Giáo án Tiếng Anh 8 - Units 5: Study habits - Nguyễn Nhã Phương

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	TECHNIQUES : True/ False Statements Prediction, Comprehension questions, Role play
TEACHING AIDS : textbook, posters, pictures, tape, cards, task sheets 
PROCEDURES :
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CONTENTS
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
4’
7’
8’
8'
7’
5’
5’
1’
* Warm-up Guessing game/Brainstorming
Math Physics Biology Geography
SCHOOL SUBJECTS
Art Music Literature History English
* Set the scene of the title: Realia (Schedule) 
I/ Getting started:
* Scene setting: Realia / Picture
A: How often do we have Math?
B: We have Math five times a week. 
Form:
How often+ do/does + S + have +Subj. ?
S + have / has + Subj. + . times a week
‚Meaning: .thöôøng khi..theá naøo? 
 1tuaàn/ thaùng / naêm 1laàn/2 laàn 
ƒUse: Hoi & traû lôøi veà möùc ñoä laøm moät vieäc gi ñoù(bao nhieâu laàn...) 
* Drill: Word Cues
Literature / four times a week
English / three times a week
Physic / twice a week
Chemistry/ once a week
II/ Listen & Read:
* Pre teach vocabulary:
-a report card: phieáu ñieåm (rea/vis)
-a semester : hoïc kyø (exam/exp)
-Spanish(a): tieáng Taây Ban Nha (trans)
-(to) be proud of: töï haøo (situa) 
-(to) improve : caûi thieän (exp/trans)
-(to) believe : tin töôûng (exam/anto) 
-(to) try one’s best: coá gaéng heát söùc (situa/trans)
* Checking: Rub out & Remember
* Scene setting: 
Tim and his mother are talking about his report card.
ΠTrue/False Statements 
Tim was out when his mother called him.
Tim’s mother met his teacher at school.
Tim’s report is poor.
Tim’s mother wants him to improve one thing.
Tim needs to improve his Spanish grammar.
Tim promised to try his best inlearning Spanish.
KEY:
a) false b) true c) false d) true e) false f) true
 Answer the questions
Who is Miss Jackson?
What did Miss Jackson give Tim’s mother?
How did Tim study this semester?
What did Miss Jackson say Tim should do?
What did Tim’s mother give him at the end of the conversation?
KEY:
Miss Jackson is Tim’s teacher.
Miss Jackson gave Tim’s mother his report card.
Tim studied very well / worked hard this semester.
Miss Jackson said Tim should work harder on his Spanish pronunciation.
She gave him a dictionary (Miss Jackson’s
 dictionary) 
Ž Role-Play
Practice the dialogue with a partner.
GRAMMAR ITEMS:
#Model Sentence:
Miss Jackson said you should work harder on your Spanish pronunciation.
#Concept check:
Form:
S1+ said + S2 + should/shouldn’t + inf. 
‚Meaning: thuaät laïi / khuyeân ngöôøi naøo ñoù laøm gì..
ƒUse: to report , to advise
&HOMEWORK:
-Learn by heart vocabulary & answer the questions page 47.
-Do Exercise 1page 32, 33 in WB E8. 
-Prepare new lesson SPEAK page 47 & 48.
Ask Ss to close the books & gives instructions.
Divide Ss into 2 groups.
Ask Ss to guess with the topic 
Give the situation & models the questions and the answers.
Write the models sentences on the board.
Check Ss’ understanding.
Ask Ss to sum up the grammar rule. 
Ask Ss to practice asking & answering about their lesson schedule with using the expressions in the box.
Elicits the words & follows the steps for presenting vocabulary.
Show poster on the board & gives instructions.
Run through the statements.
Ask Ss to guess the True or False statements
Divide Ss into groups
Play the tape and ask Ss to listen and check their prediction
Monitor & check
Get feedback & praise Ss.
Show poster & gives instructions.
Run through the questions.
Ask Ss to red the text and answer the questions 
Monitor & keep Ss on the task.
Give feedback & valuate Ss.
Ask Ss to practice the dialogue with a partner.
Give instructions & indirect correction
Elicit new language item from Ss
Give more explanation
Check Ss’ understanding 
Give comments on the period.
Give homework.
Group work
Think & guess.
Look at, listen & repeat chorally then individually.
Cop y down their notebooks.
Answer by speaking or writing on the board.
Pair work
Ask & answer
Listen to the T & follow the instructions.
Look at the poster & listen to the instructions.
Listen & give the meanings.
Do the task & compare with friends.
Give the answers.
Listen and check their prediction
Look at the questions & listen
Read the dialogue to find the correct answers.
