TEACHING PLAN ENGLISH 8
THE FIRST TERM
Date of preparing:
Date of teaching:
Week : 1 Period 1.
UNIT 1: LEISURE ACTIVITIES
Getting started
I/Objectives
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
IV/ Procedure
Teacher’s/ students’ activities
A. Warm up (5ms)
- You give the meaning of the words
“leisure activities"
- 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)

Content

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?...

1



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

a. Circle the correct answer
1. bookstore
2. book
4. craft kit
5. folk music

3. dog
6. Vietnamese

b. Tick the boxes the leisure activities Mai, Phuc &
Nick have
Phuc
Mai Nick

Pet training

Making crafts


Reading

Listening to music



Playing sports

Helping parents with DIY 
projects

Learning languages
c. Answer
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
Activitiy 2. Find words/ phrases in the are interested in or you enjoy doing
2. Find words/ phrases in the box to descibe the
box to descibe the photos Listen and
photos Listen and check
check
- T ask Ss to guess & write the words/
phrases under each picture
1. playing computer games 2. playing beach games
Ss: Work individually
3. doing DIY
4. texting
- Ss listen, repeat & check
5.
visiting
museum
6. making crafts

T: What do you think about these
games? (exciting/ interesting/ …)
Activity 3:Complete the sentences
explain how to play, then ask ss practice 3. Complete the sentences …
1. satisfied
2. relaxing/ exciting
3. fun
at home)
4. boring
5. good
D. Wrap up (4ms)
T ask Ss to practice saying as many
words about leisure activities as 4. Game
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
* Adjustment:
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2


Date of preparing:
Date of teaching:
Week :1 Period 2.

UNIT 1: LEISURE ACTIVITIES
A closer look 1
I/Objectives
1. Educational aim:
- 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
2. Knowledge and skills:
* General language knowledge
- Vocabulary : socialize, communicate
- Grammatical structures :
- Pronunciation: /br/,/pr/
* Skills: listening, speaking, 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
IV/ Procedure
Teacher’s/ students’activities
Content
A. Warm up
B. Presentation
Activity 1: Look at the following pie
chart…
T asks Ss to study the pie chart then
What is the pie chart about? Where can you find the
answer some questions:
information? What do the different colors sections

T plays the recording
of the chart refer to? How are these sections
Ss: Listen carefully, repeat new voc.
calculated? What does the note tell you? What are
- Work in chorus/ individually
the source tell you? …
* Vocabulary.
- socialize (v)
*Vocabulary.
- communicate (v)
- socialize (v)
- Work in chorus/ individually
- communicate (v)
*Answer:
*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, reading
participating in sports, exercise & recreation, using
computer 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

3


activity
Relaxing
Using

activity
socializing Socialize
communicaC communicate
ting
Watching
watch

relax
Use

D. Pronunciation
Thinking
think
T asks Ss to listen carefully on how to
…….
pronounce the clusters /br/ & /pr/ then do
3. Matching
as directed
Ex. B. Reading: a novel, poetry, ...
Ss: Work ing/ GW
*Add more words to the category:
E. Wrap- up
1.e 2.b 3. f 4. a 5. d 6. h 7. c 8. g

Ss practice saying as many words about ->
leisure activities as possible
1. /br/ : bridge, bracelet, bread, broccoli, ….
Ex. playing board games/ reading
2. /pr/ : apricot, princess, president, present
F. Home assignment
- Learn new words/ workbook: B
Prepare : A closer look 2
* Adjustment:
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Date of preparing:
Date of teaching:
Week :1 Period 3
UNIT 1: LEISURE ACTIVITIES
A closer look 2
I/Objectives
1. Educational aim:
-To use the lexical items related to the topic" leisure activities"
- To use verbs of liking that are followed by gerunds/ to –infinitives
- To practice doing exercises with verbs of liking
2. Knowledge and skills:
* General language knowledge
- Vocabulary : adore (v) detest (v) fancy (v)
Grammatical structures :
gerunds /to –infinitives
* Skills: listening, speaking, 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
IV/ Procedure
Teacher’s/ students’activities
A. Warm up (5ms)
Order the letters to words

