Giáo án Tiếng Anh 8 UNIT 3: PEOPLES OF VIET NAM mới nhất

Sts’ and T’s activities

Contents

1. Warm up:

Have SS look at the picture and guest the context of the dialogue.

- Lead in new lesson.

2. Presentation:

- Introduce Duong, Nick and the guide.

- Ask Sts to pridict the questions.

- Play the recording

- Ask Sts to listen and read.

- Ask Sts to check their guesses.

- Stsread the dialogue and underline thewords they don’t know.

- Sts discuss any unfamiliar words from the text.

- T may explain some wordsSts don’t know.

3. Practice:

- Sts read the conversation again.

- Sts work in pairs.

- T writes the answers on the board.

- Sts work individually to answer the questions.

- Sts compare their answers with a partner and correct them.

- Ask Sts to find the expressions in the conversation.

- Sts elicit the meaning of these four expressions and give examples.

- Sts role-play the conversation first, then create their short role-play.

- Help Sts distinguish the two words:

‘people’ and ‘peoples’

- Sts work in pairs to label each picture.

- Sts read each word/phrase correctly.

- Sts work individually and share answers with your partner.

- T corrects as a class.

- Sts repeat the words/phrases in chorus.

4. Production:

- Sts play a game.

- Sts work in pairs to ask and answer the questions, using these cues

- T gives correction.

- Some pairs talk before the class.

5. Homework:

Guide ss to do their homework.

* Introduce the dialogue:

- What can you see in the picture?

- Do you know characters?

- Where are they now?

- What are they talking about?

I. New words:

- 'ethnic (adj):(thuộc) dân tộc

- ethnic mi'nority peoples (n): dân tộc thiểu số

- Mu'seum of Eth'nology:bảo tàng dân tộc học

- 'heritage (n):di sản

- 'terraces field (n):ruộng bậc thang

- 'curious (adj):tò mò, muốn tìm hiểu

• 'custom (n):phong tục, tập quán

II. Practice:

1. Listen and read: (1-P.26,27)

a. Find the opposite of these words:

* Key:

1. interesting3. minority

2. largest4. southern

b. Answer the questions:

* Key:

1. They are in the Museum of Ethnology

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.

c. Find the following expressions in the dialogue:

* Key:

1. exactly3. I see

2. How interesting!4. That’s awesome

1. Used as a reply, agreeing with what sb has just said, or emphasising that it is correct.

2. Used to show a strong reaction to sth.

3. Used to show you understand what someone said.

4. Used to show that you think sth is great.

d. Make short role-plays using the expressions in c:

- How + adjectives

- ‘people’: is used as the plural of ‘person’ to refer to men, women, and children.

‘peoples’: ethnic groups of people who belong to a particular country, race, or area.

2. Use the words/phrases to label each picture: (2-P.27)

* Key:

1. five-coloured sticky rice5. open-air market

2. terraced fields6. musical instrument

3. festival7. costume

4. folk dance8. stilt house

3.Complete the following sentences: (3-P.27)

* Key:

1. ethnic4. festival

2. heritage site5. member

3. stilt houses6. terraced fields

4. Game: Quick quiz: (4-P.27)

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?

- Read the dialogue again

- Learn new words

- Prepare for unit 3- Lesson 2 (A closer look 1)

Sts’ and T’s activities

Contents

1. Warm up:

* Activity 1: Network:

- Have Sts play a game.

- T calls on 2 Sts to go to the board and write.

- Remark and lead in new lesson.

2. Presentation:

* Activity 2: Teach vocab:

- Stsread the exercise and underline thewords they don’t know.

- Sts discuss any unfamiliar words from the text.

- T may explain some wordsSts don’t know.

3. Practice:

* Activity 3:

- T may explain and give examples of adjs

- Sts work in pairs to match the adjs with their opposites.

T elicits the answers from the class.

* Activity 4:

- Sts work individually.

- Sts write their answers on the board and check their answers.

- For some good Sts, encourage them to explain why they choose that word.

* Activity 5:

- Sts work in pairs to discuss what the word is for each picture

- Check the answers with the class.

* Activity 6:

- Play the recording and Sts repeat. Pause the recording to drill difficult items.