Do the task individually.
Compare with their partners.
Give the answers.
Practise speaking.
 + Individual
 + Open pair
 + Close pair
Listen and concentrate on new language item
Listen.
Take notes.
Note!
PERIOD : 28	UNIT	 5 : STUDY HABITS	 
WEEK : 10	LESSON 2: SPEAK 
OBJECTIVES : By the end of the lesson, the Ss will be able to ask & answer about their timetable of different subjects in a week. 
LANGUAGE CONTENTS:
+VOCABULARY: words of subjects in school
+ GRAMMAR : Reported Speech
	TECHNIQUES : Pelmanism, Matching, Interview
TEACHING AIDS : textbook, posters, pictures, handouts, workbook 
PROCEDURES :
¸
CONTENTS
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
5’
20’
13’
2’
* Warm-up: Pelmanism 
infinitive & past tense
do
did
needed
spend
learn
said
spent
help
say
helped
learnt
need
I/ Pre-Speaking: 
* Scene setting:
Hoa is asking about Nga’s studies.
* Matching
 QUESTIONS
When do you do your homework?
Who helps you do homework?
How much time do you spend on Math?
Which subject do you need to improve?
What do you do to improve your English?
 ANSWERS
late at night
do grammar exercises
English writing
my brothers / sisters
more / less than an hour
KEY:
1-a, 2-d, 3-e, 4-c, 5-b 
II/ While-Speaking: 
* Interview
NAME
When
Who
How much time
Which subject
What
1.
2.
3.
4.
5.
III/ Post-Speaking: 
* Reported speech
 Form:
a) + said that his / her brother / sister /friend + V-ed/V2 + him / her 
b) + told me that + he/ she + 
‚ Meaning: Ngöôøi naøo ñoù ñaõ baûo / ñaõ noùi ..
ƒ Use: 
to report someone’s saying
&HOMEWORK:
-Memorize how to use reported speech & write about your study habits to speak out. 
-Do Exercises 6, 7 page 35, 36 in WB E8
-Prepare new lesson LISTEN page 48
Ask Ss to close the books & give instructions.
Stick 12 cards on the board. Each card has one number from 1 to 12.
Divide Ss into 2 groups.
Ask Ss in each group to open once 2 cards.
Give Ss good marks
Show poster on the board & gives instructions.
Run through the questions & answers 
Ask Ss to match the questions with their suitable answers.
Monitor & check.
Get feedback & praise Ss. 
Stick the poster on the board & give instructions.
Give each S a handout of the chart.
Ask Ss to take turn to interview partners in their group using the cues given on page 48 to ask & answer.
Ask Ss to report the information they have got from the interview.
Give Ss time to write sentences.
Ask Ss to read aloud their reports before class.
Give instructions & indirect correction
Give comments on the period.
Give homework.
The whole class.
Group work.
Play game
Look at the poster & listen to the instructions.
Do the task & compare with friends.
Give the answers.
Look at & listen.
Group work
Ask & answer.
Ask & answer to get their information from their partners 
Report them to all their classmates.
Listen.
Take notes.
PERIOD : 29 	UNIT	 5: 	STUDY HABIT	 
WEEK : 10 	LESSON 3: 	LISTEN 
OBJECTIVES : By the end of the lesson, the Ss will be able to practice listening comprehension about personal information & studying result of their friends
	LANGUAGE CONTENTS:
+ VOCABULARY : attendance, participation, cooperation, satisfactory
+ GRAMMAR : Structure used to write a report card
	TECHNIQUES : Jumbled Word, Open prediction, Listen & Check, Write it up
TEACHING AIDS : textbook, posters, tape, realia, handouts 
PROCEDURES :
¸
CONTENTS
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
4’
5’
5’
19’
10’
2’
* Warm-up: Jumbled words
sebjuct= subject
reptens= present
ebsant= absent
laif= fail
rifa= fair
* Set the scene of the title:
REPORT CARD
I/ Pre- teach vocabulary:
-attendance (n) (anto/trans)
-participation (n) (syno/exam) 
-cooperation (n) (exam/trans)
-satisfactory (a) =/= unsatisfactory (trans)
* Checking: Rub out & Remember
II/ Pre-Listening: 
* Set the scene: Miss Blake and Mrs. Chen are 
talking about Sarah’s studying.
* Open Prediction
First Term English
 Sarah’s 
 Report card
Listening Speaking Reading Writing
Eliciting Questions
Has Sarah worked hard?
Which class is she in?
Which subject does she need to improve?
Is Mrs.Chen pleasant with Sarah’s report card?
