Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 21:56 27/04/2025
Lượt xem: 1
Dung lượng: 1.052,1kB
Nguồn: Tự soan và tham khảo
Mô tả: Date of planning 25.4.2025 Period 94 UNIT 8: TRADITIONS OF ETHNIC GROUPS IN VIETNAM Lesson 2.3 – Pronunciation & Speaking (Pages 80 & 81) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - recognize and practice the sound “oʊ”. - practice a conversation reporting the qustions ans answers using reportes speech for questions. - tell your friend about a meeting with an ethnic person from Vietnam on a trip. - share your own interest in learning about different ethnic groups. *Students with disabilites will be able to recognize and practice the sound “oʊ”. 1.2. Competences - improve listening and speaking skills. 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, handouts. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and notice the sound changes of the underlined words. - Listen and cross out the word with different sound. - Read the words with the sound changes noted in Task a to a partner. - Practice the conversation between a boy and an old ethnic woman. Swap the roles and repeat. - Role-play: role play the conversation using the reported speech. - Share the thoughts about a particular topic and expand the knowledge. - Ss’ performance and answers. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ performance / Presentation. - Ss’ performance / Presentation. - T’s observation. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback/ Groups’ 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: Ss work individually to review reported speech for questions. c) Expected outcomes: Ss can use the correct form of reported speech for questions. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Making reported speech sentences. - Make some questions about Yes/No questions and Wh-questions. - Have Ss make reported speech sentences. - Example + “When do you have dinner in your house?” + “Do you play any traditional musical instruments?” + “What do you do on the weekends?” + “Does he like sticky rice?” - Have Ss read aloud their sentences. - Give correction.  Lead in th new lesson. - Look and get ready to do the activity. - Make the reported questions. - Read the sentences aloud. - Check the answers. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce the sound /oʊ/ to Ss help them say the words that contain the sound correctly. b) Content: - recognize the sound change in the words. - listen and check, find mistakes. - practice. c) Expected outcomes: Ss distinguish sound change in the words that have the sound /oʊ/. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Learn the sound /oʊ/ and focus on th letters that contains the sound /oʊ/. - Play the recording (CD2, track 35) using DCR. - Ask Ss to listen and focus on the underlined letters. - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. Task c + d. Listen and cross out th one with the different sound. Then, read the words to your partner using the sound noted in “a”. - Play the recording (CD2 – Track 36) using DCR, have Ss listen and cross out the word with different sound. - Call Ss to give answers. - Play the recording again and check answers as a whole class. - Then have Ss practice saying the examples with a partner, using the pronunciation feature. - Call some Ss to read the words in front of the class. - Listen. - Look and listen. - Listen and repeat the words with correct pronunciation. - Listen and cross out. - Give answers. Answer keys - Listen again and check. - Work in pairs. - Present.  Activity 2: While-speaking (21’) a) Objective: Students can report the questions and answers. b) Content: - Practice the conversation between a boy and an ethnic old woman - Take turns reporting the questions and answers. Swap roles. c) Expected outcomes: Ss produce the new language successfully and have a good role play. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE Practice the conversation. Swap the roles and repeat. Task 1 - Use DCR to show the task. - Demonstrate the activity by practicing the role-play with a student. - Have pairs practice the conversation. - Have Ss swap roles and repeat, using the ideas on the right. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. Task 2 - Tell the pairs to make reported questions from the conversation between the boy and the old woman. - Have Ss practice saying the reported sentences to each other. - Have Ss swap roles and practice the convesation. - Have the Ss respond and show initerest to get more information. - Walk around to give support and check Ss on their pronunciation. - Set the time limit for the talk. - Invite some pairs to speak in front of the class. - Give feedback and evaluation. SPEAKING: Meeting someone interesting Task a. Student A speaks to Student B about a trip and met a Chu Ru man. - Have Ss work in pairs. - Have student A read the information about the Chu Ru man. - Have student A and student B look at the sample conversation. - Have both Ss role-play the sample conversation to have a sense of what they are going to do next. - Have student A and student B start off the conversation. - Remind them to use the reported speech. - Set the time limit. - Walk around to support. - Have some pairs present in front of the class. Task b. Swap roles. Student B speaks to Student A about a trip and met a Red Dao woman. - Repeat the above steps. - Observe, listen. - Work in pairs to practice the conversation. - Swap roles and continue the task. - Present. - Work in pairs and make reported questions and ansswer. - Practice speaking to each other. - Swap roles and keep practising. - Ask for help if you have any questions. - Stick to the time. - Present in fron of the class. - Swap roles and repeat. - Read the given information in the textbook. - Role-play the conversation with correct pronunciation. - Role-play the conversation with reported speech. - Stick to the time. - Present in front of the class.  