Kế hoạch bài dạy Tiếng Anh 8 - Unit 3 : Peoples of viet nam - Lesson 4 - 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 4 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Lesson plan 8 – Week 7 Date of planing: 23/ 10/ 2022 Period 19 Unit 3 : PEOPLES OF VIET NAM Lesson 4: Communication A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge and skills: - Use the lexical items related to cultural groups of Viet Nam to talk together. - Relate to ethnic groups of Viet Nam. - Practice question words, articles a/ an/ the. 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: - Put questions for ss to answer. - Have Sts to work in pairs to answer the questions. + Can you tell me something about ethnic groups of Viet Nam? + Can you give the names of some ethnic groups of Viet Nam? + Where is each place located? - Lead Sts to the new lesson. + There are many other ethnic groups of Viet Nam which you haven’t known about. You will broaden your mind about that after our lesson today. + We are going to explore some ethnic groups of Viet Nam in this lesson. I. Presentation: Activity 1: Quiz. (Ex.1) - Ask Sts to work in pairs to do the quiz. Then Ss give the answers. - Check and give explanation. Key 1. B 2. A 3. C 4. B 5. C 6. A II. Practice: Activity 1: Where do these ethinic groups mainly live? ( Ex.2)
2. - Ask Sts to work in groups to discuss. - Let Sts discuss and then write down the ethnic groups in the correct boxes. - Encourage Sts to add other ethnic groups they know of to the list. - Move 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, Brau, Ede, Giarai, Sedang + Mekong River Delta: Viet, Cham, Khmer + Red River Delta: Viet. III. Production:ticles, questions and answers. Activity 1: Talk about the ethnic groups of Viet Nam. - Divide the class into 4 groups. Each group talk about an ethnic group (Tay, Dao, Mong, Nung) - Talk about in relation to these groups. - Elicit these subjects if possible: (location - lifestyle – costumes - foods - festivals/ ceremonies - marriage/ weddings ) - Give Sts time to prepare, and then let them talk in groups. - Give comments and feedback.New lesson: IV. Consolidation: - Ask Sts to sum up the main content of the lesson - Consolidate more about the main content of the lesson. V. Homework: - Ask Sts to: + Learn by heart all the new words and structures. + Do exercises: A, B (Work book). + Prepare: Unit 3 - Skills 1.
3. Lesson plan 8 – Week 7 Date of planing: 23/ 10/ 2022 Period 20 Unit 3 : PEOPLES OF VIET NAM Lesson 5: Skill 1 A. OBJECTIVES : By the end of the lesson Ss will be able to: I. Knowledge: - Read for specific information about one of peoples of Viet nam- The thai. - Find out information about some ethnic minority peoples. - Talk some fact about some ethnic minority peoples of Viet nam II. Competences: - Improve the use of English. - Develop their reading and speaking skill, creativity, cooperation, self-learning, problem solving, III. Attributes : - Have positive attitude in English language learning to participate in all classroom activities with the topic “Peoples 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: Brainstorming: - Show Sts some pictures of the Thai and writes the word “Thai” on the board. - Have Sts brainstorm what they know about this country and its people (they can express in Vietnamese some words that they can’t express in English). Ss work individually. stilt house - Keep it to the end of the period. - Introduce the new lesson. traditional costumes/ dances I. Pre-reading: Activity 1: Vocabulary. - Use different techniques to teach vocabulary and follows seven steps of teaching vocabulary. - Listen carefully the T’s modeling twice, repeat in chorus and individually and copy all the words.
4. + dig (v): đào + canal (n): con kênh + burnt- out land : đất sau khi đốt cỏ cây + poultry (n): gia cầm + unique (a): độc đáo + ornament (n): đồ trang sức + worship (v): thờ cúng + ancestor (n): tổ tiên - Check: Matching. Activity 2: Guessing. Work in pairs. Answer the questions. - Have Sts to work in pairs to answer the questions. + Where do the Thai people live? + What is their population? - Ask Sts to give their guess. II. While- reading: Activity 1:Reading. - Tell Sts that they are going to read a text about The Thai. - Give Sts time to read then find out information to correct their answer. - Call on Ss to correct their above answers. - Check and correct as a class. Key: 1. The Thai live in the provinces of Lai Chau, Son La, Yen Bai, Hoa Binh, Thanh Hoa and Nghe An. 2. The Thai have a population of about one and a half million people. Activity 2: Complete each sentence, using a word from the text. - Ask Sts to read the passage again and answer the task. Ss work individually to do the task. - Check the answers as a class. Key: 1. farmers 2. bamboo 3. stilt 4. songs 5. ceremonies Activity 3: Answer the questions. - Have Sts to read the passages again. - Ask them work in pairs to answer the questions. - Give feedback and evaluation. Key: 1. Yes, they do. 2. Their main food is rice. 3. It is well-known for being unique, colorful and strong. 4.Thai women do. 5. They worship their ancestors. III. Speaking:
5. Avtivity 1: Read some facts about the Bru-Van Kieu people and the Khmer people. Work in groups. Choose one of the two ethnic groups and talk about it. - Devide the class into two groups. Each group prepares to talk about one ethnic group. - Have Sts work in groups to discuss about one ethnic group. - Go around to assist if necessary. - Ask some volunteers to present to the rest of the class. IV. Consolidation: - Ask ss to sum up the main content of the lesson - Consolidate more about the main content of the lesson. VI. Homework: - Asks Ss to: + Learn by heart all the new words and structures. + Do exercises (Work book). + Prepare: Unit 3-Skills 2.
