GIAO AN TIENG ANH 8 THI DIEM HKI

TiÕt 01

Ngµy d¹y: ...... /8/2016

REVISION
I. Aims
Practice in the verb tenses, passive, ....
II. Objectives
Ss practise doing exercises.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may get confused with the present perfect.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- During new lesson.
3. New lesson
I. Fill in each numbered blank with a suitable word. (10pts)
The country is (1).......beautiful than a town and more pleasant to live in.
Many people think so, and go to the country (2).........the summer holiday though
they can’t live (3)...........all the year round. Some have cottage built in a village
(4)......that they can go there whenever (5)........find the time.
English villages are not alike, but (6)........some ways they are not very
different from (7)..........other. Almost every village (8)........a church, the round
or square tower of which can (9)...........seen from many miles around.
Surrounding the church is the church yard, (10).........people are buried.

II. Rewrite the sentences so that it has the same meaning as the sentence
printed before.(20pts)
1. 1. It’s three years since we last visited Ha Noi.
- We haven’t.....................................................................
2. No one is more intelligent than her in our school.
- She...............................................................................
3. 3. You can’t take this book away.
- This book.......................................................................
4. Huong is 1.60m tall and Hoa is 1.60m tall, too.
- Huong...........................................................................
5. I wrote a letter half an hour.
- It took...........................................................................
6. She’s rather play golf than play tennis.
- She prefers.....................................................................
1


7. . I had a cat once, but I don’t any more.
- I used...........................................................................
8. I couldn’t go to school because of my sickness.
- Because........................................................................
9. Your younger brother is too weak to lift that box.
- Your brother is not............................................................
10. I study English so that I can improve my knowledge.
- I study English so as...........................................................
III. Use the following words and phrases. Make all the necessary changes and
additions to complete the letter. (10pts)
Dear Hoa,
1. Dave/ I/ have/ best holiday/ our lives!
2. We/ be/ Barbados/ one/ most lovely islands/ Caribbean.

3. Although/ it/ much/ smaller/ Jamaica/ there seem/ be/ much more/ do/
Jamaica.
4. Moreover/ people here/ seem/ be/ friendlier/ those/ other islands.
5. We/ stay/ most modern hotel/ I/ ever/ seen.
6. It/ large/ cool/ and/ many people/ think/ it/ best hotel / island.
7. It/ comfortable/ than/ any/ other hotels.
8. Nearest beach/ less/ hundred meters/ away.
9. So/ we/ spend/ lot/ time/ swim/ sea.
10. It/ really good/ and/ I wish/ you/ be/ here.
IV. Change the following sentences into the passive:
1)

Someone saw him pick up the gun.

2)

He has caught a lion and shot 2 others.

3)

He received a letter from home by the evening post.

4)

I put the 5 pound note into one of my books yesterday.

5)

After he had told a story, we clapped our hands.

6)

His wife usually brings him sandwiches at lunch time.

7)

They were continually asking question.

8)

We have to pick fruit very early in the morning.

9)

She decided to paint her house blue.

10)

My classmates used to call me John

Homework
- Prepare for the next lesson: Unit 1: Getting started.

2


Unit 1
Leisure activities
TiÕt 02

getting started

Ngµy d¹y: ........ /8/2016

I. Aims
This lesson will present the vocabulary and grammar items to be learned.
Ss then practice listening and speaking with the lexical items related to the topic
"Leisure activities".
II. Objectives
- Vocab: Leisure activities.
- Grammar: Verbs of liking + gerunds; verbs of liking + to-v.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
Prepare photos or magazine cut-outs
about some popular leisure activities
including those you often do in your
spare time. Ask Ss to describe them in
English.
Then ask them to guess which activities
they enjoy doing. Encourage Ss to do the

same in pairs: One student writes a short
list of activities and the other guesses.
- Ask Ss to open their books to the
picture. Introduce Mai, Phuc, and Nick.
Ask Ss to guess where they are and what
they are doing. For more able classes,
brainstorm questions with Ss and write
them on the board. Questions may
include:
Accept all possible answers from Ss and

- Ss work in groups

What can you see in the picture?
Why do you think Mai, Phuc, and
Nick are there?
What are they holding in their
hands?
What are they talking about?
Can you guess what Mai, Phuc,
and Nick like doing in their free
time?
etc.
3


do not provide correction at this stage.
Play the recording and have Ss follow
along. Then come back to the earlier
questions and have Ss answer them.

