Giáo án Tiếng Anh 8 - Period 11-13, Unit 2: Life in the countryside - Năm học 2023-2024

 Date of preparing: 28/9/2023 
 Period 11: UNIT 2: LIFE IN THE COUNTRYSIDE 
 Lesson 3: A closer look 2 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - The comparative forms of adverbs 
 2. Competences 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Love talking about activities in the countryside 
 II. MATERIALS 
 - Grade 8 textbook, Unit 2, A closer look 2 
 - Computer connected to the Internet 
 - Projector / TV/ 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (6 mins) 
 a. Objectives: 
 - To review comparative forms of adjectives before the lesson. 
 - To introduce the term of comparative form of adverbs. 
 b. Content: 
 - Making comparison between two pictures. 
 c. Expected outcomes: 
 - Students’ answers. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Making comparison Questions: 
- Teacher shows the pictures on the screen. 1. Who lives faster than the other: people 
- Teacher asks students to make comparative in the countryside or people in the city? 
sentences to describe the difference between the 2 2. Who lives more peacefully than the 
pictures. other: people in the countryside or 
- Teacher gives some follow-up questions to lead in people in the city? 
the introduction of the target grammar point. Suggested answers: 
- Teacher sets the context for the lesson. 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. 
 e. Assessment: 
 - Teacher corrects students (if needed). 2. ACTIVITY 1: PRESENTATION (8 mins) 
 a. Objectives: 
 - To teach Ss the comparative forms of some adverbs that Ss normally use in everyday 
 conversations. 
 b. Content: 
 - The comparative adverbs 
 c. Expected outcomes: 
 - Students know how to use the target grammar. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Grammar teaching: Comparative adverbs Examples: 
1. For most adverbs (often with two or more 1. adding more: 
syllables), we make comparative forms by adding slowly → more slowly 
more. carefully → more carefully 
2. For adverbs that have the same forms as 
adjectives like fast, hard, soon, etc., we make 2. adding -er: 
comparative forms by adding -er. fast → faster 
3. Some irregular adverbs hard → harder 
 3. irregular adverbs: 
 well → better 
 badly → worse 
 e. Assessment: 
 - Teacher checks students’ understanding by asking some questions. 
 3. ACTIVITY 2: PRACTICE (20 mins) 
 a. Objectives: 
 - To help Ss practise the correct comparative forms of adverbs in sentences. 
 b. Content: 
 - Task 1: Write the comparative forms of the adverbs in the table below. 
 - Task 2: Complete the sentences with the comparative forms of the adverbs in brackets. 
 - Task 3: Complete the sentences with suitable comparative forms of the adverbs from the 
 box. 
 - Task 4: Read the situations and complete the sentences using the comparative forms of 
 the adverbs in brackets. 
 c. Expected outcomes: 
 - Students understand how to use the target grammar. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 1: Write the comparative forms of the adverbs in the table below. (4 mins) - Teacher asks Ss to do the exercise individually Answer key: 
and then check their answers in pairs. Comparative 
 Adverbs 
- Teacher invites some Ss to share their answers. forms 
Confirm the correct answers. long longer 
 high higher 
 late later 
 quickly more quickly 
 frequently more frequently 
 early earlier 
 much more 
 little less 
Task 2: Complete the sentences with the comparative forms of the adverbs in brackets. (5 
mins) 
- Have Ss do the exercise individually and then Answer key: 
compare their answers with their partners. 1. more beautifully 
- Ask some Ss to write their answers on the 2. more clearly 
board. 3. faster 
- Check the answers with the whole class. Ask Ss 4. harder 
to explain how to make the comparative form of 5. more heavily 
the 
adverb given in each sentence. Confirm the 
correct answers. 
Task 3: Complete the sentences with suitable comparative forms of the adverbs from the 
box. 
(5 mins) 
- Have Ss do the exercise individually and then Answer key: 
compare their answers with their partners. 1. more carefully 
- Ask some Ss to write their answers on the 2. faster 
board. 3. more quietly 
- Check the answers with the whole class. Ask Ss 4. more soundly 
to explain how to make the comparative form of 5. earlier 
the 
adverb given in each sentence. Confirm the 
correct answers. 
Task 4: Read the situations and complete the sentences using the comparative forms of 
the adverbs in brackets. (6 mins) 
- Teacher ask Ss to read the situations carefully. Answer key: 
If necessary, T may explain each situation to Ss. 1. The red car can run faster than the black 
Ask Ss to complete the sentences individually car. 
and then compare their answers with their 2. Nick can jump higher than Tom. 
partners. 3. Mai did better on the exam than Hoa. 
