Kế hoạch bài dạy Tiếng Anh 8 - Unit 3: Peoples of Vietnam - Năm học 2022-2023 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 - Unit 3: Peoples of Vietnam - Năm học 2022-2023 - Trường THCS Nguyễn Chuyên Mỹ

1. LESSON PLAN - ENGLISH 8 Planning date: Teaching date: 28/ 9/ 2022 8B: 10/ 10/ 2022 8D: 10/ 10/ 2022 Period 16 UNIT 3: PEOPLES OF VIET NAM Lesson 1: Getting started ( P.26-27) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Vocabulary : the lexical items related to cultural groups of Vietnam; - curious (a):- account for (v) : - ethnic (a):- minority (n):- region (n):- custom (n):-awesome (a):- terraced field (n):- heritage site (n): - Language : Different question types. Simple Present. - Pronunciation: clusters: /k/, and /t/ pronounce these words correctly: - curious- account - ethnic minority - region:- custom -awesome :- terraced field :- heritage site 2. Skills: Listening, reading and speaking about community service and volunteer work.. 3. Attitude - Be ready know more about different peoples of Viet Nam. - Understand and actively respond to questions about peoples of Vietnam 4. Competencies: - Form and improve such competences as pairwork, communication, presentation and assessment. II. PREPARATIONS: Teacher: T.V, recording, laptop and textbook. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Students may want to know more about things and traditions of other peoples of Viet Nam. - Guide them to brainstorm the information they get on T.V or internet. IV. PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY I. WARM UP. (7’/GW) UNIT 3: PEOPLES OF VIET NAM - Review the previous unit by asking Ss to solve a Lesson 1: Getting started (P.26-27) crossword puzzle. Draw the crossword on a big * KEY: piece of paper. Tell Ss that the red word is the key 1. Herd word of the new lesson. Divide the class into two 2.Time teams. Ss from each team take turns to solve the puzzle. The game finished when a student guesses 3. Horse the red word correctly. 4. Friendly - Solve the crossword puzzle below. 5. Rice 1. I like to buffalo in the pastures. 6. Country 2. The farmers are very busy during harvest .. 3. Have you ever ridden a .? You have to be brave to do it. 4. People in the countryside are often open and . 5 ..was loaded onto a cart and transported home. 6. I think .life is more interesting than city life. - Write the unit title on the board. Write the words/phrases ‘ethnic’, ‘ethnology’, and ask Ss to guess their meaning. T may also show a picture of a typical costume and talk about it with the Ss. 41
2. LESSON PLAN - ENGLISH 8 II. BEFORE LISTEN AND READ I. Vocabulary: 1. Set the scene (2’/IW) - curious (a): tò mò Ask Ss to open their books to the picture. T can - account for (v) : chiếm ask Ss prediction questions about the picture. - ethnic (a): dân tộc •What can you see in the picture? - minority (n): nhỏ, thiểu số •What can you see in the picture? - region (n): vùng, miền •What can you see in the picture? - custom (n): phong tục •Do you know these characters? -awesome (a): làm khiếp sợ, kinh hoàng •Where are they now? - terraced field (n): ruộng bậc thang •What are they talking about? - heritage site (n): di sản Ss answer the questions as a class. T plays the recording and has Ss follow along. 2. Vocabulary: (7’/IW) T elicits the new words using pictures and explanation -Piture, antonymn,mine,synomynm * Check vocab : R.O.R T plays the recording again. Ss listen. Ss read the dialogue in pairs. T checks some pairs. III. WHILE LISTEN AND READ II. Listen and read. TASK: 1 1a. Find the opposite of these words in the a) Find the opposite of these words in the conversation conversation (5’-IW) *Key: - T asks Ss to the read the conversation again and 1. interesting 2. Largest do the exercise in pairs. 3. minority 4. Southern Ss work in pair to do the exercise. 1b. Read the conversation again . Answer the T writes the correct answers on the boards. following questions* Key. b) Read the conversation again . Answer the 1. They are in the Museum of Ethnology. following questions (7’- PW) 2. They want to know about the ethnic groups - T goes through the questions mentioned of Viet Nam. - Ss work in pairs to answer the questions. 3. There are 54 (ethnic groups) then discuss as a class. 4. The Viet (or Kinh) have the largest - T corrects the answers. population. 5. Yes, they do. c) Can you find the following expressions in the 1c. Can you find the following expressions in conversation ? Try to explain what they mean. the conversation ? Try to explain what they (5’- IW) mean. * Key : - T tells Ss to refer back to the conversation to find 1. Used as a reply, agreeing with what sb has the expressions. just said, or emphasizing that it is correct. - Ss work individually to find the expressions in 2. How + adj/adv: used to show a strong the conversation and try to explain their meaning reaction to sth in the context. 3. Used to show you understand what someone - Together with the Ss, elicit the meaning of these said. four expressions. 4. Used to show that you think something is - T gives examples. great 42
