Kế hoạch bài dạy Tiếng Anh 8 Global Success - Chương trình cả năm

 1 
Date of planning: 
Period 01: REVISION/ INTRODUCE 
I./OBJECTIVES: 
1. Knowledge. 
By the end of the lesson, Ss will be able to: 
- Know about the English 8 student's book and the workbook 
- Know how to learn English 8 effectively 
2. Skills. 
- Communication. 
3. Attitudes. 
 - Students have serious attitude in learning. 
- Ss are interested in learning English. 
4. Competence. 
 - Co-operation 
- Self- study 
- Using knowledge to do exercises 
II./ PREPARATIONS. 
1- Teacher : - Text book, pictures, extra board, laptop 
2 - Students : - Notebook, textbook. 
III./ TEACHING METHODS. 
 - Groupwork, pairwork, games, communication approach. 
IV./PROCEDURES 
Sts’ and T’s activities Contents 
Activity 1: Warm up 5ms 
 - T asks Sts some questions 
 - Ss answer 
 Activities 2: Presentation 15ms 
 A- T. asks sts some questions about 
England. 
- What do you know about England? 
T. gives sts something about England and 
English. 
* English is an international language. 
Sts work in groups to talk about England in 
Vietnamese. 
B- Introduce the English book. Student book 
and workbook 
- Teacher reviews the knowledge about 
passive voice 
The tenses : 
 + Past simple 
 + Present perfect tense 
 + Past progressive tense 
? Can you tell me what you’ve learned in english 
7? 
?How many tenses have you studied? What are 
they? What is active/ passive sentence? How to 
change an active into passive?  
I. Tenses 
1. Present tenses: simple/ cont./ perfect 
Ex. - Nam goes to school everyday. 
 - He is writing a letter. 
 - They have built that house for 3 months. 
2. Past : simple/ cont 
Ex. - My mother bought me a new shirt yesterday. 
 - We were having dinner when Lan came 
yesterday. 
3. Future : simple/ cont. 
Ex. - We will travel to HN next weekend. 
 - We will be traveling by this time next month. 
II. Passive voice 
1. Active: Someone does something. 
2. Passive: Something is done (by agent) 
Ex. - The cat eats the mouse. 
 2 
 + Past perfect 
=> Ask Ss to repeat the uses and forms of 
each tense. 
- Ss observe and take note 
Activities 3: Practice 10ms 
- Ask Ss to do exercises about tenses 
- Give correct answers 
- Have Ss change these sentences into 
passive voice 
- Ask Ss to work in pairs 
- Call some pairs to demonstrate in front of 
class . 
Activities 4: Further practice 12ms 
 => The mouse is eaten by the cat. 
 - Lan does her homework everyday. 
 => Lan’s homework is done everyday. 
III. Main structures 
1. although + a clause of concession => despite + 
N-phrase/ V-ing 
Ex. - Although he is poor, he is the best student in 
our class. 
 =>Despite being poor, he is the best student 
.. 
2. used to + V = usually + V-ed/ V2 (past habit) 
Ex. My father used to smoke a lot but now he isn’t 
any more. 
3. be/ get + used to + V-ing (present habit) 
Ex. Lan is used to getting up early. 
4. Degree of comparisons 
a. Equality: as . As 
b. Comparative: erthan/ more ..than 
c. Superlative: the est / the most  
. 
Exercise 1: Correct verbs form/ tense 
1. There (be) 3 accidents on this street in the past 
3 days. 
2. Is this the first time you (visit) our beautiful 
country? 
3. My uncle's health (improve) since he (leave) 
India. 
5. I (buy) a new shirt last week but I (not wear) it 
yet. 
6. I (not see ) Lan since we (leave) school. 
Exercise 2: Change into passive 
1. She read the letter many times last night. 
_____________ 
2. Hoa met Tim at the market yesterday. 
 ___________________________ 
3. She didn’t introduce me to her mother. 
 _______________________ 
4. My father planted this tree. 
________________________________ 
5. Thu helped him do his homework. 
 __________________________ 
6. They didn’t invite me to the birthday party. 
__________________ 
7. they built that house in 1972 
_________________________________ 
8. Mr. Smith has taught us French for two 
year. 
9. They didn’t look after the children properly. 
10. Nobody swept this street last week. 
Exercise 1: Rewrite sentences with: although/ 
despite 
1. She felt sick. She went to work. (though) => 
 3 
- Ask Ss to rewrite sentences with: 
although/ despite 
- Ask Ss to work in pairs 
- Call some pairs to demonstrate in front of 
class 
Activities 4: Consolidation: 2ms 
2. I was really tired. I couldn’t sleep. (even 
though) => 
3. He is very rich. He isn’t happy. (although) => 
4. She couldn’t answer the question. She is very 
intelligent. (though) => 
5. He tried. He was not successful. (though) => 
6. His life is hard. He determined to study well. 
=> 
. Ss retell main contents of the lesson 
V. HOMEWORK: 1m 
- Review the lesson everyday. 
