Giáo án Tiếng Anh 8 - Unit 3: Teenagers - Trường THCS Đông Tây Hưng

 UNIT 3: TEENAGERS
 Lesson 1: GETTING STARTED
 It’s great to see you again!
Period: 16
 Class Date of teaching Attendance
 8D
 8E
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: 
- Vocabulary to talk about about teenagers: forum, stress, stressful, pressure, user-friendly, midterm.
* Pronunciation: 
- Pronounce the new words correctly: forum, stress, stressful, pressure, user-friendly, midterm.
+ Pronoun the sounds /ʊə/ and /ɔɪ/ correctly in words and sentences.
* Grammar: 
Simple sentences and compound sentences. Making requests 
2. Competencies:
a. General competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning and 
communicative competence.
- Develop communication skills and enhance awareness of self recognition and self care
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
b. Specific competencies:
- Use vocabulary to talk about teen school club, teen’s use of social media, and teen stress. 
- Asking and answering questions about life of teenagers
+ Pronoun the sounds /ʊə/ and /ɔɪ/ correctly in words and sentences.
- read for general and specific information about teen school club, teen’s use of social media, and teen 
stress. 
- talk about teen school club, teen’s use of social media, and teen stress. 
3. Qualities:
- Develop awareness of teens’selves
- Be concerned to the surrounding world.
- Develop self-study skills.
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and 
working. 
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector 
Students: Text books, studying equipment’s .
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’- GW/PW/IW)
1. Aim:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up 
to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
4. Implementation:
- Teacher instructs - Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting 
Step 2: Task performance
 + Greeting + Greeting ; T_Ss.
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. 
+ Students (Ss) listen and learn how to do the 
tasks.
- T leads to the new unit. Write the unit title Mystery word: TEENAGERS
Teenagers on the board. Ask Ss to guess what 
they are going to learn about in this unit. 
- STUDENTS Open the book and write the tittle 
of the lesson. 
Step 3: Report and discussion
- Sts work in group to discuss 
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to 
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15'- PW/IW/GW)
1. Aim: 
To set the context for the introductory dialogue;
To introduce the topic of the unit.
2. Content: 
Learn some new words. Read the conversation and find out new words. Focus on topic of the lesson, 
grammar points 
Listen and read the conversation. Answer the question.
3. Products:
Knowing more new words. Understanding the conversation; topic of the lesson, grammar points 
Understanding more the content of the conversation.
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering Task 1. Listen and read: It’s great to see 
- T sets the scene/ context for the listening and you again ! 
reading. * Vocabulary
Step 2: Task performance 1. forum (n) diễn đàn 
Task 1. Listen and read: It’s great to see you 2. stress (n) sự căng thẳng
again! 3. stressful (adj) căng thẳng, tạo áp lực
- Teacher explains the meaning of the new 4. pressure (n) áp lực
vocabulary by pictures. 5. user-friendly (adj) 
* Teach vocabulary: thân thiện với người dùng, dễ dùng
 + Teacher uses different techniques to teach 6. midterm (adj) giữa kỳ
vocab (situation, realia, translation.)
+ Teacher introduces the vocabulary by: Questions: 
 - providing the pictures - Who are the people? - eliciting the definition of the words - What might they be talking about?
+ Teacher do the “Rub out and remember” * Suggested answers: 
checking technique. - They are teacher and students. 
- Teacher reveals that these six words will appear - They are in a class meeting. 
in the reading text and asks students to open their - They are discussing their class forum, club 
textbooks to discover further. activities to participate in, and their 
Set the context: Have Ss look at the conversation problems. 
and the picture and answer some questions: 
Who are the people? 
- What might they be talking about?
- Play the recording twice for Ss to listen and 
read along. Then invite some pairs of Ss to read 
the conversation aloud.
- Refer to the questions previously asked. 
Confirm the correct answers: They are teacher 
and students. They are in a class meeting. They 
are discussing their class forum, club activities to 
participate in, and their problems.
- To help Ss understand the main idea of the 
conversation, askSs to answer the question: What 
are the teacher and students discussing? 
