GA Tiếng Anh 8 HK1

- Sts work in pairs to match the words/ phrases in the box to the photos, then listen together to check their answers.. Sts stand in two lines facing each other.[r]

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Period: 1

Teaching date: 1/9/ 2017

HELP STUDENTS HOW TO USE THE

BOOK AND HOW TO LEARN ENGLISH I- Objectives:

- By the end of the lesson sts understand something about country and

people in England, understand sth about English and know how to learn

* Sts look at the picture and guess:

- Where is England, Wales, Scotland,

Northern?

2 Presentation:

* T asks sts some questions about

England

- What do you know about

- Picture about United Kingdom

- It is located in North-west coast of Europewith very mild weather not too hot but not toocold

- It consits of four parts: England, Wales,Scotland and Ireland (Liên hiệp Vương quốc Anh

và Bắc Ireland)

- Sts talk about England

Name Flag

Populati on (2011 Census)

Area (km²)

Pop.

density (/km²)

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

United Kingdo

63,181,77

5 243,789 259.16 London

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* T gives sts something about

England and English

- How can you learn English well?

- Sts look at the text book and

workbook and answer:

+ How many units ?

+

4 Homework:

Name Flag

Populati on (2011 Census)

Area (km²)

Pop.

density (/km²)

Capital

m

- It’s offical name is the UK

- Each part has its own flag of UK

- There are many interesting things of Englandand you’ll gradually know about them in thepregress of learning English

- English is used all over the world in everyaspect of life

- It’s the international language of every fields:

- Review the lesson everyday

- Learn English everyday

- There are 12 units, divided into 2 terms, 6 foreach term

- There are 7 lessons for each unit:

+ Lesson 1: Getting started + Lesson 2: A closer book 1 + Lesson 3: A closer book 2 + Lesson 4: Communication + Lesson 5: Skills 1 (Reading & Speaking) + Lesson 6: Skills 2 (Listening & Writing) + Lesson 7: Looking back - project

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

Period: 2

Teaching date:8/9/2017

unit 1: leisure activities

Lesson 1: Getting started

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I- Objectives:

- By the end of this lesson , Sts will be presented the vocabulary related to

leisure activities and reviewed present simple, future simple and verbs of liking

+ V-ing

- Vocabulary: craft kit, leisure activities, DIY, texting…

II- Teaching aids:

- Sts’ books, text books, a CD & a cassette player

III- Teaching Procedure:

- T gives some photos about some

popular leisure activities

- Ask Sts to describe them in English,

then talk about acts they enjoy doing

(use verbs of liking + V-ing structure)

- Encourage Sts to do the same in pairs:

one st writes a short list of acts and the

other guesses

2 Presentation: (12’)

* Teach vocab:

- T presents some new words

- How to read and the way to use

- Sts read in chorus 3 times, then read

individually

- Check up: rub out and remember

* Introduce the dialogue:

- Look at the picture on page 6

- Introduce Mai, Phuc and Nick

- Ask Sts to answer the questions

- Play the recording

- Ask Sts to listen and read

- Ask Sts to check their guesses

3 Practice: (15’)

- Sts work individually to circle the

correct answer

- Ask sts to find the visual to support

their the answers

I New words:

- craft kit: bộ dụng cụ làm thủ công

- ‘leisure ac’tivities: h/đ thư giãn

- DIY (do it yourself): đồ tự làm, tự sửa

- texting: nhắn tin

- Where are they?

- What are they holding in their hands?

- What are they talking about?

- Can you guess what Mai, Phuc, and Nick

like doing in their free time?

II Practice:

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

a Circle the correct answer:

* Key:

1 bookstore 4 craft kit

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- Write the correct answer on the board.

- Go through the list of acts mentioned

and sts try to explain what they are

- Sts do this task individually first, then

compare with the partner (should give

ideas from the text that support their

answers.)

- Draw Sts’attention to the contexts when

Mai said“Check out” and Phuc said

“It’s right up your street”, then together

with Sts elicit the meaning of the two

expressions and give examples

- Sts work in pairs to match the words/

phrases in the box to the photos, then

listen together to check their answers

- Sts work individually then compare

with the partner (Sts need to look for the

surrounding key words to complete the

task.)

