GIÁO ÁN MÔN ANH VĂN LỚP 8

Knowledge and skills: * General language knowledge - Vocabulary : - Grammatical structures : * Skills: listening, talking, reading and writing skills II/ Preparation: - T: lesson plan,

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TEACHING PLAN ENGLISH 8

THE FIRST TERM

1 Educational aim:

- To use the lexical items related to the topic" leisure activities"

- To listen and read for specific information about different leisure activities

- To practice listening and speaking with the lexical items related to the topic

2 Knowledge and skills:

* General language knowledge

- Vocabulary :

- Grammatical structures :

* Skills: listening, talking, reading and writing skills

II/ Preparation:

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

A cassette and an audio compact disk

- Ss: vocabularies related to the topic of leisure activitties

III/ Anticipated problems

- S may forget some vocabularies so teacher should repeat them

- Ss guess what the conversation of Mai,

Phuc & Nick might be about

B Presentation(12ms)

Activity 1: Listen and read

T asks Ss to pen their books to the

picture Introduce Mai, Phuc and

Nick’s

T asks Ss to guess where they are and

what they are doing

- Listen carefully, observe the picture &

answer the questions

- Work individually

T Accepts all possible answer from Ss

T plays the recording and have Ss

following along

Ss: listen

T have Ss answer the questions, again ,

do not give at this stage

C Practice( 15ms)

Suggested questions:

What can you see in the picture?

Why do you think Mai, Phuc & Nick are there?

What are they holding?

What are they talking about?

Can you guess what they like doing in their free time?

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Activity 1 a Circle the correct answer

Ss: Work in individually to circle the

correct answer

Ss compare their answers with a partner

- Call Some Ss to give their answers

- T corrects

b Tick

c Answer

Activitiy 2 Find words/ phrases in the

box to descibe the photos Listen and

check

- T ask Ss to guess & write the words/

phrases under each picture

Ss: Work individually

- Ss listen, repeat & check

T: What do you think about these

games? (exciting/ interesting/ …)

Activity 3:Complete the sentences

explain how to play, then ask ss practice

at home)

D Wrap up (4ms)

T ask Ss to practice saying as many

words about leisure activities as

possible

Ex playing board games/ reading…

Ss: playing card/ chess

E Homeassigment(2ms)

- Learn new words/ workbook: B1, 2, 3

Prepare : A closer look 1

a Circle the correct answer

1 bookstore 2 book 3 dog

4 craft kit 5 folk music 6 Vietnamese

b Tick the boxes the leisure activities Mai, Phuc & Nick have

Helping parents with DIY projects

c Answer

1 check out sth: means to examine sth or get more

information about it in order to be sure that it is suitable

2 right up one’s street: it is the type of thing that you

are interested in or you enjoy doing

2 Find words/ phrases in the box to descibe the photos Listen and check

1 playing computer games 2 playing beach games

3 doing DIY 4 texting

5 visiting museum 6 making crafts

3 Complete the sentences …

1 satisfied 2 relaxing/ exciting 3 fun

4 boring 5 good

4 Game

* Adjustment:

………

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- To use the lexical items related to the topic" leisure activities"

- To use verbs of liking that are followed by gerunds/ to –infinitives

- To Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context

- Vocabulary : socialize, communicate

- Pronunciation: /br/,/pr/

* Skills: listening, speaking, and writing skills

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

T asks Ss to study the pie chart then

answer some questions:

T plays the recording

Ss: Listen carefully, repeat new voc

- Work in chorus/ individually

*Vocabulary

- socialize (v)

- communicate (v)

*Answer:

1 In 2012, people in the USA spent 5.1 hours a day

on sport & leisure activities

2 The main activities they did include watching

TV, socializing & communicating, readingparticipating in sports, exercise & recreation, usingcomputer for leisure and thinking

3 The 3 most common activities were watching TV,socializing & communicating and using computer for leisure

2 Complete the table….

Name of Verb Name of Verb

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D Pronunciation

T asks Ss to listen carefully on how to

pronounce the clusters /br/ & /pr/ then do

as directed

Ss: Work ing/ GW

E Wrap- up

Ss practice saying as many words about

leisure activities as possible

Ex playing board games/ reading

F Home assignment

- Learn new words/ workbook: B

Relaxing relax socializing Socialize

ting C communicateThinking think Watching watch

……

3 Matching

Ex B Reading: a novel, poetry,

*Add more words to the category:

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

1 /br/ : bridge, bracelet, bread, broccoli, …

2 /pr/ : apricot, princess, president, present

-To use the lexical items related to the topic" leisure activities"

- To practice doing exercises with verbs of liking

- Vocabulary : adore (v) detest (v) fancy (v)

