Week: 6
Period: 16

Planning date: 12/10/2023

UNIT 2: LIFE IN THE COUNTRYSIDE
 GETTING STARTED 

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Life in the countryside
- Gain vocabulary to talk about Life in the countryside
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about activities in the countryside
II. MATERIALS
- Grade 8 textbook
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
A. WARM UP
1. Objectives
- To set the context for the introductory dialogue.
- To introduce the topic of the unit.
2. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
 Chatting
Suggested answer
T: Ask Ss some questions about lifr in the countryside
Life in the countryside
1. What did you do last summer?
2. What is the video about?
Ss: Answer the question individually.
T: Show students a video of summer in the countryside
and asks students to guess what the video is about.
T: Set the context for the listening and reading text:
Write the title on the board Life in the countryside –
Last summer holiday.
B. PRESENTATION
1. Objectives
- To prepare vocabulary for students to understand the conversation.
2. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
New words
 Vocabulary pre-teaching

T: Introduce some new words by many ways.
Ss: Give the meaning of them
T: Read the new words aloud
Ss: - Listen and repeat
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- Read in chorus
- Read in individual
- Write the new words.
T: Check vocabulary by ROR

harvest
combine harvester
herd
paddy fields

[v]
[n]
[n]
[a]

C. PRACTICE
1. Objectives
- To help Ss use words and phrases related to farm work in the countryside.
- To help Ss further understand the text.
- To introduce some vocabulary items related to activities that rural people often do.
2. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 1: Listen and read.
T: Play the recording and asks students to circle the
words learnt in the Presentation stage.
T: Can play the recording more than once.
Ss: listen and read.
Task 2: Read the conversation again and choose the correct answer to each
question
T: Ask Ss to read the dialogue in detail to answer the
Answer key
1. A
questions.
2. B
T: Ask them how to do this kind of exercise. Explain
3. C
the strategies, if necessary (e.g. reading the questions
4. A
and the options (A, B, C), underlining the key words in
the questions and options, locating the key words in
the text, and then reading that part and answering the
questions).
T: Tell them to underline parts of the dialogue that
help them to answer. Set a strict time limit to ensure Ss
read the text quickly for information.
T: Tell them to compare their answers in pairs before
sharing them with the class. Ask them to give evidence
to support their answers.
Task 3: Complete the sentences with the words and phrases from the box.
T: Tell Ss to read the conversation again, work
independently to do the task, and then ask them to share
their answers with one or more partners. T can ask for
translation of some of the words and phrases in the box to
check their understanding.
T: Ask 2 students to write their answers on the board.
T: Check the answers as a class.

1.
2.
3.
4.
5.

Answer key
load
combine harvester
herd
paddy field
harvest time

Task 4: Match the activities (1 - 6) that people living in the countryside often do
with the pictures (a - f).
T: Has Ss work individually to match the words and
Answer key
1. d
phrases in the box with the pictures. Have them compare
2. a
their answers with their partners. Then ask for Ss'
3. f
answers. Quickly write their answers on the board without
4. e
confirming the correct answers.
5. b
T: Has Ss listen to the recording, check their answers, and
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repeat the words / phrases. Ask Ss to look at the answers
on the board and say if they are right or wrong. Confirm
the correct answers.
T: Check the answers as a class and gives feedback.

6. c

D. PRODUCTION
1. Objectives
- To get students to ask and answer about activities that rural people often do.
2. Organisation
Task 5: Work in pairs. Ask and answer about the pictures in 4.
T: Model this activity with a student. Remind Ss that they
Example
should only use the phrases and the pictures in 4 to ask
- What are they doing in picture a?
and answer about activities that rural people often do.
- They're ploughing a field.
T: Ask Ss to work in pairs. T go round to help weaker Ss.
Then, call on some pairs to practise in front of the class.
T: Comment on their performance.
 Homework
- Students' workbook.

- Prepare new lesson:

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Unit 2: A closer look 1

Week: 6
Period: 17

Planning date: 12/10/2023

UNIT 2: LIFE IN THE COUNTRYSIDE
 A CLOSER LOOK 1 

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Vocabulary: The lexical items related to Life in the countryside
- Pronunciation: Correctly pronounce words that contain the sounds: /ə/ and /ɪ/
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about activities in the countryside
II. MATERIALS
- Grade 8 textbook
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
A. WARM UP
1. Objectives
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
2. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Suggested answers
 Matching: Match the words with the correct
pictures.