- Practise English everyday 
- Prepare the next lesson unit 1: LEISURE ACTIVITIES 
 (Getting started) 
 - To survey the way how to listen and read for specific information about entertainment 
______________________________...s in the text, and then 
reading that part and choosing the words to fill in 
the blank). 
Suggested answers: 
1. knitting kit 
2. leisure time 
3. other people 
4. hang out 
5. Sunday 
 6 
- Teacher 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. 
- Teacher tells Ss to compare their answers in pairs 
before sharing them with the class. Teacher asks 
them to explain their answers. 
Task 3. Work in pairs. Write the activities from the box under the correct pictures. (6 mins) 
- Teacher asks Ss to name the activities shown in 
the pictures. 
- Teacher has Ss work individually to write the 
words and phrases in the box under the pictures. 
Have them compare their answers with a partner. 
- Teacher invites some Ss to go to the board and 
write their answers. 
- Teacher checks the correct answers as class. 
- Teacher has Ss practice saying the word and 
phrases again. 
Answer key: 
1. messaging friends 
2. cooking 
3. playing sport 
4. doing puzzles 
5. doing DIY 
6. surfing the net 
Task 4. Work in pairs. Read the phrases, and guess which activities in 3 are described. (5 
mins) 
- Teacher has Ss work in pairs and read the key 
phrases given, then guess the leisure activities. 
- Teacher asks for Ss’ answers and confirms the 
correct ones. 
- For a more able class, Teacher has Ss work in 
groups. Each group writes down some key words 
and 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. 
Answer key: 
1. doing puzzles 
2. doing DIY 
3. playing sport 
4. messaging friends 
5. surfing the net 
e. Assessment 
- Teacher corrects for students as a whole class. 
4. ACTIVITY 3: PRODUCTION (10 mins) 
a. Objectives: 
- To help Ss practise using the vocabulary items related to leisure activities. 
b. Content: 
- Task 5 (Group work: Ask and answer then report) 
c. Expected outcomes: 
- Students’ conversations 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 5: Work in groups. Ask one another the question below. Then report your friends’ 
answers to the class. (10 mins) 
- Teacher gives Ss 3 - 5 minutes to do this activity. 
- Have Ss work in groups to ask one another the 
question in the book. Invite some Ss to share the 
answers of their groups with the class. 
- For a more able class, ask Ss to work in their groups 
again and brainstorm all the leisure activities they 
know. After three minutes, the group with the most 
Question: 
If you have some free time this 
weekend, what will you do? 
Suggested outcome: 
If I have free time this weekend, I will 
go to the cinema to see the latest film. 
 7 
correct answers wins, and they are invited to share 
their answers with the whole class. 
e. Assessment 
- Teacher corrects and gives feedback to students’ conversations. 
5. CONSOLIDATION (5 mins) 
a. Wrap-up 
- Ask one or two Ss to tell the class what they have learnt. 
- Ask 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. 
- Start preparing for the Project of the unit: 
Teacher randomly puts Ss in groups of 4 or 5 and 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. (Teacher should check the progress of students’ 
preparation after each lesson.) 
________________________________________________________________________________ 
Date of planning: 
UNIT 1: LEISURE TIME 
Period 03: Lesson 2: A closer look 1 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- Vocabulary: The lexical items related to Leisure time 
- Pronunciation: Correctly pronounce words that contain the sounds /ʊ/ and /u:/ 
2. Competences 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Love talking about activities in leisure time. 
- Develop self-study skills. 
II. MATERIALS 
- Grade 8 textbook, Unit 1, A closer look 1 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
Language analysis 
Form Pronunciation Meaning 
Vietnamese 
equivalent 
1. be interested in 
(ph.v) 
/biː ɪntrəstɪd ɪn/ showing curiosity or 
concern about something 
or someone 
hứng thú với 
 8 
2. be fond of (ph.v) /biː fɒnd əv/ having feelings of 
affection for someone or 
something 
thích 
3. be keen on (ph.v) /biː kiːn ɒn/ very interested, eager, or 
wanting (to do) something 
very much 
quan tâm đến 
4. be crazy about 
(ph.v) 
/biː ˈkreɪzi əˈbaʊt/ very enthusiastic about 
something 
say mê 
...rence between the two 
sounds if needed. Tell Ss that /ʊ/ is a “short vowel” 
sound while /u:/ is a “long vowel” sound. 
- Invite some Ss to say some words they know that 
include the two sounds. 
Answer key: 
/ʊ/: cook, push, would, woman 
/u:/: group, June, school, move 
Task 5: Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the 
bold words with /u:/. (8 mins) 
- Teacher asks Ss to quickly read the sentences. Now 
play the recording for Ss to listen to the sentences. 
