GIÁO ÁN TIẾNG ANH 8 GLOBAL SUCCESS (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2023-2024 (TUẦN 1-14).pdf

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GIÁO ÁN TIẾNG ANH 8 GLOBAL SUCCESS
(CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT)
NĂM HỌC 2023-2024 (TUẦN 1-14)
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G I Á O Á N T I Ế N G A N H T H E O
C Ô N G V Ă N 5 5 1 2
Ths Nguyễn Thanh Tú
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Date of planning : …/… / 2023
Date of teaching : …/… / 2023
WEEK : 1
Period 1 : INTRODUCTION
INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS
I. OBJECTIVES: By the end of the lesson students will be able to gain the following things:
1. Knowledge:
- To introduce new Tieng Anh 8 textbooks. Student’s book and Workbook
- Tell students something about Great Britain; England and English. Students learn how to study
English well and know the way to learn English.
*Vocabulary: Use lexical items related to text book, and the way to learn English in class; at home...
some classroom languages.
* Grammar : To be; present simple tense; present continuous tense , can , must …
2. Competence: Students will be able to know how to study English effectively and how to use new
Tieng Anh 8 textbooks and know the methods to study new Tieng Anh 8 textbooks.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Qualities: To teach Ss the love of English; The awareness about importance of learning English.
- Developing self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 8 text book, laptop, projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Sach mem.vn ; hoclieu.vn .
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3’- 5’)
* Objectives:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss
to warm up to the new class.
* Expected outcomes: Having a chance to speak English and focus on the topic of the lesson..
* Organisation: Teacher’s instructions…
Teacher’s & Student’s activities Content
+ Greeting
+ Chatting
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to
creat a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class…
+ Greeting
+ Chatting. T_Ss
- Students (Ss) listen and learn how to introduce
themselves.
- Introduce themselves (name; age; address;

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- Have Ss to introduce themselves.
- T encourages Ss to talk in English as much as
possible
+ Lead to the first unit of the new school year.
- Write the unit title on the board and ask Ss
guest what they are going to learn this unit …
- Ask Ss to open their book and introduce what
they are going to study….
likes; dislikes ….friends… )
+ Students (Ss) listen and learn how to do the
tasks.
- Answer the teacher’s questions
- Open their book and write .
2. NEW LESSON (12’-15’)
ACTIVITY 1+ 2:
* Objectives:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, and the grammar points to be learned.
* Content: Some brief notes; Something about England, English . Introduce New Tieng Anh 8
* Expected outcomes: Ss learn something about England, English; Learn how to use New Tieng
Anh 8
* Organisation: Teacher’s instructions….
1. T. asks sts some questions about England.
- What do you know about England?
- T. gives sts something about England and
English.
- It located in North-west coast of Europe with
very mild weather not too hot but not too cold.
- It consists of four parts: England, Wales,
Scotland and Ireland.
- It’s official name is the UK
- Each part has its own flag of UK.
2. English:
- How many people speak English as their
mother tongue?
- How many people speak English as their first
language?
- How many people speak English as their
second language or first foreign language?
- Why do you learn English?
- Is it important? Difficult? Useful? Interesting?
=> It’s very important, useful, interesting. It is
the means of communication to one another.
3/ New English 8 text book:
- How many units are there in English 8 text
book?
- What are they about?
There are 12 main units in the Student's Book.
Each unit has seven sections and provides
language input for seven classroom lessons of
45 minutes each...At the beginning of each unit,
- T_Ss
- Listen carefully and read aloud.
- Answer the teacher’s questions
- Give the answers
- Ss answer if possible
- Listen carefully and read aloud.
- There are many interesting things of England
and you’ll gradually know about them in the
progress of learning English.
2/ Introduction: English is an international
language. Hundreds of million people speak
English in the world. 400 million people speak
English as their first language, 600 million
people speak English as their second language
or first foreign language. 4/5 of the world’s
computers use program in English. ¾ of all
international correspondence is in English.
3/ English 8 has 12 Units.
- T_Ss
- Each unit has 7 lessons.

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there are explicit learning objectives that clearly
state the main language points and skills to be
taught in the unit.
- Section 1 : GETTING STARTED.
It begins with a conversation followed by
activities which introduce the topic of the unit.
It then presents the vocabulary and the grammar
items to be learned and practised through the
skills and activities of the unit.
- Section 2 : A CLOSER LOOK 1 .
This section presents and practises the
vocabulary and pronunciation of the unit. The
active vocabulary of the unit is given in an
interesting and illustrated way so that it is easy
for students to memorise. Two sounds, which
appear frequently in the unit, are given and
practised in isolation and in context. Stress
pattern of two-syllable words, three-syllable
words, and rising and falling intonation for
questions are also dealt with in the last units of
the book. There are different exercises focusing
on intensive practice of vocabulary and
pronunciation.
- Section 3 : A CLOSER LOOK 2 .
This section deals with the main grammar
point(s) of the unit. The new language point(s)
taught in this section is / are already introduced
in Getting Started. The exercises are well
illustrated to help students remember and use
the grammar items effectively. The Remember!
boxes appear wherever necessary to give the
rules or explanations and help students avoid
common errors.
- Section 4: COMMUNICATION.
This section is designed to help students use
functional language in real life contexts and
consolidate what they have learnt in the
previous sections. It also gives students
opportunities to learn and apply the cultural
aspects of the language learnt to their lives and
provides cultural information about Viet Nam
and other countries.
Everyday English in this section gives students
the skills to communicate effectively in various
everyday situations...
- Section 5 : SKILL 1 . READING AND
SPEAKING.
Reading
This section aims to develop students' reading
abilities. The reading text is often based on the
vocabulary and structures that students have
previously acquired to make the activity
achievable..
Speaking
This section aims to provide further practice to
support students in their spoken English....
- Section 6 : SKILL 2: LISTENING AND
WRITING.
Listening
The listening activity follows the oral practice in
the Speaking section. It provides students with
an opportunity to listen to the language that they
have practised orally, and trains them to listen
for general and specific information.
Writing
This section focuses on developing
students'writing skills. It normally involves one
of the text types required for students' skill
development. …
- Section 7: LOOKING BACK & PROJECT.
Looking Back recycles the language from the
previous sections and links it with the unit topic.
Its activities and exercises are designed to help
students consolidate and apply what they have
learnt in the unit. Teachers can use this section
to evaluate their students' performance and
provide further practice if necessary.
The Project activity helps students improve
their ability to work independently and in a
team. It extends their imagination in a field
related to the unit topic.
* English is not too difficult but it requires you
hard working.
- Ss need learn by heart all vocabulary and their
usage.
- Review the lesson everyday.
- Learn English everyday.

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3. PRACTICE (15’)
ACTIVITY 3:
* Objectives: To help Ss understand the lesson. Class room language
* Content: Some brief notes; Something about England, English . Classroom language…
* Expected outcomes: Ss learn something about England, English; Classroom languages…
* Organisation: Teacher’s instructions….
3. How to learn English best?
- Tell us how you learn best?
- Tell us how you can learn English best?
* Some useful classroom languages:
- Who is the monitor?
- Who is absent today?
- Who is on duty today?
- May I go out?
- May I come in?.......
- How to improve your English :
- Listen to the teacher carefully, learn E. from
many sources, always enrich your vocabulary,
do exercises carefully, practice speaking,
listening, writing, reading everyday. …
- Ss should work hard everyday to improve their
English.
“ Hard work is the key to success”
- T_Ss
- Listen carefully
- Practice saying classroom languages.
- Work in groups; in pairs; present the
projects….
4. PRODUCTION/ FURTHER PRACTICE (8’)
ACTIVITY 4:
* Objectives: To revise / teach classroom languages.
* Content: Some brief notes; Something about England, English . Classroom languages…
* Expected outcomes: Ss know something about England, English; Classroom languages…
* Organisation: Teacher’s instructions…..
- T gives some questions to introduce the class
expressions.
- Have Ss listen and repeat.
- Teacher says “ go out, please”‡ Go out
- Teacher says “No” ‡ Don’t go out
- Call on some pairs to practice in front of the
class.
- The greetings : - Goodmorning
- Good afternoo ; Good morning
- Good bye ….
- We can say “ May I go out”
- You can say “Stand up, please”.
- Listen, please; Read after me
- Repeat please…..
5. WRAP-UP & HOME WORK (2’)
* Instruct/ guide students to do their homework.
- Prepare textbook, workbook, exercise book .
* HOME WORK
- Learn classroom languages.
- Prepare new lesson: Unit one LEISURE TIME.
==============================

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Date of planning:..…/ 9 / 2023
Date of teaching: ………..…
WEEK: 1
Period 2: UNIT 1 : LEISURE TIME
Lesson 1: GETTING STARTED
I’m keen on doing DIY (do-it-yourself)
I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following:
1. Knowledge: - An overview about the topic Leisure time
- To practice listening and reading skills .
- Use words related to leisure activities and expressions about likes and dislikes;
+ Vocabulary: words related to leisure activities and expressions about likes and dislikes;
+ pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences;
* New words: a kniting kit; keen on; DIY; spend; hang out; join; puzzles; message…
+ Grammar: Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk
about likes and dislikes;
2. Competence:
- Students will be able to practice listening and reading skills .
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork. Be actively join in class activities.
3. Qualities:
- Love talking about activities in leisure time.
- Develop self-study skills.
II. TEACHING AIDS:
- Computer connected to the Internet
- Sach mem.vn ; hoclieu.vn
III. PROCEDURE:
* Objectives: - To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lesson.
* Expected outcomes: Having a chance to speak English.
* Organisation : Teacher’s instructions …
Teacher’s Student’s activities Content
+ Greeting
+ Teacher (T) asks Ss some questions about the
previous lessons,
create a friendly and relaxed atmosphere to inspire
Ss to warm up to the subject and new class…
possible
+ Before ss open their books, T asks ss what they
like doing for pleasure in their free time.
+ Greeting
- T_Ss.
+ Students (Ss) listen and learn how to do
the tasks.
- Open the book and write the tittle of the
lesson.