Grammatical structures :

gerunds /to –infinitives

* Skills: listening, speaking, and writing skills

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Activity 1 Underline verbs that are

followed by a gerund (in getting

started

C Practice (20ms)

Activity 2 Tick the box

Activity 3 Write the correct form of

ex She loves going out with her friends

= She loves to go out with her friends

(If we want to follow a verb with another action, wemust use a gerund or an infinitive// some verbs arefollowed by only gerunds: enjoy; fancy; detest…)

1 Underline verbs that are followed by a gerund (in getting started):

Love to watch ; enjoy listening ; liked reading

*Learning tips: the verbs of liking

- adore (v) thích, tôn sung, yêu thiết tha…

- detest (v) ghét cay ghét đắng

- fancy (v) mến, thích

2 Tick the box

Followed by V-ing Followed by V-ing/ toV

*Listen & check

3 Write the correct form of the verbs

1 like do =>like to do/ like doing

2 enjoy do=>enjoy doing

3 like have=> like to have/ having

4 mind to do=> mind doing

5 hate spend=> hate to spend/ spending

6 love eat=> love eating/ love to eat

* Adjustment:

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-To use the lexical items related to the topic" leisure activities"

- To practice doing exercises with verbs of liking

- Vocabulary : window shopping, to sound weird, to be hooked on something, to be addited tosomething

gerunds /to –infinitives

* Skills: listening, speaking, and writing

IV/ Procedure

A.Warm up

T: what do you like doing in free time?

S: I like reading books

Do you love playing chess?

S: Yes, I do

B Before -speaking

* Extra vocabulary

T introduce new words

Activity 1: read the folloing article on the

magazine

T: explains to Ss that they are going to read

about some activities teenagers do in their spare

time

- Have Ss cover the text and just look at the

photoes

- Have Ss read the text

- ask Ss to clsoe books and play memory

game

Ss work in groups

- T calls on some groups present in front of

the class

- window shopping: mua sắm

- to sound weird: nghe huyền bí

- to be hooked on something

- to be addited to something : say mê cái gì

1: read the folloing article on the magazine

2: Can you understand the abbreviation s in

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C While -speaking

Activity 2: Can you understand the

abbreviation s in the text

- T Elicits answers from Ss by drawing their

attendtion to the text

- T introduces the first abbreviation

Ss: listen and rememmber

- Asks Ss to work in pairs

Activity 3: Find information in the text to

complete the table

- T has Ss work in pair or groups to complete

the table

Allow Ss to read the text more coseely to fill in

the table

D Post -speaking

4 Work with your partner and put the

activities in 3 in order from the most

Who What activity is

mentioned?

What does he / she think of it?

Emily • hanging out

with friends (window

She loves it

Hang • cloud

watching She adores it It's easy.Linh • going to

community centre, painting,dancing,

He likes it

Manuel • hanging out

with friends (window shopping)

• working as a volunteer

It's fun

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interesting to the most boring Then

compare your ideas with other pairs

- T asks ss to work in pairs to put the leisure

activities in the text in oder from the most

interesting to the most boring

- Vocabulary : window shopping, to sound weird, to be hooked on something, to be addited tosomething

Grammatical structures : Revise tenses of verbs; asking/ giving for an opinion

* Skills: reading, speaking

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- individually work/ GW

B Before- reading

Activity 1:

Look at the picture & guess what they are going

to read (a student named Quang) & try to guess

what is Quang’s story about

B.While- reading

Activity 1:Read the text and choose the correct

answers

- T introdures new words

- T asks Ss to read the text and underline any

words they don’t know

- Have ss discuss any unfamiliar words from the

text

individually work , then explain the their choice

as well

C Post reading

Activity 1 Write the qs for the answers based

on …sponses in order to find out the questions.

- Have Ss look at the keywords in the responses in

order to find out the question

T explains to Ss that these speech bubble are from

Quang and his parents

- Ss work in pairs or in groups, but they will need

say why they think who says what, based on the

information from the passage

Activity 2 Role- play: What’s the solution?

Q: I believe that my E is much better because I

surf the Internet

Q’ P: I don’t agree with you Go out and play with

your friends is much better

T: I agree with you Q However, you shouldn’t

spend much time on surfing the Net It’s not good

for your eyes

+What do you use the computer for?

+What do you use the mobile phone for?

+What are the benefits of using computer or mobile phone?

+What are the harmful things it may bring us?

