Giao an tieng anh 8 tong hop

Period: 1
Week: 1
Teaching date: 23/8/2017
Class: 8/1
HƯỚNG DẪN SỬ DỤNG SÁCH GIÁO KHOA, TÀI LIỆU HỌC TẬP, PHƯƠNG
PHÁP HỌC TẬP BỘ MÔN
I. Objectives
- By the end of this lesson , Ss can know something about England.
- Helps sts understand sth about English and have the effective ways to learn it.
II. Teaching aids.
- Book, planning, picture
III. Procedure
A. Class organization.
- Greeting.
- Checking attendance:
B. New lesson.
Sts’ and T’s activities
Contents
1. Warm up.
- Chatting: What aspects of learning
- Listening…
English do you find the most difficult?
2. Activities
A- T. asks sts some questions about
- It located in North-west coast of Europe
England.
with very mild weather not too hot but not
- What do you know about England?
too cold.
T. gives sts something about England and - It consists of four parts: England, Wales,
English.

Scotland and Ireland.
- It’s official name is the UK
- Each part has its own flag of UK.
-There are many interesting things of
England and you’ll gradually know about
them in the progress of learning English.
English is used all over the world in every
aspect of life.
* English is an international language.
It’s the international language of every
Sts work in groups to talk about England
fields:
communication,trade,economic,
in Vietnamese.
cooperation......
B- Introduce the English book. Student
book and Workbook

It consists of 6 units
- English is not too difficult but it requires
your working hard.
- Focusing on vocabulary you come across.
Write sentence with the new words to
understand more
- Review the lesson everyday.
- Practise English everyday

- How can you learn English well.
5.Home work:

Prepare for unit 1: My hobbies.

1


Period: 2
Teaching date: 23/8/2017

Week: 1
Class: 8/1
Unit 1: LEISURE ACTIVITIES
Lesson1 - GETTING STARTED
It’s right up my street!

I.OBJECTIVES:
By the end of this Unit, students can:
• Use some vocabularies and structures to talk about school activities
II . PREPARATION : sub -board, pictures, cassette
III. TECHNIQUES: Matching, pair work, communicative approach.
III. PROCEDURES:
Teacher’s and students’ activities
Activity 1: Warm up: eliciting questions
-Ask Ss to look at the picture and answer some
questions about the picture
- 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:
1. What can you see in the picture?

2. Why do you think Mai, Phuc, and Nick are
there?
3. What are they holding in their hands?
4. What are they talking about?
5. Can you guess what Mai, Phuc, and Nick like
doing in their free time?
E.g.: Who are they? What is Phong doing?
Activity 2 : Material presentation
- Write the title on the board and ask Ss why it is a
special day.
- Explain the meaning of “it'll take all my savings
” and ask Ss to guess what the picture might show
or what the conversation might be about.
- Let Ss open their books and check their answers.
- Play the recording, Ss listen and read

- Go through the list of activities mentioned.
Encourage Ss to explain what they are and to give
examples.
- Ask Ss if they have done 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 ideas from the text that support their
answers.

Content
Mrs Nguyen, Phong, Vy, and Duy

He’s having his breakfast
I-Listen and read
1- Vocabulary
- Check out
tricks
craft kit
beads
stickers
wool
buttons
tools
comics
2- Structures
I love to watch him
S + love + To- V
I’ll enjoy listening to the melodies.
S + enjoyoy + V-ing
Verbs of liking + To-V/ Ving
3- Some expressions
1. it'll take all my savings
: It won’t take me time to find
2. it's right up your street!
a. Circle the correct answer.
1. bookstore
2. book
3. dog
4. craft kit
5. folk music
6. Vietnamese
b. Which leisure activities do you think Phuc,

Mai, and Nick have? Tick the boxes. Then
find the information from the conversation to
explain your choice.
Phuc Mai Nick
1. pet training
2. making crafts

√
√

2


- 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.
- 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
safe).
- If something is right up your Street, it is the type
of thing that you are interested in or that you
enjoy doing.
- Ask Ss for examples of something they can check
out, and something which is right up their Street.
- For a more able class, ask Ss to make a 2-turn
dialogue in which they use these expressions.

3. reading
4. listening to music
5. learning languages
6. playing sports
7. helping parents with
DIY projects

√

√

√

√
√
√

√

√

Learning tip
DIY: Do It Yourself: Work on the house that you
do yourself without the help of experts, e.g.
painting a room, fixing the garden fence,
building a dog house, etc.
c. Answer the following questions:
Key: l. playing computer games
2. playing beach games
3.doing DIY

4. texting
Activity 3 :
5. visiting museums 6 making crafts
T uses the desk-covering technique
3. Complete the following sentences with
+ Six groups of 6 students work in 3 minutes. words in the box.
Each member writes his/her answer on his/her
2
1
square and the group’s answer in the middle of
their sheet.
3
satisfied
8
relaxing, exciting
+ T collects two sheets to stick on the board for
fun
checking. The left ones are exchanged among the
boring
groups.
7
4
+ T remarks and corrects.
+ S follow and copy down.
6

