Giáo án Tiếng Anh Lớp 8 - Chương trình cả năm - Năm học 2020-2021

GIÁO ÁN TIẾNG ANH 8 TRỌN BỘ
NĂM 2020 - 2021
Period: 
REVISION
I. Objectives: 
1. Knowledge: By the end of the lesson ,students will be able to :
 - review the main grammar points and vocabulary of English 7
2. Skills: speaking, listening, writing.
3. Attitude:Ss must have good attitude towards the co-operation
3. Competencies: Presenting opinions and giving comments to others’ opinions 
II. Main languages: 
Vocabulary: vocabulary of 6 themes
2.Grammar: -present simple tense, present progressive tense, present perfect tense, future tense, past simple and past progressive tense
- Passive voice
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Ss’ activities
Contents
Warm – up.( 5’)
- T asks Sts some questions:
? Can you tell me what you’ve learned in English 7? 
 Revision : (10’) 
1. The tenses : 
- Present simple 
- Present progressive 
- Present perfect tense
- Simple future 
- Near future 
- Past simple 
- Past progressive tense
=> Ask Ss to repeat the uses and forms of each tense.
III. Practice. (25 mins)
Exercise 1 : Change these sentences into other tenses ( Present simple , Present progressive , Present perfect tense, near future , Simple future and Past simple, Past progressive tense) and add appropriate adverbs of time.
- Ask Ss to work in pairs 
- Call some pairs to demonstrate in front of class . 
- Give feedback 
Exercise 2. Supply the correct tense of the verbs in brackets
1. Mary and John (be) _________ neighbors. They (know) _________ each other for a long time. Mary (move) _________ into her house in 1990, and John (live) _________ next door since he (come) _________ to the area in 1988. 
2. Today (be) _________ Sunday. Nga (not go) _________ to school. She (stay) _________ at home. She (do) _________ her homework now. She (do) _________ it for two hours.
3. I (be) _________ in New York. I (come) _________ here two years ago. My friend, Nancy (live) _________ here since 1982. So she (know) _________ the area very well.	
4. Trung usually (go) _________ to the library three times a week.
5. Yesterday I (be) _________ busy, so I (not have) _________ time to phone you.
6. Mrs. Trang (not go) _________ to work last week. She (not be) _________ feeling well.
7. I (do ) _________ all the housework. The flat is really clean now.
8. How long you (live) _________ here? – Since 1997.
9. Mr. Quang (teach) _________ in this school since he (graduate) _________ from the university in 1989.
10. My brother (leave) _________ home 10 years ago. I (never meet) _________ him since then.
11. Where you (spend) _________ your summer holiday last year, Tam?
12. When we (be) _________ small, our family (live) _________ in the countryside. 
13. I (read) _________ an interesting book at the moment.
14. How long you (know) _________ Mrs. Chi? – I (know) _________ here for five years.
15. We (not see) _________ her since we (be) _________ on holiday in Ha Long bay.
16. Phuong (not finish) _________ her homework yet. 
17. It’s three years since I last (see) _________ Nam.
18. You (be) _________ away? – Yes. I (go) _________ to the country last Sunday.
19. I (not eat) _________ anything for two days.
20. They (move) _________ to Ho Chi Minh City in 1990 and (live) _________ there since then.
- T calls some Sts to write their answers on the board -and has other students to give remarks.
- Give the right answers.
IV/ Homework : (5 mins) 
- Learn by heard all the uses and the forms of the tenses above.
- Answer the T’s questions 
- Listen and repeat the uses and forms of them 
- Copy down 
- Work in pairs to practice changing these sentences into other tenses .
Some pairs give the answers in front of the class
St do the exercise in person then give the answers in front of the class.
- Do as the T asks.
- Write down.

Warm – up.( 5’): Chatting
1. She is in Grade 8 
2. They are playing soccer 
3. She went to Ha Noi last week 
4. I will visit my sister next week 
5. Mai is going to build a new house . 
1. are/ have known/ moved/ has lived/ came.
2. is/ doesn’t go/ stays/ is doing/ has done.
3. am/ came/ has lived/ knows
4. goes
5. was/ didn’t have
6. didn’t go/ wasn’t
7. have done
8. have you lived
9. has taught/ graduated
10. left/ have met
11. did you spend
12. were/ lived
13. am reading
14. have you known
15. have not seen/ were
16. hasn’t finished
17. saw
18. have you been/ went
19. haven’t eaten
20. moved/ have lived
DESCRIPTION OF UNIT 1
By the end of the unit, Ss will be able to:
-Use verbs of liking + gerund
-Use verbs of liking + to-infinitive
-Pronounce clusters :/br/ and /pr/
-Read for general and specific information about the possibleeffects of spending too much time on the computer
-Listen for specific information about ways of spending time with friends
-Talk about “good” and “bad” sides of leisure activities
-Write to discuss an opinion about leisure activities
Period: Date of planning: //
 Date of teaching: //
UNIT 1: LEISURE ACTIVITIES
Lesson 1: Getting Started–It’s right up my street.
I. Objectives: 
1. Knowledge: By the end of the lesson ,students will be able to :
 -understand new words and structures in the dialogue 
 -answer the questions after reading the dialogue.
2. Skills: Drill listening ,speaking ,reading and writing mainly.
3. Attitude:Ss must have good attitude towards the co-operation
3. Competencies: Presenting opinions and giving comments to others’ opinions 
II. Main languages: 
Vocabulary: lexical items related to the topic
2.Grammar: Verbs of liking +gerunds 
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Ss’ activities
Contents
Warm – up.( 5’)
-Ask Ss prepare photos or magazine cut-outs about some popular leisure activities including those you often do in their spare time 
-Ask Ss to describe them in English .Then ask them to guess which activities you may enjoy doing .Encourage Ss to do the same in pairs .One S writes a short list of activities and the other guesses 
Presentation (10’)
Vocabulary
Set the scene
-Ask Ss open their books to the picture .Introduce Mai, Phuc and Nick 
-Ask Ss to guess where they are and what they are doing .For more able classes ,brainstorm questions with Ss and wire them on the board 
Practice (20’)
a. Circle the correct answer:
-Let Ss read the dialogue in front of the class 
-Ask Ss do part 1a individually 
-Call Ss read their keys before the class 
b. Which leisure activities do you thinkPhuc, Mai and Nick have ?Tick (V) the boxes .Then find the information from the conversation to explain your choice 
-Ask Ss read the dialogue again to do
part “b” in groups 
-Let Ss answer before the class 
-Call Ss tick the board 
-Ask Ss look at the board and correct
*c. Answer the questions 
-Let Ss practice part “c” in pairs 
-Have Ss to practice before the class in pairs 
2. Find words / phrases in the box to describe the photos .Then listen to check your answers :
-Ask Ss work in pairs to match the words / phrases in the box to the photos , then they listen together to check their answers 
-It’ s time aloud ,ask Ss to use adjectives to say what they think of these activities eg exciting , interesting ....
3.Complete the following sentences with the words in the box.
-Ask Ss work individually to do the task then compare their answers with a partner 
Tell Ss they need to look for the surrounding key words in order to complete the task .Note that good and satisfied fit both items 1 and 5 .Acknowledge the point with Ss who have them the other way round 
Further practice (7’)
*Game : Changing partners 
Can use :
-describe the leisure activity 
-say if you have done this activity or not 
-share you feeling about the activity Homework(3’):
Prepare unit 1 lesson 2

Ss work in pairs
Class work
Class work
Questions may include :
+What can you see in the picture ?
+Why do you think Mai ,Phuc and Nick are there ?
+What are they holding in their hands ?
+What are they talking about ?
- Ss do part a individually 
Ss work in groups

Phuc 
Mai 
Nick
1.pet training 
2.making crafts
3.reading 
4.listening to music 
5.learning languages 
6.playing sports 
7.helping parents with DIY




Ss work in pairs
Ss work individually
Pair work
Warm – up.( 5’): Describing pictures
*Vocabulary
-trick (n)
-craft (n)
-craft kit (n)
-wool(n)
-leisure (adj)
-folk songs (n)
-melody (n)
-It’s right up street 
*New structure:
-> Verbs of liking +gerunds 
-I like reading comics 
-I’ll enjoy listening to the melodies 
Key:	
1.library
2.book
3.dog
4.craft kit 
5.folk music 
6.Vietnamese 
Key:	
-to check out something means to examine something to get more information about it order to be certain that is suitable (on true or safe)
-It’s right up your street ,it is the type of thing that you are interested in or that you enjoy doing 
Key:
1. playing computer games 
2. playing beach games 
3.Doing DIY
4.taxting 
5.visiting museums 
6.making crafts 
Key:
1.satisfied
2. exciting , relaxing
3.fun
4. boring 
5.good
Period: Date of planning: //
 Date of teaching: //
UNIT 1: LEISURE ACTIVITIES
Lesson 2: A closer look 1
I. Objectives: 
1. Knowledge: By the end of the lesson ,students will be able to :
 -use the lexical items related to leisure activities 
 -pronounce /br/ and /pr/ .
2. Skills: Drill listening and speaking mainly.
3. Attitude:Ss must have good attitude towards the co-operation
3. Competencies: Presenting opinions and giving comments to others’ opinions 
II. Main languages: 
Vocabulary: lexical items related to the topic
2.Grammar: Verbs of liking +gerunds 
3.Pronounce /br/ and /pr/ 
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Ss’ activities
Contents
Warm – up.( 5’)
-Ask Ss use network to answer the question :
Pre-listening (5’)
Vocabulary
Practice (20’)
1.Look at the following pie chart on leisure activities in the US and answer the questions :
-Ask Ss look at their book and read in silence 
-Let Ss work in pairs to examine the pie-chart closely in order to understand its contents ,including the heading , subheading , figures , colour codes and notes 
-Allow enough time for this step .Do not give correction 
-Then ask Ss to answer the questions that follow the chart 
-Ask Ss practice before the class :
2/ Complete the table with information from the pie chart --Have Ss to prepare part 2 individually to complete the task .After giving corrective feedback , draw their attention to the part of speech of the words mentioned (eg .relaxing comes fro ... s with the paragraphs (1-3). There is one extra.
Tell Ss that to finish this part, they should underline key words in the headings. Next, sak Ss to skim the text again, using the key words in the headings to do the matching.
4. Read the text again and answers the questions.
Set a longer time limit for Ss to read the text again and answer the questions. ask Ss to note where they found the information that helped them answer the questions. Ss can compare answers with a partner before discussing them as a class. For a class which needs more support with the previous exercises, let them do this exercise as homework. Remember to check their answers in the next lesson.
Post-reading ( 15’ )
5. Work in pairs. One is a human and the other is a Martian. Use the suggestions below to ask and answer about life on Earth and life on Mars.
First, have Ss read the table of information carefully. Answer their questions if they have any. Ss work in pairs to ask and answer questions based on the suggested information in the table and the example. Set a time limit of 5 to 10 minutes. When they finish, ask the student who plays the role of the human from one pair, and the student who plays the role of Martian from another pair to role – play in front of the whole class. Have them ask and answer questions about food and drink. Have another pair do the same, asking and answering about sleep and travel. Then have a third pair to finish with environment and problems.
6. Now swap pairs. The human of one pair works with the Martian of the other pair. Take turns to report what your previous partner said about life on their planet your new partner to see if he/ she said similar things.
Ask the ‘humans’ and ‘Martians’ to from new pair. This time they use reported speech to report their previous partner’s answers:
Homework(3’):
Prepare for Unit 12 lesson 6
Class work
Ss work individually
Ss work individually
Ss work individually
Pairwork
Group work
Group work
Warm – up.( 5’): Chatting
Key:
1. poisonous	
2. twice	
3. experiences
4. traces	
5. surface	
6. climate	
7. accommodate
Key:
1. C	2. B	3. A
Key: 
1. It is also called the Red Planet
2. The lowest temperature is -87 degrees Celsius and the highest may be a bit higher then zero.
3. Because 95% of the atmosphere is carbon dioxide.
4. A day on Mars is a bit longer.
5. It is twice as long as a year on Earth.
Sample exchange
New human:	What kind of food did the human say she ate?
New Martian: She said that she ate rice, break, meat and fruit and vegetables.
New human: Yes, that’s right!
UNIT 12:LIFE ON OTHER PLANETS
Lesson 6: Skills 2
Objectives: 
1. Knowledge: By the end of the lesson ,students will be ablbe to:
 - Listen for specific information aboutlife on other planets.
 - Describe an alien.
 2. Skills: Reading,speaking
3. Attitude:Ss must have good co-operation in working .
4. Competencies: having good overview after a lesson 
II. Main languages: 
1.Vocabulary: words related the topic.
2.Grammar: lexical items related the topic. 
 III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards.
IV. Procedures
Teacher’s activities
Ss’ activities
Contents
Warm – up.( 5’) Introduction
Ask a couple of Ss to come to the board and draw their versions of an alien. Ask Ss how they would feel if they saw an alien. Ask Ss if they think aliens are very different from humans, and what differences there may be
Pre-reading(10’)
ALIENS
1. Work in pairs. Describe the pictures and answer the questions.
Ask Ss to work in pairs to describe the pictures and answers the questions.
While-listening ( 12’ )
2. Listen to Tom’s imagined description of what an alien from another planet may be like. Fill each blank with no more than three words from the recording.
Before Ss listen, ask them to read the information in the table carefully and try to predict the answers. Tell them that to do this they should highlight key words in the questions and decide the part of speech of the words they will need to fill in the blanks, then listen carefully to find the words from the recording. Play the recording twice. Have two Ss write their answers on the board. Confirm the correct answers.
3. Listen again and tick (v) true (t), false (F) or not given (NG).
Have Ss work individually to underline the key words in the statements. Ask Ss to do the exercise without listening to the recording first. Write their answers on the board without confirming the correct answers. Play the recording again for Ss to check. T may pause at the sentences that include the information Ss need for the answers.
Post-listening ( 15’ )
4. Work in pairs. Imagine what an alien may be like. Use your imagination to fill in the web below.
Set a time limit for Ss to brainstorm ideas and write their notes. Move around and help Ss if necessary. Ask Ss to refer back to the speaking in 5, SKILLS 1 and listening in 2 and 3, SKILLS 2 for useful language and ideas.
5. Now use the notes to write a description of your alien.
Now have Ss work individually to write descriptions of their alien. Give Ss a time limit for this. For a class which needs more support, make copies of the audio script and give each student one. The script can act as a writing model, but make it clear that Ss should change the content to match their own ideas.
6. Swap your work with your partner. How different is your description from your partner’s.
Ss swap their writing with a partner. They comment one each other’s work. Ss revise and edit their writing in class if time allows, or else as
Homework(3’):
Prepare for Unit 12 lesson 7
Class work
Ss work in pairs
Ss work individually
Individual work
Audio script:
I think the inhabitants of Jupiter may be very different to human beings. This is how I imagine them:
They may be much bigger and more powerful than humans. Jupiterians may have eight legs and be able to move very fast. They may have a lot of hair all over their bodies and their skin might be very thick so they can live in temperatures of around -145 degrees Celsius. They may have four eyes and be able to see very far. They may also have a very good sense of smell and they may even be able to sense others’ feelings like happiness or fear. And I don’t think they eat and drink like us. Instead, they get all their energy from he rocks. They may charge their bodies by plugging their feet into the rock, just like charging a battery. That way, they don’t even need to breathe air.
