Giáo án Tiếng Anh 8 thí điểm - Unit 3: Peoples of Viet Nam

Week 6
Period 16
 UNIT 3: PEOPLES OF VIET NAM
Lesson 1: Getting started: At the Museum of Ethnology
Date of preparation: 21/9/2015
Date of teaching: 29/9/2015
A. Objectives: 
1. Knowledge: - By the end of the lesson, students can listen and read for specific information about cultural groups of Viet Nam, practise listening and speaking with the lexical items related to cultural groups of Viet Nam and know more about the Viet group and 53 others, 
2. Skills: - listening, speaking, reading and writing.
3. Attitude: Educate the students to have sentiment among 54 groups.
B. Preparation:
- Materials: Students’ books, teacher’s book, laptop, speaker and projector.
- Method: T- WC, individual work, pair work and group work.
C. Procedures:
I. Organization:
8A: Date  - Absentee	
8B: Date  - Absentee	
8C: Date  - Absentee	
Teacher’s activities
Students’ activities
II. Warm up (5'): Describe pictures
- Review the previous unit by asking Ss to solve a crossword puzzle. Draw the crossword on a big piece of paper. Tell Ss that the red word is the key word of the new lesson. Divide the class into two teams. Ss from each team take turns to solve the puzzle. The game finished when a student guesses the red word correctly.
- Solve the crossword puzzle below.
1. I like tobuffalo 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. 
- Write the unit title on the board. Write the words/phrases ‘ethnic’, ‘ethnology’, and ask Ss to guess their meaning. T may also show a picture of a typical costume and talk about it with the Ss.
- work in groups
KEY:
1. Herd
2.Time
3. Horse
4. Friendly
5. Rice
6. Country
.
III. New lesson
1. Presentation Vocabulary (10')
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Recall
- curious (a)
- account for (v) 
- ethnic (a)
- minority (n)
- region (n)
- custom (n)
-awesome (a)
- terraced field (n)
- heritage site (n)
- Repeat in chorus and individually
- Copy all the words
2. Listen and read
* Set the scene:
Ask Ss to open their books to the lesson. T can ask Ss prediction questions. For more able classes, T can brainstorm questions with Ss and write them on the board. Questions may include:
 •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 may want to ask Ss to track the dialogue with their fingers as they listen to the recording. Then come back to the earlier questions and have Ss answer them again. Do not give correction at this stage.
 - Listen and read
3. Practice (20'')
a. Find the opposite of these words in the conversation
- Ask Ss to the read the conversation again and do the exercise in pairs or in groups. T writes the correct answers on the boards.
? Work individually.
? Share answers with your partner.
- Teacher gets feedback
- individual work
Key: 1. intersting	2. Largest
3. minorty	4. southern
b. Read the conversation again and answer the questions
- Go through the questions mentioned
- Have Ss work individually to answer the questions. Ss compare answers with a partner and then discuss as a class. Then correct the answers.
1. They are in the Museum of Ethonology.
2. They want to know about the ethnic groups of Viet Nam.
3. There are 54 (ethnic groups)
4. The Viet (or Kinh) have the largest population.
5. Yes, they do.
Tell Ss to refer back to the conversation to find the expessions. Together with the Ss, elicit the meaning of these four expressions. Then give examples. For more able classes, have the Ss provide the examples of when these expressions would be used.
1. Used as a reply, sgreeing with what sb hahs just said, or emphasizing that it is correct.
2. How + adj/adv: used to show a strong reaction to sth
3. Used to show you understand what someone said.
4. Used to show that you think something is great
3. Work in pairs.
- Ask Ss to role-play the example conversation in pairs before creating their short role-plays. More able Ss can try to extend the conversation.
Encourage Ss to use How + as many adjectives as possible.
Look out!
Help Ss distinguish the two words.
‘people’ is used as the plural of ‘person’ to refer to men, women, and children‘people’: ethnic groups of people who belong to a particular country, race, or area
4. Use the words and phrases in the box... (2 P27)
- Ss work in pairs and label each picture. Then let Ss read each word/phrase correctly. Check and correct their pronunciation.
