Giáo Án Tiếng Anh Global Success 8 Cả Năm (Word + Powerpoint) Năm Học 2023-2024 (Đang Cập Nhật)

GIÁO ÁN TIẾNG ANH
GLOBAL SUCCESS
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GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS 8

CẢ NĂM (WORD + POWERPOINT) NĂM
HỌC 2023-2024 (Đang cập nhật)
WORD VERSION | 2024 EDITION
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Ths Nguyễn Thanh Tú
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Nguyen Thanh Tu Group
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Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week : 1 UNIT 1: LEISURE TIME
Period: 1 Lesson 1: Getting started – I’m keen on DIY (do-it-yourself).
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Leisure time
- Gain vocabulary to talk about Leisure time
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about activities Leisure time
II. MATERIALS
- Grade 8 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES : (STAGES) (45 mins)
1. WARM-UP (5 mins)
a. Objectives:
- To set the context for the introductory dialogue;
- To introduce the topic of the unit.
b. Content:
- Students play a game:Name the activities in the picture:
c. Expected outcomes:
- Students know the topic of the unit and be ready for the conversation.
d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Asking questions: Game: Who knows more?
- Teacher shows the pictures (PPT slides) to the
whole class. Suggested answers:
- Teacher ask students to work in pairs and name Playing video games, flying kites,
the activities in the picture. reading books, listening to music,
- Students work in pairs for 3 minutes. swimming,...
- Teacher elicits answers from students.
- Teacher asks students to guess the topic of the
unit/ lesson.
e. Assessment
- Teacher calls the group with the most activities to answer.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To prepare vocabulary for students to understand the conversation.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
- Students know how to use the target vocabulary.
d. Organisation:
Vocabulary pre-teaching New words:
- Teacher explains the meaning of the new 1. knitting kit (n)
vocabulary by pictures. 2. DIY (n)
- Teacher reveals that the words according to the 3. dollhouse (n)
pictures will appear in the reading text and asks 4. make paper flowers (v.phr)
students to open their textbook to find these words. 5. hang out
- Teacher introduces the vocabulary.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (20mins)
a. Objectives:
- To help Ss use words and phrases related to leisure time.
- To help Ss further understand the text.
- To introduce some vocabulary items related to leisure activities.
b. Content:
- Task 1: Listen and read.
- Task 2. Read the conversation again and complete the sentences.
- Task 3. Work in pairs. Write the activities from the box under the correct pictures.
- Task 4. Work in pairs. Read the phrases, and guess which activities in 3 are described.
- Students understand the conversation and know the vocabulary related to the topic.
d. Organisation:
Task 1. Listen and read. (5 mins)
- Teacher asks some questions about the pictures in The dialogue on page 8
the textbook to get students’ interest.
- Teacher plays the recording and asks students to Questions:
circle the words learnt in the Presentation stage. - What can you see in each picture?
- Teacher can play the recording more than once. - What may the hobby be?
- Students listen and read.
Task 2. Read the conversation again and complete the sentences. (5’)
- Teacher asks Ss to read the dialogue in more detail
and find the information to complete the sentences.
- Teacher asks them how to do this kind of exercise. Suggested answers:
Explain the strategies, if necessary (e.g. underlining 1. knitting kit
the 2. leisure time
key words in the sentences, predicting the word 3. other people
speech, locating the key words in the text, and then 4. hang out
reading that part and choosing the words to fill in 5. Sunday
the blank).
- Teacher tells them to underline parts of the
dialogue that help them with the answers. Set a
strict time limit to ensure Ss quickly read the text
for information.
- Teacher tells Ss to compare their answers in pairs
before sharing them with the class. Teacher asks
them to explain their answers.
Task 3. Work in pairs. Write the activities from the box under the correct pictures. (6 mins)
- Teacher asks Ss to name the activities shown in Answer key:
the pictures. 1. messaging friends
- Teacher has Ss work individually to write the 2. cooking
words and phrases in the box under the pictures. 3. playing sport
Have them compare their answers with a partner. 4. doing puzzles
- Teacher invites some Ss to go to the board and 5. doing DIY
write their answers. 6. surfing the net
- Teacher checks the correct answers as class.
- Teacher has Ss practice saying the word and
phrases again.
Task 4. Work in pairs. Read the phrases, and guess which activities in 3 are
described.(5mins)
- Teacher has Ss work in pairs and read the key Answer key:
phrases given, then guess the leisure activities. 1. doing puzzles
- Teacher asks for Ss’ answers and confirms the 2. doing DIY
correct ones. 3. playing sport
- For a more able class, Teacher has Ss work in 4. messaging friends
groups. Each group writes down some key words 5. surfing the net
and phrases about one or two leisure activities they
do or know. Then they read aloud these words/
phrases for the class to guess the activities.
e. Assessment
- Teacher corrects for students as a whole class.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practise using the vocabulary items related to leisure activities.
b. Content:
- Task 5 (Group work: Ask and answer then report)
- Students’ conversations
d. Organisation:
Task 5: Work in groups. Ask one another the question below. Then report your friends ’
answers to the class. (10’)
- Teacher gives Ss 3 - 5 minutes to do this activity. Question:
- Have Ss work in groups to ask one another the If you have some free time this weekend,
question in the book. Invite some Ss to share the what will you do?
answers of their groups with the class.
- For a more able class, ask Ss to work in their Suggested outcome:
groups again and brainstorm all the leisure activities If I have free time this weekend, I will go to
they know. After three minutes, the group with the the cinema to see the latest film.
most correct answers wins, and they are invited to
share their answers with the whole class.
e. Assessment
- Teacher corrects and gives feedback to students’ conversations.
5. CONSOLIDATION:(5mins)
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words and phrases they remember from the lesson.
b. Homework
- Name a list of cheap hobbies, expensive hobbies, easy and difficult hobbies.
- Students’ workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to interview their classmates or
students from other classes about leisure activities. Students will show and report their group’s
findings in Lesson 7 – Looking back and Project. (Teacher should check the progress of students’
preparation after each lesson.)
*- Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
Period: 2 Lesson 2: A closer look 1
I. OBJECTIVES
1. Knowledge
- Vocabulary: The lexical items related to Leisure time
- Pronunciation: Correctly pronounce words that contain the sounds /ʊ/ and /u:/
2. Competences
- Love talking about activities in leisure time.
- Develop self-study skills.
II. MATERIALS
- Grade 8 textbook, Unit 1, A closer look 1
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5mins)
a. Objectives:
- To prepare vocabulary for students to do the tasks.
- To present some phrases to express “likes”.
b. Content:
- Task 1: Match a word/ phrase in column A with a word in column B to make expressions
about likes.
- Vocabulary.
d. Organisation:
Matching game: Answer key:

- T shows the questions and divides the class into * Answer key:
pairs and explains the rules. 1. e
- Ss match the prepositions to the phrases and they
2. c
have to say “Bingo” as fast as possible.
- Teacher elicits answers from students and 3. b
announces the winning pair. 4. a
- T sets the context for the lesson.
5. d
- Teacher shows students the answer on the screen
and announces the winning group.
2. ACTIVITY 1: VOCABULARY – PRESENTATION (5mins)

a. Objectives:
- To prepare vocabulary for students to do the tasks.
b. Content:
- Vocabulary pre-teaching
d. Organisation:
* Vocabulary: (5mins)
- Teacher asks students to guess the uses of the
phrases that they have matched. 1. be interested in (ph v) hứng thú với
- Teacher introduces the vocabulary. 2. be fond of (ph v) thích
- Teacher checks students’ understanding by the 3. be crazy about (ph v) say mê
follow-up tasks in student’s book. 4. be keen on (ph v) quan tâm đến
- T confirms that when we want to change the 5. be into (ph v) thích
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. Note: we can put not after the forms of the
- T asks Ss about the form of the verbs placed after verb be. I’m not keen on …
these expressions. Tell them that the verbs need to be - verbs after these expressions. need to be in
in - ing form. Give them one example: I’m fond of - ing form.
making paper flowers. - I’m fond of making paper flowers.
3. ACTIVITY 2: PRACTICE (task 2) – PRODUCTION (task 3) (15mins)
a. Objectives:
- To present some phrases to express “likes”.
- To teach Ss phrases to talk about their hobby or leisure activities.
b. Content:
- Task 2. Fill in each blank with a correct word from the box.
- Task 3. Complete the sentences about what you like or dislike doing. Use the word or phrases
from the box or your own ideas.
- Students understand how to use the vocabulary related to the topic.
d. Organisation:
Task 2: Fill in each blank with a correct word from the box. (7mins)
- Teacher has Ss do this activity individually.
Have Ss read all the sentences carefully to make Answer key:
sure they understand the sentences and fill in the 1. fond
blanks with the words in the box. 2. interested
- Teacher lets them share their answers in pairs. 3. keen
Invite some Ss to give the answers and confirm the 4. into
correct ones. 5. about
- Teacher asks Ss to make sentences with some of
the expressions they have learnt. Then T invites Ss
to share their sentences.
Task 3: Complete the sentences about what you like or dislike doing. Use the word or
phrases from the box or your own ideas. (8 mins)
- Teacher tells Ss to share their ideas with a
partner. After 1 minute, they can change to
another partner. Let Ss do it for some rounds, then Suggested answer:
call some students randomly to share about their 1. I’m crazy about collecting stamps.
friends’ ideas. 2. I’m keen on making crafts.
- T asks them to share whether they have the same …
ideas with their friends.
- Teacher checks students’ pronunciation and
gives feedback.
- Teacher corrected the answer for the whole class.
4. ACTIVITY 3: PRONUNCIATION (15 mins)

- PRESENTATION (task 4)
- PRACTICE (task 5)
a. Objectives:
- To help Ss identify how to pronounce the sounds /ʊ/ and /u:/;
- To help Ss practise pronouncing these sounds in words.
b. Content:
- Task 4. Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/. Then put the words
into the correct columns.
- Task 5. Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the bold
words with /u:/.
- Students repeats the words correctly
d. Organisation:
Task 4. Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/. Then put the
words into the correct columns. (7 mins)
- Teacher asks some Ss to read out the words first. Answer key:
Then play the recording for them to listen and /ʊ/: cook, push, would, woman
repeat the words they hear. Ask them to pay close /u:/: group, June, school, move
attention to the two sounds. Play the recording as
many times as necessary.
- Explain to Ss that these words have the sounds
/ʊ/ and /u:/. Tell them the difference between the
two sounds if needed. Tell Ss that /ʊ/ is a “short
vowel” sound while /u:/ is a “long vowel” sound.
- Invite some Ss to say some words they know that
include the two sounds.
Task 5: Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the
bold words with /u:/. (8 mins)
- Teacher asks Ss to quickly read the sentences. Answer key:
Now play the recording for Ss to listen to the
sentences. Ask them to pay attention to the
underlined parts and tick the appropriate sound.
- Invite some Ss to share their answers. Confirm
the correct ones.
- Play the recording again for Ss to repeat the
sentences.
- Have Ss practise the sentences in pairs. Invite
some pairs to read the sentences aloud. Comment
on their pronunciation of the sounds.
- Teacher gives corrections and feedbacks to
students’ pronunciation.
5. CONSOLIDATION:(5 mins)
a. Wrap-up.
Vocabulary: The lexical items related to Leisure time
Pronunciation: How to correctly pronounce words that contain the sounds: / ʊ/ and /u:/
- Ask Ss to say make some sentences with words and phrases they remember from the lesson.
b. Homework.
- Practice two sound ʊ/ and /u:/.
- Learn by heart vocabulary.
- Do the exercises in students’ workbook: ex A1,2 ( P. 3); B 2,3 (P. 4,5.)
- Prepare new lesson. A CLOSER LOOK - 2/ P. 11-12
*- Evaluation:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Period :3 Lesson 3: A closer look 2
I. OBJECTIVES
1. Knowledge
- use the verbs of liking and disliking with gerunds and to-infinitive
2. Competences
- Love talking about activities in leisure time
II. MATERIALS
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To review vocab related to leisure activities.
- To introduce the verbs of liking and disliking with gerunds and to -infinitive.
b. Content:
- Game: Find someone who…
- Students get familiar with verbs of liking / disliking + gerunds / to -infinitive.
d. Organisation:
Game: Pelmanism Game: Pelmanism
- Teacher divides the class into 2 teams and asks
them to think of the vocabulary they have learnt in
the previous lessons.
- In 2 minutes, each member from each team has
to take turns to turn over one card and try to find a
card that matches it.
- If the two cards match each other, the team gets
one point.
- If the two cards are different, put them back in
the same places, facing down.
- The team with more points will win the game.
→Teacher leads in the lesson.
a. Objectives:
- To teach Ss verbs of liking and disliking with gerunds and to-infinitives
b. Content:
- Teacher teaches grammar.
- Teacher asks students to read the grammar box and share their answers.
- Students know how to use the target grammar.
d. Organisation:
Grammar teaching Verbs of liking:
- Remind Ss of the concept of the gerund that they love
learnt in grade 7. Ask them how the gerund is formed like
and how it functions grammatically. fancy
- Write on the board: I didn’t know you like knitting. prefer
and I love to watch TV on Saturdays. enjoy
- Explain that in English if we want to follow a verb
with another action, we must use a gerund or an Verbs of disliking:
infinitive. There are certain verbs that can only be detest
followed by one or the other, and these verbs must be hate
memorised. dislike
- Go through the Remember! box with Ss. Tell Ss that
verbs of liking / disliking are often followed by
gerunds and to-infinitives, and verbs such as love,
like, hate and prefer may go with gerunds or to-
infinitives with almost no change in meaning.
- Have Ss read the examples in the Remember! box,
and then encourage them to give their own examples.
3. ACTIVITY 2: PRACTICE (15 mins)

a. Objectives:
- To help Ss practise using verbs of liking and disliking with gerunds and to-infinitives.
b. Content:
- Task 1. Work in pairs. Put the verbs in the appropriate column.
- Task 2. Choose the correct answer A, B, or C.
- Task 3. Look at the pictures and complete the sentences, using the verbs i n brackets in their
suitable form.
- Task 4. Complete the sentences about yourself.
- Students understand how to use the target grammar.
d. Organisation:
Task 1. Work in pairs. Put the verbs in the appropriate column. (3 mins)
- Have Ss do these exercises individually and then Answer key:
compare their answers with a partner. Verbs followed by gerunds only:
- Ask some Ss to write their answers on the board. detest, fancy, dislike, enjoy
- Check the answers with the whole class. Accept Verbs followed by both gerunds and
different sentences provided that they are correct. to-infinitives: love, like, hate, prefer
Task 2. Choose the correct answer A, B, or C. (3 mins)

- Have Ss do these exercises individually and then Answer key:
compare their answers with a partner. 1. A
- Ask some Ss to write their answers on the board. 2. A
- Check the answers with the whole class. Accept 3. C
different sentences provided that they are correct. 4. B
5. A
Task 3: Look at the pictures and complete the sentences, using the verbs in brackets in
their suitable form. (4 mins)
- Ask Ss what they see in each picture. For a less able Answer key:
class, T may want to write some key language on the 1. Mark likes surfing / to surf the
board (e.g. play computer games / surf the net). net.
- Have Ss do these exercises individually and then 2. The girls enjoy knitting.
compare their answers with a partner. 3. My cousin dislikes cooking.
- Ask some Ss to write their answers on the board. 4. My father hates going / to go
- Check the answers with the whole class. Accept shopping.
different sentences provided that they are correct. 5. Tom and his sister prefer doing /
to do puzzles.
Task 4. Complete the sentences about yourself. (6 mins)
- Have Ss work individually to write the sentences about Suggested answer:
themselves. I like playing basketball.
- Invite some Ss to write their answers on the board. I hate cooking.
- Comment on their answers. Accept different answers
provided that they are logical and correct.

