Kế hoạch bài dạy Tiếng Anh 8 Global Success - Năm học 2023-2024 - Trường THCS Quang Trung

Week:1st 
Period:1
Lesson 1: INTRODUCTION 
DP: Sept 5th , 2023
DT: Sept 6th , 2023

A. OBJECTIVES: By the end of this lesson, Ss will be able to:
I. Knowledge: Gain an overview about the topics about Grade 8 textbook.
II. Competences:
Develop communication skills and creativity.
Be collaborative and supportive in pair work and teamwork.
Actively join in class activities
III. Quality:
Know to study Grade 8 textbook.
B. TEACHING AIDS:
 Grade 8 textbook, smart TV, visual aids, sachmem.vn
C. PROCEDURES:
I. WARM – UP: 
 * Brainstorming
Divide the class into 4 groups
Ss ( in turn 4 students ) go to the blackboard and write English words they know as much as possible
T runs through all the words written and correct the mistakes
II. PRE – STAGE
* Introduce the subject and the textbook
- T introduces the subject to Ss
- T introduces the textbook “Global success 8” to ss: T gives the handouts ( in Vietnamese ) and explains how to do the task
III. DURING STAGE: 
*Answer the questions: ss work in individual
- Call on some ss to call out their answers. Give feedback and correct
- Handouts ( in Vietnamese ):
How many units are there in “Global success 8”? 
( 12 )
Where can you find Vietnamese meaning of the ( English ) words? ( from 136 to 139 )
Where can you find “Grammar practice”?
 (closer look 2)
 Which lessons do we teach students how to pronounce the sounds? ( closer look 1)
In which lesson do students have a chance to create a poster, do some models or paint a picture? (Project)
In which lesson students are introduced everyday English? ( Communication)
In which lesson do students have an opportunity to revise grammar point and vocabulary in a unit? ( Looking back)
8. In which lesson do we get students involved in new topic? (Getting started/ listen and read
IV. POST – STAGE:
*How to study English
- At school: Listen to the teacher carefully; Practise listening, speaking, reading, writing skills actively, creatively; Take part in the activities in class heartily; Note down the lesson correctly, completely, clearly 
- At home: Learn the lesson carefully, do homework; Prepare the new lesson; Ss also must be definitely not lazy
- School things: Textbook, workbook, notebooks, dictionary,
WRAP-UP: 
Aim:To consolidate what Ss have learnt in the lesson.
Ask Ss to talk about what they have learnt in the lesson.
Have an overview about Grade 7 textbook.
HOMEWORK:
 * Homework:
- Give the full words and Vietnamese meaning of “n. ”, “adj.”, “v.”, “adv.”, “ prep.” ( See the textbook on page 136)
- Prepare for Unit1 GETTING STARTED
Feedback:
Week:1st 
Period: 2

