Giáo án Tiếng Anh 8 - Tuần 4, Period 8-10 - Năm học 2023-2024

 Date of preparing: 21/9/2023 
 Period 8: UNIT 1: LEISURE TIME 
 Lesson 7: Looking back and Project 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Review the vocabulary and grammar of Unit 1 
 - Apply what they have learnt (vocabulary and grammar) into practice through a 
 project. 
 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 leisure time 
 II. MATERIALS 
 - Grade 8 textbook, Unit 1, 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; 
 - To lead into the revision 
 b. Content: 
 - Unit review 
 - Project presentation 
 c. Expected outcomes: 
 - Ss can tell the teacher what they have learnt in unit 1. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Revision Questions: 
- Teacher asks Ss to think of what they have learnt - What have we learnt in Unit 1? 
already in Unit 1. Suggested answers: 
- Ss work in pairs to do the task. Teacher calls ✔ use the words related to leisure 
some students to retell. activities and expressions about likes 
- Teacher confirms and leads them to do all the and dislikes. 
exercises in books. ✔ pronounce the sounds /ʊ/ and /u:/ 
 correctly in words and sentences. 
 ✔ use verbs of liking / disliking 
 followed by gerunds and / or to- infinitives to talk about likes and 
 dislikes. 
 ✔ invite and accept invitations. 
 ✔ read about leisure activities with 
 family. 
 ✔ talk about leisure activities with 
 family. 
 ✔ listen about leisure activities with 
 friends. 
 ✔ write an email about leisure activities 
 with friends 
 e. Assessment 
 - Teacher corrects the students (if needed). 
 2. ACTIVITY 1: VOCABULARY (10 mins) 
 a. Objectives: 
 - To help Ss review the vocabulary of Unit 1 
 b. Content: 
 - Task 1. Complete the sentences with appropriate leisure activities. 
 - Task 2. Write complete sentences from the given cues. 
 c. Expected outcomes: 
 - Students can use the knowledge they have learnt in this unit to complete the tasks 
 successfully. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1. Complete the sentences with appropriate leisure activities. (4 mins) 
- Have Ss do this activity individually then compare Answer key: 
their answers with their partners. 1. doing puzzles 
- Ask for Ss’ answers or ask one student to write his 2. doing DIY 
/ her answer on the board. 3. Messaging friends 
- Confirm the correct answers. 4. playing sport 
 5. surfing the net 
Task 2. Write complete sentences from the given cues. (6 mins) 
- Have Ss do this activity individually then compare Answer key: 
their answers with their partners. 1. My cousin is crazy about playing 
- Ask for Ss’ answers or ask one student to write his computer games. 
/ her answer on the board. 2. Are they interested in playing 
- Confirm the correct answers. badminton after school? 
 3. I’m not fond of making models 
 because I’m not patient. 
 4. Why are you not into cooking? – 
 Because I often burn myself. 
 5. My friends are keen on doing judo, so 
 they go to the judo club every Sunday 
 e. Assessment 
 - Teacher asks Ss some follow up questions. 
 3. ACTIVITY 2: GRAMMAR (10 mins) 
 a. Objectives: 
 To help Ss revise the forms and uses of verbs of liking and disliking 
 b. Content: 
 - Task 3. Fill in each blank with the correct form(s) of the verb in brackets.. 
 - Task 4. Complete the passage. Use the correct form(s) of the verbs in brackets and the 
 pictures. Add more words if necessary.. 
 c. Expected outcomes: 
 - Students can use the knowledge they have learnt in this unit to complete the tasks 
 successfully. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 3. Fill in each blank with the correct form(s) of the verb in brackets. (4 mins) 
- Ask Ss to explain the form of the verbs after verbs of Answer key: 
liking / disliking that they have learnt in the unit. 1. cycling 
- Have Ss do this exercise individually then compare 2. reading / to read 
their answers with a partner. Call on some Ss to give 3. playing 
the answers. 4. chatting / to chat 
- Confirm the correct answers and write them on the 5. to do / doing 
board. 