5

4 GAME:
CHANGING PARTNERS

Activity 4 :
- Describe the leisure activity
- This game can be done in groups of four or six, or
- Say if you have done this activity or not
as a mingle activity.
- Share your feelings about the activity
- If your classroom is large enough, ask Ss to stand
in two lines facing each other. Each pair will talk
Example:
about
P1: Last weekend we learnt to make car models.
- one activity for one minute. When the time is up
I love to do this. It's so much fun...
and T calls ọut 'Change!', they will move one step And I have finished it for a day. I mean it doesn’t
to the left/right to meet a new partner and talk
take long time to fulfill. How about you, Nam?
about another activity.
P2: I played chess with my brother. I tried my
- Individually Ss read and tick the box.
best, but never won him.
- Then T lets them discuss in groups.
-T may ask why or why not they ticked this or that
question.
-Allow Ss some time to write their sentences on a
piece of paper, share them with the class or group.
VI- Homework:
-Practice reading the dialogue.
-Write new words then draw a picture next to the word
-Prepare A CLOSER LOOK 1

3


Period: 3
Teaching date: 25/8/2017

Week: 1
Class: 8/1
Unit 1: LEISURE ACTIVITIES
Lesson2 - A CLOSER LOOK 1

I.OBJECTIVES:
By the end of this Unit, students can:
• Use the lexical items related to the topic “LEISURE ACTIVITIES”
• Pronounce correctly the sounds /br / and /pr/ in isolation and in context
II . PREPARATION : sub -board, pictures, cassette
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES:
Teacher’s and students’ activities
Activity 1:
- Ask Ss to work in pairs to examine the pie chart
closely in order to understand its contents,
including the
- heading, subheadings, figures, colour 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
questions such as:

1. What is the pie chart about? Where can you
find the information?
2. What do the different coloured sections of the
chart refer to?
3. How are these sections calculated?
4. What does the ‘Note’ tell you?
5. What does the 'Source' tell you?
- explain some new words
- Let Ss work in pairs.
- Then check their answer.
Activity 2 :
-Have Ss work individually to complete the task.
-After giving corrective feedback, draw their
attention to; the part of speech of the words
mentioned (e.g. relaxing comes from the verb
relax with -ing added, and it refers to the activity).
-Then introduce the concept of gerund (a noun
made from a verb by adding -ing).
- 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 make their own
sentences.
- Let Ss work in pairs.
They have to put the words in 1 into groups.
- Then check their answer.
- Explain to them which words go with each verb
Activity 3 :
- For a more able class, ask Ss to cover the
category labels. Have Ss look at the words and

Content
1. Look at the following pie chart on leisure
activities in the us and answer the questions
I- Vocabulary
- total
- leisure
- communicate
- averages
- Socialize
Key:
1. In 2012, people in the US spent 5.1 hours a day
on sport and leisure activities.
2. The main activities they did include watching
TV, socialising and communicating, reading,
participating in sports, exercise and recreation,
using computers for leisure, relaxing and thinking.
3. The three most common activities were
watching TV, socialising and communicating, and
using computers for leisure.
2 Complete the table with information from the
pie chart
Name of activities
verbs
relaxing
relax
thinking
think
using
use
doing

do
watching
watch
reading
read
socialising
socialise
communicating
communicate

3. Look at the words. Match them to the
category labels.
4


try to guess what these words have in common.
- T may elicit answers from Ss by asking
questions, for example:
1. What is the common verb we often use with
these? How can we use this verb to describe
the activity?
2. Who do we often do these with? Where do we
often do these? etc.
- Do not give correction at this step.
- Ask Ss to work in pairs to complete the task.
- Once they have finished and T has given
corrective feed back, encourage them to add
more words in each category.
- Tell Ss to do the task individually.
- Call some Ss to write on the board

- Then check their answers
Activity 4:
- Have Ss work in small groups.
- Allow them enough time to think about what
their average day may look including study and
work and how much time spend on leisure
activities.
- If there is plenty of time on leisure, encourage
them to calculate these times as percentages and
put them in a simple pie chart similar to.
- Alternatively, this task can be done as a mingle
activity.
- Have Ss write down how much time they spend
on leisure in an average day, and the three
activities they do the most.
- 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 are in the class are.
- Ask Ss to write the three leisure activities about
themselves in their notebooks, using the
combinations above.( They can write as many
sentences as possible)
- Share their ideas with a partner.
Activity 5:
- Have Ss work individually to complete this task.
Once they have finished, Ss work in pairs to
compare their answers.
- Play the recording for Ss to check and then
repeat.

- Pause the recording to drill difficult items.
- Ask Ss to add more words which contain these
clusters.
- For a more able class, Ss may make sentences
with these words and practise saying them.
Activity 6:
- Have Ss practise the words with the dusters first.
- Then ask them to repeat the whole sentence.

Key:

1. e
5. d

2. b
6.h

3. f
7. c

4. a
8. g

4. How much time do you spend a day on
leisure activities? What are the three activities
that you do the most? Share your idea with a
partner.
*Write sentences about yourself
E.g
1. I often listen to music, read book comics and

play badminton after school.
2. I enjoy something interesting like doing
sports: going swimming, playing basket ball or
table tennis in my free time.
3. When I have free time, I love outdoor things
just like going swimming, playing football or
going camping.
…………………………………………………

II-Pronunciation Clusters /br/ and /pr/
5. Complete the words under the pictures
with /br/ or /pr/. Listen to check your answers
and repeat.
1. apricot
2. bridge
3. bracelet 4. bread
5. princess 6. president 7. present 8. broccoli

6. Listen and repeat.
5


- If time allows, ask Ss to cover their books and
listen to the recording.
- If they hear the word with cluster /pr/ they have
to raise up their left hand, if it is duster /b r/ they
raise their right hand.
Audio script:
1. She loves making apricot jam.
2. My dad likes making bread in his free time.

