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

Giáo án Skills

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • identify the main idea and supporting evidence in a review passage about a school open day
    • distinguish facts from the passage from their own opinions
    • catch specific information (day, room, time, things to bring) from a listening notice
    • summarise a text orally and write a short response that includes a clear idea, evidence and an appropriate limit

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on reading and listening tasks alone first, check their own answers against the evidence in the text and revise their notes before sharing.
  • Communication and collaboration: Ss work in pairs to retell the passage and the notice, give and receive feedback, and report their group's ideas clearly to the class.
  • Problem-solving and creativity: Ss decide which evidence supports a claim, suggest realistic improvements for the next open day and state a reasonable limit of their own ideas.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for gist and evidence, catch specific details in a notice, give a one-minute spoken summary and write an 80–100-word response in a new context.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary of the passage (open day, recycled decorations, rural-life, support team, noisy advertisement, improvements) and time expressions (at 2:30, on Wednesday, in room twelve) accurately in speaking and writing.

3. Personal qualities

  • Responsibility: Ss complete the 80–100-word response on time and check that every fact comes from the passage or the notice.
  • Honesty: Ss clearly separate facts from the passage from their own opinions and do not invent details that are not in the texts.
  • Kindness: Ss give constructive, polite feedback to their partners when they comment on each other's summaries.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with the passage and the lesson slides
  • Audio recording of the review notice (Exercises 5–8)
  • Worksheet 1 (printed copies or on screen)
  • Timer and marker
  • NeoEdu lesson page: neoedu.vn/learn/8/english/review-1-skills (lecture, examples and interactive exercises)

2. Students

  • English 8 textbook (Review 1, Skills)
  • Notebook, pen, pencil
  • Highlighters in two colours (one for facts, one for opinions)
  • Device with NeoEdu access (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: What makes a school event successful?

a) Aims

Ss activate prior knowledge about school events and prepare to read and listen for ideas about an open day.

b) Content

Ss work in pairs and think of two or three things that make a school event successful, for example a clear sign, a friendly explanation, a quiet place to talk or decorations. T writes the title of the lesson on the board: 'Skills: Integrating reading, listening, speaking and writing'.

c) Expected outcomes

A list of 3–5 ideas on the board, for example: 'clear signs', 'friendly explanations', 'a chance to ask questions', 'quiet corners', 'not too much noise'. These ideas link to the passage that Ss will read next.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Imagine your school is holding an open day. What makes a visitor happy and interested?' T asks Ss to discuss in pairs for one minute.

    Students

    Ss listen to the question and think about their own experiences of school events.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and helps with vocabulary if needed (e.g. 'advertisement (quảng cáo)', 'explanation (lời giải thích)').

    Students

    Pairs discuss and write down two or three ideas in their notebooks. Possible answers: 'Students should explain the activities clearly.' 'Visitors like to ask questions.' 'A noisy event is not always good.'

  3. Teacher

    Step 3: Report and discussion

    T asks several pairs to share their ideas and writes the key words on the board. T asks: 'Which idea do you think is the most important? Why?'

    Students

    Some pairs answer, for example: 'A friendly explanation is important because visitors learn something.' Others add: 'Clear signs help people find the activities.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we will read a passage about three clubs at an open day, and we will see which ideas the clubs used.' T writes the lesson objectives on the board.

    Students

    Ss copy the objectives into their notebooks and get ready for the reading task.

Activity 2.1: Knowledge formation · 15 minutes

Reading for gist and supporting evidence

a) Aims

Ss identify the main idea of the passage and find the sentences that support it, and separate facts from opinions.

b) Content

Ss read the passage 'Three clubs worked together for a school open day' once for gist and then a second time to find evidence. Guiding questions: (1) What is the main idea of the passage? (2) Which sentences show that the clubs did not compete? (3) Which sentence shows what visitors liked most? (4) Which sentences are facts, and which would be opinions if written by a student? Ss complete Worksheet 1: Facts or Opinions?

c) Expected outcomes

Main idea: The three clubs worked together at a school open day and focused on helping visitors learn, not on competing for the biggest crowd.
Evidence: 'They did not compete for the largest crowd.' / 'Most visitors liked having a chance to ask questions.' / 'A clear sign and a friendly explanation were more useful than a noisy advertisement.'
Facts from the passage: the craft club prepared recycled decorations; the rural-life group displayed photographs; the student support team offered a quiet corner; the teams compared notes after the event.
Opinion-type sentence (student's own view, not in the passage): 'I think a quiet corner is better than a noisy event.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1: Facts or Opinions? and says: 'First, read the passage quickly for the gist. Then read again and underline the evidence. Use one colour for facts and another colour for opinions.'

