Thiết kế bài giảng Anh 8 thí điểm


 6T Objectives:

By the end of this unit, students can:

• Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context

• Use the lexical items related to leisure activities

• Use verbs of liking that are followed by gerunds

• Use verbs of liking that are followed by to-infinitives

• Read for general and specific information about the positive and negative effects of using computer

•Listening for specific information about ways of sending time with friends

• Write to discuss an opinion about leisure activities


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Write 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.
Give Ss time to prepare, and then let them talk in groups.
Geographical location of some ethnic groups:
 •The Viet: all over the country
 •The Tay, the Nung: North and Northeast provinces
 •The Muong: Hoa Binh, Phu Tho, Son La, Thanh Hoa
 •The Hani: Lai Chau, Lao Cai
 •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 Tum, Binh Dinh, Phu Yen
 •The Ede: Dak Lak, Gia Lai, Phu Yen, Khanh Hoa
 •The Giarai: Gia Lai, Kon Tum, Dak Lak
 •The Brau: Kon Tum
 •The Khmer: Mekong Delta provinces
 •The Cham: Ninh Thuan, Binh Thuan, Tay Ninh, An Giang
 •The Sedang: Kon tum, Quang Ngai,Quang Nam
Skills 1
1 Give Ss time to discuss the two questions in pairs and then as a class. Encourage Ss to make guesses if they are not sure.
Then call on Ss to read the questions from exercise 3 aloud. As the Ss read the questions aloud, T reminds the rest of the Ss to think about what the answer will be, without looking at the text.
Ask Ss to read the text and underline any words they don’t know. T may let Ss read in chorus once. Then, call on some individuals to read aloud to the class. Check their pronunciation and intonation. Explain the new words and clarify anything difficult.
2 T ask Ss to read the passage again and do the task. 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, coulourful and strong.
 4. Thai women do.
 5. They worship their ancestors.
4 Divide the class into two groups, eaxh preparing to talk about one ethnic group. Otherwise, Ss may 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.
5 Let Ss talk about their own ethnic group. T may ask 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 if their people over time.
 Skills 2 
2 Play the recording once or twice. Ask 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
 3 Play the recording again. Ss write down the words as they listen. Play the recording again for them to check. T correct as a class.
Key: 1.mountainous 2.purple 
 3.natural 4.plants 
Audio script:
Five-couloured 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 coulours: 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.
4 Tell Ss to read the notes carefully.
5 Have Ss write full sentences to show the steps to cook the rice. Make sure that they use proper connectors first/firstly, second/secondlyand pay attention to spelling and punctuation.
T may collect some Ss’ writing papers and mark them, then give comments to the class.
T may ask Ss to write a paragraph as homework( in the form of a letter to a pen friend, for example).
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.
Looking back
This is review section of the unit. Ss should record their result for each exercise in the Looking back section in order to complete the final Finished! Now I canassessment.
1 Let Ss repeat the words as a class to practice pronounciation.
Next,Ss can comple this exercise individually. Less advanced classes can complete this exercise in pairs.
Key: 1.cutural 2.peacful 
 3.richness 4.diversity 
3 Let Ss read the passage aloud. Clarify any difficulties. Ss do the task in pairs or individually.
 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?
4 Tell Ss to read the sentences carefully and try to find the error relating to articles in each sentence. Ss can work in pairs or individually.
 Key: 1.a->the 2.a->the>the
 4.the semi-nomadic life->a semi-nomadic life>the
 5 Ss complete this task individually. T gives correction. 2.a 3.the 
 4.the 5.the 6.the
6 Game: cultural Knowledge Challenge
Ss work in pairs. Let them recall what they have learnt about the cultural groups of Viet Nam. Ss take turns to ask each other questions about the topic. The person asking can look at the book. The first person to get five correct answers is the winner.
If time allows, Ss which partners and play again.
Ask Ss to complete the self-assessment. Discuss as a class what difficulties remain and what areas the Ss have mastered. Provide further practice on the weak areas of the class.
Ethnic Fashion Show!
1 Ss work in groups. Give Ss about five minutes to discuss the question.
