Week: 1

Period: 1 REVISION
TP: 15. 8. 2023
TD: 04. 9. 2023

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES
By the end of the lesson, students will be able to:
- review some vocabularies in “ I LEARN SMART WORLD 7”
- review some structures in “ I LEARN SMART WORLD 7”.
- complete some exercises.
- review the use of English in English 7 “ I LEARN SMART WORLD”
- improve the listening, reading, speaking, and writing skills.
- have positive attitude in English language learning so that they actively participate in all
classroom activities.
- review the old lesson and have good preparation for “ I LEARN SMART WORLD 8”. .
B. LANGUAGE FOCUS
Key terms/ Vocabulary: review vocabularies in English 7.
Key grammatical structures: Some structures in English 7
Have to / don’t have to; Because / Because of; So / really; However (tuy nhiên) / Although (mặc
dù); Ordering adjectives; Possessive pronouns; Cấu trúc so sánh as…as…; Simple Future;
Different from / Like; Zero article / The; Past Simple; More…than…(nhiều hơn) /
Less…than…(ít hơn); And / but
Pronunciation: Focus on the /st/, / ɪ / , /ð/, /ə/ sound
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Warm up: Greetings Teacher and Students’ Observation
greeting Questions and
answers
2. Review Grammar in English 7 “I Learn Students’ review Observation
Smart World”
3. Presentation about : Teacher’s introductions Observation
-The component of the textbook
-The components of each unit
-Program distribution
4. Practice: Students’ listening Observation
* Introducing how to learn English 8
effectively
- In class
- At home
STAGE 3: LEARNING PLAN
Teacher’s Activities Students’ Activities
1. Warm-up (5’)
- Giving greetings - Greeting T
- Checking attendance
* Chatting.
- Leading to the new lesson
2. Activity 1: Grammar (20’)
Having Ss remind the grammar in English 7 “I Learn - Reminding the grammar in
Smart World” (using DCR). English 7
- Briefly explain the grammar. - Working individual
- Giving answers.
1. Different from / Like
+ be + different from + object
+ like + object
2. Have to / don’t have to + Vinf,
3. Possessive pronouns (đại từ sở hữu): mine, yours,
ours, theirs, hers, his, its 4.
Ordering adjectives: size-age-color-noun 5.
Because / Because of
❖ Because + mệnh đề 1, mệnh đề 2./ Mệnh đề 1
+ because + mệnh đề 2.

❖ Because of + N/V-ing, mệnh đề./ Mệnh đề

+ because of + N/V-ing.
6. Zero article / The
7. Cấu trúc so sánh as…as…:
– Dùng as + adjective + as để so sánh hai đối
tượng/chủ thể giống nhau hoặc bằng nhau.
Subject 1 + be + as + adjective + as + Subject 2.

e.g. Subway tickets are as expensive as train tickets.

– Dùng not as + adjective +as để so sánh hai đối - Listening and taking notes
tượng/chủ thể không giống nhau hoặc không bằng
nhau.
Subject 1 + be + not + as + adjective + as +
Subject 2.
e.g. Buses are not as fast as trains. (Trains are faster
than buses.)
8. Simple Future (Thì tương lai đơn):
(+) Subject + will + verb (bare infinitive).
(-) Subject + will + not + verb (bare infinitive).
(?) Will + S + verb (bare infinitive)?
Who/What/Which + will +verb (bare infinitive)?
9. Past Simple.
– Thì quá khứ đơn được sử dụng để:
❖ Diễn tả các sự kiện, trạng thái hoặc hành động diễn
ra tại một thời điểm cụ thể trong quá khứ và đã kết thúc
hoàn toàn trong quá khứ.
❖ Diễn tả hành động lặp đi lặp lại trong quá khứ.
❖ Thuật lại một câu chuyện hoặc một sự kiện lịch sử.
– Dấu hiệu nhận biết:
❖ Cụm từ chỉ thời gian: yesterday, last
year/month/week…
❖ ago (10 minutes ago, 2 months ago, 8 years ago…)
❖ in + mốc thời gian trong quá khứ (in 1999, in the
20th century…).
*Lưu ý: Học thuộc bảng động từ bất qui tắc (không
thêm -ed).
10. More…than…(nhiều hơn) / Less…than…(ít hơn)
S 1 + Verb + less/more + Object + than + S2.
S 1 + don’t / doesn’t + V + less/ more + Object + than + S2.
Do / Does + S1 + V + less/more + Object + than + S2?
12. And / but - Giving feedback and evaluation.
3. Activity 2: Presentation (10’)
a. Introducing the components of the textbook - Listening to the teacher’s
* The component of the textbook introduction
The student’s book
+ The book map
- 8 topic-based Units, each covering 10 sections - Taking notes into the notebook
(Reviews)
- Glossary - Listening to the teacher’s
b. Introducing the components of each unit introduction
* The components of each unit
The Student’s book contais 8 units, each covering 10
sections :
Section 1 : Vocab & Reading
Section 2 : Grammar
Section 3 : Pronunciation & Speaking - Writing down into the notebook
Section 4 : Vocab & Listening
Section 5 : Grammar
Section 6 : Pronunciation & Speaking - Listening to the teacher’s
Section 7 : Reading & Writing introduction
Section 8 : Speaking & Writing
Section 9 : Review - Writing down into the notebook
Section 10: Review
c. Introducing the program distribution
* Program distribution - Listening to the teacher’s
- To include: 105 periods /35 weeks. introduction
- The first semester: 18 weeks: 3 periods/ week. - Listening and practicing some
- The second semester: 17 weeks: 3 periods/ week commanding from the teacher
- Writing down into the notebook

4. ACTIVITY 3: Practice (10’)

-Introducing how to learn English 6 effectively - Listening to the teacher’s
a. In class: introduction
- to study seriously.
- to express idea actively. - Writing down into the notebook
- to limit use to the Vietnamese in conversations.
- to practice speak more.
b. At home:
- to study old lessons include grammars and new words
- Give example for the old structures.
- do many exercises.
- prepare new lesson by to look the new words, read …
4. Activity 4: Writing (10’)
- Reminding some key content - Reminding some key content

6. Activity 6: Wrap-up & Assignments (1’)

- Asking Ss to answer the questions -Answering the questions.
1. What did you learn from the lesson today?
- Review: Vocabularies, Grammar, Pronunciation,
Reading – speaking- writing skills
2. What are the core values of the lesson?
( review the old lesson in “I Learn Smart World 7” and
have a good preparation for “I Learn Smart World 8”.)
- Reminding students to do exercises in the workbook
and to prepare for the next lesson:
- Reviewing vocabulary, the grammar in “I Learn Smart - Having a look back on the lesson
World 7” at home
- Preparing: Unit 1: Vocabulary & Reading (page 4) “I - Doing exercises in the workbook
Learn Smart World 8”. and preparing for the next lesson.
 Week: 1
Period: 2 UNIT 1: FREE TIME
TP: 18. 8. 2023 Lesson 1.1: Vocabulary + Reading (page 4)
TD: 06. 9. 2023

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:
By the end of the lesson, Ss will be able to…
- learn and use vocabulary for leisure activities.
- practice reading for specific information.
- present their ideas about hobbies.
- improve reading skills
- improve Ss’ communication, collaboration, analytical, and critical thinking skills.
- have healthy lifestyles.
- spend free time in a good way.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: chat, fishing, hang out, jogging, jewelry, handball, rock climbing,
board games.
Key grammatical structures: “Do you like +V.ing …?”
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8 – Unit 1- Page 4
- “FREE TIME” pictures (the pictures on page 4)
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Match the pictures with new words. Students’ answer Observation
T’s feedback.
2. Complete the table with the correct new Students’ answer Observation
words to form collocations. Questions and answers

3. Talk about leisure activities. Students’ talk Observation

Questions and answers
4. Read the text and choose the best answer. Students’ answer Observation
Answer keys
5. Read the text and match the names with Students’ answer Observation
the correct phrases. Answer keys
6. Say who (in the text) you are most like. Students’ talk Observation
Questions and answers
STAGE 3: LEARNING PLAN
Teacher’s Activities Students’ Activities
1. Activity1: Warm-up (5’)
- Giving greetings - Greeting T
- Checking attendance
 Let’s talk: Look at the title of the unit and
the picture. What do the girls like doing in
their free time? What do you do in your free
time? How often do you do it?
- Asking Ss to work in pairs, look at the title and - Working in pairs, looking at title and
the picture and answer the questions (using the the picture and answer the questions.
DCR/ PPTs slides). Answer Keys
- Calling some pairs to give their answers. The girls like taking pictures in their
- Giving feedback. free time.
Ss’ own answers
-Guessing the topic of the lesson
2. Activity2: Pre- Reading (12’)
* Pre- teach vocabulary
Task a: Number the pictures. Listen and repeat. - Looking and listening
- Asking Ss to work in pairs and number the - Working with a partner and numbering
pictures (using the DCR). the pictures
- Checking Ss’ answers around the class. - Giving answers
- Asking Ss to listen and repeat. - Listening and repeating
- Teaching words among these words which all of Answer Keys:
Ss need: 1. C 2. H 3. A 4. G 5. B 6. E 7.
- chat /tʃæt/ : trò chuyện D 8. F
- fishing /ˈfɪʃɪŋ/ : câu cá - Listening and taking notes
- hang out /’hæŋaʊt/ : đi chơi - Pronouncing the words
- jogging /ˈdʒɒɡɪŋ/ : chạy bộ
- jewelry /ˈdʒuːəlri/ : trang sức
- handball /ˈhændbɔːl/ : bóng ném - Copying the words each of Ss wants to
- rock climbing /ˈrɒk klaɪmɪŋ/ : trò leo núi đá learn.
- board games /ˈbɔːd ɡeɪm/ : trò chơi trên bàn
* Checking vocabulary: Matching
Task b: In pairs: Write the new words into the
table and add more words you know. Which
activities do you do?
- Explaining and modeling the activity.
- Asking Ss to work in pairs, writing the new - Working in pairs, writing the new
words into the table. words into the table.
- Checking Ss’ answers around the class. Answer Keys:
Play … Go … Make Design … with
… … friends
board rock jewelry jewelry chat
games climbing online
handball jogging hang out
fishing

- Asking Ss to work with their partner, adding -Working with their partner, adding
more words they know. more words they know.
- Checking Ss’ answers around the class.
-Getting Ss to ask their partner what activities they - Asking their partner what activities
do. they do.
-Picking some Ss to talk about their partner.

