Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 6: Lifestyles - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 6: Lifestyles - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

1. Period: 42 UNIT 6: LIFESTYLES Lesson 1: Getting started - Lifestyles differences ! P60-61 Class Date of teaching Date of teaching 8A 4/12/2023 18/12/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - gain an overview about the topic Lifestyle - gain vocabulary to talk about Lifestyle 1. Knowledge: + Vocabulary: greet (v), greeting (n), serve (v), common practice (n), in the habit of, waiter, waitress. + Language: Future simple; First conditional; Expressing certainty + Pronunciation: Sounds: /br/ and /pr/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: Love talking about different lifestyles. Having benefits of their hobbies in daily life. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW, PW) a. Objectives: - To set the context for the introductory dialogue; - To introduce the topic of the unit. b. Content: - Asking questions to lead in the lesson. c. Product: - Students know the topic of the unit and be ready for the conversation. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Asking questions: Questions and suggested answers: Step 1: Task delivering - In Viet Nam, how do two men greet - T asks Ss some questions. each other when they meet? Step 2: Task performance -> They shake hands or say hello. - Ss’ observation - Do people in Thailand shake hands - Ss answer the question individually. when meeting? - Teacher shows students a video of different ways of -> No. They greet each other with a greetings and asks students to guess what the video is about. “Wai” and say “Sawadee”. Step 3: Report and discussion - Students guess what the video is about. - Student’s talk Step 4: Judgement
2. - T sets the context for the listening and reading text: - Write the title on the board Lifestyle – Lifestyle differences. 2. KNOWLEDGE FORMATION (10’-IW, PW) a. Objectives: - To prepare vocabulary for students to understand the conversation. b. Content: - Vocabulary pre-teaching. c. Product: - Students know how to use the target vocabulary. d. Implementation Vocabulary pre-teaching. Observation Step 1: Task delivering Questions & answers - Teacher explains the meaning of the new vocabulary by Vocabulary: pictures. 1. greet (v) - Teacher reveals that the words according to the pictures 2. greeting (n) will appear in the reading text and asks students to open 3. serve (v) their textbook to find these words. 4. common practice (n) - Teacher introduces the vocabulary. 5. in the habit of Step 2: Task performance - Ss’ observation - Listen and repeat. Step 3: Report and discussion - Read and pronouce vocabulary. Step 4: Judgement - Teacher checks students’ understanding with the “Rub out and remember” technique. 1: Listen and read Task 1: Listen and read. Step 1: Task delivering - Ask Ss to look at the title of the conversation and the pictures. - Guess what the conversation between Nam and Tom might be about. Step 2: Task performance - Ss’ observation - What do you think Nam and Tom are Step 3: Report and discussion - T plays the recording once or twice. talking about? - Ss to listen and read along silently or aloud. -> They are talking about lifestyles Step 4: Judgement and lifestyle differences. - Have some pairs of Ss read the conversation aloud. 3. PRACTICE (20’-IW, PW, GW) a. Objectives: - To help Ss use words and phrases related to lifestyles. - To help Ss further understand the text. - To introduce some vocabulary items and collocations related to lifestyles. b. Content: - Task 2: Read the conversation again and complete the table. - Task 3: Complete each sentence with a word or phrase from the box. - Task 4: Label each picture with a word or phrase from the box. c. Product: - Students understand the conversation and know the vocabulary related to the topic. d. Implementation Task 2: Read the conversation again and complete the 2: Read the conversation again and table. complete the table.