4 Production: (10’)

- Sts work in groups of four or six Sts

stand in two lines facing each other Each

pair will talk about one activity for one

minute, when T calls out “Change!” they

will move one step to the left/right to

meet a new partner and talk about another

activity

5 Home work: (5’)

- describe the leisure act

- say if you have done this act or not

- share your feelings about the act

- Read the dialogue again

- Learn new words, do exercises in

b Complete the table:

Leisure acts Phu

c Answer the questions:

- “Check out”: examine sth

- “It’s right up your street”: it is the type

of thing you are interested in

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

* Key:

1 playing computer games 4 texting

2 playing beach games 5 visiting museums

3 doing DIY 6 making crafts

3 Complete the following sentences with words in the box: (3-P.7)

* Key:

1 satisfied 4 boring

2 relaxing/exciting 5 good

3 fun

4 Game: Changing partners (4-P.7

Choose one leisure activity from 2 or 3

Period: 3

Teaching date:9/9/2017

Lesson 2: A closer look 1

I- Objectives:

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

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

context

+ understand a pie chart

- Vocab: pie chart, reality show, origami………

- Grammar: the simple present, the simple past

- Look at the picture in 20 seconds and

try to remember as many words as

possible

- T divides the class into two teams

Sts go to the board and write the words

- T gets feedback

* Teach vocab:

individually

* Introduce the pie chart:

- Help Sts understand its contents,

including the heading, subheadings,

figures, colour codes, source, and notes

- T may elicit information by asking

questions such as:

3 Practice: (15’)

* Kim’s game:

A- VOCABULARY:

I New words:

- pie chart: biểu đồ tròn

- re’ality show: truyền hình thực tế

- ori’gami: ng/thuật xếp giấy Nhật

Bản

* Introduce the pie chart:

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

+ What does the ‘Note’ tell you?

+ What does the ‘Source’ tell you?

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- Ask Sts to answer the questions that

follow the chart

- Sts work individually to complete the

task

- T gives corrective feedback, draw their

attention to the part of speech of the

words mentioned:

Eg: Relaxing comes from the verb

relax with –ing added.

- T introduces the concept of gerund (a

noun made from a verb by adding –ing)

- Sts give examples:

Eg: play -> playing

Playing soccer is interesting

- Ask sts to cover the category labels

- Sts look at the words and try to guess

what these words have in common

- Sts work in pairs to complete the task

- T gives corrective feedback, encourage

Sts to add more words in each category

- Sts work in small groups

- Sts write down how much time they

spend on leisure on an average day, and

the three atcs they do the most

- Sts move around and talk with at least

three other classmates to find out who

spends most time on leisure and what the

most popular acts in the class are

task

- Sts compare their answers in pairs

- Play the recording to check and repeat

- Play it again and pause the recording to

drill difficult items

- Correct their pronunciation

- Ask sts add more words which contain

these clusters

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

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

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

Name of activity Verb

5 Complete the words under the pictures

with /br/ or /pr/ Listen to check your

answers and repeat: (5-P.9)

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

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

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

1 She loves making apricot jam

2 My dad likes making bread in his free time 3 Hien is our club president.

4 Mai keeps all her bracelets in a

beautiful box

5 You will need a brush if you want to

pain your room

6 This is a wonderful present Thanks so

I- Objectives:

+ use verbs of liking

+ read an e-mail and correct the mistakes

- Vocab: leisure activities………

- Grammar: verbs of liking + gerunds/to-inf

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- Reminds Sts the verbs of liking in the

conversation in “A close look 1”

- Go through the “look out”

3 Practice: (15’)

- Sts read “Listen and read-P.6” and

underline the verbs of liking followed by

gerunds or to-inf that they find in the

text

- Sts work individually, then compare the

answers with their partners

- Play the recording for Sts to check their

answers

- Sts work in pairs to complete this task

- T gives feedback to Sts as a class

- Sts work individually first (write each

sentence on a strip of paper)

- Then Sts work in groups of five or six

(then in their group mix the strips Each

* Slap the board:

I Grammar:

- I love to watch him…

- But I think I’ll enjoy listening…

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

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

enjoy, fancy, detest, mind, avoid + Ving

II Practice:

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

to-inf: (1-P.9)

* Key:

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

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

Followed

by gerund only

Followed by gerund and to- infinitive

go to

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student picks up and reads out a sentence,

then they guess who wrote that sentence.)