Ask them to pay attention to the underlined parts and 
tick the appropriate sound. 
- Invite some Ss to share their answers. Confirm the 
correct ones. 
- Play the recording again for Ss to repeat the 
sentences. 
- Have Ss practise the sentences in pairs. Invite some 
pairs to read the sentences aloud. Comment on their 
pronunciation of the sounds. 
Answer key: 
1. She likes reading books and swimming 
in the pool. 
2. When it is cool, we like to play football. 
3. She drew and made puddings in her 
free time. 
4. My mum loves pumpkin soup and 
coffee with a little sugar. 
5. My brother is fond of watching the 
cartoon about a clever wolf. 
e. Assessment 
- Teacher gives corrections and feedbacks to students’ pronunciation 
4. CONSOLIDATION (5 mins) 
a. Wrap-up 
- Ask one or two Ss to tell the class what they have learnt. 
- Ask Ss to say make some sentences with words and phrases they remember from the lesson 
b. Homework 
- Students’ workbook. 
________________________________________________________________________________ 
Date of planning: 
UNIT 1: LEISURE TIME 
 11 
Period 04: Lesson 3: A closer look 2 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- use the verbs of liking and disliking with gerunds and to-infinitive 
2. Competences 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Love talking about activities in leisure time 
II. MATERIALS 
- Grade 8 textbook, Unit 1, A closer look 2 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
Language analysis 
Structure Examples 
1. Some verbs of liking and disliking can be 
followed by gerunds only. 
dislike surfing 
2. Some are followed by both gerunds and to-
infinitives 
love to go 
love going 
Assumption 
Anticipated difficulties Solutions 
Ss may lack experience of group / team work. - Encourage Ss to work in groups so that they 
can help one another. 
- Give short, clear instructions, and help if 
necessary. 
III. PROCEDURES 
1. WARM-UP (5 mins) 
a. Objectives: 
- To review vocab related to leisure activities. 
- To introduce the term of comparative form of adverbs 
b. Content: 
- Game: Find someone who 
c. Expected outcomes: 
- Students get familiar with verbs of liking / disliking + gerunds / to-infinitive. 
d. Organisation: 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Game: Find someone who 
- Teacher delivers the questions 
- Teacher asks students to go around the class and ask 
their friends for answers. 
- Teacher calls students to report when they finish. 
- Teacher gives comments if necessary. 
- Teacher leads in the lesson. 
Questions: 
Find someone who 
● likes playing computer games 
● enjoys knitting 
● detests cooking 
● fancies going shopping 
● loves doing puzzles 
● hates hunting 
● dislikes watching TV 
 12 
● prefers going to the cinema 
e. Assessment: 
- Teacher corrects for students (if needed) 
2. ACTIVITY 1: PRESENTATION (10 mins) 
a. Objectives: 
- 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. Expected outcomes: 
- Students know how to use the target grammar. 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Grammar teaching 
- Remind Ss of the concept of the gerund that they 
learnt in grade 7. Ask them how the gerund is formed 
and how it functions grammatically. 
- Write on the board: I didn’t know you like knitting. 
and I love to watch TV on Saturdays. 
- Explain that in English if we want to follow a verb 
with another action, we must use a gerund or an 
infinitive. There are certain verbs that can only be 
followed by one or the other, and these verbs must be 
memorised. 
- Go through the Remember! box with Ss. Tell 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. 
- Have Ss read the examples in the Remember! box, 
and then encourage them to give their own examples. 
Verbs of liking: 
love 
like 
fancy 
prefer 
enjoy 
Verbs of disliking: 
detest 
hate 
dislike 
e. Assessment: 
- Teacher checks st...s 
How to invite Would you like to 
Do you fancy 
How to accept invitations I’d love to. 
That’s great 
Assumption 
Anticipated difficulties Solutions 
Ss may lack experience of group / team work. - Encourage Ss to work in groups so that they 
can help one another. 
- Give short, clear instructions, and help if 
necessary. 
III. PROCEDURES 
1. WARM-UP (5 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson; 
- To lead into the new lesson. 
b. Content: 
- Questions & answers 
c. Expected outcomes: 
- Students can talk about hobbies. 
d. Organisation 
TEACHER’S AND STUDENTS’ 
ACTIVITIES 
CONTENTS 
- Teacher asks students questions about 
leisure activities. 
- Teacher elicits answers from some students. 
- Teacher leads in the introduction of the 
target grammar point. 
Questions: 
1. What do you like doing in your free time? 
2. What do your friends like doing in their free 
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 playing 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. 
e. Assessment: 
- Teacher corrects students (if needed). 
2. ACTIVITY 1: EVERYDAY ENGLISH (10 mins) 
a. Objectives: 
- 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. 