3. Hien is our club president.
4. Mai keeps all her bracelets in a beautiful box.
5. You will need a brush if you want to paint ỵour
room.
6. This is a wonderful present. Thanks so much!

2.
3.
4.
5.
6.

She loves making apricot jam.
My dad likes making bread in his free time.
Hien is our Club president.
Mai keeps all her bracelets in a beautiful box.
You will need a brush if you want to paint
your room.
7. This is a wonderful present. Thanks so much.

III- Homework:
-Practice vocabulary and pronunciation of 2 the sounds /br/ and /pr/ again
-Make 5 sentences with new words
-Prepare A CLOSER LOOK 2

6


Period: 4
Teaching date: 29/8/2017

Week: 2
Class: 8/1
Unit 1: LEISURE ACTIVITIES
Lesson 3 - A CLOSER LOOK 2

I.OBJECTIVES:
By the end of this Unit, students can:
• Use the lexical items related to the topic “LEISURE ACTIVITIES”
• Use the verbs followed by gerund and/or to-infinitive
II . PREPARATION : sub -board, pictures, cassette
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES:
Teacher’s and students’ activities
Activity 1:
- Let Ss do the task individually.
-T corrects their answers (and may call some
Ss to say their answers separately)
T gives explanation if necessary
Activity 2 :
-Allow Ss to write the sentences in their
notebooks, referring to interview.
- Call 1 or 2 Ss to write on the board
- Check their answers
- Then ask Ss to give the rule and use of gerunds
and to-V
-Let them study the grammar box.
-T can add something and give more examples if
necessary

Content
1. Read the conversation in Getting Started
again. Underline verbs that are followed by a
gerund.
Key:
1. think I’ll enjoy listening to the melodies.
2. I liked reading Doraemon comics
3. Stop reading comics!
2. Tick the appropriate box
Look out
adore, love, like, enjoy, fancy
don't mind dislike, don't like hate detest
I- The gerund and infinitive
a- Usage:
If we want to follow a verb with another action,
we must use a gerund or an infinitive.
We use gerund / to-V after “adore, love, like,
enjoy, fancy, don't mind, dislike, don't like hate
detest” without much change in meaning.
b- Formation:
S + V +V-ing / To-V

1. love

followed by followed by both
gerund only
gerund!
and to-infinitive
√
√

2.enjoy

√

3. detest
4. prefer

√
√

5. fancy

√

√

3. Write the correct form of the verbs
Activity 3:
- Ask Ss to refer to the conversation in Getting Key:
1. making
Started. T can ask Ss to focus on the verbs used
2. to watch / watching
in gerunds
3. skateboarding
-Play the recording again and ask Ss to listen
4. to learn /learning
and follow the conversation on the page.
5. sitting
-Ask Ss to underline the gerund form.

7


Activity 4:
- Ss work in pairs.
- T goes round and corrects mistakes or gives
help when and where necessary

4 Write sentences about what you like or don't
like doing in your free time, beginning with the
following. Then share what you have written
with your partner.
1. I adore
2. I love
3. I fancy
4. I don't mind
5. I don’t like
6. I detest
Activity 5:
5. Look at the following e-mail that Minh Duc
-Have Ss study the example first.
wrote to his new pen friend.
-Then ask them to give the correct verb forms.
a) There are six grammar mistakes in his e-mail.
(Ask them to repeat the verb form in each
enjoy do → enjoy doing
sentence, and read the whole sentences
like have → like having
correctly).
mind to do → mind doing

-T may ask them to say why to use the gerund
hate spend → hate spending
form in each sentences.
love eat → love eating
like do
b) Answer the questions.
1. Duc mentions 6 activities in his e-mail.
play video games
watch TV
go to the park
play football with my friends
do homework
eat out with my family.
2. I think he enjoys playing video
games the most.
6. Write a similar e-mail to tell your friend
Activity 6:
about your free time, using the verbs of liking
-Ask Ss to do the task by themselves or in pairs. gerunds or verbs of liking + to-infinitive Swap
-T correctly their mistakes.
your work with a partner and check mistakes.
Ss write an e-mail to tell their friends about their
- activities that you like doing and do not like
own free time.
doing.
T corrects
- activities that you enjoy the most.
Hi, my name's Nam.
Thanks for your email. Now I’ll tell you
about my activities in my free time. I

often play football with my friends. I
enjoy doing this very much! I
sometimes help my parents too. I do
homework every afternoon. I hate
watcthing TV all the eveing, but I love
taking short works after dinner! On the
weekend, I enjoy going swimming most.
It is so funny!

