Kế hoạch bài dạy Tiếng Anh 8 Global Success - Năm học 2023-2024 - Trường TH & THCS Phước Lộc

Week 1
 Period 1	

INTRODUCTION 
DP: 4/9/2023
DT: 9/9/2023
A. 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, and know how to learn English 8 effectively.
2. Competence: Teamwork and individual work, pair work, linguistic competence, cooperative learning and communicative competence. Students can get an overview of the textbook.
3. Behavior: Students are hard-working and attentive. They know how to study English 8.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book
2. Students: Textbooks, notebooks
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up (7’)
a, Aim: To warm up the class and lead in the lesson.
b, Contents: Ss work in groups to find the names of 6 units in English 8 in term 1 and write them on the board.
c, Outcome: Ss can tell and write all names of 6 units and write them well.
d, Organization:
- Teacher divides the class into two teams. Then T asks Ss to look through all the names of the 6 Units in the Student's book in 10 seconds and try to remember as many names as possible.
- T asks Ss to go to the board and write the words.
- Teacher gets feedback.
Kim’s game
2. Presentation (20’)
a, Aim: 
+ Ss can know the themes, topics of textbook in term 1. 
+ Ss can know the design of workbook and how to use it effectively.
b, Contents: 
+ Ss work individually to answer the questions.
+ Ss work in pairs to answer the questions.
c, Outcome: Ss can know some new words about noise pollution.
d, Organization:
Introduce the new textbook English 8 
- T asks Ss to answer the questions individually.
? How many weeks are there in a school year?
? How many weeks are there in the first terms?
+ English 8 Student's book is the third of four levels English language textbooks for Vietnamese students in lower secondary school learning English as a foreign language. It focuses on the use of language (pronunciation, vocabulary and grammar) to develop the four language skills (listening, speaking, reading and writing).
? How many units are there in the first terms?
- There are two main themes: Our Communities and Our Heritage.
- After each theme is a review.
- There are two 45-minute tests: one after unit 3 and another after unit 5.
Introducing the workbook (10')
- T asks Ss to work in pairs to answer the questions:
? What is the Workbook about?
? Study the Workbook quickly then answer the question
- Ss work in pairs to answer the questions. Then T gives feedback.
6 topic-based units in term 1:
+ Unit 1: Leisure activities
+ Unit 2: Life in the countryside
+ Unit 3: Peoples of Viet Nam
+ Unit 4: Our Customs and Traditions
+ Unit 5: Festivals in Viet Nam
+ Unit 6: Folk Tales
- The Workbook mirror and reinforces the content of the Student's book. It offers:
+ Further practice of the language and skills taught in class.
+ Four additional tests for students' self-assessment.
3. Practice (10’)
a, Aim: Ss can know how to learn English 8 effectively. 
b, Contents: Ss work in groups to discuss the ways to learn English 8 effectively.
c, Outcome: Ss can know how to learn English 8 effectively.
d, Organization:
- T asks Ss to work in groups of 3 or 4 to discuss the questions "How to learn English 8 effectively?". Ss do it.
- T calls some groups presentative to present the ideas in front of the class. Ss do it.
- T gives comments and feedback.

Discussion: How to learn English 8 effectively?
- Prepare the lesson carefully before each period.
- Learn by heart all the new words and structures.
- Do exercises regularly.
- Practice the four skills.
Application (6’)
a, Aim: Ss can retell the coursebook structure and the ways to study the book effectively.
b, Contents: Ss work individually to retell the coursebook structure and the ways to study the book effectively.
c, Outcome: Ss can do the task well.
d, Organization:
- T asks the retell the coursebook structure and the ways to study the book effectively.
- Ss do it individually.
Consolidation

3. Homework (2’)
- Prepare Unit 1: Getting started.
- Prepare some pictures about some popular leisure activitie
Week 1
Period 2
UNIT 1: LEISURE TIME
Lesson 2: Getting started
DP: 4/9/2023
DT: 9/9/2023
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Leisure time
- Gain vocabulary to talk about Leisure time
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 Leisure time
II. MATERIALS 
- Grade 8 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV	
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: 
- To set the context for the introductory dialogue;
- To introduce t...hen 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 correct answers wins, and they are invited to share their answers with the whole class.
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.
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.)
Week 1
Period 3
UNIT 1: LEISURE TIME
Lesson 3: A closer look 1
DP: 4/9/2023
DT: 8/9/2023

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
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
5. be into (ph.v)
/biː ˈɪntuː/
to like and be interested in something
thích 

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:
- Task 1. Match a word / phrases in column A with a word in column B to make expressions about likes.
c. Expected outcomes:
- Students get some vocabulary from the lesson and be ready for the lesson. 
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Matching game:
- T shows the questions and divides the class into pairs and explains the rules.
- Ss match the prepositions to the phrases and they have to say “Bingo” as fast as possible.
- Teacher elicits answers from students and announces the winning pair. 
- T sets the context for the lesson.

