Giáo án Tiếng Anh 8 - Period 20-22, Unit 3: Teenagers - Năm học 2023-2024

Date of preparing: 21/10/2023 
 Period 20: UNIT 3: TEENAGERS 
 Lesson 5: Skills 1 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- Recognise reading skills for specific information and general information about school 
clubs. 
- Remember the lexical items related to school clubs. 
- Recognise how to make a conversation to ask and answer about school clubs 
 2. Competences 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Develop presentation skill 
- Actively join in class activities 
3. Personal qualities 
- Raise ss’ awareness of school clubs and the benefits of joining clubs 
- Have a good attitude towards joining school clubs. 
II. MATERIALS 
- Grade 8 textbook, Unit 3, Skills 1 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
III. PROCEDURES 
1. WARM-UP (3 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson 
- To remind Ss of some activities and school clubs teens often take part in 
b. Content: 
- Brainstorming 
- Pictures describing 
c. Expected outcomes: 
- Be able to speak English and focus on the topic of the lesson. 
d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Brainstorming (Task 1) Suggested answers: 
- Ask Ss to list school clubs teens often take part in. - Badminton/ basketball club, 
- Have the class work in pairs to describe the English club, chess club, arts club, 
pictures and say what club the teenagers in the football club, 
pictures are taking part in. - 2 clubs in the pictures: Chess 
- Ask Ss to discuss the reasons they want to join a club, arts and craft club 
school club like these. 
- Ask Ss to look at SKILLS 1 on page 33. 
e. Assessment 
- T listens to ss’ answers and gives feedback. 
2. ACTIVITY 1: READING (25 mins) 
a. Objectives: 
- To introduce some new words and set the context for the reading 
- To improve Ss’ skill of reading for general information and details. 
b. Content: 
- Vocabulary pre-teaching 
- Task 2: Read the conversation and tick T (True) or F (False) for each sentence. 
- Task 3: Read the conversation again and choose the correct answer A, B, or C. 
c. Expected outcomes: 
- Know more new words 
d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Vocabulary pre-teaching (5 mins) 
- Teacher introduces the vocabulary. * Vocabulary: 
- Teacher explains the meaning of the new 1. concentrate (v) 
vocabulary by pictures. 2. focused (adj) 
- Teacher reveals that these five words will 3. craft (n) 
appear in the reading text and asks students to 4. beforehand (adv) 
open their textbook to discover further. 5. practical (adj) 
Task 2: Read the conversation and tick T (True) or F (False) for each sentence. (10 
mins) 
- Ask Ss to work individually to read the Answer key: 
conversation and to decide if the statements 1. T 
below the conversation are true or false. 2. T 
- Ss read and tick T (True) or F (False). 
 3. F: when he was five => 5 years ago 
- Ask Ss to underline the evidence to support 
each statement. 4. T 
- Have Ss work in pairs to swap answers or to 
check answers together. 
- Ask some Ss to read out loud the statements 
and say true or false. Ask them to show the 
parts in the reading where they found the 
answers. 
Task 3: Read the conversation again and choose the correct answer A, B, or C. (10 
mins) 
- Have Ss work individually for seven minutes Answer key: 
and circle the correct answers. 1. B 
- Remind them to underline the keywords in 2. C 
the questions and the evidence for the 3. B 
answers. 4. B 
- Ask Ss to take turns giving the answers. Ask 5. C 
them to show the parts in the reading where 
they found the answers. 
e. Assessment 
- T checks the answers as a class and gives feedback. 
3. ACTIVITY 2: SPEAKING (15 mins) 
a. Objectives: 
- To help Ss practise asking and answering questions for information about school clubs; 
- To give Ss an opportunity to practise explaining their reasons or the benefits they 
gain. 
b. Content: 
- Practise asking and answering questions for information about school clubs; 
- Practise explaining their reasons or the benefits they gain. 
c. Expected outcomes: 
- Speak about school clubs 
- Know the benefits of school clubs and talk about them. 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 4: Work in pairs. Make conversations using the given information. (9 mins) 
- Have Ss work in pairs to ask and answer Suggested questions: 
questions about the guitar club and painting - What time does the club meet? 
club. - Where does it meet? 
- Assist Ss to make questions when necessary. - How can I contact the club? / What 
- Ask them to practise giving some benefits / is the contact number of the club? 
reasons. Encourage them to think of other possible - Who will coach the club? 
benefits / reasons. - What are the benefits you get when 
- Ask some pairs to role-play. you join the club? / Why do you want 
 to join this club? 