III- Homework:
Copy the email onto exercise notebook.
-Prepare communication

8


Period: 5
Teaching date: 29/8/2017

Week: 2
Class: 8/1
Unit 1: LEISURE ACTIVITIES
Lesson 4 - COMMUNICATION

I.OBJECTIVES:
By the end of this Unit, students can:
• Ask appropriate questions when making new friends at a new school
II . PREPARATION : sub -board, pictures, cassette
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES:

Teacher’s and students’ activities
Extra vocabulary
Refer to any words in the Extra vocabulary box that Ss do
not ỵet know and ask Ss to trỵ to guess what the meaning
is, and how that may relate to leisure activities.
Activity 1:
Explain to Ss that they are going to read about
some activities teenagers do in their spare time.
- Have Ss cover the text and just look at the photos (with
name and country).
- Encourage Ss to guess what these students in the photos
like doing as leisure activities. Then set a reading time
limit and have Ss speed read the text.
- Close books and play a memory game: dividing Ss into
competing groups to tell how much information they can
remember from the text
- Motivate Ss by counting every detail they remember!
- Do not check comprehension at this point.
Activity 2:
- 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 f.rst
- abbreviation. Then have Ss work in pairs to complete
the task.
- 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.
- If time allows, have Ss write short texts or messages in
which they use these abbreviations and/or their newly
added ones and send them to each other.
Activity 3:
Have Ss work in pairs or small groups to complete the
table. Allow Ss to read the text more closely to fill in to
complete the table.
Activity 4:
- Have Ss work in pairs to put the leisure activities in the

Content
Extra vocabulary
window shopping
to be hooked on something
to sound weird
to be addicted to something
1. Read the following article on the
magazine
1-Vocabulary
hanging out
European
Capital of Culture
Drama
Hook on
addict

2. The abbreviations:

Other abbreviations used for Online
chatting/texting.
URA * You are a start
TA
Thanks a lot
SUP What’s up?
SRY Sorry
Rly
really?
PLZ Please
…
PLU

3. Find information in the text to
complete the table.
Who?

What activity is
mentioned?

What does he / she
think of it?

9


text in order from the most interesting to the most
boring.
- Once they have their list, form a bigger group of four
and each1 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.
Example:
- playing football
- hanging out with friends (window shopping)
- working as a volunteer
- cloud watching
- going to community centre,
- painting, dancing,
- doing drama
- helping his aunt in running cooking classes

Emily • hanging out with
friends (window
shopping)
• working as a
volunteer
Hang • cloud watching

She loves it.

She adores it. It's
easy.

Linn • going to
She loves it.
community centre,
painting, dancing,
• doing drama

Minh • playing football
He likes it.
• helping his aunt
in running cooking
classes
Manuel • hanging out with It's fun.
friends (window
shopping)
• working as a
volunteer

4. Work with your partner and put the
activities in 3 in order from the most
interesting to the most boring. Then
compare your ideas with other pairs.
III- Homework:
- Write five sentences about your good friends.
-Prepare SKILLS 1

10


Period: 6
Teaching date: 31/8/2017

Week: 2
Class: 8/1
Unit 1: LEISURE ACTIVITIES
Lesson 5 – SKILLS 1

I.OBJECTIVES:
By the end of this Unit, students can:
-Read for general and specific information about the possible effects of spending too much time
on the computer.
- Talk about 'good' and 'bad' sides of leisure activities
II . PREPARATION : sub -board, pictures, cassette
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES:
Teacher’s and students’ activities
Content
READING
I- READING
Activity 1:
1. What are the benefits of using
- Start the lesson by doing a quick class survey on how
computers or Mobil phones for leisure
many Ss use computers frequently and what they use
activities? What are the harmful
- them for
things it may bring us?
- Give examples of your own use of computers and mobile
a. benefits
phones.
- watching movies
- Then have Ss work in pairs to discuss the questions.
- listening to music
- Call on some pairs to share their ideas once they have
- playing games
finished their discussion.
- accessing social media

- Write the ideas on the board.
- doing homework,… etc.
Activity 2:
b. harms
Sức khỏe mắt
- Ask Ss to look at the title and the picture and predict
- Eye Health
what they are going to read. Say that they are going
- Chronic Pain Đau mãn tính
Vi trùng
- to read about a student named Quang.
- Germs
sự bức xạ
- Encourage Ss to develop their ideas by guessing what
- Radiation
Quang's story is about.
- Then ask Ss to read the text and underline any words
2. Read the passage and choose the
they don't know.
correct answer:
- Have Ss discuss any unfamiliar words from the text.
1 Vocabulary
- Ss then work individually to choose the best answer
1. virtual
- They need to be able to explain their choice as well.
2. imagine
Activity 3:
3. exist.
- Tell Ss for this exercise they will need to look at the
Key: 1. B 2. C

keywords in the responses in order to find out the
questions.
- Ss work individually then compare their answers with a
partner.
3. Write the questions for the answers
- Allow Ss to read in chorus once. Then, call some
based on information from the text.
individuals to read aloud to the class in order to check
Key:
their pronunciation and intonation.
1. Is Quang's garden real?
SPEAKING
2. What is the problem with using
Activity 4:
technology in your free time?
- Explain to Ss that these speech bubbles are from Quang 3. What leisure activities do teenagers do
and his parents.
these days?
- Ss may work in pairs or in groups, but they will need to 4. What are the benefits of using t e
say why they think who says what, based on the
compute?
Information from the passage.
- Go through the phrases in the Language notes box with
II- SPEAKING
11


Ss. For one of the speech bubbles, demonstrate how you
can use this language:
- A: In my opinion, computer games 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
- Ask for volunteers to demonstrate their short exchanges
(Discuss any common errors and provide further practice
if necessary.