The only way they may be similar to use is they live in family units of parents and children. They may also use language to communicate with each other.
Ss work in pairs
Ss work individually
Pairwork
Warm – up.( 5’): Introduction
Key:
1. Jupiter	2. Much bigger	3. More powerful	4. Lots of hair	5. Thick skin
6. four eyes	7. Happiness	8. Fear	9. Energy	10. rocks
Key:
1. F	2. NG	3. T	4. F	5. F	6. F
Beginning with:
I agree/ disagree withthe idea that...
Firstly, Secondly
Furthermore, In addition...
In short/ For these reasons...
UNIT 12:LIFE ON OTHER PLANETS
Lesson 7: Looking back & project
Objectives: 
1. Knowledge: By the end of the lesson ,students will be able to:
-Look back what they have learnt in Unit 12 through the exercises in the book
 2. Skills: -Revise unit 12 with vocabulary , grammar
 -Recycle the language from the previous 
 -Consolidate and apply what they have learnt in Unit 12
3. Attitude:Ss must have good co-operation in working .
4. Competencies: having good overview after a lesson 
II. Main languages: 
1.Vocabulary: words related the topic.
2.Grammar: lexical items related the topic. 
 III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards.
IV. Procedures
Teacher’s activities
Ss’ activities
Contents
Warm – up.( 5’)Introduction
 - This is the review section of the unit
- Tell Ss to record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now I can ... assessment.
Presentation(10’)
1. Encourage Ss not to refer back to the unit pages. Instead, they can use what they have learn during the unit to help them do the exercises.
Vocabulary
Rearrange the letters to label the pictures.
2. Fill each gap with a suitable word from the box.
1 &2 Ask to work individually, then compare their answers with a partner. Ask some Ss to write their answers on the board.
Practice ( 15’)
Grammar
3, 4 & 5 Ask Ss to do them individually first. Then have Ss check their answers with a partner before having them discuss as a class. Remind Ss to keep record of their original answers so that they can use that information in their self – assessment.
3. Underline the correct answers.
4. Put the words. Phrases in the correct order to make reported questions.
5. Change the following questions into reported questions.
Post-listening ( 12’ )
Communication
6. Choose the right sentences (A-E) to put into the dialogue.
First, ask Ss to do the task in pairs. Then check Ss’ answers as a class. Set a time limit of two minutes for Ss to re-read and to remember the dialogue as much as they can. When they finish, ask some pairs to rehearse the dialogue.
	Finished! Now I can
Finally ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice.
Homework(3’):
Prepare for Revision
Class work
Ss work in pairs
Ss work individually
Individual work
Ss work in pairs
Ss work individually
Pairwork
Individual work
Warm – up.( 5’): Introduction
Key:
1.
1. aliens	2. space buggy	3. weightless	4. solar system
5. planet	6. spaceship	7. Flying saucer	8. Galaxy
2.
1. accommodate	2. surface	3. traces
4. experienced	5. climate	6. NASA
Key:
1. if 2. had been	3. who	4. had been	5. how	6. ate	7. what
Key:
1. He asked me how I would react if I saw an alien.
2. The teacher asked me which planet was most suitable for human life.
3. My friend asked me when humans had first landed on the moon.
4. She asked me hat the difference between a planet and a star was.
5. They asked if there was water on Mars.
Key:
1. The teacher asked her students what the essential conditions for human life were.
2. Samuel asked the scientist if humans had been able to communicate with people on other planets.
3. Nick asked the journalist if the Roswell UFO incident had taken place in the U.S in June 1947.
4. Vanessa asked her uncle who the witness in the Roswell UFO incident had been.
5. The son asked his father when humans would be able to travel from one planet to another more easily.
6. Diane asked her mother why people couldn’t move to Mars immediately.
Key:
1. B	2. D	3. A	14. C	5. E