Giáo án Tiếng Anh 8 - Tuần 6, Period 14-16 - Năm học 2023-2024

 Date of preparing: 05/10/2023 
 Period 14: UNIT 2: LIFE IN THE COUNTRYSIDE 
 Lesson 6: Skills 2 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Listen to someone’s opinion about life in the countryside 
 - Write a paragraph about what someone likes or dislikes 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 reading and talking about activities in the countryside 
 II. MATERIALS 
 - Grade 8 textbook, Unit 2, Skills 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. 
 - To lead into the new lesson. 
 b. Content: 
 - Miming game: Activities that rural people do. 
 c. Expected outcomes: 
 - Students’ answers 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Miming game: Questions: 
- Invite some Ss to go to the board. Have them - What am I doing? 
mime some activities that rural people often do. Ask Suggested answers: 
other Ss to guess what the activities are. - cultivating 
- Lead to the new lesson: Listening and Writing - harvesting 
opinions on life in the countryside. 
- Introduce the objectives of the lesson. 
 e. Assessment: 
 - Teacher corrects for students (if needed). 
 2. ACTIVITY 1: PRE-LISTENING (5 mins) 
 a. Objectives: - To help Ss understand and activate their knowledge of the topic. 
 b. Content: 
 - Task 1: Work in pairs. Discuss the following question. 
 c. Expected outcomes: 
 - Students get vocabulary and knowledge for the listening tasks. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Work in pairs. Discuss the following question. (5 mins) 
- Ask Ss to work in pairs discussing questions about Questions: 
what they like or dislike about life in the What do you like or dislike about life in 
countryside. the countryside? 
- Ask some Ss to share their answers in front of the 
class. If necessary, T may ask them some other 
questions about the reasons for their answers. 
 e. Assessment 
 - Teacher asks Ss some follow-up questions. 
 3. ACTIVITY 2: LISTENING (12 mins) 
 a. Objectives: 
 - To help Ss develop their skill of listening for specific information. 
 b. Content: 
 - Task 2: Listen to three people talking about life in the countryside. Choose the opinion 
 that each speaker expresses. 
 - Task 3: Listen again and choose the correct answer A, B, or C. 
 c. Expected outcomes: 
 - Students understand how to use the target grammar. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 2: Listen to three people talking about life in the countryside. Choose the opinion (A 
- C) that each speaker (1 - 3) expresses. (6 mins) 
- Have Ss read the questions in this activity quickly Answer key: 
and underline the key words. This helps them have Speaker 1: B 
some ideas of what they are going to listen to and the Speaker 2: A 
information they need for answering the questions. Speaker 3: C 
- Play the recording twice for Ss to do the exercise. 
For stronger classes, ask Ss to take notes of the 
information to explain their answers. 
- Have Ss share their answers in pairs. 
- Invite some pairs to answer and confirm the correct 
ones. 
- Play the recording again if needed, stopping at places 
where Ss are having difficulties. 
Task 3: Listen again and choose the correct answer A, B, or C. (6 mins) 
- Have Ss read the questions and the options, and Answer key: determine what information they need for answering 1. C 
the questions. 2. A 
- Play the recording once or twice more for Ss to do 3. C 
the exercise. For stronger classes, ask Ss to take notes 4. A 
of the information to explain for their answers. 5. B 
- Have Ss share their answers in pairs. 
- Invite some pairs to answer and confirm the correct 
ones. 
- Play the recording again if needed, stopping at the 
places where Ss are having difficulties. 
 e. Assessment: 
 - Teacher corrects for students as a whole class. 
 4. ACTIVITY 3: WRITING (14 mins) 
 a. Objectives: 
 - To help Ss prepare ideas for the next activity 
 - To help Ss practise writing a paragraph about what they like or dislike about life in the 
 countryside 
 b. Content: 
 - Task 4: Work in groups. discuss and write what you like or dislike about life in the 
 countryside. 
 - Task 5: Write a paragraph (80 - 100 words) about what you like or dislike about life in 
 the countryside. 
 c. Expected outcomes: 
 - Students’ speaking 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 4: Work in groups. discuss and write what you like or dislike about life in the 
countryside. 
