BGH KÝ DUYỆT

TỔ CM KÝ DUYỆT

GIÁO VIÊN

Lê Thị Kim Dung

Nguyễn Thị Thanh Nhàn

Cao Thị Trang

Date: 30 / 11/ 2025
Period:42
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 Lifestyle
- Gain vocabulary to talk about Lifestyle
- To practice listening and reading skills.
+ Vocabulary:
- Use vocabulary to talk about Lifestyle
+ Distinguish two sounds /br / and / pr/correctly
+ Grammar:- Future simple
- First conditional
2. Competences
- Students will be able to practice listening and reading skills.
- 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 different lifestyles
II. MATERIALS
Grade 8 textbook, Unit 6, Getting started
Computer connected to the Internet
Projector / TV - hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
To set the context for the introductory dialogue;
To introduce the topic of the unit.
b. Content:
Asking questions to lead in the lesson.
c. Expected outcomes:
Students know the topic of the unit and be ready for the conversation.

d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES

CONTENTS

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
Lifestyle – Lifestyle differences

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”.
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
* Teach vocabulary:
- T_Ss
+ Teacher uses different techniques to teach * Vocabulary
vocab (situation, realia, translation.)
1. greet (v)
+ Teacher introduces the vocabulary by:
2. greeting (n)
- providing the pictures
3. serve (v)
- eliciting the definition of the words
4. common practice (n)
+ Teacher checks students' understanding
5. in the habit of
with the “Rub out and remember”
technique.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
To help Ss use words and phrases related to lifestyles.
To help Ss further understand the text.
To introduce some vocabulary items and collocations related to lifestyles.
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. (5 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.
-

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).
-

- T_Ss
- Work individually.
Answer key:
1. surnames
2. on the street
3. store / restaurant

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.
-

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.
-

- T_ Ss
- Ss work individually.
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
- T_ Ss. Ss work independently
Answer key:
the pictures with the words and phrases in
1. street food
the box. Have them compare their answers
2. food in restaurants
with a partner. Then ask for Ss' answers.
3. pizza
Quickly write their answers on the board
4. online learning
without confirming the correct answers.
5. greeting
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.
4. ACTIVITY 3: FURTHER PRACTICE (7 mins)
a. Objectives:
To introduce greetings 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'
CONTENTS
ACTIVITIES
Task 5: QUIZZ: Greetings around the
- T_ Ss
world.
- Ss work individually.
- Model this activity with a strong student.
Answer key:
Ask Ss to work in pairs. Set a time limit
1. A
(2 - 3 minutes) for Ss to finish the task. T goes
2. B
round to help weaker Ss.
3. B
Call on some Ss to share the answers.
4. B
Confirm the correct answers. T may
5. A
-

need to explain to
Ss if they do not know the answers
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.)
- Prepare new lesson: Lesson 2: A CLOSER LOOK 1.
==============================================

Period:43
UNIT 6: LIFESTYLES
Lesson 2: A closer look 1
I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the
following:
1. Knowledge
- Use and practice more with vocabularies related to the topic “lifestyles”
- Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in
context.
+ Vocabulary: - Use the lexical items related to Lifestyles.
+ Distinguish two sounds /br / and / pr / correctly.
2. Competences
- Students will be able to know more new words about lifestyles.
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Be actively join in class activities
3. Personal qualities
- Love and respect the lifestyles of Viet Nam and other countries around the world
- Develop self-study skills.
II. MATERIALS
- Teacher: Grade 8 textbook, teaching plan, teacher's book ,computer,
projector/TV,..
- Students: Text books, workbook,notebook,..
- Computer connected to the Internet
- Hoclieu.vn or sachmem.vn
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:
- To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lesson.
- 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'
CONTENTS
ACTIVITIES
* Matching game: (Task 1)
Questions:
- T gives out the handouts and divides Match the words with the correct
the class into 10 groups and explains
pictures
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
- Teacher shows students the answer on
the screen and announces the winning
group.