a. Objectives:
- To help Ss practice using verbs of liking and disliking with gerunds and to-infinitives
b. Content:
- Task 5. Game: Likes and dislikes mimes
- Students can make questions using verbs of liking / disliking.
d. Organisation:
Task 5. Work in groups. One mimes a leisure activity he / she likes or dislikes. The others
guess the activity by asking yes / no questions using the verbs they have learnt. (10 mins)
- Divide Ss into groups. Assign a group leader to
keep watch of the game. Suggested outcome:
- Explain the rules of the game: A: Do you like surfing the net?
• One student mimes a leisure activity he / she B: No, I don’t.
likes or dislikes. Other Ss guess what the activity C: Do you love messaging your friends?
is by asking Yes / No questions using the verbs B: Yes, I do.
they have learned.
• 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.
5. CONSOLIDATION: (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
- Ask Ss to make sentences about themselves, using comparative adverbs.
b. Homework
- Learn by heart all the new words and structures
- Do B5, B6 (Work book)
- Prepare: Unit 1: Communication
*- Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
Period :4 Lesson 4: Communication
– Teens’ leisure activities around the world
I. OBJECTIVES
1. Knowledge
- Invite and accept invitations
2. Competences
- Be ready and confident in real life conversations
II. MATERIALS
- Grade 8 textbook, Unit 1, Communication
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Questions & answers
- Students can talk about hobbies.
d. Organisation:
- Teacher asks students questions about leisure Questions:
activities. 1. What do you like doing in your free time?
- Teacher elicits answers from some students. 2. What do your friends like doing in their free
- Teacher leads in the introduction of the target time?
grammar point. 3. What do young people in Viet Nam often
do in their free time?
Suggested answers:
1. I like watching TV in my free time.
2. My friends like playing computer games in
their free time.
3. Young people in Viet Nam like doing
different things in their free time such as
hanging out with friends, going to the cinema.
2. ACTIVITY 1: PRESENTATION - EVERYDAY ENGLISH
a. Objectives:
- To introduce ways of inviting and accepting invitations.
- To help Ss practise inviting and accepting invitations.
b. Content:
- Task 1. Listen and read the dialogues. Pay attention to the highlighted parts.
- Students know how to use the structures to respond to compliments.
d. Organisation
Task 1. Listen and read the dialogues. Pay attention to the highlighted parts.
- Play the recording for Ss to listen and read the two Audio script – Track 5:
dialogues between Trang and Ann, Tom and Mark at the Trang: Would you like to go to
same time. Ask Ss to pay attention to the questions and the cooking club with me this
answers. Sunday?
- Have Ss practise the dialogues in pairs. Call on some Ann: I’d love to. Thanks.
pairs to practise the dialogues in front of the class. Tom: Do you fancy going for a
walk?
Mark: That’s great. Thanks.
3. ACTIVITY 2: PRACTICE (TEENS’ LEISURE ACTIVITIES AROUND THE WORLD)

a. Objectives:
- To help Ss learn about three leisure activities of different teens around the world.
- To help Ss develop their reading skill for specific information (scanning).
- To provide Ss with practice in giving a presentation about their friends’ answers.
b. Content:
- Task 2. Work in pairs. Practise inviting and accepting invitations in the following situations.
Remember to use the highlighted language in 1.
- Task 3. Work in pairs. Answer the question.
- Task 4. Read what three teenagers say about their leisure activities. Complete the table with the
information from the text.
- Students know about three leisure activities of different teens around the world.
d. Organisation:
Task 2. Work in pairs. Practise inviting and accepting invitations in the following
situations. Remember to use the highlighted language in 1. (5 mins)
- Ask Ss to work in pairs to make similar dialogues with
the given cues.
- Move around to observe and provide help. Call on some
pairs to practise in front of the class. Comment on their
performance.
Task 3. Work in pairs. Answer the question. (6 mins)
- Ask Ss to look at each picture and say what Question:
leisure activity it shows. If time allows, ask them What is the activity in each picture?
what the things needed for each activity are.
- Elicit answers from Ss. Confirm the correct Suggested answers:
answers. Picture a: doing origami
Picture b: playing badminton
Picture c: snowboarding
Task 4. Read what three teenagers say about their leisure activities. Complete the table
with the information from the text. (10 mins)
- Tell Ss that they are going to read about different Suggested answers:
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.
4. ACTIVITY 3: PRODUCTION
a. Objectives:
- To help Ss practise asking and answering about
leisure activities
b. Content:
- Task 5. Game: Work in groups. Ask and answer
the questions. Report your group’s answer to the
class.
- Students can talk about their leisure activities.
d. Organisation:
Task 5. Work in groups. Ask and answer the questions. Report your group’s answer to the
class.
- Have Ss work in groups to ask and answer the Questions:
two questions in the book. Have Ss in each group 1. 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 2. Why do you want to try it?
the class.
- Call on some Ss to give the presentation to the
whole class. After each student finishes his or her
presentation, invite comments on his or her clarity,
language, and fluency from other Ss.
5. CONSOLIDATION:
a. Wrap-up
- Have Ss repeat what they have learnt in the lesson.
- Summarize the content of the lesson.
b. Homework
- Memorize vocabulary of the lesson.
- Prepare for Skills 1 and Project.
*- Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
Period :5 Lesson 5: Skills 1
I. OBJECTIVES
1. Knowledge
- Read about leisure activities with family;
- Talk about leisure activities with family;
2. Competences
- Love reading and talking about activities in leisure time
II. MATERIALS
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
- To help Ss remember some words related to leisure activities
b. Content:
- Task 1: Look at the pictures. What activities can you see?
- Students’ answers about leisure activity.
d. Organisation:
Task 1: Look at the pictures. What activities can you see?
- Have Ss look at the pictures in the book or show Questions:
the pictures on a slide. Ask Ss what activity is - What activities can you see in the picture?
shown in each picture. If time allows, ask Ss to Suggested answers:
describe the pictures (who they can see and what Picture a: riding bikes / cycling
the people are doing). Picture b: cooking
- Tell Ss that they are going to read a text about Picture c: making a dress
leisure activities that Ann does with her family
members.
2. ACTIVITY 1: PRESENTATION (READING) (20 mins)
a. Objectives:
- To improve Ss’ knowledge of vocabulary related to leisure activities;
- To improve Ss’ skill of reading for specific information
b. Content:
- Pre-reading: Vocabulary pre-teach
- Task 2. Read about Trang’s leisure activities. Choose the correct answer.
- Task 3. Read the text again and answer the questions.
d. Organisation:
Pre-reading: Vocabulary pre-teach (5 mins)
- Teacher explains the meaning of the new New words:
vocabulary by pictures. 1. connect (v)
- Teacher reveals that the words according to the 2. recipe (n)
pictures will appear in the reading text and asks 3. ingredient (n)
students to open their textbook to find these 4. costume (n)
words.
- Teacher checks students’ understanding with
follow up questions.
Task 2. Read about Trang’s leisure activities. Choose the correct answer. (5 mins)
- Tell Ss what they are going to do. Suggested answers:
- Ask Ss to do the exercise individually and then 1. C
check their answer in pairs. 2. B
- Invite some Ss to share their answers. Confirm
the correct answers.
Task 3. Read the text again and answer the questions. (10 mins)
- Ask Ss what they are going to do. Answer key:
- Have Ss share how to do this exercise. 1. She goes for a bike ride, cooks, and does
- Briefly tell them the steps: Read the questions, DIY projects.
underline the key words in each question, locate 2. Her brother does.
the key words in the text and find the information 3. She loves doing DIY projects with her mum
to answer the question. the most.
- Ask Ss to repeat the steps if necessary. 4. Her mum teaches her to make her own
- Ask Ss to do the exercise individually and then dresses and doll clothes.
check their answers in pairs. 5. She won the first prize in a costume contest
- Invite some Ss to share their answers. Have them at her school.
explain their answers. Confirm the correct
answers.
- Ask some Ss to tell the class about Trang’s
leisure activities.
3. ACTIVITY 2: PRACTICE (SPEAKING) (10 mins)
a. Objectives:
- To help Ss prepare ideas for the next activity
- To provide an opportunity for Ss to practise talking about a village or town where they live or
which they know
b. Content:
- Task 4. Work in groups. Take turns to ask and answer the questions. Record your friends’
answers.
- Students can ask and answer questions about leisure activities
d. Organisation:
Task 4. Work in groups. Take turns to ask and answer the questions. Record your friends’
answers in the table below. (10 mins)
- Tell Ss that they are going to work in groups to Questions:
answer the questions in the book. Model the 1. What leisure activities do you usually do
answers to the questions yourself. with your family?
- Have Ss work in groups of four to ask and answer 2. Which one do you like the most? Why?
the three questions in the book. Ask them to draw a 3. How do you feel when you spend time
similar table on a sheet of paper to record their with your family members?
group members’ answers.
- Ask Ss to practise reporting the group’s answers
within the group.
- Move around to observe and offer help if needed.
a. Objectives:
which they know
b. Content:
- Task 5. Report your group members’ answers to the class. What activities are the most
common?
- Students can ask and answer questions about leisure activities
d. Organisation:
Task 5. Report your group members’ answers to the class. What activities are the most
common? (5 mins)
- Invite some Ss to share their group’s answers to Suggested outcome:
the class. The most common leisure activities are …
- Ask other groups to listen and give comments.
- Comment on Ss’ answers.
a. Wrap-up
- Have Ss repeat what they have learnt in the lesson.
- Summarize the content of the lesson.
b. Homework
- Do exercises in students’ workbook.
- Preparing for the next lesson: Lesson 6 – Skills 2
*- Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
Period :6 Lesson 6: Skills 2
I. OBJECTIVES
1. Knowledge
- Listen to someone talking about their leisure activities with friends
- Write a paragraph about leisure activities with friends
2. Competences
- Love listening and writing about activities in leisure time
II. MATERIALS
- Projector / TV
- Speaker
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
b. Content:
- Game: Hot seat
- Students’ answers.
d. Organisation:
Game: Hot seat Questions:
- Invite some Ss to go to the board. Give him/ her one - What am I doing?
leisure activity that they learnt in the previous lesson. Suggested answers:
Ask them to describe the activity without saying - Playing computer games
anything. The rest of the class guess the words. - Knitting
- Lead to the new lesson: Listening and writing about - Cycling
activities with friends. …
- Introduce the objectives of the lesson.
- Teacher corrects students (if needed).
2. PRESENTATION (5 mins)
a. Objectives:
- To help Ss develop their skill of listening for specific information
b. Content:
- Pre-listening: + Task 1. Answer the questions.
+ New vocabulary
- Students understand new vocabulary and get ready for listening.
d. Organisation:
TEACHER’S AND STUDENTS’ACTIVITIES CONTENTS
Pre-listening: Task 1. Answer the question.
- Have Ss answer the questions in the book. Questions:
- Elicit answers from Ss. This is an open activity, 1. In your opinion, what activities can we do
so accept all answers provided they make sense. with our friends in our leisure time?
2. Why should we spend time with our friends?
3. PRACTICE (13 mins)
a. Objectives:
- To help Ss develop their skill of listening for specific information
b. Content:
+ Task 3. Listen to the interview again. Fill in each blank in the table with no more than two
words.
+ Task 2. Listen to an interview with Mark about his leisure activities. Choose the correct answer.
- Students understand the content of the interview.
d. Organisation:
Task 2. Listen to an interview with Mark about his leisure activities. Choose the correct
answer. (5 mins)
- Tell Ss that they are going to listen to an interview Answer key:
about the leisure activities Mark does. 1. A
- Have Ss read the questions first and underline the 2. C
key words.
- Play the recording and ask Ss to listen and choose
the correct answers. Ss work in pairs to compare
their answers.
- Ask for Ss’ answers and write them on the board
without confirming whether they are right or wrong.
Task 3. Listen to the interview again. Fill in each blank in the table with no more than two
words. (8 mins)
- Tell Ss that they are going to listen to the interview Answer key:
again and complete the table of information. 1. video
- Have Ss read the table. Have Ss guess the word or 2. cinema
phrase to fill in each blank and write their guesses on 3. park
the board. 4. shape
- Play the recording and ask Ss to listen again and 5. bike ride
complete the table. Ss work in pairs to compare their 6. places
answers with each other and with the words / phrases
on the board.
- Play the recording once more for pairs to check
their answers to both activities 2 and 3.
- Confirm and tick the correct answers to activity 2
written on the board. Ask for Ss’ answers to 3. Write
them on the board next to their guesses. Confirm the
correct answers.
- Teacher checks students’ pronunciation and gives
feedback.
4. PRODUCTION (19 mins)
a. Objectives:
- To help Ss practise writing an email about what they like or dislike doing in their free time with
their friends.
b. Content:
- Task 4. Work in pairs. Ask and answer the questions.
- Task 5. Write an email (80 - 100 words) to a penfriend to tell him / her about what you usually
do with your friends in your free time.
- Students can write an email about leisure activities.
d. Organisation:
Task 4. Work in pairs. Ask and answer the questions. (6 mins)
- Have Ss work in pairs to answer the questions in Suggested outcome:
the book. Students’ notes
- Have some Ss present their answers or write their
answers on the board.
- Comment on their answers.
Task 5. Write an email (80 - 100 words) to a penfriend to tell him / her about what you
usually do with your friends in your free time. Use your answers in 4. (13 mins)
- Set up the writing activity: T reminds Ss that the Suggested answer:
first important thing is always to think about what Hi Ann,
they are going to write. Ss can use the answers they It’s nice to hear from you again. Let me
have prepared in 4. Ask Ss to brainstorm the ideas tell you about the things I usually do with
and needed language for writing. T may ask Ss to my friends in my free time.
refer back to the reading for useful language and I usually have free time at weekends, and I
ideas and write some useful expressions and often spend Sunday mornings with my
language on the board. friends. I have three close friends, and
- Ask Ss to write the first draft individually. they live near my house. We usually play
Teacher may display all or some of the Ss’ writings badminton together for about one hour in
on the wall / bulletin board. Teacher and other Ss the playground. After that, we cycle
comment. Ss edit and revise their writing as around the neighbourhood. It’s a lot of
homework. If time is limited, Teacher may ask Ss to fun.
write the final version at home. What about you? What do you usually do
- Teacher gives corrections and feedbacks with your friends in your free time?
Tell me in your next email.
Bye for now,
Mi
a. Wrap-up
b. Homework
- Do exercises in students’ workbook
- Prepare new lesson: Unit 1- Looking back and project
*- Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
Period :7 Lesson 7: Looking back and Project
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 1
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Love talking about activities in leisure time
II. MATERIALS
- Grade 8 textbook, Unit 1, Looking back and Project
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To lead into the revision
b. Content:
- Unit review
- Project presentation
- Ss can tell the teacher what they have learnt in unit 1.
d. Organisation:
Revision Questions:
- Teacher asks Ss to think of what they have learnt - What have we learnt in Unit 1?
already in Unit 1. Suggested answers:
- Ss work in pairs to do the task. Teacher calls use the words related to leisure activities and
some students to retell. expressions about likes and dislikes.
- Teacher confirms and leads them to do all the pronounce the sounds /ʊ/ and /u:/ correctly in
exercises in books. words and sentences.
use verbs of liking / disliking followed by
gerunds and / or to-infinitives to talk about
likes and dislikes.
invite and accept invitations.
read about leisure activities with family.
talk about leisure activities with family.
listen about leisure activities with friends.
write an email about leisure activities with
friends
2. ACTIVITY 1: PRESENTATION (VOCABULARY) (4 mins)
a. Objectives:
- To help Ss review the vocabulary of Unit 1
b. Content:
- Ss use mind map to review all the content of unit 1
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation:
- Have Ss do this activity one by one. Answer key:
- Ask for Ss’ answers to write his / her answer on Ss draw mindmap of unit 1 on the board
the board. (Vocab, grammar, skills)
- Confirm the correct answers.
3. ACTIVITY 2: PRACTICE (GRAMMAR) (16 mins)
a. Objectives:
To help Ss revise the forms and uses of verbs of liking and disliking
b. Content:
- Task 3. Fill in each blank with the correct form(s) of the verb in brackets..
- Task 4. Complete the passage. Use the correct form(s) of the verbs in brackets and the pictures.
Add more words if necessary..
- Task 1. Complete the sentences with appropriate leisure activities.
- Task 2. Write complete sentences from the given cues.
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation:
Task 1. Complete the sentences with appropriate leisure activities. (3 mins)
- Have Ss do this activity individually then Answer key:
compare their answers with their partners. 1. doing puzzles
- Ask for Ss’ answers or ask one student to write 2. doing DIY
his / her answer on the board. 3. Messaging friends
- Confirm the correct answers. 4. playing sport
5. surfing the net
Task 2. Write complete sentences from the given cues. (3 mins)
- Have Ss do this activity individually then Answer key:
compare their answers with their partners. 1. My cousin is crazy about playing computer
- Ask for Ss’ answers or ask one student to write games.
his / her answer on the board. 2. Are they interested in playing badminton
- Confirm the correct answers. after school?
3. I’m not fond of making models because I’m
not patient.
4. Why are you not into cooking? – Because I
often burn myself.
5. My friends are keen on doing judo, so they
go to the judo club every Sunday
Task 3. Fill in each blank with the correct form(s) of the verb in brackets. (4 mins)
- Ask Ss to explain the form of the verbs after Answer key:
verbs of liking / disliking that they have learnt in 1. cycling
the unit. 2. reading / to read
- Have Ss do this exercise individually then 3. playing
compare their answers with a partner. Call on 4. chatting / to chat
some Ss to give the answers. 5. to do / doing
- Confirm the correct answers and write them on
the board.
Task 4. Complete the passage. Use the correct form(s) of the verbs in brackets and the pictures.
Add more words if necessary. (6 mins)
- Ask Ss to do the exercise individually first. Then Answer key:
they can check their answers with a partner before 2. reading / to read books
discussing the answers as a class. 3. messaging / to message her friends
- Remind Ss to keep a record of their original 4. making / to make paper flowers
answers so that they can use that information in the 5. knitting / to knit
Now I can … section. 6. playing badminton
4. ACTIVITY 3: PRODUCTION (PROJECT) (15 mins)

