Kế hoạch bài dạy Tiếng Anh 8 - Unit 3 : Peoples of Viet Nam - Lesson 7 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 - Unit 3 : Peoples of Viet Nam - Lesson 7 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Lesson plan 8 – Week 8 Date of planing: 30/ 10/ 2022 Period 22 Unit 3 : PEOPLES OF VIET NAM Lesson 7: Looking back & project A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge: - Recycle the language from the previous sections. - Consolidate and apply what they have learnt in Unit 3 by doing various activities and exercises. 2. Competence: - Work in group, work individually, work in pair, linguistic competence, cooperate learning and communicative competence. 3. Attributes: - Be award of responsibilities with ethnic groups of Vietnam. - Have good attitude towards customs of the peoples of Viet Nam. - Communicate together through a quiz about ethnic groups of Viet Nam. - Build good habits for themselves and kick bad ones. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, projector. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE Warm up: * Jumble words - Call 2 students to come to the board and complete the words. - Have Sts to work individually. - Check and correct as a class and leads ss to the new lesson. + socumets => costumes +thecni => ethnic + vsredie => diverse +niuqeu => unique + tuculre => cultural I. Vocabulary Activity 1. Complete the sentences with the words/ phrases from the box. - Let Sts to repeat the words as a class to practice pronunciation. - Have Sts to complete this exercise in pairs. - Do the exercise in pairs. - Move around the groups and gives assistance where needed. - Correct as a class.
2. Key 1.cultural groups 2. communal, activities 3. costumes, diverse 4. ethnic 5. unique Activity 2. Use the correct form of the words in brackets to finish the sentences. - Ask Sts to do exercise 2. - Let Sts to work individually to do the task. - Let some Sts read the sentences aloud. Sts do it. - Check and correct. Key: 1. cultural 2. peaceful 3. richness 4. diversity 5. traditional II. Grammar Activity 1. Make questions for the underlined parts in the passage. - Let Sts to read the passage aloud. Clarify any difficulties. - Have Sts to work in pairs to do the task. Then Sts give the answers. - Check and correct. Key: 1.What are these houses built on? 2. Where is the entrance? 3. Which house is the largest, tallest and most elaborate building in the village? 4. What is it used for? 5. Who can sleep in this house? Activity 2. Each sentence has an error. Find and correct it. - Tell Sts to read the sentences carefully and try to find the error relating to articles in each sentence. - Have Sts to work individually to do the task. - Ask Sts to give the answers. - Check and correct. Key: 1. a -> the 2. a -> the 3. an -> the 4. the semi-nomadic life -> a semi-nomadic life 5. an -> the Activity 3. Fill each gap with a, an or the to complete the passage. - Have Sts to work individually. - Ask Sts to complete the task. - Ask Sts to give the answers. - Feedback. Key: 1. an 2. a 3. the 4. the 5. the 6. the III. Communication Activity 1. GAME: Cultural Knowledge Challenge - Ask Sts to work in pairs. Let them recall what they have learnt about the cultural groups of Viet Nam.
3. - Have Sts take turn to ask each other questions about the topic. The person who ask can look at the book. The first person to get five correct answers is the winner. Example: A: Are you ready? B: Yes. A: What is the population of the largest ethnic group? B: About 74 million. It’s the 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. Consolidation: - Consolidate Sts more about the main content of the lesson and ask Sts to remember. + Vocabulary relating to the topic “Peoples of Viet Nam” + Grammar: Questions + Articles V. Homework: Asks Sts to: - Redo all exercises in notebook. - Review all vocab, grammar and skills of Unit 1,2,3.