- Correct Sts’ pronunciation.

* Activity 7:

- Sts listen the recording carefully again and put the words in the right columns

- Sts work individually or in small groups.

- Sts may give other words which contain these clusters

4. Production:

* Activity 8:

- Play the tape twice

- Sts listen and recognise all the words with /sk/, /sp/, /st/, then underline them as assigned.

5. Homework:

Guide ss to do their homework

* Network:

I.New words:

- 'waterwheel (n): cối xay nước

- shawl (n): khăn quàng

- 'ceremony (n): nghi lễ

- speci'ality (n): đặc sản

II. Practice:

A- VOCABULARY:

1. Match the adjs with their opposites: (1-P.28)

1. d5. f

2. c6. e

3. g7. b

4. a

2. Complete the sentences: (2-P.28)

* Key:

1. written4. simple, basic

2. traditional5. rich

3. important

3. Discuss what the word is for each picture:

(3-P.28)

* Key:

1. ceremony4. waterwheel (in the north)

2. pagoda5. shawl (of the Thai women)

3. temple (Ly Son)6. basket (of Sedang)

B- PRONUNCIATION:

4. Listen and repeat the words: (4-P.28)

1. skateboard7. instead

2. stamp8. crisp

3. speech9. school

4. display10. basket

5. first11. space

6. station12. task

5. Listen and circle the words you hear: (5-P.28)

6. Listen and read, then underline the words with the sounds /sk/, /sp/, or /st/: (7-P.19)

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. This local speciality is not very spicy.

4. Many ethnic minority students are studying at boarding schools..

5. Most children in far-way villages can get some schooling.

- Learn new words, do exercises in workbook (A1,2->B1,2 – P.16,17)

- Prepare for unit 3- Lesson 3 (A closer look 2)

Sts’ and T’s activities

Contents

1. Warm up:

* Activity 1: Network:

- Remind Sts of question words

2. Presentation:

* Activity 2:

- Review question words

- Revise the use of ‘Which’.

- Ask Sts to give some examples

* Activity 3:

- Ask Sts to read the passage (correct their pronunciation, intonation and stress, and give explanation if necessary.)

3. Practice:

* Activity 4:

- Sts work in pairs and write the questions for the answes given.

- Sts write the answers on the board.

- T gives correction as a class.

* Activity 5:

- Sts work individually to complete the task.

- Sts compare their answers with a partner.

* Activity 6:

- This should be a speaking activity.

- Sts work in pairs.

- T goes around to monitor the whole class

* Activity 7:

- Ask Sts to read the grammar box, then explain these uses of the articles.

- Check Sts’ understanding of the usage by asking Sts to make some examples.

- Draw Sts’ attention to the ‘Look out’ box

* Activity 8:

- Sts work individually.

- Sts compare their answers with a partner.

- T checks the answers as a class.

- Discuss the reasons for each article they choose.

4. Production:

* Activity 9:

- Sts read the passage without paying attention to the blanks and check any unfamiliar words’ meaning

- Focus on the grammar poin

- T corrects as a class

- Discuss the reasons for the article usage.

5. Homework:

Guide ss to do their homework

I. Grammar:

* Review question words:

- How, who, what, where, when, whose, which…

Note:

- Which is used instead of what or who to ask sb to be exact about one or more people or things from a limited number.

Eg:

Which way leads to the town?

Which of you has to cook dinner?

II. Practice:

1. Write questions for these answers: (2-P.29)

* Key:

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?

2. Complete the questions, using the right question words: (3-P.29)

* Key:

1. Who4. Which

2. Which5. What

3. Which

3. Make questions and answer them: (4-P.29)

* Key:

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 VN?

5. Which ethnic group has a large population, the Khmer or the Cham?

* The grammar box:

4. Underline the correct article: (5-P.30)

* Key:

1. a4. the

2. the5. the

3. The6. a

5. Insert a, an or the in each gap to finish the passage: (6-P.30)

* Key:

1. a4. an/the

2. a/the5. the

3. The6. an

- Learn grammar, do exercises B in workbook

(B3->6 - P.18,19)

- Prepare for unit 3- Lesson 4 (Communication)

Sts’ and T’s activities

Contents

1. Warm up:

* Activity 1: Chatting

- Sts describe some ethnic groups.