Answer key:
1. dogsled - e
- T leads in the new lesson.
2. make crafts – d
3. native art –c
4. weave – a
5. tribal dance - b
2. ACTIVITY 1: PRESENTATION (8 mins)
VOCABULARY
a. Objectives:
- To help Ss know more vocabularies about the topic: “Lifestyles”
b. Content:
- Vocabulary teaching.
- Ss work individually to study new words.
c. Expected outcomes:
- Students know how to use the target vocabulary.
- Ss know how to pronounce the new words correctly and use them in appropriate
situations.
d. Organisation:
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Vocabulary teaching
- Teacher asks students to try explaining
New words:
the meaning of the words that they have
1. dogsled (n): xe trượt tuyết chó
matched in Warm-up activity.
kéo
- Teacher uses different techniques to teach 2. make crafts : làm đồ thủ công
vocabulary (situation, realia…..), follows the 3. native (adj): thuộc bản xứ
seven steps of teaching vocabulary.
4. tribal (adj): thuộc bộ tộc, thành
- Ss listen carefully the T's modeling twice, bộ lạc
repeat in chorus and individually, then copy
all the words in their notebooks.
- Teacher checks students' understanding

by the follow-up tasks in the student's
book.
3. ACTIVITY 2: PRACTICE. (15 mins)
a. Objectives:
- Teacher helps Ss understand more clearly the meaning of some words and
phrases.
- Teacher helps Ss use the words and phrases to do exercise
b. Content:
- 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:
- Ss can use vocabularies about the topic: “Lifestyles” to do exercises well.
d. Organisation: Teacher's instructions …
Task 2: Complete the sentences with the words and phrases from the box.
(8')
- T has Ss read the sentences and choose
- T - Ss
the correct word given to fill each blank in * Answer key:
the sentences.
1. weaving
- T tells Ss to read the sentences carefully
2. tribal dances
and look for clues so that they can choose
3. native art
the correct words.
4. making crafts
- T asks Ss to check their answers with
5. dogsled
their partners. Ask for translation of some
of the words to check their understanding.
- T confirms the correct answers.
Task 3: Choose the correct answer A, B, or C to complete each sentence.
(7')
- Have Ss read the sentences and choose
Answer key:
the correct options to complete the
1. A
2. B
sentences.
3. A
4. C
- Go around and give assistance if
5. B
necessary and check their answers.
- Confirm the correct answers as a class.
- Teacher checks students' pronunciation
and gives feedback.
4. ACTIVITY 3: PRODUCTIONS (14 mins)
PRONUNCIATION /br/ and /pr/
a. Objectives:
- To help Ss identify how to pronounce the sounds /br/ and /pr/;
- To help Ss practise pronouncing these sounds correctly in words and sentences.
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'
CONTENTS
ACTIVITIES
Task 4: Listen and repeat the words. Pay attention to the sounds /br/ and
/pr/. (7')
- 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:
- 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/. (7')
- Teacher aks Ss to quickly read the
Answer key:
sentences and underline the words
1. My brother says online learning
having the sounds /br/, and circle the
improves our IT skills.
words having the sound /pr/. Then play 2. Santa Claus brings a lot of presents
the recording for Ss to listen and check. to children.
- Invite some Ss to share their answers. 3. She briefly introduced the new
Confirm the correct ones.
programme.
- Play the recording again for Ss to
4. He spent a lot of time preparing for
repeat the sentences.
his algebra test.
- Have Ss practise the sentences in
5. My mum prays at the temple before
pairs. Invite some pairs to read the
breakfast on Sundays.
sentences aloud. Comment on their

pronunciation of the sounds.
* Teacher gives corrections and
feedback to students' pronunciation.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- Ask one or two Ss to summarise the class what they have learnt in the lesson.
- Ask Ss to say make some sentences with words and phrases they remember from
the lesson
b. Homework
- Learnt by heart all the new words that they have just learnt.
- Practice the sounds /br/ and /pr/.
- Do exercises in workbook
- Prepare next lesson : Lesson 2: A closer look 2

Period: 44
UNIT 2: 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 talking about future possibilities and conditions
II. MATERIALS
- Grade 8 textbook, Unit 6, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (4 mins)
a. Objectives:
- To introduce the term of first conditional
b. Content:
- Asking questions to lead in the lesson.
c. Expected outcomes:
- Students' answers.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Asking questions:
Question:
- Teacher asks Ss “What will you buy if
What will you buy if you have
you have 1,000,000 VND?”
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
- Teacher corrects for students (if
needed)
2. ACTIVITY 1: PRESENTATION (8 mins)
a. Objectives:
- To help Ss review the forms and use of the future simple and first conditional
b. Content:
- Teacher asks Ss to do the exercise individually and then check their answer in
pairs.
- Invite some Ss to share their answers. Confirm the correct answers.

c. Expected outcomes:
- Students know how to use the target grammar.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Grammar teaching
1/ Future simple.
- Teacher reminds students that they
We use the future simple to describe
have already learnt The future simple future possibilities or conditions.
and First conditional.
Ex: I will buy a boat.
- Tell them to read the Remember!
=>(+) S + will + V-inf + .....
box in pairs (p. 63)
Ex: I won't / will not buy a watch.
- Teacher explains again the form and =>(⎯) S + won't / will not + V-inf + …
use of future simple and first
Ex:Will you buy a helicopter?
conditional.
=>(?) Will + S + V-inf + …?
- Teacher checks students'
2/ First conditional
understanding by asking some
We use first conditional to talk about
checking-questions.
things which are possible in the
present or the future.
If she has 1,000,000 VND, she will buy
a closet.
If + Present Simple,
Future
Simple
If + S + V(s/es) + .. , S + will + V -inf
+.....
3. ACTIVITY 2: PRACTICE (23 mins)
a. Objectives:
- To help ss revise the future simple to complete the given dialogues.
- To help ss use the future simple to build sentences.
- To help Ss practise future simple and first conditional in sentences
- To help Ss distinguish if and unless in conditional 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'
CONTENTS
ACTIVITIES
Task 1: Use the verbs from the box with will or won't to complete these
dialogues. (4 mins)

- Give Ss some time to work by
Answer key:
themselves and write down the
1. will tell
answers. Observe and help when and
2. will attend – won't join
where necessary.
3. won't have – will do
- Ask some Ss to read their sentences.
Call on some Ss 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.
- Teacher corrects the students as a
whole class.
Task 2: Arrange these words and phrases in the correct order to form
meaningful sentences. (7 mins)
- Have Ss work individually. Tell them Answer key:
to put the words in correct order to
1. We will take our first-term exams
build meaningful sentences. Tell them very soon.
to pay attention to the form of the
2. Will they stay in an igloo when they
future simple.
visit Alaska?
- T lets Ss work in pairs to compare
3. She will work with the tribal groups
their answers before sharing their
to help them revive their culture.
answers.
4. I won't choose online learning in
- T checks and confirms the correct
the second semester.
answers.
5. I'll come to see you if I go to
- Teacher corrects the students as a
London this summer
whole class.
Task 3: Give the correct tense of the verbs in brackets, using the first
conditional. (6 mins)
- Draw Ss' attention to the form and
Answer key:
use of the first conditional: main clause 1. eat
(future simple) and if-clause (present
2. goes
simple).
3. will have
- Have Ss look at the sentences and
4. don't do
write down their answers.
5. Will she be
- T asks Ss to check their answers with
their partners. Ask for translation of
some of the words to check their
understanding.
- T confirms the correct answers.
- Teacher corrects the students as a
whole class.
Task 4: Fill in each blank with IF or UNLESS. (6 mins)

- Introduce to Ss do the conjuntion
Remember: we can also use unless in
unless in the Remember! box and give conditional sentences Unless means
them some one example. (P.64)
“if .... not”
Ex:
You will fail the test if you don't
study harder.
=> You will fail the test unless you
study harder.
- Have Ss do the exercise individually Answer key:
and then exchange their answers with a 1. Unless
partner.
2. if
- Call on some Ss to read the sentences 3. unless
aloud. Other Ss comment.
4. If
- T confirms the correct answers.
5. unless
- Teacher corrects the students as a
whole class.
4. ACTIVITY 3: PRODUCTION (8 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'
CONTENTS
ACTIVITIES
Task 5: Complete the following sentences to make them true for you. Then
share your answers with a partner. (8 mins)
- Give them some time to work
Suggested answers:
independently and write down their
1. If it rains tomorrow, I will stay at
sentences.
home. 2. Unless I get good marks, I
- Then let them work in pairs to
will be upset. 3. If I have free time this
exchange their sentences.
weekend, I will visit my grandparents
- T goes round giving help when and
4. If I study harder, I will get good
where necessary.
marks. 5. Unless I go to bed early, I
- Some Ss may write their answers on
will be tired tomorrow.
the board. Other Ss comment and T
makes corrections.
- 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
- Make 5 sentences with conditional type 1
- Talk about what will you do tomorrow.
- Students' workbook
- Prepare next lesson: Unit 6: Communication

