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

1. Lesson plan 8: Week 7 . Planning date: 23/10./2022 Unit 3 : PEOPLES OF VIET NAM Period 19: Communication A. Objectives: By the end of the lesson students will be able to: - get to know more about ethnic minority people in Viet Nam through the quiz. - talk about the ethnic groups in different regions in Viet nam. 1. Knowledge: -Vocabulary: Extra vocabulary about the ethnic groups of Vietnam. 2. Skill: speaking 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: Brainstorming: Which ethnic groups do you know? T elicits from Ss: - 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 ) - 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 ... ) - The Bahnar: ( Gia Lai, Kon Turn, Binh Dinh, Phu Yen ) - The Ede: (Dak Lak, Gia Lai, Phu Yen, Khanh Hoa ) - The Giarai: ( Gia Lai, Kon Turn, Dak Lak ) - The Brau: (Kon Tum ) - The Khmer: (Mekong Delta provinces )
2. - The Cham: ( Ninh Thuan, Binh Thuan, Tay Ninh, An Giang ... ) II. New lesson: Act. 1: Ss work in pairs to do the quiz. T checks and gives explanation. Key: 1 B / 2.A / 3.C / 4 B / 5 C/ 6A Act. 2 : Ss work in groups. Let them discuss and then write down the ethnic groups in the correct boxes. T encourages them to add other ethnic groups they know to the list. T moves around the groups and gives assistance where needed. Key: Northwest region : Viet, Hmong, Lao Northeast region: Viet, Hmong, Nung, Tay The Central Highlands: Viet, Bahnar, Btau, Ede, Giarai, Sedana Mekong River Delta : Viet, Cham, Khmer Red river delta: Viet Act. 3 : Discussion - T writes on the board subjects that Ss can talk about in relation to these groups. Elicit these subjects if possible: -location - lifestyle - costumes -foods - festivals/ ceremonies - marriage/ weddings ... - T may give some facts and/ or show pictures to facilitate the activity. - T gives Ss time to prepare, and then lets them talk in groups. III. Homework - Write about an ethnic group you know. - Do the exercises in the workbook
3. Planning date:24/10/2022 Unit 3 : PEOPLES OF VIET NAM Period 20: Skills 1 ( Reading and Speaking) A. Objectives: By the end of the lesson students will be able to: - Read a passage for specific information about the life of Thai people.. - Talk about the life of ethnic groups. 1. Knowledge: -Vocabulary:Vocabulary about the ethnic groups of Vietnam. 2. Skill: speaking skill, reading 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: Guessing game: what ethnic group is it? - T gives Ss some pictures of different ethnic minority people wearing their traditional costumes, Ss work in group to guess which group they belong to . II. New lesson Reading Act. 1 ( Ex. 1): T gives Ss time to discuss the two questions in pairs and then as a class and encourages Ss to make guesses if they are not sure. * The Thai: place: Son la, Lai chau, Yen bai . population: 1,1209,100/ 600,000 . language: Thai food: rice, corn
4. Act. 2 : ( Ex. 2 +3) Ask Ss to read the text and underline any words they don't know. T Explain the new words: + to dig: ( miming) + to weave: ( explanation) + canal: ( pic.) (- unique: ( explanation)) + burnt- out land: ( explanation) + comprise: consist of +poultry: ( pic.) + ornament: ( pic.) -+to worship: ( translation) + ancestor: ( translation) - Call on some individuals to read the text aloud to the class. Check their pronunciation and intonation. and clarify anything difficult. - T asks Ss to read the passage again and do the task ( Ex. 2) . T checks the answers as a class. Key: 1. farmers / /2. bamboo /3. stilt /4. songs / 5. Ceremonies - T asks Ss to read the passage again and answer the questions( Ex. 3). Ss can ask and answer in pairs. T checks the answers as a class. Key: 1. Yes, they do. 2. Their main food is rice. 3. It is well-known for being unique, colourful and strong. 4. Thai women do. 5. They worship their ancestors. Speaking Act. 3 : - Ss work in pairs; each of them talks about one ethnic group. - T goes around to assist if necessary. Then ask some volunteers to present to the rest of the class. - T lets Ss talk about their own ethnic group. T asks them to focus on one or two aspects such as clothing, food, ways of living, customs and traditions, festivals, beliefs, etc. T can also encourage Ss to talk about changes in the life of their people over time.