Task 4. Complete the passage. Use the correct form(s) of the verbs in brackets and the 
pictures. Add more words if necessary. (6 mins) 
- Ask Ss to do the exercise individually first. Then Answer key: 
they can check their answers with a partner before 2. reading / to read books 
discussing the answers as a class. 3. messaging / to message her friends 
- Remind Ss to keep a record of their original answers 4. making / to make paper flowers 
so that they can use that information in the Now I can 5. knitting / to knit 
 section. 6. playing badminton 
 e. Assessment 
 - Teacher corrects for students as a whole class. 
 4. ACTIVITY 3: PROJECT (15 mins) 
 a. Objectives: 
 - To help Ss practise making their report about their interview with their friends. 
 b. Content: 
 - Report the data of their interview by groups in class. 
 c. Expected outcomes: 
 - Students practice giving a presentation. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Leisure time survey Suggested outcome: 
- Ask Ss to read the instructions again (T has Students’ posters & presentations 
already 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 the 
data to the class. 
- Give feedback to students’ presentations. 
 e. Assessment 
 - Teacher gives corrections and feedback. 
 5. CONSOLIDATION (5 mins) 
 a. Wrap-up 
 - Summarise the main points of the lesson. 
 b. Homework 
 - Students’ workbook. 
 Date of preparing: 21/9/2023 
 Period 9: UNIT 2: LIFE IN THE COUNTRYSIDE 
 Lesson 1: Getting started – Last summer holiday 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Gain an overview about the topic Life in the countryside 
 - Gain vocabulary to talk about Life in the countryside 
 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, Getting started 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (5 mins) 
 a. Objectives: 
 - To set the context for the introductory dialogue. 
 - To introduce the topic of the unit. 
 b. Content: 
 - Questions & answers about summer activities 
 - Watching video of summer in the countryside 
 c. Expected outcomes: 
 - Students know the topic of the unit and are ready for the conversation. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Asking questions: Questions: 
- T asks Ss “What did you do last summer?”. What did you do last summer? 
- Ss answer the question individually. What is the video about? 
- Teacher shows students a video of summer in the 
countryside and asks students to guess what the Suggested answers: 
video is about. Life in the countryside 
- T sets the context for the listening and reading 
text: Write the title on the board Life in the 
countryside – Last summer holiday. 
 e. Assessment: - Teacher calls 3-5 students to answer. 
 2. ACTIVITY 1: PRESENTATION (7 mins) 
 a. Objectives: 
 - To prepare vocabulary for students to understand the conversation. 
 b. Content: 
 - Vocabulary pre-teaching. 
 c. Expected outcomes: 
 - Students know how to use the target vocabulary. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Vocabulary pre-teaching New words: 
- Teacher explains the meaning of the new 1. harvest (v) 
vocabulary by pictures. 2. combine harvester (n) 
- Teacher reveals that the words corresponding to 3. herd (v) 
the pictures will appear in the reading text and asks 4. paddy fields (n) 
students to open their textbook to find these words. 
- Teacher introduces the vocabulary. 
- Teacher checks students’ understanding with the 
“Rub out and remember” technique. 
 e. Assessment 
 - Teacher checks students’ pronunciation and gives feedback. 
 - Rub and check the vocabulary. 
 3. ACTIVITY 2: PRACTICE (20 mins) 
 a. Objectives: 
 - To help Ss use words and phrases related to farm work in the countryside. 
 - To help Ss further understand the text. 
 - To introduce some vocabulary items related to activities that rural people often do. 
 b. Content: 
 - Task 1: Listen and read. 
 - Task 2: Read the conversation and choose the correct answer to each question. 
 - Task 3: Complete the sentences with the words and phrases from the box. 
 - Task 4: Match the activities (1 - 6) that people living in the countryside often do with 
 the pictures (a - f). 
 c. Expected outcomes: 
 - Students understand the conversation and know the vocabulary related to the topic. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Listen and read. (4 mins) 
- Teacher plays the recording and asks students to circle The dialogue on page 16 
the words learnt in the Presentation stage. 
- Teacher can play the recording more than once. 
- Students listen and read. Task 2: Read the conversation again and choose the correct answer to each question. (5 
mins) 
- Teacher asks Ss to read the dialogue in detail to answer Answer key: 
the questions. 1. A 
- Ask them how to do this kind of exercise. Explain the 2. B 
strategies, if necessary (e.g. reading the questions and 3. C 
the options (A, B, C), underlining the key words in the 4. A 
questions and options, locating the key words in the text, 
and then reading that part and answering the questions). 
- Tell them to underline parts of the dialogue that help 
them to answer. Set a strict time limit to ensure Ss read 
the text quickly for information. 
- Tell them to compare their answers in pairs before 
sharing them with the class. Ask them to give evidence 
to support their answers. 
Task 3: Complete the sentences with the words and phrases from the box. (5 mins) 
- Teacher tells Ss to read the conversation again, work Answer key: 
independently to do the task, and then ask them to share 1. load 
their answers with one or more partners. T can ask for 2. combine harvester 
translation of some of the words and phrases in the box 3. herd 
to check their understanding. 4. paddy field 
- T asks 2 students to write their answers on the board. 5. harvest time 
- Check the answers as a class. 
Task 4: Match the activities (1 - 6) that people living in the countryside often do with the 
pictures (a - f). (6 mins) 
- T has Ss work individually to match the words and Answer key: 
phrases in the box with the pictures. Have them compare 1. d 
their answers with their partners. Then ask for Ss’ 2. a 
answers. Quickly write their answers on the board 3. f 
without confirming the correct answers. 4. e 
- T has Ss listen to the recording, check their answers, 5. b 
and repeat the words / phrases. Ask Ss to look at the 6. c 
answers on the board and say if they are right or wrong. 
Confirm the correct answers. 
- Teacher checks the answers as a class and gives 
feedback. 
 e. Assessment 
 - Teacher corrects answers for the students as a whole class. 
 4. ACTIVITY 3: PRODUCTION (8 mins) 
 a. Objectives: 
 - To get students to ask and answer about activities that rural people often do. 
 b. Content: 
 - Task 5: Work in pairs. Ask and answer about the pictures in 4. 
 c. Expected outcomes: - Students’ conversations 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 5: Work in pairs. Ask and answer about the pictures in 4. 
- Model this activity with a student. Remind Ss that Example: 
they should only use the phrases and the pictures in - What are they doing in picture a? 
4 to ask and answer about activities that rural - They’re ploughing a field. 
people often do. 
- Ask Ss to work in pairs. T goes round to help 
weaker Ss. Then, call on some pairs to practise in 
front of the class. Comment on their performance. 
 e. Assessment: 
 - Teacher gives corrections and feedback to students’ conversations. 
 5. CONSOLIDATION 
 a. Wrap-up 
 - Ask one or two Ss to tell the class what they have learnt. 
 - Ask Ss to say aloud some words and phrases they remember from the lesson. 
 b. Homework 
 - Students’ workbook. 
 - Start preparing for the Project of the unit: 
 Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a village in Viet 
 Nam or in a foreign country that they would like to visit. They have to find suitable 
 photos to create a poster about it. Students will show their posters and present their ideas 
 in Lesson 7 – Looking back and Project. (Teacher should check the progress of students’ 
 preparation after each lesson.) 
 Date of preparing: 21/9/2023 
 Period 10: UNIT 2: LIFE IN THE COUNTRYSIDE 
 Lesson 2: A closer look 1 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Vocabulary: The lexical items related to Life in the countryside 
 - Pronunciation: Correctly pronounce words that contain the sounds: /ə/ and /ɪ/ 
 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 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: 
 - Game: Matching words with pictures 
 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: 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 Suggested answers: 
as quickly as possible. 1. cattle (n) 
- Teacher shows students the answer on the screen 2. vast (adj) 
and announces the winning group. 3. crop (n) 
- T sets the context for the lesson. 4. hospitable (adj) 
 5. poultry (n) 
 6. picturesque (adj) 
 e. Assessment: - Teacher shows students the answer on the screen and announces the winning group. 
 2. ACTIVITY 1: VOCABULARY (20 mins) 
 a. Objectives: 
 - To present some nouns that go with action verbs to describe activities which rural 
 people often do. 
 - To teach Ss new adjectives for describing people and scenes in the countryside. 
 b. Content: 
 - Vocabulary pre-teaching. 
 - Task 1: Circle the correct words to complete the sentences. 
 - Task 2: Match the following adjectives with their definitions. 
 - Task 3: Complete the sentences with the words from 2. 
 c. Expected outcomes: 
 - Students understand how to use the vocabulary related to the topic. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Vocabulary pre-teaching (6 mins) 
- Teacher asks students to guess the meaning of the New words: 
words that they have matched in the Warm-up 1. cattle (n) 
activity. 2. poultry (n) 
- Teacher introduces the vocabulary. 3. crop (n) 
- Teacher checks students’ understanding by the 4. vast (adj) 
follow-up tasks in the student's book. 5. hospitable (adj) 
 6. picturesque (adj) 
Task 1: Circle the correct words to complete the sentences. (4 mins) 
- Teacher asks Ss to read each sentence and choose Answer key: 
the suitable noun that goes with the action verb 1. cattle 
before it. 2. fruit 
- Let Ss work in pairs to compare their answers 3. crops 
before sharing their answers. 4. unloaded 
- Check and confirm the correct answers. 5. catching 
Task 2: Match the following adjectives with their definitions. (4 mins) 
- Teacher tells Ss quickly match the adjectives in Answer key: 
the left column with their meanings in the right 1. c 
column 2. d 
individually. 3. e 
- Then ask Ss to check their answers with their 4. b 
partners. Ask for translation of some of the 5. a 
adjectives on the list to check their understanding. 
- Confirm the correct answers. 
Task 3: Complete the sentences with the words from 2. (6 mins) 
- Teacher ask Ss to do the exercise individually and Answer key: 
then check with the whole class. 1. hospitable 
- When checking, ask Ss to refer to 2 to make the 2. well-trained 
meanings of the adjectives clearer to them. 3. picturesque - Teacher checks the answers as a class and gives 4. vast 
feedback. 5. surrounded 
 e. Assessment: 
 - Teacher checks students’ pronunciation and gives feedback. 
 - Teacher corrects the answers for students as a whole class. 
 3. ACTIVITY 2: PRONUNCIATION (8 mins) 
 a. Objectives: 
 - To help Ss identify how to pronounce the sounds /ə/ and /ɪ/. 
 - To help Ss practise pronouncing these sounds in words and sentences. 
 b. Content: 
 - Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. 
 - Task 5: Listen and practise the sentences. Underline the bold words with /ə/, and circle 
 the bold words with /ɪ/. 
 c. Expected outcomes: 
 - Students repeat the words correctly in words and sentences. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. (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: 
+ /ɪ/ is a “front vowel”, meaning the front part of 
the tongue is raised while articulating this vowel. 
It’s 
also a “close vowel”. A close vowel is one where 
the jaws come close to each other. 
+ /ə/ on the other hand is a “mid vowel”; it means Suggested outcome: 
that the jaws aren't closer to each other. It's also a Students repeats the words correctly 
“central vowel”. A central vowel means the central 
part of the tongue is raised while articulating this 
vowel. It's often unrounded. 
- Invite some Ss to say some words they know that 
include the two sounds. 
Task 5: Listen and practise the sentences. Underline the bold words with /ə/, and circle 
the bold words with /ɪ/. (8 mins) 
- Teacher aks Ss to quickly read the sentences. Now Suggested outcome: 
play the recording for Ss to listen to the sentences. 1. There is a lot of water in the bottle. 
Ask them to pay attention to the underlined parts 
and underline and circle the appropriate sounds. 2. The farmers here are hard-working. 
- Invite some Ss to share their answers. Confirm the 
correct ones. 3. They are picking fruits in the - Play the recording again for Ss to repeat the orchard. 
sentences. 
- Have Ss practise the sentences in pairs. Invite 4. People in my village usually gather at 
some pairs to read the sentences aloud. Comment weekends. 
on their pronunciation of the sounds. 
 5. Please buy some milk and pasta at the 
 supermarket. 
 e. Assessment: 
 - Teacher gives corrections and feedback to students’ pronunciation. 
 4. CONSOLIDATION 
 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.