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Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 3. Unit 3: Teenagers

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the six words: pressure, bully, forum, concentrate, upload, support, correctly in context.
    • Pronounce the vowel sounds /ʊə/ (tour, sure) and /ɔɪ/ (choice, boy) and recognise them in spoken words.
    • Explain the structure of a topic sentence and supporting details by studying a language model about teenagers.
    • Write three original topic sentences about teenagers using three different vocabulary items.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the matching and gap-fill tasks alone first, then check their answers with a partner using the example sentences.
  • Communication and collaboration: Ss work in pairs to discuss the meaning of new words, practise pronunciation and give feedback on each other's sentences.
  • Problem-solving and creativity: Ss infer word meanings from context and create their own topic sentences about teenage life.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read words in context, say them aloud, and write three topic sentences about teenagers.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss identify the target vowel sounds /ʊə/ and /ɔɪ/, use six unit words accurately, and apply the simple present tense and a complete sentence structure in their writing.

3. Personal qualities

  • Diligence: Ss complete every exercise and repeat the pronunciation drills until they are clear and accurate.
  • Responsibility: Ss take responsibility for their own writing by checking meaning and spelling before handing in their sentences.
  • Honesty: Ss assess their own answers truthfully during the self-check and admit when they are unsure of a word's meaning.
  • Kindness: Ss give constructive, polite comments to their partners about pronunciation and sentence clarity.

II. Teaching aids and materials

1. Teacher

  • Lesson slides with the six unit words, their Vietnamese meanings and example sentences
  • Audio recording for the listening items (en-US accent is acceptable for recognising words; standard British and American variants are accepted)
  • Sticky notes or cards with the six words for the warm-up
  • Answer key for Exercises 1 to 8
  • NeoEdu learning page: neoedu.vn/learn/8/english/unit-3-a-closer-look-1 (lesson content, examples and interactive exercises)

2. Students

  • Student's Book English 8 (Unit 3: Teenagers, A Closer Look 1)
  • Notebook and pen
  • Small whiteboard or paper for writing answers (optional)
  • Worksheet 1 (printed or on a device)

III. Procedures

Activity 1: Warm-up · 4 minutes

Teenage Life Quick Talk

a) Aims

Ss activate prior knowledge about teenage life and get ready to talk about pressure, support and online communication.

b) Content

Ss look at four pictures or prompts on the slide: a student stressed over exams, a crowded classroom, a class online forum, and a friend helping another friend. In pairs, Ss answer: 'What problems do teenagers face? Who can give them support?'

c) Expected outcomes

A list of 3 to 4 teenage problems and 2 sources of support on the board, for example: exam pressure, bullying, too much homework; support from parents, teachers, friends.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four pictures and says: 'Look at these pictures. What is happening? What problems do teenagers face?' T writes the question on the board.

    Students

    Ss listen carefully and look at the pictures.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss in pairs for 2 minutes and to note their ideas on paper.

    Students

    Ss discuss in pairs. Expected answers: 'Students feel pressure from exams.' 'Some students are bullied online.' 'Friends can offer support.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their ideas and writes key words on the board.

    Students

    Representative pairs report: 'Exam pressure is a big problem.' 'A bully may hurt others with words.' 'We can ask our parents for support.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we will learn six useful words to talk about these topics.' T writes the title of the unit on the board.

    Students

    Ss write the title 'Unit 3 – A Closer Look 1' in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Six Words in Context

a) Aims

Ss understand the meaning, form and use of six new words through example sentences and recognise them in context.

b) Content

T presents the six words with their Vietnamese meanings and example sentences: pressure (áp lực) – Exam pressure can affect sleep. bully (bắt nạt) – A bully may hurt others with words. forum (diễn đàn) – Our class forum has clear rules. concentrate (tập trung) – I cannot concentrate in a noisy room. upload (tải lên) – Ask permission before you upload a photo. support (hỗ trợ) – Friends can offer support.
Question for Ss: 'Which word goes with a noisy room? Which word goes with a photo?'

c) Expected outcomes

Ss can state the meaning of each word and match it with its context. Key knowledge: pressure = áp lực; bully = bắt nạt; forum = diễn đàn; concentrate = tập trung; upload = tải lên; support = hỗ trợ. Example: 'I cannot concentrate in a noisy room' means I cannot focus my attention.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read each example sentence silently. Try to guess the meaning of the bold word from the context.' T displays the six sentences with the target words in bold.

    Students

    Ss read the six sentences silently and guess the meanings of the bold words.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and check their guesses with the Vietnamese meanings on the slide. T walks around and helps pairs that struggle.

    Students

    Ss match each word with its meaning. Expected answer: 'Support means help, because friends can offer support.' 'Concentrate means focus, because I cannot concentrate in a noisy room.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read a sentence aloud and explain the meaning of the bold word. T asks: 'What word do we use before a noun in the sentence Exam pressure?'

    Students

    Ss read and explain. Expected answers: 'Pressure is a noun.' 'Upload is a verb: ask permission before you upload a photo.' 'Forum is a noun: our class forum.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and parts of speech on the board. T models the pronunciation of each word and asks Ss to repeat in chorus, then individually.