Period:45
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
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' answers
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Broken telephone game:
Suggested answers:
- T divides the class into 5 groups. Each group stands
Words:
in one line.
- lifestyle
- T shows a word to the last students of all groups.
- communication
These students must quickly whisper the word to their - online learning
teammates in order. The first member of each team
- technology
writes the word on the board. The fastest student writes
the correct word earns 1 point for the team.
- T leads to the new lesson
2. ACTIVITY 1: PRESENTATION (12mins)
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 know how to use the structures to express certainty.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Listen and read the conversations. Pay attention to the highlighted
sentences.
(5 mins)
- Tplays 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. (7 mins)
- T asks Ss to work in pairs to make
Suggested answers:
similar dialogues with the given cues
1. You ask your friend to help you
(one asks questions and the other
with your maths homework.
answers).
A: Can you help me with my maths
- Teacher checks students' understanding homework?
by asking some checking-questions.
B: Yes, certainly. / Yes, sure.
- Move around to observe and provide
2. You say that Vietnamese love
help.
seafood.
- Call on some pairs to practise in front of A: Vietnamese love seafood.
the class.
B: Yes, certainly. / Yes, sure.
- Comment on their performance.
3. ACTIVITY 2: PRACTICE (15 mins)
a. Objectives:
- To help Ss learn about the cuisine of different countries around the world.
- To help Ss develop their reading skill for specific information (scanning).
- To provide Ss with practice in talking about their opinions and giving reasons.
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.
c. Expected outcomes:
- Students know about the cuisine of different countries around the world.
- Students can talk about their opinion and give reasons; ask and answer questions
about food.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 3: How much do you know about the cuisines of different countries?
Do the quiz to find out.(8mins)
- T has Ss work in pairs and do the quiz.
Answer key:
1. B
- Give explanations if necessary.
- Check their answers as a class.
2. A
- Ss listen to the teacher and work in pairs. 3. C
- SS give their answers and self-correct.
4. A
5. B
Task 4: Work in groups. Read the two passages and discuss the questions
below. (7mins)
- T has Ss read the passages for a few minutes.
Do you prefer Italian or
Indian food?
Make sure they understand the main ideas, and
Why/Why not?
explain ifneeded.
- Tell Ss work in groups. Each group 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.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To provide Ss with practice in asking and answering about typical food in their
area.
b. Content:
- Task 5: Work in groups. Talk about the typical food in your area. Discuss.
c. Expected outcomes:
- Students can talk about their opinion and give reasons; ask and answer questions
about food.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES

Task 5: Work in groups. Talk about the typical food in your area.
- Have Ss work in groups, taking
Suggested outcome:
turns to ask and answer.
- staple food: rice, corn, bread, ...
- Let Ss think and give the answers.
- favourite food: pork, chicken, beef,
- Encourage them to say what they
fish, seafood, ...
know and what they think. Their
- foods eaten on special occasions: banh
opinions may differ.
chung, moon cakes, sticky rice, ...
-T calls on some pairs to perform the Example:
task in front of the class.
A: What is the staple food in your
- T and other Ss listen and make
area?
comments.
B: It's rice.
C: Yes. We have rice with most of our
meals.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- Have Ss say what they have learnt in the lesson.
- Retell the contents of the lesson
b. Homework
- Read the conversations again
- Do more exercises in workbook.
-Make a list of 10 popular street foods in Asia.
- Prepare next lesson: Skills 1.

Period:46

UNIT 6: LIFESTYLES
Lesson 5: Skills 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
- Read specific information about an interesting lifestyle and ways to maintain a
traditional lifestyles in Alaska.
- Talk about maintaining traditional lifestyles in Ss'area
1.Knowledge
-Vocabulary : Know words about traditional lifestyle of Alaska: maintain
(v),experience (v),style (n),musher
-Grammar : Use present simple to can talk about the customs and traditions in
their own family.
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 know about custom and culture of Alaska.
- Be aware ofMaintaining traditional
II. MATERIALS
- Grade 8 textbook, Unit 6, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives:
- To create an atmosphere in the class before the lesson.
- To lead into the new lesson.
- To provide Ss' some background knowledge about the topic of the reading text.
b. Content
- Using picture in the text to answer T'questions
c. Expected outcomes:
- Ss canidentify the topic of the reading text.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
- T asks ss to look at the pictures of Alaska
- What is it?
and answer the questions in pairs.
- What state of the USA it is?
- Ss work in pairs to answer the questions.
- Who have been here ?
- T elicits answers from Ss.
- T leads in new lesson.
2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To activate Ss'knowledge of the topic of the reading text
b. Content:
Task 1: Work in groups. Look at the picture, and discuss what you know about
Alaska.
c. Expected outcomes:
- Students'understanding about interesting, strange lifestyles in Alaska and around
the world.
- To check Ss' some background knowledge about Alaska
d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
Task 1: Work in groups. Look at the
picture, and discuss what you know
about Alaska.
-Teacher shows pictures and encourages
students to find some information about
Alaska
- Teacher checks students'understanding
by giving some questions.
- Ask Ss to work in groups and discuss