Key: 1. five-colour sticky rice
2. terraced fields
3. festival
4. folk dance
5. Open air market
6. Musical instrument
7. costume
8. stilt house
5. Complete the sentences (3 P27)
? Work individually to do the task then compare their answers with a partner.
- Ss do the task by themselves. After that they swap their answers with a partner. T corrects as a class. Then let them repeat the words/phrases in chorus.
Key: 1.ethnic 
2.heritage site 
3.stilt houses 4.festivals 5.member 6.terraced fields
IV. Production ( 6') Game: Quick quiz
 Ask ss to work in pairs. Ask and answer, using these cues. 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. 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?
IV. Consolidation (2')
? Repeat the content of the lesson?
- Answer individually
V. Homework (2')
? Learn by heart all the new words.
? Do Ex (Workbook)
? Prepare: A Closer Look 1
- Listen and take notes. 
Week 6
Period 17
 UNIT 3: PEOPLES OF VIET NAM
Lesson 2: A Closer look 1
Date of preparation: 21/9/2015
Date of teaching: 01/10/2015
A. Objectives: 
1. Knowledge: - By the end of the lesson, students can pronounce words containing clustes /sk/,/sp/, and /st/ correctly in isolation and context, they can also use the lexical items related to cultural groups of Viet Nam.
2. Skills: - listening, speaking, reading and writing.
3. Attitude: Educate the students to have sentiment among 54 groups.
B. Preparation:
- Materials: Students’ books, teacher’s book, laptop, speaker and projector.
- Method: T- WC, individual work, pair work and group work.
C. Procedures:
I. Organization:
8A: Date  - Absentee	
8B: Date  - Absentee	
8C: Date  - Absentee	
Teacher’s activities
Students’activities
II.Warm up(5'): Brainstorming
- Divide the class into 2 two teams 
-Ss brainstorm the names of the ethnic groups they know where they live, their costumes, their way of life, culture, folk songsEncourage them to guess and call out as many words as possible- In 4 minutes the team with more right words is the winner.
- Introduce the new lesson
- Take part in the game in 2 teams
III. New leson 
 A.Vocabulary (20')
* Teaching vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Slap the board
- developed (a)
- insignificant (a)
-complicated (a)
-major (a)
-minor (a)
-basic (a)
- Repeat in chorus and individually
- Copy all the words
1. Match the adjs in A with their opposites in B (P28)
- T may explain and give examples of adjectives. Ask Ss to give some more
- Check understanding of these words.
-Elicit ideas from the Ss. Say. for example, 
- Go through all the words in this way to make sure understands them.
- If there is time, advanced Ss can write the words in sentences (or homework).
-Ss work in pairs to match the adjectives with their opposites. T elicits the answers from the class.
Key: 1.d 2.c 3.g
 4.a 5.f 6.e 7.b
2. Use some words from 1 to complete the sentences (p28)
-Get Ss to work individually.
- Ss compare their answers with a partner and then discuss as a class.
- There may be some variations in the answers. For a more able class, encourage Ss to explain why they choose that word for the category.
- Check their answers.
3. Work in pairs. Discuss what the word is for each picture......(p 28)
- Ask Ss work in pairs. When they have finished, let them exchange their answers with a partner/ another pair.
- Check the answers with the class. For more able Ss, ask them to give other words they know which are related to the life of ethnic minority people.
- Then T elicits the correct answer.
-Ss work individually to do the task. Some Ss may write the answers on the board.
Key:
Key: 1.written 2.trasitional 3.important
 4.simple, basic 5.rich
-Ss work in pairs and discuss what the words is for each picture
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)
B. Pronunciation (15'')
Clusters: /sk/, /sp/, and /st/
4.Listen and repeat the words( P28)
-Ask Ss to listen and repeat. 
-Pause the recording to drill difficulty items. 
-Have Ss say the words individually 
-Listen and repeat
Audio script: skateboard stamp speech display first station
Instead crisp school basket space task
5. Listen again and put them in the right... 
( P28)
- 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 /sk/ are spelled with the letters ‘sch’. Ask Ss to give other words which contain these clusters.