4. Lesson plan 8 – Week 8 Date of planing: 30/ 10/ 2022 Period 23 REVIEW 1 (Part 1) A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge: - Revise what they have studied and practiced in Unit 1, 2, 3. - Revise pronunciation: clusters “/sk/, /sp/, /st/, /br/,pr/,/bl / and /cl/” - Revise vocabulary relating to the topics in unit 1,2,3 - Revise grammar: Comparative forms of adjectives and adverbs of manner, verbs of liking, the article a, an, the. 2. Competence: - Work in group, work individually, work in pair, linguistic competence, cooperate learning and communicative competence. 3. Attributes: - Have serious attitude while working together. - Recall and master the knowledge systematically. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, projector. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE Warm up: I. Pronunciation: Activity 1. Listen and repeat the following words and phrases. - Play the recording and Sts repeat individually. - Pause and correct Sts’ pronunciation. Activity 2. Listen to the sentences and underline the words with /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/ in the following sentences. Then read the sentences aloud. - Play the recording two or more times, if necessary. - Help Sts recognize all the words with /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/ then underline them as instructed. - Ask Sts to read the sentences as a class, or individually. - Check pronunciation and intonation. Key: 1. I used to climb trees when I was small. 2. How can we improve our speaking skills? 3. How annoying, the stadium has closed! 4. I want to buy a blue skirt for my mother. 5. “On a dark day, I saw a witch riding a broom in the sky ” II. Vocabulary:
5. Activity 1. Organize these words and phrases into pairs of opposites and write them in the blanks. - Ask Sts to do the exercise individually and then share their answers with a partner. Ss do it. - Have Sts to give the answers. - Check Ss’ answers. Key: peaceful – noisy hard – easy boring – exciting forget – remember traditional – modern country life – city life love – hate majority – minority Activity 2. Put a verb in the correct form in each gap to complete the sentences. - Have Sts to do this exercise individually. Sts do it. - Ask some Sts to write their answers on the board. Ss do it. - Correct as a class. Key: 1.like/ enjoy, listening, visiting 2.forget 3. flying/ to fly 4. mind, to do/ doing 5. playing/ to play III. Grammar: Activity 1. Complete the sentences with the correct comparative form of adverbs from the adjectives in brackets. - T asks Ss to do this individually and compare their answers with a partner. - T calls some Ss to go to the board to write their answers. - Ss comment. - T corrects as a class. Key: 1. later 2. more 3. more fluently 4. better 5. more simply 6. faster 7. more carefully Activity 2. Fill each blank with an article (a, an or the) to complete the passage. - T asks Ss to do the exercise individually. - T checks and call some Ss to read the whole passage. Key: 1. a 2. an 3. the 4. The 5. the 6. a VI. Everyday English. 7. Match the sentences in A with those in B. Then practice with a friend. - Have Sts to do the task individually. - Ask them to practice in pairs. - Check their answers, ask one or two pairs to act out the dialogues. Key: 1. b 2. e 3. a 4. c 5.d V. Consolidation:
6. - Consolidate Sts more about the main content of the lesson and ask Ats to remember VI. Homework: Asks Ss to: - Redo all exercises in notebook. - Prepare Review 1 (P2).
7. Lesson plan 8 – Week 8 Date of planing: 30/ 10/ 2022 Period 24 REVIEW 1 (Part 2) A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge: - Improve their reading, speaking, listening and writing skills. - Review vocabulary relating to the topics in unit 1,2,3. 2. Competence: - Work in group, work individually, work in pair, linguistic competence, cooperate learning and communicative competence. 3. Attributes: - Have serious attitude while working together. - Recall and master the knowledge systematically. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, projector. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE Warm up: Chatting - Ask Sts to answer the following questions: + What do you know about a Museum? + What may be there in a museum? + Do you think museums provide you with a lot of knowledge? (Do you think museums are useful?) - Introduce the new lesson. I. Reading: Read the following letter from Kim to her pen pal, Jon. - Let Sts read the letter once or twice. - Clarify anything they do not understand fully. - Work individually to listen and take notes. Vocabulary: + sculpture(n): nghệ thuật điêu khắc + preserve(v): bảo tồn + display (v): trưng bày Activity 1. Tick true or false - Have Sts to read the letter once or twice then work on their own to tick true or false sentence. - Work individually. - Ask Sts to read their answers and the explanation. Ss do it. - Give feedback.
8. Key: 1.T 2. T 3. F 4. T 5. F Activity 1. Write the questions for the underlined phrases in the letter - Have Sts to do the exercises in pairs. - Give time Sts to work in pairs to do the task. - Correct as a class. Key: 1. Which museum does Kim love to visit on Saturday afternoons? 2. How many (clay and stone) objects are on display at the museum? 3. What can you learn in this museum/ Da Nang Museum? II. Speaking: Activity 1. Talk about what your family members like to do in their free time. - Get Sts to work in pairs and talk about what their family members like to do in their free time. Sts do it. - Encourage Sts to talk as much as possible, using the verbs of liking they have learnt. Sts listen and do it. - Let Sts swap pairs and continue to talk. - Go round and gives assistance if necessary. III. Listening: Activity 1. Listen to the passage and choose the correct answer. - Play the recording once or twice. - Have Sts to work individually to listen and choose their answers. - Play the recording again for Sts to check their answers. Sts do it. - Have Sts to give the answer. - Feedback. - Explain the new words or anything difficult if necessary. Sts listen and take notes in their notebooks. Key: 1. B 2. A 3. A 4. C 5. B IV. Writing: Activity 1. Giving your opinion. - Have Sts to brainstorm ideas about life in the countryside: advantages, disadvantages, what they like and dislike, etc - Explain the writing task. Also have them brainstorm words and phrases they may need for their writing. - Give Sts time to do the writing task. Then collect their papers to check out of class. Sample writing: In my opinion, life in the countryside has many good points. Firstly, country folk are friendlier than city folk. Secondly, life is slower and simpler than in the city. The food is fresher and the air is cleaner. Finally, there are lots of traditional activities that we can do in the countryside such as horse-riding, swimming in the river or kite- flying. For these reasons, I like country life
9. V. Consolidation: - Consolidate Sts more about the main content of the lesson and asks Sts to remember. VI. Homework: Asks Ss to: - Redo all exercises in notebook. - Revise carefully for the Mid term test. - Prepare Review 1 (P3).
