GIÁO ÁN TIẾNG ANH 8 GLOBAL SUCCESS (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2023-2024 (TUẦN 1-14) by Luu tru Day Kem Quy Nhon

GIÁO ÁN TIẾNG ANH THEO Date of planning : …/… / 2023 Date of teaching : …/… / 2023

CÔNG VĂN 5512

Period 1 : INTRODUCTION

WEEK : 1

INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS

GIÁO ÁN TIẾNG ANH 8 GLOBAL SUCCESS (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2023-2024 (TUẦN 1-14) WORD VERSION | 2024 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL

III. PROCEDURE:

1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create a friendly and atmosphere in the class before the lesson; - To give T and Ss a chance to introduce themselves; - To lead into the unit * Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. * Expected outcomes: Having a chance to speak English and focus on the topic of the lesson.. * Organisation: Teacher’s instructions…

Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

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eBook Collection

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Ths Nguyễn Thanh Tú

vectorstock.com/7952556

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I. OBJECTIVES: By the end of the lesson students will be able to gain the following things: 1. Knowledge: - To introduce new Tieng Anh 8 textbooks. Student’s book and Workbook - Tell students something about Great Britain; England and English. Students learn how to study English well and know the way to learn English. *Vocabulary: Use lexical items related to text book, and the way to learn English in class; at home... some classroom languages. * Grammar : To be; present simple tense; present continuous tense , can , must … 2. Competence: Students will be able to know how to study English effectively and how to use new Tieng Anh 8 textbooks and know the methods to study new Tieng Anh 8 textbooks. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. 3. Qualities: To teach Ss the love of English; The awareness about importance of learning English. - Developing self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet. - Sach mem.vn ; hoclieu.vn .

Teacher’s & Student’s activities + Greeting + Chatting - Teacher (T) introduces himself/ herself - T may introduce some warm-up activities to creat a friendly and relaxed atmosphere to inspire Ss to warm up to the new class…

Content + Greeting + Chatting.

T_Ss

- Students (Ss) listen and learn how to introduce themselves. - Introduce themselves (name; age; address;

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- Section 5 : SKILL 1 . READING AND SPEAKING. Reading This section aims to develop students' reading abilities. The reading text is often based on the vocabulary and structures that students have previously acquired to make the activity achievable.. Speaking This section aims to provide further practice to support students in their spoken English.... - Section 6 : SKILL 2: LISTENING AND WRITING. Listening The listening activity follows the oral practice in the Speaking section. It provides students with an opportunity to listen to the language that they have practised orally, and trains them to listen for general and specific information. Writing This section focuses on developing students'writing skills. It normally involves one of the text types required for students' skill development. … - Section 7: LOOKING BACK & PROJECT. Looking Back recycles the language from the previous sections and links it with the unit topic. Its activities and exercises are designed to help students consolidate and apply what they have learnt in the unit. Teachers can use this section to evaluate their students' performance and provide further practice if necessary. The Project activity helps students improve their ability to work independently and in a team. It extends their imagination in a field related to the unit topic. * English is not too difficult but it requires you hard working. - Ss need learn by heart all vocabulary and their usage. - Review the lesson everyday. - Learn English everyday.

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3/ English 8 has 12 Units. - T_Ss - Each unit has 7 lessons.

there are explicit learning objectives that clearly state the main language points and skills to be taught in the unit. - Section 1 : GETTING STARTED. It begins with a conversation followed by activities which introduce the topic of the unit. It then presents the vocabulary and the grammar items to be learned and practised through the skills and activities of the unit. - Section 2 : A CLOSER LOOK 1 . This section presents and practises the vocabulary and pronunciation of the unit. The active vocabulary of the unit is given in an interesting and illustrated way so that it is easy for students to memorise. Two sounds, which appear frequently in the unit, are given and practised in isolation and in context. Stress pattern of two-syllable words, three-syllable words, and rising and falling intonation for questions are also dealt with in the last units of the book. There are different exercises focusing on intensive practice of vocabulary and pronunciation. - Section 3 : A CLOSER LOOK 2 . This section deals with the main grammar point(s) of the unit. The new language point(s) taught in this section is / are already introduced in Getting Started. The exercises are well illustrated to help students remember and use the grammar items effectively. The Remember! boxes appear wherever necessary to give the rules or explanations and help students avoid common errors. - Section 4: COMMUNICATION. This section is designed to help students use functional language in real life contexts and consolidate what they have learnt in the previous sections. It also gives students opportunities to learn and apply the cultural aspects of the language learnt to their lives and provides cultural information about Viet Nam and other countries. Everyday English in this section gives students the skills to communicate effectively in various everyday situations...

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Content - T_Ss - Listen carefully and read aloud. - Answer the teacher’s questions - Give the answers - Ss answer if possible - Listen carefully and read aloud. - There are many interesting things of England and you’ll gradually know about them in the progress of learning English. 2/ Introduction: English is an international language. Hundreds of million people speak English in the world. 400 million people speak English as their first language, 600 million people speak English as their second language or first foreign language. 4/5 of the world’s computers use program in English. ¾ of all international correspondence is in English.

Teacher’s & Student’s activities 1. T. asks sts some questions about England. - What do you know about England? - T. gives sts something about England and English. - It located in North-west coast of Europe with very mild weather not too hot but not too cold. - It consists of four parts: England, Wales, Scotland and Ireland. - It’s official name is the UK - Each part has its own flag of UK. 2. English: - How many people speak English as their mother tongue? - How many people speak English as their first language? - How many people speak English as their second language or first foreign language? - Why do you learn English? - Is it important? Difficult? Useful? Interesting? => It’s very important, useful, interesting. It is the means of communication to one another. 3/ New English 8 text book: - How many units are there in English 8 text book? - What are they about? There are 12 main units in the Student's Book. Each unit has seven sections and provides language input for seven classroom lessons of 45 minutes each...At the beginning of each unit,

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- Have Ss to introduce themselves. likes; dislikes ….friends… ) - T encourages Ss to talk in English as much as possible + Students (Ss) listen and learn how to do the + Lead to the first unit of the new school year. tasks. - Write the unit title on the board and ask Ss - Answer the teacher’s questions guest what they are going to learn this unit … - Open their book and write . - Ask Ss to open their book and introduce what they are going to study…. 2. NEW LESSON (12’-15’) ACTIVITY 1+ 2: * Objectives: - To set the context for the introductory; - To introduce the topic of the unit, the vocabulary, and the grammar points to be learned. * Content: Some brief notes; Something about England, English . Introduce New Tieng Anh 8 * Expected outcomes: Ss learn something about England, English; Learn how to use New Tieng Anh 8 * Organisation: Teacher’s instructions….

* Instruct/ guide students to do their homework. - Prepare textbook, workbook, exercise book . * HOME WORK - Learn classroom languages. - Prepare new lesson: Unit one LEISURE TIME. ==============================

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5. WRAP-UP & HOME WORK (2’)

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3. PRACTICE (15’) ACTIVITY 3: * Objectives: To help Ss understand the lesson. Class room language * Content: Some brief notes; Something about England, English . Classroom language… * Expected outcomes: Ss learn something about England, English; Classroom languages… * Organisation: Teacher’s instructions…. Teacher’s & Student’s activities Content 3. How to learn English best? - Tell us how you learn best? - T_Ss - Listen carefully - Tell us how you can learn English best? * Some useful classroom languages: - Who is the monitor? - Practice saying classroom languages. - Who is absent today? - Who is on duty today? - Work in groups; in pairs; present the - May I go out? projects…. - May I come in?....... - How to improve your English : - Listen to the teacher carefully, learn E. from many sources, always enrich your vocabulary, do exercises carefully, practice speaking, listening, writing, reading everyday. … - Ss should work hard everyday to improve their English. “ Hard work is the key to success” 4. PRODUCTION/ FURTHER PRACTICE (8’) ACTIVITY 4: * Objectives: To revise / teach classroom languages. * Content: Some brief notes; Something about England, English . Classroom languages… * Expected outcomes: Ss know something about England, English; Classroom languages… * Organisation: Teacher’s instructions….. Teacher’s & Student’s activities Content - T gives some questions to introduce the class - The greetings : - Goodmorning - Good afternoo ; Good morning expressions. - Good bye …. - Have Ss listen and repeat. - We can say “ May I go out” - Teacher says “ go out, please”‡ Go out - You can say “Stand up, please”. - Teacher says “No” ‡ Don’t go out - Call on some pairs to practice in front of the - Listen, please; Read after me class. - Repeat please…..

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Teacher’s Student’s activities + Greeting + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as possible + Before ss open their books, T asks ss what they like doing for pleasure in their free time.

Content + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks. - Open the book and write the tittle of the lesson.

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* Objectives: - To set the context for the introductory dialogue; - To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt. * Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points… * Expected outcomes: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points. Students know the topic of the unit and be ready for the conversation. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content 1. Listen and read :

* Teach vocabulary:

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1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions …

2. PRESENTATION/ NEW LESSON ( 12’- 15’) ACTIVITY 1:

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - An overview about the topic Leisure time - To practice listening and reading skills . - Use words related to leisure activities and expressions about likes and dislikes; + Vocabulary: words related to leisure activities and expressions about likes and dislikes; + pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; * New words: a kniting kit; keen on; DIY; spend; hang out; join; puzzles; message… + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to practice listening and reading skills . - Develop communication skills and cultural awareness. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love talking about activities in leisure time. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; hoclieu.vn III. PROCEDURE:

Summarise ss' answers and ask them what these activities are called. - Elicit the phrase leisure activities. Tell ss that free time can be called leisure time. Write the unit title on the board Leisure time. Let ss open their books and start the lesson. Otherwise, T can: - Show a picture with a lot of leisure activities for 15 seconds (see below). - Hide the picture and ask ss to name the activities they see in the picture. - Lead into the new lesson by saying: We do these activities in our free time or leisure time. Write the unit title on the board Leisure time. - Share with ss the objectives of the lesson and let them open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there or put them on a slide to show ss.

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WEEK: 1

Period 2: UNIT 1 : LEISURE TIME Lesson 1: GETTING STARTED I’m keen on doing DIY (do-it-yourself)

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Date of planning:..…/ 9 / 2023 Date of teaching: ………..…

- T_Ss *Vocabulary: 1. knitting kit (n) bộ dụng cụ đan len 2. DIY (n) tự tay làm lấy 3. Dollhouse (n) nhà búp bê 4. make paper flowers (v.phr) làm hoa giấy 5. hang out (v) đi chơi

- Have ss practise saying the word and phrases again.

* Key: 2. leisure time 1. knitting kit 3. other people 4. hang out 5. Sunday

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ACTIVITY 3: Work in pairs. Write the activities from the box under the correct pictures. - Have Ss work individually to write the word and - T_ Ss - Ss to work individually. phrases in the box under the pictures. Have them * Key: compare their answers with a partner. 1. messaging friends 2. cooking - Invite some ss to go to the board and write their 3. playing sport 4. doing puzzles answers. 5. doing DIY 6. surfing the net - Confirm the correct answers.

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ACTIVITY 5: * Objectives: To help ss practise using the vocabulary items related to leisure activities. * Content: Ask and answer the questions; Report the friends’ answers * Expected outcomes: Asking and answering the questions; Report it. * Organisation :

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- T_Ss - Work individually.

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+ First, ask ss to read the sentences and fill in the blanks without reading the conversation again. - Elicit the answers from ss. Quickly write these answers on the board. Now have them read the conversation again to check their answers. + Allow them to share answers with a partner before discussing as a class, - Ask Ss for their answers again, referring to the answers that have been written on the board before. - Confirm the correct answers.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

Teacher’s Student’s activities Content 5. Work in groups. Ask one another the question below. Then report your friends’ answers to the class. - Set time (3 — 5 minutes) for ss to do this activity. * Report it. - Have ss work in groups to ask one another the * Example: question in the book. Invite some ss to share the If you have some free time this weekend. answers of their groups with the class. What will you do? - For a more able class, ask ss to work in their * Suggested outcome: groups again and brainstorm all the leisure If I have free time this weekend, I will go activities they know. After three minutes, the group to the cinema to see the latest film. with the most answers wins, and they are invited to share their answers with the whole class.

Teacher’s Student’s activities Content ACTIVITY 2: Read the conversation again and complete the sentences.

ACTIVITY 4: Work in pairs. Read the phrases, and guess which activities in 3 are described - Have Ss work in pairs and read the key words and - T_ Ss. phrases given, then guess the leisure activities. - Work individually. - Ask for Ss' answers and confirm the correct ones. * Key: For a more able class, have ss work in groups. Each 1. doing puzzles group writes down some key words and phrases 2. doing DIY about one or two leisure activities they do or know. 3. playing sport 4. messaging friends Then they read aloud these words / phrases for the 5. surfing the net class to guess the activities.

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* Objectives: 2. To help ss understand the conversation. 3. To introduce some vocabulary items related to leisure activities. 4. To help ss revise the leisure activities they have learnt in 3. * Content: Listen and read the conversation. Complete the sentences; Write the activities under the correct pictures. * Expected outcomes: Ss understand the content of the conversation and know the vocabulary related to the topic. * Organisation :

EXTRA ACTIVITY: - Put Ss into pairs. - Ss read off the activities in the word box in 3 and say two sentences about one of the activities that they do. One sentence needs to be true and the other false: 2. I hate cooking Eg: 1. I enjoy cooking - The partner guesses which sentence is true. - Ss switch the roles and continue with a few more activities.

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3. PRACTICE ( 15’)

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- Play the recording twice for ss to listen and read along. Have ss underline the words that are related to the unit topic while they are listening and reading. - Invite some pairs of ss to read the conversation aloud. - Have ss say the words in the text that they think are related to the topic Leisure time. Quickly write the words on one part of the board. Comment on ss' answers.

5. WRAP-UP & HOME WORK (2’)

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Period 3 : UNIT 1 : LEISURE TIME Lesson 2 : A CLOSER LOOK 1

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - The lexical items related to Leisure time. - Pronunciation: pronounce words that contain the sounds: /ʊ/ and /u:/ correctly + Vocabulary: The lexical items related to Leisure time. + pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; * New words: be fond of ; be keen on ; be crazy about….. + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Develop the love of leisure activities and expressions about likes and dislikes - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . III. PROCEDURE:

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Date of planning:………….. Date of teaching: ………..… WEEK: 1

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- Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt. - Ask ss to say aloud some words they remember from the lesson. - If there is a projector in the classroom, then T should show the dialogue and highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the expressions about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking / disliking + toinfinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will learn these language points in the upcoming lessons. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .

Content + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.

1. be interested in (n) quan tâm , thich 2. be fond of (n) thích (rất nhiều ) 3. be keen on (n) mê , thich 4. be crazy about (adj) thích (Phát cuồng) 5. be into (adj) thích * LANGUAGE NOTE:

- To be keen on means to be very interest in or willing to do something. (- To keen on có nghĩa là rất quan tâm hoặc sẵn sàng làm điều gì đó.) - I'm quite keen on football. ( Tôi khá mê bóng đá.) - To be fond of means to like someone/something or doing something very much. ( - To be fond of có nghĩa là thích ai đó / cái gì đó hoặc làm điều gì đó rất nhiều.) I'm very keen on strawberries. ( Tôi rất thích/ quan tâm đến dâu tây.) I'm keen on going to the party.

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*Vocabulary

- T_Ss - Work individually. * Key: 1. fond

2. interested

3. keen

4. into

5. about

- T_Ss

- Have 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. - Let them share their answers in pairs. Invite some ss to give the answers and confirm the correct ones - Ask Ss to make sentences with some of the expressions they have learnt. Invite ss to share their sentences. This activity can be carried out as a competitive game. Ask ss to work in groups and make as many sentences as possible with the expressions about likes and dislikes. The group with the most sentences wins and will be asked to say their sentences

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+ Teacher uses different techniques to teach vocab (situation, realia, translation.) + Teacher introduces the vocabulary by: - providing the pictures - eliciting the definition of the words + Teacher do the “Rub out and remember” checking technique. ** Have Ss read the words / phrases in column A and B and match them to make expressions about likes. Remind them that a word / phrase in column A can only go with one preposition in column B. Have ss work in pairs to compare their answers before giving T the answers. Check and confirm the correct answers. Ask them to change the expressions they have got so that the expressions can be about dislikes. Elicit answers from ss. Confirm that when we want to change the expressions into those about dislikes, we can put not after the forms of the verb be. Give them the example: is fond of, which is changed into is not fond of. Invite some ss to do the same with other expressions.

3. PRACTICE ( 15’)

* Objectives: 2. To help ss practise the expressions about likes and dislikes. 3. To give ss further practice with expressions about likes and dislikes. * Content: Do the filling with a correct word from the box. Complete the sentences. * Expected outcomes: Students understand how to use the vocabulary related to the topic. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Fill in each blank with a correct word from the box.

ACTIVITY 3: Complete the sentences about what you like or dislike doing. Use the word or phrases from the box or your own ideas. - Ask ss to look at the example to make sure they understand what to do. - Have them complete the sentences about themselves, using the given word and phrases. Invite ss to share their sentences orally or in the written form. - The activity can be done another way: After ss complete the sentences, ask them to work with a

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2. PRESENTATION/ NEW LESSON ( 12’- 15’)

( Tôi rất thích đi dự tiệc.) - To be crazy about is stronger than keen /fond. - To be crazy about (Phát cuồng) Dùng nó mạnh hơn quan tâm / thích. * Negative: Example: I'm fond of making paper flowers. - The negative form: He is not fond of making paper flowers.

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- Open the book and write the tittle of the lesson.

* Objectives: - To present some expressions about likes and dislikes. * Content: Learn some new words . * Expected outcomes: Knowing more new words. Students know how to use the target vocabulary. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: Match a word/ phrase in column A with a word in column B to make expression about likes

* Teach vocabulary:

- Ask Ss about the form of the verbs placed after these expressions. Tell them that the verbs need to be in -ing form. + Give them one example: I'm fond of making paper flowers. - Demonstrate the negative form: He is not fond of making paper flowers

open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there or put them on a slide to show Ss.

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/u:/ . - Share with ss the lesson objectives and have them

Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as possible + Show some pictures of the leisure activities ss learnt in the previous lesson. Have some say the activities aloud. Lead into this lesson which focuses on expressions about likes and dislikes and /ʊ/ and

- T_ Ss - Ss to work individually.

* Key: 1. messaging friends 3. playing sport 5. doing DIY

2. cooking 4. doing puzzles 6. surfing the net

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- Have some Ss read out the words first. Then play - T_ Ss. the recording for them to listen and repeat the - Work individually. words they hear. \ * Key: - Play the recording as many times as necessary. - Explain to Ss that these words have the sounds and /u:/. Tell them the difference between the two sounds if needed. Tell ss that /ʊ/ is a short vowel * Audio script - Track 3: sound while /u:/ is a long vowel sound. cook group push June school - Ask Ss to work in pairs to practise saying the would woman move words and put the words into the correct columns. * Key: - Check the answers with the class and confirm the /ʊ/ /u:/ correct ones. cook, push, would, group, June, - Invite some Ss to say some other words they woman school. Move know that include the two sounds. * Teacher gives corrections and feedbacks to students’ pronunciation 5. Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the bold words with /u:/. - Have Ss quickly read the sentences. Now play the recording for ss to listen to the sentences. Ask them * Example: 1. She likes reading books and swimming to pay attention to the bold words and underline the in the pool. bold words with /ʊ/ and circle the bold words with 2. When it is cool, we like to play /u:/. f'ootball. Invite some Ss to share their answers. Confirm 3. She drew and made puddings in her the correct ones. free time. Play the record ing again for ss to repeat the 4. My mum loves pumpkin soup and sentences, coffêe with a little sugar. Have Ss practise the sentences in pairs. Invite some 5. My brother is fond ofwatching the pairs to read the sentences aloud. Comment on their

- Ask one or two Ss to tell the class what they have learnt. - Draw Ss' attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK 2 .

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* Objectives: - To help ss identify how to pronounce the sounds /ʊ/ and /u:/ - To help ss practise pronouncing these sounds in words. * Content: Listen and reapeat the words. Practice the sentences. Underline the bold words.. * Expected outcomes: Students repeats the words correctly * Organisation : Teacher’s Student’s activities Content ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/

5. WRAP-UP & HOME WORK (2’)

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/ʊ/ and /u:/

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4. PRONUNCIATION: ( 8’)

cartoon about a clever wolf'.

pronunciation of the sounds.

classmate to share their answers. Then invite ss to share information with their classmates.

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Teacher’s Student’s activities + Greeting + Chatting. + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

Content + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.

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Teacher’s Student’s activities Content ACTIVITY 1: Work in pair. Put the verbs in the appropriate column. * INTRODUCTION OF GERUNDS AND - T_Ss TO-INFINITIVES - Remind Ss of the concept of the gerund that they * Verbs of liking: love learnt in grade 7. Ask them how gerunds are like formed and how they function grammatically. Write on the board: I didn't know you like knitting. fancy prefer and I love to watch TV on Saturdays. - Explain that in English if we want tofollow a verb enjoy * Verbs of disliking: with another action, we must use age run do ran detest infinitive. There are certain verbs that can only hate befollowed by one or the other,and these verbs dislike must be memorised. Go through the Remember!

2. PRESENTATION/ NEW LESSON ( 12’- 15’) * Objectives: 1.To help ss identify the verbs that go with only gerunds and those that go with both gerunds and to-infinitives. * Content: To teach grammar. Verbs of liking/ disliking - To teach Ss verbs of liking and disliking with gerunds and to-infinitives * Expected outcomes: Students know how to use the target grammar. * Organisation : Teacher’s instructions.

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Use the verbs of liking and disliking with gerunds and to-infinitive; + Verbs of liking/ disliking + gerund + Verbs of liking/ disliking + to- infinitives + Vocabulary: The lexical items related to Leisure time. + Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to know some verbs of liking and disliking with gerunds and toinfinitive. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Develop the love of taking part in leisure activities and expressions about likes and dislikes - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn III. PROCEDURE:

- T encourages Ss to talk in English as much as possible * Ask Ss some questions: What do you like doing in your free time? What does your mum like doing in her free time?.. - Invite some ss to answer the questions. Quickly write some of their answers on the board. - Underline the -ing form of verbs in ss' answers. - Ask them if they remember the -ing form of verbs after some verbs such as like or hate they learnt in Tiêng Anh 7. Tell them that today they are going to - Open the book and write the tittle of the learn some more verbs to describe likes and lesson. dislikes. - Lead to the lesson. - Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

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Period 4 : UNIT 1 : LEISURE TIME Lesson 3 : A CLOSER LOOK 2

Date of planning:………….. Date of teaching: ………..… WEEK: 1

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 toinfinitives with almost no change in meaning.

* Suggested answers: - Verbs followed by gerunds only: detest, fancy, dislike, enjoy - Verbs followed by both gerunds and toinfinitives: love, like, hate, prefer

ACTIVITY 4: Complete the sentences about yourself.

ACTIVITY 3: Look at the pictures and complete the sentences, using the verbs in brackets in their suitable form.

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+ 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 / surfthe net). - Have Ss do this exercise individually and then compare their answers With another classmate. Invite some ss to write their answers on the board. - Check the answers with the whole class. Confirm the correct answers. Accept different sentences provided that they are correct.

- T_ Ss - Ss to work individually. * 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

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EXTRA ACTIVITY: - Materials: One A4 sheet of paper for every three ss - Put ss into groups of three. - One student makes a statement using a verb of liking + gerund. If one of the other Ss agrees, they repeat the statement. - Then one group member writes "One of us.. . “ plus the sentence. Or "Two of us.. plus the sentence or "All of us.. plus the sentence depending upon how many Ss agreed with the statement. - The turn goes to another partner who also makes a statement using the same pattern. - After every student has had a turn, repeat the process with verbs of liking + to-infinitives

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3. C 4. B 5. A

+ Divide ss into groups. Assign a group leader to manage the game. + Explain the rules of the game: One student mimes a leisure activity he / she likes or dislikes. Other ss guess what the activity is by asking Yes / NO questions using the verbs they have learnt. + For each correct guess, each student gets one point. The group leader records the points of his / her group members. + Have Ss read the example in the book and model the way to play the game with one student if needed. + Let groups play the game for about 3 — 5 minutes. + Invite some groups to perform the game in front of the whole class. Comment on their performance. * Teacher gives corrections and feedbacks.

Teacher’s Student’s activities ACTIVITY 5: GAME: Likes and dislikes mimes

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* Keys: 1. A 2. A

Content

* Example: * Suggested outcome: A: Do you like surfing the net? B: No, I don’t. C: Do you love messaging your friends? B: Yes, I do.

Content

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- Have ss do this exercise individually and then compare their answers with a partner. Ask some ss to share their answers. Confirm the correct answers.

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Teacher’s Student’s activities ACTIVITY 2: Choose the correct answer A, B, or C.

- T_ Ss. - Work individually. * Suggested answer: - I like playing basketball. - I hate cooking.

4. PRODUCTION/ FURTHER PRACTICE ( 8’) * Objectives: 5. To help ss ask and answer about leisure activities, using verbs of liking / disliking. * Content: Ss practise using verbs of liking and disliking with gerunds and to-infinitive * Expected outcome: Students’ conversations * Organisation :

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3. PRACTICE ( 15’)

* Objectives: 2- To help Ss practise the correct form of verbs after verbs of liking / disliking. 3- To give Ss further practice with verbs of liking / disliking. 4- To help Ss produce sentences with verbs of liking / disliking. * Content: Ss practise using verbs of liking and disliking with gerunds and to-infinitives. * Expected outcomes: Students understand how to use the target grammar. * Organisation :

- 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. * Teacher corrects for students as a whole class.

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- Have Ss read the examples in the Remember! box, and then encourage them to give their own examples.

5. WRAP-UP & HOME WORK (2’)

- 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. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson : COMMUNICATION.

Period ….: UNIT 1 : LEISURE TIME Lesson 4 : COMMUNICATION

Date of planning:………….. Date of teaching: ………..… WEEK: ….

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - To intrduce Everyday English. - Invite and accept invitations + Vocabulary: The lexical items related to leisure time. + Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; + Grammar: - Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love of leisure activities and expressions about likes and dislikes. - Be ready and confident in real life conversations. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Sach mem.vn. III. PROCEDURE:

1. WARM UP & INTRODUCTION ( 3’- 5’)

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* Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions … Teacher’s Student’s activities + Greeting + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as possible ** Show some pictures of the hobbies that Ss learnt

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Content + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.

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*Trang: Would you like to go to the cooking club with me this Sunday? Ann: I'd love to. Thanks. Tom: Do you fancy going for a walk? Mark: That's great. Thanks.

* Teacher checks students’ understanding by asking some checking questions.

3. PRACTICE ( 15’)

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* Objectives: 2+3 : To practise inviting and accepting invitations in the situations. - To introduce some more leisure activities appearing in the texts that follow. 4. To provide Ss with information about different leisure activities that teens in different countries enjoy doing. * Content: To practice inviting and accepting invitations. Answer the questions. Read and complete the table. * Expected outcomes: Students know how to use the structures to invite and accept invitation * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Work in pairs. Practise inviting and accepting invitations in the following situations. Remember to use the highlighted language in 1. - Ask Ss to work in pairs to make similar dialogues, - T_Ss - Work in pairs. using the language they have learnt.

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- T_ Ss - Ss to work individually. * Suggested answers: Picture a: doing origami Picture b: playing badminton Picture c: snowboarding

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- T_Ss

- Play the recording for ss to listen and read the dialogues at the same time. Ask Ss to pay attention to the highlighted parts. Tell them that these are two ways to invite someone and two ways to accept invitations. - Have Ss practise the dialogues in pairs. Call on some pairs to practise the dialogues in front Of the class.

- Ask Ss to look at each picture and say what leisure activity it shows. If time allows, ask them what things are needed for each activity.What is the activity in each picture? - Elicit answers from Ss. - Confirm the correct answers.

ACTIVITY 4: Read what three teenagers say about their leisure activities. Complete the table with the information from the text. - Tell Ss that they are going to read about different - T_ Ss. * Key: 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.

* T elicits the dialogues.

Teens’ leisure activities around the world ACTIVITY 3: To work in pairs. Ask and answer the question.

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* Objectives: 1. To introduce ways of inviting and accepting invitations; To help Ss practise inviting and accepting invitations. * Content: Listen and read the dialogue. Learn how to invite and accept invitation. * Expected outcomes : Students know how to invite and accept invitation. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY1. Listen and read the dialogues below. Pay attention to the highlighted part.

