Giáo án môn Tiếng Anh 8 - Period: 5 đến period: 33

Period: 31
UNIT 5: STUDY HABITS
LANGUAGE FOCUS
I. OBJECTIVES 
1. Knowledge, Skills, Attitude: 
a. Knowledge: - By the end of the lesson, Ss use adverbs of manner and modal verb should as an advice, use reported speech with commands, requests and advice.
- Grammar: Adverbs of manner, modal (should), commands, requests
- Vocabulary: (review)
b. Skills: Listening, speaking, reading and writing.
c. Attitude: - Not available.
2. Capacity is formed and developed for students
- Self-learning capability. 
- Communicative competence 
- Cooperation capacity 
II. Preparation
1. Teacher: - Lesson plane, book, color chalks, pictures, MP3
2. Students: - Books, notebooks, pen, ruler 
III. Students’ activities
1. Warm up (5’)
Teacher’s and Ss’ activities
Content
- T explains how to use adj /adv, helps Ss distinguish the use of adj/ adv.
- Ss notice and write notes.
- T guides the explanation of the Modal “Should”.
- Adverbs of manner:
	S + V + adj + N
	S + be + adj
	S + V + adv
Use: Adj modifies the noun after it, the subject.
- Modal: Should
	S + should + inf 
Use: give an advice
-Commands, requests:
	S + ask/ tell + s.o + to do sth
2. Knowledge formation activities (36’)
Teacher’s and Ss’ activities
Content
- T asks Ss to work in pairs to do the exercise 1 on page 52.
- Ss use the adv in the box “softly, well, fast, badly” to fill in the dialogue.
- Ss practice the dialogue in opened pairs and closed pairs.
- T corrects the mistakes.
1. Complete the dialogue. Use the adverbs of manner in the box:
* Ss know the way to use the adverbs of manner.
Answer:
(0). Well (1). Hard (2). fast
(3). Badly (4). softly
- T explains Ss how to report the sentences.
- Ss listen carefully.
- T asks Ss: What did Miss Jackson say to Tim’s mom? - Ss answer.
- T asks: What did Tim’s mom report it to Tim?
- Ss do exercise 3 on page 53.
- Ss write on the board.
- Ss work in opened pairs and closed pairs.
- T corrects the mistakes.
3. Work with a partner. Suggest you are Tim’s mother. Report Miss Jackson’s commands and requests in her conversation with Tim’s mom:
* Ss change into reported speech.
a) Miss Jackson asked me to wait for her outside her office.
b) Miss Jackson told me to give you your report card for this semester.
c) Miss Jackson asked me to help you with your Spanish pronunciation.
d) Miss Jackson told me to meet her next week.
- T asks Ss to work with their partners to do exercise 4 on page 53
- T asks: 
+ What else did Miss Jackson say?
+ What did Tim’s mom report it to Tim?
- Ss answer.
- Ss write on the board.
- Ss work in opened pairs and closed pairs.
- Ss write in their notebooks.
- T moves around and checks Ss write or not.
4. Work with a partner. Report Miss Jackson’s advice she gave in her conversations with Tim’s mom:
* Ss change into reported speech.
a) Miss Jackson said you should spend more time on Spanish pronunciation.
b) Miss Jackson said you should practice speaking Spanish every-day.
c) Miss Jackson said you should listen to Spanish conversation on T.V.
d) Miss Jackson said you should practice reading aloud passages in Spanish.
e) Miss Jackson said you should use this dictionary to find out how to pronounce Spanish words.
3. Consolidation (4’)
- T calls on Ss to remind all grammar structures of unit 5.
- Ss remind the content of unit 5.
IV. Experience:
Period: 32
UNIT 6: THE YOUNG PIONEERS CLUB
GETTING STARTED & LISTEN AND READ
I. OBJECTIVES 
1. Knowledge, Skills, Attitude: 
a. Knowledge: - By the end of the lesson, Ss introduce some activities of the Ho Chi Minh Young Pioneer and Young Organization and understand the dialogue.
