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Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 2. Unit 2: Life in the countryside

Giáo án Looking Back

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • recall the meanings of six topic words (harvest, herd, paddy field, load, peaceful, vast) and use each one in a real-life sentence
  • form and use comparative adverbs with short adverbs (+-er), long adverbs (more + adverb), irregular forms (well – better, badly – worse) and than
  • explain the model text about life in the countryside and support a personal view with a clear example

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers against the key, identify their weak points in the self-check, and decide which skill section to review.
  • Communication and collaboration: Ss work in pairs and groups to recall vocabulary, correct sentences, and share ideas about rural life clearly.
  • Problem-solving and creativity: Ss build new comparative sentences and create an original example about life in the countryside.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss explain the model text, give a 60-second oral summary of the unit, and write a new example sentence with a comparative adverb.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six topic words accurately, form comparative adverbs correctly, and avoid the error 'more faster'.

3. Personal qualities

  • Diligence: Ss complete all exercises on time and revise the mistakes they make in class.
  • Responsibility: Ss honestly self-assess their language strengths and next steps, and prepare the recording for homework.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with slides of the unit's vocabulary, grammar table and model text
  • Flashcards for the six topic words (harvest, herd, paddy field, load, peaceful, vast)
  • Pre-prepared answer key and example sentences for exercises 1–5
  • NeoEdu online lesson page for the unit: neoedu.vn/learn/8/english/unit-2-looking-back (interactive exercises and model text)
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)

2. Students

  • English 8 textbook (Global Success), notebook, pen and pencil
  • A smartphone or tablet with internet access to use the NeoEdu page if available
  • Small sheets of paper or mini whiteboards for writing answers

III. Procedures

Activity 1: Warm-up · 5 minutes

Cover and Recall

a) Aims

Ss recall the meanings of the topic vocabulary and activate prior knowledge about life in the countryside.

b) Content

Ss look at the six topic words on the board, then cover the Vietnamese meanings and recall them with a partner. Question for Ss: 'What do you think of when you hear the word harvest?' and 'Where can you see a paddy field?'

c) Expected outcomes

Ss correctly recall the meanings of at least four of the six words: harvest (mùa thu hoạch), herd (chăn dắt), paddy field (cánh đồng lúa), load (chất hàng), peaceful (yên bình), vast (rộng lớn). Ss name one thing they associate with rural life.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the slide and asks Ss to cover the meanings column in their notebooks. T says: 'Cover the meanings and tell your partner what each word means.'

    Students

    Ss cover the meanings and listen to the instruction.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and gives a short hint if a pair is stuck, for example 'Think about farmers in the field.'

    Students

    Ss take turns asking and answering: 'What does harvest mean?' – 'It means mùa thu hoạch.' Ss check each other's answers.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to say one word and its meaning aloud. T asks: 'What do you see in a vast paddy field?'

    Students

    Pairs report, e.g. 'Herd means chăn dắt. Mai helps herd buffaloes.' Expected answer: 'A vast paddy field has many green rice plants and open space.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct meanings and says: 'Today we will review vocabulary, grammar and the model text of Unit 2.'

    Students

    Ss write down the lesson title 'Looking Back – Unit 2: Life in the Countryside' in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Reviewing Topic Vocabulary in Context

a) Aims

Ss systematise the six topic words, understand their meanings, and use each word in a real-life context.

b) Content

Ss work in groups of three (expert groups). Each group receives 2 words and their example sentences: harvest, herd, paddy field, load, peaceful, vast. Ss must (1) explain the meaning in English or Vietnamese, (2) read the example sentence, and (3) think of one real-life use for each word. Question for Ss: 'When do farmers harvest rice in your area?' and 'Where can you hear a peaceful atmosphere?'

c) Expected outcomes

Ss complete the vocabulary chart in Worksheet 1 with meanings and one real-life use for each word. Example uses: 'Farmers are busy at harvest time.' ; 'Mai helps herd buffaloes after school.' ; 'The paddy field turns golden in autumn.' ; 'They load rice onto a truck.' ; 'The lane is peaceful at dawn.' ; 'We saw vast green fields from the bus.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of three and distributes Worksheet 1. T says: 'Each group explains two words, then the group shares one real-life use for each.'

    Students

    Ss receive Worksheet 1 and read the instructions.

  2. Teacher

    Step 2: Task performance

    T goes around to check pronunciation and meaning. T encourages Ss to use the example sentences as models.

    Students

    Ss discuss meanings and write one real-life sentence for each word, e.g. 'In my village, people harvest rice in October.'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to read one of their sentences aloud. T asks: 'Who can give another use for load?'