III/ While-Listening: 
* Listen & Check
KEY:
87 days
5 days
participation: S
listening: C
speaking: A
reading: A
writing: B
IV/ Post-Listening: 
* Write- it- up
Practise writing a report card for themselves
&HOMEWORK:
-Learn by heart vocabulary.
-Do Exercise 8 page 37 in WB E8. 
-Prepare new lesson READ page 49 & 50.
Ask Ss to close the books & gives instructions
Divide Ss into 2n groups
Ask Ss to arrange the words into correct order 
Elicit the words & follow the steps for presenting vocabulary.
Ask Ss to guess what Miss Blake and Mrs. Chen are talking about.
Elicit with the questions & give Ss the time for guessing.
Monitor & check
Get feedback & praise Ss.
Show poster & gives instructions.
Run through the words & phrases on report card
Read the dialogue 3 times or more.
Monitor & keep Ss on the task.
Give feedback & valuate Ss.
Give instructions & indirect correction
Give comments on the period.
Give homework.
Group work
Rearrange
Listen to the T & follow the instructions.
The whole class.
Think & guess.
Compare with their partners.
Individual / Group work.
Give the answers.
Look at the poster & listen
Listen & give the meanings
Listen to the dialogues & check the answers.
Do the task & compare with their partners.
Give the answers.
Practice writing a report card for themselves, using their practical report cards in October 
Listen.
Take notes.
Note!
PERIOD : 30 	UNIT	 5 : 	STUDY HABIT	 
WEEK : 10	LESSON 4 : READ 
OBJECTIVE 	: By the end of the lesson, the Ss will be able to talk about the best way to learn vocabulary 
LANGUAGE CONTENTS :
+ VOCABULARY : (to) stick, (to) underline, (to0 highlight, (to) revise, necessary(a)
 	+ GRAMMAR : The ways to learn new English words
TECHNIQUES : True/ False Statements Prediction, Comprehension questions, Discussion
TEACHING AIDS : textbook, posters, cards, task sheets, workbook 
PROCEDURES :
¸
CONTENTS
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
4’
8’
5’
15’
11’
2’
* Warm-up: Odd one out
Topic: Studying English
read, listen, revise, write, like, practise, cook, visit, ride, speak, remember, learn by heart
KEY:
cook, like, ride, visit
* Set the scene of the title: HOW SHOULD YOU LEARN WORDS?
I/ Pre- teach vocabulary:
-(to) stick : daùn (mime)
-(to) underline : gaïch döôùi (mime/rea)
-(to) highlight : laøm noåi baät (mime/rea) 
-(to) revise- revision(n): oân taäp (exam/trans)
-necessary (a) : caàn thieát (trans)
-important (a) : quan troïng (trans) 
*Checking: What & Where 
II/ Pre-Reading:
* Scene setting: 
New words: a university, hardworking, experiment, semester, mother tongue
* True / False Statement Prediction 
All language learners write the meaning of new words in their mother tongue.
Some learners write examples of words they want to learn.
Every learner tries to learn all new words they come across.
Many learners only learn new words that are important.
III/ While-Reading: 
* Check True / False Statement 
KEY:
a) F , b) T , c) F , d) T
* Answer the questions
Do learners learn words in the same way?
Why do some learners write example sentences with new words?
What do some learners do in order to remember words better?
Why don’t some learners learn all the new words they come across?
What is necessary in learning words?
 IV/ Post-Reading: 
* Discussion
a) How should you learn words?
b) Which ways do you like best? Why?
Suggested KEY:
I think we should
read the words aloud many times
underline or highlight the important words
make a list with the meanings of new words in 
mother tongue
write each word with its use on a small piece of paper & stick it on 
divide number of words to learn
learn all words the first day & revise them the next day
write an example sentence with each new word 
&HOMEWORK:
-Learn by heart vocabulary 
- Write your best ways of learning new words.
-Do Exercises 4 , 5 page 34, 35 in WB E8
-Prepare new lesson WRITE page 50, 51.
Ask Ss to close the books & give instructions.
Ask Ss to find out the words which don’t belong to the topic.
Divide Ss into groups.
Feedback & praise Ss.
Give Ss some new words & ask them to try to remember
Ex:
a school, hard-working, experiment, mother tongue, university, semester
Elicit the words & follow the steps for presenting vocabulary.
Show poster on the board & gives instructions.
Run through the statements.
Ask Ss to guess True or False statements. 
Give Ss the time for guessing 
Monitor & check.
Ask Ss to read the text & check their prediction 
Get feedback & praise Ss.
Show poster on the board & gives instructions.
