Giáo án Tiếng Anh thí điểm 8 - Unit 4: Our customs and traditions

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
Unit 4: OUR CUSTOMS AND TRADITIONS
Getting started
A lesson on customs and traditions
Introduction
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.
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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.
Key:
1.accepted 2.generations 
3.spot on 4.sharp 
5.social 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.
Key:
1.T 
2.F( There are also social ones.)
3.T 
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.
Key:
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.
 Key:
 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.
Unit 4: OUR CUSTOMS AND TRADITIONS
A closer Look 1
Introduction
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.
Vocabulary
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 
 3.streets 
 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.
Unit 4: OUR CUSTOMS AND TRADITIONS
A closer look 2
Grammar
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.
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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.
Key:
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 obligations on the board. Other Ss give comments and vote for the best advice and obligations. Then they can add some more. This is an open activity so encourage Ss to express their ideas as long as the advice and obligations are appropriate.
If time does not allow, T may call a good student to give an example. Then Ss may do this as homework. However, remember to check their answers in the next lesson.
Unit 4: OUR CUSTOMS AND TRADITIONS
Communication
Tell Ss that in this lesson they will have the opportunity to explore the table manners in the UK and compare them with those in Viet Nam.
Go through the Extra vocabulary with Ss. If Ss do not know any word in the box, quickly teach it. T can teach the words ‘prong’, ‘cutlery’, ‘tray’ and ‘mat’ by using the pictures provided in 1. To teach the word ‘palm’, point to the T’s palm. To teach the word ‘host/hostess’, T can give an explanation. When you invite some guests to your hourse, your mother is the hostess and your father is the host.
1 In pairs Ss look at the pictures and discuss the differences between them. Encourage them to use the extra vocabulary. Some suggested differences are:
- In the first picture, people are sitting on the mat to have the meal. In the second picture, they are sitting around the dinning table.
- In the first picture, people are using rice bowls and chopsticks. In the second picture, they are using cutlery. 
2 Ss work in pairs to decide if the statements are true or false. Have some Ss write their answers on the board. Do not confirm the correct answers now.
3 Play the recording for Ss to check their answers. Ss listen to the recording twice. If there are any incorrect answers, have Ss explain why the sentences are false.
Key:
1. F (You hold the folk in the left hand and the knife in the right)
2. T
3. F (There is also a spoon and a fork for dessert.)
4. T
5. F ( You should never use your own cutlery to take more food from the serving dish spoon)
6. F ( You should break off the bread with your hands )
7. F ( Guests have to wait until the host or hostess starts eating.)
8. T
Audio script:
In the UK we eat around the dining table. We follow lots of table manners. Firstly, we use cutlery – you know, knives, forks and spoons – to eat most of the food. We hold the fork in the left hand and the knife in the right. You should hold the handle of the knife in your palm and your fork in the other hand with the prongs pointing downwards. There is also a spoon and a fork for dessert. When you finish eating, you should place your knfe and fork with the prongs upwards on your plate. Secondly, you should never use your own cutlery to take more food from the serving dish – use the serving spoon. Now if there’s bread on the table, you can use your hands to take a piece. Then break off a small piece of bread and butter it. Thirdly, if you are a guest, you have to wait intil the host or hostess starts eating and you should ask another person to pass the food. Next, never chew with your mouth open and don’t talk with food in your mouth
4 The aims of this activity is to provide Ss with some Vietnamese table manners. Ss may know them all but may lack the language to talk about them. This activity also help Ss brainstorm more ideas for the next activity.
In pairs Ss discuss if they know the same table manners in their family. They may add some more. Remember to set a time limit for this activity. Some Ss present their ideas. T may quickly write some of the Ss’ extra table manners on the board.
5 Ss work in pairs and role-play. They continue the conversation in the book or make up their own. After some time, call some pairs to act out the conversation in front of the class. Other Ss give comments. Give praise and feedback on Ss’ conversations.
Unit 4: OUR CUSTOMS AND TRADITIONS
 Skills 1
Reading
1 Have Ss look at the pictures and anwer the questions in pairs. Elicit answers from Ss.
Suggested answers:
Picture 1: A family is celebrating a birthday.
Picture 2: People are making Chung cake.
Picture 3: A family is at an amusement park.
2 Ask Ss to read the passage quickly and tell if Mi is writing about her family or her society. Elicit the answers from Ss.
 Key: 
 She’s writing about her family
3 It is the first time this type of reading exercise has appeared in the textbook, so T should instruct Ss on the way to do it:
Read the statements and underline the key words, e.g. in statement 1, the key words are ‘name’ and ‘Italian dish’
Begin with statement 1; read through the passage quickly and locate the key words.
Stop to read the part that includes the key words more carefully to make sure the information matches.
T may model with the first statement. Ss work individually then compare their answers with a classmate before giving the answers to T.
Key: 1.C 2. A 3. C 
 4. B 5. A 6. B
4 Ss read the passage again to answers. Ss compare the questions. Ss can underline parts of the text that help them with the answers. Ss compare their answers before giving the answers to T. Ask them to give evidence when giving the answers.
Key:
1.They are: having lunch together on the second day of Tet, spending Sunday together, and celebrating her grandparents’ wedding anniversary on the first Sunday of October.
2.They usually go to the cinema or go for a picnic together.
3.They don’t remember.
4.They made five-coloured sticky reice served with grilled chicken.
