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

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:
  • Predict the type of answer (person, time, place or reason) before listening to a recording.
  • Listen for the gist and then for specific details in the original unit recording.
  • Identify the genre features of a paragraph about a cause of school stress and realistic solutions.
  • Use the six key words (pressure, bully, forum, concentrate, upload, support) in context.
  • Plan, write and revise an 80–100-word paragraph about a cause of school stress and realistic solutions.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict answers and revise their own writing without relying on the model text.
  • Communication and collaboration: Ss work in pairs to match vocabulary, check listening answers and give peer feedback on writing.
  • Problem-solving and creativity: Ss propose two practical, personal responses to a school stress they choose.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for gist and details to answer four questions, read a model paragraph to identify its purpose and features, and write a paragraph of 80–100 words.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the key words with correct stress, use the six target words in context, and avoid translating Vietnamese word order directly into English.

3. Personal qualities

  • Diligence: Ss complete the listening tasks and the full writing plan, and revise their paragraph at least once.
  • Honesty: Ss write about their own real experiences and ask a teacher or peer for help openly instead of hiding difficulties.
  • Kindness: Ss give constructive, respectful feedback to their partners during peer review.

II. Teaching aids and materials

1. Teacher

  • Textbook Global Success 8, Unit 3: Teenagers, Skills 2
  • Audio recording of the Skills 2 listening exercises
  • Projector or interactive whiteboard, slides with the model paragraph and the 10-point rubric
  • Printed worksheets (Phiếu học tập số 1, số 2, số 3)
  • NeoEdu lesson page (neoedu.vn/learn/8/english/unit-3-skills-2): lecture, examples and interactive exercises

2. Students

  • Textbook and notebook
  • Pen, pencil and eraser
  • Highlighter (optional) for marking the genre features in the model paragraph

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Stress at School

a) Aims

Ss activate prior knowledge about school pressure and get ready for the topic of the lesson.

b) Content

T asks the class: 'What makes students feel stressed at school?' and 'Who can you talk to when you feel pressure?' Pairs brainstorm as many causes of stress as they can in one minute.

c) Expected outcomes

Each pair lists at least three causes of school stress (for example: exam pressure, too many assignments, a bully, a noisy room where it is hard to concentrate) and names one trusted adult (for example: a parent or a teacher).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes SCHOOL STRESS on the board and asks the two questions. T says: 'Work in pairs. You have one minute to list causes of stress.'

    Students

    Ss listen carefully and get ready to work with their partner.

  2. Teacher

    Step 2: Task performance

    T monitors and gives help with vocabulary such as 'pressure' or 'concentrate' when pairs ask.

    Students

    Pairs brainstorm and write their list in their notebooks. Possible answers: 'Exam pressure.', 'Too many homework tasks.', 'A bully in the class.', 'A parent or a teacher.'

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to share their lists and writes the most common causes on the board.

    Students

    Three pairs report. Example: 'We think exam pressure is the biggest cause. We talk to our parents.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we will listen for the main idea and details, then plan and write about a cause of school stress and realistic solutions.' T writes the lesson aim on the board.

    Students

    Ss copy the lesson aim into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Key Vocabulary in Context

a) Aims

Ss pronounce and understand six key words through example sentences from the lesson.

b) Content

Ss complete Phiếu học tập số 1 by matching each word with its example sentence: pressure, bully, forum, concentrate, upload, support. Ss then write the Vietnamese meaning of each word in brackets. Key words: pressure (áp lực), bully (bắt nạt), forum (diễn đàn), concentrate (tập trung), upload (tải lên), support (hỗ trợ).

c) Expected outcomes

Correct matches:

  • pressure: Exam pressure can affect sleep.
  • bully: A bully may hurt others with words.
  • forum: Our class forum has clear rules.
  • concentrate: I cannot concentrate in a noisy room.
  • upload: Ask permission before you upload a photo.
  • support: Friends can offer support.
    Stress: pressure /ˈpreʃər/, bully /ˈbʊli/, forum /ˈfɔːrəm/, concentrate /ˈkɒnsntreɪt/ (first syllable), support /səˈpɔːrt/ (second syllable).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models the six words, drills them chorally and individually, and hands out Phiếu học tập số 1. T says: 'Match each word with its sentence. Then write the Vietnamese meaning in brackets.'

    Students

    Ss repeat the words after T and look at the worksheet.

  2. Teacher

    Step 2: Task performance

    T walks around, checks stress patterns and asks questions such as: 'Which word describes a noisy room?'

    Students

    Pairs match the words with the sentences and write the meanings. Possible answer: 'Concentrate is the one with the noisy room.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their matches aloud and asks the class to agree or disagree.

    Students

    Pairs read: 'Pressure – Exam pressure can affect sleep.' The class checks and gives feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches, corrects word stress and writes the six words on the board with their meanings.