- Ask some Ss to write their answers on the 4. The workers arrived earlier than my dad 
board. expected. 
- Check the answers with the whole class. 5. The buses run more frequently than the 
Confirm the correct answers. trains. 
 e. Assessment: 
 - Teacher corrects students as a whole class. 
 4. ACTIVITY 3: PRODUCTION (10 mins) 
 a. Objectives: 
 - To help Ss practise using comparative adverbs to make comparisons 
 b. Content: 
 - Task 5. Work in pairs. Ask and answer to find out who... 
 c. Expected outcomes: 
 - Students’ conversations 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 5: Work in pairs. Ask and answer to find out who: 
- Model this activity with a student. Remind Ss that Who: 
they should only use the phrases and the pictures in - can run faster 
4 to ask and answer about activities that rural - can jump higher 
people often do. - stay up late at night 
- Ask Ss to work in pairs. T goes round to help - gets up earlier in the morning 
weaker Ss. Then, call on some pairs to practise in 
front of the class. Comment on their performance. Suggested outcome: 
 A: How fast can you run? 
 B: I can run 15 kilometres an hour. 
 A: Ok, so you can run faster than me. 
 � I can run fast but B can run faster 
 than I do. 
 e. Assessment: 
 - Teacher gives corrections and feedback. 
 5. CONSOLIDATION 
 a. Wrap-up: 
 - Summarise the main points of the lesson. 
 - Ask Ss to make sentences about themselves, using comparative adverbs. 
 b. Homework: 
 - Students’ workbook. 
 Date of preparing: 28/9/2023 
 Period 12: UNIT 2: LIFE IN THE COUNTRYSIDE 
 Lesson 4: Communication 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Give and respond to compliments 
 2. Competences 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Be ready and confident in real life conversations 
 II. MATERIALS 
 - Grade 8 textbook, Unit 2, Communication 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (5 mins) 
 a. Objectives: 
 - To create an active atmosphere in the class before the lesson. 
 - To lead into the new lesson. 
 b. Content: 
 - Rearrange to make a conversation. 
 c. Expected outcomes: 
 - Students’ answers. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Jumbled conversation: Suggested answers: 
- Teacher gives out a jumbled conversation. 2. Happy birthday. Wow, you’re wearing 
1. Thank you. Yours is, too. such a beautiful dress. 
2. Happy birthday. Wow, you’re wearing such a 1. Thank you. Yours is, too. 
beautiful dress. 3. Here is your present. I hope you like 
3. Here is your present. I hope you like it. it. 
4. I’m glad you like it. 5. This is the best gift I have ever had. I 
5. This is the best gift I have ever had. I love it. love it. 
- Teacher asks students to rearrange it to make a 4. I’m glad you like it. 
meaningful conversation. 
- Teacher gives some follow-up questions to lead in 
the introduction of the target grammar point. 
 e. Assessment - Teacher corrects for students (if needed). 
 2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins) 
 a. Objectives: 
 - To introduce ways of giving and responding to compliments. 
 - To help Ss practise giving and responding to compliments. 
 b. Content: 
 - Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. 
 - Task 2: Work in pairs. Make similar conversations to practise giving and responding to 
 compliments, using the cues below. 
 c. Expected outcomes: 
 - Students know how to use the structures to give and respond to compliments. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. (6 
mins) 
- Play the recording for Ss to listen and read the two Audio script – Track 10: 
dialogues between Tom and Mai, Nick and Hoa at 1. 
the same time. Ask Ss to pay attention to the Tom: What a beautiful kite you have, 
questions and answers. Mai! 
- Have Ss practise the dialogues in pairs. Call on Mai: Thank you, Tom. My dad made it 
some pairs to practise the dialogues in front of the for me last weekend. 
class. 2. 
 Nick: You really have a nice dress, Hoa. 
 Hoa: I’m glad you like it, Nick. I think 
 its colour really suits me. 
Task 2: Work in pairs. Make similar conversations to practise giving and responding to 
compliments, using the cues below. (6 mins) 
- Ask Ss to work in pairs to make similar dialogues Cues: 
with the given cues. - a shirt 
- Move around to observe and provide help. Call on - a bicycle 
some pairs to practise in front of the class. - a school bag 
Comment 
on their performance. 
 e. Assessment 
 - Teacher checks students’ understanding by asking some questions. 
 3. ACTIVITY 2: ADVERTS FOR BEAUTIFUL VILLAGES (26 mins) 
 a. Objectives: 
 - To help Ss learn about two traditional villages in Viet Nam and the Netherlands. 