Students Take note 
Task 2. Read the conversation again and tick Task 2. Read the conversation again and 
T (True) or F (False) for each sentence. tick T (True) or F (False) for each 
- Ask Ss to work in pairs to read the conversation sentence. 
again. 
- Ask them to underline the key words and 
phrases in the statements. Then have pairs work 
together for one or two minutes to do the task. 
- Have Ss read out the statements and say if the * Key: 
statements are true or false. 1. F 
- Make sure they pronounce the words correctly. 2. T 
- Teacher checks the answers as a class and gives 3. T
feedback. 4. F 
Step 3: Report and discussion 5. T
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about the 
conversation
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PW/IW)
1. Aim: 
- To help Ss learn words and phrases related to the topic Teenagers. 
- To help Ss use the vocabulary in 3 in the right context. 
2. Content: 
- Read the conversation and tick T/ F; Write words under the pictures. Complete the sentences 
3. Products: 
- Ss understand the content of the conversation and know the vocabulary related to the topic. 
4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts learn Task 3 – Getting Started - Unit 2
Step 2: Task performing
Task 3. Write a word or phrase from the box Task 3. Complete the sentences with the 
under the correct picture. words and phrases from the box
- Ask Ss to work in pairs to match the pictures * Key: 
with 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 Task 4. Complete each of the sentences with a 
word or phrase in 3. There is one extra word word or phrase in 3. There is one extra word 
or phrase. or phrase. 
- Ask Ss to work independently to complete each * 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. 
Task 5. Ask and answer the questions below. Task 5. Ask and answer the questions 
Report your friend’s answers to the class. below. Report your friend’s answers to the 
- Ask Ss to work in pairs to ask and answer class.
questions. Questions:
- Encourage Ss to provide their partners with as 1. What types of social media do you have?
much information as possible, using vocabulary 2. What kind of pressure do you have? 
they have learnt when they answer the 3. What clubs do you participate in?
questions. 4. Why do you choose to participate in that club?
- Ask some Ss to report information about their 
partners.
- T and other Ss listen and comment.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
 - T gives feedback on the answers. 
ACTIVITY 4: APPLICATION (5'- WC )
1. Aim:
To consolidate what Ss have learnt in the lesson.
To review the lesson and prepare for the next lesson.
To give Home assigment
2. Content:
Home assigment
3. Products: 
Know more some words about hobbies
Take note Home assigment
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they 
have learnt.
- Ask Ss to say some words / phrases and 
grammar points they remember from the lesson. 
Tell Ss that they will learn these language points 
in the following lessons.
- Home assigment * Home assigments:
Step 2: Task performance - Do more exercises in workbook.
-T asks Ss to talk about what they have learnt in - Prepare new lesson: Lesson 2: A CLOSER 
the lesson. LOOK 1
- T let Sts take note the home assigments.
Step 3: Report and discussion 
- T says something about the class time.
-Step 4: Judgement
T gives feedback and requires Sts do homework.
 IV. FEED-BACK:
 .
 .
 .. UNIT 3: TEENAGERS
 Lesson 2: A CLOSER LOOK 1
Period: 17
 Class Date of teaching Attendance
 8D
 8E
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: 
- Vocabulary to talk about about teenagers: upload (tải lên) a picture; browse (lướt, tìm) a ưebsite; 
check notifications (thông báo); log on (to) an account (Đăng nhập tài khoản); connect (liên lạc) with 
friends... 
* Pronunciation: 
- Pronounce the new words correctly: upload (tải lên) a picture; browse (lướt, tìm) a ưebsite; check 
notifications (thông báo); log on (to) an account (Đăng nhập tài khoản); connect (liên lạc) with 
friends... 
+ Pronoun the sounds /ʊə/ and /ɔɪ/ correctly in words and sentences.
* Grammar: 
Simple sentences and compound sentences. Making requests 
2. Competencies:
a. General competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning and 
communicative competence.
- Develop communication skills and enhance awareness of self recognition and self care
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
b. Specific competencies:
- Use vocabulary to talk about teen school club, teen’s use of social media, and teen stress. 
- Asking and answering questions about life of teenagers
+ Pronoun the sounds /ʊə/ and /ɔɪ/ correctly in words and sentences.
- read for general and specific information about teen school club, teen’s use of social media, and teen 
stress. 