Again, do not give correction at this
stage.
3. New lesson
Teacher’s activities

Students’ activities
I. Listen and read
This activity focuses students on the Ss work individually to circle the
content of the conversation of Mai, Phuc correct answer.
& Nick
Ss compare their answer with a
partner and then discuss as a class.
- Asks Ss to listen to the tape & do the a. Circle the correct answer
1. bookstore
2. book
task
3. dog
4. craft kit
5. folk music
6. Vietnamese
- Goes through each statement and asks Ss
how the text and the visual in the dialogue b. Tick the boxes the leisure
support their answers.
activities Mai, Phuc & Nick have
Phuc
Mai
Nick
After the discussion, T writes the correct
Pet
training


answers on the board.
Go through the list of activities
mentioned. Encourage Ss to explain what
they are and to give examples. Ask Ss if
they have any of these activities, or if they
know anyone who does these in their free
time.
Have Ss do this task individually first,
then compare the answers with their
partner. They should be able to give ideals
from the text that support their answers.
Draw Ss’ attention to the contexts when
Mai said ‘Check out this book’ and Phuc
said ‘It’s right up your street!’. Together
with Ss elicit the meaning of these two
expressions.
Ask Ss for examples of something they
can check out, and something which is
right up their street.
Ss work in pairs to match the words/
phrases in the box to the photos, then they
4

Making crafts
Reading
Listening to music
Playing sports
Helping
parents

with DIY projects
Learning languages













c. Answer the questions
To check out something means to
examine something or get more
information about it in order to be
certain that it is suitable (or true,
or false ).
If something is right up your
street, it is the type of thing that
you are interested in or that you
enjoy doing
This job seems right up your
street.
2. Matching:
1. playing computer games
2. playing beach games

3. doing DIY
4. texting
5. visiting museum


listen together to check their answers.
6. making crafts
If time allows, ask Ss to use adjectives to 3. Complete the sentences …
say what they think of these activities,
1. satisfied 2. relaxing/ exciting
eg. exciting, interesting, etc.
3. fun
4. boring
5. good
Ss work individually to do the task then
compare their answers with a partner. Tell
Ss they need to look for the surrounding 4. Game
key words in order to complete the task. This game can be done in groups
Note that ‘good’ and ‘satisfied’ fit both of four or six, or as a mingle
items 1 and 5. Acknowledge this point activity.
with Ss who have them the other way If your classroom is large enough,
round.
ask Ss to stand in two lines facing
each other. Each pair will talk
When the time is up and T calls out about one activity for one minute.
‘change!’, they will move one step to the
left/right to meet a new partner and talk
about another activity.
4. Consolidation
Ss practice saying as many words about leisure activities as possible

Ex. playing board games/ reading….
5. Homework
Do: A1, 2, 3(work book)
Prepare: A closer look 1

Unit 1
Leisure activities
TiÕt 03

A closer look 1

Ngµy d¹y: ....../8/2016

I. Aims
- By the end of the lesson, Ss will be able to:
- Use the lexical items related to the topic" leisure activities"
- Use verbs of liking that are followed by gerunds/ to - infinitives
- Pronounce words containing the clusters /br/ and /pr/ correctly in
isolation and in context
II. Objectives
Leisure activity on an average day
III. Materials
- Text book
5


- Board, chalk,...
- Pictures, a cassette and an audio disk.
IV. Anticipated problems
There may not be enough time for all the activities..

V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision :
What do you do in your leisure time?
How much time a day do you spend on each activity?
3. New lesson
Teacher’s activities
Vocabulary
Ask Ss to work in pairs to examine the
pie chart closely in order to understand
its contents, including the heading,
subheadings, figures, color codes, source
and notes.
Allow enough time for this step. Do not
give correction.
Then ask Ss to answer the questions that
follow the chart.
If necessary, T may elicit information by
asking question such as:
-What is the pie chart about? Where can
you find the information?
-What do the different colored sections
of the chart refer to?
-How are these sections calculated?
-What does the ‘Note’ tell you?
-What does the ‘Source’ tell you?