10. Lesson plan 9 – Week 8 Date of planing: 30/ 10/ 2022 Period 22 UNIT 3: TEEN STRESS AND PRESSURE Lesson 7: Looking back A. OBJECTIVES By the end of this lesson, students will be able to 1. Knowledge and skills: - review the lexical items related to changes in adolescence and reported speech with confidence and question words before to-infinitive 2. Competences: - develop their communication skill, creativity, cooperation, self- studying and problem solving. 3. Attributes: - have positive attitude in English language learning so that they actively participate in all classroom activities. - understand the changes in their physical and mental development, share difficulties among friends. TEACHING AIDS - Lesson plan, Student’s book, workbook, e book, personal computer, speakers. B. PROCEDURES I. Warm up: Brainstorming : Adjectives of feeling or emotion - Ss write as many words as they can in teams, T keeps a score between 2 teams. II. Vocabulary 1. Choose the TWO best words to describe your feeling in the following situations. - Ask Ss to complete the sentences by using the support from the pictures, the options provided, and the meaning of the sentences. - Ss work individually first and then compare with a partner. Feedback: Ss give the correct answers Key: 1. excited/delighted 2. frustrated/upset 3. tense/stressed 4. worried/tense 5. disappointed/frustrated 6. emotional/depressed 2. Use the following prompts to say something to the student in 1. - Ask Ss to remember the meanings of these verbs: congratulate, empathise, encourage, assure, and advise. - Then Ss need to look at the situations in 1 to say appropriate sentences Key (suggested): 1. 'Congratulations!'/'Well done! You did a really great job!' 2. 'You must have been really disappointed.'/'If I were you, I would talk to my parents.'
11. 3. 'Stay calm. Everything will be all right.'/'It might be a good idea to have a break when you feel to stressed. 4. 'I understand how you feel.'/'It might help to consider talking about this to someone.'/'Have you thought about calling a counseling service 5. 'I understand how you feel.'/'It might help to consider focusing on the good points of the presentation rather than only the weak points 6. 'You must have been really emotional.'/'I understand how you feel.' 2.Give at least two examples for each of these sets of skills. Challenge Ss to complete this exercise without looking back at COMMUNICATION. – Ask them to write in similar skills, or add new skills as they wish. Key (suggested): 1. concentrate on doing something; organise your timetable 2. control feelings; know how to get over negative feelings 3. cooperate with others; communicate well 4. know how to act in emergencies; know when to stop taking risks 5. cook for oneself and others; manage a small budget III. Grammar 4. Rewrite the following in reported speech. - Ask Ss to rewrite the following in reported speech. Feedback: Ss read aloud the correct answers Key: 1. She said she was really stressed out, and that she had had three sleepless nights thinking about her exam 2. He said he couldn't concentrate because it was too noisy in there. 3. She said she had been very upset at first but she was fine afterwards 4. He said he didn't think taking risks too often was a good idea 5. She said he would take a cooking class before he went to college - Ss work individually then in pair when they compare their answers with each other 6. He said he really wished he could make informed decisions 5. Rewrite the underlined phrases in the following text , using WH + to V. - Ss work individually to complete this task, then compare with their partner. Feedback: Ss read aloud the correct answers Key: 1. Today I'm going tell you what to do in case of fire. 2. Be sure you know where to find the nearest exit or stairway. 3. You should know how to activate the fire alarm. 4. You should know who to call. 5. You should also know how to reach them. IV. Communication 6. Look at the notes of the two callers from 4, SKILLS 1 and give them some advice
