Giáo án tiếng anh 8 hk1 chương trình thí điểm

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Preparing date: 11/8/2017 Teaching date: 14/8/2017: 8D
 15/8/2017: 8B,E

16/8/2017: 8C
Period 1: REVISION

I. Objectives:

By the end of the lesson, ss will be able to review the main grammar points and
vocabulary of English 7

II. Language content:

a.Vocabulary: vocabulary of 6 themes
b.Grammar :

- Tenses: present simple tense, present progressive tense, present perfect tense,
future tense, past simple and past progressive tense

- Passive voice
III. Skills:

4 skills: speaking, listening, writing.
IV. Preparations:

1. Teacher: lesson plan

2. Students: review all the grammar points and vocabulary in English 7 program
IV.

Procedures:

Teacher’s activities Students’

activities

Content
I / Warm up:(5 mins)

- T asks Sts some questions:

? Can you tell me what you’ve learned in
english 7?

II / Revision : (10 mins)
1. The tenses :

- Present simple
- Present progressive
- Present perfect tense
- Simple future

- Near future
- Past simple

- Past progressive tense

=> Ask Ss to repeat the uses and forms of
each tense.

III. Practice. (25 mins)

Exercise 1 : Change these sentences into 
other tenses ( Present simple , Present

progressive , Present perfect tense, near future
, Simple future and Past simple, Past

progressive tense) and add appropriate
adverbs of time.

- Answer the
T’s questions

- Listen and
repeat the uses
and forms of
them

- Copy down

- Work in pairs
to practice
changing these
sentences into

1. The tenses :
- Present simple
- Present progressive

- Present perfect tense
- Simple future

- Near future
- Past simple

- Past progressive tense

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1. She is in Grade 8

2. They are playing soccer
3. She went to Ha Noi last week
4. I will visit my sister next week
5. Mai is going to build a new house .
- Ask Ss to work in pairs

- Call some pairs to demonstrate in front of
class .

- Give feedback

Exercise 2. Supply the correct tense of the
verbs in brackets

1. Mary and John (be) _________ neighbors.
They (know) _________ each other for a long
time. Mary (move) _________ into her house
in 1990, and John (live) _________ next door
since he (come) _________ to the area in
1988.

2. Today (be) _________ Sunday. Nga (not
go) _________ to school. She (stay)
_________ at home. She (do) _________ her
homework now. She (do) _________ it for
two hours.

3. I (be) _________ in New York. I (come)
_________ here two years ago. My friend,
Nancy (live) _________ here since 1982. So
she (know) _________ the area very well.
4. Trung usually (go) _________ to the
library three times a week.

5. Yesterday I (be) _________ busy, so I (not
have) _________ time to phone you.

6. Mrs. Trang (not go) _________ to work
last week. She (not be) _________ feeling
well.

7. I (do ) _________ all the housework. The
flat is really clean now.

8. How long you (live) _________ here? –
Since 1997.

9. Mr. Quang (teach) _________ in this
school since he (graduate) _________ from
the university in 1989.

10. My brother (leave) _________ home 10
years ago. I (never meet) _________ him
since then.

11. Where you (spend) _________ your
summer holiday last year, Tam?

other tenses .

Some pairs give
the answers in
front of the
class.

St do the
exercise in
person then
give the

answers in front
of the class.

progressive tense) and
add appropriate

adverbs of time.
1. She is in Grade 8
2. They are playing
soccer

3. She went to Ha Noi
last week

4. I will visit my sister
next week

5. Mai is going to build
a new house .

Exercise 2.

IV/ Homework : (5
mins)

- Learn by heard all the
uses and the forms of
the tenses above.
1. are/ have known/
moved/ has lived/ came.
2. is/ doesn’t go/ stays/
is doing/ has done.
3. am/ came/ has lived/
knows

4. goes

5. was/ didn’t have
6. didn’t go/ wasn’t
7. have done

8. have you lived

9. has taught/ graduated
10. left/ have met

11. did you spend
12. were/ lived
13. am reading
14. have you known
15. have not seen/ were
16. hasn’t finished
17. saw

18. have you been/ went
19. haven’t eaten

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12. When we (be) _________ small, our
family (live) _________ in the countryside.
13. I (read) _________ an interesting book at
the moment.

14. How long you (know) _________ Mrs.
Chi? – I (know) _________ here for five
years.

15. We (not see) _________ her since we (be)
_________ on holiday in Ha Long bay.

16. Phuong (not finish) _________ her

homework yet.

17. It’s three years since I last (see)
_________ Nam.

18. You (be) _________ away? – Yes. I (go)
_________ to the country last Sunday.

19. I (not eat) _________ anything for two
days.

20. They (move) _________ to Ho Chi Minh
City in 1990 and (live) _________ there since
then.

- T calls some Sts to write their answers on
the board -and has other students to give
remarks.

- Give the right answers.
IV/ Homework : (5 mins)

- Learn by heard all the uses and the forms of
the tenses above.

- Do as the T
asks.

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Preparing date: 11/8/2017 Teaching date: 15/8/2017: 8D
 16/8/2017: 8B,C,E

Period :2

UNIT 1 : LEISURE ACTIVITIES 
 Lesson 1: Getting started

I.Objectives:

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

-understand new words and structures in the dialogue
-answer the questions after reading the dialogue.
II.

Language contens: 
1. Vocabulary:

+ leisure +wool
+trick +melody
+ craft kit +DIY
+craft

+It’s right up my street
+Vietnamese folk songs

2. Structure: + I like reading comics
 + Stop reading comics

3. Grammar: Verbs of liking

II. Skills: Drill listening, speaking and reading mainly.
IV. Teaching aids:

1. Teacher’s preparation :
-Teacher’s plan of lesson 1

- Use of teacher and students’ books
- Use ;

+cassette and tape
+pictures

2. Students’ preparation :
-Textbook

-Sts’ book

V. Teaching procedures:

-Management: From beginning to the last of teaching time
-New lesson:

Teacher’s activities Students’
activities

Contents
1.Warm up :

-Ask Ss prepare photos or magazine
cut-outs about some popular leisure

activities including those you often
do in their spare time

-Ask Ss to describe them in
English .Then ask them to guess
which activities you may enjoy

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doing 2.Presentation :

-Ask Ss open their books to the
picture .Introduce Mai, Phuc and
Nick

-Ask Ss to guess where they are and
what they are doing .For more able
classes ,brainstorm questions with
Ss and wire them on the board
.Questions may include :

+What can you see in the picture ?
+Why do you think Mai ,Phuc and
Nick are there ?

+What are they holding in their
hands ?

+What are they talking about ?
-Ask Ss read the dialogue in silence
to find out new words and structures
-Explain new words and structures

by asking Ss

-Let Ss give examples

-Ask Ss repeat new words and
structures after the teacher

-Have some Ss read aloud before
the class

-Let Ss read the dialogue in front of
the class

-Ask Ss do part a individually
-Call Ss read their keys before the
class

-Ask Ss read the dialogue again to
do

part “b” in groups

-Let Ss answer before the class

-Call Ss tick the board

-Ask Ss look at the board and
correct

Ss repeat new

words and
structures after
the teacher

Ss work in pair

Ss work in
group

Ss work in pair

1.Listen and read :
*New words :
-trick (n) mưu mẹo
-craft (n) đồ thủ công

-craft kit (n) dụng cụ thủ công
-wool(n) len

-leisure (adj) thư gãn

-folk songs (n) nhạc dân ca
-melody (n) giai điệu
-It’s right up street
*New structure:

-> Verbs of liking +gerunds
-I like reading comics

-I’ll enjoy listening to the

melodies

a. Circle the correct answer:

->Keys :
1.library
2.book
3.dog
4.craft kit
5.folk music
6.Vietnamese

b. Which leisure activities do 
you thinkPhuc, Mai and Nick 
have ?Tick (V) the boxes .Then 
find the information from the 
conversation to explain your 
choice

Phuc Mai Nick
1.pet

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-Let Ss practice part “c” in pairs
-Have Ss to practice before the class
in pairs

3.Practice :

-Ask Ss work in pairs to match the
words / phrases in the box to the

photos , then they listen together to
check their answers

-It’ s time aloud ,ask Ss to use
adjectives to say what they think of
these activities eg exciting ,

interesting ....

-Ask Ss work individually to do the
task then compare their answers
with a partner

Tell Ss they need to look for the
surrounding key words in order to
complete the task .Note that good
and satisfied fit both items 1 and
5 .Acknowledge the point with Ss
who have them the other way round
4.Consolidation :

-Let Ss play a game in pairs talk
about a leisure activity .Try to keep
going for one minute each .When
the time is up ,find a new partner
and talk about another activity
5.Homework :

-Ask Ss learn by heart new words
and structures

-Write about the leisure activity

Ss work in pair

languages
6.playing
sports
7.helping
parents
with DIY

*c. Answer the questions

-to check out something means to
examine something to get more
information about it order to be
certain that is suitable (on true or
safe)

-It’s right up your street ,it is the
type of thing that you are

interested in or that you enjoy
doing

2. Find words / phrases in the 
box to describe the photos .Then
listen to check your answers :
1. playing computer games

2. playing beach games
3.Doing DIY

4.taxting

5.visiting museums
6.making crafts

3.Complete the following 
sentences with words in the bo
1.satisfied

2. exciting , relaxing
3.fun

4. boring
5.good

*Game : Changing partners 
Can use :

-describe the leisure activity
-say if you have done this activity
or not

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Preparing date: 11/8/2017 Teaching date:17/8/2017: 8D
 18/8/2017: 8B, C, E

Period :3

UNIT 1 : LEISURE ACTIVITIES
Lesson 2 : A closer look 1

I.Objectives:

By the end of the lesson ,students will be able to :
-use the lexical items related to leisure activities
-pronounce /br/ and /pr/ .

II.

Language contens: 
1. Vocabulary:

+ pricot
+bracelet
+ average
+socializing

2. Structure: +I like reading comics
 +Stop reading comics

III. Skills: Drill listening and speaking mainly.
IV. Teaching aids:

1. Teacher’s preparation :
-Teacher’s plan of lesson 2

- Use of teacher and students’ books

- Use ;

+cassette and tape
+pictures

2. Students’ preparation:
-Textbook

-Sts’ book

V. Teaching procedures:

-Management: From beginning to the last of teaching time
-New lesson:

Teacher’s activities Students’
activities

Contens
1.Warm up :

-Ask Ss use network to answer the
question :

What do you often do in your free
time?

2.Presentation :

-Ask Ss look at their book and read

in silence :

-Explain new words

- Use this
network to
answer :

A. Vocabulary :

1.Look at the following pie chart on
leisure activities in the US and 
answer the questions :

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-Let Ss work in pairs to examine
the pie-chart closely in order to
understand its contents ,including
the heading , subheading , figures ,
colour codes and notes

-Allow enough time for this step
.Do not give correction

-Then ask Ss to answer the
questions that follow the chart
-Ask Ss practice before the class :
3.Practice :

-Have Ss to prepare part 2

individually to complete the task
.After giving corrective feedback ,
draw their attention to the part of
speech of the words mentioned
(eg .relaxing comes from the verb
relax with-ing added and it refers to
the activity)

-Then introduce the concept of
gerund ( a noun made from a verb
by adding-ing )

-Give Ss some examples where a
gerund is transformed from a verb
and used as a noun .For more able
class ,ask Ss to make their own
sentences

-Ask Ss to cover the category labels
-Have Ss look at the words and try
to guess what these words have in
common .T may elicit from Ss by
asking questions

-Ask Ss to work in pairs to complete
the task .Once they have finished
and T has given corrective feedback
, encourage them to add more words
in each category

-Have Ss work in small groups
.Allow them enough time 6to think
about what their average day may
look like (including ,study and
work) and how much time is spent
on leisure activities .If there is
plenty of time encourage them to
calculate these times as percentages

Ss work in
pairs

Ss to make
their own
sentences

Ss work in
small groups

-average (n) trung bình

-socialise (v)giao tiếp tạo mối quan
hệ

-communicate (v)giao tiếp

-> The answers :

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

2.The main activities they did
include : relaxing and thinking ,
using the computer for leisure ,
participating in sports , socializing
and communicating , watching TV
and other leisure activities

3.The 3 most common activities
were : watching TV, socializing and
communicating and using the

computer for leisure

2/ Complete the table with 
information from the pie chart

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and put them in a simple pie chart
similar to 1

-Have Ss write down how much
time they spend leisure on an

average day and three activities they
do the most.

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

-Have Ss work individually to
complete this task .Once they have
finished

-Ask Ss work in pairs to compare
their answers.

-Play the recording for Ss to check
and then repeat

-Pause the recording to drill difficult
items

-Ask Ss to add more words which
contain these clutters. For a more
able class .Ss may make sentences
with these words and practice
saying them

4.Consolidation :

-Have Ss practice the words with
the clusters first

-Then ask Ss to repeat the whole
sentence .If the time allows ask Ss
to cover their book and listen to the
recording .If they hear the word
with cluster /pr/ they have to raise
up their left hand , if it is cluster /br/
they raise their right hand

5.Homework :

-Ask Ss learn by heart new words
and structures

-Write about the leisure activity

Ss work
individually

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

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

4. How much time do you spend a 
day on leisure activities ? What are 
the three activities that you do the 
most ? Share your ideas with a

partners

B. Pronunciation :

5.Complete the words under the 
pictures with /br/ or /pr/ .Listen to 
check your answers and repeat

1.apricot 5.princess
2.bridge 6.president
3.bracelet 7..present
4.bread 8.

6. Listen and repeat :
1. ricot jam

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Preparing date: 18/8/2017 Teaching date:21/8/2017: 8D
 22/8/2017: 8B, E

Period : 4

UNIT 1 : LEISURE ACTIVITIES
Lesson 3 : A closer look 2

I.Objectives:

By the end of the lesson ,students will be able to :
-understand new grammar :

+Verbs of liking +gerunds

+Verbs of liking +to –infinitive
-practice by using them to do exercises
II.

Languages contens: 
1.Vocabulary:

+ adore
+fancy
+ don’t mind
+detest

2.Structure: +He likes playing football
 +We like to play football
13.Grammar: +Verbs of liking +gerunds
+Verbs of liking +to –infinitive

III. Skills: Drill listening , speaking and writing mainly.
IV. Teaching aids:

1.Teacher’s preparation :
-Teacher’s plan of lesson 3

- Use of teacher and students’ books
- Use ;

+cassette and tape
+pictures

2.Students’ preparation :

-Textbook

-Sts’ book

V. Teaching procedures:

-Management ;From beginning to the last of teaching
-New lesson :

Teacher’s activities Students’
activities

Contens
1.Warm up :

-Answer teacher’s questions 
2.Presentation :

-Explain new grammar :

If we want to follow a verb with

Questions :

+Do you like playing sports ?
+Which sports do you like best ?
->

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another action, we must use a
gerund or an infinitive

-Let Ss read or play the recording
in Getting started for Ss to listen
and ask them to underlined the
verbs of liking followed by

gerunds or to-infinitives that they
find in the text

-May ask Ss to cover the text and
just listen to identify these verbs
-Go through the Look out box
with Ss

-Tell Ss that verbs of liking /
disliking are often followed by
gerunds but verbs such

-Introduce Ss to the Learning tip
box where they can differentiate
the diffirence in terms of degree
these verbs of liking / disliking

3.Practice :

-Ask Ss work individually and
then compare the answers with
their partner

-Then play the recording for Ss to

check their answers

-Have Ss work in pairs to
complete this task

-Then give feedback to Ss as a
class

Ss to cover
the text and
just listen to
identify these
verbs

Ss work in
pairs to
complete this
task

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

*Look out :

The verbs :love, like ,hate and prefer
can be used with both gerunds and
to-infinitive without much change in
meaning

-She loves going out with her friends
= She loves to go out with her friends
* Learning trip :Verbs of liking :
-adore (v) quí mến

-love
-like
-enjoy

-fancy(v) tưởng tượng ,cho rằng
-don’t mind

-dislike
-don’t like
-hate

-detest(v) ghét cay ghét đắng, ghê tởm
2.Tick the appropriate box . Then 
listen to check :

a. Followed by gerund only : enjoy ,
detest and , fancy

b. Followed by both gerund and
to-infinitive : love, prefer

3. Write the correct form of the verbs
:

1...making ....

2...to watch or watchimg...
3....skateboarding ....

4...learning ...
5....sitting ...

4. Write sentences about what you 
like or don’t like doing in your free 
time , beginning with the

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-Ask Ss practice in groups of 5 or
6

-Give Ss to work individually at
first and write each sentence on a
trip of paper , then in their group
mix the strips

-Ask Ss guess who wrote that
sentence

-Have Ss quickly familiarise
themselves with the e-mail by
asking :

+Who wrote this e-mail ?
+ To whom ?

+What is it about ?

-Have Ss scan the e-mail to find
answers

-Ask Ss work individually and
compare their answers with a
classmate

-Ask Ss to read the e-mail again
and answer the questions

4. Consolidation :

-Ask Ss work individually to
write the e-mail then exchange it
with their partners and check for
mistakes .If there is time , have
them the e-mails ask and answer
about afterwards , using the
questions in 5b as a guide .If there
is not enough time , this task can
be done as a group –writing task
5. Homework :

-Ask Ss learn by heart new words
and grammar

-Give examples with liking verbs

Ss work

individually

1.I adore ...
2. I love ...
3. I fancy ...
4. I don’t mind ...
5. I don’t like ...
6. I detest...

5. Look at the following e-mail that 
Minh Duc wrote to a new penfriend 
a. There are 6 grammar mistakes in
his e-mail .Can you find and correct
them

1. like do -> like to do / doing
2.enjoy do -> enjoy doing

3.don’t like have ->don’t like to have /
don’t like having

4.don’t mind to do -> don’t mind
doing

5.hate spend -> hate spending

6.love eat out -> love to eat out/ love
eating out

*bAnswer the questions :

1. 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

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Preparing date: 119/8/2017 Teaching date: 22/8/2017: 8D
 23/8/2017: 8, E

24/8/2017; 8B
Period : 5

UNIT 1 : LEISURE ACTIVITIES
Lesson 4 : Communication

I.Objectives:

By the end of the lesson ,students will be able to :
- read and understand articals

-practice by using them to do exercises
II.

Main languages: 
3. Vocabulary:

+ hang out
+protection

+ weird

+addict
+be hookes
 2.Structure:

3. Grammar:

II. Skills: Drill lreading , speaking and writing mainly.
IV. Teaching aids:

1.Teacher’s preparation :
-Teacher’s plan of lesson 4

- Use of teacher and students’ books
- Use ;

+cassette and tape
+pictures

2.Students’ preparation :
-Textbook

-Sts’ book

V. Teaching procedures:

-Management ;From beginning to the last of teaching time
-New lesson :

Teacher’s activities Student’s
activities

Contens
1.Warm up :

-Ask Ss answer the questions :

2.Presentation :

-Refer to any words in the Extra

-Questions :

+Do you like reading in your free
time ?

+What kind do you like best ?
+Do you often read articles on the
magazine ?

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vocabulary box that Ss do not jet
know

-Ask Ss to try to guess what the
meaning is and how that may relate
to leisure activities

-Explain to Ss that they are going to
read about some activities teenagers

do in their free time

-Have Ss cover the text and just look
at the photos (with name and country
)

-Encourage Ss to guess what these Ss
in the photos like doing as leisure
activities

-Then set a reading time limit and
have Ss speed read the text

-Let Ss close the books and play a
memory game dividing Ss into
competing groups to tell how much
information they can remember from
the text

3.Practice :

-Ask Ss if they notice any other
particular features of the text .Elicit
answers Ss by drawing their

attention to the form of the text
-Explain that is from webpage and
that these abbereviation

-Then have Ss work in pairs to

complete the task

-Have Ss write short text or
messages

-Have Ss work in pairs or small
groups to complete the table

Ss to try to
guess

Ss cover the
text

Ss work in
pairs

-to be hooked on something
-to be addicted to something

1. Read the following article on the
magazine 4 Teen website

2. Can you understand the

abbreviations in the text ? Use this 
‘netlingo’ dictionary if necessary 
Now add to the dictionary other
abbreviations used for online
chatting / texting that you know

3.Find information in the text to 
complete the table

1.Emily :

-hanging out with friends ( window
shopping)

-working as a volunteer
She loves it

2.Hang :

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-Allow Ss to read the text more
closely to fill in the table

-Have Ss work in pairs to put the
leisure activities in the text in order
from the most interesting to the most
boring

-Allow plenty of time for this

activities where Ss are encoraged to
disuss , give opinions and negotate
with each other in order to agree on a
mutual list

5.Homework :

-Ask Ss learn by heart new words
and grammar

-Tell about their lesure activities in
their free time

Ss work in
groups

Ss encoraged
discussion

She adores it .It’s easy
3.Linn :

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

4.Minh :

-playing football

-helping his aunt in running
cooking classes

He likes it .It’s fun
5.Manuel:

-playing computer games
-doing judo

He’s addicted to it .It’s OK

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Preparing date: 21/8/2017 Teaching date:24/8/2017: 8D
 26/8/2017: 8B, E

Period : 6

UNIT 1 : LEISURE ACTIVITIES
Lesson 5 : Skills 1

I.Objectives:

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

-read for general and specific information about the possible effects of spending
too much time on the computer

-talk about good and bad sides of leisure activities
II.

Main languages: 
1.Vocabulary:

+ generation +rely
+ban +gaming
+ virtual +exist
+get out

2.Structure: +I think computers are useful
 +I agree with you

3.Grammar:

III. Skills: Drill reading and speaking mainly.
IV. Teaching aids:

1.Teacher’s preparation :
-Teacher’s plan of lesson 5

- Use of teacher and students’ books
- Use ;

+pictures

2.Students’ preparation :
-Textbook

-Sts’ book

V. Teaching procedures:

-Management ;From beginning to the last of teaching time
-New lesson :

Teacher’s activities Student’s
activities

Contens
1.Warm up :

Ask Ss answer the questions

2.Presentation :

-Start the lesson by doing a quick class 
survey on how many Ss use computers
frequently and what they use them for (eg.
Watching movies listeningto music,

Questions :

-Do you have a computer /
+Doyou like it ?

+What are the benefits of
using computers ?

A. Reading :

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playinggames,accessing social media,
doinghomework..)

-Ask Ss give examples of your own use of
computers and mobile phones

-Then have Ss work in pairs to discuss the
questions .Call on some pairs to share their

ideas once they have finished their

discussion

-Ask Ss write the ideas on the board

-Ask SS look at the title and the picture and
predict what they are going to read .Say
that they are going to read about a student
named Quang

-Encourage to develop their ideas by
guesing what Quang’s story is about

-Then ask Ss to read the text and underline
any work they don’t know

-Have Ss discuss any unfamiliar words
from the text

-Let Ss work individually to choose the best
answer .They need to be able to explain
their choise as well

3.Practice :

-Tell Ss for this exercise they will need to
look at the keywords in the responses in
order to find out the questions

-Have Ss work individually then compare
their answers with a partner

-Explain the Language notes

-Ask Ss give examples

Ss give
examples

Ss work in
pairs

Ss work
individuall
y

What are the harmful things 
it may bring us ?

2. Read the text and choose 
the correct answer :

*New words :

-mind (n)sự suy nghĩ
-rely (v) tin

-ban (v)cấm

-gaming (n)đánh bạc

-get out (v)ra ngoài/đi chơi
=>

1-B
2-C

3. Write the questions for the
answers based on

information from the text 
1. Is Quang ‘s garden real ?
2. What is problem with using
technology in your free time ?
3.What leisure activities do
teenagers do these days ?
4.What are the benefits of
using the computer?

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

bubbles , demonstrate how you can use this
language

A; In my opinion , computer games train
your mind and your memory

B; That so true

-In pairs , have Ss choose a speech bubble
and combine it with the language in the
Language notes box

-Ask for volunteer to demonstrate their
short exchanges

4.Consolidation :

-Before the role-play starts , arrange Ss into
3 groups : the group that play Quang , The
group that plays Quang’s parents and the
group that plays his teacher

-Ask each group to brainstorm how they are
going to express their opinion .When they
are ready , put Ss into new qroups which
contain Quang ,Quang’s parents and
Quang’s teacher

-Tell Ss that they can use the language in 4
for their role-play and emphasise that the
phrases in the Study skill box should be
used in their discuusion

-if the time allows , call on 2 or 3 groups to
repeat their role-play for the class

5.Homework :

-Ask Ss learn by heart new words and
grammar

-Give examples with Language notes

Ss work in
pairs or in
groups

-Giving an opinion :
+ I think that ...
+ In my opinion...
-Asking for an opinion :
+ What do you think ?

+ How do you feel about that?
-Agreeting :

+ I agree with you
+ That so true

+ Exactly
-Disagreeing :

+I’m afraid I don’t agree
+ I don’t think so

4. Quang and his parents are
talking about how he should 
spend his free time .Decide 
which statements are from 
Quang and which are from 
his parents

-> Keys :

Quang’s parents : Go on and
play a sport .It’s good for you
-Quang : I’ve made lots of
friends from the game
network

-Quang : I think computer
games train my mind and my
memory

-Quang’s parents : You see
your real friends less and less
-Quang : my English is much
better because i surf the net
Quang’s parents : Sitting for

too long in front of the
computer makes your eyes
tired

5. Role-play : WHAT “S 
THE SOLUTION?

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Preparing date: 24/8/2017 Teaching date:28/8/2017: 8D
 29/8/2017: 8B, E

Period : 7

UNIT 1 : LEISURE ACTIVITIES
Lesson 6 : Skills 2

I.Objectives:

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

-listen for specific information about ways of spending time with friends
-write to discuss an opinion about leisure activities

II.

