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Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 12. Review 3

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: retrieve and combine the vocabulary of Environmental protection, Shopping and Natural disasters (habitat, endangered, reduce, bargain, discount, receipt, warning, rescue worker, emergency kit).
  • By the end of the lesson, Ss will be able to: use complex sentences with adverb clauses of time (when, while, before, after, as soon as, until), using the present simple, not will, in the time clause when talking about the future.
  • By the end of the lesson, Ss will be able to: use adverbs of frequency (always, usually, often, sometimes, rarely, never) in the correct position and use the present simple for fixed future schedules.
  • By the end of the lesson, Ss will be able to: form and use the past continuous (was/were + V-ing) to describe an action in progress at a past time and to combine it with the past simple.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the matching and gap-filling tasks on their own first, then check their answers against the unit examples before discussing with partners.
  • Communication and collaboration: Ss work in pairs and groups of four to explain grammar rules, correct each other's answers and give peer feedback on sentences.
  • Problem-solving and creativity: Ss choose the correct verb form by first recalling the meaning of the sentence, and create two new connected sentences about environmental protection.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and explain example sentences, speak to partners to share answers, and write two connected sentences about environmental protection.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss recall the topic vocabulary of Units 7 to 9, read the model sentences aloud with clear pauses at commas, and apply the grammar of time clauses, adverbs of frequency, present simple for schedules and past continuous.

3. Personal qualities

  • Diligence: Ss finish all exercises within the time limit and try to correct their own mistakes before asking the teacher.
  • Responsibility: Ss take their role in the group seriously, check their partners' answers fairly and give honest, constructive feedback.
  • Honesty: Ss admit when they are unsure of an answer and mark their own work accurately during the peer-check stage.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with slides showing the grammar examples and the exercises
  • Printed copies of Worksheet 1 and Worksheet 2 (one set per group of four)
  • Mini-whiteboard markers, timer, sticky notes
  • NeoEdu lesson page for Review 3 Language (neoedu.vn/learn/8/english/review-3-language) for the interactive exercises

2. Students

  • Student's book Global Success 8, notebook, pen, pencil
  • Mini-whiteboard and marker (if available)
  • Highlighter for marking verb forms and time words

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Recall of Time Words

a) Aims

Ss recall the time words and the future form used in time clauses, and get ready for the review of the three units.

b) Content

Ss write one sentence with a time word (when, while, before, after, as soon as, until) about a future plan, then answer the teacher's question: 'Which verb form do we use after 'after' when we talk about the future?'

c) Expected outcomes

  • One correct sentence per pair, for example: 'We will clean the classroom after the bell rings.'
  • The answer: the present simple (rings), not will ring.
  • Ss state the lesson goal: to review the vocabulary, pronunciation and grammar of the three units.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows six time words on the board and asks: 'Which verb form do we use after 'after' when we talk about the future?' T asks Ss to work in pairs and write one sentence with one of these words within one minute.

    Students

    Ss read the words, think about the answer and write one sentence on the mini-whiteboard. Expected answer: 'Present simple, not will.'

  2. Teacher

    Step 2: Task performance

    T walks around, checks the sentences quickly and gives a small hint if a pair uses will in the time clause.

    Students

    Pairs discuss and write their sentences. Expected sentence: 'We will go to the park when the rain stops.'

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to show their sentences and asks the class: 'Is the verb in the time clause correct?'

    Students

    Pairs show their boards and read the sentences aloud. The class answers: 'Yes, the verb is in the present simple.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct form of the time clause and writes the lesson goal on the board: 'Review: vocabulary, pronunciation and grammar of Units 7 to 9.'

    Students

    Ss note the goal in their notebooks.

Activity 2.1: Knowledge formation · 7 minutes

Topic Vocabulary Connection

a) Aims

Ss retrieve and match the key vocabulary of Environmental protection, Shopping and Natural disasters with the correct meanings.

b) Content

Ss complete Worksheet 1 by connecting each word with its meaning. Words: habitat, endangered, reduce (Environmental protection); bargain, discount, receipt (Shopping); warning, rescue worker, emergency kit (Natural disasters). Ss check the meanings through the unit examples.

c) Expected outcomes

  • habitat: môi trường sống
  • endangered: có nguy cơ tuyệt chủng
  • reduce: giảm
  • bargain: mặc cả; món hời
  • discount: giảm giá
  • receipt: hóa đơn
  • warning: cảnh báo
  • rescue worker: nhân viên cứu hộ
  • emergency kit: bộ đồ khẩn cấp

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and asks: 'Which words are about environmental protection? Which are about shopping?' T asks Ss to match the words within three minutes, using the unit examples.

    Students

    Ss read the nine words and look back at the unit examples to find the context of each word.