6. Lesson plan 8 – Week 7 Date of planing: 23/ 10/ 2022 Period 21 Unit 3 : PEOPLES OF VIET NAM Lesson 6: Skill 2 A. OBJECTIVES : By the end of the lesson Ss will be able to: I. Knowledge: - Know more about some traditional food and drink of ethnic groups. - Find out information about some ethnic minority peoples. - Talk some fact about some ethnic minority peoples of Viet nam II. Competences: - Improve the use of English. - Develop their reading and speaking skill, creativity, cooperation, self-learning, problem solving, III. Attributes : - Have good attitude towards customs of the peoples of Viet Nam. - Listen to get specific information about a traditional dish and write the recipe for a traditional dish. - 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: Chatting. (Ex.1) - Tell Sts to look at the picture and say what they know about that dish. - Ask Sts to discuss the two questions in pairs. + Do you like sticky rice? + When do we traditionally have sticky rice? - Have Sts to discuss the questions in pairs and give results. I. Pre- reading: Activity 1: Vocabulary. - Use different techniques to teach vocabulary and follows seven steps of teaching vocabulary. - Have Sts to listen carefully the T’s modeling twice, repeat in chorus and individually and copy all the words. + represent (v): trình bày + element (n): yếu tố + harmony (n): sự cân xứng + turmeric (n): nghệ + shredded coconut (n): dừa nạo - Check: Slap the board.
7. Activity 2: True/ False prediction.(Ex.2) - Have Sts to work in invidually to read 5 questions then guess which sentences True/ False. - Ask Sts to give their guess. II. While- listening: Activity 1: Listening. - Play the recording once or twice. - Have Sts work individually. - Ask Ss to listen carefully and check True or False prediction according to what they hear in the passage. - Ask Sts to give their answers. - Give feedback and evaluation. Key: 1. T 2.F 3. T 4. F 5. F Activity 2: Listen again and complete the sentences.(Ex.3). - Play the recording again and asks Ss work individually to do the task. - Have Sts to write down the words as they listen. - Play the recording again for them to check. - Ask Sts to give the answers. - Correct as a class. Key: 1. mountainous 2. purple/black 3.natural 4.plants 5. ceremonies III. Writing: Activity 1: Read the notes on how to make yeallow sticky rice.(Ex.4) - Tell Sts to read the notes carefully. - Have Sts to work individually to read the note. - Guide organising idears. Activity 2: Writing. - Ask Sts to write a paragraph (in the form of a letter to a pen friend, for example).
8. - Have Sts to 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. - Collect 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 10 minutes. After that, add the coconut and salt. Remember to mix it well. Finally, steam the rice for 30 minutes. Check that it is fully cooked. You can serve this dish with chicken. IV. Consolidation: - Ask ss to sum up the main content of the lesson - Consolidate more about the main content of the lesson. V. Homework: - Ask Ss to: + Learn by heart vocabulary and structures. + Complete the paragraph at home. + Do exercises of Unit 3 in workbook. + Prepare Unit 3 - Looking back + Project.
