Giáo án Tiếng Anh 8 - Unit 6: Lifestyles - Lesson 1 - Trường THCS Đông Tây Hưng

 UNIT 6: LIFESTYLES
 Lesson 1: GETTING STARTED
 Lifestyle differences
Period: 42
 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 Lifestyles: greet, greeting, serve, common practice, in the habit of
* Pronunciation: 
- Pronounce the new words correctly: greet, greeting, serve, common practice, in the habit of
+ Pronounce the sounds /br/ and /pr/correctly 
* Grammar: 
Use the future simple and the fist conditional sentences 
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 preserving the culture
 - Be co-operative and supportive in pair work and teamwork.
 - Actively join in class activities.
b. Specific competencies:
 - Use vocabulary to talk about different lifestyles
 - Asking and answering questions about different lifestyles
 - pronounce the sounds /br/ and /pr/ correctly;
 - read for general and specific information about lifestyles
 - talk about lifestyles
3. Qualities:
 - Develop awareness of culture, lifestyles
 - Be concerned to the culture of different countries.
 - 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.
 Asking questions: CHATTING
 - Begin the lesson by reviewing the * Questions and suggested answers:
contents covered in Unit 5 (e.g. what they like / - What is the video about?
don't like about our customs and traditions, what => About ways of greetings around 
should be maintained, etc.). the world.
 - Introduce the topic Lifestyles. Show Ss - In Viet Nam, how do two men greet 
some photos related to lifestyles (traditional each other when they meet? 
costumes, folk dance, strange lifestyles,...), and =>They shake hands or say hello.
write the word Lifestyles on the board, or tell a - Do people in Thailand shake hands 
story related to lifestyles. when meeting?
 - Ask Ss to open their books to page 60. => No. They greet each other with a 
Draw their attention to the THIS UNIT “Wai” and say “Sawadee”.
INCLUDES box and introduce what they are 
going to learn in this unit.
 OR : 
 - T asks Ss some questions.
 - Ss answer the question individually.
 - Teacher shows students a video of 
different ways of greetings and asks students to 
guess what the video is about.
 - T sets the context for the listening and 
reading text: Write the title on the board Lifestyle 
– Lifestyle differences
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/GW/IW)
1. Aim: 
- To set the context for the introductory dialogue;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.
To help Ss understand some details of the conversation
2. Content: 
To teach some new words. Read the conversation and find out new words. Focus on topic of the lesson, 
grammar points 
Listen and read the conversation. Complete the sentences
3. Products:
Knowing more new words. Ss know how to pronounce the new words correctly and use them in 
appropriate situations.Students know the topic of the unit and be ready for the conversation 
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and 
reading.
Step 2: Task performance Task 1. Listen and read Task 1. Listen and read 
* Teach vocabulary: *Vocabulary
 + Teacher uses different techniques to teach 1. greet (v) chào, chào hỏi 
vocab (situation, realia, translation.) 2. greeting (n) lời chào
+ Teacher introduces the vocabulary by: 3. serve (v) phục vụ
 - providing the pictures 4. common practice (n) thông lệ
 - eliciting the definition of the words 5. in the habit of. có thói quen làm gì
+ Teacher do the “Rub out and remember” 
checking technique.
- Teacher reveals that the words according to the 
pictures will appear in the reading text and asks 
students to open their textbook to find these 
words.
** Begin by asking Ss questions:
How do you greet your teachers every day?
Do you call your teachers by their names or by 
their title "teacher"?
+ Set the context for the listening and reading: 
Ask Ss to look at the title of the conversation and 
the pictures. Ask them a question like: What do 
you think they are talking about?
- Then ask Ss to look at the title / the pictures and 
guess what the conversation between Nam and 
Tom might be about.
+ Play the recording once or twice for Ss to listen 
and read along silently or aloud.
- Have some pairs of Ss read the conversation 
aloud.
- Ask Ss what Nam and Tom are talking about. 
Now confirm the correct answer. (They are 
talking about lifestyles and lifestyle differences.)
+ Have Ss say the words and phrases in the text 
that they think are related to the topic of the unit. 
Have them pronounce the words and phrases 
containing the sounds /br/ and /pr/. Quickly 
write the words on the board (breakfast, 
practice).
Task 2. Read the conversation again and Task 2. Read the conversation again and 
complete the table. complete the table. 