    Students

    Ss correct their worksheets and copy the words into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Listening Strategy: Predict, Gist, Details

a) Aims

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

b) Content

T explains the strategy from the Listening strategy section. Before listening, Ss predict the type of answer (person, time, place or reason). T uses the four practice questions as examples: 'How many teenagers were asked?' (a number); 'Is the advice room open on Monday?' (yes or no); 'What should you save if a message feels unsafe?' (an object).

c) Expected outcomes

Ss write the strategy in their notebooks:

  • Step 1: Predict the type of answer (person, time, place or reason).
  • Step 2: Listen for the gist (main idea).
  • Step 3: Listen for details to answer the question.
    Ss also note that the answer should be a word or short phrase, not a full sentence, for questions 1, 2 and 4.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three steps on the board and asks: 'Before you listen, what kind of answer do you expect for How many…?'

    Students

    Ss think about the question and answer. Possible answer: 'A number.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to predict the answer type for the other two example questions in pairs.

    Students

    Pairs discuss. Possible answers: 'Yes or no for the advice room question.' 'An object, such as a photo or a message, for the save question.'

  3. Teacher

    Step 3: Report and discussion

    T invites one pair to explain why predicting helps them listen better.

    Students

    A pair answers: 'If we know the answer is a number, we listen for numbers and ignore the other words.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the strategy and says: 'Predicting saves time. Gist first, details second. Do not expect the transcript; listen to the recording.'

    Students

    Ss write the summary in their notebooks.

Activity 2.3: Knowledge formation · 15 minutes

Analysing the Model Paragraph

a) Aims

Ss identify the purpose and genre features of the model paragraph about a cause of school stress and realistic solutions.

b) Content

Ss read the original model paragraph and complete Phiếu học tập số 2:

  • What is the purpose of the paragraph?
  • Which sentence identifies a specific source of pressure?
  • Which sentences offer two practical responses?
  • Which sentence mentions a trusted adult?
  • Name two genre features and two useful topic expressions.

c) Expected outcomes

Answers:

  • Purpose: to share personal habits that help a teenager handle pressure and balance independence and support.
  • Source of pressure: 'I sometimes feel pressure when several assignments arrive together.'
  • Two practical responses: 'so I make a weekly plan' and 'I put difficult tasks first and leave time for rest.'
  • Trusted adult: 'I ask a teacher instead of hiding it.'
  • Genre features: first-person ('I') examples from real life; a topic sentence followed by supporting details and a clear concluding sentence.
  • Topic expressions: 'feel pressure', 'ask a teacher', 'leave time for rest', 'study with greater confidence'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the model paragraph and says: 'Read silently first. Then answer the questions on Phiếu học tập số 2.'

    Students

    Ss read the model and highlight key sentences if they wish.

  2. Teacher

    Step 2: Task performance

    T moves around and asks guiding questions such as: 'Which sentence tells us the cause of stress?'

    Students

    Ss work individually and then compare in pairs. Example: 'The cause is when several assignments arrive together.'

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to read out their answers to each question and writes the answers on the board.

    Students

    Ss report. Example: 'The trusted adult is a teacher, because the writer asks a teacher instead of hiding the problem.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains: 'This paragraph uses a clear structure: source, effect, responses and a trusted adult. Your writing should follow the same genre, but with your own details.'

    Students

    Ss correct their worksheets and note the genre features in their notebooks.

Activity 3.1: Practice · 15 minutes

Listening Practice: Main Idea and Details

a) Aims

Ss apply the listening strategy to answer four questions from the original unit recording.

b) Content

Ss listen to the original recording for Exercises 1–4 and write answers.

  1. How many teenagers were asked? (Answer with a word or short phrase.)
  2. How many preferred a trusted adult? (Answer with a word or short phrase.)
  3. Is the advice room open on Monday? (True or False)
  4. What should you save if a message feels unsafe? (Answer with a word or short phrase.)

c) Expected outcomes

Answers:

  1. fifty (The survey included fifty.)
  2. twelve (Twelve chose that option.)
  3. False (It opens Tuesday afternoons.)
  4. the evidence (Save the evidence and tell a trusted adult.)
    Ss must write words or short phrases, not full sentences, for questions 1, 2 and 4.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Predict the type of answer for question 1 first. Then listen once for the gist and once for the details.'

    Students

    Ss read the four questions and predict the answer type for each.

  2. Teacher

    Step 2: Task performance

    T plays the recording. T pauses after each question and allows Ss to write answers. T replays the recording if needed.

    Students

    Ss listen and write their answers. Example: 'Question 1: a number, so the answer is fifty.'

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to compare answers and explain where they found the information.

    Students

    Pairs compare. Example: 'We chose False because the advice room opens on Tuesday afternoons.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss that short answers should not be full sentences. T says: 'Predicting the answer type helped you focus on the details.'

    Students

    Ss correct their answers and record the correct ones in their notebooks.