Students’ activities
Vocabulary
1. Look at ….
- socialize (v)
- communicate (v)

*Answer:
1. In 2012, people in the USA spent
5.1 hours a day on sport & leisure
activities.
2. The main activities they did
include watching TV, socializing &
communicating, reading
participating in sports, exercise &
recreation, using computer for
leisure and thinking.
3. The 3 most common activities
were watching TV, socializing &
communicating and using computer
for leisure.
Have Ss work individually to complete 2. Complete the table
Verb
the task. After giving corrective Name of activity
Relax
feedback, draw their attention to the Relaxing
Think
parts of speech of the words mentioned ( Thinking
Use
e.g. relaxing comes from the verb relax Using
Do

with -ing added, and it refers to the Doing
Watching

6

Watch


Reading
activity).
Then introduce the concept of gerund (a Socializing
noun made from a verb by adding -ing). communicating
Give Ss some examples where a gerund
is transformed from a verb and used as a
noun. For a more able class, ask Ss to
1. Matching
make their own sentences.

Have Ss work in small groups.
Allow them enough time to think about
what their average day may look like
(including study and work) and how
much time is spent on leisure activities.
If there is plenty of time, encourage
them to calculate these times as
percentages and put them in a simple pie
chart similar to 1.
Alternatively, this task can done as a
mingle activity. Have Ss write down
how much time they spend on leisure on

an average day, and the three activities
they do the most.

Read
Socialize
Communicate

1 2 3 4
5 6 7 8
e B f a
d h c g
*Add more words to the category:

Ss move around and talk with at
least three other classmates to find
out who spends most time on
leisure and what the most popular
activities in the class
Pronunciation
Cluster: /br/ and /pr/
5. Complete the words under the
picture
Have Ss work individually to complete 1. apricot 2. bridge 3. bracelet
this task.
4. bread 5. princess 6. president
Once they have finished, Ss work in 7. present 8. broccoli
pairs to compare their answers.
Play the recording for Ss to check and
then repeat. Pause the recording to drill
difficult items.

6. Listen and repeat
Have Ss practice the words with the
clusters first. Then ask them to repeat
the whole sentences.
If time allows, raise up their left hand, if
it is cluster /br/ they raise their right
hand.
4. Consolidation
Ss practice saying as many words about leisure activities as possible
Ex. playing board games/ reading….
5. Homework
Do: B1, 2, 3(work book)
Prepare: A closer look 2
7


Unit 1
Leisure activities
TiÕt 04

A closer look 2

Ngµy d¹y: ...... /8/2016

I. Aims
By the end of the lesson, ss will be able to use verbs of liking well.
II. Objectives
- Grammar: Verbs of liking + gerunds, Verbs of liking + to-infinitives
III. Materials
- Text book

- Board, chalk,...
IV. Anticipated problems
There may have no problems.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ homework.
3. New lesson
Teacher’s activities
Remind Ss of the concept of the
gerund from A CLOSER LOOK 1.
Ask them how the gerund is formed
and how it functions grammatically.
Draw Ss’ attention to ‘love to watch’
and ‘enjoy listening’ which appear in
the text in GETTING STARTED:
- I love to watch him …
- But I think I’ll enjoy listening …
Explain that in English if we want to
follow a verb with another action, we
must use a gerund or an infinitive.
There are certain verbs that can only
be followed by one or the other, and
these verbs must be memorised.
Read or play the recording in
GETTING STARTEDfor Ss to listen
and ask them to underline the verbs of

8

Students’ activities
I. Grammar
Verbs of liking + gerunds, Verbs of
liking + to-infinitives
1. Activity 1
Key:love (to watch) enjoy (listening)
liked (reading)
T goes through the Look out! box with
Ss. Tell
Ss
that
verbs
of
liking/disliking are often followed by
gerunds, but verbs such as love, like,
hate, startand prefermay go with
gerunds or to-infinitives with almost
no change in meaning.
Give some examples for both cases.
Encourage Ss to give their own
examples.
Introduce Ss to the Learning tip box,
where they can differentiate the


liking
followed by gerunds or to-infinitives
that they find in the text. For a more

able class, T may ask Ss to cover
the text and just listen to identify
these verbs.

- Ss work individually and then
compare the answers with their
partners

Ss work in pairs to complete this task,
then T gives feedback to Ss as a class
This task can be done in groups of
five or six. Give Ss time to work
individually at first and write each
sentence on a strip of paper, then in
their group mix up the strips. Each
student picks up and reads out a
sentence, then they guess who wrote
that sentence.
- Have Ss quickly familiarise
themselves with the email by asking:
Who wrote this email? To whom?
What is it about?Have Ss scan the
email to find the answers.

difference in terms of degree these
verbs of liking/disliking. Alternatively,
T may write these verbs on the board
with a really happy smiley face at the
top of the board and a really unhappy
smiley face at the bottom and then ask

