WEEK 1

Date of preparation: 25/08/2024

PERIOD 1 + 2: REVISION
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Know about learning program of new English 8: “I-learn smart world”-
Student’s book.
- Understand the way of using English in the class and learn how to study
English well and know the way to learn English.
* Vocabulary: Use lexical items related to textbook, and the way to learn
English in class; at home... some classroom languages.
* Grammar: To be; present simple tense; present continuous, …
2. Competences:
- By the end of the lesson, students will be able to know how to study English
effectively and how to use “I-learn smart world” book and know the methods to
study “I-learn smart world” book.
3. Qualities: To teach Ss the love of English; the love of their new school. The
awareness about importance of learning English. Students have the good attitude
to work in groups, individual work, pair work, cooperative learning and
working.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determining the learning task: Warm-up.
* Aim:
- To create a friendly and atmosphere in the class before the lesson.
- Ssremember some activities in the summer and know about the subjects and the
program.
- To lead into the unit.
* Organization:

1
 Teacher’s and students’ activities Contents
- T asks Ss some questions: * Warm up: Chatting.
? What do you do in the summer - Ss’ answers.
(play soccer, play games,….)
? How often do you play soccer
? Do you often help your parents with
the housework
- Ss answer.
- T corrects and gives feedback.
- T introduces the subject and the
program.
B. Activity 2: Forming the new knowledge.
* Aims: Ss can review present simple, present progressive, modal verbs…
* Organization:
Teacher’s and students’ activities Contents
Presentation. 1. The present simple tense:
- T asks ss about the form and use of * Form:
the present simple, progressive and the To be: am, is, are
future be going to. +) S+ V(s, es)
- Ss recall the knowledge of present Ex: I go to school everyday
simple tense, present progressive, be -) S+ do/ does + not + V.inf
going to. (do not = don’t/ does not = doesn’t)
- Ask Ss to give the answers. Ex: She doesn’t play volleyball in the
- T asks Ss to give some examples of morning
the present simple, progressive and the ? ) Do/ does + S+ V.inf?
future be going to. Yes, S + do/does.
- Ss give some more examples. No, S + don’t/ doesn’t
- T corrects and gives feedback. Ex: Do you walk to school every day?
Yes, I do/ No, I don’t.
Wh- question:
Wh + do/does + S + Vinf?
Ex: What do you do in the weekend?
2. The present progressive tense:
* Form:
+) S + am/ is/are + V.ing
-) S + am/is/are + not + V.ing
? ) Am/is/are + S + V.ing?
Yes, S + am/ is/ are.
No, S +am not /isn’t/ aren’t.
Wh-question: Wh +am/is /are + S + V.ing?
* Use: Express an action which is
happening at the moment, often go with
“now”, “at the moment”
Ex: I am watching TV now.
3. Past simple tense:

2
 * Form: Tobe: was/ were
+) S + Ved/p
-) S + didn’t + V
? ) Did + S + V?
Yes, S + did
No, S + didn’t
Wh-question: Wh +did+ S + V.inf?
* Use:
- Express an action which happened in the
past
Ex: I watched TV last night.
4. Modal verb:
* Form:
(+) S + Should + Vinf
(-) S + Shouldn’t + Vinf
(?) Will + S + be + PII?
Ex: I should go home. It’s midnight.
5. Making suggestion:
- Khi đưa ra lời gợi ý, chúng ta dùng cấu
trúc:
How about + Ving ...........?
Why don’t we + V?
Let’s + V ?
What about + Ving...?
How about + S + V....?
Would you like + to V...?
S + suggest + Ving.
S+ suggest + that + S + should + V....
Ex: How about watching a film?
Let’s go camping.
Why don’t we travel to Hanoi.
C. Activity 3: Practice.
* Aims: Students can understand the form of tenses to do exercise.
* Organization:
Teacher’s & Students’ activities Contents
- T asks Ss to do exercise 1. 6. Exercise 1: Give the correct form of
- Ss practice. verbs.
- Have Ss give the answers. 1. She (play)…… chess in the evening.
- T comments and gives the correct 2. Now we (cook)…………….. dinner.
answers. 3. They (not do)……………. their
homework on Sunday evenings.
4. He (ride)……………. his bicycle to
school every morning.
5. Where……..you (go)…… at the
moment?

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 6. Nam (go) ……… to Hue next weekend.
7. Rewrite the following sentences
without changing their meaning. Use the
given word(s) if any.)
1. Today is Saturday, so I don't go to
school.
-> Because _____________________
2. It often takes Ben two hours to make a
vlog.
-> Ben often spends _______________
3. Jimmy doesn't do as much exercise as
Janet.
-> Janet _______________________
4. My father gives up smoking. It's harmful
to his health. (BECAUSE)
-> My father ___________________
5. This is the first time I’ve never painted a
mural over graffiti.
-> I have never__________________
6. Mr. Binh started recycling rubbish two
years ago.
-> Mr. Binh has__________________
7. David failed the exam because of his
laziness.
-> Because David ________________
8. They haven’t cleaned up the street for
five months.
-> It’s______________________.
8. Use the given words or phrases to
make complete sentences.
1. What/ kind/ music/ Andrew/ like?
→____________________________ .
2. Let’s/ organize/ fun run/ support/ poor
students/ our school.
→ ____________________________ .
3. I/ have/ sandwich/ bottle/ milk/
breakfast/ this morning.
→ ____________________________.
4. We/ need/ two tablespoons/ oil/ 400 g/
flour.
→ ____________________________.
5. Last month, my school/ organize/ a fun
run/ raise money/ the local soup kitchen.
→____________________________ .
6. My brother/ work/ a volunteer/ Kenya/

4
 last year.
→ ____________________________ .

D. Activity4: Application.
* Aims: To revise/ teach classroom languages.
* Organization:
Teacher’s and students’ acttivities Contents
- T gives some questions to introduce - The greetings : - good morning
the class expressions. - Good afternoon
- Have Ss listen and repeat. - Good morning
- Teacher says “ go out, please”→ Go - Good bye ….
out. - We can say “ May I go out”
- Teacher says “No” → Don’t go out. - You can say “Stand up, please.
- Call on some pairs to practice in front - Listen, please
of the class. - Read after me
- T corrects and gives the remarks. - Repeat please…..
- Give feedback.
* Homework:
- Instruct/ guide students to do their homework.
- Prepare textbook, workbook, exercise book.
- Prepare new lesson Unit 1.
___________________________________________________
Date of preparation: 25/08/2024
PERIOD 3: UNIT 1: FREE TIME
LESSON 1.1: NEW WORDS AND READING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Learn and use vocabulary for leisure activities.
- Practice reading for specific information.
- Present their ideas about hobbies.
- Improve reading skills.
2. Competences:
- Improve Ss’ communication, collaboration, analytical and critical thinking
skills.
3. Qualities:
- Have healthy lifestyles.
- Spend free time in a good way.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1

5
 8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:

A. Activity 1: Determining the leaning task: Warm up.

* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Contents
Let’s talk: Look at the title of the unit * Answer keys:
and the picture. What do the girls like - The girls like taking pictures in their
doing in their free time? What do you do free time.
in your free time? How often do you do - Ss’ own answers.
it?

- Ask Ss to work in pairs, look at the title

and the picture and answer the questions
(using the DCR/ PPTs slides).
- Work in pairs, look at title and the picture
and answer the questions.
- Call some pairs to give their answers.
- Give feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss improve their vocabulary about leisure activities and their collocations.
* Organization:

Teacher's and Students’ activities Content

* Pre-Reading. (Vocabulary) Task a. Number the pictures. Listen
Task a. and repeat.
- Ask Ss to work in pairs and number the * Answer keys:
pictures (using the DCR). 1. C 2. H 3. A 4. G
- Work with a partner and number the 5. B 6. E 7. D 8. F

6
pictures. Task b. In pairs: Write the new
- Check Ss’ answers around the class. words into the table and add more
- Ask Ss to listen and repeat. words you know. Which activities
Task b. do you do?
- Explain and model the activity. * Answer keys:
- Ask Ss to work in pairs, writing the new Play Go … Mak Desi …
words into the table. … e … gn with
- Work in pairs, writing the new words into … frien
the table. ds
- Check Ss’ answers around the class. board rock jewel jewel chat
- Ask Ss to work with their partner, adding games climbi ry ry onlin
more words they know. handb ng e
- Check Ss’ answers around the class. all joggi hang
-Get Ss to ask their partner what activities ng out
they do. fishin
-Pick some Ss to talk about their partner. g
C. Activity 3. Practice.
* Aims: Ss read for details.
* Organization:

Teacher's and Students’ activities Content

While-Reading. Task a. Read the passages. Circle
Task a. the name of the person who prefers
- Ask Ss to name some indoor activities indoor activities: Will, Jess, or
they know. Peter.
- Ask Ss to read the passages and circle the * Answer keys: Jess
name of the person who prefers indoor (Passage 2: I like reading books,
activities according to what they read. chatting with my friends online, and
- Ss read the passages, underline the doing crafts in my bedroom.)
evidence and circle the correct name.
- Expected answers: reading, drawing,
cooking, playing chess, playing board
games, …
- Pick some Ss to give the answer and
show the evidence to justify their answer.
- Check Ss’ answers. Task b. Now, read and draw lines
Task b. to match the phrases and the
person they describe.
* Answer keys:
Will-likes hanging out with friends.
Will-doesn’t enjoy rock climbing.
- Ask Ss to read the phrases and underline Jess-likes playing board games.
the key words. Jess-hates jogging.
Peter-enjoys designing clothes.

7
- Get Ss to scan the text to find the key
words.
- Ask Ss to match the names with the
correct phrases.
- Set the time and monitor the class.
Task c.
- Play the CD and ask Ss to listen and read
along. Task c. Listen and read.
- Ss listen and read along individually.
- Pick three Ss to read the three passages
aloud and correct their pronunciation if
necessary.
- Give the feedback.
D. Activity 4. Application.
* Aims: Ss to use the language and information in the real situation.
* Organization:
Teacher's and Students’ activities Content
Post-Reading. * Pair work: Which person are you
- Ask Ss to work in pairs to answer the most like? How are you similar?
questions. How are you different?
- Work in pairs to answer the questions.
- Monitor the class and help them if
necessary.
- Ask some Ss to share their ideas.
* Homework:
- Vocabulary: chat, fishing, hang out, jogging, jewelry, handball, rock climbing,
board games.
- Do exercises in workbook on pages 2 & 3.
- Prepare the next lesson: Lesson 1.2 – Grammar, pages 5 & 6.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (pages 4 & 5).
______________________________________________________
WEEK 2
Date of preparation: 9/09/2024
PERIOD 4: UNIT 1: FREE TIME
LESSON 1.2: GRAMMAR
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Review and practice and use Verbs expressing preference + gerunds correctly
2. Competences:
- Improve Ss’ communication, collaboration, analytical and critical thinking
skills.
3. Qualities:
- Have healthy lifestyles.
- Spend free time in a good way.
II. TEACHING AIDS:

8
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Call 2 Ss to write the new words.
3. New lesson:

A. Activity 1: Determining the leaning task: Warm up.

* Aims: To review lesson 1.1 and introduce the grammar point in the new lesson.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to work in pairs to order the * Unscramble the sentences:
words to make complete sentences about * Answer keys:
the people in the reading passages. 1. Will loves playing sports and
1.loves/sports/Will/and/playing/ hanging out with his friends.
hanging/with/ his/out/friends. 2. Will doesn’t like skateboarding or
2.Will/like/doesn’t/or/rock/skateboarding/ rock climbing.
climbing. 3. Jess prefers playing board games at
3.games/Jess/playing/prefers/home/ home.
board/at. 4. Jess hates playing sports and
4. Jess/playing/and/jogging/hates/sports. jogging.
5.enjoys/clothes/and/bags/designing/Kate. 5. Kate enjoys designing clothes and
- Ss work in pairs to order the words to bags.
make complete sentences.
- Call some pairs to give their answers.
- Give feedback.

B. Activity 2: Forming the new knowledge.

* Aims: Ss know the verb form after verbs expressing preference.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to look at the five sentences they I. Presentation:
have unscrambled, circle the main verbs, * Answer keys:
underline the following verbs and figure Like
out the form of the verbs after like, love, Love
prefer, enjoy and hate. Prefer + V-ing

9
- Ss work in pairs. Enjoy
- Pick some Ss to give their answer and Hate
check.
- Give the feedback.
Task a. Task a. Read about verbs (to express
- Ask Ss to work in pairs to fill in the preference) + gerund and fill in the
blanks to complete the conversation blanks.
(using the DCR/PPT slides).
- Ss work in pairs to fill in the blanks to
complete the conversation.
- Call some Ss to give their answer.
Task b. Task b. Listen and check your
- Play the CD and ask Ss to listen and answers. Listen again and repeat.
check. * Answer key:
- Listen and check. Like doing
- Play the CD again and ask Ss to repeat. Love designing clothes
- Give the feedback.
C. Activity 3: Practice.
* Aims: Ss practice using the correct verb form after like, love, prefer, enjoy, hate.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read the examples and
1. She loves/hates designing and notes above, then circle the correct
making jewelry. She wants to words.
open a jewelry store when she * Answer keys:
grows up. 1. loves 2. hate 3.enjoy
2. I prefer/hate going fishing 4. like 5. don’t like
because I'm scared of water.
3. Lots of my friends enjoy/don't
like playing mobile games. They
spend lots of their free time
playing them.
4. Do you like/hate going
jogging? – Yes, my dad and I
usually go jogging in the
evening.
5. I don't like/love chatting online
with friends. I prefer talking face
to face.
- Ask Ss to read the sentences carefully
and choose the correct words.
- Ss work individually to read the
sentences carefully and choose the correct
words.

10
 - Get Ss to check the answers with their Task b. Write sentences using
partner and explain for their choices. gerunds and the prompts.
- Pick some Ss to give the answer and * Answer keys:
explain. 1. Jake doesn’t enjoy chatting online
- Check Ss’ answers. with his friends.
Task b. 2. What activities do you enjoy doing in
your free time?
3. I don’t really like playing handball. I
prefer watching it.
4. Do you prefer playing indoors or
outdoors?
5. I love designing clothes in my free
time.
6. I hate making jewelry because it’s
- Ask Ss to write sentences using gerunds boring.
and the prompts. 7. We like chatting online, but we
- Get Ss to pay attention to the type of prefer hanging out at the mall.
sentences (affirmative, negative or
interrogative) to use the correct structure.
- Set the time and monitor the class.
- Let Ss check with their partner.
- Pick seven students to write seven
sentences on the board.
- Check Ss’ answers (using the DCR/PPT
slides).
D. Activity 4. Application.
* Aims: Ss to use the language in the real situation.
* Organization:
Teacher's and Students’ activities Content
Task c Task c. In pairs: Take turns saying
- Ask Ss to work in pairs, saying one one thing you enjoy, love, don't really
thing they enjoy, love, don't really like, like, and hate doing.
and hate doing.
- Monitor the class and help them if
necessary.
- Ask some Ss to say their sentences.
- Give feedback.
* Homework:
- Grammar: like/love/prefer/enjoy/hate + V-ing.
- Do grammar and writing exercises in workbook on page 3.
- Prepare the next lesson: Lesson 1.3 – Pronunciation & Speaking, pages 6 & 7
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 6).
________________________________________________________________

11
Date of preparation: 09/ 09/ 2024
PERIOD 5: UNIT 1: FREE TIME
LESSON 1.3: PRONUNCIATION AND SPEAKING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice the pronunciation of "s" which can sound like /s/ or /z/.
- Talk about leisure activities, likes / dislikes using verbs expressing preference
+ gerunds.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Have healthy lifestyles.
- Spend free time in a good way.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:

A. Activity 1: Determining the leaning task: Warm up.

* Aims: To review lesson 1.2 and lead in the new lesson.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to work in groups of four, taking turns * Speaking activity.
asking to complete the table below: Suggested answer:
Student Student Student Student 1 Student Student
1 2 3 2 3
Like Like Painting … …
Love Love Singing … …

12
 Prefer Prefer Swimming … …
Hate Hate Cooking … …

- Ss work in groups to complete the table.

- Pick some Ss to report the result of their
group.
- Give the feedback.

B. Activity 2: Forming the new knowledge.

* Aims: Ss know when the final sound /s/ is pronounced /s/ or /z.
* Organization:
Teacher's and Students’ activities Content
I. Prnounciation: Task a. At the end of words, "s" can
Task a. sound like /s/ or /z/.
- Tell Ss that at the end of words, "s" can
sound like /s/ or /z/. - Listen and take notes.
- Give some examples:
/s/ /z/
Likes, hates Loves, prefers
- Listen and take notes.
- Give the feedback.
Task b. Task b. Listen to the words and
- Ask Ss to listen to the words and focus focus on the underlined letters.
on the underlined letters (using the * Answer keys:
DCR/PPT slides). /s/ /z/
sports, books, games, friends When the words When the words
- Ask Ss to figure out the rules of end with /p/, end with other
pronouncing the final sound /s/. /k/, /t/. sounds.
- Ss listen and take notes.
- Check Ss’ answers.
C. Activity 3: Practice.
* Aims: Students can talk about their hobbies and their friends’ hobbies; Ss
produce the new language successfully.
* Organization:
Teacher's and Students’ activities Content
II. Practice: Task c. Listen and write "/s/" or
Task c. "/z/" after each word.
- Ask Ss to listen and write "/s/" or "/z/" * Answer keys:
after each word. girls /z/ arts /s/ prefers /z/ lots /s/
- Pick some Ss to give the answers and enjoys /z/
explain.

13
- Check their answers.
Task d. Task d. Read the words to your
- Ask Ss to work in pairs, reading the partner using the sounds noted in
words to their partners with the correct "a."
pronunciation.
- Work in pairs, reading the words to their
partners with the correct pronunciation of
final sound /s/.
- Pick some students to say the words and
correct their pronunciation if necessary. Task a: Your local youth center
III. Speaking: wants to find out what activities are
Task a. popular. Complete the survey with
- Introduce the task. your own information. In fours: Ask
- Give Ss some time to complete the your friends about their preferred
“Me” column with their own information. activities and complete the survey.
- Divide the class in groups of four.
- Ask Ss to ask the friends in their group
to get information to complete the survey.
- Go around and help if necessary.
- Share the result of their group.
- Pick some Ss to present the result.

D. Activity 4. Application.
* Aims: Ss practice talking about hobbies.
* Organization:
Teacher's and Students’ activities Content
Task b. Task b. Which activities should your
- Ask Ss to discuss in their group and youth center have next summer?
decide activities the youth center should
have next summer. (based on the survey
results of the whole class)
- Pick some Ss to share their ideas.
- Give feedback.
* Homework:
- Pronunciation: the final sound /s/.
- Prepare the next lesson: Lesson 2.1 – Vocab & Listening, pages 8 & 9.
_____________________________________________________
Date of preparation: 09/ 09/ 2024
PERIOD 6: UNIT 1: FREE TIME
LESSON 2.1: NEW WORDS AND LISTENING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Learn and use more vocab. for leisure activities.
- Practice listening for specific information listening.

14
- Practice functional English – starting a telephone conversation.
2. Competences:
- Improve communication, collaboration, and critical thinking skills.
3. Qualities:
- Have healthy lifestyles.
- Spend free time in a good way.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:

A. Activity 1: Determine the learning task: Warm up..

* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to work in pairs, talking about * Chatting.
the plans these kids have for the
weekend and the activities they and their
friends do on weekends.
- Ss work in pairs to talk about the plans
these kids have for the weekend and the
activities they and their friends do on
weekends.
- Pick some Ss to share their ideas.
- Give feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss know how to pronounce the new words correctly and use them in
appropriate situations.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read the words and definitions,
- Ask Ss to read the words and then match the words with the pictures.

15
definitions, then match the words with Listen and repeat.
the pictures. * Answer keys:
- Ss work individually to read the words 1.table tennis 2.cycling 3.shuttlecock
and definitions, then match the words 4.sewing 5.roller skating
with the pictures. 6.practice 7.karate 8.knitting
- Get Ss to check with their partners.
- Pick some Ss to give their answers.
- Check their answers.
- Ask Ss to listen and repeat chorally.
- Pick some Ss to say the words and
correct their pronunciation if necessary.
- Check their memory by playing a game
in pairs: Student A say the definition,
Student B say the word (with books
closed).
Task b. Task b. In pairs: What are three
- Ask Ss to work in pairs, talking about activities you like or would like to try
three activities they like or would like to and why?
try and say the reasons.
- Ss work in pairs.
- Pick some Ss to share their ideas.
- Give feedback.
C. Activity 3: Practice.
* Aims: Ss practice listening for specific information and know how to start a
conversation on the phone.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Listen to two people making
- Introduce the task. plans. What is their relationship?
- Ask Ss to listen and circle the correct 1. new friends
answer. 2. close friends
- Ss work individually. 3. brother and sister
- Let Ss check with their partner. * Answer keys:
- Pick some students to give their 2. close friends
answers.
- Check their answers. Task b. Listen and complete the table.
Task b. * Suggested answer:
- Ask Ss to discuss with their partners to 1. time 2. activity 3. time
guess the missing information: time or 4. activity 5. Time
activity. * Answer keys:
- Pick some Ss to share their ideas. 1.8 p.m. 2.English Club 3.7:30
- Give feedback. 4.Cycling 5.8:30
- Ask Ss to listen and complete the table.
- Let Ss check with their partner.
- Pick some students to give their

16
answers.
- Play the CD again and pause at the
answers for Ss to check.
- Confirm the answers.
Task c. Task c. Read the Conversation Skill
- Ask Ss to read the Conversation Skill box. Then, listen and repeat.
box and say the ways to start a * Answer keys:
conversation on the phone. Hi, (Ethan). How's it going?
- Ss ork individually. Hey, what's up?
- Check their answers.
- Get Ss to listen and repeat.
Task d. Task d: Now, listen to the conversation
- Ask Ss to listen to the conversation again and tick the phrases or sentences
again and tick the phrases or sentences you hear.
they hear. * Answer keys:
- Ss work individually. Hi, (Ethan). How's it going?
- Pick some students to give their
answers.
- Check their answer.

D. Activity 4. Application.
* Aims: Students can use the vocabulary and the content in listening part to develop
their speaking skill.
* Organization:
Teacher's and Students’ activities Content
Task e. Task e. In pairs: Which of the activities
- Ask Ss to work in pairs to answer the they mention do you like the most?
question: Which of the activities they Why?
mention do you like the most? Why?
- Ss work in pairs.
- Pick some Ss to share their ideas.
- Give feedback.

* Homework:
- Learn the new words by heart.
- Do exercises in workbook on page 4.
- Prepare the next lesson: Lesson 2.2 - Grammar, pages 9 & 10
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (pages 7 & 8).
___________________________________________________
WEEK 3
Date of preparation: 14/ 09/ 2024
PERIOD 7: UNIT 1: FREE TIME
LESSON 2.2: GRAMMAR
I. OBJECTIVES:

17
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice and use Present Simple for future meaning and Preposition of Time.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Have healthy lifestyles.
- Spend free time in a good way.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- S1: Write the new lesson.
- S2: Do exercises in workbook on page 4.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: To review vocabulary about free time activities.
* Organization:
Teacher's and Students’ activities Content
- Divide the class into groups of four. * Game: Word race.
- Ask Ss to work in groups to list as
many words about free time activities as
possible in two minutes. (on a piece of
paper)
- Ss work in groups to list as many
words about free time activities as
possible.
- Check their answers and decide the
winner with the most correct words.
B. Activity 2: Forming the new knowledge.
* Aims: Ss know the future use of Simple Present Tense and how to use
prepositions of time correctly.
* Organization:
Teacher's and Students’ activities Content
* Simple Present Tense with future I. Grammar:
meaning.

18
- Ask Ss to read the sentences below and
answer the questions:
a) What tense is used?
b) Are they about present or future?
I have soccer practice at 7 tonight. * Answer keys:
I have English club on Friday at 8 p.m. Simple Present Tense.
- Ss work in pairs. They are about future.
- Pick some Ss to give the answers.
- Check their answers.
- Introduce the future meaning of Simple
Present Tense to talk about a set
schedule.
* Prepositions of time.
- Ask Ss to read the sentences below and
complete the rules with until, or from…
to…:
a) We can use … to say how long
something lasts.
b) We can use … to say up to the time
mentioned.
Do you want to go cycling from 5 to 6 * Answer keys:
p.m.? from…to…
I have English club until 5 p.m. until
- Pick some Ss to give the answers.
- Check their answers.
Task a. Task a. Read about Present Simple for
- Ask Ss to read about Present Simple for future meaning and prepositions of
future meaning and prepositions of time, time, then fill in the blanks.
look at the picture and fill in the blanks
with appropriate words.
- Ss work individually.
- Get Ss to check with their partners.
- Pick some Ss to give their answers.
Task b. Task b. Listen and check your
- Ask Ss to listen and check. answers. Listen again and repeat.
- Pick some Ss to share their ideas. * Answer keys:
- Check their answers. have karate class; from 2 to 4 p.m.
- Ask Ss to listen again and repeat
chorally.
- Pick some pairs to read the
conversation again and check their
pronunciation if necessary.
C. Activity 3: Practice.
* Aims: Ss practice using Simple Present Tense to talk about a set schedule and use
prepositions of time correctly.

19
* Organization:
Teacher's and Students’ activities Content
Task a. II. Practice:
- Introduce the task. Task a. Read the examples above and
- Ask Ss to read the sentences carefully circle the correct words.
and circle the correct words. * Answer Keys:
- Ss work individually. 1. until 2. Do 3. at 4. from
- Let Ss check with their partner. 5. doesn’t 6. on 7. to
- Pick some students to give their
answers and give reasons.
- Check their answers.
Task b. Task b. Answer the questions using
- Ask Ss to answer the questions using the given prepositions and the
the given prepositions and the information on your schedule.
information on the schedule. * Answer keys:
- Ss work in pairs. 1. It’s on Saturday morning.
- Let Ss check with their partner. 2. It’s from 2 p.m. to 5 p.m. (on
- Pick some Ss to write their answers on Saturday).
the board. 3. I have table tennis practice at 9 a.m.
- Check their answers. (on Sunday).
4. I’m free (on Sunday afternoon) until 4
p.m.
Task c. Task c. In pairs: Take turns asking
- Ask Ss to work in pairs to ask and and answering about the schedule. Do
answer about the schedule in task b. you do any of these activities? When?
- Ss work in pairs to ask and answer * Sample:
about the schedule in task b. A: When do you have karate class?
- Pick some pairs to speak. B: I have karate class on Saturday at
- Give feedback. 9:30 a.m.
D. Activity 4. Application.
* Aims: Ss use the language in real situation.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to work in pairs to ask and III. Further practice:
answer about their schedule on the * Sample:
weekends. A: What do you do on Saturday morning?
- Ss work in pairs to ask and answer B: I go swimming from 7 a.m. to 8a.m.
about their schedule on the weekends.
- Pick some pairs to speak.
- Give feedback.
* Homework:
- Do exercises in workbook on page 5.
- Prepare the next lesson: Lesson 2.3 – Pronunciation & Speaking, pages 10 &
11.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 9).

20
_____________________________________________________________
Date of preparation: 14/ 09/ 2024
PERIOD 8: UNIT 1: FREE TIME
LESSON 2.3: PRONUNCIATION AND SPEAKING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice the sound /sk/.
- Make free time activity plans with friends, using Present Simple for future
meaning and prepositions of time.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Have healthy lifestyles.
- Spend free time in a good way.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do exercises in workbook on page 5.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: To review lesson 2.2 and lead in the new lesson.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to go around to ask their * Speaking activity.
friends’ schedule on the weekend and
take notes the names, the activities, and
the times.
- Ss go around to ask their friends’
schedule on the weekend and take notes
the names, the activities, and the times.
- Give Ss three minutes.
- Go around to help if necessary.
- Report the result.
- Decide the winner with the most
information and ask him/her to report the
result.

21
 B. Activity 2: Forming the new knowledge.
* Aims: Ss pronounce /sk/.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Focus on the /sk/ sound.
- Introduce the sound /sk/
- Explain how to pronounce it.
- Listen and take notes.
- Give some examples:
skating, basketball, school
- Ask Ss to give more examples.
- Ss give more examples.
- Give the feedback.
Task b. Task b. Listen to the words and focus
- Ask Ss to listen to the words and focus on the underlined letters.
on the underlined letters (using the
IWB).
skating, basketball, school
- Gets Ss to listen again and repeat
chorally.
- Listen again and repeat.
- Pick some Ss to say the words
individually and correct their
pronunciation if necessary.
Task c. Task c. Listen and cross out the one
- Ask Ss to listen and cross out the one with the different sound.
with the different sound. * Answer Keys: science
- Ss work individually.
- Pick some Ss to give the answers.
- Check their answers.
- Get Ss to listen again and repeat.
Task d. Task d. Read the words to your
- Ask Ss to work in pairs, reading the partner using the sounds noted in "a."
words to their partners with the correct
pronunciation.
- Ss work in pairs.
- Pick some students to say the words
and correct their pronunciation if
necessary.
- Give the feedback.
C. Activity 3: Practice.
* Aims: Ss practice talking about schedules.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Practice the conversation. Fill

22
- Ask Ss to work in pairs, filling in the in the blanks with the correct
blanks with the correct prepositions and prepositions. Swap roles and repeat.
practicing the conversation. * Answer keys:
- Ss work in pairs. On; at; on; from; to
- Go around and help if necessary.
- Pick one pair to read the conversation.
- Check their answers. Task b. Make two more conversations
Task b. using the ideas on the right.
- Ask Ss to work in pairs to make two * Answer keys:
more conversations using the ideas on * Conversation 1:
the right. Josh: Hi Daniel. What’s up?
- Pick two pairs to perform the new Daniel: Oh, hey, Josh.
conversations. Josh: Do you want to come with me to a
- Give feedback. roller skating competition on Wednesday
afternoon?
Daniel: Sorry, I can’t. I have basketball
practice at 9 p.m. But do you want to play
a board game on Saturday evening?
Josh: Maybe. When is it?
Daniel: It’s from 6 p.m. to 8:30 p.m.
Josh: Sorry, I can’t. Let’s go another
time.
Daniel: OK. No problem. Talk to you
later.
* Conversation 2:
Josh: Hi Daniel. What’s up?
Daniel: Oh, hey, Josh.
Josh: Do you want to come with me to a
cycling competition on Thursday
morning?
Daniel: Sorry, I can’t. I have a knitting
class at 11:30 a.m. But do you want to go
to a dance class on Sunday morning?
Josh: Maybe. When is it?
Daniel: It’s from 8:30 a.m. to 11:30 a.m.
Josh: Sorry, I can’t. Maybe next
weekend.
Daniel: OK. See you soon.
D. Activity 4. Application.
* Aims: Ss practice talking about their schedule.
* Organization:
Teacher's and Students’ activities Content
Task 3a. Task 3a. You have lots of plans this
- Ask Ss to write six activities they have weekend and you want your friends to
over the weekend in the table. join you. Look at the table and write

23
 - Ss work individually to write six six activities you have over the
activities they have over the weekend in weekend.
the table.
- Go around to help if necessary.
Task 3b. Task 3b. In fours: Take turns role-
- Ask Ss to work in group of four, taking playing phone calls inviting a friend to
turns role-playing phone calls inviting a join you for each activity. Invite each
friend to join them for each activity; person in your group at least once.
inviting each person in their group at Note who you will do each activity
least once; noting who they will do each with.
activity with.
- Ss work in group of four.
- Go around to help if necessary.
- Pick some pairs to perform their
conversations.
- Give feedback.
Task 3c. Task 3c. Tell a partner about your
- Ask Ss to tell a partner about their plans for the weekend.
plans for the weekend, using the
information in the table.
- Ss work in pairs.
- Pick some Ss to share their plans.
- Give feedback.
* Homework:
- Do exercises in workbook on page 5.
- Prepare the next lesson: Lesson 3.1 – Reading & Writing, pages 12 & 13.
____________________________________________________
Date of preparation: 14/ 09/ 2024
PERIOD 9: UNIT 1: FREE TIME
LESSON 3.1: READING AND WRITING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice reading for gist and for detail.
- Learn how to write a descriptive passage.
2. Competences:
- Improve communication, collaboration, analytical and critical thinking skills.
3. Qualities:
- Have healthy lifestyles.
- Spend free time in a good way.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Class Attendance Absence

24
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to work in pairs, look at the * Let’s talk! In pairs: What hobbies
picture and answer the questions: can you see in the pictures? What are
What hobbies can you see in the some popular hobbies in your country?
pictures? * Answer Keys:
What are some popular hobbies in your 1. Collecting stamps, building models,
country? make craft, practice the piano.
- Ss work in pairs to look at the picture 2. Ss’ own answers.
and answer the questions.
- Call some pairs to give their answers.
- Give feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss improve their reading skills.
* Organization:
Teacher's and Students’ activities Content
* Pre-reading:
- Ask Ss to look at the picture and guess
Linh’s hobby: trying new cakes or
baking.
- Pick some Ss to give their answers.
- Write their guesses on the board.
Task a. Task a. Read Linh's passage and
- Remind the Ss of the function of the choose the best beginning sentence.
beginning sentence (topic sentence): * Answer Keys:
state the main idea of the passage. 2. I have many hobbies, but I like baking
- Ask Ss to read the passage and choose best.
the best beginning sentence.
- Let Ss check the answer with their
partners.
- Pick some Ss to give their answers.
- Check the answer.

25
* Vocabulary: * Vocabulary:
- Ask Ss to read the text and underline - recipe (n) /ˈresəpi/ công thức nấu ăn
the words above. - prepare (v) /prɪˈper/ chuẩn bị
- Get Ss to try to guess their meanings in - mess (n) /mes/ tình trạng hỗn độn
the context first. - relax (v) /rɪˈlæks/ thư giãn
- Explain the meanings of the words.
- Ask Ss to listen and repeat chorally and
individually.
- Check Ss’ remembering.
* While-reading:
Task b. Task b. Read and answer the
- Use DCR to show the task. Ask Ss to questions.
read the questions carefully and * Answer Keys:
underline the key words in each 1. When she was ten.
question. 2.B
- Get Ss to scan the text to find the key 3. in her kitchen.
words. 4. on the weekends.
- Ask Ss to answer the questions. 5. It helps her relax.
- Set the time and monitor the class.
- Check Ss’ answers (using the DCR).
Task c. Task c. Listen and read.
- Play the CD and ask Ss to listen and
read.
- Ss work individually.
- Pick some Ss to read the passage and
correct their pronunciation if necessary.
- Give the feedback.
* Post – reading:
Task d. Task d. In pairs: What's your favorite
- Ask Ss to work in pairs, answering the hobby? What do you like best about it?
questions.
- Work in pairs to answer the questions.
- Monitor the class and help them if
necessary.
- Pick some Ss to share their ideas.
C. Activity 3: Practice.
* Aims: Ss know the structure of a descriptive passage and what to write in each
part.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read about writing basic
* Writing skill: descriptive passages. Then, read Linh's
- Ask Ss to read about writing basic passage again and underline the topic
descriptive passages and answer the sentence, five supporting ideas, and the
questions below in pairs: concluding sentence.

26
a) How many parts are there in a basic * Answer Keys:
descriptive passage? a) There are three parts: a topic
b) What is the function of each part? sentence, supporting ideas, and a
- Pick some Ss to give their answers. concluding sentence.
- Check the answer. b) The topic sentence: tell the readers
- Ask Ss to read Linh's passage again what your passage is about.
and underline the topic sentence, five Supporting ideas: explain the topic by
supporting ideas, and the concluding answering questions what, when, where,
sentence. who, how, etc. about the topic.
- Let Ss check with their partners. The concluding sentence: say your main
- Pick some Ss to give their answers. topic again in different words.
- Check the answer. * Answer keys:
The topic sentence:
I have many hobbies, but I like baking
best.
Supporting ideas:
I started this hobby when I was ten years
old.
Now, I bake with my little sister.
We always bake in our lovely kitchen at
home.
We usually bake on the weekends.
Baking also helps me relax after a busy
week with lots of homework.
The concluding sentence:
Baking is a great hobby, and I really love
baking!
D. Activity 4. Application.
* Aims: Students can develop their writing skill.
* Organization:
Teacher's and Students’ activities Content
Task b. Task b. Unscramble the sentences and
- Ask Ss to Unscramble the sentences then number them (1–5). Use the
and then number them (1–5). Writing skill box to help you.
- Set the time and go around to help. * Answer keys:
- Let Ss check with their partners. A. I always go swimming with my dad. 3
- Pick some Ss to write their answers on B. I have many hobbies, but I like
the board. swimming best. 1
- Check the answers. C. I think swimming is a great hobby. 5
D. I started swimming when I was five
years old. 2
E. We go swimming at the pool near my
house on the weekends. 4
* Homework:
- Do exercises in workbook on page 6.

27
- Prepare the next lesson: Lesson 3.2 – Speaking & Writing, page 13.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 10).
___________________________________________________________
WEEK 4
Date of preparation: 16/ 09/ 2024
PERIOD 10: UNIT 1: FREE TIME
LESSON 3.2: SPEAKING AND WRITING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Talk about a favorite hobby.
- Write basic descriptive passages.
2. Competences:
- Improve communication, collaboration, writing and critical thinking skills.
3. Qualities:
- Have healthy lifestyles.
- Spend free time in a good way.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: To review lesson 3.1 and lead in the new lesson.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to work in pairs, putting the * Ordering sentences:
sentences below in the correct order: * Answer keys:
a. Baking is a great hobby, and I really 1.b 2.d 3.f 4.e 5.g 6.c 7.h
love baking! 8.a
b. I have many hobbies, but I like baking
best.
c. Baking also helps me relax after a
busy week with lots of homework.
d. I started this hobby when I was ten
years old. e. Now, I bake with my little
sister.

28
f. First, my dad taught me how to bake
chocolate cookies.
g. I like teaching her how to bake things
like brownies and cakes.
h. I don't have to think much, and I can
just follow the recipes.
- Work in pairs, putting the sentences
below in the correct order.
- Call some pairs to give their answers.
- Give feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss practice asking and answering about a favorite hobby and get ideas for
their writing task.
* Organization:
Teacher's and Students’ activities Content
* Pre- writing (speaking). Task a. In pairs: Discuss hobbies that
Task a. are popular with your friends.
- Ask Ss to work in pairs to make a list
of popular hobbies with teenagers.
- Work in pairs to make a list of popular
hobbies with teenagers.
- Elicit ideas from Ss.
- Give feedback. Task b. Choose your favorite hobby. In
Task b. pairs: Use the questions to discuss the
- Explain the task. points on the table below and write in
- Give Ss time to discuss with their your own ideas.
partners and complete the table.
- Discuss with their partners and
complete the table.
- Go around to help if necessary.
- Pick some pairs to present their favorite
hobby.
- Give feedback.
C. Activity 3: Practice.
* Aims: Ss practice writing a descriptive passage.
* Organization:
Teacher's and Students’ activities Content
* While -writing. * Answer Keys:
- Ask Ss the following questions: a) There are three parts: a topic
a) How many parts are there in a basic sentence, supporting ideas, and a
descriptive passage? concluding sentence.
b) What is the function of each part? b) The topic sentence: tell the readers
- Give their answers. what your passage is about.
- Call some Ss to answer. Supporting ideas: explain the topic by

29
- Give the feedback. answering questions what, when, where,
who, how, etc. about the topic.
The concluding sentence: say your main
topic again in different words.

Let’s write: Write a simple passage * Sample passage:

about the hobby you discussed. Use I have a lot of hobbies, but my favorite
the Writing Skill box and your hobby is building models. I started
speaking notes to help you. Write 80 to building models when I was ten years
100 words old. I often build models with my little
- Assign the task. brother. We build models in our living
- Give Ss some time to write. room at home. We build models after
- Write a descriptive passage, using the school and on the weekends. I think
information they have discussed. building models is interesting and fun. I
- Monitor the class and help them if love building models.
necessary.
- Pick some Ss to show their writing and
give feedback.
D. Activity 4. Application.
* Aims: Ss realize their mistakes in writing and correct them.
* Organization:
Teacher's and Students’ activities Content

* Post-writing.
- Give feedback, correct Ss’ mistakes.
- Use the feedback form to give
evaluation. Focus on:
+ the format, the structures.
+ the understandability.
+ the coherence and cohesion.
- Look, listen and correct mistakes.

* Homework:
- Do exercises in workbook on page 7.
- Prepare the next lesson: Review Unit 1, page 84.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 11).
________________________________________________
Date of preparation: 16/ 09/ 2024
PERIOD 11 UNIT 1 FREE TIME
REVIEW (1)
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Review the target language learnt in the unit 1.

30
- Practice test taking skills.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Have good leisure activities.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do exercises in workbook on page 7.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Review the free time activities learnt in the unit.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to play game: Mining. * Miming game:
A. play board games
B. go rock climbing
C. go jogging
D. chat with friends
E. design jewelry
F. play handball
G. watch sports
H. hang out with friends
- Explain the game: T gives 2 Ss from 2
teams an activity; Ss mime the activities
for their teams to guess; the team with
more correct guesses will win.
- Mime the activities for their teams to
guess.
- Get Ss to play in 2 teams.
- Decide the winner.
B. Activity 2: Forming the new knowledge.
* Aims: Ss listen for details and understand the conversation.
* Organization:
Teacher's and Students’ activities Content
* Pre-listening. * Answer Keys:

31
- Ask Ss to read the instructions and a. It is about leisure activities.
answer the questions: b. Write the letter (activity) next to the
a) What is the conversation about? person who likes doing that activity.
b) What do you have to do? c. We need to pay attention to the names
c) What do you need to pay attention to and the activities.
while listening?
- Pick some Ss to answer the questions.
- Give feedback.
* While – listening. * You will hear Jenny talking to her
- Ask Ss to listen and match the names mom about leisure activities. Which
with the correct activities. activity does each person like? For
- Remind Ss that there two extra each question, write a letter (A–H) next
activities. to each person. You will hear the
- Let Ss check answers with their conversation twice.
partners after the first listening. * Answer Keys:
- Check Ss’ answers after the second 0. F 1.E 2.H 3.G 4.B 5.A
listening.
C. Activity 3: Practice.
* Aims: Ss practice reading for gists.
* Organization:
Teacher's and Students’ activities Content
* Pre-reading.
- Ask Ss to work look at the picture and
read Robert’s message and answer the
questions: * Answer key:
a) What are they? a) They are messages.
b) What does Robert want? b) Robert wants to invite his friends to
c) How many people reply him? play shuttlecock at the park tomorrow.
- Ss work individually. c)Three.
- Pick some Ss to answer the questions.
- Give feedback.
* Vocabulary:
- Competition (n): /kɑːmpəˈtɪʃən/: cuộc
thi
- Arrive (v): /əˈraɪv/: đến nơi
- Take part in (v phr): tham gia
- Ask Ss to read the text and underline
the words above.
- Read the text and underline the words.
- Get Ss to try to guess their meanings in
the context first.
- Explain the meanings of the words.
- Ask Ss to listen and repeat chorally and
individually.
- Check Ss’ remembering.

32
 - Ask Ss to read the questions and
underline key words. * Answer key:
1. Who can't come to the park? 1. Who can't come to the park?
2. Who will arrive at the park late? 2. Who will arrive at the park late?
3. Who will take part in a competition? 3. Who will take part in a competition?
4. Who will need to leave the park early? 4. Who will need to leave the park early?
5. Who wants to watch a competition? 5. Who wants to watch a competition?
* While-Reading. Read the text messages. Choose the
- Ask Ss to read the text messages; scan correct answer (A: Rachel, B: David,
the key words and choose the correct or C: Annie).
answer. * Answer keys:
- Read the text messages and choose the B 2. C 3. B 4. A 5. C
correct answer.
- Monitor the class and help them if
necessary.
- Let Ss check the answers with their
partners.
- Pick some Ss to give their answers.
- Give feedback.
D. Activity 4. Application.
* Aims: Ss practice speaking skills.
* Organization:
Teacher's and Students’ activities Content
* Post-reading. * In pairs: tell your partner what you
- Ask Ss to ask their partners what they usually do with your friends after
usually do with their friends after school school or on the weekends.
or on the weekends.
- Ss work in pairs.
- Pick some Ss to tell their partners’
leisure activities.
- Give feedback.
* Homework:
- Review vocabulary, grammar of unit 1.
- Do exercises in workbook on page 8.
- Prepare the next lesson: Review Unit 1, page 85.
__________________________________________
Date of preparation: 16/ 09/ 2024
PERIOD 12 UNIT 1 FREE TIME
REVIEW (2)
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Review the target language learnt in the unit.
- Practice test taking skills.
2. Competences:

33
- Improve communication, collaboration, analytical and critical thinking skills.
3. Qualities:
- Have good leisure activities.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Review the vocabulary learnt in the unit.
* Organization:
Teacher's and Students’ activities Content
- Explain the game: T puts the cards of * Matching game:
the vocabulary above on the walls Jogging, fishing, sewing, karate, knitting,
around the class; T shows the pictures board games, cycling, jewelry.
one by one; Ss find the correct word to
slap and say it; the team with more
correct answers will win.
- Get Ss to play in 2 teams.
- Ss Play the games in two teams.
- Decide the winner.
B. Activity 2: Forming the new knowledge.
* Aims: Ss review the vocabulary learnt in the unit.
* Organization:
Teacher's and Students’ activities Content
I. Vocabulary. * Fill in the blanks with the words
- Ask Ss to read the sentences and from the box.
underline the key words that help them * Answer key:
choose the correct word to complete 1. Martial arts like _____________ are
them. fun, but you can get hurt.
- Read the sentences and underline the 2. I enjoy going _____________ in my
key words. town because the roads here are safe for
- Give Ss time to do it. bikes.
- Complete the sentences. 3. I like _____________. I'm making a
- Compare their answers with their sweater using red and white wool.
partners. 4. I go to a _____________ class on the

34
- Let them compare their answers with weekends. I want to make a shirt.
their partners. 5. Arts and crafts are fun. I really enjoy
- Pick some Ss to give their answers. designing _____________.
- Give feedback. 6. Do you want to go _____________ at
the lake next week? I'm sure we'll catch
something good.
7. I can't go _____________ this
weekend because my knee hurts.
8. I often stay home and play _________
with my family in the evenings.
* Answer keys:
1.karate 2.cycling 3.knitting
4.sewing 5.jewelry 6.fishing
7.Jogging 8.Board games.
C. Activity 3: Practice.
* Aims:
- Ss review grammar learnt in the unit.
- Ss pronounce the new words correctly.
* Organization:
Teacher's and Students’ activities Content
III. Grammar. Task a. Write sentences using gerunds
Task a. and the prompts.
- Use IWB to show the task. * Answer keys:
- Review the verb form after verbs 1. Alice prefers hanging out with their
expressing hobbies. friends on the weekends.
- Give Ss time to do it. 2. We don’t like playing shuttlecock.
- Let them compare their answers with 3. Do you prefer chatting online or
their partners. playing board games with friends?
- pick some Ss to write their sentences 4. I hate sewing because it’s boring.
on the board. 5. They don’t like rock climbing. They
- give feedback. prefer playing table tennis.
* Answer keys:
Task b. Circle the correct words. 1. have 2. Singing 3. From
- Review the use of prepositions of time 4. Hate 5. doing
from…to… and until.
- Give Ss time to do it.
- Let them compare their answers with
their partners.
- Pick some Ss to give their answers and
explain.
- Give feedback.
IV. Pronounciation. * Circle the word that has the
- Ask Ss say the words. underlined part pronounced
- Get them choose the word that has the differently from the others.
underlined part pronounced differently * Answer keys: 1.c 2.d 3.a

35
 from the others.
- Show them the pronunciation of the
words (using PPTs slides) and confirm
the answers.
D. Activity 4. Application.
* Aims: Ss write about their schedule.
* Organization:
Teacher's and Students’ activities Content
V. Writing. * Write about your schedule for next
- Ask Ss to make a schedule with week using the present simple. Write
specific activities they do in the 80 to 100 words.
morning, afternoon, and evening. * Sample:
- Remind them of the use of Present Next week, I am busy with my study from
Simple Tense and prepositions of time. Monday to Friday. I have some free time
- Give Ss some time to write. to relax on the weekends. On Saturday
- Pick some Ss to show their writing. morning, I have an English speaking
- Give feedback. competition at school from 8 a.m. to 11
a.m. I really like English, and I hope I
can win the first prize. In the afternoon, I
have a basketball practice at 3 p.m. and a
music class after that at 4 p.m. After
dinner, I go shopping with my mom for
some food to prepare for a big meal on
Sunday. On Sunday morning, I go
swimming with my brother until 9 a.m.
Next, we go to the bookstore to buy some
comics or toys. In the afternoon, I watch
a new movie with my family at the cinema
until 6p.m.
* Homework:
- Do exercises in workbook on page 8.
- Prepare the next lesson: Unit 2, page 14.
______________________________________________
WEEK 5
Date of preparation: 22/ 09/ 2024
PERIOD 13: UNIT 2: LIFE IN THE COUNTRY
LESSON 1.1: NEW WORDS AND LISTENING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Learn vocab. for related to life in the country and life in the city.
- Practice listening for gist and detail.
- Present their ideas about life in the country and life in the city.
- Improve listening skills.
- Learn functional English – politely disagreeing.
2. Competences:

36
- Improve Ss’ communication, collaboration, analytical, and critical thinking
skills.
3. Qualities:
- Know which place is better to live: the city or the country.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to work in pairs, look at the title In pairs: Look at the pictures. Which
and the picture and answer the questions two places do they show? What are
(using the DCR/ PPTs slides). some good and bad things about each
- Work in pairs, look at title and the place?
picture and answer the questions. * Answer keys:
- Call some pairs to give their answers. - They show the country and the city.
- Give feedback. - Ss’ own answers.
B. Activity 2: Forming the new knowledge.
* Aims: Ss improve their vocabulary about life in the country and life in the city.
* Organization:
Teacher's and Students’ activities Content
* Pre-Listening (Vocabulary). Task a. Read the definitions, then fill in
Task a. the blanks with the new words. Listen
- Ask Ss to work in pairs to read the and repeat.
definitions and fill in the blanks with the * Answer Keys:
new words (using the DCR). 1. room 2. nature 3. peace
- Work with a partner to read the 4. fresh 5. noise 6. vehicle
definitions and fill in the blanks with the 7. entertainment 8. facility
new words
- Check Ss’ answers around the class.
- Ask Ss to listen and repeat.

37
Task b. Task b. In pairs: Say where you live,
- Ask Ss to work in pairs to talk about and why you like/dislike living there.
where they live and why they like or * Sample answer:
dislike living there. I live in a small town. I like living there
- Work in pairs to talk about where they because there is a lot of nature and fresh
live and why they like or dislike living air
there.
- Go around and Ss if necessary.
- Pick some Ss to talk about where they
live.
- Give the feedback.
C. Activity 3: Practice.
* Aims: Ss listen for gist and details and disagree politely.
* Organization:
Teacher's and Students’ activities Content
* While-listening. (Reading) Task a. Listen to Joe and Mai talking
Task a. about life in the city and in the
- Ask Ss to name some expressions to country. What do they agree on?
show agreement. * Expected answers:
- Ask Ss to listen and choose what they That’s true.
agree on: the noise or the pollution. I totally agree.
- Listen and circle the correct answer. You’re right about that.
- Pick some Ss to give the answer and * Answer Keys: 2. the pollution
say the evidence to justify their answer. (Mai: That’s true, but I prefer the country
- Check Ss’ answers. because there are too many vehicles in
the city. They make the air dirty.
Joe: OK, You’re right about that. There’s
lots of fresh air in the country, but I still
think city life is best.)
Task b: Now, listen and fill in the
Task b. blanks.
- Ask Ss to read the sentences and guess * Answer Keys:
the type of missing words. 1. nature 2. Entertainment 3. room
- Get Ss to underline the key words. 4. noise 5. Vehicles 6. city
- Ask Ss to listen and fill in the blanks.
- Pick some Ss to give their answers.
- Check Ss’ answers (using the DCR). Task c. Read the Conversation Skill
Task c. box. Then, listen and repeat.
- Introduce some phrases to disagree
politely.
That's true, but…
Yes, but…
Really? (I…)
- Play the CD and ask Ss to listen and
read along.

38
 - Listen and take notes.
- Give the feedback. Task d. Now, listen to the conversation
Task d. again and number the phrases in the
- Ask Ss to listen and write numbers next order you hear them.
to the phrases in the order they hear * Answers keys:
them. 3. That's true, but...
- Ss work individually. 1. Yes, but...
- Pick some Ss to give their answers. 2. Really? (I...)
- Give feedback.
D. Activity 4. Application.
* Aims: Ss to use the language and information in the real situation.
* Organization:
Teacher's and Students’ activities Content
* Post – reading. * Do you agree with Mai or Joe? Why?
- Ask Ss to work in pairs to answer the * Sample answers:
questions. I agree with Mai. I like the country more
- Work in pairs to answer the questions. than
- Monitor the class and help them if the city because it's cleaner and quieter.
necessary.
- Ask some Ss to share their ideas.
* Homework:
- Do vocabulary and listening exercises in workbook on page 8 & 9.
- Prepare the next lesson: Lesson 1.2 – Grammar, pages 15 & 16.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (pages 12 &
13).
____________________________________________________
Date of preparation: 22/ 09/ 2024
PERIOD 14: UNIT 2: LIFE IN THE COUNTRY
LESSON 1.2: GRAMMAR
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice and use quantifiers with countable and uncountable nouns correctly.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Know what is good/bad about where you live.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2

39
 8A3
8A4
2. Checking the old lesson:
- Call two Ss to write the new words.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: To review lesson 1.1 and introduce the grammar point in the new lesson.
* Organization:
Teacher's and Students’ activities Content
* Put the words below in the correct column: * Categorizing activity.
countable and uncountable nouns. * Answer Keys:
Air, noise, facility, vehicle, pollution, Countable Uncountable
entertainment, transportation, people, air, noise, facility, vehicle,
nature, peace, thing, car. pollution, people, thing, car
Countable Uncountable entertainment,
peace, nature,
- Ask students to work in pairs to put the transportation
words in the box into the correct column:
countable and uncountable nouns.
- Work in pairs to put the words in the
box into the correct column.
- Pick some Ss to give their answers.
- Give feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss know how to use lots of/a lot of, too many, too much, not enough
correctly.
* Organization:
Teacher's and Students’ activities Content
* Presentation. * Answer Keys:
- Ask Ss to underline quantifiers and
circle the nouns after them:
1. There are lots of people.
2. There is too much work to do.
3. There are too many cars on the road.
4. There isn't enough time to play.
- Read the four sentences again and
underline quantifiers and circle the
nouns after them.
- Pick some Ss to underline quantifiers
and circle the nouns on the board.
- Give feedback. * Answer Keys:
- Ask Ss to work in pairs to complete the
rules with lots of/a lot of, too many, too
much, not enough.

40
………………………….means a large
amount of something.
………………………….means the amount
of something countable is more than you
want.
………………………….means the amount
of something uncountable is more than
you want.
………………………….means the amount
is less than you want.
- Pick some Ss to fill in the blanks on the
board.
- Give feedback.
- Remind Ss that too many, too much, -Work in pairs to fill in the blanks to
not enough have a negative meaning complete the conversation
Task a.
- Ask Ss to work in pairs to fill in the
blanks to complete the conversation Task a. Read about verbs (to express
(using the DCR/PPT slides). preference) + gerund and fill in the
- Work in pairs to fill in the blanks to blanks.
complete the conversation.
Task b.
- Play the CD and ask Ss to listen and Task b. Listen and check your
check. answers. Listen again and repeat.
- Play the CD again and ask Ss to repeat. * Answer keys:
- Listen and repeat. is too much, lots of, enough
- Give the feedback.
C. Activity 3: Practice.
* Aims: Ss practice using the correct quantifiers with countable and uncountable
nouns.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read the examples on the left
- Ask Ss to read the sentences carefully and circle the correct words.
and choose the correct words. * Answer Keys:
- Get Ss to check the answers with their 1. many 2. aren't 3. is 4. enough
partner and explain for their choices. 5. Entertainment 6. nature
- Pick some Ss to give the answer and
explain.
- Check Ss’ answers.
Task b. Task b. Write sentences using the
- Ask Ss to write sentences using prompts.
gerunds and the prompts. * Answer Keys:
- Get Ss to pay attention to the type of 1. There is lots of peace and quiet in my

41
sentences (affirmative, negative or village.
interrogative) to use the correct structure. 2. My town doesn't have enough
- Set the time and monitor the class. entertainment.
- Let Ss check with their partner. 3. This city has too much pollution.
- Pick seven students to write seven 4. There are too many vehicles in/on my
sentences on the board. street.
- Check Ss’ answers (using the 5. There is a lot of room for people to
DCR/PPT slides). play in my city.
6. There aren't many things to do in my
village.
D. Activity 4. Application.
* Aims: Ss to use the language in the real situation.
* Organization:
Teacher's and Students’ activities Content
Task c. Task c. In pairs: Talk about your town
- Ask Ss to work in pairs to talk about using lots of/a lot of, not enough, too
your town using lots of/a lot of, not many, and too much.
enough, too many, and too much. * Sample answer:
- Work in pairs to talk about your town There are lots of vehicles in my
using lots of/a lot of, not enough, too hometown.
many, and too much. My city has too much noise.
- Monitor the class and help them if
necessary.
- Ask some Ss to talk about their town.
- Give feedback.
* Homework:
- Do grammar and writing exercises in workbook on page 9.
- Prepare the next lesson: Lesson 1.3 – Pronunciation & Speaking, pages 16 &
17.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 14).
________________________________________________________
Date of preparation: 22/ 09/ 2024
PERIOD 15: UNIT 2: LIFE IN THE COUNTRY
LESSON 1.3: PRONUNCIATION & SPEAKING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice /tʃ/ sound.
- Talk about talk about life in the country and the city, using quantifiers with
countable and uncountable nouns and politely disagreeing.
2. Competences:
- Improve communication, collaboration, and critical thinking skills.
3. Qualities:
- Know good and bad points about life in the country and life in the city.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…

42
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
* Choose the word whose underlined * Answer keys:
part is pronounced differently form 1. A 2. B 3. C
that of the others.
1. A. school B. child C. chair D. chore
2. A. peace B. bread C. meat D. beach
3. A. nature B. nation C. fashion D.
bacon
- Ask Ss to work in pairs to choose the
word with different underlined sounds.
- Work in pairs to choose the word with
different underlined sounds.
- Pick some Ss to give their answer.
- Give feedback.
* Choose the words whose main stress * Answer keys:
is placed differently from the others. 1. C 2. C 3. D
1. A. vehicle B. library
C. pollution D. hospital
2. A. theater B. animal
C. computer D. vegetable
3. A. facility B. activity
C. environment D. transportation
- Ask Ss to work in pairs to choose the
word with different main stress.
- Work in pairs to choose the word with
different main stress.
- Pick some Ss to give their answer.
- Give feedback.

43
 B. Activity 2: Forming the new knowledge.
* Aims: Ss pronounce /tʃ/ sound correctly.
* Organization:
Teacher's and Students’ activities Content
* Presentation: Task a. Pronunciation of the /tʃ/ sound.
Task a.
- List some words with /tʃ/ sound on the
board.
Chair, chore, child, chalk, teacher
- Show them how to pronounce /tʃ/
sound.
- Say the words on the board and ask
them to listen and repeat.
-Listen and take notes.
- Give the feedback.
Task b. Task b. Listen to the words and focus
- Ask Ss to listen to the words and focus on the underlined letters.
on the underlined letters (using the * Answer Key:
DCR/PPT slides). Stomach
- Listen and cross out the one with the
different sound.
- Get Ss to pay attention to some
exceptions:
Nature, picture, question, suggestion
school, character, scholarship,
Christmas
* Practice:
Task c. Task c. Listen and cross out the one
- Ask Ss to listen and cross out the one with the different sound.
with the different sound.
-Work in pairs to cross out the one with
the different sound.
- Pick some Ss to say the words and give
the answers.
- Check their answers.
- Get Ss to listen again and repeat.
Task d. Task d. Read the words to your
- Ask Ss to work in pairs to read the partner using the sounds noted in "a."
words to their partners with the correct
pronunciation.
- Ss work in pairs.
- Pick some students to say the words
and correct their pronunciation if
necessary.
- Give the feedback.

44
 C. Activity 3: Practice.
* Aims: Ss practice talking about life in the country and life in the city.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Practice the conversation.
- Ask Ss to work in pairs to practice the Swap roles and repeat.
conversation. * Answer keys:
- Work in pairs to practice the * Conversation 1:
conversation. Annie: Hi, James. Do you think it's better
- Pick some pairs to perform the to live in the city or the country?
conversation in front of the class. James: Hi, Annie. I think it's better to live
- Correct their pronunciation if in the country.
necessary. Annie: Really? Why?
Annie: Hi, James. Do you think it's James: Because there is lots of nature in
better to live in the city or the country? the country.
James: Hi, Annie. I think it's better to Annie: Yes, but it's boring. I want to live
live in the country. in the city because there is lots of
Annie: Really? Why? entertainment.
James: Because there is lots of fresh air James: Really? I think isn't enough peace
in the country. and quiet in the city, and there isn't
Annie: Yes, but it's boring. I want to live enough fresh air.
in the city because there are lots of Annie: That's true, but there are lots of
facilities. shops and movie theaters in the city.
James: Really? I think there are too James: Yes, but I still prefer the country.
many vehicles in the city, and there isn't I want to live there when I'm older.
enough room. * Conversation 2:
Annie: That's true, but there are lots of Annie: Hi, James. Do you think it's better
schools and hospitals in the city. to live in the city or the country?
James: Yes, but I still prefer the country. James: Hi, Annie. I think it's better to live
I want to live there when I'm older. in the country.
Annie: Really? Why?
James: Because there are lots of animals
in the country.
Annie: Yes, but it's boring. I want to live
in the city because there are lots of things
to do.
James: Really? I think is too much noise
in the city, and there isn't enough nature.
Annie: That's true, but there are lots of
markets and cafes in the city.
James: Yes, but I still prefer the country.
I want to live there when I'm older.
Task b. Task b. Make two more conversations
- Ask Ss to work in pairs to make two using the ideas on the right.
more conversations using the ideas on

45
 the right.
- Work in pairs to make two more
conversations using the ideas on the
right.
- Pick two pairs to perform two
conversations in front of the class.
- Correct their pronunciation if
necessary.
D. Activity 4. Application.
* Aims: Ss practice talking about life in the country and life in the city.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. In threes: Compare the points
- Introduce the task. below, and say which place you think is
- Divide the class in groups of three. better to live in and why.
- Ask Ss to share their ideas about the * Sample answers:
above points in the country and in the A: I would like to live in the country
city. because there is lots of nature.
- Ask each group to choose one to take B: That's true, but the country is boring,
notes the ideas of every member in the and there isn't enough entertainment like
group on each point. shopping malls. I'd prefer to live in the
- Go around and help if necessary. city.
C: Yes, but there is too much noise in the
city.
Task b. Task b. In your group, choose the two
- Ask Ss to discuss in their group and best and worst things about life in the
decide two best and worst things about city and life in the country, and present
life in the city and life in the country to the class.
(based on the ideas they have shared).
- Discuss in their group and decide
activities the youth center should have
next summer.
- Pick some Ss to present their group’s
ideas.
- Give feedback.
* Homework:
- Pronunciation: the /tʃ/ sound.
- Prepare the next lesson: Lesson 2.1 – Vocab & Reading, pages 18 & 19.
_______________________________________________
WEEK 6
Date of preparation: 5/10/ 2024
PERIOD 16: UNIT 2: LIFE IN THE COUNTRY
LESSON 2.1: NEW WORDS AND READING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:

46
- Learn and use vocab. related to life in the country and life in the city.
- Practice reading for gist and for detail.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Love life in the country.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to work in pairs, to talk about In pairs: Look at the picture. What are
what the children in the picture are doing the children doing? What else can
and some more leisure activities in the children do for fun in the country?
country. * Sample answers:
- Talk with their partner about the Read books, play hide and seek, fly a kite
picture and list some more leisure
activities in the country that they know.
- Pick some Ss to share their ideas.
- Give feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss know more vocabulary about leisure activities in the country.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read the sentences, then match
- Ask Ss to read the sentences and the the words with the definitions. Listen
definitions, then underline key words to and repeat.
help guess the meaning of new words. * Answer Keys:
- Read the sentences and the definitions, 1. __________: a person's place of birth

47
then underline key words. 2. __________: traditional to a group of
- Pick some Ss to share their ideas. people or a place
- Give feedback. 3. __________: a game that two teams
- Ask Ss to match the words with their hold a rope and try to pull the hardest
definitions. 4. __________: a game that two people
- Let Ss check with their partners. hold a rope and one or more people jump
- Pick some Ss to give their answers. over it
- Check their answers. 5. __________: to take flowers or fruit
- Ask Ss to listen and repeat chorally. from the plant or tree where they are
- Pick some Ss to say the words and growing
correct their pronunciation if necessary. 6. __________: a game that players use
- Check their memory by playing a game wooden toys which spin very quickly
in pairs: Student A say the definition, 7. __________: to make animals move
Student B say the word (with books together as a group
closed). * Answer Keys:
1. hometown 2. Folk
3. tug of war 4. jump rope
5. Pick 6. spinning tops
7. herd
Task b. Task b. In pairs: Talk about what you
- Ask Ss to work in pairs to talk about like to do when you visit places in the
what they like to do when they visit country.
places in the country and say the reasons. * Sample answers:
- Talk with their partners about what A: When I go to my hometown, I like to
they like to do when they visit places in play soccer with my friends.
the country. B: I prefer to play folk games with my
- Pick some Ss to share their ideas. family.
- Give feedback.
C. Activity 3: Practice.
* Aims: Ss practice reading for gist and for specific information.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read Vy's blog post. What
- Introduce the task. does she mostly talk about?
- Ask Ss to read through the blog post * Answer Keys:
and choose the main idea. 1. Popular activities in her hometown
- Give Ss some time to read. (They prefer to play outdoors. They play
- Pick some students to give their sports and folk games. The girls love to
answers and justify their choice. jump rope and pick flowers. The boys
- Give feedback. love to play tug of war and soccer.)
Task b. Now, read and circle the
correct answers.
Task b. * Answer keys:
- Ask Ss to read the questions and 1. Where was Vy last week?
underline the key words. 2. What don't kids do in Vy's hometown?

48
- Ss work in pairs. 3. What do girls like to do in Vy's
- Pick some Ss to share their ideas. hometown?
- Give feedback. 4. What do boys like to do in Vy's
- Ask Ss to read the blog post and choose hometown?
the best answer for each question. 5. What does the word it in paragraph 4
- Let Ss check with their partner. refer to?
- Pick some students to give their * Answer keys:
answers and give evidence for their 1. B – hometown (Sorry I didn't post
choices. anything last week! I couldn't use my
- Confirm the answers. computer because I wasn't at home. I
visited my family in my hometown.)
2. A - play computer games (Here, the
kids never play computer games, and they
rarely watch TV.)
3. C - pick flowers (The girls love to jump
rope and pick flowers.)
4. B - play tug of war (The boys love to
play tug of war and soccer.)
5. A- a game (I prefer to play chess
because it's more relaxing than some folk
games. My uncle and I sometimes sit
down and play it under a tree.)
D. Activity 4. Application.
* Aims: Ss get opportunities to talk about their favorite folk games.
* Organization:
Teacher's and Students’ activities Content
Task d. Task d. In pairs: Which folk games do
- Ask Ss to work with their partner to you like? Why?
talk about the folk game they like and * Sample answers:
state the reasons. I really like tug of war because it's
- Work with their partner to talk about exciting,
the folk game they like and state the and many people can play it together.
reasons.
- Pick some Ss to share their ideas.
- Give feedback.
* Homework:
- Do vocabulary and reading exercises in workbook on pages 10 & 11.
- Prepare the next lesson: Lesson 2.2 - Grammar, pages 19 & 20
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 15).
____________________________________________
Date of preparation: 05/10/ 2024
PERIOD 17: UNIT 2: LILE IN THE COUNTRY
LESSON 2.2: GRAMMAR
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:

49
- Learn, practice and use Verbs expressing preference + to infinitive and adverbs
of frequency.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Have knowledge about folk games.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Write the new words.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: To review vocabulary about folk games.
* Organization:
Teacher's and Students’ activities Content
* Word race: * Possible words:
- Divide the class into two groups. Tug of war, hide and seek, herd buffalo,
- Play the game in two groups. pick flowers, play soccer, spinning tops,
- Pick one student at a time to mime the jump rope, fly a kite.
game given in a piece of paper; ask the
two groups to guess; decide the winner
with mor correct guesses.
- Give the feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss know the verb form after Verbs (to express preference) and how to use
Adverbs of frequency correctly.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to read the sentences below I. Verbs (to express preference) + to -
and circle the Verbs (to express infinitives.
preference) and underline the verbs after * Answer keys:
them, then answer the question: To infinitive
- Read the sentences below and circle the
Verbs (to express preference) and
underline the verbs after them, then -Listen and take notes.
answer the question.