3. LESSON PLAN - ENGLISH 8 - Ss provide the examples of when these expressions would be used. 1d. Work in pairs. Use facts from the d) Work in pairs. Use facts from the conversation conversation to make short role-plays using to make short role-plays using the expressions in the expressions in 1c . 1c .(5’- PW) * Look out! * Look out! ‘People’ is used as the plural of ‘person’ to T helps Ss distinguish the two words refer to men, women, and children ‘Peoples’: ethnic groups of people who belong to a particular country, race, or area IV. AFTER LISTEN AND READ 2. Use the words and phrases in the box to TASK: 2. Use the words and phrases in the box label each picture. to label each picture. (5’/IW/PW) *Key : - Ss work in pairs and label each picture. 1. five-coloured sticky rice 2. terraced fields - Then T lets Ss read each word/phrase correctly. 3. festival 4. folk dance - T checks and corrects their pronunciation. 5. Open air market 6. Musical TASK: 3. Complete the following sentences with instrument the words and phrases in the box. 7. costume 8. stilt house (5’/IW/WC) 3. Complete the following sentences with the Ss work individually to do the task then compare words and phrases in the box. their answers with a partner. *Key: T corrects as a class. Then let them repeat the 1. ethnic words/phrases in chorus. 2. heritage site 3. stilt houses 4. festivals 5. member 6. terraced fields III.WRAPPING UP Game: Quick quiz TASK 4 : ask and answer the questions (5’/PW) Choose the best answer: - Ss ask ss to work in pairs using these cues. Ss 1. A. ethnic B. spicy work in pairs to ask and answer the questions. C. crisp D. display T gives correction. 2. A. known B. skirt T may call on some pairs to talk before the class. C. kind D. folk * Key: 3. A. wood B. good 1. Which ethnic group has the smallest C. school D. foot population? 4. A. wear B. head 2. Do the Hmong have their own language? C. instead D. bread 3. Where do the Coho live? 5. A. skateboard B. modern 4. What colour is the Nung’s clothing? C. develop D. ethnic 5. Which group has a larger population, the Tay or the Thai? 6. Whose arts are displayed at a museum in Da Nang? IV. HOME ASSIGNMENT (2’) IV. HOME ASSIGNMENT - T assigns the home ASSIGNMENT - Practice reading ‘Listen and read’ - Ss copy their home ASSIGNMENT - Create your own word webs - T explains it carefully. - Do ex B1,2/P.17/WB V. Feedback : ....................................................................................................................................................................... 43
4. LESSON PLAN - ENGLISH 8 Planning date: Teaching date: 28/ 9/ 2022 8B: 13/ 10/ 2022 8D: 13/ 10/ 2022 Period 17 UNIT 3: PEOPLES OF VIETNAM Lesson 2: A closer look 1 (P.28-29) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Vocabulary: - developed (a);- insignificant (a)-complicated (a)-major (a)-minor (a)-basic (a) - Language: Simple present tense - Pronunciation: clusters: /sk/, /sp/ and /st/: pronounce these words correctly: - developed- insignificant -complicated -major -minor-basic 2. Skills: Listening, talking about cultural groups of Vietnam. 3. Attitude: - Be eager to know more about cultural groups of Vietnam. - Understand and actively respond to pronunciation of clusters. 4. Compentencies: - Form and improve such competences as pairwork, communication, presentation , problem – solving and assessment. II. PREPARATIONS: Teacher: Text books, recording,laptop, T.V. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Students may have difficulty in doing ex 3. - T gives some examples. IV. PROCEDURES: TEACHER AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY I.WARM UP: Brainstorming (GW/5’) UNIT 3: PEOPLES OF VIETNAM - Divide the class into 2 two teams Lesson 2: A closer look 1 (P.28-29) -Ss brainstorm the names of the ethnic groups they • Brainstorming know where they live, their costumes, their way of life, culture, folk songs Encourage them to guess and call out as many words as possible- In 4 minutes the team with more right words is the winner. - Introduce the new lesson II. VOCABULARY. I. VOCABULARY. - Teacher use different techniques to teach - developed (a): phát triển vocabulary (situation, realia) - insignificant (a): không qtrọng, tầm thường - Follow the seven steps of teaching vocabulary -complicated (a): phức tạp * Checking vocab: Slap the board TASK: 1. Match the adjs in A with their opposites -major (a): phần lớn, chính in B. (PW/5’) -minor (a): nhỏ, thứ yếu - Ss work in pairs to match the adjectives with their -basic (a): cơ bản, cơ sở opposites. 1. Match the adjs in A with their opposites in - T elicits the answers from the class. B . - T goes through all the words to make sure *Key: understands them. 1.d 2.c 3.g TASK: 2.Use some words from 1 to complete the 4.a 5.f 6.e 7.b sentences. (IW/5’) 2. Use some words from 1 to complete the - Ss work individually. sentences - Ss compare their answers with a partner and then *Key: discuss as a class. 1.written 2.trasitional 44