Task 5: Work in groups. Ask and answer questions about a club at your school. 
Report the answers to your class. (6 mins) 
- Have Ss work in groups to ask and answer 
questions about a school club they would like to 
participate in. 
- Ask them to give as many benefits and/ or 
reasons why they want to take part in the club. 
Tell them to explain the reasons based on their 
likes, dislikes, abilities, or personalities. 
- Invite one representative of each group to 
report their group’s answers to the class. 
e. Assessment 
- T asks the class to give feedback on their questions and answers, and pronunciation. 
- T gives feedback on their reports in terms of language, reasoning skills, and 
pronunciation. 
4. CONSOLIDATION (3 mins) 
a. Wrap-up 
- Ask Ss what they have learnt in the lesson. 
- Ss retell some school clubs they have learnt after the lesson and their benefits. 
b. Homework 
- Do exercises in the workbook. 
Date of preparing:21/10/2023 
 Period 21: UNIT 3: TEENAGERS 
 Lesson 6: Skills 2 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- Listen for general and specific information about teen stress 
- Recall the lexical items related to pressures teens face 
- Write a paragraph about the causes and solutions 
 2. Competences 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Raise ss’ awareness of pressures teens face 
- Have a positive attitude toward pressures and know how to deal with them 
II. MATERIALS 
- Grade 8 textbook, Unit 3, Skills 2 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
III. PROCEDURES 
1. WARM-UP (3 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson 
- To help ss focus on the listening & writing topic 
b. Content: 
- Use the technique “Table cloth” to elicit some types of pressure that teens face. 
c. Expected outcomes: 
- Ss can identify and name types of pressure that teen may face 
d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Game: Table cloth Suggested answers: 
- Divide the class into 4 groups. Pressure from parents, pressure from 
- In 2 minutes, Ss write down on the poster as many work, pressure from schoolwork, 
types of pressure as possible. pressure from friends, peer pressure, 
- The group with the most correct answers will be exam pressure, pressure to get into 
the winner. gifted/ high schools, pressure of 
- Ask Ss to look at SKILLS 2 on page 35. getting higher marks, 
e. Assessment 
- T check ss’ answers and gives feedback 
2. ACTIVITY 1: LISTENING (25 mins) 
a. Objectives: 
- To improve Ss’ skill of listening for general information. 
- To improve Ss’ listening comprehension and note taking skills. 
b. Content: 
- Learn some new words. 
- Task 1: Which types of pressure below do you think teens face? 
- Task 2: Listen to a conversation and choose the correct answer to each question. 
- Task 3: Listen to the conversation again and fill each blank with ONE word. 
c. Expected outcomes: 
- Know more new words about teen pressure 
- Get specific information about teen pressure through listening 
d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Vocabulary pre-teaching (5 mins) 
- Teacher introduces the vocabulary. * Vocabulary: 
- Teacher explains the meaning of the new 1. parental (adj) 
vocabulary by pictures. 2. bully (v) 
- Teacher reveals that these four words will appear 3. bullying (n) 
in the listening text and asks students to open their 4. peer (n) 
textbook to discover further. 
Task 1: Which types of pressure below do you think teens face? (3 mins) 
- Ask Ss to work in pairs to circle the types of Suggested answer: A, C, D 
pressure teens face. Ask Ss to add as many stress 
types as they know. 
- Tell Ss that they are going to listen to a 
conversation between some students about the 
pressures and causes of stress teens face. 
Task 2: Listen to a conversation and choose the correct answer to each question. (6 
mins) 
- Ask Ss to work individually to read through Answer key: 
Questions 1 and 2. 1. C 
- Ask them to underline keywords in the questions, 2. B 
for example, “How many ...” or “What ... 
discussing”. 
- Play the recording once for Ss to circle the 
answers. 
- Check Ss’ answers and play the recording again 
for them to better understand the conversation 
among Minh, Ann and Mi. Stop or rewind the 
recording where necessary. 
Task 3: Listen to the conversation again and fill each blank with ONE word. (10 
mins) 
- Ask Ss to work in pairs to read the table and to Answer key: 
predict the word they will need to fill in each 1. parents 
blank. 2. abilities 
- Tell them to think about the part of speech of the 3. body / weight 
word they will need to use for each blank (e.g. 4. good 
adjective, verb, or noun). Remind them of the 5. sister 
possible plural and singular forms of nouns. 6. talk 
- Play the recording once. Give them two minutes to 
fill in the blanks. Remind Ss that they should 
write only ONE word for each blank. 