UNIT 1: LEISURE TIME
Lesson 2: GETTING STARTED

PD: Sept 5th , 2023
TD: Sept 8th , 2023

I. OBJECTIVES
 By the end of this lesson, Ss will be able to:
1. Knowledge
- Have an overview about the topic Leisure time
- Know some vocabularies to talk about Leisure time
2. Competences
 - Listening and reading to get information about leisure time
 - Communication, self-learning capability, creative capacity, ability to use of language
- Actively join in class activities
3. Character qualities
- Love talking about activities Leisure time
 II. TEACHING AIDS:
 1. Teacher: Text book, pictures, planning
 - Grade 8 textbook, Unit 1, Getting started
- smart TV and cards, visual aids - sachmem.vn
2. Students: Text books, notebooks, posters .
 III. PROCEDURE :
 1. WARM - UP 
* Aim: -To activate students’ knowledge on the topic of the unit.
- Teacher shows the pictures to the whole class.
- Teacher ask students to work in pairs and name the activities in the picture.
- Students work in pairs for 3 minutes.
- Teacher elicits answers from students.
- Teacher asks students to guess the topic of the unit/ lesson
* Suggested answers: Leisure time 
2. PRE – STAGE
* Aim: To teach students some vocabularies related to the topic Leisure time;
* Vocabulary
 knitting kit (np ) : bộ dụng cụ đan
 DIY (n) : tự làm 
 make paper flowers (v.phr) : làm hoa giấy
 hang out  ( (phr.v ) : đi chơi
 look for  (phr.v) tìm kiếm
Be keen on (a) : say mê làm gì 
Free time = leisure time : thời gian rỗi 
Do puzzles ( vp ) : giải ô chữ
* Checking vocab: 
* Set the sences: T-Ss
Look at the picture on page 8,9
a) Who are they?	b) What are they talking about ?
c) What activities can you see in the picture?	
- We are going to listen and read a dialogue about Tom, Trang 's leisure time.
3. DURING STAGE:
* Aims: To help Ss understand the conversation, and do exercises correctly . 
* Read the conversation and complete the sentences 
- Teacher asks Ss to read the dialogue in detail to complete the sentence 
-Teacher tells ss to compare their answers in pairs before sharing them with the class. Teacher asks them to explain their answers
Suggested answers:
1. knitting kit 
2. leisure time 
3. other people 
4. hang out 
5. Sunday 
* Work in pairs. Write the activities from the box under the correct pictures
- Teacher ask...nto 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. 
Answer key:
1. e 2. c 3. b 4. a 5.d
* Fill in each blank with a correct word from the box
- Teacher has Ss do this activity individually. Have Ss read all the sentences carefully to make sure they understand the sentences and fill in the blanks with the words in the box.
- Teacher lets them share their answers in pairs. Invite some Ss to give the answers and confirm the correct ones.
- Teacher asks Ss to make sentences with some of the expressions they have learnt. Then T invites Ss to share their sentences.
Answer key:
1. fond 
2. interested 
3. keen 
4. into 
5. about 
4. POST-STAGE:
*Aim : Talk about like doing and dislike doing ( Ex 3)
- Teacher tells Ss to share their ideas with a partner. After 1 minute, they can change to another partner. Let Ss do it for some rounds, then call some students randomly to share about their friends’ ideas. 
- T asks them to share whether they have the same ideas with their friends. 
Ex: I am interested in doing DIY
Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say make some sentences with words and phrases they remember from the lesson
 Homework
- Students’ workbook.
FEEDBACK: 
Week : 2
Period: 4 
UNIT 1: LEISURE TIME
Lesson 3: A closer look 2
PD: Sept 10th, 2023
TD: Sept 11h, 2023
I. OBJECTIVES:
By the end of this lesson, Ss will be able to:
1. Knowledge
- use the verbs of liking and disliking with gerunds and to-infinitive;
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Character qualities
- Love talking about activities in leisure time
II. TEACHING AIDS:
 Textbook, planning, sets of word cards, laptop, projector
III. PROCEDURES: 
1. WARM-UP: 
Aim: To activate students’ prior knowledge related to the targeted grammar of liking and disliking with gerunds and to-infinitive and to increase students’ interest.
Find someone who:
- Teacher delivers the questions
- Teacher asks students to go around the class and ask their friends for answer. 
- 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.
2. PRE-STAGE:
* Aim: To teach students the verbs of liking and disliking with gerunds and to-infinitive
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 don’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. 
* Form : Verbs of liking and disliking + V-ing / to V
Fancy/ enjoy/ detest/ dislike + Ving 
Love / like / hate / prefer + v- ing / to V
3.DURING -STAGE:
* Aims: To help students practise using the verbs of liking and disliking with gerunds and to-infinitive
* Work in pairs. Put the verbs in the appropriate column. 
- 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. 
Suggested answers:
Verbs followed by gerunds only: detest, fancy, dislike, enjoy
Verbs followed by both gerunds and to-infinitives love, like, hate, prefer 
* Choose the correct answer 
- Have Ss do these exercises individually and then compare their answers with a partner.
 Suggested answers:
 1. A, C 2. A 3. A, C 4. B 5. A 
* Look at the pictures and complete the sentences, using the verbs in brackets in their suitable form. 
Have Ss do these exercises individually and then compare their answers with a partner.
- Ask some Ss to write their answers on the board.
Suggested answers:
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. 
* Complete the sentences about yourself
- Have Ss work...answers and prepare a short presentation.
. WRAP-UP:
To consolidate what Ss have learnt in the lesson.
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’
Brainstorm some interesting and easy-to-do leisure activity.
Feedback:...
WEEK: 2
PERIOD: 6
UNIT 1: LEISURE TIME
Lesson 5: SKILLS 1
PD: Sept 10th, 2023
TD: Sept 15th , 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. TEACHING AIDS:
 1. Teacher: Grade 8 textbook (Unit 1, Skill 1), smart TV , visual aids, sachmem.vn
 	2. Students: Text books, notebooks.
III. PROCEDURES:
1. WARM – UP: LIST OUT AS MANY HOBBIES AS POSSIBLE
Aims: - To help Ss understand and activate their knowledge of the topic;
- To help Ss remember some words related to leisure activities
- T has Ss look at the picture in the book or show the picture in the book on a slide. 
Ask Ss Look at the pictures. What activities can you see?
T has Ss work in pairs to discuss the two questions. T invites some Ss to share their answers. 
- Tell Ss that they are going to read a text about leisure activities that Ann does with her family members.


