Giáo án Tiếng Anh 8 - Period 17-19, Unit 3: Teenagers - Năm học 2023-2024

 Date of preparing: 12/10/2023 
 Period 17: UNIT 3: TEENAGERS 
 Lesson 2: A closer look 1 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Identify the combination of some verbs and verb phrases that are often used when teens 
 talk about using social media. 
 - Distinguish two sounds /ʊə/ and /ɔɪ/ correctly 
 2. Competences 
 - Develop competencies of communication, cooperation, and self-management. 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Raise ss’ awareness of social media 
 - Have good attitude to school pressure 
 II. MATERIALS 
 - Grade 8 textbook, Unit 3, A closer look 1 
 - 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; 
 b. Content: 
 - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss 
 to warm up to the new class. 
 c. Expected outcomes: 
 - Having a chance to speak English and focus on the topic of the lesson. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Game: Word puzzles 
- Give Ss a few minutes to play a game. Have Ss 
play in two groups. 
- Ask ss to find 6 meaningful words in the puzzles 
- The team with the more correct answers wins. 
- T leads in the new lesson. 
 Answer key: CHECK; POST; 
 WEBSITE; CLIP; PICTURE; CONNECT 
 e. Assessment 
 - T checks Ss’ vocabulary and gives feedback. 
 2. ACTIVITY 1: VOCABULARY (15 mins) 
 a. Objectives: 
 - To introduce some verbs and verb phrases that are often used when teens talk about 
 using social media. 
 - To allow Ss to use the learnt words in contexts. 
 b. Content: 
 - Task 1: Circle the correct options to complete the phrases. 
 - Task 2: Use the correct form of the verbs in 1 to complete the sentences. 
 - Task 3: Choose the correct answer A, B, or C. 
 c. Expected outcomes: 
 - Know more new verbs and verb phrases that are often used when teens talk about 
 using social media. 
 - Know how to use learned words/ phrases in context. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Circle the correct options to complete the phrases. (5 mins) 
- Have Ss read aloud the verbs and the word / Answer key: 
phrases given. 1. A 
- Ask Ss to work in pairs to circle the correct 2. A 
options to complete the phrases. 3. B 
- Explain the meaning of the new verb phrases by 4. B 
using pictures or synonyms or even their 5. B 
mother tongue 
- Invite Ss to take turns to read out their answers. New words: 
Correct their pronunciation if needed. 1. upload (v) = to copy or move 
 programs or information to a larger 
- Check the answers as a class. 
 computer system or to the internet 
- T can also ask Ss to add more words / phrases to 2. browse (v) = to look at things / check 
the verbs to make other phrases. This way, T can over sth 
broaden Ss’ vocabulary if they are ready. 3. notifications (n) 
 4. log on (to) (v) 
 5. check (v) 
 6. account (n) 
Task 2: Use the correct form of the verbs in 1 to complete the sentences. (5 mins) 
- Ask Ss to work individually to complete each of Answer key: 
the sentences with a suitable verb from 1. 1. browsed 
- Check the answers as a class. 2. uploaded 
- Have some Ss read aloud the complete sentences. 3. connects 
- Correct Ss’ pronunciation if necessary. 4. checked 
 5. logs on 
Task 3: Choose the correct answer A, B, or C. (5 mins) 
- T asks Ss to work individually to choose the Answer key: 
correct answer for each sentence. 1. B - Ss swap their answers with their partners. 2. C 
- T check the answers as a class. 3. A 
- T can also ask some Ss to read out their answers. 4. A 
Then have Ss read the sentences aloud as a class. 5. B 
Correct Ss’ pronunciation if necessary. 
 e. Assessment 
 - Teacher checks students’ answers and gives feedback. 
 3. ACTIVITY 2: PRONUNCIATION (15 mins) 
 a. Objectives: 
 - To help Ss identify how to pronounce the sounds /ʊə/ and /ɔɪ/; 
 - To help Ss practise pronouncing the sounds /ʊə/ and /ɔɪ/ in context 
 b. Contents: 
 - Task 4: Listen and repeat the words. Pay attention to the sounds /ʊə/ and /ɔɪ/. Then put 
 the words into the correct columns. 
