GA Tiếng Anh 8 HK1

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Period: 1 
Teaching date: 1/9/ 2017

HELP STUDENTS HOW TO USE THE
BOOK

AND HOW TO LEARN ENGLISH 
I- Objectives:

- By the end of the lesson sts understand something about country and
people in England, understand sth about English and know how to learn
English well.

II- Teaching aids:
- Book; picture.

III- Teaching Procedure:
A.

B. Class organization:

- Greetings and checking attendance:
- 8A3:...…..

C. New lesson:

Teacher’s and sts’ activities Content

1. Warm up:

* T gives a picture and asks sts

“Where is it?”

* Sts look at the picture and guess:

- Where is England, Wales, Scotland,
Northern?

2. Presentation:

* T asks sts some questions about
England.

- What do you know about

- Picture about United Kingdom.

- It is located in North-west coast of Europe
with very mild weather not too hot but not too
cold.

- It consits of four parts: England, Wales,
Scotland and Ireland.

(Liên hiệp Vương quốc Anh

và Bắc Ireland)

- Sts talk about England.

Name Flag

Populati
on

(2011
Census)

Area
(km²)

Pop.
density

(/km²)

Capital

England 53,012,456 130,395 406.55London
Scotland 5,295,000 78,772 67.22Edinburgh
Wales 3,063,456 20,779 147.43Cardiff

Norther
n 
Ireland

No flag 1,810,863 13,843 130.81Belfast

United 
Kingdo

63,181,77
5

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England?

* T gives sts something about
England and English.

3. Practice:

* English is an international
language.

- Sts work in groups to talk about
England in Vietnamese.

- How can you learn English well?
- Sts look at the text book and
workbook and answer:

+ How many units...?
+ ...

4. Homework:

Name Flag

Populati
on
(2011
Census)

Area
(km²)

Pop.
density

(/km²)

Capital

m

- It’s offical 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
pregress of learning English.

- English is used all over the world in every
aspect of life.

- It’s the international language of every fields:

communication, trade, economic,

cooperation...

- English is not too difficult but it requires you
working hard.

- Sts need learn by heart all vocabulary and
their usage.

- Review the lesson everyday.
- Learn English everyday.

- There are 12 units, divided into 2 terms, 6 for
each term.

- There are 7 lessons for each unit:
+ Lesson 1: Getting started
+ Lesson 2: A closer book 1
+ Lesson 3: A closer book 2
+ Lesson 4: Communication

+ Lesson 5: Skills 1 (Reading & Speaking)
+ Lesson 6: Skills 2 (Listening & Writing)
+ Lesson 7: Looking back - project

* Prepare unit 1- Lesson 1: Leisure activities -
Getting started

Period: 2 
Teaching date:8/9/2017

unit 1: leisure activities

Lesson 1: Getting started

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I- Objectives:

- By the end of this lesson , Sts will be presented the vocabulary related to
leisure activities and reviewed present simple, future simple and verbs of liking
+ V-ing.

- Vocabulary: craft kit, leisure activities, DIY, texting…..
II- Teaching aids:

- Sts’ books, text books, a CD & a cassette player.
III- Teaching Procedure:

A. Class organization:

- Greetings and checking attendance:
8A3:...…..

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)

- T gives some photos about some
popular leisure activities.

- Ask Sts to describe them in English,
then talk about acts they enjoy doing.
(use verbs of liking + V-ing structure)

- Encourage Sts to do the same in pairs:
one st writes a short list of acts and the
other guesses.

2. Presentation: (12’)
* Teach vocab:

- T presents some new words
- How to read and the way to use

- Sts read in chorus 3 times, then read
individually.

- Check up: rub out and remember
* Introduce the dialogue:

- Look at the picture on page 6
- Introduce Mai, Phuc and Nick.
- Ask Sts to answer the questions.
- Play the recording

- Ask Sts to listen and read.
- Ask Sts to check their guesses.
 3. Practice: (15’)

- Sts work individually to circle the
correct answer.

- Ask sts to find the visual to support
their the answers.

I. New words:

- craft kit: bộ dụng cụ làm thủ
công

- ‘leisure ac’tivities: h/đ thư giãn
- DIY (do it yourself): đồ tự làm, tự sửa
- texting: nhắn tin

* Introduce the dialogue:
- Where are they?

- 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?

II. Practice:

1. Listen and read: (1-P.6)

a. Circle the correct answer:
* Key:

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- Write the correct answer on the board.
- Go through the list of acts mentioned
and sts try to explain what they are.

- Sts do this task individually first, then
compare with the partner (should give
ideas from the text that support their
answers.)

- Draw Sts’attention to the contexts when
Mai said“Check out” and Phuc said

“It’s right up your street”, then together
with Sts elicit the meaning of the two
expressions and give examples.

- Sts work in pairs to match the words/
phrases in the box to the photos, then
listen together to check their answers.
- Sts work individually then compare
with the partner (Sts need to look for the
surrounding key words to complete the
task.)

4. Production: (10’)

- Sts work in groups of four or six. Sts
stand in two lines facing each other. Each
pair will talk about one activity for one
minute, when T calls out “Change!” they
will move one step to the left/right to
meet a new partner and talk about another
activity.

5. Home work: (5’)

- describe the leisure act

- say if you have done this act or not
- share your feelings about the act
- Read the dialogue again

- Learn new words, do exercises in
workbook (B1->3 – P.4)

- Prepare for unit 1- Lesson 2 (A closer
look 1)

2. book 5. folk music
3. dog 6. Vietnamese
 b. Complete the table:

Leisure acts Phu
c

Mai Nick

1. Pet training 

2. Making crafts 

3. Reading  

4. Listening to music 

5. Learning languages 

6. Playing sports  

7. Helping parents with
DIY projects

 

c. Answer the questions:
- “Check out”: examine sth

- “It’s right up your street”: it is the type 
of thing you are interested in.

2. Find words/phrases in the box to 
describe the photos. Then listen to check 
your answers: (2-P.7)

* Key:

1. playing computer games 4. texting
2. playing beach games 5. visiting
museums

3. doing DIY 6. making crafts
3. Complete the following sentences with 
words in the box: (3-P.7)

* Key:

1. satisfied 4. boring
2. relaxing/exciting 5. good
3. fun

4. Game: Changing partners (4-P.7
 Choose one leisure activity from 2 or 3

Period: 3 
Teaching date:9/9/2017

unit 1: leisure activities

Lesson 2: A closer look 1

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- By the end of the lesson, Sts will be able to:

+ pronounce correctly the sounds /br/ and /pr/ in isolation and in 
context.

+ understand a pie chart.

- Vocab: pie chart, reality show, origami……….
- Grammar: the simple present, the simple past
II- Teaching aids:

- Sts’ books, text books, a CD & a cassette player.
III- Teaching Procedure:

A. Class organization:

- Greetings and checking attendance:
8A3:...…..

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Kim’s game:

- Look at the picture in 20 seconds and
try to remember as many words as
possible.

- T divides the class into two teams.
Sts go to the board and write the words
- T gets feedback

2. Presentation: (12’)
* Teach vocab:

- T presents some new words
- How to read and the way to use

- Sts read in chorus 3 times, then read
individually.

- Check up: rub out and remember

* Introduce the pie chart:

- Help Sts understand its contents,
including the heading, subheadings,
figures, colour codes, source, and notes.
- T may elicit information by asking
questions such as:

3. Practice: (15’)

* Kim’s game:

A- VOCABULARY:
I. New words:

- pie chart: biểu đồ trịn

- re’ality show: truyền hình thực tế
 - ori’gami: ng/thuật xếp giấy Nhật 
Bản

* Introduce the pie chart:

+ What is the pie chart about? Where can
you find the information?

+ What does the ‘Note’ tell you?

+ What does the ‘Source’ tell you?...
II. Practice:

1. Look at the pie chart and answer the 
questions: (1-P.8)

* Key:

1. In 2012, people in the US spent 5.1 hours a
day on sport and leisure activities.

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- Ask Sts to answer the questions that
follow the chart.

- Sts work individually to complete the
task.

- T gives corrective feedback, draw their
attention to the part of speech of the
words mentioned:

Eg: Relaxing comes from the verb 
relax with –ing added.

- T introduces the concept of gerund (a
noun made from a verb by adding –ing)
- Sts give examples:

Eg: play -> playing

Playing soccer is interesting.
- Ask sts to cover the category labels.
- Sts look at the words and try to guess
what these words have in common.
- Sts work in pairs to complete the task.
- T gives corrective feedback, encourage
Sts to add more words in each category.
- Sts work in small groups

- Sts write down how much time they
spend on leisure on an average day, and
the three atcs they do the most.

- Sts move around and talk with at least
three other classmates to find out who
spends most time on leisure and what the
most popular acts in the class are.

- Sts work individually to complete the
task.

- Sts compare their answers in pairs
- Play the recording to check and repeat.
- Play it again and pause the recording to
drill difficult items.

- Correct their pronunciation.

- Ask sts add more words which contain
these clusters.

watching TV, socialising and communicating,
reading, participating in sports, exercise and
recreation, using computers for leisure,
relaxing and thinking.

3. They were watching TV, socialising and
communicating, and using computers for
leisure.

2. Complete the table with information 
from the pie chart: (2-P.8)

Name of activity Verb

Relaxing Relax

Thinking Think

Using Use

Doing Do

Watching Watch

Reading Read

socialising socialise

communicating Commun

icate

3. Look at the words. Match them to the 
category labels: (3-P.8)

* Key:

1. e 5. d
2. b 6. h
3. f 7. c
4. a 8. g

4. Think about leisure time on an average 
day: (4-P.8)

- How much time do you spend a day on
leisure activities?

- What are the three acts that you do the
most?

B- PRONUNCIATION:

5. Complete the words under the pictures 
with /br/ or /pr/. Listen to check your 
answers and repeat: (5-P.9)

* Key:

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- Sts practice the words with /br/& /pr/ 
first.

- Sts repeat the whole sentences.

4. Production: (10’)
- Make a pie chart:

5. Homework: (2’)

:

- Learn new words, do exercises in
workbook (A1->3 – P.3)

- Prepare for unit 1- Lesson 3 (A closer 
look 2)

- bracket, break, brain, brick, bring……..

6. Listen and repeat: (6-P.9)

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

pain your room.

6. This is a wonderful present. Thanks so 
much!

Eg

Period: 4

Teaching date: 11/9/2017

unit 1: leisure activities

Lesson 3: A closer look 2

I- Objectives:

- By the end of the lesson, Sts will be able to:
+ use verbs of liking.

+ read an e-mail and correct the mistakes.
- Vocab: leisure activities……….

- Grammar: verbs of liking + gerunds/to-inf
II- Teaching aids:

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III- Teaching Procedure:
 A. Class organization:

- Greetings and checking attendance:
8A3:...…..

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Slap the board:

2. Presentation: (12’)

- Reminds Sts the verbs of liking in the
conversation in “A close look 1”

- Go through the “look out”

3. Practice: (15’)

- Sts read “Listen and read-P.6” and 
underline the verbs of liking followed by
gerunds or to-inf that they find in the 
text.

- Sts work individually, then compare the
answers with their partners.

- Play the recording for Sts to check their
answers.

- Sts work in pairs to complete this task.
- T gives feedback to Sts as a class.
- Sts work individually first (write each
sentence on a strip of paper)

- Then Sts work in groups of five or six
(then in their group mix the strips. Each

* Slap the board:

I. Grammar:

- I love to watch him…

- But I think I’ll enjoy listening….

-> In English if we want to follow a verb 
with another action, we must use a 
gerund or an infinitive.

love, like, hate, start, prefer + 
Ving/to-inf

enjoy, fancy, detest, mind, avoid + Ving
II. Practice:

1. Read the conversation in Getting 
Started again. Underline verbs that are 
followed by a gerund/

to-inf: (1-P.9)

* Key:

love (to watch)
enjoy (listening)
liked (reading)

2. Tick () the appropriate box. Then 
listen to check: (2-P.9)

Followed 
by gerund 
only

Followed by 
gerund and 
to-infinitive

1. love 

2. enjoy 

3. detest 

4. prefer 

5. fancy 

3. Write the correct form of the verbs: 
(3-P.10)

* Key:

1. making 4. to learn/learning

watch play

make
train

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student picks up and reads out a sentence,
then they guess who wrote that sentence.)

- Sts work individually, then compare the
answers with a classmate.

- Ask Sts to read the e-mail again and
answer the questions.

4. Production: (10’)

- Sts work individually to write the
e-mail then exchange it with their partners
and check for mistakes.

5. Homework: (2’)

2. to watching/watching

5. sitting

3. skateboarding

4. Write sentences about what you like or 
don’t like doing in your free time, then 
share what you have written with your 
partner: (4-P.10)

1. I adore 4. I don’tmind……….
2. I love 5. I don’t like…………
3. I fancy6. I detest……….

5. Look at the following e-mail that Minh 
Duc wrote to a new penfriend. (5-P.10)
a. Find and correct six gram mistakes in 
his e-mail:

* Key:

like do  like to do/like doing
enjoy do  enjoy doing
don’t like have  don’t like to
have/having

don’t mind to do  don’t mind doing
hate spend  hate to spend/spending
love eat out  love to eat out/eating out
b. Answer the questions:

* Key:

- The activities Duc mentions in his
e-mail are: playing video games, watching
TV, going to the park, playing football,
helping his parents, doing homework, and
eating out with his family.

- The two acts he enjoys the most are
playing football with his friends, and
eating out with his family.

6. Write a similar e-mail to tell your 
friend about your free time, using the V of
liking + regunds/to-inf. Swap your work 
with a partner and check for mistakes: 
(6-P.10)

- Learn grammar, do exercises in
workbook

(B4->6 - P.4,5)

- Prepare for unit 1- Lesson 4
(Communication)

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- Prepare for next blesson

==================

Period: 5 
Teaching date:15/9/2017

unit 1: leisure activities

Lesson 4: Communication

I- Objectives:

- By the end of the lesson, Sts will be able to:
+ use the lexical items related to leisure acts.

+ understand the abbreviations/’netlingo’ in the text.
- Vocab: window shopping, hooked, addicted, weird……….
- Grammar: review verbs of liking.

II- Teaching aids:

- Sts’ books, text books, projector…….
III- Teaching Procedure:

A. Class organization:

- Greetings and checking attendance:
8A3:... ...

B. New lesson:

Sts’ and T’s activities Content
1. Warm up: (5’)

* Chatting:

- Sts answer some
questions

2. Presentation: (12’)
* Teach vocab:

- T presents some new
words

- How to read and the
way to use

- Sts read in chorus 3

times, then read

individually.

- Check up: slap the board
* Introduce the article on 
website:

- Sts cover the text and
look at the photos.
- Sts try to guess what

these Sts like doing.
3. Practice: (13’) 
- Set a time (in 3-5

* Chatting:

1. What do you like doing
in your free time?

2. Do you often chat
online with your
friends?...

3. Have you ever used
‘netlingo’ in your 
messages?

I. New words:

- window shopping (n):
ngắm đồ bày ở c/hg
- hooked (adj):
u thích cái gì

- addicted (adj):
nghiện/thích cái gì

- weird (adj): kì
cục

* Introduce the article on 
website:

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minutes) for Sts to read
the text.

- Sts close books and play
a memory game.

- Sts work in groups
- Draw Sts’attention to
the form of the text
(layout & the 
abbreviations).
- T explains the text:

- Introduce the
abbreviations first.
- Sts work in pairs to
complete the task:

- Sts can write short texts
or messages (use the 
abbreviations) if time 
allows.

- Sts work in pairs or small
groups to complete the
table.

- Allow Sts to read the text
more closely to fill in the
table.

4. Production: (10’)
- Sts work in pairs.

- Then compare their ideas
with other pairs.

- Encourrage Sts to
discuss, give opinions, and
nogotiate with each other

II. Practice:

1. Read the article: (1-P.11)

- Sts tell as much

information that they can
remember from the text as
possible.

2. The

abbreviations/’netlingo’ in 
the text: (2-P.11)

- This is from a webpage.

- These abbreviations are
informal language that is
used online and in
texting messages.

- Add to the ‘netlingo’ 
dictionary with any

abbreviations they know
that are used online.

- Sts create their own mini
dictionary.

3. Find information in the 
text to complete the table:

Who What activity 
is

mentioned?

What does 
he/ she think 
of it?
Emily
- hanging
out w/
friends
(window

shopping)
- working as
a volunteer

She loves it

Hang - cloud

watching

She adores it.
It’easy.

Linn - going to community
centre,
painting,
dancing &
doing drama

She loves it.

Minh

- playing
football
- helping his
aunt in

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to agree on a mutual list.

5. Homework: (4’)
- Divide: 3 groups

- Each group chooses one
act they like.

- Make preparations for
the project:

(divide the work between
the members of the

groups)

+ explain the act
+ think of reasons
+ collect pictures
+ present and promote
their acts to the rest of the
class

running
cooking
classes

Manuel - playing

computer
games
- doing judo

He’s addicted to
it.

It’s OK

4. Put these acts in 3 in 
order from the most 
intresting to the most 
boring: (4-P.11)

Eg: - playing computer
games

(I think playing computer 
games is the most

interesting because it is 
fun and challenging……..)
* PROJECT:

“Join our leisure
activity!”
Sts may choose:

- Playing sports
- Making crafts
- Reading
books……..
Note:

1. Pictures:
humorous, lively,
clear

2. Posters: easy to
understand

languages

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Period: 6 
Teaching date: 16/9/ 
2017

unit 1: leisure activities

Lesson 5: Skill 1

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ read for specific information about using technology.
+ ask for and give an opinion.

- Vocab: virtual, harmful effects, ban……….
- Skill: speaking and reading.

II- Teaching aids:

- Sts’ books, text books, …….
III- Teaching Procedure:
 A. Class organization:

- Greetings and checking attendance:
8A3:...

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Discuss:

- Sts work in pairs

- Lead in the lesson.

2. Presentation: (12’)
* Present the text:

- Ask Sts to predict what they are going
to read. (read about a student named
Quang)

- Sts read the text and underline the
words they don’t know.

- Sts discuss any unfamiliar words from
the text.

* Discuss:

- Do you use computers frequently?
- What do you use them for?

(watching movies, playing games………)
 - What are the benefits/the harmful 
things of using computers or mobile
phone?

+ help us learn more interestingly.
+ help us get information more quickly
+ be easy and convenient for storing
information

+ help us communicate with friends &
relatives

+ time-consuming, costly, bad programs,
personal information leaking

I. New words:

- virtual (adj): ảo
- harmful effects (n): tác hại

- ban…from (v): cấm…làm gì

II. Practice:

A- READING:

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3. Practice: (15’)

- Sts work individually to choose the best
answers (explain their choice as well)
- Sts need to look at the keywords in
responses in order to find out the
questions.

- Sts work individually then compare
their answers with a partner.

- T explain to Sts: these speech bubbles 
are from Quang and his parents.

- Sts work in pairs or in groups: they
need to say why they think who says
what, based on the information from the
passage.

- Go through the “language notes” (P.12)

4. Production: (10’)

- Arrange Sts into three groups

- Ask Sts to brainstorm how hey are
going to express their opinions.

- Then put them into new groups which
contain Quang, Quang’s parents and
Quang’s teacher

- Sts can use the language in 4 for their

answer: 
(2-P.12)

* Key:

1. B 2. C

2. Write the questions for the answers 
based on information from the text: 
(3-P.12)

* Key:

1. Is Quang’s garden real?

2. What is the problem with using
technology in your free time?

3. What leisure acts do teenagers do
these days?

4. What are the benefits of using the
computers?

B- SPEAKING:

3. Look at the statements and decide 
which are Quang’s and which are his 
parents’: (4-P.12)

* Quang:

* Quang’s parents:

* 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. Role-play: What’s the solution? (5-P.12)

- Group 1: plays Quang

I’ve made lots of 
friends from the 
game network

My E is much 
better because 
I surf the net
I think computer

games train my 
mind and my

Go out and play a
sport. It’s good 
for you!

Sitting for 
too long in 
front of the 
computer 
You see your real

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role-play.

5. Homework: (2’)

- Group 2: plays Quang’s parents
- Group 3: plays Quang’s teacher

-> Then rearrange the new groups which

contain Quang, Quang’s parents and
Quang’s teacher.

- Learn “Language notes”, do exercises in
workbook (C1->3 - P.5,6)

- Prepare for unit 1- Lesson 6 (Skill 2)

Period: 7 
Teaching date: 18/9/ 2017

unit 1: leisure activities 
Lesson 6: Skill 2

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ listen to the radio programme about the ways to hang out with
friends.

+ write a paragraph about the best leisure activity for teenagers.
- Vocab: indoors/outdoors activities……….

- Skills: listening and writing.
II- Teaching aids:

- Sts’ books, text books, a CD & a cassette player.
Iii- Teaching Procedure:

A. Class organization:

- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Chatting:

- Sts answer the questions.

(Sts share some of the things they often enjoy
doing with friends in their free time.)