12. - Direct Ss to the two callers in 4, SKILLS 1. Using the notes they produced for that exercise, ask Ss to recall the details of the two calls: Who are the callers? Why are they calling the helpline? How do they feel? - Now Ss discuss this task in pairs to work out the advice they would give to the two callers. Encourage Ss to use the phrases they have learnt for giving advice. Feedback: Call on five pairs to report the advice to the class. The class then vote their favorite piece of advice. PROJECT: Teen support group - Ss work in small groups to design the set up of a teen support group First, Ss choose an idea for the support group and find out more about that idea. For example, one group chooses the idea 'study skills group'. Ask them to think about: -Which study skills do you think are necessary in your class/school? How can you find out more about this information? -How can the students improve these skills?(for this information you can ask your teacher, or use books, magazines, or the Internet) -What can a support group do to help them do that? Then Ss decide how to set up their support group. Ask them to consider: -What is the name of the support group? ,-What are the support activities it provides? -How does the support reach students? -How is the group organised? Who will do that? How can the teacher and the school help the operations of the group? The class can then vote for the project that they think is most interesting, useful, and feasible. If possible, T may even help them realise some of these projects in their own class or school. V. Homework: - Rewrite the exercises into your notebook - Finish all exercise of unit 3 in workbook
13. Lesson plan 9 – Week 8 Date of planing: 30/ 10/ 2022 Period 23 REVIEW 1 (Skills) A. AIMS OF THE LESSON : By the end of the lesson, students will be able to: 1. Knowledge: - revise the stress in sentences, vocabularies relate to the topics of the local environment, city life and teens stress and pressure; some grammar points of phrase verbs, reported speech with WH / whether + to V; some ways to ask and give advice 3. Knowledge and skills: - review the lexical items related to changes in adolescence and reported speech with confidence and question words before to-infinitive 4. Competences: - develop their communication skill, creativity, cooperation, self- studying and problem solving. 3. Attributes: - have positive attitude in English language learning so that they actively participate in all classroom activities. - understand the changes in their physical and mental development, share difficulties among friends. TEACHING AIDS - Lesson plan, Student’s book, workbook, e book, personal computer, speakers. B. PROCEDURES I. Pronunciation : Stress in sentences - Get ss to remind of weak and strong items in the sentence a. Strong : b. weak: Exercise 1: - Get ss to identify the word form underlined - Ask Ss what kinds of words are underlined. Elicit the rule from Ss (they are content words and are stressed because they contain all the important information being conveyed). Play the recording for Ss to listen and read along silently, then they can repeat out loud trying to stress the same words. Call on some Ss to read out the sentences again. Correct their pronunciation as a class. Note: All the underlined words are stressed. 1. My town is nice and peaceful, but it isn’t very big. 2. Da Nang Museum of Cham Sculpture attracts a lot of foreign visitors. 3. A: Were you wearing a helmet when you fell off your bike? B: No, I wasn’t. 4. Son: Can I go to a party tonight, mum?
14. Mother: OK, but please don’t make noise when you come home. 5. A: My mum’s really a good friend of mine. B: Is she? Mine is very strict towards me. Exercise 2. (un)stressed with to be/ pronouns: - Ss work in pairs first to mark the underlined words as W (weak) or S (strong). Then T plays the recording for Ss to check. Play the recording again and Ss repeat. Pause and correct their pronunciation. 1. A: Is (W) Minh happy about winning the scholarship? B: Yes, he is (S). But his parents are (W) happier. 2. A: I can’t (S) understand it! Aren’t (S) you my son? B: I’m terribly sorry, dad. But it isn’t (S) entirely my fault. 3. A: Pho Hien is (W) a very old town in North Viet Nam. B: Is it (S)? Where is it (W) located? 4. A:It’s (W) raining. Are they (W) wearing raincoats? B: She (S) is, but he (S) isn’t. II. Vocabulary Activity 3: - Ss do the task individually and then share their answers with a partner. Check Ss’ answers. Key: - reduce pollution - pull down an old building - empathize with someone - make a handicraft - set up a home business - feel worried and frustrated - have high expectations - provide employment Activity 4: Let Ss read the passage, then do this exercise individually. T may ask some Ss to write their answers on the board. T corrects as a class. Key: 1. giant 2. tallest 3.attractions 4. symbol 5. fascinating 6. excited 7. affordable 8. interest III. Grammar Activity 5: Ss work individually and then compare their answers with a partner. Call on some Ss to write their answers on the board. Other Ss comment. T corrects as a class Key: 1. set up 2. deal with 3. turned down 4. look up 5. give up 6. put up with 7. got over 8. keep up with Activity 6: - Ss do the task individually. Tell them to write the reported sentences in their notebooks. Call on some Ss to read their sentences. T checks. Key: 1. Trang wondered what to wear to the fancy dress party.
