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
- hoclieu.vn
Language analysis
Form
1. harvest (v)

2. combine harvester
(n)
3. herd (v)
4. paddy field (n)

Vietnamese
equivalent

Pronunciation

Meaning

/ˈhɑːvɪst/

to pick and collect crops, or
to collect plants, animals, or
fish to eat

thu hoạch

/kəmˈbaɪn
ˈhɑːvɪstər /

an agricultural machine that
reaps, threshes, and cleans a
cereal crop in one operation

máy gặt

/hɜːd/

to make animals move
together as a group

chăn thả (gia súc)

/ˈpædi ˌfiːld/

a field planted with rice
growing in water

cánh đồng lúa

Assumption
Anticipated difficulties
Ss may lack experience of group / team
work.

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

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To 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' ACTIVITIES
Vocabulary pre-teaching
- Teacher explains the meaning of the new vocabulary
by pictures.
- Teacher reveals that the words corresponding to the
pictures will appear in the reading text and asks students
to open their textbook to find these words.
- Teacher introduces the vocabulary.
- Teacher checks students' understanding with the “Rub
out and remember” technique.
e. Assessment

CONTENTS
New words:
1. harvest (v)
2. combine harvester (n)
3. herd (v)
4. paddy fields (n)

- 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.
- To introduce some vocabulary items related to activities that rural people often do.
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' ACTIVITIES

CONTENTS

Task 1: Listen and read. (4 mins)
- Teacher plays the recording and asks students to circle the
The dialogue on page 16
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 to answer the
Answer key:
questions.
1. A
- Ask them how to do this kind of exercise. Explain the
2. B
strategies, if necessary (e.g. reading the questions and the
3. C
options (A, B, C), underlining the key words in the questions
4. A
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 again, work
Answer key:
independently to do the task, and then ask them to share their 1. load
answers with one or more partners. T can ask for translation
2. combine harvester
of some of the words and phrases in the box to check their
3. herd
understanding.
4. paddy field
- T asks 2 students to write their answers on the board.
5. harvest time
- 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 words and phrases
in the box with the pictures. Have them compare their
answers with their partners. Then ask for Ss' answers.
Quickly write their answers on the board without confirming
the correct answers.
- T has Ss listen to the recording, check their answers, and
repeat the words / phrases. Ask Ss to look at the answers on
the board and say if they are right or wrong. Confirm the
correct answers.
- Teacher checks the answers as a class and gives feedback.

Answer key:
1. d
2. a
3. f
4. e
5. b
6. c

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' ACTIVITIES

CONTENTS

Task 5: Work in pairs. Ask and answer about the pictures in 4.
- Model this activity with a student. Remind Ss that they Example:
should only use the phrases and the pictures in 4 to ask
- What are they doing in picture a?
and answer about activities that rural people often do.
- They're ploughing a field.
- 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.)
Board Plan

*Warm-up

Date of teaching
Unit 2: Life in the countryside
Lesson 1: Getting started

* Vocabulary
1. harvest (v)
2. combine harvester (n)
3. herd (v)
4. paddy fields (n)
Task 1: Listen and read.
Task 2: Read the conversation again 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).
Task 5: Work in pairs. Ask and answer about the pictures in 4.
*Homework

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
- hoclieu.vn
Language analysis
Form

Pronunciation

Vietnamese
equivalent

Meaning

1. cattle (n)

/ˈkæt(ə)l/

cows and bulls kept by
farmers for their milk or
meat

gia súc

2. poultry (n)

/ˈpəʊltri/

birds such as chickens that
are used for meat or eggs
a poultry farm

gia cầm

3. crop (n)

/krɒp/

a plant grown for food,
usually on a farm

hoa màu

4. vast (adj)

/vɑːst/

extremely large

mênh mông

5. hospitable (adj)

/hɒˈspɪtəb(ə)l/

generous towards visitors
and guests

hiếu khách

6. picturesque (adj)

/ˌpɪktʃəˈresk/

attractive, beautiful

đẹp như tranh vẽ

Assumption
Anticipated difficulties

Solutions

Ss may lack experience of group / team
work.

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

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- 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

CONTENTS
New words:

words that they have matched in the Warm-up activity.
- Teacher introduces the vocabulary.
- Teacher checks students' understanding by the followup tasks in the student's book.

1. cattle (n)
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 choose the
Answer key:
suitable noun that goes with the action verb before it.
1. cattle
- Let Ss work in pairs to compare their answers before
2. fruit
sharing their answers.
3. crops
- Check and confirm the correct answers.
4. unloaded
5. catching
Task 2: Match the following adjectives with their definitions. (4 mins)
- Teacher tells Ss quickly match the adjectives in the left Answer key:
column with their meanings in the right column
1. c
individually.
2. d
- Then ask Ss to check their answers with their partners. 3. e
Ask for translation of some of the adjectives on the list
4. b
to check their understanding.
5. a
- Confirm the correct answers.
Task 3: Complete the sentences with the words from 2. (6 mins)
- Teacher ask Ss to do the exercise individually and then Answer key:
check with the whole class.
1. hospitable
- When checking, ask Ss to refer to 2 to make the
2. well-trained
meanings of the adjectives clearer to them.
3. picturesque
- Teacher checks the answers as a class and gives
4. vast
feedback.
5. surrounded
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' ACTIVITIES

CONTENTS

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 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.