a. Objectives:
- To help Ss practise making their report about their interview with their friends.
b. Content:
- Report the data of their interview by groups in class.
- Students practice giving a presentation.
d. Organisation:
Leisure time survey Suggested outcome:
- Ask Ss to read the instructions again (T has Students’ posters & presentations
already assigned the project since the first lesson of
the Unit and checked their progress after each
lesson). Let students have some time to check their
posters for the final time and make any adjustments
if necessary.
- T has groups show their posters and present the
data to the class.
- Give feedback to students’ presentations.
a. Wrap-up
b. Homework
- Do exercises in students’ workbook
- Prepare for the next lesson: Unit 2 – Getting started
*- Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
Date ofteaching : …/… / 2023
Week : 3 UNIT 2: LIFE IN THE COUNTRYSIDE
Period: 8 Lesson 1: Getting started – Last summer holiday
I. OBJECTIVES
1. Knowledge
- Gain an overview about the topic Life in the countryside
- Gain vocabulary to talk about Life in the countryside
2. Competences
Develop communication skills and creativity
Be collaborative and supportive in pair work and teamwork
Actively join in class activities
- Love talking about activities in the countryside.
II. MATERIALS
-Grade 8 textbook, Unit 2, Getting started
-Computer connected to the Internet
-Projector / TV
-hoclieu.vn
III. PROCEDURES
1. Warm-up (5 mins)
a. Objectives:
- To set the context for the introductory dialogue;
- To introduce the topic of the unit.
b. Content:
- Students play a game: Match the activities with the pictures.
- Students know to topic of the unit and be ready for the conversation.
d. Organisation
Game: Matching Game: Matching
-T divides the class into 4 groups and explains the Match the activities with the pictures.
rules.
- Ss match the given words to the pictures
- Teacher shows students the answer on the screen and
announces the winning group.
- T sets the context for the listening and reading text:
Write the title on the board Life in the countryside

a. Objectives:
- To prepare vocabulary for students to understand the conversation.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
d. Organisation
Vocabulary pre-teaching New words:
- Teacher explains the meaning of the new 1. harvest (v)
vocabulary by pictures. 2. combine harvester (n)
- Teacher reveals that the words corresponding to 3. herd (v)
the pictures will appear in the reading text and asks 4. paddy fields (n)
students to open their textbook to find these words.
- Teacher checks students’ understanding with the
“Rub out and remember” technique.
feedback.
- Rub and check the vocabulary.
a. Objectives:
- To help Ss use words and phrases related to farm work in the countryside.
- To help Ss further understand the text.
- To introduce some vocabulary items related to activities that rural people often do.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation and choose the correct answer to each question.
- Task 3: Complete the sentences with the words and phrases from the box.
- Task 4: Match the activities (1 - 6) that people living in the countryside often do with the
pictures (a - f).
Students understand the conversation and know the vocabulary related to the topic.
d. Organisation
Task 1: Listen and read. (4 mins)
- Teacher plays the recording and asks students to The dialogue on page 16
circle the words learnt in the Presentation stage.
- Teacher can play the recording more than once.
- Students listen and read.
Task 2: Read the conversation again and choose the correct answer to each question. (5
mins)
- Teacher asks Ss to read the dialogue in detail to Answer key:
answer the questions. 1. A
- Ask them how to do this kind of exercise. Explain 2. B
the strategies, if necessary (e.g. reading the 3. C
questions and the options (A, B, C), underlining 4. A
thekey words in the questions and options, locating
the key words in the text, and then reading that part
andanswering the questions).
- Tell them to underline parts of the dialogue that
help them to answer. Set a strict time limit to
ensure Ss read the text quickly for information.
- Tell them to compare their answers in pairs before
sharing them with the class. Ask them to give
evidence to support their answers.
Task 3: Complete the sentences with the words and phrases from the box. (5 mins)
- Teacher tells Ss to read the conversation again, Answer key:
work independently to do the task, and then ask 1. load
them to share their answers with one or more 2. combine harvester
partners. T can ask for translation of some of the 3. herd
words and phrases in the box to check their 4. paddy field
understanding. 5. harvest time
- T asks 2 students to write their answers on the
board.
- Check the answers as a class.
Task 4: Match the activities (1 - 6) that people living in the countryside often do with the
pictures (a - f). (6 mins)
- T has Ss work individually to match the words Answer key:
and phrases in the box with the pictures. Have them 1. d
compare their answers with their partners. Then ask 2. a
for Ss’ answers. Quickly write their answers on the 3. f
board without confirming the correct answers. 4. e
- T has Ss listen to the recording, check their 5. b
answers, and repeat the words / phrases. Ask Ss to 6. c
look at the answers on the board and say if they are
right or wrong. Confirm the correct answers.
- Teacher checks the answers as a class and gives
feedback.
a. Objectives:
- To get students to ask and answer about activities that rural people often do.
b. Content:
- Task 5: Work in pairs. Ask and answer about the picture in 4.
d. Organisation
Task 5: Work in pairs. Ask and answer about the pictures in 4.
- Model this activity with a student. Remind Ss Example:
that they should only use the phrases and the - What are they doing in picture a?
pictures in 4 to ask and answer about activities - They’re ploughing a field.
that rural people often do.
- Ask Ss to work in pairs. T goes round to help
weaker Ss. Then, call on some pairs to practise in
front of the class. Comment on their performance.
- Teacher corrects and gives feedback to students’
conversations.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- Ask Ss to say aloud some words and phrases they remember from the lesson.
b. Homework
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a village in Viet Nam that
they would like to visit. They have to find suitable photos to create a poster about it. Students will
show their posters and present their ideas in Lesson 7 – Looking back and Project. (Teacher
should check the progress of students’ preparation after each lesson.)
*- Evaluation:
………………………………………………………………………………………………………
………………………………………………………………………………………………………

Date ofteaching : …/… / 2023 Week : 3 UNIT 2: LIFE IN THE COUNTRYSIDE
Period: 9 Lesson 2: A closer look 1
I. OBJECTIVES
1. Knowledge
- Vocabulary: The lexical items related to Life in the countryside
- Pronunciation: Correctly pronounce words that contain the sounds: /ə/ and /ɪ/
2. Competences
- Love talking about activities in the countryside
II. MATERIALS
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
b. Content:
- Game: Matching words with pictures
- Students get some vocabulary from the lesson and be ready for the lesson.
d. Organisation:
Matching game: Questions:
- T gives out the handouts and divides the class into Match the words with the correct pictures.
5 groups and explains the rules. Suggested answers:
- Ss match the given words to the pictures and they 1. cattle (n)
have to send one to stick the handout onto the board 2. vast (adj)
as quickly as possible. 3. crop (n)
- Teacher shows students the answer on the screen 4. hospitable (adj)
and announces the winning group. 5. poultry (n)
- T sets the context for the lesson. 6. picturesque (adj)
2. ACTIVITY 1: PRESENTATION - VOCABULARY(18 mins)

a. Objectives:
- To present some nouns that go with action verbs to describe activities which rural people often
do.
- To teach Ss new adjectives for describing people and scenes in the countryside.
b. Content:
- Task 1: Circle the correct words to complete the sentences.
- Task 2: Match the following adjectives with their definitions.
- To present some nouns that go with action verbs to describe activities which rural people often
do.
d. Organisation:
Vocabulary pre-teaching (8 mins)
- Teacher asks students to guess the meaning of New words:
the words that they have matched in the Warm- 1. cattle (n) : gia súc
up activity. 2. poultry (n) : gia cầm
- Teacher introduces the vocabulary. 3. crop (n) : hoa màu, mùa thu hoạch
- Teacher checks students’ understanding by the 4. vast (adj) : rộng lớn, mênh mông
follow-up tasks in the student's book. 5. hospitable (adj): mến khách, hiếu khách
6. picturesque (adj): đẹp như tranh vẽ
Task 1(Ex1): Circle the correct words to complete the sentences. (5 mins)
- Teacher asks Ss to read each sentence and Answer key:
choose the suitable noun that goes with the action 1. cattle
verb before it. 2. fruit
- Let Ss work in pairs to compare their answers 3. crops
before sharing their answers. 4. unloaded
- Check and confirm the correct answers. 5. catching
Task 2(Ex2): Match the following adjectives with their definitions. (5 mins)
- Teacher tells Ss quickly match the adjectives in * Answer key:
the left column with their meanings in the right 1. c
column individually. 2. d
- Then ask Ss to check their answers with their 3. e
partners. Ask for translation of some of the 4. b
adjectives on the list to check their 5. a
understanding.
- Confirm the correct answers.
3. ACTIVITY 2: PRACTICE (5’)
a. Objectives:
- To teach Ss new adjectives for describing people and scenes in the countryside.
b. Content:
- Task 3: Complete the sentences with the words from 2.
d. Organisation:
Task 3 (Ex3): Complete the sentences with the words from 2. (5 mins)
- Teacher ask Ss to do the exercise individually and * Answer key:
then check with the whole class. 1. hospitable
- When checking, ask Ss to refer to 2 to make the 2. well-trained
meanings of the adjectives clearer to them. 3. picturesque
- Teacher checks the answers as a class and gives 4. vast
feedback. 5. surrounded
feedback.
- Teacher corrects the answers for students as a whole
class.
4. ACTIVITY 3: PRONUNCIATION (15mins)
a. Objectives:
- To help Ss identify how to pronounce the sounds /ə/ and /ɪ/.
- To help Ss practise pronouncing these sounds in words and sentences.
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/.
- Task 5: Listen and practise the sentences. Underline the bold words with /ə/, and circle the bold
words with /ɪ/.
- Students repeat the words correctly in words and sentences.
d. Organisation:
Task 4(Ex4): Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. (8 mins)
-Teacher presents the sounds /ə/ and /ɪ/ by showing 2
pictures on TV (Quả mơ, ti vi)
- Tells Ss that they are going to learn the sounds /ə/
and /ɪ/
- Teacher introduces 2 sounds /ə/ and /ɪ/ to students
and lets them watch a video about how to pronounce
these two sounds.
https://www.youtube.com/watch?v=1F47WdIjn5U
https://www.youtube.com/watch?v=zUpF0pYoTZ8 Suggested outcome:
hoclieu.vn Students repeats the words correctly
- Teacher asks some Ss to read out the words first.
Then play the recording for them to listen and repeat
the words they hear. Ask them to pay close attention
to the two sounds. Play the recording as many times
as necessary.
- Explain to Ss the difference between the two
sounds if needed:
+ /ɪ/ is a “front vowel”, meaning the front part of the
tongue is raised while articulating this vowel. It’s
also a “close vowel”. A close vowel is one where the
jaws come close to each other.
+ /ə/ on the other hand is a “mid vowel”; it means
that the jaws aren't closer to each other. It's also a
“central vowel”. A central vowel means the central
part of the tongue is raised while articulating this
vowel. It's often unrounded.
- Invite some Ss to say some words they know that
include the two sounds
Task 5 (Ex5): Listen and practise the sentences. Underline the bold words with /ə/, and circle
the bold words with /ɪ/. (7 mins)
- Teacher aks Ss to quickly read the sentences. Now Suggested outcome:
play the recording for Ss to listen to the sentences. 1. There is a lot of waterin the bottle.
Ask them to pay attention to the underlined parts
and underline and circle the appropriate sounds. 2. The farmers here are hard-working.
- Invite some Ss to share their answers. Confirm the
correct ones. 3. They are picking fruits in the orchard.
- Play the recording again for Ss to repeat the 4. People in my village usually gather at
sentences. weekends.
- Have Ss practise the sentences in pairs. Invite 5. Please buy some milk and pasta at the
some pairs to read the sentences aloud. Comment supermarket.
on their pronunciation of the sounds.
- Teacher gives corrections and feedback to
students’ pronunciation.
a. Wrap-up:
- Ask Ss to make some sentences with words and phrases they remember from the lesson
b. Homework:
Learn by heart all the new words.
Do Ex A1, 2, B1, 2 (workbook)
Prepare: Unit 1: Closer Look 2
*Evaluation:
…………………………………………………………………………………………………


Period :10Lesson 3: A closer look 2
I. OBJECTIVES:
1. Knowledge
- The comparative forms of adverbs
2. Competences
- Love talking about activities in the countryside
II. MATERIALS
- Projector / TV/
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To review comparative forms of adjectives before the lesson.
- To introduce the term of comparative form of adverbs.
b. Content: Game: Pelmanism
- Making comparison
d. Organisation:
Game: Pelmanism Game: Pelmanism

- Making comparison
- Teacher divides the class into 2 teams and asks them
to think of the vocabulary they have learnt in the
previous lessons.
- In 2 minutes, each member from each team has to
take turns to turn over one card and try to find a card
that matches it.
- If the two cards match each other, the team gets one
point.
- If the two cards are different, put them back in the
same places, facing down.
- The team with more points will win the game.
→Teacher leads in the lesson.
a. Objectives:
- To teach Ss the comparative forms of some adverbs that Ss normally use in everyday
conversations.
b. Content:
- The comparative adverbs
- Students know how to use the target grammar.
d. Organisation:
Grammar teaching: Comparative adverbs Examples:
1. For most adverbs (often with two or more 1. adding more:
syllables), we make comparative forms by adding slowly → more slowly
more. carefully → more carefully
2. For adverbs that have the same forms as adjectives 2. adding -er:
like fast, hard, soon, etc., we make comparative fast → faster
forms by adding -er. hard → harder
3. Some irregular adverbs 3. irregular adverbs:
- Teacher checks students’ understanding by asking well → better
some questions. badly → worse

a. Objectives:
- To help Ss practise the correct comparative forms of adverbs in sentences.
b. Content:
- Task 1: Write the comparative forms of the adverbs in the table below.
- Task 2: Complete the sentences with the comparative forms of the adverbs in brackets.
- Task 3: Complete the sentences with suitable comparative forms of the adverbs from the box.
- Task 4: Read the situations and complete the sentences using the comparative forms of the
adverbs in brackets.
d. Organisation:
Task 1: Write the comparative forms of the adverbs in the table below. (4 mins)
- Teacher asks Ss to do the exercise individually Answer key:

and then check their answers in pairs.
Adverbs Comparative forms
- Teacher invites some Ss to share their answers. long longer
Confirm the correct answers. high higher
late later
quickly more quickly
frequently more frequently
early earlier
much more
little less
Task 2:Complete the sentences with the comparative forms of the adverbs in brackets.
(5 mins)
- Have Ss do the exercise individually and then Answer key:
compare their answers with their partners. 1. more beautifully
- Ask some Ss to write their answers on the board. 2. more clearly
- Check the answers with the whole class. Ask Ss to 3. faster
explain how to make the comparative form of the 4. harder
adverb given in each sentence. Confirm the correct 5. more heavily
answers.
Task 3: Complete the sentences with suitable comparative forms of the adverbs from the
box. (5 mins)
- Have Ss do the exercise individually and then Answer key:
compare their answers with their partners. 1. more carefully
- Ask some Ss to write their answers on the board. 2. faster
- Check the answers with the whole class. Ask Ss to 3. more quietly
explain how to make the comparative form of the 4. more soundly
adverb given in each sentence. Confirm the correct 5. earlier
answers.
Task 4: Read the situations and complete the sentences using the comparative forms of the
adverbs in brackets. (6 mins)
- Teacher ask Ss to read the situations carefully. If Answer key:
necessary, T may explain each situation to Ss. Ask
1. The red car can run faster than the black
Ss to complete the sentences individually and then
car.
compare their answers with their partners.
2. Nick can jump higher than Tom.
- Ask some Ss to write their answers on the board.
3. Mai did better on the exam than Hoa.
- Check the answers with the whole class. Confirm
4. The workers arrived earlier than my dad
the correct answers.
expected.
- Teacher corrects students as a whole class.
5. The buses run more frequently than the
trains.
a. Objectives:
- To help Ss practise using comparative adverbs to make comparisons
b. Content:
- Task 5. Work in pairs. Ask and answer to find out who...
d. Organisation:
Task 5: Work in pairs. Ask and answer to find out who:
- Model this activity with a student. Remind Ss that Who:

they should only use the phrases and the pictures in - can run faster
4 to ask and answer about activities that rural - can jump higher
people often do. - stay up late at night
- Ask Ss to work in pairs. T goes round to help - gets up earlier in the morning
weaker Ss. Then, call on some pairs to practise in Suggested outcome:
front of the class. Comment on their performance. A: How fast can you run?
B: I can run 15 kilometres an hour.
- Teacher gives corrections and feedback. A: Ok, so you can run faster than me.
* I can run fast but B can run faster than I
do.
a. Wrap-up:
- Ask Ss to make sentences about themselves, using comparative adverbs.
b. Homework:
- Complete the exercises in the Workbook.
- Prepare for the next lesson: Communication.
*-
Evaluation:…………………………………………………………………………………………
………………………………………………………………………………………………………………………………
…………………..