15. 2. She couldn’t decide whether to help Chau with the money her mum had given to her. 3. Nick wondered where to get those traditional handicrafts. 4. Phuc had no idea who to turn to for help with his homework. 5. Hoa was not sure when to break the sad news to him IV. Everyday English Activity 7: - Ask Ss to discuss in pairs and choose the suitable words/phrases to complete the talks. After checking their answers, have some pairs act out the mini-talks. Key: 1. As far as I know 2. what to do 3. cool 4. No worries 5. If I were in your shoes V- Homework: - Practice reading the dialogue. - Write new words/phrases then learn them by heart. - Copy the exercise into notebooks. - Do “Test yourself “ in Workbook - Prepare Review 1 ( Skills )
16. Lesson plan 9 – Week 8 Date of planing: 30/ 10/ 2022 Period 24 REVIEW 1 (2) B. AIMS OF THE LESSON : By the end of the lesson, students will be able to: 1. Knowledge: - Review the skills relating the lesson content . 5. Knowledge and skills: - review the lexical items related to changes in adolescence and reported speech with confidence and question words before to-infinitive 6. Competences: - develop their communication skill, creativity, cooperation, self- studying and problem solving. 3. Attributes: - have positive attitude in English language learning so that they actively participate in all classroom activities. - understand the changes in their physical and mental development, share difficulties among friends. TEACHING AIDS - Lesson plan, Student’s book, workbook, e book, personal computer, speakers. B. PROCEDURES I. Reading 1. - Ss read the letters and find out the subjects of the letters Key: a. ask for advice on how to deal with the nasty gossips at school b. give advice to solve that nasty problems 2. Underline the phrases verbs in the letters and say what they mean. Have Ss read the letters silently. T clarifies anything they do not understand. Choose Ss to read the letters aloud sentence by sentence. Correct their pronunciation. Then Ss do the exercise in pairs. T corrects as a class. - found out: got information - face up to: deal with - go on with: continue - keep away from: avoid 3. T/F statement - Ss read again the letters carefully and do the task Ss work individually first. Have them read all three situations and think of the one that interests them the most. Then they talk in groups. Give them a few minutes to prepare what they want to say. Encourage them to use the language they have learnt. Go around and give assistance if need be Key:
17. 1. F 2. T 3. T 4. T 5.F II. Listening 1. Listen and answer - Play the recording once. Ss listen and write their answers. Play the recording again for Ss to check. Explain any difficult words if necessary Key: 1. in a little town 2. in the city 2. Listen and write Play the recording again once or twice, or as required. Ss write down the words/phrases as they hear them. T checks. Key: 1. stranger 2. at night 3. downtown 4. entertainment Audio script: Michelle: Hi, Mike! How’s it going? Mike: Hi. I’m good, thanks. Are you still living in the same place? Michelle: Yes, I’m still in that ‘sleepy’ little town. But you know, I enjoy living there. It’s quiet, and everyone is friendly. I don’t really like the city. I feel like a stranger here. And it seems kind of dangerous, especially at night. Mike: Well, I live here in the city, as you know. We live in an apartment downtown. The city is big, and it doesn’t feel as safe as a small town like yours. But I think the people here are pretty friendly. My neighborhood is like a small town with its own stores, cafés, and restaurants and we can enjoy all kinds of entertainment: cinemas, museums Michelle: OK, so then on weekends I should come into the city for all that. Mike: OK. Sure! III. Speaking - Ss work individually first. Have them read all three situations and think of the one that interests them the most. Then they talk in groups. Give them a few minutes to prepare what they want to say. Encourage them to use the language they have learnt. Go around and give assistance if need be. - T guides them how to think about the topic: always try to answer these wh – questions in their mind: Where, what , when, how, why, who IV. Writing - Before Ss write, brainstorm Ss’ ideas about a craft village (or a place of interest they have been to if they haven’t been to a craft village). Tell them to look at the cues given; note, they will need modifying slightly for a place of interest. Encourage them to use the words/phrases they have learnt in the units. Give Ss time to do the writing task. Then have them swap their work with a partner to check before handing it in. Collect their papers to check at home.
18. V. Homework: - Write new words then learn them by heart. - Copy the exercise into notebooks. - Prepare A 45-minute test