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Mô tả: Date of planning: 18.04.2025 Period 91 UNIT 8: TRADITIONS OF ETHNIC GROUPS IN VIETNAM Lesson 1.3 – Pronunciation & Speaking (Pages 76 & 77) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - practice speaking more with vocabulary words realated to the topic. - pronounce words with correct stress. *Students with disabilites will be able to practice speaking more with vocabulary words realated to the topic. 1.2. Competences - group work, individual work, pair work. - linguistic competence, cooperattive learning and communicative competence. 1.3. Attributes - learn more about the custom and traditions of other ethnic groups. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, Workbook, Notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and repeat. - Fill in the blanks with correct articles. - Listen and cross out. - Exchange information and ask questions. - Role-play the conversation. - Brainstorming, present own ideas about a particular topic. - Ss’ performance. - Ss’ answers. - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - Ss’s independent work - T’s feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback. - T’s observation. - T’s observation. IV. PROCEDURES -Organization (1’) Class Date of the test Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: To warm up the class and lead in the new lesson. b) Content: Ss work individually to listen, write and repeat the words. c) Expected outcomes: Ss can write as many names of ethnic groups, the costumes, traditional crafts… as possible. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Brainstorm - Ask Ss to brainstorm the names of the ethnic groups they know, where they live, their costumes, culture, crafts… - Put Ss in pairs and have them start brainstorming in 2 minutes. - Encourage Ss to guess and call out as many words as possible.  Option 2: Questions ans Answers - Ask Ss different questions and seek for the answers. - Put Ss in pairs. Questions: • Can you tell me something about ethnic groups of Vietnam? • Can you give the names of some ethnic groups of Vietnam? • Where do they live? - Lead in the lesson by saying: • There are many other ethnic groups of Vietnam 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 Vietnam in this lesson. - Take notes as listening. - Work in pairs to do the task. - Give the answers - Observe and prepare for the task. - Work in pairs. - Listen to T’s questions and give the answers. - Listen and prepare for the new lesson. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Help Ss practice stressing the first syllable for most of two-syllable adjectives. b) Content: • Ss work individually to listen and notice the stress pattern, listen and repeat the words. • Ss work individually to stress the words. c) Expected outcomes: Ss can put the stress on most two-syllable adjectives correctly. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Pronunciation Box - Introduce he stress pattern for most two-syllable adjectives. - Ask Ss to look at the word list and ask “How many syllables does each word have?” - Have Ss answer. - Model stress for most two-syllable adjective - Play the audio track 29 (task b) and ask Ss listen. After finish listening, T asks “What do you notice about the underlined part?” - Discuss the stress rule with the class and elicit some pronunciations from Ss. - Play the audio track 30 (task c) and ask Ss to listen and cross out the word with the wrong stress. - Play the audio as many times as neccessary. - Let Ss compare their answers in pairs and have them read again all the words with correct stress to their partner. - Look and listen. - Look at the word list and answer. - Listen to T’s pronunciation. - Listen and aswer the question - Listen to the T carefully. - Listen and complete the task. Answer key: - Compare the answer with partner.  Activity 2: Practice (15’) a) Objective: To help Ss understand the dialogue about the ethnic groups in Vietnam and their tradition. b) Content: - Do task a on Page 77. Fill in the blanks with the correct artices - Do task b on page 77. Make a conversation with your own ideas. c) Expected outcomes: Ss - Know some vocabulary words. Listen and read the conversation. - Understand the dialogue about the ethnic groups in Vietnam and their tradition. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Fill in the blanks and practice the conversation. - Demonstrate the activity, using the example (using DCR). - Have Ss read the dialogue without paying attention to the blanks. - Check unfamilair vocabulary words so that everyone understands the meaning of the passage. - Draw Ss’ attention to the grammar point. - Have Ss fill in the blanks the correct articles. - Ask some Ss to read the dialogue sentence by sentence. - Give correction and explanation for the articles’ usage. Task b. Make two more conversations using the ideas on the right. - Put Ss in pairs and have them look at the information given on the right of the dialogue. - Have Ss write the correct articles in the blanks. - Ask Ss to work in pairs to role-play. Tell Ss that they can use the information given to practice the conversation by replacing the blue example phrases with the given information in the two boxes. This should be a speaking activity, so encourage Ss to talk with fluency and accuracy, and as natural as possible. - Call some pairs to act out the conversation in front of the class. - Give praise and feedback on Ss’ conversation. - Look and listen. - Work individually. - Work individually. - Do the task individually. - Read with correct pronunciation and stress. - Work in pairs. - Write answers. - Swap roles and continue practice the conversation. - Present in front of the class.  Activity 3: Production (10’) a) Objective: Ss can talk about the ethnic group of Vietnam. b) Content: work in pair to talk about the ethnic groups of Vietnam using the exchange information cards. c) Expected outcomes: Ss can talk more about the different ethnic groups in Vietnam. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a: Information exchange. - Sit the Ss in pairs. - Explain the task to Ss. • Student A will keep “The Hmong People” card on page 77. Then, ask questions to complete the missing information. • Student A will keep “The Tày People” card with complete information on page 77. • Student B will keep “The Hmong People” card with complete information on page 114. • Student B will keep the “The Tày People” card on page 114. Then, ask questions to complete the missing information. - Have Ss ask questions and exchange information. - Give Ss time to prepare, and then let them talk in pairs. Suggested questions from student A: • What does Hmong women wear? • What does Hmong men wear? • Do Hmong people have any traditional crafts? How do they make it? • What are their traditions and customs? Task b: Do you know any other ethnic groups in Vietnam? What do you know about their cultures? - Have Ss work in groups. - Have Ss do a research and talk about one ethnic group in Vietnam. - Encourage Ss to stick to the knowledge they have provided and expand the changes in the life of their people over time. - Call some volunteer groups to present in front of the class. - Give feedback and comments. - Listen carefully to T’ instruction. - Walk through the missing informationa and complete information carefully. - Talk with their partner. - Work in groups. - Do a research on a ethnic group in Vietnam on the internet. - Start discussing in group and put all the information collected together. - Present in front of the class. C. Consolidation and homework assignments (4’) * Consolidation: - Consolidate more about the main focus of the lesson. - Review the importance of the word stress. * Homework: - Do the exercises in WB: Writing (page 45). - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.1 – Vocabulary and Listening (pages 78 & 79 – SB). V. Reflection a. What I liked most about this lesson today: …………………………………………………………………………………… b. What I learned from this lesson today: …………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………… *********************** Date of planning: 18.04.2025 Period 92 UNIT 8: TRADITIONS OF ETHNIC GROUPS IN VIETNAM Lesson 2.1 – Vocabulary & Listening (Pages 78 & 79) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know more about some tradtional food of ethnic groups *Students with disabilites will be able to know the vocabulary about some tradtional food of ethnic groups 1.2. Competences - individual work, pair work, linguistic competence, cooperative learning and communicative competence. 1.3. Attributes - have good attitude towards customs of people of Vietnam. - listen to get specific information about a trip to a place in Vietnam. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Fill in the blanks with the correct words. - Listen to to Sarah telling John about her vacation and choose the correct word. - Listen and repeat. - Listen and circle the correct answer. - Listen and number the phrases in correct order. - Speak: What do you learn from the girl in Sarah’s story? Express personal thoughts. - Ss’ answers. - Ss’ answers. - Ss’ answers/ speak - Ss’ answers. - Ss’ answers. - Ss’ answers/ presentation. - T’s feedback. - T’s observation/ DCR. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization (1’) Class Date of the test Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: To activate Ss’ prior knowledge by brainstorming ideas and thoughts about the questions. Then, Ss can expand their thoughts by trying out different activities. b) Content: Ss work in pairs using visuals and questions to explore and share their opinions about the topic. c) Expected outcomes: Ss’ whole-group/pair participation can be promoted and they can grasp the ideas about the upcoming lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Look and answer - Use the entry questions in Let’s Talk to establish the purpose for the lesson. - Demonstrate the activiy using DCR. - Ask Ss to look at the pictures and answer the questions: • What kinds of food and crafts can you see? • Do you know which ethnic groups eat each food or make each craft? • What are some traditional kinds of food and crafts of your ethnic group? - Introduce the lesson to the Ss.  Option 2: Chatting - Have Ss work in pairs. - Ask Ss to answer the following questions: • What kinds of food and crafts can you see? • Do you know which ethnic groups eat each food or make each craft? • What are some traditional kinds of food and crafts of your ethnic group? Lead to the new lesson - Look at the pictures, listen to the questions and answer. Suggested answers: • I can see the yellow Vietnamese pancake and many bowls of sweet. • I think Thai people are making crafts. - Work in pairs. - Give answers. - Listen to T. B. New lesson (35’)  Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: help Ss learn some vocabularies related to the topic. b) Content: Ss work individually to learn the vocabulary words on page 78. c) Expected outcomes: Ss know more words related to the topic. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Look at the pictures and fill in the blanks. Listen and repeat.  Option 1 - Demonstrate the activity, using the example (using DCR). - Have Ss look at the pictures, read the sentences and fill in the blanks. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class. - Play audio (CD2 – Track 31). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: Filling in the blanks - Use different techniques to teach vocabulary. - Follow the seven step s of teaching vocabulary.  