5. III. Homework - Write a short paragragh about The Bru- Van Kieu or The Khmer people - Do exercises in the workbook. Planning date: 24/10./2022 Unit 3 : PEOPLES OF VIET NAM Period 21: Skills 2 : ( Listening and Writing) A. Objectives: By the end of the lesson students will be able to: - Listen for specific information about a traditional dish - Write the recipe for a traditional dish 1. Knowledge: -Vocabulary:Vocabulary about the dish. 2. Skill: 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: Talk about traditional foods II. New lesson Listening Act. 1 ( Ex.1): Ss discuss the two questions in pairs. Then tell Ss to look at the picture and say what they know about that dish. Act. 2 ( Ex. 2 ): Ss read the statements. T explains some words: + to represent: + element: + harmony: - Ss guess if those sentences are T or F - T plays the recording once or twice then asks Ss to listen carefully and tick True or False according to what they hear in the passage. Key: 1. T / 2.F / 3.T / 4.F / 5.F - Play the recording again. Ss write down the words as they listen. Play the recording again for them to
6. check. T corrects as a class. Key: 1. mountainous / 2. purple / 3. natural / 4. plants / 5. ceremonies Audio script: Five-coloured sticky rice is an important traditional dish of many ethnic minorities in the northern mountainous regions. People call the dish five-coloured sticky rice because it has five colours: red, yellow, green, purple and white. The things that create the colours are not chemicals but natural roots and leaves. The five colours of the dish represent five elements of life according to Vietnamese beliefs: yellow is earth, red is fire, green is plants, white is metal, and purple or black is water. People believe that these five elements create harmony between heaven and earth. Five-coloured sticky rice is usually made and enjoyed at Tet, in festivals and ceremonies, on special occasions, and whenever the family has guests. Writing Act. 3 : T asks Ss to read the notes carefully. T help to clarify some words: turmeric, shredded coconut Act. 4 : Have Ss write full sentences to show the steps to cook the rice. Make sure that they use proper connectors : first / firstly, second/ secondly, ... and pay attention to spelling and punctuation. - T collects some Ss' writing papers and mark them, then give comments to the class. Sample cooking steps: This delicious dish is really easy to make. First, you need to soak the rice in water for at least five hours. Then rinse the rice and drain it well. Next, add the turmeric extract and mix it well. Then wait for 70 minutes. After that, add the coconut and salt. Remember to mix it well. Finally, steam the rice for about 30 minutes. Check that it is fully cooked. You can serve this dish with chicken. III. Homework - Write a paragraph about how to cook “ Yellow sticky rice”
7. - Do exercises in the workbook. Lesson plan 6: Wewk 7 Planning date: 23/10/2022 Period 19 UNIT 2: SCHOOL Lesson 4 - REVIEW (Page 88) A. OBJECTIVES I. Knowledge By the end of this lesson, students will be able to : - Review school subjects and school activities. - Review famous books. - Review the use of English: connectors (and, or), preposition, possessive pronouns, like + V-ing and practise putting stress on words with 2 or 3 syllables. II. Ability : - Review the previous lessons and be well-prepared for any assessment. - Improve the listening, reading, speaking and writing skills. - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. III. Quality : - Students have positive attitude in English language learning so that they actively participate in all classroom activities. - Students can show their kindness to their school, love for their teachers and friends. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, flashcards, projector - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE I. Warm up: Brainstorming - Write the key word “subjects” and ask Ss to give subject names as many as possible
8. Math, Physics, Chemistry, Literature, History, Geography, Civic Education, P.E, Technology, Music, English - Lead to the new lesson II. New lesson 1. Activities 1: Listening - Have Ss read the questions and study the pictures - Demonstrate the activity by using the example - Play the audio (CD 2 – Track 64) - Have Ss give answers - Check answers as a whole class - Ss listen and then give answers - Check and correct mistakes Answer keys 1.B 2.A 3.A 4.B 5.A 2. Activity 2: Reading Game: lucky number - Demonstrate the activity by using the example - Have Ss study the questions first, try to find the key words that help them find the answer quicky and correctly - play game lucky number Team A Team B - Have Ss choose their numbers and give answers