Ask Ss to read the text & answer the questions.
Run through the questions.
Monitor & check.
Get feedback & praise Ss.
Ask Ss to ask & answer each other.
Give instructions & indirect correction.
Give comments on the period.
Give homework.
Group work.
Listen 
Write the odd ones on the board
Ask “How should I learn words?”
Listen to the T & follow the instructions.
Look at the poster & listen to the instructions.
Listen & give their meanings.
Do the task & compare with friends.
Give the answers.
Ask Ss to read the text & check their prediction 
Open books.
Look at the poster & listen to the instructions.
Read silently & find the answers.
Compare with their friends.
Translate into Vietnamese.
Give the answers.
Practise.
 + Individual
 + Group work
 + Open pair
 + Close pair
Listen.
Take notes.
Note!
	If the students are weak, the teacher can use Re-write in Post-reading. He/She can ask ss to write the ways of learning new words they have just in the text
PERIOD : 31	UNIT	 5: 	STUDY HABIT	 
WEEK : 11 	LESSON 5: W RITE 	 	 
OBJECTIVES : By the end of the lesson, the Ss will be able to write a letter to their pen pal telling about their study and a festival
LANGUAGE CONTENTS: 
+ VOCABULARY: Lunar New Year Festival , Mid- Autumn Festival (to) celebrate , regards
+ GRAMMAR : 
TECHNIQUES :
TEACHING AIDS : textbook, posters, cards, realia, papers 
PROCEDURES :
¸
CONTENTS
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
* Warm-up: Matching
 A B
semester a) böu thieáp
grade b) keáùt quaû
result c) hoïc kyø
spend d) haïng, baäc 
postcard e) duøng, söû duïng
* Set the scene of the title: Relia
I/ Pre- teach vocabulary:
-Lunar New Year Festival(n): Teát Nguyeân Ñaùn (visual)
-Mid-Autumn Festival(n): Teát Trung Thu (visual) 
-(to) celebrate : toå chöùc aên möøng (vis/trans)
-regards (n) : kính thö (exam/trans)
* Checking: Rub out & Remember
II/ Pre-Writing:
 *Scene setting:
Hoa wrote Tim a letter about her first semester report.
* Ordering & Matching
KEY:
B Heading
D Opening
A Body of the letter
C Closing 
* Answer the questions
When did Hoa receive her first semester report?
What subject did she get good grades?
What subject did her teacher ask her to improve?
What festival is that in Vietnam?
Where is Hoa going to celebrate the festival?
What will she send Tim?
III/ While-Writing: 
* Write a letter using the information given
Use the information in the box in Task 2 page 51.
Suggested KEY:
Lan’s address
Date 
Dear Donna,
Thanks for your letter. I’m pleased to hear you had a happy Mother’s Day. I received my second semester report last month. I got good grades for Geography, Physics and Math, but my English and History results were poor. My teacher told me to improve English and History. I think I’ll have to study harder next school year. 
In a few weeks we’re going to celebrate the Mid-Autumn Festival. That’s a moon festival in Autumn (or Fall) in Vietnam. I’m going to Ha Long Bay with my aunt and uncle by bus this afternoon and I’m going to stay there with them until after the festival. I’ll send you a postcard from there. 
Write soon and tell me all your news.
Best,
Lan 
IV/ Post-Writing: 
* Sharing & Comparing
&HOMEWORK:
-Learn by heart vocabulary & write a letter to a friend of yours to tell him / her about your study.
-Do Exercise 9 pages 37 in WB E8.
-Prepare new lesson LANGUAGE FOCUS page 52, 53.
Ask Ss to close the books & give instructions.
Ask Ss to match the words in A with the words or phrases in B 
Get feedback & praise Ss. 
Elicit the words & follow the steps for presenting vocabulary.
Stick the poster on the board & gives instructions. 
Run through the sections.
Ask Ss to rearrange the sections in order. Then match with the letter 
Monitor & keep Ss on the task.
Get feedback & valuates Ss. 
Stick the poster on the Bb & gives instructions.
Run through the letter
Ask Ss to read the letter silently then answer the questions.
Monitor & keep Ss on the task.
Get feedback & praise Ss.
Ask Ss to read the information in the box Task 2.
Ask Ss to underline the phrases in Hoa’s letter which can be placed by the information in the box.
Get Ss to start to write a letter to Lan’s pen pal -Donna in San Francisco using the information in the box.
Ask Ss to swap the letter with a partner.
Give instructions & indirect correction Ss’ mistakes
Give the suggested key
Give comments on the period.
Give homework.
Group work.
Give the answers.