- Lead in the Listening task (We are going
to listen to a radio programme)

2. Practice: (15’)
a. Listening:

- Ask Sts to look at the questions and
underline the keywords before T plays the
recording.

* Chatting:

- What do you usually do with your
friends in your free time?

A- LISTENING:

1. Listen to the radio programme and
answer the questions: (2-P.13)

* Key:

1. The topic of this week’s programme is
hanging out with your friends.

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- Play the recording as many times as
needed.

- Sts work individually then compare
answers with their partner.

b. Writing:
* Pre-task:

- Ask Sts to cover the box.

Sts show where in a paragraph they often
see these words and what could be the
purpose for using them.

- Sts work individually to complete the
task, the discuss their answers with a
partner.

* While-task:

- Sts work in small groups (each group
chooses one question)

1. What do you think is the best leisure
activity for teenagers?

2. Should parents decide how teenagers
spend their free time?

- Then:

+ agree on an opinion

+ work together to brainstorm the ideas
to argue for their point.

- Sts work individually to write his/her
own piece, cover as many ideas as
possible (remember to use the connectors)

4. Production: (10’)
* Peer checking:

- Ask groups to exchange their writing for
other groups to check.

- Call 2 group to present their writing.

2. Listen again and complete the table: 
(3-P.13)

* Key

1. movies 5. physical healt
2. cinema 6. people

3. crafts 7. cultural centres 4.
sports

B- WRITING:

* Writing to give an opinion:
Organising your ideas

- Introducing your opinion:
 + In my opinion,…..
 + I believe……
- Explain your opinion:

+ Firstly, seconly, thirdly, finally…...
 + Besides, also, in addition……

- Concluding/summarising your opinion:
 + For these reasons,……..

+ In short,…….

+ As I have noted,…….

3. Complete the following paragraph: 
(4-P.13)

* Key:

1. In my opinion/I believe
2. Firstly

3. Seconly

4. Besides/Also/In addition
5. For these reasons/
In short/

As I have noted

4. Now write a similar paragraph to 
answer one of the following questions: 
(5-P.13)

* Example:

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5. Homework: (2’)

- Learn “Study skill”, do exercises in 
workbook (D1->2 - P.7,8)

- Prepare for unit 1-Lesson 7 (Looking 
back-Project)

Period: 8 
Teaching date: 22/9/ 2017

unit 1: leisure activities 
Lesson 7: Looking back and Project

I- Objectives:

- By the end of the lesson, Sts will be able to:
+ revise all the target knowledge in unit 1.
+ do a project about leisure activities.

- Vocab: leisure activities……….
- Skills: 4 skills.

II- Teaching aids:

- Sts’ books, text books, posters.
Iii- Teaching Procedure:

A. Class organization:

- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s

activities

Content

1. Warm up: (5’)
* Network:

2. Review: (10’)
- Sts talk about the
use of verbs of
liking.

- Sts give some
examples.

* Network:

watc
h tv

play sports

1. Grammar:
* Verbs of liking:
- Verbs of liking
are used to express

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- Sts repeat the
suitable connectors
in each part of

giving an opinion.

3. Practice: (28’)
- Sts work
individually or in
pairs

- When finishing,
Sts should be able
to explain their
answers

- Accept different
answers if Sts can

explain their

decisions logically.

- Sts complete the
task individually

- Sts work
individually

- If time allows, Sts
may swap their
work with each
other for peer
correction.

- Sts complete the
sentences using
their own ideas
(reminds them to
use gerunds or

to-one’s interests.
- Verbs of liking +
gerunds

- Verbs of liking +
gerunds/to-Vinf
* Writing: How to
give an opinion

(remember to use the
suitable connectors
in each following
part)

- Introducing your
opinion:

- Explain your
opinion:

Concluding/summa

rising your opinion:
2. Practice:

1. Which one is the
odd one out?: 
(1-P.14)

* Key:

1. DIY
2. hanging
out
3. hospital
4. detest
5. boring
6. computer

2. Rearrange the 
letters to find the 
name of the

activities: (2-P.14)

* Key:

1. socialising with
friends

2. relaxing
3. communicating

with friends

4. doing DIY

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inf)

- Some Sts read out
their sentences.

- Sts work
individually then

compare their

answers with a
partner.

- T may explain to
them that they can
register as a user on

the website

www.thinkuknow.c
o.uk in order to be
protected when
they go online.

- Sts should be able
to give at least one

reason for each act
they choose.

- Give each group
five minutes

- Ask for a show of
hands to select the



Julie



Phirun



Yumi



Emi



Lan



Bob



3. Reply to the posts in 1: (3-P.21)

* Eg:

Bob: In my opinion, the countryside has 
benefits that a boring person would never 
discover.

* PROJECT:

“I love the countryside”
Sts make a list of:

1. the things you have in the picture
2. the activities you can do there
Note:

1. Pictures: humorous, lively,
clear

2. Posters: easy to understand
languages

3. Speaking: fluency, accuracy,
good pronunciation

Period: 13 
Teaching date: 2/10/2017

unit 2: life in the countryside

Lesson 5: Skill 1

I- Objectives:

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+ read for specific information about unusual lifestyle in the
countryside.

+ talk about what they like or dislike in the countryside.
- Vocab: ger, goat, generous……….

- Skill: speaking and reading.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Chatting:

- Sts answer some questions
- Lead in the lesson.

2. Presentation: (12’)
* Present the passage:

- Ask Sts to predict what they are going
to read. (read about an unusual life)
- Sts read the text and underline the
words they don’t know.

- Sts discuss any unfamiliar words from
the text.

3. Practice: (15’)

- Asks sts to read the headings first and
make sure they understand their

meaning.

- Read each part of the passage and
choose the corect heading for it
- Sts explain why they make their
decision

- Sts read (a->e), then try to guess the
meanings of these words, based on the
context.

- Sts compare their answers before
giving the answers to teacher. Asks them
to give evidence when giving the

answers.

- Sts need to look at the keywords in the

* Chatting:

- What does “the nomadic life” mean?
 - Do you like “the nomadic life”?
I. New words:

- ger (n): traditional circular

tent

- goat (n): con dê

- generous (adj): hào phóng, rộng
lượng

II. Practice:

A- READING:

1. Choose the most suitable heading: 
(1-P.22)

* Key:

1. the importance of cattle to the
nomads

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passage to find out the answers (may be 
able to remember the main information)
- Sts work individually to choose the best
answers (explain their choice as well)
- T checks the answers.

- Ask them to work in pair to practice
speaking following the teacher’s guides
- Sts talk about Mongolian nomadic life.

4. Production: (10’)

- Sts talk about life in the countryside in
Viet Nam

5. Homework: (2’)

3. Nomadic children’s lives

2. Match the descriptions with the words 
and phrases from the passage: (2-P.22)

* Key:

1. b 4. a
2. d 5. c
3. e

3. Choose the best answer: (3-P.22)

* Key:

1. A 4. B
2. C 5. B
3. A 6. D

B- SPEAKING:

4. Interview your partner to see if he/she

likes or dislikes Mongolian nomadic life: 
(4-P.23)

* Eg:

A: What do you like about their
nomadic life?

B: Well. The children learn to ride a
horse

A: And what don’t you like about it?
B: They can’t live permanently in one
place.

5.

a. Work in pair. Discuss and find:
- Two things you both like in the 
countryside (The air is fresh; The 
scenery is beautiful and peaceful)
- Two things you both dislike in the 
countryside (It is inconvenient; there 
isn’t much entertainment)

Explain your choice.

b. Report your findings to the class:
* Eg:

- Both of us love picking fruit in the
summer. It can be hard work but very
satisfying.

- Learn new words, do exercises in
workbook (C1,2 - P.12)

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Period: 14 
Teaching date: 5/10/2017

unit 2: life in the countryside

Lesson 6: Skill 2

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ listen for specific information about changes in the countryside.
+ write a short paragraph about changes in the countryside.

- Vocab: life in the countryside……….
- Skills: listening and writing.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: Chatting:

- Sts talk about some changes in their
hometown.

- Lead in the Listening task (We are going
to listen to a boy talking about changes in his
village)

2. Practice: (15’)
a. Listening:
* Activity 2:

- Sts look at the changes (A-F) and make
sure that they understand the meanings of
the words/phrases.

- T plays the recording and Sts tick the
changes which are mentioned

* Activity 3:

- Play the recording as many times as
needed. (Check the word earthen)

* Activity 4:

- Sts read the questions first to see what
kind of information they need to find (may
answer without listening)

- T plays the recording -> Sts check and
decide what words/phrases for the
answers.

* Chatting:

- There is a new supermarket.

- Many people usually travel in their
private cars.

………..

A- LISTENING:

1. Listen and tick () the changes he
mentions:

(1-P.23)

* Key:

B.  Electrical appliances in the homes
C.  Means of transport

E.  School
F.  Visitors

2. Listen again and say T/F: (2-P.23)

* Key:

1. F 5. T
2. T 6. T
3. F

3. Listen again and answer the questions: 
(3-P.23)

1. His parents

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- Sts work individually then compare their
answers with a partner.

b. Writing:* Activity 5:

- Remind them of the changes in the
village from the listening.

- Help them to write by writing the
changes in brief as a guide.

Ex: earthen -> brick houses
 oil lamps - >electric lights
 walking/horse -> motorcycles
 no visitors -> more visitors

- Sts write their opinions about thechanges
* Activity 6:

- Place Sts into group, ask them to discuss
and note down the changes in the area they
will talk about.

* Activity 7:

- Sts work individually to write a
paragraph describing the changes, then
discuss their answers with a partner.

4. Production: (10’)
* Peer checking:

- Ask groups to exchange their writing for
other members to check.

5. Homework: (2’)

3. Near the village
4. The way of life

B- WRITING:

4. What do you think?: (4-P.23)
Which change do you see as

positive/negative in the Listening? Support
your opinion with a reason.

* Ex:

“

It’s good for the villagers to have TVs.

They can now have more fun and learn

more about different people and different

places.”

5. Discuss and find some changes in a 
rural area: (5-P.23)

- According to Sts
* Ex:

“The first change is…./The change we 
are most interersted in is……..”

- Correct the mistakes.

- Do exercises in workbook (D1->2 -

P.13,14)

- Prepare for unit 2-Lesson 7 (Looking 
back-Project)

Period: 15 
Teaching date: 7/10/2017

unit 2: life in the countryside

Lesson 7: Looking back and Project

I- Objectives:

- By the end of the lesson, Sts will be able to:
+ revise all the target knowledge in unit 2.
+ do a project about life in the countryside.

- Vocab: life in the countryside……….
- Skills: 4 skills.

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- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’) 
* Activity 1:

- Sts write the words which concern
the nomadic life

2. Review: (10’)

* Activity 2:

- Sts talk about comparative forms of
adverbs.

- Sts give some examples.

3. Practice: (28’)
* Activity 3:

- Sts work individually or in pairs
- When finishing, Sts should be able
to explain their answers

- T checks the answers.

* Activity 4:

* Network:

pasture

1. Grammar:

* Comparative forms of adverbs:
 1. For adverbs ending in ‘ly’:

-> S1 + V + more/less adv(ly) + than + S2 (aux)
 He is moving more slowly than before
2. For adverbs with the same form as adjs:

-> S1 + V + adv + er + than + S2 (aux)

He runs faster than I (do).
fast-> faster late-> later
hard-> harder early-> earlier

3. Some irregular forms of advs of manner:

well -> better
badly -> worse
2. Practice:

1. Describe the pictures: (1-P.24)

* Key:

Picture a: peaceful, vast, quiet, pasture, paddy

field

Picture b: quiet, colorful, paddy field, harvest

time,

rice

Picture c: peaceful, vast, quiet, nomadic life,

inconvenient, ger, pasture, cattle, 
horses

2. Write a sentence describing what each 
person is doing: (2-P.24)

* Key:

1. A boy is riding a horse.

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- Sts write the sentences in their full
forms.

- When finishing, some Sts write
them on the board

- T gives feedback and asks Sts to
correct the incorrect sentences.

* Activity 5: 
- Sts work individually

- If time allows, Sts may swap their
work with each other for peer
correction.

- T checks as a class.

* Activity 6:

- Sts read the situations carefully
and decide which two things are
being compared (may use the
sentences in 3 as a guide) 
- Sts work individually, then
compare their answers with a
partner.

- T checks as a class.

* Activity 7:

- Sts work in groups: ask the
questions and note down the
answers.

- A group representative reports their
finding to the class.

* Activity 8:

- Sts present their countryside
pictures

- The whole class can vote for the
best.

3. A girl is picking apples from an apple tree.
4. A boy is flying a kite.

5. The children are running around in the
fields.

6. A woman is collecting water from the
river.

3. Complete the sentences, using suitable 
comparatives of the adverbs in brackets: 
(3-P.24)

* Key:

1. faster than 4. more skillfully than
2. earlier than 5. more beautifully -
than

3. better - than

4. Read the situations and complete the 
sentences with suitable forms of the adverbs: 
(4-P.24)

1. A horse can run faster than a camel
 2. People in the countryside live more
happily than those in the city.

3. Farmers depend more heavily on the
weather than people in many other jobs.
 4. My sister swims worse than I do
.

5. You are planning a trip to the countryside. 
What will you do during the trip? Write the
answers in the table below: (5-P.25)

Person’s name Activity
1.

2.
3.
4.
* Project:

- Sts present and vote for the best.

* Finished!

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* Activity 9:

- Sts complete the self-assessment
 5. Homework: (2’)

- Learn vocab & grammar – Unit 2

- Prepare for unit 3-Lesson 1 (Getting started)

Period: 16 
Teaching date: 9/10/2016

Unit 3: peoples of viet nam
Lesson 1: Getting started

I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to
cultural groups of Viet Nam and reviewed some different question types.

- Vocabulary: ethnic, heitage, terraces field, curious, custom…..
- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, a projector + cabins.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

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Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1:

- Sts solve the crossword puzzle:
1. I like to…….buffaloes in the
pastures.

2. The farmers are very busy during
harvest ….

3. Have you ever ridden a…? You
have to be brave to do it.

4. People in the countryside are often
open and …

5. …was loaded onto a cart and
transported home.

6. I think…life is more interesting
than city life.

- Lead in new lesson.
 2. Presentation: (12’)

* Activity 2: Introduce the dialogue:
- Look at the picture on page 26
- Introduce Duong, Nick and the
guide.

- Ask Sts to pridict the questions.
- Play the recording

- Ask Sts to listen and read.
- Ask Sts to check their guesses.
* Activity 3:

- Sts read the dialogue and underline
the words they don’t know.

- Sts discuss any unfamiliar words
from the text.

- T may explain some words Sts
don’t know.

* Crossword puzzle:

1 H E R D

2 T I M E

3 H O R S E

F R I E N D L Y 4

5 R I C E

6 C O U N T R Y

* Introduce the dialogue:

- What can you see in the picture?
- Do you know characters?

- Where are they now?

- What are they talking about?

I. New words:

- ‘ethnic (adj): (thuộc) dân tộc

- ethnic mi’nority peoples (n): dân tộc thiểu số
 - Mu’seum of Eth’nology: bảo tàng dân tộc 
học

- ‘heritage (n): di sản

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3. Practice: (15’) 
* Activity 4:

- Sts read the conversation again.
- Sts work in pairs.

- T writes the answers on the board.

* Activity 5:

- Sts work individually to answer the
questions.

- Sts compare their answers with a
partner and correct them.

* Activity 6:

- Ask Sts to find the expressions in
the conversation.

- Sts elicit the meaning of these four
expressions and give examples.

* Activity 7:

- Sts role-play the conversation first,
then create their short role-play.
- Help Sts distinguish the two words:
‘people’ and ‘peoples’

* Activity 8:

- Sts work in pairs to label each
picture.

- Sts read each word/phrase
correctly.

II. Practice:

1. Listen and read: (1-P.26,27)

a. Find the opposite of these words:
* Key:

1. interesting 3. minority
2. largest 4. southern

b. Answer the questions: 
* Key:

1. They are in the Museum of Ethnology
2. They want to know about the ethnic groups
of Viet Nam.

3. There are 54 (ethnic groups)

4. The Viet (or Kinh) have the largest
population.

5. Yes, they do.

c. Find the following expressions in the 
dialogue:

* Key:

1. exactly 3. I see

2. How interesting! 4. That’s awesome

1. Used as a reply, agreeing with what sb has just
said, or emphasising that it is correct.

2. Used to show a strong reaction to sth.

3. Used to show you understand what someone
said.

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* Activity 9:

- Sts work individually and share
answers with your partner.

- T corrects as a class.

- Sts repeat the words/phrases in
chorus.

4. Production: (10’)
* Activity 10:

- Sts play a game.

- Sts work in pairs to ask and answer
the questions, using these cues

- T gives correction.

- Some pairs talk before the class.

5. Home work: (2’)

d. Make short role-plays using the expressions in
c:

- How + adjectives

- ‘people’: is used as the plural of ‘person’ to 
refer to men, women, and children.

‘peoples’: ethnic groups of people who 
belong to a particular country, race, or area.

2. Use the words/phrases to label each picture:
 (2-P.27)

* Key:

1. five-coloured sticky rice 5. open-air
market

2. terraced fields 6. musical
instrument

3. festival 7. costume
4. folk dance 8. stilt house
3. Complete the following sentences: (3-P.27)

* Key:

1. ethnic 4. festival
2. heritage site 5. member
3. stilt houses 6. terraced fields

4. Game: Quick quiz: (4-P.27)

1. Which ethnic group has the smallest
population?

2. Do the Hmong have their own language?
3. Where do the Coho live?

4. What colour is the Nung’s clothing?

5. Which group has a larger population, the Tay or
the Thai?

6. Whose arts are displayed at a museum in Da

Nang?

- Read the dialogue again
- Learn new words

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Period: 17

Teaching date: 1210/2016 Unit 3: peoples of viet nam

Lesson 2: A closer look 1

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ pronounce correctly the sounds /sk/, /sp/ and /st/ in isolation and in 
context.

+ use the lexical items related to the topic of peoples of Viet Nam.
- Vocab: waterwheel, shawl, ceremony, insignificant, speciality……….
- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, a projector + cabins.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: Network:
- Have Sts play a game.

- T calls on 2 Sts to go to the board
and write.

- Remark and lead in new lesson.

2. Presentation: (10’)
* Activity 2: Teach vocab:

- Sts read the exercise and underline
the words they don’t know.

- Sts discuss any unfamiliar words
from the text.

- T may explain some words Sts
don’t know.

3. Practice: (15’) 
* Activity 3:

- T may explain and give examples of
adjs

- Sts work in pairs to match the adjs
with their opposites.

T elicits the answers from the class.

* Network:

I. New words:

- ‘waterwheel (n): cối xay nước
- shawl (n): khăn quàng

- ‘ceremony (n): nghi lễ
 - speci’ality (n): đặc sản

II. Practice:

A- VOCABULARY:

1. Match the adjs with their opposites: 
(1-P.28)

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* Activity 4:

- Sts work individually.

- Sts write their answers on the board
and check their answers.

- For some good Sts, encourage them
to explain why they choose that word.

* Activity 5:

- Sts work in pairs to discuss what the
word is for each picture

- Check the answers with the class.

* Activity 6:

- Play the recording and Sts repeat.
Pause the recording to drill difficult
items.

- Correct Sts’ pronunciation.

* Activity 7:

- Sts listen the recording carefully
again and put the words in the right
columns

3. g 7. b
4. a

2. Complete the sentences: (2-P.28)

* Key:

1. written
2. traditional
3. important

4. simple, basic
5. rich

3. Discuss what the word is for each picture:
 (3-P.28)

* Key:

1. ceremony 4. waterwheel (in the
north)

2. pagoda 5. shawl (of the Thai
women)

3. temple (Ly Son) 6. basket (of Sedang)
B- PRONUNCIATION:

4. Listen and repeat the words: (4-P.28)

1. skateboard 7. instead
 2. stamp 8. crisp
 3. speech 9. school

4. display 10. basket
 5. first 11. space 
 6. station 12. task

5. Listen and circle the words you hear: 
(5-P.28)

/sk/ /sp/ /st/

skateboard Speech stamp 
school display first

basket Crisp station

Task space instead

6. Listen and read, then underline the words 
with the sounds /sk/, /sp/, or /st/: (7-P.19)
 1. The Hmong people I met in Sa Pa speak 
English very well.

2. You should go out to play instead of staying 
here.

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- Sts work individually or in small
groups.

- Sts may give other words which
contain these clusters

4. Production: (12’)
* Activity 8:

- Play the tape twice

- Sts listen and recognise all the
words with /sk/, /sp/, /st/, then 
underline them as assigned.