- Play the recording again and check answers as a 
class. 
e. Assessment 
- T checks the answers as a class and gives feedback. 
3. ACTIVITY 3: WRITING (15 mins) 
a. Objectives: 
- To provide Ss with vocabulary and ideas about the causes of teens’ stress and solutions 
- To improve Ss’ writing skill of writing a paragraph about the causes of the stress and 
solutions to stress. 
b. Content: 
- Task 4: Match the causes of teen stress with the possible solutions. There may be more 
than one solution to a problem. 
- Task 5: Write a paragraph (80 - 100 words) about the cause(s) of your stress and offer 
solutions. 
c. Expected outcomes: 
- Ss are able to identify the causes of teen stress and give their solutions 
- Write a paragraph about the causes of the stress and their solutions 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 4: Match the causes of teen stress with the possible solutions. There may be more 
than one solution to a problem. (5 mins) 
- Ask Ss to work in pairs to read the suggested Suggested answer: 
ideas in the table and match causes of teens’ stress 1. B 
with solutions. Remind them that they can match 2. D 
more than one solution to a cause. 3. C 
- Ask Ss to add any more causes and solutions 4. A, B, D 
they can think of. 
- Ask some Ss to read out loud each cause and 
solution. Tell them that they can add any more 
solutions they can think of. 
- Correct their pronunciation where necessary. 
Task 5: Write a paragraph (80 - 100 words) about the cause(s) of your stress and offer 
solutions. (10 mins) 
- Ask Ss to work individually to write for 5 Suggested answer: 
minutes. Tell them to use the information in 4 and I often feel stressed because of 
any other ideas they may think of. schoolwork, and here are the ways I 
- T asks one student to read out his / her deal with my stress. First, I often talk 
paragraph. to my parents about how I feel and 
- If time allows, T can also ask Ss to work in what I expect my parents to help. 
groups and record ideas on an A1 / A0 size piece Second, I stopped staying up late to 
of paper, then T organises a gallery walk. play games or chat with peers. I turn 
- Ss walk around and offer feedback on peers’ off my computer and smartphone at 10 
writing. p.m. Third, I also tell my parents that 
 I am making efforts, but there are 
 subjects that I 
 don’t really like so I can’t get very 
 high marks as they expect. I also stop 
 going to extra classes and increase 
 self-study. 
Task 6: For good students 
Do exercise E3 in workbook (p.25) 
e. Assessment 
- T gives feedback on their writing in terms of spelling, grammatical mistakes, 
cohesion, and content. 
4. CONSOLIDATION (3 mins) 
a. Wrap-up 
- Ask Ss what they have learned in the lesson. 
- Ss tell the whole class about their stress and what they often do to deal with stress. 
b. Homework 
- Do exercises in the Workbook. 
Date of preparing: 21/10/2023 
 Period 22: UNIT 3: TEENAGERS 
 Lesson 7: Looking back & Project 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- Repeat and distinguish the structures of simple sentences and compound sentences 
- Memorise the uses of some conjunctions 
- Memorise some words related to teen school clubs, teens’ use of social media, and teen 
stress and pressure. 
 2. Skills: 
- Use the structures of simple sentences and compound sentences to do exercises 
- Distinguish the uses of some conjunctions to do exercises 
- Use words related to teen school clubs, teens’ use of social media, and teen stress and 
pressure to do exercises. 
- Apply what they have learnt (vocabulary and grammar) into practice through a project 
3. Competences 
- Develop communication skills and creativity 
- Develop presentation skill 
- Develop critical thinking skill 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
4. Personal qualities 
- Consolidate ss’ awareness of teen school clubs, teens’ use of social media, and teen 
stress 
- Have a positive attitude toward pressures and know how to deal with them. 
II. MATERIALS 
- Grade 8 textbook, Unit 3, Looking back and project 
- 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; 
- Recall types of pressure that teen may face 
b. Content: 
- Have ss play the game “Kim’s game” 
c. Expected outcomes: 
- Ss are able to recall the words and phrases about types of pressure through the given 
pictures 
d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
 Kim’s game: 
 - T asks students to work in groups of three or 
 four students 
 - Get them look at the pictures about some kinds 
 of pressure on the screen. 
 - Tell ss that the pictures will disappear after 2 
 seconds, so they should try to remember all the 
 pictures without writing them down. 
 - After all the pictures disappear, ss have 1 
 minute to write down the kinds of pressure in 
 each picture on their poster. (2 points for each 
 correct answer) 
 - T gets ss to swap the posters among groups and 
 give corrections after T shows the answers. 
