UNIT 6: LIFESTYLES
Lesson 1: Getting started – Lifestyle differences
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Lifestyles
- Gain vocabulary to talk about Lifestyles
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 and respect the lifestyles of Viet Nam and other countries around the world

II. MATERIALS
- Grade 8 textbook, Unit 6, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form

Pronunciation
/ɡriːt/

1. greet (v)
2. greeting (n)

say hello to somebody

chào, chào hỏi

something that you say or do to
greet somebody

lời chào

to give somebody food or
drink, for example at a
restaurant or during a meal

phục vụ

/ˈkɒmən
ˈpræktɪs/

something that is done a lot and
is considered normal

thông lệ

/ɪn ðə ˈhæbɪt əv/

do something regularly or often

có thói quen làm gì

/ˈɡriːtɪŋ/
/sɜːv/

3. serve (v)

4. common
practice (n)
5. in the habit of

Vietnamese
equivalent

Meaning

Assumption
Anticipated difficulties
Ss may lack experience of
group / teamwork.

Solutions
- Encourage Ss to work in groups so that
they can help one another.

- Give short, clear instructions, and help if
necessary.

III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To set the context for the introductory dialogue;
- To introduce the topic of the unit.
b. Content:
- Questions & answers
- Video watching
c. Expected outcomes:
- Students identify the topic of the unit and be ready for the conversation.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Asking questions:
- T asks Ss some questions.
- Ss answer the question individually.
- Teacher shows students a video of different ways of
greetings and asks students to guess what the video is
about.
- T sets the context for the listening and reading text:
Write the title on the board Lifestyles – Lifestyle
differences

CONTENTS
Video link:
Greetings From Around the World | Tr…
Questions and suggested answers:
- What is the video about?
→ About ways of greetings around the
world.
- In Viet Nam, how do two men greet each
other when they meet?
→ They shake hands or say hello.
- Do people in Thailand shake hands when
meeting?
→ No. They greet each other with a “Wai”
and say “Sawadee”.

e. Assessment
- Teacher calls 3-5 students to answer.
2. ACTIVITY 1: PRESENTATION (10 mins)
a. Objectives:
- To prepare vocabulary for students to understand the conversation.
b. Content:
- Vocabulary pre-teaching.
c. Expected outcomes:
- Students know how to use the target vocabulary.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Vocabulary pre-teaching
- Teacher explains the meaning of the new vocabulary
by pictures.
- Teacher reveals that the words according to the
pictures will appear in the reading text and asks students
to open their textbook to find these words.
- Teacher introduces the vocabulary.
- Teacher checks students' understanding with the “Rub
out and remember” technique.

New words:
1. greet (v)
2. greeting (n)
3. serve (v)
4. common practice (n)
5. in the habit of

e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Rub and check the vocabulary.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help Ss understand some details of the conversation.
- To help Ss further understand the text.
- To help students develop the vocabulary related to the topic
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and complete the table.
- Task 3: Complete each sentence with a word or phrase from the box.
- Task 4: Label each picture with a word or phrase from the box.
c. Expected outcomes:
- Students understand the conversation and know the vocabulary related to the topic.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and read. (7 mins)
- Ask Ss to look at the title of the conversation and the pictures
and guess what the conversation between Nam and Tom might be
about.
- Play the recording once or twice for Ss to listen and read along
silently or aloud.
- Have some pairs of Ss read the conversation aloud.
- Confirm the correct answer for the question at the beginning of
the activity.
– Have Ss say the words and phrases in the text that they think are
related to the topic of the unit. Have
them pronounce the words and phrases containing the sounds /br/
and /pr/. Quickly write the words
on the board (breakfast, practice).

Question and suggested answer:
- What do you think Nam and Tom
are talking about?
→ They are talking about
lifestyles and lifestyle differences.

Task 2: Read the conversation again and complete the table. (5 mins)

- Teacher asks Ss to read the dialogue in detail to answer the
questions.
- Ask them how to do this kind of exercise.
Explain the strategies, if necessary (e.g. reading the statements in
the table, underlining the key words in the statements, locating
the key words in the text, and then completing the table).
- Tell them to underline parts of the dialogue that help them with
the answers. Set a strict time limit to ensure Ss quickly read the
text for information.
- Tell them to compare their answers in pairs before sharing them
with the class. Ask them to give evidence
to support their answers.