    Students

    Ss repeat the words after T and copy the six words, their meanings and example sentences into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Sounds /ʊə/ and /ɔɪ/

a) Aims

Ss recognise and pronounce the vowel sounds /ʊə/ and /ɔɪ/ in words and understand that accents may vary.

b) Content

T presents the words in two groups: /ʊə/ in tour, sure; /ɔɪ/ in choice, boy. T explains that the British transcription of tour is /tʊə/ and sure is /ʃʊə/, while choice and boy contain /ɔɪ/. T notes that many modern accents use /tɔː/ or /ʃɔː/, and American English often has an /r/ sound, e.g. tour /tʊr/ or /tɔr/. Question for Ss: 'Which words have the same vowel sound? Do you hear the same sound in boy and choice?'

c) Expected outcomes

Ss can read the words aloud with the target vowels. Key knowledge: /ʊə/ appears in tour and sure; /ɔɪ/ appears in choice and boy. Ss understand that standard British and American variants are both acceptable.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the audio for tour, sure, choice and boy. T says: 'Listen and tell me which words share the same vowel sound.'

    Students

    Ss listen carefully and look at the words on the slide.

  2. Teacher

    Step 2: Task performance

    T plays the audio again and asks Ss to repeat each word after the recording. T pauses after each word to check pronunciation.

    Students

    Ss repeat the words in chorus and then individually. Expected answer: 'Tour and sure have the sound /ʊə/. Choice and boy have the sound /ɔɪ/.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read the four words aloud to the class, one pair per group of words. T invites the class to give feedback.

    Students

    Pairs read aloud. Other Ss comment: 'Your /ɔɪ/ in choice is clear.' 'Tour sounds good in British English.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Tour and sure use /ʊə/; choice and boy use /ɔɪ/. Your accent may differ, but a consistent standard accent is acceptable.' T writes both sounds on the board with example words.

    Students

    Ss note the two sounds and the example words in their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Reading a Language Model

a) Aims

Ss study a model paragraph about teenage habits and identify its topic sentence, supporting details and communicative purpose.

b) Content

Ss read the model: 'Teenagers need both independence and support. I sometimes feel pressure when several assignments arrive together, so I make a weekly plan. I put difficult tasks first and leave time for rest. If I cannot solve a problem, I ask a teacher instead of hiding it. My friends and I also respect each other's offline time. We do not expect immediate replies at night. These habits do not make every day easy, but they help us communicate more kindly and study with greater confidence.'
Questions for Ss: 'Which sentence is the topic sentence? Which sentences give details? What does the writer want to communicate?'

c) Expected outcomes

Topic sentence: 'Teenagers need both independence and support.' Supporting details: a weekly plan, difficult tasks first, asking a teacher, respecting offline time. Communicative purpose: to show healthy habits that help teenagers communicate kindly and study with confidence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the model paragraph. Find the topic sentence and the details that support it.' T gives Ss 1 minute to read silently.

    Students

    Ss read the paragraph silently and underline the sentence they think is the topic sentence.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss the questions in pairs and write their answers in the table of notes on the board (as a list of two columns: 'Topic sentence' and 'Details').

    Students

    Ss discuss in pairs. Expected answers: 'The first sentence is the topic sentence.' 'Details: I make a weekly plan; I put difficult tasks first; I ask a teacher.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to present their findings and asks: 'Why does the writer make a weekly plan?'

    Students

    Pairs report. Expected answer: 'The writer makes a weekly plan because assignments arrive together and cause pressure.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure: one topic sentence, then supporting details with clear examples. T reminds Ss that the model is used as a guide for the writing task in the Application.

    Students

    Ss copy the structure into their notebooks: topic sentence + supporting details.

Activity 3.1: Practice · 8 minutes

Vocabulary Matching and Gap-Fill

a) Aims

Ss use the six unit words accurately in matching and gap-fill tasks based on example sentences.

b) Content

Ss complete Worksheet 1: Exercise 1 (matching) and Exercises 2 to 4 (choose the word that means áp lực, bắt nạt, diễn đàn). Answer keys are given in the product.

c) Expected outcomes

Exercise 1 key: pressure – áp lực; bully – bắt nạt; forum – diễn đàn; concentrate – tập trung; upload – tải lên; support – hỗ trợ.
Exercise 2 key: pressure (Exam pressure can affect sleep.)
Exercise 3 key: bully (A bully may hurt others with words.)
Exercise 4 key: forum (Our class forum has clear rules.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: 'Work alone first for 3 minutes. Then check with your partner.'

    Students

    Ss read the instructions and begin Exercise 1 individually.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who are stuck. T reminds Ss to check each meaning in its example sentence.

    Students

    Ss complete Exercises 1 to 4. Expected answers: 'Exam pressure can affect sleep, so the answer is pressure.' 'A bully may hurt others, so the answer is bully.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to give answers to Exercises 2 to 4 and asks the class to confirm.

    Students

    Ss give their answers: pressure, bully, forum. The class checks with the answer key on the slide.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and asks: 'Why is forum not the right answer for concentrate?' T emphasises that context is the key to choosing the right word.