Period : 11 Lesson 4 : Communication
I. OBJECTIVES
1. Knowledge
- Give and respond to compliments
2. Competences
- Be ready and confident in real life conversations
II. MATERIALS
- Grade 8 textbook, Unit 2: Communication
- Projector / TV
- Sach mem.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
b. Content:
- Teacher gives out a jumbled conversation.
- Teacher asks students to rearrange it to make a meaningful conversation.
- Teacher gives some follow-up questions to lead in the introduction of the target grammar point.
c. Expected outcomes: - Students’ answers.
d. Organisation:
Jumbled conversation: Suggested answers:
- Teacher gives out a jumbled conversation.
1. Thank you. Yours is, too. 1. Thank you. Yours is, too.
2. Happy birthday. Wow, you’re wearing such a 2. Happy birthday. Wow, you’re wearing
beautiful dress. such a beautiful dress.
3. Here is your present. I hope you like it. 3. Here is your present. I hope you like it.
4. I’m glad you like it. 4. I’m glad you like it.
5. This is the best gift I have ever had. I love it. 5. This is the best gift I have ever had. I
- Teacher asks students to rearrange it to make a love it.
meaningful conversation.
- Teacher gives some follow-up questions to lead in
the introduction of the target grammar point.
a. Objectives:
- To introduce ways of giving and responding to compliments.
- To help Ss practise giving and responding to compliments.
b. Content:
- Play the recording for Ss to listen and read the two dialogues between Tom and Mai, Nick and
Hoa at the same time. Ask Ss to pay attention to the questions and answers.
- Have Ss practise the dialogues in pairs. Call on some pairs to practise the dialogues in front of
the class.
- Students know how to use the structures to give and respond to compliments.
d. Organisation:
Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. (6 mins)
- Play the recording for Ss to listen and read the two Audio script
dialogues between Tom and Mai, Nick and Hoa at – Track 10:
the same time. Ask Ss to pay attention to the 1. Tom: What a beautiful kite you have, Mai!
questions and answers. Mai: Thank you, Tom. My dad made it for
- Have Ss practise the dialogues in pairs. Call on me last weekend.
some pairs to practise the dialogues in front of the 2. Nick: You really have a nice dress, Hoa.
class. Hoa: I’m glad you like it, Nick. I think its
colour really suits me.
Task 2: Work in pairs. Make similar conversations to practise giving and responding to
compliments, using the cues below. (6 mins)
- Ask Ss to work in pairs to make similar dialogues * Cues:
with the given cues. - a shirt
- Move around to observe and provide help. Call on - a bicycle
some pairs to practise in front of the class. - a school bag
Comment on their performance.
3. ACTIVITY 2: PRACTICE: Adverts for beautiful villages (16 mins)
a. Objectives:
- To help Ss learn about two traditional villages in Viet Nam and the Netherlands.
- To help Ss develop their reading skills for specific information (scanning).
- To provide Ss with practice in giving a presentation about the similarities and differences
between two places.
b. Content:
- Task 3: Read the adverts for the two beautiful villages. Tick the boxes to show which village the
statements describe. Sometimes both boxes need to be ticked.
- Task 4: Work in groups. Take turns to talk about the similarities and differences between Duong
Lam and Hollum.
- Students know about two traditional villages in Viet Nam and the Netherlands.
d. Organisation:
Task 3: Read the adverts for the two beautiful villages. Tick the boxes to show which village
the statements describe. Sometimes both boxes need to be ticked. (8 mins)
- Have Ss read the instructions to understand what Suggested answers:
they are going to do. Remind them that they have Statements Duong Hollum
to read each statement in the table and then read Lam
the two adverts to scan for the necessary 1. It’s an ancient ✓ ✓
information to help them tick the correct boxes. village.
- Give Ss time to read the two adverts and tick the 2. We can visit an ✓
boxes in the table. After that, get them to swap ancient pagoda,
answers in pairs. Go around and offer help, if traditional houses,
necessary. and temples in this
- Check the answers as a class village.
3. We can get there ✓
by plane or ferry.
4. We can go there ✓
by car, bus, or bike.
5. It has a ✓
lighthouse.
- Task 4: Work in groups. Take turns to talk about the similarities and differences between
Duong Lam and Hollum.
- Teacher introduces some words or phrases that Example:
are often used to talk about the similarities and Duong Lam and Hollum are both ancient
differences, such as: both, also, too, like, as, villages, …
unlike, but, however, etc. and give examples to * Duong Lam
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 * Hollum
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
whole class. After each student finishes his or her
presentation, invite comments on his or her
clarity, language, and fluency from other Ss
a. Objectives:
- To help Ss make giving and responding to compliments.
- To help Ss practise giving and responding to compliments.
b. Content:
- Ask Ss to make to the questions and answers about the villages they would like to visit.
- Have Ss practise the dialogues in pairs. Call on some pairs to practise the dialogues in front of
the class.
- Students know how to make the structures to give and respond to compliments.
d. Organisation:
Task 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 answering Suggested outcome:
questions about the villages they would like to visit. A: Which village would you like to visit for
T goes around and corrects mistakes or gives help a holiday?
when necessary. Encourage Ss to ask more B: Duong Lam, of course!
questions. A: Why?
- Call on some pairs to perform the task in front of B: Because I love watching the locals
the class. T and other Ss listen and make comments. making specialities and …
a. Wrap-up:
- Have Ss say what they have learnt in the lesson.
b. Homework:
- Prepare new lesson : lesson 5 : SKILLS_1
*-
Evaluation:…………………………………………………………………………………………
………………………………………………………………………………………………………
……………

Period:12Lesson 5 : Skills 1
I. OBJECTIVES
1. Knowledge
- Read about different aspects of a Vietnamese village.
- Talk about a village or town where one lives or which one knows.
2. Competences
- Love reading and talking about activities in the countryside
II. MATERIALS
- Grade 8 textbook, Unit 2, Skills 1
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic.
- To help Ss remember some adjectives that are often used to describe scenes and sceneries in the
countryside.
b. Content:
- Task 1: Work in pairs. Look at the picture and discuss the following questions.
d. Organisation:
Task 1: Work in pairs. Look at the picture and discuss the following questions . (5 mins)
- Ask Ss to work in pairs discussing what they can see Questions:
in the picture. - What can you see in the picture?
- Ask some Ss to say their answers in front of the class. - Which adjectives in the box can be
T may ask other questions to elicit other things in the used to describe the picture?
picture.
- Ask Ss to work in pairs again, discussing which Suggested answers:
adjectives in the box can be used to describe the - paddy fields, cattle (buffaloes),
picture. farmers, a combine harvester, a lake /
- Ask some Ss to say their answers in front of the class. pond, trees, houses, a dirt road,
- Teacher corrects students (if needed). horizon, etc.
- peaceful, vast, picturesque
a. Objectives:
- To improve Ss’ knowledge of vocabulary related to community activities.
b. Content:
- Vocabulary
d. Organisation:
Vocabulary pre-teaching (6 mins)
- Teacher explains the meaning of the new vocabulary by New words:
pictures. 1. stretch (v)
- Teacher reveals that the words according to the pictures 2. canal (n)
will appear in the reading text and asks students to open 3. cultivate (v)
their textbook to find these words 4. orchard (n)
- Teacher checks students’ understanding with follow-up
questions.
- Teacher checks the vocabulary by asking the Vietnamese
meaning of each word.
3. ACTIVITY 2: PRACTICE(READING, 14 mins)

a. Objectives:
- To improve Ss’ skill of reading for specific information.
b. Content:
- Task 2: Read the text about life in a village in Viet Nam. Match the highlighted words in the text
with their meanings.
- Task 3: Read the text again and tick T (True) or F (False) for each sentence.
d. Organisation:

Task 2: Read the text about life in a village in Viet Nam. Match the highlighted words in the
text with their meanings. (6 mins)
- Ask Ss to work individually to read the passage and find Answer key:
the highlighted words. 1. c
- Have Ss read aloud the highlighted words. Correct their 2. a
pronunciation if needed. 3. d
- Have Ss match the highlighted words with their 4. b
meanings in the table. Remind them to use the context to
help them.
Task 3: Read the text again and tick T (True) or F (False) for each sentence . (8 mins)
- Ask some Ss to read out loud the sentences in the table. Answer key:
- Have Ss work individually for five minutes and tick T 1. T
(True) or F (False). 2. T
- Ask Ss to take turns to give the answers. Ask them to 3. F
show the part in the passage where they found the answers. 4. F
- Have them read aloud the sentences. 5. T
4. ACTIVITY 3: PRODUCTION(SPEAKING- 15 mins)
a. Objectives:
- To help Ss prepare ideas for the next activity.
which they know.
b. Content:
- Task 4: Make notes about the village or town where you live or which you know.
- Task 5: Work in groups. Take turns to talk about the village or town where you live or which
you know. Use the information in 4.
- Students’ speaking.
d. Organisation:
Task 4: Make notes about the village or town where you live or which you know. (5 mins)
- Tell each student to make notes. Set a time limit for Suggested outcome:
Ss to do it. Name: Ha Noi
- Ask Ss to think about a village or town where they Location: Northern Vietnam
live or which they know (its name, location, scenery, Scenery: ancient buildings and beautiful
special features) and the people living there (how sights
they live, what they often do, how they get along How people live: fast, lively
with each other). - Have them note down these ideas Activities adults or children often do:
quickly. chatting, having a coffee with friends, going
shopping
The relationships among the people:
friendly, helpful
Special feature: Old quarter, museums,…
Task 5: Work in groups. Take turns to talk about the village or town where you live or which
you know. Use the information in 4. (10 mins)
- T asks a strong student to model this activity in Suggested outcome:
front of the class. Then have Ss work in groups, I want to talk about my city. That is Quang
taking turns to talk about the village or town where Ngai city. Quang Ngai is famous for many
they live or which they know about. Remind Ss to beautiful landscapes like My Khe Beach, Ly
use the ideas they have prepared in 4. T may go Son Island, Thien An Temple, White
round to observe. Waterfall Minh Long, Sa Huynh Beach, Ca
- Encourage Ss to say as many sentences as possible. Dam Mountain. People here make a living by
Ask Ss not to interrupt their group members while different jobs. They go to work at factory,
they are speaking in order to correct their errors. Tell company or work in the field. Children go to
them to correct only common errors after their group school and help their parents after classes.
members have finished speaking. People here get on well together. They are
- If there is enough time, call on some Ss to talk friendly and hospitable. They often meet each
before the whole class, then invite some positive other in the evening, eating fruit, playing
comments from other Ss. chess, and chatting about everyday activities.
- Teacher gives corrections and feedback.
5. CONSOLIDATION(5 mins)
a. Wrap-up
b. Homework
*- Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………..

Period:13 Lesson 6: Skills 2
I. OBJECTIVES :

1. Knowledge
- Listen to someone’s opinion about life in the countryside
- Write a paragraph about what someone likes or dislikes about life in the countryside
2. Competences
- Love reading and talking about activities in the countryside
II. MATERIALS :
Grade 8 textbook, Unit 2, Skills 2
Computer connected to the Internet
Projector / TV
hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
b. Content:
- Work in pair: Discuss the question:
What do you like or dislike about life in the countryside?
- Students’ answers
d. Organisation:
Miming game: Questions:
- Have Ss work in pair and discuss the question: -What do you like or dislike about life
What do you like or dislike about life in the in the countryside?
countryside? Suggested answers:
- Lead to the new lesson: Listening and Writing
opinions on life in the countryside.
- Introduce the objectives of the lesson.

a. Objectives:
- To help Ss understand and activate their knowledge of the topic.
b. Content:
- Task 1: Work in pairs. Discuss the following question.
- Students get vocabulary and knowledge for the listening tasks.
d. Organisation:
Task 1: Work in pairs. Discuss the following question. (5 mins)
- Ask Ss to work in pairs discussing questions about Questions:
what they like or dislike about life in the countryside. What do you like or dislike about life in the
- Ask some Ss to share their answers in front of the countryside?
class. If necessary, T may ask them some other
questions about the reasons for their answers.
3. ACTIVITY 2: PRACTICE ( Listening 12 mins )
a. Objectives:
- To help Ss develop their skill of listening for specific information.
b. Content:
- Task 2: Listen to three people talking about life in the countryside. Choose the opinion t hat each
speaker expresses.
- Task 3: Listen again and choose the correct answer A, B, or C.
d. Organisation:
Task 2: Listen to three people talking about life in the countryside. Choose the opinion (A -
C) that each speaker (1 - 3) expresses. (6 mins)
- Have Ss read the questions in this activity quickly Answer key:
and underline the key words. This helps them have Speaker 1: B
some ideas of what they are going to listen to and the Speaker 2: A
information they need for answering the questions. Speaker 3: C
- Play the recording twice for Ss to do the exercise.
For stronger classes, ask Ss to take notes of the
information to explain their answers.
- Have Ss share their answers in pairs.
- Invite some pairs to answer and confirm the correct
ones.
- Play the recording again if needed, stopping at
places where Ss are having difficulties.
Task 3: Listen again and choose the correct answer A, B, or C. (6 mins)
- Have Ss read the questions and the options, and Answer key:
determine what information they need for answering 1. C
the questions. 2. A
- Play the recording once or twice more for Ss to do 3. C
the exercise. For stronger classes, ask Ss to take notes 4. A
of the information to explain for their answers. 5. B
- Have Ss share their answers in pairs.
- Invite some pairs to answer and confirm the correct
ones.
- Play the recording again if needed, stopping at the
places where Ss are having difficulties.
4. ACTIVITY 3: PRODUCTION (Writing - 14 mins)
a. Objectives:
- To help Ss practise writing a paragraph about what they like or dislike about life in the
countryside
b. Content:
- Task 4: Work in groups. discuss and write what you like or dislike about life in the countryside.
- Task 5: Write a paragraph (80 - 100 words) about what you like or dislike about life in the
countryside.
- Students’ speaking
d. Organisation:
Task 4: Work in groups. discuss and write what you like or dislike about life in the
countryside.(4 mins)
- Ask Ss to discuss and write what they like or dislike Suggested outcome:
about life in the countryside and reasons for them. Students’ notes
Remind them that they can both write full sentences
and make notes, and they can even use abbreviations.
- Then ask Ss to share their writings with their
partners. Read out the writings of some more able
Ss to the whole class.
Task 5: Write a paragraph (80 - 100 words) about what you like or dislike about life in the
countryside. (10 mins)
- Set up the writing activity: T reminds Ss that the Suggested answer:
first important thing is always to think about what There are some things I like about life in
they are going to write. Ss can use the ideas they have the countryside. One of the main
prepared in 4. Ask Ss to brainstorm the ideas and attractions is its peacefulness. This helps
needed language for writing. T may ask Ss to refer people living there feel comfortable and
back to the reading for useful language and ideas and relaxed. Additionally, I enjoy its natural
write some useful expressions and language on the beauty. The countryside often offers
board. picturesque views of rolling hills, rolling
- Ask Ss to write the first draft individually. T may meadows, and vast green fields. This can
display all or some of the Ss’ writings on the wall / be a great source of inspiration. Finally, I
bulletin board. T and other Ss comment. Ss edit and appreciate the strong sense of community
revise their writing as homework. If time is limited, T in rural areas. Rural people are very tight-
may ask Ss to write the final version at home. knit and always willing to help their
neighbours. Overall, these are just some of
the many things I enjoy about rural life.
5. CONSOLIDATION
a. Wrap-up
b. Homework
*- Evaluation:
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
Period:14 Lesson 7: Looking back and project.
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 2.
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
- Love talking about activities in the countryside.
II. MATERIALS
- Grade 8 textbook, Unit 2, Looking back and Project.
- Computer connected to the Internet.
- Projector / TV.
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To lead into the revision.
b. Content:
- Game: “Kim’s game”
- Ss can remmeber and write the words and phrases they have already learnt correctly.
d. Organisation:
Game: “Kim’s game” (5 mins)
- T divides the class into groups. Game:“Kim’s game”
+T have students watch pictures about activities
in the countryside in 15 seconds and ask students
not to write, but only to memorize.
+ T delete pictures.
- T Calls on the representatives of the groups to
write down the names pictures they have just seen
on the screen.
- T gives feedback and The group has more the
correct answers is winner
- Teacher leads them to the lesson.