50
What’s the form of the verbs after verbs
to express preference?
A: What do kids in your town like to do?
B: They like to play tug of war here.
- Pick some Ss to give the answers. -Insert the adverbs of frequency on the
- Check their answers. time line.
- Give some more examples:
I love to play folk games.
She prefers to play spinning tops.
They don't like to go to the park.
II. Adverbs of frequency.
- Write some adverbs of Frequency on * Answer keys:
the board: never, rarely, sometimes,
often, usually, always.
- Ask Ss to insert the adverbs of
frequency on the time line:

- Pick some Ss to give the answers.

- Check their answers.
- Introduce the use of Adverbs of
frequency: to say how often things
happen. * Answer keys:
- Review the positions of Adverbs of We use adverbs of Frequency before
frequency by asking Ss to complete the verbs and after To Be.
rules with after or before:
We use adverbs of Frequency … verbs
and … To Be.
- Pick some Ss to give the answers.
- Confirm their answers.
Task a.
- Ask Ss to read about verbs (to express Task a. Read about verbs (to express
preference) + to-infinitives and adverbs preference) + to-infinitives and
of frequency, then fill in the blanks with adverbs of frequency, then fill in the
appropriate words. blanks.
- Ss read about verbs (to express
preference) + to-infinitives and adverbs
of frequency, then fill in the blanks.
- Get Ss to check with their partners.
- Pick some Ss to give their answers.
Task b.
- Ask Ss to listen and check. Task b. Listen and check your
- Pick some Ss to share their ideas. answers. Listen again and repeat.
- Check their answers. * Answer keys:
- Ask Ss to listen again and repeat What do kids like to do in your town?
They like to jump rope here. They usually

51
chorally. jump rope on the beach.
- Pick some pairs to read the
conversation again and check their
pronunciation if necessary.
C. Activity 3: Practice.
* Aims: Ss practice using Verbs (to express preference) + to -infinitives and Adverb
of Frequency correctly.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read the examples and notes
- Introduce the task. above, then unscramble the sentences
- Ask Ss to unscramble the sentences. * Answer Keys:
- Let Ss check with their partner. 1. We love to visit the country.
- Pick some students to write their 2. He prefers to play folk games.
sentences on the board. 3. Where does she like to play?
- Check their sentences. 4. I don't like to play shuttlecock.
5. Do they like to visit their hometown?
6. I never play spinning tops with my
sister.
7. Do you always herd buffalo on the
weekends?
8. People rarely play folk games in cities.
Task b. Task b. Write sentences using the
- Ask Ss to write sentences using the prompts.
prompts. * Answer keys:
- Let Ss check with their partner. 1. I like to visit the country.
- Pick some Ss to write their answers on 2. Does she prefer to jump rope?
the board. 3. What do kids like to play here?
- Check their answers. 4. He likes to play tug of war.
5. We don't like to pick flowers.
6. We don't often play spinning tops after
school.
7. Who does she usually jump rope with?
8. People in my hometown sometimes
Task c. play folk games.
- Ask Ss to work in pairs to ask and Task c. In pairs: Ask and answer about
answer about what An likes to do. what An likes to do.
- Work in pairs to ask and answer about * Sample:
what An likes to do. A: Does An like to jump rope?
- Pick some pairs to speak. B: No, she doesn't. She never jumps rope.
- Give feedback.
D. Activity 4. Application.
* Aims: Ss use the language in real situation.
* Organization:
Teacher's and Students’ activities Content

52
 - Ask Ss to work in pairs to ask and * Sample:
answer about what they like doing for A: What do you like to do for fun?
fun and how often they do those B: I prefer to play sports. I often play
activities. badminton with my friends after school.
- Work in pairs to ask and answer about
what they like doing for fun and how
often they do those activities.
- Pick some pairs to speak.
- Give feedback.
* Homework:
- Do exercises in workbook on page 11.
- Prepare the next lesson: Lesson 2.3 – Pronunciation & Speaking, pages 21 &
22.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 16).
____________________________________________

Date of preparation: 05/10/ 2024

PERIOD 18: UNIT 2: LILE IN THE COUNTRY
LESSON 2.3: PRONUNCIATION & SPEAKING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice intonation for Yes / No questions.
- Practice talking about folk games and activities in the country, using Which
activities do you prefer to do? Which activities don't you like? Why?!
prepositions of time?
2. Competences:
- Improve communication, collaboration, analytical and critical thinking skills.
3. Qualities:
- Love life in the country.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3

53
 8A4
2. Checking the old lesson:
- Do exercises in workbook on page 11.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: to review lesson 2.2 and lead in the new lesson.
* Organization:
Teacher's and Students’ activities Content
- Show the wordsearch on the board, * Wordsearch game:
using DCR.
- Divide the class into 2 groups.
- Ask 2 Ss from 2 groups to circle the
folk games said by the teacher in the
wordsearch. The faster will get one
points.
- Decide the winner with more points.
B. Activity 2: Forming the new knowledge.
* Aims: Ss pronounce Yes/No questions correctly.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Intonation for Yes/No
- Write some Yes/No questions on the questions.
boards. * Answer key:
Does he like to play folk games? Rising intonation.
Do you prefer to live in the city?
- Say the questions.
- Ask Ss to tell the intonation they hear:
rising or falling intonation.
- Confirm the answer.
Task b. Task b. Listen to the words and how
- Ask Ss to listen to the questions and the intonation rises.
notice how the intonation rises. (using
the IWB).
Does she like to eat hamburgers?
Do they like to jump rope?
- Listen to the words and focus on
the intonation.
- Gets Ss to listen again and repeat
chorally.
- Pick some Ss to say the questions
individually and correct their intonation
if necessary.
Task c. Task c. Listen and cross out the
- Ask Ss to listen and cross out the the sentence that doesn't have rising

54
sentence that doesn't have rising intonation.
intonation. * Answer Keys:
- Listen and cross out the sentence that Do you like to visit the country?
doesn't have rising intonation. (Intonation falls.)
- Pick some Ss to give the answers.
- Check their answers.
- Get Ss to listen again and repeat.
Task d. Task d. Read the sentences with the
- Ask Ss to work in pairs, reading the rising intonation to a partner.
questions to their partners with the
correct intonation.
- Work in pairs, reading the questions to
their partners with the correct intonation.
- Pick some students to say the questions
and correct their intonation if necessary.
- Give the feedback.
C. Activity 3: Practice.
* Aims: Ss practice talking about what young people like to do in these places.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Ask and answer about what
- Ask Ss to work in pairs to ask and young people like to do in these places.
answer about what young people like to * Answer keys:
do in these places. * Conversation 1:
- Work in pairs to ask and answer about A: What do young people like to do in
what young people like to do in these Summerdale?
places. B: They like to play shuttlecock. They
- Go around and help if necessary. often play at the park.
- Pick one pair to read the conversations. * Conversation 2:
- Check their answers. A: Do young people like to play spinning
tops in Greenville?
B: No, they don't. They prefer to pick
flowers.
* Conversation 3:
A: What do young people like to do in
Riverton?
B: They like to play Tug of war. They
always play at school.
* Conversation 4:
A: Do young people like to herd buffalo
in Mapleton?
B: No, they don’t. They prefer to jump
rope.
* Conversation 5:
A: What do young people like to do in

55
 Vermont?
B: They like to herd buffalo. They usually
do it at the weekend.
* Conversation 6:
A: Do children like to play soccer in
Hornsey?
B: No, they don’t. They prefer to play
shuttlecock.
D. Activity 4. Application.
* Aims: Ss practice talking about activities in the country they prefer to do or don't
like to do.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. In pairs: What activities do
- Ask Ss to work in pairs to talk about young people often like to do in the
the activities given and some of their country? Where and when do they
own ideas about what young people usually do the activities? Talk about
often like to do in the country. the activities below and some of your
tug of war own ideas.
herd buffalo * Sample conversation:
pick flowers A: What do young people like to do in the
shuttlecock country?
spinning tops B: They like to jump rope. They usually
jump rope jump rope after school.
- Work in pairs to talk about the A: Do they like to play tug of war?
activities given and some of their own B: Yes, they do, but I think they prefer
ideas about what young people often like to...
to do in the country.
Task b. Task b. Which activities do you prefer
- Ask Ss to work in pairs to ask and to do? Which activities don't you like?
answer about the activities in the country Why?
they like or don’t like to do. * Sample answer:
- Work in pairs to ask and answer about I prefer to play tug of war because it’s
the activities in the country they like or fun and I can play with my friends. I
don’t like to do. don’t like to herd buffalo because it’s
- Go around to help if necessary. boring.
- Pick some pairs to perform their
conversations.
- Give feedback.
* Homework:
- Pronunciation: the rising intonation of Yes/No questions.
- Prepare the next lesson: Lesson 3.1 – Reading & Writing, pages 22 & 23
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 17).
____________________________________________
WEEK 7

56
Date of preparation: 12/10/ 2024
PERIOD 19: UNIT 2: LILE IN THE COUNTRY
LESSON 3.1: READING & WRITING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice reading for main ideas and specific information/ detail.
- Learn how to write long-form announcements.
2. Competences:
- Improve communication, collaboration, writing and critical thinking skills.
3. Qualities:
- Love their country more.
- Proud of the country’s festivals.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
2. Checking the old lesson:
- Do the exercise in WB.
3. New lesson:

A. Activity 1: Determine the learning task: Warm up.

* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to work in pairs, look at the * Let’s talk! In pairs: Look at the
picture and answer the questions: pictures. What traditional festivals can
What traditional festivals can you see? you see? What are some other
What are some other activities people do activities people do during these
during these festivals? festivals?
- Work in pairs, look at the picture and * Answer Keys:
answer the questions. - Ss’ own answers.
- Call some pairs to give their answers.
- Give feedback.
B. Activity 2: Reading.
* Aims: Ss improve their reading skills.
* Organization:
Teacher's and Students’ activities Content
* Pre-reading:
- Ask Ss to look at the picture and the
title of the announcement, then guess its
main purpose.
- Pick some Ss to give their answers.

57
- Write their guesses on the board.
Task a. Task a. Read the announcement. What
- Ask Ss to read the announcement and is the main purpose of it?
choose the best main purpose. 1. Say when and where the festival will
- Read the announcement and choose the be.
best main purpose. 2. Say what you can do at the festival.
- Let Ss check the answer with their * Answer Keys:
partners. 2. Say what you can do at the festival.
- Pick some Ss to give their answers.
- Check the answer.
* Vocabulary:
- take place (v phr) /teɪk pleɪs/ xảy ra
- People’s Committee (n phr) /ˈpiːpəlz kə
ˈmɪti/ ủy ban nhân dân
- Eve (n) /iːv/ ngày hoặc đêm trước lễ hội
- candied (a) /ˈkændid/ tẩm ướp đường
- Ask Ss to read the text and underline
the words above.
- Get Ss to try to guess their meanings in
the context first.
- Explain the meanings of the words.
- Ask Ss to listen and repeat chorally and
individually.
- Check Ss’ remembering.
* While-reading:
Task b. Task b. Now, read and write True,
- Use DCR to show the task. False, or Doesn't say.
- Ask Ss to read the statement carefully * Answer keys:
and underline the key words. 1. The announcement is for the 2020 Tết
- Get Ss to scan the text to find the key festival in Hiền Lương Village.
words. 2. The festival will be on Lê Duẩn Street.
- Ask Ss to write True, False, Doesn’t 3. The festival is only free for children.
say next to the statements based on the 4. You can enjoy music performances
information they find in the text. from famous Vietnamese singers.
- Set the time and monitor the class. 5. The festival will have some types of
- Pick some Ss to give their answers and traditional Tết food like candied fruit and
give evidence. bánh chưng.
- Check Ss’ answers (using the DCR). - Read the text again and write True,
* Answer Keys:
1. False (2024 Hiền Lương Village Tết
Festival)
2. True (the 2024 Hiền Lương Village Tết
Festival will take place on Lê Duẩn
Street from January 21st to January 29th
from 8 a.m. to 10 p.m.)

58
 3. False (This is a free event for
everyone.)
4. Doesn't say (Enjoy activities like street
music performances and lion dances.)
5. True (Enjoy different types of
traditional Tết food like bánh chưng or
candied fruit.)
Task c. Task c. Listen and read.
- Play the CD and ask Ss to listen and
read.
- Ss listen and read.
- Pick some Ss to read the passage and
correct their pronunciation if necessary.
- Give the feedback.
* Post – reading: .
Task d. Task d. In pairs: Which Tết activities
- Ask Ss to work in pairs to answer the do you like best? Why?
questions. * Sample answer:
- Work in pairs to answer the questions. I like playing games with my family
- Monitor the class and help them if and friends because it's fun!
necessary.
- Pick some Ss to share their ideas.
C. Activity 3: Writing.
* Aims: Ss know the structure of a long-form announcement and what to write in
each part.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read about writing long-form
- Ask Ss to read about writing long-form announcements. Then, read the
announcements and answer the questions announcement for the Tết Festival
below in pairs: again and underline the place, time,
a) How many parts are there in a long- cost, activities, and food for the event
form announcement?
b) What is the function of each part?
- Read about writing basic descriptive
passages and answer the questions in
pairs.
- Pick some Ss to give their answers.
- Check the answer. * Answer Keys:
* Writing skill: Writing long-form a) There are five parts: a heading, a
announcements. summary sentence, a call to action, the
- To write a long-form announcement, cost, the different activities and food.
you should: b) A heading: say what the event is.
1. Write a heading. Say what the event A summary sentence: say what, where,
is. and when the festival is.

59
 The 2024 Culture Festival A call to action: ask the readers to take
2. Write a summary sentence about what, part or join in.
where, and when the festival is. The cost: say how much a ticket is
We are excited to announce the 2024 Activities and food :say the different
Culture Festival will take place at King activities and food at the festival.
Park on Saturday, * Answer keys:
October 8th from 1 p.m. to 10 p.m. Place: Lê Duẩn Street
3. Give a call to action. Ask the readers Time: from January 21st to January 29th
to take part or join in. from 8 a.m. to 10 p.m.
Come and celebrate the 2024 Culture Cost: free
Festival… Activities and food:
4. Say the cost. - Street music performances and lion
This is a free event for everyone; Tickets dances.
to the festival cost 50,000 VND. - Watch the amazing fireworks show
5. Say the different activities and food at - Enjoy different types of traditional Tết
the festival. food like bánh chưng or candied fruit.
Enjoy activities like…, Take part in…,
Eat many types of traditional food like…

- Ask Ss to read the announcement for

the Tết Festival again and underline the
place, time, cost, activities, and food for
the event.
- Let Ss check with their partners.
- Pick some Ss to give their answers.
- Check the answer.
Task b. Task b. Reorder the parts of the
- Ask Ss to number the sentences (1–5). announcement. Use the Writing skill
- Set the time and go around to help. box to help you.
- Let Ss check with their partners. * Answer keys:
- Pick some Ss to write their answers on 1. The 2024 Mid-Autumn Festival
the board. 2. We are happy to announce the 2024
- Check the answers. Mid-Autumn Festival will take place on
Tickets to the festival cost 25,000 VND. Nguyễn Huệ Street on Tuesday,
Take part in activities like a lantern September 21st from 1 p.m. to 9 p.m.
parade. 3. Come and take part in the 2024 Mid-
The 2024 Mid-Autumn Festival Autumn Festival.
Come and take part in the 2024 Mid- 4. Tickets to the festival cost 25,000
Autumn Festival. VND.
We are happy to announce the 2024 5. Take part in activities like a lantern
Mid-Autumn Festival will take place on parade.
Nguyễn Huệ Street on Tuesday,
September 21st from 1 p.m. to 9 p.m.
* Homework:

60
- Do exercises in workbook on page 12.
- Prepare the next lesson: Lesson 3.2 – Speaking & Writing, page 23.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 18).
_________________________________________
Date of preparation: 12/10/ 2024
PERIOD 20: UNIT 2: LILE IN THE COUNTRY
LESSON 3.2: SPEAKING & WRITING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Talk about festivals in the country.
- Write an announcement for a festival in the country.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Love the country.
- Proud of the festivals of the country.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: To review lesson 3.1 and lead in the new lesson.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to work in pairs, putting the * Ordering sentences:
sentences below in the correct order: * Answer keys:
A. Try lots of traditional food, like bánh A. 5 B. 3 C. 2 D. 1 E. 4
chưng, and enjoy live performances.
B. Come and enjoy a great day at the
Peace Town Tết Festival.
C. We're pleased to announce the 2025
Peace Town Tết Festival will be at Main
Street
Hall on Wednesday, January 29th at 2
p.m.

61
D. The 2025 Peace Town Tết Festival
E. Tickets cost 60,000 VND for adults
and 30,000 VND for children.
- Work in pairs, putting the sentences
below in the correct order.
- Call some pairs to give their answers.
- Give feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss practice asking and answering about a traditional festival and get ideas
for their writing task.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. In pairs: Discuss some
- Ask Ss to work in pairs to make a list common activities and food at
of festivals in Vietnam and their festivals in Vietnam.
activities as well as traditional food.
- Work in pairs to make a list of festivals
in Vietnam and their activities as well as
traditional food
- Elicit ideas from Ss.
- Give feedback.
Task b. Task b. Now, imagine you are
- Explain the task. members of the cultural department
- Give Ss time to discuss with their of a small town in the country and are
partners and complete the mind map. planning a traditional festival. In
- Go around to help if necessary. pairs: Use the questions to discuss the
- Pick some pairs to present about the points on the mind map below and
festival they have discussed. write in your own ideas.
- Give feedback. * Sample answer:

C. Activity 3: Practice.
* Aims: Ss to practice writing a long-form announcement about a traditional
festival in Vietnam.
* Organization:
Teacher's and Students’ activities Content
* Pre - writing. * Answer Keys:
- Ask Ss the following questions: a) There are five parts: a heading, a
a) How many parts are there in a long- summary sentence, a call to action, the
form announcement? cost, the different activities and food.
b) What is the function of each part? b) A heading: say what the event is.
- Ss work individually. A summary sentence: say what, where,

62
- Call some Ss to answer. and when the festival is.
- Give the feedback. A call to action: ask the readers to take
part or join in.
The cost: say how much a ticket is
Activities and food: say the different
activities and food at the festival.
* Post - writing. Let’s write: Now, write the
- Assign the task. announcement for the festival you
- Give Ss some time to write. planned in Speaking. Use the Writing
- Write a long-form announcement, Skill box and your speaking notes to
using the information they have help you. Write 80 to 100 words.
discussed. * Sample passage:
- Monitor the class and help them if Tiger Village Mid-Autumn Festival We
necessary. are happy to announce the 2024 Tiger
- Pick some Ss to show their writing and Village Mid-Autumn Festival will take
give feedback. place at Lương Như Hộc Street on
- Show sample passage. Wednesday, September 21st from 1 p.m.
to 9 p.m. Come and celebrate the Mid-
Autumn Festival in Tiger Village next
Wednesday. This is a free event for
everyone. There are lots of activities
and types of food to enjoy. Enjoy
activities like traditional music
performances and lion dances. Take
part in a lantern parade or buy a
colorful mask. Enjoy different types of
traditional food like mooncakes. Bring
your family and friends!
D. Activity 4. Application
* Aims: Ss realize their mistakes in writing and correct them.
* Organization:
Teacher's and Students’ activities Content

Post-writing.
- Give feedback, correct Ss’ mistakes.
- Use the feedback form to give
evaluation. Focus on:
+ the format, the structures.
+ the understandability.
+ the coherence and cohesion.
- Look, listen and correct mistakes.

63
* Homework:
- Do exercises in workbook on page 13.
- Prepare the next lesson: Review Unit 1, page 86.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 19).
_____________________________________________________
Date of preparation: 12/10/ 2024
PERIOD 21: UNIT 2 LIFE IN THE COUNTRY
REVIEW
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Review the target language learnt in the unit.
- Practice test taking skills.
2. Competences:
- Improve communication, collaboration, writing and critical thinking skills.
3. Qualities:
- Love our country.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in WB.
3. New lesson:

A. Activity 1: Determine the learning task: Warm up.

* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
- Explain the game: 2 Ss from 2 teams * Guessing game:
go to the board facing their classmate; T * Possible words:
write words (one at a time) on the board Pollution, facility, noise, quiet, vehicle,
for the 2 Ss to guess; the Ss who can nature, entertainment, …
guess the words will get points for their
teams.
- Get Ss to play in 2 teams.
- Play the game in 2 teams.

64
- Decide the winner with more points.
B. Activity 2: Forming the new knowledge.
* Aims: Ss listen for details and understand the conversation.
* Organization:
Teacher's and Students’ activities Content
* Pre-listening: You will hear two students talking
- Ask Ss to read the instructions and about country and city life. Listen and
answer the questions: fill in the blanks. You will hear the
a) What is the conversation about? information twice.
b) What do you have to do? * Answer Keys:
c) Underline key words. a. It is about life in the country and life in
- Read the instruction and answer the the city.
questions. b. Fill in the blanks.
- Pick some Ss to answer the questions. c. Key words:
- Give feedback. There are lots of these in the city:
There is more of this in the country than
the city:
What Jessica likes in the city:
There are too many of these in the city:
There isn't enough of this in the city:
There aren't enough of these in the
country:
* While – listening: * Answer Keys:
- Ask Ss to listen and fill in the blanks. 0. museums and malls 1. cafés
- Remind Ss that all of the missing words 2. fresh air 3. vehicles
are nouns. 4. room 5. schools
- Let Ss check answers with their
partners after the first listening.
- Check Ss’ answers after the second
listening.
- Give the feedback.
C. Activity 3: Practice.
* Aims: Ss practice reading for details.
* Organization:
Teacher's and Students’ activities Content
* Pre-reading: * Answer Keys:
- Ask Ss to read the instruction and say Read and choose the correct answer for
what they have to do. each question.
- Read the instruction and say what they
have to do. * Look and read. Choose the correct
- Pick some Ss to answer the questions. answer (A, B, or C).
- Give feedback.
* Vocabulary:
- Roller skating (n) /ˈroʊlə skeɪt/ trượt
patin

65
- Competition (v) /ˌkɑːmpəˈtɪʃən/ cuộc thi
- Sports center (v) /ˈspɔːts sentər/ trung
tâm thể thao
- Ask Ss to read the text and underline
the words above.
- Get Ss to try to guess their meanings in
the context first.
- Explain the meanings of the words.
- Ask Ss to listen and repeat chorally and
individually.
- Check Ss’ remembering.
- Ask Ss to read the questions and
underline key words. * Answer Keys:
1. Where does Tâm live? 1. Where does Tâm live?
2. What is Tâm good at? 2. What is Tâm good at?
3. What does Tâm like to do more than to 3. What does Tâm like to do more than to
play shuttlecock? play shuttlecock?
4. What activity does Tâm's brother not 4. What activity does Tâm's brother not
like to do? like to do?
5. What does Tâm's family like to do 5. What does Tâm's family like to do
together? together?
* While-Reading: * Look and read. Choose the correct
- Ask Ss to read the text; scan the key answer (A, B, or C).
words and choose the correct answer * Answer keys:
- Monitor the class and help them if 0. B. Di Linh (My name is Tâm, and I live
necessary. in Di Linh)
- Let Ss check the answers with their 1. A. tug of war (. I also like to play tug of
partners. war. I'm strong, so I'm really good at it.)
- Pick some Ss to give their answers and 2. C. jump rope (My friends often play
state evidence. shuttlecock. I don't really like it. I think
- Give feedback. it's boring. I prefer to jump rope or go to
my folkdance class.)
3. A. dance (My brother doesn't really
like to dance.)
4. B. play board games (My family likes
to play board games together.)
D. Activity 4. Application.
* Aims: Students can use the vocabulary and ideas from the reading text to develop
their speaking skill.
* Organization:
Teacher's and Students’ activities Content
* Post-reading: In pairs: Tell your partner who you
-Ask Ss to tell their partner who they usually spend your free time with
usually spend their free time with (friends or family) and what you
(friends or family) and what they usually usually do with them.

66
 do with them. * Sample answers:
- Tell their partner who they usually I usually spend my free time with my
spend their free time with (friends or family. We usually have a picnic in the
family) and what they usually do with park on the weekends.
them. I usually spend my free time with my best
-Pick some Ss to tell their partners’ friends. We usually play basketball
sharing. together after school.
- Give feedback.
* Homework:
- Do exercises in workbook on page 51.
- Prepare the next lesson: Review Unit 2, page 87.
_______________________________________________________
Date of preparation: 12/10/ 2024
PERIOD 22: LIFE IN THE COUNTRY
REVIEW
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Review the target language learnt in the unit.
- Practice test taking skills.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Love the country more.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in WB.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Ss practice pronounce the words they have learnt correctly.
* Organization:
Teacher's and Students’ activities Content
* Choose the word whose underlined
part is pronounced differently form
that of the others.
1.A. dance B. hate C. play D. say

67
2.A. strong B. cold C. hot D. long
3. A. jumps B. joins C. herds D. sees
* Choose the words whose main stress
is placed differently from the others.
1.A. visit B. listen C. finish D. enjoy
2. A. village B. country C. event D. city
3.A. tradition B. buffalo
C. computer D.museum
- Explain the game.
- Get Ss to play in 2 teams.
- Play the game in 2 teams.
- Decide the winner with more points.
B. Activity 2: Forming the new knowledge.
* Aims: Ss review the vocabulary learnt in the unit.
* Organization:
Teacher's and Students’ activities Content
I. Vocabulary: * Circle the correct answers.
- Ask Ss to read the sentences and * Answer Keys:
underline the key words that help them 1. It's going to take a long time to get
choose the correct word to complete home. There are lots of _______ on the
them. street.
- Read the sentences and underline the 2. I'm going back to my ______ this
key words. weekend. My parents still live there.
- Give Ss time to choose the correct 3. My brother is really strong. His team
words to complete the sentences. always wins _______.
- Let them compare their answers with 4. There's so much ______in my village.
their partners. There are lots of beautiful birds and
- Pick some Ss to give their answers. flowers.
- Give feedback. 5. There isn't any ________ in the
country. There's nothing to do for fun.
6. I prefer to live in the city because there
are more public _______ such as sports
centers and libraries.
7. Many kids in the country ________
cows or water buffalo to help their
parents.
* Answer keys:
1. b 2. a 3. a 4. c 5. a 6. b
7. b
C. Activity 3: Practice.
* Aims:
- Ss review grammar learnt in the unit.
- Ss pronounce the new words correctly.
* Organization:
Teacher's and Students’ activities Content

68
II. Grammar: * Underline the mistakes and write the
- Use IWB to show the task. correct words on the lines.
- Review the use of lots of/a lot of, too * Answer keys:
many, too much, not enough. 1. too much –> too many
- Give Ss time to find out the mistakes 2. There are –> There is
and correct them. 3. prefer pick –> prefer to pick
- Let them compare their answers with 4. like hang out –> like to hang out
their partners. 5. many hospital –> many hospitals
- Pick some Ss to write their sentences 6. Who usually do you –> Who do you
on the board. usually
- Give feedback. 7. There aren't –> There isn't
IV. Prnunciation: * Circle the word that has the
- Ask Ss say the words. underlined part pronounced
- Get them choose the word that has the differently from the others.
underlined part pronounced differently * Answer keys:
from the others. 1. B 2. A 3. C
- Choose the word that has the
underlined part pronounced differently
from the others.
- Show them the pronunciation of the
words (using PPT slides) and confirm
the answers.
D. Activity 4. Application.
* Aims: Ss write about the differences between country life and city life.
* Organization:
Teacher's and Students’ activities Content
V. Writing: * Write about the differences between
- Ask Ss to list the advantages and country life and city life. Write 80 to
disadvantages of life in the country and 100 words.
life in the city. * Possible answers:
- List the advantages and disadvantages Advantages Disadvantages
of life in the country and life in the city. Country Fresh air Boring
- Remind them of the use of quantifiers Nature Not much
with countable and uncountable nouns Peace & entertainment
correctly. quiet
- Give Ss some time to write. City Facilities Noise
- Pick some Ss to show their writing. Lots of Pollution
- Give feedback. things to do Too many
for fun. vehicles
* Sample:
There are many differences between the
city and the country. The city has a lot of
people. There is too much traffic and
pollution in cities because there are so

69
 many people. There is also too much
noise in cities. Cities also don't have
enough fresh air. Cities have a lot of
things to do and places to go like movie
theaters. The country has a lot of nature,
but there aren't enough things to do. The
country also has a lot of wild animals
and farms. I think the country is boring.
* Homework:
- Review vocabulary and grammar points in the lesson.
- Prepare the next lesson: Unit 3, page 24.
____________________________________________
Date of preparation: 20/10/ 2024
WEEK 8
PERIOD 23. REVISION
I. OBJECTIVES:
1. Knowledge
- Review the language they have learnt include pronunciation, vocabulary and
grammar they have learnt from unit 1- 2 by doing exercises.
- Vocabulary: words related topics: freetime, life in the countryside.
- Grammar: - Verbs (to express preference) + gerund.
- Present Simple for future meaning
- Prepositions of time.
- Quantifiers with countable/ uncountable nouns.
- Verbs (to express preference) + to-infinitives.
- Adverbs of frequency.
- Pronunciation:
- Pronoun the sounds /s/ and /z/ at the end of the verbs.
- /sk/ sound. /ʧ / sound/ Intonation for questions.
2. Competences
- Being self - educated, problem solving, being creative, self - management,
communicating, co – operating; use English to develop 4 skills; the ability of
using words and structures they’ve learnt.
- Do exercise skills.
3. Quality:
- Love for the country; responsibility of the citizens in our country.
- Have a positive attitude in English language learning so that they actively
participate in all classroom activities.
- Review the old lesson and have good preparation for any assessment.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Class Attendance Absence

70
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in WB.
3. New lesson:
Teacher's and Students’ activities Contents
A. Activity 1: Determine the learning task. Warm up: game “Quiz”
a. Aims: To revise the vocabulary they learnt in Unit 1.
b. Organization:
- Have Ss take part in the game. Have Ss
choose the correct answer A-B-C-D
- Ss work individually.
- T calls some Ss to give the answers.
- Give feedback
B. Activity 2: Forming the new knowledge. Revision.
a. Aim: To understand all the grammatical structures in the lesson.
b. Organization : Teacher’s instruction.
- Ask students to repeat the use and form I. Grammar
of the verbs (to express preference) + 1. Verbs (to express preference) +
gerund. gerund.
- Work individually - We can use Verbs (to express
- Call some students write their answers preference) + gerund to tlk about things
on the board. we prefer, like and dislike. Some verbs
- Teacher gives the remarks and gets that we often use are: prefer,like, love,
feedback. enjoy, don’t like, hate.

- Ask students to repeat the use and form

of the present simple
- Work individually
- Call some students write their answers 2. The present simple:
on the board. - We can use Present Simple for future
- Teacher gives the remarks and gets meaning to talk about a set schedule.
feedback. We often do this by saving the day or
time of the schedule activity.
- Ask students to repeat some preposition Ordinary verb:
of time they learnt. + S + V(e/es)
- Work individually. Then compare with S + do/does + not + V
their partner ? Do/ Does (not) + S + V..?
- Call some students give their answers on Yes,S +do/ does.
the board. No, S + don’t/ doesn’t.
- Teacher gives the remarks and gets

71
feedback.
3. Preposition of time
- We can use Prepositions of time to
talk about when we will do something.
- We can use from….to….to say hơ
long something lasts.
-We can use until to say up to the time
mentioned.

C. Activity 3: Practice
a. Aim: To practice consolidating their knowledge by doing exercises.
b. Organization : Teacher’s instruction.

- Asks sts to do Ex I,II.

- Do individually. I. Choose the correct answer.
- Call 3- 4 SS to give the answers. 1. Tomorrow the sun (rises/ is rising) at 6.44
- T check and give the right and it (sets/ is setting) at 18.33.
answers. 2. I (don’t do / am not doing) anything
tonight. I want to relax.
3. What time (do you meet/ are you meeting)
John on Sunday?
4. This year the school (ends/ is ending) on
28 June.
5. After the reconstruction, the supermarket
(opens/ is opening) on Monday again
6. I can’t help you. I (see/ am seeing) the
doctor this afternoon.
7. We’ve already booked our holiday. We
(go/ are going) to Rome in May.
8. Could you meet us at the airport tomorrow
morning? The plane (lands/ is landing) at
10.15.
9. The piano concert doesn’t start/ is not
starting) at 8 °’clock. It’s cancelled.
10. (Do you have/ Are you having) your
birthday party this week or next week? I
forgot.
II. Choose the correct answer.
1. I will keep asking by/ untilyou send my
payment.
- Asks st to do Ex II 2. The shop is open by/ until 9 pm.
- Do individually. 3. They said that they would finish the job
- Call 3- 4 SS to do on the board. by/ until Friday.
- T check and give the right
answers.

72
 4. I waited for him by/ until 12 o’clock and
then I went home.
5. I will be staying in this city by/ until the
end of this month.
6. I will be home five o’clock.
7 By/ Until the end of the party, everybody
was drunk.
8. I will be in bed by/ until the time you get
home.
9. I will be ready by/ until the time you
arrive.
10. I will wait here by/ until you come back.
III. Complete the sentences, using the -ing
form of the given verbs.
- Asks st to do Ex II
- Do individually. do stay travel take do
- Call 3- 4 SS to do on the board. collect plant go eat watch
- Check and give the right answers 1. We enjoy................ a walk around the lake
every evening.
2. My friend Jenifer loves ......... unique
things.
3. Most of my friends don’t like........
homework at the weekend.
4. Do you like..........flowers in the balcony?
5. I hate.......outdoors in summer. It’s so hot.
6. I don’t like ........ challenging sports like
ice skating or surfing.
7. My cousin David adores ......... photos. He
has got an expensive camera.
8. Who dislikes.........films on TV?
9. Does Laura hate...... noodles?
10. My mother detests ......................... by
bus because she can be carsick.