    Students

    Ss correct any wrong answers in their worksheet and note the key words.

Activity 3.2: Practice · 6 minutes

Listening and Reading Aloud

a) Aims

Ss identify spoken words with the target sounds and read example words aloud with clear pronunciation.

b) Content

Ss complete Worksheet 1: Exercises 5 and 6 (listen and type the word they hear) and Exercise 7 (read aloud the words tour and choice and explain the sound contrast taught in this lesson).

c) Expected outcomes

Exercise 5 key: tour. Exercise 6 key: choice. Exercise 7 (human assessment): Ss read tour and choice with accurate target sounds (/ʊə/ and /ɔɪ/) and clear connected speech; they explain that tour has the vowel /ʊə/ in British English (with /r/ in some American forms) and choice has the diphthong /ɔɪ/. Accept standard British and American variants.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to each word and type it. Then read the two example words aloud and explain the sound contrast.' T plays the audio for Exercises 5 and 6.

    Students

    Ss listen to the audio and prepare to type the words.

  2. Teacher

    Step 2: Task performance

    T plays the audio again if needed and asks Ss to read tour and choice aloud. T listens and gives feedback on pronunciation.

    Students

    Ss type tour and choice. Ss read aloud. Expected answer: 'Tour has /ʊə/ and choice has /ɔɪ/. They are different vowel sounds.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 Ss to read aloud and explain the contrast to the class. T asks: 'Which sound is in boy?'

    Students

    Ss read and explain. Expected answer: 'Boy has the sound /ɔɪ), like choice.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that Exercise 7 is assessed by the teacher using a 10-point rubric (accurate target sounds 6 points; intelligible connected delivery 2 points; explanation 2 points), and that spelling alone does not show pronunciation.

    Students

    Ss note the rubric and identify their own strengths and weaknesses in pronunciation.

Activity 4: Application · 6 minutes

Three Topic Sentences About Teenagers

a) Aims

Ss produce three original topic sentences about teenage life using three different unit words, applying the structure studied in this lesson.

b) Content

T gives the task: 'Write three original topic sentences about teenagers. Each sentence must use a different unit word: pressure, bully, forum, concentrate, upload or support.' Sample topic sentences: 'Teenagers need both independence and support.' 'Exam pressure can make students feel tired.' 'A class forum helps students share useful ideas.'

c) Expected outcomes

Three original topic sentences, each with a different unit word, complete with subject and predicate, for example: 'Teenagers can feel pressure from exams.' 'Friends can offer support when someone feels sad.' 'Students should concentrate in class to learn well.' Assessment rubric (teacher's use): task achievement and accurate collocations and meaning 4 points; organisation and clear evidence 2 points; appropriate vocabulary and grammar 2 points; delivery or spelling 2 points.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task on the board and says: 'Write three topic sentences. Use three different words from our list. Check that each sentence is a complete sentence.'

    Students

    Ss read the task and choose three words from the list.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write their sentences individually for 3 minutes. Then T asks Ss to swap notebooks with a partner and check meaning, word choice and sentence completeness.

    Students

    Ss write three sentences. Ss check their partner's sentences and give one suggestion each. Expected sentence: 'Upload only photos that you have permission to share.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 Ss to read their best topic sentence aloud and asks the class: 'Is the sentence a complete sentence? Does it use the word correctly?'

    Students

    Ss read their sentences. The class gives feedback, for example: 'Your sentence is clear. The word support is used correctly.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good work, highlights common errors (for example, translating Vietnamese word order directly) and gives the homework to develop one topic sentence into a short paragraph.

    Students

    Ss correct their sentences and record the homework in their notebooks.

Worksheets

Worksheet 1

Exercise 1. Match the unit words with their meanings.

  • pressure
  • bully
  • forum
  • concentrate
  • upload
  • support
    Meanings: tập trung; hỗ trợ; áp lực; diễn đàn; bắt nạt; tải lên

Exercise 2. Choose the unit word that means áp lực.

  • Exam ____ can affect sleep.

Exercise 3. Choose the unit word that means bắt nạt.

  • A ____ may hurt others with words.

Exercise 4. Choose the unit word that means diễn đàn.

  • Our class ____ has clear rules.

Exercise 5. Listen and type the word you hear.

Exercise 6. Listen and type the word you hear.

Exercise 7. Read these examples aloud: tour; choice. Explain the sound contrast taught in this lesson.

Exercise 8. Write three original topic sentences using three different vocabulary items from the list: pressure, bully, forum, concentrate, upload, support.

Homework

  • Review the six unit words and their meanings. Write one example sentence for each word in your notebook.
  • Practise the sounds /ʊə/ and /ɔɪ/ by reading the words tour, sure, choice and boy aloud five times each. Record yourself and listen to the recording.
  • Develop one of the three topic sentences from class into a short paragraph of 5 to 6 sentences about teenage life. Use one topic sentence and three supporting details.
  • Check your paragraph for complete sentences, correct word choice and spelling. Bring it to the next lesson.
  • Visit neoedu.vn/learn/8/english/unit-3-a-closer-look-1 and complete the interactive exercises for A Closer Look 1.

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