Giáo án Tiếng Anh 8 - Period 40-42, Unit 6: Lifestyles - Năm học 2023-2024

 Date of preparing: 16/12/2023 
 Period 40: UNIT 6: LIFESTYLES 
 Lesson 2: A closer look 1 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Vocabulary: Use the lexical items related to Lifestyles 
 - Pronunciation: Correctly pronounce words that contain the sounds: /br/ and /pr/ 
 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 and respect the lifestyles of Viet Nam and other countries around the world 
 II. MATERIALS 
 - Grade 8 textbook, Unit 6, 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. 
 - To lead into the new lesson. 
 b. Content: 
 - Matching game (Task 1) 
 c. Expected outcomes: 
 - Students get some vocabulary from the lesson and be ready for the lesson. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Matching game: (Task 1) Questions: 
- T gives out the handouts and divides the class into Match the words with the correct 
10 groups and explains the rules. pictures 
- Ss match the given words to the pictures and they 
have to send one to stick the handout onto the board Answer key: 
as quickly as possible. 1. dogsled (n) 
- T shows students the answer on the screen and 2. make crafts (v) 
announces the winning group. 3. native art (n) 
- T sets the context for the lesson 4. weave (v) 
 5. tribal dance (n) 
 e. Assessment: 
 - Teacher shows students the answer on the screen and announces the winning group. 
 2. ACTIVITY 1: VOCABULARY (25 mins) 
 a. Objectives: 
 - To prepare vocabulary for students to do the tasks. 
 - To present some nouns that describe different aspects of lifestyles. 
 - To give Ss more practice on how to use words related to lifestyles in sentences. 
 b. Content: 
 - Vocabulary teaching. 
 - Task 2: Complete the sentences with the words and phrases from the box. 
 - Task 3: Choose the correct answer A, B, or C to complete each sentence. 
 c. Expected outcomes: 
 - Students know how to use the target vocabulary. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Vocabulary teaching 
- Teacher asks students to try explaining the New words: 
meaning of the words that they have matched in 1. dogsled (n) 
Warm-up activity. 2. make crafts 
- Teacher explains the vocabulary. 3. native (adj) 
- Teacher checks students’ understanding by the 4. tribal (adj) 
follow-up tasks in the student's book. 
Task 2: Complete the sentences with the words and phrases from the box. (7 mins) 
- T has Ss read the sentences and choose the correct Answer key: 
word given to fill each blank in the sentences. 1. weaving 
- T tells Ss to read the sentences carefully and look 2. tribal dances 
for clues so that they can choose the correct words. 3. native art 
- T asks Ss to check their answers with their 4. making crafts 
partners. Ask for translation of some of the words to 5. dogsled 
check their understanding. 
- T confirms the correct answers. 
Task 3: Choose the correct answer A, B, or C to complete each sentence. (7 mins) 
- Have Ss read the sentences and choose the correct Answer key: 
options to complete the sentences. 1. A 
- Go around and give assistance if necessary and 2. B 
check their answers. 3. A 
- Confirm the correct answers as a class. 4. C 
 5. B 
 e. Assessment 
 - Teacher checks students’ pronunciation and gives feedback. 
 3. ACTIVITY 3: PRONUNCIATION (13 mins) 
 a. Objectives: 
 - To help Ss identify how to pronounce the sounds /br/ and /pr/; 
 - To help Ss practise pronouncing these sounds in words. 
 b. Content: 
 - Task 4: Listen and repeat the words. Pay attention to the sounds /br/ and /pr/. - Task 5: Listen and practise the sentences. Underline the words with the sound /br/ and 
 circle the words with /pr/. 
 c. Expected outcomes: 
 - Students can pronounce the /br/ and /pr/ sounds in words in sentences correctly 
 d. Organisation: 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 4: Listen and repeat the words. Pay attention to the sounds /br/ and /pr/. (5 mins) 
- Teacher asks some Ss to read out the words first. 
Then play the recording for them to listen and 
repeat the words they hear. Ask them to pay close 
attention to the two sounds. Play the recording as 
many times as necessary. 
