Kế hoạch bài dạy Tiếng Anh 8 Global Success - Năm học 2023-2024

Week 1	 Preparing date: 03/9/2023
Period 1	Teaching day: 05/9/2023
INTRODUCTION
A. Objectives: By the end of the lesson, students will be able to:
1. Knowledge:
- Master the structure of English8 and the sections in each unit.
2. Competences: 
- Know how prepare for each section and practice through the skills and activities.
- Listen and observe to get information about the first day at school of a student.
- Develop communication skill and cooperation.
3. Character qualities: 
- Be eager to learn English and take part in language activities.
B. Teaching aids: Textbook, laptop, TV, sachmem.vn.
C. Procedure:
I. The structure of English 8:
- English 8 consists of 2 student’s books with 4 themes: Our Communities, Our Heritage, Our World and Visions of the Future.
- Each student’s book consists of a book map, 6 units, 2 review and glossary.
- In the first term, you will learn from unit 1 to unit 6, and in the second term, you will learn from unit 7 to unit 12.
- Each unit has 7 lessons: 
+ Lesson 1: Getting started
+ Lesson 2: A closer look 1
+ Lesson 3: A closer look 2
+ Lesson 4: Communication
+ Lesson 5: Skills 1
+ Lesson 6: Skills 2
+ Lesson 7: Looking back and project
- The text book with beautiful pictures will help you very much in taking knowledge in English.
- The workbooks will help you practice what you have learnt.
- In each term we have the mid-term tests and the final tests.
- Teacher introduces the sachmem.vn.
II. Some rules in the class:
- Study seriously and actively. Do not make noises in the class.
- Learn the old lesson (vocabulary, structures, grammar,).
- Do the homework in the workbook regularly after each lesson.
- Prepare the new lesson at home before being in class.
III. Homework:
- Prepare for Unit 1: Getting started.
4. Further practice
Week 1	 Preparing date: 03/9/2023
Period 2	Teaching day: 05/9/2023
UNIT 1 LEISURE TIME
Lesson 1 Getting started 
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
I. Knowledge: use the words related to leisure activities and expressions aboutlikes and dislikes
II. Competences:
Develop communication skills and creativity.
Be collaborative and supportive in pair work and teamwork.
Actively join in class activities
III. Quality:
Love talking about their leisure time
B. TEACHING AIDS:
Grade 8 textbook smart TV, visual aids, sachmem.vn
C. PROCEDURES:
I. WARM – UP: chatting(T -Ss) 
Aims:To activate Ss’ knowledge on the topic of the unit, set the context for the listening and reading part and enhance Ss’ skills of cooperating with team mates.
T shows pictures about leisure activities and asks Ss name for each picture.
 ...
Ask Ss write the name for each picture on the paper after read aloud.
Ask Ss to set the context for the listening and reading text: Write the title on the board Leisure time. 
Ask Ss to guess what the conversation might be about.
II. PRE – STAGE
Aims:- To provide Ss with vocabulary and help Ss well-prepared for the listening and reading tasks.
VOCABULARY (T-Ss)
Introduces the vocabulary.
1. DIY (do –it- yourself) ( n)explanation)
2. kit (n) : bộ đồ nghề (picture)
3. knit (v): đan (mime/ picture)
4. (to)hang out: đi chơi (synonym) = (to) go out
Ex: I usually hang out with my friend in my free time.
5. message (v), (n) nhắn tin/ truyền tin
Checking vocab: 
Task 1: LISTEN AND READ. (Ex 1, p. 8)
Ask Ss close booksto answer the questions:
+ What can you see in each picture?	
+ Could you tell me activities in the pictures?
Ss’ answers
Play the recording twice. Ss listen and read.
Check Ss’ prediction. T calls 2 Ss to read the conversation aloud.
Check students’ pronuciationgive feedback.
III. DURING- STAGE: 
Task 2: READ THE CONVERSATION AGAIN AND WRITE TRUE(T) OR FALSE (F). (Ex 2, p.9)
- Tell Ss to read the conversation again and work independently to find the answers.
- T explains some phrases
(look for, keen on, on your own, a bit different)
- Remind Ss read the conversation to complete sentences.
- Ask Ss work independently to find the answers.
- Have Ss compare the answers in pairs, checkthe answers as a class and give feedback.
Answer:
knitting kit 2. leisure time, 3.o people 4. hang out 5. Sunday

*Task 3:WRITE THE WORDS AND PHRASES FROM THE BOX UNDER THE CORRECT PICTURES. THEN LISTEN, CHECK, AND REPEAT. (Ex 3, p. 9)
- Ask Ss to name the pictures, has Ss work individually to match the words and phrases in the box with the pictures. Have them compare their answers with a partner. 
- Ask Sswrite their answers, and repeat the words / phrases. Ask Ss to look at the answers on the board and say if they are right or wrong. Confirm the correct answers and give feedback.
Answer keys: 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 match activities correctly with phrases
- Ask for Ss’ answers and confirm the correct ones.
- Allow students to share ... - To help students identify how to pronounce the sounds /ʊ/ and /u:/and help students practise pronouncing these sounds in words.