Ss to rearrange them in a particular
order without looking at the Learning
tip box.
2. Activity 2
followed by
gerund only

followed by both
gerund and to-infi
nitive

1.love

2.enjoy

3.detest

4.prefe

r
5.fancy

3. Write the correct form of the
verbs
Key: 1. making 2. to watch/watching
3. skateboarding
4. to learn/learning 5. sitting
4. Write sentences about what you
like or don’ t like doing in your free
time

5. Activity 5
a. Ss work individually and compare
their answers with a classmate
Keys:
like do →like to do/ like doing
enjoy do →enjoy doing
don’t like have →don’t like to
b. Ask Ss to read the email again and
have/don’t like having
answer the questions
don’t mind to do →don’t mind doing
hate spend →hate to spend/ hate
spending
love eat out →love to eat out/ love
Ss work individually to write the eating out
email then exchange it with their 6. Activity 6
partners and check for mistakes.
If there is time, have them ask and
9


answer about the emails afterwards ,
using the questions in 5b as a guide. If
there is not enough time, this task can
be done as a group-writing task.
4. Consolidation
Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 1: Communication; find some netlingos

- Do exercise B4, 5, 6 (Workbook), learn words followed by gerunds and
infinitives.

Unit 1
Leisure activities
TiÕt 05

Ngµy d¹y: ...... /8/2016

communication
I. Aims
Chat and talk about leisure activities using Netlingos.
II. Objectives
By the end of the lesson, Ss will be able to Chat and talk about leisure
activities using Netlingos.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio disk.
IV. Anticipated problems
Weak Ss may find it difficult to express their idea.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
Checking old lesson:
- Teacher checks Ss homework
- Get one S to go to the board and - Teacher-Students.

ask him/her to write verbs of liking
10


3. New lesson
Teacher’s activities

Students’ activities
1. Vocabulary
Teacher uses different techniques to - window shopping
teach vocab (situation, realia)
- be hooked on st
- Follow the seven steps of teaching
- be addicted to st
vacab.
- sound weird /wɪəd/
- Checking: R0R.
ACt1.
Explain to Ss that they are going to Then set a reading time limit and have Ss
speed read the text. Close books and play
read about some activities
a memory game
teenagers do in their spare time.
dividing Ss into competing groups to tell
Have Ss cover the text and just
look at the photos (with name and how much information they can
remember from the text.
country). Encourage Ss to guess
Motivate Ss by counting every detail they
what these students in the photos

remember! Do not check comprehension
like doing as leisure activities.
at this point.
Ask Ss if they notice any other particular
features of the text. Elicit answers from
Ss by drawing their attention
to the form of the text (e.g. its layout and
the abbreviation). Explain that this is
from a webpage and that
these abbreviations are informal
language that is used online and in
texting messages. Introduce the first
abbreviation. Then have Ss work in pairs
to complete the task

Have Ss work in pairs or small
groups to complete the table.
Allow Ss to read the text more
closely to fill in the table.

Have Ss work in pairs to put the leisure
activities in the text in order from the

Activity 2
Next encourage Ss to add to the
‘netlingo’dictionary with any other
abbreviations they know that are
used online. Ss may work in pairs to
create their own mini dictionary, then ask
other pairs to guess the

meaning.
Activity 3
Emily
• hanging out with friends (window shopping)
• working as a volunteer
She loves it.
Hang • cloud watching
She adores it. It’s easy.
Linn
• going to community centre, painting, dancing,
doing drama
She loves it.
Minh
• playing football
• helping his aunt in running cooking classes
He likes it.
It’s fun.
Manuel
• playing computer games
• doing judo
He’s addicted to it.
It’s OK.

Activity 4
11


most interesting to the
most boring. Once they have their list,
form a bigger group of four and each pair

shares their list with
the other. Allow plenty of time for this
activity where Ss are encouraged to
discuss, give opinions, and
negotiate with each other in order to
agree on a mutual list.

4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 1: Skills 1.
- Do exercise C (Workbook).

Unit 1
Leisure activities
TiÕt 06

Skills 1

Ngµy d¹y: ...... /8/2016

I. Aims
Reading for general and specific information about the positive and
negative effects of using computers.
Talking about ‘good’ and‘bad’ sides of leisure activities.
II. Objectives
By the end of the lesson students will be able to:
- Read for general and specific information about the positive and negative
effects of using computers.
- Talk about ‘good’ and‘bad’ sides of leisure activities.