 16 
c. Expected outcomes: 
- Students know how to use the structures to respond to compliments. 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1. Listen and read the dialogues. Pay attention to the highlighted parts. (5 mins) 
- Play the recording for Ss to listen and read the two 
dialogues between Trang and Ann, Tom and Mark at the 
same time. Ask Ss to pay attention to the questions and 
answers. 
- Have 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) 
- Ask Ss to work in pairs to make similar dialogues with the 
given cues. 
- Move around to observe and provide help. Call on some 
pairs to practise in front of the class. Comment on their 
performance. 
e. Assessment 
- Teacher checks students’ understanding by asking some checking-questions. 
3. ACTIVITY 2: TEENS’ LEISURE ACTIVITIES AROUND THE WORLD (25 mins) 
a. Objectives: 
- 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. Ask and answer the questions. Report your group’s answer to the class. 
c. Expected outcomes: 
- Students know about three leisure activities of different teens around the world. 
- Students can talk about their leisure activities. 
d. Organisation 
TEACHER’S AND STUDENTS’ 
ACTIVITIES 
CONTENTS 
Task 3. Work in pairs. Answer the question. (6 mins) 
- Ask Ss to look at each picture and say what 
leisure activity it shows. If time allows, ask them 
what the things needed for each activity are. 
- Elicit answers from Ss. Confirm the correct 
answers. 
Question: 
What is the activity in each picture? 
Suggested answers: 
Picture a: doing origami 
Picture b: playing 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) 
- Tell Ss that they are going to read about 
different leisure activities that teens in different 
countries enjoy doing. 
 Suggested answers: 
 17 
- Have them look at the table of information and 
ask them to read the three short texts and 
complete the table. 
- Ask Ss to work in pairs to do this activity. They 
can draw this table on a sheet of paper. After 
pairs finish their work, ask them to share their 
table with the whole class. 
- Comment 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. Ask and answer the questions. Report your group’s answer to the 
class. (10 mins) 
- Have Ss work in groups to ask and answer the 
t...if necessary. 
- Ask Ss to do the exercise individually and then 
check their answers in pairs. 
- Invite some Ss to share their answers. Have them 
explain their answers. Confirm the correct answers. 
- Ask some Ss to tell the class about Trang’s leisure 
activities. 
Answer key: 
1. She goes for a bike ride, cooks, and does 
DIY projects. 
2. Her brother does. 
3. She loves doing DIY projects with her 
mum the most. 
4. Her mum teaches her to make her own 
dresses and doll clothes. 
5. She won the first prize in a costume 
contest at her school. 
e. Assessment 
- Teacher corrects the students as a whole class. 
3. ACTIVITY 2: SPEAKING (15 mins) 
a. Objectives: 
- To help Ss prepare ideas for the next activity 
 20 
- 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 ask 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. Expected outcomes: 
- Students can ask and answer questions about leisure activities 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 4. Work in groups. Take turns to ask and answer the questions. Record your friends’ 
answers in the table below. (7 mins) 
- Tell Ss that they are going to work in groups to 
answer the questions in the book. Model the answers to 
the questions yourself. 
- Have Ss work in groups of four to ask and answer the 
three questions in the book. Ask them to draw a similar 
table on a sheet of paper to record their group 
members’ answers. 
- Ask Ss to practise reporting the group’s answers 
within the group. 
- Move around to observe and offer help if needed. 
Questions: 
1. What leisure activities do you usually 
do with your family? 
2. Which one do you like the most? 
Why? 
3. How do you feel when you spend time 
with your family members? 
Task 5. Report your group members’ answers to the class. What activities are the most 
common? (8 mins) 
- Invite some Ss to share their group’s answers to the 
class. 
- Ask other groups to listen and give comments. 
- Comment on Ss’ answers. 
Suggested outcome: 
The most common leisure activities are 
e. Assessment 
- Teacher gives corrections and feedbacks 
4. CONSOLIDATION (5 mins) 
a. Wrap-up 
- Summarise the main points of the lesson. 
b. Homework 
- Students’ workbook. 
________________________________________________________________________________ 
Date of planning: 
UNIT 1: LEISURE TIME 
Period 07: Lesson 6: Skills 2 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- Listen to someone talking about their leisure activities with friends 
 21 
- Write a paragraph about leisure activities with friends 
2. Competences 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Love reading and talking about activities in leisure time 
II. MATERIALS 
- Grade 8 textbook, Unit 1, Skills 2 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
Assumption 
Anticipated difficulties Solutions 
Ss may lack experience of group / team 
work. 
- Encourage Ss to work in groups so that they can 
help one another. 
- Give short, clear instructions, and help if 
necessary. 
