Week: 4
Period: 11
Date of teaching: 27/09/2023

UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 3 : A CLOSER LOOK -2

I. OBJECTIVES:
1. Competences: By the end of the unit, students will be able to:
- use the words about life and activities in the countryside;
+ pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences;
- Use the comparative forms of adverbs
- ask for and give health tips;
- read for general and information about life in countryside;
- talk about activities in the countryside and the city;
- listen for specific information activities, countryside and city;
- write a paragraph comparing life in the countryside and the city.
* By the end of the unit, students will be able to:
- To practice listening and reading.
- Use the lexical items related to the topic life in the countryside.
2.Knowledge:
+ Vocabulary:
- Use vocabulary to talk about Life in the countryside
+ pronounce the sounds /ə/ and /ɪ/ correctly in words and sentences;
+ Grammar:
- Use the comparative forms of adverbs;
3. Attributes:
- Students will be able to practice listening and reading skills .
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
- Understand the main idea of the conversation.
- Develop communication skills and creativity.
- Actively join in class activities.
II. INSTRUCTIONAL RESOURCES
- Grade 8 textbook, Unit 2 A closer look 2
- A laptop connected to the Internet
- TV
- Web page: hoclieu.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)

- Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
- Content/Performance tasks:
- Review the previous lesson or have some warm-up activities to create a friendly
and relaxed atmosphere to inspire Ss to warm up to the new lesson.
- Outcome/Performance Products:
Having a chance to speak English and focus on the topic of the lesson.
+ Greeting ; T_Ss.
Questions:
1. Who lives faster than the other: people in the countryside or people in the city?
2. Who lives more peacefully than the other: people in the countryside or people in
the city?
Suggested answers:
1. People in the countryside live more slowly than people in the city.
2. People in the countryside live more peacefully than people in the city.
Implementation:
+ Greeting
+ Making comparison
- Teacher shows the pictures on the screen.
- Teacher asks students to make comparative sentences to describe the difference
between the 2 pictures.
- Teacher gives some follow-up questions to lead in the introduction of the target
grammar point.
- Teacher sets the context for the lesson.
+ Teacher (T) asks Ss some questions about the previous lessons,
- T may introduce some warm-up activities to create a friendly and relaxed
atmosphere to inspire Ss to warm up to the subject and new class…
- T encourages Ss to talk in English as much as possible
- Tell them that today they are going to learn some more verbs to describe likes
and dislikes. Lead to the lesson.
+ Introduce the objectives of the lesson. Write the objectives in the left corner of
the board.
- students Open the book and write the tittle of the lesson.
Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
* Task 1:

Aims:
To help ss identify the verbs that go with only gerunds and those that go with both
gerunds and to-infinitives.
Content/Performance Tasks:
* Tương tự như với tính từ, trạng từ chia thành 2 loại: Trạng từ ngắn và
trạng từ dài
1.1. Trạng từ ngắn (Short adverbs): - Là những trạng từ có một âm tiết (one
syllable)
Eg: :  hard, fast, late, far, early, soon …  
- She runs fast.
1.2. Trạng từ dài (Long adverbs): Là những trạng từ có 2 âm tiết trở lên (two
syllable).
+ Là những trạng từ có đuôi + ly:
Eg: :  slowly, carefully, quickly, interestingly,…
- My father drives carefully.
1.3 Form : 1- For most adverbs (often with two or more syllables), we make
comparative forms by adding more.
Examples:
+ adding more: slowly → more slowly ; carefully → more carefully
2. For adverbs that have the same forms as adjectives like fast, hard, soon, etc., we
make comparative forms by adding -er.
2. adding -er:
fast → faster ; hard→ harder
3. Some irregular adverbs
well → better ; badly → worse
2. Comparative adverbs  (So sánh hơn với trạng từ):    
Short Adv: S + V + adv + er + than + Noun/ Pronoun
Long Adv:   S + V + more/ less + adv + than + Noun/ Pronoun       
Eg: - They work harder than I do/ me. 
- A horse can run faster than a buffalo.
- Mai dances more beautifully than Hoa does.
* Expected outcomes: Students know how to form and use comparative forms of
adverbs.
Outcome/Performance Product:
* Answer key:

Adverbs
long
high
late
quickly
frequently
early
much
little

Comparative forms
longer
higher
later
more quickly
more frequently
earlier
more
less