- Sts work individually, then compare the

answers with a classmate

- Ask Sts to read the e-mail again and

answer the questions

- Sts work individually to write the

e-mail then exchange it with their partners

and check for mistakes

b Answer the questions:

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

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

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- Prepare for next blesson

+ use the lexical items related to leisure acts

+ understand the abbreviations/’netlingo’ in the text

- Vocab: window shopping, hooked, addicted, weird………

- Grammar: review verbs of liking

- Sts’ books, text books, projector……

- Check up: slap the board

* Introduce the article on

website:

- Sts cover the text and

look at the photos

- Sts try to guess what

these Sts like doing

3 Practice: (13’)

- Set a time (in 3-5

* Chatting:

1 What do you like doing

in your free time?

2 Do you often chat online with your friends?

3 Have you ever used

* Introduce the article on website:

- The article is about someacts teenagers do in their free time

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minutes) for Sts to read

the form of the text

(layout & the

complete the task:

- Sts can write short texts

or messages (use the

abbreviations) if time

allows

- Sts work in pairs or small

groups to complete the

table

- Allow Sts to read the text

more closely to fill in the

table.

- Sts work in pairs

- Then compare their ideas

with other pairs

- Encourrage Sts to

discuss, give opinions, and

nogotiate with each other

II Practice:

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

- Sts tell as much information that they can remember from the text as possible

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

- This is from a webpage

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

- Add to the ‘netlingo’

dictionary with any abbreviations they know that are used online

- Sts create their own minidictionary

3 Find information in the text to complete the table:

Who What activity

is mentioned?

What does he/ she think

of it?

Emily

- hanging out w/

friends (window shopping)

doing drama

She loves it.

Minh

- playing football

- helping his aunt in

He likes it It’s fun.

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to agree on a mutual list.

5 Homework: (4’)

- Divide: 3 groups

- Each group chooses one

act they like

- Make preparations for

the project:

(divide the work between

the members of the

groups)

+ explain the act

+ think of reasons

+ collect pictures

+ present and promote

their acts to the rest of the

class

running cooking classes

Manuel - playing

computer games

- doing judo

He’s addicted to it.

It’s OK

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

Eg: - playing computer games

(I think playing computer games is the most

interesting because it is fun and challenging…… )

Note:

1 Pictures:

humorous, lively, clear

2 Posters: easy to understand

languages

3 Speaking:

fluency, accuracy, good pronunciation

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+ read for specific information about using technology

+ ask for and give an opinion

- Vocab: virtual, harmful effects, ban………

- Skill: speaking and reading

- Sts’ books, text books, ……

* Present the text:

- Ask Sts to predict what they are going

to read (read about a student named

Quang)

- Sts read the text and underline the

words they don’t know

- Sts discuss any unfamiliar words from

the text

* Discuss:

- Do you use computers frequently?

- What do you use them for?

(watching movies, playing games………)

- What are the benefits/the harmful

things of using computers or mobile phone?

+ help us learn more interestingly

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

+ help us communicate with friends &

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

I New words:

- virtual (adj): ảo

- harmful effects (n): tác hại

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3 Practice: (15’)

- Sts work individually to choose the best

answers (explain their choice as well)

- Sts need to look at the keywords in

responses in order to find out the

questions

their answers with a partner

- T explain to Sts: these speech bubbles

are from Quang and his parents

- Sts work in pairs or in groups: they

need to say why they think who says

what, based on the information from the

passage

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

- Arrange Sts into three groups

- Ask Sts to brainstorm how hey are

going to express their opinions

- Then put them into new groups which

contain Quang, Quang’s parents and

1 Is Quang’s garden real?

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

3 What leisure acts do teenagers do these days?

4 What are the benefits of using the computers?

B- SPEAKING:

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

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

- Group 1: plays Quang

I’ve made lots of friends from the game network

My E is much better because

I surf the net

I think computer games train my mind and my

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

Sitting for too long in front of the computer

You see your real friends less and less.