- talk about teen school club, teen’s use of social media, and teen stress. 
3. Qualities:
- Develop awareness of teens’selves
- Be concerned to the surrounding world.
- Develop self-study skills.
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and 
working. 
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector 
Students: Text books, studying equipment’s .
III. PROCEDURE
 ACTIVITY 1: WARM-UP : (5’- GW/PW/IW)
 1. Aim:
 - Revise the old lesson. 
 - Do some activities to creat a friendly and relaxed atmostphere to warm up to the new lesson 
 2. Content:
 - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up 
 to the new class. - Guessing game
3. Products:
 - Interest and concentration of Sts on the class activities.
 - A friendly and relaxed atmostphere to the new lesson 
 - Having a chance to speak English and focus on the topic of the lesson..
4. Implementation:
 - Teacher instructs
 - Sts do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting 
Step 2: Task performance + Greeting ; - T_Ss.
+ Greeting + Game: Word puzzles 
+ Game: Word puzzles
- Give Ss a few minutes to play a game. Have Ss 
play in two groups. 
- Ask ss to find 6 meaningful words in the puzzles, 
in cluding: upload, check, browse, log on, 
connect 
- The group with the more correct answers 
wins. 
- T leads in the new lesson. 
+ Lead into this lesson. 
OR: Answer key: 
- Give the groups a list of verbs including CHECK; POST; WEBSITE; CLIP; 
 upload, check, log on, connect and ask them PICTURE; CONNECT 
 to write words/ phrases that go with these 
 verbs.
+ Ask Ss to open their books to page 30. 
Step 3: Report and discussion
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to 
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15'- PW/IW/GW)
1. Aim: 
- To introduce some verbs and verb phrases that are often used when talking about social media.
-To allow Ss to use the learned verbs in context.
2. Content: 
- To introduce some verbs and verb phrases that are often used when teens talk about using social media 
Complete the sentences.
- To allow Ss to use the learnt words in contexts.
3. Products:
- Knowing more new words. Students know how to use new words/ phrases.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the reading and 
vocabulary learning
- T ask the whole class to do the Tasks in A Closer 
Look 1
Step 2: Task performance
Task 1. Circle the correct options to complete Task 1. Circle the correct options to the phrases. complete the phrases. 
* Teach vocabulary: * New words:
+ Teacher uses different techniques to teach 1. upload (v) = to copy or move programs or 
vocab (situation, realia, translation.) information to a larger computer system or to 
+ Teacher introduces the vocabulary by: the internet (Tải lên)
- providing the pictures 2. browse (v) = to look at things / check over 
 - eliciting the definition of the words sth . Đọc lướt, tìm thông tin
+ Teacher do the checking Vocabulary 3. notifications (n) : Thông báo
** Have Ss read aloud the verbs and the word / 4. log on (to) (v): Đăng nhập
phrases given. 5. check (v) : Kiểm tra
- Ask Ss to work in pairs to circle the correct 6. account (n): Tài khoản
options to complete the phrases. 6. picturesque (adj): đẹp, đẹp như tranh . 
- Explain the meaning of the new verb phrases by 
using pictures or synonyms or even their 
mother tongue. For example: To load st = To send 
st to another computer; to browse (through) st = to 
look at things/ check over st or use picture to show 
meaning of notifications and log on to an account
- Invite Ss to take turns to read out their answers. 
Correct their pronunciation if needed. 
- Check the answers as a class. 
- T can also ask Ss to add more words / phrases 
to the verbs to make other phrases. This way, T 
can broaden Ss’ vocabulary if they are ready. 
Task 2. Use the correct form of the verbs in Task 2. Use the correct form of the verbs 
1 to complete the sentence in 1 to complete the sentence
- Ask Ss to work individually to complete each * Key: 
of the sentences with a suitable verb from 1. 1. browsed 
- Check the answers as a class. 2. uploaded 
- Have some Ss read aloud the complete 3. connects 
sentences. 4. checked 
- Correct Ss’ pronunciation if necessary. 5. logs on
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about the 
lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PW/IW)
1. Aim: 
- To help Ss revise learned vocabulary and learn new vocabulary. 