D. Activity 4: Application
a. Aim: Students apply the knowledge to do exercises
b. b. Organization : Teacher’s instruction.
- Ask students to do the exercises IV. Rearrange the given phrases to
- Work individually. Then give the make a complete sentence.
answers in front of the class. 1. to/ you/ listening/ like/ music?/ Do
- Call some students give heir answers. 2. in/ My/ flowers/ mother/ the/

73
- T gives the remarks and check planting/ garden./ loves
3. swimming/ the/ parents/ enjoy/ My/
in/ sea./ really
4. cycling/ Do/ fancy/ now?/ you
5. and/ I/ My/ playing/ adore/ chess./
brother
6. collecting/ dislikes/ stamps./ Rose
7. taking/ I/ a/ don’t/ in/ winter./
shower/ like
8. detests/ Laura/ pottery./ making__
9. laboratory/ Minh Nam and I/
spending/ love/ a/ do/ hours/ to/ an
experiment./ in
10. interested in/ I/ fishing/ cold/ am
not/ weather./ in/ this
* Homework/ Guides for homework.
- Learn by heart the structures you've studied.
- Prepare the next revision.
__________________________________________________________

Date of preparation: 20/10/ 2024

PERIOD 24 REVISION
I. OBJECTIVES:
1. Knowledge
- Review the language they have learnt include pronunciation, vocabulary and
grammar they have learnt from unit 1- 2 by doing exercises.
- Vocabulary: words related topics: freetime, life in the countryside.
- Grammar: - Verbs (to express preference) + gerund.
- Present Simple for future meaning
- Prepositions of time.
- Quantifiers with countable/ uncountable nouns.
- Verbs (to express preference)+ to-infinitives.
- Adverbs of frequency.
- Pronunciation:
- Pronoun the sounds /s/ and /z/ at the end of the verbs.

74
 - /sk/ sound.
- /ʧ / sound.
2. Competences
- Being self - educated, problem solving, being creative, self - management,
communicating, co – operating
3. Quality:
- Love for the country; responsibility of the citizens in our country.
- Have a positive attitude in English language learning so that they actively
participate in all classroom activities.
- Review the old lesson and have good preparation for any assessment.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in WB.
3. New lesson:
Teacher's and Students’ Contents
activities
A. Activity 1: Determine the learning task. Warm up: game “Quiz”
a. Aims: To revise the vocabulary they learnt in Unit 2.
b. Organization:
- Have Ss take part in the Play a game. “Quiz”
game. Have Ss choose the
correct answer A-B-C
- Ss work individually.
- T calls some Ss to give
the answers.
- Give feedback
B. Activity 2: Forming the new knowledge. Revision
a. Aim: Ss understand all the grammatical structures in the lesson.
b. Organization : Teacher’s instruction.
- Ask students to repeat I. Grammar
the use and form of the 1. Verbs (to express preference) + to-infinitives
verbs with to infinitives We can use verbs with to infinitives to talk about
- Work individually activities people like or prefer to do.
- Call some students write
their answers on the board.

75
- Teacher gives the
remarks and gets
feedback.

- Ask students to repeat

some Quantifiers with 2. Quantifiers with countable/ uncountable nouns.
countable/ uncountable - We can use countable/ uncountable nouns with the
nouns. quantifiers: lots of/ a lot of, too much, too many, and
- Work individually. Then not enough to talk about amounts.
compare with their partner
- Call some students give
their answers on the board.
- Teacher gives the
remarks and gets
feedback.

- Ask students to repeat

the use and form of the 3. Adverbs of frequency.
Adverbs of frequency Adverbs of frequency tell us how often something
- Work individually takes place or happens.
- Call some students write There are lots of them. Here are some examples:
their answers on the board. – Always: He is always ready to take on heavy
- Teacher gives the responsibilities.
remarks and gets – Usually: We usually go to restaurant on Sundays.
feedback.
– Regularly: I communicate with him regularly by
letter.
– Normally: I don’t normally take my holiday in
midsummer.
– Often: They often went carolling at Christmas.
– Sometimes: Sometimes, I just need someone to talk
to.
– Occasionally: Occasionally Alice would look up
from her books.
– Rarely: Rarely have I seen such a scene.
– Seldom: Opportunity seldom knocks twice.
– Never: He never turned up.

C. Activity 3: Practice
a. Aim: To practice consolidating their knowledge by doing exercises.
b. Organization

76
- Ask sts to do Ex I I. Complete the sentences with the to-infinitive or -
- Do individually. ing form of the verbs in brackets.
- Call 3- 4 SS to give the 1. I have enjoyed (meet) you. Hope (see) you
answers. again soon.
- Check and give the right 2. My father is not keen on coffee. He prefers
answers. (drink) tea.
3. I am a little busy. Would you mind
(wait) a little longer?
4. Mobile games are great, but I don’t like
(play) them for too long.
5. If I can choose, I prefer stay) at home to
(play) sport.
6. Tonight I’d like (go) out, but I have to do my
homework.
7. Sue loves (make) origami. She can fold some
animals, birds and flowers.
8. I detested (spend) two hours every day travelling to
work and back.
II. Choose the right option. Circle and write on the
line.
1. Jennifer is always at home. She doesn't go
out_______.
- Ask sts to do Ex II a. enough b. many c. too many
- Do individually. 2. I don't like the weather in London. There is_____
- Call 3- 4 SS to do on the rain.
board. a. too many b. much c. too much
- T check and give the 3. We couldn't sit anywhere at the concert. There
right answers. were_______ people.
a. many b. too many c. too much
4. I haven't got,________time to finish my test.
a. too many b. too much c. enough
5. You drank_____coffee. That's why you feel sick.
a. too much b. many c. enough
6. I made______mistakes with her. That's why she left
me.
a. enough b. too much c. too many
7. If you don't eat_______fruit, you can get ill.
a. many b. much c. enough
8. Claire is tall _______ to be a fashion model.
a. too much b. enough c. too many
9. Oh no! You put____milk in the pancakes dough.
a. enough b. too much c. too many
10. Why did you buy so_____ bottles of milk?

77
 a. many b. much c. enough
III. Put adverbs of frequency in correct position.
1. He plays golf on Sundays (sometimes)
2. The weather is bad in November. (always)
- Ask sts to do Ex III 3. We have fish for dinner. (seldom)
- Do individually. 4. Peter doesn’t get up before seven. (usually)
- Call SS do on the board. 5. They watch TV in the afternoon (never)
- T check and give the 6. My brother, Tony, is late for interview. (rarely)
right answers. 7. He helps his father (always)
8. How do you go shopping? (often)
9. I don’t do my homework after school (hardly)
10. The school bus arrives at seven. (every day)
D. Activity 4: Application
a. Aim: Students apply the knowledge to do exercises
b. Organization
- Ask students to do the IV. Rewrite the sentences.
exercises 1. My mother enjoys cooking meals.
- Work individually. Then  My mother likes__________ __ ____________
give the answers in front 2. Lan runs more quickly than Hoa.
of the class.  Hoa ____________ ____________ __________
- Call some students give 3. The students don’t like to play video games.
their answers. The students hate________________ __________
- Givesthe remarks and 4. Mr Brown works more carefully than Mr Linh
check  Mr Linh. _____________ ________ __________
5. Lan doesn’t like getting up late in the morning.
 Lan dislikes ___________________

* Homework.
- Learn by heart the structures you've studied.
- Prepare the next revision.
--------------------------------------------------------------------------------

Date of preparation: 20/10/ 2024

PERIOD 25 REVISION
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge
- Review the language they have learnt to practice writing skill.
- Vocabulary: words related topics: free time, life in the countryside.
- Grammar: - Verbs (to express preference) + gerund.

78
 - Present Simple for future meaning
- Prepositions of time.
- Quantifiers with countable/ uncountable nouns.
- Verbs (to express preference) + to-infinitives.
- Adverbs of frequency.
- Write a passage about your favourite hobby and an announcement for a
country festival.
2. Competences
- Being self - educated, problem solving, being creative, self - management,
communicating, co – operating
3. Quality:
- Love for the country; responsibility of the citizens in our country.
- Have a positive attitude in English language learning so that they actively
participate in all classroom activities.
- Review the old lesson and have good preparation for any assessment.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in WB.
3. New lesson:
Teacher's and Students’ activities Contents
A. Activity 1: Determine the learning task. Warm up: game “Quiz”
a. Aims: To revise the vocabulary they learnt in Unit 2.
b. Organization:
- Have Ss take part in the game. Have - Have Ss take part in the game. Have Ss
Ss choose the correct answer A-B-C choose the correct answer A-B-C
- Ss work individually. - Ss work individually.
- T calls some Ss to give the answers. - T calls some Ss to give the answers.
- Give feedback - Give feedback
B. Activity 2: Forming the new knowledge. Revision
a. Aim: To practice doing skills
b. Organization:
- Remind the knowledge how to 1. Write a basic descriptive passages.
write passage about hobby for Ss. Writing basic descriptive passages
- Work individually To write a basic descriptive passage, you
- Call some students retell. should:

79
- Teacher gives the remarks and 1. Start with a topic sentence: tell the readers
gets feedback. what your passage is about.
I have a lot of hobbies, but my favorite hobby
is taking pictures.
2. Write about 3–5 supporting ideas to explain
your topic. You can answer questions what,
when, where, who, how, etc. about the topic to
think of ideas to write about.
I started taking pictures when I was eight
years old. I usually take lots of pictures with
my friends and family. I take pictures at the
park. I do it on the weekends.
3. End with a concluding sentence: say your
main topic again in different words.
I think taking pictures is lots of fun, and I love
it.
- Ask students to repeat the way to * Write an announcement for a country
write an announcement for a festival. Writing long-form announcements
country festival To write a long-form announcement, you
- Work individually should:
- Call some students write their 1. Write a heading. Say what the event is.
answers on the board. The 2024 Culture Festival
- Teacher gives the remarks and 2. Write a summary sentence about what,
gets feedback. where, and when the festival is.
We are excited to announce the 2024 Culture
Festival will take place at King Park on
Saturday,
October 8th from 1 p.m. to 10 p.m.
3. Give a call to action. Ask the readers to take
part or join in.
Come and celebrate the 2024 Culture
Festival…
4. Say the cost.
This is a free event for everyone; Tickets to the
festival cost 50,000 VND.
5. Say the different activities and food at the
festival.
Enjoy activities like…, Take part in…, Eat
many types of traditional food like…
C. Activity 3: Practice
a. Aim: To improve writing skill, explore ideas about hobbies and country topics.
b. Organization : Teacher’s instruction.
- Give Ss some time to write. Pick
some Ss to show their writing and
give feedback.

80
 - Write a passage about hobby
- Show their writing.
- give feedback.
D. Activity 4: Application
a. Aims:
- To realize their mistakes in writing and correct them.
- To know whether their letters follow the model and use the correct structures and
language, whether their writings are interesting and understandable or not.
b. Organization
- Give feedback, correct Ss’ mistakes.
- Use the feedback form to give
evaluation. Focus on:
+ the format, the structures.
+ the coherence and cohesion.
* Homework.
- Learn by heart the structures you've studied.
- Prepare the middle 1st term test.
-------------------------------------------------------------------------------------------------
Date of preparation: 20/10/ 2024
PERIOD 26: REVISION
I. OBJECTIVES:
1. Knowledge:
- After the lesson, students will be able to review during the first mid-term and
preparing for the upcoming test.
2. Competences:
- Students improve their abilities of language.
3. Qualities:
- Students improve their qualities of being independent, self - confident, self -
control, hard -working.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Call 2 Ss to do the exercise in the workbook.
3. New lesson:
Students’ and teacher’s activities Contents
A. Activity 1: Determining the learning task: Warm-up

81
* Aims: To attract Ss’ attention to the lesson and lead in the lesson.
* Content: Write the grammar they learnt.
* Outcome: Ss can revise the grammar they learnt.
* Organization:
- Have Ss to write the structures
that they learnt.
- Write into their notebooks.
- T calls some Ss to write on the
board.
- T corrects and gives the remarks.
- Give feedback.
B. Activity 2. Practice.
*Aims: Ss do exercises using the grammar they learnt.
* Organization:
Task 1. Ex1. Choose the words whose underlined
- Asks Ss to do Ex 1. part is pronounced differently from that of
- T writes on the board. the others in each group.
- Do individually. 1. A. bake B. cake C. safety D.
- Call 2 Ss to do on the board. habits
- T checks and gives the right 2. A. ice B. comic C. online D. climb
answers. 3. A. anything B. brother C. together D. they
4. A. sport B. surfing C. sure D. spend
5. A. theater B. beach C. teacher D. speak
6. A. about B. bought C. found D.
mountain
7. A. gifts B. models C. friends D. cars
8. A. games B. hobbies C. classmates D.
gives
Task 2. 9. A. invited B. sounded C. excited D.
- T asks Ss to do exercises in handouts scared
individually. 10. A. provided B. helped C. collected D.
- Ss do it. noted
- T calls Ss to write answers on the Ex2. Choose the best answer.
board. 1. Jenny likes cooking, so she often_______ in
- T checks and corrects. her free time.
A. plays online games B. bakes cakes
C. makes vlogs D. collect stickers
2. Let’s go to the__________. I would like to
watch a film.
A. amusement park B. megacity
C. theater D. fair
3. What are you doing__________?
A. tonight B. yesterday
C. every day D. twice a week
4. We are__________ in front of the park

82
 tonight.
A. meets B. meet C. is meet D.
meeting
5. We enjoy__________ in the ice rink.
A. running B. skating C. buying D. going
6. __________Anna often__________ to the
water park in summer?
A. Does-go B. Do-go
C. Do-goes D. Does-goes
7. My little sister is sometimes interested
in______ crafts at the fair.
A. going B. buying C. making D.
taking
8. __________ are dangerous sports.
A. Yoga B. Playing badminton
Task 3. C. Swimming D. Extreme sports
- T asks Ss to do exercises 9. My team__________ football this evening.
individually. A. are playing B. play C. is play D.
- Ss underline the correct answers. plays
- T calls Ss to write answers on the 10. My school__________ safety equipment to
board. the students when we have a trip.
- T checks and corrects. A. takes B. does C. provides D.
makes
Ex3. Supply the correct forms of the given
words to complete the sentences.
1. My friend, Mark has a big_____ of soccer
stickers. (collect)
Task 4. 2. She wrote an__________ letter to ask me to
- T asks Ss to do exercises join her English club last week. (invite)
individually. 3. My school organized many outdoor_______
- Ss do it. for students last year. (act)
- T calls Ss to write answers on the 4. They provide all the________ equipment for
board. workers in this building. (safe)
- T checks and corrects. 5. People said that skydiving was________.
(excite)
Ex4. Choose the word which best fits each
gap.
Hi everyone! Today I'm going to talk about my
free time activities. I prefer (1)_______to
music, especially in the evening. My favorite
song (2)_______ 'Another world' by One
Direction. I also like (3)_____ books and one
of my favorites is Harry Potter. (4)______ I
like skateboarding with my elder brother and
sometimes I enjoy (5)______table tennis. My

83
 hobby is doing DIY. I think it's very interesting
and it needs a lot of creativity. I dislike going
out or shopping because I hate crowded places.
What about you?
1. A. listen B. to listen
C. listening D. listened
2. A. is B. are C. was D. were
3. A. read B. to read
C. to reading D. reading
4. A. As B. So C. Besides D. But
5. A. doing B. playing C. making D.
getting C. making
D. getting
B. playing
C. making
D. getting
the passage carefully.
C. Activity 3. Further practice
* Aims: Ss do more exercise.
* Organization:
Task 5. Ex5. Complete the sentences, using the
- T asks Ss to do exercises correct form of the words in brackets.
individually. 1. She loves making vlogs about her family____________
- Ss do it. _____________________________________________
- T calls Ss to write answers on the → She is____________________________
board. 2. Let’s go to the fair tonight!
- T checks and corrects. → Why_______________________________
3. The movie theater is behind my house.
→ My house___________________________
4. I want to make a big cake for my mother’s
birthday.
→ I would like_________________________
5. Don’t forget to bring your surfboard to the
beach tomorrow!
Task 6. →
- T asks Ss to do exercises Remember___________________________
individually. Ex6. Put the words in the correct order to
- Ss do it. make correct sentences.
- T calls Ss to write answers on the 1. My friends/ I/ play/ and/ online games/
board. weekends./ the/ on/ often
- T checks and corrects. ______________________________________
2. I/ collecting/ love/ stickers./ soccer
____________________________________
3. My sister/ usually/ makes/ cakes/ Sunday./
on

84
 _____________________________________
4. Jenny/ reading/ enjoys/ comics/ in/
morning./ the
____________________________________
5. My brother/ building/ his/ an/ hour/ a day/
models./often/ spends
______________________________________
* Home work:
- Do exercises Workbook.
- Prepare: The first mid-term test.
________________________________________________________
Pre: 20/10/24
PERIOD 27: THE FIRST MID-TERM TEST
I. OBJECTIVES:
1. Knowledge:
- After the lesson, students can test their knowledge in the first three units to
know how progressive the Ss are and find out their strengths and weaknesses in
learning English so that the teacher can give them more suitable methods of
teaching.
2. Competences:
- Students improve their abilities to do the test well; The way to apply the
theory.
3. Qualities:
- Students improve their qualities of honesty, independence, and self-confidence.
II. TEACHING AIDS:
- Teacher: Paper’s sheets, CDs, projector/ interactive whiteboard/ TV.
- Students: Paper’s sheets .
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson: No checking.
3. New lesson:
A. Matrix:
ĐỀ KIỂM TRA GIỮA HỌC KÌ 1
NĂM HỌC 2024-2025
MÔN TIẾNG ANH 8 (ISW)
MA TRẬN ĐỀ KIỂM TRA GIỮA KÌ 1 ANH 8
Mức độ nhận thức
T Kĩ
Tổng
T năng
Nhận biết Thông hiểu Vận dụng Vận dụng cao

85
 Tỉ Thời Tỉ Thời Tỉ Thời Tỉ Thời Thời
Số Số Số Số Số
lệ gian lệ gian lệ gian lệ gian Tỉ lệ gian
C C C C C
(% (phút (% (phút (% (phút (% (phút (%) (phút
H H H H H
) ) ) ) ) ) ) ) )
Ngh 1 25.
1 4 10 4 4 10 6 2 5 3 13
e 0 0
Ngô
7. 2. 1 25.
2 n 3 4 4 10 6 2 5 3 1 2 13
5 5 2 0
ngữ
2. 2. 1 25.
3 Đọc 6 15 8 2 5 4 1 3 1 2 17
5 5 0 0
7. 7. 25.
4 Viết 3 2 2 5 4 3 5 2 5 4.0 8 17
5 5 0
1 1 4
Tổng 40 18 30 20 8 20 14 4 10 8 100 60
6 2 0
Tỉ lệ
40 30 20 10 100
(%)
Tỉ lệ
chung 70 30 100
(%)

BẢNG ĐẶC TẢ KĨ THUẬT ĐỀ KIỂM TRA GIỮA KỲ 1

MÔN: TIẾNG ANH 8 – THỜI GIAN LÀM BÀI: 60 PHÚT

Mức
Số câu hỏi theo mức độ nhận thức
độ kiến
Tổng
thức, Vận
Nhận Thông Vận Số CH
kĩ dụng
biết hiểu dụng
T Đơn vị kiến năng cao
Kĩ năng
T thức/kỹ năng cần
kiểm
T T T T T T T T T T
tra,
N L N L N L N L N L
đánh
giá
I. LISTENIN 1. Nghe một đoạn Nhận
G hội thoại/ độc biết:
thoại trong 1.5 - Nghe
2.0 phút (khoảng lấy
80 – 100 từ) liên thông
quan đến các chủ
tin chi
đề đã học.
True/ false tiết về 2 2
một
trong
các chủ
đề đã
học.

Thông 2 2
hiểu:
Hiểu
nội
dung
chính
của

86
 Mức
Số câu hỏi theo mức độ nhận thức
độ kiến
Tổng
thức, Vận
T Đơn vị kiến Nhận Thông Vận Số CH
Kĩ năng kĩ dụng
T thức/kỹ năng biết hiểu dụng
năng cao
cần T T T T T T T T T T
kiểm N L N L N L N L N L
tra,
đoạn
độc
thoại/
hội
thoại
để tìm
câu trả
lời
đúng.
Vận
dụng:
- Nắm
được ý
chính
của bài
nghe để
đưa ra
câu trả
lời phù
hợp.
- Tổng
hợp
1 1
thông
tin từ
nhiều
chi tiết,
loại trừ
các chi
tiết sai
để tìm
câu trả
lời
đúng.

2. Nghe một đoạn Nhận

hội thoại/ độc biết:
thoại khoảng 1.5 - Nghe
đến 2 phút lấy 2 2
(khoảng 80 – 100 thông
từ) để chọn đáp án tin chi
cho các câu hỏi có tiết.
liên quan đến các Thông 2 2
chủ đề đã học. hiểu:
Writing - Hiểu
nội
dung
chính
của

87
 Mức
Số câu hỏi theo mức độ nhận thức
độ kiến
Tổng
thức, Vận
T Đơn vị kiến Nhận Thông Vận Số CH
Kĩ năng kĩ dụng
T thức/kỹ năng biết hiểu dụng
năng cao
cần T T T T T T T T T T
kiểm N L N L N L N L N L
tra,
đoạn
độc
thoại/
hội
thoại
để tìm
câu trả
lời
đúng.
Vận
dụng:
- Nắm
được ý
chính
của bài
nghe để
đưa ra
câu trả
lời phù
hợp.
- Tổng 1 1
hợp
thông
tin từ
nhiều
chi tiết,
loại trừ
các chi
tiết sai
để tìm
câu trả
lời
đúng.
II. LANGUA Pronunciation: Nhận 2 2
GE phát âm đuôi s/es biết:
Phụ âm /tᶴ/ Nhận
biết các
âm
thông
qua các
từ vựng
theo
chủ đề
đã học.
Âm /tᶴ/.
Ending
sound
s, es

88
 Mức
Số câu hỏi theo mức độ nhận thức
độ kiến
Tổng
thức, Vận
T Đơn vị kiến Nhận Thông Vận Số CH
Kĩ năng kĩ dụng
T thức/kỹ năng biết hiểu dụng
năng cao
cần T T T T T T T T T T
kiểm N L N L N L N L N L
tra,
Thông
hiểu:
Phân
biệt
được
các âm
trong
phần
nghe.
Vận
dụng:
Hiểu và
vận
dụng
vào bài
nghe/n
ói.

Vocabulary: Từ Nhận
vựng đã học theo biết:
chủ đề: Free time; Nhận
Life in the country ra, nhớ
lại, liệt
kê 1 1
được
các từ
vựng
theo
chủ đề
đã học.
Thông 3 3
hiểu:
- Hiểu
và phân
biệt
được
các từ
vựng
theo
chủ đề
đã học.
- Nắm
được
các mối
liên kết
và kết
hợp
của từ

89
 Mức
Số câu hỏi theo mức độ nhận thức
độ kiến
Tổng
thức, Vận
T Đơn vị kiến Nhận Thông Vận Số CH
Kĩ năng kĩ dụng
T thức/kỹ năng biết hiểu dụng
năng cao
cần T T T T T T T T T T
kiểm N L N L N L N L N L
tra,
trong
bối
cảnh và
ngữ
cảnh
tương
ứng.
Vận
dụng:
- Hiểu
và vận
dụng
được từ
vựng
đã học
trong
văn
cảnh
(danh
từ,
động
từ, tính
từ và
trạng
từ…)
Grammar: Nhận
Verbs (to express biết:
preference) +
gerund/ to V; Nhận
Present Simple for ra được
future meaning; các 2 2
Prepositions of kiến
time; Quantifiers thức
with ngữ
countable/uncount pháp đã
able nouns; học.
Adverbs of
frequency Thông
hiểu:
Hiểu
và phân
biệt các 2 2
chủ
điểm
ngữ
pháp đã
học.
Vận
dụng:

90
 Mức
Số câu hỏi theo mức độ nhận thức
độ kiến
Tổng
thức, Vận
T Đơn vị kiến Nhận Thông Vận Số CH
Kĩ năng kĩ dụng
T thức/kỹ năng biết hiểu dụng
năng cao
cần T T T T T T T T T T
kiểm N L N L N L N L N L
- tra,
Vận
dụng
những
điểm
ngữ
pháp đã
học.
III READING
. Nhận
biết:
Thông 2 2
1. Reading tin chi
comprehension tiết
Hiểu được nội
dung chính và nội
Thông
dung chi tiết đoạn
hiểu:
văn bản có độ dài
khoảng 100-120 Đoán
từ, các chủ điểm nghĩa
2 2
có trong chương của từ
chủ điểm có trong trong
chương trình (tiêu văn
đề, từ quy chiếu, cảnh
từ đồng nghĩa, 1 Vận
thông tin chi tiết dụng:
có trong bài Ý
chính 1 1
của
đoạn
văn
2. Cloze test:: : Nhận
Hiểu được bài đọc biết:
có độ dài khoảng Nhận
80-100 từ về các ra được
chủ điểm đã học ngôn 3 3
Free time; Life in ngữ và
the country liên kết
về mặt
văn bản
Thông 1 1
hiểu:
Phân
biệt
được
các đặc
trưng,
đặc
điểm
các
thành

91
 Mức
Số câu hỏi theo mức độ nhận thức
độ kiến
Tổng
thức, Vận
T Đơn vị kiến Nhận Thông Vận Số CH
Kĩ năng kĩ dụng
T thức/kỹ năng biết hiểu dụng
năng cao
cần T T T T T T T T T T
kiểm N L N L N L N L N L
tố tra,
ngôn
ngữ và
liên kết
về mặt
văn
bản.
Vận
dụng:
- Đoán
nghĩa
của từ
trong
văn
cảnh.
- Hiểu,
phân 1 1
tích,
tổng
hợp ý
chính
của bài
để chọn
câu trả
lời phù
hợp.
1. Error Nhận
identification biết:
Xác định lỗi sai Nhận
2 2
Present simple diện lỗi
tense, quantifier. về ngữ
pháp

Thông
hiểu:
IV Sử
WRITING dụng
.
2. Rearrange the các từ
words to make đã cho 2 2
meaningful để sắp
sentences xếp
thành
câu
hoàn
chỉnh.

Vận 2 2

92
 Mức
Số câu hỏi theo mức độ nhận thức
độ kiến
Tổng
thức, Vận
T Đơn vị kiến Nhận Thông Vận Số CH
Kĩ năng kĩ dụng
T thức/kỹ năng biết hiểu dụng
năng cao
cần T T T T T T T T T T
kiểm N L N L N L N L N L
tra,
dụng:
Sử
dụng
các từ
đã cho
để sắp
xếp
thành
câu
hoàn
chỉnh.
Vận
dụng
cao:
Hiểu
câu gốc
và sử
4. Rewrite
dụng
sentence
các từ
Sử dụng từ/ cụm
gợi ý 3 1 4
từ gợi ý để viết lại
để viết
câu
lại câu
sao cho
nghĩa
không
thay
đổi.

Tổng 14 10 3 8 1 1 27 13

Name: ……………………………………… MID-TERM TEST 1

Class: 8… Grade: 8
(Time: 60 minutes)
Mark Teacher’s remarks

PART 1: LISTENING (2.5 points)

I. Listen to a conversation between Michael and Kate. Decide whether the
following statements are True (T) or False (F). (1.25 points)
Statements T F
1 There’s a roller –skating competition on Tuesday morning.
2 Kate has a sewing class at 8 a.m on Tuesday.
3 Michael practices table tennis from 2 p.m to 4 p.m onThursday

93
 afternoon.
4 Kate is free on Saturday morning.
5 There is a volleyball game at Golden Stadium on Saturday morning.
II. Listen to a talk about benefits of leisure activities. Fill in each gaps with the
words from the box. (1.25 points)
Roller skating Cycling tasks hats Sewing healthier

◆ __________________ (6)
Get in shape
Providing a sense of freedom and adventure.
◆ _______________ (7)
people can become creative and make beautiful things
◆ _______________ (8)
requiring balance and coordination
great for people who like to take on new tasks.
◆ Karate
You can become __________ (9), more mentally strong and disciplined.
◆ Knitting
a relaxing interest that lets you to make warm sweaters, ___________ (10), and
scarves.
PART 2: LANGUAGE FOCUS (3.0 points)
I. Circle the word that has the underlined part pronounced differently from
others. (0.5 points)
11. A. enjoys B. designs C. follows D. likes
12. A. nature B. city C. sports D. sometimes
II. Circle the best option (A, B, C, or D) to complete the sentence (2.5 points)
13. My brother enjoys going ______ in the river with my grandfather every Sunday
morning.
A. rock climbing B. fishing C. cycling D. jogging
14. A camping trip to the countryside is a good way to experience _______
A. environment B. hobby C. recipe D. nature
15. Carols doesn’t like ______online with his friends. He prefers hanging out with
them.
A. chatting B. picking C. watching D. herding
16. Our school is building a new sports _____on the west side of its campus.
A. center B. facility C. vehicle D. reduce
17. My parents let me stay up late until midnight on Christmas’s ______to unwrap the
presents.
A. event B. festival C. Eve D. parade
18. I hate ______jewelry because it’s boring. I like playing board games with my
sister.
A. designed B. designing C. design D. to designing
19. I have a karate class every evening after school ______7 p.m.
A. from B. on C. to D. at
20. My sewing classes are _____3 p.m. ______5 p.m. on Saturday and Sunday.
A. from/until B. from/to C. from/on D. from/at
PART 3: READING (2.5 points)
I. Read the blog about Harry's trip. Choose the correct answer. (1.25 points)

94
Hi, everyone. I really want to tell you all about a trip I just had to my hometown.
My hometown is about 150 kilometers from Hanoi. It's a small village and it's much
more traditional than the city. I went to visit my family and some friends.

It was interesting and fun because we did lots of traditional activities. My sister and
cousins like to pick vegetables from the garden. My grandma and mom always cook
delicious meals with them. I prefer to play tug of war with my brother, father, and
uncles. My team won this time. It was really good fun. We also played some other
folk games like spinning tops. I'm not very good at it, so I lost every game. I really like
to play these games because I never play them in the city. I can't wait to go back and
do it again soon.

What things do you often like to do in your hometown? Comment below to let me
know!
21. Which is NOT true according to the passage?
A. The author's hometown is more traditional than the city.
B. The author enjoys playing tug of war with family members.
C. The author is good at playing spinning tops.
D. The author visited their family and some friends in their hometown.
22. Which would has the CLOSEST meaning to the phrase “folk games” in
paragraph 2?
A. video games B. traditional games C. team sports D. modern games
23. What does the word “it” in paragraph 2 refer to?
A. a game B. a place C. a song D. a buffalo
24. Which word has the OPPOSITE meaning to the word “fun” in paragraph 2?
A. Boring B. Exciting C. Enjoyable D. Pleasant
25. What is the best title for the passage?
A. A Fun Trip to My Hometown
B. Playing Sports in the City
C. Learning New Games
D. Cooking and Eating Together
II. Read the text. Choose the correct answer. (1.25 points)
My favorite hobby
I have many hobbies, but I like doing martial arts the most.
At first, my dad (26) ____________ me some karate when I was ten years old. He took
me to lessons at the sports center because I enjoyed doing it so much. Now, I (27)
___________ karate and other martial arts with my younger brother. We always
practice in our garden (28) ______________ we can't do it in the living room. We
have martial arts lessons on Saturday mornings. Mornings are the best time to do
martial arts because we have a lot of energy at that time of day. Doing martial arts
after school is good, too. It helps us relax after _________ (29), and we always sleep
very well after practice.
Doing martial arts is a great hobby for young people because it's good for our (30)
________, and it makes us stronger.
26. A. taught B. teach C. teaching D. teaches
27. A. play B. do C. make D. pick
28. A. because B. so C. or D. but
29. A. studies B. studying C. study D. studied
30. A. mouth B. legs C. health D. feet

95
PART 4. WRITING (2.5 points)
I. Identify the mistake in each sentence below. (0,5pts)
31. There are too much vehicles in the city.
A B C D
32. She don’t like playing board games.
A B C D
II. Rearrange these words in the correct order to make complete sentences (1.0
point)
33. folk games./ He/ prefers/ play/ to
_____________________________________________________________________
34. There/ entertainment/ isn’t/ in/ the/ country./ enough
_____________________________________________________________________
35. There/ too many/ are/ on the road./ vehicles
_____________________________________________________________________
36. play/ to/ don’t/ shuttlecock./ like/ I
_____________________________________________________________________
III. Rewrite these sentences using the words given without changing the meaning
(1.0 point)
37. He likes playing shuttlecock. (enjoy)
 He enjoys ________________________________________
38. Anna likes swimming in the sea. She likes swimming in the pool more. (prefer)
 Anna prefers _____________________________________
39. My uncle wants to leave the city for the country. There is too much pollution in the
city. (because)
 My uncle________________________________________________________________
40. Jenny finds reading poetry boring. (hate)
 Jenny hates ___________________________________________
HƯỚNG DẪN CHẤM
BÀI KIỂM TRA GIỮA HỌC KỲ I MÔN TIẾNG ANH 8
Năm học 2024-2025
(0,25 điểm / đáp án đúng)
PART 1: LISTENING (2.5 points)
I. Listen to a conversation between Michael and Kate. Decide whether the following
statements are True (T) or False (F). (1.25 points)
1. T 2.F 3. T 4. T 5. F
II. Listen to a talk about the benefits of leisure activities. Fill in each gap with the
words from the box. (1.25 points)
6. Cycling 7. Sewing 8. Roller 9. healthier 10. hats
skating
PART 2: LANGUAGE FOCUS (3.0 points)
I. Circle the word that has the underlined part is pronounced differently from
others. (0.5 points)
11. D 12. A
II. Circle the best option (A,B,C or D) to complete the sentence (2.5 points)
13. B 14. D 15. A 16. A
17. C 18. B 19. D 20. B
PART 3: READING (2.5 points)
I. Read the blog about Harry's trip. Choose the correct answer. (1.25 points)

96
23. C 24. B 25. A 26. A 27. A
II. Read the text. Choose the correct answer. (1.25 points)
28. A 29. B 30. A 31. B 32. C
PART 4. WRITING (2.0 points)
I. Identify the mistake in each sentence below. (0,5pts)
31. B 32. A
II. Rearrange these words in the correct order to make complete sentences (1.0
point)
33. folk games./ He/ prefers/ play/ to
 He prefers to play folk games.
34. There/ entertainment/ isn’t/ in/ the/ country./ enough
 There isn’t enough entertainment in the country.
35. There/ too many/ are/ on the road./ vehicles
 There are too many vehicles on the road.
36. play/ to/ don’t/ shuttlecock./ like/ I
 I don’t like to play shuttlecock.
37. He likes playing shuttlecock. (enjoy)
 He enjoys playing shuttlecock.
38. Anna likes swimming in the sea. She likes swimming in the pool more. (prefer)
 Anna prefers swimming in the pool to swimming in the sea.
39. My uncle wants to leave the city for the country. There is too much pollution in the
city. (because)
 My uncle wants to leave the city for the country because there is too
much pollution in the city.
40. Jenny finds reading poetry boring. (hate)
 Jenny hates reading poetry.
* Homework:
- Ask students to review the knowledge in 3 Units.
- Prepare for unit 3: New words + Listening.
____________________________________________________

WEEK 10
Date of preparation: 20/10/ 2024
PERIOD 28: UNIT 3: PROTECTING THE ENVIRONMENT
LESSON 1.1: VOCABULARY AND READING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Learn and use vocabulary, related to pollution: affect, cause, pollute, disease,
wildlife, tourism, environment, damage.

