KHBD cả năm Tiếng Anh Lớp 8 Friends Plus

 Activity 5: Exercise 4: questions about the topics in - Do you spend much money on 
- Teacher asks students exercise 3 comics?
to work in pairs and tell -Using the key phrases. - No. I’m not crazy about them. 
the class what your -Tell the class what your Are you into music?
partner’s favourite partner’s favourite interest is - 
interest is.
- Teacher suggests some 
phrases to Ask and 
answer questions about 
the topics.
 Further Practice
 Aim: Students can produce their ideas of favorite interest and activities 
- Teacher asks students -Work in pairs Suggested answers
to work in pairs and tell - DIY
the class what your -Present their ideas by using - read comics
partner’s favourite key phrases to write a - watch TV 
interest is. questionnaire for the class - music 
 about their free time and - sports 
- Teacher suggests some interests. - fashions
phrases to Ask and - 
answer questions about 
the topics.
 Guides for homework (1 min.)
 - Learn by heart all the new words.
 - Prepare for the next lesson.
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 ............................................................................................................................................... Week : Date of preparing: 
 Period: Date of teaching: 
 UNIT 1: FADS AND FASHIONS
 Lesson 2: Reading
 Crazes
 I./. OBJECTIVES
 1. Knowledge: By the end of the lesson, students will be able to:
 - find out more about crazes.
 - identify the purpose of a text.
 - use vocabulary items related to the issue of passage.
 2. Skills: Speaking, listening, reading, writing.
 3. Attitude: Students know how to learn English in right way.
 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
 II./. PREPARATION:
 1. Teacher: book, planning, TV
 2. Students: books, notebooks
 III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, 
 teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion 
 group, technical present .
 IV./.PROCEDURE:
 1. Check – up: during the lesson
 2. New lesson:
 Teachers’ activities Students’ activities Contents
 Warm Up
 Aims: Teacher can draw students’ attention, lead them in the
❖ Organization: -Work in pairs and think of the - Do you think that companies 
-Read out the title of the possible items. sometimes start crazes? 
text and check that - Would it help them to sell things? 
students understand -Report to the class. - Is it possible to deliberately start 
“CRAZES”. Focus on a craze? 
the photos and ask - How? Could you use TV or the 
students if they internet? 
recognise any of the 
crazes they show. Expected: 
 Students own’s answers
-Read the questions with 
the class and elicit 
answers from individual 
students. (Ask more 
questions, if necessary, 
to encourage students to 
say more)
- Teacher asks some 
pairs to report back to 
the class.
 Presentation
 Aim: Students can:
 Understand new words, 
 Sellect suitable vocabulary to talk about crazes Activity 1: Knowledge  New words
Formation - crazes (n)
 - generally (adv)
1.1 Introduce - Students listen to the - obviously (adv) 
Vocabulary teacher and repeat the words. - pole (n)
Teacher introduces - Students copy down these - amazingly (adv)
some new words words into their notebooks. - absolutely (adv)
“Before reading, there - apparently (adv)
are some new words in 
the text.”
- Teacher uses some 
techniques of teaching 
vocabulary to teach 
them, then asks students 
to listen and repeat. 
1.2 Check students’ 
pronunciation and 
word meaning:
- Check-up: What and 
where 
 PRACTICE:
 Aim: Students can apply the knowledge which they have learnt to do the tasks given as well 
 as develop reading skill.
Activity 2: Exercise 1: Exercise 1:
- Teacher ask students to - Students then read the Suggested answers 
work in pairs interview and choose the a) to give information
- Teacher reads out the correct answer. 
question and the 
possible answers. 
- Teacher points out to 
students that for this 
task they do not need to 
understand every word 
in the text, but they just 
need to understand what 
the writer is trying to 
achieve. 
While-reading
- Teacher has students 
open their books to page 
12.
- Teacher asks students 
to read the text again 
before doing exercise. Exercise 2:
Activity 3: Exercise 2: - Students work in pairs, then Suggested answers
- Teacher reads out the read the interview again and 1. in 1924. 
first answer and ask write the remaining ￿ When did the craze of pole-
students to scan the text questions. sitting start?
quickly to find the date 2. For thirteen hours.