- To help Ss identify how to pronounce the sounds /ʊə/ and /ɔɪ/; 
- To help Ss practise pronouncing the sounds /ʊə/ and /ɔɪ/ in context 
2. Content: 
- Choose the correct answer A, B, C or D...
- Listen and reapeat the words. Practice the sentences. Circle the words
3. Products: 
- Know more new verbs and verb phrases that are often used when teens talk about using social 
media. 
- Students repeats the words correctly. Learn how to pronounce the words correctly.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering - T let Sts learn Task3- 4-5 – A Closer look 1
Step 2: Task performing
Task 3. Choose the correct answer A, B, or C. Task 3. Choose the correct answer A, B, or 
- T asks Ss to work individually to choose the C. 
correct answer for each sentence. * Key: 
- Ask Ss to swap their answers with their partners. 1. B
- T check the answers as a class. 2. C
- T can also ask some Ss to read out their 3. A
answers. Then have Ss read the sentences aloud 4. A
as a class. Correct Ss’ pronunciation if 5. B 
necessary. 
- Teacher checks the answers as a class and 
gives feedback.
Task 4. Listen and repeat the words. Pay Task 4. Listen and repeat the words. Pay 
attention to the sounds /ʊə/ and /ɔɪ/. Then put attention to the sounds /ʊə/ and /ɔɪ/. Then 
the words into the correct columns. put the words into the correct columns.
- Have Ss listen to the recording once first. Then Answer key:
ask Ss to read out the words. /ʊə/: tourist, ensure, sure, tournament
- Play the recording for them to listen again and /ɔɪ/: boy, toy, avoid, choice 
repeat each word as a class, then as individuals.
- Play the recording as many times as possible.
- Have Ss complete the task. Check answers as a 
class.
* Teacher gives corrections and feedbacks to 
students’ pronunciation . 
Task 5. Listen and practise the sentences. Task 5. Listen and practise the sentences. 
Underline the words with /ʊə/ and circle the Underline the words with /ʊə/ and circle 
words with /ɔɪ/. the words with /ɔɪ/.
- Have some Ss read the sentences first. 
- Play the recording for Ss to listen to, then repeat * Suggested outcome: 
each sentence after the recording. Answer key:
- Play the recording as many times as necessary. 1. She is a noisy and curious girl. 
- Ask them to underline the words with the sound 2. They joined a full-day city tour. 
/ʊə/ and circle the words with the sound /ɔɪ/. 3. I found it enjoyable to watch the 
- Check the answers as a class. tournament. 
- Call some Ss to read the sentences individually. 4. She’ll record our voices during the 
Step 3: Report and discussion interview. 
- Ss work independently 5. He is not acting very mature and is 
- Share the answers starting to annoy me. 
Step 4: Judgement
 - T gives feedback on the answers and studying 
attitucde of Sts in class.
ACTIVITY 4: APPLICATION (5' - WC)
1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
Make sentences using the new words and structures
Home assigment
3. Products: 
Know more some words about community service
Take note Home assigment 4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they have 
learnt.
- Ask Ss to say aloud some words they remember 
from the lesson and make sentences with them
- Home assigment * Home assigment:
Step 2: Task performance - Remember some new words. 
- Teacher summarizes the lesson - Do more exercises in workbook.
 - Prepare new lesson. A CLOSER LOOK 2
- T let Sts take note the home assignment
Step 3: Report and discussion 
- T asks, Sts answer about volunteer work
-Step 4: Judgement
T gives feedback and requires Sts do homework.
 IV. FEED-BACK:
 .
 .
 .. UNIT 3: TEENAGERS
 Lesson 3: A CLOSER LOOK 2
Period: 18
 Class Date of teaching Attendance
 8D
 8E
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: 
- Vocabulary to talk about about teenagers
* Pronunciation: 
- Pronounce the new words correctly. 
* Grammar: 
Simple sentences and compound sentences. Making requests 
2. Competencies:
a. General competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning and 
communicative competence.
- Develop communication skills and enhance awareness of self recognition and self care
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
b. Specific competencies:
- Use vocabulary to talk about teen school club, teen’s use of social media, and teen stress. 
- Asking and answering questions about life of teenagers
+ Pronoun the sounds /ʊə/ and /ɔɪ/ correctly in words and sentences.