Answer key:
1. surnames
2. on the street
3. store / restaurant

Task 3: Complete each sentence with a word or phrase from the box. (5 mins)
- Teacher tells Ss to read the conversation again and ask them to
share their answers with one or more partners. T can ask for
translation of some of the words and phrase in the box to check
their understanding.
- T asks 2 students to write their answers on the board.
- Check the answers as a class.

Answer key:
1. lifestyle
2. greet
3. serve
4. practice
5. in the habit of

Task 4: Label each picture with a word or phrase from the box. (5 mins)
- T has Ss work individually to label the pictures with the words
and phrases in the box. Have them compare their answers with a
partner. Then ask for Ss' answers. Quickly write their answers on
the board without confirming the correct answers.
- T has Ss listen to the recording, check their answers, and repeat
the words / phrases. Ask Ss to look at the answers on the board
and say if they are right or wrong. Confirm the correct answers.
- Teacher checks the answers as a class and gives feedback.

Answer key:
1. street food
2. food in restaurants
3. pizza
4. online learning
5. greeting

e. Assessment
- Teacher corrects the students as a whole class.
4. ACTIVITY 3: FURTHER PRACTICE (7 mins)
a. Objectives:
- To introduce ways of greeting around the world.
b. Content:
- Task 5: QUIZZ: Greetings around the world.
c. Expected outcomes:
- Students know about greetings around the world.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 5: QUIZZ: Greetings around the world.
- Model this activity with a strong student.
- Ask Ss to work in pairs. Set a time limit (2 - 3 minutes) for Ss to
finish the task. T goes round to help weaker Ss.
- Call on some Ss to share the answers.
- Confirm the correct answers. T may need to explain to Ss if they
do not know the answers

Answer key:
1. A
2. B
3. B
4. B
5. A

e. Assessment
- Teacher gives corrections and feedback to students' conversations.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words and phrases they remember from the lesson.
b. Homework
- Name a list of 10 ways of greetings from different countries.
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about an
interesting way of life around the world and make a poster about it. Students will show and
present their posters in Lesson 7 – Looking back and Project. (Teacher should check the
progress of students' preparation after each lesson.)
Board Plan
Date of teaching
Unit 6: Lifestyles
Lesson 1: Getting started
*Warm-up
* Vocabulary
1. greet (v)
2. greeting (n)
3. serve (v)
4. common practice (n)
5. in the habit of
Task 1: Read and complete.
Task 2: Complete the sentences.
Task 3: Label each picture.
Task 4: Ask and answer questions.
*Homework

UNIT 6: LIFESTYLES
Lesson 2: A closer look 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Vocabulary: Use the lexical items related to Lifestyles
- Pronunciation: Correctly pronounce words that contain the sounds: /br/ and /pr/
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 and respect the lifestyles of Viet Nam and other countries around the world

II. MATERIALS
- Grade 8 textbook, Unit 6, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form

Pronunciation

1. dogsled (n)

/ˈdɒɡsled/

2. make craft

/meɪk krɑːft/

3. tribal dance
(n)
4. native art
(n)

/ˈtraɪbl dɑːns /

/ˈneɪtɪv ɑːt /

Meaning
a sledge pulled by dogs

Vietnamese
equivalent
xe trượt tuyết
chó kéo

make things with your hands in
a skilled way

làm đồ thủ công

a dance performed by tribal
people based on their customs and
beliefs

điệu nhảy của bộ
tộc, bộ lạc

the artwork created by the
original native people

tác phẩm nghệ
thuật bản địa

Assumption
Anticipated difficulties
Ss may lack experience of
group / teamwork.

