Giáo án Tiếng Anh 8 Unit 5: Study habits

GIÁO ÁN ENGLISH 8
UNIT 5: STUDY HABITS
LESSON 1: GETTING STARTED - LISTEN AND READ (P. 46, 47)
A. Aim: By the end of the lesson, students will be able to understand the dialogue
between Jim and his Mom about his study
B. Methods: Communicative approach
C. Teaching aids:

Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.

D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities

On the board
WARM-UP

- T asks students to come to the board 1. Network:
and write the names of some subjects
at school.
Math
(Ss work in 2

Subjects at
teams)school

Literature
Geography

History


2. Chatting:

- T asks Ss some questions:

PRE - READING

+ What subject are you good at/ bad at? I. Pre - teach vocabulary:
+ What subject do you like best? Why? - a report card

[realia]

+ How often do you have math/ - pronunciation
Literature / English?
[situation]

[mime]

- T models 3 times and gets Ss
repeat

(to)

to (to)
[translation]

be

(to)
[translation]

try

[explanation]

improve
proud
one's

a

of
best
semester

= there are 2 .........in a school year
[translation]

(to)

promise

[synonym]

(to)

believe

= (to) trust
Checking vocabulary: ROR
- Ss copy down

II. True - False predictions


1. Tim was out when his mother called him
2. Tim's mother met his teacher at school
- T sets the scene: “Tim and his mother 3. Tim's report is poor.
are taking about his study at school”
4. Rim needs to improve his Spanish grammar.
- T asks Ss to read the statements and
5. Tim promised to try his best in learning.
guess which is true, which is false.
WHILE - READING
I. Reading the text

- T asks Ss to read the dialogue and
check their prediction.
- Ss correct the false statements.

Guess

Answer

1.

F

2.

T

3.

F

4.

F

5.

T

- Expected answers:
1. Tim was in the living room / at home.
3. His report is excellent.
4. He needs
pronunciation

to

improve

his

Spanish

II. Comprehension questions
- T asks Ss to work in pairs to find out
the answers of these questions.
1. Who is Miss Jackson?
2. What did Miss Jackson give Tim's mother?
3. How did Tim study this semester?
4. What did Miss Jackson say Tim should do?


5. What did Tim's mother give him at the end of
the conversation?
- Expected answers
- Ss give the answers

1. She is Tim's teacher.
2. She gave Tim's mother his report card.
3. He worked really hard.
4. She said Tim should work harder on his
Spanish pronunciation.
5. She gave him a dictionary.

- T asks Ss to practice asking and
answering the questions
POST - READING
- T asks Ss to stand up and ask each
other the question: "What subject do
you need to improve?"

- T asks those who need to improve the
same subject to work in group and
discuss how to improve.

Discussion
Name

What subject

Mai

Literature

Nam

Math

IV. Consolidation: (2 minutes)
- T asks students to summarize the conversation between Tim and his mom.
V. Homework
- Prepare the next part of the lesson: Speak and Listen.
- Do exercise 1 & 2 in Workbook


UNIT 5: STUDY HABITS
LESSON 2: SPEAK AND LISTEN (P. 47, 48)
A. Aim: By the end of the lesson, students will be able to talk about their study habits and
listen for specific information to fill in a report card.
B. Methods: Communicative approach
C. Teaching aids:

Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.

D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities

On the board
WARM-UP

- T asks students to write their ideas Brainstorming
on the BB
- Ss take turn to write their ideas
Watch
English TV

Speak English to
friends in class

How to improve
your English?
Read English
newspapers

Do grammar

exercises


PRE - LISTENING
I. Pre - teach vocabulary:
- behavior (n)

- T gives feedback

[explanation]

[translation]
participation

(n)

= to take part in
- satisfactory ≠ unsatisfactory
[explanation]
= (pleased)
- cooperation (n)
- T models 3 times and gets Ss to
- fail (v) ≠ pass (v)
repeat
[explanation]

[translation]
[antonym]
absent

(a)

= there is class today but you do not go to school
* Checking:

Slap the board

II. Prediction
a. Day present (1)

e. Speaking (5)

b. Day absent (2)

f. reading (6)

c. Behavior - participant (3)

g. Writing (7)

d. Listening
- Ss copy down

WHILE - LISTENING
I. Listen:

- T asks Ss look at Nga's report and
(1) 87 days present
predict the missing information and
then compare with their partners.