Benefits Bad affects

- a fast and convenient way toget and send information

- For entertainment, communication, education

- It’s harmful to your eyes

- You feel tired and dizzy / You are short sighted/ neglect your study / play truant/ play hooky

- Waste of time and money…

- play truant/ hooky: trốn học đi chơi

2 Read the text and choose the correct answers

3 Write the qs for the answers based on

… Key

1 Is Quang’s garden real?

2 What is the problem with using technology

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D Wrap-up( 5ms)

T asks Ss to repeat main contents of the lesson

Ss: repeat

E Homeassignment(2ms)

- Learn new words/

- Do ex: workbook: D (a,b) in page 6,7

- Prepare : Skills 2

in your free time?

3 What leisure activities do teenagers do these days?

4 What are the benefits of using the computer?

speaking

* Give the ideas or opinion.

- I think/ My opinion is that / As far as I'mconcerned…

Speaking for myself … In my opinion…/ Personally, I think… I'd say that…

- Agree: I agree with you; That’s so true; exactly

- Disagee: I’m afraid I don’t agree; I don’tthink so

- Practice writing to discuss an opinion about leisure activities

- Practice listening for specific information about way of spending time with friends

- Language practice: Organizing one’s ideas…

- Group-work, pair-work skills

=> For being aware of spending time on leisure activities

- Vocabulary :

Grammatical structures : Revise tenses of verbs; asking/ giving for an opinion

* Skills: reading, writing skills

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using computer/ mobile phone for leisure

activities

- Ss say aloud the benefits/ affects of using

the Internet/ mobile phone

-Ss: individually work

- a fast and

convenient way to get

and send information

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

- T asks Ss to answer the question in 1

- We play badminton/ football/ listen to

listen to the radio programme and answer the questions

- T asks ss to read the 2 questions, underline

the key words before listening

- You listen again & complete the table

Ss: individually work-compare- say aloud

- T introduces new words

- basically (adv): về cơ bản, cơ bản

- physical health: sức khỏe thể chất

Listen again and complete the table.

- T turns on the recording many times

Ss : work individually

- T asks Ss to compare answers

Ss: compare

* If you like staying indoors you can invite

your friends over and watch movies and eat

popcorn at home It’s more comfortable than

going to the cinema

- Have Ss cover the box and write some of

these words/ phrases on the board

individually work/ small groups

- T ask Ss where in a paragrahp they often see

these words and what could be purpose for

using them

*Writing to give an opinion.

Organizing your ideas.

- Introducing your opinion: In my opinion,

I believe

- Explain your opinion: Firstly, secondly ,

thirdly… , finally

- Concluding / summarizing your opinion:

For these reasons, …/ In short,… / As I have

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While -writing

Activity1: Complete the following paragraph with the words

- Ss work individually to complete the task,

and discuss their answers with a partner

4: Complete the following paragraph with the words

Key:

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

Activity 2: Now write a similar paragragh to answer the questions

T-Ask ss work in groups choose one questions.

They then agree on an opinion and work

togetther to brainstorm the ideas to argue

T asks each member will need to write his/ her

piece

Ss: Write

Post -writing

- T calls on some Ss to talk in front of the class

- T corrects the mistahes

5 Write a short passage about giving an opinion

Sample:

I believe the best leisure activity for teenagers

is any group activity This could be a hobby group or even volunteering

Firstly, teenagers like to feel that they belong t

a group

Secondly, being part of a group helps teenagers make friends Friendships are very important to teenagers

In addition to, they will make friends with people who have the same interests as them

Wrap-up( 5ms)

Ss retell main contents of the lesson

Homeassignment(2ms)

- Learn new words

- Do ex: D ( 2) in page 6 workbook:

Prepare : Looking back + project

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Date of teaching:

Week :3 Period 7:

UNIT 1: LEISURE ACTIVITIES Looking back + prọject I/Objectives

Revise the knowledge they’ve learnt about the topic “Leisure activities

- Vocabulary :

* Skills: Practice reading, speaking & writing skills (Ind PW, GW)

- S may forget some vocabularies, grammar so teacher should repeat them

Activity 1:Which one is the odd one out?

T asks Ss to complete this exercise individually

or in pairs

Ss: work individually or in pairs

- T calls Ss to give answers

- T corrects

Activity 2: Rearrange the letters to find the

name of the activities.

