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Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 4. Review 1

Giáo án Language

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use verbs of liking and disliking (enjoy, fancy, dislike + V-ing; like, love, hate, prefer + V-ing or to-infinitive; be keen on / fond of / crazy about + V-ing) correctly.
    • Form and use comparative forms of adverbs (faster, more carefully, better, worse) with than.
    • Distinguish simple sentences from compound sentences joined by and, but, or, so, and use however correctly.
    • Use the vocabulary of leisure time, life in the countryside and teenagers from Units 1 to 3.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review the grammar points on their own by checking the unit examples before completing the exercises and self-correcting their answers.
  • Communication and collaboration: Ss work in pairs and groups to ask and answer about hobbies, check answers and give feedback to each other.
  • Problem-solving and creativity: Ss choose the correct form by recalling the meaning first, and create two connected sentences about their own leisure time.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and answer questions about hobbies, speak about their own leisure activities, read the example sentences and write two connected sentences about leisure time.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the correct -ing form after verbs of liking, the correct comparative form of adverbs, and the correct linking words (and, but, or, so, however) in context.

3. Personal qualities

  • Diligence: Ss complete all exercises in the lesson and finish the writing task on time.
  • Responsibility: Ss check their own answers against the key and correct their mistakes without being reminded.
  • Kindness: Ss give constructive and encouraging feedback to their partners during peer checking.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with the review slides (grammar examples, exercises and answer key)
  • Lesson link on NeoEdu for students to review and practise: neoedu.vn/learn/8/english/review-1-language
  • Phiếu học tập số 1 and Phiếu học tập số 2 (printed for each pair)
  • Small pieces of paper or cards for the warm-up mime game

2. Students

  • English 8 textbook (Units 1–3)
  • Notebook, pen and pencil
  • Phiếu học tập (worksheets) provided by the teacher

III. Procedures

Activity 1: Warm-up · 5 minutes

Guess the Hobby

a) Aims

Ss recall the vocabulary of hobbies and activate the verbs of liking and disliking from Units 1–3.

b) Content

T mimes four activities on the cards (drawing, knitting, reading, playing chess). Ss guess the activity and say whether T enjoys it or not. Then T asks Ss: 'What do you enjoy doing in your free time?'

c) Expected outcomes

Ss name the four activities correctly and produce at least one sentence with a verb of liking, for example: 'You are drawing. I enjoy drawing.' or 'I am keen on playing chess.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the first card and says: 'Guess what I am doing. Then tell me if I enjoy it.' T mimes the activity.

    Students

    Ss look at T and listen carefully to the instruction.

  2. Teacher

    Step 2: Task performance

    T mimes the remaining three activities one by one and monitors Ss' guesses.

    Students

    Ss guess the activity aloud, e.g. 'You are knitting.' 'You are reading.' They respond with a verb of liking, e.g. 'You enjoy reading.'

  3. Teacher

    Step 3: Report and discussion

    T asks two or three Ss: 'What do you enjoy doing in your free time?' and writes their sentences on the board.

    Students

    Ss answer, e.g. 'I enjoy making paper birds.' 'I am fond of listening to music.' 'I hate doing homework.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Good! Today we will review the grammar from Units 1 to 3.' T writes the lesson title on the board.

    Students

    Ss listen and write the title in their notebooks.

Activity 2.1: Knowledge formation · 7 minutes

Verbs of Liking and Disliking

a) Aims

Ss review the structures of verbs of liking and disliking and explain when to use V-ing or to-infinitive.

b) Content

T shows the examples on the slide:

  • Mai enjoys making paper birds. She likes to read before bed.
    T asks: 'Which verbs are followed only by V-ing?' Then Ss work in pairs to ask and answer: 'What do you enjoy doing?' and 'Are you keen on / fond of / crazy about any hobbies?'
    Key points:
  • enjoy, fancy, dislike + V-ing
  • like, love, hate, prefer + V-ing or to-infinitive; use V-ing for general likes
  • be keen on / fond of / crazy about + V-ing
  • after on / of / about, use a gerund
  • Do NOT say 'enjoy to make'.

c) Expected outcomes

Ss state the rule: enjoy, fancy and dislike are followed by V-ing; like, love, hate and prefer can take V-ing or to-infinitive, but V-ing is preferred for general hobbies. Ss write one correct sentence in their notebooks, e.g. 'I enjoy cooking' and 'I am keen on reading.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the slide and asks: 'Look at the two sentences. What do you notice about the verbs after enjoy and like?'

    Students

    Ss look at the examples and think about the form of the verb after each verb.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs: one asks 'What do you enjoy doing?' and the partner answers. Then they switch roles. T monitors and corrects errors such as 'enjoy to make'.

    Students

    Ss ask and answer in pairs, e.g. 'What do you enjoy doing?' - 'I enjoy playing badminton.' 'Are you fond of music?' - 'Yes, I am fond of listening to music.'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to share one sentence with the class and asks: 'Why do we say enjoy doing, not enjoy to do?'