(2) 5 days absent


(3) Participation: Spanish pronunciation
(4) Listening: Comprehension
- T has Ss to listen to the tape twice (5) Speaking: A
and check their prediction.
(6) Reading: A
(7) Writing: B
II. Comprehension questions
1. Who are Nga's parents?
2. What's Nga's teacher's name?
3. What subject was reported? For what term?
4. What are the comments?
- T asks Ss to answer some
5. What does S stand for? What's about F, U, A, B,
questions about Nga's report card.
C, D?
- Expected answers:
1. They're Mr. Lam and Mrs. Linh
2. Miss Lien
3. English
4. Speaking English quite well. However, she does
need to improve her listening skill.
5. S stands for satisfactory, F for fail, U for
unsatisfactory, A for excellent, B for good, C for
fair, D for poor.

POST - LISTENING

Questions
- T asks Ss to work in pairs, asking
their partners questions and taking
notes of their answers.
- T asks Ss to work in groups of 4 or
5 to report what they have known
about their partners' study. Tell Ss
that they can use this structure to
talk:
+ Nam said he did his homework
after dinner.
+ Hoa said his father helped her
with her homework.
+ Lan said she spent 2 hours
studying Math.

1. When do you do your
homework?
2. Who help you with your
homework?
3. How much time do you
spend on:
Math?
English?
History?
4. Which subject do you
need to improve?
5. What do you do to
improve your English?

IV. Consolidation: (2 minutes)
- T asks students to state the main points of a report card.
V. Homework
Prepare Read (p. 49)
- Do exercise 3 & 4 in Workbook

You

Your
partner


UNIT 5: STUDY HABITS
LESSON 3: READ (P. 49)
A. Aim: By the end of the lesson, students will be able to understand the text and get
specific information.
B. Methods: Communicative approach
C. Teaching aids:

Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.

D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities

On the board
WARM-UP

- T asks students to play the game in A Crossword
2 teams.
1 S E

M

2

E

S

T

E

R

N

O

U

N

R

A

P

H

Y

Y

3

G

E

O

G

4

F

A

I

L

B

I

O

L

O

G

H

I

S

T

O

R

Y

A

T

H

5
6
7

M

1. term


- T asks Ss some questions about
their English learning:
+ Do you like learning English?
+ How many new words do you try to
learn a day?
+ What do you do when you read a
new word?

2.
3.
4.
5.
6.
7.

a part of speech
a subject about mountains and rivers

# pass
a subject about animals and plants
a subject about past and present events
a subject with numbers and calculations
PRE - READING

I. Pre - teach vocabulary:

+ How do you learn / remember new
- Mother tongue
words?

- T models 3 times and gets Ss repeat

[example]

- (to) underline

[miming]

- (to) highlight

[example]

- (to) come across

[synonym]

= to meet
- (to) stick

(to)
[explanation]

[mime]
learn

by

heart

= (to) memorize
- (to) revise

[translation]

Checking vocabulary: What and Where
II. Brainstorming:

- T asks Ss to work in pairs to make
a list of the ways how a language
learner learns new words.


Learn by
heart

Translate it into
Mother tongue

Ways language

learners learn
new words

Learn through
example sentences

Write it on a small piece of
paper and stick everywhere
in the house

- T asks Ss to read the statements on
p. 50 then read the text and decide
which is true and which is false.

WHILE - READING
I. True / False statements
1. All language learners write the meaning of the
new words in their mother tongue.
2. Some learners write examples of the new
words they want to learn.
3. Every learner tries to learn all the new words
they come across.
4. Many learners only learn the new words that
are important.
- Ss give answers

- Expected answers:
1. F - 2. T - 3. F - 4. T

1. Some learners write the meaning of the new
words in their mother tongue.

- T has Ss work in pairs to answer the
questions (exercise on p. 50)
3. Many learners do not try to learn all the new
words they come across.
II. Comprehension questions
1. Do learners learn words in the same way?

2. Why do some learners write example
sentences with new words?
3. What do some learners do in order to
remember new words?
4. Why don’t some learners learn all the new
words they come across?
- Ss give answers
- T comments and gives feedback

5. What is necessary in learning words?
6. How should you learn words?
- Expected answers:
1. No, they don’t. They learn words in different
ways
2. To remember how to use the word in the right
way.
3. They write each word and its use on a small
piece of paper and stick it somewhere in the
house so as to learn it at any time
4. Because they only want to learn important

words
5. Revision
6. (optional)

- Ss work in groups of 4, write about
their ways of learning English.

POST – READING


Writing
Write a paragraph about how you learn English

IV. Consolidation: (2 minutes)
- T asks students to state the main points in learning English.
V. Homework
- Prepare the next part of the lesson: Write
- Do exercise 5 & 6 in Workbook


UNIT 5: STUDY HABITS
LESSON 4: WRITE 1 - 2 (P. 50, 51)
A. Aim: By the end of the lesson, students will be able to know the format of a friendly
letter and practice writing a letter to a friend.
B. Methods: Communicative approach
C. Teaching aids:

Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.

D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities

On the board
WARM-UP

- T asks students to play Kim’s game: Kim’s game
T shows 10 pictures in one minute for
- Expected answers:
students to memorize.
- Ss from 2 teams go to the board and
write down the names of the pictures.
- T asks students some questions
related to letters:
+ Have you ever written to someone?
+ To whom do you usually write?
+ What do you often write about?

1.
2.
3.
4.
5.
6.
7.

8.
9.

Christmas
New Year
grandmother
postcard
letter
report card
History
English
Math


PRE - WRITING
I. Pre - teach vocabulary

- T has Ss repeat after the T

Mid-Autumn
[explanation]
- Enjoyable (adj)

Festival
[translation]

- (to) celebrate

[example]

- Best regards

[question]

= How do people end a (formal) letter?
- result (n)

[translation]

Checking vocabulary: Matching
II. Ordering
a. Opening
b. Closing
- T asks Ss to put the parts of the letter
in the correct order.
c. The date

d. Body of the letter
e. Signature
f. Writer's address

- Expected answers:
1. (f) Writer's name
2. (c) The date
3. (a) Opening
4. (d) Body of the letter
5. (b) Closing
6. (e). Signature

III. Labeling

Expected answers:


- T asks Ss to read the letter on p 51 to B – Heading – writer’s address and the date
check their order.
D – Opening – Dear ...,
A – Body of the letter
C – Closing – Your friend/Regards/Love
IV. Comprehension questions
a. Who wrote the letter? To whom?
- T asks Ss to work in pairs, answering
b. What are there in the heading?
the questions.
c. What is the main part of the letter?
d. What did Hoa receive a few days ago?
e. Is Hoa good at Math?
f. What subject is Hoa good at?
g. Where is she going to celebrate the Lunar
New Year Festival?
- Expected answers:
- T asks Ss to practice asking and
a. Hoa wrote a letter to Tim, her pen pal.
answering questions.
b. There are the writer's name and the date.
c. The body of the letter is the main part.
d. She received her first semester report.
e. No, she isn’t.
f. Science, English and History.
g. She is going to celebrate the festival with her
grandmother.

WHILE - WRITING


Substitution writing:
- T gets Ss to do exercise 2 on p 51, Ss Sample:
have to imagine that they are Lan and
15 Thanh Giong Street,
write a letter to her pen pal Donna in
Sans Francisco, using the given Hanoi, June 10th, 2004
information.
Dear Donna,
Thanks for your letter. I'm glad to hear you had
an interesting / enjoyable Mother's Day.
We received our second semester report last
month. I got good grades for Geography,
Physics and Math but my English and History
results were poor. My teacher advises me to
improve English and History. I think I have to
study harder next school year.
In a few weeks, we're going to celebrate the
mid - Autumn festival. That is an Autumn
moon festival in Vietnam. This afternoon, I'm
going to Ha Long Bay with my aunt and uncle
by bus and I’m going to stay there with them
until the festival comes. I'll send you a postcard
from there.
Write soon and tell me all your news.
Best,
Lan

POST - WRITING
Correction

- T asks Ss to change their letter with a
partner so that they can correct


mistakes for each other. Then some Ss
read aloud their letters and for the
whole class and T to comment.
IV. Consolidation: (2 minutes)
- T asks students to state the main parts of a friendly letter.
V. Homework
- Prepare the next part of the lesson: Language focus 1 – 2
- Do exercise 7 & 8 in Workbook


UNIT 5: STUDY HABITS
LESSON 5: LANGUAGE FOCUS 1, 2 (P. 52)
A. Aim: By the end of the lesson, students will be able to use adverbs of manner and
modal SHOULD as an advice.
B. Methods: Communicative approach
C. Teaching aids:

Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.

D. Procedure:
I. Class organization: 1 minute

II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities

On the board
WARM-UP

- T prepares ten cards with numbers Pelmanism
on one side and the adjectives /
Good
Warm
adverbs on the other.
- T divides the class into 2 teams
and gets them to play the game.

Rode

Eat

Bad

Fast

Badly

Ate

Sit

Sat

PRESENTATION 1
- T models 3 times and gets Ss to I. Vocabulary:
repeat
- (to) replant

[explanation]


= to put trees from this place into another place
- (to) mend

[synonym]

= (to) fix, repair
- (to) behave

[translation]

- (to) have a sore throat

[mime]

* Checking: ROR
- T sets the scene: "use any word II. Adjectives – Adverbs:
from the game Pelmanism to
Ex: Lan has a (1).....voice and she usually speaks
complete the following sentence"

(2)......
- T helps Ss to distinguish the use of
- Expected answers:
Adj and Adv.
(1) soft - (2) softly

- Form: S + V + a/an + Adj + noun
Or S + be +Adj
S + V + Adv
- Use: Adj modifies the noun after it and the
subject.
Adv modifies the ordinary verb of the
- T asks Ss to work in pairs to do the sentence
exercise 1 on p. 52. Ss use the
adverbs in the box to fill in the
dialogue.

PRACTICE

Exercise 1 page 52
- Expected answers:
a. Does Mrs. Nga speak English?
Oh, yes. She speaks English well.


b. Ba always gets excellent grades.
- That's because he studies hard.
c. that's our bus!
- Ss give answers and T comments.

- Run fast and we might catch it.

- Ask Ss to practice the dialogue in d. I'm very sorry. I know I behaved badly.
open pairs then closed pairs.
- It's all right
e. I can’t hear you, Lan.
- Sorry, but I speak softly because I have a sore
- T sets the scene: “look at Mr. throat.
Hao's house and answer the
following questions.”
PRESENTATION 2
1. Questions:
a. Is Mr. Hao's house new?
b. Is the wall discolored?
c. How is the door?
- Ss give answers

d. Is there grass in his garden?
e. Should Mr. Hao repair the roof?
- Expected answers:
a. No, it isn’t. - b. Yes, it is.

c. It is broken - d. Yes. There is lots of grass in his
- T gives the explanation of the
garden.
modal SHOULD
e. Yes, he should.
2. Should:
- Form:

S + should + infinitive


- Use: give an advice
- Meaning: nên (làm gì)

- T gives Ss the question "What
should he do with his house?"
Replant
- T asks
Ss to use the verbs to advise
What should he do
Mr. Hao ?what to do.

PRACTICE
Paint?

with his house?

Repair?

Replant
?

Cut?

Question: What should Mr. Hao do?
Answer: He should repair the roof.
Paint the house.
- T asks Ss to practice the exchange

in pairs.
- Open pairs – Closed pairs.

....
- Expected answers:
a. Mr Hao should repair the roof.
b. Mr Hao should paint the house.
c. Mr Hao should cut the grass.
d. Mr Hao should replant the tree.
e. Mr Hao should mend the door.

IV. Consolidation: (2 minutes)
- T asks students to state the main usage of Should, Adjective and Adverb.


V. Homework
- Write 5 sentences using SHOULD + INFINITIVE and the following cues:
a. Do morning exercise / regularly
b. Study hard.
c. Get up early
d. Ride bike / carefully
e. Keep room tidy
- Prepare the next part of the lesson: Language focus 3 – 4.
- Do exercise 9 & 10 in Workbook


UNIT 5: STUDY HABITS
LESSON 6: LANGUAGE FOCUS 3, 4 (P. 53)
A. Aim: By the end of the lesson, students will be able to use reported speech to give
advice, suggestions and directions.

B. Methods: Communicative approach
C. Teaching aids:

Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.

D. Procedure:
I. Class organization: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities

On the board
WARM-UP

- T has Ss play the game Simon says...

Game: SIMON SAYS...
1.
2.
3.
4.
5.
6.
7.

Stand up
Clap your hands

Stop
Sit down
Nod your head
Snap your fingers
Open your books and notebooks
PRESENTATION

- T sets the scene: Do you still I. Setting the scene:
remember what Simon has just said?


Please go to the board and write them Simon said: “Sit down”
down.
 Simon told us to sit down
- Ss take turn to write them down on
The teacher said: “You should stop making
board.
noise”
- T presents the form of introducing
 The teacher said we should stop making
verbs: said, told and asked.
noise
* Form:

Told/ask + O + (not) to + V(bare)
Told + s.o + (that) + S + V
Said (that) + S + V
Said to s.o + S + V

* Usage: to report

II. Vocabulary:
- T elicits the words and models thrice
- Ss repeat twice

- a passage

[realia]

- a conversation

[realia]

- (to) pronounce

[translation]

* Checking vocabulary: ROR

PRACTICE
Drill 1:
Miss Jackson: (1) you give Tim this (2)
- T introduces Tim's mother and Tim's
Tim's mother: Yes. (3) (4). Thanks (5) (6).
teacher, Miss Jackson, by drawing their
faces. They are talking about Tim's Miss Jackson: His grades are (7). But he (8)
study.
work (9) on his Spanish (10).
- T asks Ss to complete the dialogue - Expected answers:
between them then work in pairs to
1. can - 2. dictionary - 3. of - 4. course - 5. a practice the dialogue.