- T asks Ss to complete this exercise

Activirty 1 Fill in the gaps with the correct

form of the verbs

individually if time allows, T may ask Ss to

1 Which one is the odd one out?

1 DJY 2 hanging out 3 hospital

4 detest 5 boring 6 computer

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

1 socializing with friends

Grammar: * Verbs of liking + V-ing / To V

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

Key:

1 working 2 to learn / learning 3 seeing

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wrap their work with each other for peer

correction

Ss: work individually

Activity 2 Complete the following sentences

with your own ideas

Have Ss complete the sentences using their

ownn ideas

Remind them to use gerunds or to –infinitives

- Have some Ss read out their sentences Accept

all answers as long as they make sense

Ss: read out their sentences

Activity 3 Choose the most suitable words /

phrases to fill the gaps

individually After compare their answers with

an partner

Ss: work individually

After compare their answers with an partner

- T calls Ss to give answers

T allows Ss to plenty of time to do this task

For each activity they choose, they should be

able to give at least one reason that led them to

4 Complete the following sentences with your own ideas.

1 My best friend doesn’t mind cooking and doing the housework

2 Do you fancy making crafts in your free time?

3 My father used to hate driving in busy street but now he likes doing it

4 I love caring for trees and flowers in the garden

5 My cousin detests going out on cold days

5 Choose the most suitable words / phrases

to fill the gaps.

*Project: Join our leisure activity.

(free doing – Can do as homework

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Date of teaching:

Week :3 Period 8

UNIT 2 LIFE IN THE COUNTRYSIDE

Getting started I/Objectives

- To use the lexical items related to the topic of life in the countryside

- To listen and read for specific information about a conversation about life in the countryside

- Vocabulary :

* Skills: Practice listening and reading ,speaking with the lexical items related to the topic

- Ss: vocabularies related to the topic of life in the country

- S may forget comperative of form adjectives so teacher should repeat them

IV/ Procedure

A.Warm up (5ms)

This activity focuses ss on brainstorming some more

countryside activities people in the countryside often

do (both adults & children)

Ss: fly their kites

B Presentation ( 10ms)

Activity 1: listen and read

T ask Ss to look at the title of the conversation and

picture and ask them some predition questions about

what they are going to read

Ss : answer

T turns on the recording

Ss Listen to the recording and read

T introdures new words

Ss repeat new words

 check new words: what and where

1a.

T asks Ss to work independently

T asks Ss to read the sentences and decide if they are T

or F

Ss Compare answer with a partner

T : have Ss correct the Fale sentences

+ what is the conversation about?

+ what season is haverst time in?

+What do you think the countyside islike at harvest time?

+ What do children do?

*Vocabulary

- expect ed (v):

- loaded (v):

- buffalo-drawn carts (n):

- go herding the buffalo

- envious (a): thèm muốn, ghen tị

4 T 5 T

Ex1b Answer the questions:

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T corrects

1b Answer the questions:

- T asks ss to try to answerthe questions without

referring to the conversation forst

Then Ss refer to the conversation again fotr the correct

answers

- T corrects the answers

1c Complete the sentences with the words in the

box.

Exe1d In groups, discuss and find out…

Activity 2: Match the activities with the pictures.

+ Asks Ss to work independently to label the pictures

Ss: match

- Have them compare their answers with a partner

- Call Ss to give their answers

T corrects and write on the board

Activity 3 Make a list of the things that children

often do in the countryside

- Ss work in pairs to branstorm some more

countryside activities ( 2’)

- T cals on some pairs to share their list with the clas

T writes the combilened list of activities on the board

and leaves it there t be used in the next activity

D Production ( 7ms)

- T devides class into 2 teams –Ss find a relevant for

their team such as ‘horses’ and ‘buffaloes’

- Learn new words/ workbook: B1, 2, 3

1 He’s in the countryside 2 Right

on the first day there

3 It’s big and colourful 4 His grandfather

5 He means that he wishes he were in the countryside too

Ex1c Complete the sentences

with the words in the box

1 colourful 4 paddy field

2 move slowly 5 herding

3 harvest time 6 buffalo-drawn

- They climb trees.

- They ride on the buffalo

- They help their parents on the farm

- They fly kites

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Week :3 Period 9

A closer look 1 I/Objectives

- To use Adjective to describe people, life and scenery in the countryside/ talk about life in the countryside Listen and repeat the words and mark stress/ to pronounce the words with the correct stress patterns Revise Comparison, present simple

- Practice listening and speaking with the lexical items related to the topic countryside

- Vocabulary : -vast (a): nomadic (a): brave (a): blackberry (n): running water (n): Grammatical structures :

* Skills: Practice listening and reading ,speaking with the lexical items related to the topic

- S may forget comparative of form adjectives so teacher should repeat them

Which do you prefer: city life or

country life? Why? Why not? How

about life and people in the country?

-T asks Ss to Work individually

B Presentation

Activity 1

T asks Ss to listen to to the recording

and repeat the words

Ss: Listen and repeat

-T checks understanding of these

words

Activity 2 Put the words in 1 into the

- vast (a): rộng lớn, mênh mông, vô bờ

- nomadic (a): thuộc về du mục

- brave (a): can đảm

- blackberry (n): quả mâm xôi

peaceful, nomadic, colourful,

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- T corrects

Key:

Activity 3 Match the nouns/ noun

phrases in the box with the verbs

T Explains about the differrent

betwwen ‘pick’ and ‘pick up’

- pick is the specific verb used for

collecting fruit, vegetables or flowers

through the action is the same as the

more gereral term ‘ pick up’

- Ss work independently

- Let them exchange their answers with

a partner

- T elicits the correct answers

Activity 4 Complete the sentences.