- Lead in the new lesson

2.Pre-speaking:

* Activity 2:

- Sts work in pairs to do the quiz

- T checks and give explanation.

3. While- speaking:

* Activity 3:

- Introduce some regions where the ethnic groups live:

Northwest region

Northeast region

Red River Delta

Mekong River Delta

The Central Highlands

- Sts work in groups to discuss and write down the ethnic groups in the correct box.

- Encourage Sts to add other ethnic groups to the list.

4. Post- speaking:

* Activity 4:

- T writes on the board subjects that Sts can talk about in relation to these groups:

locationlifestyle

costumesfoods

festivals/ceremonies

marrige/weddings

- Sts prepare and talk in groups

5. Homework:

* Activity 5:

- Sts work in groups. They use imagination and make their own costume designs.

- Sts organise an exhibition of the costume designs they have made. They talk about their designs.

* Chatting:

- Discover where ethnic groups mainly live.

Practice:

1. Choose the best answers: (1-P.31)

* Key:

1. B4. B

2. A5. C

3. C6. A

2. Write down the names of the ethnic groups in the correct boxes: (2-P.31)

 

3. Choose one group and talk about them: (3-P.31)

* Note:

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: Northen 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 Nam, Quang Ngai

* PROJECT:

“Ethnic Fashion Show”

Sts make a list of:

1. the things you have in the picture

2. the activities you can do there

Note:

1. Costume: beautiful, creative

2. Exhibition: easy to understand languages

3. Speaking: fluency, accuracy, good pronunciation

- do exercises C in workbook

- Prepare for unit 3- Lesson 5

Sts’ and T’s activities

Contents

1. Warm up:

* Activity 1: Chatting

- Ask sts to discuss the questionsin pairs and guess the answers.

- Lead in the lesson

2. Pre-reading:

* Activity 2:Present the passage:

- Ask Sts to predict what they are going to read. (read about one of the ethnic groups)

- Stsread the text and underline thewords they don’t know.

- Sts discuss any unfamiliar words from the text.

3.While- reading:

* Activity 3:

- Sts read in chorus once.

- Call on some individuals to read aloud to the class.

- Sts answers and check their guesses.

- Ask them to give evidence when giving the answers.

* Activity 4:

- Sts read the passage again and do the task.

- T checks the answers.

* Activity 5:

- Sts read the passage again and answer the questions.

- Sts work in pairs.

- T checks the answers.

* Activity 6:

- Sts work in pairs, each of them talks aboutone ethnic group.

- Ask some volunteers to present to the rest of the class.

4. Post-reading:

* Activity 7:

- Sts talk about their own ethnic group

- Ask Sts focus on one or two aspects such as clothing, food, way of living, customs,traditions, festivals, etc.

5.Homework:

Guide ss to do their homework.

* Chatting:

- Where do the Thai people live?

- What is their population?

I. New words:

-'poultry (n):gia cầm

- u'nique (adj):độc đáo, độc nhất

- weave (v):dệt vải

- bamboo items (n): đồ vật làm bằng tre

- 'worship (v):thờ cúng

- 'ancestor (n):ông cha, tổ tiên

II. Practice:

A- READING:

1. Choose the most suitable heading: (1-P.32)

* Key:

1. They live in the provinces of Lai Chau, Son La,

Yen Bai, Hoa Binh, Thanh Hoa and Nghe An

2. The Thai have a population of about one and a

halfmillion people.

2. Match the descriptions with the words and phrases from the passage: (2-P.32)

* Key:

1. farmers4. songs

2. bamboo5. ceremonies

3. stilt

3. Choose the best answer: (3-P.22)

* Key:

1. Yes, they do.

2. Their main food is rice.

3. It is well-known for being unique, colourful and strong.

4. Thai women do.

5. They worship their ancestors.

B- SPEAKING:

4. Talk about one ethnic group: (4P.32)

The Bru-Van Kieu people

Population: about 74,500

Regions: Quang Binh, Quang Tri, Thua Thien-Hue

Language: Mon-Khmer group

Production activities: growing rice, terraced fields, raising cattle and poultry

Festivals: ceremony held before sowing seeds

………………………………….