5. LESSON PLAN - ENGLISH 8 - There may be some variations in the answers. For a 3.important 4.simple, basic more able class, encourage Ss to explain why they 5.rich choose that word for the category. - Check their answers TASK: 3. Work in pairs. Discuss what the word is 3. Work in pairs. Discuss what the word is for for each picture. The first and the last letters of each picture. The first and the last letters of each word are given. (PW/6’) each word are given. * Key - Ss work in pairs and discuss what the word is for 1.ceremony each picture. 2.pagoda - T checks the answers with the class. For more able 3.temple (Ly Son) Ss, ask them to give other words they know which 4.waterwheel (in the north) are related to the life of ethnic minority people. 5.shawl (of the Thai women) 6.basket (of the Sedang) III.PRONUNCIATION II. PRONUNCIATION: Clusters: /sk/, /sp/, and /st/ Clusters: /sk/, /sp/, and /st/ TASK: 4. Listen and repeat the following words. 4. Listen and repeat the following words. (IW/6’) Audio script: - T plays the recording skateboard stamp speech display Ss listen and repeat first station Instead crisp school T pauses the recording to drill difficult items. T may basket space task play the recording as many times as necessary 5. Listen again and put them in the right column according to the their sounds.. TASK: 5. Listen again and put them in the right Key. column according to the their sounds (IW/6’) /sk/ /sp/ /st/ - T plays the recording again skateboard Speech Stamp - Ss listen carefully and put the words in the right School Display First columns Basket Crisp Station * Note that ‘school’ may cause some confusion task Space Instead because the sounds of /sk/ are spelled with the letters 6. Listen and read the following sentences. ‘sch’. Ask Ss to give other words which contain these Then underline the words with the sounds clusters /sk/, /sp/, or/st/. TASK: 6. Listen and read the following 1. The Hmong people I met in Sa Pa speak sentences. Then underline the words with the English very well. sounds /sk/, /sp/, or/st/.(IW/5’) T plays the recording two or three times (or more if 2. You should go out to play instead of staying necessary). 3. The local speciality is not very spicy. T helps Ss recognize all the words with /sk/,/sp/,or 4. Many ethnic minority students are studying /st/, then underline them as assigned. at boarding schools. T calls some ss to read these sentences again. 5. Most children in far-away villages can get schooling. IV. WRAPPING UP (5’/GW) Game: Who is faster? - Model game with 2 students first before dividing Ss * Choose the best answer: into 2 groups. 1. A. ethnic B. spicy C. crisp D. display - Ask Ss to think of other words with the sounds /sk/, 2. A. known B. skirt C. folk D. kind /sp/ or /st/. 3. A. wear B. head C. instead D. bread - Have the class play the game as instructed. 4. A. wood B. foot C. school D. good Which group has more words in the shortest time will 5. A. poem B. complicated C. principal win the game. D. discriminate -Summarize the main points of the lesson. V. HOME ASSIGNMENT (2’) IV. HOME ASSIGNMENT - T assigns the home ASSIGNMENT -Practice the sounds /sk/, /sp/ or /st/. - Ss copy their home ASSIGNMENT -Do Ex A1,2/ P.16 in Ex book. Feedback :.............................................................................................................................................. 45
6. LESSON PLAN - ENGLISH 8 Planning date: Teaching date: 28/ 9/ 2022 8B: 14/ 10/ 2022 8D: 15/ 10/ 2022 Period 18 UNIT 3: PEOPLES OF VIETNAM Lesson 3: A closer look 2 (P.29-30) I. OBJECTIVES: -By the end of the lesson, Ss wil be able to: 1. Knowledge: - Vocabulary : review the lexical items related to cultural groups of Viet Nam. - Language : Articles a, an and the. Different question types. Simple Present Tense . Pronunciation: clusters: /sk/, /sp/ and /st/ 2. Skills: Listening, speaking and writing. 3. Attitude: - Know more about cultural groups of Viet Nam. - Understand and actively respond to grammatical points such as articles a, an and the; different question types. 4. Compentencies: - Form and improve such competences as pairwork, communication, presentation. II. PREPARATIONS: Teacher: Poster,Pictures ; text books, recording,laptop. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS Some weak students may get confused about doing ex 4. T calls some better ss to do first. IV. PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY I. WARM UP : Revision (3’/IW) UNIT 3: PEOPLES OF VIETNAM Questions types checking: Lesson 3: A closer look 2 (P.29-30) T asks ss to recall different types of questions they’ve learnt. Ss rename types of questions. T comments and leads in the lesson. II. GRAMMAR I. GRAMMAR 1. Questions: Review. TASK: 1. Read the passage (5’/IW) Questions: Review. -T gives Ss about five minutes to read the passage. 1. Read the passage - Ss work individually to read. 2.Now write questions for these answer T may call on some Ss to read aloud to the class. Suggested answers: T corrects their pronunciation, intonation and stress, 1. Who is living in the house? and give explanation if necessary. 2. How many children do they have? 3. Do the grandparents stay at home? TASK: 2.Now write questions for these answer 4. How often does Mrs Pha go shopping? (5’/PW) 5. How far is Vang’s boarding school? /How far T has Ss work in pairs and write questions for the is the town? answers given. 6. When does Vang go home (every week)? Ss work in pairs to write. 7. How do they live? T checks the work by having some Ss come up and 8. Would they like to live (in a modern flat) in write their questions on the board. Accept all the city? 46