- read for general and specific information about teen school club, teen’s use of social media, and teen 
stress. 
- talk about teen school club, teen’s use of social media, and teen stress. 
3. Qualities:
- Develop awareness of teens’selves
- Be concerned to the surrounding world.
- Develop self-study skills.
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and 
working. 
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector 
Students: Text books, studying equipment’s .
III. PROCEDURE
 ACTIVITY 1: WARM-UP: (5’- GW/PW/IW)
 1. Aim:
 - To create an active atmosphere in the class before the lesson;
 - To lead into the new lesson.
 2. Content:
 - Review the previous lesson or have some warm-up activities to create a friendly and relaxed 
 atmosphere to inspire Ss to warm up to the new lesson.
 3. Products:
 - Interest and concentration of Sts on the class activities.
 - A friendly and relaxed atmostphere to the new lesson 
 - Having a chance to speak English and focus on the topic of the lesson..
 4. Implementation: - Teacher instructs
 - Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- game 
Step 2: Task performance
Game: BOARD RACE
- Give Ss a few minutes to revise the simple + Greeting ; T_Ss.
sentences. 1. She is a noisy and curious girl. 
- Ss work in two teams. 2. They joined a full-day city tour. 
- Ss receive slips of paper with simple sentences or 3. I found it enjoyable to watch the 
compound sentences. tournament. 
+ Instruc them to play. 4. She’ll record our voices during the 
- Pick out all the simple sentences and run as fast as interview. 
possible to stick them on the board, 5. Minh has some problems with his 
- Then underline the subjects and circle the verbs of schoolwork.
those simple sentences. 6. Mark is hard-working; therefore, he 
+ Ask each team to read out loud the sentences they usually gets high scores on exams.
have selected. Correct their pronunciation if 7. Mai bought many books, for she likes 
necessary. reading.
+ The team with the most correct sentences wins. 8. He is a club member, but he never 
- Ask Ss to look at A CLOSER LOOK 2 on page participates in any of the activities.
31. 
 + Introduce the objectives of the lesson. 
Focus on the objectives of the lesson. 
 - Teacher sets the context for the lesson.
 - STUDENTS Open the book and write 
the tittle of the lesson. 
Step 3: Report and discussion
- Sts join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to 
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim: 
To review Ss’ knowledge of the simple sentences. 
2. Content: 
To teach grammar. Ss can aware of the simple sentences and compound sentences. 
3. Products:
Students know how to use the target grammar. 
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and 
reading.
- T ask the whole class to do the Tasks in A Closer 
Look 2
Step 2: Task performance
Task 1. Tick (✓) the simple sentences Task 1. Tick (✓) the simple sentences 
 Grammar: Simple sentences and compound Answer : 
sentences. Eg1: Minh has some problems with 
- T gives 2 sentences and asks ss to find their S V subject and verb. his Schoolwork.
- Ask them to check how many subjects and Eg2: Mark is hard-working;
verbs are in each of the sentences. S1 V1 
- Tell them to read the Remember! box in pairs therefore, he usually gets high 
before giving further explanation. connectors S2 V2
- Then T explains to ss what a simple sentence scores on exams.
or a compound sentence is. * A simple sentence is made up of one 
- Then ask Ss to underline the two independent independent clause.
clauses in Eg 2, circle the words in between the + Minh has some problems with his 
two independent clauses. Tell them that there schoolwork.
are words other than and and but we use to * A compound sentence is made up of two or 
connect two independent clauses in compound more independent clauses
sentences. - Mai bought many books, for she likes 
- Ask Ss to read aloud as a class the words for, reading.
and, but, or, so, however, therefore, otherwise. - He is a club member, but he never 
- Explain the meanings of these words if participates in any of the activities
necessary. Tell Ss that they can also call these * Connectors
words connectors. - coordinating conjunctions: for, and, but, or, 
- Remind Ss to use a semicolon (;) before so
however, therefore, and otherwise, and the other - conjunctive adverbs: however, therefore, 
connectors are followed by a comma (,) otherwise.
+ Invite some Ss to share their answers. * Answer key: 
Confirm the correct answers. 1, 2, 4
- Ask Ss to work individually to tick the simple 
sentences. 