9. - Give feedback and evaluation - Give answers Answer keys 1- LN 2.- 3.B 3- 2.B 4- LN 5- 4. C 6- LN 7- LN 8- 1.A 3. Activity 3: Vocabulary - Have Ss look at the vocabulary box, focus on the part of speech of each word - Ask Ss to work in pairs to fill in the blanks - Have Ss give answers, explain for their choice - Check answers as a whole class - Ss work in pairs - Give answers - Listen, correct mistakes Answer keys 1. history 2. fantasy 3. arts and crafts 4. novel 5. sign up 6. literature 7. geography 8. drama club 4. Activity 4: Grammar Games: bingo - Devide class into two teams. - T gives the sentences - Two teams give answers by saying bingo first - Which team answer more quicky and correctly is the winner. Answer keys 1. and 2. Mine 3. Playing 4. by
10. 5. is 6. dancing 7. yours 8. drawing 5. Activity 5: Pronunciation - Remind Ss some basic rules of putting stress on words with 2 or 3 syllables - Ask Ss to work individually - Have Ss work in pairs to check each other’s work - Call Ss to give answers, pronounce the words again - Give feedback, correct Ss’ pronunciation if necessary - Ss Give answers - Listen, correct mistakes Answer keys 1. A 2. D 3. D 4. D 5. B III. Consolidation * Grammar of Unit 2: Connectors (and, or), preposition, possessive pronouns, like + V-ing * Vocabulary of Unit 2: Vocabulary about school subjects, school activities and books IV. Homework - Review vocabulary, grammar of unit 2 - Do exercises in Workbook: Review of Unit 2 (page 63) - Prepare: Unit 3 – Vocabulary and Listening page 22 Planning date:24/10/2022 Period 20 UNIT 3: FRIENDS LESSON 1: New word and listening (page22)
11. I. AIMS OF THE LESSON. 1. Knowledge. - By the end of the lesson, students will be able to: + Describe someone’s personal appearance using the new words in the book and some related words in the same topic. + use the present simple and present continuous tenses to make the dialogue. 2. Ability: - Students can improve their 4 skills (Main skills: Listening and Speaking; Sub- skill: Reading) - Students can develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. - Students can use– “See you soon” and “Talk to you later” in the conversation . 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities. - Students can show their kindness to their hometown, love for people around. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. Teacher’s aids: Student’s book and teacher’s book, class CDs,laptop,TV, flashcards, projector. - Student’s aids: Student’s book , notebooks, workbook. III. PROCEDURES A. Warm up: * Jumbled words 1. ihar => hair 2. obyd => body 3. rewa => wear 4. ltall => tall 5. uelb => blue 6. nworb => brown 7. nglo => long
12. -Put the words on the board. Let’s Ss find out the correct words from these jumbled words. - Call some students to come to the board and write the correct words. - Give feedback B.PRE - LISTENING I.Pre-teach vocabulary - T uses context to present the new words. - T gets students to look at the words ((n): glasses, summer camp; (adj): slim; blond; stripped) in the book. - T asks Ss listen and repeat. - T checks the meaning if neccessary II.Set the scene - T gets sts to look at the adjectives ,table and sets the scene to get students familiar with the situation. - T tells sts that they are going to fill in the table, use the words given. (exercise a/p. 22) III.Activities 1.Listening. - Play the audio again. Have students listen and check - Teacher checks, corrects and gives feedback. Answer: body hair eyes Tall Red Blue Slim Short Glasses Short Blond Brown Long Brown 2. Speaking (exercise b/p. 22) - Teacher makes example sentences with these words.
13. - Ask students to do the same (individually), then present in front of the class - Teacher checks and corrects. Example. I have long hair. C.WHILE – LISTENING 1. listen and choose correct answer - Teacher shows the picture of Mary and Jane, asks students some questions about it. (exercise a/p. 22) Suggested Q&A: - How tall are they? - Do they wear glasses? - What do they look like? - Have students listen to the dialogue about a girl trying to find her friend at summer camp, then tick the person she is looking for. Answer: A 2. listen and circle True or False - Have Ss listen again and circle True or False - Listen again and check their answers - Teacher checks and corrects. Answer: 1. True 2. False 3. False 4. True D.POST LISTENING Make dialogue - Teacher explains that we often end a friendly conversation by saying "See you soon." or "Talk to you later." - Students work in pairs, ask and answer as modeling. - Some pairs present in front of the class.