 - Task 5: Listen and practise the sentences. Underline the words with /ʊə/ and circle the 
 words with /ɔɪ/. 
 c. Expected outcomes: 
 - Pronouncing the sounds /ʊə/ and /ɔɪ/ correctly; 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 4: Listen and repeat the words. Pay attention to the sounds /ʊə/ and /ɔɪ/. Then put 
the words into the correct columns. (6 mins) 
- Have Ss listen to the recording once first. Then Answer key: 
ask Ss to read out the words. /ʊə/: tourist, ensure, sure, tournament 
- Play the recording for them to listen again and /ɔɪ/: boy, toy, avoid, choice 
repeat each word as a class, then as individuals. 
- Play the recording as many times as possible. 
- Have Ss complete the task. Check answers as a 
class. 
Task 5: Listen and practise the sentences. Underline the words with /ʊə/ and circle the 
words with /ɔɪ/. (9 mins) 
- Have some Ss read the sentences first. Answer key: 
- Play the recording for Ss to listen to, then repeat 1. She is a noisy and curious girl. 
each sentence after the recording. 2. They joined a full-day city tour. 
- Play the recording as many times as necessary. 3. I found it enjoyable to watch the 
- Ask them to underline the words with the sound tournament. 
/ʊə/ and circle the words with the sound /ɔɪ/. 4. She’ll record our voices during the 
- Check the answers as a class. interview. 
- Call some Ss to read the sentences individually. 5. He is not acting very mature and is 
 starting to annoy me. 
 e. Assessment 
 - Teacher checks students’ answers and their pronunciation and gives feedback. 
 4. ACTIVITY 3: FURTHER PRACTICE (5 mins) 
 a. Objectives: - To test students' quick reaction to the targeted sounds 
 b. Content: 
 - Game: Slap the board 
 c. Expected outcomes: 
 - Distinguish between the sounds /ʊə/ and /ɔɪ/ 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Game: Slap the board (5 mins) 
- T writes on the board 15 words with the sounds 15 words with the sounds /ʊə/ and /ɔɪ/: 
/ʊə/ and /ɔɪ/. 1. noisy 9. mature 
- Teacher divides students into 2 teams. 2. toy 10. annoy 
- When T reads out word by word, one student will 3. tourist 11. voice 
run to the board and slap on the correct word with 4. tour 12. enjoy 
the correct sound. 5. avoid 13. tournament 
- The team with more correct answers will be the 6. sure 14. ensure 
winner. 7. boy 15. choice 
- Students play the game. 8. soil 
- Teacher invites the winner to read aloud their 
sentences. 
- Teacher gives feedback. 
 e. Assessment 
 - T and other Ss listen and give corrections to others’ pronunciation 
 4. CONSOLIDATION (4 mins) 
 a. Wrap-up 
 - Ask Ss to summarise what they have learned in the lesson. 
 - Ask them to list some verb phrases learned in the lesson. 
 - Ask them to list some other learned words/ phrases related to teenagers’ activities or 
 pressure, paying attention to their pronunciation. 
 - Ask ss to give 2 sounds learned in the lessons and give examples. 
 b. Homework 
 - Do exercises in the workbook. 
 Date of preparing: 12/10/2023 
 Period 18: UNIT 3: TEENAGERS 
 Lesson 3: A closer look 2 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - review the knowledge of simple sentences 
 - distinguish between simple sentences and compound sentences 
 - identify words that connect independent clauses 
 - apply the coordinating conjunctions or conjunctive adverbs to combine two sentences 
 2. Competences 
 - Develop competencies of communication, cooperation, and self-management. 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Raise ss’ awareness of social media 
 - Have a good attitude to school pressure 
 II. MATERIALS 
 - Grade 8 textbook, Unit 3, A closer look 2 
 - 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; 
 b. Content: 
 - Game: Board race 
 c. Expected outcomes: 
 - Having a chance to speak English and focus on the topic of the lesson. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Game: BOARD RACE 1. She is a noisy and curious girl. 
- Give Ss a few minutes to revise the simple 2. They joined a full-day city tour. 
sentences. 3. I found it enjoyable to watch the 
- Ss work in two teams. tournament. 
- Ss receive slips of paper with simple sentences or 4. She’ll record our voices during the 
compound sentences. interview. 
- Pick out all the simple sentences and run as fast as 5. Minh has some problems with his 
possible to stick them on the board, schoolwork. 