* you invite your friend to play badminton. - you invite your friend to make paper flowers with you. - you invite your friend to try home-made pizza. A. Would you like to …… ? B. I’d love to. Thanks.

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Inviting and accepting invitation

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2. PRESENTATION/ NEW LESSON ( 12’- 15’) EVERYDAY ENGLISH

- Move around to observe and provide help. - Call on some pairs to practise in frontofthe Class. - Comment on their performance. - Have ss react the role-plays, but this time Trang starts with "Do you and Tom starts with "Would you like . - Confirm the correct answers.

EXTRA ACTIVITY Materials: One sheet of A4 paper for every five Ss - Put Ss into groups of five. Delegate one student to be the group's secretary. - Ask the group secretary to make a chart similar to the one at the bottom Of 4. Put in five rows. under the top heading and write the names of the ss in the left column. - Each student tells their favourite leisure activity and the people they do the activity with as well as the benefits of the activity. - When the chart is complete, each group member talks a little bit about their leisure activities

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in the previous lessons. Ask some ss to make sentences about themselves, using the verbs of liking / disliking. - Introduce the objectives of the lesson: learning - Open the book and write the tittle of the how to invite and accept invitations and learn about lesson. teen leisure activities around the world.

* HOME WORK:

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- Do more exercises in workbook. - Prepare new lesson: Lesson 2: SKILLS_1.

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- Ask Ss to summarise what they have learnt in the lesson. - Have Ss look at the objectives written on the board at the begin ning of the lesson and tick the objectives they have learnt.

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5. WRAP-UP & HOME WORK (2’)

Lesson 5 : SKILLS 1/ Reading and speaking

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Teacher’s Student’s activities Content ACTIVITY 5: Work in pairs. Which village in 3 would you like to visit for a holiday? Explain your choice to your partner. - Have Ss work in groups to ask and answer the * Questions: two questions in the book. Have ss in each group - Which of the activities in 4 do you want note down their friends' answers. to try? - Ask some Ss to report their group's answers to the - Why do you want to try it? class.

Period…: UNIT 1 : LEISURE TIME

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Read about leisure activities with family; - Talk about leisure activities with family; + Vocabulary: The lexical items related to Leisure time. + Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; * New words: + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love reading and talking about activities in leisure time - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Sach mem.vn. III. PROCEDURE:

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4. PRODUCTION ( 8’) * Objectives: 5. To provide ss with a chance to share their opinions about the leisure activities in 4. * Content: Ask and answer about the places Ss would like to visit. * Expected outcomes: Students’ conversations . Report the group’s answers. * Organisation :

Date of planning:………….. Date of teaching: ………..… WEEK: 2

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giving more details about the people involved in the activity as well as the benefits. - Do a class feedback session to find out the most popular leisure activity as well as the most uncommon one.

Content + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.

1. connect (v) kết nối 2. recipe (n) công thức 3. ingredient (n) nguyên liệu 4. costume (n) trang phục * Key : Picture a: riding bikes / cycling Picture b: making a dress Picture c: cooking

3. WHILE READING ( 15’)

* Objectives: 2. To help Ss develop the skill of finding the main idea and guessing the meaning of new words in context

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*Vocabulary

EXTRA ACTIVITY Materials: One A4 sheet of paper per student + Put Ss into groups of three. - Ss reread the text and write two statements about the information in the text. One statement should be true and the other false. - Each group member passes their paper to another group member who reads the two statements and decide which one is true and which one is false. - The papers are given to a third group member who reads the statements and says if they agree or disagree with the previous group members' decision and find the clues in the text to support their idea.

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- T_Ss

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* Teach vocabulary: + Teacher uses different techniques to teach vocab (situation, realia, translation.) + Teacher introduces the vocabulary by: - providing the pictures - eliciting the definition of the words + Teacher do the “Rub out and remember” checking technique. * 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.

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* Objectives: - To activate Ss' knowledge of the topic of the reading text * Content: Learn some new words . Look at the pictures. Answer questions. * Expected outcomes: Knowing more new words. Answer the questions . - Students know how to use the target vocabulary. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: Look at the pictures. What activities can you see?

- Tell Ss what they are going to do. - T_Ss - Ask Ss to do the exercise individually and then - Work individually. check their answer in pairs. - Invite some ss to share their answers. Confirm the * Key: 1. C 2. B correct answers. ACTIVITY 3: Read the text again and answer the questions. - Ask Ss what they are going to do. - T_ Ss - Ss to work individually. - Have Ss share how to do this exercise. * Key: - Briefly tell them the steps: Read the questions, underline the key words in each question, locate the 1. She goes for a bike ride, cooks and does DIY. keywords in the text and find the information to 2. Her brother does. answer the question. 3. No, it isn't. - Ask Ss to repeat the steps if necessary. 4. She loves doing DIV projects with her - Ask Ss to do the exercise individually and then mum the most. check their answers in pairs. - Invite some Ss to share their answers. Have them 5. Her mum teaches her to make her own explain their answers. Confirm the correct answers. dresses and doll clothes. - Ask some Ss to tell the class about Trang's leisure 6. She won first prize in a costume contest at her school activities.

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2. PRESENTATION/ NEW LESSON ( 12’- 15’) A. READING * Pre-reading

3. To help Ss develop the skill of reading for specific information (scanning). * Content: Read and choose the correct answer; Read the text again and answer the questions. * Expected outcomes: To Improve the skill of reading for specific information. To get more information of the text. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Read about Trang’s leisure activities. Choose the correct answer.

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do and who in the family they do the activities with. - Ask them about the good things of doing these activities with family members. Elicit answers from ss. - Lead into the new lesson: Reading and Speaking about leisure activities that can be done with family members. - Introduce the objectives of the lesson. Write the - Open the book and write the tittle of the objectives in the left corner of the board. lesson.

4 . SPEAKING

* Objectives: 4. To help Ss prepare ideas to talk about the leisure activities they do with their family members. 5. To give Ss a chance to report their group's answers about leisure activities they do with their family members. * Content: Asking and answering the questions; Report the answers to the class.

5. WRAP-UP & HOME WORK (2’)

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- Ask Ss to summarise what they have learnt in the lesson. - Have Ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 6 : A SKILLS _2.

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* Teacher gives corrections and feedback

- Ss _ Ss * Example: - Some teenagers enjoy spending free time with their friends. - Some of them prefer spending time with theeir family . - I love going for a bike ride. ….

1. WARM UP & INTRODUCTION ( 3’- 5’)

- Invite some Ss to share their group's answers to the class. - Ask other groups to listen and give comments. - Comment on Ss' answers.

Period 2: UNIT 1 : LEISURE TIME Lesson 5 : SKILLS 2/ Listening and writing

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Listening to someone talking about their leisure activities with friends - Writing a paragraph about leisure activities with friends + Vocabulary: The lexical items related to Leisure time. + Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Ss develop their skill of listening for specific information - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love reading and talking about activities in leisure time. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Sach mem.vn. Hoclieu.vn. III. PROCEDURE:

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ACTIVITY 5: Report your group members’ answers to the class. What activities are the most common?

Date of planning:………….. Date of teaching: ………..… WEEK: 2

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* Expected outcomes: Students can ask and answer the questions correctly; Report what activities are the most common. * Organisation : Teacher’s Student’s activities Content ACTIVITY 4 : Work in groups. Take turns to ask and answer the questions. Record the friends’ answers in the table . - Tell Ss that they are going to work in groups to - T_ Ss. answer the questions in the book. Model the - Ss- Ss 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.

Content + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.

- We can hang out , play sport…. - To improve social skills; reduce stress…

3. WHILE LISTENING ( 15’)

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* Objectives: 2+3 . To help ss develop the skill of listening for specific information. * Content: Listen to an interview with Mark about his leisure activities do the tasks that follow. Choose the best answer; do the filling in the table. * Expected outcomes: To Improve the skill . To do the tasks correctly. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Listen to an interview with Mark about his leisure activities. Choose the correct answer. - Tell Ss that they are going to listen to an interview - T_Ss about the leisure activities Mark does. - Work individually. - Have Ss read the questions first and underline the

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* Key:

1. video 2. cinema

3. park

4. shape 5. bike ride 6. places

- T_Ss

- T_ Ss - Ss to work individually.

EXTRA ACTIVITY Materials: One sheet of A4 paper per student - Play the audio for the ss one line then stop. Ss work individually to listen and write down any two words they hear and leave a space between the two words. Explain the two words should not go together but there should be a few words between them. Repeat the process with the remaining lines stopping after each one. - Ss then share their papers and work together to try to fill in some of the missing words that can be used to fill in the blanks. - Play the audio once again stopping after each line for ss to check and correct their work.

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+ Teacher uses different techniques to teach vocab (situation, realia, translation.) if have - 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.

- 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. - Ask for Ss' answers to 2. Confirm and tick the correct answers. Ask for ss' answers to 3. - Write them on the board next to their guesses. - Confirm the correct answers.

* Teach vocabulary:

* Objectives: To prepare ss for the listening text. * Content: Answer the questions to focus on the topic on the lesson. * Expected outcomes: Ss answer the two questions freely. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: To help ss develop the skill of listening for specific information.

* Key: 1.A 2. C

ACTIVITY 3: Listen to the interview again. Fill in each blank in the table with no more than two words.

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2. PRESENTATION/ NEW LESSON ( 12’- 15’) A. LISTENING * Pre-listening

key words. - Play the recording and ask ss to listen and choose the correct answers. ss wo rk in pairs to compare their answers. - Ask for Ss' answers and write them on the board without confirming whether they are right or wrong.

4 . WRITING

* Objectives: 4. To help ss brainstorm ideas and make an outline for their writing. 5. To help ss practise writing an email to a pen pal to tell him/ her about the leisure activities they do with their friends. * Content: In this writing part, ss are asked to write an email about the leisure activities they do with their friends * Expected outcomes: Ss can write an e-mail. * Organisation :

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- Open the book and write the tittle of the lesson.

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possible - Invite some Ss to go to the board. Give him/ her one leisure activity that they learnt in the previous lesson. Ask them to describe the words 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. - Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

Teacher’s Student’s activities ACTIVITY 4 : Work in pairs. ask and answer the questions.

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* Example: 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 free time at weekend, 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 neibourhood. It’s a lot of fun. What about you? What do you usullay do with your friends in your free time? Tell me in your next email. Bye for now, Mi

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NH QU Y M KÈ DẠ Y

QU Y M KÈ

5. WRAP-UP & HOME WORK (2’)

- Ask ss to summarise what they have learnt in the lesson. - Have ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 7 : LOOKING BACK.

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* Start and end the email as follows:

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- Have Ss write their emails individually based on their answers in 4. - Ask one student to write his or her email on the board. Other ss and T comment on the email on the board. - T collects some of the texts to correct at home. Otherwise, ask ss to revise and rewrite at home based on the T's comments of their friends' texts. - Have them bring their new texts to class in the next lesson. - Collect some for marking.

- T_ Ss. + Students’ notes 1. I usually have free time at the weekend. 2. I usually play sports with my friends, especially badminton. 3. It’s an easy sport, and it also improve my muscle strength and help reduce stress. ACTIVITY 5: Write an email (80 - 100 words) to a pen-friend to tell him / her about what you usually do with your friends in your free time. use your answers in 4.

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- 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. - Move around to observe and offer help if needed - Comment on their answers

Content

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Content + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks. - Open the book and write the tittle of the lesson.

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Teacher’s Student’s activities Content ACTIVITY 1. Complete the senteneces with appropriate leisure activities.

- T_Ss

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- Have Ss do this activity individually then compare their answers with their partners. - Ask for Ss' answers or ask one student to write his / her answer on the board. - Confirm the correct

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VOCABULARY

* Objectives: 1. To help Ss revise the vocabulary items they have learnt in the unit. 2. To help Ss revise the vocabulary items they have learnt in the unit and write complete sentences. * Content: Revision. Complete the sentences . Write complete sentences from the given cues. * Expected outcomes: Knowing more new words. * Organisation : Teacher’s instructions.

*Key:

1- doing puzzles 2. doing DIY 3. Messaging friends 4. playing sports. 5. surfing net

ACTIVITY 2: Write complete sentences from the given. - Have ss write complete sentences using the cues given. Remind them to add necessary words and make changes to the cues if needed - Ask them to share their answers with a classmate. - Invite some ss to write their sentences on the board. T and other ss comment.

1. WARM UP & INTRODUCTION ( 3’- 5’)

2. PRESENTATION/ NEW LESSON ( 12’- 15’) A. PRACTICE EXERCISES

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Review the vocabulary and grammar of Unit 1. - Apply what they have learnt (vocabulary and grammar) into practice through a project. + Vocabulary: The lexical items related to Leisure time. + Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; + Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes; 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: Develop awareness of leisure activities and expressions about likes and dislikes - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Sach mem.vn.Hoclieu.vn. III. PROCEDURE:

possible

- Confirm the correct answers.

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Period 2: UNIT 1 : LEISURE TIME Lesson 7 : LOOKING BACK & PROJECT

Date of planning:………….. Date of teaching: ………..… WEEK: …..

- T_Ss - Work individually. * Key: 1. My cousin is crazy about surfing the net and playing computer games. 2. They are interested in playing badminton after school. 3. I'm not fond of making models because I'm not patient. 4. Why are you not into cooking? Because I often burn myself. 5. My friends are keen on doing judo, and they go to the judo club every Sunday.

GRAMMAR

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Leisure time survey

* 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 * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Unit 2: LIFE IN THE COUNTRYSIDE.

4. PRODUCTION/ PROJECT ( 8’)

* Objectives: - To help Ss practise doing a survey on leisure time. * Content: Ss to work in groups to do the project. Ss’ presentations. - Ask Ss to organise their report into a presentation. - Ask Ss to work in groups to make an interview with their friends, then collect and present data. * Expected outcomes: Students’ speaking. * Organization: Teacher’s Student’s activities Content + Ask ss to read the instructions. Make sure they * T should assign the project in earlier understand what to do. Ask ss to work in groups to

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5. WRAP-UP & HOME WORK (2’)

ACTIVITY 4: Complete the passage . Use the correct forms of the verbs in brackets and pictures. Add more words if necessary. - Tell Ss that they are going to complete a passage - T_ Ss. about Ann's likes and dislikes, using the pictures - Work individually. and the language given. Remind them to add some * Key: words if necessary. Ask them to read the example 1. reading / to read books carefully. 2. messaging / to message her friends - Have ss do this exercise individually then 3. making / to make paper flowers compare their sentences with a partner. 4. knitting / to knit - Invite some ss to read their answers aloud. Give 5. playing badminton feedback.

lessons such as in GETTING STARTED lesson. Make sure you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING BACK), Ss to present their report to the class. - Ss display all the posters on the wall or bulletin board ; Each group presents the poster they prepare to the whole class.

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Teacher’s Student’s activities Content ACTIVITY 3: Fill in each blank with correct forms of the verb in brackets. - Ask ss to explain the form of the verbs after verbs - T_ Ss of liking / disliking that they have learnt in the unit. - Ss to work individually. * Key: - Have Ss do this exercise individually then 1. cycling compare their answers with a partner. 2. reading / to read - Call on some ss to give the answers. 3. playing - Confirm the correct answers and write them on 4. chatting / to chat the board. 5. to do / doing

do the project. - Instruct ss how to carry out this project. Model the way to ask questions and record the answers in the table with one student. - If time is limited, assign the project in earlier lessons such as in GETTING STARTED lesson. Make sure you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING BACK), ask Ss to present their report to the class.

* Objectives: 3. To help ss revise the form of the verbs after verbs of liking / disliking. 4. To help ss revise the form of the verbs after verbs of liking I disliking. * Content: Learn some new words . Do the fillings with the correct forms of verbs in brackets. Complete the passage. * Expected outcomes: Knowing more new words. Fill in each blank with correct forms of the verb correctly. Use the correct forms of the verbs to complete the passage correctly. * Organasation: Teacher’s instructions.

1. WARM UP & INTRODUCTION ( 3’- 5’)

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Content + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.

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- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’) ACTIVITY 1:

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* Objectives: To set the context for the introductory dialogue; To introduce the topic of the unit. * Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points… * Expected outcomes: Knowing more new words. Students know the topic of the unit and be ready for the conversation. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content 1. Listen and read : LAST SUMMER HOLIDAY - Teacher explains the meaning of the new vocabulary by - T_Ss 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.

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - To introduce the topic about “Life in the countryside” - To practice listening and reading skills . - To teach vocabulary about Life in the countryside + Vocabulary: - Use vocabulary to talk about Life in the countryside + pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences; + Grammar: Use the comparative forms of adverbs; 2. Competence: - Students will be able to practice listening and reading skills . - Develop communication skills and cultural awareness. - Be cooperative and supportive in pair work and teamwork. - Be actively join in class activities. 3. Qualities: - Love talking about activities in the countryside. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn * Assumption Anticipated difficulties Solutions - Some difficult words and pronunciation - Encourage Ss to work in groups so that they can - Ss may lack experience of group / team help one another. work. - Give short, clear instructions, and help if necessary. III. PROCEDURE:

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Last summer holiday

Teacher’s Student’s activities + Greeting +Do some warm up activities before Ss open their books. + Teacher (T) shows some pictures about life in the countrside. - Look at some pictures and answer the questions : + What are they doing? + Where are they? + Is it in the countryside or in the city? - Then ask Ss to decide which leisure activities are common in the countryside and why. - Lead into the new unit. Write the unit title Life in the Countryside on the board. - Ask Ss to guess what they are going to learn about in this unit. Then ask Ss to brainstorm words and phrases describing activities that often take place in the countryside. For strong classes, encourage Ss to compare the countryside and the city.

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Period..: UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 1: GETTING STARTED

Date of planning:……… Date of teaching: …… WEEK: ……

* Vocabulary 1. harvest (v) gặt hái, thu hoạch 2. combine harvester (n) máy gặt 3. herd (v) chăn trâu, bò

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Notes: Trong đoạn hội thoại có câu :

Things move more slowly there than in our city. => Cấp so sánh của trạng từ . more slowly; more freely ; well; faster; harder

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- First, have Ss work independently. - T_ Ss - Ss to work individually. - Ask them to share their answers with one or more * Key: partners. 1. load - T can ask for translation of some of the words and 2. combine harvester phrases in the box to check their understanding. - If there is enough time, T can ask some Ss to write their 3. herd 4. paddy field answers on the board. 5. harvest time - Check the answers as a class. - With a stronger class, ask Ss to make some example sentences with the words and phrases they have learnt. ACTIVITY 4: Match the activities (1 - 6) that people living in the countryside often do with the pictures (a - f). - Ask Ss to name the pictures. - T_ Ss. - Have Ss work individually to match the phrases in the - Work individually. box with the pictures. Have them compare their answers * Key: with a partner. 1. d 2.a 3. f 4.e - Then ask for Ss' answers. Quickly write their answers 5. b 6. c on the board without confirming the correct answers. - Ask other Ss to look at the answers on the board and say if they are right or wrong. Confirm the correct answers. - Have some Ss practise saying the phrases again.

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3. PRACTICE ( 15’)

* Objectives: 2. To help Ss understand the conversation. 3. To help Ss use words and phrases related to farm work in the countryside; - To help Ss further understand the text. 4. To introduce some vocabulary items related to activities that rural people often do. * Content: Listen and read the conversation. Choose the correct answer; Complete the sentences. Match the activities with the correct pictures. * Expected outcomes: Ss understand the content of the conversation and know the vocabulary related to the topic. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Read the conversation again and choose the correct answer to each question. + Have Ss read the dialogue in detail to answer the - T_Ss - Work individually. questions. + Ask them how to do this kind of exercise. * Key: + Explain the strategies, if necessary (e.g. reading the 1. A 2. B 3. C 4. C questions and the options [A, B, C), underlining the key words in the questions and options, locating the key words in the text, and then reading that part and answering the questions). + Ask Ss to underline parts of the dialogue that help them with the answers. Set a strict time to ensure Ss quickly read the text for information. - Ask Ss to compare their answers in pairs before

sharing them with the class. Ask them to give evidence to support their answers. ACTIVITY 3: Complete the sentences with the words and phrases from the box.

( Học ở các tiết sau a closer look 2 )

* EXTRA ACTIVITY Materials: One A4 sheet of paper for every four Ss - Put Ss in groups of four. - Ss think about all the different tasks associated with living in the … farm and write them down in Vietnamese. - Ss tick off the phrases from 4 and use their dictionaries or go online the remaining phrases. - Go over some of the phrases as a class to help expand Ss’ vocabulary….

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Set the context: have Ss look at the conversation and the 4. paddy fields (n) ruộng lúa picture and answer some questions, e.g. Where are the people in the picture? Who are they? What are they doing? What are the vehicles in the picture? - Encourage Ss to give answers, but do not confirm whether their answers are right. Ask them to talk a bit about the activities people in the countryside do. + Play the recording twice for Ss to listen and read along. Then ask some pairs of Ss to read the dialogue aloud. - Refer to the questions previously asked. Confirm the - Take note correct answer: They are in a paddy field. They are harvesting rice. They are a combine harvester and a truck.

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4. PRODUCTION/ FURTHER PRACTICE ( 8’) * Objectives: To provide Ss with practice in asking and answering about activities that rural people often do - To get students to ask and answer about activities that rural people often do. * Content: Ask and answer. * Expected outcomes: Students’ conversations. * Organisation :

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+ Free talk

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* * Example: A. What are they doing in picture a? B. They’re ploughing a filed.

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+ Model this activity with a strong 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 ssome Ss to ask and answer before the class. + Comment on their performance. OR : FREE TALK/ Question and answer then report + Where do you live? + Where do you like to live? In the countryside or in the city? Why? + If in the countryside , What activities will you do? ……

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Teacher’s Student’s activities Content ACTIVITY 5: Work in pairs. Ask and answer about the pictures in 4.

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- Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt. - Ask ss to say aloud some words they remember from the lesson. - If there is a projector in the classroom, then T should show the dialogue and highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the expressions about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking / disliking + to-infinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will learn these language points in the upcoming lessons. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK 1 . ==============================================

5. WRAP-UP & HOME WORK (2’)

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Teacher’s Student’s activities + Greeting + Matching game: - T gives out the handouts and divides the class into

Content + Greeting ; - T_Ss. + Matching game: * Suggested answers:

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- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

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* Teach vocabulary:

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+ Teacher uses different techniques to teach vocab * New words: (situation, realia, translation.) 1. cattle (n) gia súc + Teacher introduces the vocabulary by: 2. poultry (n) gia cầm - providing the pictures 3. crop (n) hoa màu - eliciting the definition of the words 4. vast (adj) mênh mông + Teacher do the “Rub out and remember” checking 5. hospitable (adj) hiếu khách technique. 6. picturesque (adj) đẹp như tranh vẽ ** Have Ss 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 * Key: 1. cattle sharing their answers. 2. fruit - Check and confirm the correct answers. With a 3. crops strong class, have 5s add one or more nouns that can 4. unloaded go with the action verb in each sentence. 5. catching ** EXTRA ACTIVITY Materials: One A4 sheet of paper for every four Ss. - Ss work individually to take each of the red words in 1 and use it to make a sentence. Ss then find a partner and compare sentences and discuss the differences of the red words in

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1. cattle (n) 2. vast (adj) 3. crop (n) 4. hospitable (adj) 5. poultry (n) 6. picturesque (adj)

* Objectives: - To present some nouns that go with action verbs to describe activities which rural people often do. * Content: Learn some new words . Noun go with action verbs. * Expected outcomes: Knowing more new words. Students know how to use the target vocabulary. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: Circle the correct words to complete the sentences.

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Use words related to life in the countryside; - Pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences; + Vocabulary: - words related to life in the countryside; * New words: cattle (n) , poultry (n) , crop (n) , vast (adj) , hospitable (adj), picturesque (adj)+ Grammar: - Use the comparative forms of adverbs; - Give and respond to compliments; 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Develop the love talking about activities in the countryside - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . III. PROCEDURE:

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. - Show some pictures of the activities in the countryside that Ss learnt in the previous lesson. Have some Ss say the activities. Lead into this lesson which focuses on action verbs and the sounds /ə/ and /ɪ/ .

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Period ..: UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 2 : A CLOSER LOOK 1

Date of planning:………….. Date of teaching: ………..… WEEK: ….

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Have some Ss read out the words first. Then play the - T_ Ss. recording for them to listen and repeat the words they - Work individually. hear. Ask them to pay close attention to the two sounds.Play the recording as many times as necessary.

ACTIVITY 3: Complete the sentences with the words from 2. - 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

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* Key: 1. hospitable

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* Key: 1. c 2. d 3. e 4. b 5. a

Note: 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 often unrounded. - Invite some 5s to say some words they know that include the two sounds. * Teacher gives corrections and feedbacks to students’ pronunciation .

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/ə/ and /ɪ/

* Objectives: -To help Ss identify how to pronounce the sounds /ə/ and /ɪ/ - To help Ss practise pronouncing these sounds in words. * Content: Listen and reapeat the words. Practice the sentences. Underline the bold words.. * Expected outcomes: Students repeats the words correctly * Organisation : Teacher’s Student’s activities Content ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/.

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- Have 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. - If there is enough time, T can ask some Ss to write their answers on the board. - Confirm the correct answers. With a stronger class, ask Ss to make some examples with the adjectives they have learnt.

4. PRONUNCIATION: ( 8’)

* Objectives: 2. To teach Ss new adjectives for describing people and scenes in the countryside. 3. To help Ss use adjectives for describing people and scenes in the countryside in specific contexts. * Content: Do the matching . Complete the sentences with the words from 2. * Expected outcomes: Students learn how to use the nouns go with verbs. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Match the following adjectives with their definitions

2. well-trained 3. picturesque 4. vast 5. surrounded

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3. PRACTICE ( 15’)

clearer to them. - Teacher checks the answers as a class and gives feedback.

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the sentences in 1. - Run a feedback session add get Ss to discuss the differences in meaning between the red words in 1. - Cattle refers to cows and water buffalos - Poultry refers to birds we raise, like chickens and ducks - Fruits are parts of some plants. Fruits have seeds in them. - Plants have leaves, stems, and roots. Some plants produce fruit and some other vegetables. - Crops are plants grown by farmers and used as food. + Anything we eat is a type of food. Crops are one type of food. Other types of food include fish, meat, milk, etc. - To load means to put a large quantity of something in a vehicle or container. - To catch means to grab something that is moving in the air or water - To hold means to keep something in your hand for a certain period of time.

ACTIVITY 5: Listen and practise the sentences. Underline the bold words with /ə/, and circle the bold words with /ɪ/. - Have Ss quickly read the sentences. Now play the recording for Ss to listen to the sentences. Ask them to * Suggested outcome: 1. There is a lot of water in the bottle. pay attention to the underlined parts and tick the

2. The farmers here are hard-working.

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+ Ask Ss to summarise what they have learnt in the lesson. - Listen and practise the sentences. Underline the bold words with /ə/ and circle the bold words with /ɪ/. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK 2 .

Period …. : UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 3 : A CLOSER LOOK 2

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - The comparative forms of adverbs + Vocabulary: Words related to life in the countryside; + Grammar: - Use the comparative forms of adverbs; The comparative forms of adverbs - Give and respond to compliments; 2. Competence: - Students will be able to know how to form and use The comparative forms of adverbs. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Develop the love talking about activities in the countryside - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . III. PROCEDURE:

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5. WRAP-UP & HOME WORK (2’)

Date of planning:…… Date of teaching: …… WEEK: ….

Teacher’s Student’s activities + Greeting + Making comparison - Teacher shows the pictures on the screen. - Teacher asks students to make comparative sentences to describe the difference between the 2 pictures.

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3. They are picking fruits in the orchard. 4. People in my village usually gather at weekends. 5. Please buy some milk and pasta at the supermarket.

