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Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 7. Unit 6: Lifestyles

Giáo án Communication

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Express certainty with Sure, Certainly, Definitely or I'm sure that… when they know the information.
  • Use I'm not sure when the information is not yet enough.
  • Use the words greet, habit, independent, punctual, lifestyle and interaction in short sentences.
  • Adapt an original exchange to a new real situation and check whether the response still makes sense.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work alone to complete the worksheet and check their own answers against the key before sharing.
  • Communication and collaboration: Ss work in pairs to role-play exchanges and give feedback to each other.
  • Problem-solving and creativity: Ss change one detail of a given exchange to fit a new situation and check the meaning of their response.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and sort expressions, role-play a two-turn exchange about lifestyles and write a repair line.
  • Language knowledge (vocabulary, grammar): Ss use the six target words and the expressions of certainty accurately in context.

3. Personal qualities

  • Responsibility: Ss complete their pair tasks and homework on time and check that their sentences are accurate.
  • Honesty: Ss say only what they actually know, and use I'm not sure when they lack enough information.
  • Kindness: Ss give polite and encouraging feedback to their partners and use respectful language with teachers and visitors.

II. Teaching aids and materials

1. Teacher

  • Projector, slides with the target expressions and the model exchange
  • Flashcards for the six vocabulary items: greet, habit, independent, punctual, lifestyle, interaction
  • Worksheet 1 (copied for each pair)
  • NeoEdu lesson page for interactive exercises: neoedu.vn/learn/8/english/unit-6-communication
  • Timer and small cards for the matching task

2. Students

  • Textbook English 8 (Global Success), Unit 6
  • Notebook, pen and pencil
  • Small whiteboard and marker (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Greeting and talking about habits

a) Aims

Ss activate prior knowledge about daily habits and ways of greeting, and get ready for the lesson topic of lifestyles.

b) Content

Ss look at the slides and answer two questions: 1) What is a habit? 2) How do people greet their friends at school? Ss share one habit they have and one way they greet a friend.

c) Expected outcomes

Ss give short answers using the words habit and greet, for example: 'A habit is something I do every day, like brushing my teeth.' and 'I greet my friends with Hi or Good morning.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the slide with the two questions and writes the words habit and greet on the board. T says: 'Today we will talk about lifestyles. First, let's think about our habits.'

    Students

    Ss listen to the instructions and look at the questions on the screen.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to think alone, then asks them to turn to their partner and share their answers.

    Students

    Ss think silently, then talk with their partner about one habit and one greeting.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their answers with the class and writes key words on the board.

    Students

    Ss report, for example: 'My habit is reading before bed.' or 'We greet teachers with Good morning, teacher.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says: 'A habit is a regular action. A lifestyle includes many habits and daily choices. Today we will learn how to express certainty in conversations.'

    Students

    Ss repeat the words habit, greet and lifestyle after T and write the topic in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Expressing certainty

a) Aims

Ss recognise and use the expressions Sure, Certainly, Definitely and I'm sure that… to express certainty, and I'm not sure to express uncertainty.

b) Content

T presents the expressions of certainty: Sure / Certainly / Definitely, and I'm sure that…. T explains: certainty means saying what you know well. T contrasts: 'We might finish it today' (uncertain) and 'I'm sure we can finish it today' (certain). Ss sort the sentences in Worksheet 1 into two groups: certain and not certain. Key idea: say what you actually know; do not use confidence in place of evidence, and use I'm not sure when the information is not enough.

c) Expected outcomes

Ss complete Worksheet 1 with the following key:

  • Certain: I'm sure we can finish it today. / Certainly, I can help after school. / Definitely, the bus leaves at 7 a.m.
  • Not certain: We might finish it today. / I'm not sure we can finish it. / Could we finish it tomorrow instead?
    Ss write the rule in their notebook: Sure / Certainly / Definitely / I'm sure that… = certainty; I'm not sure = uncertainty.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the slide with the four expressions of certainty and gives out Worksheet 1. T says: 'Read each sentence and decide: does the speaker sound certain or not certain?'

