NeoEdu
Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 1. Unit 1: Leisure time

Giáo án Skills 2

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:
  • Listen for the main idea and specific details in a recording about leisure activities, using a predict–gist–details strategy.
  • Identify the purpose, genre features and useful topic expressions of an informal email to a penfriend.
  • Plan, write and revise an 80–100-word email to a penfriend about leisure activities with friends, using the correct genre.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict answer types before listening, plan their own email without memorising the model, and revise their draft using a checklist.
  • Communication and collaboration: Ss work in pairs and expert groups to share ideas about leisure activities, compare answers and give polite peer feedback on emails.
  • Problem-solving and creativity: Ss choose their own leisure activities, reasons and questions to build an original email.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for gist and details about Hoa's cycling routine, read Mai's model to find genre features, and write a personal email to a penfriend.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary leisure, be keen on, be fond of, hang out, craft kit and balance; use the present simple for habits (I usually meet...); and use time expressions (on Saturday afternoons, when the weather is fine).

3. Personal qualities

  • Diligence: Ss complete all listening predictions, draft their email and revise it at least once after peer feedback.
  • Responsibility: Ss take on their assigned role in group work and check their partner's work carefully and honestly.
  • Kindness: Ss give polite, constructive comments on classmates' emails and suggest specific improvements.

II. Teaching aids and materials

1. Teacher

  • Projector or screen with lesson slides (listening strategy, Mai's model email, feature chart)
  • Audio player with the original unit recording for Unit 1 Skills 2
  • Worksheet 1 and Worksheet 2 (printed, one set per pair or group)
  • Whiteboard and markers
  • NeoEdu lesson page for Unit 1 Skills 2 (lecture, worked examples and interactive exercises): neoedu.vn/learn/8/english/unit-1-skills-2

2. Students

  • Student's book English 8 (Global Success), Unit 1 Skills 2
  • Notebook, pen and pencil
  • Worksheet 1 and Worksheet 2
  • Optional: a device with internet access to use the NeoEdu lesson page at home or in class

III. Procedures

Activity 1: Warm-up · 8 minutes

Warm-up: My free time

a) Aims

Ss activate vocabulary and ideas about leisure activities with friends and get ready for the listening and writing tasks.

b) Content

T writes the word 'leisure' on the board and asks: 'What do you do in your leisure time? Who do you hang out with?' Ss think for one minute, then talk in pairs using: 'I am keen on...', 'I am fond of...', 'I usually hang out with...'.

c) Expected outcomes

Each pair names at least three leisure activities done with friends (for example: making models, cycling, visiting the community centre). Each pair writes one sentence on the board, such as: 'I am keen on cycling. I usually hang out with my friends in the park.' Ss state the lesson topic: leisure activities with friends.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the title Leisure time. In pairs, tell your partner what you do in your free time. Use: I am keen on..., I am fond of..., I usually hang out...'

    Students

    Ss listen to the instruction and think about their own leisure activities for one minute.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to pairs and notes useful phrases on the board.

    Students

    Ss discuss in pairs for about three minutes. Example talk: 'I am fond of reading. I usually hang out with my cousins at the weekend.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share. T asks: 'Who do you hang out with on weekends?'

    Students

    Ss report: 'We are keen on playing badminton. We hang out at the sports centre.' Other Ss listen and add ideas.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good phrases, writes the target expressions on the board and states the aims: listen for details and write an email to a penfriend about leisure activities.

    Students

    Ss copy the target expressions into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Listening strategy: predict, gist, details

a) Aims

Ss learn and apply a three-step listening strategy: predict the type of answer, listen for gist, then listen for details.

b) Content

T introduces the strategy on the slide: 'Before listening, predict the type of answer: person, time, place or reason. First listen for gist; then listen for details.' T models with the question 'Which day does Hoa usually cycle?' and asks: 'What type of answer do we need?' (Ss: 'Time.') Pairs predict the answer types for the other questions in Worksheet 1. T reminds Ss that the transcript is not shown, so they must rely on listening. Key questions: 'What is the recording about?' (gist) and 'Who cycles with Hoa? How long do they ride?' (details).

c) Expected outcomes

Worksheet 1 completed with predicted answer types: Q1 (which day) = time; Q2 (who cycles with Hoa) = person; Q3 (how long) = time/duration; Q4 (do they cycle on the main road?) = yes/no. Gist: Hoa describes her regular cycling with her older sister. Ss write the strategy on their notebooks: Predict → Gist → Details.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Read the four questions. For each question, decide what kind of answer it needs: person, time, place or reason, or yes/no.'

    Students

    Ss read the questions silently, then write their predictions in Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T plays the original recording once for gist and pauses after each part to check. Then T plays it again for details.

