KHBD Tiếng Anh 8 sách Global Success cả năm

 Week 3 Preaparing date: 13/9
Period 9 Teaching date: 20/9
UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 1: Getting started
A. 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. Character qualities:Love talking about activities in the countryside.
B. TEACHING AIDS: Textbook, lesson plan, smart TV, laptop, sachmem.vn.
C. PROCEDURES:
I. WARM – UP:Asking questions
*Aims: 
 - To set the context for the introductory dialogue.
 - To introduce the topic of the unit.
- T asks Ss “What did you do last summer?”.
- Ss answer the question individually.
- T shows Ss a video of summer in the countryside 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 Life in 
the countryside – Last summer holiday.
*Questions:
+ What did you do last summer?
+ What is the video about?
*Suggested answers:Life in the countryside
II. PRE – STAGE:
*Aims: To prepare vocabulary for students to understand the conversation.
*Vocabulary:
- T introduces the vocabulary.
 Vietnamese 
 Form Pronunciation Meaning
 equivalent 
 1. harvest (v) /ˈhɑːvɪst/ to pick and collect crops, or to thuhoạch
 collect plants, animals, or fish to 
 eat
 2. combine /kəmˈbaɪn an agricultural machine that mỏygặt
 harvester (n) ˈhɑːvɪstər / reaps, threshes, and cleans a 
 cereal crop in one operation
 3. herd (v) /hɜːd/ to make animals move together chănthả (giasỳc)
 as a group
 4. paddy field (n) /ˈpổdi ˌfiːld/ a field planted with rice growing cỏnhđồnglỳa
 in water * Checking vocabulary: “ROR”.
III. DURING STAGE:
*Aims:
 - 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.
Task 1. Listen and read.
- T plays the recording and asks students to circle the words learnt in the Presentation 
stage.
- T can play the recording more than once.
- Ss listen and read.
Task 2. Read the conversation again and choose the correct answer to each question.
- T asks Ss to read the dialogue in detail to answer the questions. 
- T tellsSsto compare their answers in pairs before sharing them with the class. Asks 
them to give evidenceto support their answers.
*Answer key:
1. A 
2. B 
3. C 
4. A
Task 3. Complete the sentences with the words and phrases from the box.
- T tells Ss to read the conversation again, work independently to do the task, and then 
ask them to share their answers with one or more partners. 
- T asks 2 Ss to write their answers on the board.
- T checks the answers as a class.
*Answer key:
1. load
2. combine harvester 
3. herd
4. paddy field 
5. harvest time
Task 4. Match the activities (1 - 6) that people living in the countryside often do with 
the pictures (a - f).
- T has Ss work individually to match the words and phrases in the box with the pictures. 
Have them compare their answers with their partners. Then ask for Ss’ answers. 
- T has Ss listen to the recording, check their answers, and repeat the words/ phrases. Ask 
Ss to look at the answers on the board and say if they are right or wrong. Confirm the 
correct answers.
- T checks the answers as a class and gives feedback.
*Answer key:
1. d
2. a
3. f
4. e
5. b
6. c *Language note:
Ex: Things move more slowly there than in our city.
→ Comparative adverbs: S + V + MORE + ADV + THAN 
IV. POST-STAGE:
*Aims: To get students to ask and answer about activities that rural people often do.
Task 5: Work in pairs. Ask and answer about the pictures in 4.
- T models this activity with a student,remindsSs that they should only use the phrases 
and the pictures in 4 to ask and answer about activities that rural people often do.
- T asksSs to work in pairs. T goes round to help weaker Ss. Then, calls on some pairs to 
practise in front of the class.Comments on their performance.
Example:
- What are they doing in picture a?
- They’re ploughing a field.
V. WRAP-UP:
*Aim: To consolidate what Ss have learnt in the lesson.
- T asks Ss to talk about what they have learnt in the lesson.
VI. HOMEWORK: 
- Learn vocabulary.
- Prepare forUnit 2 - lesson 2 (A closer look 1). Week 4 P: 21/9
Period 10 T: 25/9
UNIT 2 LIFE IN THE COUNTRYSIDE
Lesson 2 A closer look 1
A. 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. Character qualities: Love talking about activities in the countryside
B. TEACHING AIDS: Textbook, lesson plan, smart TV, laptop, sachmem.vn.
C. PROCEDURES:
I. WARM – UP: Matching game
*Aims: 
 - To create an active atmosphere in the class before the lesson.
 - To lead into the new lesson.
- T gives out the handouts and divides the class into 10 groups and explains the rules.
- Ss match the given words to the pictures and they have to send one to stick the handout 
onto the board as quickly as possible.
- T shows Ss the answer on the screen and announces the winning group. 
- T sets the context for the lesson.
*Suggested answers:
1. cattle (n) 
2. vast (adj) 
3. crop (n) 
4. hospitable (adj)
5. poultry (n)
6. picturesque (adj)
II. PRE – STAGE:
*Aims: To provide Ss with some lexical items related to the topic.