2. PRE-STAGE:
*Aims: To introduce vocabulary related to the text .
*Vocabulary:
1. connect (v)
2. recipe (n) 
3. ingredient (n)
4. costume (n)
5. occasions
6. DIY 
* Checking Vocab: Matching.


3. DURING –STAGE:
Aims: To develop reading skill for specific information.
T asks Ss what they are going to do; 
T has Ss share how to do this exercise.
T briefly tells them the steps: read the sentences, underline the key words in the sentences, locate the key words in the text and find the words to complete the sentences.
T asks Ss to repeat the steps (they can speak in Vietnamese).
T asks Ss to tell the class about Trang’s leisure activities.
Answer key:
1. She goes for a bike ride, cooks, and does DIY projects.
2. Her brother does.
3. She loves doing DIY projects with her mum the most.
4. Her mum teaches her to make her own dresses and doll clothes.
5. She won the first prize in a costume contest at her school. 
4.POST- STAGE: SPEAKING
Aim: To help Ss form the ideas for their speaking.and Ss use what they have learnt so far to talk about Leisure time
- Tell Ss that they are going to work in groups to answer the questions in the book. Model the answers to the questions yourself.
- Have Ss work in groups of four to ask and answer the three questions in the book. Ask them to draw a similar table on a sheet of paper to record their group members’ answers.
- Ask Ss to practise reporting the group’s answers within the group.
- Move around to observe and offer help if needed. (Ex 5, p. 14)
Questions:
1. What leisure activities do you usually do with your family? 
2. Which one do you like the most? Why? 
3. How do you feel when you spend time with your family members? 
Have Ss work in groups to ask and answer the two questions. Model the answers to the two questions if needed. 
Invite some Ss to share their partner’s answers to the questions.
 Invite other Ss to comment on the answers.
Comment on Ss’ answers
* Report your group members’ answers to the class. What activities are the most common? 
- Invite some Ss to share their group’s answers to the class.
- Ask other groups to listen and give comments.
- Comment on Ss’ answers. 
*. 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.
 HOMEWORK: 
Ss learn all vocab 
T asks Ss to write down their opinion about Leisure time.
Be ready Skill 2
Feedback: 
Week : 3
Period: 7
UNIT 1: LEISURE TIME
Lesson 6: SKILL 2
PD: Sept 17th, 2023
TD: Sept 19th, 2023
A. OBJECTIVES: 
1. Knowledge
- Listen to someone talking about their leisure activities with friends
- Write a paragraph about leisure activities with friends
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love reading and talking about activities in leisure time
B. TEACHING AIDS	
1. Teacher: 
- Grade 8 textbook, Unit 1, Skills 2
- Computer connected to the Internet
- Projector/ TV/ pictures and cards	
- sachmem.vn 
2. Students: Textbooks, notebooks, posters, .	
C. PROCEDURES: (STAGES)
I. WARM -UP 
* Aim: - To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
- Game: Hot seat
- Invite some Ss to go to the board. Give him/ her one leisure activity that they learnt in the previous lesson....?
3. I’m not fond of making models because I’m not patient.
4. Why are you not into cooking? – Because I often burn myself.
5. My friends are keen on doing judo, so they go to the judo club every Sunday
Activity 3:Fill in each blank with the correct form(s) of the verb in brackets.
 - Ask Ss to explain the form of the verbs after verbs of liking / disliking that they have learnt in the unit.
- Have Ss do this exercise individually then compare their answers with a partner. Call on some Ss to give the answers. 
- Confirm the correct answers and write them on the board.
Answer key:
1. cycling 	2. reading / to read 	3. playing 
4. chatting / to chat 	5. to do / doing 
Activity 4:Complete the passage. Use the correct form(s) of the verbs in brackets and the pictures. Add more words if necessary.
- Ask Ss to do the exercise individually first. Then they can check their answers with a partner before discussing the answers as a class.
- Remind Ss to keep a record of their original answers so that they can use that information in the Now I can  section.
Answer key:
2. reading / to read books	3. messaging / to message her friends
4. making / to make paper flowers	5. knitting / to knit
6. playing badminton
III. POST –STAGE:PROJECT
* Aim: To help Ss practise making their report about their interview with their friends. 
- 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.
IV. Wrap-up: To consolidate what Ss have learnt in the lesson
- Ask Ss to talk about what they have learnt in the lesson.
V.Homework: 
- Review the whole unit 1
- Prepare for the next lesson: Unit 2 – Lesson 1: Getting started.
*Feedback:
Week: 3 
Period: 9 
UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 1: Getting started 
DP: Sept 17th, 2023
DT: Sept 22nd, 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 Ss may lack experience of group / team work.
Solutions- 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:




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. PRE-STAGE:(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:


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....laborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about activities in the countryside
II. MATERIALS 
- Grade 8 textbook, Unit 2, A closer look 1
- Computer connected to the Internet
- Projector / TV	
- hoclieu.vn
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. cattle (n) 
/ˈkæt(ə)l/
cows and bulls kept by farmers for their milk or meat
gia súc 
2. poultry (n) 
/ˈpəʊltri/
birds such as chickens that are used for meat or eggs
a poultry farm
gia cầm
3. crop (n) 
/krɒp/
​a plant grown for food, usually on a farm
hoa màu
4. vast (adj) 
/vɑːst/
extremely large
mênh mông
5. hospitable (adj)
/hɒˈspɪtəb(ə)l/
generous towards visitors and guests
hiếu khách
6. picturesque (adj)
/ˌpɪktʃəˈresk/
attractive, beautiful
đẹp như tranh vẽ

Assumption
Anticipated difficulties Ss may lack experience of group / team work. 
Solutions- 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)
- Game: Matching words with picture
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)

2: 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:
Vocabulary pre-teaching 
- 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. 
- 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. 
- 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. 
- 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. PRONUNCIATION: (15 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:
Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. 
- 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...rget grammar.
d. Organisation:
Task 1: Write the comparative forms of the adverbs in the table below. (4 mins)
- Teacher asks Ss to do the exercise individually and then check their answers in pairs.
- Teacher invites some Ss to share their answers. Confirm the correct answers.

Answer key: 
Adverbs/ ADJ
Comparative forms
long 
longer
high 
higher
late 
later
quickly 
more quickly
frequently 
more frequently
early 
earlier
much 
more
little 
less

Task 2: Complete the sentences with the comparative forms of the adverbs in brackets. 
- 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. 