Match the prepositions with the correct phrases:
Answer key:
1. e 
2. c 
3. b 
4. a 
5. d
e. Assessment
- Teacher shows students the answer on the screen and announces the winning group. 
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives: 
- To prepare vocabulary for students to do the tasks. 
- To present some phrases to express “likes”.
- To teach Ss phrases to talk about their hobby or leisure activities.
b. Content:
- Vocabulary pre-teaching
- Task 2. Fill in each blank with a correct word from the box.
- Task 3. Complete the sentences about what you like or dislike doing. Use the word or phrases from the box or your own ideas.
c. Expected outcomes:
- Students know how to use the target vocabulary. 
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Vocabulary pre-teaching (5 mins)
- Teacher asks students to guess the uses of the phrases that they have matched in Warm-up activity. 
- Teacher introduces the vocabulary.
- Teacher checks students’ understanding by the follow-up tasks in student’s book.
- T confirms that when we want to change the expressions into those about dislikes, we can put not after the forms of the...structions, 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
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 students’ understanding by asking some checking-questions. 
3. ACTIVITY 2: PRACTICE (15 mins)
a. Objectives: 
- To help Ss practise using verbs of liking and disliking with gerunds and to-infinitives.
b. Content:
- Task 1. Work in pairs. Put the verbs in the appropriate column.
- Task 2. Choose the correct answer A, B, or C.
- Task 3. Look at the pictures and complete the sentences, using the verbs in brackets in their suitable form.
- Task 4. Complete the sentences about yourself.
c. Expected outcomes:
- Students understand how to use the target grammar.
d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Task 1. Work in pairs. Put the verbs in the appropriate column. (3 mins)
- Have Ss do these exercises individually and then compare their answers with a partner.
- Ask some Ss to write their answers on the board.
- Check the answers with the whole class. Accept different sentences provided that they are correct.

Answer key: 
Verbs followed by gerunds only: detest, fancy, dislike, enjoy
Verbs followed by both gerunds and to-infinitives: love, like, hate, prefer 
Task 2. Choose the correct answer A, B, or C. (3 mins)
- Have Ss do these exercises individually and then compare their answers with a partner.
- Ask some Ss to write their answers on the board.
- Check the answers with the whole class. Accept different sentences provided that they are correct.
Answer key: 
1. A 
2. A 
3. C 
4. B 
5. A

Task 3: Look at the pictures and complete the sentences, using the verbs in brackets in their suitable form. (4 mins)
- Ask Ss what they see in each picture. For a less able class, T may want to write some key language on the board (e.g. play computer games / surf the net).
- Have Ss do these exercises individually and then compare their answers with a partner.
- Ask some Ss to write their answers on the board.
- Check the answers with the whole class. Accept different sentences provided that they are correct.

Answer key: 
1. Mark likes surfing / to surf the net.
2. The girls enjoy knitting.
3. My cousin dislikes cooking.
4. My father hates going / to go shopping.
5. Tom and his sister prefer doing / to do puzzles.
Task 4. Complete the sentences about yourself. (6 mins)
- Have Ss work individually to write the sentences about themselves.
- Invite some Ss to write their answers on the board.
- Comment on their answers. Accept different answers provided that they are logical and correct. 

Suggested answer:
I like playing basketball.
I hate cooking.

e. Assessment:
- Teacher corrects students as a whole class. 
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: 
- To help Ss practise using verbs of liking and disliking with gerunds...ning).
- 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.
- 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:
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 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?
e. Assessment
- Teacher corrects for students by going around while they’re practising. 
- Teacher gives corrections and feedback.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Have Ss say what they have learnt in the lesson. 
b. Homework
- Students’ workbook.
Week 2
Period 6
UNIT 1: LEISURE TIME
Lesson 6: Skill 1
DP: 10/9/2023
DT: 15/9/2023
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read about leisure activities with family;
- Talk about leisure activities with family;
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 1
- Computer connected to the Internet
- Projector / TV	
- hoclieu.vn
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. connect (v) 
/kəˈnekt/
to feel close to someone or have a good relationship with them
kết nối
2. recipe (n) 
/ˈresɪpi/
a set of instructions telling you how to prepare and cook food, including a list of what food is needed for this
công thức
3. ingredient (n)
/ɪnˈɡriːdiənt/
a food that is used with other foods in the preparation of a particular dish
nguyên liệu
4. costume (n)
/ˈkɒstʃuːm/
a set of clothes worn in order to look like someone or something else, especially for a party or as part of an entertainment
trang phục