a. Objectives:
- To help Ss review what they have learnt in Unit 2.
b. Content:
- Revision
- Students remember what they have learnt.
d. Organisation
- Teacher asks Ss to think of what they have Questions:
already learnt in Unit 2. - What have we learnt in Unit 2?
- Ss work in pairs to do the task. Teacher calls Suggested answers:
some students to retell. - words about life in the countryside.
- Teacher confirms and leads them to do all the - the sounds /ə/ and /ɪ/ in words and
exercises in books. sentences.
- comparative forms of adverbs.
- giving and responding to compliments.
- reading about different aspects of a
Vietnamese village.
- talking about the village or town where
someone lives.
- listening to someone’s opinion about life in
the countryside.

a. Objectives:
- To help Ss review the vocabulary of Unit 2.
- To help Ss revise the forms and uses of comparative adverbs.
b. Content:
- Task 1: Write a phrase from the box under the correct pictures.
- Task 2: Choose the correct answer A, B, or C.
- Task 3: Complete the sentences with the comparative forms of the adverbs in brackets.
- Task 4: Underline the mistakes in the sentences and correct them.
- Students remember the vocabulary learnt.
- Students remmember the forms and uses of comparative adverbs.
d. Organisation
Task 1: Write a phrase from the box under the correct picture. (5 mins)
- Have Ss do Task 1 individually then compare their * Answer key:
answers with their partners. Ask for Ss’ answers or 1. ploughing fields
ask some Ss to read out their answers in front of the 2. catching fish
class. 3. drying rice
- Confirm the correct answers. 4. unloading rice
5. feeding pigs
6. milking cows
Task 2: Choose the correct answer A, B, or C. (5 mins)
- Have Ss do Task 2 individually then compare their * Answer key:
answers with their partners. Ask for Ss’ answers or 1. B
ask some Ss to read out their answers in front of the 2. C
class. 3. A
- Confirm the correct answers. 4. C
5. A
Task 3: Complete the sentences with the comparative forms of the adverbs in brackets. (5
mins)
- Ask Ss to do the exercise by playing game: Lucky Game: Lucky number
number * Answer key:
- Teacher divides the class into 2 teams. 1. earlier
- Each team, turn by turn, chooses one number: If 2. more fluently
the number is a question, they must answer it 3. more easily
correctly to get 1 point. If the number is a lucky
4. more heavily
one, they will get 2 points without having to answer
any questions. 5. harder / better
- The team who gets more points will be the winner.
Task 4: Underline the mistakes in the sentences and correct them. (5 mins)
- Have Ss do this activity individually then compare * Answer key:
their answers with their partners. 1. as → than
- Ask for Ss’ answers or ask one student to write his 2. quicklier → more quickly
/ her answer on the board. 3. more hardly → harder
- Teacher confirms the correct answers. 4. the earlier → earlier
- Remind Ss to keep a record of their original 5. more highly → higher
answers so that they can use that information in the
Now I can … section.
4. ACTIVITY 3: PRODUCTION (PROJECT) (10 mins)
a. Objectives:
- To help Ss practise making their own poster about their favourite village and present their work.
b. Content:
- To help Ss develop the skill of working in groups to do a project.
- Students’ speaking
d. Organisation
- Ask Ss to read the instructions again (T has * Suggested outcome:
already assigned the project since the first lesson of Students’ posters & presentations
the Unit and checked their progress after each
lesson). Let students have some time to check their
posters for the final time and make any adjustments
if necessary.
- T has groups show their posters and present them
to the class. Remember to have the “show and tell”
session and vote for the best poster.
- Students vote for the best poster.
- Teacher gives feedback.
a. Wrap-up
b. Homework
- Students’ workbook
*- Evaluation:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Class : 8 A
Mrs :
* WARM-UP Who knows more?
Name the activities in the picture: - Go fishing
- Play a sport
- Go to the park
- Fly the kites
LEISURE - Listen to music

- Go out with friends
ACTIVITIES
- Sailing
- Go swimming
- go on a picnic
- Jogging
- climb tree
Unit 1 LEISURE TIME
LESSON 1: GETTING STARTED
I’m keen on DIY (do-it-yourself).

* Vocabulary
- DIY (n) = (do-it-yourself): tự tay làm

/ˌdiːaɪˈwaɪ/
* Vocabulary
- knitting kit (n): bộ dụng cụ đan len

/ˈnɪtɪŋ kɪt/
* Vocabulary
- dollhouse (n): nhà búp bê

/ˈdɒlhaʊs/
* Vocabulary
- make paper flowers (v.phr): làm hoa giấy

/meɪk 'peɪpər 'flaʊərz/
* Vocabulary
- hang out (v): đi chơi

/hæŋ aʊt/
* Vocabulary
New words Pronunciation Meaning

1. DIY (n) /ˌdiːaɪˈwaɪ/ tự tay làm
2. knitting kit (n) /ˈnɪtɪŋ kɪt/ bộ dung cụ đan len
3. dollhouse (n) /ˈdɒlˌhaʊs/ nhà búp bê
4. make paper flowers /meɪk 'peɪpər
làm hoa giấy
(v.phr) 'flaʊərz/
5. hang out (v) /hæŋ aʊt/ đi chơi
* PRACTICE
1 Listen and read.
Tom: Hi, Trang. Surprised to see you. What brings you here?
Trang: Oh, hello Tom. I’m looking for a knitting kit.
Tom: A knitting kit? I didn’t know you like knitting.
Trang: Actually, I’m keen on many DIY activities. In my leisure time, I love
knitting, building dollhouses, and making paper flowers.
Tom: I see. So, you like spending time on your own.
Trang: Yes. What do you do in your free time?
Tom: I’m a bit different. I usually hang out with my friends. We go to the
cinema, go cycling, or play sport in the park.
Trang: You love spending free time with other people, don’t you?
Tom: That’s right. By the way, would you like to go to the cinema with me and
Mark this Sunday? There’s a new comedy at New World Cinema.
Trang: Yes, I’d love to. Can I ask Mai to join us?
Tom: Sure. Let’s meet outside the cinema at 9 a.m.
2 Read the conversation again and complete the sentences.
1. Trang is looking for a ____________.
2. She likes doing DIY in her ____________.
3. Tom loves spending his free time with ____________.
4. Tom and his friends usually _________ together.
5. Tom, Mark, Trang, and Mai are going to see a comedy this
_______.
Game
LUCKY NUMBERS
1 2 3 4
5 6 7 8
GA 2 4 6 8 10 12 14
GB 2 4 6 8 10 12 14
knitting kit
Tom: Hi, Trang. Surprised to see you. What brings you here?
Trang: Oh, hello Tom. I’m looking for a knitting kit.
leisure time
Trang: Actually, I’m keen on many DIY activities. In my

leisure time, I love knitting, building dollhouses, and making
paper flowers.

other people
Trang: You love spending free time with other people, don’t you?
Tom: That’s right. By the way, would you like to go to the cinema with
me and Mark this Sunday? There’s a new comedy at New World Cinema.
hang out together.

4. Tom and his friends usually _________
Tom: I’m a bit different. I usually hang out with my

friends. We go to the cinema, go cycling, or play sport in
the park.
5. Tom, Mark, Trang, and Mai are going to see a comedy this _______.
Sunday
Tom: That’s right. By the way, would you like to go to the cinema
with me and Mark this Sunday? There’s a new comedy at New
World Cinema.
UNLUCKY NUMBER
knitting kit
leisure time
other people
4. Tom and his friends usually _________

hang out together.
5. Tom, Mark, Trang, and Mai are going to see a comedy this Sunday
_______.
3 Work in pairs. Write the activities from the box under the correct pictures.
doing DIY cooking doing puzzles playing sport surfing the net messaging friends
4 Work in pairs. Read the word and phrases, and guess which activities in 3 are
described.
1. improve memory, a mental exercise doing puzzles
2. save money, increase creativity doing DIY
3. improve physical health, make friends playing sport
4. keep in touch, be relaxed messaging friends
5. learn something about IT, computer skills surfing the net

* PRODUCTION
5 Work in groups. Ask one another the question below. Then report your
friends’ answers to the class.
Hai: If you have some free time this weekend,

what will you do?
Huong: If you have some free time this weekend,
I will hang out with my friends. I love talking to them.
Huy: If I have free time this weekend, I will go to

the cinema to see the latest film.
* PRODUCTION
5 Report your friends’ answers to the class.
This weekend, If Huong has some free time she’ll

hang out with her friends. She loves talking to her friends.
And Huy will go to the cinema to see the latest film.
* PRODUCTION
5 Report your friends’ answers to the class.
If I have some time this weekend, I’ll play badminton with my

father in the morning. In the afternoon, I’ll hang out with my
friends, and we’ll drink milk tea together. In the evening, I’ll
message my friends and surf the net to watch some interesting
programme.
* Homework
- Name a list of cheap expensive, easy and

difficult leisure activities.
- Do exercises in the workbook.
- Prepare for the Project of Unit 1.
WELCOME TO OUR CLASS
WARM-UP
Match a word/ phrase in column A with a word in
column B to make expressions about likes.
A B
1. be fond a. about
MATCHING 2. be keen b. in
3. be interested c. on
GAME 4. be crazy d. into
5. be e. of
Unit 1 LEISURE TIME
LESSON 2: A CLOSER LOOK 1
I’m keen on… I’m into…

I’m fond of…
* VOCABULARY
How to express “likes”

be fond of be keen on
be into be crazy about
be interested in
* VOCABULARY
1. be interested in /biː ɪntrəstɪd ɪn/ hứng thú với

2. be fond of /biː fɒnd əv/ thích
3. be keen on /biː kiːn ɒn/ quan tâm đến
4. be crazy about /biː ˈkreɪzi əˈbaʊt/ say mê
5. be into /biː ˈɪntuː/ thích
2 Fill in each blank with a correct word from the box.
into fond keen interested about
fond
1. I’m _________ of taking photos. In my free time, I usually go out and take
photos of people and things.
2. Mai is ___________
interested in history. She often goes to museums to see new
exhibits and learn about the past.
keen
3. My sister is _________ on cooking. She wants to become a chef in the
future.
into
4. My brother spends lots of time surfing the net, but I’m not _________ it.
about
5. I’m not crazy _________ doing DIY. I’m never able to finish any DIY
projects I start.
Complete the sentences about what you like or dislike doing. Use the word or
3 phrases from the box or your own ideas.
cooking doing DIY surfing the net
playing sport doing puzzles messaging friends
Example: I’m interested in doing DIY.
1. I’m crazy about ______.
playing sport /surfing the net
2. I’m keen on ______.
3. I’m fond of ______.
4. I’m not interested in ______.
5. I’m not into ______.
Complete the sentences about what you like or dislike doing. Use the word or
3 phrases from the box or your own ideas.
cooking doing DIY surfing the net
playing sport doing puzzles messaging friends
1. I'm crazy about surfing the net.

2. I'm keen on doing puzzle.
3. I'm fond of playing sport.
4. I'm not interested in cooking.
5. I'm not into messaging friends.
-I'm crazy about taking photos.

-I'm keen on reading comic books.
* PRONUNCIATION /ʊ/ and /u:/
* PRONUNCIATION
Listen and repeat the words. Pay attention to the sounds /ʊ/and /u:/. Then put the
4 words into the correct columns.
cook group push June

school would woman move
/ʊ/ /u:/
cook group
push June
would school
woman move
PRONUNCIATION
5 Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the
bold words with /u:/.
1. She likes reading books and swimming in the pool.

2. When it is cool, we like to play football.
3. She drew and made puddings in her free time.
4. My mum loves pumpkin soup and coffee with a little sugar.
5. My brother is fond of watching the cartoon about a clever wolf.
* CONSOLIDATION
1 Wrap-up
What have we learnt in this lesson?

✓ Vocabulary: The lexical items related to Leisure time
✓ Pronunciation: How to correctly pronounce words
that contain the sounds: /ʊ/ and /u:/
* Homework
Do exercises in the workbook.
Song Ve secondary school.
Good morning class!!!
WARM-UP PELMANISM
1 2 3 4 5 6
7
cooking
8
doing DIY 9
surfing
the net 10
going
shopping 11
playing
sport 12
messaging
friends
WARM-UP PELMANISM
messaging playing going surfing

cooking doing DIY
friends sport shopping the net
I like cooking.
How about you? Do you like cooking?
Unit 1 LEISURE TIME
1
* Grammar:
Verbs of liking love

prefer
like
enjoy
fancy
Verbs of liking are used to express positive attitudes

towards people or things.
Verbs of disliking detest
hate
dislike
Verbs of disliking are used to express negative attitudes

towards people or things.
• Some verbs of liking and disliking can be
followed by gerunds only.
Example: They dislike surfing the net.
• Some are followed by both gerunds and

to-infinitives.
Example: I love going / to go to the cinema.
* Verbs of liking
Degree
Adore ( yêu thích)

Love
Like, enjoy, fancy ( thích) + Gerund
Don’t mind ( không phiền) (V- ing)
Hate (ghét)
Detest ( căm ghét)
Love
Prefer(thích hơn) + V- ing / to Verb
Like
Hate
* PRACTICE
1 Work in pairs. Put the verbs in the appropriate column.
love like detest fancy

dislike enjoy hate prefer
Verbs followed by Verbs followed by both

gerunds only gerunds and to-infinitives
detest love
fancy like
dislike hate
enjoy prefer
2 Choose the correct answer A, B, or C.
1. I love ______, so in my leisure time, I go to some villages near

Ha Noi to relax and enjoy the outdoors.
A. travelling B. travelled C. to travel
2. Tom enjoys ______ puzzles, especially Sudoku.

A. doing B. do C. to do
2 Choose the correct answer(s).
3. When do you like ______ TV?

A. watched B. watch C. to watch
4. Do you fancy ______ to the cinema this weekend?
A. go B. going C. to go
5. I detest ______. I think it’s cruel to harm animals.
A. hunting B. to hunt C. hunt
3 Look at the pictures and complete the sentences, using the verbs in brackets in
their suitable form.
likes surfing / to surf the Internet

1. Mark ___________________________.
(like)
2. The girls ____________.

enjoy knitting (enjoy)
3. My cousin ______________.
dislikes cooking (dislike)
hates going / to go shopping

4. My father________________________.
(hate)
5. Tom and his sister

______________________.
prefer doing / to do puzzles (prefer)
4 Complete the sentences about yourself.
All about me
I like ______. I dislike ______.

I prefer ______. I hate ______.
I love ______. I detest ______.
4 Complete the sentences about yourself.
I like messaging friends. I dislike doing puzzles.

I prefer cooking. I hate knitting.
I love singing. I detest cleaning the floor.
* PRODUCTION
5 Likes and dislikes mimes
Work in groups. One mimes a leisure activity he / she likes or dislikes.

The others guess the activity by asking yes / no questions using the verbs they have learnt.
Example:
A: Do you like surfing the net?
B: No, I don’t.
C: Do you love messaging your friends?
B: Yes, I do.
* PRODUCTION
Find someone Go around the classroom and find:

Find someone who… Name
who… likes playing computer games.
enjoys knitting.
detests cooking.
fancies going shopping.
loves doing puzzles.
hates hunting.
dislikes watching TV.
prefers going to the cinema.
* Complete the sentences:
1. I like ___________ oranges.
2. My sister enjoys __________ meals.
3. They prefer _________ English.
4. Hoa dislikes _________ books.
5. We hate _________up early.
6. My sister is fond of _________ to English music.
Game
THE BIG WHEEL GAME
QUESTIONS
1 4
2 5
3 6
eating oranges.
1. I like ___________
cooking
learning English.
3. They prefer _________
reading books.
4. Hoa dislikes _________
to get
eating
1. I like ___________ oranges.
cooking
learning
3. They prefer _________ English.
reading
4. Hoa dislikes _________ books.
to get
listening to English music.

6. My sister is fond of _________
CONSOLIDATION

✓ How to use verbs of liking and disliking
CONSOLIDATION
2 Homework

- Prepare lesson 4: COMMUNICATION
Watch a video and write the names of leisure activities
Unit 1 LEISURE TIME
LESSON 4: COMMUNICATION
EVERYDAY
ENGLISH
Answer the questions:
1. What do you like doing in your free time?

2. What do young people in Viet Nam often do in
their free time?
- surfing the net

- listening to music
- ……………
1 Listen and read the conversations. Pay attention to the highlighted
sentences.
Trang: Would you like to go to the

1 cooking club with me this Sunday?
Ann: I’d love to. Thanks.
Tom: Do you fancy going for a walk?

2
Mark: That’s great. Thanks.
* Structures
How to invite How to accept invitations

- Would you like + to V? - I'd love to. Thanks.
- Do you fancy + Ving? - That's great. Thanks
2 Work in pairs. Practise inviting and accepting invitations in the
following situations. Remember to use the highlighted language in 1.
• You invite your friend to play badminton.