    Students

    Ss report their sentences. Expected answer: 'Because enjoy is followed by V-ing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules on the slide and emphasises that enjoy, fancy, dislike take V-ing only and that after on / of / about we always use V-ing.

    Students

    Ss copy the key rules into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Comparative Forms of Adverbs

a) Aims

Ss form comparative adverbs correctly and use them in sentences with than.

b) Content

T shows the examples on the slide:

  • The new machine works faster than the old one.
  • Lan drives more carefully than her brother.
    Key points:
  • Short adverbs (fast, hard): add -er, e.g. faster, harder
  • Adverbs of more than one syllable: use more, e.g. more carefully, more slowly
  • Irregular: well - better, badly - worse
  • Comparisons use than
  • Do NOT say 'more faster'.
    T asks Ss to change: fast, hard, carefully, slowly, well, badly into comparative forms.

c) Expected outcomes

Ss produce the comparative forms: faster, harder, more carefully, more slowly, better, worse. Ss write one correct sentence, e.g. 'Lan works more carefully than her brother.' or 'He runs faster than me.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the two example sentences and asks: 'How do we make the comparative of fast? Of carefully?'

    Students

    Ss observe the examples and think about the rule for short and long adverbs.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to change the six adverbs into comparative forms and make one sentence with each of two adverbs. T walks around and checks for errors such as 'more faster'.

    Students

    Ss work in pairs and write their answers, e.g. 'hard - harder', 'well - better', 'badly - worse'.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their sentences aloud and asks the class to correct any mistakes.

    Students

    Ss read their sentences, e.g. 'The new machine works faster than the old one.' Classmates say whether it is correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules: add -er to short adverbs, use more with long adverbs, use better and worse for irregular forms, and always use than.

    Students

    Ss note the irregular forms and the rule for than in their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Simple and Compound Sentences

a) Aims

Ss identify simple and compound sentences and use and, but, or, so, however to connect two independent clauses.

b) Content

T shows the example on the slide: Lan felt nervous, but she asked her teacher for help.
Key points:

  • A simple sentence has one independent clause.
  • A compound sentence joins two independent clauses with and, but, or, so.
  • However is a conjunctive adverb; use it after a full stop or semicolon and before a comma.
  • Each independent clause needs its own subject and verb.
    T asks Ss to decide whether the sentence 'I was tired, so I went to bed early.' is simple or compound and why.

c) Expected outcomes

Ss identify that 'Lan felt nervous, but she asked her teacher for help.' is a compound sentence because it has two independent clauses joined by but. Ss write one compound sentence using so, e.g. 'It was raining, so we stayed at home.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the example sentence on the board and asks: 'How many subjects and verbs are there? Is it simple or compound?'

    Students

    Ss count the subjects and verbs and think about the answer.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to decide if each sentence is simple or compound and to complete one sentence with a suitable linking word.

    Students

    Ss discuss in pairs. Expected answers: 'Lan felt nervous, but she asked her teacher for help.' is compound (but); 'Mai likes music, but her brother prefers chess.' is compound (but).

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to share their answers and explain why. T checks the use of however with a semicolon.

    Students

    Ss report, e.g. 'It is compound because there are two independent clauses with two subjects and two verbs.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the four linking words and the conjunctive adverb however, and reminds Ss that each clause needs a subject and a verb.

    Students

    Ss write the key points in their notebooks.

Activity 3.1: Practice · 8 minutes

Grammar Exercises

a) Aims

Ss apply the verb forms, comparative adverbs and linking words in context.

b) Content

Ss complete Phiếu học tập số 1 individually for three minutes, then check in pairs. Exercises: 1 (draw), 2 (knit), 4 (fast), 5 (carefully), 7 (so), 8 (but). Ss must recall the meaning of the sentence before choosing the form.

c) Expected outcomes

Answer key for Phiếu học tập số 1:

  1. drawing
  2. knitting
  3. faster
  4. more carefully
  5. so
  6. but

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Phiếu học tập số 1 and says: 'Read each sentence carefully. Recall the meaning first, then choose the correct form.'

    Students

    Ss read the instructions and the sentences.

  2. Teacher

    Step 2: Task performance

    T gives Ss three minutes to complete the exercises individually, then asks them to compare with a partner. T monitors and helps weaker Ss.

    Students

    Ss write their answers and check with a partner, e.g. 'Nam enjoys drawing after school.' 'My sister is fond of knitting.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read answers aloud and asks: 'Why is it faster and not more faster?' and 'Why do we use so here?'

    Students

    Ss give answers, e.g. 'Faster is the comparative of fast, a short adverb.' 'So shows the result: I was tired, so I went to bed early.'

  4. Teacher

    Step 4: Conclusion and assessment

    T displays the answer key on the board and corrects any mistakes, emphasising the meaning-based choice of form.