- Ask Ss to take turns to give their answers. 
- Check the answers as a class. 
- Then T asks some Ss to underline the subjects and 
circle the verbs of simple sentences. 
- Ask several Ss to read aloud the full sentences. 
- Correct their pronunciation if necessary. 
Task 2. Write S for simple sentences and C 
for compound sentences 
- Have Ss work in pairs to write S for simple 
sentences and C for compound sentences. 
- Ask some Ss to read out the sentences and say S Task 2. Choose the correct answer A, B, or 
or C. * Key: 
- Correct their pronunciation mistakes if 1. S 2. S 3. C
necessary. 4. S 5. C 
- Check the answers as a class.
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about the 
lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PW/IW)
1. Aim: 
To help Ss distinguish between words that connect independent clauses. 
To enable Ss to make compound sentences correctly
2. Content: 
Know the differences between words that connect independent clauses.
Playing GAME 3. Products: 
Students understand how to use simple sentences and compound sentneces.
Ss play GAME. Which group has the most sentences? 
- Students are able to make compound sentences correctly
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts study the examples, consume the rules 
and do the exercises
Step 2: Task performing Task 3. Choose the correct answer A, B, or 
Task 3. Choose the correct answer A, B, or C. C. 
- Have Ss work individually to choose the correct * Key: 
answer A, B, or C. 1. C 
- Remind them of the meanings of the connectors 2. B 
and the punctuation (the comma and semicolon) for 3. A 
the connectors. 4. A 
- Ask some Ss to read out the complete 5. C 
sentences. 
- Check the answers as a class.
Task 4. Combine the two sentences to make Task 4. Combine the two sentences to make 
compound sentences, using the words from compound sentences, using the words from 
the box. the box.
- Have Ss work in groups of four for five minutes to * Answer key:
write on their posters complete compound 1. Phong has to study harder; otherwise, he 
sentences using the words in the box. may fail the exam. 
- Remind them to use commas and semicolons 2. She is very sensitive, so don’t comment on 
when necessary. Then ask them to swap answers her new hairstyle. / She is very sensitive; 
with other groups. therefore, don’t comment on her new 
- Check the answers as a class. hairstyle. 
 - Have the class read out the sentences. 3. Mi wants to have more friends, but she 
Correct their spelling and grammar mistakes doesn’t connect well with others. 
when necessary. 4. Students can work in groups, or they can 
 work in pairs. 
 5. My friend likes showing off her new things; 
 therefore, she often posts pictures on social 
 media. / My friend likes showing off her new 
 things, so she often posts pictures on social 
 media. 
GAME: Which group has the most GAME: Which group has the most 
sentences? sentences?
 Work in groups. Each group makes as 
many compound sentences as possible. The 
group with the most correct sentence is the 
winner.
+ Divide the class into groups.
_ T instructs SS how to play the game: Ask Ss 
to work
In groups.
- Give each group the strips of paper with words 
on it (the words given to Ss can be for, and, but, 
or, so, however, therefore, otherwise). T may 
instruct Ss to write their compound sentences on 
A1-size paper. - Invite groups to read out their compound 
sentences or to stick the A1-size paper with 
compound sentences they have written on the 
board. 
 - Correct any grammar and 
pronunciation mistakes if necessary.
 - The group with the most correct 
sentences is the winner. 
 * T corrects any grammar and 
pronunciation mistakes if necessary. 
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
 - T gives feedback on the answers and studying 
attitude of Sts in class.
ACTIVITY 4: APPLICATION (5'- WC )
1. Aim:
- To help Ss revise all they have learnt.
- To give Home assigment
2. Content:
- Make sentences using the the past simple.
- Home assigment
3. Products: 
- Review the old lesson
- Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they have 
learnt.
- T asks some Ss to give a sentence about 
themselves, using the past simple.
- Home assigment * Home assigment:
Step 2: Task performance - Remember the use the prepositions of time 
- Teacher summarizes the lesson and place.
- T lets Sts take note the home assignment - Do more exercises in workbook.
 - Prepare new lesson: COMMUNICATION.
Step 3: Report and discussion 
- T asks, Sts answer about leisure activities
-Step 4: Judgement
T gives feedback and requires Sts do homework.