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appropriate sound. - Invite some Ss to share their answers. Confirm the correct ones. - Play the recording again for Ss to repeat the sentences. - Have Ss practise the sentences in pairs. Invite some pairs to read the sentences aloud. Comment on their pronunciation of the sounds. 1. There is a lot of water in the bottle. 2. The farmers here are hard-working 3. They are picking fruits in the orchard. 4. People in my village usually gather at weckends 5. Please buy some milk and pasta at the supermarket

Content + Greeting ; T_Ss. Questions: 1. Who lives faster than the other: people in the countryside or people in the city? 2. Who lives more peacefully than

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Content * Answer key: Adverbs

long high late quickly frequently early much little

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ACTIVITY 1: Comparative adverbs * Objectives: 1. To help ss identify the verbs that go with only gerunds and those that go with both gerunds and to-infinitives. * Content: - To teach grammar. - To teach Ss the comparative forms of some adverbs that Ss normally use in everyday conversations. * Tương tự như với tính từ, trạng từ chia thành 2 loại: Trạng từ ngắn và trạng từ dài 1.1. Trạng từ ngắn (Short adverbs): - Là những trạng từ có một âm tiết (one syllable) Eg: : hard, fast, late, far, early, soon … - She runs fast. 1.2. Trạng từ dài (Long adverbs): Là những trạng từ có 2 âm tiết trở lên (two syllable). + Là những trạng từ có đuôi + ly: Eg: : slowly, carefully, quickly, interestingly,… - My father drives carefully. 1.3 Form : 1- For most adverbs (often with two or more syllables), we make comparative forms by adding more. Examples: + adding more: slowly → more slowly ; carefully → more carefully 2. For adverbs that have the same forms as adjectives like fast, hard, soon, etc., we make comparative forms by adding -er. 2. adding -er: fast → faster ; hard→ harder 3. Some irregular adverbs well → better ; badly → worse

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2. PRESENTATION/ NEW LESSON ( 12’- 15’)

Teacher’s Student’s activities 1. Work individually and whole class + Write the compatative forms of adverbs : - Ask Ss to do the exercise individually and then check their answer in pairs. - Choose two Ss and ask them to stand up. Ask them, How long does it take you to run 100 metres? After the two Ss have given their answers; - T asks the class: A can run 100 metres in... seconds and B can run 100 metres in... seconds, so who runs more slowly? After Ss say which student runs more slowly in either Vietnamese or English, T introduces the subject of the lesson: comparative adverbs and asks for the equivalent in Vietnamese (Cấp so sánh hơn của trạng từ). + Focus Ss' attention on comparative forms by saying: The buses run every 15 minutes. The trains run every 30 minutes. So, the buses run more often than the trains. + Explain that like comparative adjectives, comparative adverbs are constructed in several different ways in English, and that some of those ways are presented in the Remember! box. + Invite some Ss to share their answers. Confirm the correct answers.

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- Open the book and write the tittle of the lesson.

2. Comparative adverbs (So sánh hơn với trạng từ): Short Adv: S + V + adv + er + than + Noun/ Pronoun Long Adv: S + V + more/ less + adv + than + Noun/ Pronoun Eg: - They work harder than I do/ me. - A horse can run faster than a buffalo. - Mai dances more beautifully than Hoa does. * Expected outcomes: Students know how to form and use comparative forms of adverbs.

Comparative forms longer higher later more quickly more frequently earlier more less

+ Briefly explain to them that they can make comparative forms for most adverbs (often with two or more syllables), by adding the word more. Explain that they can make comparative forms by adding the ending -er for adverbs that have the same forms as adjectives like fast, hard, soon, etc. + Remind Ss to learn by heart the irregular adverbs like well, badly, etc.

3. PRACTICE ( 15’)

* Objectives: 1. To teach Ss the comparative forms of some adverbs that Ss normally use in everyday conversations. 2+3. To help Ss practise the correct comparative forms of adverbs in sentences. 4. To give Ss further practice with comparative adverbs in situations. * Content: Ss practise using the form and use of the comparative forms of adverbs.

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the other: people in the countryside or people in the city? Suggested answers: 1. People in the countryside live more slowly than people in the city. 2. People in the countryside live more peacefully than people in the city.

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- Teacher gives some follow-up questions to lead in the introduction of the target grammar point. - Teacher sets the context for the lesson. + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as possible - Tell them that today they are going to learn some more verbs to describe likes and dislikes. Lead to the lesson. + Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

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4. PRODUCTION/ FURTHER PRACTICE ( 8’) ACTIVITY 5: * Objectives: To help Ss practise using comparative adverbs to make comparisons. * Content: Ss ask and answer . * Expected outcomes:Students ask and answer to find out who can do st better.(run faster; get up earlier…) * Organisation :

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Teacher’s Student’s activities Content 5. Work in pairs . Ask and answer to fund out who can run faster; can jump higher… + First ask Ss to read the instructions. Use the - T_ Ss. example to make clear to Ss what they are supposed - Work in pairs. to do (with a weaker class do the first sentence). - With a weak class, have Ss discuss what questions they should use to ask their partners in each situation. Example: - Have Ss work in pairs, asking and answering to A. How fast can you run? make comparisons. Set time (4-5 minutes) for Ss to do this activity. - T may go round to help weaker Ss. - Call on some Ss to report the results to the class. - Correct any grammar and pronunciation if necessary.

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ACTIVITY 4 : Complete the sentences with suitable comparative forms of the adverbs from the box. - Have Ss read the situations carefully. If necessary , T - T_ Ss

* Teacher corrects for students as a whole class.

- Ss work individually. * 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.

B. I can run 15 kilometers an hour A. Ok, you can run faster than me.

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Comparative forms long longer high higher late later quickly more quickly frequently more frequently early earlier much more little less ACTIVITY 2+ 3 : Complete the sentences with the comparative forms of the adverbs in brackets - T_ Ss - Have Ss do these exercises individually and then - Ss work individually. compare their answers with a partner. * Key 2: Ask some 5s to write their answers on the board. 1. more beautifully Check the answers with the whole class. Ask Ss to 2. more clearly explain how to make the comparative form of the 3. faster adverb given in each sentence. Confirm the correct 4. harder answers. 5. more heavily Invite some ss to write their answers on the board. * Key 3: - Check the answers with the whole class. 1. more carefully - Confirm the correct answers. 2. faster 3. more quietly 4. more soundly 5. earlier EXTRA ACTIVITY: - The class works together to create a poster showing the different irregular adverbs in English. The poster should include the base form of the adverb as well as the comparative form. - Display the poster in the classroom and spend a few minutes at the end of a few class meetings to go over the words and ellicit example sentences from the Ss. Adverbs

may explain each situation to Ss. Ask Ss to complete the sentences individually first 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. Confirm the correct answers. - Comment on their answers.

* Teacher gives corrections and feedbacks.

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- T_Ss * Answer key:

+ Ask Ss to do the exercise individually and then check their answer in pairs. + Have ss do this exercise individually and then compare their answers with a partner. - Ask some ss to share their answers. - Confirm the correct answers.

* Expected outcomes: Students understand how to use the comparative forms of adverbs * Organisation : Teacher’s Student’s activities Content ACTIVITY 1: Write the comparative forms of the adverbs in the table below.

5. WRAP-UP & HOME WORK (2’)

- Summarise the main points of the lesson. - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say make some sentences themselves, using coparative adverbs.

Priod..: UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 4 : COMMUNICATION

Date of planning:………….. Date of teaching: ………..… WEEK: …

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - To introduce Everyday English. - Give and respond to compliments + Vocabulary: - Use words related to life in the countryside; - Pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences; + Grammar: - use the comparative forms of adverbs; 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Develop the love talking about activities in the countryside - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Sach mem.vn. III. PROCEDURE:

1. WARM UP & INTRODUCTION ( 3’- 5’)

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* HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson : COMMUNICATION.

Content + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.

3. PRACTICE ( 15’)

3. We can get there by plane or ferry. 4. We can go there by car, bus, or bike. 5. It has a lighthouse.

Hollum ✔

✔ ✔ ✔

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ACTIVITY 4: Work in groups. Take turns to talk about the similarities and differences between Duong Lam and Hollum. - Teacher introduces some words or phrases that are - T_ Ss. * Example: often used to talk about the similarities and differences, such as: both, also, too, like, as, unlike, -Duong Lam and Hollum are both ancient villages, … but, however, etc. and give examples to illustrate. - Have Ss work in groups, taking turns to talk about the similarities and differences between the two villages. T may go round to observe. T should 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. - Call on some Ss to give the presentation to the

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* Objectives: 2. To help practise giving and responding to compliments. 3. To helps Ss learn about two traditional villages in Viet Nam and Netherland; - To help Ss develop their reading skill for specific information (scanning) 4. To provide Ss with practice in giving a presentation about the similarities and differences between two places. * Content: To make similar conversations to practice giving and responding to compliments ; Read the adverts for the two beautiful villages ; Take turns to talk about the similarities and differences between Duong Lam and Hollum. * Expected outcomes: Students know how to use the structures to giving and responding to compliments. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Work in pairs. Make similar conversations to practice giving and responding to compliments, using the cues below.

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- Have Ss read the instructions to understand what - T_ Ss they are going to do. Remind them that they have to - Ss to work individualy. Suggested answers: read each statement in the table and then read the two adverts to scan for the necessary information to Duong Statements help them tick the correct boxes. Lam - Give Ss time to read the two adverts and tick the 1. It’s an ancient village. ✔ boxes in the table. After that, get them to swap answers in pairs. 2. We can visit an ancient pagoda, traditional houses, ✔ - Go around and offer help, if necessary. and temples in this village. - Check the answers as a class.

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Giving and responding to compliments

* Objectives: 1. To introduce ways of inviting and respond to compliments. To help ss practise inviting and respond to compliments. * Content: Listen and read the conversation. Learn how to invite and respond to compliments. * Expected outcomes: Students know how to invite and respond to compliments. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY1. Listen and read the conversation . Pay attention to the highlighted sentences * T elicits the dialogues. - T_Ss - Play the recording for ss to listen and read two 1/*Tom: What a beautiful kite you have , dialogues at the same time. Ask ss to pay attention Mai ? to the question and answer. Mai : Thank you ,Tom. My Dad made it - Have ss practise the dialogues in pairs. Call on for me last weekend. some pairs to practise the dialogues in front of the 2/ Nick: You really have a nice dress, class. Hoa? Mark: I’m glad you like it, Nick. I think * Teacher checks students’ understanding by asking its colour really suits me. some checking questions.

Adverts for beautiful villages

ACTIVITY 3: Read the adverts for the two beautiful villages. Tick the boxes to show which village the statements describe. Sometimes both boxes need to be ticked.

2. PRESENTATION/ NEW LESSON ( 12’- 15’) EVERYDAY ENGLISH

- Ask Ss to work in pairs to make similar dialogues - T_Ss - Work in pairs with the given cues. - Move around to observe and provide help. Call on - A shirt some pairs to practise in front of the class. - A bicycle Comment on their performance. - A school bag

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- Open the book and write the tittle of the lesson.

** T ask some Ss to make comparisons about themselves, using comparative adverbs. - Introduce the objectives of the lesson: learning how to invite and respond to compliments.

whole class. After each student finishes his or her presentation, invite comments from other Ss on his or her clarity, language, and fluency.

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4. PRODUCTION ( 8’) * Objectives: 5. To provide Ss with practice in asking and answering about the places Ss would like to visit. * Content: Ask and answer about the places Ss would like to visit. * Expected outcomes: Students’ conversations . Report the group’s answers. * Organisation :

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5. WRAP-UP & HOME WORK (2’)

- Ask ss to summarise what they have learnt in the lesson. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: SKILLS_1.

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Teacher’s Student’s activities Content ACTIVITY 5: Work in pairs. Which village in 3 would you like to visit for a holiday? Explain your choice to your partner. - Have students work in pairs, asking and * Questions: answering questions about the villages they would + Which village would you like to visit for like to visit. T goes around and corrects mistakes or holiday? gives help when necessary. Encourage Ss to ask - Duong Lam , of course! more questions. + Why? - Call on some pairs to perform the task in front of - Because I love watching the locals making specialities and ….. the class. T and other Ss listen and make comments. * Teacher corrects students as going around while they’re practising. EXTRA ACTIVITY: - Put Ss into of 3-5 - Together they think of a village that they are familiar with and explain why they would like to visit the village on their holiday. Before they start, have them list a couple things that they would like to do as well as a few details about it. - Have a few groups come to the class and talk about their chosen village.

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Teacher’s Student’s activities + Greeting + Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as possible - Ask some ss what leisure activities they usually do and who in the family they do the activities

Content + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.

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A. READING * Pre-reading

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* 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. * Content: Learn some new words . Developing reading skill. * Expected outcomes: Knowing more new words. Students know how to use the target vocabulary. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: Work in pairs. Look at the picture and discuss the following questions.

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* Teach vocabulary:

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Read about different aspects of a Vietnamese village - Talk about a village or town where one lives or which one knows + Vocabulary: Words related to life in the countryside; + Grammar: - Use the comparative forms of adverbs; - Give and respond to compliments; 2. Competence: - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love reading and talking about activities in the countryside - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . III. PROCEDURE:

with. - Ask them about the good things of doing these activities with family members. Elicit answers from ss. - Lead into the new lesson: Reading and Speaking about leisure activities that can be done with family members. - Open the book and write the tittle of the - Introduce the objectives of the lesson. Write the lesson. objectives in the left corner of the board.

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Period ….: UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 5 : SKILLS 1/ Reading and speaking

Date of planning:………….. Date of teaching: ………..… WEEK: …

- T_Ss Vocabulary 1. stretch (v) 2. canal (n) 3. cultivate (v) 4. orchard (n)

* Suggested answer: paddy fields, cattle (buffaloes), farmers, a combine harvester, a lake/pond, trees, houses, a dirt road, horison, ect. Key: peaceful, vast, picturesque

3. WHILE READING ( 15’)

4 . SPEAKING

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- T_ Ss. - Work individually. * 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 * Suggested outcome: front of the class. Then have Ss work in groups, I live in Duong Lam. It’s an old village taking turns to talk about the village or town where outside Ha Noi. It has ... 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.

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- Ask some Ss to read out loud the sentences in the - T_ Ss - Ss to work individually. table. * Key: - Have Ss work individually for five minutes and 1. T tick T (True) or F (False). 2. T - Ask Ss to take turns to give the answers. Ask 3. F them to show the part in the passage where they 4. F found the answers. 5. T - Have them read aloud the sentences. - Check the answers as a class. EXTRA ACTIVITY - Put Ss into pairs. - The pairs work together to summarise the text in 2 in a summary of 45 to 50 words. - Each pair works with another pair to exchange their text. - Each pair reads the new text which has been exchanged and summarize it in a text between 2025 words. - Teaching note: The act of shortening and lengthening texts requires Ss to use words and phrases they normally wouldn't. It also gets them to focus on the grammar and express ideas with grammar points they normally don't use.

- 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.