- Practise speaking and reading skills.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
12


- Teacher checks Ss’ home work.
3. New lesson
Teacher’s activities

Students’ activities
Introduction

- Start the lesson by doing a quick class
survey on how many Ss use computers Teacher discuss with Ss the questions.
(1)
frequently and what they use
them for (e.g. watching movies,
listening to music, playing games,
accessing
social

media,
doing
homework, etc.).
Give examples of your own use of
computers and mobile phones.
Then have Ss work in pairs to discuss
the questions. Call on some pairs to
share their ideas once they have
finished their discussion. Write the
ideas on the board.
- Ask Ss to read the text and underline
any words they don’t know. Have Ss
discuss any unfamiliar words from the
text.
Ss then work individually to choose the
best answer. They need to be able to
explain their choice as well.
Tell Ss for this exercise they will need
to look at the keywords in the
responses in order to find out the
questions. Ss work individually then
compare their answers with a partner

Explain to Ss that these speech bubbles
are from Quang and his parents. Ss may
work in pairs or in groups, but they will
need to say why they think who says
what, based on the information from
the passage. Go through the phrases in
the Language notesbox with Ss. For

one of the speech bubbles,demonstrate
how you can use this language:
A: In my opinion, computer games

READING
1. Read then choose the correct
answer:
Key: 1.B 2.C

2. Write the questions for the
answers based on information from
the text
Key:
1.Is Quang’s garden real?
2. What is the problem with using
technology in your free time?
3. What leisure activities do teenagers
do these days?
4. What are the benefits of using the
computer?
SPEAKING
3. Quang and his parents are
talking about how he should spend
his free time. Decide which
statements are from Quang and
which are from his parents.

Keys:
Quang’ s parents:
- Go out and play a sport. It’s good

for you!

13


train your mind and your memory.
B: That’s so true. / I’m afraid I don’t
agree.
In pairs, have Ss choose a speech
bubble and combine it with the
language in the Language notes box.
Ask for volunteers to demonstrate their
short exchanges.
Before the role-play starts, arrange Ss
into three groups: the group that plays
Quang, the group that plays Quang’s
parents, and the group that plays his
teacher. Ask each group to brainstorm
how they are going to express their
opinions. When they are ready, put Ss
into new groups which contain Quang,
Quang’s parents, and Quang’s teacher.

- You see your real friends less and
less.
- Sitting for too long in front of the
computer makes your eyes tired.

4. Role play
WHAT IS THE SOLUTION?

- Ss can use the language in 4 for
their role-play, and emphasise that
the phrases in the Study skillbox
should be used in their discussion.

- If time allows, call on two or three
groups to repeat their role-play for the
class.

4. Consolidation
Teacher gets students to retell what they have learnt.
5. Homework
- Prepare for the next lesson: Unit 1: Skills 2.
- Learn by heart all the new words
- Do Ex D (WB)

14


Unit 1
Leisure activities
TiÕt 07

Skills 2

Ngµy d¹y: ...... /8/2016

I. Aims
To help students develope writing skill, listening skill.
II. Objectives

By the end of the lesson students will be able to:
- Listen to get specific information about way of spending time with
friends.
- Write to discuss an opinion about leisure activities.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disc.
IV. Anticipated problems
It is rather difficult for weak Ss to express their ideas.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Check Ss’ homework
3. New lesson
Teacher’s activities

Students’ activities
Pre teach
I. New words
- Teacher uses different techniques to
- obesity (n) /əʊˈbiː.sə.ti/: sự béo phì
teach vocab (situation, explaination)
- irritated (adj) /ˈɪr.ɪ.teɪ.tɪd/: tức tối,
- Follow the seven steps of teaching vacab. cáu
- cause (v): gây ra
* Checking technique: Slap the board.

- satisfied (adj) /ˈsæt.ɪs.faɪd/: hài lòng
- hang out (v): đi chơi với bạn
- Share some of the things you often
enjoy doing with friends in your free
time.
- Ask some pairs to volunteer to tell the
class if they find each other’s answers
interesting.

II. Listening
1. Chatting.
Ss tell each other what they usually
do with their friends.

15


Tell Ss that they are going to listen to a
radio programme. Ask them to look at
the questions and underline the
keywords before T plays the recording.

2. Listen then answer the questions

Key:
1.The topic of this week’s
programme is hanging out with your
friends.
2. There are two main ways: hanging
out indoors or outdoors.