3. Step 1: Task delivering Answer key: Teacher asks Ss to read the dialogue in detail to answer the 1. surnames questions. 2. on the street - Ask them how to do this kind of exercise. 3. store / restaurant Explain the strategies, if necessary (e.g. reading the statements in the table, underlining the key words in the statements, locating the key words in the text, and then completing the table). Step 2: Task performance - Ss’ observation - Ss underline parts of the dialogue that help them with the answers. - T Set a strict time limit to ensure Ss quickly read the text for information. Step 3: Report and discussion - Read the dialogue in detail. - Complete the table - Ss compare their answers in pairs before sharing them with the class. - Ss give evidence to support their answers. Step 4: Judgement - Confirm the correct answers. - Teacher checks the answers as a class and gives feedback. Task 3: Complete each sentence with a word or phrase 3: Complete each sentence with a from the box. word or phrase from the box. Step 1: Task delivering Answer key: - Teacher tells Ss to read the conversation again. 1. lifestyle - T can ask for translation of some of the words and phrase 2. greet in the box to check their understanding. 3. serve Step 2: Task performance 4. practice - Ss’ observation 5. in the habit of - Ss share their answers with one or more partners. Step 3: Report and discussion - T asks 2 students to write their answers on the board. Step 4: Judgement - Check the answers as a class. Task 4: Label each picture with a word or phrase from 4: Label each picture with a word or the box. phrase from the box. Answer key: 1. street food 2. food in restaurants 3. pizza 4. online learning 5. greeting Step 1: Task delivering - T has Ss work individually to label the pictures with the
4. words and phrases in the box. Step 2: Task performance - Ss’ observation - Ss compare their answers with a partner. Step 3: Report and discussion Ss quickly write their answers on the board without confirming the correct answers. - T has Ss listen to the recording, check their answers, and repeat the words / phrases. - Ask Ss to look at the answers on the board and say if they are right or wrong. Step 4: Judgement - Confirm the correct answers. - Teacher checks the answers as a class and gives feedback. - Teacher corrects the students as a whole class. 4. APPLICATION (10’-IW, PW, GW) a. Objectives: - To introduce greetings around the world. b. Content: - Task 5: QUIZZ: Greetings around the world. c. Product: - Students know about greetings around the world. d. Implementation Task 5: QUIZZ: Greetings around t he world. 5: QUIZZ: Greetings around the Step 1: Task delivering world. - Model this activity with a strong student. Answer key: - Ss finish the task in 2 - 3 minutes. 1. A - T goes round to help weaker Ss. 2. B Step 2: Task performance 3. B - Ss’ observation 4. B - Ss work in pairs. 5. A Step 3: Report and discussion - Ss share the answers. * Home assignment - Student’s talk - Learn by heart vocabulary Step 4: Judgement - Name a list of 10 ways of greetings - Confirm the correct answers. from different countries. - T may need to explain to Ss if they do not know the - Prepare the next lesson: A closer answers look 1 * Home assignment - Prepare Project: - T assigns the homework. + Ask Ss to organize their posters into - Ss copy their homework. a presentation. - T explains it carefully + Ask Ss to work in groups to choose a village (in Viet Nam or another country) that they will make a poster of, and decide what information they should include and what pictures or photos they should use to illustrate it.
5. Period: 43 UNIT 6: LIFESTYLES Lesson 2: A closer look 1 P62-63 Class Date of teaching Date of teaching 8A 04/12/2023 20/12/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - gain an overview about the topic Lifestyle - gain vocabulary to talk about Lifestyle 1. Knowledge: + Vocabulary: dogsled (n), make craft, tribal (a), native (a), weave (v), + Language: Future simple; First conditional; Expressing certainty + Pronunciation: Sounds: /br/ and /pr/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: Love talking about different lifestyles. Having benefits of their hobbies in daily life. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW, PW) a. Objectives: - To create an active atmosphere in the class before the lesson. - To lead into the new lesson. b. Content: - Matching game (Task 1) c. Product: - Students get some vocabulary from the lesson and be ready for the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Matching game: Suggested answers: 1. dogsled (n) 2. make crafts (v) 3. native art (n) 4. weave (v) 5. tribal dance (n) Step 1: Task delivering - T gives out the handouts and divides the class into 10 groups and explains the rules. Step 2: Task performance