Main languages: 
1.Vocabulary:

+ obesity
+irritate
+ virtual

+get out

2.Structure: +I think computers are useful
 +I agree with you

3.Grammar:

III. Skills: Drill listening , speaking and writing mainly.
IV. Teaching aids:

1.Teacher’s preparation :
-Teacher’s plan of lesson 6

- Use of teacher and students’ books
- Use ;

+cassette and tape
+posters

2.Students’ preparation :
-Textbook

-Sts’ book

V. Teaching procedures:

-Management ;From beginning to the last of teaching time
-New lesson :

Teacher’s activities Student’s

activities

Contens
1.Warm up :

Ask Ss answer the question :
2. Presentation :

-Share some of the things you
often enjoy doing with friends in
your free time

-Ask Ss to tell each other what

they usually do with their friends Work in

What do you think about computers?
A. Listening

1. What do you usually do with your 
friends in your free time ?

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-Ask some pairs to volunteer to
tell the class if they find each
other’s answers interesting
-Tell Ss that they are going to
listen to a radio programme
-Ask Ss to look at the questions
and underline the key words
before T plays the recordimg

-Play the recording as many times
as needed

-Ask Ss work individually then
compare answers with their
partner

3-4 :practice &Consolidation :
-Have Ss cover the box and write
some of these words / phrases on
the board

-Ask Ss where in a paragraph they
often see these words and what
could be the purpose for using
them

-Ask Ss work individually to
complete the task and discuss their
answers with a partner

. Remind Ss that for some gaps
there is more than one correct
answer

-This task can be done in small
groups where each group chooses
one question .They then agree on
an opinion and work together to

brainstorm the ideas to argue for
thei points .Each member will
need to write his/her own piece
-Remind Ss to use the connectors
they have learnt earlier in order to
better organise their ideas

5.Homework :

-Ask Ss write a similar paragraph

pair

Ss to look
at the
questions .
Ss work
individuall
y
Ss work
individuall
y

answer the questions

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

2.There are 2 main ways : hanging out
indoors or outdoors

3. Listen again and complete the table
Hanging out with your best friends

What to do Why
Watching ....

(1) ...

....than a ...(2)
Making ...(3) creative

Playing ...(4) good for your ..(5)
Watching ...(6)

….

fun

Going to .. (7) educating yourself
B. Writing :

Writing to give an opinion
-> Organising your ideas :
*.Introducing your opinion :
+In my opinion

+I believe

*.Explan your opinion :

+ Firstly , secondly, thirdly, finally
+besides , also , in addition

*. Concluding / summarising your
opinion :

+For tree reasons
+in short

+As I have noted

4. Complete the following paragraph 
with the words in the purple box :
1.In my opinion /I believe

2.Firstly
3.Secondly

4.Besides /Also/ In addition

5.For these reasons /In short /As I have
noted

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Preparing date: 26/8/2017 Teaching date: 29/8/2017: 8D
 30/8/2017: 8 E

7/9/2017: 8B
Period : 8

UNIT 1 : LEISURE ACTIVITIES
Lesson 7 :Looking back & project

I.Objectives:

By the end of the lesson ,students will be able to :
-use grammar to do exercises

-give plently of time to brainstorm ideas for a group activity
II.

Main languages: 
1.Vocabulary:

+ thriller
+software
+ addition
+

2.Structure: +I like using computers because they are useful
 +I prefer to live in the city

3.Grammar:

III. Skills: Drill reading , speaking and writing mainly.
IV. Teaching aids:

1.Teacher’s preparation :
- Teacher’s plan of lesson 7

- Use of teacher and students’ books
- Use ;

+posters

2.Students’ preparation :
- Textbook

- Sts’ book

V. Teaching procedures:

-Management ;From beginning to the last of teaching time
-New lesson :

Teacher’s activities Student’s
activities

Contens
1.Warm up :

Use network to practice :

2. Presentation :

-Ask Ss complete this exercise
individually or in pairs

-Ask once they have finished they

Ss work in pair

What are you going to join your
leisure activity?

A. looking back
*Vocabulary :

1.Which one is the odd one out 
1. DIY

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should be able to explain their
answers as well .Accept different
answers if Ss can explain their
decisions logically

-Ask Ss complete this task
individually

-Let Ss to give their leys before the
class

-Ask one S write the keys on the
board

3.Practice & consolidation :
-Have Ss work individually to
complete the exercise .If the time
allows ,T may ask Ss to swap their
work with each other for peer

correction

-Have Ss complete the sentences
using their own ideas .Remind
them to use gerunds or

to=infinitives

-Have some Ss read out their
sentences .Accept all answers as
long as they make sence

-Ask Ss work individually .Then
compare their answers with a
partner

-Ask Ss practice before the class
-Call Ss write the keys before the
class

-Allow Ss plenty of time to do this
task .For each activity they choose ,
they should be able to give at least
one reason to be protected when
they go online

Ss work in pair

Ss work in pair
Ss work

individually

Ss work in pair

3.hospital
4.detest
5.boring
6.computer

2. Rearrange the letters to find 
the name of the activities

1.socialising
2.relaxing

3.communicating with friends
4.doing DIY

5.using computers
6.making crafts
*Grammar :

3.Fill the gaps with the correct 
form of the verbs

1.working

2.learning /to learn
3.seeing

4.doing
5.meeting
6.play

4.Complete the following 
sentences with your own ideas

5. Read this paragraph from 
www.thinkuknow.co.uk by CEOP
, the UK govement agency that 
helps protect children from harm
online and offline in the UK and 
internationally .Choose the most 
suitable words / phrases to fill the
gaps

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-Ask Ss to complete the
self-assessment

-Have Ss discuss as a class what
difficulties remain and what areas
the Ss have mastered

-Explain that Ss are going to make
a poster to promote a group leisure
activity

-Place Ss into groups of about 6
.Give them plenty of time to

brainstorm ideas for a group
activity

-Once the groups have chosen their
activities

-Next , the groups should design
their promotional posters

-Finally ,give each group 5 minutes
to present and promote their

activity to the reast of the class
5.Homework

-Ask Ss write a similar paragraph

Ss work in
group

1.Firstly
2.Secondly
3.Thirdly
4.In addition
5.In short

*Communication :

6.Choose from the leisure 
activities in this Unit .Explain

why you think so .Then exchange
your ideas with a partner

*Finished

B. Project : Join our leisure
activity

-Plan a trip to local cultural centre
to find out what slasses /clubs
/activities are being offered to
teenagers .Note down as much
detailed information about these
activities

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Preparing date: 3/9/2017 Teaching date: 6/9/2017: 8E
 7/9/2017: 8 D

9/9/2017 : 8B
Period :9

UNIT 2 : LIFE IN THE COUNTRYSIDE 
 Lesson 1 : Getting started :It’s harvest time

I.Objectives:

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

-understand new words and structures in the dialogue
-answer the questions after reading the dialogue .

II.

Main languages: 
1.Vocabulary:

+ expect
+herd
+ load the rice
+buffalo-drawn carts

+It’s right up mi street

2. Structure: +How ‘s your stay in the countryside ?

+I would like to visit the countryside at harvest time
III. Skills: Drill listening ,speaking ,reading and writing mainly.
IV. Teaching aids:

1.Teacher’s preparation :
-Teacher’s plan of lesson 1

- Use of teacher and students’ books
- Use ;

+cassette and tape
+pictures

2.Students’ preparation :
-Textbook

-Sts’ book

V. Teaching procedures:

-Management ;From beginning to the last of teaching time
-New lesson :

Teacher’s activities Student’s
activities

Contens
!. Warm up :

-Rewiew the previous unit by calling on
some Ss to act out some leisure

activities .The class makes a guess .
-Then ask Ss to decide which leisure
activities are more common in the
countryside and why

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the countryside .For more advanced
classes ,some comparisons of the
countryside and the city can be
encouraged here

2.Presentation :

-Ask Ss to look at the title of the
conversation and the picture and ask

them some prediction questions about
what they are going to read

+What is the conversation about ?
+Which searon is harvest time in ?
+What do you think the countryside is
like at harvest time ?

+What do farmers do ?
+What do the children do ?
-Encourage Ss to answer the

questions .Their answers can be as
simple as one word or phrase
-Explain new words :

-Play the recording ,Ss listen and read
-Ask Ss if their predictions are correct
-Ask Ss work independently

-Ask Ss to read the sentences and decide
if they are true or false

-Let Ss compare answers with a partner
-Have Ss correct the false sentences ,T
write the correct answers on the board
3.Practice :

-Ask Ss to try to answer the questions
without refering to the conversation first

-Then ask Ss refer to the conversation
again for the correct answers

-Correct the answers as a class

-Ask Ss to look at the words and make
sure they understand their meaning .If
they do not ,ask them to refer to the
conversation and have a guess
-Then ask them to do the exercise
.When they finish , ask them to check
their answers with their partner

-Have Ss work in small groups to

discuss and tick the correct box and look
for expressions to support their answer
-Ask Ss work independenly to label the
pictures

Ss to answer
the questions

Ss work in
pairs

Ss work
independenly

Ss work in

pairs

Ss work
independenly

Activities which take place in
the countryside :

+load the rice onto
buffallo-drawn carts

+fly a kite

+goherding the buffallo

1.Listen and read :

*New words :
-expect (v)

-buffallo-drawncarts (n)
-herd (v)

-envious (adj)

a.Are these sentences 
true(T) or false (F)
1.T

2.F :Nguyen joins the boys in

herding the buffalloes

3.F :rice is transported home
on buffallo-drawn carts
4.T

5.T

b.Answer the following 
questions

1.He ‘s in the countryside
2.Right on his first day there
3.it’s big and colourful

4.His grandfather

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-Have them compare their answers with
a partner

-Write the correct answers on the board
-Ask Ss work in pairs to brainstorm
some more countryside activities .Give
them a time limit .For examples ,two
minutes to make their lists

-Call on each pair to share their list with
the class .

-Write the combined list of activities on

the board and leaves it there to be based
in the next activity .Before moving
on ,T makes sure everybody

understands all the vocabulary on the
board

4.Consolidation :

-Divides the class into two teams for
this game .They can give themselves a
relevant team name such as the “horses”
and the “buffalloes’ .They charades with
the countryside activity vocabulary
from Activity 2 and the Ss list on the
board .To increase the fun element ,
give the teams a time of 10 seconds to
guess the activity before it moves to the
other team .T keeps score on the board
and announces the winning team at the
end

5.Homework :

-Ask Ss learn new words and graammar
by heart

-Make a list ‘ Countryside charades”

Ss work in

pairs

Ss work
independenly

Ss work in
group
Ss work
independenly

were in the countryside too
c.Complete the sentences
with the words in the box
1.colourful

2.move slowly
3.harvest time
4.paddy field
5.herding

6.buffallo-drawn cart
d.In groups , discuss and 
find how Nguyen feels about
his stay in the countryside 
.Tick(v)

the appropriate box .Look 
for expresstions from the 
conversation to support your
ideas :

He likes it :

+It’s more exciting than I
expected

+It looks great up there in the
sky

+I live more happily and
there ‘s still a lot more to
explore

2.Match the activities with 
the pictures

1-e 4-c
2-f 5-d
3-a 6-b

3.Can you think of some
more things that children do
in the countryside ?Make a 
list

4.Game :

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Preparing date: 6/9/2017 Teaching date: 9/9/2017: 8E
 11/9/2017: 8 D

12/9/2017 : 8B
Period :10

UNIT 2 : LIFE IN THE COUNTRYSIDE
Lesson 2 : A closer look 1

I.Objectives: 
1. Knowledge:

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

-use the lexical items related to the topic of life in the countryside
-pronounce correctly words containg the clusters /bl/ and /cl/ .
2. Skills: Drill listening and speaking mainly.

3. . Education: Educate sts to use adjectives to describe the person , the life and the
scenery

II.

Languages contens: 
1. Vocabulary:

+ hay
+vast
+ brave
+nomadic

2. Structure: +Vietnamese people are friendly
 +life in the countryside is boring

III. Teaching aids:

1.Teacher’s preparation :
-Teacher’s plan of lesson 2

- Use of teacher and students’ books
- Use ;

+cassette and tape
+pictures

2.Students’ preparation :
-Textbook

-Sts’ book

IV. Teaching procedures:

-Management ;From beginning to the last of teaching time
-New lesson :

Teacher’s activities Student’s
activities

Contens
1.Warm up :

Remind Ss of the vocabulary they
learnt in GETTING STARTED

before moving on to this lesson which
focusses on words describing the
countryside

2.Presentation :

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

-Explain new words and ask Ss repeat
new words

-Nowcheck understanding of these
words

-Elicit ideas from the Ss .Say “Give
mean exampleof something vast” .Go
through all the words in this way to
make sure everyone understands them
-Ask Ss work individually

-Let Ss compare their answers with a
partner and then discuss as a class
.There may be some variations in the
answers .For a more able class

,encourade Ss to explain why they
choose that word for the category

3.Practice :

-Make sure Ss understand the

meaning of the verbs first .There may
be some cofusion abot the difference
between /pick/ and /pick up/ is the
specific vebs used for collecting
fruit ,vegetalbes or flowers through
the action is the same as the more
general tearm/pickup/

-Ask Ss then work independently or
in pairs .When they have finished ,let
them exchange their answers with a
partner/another pair .Then T alicts the
correct answers

-Ask Ss use the vocaabulary they
have learnt in activities 1 and 3 to do
this exercise

-Ask Ss to look at the sentences and

Ss listen, read
and write down
in their note
book
Ss work

individually in
pairs
Ss work
individually in
pairs

1.Listen and repeat the words 
*New words :

-hay(adj) cỏ khô
-vast (adj) rộng lớn
-brave (adj) dũng cảm
-nomadic (adj) du mục

2.Put the words in 1 into the 
appropriate category .Some 
wprds can be used in more 
than one category;

describe

Words

people friendly,brave ,
boring,nomadic ,
colourful

life slow,hard,boring

,inconvenient,
peaceful,nomadi
c,colourful
scenery colourful, vast,

peaceful
3.Match the nouns / noun 
phrases in the box with each 
verb

=>Keys :

-ride : a horse , a camel
-put up : a tent , a pole
-collect : hay , water
-herd : the buffalloes , the
cattle

-pick : wild flowers , apples
4.Use the words from 1 and 3
to complete the sentences 
.Remember to use the correct 
form of the => Keys :

1.picking
5.peaceful

2.inconvenient /collect
6.nomadic

3.herd 7.vast
4.ridden/ brave 8.put
up/ hard

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decide if an adjective or a verb is
missing .This narrows down the area
of words they need to refer to .

-Ask Ss then complete the sentence
by themselves

-Let Ss check their answers as a class

-Ask Ss listen and repeat .Pause the
recording to drill difficult

-Have Ss say the words individuaaly
or in small groups

-Have Ss listen and circle the words
-Have Ss do the activity in pairs and
challenge each other to choose the
correct words

4.Consolidation

-Have Ss look at the sentences and
underline the words with clusters /bl/
and /cl/ first

-Ask Ss listen and repeat
5.Homework :

-Ask Ss to pronounce words fluently
-Learn the use adjectives

Ss work

individually in
pairs

Ss work

individually in
pairs

5.Listen and repeat the 
words .Pay attention to the 
initial clusters

-/bl/ : blackberry,blind, bloom,
blossom

-/cl/ : clothing, climb, click,
clay, clock,clear

6.Listen and circle the word 
you hear

1.blame

2.blast
3.blue
4.clock
5.close

7.Listen to the sentences and 
repeat

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Preparing date: 9/9/2017 Teaching date: 12/9/2017: 8E
 12/9/2017: 8 D

16/9/2017 : 8B
Period : 11 UNIT 2: LIFE IN THE COUNTRYSIDE

Lesson 3 : A closer look 2
I.Objectives:

1. Knowledge:

By the end of the lesson ,students will be able to :
-review comparative forms of adjectives
-learn comparative forms of adverbs

2. Skills: Drill listening , speaking and writing mainly.

3. . Education: Educate sts to use new graammar to do exercises 
II.

Main languages: 
1.Vocabulary:

+ donate
+densely

2.Structure: + I can get up earlier than usual

+A village is less densely populated known as the countryside
3.Grammar: + comparative forms of adjectives

+comparative forms of adverbs
III. Teaching aids:

1.Teacher’s preparation :
-Teacher’s plan of lesson 3

- Use of teacher and students’ books
- Use ;

+cassette and tape
+pictures

2.Students’ preparation :
-Textbook

-Sts’ book

IV. Teaching procedures:

-Management ;From beginning to the last of teaching time
-New lesson :

Teacher’s activities Student’s
activities

Contens
1-2 Warm up –Presentation :

-Remind Ss of comparative forms of
adjectives learnt in previuos lesson
by asking questions like :

+Which river is longer ,the Mekong
or the Red river ?

+Who is the tallest boy in our class ?
+Who is the tallest girl in our class ?
-Ask Ss do exercise 1 .Go round and

Ss do exercise 1

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help Ss if necessary

-let Ss exchange their answers
.Check as a class and write the
answers on the board with the full
forms of comparisions .Keep them
for later reference when the

comparative of adverbs is taught

-First revise the different use of an
adjective and an adverb.For

example , T writes :

+Life in the city is slow/slowly
+He is moving slow/slowly

-Ask Ss to choose the right word for
each sentence.

-Introduce the comparative form of
adverbs by chaning the sencond
sentence to

He is moving more slowly than
before

-Elicit the formof comparative from
Ss before letting them read number 1
in the table

-Then introduce comparatives of
irregular adverbs like /fast/ ,
/hard/,late/,/early/ well/

-Let Ss read number 2 and 3 in the
table

3.Practice :

-Ask Ss prepare Ex2 individually
-Ask Ss give the keys

-Ask Ss write their keys on the board

--Ask Ss prepare Ex3 individually
-Ask Ss practice before the class

Ss work

independently in
pairs

Ss listen and write
down

Ss work

independently in
pairs

1.higher
2.easier
3.better

4.more exciting

5.more convenient
6.happier

7.more friendly
8.fast

9.safer
10.best

*Comparative of adverbs :
1.more/less +adverb-(than)
is the form of comparative
for almost all adverbs of
manner ending in –ly
-Can you walk omre
slowly ? I can’t catch up
with you

-Hanh acts less responsibly
than anyone here

2.Adverb+er +(than) is the 
form of compararive

adverbs of manner with the 
same form as adjectives 
+fast->faster

+hard-.harder
+ealy->ealier

+late->later

-The rain is coming .Let’s
run faster

3.Some irregular forms of
adverbs of manner

+well->better
+badly->worse

-I believe you’ll do better in
the next test

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-Have Ss do this exercise
independently

-Check the answers as a class

-Ask Ss do independently .Walk
around and help Ss who have
difficulty writing the answers
-let Ss check their answers with a
partner .Check as a class and write
the correct answers on the board
underlining the comparatives

5.Homework :

-Learn by heart Comparative of

adverbs

-Give examples

Ss work

independently in
pairs

Ss work

independently in
pairs

1.more slowly
2.more soundly
3.less traditionally
4.more generously
5.more healthy

3.Finish the sentences 
below with a suitable 
comparative forms of

hard ,late,fast,welland badly
1.better 4.harder

2.faster 5.worse
3.later 6.earlier
4.Underline the correct

comparative forms to 
complete the sentences 
1.more optimistically
2.more popularly

3.less densely populated
4.more quickly

5.more easily
6.netter

5.Write the answers to the 
questions below

=> Keys :

1.The countryside is more
peaceful than the city

2.A computer works faster at
calculus than a human being
3.Life in a remote areas is
hader that that in a modern
town

4.HoChiMinh City is more
expensive than Hue

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Preparing date: 10/9/2017 Teaching date: 13/9/2017: 8E
 18/9/2017: 8 D

19/9/2017 : 8B
Period : 12 UNIT 2 : LIFE IN THE COUNTRYSIDE

Lesson 4 : Communication
I.Objectives:

1. Knowledge:

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

- read for spesific information about an unusual lifestyle in the countryside
through visitors’ eyes

-practice by using them to do exercises

2. Skills: Drill learning , speaking ,reading and writing mainly.
3. . Education: Educate sts to understand and use new graammar 
II.

Main languages: 
1. Vocabulary:

+disturb

+beehives
 2.Structure:

III. Teaching aids: 
1.Teacher’s preparation :

-Teacher’s plan of lesson 4

- Use of teacher and students’ books
- Use ;

+cassette and tape
+pictures

2.Students’ preparation :
-Textbook

-Sts’ book

IV. Teaching procedures:

-Management ;From beginning to the last of teaching time
-New lesson :

Teacher’s activities Student’s
activities

Contens
1.Warm up ;

This page looks at online posts which are
common features of sicial media sites
.They allow people to review things or give
their opinions about things .they also allow
others to respond to the posts with their
own opinions .As such an online dialogue

occurs .The writing style of online posts is
usually short ,informal and honest or direct
2.Presentation :

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-Refer to the words in the Extra vocabulary
box

-Ask Ss if they know their neaning .if they
don’t ,wait until Ss have done the reading
-Then ask them to guess the meaning of
each word in context

-Explain that Ss are going to read some
online posts from people all over the world
-Elicit from the Ss where these people
live .Establish that they all live in big
cities .They are talking about their

experiences of staying in the countryside
.They all have very different opinions of
the experience

-Now ask Ss to read the posts .Check that
everybody understands the meaning of each
post before moving on

3-4 :Practice & consolidation :

-Ask Ss do this exercise independently
-Ask them to look for expressions which

help them decide their answers

-Then ask Ss compare their answers with a
partner and discuss any difference .

-Then check answers as a class

-Put Ss into groups of between 5 and 7
-Explain that now they have a chance to
reply to each post with their own opinions
-Hand out a piece of blank paper for each
post

-Have the group write the name of each
post at the top eg Bob from London
-Ask each S write a short reply to a post
and then passes the paper to the person on
their left .They take the next paper from the
person on their right ,They read the reply
and then add their own

-Ask Ss refer to the examples as models for
their answers .Encourade Ss to choose a
variety of posts with different attitudes
-Ask Ss write down their replies

-Then ask each group to read out one of
their reply chains to a post and discuss it as
a class

5.Homework :

-Write down your replies

Ss listen and
read

Ss write
down in
their note
book

Ss work in
groups

countryside”
*New words :

-disturb (v) làm phiền
-beehives (n) tổ ong
-dig hole (n)đào hố

-unforgetable (adv) không
thể quên/ khó quên/ đáng
nhớ

2.What are the attitudes of

these people towards their 
experiences ? Tcik (v) the 
appropriate box 
beehives
Po
siti
ve
Ne
utr
al
Ne
gat
ive
Dennis
from
London
Julie from
Paris
Phirun
from
phnom
Penh
Yumi from
Seoul
Emi from
Tokyo
Lan from
Ha Noi
Bob from
Hong

Kong

3.Work in groups .Reply to 
the osts in 1 .Write down 
your replies

Discuss and share your
replies with the class
-Bob : In my opiniom ,the
countryside has benefits that
a boring person would
never discover

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the reasons for urbanisation
Preparing date: 13/9/2017 Teaching date: 16/9/2017: 8E
 19/9/2017: 8 D

21/9/2017 : 8B
Period : 13 UNIT 2 : LIFE IN THE COUNTRYSIDE

Lesson 5 : Skills 1
I.Objectives:

1. Knowledge:

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

-read for spesific information about an unusual lifestyle in the countryside
Mongolian nomadic life

-talk about what they like or dislike about life in the countryside
2. Skills: Drill reading and speaking mainly.

3. . Education: Educate sts to read and speak fluently 
II.

Main languages: 
1. Vocabulary:

+ nomad

+the nomads’ home
+ put up

+ger

2. Structure: +I think computers are useful
 +I agree with you

III. Teaching aids: 
1.Teacher’s preparation :
-Teacher’s plan of lesson 5

- Use of teacher and students’ books
- Use ;

+pictures

2.Students’ preparation :
-Textbook

-Sts’ book

IV. Teaching procedures:

-Management ;From beginning to the last of teaching time
-New lesson :

Teacher’s activities Student’s
activities

The content
1.Warm up :

-Write the phrase “Gobi Highlands” on
the board and ask Ss if they know what
and where it is

-Then write the word Mongolia next to
it

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-if possible T shows Ss some pictures
and ask Ss to pick the ones they think
are of Mongolia

2.Presentation :

-Ask Ss to read the headings first and
make sure they understand their

meanings .They then read each part of
the passage and choose the correct
heading for it .if time allows ,ask Ss to
underline the words /phrases which
help them make their decision .
-Let Ss exchange their answers
-Allow them some time to explain to
one another about their choice

-Check the answers as a class

-Ask Ss to read the passage again and
underline the words (a-e)

-Have Ss try to guess the meaning of
these words ,based on the context
-Let Ss complete the task

independently

-Let Ss remember the main information
of the passage without having to
reread it

-Ask them to read the questions and do
the exercise independently

-May guide Ss to look for key words
which can help them find the part of
the passage where the information for

the answers is given

--Ask Ss individually refer to the

passage and underline atleast one thing
they like about Mongolian nomadic life
and one thing they don’t like about it
.They can then start the inteview :
+one asks

+other answers

Based on the facts they have
underlined

-Encourage them to follow up and talk
about as many different details as
possible

-To follow up ,T can ask some pairs to
report on their likes and dislikes .T can

Ss read and write
down the new
words

Ss to read the
headings

Ss complete the

task

independently

Ss work in pairs

A. Reading :

1.Quickly read the passage 
and choose the most

suitable heading A,B,C for 
each paragraph

*New words :
- the nomads’ home
- put up

- nomad (n)
- ger(n)
=> Key :

1.The importance of cattle
to the nomads

2.The nomads’ home
3.Nomadic children’s lives

2.Match the descriptions 
with the words and phrases

from the passage

=> Key :
1-b 4-a
2-d 5-c
3-e

3.Read the passage again 
and choose the best answer
A,B,C or D

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

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make two list of their likes and dislikes
on the board and see which ideas are
the most common

*likes :

*dislikes :

-Let Ss move from talking about
nomadic life to the coutryside in VN
-Ask Ss work in pairs ,discussing
which two things they both like and

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

-For more advanced Ss and if time
allows , let the whole class listen to
each list and discuss what they think
about these likes /dislikes

5.Homework :

-Write down your reports about likes /
dislikes in the coutryside

Ss work in pairs

A;What do you like about
their nomadic like ?