Content
- You give the form & its functions of gerunds
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- vole-> love
- yoeny- > enjoy
- apilng-> playing\
- amgnik-> making
B. Presetation ( 12ms)
Activity 1. Underline verbs that are
followed by a gerund (in getting
started

C. Practice (20ms)
Activity 2. Tick the box

3. Task :
- Give one by one / individually
Grammar: Verbs of liking + gerunds/ to V
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, we
must use a gerund or an infinitive// some verbs are
followed 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
Love
Enjoy
X
Detest
X
Prefer
Fancy
X
Activity 3. Write the correct form of *Listen & check
the verbs
3. Write the correct form of the verbs
=> 1. making
2. to watch/ watching
3. skateboarding
4. to learn/ learning
Activity 4. Write about you

5. sitting
4. Write about you
(free answers)
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
E. Wrap-up( 5ms)
5. hate spend=> hate to spend/ spending
Ss exchange the writing- check for 6. love eat=> love eating/ love to eat
mistakes
F. Home assignment(2ms)
- Learn new words/ workbook: B4, 5, 6
Prepare : Communication

Followed by V-ing
X
X

* Adjustment:
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5


Date of preparing:
Date of teaching:
Week :2 Period 4

UNIT 1: LEISURE ACTIVITIES
Communication
I/Objectives
1. Educational aim:
-To use the lexical items related to the topic" leisure activities"
- To use verbs of liking that are followed by gerunds/ to –infinitives
- To practice doing exercises with verbs of liking
2. Knowledge and skills:
* General language knowledge
- Vocabulary : window shopping, to sound weird, to be hooked on something, to be addited to
something
Grammatical structures :
gerunds /to –infinitives
* Skills: listening, speaking, and writing
II/ Preparation:
- T: lesson plan, visual pictures , projects, player
- Ss: vocabularies related to the topic of leisure activitties
III/ Anticipated problems
- S may forget some vocabularies so teacher should repeat them
IV/ Procedure
Teacher’s/ students’activities
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


Content

- window shopping: mua sắm
- to sound weird: nghe huyền bí
- to be hooked on something
- to be addited to something : say mê cái gì
Activity 1: read the folloing article on the 1: read the folloing article on the magazine
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
2: Can you understand the abbreviation s in
the class
6


C. While -speaking

the text

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

2moro tomorrow
4
for
<3
love
bro
brother
DYLI
Do you love it?
EZ
easy
J4F
just for fun
goin'
going
n'
and
NUFF
enough
r
are
ur
your
w/
with

WBU
What about you?
WF
way fun
Other the abbreviations
3: Find information in the text to complete
the table

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.

Who
Emily

What activity is What does he /
mentioned?
she think of it?

• hanging out
with friends
(window
Hang
• cloud
watching
Linh
• going to

community
centre, painting,
dancing,
• doing drama
Minh
• playing
football
• helping his
aunt in running
cooking classes
Manuel • hanging out
with friends
(window
shopping)
• working as a
volunteer

She loves it.
She adores it. It's
easy.
She loves it

He likes it.

It's fun.

D. Post -speaking
4. Work with your partner and put the
activities in 3 in order from the most
7



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.
- Ss work in pairs
- T calls some pairs to talk in class
E. Wrap-up( 5ms)
T repeat use this netlingo dictionary
Ss: repeat
F. Homeassignment(2ms)
- Learn new words
- Do ex: speaking
Prepare : skills 1
* Adjustment:
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Date of preparing:
Date of teaching:
Week :2 Period 5.
UNIT 1: LEISURE ACTIVITIES
Skills 1
I/Objectives
1. Educational aim:
- Reading for general and specific information about the positive and negative effects of using
computers. (Scanning, skimming).
- Practice speaking by giving fact or opinion about using computers and mobile phone for leisure