III. PROCEDURES 
1. WARM-UP (5 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson; 
- To lead into the new lesson. 
b. Content: 
- Game: Hot seat 
c. Expected outcomes: 
- Students’ answers. 
d. Organisation 
TEACHER’S AND STUDENTS’ 
ACTIVITIES 
CONTENTS 
Game: Hot seat 
- Invite some Ss to go to the board. Give him/ her 
one leisure activity that they learnt in the 
previous lesson. Ask them to describe the activity 
without saying anything. The rest of the class 
guess the words. 
- Lead to the new lesson: Listening and Writing 
about activities with friends. 
- Introduce the objectives of the lesson. 
Questions: 
- What am I doing? 
Suggested answers: 
- playing computer games 
- knitting 
- cycling 
e. Assessment 
- Teacher corrects students (if needed). 
2. ACTIVITY 1: LISTENING (18 mins) 
a. Objectives: 
- To help Ss develop their skill of listening for specific information 
b. Content: 
- Pre-listening: Task 1. Answer the question. 
 22 
- 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. Expected outcomes: 
- Students understand how to use the target grammar. 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Pre-listening: Task 1. Answer the question. (5 mins) 
- Have Ss answer the questions in the book. 
- Elicit answers from Ss... 
Anticipated difficulties Solutions 
Ss may lack experience of group / team 
work. 
- Encourage Ss to work in groups so that they can help 
one another. 
- Give short, clear instructions, and help if necessary. 
III. PROCEDURES 
1. WARM-UP (5 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson; 
- To lead into the revision 
b. Content: 
- Unit review 
- Project presentation 
c. Expected outcomes: 
- Ss can tell the teacher what they have learnt in unit 1. 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Revision 
- Teacher asks Ss to think of what they have learnt 
already in Unit 1. 
- Ss work in pairs to do the task. Teacher calls some 
students to retell. 
- Teacher confirms and leads them to do all the 
exercises in books. 
Questions: 
- What have we learnt in Unit 1? 
Suggested answers: 
✔ use the words related to leisure 
activities and expressions about likes 
and dislikes. 
✔ pronounce the sounds /ʊ/ and /u:/ 
correctly in words and sentences. 
✔ use verbs of liking / disliking followed 
by gerunds and / or to-infinitives to 
talk about likes and dislikes. 
✔ invite 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 
 25 
e. Assessment 
- Teacher corrects the students (if needed). 
2. ACTIVITY 1: VOCABULARY (10 mins) 
a. Objectives: 
- 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. Expected outcomes: 
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully. 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1. Complete the sentences with appropriate leisure activities. (4 mins) 
- Have Ss do this activity individually then compare 
their answers with their partners. 
- Ask for Ss’ answers or ask one student to write his / 
her answer on the board. 
- Confirm the correct answers. 
Answer key: 
1. doing puzzles 
2. doing DIY 
3. Messaging friends 
4. playing sport 
5. surfing the net 
Task 2. Write complete sentences from the given cues. (6 mins) 
- Have Ss do this activity individually then compare 
their answers with their partners. 
- Ask for Ss’ answers or ask one student to write his / 
her answer on the board. 
- Confirm the correct answers. 
Answer key: 
1. My cousin is crazy about playing 
computer games. 
2. Are they interested in playing 
badminton 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 
e. Assessment 
- Teacher asks Ss some follow up questions. 
3. ACTIVITY 2: GRAMMAR (10 mins) 
a. Objectives: 
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. Expected outcomes: 
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully. 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 3. Fill in each blank with the correct form(s) of the verb in brackets. (4 mins) 
- Ask Ss to explain the form of the verbs after verbs of 
liking / disliking that they have learnt in the unit. 
Answer key: 
1. cycling 
 26 
- Have Ss do this exercise individually then compare 
their answers with a partner. Call on some Ss to give the 
answers. 
- Confirm the correct answers and write them on the 
board. 
2. reading / to read 
3. playing 
4. chatting / to chat 
5. to do / doing 
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) 
- Ask Ss to do the exercise individually first. Then they 
can check their answers with a partner before discussing 
the answers as a class. 
- Remind Ss to keep a record of their original answers 
so that they can use that information in the Now I can  
section. 
Answer key: 
2. reading / to read books 
3. messaging / to message her friends 
4. making / to make paper flowers 
5. knitting / to knit 
6. playing badminton 
e. Assessment 
- Teacher corrects for students as a whole class. 
4. ACTIVITY 3: PROJECT (15 mins) 
a. Objectives: 
- 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. Expected outcomes: 
- Students practice giving a presentation. 
d. Organisation 
TEACHER’S AND STU...ntation stage. 
- Teacher can play the recording more than once. 
- Students listen and read. 
The dialogue on page 16 
Task 2: Read the conversation again and choose the correct answer to each question. (5 
mins) 
- Teacher asks Ss to read the dialogue in detail to answer 
the questions. 
