): xúc giác
Exercise 2:
-Play the audio for students to check their answers.
-Check that students understand all the words.
Exercise 3:
- Teacher gives students time to complete the task.
-Ask some students to tell the class which sense is the most important to them and their partner
Exercise 4:
-Play the video or audio for students
to watch or listen and match the speakers with the photos. 
-Check answers with
the class.
Exercise 5:
- Students work in pairs to ask and answer the questions with their partner.
- Teacher invites some pairs of students to speak in front of the class and give feedback.
- Students match the photos with the senses in the box.
-Listen to teacher and repeat
-Students read the quiz and add the blue words and phrases to the table. 
-Use their dictionaries to help understand the words
-Students answer the questions in the quiz individually and decide which sense is the most important for them. 
-Students compare their results in pairs. 
-Look at the Photos A-E and try to elicit what they show
-Students use key phrases of like and dislike to ask and answer questions.

Exercise 1:
Suggested answers 
1. sight 2. touch 3. hearing 4. smell 5. taste
Exercise 2:
Suggested answers: 
Hearing
Sight
Smell
Taste
Touch
Sound
Listening
Tone-deafness
Have a good ear
Look
Colour-blindness
See
Smell
Feel
Taste
Hold
Losing sensation

Exercise 3:
Suggested Answer
(Students’ own answers.) 
Exercsie 4:
Suggested answers 
Alicia: B
Emma: C
Will: D
Paul: E
Zara: A
Exercsie 5:
Suggested answers 
Students’ own answers
Examples:
1. I love the sea, the sound of the waves and the taste of the salt vapour. It reminds me of summer days with my family swimming in the sea.
2. I hate going to noisy places, it makes me uncomfortable and headache
3. My favorite city is Paris, I wish I could see the Eiffel Tower once

HOMEWORK
-Learn by heart all the new words.
-Prepare for the next lesson – Reading

*Feedback:............................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...........................................xpected answers:
Exercise 1:
Scent and memory
Training a smell
Life without food
Exercise 2:
Suggested answers
1. T 
2. T
3. F (You must start with a superior sense of smell.)
 4 F (He passed the test.)
 5 F (She has been anosmic since birth.) 
Exercise 3:
Suggested Answers:
incredible = extraordinary
identify = recognise
artificial = synthetic
organic = natural materials
Students ‘own answers.

Post - reading (10 mins)
Aim: Students can present their ideas of smell and memories.
Activity 6: Exercise 5:
-Allow students time to prepare their
ideas individually.
-Ask some students to report back on their
discussions.
-Discuss their ideas and experiences in pairs.
Expected answers:
Students ‘own ideas
Examples:
The scent I like the most is the smell of the rice fields. It reminds me of my childhood memories with my friends and neighbours when my hometown was still in the countryside. 

HOMEWORK
- Learn by heart all the new words.
- Do exercises (in the workbook).
- Prepare new lesson.
*Feedback:............................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
Week :	Date of preparing: 
Period:	Date of teaching: 
UNIT 2: SENSATIONS
Lesson 3: Language Focus: Present perfect: affirmative and negative * for and since
I can talk about experiences that started in the past. 
I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
understand how to use present perfect tense
can talk about their experiences using present perfect
can compare and know how to use “for” and “since” in present perfect.
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in the right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use language
II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.
IV./.PROCEDURE:
1. Check–up: during the lesson
2. New lesson:
Teacher’s Activities
Students’ Activities
Content
Warm up (4 mins)
Aims: Teacher can draw students’ attention, set the context, and lead in the lesson.
- Refer students back to the article back to the text on page 20.
Question Does he still work
for a perfume company now?
Ask:
What has he done, as part of his job?? (yes).
- Ask students What has he done, as part of his job. 
- Elicit a few ideas and write on the board: He has
created a lot of perfumes. 
-Underline the verb and elicit or explain that it is in the present perfect tense
- Leads in.

- Listen to the teacher.
- In pairs, discuss the question.
In pairs, complete the sentence.
Look at the teacher and take notes.
Expected answers: 
Students’ Own Answer
Presentation (10 mins)
Aim: Students can know and form the structure of the first conditional with if and unless
Activity 1: Exercise 1:
Ask students to match the words with the correct sentences. 
Check students’ answers.
Present perfect: affirmative and negative
🕮 GRAMMAR.
Present perfect ( Thì hiện tại hoàn thành) diễn tả một hành động, hoặc sự việc đã xảy ra ở quá khứ và vẫn kéo dài tới hiện tại.
 (+) S + HAS/HAVE + V-ED/V3
 (-) S+ HAS/HAVE + NOT + V-ED/V3
She / He / It + Has + V-ed/V3
I/ You / We / They + Have + V-ed/V3