• You invite your friend to make paper flowers with you.
• You invite your friend to try your home-made pizza.
* You invite your friend to play badminton.
A: Would you like to play badminton with

me this Sunday afternoon?
B: I'd love to. Thanks.
* You invite your friend to make paper flowers with you.
Tom: Do you fancy making paper

flowers with me?
Linh: That's great. Thanks.
* You invite your friend to try your home-made pizza.
Huy: Would you like to try my home-

made pizza?
Huong: I'd love to. Thanks.
Teens’ leisure activities around the world
3 Work in pairs. Answer the question.
What is the activity in each picture?
doing origami playing

snowboarding
badminton
4 Read what three teenagers say about their leisure activities. Complete the table
with the information from the text.
Sakura (Kyoto, Japan): Origami is the art of paper folding. I love doing it on
my own in my free time. With just some sheets of paper, I can create almost
anything: flowers, birds, or fans. Doing origami helps me to relax.
Eric (St. Gallen, Switzerland): My hometown has some famous ski resorts. I'm
into snowboarding and usually go to a nearby ski resort with my parents at
weekends. Snowboarding improves my overall health and balance.
Lan (Quang Binh, Viet Nam): I'm keen on playing sport, especially badminton.
My best friend lives next door, so we play badminton almost every afternoon.
It’s an easy sport, and it also improves my muscle strength and helps reduce
stress.
4 Read what three teenagers say about their leisure activities. Complete the table
with the information from the text.
Person / People
Name Country Leisure activity to do the Benefits of the activity
activity with
Sakura Japan
doing origami no one helps her to relax
Eric Switzerland snowboarding parents improves his overall
health and balance
Lan Viet Nam playing - improves her muscle
best friend strength
badminton
- reduces stress
5 Work in groups. Ask and answer the questions.
• Which of the activities in 4 do you want to try?

• Why do you want to try it?
- I want to try playing badminton

because it’s easy.
- I want to try snowboarding. It seems fun and
adventurous. it also helps improve my heath and
balance.
* CONSOLIDATION

• How to invite and accept invitations
- Prepare lesson 5 ( skills 1)
Hello everyone !!!
WARM-UP
Check out the old lesson by spinning the wheel to call out the name
Danh sách HS Lớp 6B
1. Lê Ngọc Ánh 16. Phan Kiều Mai Phương
2. Đoàn Quốc Bảo 17. Phan Ng Đình Quang
3. Trần Nguyễn Chí Bảo 18. Phạm Như Quỳnh
4. Võ Thành Danh 19. Phạm Trần Xuân Quỳnh
5. Phạm Thùy Duyên 20. Bùi Văn Tiến Thịnh
6. Đinh Ngọc Gia Hân 21. Nguyễn Trung Tín
7. Phan Thanh Hiếu 22. Phan Tấn Toàn
8. Nguyễn Gia Huy 23. Phan Nhật Trãi
9. Nguyễn Thảo Huyên 24. Phạm Thị Bảo Trân
10. Đoàn Lê Tấn Khuyên 25. Nguyễn Minh Trí
spin
11. Huỳnh Tuấn Kiệt 26. Lê Trần Cẩm Tú
12. Phạm Thị Kim Ngân 27. Đinh Chí Vĩ
13. Lê Thị Yến Nhi 28. Nguyễn Tường Vy
14. Nguyễn Thị Quỳnh Như 29. Lê Triệu Vỹ
15. Nguyễn Lê Tiến Phát 30. Bùi Tấn Khiêm
Quý Thầy, Cô thay ds học sinh mình nhé

1 Look at the pictures. What activities can you see?
riding a bike/ cycling

cooking
making a dress
riding a bike/ cycling

LEISURE
ACTIVITIES
cooking
making a dress
Unit 1 LEISURE TIME
LESSON 5: SKILL 1
1
* Vocabulary
connect (v)
/kəˈnekt/
kết nối
* Vocabulary
recipe (n)
/ˈresɪpi/
công thức
* Vocabulary
ingredient (n)
/ɪnˈɡriːdiənt/
nguyên liệu
* Vocabulary
costume (n)
/ˈkɒstʃuːm/
trang phục
* Vocabulary
1. connect (v) /kəˈnekt/ kết nối
2. recipe (n) /ˈresɪpi/ công thức
3. ingredient (n) /ɪnˈɡriːdiənt/ nguyên liệu
4. costume (n) /ˈkɒstʃuːm/ trang phục

I. READING
2 Read about Trang’s leisure activities. Choose the correct answer.
Some teenagers enjoy spending free time with their friends. Others prefer doing leisure activities
with their family members. I love spending time with my family because it’s a great way
to connect with them.
At the weekend, we usually go for a bike ride. We cycle to some nearby villages to enjoy the
fresh air. We take photos and look at them later. My big brother and I are also into cooking. My
brother looks for easy recipes. After that, we prepare the ingredients and cook. Sometimes the
food is good, but sometimes it isn’t; nevertheless, we love whatever we cook. The leisure activity
I like the most is doing DIY projects with my mum. She teaches me to make my own dresses and
doll clothes. On special occasions, we make special dresses together. Once I won the first prize in
a costume contest at my school.
I. READING
Some teenagers enjoy spending free time with their friends. Others prefer doing leisure activities
with their family members. I love spending time with my family because it’s a great way
to connect with them.
At the weekend, we usually go for a bike ride. We cycle to some nearby villages to enjoy the
fresh air. We take photos and look at them later. My big brother and I are also into cooking. My
brother looks for easy recipes. After that, we prepare the ingredients and cook. Sometimes the
food is good, but sometimes it isn’t; nevertheless, we love whatever we cook. The leisure activity
I like the most is doing DIY projects with my mum. She teaches me to make my own dresses and
doll clothes. On special occasions, we make special dresses together. Once I won the first prize in
a costume contest at my school.
1. The text is about Trang’s leisure activities ______.

A. in the past B. with her friends C. with her family
2. The word “connect” is closest in meaning to ______.

A. join with something
B. better understand someone
C. speak to someone by phone
3 Read the text again and answer the questions.
* Questions
1. What does Trang do with her family members at the weekend?

2. Who looks for recipes when Trang and her brother cook?
3. Which leisure activity does she love the most?
4. What does Trang’s mum teach her to do?
5. What did she win?
Game
Questions: Lucky numbers
1 2 3 4
2 2
4 4
6
8
10
5 6 7 8 8
6
10
12 12
14 14
* Questions
1. What does Trang do with her family members at the weekend?
→ She goes for a bike ride, cooks, and does DIY projects.
* Questions
2. Who looks for recipes when Trang and her brother cook?
→Her brother does.

* Questions
3. Which leisure activity does she love the most?
→ She loves doing DIY projects with her mum the most.
* Questions
4. What does Trang’s mum teach her to do?
→ Her mum teaches her to make her own dresses and doll clothes.
* Questions
5. What did she win?
→ She won the first prize in a costume contest at her school.

II. SPEAKING
4
Work in groups. Take turns to ask and answer the questions. Record your friends’
answer in the table below.
1. What leisure activities do you usually do with your family?

2. Which one do you like the most? Why?
3. How do you feel when you spend time with your family members?
Friends’ name Questions 1 Questions 2 Questions 3

II. SPEAKING
4

→ We usually……………………………....
→The leisure activity I like the most is ………………….because it’s ……..…………
→ I feel ………………….
Friends’ name Questions 1 Questions 2 Questions 3

II. SPEAKING
4

→ We usually……………………………....
- play badminton.
- have dinner.
- go jogging.
- watch TV.
- go to the beach.
- Visit grandparents
- Have a picnic
- …………………….
II. SPEAKING
4
I like going to the beach the most. Because it helps - help me relax
- reduce stress
me relax and it reduces stress. - good for my health
- explore interesting
areas
- make delicious meal
- spend time together
II. SPEAKING
4
→ I feel ………………….
- very happy.
- really comfortable.
- very cozy
- the relationship is
connected
5 Report your group members’ answers to the class. What activities
are the most common?
The most common activities is …

After discussing with members in our group, we
see that riding bike is the most popular activity in
our group. Also, almost members in our group are
into………………………………….
CONSOLIDATION

✓ read about teen’s leisure activities
✓ talk about friends’ leisure activities
Homework

Website: hoclieu.vn
Fanpage: facebook.com/www.tienganhglobalsuccess.vn/
GOOD MORNING CLASS !!!
WARM-UP HOT SEAT
How to play:
- One student goes to the board and
gets one activity from the teacher.
- This student acts the activity without
saying.
- The rest of class guess the activity.
Example: - Flying the kites
- go fishing
- listening to music
- arranging flowers
- taking photos
Unit 1 LEISURE TIME
LESSON 6: SKILLS 2
1
I. LISTENING
1 Answer the questions.
1. In your opinion, what activities can we do with our

friends in our leisure time?
2. Why should we spend time
with our friends?
I. LISTENING
1 Answer the questions.
1. In your opinion, what activities can we do 1. - going to the cinema

- playing sport
with our friends in our leisure time?
- going to the park
2. Why should we spend time - having dinner party
- going fishing
with our friends? - playing video games
2. -connect with other people and become closer with them.

- boost your happiness and reduce your stress.
- improve your self-confidence.
- help you overcome happy and sad time
2 Listen to an interview with Mark about his leisure activities. Choose the correct
answer.
1. When does Mark usually have free time?

A. At weekends. B. On Sundays. C. On Saturdays.
2. Who does he spend his free time with?

A. His neighbours and friends.
B. His family and relatives.
C. His family and friends.
3 Listen to the interview again. Fill in each blank in the table with no
more than two words.
Activities Reason
- Inviting friends to his house - Fun and better than going to the
video
- Cooking and watching a (1) ______ cinema
(2) ________
- Going to the (3) park

______ to play - Stay in (4)shape
______
volleyball or skateboard
- Going for a (5) bike ride around
________ places
- See different (6) ______
our city
K
Tapescript
Interviewer: When do you usually have free time?

Mark: I usually have free time at the weekend.
Interviewer: So how do you spend it?
Mark: I spend time to connect with my family on Saturdays. We do puzzles, play board
games or go camping.
Interviewer: What about Sundays?
Mark: I usually spend Sundays with my friends. I have a group of friends and we do lots of
things together.
Interviewer: For example?
Mark: Sometimes I invite them to my house. We cook our favourite food and watch a
video. It's fun and better than going to the cinema.
Interviewer: Do you do outdoor activities together?
Mark: Yes, we love spending time outdoors. We go to the park to play volleyball or
skateboard. It helps us stay in shape. Sometimes we go for a bike ride around our city. This
gives us a chance to see different places in our city.
Interviewer: Thanks for letting us interview you.
II. WRITING
4 Work in pairs. Ask and answer the questions.
Questions Sample answers
1. When do you usually have 1. I often have free time at the weekend.
free time? 2. I usually hang out with my friends.
2. What do you usually do with I usually play badminton …..
your friends in your free time? I usually go swimming ………
I play video games…………..
3. Why do you do these
3. I do these activities because it helps me reduce
activities? stresses and it also improves my mental health.
5 Write an email (80 - 100 words) to a penfriend to tell him / her about what you
usually do with your friends in your free time. Use your answers in 4.
Start and end the email as follows:
Hi,
It’s nice to hear from you again.
Let me tell you about my leisure activities. At the
weekend, I usually hang out and talk with my
close friends. We also go swimming on Saturday
afternoon. This helps us relax and have a lot of
fun. Sometimes, I always help my mom with
housework and cooking meals.
How do you spend your free time? I’m looking
forward to your reply.
Bye for now,
*CONSOLIDATION

✓ Listen to someone talking about their leisure activities
✓ Write an email to talk about leisure activities
* Homework

- Prepare lesson 7: Looking back
2 minutes to start
Work in 2 groups
Write down some verbs or phrases of liking and disliking
Suggested answers
Group A Group B
………………… …………………………….
love
like 1. be interested in
detest 2. be fond of
fancy
dislike 3. be keen on
enjoy
hate 4. be crazy about
prefer
don’t like 5. be into
The group with more words and faster wins the game
Uni 1 LEISURE TIME
t
LESSON 7: LOOKING BACK & PROJECT
1
What we have learnt in this unit:
REVISION
* VOCABULARY
1 Complete the sentences with appropriate leisure activities.

1. Mai loves ________ online for about 30 minutes a day. She thinks puzzles are
good for the brain.
2. My favourite leisure activity is _______. I can make many things myself, such as
paper flowers and bracelets.
3. _______________ is a popular way for teens to spend their free time. Many of
them send messages to each other every day.
4. My brother is fond of ___________ with his friends. On Sundays, he usually plays
football, goes swimming, or plays badminton with them.
5. Tom spends one hour on the Internet almost every day. He is keen on _________.
Game
30
70
50
40
10
20
80
60 40
20
7060
10
30
50
1 2 3 4
5 6 7
* VOCABULARY
1. Mai loves doing puzzles online for about 30 minutes a day. She
___________
thinks puzzles are good for the brain.
* VOCABULARY
doing DIY I can make many

2. My favourite leisure activity is ________.
things myself, such as paper flowers and bracelets.
* VOCABULARY

3.Messaging friends is a popular way for teens to spend their free
_______________
time. Many of them send messages to each other every day.
* VOCABULARY
playing sport with his friends. On Sundays,

4. My brother is fond of ___________
he usually plays football, goes swimming, or plays badminton with
them.
* VOCABULARY
5. Tom spends one hour on the Internet almost every day. He is

keen on ____________.
surfing the net
you get 2 plus
points
you get 2 plus
points
* VOCABULARY
doing puzzles online for about 30 minutes a day. She thinks puzzles are good
1. Mai loves ___________
for the brain.
doing DIY I can make many things myself, such as paper
2. My favourite leisure activity is ________.
flowers and bracelets.
Messaging friends is a popular way for teens to spend their free time. Many of them
3. _______________
send messages to each other every day.
4. My brother is fond of ___________
playing sport with his friends. On Sundays, he usually plays
football, goes swimming, or plays badminton with them.
5. Tom spends one hour on the Internet almost every day. He is keen on ____________.
surfing the net
2 Write complete sentences from the given cues.
1. my cousin / crazy about / play / computer / games.

________________________________________________
My cousin is crazy about playing computer games.
2. they / interested / play / badminton / after school?

Are they interested in playing badminton after school?
________________________________________________
3. I / not fond / make models / because / I / not patient.

________________________________________________
I’m not fond of making models because I’m not patient.
2 Write complete sentences from the given cues.
4. - why / you / not into / cook?

Why are you not into cooking?
_____________________________
- because / often / burn / myself.
_____________________________
Because I often burn myself.
5. my friends / keen / do judo / and / they / go / judo club /

every Sunday.
_________________________________________________
My friends are keen on doing judo, so they go to the judo
________________
club every Sunday.
*GRAMMAR
3 Fill in each blank with the correct form(s) of the verb in brackets.
1. Does Tom enjoy (cycle) _________

cycling in the park with his friends?
2. Some teenagers don’t like (read) reading
______________
/ to read comic books.
playing sport because it’s tiring.
3. Mai detests (play) _________
4. Trang and Ann love (chat) chatting / to chat with each other in their
______________
free time.
5. What do Nam and Mark prefer (do) doing / to do at the weekend?
___________
4 Complete the passage. Use the correct form(s) of the verbs in brackets and the
pictures. Add more words if necessary.
Ann is my best friend. She usually has

free time at the weekend. She adores
(1. ride) riding a horse at the riding club.
4 Complete the passage. Use the correct form(s) of the verbs in brackets
and the pictures. add more words if necessary.
Sometimes, she likes (2. read) ___________________

reading / to read books
or (3. message) _____________________________.
messaging / to message her friends
She also loves (4. make) making / to make paper flowers

__________________________
and (5. knit) ______________.
knitting / to knit
There is one thing she doesn’t like

doing in her free time. She dislikes
(6. play) playing
_______________.
badminton
* PROJECT
LEISURE TIME SURVEY

✔ Interview some students from your class
or from other classes.
✔ Collect the answers.
✔ Report your group’s findings to your class
based on the following guiding questions
* PROJECT LEISURE TIME SURVEY
1. Interview some students from your class or from other
classes. Use the questions below.
1. When do you have free time?

2. What do you like doing with your family in your free time?
3. What do you like doing with your friends in your free time?
4. What leisure activities do you like doing on your own?
5. What leisure activities would you like to try in the future?
2. Collect the answers. Use the table below.
3. Report your group’s findings to your class based on the following guiding
questions:
1. How many students did you interview?

2. When do the students have free time?
3. What are the most popular activities they do with their family?
4. What are the most popular activities they do with their friends?
5. What are the most popular activities they do on their own?
6. What leisure activities would they like to try in the future?
3. Report your group’s findings to your class based on the following guiding
questions:
1. We interviewed four students.

