Kế hoạch bài dạy Tiếng Anh 8 - Tuần 6, Unit 3: Peoples of Viet Nam - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 - Tuần 6, Unit 3: Peoples of Viet Nam - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Lesson plan 8 : Week 6 Planning date: 16/10/2022 Unit 3 : PEOPLES OF VIET NAM Period 16: GETTING STARTED: At the Museum of Ethnology A. Objectives: By the end of the lesson students will be able to: - get to know about the topic of the unit - use the lexical items related to cultural groups of Viet Nam and talk about their ways of life 1. Knowledge. -Vocabulary: Vocabulary related to peoples of Vietnam Structure: Review questions 2. Skill: Listening, reading and speaking. 3. Attitude: Be award of responsibilities with ethnic groups of Vietnam. 4. Competence development orientation: Linguistic competence, cooperative learnig and communicative competence. B. Procedures: I. Warm up: Solving a crossword puzzle 1. I like to . buffaloes in the pastures. 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 H E R D
2. T I M E H O R S E F R I E N D L Y R I C E C O U N T R Y - T . explains the meaning of the word: ethnic/ ethnology/ ethnic minority peoples. - T may also show a picture of a typical costume and talk about it with the Ss. II. New lesson 1. Dialogue: Act. 1: (Prediction questions:) - What can you see in the picture? - Do you know these characters? - Where are they now? - What are they talking about? - Ss answer questions as a class. - T plays the recording and has Ss follow along. - T gives some new words: + ethnic minority peoples + to account for + custom: + awesome: - Then come back to the earlier questions and have Ss answer them again. Act. 2 (Ex. a )- Ask Ss to read the conversation again and do the exercise in pairs or in groups. T writes the correct answers on the board. KEY 1. interesting / 2. largest / 3. minority /4. southern Act. 3 (Ex. b) - Ss work individually to answer the questions. Ss compare answers with a partner and then discuss as a class. Then correct the answers. Key: 1. They are in the Museum of Ethnology. 2. They want to know about the ethnic groups of Viet Nam. 3. There are 54 (ethnic groups).
3. 4. The Viet (or Kinh) have the largest population. 5. Yes, they do. Act. 4 (Ex. c ,d) - Tell Ss to refer back to the conversation to find the expressions. - Together with the Ss, elicit the meaning of these four expressions.. 1. Exactly: used as a reply, agreeing with what sb has just said, or emphasizing that it is correct 2. How interesting : How + adj/ adv: used to show a strong reaction to sth 3. I see: Used to show you understand what someone said 4. That’s awesome: Used to show that you think something is great . - Ask Ss to make examples. * Help Ss distinguish the two words. - 'people' is used as the plural of 'person' to refer to men, women, and children - 'peoples': ethnic groups of people who belong to a particular country, race, or area 2. Vocabulary Act. 5 ( Ex. 2)- T shows the pictures and asks Ss about the pictures - T asks Ss to work in pairs and label each picture. New words: + costume: trang phuc + folk dance: mua dan dan + terraced field: ruong bac thang - Let Ss read each word/ phrase correctly. Check and correct their pronunciation. Act. 6 (Ex. 3) : - Ss do the task by themselves. After that they swap their answers with a partner. T corrects as a class. Then T lets them repeat the words/ phrases in chorus. Key: 1. ethnic / 2. heritage site / 3. stilt houses / 4. festivals / 5. member /6. terraced fields Act. 7 (Game):. Ss work in pairs to ask and answer the questions. T gives correction. T may call on some pairs to talk before the class. Key: 1. Which ethnic group has the smallest population? 2. Do the Hmong have their own language? 3. Where do the Coho live?