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Summarise ss' answers and ask them what these
activities are called.
- Elicit the phrase leisure activities. Tell ss that free
time can be called leisure time. Write the unit title
on the board Leisure time. Let ss open their books
and start the lesson. Otherwise, T can:
- Show a picture with a lot of leisure activities for
15 seconds (see below).
- Hide the picture and ask ss to name the activities
they see in the picture.
- Lead into the new lesson by saying: We do these
activities in our free time or leisure time. Write the
unit title on the board Leisure time.
- Share with ss the objectives of the lesson and let
them open their books and start the lesson. It is a
good idea to write the objectives in a corner of the
board and leave them there or put them on a slide to
show ss.
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
ACTIVITY 1:
* Objectives: - To set the context for the introductory dialogue;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to
be learnt.
* Content: Learn some new words . Read the conversation and find out new words. Focus on
topic of the lesson, grammar points…
* Expected outcomes: Knowing more new words. Understanding the conversation; topic of the
lesson, grammar points. Students know the topic of the unit and be ready for the conversation.
* Organisation : Teacher’s instructions.
1. Listen and read :
* Teach vocabulary:
+ Teacher uses different techniques to teach vocab
(situation, realia, translation.)
+ Teacher introduces the vocabulary by:
- providing the pictures
- eliciting the definition of the words
+ Teacher do the “Rub out and remember”
checking technique.
- Ask ss to look at the pictures on page 8 - 9 and
answer the questions below:
- What are they talking about?
- What activities can you see in the small pictures?
- Elicit answers from ss.
- Introduce the two characters:Tom and Trang.
Explain that they are friends, and they meet each
other by chance in a shopping mall.
- T_Ss
*Vocabulary:
1. knitting kit (n) bộ dụng cụ đan len
2. DIY (n) tự tay làm lấy
3. Dollhouse (n) nhà búp bê
4. make paper flowers (v.phr)
làm hoa giấy
5. hang out (v) đi chơi

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- Play the recording twice for ss to listen and read
along. Have ss underline the words that are related
to the unit topic while they are listening and
reading.
- Invite some pairs of ss to read the conversation
aloud.
- Have ss say the words in the text that they think
are related to the topic Leisure time. Quickly write
the words on one part of the board. Comment on ss'
answers.
3. PRACTICE ( 15’)
* Objectives:
2. To help ss understand the conversation.
3. To introduce some vocabulary items related to leisure activities.
4. To help ss revise the leisure activities they have learnt in 3.
* Content: Listen and read the conversation. Complete the sentences; Write the activities under
the correct pictures.
* Expected outcomes: Ss understand the content of the conversation and know the vocabulary
related to the topic.
* Organisation :
ACTIVITY 2: Read the conversation again and complete the sentences.
+ First, ask ss to read the sentences and fill in the
blanks without reading the conversation again.
- Elicit the answers from ss. Quickly write these
answers on the board.
Now have them read the conversation again to
check their answers.
+ Allow them to share answers with a partner
before discussing as a class,
- Ask Ss for their answers again, referring to the
answers that have been written on the board before.
- Confirm the correct answers.
- T_Ss
- Work individually.
* Key:
1. knitting kit 2. leisure time
3. other people 4. hang out
5. Sunday
ACTIVITY 3: Work in pairs. Write the activities from the box under the correct pictures.
- Have Ss work individually to write the word and
phrases in the box under the pictures. Have them
compare their answers with a partner.
- Invite some ss to go to the board and write their
answers.
- T_ Ss
- Ss to work individually.
* Key:
1. messaging friends 2. cooking
3. playing sport 4. doing puzzles
5. doing DIY 6. surfing the net

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- Have ss practise saying the word and phrases
again.
EXTRA ACTIVITY:
- Put Ss into pairs.
- Ss read off the activities in the word box in 3 and say two sentences about one of the activities
that they do. One sentence needs to be true and the other false:
Eg: 1. I enjoy cooking 2. I hate cooking
- The partner guesses which sentence is true.
- Ss switch the roles and continue with a few more activities.
ACTIVITY 4: Work in pairs. Read the phrases, and guess which activities in 3 are
described
- Have Ss work in pairs and read the key words and
phrases given, then guess the leisure activities.
- Ask for Ss' answers and confirm the correct ones.
For a more able class, have ss work in groups. Each
group writes down some key words and phrases
about one or two leisure activities they do or know.
Then they read aloud these words / phrases for the
class to guess the activities.
- T_ Ss.
* Key:
1. doing puzzles
2. doing DIY
3. playing sport
4. messaging friends
5. surfing the net
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
ACTIVITY 5:
* Objectives: To help ss practise using the vocabulary items related to leisure activities.
* Content: Ask and answer the questions; Report the friends’ answers
* Expected outcomes: Asking and answering the questions; Report it.
* Organisation :
5. Work in groups. Ask one another the question below. Then report your friends’ answers
to the class.
- Set time (3 — 5 minutes) for ss to do this activity.
- Have ss work in groups to ask one another the
question in the book. Invite some ss to share the
answers of their groups with the class.
- For a more able class, ask ss to work in their
groups again and brainstorm all the leisure
activities they know. After three minutes, the group
with the most answers wins, and they are invited to
share their answers with the whole class.
* Report it.
* Example:
If you have some free time this weekend.
What will you do?
* Suggested outcome:
If I have free time this weekend, I will go
to the cinema to see the latest film.

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- Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the objectives on
the board or show them the slide with the objectives. Tick the objectives that have been learnt.
- Ask ss to say aloud some words they remember from the lesson.
- If there is a projector in the classroom, then T should show the dialogue and highlight the key
words related to the topic. It would be helpful if T also highlights in the dialogue the expressions
about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking / disliking + to-
infinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will learn these
language points in the upcoming lessons.
* HOME WORK:
- Do more exercises in workbook.
- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .
==============================================

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Date of planning:…………..
WEEK: 1
Period 3 : UNIT 1 : LEISURE TIME
Lesson 2 : A CLOSER LOOK 1
1. Knowledge:
- The lexical items related to Leisure time.
- Pronunciation: pronounce words that contain the sounds: /ʊ/ and /u:/ correctly
+ Vocabulary: The lexical items related to Leisure time.
+ pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences;
* New words: be fond of ; be keen on ; be crazy about…..
2. Competence:
- Students will be able to know some new words and learn how to use them.
- Develop communication skills and creativity.
3. Qualities:
- Develop the love of leisure activities and expressions about likes and dislikes
- Ss have the good attitude to working in groups, individual work, pairwork, cooperative
learning.
II. TEACHING AIDS:
- Sach mem.vn ; Or hoclieu.vn .
III. PROCEDURE:
* Objectives:
- To create an active atmosphere in the class before the lesson;
* Expected outcomes: Having a chance to speak English. Students get some vocabulary from the
lesson and be ready for the lesson.
+ Greeting
previous lessons,
+ Greeting
- T_Ss.
the tasks.

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possible
+ Show some pictures of the leisure activities ss
learnt in the previous lesson. Have some say the
activities aloud. Lead into this lesson which focuses
on expressions about likes and dislikes and /ʊ/ and
/u:/ .
- Share with ss the lesson objectives and have them
open their books and start the lesson. It is a good
idea to write the objectives in a corner of the board
and leave them there or put them on a slide to show
Ss.
lesson.
* Objectives:
- To present some expressions about likes and dislikes.
* Content: Learn some new words .
* Expected outcomes: Knowing more new words. Students know how to use the target
vocabulary.
ACTIVITY 1: Match a word/ phrase in column A with a word in column B to make
expression about likes
* Teach vocabulary:
checking technique.
** Have Ss read the words / phrases in column A
and B and match them to make expressions about
likes. Remind them that a word / phrase in column
A can only go with one preposition in column B.
Have ss work in pairs to compare their answers
before giving T the answers.
Check and confirm the correct answers. Ask them
to change the expressions they have got so that the
expressions can be about dislikes.
Elicit answers from ss. Confirm that when we want
to change the expressions into those about dislikes,
we can put not after the forms of the verb be. Give
them the example: is fond of, which is changed into
is not fond of. Invite some ss to do the same with
other expressions.
- T_Ss
*Vocabulary
1. be interested in (n) quan tâm , thich
2. be fond of (n) thích (rất nhiều )
3. be keen on (n) mê , thich
4. be crazy about (adj) thích (Phát cuồng)
5. be into (adj) thích
* LANGUAGE NOTE:
- To be keen on means to be very interest
in or willing to do something.
(- To keen on có nghĩa là rất quan tâm
hoặc sẵn sàng làm điều gì đó.)
- I'm quite keen on football. ( Tôi khá mê
bóng đá.)
- To be fond of means to like
someone/something or doing something
very much.
( - To be fond of có nghĩa là thích ai đó /
cái gì đó hoặc làm điều gì đó rất nhiều.)
I'm very keen on strawberries.
( Tôi rất thích/ quan tâm đến dâu tây.)
I'm keen on going to the party.