5.They live family customs and traditions because they provide a sense of belonging.
Speaking
5 In pairs, Ss take turns to ask each other the three questions about their own family customs and traditions. T can move about the class, facilitating where necessary and assessing how Ss are doing.
6 Now two pairs of Ss join together. One pair interviews the other. One S interviews and the other notes down the answers in the table. Then, the second pair interviews the first pair.
Ss spend a few minutes preparing the findings to the whole class.
If there is not much time, T may just have Ss complete activity 5. Ss interview each other in pairs and report the findings to the whole class.
Unit 4: OUR CUSTOMS AND TRADITIONS
Skills 2 45T
Listening
1 Ss look at the picture and share what they know about this tradition with a partner. Elicit Ss’ answers and have them share as much information as possible. Write the name of the traditional dance on the board: The xoe dance.
2 Tell Ss that they are going to listen to Mai’s presentation on the xoe dance and complete the table. Play the recording once. Ask for Ss’ answers and write them on the board. If all the answers are correct, move to the next activity. If Ss are not sure about their answers, play the recording again for Ss to check. Make changes to the answers on the board but do not confirm the correct ansers now.
Audio script:
Today I’m going to tell you about the xoe dance, a traditional dance of the Thai ethnic group in Viet Nam. Thai people have followed this spiritual tradition for generations.
The xoe dance expresses people’s working life and wishes for a happy and wealthy life. It is performed in both public and private gathering such as celebrations, festivals or family reunions.
The xoe dance has more than 30 forms based on the first six ancient forms. The most popular form is the xoe vong or ‘ circle dance’ because it expresses social unity. People, young or old alike, join hands to make a circle around the fire and dance to the music. Besides the circle dance, there are dances with conial hats, paper fans or scarves.
Old people say they shouldn’t break with this tradition because it reflects Thai culture and lifestyle. As a Thai folk song goes, without the xoe dance, the rice won’t grow and people won’t get married.
3 Without listening to the recording again, Ss decide if the sentences are true of false. If they meet any difficulty doing this, play the recording again. Have Ss compare the answers for both 2 and 3.
Key: 
 2 1. happy and wealthy 
 2. private gatherings 
 3. 30 
 4. the circle dance
 5. social 
 6. fire 
 7. the music 
 8. culture and lifestyle 
3 1. T 2. F 
 3. F 4. T 5. T 
If there is not much time, Ss can skip activity 3.
Writing
In this writing part, Ss are asked to write a description of a traditional Japenese dance, the Obon dance.
4 Ss work in pairs and make sentences using the given information. This activity can provide scaffolding for the next activity. If time allows, Ss are encouraged to write down the full sentences; otherwise, they make full sentences orally. T should move around to give comments as there may not be enough time for checking with the whole class.
With classes they need more support, T may ask Ss to do activity 4 more carefully. Ask some Ss to write the sentences on the board and check them with the whole class. Then have Ss write the description at home and bring it back in the next lesson.
5 Ss write their descriprion individually based on the sentences they have made, beginning with the given sentence. Ss may also write this in groups on big pieces of paper.
6 Ss or groups exchange their descriptions to spot any mistakes. Share them with the whole class. T may collect some Ss’ work to mark at home or ask them to review the descriptions as homework. In this case, remember to ask for Ss’ revised work in the next lesson.
Note that the audio script provides a good model of a written description of a dance. This structure can be used to describe the Obon dance.
Unit 4: OUR CUSTOMS AND TRADITIONS
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Looking back
Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that they can use that information to complete the self-assessment box at the end of the unit.
Vocabulary
1 Ss do this activity individually then compare their answers with a partner. Ask some Ss to write their sentences on the board. T and other Ss give comments.
Key: 1. respect 2. workshipping 
 3. wrap 4. host 
 5. cutlery 6. generations
 2 Ss do this activity individually, then compare their sentences with a partner. Ask some Ss to write their sentences on the board. T and other Ss give comments.
3 Set a time limit for this activity. Within three or five minutes, Ss write down as many family and social customs and traditions in the wordwebs as possible. Draw four wordwebs on the board and have two Ss write their answers on the board. T and other Ss comment on the answers. This is an open activity, so accept all the answers provided that they are right.
Grammar
4 Ss do this exercise individually and then share the answers with a classmate. Check their answers.
Key: 1. shouldn’t wait 2. shouldn’t use
 3. shouldn’t break 4. should follow 
 5. shouldn’t touch
5 Ss underline one mistake in each sentence and correct it. They are also encouraged to explain their correction. Elicit the answers from Ss.
Key:
1.has to->have to 
 2.should->shouldn’t 
 3.have to has->have to have
4.should to-.should 
 5.have avoid->have to avoid
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Communication
6 Ss work in groups to play the game. One student is the group secretary. Group members take turns to choose one of the scenario for each other. The secretary writes down the advice each member gives. Finally, the group votes for the person giving the best advice.
Or: Ss work in groups, discuss and write down the advice for all the scenarios on a big piece of paper. When time is up, they present the results to the class. Afterwards, the class votes for the best advice.
Finished! 
 Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice.
Project
Customs and traditions: How they have changed
Tell Ss that customs and traditions may change over time. Ask SS if they know any custom or tradition that has changed. Elicit Ss’s answers. Some customs and traditions that may have changed are those celebrating weddings and the Tet holiday, throwing house-warming parties