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ACTIVITY 3: Read the text again and tick T (True) or F (False) for each sentence.

* Objectives: 4. To help Ss prepare ideas for the next activity. 5. To provide an opportunity for Ss to practise talking about a village or town where they live or which they know. * Content: Make notes about the village or town where you live or which you know. Work in groups. Take turns to talk about the village or town where you live or which you know. Use the information in 4. * Expected outcomes: Students can Make notes about the village or town ; Take turns to talk about the village or town where you live * Organisation : Teacher’s Student’s activities Content ACTIVITY 4 : Make notes about the village or town where you live or which you know.

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* Objectives: 2. - To improve Ss’ knowledge of vocabulary related to community activities. - To improve Ss’ skill of reading for specific information. 3. To help ss develop the skill of reading for specific information (scanning). * Content: Read and choose the correct answer; read and answer the questions * Expected outcomes: To Improve the skill of reading for specific information. To get more information of the text. * Organisation : Teacher’s Student’s activities Content 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 - T_Ss - Work individually. and find the highlighted words. - Have Ss read aloud the highlighted words. Correct Answer key: 1. c their pronunciation if needed. 2. a - Have Ss match the highlighted words with their 3. d meanings in the table. Remind them to use the 4. b context to help them. - Check the answers as a class.

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1. WARM UP & INTRODUCTION ( 3’- 5’)

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Period ….: UNIT 2 : LIFE IN THE COUNTRYSIDE Lesson 6 : SKILLS 2/ Listening and writing

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Listen to someone’s opinion about life in the countryside - Write a paragraph about what someone likes or dislikes about life in the countryside + Vocabulary: - Words related to life in the countryside; + Grammar: - Use the comparative forms of adverbs; - Give and respond to compliments; 2. Competence: - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love reading and talking about activities in the countryside - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . III. PROCEDURE:

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- Ask ss to summarise what they have learnt in the lesson. - If there is time , have them draw a mind map to summarise the main points of the lesson * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A SKILLS _2.

Date of planning:………….. Date of teaching: ………..… WEEK: …

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5. WRAP-UP & HOME WORK (2’)

- If there is enough time, call on some Ss to talk before the whole class, then invite some positive comments from other Ss.

Content + Greeting - T_Ss. + Students (Ss) listen and learn how to do the tasks.

- We can hang out , play sport…. - To improve social skills; reduce stress…

3. WHILE LISTENING ( 15’)

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Aims: 2+3 . To help Ss develop the skill of listening for specific information. * Content: Listen to an interview with Mark about his leisure activities do the tasks that follow. Choose the best answer; do the filling in the table. * Expected outcomes: To Improve the skill . To do the tasks correctly. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Listen to an interview with Mark about his leisure activities. Choose the correct answer. - 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

- T_Ss - Work individually. * Key: 1.A

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* Key: 1. video 2. cinema 3. park 4. shape 5. bike ride 6. places

- T_Ss

- T_ Ss - Ss to work individually.

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+ Teacher uses different techniques to teach vocab (situation, realia, translation.) if have - 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.

- 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. - Ask for ss' answers to 2. Confirm and tick the correct answers. Ask for ss' answers to 3. - Write them on the board next to their guesses. - Confirm the correct answers.

* Teach vocabulary:

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ACTIVITY 3: Listen to the interview again. Fill in each blank in the table with no more than two words.

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2. PRESENTATION/ NEW LESSON ( 12’- 15’) A. LISTENING * Pre-listening

the correct answers. ss wo rk in pairs to compare their answers. - Ask for ss' answers and write them on the board without confirming whether they are right or wrong.

4 . WRITING

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- Open the book and write the tittle of the lesson.

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one leisure activity that they learnt in the previous lesson. Ask them to describe the words 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. - Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

- Ask ss to summarise what they have learnt in the lesson. Have ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 7 : LOOKING BACK.

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5. WRAP-UP & HOME WORK (2’)

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Review the vocabulary and grammar of Unit 2. - Apply what they have learnt (vocabulary and grammar) into practice through a project. + Vocabulary: - Words related to life in the countryside; Grammar: - Use the comparative forms of adverbs; - Further practice using comparative forms of adverbs and adjectives. 2. Competence: - Students will be able to review some new words and learn how to use them. Using comparative of adverbs correctly. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Develop the love talking about activities in the countryside. - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . III. PROCEDURE:

* Example: Hi ….., It’s nice to hear from you again. Let me tell you about …..

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- Have ss write their emails individually based on their answers in 4. - Ask one student to write his or her email on the board. Other ss and T comment on the email on the board. - T collects some of the texts to correct at home. Otherwise, ask ss to revise and rewrite at home based on the T's comments of their friends' texts. - Have them bring their new texts to class in the next lesson. - Collect some for marking.

Period ..: UNIT 1 : LIFE IN THE COUNTRYSIDE Lesson 7 : LOOKING BACK & PROJECT

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ACTIVITY 5: Write an email (80 - 100 words) to a pen-friend to tell him / her about what you usually do with your friends in your free time. use your answers in 4. Start and end the email as follows:

Date of planning:………….. Date of teaching: ………..… WEEK:….

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- 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. - Move around to observe and offer help if needed - Comment on their answers

Teacher’s Student’s activities + Greeting Revision - Teacher asks Ss to think of what they have learnt already in Unit 2.

Content + Greeting T_Ss. Revision Suggested answers: - words about life in the countryside

- T_Ss * Key: 1. ploughing fields 2. catching fish 3. drying rice 4. unloading rice 5. feeding pigs 6. milking cows

ACTIVITY 2: Choose the correct answer A, B, or C.

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- 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.

- T_Ss - Work individually. * Key: 1. B 2. C 3. A 4. C 5. A

GRAMMAR

Aims: To help Ss revise the forms and uses of comparative adverbs. * Content: Complete the sentences . Correct mistakes

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- 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.

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* - 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.

ACTIVITY 4: Underline the mistakes in the sentences and correct them.

- T_ Ss. - Work individually. * Key: 1. as → than 2. quicklier → more quickly 3. more hardly → harder 4. the earlier → earlier 5. more highly → higher

4. PRODUCTION/ PROJECT ( 8’)

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VOCABULARY

* Objectives: 1. To help Ss review the vocabulary of Unit 2. 2. To help Ss revise the forms and uses of comparative adverbs. * Content: Revision. Write complete sentences from the given cues. Choose the correct answer. * Expected outcomes: Reviewing the words. Ss know how to use them correctly in the context. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1. Write a phrase from the box under the correct picture.

My favourite village

* Objectives: - To help Ss practise making their own poster about their favourite village and present their work. * Content: Ss to work in groups to do the project. Ss’ presentations. - Ask Ss to organise their report into a presentation. - Ask Ss to work in groups to make an interview with their friends, then collect and present data. * Expected outcomes: Students’ speaking. * Organisation : Teacher’s Student’s activities Content - Ask Ss to read the instructions again (T has * T should assign the project in earlier already assigned the project since the first lesson of lessons such as in GETTING STARTED the Unit and checked their progress after each lesson. Make sure you guide them lesson). Let students have some time to check their carefully and check their progress after posters for the final time and make any adjustments each lesson. In the last lesson (LOOKING if necessary. BACK), Ss to present their report to the - T has groups show their posters and present them class.

2. PRESENTATION/ NEW LESSON ( 12’- 15’) A. PRACTICE EXERCISES

Teacher’s Student’s activities Content ACTIVITY 3: Complete the sentences with the comparative forms of the adverbs in brackets. - Ask Ss to do the exercise individually. Then they - T_ Ss - Ss to work individually. can check their answers with a partner before * Key: discussing the answers as a class. 1. earlier - Teacher confirms the correct answers. 2. more fluently - Remind Ss to keep a record of their original 3. more easily answers so that they can use that information in the 4. more heavily Now I can … section. 5. harder / better

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- Open the book and write the tittle of the lesson.

* Expected outcomes: Ss do exercises correctly. Finding the mistakes and correct them. * Organisation : Teacher’s instructions.

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- comparative forms of adverbs - giving and responding to compliments - talking about the village or town where someone lives

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- 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. - T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to talk in English as much as possible

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Lesson 1: GETTING STARTED

It’s geat to see you again!

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Period..: UNIT 3 : TEENAGERS

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - To introduce the topic about “Teenagers ” - To practice listening and reading skills . - To use the words related to teen school club, teen’s use of social media, and teen stress. + Vocabulary: - Use the words related to teen school club, teen’s use of social media, and teen stress. + Pronoun the sounds /ʊə/ and /ɔɪ/ correctly in words and sentences. + Grammar: Simple sentences and compound sentences . Making requests. 2. Competence: - Students will be able to practice listening and reading skills . - Develop communication skills and cultural awareness. - Be cooperative and supportive in pair work and teamwork. - Be actively join in class activities. 3. Qualities: - Love talking about themselves and their problems. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn * Assumption Anticipated difficulties Solutions - some difficult words and pronunciation - Encourage Ss to work in groups so that they can - Ss may lack experience of group / team help one another. work. - Give short, clear instructions, and help if necessary. III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) *Objectives: - To create an active atmosphere in the class before the lesson; - To review the previous units - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to

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Date of planning:……… Date of teaching: …… WEEK: …

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5. WRAP-UP & HOME WORK (2’)

- Ss display all the posters on the wall or bulletin board ; Each group presents the poster they prepare to the whole class.

to the class. Remember to have the “show and tell” session and vote for the best poster. - Students vote for the best poster. - Teacher gives feedback.

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- T_Ss * Vocabulary 1. forum (n) diễn đàn 2. stress (n) sự căng thẳng 3. stressful (adj) căng thẳng, tạo áp lực 4. pressure (n) áp lực 5. user-friendly (adj) thân thiện với người dùng, dễ

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Questions: - Who are the people? - What might they be talking about? * Suggested answers: - They are teacher and students. - They are in a class meeting. - They are discussing their class forum, club activities to participate in, and their problems.

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3. PRACTICE ( 15’)

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*Objectives: 2. To help Ss understand the conversation. 3. To help Ss learn words and phrases related to the topic Teenagers. 4. To help Ss use the vocabulary in 3 in the right context. * Content: Read the conversation and tick T/ F ; Write words under the pictures. Complete the sentences… * Expected outcomes: Ss understand the content of the conversation and know the vocabulary related to the topic. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Read the conversation again and tick T (True) or F (False) for each sentence. - Ask Ss to work in pairs to read the conversation again. - T_Ss - Ask them to underline the key words and phrases in the - Work individually. statements. Then have pairs work together for one or * Key: two minutes to do the task. 1. F - Have Ss read out the statements and say if the 2. T 3. T statements are true or false. - Make sure they pronounce the words correctly. 4. F - Teacher checks the answers as a class and gives 5. T feedback.

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2. PRESENTATION/ NEW LESSON ( 12’- 15’) *Objectives: - To set the context for the introductory dialogue; - To introduce the topic of the unit. * Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points… * Expected outcomes: Knowing more new words. Students know the topic of the unit and be ready for the conversation. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: 1. Listen and read : It’s great to see you again !

dùng 6. midterm (adj) giữa kỳ

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Mystery word: TEENAGERS - Open the book and write the tittle of the lesson.

reading text and asks students to open their textbooks to discover further. Set the context: Have Ss look at the conversation and the picture and answer some questions: Who are the people? - What might they be talking about? - Play the recording twice for Ss to listen and read along. Then invite some pairs of Ss to read the conversation aloud. - Refer to the questions previously asked. Confirm the correct answers: They are teacher and students. They are in a class meeting. They are discussing their class forum, club activities to participate in, and their problems. - To help Ss understand the main idea of the conversation, askSs to answer the question: What are the teacher and students discussing?

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Content + Greeting ; T_Ss. + Students (Ss) listen and learn how to do the tasks.

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inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions … Teacher’s Student’s activities + Greeting Game: I.N.I.T.I.A.L GAME - T divides the class into 2 teams. - T shows 9 different pictures - Students are shown different pictures and they need to take the first letter from each picture to form the mystery word. - Which team finds the mystery word first will become the winner. - T leads to the new unit. Write the unit title Teenagers on the board. Ask Ss to guess what they are going to learn about in this unit.

ACTIVITY 3: Write a word or phrase from the box under the correct picture. - Ask Ss to work in pairs to match the pictures with the - T_ Ss - Ss to work individually. words or phrases.

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4. PRODUCTION/ FURTHER PRACTICE ( 8’) *Objectives: - To help Ss practise asking and answering questions for more information about their peers, and reporting information they have gathered; - To create a fun atmosphere in the class. * Content: Ask and answer the questions. Report the answers. * Expected outcomes: Students can answer the questions correctly. * Organisation : Teacher’s Student’s activities Content ACTIVITY 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. - Ss- Ss - 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. - T and other Ss listen and comment. Questions: 1. What types of social media do you have? - Several answers. 2. What kind of pressure do you have? 3. What clubs do you participate in? 4. Why do you choose to participate in that club?

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5. WRAP-UP & HOME WORK (2’) - Refer to the unit title again, then together with Ss, orally list the issues that the teacher and students discuss in their class meeting. - Ask Ss to add any other issues relevant to teenagers which are not mentioned in the conversation. - Ask Ss to name several school clubs, pressure, and social media. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .

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* Key: 1. language club 2. pressure 3. arts and crafts club 4. forum 5. sports club 6. chess club ACTIVITY 4: Complete each of the sentences with a word or phrase in 3. There is one extra word or phrase. - Ask Ss to work independently to complete each - T_ Ss. sentence with a word or phrase in 3. * Key: - Allow Ss to refer to the pictures, the words and phrases 1. arts and crafts club in 3, and the conversation if needed. 2. forum - Check the answers as a class. 3. language club - Ask several Ss to read aloud the full sentences. Correct 4. pressure Ss’ pronunciation if needed. 5. sports club

- Ask Ss to say the words / phrases aloud. Make sure they pronounce the words and phrases correctly. - Teacher checks the answers as a class and gives feedback.

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III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson;

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Content + Greeting ; - T_Ss. + Game: Word puzzles

Answer key: CHECK; POST; WEBSITE; CLIP; PICTURE; CONNECT..

