Tiếng AnhLớp 8Chủ điểm 2. Unit 2: Life in the countryside

Giáo án A Closer Look 2

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:
Form comparative adverbs of short adverbs (fast → faster, hard → harder, early → earlier) and of long adverbs (carefully → more carefully, slowly → more slowly).
Recognise and use the irregular comparatives well → better and badly → worse.
Use the structure 'adverb + than' to compare how two people or things do an action.
Use the six topic words harvest, herd, paddy field, load, peaceful and vast to describe life in the countryside.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the form-rule table and the three-step sentence check on their own before comparing with a partner.
Communication and collaboration: Ss work in pairs to make comparative sentences, check each other's answers and give feedback on structure and meaning.
Problem-solving and creativity: Ss compare speed with accuracy in the machine-and-worker data and explain why speed alone does not prove better work.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer questions about how people work in the countryside, and write two comparative-adverb sentences with a reason.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the comparative forms of adverbs correctly, pronounce the word 'than' in unstressed form in sentences, and use the six topic words in context.

3. Personal qualities

Diligence: Ss finish all exercises in class and check their work against the answer key.
Responsibility: Ss take turns in pair work and take responsibility for their partner's learning by giving honest, constructive feedback.
Honesty: Ss state their own judgement about which is better work and explain the evidence, without copying answers from others.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 8 (Global Success), Unit 2, A Closer Look 2
Projector or interactive whiteboard with slides showing the form rules and the worked example
Picture cards of a countryside scene (paddy field, buffalo herd, harvest, rice being loaded onto a truck)
Worksheet Phiếu học tập số 1 (printed, one per pair)
NeoEdu online lesson: neoedu.vn/learn/8/english/unit-2-a-closer-look-2 (lesson content, examples and interactive exercises)

2. Students

Textbook, notebook, pencil and eraser
Pair-work worksheet (Phiếu học tập số 1)
Device to access NeoEdu (if available) for self-check exercises

III. Procedures

Activity 1: Warm-up · 5 minutes

Countryside Words

a) Aims

Ss activate prior knowledge about rural life and get familiar with the six new words harvest, herd, paddy field, load, peaceful and vast.

b) Content

T shows a picture of a countryside scene and reads six gap-fill sentences aloud. Ss listen, guess the missing word from the context and repeat the words chorally.
Sentences:

Farmers are busy at ______ time. (harvest)
Mai helps ______ buffaloes. (herd)
The ______ turns golden in autumn. (paddy field)
They ______ rice onto a truck. (load)
The lane is very ______ at dawn. (peaceful)
We saw ______ green fields from the hill. (vast)

c) Expected outcomes

Ss can read the six words aloud with correct stress and can match each word with its Vietnamese meaning: harvest (mùa thu hoạch), herd (chăn dắt), paddy field (cánh đồng lúa), load (chất hàng), peaceful (yên bình), vast (rộng lớn).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the countryside picture and asks: 'What can you see in this picture? What do farmers do in the countryside?' T then says: 'Listen and fill in the missing word in each sentence.'
Students
Ss look at the picture and answer orally, e.g. 'I can see a paddy field and buffaloes.' Ss prepare to listen to the six sentences.
Teacher
Step 2: Task performance
T reads each sentence twice, pausing at the gap. T walks around to check that Ss are listening and writing the word.
Students
Ss listen and write the missing word in their notebooks. Ss may use the picture as a clue.
Teacher
Step 3: Report and discussion
T asks: 'What is the word for number 1?' and checks the other answers. T models pronunciation of each word and asks Ss to repeat chorally and individually.
Students
Ss answer: 'harvest', 'herd', 'paddy field', 'load', 'peaceful', 'vast'. Ss repeat the words after T and give the Vietnamese meaning when T points to each word.
Teacher
Step 4: Conclusion and assessment
T summarises: 'These six words will help us describe life in the countryside. Now let us look at the grammar we need to compare how people do these activities.'
Students
Ss copy the six words and their meanings into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Forming Comparative Adverbs

a) Aims

Ss identify the rules for forming comparative adverbs with short adverbs, long adverbs and irregular adverbs, and know the structure 'adverb + than'.

b) Content

Ss work in pairs and complete Phiếu học tập số 1 (the form-rule table). Ss look at the example adverbs and write their comparative forms. T then explains the rules on the board.
Worksheet Phiếu học tập số 1:

Table 1: Write the comparative form.
fast → ______
hard → ______
early → ______
carefully → ______
slowly → ______
quietly → ______
well → ______
badly → ______
Complete the rule: Short adverbs (one syllable) add ______. Long adverbs (two or more syllables) usually use ______ + adverb. Irregular: well → ______, badly → ______.
Complete the sentence: Use ______ after the comparative to name the thing being compared.
Warning: Do not say 'more faster'.