9. Lesson plan 9 – Week 7 Date of planing: 23/ 10/ 2022 Period 19 Unit 3 :TEEN STRESS AND PRESSURE Lesson 4: Communication A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge and skills - Talk about the necessary life skills for teenagers. 3. Competence: - Develop their communication skill, creativity, cooperation, self- studying and problem solving. - Use language to talk about emotions and feelings 3. Attributes: - Have positive about teen stress and pressure. - Know how to learn English in right way. - Be interested in doing exercises. - 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: Brainstorming. - 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 Activity 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 - Check. Activity 2: Life skills for teens: 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. Key
10. 1. C 2. B 3.D 4.A 5. E III. While-speaking Activity 1: Discuss: Do teenagers in Viet Nam need all or some of these skills? Why/ Why not? .(Ex.2) - Give Sts time to look closer at each skill to discuss the questions in groups. - 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. Ask Ss to explain their decision. Activity 2. Work in groups to make your own list for Vietnamese teens.(Ex.3) - Ask Sts 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. - Have Sts to combine all the group lists to make a big for the whole class. - Let Sts write this list on a poster, or on the board. IV. Post-speaking Activity 1. Look at the list of life skills for teen that your class has developed.(Ex.4) Which skills do you already have? Which skills do you need? - Have Sts to share what you think with a partner. - Ask Sts to copy down the 'big list' they have created in 3 in their notebooks. - Give Sts 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. 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
11. Lesson plan 9 – Week 7 Date of planing: 23/ 10/ 2022 Period 20 Unit 3 :TEEN STRESS AND PRESSURE Lesson 5: Skill 1 A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge and skills - 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. Competence: - Develop their communication skill, creativity, cooperation, self- studying and problem solving. - Use language to talk about emotions and feelings. 3. Attributes: - Have positive about teen stress and pressure. - Know how to learn English in right way. - Be interested in doing exercises. - 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. PROCEDURES I. Warm up: Networks “Life skills for teens” - Aks Ss to write as many words as they can. - Let Sts work in teams, T keeps a score between 2 teams. II. Pre-reading Activity 1. 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 1. Now read the articles. (Ex.1b) - Ask Ss to 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. (Ex.2) - Ask Ss to read the text again to complete the task. - Tell Sts to work in pairs to answer the questions. Key. 1. It's a free service for counseling and protecting children and young adults in Viet Nam
12. 2. They were callers in the 11-14 year old and 15-18 year old groups. 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. (Ex.3) 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. - Allow Sts to have another close reading (or many times as they wish). - Give Sts to 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 III. Speaking: Activity 1: 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 2. Listen to two students calling a child helpline and complete the notes. Then use the notes to role play the callers. (Ex.4) - Tell Sts they are going to listen two students calling a child helpline. - Ask Sts to look at the note form to get oriented about what they are going to hear. - Remind Sts 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. - Let Sts 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 Caller: girl, from Ha Noi, last year of high school Feeling now: a bit depressed and confused Problem: wants to be a designer, but her parents want her to be a doctor
13. Question: doesn't know what to say to her parents Caller 2 Caller: boy, named Long, 13 years old, from Ho Chi Minh City Feeling now: worried Problem: online friend asked for 5 million dong; said if he refused to give it, his life would be difficult Question: wonders whether to tell somebody about this * Audio script Caller 1: (girl) Hi, I'm from Ha Noi. I'm in my last year of high school. I'm feeling a bit depressed about my situation. I've been studying really hard to satisfy my parents and have always had good grades. But last week they said that they didn't want me to go to Arts School to be a designer. They want me to be a doctor. I feel confused...I don't know what to say to my parents. Caller 2: (boy) My name's Long. I'm 13 and I'm from Ho Chi Minh City. I made a friend playing online games, and we're met several times in real life to play video games in Internet cafe. Last week he told me he needed 5 million dong and asked if I could help him. I said no, but two days ago he said he would make my life difficult if I didn't give him the money. I'm a bit worried. Should I tell somebody about this? IV. Post-reading: Activity 1: Look at 2, A CLOSER LOOK 1. Imagine you are one of these students. You want to call the Magic number to ask for help. What do you say? Your partner listens and takes notes (Ex.5) Remember to: - Introduce yourself (you can choose whether to say your name and address or not) - Describe your problem. - Ask Sts to look back at Exercise 2, A CLOSER LOOK 2. - Tell Ss the instructions to do the task. Remind Ss they should use the expressions in the Speaking Study Skill box 'Asking for advice'. - Give Ss a few minutes to choose who they want to be and to think about what they should say when they call the hotline. - Ask Sts to work in pairs. T goes around and offer help if needed. - Feedback: When Ss have finished, call on some pairs to present their dialogue. To revise reported speech, T may ask the student who listen and takes notes to report what his/her partner has told him/her. V. Homework: - Answer the questions again - Talk about what you should say when you want to call the hotline to ask for help. - Prepare skills 2.