 - To help Ss develop their reading skills for specific information (scanning). 
 - To provide Ss with practice in giving a presentation about the similarities and 
 differences 
 between two places. 
 b. Content: - Task 3: Read the adverts for the two beautiful villages. Tick the boxes to show which 
 village the statements describe. Sometimes both boxes need to be ticked. 
 - Task 4: Work in groups. Take turns to talk about the similarities and differences 
 between Duong Lam and Hollum. 
 - Task 5: Work in pairs. Which village in 3 would you like to visit for a holiday? Explain 
 your choice to your partner. 
 c. Expected outcomes: 
 - Students know about two traditional villages in Viet Nam and the Netherlands. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 3: Read the adverts for the two beautiful villages. Tick the boxes to show which 
village the statements describe. Sometimes both boxes need to be ticked. (8 mins) 
- Have Ss read the instructions to understand Suggested answers: 
what they are going to do. Remind them that 
they have to read each statement in the table Duon
 Hollu
and then read the two adverts to scan for the Statements g 
 m 
necessary information to help them tick the Lam 
correct boxes. 
 1. It’s an ancient village. ✔ ✔ 
- Give Ss time to read the two adverts and tick 
the boxes in the table. After that, get them to 2. We can visit an 
 ancient pagoda, 
swap answers in pairs. Go around and offer ✔ 
help, if necessary. traditional houses, and 
- Check the answers as a class. temples in this village. 
 3. We can get there by 
 plane or ferry. ✔
 4. We can go there by 
 car, bus, or bike. ✔
 5. It has a lighthouse. ✔ 
Task 4: Work in groups. Take turns to talk about the similarities and differences between 
Duong Lam and Hollum. (8 mins) 
- Teacher introduces some words or phrases Example: 
that are often used to talk about the similarities Duong Lam and Hollum are both ancient 
and differences, such as: both, also, too, like, villages, 
as, unlike, but, however, etc. and give examples 
to illustrate. 
- Have Ss work in groups, taking turns to talk 
about the similarities and differences between 
the two 
villages. T may go round to observe. T should 
encourage Ss to say as many sentences as 
possible. Ask Ss not to interrupt their group 
members while they are speaking in order to 
correct their errors. Tell them to correct only 
common errors after their group members have 
finished speaking. 
- Call on some Ss to give the presentation to the whole class. After each student finishes his or 
her 
presentation, invite comments on his or her 
clarity, language, and fluency from other Ss. 
Task 5: Work in pairs. Which village in 3 would you like to visit for a holiday? Explain 
your choice to your partner. (10 mins) 
- Have students work in pairs, asking and Suggested outcome: 
answering questions about the villages they A: Which village would you like to visit for a 
would like to visit. T goes around and corrects holiday? 
mistakes or gives help when necessary. B: Duong Lam, of course! 
Encourage Ss to ask more questions. A: Why? 
- Call on some pairs to perform the task in front B: Because I love watching the locals 
of the class. T and other Ss listen and make making specialities and 
comments. 
 e. Assessment 
 - Teacher corrects students as going around while they’re practising. 
 - Teacher gives feedback. 
 4. CONSOLIDATION 
 a. Wrap-up: 
 - Have Ss say what they have learnt in the lesson. 
 b. Homework: 
 - Students’ workbook. 
 Date of preparing: 28/9/2023 
 Period 13: UNIT 2: LIFE IN THE COUNTRYSIDE 
 Lesson 5: Skills 1 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Read about different aspects of a Vietnamese village 
 - Talk about a village or town where one lives or which one knows 
 2. Competences 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Love reading and talking about activities in the countryside 
 II. MATERIALS 
 - Grade 8 textbook, Unit 2, Skills 1 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (5 mins) 
 a. Objectives: 
 - To help Ss understand and activate their knowledge of the topic. 
 - To help Ss remember some adjectives that are often used to describe scenes and 
 sceneries in the countryside. 
 b. Content: 
 - Task 1: Work in pairs. Look at the picture and discuss the following questions. 
 c. Expected outcomes: 
 - Students’ answers. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Work in pairs. Look at the picture and discuss the following questions. (5 mins) 
- Ask Ss to work in pairs discussing what they can Questions: 
see in the picture. - What can you see in the picture? 
- Ask some Ss to say their answers in front of the - Which adjectives in the box can be 
class. T may ask other questions to elicit other used to describe the picture? 
things in the picture. 
- Ask Ss to work in pairs again, discussing which Suggested answers: 
adjectives in the box can be used to describe the - paddy fields, cattle (buffaloes), farmers, 
picture. a combine harvester, a lake / pond, trees, 
- Ask some Ss to say their answers in front of the houses, a dirt road, horizon, etc. 
class. - peaceful, vast, picturesque e. Assessment: 
 - Teacher corrects students (if needed). 
 2. ACTIVITY 1: READING (18 mins) 
 a. Objectives: 
 - To improve Ss’ knowledge of vocabulary related to community activities. 
 - To improve Ss’ skill of reading for specific information. 
 b. Content: 
 - Vocabulary 
 - Task 2: Read the text about life in a village in Viet Nam. Match the highlighted words 
 in the text with their meanings. 
 - Task 3: Read the text again and tick T (True) or F (False) for each sentence. 
 c. Expected outcomes: 
 - Students understand how to use the target grammar. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Vocabulary pre-teaching (5 mins) 
- Teacher explains the meaning of the new vocabulary by New words: 
pictures. 1. stretch (v) 
- Teacher reveals that the words according to the pictures will 2. canal (n) 
appear in the reading text and asks students to open their 3. cultivate (v) 
textbook to find these words 4. orchard (n) 
- Teacher introduces the vocabulary. 
- Teacher checks students’ understanding with with follow-up 
questions 
Task 2: Read the text about life in a village in Viet Nam. Match the highlighted words in 
the text with their meanings. (5 mins) 
- Ask Ss to work individually to read the passage and find the Answer key: 
highlighted words. 1. c 
- Have Ss read aloud the highlighted words. Correct their 2. a 
pronunciation if needed. 3. d 
- Have Ss match the highlighted words with their meanings in the 4. b 
table. Remind them to use the context to help them. 
- Check the answers as a class. 
Task 3: Read the text again and tick T (True) or F (False) for each sentence. (7 mins) 
- Ask some Ss to read out loud the sentences in the table. Answer key: 
- Have Ss work individually for five minutes and tick T (True) or 1. T 
F (False). 2. T 
- Ask Ss to take turns to give the answers. Ask them to show the 3. F 
part in the passage where they found the answers. 4. F 
- Have them read aloud the sentences. 5. T 
- Check the answers as a class. 
 e. Assessment 
 - Teacher corrects for students as a whole class. 
 - Teacher checks the vocabulary by asking the Vietnamese meaning of each word. 
 3. ACTIVITY 2: SPEAKING (15 mins) 
 a. Objectives: 
 - To help Ss prepare ideas for the next activity. 
 - To provide an opportunity for Ss to practise talking about a village or town where they 
 live or which they know. 
 b. Content: 
 - Task 4: Make notes about the village or town where you live or which you know. 
 - Task 5: Work in groups. Take turns to talk about the village or town where you live or 
 which you know. Use the information in 4. 
 c. Expected outcomes: 
 - Students’ speaking. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 4: Make notes about the village or town where you live or which you know. (5 mins) 
- Tell each student to make notes. Set a time limit Suggested outcome: 
for Ss to do it. Name: Ha Noi 
- Ask Ss to think about a village or town where they Location: Northern Vietnam 
live or which they know (its name, location, Scenery: ancient buildings and beautiful 
scenery, special features) and the people living sights 
there (how they live, what they often do, how they How people live: fast, lively 
get along with each other). - Have them note down Activities adults or children often do: 
these ideas quickly. chatting, having a coffee with friends, 
 going shopping 
 The relationships among the people: 
 friendly, helpful 
 Special feature: Old quarter, 
 museums, 
Task 5: Work in groups. Take turns to talk about the village or town where you live or 
which you know. Use the information in 4. (10 mins) 
- T asks a strong student to model this activity in Suggested outcome: 
front of the class. Then have Ss work in groups, I live in Duong Lam. It’s an old village 
taking turns to talk about the village or town where outside Ha Noi. It has ... 
they live or which they know about. Remind Ss to 
use the ideas they have prepared in 4. T may go 
round to observe. 
- Encourage Ss to say as many sentences as 
possible. Ask Ss not to interrupt their group 
members while they are speaking in order to correct 
their errors. Tell them to correct only common 
errors after their group members have finished 
speaking. 
- If there is enough time, call on some Ss to talk 
before the whole class, then invite some positive 
comments from other Ss. 
Task 6: (for good students): Give your opinion about living in the countryside 
 - T asks Ss to answer the Q: 
 + Why do you like living in the countryside? 
 + Why don’t you like living in the countryside? 
 e. Assessment: 
 - Teacher gives corrections and feedback. 
 4. CONSOLIDATION 
 a. Wrap-up 
 - Summarise the main points of the lesson. 
 b. Homework 
 - Students’ workbook.