    Students

    Ss read the instructions and the sentences on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    Ss work in pairs for 3 minutes. T walks around and checks the pairs that are struggling with the word I'm not sure.

    Students

    Ss discuss and sort the sentences into the two groups. Ss may say: 'Certainly and definitely show that the speaker is sure, so they go in the certain group.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which sentence does not show certainty? Why?' T asks one pair to read the answer aloud.

    Students

    A pair answers: 'We might finish it today is not certain because might means possible.' Other Ss compare with their own answers.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key and explains: 'Use these expressions only when you know the information. If you do not have enough information, say I'm not sure.' T writes the rule on the board.

    Students

    Ss copy the rule into their notebook and repeat the key sentence after T.

Activity 2.2: Knowledge formation · 10 minutes

Key vocabulary and an original exchange

a) Aims

Ss understand and use the six target words in context and practise the purpose of an original exchange before adapting it.

b) Content

T presents the six words with example sentences: greet (People greet guests in different ways.), habit (A regular bedtime is a useful habit.), independent (Teenagers gradually become independent.), punctual (Please be punctual for the meeting.), lifestyle (A lifestyle includes daily choices.), interaction (Face-to-face interaction can build trust.). Then T models the exchange: Can you help me prepare our habit diary tomorrow? / Certainly. I can help after school. T asks: 'What does the speaker want? What does the answer show?' T then replaces one detail: 'Can you help me prepare our poster tomorrow? Certainly. I can help after school.' T asks: 'Does the response still make sense?'

c) Expected outcomes

Ss note the meaning of the six words in their notebook (for example: greet = chào hỏi; habit = thói quen).
Ss explain the purpose: the speaker asks for help, and the reply accepts the request with certainty and a time detail.
Ss confirm that the adapted exchange still makes sense because the reply matches the new request.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the vocabulary slide and asks Ss to read each word and its example sentence silently. T says: 'Focus on the purpose of the exchange, not only the words.'

    Students

    Ss read the words and sentences and write the meanings in their notebook.

  2. Teacher

    Step 2: Task performance

    T plays the model exchange, then asks Ss to work in pairs to find the purpose of each turn and decide whether the adapted exchange still makes sense.

    Students

    Ss work in pairs. Ss may answer: 'The first speaker asks for help. The second speaker agrees.' and 'Yes, the answer still makes sense because the reply matches the request.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read the exchange and explain the purpose. T asks: 'What happens if the reply is I'm not sure? Is the exchange still OK?'

    Students

    A pair says: 'If the reply is I'm not sure, the speaker shows uncertainty, so the response is still logical.' Other Ss add examples.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Keep the purpose of the exchange, change one detail to fit the new situation, and check whether the response still makes sense.'

    Students

    Ss write the summary in their notebook and repeat the model exchange after T.

Activity 3: Practice · 12 minutes

Certainty and communicative functions

a) Aims

Ss practise choosing the correct expression for a communicative purpose and write a short exchange about lifestyles.

b) Content

Exercise 1: Choose the best response to express certainty that your group can finish its poster today.
A. I'm sure we can finish it today.
B. We might finish it today.
C. I'm not sure we can finish it.
D. Could we finish it tomorrow instead?
Exercise 2: Match the functions with the expressions.

  1. Request information politely / 2. Clarify a meaning / 3. Express uncertainty / 4. Congratulate an achievement
    a. Could you explain that, please? / b. By that, I mean… / c. I'm not sure about that. / d. Congratulations!
    Exercise 3: Write a two-turn exchange using expressing certainty in a situation about lifestyles.

c) Expected outcomes

Exercise 1 answer: A (I'm sure we can finish it today.)
Exercise 2 answers: 1-a (Could you explain that, please?); 2-b (By that, I mean…); 3-c (I'm not sure about that.); 4-d (Congratulations!)
Exercise 3 sample: 'Can you help me prepare our habit diary tomorrow?' / 'Certainly. I can help after school.' Ss may write another lifestyle situation with a certainty expression. Assessment is by the 10-point rubric: task achievement and accurate function (4), organisation and clear evidence (2), appropriate vocabulary and grammar (2), delivery or spelling (2).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays Exercises 1–3 on the slide and says: 'Work in pairs. Exercise 1 and 2 are quick. Exercise 3 needs two turns of conversation.' T may also direct Ss to the NeoEdu interactive exercises.