    Students

    Ss check their answers and correct any mistakes in their worksheets.

Activity 3.2: Practice · 5 minutes

Vocabulary Review

a) Aims

Ss review the vocabulary of leisure time, life in the countryside and teenagers.

b) Content

Ss complete Phiếu học tập số 2 by connecting each word with its meaning. Items: leisure, be keen on, be fond of, harvest, herd, paddy field, pressure, bully, forum. Ss check the meanings through the unit examples.

c) Expected outcomes

Answer key for Phiếu học tập số 2:

  • leisure - thời gian rảnh
  • be keen on - say mê
  • be fond of - yêu thích
  • harvest - mùa thu hoạch
  • herd - chăn dắt (đàn gia súc)
  • paddy field - cánh đồng lúa
  • pressure - áp lực
  • bully - bắt nạt
  • forum - diễn đàn

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Phiếu học tập số 2 and asks Ss to look back at the unit examples to check the meanings.

    Students

    Ss read the words and look back at Units 1–3.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to connect the words with the meanings, then asks them to check in pairs.

    Students

    Ss match the words with the meanings and discuss any unclear words with their partner.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to read the words and meanings aloud and gives feedback on pronunciation and meaning.

    Students

    Ss read the pairs aloud, e.g. 'pressure - áp lực', 'bully - bắt nạt'.

  4. Teacher

    Step 4: Conclusion and assessment

    T reminds Ss that be keen on and be fond of are followed by V-ing, and that vocabulary is best learned in context.

    Students

    Ss record the new words in their vocabulary notebooks.

Activity 4: Application · 7 minutes

Write Two Connected Sentences

a) Aims

Ss use the reviewed grammar structures to write two connected sentences about leisure time.

b) Content

T asks each S to write two connected sentences about leisure time, using at least one verb of liking or disliking and one linking word (and, but, so, however). Then Ss swap their writing with a partner and check using the rubric. Rubric: 10 points: two meaningful connected sentences about leisure time 3; correct use of verbs of liking and disliking 5; clear spelling and punctuation 2.

c) Expected outcomes

Each S writes two connected sentences, e.g. 'I enjoy playing badminton with my friends. However, I am not good at it, so I practise every weekend.' Partners give a score out of 10 with a short comment.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task on the board and shows the rubric. T says: 'Write two connected sentences about your leisure time. Use a verb of liking and a linking word.'

    Students

    Ss read the task and the rubric and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T gives Ss three minutes to write individually, then two minutes for peer checking with the rubric. T walks around and gives support.

    Students

    Ss write their sentences and swap with a partner to check, e.g. 'Mai enjoys making paper birds. She likes to read before bed.'

  3. Teacher

    Step 3: Report and discussion

    T invites three Ss to read their sentences aloud and asks the class to evaluate them using the rubric.

    Students

    Ss read their sentences and classmates give feedback, e.g. 'Your sentence is correct because enjoy is followed by V-ing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good examples, corrects common mistakes such as 'enjoy to make', and reminds Ss to recall the meaning before choosing a form.

    Students

    Ss revise their sentences and keep them in their notebooks.

Worksheets

Phiếu học tập số 1

Grammar practice (use in the Grammar Exercises activity)

Complete each sentence with the correct form of the word in brackets.

    1. Nam enjoys ______ (draw) after school.
    1. My sister is fond of ______ (knit).
    1. This machine works ______ (fast) than that one.
    1. Lan writes ______ (carefully) than before.
    1. I was tired, ______ (result) I went to bed early.
    1. Mai likes music, ______ (contrast) her brother prefers chess.

Answer key:

    1. drawing
    1. knitting
    1. faster
    1. more carefully
    1. so
    1. but

Phiếu học tập số 2

Vocabulary review (use in the Vocabulary Review activity)

Connect each word with its meaning.

    1. leisure
    1. be keen on
    1. be fond of
    1. harvest
    1. herd
    1. paddy field
    1. pressure
    1. bully
    1. forum

Meanings (shuffled):

  • a. áp lực
  • b. bắt nạt
  • c. diễn đàn
  • d. mùa thu hoạch
  • e. chăn dắt
  • f. cánh đồng lúa
  • g. thời gian rảnh
  • h. say mê
  • i. yêu thích

Answer key: 1-g, 2-h, 3-i, 4-d, 5-e, 6-f, 7-a, 8-b, 9-c

Homework

  • Write two more connected sentences about your weekend, using at least two verbs of liking or disliking (enjoy, be keen on, be fond of, prefer, etc.) and one linking word (and, but, or, so, however).
  • Revise the comparative forms of adverbs: faster, harder, more carefully, more slowly, better, worse. Write one sentence for each form using than.
  • Practise the review exercises on the NeoEdu lesson page at neoedu.vn/learn/8/english/review-1-language and note any mistakes to discuss in the next lesson.

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