2. The students have free time at the weekend, finish all their homework, on holiday, ...
3. The most popular activities they do with their family: cooking, watch TV shows, go for a
walk, go for a bike ride, ...
4. The most popular they do with their friends: play video games, play sport, go swimming, ...
5. The most popular activities they do on their own: surf the net, message friends, do DIY, ...
6. Leisure activites they would like to try in the future are: go skateboarding, go to the cinema,
join volunteer project, ...
* CONSOLIDATION
What have we learned in this lesson?

✔ Review vocabulary related to leisure activities and expressions
about likes and dislikes
✔ Review verbs of liking / disliking followed by gerunds and / or
to-infinitives to talk about likes and dislikes
Redo all the exercises.
Prepare UNIT 2 ( Getting started)
Good morning class !!!
WARM UP
Match the activities with the pictures.
a d
5. drying the rice 1. flying a kite

3. riding a horse
2. herding buffaloes
b
3. riding a horse e
4. collecting water
1. flying a kite 5. drying the rice 6. loading the rice
c
6. loading the rice
f
2. herding buffaloes 4. collecting water

Unit 2 LIFE IN THE COUNTRYSIDE
LESSON 1: GETTING STARTED
Last summer holiday

* Vocabulary
harvest (v)
/ˈhɑːvɪst/
thu hoạch
* Vocabulary
combine harvester (n)

/kəmˈbaɪn ˈhɑːvɪstər /
máy gặt đập liên hợp

* Vocabulary
herd (v)
/hɜːd/
chăn (gia súc)

* Vocabulary
paddy field (n)

/ˈpædi ˌfiːld/
cánh đồng lúa

* Vocabulary
load (v) : # unload
chất hàng lên, chở

* Vocabulary

1. harvest (v) /ˈhɑːvɪst/ thu hoạch
máy gặt đập
2. combine harvester (n) /kəmˈbaɪn ˈhɑːvɪstər/
liên hợp
3. herd (v) /hɜːd/ chăn
4. paddy field (n) /ˈpædi ˌfiːld/ đồng lúa
* PRACTICE
1 Listen and read.
Nick: You look great with a tan, Mai!
Mai: Thank you. I’ve just come back from a very enjoyable summer holiday.
Nick: Really? Where did you stay?
Mai: I stayed at my uncle’s house in a small village in Bac Giang Province.
Nick: What did you do there?
Mai: A lot of things. It was harvest time. The villagers were harvesting rice with a combine
harvester. I helped them load the rice onto a truck. Then we unloaded the rice and dried it.
Nick: Sounds great!
Mai: And sometimes I went with the village children to herd the buffaloes and cows. I made
friends with them on my first day.
Nick: Were they friendly?
Mai: Yes, they were. They took me to the paddy fields to fly kites. And in the evening, we played
traditional games like bamboo dancing and dragon-snake.
Nick: Oh, I envy you!
Mai: Things move more slowly there than in our city, but people seem to have a healthier life.
* PRACTICE
1 Listen and read.
Nick: You look great with a tan, Mai!
Mai: Thank you. I’ve just come back from a very enjoyable summer holiday.
Nick: Really? Where did you stay?
Mai: I stayed at my uncle’s house in a small village in Bac Giang Province.
Nick: What did you do there?
Mai: A lot of things. It was harvest time. The villagers were harvesting rice with a combine
harvester. I helped them load the rice onto a truck. Then we unloaded the rice and dried it.
Nick: Sounds great!
Mai: And sometimes I went with the village children to herd the buffaloes and cows. I made
friends with them on my first day.
Nick: Were they friendly?
Mai: Yes, they were. They took me to the paddy fields to fly kites. And in the evening, we played
traditional games like bamboo dancing and dragon-snake.
Nick: Oh, I envy you!
Mai: Things move more slowly there than in our city, but people seem to have a healthier life.
2 Read the conversation again and choose the correct answer to each question.
1. How does Mai feel about her summer holiday?

A. She likes it.
B. She doesn’t like it.
C. She thought it was fine.
2. Where did she stay during her summer holiday?

A. At her friend’s house.
B. At her uncle’s house.
C. At her grandparents’ house.
2 Read the conversation again and choose the correct answer to each question.
3. During harvest time, people harvest rice by ______.

A. themselves
B. using a truck
C. using a combine harvester
4. Mai thinks people in the countryside lead ______.

A. a healthy life
B. an exciting life
C. an interesting life
3 Complete the sentences with the words and phrases from the box.
paddy field herd harvest time load combine harvester
1. It took them an hour to ___________ all the goods onto the truck.
2. Nowadays, people in my village use a _______________ to harvest their rice
and separate the grains from the rest of the plant.
3. Today it is my turn to __________ the cows.
4. A place in which people grow rice is called a _______________.
5. A busy time when people cut and gather their crops is called _____________.
Game
THE BIG WHEEL GAME
QUESTIONS
1 2
3 4
5 6
keys
1. It took them an hour to __________ all the goods

onto the truck.
2. Nowadays, people in my village use a ________________ to

harvest their rice and separate the grains from the rest of the plant.

4. A place in which people grow rice is called a ____________.

5. A busy time when people cut and gather their crops is

called _____________.
.
paddy field herd harvest time load fresh
6. In the countryside , the air is very ___________.

load
1. It took them an hour to ___________ all the goods onto the truck.
combine harvester to harvest their
2. Nowadays, people in my village use a __________________
rice and separate the grains from the rest of the plant.
herd
paddy field
4. A place in which people grow rice is called a _______________.
harvest time
5. A busy time when people cut and gather their crops is called _____________.
4 Match the activities that people living in the countryside often do with the pictures.
1. unloading rice 2. ploughing fields 3. milking cows
4. feeding pigs 5. catching fish 6. drying rice
* PRODUCTION
5 Work in pairs. ask and answer about the pictures in 4
Example:
A: What are they doing in picture a?
B: They’re ploughing fields
* PRODUCTION
A: What are they doing in picture b?

B : They're catching fish.
* PRODUCTION
A: What are they doing in picture c?

B : They're drying rice.
* PRODUCTION
A: What are they doing in picture d?

B : They're unloading rice.
* PRODUCTION

B : They're feeding pigs.
* PRODUCTION

B : They're milking cows.
* CONSOLIDATION
1 Wrap-up

✓ identify the topic of the unit
✓ use lexical items related to life in the countryside
✓ identify the language features that are covered in the unit
2 Homework
➢ Do exercises in the workbook.

➢ Start preparing for the Project of the unit.
GOOD MORNING CLASS
* WARM-UP: MATCHING GAME
Match the words to the suitable pictures.
CATTLE CROP
1. CATTLE 2. VAST 3. CROP
HOSPITABLE
POULTRY VAST
PICTURESQUE 4. HOSPITABLE 5. POULTRY 6. PICTURESQUE

VOCABULARY
cattle (n)
/ˈkætl/
cows and bulls kept by farmers

for their milk or meat
VOCABULARY
poultry (n)
/ˈpəʊltri/
birds such as chickens that are

used for meat or eggs
a poultry farm.
VOCABULARY
crop (n)
/krɒp/
a plant grown for food,

usually on a farm
VOCABULARY
vast (adj)
/vɑːst/
extremely large
VOCABULARY
hospitable (adj)
/hɒˈspɪtəbl/
/ˈhɒspɪtəbl/
generous towards
visitors and guests
VOCABULARY
picturesque (adj)
/ˌpɪktʃəˈresk/
attractive, beautiful
* VOCABULARY
New words Pronunciation Vietnamese equivalent

1. cattle (n) /ˈkæt(ə)l/ gia súc
2. poultry (n) /ˈpəʊltri/ gia cầm
3. crop (n) /krɒp/ hoa màu
4. vast (adj) /vɑːst/ mênh mông
5. hospitable (adj) /hɒˈspɪtəbl/ hiếu khách
/ˈhɒspɪtəbl/
6. picturesque (adj) /ˌpɪktʃəˈresk/ đẹp như tranh vẽ
VOCABULARY
1 Circle the correct words to complete the sentences.
1. We helped the farmers herd cattle / poultry.

2. They are helping their parents pick plants / fruit in the orchard.
3. At harvest time farmers are busy cutting and collecting food / crops.
4. The driver loaded / unloaded the rice from the back of the truck.
5. People here live by catching / holding fish from nearby lakes
and ponds.
VOCABULARY
2 Match the following adjectives with their definitions.
a. pretty, especially in a way that looks

old-fashioned
b. having something near or around
c. extremely large in area, size, amount,
etc.
d. pleased to welcome guests; generous
and friendly to visitors
e. having received good or thorough
training
VOCABULARY
3 Complete the sentences with the words from 2.
1. The local people are kind and __________

hospitable to visitors.
2. Our factory needs a lot of ____________
well-trained workers.
3. While travelling up the mountain, people always stop and take
photos of the ___________
picturesque scenery.
4. The Sahara is a ______
vast desert that covers parts of eleven countries
in Northern Africa.
5. The lake is _____________
surrounded by a lot of trees.
* PRONUNCIATION How to pronounce the sounds /ə/ and /ɪ/.
* PRONUNCIATION
4 Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/.
5 Listen and practise the sentences. Underline the bold words with /ə/,
and circle the bold words with /ɪ/.
1. There is a lot of water in the bottle.
2. The farmers here are hard-working.
3. They are picking fruits in the orchard.
4. People in my village usually gather at weekends.
5. Please buy some milk and pasta at the supermarket.

* CONSOLIDATION
✓ Vocabulary: The lexical items related to Life in the countryside
✓ Pronunciation: The sounds /ə/ and /ɪ/ in words and sentences

* Homework

➢ Prepair lesson 3 : A closer look 2
Check out the old lesson by spinning the wheel to call out the name
Danh sách HS Lớp 6B

1. Lê Ngọc Ánh 16. Phan Kiều Mai Phương
2. Đoàn Quốc Bảo 17. Phan Ng Đình Quang
3. Trần Nguyễn Chí Bảo 18. Phạm Như Quỳnh
4. Võ Thành Danh 19. Phạm Trần Xuân Quỳnh
5. Phạm Thùy Duyên 20. Bùi Văn Tiến Thịnh
6. Đinh Ngọc Gia Hân 21. Nguyễn Trung Tín
7. Phan Thanh Hiếu 22. Phan Tấn Toàn
8. Nguyễn Gia Huy 23. Phan Nhật Trãi
9. Nguyễn Thảo Huyên 24. Phạm Thị Bảo Trân
10. Đoàn Lê Tấn Khuyên 25. Nguyễn Minh Trí
11. Huỳnh Tuấn Kiệt 26. Lê Trần Cẩm Tú
12. Phạm Thị Kim Ngân 27. Đinh Chí Vĩ
13. Lê Thị Yến Nhi 28. Nguyễn Tường Vy
14. Nguyễn Thị Quỳnh Như 29. Lê Triệu Vỹ
15. Nguyễn Lê Tiến Phát 30. Bùi Tấn Khiêm
GV THAY DS HS LỚP CỦA MÌNH DẠY

WARM-UP PELMANISM
1
hard 2
fast 3
much 4
carefully 5
long 6
quickly
7
more 8
more
quickly 9
harder 10
more
carefully 11
faster 12
longer
WARM-UP PELMANISM
hard fast much long carefully quickly
faster more more

harder more longer
carefully quickly
The comparative forms of the adverbs

The comparative forms of the adverbs
– For most adverbs (often with two or more syllables), we make comparative
forms by adding more.
Example:
slowly → more slowly
carefully → more carefully
– For adverbs that have the same forms as adjectives like fast, hard, soon, etc.,
we make comparative forms by adding -er.
Example:
fast → faster
hard → harder
– Some irregular adverbs:
well → better
badly → worse
COMPARATIVE ADVERBS
(So sánh hơn của trạng từ)
- Hầu hết các trạng từ (thường nhiều hơn hai âm tiết), chúng ta hình thành dạng so sánh hơn bằng
cách thêm “more”: S + V + more + trạng từ dài
Example:
slowly → more slowly
carefully → more carefully
- Với những trạng từ có hình thức giống như tính từ như fast (nhanh), hard (khó/ chăm chỉ/ vất vả),
soon (sớm),… chúng ta hình thành dạng so sánh hơn bằng cách thêm –ER :
S + V + trạng từ ngắn - ER
Example:
fast → faster
hard → harder Một số trạng từ bất quy tắc:
- well -> better
badly -> worse
1 Write the comparative forms of the adverbs in the table below.
2 Complete the sentences with the comparative forms of the adverbs in
brackets.
1. Mai dances (beautifully) _______________ than Hoa does.
2. Please write (clearly) _____________. I can’t read it.
3. Life in the city seems to move (fast) _____ than that in the
countryside.
4. If you want to get better marks, you must work much (hard) ______.
5. Today it’s raining (heavily) ____________ than it was yesterday.
3 Complete the sentences with suitable comparative forms of the adverbs from the box.
early soundly fast carefully quietly
1. After his accident last month, he is driving _____________ now.

2. A horse can run ______ than a buffalo.
3. You’re too loud. Can you speak a bit ____________?
4. After working hard all day on the farm, we slept ____________
than ever before.
5. The farmers started harvesting their crops ______ than expected.
Game
LUCKY NUMBERS
1 2 3 4
5 6 7 8
GA 2 4 6 8 10 12 14
GB 2 4 6 8 10 12 14
1. After his accident last month, he is driving _____________

more carefully now.
2. A horse can run ______
faster than a buffalo.
more quietly
4. After working hard all day on the farm, we slept more
____________
soundly
than ever before.
5. The farmers started harvesting their crops earlier
______ than expected.

more carefully now.
more quietly
____________
soundly
than ever before.

more carefully now.
more quietly
____________
soundly
than ever before.

more carefully now.
more quietly
____________
soundly
than ever before.

more carefully now.
more quietly
____________
soundly
than ever before.

more carefully now.
more quietly
____________
soundly
than ever before.
4 Read the situations and complete the sentences using the comparative forms of the
adverbs in brackets.
1. The red car can run 200 km/h while the black car can run 160 km/h.
 The red car can run _______________________.
faster than the black car (fast)
2. Nick can jump 1.5 m high while Tom can jump only 1.3 m.
 Nick can jump ___________________.
higher than Tom (can) (high)
3. Mai and hoa both did well on the exam. Hoa got 80% of the answers
correct and Mai got 90%.
 Mai did ___________________________.
better on the exam than Hoa (well)
4. My dad expected the workers to arrive at 7 a.m., but they arrived at
6:30 a.m.
 The workers arrived __________________________.
earlier than my dad expected (early)
5. The buses run every 15 minutes. The trains run every 30 minutes.
more frequently than the trains (frequently)
 The buses run ____________________________.
* PRODUCTION
5 Work in pairs. Ask and answer to find out who:
– can run faster Example:

A: How fast can you run?
– can jump higher B: I can run 15 kilometres an hour.
– stays up later at night A: OK, you can run faster than me.
– gets up earlier in the morning
Report your results to the class.

CONSOLIDATION

✓ How to use the comparative forms of adverbs
Homework
➢ Prepair lesson4: Communication
* Homework
Prepare: Communication.
Hello everyone !!!
WARM-UP
1. Thank you. Yours’ re, too.

2. Happy birthday. Wow you’re
wearing such a beautiful dress
3. Here is your present. I hope
JUMBLED you like it.
CONVERSATION 4. I’m glad you like it.

5. This is the best gift I have
ever had. I love it.
LESSON 4: COMMUNICATION
EVERYDAY ENGLISH
1 Listen and read the conversations. Pay attention to the highlighted sentences.
Giving compliments Responding to compliments

- What a beautiful kite you have! - Thank you.
- You really have a nice dress. - I’m glad you like it.
EVERYDAY ENGLISH
2 Work in pairs. Make similar conversations to practise giving and responding

to compliments, using the cues below.
– a shirt
– a bicycle
– a school bag
EVERYDAY ENGLISH

A: What a nice shirt you have!

– a shirt
B: Thank you. My mom bought it for
me last week.
EVERYDAY ENGLISH

– a bicycle
A: You really have a nice bicycle!

B: I'm glad you like it.
EVERYDAY ENGLISH

– a school bag
A: What a nice school bag you have!