T asks Ss to use the vocabulary they

have learnt in 1 and 3 ( for adjectives

and verbs) to do this exercise

- T ass Ss to look at the sentences and

decide if an adjective or a verb is

- Ss listen and repeat

- T asks Ss work in small group

E Wrap-up( 4ms)

Ss practice saying as many words to

describe the life in the countryside as

possible

Ex nomadic, hard

F Homeassignment(2ms)

- Learn new words

Do ex: A in page 8 in workboook

- Prepare : A closer look 2

miserable = unhappyScenery Vast, colourful, peaceful, natural,

imposing ( hùng vĩ)

3 Match the nouns/ noun phrases in the box with the verbs.

- pick fruits / vegetables/ flowers >< pick up (v): đón

ride A horse, a camelPut up A tent, a poleCollect Hay, water, fire woodHerb Cattle, the buffalopick Wild flowers, apples

4 Complete the sentences.

II Pronunciation: Clusters /bl/, /cl/

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

6 Listen and circle the words you hear.

Key:

blame, blast, blue, clock, close

7 Listen to the sentences and repeat.

* Adjustment:

Date of preparing:

Date of teaching:

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A closer look 2 I/Objectives

-To review comparative of adj./ adv & use comparative form of adv of manner

- To practice doing exercises with adjectives/ adverbs of manner

- Vocabulary :

comparative of adj./ adv & use comparative form of adv of manner

* Skills: Practice reading ,speaking, writing with the lexical items related to the topic

- T: lesson plan, visual pictures , projects

- S may forget comparative of form adjectives so teacher should repeat them

IV/ Procedure

A Warm up

chatting about the differences between the

life in the countryside & the city

- T asks Ss to use adj./ adv to compare the

life in the countryside & the city

- Work individually (as many sentences as

possible)

………

B Presentation

Activity 1:Comparative form of adj

- T reminds Ss of comparative form of

adjectives

- T recalls the form of comparative of Adj./

Adv

- T asks Ss to give examples for these form

-Ss: Work individually (as many sentences

- T Asks Ss to give examples for these form

-Ss: Work individually (as many sentences

Ex: E is more difficult than History.

Exe1 Complete the passage below

1 higher 4 more exciting 7 more friendly

2 easier 5 more convenient 8 fast

3 better 6 happier 9 safer 10 best

Comparative form of adverbs ( adverbs of manner)

Ex: Nhung writes more carefully than Lam

-> Tung writes less carefully than Nhung

(How does Nhung write? How does Tung write?)

-> Form:

S1 + Vchia + more + long adv than + S2.

short adv +er

- Almost adverbs of manner ending in ly

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Activity 2 Complete the sentences with

Activity 3 Finish the sentences below

- T asks Ss to do exercise individually

- T calls some Ss to give answer

- T corrects and underlining the comparative

E Wrap-up( 4ms)

- Ss retell form of comparative of Adj./ Adv

- Ss make sentences with adj./ adv

F Homeassignment(2ms

- Learn by heart new words

- Do ex:B in page 10,11 in the workbook

Prepare : Communication

Adj + ly -> adv

Ex: - easy -> easily - happy -> happily

- bad -> badly - clear -> clearly

- Special cases

- well -> better , - badly-> worse

2 Complete the sentences with suitable ….

1 more slowly 2 more soundly 3 less traditionally

4 more generously 5 more healthily

3 Finish the sentences below

Key

1 better 2 faster 3 later

4 harder 5 worse 6 earlier

4 Underline the correct comparative forms to

… Key:

1 The countryside is more peaceful than the city

2 A computer works faster at calculus than a human being

3 Life in a remote area is harder than life in a modern town

4 HCH City is more expensive than Hue

5 A buffalo can plough better than a horse

* Adjustment:

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- To discuss and share their replies with friends

- To read the posts on “holidays in the countryside.”

- Vocabulary : disturb – ed (v) - beehives (n) - experience (n)

- home- made products (n) - dig – dug- dug (v)

* Skills: Practice reading , speaking, writing with the lexical items related to the topic

IV/ Procedure

A.Warm up(5ms)

- chatting something about the life in the

countryside & the city

answer some questions

- Work individually (as many sentences as

- What could Dennis do?

- Is this the most interesting vacation Julie has

ever had?

- What did she do?

- Why can’t Phirun stay in the countryside any

longer?