3. Activity 3: While - Reading (18’)

Task a: Read the passages. Circle the name of
the person who prefers indoor activities: Will,
Jess, or Peter.
- Asking Ss to name some indoor activities they -Expected answers: reading, drawing,
know. cooking, playing chess, playing board
- Asking Ss to read the passages and circle the games, …
name of the person who prefers indoor activities - Reading the passages, underline the
according to what they read. evidence and circle the correct name.
- Picking some Ss to give the answer and show the Answer Keys: Jess
evidence to justify their answer. (Passage 2: I like reading books,
- Checking Ss’ answers. chatting with my friends online, and
doing crafts in my bedroom.)
Task b: Now, read and draw lines to match the
phrases and the person they describe.

- Asking Ss to read the phrases and underline the - Reading the phrases and underlining
key words. the key words.
- Getting Ss to scan the text to find the key words. - Scan the text to find the key words.
- Asking Ss to match the names with the correct - Match the names with the correct
phrases. phrases.
- Setting the time and monitor the class.
- Checking Ss’ answers (using the DCR). Answer Keys
Will-likes hanging out with friends.
Will-doesn’t enjoy rock climbing.
Jess-likes playing board games.
Jess-hates jogging.
Peter-enjoys designing clothes.
Task c: Listen and read.
- Playing the CD and ask Ss to listen and read -Listening and reading along
along
- Picking three Ss to read the three passages aloud
and correct their pronunciation if necessary
4. Activity4: Post - Reading (8’)
Pair work: Which person are you most like?
How are you similar? How are you different?
- Asking Ss to work in pairs to answer the - Working in pairs to answer the
questions. questions.
- Monitoring the class and help them if necessary.
- Ask some Ss to share their ideas. - Sharing their ideas.
5. Activity 5: Wrap-up & Assignments (2’)
- Asking sts to answer the questions -Answering the questions
1. What did you learn from the lesson today?
* Vocabulary: chat, fishing, hang out, jogging,
jewelry, handball, rock climbing, board games.
2. What are the core values of the lesson?
+ have healthy lifestyles.
+ spend free time in a good way.
- Reminding students to have a look back on the -Having a look back on the lesson at
lesson at home, do exercises in the workbook and home
get ready for the next lesson.
+ Doing exercises in workbook on pages 2 & 3. - Doing exercises in the workbook and
+ Preparing the next lesson: Lesson 1.2 – getting ready for the next lesson
Grammar, pages 5 & 6.
+ Doing the exercises in Tiếng Anh 8 i-Learn
Smart World notebook (pages 4 & 5).
 Week: 1
Period: 3 UNIT 1: FREE TIME
TP: 20. 8. 2023
TD: 07. 9. 2023 Lesson1. 2: Grammar (page 5. 6)

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:
By the end of the lesson, Ss will be able to…
- review and practice and use Verbs expressing preference + gerunds correctly
- improve Ss’ communication, collaboration, analytical, critical thinking skills.
- have healthy lifestyles.
- spend free time in a good way.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: Vocabulary items about free time
Key grammatical structures: like/love/prefer/enjoy/hate + V-ing
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8 – Unit 1- Page 5, 6
- “FREE TIME” pictures (the pictures on page 5, 6)
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Read about verbs (to express preference) Students’ answer Observation
+ gerund and fill in the blanks to complete T’s feedback.
a conversation.
2. Circle the correct verbs. Students’ answer Observation
Answer keys
3. Write sentences using gerunds and the Students’ write Observation
prompts. Answer keys
4. Saying one thing you enjoy, love, don't Students’ talk Observation
really like, and hate doing. Questions and answers
STAGE 3: LEARNING PLAN
Teacher's activities Students’ activities
1. Activity 1: Warm-up (5’)
- Give greetings - Greeting T
- Check attendance
 Unscramble the sentences:
-Asking Ss to work in pairs to order the words to make -Ordering the words to make
complete sentences about the people in the reading complete sentences.
passages. Answer Keys
1. loves/sports/Will/and/playing/hanging/with/ 1. Will loves playing sports and
his/out/friends. hanging out with his friends.
2. Will/like/doesn’t/or/rock/skateboarding/ climbing. 2. Will doesn’t like skateboarding or
3. games/Jess/playing/prefers/home/board/at. rock climbing.
4. Jess/playing/and/jogging/hates/sports. 3. Jess prefers playing board games
5. enjoys/clothes/and/bags/designing/Peter. at home.
- Calling some pairs to give their answers. 4. Jess hates playing sports and
- Giving feedback, checking answers as a whole class. jogging.
- Leading to the new lesson. 5. Peter enjoys designing clothes
and bags.
2. Activity 2: Presentation (14’)
- Asking Ss to look at the five sentences they have - Reading the five sentences again
unscrambled, circle the main verbs, underline the and circle the main verbs,
following verbs and figure out the form of the verbs underlining the following verbs, and
after like, love, prefer, enjoy and hate. figure out the form of the verbs after
- Pick some Ss to give their answer and check. like, love, prefer, enjoy and hate.

Answer Keys:
Like
Love
Prefer + V-ing
Enjoy
Hate

Task a: Read about verbs (to express preference) +

gerund and fill in the blanks.
- Asking Ss to work in pairs to fill in the blanks to - Filling in the blanks to complete
complete the conversation (using the DCR/PPT slides). the conversation.
Task b: Listen and check your answers. Listen
again and repeat.
- Playing the CD and ask Ss to listen and check. - Listening and checking
Answer key:
Like doing
Love designing clothes
- Playing the CD again and ask Ss to repeat. - Listening and repeating
3. Activity 3: Practice (14’)
Task a: Read the examples and notes above, then
circle the correct words.
1. She loves/hates designing and making jewelry. She - Looking and listening.
wants to open a jewelry store when she grows up.
2. I prefer/hate going fishing because I'm scared of - Working individually.
water.
3. Lots of my friends enjoy/don't like playing mobile - Working in pairs.
games. They spend lots of their free time playing them. - Reading answers.
4. Do you like/hate going jogging? – Yes, my dad and I
usually go jogging in the evening.
5. I don't like/love chatting online with friends. I prefer
talking face to face.
- Asking Ss to read the sentences carefully and choose - Reading the sentences carefully
the correct words. and choose the correct words
- Getting Ss to check the answers with their partner and - Checking the answers with their
explain for their choices. partner
- Picking some Ss to give the answer and explain. Answer Keys:
- Check Ss’ answers. 1. loves 2. hate 3.enjoy
4. like 5. don’t like
Task b: Write sentences using gerunds and the
prompts.
 - Writing sentences using gerunds
and the prompts.

- Asking Ss to write sentences using gerunds and the

prompts.
- Getting Ss to pay attention to the type of sentences
(affirmative, negative or interrogative) to use the - Checking with their partner.
correct structure. - Writing seven sentences on the
- Setting the time and monitor the class. board.
- Letting Ss check with their partner.
- Picking seven students to write seven sentences on Answer Keys
the board. 1. Jake doesn’t enjoy chatting online
- Checking Ss’ answers (using the DCR/PPT slides). with his friends.
2. What activities do you enjoy
doing in your free time?
3. I don’t really like playing
handball. I prefer watching it.
4. Do you prefer playing indoors or
outdoors?
5. I love designing clothes in my free
time.
6. I hate making jewelry because it’s
boring.
7. We like chatting online, but we
prefer hanging out at the mall.
4. Activity 4: Production (10’)
Task c: In pairs: Take turns saying one thing you
enjoy, love, don't really like, and hate doing.
- Asking Ss to work in pairs, saying one thing they - Working in pairs saying one thing
enjoy, love, don't really like, and hate doing. they enjoy, love, don't really like,
- Monitoring the class and help them if necessary. and hate doing.
- Asking some Ss to say their sentences. - Sharing their ideas.
- Giving feedback.
5. Activity 5: Wrap-up & Assignment (2’)
- Asking sts to answer the questions -Answering the questions
1. What did you learn from the lesson today?
* Vocabulary: Review vocabulary items about free
time
* Grammar: like/love/prefer/enjoy/hate + V-ing
2. What are the core values of the lesson?
+ have healthy lifestyles.
+ spend free time in a good way.
- Reminding students to have a look back on the lesson -Having a look back on the lesson at
at home, do exercises in the workbook and get ready home
for the next lesson.
+ Doing grammar and writing exercises in workbook - Doing exercises in the workbook
on page 3. and getting ready for the next lesson
+ Preparing the next lesson:Lesson 1.3 –Pronunciation
& Speaking, pages 6 & 7
+ Doing the exercises in Tiếng Anh 8 i-Learn Smart
World notebook (page 6).
 Week: 2 UNIT 1: FREE TIME
Period: 4 Lesson 1.3: Pronunciation and Speaking
TP: 22. 8. 2023
TD: 11. 9. 2023
(Page 6, 7)