Solutions
- Encourage Ss to work in groups so that
they can help one another.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- Matching game (Task 1)
c. Expected outcomes:
- Students get some vocabulary from the lesson and be ready for the lesson.
d. Organisation:
TEACHER'S AND STUDENTS' ACTIVITIES
Matching game: (Task 1)
- T gives out the handouts and divides the class into 10
groups and explains the rules.
- Ss match the given words to the pictures and they have
to send one to stick the handout onto the board as
quickly as possible.
- T shows students the answer on the screen and
announces the winning group.
- T sets the context for the lesson

CONTENTS
Questions:
Match the words with the correct pictures
Answer key:
1. dogsled (n)
2. make crafts (v)
3. native art (n)
4. weave (v)
5. tribal dance (n)

e. Assessment:
- Teacher shows students the answer on the screen and announces the winning group.
2. ACTIVITY 1: VOCABULARY (25 mins)
a. Objectives:
- To prepare vocabulary for students to do the tasks.
- To present some nouns that describe different aspects of lifestyles.
- To give Ss more practice on how to use words related to lifestyles in sentences.
b. Content:
- Vocabulary teaching.
- Task 2: Complete the sentences with the words and phrases from the box.
- Task 3: Choose the correct answer A, B, or C to complete each sentence.
c. Expected outcomes:
- Students know how to use the target vocabulary.
d. Organisation:
TEACHER'S AND STUDENTS' ACTIVITIES
Vocabulary teaching
- Teacher asks students to try explaining the meaning of
the words that they have matched in Warm-up activity.
- Teacher explains the vocabulary.
- Teacher checks students' understanding by the
follow-up tasks in the student's book.

CONTENTS
New words:
1. dogsled (n)
2. make crafts
3. native (adj)
4. tribal (adj)

Task 2: Complete the sentences with the words and phrases from the box. (7 mins)

- T has Ss read the sentences and choose the correct
Answer key:
1. weaving
word given to fill each blank in the sentences.
- T tells Ss to read the sentences carefully and look for
2. tribal dances
clues so that they can choose the correct words.
3. native art
- T asks Ss to check their answers with their partners.
4. making crafts
Ask for translation of some of the words to check their
5. dogsled
understanding.
- T confirms the correct answers.
Task 3: Choose the correct answer A, B, or C to complete each sentence. (7 mins)
- Have Ss read the sentences and choose the correct
Answer key:
options to complete the sentences.
1. A
- Go around and give assistance if necessary and check
2. B
their answers.
3. A
- Confirm the correct answers as a class.
4. C
5. B
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
3. ACTIVITY 3: PRONUNCIATION (13 mins)
a. Objectives:
- To help Ss identify how to pronounce the sounds /br/ and /pr/;
- To help Ss practise pronouncing these sounds in words.
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the sounds /br/ and /pr/.
- Task 5: Listen and practise the sentences. Underline the words with the sound /br/ and circle
the words with /pr/.
c. Expected outcomes:
- Students can pronounce the /br/ and /pr/ sounds in words in sentences correctly
d. Organisation:
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 4: Listen and repeat the words. Pay attention to the sounds /br/ and /pr/. (5 mins)
- Teacher asks some Ss to read out the words first.
Then play the recording for them to listen and repeat
the words they hear. Ask them to pay close attention to
the two sounds. Play the recording as many times as
necessary.
- Explain to Ss the difference between the two sounds
if needed:
+ /br/: Put your lips together, then open them slowly to
let the air out to make the sound /b/. Close your tongue
up and round your lips to make the sound /r/.
+ /pr/: Press your lips together, then open your mouth
suddenly to let the air out to make the sound /p/. Close
your tongue up and round your lips to make the sound
/pr/. The puff of air that happens with the /r/ sound is

bigger for the /pr/ cluster than the puff of air for the
/br/ cluster.
* T can show Ss the pronunciation video of this Unit:
HƯỚNG DẪN PHÁT ÂM LỚP 8 - Unit 6: Life…
- Invite some Ss to say some words they know that
include the two sounds.
Task 5: Listen and practise the sentences. Underline the words with the sound /br/ and circle the
words with /pr/. (8 mins)
- Teacher aks Ss to quickly read the sentences and
Answer key:
1. My brother says online learning improves
underline the words having the sounds /br/, and circle
the words having the sound /pr/. Then play the
our IT skills.
recording for Ss to listen and check.
2. Santa Claus brings a lot of presents to
- Invite some Ss to share their answers. Confirm the
children.
correct ones.
3. She briefly introduced the new programme.
- Play the recording again for Ss to repeat the
4. He spent a lot of time preparing for his
sentences.
algebra test.
- Have Ss practise the sentences in pairs. Invite some
5. My mum prays at the temple before
pairs to read the sentences aloud. Comment on their
breakfast on Sundays.
pronunciation of the sounds.
e. Assessment
- Teacher gives corrections and feedback to students' pronunciation.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say make some sentences with words and phrases they remember from the lesson
b. Homework
- Students' workbook

Board Plan
Date of teaching
Unit 6: Lifestyles
Lesson 2: A closer look 1
*Warm-up
* Vocabulary
1. dogsled (n)
2. make crafts (v)
3. weave (v)
4. native (adj)
5. tribal (adj)
Task 1: Match the words.
Task 2: Complete the sentences.