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- Group 2: plays Quang’s parents

- Group 3: plays Quang’s teacher-> Then rearrange the new groups which contain Quang, Quang’s parents and Quang’s teacher

- Learn “Language notes”, do exercises in

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

friends

+ write a paragraph about the best leisure activity for teenagers

- Vocab: indoors/outdoors activities………

- Skills: listening and writing

Iii- Teaching Procedure:

- Sts answer the questions

(Sts share some of the things they often enjoy

doing with friends in their free time.)

- Lead in the Listening task (We are going

to listen to a radio programme)

2 Practice: (15’)

a Listening:

- Ask Sts to look at the questions and

underline the keywords before T plays the

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- Play the recording as many times as

needed

answers with their partner

b Writing:

* Pre-task:

- Ask Sts to cover the box

Sts show where in a paragraph they often

see these words and what could be the

purpose for using them

task, the discuss their answers with a

partner

* While-task:

- Sts work in small groups (each group

chooses one question)

1 What do you think is the best leisure

activity for teenagers?

2 Should parents decide how teenagers

spend their free time?

- Then:

+ agree on an opinion

+ work together to brainstorm the ideas

to argue for their point

- Sts work individually to write his/her

own piece, cover as many ideas as

possible (remember to use the connectors)

* Peer checking:

- Ask groups to exchange their writing for

other groups to check

- Call 2 group to present their writing

2 Listen again and complete the table:

* Writing to give an opinion:

Organising your ideas

- Introducing your opinion:

+ In my opinion,…

+ I believe……

- Explain your opinion:

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

- Concluding/summarising your opinion:

+ For these reasons,……

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Lesson 7: Looking back and Project

I- Objectives:

+ revise all the target knowledge in unit 1

+ do a project about leisure activities

- Vocab: leisure activities………

- Skills: 4 skills

- Sts’ books, text books, posters

Iii- Teaching Procedure:

A Class organization:

- Greetings and checking attendance: 8A3:

B New lesson:

Sts’ and T’s activities

- Sts give someexamples

outdoors activities indoors activities

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may swap their

work with each

other for peer

- Verbs of liking +

gerunds/to-Vinf

* Writing: How to give an opinion

(remember to use the suitable connectors

in each following part)

- Introducing your opinion:

- Explain your opinion:

- Concluding/summarising your opinion:

* Key:

1 socialising with friends

2 relaxing

3 communicating with friends

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to give at least one

reason for each act

they choose

- Give each group

five minutes

- Ask for a show of

hands to select the

1 My best friend doesn’t mind doing his homework

2 Do you fancy cooking?

3 My father used to hate……,but now he likes doing it.

4 I love………

5 My cousin detests…………

- one act you

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Explain why you think so Then

ideeas with a partner.

- Learn vocab &

grammar – Unit 1

- Prepare for unit

2-Lesson 1 (Getting started)

Unit 2: life in the countryside

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Period: 9

Teaching date:

23/9

I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to

the life in the countryside and reviewed comparative forms of adjs

- Vocabulary: harvest time, buffalo-drawn cart, herd, paddy field, envious,

explore…

- Skills: 4 skills

- Write “The countryside” Brainstorm

words and phrases describing activities

which take place in the countryside

- Lead in new lesson

* Teach vocab:

individually

- Introduce Nguyen and Nick

- Ask Sts to answer the questions

I New words:

- ‘harvest time (n): mùa gặt

- ‘buffalo-drawn cart (n): xe trâu kéo

- herd (v): chăn dắt

- ‘paddy field (n): đồng lúa

- ‘envious (adj): thèm muốn, ghen tị

- ex’plore (v): khám phá

- What is the conversation about?

- Which season is the harvest time in?

- What do you think the countryside like?

- What do the farmer do?

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- Ask Sts to listen and read.