- 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. 
- 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.
e. Assessment:
- Teacher corrects students as a whole class. 
4. POST- STAGE: (10mins)
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:


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: (2mins)
a. Wrap-up:
- Summarise the main points of the lesson.
- Ask Ss to make sentences about themselves, using comparative adverbs.
b. Homework:
- Students’ workbook.
c. Feedback: 
Week: 4 
Period: 12 
UNIT 2 : LIFE IN THE COUNTRYSIDE 
Lesson 4: Communication
PD: Sept 24th, 2023
TD: Sept 29th, 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. TEACHING AIDS:
1. Teacher: Grade 8 textbook (Unit 2, Communication), smart TV, visual aids, sachmem.vn
 2. Students: Text books, notebooks.
III. PROCEDURES:
1. WARM UP: Jumbled conversation (5mins)
- Aim: To create an active atmosphere in the class before the lesson
- 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: 2-1-3-5-4
2. PRE-STAGE: (10mins)
- Aim: To introduce ways of giving and responding to compliments and to allow Ss some practice
Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. 
- T Play the recording for Ss to listen and read the two dialogues between Tom and Mai, Nick and Hoa at the same time. Ask Ss to pay attention to the questions and answers.
1. 	Tom: What a beautiful kite you have, Mai!
...nowledge
- 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, A closer look 1
- Computer connected to the Internet
- Projector / TV	
- hoclieu.vn
III. PROCEDURES
1. WARM UP: Look at the picture and discuss the following questions (Act 1/p24) (5’)
Questions: 
- What can you see in the picture?
- Which adjectives in the box can be used to describe the picture?
- T asks Ss to work in pairs discussing what they can see in the picture.
- Ss say their answers in front of the class. 
T may ask other questions to elicit other things in the picture.
- Ss discuss 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
2.PRE STAGE: (10’)
Aims:
- To know some vocabularies related to the lesson
- To help Ss have a general idea of what they are going to read.
* Pre- teach vocabulary:
- stretch (v): trải dài
- canal (n) : kênh đào
- cultivate (v): canh tác
- orchard (n): vườn cây ăn quả
- T uses different techniques to teach vocabulary (situation, realia, translation .....)
+ Follow the steps to teach vocabulary
- Ss repeat in chorus and individually
+ Check vocabulary: Slap the board
ACTIVITY 2: Read the text about life in a village in Viet Nam. Match the highlighted words in the text with their meanings. 
- 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
3. DURING STAGE - READING: (12’)
Aims: To help Ss develop their reading skill for specific information (Life in the village in Viet Nam).
and read the text in detail to tick (✓) T/F.
ACTIVITY 3:
: Read the text again and tick T (True) or F (False) for each sentence.
- 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
4. POST STAGE –SPEAKING: (10’) 
Aims: 
- To help Ss prepare ideas for next activity
- To provide an opportunity for Ss to practice talking about a village or town where they live or which they know.
ACTIVITY 4: 
- Tell each student to make notes. Set a time limit for Ss to do it. 
- Ask Ss to think about a village or town where they live or which they know (its name, location, scenery, special features) and the people living there (how they live, what they often do, how they get along with each other). - Have them note down these ideas quickly
Suggested outcome: 
Name: Ha Noi
Location: Northern Vietnam
Scenery: ancient buildings and beautiful sights
How people live: fast, lively
Activities adults or children often do: chatting, having a coffee with friends, going shopping
The relationships among the people: friendly, helpful
Special feature: Old quarter, museums,
ACTIVITY 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.
- Encourage Ss to say as many sentences as possible. Ask Ss not to interrupt their group members while they are speaking in order to correct their errors. Tell them to correct only common errors after their group members have finished speaking.
- If there is enough time, call on some Ss to talk before the whole class, then invite some positive comments from other Ss.
Suggested outcome: 
I live in Duong Lam. It’s an old village
outside Ha Noi. It has ...
WRAP-UP: (2’)
Aim: To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
HOME WORK: (1’)
- Learn by heart new words 
- Do exercises in workbook.
- Prepare the new lesson. Skills 2
FEEDBACK:
Week: 5 
Period: 14 
UNIT 2 : LIFE IN THE COUNTRYSIDE 
Lesson 5 : Skills 2
 PD: Oct 1st, 2023
TD: Oct 4th, 2023