activities
2. Knowledge and skills:
* General language knowledge
- Vocabulary : window shopping, to sound weird, to be hooked on something, to be addited to
something
Grammatical structures : Revise tenses of verbs; asking/ giving for an opinion
* Skills: reading, speaking
II/ Preparation:
- T: lesson plan, visual pictures , projects, player
- Ss: vocabularies related to the topic of leisure activitties
III/ Anticipated problems
- S may forget some vocabularies so teacher should repeat them
IV/ Procedure
Teacher’s/ students’activities
A. Warm up
- T ask Ss to answer some questions:

Content
+ Do you have a computer at home?
8


-

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
-Ss work in individually
- Ss compare their answers with a partner
T corrects
Speaking
Activity 1. Quang and his parents are talking
about…
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
- It’s harmful to your eyes
convenient way to - You feel tired and dizzy / You
get and send
sighted/ neglect your study / pla
information
hooky..
- For
- Waste of time and money…
entertainment,
communication,
education

- play truant/ hooky: trốn học đi chơi

2. Read the text and choose the correct

answers
- virtual (a): thực tế
- ban – ned (v): cấm (~ sb from doing sth /
sth)
- rely on (v): dựa vào (~ sth / doing sth)
- exist – ed (v): tồn
Key: 1 B 2. C
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'm
concerned…
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’t
think so

* Adjustment:
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Date of preparing:
Date of teaching:
Week :2 Period 6
UNIT 1: LEISURE ACTIVITIES
Skills 2
I/Objectives
1. Educational aim:
- 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
2. Knowledge and skills:
* General language knowledge
- Vocabulary :
Grammatical structures : Revise tenses of verbs; asking/ giving for an opinion
* Skills: reading, writing skills

II/ Preparation:
- T: lesson plan, visual pictures , projects, player
- Ss: vocabularies related to the topic of leisure activitties
III/ Anticipated problems
- S may forget some vocabularies so teacher should repeat them
IV/ Procedure

Teacher’s/ students’activities
Warm up
As students to retell the benefits/ affects of

Content

10


using computer/ mobile phone for leisure
activities
- Ss say aloud the benefits/ affects of using
the Internet/ mobile phone
-Ss: individually work
Benefits
Bad affects
- a fast and
- harmful to eyes
convenient way to get - tired and dizzy
and send information ……..
………
- Waste of time and
money…

Before- listening
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
music…
- I hang out/ go window shopping/ eat out with
friends…
-Ss: individuall work
While- listening
listen to the radio programme and answer the questions
*Key:
- T asks ss to read the 2 questions, underline
1. The topic of this week’s program is
the key words before listening
hanging out with your friends.
- You listen again & complete the table
2. There are 2 main ways: hanging out
Ss: individually work-compare- say aloud
indoors or outdoors
- T introduces new words
* Vocabualary.

- suggest – ed (v): gợi ý
- 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
*Key:
Ss : work individually
1. movies

2. cinema
3. crafts
- T asks Ss to compare answers
4.sports
5. physical health 6. people
Ss: compare
7. cultural centre
* 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
Before -writing
- Have Ss cover the box and write some of
*Writing to give an opinion.
these words/ phrases on the board
Organizing your ideas.
individually work/ small groups
- Introducing your opinion: In my opinion,..
- T ask Ss where in a paragrahp they often see I believe
these words and what could be purpose for - Explain your opinion: Firstly, secondly ,
using them
thirdly… , finally.
- Concluding / summarizing your opinion:
For these reasons, …/ In short,… / As I have
11


noted,…
While -writing
Activity1: Complete the following paragraph with the words ..