5. Homework: (2’)

4. Many ethnic minority students are studying at 
boarding schools..

5. Most children in far-way villages can get 
some schooling.

- Learn new words, do exercises in
workbook (A1,2->B1,2 – P.16,17)

- Prepare for unit 3- Lesson 3 (A closer look 
2)

=======================

Period: 18 
Teaching date:14/10/2016

Unit 3: peoples of viet nam

Lesson 3: A closer look 2

I- Objectives:

- By the end of the lesson, Sts will be able to:
+ ask and answer different question types.
 + use articles a, an, and the

- Vocab: some question words ……….
- Grammar: question types and articles
- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

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B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (7’)
* Activity 1: Network:

- Remind Sts of question words
2. Presentation: (12’)

* Activity 2:

- Review question words

- Revise the use of ‘Which’.

- Ask Sts to give some examples
* Activity 3:

- Ask Sts to read the passage 
(correct their pronunciation, 
intonation and stress, and give 
explanation if necessary.)
3. Practice: (13’)

* Activity 4:

- Sts work in pairs and write the
questions for the answes given.
- Sts write the answers on the
board.

- T gives correction as a class.

* Activity 5:

- Sts work individually to

complete the task.

- Sts compare their answers with a

* Network:

Who 
I. Grammar:

* Review question words:

- How, who, what, where, when, whose,
which…

Note:

- Which is used instead of what or who to ask sb 
to be exact about one or more people or things
from a limited number.

Eg:

Which way leads to the town?
Which of you has to cook dinner?

II. Practice:

1. Write questions for these answers: (2-P.29)

* Key:

1. Who is living in the house?
2. How many children do they have?
3. Do the grandparents stay at home?
4. How often does Mrs Pha go shopping?
5. How far is Vang’s boarding school/How far
is the town?

6. When does Vang go home (every week)?
7. How do they live?

8. Would they like to live (in a modern flat) in
the city?

2. Complete the questions, using the right 
question words: (3-P.29)

* Key:

1. Who 4. Which
2. Which 5. What
3. Which

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partner.

* Activity 6:

- This should be a speaking
activity.

- Sts work in pairs.

- T goes around to monitor the
whole class

* Activity 7:

- Ask Sts to read the grammar
box, then explain these uses of the
articles.

- Check Sts’ understanding of the
usage by asking Sts to make some
examples.

- Draw Sts’ attention to the ‘Look 
out’ box

* Activity 8:

- Sts work individually.

- Sts compare their answers with a
partner.

- T checks the answers as a class.
- Discuss the reasons for each
article they choose.

4. Production: (10’)

* Activity 9:

- Sts read the passage without
paying attention to the blanks and
check any unfamiliar words’

3. Make questions and answer them: (4-P.29)

* Key:

1. Who does the shopping in your family?
2. Who is the principal of our school?

3. Which subject do you like better, English or
Maths?

4. What is the most important festival in VN?
5. Which ethnic group has a large population,
the Khmer or the Cham?

* The grammar box:

a/an: - used before a countable singular noun
 - used to mean ‘any, every’

The: - Used before a noun that has already 
been mentioned or is easily understood

- used to refer to a noun that is the only, 
or obvious one of the kind

- used before superlative comparison of
adj and adv

4. Underline the correct article: (5-P.30)

* Key:

1. a 4. the
2. the 5. the
3. The 6. a

5. Insert a, an or the in each gap to finish the 
passage: (6-P.30)

* Key:

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meaning

- Focus on the grammar poin
- T corrects as a class

- Discuss the reasons for the
article usage.

5. Homework: (2’)

- Learn grammar, do exercises in workbook
(B3->6 - P.18,19)

- Prepare for unit 3- Lesson 4 (Communication)

Period: 19 
Teaching date: 16/10/2016

Unit 3: peoples of viet nam

Lesson 4: Communication

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ use the lexical items related to peoples of Viet Nam.

+ know more about the life of the ethnic groups of Viet Nam.
- Vocab: disturbing, beehive……….

- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization:

- Greetings and checking attendance: 8A3:...
 B. New lesson:

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1. Warm up: (5’)
* Activity 1: Chatting

- Sts describe some ethnic groups.
- Lead in the new lesson

* Activity 2:

- Sts work in pairs to do the quiz
- T checks and give explanation.
2. Practice: (25’)

* Activity 3:

- Introduce some regions where the
ethnic groups live:

Northwest region
 Northeast region
 Red River Delta
 Mekong River Delta
 The Central Highlands

- Sts work in groups to discuss and
write down the ethnic groups in the
correct box.

- Encourage Sts to add other ethnic
groups to the list.

* Chatting:

- Discover where ethnic groups mainly live.

Practice:

1. Choose the best answers: (1-P.31)

* Key:

1. B 4. B
2. A 5. C
3. C 6. A

2. Write down the names of the ethnic groups 
in the correct boxes: (2-P.31)

Northwest region:

Viet, Hmong, Lao

Northeast region:
Viet, Hmong, Nung, Tay

Mekong River Delta:
Viet, Cham, Khmer

Red River Delta:
Viet

The Central Highlands:
Viet, Bahnar, Brau, Ede,

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3. Production: (10’)
* Activity 4:

- T writes on the board subjects that
Sts can talk about in relation to these
groups:

location lifestyle 
 costumes foods

festivals/ceremonies 
 marrige/weddings

- Sts prepare and talk in groups

4. Homework: (4’)
* Activity 5:

- Sts work in groups. They use
imagination and make their own
costume designs.

- Sts organise an exhibition of the
costume designs they have made.

They talk about their designs.

3. Choose one group and talk about them: 
(3-P.31)

* Note:

Geographical location of some ethnic groups:
- The Viet: all over the country

- The Tay, the Nung: North and Northeast
provinces

- The Muong: Hoa Binh, Phu Tho, Son La,
Thanh Hoa

- The Hani: Lai Chau, Lao Cai

- The Hmong: Northen mountainous regions,
Nghe An

- The Pathen: Ha Giang, Tuyen Quang

- The Thai: Son La, Lai Chau, Yen Bai, Thanh
Hoa, Nghe An

- The Bahnar: Gia Lai, Kon Tum, Binh Dinh,
Phu Yen

- The Ede: Dak Lak, Gia Lai, Phu Yen, Khanh

Hoa

- The Giarai: Gia Lai, Kon Tum, Dak Lak
- The Brau: Kon Tum

- The Khmer: Mekong Delta provinces
- The Cham: Ninh Thuan, Binh Thuan, Tay
Ninh, An Giang

- The Sedang: Kon Tum, Quang Nam, Quang
Ngai

* PROJECT:

“Ethnic Fashion Show”
Sts make a list of:

1. the things you have in the picture
2. the activities you can do there
Note:

1. Costume: beautiful, creative
2. Exhibition: easy to understand
languages

3. Speaking: fluency, accuracy,
good pronunciation

Period: 20 
Teaching date: 19/10/2016

Unit 3: peoples of viet nam

Lesson 5: Skill 1

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I- Objectives:

- By the end of the lesson, Sts will be able to:

+ read for specific information about the life of an ethnic group.
+ talk about the life of ethnic groups.

- Vocab: poultry, unique, weave, bamboo items, worship, ancestor……….
- Skill: speaking and reading.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)

* Activity 1: Chatting

- Ask sts to discuss the questions
in pairs and guess the answers.
- Lead in the lesson

2. Practice: (25’)

* Activity 2: Present the 
passage:

- Ask Sts to predict what they are
going to read. (read about one of
the ethnic groups)

- Sts read the text and underline
the words they don’t know.
- Sts discuss any unfamiliar
words from the text.

* Activity 3:

- Sts read in chorus once.
- Call on some individuals to

* Chatting:

- Where do the Thai people live?
- What is their population?

I. New words:

-’poultry (n): gia cầm

- u’nique (adj): độc đáo, độc nhất
- weave (v): dệt vải

- bamboo items (n): đồ vật làm bằng tre
 - ‘worship (v): thờ cúng

- ‘ancestor (n): ông cha, tổ tiên

II. Practice:

A- READING:

1. Choose the most suitable heading: (1-P.32)

* Key:

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read aloud to the class.

- Sts answers and check their
guesses.

- Ask them to give evidence
when giving the answers.

* Activity 4:

- Sts read the passage again and
do the task.

- T checks the answers.

* Activity 5:

- Sts read the passage again and
answer the questions.

- Sts work in pairs.
- T checks the answers.

* Activity 6:

- Sts work in pairs, each of them 
talks about one ethnic group.
- Ask some volunteers to present
to the rest of the class.

3. Production: (12’)
* Activity 7:

- Sts talk about their own ethnic
group

- Ask Sts focus on one or two
aspects such as clothing, food,
way of living, customs,traditions,

festivals, etc.

2. Match the descriptions with the words and 
phrases from the passage: (2-P.32)

* Key:

1. farmers 4. songs
2. bamboo 5. ceremonies
3. stilt

3. Choose the best answer: (3-P.22)

* Key:

1. Yes, they do.

2. Their main food is rice.

3. It is well-known for being unique, colourful and
strong.

4. Thai women do.

5. They worship their ancestors.

B- SPEAKING:

4. Talk about one ethnic group: (4-P.32) 
The Bru-Van Kieu people

Population:about 74,500

Regions: Quang Binh, Quang Tri, Thua Thien-Hue
Language:Mon-Khmer group

Production activities: growing rice, terraced fields,
raising cattle and poultry

Festivals:ceremony held before sowing seeds
……….

………

5. Talk about your own ethnic group: (5-P.32)

- Learn new words, do exercises in workbook (C1,2
- P.19, 20)

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4. Homework: (2’)

Period: 21 
Teaching date: 21/10/2016

Unit 3: peoples of viet nam

Lesson 6: Skill 2

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ listen for specific information about a traditional dish.
+ write the recipe for a traditional dish.

- Vocab: cultural groups of Viet Nam……….
- Skills: listening and writing.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization:

- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: network:

- Sts tell some traditional dishes in
VN.

- Lead in the Listening task (We are
going to listen a passage about an
important traditional dish of many
ethnic minorities)

2. Practice: (15’)
a. Listening:
* Activity 2:

- Sts discuss the two questions in
pairs, then look at the picture and say
what they know about that dish.
* Activity 3:

- T plays the recording and Sts tick

* Network:

- Spring rolls (nem), five-coloured sticky
rice……

A- LISTENING:

1. Answer the questions: (1-P.33)

1. Do you like sticky rice?

2. When do we traditionally have sticky rice?

2. Listen again and say T/F: (2-P.33)

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T/F

* Activity 4:

- Play the recording again and write
down the words as they listen.

- Play the recording again and Sts
check and decide what words for the
answers.

- T corrects as a class.
b. Writing:

* Activity 5:

- Sts read the notes carefully.

* Activity 6:

- Have Sts write full sentences to
show the steps to cook the rice.
- Sts have to use proper connectors
‘first/firstly, second/secondly…’ and 
pay attention to spelling and

punctuation.

4. Production: (10’)

* Activity 7:

- T collects some Sts’ writing papers
and give comments to the class.
 5. Homework: (2’)

1. T 5. F
2. F 6. F
3. T

3. Listen again and complete the sentences: 
(3-P.33)

1. mountainous 4. plants
2. purple 5. ceremonies
3. natural

B- WRITING:

How to make yellow sticky rice
4. Read the notes: (4-P.33)

- Ingredients
- Notes

5. Write cooking steps of making yellow sticky 
rice: (5-P.23)

* Ex:

“This delicious dish is really easy to
make. First, you need to soak the rice
in water for at least fie hours . Then
rinse the rice and drain it well. Next,
add the turmeric extract and mix it
well. Then wait for 10 minutes. After
that, add the coconut and salt.

Remember to mix it well. Finally,
steam the rice for about 30 minutes.
Check that it is fully cooked. You can
serie this dish with chicken.”

- Correct the mistakes.

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Period: 22 
Teaching date:23/10/2016

Unit 3: peoples of viet nam

Lesson 7: Looking back and Project

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ revise all the target knowledge in unit 3.
+ do a project about ethnic fashion show.

- Vocab: peoples of Viet Nam……….
- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching Procedure:

A. Class organization:

- Greetings and checking attendance: 8A3:...…...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’) 
* Activity 1:

- Sts write the words which concern
the ethnic minority groups

2. Review: (10’)

* Activity 2:

- Sts talk about question words and

articles

- Sts give some examples.

3. Practice: (28’)

* Network:

stilt house

1. Grammar:

* Review question words:

- How, who, what, where, when, whose,
which…

* Articles: a, an and the:

a/an: - used before a countable singular noun
 - used to mean ‘any, every’

The: - used before a noun that has already been 
mentioned or is easily understood

- used to refer to a noun that is the only, or 
obvious one of the kind

- used before superlative comparison of
adjs and advs

2. Practice:

1. Complete the sentences with the
words/phrases from the box: (1-P.34)

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* Activity 3:

- Have Sts repeat the words as a
class to practice pronunciation.
- Sts work individually

- When finishing, Sts should be
able to explain their answers

- T checks the answers.
* Activity 4:

- Sts work individually or in pairs
to do the task.

- T corrects as a class.

- Let some Sts read the sentences
aloud.

* Activity 5:

- Sts read a passage aloud.

- T helps Sts clarify any difficulties.

- Sts work individually or in pairs.
- T checks as a class.

* Activity 6:

- Ask Sts read the sentences
carefully and try to find the error
relating to articles in each sentence.
- Sts work individually or in pairs.
- T checks as a class.

* Activity 7:

- Sts complete this task
individually.

- T gives correction
* Activity 8:

- Sts organise an exhibition of the
costume designs and present their
ethnic costumes.

- The whole class can vote for the

best.

* Activity 9:

- Sts complete the self-assessment

4. Homework: (2’)

* Key:

1. cultural groups 4. ethnic
2. communal, activities 5. unique
3. costumes, deverse

2. Use the correct form of the words in brackets 
to finish the sentences: (2-P.34)

* Key:

1. cultural 4. diversity
2. peaceful 5. traditional
3. richness

3. Make questions for the underlined parts in the
passage: (3-P.34)

* Key:

1. What are these houses built on?
2. Where is the entrance?

3. Which house is the largest, tallest and most
elaborate building in the village?

4. What is it used for?

5. Who can sleep in this house?

4. Find and correct the mistakes: (4-P.34)
1. a -> the 4. the -> a

2. a -> the 5. an -> the
3. an -> the

5. Fill each gap with a, an, or the to complete the
passage: (5-P.34)

1. an 4. the
2. a 5. the
3. the 6. the
* Project:

- Sts present and talk about ethnic costumes
they like.

* Finished!

- Discuss what difficulties remain and what
areas have mastered.

- Learn vocab & grammar – Unit 3
- Prepare Review 1

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Date of teaching: 26/10/2016
Period: 23

REVIEW 1
Lesson 1: Language 
I. Objectives.

By the end of this lesson, students will be able to:
Revise all the target knowledge in unit 1, 2, 3

II. Teaching aids:
- Worksheets
III. Procedure

I. Class organization.
- Greetings.

- Checking attendance: 8A3……….. …………..
II. New lesson.

Sts and T’s activities Contents

1. Warm up

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2. Practice

LANGUAGE

T may use this language review
section as a seif-test. Ss do the exercises
in 30 minutes then T checks their nswers.
Otherwise, T can conduct each activity
separately.

Pronunciation

T plays the recording and Ss repeat. Play
the recording as many times as necessary.
Pause and correct Ss' pronunciation.
Play the recording two or more times, if
necessary. Help Ss recognise all the
words with /sk/, /sp/, /st/, /br/, /pr/,
/bl/, and /d/ then underline them as
instructed. T may ask Ss to read the
sentences as a class, or individually.
Check pronunciation and intonation.
Vocabulary

Ss do the task individually and then
share their answers with a partner.
Check Ss' answers.

Ss do this exercise individually. T

may ask some Ss to write their
answers on the board. T corrects as a
class.

3. Production
Grammar

Activity 3
peaceful – noisy

hard - easy 
boring - exciting

forget - remember 
traditional - modern 
country life - city life 
love - hate
majority - minority
Activity 4

1. like/enjoy, listening, visiting 
2. forget 3. flying/to fly 
4. mind, to do/ doing
5. playing/ to play

Activity 5

1. later 2. more 
3. more fluently 4. better

5. more simply 6. faster
7. more carefully

Ativity 6

l.a 2. an 3. the 4. The 5. the
6. a

Ativity 7

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5. Ss do this individually and compare
their answers with a partner. Call some
Ss to go to the board to write their
answers. Other Ss comment. T corrects
as a class

Ss do the task individually. T checks.
Call some Ss to read the whole
passage.

4. Home work

Everyday English

Ss do the task individually. Then they practise in
pairs. After checking their answers, ask one or
two pairs to act out the dialogues.

Prepare for Review 1- Skills

Date of teaching: 28 /2016

Period:23

REVIEW 1

I. Objectives.

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

• Develop their 4 skills using the target knowledge in unit 1, 2, 3

II. Teaching aids:
- Worksheets
III. Procedure

I. Class organization.
- Greetings.

- Checking attendance: 8A:……….. …………..
II. New lesson.

Sts and T’s activities Contents

1. Warm up

The aim of this review is to revise
what Ss have studied and practised in units

1,2 and 3. T may ask Ss what they have
learn so learnt so far in terms of languae
and skills. Summuarise their answers and
add somw more information if necessary.
Encourage Ss to recall and speak out as
much as possible.

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Reading

1. Ss read the letter once or twice. T clarifies
anything they do not understand fully.

a. Ss do the task individually, then check with a
partner. T corrects.

b. do the exercises in pairs. T corrects as a
class.

Speaking

2. Ss work in pairs and talk about what
their family members like to do in their free
time. Encourage them to talk as much as
possible, using the verbs of liking they have
learnt. After some time,T may let Ss swap
pairs and continue to talk. T goes round and
gives assistance if necessary.

Listening

3. Play the recording once or twice. Ss listen
and choose their answers.

Play the recording again for Ss to check their
answers. Explain the new words or anything
difficult if necessary.

LIFE IN THE ENGLISH
COUNTRYSIDE

According to a recent survey by

Country Life magazine, about 80 percent of
Britain's population dream of living in the
countryside. In fact the countryside of England
today shows the wealth of landowners and
those who can afford to escape the busy and
noisy city life.

English village communities are often small
and close.They are warm and usually
welcoming. Maggie, who lives in North
Yorkshire, says: "Village life is wonderful and

Activity 1
a.

1.T 2.T 3. F 4.T
5. F

1. Which museum does Kim love to visit on
Saturday afternoon?

2. How many (clay and stone) objects are on
display at the museum?

3. What can you learn in this museum/
Da Nang Museum?

Activity 3

l.B 2. A 3. A 4.C 5. B

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safe for the kids. There is a great sense of
community here. It is more relaxing and you
can't tell who has money and who doesn't".
People in the English countryside use private
transport more, and the environment hasn't been
spoilt much.

3. Production Writing

4. Before writing, have Ss brainstorm ideas
about life in the countryside: advantages,
disadvantages, what they like and dislike, etc...
Then explain the writing task. Also have them
brainstorm words and phrases they may need
for their writing.

Give Ss time to do the writing task. Then
collect their papers to check out of class.

4. Home work

- Prepare for the first 45 minute- test.

Activity 4

Sample writing:

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REVIEW 2( UNIT 1-2-3).
PERIOD 24: SKILLS
Date of Date of teaching:.30./.10./.2017.

I/ Objective:

The aim of this review is to revise what Ss have studied and practiced in units 1,
2 and 3.

Skill: Reading, speaking, listening, writing.
II/ : Teaching aids.

- Lesson plan, visual pictures.
III/ Procedures :

1. Warm up

The aim of this review is to revise
what Ss have studied and practised in units
1,2 and 3. T may ask Ss what they have
learn so learnt so far in terms of languae
and skills. Summuarise their answers and
add somw more information if necessary.
Encourage Ss to recall and speak out as
much as possible.

2. Practice

Speaking

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time. Encourage them to talk as much as
possible, using the verbs of liking they
have learnt. After some time, T may last
Ss swap pairs and continue to talk. T goes
round and gives assistance if necessary.
Listening

3. Play the recording once or twice. Ss listen
and choose their answers.

Play the recording again for Ss to check their
answers. Explain the new words or anything
difficult if necessary.

LIFE IN THE ENGLISH
COUNTRYSIDE

According to a recent survey by

English village communities are often small
and close.They are warm and usually
welcoming. Maggie, who lives in North
Yorkshire, says: "Village life is wonderful and
safe for the kids. There is a great sense of
community here. It is more relaxing and you
can't tell who has money and who doesn't".
People in the English countryside use private
transport more, and the environment hasn't been
spoilt much.

3. Production Writing

4. Before writing, have Ss brainstorm ideas
about life in the countryside: advantages,
disadvantages, what they like and dislike, etc...

Activity 1

l.B 2. A 3. A 4.C 5. B

Activity 2
 
Ativity 3

Activity 4

Sample writing:

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Then explain the writing task. Also have them
brainstorm words and phrases they may need
for their writing.

Give Ss time to do the writing task. Then
collect their papers to check out of class.

4. Home work

- Prepare for the first 45 minute- test.

there are lots of traditional activities that
we can do in the countryside such as
horse-riding, swimming in the river or
kite-flying. For these reasons, I like
country life.

