Period 7

UNIT 1: LEISURE TIME
Lesson 6: Skills 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen to someone talking about their leisure activities with friends
- Write a paragraph about leisure activities with friends
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 reading and talking about activities in leisure time
II. MATERIALS
- Grade 8 textbook, Unit 1, Skills 2
- Computer connected to the Internet
- Projector / TV
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:
- Game: Hot seat
c. Expected outcomes:
- Students' answers.
d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
Game: Hot seat
- Invite some Ss to go to the board. Give
him/ her one leisure activity that they
learnt in the previous lesson. Ask them to
describe the activity without saying
anything. The rest of the class guess the
words.
- Lead to the new lesson: Listening and
Writing about activities with friends.
- Introduce the objectives of the lesson.
e. Assessment
- Teacher corrects students (if needed).

CONTENTS
Questions:
- What am I doing?
Suggested answers:
- playing computer games
- knitting
- cycling
…

2. ACTIVITY 1: LISTENING (18 mins)
a. Objectives:
- To help Ss develop their skill of listening for specific information
b. Content:
- Pre-listening: Task 1. Answer the question.
- Task 2. Listen to an interview with Mark about his leisure activities. Choose
the correct answer.
- Task 3. Listen to the interview again. Fill in each blank in the table with no
more than two words.
c. Expected outcomes:
- Students understand how to use the target grammar.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Pre-listening: Task 1. Answer the question. (5 mins)
- Have Ss answer the questions in the book. Questions:
- Elicit answers from Ss. This is an open 1. In your opinion, what activities
activity, so accept all answers provided they can we do with our friends in our
make sense.
leisure time?
2. Why should we spend time with
our friends?
Task 2. Listen to an interview with Mark about his leisure activities. Choose
the correct answer. (5 mins)
- Tell Ss that they are going to listen to an
Answer key:
interview about the leisure activities Mark
1. A
does.
2. C
- Have Ss read the questions first and
underline the key words.
- Play the recording and ask Ss to listen and
choose the correct answers. Ss work in pairs
to compare their answers.
- Ask for Ss' answers and write them on the
board without confirming whether they are
right or wrong.
Task 3. Listen to the interview again. Fill in each blank in the table with no
more than two words. (8 mins)
- Tell Ss that they are going to listen to the
Answer key:
interview again and complete the table of
1. video
information.
2. cinema
- Have Ss read the table. Have Ss guess the 3. park
word or phrase to fill in each blank and
4. shape
write their guesses on the board.
5. bike ride
- Play the recording and ask Ss to listen
6. places

again and complete the table. Ss work in
pairs to compare their answers with each
other and with the words / phrases on the
board.
- Play the recording once more for pairs to
check their answers to both activities 2 and
3.
- Confirm and tick the correct answers to
activity 2 written on the board. Ask for Ss'
answers to 3. Write them on the board next
to their guesses. Confirm the correct
answers.
e. Assessment
- Teacher corrects the answer as a whole class.
3. ACTIVITY 2: WRITING (17 mins)
a. Objectives:
- To help Ss prepare ideas for the next activity
- To help Ss practise writing an email about what they like or dislike doing in
their free time with their friends.
b. Content:
- Task 4. Work in pairs. Ask and answer the questions.
- Task 5. Write an email (80 - 100 words) to a penfriend to tell him / her about
what you usually do with your friends in your free time.
c. Expected outcomes:
- Students can write an email about leisure activities.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 4. Work in pairs. Ask and answer the questions. (7 mins)
- Have Ss work in pairs to answer the
Suggested outcome:
questions in the book.
Students' notes
- Have some Ss present their answers or
write their answers on the board.
- Comment on their answers.
Task 5. Write an email (80 - 100 words) to a penfriend to tell him / her about
what you usually do with your friends in your free time. Use your answers in 4.
(10 mins)
- Set up the writing activity: T reminds Ss
Suggested answer:
that the first important thing is always to
Hi Ann,
think about what they are going to write. Ss It's nice to hear from you again. Let
can use the answers they have prepared in 4. me tell you about the things I usually
Ask Ss to brainstorm the ideas and needed
do with my friends in my free time.
language for writing. T may ask Ss to refer
I usually have free time at weekends,

back to the reading for useful language and
ideas and write some useful expressions and
language on the board.
- Ask Ss to write the first draft individually.
Teacher may display all or some of the Ss'
writings on the wall / bulletin board.
Teacher and other Ss comment. Ss edit and
revise their writing as homework. If time is
limited, Teacher may ask Ss to write the
final version at home.

e. Assessment
- Teacher gives corrections and feedbacks
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Students' workbook.