Language notes
Giving an opinion: I think that.. In my
opinion...
Asking for an opinion: What do you think?
How do you feel about that?
Agreeing: I agree with you; That's so true.;
Exactly.
Disagreeing: I'm afraid I don’t agree.; I
don't think so.
4. Quang and his parents are talking
about how he should spend his free time.
Decide which statements are from Quang
and which ones from his parents.
Quang's parents

- Go out out and play a sport. It’s good for
you .
- Sitting for too long in front of the
computer makes your eyes tired.
You see real friends less and less.
Quang:

- I think computer games train my mind
and my memory.
- My English much better because I surf
the net.
- I’ve made lots of friends from the game
network.
Short exchanges
- A: In my opinion, computer games train
your mind and your memory.
- B' That's so true. / I'm afraid I don't
agree.

Activity 5:
- Before the role-play starts, arrange Ss into three groups.
- 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. .
5. Role play: Free practice
- Tell Ss that they can use the language in 4 for their role
Quang's parents:……………………………….…..
play and emphasise that the phrases in the skill box
Quang:……………………………..…………….…..
Quang's parents:……………………………….…..
should be used in their discussion
- If time allows, call on two or three groups to repeat their
role-play for the class.
III- Homework:
- Write four sentences about your school.(answer these questions above
-Prepare SKILLS 2

12


Period: 7
Teaching date: 24/8/2015

Week: 3
Class: 8/1, 8/2
Unit 1: LEISURE ACTIVITIES
Lesson 6 – SKILLS 2

I.OBJECTIVES:
By the end of this Unit, students can:
- Listen for specific information about ways of spending time with friends
- Write to discuss an opinion about leisure activities
II . PREPARATION : sub -board, pictures, cassette
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES:
Teacher’s and students’ activities
LISTENING
Activity 1:
- Share some of the things you often enjoy doing with
your friends in your free time.
- Ask Ss to tell each other what they usually do with their
friends.
- Ask some pairs to volunteer to tell the class if they find
each other’s answers interesting.
- Tell Sst hat they are going to listen to a radio programme,
- Ask them to look at the questions and underline the key

words before Teacher plays the recorder.
Activity 2:
- Play the recording.
- Ask Ss to listen only the first time. Then play the
recording again and allow Ss to choose the correct
answers as they listen.
- Ss can share their answer before listening to the
recording a final time to check
Audio script:
In this week's programme we'll share with you some
cool ways to hang out with your best friends after a busy
week at school. Basically you can hang out indoors or
outdoors. If you like staying indoors ask your parents if
you can invite one or two friends over. Make some
popcorn! Watch a movie! It's more comfortable than going
to a cinema! Or if you’re feeling Creative, you can make
crafts together. You'll feel satisfied once you finish
something. If you fancy being outdoors, play some sports
together. Football, badminton, biking... you name it! Or it
can simply be a relaxing walk in the park. All these
activities are good for your physical health. Do you prefer
something more exciting? Go downtown and do some
people watching. It's fun. If you like something more
organised, go to cultural centres, libraries, and museums.
Educate yourself while having fun!
Activity 3:
Play the recording as many times as needed. Ss work
individually then compare answers with their partner.
WRITING
Writing tip: Tell the class the importance of punctuation

Content
I- LISTENING
1. What do you usually do with your
friends in your free time?
1. Vocabulary:
* helpful
* favourite

2. Listen to the radio programme and
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.

3. Listen again and complete the
table.
1..movies 2.cinema 3. crafts
4. sports 5. physical health 6.people
7. cultural centres

WRITING
Writing to give an opinion
Organising your ideas
- Introducing your opinion
In my opinion,
I believe
13

marks. Allow some time for the Ss to study the writing tip.
Explain to them the new words and punctuation marks.
Activity 4:
Have Ss cover the box and write some 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.
- Ss work individually to complete the task, and discuss
their answers with a partner.
Remind Ss that for some gaps there is more than one
correct answer.
Activity 5
- This task can be done in small groups where each group
chooses one question. They then agree on an op" work
together to brainstorm the ideas to argue for their points.
Each member will ' to write his/ her own piece.
- Remind Ss to use the connectors they have learnt earner
order to be organise their ideas.
- Tell Ss to write a draft first by trying to answer all the
questions.
- Then Ss write a paragraph of about 80 words about their
school, covering as many ideas as possible of the
answers to these questions
- Tell Ss to pay attention to punctuation, structural
elements, linking words, etc.

- Explain your opinion
Firstly, secondly, thirdly, finally

- besides, also, in addition
Concluding/summarising your opinion
For these reasons,
In short,
As I have noted.
4. Complete the passage
Key:
1. In my opinion / I believe
2. Firstly
3. Secondly
4. Besides/Also/ln addition
5. For these reasons/ In short/ As I have
noted .....................
5. Now write a similar paragraph to
answer of the following questions.
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 to teenagers. 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.

III- Homework:
- Practise writing a webpage for your school.