B: Thank you. My sister gave it to me
yesterday.
ADVERTS FOR BEAUTIFUL VILLAGES
3 Read the adverts for the two beautiful villages. tick the boxes to show which village the
Duong Lam, one of the most ancient villages in Ha Noi, is
situated in Son Tay. Visitors can get there from the centre of Ha
Noi by car, bus or even by bicycle. It is famous for its ancient
pagoda, traditional houses, and temples. Besides these, visitors
can observe the locals making specialities, such as keo doi, che
lam, etc. and then try them.
Hollum is one of the ancient villages on the island of Ameland,

the Netherlands. Many visitors come to the village because of its
historical and cultural values. It is full of fascinating sights, such as
traditional houses, a museum, a church, a lighthouse, etc. Besides
sightseeing, visitors can also take part in sports like kite-flying,
surfing, etc. Visitors can reach the village by air or ferry.
3 Read the adverts for the two beautiful villages. tick the boxes to show which village the
Statements Duong Lam Hollum

1. It’s an ancient village.
2. We can visit an ancient pagoda, traditional
houses, and temples in this village.
3. We can get there by plane or ferry.
4. We can go there by car, bus, or bike.
5. It has a lighthouse.
4 Work in groups. take turns to talk about the similarities and differences between
Duong Lam and Hollum
Duong Lam and Hollum are both ancient villages, …

Duong Lam Hollum
-situated in Son Tay, Ha Noi - located on the island of Ameland, New Zealand.
-get there by car, bus or even by bicycle - get there by plane or ferry
-places to visit: traditional houses, and temples - places to visit: traditional houses, a museum, a church, a
lighthouse
-observe the locals making specialities, such as keo doi, che - take part in sports like kite-flying, surfing, etc.
lam, etc. and then try them.
5 Work in pairs. Which village in 3 would you like to visit for a holiday?
Explain your choice to your partner.
Example:
A: Which village would you like to visit for a holiday?
B: Duong Lam, of course!
A: Why?
B: Because I love watching the locals making specialities
and …

A: Why?
B: Because I love watching the locals making specialities
and …
5 Work in pairs. Which village in 3 would you like to visit for a holiday?
Explain your choice to your partner.

A: Why?
B: Because I love watching fascinating sights, such as
traditional houses, a museum, a church, a lighthouse,...
and taking part in sports like kite-flying, surfing, etc.
* CONSOLIDATION

✓ How to give and respond to compliments
* Homework
➢ Prepare lesson 5 : Skills 1
WARM-UP
1 Work in pairs. Look at the picture and discuss the following questions.
1. What can you see in it?

2. Which of the following
adjectives describe the
picture?
WARM-UP
1 Work in pairs. Look at the picture and discuss the following questions.
1. paddy fields, cattle

(buffaloes), farmers, a combine
harvester, a lake / pond, trees,
houses, etc.
2. peaceful,vast, picturesque
In the picture, I can see a peaceful

village with a vast field.
- I can see boy herding buffalos and
many people harvesting rice...
LESSON 5: SKILLS 1
* Vocabulary
stretch (v)
/stretʃ/
trải dài
canal (n)
/kəˈnæl/
kênh đào
cultivate (v)
/ˈkʌltɪveɪt/
canh tác
READING
orchard (n)
/ˈɔːtʃəd/
vườn cây ăn quả

* Vocabulary
New words Pronunciation Vietnamese equivalent
1. stretch (v) /stretʃ/ trải dài

2. canal (n) /kəˈnæl/ kênh đào
3. cultivate (v) /ˈkʌltɪveɪt/ canh tác
4. orchard (n) /ˈɔːtʃəd/ vườn cây ăn quả
I. READING
2 Read the text about life in a village in Viet Nam. Match the highlighted words in
the text with their meanings
I feel fortunate that I am living in a peaceful village in southern Viet Nam. The
scenery here is beautiful and picturesque with vast fields stretching long
distances. The houses are surrounded by green trees. There are lakes, ponds,
and canals here and there. The air is fresh and cool. Life here seems to move
more slowly than in cities. The people work very hard. They grow
vegetables, cultivate rice, and raise cattle. At harvest time, they use combine
harvesters to harvest their crops. Many families live by growing fruit trees in
the orchards. Others live by fishing in lakes, ponds, and canals. Life in the village is
very comfortable for children. They play traditional games. Sometimes they help
their parents pick fruit and herd cattle. People in my village know each other well.
They are friendly and hospitable. They often meet each other in the evening,
eating fruit, playing chess, singing folk songs, and chatting about everyday
activities.
I. READING
I feel fortunate that I am living in a peaceful village in southern Viet Nam. The
scenery here is beautiful and picturesque with vast fields stretching long
distances. The houses are surrounded by green trees. There are lakes, ponds,
and canals here and there. The air is fresh and cool. Life here seems to move
more slowly than in cities. The people work very hard. They grow
vegetables, cultivate rice, and raise cattle. At harvest time, they use combine
harvesters to harvest their crops. Many families live by growing fruit trees in
the orchards. Others live by fishing in lakes, ponds, and canals. Life in the village is
very comfortable for children. They play traditional games. Sometimes they help
their parents pick fruit and herd cattle. People in my village know each other well.
They are friendly and hospitable. They often meet each other in the evening,
eating fruit, playing chess, singing folk songs, and chatting about everyday
activities.
I. READING
3 Read the text again and tick T (True) or F (False) for each sentence.
T F
1. Life in the author’s village is very peaceful.
2. The people in the village work very hard.
3. Villagers live only by catching fish in lakes, ponds,
and canals.
4. The children are always busy helping their parents.
5. The villagers get along well.
II. SPEAKING
4 Make notes about the village or town where you live or which you know.
II. SPEAKING
4 Make notes about the village or town where you live or which you know.
Location Quang Ngai city

Scenery pagodas,.....
How people live People go to work every day
Activities adult or children often do Children go to school and help parents
after class.
Adults go to work in their company or
they work in the field,.....
The relationships among the people People get along well
Special features peaceful
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.
Example:
I live in Duong Lam. It’s an old village outside Hanoi.
It has ...
I want to talk about my city. That is Quang Ngai city. Quang Ngai is
famous for many beautiful landscapes like My Khe Beach, Ly Son
Island, Thien An Temple, White Waterfall Minh Long, Sa Huynh
Beach, Ca Dam Mountain. People here make a living by different
jobs. They go to work at factory, company or work in the field.
Children go to school and help their parents after classes. People
here get on well together. They are friendly and hospitable. They
often meet each other in the evening, eating fruit, playing chess,
and chatting about everyday activities.
* CONSOLIDATION

✓ read about different aspects of a Vietnamese village;
✓ talk about a village or town where one lives or which one knows;
Homework
➢ Prepair lesson 6: Skills 2
Website: hoclieu.vn
I. WARM - UP
11 Work in pairs. Discuss the following question.

I. WARM - UP
What do you like or dislike about life in

the countryside?
I like the life in the countryside because it’s quiet and
peaceful. People are friendly, the air is fresh, the food is
fresh and delicious
I don’t like the life in the countryside because it’s boring.

there aren't many places for entertainment like theatres,
cinemas, etc. There are few means of public transport.
I. WARM - UP
LIKE DISLIKE
- low cost of living
- not many entertainment
- many cheap things
places, such as theatres,
- peaceful
- fresh air cinemas, etc.
- many beautiful sceneries - poor means of transport
- friendly and hospitable - lack of facilities
villagers
- less job opportunities
- delicious and fresh food
- less traffic
- small income
LESSON 6: SKILLS 2
I. LISTENING
2 Listen to three people talking about life in the countryside. Choose the opinion (A - C)
that each speaker (1 - 3) expresses.
B
A
C
3 Listen again and choose the correct answer A, B, or
C.
1. According to speaker 1, there is a great sense of ______ in his village.
A. security B. duty C. community
2. Speaker 1 says that people in his village are very ______.
A. supportive B. unsociable C. well-trained
3. In speaker 2’s opinion, ______ is a big problem in the countryside.
A. the cost of living B. safety C. transportation
4. Speaker 2 says that they should ______ in the countryside.
A. improve the lives of people B. prevent crime C. protect nature
5. According to speaker 3, life in the countryside is peaceful and ______.
A. slow B. simple C. safe
Tapescript
Speaker 1: I chose to live in a village because the relationships between people here are
very good. There is a great sense of community here. The people welcome neighbours
to their homes. They are always willing to help each other. They share almost
everything with one another.
Speaker 2: There are many things I don't like about life in the countryside. There aren't
many good schools or colleges. It's boring here because there aren't many places for
entertainment like theatres, cinemas, etc. Transportation is another big problem. There
are few means of public transport. And in general, there are many things that we should
do to improve the life of villagers.
Speaker 3: I love to live in the countryside. It is spacious. We can do many, many

things that are hard to do in the city. We can go swimming, play football, fly kites and
do other interesting things. Life is also peaceful and simple here.
II. WRITING
4 Work in groups. Discuss and write what you like or dislike about life in the countryside.
LIKE DISLIKE
– not many entertainment

places, such as
– low cost of living
theatres, cinemas,
– many cheap things
etc.
– poor means of transport
...
II. WRITING
4 Work in groups. Discuss and write what you like or dislike about life in the countryside.
LIKE DISLIKE
- low cost of living - not many entertainment
- many cheap things
places, such as theatres,
- peaceful
cinemas, etc.
- fresh air
- many beautiful sceneries - poor means of transport
- friendly and hospitable - lack of facilities
villagers - less job opportunities
- delicious and fresh food
- small income
- less traffic
II. WRITING
5 Write a paragraph (80 - 100 words) about what you like or dislike about life in the
countryside.
I live in Duong Lam. It’s an old

village outside Ha Noi. It has ……...
………………………………………………………
………………………………………………………
………………………………………………………
……………………………………………………..
...........................................
II. WRITING
countryside.
I like living in the countryside because of some reasons. It is a peaceful

place with fresh air. We can enjoy a healthy natural condition without
worrying much about air pollution. Moreover, rural is a safer place than a
city. Because most of the villagers are friendly and willing to help each
other. There is less traffic so it's safe for children. The special thing that
people like living in the countryside is the cost of living here usually cheaper
so this is an idea place to raise the child. In contrast, the bad things are very
rare in the countryside. To sum up, except the problem of income, the
countryside is a residence better than the cities.
II. WRITING
countryside.
I like the life in the countryside for many reasons. First of all, life in the countryside
is much more peaceful than in the city. The air is so fresh and cool. Besides, there
are so many beautiful sceneries there such as woods, mountains, rivers, ponds, and
lakes... For that reason, many people choose the countryside as their refreshment
site after tiring days at work. Moreover, rural people are very friendly and
hospitable. You are always welcome to their place. They make a living by farming
and breeding cattle and poultry. The food there is always fresh and delicious.
Lastly, life in the countryside is very peaceful and good for our health. In conclusion,
life in the countryside has many good points.
* CONSOLIDATION

✓ Listen to someone’s opinion about life in the countryside
✓ Write a paragraph about what someone likes or dislikes about life
in the countryside
* Homework

➢ Prepair lesson 7( Looking back)
Website: hoclieu.vn
Song Ve secondary school

Going fishing
harvesting rice drying rice
Kim’s
Game
flying kites herding buffaloes
Swimming in the river feeding pigs

watering vegetables
LESSON 7: LOOKING BACK & PROJECT
What have we learnt in Unit 2?
- words about life in the countryside

- the sounds /ə/ and /ɪ/ in words and sentences
- comparative forms of adverbs
- giving and responding to compliments
REVISION - reading about different aspects of a Vietnamese village
- talking about the village or town where someone lives
- listening to someone’s opinion about life in the countryside
- writing a paragraph about what someone likes or dislikes
about life in the countryside
VOCABULARY
1 Write a phrase from the box under the correct picture.

unloading rice milking cows catching fish
ploughing fields feeding pigs drying rice
1. ploughing fields
_________________ catching fish
2. _________________
VOCABULARY

drying rice
3. _________________ unloading rice
4. _________________
VOCABULARY

feeding pigs
5. _________________ milking cows
6. _________________
VOCABULARY
1. There is a huge cloud ______ as far as the eye can see.

A. surrounded B. stretching C. vast
2. People in my village are really ______; they are always generous

and friendly to visitors.
A. well-trained B. funny C. hospitable
VOCABULARY
3. The development of cities destroys ______ areas of countryside.

A. vast B. much C. stretching
4. The workers in our factory are very ______ because they took a lot of good
training courses.
A. hospitable B. kind C. well-trained
5. The area around the village is famous for its ______ landscape.
A. picturesque B. boring C. dull
GRAMMAR
3 Complete the sentences with suitable comparative forms of the

adverbs from the box.
1. Every morning nick gets up ten minutes (early) ______ than his sister.
2. I speak French (fluently) ____________ now than I did last year.
3. You’ll find your way around the village (easily) __________ if you have a good
map.
4. It rained (heavily) ____________ today than it did yesterday.
5. If you work (hard) _________, you will do (well) ________ in your exam.
Game
LUCKY NUMBERS
1 2 3 4
5 6 7 8
GA 2 4 6 8 10 12 14
GB 2 4 6 8 10 12 14
earlierthan his sister.

1. Every morning nick gets up ten minutes (early) ______
more fluently
2. I speak French (fluently) ______________ now than I did last year.
more easily if
3. You’ll find your way around the village (easily) ______________
you have a good map.
more heavily
4. It rained (heavily) _______________ today than it did yesterday.
harder
5. If you work (hard) _________, you will do (well)better
________ in your exam.
earlier
1. Every morning nick gets up ten minutes (early) ______ than his sister.
more fluently
2. I speak French (fluently) ______________ now than I did last year.
more easily if you have a
3. You’ll find your way around the village (easily) _____________
good map.
more heavily
4. It rained (heavily) ________________ today than it did yesterday.
harder you will do (well) better
5. If you work (hard) _________, ________ in your exam.
GRAMMAR
4 Underline the mistakes in the sentences and correct them.
1. I run faster as my brother does. → than
2. People in the city seem to react quicklier to → more quickly

changes than those in the country.
GRAMMAR
4 Underline the mistakes in the sentences and correct them.
3. We need to work more hardly, especially at exam → harder

time.
4. You must finish harvesting the rice the earlier this

→ earlier
year than you did last year.
5. As they climbed more highly up the mountain, the → higher

air became cooler.
* PROJECT
- Show your group’s poster about a

village that you would like to visit.
- Present your poster to the class.
* CONSOLIDATION
Vocabulary review
Grammar review
Project: My favourite village

* Homework

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GIÁO ÁN TIẾNG ANH

Ths Nguyễn Thanh Tú

GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS 8

Tài liệu chuẩn tham khảo

Hỗ trợ trực tuyến

Matching game: Answer key:

2. ACTIVITY 1: VOCABULARY – PRESENTATION (5mins)

4. ACTIVITY 3: PRONUNCIATION (15 mins)

3. ACTIVITY 2: PRACTICE (15 mins)

Task 2. Choose the correct answer A, B, or C. (3 mins)

4. ACTIVITY 3: PRODUCTION (10 mins)

3. ACTIVITY 2: PRACTICE (TEENS’ LEISURE ACTIVITIES AROUND THE WORLD)

4. ACTIVITY 3: PRODUCTION (PROJECT) (15 mins)

2. ACTIVITY 1: PRESENTATION (7 mins)

Date of planning : …/… / 2023

2. ACTIVITY 1: PRESENTATION - VOCABULARY(18 mins)

Date of planning : …/… / 2023

Week : 4 UNIT 2: LIFE IN THE COUNTRYSIDE

Game: Pelmanism Game: Pelmanism

3. ACTIVITY 2: PRACTICE (20 mins)

- Teacher asks Ss to do the exercise individually Answer key:

Task 5: Work in pairs. Ask and answer to find out who:

- Model this activity with a student. Remind Ss that Who:

Date of planning : …/… / 2023

Date of planning : …/… / 2023

3. ACTIVITY 2: PRACTICE(READING, 14 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Date of planning : …/… / 2023

By the end of this lesson, Ss will be able to:

2. ACTIVITY 1: PRESENTATION (5 mins)

- Teacher leads them to the lesson.

3. ACTIVITY 2: PRACTICE (20 mins)

LEISURE - Listen to music

LESSON 1: GETTING STARTED

I’m keen on DIY (do-it-yourself).

- DIY (n) = (do-it-yourself): tự tay làm

- knitting kit (n): bộ dụng cụ đan len

- dollhouse (n): nhà búp bê

- make paper flowers (v.phr): làm hoa giấy

- hang out (v): đi chơi

New words Pronunciation Meaning

1. Trang is looking for a ____________.

2. She likes doing DIY in her ____________.

3. Tom loves spending his free time with ____________.

4. Tom and his friends usually _________ together.

Trang: Actually, I’m keen on many DIY activities. In my

3. Tom loves spending his free time with ____________.

hang out together.

Tom: I’m a bit different. I usually hang out with my

4. Tom and his friends usually _________

1. improve memory, a mental exercise doing puzzles

2. save money, increase creativity doing DIY

3. improve physical health, make friends playing sport

4. keep in touch, be relaxed messaging friends

5. learn something about IT, computer skills surfing the net

Hai: If you have some free time this weekend,

Huy: If I have free time this weekend, I will go to

5 Report your friends’ answers to the class.

This weekend, If Huong has some free time she’ll

5 Report your friends’ answers to the class.

If I have some time this weekend, I’ll play badminton with my

- Name a list of cheap expensive, easy and

I’m keen on… I’m into…

How to express “likes”

be into be crazy about

New words Pronunciation Meaning

1. be interested in /biː ɪntrəstɪd ɪn/ hứng thú với

I like . I dislike .