- Why will Lan always remember her trip to

the countryside?

- How does Bob feel about the countryside?

T calls on some groups practice in front of the

T explains that Ss are going to read some

online posts from people all over the world

T elicits from the Ss where these people live

Ss: Paris, London, Phnom Penh, Tokyo Ha noi,

Questions: Have you ever had a holiday in the

countryside?

What did you do there?

When? How did you feel?

Do you wish you could come back some day? Which place is more peaceful, the city or the countryside?

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- T: establishs that they all live in big cities

They are talking about their experiences of

staying in the countryside They all have very

defferent opinions of the experience

- T asks Ss to read the posts

Ss: read the posts Check that everybody

understands the meaning of each post before

moving on

Activity 2 tick () the appropriate box

- Ask Ss to work independently

Ss this exercise independently

- Ask them to look for expressions which

help them decide their answers

- Ss can compare their answers with

partner and discuss any differences

- T checks the answers as a class

Activity 3 : Work in groups Reply to the

posts in 1 Write down your replies

T asks Ss to work in groups of between five

and seven Explain that now they have a change

to reply each post with their own opinions

Hand out a piece of blank paper for each post

Have the groups write the name of each post at

the top,

- Ss Continue passing the papers around

until everyone has replied to every post Ss

refer to the examples as models for their

answers If time is short, Ss can do the

replies to three or four posts

T encourages Ss to choose a variety of posts

with different attitudes

Ss write down their replies

T asks each group to read out one of their reply

chains to a post and discuss it as a class

E Wrap-up( 5ms)

- T asks Ss to retell the content of lesson

F Home assignment(3ms

- Do ex: C in page 12 in workbook



Phirun fromPhnom Penh



Lan from HaNoi



Bob fromKong Kong



e.g.Bob from London Each student writes ashort reply to a post and then passes the paper

to the person on their left

They take the next paper from the person ontheir right They read the reply and then addtheir own

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* Adjustment:

- To read for specific informmation about an unusual listyle in the countryside

- To talk about what they like or dislike about life in the countryside

- Vocabulary : pasture (n), grassland(n), circular (a), ger,

* Skills: Practice reading ,speaking, with the lexical items related to the topic life in the

countryside

- T calls some Ss to give answers

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

highland

Trang 24

which help them make their decision Ss

exchange their answers Allow them some time

to explain to one another about their choice

- While reading

Activity 1: Match

T: asks Ss to read the passage again and

underline the words (a-e) They then try to

guess the meanings of these words, based on

the context

- Ss complete the task independently

Activity 2 Ss may be able to remember the

main information of the passage without having

to reread it Ask them to read the questions and

do the exercise independently T 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

Speaking (15ms)

Before -speaking

Activity 1: work in pairs Interview…

T asks Ss to work in pairs

Ss: work in pairs

Ss should individually refer to the passage and

underline at least one thing they like about

Monolian nomadic life and one thing they don’t

like about it They can then start the interview;

one asks and one 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 make two lists of

their likes and dislikes on the board and see

which ideas are the most common

While speaking

Activity 2: Work in pairs Discuss and find

Ss move from talking about nomadic life to the

countryside in Viet Nam

Ss work in pairs, discussing which two things

they both like and which two things they both

dislike They can make a list in order to report

to the class later

After -speaking

For more adveanced Ss, and if time allows,

let the whole class listen to each list and

discuss what they think about these

Key: 1.A 2.C 3.A 4.B5.C

A: What do you like about their nomadic life? B: Well, the children learn to ride a horse

A: And what don't you like about it?

B: They can't live permanently in one place

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- To listen to for specific informmation about changes in the countryside

- To write a short paragrap about changes in the countryside

- Vocabulary : pasture (n), grassland(n), circular (a), ger,

* Skills: Practice Listening, and writing with the lexical items related to the topic life in the

countryside

T: Where is the house?

Ss : it’s in the country

T Who are they?

Ss: They are visitors

While- Listening

Activity 1: listen to the boy talking about

Trang 26

changes in his village and tick

- T gives Ss time to look at the changes (A-F)

- T asks questions to make sure that Ss

understand the meanings of the words/phrases

- T plays the recording and Ss tick the changes

which are mentioned

- T calls on Ss to give their answers

-T corrects

Activity 2: Listen again and say

- T has Ss read the sentences Check if they

know the word ‘earthen’

Ss listen to the recording again ( as many times

as needed of if time allows) and complete the

exercise

- T checks their answers as a class

Activity 3: Listen again and answer the

questions

Ask Ss to read the questions first to see what

kind of information they need to find Some Ss

might be able to answer some questions to the

recording again T plays the recording Ss listen

and decide what word/phrase to write down for

the answer They can compare their answers

with a partner T checks as a class

After -listening

Note: Some Ss may not be familiar with short

answers You may allow them to answer the

questions in full first and see what they can do

to shorten their answers to within four words

Ask them to focus on the key words

Writing (17ms)