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: 
- To help Ss understand and activate their knowledge of the topic;
- To help Ss remember some words related to leisure activities
b. Content:
- Task 1: Look at the pictures. What activities can you see?
c. Expected outcomes:
- Students’ answers about leisure activity. 
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
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 about leisure activities that Ann does with her family members. 

Questions: 
- What activities can you see in the picture?
Suggested answers:
Picture a: riding bikes / cycling 
Picture b: cooking
Picture c: making a dress 
2. ACTIVITY 1: READING (20 mins)
a. Objectives: 
- To improve Ss’ knowledge of vocabulary related to leisure activities;
- To improve Ss’ skill of reading for specific information
b. Content:
- Pre-reading: Vocabulary pre-teach
- Task ...n 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.
- 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. This is an open activity, so accept all 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? 
Task 2. Listen to an interview with Mark about his leisure activities. Choose the correct answer. (5 mins)
- Tell Ss that they are going to listen to an interview about the leisure activities Mark does. 
- Have Ss read the questions first and underline the key words. 
- Play the recording and ask Ss to listen and choose the correct answers. Ss work in pairs to compare their answers.
- Ask 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. (8 mins)
- Tell Ss that they are going to listen to the interview again and complete the table of information.
- Have Ss read the table. Have Ss guess the word or phrase to fill in each blank and write their guesses on the board.
- Play the recording and ask Ss 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.
- Play the recording once more for pairs to check their answers to both activities 2 and 3.
- Confirm and tick the correct answers to activity 2 written on the board. 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 
e. Assessment
- Teacher corrects the answer as a whole class. 
3. ACTIVITY 2: WRITING (17 mins)
a. Objectives: 
- To help Ss prepare ideas for the next activity 
- To help Ss practise writing an email about what they like or dislike doing in their free time with their friends.
b. Content:
- Task 4. Work in pairs. Ask and answer the questions.
- Task 5. Write an email (80 - 100 words) to a penfriend to tell him / her about what you usually do with your friends in your free time. 
c. Expected outcomes:
- Students can write an email about leisure activities.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Task 4. Work in pairs. Ask and answer the questions. (7 mins)
- Have Ss work in pairs to answer the questions in the book.
- Have some Ss present their answers or write their answers on the board. 
- Comment on their answers. 
Suggested outcome: 
Students’ notes
Task 5. Write an email (80 - 100 words) to a penfriend to tell him / her about what you usually do with your friends in your free time. Use your answers in 4. (10 mins)
- Set up the writing activity: 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.
- Ask Ss 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.

Suggested answer:
Hi Ann,
It’s nice to hear from you again. Let me tell you about the things I usually do with my friends in my free time.
I usually have free time at weekends, and I often spend Sunday mornings with my friends. I have three close friends, and they live near my house. We usually play badminton together for about one hour in the playground. After that, we cycle around the neighbourhood. It’s a lot of fun.
What about you? What do you usually do with your friends in your free time?
Tell me in your next email.
Bye for now,
Mi
e. Assessment
- Teacher gives corrections and feedbacks
4. CONS...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 STUDENTS’ ACTIVITIES
CONTENTS
Leisure time survey
- Ask 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 the data to the class. 
- Give feedback to students’ presentations.
Suggested outcome: 
Students’ posters & presentations
5. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Students’ workbook.
Week 3
Period 9
UNIT2:LIFE IN THE COUNTRYSIDE
Lesson 1: Getting Started
DP: 17/9/2023
DT: 22/9/2023
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Life in the countryside
- Gain vocabulary to talk 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 talking about activities in the countryside 
II. MATERIALS 
- Grade 8 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector / TV	
- hoclieu.vn
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. harvest (v) 
/ˈhɑːvɪst/
to pick and collect crops, or to collect plants, animals, or fish to eat
thu hoạch 
2. combine harvester (n) 
/kəmˈbaɪn ˈhɑːvɪstər /
an agricultural machine that reaps, threshes, and cleans a cereal crop in one operation
máy gặt
3. herd (v) 
/hɜːd/
​to make animals move together as a group
chăn thả (gia súc)
4. paddy field (n) 
/ˈpædi ˌfiːld/
a field planted with rice growing in water
cánh đồng lúa

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 set the context for the introductory dialogue.
- To introduce the topic of the unit.
b. Content:
- Questions & answers about summer activities
- Watching video of summer in the countryside 
c. Expected outcomes:
- Students know the topic of the unit and are ready for the conversation. 
d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Asking questions:
- T asks Ss “What did you do last summer?”.
- Ss answer the question individually.
- Teacher shows students a video of summer in the countryside and asks students to guess what the video is about.
- T sets the context for the listening and reading text: Write the title on the board Life in the countryside – Last summer holiday.

Questions:
What did you do last summer?
What is the video about?
Suggested answers:
Life in the countryside 
e. Assessment:
- Teacher calls 3-5 students to answer.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives: 
- To prepare vocabulary for students to understand the conversation.
b. Content:
- Vocabulary pre-teaching.
c. Expected outcomes:
- Students know how to use the target vocabulary. 
d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Vocabulary pre-teaching
- Teacher explains the meaning of the new vocabulary by pictures.
- Teacher reveals that the words corresponding to the pictures will appear in the reading text and asks students to open their textbook to find these words.
- Teacher introduces the vocabulary.
- Teacher checks students’ understanding with the “Rub out and remember” technique.

New words:
1. harvest (v) 
2. combine harvester (n) 
3. herd (v) 
4. paddy fields (n) 
e. Assessment
- Teacher checks students’ pronunciation and gives feedback. 
- Rub and check the vocabulary. 
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives: 
- To help Ss use words and phrases related to farm work in the countryside.
- To help Ss further understand the text.
- To introduce some vocabulary items related to activities that rural people often do.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation and choose the correct answer to each question.
- Task 3: Complete the sentences with the words and phrases from the box.
- Task 4: Match the activities (1 - 6) that people living in the countryside often do wi.../
​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

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: Matching words with pictures
c. Expected outcomes:
- Students get some vocabulary from the lesson and be ready for the lesson. 
d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Matching game:
- 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.
- Teacher shows students the answer on the screen and announces the winning group. 
- T sets the context for the lesson.
Questions: 
Match the words with the correct pictures.
Suggested answers:
1. cattle (n) 
2. vast (adj) 
3. crop (n) 
4. hospitable (adj)
5. poultry (n)
6. picturesque (adj)
e. Assessment:
- Teacher shows students the answer on the screen and announces the winning group. 
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives: 
- To present some nouns that go with action verbs to describe activities which rural people often do.
- To teach Ss new adjectives for describing people and scenes in the countryside.
b. Content:
- Vocabulary pre-teaching. 
- Task 1: Circle the correct words to complete the sentences.
- Task 2: Match the following adjectives with their definitions.
- Task 3: Complete the sentences with the words from 2.
c. Expected outcomes:
- Students understand how to use the vocabulary related to the topic. 
d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS

TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Vocabulary pre-teaching (6 mins)
- Teacher asks students to guess the meaning of the words that they have matched in the Warm-up activity. 
- Teacher introduces the vocabulary.
- Teacher checks students’ understanding by the follow-up tasks in the student's book.
New words:
1. cattle (n) 
2. poultry (n) 
3. crop (n) 
4. vast (adj) 
5. hospitable (adj)
6. picturesque (adj)
Task 1: Circle the correct words to complete the sentences. (4 mins)
- Teacher asks Ss to read each sentence and choose the suitable noun that goes with the action verb before it.
- Let Ss work in pairs to compare their answers before sharing their answers.
- Check and confirm the correct answers. 

Answer key:
1. cattle 
2. fruit 
3. crops 
4. unloaded 
5. catching
Task 2: Match the following adjectives with their definitions. (4 mins)
- Teacher tells Ss quickly match the adjectives in the left column with their meanings in the right column
individually.
- Then ask Ss to check their answers with their partners. Ask 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. (6 mins)
- Teacher ask Ss to do the exercise individually and then check with the whole class.
- When checking, ask Ss to refer to 2 to make the meanings of the adjectives clearer to them.
- Teacher checks the answers as a class and gives feedback.
Answer key:
1. hospitable 
2. well-trained 
3. picturesque 
4. vast 
5. surrounded
e. Assessment:
- Teacher checks students’ pronunciation and gives feedback.
- Teacher corrects the answers for students as a whole class. 
3. ACTIVITY 2: PRONUNCIATION (8 mins)
a. Objectives: 
- To help Ss identify how to pronounce the sounds /ə/ and /ɪ/.
- To help Ss practise pronouncing these sounds in words and sentences.
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/.
- Task 5: Listen and practise the sentences. Underline the bold words with /ə/, and circle the bold words with /ɪ/.
c. Expected outcomes:
- Students repeat the words correctly in words and sentences.
d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. (5 mins)
- 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 the difference between the two sounds if needed:
+ /ɪ/ is a “front vowel”, meaning the front part of the tongue is raised while articulating this vowel. It’s
also a “close vowel”. A close vowel is one where the jaws come close to each other.
+ /ə/ on the other hand is a “mid vowel”; it means that the jaws aren't closer to each other. It's also a “central vowel”. A central vowel means the central part of the tongue is raised while articulating this vowel. It's...
late 
later
quickly 
more quickly
frequently 
more frequently
early 
earlier
much 
more
little 
less

Task 2: Complete the sentences with the comparative forms of the adverbs in brackets. (5 mins)
- Have Ss do the exercise individually and then compare their answers with their partners.
- Ask some Ss to write their answers on the board.
- Check 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 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. 
(5 mins)
- Have Ss do the exercise individually and then compare their answers with their partners.
- Ask some Ss to write their answers on the board.
- Check 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. (6 mins)
- Teacher ask 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.
- Ask some Ss to write their answers on the board.
- Check 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.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: 
- To help Ss practise using comparative adverbs to make comparisons
b. Content:
- Task 5. Work in pairs. Ask and answer to find out who...
c. Expected outcomes:
- Students’ conversations 
d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Task 5: Work in pairs. Ask and answer to find out who:
- 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.
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. 
e. Assessment:
- Teacher gives corrections and feedback.
5. CONSOLIDATION
a. Wrap-up:
- Summarise the main points of the lesson.
- Ask Ss to make sentences about themselves, using comparative adverbs.
b. Homework:
- Students’ workbook.
Week 4
Period 12
UNIT2:LIFE IN THE COUNTRYSIDE
Lesson 4: Communication

DP: 24/9/2023
DT: 28/9/2023

I. 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. Personal qualities
- Be ready and confident in real life conversations
II. MATERIALS 
- Grade 8 textbook, Unit 2, Communication
- Computer connected to the Internet
- Projector / TV	
- hoclieu.vn
Language analysis 
Structure
Examples
How to respond to compliments 
Thank you.
I’m glad you like it.

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:
- 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.
2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins)
a. Objectives: 
- To introduce ways of giving ...r gives feedback.
4. CONSOLIDATION
a. Wrap-up:
- Have Ss say what they have learnt in the lesson. 
b. Homework:
- Students’ workbook.
Week 5
Period 13
UNIT2:LIFE IN THE COUNTRYSIDE
Lesson 5: Skill 1

DP: 1/10/2023
DT: 2/10/2023
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read about different aspects of a Vietnamese village
- Talk about a village or town where one lives or which one knows
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 1
- Computer connected to the Internet
- Projector / TV	
- hoclieu.vn
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. stretch (v)
/stretʃ/
to reach across a distance or become longer or wider
trải dài 
2. canal (n) 
/kəˈnæl/
a long, thin stretch of water that is artificially made either for boats to travel along or for taking water from one area to another
kênh đào
3. cultivate (v)
/ˈkʌltɪveɪt/
​to prepare land and grow crops on it, or to grow a particular crop
canh tác
4. orchard (n) 
/ˈɔːtʃəd/
an area of land where fruit trees (but not orange trees or other citrus trees) are grown
vườn cây ăn quả