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- Ask Ss about the form of the verbs placed after
these expressions. Tell them that the verbs need to
be in -ing form.
+ Give them one example: I'm fond of making
paper flowers.
- Demonstrate the negative form: He is not fond of
making paper flowers
( Tôi rất thích đi dự tiệc.)
- To be crazy about is stronger than keen
/fond.
- To be crazy about (Phát cuồng) Dùng nó
mạnh hơn quan tâm / thích.
* Negative:
Example: I'm fond of making paper
flowers.
- The negative form: He is not fond of
making paper flowers.
* Objectives:
2. To help ss practise the expressions about likes and dislikes.
3. To give ss further practice with expressions about likes and dislikes.
* Content: Do the filling with a correct word from the box. Complete the sentences.
* Expected outcomes: Students understand how to use the vocabulary related to the topic.
* Organisation :
ACTIVITY 2: Fill in each blank with a correct word from the box.
- Have Ss do this activity individually. Have ss read
all the sentences carefully to make sure they
understand the sentences and fill in the blanks with
the words in the box.
- Let them share their answers in pairs. Invite some
ss to give the answers and confirm the correct ones
- Ask Ss to make sentences with some of the
expressions they have learnt. Invite ss to share their
sentences. This activity can be carried out as a
competitive game. Ask ss to work in groups and
make as many sentences as possible with the
expressions about likes and dislikes. The group
with the most sentences wins and will be asked to
say their sentences
- T_Ss
* Key:
1. fond 2. interested
3. keen 4. into
5. about
ACTIVITY 3: Complete the sentences about what you like or dislike doing. Use the word or
phrases from the box or your own ideas.
- Ask ss to look at the example to make sure they
understand what to do.
- Have them complete the sentences about
themselves, using the given word and phrases.
Invite ss to share their sentences orally or in the
written form.
- The activity can be done another way: After ss
complete the sentences, ask them to work with a
- T_ Ss
* Key:
1. messaging friends 2. cooking
3. playing sport 4. doing puzzles
5. doing DIY 6. surfing the net

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classmate to share their answers. Then invite ss to
share information with their classmates.
4. PRONUNCIATION: ( 8’)
/ʊ/ and /u:/
* Objectives:
- To help ss identify how to pronounce the sounds /ʊ/ and /u:/
- To help ss practise pronouncing these sounds in words.
* Content: Listen and reapeat the words. Practice the sentences. Underline the bold words..
* Expected outcomes: Students repeats the words correctly
* Organisation :
ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/
- Have some Ss read out the words first. Then play
the recording for them to listen and repeat the
words they hear.
- Play the recording as many times as necessary.
- Explain to Ss that these words have the sounds
and /u:/. Tell them the difference between the two
sounds if needed. Tell ss that /ʊ/ is a short vowel
sound while /u:/ is a long vowel sound.
- Ask Ss to work in pairs to practise saying the
words and put the words into the correct columns.
- Check the answers with the class and confirm the
correct ones.
- Invite some Ss to say some other words they
know that include the two sounds.
* Teacher gives corrections and feedbacks to
students’ pronunciation
- T_ Ss.
* Key:
* Audio script - Track 3:
cook group push June school
would woman move
* Key:
/ʊ/ /u:/
cook, push, would,
woman
group, June,
school. Move
5. Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the bold
words with /u:/.
- Have Ss quickly read the sentences. Now play the
recording for ss to listen to the sentences. Ask them
to pay attention to the bold words and underline the
bold words with /ʊ/ and circle the bold words with
/u:/.
Invite some Ss to share their answers. Confirm
the correct ones.
Play the record ing again for ss to repeat the
sentences,
Have Ss practise the sentences in pairs. Invite some
pairs to read the sentences aloud. Comment on their
* Example:
1. She likes reading books and swimming
in the pool.
2. When it is cool, we like to play
f'ootball.
3. She drew and made puddings in her
free time.
4. My mum loves pumpkin soup and
coffêe with a little sugar.
5. My brother is fond ofwatching the

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pronunciation of the sounds. cartoon about a clever wolf'.
- Ask one or two Ss to tell the class what they have learnt.
- Draw Ss' attention to the objectives on the board or show them the slide with the objectives.
Tick the objectives that have been learnt.
* HOME WORK:
==============================================

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WEEK: 1
Period 4 : UNIT 1 : LEISURE TIME
1. Knowledge:
- Use the verbs of liking and disliking with gerunds and to-infinitive;
+ Verbs of liking/ disliking + gerund
+ Verbs of liking/ disliking + to- infinitives
+ Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences;
2. Competence:
- Students will be able to know some verbs of liking and disliking with gerunds and to-
infinitive.
3. Qualities:
- Develop the love of taking part in leisure activities and expressions about likes and dislikes
II. TEACHING AIDS:
- Sach mem.vn ; Or hoclieu.vn
III. PROCEDURE:
* Objectives:
+ Greeting
+ Chatting.
previous lessons,
+ Greeting
- T_Ss.
the tasks.

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possible
* Ask Ss some questions: What do you like doing in
your free time? What does your mum like doing in
her free time?..
- Invite some ss to answer the questions. Quickly
write some of their answers on the board.
- Underline the -ing form of verbs in ss' answers.
- Ask them if they remember the -ing form of verbs
after some verbs such as like or hate they learnt in
Tiêng Anh 7. Tell them that today they are going to
learn some more verbs to describe likes and
dislikes.
- Lead to the lesson.
- Introduce the objectives of the lesson. Write the
objectives in the left corner of the board.
lesson.
* Objectives:
1.To help ss identify the verbs that go with only gerunds and those that go with both
gerunds and to-infinitives.
* Content: To teach grammar. Verbs of liking/ disliking
- To teach Ss verbs of liking and disliking with gerunds and to-infinitives
* Expected outcomes: Students know how to use the target grammar.
ACTIVITY 1: Work in pair. Put the verbs in the appropriate column.
* INTRODUCTION OF GERUNDS AND
TO-INFINITIVES
- Remind Ss of the concept of the gerund that they
learnt in grade 7. Ask them how gerunds are
formed and how they function grammatically.
Write on the board: I didn't know you like knitting.
and I love to watch TV on Saturdays.
- Explain that in English if we want tofollow a verb
with another action, we must use age run do ran
infinitive. There are certain verbs that can only
befollowed by one or the other,and these verbs
must be memorised. Go through the Remember!
box with ss. Tell ss that verbs of liking / disliking
are often followed by gerunds and to-infinitives,
and verbs such as love, like, hate and prefer may go
with gerunds or toinfinitives with almost no change
in meaning.
- T_Ss
* Verbs of liking:
love
like
fancy
prefer
enjoy
* Verbs of disliking:
detest
hate
dislike
* Suggested answers:
- Verbs followed by gerunds only: detest,
fancy, dislike, enjoy
- Verbs followed by both gerunds and to-
infinitives: love, like, hate, prefer

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- Have Ss read the examples in the Remember! box,
and then encourage them to give their own
examples.
* Objectives:
2- To help Ss practise the correct form of verbs after verbs of liking / disliking.
3- To give Ss further practice with verbs of liking / disliking.
4- To help Ss produce sentences with verbs of liking / disliking.
* Content: Ss practise using verbs of liking and disliking with gerunds and to-infinitives.
* Expected outcomes: Students understand how to use the target grammar.
* Organisation :
ACTIVITY 2: Choose the correct answer A, B, or C.
- Have ss do this exercise individually and then
Ask some ss to share their answers. Confirm the
correct answers.
- T_Ss
* Keys:
1. A 2. A 3. C 4. B 5. A
.
ACTIVITY 3: Look at the pictures and complete the sentences, using the verbs in brackets
in their suitable form.
+ Ask Ss what they see in each picture. For a less
able class, T may want to write some key language
on the board (e.g. play computer games / surfthe
net).
- Have Ss do this exercise individually and then
compare their answers With another classmate.
Invite some ss to write their answers on the board.
- Check the answers with the whole class. Confirm
the correct answers. Accept different sentences
provided that they are correct.
- T_ Ss
* Key:
1. Mark likes surfing / to surf the net.
2. The girls enjoy knitting.
3. My cousin dislikes cooking.
4. My father hates going / to go shopping.
5. Tom and his sister prefer doing / to do
puzzles
EXTRA ACTIVITY:
- Materials: One A4 sheet of paper for every three ss
- Put ss into groups of three.
- One student makes a statement using a verb of liking + gerund. If one of the other Ss agrees,
they repeat the statement.
- Then one group member writes "One of us.. . “ plus the sentence. Or "Two of us.. plus the
sentence or "All of us.. plus the sentence depending upon how many Ss agreed with the
statement.
- The turn goes to another partner who also makes a statement using the same pattern.
- After every student has had a turn, repeat the process with verbs of liking + to-infinitives