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 pairs .Discuss
and find :

-two things you both like
about the countryside
-two things you both dislkie
about the countryside

5.b:Report your findings to
the class

Example :

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Preparing date: 17/9/2017 Teaching date: 19/9/2017: 8E
 21/9/2017: 8 D

23/9/2017: 8B
Period : 14 UNIT 2 : LIFE IN THE COUNTRYSIDE

Lesson 6 : Skills 2
I.Objectives:

1. Knowledge:

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

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

2. Skills: Drill listening , speaking and writing mainly.
3. . Education: Educate sts to listen and write fluently 
II.

Main languages: 
1.Vocabulary:

2.Structure: +I think computers are useful
3.Grammar:

III. Teaching aids: 
1.Teacher’s preparation :
-Teacher’s plan of lesson 6

- Use of teacher and students’ books
- Use ;

+cassette and tape
+posters

2.Students’ preparation :
-Textbook

-Sts’ book

IV. Teaching procedures:

-Management ;From beginning to the last of teaching time
-New lesson :

Teacher’s activities Student’s
activities

Contents
1.Warm up :

-Use Netword to ask Ss answer
2.Presentation :

-Give Ss time to look at the changes
(A-F) .Ask questions to make sure
that Ss understand the meaning of the
words / phrases

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

-Give Ss time to -Check if they know Ss tick the

-What do you like about the
coutryside ?

-What don’t you like about the
countryside ?

*A. Listening ;

1.listen to a boy talking about 
changes in his village and tck 
the changes he mentions 
=> Key :

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the word “earthen”

-Ask Ss listen to the recording again
(as many times as neede or if time
allows ) and complete the exercise .
-T checks their answers as a class
3.Practice :

-Ask Ss to read the questions first to
see what kind of information they
need to find

-Let some Ss might be able to answer
some questions without listening to
the recording again

-Play the recording Ss listen and
decide what words / phrase to write
down for the answer

-Ask Ss compare their answers with a
partner .

-Check as a class

-First ,remined Ss of the changes in
the villages from the listening passage
-Can help by writing the changes in
brief on the board as a guide for the
writing exercise

For example :

earthen houses ->brick houses
-Place Ss into small groups of 3 or
4 .Ss in each group work together to
decide which rural area they will talk
about

-Then Ask them discuss and note
down some changes they can find in
this area

4.Consolidation :

-Ask Ss use their notes about te
changes in a rural area to write a
paragraph describing the changes
-Can guide their writing by providing
them with some key words/ phrases
like “the list change is “ or “The
change we are most interested in is”
.If there is not enough time to write
the paragraph in class

-Can assign it as homework
5.Homework :

-Write down the changes in the

changes which

are mentioned

Ss answer
some questions

Ss work in
pairs

Ss answer
some questions

Ss work in
groups

homes

C.Means of transport
E.School

F.Visitors

2.Listen again and say if the 
sentences are true (T) or false 
(F)

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

3.Listen again and answer the

questions in no more than Four
words

=> Keys :
1.His parents

2.life outside their village
3.Nearby/ Near the village
4.The way of life

*B Writing :

4.What do you think ?

Which changes in the listening 
do you see as positive ?which 
do you see as negative ?

Support your opinion with a
reason .Write it out

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.Work in groups .Discuss and

find some changes in a rural 
areas .Make notes of the 
changes

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countryside

Preparing date: 18/9/2017 Teaching date: 20/9/2017: 8E
 25/9/2017: 8 D

26/9/2017: 8B
Period : 15 UNIT 2 : LIFE IN THE COUNTRYSIDE

Lesson 7 :Looking back & project
I.Objectives:

1. Knowledge:

By the end of the lesson ,students will be able to :
-use grammar to do exercises

-give plently of time to brainstorm ideas for a group activity
2. Skills: Drill reading , listening , speaking and writing mainly.
3. . Education: Educate sts to understand grammar

II.

Main languages: 
1.Vocabulary:

+ thriller

+software
+ addition
+

2.Structure: +My father works harder than Lans’
 +A lion runs faster than a horse

3.Grammar:

III. Teaching aids: 
1.Teacher’s preparation :
-Teacher’s plan of lesson 7

- Use of teacher and students’ books
- Use ;

+posters

2.Students’ preparation :
-Textbook

-Sts’ book

IV. Teaching procedures:

-Management ;From beginning to the last of teaching time
-New lesson :

Teacher’s activities Student’s
activities

Contents
1.Warm up :

Encourage Ss to complete Looking
Back without refering to the previuos
sections in the unit .Ss should use
what they remember from the unit to
complete this section

2.Presentation :

A. Looking back
*Vocabulary :

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-Ask Ss complete this exercise
independently

-Ask Ss look at each picture ,then at
the verb that goes with it.Ss write the
sentences in their full forms

-Goes round while Ss are writing and
helps them with any difficulties
.When Ss have finished ,T can
choose some sentences and asks Ss
to write them on the board

-Give feedback .If a sentence is
incorrect ,ask Ss to correct it

-Ask Ss complete this task
independently .They can then
exchange their answers with a
partner

-Check as a class

-Ask Ss to read the situations
carefully and decide which two
things are being compared

-Let Ss may refer to the completed
sentences in 3 as a guide for this
sentence completion

-Ask Ss complete the exercise
independently and then compare
their answers with a partner

-Ask Ss work in groups .They take
turns to ask the questions and note
down the answers

-Call the groups then assigns a group
representative to report

-Ask Ss to complete the
self-assessment

-Let Ss discuss what difficulties

remain and what areas

4.Consolidation

-Divides Ss into groups and instructs
them on what they have to do

Ss complete
this exercise
independently

Ss to correct it

Ss complete
this task
independently

Ss to correct it

Ss work in
groups

word / phrase may be used for 
more than one picture

->key :

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

Picture b:quiet ,paddy
field,harvest time ,rice
Picture

c:peaceful,vast,quiet,nomadiclife,
inconvenient ,pasture,cattle,horses

2.look at each picture and write a
sentence describing each person 
is doing .Use the verbs in

brackets 
=> Keys :

1.A boy is riding a horse
2.A man is herding his
cattle/sheep

3.A girl is picking apples (fromn
apple tree )

4.A boy is flying a kite

5.The children are around in the
fields /countryside

6.A woman is collecting water
from the river

*Grammar :

3.Look at the pictures and 
complete the sentences .Use 
suitable comparative of the 
adverbs in brackets

1.faster than
2.earlier than
3.better than

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-Hand out two pieces of paper –one
for brainstorming ideas

-Have Ss present their countryside
pictures in the next lesson .when all
the groups have given their

presentation ,the whole class can
vote for the best

5.Homework :

-Write Exercises in their notebooks

Ss work in
groups

4.Read the situations below and 
complete the sentences with 
suitable forms of the adverbs in

brackets

=> Key :

1...faster than a camel

2...more happily than those in the
city

3...more heavily on the weather
than people in many other jobs
4..worse than I do

5.Work in groups

You are planning a trip to the 
countryside .Wrok together and 
answer the question :

What will you do during the trip ?
Write the answers in the table
below

*Funished :

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Preparing date: 23/9/2017 Teaching date: 26/9/2017: 8E
 26/9/2017: 8 D

30/9/2017: 8B
UNIT 3: Peoples of Viet Nam

Period 16: Lesson 1: Getting stared
I/

Objectives

1. Educational aim:

- To use the lexical items related to cultural groups of Viet Nam
- To ask and answer different question types

2. Knowledge and skills:

* General language knowledge
- Vocabulary :

- Grammatical structures :

Questions: review

3. Skills:Practice listening, speaking, reading, and writing with the lexical items related to 
the topic Peoples of Viet Nam

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘Peoples of Viet Nam
III/ Anticipated problems

- S may forget the use of questions so teacher should repeat them

IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Teacher’s activities Student’s
activities

Content
Warm up (5ms)

Play a game “crossword puzzle”. 
T draws the crossword on a big piece
of paper. Tell Ss that the red word is
the key word of the new lesson. Divide
the class into two teams. Ss from each
team take turns to solve the puzzle. The
game finished when a student guesses
the red word correctly.

Write the unit title on the board.
Write the words/phrases ‘ethnic’,
‘ethnology’, and ask Ss to guess their
meaning. T may also show a picture of
a typical costume and talk about it with
the Ss.

Ss give from

of each team
take turns to
solve the
puzzle.

Solve the crossword
puzzle below.

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

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B. Presentation (12ms)

Activity 1: a. Listen and read
- Ask Ss to open their books to the
lesson.

- T can ask Ss prediction questions. For
more able classes,

- T can brainstorm questions with Ss
and write them on the board. Questions
may include:

•What can you see in the picture? 
 •What can you see in the picture?
 •What can you see in the picture?
 •Do you know these characters?
 •Where are they now?

•What are they talking about?
- T plays the recording and has Ss
follow along.

- T introdures

- T may want to ask Ss to track the
dialogue with their fingers as they
listen to the recording. Then come back
to the earlier questions and have Ss
answer them again. Do not give
correction at this stage.

- Ask Ss to the read the conversation
again and do the exercise in pairs or in
groups.

T writes the correct answers on the
boards

b. Read the conversation again and 
answer

- T ask ss to work individually to
answer the questions.

– T calls on some Ss to give their
answers

- T correct the answers

c. Can you find the expressons in the
conversation.? Try to explain what 
they mean

- Tell Ss to refer back to the

conversation to find the expessions.
Together with the Ss, elicit the meaning
of these four expressions. Then give

Ss answer
questions as a
class.

- Ss work
individually

to answer the
questions.
- Ss compare
answers with

1: Listen and read
new words

+ Ethnic (adj) thuộc về thiểu số
+ ethnis group : nhóm dân tộc
+Curios: adj): tị mị

+Account (v) chiếm

+Custom (n) phong tục, tập quán
+Tradition (n) truyền thống
+Mostly (adv); Hầu hết

Key: a. 1. interesting 2. largest
3. minority 4. southern
b. Key:

1. They are in the Museum of
Ethonology.

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. Key:

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examples. For more able classes, have
the Ss provide the examples of when
these expressions would be used.

d. Work in pairs. Use facts from the 
conversation to make short role – 
plays using the expression

Ask Ss to role-play the example 
conversation in pairs before creating
their short role-plays. More able Ss can
try to extend the conversation.

Encourage Ss to use How + as many 
adjectives as possible.

Look out!

- Help Ss distinguish the two words.
‘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

C. Practice (15ms)

Activity 2: Use the words and 
phrases in the box to label each 
picture

T ask Ss work in pairs and label each
picture. Then let Ss read each

word/phrase correctly. Check and
correct their pronunciation

D. Producion (7ms)
Activity 4 Game:

Work in pairs. Ask and answer, using
these cues.

- T gives correction.

- T may call on some pairs to talk
before the class.

F. Homeassignment(2ms.) 
- Leant by heard new words

- Do Ex: 1 in page 17 in workbook

a partner and

then discuss
as a class.

Ss work in
pairs

- Ss work in
pairs to ask
and answer
the questions.

what sb has just said,or

emphasizing that it is correct.
2. How + adj/adv : used to
show a strong reaction to sth.
3. Used to show you

understand what someone said.
 4. Used to show that you think 
something is great.

d.

Key: 1.ethnic 2.heritage
site

3.stilt houses 4.festivals
5.member 6.terraced
fields

Key: 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?

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- Preare unit 3: A closer look 1

Preparing date: 25/9/2017 Teaching date: 27/9/2017: 8E
 28/9/2017: 8 D

3/10/2017: 8B
UNIT 3: Peoples of Viet Nam

Period 17: Lesson 2: A closer look 1 
I/

Objectives

1. Educational aim:

- To use the lexical items related to cultural groups of Viet Nam
- To pronounce word containing clusters / sk/, /sp/ and / st/
- To use articles a, an and the

2. Knowledge and skills:

* General language knowledge
- Vocabulary :

- Grammatical structures :

articles a, an and the
- Pronounciation: /sk/, /sp/ and /st/

3. Skills:Practice listening, speaking, and writing with the lexical items related to the topic
Peoples of Viet Nam

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘Peoples of Viet Nam
III/ Anticipated problems

- - S may forget grammar , so the T are ready to provide help

IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Teacher’s activities Student’s
activities

Content
Warm up

T akss Ss to brainstorm the names of the
ethnic groups they know where they live,
their costumes, their way of life, culture,
folk songs…

Encourage them to guess and call out as
many words as possible

B. Presentation
Vocabulary

Activity 1: Match

T may explain and give examples of
adjectives. Ask Ss to give some more.
T asks Ss to work in pairs to match the

adjectives with their opposites. - Ss work in

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- T elicits the answers from the class.
 If there is time, advanced Ss can write 
the words in sentences (or homework).
Activity 2: Use some words from 1 
complete the sentences

- T asks Ss to work individually to do the
task.

- T call on some Ss to write on the board

- Some Ss may write the answers on the
board.

- T Checks their answers.
Activity 3

- T asks Ss to work in pairs and discuss
what the words is for each picture. Check
the answers with the class. For more able
Ss, ask them to give other words they know
which are related to the life of ethnic

minority people.
Production

Pronounciation
Clusters: /sk/, /sp/, and /st/
Activity 4: Listen and repeat

T Plays the recording and Ss repeat. T may 
pause the recording to drill difficult items. T
Plays the recording as many times as

necessary. Correct Ss ‘ pronounciation
Activity 5: Listen again and put in the 
righr column

- T Plays the recording again. Ss listen 
carefully and put the words in the right
columns. Note that ‘school’ may cause

some confusion because the sounds of
/sk/ are spelled with the letters ‘sch’.
- Ask Ss to give other words which

contain these clusters

Activity 6: Listen and read sentences
T Plays the recording two or three times.
T helps Ss all the words with /sk/, /sp/,
and /st/ and underline them as assigned
E. Wrap-up( 4ms)

- Repeat how to read sound /sk/,/ /sp/and /st/
- Have ss to give examples

S: school bag, spend, spider, stand,

pairs

Ss to work
individually

Ss to work in
pairs

Ss to give
other words

which contain
these clusters

Key: 1.d 2.c 3.g
4.a 5.f 6.e
7.b

Key: 1.written 
2.trasitional

3.important
4.simple, basic
5.rich

Key: 1.ceremony 
2.pagoda
3.temple (Ly Son)

4.waterwheel (in the
north)

5.shawl (of the Thai
women)

6.basket (of the
Sedang

Key:

/sk/: skatebord, school,

basket, task

/sp/: speech, display,crisp,
space

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understand

F. Homeassignment(2ms.)

- Give examples with sk/,/ /sp/and /st/
- Do exercise A in page 16 in workbook
- Prepare: unit 3 A closer look 2

Ss to work in
pairs

Key:

1. The Hmong people I
met in Sapa speak
English very well.
2. You should go out to

play instead of
staying here.

3. This local speacially
is not very spicy.
4. Many ethnic

monority students
are studying at
boarding schools
5. Most children in

far-way villages can get
some schooling

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Preparing date: 30/9/2017 Teaching date: 2/10/2017: 8E
 2/10/2017: 8 D

6/10/2017: 8B
UNIT 3: Peoples of Viet Nam

Period 18: Lesson 3: A closer look 2 
I/

Objectives

1. Educational aim:

- To ask and answer different question types
- To use articles a, an and the

2. Knowledge and skills: 
* General language knowledge
- Vocabulary :

- Grammatical structures :

articles a, an and the
Questions : review

3. Skills:Practice reading, speaking, and writing with the lexical items related to the topic
Peoples of Viet Nam

II/ Preparation:

- T: lesson plan, visual pictures

- Ss: vocabularies related to the topic ‘Peoples of Viet Nam
III/ Anticipated problems

- The topic of the vocabulary may strange to some ss, so the T are ready to provide help
IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Teacher’s activities Student’s
activities

Content
Warm up

- T asks Ss to make questions Yes/No
questions and Wh-questions.

Eg: Do you go to school by bike?

Tell Ss that this is a review section. T

may help Ss recall all types of questions
and question words they have learned so
far

B. Presentation
Grammar

Questions: review

Activity 1: Read the passage

T Gives Ss about five minutes to read 
the passage.

- T may call on some Ss to read aloud to
the class.

T Corrects their pronounciation,
intonation and stress, and give

- Ss make
questions
Yes/No

questions and
Wh-questions.

- Ss read

How far is it from your house

to scvhool?

………

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explanation if necessary.

Activity 2: Write questions for these 
answers

- T asks Ss to work in pairs write
questions

To check the work, have some Ss come
up and write their questions on the
board. Accept all question variations
that are grammatically correct.

- T gives correction as a class.

Activity 3: complete the questions 
using the right questions words
- T asks Ss to work individually

- Then Ss compare their answers with a
partner

Activity 4: Make questions and 
answer

- Let Ss work in pairs. This should be

a speaking activity, so encourage Ss to
talk with fluency and accurary, and as
naturally as possible.

While Ss do their task, T goes aroud to
monitor the whole class.

 Article

- T have Ss to read the grammar ,
- T explains these of the articles, give

exaple

- Ss work in
groups or in
pairs and write
questions for
the answers
given.

Ss work
individually to
complete the
task.

Ss work in
pairs

2: Write questions for these

answers

Suggested answers
1.Who is living in 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
cshool?/ How far is the town?
6. When does Vang go home?
7. How do they live?

8. Would you like to live? ( in
a modern flat) in the city?
3: complete the questions 
using the right questions 
words

Key:
1. Who
2. Which
3. which
4. Which
5. What

4: Make questions and 
answer

Questions

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 festival in
Viet Nam?

5.Which ethnic group has a
large population, the Khmer or
the Cham?

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- To check ss’s understaning of the
usegae,

- T asks Ss to make other example
sentences using the articles in the
same

*Note :

An hour, an honest person, a uniform,
a university

Activity 5: underline the correct 
article

- have Ss to read the grammar ,
- T explains these of the articles, give

exaple

- To check ss’s understaning of the
usegae,

- T asks Ss to make other example
sentences using the articles in the
same

*Note :

An hour, an honest person, a uniform,
a university

Activity 6: insert a, an, the in gap
E.Wrap-up( 4ms)

- Repeat use article a, an and the
I have a dog

I am going to have an exam tomorrow

The president of USA is Obama

F. Homeassignment(2ms.)

- Make sentences with a, an, and the ,
questions 2,3,4,5 in page 17,18 in
workbook

- Do excise B ( b,c,d) in page 21,22 –
VBT

- Prepare unit3 communication

Ss to read the
grammar

Ss work in
pairs

- Ss make
sentences

5. The Khme: 1,260,6000 ( the
Cham : 161,700)

 Article

- A: - sử dụng trước một danh 
từ đếm được số it

Ex: I need a new pen

- An : sử dụng trước một danh 
từ số it bắt dầu bằng môt
nguyên âm.

Ex: there is an eraser on the
table.

- The :

+ sử dụng trước một anh từ ,
danh từ đó đã được đề cập rồi
Ex: there ‘s a festival in my
village. The festival is very old.
+ sử dụng liên quan tới 1 danh
từ, danh từ đó chỉ duy nhất
The Kinh speak Vetnamese.
+ sử dụng trước so sánh hơn
nhất của tính từ trạng từ

Ex: Lan is the tallest student in
my class

5: underline the correct 
article

Key:

1. a 2. the 3. the 4. the

5. the 6. a

6: insert a, an, the in gap
Key:

1. a 2. a/ the 3. the 4. an/ 
the 5. the 6. an

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6/10/2017: 8 D
 10/10/2017: 8B
UNIT 3: Peoples of Viet Nam

Period 19: Lesson 4: Communication 
I/

Objectives

1. Educational aim:

- To ask and answer different question types

- To use the lexical items related to cultural groups of Viet Nam
2. Knowledge and skills:

* General language knowledge
- Vocabulary :

- Grammatical structures :

Questions : review

3. Skills: Practice speaking with the lexical items related to the topic Peoples of Viet 
Nam

II/ Preparation:

- T: lesson plan, visual pictures

- Ss: vocabularies related to the topic ‘Peoples of Viet Nam
III/ Anticipated problems

- The topic of the vocabulary may strange to some ss, so the T are ready to provide help
IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Teacher’s activities Student’s
activities

Content
A. Warm up

B. Presentation

Activity 1: Quiz: what do you know 
about the ethnic groups

- T asks Ss to work in pairs
to do the quiz.

- T checks and gives explanation.

Activity 2:Write down the names of 
ethnic groups in the correct boxes 
- T asks Ss work in groups. write down
the ethnic groups

- Let them discuss and then write down
the ethnic groups in the correct boxes.
- Encourage them to add other ethnic
groups they know of to the list.

- T moves around the groups and gives
assistance where need

Ss work in
pairs

Ss work in
groups

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

Northwest region

Viet, Hmong, Lao

Northeast region

Viet, Hmong, Nung, Tay

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Activity 3: choose one groups and talk 
about them

- Bring the class back together.
- Write on the board subjects that Ss

can talk about in relation to these
groups. Elicit these subjects if
possible

- location - lifestyle
- costume

-foods -festivals/ceremonies -
marriage/wedding

- T may give some facts and/or show
pictures to facilitate the activity.

Give Ss time to prepare, and then let them
talk in groups.

Notes:

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: Northern 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
Ngai,Quang Nam

D. Production

? Make up sentences with questions
Ex:

Ss: Where do The Hmong live in Viet

Ss work in
groups

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Nam?

Which of the groups has the largest
peoples?

Ss: the Thai
…………..

E. Wrap-up( 4ms)

- Repeat the use of question words
- Ss make sentences

F. Homeassignment(2ms.)

– Do Ex: C in page 19 in workbook
- Prepare: Unit 3 Skills 1

Self experience:

………
………
………

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9/10/2017: 8 D
 12/10/2017: 8B
UNIT 3: Peoples of Viet Nam

Period 20: Lesson 5: Skills 1
I/

Objectives

1. Educational aim:

- To read a passage about the life of an ethnic group
- To talk about the life of ethnic groups

2. Knowledge and skills: 
* General language knowledge

- Vocabulary : cannal, dig , weave, ornament, worship
- Grammatical structures : Questions : review

3. Skills:Practice reading and speaking with the lexical items related to the topic Peoples 
of Viet Nam

II/ Preparation:

- T: lesson plan, visual pictures

- Ss: vocabularies related to the topic Peoples of Viet Nam
III/ Anticipated problems

- The topic of the vocabulary may strange to some ss, so the T are ready to provide help
IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Teacher’s activities Student’s
activities

Content
A. Warm up

B. Before -reading
Activity 1

- T gives Ss time(3 ms) to discuss the two 
questions in pairs and then as a class.

- T encourages Ss to make guesses if they are
not sure.

- Then call on Ss to read the questions from

exercise 3 aloud. As the Ss read the questions
aloud,

- Ask Ss to read the text and underline any
words they don’t know.

- T may let Ss read in chorus once. Then, call on
some individuals to read aloud to the class.
- Check their pronunciation and intonation.
Explain the new words and clarify anything
difficult.

While reading
Activity 1

- T ask Ss to read the passage and do the task. 
- T checks the answers as a class

- T explains new words

Ss work in
pairs

1.Work in pairs. 
Answer the questions

Key

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Activity 2:
Post -reading

T asks Ss to work in groups answer the
questions

+Is the thai well- known for being unique,
colorful ?

+Is bread main food for the Thai people?

- Call on some groups present in front of the
class

- T corrects
Speaking

Before- speaking
Activity 1:

T Divides the class into two groups, each 
preparing to talk about one ethnic group.

Otherwise, Ss may work in pairs; each of them
talks about one ethnic group.

T goes around to assist if necessary. Then ask
some volunteers to present to the rest of the
class.

While -speaking
Activity 1:

Post- speaking

Activity 1

Let Ss talk about their own ethnic group. T may
ask them to focus on one or two aspects such as
clothing, food, ways of living, customs and
traditions, festivals, beliefs, etc.

- T can also encourage Ss to talk about changes
in the life if their people over time

E.Wrap-up( 4ms)

- Repeat the use of question words
- Ss make sentences

F. Homeassignment(2ms.)
- Learn by heart new words

– Do Ex: D (1,2) in page 20,21 in workbook
- Prepare: Unit 3 Skills 2

Ss to work
in groups

+ weave(v): dệt
+ ornament (n) đồ
trang sức

+worship (v): tơn
kính

3.Answer the 
questions
Key:

1. Yes, it is

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

4. read some facts 
about the Bru-van 
Kieu people and 
Khmer people

Work in groups. 
Choose one of the the 
two ethnic groups and 
talk about it

5. Talk about your

own ethnic group

Self experience:

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Preparing date: 8/10/2017 Teaching date: 10/10/2017: 8E
 11/10/2017: 8 D

13/10/2017: 8B
UNIT 3: Peoples of Viet Nam

Period 21: Lesson 6: Skills 2
I/

Objectives

1. Educational aim:

- To listen for specific information about a trditional dish.
- To write the recipe for a traditional dish

2. Knowledge and skills: 
* General language knowledge
- Vocabulary :

- Grammatical structures :

3. Skills:Practice listening and writing with the lexical items related to the topic Peoples 
of Viet Nam

II/ Preparation:

- T: lesson plan, visual pictures

- Ss: vocabularies related to the topic ‘Peoples of Viet Nam ’
III/ Anticipated problems

- S may have difficulties in writing so teacher should help them

IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Test 15’

I. Use the adjectives in bracket in their correct forms of comparison to complete the
sentences ( 5pts)

1. A village is much ……….. a city in size (small)

2. Of the three types of cattle in Mongolian desert, the sheep is…….. (slow)
3. A city has ………. activities than the countryside. ( interesting)
4. Some people think country folk are ……….. city people ( friendly)
5. Which one is ……….., the city or the countryside? (noisy)

II. Insert a question word to complete each of the following questions (5pts)
1……… of your parents will go to the meeting?

- My mother will

2.………. is it from the center to the Museum of Ethnology?

– It is about 6 kilometers.

