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Date of preparing: Period:
14

UNIT 2: LIFE IN THE COUNTRYSIDE

LESSON 7: LOOKING BACK + PROJECT ( P. 24 - 25)
A. OBJECTIVES:
- By the end of the lesson, students will be able to review some vocabulary and
the use of comparative forms of adjs and advs, then practice speaking more in
“Communication”.They can also report the project they prepared to present
before the class.
+ Vocabulary:
+ Grammar: Review the use of comparative forms of adjs and advs.
- Skills: develop and practice speaking and writing skills.
- Political thought and moral sense: helps Ss love the countryside as well as our
country.They feel selvesconfident in the crowd.
B. TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures and
the projector, paper sheets.
C . METHODS: - Picture drill, gap-fill, matching ,role-play, discussion.
D . CONTENTS:
I . Organization:
- Greeting.
- Number of students
Class Date of teaching Absent students
8C3
II. Revision / Warmer: Test 15
I. Read the following text about leisure activities of Vietnamese teenagers.
Match the words in A with their meanings in B
A recent survey conducted by TIRA, a Vietnamese research company, highlights problems
about the lifestyles of Vietnamese teenagers in urban areas. There is an imbalance in their
consumption of time for studying and recreational activities. On average, these teenagers
spend 9.5 hours a day on studies at school and at home. They only have about four hours for
entertainment. Most of this time is spent on watching television and the internet, where they
chat through social networks. The teenagers admit that they use computers to play games and
to chat with friends much more than using it for studying purposes. The survey also shows
that during summer months, despite having much more free time than during school years,
these teenagers still fail to manage their time properly. They stay in bed longer, and then get
hooked on games and TV. The time for computers and TV increases significantly to about
five or six hours a day, while there is almost no time for physical outdoor activities.

A B

1. highlight A. a lack of proportion or relation between things

2. imbalance B. agree, often unwillingly, that something is true

3. admit C. a lot/to a great extent

4. manage D. draw attention to

5. significant E. control

II. Here are some sentences about leisure activities. Rearrange the words to
make meaningful sentences. You can not change the words.
Here is an example.
0. There/library/many/the/books/are/in.
 Answer: 0. There are many books in the library.

1. I/out/friends/love/with/weekend/at/hanging/my/the.
___________________________________________________________________
2. Why/addicted/games/computer/you/are/to?
___________________________________________________________________
3. Doing/reduce/of/exercise/obesity/physical/helps/risk/the.
___________________________________________________________________
4. Social/teenager’s/to/important/networks/life/are/a.
___________________________________________________________________
5. Reading/most/the/activities/among/teenagers/these/and/crafts/making/books/are/popular.
___________________________________________________________________
III. Match the beginnings of the sentences in A with their endings in B.
Write your answers in the space provided.
A B

1. A but they don’t like going to McDonald’s.

I like doing DIY
.

2. My friends like eating out, B. reading books is the most suitable hobby for you.

3. When teenagers socialise with C. because it may be harmful to my health.

their friends,

4. If you don’t like to socialise D because it saves money.

with others, .

5. I don’t like playing computer E. they can develop their communication skills.
games

1. ______ 2. ______ 3. ______ 4. ______5. ______

IV. Choose the best option to complete each sentence. Circle A, B or C.
1. You can grow many types of ___________ in the garden.
A. pastures B. vegetables C. grassland
2. In the city, it is difficult to see a vast sky because of many ___________ of buildings.
A. blocks B. places C. kinds
3. You can find many kinds of ___________ in the shed such as cows, sheep, and buffalos.
A. crop B. group C. cattle
4. There are more educational ___________ in the city than in the countryside.
A. facilities B. universities C. schools
5. When I come back to my home village, I like ______ the rice.
A. flying B. drying C. watering
KEYS:

I.. Read the following text about leisure activities of Vietnamese teenagers.
Match the words in A with their meanings in B.

1. D 2. A 3. B 4. E 5. C
II. Here are some sentences about leisure activities. Rearrange the words to
make meaningful sentences. You can not change the words.

1. I love hanging out with my friends at the weekend.

2. Why are you addicted to computer games?
3. Doing physical exercise helps reduce the risk of obesity.
4. Social networks are important to a teenager's life.
5. Reading books and making crafts are the most popular activities among
these teenagers.