Task 4: Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/. Then put the words into the correct columns.(Ex 4, p. 11)
- Teacher asks some Ss to read out the words first. Then play the recording for them to listen and repeat the words they hear.
- Ask them to pay close attention to the two sounds. Play the recording as many times as necessary. 
- Explain to Ss that these words have the sounds /ʊ/ and /u:/.
-Tell them the difference between the two sounds if needed. 
-Tell Ss that /ʊ/ is a “short vowel” sound while /u:/ is a “long vowel” sound. 
- 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 practice the sentences. Underline the bold words with /ʊ/, and circle the bold words with /u:/(Ex 5, p. 11)
-Teacher plays the recording for students to listen to the sentences. Ask them to pay attention to the underlined parts and tick the appropriate sounds.
- Teacher gives corrections and feedbacks to students’ pronunciation
Answer key: /ʊ/and /u:/
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.
WRAP-UP
Teacher asks students to talk about what they have learnt in the lesson
HOMEWORK
Learn the new words by heart and practice pronouncing again&find 3 more words relating to hobbies that have the sounds ʊ/ and /u:/.
 Ask Ss to say make some sentences with words and phrases they remember from the lesson about likes/ dislikes
Prepare the lesson: Unit 1: A closer look 2
FEEDBACK:
Week 2	 Preparing date: 08/9/2023
Period 4	Teaching day: 12/9/2023
Unit 1 LEISURE TIME
Lesson 3: A CLOSER LOOK 2
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
I. Knowledge: - use the verbs of liking and disliking with gerunds and to-infinitive
II. Competences: 
- Develop communication skills; 
- Be collaborative and supportive in pair work and team work; 
- Actively join in class activities
III. Personal qualities: 
- Be encouraged to know more about their classmate’s hobbies; 
- Develop self-study skills
B. TEACHING AIDS:
Grade 8 textbook (Unit 1, A closer look 2), smart TV, sachmem.vn
C. PROCEDURES:
I. WARM – UP: Game: Guessing game
*Aims:To review some hobbies; increase Ss’ interest and enhance Ss’ skills of cooperating with teammates.
- T divides the class into 4 teams, calls on a S from each team to go to the board in turn. That S thinks of a hobby and says the keywords out loud.
- The other teams try to guess What the hobby is. They will get 1 point for each correct answer. The team with the most points is the winner.
- Teacher and students discuss as a class.
- Teacher asks students to say the words aloud and makes sure they pronounce the words correctly. Teacher can ask for translation to check their understanding.
Lead-in: To introduce the targeted grammar.
- T draws Ss’ attention to the form of the sentences created in the game and asks them whether they know the target tense.
II.PRE- STAGE
* Aims:- To teach Ss verbs of liking and disliking with gerunds and to-infinitives 
- Teacher teaches grammar. 
- Teacher asks students to read the grammar box and share their answers.
- Students know how to use the target grammar.
Verbs of liking:
love/ like /fancy/ prefer/ enjoy
Verbs of disliking: + V-ING/to Inf
detest/ hate/ dislike
- T gives examples and explains how to use verbs of liking + Ving
- T gives examples and explains how to use verbs of liking + To – inf/ V-ing
Ex: She loves playing badminton. (Expressing interests in a short time or a certainsituation)
She loves to playbadminton.(Expressing interests in a long time like a settled habit)
III. DURING- STAGE:
Aims:To help Ss identify and remember verbs of liking / disliking + gerunds / to-infinitive.
- To help Ss identify and remember verbs of liking / disliking + gerunds / to-infinitive.
-To help Ss practice verbs afterverbs of liking / disliking.
Task1:Work in pairs. Put the verbs in the appropriate column. (Ex 1, p. 11)
- T asks Ss to do the exercise individually and then check their answers in pairs.
- Ss do the exercise individually.
- T invites some Ss to share their answers. 
- Confirm the correct answers.
Answer key:	
Verbs followed by gerunds only
Verbs followed by both gerunds and to-infinitives: 
detest, fancy, dislike, enjoy
love, like, hate, prefer
Usage:Expressing interests in a long time like a settled habit
(Expressing interests in a short time or a certain

Task 2: . Choose the correct answer A, B, or C(Ex 2, p. 11)
 - Have Ss do these exercises individually and then compare their answers wit...e)/
(+) Yes, I do (less polite)
III. DURING- STAGE
Aim:- To provide practice inviting and accepting invitations.
- To help Ss learn about three leisure activities of different teens around the world.
- To provide Ss with information about different leisure activities that teens in different countries enjoy doing
TASK 2:Work in pairs. Practise inviting and accepting invitations in the following situations. Remember to use the highlighted language in 1.(Ex 3, p. 12)
- 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.
TASK 3:Work in pairs. Answer the question. ((Ex 4, p. 12)
- To help Ss develop their reading skill for specific information (scanning). 
- To provide Ss with practice in giving a presentation about their friends’ answers
- 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.
-Tell Ss that they are going to read about different leisure activities that teens in different countries enjoy doing. 