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:
By the end of the lesson, Ss will be able to…
- practice the pronunciation of "s" which can sound like /s/ or /z/
- talk about leisure activities, likes / dislikes using verbs expressing preference + gerunds
- improve Ss’ communication, collaboration, analytical, critical thinking skills.
- have healthy lifestyles.
- spend free time in a good way.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: Review vocabulary items about free time.
Key grammatical structures:
Pronunciation: the final sound /s/
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8 – Unit 1- Page 6, 7
- “FREE TIME” pictures (the pictures on page 6, 7)
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Listen to the words with the sound /eɪ/. Students’ performance. Observation
Listen and cross out the word that Feedback/Peers’
doesn’t contain the sound /eɪ/. Students’ answer feedback.
Read the words with the sound /eɪ/.
2. Read the words to your partner. Students’ answer Observation

3. Ask and answer using the pictures and Students’ answer Observation
prompts. Answer keys

4. Ask your friends about their preferred Students’ talk Observation

activities and complete the survey. Questions and answers
STAGE 3: LEARNING PLAN
Teacher's activities Students’ activities
1. Activity 1: Warm-up (5’)
- Give greetings - Greeting T
- Check attendance
 Speaking activity.
-Asking Ss to work in groups of four, taking turns -Asking their friends to complete
asking to complete the table below: the table.
Student 1 Student 2 Student 3 Suggested answer:
Student 1 Student 2 Student 3
Like Like Painting … …
Love Love Singing … …
Prefer Swimming … …
Prefer Hate Cooking … …
Hate -Reporting the result of their
-Picking some Ss to report the result of their group. group.
- Giving feedback, checking answers as a whole class.
- Leading to the new lesson.
2. Activity 2: Pre – Speaking (13’)
* Pronunciation
a. At the end of the words “s” can sound like /s/ or - Listening carefully how to
/z/ focus on the /ei/ sound
- Briefly explain the pronunciation
- Telling Ss that at the end of words, "s" can sound like
/s/ or /z/.
- Giving some examples:
/s/ /z/
Likes, hates Loves, prefers
b. Listen to the words and focus on the underlined
letters.
- Asking Ss to listen to the words and focus on
the underlined letters (using the DCR/PPT slides). -Listening and taking notes
sports, books, games, friends
-Asking Ss to figure out the rules of pronouncing the Answer Keys:
final sound /s/. /s/ /z/
- Checking Ss’ answers. When the When the words
words end end with other
* Practice with /p/, /k/, sounds.
Task c: Listen and write "/s/" or "/z/" after each /t/.
word.
girls __ arts __ prefers __ lots __ enjoys __

- Asking Ss to listen and write "/s/" or "/z/" after each - Listening and writing "/s/" or
word. "/z/" after each word.
- Picking some Ss to give the answers and explain. - Giving their answer.
- Checking their answers.
Answer Keys:
- Getting Ss to listen again and repeat. girls /z/ arts /s/ prefers /z/ lots /s/
enjoys /z/
-Listening again and repeating
Task d: Read the words to your partner using the
sounds noted in "a."
- Asking Ss to work in pairs, reading the words to their -Working in pairs, reading the
partners with the correct pronunciation. words to their partners with the
- Picking some students to say the words and correct correct pronunciation of final
their pronunciation if necessary. sound /s/.
3. Activity 3: While – Speaking (15’)
Task a: Your local youth center wants to find out
what activities are popular. Complete the survey
with your own information. In fours: Ask your
friends about their preferred activities and complete
the survey.

- Observing, listening.

- Working in pairs.
 - Completing the “Me” column
with their own information.

- Asking the friends in their group

- Introducing the task. and completing the survey.
- Giving Ss some time to complete the “Me” column
with their own information. - Sharing the result of their group.
- Dividing the class in groups of four.
- Asking Ss to ask the friends in their group to get
information to complete the survey.
- Going around and help if necessary.
- Picking some Ss to present the result.
4. Activity 4: Post - Speaking (10’)
Task b: Which activities should your youth center
have next summer? -Discussing in their group and
- Asking Ss to discuss in their group and decide deciding activities the youth
activities the youth center should have next summer. center should have next summer.
(based on the survey results of the whole class)
- Picking some Ss to share their ideas.
- Giving feedback. -Sharing their ideas.
5. Activity 5: Wrap-up & Assignment (2’)
- Asking sts to answer the questions - Answering the questions
1. What did you learn from the lesson today?
* Pronunciation: the final sound /s/
* Skills: Speaking
2. What are the core values of the lesson?
+ have healthy lifestyles.
+ spend free time in a good way.
- Guiding students to have a look back on the lesson at - Having a look back on the
home, do exercises in the workbook, and get ready for lesson at home
the next lesson.
- Preparing the next lesson: Lesson 2.1 – Vocab & - Doing exercises in the
Listening, pages 8 & 9 workbook and getting ready for
the next lesson
 Week: 2 UNIT 1: FREE TIME
Period: 5 Lesson 2.1: Vocabulary and Listening
TP: 24. 8. 2023
(Page 8, 9)
TD: 13. 9. 2023

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:
By the end of the lesson, Ss will be able to…
- learn and use more vocab. for leisure activities.
- practice listening for specific information listening.
- practice functional English – starting a telephone conversation.
- improve Ss’ communication, collaboration, analytical, critical thinking skills.
- have healthy lifestyles.
- spend free time in a good way.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: table tennis, cycling, shuttlecock, sewing, roller skating, practice,
karate, knitting
Key grammatical structures:
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8 – Unit 1- Page 8, 9
- “FREE TIME” pictures (the pictures on page 8, 9)
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Read the words and definitions, then Students’ answer Observation
match the words with the pictures. Answers keys
.
2. Work in pairs to talk about three Students’ talk Observation
activities you like or would like to try and Questions and answers
say why.
3. Listen to two people making plans and Students’ answer Observation
identify their relationship Answers keys
4. Listen and complete the table. Students’ answer Observation
Answers keys
5. Listen to the conversation again and Students’ answer Observation
tick the phrases or sentences the speaker Answers keys
use to start their conversation on the
telephone.
6. Work in pairs to talk about the activities Students’ talk Observation
you like the most and say why. Questions and answers
STAGE 3: LEARNING PLAN
Teacher’s Activities Students’ Activities
1. Activity 1: Warm-up (5’)
- Giving greetings - Greeting T
- Checking attendance
 Let’s talk! In pairs: Look at the picture. What
plans do these kids have for the weekend?
 What activities do you and your friends do on
weekends?
- Asking Ss to work in pairs, talking about the plans - Talking with their partner about the
these kids have for the weekend and the activities picture and their own activities on the
they and their friends do on weekends. weekends.
- Picking some Ss to share their ideas. - Sharing their ideas.
- Giving feedback and lead to the new lesson
2. Activity 2: Pre-Listening (10’)
Task a: Read the words and definitions, then
match the words with the pictures. Listen and
repeat.

- Asking Ss to read the words and definitions, then - Reading the words and definitions,
match the words with the pictures. then match the words with the pictures.
- Getting Ss to check with their partners. - Checking with their partners.
- Picking some Ss to give their answers. - Giving their answers.
- Checking their answers. Answer Keys:
- Asking Ss to listen and repeat chorally. 1.table tennis 2.cycling
- Picking some Ss to say the words and correct their 3.shuttlecock 4.sewing
pronunciation if necessary. 5.roller skating 6.practice
- Check their memory by playing a game in pairs: 7.karate 8.knitting
Student A say the definition, Student B say the word
(with books closed).
- Having Ss practice the new words. - Listening and repeating chorally.
- Giving feedback and correcting the errors if - Saying the words individually.
necessary.
- Teaching words among these words which all of -Playing the game in pairs.
Ss need:
- table tennis /ˈteɪbl tenɪs/ : bóng bàn
- cycling /ˈsaɪklɪŋ/ : đạp xe
- shuttlecock /ˈʃʌtlkɒk/ : đá cầu
- sewing /ˈsəʊɪŋ/ : may vá
- roller skating /ˈrəʊlə skeɪtɪŋ/ : trượt patin
- practice /ˈpræktɪs/ : luyện tập - Listening and taking notes
- karate /kəˈrɑːti/ : ka-ra-tê - Pronouncing the words
- knitting /ˈnɪtɪŋ/ : đan lát - Copying the words each of Ss wants
to learn.
Task b. In pairs: What are three activities you
like or would like to try and why?
-Asking Ss to work in pairs, talking about three - Talking with their partners about
activities they like or would like to try and say the three activities they like or would like
reasons. to try and say the reasons.
- Picking some Ss to share their ideas. - Sharing their ideas.
- Giving feedback.
3. Activity 3: While – Listening (15’)
Task a: Listen to two people making plans. What
is their relationship?
1. new friends
2. close friends
3. brother and sister
- Introducing the task.
- Asking Ss to listen and circle the correct answer. - Listening and circling the correct
- Letting Ss check with their partner. answer.
- Picking some students to give their answers. - Checking with their partner.
- Checking their answers. - Giving their answers.
Answer Keys:
2. close friends
Task b: Listen and complete the table.

- Asking Ss to discuss with their partners to guess - Discussing with their partners to
the missing information: time or activity. guess the missing information: time or
- Picking some Ss to share their ideas. activity.
- Giving feedback. - Sharing their ideas.
Answer keys:
1. time 2. activity 3. time
4. activity 5. Time

- Asking Ss to listen and complete the table. - Listening and completing the table.
- Letting Ss check with their partner. - Checking with their partner.
- Picking some students to give their answers. - Giving their answers.
- Playing the CD again and pause at the answers for - Listening and check
Ss to check.
- Confirming the answers. Answer keys:
1.8 p.m. 2.English Club 3.7:30
4.Cycling 5.8:30
3. Activity 4: Post-Listening (12’)
Task c: Read the Conversation Skill box. Then,
listen and repeat.
- Asking Ss to read the Conversation Skill box and -Reading the Conversation Skill box
say the ways to start a conversation on the phone. and say the ways to start a conversation
- Checking their answers. on the phone.
Answer keys:
Hi, (Ethan). How's it going?
Hey, what's up?
- Getting Ss to listen and repeat. -Listening and repeating
Task d: Now, listen to the conversation again and
tick the phrases or sentences you hear.
-Asking Ss to listen to the conversation again and - Listening to the conversation again
tick the phrases or sentences they hear. and tick the phrases or sentences they
-Picking some students to give their answers. hear.
-Checking their answer. - Giving their answers.
Answer keys:
Hi, (Ethan). How's it going?