- Explain to Ss the difference between the two 
sounds if needed: 
+ /br/: Put your lips together, then open them 
slowly to let the air out to make the sound /b/. 
Close your tongue up and round your lips to make 
the sound /r/. 
+ /pr/: Press your lips together, then open your 
mouth suddenly to let the air out to make the 
sound /p/. Close your tongue up and round your 
lips to make the sound /pr/. The puff of air that 
happens with the /r/ sound is bigger for the /pr/ 
cluster than the puff of air for the /br/ cluster. 
* T can show Ss the pronunciation video of this 
Unit: 
HƯỚNG DẪN PHÁT ÂM LỚP 8 - Unit 6: 
Lifestyles - /br/ and /pr/ 
- Invite some Ss to say some words they know that 
include the two sounds. 
Task 5: Listen and practise the sentences. Underline the words with the sound /br/ and 
circle the words with /pr/. (8 mins) 
- Teacher aks Ss to quickly read the sentences and Answer key: 
underline the words having the sounds /br/, and 1. My brother says online learning 
circle the words having the sound /pr/. Then play improves our IT skills. 
the recording for Ss to listen and check. 2. Santa Claus brings a lot of presents to 
- Invite some Ss to share their answers. Confirm children. 
the correct ones. 3. She briefly introduced the new 
- Play the recording again for Ss to repeat the programme. 
sentences. 4. He spent a lot of time preparing for his 
- Have Ss practise the sentences in pairs. Invite algebra test. 
some pairs to read the sentences aloud. Comment 5. My mum prays at the temple before 
on their breakfast on Sundays. 
pronunciation of the sounds. 
 e. Assessment 
 - Teacher gives corrections and feedback to students’ pronunciation. 
 4. CONSOLIDATION (2 mins) 
a. Wrap-up 
- Ask one or two Ss to tell the class what they have learnt. 
- Ask Ss to say make some sentences with words and phrases they remember from the 
lesson 
b. Homework 
- Students’ workbook 
 Date of preparing: 16/12/2023 
 Period 41: UNIT 6: LIFESTYLES 
 Lesson 3: A closer look 2 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - use the future simple and first conditional 
 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 and respect the lifestyles of Viet Nam and other countries around the world 
 II. MATERIALS 
 - Grade 8 textbook, Unit 6, A closer look 2 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (5 mins) 
 a. Objectives: 
 - To introduce first conditional with an example 
 b. Content: 
 - Asking questions to lead in the lesson. 
 c. Expected outcomes: 
 - Students can answer teacher’s question using the structure of first conditional 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Asking questions: Question: 
- Teacher asks Ss “What will you buy if you What will you buy if you have 1,000,000 
have 1,000,000 VND?” VND? 
- Ss answer the question individually. 
- Teacher leads in the introduction of the target 
grammar point. 
- Teacher sets the context for the lesson. 
 e. Assessment 
 - Teacher corrects for students (if needed) 
 2. ACTIVITY 1: PRESENTATION (8 mins) 
 a. Objectives: 
 - To teach Ss the forms of future simple and first conditional b. Content: 
 - Review The future simple and First conditional. 
 c. Expected outcomes: 
 - Students identify the structures and when to use the future simple and first conditional 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Grammar teaching 
- Teacher reminds students that they have already 
learnt The future simple and First conditional. 
- Tell them to read the Remember! box in pairs (p. 
63, 64) 
- Teacher explains again the form and use of future 
simple and first conditional. 
 e. Assessment 
 - Teacher checks students’ understanding by asking some questions. 
 3. ACTIVITY 2: PRACTICE (15 mins) 
 a. Objectives: 
 - To help Ss practise future simple and first conditional in sentences 
 b. Content: 
 - Task 1: Use the verbs from the box with will or won’t to complete these dialogues. 
 - Task 2: Arrange these words and phrases in the correct order to form meaningful 
 sentences. 
 - Task 3: Give the correct tense of the verbs in brackets, using the first conditional. 