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Teacher’s Student’s activities + Greeting + Game: Word puzzles - 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, in cluding : upload, check, browse, log on, connect… - The group with the more correct answers wins. - T leads in the new lesson. + Lead into this lesson . OR: Give the groups a list of verbs including upload, check, log on, connect and ask them to write words/ phrases that go with these verbs. + Ask Ss to open their books to page 30.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. Students get some vocabulary from the lesson and be ready for the lesson. * Organisation : Teacher’s instructions …

2. PRESENTATION/ NEW LESSON ( 12’- 15’) * Objectives: To introduce some verbs and verb phrases that are often used when talking about social media. * Content: - To introduce some verbs and verb phrases that are often used when teens talk about using social media. - To allow Ss to use the learnt words in contexts. * Expected outcomes: Knowing more new words. Students know how to use new words/ phrases. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: Circle the correct options to complete the phrases.

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - To introduce some verbs and verb phrases that are often used when talking about using social media. - To help Ss identify how to pronounce the sounds /ʊə/ and /ɔɪ/ correctly + Vocabulary : Use the words related to teen school club, teen’s use of social media, and teen stress. * New words: upload (tải lên) a picture ; browse (lướt, tìm) a ưebsite; check notifications (thông báo); log on (to) an account (Đăng nhập tài khoản) ; connect (liên lạc) with friends.. + Grammar: - Use simple sentences and compound sentences - Making requests. 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love talking about themselves and their problems. - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . * Anticipated problems : Anticipated difficulties Solutions Ss may lack vocabulary related to social T is willing to provide them with network and their pressure from schoolwork, enough vocabulary related to the topic so they may have difficulty completing the tasks

- To lead into the new lesson.

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Period…. : UNIT 3 : TEENAGERS Lesson 2 : A CLOSER LOOK 1

Date of planning:………….. Date of teaching: ………..… WEEK: …

- T_Ss * New words: 1. upload (v) = to copy or move programs or information to a larger computer system or to the internet (Tải lên) 2. browse (v) = to look at things / check over sth . Đọc lướt, tìm thông tin

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/ʊə/ and /ɔɪ/

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* Objectives: - To help Ss identify how to pronounce the sounds /ʊə/ and /ɔɪ/; - To help Ss practise pronouncing the sounds /ʊə/ and /ɔɪ/ in context * Content: Listen and reapeat the words. Practice the sentences. Circle the words * Expected outcomes:Students repeats the words correctly. Learn how to pronounce the words correctly. * Organisation : Teacher’s Student’s activities Content ACTIVITY 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 - T_ Ss. Ss to read out the words. - Play the recording for them to listen again and repeat Answer key: each word as a class, then as individuals. /ʊə/: tourist, ensure, sure, tournament - Play the recording as many times as possible. - Have Ss complete the task. Check answers as a class. /ɔɪ/: boy, toy, avoid, choice * Teacher gives corrections and feedbacks to students’ pronunciation . ACTIVITY 5: Listen and practise the sentences. Underline the words with /ʊə/ and circle the words with /ɔɪ/. * Suggested outcome: - Have some Ss read the sentences first. Answer key: - Play the recording for Ss to listen to, then repeat 1. She is a noisy and curious girl. each sentence after the recording. 2. They joined a full-day city tour. - Play the recording as many times as necessary. 3. I found it enjoyable to watch the - Ask them to underline the words with the sound tournament. /ʊə/ and circle the words with the sound /ɔɪ/. - Check the answers as a class. 4. She’ll record our voices during the - Call some Ss to read the sentences individually. interview. 5. He is not acting very mature and is starting to annoy me.

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3. PRACTICE ( 15’) * Objectives: 2: To allow Ss to use the learned verbs in context. 3: To help Ss revise learned vocabulary and learn new vocabulary. * Content: Complete the sentences . Choose the correct answer A, B, C or D. * Expected outcomes:Know more new verbs and verb phrases that are often used when teens talk about using social media. - Know how to use learned words/ phrases in context. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Use the correct form of the verbs in 1 to complete the sentences - Ask Ss to work individually to complete each of the - T_Ss sentences with a suitable verb from 1. * Key: - Check the answers as a class. 1. browsed - Have some Ss read aloud the complete sentences. 2. uploaded - Correct Ss’ pronunciation if necessary. 3. connects 4. checked 5. logs on ACTIVITY 3: Choose the correct answer A, B, or C. - T_ Ss - T asks Ss to work individually to choose the correct * Key: answer for each sentence. 1. B - Ask Ss to swap their answers with their partners. 2. C

3. A 4. A 5. B

4. PRONUNCIATION: ( 8’)

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* Key: 1. A 2. A 3. B 4. B 5. B

- 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. - Teacher checks the answers as a class and gives feedback.

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3. notifications (n) Thông báo 4. log on (to) (v) Đăng nhập 5. check (v) Kiểm tra 6. account (n) Tài khoản 6. picturesque (adj) đẹp, đẹp như tranh .

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** Have Ss read aloud the verbs and the word / phrases given. - Ask Ss to work in pairs to circle the correct options to complete the phrases. - Explain the meaning of the new verb phrases by using pictures or synonyms or even their mother tongue. For example: To load st = To send st to another computer; to browse (through) st = to look at things/ check over st or use picture to show meaning of notifications and log on to an account - Invite Ss to take turns to read out their answers. Correct their pronunciation if needed. - Check the answers as a class. - T can also ask Ss to add more words / phrases to the verbs to make other phrases. This way, T can broaden Ss’ vocabulary if they are ready.

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Period …. : UNIT 3 : TEENAGERS Lesson 3 : A CLOSER LOOK 2

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Review the knowledge of simple sentences . - To raise Ss’ awareness of simple sentences and compound sentences. - Identify words that connect independent clauses in compound sentences. - To enable Ss to make compound sentences correctly. + Vocabulary : Use the words related to teen school club, teen’s use of social media, + Grammar: - Use simple sentences and compound sentences - Making requests. 2. Competence: - Students will be able to know some new words and learn how to use them. - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Love talking about themselves and their problems. - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . Language analysis Types of sentences Definition Examples 1. Simple sentences Made up of one independent - Minh has some problems with clause his schoolwork. 2. Compound Made up of two or more - Mai bought many books because sentences independent clauses and they are she likes reading. joined by - Mark is hard-working; - coordinating conjunctions: for, therefore, he usually gets high scores on exams. and, but, or, so - a conjunctive adverb: however, therefore, otherwise.

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5. WRAP-UP & HOME WORK (2’) - Ask Ss to summarise what they have learned in the lesson. - Ask them to list some verb phrases learned in the lesson. - Ask them to list some other learned words/ phrases related to teenagers’ activities or pressure, paying attention to their pronunciation. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 3 : A CLOSER LOOK 2 .

Date of planning:…… Date of teaching: …… WEEK: ….

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* Suggested outcome: 15 words with the sounds /ʊə/ and /ɔɪ/: 1. noisy 9. mature 2. toy 10. annoy 3. tourist 11. voice 4. tour 12. enjoy 5. avoid 13. tournament 6. sure 14. ensure 7. boy 15. choice 8. soil

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+ FURTHER PRACTCE Game: Slap the board : - T writes on the board 15 words with the sounds /ʊə/ and /ɔɪ/. - Teacher divides students into 2 teams. - When T reads out word by word, one student will run to the board and slap on the correct word with the correct sound. - The team with more correct answers will be the winner. - Students play the game. - Teacher invites the winner to read aloud their sentences. - Teacher gives feedback.

III. PROCEDURE:

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Simple sentences and compound sentences

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* Objectives: - To review Ss’ knowledge of the simple sentences. - To raise Ss’ awareness of the simple sentences and compound sentences. * Content: - To teach grammar. Ss can aware of the simple sentences and compound sentences. * Expected outcomes: Ss know how to use Simple sentence and compound sentences. * Organisation : Teacher’s Student’s activities ACTIVITY 1: Tick (✓) the simple sentences.

Content

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2. PRESENTATION/ NEW LESSON ( 12’- 15’)

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- Open the book and write the tittle of the lesson.

Grammar: Simple sentences and compound Answer : Eg1: Minh has some problems with sentences. - T gives 2 sentences and asks ss to find their subject S V and verb. his Schoolwork. - Ask them to check how many subjects and verbs are Eg2: Mark is hard-working; in each of the sentences. S1 V1 - Tell them to read the Remember! box in pairs therefore, he usually gets high connectors S2 V2 before giving further explanation. scores on exams. - Then T explains to ss what a simple sentence or a compound sentence is. * A simple sentence is made up of - Then ask Ss to underline the two independent one independent clause. clauses in Eg 2, circle the words in between the two + Minh has some problems with his schoolwork. independent clauses. Tell them that there are words * A compound sentence is made up other than and and but we use to connect of two or more independent clauses two independent clauses in compound sentences. - Mai bought many books, for she - Ask Ss to read aloud as a class the words for, and, likes reading. but, or, so, however, therefore, otherwise. - He is a club member, but he never - Explain the meanings of these words if necessary. participates in any of the activities Tell Ss that they can also call these words connectors. * Connectors - Remind Ss to use a semicolon (;) before however, - coordinating conjunctions: for, and, therefore, and otherwise, and the other connectors are but, or, so followed by a comma (,) - conjunctive adverbs: however, + Invite some Ss to share their answers. Confirm the therefore, otherwise. correct answers. 3. PRACTICE ( 15’) * Objectives: - To review Ss’ knowledge of simple sentences. - To raise Ss’ awareness of simple sentences and compound sentences. - To help Ss distinguish between words that connect independent clauses. * Content: - Recall the form of the simple sentences - Know the differences between simple sentences and compound sentences. - Know the differences between words that connect independent clauses. * Expected outcomes: Students understand how to use simple sentences and compound sentneces. * Organisation : Teacher’s Student’s activities Content ACTIVITY 1: Tick (✓) the simple sentences. - T_Ss - Ask Ss to work individually to tick the simple * Answer key: sentences. 1, 2, 4 - Ask Ss to take turns to give their answers.

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Content + Greeting ; T_Ss. 1. She is a noisy and curious girl. 2. They joined a full-day city tour. 3. I found it enjoyable to watch the tournament. 4. She’ll record our voices during the interview. 5. Minh has some problems with his schoolwork. 6. Mark is hard-working; therefore, he usually gets high scores on exams. 7. Mai bought many books, for she likes reading. 8. He is a club member, but he never participates in any of the activities.

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Teacher’s Student’s activities + Greeting Game: BOARD RACE - Give Ss a few minutes to revise the simple sentences. - Ss work in two teams. - Ss receive slips of paper with simple sentences or compound sentences. + Instruc them to play. - Pick out all the simple sentences and run as fast as possible to stick them on the board, - Then underline the subjects and circle the verbs of those simple sentences. + Ask each team to read out loud the sentences they have selected. Correct their pronunciation if necessary. + The team with the most correct sentences wins. - Ask Ss to look at A CLOSER LOOK 2 on page 31. + Introduce the objectives of the lesson. Focus on the objectives of the lesson. - Teacher sets the context for the lesson.

1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - Lead in the new lesson * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English and focus on the topic of the lesson. * Organisation : Teacher’s instructions …

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* Teacher checks students’ answers as a class and gives feedback.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

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ACTIVITY 5: * Objectives: To enable Ss to make compound sentences correctly. * Content: Playing GAME. * Expected outcomes: Ss play GAME. Which group has the most sentences? - Students are able to make compound sentences correctly. * Organisation : Teacher’s Student’s activities Content 5. 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. + Divide the class into groups. _ T instructs SS how to play the game: Ask Ss to work - T_ Ss. - Work in groups. In groups. - Give each group the strips of paper with words on it ( the words 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 A1-size paper with compound sentences they have written on the board. - Correct any grammar and pronunciation mistakes if necessary. - The group with the most correct sentences is the winner. * T corrects any grammar and pronunciation mistakes if necessary.

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- T_ Ss - Have Ss work individually to choose the correct 1. C answer A, B, or C. - Remind them of the meanings of the connectors and 2. B 3. A the punctuation (the comma and semicolon) for 4. A the connectors. 5. C - Ask some Ss to read out the complete sentences. - Check the answers as a class. ACTIVITY 4 : Combine the two sentences to make compound sentences, using the words from the box. - T_ Ss - Have Ss work in groups of four for five minutes to * Answer key: write on their posters complete compound sentences 1. Phong has to study harder; using the words in the box. otherwise, he may fail the exam. - Remind them to use commas and semicolons when necessary. Then ask them to swap answers with other 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.

groups. - Check the answers as a class. - Have the class read out the sentences. Correct their spelling and grammar mistakes when necessary.

- 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. ACTIVITY 2: Write S for simple sentences and C for compound sentences - T_ Ss - Have Ss work in pairs to write S for simple * Key: sentences and C for compound sentences. 2. S 3. C - Ask some Ss to read out the sentences and say S or C. 1. S 4. S 5. C - Correct their pronunciation mistakes if necessary. - Check the answers as a class. EXTRA ACTIVITY: Presentation of compound sentences Refer to sentences 3 and 5 in 2 and ask Ss to underline the subjects and circle the verbs. Ask them to check how many subjects and verbs there are in each of the sentences. 3. She is a smart student, and she is an active member of our club. 5. He is a club member, but he never participates in any of the activities. - Both sentences 3 and 5 have two subjects and two verbs. - Tell them to read the Remember! box in pairs before giving further explanation. - Then ask Ss to underline the two independent clauses in sentences 3 and 5, circle the words in between the two independent clauses. Tell them that there are words other than and and but we use to connect two independent clauses in compound sentences. - Ask Ss to read aloud as a class the words for, and, but, or, so, however, therefore, otherwise. - Explain the meanings of these words if necessary. Tell Ss that they can also call these words connectors. - Remind Ss to use a semicolon (;) before however, therefore, and otherwise, and the other connectors are followed by a comma (,). ACTIVITY 3: Choose the correct answer A, B, or C.

5. WRAP-UP & HOME WORK (2’)

- Ask Ss to summarise what they have learnt in the lesson.

Period….: UNIT 3 : TEENAGERS Lesson 4 : COMMUNICATION

Date of planning:………….. Date of teaching: ………..… WEEK: …

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - To introduce Everyday English.Making requests - To introduce two ways to make requests. - Practise reading for specific information. + Vocabulary: - Make requests in English. - Can you…, please? - Can you tell me more about the music club, please? - Could you…(, please)? - Could you tell me the time it meets? + Grammar: - Use the correct sentences . – Can/ Could you + V…, please? 2. Competence: - 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. - Apply some everyday English phrases and expressions to do exercises and practise them in real situations in daily life. - Develop competencies of communication, cooperation, and self-management. - Be co-operative and supportive in pair work and group work. 3. Qualities: - Raise ss’ awareness of social media popular among teens. - Have a good attitude when making polite requests. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Sach mem.vn. III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Aims: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions …

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- 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. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 4 : COMMUNICATION.

