Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 9: Lift in the countryside - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 9: Lift in the countryside - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

1. Period: 9 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 1: Getting started - Last Summer holiday Class Date of planning Date of teaching Attendence 8A 01/09/2023 25/09/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - gain an overview about the topic Life in the countryside - gain vocabulary to talk about Life in the countryside. 1. Knowledge: + Vocabulary: harvest (v); combine harvester (n); herd (v); paddy field (n) + Language: Comparative forms of adverbs. + Pronunciation: Sounds: /ə/ and /ɪ/ 2. Competence: a) General competencies: - By the end of the lesson students will be able to know the form and use Comparative forms of adverbs. - 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. - Ability of using Present Simple Tense, some popular verbs of liking. - Sts can introduce themselves or one another fluently 3. Qualities: - Love talking about activities in the countryside. 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 I. WARM-UP ACTIVITY (5’ - IW, PW) a) Aim: - To set the context for the introductory dialogue. - To introduce the topic of the unit. b) Content: - Questions & answers about summer activities - Watching video of summer in the countryside c) Product: - Students know the topic of the unit and are ready for the conversation. d) Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY Asking questions: Observation Step 1: Task delivering Questions & answers - T asks Ss “What did you do last summer?”. Suggested answers: Step 2: Task performance Life in the countryside - Ss answer the question individually.
2. - Teacher shows students a video of summer in the countryside. Step 3: Report and discussion - Students guess what the video is about. - Teacher calls 3-5 students to answer. Step 4: Judgement - T sets the context for the listening and reading text: Write the title on the board Life in the countryside – Last summer holiday. II. KNOWLEDGE FORMATION (10’-IW, PW) a) Aim: - 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 introduces the vocabulary. Vocabulary: - Teacher explains the meaning of the new vocabulary 1. harvest (v) by pictures. 2. combine harvester (n) - Teacher reveals that the words corresponding to the 3. herd (v) pictures will appear in the reading text. 4. paddy fields (n) Step 2: Task performance - Students to open their textbook to find these words. Step 4: Judgement - Teacher checks students’ understanding with the “Rub out and remember” technique. 3. PRACTICE ACTIVITIES (20’-IW, PW, GW) a) Aim: - To help Ss use words and phrases related to farm work in the countryside. - To help Ss further understand the text. - To introduce some vocabulary items related to activities that rural people often do. b) Content: - Task 1: Listen and read) - Task 2: Read the conversation and choose the correct answer to each question. - Task 3: Complete the sentences with the words and phrases from the box. - Task 4: Match the activities (1 - 6) that people living in the countryside often do with the pictures (a - f). c) Product: - Students understand the conversation and know the vocabulary related to the topic) d) Implementation: Task 1: Listen and read 1: Listen and read Step 1: Task delivering - Teacher plays the recording. Step 2: Task performance Student’s listening Observation Step 3: Report and discussion - Ss circle the words learnt in the Presentation stage. Step 4: Judgement - Teacher can play the recording more than once. - Students listen and read.