……………………………

5. Talk about your own ethnic group: (5-P.32)

- Learn new words, do exercises-D in workbook

- Prepare for unit 3- Lesson 6 (Skill 2)

Sts’ and T’s activities

Contents

1. Warm up:

* Activity 1: network:

- Sts tell some traditional dishes in VN.

- Lead in the Listening task (We are going to listen a passage about an important traditional dish of many ethnic minorities)

2. Pre-listening:

a. Listening:

* Activity 2:

- Sts discuss the two questions in pairs, then look at the picture and say what they know about that dish.

3.While- listening:

* Activity 3:

- T plays the recording and Sts tick T/F

* Activity 4:

- Play the recording again and write down the words as they listen.

- Play the recording again and Sts check and decide what words for the answers.

- T corrects as a class.

4. Post- listening:

Writing:

* Activity 5:

- Sts read the notes carefully.

* Activity 6:

- Have Sts write full sentences to show the steps to cook the rice.

- Sts have to use proper connectors ‘first/firstly, second/secondly…’ and pay attention to spelling and punctuation.

* Activity 7:

- T collects some Sts’ writing papers and give comments to the class.

5. Homework:

Guide ss to do their homework.

* Network:

- Spring rolls (nem), five-coloured sticky rice……

A- LISTENING:

1. Answer the questions: (1-P.33)

1. Do you like sticky rice?

2. When do we traditionally have sticky rice?

2. Listen again and say T/F: (2-P.33)

* Key:

1. T5. F

2. F6. F

3. T

3. Listen again and complete the sentences: (3-P.33)

1. mountainous4. plants

2. purple5. ceremonies

3. natural

B- WRITING:

How to make yellow sticky rice

4. Read the notes: (4-P.33)

- Ingredients

- Notes

5. Write cooking steps of making yellow sticky rice: (5-P.23)

* Ex:

“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 mixit well. Then wait for 10 minutes. After that, add the coconut and salt. Remember to mix it well. Finally, steam the rice for about 30 minutes. Check that it is fully cooked. You can serve this dish with chicken.”

- Correct the mistakes.

- Do exercises –E in workbook .

- Prepare for unit 3-Lesson 7 (Looking back-Project)

Sts’ and T’s activities

Contents

1. Warm up:

* Activity 1:

- Sts write the words which concern the ethnic minority groups

2. Presentation:

* Activity 2:

- Sts talk about question words and articles

- Sts give some examples.

3. Practice:

* Activity 3:

- Have Sts repeat the words as a class to practice pronunciation.

- Sts work individually

- When finishing, Sts should be able to explain their answers

- T checks the answers.

* Activity 4:

- Sts work individually or in pairs to do the task.

- T corrects as a class.

- Let some Sts read the sentences aloud.

* Activity 5:

- Sts read a passage aloud.

- T helps Sts clarify any difficulties.

- Sts work individually or in pairs.

- T checks as a class.

* Activity 6:

- Ask Sts read the sentences carefully and try to find the error relating to articles in each sentence.

- Sts work individually or in pairs.

- T checks as a class.

* Activity 7:

- Sts complete this task individually.

- T gives correction

4.Production:

* Activity 8:

- Sts organise an exhibition of the costume designs and present their ethnic costumes.

- The whole class can vote for the best.

5.Homework:

Guide ss to do their homework.

* Network:

stilt house

1. Grammar:

* Review question words:

- How, who, what, where, when, whose, which…

* Articles: a, an and the:

a/an: - used before a countable singular noun

- used to mean ‘any, every’

The: - used before a noun that has already been mentioned or is easily understood

- used to refer to a noun that is the only, or obvious one of the kind

- used before superlative comparison of adjs and advs

2. Practice:

1. Complete the sentences with the words/phrases from the box: (1-P.34)

* Key:

1. cultural groups4. ethnic

2. communal, activities5. unique

3. costumes, deverse

2. Use the correct form of the words in brackets to finish the sentences: (2-P.34)

* Key:

1. cultural4. diversity

2. peaceful5. traditional

3. richness

3. Make questions for the underlined parts in the passage: (3-P.34)

* Key:

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. Find and correct the mistakes: (4-P.34)

1. a -> the4. the -> a

2. a -> the5. an -> the

3. an -> the

5. Fill each gap with a, an, or the to complete the passage: (5-P.34)

1. an4. the

2. a5. the

3. the6. the

* Project:

- Sts present and talk about ethnic costumes they like.