1924. ￿ For how long did Alvin Kelly 
- Teacher has students sit on a pole?
work in pairs and ask 3. On social media. 
them to read that ￿ Where do crazes often start 
section of the interview these days?
carefully, then write the 4. He sold pet rocks. 
question for answer 1. ￿ What did Gary Dahl do / sell in 
- Teacher checks the 1970s?
answers with the class. 5. Millions. 
 ￿ How many pet rocks did he 
 sell?
 Exercise 3:
Activity 4: Exercise 3: - Students show the answers Optional activity. Reading 
- Teacher asks students 1) Gary Dahl 
to close the books, then 2) twenty-one 
teacher writes the 3) 1970s 
following on the board: 
1) Gary Dahl Suggested answers
2) twenty-one 1) Gary Dahl started the pet 
3) 1970s rock craze. 
- Ask students to work in - Students show the answers 2) The record for sitting on a pole 
group of 4, discuss from was twenty-one days. 
memory what the name 3) The pet rock craze started in 
and numbers refer to. the 1970s.
- Then, ask them to open 
their books again and 
scan the text quickly to 
check their ideas. 
- Students show the 
answers
- Teacher gives 
feedback. Exercise 4:
 Suggested answers
Activity 5: Exercise 4: 
 ( Students’ own answers )
- Teacher walks around - Students work in groups, 
to monitor the class and they may ask for help if 
offers help. necessary.
- Teacher invites two or 
three students to answer 
the questions. - Teacher gives 
feedback.
 ACTIVITY 5. HOMEWORK
 - Learn by heart all the new words.
 - Do exercises (in workbook).
 - Prepare new lesson.
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 ............................................................................................................................................... Week : Date of preparing: 
 Period: Date of teaching: 
 UNIT 1: FADS AND FASHIONS
 Lesson 3: Language Focus
 Used to
 I./. OBJECTIVES
 1. Knowledge: By the end of the lesson, students will be able to talk about past habits and states
 2. Skills: Speaking, listening, reading, writing.
 3. Attitude: Students know how to learn English in right way.
 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
 II./. PREPARATION:
 1. Teacher: book, planning, TV
 2. Students: books, notebooks
 III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, 
 teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion 
 group, technical present .
 IV./.PROCEDURE:
 1. Check – up: during the lesson
 2. New lesson:
 Teachers’ activities Students’ activities Contents
 Warm Up
 Aims: Teacher elicits the last information from students about the Crazes, then leads in the 
 new lesson
❖ Organization: -Work in pairs and think of the 
- Teacher asks students answers
what they can remember 
about the crazes in the -Report to the class.
interview on page 12. Expected: 
- Elicit a few answers Students own’s answers
from individual students. 
- Ask: Do people buy pet 
rocks now? 
- Teacher asks and 
writes the questions on 
the board. 
- Underline the verb and 
ask students to translate 
the sentence into their 
own language. 
- Highlight the Rules of 
negative and possitive 
forms of Used TO
 Presentation
 Aim: Students can understand the grammar “USED TO” and able to aplly it into a specific 
 content
Activity 1: Knowledge 
Formation 
Exercise 1: Exercise 1:
- Teacher asks students Suggested answers
to study the sentences 1. don’t do and choose the correct 2. didn’t use to 
answers to complete the 3. Did use to
rules. 
- Teacher checks 
students’ answers. 
- Teacher introduces 
students how to use 
“Used to”
￿ GRAMMAR. 
Used to là từ được dùng 
để diễn tả thói quen 
hoặc tình trạng, sự việc 
chỉ tồn tại trong quá khứ 
(hiện nay không còn).
(+) S + used to + V 
(bare).
(-) S + didn’t use to + V 
(bare).
(?) Did + S + use to + V 
(bare)?
Ex: (+) They used to live 
there when they were 
ten.
(-) - Students complete the 
 online article with the words 
(?) in the box in pairs. Exercise 2:
 Suggested answers
 1. used 
Exercise 2: 2. didn’t 
- Teacher checks the - Students work in pair and 3. use 
answers with the class. write sentences about what 4. to
 Michael used to do.
 Exercise 3:
 -Apply the structure of Suggested answers
Exercise 3: affirmative and negative 1) Michael didn’t use to work in 
- Teacher asks students forms of used to. an office. 
to focus on the pictures 2) He didn’t use to have longer 
and elicit which shows hair. 
the present and which 3) He used to live in the USA. 
shows the past. - Each student will write true 4) He didn’t use to wear smart 
- Teacher calls some and false sentences about clothes. 
students to give the past habits. Then, read out 5) He used to wear glasses. 
answers. the sentences. The other 6) He used to like playing games. 
 student can guess whether 
 partner’s sentences are true 
Exercise 4: or false. Exercise 4: 
 Suggested Answers: - Teacher asks students Student Own’s Answers
to work in pairs. 
- Each student will 
write true and false 
sentences about past 
habits. Then, read out 
the sentences. The other 
student can guess 
whether partner’s 
sentences are true or 
false.
- Teacher gives 
feedbacks to the 
presentation.
 Further Practice
 Aim: Students can write questions to ask a partner about his / her past habits 
-Ask students to read -Students can write their Suggested Answers:
their questions to the questions Student Own’s Answers
class. individually and ask and 
- Ask other students to answer them
answer the questions
 Guides for homework (1 min.)
 - Learn by heart all the new words.
 - Prepare for the next lesson.
 *Feedback:............................................................................................................................
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 ............................................................................................................................................... Week : Date of preparing: 
 Period: Date of teaching: 
 UNIT 1: FADS AND FASHIONS
 Lesson 4: Vocabulary and Listening 
 Fashions
 I./. OBJECTIVES
 1. Knowledge: By the end of the lesson, students will be able to:
 - give and understand descriptions of people’s clothes.
 - develop students’ listening skills.
 2. Skills: Speaking, listening, reading, writing.
 3. Attitude: Students know how to learn English in right way.
 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
 II./. PREPARATION:
 1. Teacher: book, planning, TV
 2. Students: books, notebooks
 III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, 
 teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion 
 group, technical present .
 IV./.PROCEDURE:
 1. Check – up: during the lesson
 2. New lesson:
 Teachers’ activities Students’ activities Contents
 Warm Up
Aims: Help students identify, give and understand descriptions of people’s clothes, then leads 
 in the new lesson
❖ Organization: -Students answer in their own. GAME: “TOP OR BOTTOM”
- Teacher divides class Suggested answers:
into 4 groups, and Top half: blouse, hat, jacket, 
explain the rule : shirt, scarf
There are 10 pictures on Bottom half: shorts, trainers, 
the screen. Work in skirt, leggings, trousers
groups and decide that 
the picture belongs to 
TOP HALF or 
BOTTOM HALF. With 
one correct answer, you 
will get 1 point for your 
group. 
The group has the most 
correct answers will be 
the winner. 
- Teacher asks students 
a question: 
 ? “Do you like modern 
 or old fashion? Why?”
- Teacher leads in the 
lesson 
 Presentation
 Aim: Students can understand the meaning of new words related to fashion Activity 1: Knowledge - Students listen to the  New words
Formation teacher and repeat the words. - indigo (adj)
-Teacher introduces - Students copy down these - knee-length (adj)
some new words words into their notebooks. - patterned (adj)
“Before listening, there 
are some new words in 
the text.”
- Teacher uses some 
techniques of teaching 
vocabulary to teach 
them, then asks students 
to listen and repeat. 
 Exercise 1:
Activity 2: Exercise 1: Suggested answers:
- Students complete the Top half: blouse, hat, jacket, shirt, 
word-web scarf
with the correct words Bottom half: shorts, trainers, 
in pairs. skirt, leggings, trousers
- Teacher asks some Adjectives: colourful, baggy, 
students to show their indigo, patterned, knee-length.
answers to class and 
asks the class to correct 
any mistakes.
 Practice
 Aim: Help students improve their listening skill and apply the knowledge they have learnt to 
 do the tasks given.
Activity 4: Exercise 3: Exercise 3:
- Teacher allows - Describe the clothes of Suggested answers
students time to look at people in photos A–C A. They’re wearing long blouses 
the clothes of the people over short trousers with red 
in the photos. scarves.
- Encourage them to use B. The girls are wearing long 
adjectives as well indigo blouses over knee-length 
as nouns to describe shorts and long scarves around 
them. their legs; the boy is wearing a 
- Teacher checks black shirt, a long
students’ answers. jacket and baggy trousers.