+ Have Ss read the conversation again and * Answer key:
complete the table individually. 1. surnames 
- Check their answers and explain if necessary. 2. on the street
+ Ask them how to do this kind of exercise. 3. store / restaurant
Explain the strategies, if necessary (e.g. reading 
the statements in the table, underlining the key 
words in the statements, locating the key words in 
the text, and then completing the table). 
- Tell them to underline parts of the dialogue that 
help them with the answers. Set a strict time limit 
to ensure Ss quickly read the text for information.
- Tell them to compare their answers in pairs 
before sharing them with the class. Ask them to 
give evidence to support their answers. Step 3: Report and discussion
- 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 further understand the context
To help Ss become acquainted with the new vocabulary and collocations in the unit.
To help Ss revise and develop the vocabulary related to the topic Lifestyles
2. Content: 
Write the activities under the correct pictures. 
Doing the QUIZ. New year around the world
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. Complete each sentence with a word Task 3. Complete each sentence with a 
or phrase from the box. word or phrase from the box. 
+ Have Ss read the sentences and find the words * Key: 
and phrase in the box to fill in the gaps. If Ss find 1. lifestyle 
it difficult, ask them to read the conversation 2. greet 
again and find the information in it. 3. serve
- Go around and offer help, if needed. 4. practice 
- Allow Ss to share answers before discussing the 5. in the habit of 
answers as a class. 
- Write the correct answers on the board. If 
there's time, call on some Ss to read the 
sentences.
- Check the answers as a class.
Task 4. Label each picture with a word or Task 4. Label each picture with a word or 
phrase from the box phrase from the box 
+ Have Ss work in pairs and write the words / 
phrases from the box under the right pictures. * Key: 
- Call on some Ss to share their answers with the 1. street food 
class. 2. food in restaurants
- Confirm the correct answers. 3. pizza 
- Have some Ss read each word / phrase 4. online learning 
correctly. 5. greeting
- Correct their pronunciation if necessary.
- Teacher gives feedback.
* Teacher corrects the students as a whole class. 
** For more able Ss, have them make up sentences 
or ask and answer questions using these words / 
phrases from the box:
 Eg: 
 A: Do you sometimes have street food?
 B: Yes, I do.
 A: Do you like pizza? B: No, I don't
Task 5. QUIZZ: Greetings around the world Task 5. QUIZZ: Greetings around the 
+ Have Ss work individually. Tell them to give world 
their answers to all the questions. * Key: 
Set a time limit (2-3 minutes) for Ss to finish the 1. A 
task. 2. B 
- Call on some Ss to share the answers. 3. B 
- Confirm the correct answers. 4. B 
- T may need to explain to Ss if they do not know the 5. A 
answers 
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 Ethnic groups of Vietnam
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 6: LIFESTYLES
 Lesson 2: A CLOSER LOOK 1
Period: 43
 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 Lifestyles: dogsled, make crafts, native art, weave, tribal dance
* Pronunciation: 
- Pronounce the new words correctly: dogsled, make crafts, native art, weave, tribal dance
+ Pronounce the sounds /br/ and /pr/correctly 
* Grammar: 
Use the future simple and the fist conditional sentences 
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 preserving the culture
 - Be co-operative and supportive in pair work and teamwork.
 - Actively join in class activities.
b. Specific competencies:
 - Use vocabulary to talk about different lifestyles
 - Asking and answering questions about different lifestyles
 - pronounce the sounds /br/ and /pr/ correctly;
 - read for general and specific information about lifestyles
 - talk about lifestyles
3. Qualities:
 - Develop awareness of culture, lifestyles
 - Be concerned to the culture of different countries.
 - 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 
+ Greeting - T_Ss.
Matching game: (Task 1) Questions: 
- T gives out the handouts and divides the class Match the words with the correct pictures
into 10 groups and explains the rules. * Answer key:
- Ss match the given words to the pictures and 1. dogsled (n)
they have to send one to stick the handout onto 2. make crafts (v)
the board as quickly as possible. 3. native art (n)
- T shows students the answer on the screen and 4. weave (v)
announces the winning group. 5. tribal dance (n)
- T sets the context for the lesson
OR :+ Bring to class some posters / pictures or 
show on the screen some images related to 
different lifestyles in Viet Nam or other 
countries.
- Encourage Ss to name these things (and talk 
 about them).
- Lead into this lesson which focuses on the 
 new words / phrases, and the sounds /br/ 
 and /pr/.
- Share with Ss the lesson objectives and have 
 them open their books and start the lesson.
+ Teacher shows students the answer on the 
screen and announces the winning group. 
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/GW/IW)
1. Aim: 
- To revise/ teach some words and collocations related to the different aspects of lifestyles. To give 
Ss practice on how to use words and phrases related to the topic Lifestyles in context
2. Content: 
Vocabulary pre-teach.
Complete the sentences with the words and phrases from the box
3. Products:
Students get some vocabulary from the lesson and be ready for the lesson. 
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. Vocabulary teaching Task 1. Vocabulary teaching *Vocabulary
* Teach vocabulary: 1. dogsled (n) xe trượt tuyết chó kéo
 + Teacher uses different techniques to teach 2. make crafts (v) làm đồ thủ công
vocab (situation, realia, translation.) 3. native (adj) tự nhiên
- Teacher asks students to guess the meaning of 4. tribal dance (adj) điệu nhảy của bộ tộc, bộ 
the words that they have matched in Warm-up lạc
activity. 5. native art (n) tác phẩm nghệ thuật bản 
- Teacher introduces the vocabulary. địa
- Teacher checks students’ understanding by the * Key: 
follow-up tasks in the student's book. 1-e 2- d 3- c 4- a 5- b 
* Tell Ss to look at the pictures and name them 
if possible.
- Have Ss work in pairs. Tell them to match the 
words and phrases on the left with the pictures 
on the right. Then check their answers as a 
class.
- Have Ss read the words and phrases aloud. 
- Correct their pronunciation if necessary. 
Task 2: Complete the sentences with the Task 2. Complete the sentences with the 
words and phrases from the box words and phrases from the box
+ Have Ss read the sentences and fill in the * Key: 
blanks with the words and phrases from the box. 1. weaving 
- Have them read the sentences carefully and 2. tribal dances 
 look for clues so that they can choose the 3. native art
 correct words and phrases to complete the 4. making crafts
 sentences. 5. dogsled 
- Have one student write the words and 
 phrases on the board. Confirm the correct 
 answers.
- T may call some Ss to read the sentences 
aloud.
- T confirms the correct answers.
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 give Ss more practice on how to use words related to the topic Lifestyles in sentences.
- To teach Ss how to pronounce the sound /br/ and /pr/ and practice pronouncing these sounds in 
words correctly.
- To help Ss pronounce the sounds /br/ and /pr/ correctly in context;
 - To help Ss differentiate the sounds /br/ and /pr/. 
2. Content: 
- Choose the correct answer A, B, or C to complete each sentence.
- Listen and repeat the words. Pay attention to the sounds /br/ and /pr/. Listen and practise the 
sentences. Underline the words with the sound /br/ and circle the words with /pr/. 
3. Products: 
- Students know how to use the target vocabulary 
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 
to complete each sentence C to complete each sentence 
- Have Ss read the sentences and choose the * Key: 
correct options to complete the sentences. 1. A 2. B 
- Go around and give assistance if necessary and 3. A 4. C 
check their answers. 5. B
- Confirm the correct answers as a class 
Task 4. Listen and repeat the words. Pay Task 4. Listen and repeat the words. Pay 
attention to the sounds /br/ and /pr/. attention to the sounds /br/ and /pr/. 
- Teacher asks some Ss to read out the words 
first. 
- Then play the recording for them to listen and 
repeat the words they hear. Ask them to pay 
close attention to the two sounds. 
+ Play the recording as many times as 
necessary.
- Explain to Ss the difference between the two 
sounds if needed:
+ /br/: Put your lips together, then open them 
slowly to let the air out to make the sound /b/. 
Close your tongue up and round your lips to 
make the sound /r/.
+ /pr/: Press your lips together, then open your 
mouth suddenly to let the air out to make the 
sound /p/. Close your tongue up and round your 
lips to make the sound /pr/. The puff of air that 
happens with the /r/ sound is bigger for the /pr/ 
cluster than the puff of air for the /br/ cluster.
* T can show Ss the pronunciation video of this 
Unit:
Task 5. Listen and practise the sentences. 