 (4 mins) 
- Ask Ss to discuss and write what they like or Suggested outcome: 
dislike about life in the countryside and reasons for Students’ notes 
them. Remind them that they can both write full 
sentences and make notes, and they can even use 
abbreviations. 
- Then ask Ss to share their writings with their 
partners. Read out the writings of some more able 
Ss to the whole class. 
Task 5: Write a paragraph (80 - 100 words) about what you like or dislike about life in 
the countryside. (10 mins) 
- Set up the writing activity: T reminds Ss that the Suggested answer: 
first important thing is always to think about what There are some things I like about life in 
they are going to write. Ss can use the ideas they the countryside. One of the main 
have prepared in 4. Ask Ss to brainstorm the ideas attractions is its peacefulness. This helps 
and needed language for writing. T may ask Ss to people living there feel comfortable and refer back to the reading for useful language and relaxed. Additionally, I enjoy its natural 
ideas and write some useful expressions and beauty. The countryside often offers 
language on the board. picturesque views of rolling hills, rolling 
- Ask Ss to write the first draft individually. T may meadows, and vast green fields. This can 
display all or some of the Ss’ writings on the wall / be a great source of inspiration. Finally, I 
bulletin board. T and other Ss comment. Ss edit and appreciate the strong sense of 
revise their writing as homework. If time is limited, community in rural areas. Rural people 
T may ask Ss to write the final version at home. are very tight-knit and always willing to 
 help their neighbours. Overall, these are 
 just some of the many things I enjoy 
 about rural life. 
 e. Assessment: 
 - Teacher gives corrections and feedback. 
 5. CONSOLIDATION 
 a. Wrap-up 
 - Summarise the main points of the lesson. 
 b. Homework 
 - Students’ workbook. 
 Date of preparing: 05/10/2023 
 Period 15: UNIT 2: LIFE IN THE COUNTRYSIDE 
 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 2 
 - 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 the countryside 
 II. MATERIALS 
 - Grade 8 textbook, Unit 2, 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: 
 - Revision. 
 c. Expected outcomes: 
 - Ss can tell the teacher what they have learnt in unit 2. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
Revision (5 mins) 
- Teacher asks Ss to think of what they have Questions: 
learnt already in Unit 2. - What have we learnt in Unit 2? 
- Ss work in pairs to do the task. Teacher calls Suggested answers: 
some students to retell. - words about life in the countryside 
- Teacher confirms and leads them to do all the - the sounds /ə/ and /ɪ/ in words and 
exercises in books. sentences 
 - comparative forms of adverbs 
 - giving and responding to compliments 
 - reading about different aspects of a Vietnamese village 
 - talking about the village or town where 
 someone lives 
 - listening to someone’s opinion about life 
 in the countryside 
 - writing a paragraph about what someone 
 likes or dislikes about life in the 
 countryside 
 e. Assessment: 
 - Teacher corrects students (if needed). 
 2. ACTIVITY 1: VOCABULARY (10 mins) 
 a. Objectives: 
 - To help Ss review the vocabulary of Unit 2. 
 b. Content: 
 - Task 1: Write a phrase from the box under the correct picture. 
 - Task 2: Choose the correct answer A, B, or C. 
 c. Expected outcomes: 
 - Students remember the vocabulary learnt. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Write a phrase from the box under the correct picture. (5 mins) 
- Have Ss do Task 1 individually then compare their Answer key: 
answers with their partners. Ask for Ss’ answers or 1. ploughing fields 
ask some Ss to read out their answers in front of the 2. catching fish 
class. 3. drying rice 
- Confirm the correct answers. 4. unloading rice 
 5. feeding pigs 
 6. milking cows 
Task 2: Choose the correct answer A, B, or C. (5 mins) 
- Have Ss do Task 2 individually then compare their Answer key: 
answers with their partners. Ask for Ss’ answers or 1. B 
ask some Ss to read out their answers in front of the 2. C 
class. 3. A 
- Confirm the correct answers. 4. C 
 5. A 
 e. Assessment: 
 - Teacher asks Ss some follow-up questions. 
 3. ACTIVITY 2: GRAMMAR (12 mins) 
 a. Objectives: 
 - To help Ss revise the forms and uses of comparative adverbs. 
 b. Content: 
 - Task 3: Complete the sentences with the comparative forms of the adverbs in brackets. 