Date of teaching: 2/11/2017
 Period 25

A WRITTEN TEST N0.1

I. Objectives:

- By the end of the lesson sts will be able to check Ss’ understanding about
the structures and vocabulary that they have learnt from Unit 1 to Unit 3.
- Help ss develop 3 skills, listening, reading and writing and the use of
language.

II. Preparation: - Papers...

Nội dung Nhận biết Thông hiểu Vận dụng Tổng

mức độ thấp Mức độ cao

TN TL TN TL TN TL TN TL

I/ Listeing 2
Main

idea
0.8p

3
speci
fic
1.2p

5
2

II/Phonetic
No.of items:5
Mark :1

1
Vow
el
{a}
0,2

1
endin
g
(ed)
0,2

2
endin
g
{tion}
0,4

1
Conson
ant (c)
0,2

5
1

III/Activity
(Gra&
Vocab)

No.of items:5
Mark :2

2
tense

0,8

3
word
form
1,2

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No. items:10
Mark : 3

scan
ning
0,6

scan
ning

0,6

skim
ming
0,6

skimmi
ng
0,6

skim
ming
0,6

V/ Writing
Mark :2

2
Tổng

No :25
Mark :10

3
0,3

2,8

2
0.6

4
1,0

6
2

2
0.6

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I. Listen to the passage and choose the correct answer.

1. What percentage of Britan’s population dream of living in the countryside ?

A. 18 % B. 80 % C. 20 %

2. English village communities are often and small ………….. .

A. close B. poor C. unknown

3. Which is village life good for , according to Maggie ?
A. Children B. People who have money
C. People who don’t have money ?

4. People in English village use private transport ………… .

A. a little B. less C. more

5. The environment of English villages is ……….. .

A. spoil B. not spoilt much C. not safe

II. Choose the word that has underlined part pronounced differently from
the others.

1. a. pasture b. vast c. grassland d. paste

2. a. face b. city c. center d. commercial

3. a. education b. question c. pollution d. collection

4. a. leisure b. pleasure c. ensure d. measure

5. a. populated b. loaded c. harvested d. lived

III. Choose the suitable words or phrases to fill in the blanks.

1. __________ do you think is the most interesting museum in Ha Noi. – I think
it’s the Museum of Ethnology.

a. What b. Which c. Who d.

Of which

2. Does she fancy ___________ a book to the younger children?

a. reads b. to read c. reading d.

read

3. A tent can be _________ pulled down and transported than a ger.

a. more easily b. most easily c. easier d. as
easily

4. ________ ethnic group has larger population , Tay or Ede ?

a. What b. Why c. Which d.
who

5. Lan enjoys __________ to music , especially pop music in her free time .
a. hearing b. listening c. playing d.
talking

IV. Choose the correct word for each blank in the following passage

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in Lai Chau. It is typical of the (1)_________ life of the Thai people. In the
second lunar month of the year, when it (2)__________ warmer and hoa ban- a
kind of beautiful flower in the northwest mountainous area- blossoms, Hoa Ban
Festival is (3)_________. This is the great time for everyone, (4)_________ for
boys and girls. The boy picks the most beautiful flower and gives it to his
girlfriend. This is not only a time for love but also for Thai people to
(5)_________ for good crops, for happiness, and express their special thanks to
the Gods and (6)_________. The Thai festival is always full of songs and
prayers.

1. a. minor b. cultural c. custom d. festival

2. a. gets b. goes c. comes d. runs

3. a. seen b. arranged c. observed d.

celebrated

4. a. largely b. especially c. generally d. typically

5. a. ask b. look c. pray d. call

6. fathers b. relatives c. families d.

ancestors

V. Read the following passage and answer the questions.

Yoga originates in India and it is good for both your body and mind.
Anyone can do Yoga- women or men, adult or children. Special children’s
classes are devised to help them cope with the pressure they feel from their
school work. By learning how to co-ordinate breathing and movement, yoga
helps them to develop body awareness, self- control, and flexibility. Taking up
yoga also helps them to focus and become better at daily routines. Starting yoga
by setting aside a regular time for it. Go slowly, listen to your body and don’t
push it too far as yoga is not a competitive sport. Study each pose and practice it
as you control your body and mind. Prepare well before each session: avoid tight
clothing and a full stomach. An ideal time to do yoga is before breakfast.

1. Where does yoga come from?

……….
2. Who can do yoga?

………..
3. Why should children do yoga too?

……….
4. What do you learn when you do yoga?

………
5. How can you prepare for dong yoga?

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VI. Write 50 to 70 words about your countryside.

………
………
………
………
………
………
………
………
………..
………

Period: 26 
Teaching date: 4/11/2016

Unit 4: our customs and

traditions

Lesson 1: Getting started
I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to
the topic ‘customs and traditions’ and reviewed ‘should/shouldn’t’ and ‘have 
to’.

- Vocabulary: pass down, sharp, table manners, generation…..
- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, a projector + cabins.

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1:

- Sts work in two big groups.

- One St in A calls out the name of an
ethnic group in VN, then points at one
St in B who has to call out the name of
another ethnic group. The game stops
when a group cannot give out any
names or when time is up. The group
with more ethnic groups wins.

- Lead in new lesson.

* Call out:
1. Bahna

2. Bru-Van kieu

3. Cham
4. Coho
5. Yao
6. Ede
7. Giarai
8. Hmong
9. Khmer
10. Tay

11. Lolo
12. Muong
13. Nung
14. Laha
15. Thai

16. Viet (Kinh)

17. Sedang
18. Tho
19. sandiu
20. Odu

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2. Presentation: (12’)

* Activity 2: Introduce the dialogue:
- Look at the picture on page 38

- Introduce Mi, Nick, mai, Phong and
the teacher.

- Ask Sts to pridict the questions.
- Play the recording

- Ask Sts to listen and read.
- Ask Sts to check their guesses.

* Activity 3:

- Sts read the dialogue and underline
the words they don’t know.

- Sts discuss any unfamiliar words from
the text.

- T may explain some words Sts don’t

know.

3. Practice: (15’) 
* Activity 4:

- Sts work independently to find the
words with the given meaning, then
share the answers before dicussing as a
class.

- Sts read out the lines in the dialogue
that contain the words.

- T writes the answers on the board.

* Activity 5:

- Sts read the dialogue again to do this
ex.

- Ask for Sts’ answers and the
explanations for their choices.
* Activity 6:

- Have Sts read the questions to make
sure they understand them.

- Sts firstly answer the questions
without reading the dialogue, then
exchange their answers with a partner.

* Introduce the dialogue:

- Who can you see in the picture?
- What do you think the people in the
picture are talking about?

I. New words:

- pass down (v): truyền cho
- sharp (adj): chính xác, đúng

- table manners (n): quy tắc, phép tắc ăn
uống

- gene’ration (n): thế hệ

- You’re kidding (idiom): bạn nói đùa thế
thơi

II. Practice:

1. Listen and read: (1-P.38,39)

a. Find a word/phrase that means:

* Key:

1. agreed

2. grandparents, parents,
and children

3. totally corect
4. exactly on time
5. relating to human
society

6. a polite way of eating at
the dinner table

-> accepted
->

generation
-> spot on
-> sharp
-> social
-> table 
manners
 b. Tick T/F:

* Key:

1. T 3. T
2. F 4. F
c. Answer the questions: 
* Key:

1. It’s eating dinner at 7p.m. sharp.

2. He’s surprised.

3. They both refer to doing something that
developes over time.

4. A custom is sth accepted. A tradition is
sth special and is passed down through the
generations.

5. They should find information about a
custom or tradition.

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- Read the dialogue again and check the
answers. Confirm the correct answers.
* Activity 7:

- Sts work in pairs.

- Ask for Sts’ answers and their
explanations.

- Summarise the answers.
* Activity 8:

- Have Sts to look at the pictures and
ask them what they see in each picture.
- Let Sts read some customs and
traditions in the box and identify any
new words they do not know.

- Explain the new words.

- Sts work in pairs and some Sts write
the answers on the board. Confirm the
correct answers.

* Activity 9:

- Sts work individually and share
answers with your partner.

- Some Sts give the answers to the class
and explain their choice.

4. Production: (10’)
* Activity 10:

- Sts work in small groups of five or six.
- Take five minutes to write down as
many local customs and traditions as
you can think of.

- Present your list to the other groups.
- The group with the most ideas are the
experts.

5. Home work: (2’)

1. have to: It’s an obligation - you have no 
choice

2. should: It’s a suggestion or advice – it 
would be best to follow it.

2. (2-P.39):

a. Match the pictures with the customs and 
traditions in the box:

* Key:

1. g 5. e
2. c 6. a
3. f 7. b
4. h 8. d

b. Write C (custom) or T (tradition) under 
each picture in a:

* Key:

1. C 5. C
2. C or T 6. C
3. C 7. T
4. T 8. C or T

3. Game: CUSTOMS AND TRADITIONS EXPERTS:

(3-P.39)

* Suggested ideas:

- giving children lucky money (in red
envelopes) at Tet

- worshipping ancestors

- saying ‘cam on’ when receiving any help
- ………

- Read the dialogue again
- Learn new words

- Prepare for unit 4- Lesson 2 (A closer
look 1)

Period: 27

Teaching date: 6/11 Unit 4: our customs andtraditions

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I- Objectives:

- By the end of the lesson, Sts will be able to:

+ pronounce correctly the clusters /spr/ and /str/ in isolation and in 
context.

+ use the lexical items related to the topic ‘customs and traditions’.
- Vocab: sponge cakes, fireworks ……….

- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, a projector + cabins.

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: Call out:
- Have Sts play a game.

- Ask Sts call out some customs and
traditions they remember from the
previous lesson.

- Remark and lead in new lesson.

2. Presentation: (10’)
* Activity 2: Teach vocab:

- Sts read the exercise and
underline the words they don’t

know.

- Sts discuss any unfamiliar words.
- T may explain some words Sts
don’t know.

3. Practice: (15’) 
* Activity 3:

- Sts look at the table and make sure
that they understand what to do.
- Sts work in individually, then
compare their answers with a
partner.

- Confirm the correct answers.
* Activity 4:

- Sts read the sentences in 1 again
and complete the expressions.

* Call out:

- smiling to accept a compliment
- worshipping ancestors

- wearing aodai on special occasions
………

- We are going to learn some expressions with

the words ‘custom’ and ‘tradition’.

I. New words:
sponge cakes (n):
fireworks (n):

II. Practice:

A- VOCABULARY:

1. Match the first halves in A with the second 
halves in B: (1-P.40)

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- Sts write their answers on the board
and check their answers.

* Activity 5:

- Sts work in groups to write their
answerson some pieces of big-size
paper. what the word is for each
picture

- Sts tick them on the board and
read and comment on each other’s
sentences.

* Activity 6:

- Sts work individually to complete

the sentences with their own ideas,
then share their sentences with a
partner. Other Sts comment on thee
sentences. (may assign this exercise
as homework.)

* Activity 7:

- Sts complete the words under the
pictures with /spr/ or /str/, then
compare their answers with a
partner.

- Sts listen to the recording again to
check the answers and repeat.

4. Production: (12’)
* Activity 8:

- Play the recording for Sts to do this
exercise. Play the recording again for
Sts to repeat the sentences.

- Correct Sts’ pronunciation.

2. Complete the sentences: (2-P.40)

* Key:

1. custom 5. with

2. tradition 6. of
3. according 7. doing
4. tradition

3. Make sentences to say if you have these 
customs and traditions in your province or 
area, using the expressions in 2: (3-P.40)

1. Having fireworks on New Year’s Eve

2.Waiting until the guests finish eating before
leaving the dinner table

3. Touching children’s heads

4. Decorating the house on special occasions
5. Women shaking strangers’ hands

4. Complete the following sentences with your 
own ideas: (4-P.40)

1. It’s the custom in my country that…….
2. We broke with tradition by……….

B- PRONUNCIATION:

5. Complete the words under the picture: 
(5-P.40)

1. straw 5. astronaut

2. street 6. frustrated 
 3. spring 7. espresso 
 4. spray 8. newsprint

6. Listen and circle the words with /spr/ and 
underline the words with /str/: (6-P.40)

1. In my family, all the traditions of our
ancestors are strictly followed.

2. The custom of saying hello to strangers has
spread through our community..

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6. Homework: (2’)

4. That filmstrip really highlighted our
customs and traditions.

5. Parents usually want their offspring to 
follow the family traditions.

- Learn new words, do exercises in workbook
(A1,2->B1,2 – P.28,29)

- Prepare for unit 4- Lesson 3 (A closer look 
2)

=========================================================

Period: 28

Teaching date: 9/11 Unit 4: our customs andtraditions

Lesson 3: A closer look 2

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ use should and shouldn’t correctly and appropriately to give advice.
 + express obligation and necessity using the correct form of have to
- Vocab: ‘customs and traditions’words ……….

- Grammar: modal verb: should and V: have to 
- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:... .

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (7’)
* Activity 1: Network: 
- Remind Sts of modal verbs
2. Presentation: (12’) 
* Activity 2:

- Give a situation:

- Ask Sts to express their advice
freely.

- Help Sts review ‘should and

* Network:

should can 
I. Grammar:

- “Your brother is going out with a friend. The
weather forecast says it’s a hot sunny day. Give
him some advice.”

* Review should and shouldn’t:

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shouldn’t’

- Ask Sts to give some examples.
3. Practice: (13’)

* Activity 3:

- Ask Sts to look at the pictures and
quickly describe what they see.
- Let them complete the sentences,
then compare their answers with a
partner.

* Activity 4:

- Sts read the situations in A to make
sure they understand them.

- Sts work in pairs to complete the
task.

- Sts may give some advice for the
situations and write the advice on the
board.

- T gives correction as a class.
* Activity 5:

- Sts read the information about have
to.

- Ask Sts find the differences
between have to and must:

+ must shows internal obligation, you 
make a decision about what you must

do.

+ have to shows external obligation, 
someone else makes a decision about
you must do.

- Sts read the Remember! box.

* Activity 6:

- Sts work individually to complete
the task.

- Sts compare their answers with a

advice.
Eg:

We should respect old people.

II. Practice:

1. Complete the sentences with should or 
shouldn’t: (1-P.41)

* Key:

1. should 4. shouldn’t
2. shouldn’t 5. should
3. should

2. Match the situations in A and the advice in B:
(2-P.41)

* Key:

1. b 4. d
2. c 5. a
3. e

* The grammar box:
* Have to:

- we use ‘have to’ to express obligation or
necessity. It shows external obligation, someone
else makes a decision about you must do.

(+) have/has to + Vinf

Eg: We have to clean the house carefully before

Tet.

(-) don’t/doesn’t have to + Vinf
Eg: She doesn’t have to wear a company

uniform.

(?) Do/Does + S + have to + Vinf?
Eg: Do we have to follow the tradition of

cleaning the house before Tet?

3. Complete the sentences with the correct form 
of have to: (3-P.42)

* Key:

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partner.

- Check the answers and confirm the
correct ones.

* Activity 7:

- Sts work individually and give T
their answers.

* Activity 8:

- Have Sts quickly read e-mail. 
- Sts work individually.

- Sts compare their answers with a
partner.

- Some Sts write their answers on
the board and have them explain
their answers as well.

4. Production: (10’) 
* Activity 9:

- Sts work in pairs. Ask some pairs
to write their advice and obligations
on the board.

- Other Sts give comments and vote
for the best advice and obligations.

5. Homework: (2’)

4. had to, don’t have to
2. have to

5. does…..have to
3. has to

6. didn’t have to

4. Choose A or B to convey the meaning of the 
first sentence: (4-P.42)

* Key:

1. B 3. A
2. A 4. B

5. Find the mistakes in an e-mail and correct 
them: (5-P.42)

* Key:

1. shouldn’t -> should 4. didn’t -> don’t
2. has to -> have to 5. have -> have to
3. shouldn’t -> should 6. should ->
shouldn’t

6. List some advice and obligations your friend 
should follow when she/he comes to Vietnam:
(6-P42)

* Ex:

- She/He should visit the Temple of Literature
………..

- Learn grammar, do exercises in workbook
(B3->6 - P.29,30)

- Prepare for unit 4- Lesson 4 (Communication)

Period: 29 
Teaching date: 11/11

Unit 4: our customs and
traditions

Lesson 4: Communication

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ use the lexical items related to ‘customs and traditions.’
+ know more about some table manners in Britain.

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- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: Chatting

- Sts tell some table manners in
their family.

- Lead in the new lesson
* Activity 2:

- Go through the Extra voca.
+ using pictures or realia

+ when you invite some guests to
your house, your mother is hostess
and your father is host.

2. Practice: (25’)
* Activity 3:

- Sts work in pairs to look at the
pictures and discuss the differences
between them, using the extra
vocab.

* Activity 4:

- Sts work in pairs to guess if the

statements are T/F.

- Write the answers on the board.
Do not confirm the correct answers
now.

* Activity 5:

- Play the recording twice for Sts to
check their answers.

* Chatting:

- Tell some table manners in your family?
- In this lesson we will have opportunity to
explore the table manners in the UK and
compare them with those in Vietnam.
I. Extra voacb:

- prong (n): đầu dĩa (phần có răng)
- cutlery (n): bộ đồ ăn (gồm thìa, dĩa, dao)
- tray (n): mâm

- mat (n): chiếu

- palm (n): lòng bàn tay
- host (n): chủ nhà (nam)
- hostess (n): chủ nhà (nữ)
II. Practice:

1. Look at the pictures and discuss the 
differences between them: (1-P.43)

* Suggested answers:

- In the first picture, people are sitting on the
mat to have the meal. In the second picture, they
are sitting around the dining table.

- In the first picture, people are using rice bowls
and chopsticks. In the second picture, they are
using cutlery……..

2. Read the following sentences. Write T/F: 
(2-P.43)

- Sts write T/F

3. Listen and check: (3-P.43)

* Key:

1. F 5. F
2. T 6. F
3. F 7. F
4. T 8. T

4. Discuss the table manners in your family you 
often follow: (4-P.43)

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- Sts explain the false sentences.

* Activity 6:

- Sts work in pairs to discuss if they
follow the same table manners in
their family (may add some more).

3. Production: (10’)
* Activity 7:

- Sts work in pairs and role-play
- T call some pairs to act out in front
of the class.

- Othe Sts give comments.
- T gives feedback.

4. Homework: (4’)
* Activity 8:

- Sts work in groups of three or
four.

- Sts work individually.

- Sts back in their group, compare
and combine their results, then plan
their presentation.

3. When chewing food, we shouldn’t talk.
4. The host/hostess invites everybody to start
eating.

5. The host/hostess offers to serve the food for
the guests.

6. When we have finished eating, we place our
chopsticks on top of our rice bowl.

5. Play role: (5-P.43)

* Ex:

Minh: Hey Jessica! My family would like to
 invite you to dinner.

Jessica: Oh, that’s nice but……..
* PROJECT:

“How they have changed”

- Sts talk about the custom or tradition that has
changed.

Sts have to:

+ find a VN custom or tradition you want to
talk.

+ interview an old person about C or T

+ interview a younger person to see if this C or
T has changed today.

Note:

1. Costom or tradition: in Viet Nam
2. Presentation: easy to understand
languages

3. Speaking: fluency, accuracy,
good pronunciation

Period: 30 
Teaching date: 13/11

Unit 4: our customs and
traditions

Lesson 5: Skill 1

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ read for specific information about family customs and traditions.
+ ask about and describe different customs and traditions.

- Vocab: custom and tradition words……….
- Skill: speaking and reading.

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III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: Chatting

- Ask sts to discuss the question
in pairs and guess the answers.
- Lead in the lesson

2. Practice: (25’)

* Activity 2: Present the passage:
- Ask Sts to predict what they are
going to read. (read about family
customs and traditions)

- Sts read the text and underline

the words they don’t know.

- Sts discuss any unfamiliar words
from the text.

- T may explain some words Sts
don’t know.

* Activity 3:

- Sts look at the pictures and
answer the questions in pairs.
- Elicit the answers from Sts.

* Activity 4:

- Sts read the passage quickly and
do the task. (Is Mi writing about 
her family or her soceity?)

- T checks the answers.
* Activity 5:

- Sts read the statements and
underline the key words.
- Read through the passage
quickly and locate the key words.
- Read the part that includes the
key words more carefully, then
match.

- Sts work individually.
- T checks the answers.
* Activity 6:

* Chatting:

- What is your family’s custom at Tet?

A- READING:

1. Look at the pictures and answer the questions: 
(1-P.44)

* Key:

Picture 1: A family celebrating a brithday.
Picture 2: People are making chung cake.
Picure 3: A family is at an amusement park.

2. Read and answer the question: (2-P.44)

* Key:

- She’s writing about her family.3. Write A, B or C
in the blank to decide in which paragrapheach 
detail below is mentioned: (3-P.44)

* Key:

1. C 4. B
2. A 5. A
3. C 6.B

4. Read and answer the questions:(4-P.44)

* Key:

1. They are: having lunch together on the second day
of Tet, spending Sunday together, and celebrating her
grandparents’ wedding anniversary on the first Sunday
of Octorber.