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
...al 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.
WRAP-UP: (2’)
Aim: To consolidate what students have learnt in the lesson
Teacher asks students to talk about what they have learnt in the lesson.
HOME WORK: (1’) 
- Learn by heart new words 
 - Do exercises in workbook.
- Prepare the new lesson. Looking Back + Project
FEEDBACK:
Week: 5
Period: 15 
UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 7: Looking back and Project
 PD: Oct 1st, 2023
TD: Oct 6th, 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.v
III. Assumption: Ss may lack experience of group / teamwork.
 Solutions: - Encourage Ss to work in groups so that they can help one another.
IV. PROCEDURE:
1. WARM UP:   Brainstorming (5’)
Aim: - To create an active atmosphere in the class before the lesson.
- To lead into the revision.
Expected outcomes:
- Ss can tell the teacher what they have learnt in unit 2. 
d. Organisation: Revision (5 mins)
- Teacher asks Ss to think of what they have learnt already in Unit 2.
- Ss work in pairs to do the task. Teacher calls some students to retell.
- Teacher confirms and leads them to do all the exercises in books.
Activities in the countryside
- Suggested answers:
Go swimming, fly the kite, go camping, load the rice,.
2. PRE-STAGE: (10’)
 VOCABULARY 
a. Objectives: 
- To help Ss review the vocabulary of Unit 2.
b. Content:
- Task 1: Write a phrase from the box under the correct picture.
- Task 2: Choose the correct answer A, B, or C.
c. Expected outcomes:
- Students remember the vocabulary learnt.
d. Organisation:
Task 1: Write a phrase from the box under the correct picture. 
- Have Ss do Task 1 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.
- Confirm the correct answers.
Answer key:
1. ploughing fields 2. catching fish 3. drying rice4. unloading rice 5. feeding pigs 6. milking cows
Task 2: Choose the correct answer A, B, or C. 
- Have 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.
- Confirm the correct answers.
Answer key: 
1. B 2. C 3. A 4. C 5. A
e. Assessment:
- Teacher asks Ss some follow-up questions.
3. ACTIVITY 2: (10’)
GRAMMAR 
a. Objectives: 
- To help Ss revise the forms and uses of comparative adverbs.
b. Content:
- Task 3: Complete the sentences with the comparative forms of the adverbs in brackets.
- Task 4: Underline the mistakes in the sentences and correct them.
c. Expected outcomes:
- Students’ answers.
d. Organisations
Task 3: Complete the sentences with the comparative forms of the adverbs in brackets. 
- Ask Ss to do the exercise individually. Then they can check their answers with a partner before discussing the answers as a class.
- 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. 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
- Teacher corrects for students as a whole class. 
4. ACTIVITY 3: (13’)
PROJECT
a. Objectives: 
- To help Ss practise making their own poster about their favourite village and present their work. 
b. Content:
- To help Ss develop the skill...ring questions for more information about their peers, and reporting information they have gathered;  
- To create a fun atmosphere in the class. 
Exercise 5: Ask and answer the questions below. Report your friend’s answers to the class.
- Ask Ss to work in pairs to ask and answer questions.  
- Encourage Ss to provide their partners with as much information as possible, using vocabulary they have  learnt when they answer the questions.  
- Ask some Ss to report information about their partners. 
Teacher checks and gives the correct answers
* WRAP-UP:
- To consolidate what Ss have learnt in the lesson.
- Ask Ss to talk about what they have learnt in the lesson.
- Have an overview about the topic Teenagers and vocabulary to talk about Teenagers
5. HOMEWORK: 
- Teacher asks students to talk about what they have learnt in the lesson.
- Learn vocabulary by heart.
- Prepare lesson: UNIT 3: A closer look 1
* Feedback:
Week: 6
Period: 17
UNIT 3: TEENAGERS
Lesson 2: A CLOSER LOOK 1
D P: Oct 8th , 2023
D T: Oct 11th , 2023