    Students

    Ss listen carefully and ask about any unfamiliar words such as 'recycled (tái chế)', 'rural (nông thôn)', 'support team (đội hỗ trợ)'.

  2. Teacher

    Step 2: Task performance

    T sets a time limit of 6 minutes and walks around the class. T helps weaker Ss by pointing to the first and last sentences of the passage.

    Students

    Ss read silently, underline the evidence and fill in the worksheet individually. Then they compare with a partner for two minutes.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What is the main idea?' and 'Which sentence is evidence for it?' T writes two answers on the board and asks the class to vote on the better one.

    Students

    A student answers: 'The clubs worked together and wanted visitors to learn.' Another gives the evidence: 'They did not compete for the largest crowd.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main idea and says: 'A good response needs a clear idea and evidence from the text. Facts must come from the passage; opinions are your own ideas.' T highlights the key words on the slide.

    Students

    Ss correct their worksheets and write the key rule in their notebooks: facts come from the text, opinions come from the reader.

Activity 2.2: Knowledge formation · 10 minutes

Listening for specific information in a notice

a) Aims

Ss listen to a short notice and catch specific details about the day, room, time and things to bring.

b) Content

Ss listen to the review notice (Exercises 5–8). Before listening, Ss read the four questions: Which day is the meeting? Which room? Does it begin at three thirty? What should you bring? T plays the recording twice. Ss note the key words and then check with a partner.

c) Expected outcomes

Key information from the notice:

  • The meeting is on Wednesday.
  • The room is room twelve.
  • The session begins at 2:30 and ends at 3:30 (not at 3:30).
  • You should bring a notebook, not food.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four questions on the board and says: 'You will hear a notice about a review meeting. Listen for the key words: day, room, time and things to bring.'

    Students

    Ss read the questions and predict possible words (e.g. 'Monday', 'room', 'o'clock', 'bring').

  2. Teacher

    Step 2: Task performance

    T plays the audio twice and pauses after the time information to give Ss time to write.

    Students

    Ss listen and write short notes in their notebooks. Ss who finish early check the question about the time.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which day is the meeting?' and 'Does it begin at three thirty?' T plays the relevant part again if Ss disagree.

    Students

    Ss answer: 'Wednesday.' 'No, it begins at 2:30 and ends at 3:30.' 'You should bring a notebook, not food.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and points out that times can be written as '2:30' or 'half past two', and that a 'No' answer must be followed by the correct information.

    Students

    Ss correct their notes and repeat the key sentences after T to practise pronunciation of the numbers and times.

Activity 3: Practice · 15 minutes

Checking comprehension answers

a) Aims

Ss answer the reading and listening comprehension questions accurately, using short answers and evidence.

b) Content

Ss answer Exercises 1–4 (reading) and Exercises 5–8 (listening). Each answer should be a word or short phrase, except for the yes/no questions, which need a short justification. Ss work in pairs: one asks, the other answers and points to the evidence in the text.
Exercise 1: What event or issue does the passage describe?
Exercise 2: What did the craft club prepare?
Exercise 3: The three clubs competed to attract the largest crowd. (True or false? Explain.)
Exercise 4: What did the support team offer?
Exercise 5: Which day is the meeting?
Exercise 6: Which room?
Exercise 7: Does it begin at three thirty?
Exercise 8: What should you bring?

c) Expected outcomes

Answer key:

  1. a school open day
  2. recycled decorations
  3. No. The passage explicitly says they did not compete for the largest crowd.
  4. a quiet corner
  5. Wednesday
  6. Room twelve
  7. No. It begins at 2:30 and ends at 3:30.
  8. a notebook (Bring a notebook, not food.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Ask and answer in pairs. Use short answers, and show the sentence in the text that proves your answer.'

    Students

    Ss take the roles of Student A (asks) and Student B (answers), then swap.

  2. Teacher

    Step 2: Task performance

    T monitors and listens for the correct use of short answers, e.g. 'It's Wednesday.' and 'No, it doesn't. It begins at 2:30.'