2. They usually go to the cinema or go for a picnic
together.

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- Sts read the passage again to 
answer the questions.

- Sts compare their answers.
- Ask Sts to give evidence when
giving the answers.

3. Production: (12’)
* Activity 7:

- Sts work in pairs to take turn to
ask each other the three questions.

* Activity 8:

- Two pairs join together. One 
pairs interviews the other (one St 
interviews and the other notes 
down the answers in the table.)
- Some Sts present to the whole
class.

4. Homework: (2’)

4. They made five-coloured sticky rice served with
grilled chicken.

5. They love family customs and traditions because
they provide a sense of belonging.

B- SPEAKING:

5. Discuss the questions: (5-P.44)

1. What are the three customs and traditions you
like most in your family? Descibe them in details.
2. How do you feel when you take part in these
customs and traditions?

3. Why is it important to continue family customs
and traditions?

6. Interview (questions in 5) and note down their 
answers in the table: (6-P.44)

Names of 
interviewee
s

Question 1 Question 2 Question 3

…………. ………….
..

………... ………..

- Learn new words, do exercises in workbook
(C1,2 - P.31)

- Prepare for unit 4- Lesson 6 (Skill 2)

Teaching : 16/11/2017

Period 31 -CORECT THE TEST
I /

Aims : Students can summarize the knowledge they have learnt and know 
how to improve their knowledge of English .

II / Preparations : Test papers , chalk , boards 
III / Procedure :

A.Class organization : 8A3…………..

B.New lesson

1. Warm up

Hold a game : find words about clothes

and palces of interest -  Find words vast
- grassland
- harvest

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2. Correct the test

- Give the test to the children first
- Ask Sts to have peer correction
- Ask Sts to write on the board

- Ask Sts to read the right
sentences again

1. Give feedback

Language focus is not good , either .
Ask them to try better

- Class 8A3 have good result .
Encourage them to try to keep
this result

2. Homework

Ask Sts to prepare for
Unit 4 Lesson 6

- adore

THE

ANSWERS

I. 2,5 điểm (Mỗi câu đúng đợc 0,5 điểm)

1. 11.25 4. library

2. coats 5. talk

3. front

V. 2.5 điểm (Mỗi câu đúng đợc 0,5 điểm)
1. How far is it from your house to

school? (Test 1).

How long does it take you to do
this test? (Test 2)

2. They walked too quickly for me to
catch up with.

3. It was such good coffee that I had
another cup.

4. Binh isn’t strong enough to lift the
heavy box.

5. He studies English better than any
other subjects.

Period: 32 
Teaching date: 18/11

Unit 4: our customs and
traditions

Lesson 6: Skill 2

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ listen to get specific information about family customs and
traditions.

+ write a description of a traditional Japanese dance.
- Vocab: custom and tradition words……….

- Skills: listening and writing.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

Iii- Teaching Procedure:

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- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: network:

- Sts tell some traditional dances in VN.
- Lead in the Listening task (We are going
to listen to Mai’s presentation on the xoe
dance)

2. Practice: (15’)
a. Listening:

* Activity 2:

- Sts look at the picture and share this
tradition with a partner.

- Elicit Sts’answer and write the name of
the tradition dance on the board.

* Activity 3:

- Play the recording once and Sts complete

the table.

- If Sts are not sure about their answers,
play the recording again for Sts to check.

* Activity 4:

- Sts tick T/F without listening the
recording again.

- Sts compare their answers in pairs.

- T plays the recording the last time to
confirm the answers for both 2 and 3.
b. Writing:

* Network:

- Lion dance, court dance (múa cung đình

Huế), Lotus dance (múa sen), hat dance
(múa nón), ribbon dance, fan dance, flag

dance ……

A- LISTENING:

1. Answer the questions: (1-P.45)

- The xoe dance.

2. Listen and complete the table: (2-P.45)

* Key:

1. happy and wealthy
5. social

2. private gatherings
6. fire

3. 30
7. the music

4. the circle dance
8. culture and lifestyle

3. Listen again and complete the sentences: 
(3-P.33)

1. T 4. T
2. F 5. T
3. F

B- WRITING:

Write a description of a traditional Japanese
dance

4. Read about a traditional Japanese dance.

Make complete sentences: (4-P.45)

* Ex:

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* Activity 5:

- Sts work in pairs and make sentences,
using the given information. (they may 
write down the full sentences or make full 
sentences orally)

* Activity 6:

- Have Sts write their descriptions

individually based on the sentences they
have made (or write in groups).

4. Production: (10’)
* Activity 7:

- Sts exchange their descriptions to spot
any mistakes.

- T collects some Sts’ writing papers and
give comments to the class.

5. Homework: (2’)

dance.

- The dance expresses people’s honour to
their ancestors……….

5. Write a description of the Obon dance: 
(5-P.45)

* Ex:

“The Obon dance is a traditional
Japanese. The dance expresses
people’s honour to their ancestors.
People often perform the Obon
dance in Obon festiial, in
mid-August in many regions of Japan
and in mid-July in other regions.
There are some diferent dance
forms in diferent regions, and the
most popular form is the circle
dance…….”

- Correct the mistakes.

- Do exercises in workbook (E1->2 - P.35)
- Prepare for unit 4-Lesson 7 (Looking 
back-Project)

Period: 32 
Teaching date: 23/11

Unit 4: our customs and
traditions

Lesson 7: Looking back and Project

I- Objectives:

- By the end of the lesson, Sts will be able to:
+ revise all the target knowledge in unit 4.

+ do a project about the changes of customs and traditions.
- Vocab: customs and traditions……….

- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector. .

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...

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Sts’ and T’s activities Content
1. Warm up: (5’)

* Activity 1:

- Sts write the expressions which
concern customs and traditions.

2. Review: (10’)

* Activity 2:

- Sts talk about “should” and
“have to”

- Sts give some examples.

3. Practice: (28’)

* Network:

according to tradition…

1. Grammar:

* Review should and shouldn’t:

- We use should and shouldn’t to express advice.
* Have to:

- we use ‘have to’ to express obligation or

necessity. It shows external obligation, someone
else makes a decision about you must do.

(+) have/has to + Vinf

Eg: We have to clean the house carefully before 
Tet.

(-) don’t/doesn’t have to + Vinf
Eg: She doesn’t have to wear a company 
uniform.

(?) Do/Does + S + have to + Vinf?
Eg: Do we have to follow the tradition of 
cleaning the house before Tet?

2. Practice:

1. Complete the sentences with the words
from the box: (1-P.46)

* Key:

1. respect 4. host
2. worshipping 5. cutlery

3. wrap 6. generations
2. Write sentences with the following

expressions: (2-P.46) 
* Key:

1. there’s a tradition that….
2. according to tradition…..
3. follow the tradition of….
4. brake with tradition by…..
5. have the custom of……

3. Complete the following wordwebs: (3-P.46)
expressions for customs

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* Activity 3:

- Sts work individually, then
compare their answers with a
partner

- T checks the answers.

* Activity 4:

- Sts work individually, then
compare their answers with a
partner

- When finishing, some Sts write
them on the board

- T and other Sts give feedback.

* Activity 5:

- Sts work individually or in groups
to write down as many family and
social customs and traditions as
possible.

- Sts write their answers on the
board.

- T and other Sts comment on the
answers..

* Activity 6:

- Sts work individually and then
share the answers with a classmate.
- T checks as a class.

* Activity 7:

- Sts underline one mistake in each
sentence and correct it.

- Encourage Sts to explain their

* Key:

* Family customs and traditions:

+ visiting the pagoda on 1st of every lunar 
month.

+ eating dinner at 7p.m.

+ spending Sunday together…….
* Social customs and traditions:

+ having fireworks on New Year’s Eve.
 + worshipping ancestors.

+ wearing ‘ao dai’ on special occasions……
4. Complete the sentences: (4-P.46)

1. should wait 4. should follow
2. shouldn’t use 5. shouldn’t touch
3. shouldn’t break

5. Find and correct the mistakes: (5-P.46)
1. has to -> have to

2. should -> shouldn’t
3. have to has -> have to have
4. should to -> should

5. have avoid -> have to avoid

* Project:

“How they have changed”

- Sts talk about the custom or tradition that has
changed.

* Finished!

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correction.

- Elicit the answers.
* Activity 8:

- Sts give their presentation before
the class

- The whole class can vote for the
best.

* Activity 9:

- Sts complete the self-assessment
 5. Homework: (2’)

- Learn vocab & grammar – Unit 4

- Prepare for unit 5-Lesson 1 (Getting started)

Peroid: 33 
Teaching date: 25/11

Unit 5: Festivals in viet nam

Lesson 1: Getting started

I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to
the topic ‘Festivals in Viet Nam’ and reviewed some conjunctions.

- Vocabulary: royal court music, human chess, boat races, wrestling, family
reunion .…

- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, a projector + cabins.

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1:

- Sts work in two groups of five.

- Group A writes what Vietnamese
people should do and group B writes
what Vietnamese people shouldn’t do

* Network:

Tet Festival

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during the Tet Festival. The game stops
when time is up. The group with higher
marks wins.

- Lead in new lesson.

2. Presentation: (12’)

* Activity 2: Introduce the dialogue:
- Look at the picture on page 48
- Introduce Duong and Peter.
- Ask Sts to pridict the questions.
- Play the recording

- Ask Sts to listen and read.
- Ask Sts to check their guesses.
* Activity 3:

- Sts read the dialogue and underline the
words they don’t know.

- Sts discuss any unfamiliar words from
the text or match.

- T may explain some words Sts don’t
know.

3. Practice: (15’) 
* Activity 4:

- Play the recording and Sts work
independently.

- Play the recording once or twice more
to help Sts with comprehension (may
pause the recording if necessary), then
share the answers before dicussing as a
class.

* Activity 5:

- Sts answer the questions without

looking at the conversation, then open the
book and check their answers.

- Today we are going to learn about some
festivals in Viet Nam.

* Introduce the dialogue:
- Where are Duong and Peter?

- What are they doing?

- What might they be talking about?
I. New words:

- royal court music (n): nhã nhạc cung
đình

- human chess (n): cờ người
- boat races (n): đua thuyền
- wrestling (n): đấu vật

- family reunion (n): đồn tụ gia đình
II. Practice:

1. Listen and read: (1-P.49)
 a. Tick T/F:

* Key:

1. T 4. F
2. T 5. T
3. F

b. Answer the questions:
* Key:

1. In April. They can see a grand opening

ceremony, ao dai fashion show, Dem
Phuong Dong or oriental night show, royal
court music performances… and sporting
activities.

2. Duong’s family prepares a five-fruit tray
and make jam and chung cakes.

3. Because there are so many interesting
things to see and enjoy, it would take too
long to describe them.

4. In Bac Ninh, on 12th of the first lunar

month.

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* Activity 6:

- Have Sts look at the dialogue again and
underline the phrases.

- Have Sts use the context to try to
explain.

* Activity 7:

- Sts work in pairs to role-play, practising
the phrases in C.

- Call on some pairs to perform to the

class.

* Activity 8:

- Have Sts work in pairs, matching the
words with the pictures, then check their
answers.

- Sts repeat the words chorally –> T
corrects their pronunciation.

- Ask for translation to check their
understanding.

tradition events.

c. Find the following in the conversation. 
Explain their meaning:

* Key:

1. Used as suggestion or to give advice.
2. (It/That) sounds + adj: used to give your
first impression of what you hear.

3. To stress that it is worth spending time
or money doing some thing.

4. To show surprise and to check that
something is really OK to do.

d. Make short conversations:

2. Label the pictures: (2-P.49)
a. ceremony
d. procession

b. anniversary
e. carnival

c. reunion
f. performance

3. Match the words with the pictures: 
(3-P.49):

1. d 4. b
2. a 5. e
3. c

4. Match the festivals with their 
description:

Why don’t you come
with us to the Lim
Festival? You won’t

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* Activity 9:

- Sts work individually and share answers

with a partner.

- Check Sts’ answers.

4. Production: (10’)
* Activity 10:

- Sts work in pairs, matching the

descriptions of festivals with their names.
- Check Sts’ answers.

7. Home work: (2’)

* Key:

1. c 4. d
2. b 5. a
3. e

- Read the dialogue again
- Learn new words

- Prepare for unit 5- Lesson 2
(A closer look 1)

Period: 34

Teaching date: 27/11 Unit 5: Festivals in viet namLesson 2: A closer look 1

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ stress correctly multi-syllble words with –ion and –ian endings. 
+ use the lexical items related to the topic ‘Festival in Viet Nam’.
- Vocab: festival words ……….

- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, a projector + cabins.

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:... ...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: Call out:

- Have Sts play a game and work in
two groups of four.

- Ask group A to call out some
nouns related to festivals and group

B to call out some verbs.

- Remark and lead in new lesson.

* Call out:

- Nouns: show, royal court music, human 
chess...

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2. Presentation: (10’)
* Activity 2: Teach vocab:

- Sts read the exercise and
underline the words they don’t
know.

- Sts discuss any unfamiliar words.
- T may explain some words Sts
don’t know.

- Sts match and share their answers
with a partner (may ask for
translation to check their
understanding.)

3. Practice: (15’) 
* Activity 3:

- Sts work in pairs to match verbs
with nouns, then swap their answers

with another pair to check.

- Check Sts’ answers.
* Activity 4:

- Sts read the rules in the
‘Remember!’ box and give
examples.

* Activity 5:

- Sts look at the word list and sum
up.

* Activity 6:

- Play the recording and ask Sts to
listen and repeat the words, paying
attention to the stress on the syllable
immidiately before the ending –ion 
or – ian

* Activity 7:

- Play the recording and ask Sts to
listen and stress the words.

- Sts compare the answers in pairs.
- T checks.

4. Production: (12’)

Practice:

A- VOCABULARY:

1. Match the words to their meanings: (1-P.50)

1. c 4. b
2. e 5. d
3. a

2. Complete the sentences: (2-P.50)

* Key:

1. commemorate 4. ritual
2. worship

5. performance
3. preserve

3. Match the nouns with each verb: (3-P.50)

* Key:

1. WATCH….a ceremony, a show

2. HAVE….(all can fit)

3. WORSHIP….a god, a hero

4. PERFORM….a ritual, a ceremony, a show

B- PRONUNCIATION:

* Stress of words ending in –ion and – ian:
- With the words ending in the suffix –ion or 
–ian, stress the syllable immediately before the 
suffix.

4. (4-P.40)

a. Find out the features of the words:
 * Key:

- They are all words with more than two
syllables.

- They end with the suffix –ion or –ian.
b. Listen and repeat the words:

* Key:

compe’tition commemo’ration pro’cession
preser’vation con’fusion ma’gician
mu’sician vege’tarian com’panion

5. Listen and stress the words below: (5-P.50)

* Key:

1. pro’cession
5. poli’tician

2. com’panion
6. mu’siccian

3. pro’duction
7. his’torian

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* Activity 8:

- Sts work individually to mark the
stress patterns.

- Sts read out the sentences and some
Sts practise in front of the class.
- Correct Sts’ pronunciation.

- Sts listen and repeat the sentences
while listening to the recording.

5. Homework: (2’)

8. lib’rarian

6. Read and mark (‘) the stressed 
syllable:(6-P.50)

* Key:

1. com’panions
4. his’torians

2. partici’pation 5. tra’dition
3. at’tention

- Learn new words, do exercises in workbook
(A1,2->B1,2 – P.36,37)

- Prepare for unit 5- Lesson 3 (A closer

Period: 35 
Teaching date: 30/11

Unit 5: Festivals in viet nam

Lesson 3: A closer look 2

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ write compound sentences using conjunctions: and, but, or, yet, so
and conjunctive adverbs: however, nevertheless, moreover, therefore, otherwise.

+ use subordinators: because, if, when, while, although, even though
to write complex sentences.

- Vocab: Festival words ……….

- Grammar: compound and complex sentences
- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (7’)
* Activity 1: Network:

- Remind Sts of conjunctions

* Network:

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2. Presentation: (12’) 
* Activity 2:

- Help Sts review simple sentences

and compound sentences and give
the differences between them.

- Ask Sts to give some examples.

3. Practice: (13’) 
* Activity 3:

- Ask Sts to work in pairs

- Let them answer before checking
with the whole class.

* Activity 4:

- Sts work individually and check
with another student.

- T gives correction as a class.

* Activity 5:

- Sts look at the rules in the ‘Look 
out!’ box.

- T tells them the use of

punctuation in formal language
when we rite a compound sentence

but
I. Grammar:

* Review simple sentences and compound 
sentences:

- A simple sentence is one independent clause. 
Notice that a sentence that has two verbs as in
the sentence or two nouns as in is still a simple
sentence because it has only one clause.

Eg:

I enjoy playing tennis and look forward to it
every weekend.

My mother and I go shopping every Sunday.
- A compound sentence is two or more

independent clauses joined together. Each
clause is of equal importance and could stand
alone. They can be joined with conjunctions or
conjunctive adverbs.

Eg:

I like spring, but I don’t like spring rain.
II. Practice:

1. Write S for simple sentences and C for

compound sentences: (1-P.51)

* Key:

1. S 4. S
2. C 5. S
3. C

2. Connect each pair of sentences with an 
appropriate conjunction: (2-P.51)

* Key:

1. so 4. or
2. and 5. yet
3. but

3. Connect each pair of sentences with an 
appropriate conjunction adverb: (3-P.51) 
* Key:

1. however/nevertheless 4. othewise
2. therefore 5.

however/nevertheless
3. moreover

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using conjunctive adverbs.

* Activity 6:

- Sts read The grammar box 
carefully.

- Go through the grammar point
with the class to make sure
everybody understands.
- Explain the meaning of
subordinators.

* Activity 7:

- Sts work individually to match the
clause

- Sts compare their answers with a
partner.

- T corrects as a class.

* Activity 8:

- Sts work individually to add the
subordinators.

- Sts discuss the reasons for using

each subordinator.

4. Production: (10’) 
* Activity 9:

- Sts work in pairs to complete the
sentences.

- Sts swap their sentences with
other pairs.

- Sts read out their answers.
- T checks them with the whole
class.

Complex sentences:

1. A complex sentence includes one
independent clause, and one (or more)
dependent clause. The dependent clause can
go before or after the independent clause.
2. A dependent clause begins with a

subordinator such as when, while, because,
although/even though, or if.

Eg: While the elephants are racing, people 
cheer to encourage them.

4. Match the dependent clauses with the

independent ones to make complex 
sentences:

(4-P.52)
* Key:

1. b 4. f
2. d 5. a

3. e 6. c

5. Fill each blank with one suitable 
subordinator: (5-P.52)

* Key:

1. Because 4. while
2. If 5. when

3. when 6. Although/Even though

6. Complete the sentences below: (6-P.52) 
* Suggested answers:

1. ……….., I have never been there.
2. ……….., we shouldn’t miss it.

3. ………..., you should visit Giong Temple.

4. ……….., they take a lot of photos.

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5. Homework: (2’) - Learn grammar, do exercises in workbook
(B3->7 - P.38,39)

- Prepare for unit 5- Lesson 4 (Communication)

Period: 36 
Teaching date:2/12

Unit 5: Festivals in viet nam
Lesson 4: Communication

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ use the lexical items related to ‘festivals in Viet Nam.’
+ know more about a Khmer festival.

- Vocab: bamboo archway, green rice flakes, coconut, clasped hands,
floating lanterns.

- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: Chatting

- Sts tell some festivals in Viet Nam.
- Lead in the new lesson.

* Chatting:

- Tell some festivals in Viet Nam.

- In this lesson we are going to listen to an
interview with a Khmer about a Khmer
Festival.

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* Activity 2:

- Go through the Extra voca.
+ using pictures or realia

2. Practice: (25’)
* Activity 3:

- Sts look at the pictures and answer the
questions.

- Play the recording and let Sts check their
guesses.

* Activity 4:

- Sts work in pairs, making full questions
based on the given question words and
giving as many answers as possible.
 1. Where is the festival held?
 2. When is the festival held?

3. Who do the people worship at the 
festival?

4-6. What activities do people do at the 
festival?

- Play the recording again for Sts to
answer.

- Check the answers with the whole class.

3. Production: (10’)

* Activity 5:

- Sts decide which festival to talk about
and assign roles. (Sts could also invent a 
festival)

- Sts work in groups to role-play in front
of the whole class.

I. Extra vocab:

- bamboo archway (n):
- green rice flakes (n):
- coconut (n):

- clasped hands (n):
- floating lanterns (n):
II. Practice:

1. Look at the pictures and discuss the 
questions, then write the right words 
under the pictures:

(1,2-P.53)
* Key:

a- 1. bamboo archway 5. pia cake
2. green rice flakes 6. clasped
hands

3. potatoes 7. lanterns
4. coconuts 8. dragon
boat race

b- Ooc bom boc festival.