- Then underline the subjects and circle the verbs of 6. Mark is hard-working; therefore, he 
those simple sentences. usually gets high scores on exams. - The team with the more correct answers will be 7. Mai bought many books, for she likes 
the winner reading. 
+ Ask each team to read out loud the sentences they 8. He is a club member, but he never 
have selected. Correct their pronunciation if participates in any of the activities. 
necessary. 
+ The team with the most correct sentences wins. 
- Ask Ss to look at A CLOSER LOOK 2 on page 
31. 
 e. Assessment 
 - T checks ss’ answers and gives feedback. 
 2. ACTIVITY 1: PRESENTATION (7 mins) 
 a. Objectives: 
 - To review Ss’ knowledge of the simple sentences. 
 - To raise Ss’ awareness of the simple sentences and compound sentences. 
 b. Content: 
 - Review simple sentences 
 - Learn how a compound sentence is formed and conjunctions 
 c. Expected outcomes: 
 - Recall the form of the simple sentences 
 - Know how a compound sentence is made up. 
 - Know some coordinating conjunctions and conjunctive adverbs. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Grammar: Simple sentences and compound Eg1: Minh has some problems with his 
sentences. S V 
- T gives 2 sentences and asks ss to find their Schoolwork. 
subject and verb. 
- Ask them to check how many subjects and verbs Eg2: Mark is hard-working; therefore, 
are in each of the sentences. S1 V1 connectors 
- Tell them to read the Remember! box in pairs he usually gets high scores on exams. 
before giving further explanation. S2 V2 
- Then T explains to ss what a simple sentence or a * A simple sentence is made up of one 
compound sentence is. independent clause. 
- Then ask Ss to underline the two independent * A compound sentence is made up of 
clauses in Eg 2, circle the words in between the two two or more independent clauses 
independent clauses. Tell them that there are words * Connectors 
other than and and but we use to connect - coordinating conjunctions: for, and, 
two independent clauses in compound sentences. but, or, so 
- Ask Ss to read aloud as a class the words for, and, - conjunctive adverbs: however, 
but, or, so, however, therefore, otherwise. therefore, otherwise. 
- Explain the meanings of these words if necessary. 
Tell Ss that they can also call these words 
connectors. 
- Remind Ss to use a semicolon (;) before however, 
therefore, and otherwise, and the other connectors are followed by a comma (,) 
 e. Assessment 
 - Teacher listens to students’ answers and gives feedback. 
 3. ACTIVITY 2: PRACTICE (24 mins) 
 a. Objectives: 
 - To review Ss’ knowledge of simple sentences. 
 - To raise Ss’ awareness of simple sentences and compound sentences. 
 - To help Ss distinguish between words that connect independent clauses. 
 b. Content: 
 - Task 1: Tick the simple sentences. 
 - Task 2: Write S for simple sentences and C for compound sentences. 
 - Task 3: Choose the correct answer A, B, or C. 
 - Task 4: Combine the two sentences to make compound sentences, using the words from 
 the box. 
 c. Expected outcomes: 
 - Recall the form of the simple sentences 
 - Know the differences between simple sentences and compound sentences. 
 - Know the differences between words that connect independent clauses. 
 d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Tick the simple sentences. (4 mins) 
- Ask Ss to work individually to tick the simple Answer key: 1, 2, 4 
sentences. 
- Ask Ss to take turns to give their answers. 
- Check the answers as a class. 
- Then T asks some Ss to underline the subjects 
and circle the verbs of simple sentences. 
- Ask several Ss to read aloud the full sentences. 
Correct their pronunciation if necessary. 
Task 2: Write S for simple sentences and C for compound sentences. (4 mins) 
- Have Ss work in pairs to write S for simple Answer key: 
sentences and C for compound sentences. 1. S 
- Ask some Ss to read out the sentences and say S or 2. S 
C. 3. C 
- Correct their pronunciation mistakes if 4. S 
necessary. 5. C 
- Check the answers as a class. 
Task 3: Choose the correct answer A, B, or C. (6 mins) 
- Have Ss work individually to choose the Answer key: 
correct answer A, B, or C. 1. C 
- Remind them of the meanings of the connectors 2. B 
and the punctuation (the comma and semicolon) 3. A 
for the connectors. 4. A 
- Ask some Ss to read out the complete 5. C sentences. 