Underline the words with the sound /br/ and Task 5. Listen and practise the sentences. 
circle the words with /pr/. Underline the words with the sound /br/ 
- Teacher aks Ss to quickly read the sentences and circle the words with /pr/. 
and underline the words having the sounds /br/, * Answer key: 
and circle the words having the sound /pr/. 1. My brother says online learning 
Then play the recording for Ss to listen and improves our IT skills.
check.. 2. Santa Claus brings a lot of presents 
- Have them work in pair s to compare their to children.
answers. Check Ss answers. 3. She briefly introduced the new 
- Play the recording again for Ss to repeat the programme.
sentences. 4. He spent a lot of time preparing for 
- Let Ss listen and repeat sentence by sentence, his algebra test.
paying attention to the sounds /br/ and /pr/. 5. My mum prays at the temple before 
- If there is time, ask Ss to call out the words breakfast on Sundays.
they know having these two sounds.
* Teacher gives corrections and feedback to 
students’ pronunciation. 
Step 3: Report and discussion
- Ss work independently - Share the answers
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
Step 2: Task performance
- Teacher summarizes the lesson
- T let Sts take note the home assignment
 * Home assigment:
 - Remember some new words. 
 - Do more exercises in workbook.
Step 3: Report and discussion - Prepare new lesson. A CLOSER 
- T asks, Sts answer about volunteer work LOOK_ 2
-Step 4: Judgement
T gives feedback and requires Sts do homework.
 IV. FEED-BACK:
 .
 .
 .. UNIT 6: LIFESTYLES
 Lesson 3: A CLOSER LOOK 2
Period: 44
 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 Lifestyles.
* Pronunciation: 
- Pronounce the new words correctly.
* Grammar: 
Use the future simple and the fist conditional sentences 
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 preserving the culture
 - Be co-operative and supportive in pair work and teamwork.
 - Actively join in class activities.
b. Specific competencies:
 - Use vocabulary to talk about different lifestyles
 - Asking and answering questions about different lifestyles
 - read for general and specific information about lifestyles
 - talk about lifestyles
3. Qualities:
 - Develop awareness of culture, lifestyles
 - Be concerned to the culture of different countries.
 - 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
+ Greeting + Greeting. 
+ Teacher (T) asks Ss some questions about the 
previous lessons, 
- T may introduce some warm-up activities to 
create a friendly and relaxed atmosphere to 
inspire Ss to warm up to the subject and new 
class 
Asking questions:
- Teacher asks Ss “What will you buy if you have 
1,000,000 VND?”
- Ss answer the question individually.
- Teacher leads in the introduction of the target 
grammar point.
- Teacher sets the context for the lesson. 
** Ask Ss if they remember the future simple 
they have learnt in Tiếng Anh 6 and TiếngAnh7. 
Have some of them revise this tense and give 
some examples.
-Introduce the objectives of the lesson: The future 
simple for describing future possibilities or 
conditions.
-Write the objectives on the top of the board. 
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/GW/IW)
1. Aim: 
- To help Ss revise the future simple to complete the given dialogues.
- To help Ss revise and further study the future simple;
- To help Ss use the future simple to build sentences.
2. Content: 
- To teach grammar.Teacher asks Ss to do the exercise individually and then check their answer in 
pairs.
- Arrange these words and phrases in the correct order to form meaningful 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. Use the verbs from the box with will Task 1. Use the verbs from the box with will 
or won’t to complete these dialogues. or won’t to complete these dialogues.
- Have Ss study the example first. * Suggested answers: - Give Ss some time to work by themselves and 1. will tell
write down the answers. Observe and help when 2. will attend - won't join
and where necessary. 3. won't have - will do
- Ask some Ss to read their sentences. Call on 
some Ss to write their answers on the board. 
Confirm the correct answers.
- Explain to Ss another use of the future simple 
(to describe future possibilities or conditions), 
and give one or two examples before moving 
onto 2.
Task 2. Arrange these words and phrases in Task 2. Arrange these words and phrases in 
the correct order to form meaningful the correct order to form meaningful 
sentences sentences 
- Have Ss work individually for about 5 * Answer key:
minutes. 1. We will take our first-term exams very 
-Tell them to put the words in the correct order soon.
to build meaningful sentences. 2. Will they stay in an igloo when they visit 
- Tell them to pay attention to the form of the Alaska?
future simple. 3. She will work with the tribal groups to help 
- Check their answers as a class. them revive their culture.