 - Ss give marks to their friends’ answers. 
 - T leads in the lesson. 
e. Assessment 
- T check ss’ answers and gives feedback 
2. ACTIVITY 1: LOOKING BACK (20 mins) 
a. Objectives: 
- To help Ss review the vocabulary learnt. 
- To help Ss review compound sentences. 
- To help Ss create compound sentences by writing a simple sentence to complete the 
given sentences. 
b. Content: 
- Task 1: Complete the webs with suitable words and phrases. 
- Task 2: Fill each blank with the correct form of the words in the box. 
- Task 3: Use the conjunctions provided to connect the sentences. 
- Task 4: Complete the sentences below. Then compare your sentences with your 
partners’. 
c. Expected outcomes: 
- Recall the vocabulary learnt 
- Recall the uses of conjunctions and structures of compound sentences and practise 
through grammar exercises 
d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Complete the webs with suitable words and phrases. (4 mins) 
- Have Ss work individually to complete the webs Suggested answers: 
with words / phrases. - activities on social media: 
- Check answers as a class. browsing websites, uploading 
- Have Ss read out their words/phrases from their pictures, checking notifications, 
webs. connecting with friends, discussing 
- Correct Ss’ pronunciation if necessary. problems, sharing opinions, 
 commenting on posts, sharing posts 
 - causes of teen stress: pressure from 
 parents, pressure from schoolwork, 
 bullying, spending too much time on 
 social media 
Task 2: Fill each blank with the correct form of the words in the box. (5 mins) 
- Have Ss work individually to fill in each blank Answer key: 
with the correct form of the words from the box. 1. participates 
- Check answers as a class. 2. clubs 
- Ask some Ss to read the passage aloud. 3. connects 
 4. skills 
 5. upload 
 6. bullies / bullying 
Task 3: Use the conjunctions provided to connect the sentences. (6 mins) 
- Have Ss work individually to connect the two Answer key: 
simple sentences to create a compound sentence 1. Mai is the head of the club, so she 
using the words in bold. Remind them of the knows the members very well. 
meanings and use of the connectors. 2. Lan wanted to go to the party, but 
- Then ask Ss to work in pairs to swap and check she couldn’t choose a suitable dress. 
their answers. 3. Tom felt stressed; however, he 
- Check answers as a class. tried to finish his homework. 
- Ask one student to read out the sentences. Correct 4. He isn’t a member of the chess 
his / her pronunciation if necessary. club; therefore, he won't join the 
 chess competition. 
 5. We will have a short holiday; 
 otherwise, we will feel very stressed. 
Task 4: Complete the sentences below. Then compare your sentences with your 
partners’. 
(5 mins) 
- Ask Ss to work individually to complete the Suggested answer: 
sentences as requested. 1. Teens need to have good health, 
- Ask one or two Ss to go to the board and write so they should do some sport(s). 
their full sentences. 2. His parents have high expectations 
- Then ask the class to work in pairs. Tell them to of him, but they don’t care about his 
swap their sentences and check their partner’s abilities. 
answers. 3. Teenagers should develop social 
- Check the sentences on the board. skills; otherwise, they may not be 
 able to communicate with peers and 
- Have all Ss correct their partner’s answers. 
 other people. 
- Ask some Ss to read out their sentences. 
 4. We sometimes feel lonely and sad; 
 therefore, we need our families and 
 friends. 
 5. He does very well at school; 
 however, he doesn’t have teamwork 
 or communication skills. 
e. Assessment 
- Teacher checks students' answers and corrects Ss’ language and pronunciation if 
necessary. 
3. ACTIVITY 2: PROJECT (15 mins) 
a. Objectives: 
- To raise Ss’ awareness of the need to participate in a school club; 
- To improve Ss’ teamwork and public speaking skills. 
b. Content: 
- Present the poster to the class. 
c. Expected outcomes: 
- Present the poster of a club ss would like to have at their school. 
d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Our school club Students’ posters & presentations 
- Ask Ss to read the instructions again (T has 
already been assigned the project since the first 
lesson of the Unit and checked their progress after 
each lesson). Let students have some time to check 
their posters for the final time and make any 
adjustments if necessary. 
- T has groups show their posters and present them 
to the class. 
e. Assessment 
- T checks ss’ grammatical and spelling mistakes on their poster, listens to their 
presentation, and gives feedback. 
4. CONSOLIDATION (2 mins) 
a. Wrap-up 
- Ask Ss to complete the self-assessment table. 
- Identify any difficulties and provide further practice. 
b. Homework 
- Do exercises in the Workbook.