3.……… is the Hoa Ban Festival of Thai people held?
- In Luar February.

4………. do the Odu people live?
- Mainly in Nghe An provine.

5.………. colour is the symbol of luck for the Hoa people?
- Red (is)

Key:

I . 1. smaller than 2. the slowest 3, more interesting than
4. more friendly than 5. noisier

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Teacher’s activities Student’s
activities

Content
A. Warm up(3ms)

T: Have you made of sticky rice ?
Ss: No, I haven’t

T: IS it a traditional cake?
S: Ys, it is

Listening (10ms)

B. Before- listening 
Activity 1:

T asks Ss to disscus the two questions in
pairs

While -listening
Acticity 1

- T Plays the recording once or twice. 
- T Asks Ss to listen carefully and tick
True or False according to what they
hear in the passage

Activity 2

- T plays the recording again.

-Ss write down the words as they listen.
-T:plays the recording again for them to
check.

T correct as a class.
Audio script:

Five-couloured sticky rice is an
important traditional dish of many
ethnic minorities in the northern
mountainous regions. People call the
dish five-coloured sticky rice because it

has five coulours:

red,yellow,green,purple and white. The
things that create the colours are not
chemicals but natural roots and leaves.
The five colours of the dish represent
five elements of life according to

Vietnamese beliefs: yellow is earth, red
is fire, green is plants, white is metal,
and purple or black is water. People
believe that these five elements create
harmony between heaven and earth.
Five-coloured sticky rice is usually

Ss work in
pairs

Ss: No, I haven’t

Ss: Ys, it is

1. Answer the question
2. Listen to the passage

and tick Tor F

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

3. Listen again and 
complete the sentences

Key:

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made and enjoyed at Tet, in festivals
and ceremonies, on special occasions,
and whenever the family has guests.
Writing (13ms)

Before –writing
Activity 1

- Tell Ss to read the notes carefully
While -writing

Activity 1

Have Ss write full sentences to show
the steps to cook the rice. Make sure
that they use proper connectors

first/firstly, second/secondly…and pay
attention to spelling and punctuation.
T may collect some Ss’ writing papers
and mark them, then give comments to
the class.

T may ask Ss to write a paragraph as
homework( in the form of a letter to a
pen friend, for example).

Post -writing:

- T calls on some ss to read their
answers

- T corrects the mistakes
E.Wrap-up( 3ms)

- T asks Ss to repeat main contents of
the lesson

F. Homeassignment(1ms.)

- Do ex: 1,2 in page 15 in workbook

Ss work in
pairs

Ss to write a
paragraph as

homework

Ss: repeat

4. Read the notes on how 
to make yellow sticky rice
5. Change the notes into 
cooking stepts to show a 
foreign visitor how to 
make yellow sticky rice
Sample cooking steps:
This delicious dish is really 
easy to make. First, you 
need to soak the rice in 
water for at least five 
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 
30 minutes. Check that it is 
fully cooked. You can serve 
this dish with chicken.
Self experience:

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Preparing date: 8/10/2017 Teaching date: 10/10/2017: 8E

12/10/2017: 8 D

17/10/2017: 8B
UNIT 3: Peoples of Viet Nam

Period 22: Lesson 7: Looking back + project
I/

Objectives

1. Educational aim:

To Revise the knowledge they’ve learnt about the topic “ Peoples of Viet Nam”
2. Knowledge and skills:

* General language knowledge
- Vocabulary :

- Grammatical structures : Questions . articles

3. Skills:Practice speaking, and writing with the lexical items related to the topic
Peoples of Viet Nam

II/ Preparation:

- T: lesson plan, visual pictures

- Ss: vocabularies related to the topic ‘Peoples of Viet Nam ’
III/ Anticipated problems

- S may forgot some vocabularies so teacher should repeat them

IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Teacher’s activities Student’s
activities

Content
A. Warm up (5ms)

T have Ss play “ jumbled words
- csmuteos -> costumes

- thecni -> ethnic
- iticaivies -> activities
B. Presentation

Vocabulary (12ms)
Activity 1

- Let Ss repeat the words as a class to
practice pronounciation.

Activity 2:

- T corrects as a class.

- Let Ss read the sentence aloud
C. Practice

Grammar (22ms)

- Ss can comple
this exercise
individually in
pairs.

- Ss can do the
exercise by
themselves or in
pairs

Vocabulary

1. Complete the sentences 
with the words/ phrases from
the box

1. Cultural groups
2. communal, activities
3. costumes, diverse
4. ethnic

5.unique

2. Use the correct form of the
words in brackets to finish 
the sentences

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Activity 1

- Let Ss read the passage aloud.
Clarify any difficulties.

- Call on some Ss to give their
answers

- T corrects

Activity 2

- Tell Ss to read the sentences care
- fully and try to find the error

relating to articles in each
sentence.

- Ss can work in pairs or
individually

Activity 3

- Ss complete this task individually.
- T gives correction

E.Wrap-up( 4ms)

- T asks Ss to repeat main contents
of the lesson

Ss: repeat

F. Homeassignment(2ms.)

Do ex: E (1,2 in page 22 in workbook

- Ss do the task
in pairs or
individually.

5.traditional

Grammar

3. Make questions for the 
underlined parts in the 
passage

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 the house?
4. Each sentence has an 
error. Find and correct it
1.a->the

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

4.the semi-nomadic life->a
semi-nomadic life

5.an->the

5.Fill each gap with a, an, or 
the to complete the passage
1.an 2.a 3.the
4.the 5.the 6.the

Self experience:

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Preparing date: 10/10/2017 Teaching date: 12/10/2017: 8E
 17/10/2017: 8 D

19/10/2017: 8B
REVIEW 1

Period 23: Lesson 1
I/ Objectives

1.Educational aim:

- To revise and practice the language Ss have studied and the skills they have practiced
since Unit 1,2,3

2. Knowledge and skills:

* General language knowledge: Lexico & grammar of unit 1,2, 3 
- Lexico/Vocabulary : Pronunciation

+ consonants/ consonal clusters: /sk/, /sp/ , /st/, /bl/, / pr/, / cl/

+Vocabulary: Leisure activities, Life in the countryside, peoples of VietNam
- Grammatical structures

+ Review: Verbs of liking+ V-ing/ to Infinitive
+Review:

+ Prepositions of places
*Skills:

- Intergrated language skills
 + Listening skill

+Writing skill: write words, complete the sentences, complete the description with the
correct form of the verbs

+speaking skill

- Practice skills: improve skills of doing different types of exercises: skills of taking
notes…

II/ Preparation

- T: lesson plan, handouts of practice exercises ,…..
- Ss: Revise old lesson at home

Note ; types of exercises
III/ Anticipated problems

- S may forget some vocabularies, grammar so the teacher should be ready help them
IV/ Procedures :

Teacher’s activities Student’s
activities

content
Warm up

T: Do you like to live in the
countryside?

S: Yes, I do

T: What leisure activities do you know

in the countryside?

S: Swimming, flying the kite, herd the
bufallow, …

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best?

S: I like swimmimg best
Activity 1

Pronunciation
Activity 1

- T plays the recording and Ss repeat.
- Plays the recording as many times

as necessary. Pause and correct Ss’
pronunciation.

Activity

2 Play the recording two or more times, 
if necessary. Help Ss recognise all the
words with /sk/, /sp/, /st/,/br/,/pr/,bl/ and
/cl/ then underline them as instructed.
T may sk Ss to read the sentences as a
class, or individually. Check

pronunciation and intonation

Vocabulary
Acvtivity 1

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

Activity 2

-Ss do this exercise individually.
T may ask some Ss to write their
answers on the board.

-T corrects as a class.

Grammar
Activity 1

- T asks ss to work individually

- Ss do this individually and compare
their answers with a partner.

- Call some Ss to go to write their

Ss work in
pairs

Ss do the
task

individually

Ss do this
exercise
individually

Pronunciation

1.Listen and repeat the 
following words and phrases
2. Listen to the sentences and 
underlined the words with / 
sk/, / st/, / br/, / bl/ andf / cl/
Key:

1.I used to climb trees when I
was small.

2.How can we improve our
speaking skills?

3.How annoying, the stadium
has closed!

4.I want to buy a blue skirt for
my mother.

5.‘ On a dark day, I saw a witch
riding a broom in the sky…

Vocabulary

3. Organise these words and 
phrases into pairs of opposites 
and write themm in the blanks
Key:

peaceful – noisy hard –
easy

boring – exciting forget –
remember

traditional – modern country
life – city life

love – hate majority
– minority

4.put a verb in the correct 
form in each gap…

Key

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answers. Other Ss comment.
- T corrects as a class

Activity 2

- Ss do the task individually. T

checks. Call some Ss to read the
whole passage

Wrap up

T: Use the part 4" giving your opinion "
to repeat this lesson

Ss: repeat

Homeassignment(1ms.)

Do ex: E (1,2, 3,4) in page 24, 25 in
workbook

Ss do this
exercise
individually

Grammar

5.Complete the sentences with 
the correct comparative form 
of adverbs from the adjectives
Key:

1.later 2.more
3.more fluently 4.better
5.more simply 6.faster
7.more carefully

6. fill each blank with an 
article (a, an, or the ) to 
complete the passage
Key: 1.a 2.an 3.the
4.the 5.the 6.a

Self experience:

………
………
………

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18/10/2017: 8 D
 21/10/2017: 8B

Period 24- review 1

Lesson 2 
I/ Objectives

1. Educational aim:

- To revise and practice the language Ss have studied and the skills they have practiced
since Unit 1,2,3

2. Knowledge and skills:

* General language knowledge: Lexico & grammar of unit 1,2, 3 
- Lexico/Vocabulary : Pronunciation

+ consonants/ consonal clusters: /sk/, /sp/ , /st/, /bl/, / pr/, / cl/

+Vocabulary: Leisure activities, Life in the countryside, peoples of VietNam
- Grammatical structures

+ Review: Verbs of liking+ V-ing/ to Infinitive
+Review:

*Skills:

- Intergrated language skills

+ Reading skill: Read and tick T or F . write questions
+ Listening skill: listen to the passage and choose
+Writing skill: write a paragraph

+Speaking skill

- Practice skills: improve skills of doing different types of exercises: skills of taking
notes…

II/ Preparation

- T: lesson plan, handouts of practice exercises ,…..
- Ss: Revise old lesson at home

Note ; types of exercises
III/ Anticipated problems

- S may have difficulties in their writing so the teacher will go round the class and give any

help

IV/ Procedures :

Teacher’s activities Student’s
activities

content
Warm up

T: Do you often write a letter to
friends?

S: Yes, I do

T: What is it about?

S: It is about leisure activities
Reading

Activity 1

- T akss ss to read the letter

- T clarifies anything they do not
understand fully.

- Ss read the
lettet once or

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

-T correct

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

Speaking
Activity 2

-T ask 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
Activity 1

T Plays the recording once or twice.
- Ss listen and choose their answers.
- Plays the recording again for Ss to
check their answers. Explain the new
words or anything difficult if

necessary.

Writing
Activity 1

- Before writing, have Ss brainstorm
ideas about life in the countryside:

twice.

Ss do the task
individually

Ss do the
exercises in
pairs

a. Tick True or F

Key: 1.T 2.T 
 3.F 4.T 5.F 
b. Write questions for the 
underlined phrases in the 
letter

Key:

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

2. How many (clay and

store) objects are ondisplay
at the museum?

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

My dad likes to play chess
with his neighbors

- My mom likes making
special food and cakes for
us. She hates sitting aound

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

Sample writing:

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advantages, disavantages, what they
like and dislike, etc… Then explain the
writing task. Also have them

brainstorm words and phrases they may
need for writing.

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

Sample writing:

Wrap up

T: Use the part 4" giving your opinion "
to repeat this lesson

Ss: repeat

Homeassignment(1ms.)

Do ex: E (6,7,8) in page 26, 27 in
workbook

- Preparing: unit 4 getting started

Ss do the
exercises in
pairs

countryside has many 
good points. Firstly, 
country folk are

friendlier than city folk. 
Secondly, life is slower 
and simpler than in the 
city. The food is fresher 
and the air is cleaner. 
Finally, 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.

Self experience:

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Preparing date: 14/10/2017 Teaching date: 17/10/2017: 8E
 19/10/2017: 8 D

23/10/2017: 8B

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I.Objectives

1. Educational aim

- To assess student’s progress in learning English, evalate their ability( language
knowledge ans skills)

- Based on the test results, T can make approprite adjustment to their methods of teaching
in each class so as to impro the quality of English teaching and learning.

2. Knowledge and skills:
- Lexico/ vocabulry:

+Vocabulary: on some certain topics that have been studied

- Grammatical structures

+ Verbs of liking+ V-ing/ to Infinitive
+ comparative form of adjectives, adverbs
+ questions

+ articles

*Testing Sts’ skills: + Listening skills
+ Reading skills
+ writing

MATRIX

Nhận biết Thông hiểu Vận dung Tổng

KQ TL KQ TL KQ TL

Listening 4

4
1

Language focus. 16

Reading 4

Writing 6

6
3

Total 8

20
5

3
34

% 20 % 50% 30 % 100%

% Trắc nghiệm
KQ

20.% 40 % 60 %

% Tự luận 10% 30% 40 %

TOT DONG SECONDARY SCHOOL TEST 1(45 minutes)

Full name:... Subject: English 8. Period :25
Class: 8 ... .………, October…… 2017

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Bài nghe KT 1 tiết VER1.mp3

Question I. Listen to the passage and choose the correct answers: (1m) 
1.What percentage of Britain’s population dream of living in the country ?

A. 28 B. 18 C. 80

2.English village communities are often small and ……….
A. close B. poor C. unknown
3. People in English villages use private transport ……….

A. a little B. less C. more

4.The environment of English villages is ………
A. spoil B. not spoilt much C. not safe

Question II. Listen to the passage again and complete the sentences.(1 m)
 Life in the English countryside

According to a recent survey by Country Life magazine, about 80 percent of Britain’s
(1)………... 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 (2) ………. 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 (3)
……… 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 (4)
………. use private transport more, and the environment hasn’t been spoilt
much.

1. ………..… 2. ……… 3………. 4. ………

Question III. Find the word which has different sound in the part underlined. ( 1 m)

1. A. wanted B. washed C. decided D. needed

2. A. beds B. months C. walks D. books

3. A. pictures B. watches C. washes D. brushes

4. A. homework B. brother C. open D. judo

Question IV. Choose the best answer. ( 2m )

1. My dad doesn’t mind……… my mom from work every day.

A. pick up B. picked up C. picking up D. picks up

2. Using computers too much may have harmful effects …….. your minds and bodies.

A. on B. to C. with D. onto

3. I love the people in my village. They are so……… and hospitable.
A. friendly B. vast C. slow D. inconvenient
4. The ………..…… people in the village are very friendly.

A. ethnic minority B. majorities C. ethnic minorities D. ethnic cultures
5. Can you speak English ……… .My English is not good.

A. slow B. more slowly C. quickly D. more quickly
6. Viet Nam is …………. Multicultural country with 54 ethnic groups.
A. a B. an C. the D. A and C
7.Which ethnic groups has the largest population in Viet Nam?

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8.The Lao are one of ……… many Thai- speaking peoples.
A. the B. a C. an D. A and C
Question V. Give the correct form of the following verbs: ( 1m)

1. Children in this village love ____________ kites on summer afternoons. (fly)
2. The children used to ___________ a long way to school. (go)

3. They__________ a nomadic life for six years. (live)
4.The Hmong boys like___________ the game “danh quay” in spring. ( play)
Question VI

1. Read the passage, and then decide whether the statements that follow are True (T) 
or False (F) : (1 m)

In my opinion, using the computer as your hobby can be harmful to both your health and
your social life. Firstly, sitting all day in front of the computer can cause health problems
such as eye-tiredness and obesity. Secondly, you may get irritated easily. Besides, if you
use the computer too much, you will not have time for our family and friends. In short,
computers should only be used for a limited time.

1. Using the computer too much can make your eyes tired. 1. ………...
2. We still can spend a lot of time with our family and friends. 2. ………...
3. According to the writer, we can use the computer for a long time.

4. Computers should only be used for a limited time.

3. ………....
4 ………....
Question VII. Reorder the words to make the meaningful sentences.

a. Use the adjectives in brackets in their correct forms of comparison to complete the 
sentences. (1m)

1/ The countryside is ………. than the town. ( beautiful)
2/ The Mekong River is ………..………the Red River . (long)

b. Rewrite the second sentence so that it has a similar meaning to the first one (2 m)

1. Tea is cheaper than coffee.

F Coffee ……….……….……….……….……….………

2. I adore listening to music every day.

F I enjoy….……….…….……….……….……….……….….……….

3. The red car is more expensive than the black one.

F The black car….……….……….……….……….……….………

4. No one in my group is more intelligent than Long.

F Long……….……….…….……….……….……….….……….………

THE END

Đáp án và thang điểm chấm:
A- LISTENING :

Question I: ( 0,25đ/ câu đúng)

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

Question II: ( 0,25đ/ câu đúng)

1. population 2. noisy 3. wonderful 4. countryside

B- USE OF LANGUAGE

Question III. ( 0,25đ/ câu đúng)

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Question IV. ( 0,25đ/ câu đúng)

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

5.B 6.A 7.A 8.A

Question V. ( 0,25đ/ câu đúng)

1. flying 2. Go 3. have lived 4. playing/ to play
C.READING

Question VI: ( 0,25đ/ câu đúng)

1. Read the text again and write True (T) or false (F).
1. T 2. F 3. F 4.T

D. WRITING
Question VII:

a. Mỗi câu 0.5 điểm/ câu 
1.more beautiful

2. longer than

b. Mỗi câu 0.5 điểm/ câu

1. Coffee is more expensive than tea.
2. I enjoy listening to music.

3, The black car is not as expensive as the red car.
Or The black car is cheaper than the red car.
4. Long is the most intelligent in my group.
Self experience:

………
………
………

Preparing date: 17/10/2017 Teaching date: 19/10/2017: 8E
 14/10/2017: 8 D

23/10/2017: 8B
UNIT 4: OUR CUSTOMS AND TRADITIONS

Period 26: Lesson 1: Getting started
I/

Objectives

1. Educational aims

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* General language knowledge
- Vocabulary :

Accep: (v) Pass down(v): sharp (adj)\ generation ( n

- Grammatical structures :

3. Skills:Practice listening, speaking, reading, and writing with the lexical items related to 
the topic customs and traditions”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ customs and traditions”
III/ Anticipated problems

- S may forget vocabularies so teacher should repeat them

IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Teacher’s activites Student’s
activites

Content
A. Warm up

T asks Ss to take part in a small game.
Ss work in two big groups A and B. A
student from group A calls out the
name of an ethnic group in Viet Nam,
then points at one student from group b.
This student has to call out the name of
another ethnic group. The game stops

when a group cannot give out the name
of any ethnic group or when time is up.
The group with more ethnic groups
wins.

B. Presentation
Activity 1

T asks Ss to open their books and look
at the picture and the phrase under
Who can you see in the picture?
What do you think the people in the 
picture are talking about?

- T introdures new words

a. T ask Ss work independently to find 
the words with the given meanings in
the dialogue. 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

- Ss answer the
questions as a
class.

Ss work

independently
to find the
words with the
given meanings

1. Lisrten and read
-Accep: (v) chấp nhận
- Pass down(v): truyền cho
-sharp (adj)\ đúng , chính xác
- generation ( n): thế hệ

a. Find a word…
Key:

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b. T ask Ss read the conversation again
to do this exercise. Ask for Ss’ answers
as well as the explaination for their
choices. Write the correct answers on
the board.

c Have Ss read the questions to make 
sure they understand them. Ask them
firstly to answer the questions without
reading the dialogue. Ss exchange their
answers with a classmate. Now ask
them to check their answers by reading
the dialogue again. Call some Ss to
write their answers on the board.
Confirm the correct answers.

d. T ask Ss do this in pairs. Ask for Ss’ 
answers and their explanations.

Summarise the answers

Activity 2

a Have Ss look at the pictures. Ask 
them what they see in each of them.
Now tell Ss that in the box are some
customs and traditions of VietNamese
people. Ss read these and identify any
new words they do not know. Explain
the new words so that Ss understand
the customs and traditions. Ss do this
activity in pairs. Call some Ss to give

in the dialogue.

Ss’ answers as
well as the
explaination for
their choices.

Ss exchange
their answers
with a

classmate.

Ss work in pairs

Ss to give their

4.sharp
5.social
6.table manners
b. Tick true or False

Key:
1.T

2.F( There are also social
ones.)

3.T

4.F( There are a lot of customs
for table manners in the UK
c. Answer the questions
1.It’s eating dinner at 7 p.m.
sharp.

2.He’s surprised.

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

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

5.They should find

information about a custom or
tradition.

D. Find these sentences…
Key:

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. a. Match the pictures 
with the customs

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their answers and write them on the
board. Confirm the correct answers.
b Individually Ss decide if the

pictures show customs or traditions and
compare their answers in pairs. Their
answers may differ. Have some Ss give
the answers to the class and explain
their choice

3. Game: Organise a competition for 
this activity. Ss work in groups of five
or six. Set a time limit of five minutes.
Ss write down as many local customs
and traditions as possible.

D.Wrap-up( 4ms)

T asks Ss to practice saying ‘ customs’
and traditions in Viet Nam

Ss: on the first day of every Lunar
month , we do to the pagoda

E. Homeassignment(2ms.) 
- Leant by heard new words

- Do Ex: 1,2 , 1 in page 1 28,29 in
workbook

- Preare unit 4: A closer look 1

answers

Ss work in pairs

b. Write C (custom) or 
( tradition)…

Suggested answers:

1.C 2. C or T
3. C 4.T

5.C 6.C
7. T 8. C or T
3. game

Self experience:

………
………
………

Preparing date: 19/10/2017 Teaching date: 21/10/2017: 8E
 25/10/2017: 8 D

23/10/2017: 8B
 UNIT 4: OUR CUSTOMS AND TRADITIONS

Period 27: Lesson 2: A closer look 1

I/

Objectives

1.Educational aims

- To use the lexical items related to the topic “customs and traditions”

- To pronounce words containing the clusters/ spr/, / str/ correctly in isolation and in
context

2. Knowledge and skills

* General language knowledge

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3. Skills:Practice listening, speaking, and writing with the lexical items related to the topic 
customs and traditions”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ customs and traditions”
III/ Anticipated problems

- S may forget vocabularies so teacher should repeat them

IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww

leson

Teacher’s / Students’ activites Content

Warm up( 5ms)

T Asks Ss to call out some customs and
traditions they remember from thr
previous lesson

Ss: on the first day of every Lunar
month , we do to the pagoda

+ we have dinner at 7 pm
B. Presentation (10ms)
Vocabulary

Activity 1

Draw Ss’ attention to the Watch out!
Box. Explain to them the words
‘custom’ and tradition’ can be

countable or uncountable. Remember
to come back to this point after

finishing exercise 1.
C. Practice (20ms)
Activity1

Have Ss look at the table in the book.
Make sure that they understand what to
do. Ss complete the exercise

individually and then compare their
anwers with a partner. Call some Ss to
give the answers. Write them on the
board. Confirm the correct answers.
Now have Ss read the sentences again
to see if the word ‘custom’ or

‘tradition’ in each sentence is countable
(C) or uncountable (U). Ask for Ss’
answers

Activity 2

Have Ss read the sentences in 1 again
and complete the expressions. Then Ss

Ss complete
the exercise
individually

Ss work n
pairs

1.Match the first halves of 
the sentences (A) with the 
second halves (B)

Key: 1.e 2.d 3.a 
 4.g 5.b 6.c 
7.f

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compare their answers with a partner.
Call one or two Ss to write the

complete expressions on the board.
Activity 3

Ask Ss to work in groups to do this
activity. T may prepare some pieces of
big-size paper for the groups to write
their answers on. When they finish, Ss
stick their paper on the board. Ss read
and comment on each other’ sentences.
Activity 4

Ss individually complete the sentences
with their own ideas, then share their
sentences with a partner. Ask for Ss’
answers and write them on the board.
Don’t say if they are right or wrong.
Then play the recording for them to
check the answer and repeat the words.
Play the recording as many times as
necessary

Activity 5. Clusters: / spr/ and / str/

Ss complete the words under the
pictures with / spr/ , / str/ and then
compare their answers with a partner.

- Have Ss write the sentence on the
board.

- T plays the recording for them to
check the answers and repeat the
words

T explains neư words
Activity 6:

T plays the recording to do this
exercise.

- Ask for Ss’ answers

- Plays the recording again for Ss to
repeat the sentences. Asks ss to read
aloud

D. Production (4ms)

T Asks Ss to write the words has / spr /
nnad / str/

S: / spr/: spring, spring role…
/ srt/ : structure, struggle…

E. Wrap-up( 4ms)

- Repeat how to read sound /spr/, /str/

Ss work n
pairs

Key: 1.custom 
2.tradition

3.according
4.tradition

5.with 6.of 
7.doing

3.Read the customs and 
traditions. Make sentences

4.Now complete the 
sentences

Pronunciation

Clusters: / spr/ and / str/

5. Complete the words u7nder
the pictures

1. str 2. str 3. spr
4. spr

5. str 6. str 7. spr
8. spr

- Straw (n) rơm, rạ

- astronaust(n) nhà du hành
vũ trụ

- frustrated ( adj) nản chí
- espresso (n) cà phê hơi
- newsprint (n) giấy in báo
6. Listen and circle the 
words / spr/ and / str/

Key: 1.strictly 
2.strangers,spread
 3.streets

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- Have ss to give examples

S: straw, street,

F. Homeassignment(2ms.) 
- Leant by heard new words

- Do Ex: A2, B2 in page 28,29 in
workbook

- Preare unit 4: A closer look 2

Self experience:

………
………
………

Preparing date: 22/10/2017 Teaching date: 2410/2017: 8E
 25/10/2017: 8 D

24/10/2017: 8B
 UNIT 4: OUR CUSTOMS AND TRADITIONS

Period 28: Lesson 3: A closer look 2
I/

Objectives

1.Educational aims

- To use the lexical items related to the topic “customs and traditions”
- To use should and shouldn’t correctly and appropriately to give advice
- To express obligation and necessity using the correct form of have to
2. Knowledge and skills:

* general language knowledge
- Vocabulary : gotta , slipper

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3. Skills:Practice reading, speaking, and writing with the lexical items related to the topic 
customs and traditions”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ customs and traditions”
III/ Anticipated problems

-S may forget advice so teacher should prepare some pictures about should, shouldn’t
IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Teacher’s activites Student’s
activites

Content
A. Warm up

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

-Encourage Ss to express their advice
freely.