- 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
Suggested answers:
Name
Country
Leisure activity
Person/ people to do the activity with
Benefits of the activity
Sakura
Japan
doing origami
No one
helps her to relax
Eric
Switzerland
snowboarding
Friends
improves his overall health and balance
Lan
Viet Nam
Playing badminton
Friends
- improves her muscle strength
- reduces stress

IV. POST- STAGE
Aim: To provide Ss with a chance to share their opinions about the leisure activities in 4
TASK 5:Work in groups. Ask and answer the questions. Report your group’s answer to the class. (Ex 5, p. 13)
- Have Ss work in groups to ask and answer the two questions in the book. 
- Have Ss in each group note down their friends’ answers. 
- Ask some Ss to report their group’s answers to the class. 
- Call on some Ss to give the presentation to the whole class. 
After each student finishes his or her presentation, invite comments on his or her clarity, language, and fluency from other Ss.
Questions: 1. Which of the activities in 4 do you want to try? 
 2. Why do you want to try it?
-Teacher corrects for students by going around while they’re practising.
 - Teacher gives corrections and feedback.
WRAP-UP:
-Ask Ss to talk about what they have learnt, ticked the objectives they can do in the lesson.
HOMEWORK:
To prepare for the next lesson.’ Skills 1’
- Students’ workbook. 
FEEDBACK: 
Week 2	 Preparing date: 08/9/2023
Period 6	Teaching day: 12/9/2023(8/1)
	14/9/2023(8/2)
UNIT 1 LEISURE TIME
Lesson 5 SKILLS 1
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
I. Knowledge: 
-Develop reading skill for general and specific information about about leisure activities with family; 
- Talk about leisure activities with family;
II. Competences: 
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skill; Actively join in class activities
III. Personal qualities:
- Love reading and talking about activities in leisure time
- Develop self-study skills
B. TEACHING AIDS:
Grade 8 textbook (Unit 1, A closer look 2), smart TV, sachmem.vn
III. PROCEDURES:
I. WARM – UP: Which team is faster?
*Aims: To create an active atmosphere in the class before the lesson and lead into the new lesson.
 - To help Ss understand and activate their knowledge of the topic;
 - To help Ss remember some words related to leisure activities
- Ss work in groups. Which teams can list out more correct answers wins.
- T confirms answers as a class.
II. PRE-STAGE
*Aims: To lead in the reading skills to activate Ss’ knowledge of the topic of the reading text.
- To improve Ss’ knowledge of vocabulary related to leisure activities; 
Task 1:: Look at the pictures. What activities can you see?.
- Have Ss look at the pictures in the book or show the pictures on a slide.
-Ask Ss what activity is shown in each picture. If time allows, ask Ss to describe the pictures (who they can see and what the people are doing). 
- Tell Ss that they are going to read a text ab...l answers provided they make sense.
*Questions:
1. In your opinion, what activities can we do with our friends in our leisure time? 
2. Why should we spend time with our friends?
III. DURING STAGE: 
*Aims:To help Ss develop their skill of listening for specific information.
Task 2. Listen to an interview with Mark about his leisure activities. Choose the correct answer.
- T tellsSs that they are going to listen to an interview about the leisure activities Mark does. 
- T hasSs read the questions first and underline the key words. 
- T plays the recording and asksSs to listen and choose the correct answers. Ss work in pairs to compare their answers.
- T asks for Ss’ answers and write them on the board without confirming whether they are right or wrong.
*Answer key:1. A	2. C
Task 3. Listen to the interview again. Fill in each blank in the table with no more than two words.
- T tellsSs that they are going to listen to the interview again and complete the table of information.
- T plays the recording and asksSs to listen again and complete the table. Ss work in pairs to compare their answers with each other and with the words / phrases on the board.
- T plays the recording once more for pairs to check their answers to both activities 2 and 3.
- T confirms and ticks the correct answers to activity 2 written on the board. Ask for Ss’ answers to 3. Write them on the board next to their guesses. Confirm the correct answers.
*Answer key:
1. video
2. cinema
3. park
4. shape
5. bike ride 
6. places
IV. POST – STAGE:
*Aim:To help Sspractise writing an email about what they like or dislike doing in their free time with their friends.
Task 4. Work in pairs. Ask and answer the questions.
- T hasSs work in pairs to answer the questions in the book.
- T has some Ss present their answers or write their answers on the board. 
- T comments on their answers.
Task 5. Write an email (80 - 100 words) to a penfriend to tell him / her about what you usually do with your friends in your free time. Use your answers in 4.
- T sets up the writing activity: T reminds Ss that the first important thing is always to think about what they are going to write. Ss can use the answers they have prepared in 4. Ask Ss to brainstorm the ideas and needed language for writing. T may ask Ss to refer back to the reading for useful language and ideas and write some useful expressions and language on the board.
- T asksSs to write the first draft individually. Teacher may display all or some of the Ss’ writings on the wall / bulletin board. Teacher and other Ss comment. Ss edit and revise their writing as homework. If time is limited, teacher may ask Ss to write the final version at home.
V. WRAP-UP:
*Aim:To consolidate what Ss have learnt in the lesson.
- T asksSs to talk about what they have learnt in the lesson.