    Students

    Pairs complete all eight questions. Ss who are stuck look back at the passage or the notes from Explore 2.

  3. Teacher

    Step 3: Report and discussion

    T reads each question aloud and asks one pair to answer. T asks the class: 'Do you agree? Where is the evidence?'

    Students

    Pairs give answers and point to evidence, e.g. 'In exercise 3, the text says they did not compete.' Other Ss agree or correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the answer key and highlights the difference between a short answer and a full sentence. T reminds Ss that a 'No' answer should be supported by evidence.

    Students

    Ss mark their answers and correct any mistakes in their notebooks.

Activity 4: Application · 45 minutes

Spoken summary and written response on the open day

a) Aims

Ss integrate reading, listening, speaking and writing: they give a one-minute evidence-based summary in class and prepare an 80–100-word response that keeps facts and opinions separate.

b) Content

Task A (in class): Ss work in groups of four. Each S gives a one-minute spoken summary of the passage, using at least two pieces of evidence from the text. Then they listen to the review notice and say what information they need to remember when attending the meeting.
Task B (homework): Ss write an 80–100-word response to this question: 'What would you suggest for our school's next open day?' Their response must include a clear idea, evidence from the passage and an appropriate limit (for example, 'This idea may not work for very large crowds.'). Facts from the passage must be clearly separate from their own opinions.

c) Expected outcomes

Spoken summary (model): 'Three clubs worked together for a school open day. They did not compete for the largest crowd. Instead, they asked visitors which activity helped them learn something new. In my opinion, the best idea is the clear sign and the friendly explanation.'
Written response structure:

  • Clear idea: 'I suggest that our school use clear signs and friendly explanations at the next open day.'
  • Evidence from the passage: 'The passage says that a clear sign and a friendly explanation were more useful than a noisy advertisement.'
  • Appropriate limit: 'This idea may need more volunteers for a very large crowd.'
  • Opinion sentence, clearly marked: 'I think a quiet corner is also a good idea.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains Task A and Task B and shows the criteria on the slide: clear idea, accurate evidence, appropriate limit, facts separate from opinions. T says: 'Your summary should be spoken and about one minute. Your writing is for homework.'

    Students

    Ss listen to the instructions and ask any questions about the word limit (80–100 words).

  2. Teacher

    Step 2: Task performance

    T sets groups of four and gives each group a timer. T walks around and listens to the summaries, noting good examples and common errors such as using the wrong tense.

    Students

    Each S speaks for about one minute while the group listens and takes notes. Then Ss give one positive comment and one suggestion, e.g. 'Your evidence is clear. Maybe add the sentence about the quiet corner.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to present their summaries to the class and asks: 'Which fact did you use as evidence? Which part was your opinion?'

    Students

    Volunteers present their summaries. Other Ss say whether the summary used facts or opinions correctly.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the best examples and reminds the class: 'A good response contains a clear idea, evidence and an appropriate limit.' T gives the homework instructions and shows the NeoEdu exercises for extra practice.

    Students

    Ss write the homework task in their notebooks and note the checklist: clear idea, evidence, limit, facts vs opinions, 80–100 words.

Worksheets

Worksheet 1: Facts or Opinions?

Read the passage 'Three clubs worked together for a school open day' and complete the table below.

  • Main idea (one sentence): ______________________
  • Evidence sentence 1 (copy from the passage): ______________________
  • Evidence sentence 2 (copy from the passage): ______________________
  • Fact 1 from the passage: the craft club prepared ______________________
  • Fact 2 from the passage: the rural-life group ______________________
  • Fact 3 from the passage: the student support team ______________________
  • Fact 4 from the passage: after the event, the teams ______________________
  • Opinion sentence (your own view, not in the passage): ______________________

Check: Does every fact come from the passage? Does your opinion sentence start with a phrase such as 'I think' or 'In my opinion'?

Homework

  • Write an 80–100-word response to this question: 'What would you suggest for our school's next open day?'
  • Your response must include: (1) a clear idea, (2) at least one piece of evidence from the passage, (3) an appropriate limit, and (4) clearly separated facts and opinions.
  • Check your word count and make sure every fact comes from the passage or the notice.
  • Practise the one-minute spoken summary of the passage with a family member or a friend, and record yourself if possible.
  • Complete the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/8/english/review-1-skills.

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