Before -writing

Activity 1: Which changes

First, remind Ss of the changes in the village

from the listening passage T can help by

writing the changes in brief on the board as a

guide for the writing exercise For example:

-earthen houses -> brick houses

Ss can use this information and the example

given in 4 to write their opinions about the

changes

While - writing

Activity 2

Place Ss into small groups of three or four Ss

in each group work together to decide which

rural area they will talk about

T asks Ss to discuss and note down some

changes they can find in this area

D… EntertainmentE……School

2: Listen again and say

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

3: Listen again and answer the questions

Key: 1.His parents

2 Life outside their village

3 Nearby/Near the village

4 The way of life

Writing

6 Ss use their notes about the changes in

a rural area to write a paragraph describing thechanges T can guide their writing by providingthem with some key words/phrases like ‘Thefirst change is…’ or ‘The assign it as homework

Trang 27

- Do ex: 2 in page 13 in workbook

- Prepare: looking back + project

* Adjustment:

Date of preparing:

Date of teaching:

Looking back + project I/Objectives

- To Revise the knowledge they’ve learnt about the topic “ topic life in the countryside

- Vocabulary :

Comparative of adj./ adv & use comparative form of adv of manner

* Skills: Practice speaking, and writing with the lexical items related to the topic life in the

countryside

- S may forget some vocabularies, use comparative form of adv of manner

so teacher should repeat them

Ss: many big schools, large roads, electrical

appliances, many beautiful houses

B Presentation (8ms)

Vocabulary

Activity 1: Use the words and phrases in the

box to describe the pictures

- T asks Ss to work independently

- Ss complete this exercise independently

- T checks the answers

1: Use the words and phrases in the box to describe the pictures

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C Practice(17ms)

Activity 2: Look at each picture and write a

sentence describing each person is doing

- T asks Ss to look at each picture and write the

sentences

- Ss look at each picture, then at the verb that

goes with it Ss write the sentences in their full

forms

- T 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

- T gives feedback If a sentences is incorrect,

ask Ss to correct it

Grammar

Activity 3: Look at the pictures and

complete the sentences, using suitable

comparative forms of the adjectives

- T asks Ss to work independently

- Ss complete this task independently

They can then exchange their answers with a

partner

- T checks as a class

Activity 4: Read the situations and complete

the sentences with suitable form of the

adverbs in brackets

- Ask Ss to read the situations carefully and

decide which two things are being compared

- Ss may prefer to the completed sentences in 3

as a guide for this sentence completion

- Ss complete the exercise independently and

then compare their answers with a partner

- T checks as a class

D Production (7ms)

Project

- Have Ss Looked at so far It also

encourages ss to create rural place they

dream of or would like to live in

.-encourage Ss to imagine the things they

could do in such place

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

inconvenient, ger, pasture, cattle, horses

2: Look at each picture

Suggested answers : 1 A boy is riding a

horse

2 A man is herding his cattle/sheep

3 A girl is picking apples (from an appletree)

4 A boy is flying a kite

5 The children are running around in thefields/countryside

6 A woman is collecting water from the river

3: Look at the pictures and complete the sentences

Key: 1.faster than

2.earlier than 3.better-than 4.more skillfully than 5.more beautifully-than

4: Read the situations and complete the sentences

Key: 1…faster than a camel.

2…more happily than those in the city 3…more heavily on the weather thanpeople in many other jobs

4…worse than I do

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F Homeassignment(1ms.)

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

* Adjustment:

- To use the lexical items related to cultural groups of Viet Nam

- To ask and answer different question types

2 Knowledge and skills:

- Vocabulary :

Questions: review

* Skills: Practice listening, speaking, reading, and writing with the lexical items related to the

topic Peoples of Viet Nam

- Ss: vocabularies related to the topic ‘Peoples of Viet Nam

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

IV Procedure

A.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

Solve the crossword puzzle below

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

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

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 bebrave to do it

4.People in the countryside are often openand…

5… was loaded onto a cart and transportedhome

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

1: Listen and read

Trang 30

able classes,

- T can brainstorm questions with Ss and write

them on the board Questions may include:

Ss answer questions as a class

- T plays the recording and has Ss follow along

- 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

- Ss work individually to answer the questions

- Ss compare answers with a partner and then

discuss as a class

– 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 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

•What can you see in the picture?

•Do you know these characters?

•Where are they now?

•What are they talking about?