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ACTIVITY 4: Complete the sentences about yourself.
- Have Ss work individually to write the sentences
about themselves.
- Invite some Ss to write their answers on the
board.
- Comment on their answers. Accept different
answers provided that they are logical and correct.
* Teacher corrects for students as a whole class.
- T_ Ss.
* Suggested answer:
- I like playing basketball.
- I hate cooking.
* Objectives:
5. To help ss ask and answer about leisure activities, using verbs of liking / disliking.
* Content: Ss practise using verbs of liking and disliking with gerunds and to-infinitive
* Expected outcome: Students’ conversations
* Organisation :
ACTIVITY 5: GAME: Likes and dislikes mimes
+ Divide ss into groups. Assign a group leader to
manage the game.
+ Explain the rules of the game:
One student mimes a leisure activity he / she likes
or dislikes. Other ss guess what the activity is by
asking Yes / NO questions using the verbs they
have learnt.
+ For each correct guess, each student gets one
point. The group leader records the points of his /
her group members.
+ Have Ss read the example in the book and model
the way to play the game with one student if
needed.
+ Let groups play the game for about 3 — 5
minutes.
+ Invite some groups to perform the game in front
of the whole class. Comment on their performance.
* Teacher gives corrections and feedbacks.
* Example:
A: Do you like surfing the net?
B: No, I don’t.
C: Do you love messaging your friends?
B: Yes, I do.
- Ask Ss to say make some sentences with words and phrases they remember from the lesson.
* HOME WORK:
- Prepare new lesson: Lesson : COMMUNICATION.

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

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WEEK: ….
Period ….: UNIT 1 : LEISURE TIME
Lesson 4 : COMMUNICATION
1. Knowledge:
- To intrduce Everyday English.
- Invite and accept invitations
+ Vocabulary: The lexical items related to leisure time.
+ Grammar:
- Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes
and dislikes;
2. Competence:
3. Qualities:
- Love of leisure activities and expressions about likes and dislikes.
- Be ready and confident in real life conversations.
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
* Objectives:
+ Greeting
previous lessons,
possible
** Show some pictures of the hobbies that Ss learnt
+ Greeting
- T_Ss.
the tasks.

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in the previous lessons. Ask some ss to make
sentences about themselves, using the verbs of
liking / disliking.
- Introduce the objectives of the lesson: learning
how to invite and accept invitations and learn about
teen leisure activities around the world.
lesson.
EVERYDAY ENGLISH
Inviting and accepting invitation
* Objectives:
1. To introduce ways of inviting and accepting invitations;
To help Ss practise inviting and accepting invitations.
* Content: Listen and read the dialogue. Learn how to invite and accept invitation.
* Expected outcomes : Students know how to invite and accept invitation.
ACTIVITY1. Listen and read the dialogues below. Pay attention to the highlighted part.
* T elicits the dialogues.
- Play the recording for ss to listen and read the
dialogues at the same time. Ask Ss to pay attention
to the highlighted parts. Tell them that these are
two ways to invite someone and two ways to accept
invitations.
- Have Ss practise the dialogues in pairs. Call on
some pairs to practise the dialogues in front Of the
class.
* Teacher checks students’ understanding by asking
some checking questions.
- T_Ss
*Trang: Would you like to go to the
cooking club with me this Sunday?
Ann: I'd love to. Thanks.
Tom: Do you fancy going for a walk?
Mark: That's great. Thanks.
* Objectives:
2+3 : To practise inviting and accepting invitations in the situations.
- To introduce some more leisure activities appearing in the texts that follow.
4. To provide Ss with information about different leisure activities that teens in different
countries enjoy doing.
* Content: To practice inviting and accepting invitations. Answer the questions. Read and
complete the table.
* Expected outcomes: Students know how to use the structures to invite and accept invitation
* Organisation :
ACTIVITY 2: Work in pairs. Practise inviting and accepting invitations in the following
situations. Remember to use the highlighted language in 1.
- Ask Ss to work in pairs to make similar dialogues,
using the language they have learnt.
- T_Ss
- Work in pairs.

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- Move around to observe and provide help.
- Call on some pairs to practise in frontofthe Class.
- Comment on their performance.
- Have ss react the role-plays, but this time Trang
starts with "Do you and Tom starts with "Would
you like .
* you invite your friend to play
badminton.
- you invite your friend to make paper
flowers with you.
- you invite your friend to try home-made
pizza.
A. Would you like to …… ?
B. I’d love to. Thanks.
Teens’ leisure activities around the world
ACTIVITY 3: To work in pairs. Ask and answer the question.
- Ask Ss to look at each picture and say what
leisure activity it shows. If time allows, ask them
what things are needed for each activity.What is the
activity in each picture?
- Elicit answers from Ss.
- T_ Ss
Picture a: doing origami
Picture b: playing badminton
Picture c: snowboarding
ACTIVITY 4: Read what three teenagers say about their leisure activities. Complete the
table with the information from the text.
- Tell Ss that they are going to read about different
leisure activities that teens in different countries
enjoy doing.
- Have them look at the table of information and
ask them to read the three short texts and complete
the table.
- Ask Ss to work in pairs to do this activity. They
can draw this table on a sheet of paper. After pairs
finish their work, ask them to share their table with
the whole class.
- Comment on their answers. Confirm the correct
answers.
- If time allows, have some pairs give a short talk
about each teen and his / her leisure activity.
- T_ Ss.
* Key:
EXTRA ACTIVITY
Materials: One sheet of A4 paper for every five Ss
- Put Ss into groups of five. Delegate one student to be the group's secretary.
- Ask the group secretary to make a chart similar to the one at the bottom Of 4. Put in five rows.
under the top heading and write the names of the ss in the left column.
- Each student tells their favourite leisure activity and the people they do the activity with as
well as the benefits of the activity.
- When the chart is complete, each group member talks a little bit about their leisure activities

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giving more details about the people involved in the activity as well as the benefits.
- Do a class feedback session to find out the most popular leisure activity as well as the most
uncommon one.
4. PRODUCTION ( 8’)
* Objectives:
5. To provide ss with a chance to share their opinions about the leisure activities in 4.
* Content: Ask and answer about the places Ss would like to visit.
* Expected outcomes: Students’ conversations . Report the group’s answers.
* Organisation :
ACTIVITY 5: Work in pairs. Which village in 3 would you like to visit for a holiday?
Explain your choice to your partner.
- Have Ss work in groups to ask and answer the
two questions in the book. Have ss in each group
note down their friends' answers.
- Ask some Ss to report their group's answers to the
class.
* Questions:
- Which of the activities in 4 do you want
to try?
- Why do you want to try it?
- Ask Ss to summarise what they have learnt in the lesson.
- Have Ss look at the objectives written on the board at the begin ning of the lesson and tick the
objectives they have learnt.
* HOME WORK:
- Prepare new lesson: Lesson 2: SKILLS_1.
========================================

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WEEK: 2
Period…: UNIT 1 : LEISURE TIME
Lesson 5 : SKILLS 1/ Reading and speaking
1. Knowledge:
- Read about leisure activities with family;
- Talk about leisure activities with family;
* New words:
2. Competence:
3. Qualities:
- Love reading and talking about activities in leisure time
II. TEACHING AIDS:
- Sach mem.vn.
III. PROCEDURE:
* Objectives:
+ Greeting
previous lessons,
possible
- Ask some Ss what leisure activities they usually
+ Greeting
- T_Ss.
the tasks.

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do and who in the family they do the activities
with.
- Ask them about the good things of doing these
activities with family members. Elicit answers from
ss.
- Lead into the new lesson: Reading and Speaking
about leisure activities that can be done with family
members.
objectives in the left corner of the board. - Open the book and write the tittle of the
lesson.
A. READING
* Pre-reading
* Objectives:
- To activate Ss' knowledge of the topic of the reading text
* Content: Learn some new words . Look at the pictures. Answer questions.
* Expected outcomes: Knowing more new words. Answer the questions .
- Students know how to use the target vocabulary.
ACTIVITY 1: Look at the pictures. What activities can you see?
* Teach vocabulary:
checking technique.
* Have Ss look at the pictures in the book or show
the pictures on a slide. Ask ss what activity is
shown in each picture. If time allows, ask ss to
describe the pictures (who they can see and what
the people are doing).
- Tell Ss that they are going to read a text about
leisure activities that Ann does with her family
members.
- T_Ss
*Vocabulary
1. connect (v) kết nối
2. recipe (n) công thức
3. ingredient (n) nguyên liệu
4. costume (n) trang phục
* Key :
Picture a: riding bikes / cycling
Picture b: making a dress
Picture c: cooking
3. WHILE READING ( 15’)
* Objectives:
2. To help Ss develop the skill of finding the main idea and guessing the meaning of new
words in context

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3. To help Ss develop the skill of reading for specific information (scanning).
* Content: Read and choose the correct answer; Read the text again and answer the questions.
* Expected outcomes: To Improve the skill of reading for specific information. To get more
information of the text.
* Organisation :
ACTIVITY 2: Read about Trang’s leisure activities. Choose the correct answer.
- Tell Ss what they are going to do.
- Ask Ss to do the exercise individually and then
check their answer in pairs.
- Invite some ss to share their answers. Confirm the
correct answers.
- T_Ss
* Key: 1. C 2. B
ACTIVITY 3: Read the text again and answer the questions.
- Ask Ss what they are going to do.
- Have Ss share how to do this exercise.
- Briefly tell them the steps: Read the questions,
underline the key words in each question, locate the
keywords in the text and find the information to
answer the question.
- Ask Ss to repeat the steps if necessary.
check their answers in pairs.
- Invite some Ss to share their answers. Have them
explain their answers. Confirm the correct answers.
- Ask some Ss to tell the class about Trang's leisure
activities.
- T_ Ss
* Key:
1. She goes for a bike ride, cooks and does
DIY.
2. Her brother does.
3. No, it isn't.
4. She loves doing DIV projects with her
mum the most.
5. Her mum teaches her to make her own
dresses and doll clothes.
6. She won first prize in a costume contest
at her school
EXTRA ACTIVITY
Materials: One A4 sheet of paper per student
+ Put Ss into groups of three.
- Ss reread the text and write two statements about the information in the text. One statement
should be true and the other false.
- Each group member passes their paper to another group member who reads the two statements
and decide which one is true and which one is false.
- The papers are given to a third group member who reads the statements and says if they agree
or disagree with the previous group members' decision and find the clues in the text to support
their idea.
4 . SPEAKING
* Objectives:
4. To help Ss prepare ideas to talk about the leisure activities they do with their family
members.
5. To give Ss a chance to report their group's answers about leisure activities they do with
their family members.
* Content: Asking and answering the questions; Report the answers to the class.

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* Expected outcomes: Students can ask and answer the questions correctly; Report what
activities are the most common.
* Organisation :
ACTIVITY 4 : Work in groups. Take turns to ask and answer the questions. Record the
friends’ answers in the table .
- Tell Ss that they are going to work in groups to
answer the questions in the book. Model the
answers to the questions yourself.
- Have Ss work in groups of four to ask and answer
the three questions in the book. Ask them to draw a
similar table on a sheet of paper to record their
group members' answers.
- Ask Ss to practise reporting the group's answers
within the group.
- Move around to observe and offer help if needed.
- T_ Ss.
- Ss- Ss
ACTIVITY 5: Report your group members’ answers to the class. What activities are the
most common?
- Invite some Ss to share their group's answers to
the class.
- Ask other groups to listen and give comments.
- Comment on Ss' answers.
* Teacher gives corrections and feedback
- Ss _ Ss
* Example:
- Some teenagers enjoy spending free time
with their friends.
- Some of them prefer spending time with
theeir family .
- I love going for a bike ride. ….
- Ask Ss to summarise what they have learnt in the lesson.
- Have Ss look at the objectives written on the board at the beginning of the lesson and tick the
* HOME WORK:
- Prepare new lesson: Lesson 6 : A SKILLS _2.

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WEEK: 2
Lesson 5 : SKILLS 2/ Listening and writing
1. Knowledge:
- Listening to someone talking about their leisure activities with friends
- Writing a paragraph about leisure activities with friends
2. Competence:
- Ss develop their skill of listening for specific information
3. Qualities:
- Love reading and talking about activities in leisure time.
II. TEACHING AIDS:
- Sach mem.vn. Hoclieu.vn.
III. PROCEDURE:
* Objectives:
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the subject and new lesson.
+ Greeting
previous lessons,
- T may introduce some warm-up activities to create
a friendly and relaxed atmosphere to inspire Ss to
warm up to the subject and new class…
+ Greeting
- T_Ss.
the tasks.

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possible
- Invite some Ss to go to the board. Give him/ her
one leisure activity that they learnt in the previous
lesson. Ask them to describe the words without
saying anything. The rest of the class guess the
words.
- Lead to the new lesson: Listening and Writing
about activities with friends.
- Introduce the objectives of the lesson.
lesson.
A. LISTENING
* Pre-listening
* Objectives: To prepare ss for the listening text.
* Content: Answer the questions to focus on the topic on the lesson.
* Expected outcomes: Ss answer the two questions freely.
ACTIVITY 1: To help ss develop the skill of listening for specific information.
* Teach vocabulary:
(situation, realia, translation.) if have
- Have Ss answer the questions in the book.
- Elicit answers from ss. This is an open activity, so
accept all answers provided they make sense.
- T_Ss
- We can hang out , play sport….
- To improve social skills; reduce stress…
3. WHILE LISTENING ( 15’)
* Objectives:
2+3 . To help ss develop the skill of listening for specific information.
* Content: Listen to an interview with Mark about his leisure activities do the tasks that follow.
Choose the best answer; do the filling in the table.
* Expected outcomes: To Improve the skill . To do the tasks correctly.
* Organisation :
ACTIVITY 2: Listen to an interview with Mark about his leisure activities. Choose the
correct answer.
- Tell Ss that they are going to listen to an interview
about the leisure activities Mark does.
- Have Ss read the questions first and underline the
- T_Ss

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key words.
- Play the recording and ask ss to listen and choose
the correct answers. ss wo rk in pairs to compare
their answers.
- Ask for Ss' answers and write them on the board
without confirming whether they are right or wrong.
* Key:
1.A
2. C
ACTIVITY 3: Listen to the interview again. Fill in each blank in the table with no more
than two words.
- Tell Ss that they are going to listen to the interview
again and complete the table Of information.
- Have Ss read the table. Have ss guess the word or
phrase to fill in each blank and write their guesses on
the board.
- Play the recording and ask ss to listen again and
complete the table. ss work in pairs to compare their
answers with each other and with the words / phrases
on the board.
- Play the recording once more for pairs to check
their answers to both activities 2 and 3.
- Ask for Ss' answers to 2. Confirm and tick the
correct answers. Ask for ss' answers to 3.
- Write them on the board next to their guesses.
- T_ Ss
* Key:
1. video 2. cinema 3. park
4. shape 5. bike ride 6. places
EXTRA ACTIVITY
Materials: One sheet of A4 paper per student
- Play the audio for the ss one line then stop. Ss work individually to listen and write down any
two words they hear and leave a space between the two words. Explain the two words should not
go together but there should be a few words between them. Repeat the process with the remaining
lines stopping after each one.
- Ss then share their papers and work together to try to fill in some of the missing words that can
be used to fill in the blanks.
- Play the audio once again stopping after each line for ss to check and correct their work.
4 . WRITING
* Objectives:
4. To help ss brainstorm ideas and make an outline for their writing.
5. To help ss practise writing an email to a pen pal to tell him/ her about the leisure activities
they do with their friends.
* Content: In this writing part, ss are asked to write an email about the leisure activities they do
with their friends
* Expected outcomes: Ss can write an e-mail.
* Organisation :

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ACTIVITY 4 : Work in pairs. ask and answer the questions.
- Have ss work in pairs to answer the questions in the
book.
- Have some Ss present their answers or write their
- Move around to observe and offer help if needed
- Comment on their answers
- T_ Ss.
+ Students’ notes
1. I usually have free time at the weekend.
2. I usually play sports with my friends,
especially badminton.
3. It’s an easy sport, and it also improve
my muscle strength and help reduce
stress.
ACTIVITY 5: Write an email (80 - 100 words) to a pen-friend to tell him / her about what
you usually do with your friends in your free time. use your answers in 4.
- Have Ss write their emails individually based on
their answers in 4.
- Ask one student to write his or her email on the
board. Other ss and T comment on the email on the
board.
- T collects some of the texts to correct at home.
Otherwise, ask ss to revise and rewrite at home
based on the T's comments of their friends' texts.
- Have them bring their new texts to class in the next
lesson.
- Collect some for marking.
* Start and end the email as follows:
* Example:
Hi Ann,
It’s nice to hear from you again.Let me
tell you about the things I usually do with
my friends in my free time.
I usually free time at weekend, and I
often spend Sunday mornings with my
friends. I have three close friends, and
they live near my house. We usually play
badminton together for about one hour in
the playground. After that, we cycle
around the neibourhood. It’s a lot of fun.
What about you? What do you usullay do
with your friends in your free time?
Tell me in your next email.
Bye for now,
Mi
- Ask ss to summarise what they have learnt in the lesson.
- Have ss look at the objectives written on the board at the beginning of the lesson and tick the
* HOME WORK:
- Prepare new lesson: Lesson 7 : LOOKING BACK.