  2. Teacher

    Step 2: Task performance

    T monitors and encourages Ss to say the words aloud, paying attention to stress in words such as 'endangered' and 'emergency'.

    Students

    Individually, then in pairs, Ss write the matching meanings. Expected answer: 'habitat means the place where animals live.'

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to read one word and its meaning each, then asks: 'Which word describes a place where animals live?'

    Students

    Pairs read their answers. Expected answer: 'Habitat.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches on the slide and asks Ss to write two words from each topic into their notebooks as a word network.

    Students

    Ss write the words in a mind map with three branches: Environmental protection, Shopping, Natural disasters.

Activity 2.2: Knowledge formation · 10 minutes

Time Clauses, Adverbs and Schedules

a) Aims

Ss systematise the grammar of complex sentences with time clauses, adverbs of frequency and the present simple for fixed future schedules.

b) Content

Ss study the example 'We will sort the waste after we finish the picnic.' and answer three questions:

  • Q1: Which verb form is used in the time clause after 'after' when the action is in the future?
  • Q2: Where is the comma when the time clause comes first?
  • Q3: Look at 'The shop usually closes at nine' and 'Our bus leaves at seven tomorrow'. Which sentence describes a fixed timetable?

c) Expected outcomes

  • Q1: The present simple (finish), not will finish.
  • Q2: The comma comes after the time clause, for example: 'After we finish the picnic, we will sort the waste.'
  • Q3: 'Our bus leaves at seven tomorrow' describes a fixed timetable.
  • Adverbs of frequency come before the main verb and after 'be', for example: 'The shop usually closes at nine.'
  • Ss note: a timetable uses the present simple, while a decision uses will, for example: 'I will call you tomorrow.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the examples on the slide and asks the three questions. T asks Ss to think alone for one minute before discussing with a partner.

    Students

    Ss read the sentences and think about the answers individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss in pairs and to use their own examples to check the rules. T walks around and asks: 'Why do we not use will after 'after'?'

    Students

    Pairs discuss and write their answers. Expected answer: 'Because the time clause describes the time of the main action, so we use the present simple.'

  3. Teacher

    Step 3: Report and discussion

    T invites one pair to answer Q1 and Q2 and another pair to answer Q3, then asks: 'Is 'I will call you tomorrow' a timetable or a decision?'

    Students

    Pairs report: 'It is a decision.' The class agrees and states the rules together.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises on the board: time clauses (when, while, before, after, as soon as, until) take the present simple for the future; if the time clause comes first, use a comma; adverbs of frequency go before the main verb; the present simple expresses fixed future schedules.

    Students

    Ss copy the summary into their notebooks and mark the time words in their books.

Activity 2.3: Knowledge formation · 6 minutes

Past Continuous in Context

a) Aims

Ss understand the form and use of the past continuous and how it combines with the past simple and while.

b) Content

Ss read the example 'We were preparing dinner when the warning arrived.' and answer:

  • Q1: What is the form of the past continuous?
  • Q2: Which action is in progress and which action interrupts it?
  • Q3: Why do we say 'They were waiting' and not 'They was waiting'?

c) Expected outcomes

  • Q1: was/were + V-ing.
  • Q2: 'We were preparing dinner' is the action in progress; 'the warning arrived' is the interrupting action in the past simple.
  • Q3: The past continuous uses were with they, and was is not used with you, we or they.
  • Ss also note: 'While I was reading, my brother was cooking.' – two actions in progress at the same time.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the example on the board, underlines the two verbs and asks Ss to identify the form.

    Students

    Ss look at the underlined verbs and recall the form was/were + V-ing.

  2. Teacher

    Step 2: Task performance

    T asks Ss to make one more sentence with while and check the subject-verb agreement with you, we and they.

    Students

    Individually, Ss write a sentence with while. Expected sentence: 'While they were waiting indoors, the rain started.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two Ss to read their sentences aloud and asks the class to check the agreement.

    Students

    Ss read their sentences. Class answer: 'Were is correct with they.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: the past continuous describes an action in progress at a past time; the past simple describes the event that interrupts; while joins two actions in progress.

    Students

    Ss write the rule in their notebooks.

Activity 3: Practice · 9 minutes

Relay Grammar Check

a) Aims

Ss choose the correct verb forms and use the grammar of the three units in context.

b) Content

Ss work in groups of four and complete Worksheet 2 by filling in the correct verb forms for six items, then check with the NeoEdu interactive exercises on the Review 3 Language page. Items:

  1. We will leave after the rain {{1}} (stop).
  2. Before Mai {{1}} (go) home, she will turn off the lights.
  3. The store {{1}} (open) at eight tomorrow. (fixed schedule)
  4. Our bus {{1}} (leave) at six on Sunday. (timetable)
  5. At eight last night, I {{1}} (read) a weather report.
  6. They {{1}} (wait) indoors when the storm began.

c) Expected outcomes

    1. stops
    1. goes
    1. opens
    1. leaves
    1. was reading
    1. were waiting
      Ss also explain each answer with the rule, for example: 'After' takes the present simple in the time clause; 'at eight tomorrow' is a fixed schedule; 'was reading' is an action in progress at a past time.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the relay: each student fills in one item, passes the sheet to the next member, and explains the reason. T reminds Ss to recall the meaning of each sentence before choosing the form.