 - Task 4: Underline the mistakes in the sentences and correct them. c. Expected outcomes: 
 - Students’ answers. 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 3: Complete the sentences with the comparative forms of the adverbs in brackets. (6 
mins) 
- Ask Ss to do the exercise individually. Then they can Answer key: 
check their answers with a partner before discussing 1. earlier 
the answers as a class. 2. more fluently 
- Teacher confirms the correct answers. 3. more easily 
- Remind Ss to keep a record of their original answers 4. more heavily 
so that they can use that information in the Now I can 5. harder / better 
 section. 
Task 4: Underline the mistakes in the sentences and correct them. (6 mins) 
- Have Ss do this activity individually then compare Answer key: 
their answers with their partners. 1. as → than 
- Ask for Ss’ answers or ask one student to write his / 2. quicklier → more quickly 
her answer on the board. 3. more hardly → harder 
- Teacher confirms the correct answers. 4. the earlier → earlier 
- Remind Ss to keep a record of their original answers 5. more highly → higher 
so that they can use that information in the Now I can 
 section. 
 e. Assessment: 
 - Teacher corrects for students as a whole class. 
 4. ACTIVITY 3: PROJECT (14 mins) 
 a. Objectives: 
 - To help Ss practise making their own poster about their favourite village and present 
 their work. 
 b. Content: 
 - To help Ss develop the skill of working in groups to do a project. 
 c. Expected outcomes: 
 - Students’ speaking 
 d. Organisation: 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
- Ask Ss to read the instructions again (T has Suggested outcome: 
already assigned the project since the first lesson of Students’ posters & presentations 
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. Remember to have the “show and tell” session and vote for the best poster. 
- Students vote for the best poster. 
- Teacher gives feedback. 
 e. Assessment: 
 - Teacher gives corrections and feedback. 
 5. CONSOLIDATION 
 a. Wrap-up: 
 - Summarise the main points of the lesson. 
 b. Homework: 
 - Students’ workbook 
 Date of preparing: 05/10/2023 
 Period 16: UNIT 3: TEENAGERS 
 Lesson 1: Getting started – It’s great to see you again! 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Gain an overview about the topic Teenagers 
 - Gain vocabulary to talk about teenagers. 
 2. Competences 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Show their sympathy with friends and responsibility for themselves talking about 
 teenagers and their problems 
 II. MATERIALS 
 - Grade 8 textbook, Unit 3, Getting started 
 - 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 review the previous unit; 
 - To lead into the new unit. 
 - Review the previous unit before Ss open their books: 
 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: I.N.I.T.I.A.L GAME 
- T divides the class into 2 teams. 
- T shows 9 different pictures 
- Students are shown different pictures and they 
need to take the first letter from each picture to 
form the mystery word. 
- Which team finds the mystery word first will 
become the winner. Mystery word: TEENAGERS 
- T leads to the new unit. Write the unit title Teenagers on the board. Ask Ss to guess what they 
are going to learn about in this unit. 
 e. Assessment 
 - T checks ss’ answers and gives feedback. 
 2. ACTIVITY 1: PRESENTATION (5 mins) 
 a. Objectives: 
 - To set the context for the introductory dialogue; 
 - To introduce the topic of the unit. 
 b. Content: 
 - Vocabulary pre-teaching 
 c. Expected outcomes: 
 - Know more new words. 
 - Understand the conversation; topic of the lesson, 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Vocabulary pre-teaching New words: 
- Teacher introduces the vocabulary. 1. forum (n) 
- Teacher explains the meaning of the new 2. stress (n) 
vocabulary by pictures. 3. stressful (adj) 
- Teacher reveals that these six words will appear in 4. pressure (n) 
the reading text and asks students to open their 5. user-friendly (adj) 
textbooks to discover further. 6. midterm (adj) 
 e. Assessment 
 - Teacher checks students’ pronunciation and gives feedback. 
 3. ACTIVITY 2: PRACTICE (30 mins) 
 a. Objectives: 
 - To help Ss read for specific information about the class meeting. 
 - To help Ss learn words and phrases related to different school clubs; 
 - To help Ss further understand the text. 
 b. Content: 
 - Task 1: Listen and read. 