Suggested outcome:
Students repeats the words correctly

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 sentences. Now
Suggested outcome:
play the recording for Ss to listen to the sentences. Ask
1. There is a lot of water in the bottle.
them to pay attention to the underlined parts and
underline and circle the appropriate sounds.
2. The farmers here are hard-working.
- Invite some Ss to share their answers. Confirm the
correct ones.
3. They are picking fruits in the orchard.
- Play the recording again for Ss to repeat the sentences.
- Have Ss practise the sentences in pairs. Invite some
4. People in my village usually gather at
pairs to read the sentences aloud. Comment on their
weekends.
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.
Board Plan
Date of teaching
Unit 2: Life in the countryside

Lesson 2: A closer look 1

*Warm-up
* Vocabulary
1. cattle (n)
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.
Task 2: Match the following adjectives with their definitions.
Task 3: Complete the sentences with the words from 2.
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/.
*Homework

MATCHING

Match the words to the suitable pictures

cattle (n)

poultry (n)

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/
- hoclieu.vn
Language analysis
Structure

Examples

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: well, fast, hard,
…

slowly → more slowly
carefully → more carefully
fast → faster
hard → harder
well → better
hard → hard

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

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

III. PROCEDURES

1. WARM-UP (6 mins)
a. Objectives:
- To 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

CONTENTS

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.

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' ACTIVITIES

CONTENTS

Task 1: Write the comparative forms of the adverbs in the table below. (4 mins)

- Teacher asks Ss to do the exercise individually and
then check their answers in pairs.
- Teacher invites some Ss to share their answers.
Confirm the correct answers.

Answer key:
Adverbs
long
high
late
quickly
frequently
early
much
little

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

Task 2: Complete the sentences with the comparative forms of the adverbs in brackets. (5 mins)
- Have Ss do the exercise individually and then
Answer key:
compare their answers with their partners.
1. more beautifully
- Ask some Ss to write their answers on the board.
2. more clearly
- Check the answers with the whole class. Ask Ss to
3. faster
explain how to make the comparative form of the
4. harder
adverb given in each sentence. Confirm the correct
5. more heavily
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 then
Answer key:
compare their answers with their partners.
1. more carefully
- Ask some Ss to write their answers on the board.
2. faster
- Check the answers with the whole class. Ask Ss to
3. more quietly
explain how to make the comparative form of the
4. more soundly
adverb given in each sentence. Confirm the correct
5. earlier
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 carefully. If
Answer key:
necessary, T may explain each situation to Ss. Ask Ss 1. The red car can run faster than the black car.
to complete the sentences individually and then
2. Nick can jump higher than Tom.
compare their answers with their partners.
3. Mai did better on the exam than Hoa.
- Ask some Ss to write their answers on the board.
4. The workers arrived earlier than my dad
- Check the answers with the whole class. Confirm
expected.
the correct answers.
5. The buses run more frequently than the
trains.
e. Assessment:
- Teacher corrects students as a whole class.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practise using comparative adverbs to make comparisons
b. Content:
- Task 5. Work in pairs. Ask and answer to find out who...
c. Expected outcomes:
- Students' conversations
d. Organisation:

TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 5: Work in pairs. Ask and answer to find out who:
- Model this activity with a student. Remind Ss that they Who:
should only use the phrases and the pictures in 4 to ask
- can run faster
and answer about activities that rural people often do.
- can jump higher
- Ask Ss to work in pairs. T goes round to help weaker
- stay up late at night
Ss. Then, call on some pairs to practise in front of the
- gets up earlier in the morning
class. Comment on their performance.
Suggested outcome:
A: How fast can you run?
B: I can run 15 kilometres an hour.
A: Ok, so you can run faster than me.
� I can run fast but B can run faster
than I do.
e. Assessment:
- Teacher gives corrections and feedback.
5. CONSOLIDATION
a. Wrap-up:
- Summarise the main points of the lesson.
- Ask Ss to make sentences about themselves, using comparative adverbs.
b. Homework:
- Students' workbook.
Board Plan

*Warm-up

Date of teaching
Unit 2: Life in the countryside
Lesson 3: A closer look 2

* Grammar: Comparative adverbs
- more + adv
Example:
slowly → more slowly
carefully → more carefully
- adv + er
Example:
fast → faster
hard → harder
- irregular adverbs
well → better
badly → worse
Task 1: Write the comparative forms of the adverbs.
Task 2: Complete the sentences with the comparative forms of the adverbs.
Task 3: Complete the sentences with suitable comparative forms of the adverbs.