6. - Ss’ observation Step 3: Report and discussion - Ss match the given words to the pictures and they have to send one to stick the handout onto the board as quickly as possible. Step 4: Judgement - T shows students the answer on the screen and announces the winning group. - T sets the context for the lesson. 2. KNOWLEDGE FORMATION (5’-IW) a. Objectives: - To prepare vocabulary for students to do the tasks. b. Content: - Vocabulary teaching. c. Product: - Students know how to use the target vocabulary. d. Implementation: Vocabulary pre-teaching * Vocabulary: - Teacher asks students to guess the meaning of the words 1. dogsled (n) that they have matched in Warm-up activity. 2. make crafts (v) - Teacher introduces the vocabulary. 3. weave (v) - Teacher checks students’ understanding by the follow-up 4. native (adj) tasks in the student's book. 5. tribal (adj) 3. PRACTICE (20’-IW, PW, GW) a. Objectives: - To prepare vocabulary for students to do the tasks. - To present some nouns that describe different aspects of lifestyles. - To give Ss more practice on how to use words related to lifestyles in sentences. b. Content: - Task 2: Complete the sentences with the words and phrases from the box. - Task 3: Choose the correct answer A, B, or C to complete each sentence. c. Product: - Students know how to use the target vocabulary. d. Implementation: VOCABULARY Task 1: Match the words and phrases with the pictures. 1: Match the words and phrases Step 1: Task delivering with the pictures. - Have Ss work in pairs. Answer key: - Tell them to match the words and phrases on the left with 1. e the pictures on the right. 2. d Step 2: Task performance 3. c - Ss’ observation. 4. a - Match the words and phrases on the left with the pictures on 5. b the right. Step 3: Report and discussion - Student’s talk - Ss’ questions & answers Step 4: Judgement - Check their answers as a class. - Have Ss read the words and phrases aloud. - Correct their pronunciation if necessary. 2: Complete the sentences with Task 2: Complete the sentences with the words and the words and phrases from the
7. phrases from the box. box. Step 1: Task delivering Answer key: - T has Ss read the sentences and choose the correct word 1. weaving given to fill each blank in the sentences. 2. tribal dances - T tells Ss to read the sentences carefully and look for clues 3. native art so that they can choose the correct words. 4. making crafts Step 2: Task performance 5. dogsled - Ss’ observation - Choose the correct word given to fill each blank in the sentences. Step 3: Report and discussion - Student’s talk - T asks Ss to check their answers with their partners. - Ask for translation of some of the words to check their understanding. Step 4: Judgement - T confirms the correct answers. 3: Choose the correct answer A, Task 3: Choose the correct answer A, B, or C to complete B, or C to complete each each sentence. sentence. Step 1: Task delivering 1. A - Have Ss read the sentences. 2. B - Choose the correct options to complete the sentences. 3. A Step 2: Task performance 4. C - Ss’ observation 5. B - Student’s talk Step 3: Report and discussion - Go around and give assistance if necessary and check their answers. Step 4: Judgement - Confirm the correct answers as a class. 4. APPLICATION (20’-IW) a. Objectives: - To help Ss identify how to pronounce the sounds /br/ and /pr/; - To help Ss practise pronouncing these sounds in words. b. Content: - Task 4: Listen and repeat the words. Pay attention to the sounds /br/ and /pr/. - Task 5: Listen and practise the sentences. Underline the words with the sound /br/ and circle the words with /pr/. c. Product: - Students repeats the words correctly d. Implementation: * PRONUNCIATION Task 4: Listen and repeat the words. Pay attention to the 4: Listen and repeat the words. sounds /br/ and /pr/. Pay attention to the sounds /br/ Step 1: Task delivering and /pr/. - Teacher asks some Ss to read out the words first. - T plays the recording for them to listen and repeat the words they hear. - Explain to Ss the difference between the two sounds if needed:
8. + /br/: Put your lips together, then open them slowly to let the air out to make the sound /b/. Close your tongue up and round your lips to make the sound /r/. + /pr/: Press your lips together, then open your mouth suddenly to let the air out to make the sound /p/. Close your tongue up and round your lips to make the sound /pr/. The puff of air that happens with the /r/ sound is bigger for the /pr/ cluster than the puff of air for the /br/ cluster. Answer key: Step 2: Task performance 1. A - T plays the recording as many times as necessary. 2. B - Ss pay close attention to the two sounds. Step 3: Report and discussion 3. A - Ss’ observation 4. C * T can show Ss the pronunciation video of this Unit: 5. B Unit 6: Lifestyles - /br/ and /pr/ Step 4: Judgement - Invite some Ss to say some words they know that include the two sounds. Task 5: Listen and practise the sentences. Underline the words with the sound /br/ and circle the words with /pr/. 5: Listen and practise the Step 1: Task delivering sentences. Underline the words - Teacher aks Ss to quickly read the sentences and underline with the sound /br/ and circle the the words having the sounds /br/, and circle the words having words with /pr/. the sound /pr/. Answer key: - T plays the recording for Ss to listen and check. 1. My brother says online learning Step 2: Task performance improves our IT skills. - Ss’ observation - Play the recording again for Ss to repeat the sentences. 2. Santa Claus brings a lot of Step 3: Report and discussion presents to children. - Have Ss practise the sentences in pairs. Invite some pairs to 3. She briefly introduced the new read the sentences aloud. programme. - Invite some Ss to share their answers. 4. He spent a lot of time preparing Step 4: Judgement for his algebra test. - Confirm the correct ones. 5. My mum prays at the temple - Comment on their pronunciation of the sounds. before breakfast on Sundays. * Home assignment - T assigns the homework. * Home assignment - Ss copy their homework. - Learn by heart vocabulary - T explains it carefully - Practice pronounces the sounds /br/ and /pr/. Prepare: A closer look 2 V. FEEDBACK: With 8A .. With 8B . ... .. With 8C . .
9. Period: 44 UNIT 6: LIFESTYLES Lesson 3: A closer look 2 P63-64 Class Date of teaching Date of teaching 8A 04/12/2023 21/12/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - gain an overview about the topic Lifestyle - gain vocabulary to talk about Lifestyle 1. Knowledge: + Vocabulary: dogsled (n), make craft, tribal (a), native (a), weave (v), + Language: Future simple; First conditional. + Pronunciation: Sounds: /br/ and /pr/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: Love talking about different lifestyles. Having benefits of their hobbies in daily life. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW) a. Objectives: - To introduce the term of first conditional b. Content: - Asking questions to lead in the lesson. c. Product: - Students’ answers. d. Implementation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Asking questions: - Teacher asks Ss “What will you buy if you have 1,000,000 VND?” - Ss answer the question individually. - Teacher leads in the introduction of the target grammar point. - Teacher sets the context for the lesson. 2. KNOWLEDGE FORMATION (10’-IW) a. Objectives: - To teach Ss the forms of future simple and first conditional b. Content: - Teacher asks Ss to do the exercise individually and then check their answer in pairs. - Invite some Ss to share their answers. Confirm the correct answers.
10. c. Product: - Students know how to use the target grammar. d. Implementation Grammar teaching Step 1: Task delivering - Teacher reminds students that they have already learnt The future simple and First conditional. Step 2: Task performance - Ss’ observation - Tell them to read the Remember! box in pairs (P63, 64) Step 3: Report and discussion - Read the Remember! box in pairs (P63, 64) - Make examples. Step 4: Judgement - Teacher explains again the form and use of future simple and first conditional. 3. PRACTICE (20’ - IW, PW, GW) a. Objectives: - To help Ss practise future simple and first conditional in sentences b. Content: - Task 1: Use the verbs from the box with will or won’t to complete these dialogues. - Task 2: Arrange these words and phrases in the correct order to form meaningful sentences. - Task 3: Give the correct tense of the verbs in brackets, using the first conditional. - Task 4: Fill in each blank with IF or UNLESS. c. Product: - Students understand how to use the target grammar. d. Implementation Task 1: Use the verbs from the box with will or won’t 1: Use the verbs from the box with to complete these dialogues. will or won’t to complete these Step 1: Task delivering dialogues. - Give Ss some time to work by themselves and write Answer key: down the answers. 1. will tell - T observes and help when and where necessary. 2. will attend – won’t join Step 2: Task performance 3. won’t have – will do - Ss’ observation - Ss read their sentences. Step 3: Report and discussion - Call on some Ss to write their answers on the board. - Student’s talk Step 4: Judgement - Confirm the correct answers. - Explain to Ss another use of the future simple (to describe future possibilities or conditions), and give one or two examples before moving onto 2. Task 2: Arrange these words and phrases in the correct 2: Arrange these words and phrases order to form meaningful sentences. in the correct order to form Step 1: Task delivering meaningful sentences. - Have Ss work individually. Answer key: - Ss put the words in correct order to build meaningful 1. We will take our first-term exams sentences. very soon.
11. Step 2: Task performance 2. Will they stay in an igloo when they - Ss’ observation visit Alaska? - Tell them to pay attention to the form of the future 3. She will work with the tribal groups simple. to help them revive their culture. Step 3: Report and discussion 4. I won’t choose online learning in the - Student’s talk second semester. - T lets Ss work in pairs to compare their answers before sharing their answers. 5. I’ll come to see you if I go to London Step 4: Judgement this summer. - T checks and confirms the correct answers. Task 3: Give the correct tense of the verbs in brackets, 3: Give the correct tense of the verbs using the first conditional. in brackets, using the first Step 1: Task delivering conditional. - Draw Ss’ attention to the form and use of the first conditional: main clause (future simple) and if-clause Answer key: (present simple). 1. eat Step 2: Task performance 2. goes - Ss’ observation - Have Ss look at the sentences and write down their 3. will have answers. 4. don’t do Step 3: Report and discussion 5. Will she be - T asks Ss to check their answers with their partners. - Ask for translation of some of the words to check their understanding. Step 4: Judgement - T confirms the correct answers. Task 4: Fill in each blank with IF or UNLESS. 4: Fill in each blank with IF or - Have Ss do the exercise individually and then exchange UNLESS. their answers with a partner. Answer key: - Call on some Ss to read the sentences aloud. Other Ss 1. Unless comment. 2. if - T confirms the correct answers. 3. unless 4. If 5. unless 4. APPLICATION (10’-IW, PW, GW) a. Objectives: - To help Ss apply the uses of the first conditional with if and unless in real contexts by making sentences about themselves b. Content: - Task 5: Complete the following sentences to make them true for you. Then share your answers with a partner. - Home assignment c. Product: - Students can make sentences using the learned grammar points. - Take note home assignment. d. Implementation Task 5: Complete the following sentences to make them 5: Complete the following sentences true for you. Then share your answers with a partner. to make them true for you. Then Step 1: Task delivering share your answers with a partner. - Give them some time to work independently. Suggested answers:
12. Step 2: Task performance 1. If it rains tomorrow, I will stay at - Ss’ observation home. - Write down their sentences. 2. Unless I get good marks, I will be Step 3: Report and discussion upset. - Then let them work in pairs to exchange their sentences. 3. If I have free time this weekend, I - T goes round giving help when and where necessary. will visit my grandparents - Some Ss may write their answers on the board. 4. If I study harder, I will get good Step 4: Judgement - Other Ss comment and T makes corrections. marks. - Teacher checks the answers as a class and gives 5. Unless I go to bed early, I will be feedback. tired tomorrow. * Home assignment - T assigns the homework. * Home assignment - Ss copy their homework. - Do exercise in workbook - T explains it carefully - Prepare: Communication V. FEEDBACK: With 8A . .. With 8B ... . .. With 8C .. .
13. Period: 45 UNIT 6: LIFESTYLES Lesson 4: Communication P64-65 Class Date of teaching Date of teaching 8A 04/12/2023 25/12/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - Gain an overview about the topic Customs And Traditions - Gain vocabulary to talk about Customs and Traditions 1. Knowledge: + Vocabulary: admire (v), chase away, pray (v), offering (n), ornamental tree, + Language: - express certainty: - Sure; - Yes, certainly. + Pronunciation: Sounds: /n / and /ŋ/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently 3. Qualities: - Be ready and confident in real life conversations. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW) a. Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. b. Content: -Jumbled conversation c. Product: - Students’ answers. d. Implementation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Jumbled conversation: Step 1: Task delivering - Teacher gives out a jumbled conversation - Teacher asks students to rearrange it to make a meaningful conversation. Step 2: Task performance - Ss’ observation - Rearrange it to make a meaningful conversation. Step 3: Report and discussion - Student’s answers - Student’s talk Step 4: Judgement
14. - Teacher give some follow-up questions to lead in the introduction of the target grammar point. - Teacher corrects students (if needed). 2. KNOWLEDGE FORMATION a. Objectives: - To introduce ways of expressing certainty. - To help Ss practise expressing certainty. b. Content: - Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. - Task 2: Work in pairs. Make similar conversations to express certainty in the following situations. c. Product: - Students know how to use the structures to express certainty. d. Implementation Task 1: Listen and read the conversations. Pay * EVERYDAY ENGLISH attention to the highlighted sentences. 1: Listen and read the conversations. Step 1: Task delivering Pay attention to the highlighted - Play the recording for Ss to listen and read the sentences. two dialogues between Tom and Nam, Alice and Mai at the same time. Step 2: Task performance - Ss’ observation - Ss pay attention to the questions and answers. Step 3: Report and discussion - Have Ss practise the dialogues in pairs. - Some pairs to practise the dialogues in front of the class. Step 4: Judgement - T comments and gives feedback on Ss’ answers. Task 2: Work in pairs. Make similar 2: Work in pairs. Make similar conversations to express certainty in the conversations to express certainty in following situations. the following situations. Step 1: Task delivering Suggested answers: - Ask Ss to work in pairs to make similar dialogues with the given cues. A: Can you help me with my maths Step 2: Task performance homework? - Ss’ observation B: Yes, certainly. / Yes, sure. - Make similar dialogues with the given cues. - Move around to observe and provide help. Step 3: Report and discussion A: Vietnamese love seafood. - Some pairs to practise in front of the class. B: Yes, certainly. / Yes, sure. Step 4: Judgement - Comment on their performance. 3. PRACTICE a. Objectives: - To help Ss learn about the cuisine of different countries around the world. - To help Ss develop their reading skill for specific information (scanning).
15. - To provide Ss with practice in talking about their opinions and giving reasons. - To provide Ss with practice in asking and answering about typical food in their area. b. Content: - Task 3: How much do you know about the cuisines of different countries? Do the quiz to find out. - Task 4: Work in groups. Read the two passages and discuss the questions below. c. Product: - Students know about the cuisine of different countries around the world. - Students can talk about their opinion and give reasons; ask and answer questions about food. d. Implementation Task 3: How much do you know about the * CUISINES AROUND THE WORLD cuisines of different countries? Do the quiz to 3: How much do you know about the find out. cuisines of different countries? Do the - Ss work in pairs and do the quiz. quiz to find out - Give explanations if necessary. Answer key: - Check their answers as a class. 1. B 2. A 3. C 4. A 5. B Task 4: Work in groups. Read the two passages 4: Work in groups. Read the two and discuss the questions below. passages and discuss the questions Step 1: Task delivering below. - Ss read the passages for a few minutes. - T makes sure they understand the main ideas, and explain if needed. Step 2: Task performance - Ss’ observation - Ss work in groups. Each gives their preference (Italian or Indian food), and gives reasons. - T goes round the class to monitor. Step 3: Report and discussion - Some Ss to perform the task in front of the class. - T and other Ss listen and make comments. Step 4: Judgement T corrects Ss’ mistakes only when it is really necessary. 4. APPLICATION a. Objectives: - To provide Ss with practice in talking about their opinions and giving reasons. - To provide Ss with practice in asking and answering about typical food in their area. b. Content: - Task 5: Work in groups. Talk about the typical food in your area. Discuss. - Home assignment. c. Product: - Students can talk about their opinion and give reasons; ask and answer questions about food. - Take note home assignment.
16. d. Implementation Task 5: Work in groups. Talk about the typical 5: Work in groups. Talk about the food in your area. Discuss. typical food in your area. Discuss. Step 1: Task delivering Suggested outcome: - Have Ss work in groups, taking turns to ask and - staple food: rice, corn, bread, ... answer. - favourite food: pork, chicken, beef, Step 2: Task performance fish, seafood, ... - Ss’ observation - foods eaten on special occasions: banh - Ss think and give the answers. chung, moon cakes, sticky rice, ... - Encourage them to say what they know and what they think. Their opinions may differ. Step 3: Report and discussion - Call on some pairs to perform the task in front of the class. - Student’s talk Step 4: Judgement T and other Ss listen and make comments. * Home assignment - T assigns the homework. * Home assignment - Ss copy their homework. - Practice express certainty - T explains it carefully - Prepare: Skills 1 V. FEEDBACK: With 8A .. .. With 8B ... .. With 8C .