B.Presentation

- T gives form of should and
shouldn’t to

have to and the usage

Activity 1

T Asks Ss to look at the pictures and
quickly describe what they see.
- Have them complete the sentences
and then compare the answers with a
friend. Elicit Ss’s answers. Confirm
the correct ones.

Activity 2

- Have Ss read the situations in A to
make sure they understand them. Ss
do this activity in pairs. Ask for Ss’s
answers.

Ss listen
and copy
down

Grammar

* Should or shouldn’t to express 
advice

(+) S + should + V( infi)
(-) S + shouldn’t + V( infi)
(?) should + S + V( infi)
Ex: you should learn harder

You shouldn’t eat green gruit
Should you do morning exercise?
* Have to to express obligation or 
necessary

(+) S + have/ has to + V (infi)
Ex: I have to ccok dinner.

(-) S + don’t/doesn’t have to + V(infi)
Ex: she doesn’t have to wear a

company uniform

(?) Do / Does + S + have to….?
Ex: Do you have to clean the house?
1. Look at the pictures and complete
the sentences with should or

shouldn’t

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- For a more able class, have Ss give
some other advice for the situations.
Ss may write their advice on a big
piece and show it to the class.
-Have Ss to express obligation or
necessarity

- Tell Ss that sometimes when they
go to a place, it is obligatory that
they follow its customs and
traditions.

- Have Ss read the information about
have to. T may want to add that must
is also used to express obligation.
One of the differences between have
to and must is that must shows
internal obligation, i.e., you make a
decision about what you must do.
Give one example:

We must clean the house 
before Tet because we think it 
will bring luck.

Then have Ss read the
Remember! box. Answers 
any questions from Ss.
If time allows, ask Ss to give
examples with the grammar points
discussed

Activity 3

- Ss do this exercise individually,
and then compare their answers
with a classmate. -- Checks Ss’s
answers and confirm the correct
ones.

Activity 4

Ss do this exercise individually and
give T their answers.

Activity 5

- Have Ss quickly read the e-mail.
- Ss do this exercise individually

and then compare the answers

3. Match

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

3. Complete the sentences with the 
correct form of have to

Key:

1.have to 2.have to
 3.has to 4.had to, don’t have to 
5.does…have to 6.didn’t have to
4. Choose A or B to convey the 
meaning of the first sentence
Key: 1.B 2.A

3.A 4.B
5. My is going ….

Shouldn’t give-> should give
Has to->have to

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with a classmate. Ask one or two
Ss to write their answers on the
board. Have them explain their
answers as well

Activity 6

T asks Ss work in pairs to do this
task. Ask some pairs to write their
advice and obligations on the board.
Other Ss give comments and vote for
the best advice and obligations. Then
they can add some more. This is an
open activity so encourage Ss to
express their ideas as long as the
advice and obligations are

appropriate.

C. Wrap-up( 4ms)

- Repeat should and shouldn’t ,
have / has to

- Have ss to give examples
D. Homeassignment(2ms.) 
- Leant by heard new words
- Do Ex: 4,5,6 in page 30 in
workbook

- Prepare unit 4: Communication

Didn’t have to-> don’t have to
Have use-> have to use

Should worry->shouldn’t worry

6. Work in pairs

Self experience:

………
………
………
Preparing date: 24/10/2017 Teaching date: 26/10/2017: 8E
 26/10/2017: 8 D

26/10/2017: 8B
Period 29: Corectng of test No1

I.Objectives

1. Educational aim

To provise Ss with a chance

- To see their real ability to make more effort in language learning ( strong weak ponts)
- To realize and correct their mistakes by themsleves

- To review and consolidae their knowledge and skills
- To adjust their plan of learning English .

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General knowledge : Students revise the main grammatical items and vocabulary they
have learnt in 3 units

II. Teaching aids

T: lesson plan. Marked test papers….
Ss: pens and notebooks

III. Anticipated problems

Ss may not remember vocabularies and structures , so T should repeat them
VI. Procedure

Teacher’s activites Student’s
activites

Content
T: Delivers the market test

papers to Ss.

T: have Ss exchange their
parers to discuss the correct
answers

+ Then get Ss identify the
key point to remember

+ provide more pracrice on
some typical items / skills at
which may Ss are still bad
at

……….
.

T askss Ss to summarize the
main point to remember
T: asssigns homework: give
some suggestions

Ss: get back
their marked
test papers

Ss:

+ liste to T
and take
notes

+ Idetify and
correct the
mistakes by
themsleves
under T’s
control

Ss: listen and
take notes

Question I: ( 0,25đ/ câu đúng)

1. C 2.A

3.C 4.B

Question II: ( 0,25đ/ câu đúng)
1. population 2. noisy

3. wonderful 4. Countryside
B- USE OF LANGUAGE

Question III. ( 0,25đ/ câu đúng)

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

Question IV. ( 0,25đ/ câu đúng)

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

5.B 6.A 7.A 8.A

Question V. ( 0,25đ/ câu đúng)
1. flying 2. Go

3. have lived 4. playing/ to play
C.READING

Question VI: ( 0,25đ/ câu đúng)

1. Read the text again and write True

(T) or false (F).

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

D. WRITING
Question VII:

a. Mỗi câu 0.5 điểm/ câu 
1.more beautiful

2. longer than

b. Mỗi câu 0.5 điểm/ câu

1. Coffee is more expensive than tea.
2. I enjoy listening to music.

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red car.

Or The black car is cheaper than the red
car.

4. Long is the most intelligent in my
group.

Self experience:

………

………
………

Preparing date: 28/10/2017 Teaching date: 31/10/2017: 8E
 31/10/2017: 8 D

31/10/2017: 8B
 Period 30: Lesson 4: Communication

I/

Objectives

1. Educational aims

- To use the lexical items related to the topic “customs and traditions”
- To ask about and describe different customs and traditions

2. Knowledge and skills

* General language knowledge

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3. Skills:Practice Listening, reading, speaking, and writing with the lexical items related 
to the topic customs and traditions”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ customs and traditions”
III/ Anticipated problems

-S may forget advice so teacher should prepare some pictures about should, shouldn’t
IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Teacher’s activites Student’s
activites

Content
Warm up (7ms)

Go through the Extra vocabulary
with Ss. If Ss do not know any
word in the box, quickly teach it. T
can teach the words

B. Presentation (10ms)
Acytivity 1

In pairs Ss look at the pictures and
discuss the differences between
them. Encourage them to use the
extra vocabulary. Some suggested
differences are:

C. Practice (22ms)
Activity 2

- T asks Ss to work in pairs to
decide if the statements are true or
false.

- Have some Ss write their answers
on the board. Do not confirm the
correct answers now.

Activity 3

-T plays the recording for Ss to
check their answers.

Ss listen and
copy down

Ss work in
pairs.

Extra vocabulary

- prong(n): chống đầu đũa

- culery (n) bộ đồ ăn (thìa,rĩa, dao)
- palm (n): lòng bàn tay

- tray (n):cái khay, cái mâm
- mat (n): chiếu

- host (n): chủ nhà (nam)
- hostest (n) chủ nhà (nữ)

1. Look at the picture below . in 
pairs discuss the different

between them

- In the first picture, people are 
sitting on the mat to have the meal. 
In the second picture, they are 
sitting around the dinning table.
- In the first picture, people are 
using rice bowls and chopsticks. In 
the second picture, they are using 
cutlery.

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- Ss listen to the recording twice. If
there are any incorrect answers,
have Ss explain why the sentences
are false.

Activity 4

Airm of activity is to provide Ss
with some Vietnames table
manners.

- Ss may know them all but may
lack the language to talk about

them.

- This activity also help Ss
brainstorm more ideas for the
next activity.

- - Ss work in pairs discuss if
they follow the same table
manners in their family. They
may add some ,more ideas for
the next activity.

Activty 5

-T asks Ss to work in pair and role
play. They continue the

conversation in the book or make up
their own. After some time, call
some pairs to act out the

converation in the class.
- Other Ss give comment.
D. Wrap-up( 4ms)

-T: asks Ss to repeat table manners

Ss work in
pairs

Ss to work in
pair

3.Now listen to Nick giving a 
presentation on table manners in 
Britain and check

Key

1. F: ( you hold the folk in the left
hand and knife in the right)

3.F ( There is also a spoon and a
folk for dessert)

4.T

5.F ( you should verver use your
culery to take more food from the
serving dish- use the serving spoon)
6. F (F ( you should brak off the
bread with your hands)

7. F ( guests have to wait until the
host or hotess starts eating.

8. T

4.Work in pairs. Discuss if you 
are follow these table manners in 
your family. Are there other table
manners you follow

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- Ss : repeat

F. Homeassignment(2ms.)
- Leant by heard new words

- Do Ex: speaking in page 31 in
workbook

- Prepare unit 4: skills 1

Self experience:

………
………
………

Preparing date: 29/10/2017 Teaching date: 2/11/2017: 8E
 1/11/2017: 8 D

2/11/2017: 8B
 UNIT 4: OUR CUSTOMS AND TRADITIONS

Period 31: Lesson 5: Skills 1

I/

Objectives

1. Educational aims

- To use the lexical items related to the topic “customs and traditions”
- To read for specific information about family customs and traditions
-To talk about customs and traditions

2. Knowledge and skills

* General language knowledge
- Vocabulary :

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+ have/ has to

3. Skills:Practice reading, speaking, and writing with the lexical items related to the topic 
customs and traditions”

II/ Preparation:

- T: lesson plan, visual pictures , projects,

- Ss: vocabularies related to the topic ‘ customs and traditions”
III/ Anticipated problems

-S may have difficulty in talking, so teacher should help them

IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww

leson

Teacher’s activites Student’s
activites

Content
Warm up

* Let’s play “ Jumbles words
- ocssumts-> cusstoms

- dittoinasr-> traditions
B. Presentation

Reading
Pre- reading
Activity 1

- Have Ss look at the pictures and
anwer the questions in pairs.
- T gives correct answers
While- reading

Activity 1

Ask Ss to read the passage quickly and
tell if Mi is writing about her family or
her society. Elicit the answers from Ss

Activity 2

It is the first time this type of reading
exercise has appeared in the textbook, so
T should instruct Ss on the way to do it:
- Read the statements and underline the
key words, e.g. in statement 1, the key
words are ‘name’ and ‘Italian dish’
- Begin with statement 1; read through
the passage quickly and locate the key
words.

Ss work in
pairs.

1. Look at ythe pictures and
answer the questions

Picture 1: A family is
celebrating a birthday

Picture 2: People are making
Chung cake

Picture 3: A family is at an
amusement park.

2. Read Mi’s presentations 
on customs and traditions 
…

She’s writing about her
family

3. Now decide in which 
paragraph each detail 
below is mentioned . Write 
A, B or C

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- Stop to read the part that includes the
key words more carefully to make sure
the information matches.

- T may model with the first statement.
Ss work individually then compare their
answers with a classmate before giving
the answers to T.

Activity 3

- Ss read the passage again to answers. 
Ss compare the questions. Ss can

underline parts of the text that help them
with the answers. Ss compare their
answers before giving the answers to T.
Ask them to give evidence when giving

the answers

Speaking

Before- speaking
Activity 1

- In pairs, Ss take turns to ask each other 
the three questions about their own

family customs and traditions. T can
move about the class, facilitating where
necessary and assessing how Ss are
doing.

While -speaking
Activity 1:

Now two pairs of Ss join together. One
pair interviews the other. One S

interviews and the other notes down the
answers in the table. Then, the second
pair interviews the first pair.

- Ss spend a few minutes preparing the
findings to the whole class.

- If there is not much time, T may just
have Ss complete activity 5. Ss interview

each other in pairs and report the findings
to the whole class.

After -speaking

- T asks Ss to talk about customs and
traditions in my country

Ss work in
pairs.

1.C 2. A 3. C
4. B 5. A 6. B
4. Read the text again and 
answer the questions

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

3. They don’t remember
4. They made five-coloured
sticky rice served with grilled
chicken.

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Ss: We go to the pogada on the first day
each month , on New Year

………
C. Wrap-up( 4ms)

-T: asks Ss to repeat customs and
traditions

- Ss : repeat

D. Homeassignment(2ms.)

- Do Ex:reading 1,3 in page 32,34 in
workbook

- Prepare unit 4: skills 2

Self experience:

………
………
………

Preparing date: 1/11/2017 Teaching date: 4/11/2017: 8E
 2/11/2017: 8 D

4/11/2017: 8B
 UNIT 4: OUR CUSTOMS AND TRADITIONS

Period 32: Lesson 6: Skills 2
I/

Objectives

1. Educational aims

- To use the lexical items related to the topic “customs and traditions”

- To listen to get specific information about a traditional dance of ethnic group in Vit
Nam.

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* General language knowledge
- Vocabulary :

- Grammatical structures :

3. Skills:Practice listening, speaking, and writing with the lexical items related to the topic
customs and traditions”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ customs and traditions”
III/ Anticipated problems

-S may have difficulty in talking, so teacher should help them

IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Teacher’s activites Student’s
activites

Content
Warm up

T: Have you ever danced?
Ss: Yes, I do

T: When did you dance?
Ss: I danced last summmer

B. Presentation
Listening

Before -listening
Activity 1

- Ss look at the picture and share what
they know about this tradition with a

partner. Elicit Ss’ answers and have
them share as much information as
possible. Write the name of the

traditional dance on the board: The xoe
dance.

While listening

Activity 1 Tell Ss that they are going to 
listen to Mai’s presentation on the xoe
dance and complete the table. Play the
recording once. Ask for Ss’ answers and
write them on the board. If all the answers
are correct, move to the next activity. If Ss
are not sure about their answers, play the
recording again for Ss to check. Make
changes to the answers on the board but do
not confirm the correct ansers now.

Activity 2

- Without listening to the recording again, 
Ss decide if the sentences are true of false.

- Ss work in 
pairs

1. look at the picture . 
What tradition do you 
thing this is.

2.Listen to Mai’s 
presentation and

complete the table with 
no more than three 
words…

Key:

1. happy and wealthy
2. private gatherings
3. 30

4. the circle dance
5. social

6. fire

7. the music

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If they meet any difficulty doing this, play
the recording again. Have Ss compare the
answers for both 2 and 3.

If there is not much time, Ss can skip
activity 3.

Writing

Before -wrting
Activity 1

In this writing part, Ss are asked to write a
description of a traditional Japenese dance,
the Obon dance.

- Ss work in pairs and make sentences 
using the given information. This activity
can provide scaffolding for the next

activity. If time allows, Ss are encouraged
to write down the full sentences; otherwise,
they make full sentences orally. T should
move around to give comments as there
may not be enough time for checking with
the whole class.

With classes they need more support, T
may ask Ss to do activity 4 more carefully.
Ask some Ss to write the sentences on the
board and check them with the whole class.
Then have Ss write the description at home
and bring it back in the next lesson

While writing

Activity 1 Ss write their descriprion 
individually based on the sentences they
have made, beginning with the given
sentence. Ss may also write this in groups
on big pieces of paper.

After writing
Activity 1

Ss or groups exchange their descriptions to
spot any mistakes. Share them with the
whole class. T may collect some Ss’ work
to mark at home or ask them to review the
descriptions as homework. In this case,
remember to ask for Ss’ revised work in the
next lesson.

Note that the audio script provides a good
model of a written description of a dance.
This structure can be used to describe the

- Ss work in 
pairs

3 Listen again and tick 
True or False

1. T 2. F

3. F 4. T 5. T

Writing

4. Work in pairs. Read 
about atradition …

5.Imagine that you are 
joining a writing…

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Obon dance.

C.Wrap-up( 4ms)

-T: asks Ss to repeat customs and
traditions

- Ss : repeat

D. Home assignment(2ms.)

- Do Ex: 1 ,2 in page 35 in workbook +
C reading- in page 36- VBT

- Prepare unit 4: skills 2

Self experience:

………
………
………

Preparing date: 4/11/2017 Teaching date: 7/11/2017: 8E
 7/11/2017: 8 D

7/11/2017: 8B
 UNIT 4: OUR CUSTOMS AND TRADITIONS

Period 33: Lesson 7: Looking back + Project
I/

Objectives

1. Educational aims

To Revise the knowledge they’ve learnt about the topic “ customs and traditions ”
2. Knowledge and skills:

* General language knowledge
- Vocabulary :

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3. Skills:Practice speaking, and writing with the lexical items related to the topic “customs

and traditions”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ customs and traditions”
III/ Anticipated problems

-S may have difficulty in talking, so teacher should help them

IV. Proceduce1. Class order: Greeting, checking attendance 2. Checking up:3: Neww
leson

Teacher’s activites Student’s

activites

Content
Warm up (7ms)

T let’s play “ network”

B. Presentation (8ms)
Vocabulary

Activity 1

T asks Ss to do this activity individually

Have Ss compare their answers with a partner.
Ask some Ss to write their sentences on the
board.

T and other Ss give comments.
C. Practice( 23ms)

Activity 2

T asks Ss to Ss do this activity individually,
Have Ss compare their answers with a partner.
Ask some Ss to write their sentences on the
board.

T and other Ss give comments..
Activity 3

- Set a time limit for this activity . Within
three or five minutes, Ss write down as many
family and social customs and traditions in the
wordwebs as possible.

- Draw four wordwebs on the board and have
two Ss write their answers on the board.

- T and other Ss comment on the answers. This
is an open activity, so accept all the answers

provided that they are right.

Grammar

Ss work
individually
in pairs

1. Complete the sentences
with the word form

Key: 1. respect

2. workshipping
3. wrap
4. host

5. cutlery
6. generations
2.Write sentences with 
the following expressions

3. Complete the

following wordweb with 
the customs and

traditions you know

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Activity 4.

have Ss to work individually
Ss do this exercise individually

Asks Ss to share the answers with a classmate.
T Checks their answers

Activity 5

-T guides Ss underline mistake and correct
- Ss underline one mistake in each sentence
and correct it. They are also encouraged to
explain their correction.

- T Elicits the answers from Ss.
D. Production (10ms)

Communication
Activity 6

-T Asks Ss to work in groups

- Ss work in groups to play the game. One
student is the group secretary. Group members
take turns to choose one of the scenario for
each other. The secretary writes down the

advice each member gives. Finally, the group
votes for the person giving the best advice.
Or: Ss work in groups, discuss and write down
the advice for all the scenarios on a big piece
of paper. When time is up, they present the
results to the class. Afterwards, the class votes
for the best advice.

Finished!

Ask Ss to complete the self-assessment.
Identify any difficulties and weak areas and
provide further practice.

Project

Customs and traditions: How they have 
changed

Tell Ss that customs and traditions may change
over time. Ask SS if they know any custom or
tradition that has changed. Elicit Ss’s answers.
Some customs and traditions that may have
changed are those celebrating weddings and
the Tet holiday, throwing house-warming
parties…

- Ss work in groups to do the project following
the instructions in the book. Answer Ss’s
questions if there are any. Remember to have

Ss present their findings in the next lesson and
vote for the best.

Ss work
in pairs

sentences , using should 
or shouldn’t and a verb 
from the box

Key: 1. shouldn’t wait 2.
shouldn’t use

3. shouldn’t break 4.
should follow

5. shouldn’t touch
5. Underline one mistake
in each of the following 
sentence. Correct it

Key:

1.has to -> have to
2.should -> shouldn’t
3.have to has -> have to
have

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E.Wrap-up( 4ms)

-T: asks Ss to repeat customs and traditions
F. Homeassignment(1ms.)

- Do Ex: D writing in page 38-VBT
- Prepare unit 5: getting stared

- Ss : repeat

Self experience:

………
………
………

Preparing date: 6/11/2017 Teaching date: 9/11/2017: 8E
 8/11/2017: 8 D

9/11/2017: 8B
 UNIT 5: FESTIVALS IN VIETNAM

Period 34: Lesson 1: Getting started

I/

Objectives

1. Educational aims

- To use lexical items related to the topic “ festival in Viet Nam ”
- To write compound sentence using conjuntions and , but, or , yet. So
2. Knowledge and skills:

* General language knowledge

- Vocabulary : oriental , royal counrt music performance, regret, swing, wrestl
- Grammatical structures :

3. Skills:Practice speaking, and writing with the lexical items related to the topic “ ” 
II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ festivals in Viet Nam ”
III/ Anticipated problems

-S may have difficulty in talking, so teacher should help them
IV. Proceduce

1. Class order: Greeting, checking attendance 
2. Checking up:

3: Neww leson

Teacher’s activites Student’s
activites

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Introduction

Teacher writes “Tet festival” on the
board and asks two groups pf five
students to come to the board. Group
A writes what VietNamese people
should do and group B writes what
VietNamese people shouldn’t do
during the Tet festival.

Ask Ss to add any names of any other
festivals in Viet Nam that they know
or have been to. Ask them which of
the festivals they would recommend
to foreigners and why.

B. Presentation
Activity 1

- Ask Ss to open their books and
look at the picture and the heading
Which festival should I see? Ask
them some questions:

Where are Duong and Peter?
What are they doing?

What might they be talking about?
- Ss answer the questions as a class.

- T corrects

- T introdures new words

* T checking new words by slap the
board

a First, play the recording and have
Ss work independently. Play the
recording once or twice more. Pause
the recording at the appropriate places
if Ss need help with comprehension.
Then allow Ss to share their answers
with a classmate before discussing as a
class.

b First, ask Ss not to look at the
conversation to answer the questions,
then have them open their books and
check their answers

Ss listen
read and
wrte down

Ss work
individually
in pairs

Ss work

individually
in pairs

1. Listen and read

+oriental : (adj) thuộc về phương
đông

+royal counrt music performance
nhạc cung đình

+regret (v) hối hận

+swing (n) sự nhún nhảy,
+ wrestl (n) môn đấu vật
a.Tick True or False

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

b. Read the convesation again 
and answer the questions

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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c.Ask Ss to look at the dialogue again
and underline the phrases. Have Ss use
the context to try to explain when they
may use the phrases. Correct them if
necessary

d In pairs, have Ss role-play,

practicing the phrases in c . Call on a
few pairs to perform to the class.
Activity 2

- Have Ss work in pairs, matching the 
words with the pictures. Then check
their answers. Afterwards, have Ss
repeat the words chorally. Correct
their pronunciation if necessary. Ask
for translationto check their

understanding if necessary
Activity 3

- Have Ss work independently,
match the names of the festivals
with the appropriate pictures, then
cross-check with a partner.

Finally, check Ss’answers
Activity 4

- Ask Ss to work in pairs, matching
the descriptions of festivals with
their names. Check Ss’s answers
-T: asks Ss to practice saying ‘
festival in Viet Nam

4. Home work

- Do Ex A in page 36-SBT

- Prepare unit 5: A closer look 1

-Ss work
in pairs

Ss work
individually

in pairs

Ss work
in pairs

- Ss :
repeat

C. Can you find the follơwing
expressions in the conversation?
Try to 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
something

4. To show surprise and to check
that something is really Ok to do.

2. Use the words from the box to
balel the pictures

Key: a. ceremony b. anniversary
c. reunion d. procession

e. carnival f. performance
3.Match the words with the 
pictures of festival

Key: 1. d 2. a

3. c 4. b 5. e

4. Match the festival in 3 with 
their describle

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

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………
………
………

Preparing date: 7/11/2017 Teaching date: 11/11/2017: 8E
 9/11/2017: 8 D

11/11/2017: 8B
 UNIT 5: FESTIVALS IN VIETNAM

Period 35: Lesson 2: A closer look 1
I/

Objectives

1. Educational aims

- To use lexical items related to the topic “ festival in Viet Nam ”
- To stress correct muti-syllable words with –ion and –ian ending
2. Knowledge and skills:

* General language knowledge
- Vocabulary :

- Grammatical structures :

3. Skills:Practice listening and writing with the lexical items related to the topic “festival 
in Viet nam ”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ festivals in Viet Nam”
III/ Anticipated problems

-S may have difficulty in listening, so teacher should help them
IV. Proceduce

1. Class order: Greeting, checking attendance 
2. Checking up: Practice communication
3: Neww leson

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activites
Warm up (5ms)

T asks S to play a game: (5ms): 2 groups
Goup A : write nouns related to festivals
- ceremony, chung cake, renuion..
Group B: write verbs related to festivals
Perform, celebrate, make, prepar,
B. Presentation (10ms)

Vocabulary

Now have Ss open their books and
work independently on 1 and 2. then,
ask them to share their answers with
one or more partners. If necessary, ask
for translation of some words or
phrases in the box to check their
understanding. Then check Ss’s
answers

Activity 1

Have Ss work in pairs to match verbs
with nouns on a piece of paper then swap
the answers with another pair to check.
Afterwards, check Ss’ answers.

C. Practice (15ms)
Activity 2

Activity 3

- Have Ss work in pairs to match verbs
with nouns

- Call Ss to write on the board
- T corrects

Pronunciation (9ms)
Activity 4.