- Ask them how to do this kind of exercise. Explain the 
strategies, if necessary (e.g. reading the questions and the 
options (A, B, C), underlining the key words in the 
questions and options, locating the key words in the text, 
and then reading that part and answering the questions). 
- Tell 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. 
- Tell them to compare their answers in pairs before 
sharing them with the class. Ask them to give evidence 
to support their answers. 
Answer key: 
1. A 
2. B 
3. C 
4. A 
Task 3: Complete the sentences with the words and phrases from the box. (5 mins) 
- Teacher tells Ss to read the conversation again, work 
independently to do the task, and then ask them to share 
their answers with one or more partners. T can ask for 
translation of some of the words and phrases in the box to 
check their understanding. 
- T asks 2 students to write their answers on the board. 
- Check the answers as a class. 
Answer key: 
1. load 
2. combine harvester 
3. herd 
4. paddy field 
5. harvest time 
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 
phrases in the box with the pictures. Have them compare 
their answers with their partners. Then ask for Ss’ 
answers. Quickly write their answers on the board 
without confirming the correct answers. 
- T has Ss listen to the recording, check their answers, 
and repeat the words / phrases. Ask Ss to look at the 
Answer key: 
1. d 
2. a 
3. f 
4. e 
5. b 
6. c 
 30 
answers on the board and say if they are right or wrong. 
Confirm the correct answers. 
- Teacher checks the answers as a class and gives 
feedback. 
e. Assessment 
- Teacher corrects answers for the students as a whole class. 
4. ACTIVITY 3: PRODUCTION (8 mins) 
a. Objectives: 
- To get students to ask and answer about activities that rural people often do. 
b. Content: 
- Task 5: Work in pairs. Ask and answer about the pictures in 4. 
c. Expected outcomes: 
- Students’ conversations 
d. Organisation: 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 5: Work in pairs. Ask and answer about the pictures in 4. 
- Model this activity with a student. Remind Ss that they 
should only use the phrases and the pictures in 4 to ask 
and answer about activities that rural people often do. 
- Ask 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. 
Example: 
- What are they doing in picture a? 
- They’re ploughing a field. 
e. Assessment: 
- Teacher gives corrections and feedback to students’ conversations. 
5. CONSOLIDATION 
a. Wrap-up 
- Ask one or two Ss to tell the class what they have learnt. 
- Ask Ss to say aloud some words and phrases they remember from the lesson. 
b. Homework 
- Students’ workbook. 
- Start preparing for the Project of the unit: 
Teacher randomly puts Ss in groups of 4 or 5 and 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. (Teacher should check the progress of students’ preparation after each lesson.) 
________________________________________________________________________________ 
Date of planning: 
UNIT 2: LIFE IN THE COUNTRYSIDE 
Period 10: Lesson 2: A closer look 1 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
 31 
1. Knowledge 
- Vocabulary: The lexical items related to Life in the countryside 
- Pronunciation: Correctly pronounce words that contain the sounds: /ə/ and /ɪ/ 
2. Competences 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Love talking about activities in the countryside 
II. MATERIALS 
- Grade 8 textbook, Unit 2, A closer look 1 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
Language analysis 
Form Pronunciation Meaning 
Vietnamese 
equivalent 
1. cattle (n) /ˈkæt(ə)l/ cows and bulls kept by 
farmers for their milk or meat 
gia súc 
2. poultry (n) /ˈpəʊltri/ birds such as chickens that 
are used for meat or eggs 
a poultry farm 
gia cầm 
3. crop (n) /krɒp/ a plant grown for food, 
usually on a farm 
hoa màu 
4. vast (adj) /vɑːst/ extremely large mênh m...e 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. 
- Invite some Ss to say some words they know that 
include the two sounds. 
Suggested outcome: 
Students repeats the words correctly 
 34 
Task 5: Listen and practise the sentences. Underline the bold words with /ə/, and circle the 
bold words with /ɪ/. (8 mins) 
- Teacher aks Ss to quickly read the sentences. Now 
play the recording for Ss to listen to the sentences. 
Ask them to pay attention to the underlined parts 
and underline and circle the appropriate sounds. 
- Invite some Ss to share their answers. Confirm the 
correct ones. 
- Play the recording again for Ss to repeat the 
sentences. 
- Have Ss practise the sentences in pairs. Invite 
some pairs to read the sentences aloud. Comment 
on their pronunciation of the sounds. 
Suggested outcome: 
1. There is a lot of water in the bottle. 
2. The farmers here are hard-working. 
3. They are picking fruits in the orchard. 
4. People in my village usually gather at 
weekends. 
5. Please buy some milk and pasta at the 
supermarket. 
e. Assessment: 
- Teacher gives corrections and feedback to students’ pronunciation. 
4. CONSOLIDATION 
a. Wrap-up: 
- Ask one or two Ss to tell the class what they have learnt. 