Activity 3: Post-speaking (6’) a) Objective: Help Ss expand their thoughts and organize ideas. b) Content: do task c. What information would you most like to learn about different ethnic groups? Why? c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. What information would you most like to learn about different ethnic groups? Why? - Have Ss work in groups of four. - Tell them to read the question and the example answer in the textbook. - Have each student in each group share their thoughts about the questions. - Pick some random groups to share with the class about their answers. - Give feedback and evaluation. - Sit in groups of four. - Read the question carefully. - Share the thoughts and the reason. - Share with the class about your thoughts. - Listen. C. Consolidation and homework assignments (4’) * Consolidation: * Homework: - Do the writing exercise in the WB (page 47) - Do the exercise in the notebook “Complete the sentences to report what the man asked the woman” (page 67) - Prepare: Lesson 3.1 – Reading and Writing (pages 82 & 83– SB). - Play the consolidation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn 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 25.04.2025 Period 95 UNIT 8: TRADITIONS OF ETHNIC GROUPS IN VIETNAM Lesson 3.1 – Reading & Writing (Pages 82 & 83) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about fun things to do at ethnic village in Vietnam. - practice reading and understanding general and specific information about a place. - share thoughts on someone’s trip. *Students with disabilites will be able to talk about fun things to do at ethnic village in Vietnam. 1.2. Competences - improve reading, collaboration, analytical and critical thinking skills. 1.3. Attributes - Broaden knowledge on activities of ethnic groups people. - respect their culture and place of living. 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 - Speaking: What activities are the people doing in the pictures? - Read Lan’s passage about her trip to an ethnic village and choose the best topic sentence. -Read again and answer the questions. - Listen to the passage and read to each other. -Speaking: What do you think about Lan’s trip and activities on her trip? Would you like to try any of them? - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - T’s feedback. - T’s 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: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by giving enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Read the passage and do reading comprehension exercise. c) Expected outcomes: Ss have general ideas about a living place of an ethnic family and traditional activities of their ethnic group. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Let’s Talk! - Use the “Let’s talk!” part in the textbook– page 82 for warm-up activity. - Ask Ss to work in pairs to discuss what activities people in the pictures are doing and the activities people often do when they visit ethnic villages? - Call Ss to share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: Brainstorming - Show some pictures of the Thai and write the word “Thai” on the board. - Have Ss brainstorm what they know about thie ethnic group and its people (they can express in Vietnmaese some words that hey can’t say in English) - Asks some Ss to share their thoughts. Traditional costumes/ dances - Work in pairs to discuss. - Present. Suggeted answers The poeple in the picturs are dancing and playing some musical instruments. People often visit traditional house and eat tradition food as well as watch traditional performance when they visit ethnic villages? - Look and discuss. - Work individually. - Share thoughts and present B. New lesson (35’)  Activity 1: Reading (17’) a) Objective: Students can develop their reading skill. b) Content: • task a. read the passage and choose the best topic sentence. • task b. read and answer the questions. c) Expected outcomes: Students can practice reading and understanding general and specific information about food and drinks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read Lan’s passage and choose the best topic sentence. - Use DCR to show the task. - Have Ss read the two given sentences. - Have Ss listen and choose the best topic sentence. - Explain to Ss what is a topic sentence. - Exaplian to Ss about what is a stilt house and a gong. - Tell Ss to underline the keywords in each given sentence. - Have Ss read the whole passage