Teacher’s Student’s activities + Greeting Chatting:

Content + Greeting - T_Ss.

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- Have Ss practise the conversations in pairs. * Teacher checks students’ understanding by asking some checking questions. ACTIVITY 2: Work in pairs. Make similar conservations, using the cues below.

ACTIVITY 3: Read some posts on a forum about different social media and match the names of the posters with their activities . - Ask some Ss to read the posts aloud. - T_ Ss - Have Ss work in pairs to read the posts to match Suggested answers: Ann: 2 the name of the four teenagers and their activities Tom: 4,5 (1 - 5). - Ask some pairs to read out their answers. Correct Trang: 1 Nam: 3 if necessary. - Check the answers as a class. - If time allows, ask some Ss to retell information from the posts or to role-play a conversation.

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Making requests

* Objectives: - To introduce two ways to make requests - To help Ss practise making requests. * Content: Listen and read the conversation. Learn how to make requests. * Expected outcomes: Students know how to how to make requests. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY1. Listen and read the conversation . Pay attention to the highlighted sentences - T_Ss 1- Play the recording for Ss to listen and read the conversation. 1. Can you tell me more about the music - Ask Ss to pay attention to the highlighted club, please? sentences. Emphasise the ways to make requests : B. Yes, certainly.It meets on Mondays and + Can you tell me more about the music club, please? Thursdays. + Could you show me the way to the college, 2. Could you show me the way to the please? college, please? Tell Ss that Can you and Could you are similar in B. Certainly. Go past this block, then turn meaning, and only different in the degree of left. It’s on your right-hand side there. formality. Could you is more formal than Can you.

SOCIAL MEDIA POPULAR AMONG TEENS * Objectives: - To provide Ss with language input about the different social media that are popular among teens, how often and what they use these media for; - To help Ss practise reading for specific information. * Content: Read some posts on a forum about different social media and match the names of the posters with their activities. Ask and answer questions about what social media the teens in 3 use, why, and how often they use them. *Expected outcomes: - Ss are able to identify the different social media that are popular among teens, how often and what they use these media for. - Ss practise reading for specific information…

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EVERYDAY ENGLISH

- T_Ss - Work in pairs + Ask to borrow a book from your classmate. A. Can you lend me your book that you finished reading, please? B. Yes, certainly. + Request some advice on how to do your science project. A. Could you tell me how to start a science project? B. Certainly.

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- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

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- Ask Ss to work in pairs to make similar dialogues. - Tell them to use the contexts given and the sample requests. - Give feedback on their dialogues.

+ Students (Ss) listen and learn how to do the tasks.

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- 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? - T leads in the new lesson: If we want to politely ask somebody to do sth, we make requests. There are two ways of making requests that we will learn in Lesson 4. Communication. - Ask Ss to look at COMMUNICATION on page 32. - Introduce the objectives of the lesson: learning how to make requests.

ACTIVITY 4: Work in pairs. Ask and answer questions about what social media the teens in 3 use, why, and how often they use them. - Have Ss work in pairs to ask and answer questions - T_ Ss. Ss-Ss about which social media each of the four Model dialogue: teenagers uses, what for and how often they use Tom: What social media does Ann use? the media. Nam: She uses YouTube.

Tom: What does she use it for? Nam: She uploads her videos and watches other people’s videos. Tom: How often does she use it? Nam: Every day.

- Ask them to follow the example in the Student’s Book. - Invite some pairs to role-play, asking and answering questions in front of the class. Correct any grammar or pronunciation mistakes if necessary.

- Ask Ss what they have learnt in the lesson. - Ss retell 2 ways of making requests and list some popular social media among teens. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 5 : SKILLS_1. =======================================

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5. WRAP-UP & HOME WORK (2’)

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4. PRODUCTION ( 8’) * Objectives: 5. To help Ss practise asking and answering questions about which social media teens often use, how often and why they use these media. - To help Ss practice reporting. * Content: Ask and answer about which social media teens often use, how often and why they use these media. *Expected outcomes: Ask and answer about a social media teens often use, how often and why they use these media. * Organisation : Teacher’s Student’s activities Content ACTIVITY 5: Work in groups. Discuss the following questions and then report your group’s result to the class. Report your group’s results to class - Have Ss work in groups to discuss the answers to the three questions about social media. * Questions: - Tell them that they can give more than one reason 1. What social media do you use? to explain their choice. 2. How often do you use it? - Ask them to use the information from the posts in 3. What do you use social media for? 3 as cues. - Invite group representatives to report their group’s answers. * Teacher corrects students as going around while they’re practising. - T listens to ss’ reports and gives feedback on their pronunciation and content.

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Teacher’s Student’s activities

+ Greeting

Brainstorming

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- Ask Ss to list school clubs teens often take part in. - Have the class work in pairs to describe the pictures and say what club the teenagers in the pictures are taking part in. - Ask Ss to discuss the reasons they want to join a school club like these. - Ask Ss to look at SKILLS 1 on page 33. OR: Let Ss play a game in groups of four or five.

Each group chooses a type of social media and

Content + Greeting ; T_Ss.

Brainstorming Suggested answers: - Badminton/ basketball club, English club, chess club, arts club, football club, … - 2 clubs in the pictures: Chess club, arts and craft club

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1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives: - To create an active atmosphere in the class before the lesson - To remind Ss of some activities and school clubs teens often take part in * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. *Expected outcomes: Having a chance to speak English. * Organisation : Teacher’s instructions …

* Pre-reading

* Objectives: - To remind Ss some activities and school clubs teens often take part in. - To help Ss practice describing pictures. - To improve Ss’ skill of reading for general and specific information. * Content: Learn some new words . Developing reading skill. + Read the conversation and tick T (True) or F (False) for each sentence. + Read the conversation again and choose the correct answer A, B, or C. * Expected outcomes: Knowing more new words. Students improve their reading skills. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: Work in pairs. Look at the picture and say what club it is. * Teach vocabulary: - T_Ss + Teacher uses different techniques to teach vocab (situation, realia, translation.) * Vocabulary 1. concentrate (v) tập trung (vào) + Teacher introduces the vocabulary by: 2. focused (adj) chuyên tâm, tập trung - providing the pictures 3. craft (n) (nghề, đồ, kỹ nghệ) thủ công - eliciting the definition of the words 4. beforehand (adv) trước + Teacher do the checking technique. + Teacher reveals that these five words will appear 5. practical (adj) thực tế, thực tiễn in the reading text and asks students to open their textbook to discover further: Key: a. chess club, arts and crafts club * Have the class work in pairs to describe the pictures and say what club the teenagers in the pictures are taking part in.

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III. PROCEDURE:

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’) A. READING

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - To improve Ss’ reading skills for specific information and general information. - To practice asking and answering questions about school clubs. + Vocabulary: Use words related to school clubs. + Grammar: - Simple sentences and compound sentences. - Making requests. 2. Competence: - Develop communication skills and creativity. - Be cooperative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Raise ss’ awareness of school clubs and the benefits of joining clubs - Have a good attitude towards joining school clubs. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn .

thinks about what teens are using the social media for. The groups have one minute to discuss. - T throws a ball and the group that receives the ball starts first. Members of the group that has the turn take turns to say one reason why teens use the social media. The reason must be different from all reasons mentioned before. If a member cannot give a reason, the group loses their turn to the other. - Stop the game when time is up. The group that has the most correct or appropriate reasons wins. T declares the winner(s). - T can lead into the Reading by saying: Apart from social media, teens also join different clubs. Today we will look at various school clubs teens may join and the reasons why they join clubs.

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Period ….: UNIT 3 : TEENAGERS Lesson 5 : SKILLS 1/ Reading and speaking

Date of planning:………….. Date of teaching: ………..… WEEK: …

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at school. * Organisation : Teacher’s Student’s activities Content ACTIVITY 4 : Work in pairs. Make conversations using the given information. - Have Ss work in pairs to ask and answer questions about the guitar club and painting club. - T_ Ss. Ss- Ss - Assist Ss to make questions when necessary. * Suggested questions: - Ask them to practise giving some benefits / - What time does the club meet? reasons. Encourage them to think of other possible - Where does it meet? benefits / reasons. - How can I contact the club? / What is the - Ask some pairs to role-play. contact number of the club? + Ask the class to give feedback on their questions - Who will coach the club? - What benefits do you get when join the ans answers, and pronunciation. club? Why do you want to join this club? ACTIVITY 5: Work in groups. Ask and answer questions about a club at your school. Report the answers to your class. - Have Ss work in groups to ask and answer questions about a school club they would like to * Suggested outcome: participate in. The music club at my school meets on - Ask them to give as many benefits and/ or reasons Tuesdays from 5.00 p.m to 6.30 p.m . It why they want to take part in the club. Tell them meets in the music room, on the third to explain the reasons based on their likes, dislikes, floor.. abilities, or personalities. - Invite one representative of each group to report their group’s answers to the class. * T gives feedback on their reports in terms of language, reasoning skills, and pronunciation.

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5. WRAP-UP & HOME WORK (2’) - Ask Ss what they have learnt in the lesson. - Ss retell some school clubs they have learnt after the lesson and their benefits. * HOME WORK: - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A SKILLS _2. =======================================

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- Ask Ss to discuss which of their school clubs they want to join. 3. WHILE READING ( 15’) * Objectives: 2. To improve Ss’ knowledge of vocabulary related to community activities. - To improve Ss’ skill of reading for specific information. 3. To help ss develop the skill of reading for specific information (scanning). * Content: Read and tick T/ F. Choose the correct answer. * Expected outcomes: To improve the skill of reading for specific information. To get more information of the text. * Organization: Teacher’s Student’s activities Content ACTIVITY 2: Read the conversation and tick T (True) or F (False) for each sentence. - Ask Ss to work individually to read the - T_Ss conversation and decide if the statements below the - Work individually. conversation are true or false. Answer key: - Ask Ssto read and tick T (True) or F (False). 1. T - Ask Ss to underline the evidence to support each 2. T statement. 3. F: when he was five => 5 years ago - Have Ss work in pairs to swap answers or to 4. T check answers together. - Ask some Ss to read out loud the statements and say true or false. Ask them to show the parts in the reading where they found the answers. - Check the answers as a class. ACTIVITY 3: Read the conversation again and choose the correct answer A, B, or C. - Have Ss work individually for seven minutes and - T_ Ss - Ss to work individually. circle the correct answers. - Remind them to underline the keywords in the * Key: questions and the evidence for the answers. 1. B - Ask Ss to take turns giving the answers. Ask them 2. C to show the parts in the reading where they found 3. B the answers. 4. B - Check the answers as a class. 5. C 4 . SPEAKING * Objectives: - To help Ss practise asking and answering questions for information about school clubs; - To give Ss an opportunity to practise telling what benefits they can gain from joining different school club - To improve Ss’ confiden * Content: Ss make conversations . Ask and Answer questions about club at your school. * Expected outcomes:Students can make conversations . Ask and Answer questions about club

- Ask Ss to look at SKILLS 2 on page 35. - Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

* Pre-listening

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* Objectives: - To help Ss focus on some keywords and pharses for listening. * Content: Learn some new words. Which types of pressure below do you think teens face? * Expected outcomes: Know more new words about teen pressure. - Get specific information about teen pressure through listening. * Organisation : Teacher’s instructions. Teacher’s Student’s activities Content ACTIVITY 1: Which types of pressure below do you think teens face? * Teach vocabulary: - T_Ss + Teacher uses different techniques to teach vocab Vocabulary: 1. parental (adj) thuộc bố mẹ (situation, realia, translation.) if have - Have ss answer the questions in the book. 2. bully (v) bắt nạt; trêu chọc ; - Elicit answers from ss. This is an open activity, so (n) kẻ hay bắt nạt. 3. bullying (n) sự bắt nạt. accept all answers provided they make sense. 4. peer (n) bạn đồng lứa

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3. WHILE LISTENING ( 15’) * Objectives: 2: To improve Ss’ skill of listening for general information. 3: To improve Ss’ listening comprehension and note taking skills. * Content: Listen to a conversation and choose the correct answer to each question. - Listen to the conversation again and fill each blank with ONE word. * Expected outcomes: To improve the listening skills . To do the tasks correctly. * Organisation : Teacher’s Student’s activities Content ACTIVITY 2: Listen to a conversation and choose the correct answer to each question - Ask Ss to work individually to read through - T_Ss Questions 1 and 2. - Ask them to underline keywords in the questions, * Key: for example, “How many ...” or “What ... 1. C discussing”. 2. B - Play the recording once for Ss to circle the answers. - Check Ss’ answers and play the recording again for

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I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following: 1. Knowledge: - Listen for general and specific information about teen stress - Recall the lexical items related to pressures teens face. - Write a paragraph about the causes of stress and offer solutions + Vocabulary: - Words related to pressures teens face. + Grammar: - Simple sentences and compound sentences. - Making requests. 2. Competence: - Develop communication skills and creativity. - Be co-operative and supportive in pair work and teamwork. Be actively join in class activities. 3. Qualities: - Raise ss’ awareness of pressures teens face. - Have a positive attitude toward pressures and know how to deal with them. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 8 text book, laptop, projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet - Sach mem.vn ; Or hoclieu.vn . III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Having a chance to speak English. Ss can identify and name types of pressure that teen may face * Organisation : Teacher’s instructions … Teacher’s Student’s activities Content + Greeting + Greeting ; T_Ss. + Students (Ss) listen and learn how to do + Game: Table cloth - Divide the class into 4 groups. the tasks. - In 2 minutes, Ss write down on the poster as many * Suggested answers: Pressure from parents, pressure from types of pressure as possible. - The group with the most correct answers will be the work, pressure from schoolwork, pressure from friends, peer pressure, exam winner.

pressure, pressure to get into gifted/ high schools, pressure of getting higher marks, … - Open the book and write the tittle of the lesson. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) A. LISTENING

Period ….: UNIT 3 : TEENAGERS Lesson 6 : SKILLS 2/ Listening and Writing

Date of planning:………….. Date of teaching: ………..… WEEK: …