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 (5 mins)
a. Objectives: 
- To help Ss understand and activate their knowledge of the topic.
- To help Ss remember some adjectives that are often used to describe scenes and sceneries in the countryside.
b. Content:
- Task 1: Work in pairs. Look at the picture and discuss the following questions.
c. Expected outcomes:
- Students’ answers. 
d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Task 1: Work in pairs. Look at the picture and discuss the following questions. (5 mins)
- Ask Ss to work in pairs discussing what they can see in the picture.
- Ask some Ss to say their answers in front of the class. T may ask other questions to elicit other things in the picture.
- Ask Ss to work in pairs again, discussing which adjectives in the box can be used to describe the picture.
- Ask some Ss to say their answers in front of the class.
Questions: 
- What can you see in the picture?
- Which adjectives in the box can be used to describe the picture?
Suggested answers:
- paddy fields, cattle (buffaloes), farmers, a combine harvester, a lake / pond, trees, houses, a dirt road, horizon, etc.
- peaceful, vast, picturesque
e. Assessment:
- Teacher corrects students (if needed). 
2. ACTIVITY 1: READING (18 mins)
a. Objectives: 
- To improve Ss’ knowledge of vocabulary related to community activities.
- To improve Ss’ skill of reading for specific information.
b. Content:
- Vocabulary
- Task 2: Read the text about life in a village in Viet Nam. Match the highlighted words in the text with their meanings.
- Task 3: Read the text again and tick T (True) or F (False) for each sentence.
c. Expected outcomes:
- Students understand 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
- Teacher introduces the vocabulary.
- Teacher checks students’ understanding with with follow-up questions
New words:
1. stretch (v)
2. canal (n) 
3. cultivate (v)
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 ...ses.
- Task 3: Listen again and choose the correct answer A, B, or C.
c. Expected outcomes:
- Students understand how to use the target grammar.
d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Task 2: Listen to three people talking about life in the countryside. Choose the opinion (A - C) that each speaker (1 - 3) expresses. (6 mins)
- Have Ss read the questions in this activity quickly 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.
- Play the recording twice for Ss to do the exercise. For stronger classes, ask Ss to take notes of the information to explain their answers.
- Have Ss share their answers in pairs.
- Invite some pairs to answer and confirm the correct ones.
- Play the recording again if needed, stopping at places where Ss are having difficulties.
Answer key:
Speaker 1: B 
Speaker 2: A 
Speaker 3: C
Task 3: Listen again and choose the correct answer A, B, or C. (6 mins)
- Have Ss read the questions and the options, and determine what information they need for answering the questions.
- Play the recording once or twice more for Ss to do the exercise. For stronger classes, ask Ss to take notes of the information to explain for their answers.
- Have Ss share their answers in pairs.
- Invite some pairs to answer and confirm the correct ones.
- Play the recording again if needed, stopping at the places where Ss are having difficulties.
Answer key:
1. C 
2. A 
3. C 
4. A 
5. B

e. Assessment:
- Teacher corrects for students as a whole class. 
4. ACTIVITY 3: WRITING (14 mins)
a. Objectives: 
- To help Ss prepare ideas for the next activity 
- To help Ss practise writing a paragraph about what they like or dislike about life in the countryside
b. Content:
- Task 4: Work in groups. discuss and write what you like or dislike about life in the countryside.
- Task 5: Write a paragraph (80 - 100 words) about what you like or dislike about life in the countryside.
c. Expected outcomes:
- Students’ speaking
d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Task 4: Work in groups. discuss and write what you like or dislike about life in the countryside.
 (4 mins)
- Ask Ss to discuss and write what they like or dislike about life in the countryside and reasons for them. Remind them that they can both write full sentences and make notes, and they can even use abbreviations.
- Then ask Ss to share their writings with their partners. Read out the writings of some more able
Ss to the whole class.
Suggested outcome: 
Students’ notes
Task 5: Write a paragraph (80 - 100 words) about what you like or dislike about life in the countryside. (10 mins)
- Set up the writing activity: T reminds Ss that the first important thing is always to think about what they are going to write. Ss can use the ideas 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.
- Ask Ss to write the first draft individually. T may display all or some of the Ss’ writings on the wall / bulletin board. T and other Ss comment. Ss edit and revise their writing as homework. If time is limited, T may ask Ss to write the final version at home.
Suggested answer: 
There are some things I like about life in the countryside. One of the main attractions is its peacefulness. This helps people living there feel comfortable and relaxed. Additionally, I enjoy its natural beauty. The countryside often offers picturesque views of rolling hills, rolling meadows, and vast green fields. This can be a great source of inspiration. Finally, I appreciate the strong sense of community in rural areas. Rural people are very tight-knit and always willing to help their neighbours. Overall, these are just some of the many things I enjoy about rural life.
e. Assessment:
- Teacher gives corrections and feedback.
5. CONSOLIDATION
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Students’ workbook.
Week 5
Period 15
UNIT2:LIFE IN THE COUNTRYSIDE
Lesson 7: Looking back and Project
DP: 1/10/2023
DT: 5/10/2023
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 2
- 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. Personal qualities
- Love talking about activities in the countryside
II. MATERIALS 
- Grade 8 textbook, Unit 2, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption
Anticipated difficulties
Solutions
Ss may lack experience of group / teamwork.
- Encourage Ss to work in groups so that they c