- Ss work individually to complete the task, 4: Complete the following paragraph with
the words
and discuss their answers with a partner.
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 5. Write a short passage about giving an
- T corrects the mistahes
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
* Adjustment:
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Date of preparing:
12


Date of teaching:
Week :3 Period 7:
UNIT 1: LEISURE ACTIVITIES
Looking back + prọject
I/Objectives
1. Educational aim:
Revise the knowledge they’ve learnt about the topic “Leisure activities
2. Knowledge and skills:
* General language knowledge
- Vocabulary :
Grammatical structures :
* Skills: Practice reading, speaking & writing skills (Ind. PW, GW)
II/ Preparation:
- T: lesson plan, visual pictures , projects,player

- Ss: vocabularies related to the topic of leisure activitties
III/ Anticipated problems
- S may forget some vocabularies, grammar so teacher should repeat them
IV/ Procedure

Teacher’s/ students’activities
A. Warm up (5ms)
T: What do you often do in free time?
S: I often watch TV
T: Do you like surfing the Internet?
S: Yes, I do
T: what are the benefits of using
computer?
S: Getting information, chat with friends,
entetainment, education
B . Presentation (9ms)
Vocabulary
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
individually
Ss: work individually
- T calls Ss to give answers
- T corrects

C. Practice
Grammar ( 17ms)
Activirty 1. Fill in the gaps with the correct
form of the verbs
- T asks Ss to complete this exercise
individually . if time allows, T may ask Ss to

Content

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.
2. relaxing
3. communicating with friends
4. doing DJY
5. using computers
6. making crafts
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

13


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
- T asks Ss to complete this exercise
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 corrects
D. Production
Communication (6ms)
Activity 1:. Choose from the leisure activities
in this unit
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

the decision.
Tasks Ss to work in pairs to exchange their
ideas
Project
E.Wrap-up( 5ms)
T asks Ss to repeat main contents of the
lesson
Ss: repeat
F. Homeassignment(2ms)
- Learn new words/ workbook: Part E.
Writing
Prepare: Unit2. Getting started

4. doing
5. meeting
6.
play
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.

Key:
1. Firstly
2. Secondly
4. In addition 5. In short

3. Thirdly

6. Choose from the leisure activities in this
unit.
*Project: Join our leisure activity.
(free doing – Can do as homework

* Adjustment:
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Date of preparing:
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Date of teaching:
Week :3 Period 8
UNIT 2. LIFE IN THE COUNTRYSIDE
Getting started
I/Objectives
1. Educational aim:
- 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
2. Knowledge and skills:

* General language knowledge
- Vocabulary :
Grammatical structures :
* Skills: Practice listening and reading ,speaking with the lexical items related to the topic
II/ Preparation:
- T: lesson plan, visual pictures , projects,player
- Ss: vocabularies related to the topic of life in the country
III/ Anticipated problems
- S may forget comperative of form adjectives so teacher should repeat them
IV/ Procedure
Teacher’s/ students’activities
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

Content


+ what is the conversation about?
+ what season is haverst time in?
+What do you think the countyside is
like at harvest time?
+ What do children do?

*Vocabulary.
- expect ed (v):
- load- ed (v):
- buffalo-drawn carts (n):
- go herding the buffalo
- envious (a): thèm muốn, ghen tị
- explore – d (v)
- wish (v):
- transport- ed (v):
C. Practice (17ms)
1a.
a. T or F check tick.
1a.
Key:
T asks Ss to work independently.
2. F (sometimes)
3. F (on
T asks Ss to read the sentences and decide if they are T 1. T
buffalo – drawn carts)
or F.
4. T
5. T .
Ss. Compare answer with a partner.
Ex1b. Answer the questions:

T : have Ss correct the Fale sentences.
15


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.