    Students

    Ss form groups of four and receive Worksheet 2.

  2. Teacher

    Step 2: Task performance

    T monitors the groups and asks guiding questions such as: 'What is the time in the sentence?' or 'Is this a fixed timetable or a decision?'

    Students

    Groups complete the relay. Expected answers: 'stops, goes, opens, leaves, was reading, were waiting.' Ss check the answers on the NeoEdu exercises.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to read their answers and explain item 3 and item 5. T asks the class: 'Do you agree?'

    Students

    A group reports: 'Item 3 is opens because the store has a fixed schedule. Item 5 is was reading because the action was in progress at eight.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, emphasises the common mistake of using will in a time clause, and praises the groups that explained the reasons.

    Students

    Ss correct their own worksheets and mark any answer they changed.

Activity 4: Application · 8 minutes

Connected Sentences for Environmental Protection

a) Aims

Ss create two connected sentences about environmental protection, using the complex sentence with an adverb clause of time, and peer-assess each other's work.

b) Content

Ss write two meaningful connected sentences about environmental protection, for example about reducing waste, using habitat, endangered or reduce. The sentences must use at least one time clause (when, after, before, as soon as, until). Ss swap their sentences with a partner and assess them with this rubric: two meaningful connected sentences (3 points); correct use of complex sentences with adverb clauses of time (5 points); clear spelling and punctuation (2 points).

c) Expected outcomes

  • Two connected sentences per student, for example: 'We will bring cloth bags when we go shopping.' and 'After we finish the class project, we will sort the recycling bins.'
  • Peer-assessment score out of 10 with a short comment.
  • Ss notice that the time clause uses the present simple for future meaning, and that a comma follows the time clause when it comes first.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the rubric and asks Ss to write two sentences about environmental protection, one of which begins with a time clause. T reminds Ss to use the words habitat, endangered or reduce if possible.

    Students

    Ss read the rubric and write two sentences in their notebooks within three minutes.

  2. Teacher

    Step 2: Task performance

    T asks Ss to exchange notebooks with a partner and score each other's work using the rubric. T monitors and checks the scores of a few pairs.

    Students

    Partners read and score the sentences. Expected comment: 'Good use of when, but add a comma after the time clause.'

  3. Teacher

    Step 3: Report and discussion

    T invites three Ss to read their sentences and the scores aloud, then asks the class: 'Why is the present simple used after 'when' here?'

    Students

    Ss read their sentences. Expected answer: 'Because the action is in the future, and the time clause uses the present simple.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the grammar of time clauses and praises Ss for their creative sentences, then reminds them to check punctuation.

    Students

    Ss return the notebooks and correct any mistakes in their sentences.

Worksheets

Worksheet 1: Topic Vocabulary Matching

Match each word with its meaning.

    1. habitat
    1. endangered
    1. reduce
    1. bargain
    1. discount
    1. receipt
    1. warning
    1. rescue worker
    1. emergency kit

Meanings (write the letter):

  • a. giảm giá
  • b. môi trường sống
  • c. hóa đơn
  • d. giảm
  • e. bộ đồ khẩn cấp
  • f. nhân viên cứu hộ
  • g. cảnh báo
  • h. có nguy cơ tuyệt chủng
  • i. mặc cả; món hời

Worksheet 2: Grammar Relay

Fill in the correct form of the verb in brackets. Explain your choice in one sentence.

    1. We will leave after the rain ______ (stop).
    1. Before Mai ______ (go) home, she will turn off the lights.
    1. The store ______ (open) at eight tomorrow. (fixed schedule)
    1. Our bus ______ (leave) at six on Sunday. (timetable)
    1. At eight last night, I ______ (read) a weather report.
    1. They ______ (wait) indoors when the storm began.

Group check:

  • Did each member explain one answer?
  • Did the group use the NeoEdu exercises to check?

Homework

  • Write five sentences about your plans for next weekend, using when, before, after, as soon as or until. Remember to use the present simple in the time clause and add a comma when the clause comes first.
  • Write a short story of four to five sentences about what you were doing when a storm or a power cut happened, using the past continuous and while.
  • Complete the interactive exercises on the NeoEdu Review 3 Language page (neoedu.vn/learn/8/english/review-3-language) and write down three words from each topic that you still find difficult.
  • Revise the nine topic words from the three units and be ready to use them in speaking next lesson.

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