Stress of words ending in –ion and –ian
a Ask Ss to look at the word list. T asks
‘What do you notice about the endings?
How many syllables does each word
have?. Have Ss answer and sum up:
Model stress in different words with the
ending –ion, and –ian. Ask Ss to look at

Ss work
individually
in pairs

Ss work

1.Match the words to their 
meanings

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

2. Complete the sentences 
using the words in 1

Key:

1. commemorate

2. worship3. preserve
4. ritual

5. performance
3. Match the nouns with 
each verb

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

Pronunciation

Stress in words ending-ion and
–ian

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the rules in the Remember! box. Discuss
this rule with the class and elicit some
pronunciations from Ss.

b Play the recording and ask Ss to listen
and repeat the words, paying attention to
the stress on the syllable immediately
before the ending –ion or –ian. Play the
recording as many times as necessary.
Audio script:

Compe’tition Commemo’ratio
n

Preser’vation Con’fusion
Mu’sician Vege’tarian
Activity 5

- Play the recording and ask Ss

individually to mark the stress patterns.
Then ask Ss to work in small groups to
read out the sentences. Go around to help
Ss. Call some Ss to practice in front of the

class. Correct their pronunciation if

necessary. Ask Ss to listen and repeat the
sentences while listening to the recording.
Activity 6

- Have Ss work individually to mark the
stress patterns .

D. Production (5ms)

- T asks Ss to write the words edning –
ion and- ian

Ss: -ian: musician. Historicial, libraian…
- ion: qouestion, attention,

compqtition…

-T: use 5 to repeat the words edning –
ion and- ian

4. Home work (1ms.)

- Do Ex B (1,3,4) in page 37,38- SBT
- Prepare unit 5: A closer look 2

-individually

in pairs

Ss work
in pairs

Ss work
individually
in pairs

Key:

They are all words with more
than two syllables They end
with the suffix –ion or –ian
4b. Now listen and repeat 
the words

5.Now listen and stress the 
words

6. Read a the following 
sentences and mark (‘)
Key:

1. com’panions 2.

partici’pation 3. at’tention
4. his’torians 5. tra’dition

Self experience:

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Preparing date: 11/11/2017 Teaching date: 14/11/2017: 8E
 14/11/2017: 8 D

14/11/2017: 8B
 UNIT 5: FESTIVALS IN VIETNAM

Period 36: Lesson 3: A closer look 2

I/

Objectives

1. Educational aims

- To use lexical items related to the topic “ festival in Viet Nam ”

- To write compound sentences using conjuntions because, if , yet, so and conjuction
adverbs however, nevertheless, moreever, therfore, otherwise

- To wite complex sentences subordinators because , if , when, always, even though
2. Knowledge and skills:

* General language knowledge
- Vocabulary :

- Grammatical structures :

3. Skills:Practice speaking and writing with the lexical items related to the topic “festival 
in Viet nam ”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ festivals in Viet Nam’
III/ Anticipated problems

-S may have difficulty in simple and compound sentences , complex sentences , so
teacher should help them

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1. Class order: Greeting, checking attendance
2. Checking up: Practice acloser look 1
3: Neww leson

Teacher’s activites Student’s
activites

Content
Warm up

Simple sentences and compound
sentences review

Rules:

A simple sentence is one

independent clause. Notice that a
sentence that has two verbs as in
the sentence/enjoy playing and
look forward to. It every weekend
or two nouns as in. My mother and
I go shopping every weekend is
still a simple sentence because it
has only one clause.

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 and , but, on, so, yet,
or conjunctive adverbs however, 
nevertheless,moreover, therefore, 
otherwise.

Grammar

Simple sentences and compound
sentences: review

1. Ask Ss to work in pairs. Then
have Ss answer before checking
with the whole class

2 Have Ss work individually and

check with another S. Finally, T
check Ss’s answers with the whole
class.

3 Ask Ss to look at the rules in the
Look out! box. Tell them the use
of punctuation in formal language
when we write a compound

sentence using conjunctive
adverbs.

Activity 3

Ask Ss to look at the rules in the

Ss work in
pairs

Key: 1. S 2. C 
3. C 4. S 5. S

Key:

1. At the Mid-Autumn Festival we
carry beautiful lanterns, so it’s a
memorable childhood experience.

2. During Tet, Vietnamese people
buy all kinds of sweets, and they
make Chung cakes as well.

3. The Hung King’s sons offered
him many special foods, but Lang
Lieu just brought him a Chung cake
and a day cake.

4. To welcome Tet we decorate our
house with peach blossoms, or we
can buy a mandarin tree for a longer
lasting display.

5. The Huong Pagoda festival is
always crowded, yet we like to go
there to pray for good fortune and
happiness.

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Look out! box. Tell them the use
of punctuation in formal language
when we write a compound

sentence using conjunctive
adverbs.

Ativitty 4

Tell Ss to read the grammar box
Complex sentences carefully. Go

through the grammar point with
the class to make sure everybody
understands. Explain the meaning
of the subordinators, translting if
necessary. If time allows, ask Ss to
give examples using the grammar
point. Then ask Ss to work

individually to match the clause
and check with one or more
partners. Finally, T corrects as a
class.

Activity 5

- Have Ss work individually to
add the subordinators . Then
as a class. Discuss the reason
for using each subordinator
Activity 6

Have Ss work in pairs to complete
the sentences. Ask Ss to swap their
sentences with other pairs and
cross- check. Have some Ss read
out their answers. If the classroom
has a projector, show some

answers and check them with the
whole class

-T: use 5 to repeat the words
edning – ion and- ian

Ss work in
pairs

1. Chu Dong Tu and Giong are both
legendary saints;

however/nevertheless, they are
worshipped for different things.
2. Tet is the most important festival
in Viet Nam; therefore , most
Vietnamese return home for Tet.
3. Tet is a time for us to worship our
ancestors; moreover, it is also a time
for family reunion.

4. The Khmer believe they have to
float lanters; otherwise, they may not
get good luck.

5. The Hung King Temple Festival;

nevertheless/ however, it has become
a public holiday in Viet Nam since
2007.

Complex sentences
4.Match

1.b 2. d 3. e 4. f 5. a 6. c

5. Fill each blank with one 
suitable…

Key: 1. Because 2. If
3. When 4. While

5. When 6. Although/ Even
though

6. Use your words 
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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4. Home work

- Do Ex B (5,6) in page 39- SBT
- Prepare unit 5: Communication
Self experience:

………
………
………

Preparing date: 13/11/2017 Teaching date: 16/11/2017: 8E
 15/11/2017: 8 D

16/11/2017: 8B
 UNIT 5: FESTIVALS IN VIETNAM

Period 37: Lesson 4: Communication

I/Objectives

1. Educational aims
- To talk about a festival

- To listen for specific information about a festival
2. Knowledge and skills:

* General language knowledge

- Vocabulary : bamboo archway, green rice flakes, coconut, clasped hands, floating
lanterns

- Grammatical structures :

3. Skills:Practice speaking and listening with the lexical items related to the topic 
“festival in Viet Nam ”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ festivals in Viet Nam”
III/ Anticipated problems

-Ss may have difficulty in understanding the meaning of vocabularies so teacher should
help them

IV. Proceduce

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2. Checking up: Practice acloser look 2
3: Neww leson

Teacher’s activities Student’s
activities

Content
A. Warm up (5ms)

Before Ss open their books, ask

them if they have been to / seen a
festival by the Khmer. T can say
Today, we are going to listen to an
interview with a Khmer Festival.
What questions might the

interviewer ask?

B. Presentaion (15ms)
Activity 1

-T Asks Ss to look at the pictures
and answer the questions.

a. What are the things in the
pictures?

b. Do you know the festival at
which they appear?

Ss: bamboo, green rice, potatoes,
coconut, ….

-T asks Ss to guess meanings new
words

C. Practice (18ms)
Activity 2

- T Plays the recording and let Ss

check their guesses.

- Ss: Listen and check

Activity 3

- T Asks Ss to work in pairs, making
full questions based on the given
question words and giving as many
answers as possible based on what

- Ss repeat
and copy
down

Ss work in
pairs

1. Look at the pictures. Discuss the 
following questions with a partner 
and write the right words under the
pictures

+ bamboo archway (n) mái vòm bằng
tre

+green rice flakes(n): cốm
+coconut (n) : dừa

+clasped hands : vỗ tay

+ floating lanterns : dèn hoa đăng /
dèn lồng trôi sông

2. Now listen to an interview a TV 
reporter and a man about afestival 
to check your answer

Key: 
a

1. bamboo archway
2. green rice flakes
3. potatoes
4. coconuts

5. pia cake
6. clasped hands
7. lanters
8. dragon boat race
 b Ooc born boc festival

3.Listen to the interview again and 
complete the table below with the 
answers..

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they can remember from the
previous listening.

- T Plays the recording again for Ss

to answer. If Ss haven’t been able to
answer all the questions, play the
recording another time.

- Call on some Ss to give their
answers

- T Checks the answers with the
whole class.

D. Production (6ms)
Activity 4

- Before the role-play begins, give
Ss a little time to decide which
festival to talk about and assign
roles. Note that Ss could also invent
a festival.

- Use the example in 4 and the
listening in 3 as models.
- When everyone has finished,

ask some groups to role-play in
front of the whole class.
-T using the questions in 3 to repeat
the lesson

- Ss listen and remember
4. Home work (1ms.)

- Do Ex C in page 40- SBT
- Prepare unit 5: Skills 1

Ss work in
pairs

1. Where is the festival held?
2. When is the festival held?

3. Who do the people worship at the
festival?

4. What activities do people do at the
festival?

Key:

1. Soc Trang

2. 14th, 15th evenings 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 group of three. One

of you is areporter, two of you 
are locals: do an interview about 
a local festival….

Example:

A: Good morning. Can I ask you some
questions about this festval?

B: Yes, of course.

A: What is the festival called?

B: It’s………… . It’ s held in………
A: Who do you worship at the

festival?

C: We worship…………..

Self experience:

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Preparing date: 14/11/2017 Teaching date: 21/11/2017: 8E
 16/11/2017: 8 D

21/11/2017: 8B
 UNIT 5: FESTIVALS IN VIETNAM

Period 38: Lesson 5: Skills 1
I/Objectives

1. Educational aims

- To read for specific information about a festval
- To talk about a festival

2. Knowledge and skills: 
* General language knowledge

- Vocabulary : procession, incense, bamboo swingss, lion dances, wrestling
- Grammatical structures :

3. Skills:Practice speaking and listening with the lexical items related to the topic 
“festival in Viet nam ”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ festivals in Viet Nam”
III/ Anticipated problems

-Ss may have difficulty in talking , reading so teacher should help them
IV. Proceduce

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Teacher’s activites Student’s
activites

Content
Warm up (5ms)

T hangs the picture Hung temple and
asks Ss to answer

- What is this?
- Where is it?

- When does it take place?
2. Reading (5ms)

B. Before- reading
 Activity 1

- In small groups, have Ss look at the 
pictures and answer the questions, but
don’t check the answers with the class.
C. While -reading (20 )

Activity 1

-T Gives Ss two minutes to skim the
passages and check their answers in 1.
Explain that to skim , they must move
their eyes very quickly over the text to
get a general idea of the subject.

Activity 2

- T gives Ss one minute to scan the 
passages to find the words.

- Explain that to scan they must move
their eyes quickly over the text to look
for specific information, rather than
reading every word.

- Ask Ss underline or circle the words
they find with a pencil. T may help Ss
work out the meanings of these words
from the context.

:+ procession (n) đám rước
+ incense (n) hương nhang
+ bamboo swings: đu bằng tre
+lion dances : múa sư tử
+wrestling (n): đấu vật

- Then check with the whole class.
Activity 3

- T asks ss Ss to read the text again
and answer the questions. (5’) Ask
Ss to note where they found the
information that helped them to
answer the questions.

- Ss can compare with a partner

SS: Answer

Ss work in
pairs

whole class.

Ss work in
pairs & can
compare with a
partner before
discussing
them as a class

1. Before are pictures from 
websites about festival in Viet
Nam. Work in groups to 
answer

2. Now read the information 
about these festivals to check
3.Find words / phrases in the 
passages that have similar 
meanings

Key: 1. emperors 2. features

3. joyful 4. from
overseas

5. hiking 6. scenery
4. Read the information 
again and answer the 
questions

Key:

1. The Hung King Temple
festival takes place from the 8th
to 11th day of the third lunar 
month.

2. Incense, specialities such as
Chung cakes, day cakes and
five-fruit trays.

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before discussing them as a class
D. Post- reading

T asks Ss to answer the questions
T: Where ‘s the Hung Temple ?
Ss: It’s in Phu Tho

T : Do people worship The Hungs?
Ss: Yes they do.

Speaking: (14ms)

Before -speaking
Activity 1.

a First, ask Ss to work in pairs,

choosing one of the two places: Huong
Pagoda or Hung King Temple to go to.
Remind Ss to give a reason for their
choice like in Example 1.

Now, ask Ss to think about what to
take with them. Ask them to use the
suggestions in the pictures. Encourage
them to add any other items they think
necessary and give reasons. Go around
to help Ss.

While -speaking

b Ask Ss to report their decisions to 
the class and decide which location is
more popular. Remember to ask Ss to
say why the chosen location is more
popular.

Post -speaking

-T asks Ss to talk in group about a
festival in your local

T : repeat the lesson
4. Home work (1ms)
- Learn by heart new words

- Do Ex D (1,2) in page 41,42- SBT
- Prepare unit 5: Skills 2

Ss work in
pairs

Ss: work in
group

4. People join in a procession
and make offerings of incense,
flowers, fruit and candles.
5. Ss’s own answers

Speaking

4. a . Work inpairs

1. Whch place do you prefer?
Explain your choice

Ex:

I prefer to go to Huong pagoda
because I really want to travel
along Yen Stream by coat.

How about you?

2. What things you take with 
you?

Why?
Ex:

I think we should take a bottle
of water because we’ll need it
when we’re climbing the
mountain

B now report your decision to
the class. Which location is 
more population and why?

Self experience:

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Preparing date: 14/11/2017 Teaching date: 23/11/2017: 8E
 21/11/2017: 8 D

23/11/2017: 8B
 UNIT 5: FESTIVALS IN VIETNAM

Period 39: Lesson 6: Skills 2
I/Objectives

1. Educational aims

- To listen for specific information about a festval
- To write about a festival they like or have been to
2. Knowledge and skills:

* General language knowledge
- Vocabulary

- Grammatical structures :

3. Skills:Practice listening and writing with the lexical items related to the topic “festival 
in Viet nam ”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ festivals in Viet Nam”
III/ Anticipated problems

-Ss may have difficulty in writing so teacher should help them
IV. Proceduce

1. Class order: Greeting, checking attendance
2. Checking up: Practice skills 1

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Teacher’s activites Student’s
activites

Content
Warm up

Write the word ‘hero’ on the board as the
centre of a word web. Ask volunteers to come
up and add any words or phrases to the word
web connected with the topic of ‘heroes’.
Accept all ideas and don’t correct anything.
Then tell Ss they are going to listen to a
passage about a Vietnamese hero and open the
books.

Listening

Before- listening
Activity 1

- Ask Ss to work in pairs, describing the
picture and then answer the questions.

While listening
Activity 1

- Tell Ss that they are going to listen to a tour
guide giving information about the Giong
Festival.

- T Asks them to 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 and ask Ss to
circle the right answers.

- Call on some Ss to give their answers
T Checks their answers with the whole class.
Activity 2

- Have Ss underline key words in the
questions. Play the recording.

- Ask them to write answers on a piece of
paper. If necessary, play the recording again
for Ss to check the answers. Then select Ss to
read out their answers to the class. Elicit any
corrections from the class as you write their
answers on the board.

Writing

Before- wrting

Activity 1 Set a time limit for Ss to
brainstorm ideas and write their notes. Move
around, helping ss with ideas where necessary,
While -writing

Activity 1 Ask Ss to refer back to the reading

Ss work in
pairs

Ss to work
in pairs

1.Work in pairs.
Desrible the picture and
answer

2. Listen to a tour guide
giving information about
the giong Festval and
circle the correcdt
answer A, B or C

Key: 1. B 2. A 3. C
3. Listen to the talk
again and write answers
to the questions below

Key:

1. He is a mythical hero,
why grew from a
three-year-old child into a giant
overnight.

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passages in Skills 1 for useful language and

ideas, and note some necessary expressions
and language as well as connectors they may
need on the board.

Ask Ss to work individually to write a first
draft. Display all or some of the articles on the
wall/ board. Other Ss and T give comments. Ss
edit and revise the articles as homework.

Post -writing

- T call on some Ss to give their writing , T
corrects the mistakes

T : use 5 to repeat the lesson
4. Home work

- Learn by heart new words
- Do Ex E (1,) in page 43- SBT
- Prepare unit 5: Skills 2

Ss to work
individuall
y

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.

Self experience:

………
………
………
Preparing date: 19/11/2017 Teaching date: 25/11/2017: 8E
 22/11/2017: 8 D

25/11/2017: 8B
 UNIT 5: FESTIVALS IN VIETNAM

Period 40: Lesson 7: Looking back + project

I/Objectives

1. Educational aims

To Revise the knowledge they’ve learnt about the topic “ customs and traditions ”
2. Knowledge and skills:

* General language knowledge
- Vocabulary :

- Grammatical structures :

3. Skills:Practice speaking, and writing with the lexical items related to the topic 
“festivals in Viet nam ”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player

- Ss: vocabularies related to the topic ‘ festivals in Viet Nam”
III/ Anticipated problems

-Ss may have difficulty in vocabulary and grammar so teacher should help them
IV. Proceduce

1. Class order: Greeting, checking attendance
2. Checking up: Practice skill 2

3: Neww leson

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activites
Warm up (5ms)

T: Have you been to a festival?
S: Yes, I have

T: What is the name of the festval?
S: Giong festival

B. Presentation (8ms)
Vocabulary

Activity 1

Ask Ss to work individually, then
compare their answers with a
partner. Ask some Ss to write their
answers on the board.

C. Practice (19ms)
Activity 2

Ask Ss to work individually, then
check answers with a partner. Check
Ss’ answers. Ask some Ss to write
answers on the board

Grammar
Activity 3

- ask Ss to do them individually
first. Then Ss check their

answers with a partner before
discussing the answers as a class.
However, tell Ss to keep a record
of their original answers so that
they can use that information in
their self-assessment

Activity 4

- ask Ss to do them individually
first. Then Ss check their

answers with a partner before
discussing the answers as a class.
However, tell Ss to keep a record
of their original answers so that
they can use that information in
their self-assessment

Communication ( 12ms)

Ss work
individually

Ss work in
pairs

Vocabulary

1. Rearrange the letters to baleb 
the pictures.

2.Complete the text about the Kate

Festival with the word in the box
1. incense 2. offering 3. pray
4. Lantern 5. crowds 6. cheering
Grammar

3. Choose the correct answer
1. ethnic 2. commemorates
3. respect 4. ritual

5. ancient 6. procession
7. perform 8. performances

4. Use your own words/ edies to 
complete the sentences

Key: 1. if 2. Even though 
3. Because 4. While

5. When

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 show.

4. Even though/ Although sticky rice
is very tasty, it’s hard to eat it

everyday.

5. While/ When we are boiling chung
cakes, we ofen listen to our

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Activity 5

First, ask Ss to do the task

individually to sort the words and
phrases for the two festivals. Then
check their answers as a class.

T : repeat simple sentences and
compound sentences, complex
sentences

4. Home work( 1ms)

- Do Ex E (2) in page 43- SBT
- Prepare test 45’

Ss work in

pairs

Communication

5. Put the following things and 
activities in the correct columns

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
Self experience:

………
………
………
Preparing date: 19/11/2017 Teaching date: 25/11/2017: 8E
 22/11/2017: 8 D

25/11/2017: 8B

Period 41 : English test No - 2

I.Objectives

1. Educational aim

- To assess student’s progress in learning English, evalate their ability( language
knowledge ans skills)

- Based on the test results, T can make approprite adjustment to their methods of teaching
in each class so as to impro the quality of English teaching and learning.

2. Knowledge and skills:
- Lexico/ vocabulry:

+Vocabulary: on some certain topics that have been studied
- Grammatical structures

+ Verbs of liking+ V-ing/ to Infinitive

+ comparative form of adjectives, adverbs
+ questions

+ articles

*Testing Sts’ skills: + Listening skills
+ Reading skills
+ writing

MATRIX

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KQ TL KQ TL KQ TL

Listening 4

4
1

2
Language focus. 12

4
1

Reading 4

1
4
1

Writing 4

4
2

Total 16

8
2

2
36

% 40 % 40% 20 % 100%

% Trắc nghiệm
KQ

40.% 20 % 60 %

% Tự luận 20 % 20% 40 %

TOT DONG SECONDARY SCHOOL TEST 1(45 minutes) N2
Full name:... Subject: English 8. Period :41
Class: 8 ... .………, November…… 2017

MARK COMMENT

32 Track 32.mp3

A. LISTENING:

Question I. Listen to the conversation between Duong and Peter. Then tick True (T) or 
False (F) : (1)

1. Peter will come to Viet Nam in spring. --

2. Peter wants Duong to recommend somewhere to go. --
3. Peter doesn’t want to come to the Hue Festival.

4.Duong recommends Peter to see the Hue Festival, the Lim Festival, and to celebrate the Tet
holiday with his family.

Question II. Listen to the conversation again and answer the questions. (1 p)
1.Where will Peter come in spring ?

………
2.When is the Hue Festival held?

………
3.What does Duong’s family do to welcome Tet?

………
4. Where is The Lim Festival held?

………
B. USE OF LANGUAGE:

Question III. Find the word which has different sound in the part underlined. (1 p)

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2. A. populated B. loaded C. harvested D. lived

3. A. community B. computer C. museum D. customs

4. A. minority B. ethnic C. tradition D. religion

Question IV. Choose the best answer. ( 2p)

1. You should ____________ information about a custom or tradition.
A. finds B. found C. finding D. find

2. A custom is something that has become an ____________ way of doing things.
A. to be accept B. to accept C. accepting D. accepted
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

Question V. Give the correct form of the following verbs: ( 1p)

1.They (live)...here for 20 years old.

2. He used (go)... fishing when he was a child

3. When I came, the whole family (have) ……… dinner around a big dining table.
4. Children should (take)……….. things from adults with both hands.
C-READING:

Question VI:1. Read and complete the passage with words in the box. (1.0 point)

traditional includes preparation therefore 
Tet is the biggest festival in Vietnam. To celebrate Tet, Vietnamese people make many tasty
(1)… ….. ….foods. The most important food (2)… … …Chung cakes, sausages, boiled
chicken, spring rolls, and sticky rice. Chung cake is made of sticky rice, pork, green beans, and
other spices, wrapped in green leaves; (3)……. ….., this cake needs a lot of (4)…… …... This
cake can be kept for a long time, even though the weather is often humid during Tet. Other
significant foods that cannot be missed to worship the ancestors are sausages, spring rolls, and
sticky rice. Because sausages are difficult to make, people often buy them from famous suppliers.
However, sticky rice and spring rolls are easier to prepare and must be served immediately after
they are cooked, so they are often made at home.

2. Read the passage and answer these questions below. (1point)

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1. Is TET holiday celebrated on the second day of the Lunar New Year in Viet Nam?
- ………..
2. What do the Vietnamese often do some weeks before the New Year?

-………..
3. Who do people often visit on TET holiday?

- ……….
4. How many kinds of dishes are served in the reunion dinner?

-………..…

D-WRITING: Question VII. Combine each pair of sentences to make one sentence, using 
the words given in brackets. (2p)

1.Lang Lieu couldn’t buy any special food . He was very poor. (BECAUSE)

………..…..
2.During Tet, Vietnamese people buy all kinds of sweets. They make Chung cakes as well.(SO)
………..…..
3.The Hung King Temple Festival was a local festival. It has become a public holiday in Viet
Nam since 2007.(HOWEVER)

………..…..
4.At the Mid-Autumn Festival, kids can sing, dance, and enjoy moon-cakes. Every child like it
very much.(THEREFORE)

………..…..

Đáp án và thang điểm chấm:
A- LISTENING :

Question I: (mỗi câu đúng 0,25p)

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

Question II: (mỗi câu đúng 0,25p)

1. Peter will come to Viet Nam in spring.
2. In April.

3. Duong’s family prepares a five-fruit tray and makes jam and makes Chung cakes.
4. In Bac Ninh

B- USE OF LANGUAGE

Question III. (mỗi câu đúng 0,25p)

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

Question IV. (mỗi câu đúng 0,25p)

1.D 2.D 3.A 4.C

5.D 6.A 7.C 8.B

Question V. (mỗi câu đúng 0,25p)
1. have lved 2. to go
3.was having 4. take
C.READING

Question VI: (mỗi câu đúng 0,25p)

1. Read and complete the passage with words in the box.

1.traditional 2.Includes 3. therefore 4. preparation

2. Answer the following questions: (mỗi câu đúng 0,25p)
1.No, It isn’t.

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3. People go to visit their neighbors, friends and relatives.
4. Many different kinds of dishes are served

D. WRITING

Question VII: (mỗi câu đúng 0,5p)

1.Lang Lieu couldn’t buy any special food , because he was very poor.

2.During Tet, Vietnamese people buy all kinds of sweets, so they make Chung cakes as
well.

3.The Hung King Temple Festival was a local festival; however , it has become a public
holiday in Viet Nam since 2007.

4.At the Mid-Autumn Festival, kids can sing, dance, and enjoy moon-cakes; therefore ,
every child like it very much.

Self experience:

………
………
………

Preparing date: 25/11/2017 Teaching date: 28/11/2017: 8E
 28/11/2017: 8 D

30/11/2017: 8B
 UNIT 6: FOLK TALES

Period 42: Lesson 1: Getting started 
I/

Objectives

1. Educational aims

- To use lexical items related to the topic “ folk tales ”
- To use the past continous tense correctly

- To use an exclamatory sentence with the correct intonation
2. Knowledge and skills:

* General language knowledge

- Vocabulary : legend, folk tales, ,plot, genre, brave, magical, fary tale, cinderella,
stepsister, stepmother

- Grammatical structures :

3. Skills:Practice listening, speaking, and writing with the lexical items related to the topic
“folk tales ”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player
- Ss: vocabularies related to the topic ‘ folk tales ”

III/ Anticipated problems

-S may have difficulty vocabulary , so teacher should help them
IV. Proceduce

1. Class order: Greeting, checking attendance 
2. Checking up:

3: Neww leson

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activites
Warm up

- Write the Unit title on the board ‘ Folk
Tales’/ Elicit any information Ss know
about folk tales by asking about types by
asking about types of folk tales they know
their favourite folk tales and characters
- Ask Ss to guess what the picture might
show or what the conversation might be
about. Let Ss open their books and check
their answers.