14. Example: A. Hi, How are you? B: A. . B: A: .. B: Alright. See you soon E. HOME WORK Make a dialogue yourself, use conversation skill Planning date: 24/10/2022 Period 21 UNIT 3: FRIENDS Lesson 1 - Part 2 - Grammar (Page 23) I. OBJECTIVES By the end of the lesson, Ss will be able to 1. Knowledge - Use the Present Simple and the Present Continuous. - Ask and answer about personal appearance. 2. Ability - Improve speaking skills, listening skill, writing skills. - Improve the use of English. 3. Quality - Have positive attitude in English language learning so that they actively participate in all classroom activities. - Love their school and friends. 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: -ing form of verb - Have Ss review the spelling of the -ing form of verb by giving some verbs and ask Ss to ad -ing. Examples: 1. wear 2. stay 3. study
15. 4. put 5. make 6. have 7. go 8. miss B. New lesson. PRESENTATION Activities 1: Grammar: Present and Present Continuous a. Listen and repeat - Have Ss look at the picture - Play audio (CD1 – Track 32) and have Ss listen and read the speech bubbles - Play audio again and have Ss listen and repeat Grammar box  Option 1: - Explain more about the form, usage of the Present Continuous *Form: S + am / is / are + V-ing Question: Am / Is / Are + S + V-ing? *Usage: talk about going actions *Adverbs: at the moment, now, Look! ... *Note: When we use present continuous to describe personal appearance, we do not use the adverbs Option 2: - Introduce: The boy is wearing a green hat. The boy is wearing an orange T-shirt The boy is wearing blue shorts Practice Activity 2: 1. Circle the correct words.
16. 2.Look at the photo and write Simon’s answers Production: 1. Practice the conversation with partner Option 1: Suggested dialogue A: Do you know my friend? B: Is she wearing a hat? A: Yes, she is A: Is she carrying a doll? B: No, she isn’t A: Is she wearing shorts? B: No, she isn’t A: What else is she wearing? B: She is wearing a red skirt and a blue sweater Option 2: Find someone who Ss: Is he wearing glasses? T: Yes, he is Ss: Is he wearing sandals? T: No, he isn’t Ss: Is he wearing short-sleeved sweater? T: Yes, he is Ss: Is that Minh? T: C. Consolidation * The Present Continuous tense: Form: S + am / is / are (not) + V-ing Question: Am / Is / Are + S + V-ing? *Usage: talk about ongoing actions Examples: What is he wearing? ￿ He’s wearing a blue T-shirt D. Homework - Make 3 sentences to describe one of your classmates, using present continuous. - Review vocabularies about clothes. - Do exercises in Workbook: Lesson 1 - Grammar (page 15). - Prepare: Lesson 1 – Pronunciation and Speaking (page 24 – SB). Lesson plan: 9 Week 7 Period 19 Planning date:23/10/2022
17. UNIT 3: TEEN STRESS AND PRESSURE Lesson 4: COMMUNICATION A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - talk about the necessary life skills for teenagers 2. Skills: speaking, listening, reading. 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points: reported speech, question words before to -infinitive B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: - Write 'Life skills' on the board and ask Ss what they think if means. Ask them to give some examples of life skills. II. Pre-speaking 1. Extra vocabulary: + Go through the extra vocabulary with the Ss.(Use a dictionary or translate the words since they are all abstract concepts) - cognitive skill: kĩ năng tư duy - emotion (n): sự cảm động, mối xúc cảm - (to) concentrate: tập trung - self-disciplined (adj): tự rèn luyện - (to) resolve conflict: giải quyết xung đột - risk taking (n): liều lĩnh 2. Life skills for teens: Activity 1. Read about the necessary life skills for teenagers in the United State. Match the skills to their category. - Ask Ss to work in pairs to complete this task. - Go around and offer help if needed. + Otherwise, T may turn this into a group competition. Prepare red paper strips with five skill categories, and blue paper strips with the skill examples. In small
18. groups Ss will match the red strips to the blue strips. The first group to have the correct answers is the winner. * Key: 1. C 2. B 3.D 4.A 5. E III. While-speaking Activity 2. Discuss: Do teenagers in Viet Nam need all or some of these skills? Why/ Why not? - Give Ss plenty of time to look closer at each skill to discuss the questions in pairs. Then, as a whole class, go through each skill and elicit from them the answers to the questions. Write on the board two lists: one containing the skills Ss think are necessary for Vietnamese teenagers, and one containing those that they think are not. - As an alternative, Ss work in small groups. After their discussion, each group should cross out the life skills which they think are not suitable for Vietnamese teens. As a whole class, compare the results from different groups. Remember each group will need to