- Have some Ss read out the sentences. Correct 4. I won’t choose online learning in the second 
their pronunciation and intonation only when semester.
necessary 5. I’ll come to see you if I go to London this 
Step 3: Report and discussion summer.
- 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 review the form and use of the first conditional.
- To help Ss revise if and practise the use of unless;
- To help Ss distinguish if and unless in conditional sentences
- To help Ss apply the uses of the first conditional with if and unless in real contexts by making 
sentences about themselves with If - clauses given
2. Content: 
- Give the correct tense of the verbs in brackets. 
- Fill in each blank with IF or UNLESS. 
- Complete the sentences 
3. Products: 
Students understand how to use the target grammar
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. Give the correct tense of the verbs in Task 3. Give the correct tense of the verbs 
brackets, using the first conditional in brackets, using the first conditional
- Draw Ss’ attention to the form and use of the Answer key:
first conditional: main clause (future simple) 1. eat 
and if-clause (present simple). 2. goes 
- Have Ss look at the sentences and write down 3. will have their answers. 4. don’t do 
- T asks Ss to check their answers in pairs . Ask 5. Will she be
for translation of some of the words to check 
their understanding.
- T Checks their answers as a class and explain 
if necessary 
Task 4. Fill in each blank with IF or Task 4. Fill in each blank with IF or 
UNLESS. UNLESS. 
- Have Ss do the exercise individually and then * Answer key:
exchange their answers with a partner. 1. Unless 
- Call on some Ss to read the sentences aloud. 2. if 
Other Ss comment. 3. unless
- T confirms the correct answers. 4. If 
 5. unless 
Task 5: Complete the following sentences to Task 5: Complete the following sentences to 
make them true for you. Then share your make them true for you. Then share your 
answers with a partner. answers with a partner 
- Give them some time to work independently * Example: 
and write down their sentences. 1. If it rains tomorrow, I’ll stay at home and 
- Then let them work in pairs to exchange their watch TV. 
sentences. 2. Unless I get good marks, I’ll be unhappy.
- Go round giving help when and where 3. If I have time this weekend, I’ll come and 
necessary. see you. 
- Some Ss may write their answers on the board. 4. If I study harder, I’ll get a lot of good 
- Make corrections if necessary marks.
 5. Unless I go to bed early, I’ll get up late 
* Teacher gives corrections and feedbacks. tommorow.
 ..
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
Step 2: Task performance
- Teacher summarizes the lesson * Home assigment:
- T lets Sts take note the home assignment - Remember the use the prepositions of time 
 and place.
 - 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:
 .
 .
 .. UNIT 6: LIFESTYLES
 Lesson 4: COMMUNICATION
Period: 45
 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 Lifestyles.
* Pronunciation: 
- Pronounce the new words correctly.
* Grammar: 
Use the future simple and the fist conditional sentences 
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 preserving the culture
 - Be co-operative and supportive in pair work and teamwork.
 - Actively join in class activities.
b. Specific competencies:
 - Use vocabulary to talk about different lifestyles
 - Asking and answering questions about different lifestyles
 - read for general and specific information about lifestyles
 - talk about lifestyles
3. Qualities:
 - Develop awareness of culture, lifestyles
 - Be concerned to the culture of different countries.
 - 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 . T_Ss.
Jumbled conversation: + Kim’s game 
- Teacher gives out a jumbled conversation
- Teacher asks students to rearrange it to make a 
meaningful conversation. 
- Teacher give some follow-up questions to lead 
in the introduction of the target grammar point. 
+ Lead into the new lesson. Write the unit title on 
the board.
 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: 
 EVERYDAY ENGLISH
 Express certainty
- To provide Ss with the two ways of expressing certainty;
- Ss practicing certainty
2. Content: 
- Listen and read the conversations. Pay attention to the highlighted sentences 
3. Products:
- Students know how to use the structures to express certainty. 
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 conversations. Pay Task 1. Listen and read the 
attention to the highlighted sentences. conversations. Pay attention to the 
 - Play the recording for Ss to listen and highlighted sentences. 
read the two dialogues between Tom and Nam, 
Alice and Mai at the same time. Ask Ss to pay 
attention to the questions and answers.
 - Have Ss practise the dialogues in pairs. 