Period 8

and I often spend Sunday mornings
with my friends. I have three close
friends, and they live near my house.
We usually play badminton together
for about one hour in the playground.
After that, we cycle around the
neighbourhood. It's a lot of fun.
What about you? What do you
usually do with your friends in your
free time?
Tell me in your next email.
Bye for now,
Mi

UNIT 1: LEISURE TIME
Lesson 7: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 1
- Apply what they have learnt (vocabulary and grammar) into practice through a
project.
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about activities in leisure time
II. MATERIALS
- Grade 8 textbook, Unit 1, Looking back and Project
- Computer connected to the Internet
- Projector / TV

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the revision
b. Content:
- Unit review
- Project presentation
c. Expected outcomes:
- Ss can tell the teacher what they have learnt in unit 1.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Revision
Questions:
- Teacher asks Ss to think of what they have - What have we learnt in Unit 1?
learnt already in Unit 1.
Suggested answers:
- Ss work in pairs to do the task. Teacher
✔ use the words related to leisure
calls some students to retell.
activities and expressions about
- Teacher confirms and leads them to do all
likes and dislikes.
the exercises in books.
✔ pronounce the sounds /ʊ/ and /u:/
correctly in words and sentences.
✔ use verbs of liking / disliking
followed by gerunds and / or toinfinitives to talk about likes and
dislikes.
✔ invite and accept invitations.
✔ read about leisure activities with
family.
✔ talk about leisure activities with
family.
✔ listen about leisure activities with
friends.
✔ write an email about leisure
activities with friends
e. Assessment
- Teacher corrects the students (if needed).
2. ACTIVITY 1: VOCABULARY (10 mins)
a. Objectives:
- To help Ss review the vocabulary of Unit 1
b. Content:
- Task 1. Complete the sentences with appropriate leisure activities.
- Task 2. Write complete sentences from the given cues.
c. Expected outcomes:

- Students can use the knowledge they have learnt in this unit to complete the
tasks successfully.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 1. Complete the sentences with appropriate leisure activities. (4 mins)
- Have Ss do this activity individually then Answer key:
compare their answers with their partners. 1. doing puzzles
- Ask for Ss' answers or ask one student to 2. doing DIY
write his / her answer on the board.
3. Messaging friends
- Confirm the correct answers.
4. playing sport
5. surfing the net
Task 2. Write complete sentences from the given cues. (6 mins)
- Have Ss do this activity individually then Answer key:
compare their answers with their partners. 1. My cousin is crazy about playing
- Ask for Ss' answers or ask one student to computer games.
write his / her answer on the board.
2. Are they interested in playing
- Confirm the correct answers.
badminton after school?
3. I'm not fond of making models
because I'm not patient.
4. Why are you not into cooking? –
Because I often burn myself.
5. My friends are keen on doing judo,
so they go to the judo club every
Sunday
e. Assessment
- Teacher asks Ss some follow up questions.
3. ACTIVITY 2: GRAMMAR (10 mins)
a. Objectives:
To help Ss revise the forms and uses of verbs of liking and disliking
b. Content:
- Task 3. Fill in each blank with the correct form(s) of the verb in brackets..
- Task 4. Complete the passage. Use the correct form(s) of the verbs in brackets
and the pictures. Add more words if necessary..
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the
tasks successfully.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 3. Fill in each blank with the correct form(s) of the verb in brackets. (4
mins)

- Ask Ss to explain the form of the verbs
Answer key:
after verbs of liking / disliking that they
1. cycling
have learnt in the unit.
2. reading / to read
- Have Ss do this exercise individually then 3. playing
compare their answers with a partner. Call
4. chatting / to chat
on some Ss to give the answers.
5. to do / doing
- Confirm the correct answers and write
them on the board.
Task 4. Complete the passage. Use the correct form(s) of the verbs in
brackets and the pictures. Add more words if necessary. (6 mins)
- Ask Ss to do the exercise individually first. Answer key:
Then they can check their answers with a
2. reading / to read books
partner before discussing the answers as a
3. messaging / to message her
class.
friends
- Remind Ss to keep a record of their
4. making / to make paper flowers
original answers so that they can use that
5. knitting / to knit
information in the Now I can … section.
6. playing badminton
e. Assessment
- Teacher corrects for students as a whole class.
4. ACTIVITY 3: PROJECT (15 mins)
a. Objectives:
- To help Ss practise making their report about their interview with their friends.
b. Content:
- Report the data of their interview by groups in class.
c. Expected outcomes:
- Students practice giving a presentation.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Leisure time survey
Suggested outcome:
- Ask Ss to read the instructions again (T
Students' posters & presentations
has already assigned the project since the
first lesson of the Unit and checked their
progress after each lesson). Let students
have some time to check their posters for the
final time and make any adjustments if
necessary.
- T has groups show their posters and
present the data to the class.
- Give feedback to students' presentations.
e. Assessment
- Teacher gives corrections and feedback.
5. CONSOLIDATION (5 mins)