VI. HOMEWORK: 
- Do all tasks again.
- Prepare for lesson 7 (LB + Project).
Week 3	Preparing date: 15/9/2023
Period 8	Teaching date: 19/9/2023
UNIT 1: LEISURE TIME
Lesson 7: Looking back + Project
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge: 
- Review the vocabulary and grammar of Unit 1.
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Character qualities: Love talking about activities in leisure time.
B. TEACHING AIDS: Textbook, lesson plan, smart TV, laptop, sachmem.vn.
C. PROCEDURES:
I. WARM – UP:Revision
*Aims: 
- To create an active atmosphere in the class before the lesson;
- To lead into the revision
- T asks Ss to think of what they have learnt already in Unit 1.
- Ss work in pairs to do the task. T calls some Ss to retell.
- T 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. 
+ useverbs 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.
II. PRE – STAGE:
*Aims: To help Ss review the vocabulary of Unit 1.
Task 1. Complete the sentences with appropriate leisure activities.
- T hasSs do this activity individually then compare their answers with their partners.
- T asks for Ss’ answers or ask one student to write his/ her answer on the board.
- T confirms the correct answers.
*Answer key:
1. doing puzzles 
2. doing DIY 
3. Messaging friends 
4. playing sport 
5. surfing the net
III. DURING STAGE:
*Aims:To help Ss practice us...e the sentences with the words and phrases from the box.
- T 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 asks 2 Ss to write their answers on the board.
- T checks 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).
- 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. 
- T has Ss listen to the recording, check their answers, and repeat the words/ phrases. Ask Ss to look at the answers on the board and say if they are right or wrong. Confirm the correct answers.
- T checks the answers as a class and gives feedback.
*Answer key:
1. d
2. a
3. f
4. e
5. b
6. c
*Language note:
Ex: Things move more slowly there than in our city.
→ Comparative adverbs: S + V + MORE + ADV + THAN 
IV. POST-STAGE:
*Aims: To get students to ask and answer about activities that rural people often do.
Task 5: Work in pairs. Ask and answer about the pictures in 4.
- T models this activity with a student,remindsSs that they should only use the phrases and the pictures in 4 to ask and answer about activities that rural people often do.
- T asksSs to work in pairs. T goes round to help weaker Ss. Then, calls on some pairs to practise in front of the class.Comments on their performance.
Example:
- What are they doing in picture a?
- They’re ploughing a field.
V. WRAP-UP:
*Aim: To consolidate what Ss have learnt in the lesson.
- T asks Ss to talk about what they have learnt in the lesson.
VI. HOMEWORK: 
- Learn vocabulary.
- Prepare forUnit 2 - lesson 2 (A closer look 1).
Week 4	P: 21/9/2023
Period 10	T: 25/9/2023
UNIT 2 LIFE IN THE COUNTRYSIDE
Lesson 2 A closer look 1
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
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. Character qualities: Love talking about activities in the countryside
B. TEACHING AIDS: Textbook, lesson plan, smart TV, laptop, sachmem.vn.
C. PROCEDURES:
I. WARM – UP: Matching game
*Aims: 
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
- T gives out the handouts and divides the class into 10 groups and explains the rules.
- Ss match the given words to the pictures and they have to send one to stick the handout onto the board as quickly as possible.
- T shows Ss the answer on the screen and announces the winning group. 
- T sets the context for the lesson.
*Suggested answers:
1. cattle (n) 
2. vast (adj) 
3. crop (n) 
4. hospitable (adj)
5. poultry (n)
6. picturesque (adj)
II. PRE – STAGE:
*Aims: To provide Ss with some lexical items related to the topic.
* Vocabulary:
- T introduces the vocabulary.
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 mông
5. hospitable (adj)
/hɒˈspɪtəb(ə)l/
generous towards visitors and guests
hiếu khách
6. picturesque (adj)
/ˌpɪktʃəˈresk/
attractive, beautiful
đẹp như tranh vẽ
*Checking vocabulary: ROR.
III. DURING STAGE: 
*Aims: 
- To present some nouns that go with action verbs to describe activities which rural people often do.
- To teach Ss new adjectives for describing people and scenes in the countryside.
Task 1: Circle the correct words to complete the sentences.
- T asks Ss to read each sentence and choose the suitable noun that goes with the action verb before it.
- Ss work in pairs to compare their answers before sharing their answers.
- T checks and confirms the correct answers. 
*Answer key:
1. cattle 
2. fruit 
3. crops 
4. unloaded 
5. catching
Task 2: Match the following adjectives with their definitions.
- T tells Ss quickly match the adjectives in the left column with their meanings in the right column individually.
- Then asks Ss to check their answers with their partners. Asks for translation of some of the adjectives on the list to check their understanding.
- Confirm the correct answers.
*Answer key:
1. c 
2. d 
3. e 
4. b 
5. a
Task 3: Complete the sentences with the words from 2.
- T asks Ss to do the exercise individually and then check with the whole class.
- When checking, ask Ss to refer to 2 to make the mea... make the comparative form of the adverb given in each sentence. Confirm the correct answers.