2. Listen and answer the questions: 
(3-P.53)

* Key:

1. Soc Trang

2. 14th, 15th evening of the 10th lunar

month

3. Moon God

4. have a worshipping ceremony
5. float paper lanterns

6. hold dragon boat races

3. Role-play in groups to do an

interview about a local festival: (4-P.53)

* PROJECT:

“Talent show”

What’s the festival
called?

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* Activity 6:

- Sts work in groups to answer the
questions:

1. What kind of singing are the people in
the pictures performing?

2. When do they perform these songs?
 3. Can you sing any of these?

4. Homework: (4’)
* Activity 7:

- Sts work in groups.

- Sts read instructions in the book.

- Sts do some research outside of the class
- Sts plan their presentation:

+ present the information

1. Chau van singing, xoan singing, quan 
ho singing and don ca tai tu singing.
2. - Chau van is often performed in

competitions or riligious ceremonies in the
north of Viet Nam.

- Xoan is often performed in the Hung 
King Temple Festival or in other festivals
in Phu Tho Province.

- Quan ho is often performed in the Lim
festival, Bac Ninh Province and local
festivals.

- Don ca tai tu is often performed in the
south of Viet Nam, normally in weddings,
birthday anniversaries.

- Sts talk about the song and perform it.
Sts have to:

+ choose a song that is often performed in
a festival.

+ search for information about the song.
+ present the information to the whole
class.

+ perform the song.

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+ perform the song

Period: 38 
Teaching date: 4/12

Unit 5: Festivals in viet nam

Lesson 5: Skill 1

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ read for specific information about festivals.
+ talk about festivals.

- Vocab: festival words……….
- Skill: speaking and reading.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: Chatting

- Ask sts to kool at some pictures about
festivals in Viet Nam and answer the
questions.

- Lead in the lesson.

2. Practice: (25’)

* Activity 2: Present the passage:

- Ask Sts to predict what they are going
to read. (read about festivals)

* Chatting:

- What are the people doing in each
picture?

- Who do people worship at the Hung
King Temple Festival?

- Who do people worship at the Huong
Pagoda Festival?

A- READING:

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- Sts read the text and underline the
words they don’t know.

- Sts discuss any unfamiliar words from
the text.

- T may explain some words Sts don’t
know.

- Sts skim the passage and check their
answers in 1.

* Activity 3:

- Sts scan the passages to find the
words.

- Sts underline or circle the words they
find.

- T helps Sts work out the meanings of
these words from the context.

- Check with the whole class.
- Elicit the answers from Sts.

* Activity 4:

- Sts read the passage again and do the
task.

- Sts note where they found the

information that helped them to answer
the questions.

- Sts compare their answers with a
partner.

- T checks the answers.
* Activity 5:

- Sts work in pairs, choosing one of the
two places Huong Pagoda or Hung King
Temple to go to.

- Ask Sts to give areason for their choice.
- Ask Sts to think about what to take
with them.

- Sts may add any other items they think
necessary and give reasons.

nation) at the Hung King Temple Festival?
- People worship Buddha at the Huong
Pagoda Festival?

………

2. Find words in the passage that have 
similar meaning to these words or phrases: 
(3-P.54)

* Key:

1. emperors 4. from overseas
2. features 5. hiking

3. joyful 6. scenery

3. Read and answer the questions:(4-P.54)

* Key:

1. The Hung King Temple Festival takes
place from the 8th to 11th day of the third lunar

month.

2. Incense, specialites such as chung cakes,
day cakes and five-fruit trays.

3. Because there are many joyful activities
including bamboo swings, lion dances,
wrestling and xoan singing performances.
4. People join a procession and make

offerings of incense, flowers, fruit and
candles.

5. Sts’ own answers.

B- SPEAKING:

4. Discuss the questions: (5-P.54)

a. Your teacher is organising a trip. You 
have to choose Huong Pagoda or Hung 
King Temple:

1. Which place do you prefer to go to?
Explain your choice?

* Eg:

I prefer to go to Huong Pagoda because I
really want to travel a long Yen Stream by
boat. How about you?

2. What things should you take with you?
Why?

* Eg:

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3. Production: (12’)
* Activity 6:

- Sts report their decisions to the class 
and decide which location is more
popular (remember to give reasons for 
their choice)

4. Homework: (2’)

because we’ll need it when we’re climbing
the mountain.

b. Report your decisions to the class:
- Learn new words, do exercises in
workbook (C1,2 - P.40)

- Prepare for unit 5- Lesson 6 (Skill 2)

Period: 39 
Teaching date: 7/12

Unit 5: Festivals in viet nam

Lesson 6: Skill 2

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ listen to get specific information about a festival.

+ write about a festival they like or have been to.

- Vocab: festival words……….
- Skills: listening and writing.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: network:

- Sts tell some heroes in VN.

- Lead in the Listening task (We are
going to listen to a passage about a
Vietnamese hero)

2. Practice: (27’)
a. Listening:

* Activity 2:

- Sts work in pairs, describing the
picture and then answer the
questions.

* Network: 
 Saint Giong

A- LISTENING:

1. Answer the questions: (1-P.55)

- He is a mythical hero.

- He defended the country from foreign
invaders.

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* Activity 3:

- Sts read the questions carefully
and try to predict the answers based
on what they know (remind them to
pay attention to key words in the
options)

- Play the recording once and Sts
circle the right answers

- T checks their answers with the

whole class.

* Activity 4:

- Sts underline key words in the
questions.

- T plays the recording and Sts
write the answers.

- Play the recording again and Sts
check the answers.

- Some Sts read out their answers to
the class

b. Writing:
* Activity 5:

- Sts work in groups to brainstorm
ideas and write their notes.

- T moves around and helps Sts.

* Activity 6:

- Have Sts refer back to the reading
passages in Skill 1 for useful

language and ideas.

- Sts work individually to write a
first draft

3. Production: (10’)
* Activity 7:

2. Listen and circle the correct answers: (2-P.55)

* Key:

1. B
2. A

3. C

3. Listen again and write answers to the 
questions: (3-P.55)

1. He is a mythical hero, who grew from a
three-year-old child into a giant overnight.

2. The preparations begin one month before the
festival.

3. A religious ceremony.

4. There is a cheo performance.

5. This festival shows the love for our

motherland and the preservation of our cultural
heritage.

B- WRITING:

4. Discuss the festival in Viet Nam that you like 
best: (4-P.55)

It’s held 
in…

It’s held on…

It worships…
I like

the…..festiva
l

The main 
acts are…
It’s

impressive 
because…

I like this 
festival 
because…

I also like it 
because…
It

commemorates

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- Display some articles on the
board.

- Other Sts and T give comments.
 4. Homework: (2’)

5. Write an article about this festival: (5-P.55)

- Correct the mistakes.

- Do exercises in workbook (E1->2 - P.43)
- Prepare for unit 5-Lesson 7 (Looking 
back-Project)

Period: 40 
Teaching date: 9/12

Unit 5: Festivals in viet nam

Lesson 7: Looking back and Project

I- Objectives:

- By the end of the lesson, Sts will be able to:
+ revise all the target knowledge in unit 5.
+ do a project “Talen show”.

- Vocab: festivals……….
- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’) 
* Activity 1: 
- Sts write the right words.

2. Review: (10’)

* Activity 2:

- Sts review simple and compound
sentences

- Sts talk about complex sentences
and give the similarities and the
diffrences between compounds
and complex sentences

- Sts give some examples.
3. Practice: (28’)

* Jumbled words: 
 1. icnesen = incense

2. ofernfigs = offerings
3. pary = pray

4. lnerants = lantern
5. csrwod = crowds

6. cehergin = cheering 
1. Grammar:

* Review simple and compound sentences:
* Complex sentences:

1. A complex sentence includes one independent
clause, and one (or more) dependent clause. The
dependent clause can go before or after the
independent clause.

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* Activity 3:

- Sts work individually, then
compare their answers with a
partner

- T checks the answers.

- Sts write the answers on the
board.

* Activity 4: For 3 and 4 
- Sts work individually first.

- Check their answers with a
partner.

- Discuss the answers as a class.
- T and other Sts give feedback.

* Activity 5:

- Sts work individually or in
groups to sort the words and
phrases for the two festivals.

- Check their answers as a class.

* Activity 6:

- Sts work in pairs to interview
each other about the three
activities that they like best and
give reasons (give as many
reasons as possible)

2. Practice:

1. Complete the sentences with the words from
the box: (2-P.56)

* Key:

1. ethnic 5. ancient
2. commemorate 6. procession
3. respect 7. perform

4. ritual 8. performances

2. Write sentences with the following 
expressions: (3-P.56)

* Key:

1. If 4. While

2. Even though 5. When
3. Because

3. Complete the following wordwebs: (4-P.56)
* Suggested answers:

1. When the Lim festival begins, people come to
see the quan ho singing performance.

2. Because we have many festivals in January, we
call it the month of fun and joy.

3. If you go to the Hue festival, you can enjoy an
ao dai fashion show.

4. Even though/Although sticky rice is very tasty,
it’s hard to eat it every day.

5. While/When we are boiling chung cakes, we 
often listen to uor grandparents’ stories.

4. Complete the sentences: (5-P.56)

New Year Festival Mid-Autumn Festival
family reunion mooncakes

visiting relatives lion dance
firework displays floating lanterns

kumquat welcome-the-moon party

the first-footer Hang Nga and Cuoi
stories

5. Find out which festival your partner prefer: 
(6-P.56)

* Ex:

A: I like the firework displays best because they
look beautiful.

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* Activity 7:

- Sts give their presentation and
performance before the class.
- The whole class can vote for the
best.

* Activity 8:

- Sts complete the self-assessment

4. Homework: (2’)

Day because I can get lucky money.
……….
* Project:

“Talen show”

- Sts talk about the song and perform it.
* Finished!

- Discuss what difficulties remain and what areas
have mastered.

- Learn vocab & grammar – Unit 5
- Prepare for the next lesson.

- Prefor the test

=======================================================

Period: 41

Teaching date: 11/12 A WRITTEN TEST N0.2

I- Objectives:

The aim of this review is to test what Ss have studied and practiced in units 4,5
Vocabulary: Words from

Grammar: Tenses,Verbs followed by a gerund and an infinitive, connectives,
adverb clause of result .

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

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MA TRẬN ĐỀ KIỂM TRA

Nội dung Nhận biết Thông hiểu Vận dụng Tổng

mức độ thấp Mức độ cao

TN TL TN TL TN TL TN TL

I/ Listen
No : 5
Mark : 2

2 main
idea

0.8
3speci
fic
1.2
5
2
Ii/Phonetic
No: 8
Mark: 2

2(ed/u}
0,5
2(ion)
0,5
3(str)
0,
75
1{s/e
s}

0,25
8
2
III/Vocab&
grammar
No: 15
Mark : 3

5Voca
b

1
3tense
s
 0.6
2cone
ctive

0.4
5Adv

/ adj
1
15
3
IV/ Reading
No : 4
Mark : 2

4.scan
1
4skim

1
8

2
V/Writing

No : 4
Mark : 1

1 (If)
0.25
1
while
0.25
1
(altho
ugh)

0.25
1
(B.c)

0.25
4
1
Tổng
No :40
Mark :10

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THE QUESTIONS
I. Listening

1. Listen to Mai’s presentation and fill in the missing words. (1 point)

Today I’m going to tell you about the xoe dance, a (1)
………. dance of the Thai ethnic group in Vietnam. Thai people
have followed this spiritual tradition for generations.

The xoe dance expresses people’s working life and wishes for a happy
and (2)………... life. It is performed in both public and private
gatherings such as celebrations, festivals, or family reunions.

The xoe dance has more than 30 (3)……… based on the
first six ancient forms. The most popular form is the xoe vong or “circle dance”
because it expresses social unity. People young or old alike, join hands to make
a circle around the fire and dance to the music. Besides the circle dance, there
are dances with (4)………. hats. paper fans or scarves.

Old people say they shouldn’t (5)………with this tradition because it
reflects Thai culture and lifestyle. As a Thai folk song goes, without the xoe
dance, the rice won’t grow and people won’t get married.

II. Pronunciation

1.Put the following words into the appropriate column, then mark the
stressed syllable.

1.Competition 2.strangers 3. district 4.companion 5.pedestrian
/ION/………
/STR/………
 2. Choose the word which has a different sound in the part underlined.
6. A. looked B. watched C. carried D. stopped
7. A. unite B. underline C. university D. uniform
8. A. character B. children C. teacher D. change
III. Vocabulary and Grammar

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A. watched B. was watching C. watch D. am watching
2. You should buy the blue sweater. It suits you ………..than the red one.

A. good B. well C. better D. the best

3. The ………… of quan ho singing has been recognized as a world heritage.
A. preservation B. procession C. song D. performance
4. Saint Giong was unable to talk, smile, or walk ……… he was three years old.

A. even though B. because C. while D. if

5. It’s a rule, so everyone ………strictly follow it.

A. doesn’t have to B. shouldn’t C. has to D. should

6. The 54 ethnic peoples of Vietnam are…………, but they live peacefully.

A. similar B. unlike C. diverse D. like

7. I detest……….so early in the morning.

A. get up B. getting up C. gets up D. to get up
8. Both my brother and I help ……….. our family’s goats. We feed them on the
pastures by the edge of the village.

A. herds B. to herd C. herding D. to herding

9. Lang Lieu couldn’t buy any special food………..he was very poor.

A. although B. when C. while D. because

10. The girl was crying when a fairy………

A. appears B. was appearing C. appeared D. is appearing
2. Identify a mistake in each sentence and correct it. (1 point)

1. Vietnam is an multicultural country with 54 ethnic group.

………

2. We speak English fluent now than last year.

………..
3. We broke with tradition by make sponge cakes for the Mid-Autumn Festival
instead of moon cakes.

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………
5. I don’t like this performance although it’s too boring

………
IV. Reading

Read the fairy tale Cinderella and do the tasks below.

Once upon a time there was a young girl called Cinderella. Cinderella was living
happily with her family when her mother died. Her father married an evil widow
with two daughters. Cinderella’s stepmother and two stepsisters mistreated her.
She had to wear old clothes and work hard while the sisters wore fancy clothes
and had fun. A good witch helped Cinderella. She turned Cinderella’s old dress
into a beautiful gown. Cinderella went to a party and a handsome prince politely
invited her to dance with him. He fell in love with her and wanted to find out
who she was. Cinderella left the party in a hurry and didn’t tell the prince her
name. but she left a glass slipper, and the prince used that to find her. They got
married and lived happily ever after.

1. Answer true (T) or false (F).

True False 
1. Cinderella was living happily with her family when her

mother died.

2. Her father married a kind woman.

3. Her stepmother and two stepsisters were very kind to her.
4. The prince got married to the girl who fitted the left glass
slipper.

2. Answer the questions.

1. What did Cinderella’s father do when his wife died?

………
2. How did Cinderella’s stepmother and two stepsisters treat her?

………
3. Who turned Cinderella’s old clothes into a beautiful gown?

………
4. What did the prince use to find Cinderella?

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V.

Writing

1. Combine each pair of sentences to make one sentence, using the words
given in brackets

1. We won’t hold the festival. It costs too much money. (IF)

=> ………
2. The tortoise was running. The hare was sleeping. (WHILE)

=> ………… ………
3. The girl worked hard. Her stepmother wasn’t happy. (ALTHOUGH)
=> ………….………
4. The Buffalo- fighting Festival took place in Do Son last Saturday. There were
so many people. (BECAUSE)

=> ………..………

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REVIEW 2
Lesson 1- Language
I/ Objectives

1. Educational aim:

- To revise and practice the language Ss have studied and the skills they have
practiced since Unit 4,5,6

- S may forget some vocabularies, grammar so the teacher should be ready help
them

II/ Teaching aids 
Active board
III/ Procedures :

1,Class organization .

8A 3………..
2,Checking previous lesson.
-Insert the new lesson .

3. New lesson.

Teacher’s / Students’ activites Reviewed & Practiced content
Warm up

T: What were you doing at 7 o’clock last
night?

S: I was watching TV

T: what were you watching at 7o’clock
last night?

S: I was watching news
 Presentation Pronunciation
Activity 1

1a Ask Ss to do this exercise
individually, and then to share their
answers with a partner before giving T
the answers. T writes the correct answers
on the board.

b Ask Ss to work in pairs: one student
says the sentences and the other gives
comments and even makes any
corrections if possible. T may around to
provide help.

Activity 2

- In order to do this exercise correctly, Ss
have to be able to pronounce the words

1. Underline the words with /spr/
with /str/ and cirlce the words

Key:

1. What fresh strawberries they are!
2. What lovely spring flowers they

are!

3. What a cunning sprite it is!
4. What a brave instructor he is!
5. What a noisy street it is!

2. Circle the word with a different strees 
pattern from the others

Key:

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correctly themselves.

- T may let Ss do it in groups and
encourage them to read the words out
loud among themselves. - Then T plays
the audio and checks them as a class,
encouraging Ss to repeat the words.

Practice 
Vocabulary
Activity 3

- Ask Ss to do this exercise individually
and then share their answers with a
partner. T may ask a student to write
his/her answers on the board. Then T
checks the answers with the whole class.
Activity 4

- After Ss do this exercise individually,
T quickly checks Ss’answers

Activity 5

- Elicit the form and use of have to, and
should. Ask Ss to tell the differences
between the uses of don’t have to and
mustn’t.

-T may call a student to do the exercise
on the board while other Ss also do these.
Check Ss’ answers. Ask them for
explanations if necessary.

Activity 6

- Elicit the use of some connectors in

compound sentences and complex
sentences.

- Ask Ss to tell the differences between
the forms and uses of compound
sentences and complex sentences.
- T may ask a S to write his/her

answers on the board. T checks the
answers with the whole class.

Activity 7

- Elicit the form and use of the past
continuous tense.

- Ask Ss to tell the differences between
the use of simple past tense and the past
continuous tense.

- T may call a S to do the exercise on the

4. C. presen’tation 5. D. ‘heritage

Vocabulary

3. Choose the best answer 
Key: 1. A 2. B 3. C
4. D 5. B 6.B

4. Use the words in the box to complete
the sentences

Key: 1. legend 2. cunning
3. ever 4. generous
5. kind

Grammar

5. Read and match the notice 
 Key:

1. B 2. A 3. E
4. D 5. C

6. Complete

Key: 1. Although 2. otherwise
3. While 4. Moreover

5. however

7. Put the vebs in brackets into past 
simple or the part continuous

Key: 1. were you doing
2. was watching
3. was telling
4. happened

5. were setting off
Everyday English

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board while other Ss also do this. Check
Ss’ answers. - Ask them for explanation
necessary.

Activity 8

- Ask Ss to do this exercise in pairs.
After checking their answers, ask
some pairs to act out the
conversations.

Wrap-up

-T: asks Ss to repeat grammar
- Ss : retell:

Homeassignment

- Do Ex 1,2 in page 52 -SBT
- Prepare unit 6: Review 2 (skills)

Key:

1. C 2. A 3. B 4. D 5. E

Period 52: (Đảo chương trình)

Teaching date: 15/12

REVIEW 2
Lesson 2- Language
I/ Objectives

By the end of the lesson sts will be able to review past simple, past continuous
- use them to do the exercises

II. MAIN LANGUAGE

a/ Grammar: past continuous , past simple
b/ Structure:

III PROCEDURE

1.Checking the old lesson
2.New lesson

Teacher’s / Students’ activities Content

- T asks ss to repeat the use past continuous
- Ss repeat

- Ss copy down

- T asks ss to repeat form of past continuous
- Ss repeat

1.Past continuous

a. Use:

Thì quá khứ tiếp diễn được dùng để:
- chỉ một hành động đang xảy ra ở
một thời điểm trong quá khứ

Ex: They were watching TV at 7p.m
last night.

- Chỉ 1 hành động đang xảy ra trong
quá khứ thì 1 hành động khác đan
xen vào làm gián đoạn

Ex: I was listening to music when
she came.

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- Ss copy down
Exercises

IPut the verbs into correct form: past 
progressive or past simple.

Ex: My mother was waiting (wait) for me when 
I came (come) home.

1.The doorbell __________ (ring) while Tom
__________ (watch) television.

2.How fast __________ you __________

(drive) when the accident __________(happen)?
3.Anna and Susan __________ (make) dinner
when Martin __________ (arrive) home.
4.The light __________ (go) out while we
__________ (have) dinner. But it __________
(come) on again after about ten minutes.

5.“What __________ you __________(do) this
time yesterday?” – I __________ (work) on the
computer.”

6.It suddenly __________ (begin) to rain while
Laura __________ (sit) in the garden.

7.It __________ (be) cold when we __________
(leave) the house that day, and a light snow
__________ (fall).

8.When I last __________ (see) them, they
__________ (try) to find a new house near their
work.

9.I __________ (walk) along the street when I
suddenly __________ (feel) something hit me in
the back. I __________ (not/know) what it was.
10When we __________ (drive) down the hill, a
strange object __________ (appear) in the sky.
II. Write sentences with the cue words, using 
the past progressive tense.

Ex: I/ write/ my report/ 8 o’clock last night
 I was writing my report at 8 o’clock last 
night.

