KHBD cả năm Tiếng Anh Lớp 8 Global Successs

 1. cycling 2. reading / to read 3. playing 
 4. chatting / to chat 5. to do / doing 
Activity 4:Complete the passage. Use the correct form(s) of the verbs in brackets 
and the pictures. Add more words if necessary.
 - Ask Ss to do the exercise individually first. Then they can check their answers 
 with a partner before discussing the answers as a class.
- Remind Ss to keep a record of their original answers so that they can use that 
information in the Now I can section.
 Answer key:
 2. reading / to read books 3. messaging / to message her friends
 4. making / to make paper flowers 5. knitting / to knit
 6. playing badminton
III. POST –STAGE:PROJECT
 * Aim: To help Ss practise making their report about their interview with their 
 friends. 
 - Ask Ss to read the instructions again (T has already assigned the project since the 
 first lesson of the Unit and checked their progress after each lesson). Let students 
 have some time to check their posters for the final time and make any adjustments 
 if necessary.
 - T has groups show their posters and present the data to the class. 
- Give feedback to students’ presentations.
IV. Wrap-up: To consolidate what Ss have learnt in the lesson
- Ask Ss to talk about what they have learnt in the lesson.
V.Homework: 
- Review the whole unit 1
- Prepare for the next lesson: Unit 2 – Lesson 1: Getting started.
*Feedback: 
 Week: 3 UNIT 2: LIFE IN THE DP: Sept 17th
 Period: 9 COUNTRYSIDE DT: Sept 22nd
 Lesson 1: Getting started 
 I. OBJECTIVES
 By the end of this lesson, Ss will be able to: 1. Knowledge
- Gain an overview about the topic Life in the countryside
- Gain vocabulary to talk about Life in the countryside
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about activities in the countryside 
II. MATERIALS 
- Grade 8 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis 
 Pronunciati Vietnamese 
 Form Meaning
 on equivalent 
1. harvest (v) /ˈhɑːvɪst/ to pick and collect crops, thu hoạch 
 or to collect plants, 
 animals, or fish to eat
2. combine /kəmˈbaɪn an agricultural machine mỏy gặt
 harvester (n) ˈhɑːvɪstər / that reaps, threshes, and 
 cleans a cereal crop in 
 one operation
3. herd (v) /hɜːd/ to make animals move chăn thả (gia 
 together as a group sỳc)
4. paddy field (n) /ˈpổdi ˌfiːld/ a field planted with rice cỏnh đồng lỳa
 growing in water
Assumption
Anticipated difficulties Ss may lack experience of group / team work.
Solutions- Encourage Ss to work in groups so that they can help one another.
- Give short, clear instructions, and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins) a. Objectives: 
 - To set the context for the introductory dialogue.
 - To introduce the topic of the unit.
 b. Content:
 - Questions & answers about summer activities
 - Watching video of summer in the countryside 
 c. Expected outcomes:
 - Students know the topic of the unit and are ready for the conversation. 
 d. Organisation:
 Asking questions: Questions:
 - T asks Ss “What did you do last summer?”. What did you do last summer?
 - Ss answer the question individually. What is the video about?
 - Teacher shows students a video of summer in the 
 countryside and asks students to guess what the video is Suggested answers:
 about. Life in the countryside 
 - T sets the context for the listening and reading text: 
 Write the title on the board Life in the countryside – Last 
 summer holiday.
 e. Assessment:
 - Teacher calls 3-5 students to answer.
2. PRE-STAGE:(7 mins)
 a. Objectives: 
 - To prepare vocabulary for students to understand the conversation.
 b. Content:
 - Vocabulary pre-teaching.
 c. Expected outcomes:
 - Students know how to use the target vocabulary. 
 d. Organisation:
 Vocabulary pre-teaching New words:
 - Teacher explains the meaning of the new 1. harvest (v) 
 vocabulary by pictures. 2. combine harvester (n) 
 - Teacher reveals that the words corresponding to 3. herd (v) 
 the pictures will appear in the reading text and 4. paddy fields (n) asks students to open their textbook to find these 
 words.
 - Teacher introduces the vocabulary.
 - Teacher checks students’ understanding with 
 the “Rub out and remember” technique.
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 - Rub and check the vocabulary. 
3. WHILE – STAGE: (20 mins)
 a. Objectives: 
 - To help Ss use words and phrases related to farm work in the countryside.
 - To help Ss further understand the text.
 - To introduce some vocabulary items related to activities that rural people often 
 do.
 b. Content:
 - Task 1: Listen and read.
 - Task 2: Read the conversation and choose the correct answer to each question.
 - Task 3: Complete the sentences with the words and phrases from the box.