3. Task 2: Read the conversation again and choose 2: Read the conversation again and the correct answer to each question. choose the correct answer to each Step 1: Task delivering question. - Teacher asks Ss to read the dialogue in detail to answer the questions. Student’s answers - Ask them how to do this kind of exercise. Observation - Explain the strategies, if necessary (e.g. reading the Answer key: questions and the options (A, B, C), underlining the 1. A key words in the questions and options, locating the 2. B key words in the text, and then reading that part and 3. C answering the questions). 4. A Step 2: Task performance - Ss underline parts of the dialogue that help them to answer. - Set a strict time limit to ensure Ss read the text quickly for information. Step 3: Report and discussion - Ss compare their answers in pairs before sharing them with the class. - Ss give evidence to support their answers. Step 4: Judgement - Teacher checks the correct answers as class. Task 3: Complete the sentences with the words and 3: Complete the sentences with the phrases from the box. words and phrases from the box. Step 1: Task delivering Answer key: - Teacher tells Ss to read the conversation again. 1. load Step 2: Task performance 2. combine harvester - Ss work independently to do the task 3. herd - Ss share their answers with one or more partners. 4. paddy field Step 3: Report and discussion 5. harvest time - T can ask for translation of some of the words and phrases in the box to check their understanding. - T asks 2 students to write their answers on the board. Step 4: Judgement - Check the answers as a class. Task 4: Match the activities (1 - 6) that people 4: Match the activities (1 - 6) that people living in the countryside often do with the pictures living in the countryside often do with (a - f). the pictures (a - f). Step 1: Task delivering - T has Ss work individually to match the words and phrases in the box with the pictures. Step 2: Task performance - Ss compare their answers with their partners. Then ask for Ss’ answers. - Ss quickly write their answers on the board without confirming the correct answers. Step 3: Report and discussion - T has Ss listen to the recording, check their answers, Answer key: and repeat the words / phrases. 1. d - Ss look at the answers on the board and say if they 2. a are right or wrong. 3. f Step 4: Judgement 4. e
4. - Confirm the correct answers. 5. b - Teacher checks the answers as a class and gives 6. c feedback. 4. APPLICATION (5’-IW, PW) a) Aim: - To get students to ask and answer about activities that rural people often do. b) Content: - Task 5: Work in pairs. Ask and answer about the pictures in 4. c) Product: - Students’ conversations d) Implementation: Task 5: Work in pairs. Ask and answer about the Students’ answers pictures in 4. Observation Step 1: Task delivering Example: - Model this activity with a student. - What are they doing in picture a? - Remind Ss that they should only use the phrases and - They’re ploughing a field) the pictures in 4 to ask and answer about activities that rural people often do. Step 2: Task performance - Ss work in pairs. - T goes round to help weaker Ss. Step 3: Report and discussion - Some pairs to practise in front of the class. - one or two Ss to tell the class what they have learnt. Step 4: Judgement - Comment on their performance. - Ss say aloud some words and phrases they remember from the lesson. * Home assignment * Home assignment - T assigns the homework. - Learn by heart vocabulary - Ss copy their homework. - Prepare the next lesson: A closer look 1 - T explains it carefully - Prepare Project: Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a village in Viet Nam or in a foreign country that they would like to visit. They have to find suitable photos to create a poster about it. Students will show their posters and present their ideas in Lesson 7 – Looking back and Project. (Teacher should check the progress of students’ preparation after each lesson.) V. FEEDBACK: With 8A .. ..
5. Period: 10 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 2: A closer look 1 Class Date of planning Date of teaching Attendence 8A 01/09/2023 29/09/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - use lexical items related to Life in the countryside 1. Knowledge: + Vocabulary: cattle (n); poultry (n); crop (n); vast (adj); hospitable (adj); picturesque (adj). + Language: Comparative forms of adverbs. + Pronunciation: Sounds: /ə/ and /ɪ/ 2. Competence: a) General competencies: - By the end of the lesson students will be able to know the form and use Comparative forms of adverbs. - 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 activities in the countryside. 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, 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 I. WARM-UP (5’ - IW) a. Aim: - To create an active atmosphere in the class before the lesson. - To lead into the new lesson. b. Content: - Game: Matching words with pictures c. Product: - Students get some vocabulary from the lesson and be ready for the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY Game: Matching words with pictures 1: Task delivering Suggested answers:
6. - T gives out the handouts. 1. cattle (n) - T divides the class into 10 groups and explains the rules. 2. vast (adj) Step 2: Task performance 3. crop (n) - Ss match the given words to the pictures and they have to 4. hospitable (adj) send one to stick the handout onto the board as quickly as 5. poultry (n) possible. 6. picturesque (adj) Step 3: Report and discussion - Teacher shows students the answer on the screen and announces the winning group. Step 4: Judgement - T sets the context for the lesson. II. KNOWLEDGE FORMATION (7’-IW, PW,GW) a. Aim: - To present some nouns that go with action verbs to describe activities which rural people often do. b. Content: - Vocabulary pre-teaching. c. Product: - Students understand how to use the vocabulary related to the topic. d. Implementation: ACTIVITY 1: * Vocabulary Vocabulary pre-teaching 1. cattle (n) - Teacher asks students to guess the meaning of the words 2. poultry (n) that they have matched in the Warm-up activity. 3. crop (n) - Teacher introduces the vocabulary. 4. vast (adj) - Teacher checks students’ understanding by the follow-up 5. hospitable (adj) tasks in the student's book. 6. picturesque (adj) III. PRACTICE (30’-IW,PW,GW) a. Aim: - To present some nouns that go with action verbs to describe activities which rural people often do. - To teach Ss new adjectives for describing people and scenes in the countryside. b. Content: - Task 1: Circle the correct words to complete the sentences. - Task 2: Match the following adjectives with their definitions. - Task 3: Complete the sentences with the words from 2. c. Product: - Students understand how to use the vocabulary related to the topic. d. Implementation: Task 1: Circle the correct words to complete the * VOCABULARY sentences. 1: Circle the correct words to Step 1: Task delivering complete the sentences. - Teacher asks Ss to read each sentence. Answer key: Step 2: Task performance 1. cattle - Ss choose the suitable noun that goes with the action verb 2. fruit before it. 3. crops - Let Ss work in pairs. 4. unloaded Step 3: Report and discussion 5. catching
7. compare their answers before sharing their answers. Step 4: Judgement - Check and confirm the correct answers. Task 2: Match the following adjectives with their 2: Match the following adjectives definitions. with their definitions. Step 1: Task delivering Answer key: - Teacher tells Ss quickly match the adjectives in the left 1. c column with their meanings in the right column 2. d individually. 3. e Step 2: Task performance - Match the adjectives in the left column with their 4. b meanings in the right column individually. 5. a Step 3: Report and discussion - Ss check their answers with their partners. - Ask for translation of some of the adjectives on the list to check their understanding. Step 4: Judgement - Confirm the correct answers. Task 3: Complete the sentences with the words from 2. 3: Complete the sentences with the - Teacher ask Ss to do the exercise individually and then words from 2. check with the whole class. Answer key: - When checking, ask Ss to refer to 2 to make the meanings 1. hospitable of the adjectives clearer to them. 2. well-trained - Teacher checks the answers as a class and gives feedback. 3. picturesque 4. vast 5. surrounded * PRONUNCIATION Task 4: Listen and repeat the words. Pay attention to the 4: Listen and repeat the words. sounds /ə/ and /ɪ/. Pay attention to the sounds /ə/ and Step 1: Task delivering /ɪ/. - Teacher asks some Ss to read out the words first. - T plays the recording for them to listen and repeat the words they hear. Step 2: Task performance - Ss pay close attention to the two sounds. - Play the recording as many times as necessary. - Explain to Ss the difference between the two sounds if Suggested outcome: needed: Students repeats the words correctly + /ɪ/ is a “front vowel”, meaning the front part of the tongue is raised while articulating this vowel. It’s also a “close vowel”. A close vowel is one where the jaws come close to each other. + /ə/ on the other hand is a “mid vowel”; it means that the jaws aren't closer to each other. It's also a “central vowel”. A central vowel means the central part of the tongue is raised while articulating this vowel. It's often unrounded) Step 3: Report and discussion
8. - Invite some Ss to say some words they know that include the two sounds. Step 4: Judgement - Comment on their pronunciation of the sounds. 4. APPLICATION (5’-IW,PW,GW) a. Aim: - To help Ss identify how to pronounce the sounds /ə/ and /ɪ/. - To help Ss practise pronouncing these sounds in words and sentences. b. Content: - Task 5: Listen and practise the sentences. Underline the bold words with /ə/, and circle the bold words with /ɪ/. c. Product: - Students repeat the words correctly in words and sentences. d. Implementation: Task 5: Listen and practice the sentences. Underline the Student’s answers bold words with /ə/ and circle the bold words with /ɪ/. Observation Step 1: Task delivering Suggested outcome: - Teacher aks Ss to quickly read the sentences. 1. There is a lot of water in the - T plays the recording for Ss to listen to the sentences. bottle. Step 2: Task performance 2. The farmers here are hard- - Ss pay attention to the underlined parts working. - Underline and circle the appropriate sounds. 3. They are picking fruits in the Step 3: Report and discussion orchard) - Ss share their answers. Confirm the correct ones. 4. People in my village usually - Play the recording again for Ss to repeat the sentences. gather at weekends. - Ss practice the sentences in pairs. Invite some pairs to read 5. Please buy some milk and pasta at the sentences aloud) the supermarket. Step 4: Judgement - Comment on their pronunciation of the sounds. * Home assignment * Home assignment - T assigns the homework. - Learn by heart vocabulary - Ss copy their homework. - Practice pronounces the sounds /ə/ - T explains it carefully and /ɪ/ - Prepare: A closer look 2 V. FEEDBACK: With 8A .. ..
9. Period:11 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 3: A closer look 2 P32-33 Class Date of teaching Attendence 8A 01/09/2023 30/09/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - use lexical items related to Life in the countryside 1. Knowledge: + Vocabulary: cattle (n); poultry (n); crop (n); vast (adj); hospitable (adj); picturesque (adj). + Language: Comparative forms of adverbs. + Pronunciation: Sounds: /ə/ and /ɪ/ 2. Competence: a) General competencies: - By the end of the lesson students will be able to know the form and use Comparative forms of adverbs. - 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 activities in the countryside. 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, 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 I. WARM-UP a. Aim: - To review comparative forms of adjectives before the lesson. - To introduce the term of comparative form of adverbs. b. Content: - Making comparison between two pictures. c. Product: - Students’ answers. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY Step 1: Task delivering - Teacher shows the pictures on the screen. Step 2: Task performance - Teacher asks students to make comparative sentences to describe the difference between the 2 pictures. - Teacher gives some follow-up questions to lead in the introduction of the target grammar point. Questions: 1. Who lives faster than the other: people in the Making comparison countryside or people in the city?
10. 2. Who lives more peacefully than the other: people in Suggested answers: the countryside or people in the city? 1. People in the countryside live more Step 4: Judgement slowly than people in the city. - Teacher sets the context for the lesson. 2. People in the countryside live more - Teacher corrects students (if needed). peacefully than people in the city. II. KNOWLEDGE FORMATION (10’) a. Aim: - To teach Ss the comparative forms of some adverbs that Ss normally use in everyday conversations. b. Content: - The comparative adverbs c. Product: - Students know how to use the target grammar. d. Organization ACTIVITY 1: PRESENTATION Step 1: Task delivering 1. adding more: - T tells Ss about Grammar teaching: Comparative slowly → more slowly adverbs. carefully → more carefully 1. For most adverbs (often with two or more 2. adding -er: syllables), we make comparative forms by adding fast → faster more. hard → harder 2. For adverbs that have the same forms as adjectives 3. irregular adverbs: like fast, hard, soon, etc), we make comparative forms well → better by adding -er. badly → worse 3. Some irregular adverbs Step 2: Task performance - Observation - Questions & answers Step 3: Report and discussion Ss make example. Step 4: Judgement - Teacher checks students’ understanding by asking some questions. III. PRACTICE (16’) a. Aim: - To help Ss practise the correct comparative forms of adverbs in sentences. b. Content: - Task 1: Write the comparative forms of the adverbs in the table below. - Task 2: Complete the sentences with the comparative forms of the adverbs in brackets. - Task 3: Complete the sentences with suitable comparative forms of the adverbs from the box. - Task 4: Read the situations and complete the sentences using the comparative forms of the adverbs in brackets. c. Product: - Students understand how to use the target grammar. d. Implementation: Task 1: Write the comparative forms of the 1: Write the comparative forms of the adverbs in the table below. adverbs in the table below. Step 1: Task delivering Answer key: - Teacher asks Ss to do the exercise individually. Adverbs Comparative forms
11. Step 2: Task performance long longer - Ss’ Observation. high higher - Do the exercise individually. late later Step 3: Report and discussion quickly more quickly - Teacher invites some Ss to share their answers. frequently more frequently - Check their answers in pairs. early earlier Step 4: Judgement much more - Confirm the correct answers. little less Task 2: Complete the sentences with the 2: Complete the sentences with the comparative forms of the adverbs in brackets. comparative forms of the adverbs in Step 1: Task delivering brackets. - Have Ss do the exercise individually and then Answer key: compare their answers with their partners. 1. more beautifully Step 2: Task performance 2. more clearly - Student’s Observation 3. faster - Do the exercise individually. 4. harder Step 3: Report and discussion 5. more heavily - Ss write their answers on the board. - Check the answers with the whole class. - Ss explain how to make the comparative form of the adverb given in each sentence. Step 4: Judgement - Confirm the correct answers. Task 3: Complete the sentences with suitable 3: Complete the sentences with suitable comparative forms of the adverbs from the box. comparative forms of the adverbs from Step 1: Task delivering the box. - Have Ss do the exercise individually and then Student’s answers compare their answers with their partners. Observation Step 2: Task performance Answer key: - Student’s Observation 1. more carefully - Do the exercise individually. 2. faster Step 3: Report and discussion 3. more quietly - Ss write their answers on the board. 4. more soundly - Check the answers with the whole class. 5. earlier - Ss explain how to make the comparative form of the adverb given in each sentence. Step 4: Judgement - Confirm the correct answers. Task 4: Read the situations and complete the 4: Read the situations and complete the sentences using the comparative forms of the sentences using the comparative forms adverbs in brackets. of the adverbs in brackets. Step 1: Task delivering Suggested answer: - Have Ss do the exercise individually and then compare their answers with their partners. 1. The red car can run faster than the black Step 2: Task performance car. - Student’s Observation 2. Nick can jump higher than Tom. - Do the exercise individually. 3. Mai did better on the exam than Hoa)
12. Step 3: Report and discussion 4. The workers arrived earlier than my dad - Ss write their answers on the board. expected) - Check the answers with the whole class. 5. The buses run more frequently than the Step 4: Judgement trains. - Confirm the correct answers. 4. APPLICATION (10’) a. Aim: - To help Ss practise using comparative adverbs to make comparisons b. Content: - Task 5. Work in pairs. Ask and answer to find out who... c. Product: - Students’ conversations d. Implementation: Task 5. Work in pairs. Ask and answer to find out 5. Work in pairs. Ask and answer to find who... out who... Step 1: Task delivering Who: - Model this activity with a student. - can run faster - Remind Ss that they should only use the phrases and - can jump higher the pictures in 4 to ask and answer about activities that - stay up late at night rural people often do. - gets up earlier in the morning Step 2: Task performance Suggested outcome: - Student’s Observation A: How fast can you run? - Ask Ss to work in pairs. B: I can run 15 kilometres an hour. - T goes round to help weaker Ss. A: Ok, so you can run faster than me. Step 3: Report and discussion I can run fast but B can run faster than I - Some pairs to practise in front of the class. do. Step 4: Judgement - Comment on their performance. - Summarise the main points of the lesson. * Home assignment * Home assignment - T assigns the homework. - Ask Ss to make sentences about - Ss copy their homework. themselves, using comparative adverbs. - T explains it carefully. - Practice the comparative form of adverbs - Prepare: Communication V. FEEDBACK: With 8A .. .. Period:12 UNIT 2: LIFE IN THE COUNTRYSIDE
13. Lesson 4: Communication P33-34 Class Date of planning Date of teaching Attendence 8A 01/09/2023 02/10/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - use lexical items related to Life in the countryside 1. Knowledge: + Vocabulary: + Language: - Give and respond to compliments: How to respond to compliments: Thank you. / I’m glad you like it. + Pronunciation: Sounds: /ə/ and /ɪ/ 2. Competence: a) General competencies: - By the end of the lesson students will be able to know the form and Give and respond to compliments. - 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 activities in the countryside. 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, 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 I. WARM-UP (7’-IW) a. Aim: - To create an active atmosphere in the class before the lesson. - To lead into the new lesson. b. Content: - Rearrange to make a conversation. c. Product: - Students’ answers. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY Jumbled conversation: Step 1: Task delivering Observation - Teacher gives out a jumbled conversation. Questions & answers 1. Thank you. Yours is, too. Suggested answers: 2. Happy birthday. Wow, you’re wearing such a beautiful 2. Happy birthday. Wow, you’re dress. wearing such a beautiful dress. 3. Here is your present. I hope you like it. 1. Thank you. Yours is, too. 4. I’m glad you like it. 3. Here is your present. I hope you like 5. This is the best gift I have ever had) I love it. it.
14. Step 2: Task performance 5. This is the best gift I have ever had) - Ss’ Observation I love it. - Questions & answers 4. I’m glad you like it. Step 3: Report and discussion - Students rearrange it to make a meaningful conversation. - Teacher gives some follow-up questions to lead in the introduction of the target grammar point. II. KNOWLEDGE FORMATION (13’-IW,PW) a. Aim: - To introduce ways of giving and responding to compliments. - To help Ss practise giving and responding to compliments. b. Content: - Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. - Task 2: Work in pairs. Make similar conversations to practise giving and responding to compliments, using the cues below. c. Product: - Students know how to use the structures to give and respond to compliments. 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 two sentences. dialogues between Tom and Mai, Nick and Hoa at the Observation same time. Questions & answers Step 2: Task performance - Ss pay attention to the questions and answers. - Have Ss practise the dialogues in pairs. Step 3: Report and discussion - Some pairs to practise the dialogues in front of the class. Step 4: Judgement - Comment on their performance. - Confirm the correct answers. Task 2: Work in pairs. Make similar conversations to 2: Work in pairs. Make similar practise giving and responding to compliments, using conversations to practise giving and the cues below. responding to compliments, using Step 1: Task delivering the cues below. - Ask Ss to work in pairs to make similar dialogues with the given cues. - Move around to observe and provide help. Step 2: Task performance - Ss’Observation - Questions & answers Cues: Step 3: Report and discussion - a shirt - Some pairs to practise in front of the class. - a bicycle Step 4: Judgement - a school bag - Comment on their performance. III. PRACTICE (17’-IW,PW,GW) a. Aim: - To help Ss learn about two traditional villages in Viet Nam and the Netherlands.
15. - To help Ss develop their reading skills for specific information (scanning). - To provide Ss with practice in giving a presentation about the similarities and differences between two places. b. Content: - Task 3: Read the adverts for the two beautiful villages. Tick the boxes to show which village the statements describe. Sometimes both boxes need to be ticked. - Task 4: Work in groups. Take turns to talk about the similarities and differences between Duong Lam and Hollum. c. Product: - Students know about two traditional villages in Viet Nam and the Netherlands. d. Implementation: ADVERTS FOR BEAUTIFUL VILLAGES Task 3: Read the adverts for the two beautiful villages. 3: Read the adverts for the two Tick the boxes to show which village the statements beautiful villages. Tick the boxes to describe. Sometimes both boxes need to be ticked) show which village the statements describe. Sometimes both boxes need to be ticked) Student’s answers Observation Suggested answers: Step 1: Task delivering Duong Statements Hollum - Have Ss read the instructions to understand what they Lam are going to do. 1. It’s an ✔ ✔ - Remind them that they have to read each statement in the ancient village. table and then read the two adverts to scan for the 2. We can visit necessary information to help them tick the correct boxes. an ancient Step 2: Task performance pagoda, - Ss read the two adverts and tick the boxes in the table. traditional ✔ - Go around and offer help, if necessary. houses, and Step 3: Report and discussion temples in this - Swap answers in pairs. village. - Check the answers as a class. 3. We can get Step 4: Judgement there by plane ✔ - Comment on their performance. or ferry. - Confirm the correct answers. 4. We can go there by car, ✔ bus, or bike. 5. It has a ✔ lighthouse. Task 4: Work in groups. Take turns to talk about the 4: Work in groups. Take turns to similarities and differences between Duong Lam and talk about the similarities and Hollum. differences between Duong Lam and Step 1: Task delivering Hollum. - Teacher introduces some words or phrases that are often used to talk about the similarities and differences, such as: both, also, too, like, as, unlike, but, however, etc)
16. - T gives examples to illustrate. Example: Step 2: Task performance Duong Lam and Hollum are both - Student’s Observation ancient villages, - Ss work in groups, taking turns to talk about the similarities and differences between the two villages. - T may go round to observe. Step 3: Report and discussion - Ss to say as many sentences as possible. - T asks Ss not to interrupt their group members while they are speaking in order to correct their errors. - Tell them to correct only common errors after their group members have finished speaking. - Some Ss to give the presentation to the whole class. After each student finishes his or her presentation, Step 4: Judgement Ss comment on his or her clarity, language, and fluency from other Ss. - Confirm the correct answers. 4. APPLICATION (5’-IW) a. Aim: - To help Ss learn about two traditional villages in Viet Nam and the Netherlands. - To help Ss develop their reading skills for specific information (scanning). - To provide Ss with practice in giving a presentation about the similarities and differences between two places. b. Content: - Task 5: Work in pairs. Which village in 3 would you like to visit for a holiday? Explain your choice to your partner. - Home assigment c. Product: - Students know about two traditional villages in Viet Nam and the Netherlands. - Take note Home assigment d. Implementation: Teacher’s instructions Task 5: Work in pairs. Which village in 3 would you 5: Work in pairs. Which village in 3 like to visit for a holiday? Explain your choice to your would you like to visit for a holiday? partner Explain your choice to your partner - Have students work in pairs, asking and answering Student’s answers questions about the villages they would like to visit. T goes Observation around and corrects mistakes or gives help when Suggested outcome: necessary. Encourage Ss to ask more questions. - Call on some pairs to perform the task in front of the class. T and other Ss listen and make comments. - Have Ss say what they have learnt in the lesson. * Home assignment * Home assignment - T assigns the homework. - Practice responding to compliments - T explains it carefully. - Prepare: Skills 1
17. Period: 13 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 5: Skills 1 P33-34 Class Date of planning Date of teaching Attendence 8A 01/09/2023 06/10/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - Read about different aspects of a Vietnamese village. - Talk about a village or town where one lives or which one knows. 1. Knowledge: + Vocabulary: stretch (v), canal (n), canal (n), orchard (n). + Language: - Give and respond to compliments: How to respond to compliments: Thank you. / I’m glad you like it. + Pronunciation: Sounds: /ə/ and /ɪ/ 2. Competence: a) General competencies: - By the end of the lesson students will be able to know the form and Give and respond to compliments. - 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 activities in the countryside. 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, 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 WARM-UP (5’ -IW,PW,GW) a. Aim: - To help Ss understand and activate their knowledge of the topic. - To help Ss remember some adjectives that are often used to describe scenes and sceneries in the countryside. b. Content: - Task 1: Work in pairs. Look at the picture and discuss the following questions. c. Product: - Students’ answers. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY Task 1: Work in pairs. Look at the picture and discuss the following questions. Questions: - What can you see in the picture? - Which adjectives in the box can be used to describe the picture?
18. Step 1: Task delivering - Ask Ss to work in pairs discussing what they can see in the picture. Step 2: Task performance - Ss work in pairs discussing what they can see in the picture. - Ss’ Observation - Questions & answers Suggested answers: Step 3: Report and discussion - paddy fields, cattle (buffaloes), - Some Ss say their answers in front of the class. farmers, a combine harvester, a lake / - T may ask other questions to elicit other things in the pond, trees, houses, a dirt road, picture. horizon, etc) - Ss work in pairs again, discussing which adjectives in the - peaceful, vast, picturesque box can be used to describe the picture. - Ask some Ss to say their answers in front of the class. Step 4: Judgement - Comment on their performance. - Confirm the correct answers. II. KNOWLEDGE FORMATION (5’-IW,PW,GW) a. Aim: - To improve Ss’ knowledge of vocabulary related to community activities. - To improve Ss’ skill of reading for specific information. b. Content: Vocabulary c. Product: - Students understand how to use the target grammar. d. Implementation: * PRE-READING Observation Vocabulary Questions & answers Step 1: Task delivering 1. Vocabulary - Teacher introduces the vocabulary. 1. stretch (v) - Teacher explains the meaning of the new vocabulary by 2. canal (n) pictures. 3. cultivate (v) Step 2: Task performance 4. orchard (n) - Ss’ Observation - Listen and repeat. - Teacher reveals that the words according to the pictures will appear in the reading text. Step 3: Report and discussion - Ss open their textbook to find these words. - Teacher checks students’ understanding with with follow-up questions. - Read aloud. Step 4: Judgement - Comment on their performance. 3. PRACTICE (22’-IW,PW,GW) a. Aim: - To improve Ss’ knowledge of vocabulary related to community activities. - To improve Ss’ skill of reading for specific information. b. Content: - Task 2: Read the text about life in a village in Viet Nam. Match the highlighted words in the text with their meanings. - Task 3: Read the text again and tick T (True) or F (False) for each sentence.
19. c. Product: Students understand how to use the target grammar. d. Implementation: Task 2: Read the text about life in a village in Viet 2. Read the text about life in a Nam. Match the highlighted words in the text with village in Viet Nam. Match the their meanings. highlighted words in the text with Step 1: Task delivering their meanings. - Ask Ss to work individually to read the passage. Answer key: - Ss find the highlighted words. 1. c Step 2: Task performance 2. a - Ss’ observation 3. d - Ss read aloud the highlighted words. 4. b - T corrects their pronunciation if needed. Step 3: Report and discussion - Ss match the highlighted words with their meanings in the table. - T reminds them to use the context to help them. Step 4: Judgement - Check the answers as a class. Task 3: Read the text again and tick T (True) or F 3: Read the text again and tick T (False) for each sentence. (True) or F (False) for each Step 1: Task delivering sentence. - Ask some Ss to read out loud the sentences in the table. Observation Step 2: Task performance Questions & answers - Ss’ observation Answer key: - Questions & answers 1. T Step 3: Report and discussion 2. T - Ss work individually for five minutes and tick T (True) 3. F or F (False). 4. F - Ss take turns to give the answers. 5. T - Ss show the part in the passage where they found the answers. - Ss read aloud the sentences. Step 4: Judgement - Check the answers as a class. - Comment on their performance. 4. APPLICATION (15’-IW,PW,GW) a. Aim: - To help Ss prepare ideas for the next activity. - To provide an opportunity for Ss to practise talking about a village or town where they live or which they know. b. Content: - Task 4: Make notes about the village or town where you live or which you know. - Task 5: Work in groups. Take turns to talk about the village or town where you live or which you know. Use the information in 4. - Home assignment. c. Product: - Students’ speaking. - Take note - Home assignment. d. Implementation: Teacher’s instruction. * POST READING (SPEAKING) Task 4: Make notes about the village or town where 4: Make notes about the village or you live or which you know. town where you live or which you - Tell each student to make notes. Set a time limit for Ss to know.
20. do it. Students’ conversations/ interactions - Ask Ss to think about a village or town where they live or Student’s answers which they know (its name, location, scenery, special Observation features) and the people living there (how they live, what Suggested outcome: they often do, how they get along with each other). Name: Ha Noi - Have them note down these ideas quickly. Location: Northern Vietnam Scenery: ancient buildings and beautiful sights How people live: fast, lively Activities adults or children often do: chatting, having a coffee with friends, going shopping The relationships among the people: friendly, helpful Special feature: Old quarter, museums, Task 5: Work in groups. Take turns to talk about the 5: Work in groups. Take turns to village or town where you live or which you know. Use talk about the village or town where the information in 4. you live or which you know. Use the Step 1: Task delivering information in 4. - T asks a strong student to model this activity in front of Suggested outcome: the class. I live in Duong Lam. It’s an old village - Ss work in groups, taking turns to talk about the village outside Ha Noi. It has ... or town where they live or which they know about. Remind Ss to use the ideas they have prepared in 4. T may go round to observe. Step 2: Task performance - Ss say as many sentences as possible. - Ss not to interrupt their group members while they are speaking in order to correct their errors. Step 3: Report and discussion T tell them to correct only common errors after their group members have finished speaking. - If there is enough time, call on some Ss to talk before the whole class. - Some positive comments from other Ss. Step 4: Judgement - Check the answers as a class. - Comment on their performance. * Home assignment - T assigns the homework. * Home assignment - Ss copy their homework. - Learn by heart vocabulary - T explains it carefully - Prepare for skills 2 V. FEEDBACK: With 8A .. ..