1. They/ play/ tennis/ 10.30 yesterday morning
2. Ann/ do/ homework/ 5 o’clock this afternoon
3. My father/ wash/ car/ from five to six

4. This time last year/ we/ live/ France
5. The students/ offer/ flowers/ the visitors
6. I/ cook/ dinner/ half an hour ago

7. She/ work/ the studio/ that time

8. What/ you/ do/ from 3 to 6 yesterday

Ex: I was watching TV while my
mother was cooking.

- Chỉ 1 việc hoặc 1 hành động ttiếp
diễn trong quá khứ vào thời gian
không xác định

Ex: They were doing exercises
b. Form

(+) S +was/ were + V-ing

Ex: She was playing the piano at 10
o’clock yesterday.

(-) S + wasn’t/ weren’t + V-ing
Ex: They weren’t watching TV at
8 o’clck yesterday

(?) Was/ were + S + V-ing…?
Ex: Was she eating?

Yes, S + was / were
No, S + wasn’t /weren’

Wh-Q + was/ were + S + V-ing?
+ was: I, he , she

+ Were: you , we, they
+ was not = wasn’t
+Were not = weren’t

Answer:

1.rang – was watching

2.were … driving – happened
3.were making – arrived
4.went – were having – came
5.were … doing – was working
6.began – was sitting

7.was – left – was falling
8.saw – were trying

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afternoon?

III. Write the correct form of each verb . Use 
the past continuous or the past simple

1. Long ago , a great lion named Mufasa (live)
………… in Africa. His evil brother, Scar, was
supposed to be the next king. He (wait)……..
for his next chance. Then Mufasa’s son , Simba,
was born, and everything (change)………… .
Simba was now next in line to become king.
Scar (become)……… jealous of Simba, so he
(make)……….. a terrible plan to kill
Mufasa and Simba.

2. the plains (be)…………. beautiful, and
everything (seem)……. perfect. That summer
was the happnest time of Simba’s life. He (get)
……….. stronger and bigger as the days passed.
His father (train)……… him every day, and he
(dream)………… of becoming the king.

3. Mufasa (be)………… the king of lions.
Everyone on the great plains (be)…………..
happy, except his brother, Scar. Everytime
Mufasa (see)……….. his brother, he (talk)
………….. in secret with his friends.

4. His young son , Simba , (grow up)……

quickly and he (train)….. his son to be the next
king.Life (be)………… good, and everything in
his kingdom (go)……….. well.

5. that summer (seem) ………… very strange
and unpleasant to Scar, but he (know)………….
that soon his luck would change. He and his
friends (plan)……. to get rid of his two biggest
problems forever. His newphew , little Simba,
(grow up )……. too quicky. He (need )….. to
get rid of Simba and Mufasa before it was too
late.

* Listening

Part 1. Listen and answer Tor F
1. King and queen had no children

2. One day the queen gave birth to a lovely
baby son.

3. The king invited all the faires except wicked
fairy.

4. Her mother was n’t careful to keep her
away from spindles.

5. The princess slept for over one hundred years

Answer:

1.They were playing tennis at 10.30
yesterday morning.

2.Ann was doing her homework at 5
o’clock this afternoon.

3.My father was washing his car
from five to six.

4.This time last year we were living
in France.

5.The students were offering the
flowers to the visitors.

6.I was cooking dinner half an hour
ago.

7.She was working in the studio at
that time.

8.What were you doing from 3 to 6
yesterday afternoon?

1.lived, was waiting, changed,
became, made

2.were, seemed, was getting, trained
, was dreaming

3.was, was , saw, was talking

4. was growing up, was training,
was , was going

5. seemed, knew, were planning,
was growing up, needed

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until a prince arrived at the castle
6. The prince kissed her, she woke up.
7. They fall in love , got married and lived
happily.

*Wrap up

- GV nhắc lại ngữ pháp vừa ôn
* Homeassignment

Yêu cầu hs học thuộc ngữ pháp, ôn các dạng bài
đã chữa

Period: 53

Teaching date: 19/12 The first semester test

I- Objectives:

The aim of this review is to test what Ss have studied and practiced in units 4,5
Vocabulary: Words from

Grammar: Tenses,Verbs followed by a gerund and an infinitive, connectives,
adverb clause of result .

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

III- Teaching methods: 
- Communicative.

IV- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

MA TRẬN ĐỀ KIỂM TRA

Nội dung Nhận biết Thông hiểu Vận dụng Tổng

mức độ thấp Mức độ 
cao

TN TL TN TL TN TL TN TL

I/ Listen
No : 5
Mark : 2

2 main

idea
0.8

3speci
fic
1.2

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Ii/Phonetic
No: 4
Mark: 1

1(u}

0,25
1(ion)
0,25
2(ed)
0,5
4
1
III/Vocab&
grammar
No: 15
Mark : 4

2modal

0,4
2modal
0,8

4tense
s
 0.8
4cone
ctive

0.8
3tense
s
 1.2
15
4
IV/ Reading
No : 6
Mark : 2

3.scan
1
3skim
1
6

2
V/Writing

No : 2
Mark : 1

1
(B.c)

0.5
1
(ho
wev
er)

0.5
2
1
Tổng
No :32
Mark :10

3
0.65
2
0.8
10
2.85
1
0.5
12
3.5
3
1.2
1

0.5
32
10

THE QUESTIONS

I. Listen and decide whether these statements are true or false (1 point)

T F

1. Saint Giong is worshipped for defending the Ming

2. The preparations for the festival begin two month beforehand .
3. The festival is held from the 6th to the 12th of the 4th lunar month.

4. There is a performance of quan ho singing when night falls.

5. This festival shows the love for our motherland and the preservation
of our cultural heritage.

Question II. Find the word which has different sound in the part 
underlined.

1. A. mention B. question C. action D. education

2. A. listened B. opened C. wanted D. lived

3. A. community B. computer C. museum D. customs

4. A. needed B. opened C. wanted D. decided
Question III. Choose the best answer A, B, C , or D to complete the 
sentences.

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2. A tradition is something we do that is special and ____________ down

through the generations.

A. to passed B. passed C. passing D. is passing

3. In the UK, there are lots of customs for table manners. For example, We
____________ use

a knife and fork at dinner.

A. have to B. are having C. has to D. having to
4. In Viet Nam, you____________ use only the first name to address people
older than you.

A. should B. must C. shouldn’t D. have
to

5. At the Mid-Autumn Festival ,kids can sing, dance, and enjoy moon-cakes ;
____________, every child likes it very much.

A. However B. Moreover C. Because D.
Therefore

6. In 2010, Ha Noi____________ its 1000th anniversary.

A. celebrated B. commemorated C. worshipped D.
remembered

7. Tet is an occasion for family____________ in Viet Nam.

A. visitings B. Meeting C. reunions D. seeings

8. ____________ spring comes, many Vietnamese villages prepare for a new
festival season.

A. While B. When C. Nevertheless D.
However

9.People burn incense to show respect to their ____________ during Tet.

A. relatives B. ancestors C. friends D. neighbors
10.The Le Mat Festival ____________ the founding of the village.

A. worships B. commemorates C. performs D.preserves
Question IV. Give the correct form of the following verbs:

1. We ____________________ to Hung King Festival since last Sunday. 
(go)

2.When I came, the whole family _________ _____ dinner around a big dining table.
(have)

3. Children should_____________ things from adults with both hands. (take)
4. My father and I __________ up at 5 o’clock every morning. (get)

5. They _________________ English at the moment. ( learn)
Question V. Choose the correct word for each blank in the following

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Festival is (3)………... This is a great time for everyone, (4) ……… for
boys and girls. The boy (4)………… the most beautiful flower and gives it to
his girlfriend. This is not only a time for love but also for the Thai people to (5)
………..for good crops, for happiness, and express their special thanks to the

Gods and (6) …………... The festival is always full of songs and prayers.

1. A .minor B. cultural C. custom D. festival
2. A. gets B. goes C. comes D. runs

3. A. seen B. arranged C. observed D. celebrated
4. A. largely B. especially C. generally D. typically
5. A. ask B. look C. pray D. call
6. A. fathers B. relatives C. families D. ancestors
Question VI . Combine each pair of sentences to make one sentence, using 
the words given in brackets.

1.Lang Lieu couldn’t buy any special food . He was very poor.
(BECAUSE)

………
2.The Hung King Temple Festival was a local festival. It has become a public
holiday in Viet Nam since 2007.(HOWEVER)

………

………
THE END

Teaching : 21/12/2017

Period 54 -CORECT THE FIRST SEMESTER TEST
I /

Aims : Students can summarize the knowledge they have learnt and know

how to improve their knowledge of English .

II / Preparations : Test papers , chalk , boards 
III / Procedure :

A.Class organization : 8A3…………..
B.New lesson

1. Warm up

Hold a game : find words about clothes
and palces of interest

2. Correct the test

 Find words
- vast

- grassland
- harvest

- ethnic minority
- fancy

- adore
THE

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- Give the test to the children first
- Ask Sts to have peer correction
- Ask Sts to write on the board

- Ask Sts to read the right
sentences again

3. Give feedback

Language focus is not good , either .
Ask them to try better

- Class 8A3 have good result .
Encourage them to try to keep
this result

4. Homework

Ask Sts to prepare for
Unit 4 Lesson 6

I . LISTEN (TRACT 38 )

. Listen and decide whether these statements
are true or false (2 point)

1F 2F 3T 4F 5T
Question II : (1 point)
1.B

2.C
3.D
4.B

Question III: (2 point)

1D 2B 3A 4C 5D

6A 7C 8B 9B 10B

Question IV: (2 point)
1.went

2.was having
3.take

4.get

5.are learning

Question V: (2 point)

1B 2A 3D 4B 5C

6.D

Question V: (1 point)

1. Lang Lieu couldn’t buy any special food
because he was very poor .

2.The Hung King Temple Festival was a local
festival; however , it has become a public

holiday in Viet Nam since 2007

Period: 42 
Teaching date: 23/12

Unit 6: folk tales

Lesson 1: Getting started

I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to
the topic ‘Folk Tales’ and reviewed simple past tense.

- Vocabulary: a legend, a folk tale, a fable, a fairy tale, a fairy, give birth.
- Structure: Exclamatory sentences.

- Skills: 4 skills.

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Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1:

- Sts work in two groups of five.
- Each group writes the names of
the legends, fold tales, fables and
fairy tales they know. Which group
writes more is the winner.

- Lead in new lesson.
 2. Presentation: (12’)

* Activity 2: Introduce the
dialogue:

- Look at the picture on page 58
- Introduce Duong and Nick.
- Ask Sts to pridict the questions.
- Play the recording

- Ask Sts to listen and read.
- Ask Sts to check their guesses.

* Activity 3:

- Sts read the dialogue and
underline the words they don’t
know.

- Sts discuss any unfamiliar words
from the text or match.

- T may explain some words Sts

don’t know.

3. Practice: (15’) 
* Activity 4:

- Sts work independently.

- Ask Sts to share answers before
discussing as a class.

* Network:

- Today we are going to learn about
some folk tales

* Introduce the dialogue:

- Where are Duong and Nick?
- What are they doing?

- What are they talking about?

* Sts may share any famous Vietnamese legends:
- Have you ever read or been told a famous
Vietnamese legend?

- What is its title?
- What is it about?

- What are the main characters in it?

I. New words:

- a legend (n): truyền thuyết
- a folk tale (n): truyện dân gian
- a fable (n): truyện ngụ ngôn
- a fairy tale (n): truyện thần tiên
- a fairy (n): nàng tiên, cô tiên
- give birth (v): sinh con
II. Practice:

1. Listen and read: (1-P.59)

a. Choose the correct answers: 
* Key:

1. B 4. C
2. C 5. A

3. A

b. Match the words to their meanings:
Folk Tales

Lac Long
Quan and
Au Co

Little Red
Riding

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* Activity 5:

- Sts work in pairs to match the
words to their meanings.

- Sts share their answers with a
partner.

* Activity 6:

- Have Sts try to remember the
information about the legend of Lac
Long Quan and Au Co, and
complete the table.

- Have Sts open their books and
check their anwers.

* Activity 7:

- Sts work in pairs to discuss the
question.

- Draw Sts’ attention to the
structure, meaning and use of
exclamatory sentences by analysing
the instruction and examples in the
Remember! Box.

- Call on some pairs to perform to

the class.

- T elicit the first answer. Sts write
out the rest of the sentences.

- Check the answers with the class.

* Activity 8:

- Sts qickly match the types of
stories with their definitions.

* Key:

1. c 3. a
2. d 4. b

c. Find theinformation in the conversatio to 
complete the table:

* Key:

Title Lac Long Quan & Au Co

Genre Legend

Main characters Lac Long Quan, Au Co and their

sons

Plot - Lac Long Quan married Au Co

- Au Co gave birth to one
hundred baby boys.

- Lac Long Quan missed the sea.
- Lac Long Quan took fifty of
their sons to the sea.

- Au Co took the others to the
mountains.

d. Exclamatory sentences:
Remember!

* Exclamatory sentences are used to express surprise
or strong feelings. We use ‘What’ in exclamatory 
sentences:

- What + a/an + adj + N + S + V!

Eg: What a naughty boy he is!

- What + adj + N (uncountable)/Ns!

Eg: What naughty boys they are!

What beautiful weather it is!

* We don’t always use an adj or a subject and a verb

in exclamatory sentences:

1. handsome/man: What a handsome man (he is)!
2. interesting/game: What an interesting game (it is)!
3. good/news: What good news (it is)!

4. lovely/dogs: What lovely dogs (they are)!
5. brave/women: What brave women (they are)!
2. Match the words with their definitions: 
(2-P.59)

* Key:

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- Play thr recording for Sts to check
their answers

- Sts work in pairs to think of an
example of each type of story.
4. Production: (10’)

* Activity 9:

- Sts work individually, filling in
the table with the information of
the legend, fold tales, fables and
fairy tales they know.

* Activity 10:

- Model this activity with a student,

the ask Sts to work in pairs.

- Call some pairs to practise in front
of the class.

5. Home work: (2’)

3. GAME: Guess the story: (3-P.59):

a. Think of a legend, folk tale, fable or fairy tale 
and complete the table below:

* Key:

Title
Genre

Main characters
Plot

b. Interview each other and try to guess the title of 
the story:

* Ex:

A: What kind of story is it?
B: It’s fairy tale.

A: Who are the main characters?

B: Cinderella, her stepsisters, her stepmother, and a
prince.

………

- Read the dialogue again
- Learn new words

- Prepare for unit 6- Lesson 2 (A closer look 1)

Period: 43

Teaching date: 25/12 Lesson 2: A closer look 1Unit 6: folk tales

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ use an exclamatory sentence with the correct intonation.
+ use the lexical items related to the topic ‘Folk Tales’.
- Vocab: folk tales words……….

- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, a projector + cabins.

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A3:...
 B. New lesson:

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1. Warm up: (5’)
* Activity 1: Call out:

- Have Sts play a game and work
in two groups of four.

- Ask group A to call out some
nouns related to folk tales and
group B to call out some adjs.
- Remark and lead in new lesson.
 2. Presentation: (10’)

* Activity 2:

- Sts work individually, then ask
them to share their answers with
one or more partners.

- Sts discuss any unfamiliar words.
- T may explain some words Sts
don’t know.

- Ask Sts to call out some folk
tales that include one of these
characters.

3. Practice: (15’) 
* Activity 3:

- Sts work in pairs to match the
creatures with the pictures, then
swap their answers with other Sts.
- Ask Sts to catrgorise the

creatures into typically ‘good’ and 
‘bad’.

* Activity 4:

- Sts complete the table
individually.

- Some Sts write their answers on
the board before checking with the
whole class (may ask for

translation of some adjs to check 
their understanding).

* Activity 5:

- Sts work in pairs, using the adjs
in a to describe characters in one 
of their favourite folk tales.

- Some Sts say their meaningful

* Call out:

- Nouns: fairy, woodcutter, prince, 
princess...

- Adjs: generous, kind, mean, cheerful…..

Practice:

A- VOCABULARY:

1. Match the characters with the pictures: 
(1-P.60)

1. G 5. H
2. C 6. A
3. E 7. D
4. B 8. F

2. Match the creatures with the pictures: 
(2-P.60)

* Key:

1. G 5. B
2. F 6. C
3. A 7. H
4. E 8. D

3. (3-P.60)

a. Put the adjs in the box into the correct 
columns:

* Key:

Positive Negative

cheerful
generous
brave
kind

cruel
mean
evil
greedy
wicked
fierce
cunning

b. Use these adjs to describe some characters 
in one of your favourite folk tales:

* Ex:

There’s a wolf in Little Red Riding Hood.
He’s cunning and wicked.

B- PRONUNCIATION:

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sentences in front of the class.

4. Production: (12’)
* Activity 6:

- Play the recording and ask Sts to
listen and repeat the sentences,
paying attention to the intonation
of each sentence.

- Remind Sts that they use falling
intonation for exclamatory

sentences.
* Activity 7:

- Sts work in pairs, practise saying
the sentences

- Call some Sts to practise in front
of the class, then ask Sts to listen
while T plays the recording.

- Sts repeat chorally after each
setence.

- Correct their pronunciation.
5. Homework: (2’)

Remember!

- We use falling intonation for exclamatory 
sentences.

4. Listen and repeat the sentences, paying 
attention to intonation: (4-P.60)

1. What colourful hat she is wearing!
 2. What a time we’ve had today!
 3. What beautiful eyes she has!
 4. What a nice day it is!

5. What good news it is!

5. Listen and repeat these sentences: 
(5-P.60)

1. What a beautiful princess she is!
 2. What brave knights they are!
 3. What a big nose the wolf has!
 4. What a fierce ogre it is!

5. What a handsome prince he is!

- Learn new words, do exercises in
workbook (A1,2->B1,2 – P.44,45)

- Prepare for unit 6- Lesson 3 (A closer

look 2)

Period: 44

Teaching date: 28/12 Unit 6: folk tales

Lesson 3: A closer look 2

I- Objectives:

- By the end of the lesson, Sts will be able to:
+ use the past continuous tense correctly.

+ distinguish between the past continuous tense and the simple past
tense.

- Vocab: folk tales words ……….
- Grammar: past continuous tense.

- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector. .

Iii- Teaching Procedure:

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- Greetings and checking attendance: 8A3:...

B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (7’)
* Activity 1: Network:

- Remind Sts of some past forms of the
verbs.

2. Presentation: (12’) 
* Activity 2:

- Sts read part of the conversation from
‘Getting started’, paying attention to the 
underlined part.

- T elicit from Sts the form and use of the
past continuous tense.

- Sts read the ‘Grammar’ box.

- Draw Sts’ attention to the use of the past
continuous tense. (by analysing the

examples)

- Some Sts give examples

- Ask Sts to give some examples.

3. Practice: (13’)

* Activity 3:

* Network:

ate 
went

I. Grammar:

* Past continuous tense:
- The use:

+ We use the past continuous to describe
an action that was in progress at a started
time in the past.

+ We use the past continuous to describe
an action that was in progress when

another shorter action happened (this
shorter action is express by the simple
past).

Eg:

At 8 p.m my father was watching TV.
She was crying when a fairy appeared.

- Form:

(+) Positive: I/he/she/it + was + V-ing
We/you/they + were + V-ing.
(-) Negative: I/he/she/it + was not/wasn’t
+ V-ing

We/you/they + were
not/weren’t + V-ing.

(?) Question: Was + I/he/she/it + V-ing?
Were + we/you/they + V-ing?
II. Practice:

1. Write S for simple sentences and C 
for compound sentences: (2-P.61) 
* Key:

1. was wearing 4. ran
2. were you doing
5. wasn’t waiting

3. was going

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- Sts work individually. Remind them to
look back at the ‘Grammar’ box.

- Sts compare their answers in pairs before
checking with the whole class.

* Activity 4:

- Sts work individually, using the suggested
words to write sentences to describe what
was happening in each picture.

- Sts share their answers with a partner.
- T gives correction as a class.

* Activity 5:

- T models this activity with a more able
student.

- Ask Sts work in pairs.

- Call some pairs to practise in front of the
class.

* Activity 6:

- Sts read the ‘Look out!’ box. Draw Sts’ 
attention to this use of the past simple tense.
- T may give a comparison between the
simple past tense and the past continuous
tense.

- Some Sts give examples.
* Activity 7:

- Sts work individually.

- Sts compare their answers in pairs before
checking with the whole class.

* Activity 8:

- T may do the first sentence as an example.

2. (3-P.61)

a. Use the past continuous to write 
sentences to describe what was 
happening in each picture:
* Key:

1. The servant was pinning in the woods.
2. The girl was picking flowers by the side
of the road.

3. The knights were riding (their) horses to
the castle.

4. Cinderella was dancing with the prince.
5. Sait Giong was flying to the heaven.
6. The oger was roaring with anger.
b. Ask and answer questions about the
picture in a:

b. Ask and answer questions about the 
pictures in a * Ex:

A: What was the servant doing?
B: She was spinning.