- Learn vocab & grammar – Unit 3

- Prepare Review 1

Students’ and teacher’s activities

Contents

1. Warm up

LANGUAGE

Pronunciation

- T plays the recording and ss repeat. Play the recording as many time as possible

- Play thr 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.

2. Presentation:

- Ss do the task individually and then share answers with a partner. Check the ss' answers.

- Ss do the task individually. T may ask some ss to write their answers on the board. T corrects as a class.

3,Practice:

- Ss do this individually and compare their answers with a partner. Call some ss to go to the board to write their answers. Other ss comment. T corrects as a class.

- Ss do this individually. T checks. Call some ss to read the whole passage.

- Ss do the task individually. Then they practise in pairs. After checking their answer .

Ask one or two pairs to act out the dialogue.

- Ss read the letter . Ss clarifies any things they do not understand fully.

- Ss do the exercises in pairs. T corrects as a class.

- Ss work in pairs and talk about what their family members like to do on their free time. Encourage them to talk as much as possible, using the words of liking they have learnt. T may let ss swap pairs and continue to talk. T goes around and gives assistance if necessary.

- Play the recording once or twice. Ss listen and choose their answers.

Play the recording again for ss to check their answers.

4, Production:

- Before writing , have ss brainstorm ideas about life in the countryside: advantages, disadvantages, what they like and dislike... ect . Then explain the writing task. Also have them brainstorm words and phrases they may need for their writing.

- Give ss time to do the writing task. Then collect their papers to check out of class.

5. Homework

Guide ss to do their homework.

A, Language:

Activity 1: Pronunciation

1. Listen and repeat the following words and phrases.

2. Listen to the sentences and underline the words with /sk/, /sp/, /br/, /pr/, /bl/ and /cl/

* Key: 1. climb

2. improve / speaking/ skill

3. stadium/ closed

4. blue/ skirt

5. broom/ sky

Activity 2: Vocabulary

3. Organise these words and phrases into pairs of oppsites and write them in the blanks

* Key:

peaceful - noisyhard - easy

boring - excitingforget - remember traitional - modern country life - city life

love - hatemajority - minority

4. Put the verbs into corect formin each gap to complete the sentences.

* Key:

1. like/ enjoy , listening , visiting2. Forget

3. flying/ to fly4. mind, to do / doing

5. playing / to play

Activity 3: Grammar

5. Complete the sentences with the correct comparative form of adverbs from the adjectives in brackets.

* Key:

1. later2. more3. more fluently

4. Better5. more simplely6.faster7. more carefully

6. Fill in each blank with an article (a, an, or the) to complet the passage.

• Key: 1. a2. an3. the4. the5. the6. a

7.Everyday English

* Key: 1. b2. e3. a4. c5. d

B, SKILLS

Activity 1: Reading

1. Read the following letter from Kim to her pen friend, jon.

a. Tick (√) True or False.

- Ss do the task individually , then check with a partner. T corrects.

* Key: 1. T2. T3. F4. T5. F

b. Write the questions for the underlined phrases in the letter.

* Key:

1. Which museum does Kim love to visit on Saturday afternoon ?

2. How many (clay and stone) objects are on display at the museum ?

3. What can you learn in this museum/ Da Nang museum ?

* Activity 2: Speaking

* Activity 3: Listening

3. Listen to the passage and choose the correct answer.

* Key: 1. B2. A3. A4. C5.B

* Activity 4: Writing

4. Giving your opinion.

* Sample writing:

In my opinion, life in the countryside has many good poits. Firstly, country folk are friendlier than city folk. Secondly, life is slower and simpler than the city. The fruit 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, and kite-flying.

For these reasons,I like the country life.

- Do Test yourself in the Workbook.

- Prepare for the test.