Task e: In pairs: Which of the activities they

mention do you like the most? Why?
- Asking Ss to work in pairs to answer the question: - Working in pairs, answering the
Which of the activities they mention do you like the question: Which of the activities they
most? Why? mention do you like the most? Why?
- Picking some Ss to share their ideas. - Sharing their ideas.
- Giving feedback.

5. Activity 5: Wrap-up & Assignments (3’)

- Asking sts to answer the questions -Answering the questions
1. What did you learn from the lesson today?
* Vocabulary: table tennis, cycling, shuttlecock,
sewing, roller skating, practice, karate, knitting
* Skills: Listening
2. What are the core values of the lesson?
+ have healthy lifestyles.
+ spend free time in a good way.
- Reminding students to do exercises in the -Having a look back on the lesson at
workbook and to prepare for the next lesson: home
+ Doing exercises in workbook on page 4. - Doing exercises in the workbook and
+ Preparing the next lesson: Lesson 2.2 - Grammar, getting ready for the next lesson
pages 9 & 10
+ Doing the exercises in Tiếng Anh 8 i-Learn Smart
World notebook (pages 7 & 8).
 Week: 2
Period: 6 UNIT 1: FREE TIME
TP: 26. 8. 2023 Lesson 2.2: Grammar (Page 9, 10)
TD: 15. 9. 2023

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:
By the end of the lesson, Ss will be able to…
- practice and use Present Simple for future meaning and Preposition of Time
- improve Ss’ communication, collaboration, analytical, critical thinking skills.
- have healthy lifestyles.
- spend free time in a good way.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: Review vocabulary items about free time
Key grammatical structures: Simple Present Tense with future meaning to talk about a set
schedule and prepositions of time: until, from…to…
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8 – Unit 1- Page 9, 10
- “FREE TIME” pictures (the pictures on page 8, 10)
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Read about Present Simple for future Students’ answer Observation
meaning and prepositions of time, then fill Answer keys
in the blanks to complete a conversation.

2. Read the examples and circle the Students’ answer Observation

correct words. Answer keys
3. Answer the questions using the given Students’ answer Observation
prepositions and the information on your Answer keys
schedule.
4. Work in pairs: Take turns asking and Students’ talk Observation
answering about the schedule. Questions and answers
STAGE 3: LEARNING PLAN
Teacher's activities Students’ activities
1. Activity 1: Warm-up (5’)
- Give greetings - Greeting T
- Check attendance
 Word race
- Dividing the class into groups of four
- Asking Ss to work in groups to list as many words -Working in groups to list as many
about free time activities as possible in two minutes. words about free time activities as
(on a piece of paper) possible.
- Checking their answers and decide the winner with
the most correct words.
- Leading to the new lesson.
2. Activity 2: Presentation. (14’)
Simple Present Tense with future meaning
- Asking Ss to read the sentences below and answer - Reading the sentences below and
the questions: figure out the answers to the
a. What tense is used? questions.
b. Are they about present or future? Answer keys:
I have soccer practice at 7 tonight. Simple Present Tense.
I have English club on Friday at 8 p.m. They are about future.
- Picking some Ss to give the answers.
- Checking their answers.
- Introducing the future meaning of Simple Present
Tense to talk about a set schedule. -Listening and taking notes
Prepositions of time
- Asking Ss to read the sentences below and -Reading the sentences and
complete the rules with until, or from…to…: completing the rules.
a. We can use … to say how long something lasts.
b. We can use … to say up to the time mentioned. Answer keys:
Do you want to go cycling from 5 to 6 p.m.? from…to…
I have English club until 5 p.m. until
- Picking some Ss to give the answers.
- Checking their answers.
Task a: Read about Present Simple for future
meaning and prepositions of time, then fill in the
blanks.

- Asking Ss to read about Present Simple for future

meaning and prepositions of time, look at the picture
and fill in the blanks with appropriate words. - Reading about Present Simple for
future meaning and prepositions of
- Getting Ss to check with their partners. time, look at the picture and filling in
- Picking some Ss to give their answers. the blanks.
- Checking with their partners.
Task b. Listen and check your answers. Listen - Giving their answers.
again and repeat.
- Asking Ss to listen and check.
- Picking some Ss to share their ideas.
- Checking their answers. -Listening and checking
- Giving their answers.
- Asking Ss to listen again and repeat chorally. Answer keys:
- Picking some pairs to read the conversation again have karate class; from 2 to 4 p.m.
and check their pronunciation if necessary. -Listening and repeating

3. Activity 3: Practice. (14’)

Task a: Read the examples above and circle the
correct words.
1. I have shuttlecock practice in/until/on 5 p.m. on
Saturday.
2. Do/Does you want to see a movie on the weekend?
3. I can't meet in the morning. I'm busy in/to/at 10
a.m.
4. My sewing class is from/on/until 2 p.m. to 4:30
p.m.
5. It's OK. The band practice hasn't/doesn't/don't
start until 2 p.m.
6. I'd love to come. I don't have any plans in/from/on
Saturday night.
7. Yes, I can come. I'm free from 10 a.m. to/in/from
4:30 p.m
- Introducing the task.
- Ask Ss to read the sentences carefully and circle - Reading and circling the correct
the correct words. words.
- Letting Ss check with their partner.
- Picking some students to give their answers and - Checking with their partner.
give reasons. - Giving their answers.
- Checking their answers.
Answer Keys:
1. until 2. Do 3. at
4. from 5. doesn’t 6. on 7. to
Task b: Answer the questions using the given
prepositions and the information on your
schedule.
- Asking Ss to answer the questions using the given - Answering the questions using the
prepositions and the information on the schedule. given prepositions and the information
on the schedule.
- Letting Ss check with their partner. - Checking with their partner.
- Picking some Ss to write their answers on the - Write their answers on the board.
board. Answer keys:
- Checking their answers. 1. It’s on Saturday morning.
2. It’s from 2 p.m. to 5 p.m. (on
Saturday).
3. I have table tennis practice at 9
a.m. (on Sunday).
4. I’m free (on Sunday afternoon) until
4 p.m.
Task c: In pairs: Take turns asking and
answering about the schedule. Do you do any of
these activities? When?
- Asking Ss to work in pairs to ask and answer about -Working in pairs to ask and answer
the schedule in task b. about the schedule in task b.
- Picking some pairs to speak. Sample:
- Giving feedback. A: When do you have karate class?
B: I have karate class on Saturday at
9:30 a.m.
4. Activity 4: Production. (10’)
- Asking Ss to work in pairs to ask and answer about - Working in pairs to ask and answer
their schedule on the weekends. about their schedule on the weekends
- Picking some pairs to speak. Sample:
- Giving feedback. A: What do you do on Saturday
morning?
B: I go swimming from 7 a.m. to
8a.m.-
5. Activity 5: Wrap-up & Assignment (2’)
- Asking students to answer the questions - Answering the questions
1. What did you learn from the lesson today?
* Vocabulary: Review vocabulary items about
leisure activities.
* Grammar: Simple Present Tense with future
meaning to talk about a set schedule and
prepositions of time: until, from…to…
2. What are the core values of the lesson?
+ have healthy lifestyles.
+ spend free time in a good way.
- Reminding students to have a look back on the - Having a look back on the lesson at
lesson at home, do exercises in the workbook and get
home
ready for the next lesson.
- Doing exercises in workbook on page 5. - Doing exercises in the workbook and
- Preparing the next lesson: Lesson 2.3 – getting ready for the next lesson
Pronunciation & Speaking, pages 10 & 11.
- Doing the exercises in Tiếng Anh 8 i-Learn Smart
World notebook (page 9).
 Duyệt của Tổ trưởng GVBM

Nguyễn Thị Tuyết Vân Võ Thị Hồng Như Lý

Week: 3 UNIT 1: FREE TIME

Period: 7 Lesson 2.3: Pronunciation and Speaking
TP: 28. 8. 2023
TD: 18. 9. 2023 (Page 11, 12)

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:
By the end of the lesson, Ss will be able to…
- practice the sound /sk/
- make free time activity plans with friends, using Present Simple for future meaning and
prepositions of time
- improve Ss’ communication, collaboration, analytical, critical thinking skills.
- have healthy lifestyles.
- spend free time in a good way.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: Review vocabulary items about free time.
Key grammatical structures:
Pronunciation: the sound /sk/
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8 – Unit 1- Page 11, 12
- “FREE TIME” pictures (the pictures on page 11, 12)
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts

STAGE 2: ASSESSMENT EVIDENCE

Performance Tasks Performance Assessment tools
products
1. Focus on the /sk/ sound. Listen to the Students’ Observation
words and focus on the underlined letters. performance and Questions and answers
- Listen and cross out the one with the answers.
different sound.
- Read the words to your partner the correct
pronunciation.
2. Practice the conversation. Fill in the blanks Students’ talk Observation
with the correct prepositions. Questions and answers
3. Make familiar conversations using the Students’ talk Observation
given ideas. Questions and answers
4. Work in fours: Take turns role-playing Students’ answer Observation
phone calls inviting a friend to join you for Answer keys
each activity.
5. Tell a partner about your plans for the Students’ talk Observation
weekend. Questions and answers
STAGE 3: LEARNING PLAN
 Teacher's activities Students’ activities
1. Activity 1: Warm-up (5’)
- Giving greetings - Greeting T
- Checking attendance
 Speaking activity.
- Asking Ss to go around to ask their friends’ -Going around to ask their friends’
schedule on the weekend and take notes the names, schedule on the weekend and take
the activities, and the times. notes the names, the activities, and
- Giving Ss three minutes. the times.
- Going around to help if necessary.
- Deciding the winner with the most information and
ask him/her to report the result. -Reporting the result.
- Introducing the new lesson: Focus on the /sk/ sound
2. Activity 2: Pre – Speaking (10’)
Pronunciation
Task a: Focus on the /sk/ sound.
- Demonstrating/ explaining how focussing on the - Listening and taking notes.
/sk/ sound.
- Explaining how to pronounce it.
- Giving some examples: - Give more examples.
skating, basketball, school
-Ask Ss to give more examples.
Task b: Listen to the words and focus on the
underlined letters.
- Asking Ss to listen to the words and focus on -Listening to the words and focusing
the underlined letters (using the IWB). on the underlined letters.
skating, basketball, school
- Getting Ss to listen again and repeat chorally. -Listening again and repeating
- Picking some Ss to say the words individually and
correct their pronunciation if necessary.
Task c: Listen and cross out the one with the
different sound.
skateboard science scooter basket
- Asking Ss to listen and cross out the one with the - Listening and crossing out the one
different sound. with the different sound.
- Picking some Ss to give the answers. - Giving their answers.
- Checking their answers. Answer Keys: science
- Getting Ss to listen again and repeat. -Listening again and repeating
Task d: Read the words to your partner using the
sounds noted in "a."
-Asking Ss to work in pairs, reading the words to -Working in pairs, reading the words
their partners with the correct pronunciation. to their partners with the correct
- Picking some students to say the words and correct pronunciation.
their pronunciation if necessary.
3. Activity 3: While – Speaking (18’)
Practice
Task a: Practice the conversation. Fill in the
blanks with the correct prepositions.
Swap roles and repeat.
- Observing, listening.
 -Working in pairs, filling in the
blanks with the correct prepositions
- Asking Ss to work in pairs, filling in the blanks
with the correct prepositions and practicing the and practicing the conversation.
conversation.
- Going around and help if necessary. Answer keys:
On; at; on; from; to
- Picking one pair to read the conversation.
- Checking their answers.

Task b: Make two more conversations using the

ideas on the right.

-Working in pairs to make two more

conversations using the ideas on the
- Asking Ss to work in pairs to make two more
right.
conversations using the ideas on the right.
- Picking two pairs to perform the new conversations. Answer keys:
- Giving feedback. Conversation 1:
Josh: Hi Daniel. What’s up?
Daniel: Oh, hey, Josh.
Josh: Do you want to come with me
to a roller skating competition on
Wednesday afternoon?
Daniel: Sorry, I can’t. I have
basketball practice at 9 p.m. But do
 you want to play a board game on
Saturday evening?
Josh: Maybe. When is it?
Daniel: It’s from 6 p.m. to 8:30 p.m.
Josh: Sorry, I can’t. Let’s go another
time.
Daniel: OK. No problem. Talk to you
later.
Conversation 2
Josh: Hi Daniel. What’s up?
Daniel: Oh, hey, Josh.
Josh: Do you want to come with me
to a cycling competition on Thursday
morning?
Daniel: Sorry, I can’t. I have a
knitting class at 11:30 a.m. But do
you want to go to a dance class on
Sunday morning?
Josh: Maybe. When is it?
Daniel: It’s from 8:30 a.m. to 11:30
a.m.
Josh: Sorry, I can’t. Maybe next
weekend.
Daniel: OK. See you soon.
4. Activity 4: Post - Speaking (10’)
Task 3a: You have lots of plans this weekend and
you want your friends to join you. Look at the
table and write six activities you have over the
weekend.

- Asking Ss to write six activities they have over the -Writing six activities they have over
weekend in the table. the weekend in the table.
Task b: In fours: Take turns role-playing phone
calls inviting a friend to join you for each activity.
Invite each person in your group at least once.
Note who you will do each activity with.

- Asking Ss to work in group of four, taking turns -Working in group of four, taking
role-playing phone calls inviting a friend to join them turns role-playing phone calls
for each activity; inviting each person in their group inviting a friend to join them for each
at least once; noting who they will do each activity activity; inviting each person in their
with. group at least once; noting who they
- Going around to help if necessary. will do each activity with.
- Picking some pairs to perform their conversations.
- Giving feedback.
Task c. Tell a partner about your plans for the
weekend.

- Asking Ss to tell a partner about their plans for the - Telling a partner about their plans
weekend, using the information in the table. for the weekend, using the
information in the table.
- Picking some Ss to share their plans. - Sharing their plans to the whole
- Giving feedback. class.
5. Activity 5: Wrap-up & Assignment (2’)
- Asking Ss to answer the questions - Answering the questions
1. What did you learn from the lesson today?
* Pronunciation :
Pronunciation: the sound /sk/
2. What are the core values of the lesson?
+ have healthy lifestyles.
+ spend free time in a good way.
- Having a look back on the lesson at
- Reminding students to have a look back on the
lesson at home, do exercises in the workbook and get home
ready for the next lesson. - Doing exercises in the workbook
- Preparing the next lesson: Lesson 3.1 – Reading & and getting ready for the next lesson
Writing, pages 12 & 13
 Week: 3 UNIT 1: FREE TIME
Period: 8 Lesson 3.1: Reading & Writing (Page 12, 13)
TP: 30. 8. 2023
TD: 20. 9. 2023

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:
By the end of the lesson, Ss will be able to…
- practice reading for gist and for detail
- learn how to write a descriptive passage
- improve Ss’ communication, collaboration, analytical, critical thinking skills.
- have healthy lifestyles.
- spend free time in a good way.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: recipe, prepare, mess, relax
Key grammatical structures: Writing skill
Writing basic descriptive passages
To write a basic descriptive passage, you should:
1. Start with a topic sentence: tell the readers what your passage is about.
I have a lot of hobbies, but my favorite hobby is taking pictures.
2. Write about 3–5 supporting ideas to explain your topic. You can answer questions what,
when, where, who, how, etc. about the topic to think of ideas to write about.
I started taking pictures when I was eight years old. I usually take lots of pictures with my
friends and family. I take pictures at the park. I do it on the weekends.
3. End with a concluding sentence: say your main topic again in different words.
I think taking pictures is lots of fun, and I love it.
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8 – Unit 1- Page 12, 13
- “FREE TIME” pictures (the pictures on page 12, 13)
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Read a passage and choose the best Students’ answer Observation
beginning sentence. Answer keys

2. Read and answer the questions. Students’ answer Observation

Answer keys
3. Unscramble the sentences and then Students’ answer Observation
number them. Answer keys
 STAGE 3: LEARNING PLAN
Teacher’s Activities Students’ Activities
1. Activity 1: Warm-up (5’)
- Giving greetings - Greeting T
- Checking attendance
 Watching a video.
Let’s talk! In pairs: What hobbies can you see in
the pictures? What are some popular hobbies in
your country?

- Asking Ss to work in pairs, look at the picture and - Working in pairs, looking at the
answer the questions: picture and answer the questions.
What hobbies can you see in the pictures? Answer Keys
What are some popular hobbies in your country? Collecting stamps, building models,
- Calling some pairs to give their answers. make craft, practice the piano.
-Giving feedback, then leading to the new lesson Ss’ own answers:

2. Activity 2: Reading ( 18’)

a. Pre – Reading
* Pre – teach vocabulary
- Asking Ss to look at the picture and guess Linh’s
hobby: trying new cakes or baking.
- Picking some Ss to give their answers.
- Writing their guesses on the board.
Task a: Read Linh's passage and choose the best
beginning sentence.
1. I love trying new cakes.
2. I have many hobbies, but I like baking best.

- Reminding the Ss of the function of the beginning

sentence (topic sentence): state the main idea of the
passage.
- Reading the passage and choose the
- Asking Ss to read the passage and choose the best
best beginning sentence.
beginning sentence.
- Checking the answer with their
- Letting Ss check the answer with their partners.
partners.
- Picking some Ss to give their answers.
- Giving their answers
- Checking the answer.
Answer Keys:
2. I have many hobbies, but I like
baking best.
- Teaching words among these words which all of Ss
- Listening and taking notes
need:
- Pronouncing the words
- recipe (n) /ˈresəpi/ : công thức nấu ăn
- prepare (v) /prɪˈper/ : chuẩn bị
 - mess (n) /mes/ : tình trạng hỗn độn - Copying the words each of Ss wants
- relax (v) /rɪˈlæks/ : thư giãn to learn.