* Look out:

The past simple:

- We use the past simple for a succession
of actions

Eg: When Tom had the news, he ran to 
his car, jumped in it and drove home..
3. Write the correct form of each verb. 
Use the past continuous or the past 
simple: (4-P.62)

* Key:

1. was walking, stopped, had
2. was lying, heard, needed
3. heard, was following, started
4. dropped, ate

5. were dancing, left

6. was missing/missed, decided

4. (5-P.62)

a. Put the verbs in brackets into the past 
simple or the past continuous:

* Key:

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- Sts work individually.

- Sts compare their answers with a partner.
- T corrects as a class.

* Activity 9:

- Sts discuss the question in pairs.

- Some pairs give their anwers to the whole
class.

- T and other Sts give comments.
4. Production: (10’)

* Activity 10:

- Sts work individually, guessing what their
partner was doing at the time. Remind Sts to
make a note of their guesses.

* Activity 11:

- T models this activity with a more able
student.

- Ask Sts work in pairs.

- Call some pairs to practise in front of the
class.

5. Homework: (2’)

3. went 6. fell

b. What is the moral of the fable?
- Be happy/content with what you have.
 5. (6-P.62)

a. Guess what your partner was doing 
last Sunday at these time:

* Ex:

- I think Minh was having breakfast at 7
a.m last Sunday.

b. Ask your partner to check your 
guesses:

* Ex:

A: Were you having breakfast at 7 a.m last
Sunday?

B: Yes, I was./No, I wasn’t.

- Learn grammar, do exercises in
workbook

(B3->7 - P.45->47)

- Prepare for unit 6- Lesson 4
(Communication)

Period: 45 
Teaching date: 30/12

Unit 6: folk tales

Lesson 4: Communication

I- Objectives:

- By the end of the lesson, Sts will be able to:
+ use the lexical items related to ‘Folk tales.’
- Vocab: granny, scream, swallowed……...

- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: Chatting

* Chatting:

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- Sts tell some folk tales in
Viet Nam.

- Lead in the new lesson.
* Activity 2:

- Go through the Extra 
vocab.

- Help Sts understand the
meanings of the words in
Extra vocab.

+ using pictures or realia

2. Practice: (25’)

* Activity 3:

- Sts work independently,
looking at the pictures and
putting parts of the fairy
tale in order (the pictures 
are in the correct order but 
the text a->h is jumbled).
* Activity 4:

- Sts work in pairs,

comparing their anwers and
discuss any differences.
Then discuss as a class.
* Activity 5:

- Sts work in groups of six,
in turn retelling the fairy
tale to their group members
in their own words

- Then Sts choose the best
storyteller in their group.
3. Production: (10’)
* Activity 6:

- Sts work in groups again,

discussing and witing their
own ending for the fairy
tale (have fun and be 
creative).

- A st from each group
reads the ending to the
whole class. T and other Sts
give comments

- Tell about the folk tale you liked best when you were
small.

- Today, we are going to do some activities with a fairy
tale. Please think of what information in normally at the 
beginning, in the middle, at the end.

I. Extra vocab:

- granny (n): bà (thân mật)

- scream (v): kêu thét, la thất thanh
- swallow (v): nuốt

II. Practice:

1. Look at the pictures and put the parts of the fairy tale in
order: (1-P.63)

* Key:

1. h 5. d
2. a 6. c
3. e 7. b
4. f 8. g

2. Retell the fairy tale: (2,3-P.63)

* PROJECT:

“Entries in my Diary”

1. Posters: humorous, lively, clear
2. Languages: easy to understand
3. Speaking: fluency, accuracy, good
pronunciation.

Sts have to:

+ read the fairy tale .

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- T may correct Sts’
mistakes.

- Sts vote for the best fairy
tale ending.

* Activity 7:

- Sts work in groups to read
the fairy tale Sleeping 
Beauty. Each st may notes 
about the main characters
and the plot of this tale.
- Imagine he/she is one of
the characters and write two
or more entries (note the 
use of the past simple and 
the past continuous)

4. Homework: (4’)
* Activity 7:

- Sts work individually.
- Sts study the given
example carefully.

- Write two or more entries
in the diary.

Period: 46

Teaching date: 4/1/2018 Unit 6: folk tales

Lesson 5: Skill 1

I- Objectives:

- By the end of the lesson, Sts will be able to:
+ read for specific information in a fairy tale.

+ talk about a legend/ folk tale/ fairy tale/ fable (its plot, main
charcters, etc.)

- Vocab: folk tale words……….
- Skill: speaking and reading.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: Chatting

- Ask sts some questions about a folk tale.

* Chatting:

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- Lead in the lesson.
2. Practice: (25’)

* Activity 2: Present the passage:

- Ask Sts to predict what they are going to
read. (read about a folk tale.)

- Sts scan the text and find out the words.
- T helps Sts work out the meanings of
these words from context.

* Activity 3:

- Sts read the story again and answer the
questions.

- Sts note where they found the

information that helped them to answer the
questions.

- Sts compare their answers with a partner.
* Activity 4:

- Sts work individually, completing the
details of the fable The Starfruit Tree.
- Sts share their answers with a partner.
- T checks the answers.

* Activity 5:

- Sts work individually to read every story
summary. T helps them with any new
vocab.

* Activity 6:

- Sts work in pairs, asking and answering
about the stories in 4.

- After finishing, T may call some pairs to
practise in front of the class.

3. Production: (12’)
* Activity 7:

- Sts work in groups of five. Each member
chooses a character in any of the stories in
4.

- The others ask ‘Yes-No questions’ to
discover who that person is.

khe”?

- Tell some main characters?

A- READING:

1. Read the fable and find the following

words. What do they mean?: (1-P.64)
* Key:

fortune: a large amount of money
starfruit tree: tree with green fruit shaped 
like a star

ripe: ready to be eaten

filled: put gold into the bag until 
there is no

more space
repay: pay back

load: something that is being 
carried

2. Read the story again and answer the 
questions:

(2-P.64)
* Key:

1. He gave his younger brother only a
starfruit tree.

2. The eagle promised to repay him in
gold.

3. He offered to swap his fortune for his
brother’s starfruit tree.

4. He filled a very large bag and all his
pockets with gold.

5. He was dropped (by the eagle) into the
sea.

3. Complete the details of the fable: 
(3-P.64)

* Key:

1. greedy 4. gold
2. time 5. swapped
3. fortune 6. dropped

B- SPEAKING:

4. Read and decide which story you 
would like to read: (4-P.64)

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4. Homework: (2’)

2. The Tortoise and the Hare
 3. Chung Cakes, Day Cakes

5. Ask and answer questions about the

story:

(5-P.64) 
* Eg:

A: I want to read Sait Giong.
B: What kind of story is it?
A: It’s a legend.

B: Who are the main characters in it?
6. GAME: Who am I?

- Learn new words, do exercises in
workbook (C1,2 - P.48)

- Prepare for unit 6- Lesson 6 (Skill 2)

Teaching :

Period 47 -CORECT THE TEST N0. 2
I /

Aims : Students can summarize the knowledge they have learnt and know 
how to improve their knowledge of English .

II / Preparations : Test papers , chalk , boards 
III / Procedure :

A.Class organization : 8A3…………..

B.New lesson

1. Warm up

Hold a game : find words about
clothes and palces of interest

2. Correct the test

- Give the test to the children
first

- Ask Sts to have peer
correction

- Ask Sts to write on the board

 Find words
- vast

- grassland
- harvest

- ethnic minority
- fancy

- adore

THE I. Listening: Track 30

1. Listen to Mai’s presentation and fill in the
missing words. (1 point)

1. traditional 4. conical

2. wealthy 5. break

3. forms

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- Ask Sts to read the right
sentences again

5. Give feedback

Language focus is not good ,
either . Ask them to try better
- Class 8A3 have good result .

Encourage them to try to keep
this result

2. Choose the word which has a
different sound in the part
underlined.

6. A. looked B. watched 
C. carried D. stopped
7. A. unite B. underline 
 C. university D. uniform
8. A. character B. children

C. teacher D. change

6. Homework

Ask Sts to prepare for

1. Put the following words into the appropriate
column, then mark the stressed syllable. (1 point)

/ion/ /str/

com’panion
compe’tition

‘strangers
‘district
pe’destrian
III. Vocabulary & Grammar

1. Choose the best answer A, B, C or D to
complete each sentence.

1. B 6. C

2. C 7. B

3. D 8. B

4. A 9. D

5. C 10. C

2. Identify a mistake in each sentence and correct iT
1. an multicultural country => a multicultural country
2. fluent => more fluently

3. by make => by making

4. has to take off => have to take off
5. Although => because

IV. Reading

1. Answer true (T) or false (F).

1. T 2. F 3. F 4. T

2. Answer the questions:

1. He married an evil widow with two daughters.
2. they treated her badly.

3. A good witch did.

4. He used a glass slipper that Cinderella left behind.
V. Writing

1. Combine each pair of sentences to make one
sentence, using the words given in brackets

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Unit 4 Lesson 6 the festival.

2. The tortoise was running while the hare was
sleeping. /While the hare was sleeping, the tortoise was
running.

3. Her stepmother wasn’t happy although she worked
hard. / Although the girl worked hard, her stepmother
wasn’t happy.

4. Because the Buffallo- fighting Festival took place in
Do Son last Saturday, there were so many people.
/There were so many people because the
Buffallo-fighting Festival took place in Do Son last Saturday.

Period: 48 
Teaching date: 6/1/2018

Unit 6: folk tales

Lesson 6: Skill 2

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ listen to get specific information in a fairy tale.

+ write a narrative of a legend/ folk tale/ fairy tale/ fable.
- Vocab: folk tale words……….

- Skills: listening and writing.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’)
* Activity 1: network:

- Sts look at the pictures and make some
guesses about the fairy tale The Princess and
the Dragon.

- Lead in the Listening task (We are going to

* Network:

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listen to a fairy tale named The Princess and
the Dragon.)

2. Practice: (27’)
a. Listening:
* Activity 2:

- Sts cover the story which is written out in
the green box.

- Sts read the statements carefully and
underline the key words.

- Play the recording and ask Sts to correct the
statements. Some Sts write their answers on
the board.

- Play the recording again for Sts to check
their answers.

* Activity 3:

- Sts read the story carefully and work in pairs
to discuss what may be missing

- Play the recording again and ask Sts to find
the missing words as they listen.

- T checks their answers with the whole class.
b. Writing:

* Activity 4:

- Sts make notes about about one of their
favourite fairy tales

* Activity 5:

- Sts refer back to the reading passage in Skill
1 for useful language and ideas, some

necessary expressions and language.

- Sts work individually to write a first draft
- T displays some of the stories

- T and other Sts give comments.

A- LISTENING:

1. Correct the following statements: 
(1-P.65)

* Key:

1. prince -> princess
2. a giant -> an ogre
3. sing -> cry

4. made friends with -> married

2. Listen and fill in the missing words: 
(2-P.65)

* Key:

1. castle 4. breath
2. give gold 5. strong
back

3. with anger

B- WRITING:

3. Make notes about one of your 
favourite fairy tales: (3-P.65)

Title
Main 
characters
Plot: beginning
Plot: middle
Plot: end

4. Use your notes in 3 to write the fairy 
tale:(4-P.65)

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3. Production: (10’)
* Activity 7:

- T displays some of the stories.
- T and other Sts give comments.

- Swap stories with their classmates and read
other’s stories.

4. Homework: (2’)

- Do exercises in workbook (E1->2 -
P.51)

- Prepare for unit 6-Lesson 7 (Looking 
back-Project)

Period: 49 
Teaching date:

Unit 6: folk tales

Lesson 7: Looking back and Project

I- Objectives:

- By the end of the lesson, Sts will be able to:

+ revise all the target knowledge in unit 6.
+ do a project “Entries in my Diary”.

- Vocab: folk tales……….
- Skills: 4 skills.

II- Teaching aids: 
- Sts’ books, text books, cabins and projector.

Iii- Teaching Procedure:

A. Class organization: 
- Greetings and checking attendance: 8A:...
 B. New lesson:

Sts’ and T’s activities Content

1. Warm up: (5’) 
* Activity 1: 
- Sts write the right words.

2. Practice: (38’)
* Activity 2:

- Sts think of as many examples of
different types of stories as possible.
- Some Sts say their examples in

* Jumbled words: 
 1. itchw = witch

2. ryaif = fairy
3. geela = eagle
 4. aebrv = brave
5. mnea = mean

A- VOCABULARY:

1. Think of an example for each type of story: 
(1-P.66)

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front of the class.

* Activity 3: For 2 and 3

- Sts work individually at first, then
compare their answers with a partner
before discussing the answers as a
class.

* Activity 4:

- Sts review simple past tense.

- Sts talk about Past continuous tense
(the use and form.)

- Sts give some examples.

* Ex:

Lac Long Quan and Au Co is a legend.

2. Write the correct words under the pictures: 
(2-P.66)

* Key:

1. witch 4. fairy

2. hare 5. tortoise
3. knight 7. giant

4. ogre 8. dragon

3. Complete the following wordwebs: (3-P.66)

* Key:

Characters Personality
Woodcutter Cruel

witch Kind

dragon generous

fairy mean

giant wicked

hare cheerful

knight fierce

tortoise evil

ogre cunning

Emperor brave

Eagle greedy

buddha

B- GRAMMAR:

* Review simple past tense:
* Past continuous tense:
- The use:

+ We use the past continuous to describe an 
action that was in progress at a started time in the
past.

+ We use the past continuous to describe an
action that was in progress when another shorter
action happened (this shorter action is express by
the simple past).

Eg:

At 8 p.m my father was watching TV.
She was crying when a fairy appeared.
- Form:

(+) Positive: I/he/she/it + was + V-ing
We/you/they + were + V-ing.

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* Activity 5:

- T models this activity with a
student.

- Sts work in pairs.

- Call some pairs to practise in front
of the class.

* Activity 6: For 5 and 6

- T models these activities with a
student.

- Sts work in pairs.

- T may go around to provide help if
necessary.

- Call some pairs to practise in front
of the class.

* Activity 7:

- Sts work individually at first to
number the lines of the dialogue.
- Ask them to check their answers
with the whole class.

- After finishing, Sts practise saying
the dialogue with their partners.
* Activity 8:

We/you/they + were not/weren’t +
V-ing.

(?) Question: Was + I/he/she/it + V-ing?
Were + we/you/they + V-ing?

4. Ask and answer questions: (4-P.66)
1. Nam/ play video games

A: Was Nam playing video games?

B: No, he wasn’t. He was playing the piano.
2. Mrs Lan/ do the gardening

A: Was Mrs Lan doing the gardening?
B: No, he wasn’t. She was cooking.

3. Mr Hung/ write a letter

A: Was Mr Hung writing a letter?

B: No, he wasn’t. He was reading a newspaper.
………..

5. Find out which festival your partner prefer: 
(5-P.66)

* Ex:

1. At 10 p.m yesterday evening

A: What were you doing at ten yesterday
evening?

B: I was watching TV.
2. At 5 a.m this morning

A: What were you doing at 5 a.m this morning?
B: I was doing morning exercise..

3. At lunch time yesterday

A: What were you doing at lunch time
yesterday?

B: I was having lunch.

……….

6. Make exclamatory sentences: (6-P.66)

* Ex:

- What a lovely shirt you’re wearing!

7. Write the correct words under the pictures: 
(7-P.67)

* Key:

1. D 6. H
2. I 7. J
3. A 8. B
4. C 9. G
5. F 10. E
* Project:

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- Sts display their entries.

- The whole class can vote for the
best.

* Activity 9:

- Sts complete the self-assessment

4. Homework: (2’)

1. Posters: humorous, lively, clear
2. Languages: easy to understand
3. Speaking: fluency, accuracy,
good pronunciation.

* Finished!

- Discuss what difficulties remain and what
areas have mastered.

- Learn vocab & grammar – Unit 6
- Prepare for the review 2

UNIT 7: POLLUTION.

PERIOD 50: lesson 1: Getting started

I/ Objectives:

1. Educational aim: - Introduce the topic of the unit.
2. Knowledge

- Vocabulary: lexical items related to the topic.

- Grammar: Review: conditional sentences type 1 and type 2.
3. Skills: L, S, R, W.

II/ Teaching aids:

- T: lesson plan, visual pictures
- Ss: vocabularies related to hobbies.
III/ Procedures :

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A. Warm – up.( 5’)

Review the previous before Ss open their
books by asking them to take part in a
small game. Ss word in two big groups A
and B. Make a paper ball. Throw the ball to
one student in group A and he/ she has to
call out one fairytale. If he/ she is right
group A gets one point, then he/ she throws
the ball to a student in group B. The game
stops when time is up. The group with
more points wins.

Ask Ss is they know any story about the
environment or pollution.

Write the unit title on the board “pollution”.
Ask Ss to call out things which cause
pollution, e.g., cars, factories, cows,… Now
start the lesson.

Ask Ss to open their books and look at the
picture. Ask them some questions:

Who can you see in the picture?

Where do you think they are?
What can you see in the picture?
What do you think the people in the
picture are talking about?

Ss answer the questions as a class.

Play the recording and have Ss follow
along. After that, Ss can compare their
answers with the information in the
dialogue and add some more details to their
answers.

a Find a word/ phrase that means:

Ss word independently to find the words
with the given meanings in the
conversation. Allow them to share answers
before discussing as a class. Remember to
ask Ss to read out the lines in the dialogue
that contain the words. Quickly write the
correct answers on the board.

Key:

1. Dead 2. Aquatic 3. Dump 4.
Poison 5. Polluted 6. To come up
with

Have Ss look at the Watch out! Box and

quickly read the information. Ask them if
they know what I can’t believe my eyes

Vocabularies related to fairytales.

Vocabularies related to pollution.

*Vocabulary
1. Dead (adj)
2.Aquatic(adj)
3.Dump(v/n)

4.Poison(v/n)5. Polluted(adj)
6. To come up with

* Adverb clause of cause and reason.
- She’s surprised because she sees the fish
are dead.

- He’s sneezing so much because the air is
not clean.

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means. Then explain to them that this
expression means you are very surprised at
something you see.

b Answer the questions.

Have Ss read the questions to make sure
they understand them. Ss read the

conversation again to answer the questions.
Ss exchange their answers with a
classmate. Call on some Ss to write their
answers on the board. Check their answers.
Key: 1. They are in Mi’s home village.

3. She’s surprised because she sees
the fish are dead.

4. It’s dumping poison into the lake.
5. He’s sneezing so much because
the air is not clean.

c Tick (v) T (true) or F (false) or NI (no
information).

Have Ss read the sentences quickly to make
sure they understand them. Ask them firstly
to decide if the sentences are true, false or
there is no information without reading the
dialogue. Then have some Ss write their
answers on the board. Now ask Ss to read
the conversation again to check their
answers. Ask Ss if they want to change the
answers on the board and ask them to
explain their choices. Confirm the correct
answers.

Key: 1. F(It’s polluted by the factory).
2. T 3. NI 4. T 5. T

2. There are different types of pollution.
Write each type under a picture.

Have Ss look at the pictures. Ask them
what they see in each picture. Now tell Ss
that in the box are some types of pollution.
Ss read these and identify any new words
they do not know. Explain the new words
so that Ss can understand the pollution
types. Ss do this activity in pairs. Call on
some Ss to give their answers and write
them on the board.

Key:

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Thermal pollution

E. Water pollution F. land/ soil
pollution G. Light pollution H. air
pollution

3. Complete the sentences with the types
of pollution.

Have Ss read through the sentences to get a
general understanding. T may teach some
words which T thinks Ss do not know such
as contamination.

Ss do this activity individually and then
compare their answers with a classmate.
Call on some Ss to stand up and give their
answers. Confirm the correct answers.
Key:

1. thermal pollution 2. Air pollution
3. radioactive pollution 4. light pollution
5. Water pollution 6. Land/ Soil
pollution 7. Noise pollution 8.
visual pollution

4. Work in groups. Which types of pollution
in 3 does your neighbourhood face ? Rank
them in order of seriousness. Give reasons
for your group’s order.

Vote for the group with the best reasons.
Organise game for this activity. Ss word in
groups of six. In five minutes, Ss write
down the pollution types their
neighbourhood faces and rank them in
order of seriousness. They also have to give
reasons for their order. Call group
representatives to present their group’s
order and reasons. Have the class vote for
the group with the best reasons.

If time does not allow, do not have Ss do
this activity. Instead just ask Ss to quickly

review the pollution types.

Ask students to complete all the exercises
Home-work(3’)

A. Radioactive pollution B. noise
pollution C. visual pollution D.
Thermal pollution

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GA Tiếng Anh 8 HK1

<i>(Liên hiệp Vương quốc Anh</i>















“

It’s good for the villagers to have TVs.

They can now have more fun and learn

more about different people and different

places.”

<b>REVIEW 1</b>

<b>UNIT 7: POLLUTION.</b>

PERIOD 50: lesson 1: Getting started

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