    Students

    Ss read the exercises and ask questions about any unclear words.

  2. Teacher

    Step 2: Task performance

    T gives Ss 6 minutes to do Exercises 1 and 2, then 4 minutes for Exercise 3. T monitors and helps pairs that are stuck with the purpose of each function.

    Students

    Ss choose answers, match the expressions and write a two-turn exchange. Ss may write: 'Could you give an example, please?' / 'Sure. I can give an example about my morning routine.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to give the answers to Exercises 1 and 2 and read their exchange for Exercise 3. T asks the class to check the answers.

    Students

    Ss report the answers: 'A, because I'm sure shows certainty.' Other Ss compare and give feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the keys and points out: 'Choose the expression by its communicative purpose, not by a single word. Use certainty only when you have the information.'

    Students

    Ss correct their answers in the notebook and note the correct expressions.

Activity 4: Application · 10 minutes

Role-play in real situations

a) Aims

Ss adapt the exchange to a new real situation with a teacher or a visitor, and use a repair line when the listener misunderstands.

b) Content

Pairs role-play the exchange 'Can you help me prepare our habit diary tomorrow? / Certainly. I can help after school.' Each pair: (1) changes one detail to fit a new situation, for example a teacher or a visitor; (2) uses please and a respectful greeting; (3) adds one follow-up question, such as 'Could you give an example?' or 'Thank you for explaining.'; (4) writes a repair line if the listener misunderstands, such as 'Sorry, I meant…' or 'Let me explain that another way.'

c) Expected outcomes

Each pair performs a 2–4 turn role-play that keeps the purpose of the exchange and has a respectful tone. Example: 'Good morning, Ms. Lan. Could you help me prepare our habit diary tomorrow, please? / Certainly. I can help after school.' Repair example: 'Sorry, I meant the diary for our class project. Let me explain that another way.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the role-play task and shows the checklist on the slide: change one detail, keep the tone appropriate, add a follow-up, write a repair line.

    Students

    Ss listen and confirm the task with their partner.

  2. Teacher

    Step 2: Task performance

    T gives pairs 4 minutes to prepare, then asks them to practise twice. T listens and notes common errors.

    Students

    Ss prepare and practise. Ss use lines such as: 'Excuse me, could you help me, please?' and 'Sure. I'm sure I can do it after school.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to perform in front of the class and asks the audience to check whether the response still makes sense.

    Students

    Pairs perform. Audience answers: 'The reply is logical because the speaker agrees to the new request.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good use of certainty and polite language, corrects one or two errors and restates the key idea: 'Keep the purpose, change one detail, and check the meaning.'

    Students

    Ss note the corrections and write one new sentence for their homework.

Worksheets

Worksheet 1

Task: Read each sentence. Decide whether the speaker sounds certain or not certain. Write the sentence in the correct column.

  • I'm sure we can finish it today.
  • We might finish it today.
  • Certainly, I can help after school.
  • I'm not sure we can finish it.
  • Definitely, the bus leaves at 7 a.m.
  • Could we finish it tomorrow instead?

Table to complete:

  • Column 1: Certain
  • Column 2: Not certain

Question: Which expression do you use when you do not have enough information?

Homework

  • Write a short two-turn exchange about a lifestyle topic, using Sure, Certainly, Definitely or I'm sure that… to express certainty. Use at least two of the words greet, habit, independent, punctual, lifestyle or interaction.
  • Compare a direct and a polite version of one request (for example: 'Help me with my homework.' and 'Could you help me with my homework, please?'). Write two sentences explaining when each version may fit.
  • Prepare to perform your exchange in the next lesson. Check your sentences against the rubric: task achievement, organisation, vocabulary and grammar, and spelling.
  • Practise the NeoEdu interactive exercises at neoedu.vn/learn/8/english/unit-6-communication before the next lesson.

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