 - Task 4: Fill in each blank with IF or UNLESS. 
 c. Expected outcomes: 
 - Students understand how to use the target grammar. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Use the verbs from the box with will or won’t to complete these dialogues. (5 mins) 
- Give Ss some time to work by themselves and Answer key: 
write down the answers. Observe and help when 1. will tell 
and where necessary. 2. will attend – won’t join 
- Ask some Ss to read their sentences. Call on some 3. won’t have – will do 
Ss to write their answers on the board. Confirm the 
correct answers. 
- Explain to Ss another use of the future simple (to 
describe future possibilities or conditions), and give 
one or two examples before moving onto 2. 
Task 2: Arrange these words and phrases in the correct order to form meaningful 
sentences. (6 mins) 
- Have Ss work individually. Tell them to put the Answer key: 
words in correct order to build meaningful 1. We will take our first-term exams very 
sentences. Tell them to pay attention to the form of soon. 
the future simple. 2. Will they stay in an igloo when they 
- T lets Ss work in pairs to compare their answers visit Alaska? before sharing their answers. 3. She will work with the tribal groups to 
- T checks and confirms the correct answers. help them revive their culture. 
 4. I won’t choose online learning in the 
 second semester. 
 5. I’ll come to see you if I go to London 
 this summer. 
Task 3: Give the correct tense of the verbs in brackets, using the first conditional. (6 mins) 
- Draw Ss’ attention to the form and use of the first Answer key: 
conditional: main clause (future simple) and if- 1. eat 
clause (present simple). 2. goes 
- Have Ss look at the sentences and write down 3. will have 
their answers. 4. don’t do 
- T asks Ss to check their answers with their 5. Will she be 
partners. Ask for translation of some of the words to 
check their understanding. 
- T confirms the correct answers. 
Task 4: Fill in each blank with IF or UNLESS. (6 mins) 
- Have Ss do the exercise individually and then Answer key: 
exchange their answers with a partner. 1. Unless 
- Call on some Ss to read the sentences aloud. Other 2. if 
Ss comment. 3. unless 
- T confirms the correct answers. 4. If 
 5. unless 
 e. Assessment 
 - Teacher corrects the students as a whole class. 
 4. ACTIVITY 3: PRODUCTION (10 mins) 
 a. Objectives: 
 - To help Ss apply the uses of the first conditional with if and unless in real contexts by 
 making sentences about themselves 
 b. Content: 
 - Task 5: Complete the following sentences to make them true for you. Then share your 
 answers with a partner. 
 c. Expected outcomes: 
 - Students can make sentences using the learned grammar points. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 5: Complete the following sentences to make them true for you. Then share your 
answers with a partner. (10 mins) 
- Give them some time to work independently and Suggested answers: 
write down their sentences. 1. If it rains tomorrow, I will stay at 
- Then let them work in pairs to exchange their home. 
sentences. 2. Unless I get good marks, I will be 
- T goes round giving help when and where upset. 
necessary. 3. If I have free time this weekend, I will 
- Some Ss may write their answers on the board. visit my grandparents 
Other Ss comment and T makes corrections. 4. If I study harder, I will get good 
 marks. 5. Unless I go to bed early, I will be tired 
 tomorrow. 
e. Assessment 
- Teacher gives corrections and feedback. 
5. CONSOLIDATION (2 mins) 
a. Wrap-up 
- Summarise the main points of the lesson. 
- Ask Ss to make sentences about themselves, using first conditional. 
b. Homework 
- Students’ workbook 
 Date of preparing: 16/12/2023 
 Period 42: UNIT 6: LIFESTYLES 
 Lesson 4: Communication 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - express certainty 
 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 6, 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: 
 - Jumbled conversation 
 c. Expected outcomes: 
 - Students can rearrange to make a meaningful conversation 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Jumbled conversation: Suggested answers: 
- Teacher gives out a jumbled conversation 2. Mum, could you make me a sandwich 
- Teacher asks students to rearrange it to make a for breakfast tomorrow? 
meaningful conversation. 1. Sure. What do you want to drink? 