7. LESSON PLAN - ENGLISH 8 question variations that are grammatically correct. Look out! T gives correction as a class Which is used instead of what or who to ask Look out! somebody to be exact about one or more people Go through the Look out ! Box with Ss. Ask them to or things from a limited number make sentences with which if they can. 3. Complete the questions using the right TASK: 3. Complete the questions using the right questions words. questions words.(5’/IW,PW) *Key: T asks Ss to complete the exercise individually. 1.Who 2.Which Ss work individually to complete the task. Then Ss 3.Which 4.Which 5.What compare their answers with a partner. 4. Work in pairs. Make questions and answer T corrects and comments. them. TASK: 4. Work in pairs. Make questions and * Key: answer them.(5’/PW) 1.Who does the shopping in your family? T lets Ss work in pairs. This should be a speaking 2.Who is the principal of our school? TASK: , so encourage Ss to talk with fluency and 3.Which subject do you like better, English or accuracy, and as naturally as possible. maths? While Ss do their task, T goes around to monitor the 4.What is the most important festival in Viet whole class. Nam? T calls some pairs to practice before the whole 5.Which ethnic group has a larger population, class. the Khmer or the Cham? 2. Article a, an, and the (5’/IW) Article a, an, and the T asks Ss to read the grammar box, then explains these uses of the articles, going through the examples given in the box. To check Ss’ understanding of the usage, ask Ss to make other example sentences using the articles in the same way. Draw Ss’attention to the Look out! Box. Read out the sentences to show that sounds are what determines whether ‘an’ is used. See if Ss can come up with other examples of words like these. TASK: 5. Underline the correct article to finish 5. Underline the correct article to finish sentences. (5’/IW) sentences. - Ss work individually to do the task. Then Ss swap * Key: their books with a partner to check the answers. 1 .a 2. the 3. the T checks the answers as a class. Discuss the reasons 4. the 5. the 6. A for the article usage in each sentences. TASK: 6. Insert a,an or the in each gap to finish 6. Insert a,an or the in each gap to finish the the passage.(5’/IW) passage. First,T has Ss read the passage without paying * Key: attention to the blanks. Then as a class, checks any 1.a 2.a/the 3.the 4.an/the 5.the unfamiliar vocabulary so that everybody 6.a understands the meaning of the text. Now focus on the grammar point. Ss work individually to do the task. T asks some Ss to read the passage sentence by sentence. T corrects as a class. Ss discuss the reasons for the article usage. III.WRAPPING UP (5’/PW/GW) * Choose the best answer: 1. Choose the best answer: 1. Raising cattle and poultry plays ______ 2. The use of articles, questions essential part in ______ life of some ethnic - T asks ss about the use of articles, questions and peoples in mountains. 47
8. LESSON PLAN - ENGLISH 8 answers A. a/the B. the/an C. an/the D. the/the -Summarize the main points of the lesson. 2. We ______ to Ha Giang with our family by car last week. A. go B. will go C. gone D. went 3. We are curious ______ the life of the ethnic minority peoples. A. to B. on C. about D. of 4. My sister used ______ English for some schools in the mountainous regions when she ______ a university student. A. to teach/was B. to teaching/was C. to teach/is D. teaching/is 5. ______ Hoa Ban festival of the Thai ______ in Lunar February. A. The/holds B. a/is held C. The/is held D. No article/is held IV. HOME ASSIGNMENT (2’) III. HOME ASSIGNMENT - T assigns the home ASSIGNMENT 1. Make sentences with the form of the two - Ss copy their home ASSIGNMENT tenses. - T explains it carefully 2. Do B3,4, 5,6/P.18-19 – W.B V. Feedback : ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... 48
9. LESSON PLAN - ENGLISH 8 Planning date: Teaching date: 28/ 9/ 2022 8B: 17/ 10/ 2022 8D: 17 / 10/ 2022 Period 19 UNIT 3: PEOPLES OF VIETNAM Lesson 4: Communication (P.31) I. OBJECTIVES: -By the end of the lesson, Ss wil be able to: 1. Knowledge: - Vocabulary: read, write and understand the words related to cultural groups of Vietnam. - Language: Different question types. - Pronunciation: clusters: /sk/, /sp/ and /st/ 2. Skills: Reading and speaking about cultural groups of Vietnam. 3. Attitude: - Know how to express their ideas about different cultural groups of Vietnam. - Understand and actively respond to questions about cultural groups of Vietnam. 4. Compentencies: - Form and improve such competences as teamwork, communication. II. PREPARATIONS: Teacher: Poster,Pictures ; text books,laptop. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Students may not know actual information about different cultural groups of Vietnam. - T provides some. IV. PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY I. WARM- UP: Chatting (6’/GW) UNIT 3: PEOPLES OF VIETNAM T asks ss some questions about famous places they’ve Lesson 4: Communication (P.31) visited like Lao Cai, SaPa, Dien Bien. II. NEW LESSON 1. Quiz: What do you know about the ethnic TASK: 1. Quiz: What do you know about the ethnic groups of Viet Nam? Work in pairs to groups of Viet Nam? Work in pairs to answer the answer the questions. questions. (7’/PW) * Key: Ss work in pairs to do the quiz. 1. B 2. A 3. C T checks and gives explanation 4. B 5. C 6. A 2. Where do these ethnic groups mainly TASK: 2. Where do these ethnic groups mainly live? Work in groups. Write down the names live? Work in groups. Write down the names of the of the ethnic groups in the correct boxes. ethnic groups in the correct boxes. Can you add Can you add more? more? (10’/GW) * Key: Ss work in groups. 1: Northwest region: Viet, Hmong, Lao. T lets them discuss and then write down the ethnic 2: Northest region: Viet, Hmong, Nung, Tay. groups in the correct boxes. 3: The Central Highlands: Viet, Bahnar, T encourages them to add other ethnic groups they Brau, Ede, Giarai, Sedang know of to the list. 4. Red river delta: Viet T moves around the groups and gives assistance 5. Mekong river delta: Cham Khmer, Viet where need Geographical location of some ethnic groups: •The Viet: all over the country •The Tay, the Nung: North and Northeast provinces •The Muong: Hoa Binh, Phu Tho, Son La, Thanh Hoa •The Hani: Lai Chau, Lao Cai 49
10. LESSON PLAN - ENGLISH 8 •The Hmong: Northern mountainous regions, Nghe An •The Pathen: Ha Giang, Tuyen Quang •The Thai: Son La, Lai Chau, Yen Bai, Thanh Hoa, Nghe An TASK: 3. Choose one group and talk about them. 3. Choose one group and talk about them. (14’/ GW) Talk 1: T brings the class back together. The Viet live everywhere in the country. T writes on the board subjects that Ss can talk about They have the largest population. They have in relation to these groups. many kinds of food from North to South. Elicit these subjects if possible: They often celebrate many festivals during - location the year. They have the traditional costume: - lifestyle Ao Dai, Ao Ba Ba. - costumes Model talk 2: The Bahnar is an ethnic group - foods of Vietnam living primarily in the Central -festivals/ceremonies Highland provinces of Gia Lai and Kon Turn, - marriage/weddings as well as the coastal provinces of Binh Dinh T may give some facts and/or show pictures to and Phu Yen. They speak a language in the facilitate the TASK: . Mon-Khmer language family. Like many of Give Ss time to prepare, and then let them talk in the other ethnic groups of Vietnam's Central groups. Highlands, the Bahnar plays a great number of traditional musical instruments, including gongs and string instruments made from bamboo. These instruments are sometimes played in concert on special occasions. III. WRAPPING UP (6’/GW) * Choose the best answer: - T asks some volunteers to present their ideas to the 1. The number of the Odu people only rest of the class. accounts ______ 10 % of the population. - Other ss listen and ask questions for further A. in B. for C. on D. of information. 2. The Hoa often go ______ and ______ T comments and summarizes the main point of the wood in the forests. lesson. A. to hunt/to cut B. hunt/cutting C. hunt/cutting D. hunting/cut 3. Mary’d like to find ______ more ______ the culture of the Brau in Vietnam. A. out/on B. in/about C. into/of D. out/about 4. ______ being poor,the Tay still live happily and harmoniously in their stilt houses. A. Although B. In spite of C. Because of D. Due to 5. Growing rice and making sugar play an important role ______ developing the economy of the Khmer. A. in B. to C. of D. with IV. HOME ASSIGNMENT (2’) * HOME ASSIGNMENT - T assigns the home ASSIGNMENT -Do exercises C1,2/ P.19-20 in work book - Ss copy their home ASSIGNMENT - T explains it carefully V. Feedback : ....................................................................................................................................................................... ....................................................................................................................................................................... 50
11. LESSON PLAN - ENGLISH 8 Planning date: Teaching date: 28/ 9/ 2022 8B: 20/ 10/ 2022 8D: 20/10/ 2022 Period 20 UNIT 3: PEOPLES OF VIETNAM Lesson 5. Skills 1 (P.32) I. OBJECTIVES: -By the end of the lesson, Ss wil be able to: 1. Knowledge: - Vocabulary: Read, write and understand words : dig (v),poultry (n),weave (v),scarf (n),ornaments (n), worship(v). - Language: Different types of questions. Simple Present Tense . - Pronunciation: /ʊə/ poultry; /v/weave; pronounce these words correctly: dig, poultry, weave, scarf, ornaments, worship. 2. Skills: Read for specific about the life of an ethnic group and speak about ethnic groups. 3. Attitude: - Know more about about the life of ethnic groups. - Understand and actively respond to questions about the life of ethnic groups. 4. Compentencies: - Form and improve such competences as pair work, communication, presentation , collaboration and assessment. II. PREPARATIONS: Teacher: Poster,Pictures text books,laptop, T.V. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Some weak students may not give their ideas. - T may suggest some ideas and encourage them to speak simple ones. IV. PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY I. WARM UP. Kim’s Game (5’/IW) UNIT 3: PEOPLES OF VIETNAM T shows some pictures of some ethnic groups. Lesson 5: Skills 1 (P.32) Ss look at them in 2 minutes and try to remember them. T asks ss to recall the name of the ethnic groups they’ve seen. II. BEFORE READING I. READING TASK: 1. (7’/PW) 1. Work in pairs. Answer the quetions. Work in pairs. Answer the quetions. T asks Ss to discuss the two questions in pairs in 3 minutes and then as a class. Encourage Ss to make * Vocabulary guesses if they are not sure. 1. dig (v): * Vocabulary 2. poultry (n): Ss read and find out the new words. 3. weave (v): - As a whole class, discuss any unfamiliar words 4. scarf (n): from the text. 5. ornaments (n): * Checking technique: Slap the board 6. worship(v): T calls two ss to read the text again. III. WHILE READING 2. Complete each sentences using a word from 51
12. LESSON PLAN - ENGLISH 8 TASK: 2. Complete each sentences using a the text. word from the text. (5’/PW) * Key: T asks Ss to read the passage again and do the 1. farmers 2. bamboo 3. stilt 4. songs task. 5. ceremonies - Ss work in pairs to do the task. 3. Answer the questions. T checks the answers as a class 1. Yes, they do TASK: 3. Answer the questions.(7’/PW) 2. Their main food is rice. T asks Ss to read the passage again and answer the 3. It is well-known for being unique, colorful and questions. strong. - Ss work in pairs to do the task. 4. Thai women do. T checks the answers as a class 5. They worship their ancestors. II. AFTER READING II. SPEAKING. Speaking. 4. Read some facts about the Bru-Van Kieu TASK: 4. Read some facts about the Bru-Van people and the Khmer people. Kieu people and the Khmer people. (7’/GW) Talk : Khmer people has a population of about T divides the class into 4 groups, group 1 and 2 1,260,600 people. They mostly live in provinces prepare to talk about the Bru-Van Kieu people, of Mekong Delta. Their language is Mon-Khmer group 3 and 4 prepare to talk about the Khmer group and the writing system. They grow rice, people . raise cattle and poultry, make sugar for living. T goes around to assist if necessary. Then ask They have 2 main festivals: Chaul Chnam Thmey some volunteers to present to the rest of the class. (New Year) and Greeting - the - Moon festival. TASK: 5. Talk about your own ethnic groups.(8’/GW) 5. Talk about your own ethnic groups Let Ss talk about their own ethnic group. Example talk T may ask them to focus on one or two aspects such as clothing, food, ways of living, customs Takl 1:The Kinh, also called the Viet people, is and traditions, festivals, beliefs, etc. T can also the majority ethnic group of Vietnam, comprising encourage Ss to talk about changes in the life if about 86% of the population, settle along the their people over time. whole Vietnam. Vietnamese is the native language of the Vietnamese (Kinh) people. Rice cultivation is the main economic activity of the Kinh. They also raise cattle and poultry. They often celebrate a lot of festivals during the year. They have the traditional costumes such as Ao Dai and Ao Ba Ba. III. WRAPPING –UP Choose the best answer: (4’/PW) 1. Jim doesn’t concern much about his girlfriend’s _____ ,whether she is beautiful or not. -Summarize the main point of the lesson by A. character B. objects asking some questions about the lesson. C. experience D. apperance 2. The village is comprsied ____ 30 stilt houses. A. in B. with C. for D. of 3. The dish is delicious ___tomato sauce and mayonnaise. A. in B. on C. with D. between 4. A. cultural B. cutting C. communal D. hunting 5. A. peak B. bean C. instead D. speak IV. HOME ASSIGNMENT (1’) HOME ASSIGNMENT - T assigns the home ASSIGNMENT - Do D 2 / P.20 (WB). - Ss copy their home ASSIGNMENT - Write a short passage about an ethnic group. - T explains it carefully V. Feedback : ....................................................................................................................................................................... 52
13. LESSON PLAN - ENGLISH 8 Planning date: Teaching date: 28/ 8/ 2022 8B: 21/ 10/ 2022 8D: 22/ 10/ 2022 Period 21 UNIT 3: PEOPLES OF VIETNAM Lesson 6. Skills 2 (P.33) I. OBJECTIVES: -By the end of the lesson, Ss wil be able to: 1. Knowledge: - Vocabulary: the lexical items related to traditional dish; chemical (n): represent (v): element (n):harmony (n):heaven (n): - Language: Connectors, Simple Present. - Pronunciation: /k/chemical; /h/harmony, heaven 2. Skills: Listening and writing about a traditional dish. 3. Attitude: - Know more about about traditional dishes. - Understand and actively respond to make sticky rice. 4. Compentencies: - Form and improve such competencies as teamwork,collaboration and assessment. II. PREPARATIONS: Teacher: Poster,Pictures ; T.V,text books,laptop, recording. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Students may not have enough time to write. - Let them complete the writing at home. IV. PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY I.WARM-UP: (3’/IW) UNIT 3: PEOPLES OF VIETNAM Chatting: Lesson 6. Skills 2 (P.33) Ss talk about their own ethnic group T ask them to focus on one or two aspects such as * Chatting clothing, food, customs and traditions, festivals, etc. T can also encourage Ss to talk about changes in the life if their people over time II. BEFORE LISTENING I. VOCABULARY TASK:1: Chatting (5’/WC) 1. chemical (n): hóa chất, hóa học T shows pictures of different sticky rice. 2. represent (v): đại diện, trình bày, tuyên bố Ss work in pairs to anwer the two questions. 3. element (n): yếu tố 1. Do you like sticky rice? 4. harmony (n):sự hài hòa, cân đối 2. When do we traditionally have sticky rice? 5. heaven (n): thiên đường VOCABULARY (5’/IW) -T presents some new words using pictures and situations. - Ss repeat then copy down III. WHILE LISTENING II. LISTENING TASK: 2.Listen to the passage and tick (v) true 1.Listen to the passage and tick (v) true (T) or (T) or false (F) (5’/IW) false (F). Play the recording once or twice. Ask Ss to listen * Key: carefully and tick True or False according to what they hear in the passage 1.T 2.F 3.T 4.F 5.F - T asks for the answer 2. Listen again and complete the sentences. - Ss listen again then check * Key: TASK: 3. Listen again and complete the 1.mountainous 2.purple 53
14. LESSON PLAN - ENGLISH 8 sentences.(5’/IW) 3.natural T plays the recording again. 4.plants 5.ceremonies Ss work individually to write down the words as they listen. T plays the recording again for them to check. T corrects as a class. IV. AFTER LISTENING II. WRITING. How to make yellow sticky rice. Writing * Study skills- Giving reasons * Study skills- Giving reasons (5’/IW) + Form -T shows the Study Skills on the screen and goes Because + clause 2 (reason ), + clause 1 through the study Skills box with the class. clause 1 + because + clause 2 (reason ) + Use: T explains that ‘because’ is used to introduce the To join ideas and give reasons. reason for something, and it can be put at the beginning of the sentence or in the middle. For exercise 4, Ss will need to identity which sentence is the reason. T may introduce ‘as’ and ‘since’, which are similar in meaning and use to ‘because’. 4. Read the notes on how to make yellow sticky TASK: 4. Read the notes on how to make yellow rice. sticky rice.(5’/IW) T tells Ss to read the notes carefully. - T asks Ss some question about the information in the reading text. T: What are the ingredients? How much sticky rice do you need? 5. Change the notes into cooking steps to show a foreign visitor how to make yellow sticky rice. TASK: 5. Change the notes into cooking steps to * Sample cooking steps: show a foreign visitor how to make yellow sticky This delicious dish is really easy to make. First, rice.(5’/IW) you need to soak the rice in water for at least T asks ss to look at the Organising your ideas box five hours. Then rinse the rice and drain it well. and read the guideline carefully. Next, add the turmeric extract and mix it well. Ss work in 4 small groups to write full sentences to Then wait for 10 minutes. After that, add the show the steps to cook the rice. coconut and salt. Remember to mix it well. T makes sure that they use proper connectors Finally, steam the rice for 30 minutes. Check first/firstly, second/secondly and pay attention to that it is fully cooked. You can serve this dish spelling and punctuation. with chicken. III. WRAPPING-UP (5’) Choose the best answer: -Swap Ss’s writing and correct. 1. Ethnic peoples get used ___ stilt houses. -Summarize the main point of the lesson. (to live/to be lived/living/to living) 2. The Odu has the smallest number of people __ 54 ethnic groups. (among/in/with/about) 3. I want to have a lot of money __ I can help poor people in the mountains. (so that/as long as/therefore/because) 4. Hoa Ban festival is a great time ____ the Thai to pray _____ good crops and happiness. (in-for /to-in/for-for/for-to) 5. The Cham and Khmer live in the ___parts of Vietnam. (south/souther/southern/southernmost) IV. HOME ASSIGNMENT (2’) *HOME ASSIGNMENT - T assigns the home ASSIGNMENT - Write the paragraph again in the form of a - Ss copy their home ASSIGNMENT letter to a pen friend. - Do E3/P.23/ W.B V. Feedback : ....................................................................................................................................................................... 54