Listen to the T & follow the instructions.
Look at the poster & listen to the instructions.
Do the task & compare with friends.
Give the answers.
The whole class.
Look at & listen.
Listen & give the meanings.
Do the task & compare with their partners.
Give the answers
Read & underline the phrases which can be placed.
Write from the information in the box Task 2.
Share & compare with their partner in pairs.
Help to correct the mistakes if any.
Give the answers on the board.
Listen.
Take notes.
Note!
PERIOD : 32	UNIT	 5 :	 STUDY HABITS
WEEK : 11	LESSON 6 : LANGUAGE FOCUS 
OBJECTIVES : By the end of the lesson, the Ss will be able to
	- revise how to use Adverb of Manner and Modal verb “should”
	- get further practice on reporting commands, requests and advice.
	LANGUAGE CONTENTS:
+ VOCABULARY:
+ GRAMMAR : Adverb of Manner, Modal verb “should”, Reported Speech with commands, requests and advice
	TECHNIQUES : Odd one out, Deliberate Mistakes, Noughts and Crosses
	TEACHING AIDS : textbook, posters, pictures, workbook 
PROCEDURES :
¸
CONTENTS
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
3’
8’
10’
20’
2’
* Warm-up: Odd one out
underline the words which are not adverbs
well
softly
quick
good
bad
fast
excellent
badly
hard
nice
I/ Adverb of manner
* Form: 
S + V + Adverb of manner
* Use: to show the way how someone do something
* Complete the dialogues using the adverbs of manner above
KEY:
b) (1) hard 
c ) (2) fast 
d) (3) badly 
e)(4) softly 
II/ Modal: “should”
* Scene setting: (picture of Mr. Hao’s house) What should Mr. Hao do?
* Form 
 S + should + 
* Use: to advise someone to do something
* Deliberate mistakes (picture page 52)
Listen & Give responses
KEY:
TEACHER
CLASS
Mr. Hao should repair the roof. 
Yes. I think so.
Mr. Hao should mend the window.
No. He should mend the door. 
Mr. Hao should replant the grass.
No. He should replant the trees.
Mr. Hao should paint the house.
Yes. I think so.
Mr. Hao should cut the trees.
No. He should cut the grass.
III/ Commands, Requests, Advice in Reported speech: 
* Scene setting:
Tim’s mother reports to Tim what Miss Jackson said to her.
a) Commands & Requests:
+ Miss Jackson said:
“Can you give Tim this dictionary?”
“Please give Tim this dictionary.”
+ Tim’s mother reported it to Tim:
Miss Jackson asked me to give you this dictionary.
Miss Jackson told me to give you this dictionary.
* Form : 
S + asked/ told + O + (not) + to-infinitive.
* Use : to report someone’s commands and requests
b) Advice:
+ Miss Jackson said:
“Tim should work harder on his Spanish pronunciation”
+ Tim’s mother reported it to Tim:
Miss Jackson said you should work harder on your Spanish pronunciation
* Form :
S1+ said + S2 + should/shouldn’t + inf. 
* Use : to reported someone’s advice
* Noughts & Crosses
KEY:
Miss Jackson told me to wait for her outside her office
Miss Jackson told me to give you your report card for this semester.
Miss Jackson asked me to help you with your Spanish pronunciation.
Miss Jackson asked me to meet her next week
Miss Jackson said you should spend more time on Spanish pronunciation.
Miss Jackson said you should practice speaking Spanish everyday.
Miss Jackson said you should listen to Spanish conversations on TV.
Miss Jackson said you should practice reading aloud passages in Spanish.
Miss Jackson said you should use this dictionary to find out how to pronounce Spanish words
&HOMEWORK:
-Learn by heart how to change reported speech.
-Redo Exercises 2, 3 p.33 & 6, 7 p. 35, 36 in WB E8.
-Prepare new lesson Unit 6 page 54, 55.
Ask Ss to close the books & give instructions.
Divide Ss into groups
Ask Ss to underline / write down the words which are not adverbs.
Get feedback & praise Ss.
Ask Ss to complete the dialogues using the Adverbs in the box 
Ask Ss to practice the dialogues 1 page 52 in pairs.
Show picture page 52 & model the questions & answers.
Ask Ss to do exercise 2 with listening to what the T says & give responses.
Stick the poster on the Bb & give instructions.
Ask Ss to observe carefully the kinds of the sentences in Miss Jackson’s column & the verbs used in the reported sentences in Tim’s mother’s column (exercise 3 & 4 page 53). 
Ask ss to change the sentences into Reported Speech 
Divide Ss into 2 teams & organize the game Noughts