97
- Practice reading for gist and specific information about some effects of
pollution.
2. Competences:
- Improve communication, collaboration, analytical and critical thinking skills.
3. Qualities:
- Aware of the effects of pollution.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Ss do the exercise in WB.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
* LET’S TALK:
- Show some pictures of pollution on the
screen.
- Encourage ss involving the lesson by
asking questions: What kinds of pollution
can you see? Is pollution a big problem
in your country? Why does pollution
happen?
- Work in pairs to identify kinds of
pollution and discuss the given
questions.
- Call Ss to give answers.
- Give feedback and show correct
answers.
- Lead to the new lesson.
B. Activity 2: Forming the new knowledge.
* Aims: Ss know some vocabulary about pollution.
* Organization:
Teacher's and Students’ activities Content

98
Pre-Reading. (Vocabulary) Task a. Read the words and
Task a. definitions, then fill in the blanks with
*Option 1: Fill in the blank. the new words. Listen and repeat.
- Show new words in task a with some
eliminated letters.
- Have Ss fill in the blanks.
- Divide class into pairs and have them
check their answers with their partners.
- Call Ss to give answers (read or write).
- Check answers as a whole class (using
DCR).
- Play audio (CD1 – Track 26). Have Ss
listen and repeat.
- Correct Ss’ pronunciation.
- Let students read and fill in the blanks
with the correct words.
- Check answers as a whole class.
* Option 2: Matching.
- Show Ss the words and their definitions
in wrong orders.
- Call Ss to give answers (read or write).
- Check answers as a whole class.
- Call some Ss to read the words again.
- Correct Ss’ pronunciation if necessary.
- Let students read and fill in the blanks
with the correct words.
- Check answers as a whole class. Task b. Discuss which kinds of
Task b. pollution affect tourism and cause
- Have Ss discuss in pairs which kinds of diseases.
pollution affect tourism and cause * Suggested answers:
diseases. Air pollution.
- Have Ss share their ideas in front of the Land pollution.
class. Water pollution.
- Give feedback and evaluation. Noise pollution.
C. Activity 3: Practice.
* Aims: Students can develop their reading skills.
* Organization:
Teacher's and Students’ activities Content
While - Reading. Task a. Read the essay about some
Task a. Read the essay about some effects of pollution and choose the best
effects of pollution and choose the best introduction sentence.
introduction sentence. * Answer keys:
- Use DCR to show the task.
- Have Ss read the essay individually.
- Have Ss choose the correct answer.

99
 - Have some Ss share their answer with
the class (read), explain for their answer.
- Give feedback.
- Give feedback and correct Ss’ answers Task b. Now, read and write True,
if necessary. False, or Doesn’t say.
Task b. * Answer keys:
- Use DCR to show the task.
- Have Ss read the text again and write
the correct answers – underline or
highlight the supporting ideas.
- Have Ss check answers with their
partners.
- Call Ss to give answers, explain.
- Give feedback and evaluation.
D. Activity 4. Application.
* Aims: Students can use the vocabulary and ideas from the reading text to develop
their speaking skills.
* Organization:
Teacher's and Students’ activities Content
Task d. Task d. In pairs: What kinds of
- Have Students work in pairs to talk pollution are there in your area? What
about kinds of pollution and their effects. are their effects?
- Call some Ss to share their ideas with
the whole class.
- Give feedback and evaluation.
- For more practice, have Ss play games,
using DHA.
* Homework:
- Learn the new words by heart.
- Practice talking about kinds of pollution.
- Do the exercises in WB: Unit 2 - Lesson 1 - New words + Reading (pages 14
& 15).
- Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App
on www.eduhome.com.vn
- Prepare: Lesson 1.2 – Grammar (page 25 & 26 – SB).
______________________________________________

Date of preparation: 20/10/ 2024

PERIOD 29: UNIT 3: PROTECTING THE ENVIRONMENT
LESSON 1.2: GRAMMAR
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Use First Conditional to talk about future situations.
- Distinguish the differences between “if” and “unless”.
2. Competences:

100
- Improve communication, collaboration, and critical thinking skills.
3. Qualities:
- Be aware of the causes and effects of pollution.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Ss do the exercise in WB.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
* Unscramble letters: * Possible answers from the students:
- Give a list of some nouns whose letters 1. Pollution affects tourism.
are unscramble, have Ss work in groups 2. Environment will be better and better.
of 4 to write the correct words and then 3. Countryside usually has fresh air.
make sentences with those words in 4. Eating apples is good for your health.
Present Simple tenses and Future simple 5. Wildlife is home for animals.
tenses.
- Call Ss to give answers.
- Check Ss’ answers, give feedback.
* Noun list: pollution, environment, air,
health, wildlife, disease.
- Lead to the new lesson.
B. Activity 2: Forming the new knowledge.
* Aims: Introduce the First Conditional sentences, the differences between “if” and
“unless”.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read about First Conditional
- Have Ss look at the picture (using with “if” or “unless”, then fill in the
DCR). blanks.
- Play audio (CD1 – Track 14) and have * Answers Keys:
Ss listen and read the speech bubbles.

101
- Play the audio again and have Ss listen
and repeat.
* Grammar box:
* Possible answers from the Ss:
- Have Ss close books.
1. If I turn off the fan, it will be hot.
- Give some model sentences in if clause
2. If I don’t eat dinner, I will be
(the causes), ask Ss to make main clause
hungry.
(the effects).
3. If I don’t do my homework, I will
* Examples:
be punished.
1. If I turn off the fan, …
* Answers Keys:
2. If I don’t eat dinner, ……
3. If I don’t do my homework, ….
- Then have Ss pay attention to if and
main clause.
* Introduce: First Conditional sentences.
- Show grammar box, have Ss look and
read, then fill in the blanks

- Give feedback and evaluation.

C. Activity 3: Practice.
* Aims: Students can use First Conditional with “if” or “unless” to do the given
exercises.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read and fill in the blanks with
- Demonstrate the activity, using the the correct form of the verbs in
example (using DCR). brackets to make First Conditional
- Have Ss read the sentences and write sentences.
the correct form of verbs. * Answer keys:
- Have Ss work in pairs to check each
other’s work.
- Have some Ss share their answers with
the whole class.
- Give feedback, correct Ss’ answers if
necessary.
Task b. Task b. Look at student’s notes and
- Demonstrate the activity, using the write First Conditional sentences using
“if” or “unless” clauses.

102
 example (using DCR). * Answer keys:
- Have Ss look at the notes and write the
questions.
- Have Ss check answers with their
partners.
- Call Ss to write answers.
- Check Ss’ answers, give feedback and
evaluation.
D. Activity 4. Application.
* Aims: Students master the grammar point they study in the lesson.
* Organization:
Teacher's and Students’ activities Content
Task d. Task d. In pairs: Make First
- Divide class into pairs. Conditional sentences using the
- Have Ss discuss about conditional prompts and “if” or “unless”.
clause and main clause.
- Have some pairs tell the answers in
front of the class.
- Give feedback and evaluation.
- For more practice, have Ss play a
game, using DHA.
* Homework:
- Make 3 sentences, use First Conditional with “if” or “unless”.
- Do the exercises in WB: Grammar (page 15).
- Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App
on www.eduhome.com.vn.
- Prepare: Lesson 1 – Pronunciation and Speaking (pages 26 & 27 – SB).
_________________________________________________

Date of preparation: 01/11/ 2024

PERIOD 30: UNIT 3:PROTECTING THE ENVIRONMENT
LESSON 1.3: PRONUNCIATION AND SPEAKING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Pronounce /t/ sound correctly.
- Ask and answer about the different effects of pollution.
- Plan a presentation on the effects of pollution.

103
2. Competences:
- Improve communication, creativity, collaboration and critical thinking skills.
3. Qualities:
- Be aware of the causes and effects of pollution.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Ss do the exercise in WB.
- Make 5 sentences, use First Conditional with “if” or “unless”.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
- Have Ss look at some sentences and * Tongue twister:
ask them to speak as fast as they can.
- Suggestions:
One two is two.
Two twos are four.
Three twos are six.
Four twos are eight.
Five twos are ten
- Call Ss to read the sentences.
- Give feedback.
- Introduce the /t/ sound.
- Lead to the new lesson.
B. Activity 2: Forming the new knowledge.
* Aims: Introduce the /t/ sound.
* Organization:
Teacher's and Students’ activities Content
Pre-Speaking: Pronunciation. Task a + b. Listen to the words and
Task a + b. focus on the underline letters.
- Play the recording (CD1, track 29)
(using DCR).

104
- Ask Ss to listen and notice the /t/
sound.
- Play the recording again, have Ss listen
and repeat with a focus on the
pronunciation feature. Task c + d. Listen and cross out the
Task c + d. question that doesn’t follow the sound
- Play the recording (CD 1 – Track 30) feature, then read the questions with
(using DCR), have Ss listen and cross the falling intonation to a partner.
out the option that doesn’t follow the * Answer keys:
sound feature in “a”.
- Call Ss to give answers.
- Play the recording again and check
answers as a whole class.

- Then have Ss practice saying the

examples with a partner, using the
pronunciation feature.
- Call some Ss to read the words with /t/
sound in front of the class.
- Ask Ss to think of some more words
with /t/ sound and practice reading them.
C. Activity 3: Practice.
* Aims: Students can talk about the different effects of pollution with the use of “if”
or “unless”.
* Organization:
Teacher's and Students’ activities Content
While-speaking. * Ask and answer:
PRACTICE
- Use DCR to show the task.
- Demonstrate the activity by asking and
answering with a student.” What will
happen if we keep polluting the water?”
- Have pairs ask and answer, using the
pictures.
- Have Ss pay attention to the kinds of
pollution.
- Have some pairs present the activity in
front of the class.
SPEAKING: Planning a presentation
on the effect of pollution. Task a. Plan a presentation on the
Task a. effects of pollution.
- Use DCR to show the task.
- Demonstrate the activity by practicing
the activity with a student.
- Divide the class into groups of 4.

105
 - Have Ss discuss four kinds of pollution
(air pollution, land pollution, rivers,
beaches and seas pollution).
- Observe, give help if necessary.
D. Activity 4. Application.
* Aims: Students present to the class the effects of pollution and decide which kind
of pollution causes the most problems for people and wildlife.
* Organization:
Teacher's and Students’ activities Content
Post -speaking. Task b. Decide which kind of pollution
SPEAKING: The effects of pollution will cause the most problem to people
Task b. and wildlife.
- Have Ss decide four kinds of pollution
(air pollution, land pollution, rivers,
beaches and seas pollution)
- Ss work in groups.
- Have some Ss explain their choice with
the class (scores included).
- Give feedback and evaluation.
* Homework:
- Practice pronounce /t/ sound and make sentences with those words.
- Complete the plan of presentation for those who haven’t finished it in class.
- Prepare: Unit 3 - Lesson 2 – New words and Listening (pages 28 & 29 – SB).
- Review the vocabulary and grammar notes in Tiếng Anh 8 i-Learn Smart
World Notebook.
- Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App
on www.eduhome.com.vn.
___________________________________________

WEEK 11
Date of preparation: 01/11/ 2024
PERIOD 31: UNIT 3: PROTECTING THE ENVIRONMENT
LESSON 2.1: NEW WORDS AND LISTENING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Give advice about how to reduce pollution.
- Learn and use vocabulary related to the topic.

106
- Improve their listening for specific information.
2. Competences:
- Improve communication, collaboration, and critical thinking skills.
3. Qualities:
- Be aware of the causes and effects of pollution.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
* Words categories: * Answer keys:
- Give Ss a list of words including Nouns Verbs Adjectives
nouns, verbs, and adjectives. air pollution, affect, effective,
- Have ss work in pairs and put those land pollute, dirty,
words in right parts of speech. pollution, damage worse.
Suggestions: air pollution,effective, land water
pollution, water pollution, noise pollution,
pollution, dirty, worse, affect, pollute, noise
disease, tourism, environment, damage. pollution,
- Call Ss to give answers. environment,
- Give feedback and evaluation. tourism
- Lead to the new lesson.
B. Activity 2: Forming the new knowledge.
* Aims: Ss get to know words and their descriptions.
* Organization:
Teacher's and Students’ activities Content
Pre-Listening. (Vocabulary) Task a. Match the words with the
Task a. descriptions. Listen and repeat.
- Show words in task “a” and pictures * Answer keys:
related to those words.

107
- Explain the meaning of new words.
- Play audio (CD1 – Track 31). Have Ss
listen and repeat.
- Use DCR to show task and ask ss to
complete in groups of 4.
- Call groups to give answers on board.
- Check answers.
- Call some Ss to read the words again.
- Correct Ss’ pronunciation if necessary.
Task b.
- Have Ss work in pairs to discuss things Task b. In pairs: Look at the following
they can recycle, reuse or save in their items and say what you can/can’t
daily life with the provided words: recycle, reuse, or save.
clothes, TV, water, plastic, paper. * Suggested ideas:
- Have some pairs share their ideas with - We can recyle clothes by making new
the class. things such as bags, pencil cases from
- Give feedback and evaluation. old clothes.
- We can save electricity by reducing
watching TV or turning of fan if we don’t
use.
C. Activity 3: Practice.
* Aims: Students can develop their listening skill.
* Organization:
Teacher's and Students’ activities Content
While - Listening. Task a. Listen to Amy and Daniel
Task a. conversation and choose the correct
- Play audio (CD1 - Track 18). answer.
- Have Ss listen and circle the correct * Answer keys:
answer.
-Work individually.
- Check answer as a whole class.
- Give the feedback.
Task b.
- Have Ss read the through the Task b. Now, listen again and fill in the
uncompleted sentences in task b, guess blanks
what types of words / parts of speech * Answer keys:
that will be possible for each blank
(using DCR).
- Play the audio again (CD1 - Track 32).
- Have Ss listen and fill in the blanks.
- Have Ss check answers with their
partners.
- Call Ss to give answers.
- Give feedback and show correct

108
answers.
D. Activity 4. Application.
* Aims: Students can use the vocabulary and the content in listening part to develop
their speaking skill.
* Organization:
Teacher's and Students’ activities Content
* Conversation skill:
- Have Ss look at the Conversation box
and read (using DCR).
- Play audio (CD 1 - Track 33), have Ss
listen and repeat.

Task c.
Task c. What do you do to reduce
- Have Ss work in pairs to discuss.
pollution?
- Observe and give help if necessary.
- Call some pairs to share their ideas
with the class.
- Give feedback and evaluation.
- For more practice, have Ss play a
game, using DHA.
* Homework:
- Learn the new words by heart.
- Practice asking and answering about giving ways to reduce pollution.
- Do the exercises in WB: New words + Listening (page 16).
- Play consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on
www.eduhome.com.vn
- Prepare: Lesson 2 – Grammar (pages 29 & 30 – SB).
_______________________________________________________

Date of preparation: 01/11/ 2024

PERIOD 32: UNIT 3: PROTECTING THE ENVIRONMENT
LESSON 2.2: GRAMMAR
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Use “and” and “so” to make compound and complex sentences.
- Improve speaking skills, using the grammar point.

109
2. Competences:
- Enhance communication, collaboration.
3. Qualities:
- Know how to reduce pollution.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
Game: Making sentences: * Suggested answers:
- Have Ss close all books and notebooks. 1. My teacher recycles old clothes into
- Show some words and have Ss work in pencil cases.
groups of 4 2. Tom’s father reuses his schoolbag.
- Have Ss make sentences as fast as they 3. The principle advices us to reduce
can on the board. The group with most trash by using banana leaves to wrap
correct sentences will be the winner. food.
- Give praise or a small present to the 4. The government suggests not wasting
winner. electricity to protect the planet.
* Suggested words: recycle, reuse, 5. My teacher requires us to clean up
reduce, save, waste, clean up. after class.
- Tell Ss about the grammar point they
are going to study in the new lesson:
“and” and “so”.
- Lead to the new lesson.
B. Activity 2: Forming the new knowledge.
* Aims: Introduce compound and complex sentences with “and” and “so”.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Listen and repeat.
- Have Ss look at the picture (using

110
DCR).
- Read about compound and complex
sentences and fill in the blanks.
- Play audio (CD1 – Track 34) and have
Ss listen and read the speech bubbles.
- Play the audio again and have Ss listen
and repeat.
* Grammar box:
- Have Ss close books.
- Show sample sentences in the grammar
box (using DCR).

- Have Ss read the sentences aloud.

- Have Ss make comments on the way
they use “and” and “so” by asking Ss
some questions:
*Suggested questions:
1.What is the parts of speech of “and”
and “so”?
2.When do we use “and”?
3. When do we use “so”
- Call Ss to give answers. Then have
them open the books and read the
grammar box.
- Have Ss give more examples of “and”
and “so”, encourage them to make
sentences with their own ideas.
- Give feedback and evaluation.
C. Activity 3: Practice.
* Aims: Students can distinguish the differences between compound and complex
sentences and the use of “and” and “so”.
* Organization:
Teacher's and Students’ activities Content
- Explain in details about compound and
complex sentences with “and” and “so”.

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 Task a. Read the examples and notes
about, then tick () the correct
sentences or cross () and rewrite the
Task a. incorrect sentences.
- Demonstrate the activity, using the * Answer keys:
example (using DCR).
- Have Ss read and tick or cross, then
rewrite (in individual).
- Have Ss work in pairs to check each
other’s work.
- Have some Ss share their answers with
the whole class. Task b. Combine two sentences into
- Give feedback, correct Ss’ answers if one using and or so (that). Add a
necessary. comma when necessary.
Task b. * Answer keys:
- Demonstrate the activity, using the
example (using DCR).
- Have Ss combine two sentences with
“and” or “so”.
- Have Ss check answers with their
partners.
- Call Ss to read answers.
- Check Ss’ answers, give feedback.
D. Activity 4. Application.
* Aims: Students master the grammar point they study in the lesson.
* Organization:
Teacher's and Students’ activities Content
Task c. Task c. In pairs: What should people
- Explain the task. Divide class into do to reduce pollution in your town?
pairs.
- Have Ss ask for and give their partner
advice using the prompts.
- Encourage Ss to use more words about
ways of reducing pollution with their
own ideas.
- Have some pairs demonstrate the
activity in front of the class.
* Homework:
- Make 2 sentences, using “and” and “so”.
- Do the exercises in WB: Grammar (page 17).
- Play consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on
www.eduhome.com.vn.
- Prepare: Lesson 2 – Pronunciation and Speaking (pages 30 & 31 – SB).
_______________________________________________________
Date of preparation: 11/11/ 2024

112
 PERIOD 33: UNIT 3: PROTECTING THE ENVIRONMENT
LESSON 2.3: PRONUNCIATION AND SPEAKING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Recognize stress the second syllable for most two-syllable verbs.
- Take turns asking and answering about how to reduce pollution.
- Make a poster to give advice about reducing pollution.
2. Competences:
- Improve communication, collaboration, creativity and research skills.
3. Qualities:
- Know how to reduce pollution.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- S1: Make 5 sentences, using “and” and “so”.
- S2: Do the exercises in WB: Grammar (page 17).
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
- Divide class into 4 groups.
- Have Ss in each group write as many as
possible words with “t” sound
- Set a limit time (about 2-3 minutes).
- Have 4 group representatives write
answers on the board, or hang their
extra-boards on the main board to check.
- Check Ss’ answers, give feedback and
evaluation.
- Announce the winner.
- Give a small present or extra marks to
the winner.
- Introduce the new lesson: word stress

113
on the second syllable for most two-
syllable verbs.
B. Activity 2: Forming the new knowledge.
* Aims: Introduce stress on the second syllable for most two-syllable verbs.
* Organization:
Teacher's and Students’ activities Content
Pre-Speaking: Pronunciation. Tasks a + b. Notice the sound changes
Tasks a + b. of the underlined words.

- Play the recording (CD1, track 35)

using DCR.
- Ask Ss to listen and focus on the
underlined letters.
- Play the recording again, have Ss listen
and repeat with a focus on the
pronunciation feature.
Task c + d. Task c + d. Listen and cross out the
- Play the recording (CD 1 – Track 36) word with the different stress, then
using DCR, have Ss listen and cross out read the words with the correct stress
the option that doesn’t follow the sound to a partner.
feature in “a”. * Answer keys:
- Call Ss to give answers.
- Play the recording again and check
answers as a whole class.
- Then have Ss think of some other verbs
using the pronunciation feature in pairs.
- Call some Ss to read some words in
front of the class.
C. Activity 3: Practice.
* Aims: Students can ask and answer about how to reduce pollution.
* Organization:
Teacher's and Students’ activities Content
While-Speaking. * Take turns asking and answering
PRACTICE about how to reduce pollution.
- Use DCR to show the task.
- Demonstrate the activity by practicing
the role-play with a student.
- Have pairs practice the conversation.
- Remind Ss the way to encourage the
speaker to continue with “What else?”
“Anything else?”.
Suggested conversation:
Interviewer: What should we do to

114
 reduce land pollution?
Conservationist: We should recycle trash
so we can reduce land pollution.
Interviewer: What else?
Conservationist: We shouldn’t waste
paper.
Interviewer: Anything else?
Conservationist: We should reuse
bottles.
Interviewer: Thank you.
- Have Ss swap roles and repeat, using
the ideas in the student book.
- Have some pairs demonstrate the
activity in front of the class.
- Give feedback and evaluation.
SPEAKING: Solutions to pollution. Task a. Make a poster to give advice
Task a. about reducing pollution. Discuss ways
- Use DCR to show the task. to reduce pollution and their purpose.
- Demonstrate the activity. Then, choose a title and at least five
- Have Ss work in pairs. solutions and write them on the poster.
- Have some students share the ideas
with the class.
- Observe, give help if necessary.
D. Activity 4. Application.
* Aims: Ss remember the word stress.
* Organization:
Teacher's and Students’ activities Content
Task b. Task b. Join another pair. Present the
- Have students join another pair and ideas to each other.
discuss the solutions.
- Observe, give help if necessary.
- T may call 1-2 pairs to present their
poster in front of the class.
- Give feedback and evaluation.
* Homework:
- Practice pronouncing word stress and making sentences with those two-
syllable verbs.
- Complete the poster for those who haven’t finished it in class.
- Prepare: Lesson 3 – Reading and Writing (pages 32 & 33 – SB).

WEEK 12
Date of preparation: 11/11/ 2024
PERIOD 34: UNIT 3: PROTECTING THE ENVIRONMENT
LESSON 3.1: READING & WRITING
I. OBJECTIVES:

115
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice reading for main ideas and specific information.
- Write short guide to make their school greener.
2. Competences:
- Improve communication, collaboration, analytical and critical thinking skills.
3. Qualities:
- Be aware of the causes and effects of pollution.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
* Let’s Talk!
- Use the “Let’s talk!” part in the
textbook– page 32 for warm-up activity.
- Ask Ss to work in pairs to discuss
about the environmental problems and
ways to improve the environment.
Questions: “What environmental
problems can you see? What people do
to improve the environment where they
live?”
- Call Ss to share their answers with the
whole class.
- Give feedback and evaluation.
- Lead to the new lesson.
B. Activity 2: Reading.
* Aims: Students can develop their reading skills.
* Organization:
Teacher's and Students’ activities Content

116
Task a. Task a. Read the guide and write the
- Use DCR to show the task. correct heading for each section.
- Have Ss read the questions and find the * Answer keys:
keywords.
- Have Ss choose the correct heading for
each section.
- Call Ss to give answer, explain.
- Check answers as a whole class using
DCR.
Task b. Now, read and circle the
Task b.
correct answer.
- Use DCR to show the task.
* Answer keys:
- Have Ss read again the content of the
text “How to Make Our City More Eco-
friendly”.
- Have Ss read and circle the correct
answers.
- Have Ss check answers with their
partners.
- Call Ss to give answers, explain.
- Check answers as a whole class using
DCR.
Task c. Task c. Listen and read.
- Play the audio (track 37).
- Have Ss listen and read.
Task d. Task d. Discuss in pairs.
- Have Ss discuss in pairs about
environmental problems and solutions.
- Have some Ss present and give
feedback.
Questions: Do you have the same
problems where you live? What other
solutions could help improve the
problems?
Answer “Our town doesn’t have many
green spaces. I think that we should
plant more trees in our town.”
C. Activity 3: Writing.
* Aims: Students can develop their writing skills.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read about writing guides.
- Use DCR to show the Writing Skill box Then read the guide from the reading
and the guide. again and circle the imperatives and
- Have Ss read and make a mind map underline the reasons for solutions.
about writing guides. * Answer keys:

117
 - Have ss work in pairs, read the guide
from the reading again and circle the
imperatives and underline the reasons for
solutions.
- Check answers as a whole class using
DCR.

Task b. Task b. Read the guide and write

- Have DCR to show the task. headings for each section.
- Have Ss work in groups of 4, read the * Answer keys:
guide and write the headings.
- Call Ss to give answers.
- Check answers as a whole class using
DCR.

* Homework:
- Practice writing skill: writing guide with imperatives.
- Do the exercises in WB: Listening and Reading (page 18).
- Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App
on www.eduhome.com.vn.
- Prepare: Lesson 3.2 – Speaking and Writing (page 33 – SB).
_____________________________________________________
Date of preparation: 15/11/ 2024
PERIOD 35: UNIT 3: PROTECTING THE ENVIRONMENT
LESSON 3.2: SPEAKING & WRITING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Discuss ways to protect the environment.
-Write a short guide to make their school greener.
2. Competences:
- Improve communication, collaboration, analytical and critical thinking skills.
3. Qualities:
- Be aware of the causes and effects of pollution.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Class Attendance Absence

118
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in workbook.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
* Letter string dictation: * Answers:
- Have Ss play the game: letter string 1.What will happen if they continue
dictation. throwing trash into rivers?
- Divide class into groups of 4. Write the -> The rivers will be dirty.
questions down and then dictate them as 2. What will happen if they keep
a long string of letters. Ss should attempt polluting land?
to form the questions and then discuss -> Soil will not safe to grow food in.
and report back to class. 3. What will happen if we breathe
polluted air?
- Give feedback. -> We will get sick.
- Lead to the new lesson.
* Suggested questions:
1. What will happen if they continue
throwing trash into rivers?
2. What will happen if they keep
polluting land?
3. What will happen if we breathe
polluted air?
B. Activity 2: Forming the new knowledge.
* Aims: Ss prepare for what they are going to write about.
* Organization:
Teacher's and Students’ activities Content
Pre-Writing. (Speaking) Task a. Discuss some ways for your
Task a. school to be greener.
- Have Ss work in pairs.
- Have Ss discuss questions: “What
should we do to make our school
greener? How can we do it?”.
- Have some Ss share their ideas with the
class.

119
- Give feedback and evaluation.
Task b. Task b. Choose the best three to four
- Use DCR to show the task. solutions and discuss on the table
- Have Ss complete the table about below and write in your own idea.
solutions.
- Go round and give help if necessary.
- Have some pairs share their ideas with
the class.
- Give feedback and evaluation.
C. Activity 3: Practice.
* Aims: Students can develop their writing skill.
* Organization:
Teacher's and Students’ activities Content
While - Writing. * Answer keys:
Let’s write: Now, write a guide to
make your school greener using the
discussed in Speaking. Use the Writing
Skill box and speaking notes. Write 80
to 100 words.
- Draw Ss’ attention to the feedback
form (using DCR).
- Have Ss use their notes in speaking part
and the writing skill box to write a guide
about how to make their school greener.
- Have some Ss write their letter on the
board.

D. Activity 4. Application.
* Aims: Ss realize their mistakes in writing and correct them.
* Organization:
Teacher's and Students’ activities Content
- Give feedback, correct Ss’ mistakes.
- Use the feedback form to give
evaluation. Focus on:
+ the format, the structures.
+ the understandability.
+ the coherence and cohesion.
- Look, listen and correct mistakes.
* Homework:
- Remember how to write a guide.
- Finish the writing part.
- Do the exercises in WB: Writing (page 19).
- Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App
on www.eduhome.com.vn
- Prepare: Unit 3 – Review (page 90).

120
 ___________________________________________________
Date of preparation: 11/11/ 2024
PERIOD 36: UNIT 3: PROTECTING THE ENVIRONMENT
REVIEW
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Review the target language learnt in the unit.
- To practice test taking skills.
2. Competences:
- Improve communication, collaboration, analytical and critical thinking skills.
3. Qualities:
- Have positive attitude in English language learning so that they actively
participate in all classroom activities.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in workbook.
- Call 2 Ss to write the new words.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Review the lesson and set the scene for Ss to recap previous knowledge;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
* Quick questions: - Ss’ answer.
- Write a list of two or three questions on
the board which introduce the theme of
the lesson.
- Give the ss 5-10 minutes to discuss in
pairs the questions and then have ss
report back to the class.
- Check and correct Ss’ answers.
- Give feedback and evaluation.
 Lead to the new lesson.
* Suggested questions:

121
 1. Where do you live?
2. What is the biggest issue in your
neighborhood?
3. What will happen if we don’t improve
it?
4. What people should do?
B. Activity 2: Listening.
* Aims: Ss improve their listening skill.
* Organization:
Teacher's and Students’ activities Content
I. Listening: * You will hear a teacher talking
- Use DCR to show the task. about pollution. Listen and fill in the
- Have Ss read through the listening part. blanks. You will hear the information
- Demonstrate the activity by using the twice.
example. * Answer keys:
- Play the audio (CD 2 – Track 40).
- Have Ss check answers with pairs and
then give answers.
- Check answers as a whole class.
C. Activity 3: Reading.
* Aims: Students can improve their reading skill.
* Organization:
Teacher's and Students’ activities Content
II. Reading: * Read the article about how to stay
- Use DCR to show the task. healthy and choose the correct answer
- Demonstrate the activity by using the (A, B or C)
example. * Answer keys:
- Have Ss read the article and choose the
correct answer, underline the supporting
ideas for their answers.
- Call Ss to give answers, explain.
- Give feedback and evaluation.
- Have ss make at least 5 sentences about
how to help our environment.
* Homework:
- Review vocabulary, grammar of unit 3.
- Do the exercises in WB: Review of Unit 3 (page 52).
- Prepare: Unit 3 – Review (page 91 – SB).
__________________________________________________

WEEK 13
Date of preparation: 22/11/ 2024
PERIOD 37: UNIT 3: PROTECTING THE ENVIRONMENT
REVIEW
I. OBJECTIVES:

122
1. Knowledge: By the end of the lesson, Ss will be able to:
- Review vocabulary about protecting the environment (clean up, electricity,
health, land, waste, reduce, save, recycle, wildlife, diseases, …).
- Review grammar: First conditional sentences, compound and complex
sentences.
- Pronoun /t/ sounds correctly and second-syllable word stress.
2. Competences:
- Improve communication, collaboration, analytical and critical thinking skills.
3. Qualities:
- Have positive attitude in English language learning so that they actively
participate in all classroom activities.
- Review the old lesson and have good preparation for next unit.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in workbook.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Review the lesson and set the scene for Ss to recap previous knowledge;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
* Hot seat:
- Choose 8 words from Vocabulary
tasks: clean up, electricity, health, land,
waste, reduce, save, recycle, wildlife,
diseases.
- Divide class into 2 group.
- Have s sit on the chair, the others read
the word and try to describe so that their
partner can figure out the word and say
aloud.
- Check and correct Ss’ answers.
- Have Ss make sentences with the
words they say.

123
- Give feedback and evaluation.
- Lead to the new lesson.
B. Activity 2: Forming the new knowledge.
* Aims: Ss review vocabulary they have learnt.
* Organization:
Teacher's and Students’ activities Content
I. Vocabulary: * Read the clues and complete the
- Use DCR to show the task. crossword puzzle.
- Have Ss read the clues and write the * Answer keys:
correct word in pairs.
- Have Ss check answers with pairs and
then give answers.
- Check answers as a whole class.

C. Activity 3: Practice.
* Aims:
- Students can use First Conditional sentences in speaking and writing skills.
- Ss can review the /t/ sounds and word stress.
* Organization:
Teacher's and Students’ activities Content
II. Grammar: Task a. Write First Conditional
Task a. sentences using the prompts.
- Use DCR to show the task. * Answer keys:
- Demonstrate the activity by using the
example.
- Have Ss read and write the sentences.
- Call Ss to give answers, explain.
- Give feedback and evaluation.
Task b. Task b. Combine two sentences into
- Use DCR to show the task. one using and or so (that). Add a
- Demonstrate the activity by using the comma when necessary.
example. * Answer keys:
- Have Ss read and write the sentences.
- Call Ss to give answers, explain.
- Give feedback and evaluation.