IV. FEED-BACK:
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 .
 .. UNIT 3: TEENAGERS
 Lesson 4: COMMUNICATION
Period: 19
 Class Date of teaching Attendance
 8D
 8E
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: 
- Vocabulary to talk about about teenagers: check notification, use Facebook messenger, user-friendly, 
connect.
* Pronunciation: 
- Pronounce the new words correctly: check notification, use Facebook messenger, user-friendly, 
connect.
* Grammar: 
Simple sentences and compound sentences. Making requests 
2. Competencies:
a. General competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning and 
communicative competence.
- Develop communication skills and enhance awareness of self recognition and self care
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
b. Specific competencies:
- Use vocabulary to talk about teen school club, teen’s use of social media, and teen stress. 
- Asking and answering questions about life of teenagers
+ Pronoun the sounds /ʊə/ and /ɔɪ/ correctly in words and sentences.
- read for general and specific information about teen school club, teen’s use of social media, and teen 
stress. 
- talk about teen school club, teen’s use of social media, and teen stress. 
3. Qualities:
- Develop awareness of teens’selves
- Be concerned to the surrounding world.
- Develop self-study skills.
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and 
working. 
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector 
Students: Text books, studying equipment’s .
III. PROCEDURE
 ACTIVITY 1: WARM-UP : (5’- GW/PW/IW)
 1. Aim:
 - To revise the old lesson. 
 - To lead in the targeted vocabulary and pronunciation.
 2. Content:
 - Review the previous leson or have some warm-up activities to creat a friendly and relaxed 
 atmostphere to inspire Ss to warm up to the new lesson
 3. Products:
 - Interest and concentration of Sts on the class activities.
 - A friendly and relaxed atmostphere to the new lesson 
 - Developing the language skills by asking and answering questions about themselves. 4. Implementation:
 - Teacher instructs
 - Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting 
Step 2: Task performance
+ Greeting + Greeting 
Chatting: 
- T asks ss some questions:
+ What do you say when you want sb to pass you 
a pen?
+ What do you say when you want sb to tell you 
more about the music club?
+ What will we do if we want to politely ask 
somebody to do sth?
- T leads in the new lesson: If we want to politely 
ask somebody to do sth, we make requests. There 
are two ways of making requests that we will 
learn in Lesson 4. Communication. 
- Ask Ss to look at COMMUNICATION on page 
32. 
+ Students (Ss) listen and learn how to do the 
tasks.
- STUDENTS Open the book and write the tittle 
of the lesson. 
- Introduce the objectives of the lesson: learning 
how to make requests.
 Step 3: Report and discussion
- Sts join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to 
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15'- PW/IW/GW)
1. Aim: 
- To introduce two ways to make requests
- To help Ss practise making requests. 
2. Content: 
- Listen and read the conversation. Learn how to make requests 
3. Products:
- Students know how to how to make requests 
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context to reading and listening
- T ask the whole class to do the Tasks in 
Communication
Step 2: Task performance
Task 1. Listen and read the conversatio . Pay Task 1. Listen and read the conversation . 
attention to the highlighted sentences Pay attention to the highlighted sentences 
1- Play the recording for Ss to listen and read the 1. Can you tell me more about the music club, 
conversation. please? 
- Ask Ss to pay attention to the highlighted B. Yes, certainly.It meets on Mondays and sentences. Emphasise the ways to make requests : Thursdays.
+ Can you tell me more about the music club, 2. Could you show me the way to the college, 
please? please? 
+ Could you show me the way to the college, B. Certainly. Go past this block, then turn left. It’s 
please? on your right-hand side there.
- Tell Ss that Can you and Could you are similar 
in meaning, and only different in the degree of 
formality. Could you is more formal than Can 
you.
- Have Ss practise the conversations in pairs.
* Teacher checks students’ understanding by 
asking some checking questions. 
Task 2. Work in pairs. Make similar Task 2. Work in pairs. Make similar 
conservations, using the cues below. conservations, using the cues below.
- Ask Ss to work in pairs to make similar - Work in pairs
dialogues. + Ask to borrow a book from your classmate.
