Tiết thứ:
UNIT 6: LIFESTYLES

Lesson 1: Getting started - Lifestyles differences ! P60-61
Class
Date of teaching
Attendence
8A
...../12/2023
8B
...../12/2023
8C
...../12/2023
I. OBJECTIVES: * By the end of this unit, students will be able to:
- gain an overview about the topic Lifestyle
- gain vocabulary to talk about Lifestyle
1. Knowledge:
+ Vocabulary: greet (v), greeting (n), serve (v), common practice (n), in the habit of, waiter,
waitress.
+ Language: Future simple; First conditional; Expressing certainty
+ Pronunciation: Sounds: /br/ and /pr/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning
and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities: Love talking about different lifestyles. Having benefits of their hobbies in daily life. Ss
have the good attitude to working in groups, individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet.
Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5'-IW, PW)
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. Product:
- Students know the topic of the unit and be ready for the conversation.
d. Implementation:
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Asking questions:
Questions and suggested answers:
Step 1: Task delivering
- In Viet Nam, how do two men greet
- T asks Ss some questions.
each other when they meet?
Step 2: Task performance
-> They shake hands or say hello.
- Ss' observation
- Do people in Thailand shake hands
- Ss answer the question individually.
when meeting?
- Teacher shows students a video of different ways of
-> No. They greet each other with a
greetings and asks students to guess what the video is about.
“Wai” and say “Sawadee”.
Step 3: Report and discussion

- Students guess what the video is about.

- Student's talk
Step 4: Judgement

- T sets the context for the listening and reading text:
- Write the title on the board Lifestyle – Lifestyle differences.
2. KNOWLEDGE FORMATION (10'-IW, PW)
a. Objectives: - To prepare vocabulary for students to understand the conversation.
b. Content: - Vocabulary pre-teaching.
c. Product: - Students know how to use the target vocabulary.
d. Implementation
Vocabulary pre-teaching.
Observation
Step 1: Task delivering
Questions & answers
- Teacher explains the meaning of the new vocabulary by Vocabulary:
pictures.
1. greet (v)
- Teacher reveals that the words according to the pictures 2. greeting (n)
will appear in the reading text and asks students to open 3. serve (v)
their textbook to find these words.
4. common practice (n)
- Teacher introduces the vocabulary.
5. in the habit of
Step 2: Task performance

- Ss' observation
- Listen and repeat.

Step 3: Report and discussion

- Read and pronouce vocabulary.

Step 4: Judgement

- Teacher checks students' understanding with the “Rub out
1: Listen and read
and remember” technique.
Task 1: Listen and read.
Step 1: Task delivering

- Ask Ss to look at the title of the conversation and the
pictures.
- Guess what the conversation between Nam and Tom might
be about.
Step 2: Task performance

- Ss' observation

Step 3: Report and discussion

- T plays the recording once or twice.
- Ss to listen and read along silently or aloud.
Step 4: Judgement

- What do you think Nam and Tom are
talking about?
-> They are talking about lifestyles
and lifestyle differences.

- Have some pairs of Ss read the conversation aloud.
3. PRACTICE (20'-IW, PW, GW)
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 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. Product:
- Students understand the conversation and know the vocabulary related to the topic.
d. Implementation
Task 2: Read the conversation again and complete the 2: Read the conversation again and

table.

complete the table.
Step 1: Task delivering
Answer key:
Teacher asks Ss to read the dialogue in detail to answer the 1. surnames
questions.
2. on the street
- Ask them how to do this kind of exercise.
3. store / restaurant
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).
Step 2: Task performance

- Ss' observation
- Ss underline parts of the dialogue that help them with the
answers.
- T Set a strict time limit to ensure Ss quickly read the text
for information.
Step 3: Report and discussion

- Read the dialogue in detail.
- Complete the table
- Ss compare their answers in pairs before sharing them with
the class.
- Ss give evidence to support their answers.
Step 4: Judgement

- Confirm the correct answers.
- Teacher checks the answers as a class and gives feedback.
Task 3: Complete each sentence with a word or phrase 3: Complete each sentence with a
from the box.
word or phrase from the box.
Step 1: Task delivering
Answer key:
- Teacher tells Ss to read the conversation again.
1. lifestyle
- T can ask for translation of some of the words and phrase 2. greet
in the box to check their understanding.
3. serve
Step 2: Task performance
4. practice
- Ss' observation
5. in the habit of
- Ss share their answers with one or more partners.
Step 3: Report and discussion

- T asks 2 students to write their answers on the board.

Step 4: Judgement

- Check the answers as a class.
Task 4: Label each picture with a word or phrase from 4: Label each picture with a word or
the box.
phrase from the box.
Answer key:
1. street food
2. food in restaurants
3. pizza
4. online learning
5. greeting

Step 1: Task delivering

- T has Ss work individually to label the pictures with the
words and phrases in the box.
Step 2: Task performance

- Ss' observation
- Ss compare their answers with a partner.

Step 3: Report and discussion

Ss 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.
Step 4: Judgement

- Confirm the correct answers.
- Teacher checks the answers as a class and gives feedback.
- Teacher corrects the students as a whole class.
4. APPLICATION (10'-IW, PW, GW)
a. Objectives: - To introduce greetings around the world.
b. Content: - Task 5: QUIZZ: Greetings around the world.
c. Product: - Students know about greetings around the world.
d. Implementation
Task 5: QUIZZ: Greetings around t he world.
5: QUIZZ: Greetings around the
Step 1: Task delivering
world.
- Model this activity with a strong student.
Answer key:
- Ss finish the task in 2 - 3 minutes.
1. A
- T goes round to help weaker Ss.
2. B
Step 2: Task performance
3. B
- Ss' observation
4. B
- Ss work in pairs.
5. A
Step 3: Report and discussion
* Home assignment
- Ss share the answers.
- Learn by heart vocabulary
- Student's talk
- Name a list of 10 ways of greetings
Step 4: Judgement
from different countries.
- Confirm the correct answers.
- T may need to explain to Ss if they do not know the - Prepare the next lesson: A closer
answers
look 1
* Home assignment
- Prepare Project:
- T assigns the homework.
+ Ask Ss to organize their posters into
- Ss copy their homework.
a presentation.
- T explains it carefully
+ Ask Ss to work in groups to choose a
village (in Viet Nam or another
country) that they will make a poster
of, and decide what information they
should include and what pictures or
photos they should use to illustrate it.

Tiết thứ:
UNIT 6: LIFESTYLES

Lesson 2: A closer look 1 P62-63
Class
Date of teaching
Attendence
8A
...../12/2023
8B
...../12/2023
8C
...../12/2023
I. OBJECTIVES: * By the end of this unit, students will be able to:
- gain an overview about the topic Lifestyle
- gain vocabulary to talk about Lifestyle
1. Knowledge:
+ Vocabulary: dogsled (n), make craft, tribal (a), native (a), weave (v),
+ Language: Future simple; First conditional; Expressing certainty
+ Pronunciation: Sounds: /br/ and /pr/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning
and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities: Love talking about different lifestyles. Having benefits of their hobbies in daily life. Ss
have the good attitude to working in groups, individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet.
Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5'-IW, PW)
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. Product:
- Students get some vocabulary from the lesson and be ready for the lesson.
d. Implementation:
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Matching game:
Suggested answers:
1. dogsled (n)
2. make crafts (v)
3. native art (n)
4. weave (v)
5. tribal dance (n)

Step 1: Task delivering

- T gives out the handouts and divides the class into 10

groups and explains the rules.
Step 2: Task performance

- Ss' observation

Step 3: Report and discussion

- 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.
Step 4: Judgement

- T shows students the answer on the screen and announces
the winning group.
- T sets the context for the lesson.
2. KNOWLEDGE FORMATION (5'-IW)
a. Objectives: - To prepare vocabulary for students to do the tasks.
b. Content: - Vocabulary teaching.
c. Product: - Students know how to use the target vocabulary.
d. Implementation:
Vocabulary pre-teaching
* Vocabulary:
- Teacher asks students to guess the meaning of the words 1. dogsled (n)
that they have matched in Warm-up activity.
2. make crafts (v)
- Teacher introduces the vocabulary.
3. weave (v)
- Teacher checks students' understanding by the follow-up 4. native (adj)
tasks in the student's book.
5. tribal (adj)
3. PRACTICE (20'-IW, PW, GW)
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:
- 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. Product:
- Students know how to use the target vocabulary.
d. Implementation:
VOCABULARY
1: Match the words and phrases
Task 1: Match the words and phrases with the pictures.
Step 1: Task delivering
with the pictures.
- Have Ss work in pairs.
Answer key:
- Tell them to match the words and phrases on the left with 1. e
the pictures on the right.
2. d
Step 2: Task performance
3. c
- Ss' observation.
4. a
- Match the words and phrases on the left with the pictures on
5. b
the right.
Step 3: Report and discussion

- Student's talk
- Ss' questions & answers
Step 4: Judgement

- Check their answers as a class.
- Have Ss read the words and phrases aloud.
- Correct their pronunciation if necessary.
2: Complete the sentences with

Task 2: Complete the sentences with the words and the words and phrases from the
phrases from the box.
box.
Step 1: Task delivering
Answer key:
- T has Ss read the sentences and choose the correct word 1. weaving
given to fill each blank in the sentences.
2. tribal dances
- T tells Ss to read the sentences carefully and look for clues 3. native art
so that they can choose the correct words.
4. making crafts
Step 2: Task performance
5. dogsled
- Ss' observation
- Choose the correct word given to fill each blank in the
sentences.
Step 3: Report and discussion

- Student's talk
- T asks Ss to check their answers with their partners.
- Ask for translation of some of the words to check their
understanding.
Step 4: Judgement

3: Choose the correct answer A,
- T confirms the correct answers.
Task 3: Choose the correct answer A, B, or C to complete B, or C to complete each
sentence.
each sentence.
1. A
Step 1: Task delivering
- Have Ss read the sentences.
2. B
- Choose the correct options to complete the sentences.
3. A
Step 2: Task performance
4. C
- Ss' observation
5. B
- Student's talk
Step 3: Report and discussion

- Go around and give assistance if necessary and check their
answers.
Step 4: Judgement

- Confirm the correct answers as a class.
4. APPLICATION (20'-IW)
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. Product:
- Students repeats the words correctly
d. Implementation:
* PRONUNCIATION
Task 4: Listen and repeat the words. Pay attention to the 4: Listen and repeat the words.
sounds /br/ and /pr/.
Pay attention to the sounds /br/
Step 1: Task delivering
and /pr/.
- Teacher asks some Ss to read out the words first.
- T plays the recording for them to listen and repeat the words
they hear.
- 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/
Answer key:
cluster than the puff of air for the /br/ cluster.
1. A
Step 2: Task performance
2. B
- T plays the recording as many times as necessary.
3. A
- Ss pay close attention to the two sounds.
4. C
Step 3: Report and discussion
5. B
- Ss' observation
* T can show Ss the pronunciation video of this Unit:
Unit 6: Lifestyles - /br/ and /pr/
Step 4: Judgement

- Invite some Ss to say some words they know that include
the two sounds.
Task 5: Listen and practise the sentences. Underline the 5: Listen and practise the
words with the sound /br/ and circle the words with /pr/.
sentences. Underline the words
Step 1: Task delivering
with the sound /br/ and circle the
- Teacher aks Ss to quickly read the sentences and underline words with /pr/.
the words having the sounds /br/, and circle the words having Answer key:
the sound /pr/.
1. My brother says online learning
- T plays the recording for Ss to listen and check.
improves our IT skills.
Step 2: Task performance
2. Santa Claus brings a lot of
- Ss' observation
presents to children.
- Play the recording again for Ss to repeat the sentences.
3. She briefly introduced the new
Step 3: Report and discussion
- Have Ss practise the sentences in pairs. Invite some pairs to programme.
4. He spent a lot of time preparing
read the sentences aloud.
for his algebra test.
- Invite some Ss to share their answers.
5. My mum prays at the temple
Step 4: Judgement
- Confirm the correct ones.
before breakfast on Sundays.
- Comment on their pronunciation of the sounds.
* Home assignment
* Home assignment
- Learn by heart vocabulary
- T assigns the homework.
- Practice pronounces the sounds
- Ss copy their homework.
/br/ and /pr/.
- T explains it carefully
Prepare: A closer look 2
V. FEEDBACK:
With 8A ………………………………………………………………………………………..…
With 8B ……………………………….……...……………………………………..……………
With 8C ……………………………….…………………………………………………….……

Tiết thứ:
UNIT 6: LIFESTYLES

Lesson 3: A closer look 2 P63-64
Class
Date of teaching
Attendence
8A
...../12/2023
8B
...../12/2023
8C
...../12/2023
I. OBJECTIVES: * By the end of this unit, students will be able to:
- gain an overview about the topic Lifestyle
- gain vocabulary to talk about Lifestyle
1. Knowledge:
+ Vocabulary: dogsled (n), make craft, tribal (a), native (a), weave (v),
+ Language: Future simple; First conditional.
+ Pronunciation: Sounds: /br/ and /pr/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning
and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities: Love talking about different lifestyles. Having benefits of their hobbies in daily life. Ss
have the good attitude to working in groups, individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet.
Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5'-IW)
a. Objectives:
- To introduce the term of first conditional
b. Content:
- Asking questions to lead in the lesson.
c. Product:
- Students' answers.
d. Implementation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
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.
2. KNOWLEDGE FORMATION (10'-IW)
a. Objectives:
- To teach Ss the forms of 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. Product:
- Students know how to use the target grammar.
d. Implementation
Grammar teaching
Step 1: Task delivering

- Teacher reminds students that they have already learnt
The future simple and First conditional.
Step 2: Task performance

- Ss' observation
- Tell them to read the Remember! box in pairs (P63, 64)
Step 3: Report and discussion

- Read the Remember! box in pairs (P63, 64)
- Make examples.
Step 4: Judgement

- Teacher explains again the form and use of future simple
and first conditional.
3. PRACTICE (20' - IW, PW, GW)
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. Product:
- Students understand how to use the target grammar.
d. Implementation
Task 1: Use the verbs from the box with will or won't 1: Use the verbs from the box with
to complete these dialogues.
will or won't to complete these
Step 1: Task delivering
dialogues.
- Give Ss some time to work by themselves and write Answer key:
down the answers.
1. will tell
- T observes and help when and where necessary.
2. will attend – won't join
Step 2: Task performance
3. won't have – will do
- Ss' observation
- Ss read their sentences.
Step 3: Report and discussion

- Call on some Ss to write their answers on the board.
- Student's talk
Step 4: Judgement

- 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 2: Arrange these words and phrases
in the correct order to form
order to form meaningful sentences.
Step 1: Task delivering
meaningful sentences.
- Have Ss work individually.
Answer key:

- Ss put the words in correct order to build meaningful 1. We will take our first-term exams
sentences.
very soon.
Step 2: Task performance
2. Will they stay in an igloo when they
- Ss' observation
visit Alaska?
- Tell them to pay attention to the form of the future 3. She will work with the tribal groups
simple.
to help them revive their culture.
Step 3: Report and discussion
4. I won't choose online learning in the
- Student's talk
second semester.
- T lets Ss work in pairs to compare their answers before
5. I'll come to see you if I go to London
sharing their answers.
this summer.
Step 4: Judgement
- T checks and confirms the correct answers.
Task 3: Give the correct tense of the verbs in brackets, 3: Give the correct tense of the verbs
using the first conditional.
in
brackets,
using
the
first
Step 1: Task delivering
conditional.
- Draw Ss' attention to the form and use of the first
conditional: main clause (future simple) and if-clause Answer key:
(present simple).
1. eat
Step 2: Task performance

2. goes
- Ss' observation
- Have Ss look at the sentences and write down their 3. will have
4. don't do
answers.
5. Will she be
Step 3: Report and discussion
- T asks Ss to check their answers with their partners.
- Ask for translation of some of the words to check their
understanding.
Step 4: Judgement

- T confirms the correct answers.
Task 4: Fill in each blank with IF or UNLESS.
- Have Ss do the exercise individually and then exchange
their answers with a partner.
- Call on some Ss to read the sentences aloud. Other Ss
comment.
- T confirms the correct answers.

4: Fill in each blank with IF or
UNLESS.
Answer key:
1. Unless
2. if
3. unless
4. If
5. unless

4. APPLICATION (10'-IW, PW, GW)
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.
- Home assignment
c. Product:
- Students can make sentences using the learned grammar points.
- Take note home assignment.
d. Implementation

Task 5: Complete the following sentences to make them 5: Complete the following sentences
true for you. Then share your answers with a partner.
to make them true for you. Then
Step 1: Task delivering
share your answers with a partner.
- Give them some time to work independently.
Suggested answers:
Step 2: Task performance
1. If it rains tomorrow, I will stay at
- Ss' observation
home.
- Write down their sentences.
2. Unless I get good marks, I will be
Step 3: Report and discussion
- Then let them work in pairs to exchange their sentences. upset.
3. If I have free time this weekend, I
- T goes round giving help when and where necessary.
will visit my grandparents
- Some Ss may write their answers on the board.
4. If I study harder, I will get good
Step 4: Judgement
marks.
- Other Ss comment and T makes corrections.
- Teacher checks the answers as a class and gives 5. Unless I go to bed early, I will be
tired tomorrow.
feedback.
* Home assignment
- T assigns the homework.
* Home assignment
- Ss copy their homework.
- Do exercise in workbook
- T explains it carefully
- Prepare: Communication

V. FEEDBACK:

With 8A …………………………………………………………….…………………………..…
With 8B …………………………...…………………………………….…………..……………
With 8C ………………………………………………………………..…………………….……

Tiết thứ: ….

UNIT 6: LIFESTYLES

Lesson 4: Communication P64-65
Class
Date of teaching
Attendence
8A
...../12/2023
8B
...../12/2023
8C
...../12/2023
I. OBJECTIVES: * By the end of this unit, students will be able to:
- Gain an overview about the topic Customs And Traditions
- Gain vocabulary to talk about Customs and Traditions
1. Knowledge:
+ Vocabulary: admire (v), chase away, pray (v), offering (n), ornamental tree,
+ Language: - express certainty: - Sure; - Yes, certainly.
+ Pronunciation: Sounds: /n / and /ŋ/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning
and communicative competence.
- Sts can introduce themselves or one another fluently
3. Qualities: - Be ready and confident in real life conversations. Ss have the good attitude to
working in groups, individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet.
Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE

1. WARM-UP (5'-IW)

a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content: -Jumbled conversation
c. Product: - Students' answers.
d. Implementation
TEACHER'S AND STUDENTS' ACTIVITIES

Jumbled conversation:
Step 1: Task delivering

- Teacher gives out a jumbled conversation
- Teacher asks students to rearrange it to make a
meaningful conversation.
Step 2: Task performance
- Ss' observation

- Rearrange it to make a meaningful conversation.

Step 3: Report and discussion
- Student's answers
- Student's talk

CONTENTS

Step 4: Judgement

- Teacher give some follow-up questions to lead
in the introduction of the target grammar point.
- Teacher corrects students (if needed).

2. KNOWLEDGE FORMATION
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. Product:
- Students know how to use the structures to express certainty.
d. Implementation

Task 1: Listen and read the conversations. Pay * EVERYDAY ENGLISH
attention to the highlighted sentences.
1: Listen and read the conversations.
Step 1: Task delivering
Pay attention to the highlighted
- Play the recording for Ss to listen and read the sentences.
two dialogues between Tom and Nam, Alice and
Mai at the same time.
Step 2: Task performance
- Ss' observation

- Ss pay attention to the questions and answers.
Step 3: Report and discussion

- Have Ss practise the dialogues in pairs.
- Some pairs to practise the dialogues in front of
the class.
Step 4: Judgement

- T comments and gives feedback on Ss'
answers.
Task 2: Work in pairs. Make similar 2: Work in pairs. Make similar
conversations to express certainty in the conversations to express certainty in
the following situations.
following situations.
Suggested answers:
Step 1: Task delivering
- Ask Ss to work in pairs to make similar
dialogues with the given cues.
A: Can you help me with my maths
Step 2: Task performance
- Ss' observation

homework?
B: Yes, certainly. / Yes, sure.

Step 3: Report and discussion

A: Vietnamese love seafood.
B: Yes, certainly. / Yes, sure.

- Make similar dialogues with the given cues.
- Move around to observe and provide help.
- Some pairs to practise in front of the class.

Step 4: Judgement

- Comment on their performance.
3. PRACTICE
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.
- 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.
c. Product:
- 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. Implementation

Task 3: How much do you know about the
cuisines of different countries? Do the quiz to
find out.
- Ss work in pairs and do the quiz.
- Give explanations if necessary.
- Check their answers as a class.

* CUISINES AROUND THE WORLD
3: How much do you know about the
cuisines of different countries? Do the
quiz to find out
Answer key:
1. B
2. A
3. C
4. A
5. B
Task 4: Work in groups. Read the two passages 4: Work in groups. Read the two
and discuss the questions below.
passages and discuss the questions
Step 1: Task delivering
below.
- Ss read the passages for a few minutes.
- T makes sure they understand the main ideas,
and explain if needed.
Step 2: Task performance
- Ss' observation

- Ss work in groups. Each gives their preference
(Italian or Indian food), and gives reasons.
- T goes round the class to monitor.
Step 3: Report and discussion

- Some Ss to perform the task in front of the
class.
- T and other Ss listen and make comments.
Step 4: Judgement

T corrects Ss' mistakes only when it is really
necessary.
4. APPLICATION
a. Objectives:
- To provide Ss with practice in talking about their opinions and giving reasons.
- 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.
- Home assignment.
c. Product:
- Students can talk about their opinion and give reasons; ask and answer questions about food.
- Take note home assignment.

d. Implementation

Task 5: Wo...