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WEEK: …..
Lesson 7 : LOOKING BACK & PROJECT
1. Knowledge:
- Review the vocabulary and grammar of Unit 1.
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competence:
3. Qualities: Develop awareness of leisure activities and expressions about likes and dislikes
learning.
II. TEACHING AIDS:
- Sach mem.vn.Hoclieu.vn.
III. PROCEDURE:
* Objectives:
+ Greeting
previous lessons,
+ Greeting
- T_Ss.
the tasks.
lesson.

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possible
A. PRACTICE EXERCISES
VOCABULARY
* Objectives:
1. To help Ss revise the vocabulary items they have learnt in the unit.
2. To help Ss revise the vocabulary items they have learnt in the unit and write complete
sentences.
* Content: Revision. Complete the sentences . Write complete sentences from the given cues.
* Expected outcomes: Knowing more new words.
ACTIVITY 1. Complete the senteneces with appropriate leisure activities.
- Have Ss do this activity individually then compare
their answers with their partners.
- Ask for Ss' answers or ask one student to write his
/ her answer on the board.
- Confirm the correct
- T_Ss
*Key:
1- doing puzzles
2. doing DIY
3. Messaging friends
4. playing sports.
5. surfing net
ACTIVITY 2: Write complete sentences from the given.
- Have ss write complete sentences using the cues
given. Remind them to add necessary words and
make changes to the cues if needed
- Ask them to share their answers with a classmate.
- Invite some ss to write their sentences on the
board. T and other ss comment.
- T_Ss
* Key:
1. My cousin is crazy about surfing the net
and playing computer games.
2. They are interested in playing
badminton after school.
3. I'm not fond of making models because
I'm not patient.
4. Why are you not into cooking? -
Because I often burn myself.
5. My friends are keen on doing judo, and
they go to the judo club every Sunday.
GRAMMAR

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* Objectives:
3. To help ss revise the form of the verbs after verbs of liking / disliking.
4. To help ss revise the form of the verbs after verbs of liking I disliking.
* Content: Learn some new words . Do the fillings with the correct forms of verbs in brackets.
Complete the passage.
* Expected outcomes: Knowing more new words. Fill in each blank with correct forms of the
verb correctly. Use the correct forms of the verbs to complete the passage correctly.
* Organasation: Teacher’s instructions.
ACTIVITY 3: Fill in each blank with correct forms of the verb in brackets.
- Ask ss to explain the form of the verbs after verbs
of liking / disliking that they have learnt in the unit.
- Have Ss do this exercise individually then
- Call on some ss to give the answers.
- Confirm the correct answers and write them on
the board.
- T_ Ss
* Key:
1. cycling
2. reading / to read
3. playing
4. chatting / to chat
5. to do / doing
ACTIVITY 4: Complete the passage . Use the correct forms of the verbs in brackets and
pictures. Add more words if necessary.
- Tell Ss that they are going to complete a passage
about Ann's likes and dislikes, using the pictures
and the language given. Remind them to add some
words if necessary. Ask them to read the example
carefully.
- Have ss do this exercise individually then
compare their sentences with a partner.
- Invite some ss to read their answers aloud. Give
feedback.
- T_ Ss.
* Key:
1. reading / to read books
2. messaging / to message her friends
3. making / to make paper flowers
4. knitting / to knit
5. playing badminton
4. PRODUCTION/ PROJECT ( 8’)
Leisure time survey
* Objectives:
- To help Ss practise doing a survey on leisure time.
* Content: Ss to work in groups to do the project. Ss’ presentations.
- Ask Ss to organise their report into a presentation.
- Ask Ss to work in groups to make an interview with their friends, then collect and present data.
* Expected outcomes: Students’ speaking.
* Organization:
+ Ask ss to read the instructions. Make sure they
understand what to do. Ask ss to work in groups to
* T should assign the project in earlier

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do the project.
- Instruct ss how to carry out this project. Model the
way to ask questions and record the answers in the
table with one student.
- If time is limited, assign the project in earlier
lessons such as in GETTING STARTED lesson.
Make sure you guide them carefully and check their
progress after each lesson. In the last lesson
(LOOKING BACK), ask Ss to present their report
to the class.
lessons such as in GETTING STARTED
lesson. Make sure you guide them
carefully and check their progress after
each lesson. In the last lesson (LOOKING
BACK), Ss to present their report to the
class.
- Ss display all the posters on the wall or
bulletin board ; Each group presents the
poster they prepare to the whole class.
* Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say make some sentences with words and phrases they remember from the lesson
* HOME WORK:
- Prepare new lesson: Unit 2: LIFE IN THE COUNTRYSIDE.
==============================================

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Date of planning:………
Date of teaching: ……
WEEK: ……
Period..: UNIT 2 : LIFE IN THE COUNTRYSIDE
Lesson 1: GETTING STARTED
Last summer holiday
1. Knowledge:
- To introduce the topic about “Life in the countryside”
- To practice listening and reading skills .
- To teach vocabulary about Life in the countryside
+ Vocabulary:
- Use vocabulary to talk about Life in the countryside
+ pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences;
+ Grammar: Use the comparative forms of adverbs;
2. Competence:
- Students will be able to practice listening and reading skills .
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
- Be actively join in class activities.
3. Qualities:
- Love talking about activities in the countryside.
II. TEACHING AIDS:
- Sach mem.vn ; Or hoclieu.vn
* Assumption
Anticipated difficulties Solutions
- Some difficult words and pronunciation
- Ss may lack experience of group / team
work.
- Encourage Ss to work in groups so that they can
help one another.
- Give short, clear instructions, and help if
necessary.
III. PROCEDURE:
* Objectives:

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+ Greeting
+Do some warm up activities before Ss open their books.
+ Teacher (T) shows some pictures about life in the
countrside.
- Look at some pictures and answer the questions :
+ What are they doing?
+ Where are they?
+ Is it in the countryside or in the city?
- Then ask Ss to decide which leisure activities are
common in the countryside and why.
- Lead into the new unit. Write the unit title Life in the
Countryside on the board.
- Ask Ss to guess what they are going to learn about in
this unit. Then ask Ss to brainstorm words and phrases
describing activities that often take place in the
countryside. For strong classes, encourage Ss to compare
the countryside and the city.
+ Greeting
- T_Ss.
+ Students (Ss) listen and learn
how to do the tasks.
- Open the book and write the
tittle of the lesson.
ACTIVITY 1:
* Objectives: To set the context for the introductory dialogue;
To introduce the topic of the unit.
* Content: Learn some new words . Read the conversation and find out new words. Focus
on topic of the lesson, grammar points…
* Expected outcomes: Knowing more new words. Students know the topic of the unit and be
ready for the conversation.
1. Listen and read : LAST SUMMER HOLIDAY
- Teacher explains the meaning of the new vocabulary by
pictures.
- Teacher reveals that the words corresponding to the
pictures will appear in the reading text and asks students
to open their textbook to find these words.
* Teach vocabulary:
+ Teacher do the “Rub out and remember” checking
technique.
- T_Ss
* Vocabulary
1. harvest (v) gặt hái, thu hoạch
2. combine harvester (n)
máy gặt
3. herd (v) chăn trâu, bò

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Set the context: have Ss look at the conversation and the
picture and answer some questions,
e.g. Where are the people in the picture? Who are they?
What are they doing? What are the
vehicles in the picture?
- Encourage Ss to give answers, but do not confirm
whether their answers are right. Ask them to talk a bit
about the activities people in the countryside do.
+ Play the recording twice for Ss to listen and read along.
Then ask some pairs of Ss to read the dialogue aloud.
- Refer to the questions previously asked. Confirm the
correct answer: They are in a paddy field. They are
harvesting rice. They are a combine harvester and a
truck.
4. paddy fields (n) ruộng lúa
- Take note
* Objectives:
2. To help Ss understand the conversation.
3. To help Ss use words and phrases related to farm work in the countryside;
- To help Ss further understand the text.
4. To introduce some vocabulary items related to activities that rural people often do.
* Content: Listen and read the conversation. Choose the correct answer; Complete the
sentences. Match the activities with the correct pictures.
* Expected outcomes: Ss understand the content of the conversation and know the
vocabulary related to the topic.
* Organisation :
ACTIVITY 2: Read the conversation again and choose the correct answer to each
question.
+ Have Ss read the dialogue in detail to answer the
questions.
+ Ask them how to do this kind of exercise.
+ Explain the strategies, if necessary (e.g. reading the
questions and the options [A, B, C), underlining the key
words in the questions and options, locating the key
words in the text, and then reading that part and
answering the questions).
+ Ask Ss to underline parts of the dialogue that help
them with the answers. Set a strict time to ensure Ss
quickly read the text for information.
- Ask Ss to compare their answers in pairs before
- T_Ss
* Key:
1. A 2. B 3. C 4. C

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sharing them with the class. Ask them to give evidence
to support their answers.
ACTIVITY 3: Complete the sentences with the words and phrases from the box.
- First, have Ss work independently.
- Ask them to share their answers with one or more
partners.
- T can ask for translation of some of the words and
phrases in the box to check their understanding.
- If there is enough time, T can ask some Ss to write their
- Check the answers as a class.
- With a stronger class, ask Ss to make some example
sentences with the words and phrases they have learnt.
- T_ Ss
* Key:
1. load
2. combine harvester
3. herd
4. paddy field
5. harvest time
ACTIVITY 4: Match the activities (1 - 6) that people living in the countryside often do
with the pictures (a - f).
- Ask Ss to name the pictures.
- Have Ss work individually to match the phrases in the
box with the pictures. Have them compare their answers
with a partner.
- Then ask for Ss' answers. Quickly write their answers
on the board without confirming the correct answers.
- Ask other Ss to look at the answers on the board and
say if they are right or wrong. Confirm the correct
answers.
- Have some Ss practise saying the phrases again.
- T_ Ss.
* Key:
1. d 2.a 3. f 4.e
5. b 6. c
Notes: Trong đoạn hội thoại có câu :
Things move more slowly there than in our city.
=> Cấp so sánh của trạng từ . more slowly; more freely ; well; faster; harder
( Học ở các tiết sau a closer look 2 )
* EXTRA ACTIVITY
Materials: One A4 sheet of paper for every four Ss
- Put Ss in groups of four.
- Ss think about all the different tasks associated with living in the … farm and write them
down in Vietnamese.
- Ss tick off the phrases from 4 and use their dictionaries or go online the remaining phrases.
- Go over some of the phrases as a class to help expand Ss’ vocabulary….

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* Objectives: To provide Ss with practice in asking and answering about activities that
rural people often do
- To get students to ask and answer about activities that rural people often do.
* Content: Ask and answer.
* Expected outcomes: Students’ conversations.
* Organisation :
ACTIVITY 5: Work in pairs. Ask and answer about the pictures in 4.
+ Model this activity with a strong student. Remind Ss
that they should only use the phrases and the pictures in
4 to ask and answer about activities that rural people
often do.
+ Ask Ss to work in pairs. T goes round to help weaker
Ss. Then, call on ssome Ss to ask and answer before the
class.
+ Comment on their performance.
OR : FREE TALK/ Question and answer then report
+ Where do you live?
+ Where do you like to live? In the countryside or in the
city? Why?
+ If in the countryside , What activities will you do?
……
*
* Example:
A. What are they doing in
picture a?
B. They’re ploughing a filed.
………………
+ Free talk
- Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the
objectives on the board or show them the slide with the objectives. Tick the objectives that
have been learnt.
- Ask ss to say aloud some words they remember from the lesson.
- If there is a projector in the classroom, then T should show the dialogue and highlight the
key words related to the topic. It would be helpful if T also highlights in the dialogue the
expressions about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking /
disliking + to-infinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will
learn these language points in the upcoming lessons.
* HOME WORK:
==============================================

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WEEK: ….
Period ..: UNIT 2 : LIFE IN THE COUNTRYSIDE
1. Knowledge:
- Use words related to life in the countryside;
- Pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences;
+ Vocabulary: - words related to life in the countryside;
* New words: cattle (n) , poultry (n) , crop (n) , vast (adj) , hospitable (adj), picturesque (adj)+
Grammar: - Use the comparative forms of adverbs;
- Give and respond to compliments;
2. Competence:
3. Qualities:
- Develop the love talking about activities in the countryside
learning.
II. TEACHING AIDS:
III. PROCEDURE:
* Objectives:
* Expected outcomes: Having a chance to speak English. Students get some vocabulary from
the lesson and be ready for the lesson.
+ Greeting
+ Matching game:
- T gives out the handouts and divides the class into
+ Greeting ; - T_Ss.
+ Matching game:

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10 groups and explains the rules.
- Ss match the given words to the pictures and they
have to send one to stick the handout onto the board
as quickly as possible.
- Teacher shows students the answer on the screen
and announces the winning group.
- T sets the context for the lesson.
- Show some pictures of the activities in the
countryside that Ss learnt in the previous lesson. Have
some Ss say the activities. Lead into this lesson which
focuses on action verbs and the sounds /ə/ and /ɪ/ .
1. cattle (n)
2. vast (adj)
3. crop (n)
4. hospitable (adj)
5. poultry (n)
6. picturesque (adj)
- Open the book and write the tittle
of the lesson.
* Objectives:
- To present some nouns that go with action verbs to describe activities which rural
people often do.
* Content: Learn some new words . Noun go with action verbs.
* Expected outcomes: Knowing more new words. Students know how to use the target
vocabulary.
ACTIVITY 1: Circle the correct words to complete the sentences.
* Teach vocabulary:
+ Teacher do the “Rub out and remember” checking
technique.
** Have Ss read each sentence and choose the suitable
noun that goes with the action verb before it.
- Let Ss work in pairs to compare their answers before
sharing their answers.
- Check and confirm the correct answers. With a
strong class, have 5s add one or more nouns that can
go with the action verb in each sentence.
- T_Ss
* New words:
1. cattle (n) gia súc
2. poultry (n) gia cầm
3. crop (n) hoa màu
4. vast (adj) mênh mông
5. hospitable (adj) hiếu khách
6. picturesque (adj) đẹp như tranh vẽ
* Key:
1. cattle
2. fruit
3. crops
4. unloaded
5. catching
** EXTRA ACTIVITY
Materials: One A4 sheet of paper for every four Ss.
- Ss work individually to take each of the red words in 1 and use it to make a sentence.
Ss then find a partner and compare sentences and discuss the differences of the red words in

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the
sentences in 1.
- Run a feedback session add get Ss to discuss the differences in meaning between the red
words in 1.
- Cattle refers to cows and water buffalos
- Poultry refers to birds we raise, like chickens and ducks
- Fruits are parts of some plants. Fruits have seeds in them.
- Plants have leaves, stems, and roots. Some plants produce fruit and some other vegetables.
- Crops are plants grown by farmers and used as food.
+ Anything we eat is a type of food. Crops are one type of food. Other types of food include
fish, meat, milk, etc.
- To load means to put a large quantity of something in a vehicle or container.
- To catch means to grab something that is moving in the air or water
- To hold means to keep something in your hand for a certain period of time.
* Objectives:
2. To teach Ss new adjectives for describing people and scenes in the countryside.
3. To help Ss use adjectives for describing people and scenes in the countryside in specific
contexts.
* Content: Do the matching . Complete the sentences with the words from 2.
* Expected outcomes: Students learn how to use the nouns go with verbs.
* Organisation :
ACTIVITY 2: Match the following adjectives with their definitions
- Have Ss quickly match the adjectives in the left
column with their meanings in the right column
individually.
- Then ask Ss to check their answers with their
partners. Ask for translation of some of the adjectives
on the list to check their understanding.
- If there is enough time, T can ask some Ss to write
their answers on the board.
- Confirm the correct answers. With a stronger class,
ask Ss to make some examples with the adjectives
they have learnt.
- T_Ss
* Key:
1. c
2. d
3. e
4. b
5. a
ACTIVITY 3: Complete the sentences with the words from 2.
check with the whole class. When checking, ask Ss to
refer to 2 to make the meanings of the adjectives
- T_ Ss
* Key:
1. hospitable

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clearer to them.
- Teacher checks the answers as a class and gives
feedback.
2. well-trained
3. picturesque
4. vast
5. surrounded
4. PRONUNCIATION: ( 8’)
/ə/ and /ɪ/
* Objectives:
-To help Ss identify how to pronounce the sounds /ə/ and /ɪ/
- To help Ss practise pronouncing these sounds in words.
* Content: Listen and reapeat the words. Practice the sentences. Underline the bold words..
* Expected outcomes: Students repeats the words correctly
* Organisation :
ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/.
Have some Ss read out the words first. Then play the
recording for them to listen and repeat the words they
hear. Ask them to pay close attention to the two
sounds.Play the recording as many times as necessary.
- T_ Ss.
Note: Explain to Ss the difference between the two sounds if needed:
- /ɪ/ is a "front vowel", meaning the front part of the tongue is raised while articulating this
vowel. It's also a "close vowel". A close vowel is one where the jaws come close to each
other.
- /ə/on the other hand is a "mid- vowel"; it means that the jaws aren't closer to each other. It's
also a
central vowel. A central vowel means the central part of the tongue is raised while articulating
this
vowel. It's often unrounded.
- Invite some 5s to say some words they know that include the two sounds.
* Teacher gives corrections and feedbacks to students’ pronunciation .
ACTIVITY 5: Listen and practise the sentences. Underline the bold words with /ə/, and
circle the bold words with /ɪ/.
- Have Ss quickly read the sentences. Now play the
recording for Ss to listen to the sentences. Ask them to
pay attention to the underlined parts and tick the
1. There is a lot of water in the bottle.
2. The farmers here are hard-working.

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appropriate sound.
- Invite some Ss to share their answers. Confirm the
correct ones.
- Play the recording again for Ss to repeat the
sentences.
- Have Ss practise the sentences in pairs. Invite some
pairs to read the sentences aloud. Comment on their
pronunciation of the sounds.
1. There is a lot of water in the bottle.
2. The farmers here are hard-working
3. They are picking fruits in the orchard.
4. People in my village usually gather at weckends
5. Please buy some milk and pasta at the supermarket
3. They are picking fruits in the
orchard.
4. People in my village usually gather
at weekends.
5. Please buy some milk and pasta at
the supermarket.
+ Ask Ss to summarise what they have learnt in the lesson.
- Listen and practise the sentences. Underline the bold words with /ə/ and circle the bold
words with /ɪ/.
* HOME WORK:
==============================================

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Date of planning:……
Date of teaching: ……
WEEK: ….
Period …. : UNIT 2 : LIFE IN THE COUNTRYSIDE
1. Knowledge:
- The comparative forms of adverbs
+ Vocabulary: Words related to life in the countryside;
+ Grammar: - Use the comparative forms of adverbs; The comparative forms of adverbs
- Give and respond to compliments;
2. Competence:
- Students will be able to know how to form and use The comparative forms of adverbs.
3. Qualities:
- Develop the love talking about activities in the countryside
learning.
II. TEACHING AIDS:
III. PROCEDURE:
* Objectives:
+ Greeting
+ Making comparison
- Teacher shows the pictures on the screen.
- Teacher asks students to make comparative
sentences to describe the difference between the 2
pictures.
+ Greeting ; T_Ss.
Questions:
1. Who lives faster than the other:
people in the countryside or people
in the city?
2. Who lives more peacefully than

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- Teacher gives some follow-up questions to lead in
the introduction of the target grammar point.
- Teacher sets the context for the lesson.
previous lessons,
- T may introduce some warm-up activities to create a
friendly and relaxed atmosphere to inspire Ss to warm
up to the subject and new class…
possible
- Tell them that today they are going to learn some
more verbs to describe likes and dislikes. Lead to the
lesson.
+ Introduce the objectives of the lesson. Write the
the other: people in the countryside
or people in the city?
Suggested answers:
1. People in the countryside live
more slowly than people in the city.
2. People in the countryside live
more peacefully than people in the
city.
- Open the book and write the tittle
of the lesson.
ACTIVITY 1: Comparative adverbs
* Objectives:
1. To help ss identify the verbs that go with only gerunds and those that go with both gerunds
and to-infinitives.
* Content: - To teach grammar.
- To teach Ss the comparative forms of some adverbs that Ss normally use in everyday
conversations.
* Tương tự như với tính từ, trạng từ chia thành 2 loại: Trạng từ ngắn và trạng từ dài
1.1. Trạng từ ngắn (Short adverbs): - Là những trạng từ có một âm tiết (one syllable)
Eg: : hard, fast, late, far, early, soon …
- She runs fast.
1.2. Trạng từ dài (Long adverbs): Là những trạng từ có 2 âm tiết trở lên (two syllable).
+ Là những trạng từ có đuôi + ly:
Eg: : slowly, carefully, quickly, interestingly,…
- My father drives carefully.
1.3 Form : 1- For most adverbs (often with two or more syllables), we make comparative
forms by adding more.
Examples:
+ adding more: slowly → more slowly ; carefully → more carefully
2. For adverbs that have the same forms as adjectives like fast, hard, soon, etc., we make
comparative forms by adding -er.
2. adding -er:
fast → faster ; hard→ harder
3. Some irregular adverbs
well → better ; badly → worse

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2. Comparative adverbs (So sánh hơn với trạng từ):
Short Adv: S + V + adv + er + than + Noun/ Pronoun
Long Adv: S + V + more/ less + adv + than + Noun/ Pronoun
Eg: - They work harder than I do/ me.
- A horse can run faster than a buffalo.
- Mai dances more beautifully than Hoa does.
* Expected outcomes: Students know how to form and use comparative forms of adverbs.
1. Work individually and whole class
+ Write the compatative forms of adverbs :
- Choose two Ss and ask them to stand up. Ask them,
How long does it take you to run 100 metres? After
the two Ss have given their answers;
- T asks the class: A can run 100 metres in... seconds
and B can run 100 metres in... seconds, so who runs
more slowly?
After Ss say which student runs more slowly in either
Vietnamese or English, T introduces the subject of the
lesson: comparative adverbs and asks for the
equivalent in Vietnamese (Cấp so sánh hơn của
trạng từ).
+ Focus Ss' attention on comparative forms by saying:
The buses run every 15 minutes. The trains run every
30 minutes. So, the buses run more often than the
trains.
+ Explain that like comparative adjectives,
comparative adverbs are constructed in several
different ways in English, and that some of those
ways are presented in the Remember! box.
+ Invite some Ss to share their answers. Confirm the
correct answers.
* Answer key:
Adverbs
Comparative
forms
long longer
high higher
late later
quickly more quickly
frequently more frequently
early earlier
much more
little less
+ Briefly explain to them that they
can make comparative forms for
most adverbs (often with two or
more syllables), by adding the word
more. Explain that they can make
comparative forms by adding the
ending -er for adverbs that have the
same forms as adjectives like fast,
hard, soon, etc. + Remind Ss to learn
by heart the irregular adverbs like
well, badly, etc.
* Objectives:
1. To teach Ss the comparative forms of some adverbs that Ss normally use in everyday
conversations.
2+3. To help Ss practise the correct comparative forms of adverbs in sentences.
4. To give Ss further practice with comparative adverbs in situations.
* Content: Ss practise using the form and use of the comparative forms of adverbs.

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* Expected outcomes: Students understand how to use the comparative forms of adverbs
* Organisation :
ACTIVITY 1: Write the comparative forms of the adverbs in the table below.
+ Ask Ss to do the exercise individually and then
+ Have ss do this exercise individually and then
- Ask some ss to share their answers.
- T_Ss
* Answer key:
Adverbs
Comparative
forms
long longer
high higher
late later
quickly more quickly
frequently more frequently
early earlier
much more
little less
ACTIVITY 2+ 3 : Complete the sentences with the comparative forms of the adverbs in
brackets
- Have Ss do these exercises individually and then
Ask some 5s to write their answers on the board.
Check the answers with the whole class. Ask Ss to
explain how to make the comparative form of the
adverb given in each sentence. Confirm the correct
answers.
Invite some ss to write their answers on the board.
- Check the answers with the whole class.
- T_ Ss
- Ss work individually.
* Key 2:
1. more beautifully
2. more clearly
3. faster
4. harder
5. more heavily
* Key 3:
1. more carefully
2. faster
3. more quietly
4. more soundly
5. earlier
EXTRA ACTIVITY:
- The class works together to create a poster showing the different irregular adverbs in
English. The poster should include the base form of the adverb as well as the comparative
form.
- Display the poster in the classroom and spend a few minutes at the end of a few class
meetings to go over the words and ellicit example sentences from the Ss.
ACTIVITY 4 : Complete the sentences with suitable comparative forms of the adverbs
from the box.
- Have Ss read the situations carefully. If necessary , T - T_ Ss

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may explain each situation to Ss. Ask Ss to complete
the sentences individually first and then compare their
answers with a partner.
- Ask some Ss to write their answers on the board.
- Check the answers with the whole class. Confirm the
correct answers.
- Comment on their answers.
* Teacher corrects for students as a whole class.
- Ss work individually.
* Answer key:
1. The red car can run faster than the
black car.
2. Nick can jump higher than Tom.
3. Mai did better on the exam than
Hoa.
4. The workers arrived earlier than
my dad expected.
5. The buses run more frequently
than the trains.
ACTIVITY 5:
* Objectives: To help Ss practise using comparative adverbs to make comparisons.
* Content: Ss ask and answer .
* Expected outcomes:Students ask and answer to find out who can do st better.(run faster; get
up earlier…)
* Organisation :
5. Work in pairs . Ask and answer to fund out who can run faster; can jump higher…
+ First ask Ss to read the instructions. Use the
example to make clear to Ss what they are supposed
to do (with a weaker class do the first sentence).
- With a weak class, have Ss discuss what questions
they should use to ask their partners in each
situation.
- Have Ss work in pairs, asking and answering to
make comparisons. Set time (4-5 minutes) for Ss to
do this activity.
- T may go round to help weaker Ss.
- Call on some Ss to report the results to the class.
- Correct any grammar and pronunciation if
necessary.
* Teacher gives corrections and feedbacks.
- T_ Ss.
- Work in pairs.
Example:
A. How fast can you run?
B. I can run 15 kilometers an hour
A. Ok, you can run faster than me.
- Summarise the main points of the lesson.
- Ask Ss to say make some sentences themselves, using coparative adverbs.

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* HOME WORK:
- Prepare new lesson: Lesson : COMMUNICATION.
==============================================

GIÁO ÁN TIẾNG ANH 8 GLOBAL SUCCESS (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2023-2024 (TUẦN 1-14).pdf

GIÁO ÁN TIẾNG ANH 8 GLOBAL SUCCESS (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2023-2024 (TUẦN 1-14).pdf

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GIÁO ÁN TIẾNG ANH 8 GLOBAL SUCCESS (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2023-2024 (TUẦN 1-14).pdf