    Students

    Ss listen for the gist and say what the recording is about. Expected answer: 'It is about Hoa cycling with her sister.' Ss listen again and note key words for details.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Was your prediction correct? Which question was the hardest?'

    Students

    Ss compare predictions with a partner. Expected answer: 'I predicted time for the question about the day, and I was right.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the strategy on the board: Predict → Gist → Details. T reminds Ss: 'Answer with a word or short phrase, not a full sentence.'

    Students

    Ss copy the strategy into their notebooks and repeat the three steps together.

Activity 2.2: Knowledge formation · 18 minutes

Writing workshop: features of a penfriend email

a) Aims

Ss identify the genre features of an informal email to a penfriend and build a plan for their own email.

b) Content

T displays Mai's model email to Alex on the slide. Ss read it silently. In groups of four, each member takes one role and looks for one feature: (1) greeting, (2) friendly opening, (3) two activities with when/where, (4) one reason, (5) one question, (6) closing. Guiding questions: 'How does Mai start her email?' 'Where and when does Mai meet her friends?' 'Which sentence gives a reason?' 'Which sentence asks Alex a question?' 'How does Mai end the email?' T adds: 'Plan your own response. Do not memorise the model.'

c) Expected outcomes

A completed feature chart in Worksheet 2:

  • Greeting: 'Hi Alex,'
  • Friendly opening: 'How are you?'
  • Two activities with when/where: 'On Saturday afternoons, I usually meet two friends at our community centre.' and 'We also cycle in the park when the weather is fine.'
  • One reason: 'I like this hobby because we can share ideas and help one another.'
  • One question: 'What do you enjoy doing with your friends?'
  • Closing: 'Please write soon. Best wishes, Mai'
    Plus a three-line plan with Ss' own two activities, a reason and a question.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2, forms groups of four and assigns one feature to each member. T says: 'Find the example for your feature in the model and write it in the chart.'

    Students

    Ss read their role card and check the model for their feature.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss locate the features. T encourages groups to explain their choices.

    Students

    Ss find and write their examples. Each group checks that all six features are complete.

  3. Teacher

    Step 3: Report and discussion

    T calls on one group per feature. T asks: 'Why does Mai write Please write soon in the closing?'

    Students

    Ss report their feature. Expected answer: 'It invites Alex to reply and keeps the friendship going.' Other groups add or correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the six features and points out a common error: 'Use a complete sentence. Do not translate Vietnamese word order directly.' T writes an example on the board: 'I like this hobby because we can share ideas.' (correct) versus 'Because we can share ideas.' (fragment, incorrect).

    Students

    Ss correct their chart and copy the genre checklist into their notebooks.

Activity 3.1: Practice · 14 minutes

Practice: listening for details

a) Aims

Ss answer short-answer listening questions accurately by using prediction and listening for details.

b) Content

Ss complete exercises 1–4 from the Student's book. Ss must answer with a word or short phrase:

  1. Which day does Hoa usually cycle?
  2. Who cycles with Hoa?
  3. How long do they usually ride?
  4. Do they cycle on the main road?

c) Expected outcomes

Answer key:

  1. Sunday (Hoa says Sunday mornings, not Saturdays).
  2. her older sister (Hoa cycles with her older sister).
  3. forty minutes (The duration is forty minutes).
  4. No (They never do because it is busy).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at exercises 1 to 4. Remember your predictions. Answer with a word or short phrase only.'

    Students

    Ss read the four questions and recall their predictions from the previous activity.

  2. Teacher

    Step 2: Task performance

    T plays the original recording twice. T pauses after the answer to each question for Ss to write.

    Students

    Ss listen and write their answers in their notebooks. Ss who finish early check their answers with a partner.

  3. Teacher

    Step 3: Report and discussion

    T invites Ss to give answers and asks the class to agree or disagree.

    Students

    Ss answer. Expected responses: 'Sunday', 'her older sister', 'forty minutes', 'No, they never do because it is busy.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the answer key, then corrects full-sentence answers: 'Write Sunday, not She cycles on Sunday.' T reminds Ss to use the strategy in every listening task.

    Students

    Ss check their answers and correct their mistakes in a different colour.