Call on some pairs to practise the dialogues in 
front of the class.
 * Teacher checks students’ 
understanding by asking some checking 
questions. 
Task 2. Work in pairs. Make similar 
conversations to express certainty in the 
following situations. Task 2. Work in pairs. Make similar 
 - Ask Ss to work in pairs to make similar conversations to express certainty in the 
dialogues with the given cues. following situations. 
 - Move around to observe and provide Suggested answers: help. Call on some pairs to practise in front of the 1. You ask your frind to help you with with 
class. your maths homework:
 - Comment on their performance. A: Can you help me with my maths 
* Teacher’s observation and feedback homework?
Step 3: Report and discussion B: Yes, certainly. / Yes, sure.
- T asks, Sts answer some more questions about the 2. You say that Vietnamese love seafood.
lesson A: Vietnamese people love seafood.
Step 4: Judgement B: Yes, certainly. / Yes, sure.
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PW/IW)
 Cuisines around the world
1. Aim: 
To help Ss learn about the cuisines of different countries around the world.
To give Ss more reading practice for specific information; 
To provide Ss with practice in talking about their opinions and giving reasons
To provide Ss with practice in asking and answering about typical food in their area.
2. Content:
How much do you know about the cuisines of different countries? Do the quiz to find out. Read the 
two passages and discuss the questions.
Work in groups. Talk about the typical food in your area. Discussing about food.
3. Products: 
Students know more about the cuisine of different countries around the world. Discussing: Which 
food do you prefer?
Students can talk about their opinion and give reasons; ask and answer questions about food
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. QUIZ: How much do you know about Task 3. QUIZ: How much do you know 
the cuisines of different countries? Do the quiz about the cuisines of different countries? 
to find out. Do the quiz to find out.
- Ss work in pairs and do the quiz. * Answer key:
- Give explanations if necessary. 1. B 2. A 
- Check their answers as a class. 3. C 4. A 
 5. B
Task 4. Work in groups. Read the two Task 4. Work in groups. Read the two 
passages and discuss the questions below passages and discuss the questions below
- Ss read the passages for a few minutes. Make 
sure they understand the main ideas, and explain 
if needed.
- Ss work in groups. Each gives their preference 
(Italian or Indian food), and gives reasons.
- T goes round the class to monitor. T corrects Ss’ 
mistakes only when it is really necessary. 
- T calls on some Ss to perform the task in front 
of the class. T and other Ss listen and make 
comments.
* Discussing: Which food do you prefer? 
+ Do you prefer italian or Indean food? Why/ 
Why not? 
Task 5: Work in groups. Talk about the Task 5: Work in groups. Talk about the typical food in your area. typical food in your area. 
- Have Ss work in groups, taking turns to ask and 
answer. * Suggested outcome: 
- Let Ss think and give the answers. - staple food (lương thực) : rice, corn, 
- Encourage them to say what they know and bread, ...
what they think. Their opinions may differ. - favourite food: pork, chicken, beef, fish, 
- Call on some pairs to perform the task in front seafood, ...
of the class. T and other Ss listen and make - foods eaten on special occasions: banh 
comments. chung, moon cakes, sticky rice, ..
* Teacher corrects students by going around 
while they’re practising. 
- Teacher gives corrections and feedback.
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'- WC )
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:
 .
 .
 .. UNIT 6: LIFESTYLES
 Lesson 5: SKILLS 1
Period: 46
 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 Lifestyles: location, population, limate, native people, language, 
maintain, experience, style, musher
* Pronunciation: 
- Pronounce the new words correctly: location, population, limate, native people, language, maintain, 
experience, style, musher
* Grammar: 
Use the future simple and the fist conditional sentences 
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 preserving the culture
 - Be co-operative and supportive in pair work and teamwork.
 - Actively join in class activities.
b. Specific competencies:
 - Use vocabulary to talk about different lifestyles
 - Asking and answering questions about different lifestyles
 - pronounce the sounds /br/ and /pr/ correctly;
 - read for general and specific information about lifestyles
 - talk about lifestyles
3. Qualities:
 - Develop awareness of culture, lifestyles
 - Be concerned to the culture of different countries.
 - 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.
 To prepare Ss for the topic of the listening and to help Ss focus on some phrases describing 
 activities;
 2. Content:
 - Having 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.