- Teacher give some follow-up questions to lead 3. I’m thinking, Mum. 
in the introduction of the target grammar point. 5. How about a glass of milk? It’s your 
 favourite drink, right? 
 4. Yes, certainly. I’ll have some milk. 
 e. Assessment 
 - Teacher corrects students (if needed). 
 2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins) a. Objectives: 
 - To introduce ways of expressing certainty. 
 - To help Ss practise expressing certainty. 
 b. Content: 
 - Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. 
 - Task 2: Work in pairs. Make similar conversations to express certainty in the following 
 situations. 
 c. Expected outcomes: 
 - Students can use the structures to express certainty. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. (5 
mins) 
- Play the recording for Ss to listen and read the 
two dialogues between Tom and Nam, Alice 
and Mai at the same time. Ask Ss to pay 
attention to the questions and answers. 
- Have Ss practise the dialogues in pairs. Call 
on some pairs to practise the dialogues in front 
of the class. 
Task 2: Work in pairs. Make similar conversations to express certainty in the following 
situations. (5 mins) 
- Ask Ss to work in pairs to make similar Suggested answers: 
dialogues with the given cues. 
- Move around to observe and provide help. 
Call on some pairs to practise in front of the A: Can you help me with my maths 
class. homework? 
- Comment on their performance. B: Yes, certainly. / Yes, sure. 
 A: Vietnamese people love seafood. 
 B: Yes, certainly. / Yes, sure. 
 e. Assessment 
 - Teacher checks students’ understanding by asking some checking-questions. 
 3. ACTIVITY 2: CUISINES AROUND THE WORLD (25 mins) 
 a. Objectives: 
 - To help Ss learn about the cuisine of different countries around the world. 
 - To help Ss develop their reading skill for general information (skimming). 
 - To provide Ss with practice in asking and answering about typical food in their area. 
 b. Content: 
 - Task 3: How much do you know about the cuisines of different countries? Do the quiz 
 to find out. 
 - Task 4: Work in groups. Read the two passages and discuss the questions below. - Task 5: Work in groups. Talk about the typical food in your area. Discuss. 
 c. Expected outcomes: 
 - Students know about the cuisine of different countries around the world. 
 - Students can ask and answer questions about food. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 3: How much do you know about the cuisines of different countries? Do the quiz to 
find out. (7 mins) 
- Ss work in pairs and do the quiz. Answer key: 
- Give explanations if necessary. 1. B 
- Check their answers as a class. 2. A 
 3. C 
 4. A 
 5. B 
Task 4: Work in groups. Read the two passages and discuss the questions below. (8 mins) 
- Ss read the passages for a few minutes. Make 
sure they understand the main ideas, and 
explain if 
needed. 
- Ss work in groups. Each gives their preference 
(Italian or Indian food), and gives reasons. 
- T goes round the class to monitor. T corrects 
Ss’ mistakes only when it is really necessary. 
- T calls on some Ss to perform the task in front 
of the class. T and other Ss listen and make 
comments. 
Task 5: Work in groups. Talk about the typical food in your area. (12 mins) 
- Have Ss work in groups, taking turns to ask Suggested outcome: 
and answer. - staple food: rice, corn, bread, ... 
- Let Ss think and give the answers. - favourite food: pork, chicken, beef, fish, 
- Encourage them to say what they know and seafood, ... 
what they think. Their opinions may differ. - foods eaten on special occasions: banh 
- Call on some groups to perform the task in chung, moon cakes, sticky rice, ... 
front of the class. T and other Ss listen and 
make comments. 
 e. Assessment 
 - Teacher corrects students by going around while they’re practising. 
 - Teacher gives corrections and feedback 
 4. CONSOLIDATION (3 mins) 
 a. Wrap-up 
 - Have Ss say what they have learnt in the lesson. 
 b. Homework 
 - Students’ workbook. 
 - Make a list of 10 types of popular street food in Asia.