-Prepare LOOKING BACK

14


Period: 8
Teaching date: 25/8/2015

Week: 3
Class: 8/1, 8/2
Unit 1: LEISURE ACTIVITIES
Lesson 7 – LOOKING BACK

I.OBJECTIVES:
By the end of this Unit, students can:
• Remember and use what they have learnt during the unit to help them answer the questions
so Ss can see how far they have progressed, and which areas they need further practice
II . PREPARATION : sub -board, pictures, cassette, charts
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES:
Teacher’s and students’ activities
Vocabulary
Activity 1:
- 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.
Activity 2:
- Ss complete this task individually.
- Tell Ss to write the words in their notebooks.

- Then T corrects the mistakes.
- Let them repeat the words. Check their pronunciation

Grammar

Activity 3.
Ss work individually to compete the exercise.
If time allows, T may ask Ss to swap their work with each
other for peer correction.
Activity4.
Have Ss complete the sentences using their own ideas.
Remind them to use gerunds or to-infinitives.
Have some Ss read out their sentences.
Accept all answers as long as they make sense.
Activity 5.
- 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.

Communication
Activity 6.

Content

1. Which one is the odd one out?
- Suggested answers
1.DIY
2. hanging out 3. hospital
4. detest

5. boring
6. Computer
2. Rearrange the letters to find the name
of the activities.
Key:
1. socialising with friends
4. doing DIY
2. relaxing
5. using computers
3. communicating with friends
6. making crafts
II- Grammar
3. Fill the gaps with the correct form of
the verbs.
1. working 2. learning/to learn
3. seeing
4. doing
5. meeting
4. Complete the following sentences with
your own ideas.
1.
2.
3.
4.
5.

My best friend doesn't mind ………….
Do you fancy ……………………. ?
My father used to hate ……………….,
but now he likes doing it.

I love ………………………………….
My cousin detests…………………….

5. Read this paragraph from
www.thinkuknow.co.uk by CEOP, the
UK government agency that Help
protect children from harm Online and
offline in the UK and internationally.
Choose the most suitable words/ phrases
to fill the gaps
Key:
1. Firstly
2. Secondly 3. Thirdly
4. In addition 5. In short
6. Choose from the leisure activities in
this
15


- 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.

Activity 7.
- T asks Ss to complete the self-assessment.
- Have Ss discuss as a class what difficulties remain and what
areas the Ss have mastered.
- Finally ask Ss to complete the self-assessment.
- Identify any difficulties and weak areas and provide further

practice

- one activity you think is fun
- one activity you think is boring
- one activity you think is exciting
- one activity you think is good for
physical heal
- one activity you think is good for mental
heal
Explain why you think so. Then exchange
your idea with a partner.
Finished!
Finished! Now you can…………
- talk about leisure activities
- use verbs of liking+ gerunds and toinfinitives
- pronounce words containing the clusters
/br/and /pr/correctly in isolation and
sentences
use signal words to write about my
opinion in an organised way

16


Period: 9
Teaching date: 7/9/2015

Week: 3
Class: 8/1, 8/2

UNIT 2 : LIFE IN THE COUNTRYSIDE
Lesson 1: GETTING STARTED (p.16)
I. Objectives.
By the end of the lesson, Ss will be able to talk about life in the countryside.
II. Teaching aids:
- Stereo, CD.
III. Procedures
1. Class organization.
- Greetings.
- Checking attendance:
2. New lesson.
CONTENT
T’s & Ss’ Activities
Warm up :
Brainstorm the activities
countryside activities
- fly kites
- swim in the river
- water the vegetable
- play marbles
Getting started:
Set the scene
What can you see in the picture ?
Answer the questions as a class.
What are the children doing ?
Do you like living in the countryside?
Listen and read :
- Introduce some new words.
Vocabulary:
Play the CD, ss follow along

+ buffalo- drawn cart ( n ) : xe trâu kéo
Read the conversation
+ go herding ( v ) : chăn trâu..
Run through key words
Exercise 1a : Are the sentences T or F?
Do the task individually
Answer key :
Give feedback
1. T 2. F 3.F 4.T 5.T
Exercise 1 b: Answer the following questions
Answer key :
1. He’s in the countryside.
2. Right on his first day there.
3. It’s big and colorful.
4. His grandfather.
5. He means that he wishes he were in the
countryside.
Exercise 1c: Complete the sentences with words in
the box.
Answer key:
1.colorful
2.move slowly
3.harvest
time
4. paddy field
5. herding
6. buffalodrawn cart

Ss read the conversation & answer
the questions

Give feedback

- Ask ss to look at the words. If
they don’t know the meaning,
refer to the conversation and
guess.

17


Exercise 1 d :In group, discuss and find how
Nguyen feels about his stay in the countryside. Tick
the appropriate box.
Answer key:
He likes it ( “It’s more exciting than I expected” , I
live more happily here, and there’s still a lot more to
explore”
Exercise 2 – Match the activities with the pictures.
Answer key:
1 – e 2- f 3 – a 4 – c 5- d 6 - b
Exercise 3 Can you think of some more things that
children do in the countryside? Make a list.
Exercise 4: COUNTRYSIDE CHARADE
Homework :
- Do exercise 1& 2p.10-11 exercise book.

In groups, ss discuss. Ss share the
ideas as a class.