14. Lesson plan 9 – Week 7 Date of planing: 23/ 10/ 2022 Period 21 Unit 3 :TEEN STRESS AND PRESSURE Lesson 6: Skill 2 A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge and skills - Listen for general and specific information about the work of an advice columnist - Write a short note to ask for advice and to give advice 2. Competence: - Develop their communication skill, creativity, cooperation, self- studying and problem solving. - Use language to talk about emotions and feelings 3. Attributes: - Have positive about teen stress and pressure. - Know how to learn English in right way. - Be interested in doing exercises. - 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. PROCEDURES Warm up: Chatting: Do you often have problems in your life? What are they? Who do you often ask for help? Do you know any Helpline in Viet Nam and in the world? II. Pre-listening: 1. Activity 1: Vocabulary. - Ask Sts if they know what an 'advice columnist' does. Introduce the word. If possible, bring in to the class some examples of the advice column page in local magazines for teens (or you can look them up on the Internet). + Elicit the following words. + columnist (n) : nhà bình luận advice columnist + adolescence (n) : giai đoạn vị thành niên + adulthood (n) : giai đoạn trưởng thành + (to) empathise : cảm thông + a short note: lá thư ngắn - Check. II. While-listening
15. Activity 1a. Listen to an interview with Miss Blue Hair, the advice columnist of 4Teen magazine. - Set the scene: (You are going to listen to an interview with Miss Blue Hair, the advice columnist of 4Teen magazine.) Activity 1b. Choose the best answer. - Ask Sts to look at the questions in Exercise 1b first. - Have them to work individually to complete the task. - Play the recording once to check how much Ss understand it. Then play the recording again when providing the key. Key. 1. likes 2. no longer in 3. not easy 4. takes time 5. need Activity 2. Answer the questions - Play the recording as many times as needed. - Have them to work individually first, then compare the answers with a partner. - Feedback: Provide corrective feedback as a class. Key. 1. She feels like she is living her adolescence again, and she loves helping readers by giving them advice. 2. She said it's most important that we put ourselves in other people's shoes. 3. Because language should be used sensitively so that the person can get over the negative feelings Activity 3. Which of the following expressions are more likely to be used by Miss Blue Hair when she give advice? - Ask Sts to work in pairs for this task. - Ask them to explain their decision afterwards. The options that are in the 'no' category are because the language is too strong or direct. Key. 1. No 2. Yes 3. No 4. No 5. Yes Audio script: Interview:.... So how do you like this work? Miss Blue Hair: Oh very much. I feel like I'm living my teenage years again! [laugh] But really, it's great that I can help our dear readers in this way. Interview: Do you find it difficult to give advice? Miss Blue Hair: Well, yes... I take time to think of the best possible advice that I can give. I think it's most important that we put ourselves in other people's shoes. Interview: So it's about being able to empathise... Miss Blue Hair: Exactly. But even so, we also need to be very careful about how to put the advice into words. We need to be sensitive... It's not only about giving the best solution, it's also about helping the person get over the negative feelings. For example, I often use 'It might be a good idea to... 'rather than 'You ought to...'. Or perhaps 'I think you should...' for me sounds much better than 'You must...'.
16. III. Writing: - Work through the Study Skill box together with Ss. For each expression, make an example. Ask Ss to add in other expressions for giving advice that they have learnt, or know. Activity 1: Look at 2, A CLOSER LOOK 1 and give one piece of advice to each student. - Ask Sts to look at 2, A CLOSER LOOK 1 and work individually to complete this task. - Ask Sts to write down their advice notes in full sentences because this is a writing exercise - Remind Sts to use the expressions in the Writing Study Skill box 'Giving advice'. - Ask Sts to swap their writing for peer correction. Key (suggested). b. I know how you feel, but I don't think you should worry about this change. It's normal, and it shows that you're growing up c. If I were you, I wouldn't have too high expectations. I would do my best in the exam, but I don't think it's a good idea to feel so stressed. d. Have you thought about telling this to your parents? They might think of a good solution to help you e. It might help to consider breaking this big task into smaller tasks and then tackle them one by one f. It might be a good idea to talk about this to someone. Have you thought about turning to your teacher for help? Activity 2. Write a short note to Miss Blue Hair to ask her for advice about a problem at school or with their friends. Use the 'Asking for advice' box on SKILLS 1 to help you. Sign the letter with a made-up name, not your real name. (Ex.5b) - Ask Ss to work individually first to write a short note to Miss Blue Hair to ask her for advice about a problem at school or with their friends. - Tell Sts that they can make up a situation and it can be funny or silly, for example, a student who wants to colour his hair purple but is afraid that he'll be laughed at or get into trouble with the school and his parents, using the 'Asking for advice' box for help. - Remind Sts to sign the note with made-up name and not their real name. IV. Post-listening: Activity 1: As a whole class, put the notes in a pile and take a different note. Write a short answer to give advice about the problem. Use the 'Giving advice' box for help. (Ex.5b) - Tell Sts when all group members have finished writing the advice note, they will take turns to report the note they received, and the advice that they offered. V. Homework: - Learn by heart the new words. - Write a short note to Miss Blue Hair to ask her for advice about a problem at school or with their friends. - Prepare Looking back + Project.