B. Presentation
Activity 1

- Ask Ss questions about the picture:
Where are Duong and Nick?
 What are they doing?

What are they talking about?

- T may ask Ss to guess what Vietnamese
legend Duong would suggest for Nick’s
project.

- T may also ask Ss to share any famous
Vietnamese legends they have read:
 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?
- Play the recording. Ss listen and read. T
can play the recording more than once.
Then come back to the questions and
have Ss answer them. Do not give
correction at this stage.

- T introduces new words

a First, have Ss work independently. 
Then ask them to share answers before
discussing as a class.

b Have Ss work in pairs to match the

- Ss to guess

what the picture
might show or
what the
conversation
might be about

Whole class

work in pairs

1. Listen and read
- T introdures new words
+ legend (n) truyện thần
thoại

+ fole tales: (n) truyện
dân gian

+imaginary (adj) tưởng
tượng

a. Read the conversation 
and choose…

Key: 1. B 2. C

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words to their meanings. Then ask them
to share answers before discussing as a
class.

c Again, ask Ss not to look at the book 
and try to remember the information
about the legend of Lac Long Quan and
Au Co, and complete the table. Then ask
Ss to open their books and check their
answers

d Have Ss discuss the question in pairs. 
Then, draw Ss’ attention to the structure,
meaning and use of exclamatory

sentences by analyzing the instruction and
examples in the Remember! box. Write
the following on the board:

Elicit the first answer from the Ss. Then
give Ss a minute to write out the rest of
the sentences. Check the answers with the
class.

Activity 2

- Have Ss quickly match the types of

work in pairs

b. Match the words to 
their meanings

Key: 1. c 2.d
3.a 4.b

C. find the information 
in the conversation to 
complete the table

title Lac Long
Quan, Au Co
Genre Legend
Main

character

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. What does this
sentence from the 
conversation

Key:

1. handsome/man = 1.
What a handsome man (he
is)

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stories with their definitions. Then play
the recording for Ss to check their

answers. Now put Ss into pairs to think of
an example of each type of story. You can
add a time limit to increase the fun. - - Ss
raise their hands when they have

completed their lists. Check them with the
class.

Audio script:

1.A very old, tradition story from a

particular place that was originally passed
on to people in a spoken form – fable
2.An ancient story about brave people or
magical events that are probably not true
– fairy tale

3.An imaginary story typically involving
magic or fairies, usually for children –
folk tale

4.Traditional, imaginary story that teches
a moral lesson; typically using animal
characters – legend

Activity 3 Game: Guess the story
a Have Ss work independently, filling in
the table with the information of the

legend, folk tale, fable or fairy tale they
know.

b First, model this activity with a more 
able student. Then ask Ss to work in pairs.
T may go around to help Ss. Call some
pairs to practice in front of the class
4. Wrap-up( 4ms)

-T: asks Ss to practice saying ‘ folk
tales”

- Ss : repeat

5. Homeassignment(1ms.) 
- Learn by heart new words
- Prepare unit 6: A closer look 1

work in pairs

( it is )!

3.good/news=

3.What good new (it is) !
4. lovely/dogs= 4.
What lovely dogs ( they
are) !

5.brave/women= 5. What

brave women ( they are )!
2. Match the words with
their definitions . Listen
,check, repeat

Key: 1. C 2. D
3. B 4. A

3. work in pairs.

Interview each other and
try to guess the title of 
the story

Self experience:

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Preparing date: 27/11/2017 Teaching date: 30/11/2017: 8E
 29/11/2017: 8 D

02/12/2017: 8B
UNIT 6: FOLK TALES

Period 43: Lesson 2: A closer look 1 
I/

Objectives

1. Educational aims

- To use lexical items related to the topic “ folk tales ”
- To know adjectives describe characters in fold tales

- To use an exclamatory sentence with the correct intonation
2. Knowledge and skills:

* General language knowledge

- Vocabulary wolf, hare, fox , toroise, orgre, eagle, , evil, cunning, greeddy, mean,
fierce, cruel, brave, wicked, generous

- Grammatical structures :

3. Skills:Practice listening, speaking, and writing with the lexical items related to the topic
“folk tales ”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player
- Ss: vocabularies related to the topic ‘ folk tales ”
III/ Anticipated problems

-S may have difficulty vocabulary, pronunciation, so teacher should help them
IV. Proceduce

1. Class order: Greeting, checking attendance 
2. Checking up:

3: Neww leson

Teacher’s activites Student’s
activites

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Warm up (5ms)

T: Have you ever read folk tales?
S: yes , I have

T: Which story did you read?
S: I read Tam and Cam

T: What is Tam like?

S: She’s kind and hardworking?
T What about Cam?

S: She is lazy and cruel
B. Practice (12ms)
- T introdures new words

- T asks Ss to read aloud the new
words

- Call on some Ss to read in front of the
class

Checking new words : slap the board
C. Practice

Vocabulary (13ms)

Activity 1

- First, have Ss work independently.
- Then, ask them to share their answers
with one or more partners.

-T may wish to ask Ss to call out some
folk tales that include one of these
characters. If there is enough time
- T can ask them Ss to write their
answers on the board.

Activity 2

- Have Ss work independently.

- Ask them to share their answers with
one or more partners. Then ask Ss to
categorise the creatures into typically
‘good’ and ‘bad’. There may be some
disagreement in the class. Encourage
this – it is good for discussion. If time

Whole class

Ss to write their
answers

Ss to work in
pairs

Woodculter: (n) : tiều phu,
người đốn củi

Knight (n) hiệp sĩ
Princess(n): công chúa
Witch (n) phù thuỷ

Giant (n): người khổng lồ
wolf (n): chó sói

hare(n):con thỏ
fox( n): con cáo
tortoise ( n): con rùa
eager (n): diều hâu
ogre(n): yêu tinh

evil (adj) xấu xa về đạo đức
cunning(adj): xảo quyệt
greeedy(adj): ngu ngốc
wicked (adj): xấu xa, độc ác
Cruel(adj): độc ác

Mean(adj):keo kiệt
Fierce(adj): hung rữ
1.These are popular 
characters in folk tales. 
Match…

Key: 1. G 2. C

3. E 4. B
5. H 6. A

7. D 8. F

2. These creatures are 
popular characters in folk 
tales. Match…

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allows, do the same exercise with the
character vocabulary.

Activity 3

- Have Ss complete the table
individually.

- have some Ss write their
answerson the board before
checking with the whole class.
- T may ask for translation of some

adjectives to check their
understanding

Pronunciation (10ms)

Intonation in exclamatory sentences
Activity 4

-T may play the recording as many
times as necessary. Remind Ss that they
use falling intonation for exclamatory
sentences.

Activity 5

- Fist Ask Ss to work in pairs,
practise saying the sentences. Call
some Ss to practise in front of the
class.

- Ask Ss to listen while T plays the
recording. T may pause after each
sentence and ask them to repeat
chorally.

- - T corrects their pronunciation
4.Wrap-up( 4ms)

-T: asks Ss to repeat adjectives
describle chracters

- Ss : repeat

- T repeats Intonation in exclamatory
sentences

5. Homeassignment(1ms.) 
- Learn by heart new words

- Do Ex B (1,2,3,4) in page 45-SBT
- Prepare unit 6: A closer look 2

Ss to work in
pairs

7. H 8. D

3.a The adjectives in the 
box are often used to 
describe characters in folk
tales. Put them into

correct columns

Positive Negetive
Cheerful

Generous
Kind
brave

Cruel
Mean
Evil
Greedy
Wicked
Fierce
cunning

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………
………
………

Preparing date: 28/11/2017 Teaching date: 02/12/2017: 8E
 30/11/2017: 8 D

02/12/2017: 8B
UNIT 6: FOLK TALES

Period 44: Lesson 3: A closer look 2 
 I/ Objectives

1. Educational aims

- To use lexical items related to the topic “ folk tales ”
- To use the past continuous tense correctly

- To distinguish between the past continuous tense and the simple past tense
2. Knowledge and skills:

* General language knowledge
- Vocabulary

- Grammatical structures :

3. Skills:Practice speaking, and writing with the lexical items related to the topic “folk 
tales ”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player
- Ss: vocabularies related to the topic ‘ folk tales ”
III/ Anticipated problems

-S may forget the past simple tense, so teacher should help them
IV. Proceduce

1. Class order: Greeting, checking attendance
2. Checking up:

3: Neww leson

Teacher’s activites Student’s
activites

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A Warm up (3ms)

T: What were you doing when I came ?
S: I was watcing TV

T What film did you watch last night?
S : I watch…..

B: Presentation (10ms)
Activity 1

a - Ask Ss to read part of the

conversation from GETTING
STARTED, paying attention to the
underlined part. Either expain or elicit
from Ss the form and use of the past
continuous tense.

b Before Ss read the rules and the 
examples, see of you can elicit any rules
from them. Then ask Ss to read the
Grammar box. Draw Ss’ attention to the
use of the past continuous tense by
analyzing the examples in the Grammar
box. Then ask some more able Ss to give
some examples.

C. Practice (17ms)
Activity 2

- Ask Ss to do the grammar exercise
individually. - Remind them to look back
at the Grammar box and use a dictionary
if necessary.

Whole class

1a. Read part of the 
conversation from getting 
sated . Pay attention to the

underlined part

Past continuous
Form

(+) S + was + V-ing
 S+ were + V-ing
(-) S + wasn’t + V-ing
 S+ weren’t + V-ing
(/?) was + S + V-ing.?
 Were + S+ V-ing?

*Short answer to Yes/ No 
questions:

(+) Yes + S + was / were
(-) No, + S + wasn’t / 
weren’t

b. when do you the past 
continuous? Can you think
of the rule?

The use:

-We use the past continuous
to dfescible an action that
was in progress when at a
started time in the past.
Ex: At 7p.m my family was

watching TV

-We use the past continuous
to descible an action that
was in progress when
another shorter action
happened ( this shorter
action is expressed by the
simple past)

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- Then have Ss compare answers in pairs
before checking with the whole class.
Activity 3

a Ask Ss to do the grammar exercises 
individually, using the suggested words
to write sentences to describe what was
happening in each picture.

- Remind them to look back at the
grammar box if necessary.

-Then have Ss compare answers in pairs
before checking with the whole class.
-Ss compare answers in pairs

b First, model this activity with a more 
able student. Then ask Ss to work in
pairs. T may go around to provide help.
Call some pairs to practice in front of the

class.

Look out!

Ask Ss to read the Look out! box. Draw
Ss’s attention to this use of the past
simple tense by analyzing the instruction
and examples in the Grammar box. T
may give a comparison between the
simple past tense and the past continuous
tense. Then ask some more able Ss to
give some examples.

Activity 4

- Ask Ss to do the grammar exercise
individually. Remind them to look back
at the Grammar box and the Look out!

Ss work n pais

A fairy appeared while she
was crying

Key:

1. was wearing 2. were you
doing 3. was doing
4. ran

5. was not/wasn’t waiting
3.aComplete the following 
sentences by putting the 
verbs in brackets in the 
correct form

Key:

1.The servant was spinning
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.Saint Giong was flying to
heaven.

6.The orge was roaring with

anger.

3 b. Use the past contious 
and suggested words to 
write sentences to describe
what was happening in 
each picture

Key:

2. What was the girl doing?
She was picking flowers
by the side of the road.
3. What were the knights
doing?

They were riding ( their )
horses to the castle.

4. What was the orge
doing?

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box. Then have Ss compare answers in
pairs before checking with the whole
class.

D. Production (10ms)
Activity 5

a - T may do the first sentence as an

example for Ss then have them do the
exercise individually.

- Then have Ss compare answers in pairs
before checking with the whole class.
b Have Ss discuss the question in pairs.
Then ask Ss some pairs to give their
answers to the whole class. T may give
comments or invite comments from other
Ss.

Activity 6

a Ask Ss to do the grammar exercises 
individually, guessing what their partner
was doing at the times on the clocks.
Remind them to make a note of their
guesses.

b Now model this activity with a more 
able student. Then ask Ss to work in
pairs. T may go around to provide help.
Call some pairs to demonstrate in front
of the class.

4.Wrap-up( 4ms)

-T: asks Ss to repeat form and the use
of past continuous tense

- T ask Ss to give examples
T : give examples

5. Homeassignment(1ms.)

- Learn by heart form and the use of
past continuous tense

Ss work i n
pais

-Ss compare
answers in
pairs

Ss work n pais

- Ss : repeat

5. What was Saint Giong
doing?

He was fying to heaven.
4. Use pastcontinuous
Key:

1. was walking, stopped,
had

2. was lying, heard,

needed

3. heard, was following,
started

4. dropped, ate
5. were dancing, left
was missing/missed,
decided

5. a Read the table and 
put the verbs in brackets 
into the past simple or the 
past continuous

Key:

1. was shining 2. was
sleeping

3. went 4. were
fying

5. opened 6. fell
6a.Guess what your 
partner was doing last 
Sunday at these times
Ex: I think Minh was
having breakfats at 7a.m
last Sunday

b. Ask your partner to 
chect your guess

A: were you having at 7
a.m last Sunday?

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- Do Ex B ( 5,6, 7) in page 46, 47-SBT
- Prepare unit 6: Communication

Self experience:

………
………
………

Preparing date: 02/12/2017 Teaching date: 05/12/2017: 8E
 05/12/2017: 8 D

05/12/2017: 8B
Period 45: Feedback of English test – No2

I.Objectives

1. Educational aim

To provise Ss with a chance

- To see their real ability to make more effort in language learning ( strong weak ponts)
- To realize and correct their mistakes by themsleves

- To review and consolidae their knowledge and skills
- To adjust their plan of learning English .

2. Knowledge and skills:

* General knowledge : Students revise the main grammatical items and vocabulary 
they have learnt in 3 units

II. Teaching aids

T: lesson plan. Marked test papers….
Ss: pens and notebooks

III. Anticipated problems

Ss may not remember vocabularies and structures , so T should repeat them
VI. Procedure

Teacher’s / Students’ activites Content

T: Deliver the market test papers to Ss.
Ss: get back their marked test papers

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T: has Ss exchange their parers to discuss
the correct answers

+ Then get Ss identify the key point to
remember

+ provide more pracrice on some typical
items / skills at which may Ss are still bad at
………..

Ss:

+ listen to T and take notes

+ Idetify and correct the mistakes by
themsleves under T’s control.

T asks Ss to summarize the main point to
remember

Ss: listen and take notes

T: asssins homework: give some
suggestions

Ss: listen and take notes

Exercise 2(1.25pts)

1.Tipping is not a custom in Viet Nam, so
you don’t have to tip if you don’t want to.
2. In some countries, tipping is usual thing.
3. In Brazil, the standard tip in restaurants is
10 per cent.

4. However, this is usaully inculded in the

bill.

5. At hotels, a 10 to 15 per cent service
charge is included in the bill.

Question I: (mỗi câu đúng 0,25p)

2. T 2. T 3.F

4. T

Question II: (mỗi câu đúng 0,25p)
1. Peter will come to Viet Nam in
spring.

2. In April.

3. Duong’s family prepares a
five-fruit tray and makes jam and makes Chung
cakes.

4. In Bac Ninh
B- USE OF LANGUAGE

Question III. (mỗi câu đúng 0,25p)

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

Question IV. (mỗi câu đúng 0,25p)

1.D 2.D 3.A 4.C

5.D 6.A 7.C 8.B

Question V. (mỗi câu đúng 0,25p)
2. have lved 2. to go
3.was having 4. take
C.READING

Question VI: (mỗi câu đúng 0,25p)

1. Read and complete the passage with

words in the box.

1.traditional 2.Includes 3.
therefore 4. preparation

2. Answer the following questions: (mỗi 
câu đúng 0,25p)

1.No, It isn’t.

2. Some weeks before the New Year, the
Vietnamese clean their houses and paint the
walls

3. People go to visit their neighbors, friends
and relatives.

4. Many different kinds of dishes are served
D. WRITING

Question VII: (mỗi câu đúng 0,5p)

1.Lang Lieu couldn’t buy any special food ,
because he was very poor.

2.During Tet, Vietnamese people buy all
kinds of sweets, so they make Chung cakes
as well.

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4.At the Mid-Autumn Festival, kids can
sing, dance, and enjoy moon-cakes;
therefore , every child like it very much.

Self experience:

………
………
………

Preparing date: 04/12/2017 Teaching date: 07/12/2017: 8E
 06/12/2017: 8 D

07/12/2017: 8B
 UNIT 6: FOLK TALES

Period 46: Lesson 4: Communication

I/

Objectives

1. Educational aims

- To use lexical items related to the topic “ folk tales ”

- To talk about a legend/ folk tale / fairy tale/ fable ( its plot. Main characters,etc)
2. Knowledge and skills:

* General language knowledge

- Vocabulary scream , swallow, granny
- Grammatical structures :

3. Skills:Practice speaking, with the lexical items related to the topic “folk tales ” 
II/ Preparation:

- T: lesson plan, visual pictures , projects

- Ss: vocabularies related to the topic ‘ folk tales ”
III/ Anticipated problems

-S may have difficulty in speaking, so teacher should help them
IV. Proceduce

1. Class order: Greeting, checking attendance 
2. Checking up

3: Neww leson

TEST 15’

I. Put the verbs into correct form: past continuous or past simple(5pts)

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I (work)……… on the computer.

3.I(watch)………a festival on TV while my wife (tell)…………. our sons a fairy tale
4. Lan and Nga (make)………dinner when Hoa ( arrive)……….

5. When I last ( see)……….. them, they (try)………to find a new house near
their work.

II. Combine each sententences to make one sentence, using the words given in
brackets.(5pts)

1.We won’t hold the festival. It costs too much money. (If)
………

2.The girl worked hard. Her stepmother wasn’t happy. (athough)
………

3.The prince saw sleeping beauty . He kissed her on the forehead. (When)
………

4.He is not a Buddhist, he decided to eat as a vegetarian ( Because)
………

5.He has been living 15 km away from Nha Trang . He has never been to Nha Trang

Canival. ( However)

………
 Key:

I. 5đ . mỗi động từ chia đúng 0,5đ

1. was listening , rang
2. were … doing , was working
3. was watching , was telling
4. was making , arrived

5. saw, were trying
II. 5đ. Mỗi câu đúng 1đ

1. We won’t hold the festival if it costs too much money

2. Although the girl worked hard, her stepmother wasn’t happy.

3.The prince saw sleeping beauty when he kissed her on the forehead.
4. Although he is not a Buddhist, he decided to eat as a vegetarian

5.He has been living 15 km away from Nha Trang , however, he has never been to Nha
Trang Canival .

Teacher’s activites Student’s
activites

Content
Warm up (5ms)

T : what fairy tales they liked to read when
they were little.

S: Tam and Cam

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beginning, in the middle and at the end if a 
fairy tale.

Before -speaking (10ms)
Activity 1

a First help Ss understanding the meanings 
of the words in Extra vocabulary by using
pictures or examples.

- Then have Ss work independently, looking
at the pictures and putting parts of the fairy
tale in order.

- Tell Ss that the pictures are in the correct
order but the text (a-h) is jumbled. Give Ss a
time limit to keep a lively pace to the lesson.
- Call on Ss to give their answers

- T corrects

While- speaking (20ms)
Activity 1.

b Allow Ss to work in pairs, comparing their
answers and discuss any differences.

- Then discuss as a class.
Activity 2

Ask Ss to work in groups of six,

in turn retelling the fairy tale to their group
members in their own words. Set a three-
minute time limit per story and have one
group member keep time.

- Then Ss can choose the best storyteller in
their group.

Post -speaking (5ms)
Activity 1

- Ask Ss to work in the same groups again,
discussing and writing their won ending for
the fairy tale.

-Encourage them to have fun and be creative.
- Choose a student from each group to read
the ending to the whole class. After each
student has finished, invite some comment
from Ss in other groups.

- T makes comments and corrects Ss’s

mistakes if there are any. Finally, T may
have Ss vote for the best fairy tale ending.
4. Wrap-up( 4ms)

T:asks Ss to repeat ending for the fairy tale.
5. Homeassignment(1ms.)

- Learn by heart new words

Whole class

- Ss putting
parts of the
fairy tale in
order.

Ss to work in
pairs

Ss to work in
groups

- Ss : repeat

1. a) Look at pictures . Then
put parts of the fairy tale in
order

- granny : = grandmother
- scream (v) hét lên, gào
thét

(n) tiếng gào rú
- swallow (v) nuốt (thức ăn)

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

b. Work in pair. Compare 
your answers with a

partner’s. Discuss any 
different

2.Work in groups. In turn,
retell the fairy tale to your
members in your own 
words.

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- Do Ex C ( 1,2,3) in page 48-SBT
- Prepare unit 6: skills 1

Self experience:

………
………
………

Preparing date: 04/12/2017 Teaching date: 12 /12/2017: 8E
 07/12/2017: 8 D

12 /12/2017: 8B
UNIT 6: FOLK TALES

Period 47: Lesson 5: Skills 1
 I/ Objectives

1. Educational aims

- To use lexical items related to the topic “ folk tales ”
- To read for specific information in a fairy tale

2. Knowledge and skills: 
* General language knowledge

- Vocabulary : starfruit tree, ripe, forune, repay , fill
- Grammatical structures :

3. Skills:Practice reading and speakingwith the lexical items related to the topic “folk 
tales ”

II/ Preparation:

- T: lesson plan, visual pictures , projects

- Ss: vocabularies related to the topic ‘ folk tales ”
III/ Anticipated problems

-S may have difficulty in reading, speaking, so teacher should help them
IV. Proceduce

1. Class order: Greeting, checking attendance 
2. Checking up

3: Neww leson

Teacher’s activites Student’s
activites

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Warm up (5ms)

T Have you ever read a folk tale?
S Yes, I have

T: What’s the title ?
Ss: Cây khế ngọt
T: What is it about ?

Today we are going to read the
starfruit tree?

Reading (20ms)
Before- reading

Activity 1

- Ask Ss to scan the passage to find
where the words fortune, srarfruit
tree, ripe, filled, load and repay are in
the story.

- T helps Ss work out the meanings
of these words from the context.

 Checking new words by “ slap

the board”
While- reading
Activity 1

- T may set a longer time limit for Ss
to read the story again and answer the
questions.

- Ask Ss to note where they found the
information that helped them to
answer the questions. Ss can compare
answers before discussing them as a
class

Activity 2

-First, have Ss work independently,
completing the details of the fable

The Starfruit Tree.

- Then allow them to share answers
before discussing as a class.

Speaking ( 15ms)
 Before -speaking
Activity 1

Ss to work in
pairs

1. Read the fable The

Starfruit tree . Then find the 
following words and underline 
them in the story

Key:

fortune – a large amount of
money

starfruit tree – tree with green

fruit shapped 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

Key:

1. He gave his younger 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.

He was dropped ( by the eagle )
into the sea.

3. Now change the detail of the

fable

Key: 1. greedy 2. time
3. fortune 4. gold

5. swapped 6. dropped

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First, ask Ss to work individually to
read every story summary. T may
help with any new vocabulary.
Whlie- speaking

Activity1

- Now ask Ss to work in pairs, asking
and answering about the stories in 4.
T goes around to provide help if
necessary. After finishing, T may call
some pairs to practice in front of the
class.

Post- speaking

6 Game: Who am I?

- T reminds Ss of the words to
describe characters or creatures in
fairy tales/legends/fables.

- Then, ask Ss to play this game in

groups of about five. Each member
chooses a character in any of the
stories in 4.

Ss: work in groups

- The others ask Yes/No questions
to discover who that person is.
For example, ‘

- T may go around to provide support
if necessary.

4. Wrap-up( 4ms)

-T: asks Ss to retell the starfruit
tree

5. Homeassignment(1ms.) 
- Learn by heart new words

- Do Ex D ( 1,2,) in page 49 -SBT
- Prepare unit 6: skills 2

Ss to work in
pairs

- Ss may refer
to the words
and phrases in

A Closer Look
1.

- Ss : retell

4.Read the story summaries 
below. Decide which story you 
would like to read

5.Work in pairs. Ask and 
answer questions about the 
story

6.Game: Who am I?

For example, ‘Are you evil?’ Do
you live in a castle?’ Do you
have long hair?’

Self experience:

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Preparing date: 04/12/2017 Teaching date: 12 /12/2017: 8E
 12/12/2017: 8 D

12 /12/2017: 8B
UNIT 6: FOLK TALES

Period 48: Lesson 6: Skills 2 
 I/ Objectives

1. Educational aims

- To use lexical items related to the topic “ folk tales ”
- To listen for specific information in a fairy tale

- To write a narrative of legend / folk tale/ fariy tale/ fable
2. Knowledge and skills:

* General language knowledge
- Vocabulary :

- Grammatical structures :

3. Skills:Practice listening and writing with the lexical items related to the topic “folk 
tales ”

II/ Preparation:

- T: lesson plan, visual pictures , projects

- Ss: vocabularies related to the topic ‘ folk tales ”
III/ Anticipated problems

-S may have difficulty in listening, writing, so teacher should help them
IV. Proceduce

1. Class order: Greeting, checking attendance 
2. Checking up

3: Neww leson

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activites
Warm up (5ms)

Ask Ss to look at the pictures and make
some guess about the fairy tale The
Princess and The Dragon. Ask them:
What/Who do you think may be the main
characters in the fairy tale? What may
happen in the fairy tale?

B. Before -listening (5ms)
Activity 1

- First, have Ss cover the right side of the
page where the story is written out in the
green box.

- Ask Ss to read the statements carefully
and underline the key words.

While- listening (15ms)
Activity 1

- T Plays the recording and ask Ss to
correct the statements.