- Ask Ss to say make some sentences with words and phrases they remember from the lesson 
b. Homework: 
- Students’ workbook. 
Date of planning: 
UNIT 2: LIFE IN THE COUNTRYSIDE 
Period 11: Lesson 3: A closer look 2 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- The comparative forms of adverbs 
2. Competences 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Love talking about activities in the countryside 
 35 
II. MATERIALS 
- Grade 8 textbook, Unit 2, A closer look 2 
- Computer connected to the Internet 
- Projector / TV/ 
- hoclieu.vn 
Language analysis 
Structure Examples 
1. For most adverbs (often with two or 
more syllables), we make comparative forms by adding more. 
slowly → more slowly 
carefully → more carefully 
2. For adverbs that have the same forms as adjectives like fast, 
hard, soon, etc., we make comparative forms by adding -er. 
fast → faster 
hard → harder 
3. Some irregular adverbs: well, fast, hard, well → better 
hard → hard 
Assumption 
Anticipated difficulties Solutions 
Ss may lack experience of group / 
teamwork. 
- Encourage Ss to work in groups so that they can 
help one another. 
- Give short, clear instructions, and help if 
necessary. 
III. PROCEDURES 
1. WARM-UP (6 mins) 
a. Objectives: 
- 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. Expected outcomes: 
- Students’ answers. 
d. Organisation: 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Making comparison 
- Teacher shows the pictures on the screen. 
- Teacher asks students to make comparative 
sentences to describe the difference between the 2 
pictures. 
- Teacher gives some follow-up questions to lead in 
the introduction of the target grammar point. 
- Teacher sets the context for the lesson. 
Questions: 
1. Who lives faster than the other: people 
in the countryside or people in the city? 
2. Who lives more peacefully than the 
other: people in the countryside or people 
in the city? 
Suggested answers: 
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. 
e. Assessment: 
- Teacher corrects students (if needed). 
 36 
2. ACTIVITY 1: PRESENTATION (8 mins) 
a. Objectives: 
- To teach Ss the comparative forms of some adverbs that Ss normally use in everyday 
conversations. 
b. Content: 
- The comparative adverbs 
c. Expected outcomes: 
- Students know how to use the target grammar. 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Grammar teaching: Comparative adverbs 
1. For most adverbs (often with two or more 
syllables), we make comparative forms by adding 
more. 
2. For adverbs that have the same forms as 
adjectives like fast, hard, soon, etc., we make 
comparative forms by adding -er. 
3. Some irregular adverbs 
Examples: 
1. adding more: 
slowly → more slowly 
carefully → more carefully 
2. adding -er: 
fast → faster 
hard → harder 
3. irregular adverbs: 
well → better 
badly → worse 
e. Assessment: 
- Teacher checks students’ understanding by asking some questions. 
3. ACTIVITY 2: PRACTICE (20 mins) 
a. Objectives: 
- To help Ss practise the correct comparative for... that they 
can help one another. 
- Give short, clear instructions, and help if 
necessary. 
III. PROCEDURES 
1. WARM-UP (5 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson. 
- To lead into the new lesson. 
b. Content: 
- Rearrange to make a conversation. 
c. Expected outcomes: 
- Students’ answers. 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Jumbled conversation: 
- Teacher gives out a jumbled conversation. 
1. Thank you. Yours is, too. 
2. Happy birthday. Wow, you’re wearing such a 
beautiful dress. 
3. Here is your present. I hope you like it. 
4. I’m glad you like it. 
5. This is the best gift I have ever had. I love it. 
- Teacher asks students to rearrange it to make a 
meaningful conversation. 
- Teacher gives some follow-up questions to lead in 
the introduction of the target grammar point. 
Suggested answers: 
2. Happy birthday. Wow, you’re wearing 
such a beautiful dress. 
1. Thank you. Yours is, too. 
3. Here is your present. I hope you like it. 
5. This is the best gift I have ever had. I 
love it. 
4. I’m glad you like it. 
e. Assessment 
- Teacher corrects for students (if needed). 
2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins) 
a. Objectives: 
- 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. 
 40 
- Task 2: Work in pairs. Make similar conversations to practise giving and responding to 
compliments, using the cues below. 
c. Expected outcomes: 
- Students know how to use the structures to give and respond to compliments. 
d. Organisation: 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. (6 
mins) 
- Play the recording for Ss to listen and read the two 
dialogues between Tom and Mai, Nick and Hoa at 
the same time. Ask Ss to pay attention to the 
questions and answers. 
- Have Ss practise the dialogues in pairs. Call on 
some pairs to practise the dialogues in front of the 
class. 
Audio script – Track 10: 
1. 
Tom: What a beautiful kite you have, Mai! 
Mai: Thank you, Tom. My dad made it for 
me last weekend. 
2. 
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) 
- Ask Ss to work in pairs to make similar dialogues 
with the given cues. 