Task 4: Read the situations and complete the sentences using the comparative forms of
the adverbs.
Task 5: Work in pairs. Ask and answer to find out who…
*Homework

UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Give and respond to compliments
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 2, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Structure
How to respond to compliments

Examples

Thank you.
I'm glad you like it.

Assumption
Anticipated difficulties
Ss may lack experience of group /
team work.

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

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- Rearrange to make a conversation.
c. Expected outcomes:
- Students' answers.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Jumbled conversation:

CONTENTS
Suggested answers:

- Teacher gives out a jumbled conversation.
1. Thank you. Yours is, too.
2. Happy birthday. Wow, you're wearing such a
beautiful dress.
3. Here is your present. I hope you like it.
4. I'm glad you like it.
5. This is the best gift I have ever had. I love it.
- Teacher asks students to rearrange it to make a
meaningful conversation.
- Teacher gives some follow-up questions to lead in the
introduction of the target grammar point.
e. Assessment
- Teacher corrects for students (if needed).

2. Happy birthday. Wow, you're wearing
such a beautiful dress.
1. Thank you. Yours is, too.
3. Here is your present. I hope you like it.
5. This is the best gift I have ever had. I love
it.
4. I'm glad you like it.

2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins)
a. Objectives:
- To introduce ways of giving and responding to compliments.
- To help Ss practise giving and responding to compliments.
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted sentences.
- Task 2: Work in pairs. Make similar conversations to practise giving and responding to
compliments, using the cues below.
c. Expected outcomes:
- Students know how to use the structures to give and respond to compliments.
d. Organisation:
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. (6 mins)
- Play the recording for Ss to listen and read the two
Audio script – Track 10:
dialogues between Tom and Mai, Nick and Hoa at the
1.
same time. Ask Ss to pay attention to the questions and
Tom: What a beautiful kite you have, Mai!
answers.
Mai: Thank you, Tom. My dad made it for
- Have Ss practise the dialogues in pairs. Call on some
me last weekend.
pairs to practise the dialogues in front of the class.
2.
Nick: You really have a nice dress, Hoa.
Hoa: I'm glad you like it, Nick. I think its
colour really suits me.
Task 2: Work in pairs. Make similar conversations to practise giving and responding to
compliments, using the cues below. (6 mins)
- Ask Ss to work in pairs to make similar dialogues with Cues:
the given cues.
- a shirt
- Move around to observe and provide help. Call on
- a bicycle
some pairs to practise in front of the class. Comment
- a school bag
on their performance.
e. Assessment
- Teacher checks students' understanding by asking some questions.
3. ACTIVITY 2: ADVERTS FOR BEAUTIFUL VILLAGES (26 mins)
a. Objectives:

- To help Ss learn about two traditional villages in Viet Nam and the Netherlands.
- To help Ss develop their reading skills for specific information (scanning).
- To provide Ss with practice in giving a presentation about the similarities and differences
between two places.
b. Content:
- Task 3: Read the adverts for the two beautiful villages. Tick the boxes to show which
village the statements describe. Sometimes both boxes need to be ticked.
- Task 4: Work in groups. Take turns to talk about the similarities and differences between
Duong Lam and Hollum.
- Task 5: Work in pairs. Which village in 3 would you like to visit for a holiday? Explain
your choice to your partner.
c. Expected outcomes:
- Students know about two traditional villages in Viet Nam and the Netherlands.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 3: Read the adverts for the two beautiful villages. Tick the boxes to show which village the
statements describe. Sometimes both boxes need to be ticked. (8 mins)
- Have Ss read the instructions to understand what
Suggested answers:
they are going to do. Remind them that they have to
read each statement in the table and then read the
Duon
Statements
Hollum
two adverts to scan for the necessary information to
g Lam
help them tick the correct boxes.
1. It's an ancient village.
✔
✔
- Give Ss time to read the two adverts and tick the
2. We can visit an ancient
boxes in the table. After that, get them to swap
pagoda, traditional houses, ✔
answers in pairs. Go around and offer help, if
and temples in this village.
necessary.
3. We can get there by
✔
- Check the answers as a class.
plane or ferry.
4. We can go there by car,
✔
bus, or bike.
5. It has a lighthouse.
✔
Task 4: Work in groups. Take turns to talk about the similarities and differences between Duong
Lam and Hollum. (8 mins)
- Teacher introduces some words or phrases that are Example:
often used to talk about the similarities and
Duong Lam and Hollum are both ancient
differences, such as: both, also, too, like, as, unlike, villages, …
but, however, etc. and give examples to illustrate.
- Have Ss work in groups, taking turns to talk about
the similarities and differences between the two
villages. T may go round to observe. T should
encourage Ss to say as many sentences as possible.
Ask Ss not to interrupt their group members while
they are speaking in order to correct their errors.
Tell them to correct only common errors after their
group members have finished speaking.
- Call on some Ss to give the presentation to the
whole class. After each student finishes his or her
presentation, invite co...