III. Pronunciation:
- Use DCR to show the task. * Circle the word that differs from
- Ask Ss to work individually to circle the other three in the position of
the answer. primary stress in each of the
- Have Ss work in pairs to check each following questions.
other’s work. * Answer keys:
- Call Ss to give answers, pronounce the

124
 words again.
- Give feedback, correct Ss’
pronunciation if necessary.
D. Activity 4. Application.
* Aims: Ss can write a passage about how to help the environment and why.
* Organization:
Teacher's and Students’ activities Content
IV. Writing. * Write about how we should help the
- Have ss brainstorm the ideas with environment, and why.
helping the environment. They can get
the ideas from task a and b in grammar
task.
- Instruct them to write the layout of
passage: main idea, supported ideas.
- Give feedback, correct Ss’ mistakes.
- Use the feedback form to give
evaluation. Focus on:
+ the format, the structures.
+ the understandability.
+ the coherence and cohesion.
* Homework:
- Review vocabulary, grammar of unit 3.
- Do the exercises in WB: Review of Unit 3 – part 2 (page 52).
- Prepare: Unit 4 (page 34 – SB).
__________________________________________________
Date of preparation: 22/11/ 2024
PERIOD 38: TEST CORRECTION
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, ss will be able to realize what they have
done, what they haven’t done.
2. Competences: They can self-evaluate their studying and have good plans to
improve.
3. Qualities: Students are hard-working and attentive. They will try their best to
get better results.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4

125
2. Checking the old lesson:
- During the lesson.
3. New lesson:
* Remark:
- Congratulate Ss that have good marks:
- Encourage some ss that need to try harder :
- Students are interested in studying English and some of them try their best to get
good marks.
- Most of students have understood the lessons and be confident when doing the test.
- Most of students are hard working but some of them are still lazy
- They are good at reading comprehension and have good skill in doing this but some
students need to practice to have better skill to do this kind exercise.
- Some students got mistaken in building sentences.
- Listening skill of them should be practised more
- Some have some misunderstanding with the tense, question words, structures
- Some students are careless in thinking, writing, preparing for the test.
* Notes:
- Prepare more carefully for the test: review all lessons before.
- Students must study harder. Practise listening, reading, writing skills.
- Try their best for studying and doing the test to get good marks.
- Do more exercises in the reference books.
HƯỚNG DẪN CHẤM
BÀI KIỂM TRA GIỮA HỌC KỲ I MÔN TIẾNG ANH 8
Năm học 2024-2025
(0,25 điểm / đáp án đúng)
PART 1: LISTENING (2.5 points)
I. Listen to a conversation between Michael and Kate. Decide whether the following
statements are True (T) or False (F). (1.25 points)
1. T 2.F 3. T 4. T 5. F
II. Listen to a talk about the benefits of leisure activities. Fill in each gap with the
words from the box. (1.25 points)
6. Cycling 7. Sewing 8. Roller 9. healthier 10. hats
skating
PART 2: LANGUAGE FOCUS (3.0 points)
I. Circle the word that has the underlined part is pronounced differently from
others. (0.5 points)
11. D 12. A
II. Circle the best option (A,B,C or D) to complete the sentence (2.5 points)
13. B 14. D 15. A 16. A
17. C 18. B 19. D 20. B
PART 3: READING (2.5 points)
I. Read the blog about Harry's trip. Choose the correct answer. (1.25 points)
23. C 24. B 25. A 26. A 27. A
II. Read the text. Choose the correct answer. (1.25 points)
28. A 29. B 30. A 31. B 32. C
PART 4. WRITING (2.0 points)
I. Identify the mistake in each sentence below. (0,5pts)

126
31. B 32. A
II. Rearrange these words in the correct order to make complete sentences (1.0
point)
33. folk games./ He/ prefers/ play/ to
 He prefers to play folk games.
34. There/ entertainment/ isn’t/ in/ the/ country./ enough
 There isn’t enough entertainment in the country.
35. There/ too many/ are/ on the road./ vehicles
 There are too many vehicles on the road.
36. play/ to/ don’t/ shuttlecock./ like/ I
 I don’t like to play shuttlecock.
37. He likes playing shuttlecock. (enjoy)
 He enjoys playing shuttlecock.
38. Anna likes swimming in the sea. She likes swimming in the pool more. (prefer)
 Anna prefers swimming in the pool to swimming in the sea.
39. My uncle wants to leave the city for the country. There is too much pollution in the
city. (because)
 My uncle wants to leave the city for the country because there is too
much pollution in the city.
40. Jenny finds reading poetry boring. (hate)
 Jenny hates reading poetry.
* Homework:
- Ask students to redo all the exercises in the mid-term test.
- Prepare for unit 3: Reading & Writing.
____________________________________________________
Date of preparation: 22/11/ 2024
PERIOD 39: UNIT 4: DISASTERS
LESSON 1.1: NEW WORDS AND READING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Learn and use vocab. related to disasters.
- Practice reading for gist, reading to recognize correct/incorrect/not given
information.
2. Competences:
- Improve communication, collaboration, analytical and critical thinking skills.
3. Qualities:
- Love victims of natural disasters.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Teaching date Class Attendance Absence
8A
8B
8C

127
2. Checking the old lesson:
- Do the exercise in workbook.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
* In pairs: Look at the picture. What - Ss’ own answers.
do you think happened? What types of
disasters happen in your country?

- Ask Ss to work in pairs, look at the

picture and answer the questions (using
the DCR/ PPTs slides).
- Work in pairs, look at the picture and
answer the questions.
- Call some pairs to give their answers.
- Give feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss improve their vocabulary about disasters.
* Organization:
Teacher's and Students’ activities Content
Pre-Reading. (Vocabulary ) Task a. Match the words with the
Task a. pictures. Listen and repeat.
- Ask Ss to work in pairs and match the * Answer Keys:
words with the pictures (using the 1. typhoon 2. earthquake
DCR). 3. tsunami 4. flood
- Work with a partner to match the words 5. wildfire 6. blizzard
with the pictures. 7. heat wave 8. drought
- Check Ss’ answers around the class. 9. landslide 10. avalanche
- Ask Ss to listen and repeat.
Task b. Task b. In pairs: Use the new words to
- Ask Ss to work with their partner to talk talk about disasters you read or
about disasters they read or heard about, heard about.
using the new words. * Sample answer:
- Work with their partner to talk about I read about a tsunami in Thailand.
disasters they read or heard about, using
the new words.

128
- Go around the class to help if necessary.
- Pick some Ss to talk about their partner.
- Give feedback.

C. Activity 3: Practice.
* Aims: Ss practice reading for main idea and details.
* Organization:
Teacher's and Students’ activities Content
While - reading. Task a: Read the quick facts on a
Task a. website about a famous disaster.
- Ask Ss to read the facts about the Which of the following topics is NOT
disaster and choose the topic that is not mentioned?
mentioned. A. Where it happened
- Read the facts about the disaster and B. The damage it caused
choose the topic that is not mentioned. C. How people stayed safe
- Pick some Ss to give the answer and * Answer Keys: Jess
show where the other topics are C. How people stayed safe
mentioned. (A can be found in “Where was
- Check Ss’ answers. Typhoon Tip?”, and B can be found in
Task b. “How much damage did Typhoon Tip
- Ask Ss to read the phrases and cause?”)
underline the key words. Task b. Now, read and write True,
- Read the phrases and underline the key False, or Doesn't say.
words. * Answer keys:
- Get Ss to scan the text to find the key According to the website,
words. 1. Typhoon Tip was the biggest tsunami
- Ask Ss to read carefully and decide ever.
True, False, or Doesn’t say. 2. the typhoon affected Japan, South
- Set the time and monitor the class. Korea, and Vietnam.
- Pick some Ss to give their answers and 3. Typhoon Tip lasted longer than any
evidence for their choices. other storm.
- Check Ss’ answers (using the DCR). 4. the storm damaged more than twenty
thousand homes.
- Read carefully and decide True, False,
or Doesn’t say.
* Answer Keys:
1. False (The biggest typhoon was
Typhoon Tip.)
2. False (It affected parts of many
countries including Japan, the
Philippines, North and South Korea,
and China.)
3. Doesn't say (Typhoon Tip lasted from
October 4 to October 24, 1979.)
Task c. 4. True (In Japan, floods damaged

129
 - Play the CD and ask Ss to listen and twenty-two thousand homes.)
read along. Task c. Listen and read.
- Pick three Ss to read the three passages
aloud and correct their pronunciation if
necessary.
D. Activity 4. Application.
* Aims: Ss to use the language and information in the real situation.
* Organization:
Teacher's and Students’ activities Content
Post – reading. * In pairs: What is the most
- Ask Ss to work in pairs to say the most surprising about Typhoon Tip?
surprising about Typhoon Tip. * Sample answer:
- Work in pairs to answer the question. I think the amount of damage is the most
- Monitor the class and help them if surprising.
necessary.
- Ask some Ss to share their ideas.
- Give feedback.
* Homework:
- Do vocabulary and reading exercises in workbook on pages 20&21.
- Prepare the next lesson: Lesson 1.2 – Grammar, pages 35 & 36.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (pages 28 &
29).
_________________________________________________
WEEK 14
Date of preparation: 02/12/ 2024
PERIOD 40: UNIT 4: NATURAL DISASTERS
LESSON 1.2: GRAMMAR
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice and use Wh-questions.
2. Competences:
- Improve Ss’ communication, analytical, critical thinking skills.
3. Qualities:
- Know more about natural disasters around the world.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4

130
2. Checking the old lesson:
- Do the exercise in workbook.
- Write the new words.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: To review lesson 1.1 and introduce the grammar point in the new lesson.
* Organization:
Teacher's and Students’ activities Content
- Write the answers on the board. * Matching activity:
- Ask 2 Ss in two teams to go to the * Answer keys:
board, listen to the questions about the 1.When was Typhoon Tip?
Typhoon Tip and circle the correct from October 4 to October 24,1979.
answers. 2. Where was Typhoon Tip?
- Play the game in two teams. Japan, the Philippines, North and
- The faster will get points for their team. South Korea, and China.
- Decide the winner with more points. 3. How many homes were damaged?
twenty-two thousand
How many bridges were damaged?
twenty-seven
4. How many people became homeless?
eleven thousand
5. How many people died from Typhoon
Tip?
Ninety-nine
B. Activity 2: Forming the new knowledge.
* Aims: Ss know how to make Wh- questions.
* Organization:
Teacher's and Students’ activities Content
* Presentation: * Answer Keys:
- Ask Ss to look at the questions below What was the biggest flood?
and underline the question words. Where was it?
What was the biggest flood? When was it?
Where was it? How wide was the typhoon?
When was it? How tall was the tsunami?
How wide was the typhoon? How long was the heat wave?
How tall was the tsunami? How many people died in the flood?
How long was the heat wave? How much damage did the flood cause?
How many people died in the flood?
How much damage did the flood cause?
- Ss look at the questions individually,
underline the question words and match
with the uses.
- Call some Ss to answer.
- Give the feedback.
- Ask Ss to match the question words with the uses.

131
 Question Uses
words * Answer key:
What Width Question Uses
Where Time words
When Quantity (countable) What Things
How wide Period of time Where Place
How tall Height When Time
How long Things How wide Width
How many Quantity How tall Height
How much (uncountable) How long Period of time
Place How many Quantity (countable)
- Match the question words with the How much Quantity
uses. (uncountable)
- Pick some Ss to give their answer.
- Give feedback.
- Say that Wh- questions are used to ask
for details about an action or an event.
Task a.
- Ask Ss to work in pairs to fill in the Task a. Read about Wh-questions and
blanks to complete the conversation fill in the blank.
(using the DCR/PPT slides).
- Work in pairs to fill in the blanks to
complete the conversation. Task b. Listen and check your answers.
Task b. Listen again and repeat.
- Play the CD and ask Ss to listen and * Answer key:
check. A: Where was the biggest earthquake?
- Play the CD again and ask Ss to repeat. B: It was in Valdivia, Chile. It happened
in May, 1960.
C. Activity 3: Practice.
* Aims: Ss practice making Wh- questions.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read the examples above and
- Ask Ss to read the questions and fill in the blanks using the words in the
answer carefully to fill in the blanks with table.
the correct question words. * Answer Keys:
- Read the questions and answer 1. What 2. How much
carefully to fill in the blanks with the 3. How long 4. How tall
correct question words. 5. Where 6. How many
- Get Ss to check the answers with their
partner and explain for their choices.
- Pick some Ss to give the answer and
explain.
- Check Ss’ answers.

132
 Task b. Task b. Write questions to ask for the
- Ask Ss to look at the underlined underlined information in the answers.
phrases in the sentences and figure out * Answer Keys:
the question words. 1. When was the worst avalanche?
- Look at the underlined phrases in the 2. How many people died in the
sentences and figure out the question earthquake?
words. 3. How much damage did the typhoon
- Ask Ss to write questions for the cause?
underlined phrases, using the question 4. Where was the worst heat wave?
words they have figured out. 5. How deep was the snow in the 1972
-Write questions for the underlined Iran Blizzard?
phrases. 6. What was the largest landslide?
- Set the time and monitor the class.
- Let Ss check with their partner.
- Pick seven students to write the
questions on the board.
- Check Ss’ answers (using the
DCR/PPT slides).
D. Activity 4. Application.
* Aims: Ss to use the language in the real situation.
* Organization:
Teacher's and Students’ activities Content
Task c. Task c. In pairs: Study the questions
- Give Ss one minute to study the and answers in b. for one minute.
questions and answers in b. Cover the answers and take turns
- Ask Ss to work in pairs, take turns asking and answering the questions.
asking and answering the questions.
- Monitor the class and help them if
necessary.
- Ask some Ss to perform their
conversations.
- Give feedback.
* Homework:
- Do grammar and writing exercises in workbook on page 21.
- Prepare the next lesson: Lesson 1.3 – Pronunciation & Speaking, pages 36 &
37.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (pages 30).
____________________________________________________

Date of preparation: 02/12/ 2024

PERIOD 41: UNIT 4: NATURAL DISASTERS
LESSON 1.3: PRONUNCIATION AND SPEAKING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice sound changes.

133
- Practice talking about disasters.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Know more about natural disasters around the world.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in workbook.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: To review vocabulary about disaster.
* Organization:
Teacher's and Students’ activities Content
* Unscramble the groups of letters to
make words.

- Ask 2 Ss in two teams to go to the

board, unscramble the groups of letters
to make words.
- Play the game in two teams.
- The faster will get points for their team.
- Decide the winner with more points.
B. Activity 2: Forming the new knowledge.
* Aims: Ss know when to change the sound of was in a sentence.
* Organization:
Teacher's and Students’ activities Content
Pre-Speaking. (pronounciation) Task a.
* Presentation:
Task a.
- Tell Ss that "…was…" often sounds
like /wəz/ in a sentence.

134
- Give some examples:
What was the biggest wildfire?
When was the flood? – It was in 1920.
- Listen and take notes. Task b.
Task b.
- Ask Ss to listen to the words and focus
on the underlined letters (using the
DCR/PPT slides).
What was the biggest wildfire?
When was the flood? – It was in 1920.
- Listen and take notes.
* Practice:
Task c. Task c. Listen and cross out the
- Ask Ss to listen and cross out the sentence that doesn't follow the note
sentence that doesn't follow the note in in "a."
"a." * Answer Keys:
- Listen and cross out the sentence that It was in 1810. – Wrong.
doesn't follow the note in "a." (Was is fully pronounced.)
- Pick some Ss to give the answers. -Listen again and repeat.
- Check their answers.
- Get Ss to listen again and repeat.
Task d. Task d. Read the sentences with the
- Ask Ss to work in pairs, reading the sound changes noted in "a." to a
sentences to their partners with the partner.
correct pronunciation.
- Work in pairs, reading the sentences to
their partners with the correct
pronunciation.
- Pick some students to say the sentences
and correct their pronunciation if
necessary.
- Give the feedback.
C. Activity 3: Practice.
* Aims: Ss practice talking about natural disasters.
* Organization:
Teacher's and Students’ activities Content
While-speaking. * Take turns asking and answering
- Introduce the task, using DCR. about each of the world's biggest
- Give Ss some time to practice asking disasters.
and answering about each of the world's * Answer keys:
biggest disasters with their partners. A: What was the biggest earthquake?
- Go around and help if necessary. B: It was the Great Chilean Earthquake.
- Pick some Ss to perform their A: Where was it?
conversations. B: It was in Valdivia, Chile.
- Give feedback. A: When was it?

135
 B: It was in May 1960.
A: How much damage did it cause?
B: It caused $675 million in total
damage.

A: What were the biggest floods?

B: They were the 1931 Yangtze – Huai
River Floods.
A: Where were they?
B: They were in Eastern and Central
China.
A: When were they?
B: They were from June to August 1931.
A: How much damage did they cause?
B: Over 400 thousand people died.

A: What was the biggest typhoon?

B: It was the Typhoon Tip.
A: Where was it?
B: It was in the Philippines, Japan,
China, and North and South Korea.
A: When was it?
B: It was in October 1979.
A: How wide was it?
B: It was over two thousand kilometers
wide.

A: What were the biggest wildfires?

B: They were the 2021 Russia Wildfires.
A: Where were they?
B: They were in Siberia, Russia.
A: When were they?
B: They were in June 2021.
A: How much damage did they cause?
B: They burned 200 thousand km2.

A: What was the biggest tsunami?

B: It was the Lituya Bay Tsunami.
A: Where was it?
B: It was in Alaska, USA.
A: When was it?
B: It was in July 1958.
A: How tall was it?
B: It was over 500 meter tall.
D. Activity 4. Application.

136
 * Aims: Ss practice talking about natural disasters.
* Organization:
Teacher's and Students’ activities Content
Post-speaking. Task a. In pairs: Write six questions
Task a. using the information on page 36 and
- Introduce the task, using DCR. the table in Practice. Join another
- Give Ss some time to practice asking pair. Take turns asking and
and answering about each of the world's answering the questions.
biggest disasters with their partners. * Sample answer:
- Go around and help if necessary. A: Where was the biggest earthquake?
- Let Ss play the game in 2 teams. B: It was in Valdivia, Chile.
- Decide the winner with more points.
Task b. Task b. Which disasters are
- Ask Ss to work in pairs to ask and common/rare in your country? Which
answer about natural disasters in their disaster is the scariest for you? Why?
country. * Sample answers:
- Work in pairs to ask and answer about I think that floods are common.
natural disasters in their country. I think floods are the scariest because I
- Pick some Ss to share their ideas. can’t swim.
- Give feedback.
* Homework:
- Prepare the next lesson: Lesson 2.1 – Vocab & Listening, pages 38 & 39.
________________________________________________________
Date of preparation: 2/12/2024
PERIOD 42: UNIT 4: NATURAL DISASTERS
LESSON 2.1: NEW WORDS AND LISTENING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Learn and use vocab. related to disasters.
- Practice listening for specific information.
- Practice functional English – Working through tasks in groups.
2. Competences:
- Improve communication, collaboration, analytical and critical thinking skills.
3. Qualities:
- Know how to keep safe in a disaster.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3

137
 8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
* Let’s talk! In pairs: Look at the
picture. What disaster happened?
What should people do in this kind of
disaster?

- Ask Ss to work in pairs to talk about

what happened in the picture and what
people should do in this kind of disaster. .
- Talk with their partner about what
happened in the picture and what people
should do in this kind of disaster.
- Pick some Ss to share their ideas.
- Give feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss know more vocabulary related to disasters.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Match the bold words in the
- Ask Ss to read the sentences, underline text with the pictures. Listen and
the key words, guess the meaning of the repeat.
words in bold, then match them with the * Answer Keys:
pictures. 1. C – escape plan
- Read the sentences, underline the key 2. D – board up
words, guess the meaning of the words 3. A – emergency services
in bold, then match them with the 4. G – fire extinguisher.
pictures. 5. H – Stock up
- Get Ss to check with their partners. 6. F – batteries
- Pick some Ss to give their answers. 7. B – First aid kit
- Check their answers. 8. E - Supplies
- Ask Ss to listen and repeat chorally.
- Pick some Ss to say the words and
correct their pronunciation if necessary.

138
- Check their memory by playing a game
in pairs: Student A say the definition;
Student B say the word (with books
closed).
Task b. Task b. In pairs: Use the new words
- Ask Ss to work in pairs to use the new to talk about things your family has
words to talk about things your family or does during a bad storm.
has or does during a bad storm. * Sample answer:
- Talk about things your family has or We stock up on batteries.
does during a bad storm, using new
words.
- Pick some Ss to share their ideas.
- Give feedback.
C. Activity 3: Practice.
* Aims: Ss practice listening for specific information and know how to talk when
working through tasks in groups.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Listen to two students talking
- Introduce the task, using DCR. about safety tips during disasters.
- Ask Ss to listen and number the safety Number the safety tips in the order
tips in the order you hear them. you hear them.
- Listen and number the safety tips in the * Answer Keys:
order you hear them. A. 2 B. 1 C. 4 D. 3 E. 5
- Ask Ss to guess the type of words in
the gaps.
- Pick some Ss to share their ideas.
- Give feedback. Task b. Now, listen again and fill in
Task b. the blanks to know why you should
- Ask Ss to listen and fill in the gaps. follow these safety tips.
- Let Ss check with their partner. * Answer keys:
- Pick some students to give their 1. verb 2. noun 3. adjective
answers. 4. adverb 5. noun
- Play the CD again and pause at the * Answer keys:
answers for Ss to check. 1. fall 2. Fire 3. Safer 4. Away
- Confirm the answers. 5. winds
- Pick some students to give their
answers.
- Check their answers.
Task c. Task c. Read the Conversation Skill
- Ask Ss to read the Conversation Skill box. Then, listen and repeat.
box and say the phrases that can be used * Answer keys:
when working through tasks in groups. What's next?
-Read the Conversation Skill box and Next is (fires). What should we...?
say the phrases that can be used when

139
 working through tasks in groups.
- Check their answers.
- Get Ss to listen and repeat.
Task d. Task d. Now, listen to the
- Ask Ss to listen to the conversation conversation again and count how
again and count how many times you many times you hear the sentences or
hear the sentences or phrases. phrases.
- Listen to the conversation again and * Answer keys:
count how many times you hear the What's next? (3 times)
sentences or phrases. Next is (fires). What should we...? (3
- Pick some students to give their times)
answers.
- Check their answer.
D. Activity 4. Application.
* Aims: Students can develop their speaking skill.
* Organization:
Teacher's and Students’ activities Content
Task e. Task e. In pairs: Which tip(s) did you
- Ask Ss to work in pairs to answer the know about? Which tip(s) would you
question: Which tip(s) did you know tell your family about?
about? Which tip(s) would you tell your
family about?
- Work in pairs, answering the question.
- Pick some Ss to share their ideas.
- Give feedback.
* Homework:
- Do exercises in workbook on page 22.
- Prepare the next lesson: Lesson 2.2 - Grammar, pages 39 & 40
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (pages 31 &
32).
_______________________________________________________________

WEEK 15
Date of preparation: 07/12/ 2024
PERIOD 43: UNIT 4: NATURAL DISASATERS
LESSON 2.2: GRAMMAR
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice and use Preposition of place and movements correctly.

140
2. Competences:
- Improve communication, collaboration, writing and critical thinking skills.
3. Qualities:
- Talk about locations and movements correctly.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in workbook.
- Write the new words.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: To review vocabulary related to disasters.
* Organization:
Teacher's and Students’ activities Content
* Word race: Complete the words * Answer keys:
with the vowels (a, e, i, o, u). 1. EMERGENCY SERVICES
2. ESCAPE PLAN
3. SUPPLIES
4. FIRE EXTINGUISHER
5. BATTERIES
6. FIRST AID KIT
- Divide the class into two teams. 7. BOARD UP
- Ask Ss to work in groups to complete 8. STOCK UP
these words in 2minutes. (on a piece of
paper)
- Ss work in groups.
- Check their answers and decide the
winner with the most correct words.
- Give the feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss know how to use Preposition of place and movements correctly.
* Organization:
Teacher's and Students’ activities Content
- Ask Ss to look at the pictures and label I. Prepositions of place:
them with the correct prepositions: * Answer keys:
inside, outside, under, or near.

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- Ss look at the pictures and label them
with the correct prepositions: inside,
outside, under, or near.
- Pick some Ss to give the answers.
- Check their answers.
- Introduce the use of prepositions of
place: to show where something or
someone is.
- Ask Ss to look at the pictures and label
them with the correct prepositions: into II. Prepositions of time:
or to. * Answer keys:

- Look at the pictures and label them

with the correct prepositions: into or to. -Listen and take notes.
- Pick some Ss to give the answers.
- Check their answers.
- Introduce the use of prepositions of
movement: to show movement from one
place to another.
Task a. Task a. Read about prepositions of
- Ask Ss to read about prepositions of place and movement, then fill in the
place and movement, then fill in the blanks.
blanks with appropriate prepositions.
- Read about prepositions of place and
movement, then fill in the blanks with
appropriate prepositions.
- Get Ss to check with their partners.
- Pick some Ss to give their answers.
Task b. Task b. Listen and check your
- Ask Ss to listen and check. answers. Listen again and repeat.
- Pick some Ss to share their ideas. * Answer keys:
- Check their answers. to; into
- Ask Ss to listen again and repeat
chorally.
- Pick some pairs to read the
conversation again and check their
pronunciation if necessary.
C. Activity 3: Practice.
* Aims: Ss practice using preposition of place and movements correctly.
* Organization:

142
 Teacher's and Students’ activities Content
Task a. Task a. Read the notes and examples
- Introduce the task. on the left, then circle the correct
- Ask Ss to read the sentences carefully words.
and circle the correct words. * Answer Keys:
- Let Ss check with their partner. 1. inside 2. Into 3. near
- Pick some students to give their 4. to 5. Under 6. outside
answers and give reasons.
- Check their answers. Task b. Fill in the blanks with the
Task b. words in the box.
- Ask Ss to fill in the blanks with the * Answer keys:
words in the box. 1. to 2. In 3. inside
- Fill in the blanks with the words in the 4. near 5. outside
box.
- Let Ss check with their partner.
- Pick some Ss to give their answers.
- Check their answers.
D. Activity 4. Application.
* Aims: Ss use the language in real situation.
* Organization:
Teacher's and Students’ activities Content
Task c. Task c. In pairs: Describe where
- Ask Ss to work in pairs to describe things are in the classroom and where
where things are in the classroom and you can move classroom objects to.
where you can move classroom objects * Sample answers:
to. My textbook is on my desk.
- Work in pairs to describe where things I put my book inside my bag.
are in the classroom and where you can
move classroom objects to.
- Pick some Ss to say their sentences.
- Give feedback.
* Homework:
- Do exercises in workbook on page 23.
- Prepare the next lesson: Lesson 2.3 – Pronunciation & Speaking, pages 40.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 33).
____________________________________________

Date of preparation: 07/12/ 2024

PERIOD 44: UNIT 4: NATURAL DISASATERS
LESSON 2.3: PRONUNCIATION & SPEAKING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice sentence stress.

143
- Give advice on what to do in a disaster, using prepositions of place and
movement and conversation skill - Working through tasks in groups.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Know what to do/ not to do before and during a disaster.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: To review lesson 2.2 and lead in the new lesson.
* Organization:
Teacher's and Students’ activities Content
* Speaking activity.
- Ask Ss to discuss in their group what
they should/shouldn’t do when there is a
bad storm.
- Discuss in their group what they
should/ shouldn’t do when there is a bad
storm.
- Give Ss three minutes.
- Go around to help if necessary.
- Pick some groups to share their ideas.
- Give feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss stress shouldn’t correctly.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Stress shouldn't for negative
- Write some examples on the board: advice.
You shouldn't open the door. * Answer keys:
We shouldn't try to swim. You shouldn't open the door.
- Ask Ss to underline the word they put We shouldn't try to swim.
the stress on.

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 - Give feedback.
- Say that we put the stress on shouldn’t -Listen to the words and focus on
when giving negative advice. the underlined letters.
Task b. Task b. Listen to the sentences and
- Ask Ss to listen to the words and focus focus on the underlined words.
on the underlined letters (using the
IWB).
You shouldn't open the door.
- Gets Ss to listen again and repeat
chorally.
- Pick some Ss to say the words
individually and correct their
pronunciation if necessary.
- Give the feedback.
Task c.
- Ask Ss to listen and cross out the one Task c. Listen and cross out the
that doesn’t have stress on shouldn’t. sentence that doesn't follow the note in
- Listen and cross out the one with the "a.".
different sound. * Answer Keys:
- Pick some Ss to give the answers. You shouldn’t go to the beach. -- Wrong.
- Check their answers. (The stress is on go)
- Get Ss to listen again and repeat.
Task d.
- Ask Ss to work in pairs, reading the Task d. Read the sentences with the
sentences to their partners with the sentence stress noted in "a." to a
correct stress. partner.
- Work in pairs, reading the sentences to
their partners with the correct stress.
- Pick some students to say the sentences
and correct their pronunciation if
necessary.
- Give the feedback.
C. Activity 3: Practice.
* Aims: Ss practice talking about safety tips.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Take turns asking and
- Ask Ss to work in pairs, take turns answering about safety tips. Say at
asking and answering about safety tips. least two tips to prepare for and one
Say at least two tips to prepare for and tip to do during disasters. Pass your
one tip to do during disasters. turn for the next disaster.
- Work in pairs, take turns asking and * Sample Answer:
answering about safety tips. Say at least A: How should you prepare for a flood?
two tips to prepare for and one tip to do B: You should keep emergency items in a
during disasters. safe place and keep your phone near you

145
 - Go around and help if necessary. and make sure it has enough battery.
- Pick some pairs to share their ideas. A: What should you do during a flood?
- Give feedback. B: You shouldn't drive or walk into flood
Task b. water.
- Ask Ss to work in pairs to take turns Task b. Practice with your own ideas.
asking and answering about safety tips, * Sample Answer:
using their own ideas. A: How should you prepare for a
-Take turns asking and answering about wildfire?
safety tips, using their own ideas. B: You should keep fire extinguishers in a
- Pick some pairs to perform their safe place, and keep a first aid kit in
conversations. every bathroom.
- Give feedback. .........................
D. Activity 4. Application.
* Aims: Ss practice talking about what to do in a disaster.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. You're making a poster with
- Ask Ss to discuss what they should (or safety tips for disasters. In pairs:
shouldn't) do before and during disasters, Discuss what you should (or shouldn't)
then choose one disaster and make a do before and during disasters. Then,
poster with the three best safety tips for choose one disaster and make a poster
that disaster. with the three best safety tips for that
- Discuss what you should (or shouldn't) disaster.
do before and during disasters, then
choose one disaster and make a poster
with the three best safety tips for that
disaster.
- Give Ss some time to discuss and make
their poster.
- Go around to help if necessary.
Task b. Task b. Join another pair. Present
- Ask Ss to join another pair, present your posters and decide which one
their posters and decide which one would be the most useful in your area.
would be the most useful in their area. * Sample answer:
- Join another pair, present their posters We have three tips for fire safety. First,
and decide which one would be the most you should…
useful in their area.
- Go around to help if necessary.
- Pick some Ss to present their posters.
- Give feedback.
* Homework:
- Do the exercises in WB.
- Prepare the next lesson: Lesson 3.1 – Reading & Writing, pages 42 & 43.
_____________________________________________________
Date of preparation: 07/12/ 2024

146
 PERIOD 45: UNIT 4: NATURAL DISASTERS
LESSON 3.1: READING & WRITING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Practice reading for main ideas and specific information.
- Learn how to write emergency announcements.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Know what to do before and during a natural disaster.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in workbook.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher's and Students’ activities Content
Let’s talk! In pairs: Look at the * Answer Keys:
picture. What are some ways that 1. on TV, radio, social network.
governments can inform people about 2. when, where, how to stay safe, how to
future disasters? What kind of contact for help.
information do disaster
announcements give?

- Ask Ss to work in pairs, look at the

picture and answer the questions:
1.What are some ways that governments

147
 can inform people about future
disasters?
2. What kind of information do disaster
announcements give?
- Work in pairs, look at the picture and
answer the questions.
- Call some pairs to give their answers.
- Give feedback.
B. Activity 2: Reading.
* Aims: Ss improve their reading skills.
* Organization:
Teacher's and Students’ activities Content
Pre-reading.
- Ask Ss to read the instruction and guess
the heading.
- Pick some Ss to give their answers.
- Write their guesses on the board.
Task a. Task a. Read the emergency
- Remind the Ss of the function of the announcement and choose the best
heading: state the main idea of the heading.
announcement. * Answer Keys:
- Ask Ss to read the announcement and 1. Flood warning from the National
choose the best heading. Weather Service
- Let Ss check the answer with their
partners.
- Pick some Ss to give their answers.
- Check the answer.
* Vocabulary:
- warning (n) /ˈwɔːnɪŋ/ sự cảnh báo
- expect (v) /ɪkˈspekt/ cho rằng
- damage (n) /dæmɪdʒ/ sự hư hại
- instruction (n) /ɪnˈstrʌk.ʃən/ hướng dẫn
- Ask Ss to read the text and underline
the words above.
- Get Ss to try to guess their meanings in
the context first.
- Explain the meanings of the words.
- Ask Ss to listen and repeat chorally and
individually.
- Check Ss’ remembering.
While-reading.
Task b. Task b. Read and write short
- Use DCR to show the task. Ask Ss to answers.
read the questions carefully and
underline the key words in each

148
question.
- Get Ss to scan the text to find the key
words.
1. Where is the warning for? * Answer keys:
2. When will the warning end? 1. Where is the warning for?
3. What should people have ready to go? 2. When will the warning end?
4. Where should people stay? 3. What should people have ready to
5. Where can people learn more go?
information? 4. Where should people stay?
- Ask Ss to read the parts containing the 5. Where can people learn more
key words carefully to find the answers information?
to the questions. * Answer Keys:
- Set the time and monitor the class. 1. Flagstaff City
- Check Ss’ answers (using the DCR). 2. on July 12th at 8:00 a.m.
3. emergency items
Task c. 4. in the highest part of their homes
- Play the CD and ask Ss to listen and 5. from local TV or the radio
read. Task c. Listen and read.
- Ss work individually. * Sample answer:
- Pick some Ss to read the passage and I didn't know that you should board up
correct their pronunciation if necessary. your lower windows.
- Give the feedback. I think you should also make sure your
Post – reading.
Task d.
- Ask Ss to work in pairs, answering the Task d. In pairs: What tips didn't you
questions. know before reading the emergency
- Ss work in pairs. announcement?
- Monitor the class and help them if What else should or shouldn't people
necessary. do?
- Pick some Ss to share their ideas. phone is fully charged.
C. Activity 3: Writing.
* Aims: Ss know the structure of an emergency announcement and what to write
in each part.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. Read about writing
- Ask Ss to read about writing emergency emergency announcements, then read
announcements and answer the the flood warning again. Circle and
questions below in pairs: number (1–4) the four parts of the
a) How many parts are there in an announcement noted in the Writing
emergency announcement? Skill box.
b) What is the function of each part? * Answer Keys:
- Read about writing emergency a)Heading, What/Where/When notes,
announcements and answer the Summary, Instructions.
questions in pairs. b)

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- Pick some Ss to give their answers. 1. Heading – Note the emergency type,
- Give the feedback. who is sending the announcement, and
* Writing skill: Writing emergency when.
announcements. 2. What/Where/When notes – Keep
A good emergency announcement should these short and simple.
include four main parts: 3. Summary – Briefly note the cause
1. Heading – Note the emergency type, and main dangers.
who is sending the announcement, and 4. Instructions – Note what people
when. should do as point form notes.
2. What/Where/When notes – Keep
these short and simple.
3. Summary – Briefly note the cause and
main dangers.
4. Instructions – Note what people
should do as point form notes.
- Check the answer.
- Ask Ss to read the flood warning again.
Circle and number (1–4) the four parts of
the announcement noted in the Writing * Answer keys:
Skill box.
- Read the flood warning again. Circle
and number (1–4) the four parts of the
announcement noted in the Writing Skill
box.
- Let Ss check with their partners.
- Pick some Ss to give their answers.
- Check the answer.
Task b.
- Ask Ss to number the sentences (1–4). Task b. Number the sentences (1–4) to
- Set the time and go around to help. match them with the parts of an
- Let Ss check with their partners. emergency announcement. Use the
- Pick some Ss to write their answers on Reading and Writing Skill box to help
the board. you.
- Check the answers. * Answer keys:
A. We expect damage to buildings and
houses
along West Beach. 3
B. What: Tsunami, Where: Baytown
City, 2
When: 07:37 May 3 to 09:30 May 3
C. The wave could be as high as four
meters
when it hits West Beach. 3
D. Tsunami warning from the Pacific
Ocean 1

150
 Service, Sent: 06:31 May 3
E. Move to high ground far from the sea
immediately. 4
F. A large undersea earthquake started
a tsunami. 3
* Homework:
- Do exercises in workbook on page 24.
- Prepare the next lesson: Lesson 3.2 – Speaking & Writing, page 43.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 34).
_______________________________________________________
WEEK 16
Date of preparation: 15/12/ 2024
PERIOD 46: REVISION
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, ss will be able to:
- Revise pronunciation, vocab, and grammar from unit 1 to unit 4.
- Remember Content and the topics of the units.
2. Competences:
- Linguistic competence, cooperative learning and communicative competence.
3. Qualities:
- Students can have positive attitude while revising the units.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Warm up
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher and students’ activities Contents
- T has ss answer the questions. What should you do and sholudn’t do when
- Ss listen and answer. there is a typhoon?
- T calls on some ss to answer.
- Ss answer.