Implementation:
Task 1. Work individually and whole class. Write the comparative forms of
adverbs
- Ask Ss to do the exercise individually and then check their answer in pairs.
- Choose two Ss and ask them to stand up. Ask them, How long does it take you to
run 100 metres? After the two Ss have given their answers;
- T asks the class: A can run 100 metres in... seconds and B can run 100 metres
in... seconds, so who runs more slowly?
After Ss say which student runs more slowly in either Vietnamese or English, T
introduces the subject of the lesson: comparative adverbs and asks for the
equivalent in Vietnamese (Cấp so sánh hơn của trạng từ).
+ Focus Ss' attention on comparative forms by saying: The buses run every 15
minutes. The trains run every 30 minutes. So, the buses run more often than the
trains.
+ Explain that like comparative adjectives, comparative adverbs are constructed in
several different ways in English, and that some of those ways are presented in the
Remember! box.
+ Briefly explain to them that they can make comparative forms for most adverbs
(often with two or more syllables), by adding the word more. Explain that they can
make comparative forms by adding the ending -er for adverbs that have the same
forms as adjectives like fast, hard, soon, etc.
+ Remind Ss to learn by heart the irregular adverbs like well, badly, etc.
+ Invite some Ss to share their answers. Confirm the correct answers.
Assessment Tools: observation, doing exercises.
3. Activity 3: PRACTICE (15 minutes)
Task 2 & 3:

Aims:
To teach Ss the comparative forms of some adverbs that Ss normally use in
everyday conversations
Content/Performance Tasks:
Ss practise using the form and use of the comparative forms of adverbs
Outcome/Performance Products:
Students understand how to use the comparative forms of adverbs
* Key to Task 2:
* Answer key:
1. more beautifully
2. more clearly
3. faster
4. harder
5. more heavily
* Key to Task 3:
1. more carefully
2. faster
3. more quietly
4. more soundly
5. earlier
Implementation:
Task 2+ 3. Complete the sentences with the comparative forms of the adverbs
in brackets
- Have Ss do these exercises individually and then compare their answers with a
partner.
Ask some 5s to write their answers on the board.
Check the answers with the whole class. Ask Ss to explain how to make the
comparative form of the adverb given in each sentence. Confirm the correct
answers.
Invite some ss to write their answers on the board.
- Check the answers with the whole class.
- Confirm the correct answers.
Assessment Tools: observation
Task 4
Aim:

To give Ss further practice with comparative adverbs in situations
Content/Performance Tasks:
Ss practise using the form and use of the comparative forms of adverbs
Outcome/Performance Products:
Students understand how to use the comparative forms of adverbs
* Suggested answer:
1. The red car can run faster than the black car.
2. Nick can jump higher than Tom.
3. Mai did better on the exam than Hoa.
4. The workers arrived earlier than my dad expected.
5. The buses run more frequently than the trains.
Implementation:
Task 4. Complete the sentences with suitable comparative forms of the
adverbs from the box
- Have Ss read the situations carefully. If necessary , T may explain each situation
to Ss. Ask Ss to complete the sentences individually first and then compare their
answers with a partner.
- Ask some Ss to write their answers on the board.
- Check the answers with the whole class. Confirm the correct answers.
- Comment on their answers.
Assessment Tools: observation and writing
4. Activity 4: PRODUCTION (15 minutes)
Task 5
Aims: To help Ss practise using comparative adverbs to make comparisons.
Content/Performance Tasks:
Ss ask and answer .
Outcome/Performance Products:
Students ask and answer to find out who can do st better.(run faster; get up
earlier…)
Example:
A. How fast can you run?
B. I can run 15 kilometers an hour
A. Ok, you can run faster than me.
Implementation:
Task 5. Work in pairs . Ask and answer to fund out who can run faster; can
jump higher…

+ First ask Ss to read the instructions. Use the example to make clear to Ss what
they are supposed to do (with a weaker class do the first sentence).
- With a weak class, have Ss discuss what questions they should use to ask their
partners in each situation.
- Have Ss work in pairs, asking and answering to make comparisons. Set time (45 minutes) for Ss to do this activity.
- T may go round to help weaker Ss.
- Call on some Ss to report the results to the class.
- Correct any grammar and pronunciation if necessary.
Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
Ask Ss to summarise what they have learnt in the lesson. Have Ss look at the
objectives written on the board at the beginning of the lesson and tick the
objectives they can do.
*HOME WORK
- Brainstorm some interesting and easy-to-do hobbies.
- Do more exercises in workbook.
- Prepare new lesson. COMMUNICATION.
Comments:
Attendance:
Class 8A1:
Class 8A2: