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

Giáo án Getting Started

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the six key words of the unit (greet, habit, independent, punctual, lifestyle, interaction) to talk about daily life.
    • Identify the speakers, the topic and the purpose of a follow-up question in a short discussion.
    • Use the first conditional (If + present simple, will + V) and the word 'unless' (= if ... not) to express possible results in daily routines.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on the reading task and the writing task alone, check their answers against the model, and record their own daily habits in their notebooks.
  • Communication and collaboration: Ss share their daily habits in pairs, role-play the Mai and Nam conversation, and give peer feedback on a partner's four-turn conversation.
  • Problem-solving and creativity: Ss decide which sentence in the model shows a benefit and which shows a possible difficulty, and create their own truthful example of a lifestyle change.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the conversation, identify its main ideas, ask and answer a follow-up question, and write a four-turn conversation about lifestyles.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six unit words accurately, recognise the first conditional with 'unless', and choose the correct verb form in an if-clause.

3. Personal qualities

  • Responsibility: Ss honestly report their own daily routine and give a realistic example when they replace the sample experience.
  • Diligence: Ss complete all exercises in the lesson and finish the writing task on time.

II. Teaching aids and materials

1. Teacher

  • Student textbook English 8 (Global Success), Unit 6 Lifestyles, Getting Started
  • Projector or interactive board to show the conversation and the vocabulary cards
  • Vocabulary flashcards (greet, habit, independent, punctual, lifestyle, interaction)
  • Worksheet 1 and Worksheet 2 (printed, one copy per pair)
  • Timer and a rubric for peer assessment (10 points: task achievement and accurate content and language 4; organisation and clear evidence 2; appropriate vocabulary and grammar 2; delivery or spelling 2)
  • NeoEdu online lesson: neoedu.vn/learn/8/english/unit-6-getting-started (interactive exercises for the practice step)

2. Students

  • Student textbook and notebook
  • Pen, pencil and a highlighter or coloured pen to underline words
  • Small sheet of paper for writing the four-turn conversation

III. Procedures

Activity 1: Warm-up · 5 minutes

Daily habits

a) Aims

Ss activate prior knowledge about daily routines and feel ready to talk about lifestyles.

b) Content

Ss answer the question: 'What is one habit that helps you every day?' They talk in pairs for one minute, then share with the class. T then writes the word 'lifestyle' on the board and asks: 'What do you think a lifestyle means?'

c) Expected outcomes

Ss produce 2 to 3 sentences in the form 'I usually ...', for example: 'I usually go to bed at 10 p.m.' or 'I usually help my parents cook dinner.' Ss also give a simple meaning of 'lifestyle' (the way a person lives, including daily choices).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets Ss and asks: 'What is one habit that helps you every day?' T models the answer with one sentence, e.g. 'I usually brush my teeth before bed.'

    Students

    Ss listen and think about one habit of their own.

  2. Teacher

    Step 2: Task performance

    T asks Ss to talk in pairs for one minute. T walks around and listens to pairs.

    Students

    Ss talk in pairs and use 'I usually ...' to describe their habits. Possible answers: 'I usually do my homework after dinner.' 'I usually get up at six o'clock.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share. T writes the word 'lifestyle' on the board and asks: 'What do you think a lifestyle means?'

    Students

    Ss share their sentences. Possible answer: 'A lifestyle is the way we live every day.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that a lifestyle includes daily choices and habits, and says that today's lesson is about building a healthy and balanced lifestyle. T introduces the unit's new words in the next activity.

    Students

    Ss listen and write the title 'Lifestyles' in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Key vocabulary

a) Aims

Ss understand the meaning and use of six key words: greet, habit, independent, punctual, lifestyle, interaction.

b) Content

Ss match each word with its meaning and read the example sentence on the flashcard:

  • greet (chào hỏi): People greet guests in different ways.
  • habit (thói quen): A regular bedtime is a useful habit.
  • independent (tự lập): Teenagers gradually become independent.
  • punctual (đúng giờ): Please be punctual for the meeting.
  • lifestyle (lối sống): A lifestyle includes daily choices.
  • interaction (sự tương tác): Face-to-face interaction can build trust.
    Question for Ss: 'Which word can you use to talk about your daily routine?'

c) Expected outcomes

Ss write six words with their Vietnamese meanings and one example sentence each in their notebooks. Matching key: greet – chào hỏi; habit – thói quen; independent – tự lập; punctual – đúng giờ; lifestyle – lối sống; interaction – sự tương tác.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six flashcards with the English words only. T explains the task: match each word with its meaning card and read the example sentence aloud.

    Students

    Ss look at the words and listen to the task instructions.

  2. Teacher

    Step 2: Task performance

    T uses a matching game: T reads a Vietnamese meaning and Ss raise their hands to say the English word. T models the pronunciation of each word and asks Ss to repeat in chorus and individually.

    Students

    Ss match the words in pairs, read the example sentences and repeat the words after T. Possible answer: 'Punctual means arriving on time.'