1. cattle (n)
T: Give out the handouts and divides the class into 10
2. vast (adj)
groups and explains the rules.
3. crop (n)
Ss: Match the given words to the pictures and they have
4. hospitable (adj)
to send one to stick the handout onto the board as
5. poultry (n)
quickly as possible.
6. picturesque (adj)
T: Show student the answer on the screen and
announces the winning group.
T: Set the context for the lesson.
B. PRESENTATION
1. Objectives
- To present some nouns that go with action verbs to describe activities which rural people
often do.
- To help Ss identify how to pronounce the sounds /ə/ and /ɪ/.
2. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 1: Vocabulary pre-teaching
T: Ask students to guess the uses of the phrases that they
1. Vocabulary
have matched in Warm-up activity.

T: Introduce some new words by many ways.
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Ss: Give the meaning of them
T: Read the new words aloud
Ss: - Listen and repeat
- Read in chorus
- Read in individual
- Write the new words.
T: Check vocabulary by ROR
Task 2: Pronunciation

T: Let Ss practice the sounds /ə/ and /ɪ/. together.
Show Ss how to pronounce the two sounds. Play the
recording and let Ss listen and repeat. Correct their
pronunciation.

vast
nomadic
brave
scenery
hay
cattle

[a]
[a]
[a]
[n]
[n]
[n]

bao la
thuộc du mục
can đảm
phong cảnh
cỏ khô
gia súc

2. Pronuciation
/ə/
/I/

C. PRACTICE
1. Objectives
- To teach Ss new adjectives for describing people and scenes in the countryside.
2. Organisation
Task 1: Circle the correct words to complete the sentences.
Answer key
1. cattle
2. fruit
3. crops
4. unloaded
5. catching
Task 2: Match the following adjectives with their definitions
T: Tell Ss quickly match the adjectives in the left column
Answer key
with their meanings in the right column
1. c
individually.
2. d
T: Aask Ss to check their answers with their partners. Ask
3. e
for translation of some of the adjectives on the list to check
4. b
their understanding.
5. a
T: Confirm the correct answers.
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 3: Complete the sentences with the words from 2
T: Ask Ss to do the exercise individually and then check
Answer key
1. hospitable
with the whole class.
2. well-trained
T: When checking, ask Ss to refer to 2 to make the
3. picturesque
meanings of the adjectives clearer to them.
4. vast
T: Check the answers as a class and gives feedback.
5. surrounded
Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/.
T: Ask Ss to read out the words first. Then play the
recording for them to listen and repeat the words they
hear. Ask them to pay close attention to the two sounds.
Play the recording as many times as necessary.
T: Explain to Ss the difference between the two sounds
if needed:
+ /ɪ/ is a “front vowel”, meaning the front part of
the tongue is raised while articulating this vowel.
It's also a “close vowel”. A close vowel is one
where the jaws come close to each other.
+ /ə/ on the other hand is a “mid vowel”; it means
T: Ask Ss to read each sentence and choose the suitable
noun that goes with the action verb before it.
T: Let Ss work in pairs to compare their answers before
sharing their answers.
T: Check and confirm the correct answers.

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that the jaws aren't closer to each other. It's also
a “central vowel”. A central vowel means the
central part of the tongue is raised while
articulating this vowel. It's often unrounded.
T: Invite some Ss to say some words they know that
include the two sounds.

D. PRODUCTION
1. Objectives

- Students apply what they have learnt.
2. Organisation
Task 5: Listen and practise the sentences. Underline the bold words with /ə/, and
circle the bold words with /ɪ/.
T: Ask Ss to quickly read the sentences. Now play the
Answer key
recording for Ss to listen to the sentences. Ask them to
1. There is a lot of water in the bottle.
pay attention to the underlined parts and underline and
2. The farmers here are hard-working.
circle the appropriate sounds.
3. They are picking fruits in the orchard.
T: Invite some Ss to share their answers. Confirm the
4. People in my village usually gather at
correct ones.
weekends.
T: Play the recording again for Ss to repeat the
5. Please buy some milk and pasta at the
sentences.
supermarket.
T: Have Ss practise the sentences in pairs. Invite some
pairs to read the sentences aloud. Comment on their
pronunciation of the sounds.
 Homework
- Students' workbook.