151
- T gives feedback.
B. Activity 2. Revision.
* Aims: Ss revise all vocabulary and grammar they have learnt so far.
* Organization:
Teacher and students’ activities Contents
- T ask Ss to do the exercises in the Handouts.
handouts.
- Ss work individually to do the task.
- Call some Ss to answer.
- Give the correct answer.
* Handouts:
I. PRONUNCIATION
A. Choose the word whose underlined part differs from the other three in
pronunciation in each of the following questions.
1. A. task B. scooter C. school D. science
2. A. films B. sports C. runs D. flowers
3. A. shops B. books C. actors D. chats
4. A. church B. chemistry C. lunch D. cheese
5. A. Christmas B. armchair C. teacher D. chocolate
6. A. school B. headache C. character D. children
B. Choose the word whose primary stress is NOT placed on the second
syllable.
1. A. competition B. competitor C. afternoon D. economic
2. A. vacation B. become C. design D. cycling
3. A. never B. country C. prefer D. weather
4. A. another B. flower C. computer D. because
II. USE OF ENGLISH
Choose the best option (A, B, C or D) to complete each of the following
questions.
1. It’s _____________ to have a walk along the rice fields early in the morning.
A. relaxed B. relaxes C. relax D. relaxing
2. People in the countryside prefer __________ the rice they grow in their fields.
A. to eat B. ate C. eat D. eats
3. Lisa’s hometown is about 250 kilometers ____________ Ho Chi Minh city.
A. for B. from C. to D. away
4. Jane’s mom: People in the countryside often have a healthy lifestyle. - Jane:
__________.
A. Really? I love the countryside, too. B. I disagree. They don’t have good
doctors.
C. I agree. They do more physical activities. D. I agree. They usually eat fruit
and fish.
5. Liz: __________ does John play spinning tops? - Ben: Not often, about once
or twice a month.
A. How long B. How far C. When D. How often
6. One of the ____________ festivals in the countryside is Mid-Autumn festival.

152
 A. traditional B. tradition C. traditionally D. traditions
7. My sister seldom plays badminton after work, she prefers __________ in the
nearby river.
A. swims B. to swim C. to swimming D. swam
8. It’s very interesting to _________ activities like a lantern parade.
A. take part B. participating C. participate D. take part in
9. Tom: ___________________? Peter: Good idea. It’s the best place to
play shuttlecock.
A. What are you going to do this afternoon? B. How about going to the
park after school?
C. Do you like to play shuttlecock? D. How often do you play
shuttlecock?
10. There’s not much _________ in the countryside. People usually enjoy the
fresh air there.
A. noise B. water C. pollution D. air
11. Some folk games in the countryside can keep children away ________ their
cell phones.
A. to B. from C. for D. with
12. Most students in my class are hard-working. They ________ finish all their
homework before they come to class.
A. always B. sometimes C. rarely D. never
13. Henry usually plays badminton _____________ Sundays.
A. in B. at C. on D. into
14. The train to Texas ____________ at 9:45 every morning.
A. depart B. departs C. departing D. is departing
15. Her friends usually go __________ when they have free time.
A. shopping B. to shop C. shop D. the shops
16. Jane: What do you like doing in your free time? Mary: ___________.
A. I dislike swimming. B. Oh, that’s good.
C. Let’s go out for dinner. D. Going out for a walk.
17. ________ is the sport of moving over the ground wearing shoes with wheels.
A. Cycling B. Roller skating C. Skiing D. Karate
18. Sue likes _________ activities, such as playing soccer, cycling and camping.
A. outdoors B. indoor C. outdoor D. indoors
19. Alex loves doing arts and crafts, and he likes ____________ clothes, too.
A. designing B. to designing C. designs D. designed
20. Jack: __________ Jimmy: I played in the park with my classmates.
A. What do you do on Mondays? B. What did you do last Monday?
C. What are you doing on Monday? D. Are you playing in the park on
Monday?
21. They dislike watching a movie ________ because the movie theater is often
too crowded.
A. on the weekend C. in weekend mornings
B. in the weekend D. at weekend mornings
22. My little sister loves indoor ____________, she seldom goes out.

153
A. activity B. active C. action D. activities
23. You should wear a helmet if you’re going ____________.
A. out for a walk B. swimming C. skateboarding D. fishing
24. We won’t leave the movie theater ___________ the action movie ends.
A. until B. during C. to D. from
III. WORD FORMATION
Write the correct form of the words in brackets.
1. What is the _____ between roller skating and skateboarding? (DIFFERENT)
2. Before joining the cycling club, my daughter wasn’t an ____girl. (ACTION)
3. My dad gave me this bicycle last week, he wants me to become a good ____.
(CYCLE)
4. Russia is known as one of the biggest _____ in the world. (COUNTRYSIDE)
5. They _____________ the time and place of the Hiền Lương Village Tết
festival last night. (ANNOUNCEMENT)
IV. ERROR RECOGNITION
Find the underlined part that needs correction in each of the following
questions.
1. Outdoors activities can make people healthier.
A B C D
2. Julia usually watches action movie when she feels sad.
A B C D
3. We’d like to announce the village festival will take place on January 21st to
A B C D
February 2nd.
4. All the children are interested in the animal perform at the festival.
A B C D
Read the three texts. For each question, choose the correct person.
Drew A.Drew has lots of hobbies, but they are all the same
in one way. He doesn’t do any of them at the sports
center or in the local park. He can do all of them in
his bedroom while he watches TV or listens to
music. In his room he has many of the things from
his hobbies – a sweater, a scarf, a model boat, and
lots of drawings of animals. He spends all his
pocket money on his hobbies.
Don B. Don loved making models of ships for many years.
He has many of them on the shelves of his
bedroom. But he made nearly all the ships he was
interested in. He still makes models when people
give them to him as presents, but now he prefers
playing board games online with his friends.
Sometimes they have competitions.

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Edward In the past, Edward’s parents got angry with him
C.
about his hobbies. ‘We buy you all the things for
soccer, table tennis, or drawing, and then you say
you are not interested in those hobbies anymore.’
Edward still starts new hobbies all the time, but
now his parents think it’s good, because a hobby
website pays him to write about each new hobby.
He pays for the things he needs now himself.
Drew Don Edward
1 Who earns money from his hobby? A B C
2. Who has a different favorite hobby from in A B C
the past?
3. Who prefers making things to playing sport? A B C
4. Who doesn’t buy the things for one of his A B C
hobbies?
5. Who writes a blog for a hobby ezine? A B C
VI. LISTENING
You will hear a girl talking to her friend about her favorite hobby. Listen and
write T (True) or F (False) for each statement.
The girl thinks her hobby …
1. is exciting.
2. is useful.
3. is cheap to do.
4. takes a lot of time to learn.
5. is good for making friends.
VII. WRITING
A. Rewrite the following sentences without changing their meaning. Use the
given word(s) if any.
1. When did you start to bake chocolate cookies? (AGO)
→ How long ___________________________________________________
2. My sister likes watching basketball better than playing it. (TO)
→ My sister ___________________________________________________
3. We studied in the library from 9.30 to 11 o’clock yesterday. (BETWEEN)
→ We studied __________________________________________________
4. It takes them 45 minutes to play table tennis every Saturday morning.
→ They spend _________________________________________________
5. The food and drink at the outdoor dinner tonight are free for children under
11. (PAY)
→ Children ____________________________________________________
6. My mother hates noisy parties and crowded places. (NEVER)
→ My mother __________________________________________________
7. Julie doesn’t usually take part in traditional festivals because she works in the
city.
→ Julie works ___________________________________________________

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8. Jack sometimes rides his bike around the countryside to enjoy some fresh air.
→ Jack sometimes goes _________________________________________
B. Use the given words or phrases to make complete sentences.
1. Mary/ like/ dance/ her friends/ her / free time / .
→ ________________________________________________________
2. The action film / start / 7 p.m. / tomorrow / .
→ ________________________________________________________
3. There / a lot / outdoor / activity / for / children / the countryside / .
→ ________________________________________________________
4. Most / big / city / world / seriously / polluted / .
→ _______________________________________________________
C. Put the words in the correct order to make correct sentences.
1. Vietnam / their / baseball / in / in / Children / dislike / playing /free time / .
→ _______________________________________________________
2. practice / yesterday / jewelry / Jane / didn’t / designing / .
→ _______________________________________________________
3. to play / games / folk / students / like / young / Most / .
→ ________________________________________________________
4. do / often / they / how / hometown / visit / their / ?
→ _____________________________________________________
* Homework:
- Redo exercises.
- Prepare: Revision.
_____________________________________________
Date of preparation: 15/12/ 2024
PERIOD 47: REVISION
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, ss will be able to:
- Revise pronunciation, vocab, and grammar from unit 1 to unit 4.
- Remember Content and the topics of the units.
2. Competences:
- Linguistic competence, cooperative learning and communicative competence.
3. Qualities:
- Students can have positive attitude while revising the units.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4

156
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Warm up
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities
as well as to engage them in the follow-up steps.
* Organization:
Teacher and students’ activities Contents
- T ask Ss to review the grammar
points they have learnt.
- Ss listen and answer.
- T calls on some Ss to answer.
- Ss answer.
- T gives feedback.
B. Activity 2. Revision.
* Aims: Ss revise all vocabulary and grammar they have learnt so far.
* Organization:
Teacher and students’ activities Contents
- T ask Ss to do the exercises in the Handouts.
handouts.
- Ss work individually to do the task.
- Call some Ss to answer.
- Give the correct answer.
* Handouts:
I. PRONUNCIATION
A. Choose the word whose underlined part differs from the other three in
pronunciation in each of the following questions.
1. A. tidy B. pollution C. protect D. prevent
2. A. plastic B. pollute C. waste D. picture
3. A. plant B. water C. section D. forest
B. Choose the word whose primary stress is placed on the first syllable.
4. A. tidy B. protect C. create D. prevent
C. Choose the word whose primary stress is NOT placed on the second
syllable.
5. A. recycle B. reduce C. organize D. important
II. USE OF ENGLISH
Choose the best option (A, B, C or D) to complete each of the following
questions.
6. Governments should prevent people ___________ cutting down trees in the
forests.
A. with B. from C. on D. into
7. Everybody should work together to keep the environment _____________.
A. polluted B. unpolluted C. pollution D. polluting
8. We should send these used cans and bottles to ___________ centers.

157
A. recycling B. recycled C. recycle D. recycles
9. Jane: What about putting more trash cans on the streets? Mary: ________.
A. I dislike trash cans. B. Oh, that’s for recycling.
C. Let’s recycle! D. That’s a good idea.
10. Green forests provide more spaces __________ animals and birds.
A. with B. for C. into D. onto
11. People shouldn’t use plastic bags _________ they can reduce land pollution.
A. but B. that C. so that D. although
12. We should always remember 3 Rs to protect the environment, “Reduce,
Reuse _______ Recycle”.
A. or B. but C. if D. and
13. Jack: ______________? Jimmy: We shouldn’t throw trash into the
water.
A. What do you do with the water B. What should we do to prevent water
pollution
C. Why do people pollute the water D. Are we polluting the water
14. People are trying their best to keep the environment _____________.
A. pollutant B. polluted C. unpolluted D. pollution
15. Recycling trash can _________ land pollution.
A. reduce B. cause C. reuse D. pollute
16. Everybody should travel by bicycle or public buses __________ we can
reduce air pollution.
A. but B. in order to C. so as to D. so that
17. Our teachers suggested _____________ more trees along the streets to get
more fresh air.
A. planting B. buying C. cutting D. moving
III. WORD FORMATION
Write the correct form of the words in brackets.
18. Fish and plants cannot grow well in this area because factories release toxic
___________ into the air and water. (POLLUTION)
19. People are using more and more ________-friendly products.
(ENVIRONMENT)
20. We should use more __________ products to reduce pollution. (RECYCLE)
IV. ERROR RECOGNITION
Find the underlined part that needs correction in each of the following
questions.
21. Governments worldwide are working together to protect the environment for
pollution.
A B C D
22. My uncle is one of the best environmentalist in my country.
A B C D
V. READING
Read the website article. Write ONE suitable word in each numbered space .
Good news about the environment!
We read so many stories every day about bad things happening to the

158
environment. There is a lot of bad news, but there is also (23) _________ good
news!
Here are four things from last year:
 Many countries are using much less coal and oil to make electricity. If we
continue at the present speed, we will (24) ___________ using coal and oil
by 2050.
 A British company now makes a kind of plastic from seaweed. If you put a
bottle of seaweed plastic in the soil, it will change back naturally to
something which (25) ___________ not damage the soil.
 We can already make electricity from the power of the Sun and the wind.
Now scientists think they can make electricity (26) ___________ plants! If
they succeed, it will really be green electricity!
 We all use batteries all the time, but they damage the environment if you
put them in the soil. So it is exciting news that a company is making a
cheap battery from sea salt. It has four times the power of normal batteries,
(27) ___________ it is safe to put in the soil.
It’s not all bad news!
VI. LISTENING
Listen to a conversation between two friends. Choose the best answer, A, B, C, or D,
for each question.
28. Who does the girl want to be on the committee?
A. Only people from her class. B. Only people from her year.
C. Anyone in the school. D. Classmates and one teacher.
29. Which teacher will help the group?
A. The class teacher. B. The history teacher.
C. The science teacher. D. The geography teacher.
30. For committee meetings, they can use
A. the school hall on any day. B. the classroom on one lunchtime.
C. the gym on Mondays. D. any empty classroom.
31. First, the girl wants to reduce waste
A. of electricity. B. of water. C. of paper. D. of the worst kind.
32. What does the girl want to call the environmental group?
A. The High School Group. B. The Greenfield Group.
C. The Green Group. D. She doesn’t have a name yet.
VII. WRITING
A. Rewrite the following sentences without changing their meaning. Use the given
word(s) if any.
33. Those are environmentally-friendly products. (TO)
→ Those products ______________________________________________
34. Preventing environmental pollution is our responsibility. (FOR)
→ We are _____________________________________________________
35. I suggest putting a lot of trash cans around the schoolyard.
→ I think _____________________________________________________
36. To have a healthy lifestyle, we should exercise a lot. (THAT)
→ We should __________________________________________________

159
B. Use the given words or phrases to make complete sentences.
37. Pollute / air / can cause / illnesses / even death / .
→___________________________________________________________
38. Mr. Thomas / one of / famous / environmentalist / in / world.
→___________________________________________________________
C. Put the words in the correct order to make correct sentences.
39. conserve the environment / save money and / Using less energy / helps us.
→___________________________________________________________
40. tropical countries / used in / can be easily / Solar energy.
→___________________________________________________________
* Homework:
- Redo exercises.
- Prepare: Test for the first term.
_____________________________________________________
Date of preparation: 15/12/ 2024
PERIOD 48: REVISION
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, ss will be able to:
- Revise pronunciation, vocab, and grammar from unit 1 to unit 4.
- Remember Content and the topics of the units.
2. Competences:
- Linguistic competence, cooperative learning and communicative competence.
3. Qualities:
- Students can have positive attitude while revising the units.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A1
8A2
8A2
8A3
8A3
8A4
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
A. Activity 1: Warm up
* Aims: Introduce the new lesson and set the scene for Ss to acquire new language;
get students' attention at the beginning of the class by enjoyable and short activities

160
as well as to engage them in the follow-up steps.
* Organization:
Teacher and students’ activities Contents
- T ask Ss to review the grammar
points they have learnt.
- Ss listen and answer.
- T calls on some Ss to answer.
- Ss answer.
- T gives feedback.
B. Activity 2. Revision.
* Aims: Ss revise all vocabulary and grammar they have learnt so far.
* Organization:
Teacher and students’ activities Contents
- T ask Ss to do the exercises in the Handouts.
handouts.
- Ss work individually to do the task.
- Call some Ss to answer.
- Give the correct answer.
* Handouts:
I. PRONUNCIATION
Choose the word whose underlined part differs from the other three in
pronunciation in each of the following questions.
1. A. volcanic B. fire C. disaster D. tsunami
2. A. emergency B. email C. battery D. escape
3. A. flood B. school C. moon D. tool
4. A. scarf B. scene C. scissors D. scientist
5. A. pollution B. transport C. waste D. plastic
6. A. child B. machine C. chocolate D. chair
B. Choose the word whose primary stress is NOT placed on the second
syllable.
1. A. tornado B. earthquake C. typhoon D. tsunami
2. A. volcano B. forest C. wooden D. safer
3. A. basketball B. shuttlecock C. competition D. badminton
4. A. effect B. environment C. tourism D. reduce
II. USE OF ENGLISH
Choose the best option (A, B, C or D) to complete each of the following
questions.
1. Air __________ is often seen as a major environmental result of modern
living.
A. pollution B. smoke C. fume D. sewage
2. Tornadoes – very strong winds that move in a circle – can suck up anything that
is in their __.
A. road B. line C. eye D. path
3. _______, the sky became very dark, and the storm came with strong winds
and heavy rain.

161
A. Logically B. Luckily C. Normally D. Suddenly
4. Jane’s mom: Stay inside in case of earthquakes. - Jane: __________.
A. OK. It’s empty outside.
B. I know. Earthquakes can cause trees, electricity poles, and buildings to
collapse.
C. I agree. We can get under a desk or table.
D. I disagree. We cannot run away from the danger made by earthquakes.
5. During an earthquake, you should get ______ a desk because something could
fall on you.
A. on B. for C. into D. under
6. You __________ open the windows when there is a storm.
A. shouldn’t B. don’t have to C. should D. must
7. Make sure your phone has enough _________ in case of a terrible storm.
A. space B. air C. battery D. electricity
8. Thousands of lives were ______________ thanks to the timely warning.
A. stored B. saved C. reserved D. limited
9. Please, pay attention to the ________ announcements from the National
Weather Service.
A. main B. emergency C. frequently D. week
10. Although Tom’s grandmother doesn’t ______ weather forecasts, she likes
watching them.
A. experience B. trust C. expect D. predict
11. It was the world’s __________ volcanic eruption in more than 50 years.
A. large B. larger C. the largest D. largest
12. Jack: What shouldn’t we do when there is a typhoon? Sue: We
shouldn’t ________.
A. have an escape plan B. have emergency items ready to go.
C. keep enough supplies for at least five days D. stay near windows
III. WORD FORMATION
Write the correct form of the words in brackets.
1. The ______ typhoon last year made thousands of people homeless. (DISASTER)
2. During a typhoon, be _____ to leave your home and follow your escape plan.
(PREPARATION)
3. Emergency ______from the National Weather Service are very important to
local people during disasters. (ANNOUNCE)
4. Annabelle is a very ___________ character in that horror movie. (SCARE)
5. My little brother likes to eat ___________ fruit at Tet. (CANDY)
6. Vung Tau City welcomes thousands of _______ every holiday season.
(TOURISM)
IV. ERROR RECOGNITION
Find the underlined part that needs correction in each of the following
questions.
1. People should keep a fire extinguish in a safe place.
A B C D
2. If you are in danger, calling the emergency service, they can help you.

162
 AB C D
3. I can't sleep - there is too many noise in the neighborhood at night!
A B C D
4. It is too hot today - please turn on the air condition.
A B C D
V. READING
A. Read the blog. Write T (True), F (False), or NG (Not Given) if the
information is not in the text.
Most of the time, I write about blizzards, typhoons, floods, and so on. But I
don’t ski in a blizzard or get wet in a flood. Well, this week’s blog is different,
because this time I was there when something big happened!
I was on holiday in an area which has earthquakes. I knew that before I went.
But the last big earthquake there happened 50 years ago, so I didn’t really think
about it when I booked.
During the first few days, I went swimming every morning in the warm sea and
then, in the afternoon, I walked up the side of the mountain behind the town. I
didn’t climb over rocks or anything like that. I just walked slowly up a few
hundred meters of one of the old donkey tracks.
On the afternoon of the fifth day, I was on the mountain when the ground
started to move. I remembered about the earthquakes then, and I thought,
‘The ground will open up and I’ll fall in.’ Then I looked down at the town and
saw a huge wave coming very fast towards it. Houses near the beach
disappeared under the water. I was safe on the side of the mountain, but my
hotel fell down and I lost all my stuff.
1. The writer’s blog is usually about bad weather.
2. The writer thought there might be an earthquake while he was there
on holiday.
3. One of the donkey tracks went to the top of the mountain.
4. The writer fell into a hole during the earthquake.
5. The writer watched as the tsunami hit the town.
B. Read the email from Chris to his friend, Luke. Choose the best word or phrase,
A, B, C, or D, for each numbered space.
Hi Luke,
Did you watch that program about natural disasters last night? It was excellent! I
was a bit bored at the beginning, because the first disaster was snow coming
down a mountainside. I’m not sure that (1) ____________ are really disasters,
but they are horrible for skiers.
After the first break, there was a sad story about a (2) ________ in a part of
India. It didn’t rain for nine months, and there was no water in any of the lakes
or rivers. All the food plants died, and people brought things into the area by
truck every day.
Next, we had a story about a kind of storm. It turns very fast over water and
sometimes causes a lot of damage when it goes over land. It’s called a (3) ____.
There’s another program next week about other natural disasters, but this
program ended with some advice. The presenter said people need to be ready,

163
but that is strange, because he also said there is often no (4) _____ that a natural
disaster will happen.
Next week, we will learn about the (5) ______of natural disasters, which will be
very interesting. Do you want to come and watch it with me?
Best wishes,
Chris
1. A. blizzards B. avalanches C. landslides D. earthquakes
2. A. heat wave B. drought C. wildfire D. fire
3. A. typhoon B. tsunami C. wave D. wind
4. A. extinguisher B. kit C. plan D. warning
5. A. expects B. informs C. causes D. supplies
VI. LISTENING
A. You will hear an advertisement for a summer camp. Complete the
summary. Write ONE WORD AND / OR A NUMBER in each numbered
space.

Green Camp
Morton Forest
1. For children from 10 to _________
2. For three weeks in _________
Camp is green
because
3. makes electricity _________ power
from
doesn’t damage local environment
4. food waste to _________
5. doesn’t use any _________
B. Listen to a conversation between two friends. Choose the best answer, A, B,
C, or D, for each question.
1. What is the girl’s favorite hobby?
A. Sewing. B. Rock climbing. C. Knitting. D. Cooking.
2. When did she start the hobby?
A. Last week. B. Last month. C. When she was five. D. When she was six.
3. Who does she do her hobby with now?
A. No one. B. Her mother. C. Her father. D.Her sister.
4. When does she do her hobby?
A. On the weekend. B. Every evening.
C. Most evenings. D. On Monday evenings.
5. Why does she like her hobby?
A. It’s relaxing. B. It’s exciting. C. It’s difficult. D.It’s scary.
VII. WRITING
A. Rewrite the following sentences without changing their meaning. Use the given
word(s) if any.
1. You shouldn’t go outside of the house during disasters. (INSIDE)

164
→ You__________________________________________________________
2. Everybody in my neighborhood is well-prepared for the coming typhoon.
(HAS)
→ ______________________________________________________________
3. I suggest keepin a first aid kit in every bathroom.
→ I think_________________________________________________________
4. Watching local TV or listening to the radio for more information is very
useful.
→ It is___________________________________________________________
5. Taylor will not forgive him if he doesn't apologize. (UNLESS)
→ ______________________________________________________________
6. Andy likes playing soccer. He doesn't like going swimming. (PREFERS)
→ ______________________________________________________________
7. I don't have much money. I can't buy that phone. (ENOUGH)
→ ______________________________________________________________
8. Tuan wants to reduce air pollution. He planted more trees. (SO)
→ ______________________________________________________________
B. Use the given words or phrases to make complete sentences.
1. We / have / escape plan / save / ourselves / disasters /.
→ ______________________________________________________________
2. Disasters / can take / a lot / live / and make / people / homeless / .
→ ______________________________________________________________
3. Laura / not really like / dance / and / sing.
→ ______________________________________________________________
4. There / lots / traditional food / for you / enjoy.
→ ______________________________________________________________
C. Put the words in the correct order to make correct sentences.
1. a safe place / An escape plan / you know / how to / will help / get outside / and
go to / .
→ ______________________________________________________________
2. earthquake / tsunami / undersea / A large / started a /.
→ ______________________________________________________________
3. Students / bring / water bottles / have to / to school / their own / .
→ ______________________________________________________________
4. during / to minimize / Make sure / you know / that / the disaster / what to do /
the damage / .
→ ______________________________________________________________
WEEK 17
Date of preparation: 20/12/24
PERIOD 49 + 50: TEST FOR THE FIRST TERM
I. OBJECTIVES:
1. Knowledge:
- T checks Ss’ understanding and apply the knowledge that they have learnt
from 4 UNITs in the first semester.
2. Competences:

165
 - Students can use and present the vocabulary and structures from 4 UNITs quite
well as well as develop individual.
3. Qualities:
- Educate students know how to do the tasks seriously and independently.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson: No checking.
3. New lesson:
A. MA TRẬN ĐỀ KIỂM TRA CUỐI KÌ 1 - TIẾNG ANH 8
Mức độ nhận thức
Tổng
Nhận biết Thông hiểu Vận dụng Vận dụng cao
T Kĩ Tỉ Tỉ Tỉ Tỉ Tỉ Thờ
Thời Thời Thời Thời
T năng Số lệ Số lệ Số lệ Số lệ Số lệ i
gian gian gian gian
C ( C ( C ( C ( C ( gian
(phú (phú (phú (phú
H % H % H % H % H % (phú
t) t) t) t)
) ) ) ) ) t)
Liste
1 5 10 4 4 8 4 1 2 2 10 20 10
ning
Lang
2 5 10 3 3 6 3 2 4 2 10 20 8
uage
Read
3 5 10 3 3 6 5 2 4 2 10 20 10
ing
Writ
4 1 2 1 3 4 5 1 4 2 1 6 8 10 20 16
ing
1
Spea
5 * 8 5 * 6 3 * 6 4 bài 4 5 20 16
king
*
10
Tổng 18 40 20 13 30 21 7 20 19 2 10 12 40 60
0
Tỉ lệ 10
40 30 20 10 60
(%) 0
Tỉ lệ 70 30
chung

166
(%)

B. BẢNG ĐẶC TẢ KĨ THUẬT ĐỀ KIỂM TRA CUỐI HỌC KỲ 1- TIẾNG

ANH 8:

Mức độ kiến
Số câu hỏi theo mức độ nhận thức
thức, kĩ năng
Đơn vị Tổng
Vận
T kiến cần kiểm tra, Nhận Thông Vận Số CH
Kĩ năng dụng
T thức/kỹ đánh giá biết hiểu dụng
cao
năng
T T T T T T T T T T
N L N L N L N L N L
Nhận biết:
1. Nghe
Nghe lấy thông
hiểu nội 3 3
tin chi tiết về
dung chính,
một trong các
nội dung
chủ đề đã học.
tương đối
chi tiết các Thông hiểu:
đoạn hội Hiểu nội dung
thoại, độc chính của đoạn
thoại đơn độc thoại/ hội 2 2
giản thoại để tìm
khoảng 140 câu trả lời
- 160 từ về đúng.
các chủ đề
Vận dụng:
trong
Chương - Nắm được ý
trình; nghe chính của bài
hiểu được nghe để đưa ra
nội dung câu trả lời phù
chính các hợp.
LISTENIN
I. câu chuyện - Tổng hợp
G
đơn giản về thông tin từ
các chủ đề nhiều chi tiết,
quen thuộc. loại trừ các chi
Multiple tiết sai để tìm
choice câu trả lời
đúng.
2. Nghe và Nhận biết:
hiểu nội
- Nghe lấy 2 2
dung chính,
thông tin chi
các thông
tiết.
tin chi tiết
về chủ đề Thông hiểu:
DISASTE Nghe hiểu
RS được nội dung 2 2
Gap fill chi tiết trong
bài
Vận dụng:
1 1
- Nắm được ý

167
 Mức độ kiến Tổng
Số câu hỏi theo mức độ nhận thức
thức, kĩ năng Số CH
Đơn vị
chính của bài
T kiến
Kĩ năng nghe để đưa ra
T thức/kỹ
câu trả lời phù
năng
hợp.
- Tổng hợp
thông tin từ
nhiều chi tiết,
loại trừ các chi
tiết sai để tìm
câu trả lời
đúng.
II. LANGUAG
Nhận biết:
E
Nhận biết các
âm thông qua 2 2
các từ vựng
theo chủ đề đã
học.
Pronuncia
tion: Thông hiểu:
Phụ âm
Phân biệt được
s/es; /tʃ/
các âm trong
phần nghe.
Vận dụng:
Hiểu và vận
dụng vào bài
nghe/nói.
Vocabular
Nhận biết:
y: Từ vựng
đã học theo Nhận ra, nhớ
chủ đề: lại, liệt kê được 1 1
Free time; các từ vựng
Life in the theo chủ đề đã
country; học.
Protecting
the 2 3
Thông hiểu:
environme
nt; - Hiểu và phân
Disasters. biệt được các
từ vựng theo
chủ đề đã học.
- Nắm được
các mối liên kết
và kết hợp của
từ trong bối
cảnh và ngữ
cảnh tương
ứng.

168
 Đơn vị Mức độ kiến Tổng
T Số câu hỏi theo mức độ nhận thức
Kĩ năng kiến thức, kĩ năng Số CH
T thức/kỹ
năng Vận dụng:
- Hiểu và vận
dụng được từ
vựng đã học
trong văn cảnh
(danh từ, động
từ, tính từ và
trạng từ…)
Nhận biết:

Nhận ra được
2 2
các kiến thức
Grammar: ngữ pháp đã
Các chủ học.
điểm ngữ
pháp đã
học: Verb+
gerunds; Thông hiểu:
First
conditional Hiểu và phân 1
; Wh- biệt các chủ
questions... điểm ngữ pháp
đã học.
Vận dụng:
- Vận dụng
2 2
những điểm
ngữ pháp đã
học.
III READING 1. Multiple
Nhận biết:
. choice:
Hiểu được Nhận biết được
bài đọc có thông tin chi
độ dài tiết, số liệu
khoảng trong bài 3 3
120-150 từ
về chủ đề
disasters

1 1
Thông hiểu:
Phân biệt được
các thông tin
gắn với các sự
kiện khác nhau
trong bài đọc

169
 Đơn vị Mức độ kiến Tổng
T Số câu hỏi theo mức độ nhận thức
Kĩ năng kiến thức, kĩ năng Số CH
T thức/kỹ
năng Vận dụng:
Tổng hợp được 1 1
thông tin qua
bài đọc
2. Reading
Nhận biết:
comprehe
2 2
nsion: Đọc Thông tin chi
hiểu nội tiết.
dung chính, Thông hiểu:
thông tin 2 2
chi tiết Hiểu ý chính
trong đoạn của bài đọc.
văn khoảng Vận dụng:
120 - 150 - Suy ra thông
từ thuộc tin từ nội dung
phạm vi bài đọc
các chủ đề 1 1
quen - Hiểu, phân
thuộc (có tích, tổng hợp ý
thể có một chính của bài
số từ, cấu để chọn câu trả
trúc mới). lời phù hợp.

1. Error
Nhận biết:
identificati
Nhận diện lỗi
on
về ngữ pháp và 1 1
Xác định
từ loại trong
lỗi sai
câu.
trong câu.

Thông hiểu:
IV
WRITING Hiểu câu gốc
.
và sử dụng các
2. từ gợi ý để viết 3 3
Sentence lại câu sao cho
transform nghĩa không
ation: Viết thay đổi.
lại câu
dùng từ gợi Vận dụng:
ý hoặc từ Đặt câu hỏi cho
cho trước phần thông tin
gạch chân 1 1

170
 Đơn vị Mức độ kiến Tổng
Số câu hỏi theo mức độ nhận thức
T kiến thức, kĩ năng Số CH
Kĩ năng
T thức/kỹ
Vận dụng cao:
năng

Topic
Write a 1 1
writing
paragraph
about a topic

Tổng 14 2 8 5 4 2 1 26 10

UBND HUYỆN YÊN LẬP ĐỀ KIỂM TRA CUỐI KÌ I

TRƯỜNG THCS LƯƠNG SƠN MÔN: TIẾNG ANH - LỚP 8 NĂM HỌC: 2024 - 2025
Thời gian làm bài 60 phút,không kể thời gian giao đề.
(Đề kiểm tra gồm 2 trang)
I. LISTENING: (2.0 pts)
Part 1 Listen and circle the correct answers (1.0 pt)
1. The festival will take place in two/a few weeks.
2. The festival is going to be at the town park/town center.
3. The festival is for everyone/young children.
4. People can buy colorful masks/lanterns at the festival.
5. Children from around the town/country will perform songs at the dance show.
Part 2: Listen to Dr Shane’s instructions on how to survive a flood. Fill in each gap with ONE
WORD.
Before a flood
Keep a list of (6 ) _______________ contacts on your phone.
During a flood
Prepare an emergency (7) _________________.
Move to a (8) _______________ and high area.
Never (9) ____________ or drive through flood water.
After a flood
 Boil drinking (10) ____________.
II. LANGUAGE (2,0 pts)
Choose the letter A, B, C, or D to indicate the word whose underlined is pronounced
differently from that of the rest in each of the following questions.
11. A. maps B. bags C. trucks D. roofs
12. A. child B. choose C. chess D. machine
*Choose the letter A, B, C, or D to indicate the correct answer to each of the following
questions.
13. Chess is an example of ____________.
A. card games B. board games C. folk games D. traditional games

171
14. She won't pass the exam if she ______ hard.
A. doesn't study B. don’t study C. will study D. won't study
15. People shouldn’t use plastic bags _________ they can reduce land pollution.
A. but B. that C. so that D. although
16. If there’s a flood, people should ____________ supplies to help them overcome the
difficulties.
A. stock up on B. stock down on C. stock on D. stock down
17. When there is a _____, move to higher ground.
A. wildfire B. drought C. heat wave D. tsunami
18. “_____ damage did the blizzard cause?”
A. How many B. How long C. How much D. How wide
19. At the public we can see this sign, it means _____.
A. You should recycle things
B. You shouldn’t recycle things
C. Throw trash here
D. You must wash your hands.