Check understanding: rub out and remember. - Have Ss look at the pictures and read the sentences. Fill in the blanks with the suitable words. - Call Ss to give answers (read or write). - Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. Task b. In pairs: Use the new words to talk about things you have or people do in your house. - Have Ss work in pairs to talk about the question. - Have some pairs share their ideas with the class. - Give feedback. - Look and listen. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. - Listen to teacher’s model twice. - Repeat in chorus and then individually. - Give answers. - Say the words aloud with correct pronunciation. Answer Keys - Work in pairs.  Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill and get information about traditonal clothes, craft, and food of an ethnic group in Vietnam. b) Content: Listen to Sarah telling John about her vacation. What does John think about her trip? + Ss work individually to listen and circle the correct answer. + Ss work individually to listen and number the phrases in order. + Ss work in pairs to practice speaking in a conversation. c) Expected outcomes: Ss can listen to get information about the traditional clothes, food and craft of an ethnic group in Vietnam. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Sarah telling John about her vacation. What does John think about her trip? - Have Ss look at the words in the box and read them aloud. - Play the audio again (CD2 - Track 32). - Ask Ss to listen carefully and choose the correct word to what they hear in the listening track. - Correct a a class. Task b. Now, listen and circle the correct answer. - Have Ss read all the questions and possible answers carefully and underline the key words in each question. - Play the audio again (CD2 - Track 32) one more time. - Have Ss listen and circle the correct answer. - Play the track (CD2 – Track 32) with pauses to check the answers. - Have Ss check answers with their partners. - Call Ss to give answers. - Give feedback and show correct answers. - Look and read the words in the box. - Listen to the audio track. - Work individually to do the task. - Give answer. Answer Keys - Read the questions and the choices carefully. - Listen and do the task. - Work with partner and compare the answers. Answer keys 1. A 2. B 3. C 4. A 5. A  Activity 3: Post - Listening (6’) a) Objective: Ss can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: do task e in pairs, based on the information from the listening part, then talk about yourself. c) Expected outcomes: Ss can learn something from someone and talk about themselves. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Conversation skill - Have Ss look at the Conversation box and read (using DCR). - Play audio (CD 2 - Track 33), have Ss listen and repeat. - Ask Ss to find more ways to show interest to get more information. - Have Ss read the language from the conversation skill box with the correct tone. Task d: - Play the audio (CD2 – track 32) again and have Ss listen and number the phrase in the correct order. - Check answer as a whole class. Task e: In pairs, what was the most interesting you learned about the girl? What else would you like to learn about her? Why? - Have Ss work in pairs and discuss the questions. - Ask some pairs to share their answers after the 5 minutes is up. - Give feedback. - Look and read. - Listen and repeat. - Give answers. - practice reading the phrase with correct tone. - Listen and number. - Work in pairs. - Present in front of the class. C. Consolidation and homework assignments (4’) * Consolidation: - Asks Ss to recall the main contents of the lesson including the vocaulary words and key phrases. - Language to show interest to get more information: Oh? And? * Homework - Do the exercises in WB: Listening (page 46). - Complete the vocabulary and listening do exercise in Tiếng Anh 8 i-Learn Smart World Notebook (pages 65-66). - Play consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.2 – Grammar (pages 79 & 80 – SB). V. Reflection a. What I liked most about this lesson today: …………………………………………………………………………………… c. What I learned from this lesson today: …………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………… ********************* Date of planning: 18.04.2025 Period 93 UNIT 8: TRADITIONS OF ETHNIC GROUPS IN VIETNAM Lesson 2.2 – Grammar (Pages 79 & 80) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - listen and report the questions. - use “reported speech for questions” to report someone’s question. *Students with disabilites will be able to listen and report the questions. 1.2. Competences - improve speaking, listening and writing skills. - improve the use of English. 1.3. Attributes - nuture national pride, culture respect for different ethinic groups. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and repeat. - Study the grammar box. - Circle the correct words in reported speech. - Complete the sentences using reported speech for questions. - Ask and answer in pair to report someone’s question. - Ss’ performance. - Ss’ answers /performance. - Ss’ answers. - Ss’ answers/ presentation. - T’s feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization (1’) Class Date of the test Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review vocabulary about crafts, food, and culture of ethnic groups. c) Expected outcomes: Ss review words about the craft, food, and culture and Ss have general ideas about the grammar point they are going to study in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Unscramble the letters - Scramble the letters in the words: - Have Ss raise hand to spell the word out in the correct order. - Have Ss say the word aloud with correct pronunciation. - Have Ss make sentences using the words they have just unscrambled. Wordlist: blouse, apron, sticky rice, steamed, utensils, corn  Lead to the new lesson.  