c) Expected outcomes

Ss complete the table with the answers: faster, harder, earlier, more carefully, more slowly, more quietly, better, worse.
Key rules written in notebooks:

Short adverbs: add -er (fast → faster, hard → harder; early → earlier).
Long adverbs: use more + adverb (more carefully, more slowly).
Irregular: well → better; badly → worse.
Structure: adverb (comparative) + than + the second person or thing.
Never use 'more faster' or 'more better'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Work in pairs. Complete the table in Phiếu học tập số 1 within three minutes. Think about how many syllables each adverb has.' T demonstrates with fast on the board.
Students
Ss receive Phiếu học tập số 1, read the instructions and ask any questions about the task.
Teacher
Step 2: Task performance
T monitors pairs, prompts Ss who are stuck with questions like 'How many syllables does carefully have?' and checks for the mistake 'more faster'.
Students
Ss discuss and write the comparative forms. Ss may say: 'Fast has one syllable, so we add -er.' 'Carefully has three syllables, so we use more.'
Teacher
Step 3: Report and discussion
T calls on pairs to read answers: 'Number 1 please.' T writes the correct forms on the board and asks Ss to give the rule for each group. T asks: 'Why do we say better and not gooder?'
Students
Ss answer: 'faster', 'harder', 'earlier', 'more carefully', 'more slowly', 'more quietly', 'better', 'worse'. Ss explain: 'Well and badly are irregular, so we do not follow the normal rule.'
Teacher
Step 4: Conclusion and assessment
T confirms the rules on the slide: short adverbs add -er, long adverbs use more, and well and badly are irregular. T stresses the structure 'adverb + than' and reminds Ss: 'Do not write more faster.'
Students
Ss copy the rules and the structure into their notebooks and check their own table.

Activity 2.2: Knowledge formation · 8 minutes

Analysing the Language Model

a) Aims

Ss analyse the worked language example and apply the three-step method (identify meaning, choose structure, check subject, verb and time or place reference).

b) Content

T shows the model sentences: 'The new machine works faster than the old one.' and 'Lan drives more carefully than her brother.' T asks Ss to use the three steps to explain what the sentences communicate.
Guiding questions:

What does the first sentence compare? (the speed of two machines)
What does the second sentence compare? (the way Lan and her brother drive)
Which word in each sentence is the comparative adverb? (faster, more carefully)
Which words show the subject and the verb? (the new machine / works; Lan / drives)

c) Expected outcomes

Ss can explain in English: 'The first sentence compares how fast two machines work. The second sentence compares how carefully Lan and her brother drive.' Ss identify the three-step method on the board: 1) identify the communicative meaning; 2) choose the structure (adverb + than); 3) check the subject, verb form and any time or place reference.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two sentences on the board and says: 'Study the language model and explain what it communicates. Use three steps: identify the meaning, choose the structure, and check the subject and verb.'
Students
Ss read the two sentences silently and think about the meaning of each one.
Teacher
Step 2: Task performance
T asks Ss to work individually for one minute, then turn to their partner to compare their answers. T circulates and listens to pronunciation of 'than' (weak form /ðən/).
Students
Ss underline the comparative adverbs and the subject-verb pairs. Ss discuss: 'The machine works faster than the old one.' 'Lan drives more carefully than her brother does.'
Teacher
Step 3: Report and discussion
T calls on one or two pairs to explain. T asks: 'Is there a time or place reference in these sentences?' and 'Why do we read the whole sentence, not only the blank?'
Students
Ss answer: 'The first sentence compares speed, the second compares carefulness.' 'There is no time or place word here, but we still check the subject and verb.' 'We need the whole sentence to know what is compared.'
Teacher
Step 4: Conclusion and assessment
T summarises the three-step method and writes it on the board. T says: 'Always read the whole sentence before choosing the form.'
Students
Ss write the three steps in their notebooks and copy the model sentences.

Activity 3: Practice · 12 minutes

Comparing Work Pairs

a) Aims

Ss practise choosing the correct comparative form of adverbs in context and build comparative sentences from chunks.

b) Content

Exercises from the textbook, done in pairs.