explain their decisions. Activity 3. Work in groups to make your own list for Vietnamese teens. - Ask Ss to work in small groups to make their own list for Vietnamese teens. They can base it on the text and add their own information. - Now the class needs to combine all the group lists to make a big for the whole class. - Have Ss write this list on a poster, or on the board. IV. Post-speaking Activity 4. Look at the list of life skills for teen that your class has developed. Which skills do you already have? Which skills do you need? - Share what you think with a partner - Ask Ss to copy down the 'big list' they have created in 3 in their notebooks. - Ss work individually: each student goes through the list and evaluates how good he/she is with each skill. Then Ss work in pairs to share their result. - If time allows, each pair reports the results to the class. Based on the results, the class will be able to identify three skills that most Ss in the class think they are now good at, and three skills that most of them think they need to improve on. V. Homework: - Learn by heart the new words - Write three skills that you think they are now good at, and three skills that you think they need to improve on. - Prepare skills 1 Period 20 Planning date:24/10/2022
19. UNIT 3: TEEN STRESS AND PRESSURE Lesson 5: SKILLS 1 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Read for general and specific information about a helpline service for teens in Viet Nam - Talk about teen stress and pressure and how to cope with them 2. Skills: speaking, reading, listening 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: Networks “Life skills for teens” - Ss write as many words as they can. - Ss work in teams, T keeps a score between 2 teams. II. Pre-reading Activity 1a. Do you know what a child helpline is? - Ask Ss the question and explain that a child helpline is a telecommunication support service for children and young people. It is free of charge. When you contact a helpline, often via telephone, you will get answered and someone from the helpline may even come directly to you to help. II. While-reading Activity 1b. Now read the articles. - Ask Ss read through the text quickly to get its main ideas. Ask them to answer the question "What is the article about?" using the text title, photos, and key words. Activity 2. Answer the questions. - Ask Ss to read the text again to complete the task. - Ss work in pairs to answer the questions. Keys: 1. It's a free service for counseling and protecting children and young adults in Viet Nam 2. They were callers in the 11-14 year old and 15-18 year old groups.
20. 3. The calls were mostly questions about family relationships, friendships, and physical and mental health. 4. Because they were cases of missing of abandoned children, or children who were suffering from violence, trafficking, or sexual abuse. 5. The helpline promotes child participation in its operations by involving children as peer communicators and decision makers. 6. It aims to create favorable conditions for children to develop physically and mentally. Activity 3. Read the text again and decide if the following statements are true (T) or false 1. You can call Magic number anytime during the day or night. 2. The service and the telephone calls are here. 3. Only children can call the helpline. 4. The typical caller to Magic number is a nine-year old child. 5. All decisions about the operation of the helpline are made by adults. 6. The service is available in all cities and provinces. - For this task, allow Ss to have another close reading (or many times as they wish). - Ss work individually first, then compare the answers with their partner. - Ask them to discuss and explain each person's own decision if their answers are not the same. Feedback: Ss give the correct answers. For each answer, ask Ss to refer back to the text to the text to find the relevant information. Key: 1. T 2. T 3. F 4. F 5. F 5.T II. Post-reading: Listening and Speaking - Draw Ss' attention to the Study skill box. Together with them, find an example for each expression. If time allows, ask Ss to add in other expressions for asking for advice that they have learnt or know. Activity 4. Listen to two students calling a child helpline and complete the notes. Then use the notes to role play the callers - Tell Ss they are going to listen two students calling a child helpline. - Ask Ss to look at the note form to get oriented about what they are going to hear. - Remind Ss that these are notes so they only need to write key words or phrases and not full sentences. Feedback: After Ss have completed the task individually, give feedback as a class. - Then Ss work in pairs to role-play the callers. Ask them to use the notes for the role-play, and remind them to put some emotional expression in their voice for the role-play. * Key suggested : Caller 1