*Answer key:
1. more beautifully 
2. more clearly 
3. faster 
4. harder 
5. more heavily
Task 3: Complete the sentences with suitable comparative forms of the adverbs from the box.
- T has Ss do the exercise individually and then compare their answers with their partners.
- T asks some Ss to write their answers on the board.
- T checks the answers with the whole class. Ask Ss to explain how to make the comparative form of the adverb given in each sentence. Confirm the correct answers.
*Answer key:
1. more carefully 
2. faster 
3. more quietly 
4. more soundly 
5. earlier
Task 4: Read the situations and complete the sentences using the comparative forms of the adverbs in brackets.
- T asks Ss to read the situations carefully. If necessary, T may explain each situation to Ss. Ask Ss to complete the sentences individually and then compare their answers with their partners.
- T asks some Ss to write their answers on the board.
- T checks the answers with the whole class. Confirm the correct answers.
*Answer key:
1. The red car can run faster than the black car.
2. Nick can jump higher than Tom.
3. Mai did better on the exam than Hoa.
4. The workers arrived earlier than my dad expected.
5. The buses run more frequently than the trains.
IV. POST-STAGE: 
*Aim: To help Ss practise using comparative adverbs to make comparisons.
Task 5: Work in pairs. Ask and answer to find out who:
- T models this activity with a student. Reminds Ss that they should only use the phrases and the pictures in 4 to ask and answer about activities that rural people often do.
- T asks Ss to work in pairs. T goes round to help weaker Ss. Then, calls on some pairs to practise in front of the class. Comments on their performance.
Who:
- can run faster
- can jump higher
- stay up late at night
- gets up earlier in the morning
*Suggested outcome: 
A: How fast can you run?
B: I can run 15 kilometres an hour.
A: Ok, so you can run faster than me.
I can run fast but B can run faster than I do.
V. WRAP-UP:
*Aim: To consolidate what Ss have learnt in the lesson.
- T asks Ss to talk about what they have learnt in the lesson.
VI. HOMEWORK: 
- Do all exercises again.
- Prepare for Unit 2 - lesson 4 (Communication).
Week 4	P: 22/9/2023
Period 12	T: 27/9/2023
UNIT 2 LIFE IN THE COUNTRYSIDE
Lesson 4 Communication
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge: Give and respond to compliments.
2. Competences:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Character qualities: Be ready and confident in real life conversations. 
B. TEACHING AIDS: Textbook, lesson plan, smart TV, laptop, sachmem.vn.
C. PROCEDURES:
I. WARM – UP: Jumbled conversation 
*Aims: 
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
- T 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.
- T asks Ss to rearrange it to make a meaningful conversation.
*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. 
- T gives some follow-up questions to lead in the introduction of the target grammar point.
II. PRE – STAGE:
*Aims: To introduce ways of giving and responding to compliments.
Task 1: Listen and read the conversations. Pay attention to the highlighted sentences.
- T plays the recording for Ss to listen and read the two dialogues between Tom and Mai, Nick and Hoa at the same time. T asks Ss to pay attention to the questions and answers.
- Ss practise the dialogues in pairs. 
- T calls on some pairs to practise the dialogues in front of the class.
- T introduces some ways of giving and responding to compliments.
- Ss takes notes.
III. DURING STAGE:
*Aims: 
- To help Ss practise giving and responding to compliments.
- To help Ss learn about two traditional villages in Viet Nam and the Netherlands.
Task 2: Work in pairs. Make similar conversations to practise giving and responding to compliments, using the cues below.
- T asks Ss to work in pairs to make similar dialogues with the given cues.
- T moves around to observe and provide help. Call on some pairs to practise in front of the class. Comment on their performance.
*Cues:
- a shirt
- a bicycle
- a school bag
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.
- T has Ss read the instructions to unde... Ss read aloud the highlighted words. Correct their pronunciation if needed.
- T has Ss match the highlighted words with their meanings in the table. Remind them to use the context to help them.
- T checks 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.
- T asks some Ss to read out loud the sentences in the table.
- T has Ss work individually for five minutes and tick T (True) or F (False).
- T asks Ss to take turns to give the answers. Ask them to show the part in the passage where they found the answers.
- T has them read aloud the sentences.
- T checks the answers as a class.
*Answer key: 1. T	2. T	3.F	4.F	5. T
IV. POST – STAGE:
*Aim:To provide an opportunity for Ss to practise talking about a village or town where they live or which they know.
Task 4: Make notes about the village or town where you live or which you know.
- T tells each student to make notes. Set a time limit for Ss to do it. 
- T asks 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,
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.
- 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.
- T encourages 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, T calls on some Ss to talk before the whole class, then invites some positive comments from other Ss.
*Suggested outcome: 
I live in Duong Lam. It’s an old village
outside Ha Noi. It has ...
V. WRAP-UP:
*Aim:To consolidate what Ss have learnt in the lesson.
- T asksSs to talk about what they have learnt in the lesson.
VI. HOMEWORK: 
- Do all tasks again.
- Prepare for lesson 6 (Skills 2).