Ex: (+) I have been in Hanoi for 3 months (Tôi ở Hà Nội kể từ 3 tháng trước)
 (-) I haven’t been in Hanoi for 3 months (Tôi không ở Hà Nội kể tù 3 tháng trước)
Students cover the article and complete
the sentences with the correct words.
Work in pairs 
Correct their answers and take notes.
Read the rules 
Listen to the teacher and take notes.
Expected answers: 
helped
tried
smelled
had

Practice (20 mins)
Aims: Students can
Do more exercises about the Present perfect: affirmative and negative
Activity 2: Exercise 2:
Ask students to work in pairs.
Ask students to read the rules and choose the co... the rule:
+ Group members will ask and answer together 5 questions from the book. The student that gets the information from his/her partner the fastest and remembers the most information will be the winning group.
+ The winning team will get bonus points.
- After that, the teacher will ask for and compare the information recorded on the papers of those students. 
- Leads in.

- Students will ask and answer on their own with their partner.
- When the exchange is over, the students will send the information they took notes from their partner to the teacher. 
Expected answers:
Students’ own answers.
Pre - listening 
Aim: Students can restate vocabulary relating to feelings
Activity 1: Exercise 1:
1. Introduce vocabulary:
- Ask students to work in pairs.
- Ask students to use their dictionaries to check the meanings of the words in blue.
- Check students’ understanding.
- Give the answers.
- Read the new words to the class.
- Ask students the question: 
“Which do you think are good ideas for a healthy life?”
- Ask some students to read the words. 
New words:
- delicious (adj): ngon
- disgusting (adj): ghê tởm
- wonderful (adj); tuyệt vời
- exhausted (adj): kiệt sức, mệt lử
- fascinating (adj): hấp dẫn
- terrifying (adj): kinh hãi, khiếp sợ
2. Check students’ pronunciation and word meaning (3 minutes)
- Show pictures and definitions for students to say the words again.

- Work in pairs.
- Use their dictionaries to check the meanings of the words in blue.
- Check their answers.
- Take notes.
- Answer the question.
- Some students read the words.
- Look at the picture or definitions and say/write down the word.

Exercise 1:
Suggested answers:
2. interesting = fascinating
3. tasty = delicious
4. scary = terrifying
5. horrible = disgusting
6. tired = exhausted
While – listening 
Aims: Students can:
Practice using the new words in the sentences to express ideas about feelings.
-Practice listening skill – listening for details
Activity 2: Exercise 2:
- Teacher introduces some new words “Before listening, there are some new words in the text.”
Alpaca /ælˈpæk.ə/: a South American animal with a long neck and long hair that looks like a llama
Durian fruit /ˈdʒʊə.ri.ən/: a large, oval, tropical fruit with a hard skin covered in sharp points, yellow, orange, or red flesh, and a very strong smell
- Teacher uses some techniques of teaching vocabulary to teach them, then asks students to listen and repeat. 
- Students copy down these words into their notebooks.
Check answers, and
ask: “Which question from the questionnaire
is each person answering?”
- Play the audio again, if necessary, for students to answer the question.
- Check answers.
Exercise 3: 
- Teacher allows students time to read sentences 1–5 in exercise 4 and guest type of answers they should be listening.
- Teacher invites some students to answer the questions.
- Teacher checks students’ answers and explain why we need to use those type of answers.
Exercise 4: 
- Teacher allows students time to read the questions, then play the audio again.
- Teacher invites some students to answer the questions.
- Teacher checks answers with the class.
- Teacher points out the answers in the recording.
-Students listen and order the photos
- Students listen and answer the questions.
Exercise 2:
Suggested answers
B
A 
C 
1 4 Have you ever touched a weird or
fascinating animal? What was it like?
2 3 Have you ever felt totally
exhausted? Why?
3 1 Name the two most delicious and
the two most disgusting things that
you’ve ever eaten.
Exercise 2:
Suggested answers
2 adjective
3 distance
4 noun
5 reason
Exercise 4:
Suggested answers:
six years old
disgusting
100 kilometres
food
it smells so bad

Post - listening
Aim: Students can present their ideas about their plans and ideas for a memorable day
Exercise 5: 
Work in pairs. Read the
Feelings questionnaire again and answer the
questions for you. Then ask and answer the
questions with a partner
-Work in pairs. 
-Read the
Feelings questionnaire again and answer the
questions for you. 
-Then ask and answer the
questions with a partner
Exercise 5:
Suggested answers
(Students’ own answer )

HOMEWORK
- Learn by heart all the new words.
- Do exercises (in the workbook).
- Prepare new lesson.

*Feedback:............................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
....................................................................................