3 Practice: (15’)

- Ask Sts to read the sentences and decide

T or F

- Sts work individually and share answers

with your partner

- Sts correct the false sentences

- T gives the feedback

- Sts work independently to answer the

questions (without referring to the

conversation first)

- T gives the answers on the board

- Ask them to look at the words in the

box and do the exercise

- Have Sts work in groups, discuss and

tick the correct box

- Look for expressions from the

conversation to support their ideas

- Sts work independently to label the

pictures Have them compare their

answers with a partner

- T calls on some Sts to speak out and

correct

- Get Sts to make their lists, then share

their lists with the class

- T calls on some Sts to write their

answers on the board

- Check the lists with the whole class

- What do the children do?

II Practice:

1 Listen and read: (1-P.17)

a True/ false sentences:

2 Right on his first day there

3 It is big and colorful

1 colorful 4 paddy field

2 more slowly 5 herding

3 harvest time 6 buffalo- drawn cart

d Tick the correct box:

* Key:

He likes it Because:

+“ it’s more exciting than I expected”

+ “The kite looks great up there in the sky” + “I live more happily here, and there’s still

a lot more to explore”

2 Match the activities with the pictures:

They climb tree

They go swimming in the river

4 Game: Countryside charades: (4-P.17)

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- T can organize this as a game: team

name such as the "horses" and the "buffalo".

- Play charades with the countryside

activity vocabulary from Activity 2 and

the Sts’ list on the board

- Give them the time

- Keep score and write the points on the

board Finally, announce the winner

5 Home work: (2’)

- Using the vocabulary from Activity 2

- The class list of countryside activities from 3

- Learn new words

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

Period: 10

Teaching date: 25/9/2017

unit 2: life in the countryside

I- Objectives:

+ pronounce correctly the sounds /bl/ and /cl/ in isolation and in

context

+ use the lexical items related to the topic of life in the countryside

- Vocab: brave, convenient, nomadic, pick, vast………

- Grammar: review verbs of liking, the present perfect

- Skills: 4 skills

III- Teaching methods:

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* Network:

- Have Sts play a game

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

write

- Remark and lead in new lesson

* Teach vocab:

- Sts compare their answers with a

partner and then discuss as a class

- For some good Sts, encourage them to

explain why they choose that word

- Make sure Sts understanding the

meanings of the verbs first

- Sts work independently or in pairs

- Let them exchange their answers

- Correct answers

- Ask Sts to look at the sentences and

decide if an adjective or a verb is

- con’venient (adj): thuận tiện

- no’madic (adj): thuộc về du mục

- pick (v): hái (hoa, quả)

boring, inconvenient, peaceful, nomadic, colorful

scenery colorful, vast,

peaceful.

3 Match the nouns/noun phrases in the

activities in the countryside

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- Check the answers as a class.

- Sts listen the recording and repeat

Pause the recording to drill difficult

items

- Sts work individually or in small

groups

- Play the tape twice

- Sts listen and circle the words they

hear

- Have Sts look at the sentences and

underline the words with /bl/ and /cl/

- Ask them listen and repeat

box with each verb: (3-P.18)

* Key:

ride: a horse, a camel put up: a tent, a pole collect: hay, water herd: the buffaloes, the cattle pick: wild flowers, apples

4 Use the words from 1 to 3 to complete the sentences Remember to use the correct form of the verbs : (4-P.18)

1 The wind is blowing so hard

2 These people have climbed to the top

of the mountain

3 The tree is in full bloom

4 Look at the clear blue sky.

5 Blind people can read with Braille.

- Learn new words, do exercises in

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+ use comparative forms of adverbs of manner

- Vocab: some adjs and advs………

- Grammar: comparative forms of adjectives/adverbs

- Skills: 4 skills

- Sts’ books, text books, cabins and projector

* Complete the passage:

- Sts work individually, then

exchange their answers

* Chatting:

- Is Nguyen taller than Lan?

- Which is more important: money or happiness?

* Review comparative forms of adjectives:

-> S 1 + be + short adj + er + than + S 2 (aux)

Life in the country is slower than life in the city

(is).

-> S 1 + be + more + long adj + than + S 2 (aux)

He is more intelligent than I (am).