4. 4. What colour is the Nung's clothing? 5. Which group has a larger population, the Tay or the Thai? 6. Whose arts are displayed at a museum in Da Nang? III. Homework. - Do the exercises in the workbook. Planning date: 17/10./2022 Unit 3 : PEOPLES OF VIET NAM Period 17: A CLOSER LOOK 1 A. Objectives: By the end of the lesson students will be able to: - use the lexical items related to cultural groups of Viet Nam - pronounce words containing clusters /sk/, /sp/, and /st/ correctly in isolation and in context 1. Knowledge: -Vocabulary: Vocabulary related to cultural groups of Vietnam. - Pronunciation /sk/, /sp/, and /st/. 2. Skill: Improve their listening skill, writing skill. 3. Attitude: Be award of responsibilities with ethnic groups of Vietnam. 4. Competence development orientation: - Linguistic competence, cooperative learnig and communicative competence. B. Procedures: I. Warm up: Chatting II. New lesson: 1. Vocabulary Act. 1 (Ex. 1) -T explains and gives examples of adjectives. Ask Ss to give some more. + major: >< minor + developed: + insignificant: - Then Ss work in pairs to match the adjectives with their opposites. T elicits the answers from the class Act. 2 (Ex. 2) - Ss work individually to do the task. Some Ss may write the answers on the board. Check their answers
5. Act. 3 (Ex. 3) - Ss work in pairs and discuss what the word is for each picture. Check the answers with the class. - Ask them to give other words they know which are related to the life of ethnic minority people. + gong ( chiêng), crossbow/ arbalest ( nỏ) , stilt house Key: 1. Ceremony 2. Pagoda 3. Temple ( Ly Son) 4. waterwheel (in the north) 5. shawl (of the Thai women) 6. basket (of the sedang) 2. Pronunciation Clusters: /sk/, /sp/ and /st/ Act. 4 (Ex. 4 ) - Play the recording and Ss repeat. T may pause the recording to drill difficult items. (Play the recording as many times as necessary.) - Correct Ss' pronunciation. Act. 5 (Ex. 5) - Play the recording again. Ss listen carefully and put the words in the right columns. Note that 'school' may cause some confusion because the sounds of Isk! are spelled with the letters 'sch'. Ask Ss to give other words which contain these clusters. Key: - / sk/: skateboard, school, basket, task - / sp/: speech, display, crisp, space - / st/ : stamp, first, station, instead Act. 6 (Ex 6.) - Play the recording two or three times (or more if necessary). Help Ss recognise all the words with /sk/, /sp/, or /st/, then underline them as assigned 1. The Hmong people I met in Sa Pa speak English very well. 2. You should go out to play instead of staying here. 3. This local speciality is not very spicy. 4 Many ethnic minority students are studying at boarding schools. 5. Most children in far-away villages can get some schooling. III. Homework - Practice the clusters. - Do exercises in the work book
6. Planning date: 18/10/2022 Unit 3 : PEOPLES OF VIET NAM Period 18: A CLOSER LOOK 2 A. Objectives: By the end of the lesson students will be able to: - Review different question types to ask and answer about enthnic people in Vietnam - Use articles a, an, and the. - Use lexical items related to the topic “ Cultural groups of Vietnam”. 1. Knowledge: -Vocabulary: Review vocabulary - Structure: Review questions and articles. 2. Skill:Listening, writing skill and speaking skill. 3. Attitude: Be award of responsibilities with ethnic groups of Vietnam. 4. Competence development orientation: - Linguistic competence, cooperative learnig and communicative competence. B. Procedures: I. Warm up: Chatting ( A trip to Sapa, ) - Have you ever been to Sapa? - When did you go? - Who did you go with? - Did you meet any ethnic minority people? II. New lesson: 1- Questions Act. 1 : Review - T helps Ss recall all types of questions and question words they have learned so far: + Yes/No questions + Wh-questions( Question words: who, what, which,where, how much )