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
2. move slowly
3. harvest time

4. paddy field

5. herding
6. buffalo-drawn
cart
Exe1d. In groups, discuss and find out…
Ex1d. In groups, discuss and find
out…
=>1. He likes it because he says it’s
more exciting than he expected. The kite
looks great up on the sky/ He lives more
happily there and there’ s still a lot more
Activity 2: Match the activities with the pictures.
to explore
+ Asks Ss to work independently to label the pictures. Exe2. Match the activities with the
Ss: match
pictures.
- Have them compare their answers with a partner
1.e 2.f 3.a 4.c 5.d 6.b
- 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.
Ex3. Make a list of the things that
T writes the combilened list of activities on the board children often do in the countryside.
and leaves it there t be used in the next activity.
- They go swimming in the river / lake /
D. Production ( 7ms)
pond.

- T devides class into 2 teams –Ss find a relevant for - They climb trees.
their team such as ‘horses’ and ‘buffaloes’
- They ride on the buffalo.
E.Wrap-up( 4ms)
- They help their parents on the farm.
Ss practice saying as many countryside activities as - They fly kites.
possible
……..
Ex. herding buffalo; ….
Ex4. Game: Countryside charades.
F. Homeassignment(2ms)
(2 minutes)
- Learn new words/ workbook: B1, 2, 3
Prepare : A closer look 1
* Adjustment:
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...........................................................................................................................................
............................................................................................................................................
Date of preparing:
Date of teaching:
16


Week :3 Period 9
UNIT 2. LIFE IN THE COUNTRYSIDE
A closer look 1
I/Objectives
1. Educational aim:
- 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
2. Knowledge and skills:
* General language knowledge
- 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
II/ Preparation:
- T: lesson plan, visual pictures , projects,player
- Ss: vocabularies related to the topic of life in the country
III/ Anticipated problems
- S may forget comparative of form adjectives so teacher should repeat them
IV/ Procedure
Teacher’s/ students’activities
Content
A.Warm up
T:Looks at the picture & try to say what
you see …
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
1. Listen and repeat the words.
T asks Ss to listen to to the recording
and repeat the words.
Ss: Listen and repeat
-T
checks understanding of these

words.
* New words:
- T introdures new words
- vast (a): rộng lớn, mênh mông, vô bờ
- nomadic (a): thuộc về du mục
- brave (a): can đảm
- blackberry (n): quả mâm xôi
- running water (n):
Activity 2. Put the words in 1 into the - block – ed (v): chặn đứng, làm cản trở
appropriate category
2. Put the words in 1 into the appropriate category
T asks Ss to work individually
To describe
words
Ss work individually
People
Friendly, brave, boring, nomadic,
- T asks Ss to compare theirs answers
colourful
with a patner
Hospitable, honest, hard-working,
- T calls on some Ss to give theirs
Life
Hard, slow, boring, inconvenient,
answers
peaceful, nomadic, colourful,
17


- T corrects

Key:

miserable = unhappy
Vast, colourful, peaceful, natural,
imposing ( hùng vĩ)
3. Match the nouns/ noun phrases in the box with
Activity 3. Match the nouns/ noun the verbs.
phrases in the box with the verbs
T Explains about the differrent - pick fruits / vegetables/ flowers >< pick up (v): đón
betwwen ‘pick’ and ‘pick up’
- pick is the specific verb used for ride
A horse, a camel
collecting fruit, vegetables or flowers Put up
A tent, a pole
through the action is the same as the Collect
Hay, water, fire wood
more gereral term ‘ pick up’.
Herb
Cattle, the buffalo
- Ss work independently
pick
Wild flowers, apples.
- Let them exchange their answers with
a partner
- T elicits the correct answers
Activity 4. Complete the sentences.
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 1. picking
5. peaceful
missing.
2. incovenient
6. nomadic
- Ss complete the sentences by 3. herd
7. vast
themselves.
4. ridden, brave 8. put up, hard
- T checks the answers
D. Production
II. Pronunciation: Clusters /bl/, /cl/
Pronunciation: Clusters /bl/, /cl/
5. Listen and repeat the words. Pay attention to the
- T turns on recording
initial clusters.
- Ss listen and repeat
6. Listen and circle the words you hear.
- T asks Ss work in small group
Key:
E. Wrap-up( 4ms)
blame, blast, blue, clock, close.
Ss practice saying as many words to 7. Listen to the sentences and repeat.
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
* Adjustment:
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.........................................................................................................................................................
............................................................................................................................................
Scenery