* Complete the passage: (1-P.19)

Key:

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- Check as a class and write the

answers on the board

* Introduce comparative forms of

adverbs of manner:

- Revise the different use of an adj

and an adv first

- Help Sts change the second

- Sts read number 1 in the table

- Sts find out some comparatives

of advs in “Getting started”.

Choose the right word for each sentence:

- Life in the city is slow/slowly

- He is moving slow/slowly

- He is moving more slowly than before

* Comparative forms of adverbs:

-> S 1 + V + more/less adv(ly) + than + S 2 (aux)

He is moving more slowly than before

-> S 1 + V + adv + er + than + S 2 (aux)

He runs faster than I (do).

-> Some irregular forms of advs of manner:

well -> better badly -> worse

- more happily; more slowly

II Practice:

1 Complete the sentences with suitable comparative forms of the advs in the box: (2- P.20)

* Key:

1 more slowly 4 more generously

2 more soundly 5 more healthily

3 less traditionally

2 Finish the sentences below with a suitable comparative form of hard, early, late, fast, well and badly: (3-P.20)

* Key:

1 better 4 harder

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- T helps Sts to concentrate more

on the practice of each group of

- T goes around to help Sts

- Sts work in pairs, ask and

answer the questions

- Sts write the answers on the

2 more popularly 5 more easily

3 less densely populated 6 better

4 Write the answers to the question below:

(5-P.20)

* Key:

1 The countryside is more peaceful

2 A computer works faster at caculus

3 Life in a remote area is harder than that in…

4 Ho Chi Minh city is more expensive

5 A buffalo can plough better

- Learn grammar, do exercises in workbook (B3->5 - P.10,11)

- Prepare for unit 2- Lesson 4

(Communication)

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+ use the lexical items related to the life in the countryside

+ understand the posts on holidays in the countryside

+ write online posts on the Internet

- Vocab: disturbing, beehive………

- Grammar: review comparatives and verbs of liking

- Skills: 4 skills

- Sts describe some pictures on P.21

- Lead in the new lesson

* Introduce the online posts:

- Sts cover the posts and look at the

photos

- Sts try to guess the meaning of some

words and what these people’s

opinions are

+ disturb: interrupt the sleep,

relaxation

+ beehive: a box-like structure in

which bees are kept.

* Teach vocab:

- Sts read in chorus 3 times, then

read individually

- Check up: slap the board

3 Practice: (13’)

- Set a time (in 3-5 minutes) for Sts

to read the text

- Sts close books and play a memory

- Where do these people live?

- Are they have the same or different opinions?

I New words:

- dis’turb (v): làm phiền

- ‘beehive (n): tổ ong

- ‘blackberry (n): quả mâm xôi

- ex’perience (n): sự trải nghiệm

- dig (v): đào

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- Sts work in groups

- T checks Sts’ understanding the

meaning of each post

- Sts work independenly to complete

the task

- Ask Sts to look for expressions

which help them decide their

answers

partner and discuss any differences

- Check the answers as a class

- Sts work in groups to write down

their replies

(Explain that they have a chance to

reply to each post with their own

opinions.)

- Sts work in groups of five

- Each group draw a picture of a

place they would like to live in the

countryside

- Show their drawing to the class and

talk about it

II Practice:

1 Read the posts: (1-P.21)

- Sts tell as much information that they can remember from the text as possible

2 Tick the appropriate box: (2-P.21)

* PROJECT:

“I love the countryside”

Sts make a list of:

1 the things you have in the picture

2 the activities you can do there

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+ read for specific information about unusual lifestyle in thecountryside.

+ talk about what they like or dislike in the countryside

- Vocab: ger, goat, generous………

- Skill: speaking and reading

- Sts answer some questions

- Lead in the lesson

* Present the passage:

- Ask Sts to predict what they are going

to read (read about an unusual life)

- Sts read the text and underline the

words they don’t know

- Sts discuss any unfamiliar words from

the text

3 Practice: (15’)

- Asks sts to read the headings first and

make sure they understand their

meaning

- Read each part of the passage and

choose the corect heading for it

- Sts explain why they make their

decision

- Sts read (a->e), then try to guess the

meanings of these words, based on the

context

- Sts compare their answers before

giving the answers to teacher Asks them

to give evidence when giving the

answers

- Sts need to look at the keywords in the

* Chatting:

- What does “the nomadic life” mean?