* Checking vocabulary: Matching

b. While - Reading
Task b: Read and answer the questions.
1. When did Linh start her favorite hobby?
=>When she was ten.
2. What does the word them in paragraph 2 refer to?
A. chocolate cookies B. recipes C. hobbies
3. Where does Linh do it?_________________
4. When does Linh usually bake? ___________
5. What does baking help Linh do? __________
- Using DCR to show the task. Ask Ss to read the
questions carefully and underline the key words in - Reading the questions carefully and
each question. underline the key words in each
- Getting Ss to scan the text to find the key words. question.
- Asking Ss to answer the questions.
- Setting the time and monitor the class. - Scanning the text to find the key
- Checking Ss’ answers (using the DCR). words.
- Reading the text again and answer
the questions
Answer Keys:
1. When she was ten.
2. B
3. in her kitchen.
4. on the weekends.
Task c: Listen and read. 5. It helps her relax.
- Playing the CD and ask Ss to listen and read.
- Picking some Ss to read the passage and correct -Listening and reading
their pronunciation if necessary
c. Post – Reading
Task d: In pairs: What's your favorite hobby?
What do you like best about it?
- Asking Ss to work in pairs, answering the
- Working in pairs to answer the
questions.
questions.
- Monitoring the class and help them if necessary.
- Picking some Ss to share their ideas.
- Sharing their ideas.
3. Activity 3: Writing
Task a: Read about writing basic descriptive
passages. Then, read Linh's passage again and
underline the topic sentence, five supporting
ideas, and the concluding sentence.
Writing skill
Writing basic descriptive passages - Reading about writing basic
To write a basic descriptive passage, you should: descriptive passages and answer the
1. Start with a topic sentence: tell the readers what questions in pairs.
your passage is about.
I have a lot of hobbies, but my favorite hobby is
taking pictures.
- Giving their answers
 2. Write about 3–5 supporting ideas to explain Answer Keys:
your topic. You can answer questions what, when, a) There are three parts: a topic
where, who, how, etc. about the topic to think of sentence, supporting ideas, and a
ideas to write about. concluding sentence.
I started taking pictures when I was eight years b) The topic sentence: tell the readers
old. I usually take lots of pictures with my friends what your passage is about.
and family. I take pictures at the park. I do it on Supporting ideas: explain the topic by
the weekends. answering questions what, when,
3. End with a concluding sentence: say your main where, who, how, etc. about the topic.
topic again in different words. The concluding sentence: say your
I think taking pictures is lots of fun, and I love it. main topic again in different words.

- Reading Linh's passage again and

- Asking Ss to read about writing basic descriptive underline the topic sentence, five
passages and answer the questions below in pairs: supporting ideas, and the concluding
a) How many parts are there in a basic descriptive sentence.
passage? - Checking with their partners.
b) What is the function of each part? - Giving their answers.
- Picking some Ss to give their answers. Answer keys:
- Checking the answer. The topic sentence:
I have many hobbies, but I like baking
- Asking Ss to read Linh's passage again and best.
underline the topic sentence, five supporting ideas, Supporting ideas:
and the concluding sentence. I started this hobby when I was ten
- Letting Ss check with their partners. years old.
- Picking some Ss to give their answers. Now, I bake with my little sister.
- Checking the answer. We always bake in our lovely kitchen
at home.
We usually bake on the weekends.
Baking also helps me relax after a
busy week with lots of homework.
The concluding sentence:
Baking is a great hobby, and I really
love baking!

Task b: Unscramble the sentences and then

number them (1–5). Use the Writing skill box to
help you.
A. my/with/swimming/dad./always/go/I
B. best./hobbies,/I/many/like/swimming/but/have/I
C. I/great/think/swimming/a/is/hobby.
D. five/started/old./when/I/years/I/swimming/was
E. swimming/on/the/go/my/pool/near/We/
weekends./house/the/at
- Unscramble the sentences and then
- Asking Ss to Unscramble the sentences and then numbering them (1–5).
number them (1–5).
- Setting the time and go around to help. - Checking with their partners.
- Letting Ss check with their partners. - Writing their answers on the board.
- Picking some Ss to write their answers on the Answer keys:
board. A. I always go swimming with my dad.
- Checking the answers. 3
 B. I have many hobbies, but I like
swimming best. 1
C. I think swimming is a great hobby.
5
D. I started swimming when I was five
years old. 2
E. We go swimming at the pool near
my house on the weekends. 4
4. Activity 4: Wrap-up & Assignments (2’)
- Asking Ss to answer the questions - Answering the questions
1. What did you learn from the lesson today?
* Vocabulary: recipe, prepare, mess, relax
* Skills: Reading and Writing
2. What are the core values of the lesson?
+ have healthy lifestyles.
+ spend free time in a good way.
- Reminding students to do exercises in the - Having a look back on the lesson at
workbook and to prepare for the next lesson: home
+ Learning by heart the new vocabularies. - Doing exercises in the workbook and
+ Doing exercises in workbook on page 6. getting ready for the next lesson
+ Preparing the next lesson: Lesson 3.2 – Speaking
& Writing, page 13.
+ Doing the exercises in Tiếng Anh 8 i-Learn Smart
World notebook (page 10).
 Week: 3
Period: 9 UNIT 1: FREE TIME
TP: 02. 9. 2023
Lesson 3.2: Speaking and Writing (Page 13)
TD: 23. 9. 2023

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:
By the end of the lesson, Ss will be able to…
- talk about a favorite hobby
- write basic descriptive passages
- improve Ss’ communication, collaboration, analytical, critical thinking skills.
- have healthy lifestyles.
- spend free time in a good way.
B. LANGUAGE FOCUS
Key terms/ Vocabulary:
Key grammatical structures: Writing skill
Writing basic descriptive passages
To write a basic descriptive passage, you should:
1. Start with a topic sentence: tell the readers what your passage is about.
I have a lot of hobbies, but my favorite hobby is taking pictures.
2. Write about 3–5 supporting ideas to explain your topic. You can answer questions what,
when, where, who, how, etc. about the topic to think of ideas to write about.
I started taking pictures when I was eight years old. I usually take lots of pictures with my
friends and family. I take pictures at the park. I do it on the weekends.
3. End with a concluding sentence: say your main topic again in different words.
I think taking pictures is lots of fun, and I love it.
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8 – Unit 1- Page 13
- “FREE TIME” pictures (the pictures on page 13)
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
products
1. Discuss hobbies that are popular with friends. Students’ talk Observation
Questions and answers
2. Ask and answer about favorite hobbies. Students’ talk Observation
Answer keys
3. Write a descriptive passage (80-100 words) Students’ write Observation
about a favorite hobby. Answer keys
STAGE 3: LEARNING PLAN
Teacher’s Activities Ss’ Activities
1. Activity 1: Warm-up (5’)
- Giving greetings - Greeting T
- Checking attendance
 Ordering sentences
- Asking Ss to work in pairs, putting the sentences -Working in pairs, putting the
below in the correct order: sentences below in the correct order.
a. Baking is a great hobby, and I really love baking!
b. I have many hobbies, but I like baking best.
c. Baking also helps me relax after a busy week with
lots of homework.
d. I started this hobby when I was ten years old. e.
Now, I bake with my little sister.
f. First, my dad taught me how to bake chocolate
cookies.
g. I like teaching her how to bake things like
brownies and cakes.
h. I don't have to think much, and I can just follow the
recipes.
- Calling some pairs to give their answers. -Giving answers.
- Giving feedback. Answer keys:
1.b 2.d 3.f 4.e 5.g 6.c
7.h 8.a
2. Activity 2: Pre-Writing (13’)
Task a: In pairs: Discuss hobbies that are popular
with your friends.
- Asking Ss to work in pairs to make a list of popular - Working in pairs to make a list of
hobbies with teenagers. popular hobbies with teenagers.
- Eliciting ideas from Ss. - Giving ideas.
- Giving feedback

Task b: Choose your favorite hobby. In pairs: Use

the questions to discuss the points on the table
below and write in your own ideas.

- Explaining the task.

- Giving Ss time to discuss with their partners and - Discussing with their partners and
complete the table. completing the table.
- Going around to help if necessary.
- Picking some pairs to present their favorite hobby. - Presenting their favorite hobby,
using the ideas they have discussed.
3. Activity 3: While - Writing (17’)
Review:
-Asking Ss the following questions: - Giving their answers
a) How many parts are there in a basic descriptive Answer Keys:
passage? a) There are three parts: a topic
b) What is the function of each part? sentence, supporting ideas, and a
concluding sentence.
b) The topic sentence: tell the
readers what your passage is about.
Supporting ideas: explain the topic
by answering questions what, when,
where, who, how, etc. about the
topic.
The concluding sentence: say your
main topic again in different words.
Let’s write: Write a simple passage about the
hobby you discussed. Use the Writing Skill box
and your speaking notes to help you. Write 80 to
100 words
- Assigning the task.
- Giving Ss some time to write. - Writing a descriptive passage,
- Monitor the class and help them if necessary. using the information they have
- Picking some Ss to show their writing and give discussed.
feedback.
- Showing sample passage. - Showing their writing.
Sample passage:
I have a lot of hobbies, but my
favorite hobby is building models. I
started building models when I was
ten years old. I often build models
with my little brother. We build
models in our living room at home.
We build models after school and on
the weekends. I think building
models is interesting and fun. I love
building models.
4. Activity 4: Post – Writing (8’)
Conversation skill
- Giving feedback, correct Ss’ mistakes. - Looking, listening and correcting
- Using the feedback form to give evaluation. mistakes.
Focus on:
+ the format, the structures.
+ the understandability.
+ the coherence and cohesion.
5. Activity 5: Wrap-up & Assignments (2’)
- Asking Ss to answer the questions - Answering the questions
1. What did you learn from the lesson today?
* Grammar: Writing skill
Writing basic descriptive passages
To write a basic descriptive passage, you should:
1. Start with a topic sentence: tell the readers what
your passage is about.
I have a lot of hobbies, but my favorite hobby is
taking pictures.
2. Write about 3–5 supporting ideas to explain your
 topic. You can answer questions what, when,
where, who, how, etc. about the topic to think of
ideas to write about.
I started taking pictures when I was eight years
old. I usually take lots of pictures with my friends
and family. I take pictures at the park. I do it on the
weekends.
3. End with a concluding sentence: say your main
topic again in different words.
I think taking pictures is lots of fun, and I love it.
2. What are the core values of the lesson?
(invite a friend to join an activity by writing an
invitation email )
- Reminding students to do exercises in the workbook - Having a look back on the lesson at
and to prepare for the next lesson: home
+ Doing exercises in workbook on page 7. - Doing exercises in the workbook
+ Preparing the next lesson: Review Unit 1, page 84. and getting ready for the next lesson
+ Doing the exercises in Tiếng Anh 8 i-Learn Smart
World notebook (page 11).
 Week: 4
Period: 10 UNIT 1: FREE TIME
TP: 04. 9. 2023
Lesson 4.1: Review Unit 1 (Page 84)
TD: 25. 9. 2023