III. Match the beginnings of the sentences in A with their endings in B.

Write your answers in the space provided.
1. D 2. A 3. E 4. B 5. C
IV. Choose the best option to complete each sentence. Circle A, B or C.
1. B 2. A 3. C 4. A 5. B
III. New lesson:
A. Vocabulary: ( 7’)
*Activity 1: Matching( part 1- p.24)
- T runs through the words- then do the Ex individually.
- T checks Ss’ answers.
+ Key:
Picture a: peaceful, vast, quiet, pasture, paddy field.
Picture b: quiet, colourful, paddy field, harvest time, rice.
Picture c: peaceful, vast, quiet, nomadic life, inconvinient, ger, pasture, cattle,
horses.
- T can ask Ss to make senmtences using the words to describe these piuctures.
*Activity 2: Picture description:( part 2- p.24)
- Let Ss look at each picture and the verb that goes with it.
- T asks Ss to write the sentences in full forms into their notebooks – notes Ss
the tense which is used to describe the actions in the pictures.
- T goes round while Ss are writing and helps them with their difficulties.
- When Ss have finished, T calls some Ss to go to the board and write.
- T and Wc correct the answers, gives feedback
+ Suggested answers:
1- A boy is riding a horse.
2- A man is herding his cattle/ sheep.
3- A girl is picking apples from an apple tree.
4- A boy is flying his/ a kite.
5- The childrewn are running around in the fields/ countryside.
6- A woman is collecting water from the river.
B. Grammar: ( 10’)
* Activity 1: ( part 3- p. 24 )
- T and WC run through the pictures and the completed sentences.
- Let Ss complete the task independently- then exchange the As with their
partners.
- T calls some Ss to read out their answers- T corrects mistakes.
+ Key:
1- faster than 4- more skillfully than
2- earlier than 5- more beatifully than
3- better - than
1. less 2. more 3. more 4. Go outside… 5. Watch less TV… 6. Do
more exercise…
* Activity 2: ( part 4- p. 24 )
- T asks Ss to read the situations carefully and decide which two things are
being compared.
complete this task in pairs. ( Ss may refer to the sentences in Ex 3 as a guide for
this sentence completion)
- Let Ss complete the Ex independently, compare with their partner.
- T asks Ss to read out their answers- T gives feedback.
+ Key:
1-.....fasrter than.
2- .....more happily than.
3-..... more heavily on the weather than people in many other jobs.
4- .....worse than I do
C. Communication (13’): (part 5. p24)
- T sets the sence, then divides into groups- They take turns to ask and answer
the Qs and note down the answers.
- T asks the groups the assign the representative to report their findings to the
class.
D. Project (5’)
- T divides the class into groups of 4 or 5- instructs them on what they have to
do.
- T asks Ss to create a rural place they dream of or would like to live in. Have
them imagine the things they could do in such a place- Encourage Ss to think
creatively and daringly.
- T hands out the 2 pieces of paper to each group: one for brainstorming the
ideas, one for drawing the picture.
- Let Ss take turn to draw the picture and write down the activities.
- T moves around and helps if Ss have any difficultiy with vocab.
- The picture will probably have to be finished out of the class hours as
homework.
- Have Ss present their countryside picture in the next lesson- When all the
groups have given their presentation, the WC can vote for the best.....
IV. Summary.(2’)
- T asks students to repeat the main contents of the lesson.
IV. Homework: (3’)
- Learn by heart all the vocabulary and grammar.
- Finish the project (p. 25) at home.
- Prepare the new lesson: Unit 3. Lesson 1: Getting started
E. EVALUATION:
................................................................................................................................
................................................................................................................................
................................................................................................................................
....................
UNIT 3: PEOPLES OF VIET NAM
I. Objectives.
- By the end of the unit, students will be able to:
+ pronounce words contaning clusters / sk/ , /sp/ and / st / correctly in isolation
and in context.
+ use the lexical items related to cultural groups of Viet Nam
+ ask and answer different question types
+ use articles a, an, and the
+ read a passage about the life of an ethnic group
+ talk about the life of ethnic groups
+ listen for specific information about a traditional dish
+ write a recipe for a traditional dish
- Students will be developed 4 skills: speaking , listening , reading and writing.
- Students will know different cultural groups in Viet Nam and they will
conserve that culture
II. Teaching aids.
- Textbook, lesson plans, board, chalks, cues, posters, real objects, pictures,
computer and the CD record.
III. Procedure.
Lesson 1: Getting started
Lesson 2: A closer look 1
Lesson 3: A closer look 2
Lesson 4: Communication
Lesson 5: Skills 1
Lesson 6: Skills 2
Lesson 7: Looking back + Project
Date of preparing: Period:
15
UNIT 3 : PEOPLES OF VIET NAM
LESSON 1: GETTING STARTED ( P. 26 - 27)
A. OBJECTIVES:
- By the end of this lesson, students will be able to listen and read the dialogue
between Nick and guide to understand the details then do some more tasks to
understand more about cultural groups in Viet Nam
+ Vocabulary: curious, custom, ethnic minority peoples, awesome, heritage.
+ Grammar: WH- questions
- Skills: practice and develop listening, reading and speaking skills .
- Political thought and moral sense: educate students to conserve cultural
groups in Viet Nam
B. TEACHING AIDS: .
- Textbook, teacher’s book, lesson plan, board , chalks, pictures, stereo, CD
record, computer and projector
C. METHODS:
Brainstorming, Rub out and remember, pre-questions, comprehension
questions, matching, gap filling, game “ quik quiz”...
D. CONTENTS:
I. Organization:
- Greeting.
- Number of students
Class Date of teaching Absent students
8C3
II. Revision / Warmer: (5’)
* Brainstorming
- T draws the net on the board.
- T gives the instructions: write down as many peoples in Viet Nam as possible.
- T models the first one.