- Move around to observe and provide help. Call on 
some pairs to practise in front of the class. 
Comment 
on their performance. 
Cues: 
- a shirt 
- a bicycle 
- a school bag 
e. Assessment 
- Teacher checks students’ understanding by asking some questions. 
3. ACTIVITY 2: ADVERTS FOR BEAUTIFUL VILLAGES (26 mins) 
a. Objectives: 
- 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. Expected outcomes: 
- Students know about two traditional villages in Viet Nam and the Netherlands. 
d. Organisation 
TEACHER’S AND STUDENTS’ 
ACTIVITIES 
CONTENTS 
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) 
 41 
- Have Ss read the instructions to understand 
what they are going to do. Remind them that 
they have to read each statement in the table and 
then read the two adverts to scan for the 
necessary information to help them tick the 
correct boxes. 
- Give Ss time to read the two adverts and tick 
the boxes in the table. After that, get them to 
swap answers in pairs. Go around and offer help, 
if necessary. 
- Check the answers as a class. 
Suggested answers: 
Statements 
Duong 
Lam 
Hollum 
1. It’s an ancient village. ✔ ✔ 
2. We can visit an ancient 
pagoda, traditional houses, 
and temples in this village. 
✔ 
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) 
- Teacher introduces some words or phra...nderstand how to use the target grammar. 
d. Organisation: 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Vocabulary pre-teaching (5 mins) 
- Teacher explains the meaning of the new vocabulary by pictures. 
- Teacher reveals that the words according to the pictures will 
appear in the reading text and asks students to open their textbook 
to find these words 
New words: 
1. stretch (v) 
2. canal (n) 
3. cultivate (v) 
 44 
- Teacher introduces the vocabulary. 
- Teacher checks students’ understanding with with follow-up 
questions 
4. orchard (n) 
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) 
- Ask Ss to work individually to read the passage and find the 
highlighted words. 
- Have Ss read aloud the highlighted words. Correct their 
pronunciation if needed. 
- Have Ss match the highlighted words with their meanings in the 
table. Remind them to use the context to help them. 
- Check the answers as a class. 
Answer key: 
1. c 
2. a 
3. d 
4. b 
Task 3: Read the text again and tick T (True) or F (False) for each sentence. (7 mins) 
- Ask some Ss to read out loud the sentences in the table. 
- Have Ss work individually for five minutes and tick T (True) or F 
(False). 
- Ask Ss to take turns to give the answers. Ask them to show the 
part in the passage where they found the answers. 
- Have them read aloud the sentences. 
- Check the answers as a class. 
Answer key: 
1. T 
2. T 
3. F 
4. F 
5. T 
e. Assessment 
- Teacher corrects for students as a whole class. 
- Teacher checks the vocabulary by asking the Vietnamese meaning of each word. 
3. ACTIVITY 2: SPEAKING (15 mins) 
a. Objectives: 
- 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. Expected outcomes: 
- Students’ speaking. 
d. Organisation: 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 4: Make notes about the village or town where you live or which you know. (5 mins) 
- Tell each student to make notes. Set a time limit 
for Ss to do it. 
- Ask Ss to think about a village or town where they 
live or which they know (its name, location, 
scenery, special features) and the people living 
there (how they live, what they often do, how they 
get along with each other). - Have them note down 
these ideas quickly. 
Suggested outcome: 
Name: Ha Noi 
Location: Northern Vietnam 
Scenery: ancient buildings and beautiful 
sights 
How people live: fast, lively 
Activities adults or children often do: 
chatting, having a coffee with friends, 
going shopping 
The relationships among the people: 
friendly, helpful 
Special feature: Old quarter, museums, 
 45 
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 
front of the class. Then have Ss work in groups, 
taking turns to talk about the village or town where 
they live or which they know about. Remind Ss to 
use the ideas they have prepared in 4. T may go 
round to observe. 
- Encourage Ss to say as many sentences as 
possible. Ask 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 invite some positive 
comments from other Ss. 
Suggested outcome: 
I live in Duong Lam. It’s an old village 
outside Ha Noi. It has ... 
e. Assessment: 
- Teacher gives corrections and feedback. 
4. CONSOLIDATION 
a. Wrap-up 
- Summarise the main points of the lesson. 
b. Homework 
- Students’ workbook. 
________________________________________________________________________________ 
Date of planning: 
UNIT 2: LIFE IN THE COUNTRYSIDE 
Period 14: Lesson 6: Skills 2 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- Listen to someone’s opinion about life in the countryside 
- Write a paragraph about what someone likes or dislikes about life in the countryside 
2. Competences 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Love reading and talking about activities in the countryside 
II. MATERIALS 
- Grade 8 textbook, Unit 2, Skills 2 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
 46 
Assumption 
Anticipated difficulties Solutions 
Ss may lack experi