Task 3: Choose A, B, or C.
* Pronunciation
Task 3: Listen and repeat.
Task 4: Listen and practise.
*Homework

UNIT 6: LIFESTYLES
Lesson 3: A closer look 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- use the future simple and first conditional
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 and respect the lifestyles of Viet Nam and other countries around the world
II. MATERIALS
- Grade 8 textbook, Unit 6, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
FUTURE SIMPLE
Structure

Examples

(+) S + will + V-inf + …

I will buy a boat.

(⎯) S + won't / will not + V-inf + …

I won't / will not buy a watch.

(?) Will + S + V-inf + …?

Will you buy a helicopter?
FIRST CONDITIONAL

Structure:
If + Present simple,
Example:
If she has 1,000,000 VND,

Future simple
she will buy a closet.

Assumption
Anticipated difficulties
Ss may lack experience of group /
teamwork.

III. PROCEDURES
1. WARM-UP (5 mins)

Solutions
- Encourage Ss to work in groups so that
they can help one another.
- Give short, clear instructions, and help if
necessary.

a. Objectives:
- To introduce first conditional with an example
b. Content:
- Asking questions to lead in the lesson.
c. Expected outcomes:
- Students can answer teacher's question using the structure of first conditional
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Asking questions:
- Teacher asks Ss “What will you buy if you have
1,000,000 VND?”
- Ss answer the question individually.
- Teacher leads in the introduction of the target
grammar point.
- Teacher sets the context for the lesson.
e. Assessment
- Teacher corrects for students (if needed)

CONTENTS
Question:
What will you buy if you have 1,000,000 VND?

2. ACTIVITY 1: PRESENTATION (8 mins)
a. Objectives:
- To teach Ss the forms of future simple and first conditional
b. Content:
- Review The future simple and First conditional.
c. Expected outcomes:
- Students identify the structures and when to use the future simple and first conditional
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Grammar teaching
- Teacher reminds students that they have already learnt
The future simple and First conditional.
- Tell them to read the Remember! box in pairs (p. 63,
64)
- Teacher explains again the form and use of future
simple and first conditional.
e. Assessment
- Teacher checks students' understanding by asking some questions.

CONTENTS

3. ACTIVITY 2: PRACTICE (15 mins)
a. Objectives:
- To help Ss practise future simple and first conditional in sentences
b. Content:
- Task 1: Use the verbs from the box with will or won't to complete these dialogues.
- Task 2: Arrange these words and phrases in the correct order to form meaningful sentences.
- Task 3: Give the correct tense of the verbs in brackets, using the first conditional.
- Task 4: Fill in each blank with IF or UNLESS.

c. Expected outcomes:
- Students understand how to use the target grammar.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 1: Use the verbs from the box with will or won't to complete these dialogues. (5 mins)
- Give Ss some time to work by themselves and write
Answer key:
1. will tell
down the answers. Observe and help when and where
necessary.
2. will attend – won't join
- Ask some Ss to read their sentences. Call on some Ss
3. won't have – will do
to write their answers on the board. Confirm the correct
answers.
- Explain to Ss another use of the future simple (to
describe future possibilities or conditions), and give one
or two examples before moving onto 2.
Task 2: Arrange these words and phrases in the correct order to form meaningful sentences. (6
mins)
- Have Ss work individually. Tell them to put the words Answer key:
1. We will take our first-term exams very
in correct order to build meaningful sentences. Tell
them to pay attention to the form of the future simple.
soon.
- T lets Ss work in pairs to compare their answers
2. Will they stay in an igloo when they visit
before sharing their answers.
Alaska?
- T checks and confirms the correct answers.
3. She will work with the tribal groups to
help them revive their culture.
4. I won't choose online learning in the
second semester.
5. I'll come to see you if I go to London this
summer.
Task 3: Give the correct tense of the verbs in brackets, using the first conditional. (6 mins)
- Draw Ss' attention to the form and use of the first
Answer key:
1. eat
conditional: main clause (future simple) and if-clause
(present simple).
2. goes
- Have Ss look at the sentences and write down their
3. will have
answers.
4. don't do
- T asks Ss to check their answers with their partners.
5. Will she be
Ask for translation of some of the words to check their
understanding.
- T confirms the correct answers.
Task 4: Fill in each blank with IF or UNLESS. (6 mins)
- Have Ss do the exercise individually and then
Answer key:
1. Unless
exchange their answers with a partner.
- Call on some Ss to read the sentences aloud. Other Ss
2. if
comment.
3. unless
- T confirms the correct answers.
4. If
5. unless
e. Assessment
- Teacher corrects the students as a whole class.