20. What does the sign mean?

A. You must not use a mobile phone here
B. You must not use a camera here.
C. If you eat or drink this, it will kill you
D. You must wash your hands.

III. READING (2 pts)

Part 1: Read the text and choose the best answer, A, B, C or D, for each question (1 pt)
The Worst Natural Disasters in History
Earthquakes
The worst earthquake happened on January 23 rd, 1556, in the Chinese province of Shaanxi. It
is sometimes called the Jiajing earthquake, because that was the name of the emperor of the
country at the time. It was not the biggest earthquake in history, but it killed over 800,000
people. People described mountains falling, floods covering the land in some places, and fires
burning in others. Some parts of the province lost 60% of their population.
Tsunamis
The worst tsunami happened in the 21st century near Sumatra, an Indonesian island. On 26 th
December, 2004, an earthquake happened 30 kilometers under the surface of the sea. It moved
along 1,300 kilometers of the sea floor and produced a wave 165 feet high. When the wave hit
the coast of the island, it travelled five kilometers inland. Around 230,000 people died in
Indonesia and in countries nearby, including Sri Lanka, India and Thailand.
Volcanoes

172
The worst volcanic eruption happened on April 10 th, 1815, also in Indonesia. A volcano
called Mount Tambora exploded and killed ten thousands of people. Before the eruption,
the volcano was 14,000 feet high. After the eruption, it was only 9,000 feet high. In the
months following the explosion, around 80,000 people also died of illnesses caused by
the gases in the eruption.
21. Jiajing earthquake happened on ………
A. January 23rd, 1556 B. April 10th, 1815
C. January 24th, 1556. D. in the 21st century
22. How many people died in the 1556 disaster?
A. about 800,000 people. B. over 800,000 people.
C. 800,000 people. D. fewer than 800,000 people.
23. How high was the wave in the Sumatran tsunami?
A. 65 feet. B. 100 feet. C. 165 feet. D. 1,650 feet.
24. Where did the worst tsunami happen?
A. in Japan B. in Indonesia C. in China D. in America
25. Which natural disaster killed the most people?
A. The Jiajing earthquake. B. The Indonesian tsunami.
C. The Mount Tambora eruption. D. The text doesn’t say
Part 2: Read the website article. Choose the best answer (1 pt)
VIETNAMESE FOOD FESTIVAL
The Vietnamese Food Festival is an event on January 1 of every year. The event is an
occasion when people celebrate the new year by participating in different activities. This
year's festival is at the Youth Cultural House. Visitors can watch famous cooks on television
preparing well-known dishes from different parts of the country. Visitors can have a chance to
have some of the dishes. At the same time, there is a lion dance show. Usually, children and
teenagers are excited about the performance because there are many exciting things to see in
the show. There is a particular area for such traditional leisure activities as tug of war,
shuttlecock, or jump rope. These activities are mainly available for children and teenagers.
The most exciting activity of the festival is a rice cooking competition. The winners can have
an excellent opportunity to visit Hạ Long for four days. Last year's winners received a three-
day trip to Sapa. This year's event starts on September 16, and the tickets to the entrance are
free of charge. Visitors can go to the webpage and get tickets for free. The information is
available on the website.

26. When does the event take place?

A. every year
B. on January 1 every year
C. in January
D. on the first day of each month
27. Why do people celebrate the event?
A. to celebrate a birthday
B. to mark a new year
C. to start a cooking contest
D. to give an award
28. Who is the lion dance performance mainly for?
A. children and teenagers

173
 B. older people
C. all people
D. foreign visitors
29. What can the winner get?
A. A trip to Thai Lan
B. a four-day trip to Ha Long Bay.
C. a shuttlecock
D. a free ticket
30. Where can people get their tickets?
A. from the website
B. at the entrance
C. at the gate
D. at the door
VI. WRITING
Part 1. Identify one mistake in each sentence below.
31. How much people got hurt in the tsunami?
A B C D
Part 2. Rewrite the following sentences without changing their meaning. Use the given
word(s) if any.
32. Follow the escape plan strictly and you will be safe. (IF YOU)
- If you………………………………………………………………………………………
33. We should do exercise regularly. We can lead a healthy life . (SO THAT)
- We should …………………………………………………………………………………
34. Andy likes playing soccer. He doesn't like going swimming. (PREFERS)
 Andy prefers …………………………………………………………………………
Part 3. Make question for the underlined part.
35. About eight hundred thousand people died in the earthquake.
 ________________________________________________
Part 4. Write a short set of instructions for a wildfire warning in your home village. (1 pt)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
V. SPEAKING (2pts) TỔ CHỨC BUỔI THI RIÊNG
I. Introduce yourself (0.5 pts: (Phần bắt buộc)
Name - Age - Class/ School - Address - Family members - Your leisure activites
II. Topic: (1.5 pts) (Học sinh bốc thăm topic và trả lời câu hỏi )
1. Free time
2. Life in the country
3. Protecting the environment
4. Disasters
UNIT 1: FREE TIME

174
 - Play sports.
- Outdoor activities.
- Indoor activities.
- How often do you play sports? / Outdoor activities/ Indoor activities ? Why?
- Who often plays with you? How long do you often spend playing sports / …?
…
UNIT 2: LIFE IN THE COUNTRY
- views
- atmosphere
- pollution
- people
- food
- social problems
- Advantages and disadvantages of living in the city/ in the countryside.
…

UNIT 3: PROTECTING THE ENVIRONMENT

- reduce
- reuse
- recycle
- What can/ should you do to keep the environment unpolluted?
- What can/ should you do to reduce pollution?
UNIT 4: DISASTERS
- names of natural disasters you know.
- What should you do during an earthquake?
- What should people do during a typhoon/ tidal wave/ wildfire/…?
- What shouldn’t they do?
- What tips didn't you know before reading the emergency announcement? What else
should or shouldn't people do?
III. Questions and answers
Possible questions
Topic 1:
1. What is your favorite hobbies? Why do you like doing them?
2. When did you start your hobby/ hobbies?
3. When and where do you often do your hobby?
4. Do you prefer doing your favorite activities alone or with other people? Why?
5. What is the name of the sport or game you like? Why do you like it?
6. Do you prefer indoor or outdoor activities? Why?
7. Do you enjoy doing arts and crafts? What type of arts and crafts do you enjoy doing?
8. Do you prefer playing sports to doing arts and crafts? Why?
9. Do you take extra-curriculum classes? What are they?
10. When do you have your extra-curriculum classes?

175
Topic 2:
1. What are the good things about living in the city?
2. What are the bad things about living in the city?
3. What are the good things about living in the country?
4. What are the bad things about living in the country?
5. Do you prefer living in the country or the city? Why?
6. What do kids in your town/neighborhood like to do for fun?
7. Where do kids in your town/neighborhood go to play?
8. (If you live in the country,) what do you think kids in the city like to do?
(If you live in the city,) what do you think kids in the country like to do?
9. Which festival in Vietnam do you like best? Why?
10. What do you usually do/ play/ eat during Tết?
Topic 3:
1. Is pollution a problem in your area? What kinds of pollution are there?
2. What will happen if people keep throwing trash on the streets/ in the rivers/ in the sea?
3. What will happen if cars, motorbikes and factories keep polluting the air?
4. What will happen if people use too much plastic?
5. What will happen if people don’t save electricity?
6. What should you and other people do to reduce air pollution in your area?
7. What do you think the government should do you reduce air pollution in your area?
8. What do you think your school should do to reduce plastic waste?
9. What do you think your family should do to save electricity?
10. What do you think students like you should do to reduce trash on the streets?
Topic 4:
1. What types of disasters usually happen in your area? What happens most often?
2. What was the biggest disaster ever in your area? When did it happen?
3. Which disaster is the scariest for you? Why?
4. What should people do during a flood?
5. How should people prepare for a flood?
6. What should people do during a fire?
7. How should people prepare for a fire?
8. Where should people go before a storm?
9. What should people do to prepare for a storm?

176
 10. What is an emergency kit? What should you put in it?
The end

UBND HUYỆN YÊN LẬP HƯỚNG DẪN CHẤM ĐỀ KIỂM TRA CUỐI KÌ I
TRƯỜNG THCS LƯƠNG SƠN MÔN: TIẾNG ANH - LỚP 8 NĂM HỌC: 2024 - 2025
Thời gian làm bài 60 phút,không kể thời gian giao đề.
(Đề kiểm tra gồm 2 trang)

I. LISTENING: (2.0 pts)

Part 1 Listen and circle the correct answers (1.0 pt)
1. The festival will take place in two/a few weeks.
2. The festival is going to be at the town park/town center.
3. The festival is for everyone/young children.
4. People can buy colorful masks/lanterns at the festival.
5. Children from around the town/country will perform songs at the dance show.
Part 2: Listen to Dr Shane’s instructions on how to survive a flood. Fill in each gap with ONE
WORD.
Before a flood
Keep a list of (6 ) emergency contacts on your phone.
During a flood
Prepare an emergency (7) kit.
Move to a (8) safe and high area.
Never (9) walk or drive through flood water.
After a flood
 Boil drinking (10) water.
II. LANGUAGE (2,0 pts)
Choose the letter A, B, C, or D to indicate the word whose underlined is pronounced
differently from that of the rest in each of the following questions.
11. A. maps B. bags C. trucks D. roofs
12. A. child B. choose C. chess D. machine
*Choose the letter A, B, C, or D to indicate the correct answer to each of the following
questions.
13. Chess is an example of ____________.
A. card games B. board games C. folk games D. traditional games
14. She won't pass the exam if she ______ hard.
A. doesn't study B. don’t study C. will study D. won't study
15. People shouldn’t use plastic bags _________ they can reduce land pollution.
A. but B. that C. so that D. although
16. If there’s a flood, people should ____________ supplies to help them overcome the
difficulties.
A. stock up on B. stock down on C. stock on D. stock down
17. When there is a _____, move to higher ground.
A. wildfire B. drought C. heat wave D. tsunami
18. “_____ damage did the blizzard cause?”
A. How many B. How long C. How much D. How wide

177
19. At the public we can see this sign, it means _____.
A. You should recycle things
B. You shouldn’t recycle things
C. Throw trash here
D. You must wash your hands.

20. What does the sign mean?

A. You must not use a mobile phone here
B. You must not use a camera here.
C. If you eat or drink this, it will kill you
D. You must wash your hands.

III. READING (2 pts)

Part 1: Read the text and choose the best answer, A, B, C or D, for each question (1 pt)
The Worst Natural Disasters in History
Earthquakes
The worst earthquake happened on January 23 rd, 1556, in the Chinese province of Shaanxi. It
is sometimes called the Jiajing earthquake, because that was the name of the emperor of the
country at the time. It was not the biggest earthquake in history, but it killed over 800,000
people. People described mountains falling, floods covering the land in some places, and fires
burning in others. Some parts of the province lost 60% of their population.
Tsunamis
The worst tsunami happened in the 21st century near Sumatra, an Indonesian island. On 26 th
December, 2004, an earthquake happened 30 kilometers under the surface of the sea. It moved
along 1,300 kilometers of the sea floor and produced a wave 165 feet high. When the wave hit
the coast of the island, it travelled five kilometers inland. Around 230,000 people died in
Indonesia and in countries nearby, including Sri Lanka, India and Thailand.
Volcanoes
The worst volcanic eruption happened on April 10 th, 1815, also in Indonesia. A volcano
called Mount Tambora exploded and killed ten thousands of people. Before the
eruption, the volcano was 14,000 feet high. After the eruption, it was only 9,000 feet
high. In the months following the explosion, around 80,000 people also died of
illnesses caused by the gases in the eruption.
21. Jiajing earthquake happened on ………
A. January 23rd, 1556 B. April 10th, 1815
C. January 24th, 1556. D. in the 21st century
22. How many people died in the 1556 disaster?
A. about 800,000 people. B. over 800,000 people.
C. 800,000 people. D. fewer than 800,000 people.
23. How high was the wave in the Sumatran tsunami?
A. 65 feet. B. 100 feet. C. 165 feet. D. 1,650 feet.

178
 24. Where did the worst tsunami happen?
A. in Japan B. In Indonesia C. in China D. in America
25. Which natural disaster killed the most people?
A. The Jiajing earthquake. B. The Indonesian tsunami.
C. The Mount Tambora eruption. D. The text doesn’t say
Part 2: Read the website article. Choose the best answer (1pt)
VIETNAMESE FOOD FESTIVAL
The Vietnamese Food Festival is an event on January 1 of every year. The event is an
occasion when people celebrate the new year by participating in different activities. This
year's festival is at the Youth Cultural House. Visitors can watch famous cooks on television
preparing well-known dishes from different parts of the country. Visitors can have a chance to
have some of the dishes. At the same time, there is a lion dance show. Usually, children and
teenagers are excited about the performance because there are many exciting things to see in
the show. There is a particular area for such traditional leisure activities as tug of war,
shuttlecock, or jump rope. These activities are mainly available for children and teenagers.
The most exciting activity of the festival is a rice cooking competition. The winners can have
an excellent opportunity to visit Hạ Long for four days. Last year's winners received a three-
day trip to Sapa. This year's event starts on September 16, and the tickets to the entrance are
free of charge. Visitors can go to the webpage and get tickets for free. The information is
available on the website.

26. When does the event take place?

A. every year
B. on January 1 every year
C. in January
D. on the first day of each month
27. Why do people celebrate the event?
A. to celebrate a birthday
B. to mark a new year
C. to start a cooking contest
D. to give an award
28. Who is the lion dance performance mainly for?
A. children and teenagers
B. older people
C. all people
D. foreign visitors
29. What can the winner get?
A. A trip to Thai Lan
B. a four-day trip to Ha Long Bay.
C. a shuttlecock
D. a free ticket
30. Where can people get their tickets?
A. from the website
B. at the entrance
C. at the gate
D. at the door

179
VI/ WRITING
Part 1. Identify one mistake in each sentence below.
31. How much people got hurt in the tsunami?
A B C D
Part 2. Rewrite the following sentences without changing their meaning. Use the given
word(s) if any.
32. Follow the escape plan strictly and you will be safe. (IF YOU)
- If you follow the escape plan, you will be safe.
33. We should do exercise regularly. We can lead a healthy life . (SO THAT)
- We should do exercise regularly so that we can lead a healthy life.
34. Andy likes playing soccer. He doesn't like going swimming. (PREFERS)
 Andy prefers playing soccer to going swimming.
Part 3. Make question for the underlined part.
35. About eight hundred thousand people died in the earthquake.
 How many people died in the earthquake?
Part 4. Write a short set of instructions for a wildfire warning in your home village. (1 pt)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
V. SPEAKING (2pts) TỔ CHỨC BUỔI THI RIÊNG
I. Introduce yourself (0.5 pts: (Phần bắt buộc)
Name - Age - Class/ School - Address - Family members - Your leisure activites
II. Topic: (1.5 pts) (Học sinh bốc thăm topic và trả lời câu hỏi )
1. Free time
2. Life in the country
3. Protecting the environment
4. Disasters
UNIT 1: FREE TIME
- Play sports.
- Outdoor activities.
- Indoor activities.
- How often do you play sports? / Outdoor activities/ Indoor activities ? Why?
- Who often plays with you? How long do you often spend playing sports / …?
…
UNIT 2: LIFE IN THE COUNTRY
- views
- air
- pollution
- people
- food
- traffic

180
 - Advantages and disadvantages of living in the city/ in the countryside.
…

UNIT 3: PROTECTING THE ENVIRONMENT

- reduce
- reuse
- recycle
- What can/ should you do to keep the environment unpolluted?
- What can/ should you do to reduce pollution?
UNIT 4: DISASTERS
- names of natural disasters you know.
- What should you do during an earthquake?
- What should people do during a typhoon/ tidal wave/ wildfire/…?
- What shouldn’t they do?
- What tips didn't you know before reading the emergency announcement? What else
should or shouldn't people do?
III. Questions and answers
Possible questions
Topic 1:
1. What is your favorite hobbies? Why do you like doing them?
2. When did you start your hobby/ hobbies?
3. When and where do you often do your hobby?
4. Do you prefer doing your favorite activities alone or with other people? Why?
5. What is the name of the sport or game you like? Why do you like it?
6. Do you prefer indoor or outdoor activities? Why?
7. Do you enjoy doing arts and crafts? What type of arts and crafts do you enjoy doing?
8. Do you prefer playing sports to doing arts and crafts? Why?
9. Do you take extra-curriculum classes? What are they?
10. When do you have your extra-curriculum classes?
Topic 2:
1. What are the good things about living in the city?
2. What are the bad things about living in the city?
3. What are the good things about living in the country?
4. What are the bad things about living in the country?
5. Do you prefer living in the country or the city? Why?
6. What do kids in your town/neighborhood like to do for fun?
7. Where do kids in your town/neighborhood go to play?
8. (If you live in the country,) what do you think kids in the city like to do?

181
 (If you live in the city,) what do you think kids in the country like to do?
9. Which festival in Vietnam do you like best? Why?
10. What do you usually do/ play/ eat during Tết?
Topic 3:
1. Is pollution a problem in your area? What kinds of pollution are there?
2. What will happen if people keep throwing trash on the streets/ in the rivers/ in the sea?
3. What will happen if cars, motorbikes and factories keep polluting the air?
4. What will happen if people use too much plastic?
5. What will happen if people don’t save electricity?
6. What should you and other people do to reduce air pollution in your area?
7. What do you think the government should do you reduce air pollution in your area?
8. What do you think your school should do to reduce plastic waste?
9. What do you think your family should do to save electricity?
10. What do you think students like you should do to reduce trash on the streets?
Topic 4:
1. What types of disasters usually happen in your area? What happens most often?
2. What was the biggest disaster ever in your area? When did it happen?
3. Which disaster is the scariest for you? Why?
4. What should people do during a flood?
5. How should people prepare for a flood?
6. What should people do during a fire?
7. How should people prepare for a fire?
8. Where should people go before a storm?
9. What should people do to prepare for a storm?
10. What is an emergency kit? What should you put in it?
The end
* Homework:
- Ask students to review the knowledge in 4 Units.
- Prepare for unit 4: REVIEW
____________________________________________________
Date of preparation: 20/12/ 2024
PERIOD 51: UNIT 4: NATURAL DISASTERS
LESSON 3.2: SPEAKING & WRITING
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:

182
- Talk about the dangers of disasters and what people should do.
- Write an emergency announcement for a disaster.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Know the dangers and advice for keeping safe during a disaster.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in workbook.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: To review lesson 3.1 and lead in the new lesson.
* Organization:
Teacher's and Students’ activities Content
* Ordering sentences: * Answer keys:
- Ask Ss to work in pairs, putting the A.4 B.1 C.3 D.2
sentences below in the correct order:
A. Find a strong building and stay
upstairs.
B. Emergency announcement from the
National Weather Service:
C. The flood water is very dangerous
and can cause lots of damage.
D. There is a flood warning in the area
until tomorrow at 10 a.m.
- Work in pairs, putting the sentences
below in the correct order.
- Call some pairs to give their answers.
- Give feedback.
B. Activity 2: Forming the new knowledge.
* Aims: Ss practice asking and answering about natural disasters and get ideas for
their writing task.
* Organization:
Teacher's and Students’ activities Content
Task a. Task a. In pairs: Discuss the different

183
 - Ask Ss to work in pairs to discuss the disasters you know. What are the
different disasters they know: the dangers of these disasters? What
dangers and what people should and should and shouldn't people do during
shouldn't do during each disaster. each disaster?
- Work in pairs to discuss the different
disasters they know: the dangers and
what people should and shouldn't do
during each disaster.
- Elicit ideas from Ss.
- Give feedback.
Task b. Task b. Imagine it's your job to warn
- Explain the task. your town about a disaster. Choose one
- Give Ss time to discuss with their disaster and complete the table with
partners and complete the table. information about the dangers and
- Discuss with their partners and your most important pieces of advice.
complete the table. (You can use ideas from
- Go around to help if necessary. the last lesson.)
- Pick some pairs to present the disaster
they have discussed.
- Give feedback.
C. Activity 3: Practice.
* Aims: Ss to practice writing an emergency announcement.
* Organization:
Teacher's and Students’ activities Content
* Review: * Answer Keys:
- Ask Ss the following questions: a)Heading, What/Where/When notes,
a) How many parts are there in a basic Summary, Instructions.
descriptive passage? b)
b) What is the function of each part? 1. Heading – Note the emergency type,
- Work individually. who is sending the announcement, and
- Give their answers. when.
- Give the feedback. 2. What/Where/When notes – Keep these
short and simple.
3. Summary – Briefly note the cause and
main dangers.
4. Instructions – Note what people
should do as point form notes.
* Let’s write: Now, write an * Sample emergency announcement:
emergency announcement warning Typhoon warning from the National
another town about the disaster you Weather Service
discussed in Speaking. Use the Writing Sent: 20:15 July 11
Skill box and your speaking notes to What: Typhoon
help you. Write 80 to 100 words. Where: Rainytown
- Assign the task. When: From 22:30 July 11 to 08:00 July
- Give Ss some time to write. 12

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- Write an emergency announcement, There is a large typhoon coming to
using the information they have Rainytown. Winds could be as strong as
discussed. 100 km/h with heavy rain. We expect
- Monitor the class and help them if damage to buildings, trees, and houses.
necessary. Instructions:
- Pick some Ss to show their writing and • Have an escape plan.
give feedback. • Have emergency items ready to go.
- Show sample passage. • Make sure cell phones/radios etc. are
fully charged.
• Board up windows.
• Turn off electricity/gas.
• Stay indoors.
• Listen to local news reports.
• Be prepared to leave your home and
follow your escape plan.
D. Activity 4. Application.
* Aims: Ss realize their mistakes in writing and correct them.
* Organization:
Teacher's and Students’ activities Content
- Give feedback, correct Ss’ mistakes.
- Use the feedback form to give
evaluation. Focus on:
+ the format, the structures.
+ the understandability.
+ the coherence and cohesion.
- Look, listen and correct mistakes.
* Homework:
- Do exercises in workbook on page 25.
- Prepare the next lesson: Review Unit 4, page 92.
- Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 35).
_______________________________________________________
WEEK 18
Date of preparation: 20/12/ 2024
PERIOD 52: UNIT 4: NATURAL DISASTERS
REVIEW
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to:
- Review the target language learnt in the unit.
- Practice test taking skills.
2. Competences:
- Improve Ss’ communication, collaboration, analytical, critical thinking skills.
3. Qualities:
- Know the dangers of natural disasters and how to keep safe.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…

185
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in workbook.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Review the vocabulary related to disasters learnt in the unit.
* Organization:
Teacher's and Students’ activities Content
- Explain the game: T divides the class * WORDSEARCH:
into 2 teams; 2 Ss from 2 teams go to the
board, listen to the teacher’s definition,
find the word in the wordsearch shown
on the board and circle it; the faster will
get a point for their team; the team with
more correct guesses will win.
- Get Ss to play in 2 teams.
- Decide the winner.
1. EMERGENCY SERVICES
2. ESCAPE PLAN
3. SUPPLIES
4. FIRE EXTINGUISHER
5. BATTERIES
6. FIRST AID KIT
7. BOARD UP
8. STOCK UP

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 B. Activity 2: Forming the new knowledge.
* Aims: Ss listen for details and understand the conversation.
* Organization:
Teacher's and Students’ activities Content
Pre-listening. * You will hear a boy talking to his
- Ask Ss to read the questions carefully classmate about a disaster. Listen and
and guess the missing information: noun, complete questions 1–5. You will hear
adjective, verb, or number. the conversation twice.
- Read the questions carefully and guess * Possible answers:
the missing information. 1. Number (year)
2. Place
- Pick some Ss to answer the questions. 3. Number
- Give feedback. 4. Number
While – listening. 5. Number
- Ask Ss to listen and complete the * Answer Keys:
questions. 0. typhoon
- Listen and complete the questions. 1. 2003
- Let Ss check answers with their 2. North and South
partners after the first listening. 3. 120
- Check Ss’ answers after the second 4. 5
listening. 5. 280
C. Activity 3: Practice.
* Aims: Ss practice reading for gist and specific information.
* Organization:
Teacher's and Students’ activities Content
Pre-reading. * Possible answers:
- Ask Ss to work look at the title and The name of the disaster, location, time,
guess what information they may find in dangers, instructions to keep safe.
the text.
- Look at the title and guess what
information they may find in the text.
- Pick some Ss to answer the questions.
- Give feedback.
Vocabulary:
- National Weather Service (n phr):
/næʃənəl ˈweðər ˌsɜːvɪs/ dịch vụ thời tiết
quốc gia
- spread (n): / spred /: lan rộng
- Ask Ss to read the text and underline
the words above.
- Get Ss to try to guess their meanings in
the context first.
- Explain the meanings of the words.
- Ask Ss to listen and repeat chorally and
individually.

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- Check Ss’ remembering.
- Ask Ss to read the questions and
underline key words.
0. The announcement is about * Answer Keys:
__________. 0. The announcement is about
1. The wildfire warning __________. __________.
2. People should have __________. 1. The wildfire warning __________.
3. People should __________. 2. People should have __________.
4. People should follow __________ 3. People should __________.
While-Reading. 4. People should follow __________
- Ask Ss to read the text messages; scan * Look and read. Choose the correct
the key words and choose the correct answer. (A, B, or C)
answer. Answer keys:
- Read the text messages and choose the 0. B. wildfires (What: wildfires)
correct answer. 1. B. ends the next day (When: from
- Monitor the class and help them if 21:00 August 11th to 23:00 August
necessary. 12th)
- Let Ss check the answers with their 2. C. Batteries (Instructions: line 4:
partners. Have flash light and batteries.)
- Pick some Ss to give their answers. 3. A. stay in their homes (Instructions:
- Give feedback. line 6: Stay inside your home, and …)
4. B. their escape plans (Instructions:
line 8: … and follow your escape plan.)
D. Activity 4. Application.
* Aims: Ss can practice speaking about what instruction they think is the most
important and why.
* Organization:
Teacher's and Students’ activities Content
Post-reading. * In pairs: tell your partner what
- Ask Ss to tell your partner what instruction you think is the most
instruction they think is the most important and why.
important and why.
- Ask their partners tell your partner
what instruction you think is the most
important and why.
- Pick some Ss to share their ideas.
- Give feedback.
* Homework:
- Do exercises in workbook on page 53.
- Prepare the next lesson: Review Unit 4, page 93.
______________________________________________________
Date of preparation: 20/12/ 2024
PERIOD 53: UNIT 4: NATURAL DISASTERS
REVIEW
I. OBJECTIVES:

188
1. Knowledge: By the end of the lesson, Ss will be able to:
- Review the target language learnt in the unit.
- Practice test taking skills.
2. Competences:
- Improve communication, collaboration, analytical and critical thinking skills.
3. Qualities:
- Know the dangers of natural disasters and how to keep safe.
II. TEACHING AIDS:
- Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- Do the exercise in workbook.
3. New lesson:
A. Activity 1: Determine the learning task: Warm up.
* Aims: Review the vocabulary learnt in the unit.
* Organization:
Teacher's and Students’ activities Content
* Guessing game:
Typhoon, earthquake, tsunami, flood,
wildfire, blizzard, heat wave, drought,
landslide, avalanche
- Explain the game: T divides the class
into 2 teams; T picks 2 Ss from to teams
to go to the board; T gives them a natural
disaster and ask them to draw for their
team to guess; the faster team will get
point; the team with more points at the
end will win.
- Get Ss to play in 2 teams.
- Play the games in two teams.
- Decide the winner.
B. Activity 2: Forming the new knowledge.
* Aims: Ss review the vocabulary learnt in the unit.
* Organization:
Teacher's and Students’ activities Content
I. Vocabulary: * Fill in the blanks with the words
- Ask Ss to look at the pictures carefully from the box.

189
 and write the correct word under each * Answer keys:
picture. 1. tsunami 2. first aid kit
- Look at the pictures carefully and write 3. flood 4. escape plan
the correct word under each picture. 5. earthquake 6. wildfire
- Give Ss time to do it. 7. batteries 8. typhoon
- Let them compare their answers with 9. board up 10. blizzard
their partners.
- Pick some Ss to give their answers.
- Give feedback.
C. Activity 3: Practice.
* Aims:
- Ss review grammar learnt in the unit.
- Ss pronounce the words correctly.
* Organization:
Teacher's and Students’ activities Content
II. Grammar: Task a. Circle the correct preposition
Task a. of place.
- Use IWB to show the task. * Answer keys:
- Review the use of prepositions of 1. in 2. Under 3. To 4. Into
place. 5. outside
- Ask Ss to circle the correct preposition
of place.
- Give Ss time to do the exercise.
- Let them compare their answers with
their partners.
- Pick some Ss to give their answers.
- Give feedback.
Task b. Underline the mistakes and Task b. Underline the mistakes and
write the correct words on the lines. write the correct words on the lines.
- Review the meaning and structures of * Answer keys:
different Wh- questions. 1. big –> biggest
- Ask Ss to underline the mistakes and 2. be –> was
write the correct words on the lines 3. When –> How
- Give Ss time to do the exercise. 4. much –> many
- Let them compare their answers with 5. many –> much
their partners.
- Pick some Ss to give their answers and
explain.
- Give feedback.
III. Pronunciation:
- Ask Ss to say the words. * Circle the word that has the
- Get them choose the word that has the underlined part pronounced
underlined part pronounced differently differently from the others.
from the others. * Answer keys:
- Choose the word that has the 1. C 2. A 3. D

190
 underlined part pronounced differently
from the others.
- Show them the pronunciation of the
words (using PPT slides) and confirm
the answers.
D. Activity 4. Application.
* Aims: Ss write an announcement about a disaster.
* Organization:
Teacher's and Students’ activities Content
IV. Writing: * Write an announcement about a
- Ask Ss to brainstorm for information disaster in the place where you live.
about the disaster where you live, Write 80 to 100 words.
including what, where, when, possible * Sample:
damage, and some instructions to keep Sent: 8:00 May 15
safe. What: Typhoon
- Brainstorm for information about the Where: Newtown
disaster where you live, including what, When: From 10:00 May 15 to 6:00 May
where, when, possible damage, and some 16
instructions to keep safe. Heavy rains and strong winds will cause
- Give Ss some time to write. damage to our town. The wind could
- Go around to help if necessary. knock down trees. The water could flood
- Pick some Ss to show their writing. the streets. We expect damage to
- Give feedback. buildings, houses, and cars.
Instructions:
· Have emergency items ready to go.
· Stay in the highest part of your home.
· Move food and important things to the
highest part of your home.
· Do not walk or drive into the flood
water.
· Board up your lower windows.
* Homework:
- Prepare the next lesson: Revision.
- Do the exercises in WB (page 53).
__________________________________________________________
Date of preparation: 28/12/ 2024
PERIOD 54: TEST CORRECTION
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to realize what they have
done, what they haven’t done.
2. Competences: They can self-evaluate their studying and have good plans to
imprve.
3. Qualities: Students are hard-working and attentive. They will try their best to
get better results.
II. TEACHING AIDS:

191
 - Teacher: Text book, laptop, loudspeaker, projector, television…
- Students: Text books, studying equipments…
III. PROCEDURE:
1. Class organization:
Period Date of Absence
Class Attendance
(Timetable) teaching Permission Non-permission
8A1
8A2
8A3
8A4
2. Checking the old lesson:
- During the lesson.
3. New lesson:
* Remark:
- Congratulate Ss that have good marks:
- Encourage some ss that need to try harder :
- Students are interested in studying English and some of them try their best to get
good marks.
- Most of students have understood the lessons and be confident when doing the test.
- Most of students are hard working but some of them are still lazy
- They are good at reading comprehension and have good skill in doing this but some
students need to practice to have better skill to do this kind exercise.
- Some students got mistaken in building sentences.
- Listening skill of them should be practised more
- Some have some misunderstanding with the tense, question words, structures
- Some students are careless in thinking, writing, preparing for the test.
* Notes:
- Prepare more carefully for the test: review all lessons before.
- Students must study harder. Practise listening, reading, writing skills.
- Try their best for studying and doing the test to get good marks.
- Do more exercises in the reference books.
UBND HUYỆN YÊN LẬP HƯỚNG DẪN CHẤM ĐỀ KIỂM TRA CUỐI KÌ I
TRƯỜNG THCS LƯƠNG SƠN MÔN: TIẾNG ANH - LỚP 8 NĂM HỌC: 2024 - 2025
Thời gian làm bài 60 phút,không kể thời gian giao đề.
(Đề kiểm tra gồm 2 trang)

I. LISTENING: (2.0 pts)

Part 1 Listen and circle the correct answers (1.0 pt)
1. two 2. town center 3. everyone 4. lanterns 5. town
Part 2: Listen to Dr Shane’s instructions on how to survive a flood. Fill in each gap with ONE
WORD.
6. emergency 7. kit 8. safe 9. walk 10. water
II. LANGUAGE (2,0 pts)
Choose the letter A, B, C, or D to indicate the word whose underlined is pronounced
differently from that of the rest in each of the following questions.

192
11. B 12. D

*Choose the letter A, B, C, or D to indicate the correct answer to each of the following
questions.
13. B 14. A 15. C 16. A
17. D 18. C 19. A 20. A
III. READING (2 pts)
Part 1: Read the text and choose the best answer, A, B, C or D, for each question (1 pt)
21. A 22. B 23. C 24. B 25. A
Part 2: Read the website article. Choose the best answer (1pt)
26. B 26. B 28. A 29. B 30. A

VI/ WRITING
Part 1. Identify one mistake in each sentence below.
31. A
Part 2. Rewrite the following sentences without changing their meaning. Use the given
word(s) if any.
32. Follow the escape plan strictly and you will be safe. (IF YOU)
- If you follow the escape plan, you will be safe.
33. We should do exercise regularly. We can lead a healthy life . (SO THAT)
- We should do exercise regularly so that we can lead a healthy life.
34. Andy likes playing soccer. He doesn't like going swimming. (PREFERS)
 Andy prefers playing soccer to going swimming.
Part 3. Make question for the underlined part.
35. About eight hundred thousand people died in the earthquake.
 How many people died in the earthquake?
Part 4. Write a short set of instructions for a wildfire warning in your home village. (1 pt)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
V. SPEAKING (2pts) TỔ CHỨC BUỔI THI RIÊNG
I. Introduce yourself (0.5 pts: (Phần bắt buộc)
Name - Age - Class/ School - Address - Family members - Your leisure activites
II. Topic: (1.5 pts) (Học sinh bốc thăm topic và trả lời câu hỏi )
1. Free time
2. Life in the country
3. Protecting the environment
4. Disasters
* Homework:
- Ask students to redo all the exercises in the first term test.
___________________________________________________

193
194