Option 2: Game: Letter Lingo - Have Ss close all books and notebooks. - Give the first letter of the word and explain the rule that Ss try to guess the word in as few tries as possible. Ss have 5 attempts at guessing the correct word. The first student to give the correct key word in the shortest time will be the winner. - Start a timer for each guess until SS submit a word. - Tell Ss about the grammar point they are going to study in the new lesson: “reported speech for questions” Lead to the new lesson. - Look and listen to T’s instruction. - Raise hand to answer. - Say the words aloud - Make sentences - Read sentences. - Close books and notebooks. - Listen to the rule. - Try to guess the correct word. - Listen and get ready for the lesson. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: To provide Ss the point that they can use reported speech to say or repeat questions that someone asked before the time of speaking. b) Content: Introduce “reported speech for questions” including the structure and the rules. c) Expected outcomes: Ss know how to use “reported speech for questions” to do some following exercises. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Tell Ss to read the first grammar box. - Explain the rules and usage of “reported speech for questions”. - Go through the grammar point with the class to make sure everybody understands. Task a - Ask Ss to look at the pictures box on page 79 and do a small practice. - Ask Ss to give examples using the grammar point.(if time allows). Task b - Play the audio (CD2-track 34). Have Ss listen and check the answers. - Have Ss listen and repeat the sentences. - Walk Ss through the second reported speech form and make sure everyone understands the form of reported speech for questions. - Have Ss look at the example sentences and tell them to underline the parts that adequately match with the structures. - Reiterate the difference between reporting a Wh-question and Yes/No question and make sure Ss grasp the knowledge to get ready for the practiced exercise. - Read the grammar box. - Listen and take notes. - Listen and highlight the important knowledge in the grammar box. - Look and complete the sentence. Answer Key I asked her what crops she grew. - Volunter to make example sentences. - Listen and chek the answer. - Listen and say the sentences. - Look, listen and take notes. - Mirror the structure and the example sentences then do the task properly. - Listen and encapsulate the target learning points.  Activity 2: Practice (19’) a) Objective: Ss understnd the usage of the reported speech for questions confidently. b) Content: - Do exercise task a to identify the correct form of a statement. - Do exercise task b to complete the sentences to report what someone asked. c) Expected outcomes: Students can apply the learned structures to actual written exercise and get ready for the speaking exercise. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the notes and examples above, then circle the corret words. - Have the Ss read the instruction and make sure they understand what to do. - Have Ss look at the examples and recall their memory about the structure of reported speech for questions. - Have Ss do the exercise individually. - Call out some volunteers to answer. - Give correction and explain. Task b. Complete the sentences to report what these people said. - Demonstrate the activity, using the example (using DCR). - Have the Ss read the instruction and make sure they understand what to do. - Have Ss look at the examples and recall their memory about the structure of reported speech for questions. - Call Ss to read the example. - Have Ss work in pairs. After each student are finished writing. They can practice reading to each other the questions, saying the answers and vice versa. - Call out some volunteers to answer. - Give correction and explain. - Listen and read the instruction as requested. - Look and write down the structures of reported speech for questionss. - Do the task carefully by themselves. - Raise hands to give the answer. - Look, listen and correct the mistakes. Answer keys - Listen and read the instruction as requested. - Look and read the example sentence. - Work in pairs and do the exercise then practice speaking to each other. - Raise hands to give answer. - Look and correct the mistakes. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking - asking and aswering questions using reported speech for questions. c) Expected outcomes: Ss produce the new language successfully, and they can apply the reported speech for questions iin daily life. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In fours: Take turn asking and answering questions in pairs from this page or using your own ideas. then, report to one of the group members. - Use DCR to show the task. - Divide class into group of four. - Have each pair in a group pratice asking & answering. questions using reported speech for questions. - Encourage Ss to think of their ow ideas using Wh-question type and Yes/No question type. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Practice speaking to each other. - Think new questions then practice with partner. - Speak in front of the class. - Listen. C. Consolidation and homework assignments (4’) *Consolidation - Unserdtand the usage and form of reported speech for questions. - Apply the grammar point in speaking and reporting a question. * Homework: - Do the exercises a and b in WB: Grammar (page 47) - Complete the grammar notes in Tiếng Anh earn Smart World Notebook (page 67). - Play the consolidation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.3 – Pronunciation and Speaking (pages 80 & 81 – SB). V. Reflection a. What I liked most about this lesson today: …………………………………………………………………………………… d. What I learned from this lesson today: …………………………………………………………………………………… c. What I should improve for this lesson next time: ……………………………………………………………………………………