- Grammar: Present simple with future meaning, Gerunds
- Vocabulary: Related to “The young pioneers club”
b. Skills: Listening, speaking, reading and writing.
c. Attitude: - Ss will be educated about helpful activities for our country.
2. Capacity is formed and developed for students
- Self-learning capability. 
- Communicative competence 
- Cooperation capacity 
II. Preparation
1. Teacher: - Lesson plane, book, color chalks, pictures, MP3
2. Students: - Books, notebooks, pen, ruler 
III. Students’ activities
1. Warm up (5’)
Teacher’s and Ss’ activities
Content
- T asks Ss some questions:
- Ss answer.
- T corrects and gives marks if necessary.
Ÿ What do you usually do on your summer holiday?
Ÿ Are you members of the Young Pioneers and Youth Organization?
Ÿ Are there any activity programs for the summer?
Ÿ Do you take part in them?
Ÿ What activity do you like most?
2. Knowledge formation activities (32’)
Teacher’s and Ss’ activities
Content
- T asks:
Ÿ In Vietnam, which organizations are there for the young?
Ÿ What can we do when we enroll this organization? Are these activities useful for you and the general public?
- Ss answer.
- T asks Ss to work in groups.
- Ss work in groups to answer the questions.
- Ss write on the posters their answer.
I. Getting started. 
ª Identify the activities that Ho Chi Minh Young Pioneer and Youth Organization (Y&Y) participate in. Check (ü) the boxes, then add more activities to the list.
* Ss know some things to help others.
-R Help blind people 
-R Cleaning up the beaches 
-R Helping elderly people 
-£ Caring for animals
-R Helping handicapped children 
-R Taking part in sports
-R Cleaning up the streets
-R Collecting and empty garbage
-R Planting trees and flowers
-R Water tree and flowers
-R Support cultural activities
-R Cleaning up neighborhood
- T gives new-words, writes on the board, guides Ss to read, asks the meaning.
- Ss read after the teacher (chorus, individually), give the meaning.
- T corrects if necessary.
II. Listen and read:
* Ss read the dialogue clearly and understand it.
ª New-words: 
+ enroll (v) ghi danh
+ application (n) đơn xin
+ sign (v) đăng kí
+ outdoor activities: những hoạt động ngoài trời
- T sets the scene: Nga is a st in grade eight. She wants to enroll in the activities for the summer.
- Ss listen.
- T plays the tape Listen and read. 
- Ss look at their book and listen.
- Ss work in pairs the dialogue.
- Ss play the roles.
- T corrects the mistakes.
* Practice : 
1. Practice the dialogue with a partner
- T asks Ss to work in pairs to complete Nga’s particulars.
- Ss work in pairs to complete.
 T asks some questions to check their understanding.
	What’s her name?
	Where does she live?
	When was she born?
	What are her hobbies?
- Ss answer.
- T calls on Ss to retell the activities of The Y & Y programs.
- Ss retell and write on the posters.
2. Complete Nga’s details
Answers:
Name: Pham Mai Nga
Home address: 5 Tran Phu Street
Phone number: Not available
Date of birth: April 22, 1989
Sex: Female
Interests: drawing, outdoor activities, acting
3. Consolidation (4’)
Ss ask and answer, 
S1: What’s your full name?
S2: My full name’s 
S1: When were you born?
S2: I was born on 
4. Its operations (4’)
- complete as Nga’s detail. 
S1: Where do you live?
S2: I live at 
S1: What’s your phone number?
S2: . (I have no telephone.)
S1: What are your hobbies?
S2: I like 
IV. Experience:
Period: 33
UNIT 6: THE YOUNG PIONEERS CLUB
SPEAK & LISTEN
I. OBJECTIVES 
1. Knowledge, Skills, Attitude: 
a. Knowledge: By the end of the lesson, Ss ask for favors and respond to favors.
- Grammar: Modals: can, could, may.
- Vocabulary: Related to “The young pioneers club”
b. Skills: Listening, speaking, reading and writing.
c. Attitude: - Ss will be educated about helpful activities for our country.
2. Capacity is formed and developed for students
- Self-learning capability. 