individually. - Have Ss answer. - Check answers as a whole class using DCR. Task b. Now, read and answer the questions. - Use DCR to show the task. - Have Ss read the passage again. - Have Ss underline the Wh-words and the keywords in the questions. - Tell Ss to look at the example answer and do the task individually. - When the Ss are finsihed. Tell them to cross check the answers with their partner. - Call some Ss to answer the questions. - Check answers as a whole class using DCR. - Read. - Listen and choose the correct answers. Answer keys - Read and underline. - Read the passage individually. - Give the answer. - Give answers. - Read the passage again. - Read and underline the keywords. - Do the task idividually. - Compare the answers. - Answer the questions. - Listen and correc the answers. Answer keys  Activity 3: Listen and read. Share your thoughts. (18’) a) Objective: Students can develop their listening and speaking skill. b) Content: Listen and read then share the thoughts about some activities from the trip to ethnic village. c) Expected outcomes: Students listen and read the passage with correct pronunciation. Grasp the main point of the passsage as well as have a sense of what the pssage is talking about to prepare for the speaking part. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task s. Listen and read - Use DCR to show the task. - Play the audio (CD2 – Track 37). - Have Ss listen and read the passage again. - Break down the passage into small chunks (or by sentneces). - Help Ss read with correct pronunication. - Tell Ss to work in pairs and read to each other. Task d. In pairs: What do you think about the activities Lan did on her trip? Would you like to try any of them? - Have Ss work in pairs and dicuss the questions. - Encourage them to speak as much as they could. - Provide to Ss with some adjective to express their opinions about something. (exciting, fantastic, awesome, adventurous,…) - Call some Ss to share their thoughts in front of the class. - Give feedback and evaluation. - Listen - Read the passage. - Work in pairs. - Work in pairs and start discussing. - Share opinions in front of the class. - Listen. C. Consolidation and homework assignments (4’) *Consolidation: - Reading: reading for gist and details. - Vocabulary: stilt house, a gong. *Homework - Practice talking about te trip to ethnic village you have visited. - Do the exercises in WB: Listening and Reading (page 48). - Do the reading exercise in Tiếng Anh 8 i-Learn Smart World Notebook (page 68). - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 3.2 – Writing and Speaking (page 83 – 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 25.04.2025 Period 96 UNIT 8: TRADITIONS OF ETHNIC GROUPS IN VIETNAM Lesson 3.1 – Speaking & Writing (Page 83) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - study how to give supporting information. - talk about fun things to do at ethnic villages in Vietnam. - write a passage about a trip to an ethnic village in Vietnam. *Students with disabilites will be able to study how to give supporting information. 1.2. Competences - improve communication, collaboration, writing and critical thinking skills. 1.3. Attributes - choose healthy food for themselves. - lead a healthy life. - make a polite request for better things in everyday life. 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 - Read a passage again and underline the facts, examples, and opinions. - Read the topic sentence and the supporting information. Write "F" for facts, "E" for examples, and "O" for opinions. - Speak in pairs about a fun trip to ethnic villages in Vietnam. - Share personal ideas about the trips. - Write a passage about one of the trips to the ethnic villages discussed in speaking part. - Ss’ answers. - Ss’ answers. - 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 observation and 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 the learned vocabulary words from the previous lesson through exciting activities. c) Expected outcomes: Ss remember some words about the ethnic village activities that will support them in their writing piece. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Option 1: Jumble words - Introduce the jumble letters. - Demonstrate the activity by telling Ss to unscramble the letters to make a correct word. - Call two Ss to come to the board and complete te words. - Check and correct as a class. - Lead to the new lesson. Jumble words: + ngog  gong + lgievla  village + etysahom  homestay + ttsli uohse  stilt house + tlnadoritia  traditional + onecferpram  performance Option 2: Discuss the questions from the previous lesson. - Remind the Ss the questions in task d from previous lesson. + “What do you think about the activities Lan did on her trip?” + “Would you like to try any of them?” - Have Ss open the textbook on page 82 to read the passage again. - Ss do the activity individually. - Call some Ss to stand up and answer the questions. - Look and listen to T’s instruction. - Look and try to unscramble the letters. - Raise hand to give the answers. - Correcth the mispelled words. - - Open the textbook page 82 and read the passage again. - Read and take note. - Raise hand to share opnions. B. New lesson (35’)  Activity 1: Pre-Writing (Speaking) (10’) a) Objective: Ss prepare for what they are going to write about. b) Content: - Reading: Read Lan’s passage again and underline facts, examples, and opinions. - Complete the table to understand more about the learning point of the lesson. c) Expected outcomes: Ss know more about the the types of giving supporting information. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read about giving supporting information. Then, read Lan’s passage again and underline the facts, examples, and opinons. - Use DCR to show the task. - Have Ss read through the theory box in the textbook. - Go over each point in the writing skill box and make sure Ss comprehend fully about the facts, examples, and opnions. - Check Ss’ undertanding by have them read Lan’s passage one more time and underline the facts, examples, and opinions. - Have Ss work individually. - Set the time in 5 minutes for the task. - Call some Ss to give the answer. - Give the correct answer and have them read the sentences again. Answer keys. Task b. Read the topic sentence and the supporting information. Then, write "F" for facts, "E" for examples, and "O" for opinions. - Use DCR to show the task. - Tell Ss to look at the picture and ask them to describe the picture. - Have Ss work in pairs and complete the task. - Ask Ss if there are any new words they don’t understand from the exercise. - Set the time in 5 minutes. - Call some pairs to give answers and tell them to read the sentences aloud. - Give correction and check Ss’s understanding about giving supporting information again. Answer keys - Read the thery box. - Look and ask questions if any. - Read the passage an do the task. - Work individually. - Give answers. - Read the sentences aloud with correct pronunication. - Look and try to describe the picture. - Work in pairs and do the task. - Give answers and read the sentences aloud. - Look and correct the mistakes.  Activity 2: While - Writing (20’) a) Objective: - Students can develop their speaking skills through the knowledge from the pre-writing. - Students can write a passage following the writing theory about types of supporting information. b) Content: - Speak about the trip to ethnic villages in Vietnam. - Share your thoughts about the trips. - Write a passage about the trip to ethnic village. c) Expected outcomes: Ss can use the ideas and knowledge to write a passage about their trip to ethnic village. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. You had a fun trip to an ethnic village. ☞Student A, 116 File 6 . Student B, ask and take notes on what Student A said. Swap roles and repeat. Student B, answer using the notes and your own ideas. - Have Ss work in pairs. - Have student A go to page 116. - Have student A ask and student B asnwer and vice versa. - Have both students read the questions in the cards and add in more personal ideas while speaking. - Set the time in 10 minutes for discussion. - Have some pairs present in front of the class. - Give feedback and evaluation. Task b. In pairs: What do you think about the trips to Kon K’Tu and Phia Thấp? Would you like to go there? - Have Ss work individually. - Have Ss share their thoughts on the questions. - Elicit asnwers from some students. - Call some Ss to verablly share their thoughts with the whole class. *Let’s Write: Write a passage about one of the trips to the ethnic villages you discussed in Speaking. Use the Writing Skill box and your speaking notes to help you. Write 80 to 100 words. - Draw Ss’ attention to the feedback form (using DCR). - Have Ss use their notes to write a passage about one of the trips to an ethnic village they discuss in Speaking. - Have Ss begin to write their passage. - Have some Ss read their writing piece in front of the class. Suggested writing - Work in pairs. - Student A goes to page 116. - Work together as a pairs. - Read the questions and add in more personal ideas. - Present in front of the class. - Listen to T’s feedback. - Work individually. - Read the questions and ready to share the ideas. - Present in front of the class. - Look at the speaking and collect information. - Start to write. - Read the passage in front of the class.  Activity 3: Post - Writing (5’) a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings. c) Expected outcomes: Students know whether their letters follow the model and use the correct structures and language, whether their writings are interesting and understandable or not. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: + the format, the structures. + the understandability. + the coherence and cohesion. - Look, listen and correct mistakes. C. Consolidation and homework assignments (4’) * Consolidation: - Common types of supporting information. * Homework - Know how to write a passage with common types of supporting information. - Finish the writing part. - Do the exercises in WB: Writing (page 49). - Complete the writing exercise in Tiếng Anh 8 i-Learn Smart World Notebook (page 69). - Play the consolidation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 8 – Review 1. D. 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: ……………………………………………………………………………