a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Students' workbook.

Period 9

UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 1: Getting started – Last summer holiday

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Life in the countryside
- Gain vocabulary to talk about Life in the countryside
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about activities in the countryside
II. MATERIALS
- Grade 8 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector / TV
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:
- Questions & answers about summer activities
- Watching video of summer in the countryside
c. Expected outcomes:
- Students know the topic of the unit and are ready for the conversation.
d. Organisation:

TEACHER'S AND STUDENTS'
ACTIVITIES
Asking questions:
- T asks Ss “What did you do last summer?”.
- Ss answer the question individually.
- Teacher shows students a video of summer
in the countryside 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 Life
in the countryside – Last summer holiday.

CONTENTS
Questions:
What did you do last summer?
What is the video about?
Suggested answers:
Life in the countryside

e. Assessment:
- Teacher calls 3-5 students to answer.
2. ACTIVITY 1: PRESENTATION (7 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'
CONTENTS
ACTIVITIES
Vocabulary pre-teaching
New words:
- Teacher explains the meaning of the new
1. harvest (v)
vocabulary by pictures.
2. combine harvester (n)
- Teacher reveals that the words
3. herd (v)
corresponding to the pictures will appear in
4. paddy fields (n)
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.
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 use words and phrases related to farm work in the countryside.
- To help Ss further understand the text.

do.

- To introduce some vocabulary items related to activities that rural people often

b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation and choose the correct answer to each question.
- Task 3: Complete the sentences with the words and phrases from the box.
- Task 4: Match the activities (1 - 6) that people living in the countryside often
do with the pictures (a - f).
c. Expected outcomes:
- Students understand the conversation and know the vocabulary related to the
topic.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Listen and read. (4 mins)
- Teacher plays the recording and asks students The dialogue on page 16
to circle the words learnt in the Presentation
stage.
- Teacher can play the recording more than
once.
- Students listen and read.
Task 2: Read the conversation again and choose the correct answer to each
question. (5 mins)
- Teacher asks Ss to read the dialogue in detail Answer key:
to answer the questions.
1. A
- Ask them how to do this kind of exercise.
2. B
Explain the strategies, if necessary (e.g.
3. C
reading the questions and the options (A, B,
4. A
C), underlining the key words in the questions
and options, locating the key words in the text,
and then reading that part and answering the
questions).
- Tell them to underline parts of the dialogue
that help them to answer. Set a strict time limit
to ensure Ss read the text quickly for
information.
- Tell them to compare their answers in pairs
before sharing them with the class. Ask them
to give evidence
to support their answers.
Task 3: Complete the sentences with the words and phrases from the box. (5
mins)
- Teacher tells Ss to read the conversation
Answer key:

again, work independently to do the task, and
1. load
then ask them to share their answers with one
2. combine harvester
or more partners. T can ask for translation of
3. herd
some of the words and phrases in the box to
4. paddy field
check their understanding.
5. harvest time
- T asks 2 students to write their answers on
the board.
- Check the answers as a class.
Task 4: Match the activities (1 - 6) that people living in the countryside often
do with the pictures (a - f). (6 mins)
- T has Ss work individually to match the
Answer key:
words and phrases in the box with the pictures. 1. d
Have them compare their answers with their
2. a
partners. Then ask for Ss' answers. Quickly
3. f
write their answers on the board without
4. e
confirming the correct answers.
5. b
- T has Ss listen to the recording, check their
6. c
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.
e. Assessment
- Teacher corrects answers for the students as a whole class.
4. ACTIVITY 3: PRODUCTION (8 mins)
a. Objectives:
- To get students to ask and answer about activities that rural people often do.
b. Content:
- Task 5: Work in pairs. Ask and answer about the pictures in 4.
c. Expected outcomes:
- Students' conversations
d. Organisation:
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 5: Work in pairs. Ask and answer about the pictures in 4.
- Model this activity with a student. Remind Example:
Ss that they should only use the phrases and - What are they doing in picture a?
the pictures in 4 to ask and answer about
- They're ploughing a field.
activities that rural people often do.
- Ask Ss to work in pairs. T goes round to
help weaker Ss. Then, call on some pairs to
practise in front of the class. Comment on