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:
By the end of the lesson, Ss will be able to…
- review the target language learnt in the unit
- practice test taking skills
- improve Ss’ communication, collaboration, analytical, critical thinking skills.
- have good leisure activities.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: competition, arrive, take part in
Key grammatical structures:
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8 – Unit 1- Page 84
- “FREE TIME” pictures (the pictures on page 84)
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Listen and match the names with the Students’ answer Observation
correct activities. Answer keys

2. Read the text messages and choose the Students’ answer Observation
correct answer (A, B, or C). Answer keys
STAGE 3: LEARNING PLAN
Teacher’s Activities Students’ Activities
1. Activity 1: Warm-up (5’)
- Giving greetings - Greeting T
- Checking attendance
 Miming game:
A. play board games
B. go rock climbing
C. go jogging
D. chat with friends
E. design jewelry
F. play handball
G. watch sports
H. hang out with friends
- Explaining the game: T gives 2 Ss from 2 teams an - Miming the activities for their
activity; Ss mime the activities for their teams to guess; teams to guess.
the team with more correct guesses will win.
- Getting Ss to play in 2 teams.
- Deciding the winner.
2. Activity 2: Listening (10’)
* Pre - Listening
You will hear Jenny talking to her mom about
leisure activities. Which activity does each person
like? For each question, write a letter (A–H) next to
each person. You will hear the conversation twice.

- Asking Ss to read the instructions and answer the -Reading the instruction and
questions: answering the questions.
a) What is the conversation about? Answer Keys:
b) What do you have to do? It is about leisure activities.
c) What do you need to pay attention to while listening? Write the letter (activity) next to
- Picking some Ss to answer the questions. the person who likes doing that
- Giving feedback. activity.
We need to pay attention to the
names and the activities.
* While - Listening
- Asking Ss to listen and match the names with the -Listening and matching the names
correct activities. with the correct names.
- Reminding Ss that there two extra activities.
- Letting Ss check answers with their partners after the - Checking answers with their
first listening. partners.
- Checking Ss’ answers after the second listening. - Checking their answers.
Answer Keys:
0.F 1.E 2.H 3.G 4.B 5.A
3. Activity 3: Reading (10’)
* Pre - Reading
- Asking Ss to work look at the picture and read - Looking at the picture and read
Robert’s message and answer the questions: Robert’s message and answer the
a) What are they? questions.
b) What does Robert want? a) They are messages.
c) How many people reply him? b) Robert wants to invite his
friends to play shuttlecock at the
- Picking some Ss to answer the questions. park tomorrow.
- Giving feedback. c)Three.
Vocabulary:

- competition (n) /kɑːmpəˈtɪʃən/ : cuộc thi

- arrive (v) /əˈraɪv/ : đến nơi
- take part in (v phr) : tham gia
- Asking Ss to read the text and underline the words - Reading the text and underline
above. the words.
- Getting Ss to try to guess their meanings in the
context first.
- Explaining the meanings of the words. - Trying to guess their meanings in
the context.
- Asking Ss to listen and repeat chorally and - Listening to the teacher and take
individually. notes the meanings of those words.
- Checking Ss’ remembering. - Listening and repeat chorally and
individually.
- Asking Ss to read the questions and underline key - Answering the teacher.
words.
1. Who can't come to the park? - Reading the questions and
2. Who will arrive at the park late? underline key words.
3. Who will take part in a competition? 1. Who can't come to the park?
4. Who will need to leave the park early? 2. Who will arrive at the park
5. Who wants to watch a competition? late?
3. Who will take part in a
competition?
4. Who will need to leave the park
early?
5. Who wants to watch a
competition?
* While - Reading
Read the text messages. Choose the correct answer
(A: Rachel, B: David, or C: Annie).
1. Who can't come to the park?
2. Who will arrive at the park late?
3. Who will take part in a competition?
4. Who will need to leave the park early?
5. Who wants to watch a competition?
- Asking Ss to read the text messages; scan the key -Reading the text messages and
words and choose the correct answer choosing the correct answer.
- Monitoring the class and help them if necessary.
- Letting Ss check the answers with their partners. - Checking the answers with their
- Picking some Ss to give their answers. partners.
- Giving feedback. - Giving their answers.
Answer keys:
B 2. C 3. B 4. A 5. C
* Post - Reading
In pairs: tell your partner what you usually do with
your friends after school or on the weekends.
-Asking Ss to ask their partners what they usually do -Asking their partners what they
with their friends after school or on the weekends. usually do with their friends after
-Picking some Ss to tell their partners’ leisure activities. school or on the weekends.
- Giving feedback. -Listening to the teacher.
4. Activity 4: Wrap-up & Assignments (2’)
- Asking Ss to answer the questions - Answering the questions
1. What did you learn from the lesson today?
* Vocabulary of Unit 1: competition, arrive, take part
in * Grammar of Unit 1:
2. What are the core values of the lesson?
(Review the old lesson, have a good preparation for any
assessment, and have good leisure activities.)
- Reminding students to do exercises in the workbook - Having a look back on the lesson
and to prepare for the next lesson: at home
+ Reviewing vocabulary, grammar of unit 1. - Doing exercises in the workbook
+ Do exercises in workbook on page 8. and getting ready for the next
+ Prepare the next lesson: Review Unit 1, page 85. lesson
 Week: 4
Period: 11 UNIT 1: FREE TIME
TP: 06. 9. 2023
Lesson 4.1: Review Unit 1 (Page 85)
TD: 27. 9. 2023

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:
By the end of the lesson, Ss will be able to…
- review the target language learnt in the unit
- practice test taking skills
- improve Ss’ communication, collaboration, analytical, critical thinking skills.
- have good leisure activities.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: Review vocabulary items about free time.
Key grammatical structures:
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8 – Unit 1- Page 85
- “FREE TIME” pictures (the pictures on page 85)
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Fill in the blanks with the words from the Students’ answer Observation
box. Answer keys
2. Write sentences using gerunds and the Students’ answer Observation
prompts. Answer keys
3. Circle the correct words. Students’ answer Observation
Answer keys
4. Circle the word that has the underlined Students’ answer Observation
part pronounced differently from the others. Answer keys
5. Write about your schedule for next week Students’ answer Observation
using the present simple. Checking
STAGE 3: LEARNING PLAN
Teacher’s Activities Students’ Activities
1. Activity 1: Vocabulary
- Giving greetings - Greeting T
- Checking attendance
 Fill in the blanks with the words from the box.

jogging fishing sewing karate 1. Martial arts like _________are

knitting boardgames clycling jewelry fun, but you can get hurt.
2. I enjoy going ________in my
1. Martial arts like _________are fun, but you can get town because the roads here are
hurt. safe for bikes.
2. I enjoy going ________in my town because the roads 3. I like ____________. I'm
here are safe for bikes. making a sweater using red and
3. I like ____________. I'm making a sweater using red white wool.
and white wool. 4. I go to a _____________ class
4. I go to a _____________ class on the weekends. I on the weekends. I want to make a
want to make a shirt. shirt.
5. Arts and crafts are fun. I really enjoy designing 5. Arts and crafts are fun. I really
_____________. enjoy designing _____________.
6. Do you want to go _____________ at the lake next 6. Do you want to go
week? I'm sure we'll catch something good. _____________ at the lake next
7. I can't go __________this weekend because my knee week? I'm sure we'll catch
hurts. something good.
8. I often stay home and play ______ with my family in 7. I can't go __________this
the evenings. weekend because my knee hurts.
8. I often stay home and play
______ with my family in the
evenings.
- Asking Ss to read the sentences and underline the key - Reading the sentences and
words that help them choose the correct word to underline the key words.
complete them.
- Giving Ss time to do it. - Completing the sentences.
- Letting them compare their answers with their - Comparing their answers with
partners. their partners.
- Picking some Ss to give their answers. - Giving their answers.
- Giving feedback. Answer keys:
1. karate 2.cycling
3.knitting 4.sewing 5.jewelry
6.fishing 7.Jogging 8.Board
games.
2. Activity 2: Grammar (10’)
Task a. Write sentences using gerunds and the
prompts.
1. Alice/prefer/hang out/friends/weekends.
2. We/not like/play/shuttlecock.
3. you/prefer/chat online/or/play board games/ friends?
4. I/hate/sew/because/it/boring.
5. they/not like/they/prefer/play table tennis/ rock
climb.
- Using IWB to show the task.
- Reviewing the verb form after verbs expressing
hobbies. -Writing the sentences in their
- Giving Ss time to do it. notebooks.
- Letting them compare their answers with their - Comparing their answers with
partners. their partners.
- Picking some Ss to write their sentences on the board. - Writing their sentences on the
- Giving feedback. board.
Answer keys:
1. Alice prefers hanging out with
their friends on the weekends.
2. We don’t like playing
shuttlecock.
3. Do you prefer chatting online or
playing board games with friends?
4. I hate sewing because it’s
boring.
5. They don’t like rock climbing.
They prefer playing table tennis.
Task b. Circle the correct words.
1. She doesn't have/has English class tomorrow.
2. I don't really like dancing. I prefer sing/singing. - Choosing the correct words.
3. Do you have any plans from/until 6 p.m. to 8 p.m.?
4. My brothers hate/hates going jogging.
5. What do you enjoy do/doing in your free time?
- Reviewing the use of prepositions of time from…to…
and until.
- Giving Ss time to do it.
- Letting them compare their answers with their
partners.
- Picking some Ss to give their answers and explain. - Comparing their answers with
- Giving feedback. their partners.
- Giving their answers.
Answer keys:
1. have 2. singing 3. from
4. hate 5. doing
3. Activity 3: Pronunciation
Circle the word that has the underlined part
pronounced differently from the others.