2 Ss work independently. Encourage them to use imagination and make their own costume designs ( at home, or in class if possible, and with the materials available). Tell them to be creative.
3 In the next class,help Ss organize an exhibition of the designs they have made among the group or class members. Let them talk about designs.
54 ethnic groups of Viet Nam
1.Bahnar 15. Ede 29. Lao 43. Romam
2. Bo Y 16. Giarai 30. Lolo 44. Sanchay
3.Brau 17. Giay 31. Lu 45. Sandiu
4. Bru-Van Kieu 18.Gie-Trieng 32. Ma 46. Sila
5.Cham 19.Hani 33. Mang 47. Taoi
6. Choro 20. Hoa 34. Mnong 48. Tay
7. Choru 21. Hmong 35. Muong 49. Thai
8. Chut 22. Hre 36. Ngai 50. Tho
9. Co 23. Khang 37. Nung 51. Viet
10. Cong 24. Khmer 38. Odu 52. Shinhmun
11.Coho 25. Khmu 39. Pathen (Xinhmun)
12. Colao 26. Lachi 40.Phula 53. Sedang
13. Cotu 27. Laha 41. Pupeo (Xedang)
14.Yao 28. Lahu 42. Raglai 54. Stieng (Xtieng)
REVIEW 1 ( UNIT 1-2-3)
The aim of this review is to revise what Ss have studied and practiced in units 1, 2 and 3. T may ask Ss what they have learnt so far in terms of language and skills. Summarise their answers and add some more information if necessary. Encourage Ss to recall and speak out as much as possible.
T may use this language review section as a self-test. Ss do the exercise in 30 minutes and then T checks their answers. Otherwise, T can conduct each activity separately.
1 T plays the recording and Ss repeat. Play the recording as many times as necessary. Pause and correct Ss’ pronunciation.
2 Play the recording two or more times, if necessary. Help Ss recognise all the words with /sk/, /sp/, /st/,/br/,/pr/,bl/ and /cl/ then underline them as instructed. T may sk Ss to read the sentences as a class, or individually. Check pronunciation and intonation.
 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’
3 Ss do the task individually and then share their answers with a partner. Check Ss’ answers.
 peaceful – noisy hard – easy 
 boring – exciting forget – remember 
traditional – modern country life – city life
love – hate majority – minority
 4 Ss do this exercise individually. T may ask some Ss to write their answers on the board. T corrects as a class.
Key, listening, visiting 
2.forget 3.flying/to fly
4.mind,to do/doing 
5.playing/to play
5 Ss do this individually and compare their answers with a partner. Call some Ss to go to write their answers. Other Ss comment. T corrects as a class.
1.later 2.more 3.more fluently 4.better
5.more simply 6.faster 
7.more carefully 
 6 Ss do the task individually. T checks. Call some Ss to read the whole passage.
 Key: 1.a 3.the 
 4.the 5.the 6.a
Everyday English
7 Ss do the task individually. Then they practice in pairs. After checking their answers, ask one or two pairs to act out the dialogues.
Key: 1.b 2.e 
 3.a 4.c 5.d
1 Ss read the lettet once or twice. T clarifies anything they do not understand fully.
a Ss do the task individually, then check with a partner. T corrects.
Key: 1.T 2.T 
 3.F 4.T 5.F 
b Ss do the exercises in pairs. T corrects as a class.
1. Which museum does Kim love to visit on Saturday afternoon?
2. How many (clay and store) objects are ondisplay at the museum?
3. What can you learn in this museum/Da Nang Museum?
2 Ss work in pairs and talk about what their family members like to do in their free time. Encourage them to talk as much as possible, using the verbs of liking they have learnt. After some time, T may let Ss swap pairs and continue to talk. T goes round and gives assistance if necessary.
3 Play the recording once or twice. Ss listen and choose their answers.
Play the recording again for Ss to check their answers. Explain the new words or anything difficult if necessary.
Key: 1.B 2.A 
 3.A 4.C 5.B
Audio script:
 Life in the English countryside
According to a recent survey by Country Life magazine, about 80 percent of Britain’s population dream of living in the countryside. In fact the countryside of England today shows the wealth of landowners and those who can afford to escape the busy and noisy city life.
English village communities are often small and close. They are warm and usually welcoming. Maggie, who lives in North Yorkshire, says: “ Village life is wonderful and safe for the kids. There is a great sense of community here. It is more relaxing and you can’t tell who has money and who doesn’t”. People in the English countryside use private transport more, and the environment hasn’t been spoilt much.
4 Before writing, have Ss brainstorm ideas about life in the countryside: advantages, disavantages, what they like and dislike, etc Then explain the writing task. Also have them brainstorm words and phrases they may need for writing.
Give Ss 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.
By the end of this unit, students can:
Pronunciation words containing the clusters /spr/ and /str/ correctly in isolation and in context
Use the lexical items related to the topic ‘customs and traditions’
Use should and shouldn’t correctly and appropriately to give advice
Express obligation and necessity using the correct form of have to
Ask about and describe different customs and traditions
Read for specific information about family customs and traditions
Listen to get specific information about a traditional dance of an ethnic
Write a description of a traditional Japanese dance
Getting started
A lesson on customs and traditions
Review the previous unit before Ss open their books by asking them to take part in a small game. Ss work in two big groups A and B. A student from group A calls out the name of an ethnic group in Viet Nam, then points at one student from group b. This student has to call out the name of another ethnic group. The game stops when a group cannot give out the name of any ethnic group or when time is up. The group with more ethnic groups wins. 
Write this sentences on the board and ask Ss to complete it.
 -Yes, and they have their own ways of life, and..and
Tell Ss that this sentence is taken from the conversation in the Getting started of Unit 3. When Ss can give you the two words ‘custom’ and ‘traditions’. If within two minutes Ss cannot complete the sentence, ask them to quickly look at the conversation on page 26 and find the sentence.
Write the unit title on the board ‘ Our customs and traditions’. Ask Ss to call out some customs and traditions they know. Now start the lesson.
1 Ask Ss to open their books and look at the picture and the phrase under Getting started. Ask them some questions:
 Who can you see in the picture?
 What do you think the people in the picture are talking about?
Ss answer the questions as a class. Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers.
a Ss work independently to find the words with the given meanings in the dialogue. Allow them to share answers before discussing as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board.
1.accepted 2.generations on 6.table manners 
Have Ss look at the Watch out! Box and quickly read the information. Ask if they know any expressions with the same meaning as ‘You’re kidding’. Some other expressions are: You must be kidding!/ You’re joking!/You must be joking!
b Ss read the conversation again to do this exercise. Ask for Ss’ answers as well as the explaination for their choices. Write the correct answers on the board.
2.F( There are also social ones.)
4.F( There are a lot of customs for table manners in the UK)
c Have Ss read the questions to make sure they understand them. Ask them firstly to answer the questions without reading the dialogue. Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Call some Ss to write their answers on the board. Confirm the correct answers.
1.It’s eating dinner at 7 p.m. sharp.
 2.He’s surprised.
 3.They both refer to doing something that develops over time.
4.A custom is something accepted. A tradition is something special and is passed down through the generations.
5.They should find information about a custom or tradition.
d Ss do this in pairs. Ask for Ss’ answers and their explanations. Summarise the answers.
 1.have to: It’s an obiligation – you have no choice
 2.should: It’s a suggestion or advice – it would be best to follow it.
2 a Have Ss look at the pictures. Ask them what they see in each of them. Now tell Ss that in the box are some customs and traditions of VietNamese people. Ss read these and identify any new words they do not know. Explain the new words so that Ss understand the customs and traditions. Ss do this activity in pairs. Call some Ss to give their answers and write them on the board. Confirm the correct answers.
Key: 1.g 2.c 3.f 
 4.h 5.e 6.a 
 7.b 8.d
 b Individually Ss decide if the pictures show customs or traditions and compare their answers in pairs. Their answers may differ. Have some Ss give the answers to the class and explain their choice.
Suggested answers:
 1.C 2. C or T 
 3. C 4.T
 5.C 6.C 
 7. T 8. C or T
3 Game: Organise a competition for this activity. Ss work in groups of five or six. Set a time limit of five minutes. Ss write down as many local customs and traditions as possible. The group with the most customs and traditions is the winner. The winning group presents their customs and traditions. Other groups add more if they can.
A closer Look 1
Ask Ss to call out some customs and traditions they remember from thr previous lesson. Tell them that in this lesson they are going to learn some expressions with the words custom and ‘tradition’. These will help them vary their language when talking about customs and traditions.