- Check the answers as a class. 
Task 4: Combine the two sentences to make compound sentences, using the words from 
the box. (10 mins) 
- Have Ss work in groups of four for five minutes Answer key: 
to write on their posters complete compound 1. Phong has to study harder; otherwise, 
sentences using the words in the box. he may fail the exam. 
- Remind them to use commas and semicolons 2. She is very sensitive, so don’t 
when necessary. Then ask them to swap answers comment on her new hairstyle. / She is 
with other groups. very sensitive; therefore, don’t comment 
- Check the answers as a class. on her new hairstyle. 
- Have the class read out the sentences. 3. Mi wants to have more friends, but 
Correct their spelling and grammar mistakes she doesn’t connect well with others. 
when necessary. 4. Students can work in groups, or they 
 can work in pairs. 
 5. My friend likes showing off her new 
 things; therefore, she often posts 
 pictures on social media. / My friend 
 likes showing off her new things, so she 
 often posts pictures on social media. 
 e. Assessment 
 - Students do peer correction. 
 - Teacher checks students’ answers as a class and gives feedback. 
 4. ACTIVITY 3: PRODUCTION (5 mins) 
 a. Objectives: 
 - To enable Ss to make compound sentences correctly. 
 b. Content: 
 - Task 5. GAME: Which group has the most sentences? 
 c. Expected outcomes: 
 - Students are able to make compound sentences correctly. 
 d. Organisation 
Task 5. GAME: Which group has the most sentences? 
Work in groups. Each group makes as many compound sentences as possible. The group 
with the most correct sentence is the winner. (5 mins) 
- Instruct Ss to play the game in groups. 
- Have Ss work for two minutes to write compound sentences using 
given words on their strips of paper (the words on the slips of paper 
given to Ss can be for, and, but, or, so, however, therefore, otherwise). 
T may instruct Ss to write their compound sentences on A1-size 
paper. 
- Invite groups to read out their compound sentences or to stick the A2-
size paper with compound sentences they have written on the board. 
- The group with the most correct sentences is the winner. 
 e. Assessment 
 - T corrects any grammar and pronunciation mistakes if necessary. 
4. CONSOLIDATION (4 mins) 
a. Wrap-up 
- Ask Ss to summarise what they have learnt in the lesson. 
- Have them say out loud the connectors (coordinating conjunctions and conjunctive 
adverbs) they learnt in the lesson. 
- Have them talk about the meanings of the connectors and how to use commas and 
semicolons with connectors. 
b. Homework 
- Do exercises in the Workbook. 
 Date of preparing: 12/10/2023 
 Period 19: UNIT 3: TEENAGERS 
 Lesson 4: Communication 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Identify how to make requests in English. 
 - Understand some everyday English phrases and expressions about the different social 
 media that are popular among teens, how often and what they use these media for. 
 - Practise reading for specific information. 
 2. Skills 
 - Apply some everyday English phrases and expressions to do exercises and practise 
 them in real situations in daily life. 
 - Make requests in English. 
 3. Competences 
 - Develop competencies of communication, cooperation, and self-management. 
 - Be collaborative and supportive in pair work and group work. 
 4. Personal qualities 
 - Raise ss’ awareness of social media popular among teens. 
 - Have a good attitude when making polite requests. 
 II. MATERIALS 
 - Grade 8 textbook, Unit 3, 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; 
 b. Content: 
 - Chatting between teacher and students 
 c. Expected outcomes: 
 - Have a chance to speak English and focus on the topic of the lesson. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Chatting: Suggested answers: 
- T asks ss some questions: - Can/ Could you pass me the pen? 
+ What do you say when you want sb to pass you a - Can/ Could you tell me more about the 
pen? music club? 
+ What do you say when you want sb to tell you 
more about the music club? 
+ What will we do if we want to politely ask 
somebody to do sth? - T leads in the new lesson: If we want to politely 
 ask somebody to do sth, we make requests. There 
 are two ways of making requests that we will learn 
 in Lesson 4. Communication. 
 - Ask Ss to look at COMMUNICATION on page 
 32. 
 e. Assessment 
 - T checks ss’ answers and gives feedback. 
 2. ACTIVITY 1: EVERYDAY ENGLISH (10 mins) 
 a. Objectives: 
 - To introduce two ways to make requests 
 - To help Ss practise making requests. 
 b. Content: 
 - Task 1: Listen and read the dialogue below. Pay attention to the highlighted sentences. 