-Asking Ss say the words. - Saying the words.

-Getting them choose the word that has the underlined - Choosing the word that has the
part pronounced differently from the others. underlined part pronounced
-Showing them the pronunciation of the words (using differently from the others.
PPTs slides) and confirm the answers.
Answer keys: 1.c 2.d 3.a
4. Activity 4: Writing
Write about your schedule for next week using the
present simple. Write 80 to 100 words.
-Asking Ss to make a schedule with specific activities - Making a schedule with specific
they do in the morning, afternoon, and evening. activities they do in the morning,
- Reminding them of the use of Present Simple Tense afternoon, and evening.
and prepositions of time.
- Giving Ss some time to write. - Writing their passage.
- Pick some Ss to show their writing. - Showing their writing.
- Giving feedback. Sample:
Next week, I am busy with my
study from Monday to Friday. I
have some free time to relax on the
weekends. On Saturday morning, I
have an English speaking
competition at school from 8 a.m.
to 11 a.m. I really like English,
and I hope I can win the first prize.
In the afternoon, I have a
basketball practice at 3 p.m. and a
music class after that at 4 p.m.
After dinner, I go shopping with
my mom for some food to prepare
 for a big meal on Sunday. On
Sunday morning, I go swimming
with my brother until 9 a.m. Next,
we go to the bookstore to buy some
comics or toys. In the afternoon, I
watch a new movie with my family
at the cinema until 6p.m.
5. Activity 5: Wrap-up & Assignments (2’)
- Asking Ss to answer the questions - Answering the questions
1. What did you learn from the lesson today?
* Vocabulary of Unit 1: Review vocabulary items
about free time.
* Grammar of Unit 1: Present Simple Tense and
prepositions of time.
2. What are the core values of the lesson?
(Review the old lesson, have a good preparation for any
assessment, and have good leisure activities.)
- Reminding students to do exercises in the workbook - Having a look back on the lesson
and to prepare for the next lesson: at home
+ Reviewing vocabulary, grammar of unit 1. - Doing exercises in the workbook
+ Do exercises in workbook on page 8. and getting ready for the next
+ Prepare the next lesson: Unit 2, page 14. lesson
 Week: 4 UNIT 1: LIFE IN THE COUNTRY
Period: 12 Lesson 1.1: Vocabulary + Reading
TP: 08. 9. 2023
TD: 30. 9. 2023
(Page 14 & 15)

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES:
By the end of the lesson, Ss will be able to…
- learn vocab. for related to life in the country and life in the city.
- practice listening for gist and detail.
- present their ideas about life in the country and life in the city.
- improve listening skills.
- learn functional English – politely disagreeing
- improve Ss’ communication, collaboration, analytical, and critical thinking skills.
- know which place is better to live: the city or the country
B. LANGUAGE FOCUS
Key terms/ Vocabulary: room, nature, peace, fresh, noise, vehicle, entertainment, facility
Key grammatical structures:
C. INSTRUCTIONAL RESOURCES
- Textbook: English 8 – Unit 2- Page 14 & 15
- “LIFE IN THE COUNTRY” pictures (the pictures on page 14 & 15)
- Computer/ a laptop/ TV
- DCR & DHA on EDU HOME, handouts
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Fill in the blanks with the new words. Students’ answer Observation
T’s feedback.
2. Say where you live, and why you Students’ answer Observation
like/dislike living there. Questions and answers
3. Listen to two people talking about life in Students’ talk Observation
the city and in the country and answer the Questions and answers
question: What do they agree on?
4. Listen and fill in the blanks. Students’ answer Observation
Answer keys
5. Listen to the conversation again and Students’ answer Observation
number the phrases to disagree politely in Answer keys
the order you hear them.
STAGE 3: LEARNING PLAN
Teacher’s Activities Students’ Activities
1. Activity1: Warm-up (5’)
- Giving greetings - Greeting T
- Checking attendance
 In pairs: Look at the pictures. Which two
places do they show? What are some good
and bad things about each place?
- Asking Ss to work in pairs, look at the title and - Working in pairs, looking at title and
the picture and answer the questions (using the the picture and answer the questions.
DCR/ PPTs slides). Answer Keys
- Calling some pairs to give their answers. They show the country and the city.
- Giving feedback. Ss’ own answers
- Leading the new lesson.
-Guessing the topic of the lesson
2. Activity2: Pre- Reading (12’)
* Pre- teach vocabulary
Task a: Read the definitions, then fill in the
blanks with the new words. Listen and repeat.
- Asking Ss to work in pairs to read the definitions - Working with a partner to read the
and fill in the blanks with the new words (using definitions and fill in the blanks with
the DCR). the new words
- Checking Ss’ answers around the class. - Listening and repeating
Answer Keys:
1. room 2. nature 3. peace
4. fresh 5. noise 6. vehicle
7. entertainment 8. facility
- Asking Ss to listen and repeat. - Listening and taking notes
- Teaching words among these words which all of - Pronouncing the words
Ss need:
- room (n) /ruːm/ : phòng - Copying the words each of Ss wants to
- nature (n)/ˈneɪtʃə(r)/ : thiên nhiên learn.
- peace (n) /piːs/ : hòa bình
- fresh (adj.)/freʃ/ : tươi
- noise(n) /nɔɪz/ : tiếng ồn
- vehicle (n)/ˈviːəkl/ : xe
- entertainment(n) : giải trí
/ˌentəˈteɪnmənt/ : cơ sở
- facility /fəˈsɪləti/
* Checking vocabulary: Matching
Task b: In pairs: Say where you live, and
why you like/dislike living there.
- Asking Ss to work in pairs to talk about where - Working in pairs to talk about where
they live and why they like or dislike living there. they live and why they like or dislike
- Going around and help Ss if necessary. living there.
- Picking some Ss to talk about where they live. Sample answer:
I live in a small town. I like living there
because there is a lot of nature and
fresh air.
3. Activity 3: While - Reading (18’)
Task a: Listen to Joe and Mai talking about life
in the city and in the country. What do
they agree on?
1. the noise 2. the pollution
- Asking Ss to name some expressions to show -Expected answers:
agreement. That’s true.
I totally agree.
You’re right about that.
- Asking Ss to listen and choose what they agree - Listening and circling the correct
on: the noise or the pollution. answer.
- Picking some Ss to give the answer and say the Answer Keys: 2. the pollution
evidence to justify their answer. (Mai: That’s true, but I prefer the
- Checking Ss’ answers. country because there are too many
 vehicles in the city. They make the air
dirty.
Joe: OK, You’re right about that.
There’s lots of fresh air in the country,
but I still think city life is best.)
Task b: Now, listen and fill in the blanks.
1. Mai thinks the country is better because there is
lots of ___________.
2. Joe likes the ___________ in the city.
3. Mai thinks there's not enough ___________ for
all the people in the city.
4. She also thinks there is too much _________ in
the city.
5. She doesn't like the city because there are too
many ___________.
6. Joe prefers living in the ___________.

- Asking Ss to read the sentences and guess the - Reading the sentences and guess the
type of missing words. type of missing words.
- Getting Ss to underline the key words. - Underlining the key words
- Asking Ss to listen and fill in the blanks. - Listening and filling in the blanks.
- Picking some Ss to give their answers. - Giving their answers
- Checking Ss’ answers (using the DCR). Answer Keys
1. nature 2. Entertainment
3. room 4. noise
5. Vehicles 6. City
Task c: Read the Conversation Skill box. Then,
listen and repeat.
- Introducing some phrases to disagree politely. - Listening and taking notes.
That's true, but…
Yes, but…
Really? (I…)
- Playing the CD and ask Ss to listen and read - Listening and repeating
along.

Task d: Now, listen to the conversation again

and number the phrases in the order you hear
them.
- Asking Ss to listen and write numbers next to the - Listening and writing numbers next to
phrases in the order they hear them. the phrases
- Picking some Ss to give their answers. - Giving their answers
- Giving feedback. Answers keys:
3. That's true, but...
1. Yes, but...
2. Really? (I...)
4. Activity4: Post - Reading (8’)
Do you agree with Mai or Joe? Why?

- Asking Ss to work in pairs to answer the - Working in pairs to answer the

questions. questions.
- Monitoring the class and help them if necessary.
- Asking some Ss to share their ideas. - Sharing their ideas.
 Sample answers:
I agree with Mai. I like the country
more than
the city because it's cleaner and quieter.
5. Activity 5: Wrap-up & Assignments (2’)
- Asking sts to answer the questions -Answering the questions
1. What did you learn from the lesson today?
* Vocabulary: room, nature, peace, fresh, noise,
vehicle, entertainment, facility
2. What are the core values of the lesson?
+ know which place is better to live: the city or the
country
- Reminding students to have a look back on the -Having a look back on the lesson at
lesson at home, do exercises in the workbook and home
get ready for the next lesson.
+ Learning the vocabulary by heart. - Doing exercises in the workbook and
+ Doing vocabulary and listening exercises in getting ready for the next lesson
workbook on page 8 & 9.
+ Preparing the next lesson: Lesson 1.2 –
Grammar, pages 15 & 16.
+ Doing the exercises in Tiếng Anh 8 i-Learn
Smart World notebook (pages 12 & 13).

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