- Do the task individually
Key :
/sk/
/sp/
/st/
skateboard
Speech
Stamp
School
Display
First
Basket
Crisp
Station
task
Space
Instead
6. Listen and read......
- Play the recording two or three times (or more if necessary). Help Ss recognize all the words with /sk/,/sp/,or /st/, then underline them as assigned.
Key:
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. The 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 schooling.
IV. Consolidation (3')
-Ask ss to find some more words that have these clusters: /sk/, /sp/, and /st/
V. Homework (2')
- Learn by heart all the new words.
- Guide ss how to do Exs (workbook)
- Prepare: Unit 3: Closer Look 2
- Answer teacher's questions.
- Say out the words 
- Take note
Week 6
Period 18
 UNIT 3: PEOPLES OF VIET NAM
Lesson 3: A Closer look 2
Date of preparation: 21/9/2015
Date of teaching: 5/10/2015
A. Objectives: 
1. Knowledge: 
- By the end of the lesson, students can use the lexical items related to cultural groups of Viet Nam to ask and answer different question types about ethnic people in viet Nam.
- Use articles a, an, the
2. Skills: - listening, speaking, reading and writing.
3. Attitude: Educate the students to have sentiment among 54 groups.
B. Preparation:
- Materials: Students’ books, teacher’s book, laptop, speaker and projector.
- Method: T- WC, individual work, pair work and group work.
C. Procedures:
I. Organization:
8A: Date  - Absentee	
8B: Date  - Absentee	
8C: Date  - Absentee	
Teacher’s activities
Students’ activities
II. Warm up (5'): 
Students have already learned Yes/No questions and Wh-questions. Tell Ss that this is a review section. T may help Ss recall all types of questions and question words they have learned so far.
- Listen to the teacher and take notes 
II. The new lesson 
 Grammar
Questions: review 
1. Read the passage(5’)
- Give Ss about five minutes to read the passage. T may call on some Ss to read aloud to the class. Correct their pronounciation, intonation and stress, and give explanation if necessary.
2. Now write questions for these answer(7’)
-Have Ss work in groups or in pairs and write questions for the answers given. To check the work, have some Ss come up and write their questions on the board. Accept all question variations that are grammatically correct. T gives correction as a class.
-Work individually 
 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?
3.Complete the questions....(5')
- Run through the questions
- Ask ss to work individually to do the exercise then share their answers with their partner.
- T corrects 
4. Work in pairs.....(13’)
- Let Ss work in pairs. This should be a speaking activity, so encourage Ss to talk with fluency and accurary, and as naturally as possible.
While Ss do their task, T goes aroud to monitor the whole class.
- T corrects 
Articles: a, an and the
- T asks Ss to read the grammar box, then explains these uses of the articles, going through the examples given in the box. To check Ss’ understanding of the usage, ask Ss to make other example sentences using the articles in the same way.
Draw Ss’attention to the Look out! Box. Read out the sentences to show that sounds are what determines whether ‘an’ is used. See if Ss can come up with other examples of words like these.
-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
- pair work 
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:
1-2-3: (Ss’s own answers)
4.The Lunar New Year
5.The Khmer: 1,260,600 (The Cham: 161,700)
5. Underline......(5’)
- Ss work individually to do the task. Then Ss swap their books with a partner to check the answers. Finally check the answers as a class. Discuss the reasons for the article usage in each sentences.
6. Insert......(5’)
- First, have Ss read the passage without paying attention to the blanks. Then as a class, check any unfamiliar vocabulary so that wverybody understands the meaning of the text. Now focus on the grammar point. Ss work individually to do the task. Ask some Ss to read the passage sentence by sentence. T correct as a class. Discuss the reasons for the article usage.
Work individually
Key: 
1.a 2.the 3.the 
 4.the 5.the 6.a
Key:
1.a 2.a/the 3.the 4.an/the 5.the 6.a
IV. Consolidation (3')
 - Use of articles, questions and answers
- Answer teacher's questions.
V. Homework (2')
- Learn by heart all the new words and structures
- Guide ss to do exs : (Work book)
- Prepare: Unit 3: Communication
- Listen and take notes. 
.., 2015
Vice Principal’s Approval