Activity 3.2: Practice · 25 minutes

Writing Workshop: Plan, Write and Revise

a) Aims

Ss plan, write and revise an 80–100-word paragraph about a cause of school stress and realistic solutions.

b) Content

Ss complete Phiếu học tập số 3 (planning frame): a specific source of pressure, its effect, two practical responses, and a trusted adult. Ss then write 80–100 words (Exercise 6). Afterwards, Ss exchange papers with a partner and revise one original sentence and one revised sentence, then explain the change (Exercise 8).
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).
Sample plan (for reference only): Source: several assignments arrive together. Effect: I feel pressure. Response 1: make a weekly plan. Response 2: put difficult tasks first and leave time for rest. Trusted adult: a teacher.

c) Expected outcomes

Each S produces:

  • A completed planning frame (Phiếu học tập số 3).
  • A paragraph of 80–100 words with a clear source, effect, two responses and a trusted adult.
  • One original sentence, one revised sentence and one sentence explaining the improvement (for example: replacing 'It is good' with a specific benefit and example).
    The paragraph is assessed by the teacher (human assessment). Ss do not memorise the model.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the rubric and the planning headings. T says: 'Plan your own response; do not memorise the model. Keep your details original.' T reminds Ss: 'Use a complete sentence, not a complete clause, and do not translate Vietnamese word order directly.'

    Students

    Ss look at the rubric and read the planning headings.

  2. Teacher

    Step 2: Task performance

    T gives 5 minutes for planning and 12 minutes for writing, and monitors Ss who need help with ideas or structure.

    Students

    Ss fill in Phiếu học tập số 3 and write their paragraph individually. Example opening: 'Exam pressure is a big problem for me.' Then Ss swap papers with a partner and revise one sentence each.

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to read one original sentence and one revised sentence aloud and explain the change.

    Students

    Ss read. Example: 'Original: Tomorrow I will study. Revised: On Tuesday at 7 p.m., I will study for my math test. This is clearer because it gives the exact time.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reminds the class of the misconception: a complete clause is not always a complete sentence, and Vietnamese word order should not be translated directly. T says: 'Ask a teacher or a peer to review your writing before the final draft.'

    Students

    Ss note the reminder and the rubric in their notebooks, then keep their drafts for the next activity.

Activity 4: Application · 10 minutes

My Action Plan for School Stress

a) Aims

Ss apply the writing plan to their own lives by proposing a realistic solution for a stress they face and naming a trusted adult.

b) Content

T asks Ss to choose one stress they face this term. Ss write a three-line personal plan: the problem, one realistic solution, and the trusted adult they will ask for help. Pairs share their plans. Ss finalise their paragraph for homework.

c) Expected outcomes

Each S writes a three-line plan:

  • Problem: ...
  • Solution: ...
  • Trusted adult: ...
    Example: 'Problem: Too many assignments at the same time. Solution: I will make a weekly study plan. Trusted adult: my homework teacher.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks: 'What stress would you like to solve this term? Who can help you?' T gives a model three-line plan on the board.

    Students

    Ss think about their own school stress and choose one problem.

  2. Teacher

    Step 2: Task performance

    T monitors and encourages Ss to make realistic, specific solutions.

    Students

    Ss write their three-line plans. Example: 'Problem: Noisy room at home. Solution: I will study in the library on Tuesdays. Trusted adult: my mother.'

  3. Teacher

    Step 3: Report and discussion

    T invites four pairs to share one plan with the class.

    Students

    Pairs share. Example: 'My partner has a bully problem. She will talk to her homeroom teacher.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises realistic solutions and reminds Ss that the trusted adult should be a real person they can ask for support.

    Students

    Ss record the most useful idea in their notebooks.

Worksheets

Phiếu học tập số 1

Key words: pressure, bully, forum, concentrate, upload, support
Task: Match each word with its example sentence. Then write the Vietnamese meaning in brackets.

  • pressure ___ A. A bully may hurt others with words.
  • bully ___ B. Our class forum has clear rules.
  • forum ___ C. Exam pressure can affect sleep.
  • concentrate ___ D. Friends can offer support.
  • upload ___ E. I cannot concentrate in a noisy room.
  • support ___ F. Ask permission before you upload a photo.

Phiếu học tập số 2

Task: Read the model paragraph and answer the questions.

  • What is the purpose of the paragraph?
  • Which sentence identifies a specific source of pressure?
  • Which two sentences offer practical responses?
  • Which sentence mentions a trusted adult?
  • Name two genre features of the paragraph.
  • Name two useful topic expressions from the paragraph.

Phiếu học tập số 3

Task: Plan your own response about a cause of school stress and realistic solutions. Do not memorise the model.

  • Specific source of pressure: ...
  • Effect of this pressure on me: ...
  • Practical response 1: ...
  • Practical response 2: ...
  • Trusted adult I can ask for help: ...
    Then write 80–100 words in your notebook.
    Revision check:
  • One original sentence: ...
  • One revised sentence: ...
  • Reason for the change: ...

Homework

  • Finalise your paragraph about a cause of school stress and realistic solutions (80–100 words). Check the rubric: content, genre, vocabulary and grammar, spelling and punctuation.
  • Ask a teacher or a classmate to review your paragraph. Revise one more sentence and write down the reason.
  • Review the six key words and write one example sentence for each word in your own context.
  • Practise the listening strategy (predict, gist, details) with the NeoEdu lesson page: neoedu.vn/learn/8/english/unit-3-skills-2.
  • Bring your final paragraph and your three-line action plan to the next lesson.

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