SS work independently to label

the pictures.
Give feedback.
Ss work in groups to brainstorm
the activities.
- Ss play game.
Do the task at home

18


Period: 10
Week: 4
Teaching date: 8/9/2015
Class: 8/1, 8/2
UNIT 2 : LIFE IN THE COUNTRYSIDE
Lesson 2: A CLOSER LOOK 1 ( p. 18)
I. Objectives.
By the end of the lesson, Ss will be able to use the lexical items related to the topic as
well as know how to pronounce /bl/ and / cl / .
II. Teaching aids:
- Stereo, CD.
III. Procedures
1. Class organization.
- Greetings.
- Checking attendance:
2. New lesson.
CONTENT
T’s & Ss’ Activities
Warm up : By using pictures, remind Ss of the
Show pictures.

vocabulary they learnt in the previous lesson.
Vocabulary :
+ nomadic / nou'mædik] / (adj ) : nay đây mai
Introduce to ss some new words.
đó, du cư
+ vast / vɑ:st] / (adj ) : mênh mông, rộng lớn
SS listen to the recording and repeat the
words. Pay attention to the stress.
+ hay / [hei] / ( n ) : cỏ khô
Ss do the exercise individually. T
Exercise 1: Listen and repeat the words
corrects the exercise as a class.
Exercise 2: Put the words in 1 into the appropriate Encourage ss to explain why they
choose that word for the category.
category. Some words can be used in more than
one category.
To describe... Words
people
friendly, brave, boring,nomadic,
colorful
life
slow, hard, boring, inconvenient,
peaceful,nomadic, colourful
scenery
colourful, vast, peaceful
Exercise 3: Match the nouns/ noun phrases in the Ss do the exercise individually. T
explains some confusing words then
box with each verbs.
corrects the exercise as a class.
ride: a horse, a camel

put up: a tent, a pole
collect: hay, water
herd: the buffaloes, the cattle
pick: wild flowers, apples
Ss look at the sentences and decide if
Exercise 4: Use the words from 1 and 3 to
an adjective or a verb is missing. Ss do
complete the sentences. Remember to use the
by themselves. Check the answers.
correct form of the verbs.
Answer key:
Ss listen and repeat.
1. picking 2. inconvenient, collect 3.
herd
4. ridden,brave 5. peaceful 6. nomadic 7.
Ss listen and circle the words. Ss do in
vast
19


8. put up, hard
PRONUNCIATION:
Exercise 5: Listen and repeat the words you hear.
Pay attention to the initial clusters.
Exercise 6: Listen and circle the words you hear.
Answer key:
blame, blast, blue,clock, close
Exercise 7: Listen and repeat.
Homework :
- Do exercise 5 & 6p.12 exercise book.

Period: 11
Teaching date: 9/9/2015

pairs and challenge each other to
choose the correct words.
Ss look at the sentences and underline
the words with clusters / bl/ and /cl/
first. Ss then listen and repeat.

Do the task at home

Week: 4
Class: 8/1, 8/2
20


UNIT 2 : LIFE IN THE COUNTRYSIDE
PERIOD 3 : A CLOSER LOOK 2

I. Objectives.
By the end of the lesson, Ss will be able to use comparative form s of adverbs of manner.

II. Teaching aids:
- Stereo, CD.
III. Procedures
1. Class organization.
- Greetings.
- Checking attendance:
2. New lesson.

CONTENT
Warm up: review comparative form of adjectives.
1. Who is the tallest boy in our class?
2. Who is the most beautiful girl in our class?
...
Exercise 1 : Complete the passage below with a suitable
comparative form of the adjectives provided.
Answer key:
1.higher 2. easier 3. better 4. more exciting
5. more convenient 6.happier 7. more friendly 8.
fast 9. fafer 10. best
GRAMMAR
COMPARATIVE FORM OF ADVERBS
- Life in the countryside is slow/ slowly
He is moving slow/ slowly.

Exercise 2: Complete the sentences below with suitable
comparative forms of the adverbs provided.
Answer key:
1.more slowly 2. more soundly 3. less traditionally
4. more generously 5. more healthily
Exercise 3: Finish the sentences below with a suitable
comparative forms of hard, early, late, fast, well and
badly.
Answer key:
1.better 2. faster 3. later 4. harder 5. worse
6. earlier
Exercise 4: Underline the correct comparative forms to
complete the sentences.
Answer key:

1.more optimistically 2. more popularly 3. less
densely populated 4. more quickly 6. better
Exercise 5 : Write the answer to the questions below
AK:

T’s & Ss’ Activities

SS do individually. T gives feedback.

First, T revises the different use of of
and adj and an adv through examples.
Ss choosethe right word. T then
introduces the comparative form of
adverbs by changing the sentence: He
is moving more slowly than before.
Then T introduces comparatives of
irregular adverbs like fast, hard, late,
early, well and badly. Let ss read
numbers 2 & 3 in the table.
For exercises 2,3,4 and 5, ss do
independently. T moves around and
helps.

21


1.The countryside ismore 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. A buffalo can plough better than a horse.
Homework:
Do exercise 7 p. 12, C& D p. 13 exercise book.

22


Period: 12
Teaching date: 11/9/2015

Week: 4
Class: 8/1, 8/2

UNIT 2 : LIFE IN THE COUNTRYSIDE
PERIOD 4 : COMMUNICATION

I. Objectives.
By the end of the lesson, Ss will be able to talk about what they like and dislike about the
countryside.

II. Teaching aids:
- Stereo, CD.
III. Procedures
1. Class organization.
- Greetings.
- Checking attendance:
2. New lesson.
CONTENT

Warm up : Sharing thoughts about the
countryside.