their performance.
e. Assessment:
- Teacher gives corrections and feedback to students' conversations.
5. CONSOLIDATION
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
- Students' workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a village
in Viet Nam or in a foreign country that they would like to visit. They have to find
suitable photos to create a poster about it. Students will show their posters and
present their ideas in Lesson 7 – Looking back and Project. (Teacher should check
the progress of students' preparation after each lesson.)

Period 10

UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 2: A closer look 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Vocabulary: The lexical items related to Life in the countryside
- Pronunciation: Correctly pronounce words that contain the sounds: /ə/ and /ɪ/
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about activities in the countryside
II. MATERIALS
- Grade 8 textbook, Unit 2, A closer look 1
- Computer connected to the Internet
- Projector / TV
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:
- Game: Matching words with pictures
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:
- 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.
- Teacher 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.
Suggested answers:
1. cattle (n)
2. vast (adj)
3. crop (n)
4. hospitable (adj)
5. poultry (n)
6. picturesque (adj)

e. Assessment:
- Teacher shows students the answer on the screen and announces the winning
group.
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives:
- To present some nouns that go with action verbs to describe activities which
rural people often do.
- To teach Ss new adjectives for describing people and scenes in the countryside.
b. Content:
- Vocabulary pre-teaching.
- Task 1: Circle the correct words to complete the sentences.
- Task 2: Match the following adjectives with their definitions.
- Task 3: Complete the sentences with the words from 2.
c. Expected outcomes:
- Students understand how to use the vocabulary related to the topic.
d. Organisation:
TEACHER'S AND STUDENTS'
ACTIVITIES
Vocabulary pre-teaching (6 mins)
- Teacher asks students to guess the meaning
of the words that they have matched in the

CONTENTS
New words:
1. cattle (n)

Warm-up activity.
- Teacher introduces the vocabulary.
- Teacher checks students' understanding by
the follow-up tasks in the student's book.

2. poultry (n)
3. crop (n)
4. vast (adj)
5. hospitable (adj)
6. picturesque (adj)
Task 1: Circle the correct words to complete the sentences. (4 mins)
- Teacher asks Ss to read each sentence and
Answer key:
choose the suitable noun that goes with the
1. cattle
action verb before it.
2. fruit
- Let Ss work in pairs to compare their
3. crops
answers before sharing their answers.
4. unloaded
- Check and confirm the correct answers.
5. catching
Task 2: Match the following adjectives with their definitions. (4 mins)
- Teacher tells Ss quickly match the
Answer key:
adjectives in the left column with their
1. c
meanings in the right column
2. d
individually.
3. e
- Then ask Ss to check their answers with
4. b
their partners. Ask for translation of some of 5. a
the adjectives on the list to check their
understanding.
- Confirm the correct answers.
Task 3: Complete the sentences with the words from 2. (6 mins)
- Teacher ask Ss to do the exercise
Answer key:
individually and then check with the whole
1. hospitable
class.
2. well-trained
- When checking, ask Ss to refer to 2 to make 3. picturesque
the meanings of the adjectives clearer to
4. vast
them.
5. surrounded
- Teacher checks the answers as a class and
gives feedback.
e. Assessment:
- Teacher checks students' pronunciation and gives feedback.
- Teacher corrects the answers for students as a whole class.
3. ACTIVITY 2: PRONUNCIATION (8 mins)
a. Objectives:
- To help Ss identify how to pronounce the sounds /ə/ and /ɪ/.
- To help Ss practise pronouncing these sounds in words and sentences.
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/.
- Task 5: Listen and practise the sentences. Underline the bold words with /ə/,
and circle the bold words with /ɪ/.