Week 5	 Preparing date: 29/9/2023
Period 14	 Teaching date: 03/10/2023(8/1)
 04/10/2023(8/2)
UNIT 2 LIFE IN THE COUNTRYSIDE
Lesson 6 Skills 2
A. 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. Character qualities: Love reading and talking about activities in the countryside.
B. TEACHING AIDS: Textbook, lesson plan, smart TV, laptop, hoclieu.vn.
C. PROCEDURES:
I. WARM – UP:Miming game
*Aims: 
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
- T invites some Ss to go to the board. Have them mime some activities that rural people often do. Ask other Ss to guess what the activities are.
- T leads to the new lesson: Listening and Writing opinions on life in the countryside.
- T introduces the objectives of the lesson.
*Questions: What am I doing?
*Suggested answers:
- cultivating
- harvesting
II. PRE – STAGE:
*Aims: To help Ss understand and activate their knowledge of the topic.
Task 1: Work in pairs. Discuss the following question.
- T asks Ss to work in pairs discussing questions about what they like or dislike about life in the countryside.
- T asks some Ss to share their answers in front of the class. If necessary, T may ask them some other questions about the reasons for their answers.
*Questions: What do you like or dislike about life in the countryside?
III. DURING STAGE:
*Aims:To help Ss develop their skill of listening for specific information.
Task 2: Listen to three people talking about life in the countryside. Choose the opinion (A - C) that each speaker (1 - 3) expresses.
- T has Ss read the questions in this activity quickly and underline the key words. This helps them have some ideas of what they are going to listen to and the information they need for answering the questions.
- T plays the recording twice for Ss to do the exercise. For stronger classes, ask Ss to take notes of the information to explain their answers.
- T has Ss share... correct answer A, B, or C.
- T has Ss do Task 2 individually then compare their answers with their partners. Ask for Ss’ answers or ask some Ss to read out their answers in front of the class.
- T confirms the correct answers.
*Answer key: 1. B	2. C	3.A	4. C	5. A
III. DURING STAGE:
*Aims:To help Ss revise the forms and uses of comparative adverbs.
Task 3: Complete the sentences with the comparative forms of the adverbs in brackets.
- T asks Ss to do the exercise individually. Then they can check their answers with a partner before discussing the answers as a class.
- T confirms the correct answers.
- T reminds Ss to keep a record of their original answers so that they can use that information in the Now I can  section.
*Answer key:
1. earlier
2. more fluently 
3. more easily 
4. more heavily 
5. harder / better
Task 4: Underline the mistakes in the sentences and correct them.
- 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. 
- Teacher confirms the correct answers.
- 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:
1. as → than
2. quicklier → more quickly
3. more hardly → harder
4. the earlier → earlier
5. more highly → higher
IV. POST-STAGE: PROJECT
*Aims: To help Sspractise making their own poster about their favourite village and present their work. 
- T asks Ss to read the instructions again (T has already assigned the project since the first lesson of the Unit and checked their progress after each lesson). Let students have some time to check their posters for the final time and make any adjustments if necessary.
- T has groups show their posters and present them to the class. Remember to have the “show and tell” session and vote for the best poster.
- Ss vote for the best poster.
- T gives feedback.
V. WRAP-UP:
*Aim: To consolidate what Ss have learnt in the lesson.
- T asks Ss to talk about what they have learnt in the lesson.
VI. HOMEWORK: 
- Do all exercises in LB again.
- Prepare for Unit 3 - lesson 1 (Getting started).
Week 6	Preparing date: 06/10/2023
Period 16	Teaching date: 10/10/2023
UNIT 3 TEENAGERS
Lesson 1 Getting started
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge: 
- Gain an overview about the topic Teenagers.
- Gain vocabulary to talk about teenagers.
2. Competences:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Character qualities:Show their sympathy with friends and responsibility for themselves talking about teenagers and their problems.
B. TEACHING AIDS:Textbook, lesson plan, smart TV, laptop, hoclieu.vn.
C. PROCEDURES:
I. WARM – UP:Game: I.N.I.T.I.A.L GAME
*Aims:
- To create an active atmosphere in the class before the lesson;  
- To lead into the new unit. 
- T divides the class into 2 teams.
- T shows 9 different pictures
- Ss are shown different pictures and they need to take the first letter from each picture to form the mystery word. 
- Which team finds the mystery word first will become the winner. 
- T leads to the new unit. Write the unit title Teenagers on the board. Ask Ss to guess what they are going to learn about in this unit. 
Mystery word: TEENAGERS
II. PRE – STAGE:
*Aims: 
- To set the context for the introductory dialogue;  
- To introduce the topic of the unit.  
*Vocabulary:
- T introduces the vocabulary.
- T explains the meaning of the new vocabulary by pictures.
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. forum (n) 
/ˈfɔːrəm/
an event or medium where people can exchange opinions and ideas on a particular issue; a meeting organised for this purpose
diễn đàn 
2. stress (n) 
/stres/
worry caused by problems in somebody’s life or by having too much to do
sự căng thẳng
3. stressful (adj) 
/ˈstresfl/
causing a lot of worry
căng thẳng, tạo áp lực
4. pressure (n) 
/ˈpreʃə(r)/
​difficulties and worries that are caused by the need to achieve or to behave in a particular way
áp lực
5. user-friendly (adj) 
/ˌjuːzə ˈfrendli/
easy for people who are not experts to use or understand
thân thiện với người dùng, dễ dùng
6. midterm (adj)
/ˌmɪdˈtɜːm/
​in the middle of one of the main periods of the academic year
giữa kỳ
*Checking vocabualary: What and where
III. DURING STAGE: 
*Aims:To help Ss read for specific information about the class meeting.  
Task 1: Listen and read.
- T asks Ss to look at the pictures in the book and answer the questions.
- Ss answer the questions in pairs.
- T plays the recording twice. Ss listen and read.
- T checks Ss’ prediction. T calls 4 Ss to read the conversation aloud in pairs.
*Questions:
- Who are the people? 
- What might they be talking about?
*Suggested answers: 
- They are teacher and students.  
- They are in a class me...omething to find out if something is present, correct or true or if something is how you think it is
kiểm tra
6. account
/əˈkaʊnt/
an arrangement that somebody has with a company that allows them to use the internet, send and receive messages by email, social media, etc.
tài khoản
III. DURING STAGE:
*Aims: To allow Ss to use the learnt words in contexts.
Task 2: Use the correct form of the verbs in 1 to complete the sentences.
- T asks Ss to work individually to complete each of the sentences with a suitable verb from 1.  
- T checks the answers as a class.  
- Ss read aloud the complete sentences. 
- T corrects Ss’ pronunciation if necessary.  
*Answer key:
1. browsed 
2. uploaded 
3. connects 
4. checked 
5. logs on
Task 3: Choose the correct answer A, B, or C.
- T asks Ss to work individually to choose the correct answer for each sentence.  
- Ss swap their answers with their partners. 
- T check the answers as a class. 
- T can also ask some Ss to read out their answers. Then have Ss read the sentences aloud as a class. Correct  Ss’ pronunciation if necessary.  
*Answer key:
1. B
2. C
3. A
4. A
5. B 
IV. PRONUNCIATION:
*Aim: To help Ss identify how to pronounce the sounds /ʊə/ and /ɔɪ/. 
Task 4: Listen and repeat the words. Pay attention to the sounds /ʊə/ and /ɔɪ/. Then put the words into the correct columns.
- T has Ss listen to the recording once first. Then ask Ss to read out the words.
- T plays the recording for them to listen again and repeat each word as a class, then as individuals.
- T plays the recording as many times as possible.
- Ss complete the task. Check answers as a class.
*Answer key:
/ʊə/: tourist, ensure, sure, tournament
/ɔɪ/: boy, toy, avoid, choice
V. POST-STAGE: 
*Aim: To help Ss practise pronouncing the sounds /ʊə/ and /ɔɪ/ in context. 
Task 5: Listen and practise the sentences. Underline the words with /ʊə/ and circle the words with /ɔɪ/.
- T has some Ss read the sentences first.  
- T plays the recording for Ss to listen to, then repeat each sentence after the recording. 
- T plays the recording as many times as necessary.  
- T asks them to underline the words with the sound /ʊə/ and circle the words with the sound /ɔɪ/.  
- T checks the answers as a class. 
- T calls some Ss to read the sentences individually. 
*Answer key:
1. She is a noisy and curious girl.  
2. They joined afull-day city tour.  
3. I found it enjoyable to watch the tournament.  
4. She’ll record our voices during the interview.  
5. He is not acting very mature and is starting to annoy me.  
VI. WRAP-UP:
*Aim: To consolidate what Ss have learnt in the lesson.
- T asks Ss to talk about what they have learnt in the lesson.
VII. HOMEWORK: 
- Do all exercises again.
- Prepare for Unit 3 - lesson 3 (A closer look 2).
Week 6	Preparing date: 06/10/2023
Period 18	 Teaching date: 10/10/2023(8/1)
 12/10/2023(8/2)
UNIT 3 TEENAGERS
Lesson 3 A closer look 2
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge: 
- Review the knowledge of simple sentences.
- Distinguish between simple sentences and compound sentences.
- Identify words that connect independent clauses.
- Apply the coordinating conjunctions or conjunctive adverbs to combine two sentences.
2. Competences:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Character qualities:
- Raise Ss’ awareness of social media. 
- Have a good attitude to school pressure.
B. TEACHING AIDS: Textbook, lesson plan, smart TV, laptop, hoclieu.vn.
C. PROCEDURES:
I. WARM – UP:Game: BOARD RACE
*Aims: To create an active atmosphere in the class before the lesson.
- T gives Ss a few minutes to revise the simple sentences.  
- Ss work in two teams.
- Ss receive slips of paper with simple sentences or compound sentences.   
- Pick out all the simple sentences and run as fast as possible to stick them on the board, then underline the subjects and circle the verbs of those simple sentences.  