* Vocabulary:
- T introduces the vocabulary.
 Pronunciatio Vietnamese 
 Form Meaning
 n equivalent 
 1. cattle (n) /ˈkổt(ə)l/ cows and bulls kept by farmers gia sỳc 
 for their milk or meat
 2. poultry (n) /ˈpəʊltri/ birds such as chickens that are gia cầm
 used for meat or eggs
 a poultry farm
 3. crop (n) /krɒp/ a plant grown for food, usually hoa màu
 on a farm
 4. vast (adj) /vɑːst/ extremely large mờnh mụng 5. hospitable (adj) /hɒˈspɪtəb(ə)l/ generous towards visitors and hiếu khỏch
 guests
 6. picturesque /ˌpɪktʃəˈresk/ attractive, beautiful đẹp như tranh 
 (adj) vẽ
*Checking vocabulary: ROR.
III. DURING STAGE: 
*Aims: 
 - 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.
Task 1: Circle the correct words to complete the sentences.
- T asks Ss to read each sentence and choose the suitable noun that goes with the action 
verb before it.
- Ss work in pairs to compare their answers before sharing their answers.
- T checks and confirms the correct answers. 
*Answer key:
1. cattle 
2. fruit 
3. crops 
4. unloaded 
5. catching
Task 2: Match the following adjectives with their definitions.
- T tells Ss quickly match the adjectives in the left column with their meanings in the 
right column individually.
- Then asks Ss to check their answers with their partners. Asks for translation of some of 
the adjectives on the list to check their understanding.
- Confirm the correct answers.
*Answer key:
1. c 
2. d 
3. e 
4. b 
5. a
Task 3: Complete the sentences with the words from 2.
- T asks Ss to do the exercise individually and then check with the whole class.
- When checking, ask Ss to refer to 2 to make the meanings of the adjectives clearer to 
them.
- T checks the answers as a class and gives feedback.
*Answer key:
1. hospitable 
2. well-trained 
3. picturesque 
4. vast 
5. surrounded
IV. PRONUNCIATION:
*Aim: To help Ss identify how to pronounce the sounds /ə/ and /ɪ/.
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 where the jaws come close to each other.
+ /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.
V. POST – STAGE:
*Aim: To help Ss practise pronouncing these sounds in words and sentences.
 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 sentences. Now play the recording for Ss to listen to 
the sentences. Ask them to pay attention to the underlined parts and underline and circle 
the appropriate sounds.
- Invite some Ss to share their answers. Confirm the correct ones.
- Play the recording again for Ss to repeat the sentences.
- Have Ss practise the sentences in pairs. Invite some pairs to read the sentences aloud. 
Comment on their pronunciation of the sounds.
*Suggested outcome: 
1. There is a lot of water in the bottle.
2. The farmers here are hard-working.
3. They are picking fruits in the orchard. 
4. People in my village usually gather at weekends.
5. Please buy some milk and pasta at the supermarket.
VI. WRAP-UP:
*Aim: To consolidate what Ss have learnt in the lesson.
- T asks Ss to talk about what they have learnt in the lesson.
VII. HOMEWORK: 
- Learn vocabulary.
- Prepare for lesson 3 (A closer look 2). Week 4 P: 22/9
Period 11 T: 27/9
UNIT 2 LIFE IN THE COUNTRYSIDE
Lesson 3 A closer look 2
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge: Use the comparative forms of adverbs.
2. Competences:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Character qualities: Love talking about activities in the countryside.
B. TEACHING AIDS: Textbook, lesson plan, smart TV, laptop, sachmem.vn.
C. PROCEDURES:
I. WARM – UP: Making comparison
*Aims: 
 - To review comparative forms of adjectives before the lesson.
 - To introduce the term of comparative form of adverbs.
- T shows the pictures on the screen.
- T asks Ss to make comparative sentences to describe the difference between the 2 
pictures.
*Questions: 
1. Who lives faster than the other: people in the countryside or people in the city?
2. Who lives more peacefully than the other: people in the countryside or people in the 
city?
*Suggested answers:
1. People in the countryside live more slowly than people in the city.
2. People in the countryside live more peacefully than people in the city.
- T gives some follow-up questions to lead in the introduction of the target grammar 
point. 
- T sets the context for the lesson.
II. PRE – STAGE:
*Aims: To teach Ss the comparative forms of some adverbs that Ss normally use in 
everyday conversations.
Comparative adverbs
1. For most adverbs (often with two or more syllables), we make comparative forms by 
adding more.
Examples: 
slowly → more slowly
carefully → more carefully
 2. For adverbs that have the same forms as adjectives like fast, hard, soon, etc., we make 
comparative forms by adding -er.