 - Task 4: Match the activities (1 - 6) that people living in the countryside often do 
 with the pictures (a - f).
 c. Expected outcomes:
 - Students understand the conversation and know the vocabulary related to the 
 topic. 
 d. Organisation
 Task 1: Listen and read. (4 mins)
 - Teacher plays the recording and asks students to The dialogue on page 16
 circle the words learnt in the Presentation stage.
 - Teacher can play the recording more than once.
 - Students listen and read.
 Task 2: Read the conversation again and choose the correct answer to each 
 question. (5 mins)
 - Teacher asks Ss to read the dialogue in detail to Answer key:
 answer the questions. 1. A 
 - Ask them how to do this kind of exercise. Explain 2. B 
 the strategies, if necessary (e.g. reading the 3. C questions and the options (A, B, C), underlining the 4. A
 key words in the questions and options, locating the 
 key words in the text, and then reading that part and 
 answering the questions). 
 - Tell them to underline parts of the dialogue that 
 help them to answer. Set a strict time limit to ensure 
 Ss read the text quickly 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.
 Task 3: Complete the sentences with the words and phrases from the box. (5 
 mins)
 - Teacher tells Ss to read the conversation again, Answer key:
 work independently to do the task, and then ask 1. load 
 them to share their answers with one or more 2. combine harvester 
 partners. T can ask for translation of some of the 3. herd 
 words and phrases in the box to check their 4. paddy field 
 understanding. 5. harvest time
 - T asks 2 students to write their answers on the 
 board.
 - Check the answers as a class.
 Task 4: Match the activities (1 - 6) that people living in the countryside often 
 do with the pictures (a - f). (6 mins)
 - T has Ss work individually to match the words and Answer key:
 phrases in the box with the pictures. Have them 1. d 
 compare their answers with their partners. Then ask 2. a 
 for Ss’ answers. Quickly write their answers on the 3. f 
 board without confirming the correct answers. 4. e 
 - T has Ss listen to the recording, check their 5. b
 answers, and repeat the words / phrases. Ask Ss to 6. c
 look at the answers on the board and say if they are 
 right or wrong. Confirm the correct answers.
 - Teacher checks the answers as a class and gives 
 feedback.
e. Assessment
- Teacher corrects answers for the students as a whole class. 4. POST –STAGE: (8 mins)
 a. Objectives: 
 - To get students to ask and answer about activities that rural people often do.
 b. Content:
 - Task 5: Work in pairs. Ask and answer about the pictures in 4.
 c. Expected outcomes:
 - Students’ conversations
 d. Organisation:
 Task 5: Work in pairs. Ask and answer about the pictures in 4.
 - Model this activity with a student. Remind Ss Example:
 that they should only use the phrases and the - What are they doing in picture 
 pictures in 4 to ask and answer about activities a?
 that rural people often do. - They’re ploughing a field.
 - Ask Ss to work in pairs. T goes round to help 
 weaker Ss. Then, call on some pairs to practise in 
 front of the class. Comment on their 
 performance.
 e. Assessment:
 - Teacher gives corrections and feedback to students’ conversations. 
 5. CONSOLIDATION
 a. Wrap-up
 - Ask one or two Ss to tell the class what they have learnt.
 - Ask Ss to say aloud some words and phrases they remember from the lesson.
 b. Homework
 - Students’ workbook.
 - Start preparing for the Project of the unit: 
 Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a village in 
 Viet Nam or in a foreign country that they would like to visit. They have to find 
 suitable photos to create a poster about it. Students will show their posters and 
 present their ideas in Lesson 7 – Looking back and Project. (Teacher should check 
 the progress of students’ preparation after each lesson.)
*Feedback: 
 Week : 4 UNIT 2: LIFE IN THE COUNTRYSIDE PD: Sept 24th
Period: 10 Lesson 2: A closer look 1 TD: Sept 26th
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Vocabulary: The lexical items related to Life in the countryside
 - Pronunciation: Correctly pronounce words that contain the sounds: /ə/ and /ɪ/
 2. Competences
 - Develop communication skills and creativity
 - Be collaborative and supportive in pair work and teamwork
 - Actively join in class activities
 3. Personal qualities
 - Love talking about activities in the countryside
II. MATERIALS 
- Grade 8 textbook, Unit 2, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis 
 Pronunciati Vietnamese 
 Form Meaning
 on equivalent 
1. cattle (n) /ˈkổt(ə)l/ cows and bulls kept by gia sỳc 
 farmers for their milk or 
 meat
2. poultry (n) /ˈpəʊltri/ birds such as chickens gia cầm
 that are used for meat or 
 eggs
 a poultry farm
3. crop (n) /krɒp/ a plant grown for food, hoa màu
 usually on a farm
4. vast (adj) /vɑːst/ extremely large mờnh mụng
5. hospitable (adj) /hɒˈspɪtəb(ə)l generous towards hiếu khỏch
 / visitors and guests
6. picturesque /ˌpɪktʃəˈresk/ attractive, beautiful đẹp như tranh (adj) vẽ
Assumption
Anticipated difficulties Ss may lack experience of group / team work. 
Solutions- Encourage Ss to work in groups so that they can help one another.
- Give short, clear instructions, and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
- Game: Matching words with picture
 Matching game: Questions: 
 - T gives out the handouts and divides the Match the words with the correct 
 class into 10 groups and explains the rules. pictures.
 - Ss match the given words to the pictures and 
 they have to send one to stick the handout onto Suggested answers:
 the board as quickly as possible. 1. cattle (n) 
 - Teacher shows students the answer on the 2. vast (adj) 
 screen and announces the winning group. 3. crop (n) 
 - T sets the context for the lesson. 4. hospitable (adj)
 5. poultry (n)
 6. picturesque (adj)
2: VOCABULARY: (20 mins)
a. Objectives: 
- To present some nouns that go with action verbs to describe activities which rural 
people often do.
- To teach Ss new adjectives for describing people and scenes in the countryside.
b. Content:
- Vocabulary pre-teaching. 
- Task 1: Circle the correct words to complete the sentences.
- Task 2: Match the following adjectives with their definitions.
- Task 3: Complete the sentences with the words from 2.
c. Expected outcomes:
- Students understand how to use the vocabulary related to the topic. 
d. Organisation:
 Vocabulary pre-teaching 
 - Teacher asks students to guess the meaning of New words:
 the words that they have matched in the Warm-up 1. cattle (n) 
 activity. 2. poultry (n) 
 - Teacher introduces the vocabulary. 3. crop (n) - Teacher checks students’ understanding by the 4. vast (adj) 
 follow-up tasks in the student's book. 5. hospitable (adj)
 6. picturesque (adj)
 Task 1: Circle the correct words to complete the sentences. 
 - Teacher asks Ss to read each sentence and Answer key:
 choose the suitable noun that goes with the action 1. cattle 
 verb before it. 2. fruit 
 - Let Ss work in pairs to compare their answers 3. crops 
 before sharing their answers. 4. unloaded 
 - Check and confirm the correct answers. 5. catching
 Task 2: Match the following adjectives with their definitions. 
 - Teacher tells Ss quickly match the adjectives in Answer key:
 the left column with their meanings in the right 1. c 
 column 2. d 
 individually. 3. e 
 - Then ask Ss to check their answers with their 4. b 
 partners. Ask for translation of some of the 5. a
 adjectives on the list to check their understanding.
 - Confirm the correct answers.
 Task 3: Complete the sentences with the words from 2. 
 - Teacher ask Ss to do the exercise individually Answer key:
 and then check with the whole class. 1. hospitable 
 - When checking, ask Ss to refer to 2 to make the 2. well-trained 
 meanings of the adjectives clearer to them. 3. picturesque 
 - Teacher checks the answers as a class and gives 4. vast 
 feedback. 5. surrounded
e. Assessment:
- Teacher checks students’ pronunciation and gives feedback.
- Teacher corrects the answers for students as a whole class. 
3. PRONUNCIATION: (15 mins)
a. Objectives: 
- To help Ss identify how to pronounce the sounds /ə/ and /ɪ/.
- To help Ss practise pronouncing these sounds in words and sentences.
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/.
- Task 5: Listen and practise the sentences. Underline the bold words with /ə/, and 
circle the bold words with /ɪ/.
c. Expected outcomes: - Students repeat the words correctly in words and sentences.
d. Organisation:
 Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. 
 - 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:
 + /ɪ/ is a “front vowel”, meaning the front 
 part of the tongue is raised while 
 articulating this vowel. It’s
 also a “close vowel”. A close vowel is one Suggested outcome: 
 where the jaws come close to each other. Students repeats the words correctly
 + /ə/ on the other hand is a “mid vowel”; it 
 means that the jaws aren't closer to each 
 other. It's also a “central vowel”. A central 
 vowel means the central part of the tongue 
 is raised while articulating this vowel. It's 
 often unrounded.
 - Invite some Ss to say some words they 
 know that include the two sounds.
 Task 5: Listen and practise the sentences. Underline the bold words with /ə/, 
 and circle the bold words with /ɪ/. 
 - Teacher aks Ss to quickly read the Suggested outcome: 
 sentences. Now play the recording for Ss to 1. There is a lot of water in the bottle.
 listen to the sentences. Ask them to pay 
 attention to the underlined parts and 2. The farmers here are hard-
 underline and circle the appropriate sounds. working.
 - Invite some Ss to share their answers. 
 Confirm the correct ones. 3. They are picking fruits in the 
 - Play the recording again for Ss to repeat orchard. 
 the sentences.
 - Have Ss practise the sentences in pairs. 4. People in my village usually 
 Invite some pairs to read the sentences gather at weekends.
 aloud. Comment on their pronunciation of 
 the sounds. 5. Please buy some milk and pasta at 
 the supermarket.