- Play the recording as many times as 3. Listen and complete the table
needed. Ss work individually then Key: 1. movies 2.cinema 3. crafts
compare answers with their partner
4. Sports 5. physical health 6.people
7. cultural centres
- Have Ss cover the box and write some III. Writing
of these words/ phrases on the board.
Ask Ss where in a paragraph they often
see these words and what could be the
purpose for using them.
4. Gap fill
Ss work individually to complete the Key: 1. In my opinion/I believe
task, and discuss their answers with a 2.Firstly 3. Secondly
partner. Remind Ss that for
4. Besides/Also/In addition 5. For
some gaps there is more than one these reasons/In short/As I have
correct answer.
This task can be done in small groups
where each group chooses one
question. They then agree on an
opinion and work together to
brainstorm the ideas to argue for their
points. Each member will need to write
his/ her own piece. Remind Ss to use
the connectors they have learnt earlier
in order to better organise their ideas.

5. Writing
I believe the best leisure activity

for teenagers is any group activity.
This could be playing a team sport
or joining a hobby group or even
volunteering. Firstly, teenagers like
to feel that they belong to a group.
Secondly, being part of a group
helps teenagers make friends.
Friendships are very important
toteenagers. In addition, they will
make friends with people who have
the same interests as them. For these
reasons I think group activities are
best for teenagers.

4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next lesson: Unit 7: Looking back & Project.
- Do Ex E1, 2 (WB)
16


Unit 1
Leisure activities
Ngµy d¹y ...... /8/2016

TiÕt 08

Looking back & project

I. Aims
To help students produce the language from the previous sections and link
with the topics.
II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 7.
- Plan a poster advertising a leisure activity.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
It is rather difficult for Ss to make use of all the content of this unit.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Check Ss’ homework
3. New lesson
Teacher’s activities
- Ss complete this exercise
individually or in pairs. Once they
have finished they should be able
to explain their answers as well.
Accept different answers if Ss can
explain their decisions logically.
- Ss complete this task
individually and compare in pairs.
-Give feedback and the correct

answers.

Students’ activities
I. Vocabulary.
1. Find the odd one out.
Key:
1.DIY 2.hanging out 3. hospital 4. detest
5.boring 6.computer

2. Rearrange the letters to find the names of
the activities.
Key:
1.socialising with friends 2.relaxing
3.communicating with friends
4. doing DIY 5. using computers 6.making
crafts

17


- Ss work individually to complete
the exercise. If time allows, T
may ask Ss to swap their work
with each other for peer
correction.
- Have Ss complete the sentences
using their own ideas. Remind
them to use gerunds or toinfinitives.
- Have some Ss read out their
sentences. Accept all answers as

long as they make sense.
- Ss work individually then
compare their answers with a
partner.
After Ss have finished T may
explain to them that they can
register as a user on the website
www.thinkuknow.co.uk in order
to be protected when they go
online.
- Allow Ss plenty of time to do
this task. For each activity they
choose, they should be able to
give at least one reason that led
them to the decision. Then Ss
work in pairs to exchange their
ideas.

II. Grammar.
3. Gap fill
Key: 1.working 2.learning/to learn 3. seeing
4.doing 5. meeting 6. playing/to play

4. Complete the sentences.

5. Gap fill
Key: 1. Firstly 2. Secondly 3. Thirdly 4. In
addition 5. In short

III. Communication

6. Activity 6
Choose from the leisure activities in this unit.
Explain why you think so. Then exchange your
ideas with a partner.

Plan a poster advertising your activity.

**PROJECT
Explain the activity and include some pictures
- Explain that Ss are going to • Explain why this activity is fun/ exciting/
make a poster to promote a interesting
• Give information about the meeting time and
group leisure activity.

- Place Ss into groups of about place
• Tell classmates what they should bring to do
six.
- Get Ss to finish this task at home the activity
Use the poster to present the activity to the rest
of the class. See how many classmates will sign
up to your activity.

4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next lesson: Unit 8: Getting started.

18

Unit 2
Life in the countryside
TiÕt 09

Ngµy d¹y ......... /......../2016

getting started
I. Aims

By the end of the lesson, ss will be able to listen and read for specific
information then practice listening and speaking with the lexical items related to
the topic "Life in the countryside".
II. Objectives
Vocab: Life in the countryside.
Grammar: Comparative forms of adjectives: review, Comparative forms of
adverbs.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
Ss act out some leisure activities. The
Review the previous unit by calling on class makes a guess.

Brainstorming:

some Ss to act out some leisure activities.
The class makes a guess. Then ask Ss to
decide which leisure activities are more
common in the countryside and why.
Write the word ‘countryside’on the board.
Brainstorm words and phrases describing
activities which take place in the
countryside. For more advanced classes,
some comparisons of the countryside and
the city can be encouraged here.