- The team with the more correct answers will be the winner
1. She is a noisy and curious girl.  
2. They joined afull-day city tour.  
3. I found it enjoyable to watch the tournament.  
4. She’ll record our voices during the interview.  
5. Minh has some problems with his schoolwork.
6. Mark is hard-working; therefore, he usually gets high scores on exams.
7. Mai bought many books, for she likes reading.
8. He is a club member, but he never participates in any of the activities.
II. PRE – STAGE:
*Aims: 
- To review Ss’ knowledge of the simple sentences.  
- To raise Ss’ awareness of the simple sentences and compound sentences. 
*Grammar: Simple sentences and compound sentences. 
- T gives 2 sentences and asks Ss to find their subject and verb.
- T asksSs to check how many subjects and verbs are in each of the sentences.  
- T tells them to read the Remember! box in pairs before givi...acter qualities:
- Raise Ss’ awareness of social media popular among teens.
- Have a good attitude when making polite requests.
B. TEACHING AIDS:Textbook, lesson plan, smart TV, laptop, hoclieu.vn.
C. PROCEDURES:
I. WARM – UP:Chatting
*Aims: To create an active atmosphere in the class before the lesson.  
- T asks Ss some questions:
+ What do you say when you want sb to pass you a pen?
+ What do you say when you want sb to tell you more about the music club?
+ What will we do if we want to politely ask somebody to do sth?
*Suggested answers:
+ Can/ Could you pass me the pen?
+ Can/ Could you tell me more about the music club?
- T leads in the new lesson: If we want to politely ask somebody to do sth, we make requests. There are two ways of making requests that we will learn in Lesson 4. Communication.
- T asksSs to look at COMMUNICATION on page 32.  
II. PRE – STAGE:
*Aims: To introduce two ways to make requests.
Task 1: Listen and read the dialogue below. Pay attention to the highlighted sentences.
- T plays the recording for Ss to listen and read the dialogue and asks Ss to pay attention to the highlighted sentences. 
- T emphasises the ways to make requests (in the contents column).  
1.Can you tell me more about the music club, please? 
2.Could youshow me the way to the college, please? 
- T tells Ss that Can you and Could you are similar in meaning, and only different in the degree of formality.  Could you is more formal than Can you. 
- Sspractise the dialogue. 
III. DURING STAGE: 
*Aims:
- To help Sspractise making requests. 
- To help Ss have language input about the different social media that are popular among teens, how often and what they use these media for;  
- To help Sspractise reading for specific information. 
Task 2: Work in pairs. Make similar conservations, using the cues below.
- T asksSs to work in pairs to make similar dialogues. 
- T tells them to use the contexts given and the sample requests. 
- T gives feedback on their dialogues.  
-T asksSs to borrow a book from their classmate.
+ Can youlend me your book that you finished reading, please? 
- Request some advice on how to do your science project.
+ Could you tell me how to start a science project?
Task 3: Read some posts on a forum about different social media and match the names of the posters with their activities.
- T asks some Ss to read the posts aloud.  
- Ss work in pairs to read the posts to match the name of the four teenagers and their activities (1 - 5).  
- T asks some pairs to read out their answers. Correct if necessary.  
- T checks the answers as a class.  
- If time allows, ask some Ss to retell information from the posts or to role-play a conversation. 
*Answer key:
+ Ann: 2 
+ Tom: 4,5
+ Trang: 1 
+ Nam: 3
Task 4: Work in pairs. Ask and answer questions about what social media the teens in 3 use, why, and how often they use them.
- Ss work in pairs to ask and answer questions about which social media each of the four teenagers  uses, what for and how often they use the media.  
- T asks them to follow the example in the Student’s Book.  
- T invites some pairs to role-play, asking and answering questions in front of the class. Correct any grammar  or pronunciation mistakes if necessary.  
*Model dialogue:
Tom: What social media does Ann use?
Nam: She uses YouTube.
Tom: What does she use it for?
Nam: Sheuploads her videos and watches other people’s videos.
Tom: How often does she use it?
Nam: Every day.  
IV. POST – STAGE:
*Aim:To help Sspractise asking and answering questions about which social media teens often use, how often and why they use these media.  
Task 5: Work in groups. Discuss the following questions and then report your group’s result to the class. Report your group’s results to class.
- Ss work in groups to discuss the answers to the three questions about social media.  
1. What social media do you use?
2. How often do you use it?
3. What do you use social media for?
- T tells them that they can give more than one reason to explain their choice.  
- T asks them to use the information from the posts in 3 as cues.  
- T invites group representatives to report their group’s answers.
V. WRAP-UP:
*Aim:To consolidate what Ss have learnt in the lesson.
- T asksSs to talk about what they have learnt in the lesson.
VI. HOMEWORK: 
- Name a list of school clubs and pressures.
- Start preparing for the Project of the unit:
- Prepare for lesson 5 (Skills 1).
Week 7	Preparing date: 13/10/2023
Period 20	 Teaching date: 17/10/2023(8/1)
 18/10/2023(8/2)
UNIT 3 TEENAGERS
Lesson 5 Skills 1
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge: 
- Recognise reading skills for specific information and general information about school clubs.
- Remember the lexical items related to school clubs.
- Recognise how to make a conversation to ask and answer about school clubs
2. Competences:
- Develop communication