Date of preparing:
Date of teaching:
Week :4 Period 10
18


UNIT 2. LIFE IN THE COUNTRYSIDE
A closer look 2
I/Objectives
1. Educational aim:
-To review comparative of adj./ adv. & use comparative form of adv. of manner
- To practice doing exercises with adjectives/ adverbs of manner
2. Knowledge and skills:
* General language knowledge
- Vocabulary :
Grammatical structures :
comparative of adj./ adv. & use comparative form of adv. of manner
* Skills: Practice reading ,speaking, writing with the lexical items related to the topic
II/ Preparation:
- T: lesson plan, visual pictures , projects
- Ss: vocabularies related to the topic of life in the country
III/ Anticipated problems
- S may forget comparative of form adjectives so teacher should repeat them

IV/ Procedure
Teacher’s/ students’activities
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
as possible)
Comparative form of adverbs. ( adverbs
of manner
- T reminds Ss of comparative form of
adverbs
- T recalls the form of comparative of Adj./
Adv.
- T Asks Ss to give examples for these form
-Ss: Work individually (as many sentences
as possible)

Content


Ex.
- The city is more comfortable and convenient
than the countryside.
- It’s easier to get access to the Internet, too.
Grammar:
1. Comparative form of adj. ( revise)
Form:
S1 + be ( chia) + more + long adj. + than + S2
short Adj. + er …
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.
19



Activity 2. Complete the sentences with
suitable
- T asks Ss to do exercise individually
- Ss : work individually
- T calls some Ss to give answer
- T corrects
Activity 3. Finish the sentences below..
- T asks Ss to do exercise individually
- Ss : work individually
- T calls some Ss to give answer
- T corrects
Activity 4. Underline the correct
comparative forms to
- T asks Ss to do exercise individually
- Ss : work individually
- T calls some Ss to give answer
- T corrects

Activity 5. Write the answer to the
questions below
T asks Ss to do exercise individually
- Ss : work 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. more optimistically
2. more popularly
3. less densely populated
4. more quickly
5. more easily
6. better

5. Write the answer to the questions below.
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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.........................................................................................................................................................
............................................................................................................................................
Date of preparing:
Date of teaching:
Week :4 Period 11
UNIT 2. LIFE IN THE COUNTRYSIDE
Communication
20


I/Objectives
1. Educational aim:
- To discuss and share their replies with friends.
- To read the posts on “holidays in the countryside.”
2. Knowledge and skills:
* General language knowledge
- Vocabulary : disturb – ed (v)
- beehives (n)

- experience (n)
- home- made products (n)
- dig – dug- dug (v)
- Grammatical structures :
* Skills: Practice reading , speaking, writing with the lexical items related to the topic
II/ Preparation:
- T: lesson plan, visual pictures , projects
- Ss: vocabularies related to the topic of life in the country
III/ Anticipated problems
- S may forget some vocabularies so teacher should repeat them
IV/ Procedure
Teacher’s/ students’activities
Content
A.Warm up(5ms)
Questions: Have you ever had a holiday in the
- chatting something about the life in the countryside?
countryside & the city
What did you do there?
answer some questions
When? How did you feel?
- Work individually (as many sentences as Do you wish you could come back some day?
possible)
Which place is more peaceful, the city or the
B. Presentation (12ms)
countryside?.....
Before -speaking
T gives some questions
*Questions:
- 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?
* Vocabulary:
T calls on some groups practice in front of the
- disturb – ed (v) làm phiền
class
- beehives (n) tổ ong
- T introdures new words
- experience (n)
- home- made products (n) : những sản phẩm
C. Practice (20ms)
quê nhà
While- speaking
- dig – dug- dug (v) đào bới, xới, cuốc
Activity 1: Read the posts on ‘ Holiday in the
Countryside’
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,
21


Hongkong
- 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.
- Learn by heart new words
- Do ex: C in page 12 in workbook
- Prepare : Skills 1

Positive Neutral

Dennis from
London

Julie
from
Paris
Phirun from
Phnom Penh

Yumi from
Ha Noi

Emi from
Tokyo

Lan from Ha
Noi

Bob
from
Kong Kong

Negative





e.g.Bob from London. Each student writes a
short reply to a post and then passes the paper
to the person on their left.
They take the next paper from the person on
their right. They read the reply and then add
their own.

22


* Adjustment:
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.........................................................................................................................................................
............................................................................................................................................
Date of preparing:
Date of teaching:
Week :4 Period 12
UNIT 2. LIFE IN THE COUNTRYSIDE
Skills 1
I/Objectives

1. Educational aim:
- 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
2. Knowledge and skills:
* General language knowledge
- Vocabulary : pasture (n), grassland(n), circular (a), ger,
- Grammatical structures :
* Skills: Practice reading ,speaking, with the lexical items related to the topic life in the
countryside
II/ Preparation:
- T: lesson plan, visual pictures , projects
- Ss: vocabularies related to the topic of life in the country
III/ Anticipated problems
- S may forget some vocabularies so teacher should repeat them
IV/ Procedure
Teacher’s/ students’activities
A.Warm up
Net work

Content

highland

T asks Ss to work in groups
- Ss work in groups
B. Presentation
Reading (17ms)
Befor reading
Activity 1: Quickly read the pasage and
choose

- T calls some Ss to give answers
Ask Ss to read the headings first and make sure
they understand their meanings.
- T introdures new words
- 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
23


which help them make their decision. Ss
exchange their answers. Allow them some time
to explain to one another about their choice.
- T checks the answers as a class.
- 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

- pasture (n) đồng cỏ
- grassland(n): đồng cỏ
- circular (a): thuộc hình trịn
- ger
- nomad : n) dân du mục

Key:
1. The importance of cattle to the
nomads
2. The nomads’home
3. Nomadic children’s lives

Key: 1.b
2.d
3.e
4.a
Ss should individually refer to the passage and
5.c
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
1.A
2.C
3.A
4.B
their likes and dislikes on the board and see Key:
5.C
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
A: What do you like about their nomadic life?
countryside in Viet Nam.
Ss work in pairs, discussing which two things B: Well, the children learn to ride a horse.
they both like and which two things they both A: And what don't you like about it?
dislike. They can make a list in order to report B: They can't live permanently in one place
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
24


likes/dislikes
E.Wrap-up( 5ms)
- T asks Ss to retell the content of lesson
F. Homeassignment(3ms.
- Do ex: 1 in page 13 in workbook
- Prepare: skills 2

* Adjustment:
.......................................................................................................................................................
.........................................................................................................................................................
............................................................................................................................................
Date of preparing:
Date of teaching:
Week :5 Period 13
UNIT 2. LIFE IN THE COUNTRYSIDE
Skills 2
I/Objectives
1. Educational aim:
- To listen to for specific informmation about changes in the countryside
- To write a short paragrap about changes in the countryside
2. Knowledge and skills:
* General language knowledge
- Vocabulary : pasture (n), grassland(n), circular (a), ger,
- Grammatical structures :
* Skills: Practice Listening, and writing with the lexical items related to the topic life in the
countryside
II/ Preparation:
- T: lesson plan, visual pictures , projects
- Ss: vocabularies related to the topic of life in the country
III/ Anticipated problems
- S may forget some vocabularies so teacher should repeat them
IV/ Procedure

Teacher’s/ students’activities
A.Warm up (3ms)
T ask ss to talk about changes
in the

countryside
Ss: many big schools, large roads, electrical
appliances
Listening (20ms)
Before- listening
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

Content

25