c. Expected outcomes:
- Students repeat the words correctly in words and sentences.
d. Organisation:
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. (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:
+ /ɪ/ is a “front vowel”, meaning the front
part of the tongue is raised while
articulating this vowel. It's
also a “close vowel”. A close vowel is one Suggested outcome:
Students repeats the words correctly
where the jaws come close to each other.
+ /ə/ on the other hand is a “mid vowel”; it
means that the jaws aren't closer to each
other. It's also a “central vowel”. A central
vowel means the central part of the tongue
is raised while articulating this vowel. It's
often unrounded.
- Invite some Ss to say some words they
know that include the two sounds.
Task 5: Listen and practise the sentences. Underline the bold words with /ə/,
and circle the bold words with /ɪ/. (8 mins)
- Teacher aks Ss to quickly read the
Suggested outcome:
sentences. Now play the recording for Ss to 1. There is a lot of water in the bottle.
listen to the sentences. Ask them to pay
attention to the underlined parts and
2. The farmers here are hardunderline and circle the appropriate
working.
sounds.
3. They are picking fruits in the
- Invite some Ss to share their answers.
orchard.
Confirm the correct ones.
- Play the recording again for Ss to repeat
4. People in my village usually
the sentences.
gather at weekends.
- Have Ss practise the sentences in pairs.

Invite some pairs to read the sentences
aloud. Comment on their pronunciation of
the sounds.

5. Please buy some milk and pasta at
the supermarket.

e. Assessment:
- Teacher gives corrections and feedback to students' pronunciation.
4. CONSOLIDATION
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.

Period 11

UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- The comparative forms of adverbs
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about activities in the countryside
II. MATERIALS
- Grade 8 textbook, Unit 2, A closer look 2
- Computer connected to the Internet
- Projector / TV/
III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To review comparative forms of adjectives before the lesson.
- To introduce the term of comparative form of adverbs.
b. Content:

- Making comparison between two pictures.
c. Expected outcomes:
- Students' answers.
d. Organisation:
TEACHER'S AND STUDENTS'
ACTIVITIES
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.

CONTENTS
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.

e. Assessment:
- Teacher corrects students (if needed).
2. ACTIVITY 1: PRESENTATION (8 mins)
a. Objectives:
- To teach Ss the comparative forms of some adverbs that Ss normally use in
everyday conversations.
b. Content:
- The comparative adverbs
c. Expected outcomes:
- Students know how to use the target grammar.
d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
Grammar teaching: Comparative adverbs
1. For most adverbs (often with two or more
syllables), we make comparative forms by
adding more.
2. For adverbs that have the same forms as
adjectives like fast, hard, soon, etc., we make
comparative forms by adding -er.
3. Some irregular adverbs

CONTENTS
Examples:
1. adding more:

slowly → more slowly
carefully → more carefully

2. adding -er:
fast → faster
hard → harder

3. irregular adverbs:
well → better

badly → worse

e. Assessment:
- Teacher checks students' understanding by asking some questions.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help Ss practise the correct comparative forms of adverbs in sentences.
b. Content:
- Task 1: Write the comparative forms of the adverbs in the table below.
- Task 2: Complete the sentences with the comparative forms of the adverbs in
brackets.
- Task 3: Complete the sentences with suitable comparative forms of the adverbs
from the box.
- Task 4: Read the situations and complete the sentences using the comparative
forms of the adverbs in brackets.
c. Expected outcomes:
- Students understand how to use the target grammar.
d. Organisation:
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Write the comparative forms of the adverbs in the table below. (4 mins)
- Teacher asks Ss to do the exercise
Answer key:
individually and then check their answers
Comparative
Adverbs
in pairs.
forms
- Teacher invites some Ss to share their
long
longer
answers. Confirm the correct answers.
high
higher
late
later
quickly
more quickly
frequently
more frequently
early
earlier
much
more
little
less
Task 2: Complete the sentences with the comparative forms of the adverbs in
brackets. (5 mins)
- Have Ss do the exercise individually and Answer key:
then compare their answers with their
1. more beautifully
partners.
2. more clearly
- Ask some Ss to write their answers on
3. faster
the board.
4. harder
- Check the answers with the whole class. 5. more heavily
Ask Ss to explain how to make the
comparative form of the

adverb given in each sentence. Confirm
the correct answers.
Task 3: Complete the sentences with suitable comparative forms of the adverbs
from the box.
(5 mins)
- Have Ss do the exercise individually and Answer key:
then compare their answers with their
1. more carefully
partners.
2. faster
- Ask some Ss to write their answers on
3. more quietly
the board.
4. more soundly
- Check the answers with the whole class. 5. earlier
Ask Ss to explain how to make the
comparative form of the
adverb given in each sentence. Confirm
the correct answers.
Task 4: Read the situations and complete the sentences using the comparative
forms of the adverbs in brackets. (6 mins)
- Teacher ask Ss to read the situations
Answer key:
carefully. If