7. Note: T explains this to SS: Which is used instead of what or who to ask Sb to be exactly about one or more people or things from a limited number: Eg: Which way leads to the town? – This one / Which of you has to cook dinner?- I do Act. 2 Give Ss about five minutes to read the passage. T may call on some Ss to read aloud to the class. Correct their pronunciation, intonation and stress, and give explanation if necessary - Have Ss work in pairs and write questions for the answers given. - T gives correction as a class. Suggested answers: 1 Who is living in the house? 2. How many children do they have? 3. Do the grandparents stay at home? 4. How often does Mrs Pha go shopping? 5. How far is Vang's boarding school?/ How far is the town? 6. When does Vang go home (every week)? 7. How do they live? 8. Would they like to live (in a modern flat) in the city? Act. 3: Practice Ex 3: Ss work individually to complete the task. Then Ss compare their answers with a partner. Key: 1.Who / 2. Which / 3. Which / 4.Which/ 5. What Ex 4 : ( Oral practice) Let Ss work in pairs. T encourages Ss to talk with fluency and accuracy, and as naturally as possible. T goes around to monitor the whole class. Questions: 1 Who does the shopping in your family? 2. Who is the principal of our school? 3.Which subject do you like better, English or maths? 4 . What is the most important festival in Viet Nam? 5. Which ethnic group has a larger population, the Khmer or the Cham? Answers:
8. 1,2,3: ss' own answers) 4. The Lunar New Year 5. The Khmer: 1,260,600 (The Cham: 161,700) 2. Articles: a, an, and the Act. 4 : - T asks Ss to read the grammar box, then explains these uses of the articles, going through the examples given in the box. Draw Ss' attention to the Look out! box : an hour/ a university/ a uniform - Ask Ss to make other example sentences using the articles in the same way. + There is an apple on the table. + A car is faster than a motorbike. + Mr. Brown has a son and a daughter. The son is a famous doctor and the daughter is still a student. Act. 5 Practice Exe. 5. Ss work individually to do the task. Then Ss swap their books with a partner to check the answers. T checks the answers as a class. ( T may elicit the meaning of some new words from Ss: multicultural , striking style ) - Discuss the reasons for the article usage in each sentence. Key: 1 a / 2. the / 3. The / 4. the / 5. the / 6. a Ex. 6 First, have Ss read the passage without paying attention to the blanks. Then as a class, check any unfamiliar vocabulary so that everybody understands the meaning of the text. - Ss work individually to do the task. T asks some Ss to read the passage sentence by sentence. T corrects as a class. Discuss the reasons for the article usage. Key: 1. a/ 2.a/the / 3.The / 4. an/the / 5. the / 6.an III. Homework - Do the exercises in the workbook Lesson plan 6 : Week 6 Planning date: 16/10/2022 Period 16 UNIT 2: SCHOOL Lesson 2.3: Pronuciation + Speaking ( p 19) I. AIMS OF THE LESSON. 1. Knowledge.
9. - By the end of the lesson, students will be able to: - know how to use intonation for positive and negative answers to ask and answer about school clubs using the new words in the book and some related words in the same topic. - Ask and answer about school clubs they want to sign up for. 2. Ability: - Students can improve their 2 skills: Listening and Speaking - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “School” conducted by the teacher. - Students can show their love toward their school clubs and their responsibility for them. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, e-book, personal computer (if any), projector/TV, speakers. III. PROCEDURES A. Warm up: 1. Option 1: Memorising Games - T divides class into 2 teams - T asks Ss to watch a video about a lot of school clubs in 3 minutes and remember all clubs.
10. - T sets the time and gets the sts to remember and read them as many as possible. Which group with more correct words will win. KEY: 2. Option 2: Chatting T asks sts to answer the question: - Which clubs do you know at school ? - Do you like joining art club? - T leads to the lesson. B. PRE - SPEAKING 1. Pronunciation. - Play the recording (CD1 - Track 24) CD1-TRACK 24.mp3 - Ask Ss to listen and pay attention to the intonation. - Call Ss to make their comments on the intonation for positive answers goes up and intonation for negative answers goes down they’ve just listened to.
11. - Give feedback, explain the pronunciation feature: intonation for positive answers goes up and intonation for negative answers goes down. - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. - Do you like playing basketball? Yes, I do. No, I don’t. - Play the recording (CD 1 - Track 25), have Ss listen and cross out the option that doesn’t use the correct intonation. CD1-TRACK 25.mp3 - Call Ss to give answers. - Play the recording again and check answers as a whole class. - Then have Ss practice saying the sentences with a partner, using the correct intonation, encourage Ss to use their own idea. - Call some pairs to read in front of the class. - Give feedback if necessary. - Do you like reading? Yes, I do. No, I don’t. KEY: Yes, I do. – wrong => Its intonation goes up. 2. Set the scene
12. - T gets sts to look at the pictures of school clubs and sets the scene to get students familiar with the situation. - T makes some questions related to the content of the dialogue. - Do you like joining clubs? - Which club do you want to sign up for? - T tells sts that they are going to talk about some clubs at school. - T leads sts to practice the conversation. C. WHILE – SPEAKING. 1. Controlled practice 1: Option 1 : Practice the conversation.( Practice – Page 19) - T divides the class into pairs. - T asks Ss to look at the conversation, work in pairs (Emma - Toby) - T asks sts to note the correct intonation for negative answer. (No, I don’t) - Have Ss work in pairs, practice the conversation and swap roles. - Have some pairs demonstrate the activity in front of the class - Give feedback if necessary. 2. Controlled practice 2 - T leads sts to make the similar conversation.
13. - Sts find out activities of school clubs. - Sts remember to use “like + V-ing’’ Dialogue build A B Which club do you want to sign up for? I don’t know. There’s a drama club. Do you like acting? Yes, I do. What about a book club? Yes, I like reading books too. Why don’t you sign up for it? That’s a good idea. ............................................ - T has sts talk about their clubs in pairs or in groups, using as much information as possible about their school clubs. - T provides more knowledge related if being asked from sts.
14. D. POST- SPEAKING. * Option 1: Role – play “Let’s join a club” - T gets sts to work in pairs. - Sts will sign up fo some clubs for next year. Sts find out what activities their friends like doing, then decide on one club to join together. Eg: art club/ book club/ science club/ outdoors club/ drama club/ dance club/ homework club/ video game club Option 2: (for class with many low-level students) - Follow the same steps as option 1. However, before Ss work in pairs, T gives them some suggested activities in some school clubs Suggested activities - Sts act out the role-play Suggested conversation S1: Which club do you want to sing up for next year? S2: I don’t know. S1: Let’s join a cooking club? Do you like preparing food? S2: Hmm. It’s ok. But I want to try another club.
15. S1: There’re also many other clubs in our school such as book club, arts and craft club, science club and even dancing club. Which one do you like? S2: Oh, I like making things by hand. S1: Oh, me too. Why don’t we sign up for an arts and crafts club? S2: Yes, good idea. Option 3: Discussion - T has sts join another pair, discuss which club most people want to join. - T asks sts to share their finding with the class. - Have Ss fill complete the question. “Which club do most people want to join?” - Have Ss work in pair to ask their friends about the discussion. - Observe, give help if necessary - Have Ss report to the class about their pair, follow this example: Eg: As I know, most of my friends like dance club because it’s funny and healthy. - Give feedback and evaluation. E. HOMEWORK Guide students to do the tasks assigned. - Teacher guides students to have a look back on the lesson at home, do exercises in workbook and get ready for the next lesson. - Students : + Pratice using intonation for positive and negative answers. Do you like + V-ing ? (Yes, I do/ No, I don’t)
16. + Learn by heart school clubs to sign up for. Then do A (a) P.10 + Making some sentences for structure of giving suggestions Let’s + V How about/ What about + V-ing/ N ? Why don’t we + V ? + prepare for the new lesson. Planning date: 17/10/2022 Period 17 UNIT 2: SCHOOL Lesson 3.1: New words+U.Language+ Listening+Speaking ( p 20,21) I. OBJECTIVES 1. Knowledge - know more vocabularies used in book reviews. - talk about different kinds of books. - use some useful languages to talk about their favorite book. 2. Ability - improve the use of English, speaking and listening skills. 3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities. - love their school, love reading books, love English and literature. II. TEACHING AIDS AND LEARNING MATERIALS Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR &DHA on EDUHOME, handouts III. PROCEDURES A. Warm up: a) Objective: to introduce the new lesson and set the scene for Ss to acquire new language; to get students' attention at the beginning of the class by