- ask two or three Ss to write their
answers on the board. Play the
recording again for Ss check their

answers

Activity 2 (5ms)

- Ask Ss to read the story carefully.
- Play the recording again and have Ss
find the missing words as they listen. Ss
can share their answers with their

partners.

- T may play the recording more times
until Ss have chosen all their answers.
Call some Ss to write their answers on
the board.

Writing

Before -wrting (5ms)

Activity 1 Ask Ss to make notes about 
one of their favourite fairy tales or invent
their own fairy tale. Remind them that
they do not have to write full sentences.
While- writing (10ms)

Activity 1

Ask Ss to refer back to the reading
passage in Slills 1 for useful language

and ideas, and note some necessary
expressions and language on the board.

Ss cover
the right
side of the
page

Ss listen
Ss to write
their
answers
Ss may
work in
pairs to
discuss

Ss to work
individuall
y to write
the first
draft

*Listening

1. Listen to fairy tale the 
princess and the dragon and 
correct the following

staements

Key:

1. Once upon a time, there
was a king, a queen and a
princess.

2. Once night an ugly orge
captured the princess and
put her in his tower,

3. One day a dragon heard the
princess cry for help.

4.At the end of the story, the
dragon married the princess

2. Listen again . fill the missing
words

Key: 1. castle 2. give 
gold

3. with anger 4. breath
5. strong back

*Writing

3. Make notes about one your 
favorite fairy tales.

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Ask Ss to work individually to write the
first draft. T can display all or some of
the stories on the wall/ board. Other Ss
and T give comments. Ss edit and revise
their stories as homework.

Post wrting

4.Wrap-up( 4ms)

-T: asks Ss to retell notes about one of
fairy tales

5. Homeassignment(1ms.) 
- Learn by heart new words
- Do Ex D (3)) in page 49 -SBT

- Prepare unit 6: Looking back + project

- Ss :
retell: tittle,
main

characters,
plot

(beginning,
midle, end)

b. Swrap stories with your

classmates and read other’s 
stories

Self experience:

………
………
………
Preparing date: 04/12/2017 Teaching date: 12 /12/2017: 8E
 13 /12/2017: 8 D

12 /12/2017: 8B
UNIT 6: FOLK TALES

Period 49: Lesson 7: Looking back + project 
I/Objectives

1. Educational aims

To Revise the knowledge they’ve learnt about the topic “ folk tales ”
2. Knowledge and skills:

* General language knowledge
- Vocabulary :

- Grammatical structures :

3. Skills:Practice speaking, and writing with the lexical items related to the topic “ folk 
tales ”

II/ Preparation:

- T: lesson plan, visual pictures , projects, player
- Ss: vocabularies related to the topic ‘ folk tales ”
III/ Anticipated problems

-Ss may have difficulty in vocabulary and grammar so teacher should help them
IV. Proceduce

1. Class order: Greeting, checking attendance 
2. Checking up

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Teacher’s activites Student’s
activites

Content
A. Warm up (5ms)

B. Presentation

- Ask Ss to do “ Jumble word”
Geledn-> legend

Fblae -> fable

Aifry ltae-> fairy tale
C. Presentation
Vocabulary
Activity 1 (5ms)

- Ask Ss to think of as many examples
of different types of stories as

possible.

- Then ask Ss to say their examples in
front of the class.

Activity 2 (5ms)

- Ask Ss to do these exercises
individually at first. Then they can
check their answers with a partner
before discussing the answers as a
class. However, tell Ss to keep a

record of their original answers so they
can use that information in their self-
assessment.

Activity 3 (5ms)

- Ask Ss to do these exercises 
individually at first. Then they can
check their answers with a partner
before discussing the answers as a
class. However, tell Ss to keep a

record of their original answers so they

can use that information in their self-
assessment

Grammar

Activity 4 (5ms)

- first, model this activity with a more

Ss work in
pairs

1. Think of an example for 
each type of story in the box

2. Write the correct under the 
picture

Key:

1. witch 2. hare
3. knight 4. orge
5. fairy 6.tortoise
7. giant 8. dragon

3. Put the words in the box 
into the correct columns

Characters Personality
Woodcutter
Witch
Dragon
Fairy
Giant
Hare
Emperor
Tortoise
Knight
Orge
Eagle
Budha
Cruel
Kind
Generous
Mean
Wicked
Cheerful
Fierce
Evil
Cunning
Brave
greedy
Grammar

4. What were they doing?

Work in pairs, ask and answer
questions

Key:

2. A: Was Mrs. Lan doing the
gardening?

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able student. Then ask Ss to work in
pair.

- T may go around to provide help it=f
necessary.

- Call some pairs to practice in front of
the class.

Activity 5 (5ms)

- Model these activities with a more
able S first. - Then ask Ss to work in
pairs.

- T may go around to provide help if
necessary. - - Call some pairs to
practice in front of the class.
Activity 7(5ms)

- Ask Ss to do the task individually
to number the lines of the

dialogue.

- Ask them to check their answers
with the whole class.

- Ask Ss to practise saying the
dialogue with their parents
E.Wrap-up( 4ms)

-T: asks Ss to repeat grammar

F. Homeassignment(1ms.) 
- Do Ex E ( 1,2) in page 51 -SBT
- Prepare unit 6: Review 2

-Ss work in
pairs

Ss work in
pairs

- Ss : retell:

3. A: Was Mr. Hung writing a
letter?

B: No, he wasn’t. He was
reading a newspaper.

4. A: Were Hoa and Hai playing
table tennis?

B: Yes, they were.

5. A: Was Duong listening to
music?

B: No, he wasn’t. He was
watching TV.

6. A: Was Mai doing her
homework?

B: No, she wasn’t. She was
sweeping the floor.

5.What were they doing at the 
following times. Work in pairs
6.Work in pairs . Make

exclamatory sentences

Ex: What a lovely shirt you’re

wearing

Communication

7.Number the lines of the 
dialogue in the correct order
 Key

1. D 2. I 3. A 4. C 
5. F 6. H 7. j 8. B
9. G 10. E

Self experience:

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Preparing date: 04/12/2017 Teaching date: 1 /12/2017: 8E
 1 /12/2017: 8 D

1 /12/2017: 8B
REVIEW 2

Period 50: Lesson 1
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

2. Knowledge and skills:

* General language knowledge: Lexico & grammar of unit 4.5.6 
- Lexico/Vocabulary : Pronunciation

+ consonants/ consonal clusters: / spr/ and / str/

+Vocabulary: fairy tales, festivals, customs and traditions
- Grammatical structures

+ Review: should and shouldn’t, have to, complex sentences, past simple , past continous
*Skills:

- Intergrated language skills
 + Listening skill

+Writing skill: choose the best answer, complete the sentences, complete each sentence
Put the verbs into the correct tense

+speaking skill:

- Practice skills: improve skills of doing different types of exercises: skills of taking
notes…

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- T: lesson plan, handouts of practice exercises ,…..
- Ss: Revise old lesson at home

Note ; types of exercises
III/ Anticipated problems

- S may forget some vocabularies, grammar so the teacher should be ready help them
IV/ Procedures :

1. Class order: Greeting, checking attendance 
2. Checking up

3: Neww leson

Teacher’s activites Student’s
activites

content
Warm up(3ms)

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 (7ms)
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
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.
Vocabulary

Activity 3 (5ms)

- Ask Ss to do this exercise individually
and then share their answers with a
partner. T may ask a student to write

Ss work
individually

Ss work in

pairs

Ss work in
pairs

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:

1.A. bam’boo
2.B. ‘cultural

3. A. compe’tition
4. C. presen’tation
5. D. ‘heritage
Vocabulary

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his/her answers on the board. Then T
checks the answers with the whole class.
Activity 4 (5ms)

- After Ss do this exercise individually,
T quickly checks Ss’answers

Activity 5 (5ms)

- 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 (5ms)

- 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 (5ms)

- 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
board while other Ss also do this. Check
Ss’ answers. - Ask them for explanation
necessary.

Activity 8 (5ms)

- Ask Ss to do this exercise in pairs. After
checking their answers, ask some pairs to

act out the conversations.

4. Wrap-up( 4ms)

-T: asks Ss to repeat grammar

Ss work in
pairs

- Ss : retell:

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

8. Choose the most 
appropriate response to 
complete the conversation
Key:

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5. Homeassignment(1ms.) 
- Do Ex 1,2 in page 52 -SBT
- Prepare unit 6: Review 2 (skills)
Self experience:

………
………
………

Preparing date: /12/2017 Teaching date: /12/2017: 8E
 /12/2017: 8 D

/12/2017: 8B

review 2

Period 52- Lesson 2 
I/ Objectives

1. Educational aim:

- To revise and practice the language Ss have studied and the skills they have practiced

since Unit 1,2,3 ,4,5,6

2. Knowledge and skills:

* General language knowledge: 
*Skills:

- Intergrated language skills

+ reading skill: Read and tick T or F

+ Listening skill: listen to the passage and choose
+Writing skill: write a letter

+speaking skill

- Practice skills: improve skills of doing different types of exercises: skills of taking
notes…

II/ Preparation

- T: lesson plan, handouts of practice exercises ,…..
- Ss: Revise old lesson at home

Note ; types of exercises
III/ Anticipated problems

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IV/ Procedures :

1. Class order: Greeting, checking attendance

2. Checking up

3: Neww leson

Teacher’s activites Student’s
activites

content
A. Warm up

B. Presentation
Skills

Reading
Activity 1

- Ask Ss to do them individually and
check their answers with a partner before
giving their answers to T to confirm the
correct answers.

Speaking
Activity 2

a Ask Ss to do this activity
individually, making nites of six tips
about the social customs in his/her
country. Remind Ss that they may use
the given ideas as well as their own ones.
b Ask Ss to work in pairs, taking turns

to tell each other their tips. They may
discuss to choose the most appropriate
tips.

Listening
Activity 3

Play the recording once or more for Ss to
listen and choose their answers. Then
check their answers.

Writing
Activity 4

Encourage Ss to use the ideas they
provided in the speaking section. T may
brainstorm the language necessary for
writing and note some necessary
expressions and language on the board.
Give Ss time to do the writing task. Then
collect their papers to check out of class
E.Wrap-up( 4ms)

-T: reminds skills

- Ss : Listen and remember
F. Homeassignment(1ms.)

- Do Ex 5,7,8 in page 554,55 -SBT

Ss to do them
individually

Ss to work in
pairs

Key: 1. T 2. F
3. F 4. T

5. T

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Self experience:

………
………
………

Preparing date: /12/2017 Teaching date: /12/2017: 8E
 /12/2017: 8 D

/12/2017: 8B

Period 52 -

REVISION FOR THE 1ST TERM TEST

I/ Objectives

1. Educational aim:

- To revise and practice the language Ss have studied and the skills they have practiced
since Unit 1,2,3,4,5,6

2. Knowledge and skills:

* General language knowledge: Lexico & grammar of unit 1,2,3,4.5.6 
- Lexico/Vocabulary

+ Mono- vowel

+Vocabulary: adjectives, nouns....
- Grammatical structures

+Review: Comparative and superlative of short adjectives
+ Modal verbs: must, should, shouldn’t

+ Will/ won’t

+ The present progressive , the present simple
+ There is/ There are

*Skills: Listening, writing and speaking skill 
II/ Preparation

- T: lesson plan, handouts of practice exercises ,…..
- Ss: Revise old lesson at home

III/ Anticipated problems

- S may forget some vocabularies , grammar so the teacher should be ready help them
IV/ Procedures :

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2. Checking up
3: Neww leson

Review

1. Put the following words into the appropriate column, then mark the stressed
syllable. (1 point)

competition strangers district companion pedestrian

2.Draw the intonation for each question. (1 point)
1. What a beautiful day it is!
2. Are you going to the cinema?
3. Did you take part in the festival?
4. Why do you want to come here?
5. When did you return?

II. Vocabulary and Grammar

1. Choose the best answer A, B, C or D to complete each sentence. (1point)
1. While I …………the performance, I met one of my old friends.

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 Viet Nam 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. Viet Nam is an multicultural country with 54 ethnic group.

………

/ion/ /str/

……….
……….
……….
……….

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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 mooncakes.

………
4. You has to take off your hats when you go to the pagoda.

………

5. I don’t like this performance although it’s too boring

………

III. 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). (1 point)

True False 
a. Cinderella was living happily with her family when her

mother died.

b. Her father married a kind woman.

c. Her stepmother and two stepsisters were very kind to her.
d. The prince got married to the girl who fitted the left glass
slipper.

2. Answer the questions. (1 point)

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?

………
5. What happened in the end?

………
IV. Writing

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1. We won’t hold the festival. It costs too much money. (IF)

à ………

2. The tortoise was running. The hare was sleeping. (WHILE)

à ………… ………

3. The girl worked hard. Her stepmother wasn’t happy. (ALTHOUGH)

à ………….………

4. The Buffalo- fighting Festival took place in Do Son last Saturday. There were so
many people. (BECAUSE)

à ………..………

2. Read the situation and complete the sentences with the right compararive
form of the adverbs in brackets. (1 point)

1. A lion can run 100km/hr while a horse can run 80km/hr. (fast)

à A lion can run………

2. They are both good at speaking English, but Hung speaks better than Nam.
(badly)

à Nam speaks English ………..

3. The Eagle team performed more successfully than the Tiger team. (successfully)

àThe Tiger team performed………..

4. A sports car goes faster than an ordinary car. (slowly)

à An ordinary car goes………..

Key

I. Pronunciation: (2 points)

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
2. Draw the intonation for each question. (1 point)

1. What a beautiful day it is!

2. Are you going to the cinema?
3. Did you take part in the festival?
4. Why do you want to come here?
5. When did you return?

II. Vocabulary & Grammar

1. Choose the best answer A, B, C or D to complete each sentence. (1point)

1. B 6. C

2. C 7. B

3. D 8. B

4. A 9. D

5. C 10. C

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2. fluent à more fluently

3. by make à by making

4. has to take off à have to take off

5. although à because

III. Reading

1. Answer true (T) or false (F). (1 point).

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

2. Answer the questions: (1 point)

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.

5. Cinderella and the prince got married and lived happily ever after.
IV. Writing

1. Combine each pair of sentences to make one sentence, using the words given
in brackets (1 point).

1. We won’t hold the festival if it costs too much money. / If it costs too much
money, we won’t hold 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.

2. Read the situation and complete the sentences with the right compararive
form of the adverbs in brackets. (1 point)

1. A lion can run faster than a horse.
2. Nam speaks English worse than Hung

3. The Tiger team performed more successfully than the Eagle team.
4. An ordinary car goes more slowly than a sports car.

Self experience:

………
………
………
Preparing date: /12/2017 Teaching date: /12/2017: 8E
 /12/2017: 8 D

/12/2017: 8B

Period 53 - The first term test

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Preparing date: /12/2017 Teaching date: /12/2017: 8E

/12/2017: 8 D

/12/2017: 8B

Period 54: The 1

st

term Test correction

I.Objectives

1. Educational aim

To provise Ss with a chance

- To see their real ability to make more effort in language learning ( strong weak ponts)
- To realize and correct their mistakes by themsleves

- To review and consolidae their knowledge and skills
- To adjust their plan of learning English .

2. Knowledge and skills:

* General knowledge : Students revise the main grammatical items and vocabulary they
have learnt in 6 units

II. Teaching aids

T: lesson plan. Marked test papers….
Ss: pens and notebooks

III. Anticipated problems

Ss may not vocabularies and structures , so T should repeat them
VI. Procedure

Teacher’s activites Student’s
activites

Test content
T: Delivers the market

test papers to Ss.

T: have Ss exchange
their parers to discuss
the correct answers
+ Then get Ss identify
the key point to
remember

+ provide more pracrice
on some typical items /
skills at which may Ss

Ss: get back
their marked
test papers

I.Comments on the test
1.General comments

*Ss’ common mistakes

+ vocabularies……….
+ structure:………..
+ Skills: ………..
A.LISTENING

Task 1: 1.25pts

Yes No

1. 

2. 

3. 

4. 

5. 

6. 

Task 2: 1.25pts

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are still bad at

………
……..

T ask Ss to summarize
the main point to

remember

T: asssin homework:
give some suggestions

Ss:

+ liste to T and
take notes

+ Idetify and
correct the
mistakes by
themsleves
under T’s
control.

Ss: listen and
take notes

I. Choose the correct option for each gap 
to complete the sentences: 1.5pts

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

II. Find and correct mistakes (1.0pt)
1.B. mustn’t to -> must; 2.B. has to -> have

to ;

3.B.come-> came; 4.A.couldn’t bought ->
couldn’t buy

C. READING

I. Read and complete the passage with 
words in the box. (1.25pts)

1.traditional 2.includes 3.
therefore 4. preparation; 5.
missed

II. Read the passage and decide whether 
the sentences are true (T) or false (F). 
1. T 2. T 3. T 4. F 5. T

D. WRITING

I. Rewrite the sentences (1.25pts)
1. A rooster crows very early before

the sun rises in the morning.

2.Would you fancy playing a game of
tennis now?

3.How much do these trainers cost?
4.Which costume do you prefer, the

Tay’s or the Pathen’s?

5. . I was watching Da Nang

Fireworks Festival on TV and my brother
was listening to an English program on the
radio.

II. Order the words to make meaningful 
sentences (1.25pts)

1.Sitting in front of a computer all day can
cause health problems.

2.We live a different life from many other
people: a nomadic life.

3. We wanted to see the President clearly
,so we stood in the front line.

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5. Nowadays teenagers rely more on
technology than in the past.

III. Consolidation
IV. Homework

I. LISTENING:

Part 1. Listen and complete the sentences (5.0 points)
1. Little Pea ‘s father was a ………

2. Little Pea ‘s mother …………. when she was young.

3. Little Pea had to do the housework all day after her father got married …….
4. The prince wanted to ………….. a girl from Little Pea village.

5,. The Prince found Little Pea’s ………… shoe

Part 2: Listen again and decide if the statement are T of F (5.0 points)
1.When he died , he left his two sons a house.

2.The eagle promissed to repay him a gold and told him to make a bag to carry it .
3. When he got home he wasn’t rich.

4. Older brother offered to wrap his fortune for the starfruit tree.
5.The eagle didn’t get tired and dropped him into the sea.

II. USE OF ENGLISH: ( 2.0 points))

A. Choose the best answer A, B, C or D to complete the sentences: (2.0 points)
1. While I ………….. the performance, I met one of my old friends

A. watch B. was watching C. watch D. am watching
2. They love ……… with their friends.

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A. appeared B. is apprearing C. appears D. was appearing
4. Chaul Chnaim Thmay is the biggest …………. of the Khmer people.

A. festival B. ceremony C. practice D. celebration
5 . The prince was……… - He always gave things to other people.

A. handsome B. generous C. humble D. thoughtful
6. Among the …………, the Tay people have the largest population

A. groups B. majorities C. ethnic minorities D. ethnic culture
7. So many people nowadays are ……. computers and smart phones.

A. bored with B. afraid of C. worried about D. addited to

8.. The volunteers have to work much ………. usual to save the dying animals from the
forest fire.

A. as hard as B. more hard than C. harder than D. the hardest

9. …………. is the most interesting park in Ha Noi? I think It’s Thong Nhat park
A. Which do you think B. Which you think

C. What do you think D. What you thick

10.Lang Lieu couldn’t buy any special food ………… he was very poor.
A. although B. even though c. while D. because
B. Give the correct forms of the verbs in the brackets (1.0 point)

1. We (break) ……….…….. with tradition by travelling to China at Tet last year.
2. (Worship)……….. ancestors is one of the core traditions of Vietnamese
people.

3. While I (watch)……….. the performance, I met one of my friends.
4. He was wearing shorts, so he ( not allow) ……… to go in to the temple.
5. The girl was crying when a fairy (appear)………

III. 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). (1.0 point)

True False 
a. Cinderella was living happily with her family when her

mother died.

b. Her father married a kind woman.

c. Her stepmother and two stepsisters were very kind to her.
d. The prince got married to the girl who fitted the left glass
slipper.

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2. Answer the questions. (2.0 points)

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?

………
5. What happened in the end?

………
IV. WRITING

Exercises 1: Combine each pair of sentences to make one sentence, using the words
given in brackets . (2.0 points)

1.The Buffalo- fighting took place in Do Son Saturday. There were so many people .
( because)

………
2.We won’t hold the festival . It cost too much. (if)

………

3. Tet is the a time for us to worship our ancestors. It’s also a time for family reunion
( moreover)

………

4. The Nha trang Sea festival is famous for the impressive streets carnival. It has attracted
thousand of foreign visitors ( therefore)

………
5.The girl worked hard. Her stepmother wasn’t happy. (although)

………..
Exercise 2: Rewrite the second sentence so that it has a similar meaning to the first 
sentence (2.0 points)

1. Mai enjoys writing short stories when she has free time.

-> Mai is .……….……….……….……….……….………
2. Jill doesn’t run as fast as Tom.

->Tom runs……….……….……….……….……….……….……….……….
3. No one in the class is more intelligent than Peter.

-> Peter ….……….……….……….……….……….……….……….……….
4. They are both good at speaking English, but Hung speaks better than Nam. (badly)
-> Nam speaks English ………..
5. A sport car goes faster than an ordinary car. ( slowly)

-> An ordinary car………

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Keys

I. LISTENING

Part 1. Listen and complete the sentences (1.0 point)

1. poor farmer 2. died 3. again 4. choose 5. lost
Audio script:

The Lost shoe

Once a poor farmer had a daughter named Little Pea. After his wife died, the farmer
married again. His new wife had a daughter, Stout Nut. Unfortulately, the new wife was
very cruel to Little Pea. Little Pea had to do chores all day. This made Little Peas ‘s father
very upset. He soon died of broken heart.

Summer came and went. In the fall, the village held its harvest festival. That year,
everyone was excited because the prince wanted to choose his wife from the village. Stout
nut’s mother made new clothes for her, but poor Little Pea had none.

However, before the festival started, a fairy appeared and magically changed Little Pea’s
rags into beautiful clothes.

As Little Pea ran to the festival, she dropped one of her shoe and lost it. When the prince
found the shoes, he decided to marry the girl who owned it. Of cource the shoe fitted Little
Pea, and the prince immediately fell in love with her.

Part 2: Listen again and decide if the statement are T of F (1.0 point)
1. F 2. T 3. F 4. T 5. F

Audio script:

Once upon a time , there were a rich man living in a village . When he died , he left his

two sons a fortune. But the elder brother gave his brother only a starfruit tree. When the 
fruit was ripe, an eagle came and ate the fruit. The young brother begged the eagle not to.
The eagle promissed to repay him a gold and told him to make a bag to carry it. The eagle
took him on its back to a place of gold. There, he filled the bag with gold. When he got 
home he was rich. The elder brother was surprised, so he asked his brother to explain. 
After hearing the story, he offered to wrap his fortune for the starfruit , and his kind

brother accepted. When the eagle came, the elder brother asked it to take him to the place 
gold. The greedy brother filled a large bag and all his pockets with gold. On the way 
home, because the load was too heavy, the eagle got tired and dropped him into the sea.
II. USE OF ENGLISH:

A. Choose the best answer A, B, C or D to complete the sentences: (1.0 point)
1. B 2. C 3.A 4. A 5.B 6.C 7.D 8.C 9. A 10. D

B.Give the correct forms of the verbs in the brackets (1.0 point)

1. broke 2. worshipping 3. was watching 4. didn’t allow 5. appeared
III.Reading

1. Answer true (T) or false (F). (1 point).

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

2. Answer the questions: (1 point)

1. He married an evil widow with two daughters.
2. they treated her badly.

3. A good witch did.

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5. Cinderella and the prince got married and lived happily
IV. WRITING

Exercises 1: Combine each pair of sentences to make one sentence, using the words
given in brackets .(1.0 point)

1. Because the Buffalo- fighting took place in Do Son Saturday, there were so many
people ./ There were so many people because the Buffalo- fighting took place in Do Son
Saturday

2.We won’t hold the festival if it cost too much./ If it cost too much.,we won’t hold the
festival .

3. Tet is the a time for us to worship our ancestors, moreover ,it’s also a time for family
reunion

4. The Nha trang Sea festival is famous for the impressive streets carnival, therefore, it has
attracted thousand of foreign visitors

5.Although the girl worked hard, her stepmother wasn’t happy. / Her stepmother wasn’t
happy although the girl worked hard.

Exercise 2: Rewrite the second sentence so that it has a similar meaning to the first 
sentence (1.0 point

1 Mai is interested in/ fond of/ keen on writing short stories when she has free time.
2. Tom runs faster than Jill.

3. Peter is the most intelligent (student/ boy) in the class

4. Nam speaks English worse than Hung

5. An ordinary car goes more slowly than a sport car.

Self experience:

………
………
………
Date of preparing: 25/12/2016

Date of teaching:
Week:

…….. December……….2016
 Group leader’s comments
 ………..
………..
………..
.………..
Self experience:

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Bài giảng giáo án tiếng anh 8 -hk1

Giáo án tiếng anh lớp 3 chương trình mới

Giáo án tiếng anh 7 theo chương trình mới in dùng luôn - 3 cột

Giáo án tiếng anh 9 theo chương trình mới in dùng luôn - 2 cột

GIÁO ÁN TIẾNG ANH LỚP 3 CHƯƠNG TRÌNH MỚI HỌC KÌ 2

Giáo án tiếng anh lớp 3 chương trình mới( bài 1-7)

Giáo án tiếng anh lớp 5 chương trình mới

Giáo án dạy thêm tiếng anh lớp 6 chương trình thí điểm

GIÁO án TIẾNG ANH lớp 3 CHƯƠNG TRÌNH mới (u1 u5)

giáo án tiếng anh lớp 4 chương trình mới full

Giáo án tiếng anh 8 hk1 chương trình thí điểm

<b>Period 24- review 1</b>

<b>Period 41 : English test No - 2</b>

<b>review 2</b>

<b>Period 52 - </b>

<b>Period 53 - The first term test</b>

<b>Period 54: The 1</b>

<b><sub> term Test correction</sub></b>

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