19


3. New lesson
Teacher’s activities

Students’ activities
I. Vocabulary
- T elicits the meaning of new words from - buffalo-drawn cart:
Ss. (use exercise 1a)
- herd (v):
- harvest time (n):
* Checking vocab: R0R

II. Listen and read
Ask Ss to look at the title of the
conversation and the picture and ask What is the conversation about?

them some prediction questions about Which season is harvest time in?
what they are going to read. The What do you think the countryside
questions may be:
is like at harvest time?
What do the farmers do?
Encourage Ss to answer the questions. What do the children do?
Their answers can be as simple as one
word or phrase.
Play the recording. Ss listen and read.
Ask Ss if their predictions are correct.
Ss work independently. Ask them to read 1a. T/F?
the sentences and decide if they are true
or false. Ss compare answers with a Key: 1. T 2. F 3.F 4. T 5.T
partner. Have Ss correct the false
sentences. T writes the correct answers
on the board.
1b. Comprehension questions
Ask Ss to try to answer the questions Key:
without referring to the conversation 1.He’s in the countryside. 2.Right
first. Then Ss refer to the conversation on his first day there.
again for the correct answers. Correct 3.It’s big and colourful.
4. His grandfather.
the answers as a class.
5. Yes, he does.
1c. Gap fill
Ask Ss to look at the words in the box Key: 1. colourful 2. move slowly
and make sure they understand their 3. harvest time 4. paddy field
meanings. If they do not, ask them to 5. herding 6. buffalo-drawn cart
refer to the conversation and have a
guess. Then ask them to do the exercise.

When they finish, ask them to check
their answers with their partner.
1d. Discussion
Have Ss work in small groups to discuss Suggested answers:
and tick the correct box and look for He likes it.
‘… it’s more exciting than I
expression(s) to support their
expected.’
answer.
20


‘It (the kite) looks great up there in
the sky.’
‘I live more happily here, and
there’s still a lot more to explore.’
Ss work independently to label the 2. Matching
pictures. Have them compare their Key: 1. e 2. f 3. a
answers with a partner. T writes the 4. c 5. d 6.b
correct answers on the board.
2. Making a list
T writes the combined list of activities Ss work in pairs to brainstorm some
on the board and leaves it there to be more countryside activities. Give
used in the next activity. Before moving them a time limit, for example, two
on, T makes sure everybody understands minutes to make their lists. Call on
all the vocabulary on the board.
each pair to share their list with the
class.
4. Game: Countryside charades
Divide the class into two teams for this

game. Ss find a relevant name for their
team such as the ‘horses’and the
‘buffaloes’. Play charades with the
countryside activity vocabulary from 2
and the Ss’ list on the board.
To increase the fun element, give the
teams a time limit of 10 seconds to guess
the activity before it moves to the other
team. T keeps score on the board and
announces the winning team at the end.
4. Consolidation
- Teacher gets students to retell the aims.
5. Homework
- Prepare for the next lesson: Unit 2: A closer look 1.
- Practise reading the dialogue.
- Make sentences using new words

21


Unit 2
Life in the countryside
TiÕt 10

A closer look 1

Ngµy d¹y ......... /09/2016

I. Aims
By the end of the lesson, ss will be able to:

- pronounce correctly words containing the clusters /bl/ and /cl/.
- use the lexical items related to the topic of life in the countryside
- Improve their listening skill, wrting skill and pronunciation.
II. Objectives
- Vocab: life in the countryside.
- Phonetics: words containing the clusters /bl/ and /cl/.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
Students may get confused when practising the words stress.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework:
+ Write new words
+ Read the dialogue
3. New lesson
Teacher’s activities

Students’ activities

Ss listen to the recording and repeat
the words. Make sure that they
pronounce the words with the correct
stress

patterns.
Now
check
understanding of these words.

I. Vocabulary
1. Activity 1
- Elicit ideas from Ss. Say, for example,
‘Give me an example of something
vast.’Go through all the words in this way
to make sure everyone understands them.
2. Activity 2

- Ss work individually. Ss compare their
answers with a partner and then discuss
as a class. There may be some
variations in the answers. For a more
able class, encourage Ss to explain why

22

Key:
To describe:
- people: friendly, brave, boring,
nomadic, colourful


they choose that word for the category.