- Tell them to use the contexts given and the A. Can you lend me your book that you 
sample requests. finished reading, please? 
- Give feedback on their dialogues. B. Yes, certainly.
 + Request some advice on how to do your 
 science project.
 A. Could you tell me how to start a science 
 project?
Step 3: Report and discussion B. Certainly.
- T asks, Sts answer some more questions about the 
lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PW/IW)
1. Aim: 
- To provide Ss with language input about the different social media that are popular among teens, 
how often and what they use these media for; 
- To help Ss practise reading for specific information. 
- To help Ss practise asking and answering questions about which social media teens often use, how 
often and why they use these media. 
- To help Ss practice reporting.
2. Content:
- Read some posts on a forum about different social media and match the names of the posters with 
their activities. 
- Ask and answer questions about what social media the teens in 3 use, why, and how often they use 
them.
- Ask and answer about which social media teens often use, how often and why they use these media. 
3. Products: 
- Ss are able to identify the different social media that are popular among teens, how often and what 
they use these media for.
- Ss practise reading for specific information 
- Ask and answer about a social media teens often use, how often and why they use these media. 
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts study the examples, consume the rules and 
do the exercises
Step 2: Task performing Task 3. Read some posts on a forum about Task 3. Read some posts on a forum about 
different social media and match the names of different social media and match the names 
the posters with their activities . of the posters with their activities . 
- Ask some Ss to read the posts aloud. Suggested answers:
- Have Ss work in pairs to read the posts to match Ann: 2 
the name of the four teenagers and their activities Tom: 4,5 
(1 - 5). Trang: 1 
- Ask some pairs to read out their answers. Nam: 3 
Correct if necessary. 
- Check the answers as a class. 
- If time allows, ask some Ss to retell information 
from the posts or to role-play a conversation. 
Task 4. Work in pairs. Ask and answer Task 4. Work in pairs. Ask and answer 
questions about what social media the teens in questions about what social media the teens 
3 use, why, and how often they use them. in 3 use, why, and how often they use them. 
- Have Ss work in pairs to ask and answer - T_ Ss. 
questions about which social media each of the * Example: 
four teenagers uses, what for and how often they -Duong Lam and Hollum are both ancient 
use the media. villages, 
- Ask them to follow the example in the Student’s Model dialogue:
Book. Tom: What social media does Ann use?
- Invite some pairs to role-play, asking and Nam: She uses YouTube.
answering questions in front of the class. Correct Tom: What does she use it for?
any grammar orpronunciation mistakes if Nam: She uploads her videos and watches 
necessary. other people’s videos.
 Tom: How often does she use it?
 Nam: Every day.
Task 5. Work in groups. Discuss the following 
questions and then report your group’s result Task 5. Work in groups. Discuss the 
to the class. Report - Have Ss work in groups to following questions and then report your 
discuss the answers to the three questions about group’s result to the class. Report your 
social media. group’s results to class 
 - Tell them that they can give more than * Questions:
one reason to explain their choice. 1. What social media do you use?
 - Ask them to use the information from 2. How often do you use it?
the posts in 3 as cues. 3. What do you use social media for?
 - Invite group representatives to report 
their group’s answers. 
 * Teacher corrects students as going 
around while they’re practising. 
 - T listens to ss’ reports and gives 
feedback on their pronunciation and content.
Step 3: Report and discussion
- Ss work independently and in groups
- Share the answers
Step 4: Judgement
 - T gives feedback on the answers and studying 
attitude of Sts in class.
ACTIVITY 4: APPLICATION (5' )
1. Aim:
To consolidate what Ss have learnt in the lesson.
To give Home assigment 2. Content:
Revision of the lesson
Home assigment
3. Products: 
Review the old lesson
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- T summarizes the lesson and let Sts tell what the 
have learnt
T asks Ss to talk about what they have learnt and 
ticked the objectives they can do in the lesson.
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson \
- T has Ss tell what they have learnt 
- T lets Sts take note the home assignment
 * Home assigment:
 - Do more exercises in workbook.
Step 3: Report and discussion - Prepare new lesson. SKILLS_1
- T asks, Sts answer about community service
-Step 4: Judgement
T gives feedback and requires Sts do homework.
 IV. FEED-BACK:
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 ..