Examples: 
fast → faster
hard → harder
3. Some irregular adverbs
Examples: 
well → better
badly → worse III. DURING STAGE:
*Aims: To help Ss practise the correct comparative forms of adverbs in sentences.
Task 1: Write the comparative forms of the adverbs in the table below.
- T asks Ss to do the exercise individually and then check their answers in pairs.
- T invites some Ss to share their answers. Confirm the correct answers.
*Answer key: 
 Adverbs Comparative forms
 long longer
 high higher
 late later
 quickly more quickly
 frequently more frequently
 early earlier
 much more
 little less
Task 2: Complete the sentences with the comparative forms of the adverbs in 
brackets.
- T has Ss do the exercise individually and then compare their answers with their 
partners.
- T asks some Ss to write their answers on the board.
- T checks the answers with the whole class. Ask Ss to explain how to make the 
comparative form of the adverb given in each sentence. Confirm the correct answers.
*Answer key:
1. more beautifully 
2. more clearly 
3. faster 
4. harder 
5. more heavily
Task 3: Complete the sentences with suitable comparative forms of the adverbs from 
the box.
- T has Ss do the exercise individually and then compare their answers with their 
partners.
- T asks some Ss to write their answers on the board.
- T checks the answers with the whole class. Ask Ss to explain how to make the 
comparative form of the adverb given in each sentence. Confirm the correct answers.
*Answer key:
1. more carefully 
2. faster 
3. more quietly 
4. more soundly 
5. earlier
Task 4: Read the situations and complete the sentences using the comparative forms 
of the adverbs in brackets.
- T asks Ss to read the situations carefully. If necessary, T may explain each situation to 
Ss. Ask Ss to complete the sentences individually and then compare their answers with 
their partners.
- T asks some Ss to write their answers on the board. - T checks the answers with the whole class. Confirm the correct answers.
*Answer key:
1. The red car can run faster than the black car.
2. Nick can jump higher than Tom.
3. Mai did better on the exam than Hoa.
4. The workers arrived earlier than my dad expected.
5. The buses run more frequently than the trains.
IV. POST-STAGE: 
*Aim: To help Ss practise using comparative adverbs to make comparisons.
Task 5: Work in pairs. Ask and answer to find out who:
- T models this activity with a student. Reminds Ss that they should only use the phrases 
and the pictures in 4 to ask and answer about activities that rural people often do.
- T asks Ss to work in pairs. T goes round to help weaker Ss. Then, calls on some pairs to 
practise in front of the class. Comments on their performance.
Who:
- can run faster
- can jump higher
- stay up late at night
- gets up earlier in the morning
*Suggested outcome: 
A: How fast can you run?
B: I can run 15 kilometres an hour.
A: Ok, so you can run faster than me.
I can run fast but B can run faster than I do.
V. WRAP-UP:
*Aim: To consolidate what Ss have learnt in the lesson.
- T asks Ss to talk about what they have learnt in the lesson.
VI. HOMEWORK: 
- Do all exercises again.
- Prepare for Unit 2 - lesson 4 (Communication). Week 4 P: 22/9
Period 12 T: 27/9
UNIT 2 LIFE IN THE COUNTRYSIDE
Lesson 4 Communication
A. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge: Give and respond to compliments.
2. Competences:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Character qualities: Be ready and confident in real life conversations. 
B. TEACHING AIDS: Textbook, lesson plan, smart TV, laptop, sachmem.vn.
C. PROCEDURES:
I. WARM – UP: Jumbled conversation 
*Aims: 
 - To create an active atmosphere in the class before the lesson.
 - To lead into the new lesson.
- T gives out a jumbled conversation.
1. Thank you. Yours is, too.
2. Happy birthday. Wow, you’re wearing such a beautiful dress.
3. Here is your present. I hope you like it.
4. I’m glad you like it.
5. This is the best gift I have ever had. I love it.
- T asks Ss to rearrange it to make a meaningful conversation.
*Suggested answers:
2. Happy birthday. Wow, you’re wearing such a beautiful dress.
1. Thank you. Yours is, too.
3. Here is your present. I hope you like it.
5. This is the best gift I have ever had. I love it.
4. I’m glad you like it. 
- T gives some follow-up questions to lead in the introduction of the target grammar 
point.
II. PRE – STAGE:
*Aims: To introduce ways of giving and responding to compliments.
Task 1: Listen and read the conversations. Pay attention to the highlighted 
sentences.
- T plays the recording for Ss to listen and read the two dialogues between Tom and Mai, 
Nick and Hoa at the same time. T asks Ss to pay attention to the questions and answers.
- Ss practise the dialogues in pairs. 
- T calls on some pairs to practise the dialogues in front of the class.
- T introduces some ways of giving and responding to compliments.
- Ss takes notes.
III. DURING STAGE:
*Aims: 
 - To help Ss practise giving and responding to compliments.
 - To help Ss learn about two traditional villages in Viet Nam and the 
Netherlands.