- Make sure Ss understand the

meanings of the verbs first. There may
be some confusion about the difference
between ‘pick’and ‘pick up’. Explain
that ‘pick’is the specifi c verb used for
collecting fruit, vegetables or flowers
though the action is the same as the
more general term ‘pick up’. Ss then
work independently or in pairs. When
they have finished, let them exchange
their answers with a partner/another
pair. Then T elicits the correct answers.
- Ss use the vocabulary they have learnt
in 1 and 3(1for adjectives and 3 for
verbs) to do this exercise. Ask Ss to
look at the sentences and decide if an
adjective or a verb is missing. This
narrows down the area of words they
need to refer to. Ss then complete the
sentences by themselves. Check the
answers as a class.

- life: slow, hard, boring, inconvenient,
peaceful, nomadic, colourful
- Scenery: colourful, vast, peaceful
3. Word web

Key:
ride:a horse, a camel
put up:a tent, a pole
collect:hay, water

herd:the buffaloes, the cattle
pick:wild flowers, apples

3. Gap fill

Key: 1.picking 2.inconvenient, collect
3.herd 4.ridden, brave
5. peaceful 6.Nomadic 7. vast 8. put
up, hard
II. Pronunciation
Clusters: /bl/ and /cl/
5. Listen and repeat

Ss listen and repeat. Pause the recording 6. Listen and circle the word you hear
to drill diffi cult items. Have Ss say the
ords individually or in small groups.
Have Ss listen and circle the words.
Have Ss do the activity in pairs and
challenge each other to choose the
correct words

Have Ss look at the sentences and 7. Listen and repeat
underline the words with clusters /bl/
and /cl/ first. Ss then listen and repeat.

4. Consolidation
Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 7: Closer look 2.
- Learn all the new words

- Do Ex A B1,2,3 (WB)
23


Unit 2
Life in the countryside
TiÕt 11

A closer look 2

Ngµy d¹y ......... /09/2016

I. Aims
By the end of the lesson, ss will be able to use use comparative forms of
adverbs of manner correctly.
II. Objectives
- Vocab: Lexical items related to life in the countryside.
- Grammar: comparative forms of adverbs of manner.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
The lesson may take time.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework:

+ Write new words
3. New lesson
Teacher’s activities
Remind Ss of comparative forms of
adjectives learnt in previous lessons by
asking questions like ‘Which river is
longer, the Mekong or the Red River?’,
‘Who is the tallest boy in our class?’...
Ss do exercise 1. Go round and help Ss
if necessary. Ss exchange their answers.
Check as a class and write the answers
on the board with the full forms of
comparisons.
T first revises the diff erent use of an
adjective and an adverb. For example, T
writes
‘Life in the
city is

24

Students’ activities
I. Comparative forms of adjectives:
review
1. Complete the passage

Key: 1.higher 2. easier 3.better 4.
more exciting 5.more convenient
6. happier 7. more friendly 8.fast
9.safer 10. Best

II. Comparative forms of adverbs
T then introduces the comparative form of
adverbs by changing the second sentence


slow/slowly’and ‘He is moving to ‘He is moving more slowly than
slow/slowly’for Ss to choose the right before.’Elicit the form of comparative
word for each sentence.
from Ss before letting them read number 1
in the table.
T then introduces comparatives of
irregular adverbs like fast, hard, late,
early, welland badly. Let Ss read
2. Activity 2, 3
numbers 2 and 3 in the table.
These exercises can be done after T
introduces comparative forms of
different adverbs (number 1-2-3 in
the table). Ss do the exercises
individually. T checks as a class.

Have Ss do this exercise independently.
T then checks the answers as a class.

Ss do this exercise independently. Walk
around and help Ss who have diffi culty
writing the answers. Ss then check their
answers with a partner. Check as a class
and write the correct sentences on the

board, underlining the comparatives.

Key:
2.
1. more slowly 2.more soundly 3.less
traditionally
4. more generously 5. more healthily
3
Key:
1. better 2. faster 3.later 4. harder
5.worse 6.earlier
3. Underline the correct comparative
forms to complete the sentences.
Key:
1. more optimistically 2. more
popularly 3. less densely populated
4. more quickly 5. more easily 6.
better
4. Write the answers to the questions
below.
Key:
1. The countryside is more peaceful
(than the city).
2. A computer works faster at calculus
(than a human being).
3. Life in a remote area is harder (than
that in a modern town).
4.Ho Chi Minh City is more expensive
(than Hue).
5.Animals can smell better than human

beings.

4. Consolidation
Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 7: Communication.
- Do Ex B4, B5, B6 (WB)
25