Draw Ss’ attention to the Watch out! Box. Explain to them the words ‘custom’ and tradition’ can be countable or uncountable. Remember to come back to this point after finishing exercise 1.
1 Have Ss look at the table in the book. Make sure that they understand what to do. Ss complete the exercise individually and then compare their anwers with a partner. Call some Ss to give the answers. Write them on the board. Confirm the correct answers.
Key: 1.e 2.d 3.a 
 4.g 5.b 6.c 7.f
Now have Ss read the sentences again to see if the word ‘custom’ or ‘tradition’ in each sentence is countable (C) or uncountable (U). Ask for Ss’ answers.
Key: 1.C 2. C 3.U 
 4.C 5.U 6.C 7. C 
2 Have Ss read the sentences in 1 again and complete the expressions. Then Ss compare their answers with a partner. Call one or two Ss to write the complete expressions on the board.
Key: 1.custom 2.tradition 
 3.according 4.tradition
 5.with 6.of 7.doing 
3 Ask Ss to work in groups to do this activity. T may prepare some pieces of big-size paper for the groups to write their answers on. When they finish, Ss stick their paper on the board. Ss read and comment on each other’ sentences.
4 Ss individually complete the sentences with their own ideas, then share their sentences with a partner. Ask for Ss’ answers and write them on the board. Don’t say if they are right or wrong. Then play the recording for them to check the answer and repeat the words. Play the recording as many times as necessary.
Key: 1.strictly 2.strangers,spread 
 4.filmstrip 5.offspring
Audio script:
1.In my family,all the traditions of our ancestors are strictly followed.
2.The custom of saying hello to strangers has spread through our community.
3.In our district, it’s the custom for residents to sweep the streets on Saturday mornings.
4.That filmstrip really highlighted our customs and traditions.
5.Parents usually want their offspring to follow the family traditions.
A closer look 2
Should and shouldn’t to express advice: review
Give a situation:
Your brother is going out with a friend. The weather forecast says it’s a hot sunny day. Give him some advice.
Encourage Ss to express their advice freely. If Ss mention should/shouldn’t, tell them that in this lesson they are going to review should/shouldn’t to express advice about customs and traditions. If Ss do not mention should/shouldn’t, remind them of the modal verb.
1 Ask Ss to look at the pictures and quickly describe what they see. Have them complete the sentences and then compare the answers with a friend. Elicit Ss’s answers. Confirm the correct ones.
Key: 1.should 2.shouldn’t 
 3.should 4.shouldn’t 5.should 
 2 Have Ss read the situations in A to make sure they understand them. Ss do this activity in pairs. Ask for Ss’s answers.
For a more able class, have Ss give some other advice for the situations. Ss may write their advice on a big piece and show it to the class.
Key: 1.b 2.c 
 3.e 4.d 5.a
Have Ss to express obligation or necessarity
Tell Ss that sometimes when they go to a place, it is obligatory that they follow its customs and traditions.
Have Ss read the information about have to. T may want to add that must is also used to express obligation. One of the differences between have to and must is that must shows internal obligation, i.e., you make a decision about what you must do. Give one example:
 We must clean the house before Tet because we think it will bring luck.
Then have Ss read the Remember! box. Answers any questions from Ss.
If time allows, ask Ss to give examples with the grammar points discussed.
3 Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’s answers and confirm the correct ones.
Key: 1.have to 2.have to 
 3.has to 4.had to, don’t have to 
 5.doeshave to 6.didn’t have to
 4 Ss do this exercise individually and give T their answers.
Key: 1.B 2.A 
 3.A 4.B
 5 Have Ss quickly read the e-mail. Ss do this exercise individually and then compare the answers with a classmate. Ask one or two Ss to write their answers on the board. Have them explain their answers as well.
Shouldn’t give-> should give (reason: There are lots of confusing customs and traditions in Japan, so Eri thinks she should give Mi advance)
Has to->have to (reason: the pronoun ‘you’ goes with ‘have to’)
Shouldn’t wear->should wear (reason: Eri says that Mi should take off her shoes when going inside, which means she should wear slippers)
Didn’t have to-> don’t have to (reason: this sentence is in the present time)
Have use-> have to use(reason: ‘have to’ is the correct form)
Should worry->shouldn’t worry(reason:Eri says she’ll be there to help Mi, so Mi shouldn’t worry)
6 Ss work in pairs to do this task. Ask some pairs to write their advice and oblig

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