15. LESSON PLAN - ENGLISH 8 Planning date: Teaching date: 28/ 9/ 2022 8B: 24/ 10/ 2022 8D: 24/ 10/ 2022 Period 22 UNIT 3: PEOPLES OF VIETNAM Lesson 7. Looking back and Project (P.34-35) I. OBJECTIVES: -By the end of the lesson, Ss wil be able to 1. Knowledge: - Vocabulary: Review : the lexical items related to cultural groups of Viet Nam. - Language: Review : Articles a, an and the. Different question types. Simple Present Tense . - Pronunciation: /k/ : cultural; communal; costumes 2. Skills: Speaking,reading and writing. 3. Attitude: - Know more about cultural groups of Viet Nam and be proud of them. - Understand and actively respond to lexical and grammatical points they’ve learnt in unit 3. 4. Compentencies: - Form and improve such competences as teamwork, communication, collaboration and assessment. II. PREPARATIONS: Teacher: Poster,Pictures ; text books,laptop. Students: Text books and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Students may not have time to do projects. - Let them do the project at home. IV. PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES CONTENTS AND BOARD DISPLAY I. WARM-UP. (5’/GW) UNIT 3: PEOPLES OF VIETNAM -T asks ss something about different cultural groups Lesson 7. Looking back and project P.34-35 of Viet Nam. II. NEW LESSON: I. VOCABULARY I. VOCABULARY (7’/IW) 1. Complete the sentences with the words/ TASK: 1. Complete the sentences with the words/ phrases from the box. phrases from the box. Key: T lets Ss repeat the words as a class to practice 1. cultural groups pronunciation . 2. communal, activities Ss work individually to complete the exercise. 3. costumes, diverse 4. ethnic 5. unique TASK: 2. Use the correct form of the words in 2. Use the correct form of the words in brackets to finish the sentences. brackets to finish the sentences. Ss work individually to complete the exercise. Key: 1.cutural 2.peaceful 3.richness 4.diversity 5.traditional II. GRAMMAR(11’/IW/PW) II. GRAMMAR TASK: 3. Make questions for the underlined parts 3. Make questions for the underlined parts in in the passage. the passage. T lets Ss read the passage aloud. Key: T clarifies any difficulties. 1. What are these houses built on? Ss do individually. 2. Where is the entrance? T calls some ss to write the questions on the board. 3. Which house is the largest, tallest and most Other ss comments. elaborate building in the village? T gives the correct answer and comments. 4. What is it used for? TASK: 4. Each sentence has an error. Find and 5. Who can sleep in this house? correct it. 4. Each sentence has an error. Find and 55
16. LESSON PLAN - ENGLISH 8 T tells Ss to read the sentences carefully and try to correct it. find the error relating to articles in each sentence. Key: Ss can work individually. 1.a->the 2.a->the 3.an->the T gives the correct answer and comments. 4.the semi-nomadic life->a semi-nomadic life TASK: 5. Fill each gap with a, an, or the to 5.an->the complete the passage. 5. Fill each gap with a, an, or the to complete Ss complete this task individually. the passage. T gives correction. Key: 1.an 2.a 3.the T asks some ss to recall the use of the articles. 4.the 5.the 6.the III. COMMUNICATION (8’/PW) III. COMMUNICATION TASK: 6. Cultural Knowledge Challenge 6. Cultural Knowledge Challenge Ss work in pairs. Example: T lets them recall what they have learnt about the A: Are you ready? cultural groups of Viet Nam. B: Yes. Ss take turns to ask each other questions about the A: What is the population of the largest ethnic topic. The person asking can look at the book. The group? first person to get five correct answers is the winner. B: About 74 million. It’s Viet or Kinh. A: Very good! Your turn. B: Ok. What is the population of the smallest group? A: I think it’s the Odu group. B: Exactly. IV. PROJECT (6’/GW) IV. PROJECT ETHNIC FASHION SHOW ETHNIC FASHION SHOW TASK: 1 Ss work in groups. Give Ss about five 1.Look at the different costumes of some minutes to discuss the question. ethnic groups. Which costume do you like TASK: 2 Ss work independently at home . best? Why? Encourage them to use imagination and make their 2. Design a costume based on an ethnic style own costume designs. you like, using cardboard, paper or cloth, and T tells them to be creative. colour. 3 In the next class,help Ss organize an exhibition of 3. Organise an exhibition of the custom designs the designs they have made among the group or you have made among your group or class class members. Let them talk about designs. members. Talk about them III. WRAPPING UP (6’) Choose the best answer: -Summarize the main point of the Unit. 1. We had ___ memories in our trip to Sapa - Ss do the Finished last month. A. forgettable B. forgetful C. unforgettable D. unforgetful 2. Ethnic peoples are good __ hunting and gathering. (to/for/with/at) 3. Hoa Ban is one of ___ festivals in Lai Chau. (the more attractive/most attractive/the most attractive/more attractive) 4. I want to have a lot of money ___ I can help poor people in the mountains. (so that/as long as/therefore/because) 5. My Son is a ____ heritage recognized by UNESCO. (culture/cultural/cultured/culturally) IV. HOME ASSIGNMENT (2’) * HOME ASSIGNMENT - T assigns the home ASSIGNMENT - Complete the project. - Ss copy their home ASSIGNMENT - Review all the lexical and grammatical items - T explains it carefully in Unit 3. V. Feedback : 56
17. LESSON PLAN - ENGLISH 8 ....................................................................................................................................................................... ....................................................................................................................................................................... .......................................................................................................................... 57