 - Task 2: Read the conversation again and tick T (True) or F (False) for each sentence. 
 - Task 3: Write a word or phrase from the box under the correct picture. 
 - Task 4: Complete each of the sentences with a word or phrase in 3. There is one extra 
 word or phrase. 
 c. Expected outcomes: 
 - Know more new words about school clubs, understand the conversation; topic of the 
 lesson 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Listen and read. (7 mins) 
- Teacher asks Ss to look at the pictures in the book Questions: 
and answer the questions. - Who are the people? 
- Ss answer the questions in pairs. - What might they be talking about? 
- Teacher plays the recording twice. Ss listen and Suggested answers: read. - They are teacher and students. 
- Teacher checks Ss’ prediction. T calls 4 Ss to read - They are in a class meeting. 
the conversation aloud in pairs. - They are discussing their class forum, 
 club activities to participate in, and their 
 problems. 
Task 2: Read the conversation again and tick T (True) or F (False) for each sentence. (7 
mins) 
- Ask Ss to work in pairs to read the conversation Answer key: 
again. 1. F 
- Ask them to underline the key words and phrases 2. T 
in the statements. Then have pairs work together for 3. T 
one or two minutes to do the task. 4. F 
- Have Ss read out the statements and say if the 5. T 
statements are true or false. 
- Make sure they pronounce the words correctly. 
- Teacher checks the answers as a class and gives 
feedback. 
Task 3: Write a word or phrase from the box under the correct picture. (7 mins) 
- Ask Ss to work in pairs to match the pictures with Answer key: 
the words or phrases. 1. language club 
- Ask Ss to say the words / phrases aloud. Make 2. pressure 
sure they pronounce the words and phrases 3. arts and crafts club 
correctly. 4. forum 
- Teacher checks the answers as a class and gives 5. sports club 
feedback. 6. chess club 
Task 4: Complete each of the sentences with a word or phrase in 3. There is one extra 
word or phrase. (7 mins) 
- Ask Ss to work independently to complete each Answer key: 
sentence with a word or phrase in 3. 1. arts and crafts club 
- Allow Ss to refer to the pictures, the words and 2. forum 
phrases in 3, and the conversation if needed. 3. language club 
- Check the answers as a class. 4. pressure 
- Ask several Ss to read aloud the full sentences. 
 5. sports club 
Correct Ss’ pronunciation if needed. 
 e. Assessment 
 - Teacher checks students’ exercises individually and gives feedback. 
 4. ACTIVITY 3: PRODUCTION (10 mins) 
 a. Objectives: 
 - To help Ss practise asking and answering questions for more information about their 
 peers, and reporting information they have gathered; 
 - To create a fun atmosphere in the class. 
 b. Content: 
 - Task 5: Ask and answer the questions below. Report your friend’s answers to the class. 
 c. Expected outcomes: - Ss can report their friend’s answers about types of social media, kinds of pressure and 
 clubs to the class 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 5: Ask and answer the questions below. Report your friend’s answers to the class. 
(10 mins) 
- Ask Ss to work in pairs to ask and answer Questions: 
questions. 1. What types of social media do you 
- Encourage Ss to provide their partners with as have? 
much information as possible, using vocabulary 2. What kind of pressure do you have? 
they have learnt when they answer the questions. 3. What clubs do you participate in? 
- Ask some Ss to report information about their 4. Why do you choose to participate in 
partners. that club? 
 e. Assessment 
 - T and other Ss listen and comment. 
 5. CONSOLIDATION 
 a. Wrap-up 
 - Refer to the unit title again, then together with Ss, orally list the issues that the teacher 
 and students discuss in their class meeting. 
 - Ask Ss to add any other issues relevant to teenagers which are not mentioned in 
 the conversation. 
 - Ask Ss to name several school clubs, pressure, and social media. 
 b. Homework 
 - Name a list of school clubs and pressures. 
 - Do exercises in the workbook. 
 - Start preparing for the Project of the unit: 
 Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about the club 
 they would like to have at school and make a poster about it. Students will show and 
 present their posters in Lesson 7 – Looking back and Project. (Teacher should check the 
 progress of students’ preparation after each lesson.)