- Do you like “the nomadic life”?

I New words:

- ger (n): traditional circular tent

- goat (n): con dê

- generous (adj): hào phóng, rộng lượng

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passage to find out the answers (may be

able to remember the main information)

- Sts work individually to choose the best

answers (explain their choice as well)

- T checks the answers

- Ask them to work in pair to practice

speaking following the teacher’s guides

- Sts talk about Mongolian nomadic life

- Sts talk about life in the countryside in

Viet Nam

3 Nomadic children’s lives

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

5

a Work in pair Discuss and find:

- Two things you both like in the

countryside (The air is fresh; The scenery is beautiful and peaceful)

- Two things you both dislike in the

countryside (It is inconvenient; there isn’t much entertainment)

Explain your choice.

b Report your findings to the class:

* Eg:

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

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

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

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+ listen for specific information about changes in the countryside

+ write a short paragraph about changes in the countryside

- Vocab: life in the countryside………

- Skills: listening and writing

- Lead in the Listening task (We are going

to listen to a boy talking about changes in his

village)

2 Practice: (15’)

a Listening:

* Activity 2:

- Sts look at the changes (A-F) and make

sure that they understand the meanings of

the words/phrases

- T plays the recording and Sts tick the

changes which are mentioned

* Activity 3:

- Play the recording as many times as

needed (Check the word earthen)

* Activity 4:

- Sts read the questions first to see what

kind of information they need to find (may

answer without listening)

- T plays the recording -> Sts check and

decide what words/phrases for the

answers

* Chatting:

- There is a new supermarket

- Many people usually travel in theirprivate cars

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- Sts work individually then compare their

answers with a partner

b Writing:* Activity 5:

- Remind them of the changes in the

village from the listening

- Help them to write by writing the

changes in brief as a guide

Ex: earthen -> brick houses

oil lamps - >electric lights

walking/horse -> motorcycles

no visitors -> more visitors

- Sts write their opinions about thechanges

* Activity 6:

- Place Sts into group, ask them to discuss

and note down the changes in the area they

will talk about

* Activity 7:

- Sts work individually to write a

paragraph describing the changes, then

discuss their answers with a partner

* Peer checking:

- Ask groups to exchange their writing for

other members to check

3 Near the village

4 The way of life

B- WRITING:

4 What do you think?: (4-P.23)

Which change do you see as positive/negative in the Listening? Support your opinion with a reason.

* Ex:

“ It’s good for the villagers to have TVs

They can now have more fun and learn more about different people and different places.”

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

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

Period: 15

unit 2: life in the countryside

Lesson 7: Looking back and Project

I- Objectives:

+ revise all the target knowledge in unit 2

+ do a project about life in the countryside

- Vocab: life in the countryside………

- Skills: 4 skills

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- Sts write the words which concern

the nomadic life

- Sts work individually or in pairs

- When finishing, Sts should be able

to explain their answers

- T checks the answers

* Comparative forms of adverbs:

1 For adverbs ending in ‘ly’:

-> S 1 + V + more/less adv(ly) + than + S 2 (aux)

He is moving more slowly than before

2 For adverbs with the same form as adjs:

-> S 1 + V + adv + er + than + S 2 (aux)

He runs faster than I (do).

fast-> faster late-> later hard-> harder early-> earlier

3 Some irregular forms of advs of manner:

well -> better badly -> worse

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

inconvenient, ger, pasture, cattle, horses

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

* Key:

1 A boy is riding a horse

2 A man is herding his cattle/sheep

nomadic life

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- Sts write the sentences in their full

forms

- When finishing, some Sts write

them on the board

- T gives feedback and asks Sts to

correct the incorrect sentences

* Activity 5:

- Sts work individually

- If time allows, Sts may swap their

work with each other for peer

correction

- T checks as a class

* Activity 6:

- Sts read the situations carefully

and decide which two things are

being compared (may use the

sentences in 3 as a guide)

- Sts work individually, then

compare their answers with a

partner

- T checks as a class

* Activity 7:

- Sts work in groups: ask the

questions and note down the

answers

- A group representative reports their

finding to the class

3 A girl is picking apples from an apple tree

4 A boy is flying a kite

5 The children are running around in the fields

6 A woman is collecting water from the river

3 Complete the sentences, using suitable comparatives of the adverbs in brackets: (3-

P.24)

* Key:

1 faster than 4 more skillfully than

2 earlier than 5 more beautifully - than

3 better - than

4 Read the situations and complete the sentences with suitable forms of the adverbs:

(4-P.24)

1 A horse can run faster than a camel

2 People in the countryside live more happily than those in the city.

3 Farmers depend more heavily on the weather than people in many other jobs.

4 My sister swims worse than I do

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

Person’s name Activity

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* Activity 9:

- Sts complete the self-assessment

- Learn vocab & grammar – Unit 2

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

Period: 16

Unit 3: peoples of viet nam

I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to

cultural groups of Viet Nam and reviewed some different question types

- Vocabulary: ethnic, heitage, terraces field, curious, custom…

- Skills: 4 skills

- Sts’ books, text books, a projector + cabins

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Sts’ and T’s activities Content

1 Warm up: (5’)

* Activity 1:

- Sts solve the crossword puzzle:

1 I like to…….buffaloes in the

pastures

2 The farmers are very busy during

harvest …

3 Have you ever ridden a…? You

have to be brave to do it

4 People in the countryside are often

open and …

5 …was loaded onto a cart and

transported home

6 I think…life is more interesting

than city life

- Lead in new lesson

* Activity 2: Introduce the dialogue:

- Introduce Duong, Nick and the

guide

- Ask Sts to pridict the questions

- Ask Sts to listen and read

* Activity 3:

- Sts read the dialogue and underline

the words they don’t know

- Sts discuss any unfamiliar words

from the text

- T may explain some words Sts

- What can you see in the picture?

- Do you know characters?

- Where are they now?

I New words:

- ‘ethnic (adj): (thuộc) dân tộc

- ethnic mi’nority peoples (n): dân tộc thiểu số

- Mu’seum of Eth’nology: bảo tàng dân tộc

học

- ‘heritage (n): di sản

- ‘terraces field (n): ruộng bậc thang

- ‘curious (adj) tò mò, muốn tìm hiểu

- ‘custom (n): phong tục, tập quán

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partner and correct them

* Activity 6:

- Ask Sts to find the expressions in

the conversation

- Sts elicit the meaning of these four

expressions and give examples

* Activity 7:

- Sts role-play the conversation first,

then create their short role-play

- Help Sts distinguish the two words:

‘people’ and ‘peoples’

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

a Find the opposite of these words:

* Key:

1 interesting 3 minority

2 largest 4 southern

b Answer the questions:

* Key:

1 They are in the Museum of Ethnology

2 They want to know about the ethnic groups

of Viet Nam

3 There are 54 (ethnic groups)

4 The Viet (or Kinh) have the largest population

5 Yes, they do

c Find the following expressions in the dialogue:

* Key:

1 exactly 3 I see

2 How interesting! 4 That’s awesome

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

2 Used to show a strong reaction to sth.

3 Used to show you understand what someone said.

4 Used to show that you think sth is great.

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* Activity 9:

- Sts work individually and share

answers with your partner

- Sts work in pairs to ask and answer

the questions, using these cues

- ‘people’: is used as the plural of ‘person’ to

refer to men, women, and children

‘peoples’: ethnic groups of people who

belong to a particular country, race, or area

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

4 folk dance 8 stilt house

3 Complete the following sentences: (3-P.27)

* Key:

1 ethnic 4 festival

2 heritage site 5 member

3 stilt houses 6 terraced fields

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

1 Which ethnic group has the smallest population?

2 Do the Hmong have their own language?

3 Where do the Coho live?

4 What colour is the Nung’s clothing?

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

6 Whose arts are displayed at a museum in Da Nang?

- Learn new words

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

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