17. means of enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Introduction of 3 books: Peter Pan, The Secret of the Old Clock and My Side of the Mountain c) Product: Ss have general ideas about the books they are going to talk about in the lesson. d) Competence: Collaboration, critical thinking e) Organization of the activity: B. New lesson ❖ Activities 1: Vocabulary a) Objective: Ss know more vocabularies used in book reviews and they can use new vocabularies to talk about the story they like to read. b) Content: - reading and matching bold words with definition - talking about the story they like to read c) Products: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Competence: Communication, collaboration, presentation, listening, creativity e) Organization of the activity: a. Read the text and match the underlined words with the definition. Listen and repeat  Option 1: - Demonstrate the activity, using the example in the book . - Have Ss read the text and match the underlined words with the definitions - Ask Ss to work in pairs to check their answers with their partners
18. - Check answers as a whole class - Explain more about the meaning of the new words if necessary - Play the audio (CD1 – Track 26) for Ss to listen and repeat - Call some Ss to read the words / phrases again, correct their pronunciation and stress Answer keys 2. adventure 3. novel 4. author 5. mystery  Option 2: (for class with low-level students) - Demonstrate the activity, using the example in the book - Have Ss read 5 sentences first, help them with difficult and strange words - Then have Ss read the text and match the underlined words with the definitions. Guide Ss to find key words to help them find answers quickly and correctly - Call Ss to give answers, check - Play the audio (CD1 – Track 26) for Ss to listen and repeat - Call some Ss to read the words / phrases again, correct their pronunciation and stress Answer keys 2. adventure (key words: new place, away from New York to live in a mountain) 3. novel (key words: people, events) 4. author (key words: the name: J.M. Barrie) 5. mystery (key words: secret) b. Talk to your partner: Which story would you like to read? - Have Ss work in pairs - Have Ss share their ideas with the class ❖ Activity 2: Listening a) Objective: Ss can develop their listening comprehension skills.
19. b) Content: listening to some students talking about books. c) Products: Ss can listen main ideas and specific information about books. d) Competence: Collaboration, communication, listening, analytical and synthesizing skills. e) Organization of the activity: a. Listen to some students talking about books. Circle their favorite kind of book - Have Ss look at the request of the task - Play audio (CD1 – Track 27) - Have Ss listen and circle the speaker’s favorite kind of book - Call Ss to give answers - Check answers as a whole class Answer keys - 1. mystery 2. adventure b. Listen and fill in the blanks - Have Ss read the sentences in the task - Have guess the possible words to be filled in – paying attention to the part of speech of the words in blanks (noun or adjective) - Play audio (CD1 – Track 27) - Have Ss listen and fill in the blanks - Call Ss to write answers on the board - Check answers as a whole class Answer keys 1. author 2. Interesting 3. Exciting 4. author ❖ Activity 3: Grammar – Useful language a) Objective: Ss can use some useful languages in their speaking. b) Content: Structures to ask and answer about favorite books. c) Products: Ss produce the new language successfully. d) Competence: Collaboration, communication, public speaking. e) Organization of the activity:
20. Listen then practice  Option 1: - Have Ss look at the Useful Language box - Play audio (CD1 – Track 28) - Have Ss practice the useful language - Call Ss to demonstrate the dialogue in front of the class - Have Ss practice the conversation, using other vocabularies from “New words”, and their own ideas - Call some pairs to present, give feedback and evaluation  Option 2: (for class with low-level students) - Play audio (CD1 – Track 28) - Have Ss practice the useful language in pairs, then use their own ideas about books to make a conversation - Give Ss some cues about books for their free practice - Call some pairs to present, give feedback and evaluation C. Consolidation * Vocabulary about books: novel, adventure, author, mystery, fantasy * Some useful languages: What’s your favorite book? – I like What kind of book is it? – It’s Who’s the author? – It’s by Why do you like it? – I think it’s very D. Homework - Learn by heart the new vocabularies - Ask and answer about your favorite book. - Do exercises in Workbook: Lesson 3 - New words – Listening (page 12)