This machine works ______ (fast) than that one.
Lan writes ______ (carefully) than before.
He sings ______ (well) than I do.
Today the worker arrived ______ (early) than yesterday.
The old engine works ______ (badly) than the new one.
Order the chunks to compare how two people work: Mai works / more carefully / than / her cousin.
Choose the sentence that compares the way people work: A. An works harder than Binh. B. An is a harder worker than Binh. C. An is taller than Binh.

c) Expected outcomes

Answer key:

faster
more carefully
better
earlier
worse
Mai works more carefully than her cousin.
A (Harder modifies the verb works; B compares a noun phrase; C compares an adjective.)
Ss write the correct answers and the full sentence for item 6 in their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Work with your partner. Fill in the blanks for items 1 to 5, then order the chunks in item 6, and choose the correct answer for item 7. Check the whole sentence each time.'
Students
Ss open their textbooks at the practice exercises and agree on who will read the answers.
Teacher
Step 2: Task performance
T monitors and gives hints such as 'Look at the adjective or adverb in brackets' or 'Does the adverb have one syllable?' T also checks whether Ss say 'more faster' or 'more better'.
Students
Ss complete items 1 to 7 in pairs. Ss may say: 'Item 1 is faster because fast is a short adverb.' 'Item 7 is A because harder describes works.'
Teacher
Step 3: Report and discussion
T calls on one pair per item to read the answer. T asks the class to agree or disagree and to correct any error. T asks: 'Why is B wrong?'
Students
Ss answer: '1. faster, 2. more carefully, 3. better, 4. earlier, 5. worse, 6. Mai works more carefully than her cousin, 7. A.' Ss explain: 'B compares a noun, not the way people work.'
Teacher
Step 4: Conclusion and assessment
T confirms the key on the slide and highlights the irregular forms better and worse. T asks Ss to correct their notebooks and reminds them to use the three-step check.
Students
Ss correct any mistakes in their notebooks and mark the answers they got right.

Activity 4: Application · 10 minutes

Speed or Accuracy? Judging Work

a) Aims

Ss use comparative adverbs to compare speed and accuracy in a real-life data situation and explain why speed alone is not enough to judge quality.

b) Content

Ss read the data: A machine finishes a task in 5 minutes; a worker finishes it in 8 minutes. Lan makes 1 error; Nam makes 4 errors in the same task.
Task: Write two comparative-adverb sentences and explain why speed alone does not prove better work. Ss work in pairs, then share with the class.
Suggested sentence starters:

The machine works ______ than the worker.
Lan works ______ than Nam.
Discussion question: 'Which is more important in your home life: speed or care? Why?'

c) Expected outcomes

Model answer:

The machine works faster than the worker.
Lan works more accurately than Nam.
Explanation: A quick result may still contain errors, so time alone does not show quality. The careful worker makes fewer mistakes even if the work takes longer.
Scoring guide (10 points): two correct comparative-adverb sentences (4); both comparisons match the data (3); a sensible limitation is given (2); clear English (1).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the data on the board and says: 'Write two sentences using comparative adverbs. Then explain in one or two sentences why speed alone does not prove better work.' T models the first sentence: 'The machine works faster than the worker.'
Students
Ss read the data and copy the two sentence starters into their notebooks.
Teacher
Step 2: Task performance
T asks Ss to work in pairs for five minutes. T monitors and checks that Ss use the structure 'adverb + than' and do not write 'more faster'. T encourages Ss to give a sensible reason.
Students
Ss write their two sentences and discuss the limitation. Ss may say: 'The machine is faster, but the worker may be more careful.' 'Speed does not show whether the work has errors.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to read their sentences and explanations. T asks the class: 'Do you agree? Can you give another reason?' and rewards clear reasoning.
Students
Ss present, e.g. 'Lan works more accurately than Nam, because she makes only one error.' Ss discuss: 'Quality matters, so we should not judge only by speed.'
Teacher
Step 4: Conclusion and assessment
T confirms that a good judgement needs both speed and accuracy and reminds Ss of the three-step method. T says: 'Next time you compare two people or machines, check both the time and the quality.'
Students
Ss write the best sentences and reasons into their notebooks as a model for future writing.

Worksheets

Phiếu học tập số 1

Task 1: Write the comparative form of each adverb.

fast → ______
hard → ______
early → ______
carefully → ______
slowly → ______
quietly → ______
well → ______
badly → ______

Task 2: Complete the rules.

Short adverbs (one syllable): add ______.
Long adverbs (two or more syllables): use ______ + adverb.
Irregular forms: well → ______; badly → ______.
Structure: adverb (comparative) + ______ + the second person or thing.

Task 3: Check the mistake.

Which form is wrong? A. faster B. more faster C. harder
Correct it: ______

Answer key (for teacher): Task 1: faster, harder, earlier, more carefully, more slowly, more quietly, better, worse. Task 2: -er; more; better; worse; than. Task 3: B (more faster → faster).

Homework

Write four sentences about life in the countryside using comparative adverbs, for example: 'Farmers work more slowly in the paddy field than in the city.' Use at least two of the six new words: harvest, herd, paddy field, load, peaceful, vast.
Think of a family member or a friend. Write two sentences comparing how this person does a daily task, for example: 'My father drives more carefully than my uncle.' Check your sentences with the three-step method: meaning, structure, subject and verb.
Practise the NeoEdu exercises at neoedu.vn/learn/8/english/unit-2-a-closer-look-2 and write down any sentence you find difficult. Bring your list to the next lesson.

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