 - Task 2: Work in pairs. Make similar conservations, using the cues below. 
 c. Expected outcomes: 
 - Know two ways of making requests. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Listen and read the dialogue below. Pay attention to the highlighted sentences. (5 
mins) 
- Play the recording for Ss to listen and read the 1. Can you tell me more about the music 
dialogue between a student and a school club club, please? 
leader. Ask Ss to pay attention to the highlighted 2. Could you show me the way to the 
sentences. college, please? 
- Emphasise the ways to make requests (in the 
contents column). 
- Tell Ss that Can you and Could you are similar in 
meaning, and only different in the degree of 
formality. Could you is more formal than Can you. 
- Have Ss practise the dialogue. 
Task 2: Work in pairs. Make similar conservations, using the cues below. (5 mins) 
- Ask Ss to work in pairs to make similar dialogues. - Ask to borrow a book from your 
- Tell them to use the contexts given and the sample classmate. 
requests. Can you lend me your book that you 
- Give feedback on their dialogues. finished reading, please? 
 - Request some advice on how to do your 
 science project. 
 Could you tell me how to start a science 
 project? 
 e. Assessment 
 - Teacher listens to students’ pronunciation and gives feedback. 
 3. ACTIVITY 2: SOCIAL MEDIA POPULAR AMONG TEENS (25 mins) 
 a. Objectives: - To help Ss have language input about the different social media that are popular among 
 teens, how often and what they use these media for; 
 - To help Ss practise reading for specific information. 
 - To help Ss practise asking and answering questions about which social media teens 
 often use, how often and why they use these media. 
 b. Content: 
 - Task 3: Read some posts on a forum about different social media and match the names 
 of the posters with their activities. 
 - Task 4: Work in pairs. Ask and answer questions about what social media the teens in 3 
 use, why, and how often they use them. 
 - Task 5: Work in groups. Discuss the following questions and then report your group’s 
 result to the class. 
 c. Expected outcomes: 
 - Ss are able to identify the different social media that are popular among teens, how 
 often and what they use these media for. 
 - Ss practise reading for specific information. 
 - Ss are able to about which social media they often use, how often and why they use 
 these media. 
 d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 3: Read some posts on a forum about different social media and match the names 
of the posters with their activities. (5 mins) 
- Ask some Ss to read the posts aloud. Answer key: 
- Have Ss work in pairs to read the posts to match Ann: 2 
the name of the four teenagers and their activities Tom: 4,5 
(1 - 5). Trang: 1 
- Ask some pairs to read out their answers. Correct Nam: 3 
if necessary. 
- Check the answers as a class. 
- If time allows, ask some Ss to retell 
information from the posts or to role-play a 
conversation. 
Task 4: Work in pairs. Ask and answer questions about what social media the teens in 3 
use, why, and how often they use them. (10 mins) 
- Have Ss work in pairs to ask and answer Model dialogue: 
questions about which social media each of the Tom: What social media does Ann use? 
four teenagers uses, what for and how often they Nam: She uses YouTube. 
use the media. Tom: What does she use it for? 
- Ask them to follow the example in the Student’s Nam: She uploads her videos and 
Book. watches other people’s videos. 
- Invite some pairs to role-play, asking and Tom: How often does she use it? 
answering questions in front of the class. Correct Nam: Every day. 
any grammar or pronunciation mistakes if 
necessary. 
Task 5: Work in groups. Discuss the following questions and then report your group’s 
result to the class. Report your group’s results to class. (10 mins) - Have Ss work in groups to discuss the answers 1. What social media do you use? 
to the three questions about social media. 2. How often do you use it? 
- Tell them that they can give more than one 3. What do you use social media for? 
reason to explain their choice. 
- Ask them to use the information from the posts 
in 3 as cues. 
- Invite group representatives to report their 
group’s answers. 
 e. Assessment 
 - T listens to ss’ reports and gives feedback on their pronunciation and content. 
 4. CONSOLIDATION (5 mins) 
 a. Wrap-up 
 - Ask Ss what they have learnt in the lesson. 
 - Ss retell 2 ways of making requests and list some popular social media among teens. 
 b. Homework 
 - Do exercises in the Workbook.