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

+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

Trang 31

Activity 2: Use the words and phrases in the

box to label each picture

- Ss work in pairs and label each picture

Then let Ss read each word/phrase

correctly Check and correct their

Ss practice saying ‘ethnic’ groups of Viet

Nam and where they live

Ex Nung, Dao, Tay, Thai…

Tay , Nung , Thai live in the northern of

Viet nam…

- Leant by heard new words

- Do Ex: 1 in page 17 in workbook

- Preare unit 3: A closer look 1

2 They want to know about the ethnicgroups of Viet Nam

3 There are 54 ( ethnic groups )

4 The Viet (or Kinh) have the largestpopulation

5 Yes, they do

2 Do the Hmong have their ownlanguage?

3 Where do the Coho live?

4 What colour is the Nung’s clothing?

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

6 Whose arts are displayed at a museum

in Da Nang?

* Adjustment:

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- To pronounce word containing clusters / sk/, /sp/ and / st/

- To use articles a, an and the

2 Knowledge and skills:

- Vocabulary :

- Grammatical structures : articles a, an and the

- Pronounciation: /sk/, /sp/ and /st/

* Skills: Practice listening, speaking, and writing with the lexical items related to the topic

Peoples of Viet Nam

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

IV Procedure

A.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 pairs

- 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

Ss 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

-Ss 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

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

Trang 33

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, understand

- Give examples with sk/,/ /sp/and /st/

- Do exercise A in page 16 in workbook

- Prepare: unit 3 A closer look 2

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/st/: stamp, first, station, intead

Trang 34

- To use articles a, an and the

- Vocabulary :

articles a, an and the

Questions : review

* Skills: Practice reading, speaking, and writing with the lexical items related to the topic

Peoples of Viet Nam

- T: lesson plan, visual pictures

- The topic of the vocabulary may strange to some ss, so the T are ready to provide help

IV Procedure

A.Warm up

- T asks Ss to make questions Yes/No

questions and Wh-questions

- Ss make questions Yes/No questions and

Wh-questions

Eg: Do you go to school by bike?

How far is it from your house to scvhool?

………

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

- Ss read

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

class

T Corrects their pronounciation, intonation and

stress, and give explanation if necessary

Activity 2: Write questions for these answers

- T asks Ss to work in pairs write questions

- Ss work in groups or in pairs and write

questions for the answers given

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

1: Read the passage

2: 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?

Trang 35

right questions words

- T asks Ss to work individually

- Ss work individually to complete the task

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

- 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

I am going to have an exam tomorrow

The president of USA is Obama

8 Would you like to live? ( in a modern flat) inthe city?

3: complete the questions using the right questions words

1.Who does the shopping in your family?

2 Who is the principal of our school?

3.Which subject do you like better, English ormaths?

4.What is the most festival in Viet Nam?

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

Answer( Ss’s own answers)

4 The Lunar New Year

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 Kinh speak Vetnamese

+ sử dụng trước so sánh hơn nhất của tính từtrạng 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

Trang 36

- 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

* Adjustment:

- T asks Ss to work in pairs

Ss 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

- Ss work in groups Let them discuss and then write

down the ethnic groups in the correct boxes

Key: 1 B 2 A 3 C

4 B 5 C 6 A

Northwest region Viet, Northeast regionViet, Hmong,

Trang 37

- Encourage them to add other ethnic groups they know

of to the list

- T moves around the groups and gives assistance where

need

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

Ss: Where do The Hmong live in Viet Nam?

Which of the groups has the largest peoples?

Ss: the Thai

The central HighlandsViet, Bahnar,Brau, Ede, Giarai, Sedang

Mekong river deltaViet, Cham, KhmerRed river delta Viet

Trang 38

– Do Ex: C in page 19 in workbook

- Prepare: Unit 3 Skills 1

* Adjustment:

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

- To talk about the life of ethnic groups

- Vocabulary : cannal, dig , weave, ornament, worship

- Ss: vocabularies related to the topic Peoples of Viet Nam

- 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,

T reminds the rest of the Ss to think about

what the answer will be, without looking at the

1.Work in pairs Answer the questions

Trang 39

- 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

- T explains new words

+Is bread main food for the Thai people?

Call on some groups present in front of the

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

3.Answer the questions

Key:

1 Yes, it is2.their main food is rice

3 It is well known for being unique, colourfuland 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

Trang 40

- Ss make sentences

– Do Ex: D (1,2) in page 20,21 in workbook

- Prepare: Unit 3 Skills 2

* Adjustment:

- To listen for specific information about a trditional dish

- To write the recipe for a traditional dish

- Ss: vocabularies related to the topic ‘Peoples of Viet Nam ’

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

- 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

1 Answer the question

2 Listen to the passage and tick Tor F

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