  3. Teacher

    Step 3: Report and discussion

    T calls on some Ss to read a word and its example sentence. T asks: 'Which word can you use to talk about your daily routine?'

    Students

    Ss answer. Possible answers: 'habit' or 'lifestyle'. Ss make one sentence with 'habit' or 'lifestyle' about themselves.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and writes the key pronunciation on the board. T reminds Ss that 'lifestyle' and 'habit' will be used in the conversation.

    Students

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

Activity 2.2: Knowledge formation · 10 minutes

Understanding the conversation

a) Aims

Ss identify the speakers, the topic and the purpose of the follow-up question, and recognise the first conditional with 'unless'.

b) Content

Ss read the conversation in pairs. Then they answer Worksheet 1, Part A:

  1. Who is speaking? What is the topic?
  2. Why does Mai ask 'Can you give a reason for your opinion?'
  3. Underline the words that support Nam's opinion.
    T then focuses on the sentences: 'If I finish my homework before dinner, I will leave my phone outside the dining area.' and 'Unless I plan ahead, I often rush in the morning.'

c) Expected outcomes

Ss write these answers in their notebooks:

  • Speakers: Mai and Nam. Topic: lifestyles, a more balanced daily routine.
  • The follow-up question asks for a reason or supporting detail, so Nam must explain his opinion with benefits and difficulties.
  • Supporting words: 'I would like to build a more balanced daily routine', 'This may help me listen to my family more carefully', 'A useful lifestyle change should be safe, realistic, and suited to the person.'
  • Grammar note: If + present simple, will + V (first conditional). 'Unless' means 'if ... not', so 'Unless I plan ahead' = 'If I do not plan ahead'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the recording or reads the conversation aloud. T gives Worksheet 1, Part A to pairs and asks Ss to read the conversation silently first.

    Students

    Ss listen and follow the text in their books. Ss read silently and prepare to answer the questions.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss the three questions in pairs and underline supporting words with a highlighter. T monitors and helps weaker pairs by pointing to the first line of the conversation.

    Students

    Pairs discuss and underline the supporting sentences. Possible answer for Q1: 'Mai and Nam. They are talking about lifestyles.' Possible answer for Q2: 'She wants Nam to give a reason and details to support his opinion.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to report their answers. T writes the two sentences with 'if' and 'unless' on the board and asks: 'What happens if I finish my homework? What does 'unless I plan ahead' mean?'

    Students

    Ss report answers. Possible answer: 'If I finish my homework, I will leave my phone outside.' Possible answer: 'Unless I plan ahead = If I do not plan ahead, I often rush.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the structure: If + present simple, will + V. T reminds Ss not to use 'will' after 'if' and not to add 'not' after 'unless'. T praises Ss who found the supporting words.

    Students

    Ss copy the structure and the note into their notebooks and make one sentence with 'if' and one with 'unless' about themselves.

Activity 3.1: Practice · 6 minutes

Reading check and word choice

a) Aims

Ss check their understanding of the conversation and choose the correct answer to a question about supporting detail.

b) Content

Ss complete Worksheet 1, Part B (reading comprehension) and Part C (multiple choice). Question list:

  1. What is Nam's main idea? 2. What will Nam do if he finishes his homework before dinner? 3. Why will he do this? 4. What does Nam often do when he does not plan ahead? 5. What makes a lifestyle change useful? 6. Which question asks for supporting detail? A. What is your opinion? B. Can you give a specific example? C. Which topic shall we discuss next? D. Do you agree with the conclusion?

c) Expected outcomes

Answer key:

  1. He wants to build a more balanced daily routine.
  2. He will leave his phone outside the dining area.
  3. To listen to his family more carefully.
  4. He often rushes in the morning.
  5. It should be safe, realistic, and suited to the person.
  6. B (A specific example supplies concrete support.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 1, Parts B and C. T reminds Ss to answer with short phrases taken from the passage.

    Students

    Ss read the questions silently.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for three minutes, then compare with a partner. T checks Ss' answers on the NeoEdu interactive exercise if the class has time.

    Students

    Ss write their answers and compare with a partner. Ss find the sentence in the passage that gives each answer.

  3. Teacher

    Step 3: Report and discussion

    T asks 4 Ss to read their answers aloud and asks the class: 'Do you agree?' T asks Ss to justify question 6.

    Students

    Ss read their answers and explain. Possible answer for Q6: 'B, because a specific example gives concrete support, but the other questions ask for opinion or agreement.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key answers and tells Ss that supporting detail is usually found in specific sentences with 'if', 'because' or examples.

    Students

    Ss correct their answers and tick the answers they got right.