Peoples in
Viet Nam
 Tay

- T checks Ss' understanding.

- Ss think and prepare in about 1 minute.
- T divides the class into 2 groups. T gives the name -> checks
- One by one student from each group comes to the board and writes one
answer.
- T corrects then praises the winner.
+ Possible answers :
Tay, Thai, Hmong, Khome , Muong, Dao, San chi, Nung ...
III. New lesson:
* Open prediction questions: ( 2’) T shows the picture on page 26, asks Ss to
look at the tittle of the conversation and asks some questions:
1. What can you see in the picture?
2. Do you know these characters?
3. Where are they now?
4. What are they talking about?
- T encourages Ss to answer the Qs. Their As can be as simple as one word or
phrase.
- T plays the recording , asks Ss to listen and read silently. T asks if their
predictions are correct or not.
Activity 1: Vocabulary.( 5minutes): T asks Ss to find out the new words from
the text.
- curious (adj): tò mò ( translation)
- custom (n) : tập quán, phong tục (example)
- ethnic minority peoples: người dân tộc thiểu số (picture)
- heritage (n): di sản ( example)
+ Checking vocabulary: Ro and R.
* Listen and read (18’)
- Let Ss listen to the tape again, notice the pronunciation and intonation...
- T asks Ss to practice the conversation in pairs.T calls some pairs to practise
reading.
Activity 2: 1.a.Find the opposite of these words in the conversation
- T asks Ss to work in pairs to find the opposite of these words in the
conversation
- T collects Ss’ ideas, then writes the correct answers on the board
Keys: 1. interesting 2. largest 3. minority 4.
southern
Activity 3: 1.b. Questions- Answers.
- T runs through the Qs.
- T asks Ss to work individually to answer the questions.
- Let Ss compare
- T calls some Ss to give the As- asks the whole class to correct.
+ Keys: 1. They are in the Museum of Ethnology.
2. They want to know about the ethnic groups of Viet Nam.
3. There are 54 ( ethnic groups)
4. The Viet (King) have the largest population.
5. Yes, they do.
Activity 4: 1.c- Expressions.
- T tells Ss to refer back to the conversation to find the expressions.
- T elicits the meaning of these expressions with Ss.
- T asks Ss to give examples :
- T models
A: Is this your ruler?
B: Exactly
Key: 1. Exactly = emphasising that is correct.
2. How+ adj/ adv : used to show a strong reaction to sth.
3. I see = show you understand what someone said.
4. That’s awesome = show that you think some thing is great.
Activity 5: 1.d: Role plays
- T asks Ss to role- play the example conversation in pairs before creating
their short role- plays.
- Ss can try to extend the conversation.
- T encourages Ss to use How + as many adjectives as possible
 Look out: Help Ss to distinguish the two words: “ people ans peoples”
“ people” is used as the plural of person.
“ peoples” : ethnic groups of people who belong to a particular country, race,
or area.
* Further practice: (10’)
Activity 6: 2.Matching:
- Let Ss work independently to label the pictures.
- Have them compare their As with a partner. T writes the correct As on the
board.
+ Keys: 1- five colour sticky rice 2. terraced fields 3. festival
4. folk dance 5. open air market
6. musical instrument 7. costume 8. stilt house
Activity 7: 3. Gap fill
- T asks Ss to read through the words in the box to check if there are any new
words. – make sure that they understand their meanings.
- Let Ss do the Ex individually, then check their As with their partners.
- T collects the As by asking Ss to read the completed sentences aloud.
+ Keys:
1. ethnic 2.heritage site 3. stilt house
4.festivals 5.member 6. terraced fields
Activity 8: 4. Game: QUICK QUIZ
- T asks Ss to work in pairs, using these cues to ask and answer these
questions
- T gives correction
 - T may call some pairs to talk before the class.
1. Which ethnic group has the smallest population?
2. Do the Hmong have their own language?
3. Where do the Coho live?
4. What colour is the Nung’s clothing?
5. Which group has a larger population, the Tay or the Thai?
6. Whose arts are displayed at a museum in Da Nang?
IV. Summary: (2’)
- T asks one student to repeat the main contents of the lesson.
V. Homework: (3’)
- Practice the dialogue, learn by heart all the vocabulary.
- Do the exercises in the work book: 1, 2 and 3 in U3-part B ; Ex 4( p.27- Ss’
book)
- Prepare the new lesson: Unit 3: Lesson 2: A closer look 1
E. EVALUATION:
................................................................................................................................
.......