- Communicative competence 
- Cooperation capacity 
II. Preparation
1. Teacher: - Lesson plane, book, color chalks, pictures, MP3
2. Students: - Books, notebooks, pen, ruler 
III. Students’ activities
1. Warm up (5’)
Teacher’s and Ss’ activities
Content
- T asks Ss some questions.
- Ss listen and answer the questions.
- T corrects and gives marks if necessary.
- Do you like learning English?
- How often do you practice it?
- Is it difficult or easy for you to learn English?
- Who helps you in learning E?
-What do you ask him / her to help you?
2. Knowledge formation activities (32’)
Teacher’s and Ss’ activities
Content
T introduces the lesson.
T asks Ss the meaning of the word.
 Ss give the meaning.
- T asks Ss: What do you say to ask for a favor?
- Ss answer: Can / Could you help me?
- T asks Ss: When do you ask for a favor?
- Ss answer: Need some help.
- T asks Ss: How do you say to respond to favor?
-Ss answer: Certainly/Of course/Sure/No problem.
- T asks Ss to copy down the following phrases.
- Ss write in their notebooks.
III. Speak
* Ss use the questions and responding to complete the dialugues.
Look at the phrases in the boxes. Then practice the dialogues with a partners:
- favor (n): sự giúp đỡ, ân huệ
Asking for favors
Responding to favors
- Can/ Could you help me, please?
- Could you do me a favor?
- I need a favor
- Can you ?
- Could you?
- Certainly / Of course Sure / No problem
- What can I do for you?
- How can I help you?
- I’m sorry. I’m really busy
- T asks Ss to work in pairs.
- Ss work in pairs the dialogue.
- Ss listen and use the expressions in the table to play the roles the dialogue.
- T gives the situation.
- Ss work in pairs.
- T asks Ss to listen to the dialogue between a receptionist and a tourist.
- Ss listen.
- T asks Ss to copy down the following phrases.
- Ss write.
- T asks Ss to repeat chorally and then individually all the phrases in the chart
- Ss repeat (chorus, individually)
- Ss work in pairs the dialogue b page 56.
- T gives another situation: “You want to help a tourist who needs to find the nearest police station because he has lost money”.
- Ss work in pairs to make a similar dialogue then practice with their partners.
- Others notice and listen.
a) Mrs. Ngoc:
Hoa:
“Your neighbor needs help tidying his yard because he had broken his leg”
b) Receptionist:
Tourist:
- “May I help you?”
- For offering assistance
- Do you need any help?
- Let me help you
- Yes/ No, Thank you
Offering assistance
Responding assistance
- May I help you?
- Do you need any help?
- Let me help you
- Yes. That’s very kind of you
- No, thank you
- I’m fine
- I can manage
Now use the appropriate phrases in the box to make similar dialogues about some of the following situations with a partners:
- T gives another situation.
- Ss continue practicing.
- T corrects the mistakes.
Play - roles:
“Your aunt needs to buy some vegetables because she is busy cooking meal”
“Your friend needs help fixing her bike because she has a flat tire”
- T gives new-words, writes on the board, guides Ss to read, asks the meaning.
-T asks Ss to play Jumbled words.
-T asks Ss to work in groups.
-Ss complete correct words.
IV. LISTEN
* Ss complete the missing words.
New words :
unite (v)
peace (n)
-T asks Ss to guess the words to fill in the gaps in the song (p/ 56).
-Ss give feedback.
- T plays the smart pen “Listen” .
- Ss listen and check their prediction individually.
- Ss listen again and write notes then read aloud their listening.
- Ss give feedback.
- T corrects the mistakes.
The song 
“Children of our land unite.
Let’s sing for peace,
Let’s sing for right.
Let’s sing for love between North and South,
Oh children of our land, unite,
Children of the world hold hands.
Let’s show our love from place to place.
Let’s shout out loud,
Let’s make a stand,
Oh children of the world , hold hands”
- Ss listen and sing the song.
- T calls some Ss to sing the song.
- Sing the song
3. Consolidation (4’)
T reminds ss how to ask for favor/offer assistance and to give responses.
IV. Experience:
Signature
Week 11: ........................................................