- Prepare new lesson:

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Unit 2: A Closer look 2

Week: 6
Period: 18

Planning date: 12/10/2023

UNIT 2: LEISURE TIME
 A CLOSER LOOK 2 

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- The comparative forms of adverbs
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about activities in the countryside
II. MATERIALS
- Grade 8 textbook
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
A. WARM UP
1. Objectives
- To review comparative forms of adjectives before the lesson.
- To introduce the term of comparative form of adverbs.
2. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
 Making comparison
Questions
T: Show the pictures on the screen.
1. Who lives faster than the other: people in
T: Ask students to make comparative sentences to
the countryside or people in the city?
describe the difference between the 2 pictures.
2. Who lives more peacefully than the other:
T: Give some follow-up questions to lead in the
people in the countryside or people in the
introduction of the target grammar point.
city?
T: Set the context for the lesson.
Suggested answers
1. People in the countryside live more
slowly than people in the city.
2. People in the countryside live more
peacefully than people in the city.
B. PRESENTATION
1. Objectives
- To teach Ss the comparative forms of some adverbs that Ss normally use in everyday
conversations.
2. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
 Grammar teaching: Comparative adverbs
Grammar:
T: Explain the usages of the structures for Ss and give
 Comparative forms of adverbs.
some examples.
 More/less + long adverbs +
T: Ask Ss to study the Grammar Box.
than
Ss: Give some more examples.
1. For most adverbs (often with two or more
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syllables), we make comparative forms by
adding more.
2. For adverbs that have the same forms as
adjectives like fast, hard, soon, etc., we make
comparative forms by adding -er.
3. Some irregular adverbsprefer

Can you walk more slowly?
Hanh acts less responsibly than
anyone here.
 Short adverbs

fast
hard
early
late
 Some

+ er +

than

- faster
- harder
- earlier
- later

irregular
adverbs.
Well
- better
Badly - worse

forms

of

C. PRACTICE
1. Objectives
- To help Ss practise the correct comparative forms of adverbs in sentences.
2. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 1: Write the comparative forms of the adverbs in the table below.
T: Have Ss do these exercises individually and then compare
Answer key
Adverbs
Comparative forms
their answers with a partner.
long
longer
T: Ask some Ss to write their answers on the board.
high
higher
T: Check the answers with the whole class.
late
quickly
frequently
early
much
little

later
more quickly
more frequently
earlier
more
less

Task 2: Complete the sentences with the comparative forms of the adverbs in
brackets.
T: Have Ss do these exercises individually and then compare
Answer key
1. more beautifully
their answers with a partner.
2. more clearly
T: Ask some Ss to write their answers on the board.
3. faster
T: Check the answers with the whole class. Accept different
4. harder
sentences provided that they are correct.
5. more heavily
Task 3: Complete the sentences with suitable comparative forms of the adverbs from
the box.
T: Have Ss do the exercise individually and then compare
Answer key
1. more carefully
their answers with their partners.
2. faster
T: Ask some Ss to write their answers on the board.
3. more quietly
T: Check the answers with the whole class. Ask Ss to explain
4. more soundly
how to make the comparative form of the
5. earlier
adverb given in each sentence.
T: Confirm the correct answers.
Task 4: Read the situations and complete the sentences using the comparative forms
of the adverbs in brackets.
T: Ask Ss to read the situations carefully. If necessary, T
Suggested answer
1. The red car can run faster than the
may explain each situation to Ss. Ask Ss to complete the
black car.
sentences individually and then compare their answers with
2. Nick can jump higher than Tom.
their partners.
3. Mai did better on the exam than Hoa.
T: Ask some Ss to write their answers on the board.
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T: Check the answers with the whole class. Confirm the
correct answers.

4. The workers arrived earlier than my
dad expected.
5. The buses run more frequently than the
trains.

D. PRODUCTION
1. Objectives
- To help Ss practise using comparative adverbs to make comparisons
2. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 5: Work in pairs. Ask and answer to find out who:
T: Model this activity with a student. Remind Ss that they
Suggested outcome
should only use the phrases and the pictures in 4 to ask and
A: How fast can you run?
answer about activities that rural people often do.
B: I can run 15 kilometres an hour.
T: Ask Ss to work in pairs.
A: Ok, so you can run faster than me.
T: Go round to help weaker Ss. Then, call on some pairs to
 I can run fast but B can run faster
practise in front of the class.
than I do.
T: Comment on their performance.
 Who
- can run faster
- can jump higher
- stay up late at night
- gets up earlier in the morning
 Homework
- Students' workbook.

- Prepare new lesson:
Unit 2: Communication
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