Date of preparing: ........................ Period:

16
UNIT 3: PEOPLES OF VIET NAM
LESSON 2: A CLOSER LOOK 1 ( P. 28 - 29 )
A. OBJECTIVES:
- By the end of this lesson, students will be able to get some more words
(nouns; adjs...) to talk about the ethnic groups; then practice to pronounce the
clusters / sk / , / sp/ and / st /.
+ Vocabulary: insignficant, complicated, minor, basic. shawl, ceremony.
+ Grammar:
- Skills: Practice and develop listening and speaking skills.
- Political thought and moral sense: helps Ss know and conserve cultural ethnic
groups
B. TEACHING AIDS: .
- Textbook, teacher’s book, lesson plan, board, chalks, pictures, stereo and the
CD record, computer and projector
C. METHODS: Lucky number, Matching, gap-fill, listen and repeat, listen and
write.
D . CONTENTS:
I. Organization:
- Greeting.
- Number of students
Class Date of teaching Absent students
8C3
II. Revision / Warmer: (5’)Lucky number- Ex 4- p.27- Ss’ books
- T writes numbers on the board and checks Ss’ understanding about the game.
- T asks Ss to work in 2 groups.
1.Which ethnic group has the smallest population?- The Odu group
2.Do the Hmong have their own language? - Yes, they do
3.Where do the Coho live? - Lam dong province
4.What colour is the Nung’s clothing? - Dark indigo
5.Which group has a larger population, the Tay or the Thai?- The Tay
6.Whose arts are displayed at a museum in Da Nang? - The Cham’s
- T corrects Ss’ sentences, gives marks, praises the winners...
III. New lesson:
* Vocabulary.(25’)
Activity 1: . Match the adjectives in A with their opposites in B
A B
1.major a. written
2. simple b. insignficant
3. modern c. complicated
4. spoken d. minor
5. rich e. basic
6. developed f. poor
7. important g. traditional

- T explains and gives examples of adjectives

- T asks Ss to give some more.
- T asks Ss to work in pairs to match the adjectives with their opposites.
Key; 1-d 2-c 3-g 4-a 5-f 6-e 7-b
- T calls some Ss to read again these words.
- T checks to make sure that Ss understand their meanings
- T goes through all the words to make sure that everyone understand them.
- Let Ss make sentences with some of these words.
Activity 2: Gap fill:
- Let ss use the vocab they have learnt in activities 1 to do this Ex.(adjs )
- T asks Ss to look at the sentences and decide what adj is missing.
- Let Ss complete the sentences by themselves
-T checks the As as a class by asking Ss to read the sentences loudly.
+ Keys:
1-written 2- traditional 3- important 4- simple, basic 5- rich
Activity 3: What the word is for each picture.
- T runs through the pictures
-T asks Ss to work in pairs and discuss what the word is for each picture.
- Ss compare and some Ss go to the board to write their answers
- T corrects As.
+ Keys:
1-ceremony 2- pagoda 3- temple
4- water wheel 5- shawl 6- basket
*Pronunciation.(10’)
Activity 4- 4: Listen and repeat ( Part 4 p. 28 )
- T models the two words with the cluster / sk/ , / sp/ and / st/
- T shows the words, asks Ss to listen and repeat the word they hear- pay
attention to the initial clusters.
- T plays the recording twice- pause the recording to drill difficult items.
- Have Ss say the words individually or in small groups.
Activity 5: 5 - Listen and put the words in the right column( Part 5 - p. 28)
- Tasks Ss to listen carefully again and put the words in the right columns
/sk/ /sp/ /st/
skateboard speech stamp
school display first
basket crisp station
task space instead