I. OBJECTIVES: By the end of this lesson, students will be able to gain:
1. Knowledge: 
- Identify the combination of some verbs and verb phrases that are often used when teens talk about using social media. 
- Distinguish two sounds /ʊə/ and /ɔɪ/ correctly
2. Competences: 
- Develop competencies of communication, cooperation, and self-management.
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Raise ss’ awareness of social media 
- Have good attitude to school pressure
II. TEACHING AIDS:
1. Teacher: Grade 8 textbook, Unit 3, A closer look 1,Computer connected to the Internet, Projector / TV, hoclieu.vn
2. Students: Text books, notebooks.
III. PROCEDURES:
1. WARM – UP: Game: Word puzzles
* Aim: To create an active atmosphere in the class before the lesson and to lead into the new lesson.
- Give Ss a few minutes to play a game. Have Ss play in two groups.  
- Ask ss to find 6 meaningful words in the puzzles  
- The team with the more correct answers wins. 
- T leads in the new lesson.
 Answer key: CHECK; POST; WEBSITE; CLIP; PICTURE; CONNECT
II. PRE-STAGE:
* Aim: To teach Ss some words related to teenagers activities and teenagers problems, and help students identify how to pronounce the sounds /ʊə/ and /ɔɪ/.
1. Vocabulary:
- upload (v) = to copy or move programs or information to a larger computer system or to the internet (explanation): tải lên
- browse (v) = to look at things / check over sth (explanation): đọc lướt, tìm trên mạng
- notifications (n) (translation): thông báo
- log on (to) (v) (picture): đăng nhập
- check (v) (translation): kiểm tra
- account (n) (picture): tài khoản
* Checking vocabulary: Match the phrases with the pictures (Task 1)
Answer key: 1. A 2. A 3. B 4. B 5. B 
2. Pronunciation: 
Listen and repeat. Pay attention to the sounds /ʊə/ and /ɔɪ/ (ex4)
- Then, T has Ss focus on the underlined letters /ʊə/ and /ɔɪ/
- T introduces 2 sounds /ʊə/ and /ɔɪ/ to Ss and instructs them how to pronounce these two sounds.
- T opens the record and asks them to listen and repeat.
- T asks Ss to give some words they know containing these sounds.
- T calls some Ss to read aloud again, others listen, then give comments.
3. DURING-STAGE:
*Aim:To use the words/ phrases they have just learned in specific contexts, talk about verbs and verb phrases that are often used when teens talk about using social media.  , practise pronouncing sounds ʊə/ and /ɔɪ in words and sentences. 
Task 2: Use the correct form of the verbs in 1 to complete the sentences
- Ask Ss to work individually to complete each of the sentences with a suitable verb from 1.  
- Check the answers as a class.  
- Have some Ss read aloud the complete sentences. 
- Correct 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 
4.POST - STAGE:
* Aim: To help Ss practise pronouncing the sounds /ʊə/ and /ɔɪ/ in context 
Task 4: Listen and repeat the words. Pay attention to the sounds /ʊə/ and /ɔɪ/. Then put the words into the correct columns
- Have Ss listen to the recording once first. Then ask Ss to read out the words.
- Play the recording for them to listen again and repeat each word as a class, then as individuals.
- Play the recording as many times as possible.
- Have Ss complete the task. Check answers as a class.
Answer key: /ʊə/: tourist, ensure, sure, tournament - /ɔɪ/: boy, toy, avoid, choice
Task 5: Listen and practise the sentences. Underline ...vidually to tick the simple sentences.  Ask Ss to take turns to give their answers.  Check the answers as a class.  
- Then T asks some Ss to underline the subjects and circle the verbs of simple sentences.  
- Ask several Ss to read aloud the full sentences. Correct their pronunciation if necessary.  
Answer key: 1, 2, 4
Task 2: Write S for simple sentences and C for compound sentences.
- Have Ss work in pairs to write S for simple sentences and C for compound sentences. 
- Ask some Ss to read out the sentences and say S or C.  
- Correct their pronunciation mistakes if necessary.  
- Check the answers as a class.
Answer key: 1. S 2. S 3. C 4. S 5. C  
Task 3: Choose the correct answer A, B, or C.
- Have Ss work individually to choose the correct answer A, B, or C.  
- Remind them of the meanings of the connectors and the punctuation (the comma and semicolon) for the connectors.  
- Ask some Ss to read out the complete sentences. 
- Check the answers as a class.
Answer key: 1. C 2. B 3. A 4. A 5. C  
Task 4: Combine the two sentences to make compound sentences, using the words from the box.
- Have Ss work in groups of four for five minutes to write on their posters complete compound sentences using the words in the box. 
- Remind them to use commas and semicolons when necessary. Then ask them to swap answers with other groups.
- Check the answers as a class.  
- Have the class read out the sentences. Correct their spelling and grammar mistakes when necessary. 
Answer key:
1. Phong has to study harder; otherwise, he may fail the exam.  
2. She is very sensitive, so don’t comment on her new hairstyle. / She is very sensitive; therefore, don’t comment on her new hairstyle.  
3. Mi wants to have more friends, but she doesn’t connect well with others.  
4. Students can work in groups, or they can work in pairs.  
5. My friend likes showing off her new things; therefore, she often posts pictures on social media. / My friend likes showing off her new things, so she often posts pictures on social media.  
4.POST -STAGE:
*Aims: To enable Ss to make compound sentences correctly
*GAME: Which group has the most sentences?
- Work in groups. Each group makes as many compound sentences as possible. The group with the most correct sentence is the winner
- Instruct Ss to play the game in groups.  
- Have Ss work for two minutes to write compound sentences using given words on their strips of paper (the words on the slips of paper given to Ss can be for, and, but, or, so, however, therefore, otherwise). T may instruct Ss to write their compound sentences on A1-size paper.  
- Invite groups to read out their compound sentences or to stick the A2-size paper with compound sentences they have written on the board.  
- The group with the most correct sentences is the winner.  
* Wrap-up:
- Ask Ss to summarise what they have learnt in the lesson.  
- Have them say out loud the connectors (coordinating conjunctions and conjunctive adverbs) they learnt in the lesson.  
- Have them talk about the meanings of the connectors and how to use commas and semicolons with connectors. 
5. HOMEWORK : 	
- Review simple sentences and compound sentences. 
- Do exercises in the workbook.
- Prepare for the next lesson: UNIT 3: Communication.
* Feedback:
...
Week: 7
Period: 19
UNIT 3: TEENAGERS
Lesson 4 : COMMUNICATION
D P: Oct 15th, 2023
D T: Oct 17th, 2023

I. OBJECTIVES: By the end of the lesson, Ss will be able to gain an overview about the topic Teenagers and vocabulary to talk about teenagers
1. Knowledge: 
- Identify how to make requests in English.
- Understand some everyday English phrases and expressions about the different social media that are popular among teens, how often and what they use these media for.  
- Practise reading for specific information
2. Competencies: Students will be able to
- Develop competencies of communication, cooperation, and self-management.
- Be collaborative and supportive in pair work and group work.
 3. Personal qualities
- Raise ss’ awareness of social media popular among teens.
- Have a good attitude when making polite requests
II. TEACHING AIDS:
1. Teacher: Grade 8 textbook (Unit 3: Communication), smart TV, visual aids, hoclieu.vn
 2. Students: Text books, notebooks.
III. PROCEDURES:
1. WARM UP : CHATTING 
* Aim: To create an active atmosphere in the class before the lesson and have a chance to speak English and focus on the topic of the lesson
- Chatting between teacher and students
- 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 checks ss’ answers and gives feedback.
*Lead in: To lead in the lesson: Teacher leads students into the lesson by telling “