Activity 3.2: Practice · 6 minutes

Conditional sentences

a) Aims

Ss use the first conditional correctly and identify a benefit and a possible difficulty in the model.

b) Content

Ss complete Worksheet 2, Part A:

  1. If Mai ___ (have) time, she will join us.
    Part B: Identify one benefit and one possible difficulty in the model conversation and explain your choice in one sentence each.

c) Expected outcomes

Answer key:

  1. has (If + present simple, will + V; 'if' is not followed by 'will').
    Part B (possible answers): Benefit: 'This may help me listen to my family more carefully.' Difficulty: 'Unless I plan ahead, I often rush in the morning.' Ss may give other well-supported answers.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 2 and reads the instructions. T reminds Ss of the first conditional structure on the board.

    Students

    Ss read the sentence and look at the structure on the board.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete Part A individually, then Part B with a partner. T monitors and checks the verb form in Part A.

    Students

    Ss write 'has' in Part A and discuss Part B with a partner. Possible answer: 'The benefit is listening to my family more carefully because I will leave my phone away.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to share their answers for Part B and asks the class to agree or add other points.

    Students

    Pairs report. Possible answer: 'The difficulty is rushing in the morning if I do not plan ahead.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer 'has' and explains again: 'If Mai has time' uses present simple, not 'will have'. T reminds Ss that a good lifestyle change should be safe, realistic, and suited to the person.

    Students

    Ss correct their answers and copy the correct sentence into their notebooks.

Activity 4: Application · 10 minutes

My lifestyle conversation

a) Aims

Ss write and act out a four-turn conversation about a lifestyle change with a follow-up question, using the unit words and the first conditional.

b) Content

Ss write a four-turn conversation (Worksheet 2, Part C) about one lifestyle change they would like to make. It must include:

  • One follow-up question, for example 'Can you give a reason for your opinion?'
  • At least one sentence with 'if' and one with 'unless'.
  • At least two of the unit words: greet, habit, independent, punctual, lifestyle, interaction.
    Ss replace the sample experience with a truthful example from their own life.

c) Expected outcomes

A four-turn conversation with the speakers' names, for example:
A: What lifestyle change are you thinking about?
B: I would like to be more punctual. If I set my alarm earlier, I will arrive at school on time.
A: Can you give a reason for your opinion?
B: Yes. Unless I plan my morning, I often arrive late, so this habit may help me feel more independent.
Ss use the peer assessment rubric: task achievement and accurate content and language (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 explains the writing task and shows the four-turn model on the board. T explains the rubric and says that Ss must give a truthful example.

    Students

    Ss listen and check the requirements: four turns, one follow-up question, unit words, 'if' and 'unless'.

  2. Teacher

    Step 2: Task performance

    T gives Ss 5 minutes to write the conversation individually. Then Ss practise reading it with a partner. T walks around and helps with word choice and verb form.

    Students

    Ss write their conversations and read them aloud in pairs. They switch roles and give feedback using the rubric.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to act out their conversations in front of the class. T asks the class: 'Is the reason clear? Which word did the speaker use well?'

    Students

    Pairs perform. Classmates answer. Possible answer: 'The reason is clear because the speaker gives a specific example.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on content, structure, vocabulary and grammar. T emphasises the key message: a useful lifestyle change should be safe, realistic and suited to the person. T praises Ss' effort.

    Students

    Ss listen and note one improvement for their final version.

Worksheets

Worksheet 1

Part A: Read the conversation between Mai and Nam and answer the questions.

  • Who is speaking?
  • What is the topic?
  • Why does Mai ask 'Can you give a reason for your opinion?'
  • Underline two sentences that support Nam's opinion.

Part B: Answer the questions with information from the passage.

  • What is Nam's main idea?
  • What will Nam do if he finishes his homework before dinner?
  • Why will he do this?
  • What does Nam often do when he does not plan ahead?
  • What makes a lifestyle change useful?

Part C: Choose the best answer.

  • Which question asks for supporting detail?
    A. What is your opinion?
    B. Can you give a specific example?
    C. Which topic shall we discuss next?
    D. Do you agree with the conclusion?

Worksheet 2

Part A: Complete the sentence with the correct form of the verb in brackets.

  • If Mai ___ (have) time, she will join us.

Part B: Identify in the model conversation:

  • One benefit of Nam's lifestyle change: ...
  • One possible difficulty: ...
    Explain your choices in one sentence each.

Part C: Write a four-turn conversation about a lifestyle change you would like to make.

  • Include one follow-up question.
  • Use at least one sentence with 'if' and one with 'unless'.
  • Use at least two of these words: greet, habit, independent, punctual, lifestyle, interaction.

Homework

  • Review the six key words (greet, habit, independent, punctual, lifestyle, interaction) and write one example sentence for each word in your notebook.
  • Write a short paragraph (5 to 6 sentences) about one lifestyle change you would like to make. Use at least one first conditional sentence and one sentence with 'unless'.
  • Revise your four-turn conversation from Worksheet 2, Part C, and practise reading it aloud with a family member or friend.
  • Look at the Getting Started lesson online at neoedu.vn/learn/8/english/unit-6-getting-started to review the conversation and do the interactive exercises again.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.