17. Period: 46 UNIT 6: LIFESTYLES Lesson 5: Skills 1 P65-66 Class Date of teaching Date of teaching 8A 04/12/2023 27/12/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - read about Alaska; - talk about how people in their area maintain traditional lifestyles; 1. Knowledge: + Vocabulary: maintain (v); experience (v), style (n), musher (n) + Language: - express certainty: - Sure; - Yes, certainly. + Pronunciation: Sounds: /n / and /ŋ/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently 3. Qualities: - Be ready and confident in real life conversations. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’ - GW) a. Objectives: - To help Ss understand and activate their knowledge of the topic; b. Content: - Task 1: Read the text and check your answers in the Warm-up part. - Discuss the pictures. c. Product: - Students gain knowledge about Alaska. d. Implementation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1: Work in groups. Look at the picture, and 1: Work in groups. Look at the discuss what you know about Alaska. picture, and discuss what you know about Alaska. Suggested answers: + Alaska: a state of the US (49th) + location: northwest of North America + population: over 700,000 + climate: oceanic climate, very Step 1: Task delivering cold
18. - Ask Ss to work in pairs discussing what they can + native people: Alaskan Natives see in the picture. + languages: English 86.3%, Step 2: Task performance Alaska Native languages - Ss’ observation - Ask some Ss to say their answers in front of the class. Encourage Ss to talk as much as possible. It is not important whether they give the right answers or not; it is important that they can speak in English. Step 3: Report and discussion - Have them read the text and check their answers. - Student’s talk Step 4: Judgement - T comments and gives feedback on Ss’ answers. 2. KNOWLEDGE FORMATION (5’-IW) a. Objectives: - To help Ss learn new vocabulary in the reading text. - To improve Ss’ skill of reading for details (scanning) b. Content: - Vocabulary c. Product: - Students know more new words and how to use the target vocabulary. d. Implementation PRE-READING * Vocabulary: - Teacher explains the meaning of the new vocabulary 1. maintain (v) by pictures. 2. experience (v) - Teacher reveals that the words according to the 3. style (n) pictures will appear in the reading text and asks 4. musher (n) students to open their textbook to find these words - Teacher introduces the vocabulary. - Teacher checks students’ understanding with with follow up questions 3. PRACTICE (20’-IW) a. Objectives: - To help Ss learn new vocabulary in the reading text. - To improve Ss’ skill of reading for details (scanning) b. Content: - Task 2: Match the highlighted words in the text with their meanings. - Task 3: Read the text again and answer the questions. c. Product: - Students know more new words and how to use the target vocabulary. d. Implementation WHILE-READING Task 2. Match the highlighted words in the text 2. Match the highlighted words in with their meanings. the text with their meanings. Step 1: Task delivering Suggested answers: - Ask Ss to work individually to read the passage and 1. d
19. find the highlighted words. 2. a Step 2: Task performance 3. c - Ss’ observation 4. b - Have Ss read aloud the highlighted words. Step 3: Report and discussion - Have Ss match the highlighted words with their meaning in the table. Step 4: Judgement - Correct their pronunciation if needed. - Remind them to use the context to help them. - Check the answers as a class. Task 3. Read the text again and answer the 3. Read the text again and answer questions. the questions. Step 1: Task delivering Answer key: - Ask Ss to do the task individually. 1. It is about 730,000 / 730 - Tell them to read the passage two or three times, thousand. then read each question, pause to identify where it 2. We can find it in their villages. appears in the text, read that part carefully and give 3. Various native group have their the correct answer. own special styles of carving or Step 2: Task performance weaving. - Ss’ observation 4. It is 1,510 km (long). - Ask Ss to work with a partner to discuss the 5. Yes, it is. answers. - Explain the new words and clarify anything difficult. T may ask more questions to see if they understand the text fully. Step 3: Report and discussion - Call on some Ss to read the answers aloud before the class. - Student’s talk Step 4: Judgement - Check their pronunciation and intonation. - Check the answers as a class. a. Objectives: - To help Ss practice of asking and answering about what people in some places do to maintain their traditional lifestyle; - To provide Ss with an opportunity to revise and use vocabulary related to the topic of the unit b. Content: - Task 4: Work in pairs. Look at the pictures and use the cues to talk about what people in some places do to maintain their traditional lifestyle. - Task 5: Work in pairs. Ask and answer about how people in your area maintain their traditional lifestyle. You can use the ideas in 4 and the reading text in 1. c. Product: - Students can be able to speak about the topic Lifestyles d. Implementation * POST-READING * SPEAKING Task 4: Work in pairs. Look at the pictures and 4: Work in pairs. Look at the
20. use the cues to talk about what people in some pictures and use the cues to talk places do to maintain their traditional lifestyle. about what people in some places do to maintain their traditional lifestyle. Suggested outcome: A: What do people in Chau An Village do to maintain their traditional lifestyle? B: They perform traditional dances. They also Step 1: Task delivering - Give Ss time to study the example, the pictures, and the phrases given. Step 2: Task performance - Ss’ observation - Ss work in pairs. - T goes round to monitor and give help when necessary. Step 3: Report and discussion - Call on some pairs to perform the task in front of the class. - Student’s talk Step 4: Judgement T and other Ss listen and comment. Task 5: Work in pairs. Ask and answer about how people in your area maintain their traditional lifestyle. You can use the ideas in 4 and the reading text in 1. (8 mins) Step 1: Task delivering