T’s & Ss’ Activities
- Have ss share their thoughts. Others can
give comments.

Exercise 1: Read the posts on “ Holidays in the
countryside”

- Explain that they are going to read some
online posts from people all over the world
. They are talking about their experiences
of staying in the countryside. They all have
very different opinions of the experience.

Exercise 2 : What are the attitudes of theses
peple towards their experiences? Tick the
appropriate box.

Exercise 3 : Work in groups. Reply to the posts in
1 Write down your replies.

Have ss do the exercise individually. Ask
them to look for expressions which help
them decide the answers. Check the
answers as a class.
Choose a few groups to share the answers.
Put ss in groups. Explain that now they
have a chance to reply to each post with

their own opinions. Hand out a piece of
paper for each post. The groups write the
name of each post at the top. Each ss writes
a short reply to a post and then passes the
paper to the person on the left. They take
the next paper from the right. Ask each
group to read out one of their reply chains
to a post and discuss as a class.

Homework :
- Do exercise C3& D1 p.13 exercise book.

23


Period: 13
Teaching date: 14/9/2015

Week: 5
Class: 8/1, 8/2

UNIT 2 : LIFE IN THE COUNTRYSIDE
PERIOD 5

:SKILLS 1

I. Objectives.
By the end of the lesson, Ss will be able to understand more about healthy lifestyles.

II. Teaching aids:

- Stereo, CD.
III. Procedures
1. Class organization.
- Greetings.
- Checking attendance:
2. New lesson.
CONTENTS
READING:
Exercise 1 : Quickly read the passage and choose the
most suitable heading A, B, C for each paragraph.
Key:
1. B
2. C
3. A

T’s & Ss’ Activities
SS read the headings first and make sure
they understand their meanings. Then
choose the correct heading for it. SS
change their answers. Some ss explain
their choice to the class.
SS read the passage again then do the
exercise.

Exercise 2: Match the descriptions with the words
and phrases from the passage.
key :
1-b 2- d 3-e 4- a 5-c
Exercise 3 : Read the passage again and choose the
correct answer.

Key:
1- A 2-C 3- A 4-B 5- B 6- D

SPEAKING:
Exercise 4: Work in pairs. Interview your partner to
see if he/ she likes or dislike Mongolian nomadic
life.
Exercise 5a : Work in pairs. Discuss and find:
- Two things you both like about the
countryside.
- Two things you both dislike about the
countryside.
Exercise 5b: Report your findings to the class.
Present your chart to the class.
Homework :
- Do exercise 3p.15 exercise book.

SS do the exercise independently. Guide ss
to look for key words which can help them
find the part of the passage where the
information for the answers is given.
Ss should refer to the passage and
underline at least one thing they like about
Mongolian nomadic life and one thing they
don’t like about it. Then start the interview.
Encourage them to follow up and talk
about as many different details as possible.
Ss move from talking about nomadic life to
the countryside in VN.Ss work in pairs,
discussing which two things they bothlike

and which two things they both dislike.
They can make a list to report to the class
later.

Do the task at home

24


Period: 14
Week: 5
Teaching date: 16/9/2015

Class: 8/1, 8/2

UNIT 2 : LIFEIN THE COUNTRYSIDE
PERIOD 6 : SKILLS 2

I. Objectives.
By the end of the lesson, Ss will be able to write a paragraph about changes in the countryside.

II. Teaching aids:
- Stereo, CD.
III. Procedures
1. Class organization.
- Greetings.
- Checking attendance:
2. New lesson.
CONTENT
LISTENING:

Exercise 1 : Listen to a boy talking about changes in
his village and tick the changes he mentions.
Answer key:
Electrical appliances in thehomes.
Means of transport
School
Visitors
Exercise 2 : Listen again and say if the sentences are
True or False.
Answer key:
1.F
2. T 3. F 4. T 5. T
Exercise 3: Listen again. Answer the questions in no
more than 4 words.
Answer key:
1. His parents
2. Life outside their village
3. Nearby/ Near the village
4. The way of life
WRITING:
Exercise 4: What do you think?
Which changes in the Listening do you see as
positive? Which do you see as negative? Support
your opinion with a reason. Write it out.
Exercise 5: Work in groups. Discuss and find some
changes in a rural area. Make notes of the changes.
Q. 1, 2, 3 students’ book.

Exercise 6:
Write a short paragraph about the changes.

Homework :
Do exercise 2,3 page 8 exercise book.

T’s & Ss’ Activities
Give ss time to read the changes (A-F).
Make sure ss understand the meaning of
the changes. Play the recording and ss
tick the changes which are mentioned.
- Explain the word “earthen”. Ss listen
and do the task.

Ss read the questions first to see what
kind of information they need to find. SS
listen and write down the answers. T
checks as a class.

Remind ss the changes from Listening.
Read the example given to write their
opinion about the changes.
Put ss in small groups. Ss in each group
work together to decide which rural area
they will talk about.Then discuss and note
down some changes they can find in this
area.
Write a paragraph descrbing the changes.
T moves around to help. Providing them
with some key words/ phrases like: The
first change is ... or the change we are
most interested in is ...
Do the task at home

25