4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss apply the uses of the first conditional with if and unless in real contexts by
making sentences about themselves
b. Content:
- Task 5: Complete the following sentences to make them true for you. Then share your
answers with a partner.
c. Expected outcomes:
- Students can make sentences using the learned grammar points.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 5: Complete the following sentences to make them true for you. Then share your answers
with a partner. (10 mins)
- Give them some time to work independently and write Suggested answers:
1. If it rains tomorrow, I will stay at home.
down their sentences.
- Then let them work in pairs to exchange their
2. Unless I get good marks, I will be upset.
sentences.
3. If I have free time this weekend, I will
- T goes round giving help when and where necessary.
visit my grandparents
- Some Ss may write their answers on the board. Other
4. If I study harder, I will get good marks.
Ss comment and T makes corrections.
5. Unless I go to bed early, I will be tired
tomorrow.
e. Assessment
- Teacher gives corrections and feedback.
5. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
- Ask Ss to make sentences about themselves, using first conditional.
b. Homework
- Students' workbook
Board Plan
Date of teaching
Unit 2: Lifestyles
Lesson 3: A closer look 2
*Warm-up
* Grammar:
Future simple:
- to describe future possibilities or conditions.
(+) S + will + V-inf + …

I will buy a boat.

(⎯) S + won't + V-inf + …

I won't buy a watch.

(?) Will + S + V-inf + …?

Will you buy a helicopter?

First conditional:
- to talk about things which are possible in the present or the future.
If + Present simple, Future simple
If she has 1,000,000 VND, she will buy a closet.
- We can also use unless in conditional sentences. Unless means “if … not” or
“except if …”.
Example: You will fail the test unless you study harder.
Task 1: Complete these dialogues.
Task 2: Arrange the words and phrases in the correct order.
Task 3: Give the correct tense of the verbs in brackets.
Task 4: Fill in each blank with If or Unless.
Task 5: Complete the sentences.
*Homework

UNIT 6: LIFESTYLES
Lesson 4: Communication
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- express certainty
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be ready and confident in real life conversations
II. MATERIALS
- Grade 8 textbook, Unit 6, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form
How to express certainty

Examples
- Sure.
- Yes, certainly.

Assumption
Anticipated difficulties
Ss may lack experience of group /
teamwork.
Students may have underdeveloped
listening, speaking and co-operating skills.

Solutions
- Encourage Ss to work in groups so that they
can help one another.
- Give short, clear instructions, and help if
necessary.
- Play the recording many times if necessary.
- Encourage students to work in pairs, in groups
so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Jumbled conversation
c. Expected outcomes:

- Students can rearrange to make a meaningful conversation
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Jumbled conversation:
- Teacher gives out a jumbled conversation
- Teacher asks students to rearrange it to make a
meaningful conversation.
- Teacher give some follow-up questions to lead in the
introduction of the target grammar point.

CONTENTS
Suggested answers:
2. Mum, could you make me a sandwich for
breakfast tomorrow?
1. Sure. What do you want to drink?
3. I'm thinking, Mum.
5. How about a glass of milk? It's your
favourite drink, right?
4. Yes, certainly. I'll have some milk.

e. Assessment
- Teacher corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins)
a. Objectives:
- To introduce ways of expressing certainty.
- To help Ss practise expressing certainty.
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted sentences.
- Task 2: Work in pairs. Make similar conversations to express certainty in the following
situations.
c. Expected outcomes:
- Students can use the structures to express certainty.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. (5 mins)
- Play the recording for Ss to listen and read the
two dialogues between Tom and Nam, Alice and
Mai at the same time. Ask Ss to pay attention to the
questions and answers.
- Have Ss practise the dialogues in pairs. Call on
some pairs to practise the dialogues in front of the
class.

Task 2: Work in pairs. Make similar conversations to express certainty in the following
situations. (5 mins)
- Ask Ss to work in pairs to make similar dialogues Suggested answers:
with the given cues.
- Move around to observe and provide help. Call on
some pairs to practise in front of the class.
A: Can you help me with my maths homework?
- Comment on their performance.
B: Yes, certainly. / Yes, sure.

A: Vietnamese people love seafood.
B: Yes, certainly. / Yes, sure.
e. Assessment
- Teacher checks students' understanding by asking some checking-questions.
3. ACTIVITY 2: CUISINES AROUND THE WORLD (25 mins)
a. Objectives:
- To help Ss learn about the cuisine of different countries around the world.
- To help Ss develop their reading skill for general information (skimming).
- To provide Ss with practice in asking and answering about typical food in their area.
b. Content:
- Task 3: How much do you know about the cuisines of different countries? Do the quiz to
find out.
- Task 4: Work in groups. Read the two passages and discuss the questions below.
- Task 5: Work in groups. Talk about the typical food in your area. Discuss.
c. Expected outcomes:
- Students know about the cuisine of different countries around the world.
- Students can ask and answer questions about food.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 3: How much do you know about the cuisines of different countries? Do the quiz to find out.
(7 mins)
- Ss work in pairs and do the quiz.
Answer key:
1. B
- Give explanations if necessary.
- Check their answers as a class.
2. A
3. C
4. A
5. B
Task 4: Work in groups. Read the two passages and discuss the questions below. (8 mins)
- Ss read the passages for a few minutes. Make sure
they understand the main ideas, and explain if
needed.
- Ss work in groups. Each gives their preference
(Italian or Indian food), and gives reasons.
- T goes round the class to monitor. T corrects Ss'
mistakes only when it is really necessary.
- T calls on some Ss to perform the task in front of
the class. T and other Ss listen and make comments.
Task 5: Work in groups. Talk about the typical food in your area. (12 mins)
- Have Ss work in groups, taking turns to ask and
Suggested outcome:
- staple food: rice, corn, bread, ...
answer.
- Let Ss think and give the answers.
- favourite food: pork, chicken, beef, fish,
- Encourage them to say what they know and what
seafood, ...
they think. Their opinions may differ.

- Call on some groups to perform the task in front
of the class. T and other Ss listen and make
comments.

- foods eaten on special occasions: banh chung,
moon cakes, sticky rice, ...

e. Assessment
- Teacher corrects students by going around while they're practising.
- Teacher gives corrections and feedback
4. CONSOLIDATION (3 mins)
a. Wrap-up
- Have Ss say what they have learnt in the lesson.
b. Homework
- Students' workbook.
- Make a list of 10 types of popular street food in Asia.

Board Plan
Date of teaching
Unit 6: Lifestyles
Lesson 4: Communication
*Warm-up
* Everyday English
Form
How to express certainty

Examples
Sure.
Yes, certainly.

Task 1: Listen and read.
Task 2: Make similar conversations.
* Cuisines around the world
Task 3: Do the quiz.
Task 4: Read and discuss.
Task 5: Talk about the typical food in your area.
*Homework

UNIT 6: LIFESTYLES
Lesson 5: Skills 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- read about Alaska;
- talk about how people in their area maintain traditional lifestyles;
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 and respect the lifestyles of Viet Nam and other countries around the world
II. MATERIALS
- Grade 8 textbook, Unit 6, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form

Pronunciation

1. maintain (v)
2. experience (v)
3. style (n)
4. musher (n)

Meaning

Vietnamese
equivalent

to keep, make something
continue

duy trì, gìn giữ

/ɪkˈspɪəriəns/

to do or feel something

trải nghiệm

/staɪl/

p articular ways of doing
something

phong cách

/meɪnˈteɪn/

/ˈmʌʃə/

people who drive do...