Activity 3.2: Practice · 12 minutes

Practice: reading Mai's model email

a) Aims

Ss identify the purpose, genre features and useful topic expressions of the model email.

b) Content

Ss read Mai's model email in pairs and complete exercise 7. Ss identify: (1) the purpose of the email, (2) two genre features, (3) two useful topic expressions, and explain each choice with a quotation from the model.

c) Expected outcomes

Answer key (human assessment, 10 points: purpose 2; two accurate genre features 4; two relevant expressions 2; clear explanation 2):

  • Purpose: to tell a penfriend about leisure activities with friends and to invite a reply.
  • Genre features: the greeting 'Hi Alex,' and the question 'What do you enjoy doing with your friends?' (the closing 'Please write soon' is also accepted).
  • Useful expressions: 'meet two friends at our community centre' and 'cycle in the park when the weather is fine'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read Mai's email again. Complete exercise 7 with your partner. Quote the sentence that proves your answer.'

    Students

    Ss read the model and note their answers.

  2. Teacher

    Step 2: Task performance

    T monitors and helps pairs find evidence in the text.

    Students

    Ss discuss and write answers. Expected answer: 'The purpose is to tell Alex about her hobby and ask him a question.'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to present. T asks: 'Why is this expression useful for leisure activities?'

    Students

    Ss present their answers. Expected response: 'It shows when and where we do the activity, so the reader can picture it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and links it to the writing task: 'These features will help you write your own email.'

    Students

    Ss note the key genre features in their notebooks.

Activity 4: Application · 18 minutes

Application: plan, write and revise my email

a) Aims

Ss plan, write and revise an original 80–100-word email to a penfriend about leisure activities with friends, using the correct genre.

b) Content

Ss complete exercises 5, 6 and 8. Ss plan their email with the six features in Worksheet 2, write 80–100 words and exchange drafts with a partner. Partners check the features and suggest one improvement. Ss revise one original sentence and explain the change. Task: 'Write an email to your penfriend, Alex, about the leisure activities you do with your friends. Do not copy Mai's model.'

c) Expected outcomes

A complete 80–100-word email with: greeting; friendly opening; two activities with when/where; one reason; one question; closing. Revision table showing one original sentence, one revised sentence and one explanation. Human assessment rubric (10 points): fulfil the task with accurate relevant details 4; follow the genre and coherent organisation 2; suitable vocabulary and grammar 3; spelling and punctuation 1. Ss accept different well-supported ideas.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task on the board and reads the rubric: 'You will get 10 points. Include all six features and at least two details.'

    Students

    Ss read the task and note the rubric in their notebooks.

  2. Teacher

    Step 2: Task performance

    T gives 10 minutes for planning and drafting. T monitors and gives individual support.

    Students

    Ss fill in Worksheet 2 and write their draft. Example: 'Hi Alex, How are you? On Sundays, I usually cycle with my brother in the park. We also make small models from cardboard at the community centre...'. Ss then swap drafts and check with the checklist.

  3. Teacher

    Step 3: Report and discussion

    T invites three volunteers to read their greeting and closing aloud and asks: 'What did your partner suggest?'

    Students

    Ss read and report. Expected response: 'My partner said I should give a reason for cycling.' Ss revise one sentence and explain the change.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective drafts and points out one common error for the class. T collects three drafts for later feedback and says: 'Human assessment will be based on the rubric.'

    Students

    Ss finish the revision table and keep their drafts for homework.

Worksheets

Worksheet 1: Listening prediction and details

Before listening, write the type of answer you expect (person, time, place, reason, or yes/no).

  • Q1: Which day does Hoa usually cycle? Predicted answer type: ______
  • Q2: Who cycles with Hoa? Predicted answer type: ______
  • Q3: How long do they usually ride? Predicted answer type: ______
  • Q4: Do they cycle on the main road? Predicted answer type: ______

After listening for the gist:

  • What is the recording about? ______

After listening for details (write a word or short phrase only):

  • Q1: ______
  • Q2: ______
  • Q3: ______
  • Q4: ______

Worksheet 2: Email feature chart and plan

Part A: Find one example from Mai's model for each feature.

  • Greeting: ______
  • Friendly opening: ______
  • Two activities with when/where: ______
  • One reason: ______
  • One question: ______
  • Closing: ______

Part B: Plan your own email (do not copy the model).

  • Greeting: ______
  • Friendly opening: ______
  • Activity 1 (when/where): ______
  • Activity 2 (when/where): ______
  • Reason: ______
  • Question for Alex: ______
  • Closing: ______

Part C: Revision table.

  • Original sentence: ______
  • Revised sentence: ______
  • Why I changed it: ______

Homework

  • Finish your email to Alex (80–100 words) and bring it to the next lesson. Make sure it includes a greeting, a friendly opening, two activities with when/where, one reason, one question and a closing.
  • Check your draft with the checklist: underline each feature, check spelling and punctuation, and make sure every sentence is complete.
  • Listen to the original recording again and write one full sentence for each answer to exercises 1–4, for example: 'Hoa usually cycles on Sunday mornings.'

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