    Students

    Ss report, e.g. 'We load vegetables onto a small truck every morning.' Other Ss give feedback or suggest a better sentence.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct meanings and points out the word peaceful (yên bình) is used to describe places and times of day.

    Students

    Ss correct their charts and copy the final version into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Comparative Adverbs with Than

a) Aims

Ss recall the rules for forming comparative adverbs and use them correctly in comparisons with than.

b) Content

T presents the grammar on the board in a three-column table: short adverbs (fast, hard → faster, harder), long adverbs (carefully, slowly → more carefully, more slowly), and irregular adverbs (well → better, badly → worse). T adds the rule: use than to compare, and never write 'more faster'. Ss work in pairs to complete Worksheet 2 by sorting adverbs into the correct column and correcting the sentence 'He runs more faster than me.' Question for Ss: 'Why is more faster wrong?'

c) Expected outcomes

Ss complete Worksheet 2 correctly. Key: Short adverbs: fast – faster; hard – harder; early – earlier. Long adverbs: carefully – more carefully; slowly – more slowly. Irregular: well – better; badly – worse. Corrected sentence: 'He runs faster than me.' Ss state the rule: 'Do not use more with an adverb that already takes -er; use than to compare.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the grammar table and says: 'Look at the three groups of adverbs. Work with your partner to sort the words in Worksheet 2.'

    Students

    Ss look at the table and read the Worksheet 2 instructions.

  2. Teacher

    Step 2: Task performance

    T walks around and checks whether Ss use the correct form. T prompts: 'Is the adverb short or long?'

    Students

    Ss sort the adverbs and correct the sentence. Expected pair answer: 'Short adverbs take -er, so it is faster, not more faster.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read their sentences aloud. T asks: 'What is the comparative of badly?'

    Students

    Pairs report, e.g. 'The bus is slower than the train.' 'Lan writes more carefully than before.' Expected answer: 'Badly becomes worse.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules on the board: short adverb + -er; long adverb + more; well → better; badly → worse; always use than. T reminds Ss: 'More faster' is wrong.

    Students

    Ss copy the grammar table into their notebooks and write one correct example for each rule.

Activity 3: Practice · 10 minutes

Comparative Adverb Exercises

a) Aims

Ss apply the comparative adverb rules and check meanings of topic vocabulary through controlled exercises.

b) Content

Ss complete exercises 1–4 from the textbook: 1. This machine works ___ (fast) than that one. 2. Lan writes ___ (carefully) than before. 3. He sings ___ (well) than I do. 4. Today the worker arrived ___ (early) than yesterday. Then Ss use the vocabulary words in exercise 5: harvest, herd, paddy field, load, peaceful, vast, and match each word to its use in a sentence.

c) Expected outcomes

Answer key for exercises 1–4: 1. faster; 2. more carefully; 3. better; 4. earlier. Answer key for exercise 5: harvest – mùa thu hoạch; herd – chăn dắt; paddy field – cánh đồng lúa; load – chất hàng; peaceful – yên bình; vast – rộng lớn. Ss write the correct answers in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays exercises 1–5 on the projector and says: 'Work individually first, then compare with your partner.'

    Students

    Ss read the exercises and prepare to answer individually.

  2. Teacher

    Step 2: Task performance

    T gives Ss 4 minutes to complete individually, then 2 minutes to compare in pairs. T monitors and checks common mistakes such as writing 'more fast'.

    Students

    Ss write answers and check with their partners. Expected problem: 'more fast' – Ss must correct it to 'faster'.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read answers and asks: 'Why is it better, not gooder?'

    Students

    Ss give answers: '1. faster; 2. more carefully; 3. better; 4. earlier.' Expected explanation: 'Well is irregular, so its comparative is better.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and reminds Ss to check the grammar rule before writing a comparative sentence.

    Students

    Ss mark their own answers and correct any mistakes in red pen or pencil.

Activity 4: Application · 12 minutes

Describing Rural Life and Self-Check

a) Aims

Ss explain the model text, produce a new comparative sentence, and give a short oral summary of Unit 2 to communicate about life in the countryside.

b) Content

Ss read the model text: 'My grandparents’ village is changing. People now use small machines during the harvest, so they finish some tasks faster than before. ... Visitors should ask permission before entering a field and should never leave rubbish behind.' Ss then: (1) explain what the text communicates in two sentences; (2) write one new sentence with a comparative adverb about rural life; (3) speak for 60 seconds in pairs summarising Unit 2. Self-check question for Ss: 'Can you explain this unit without reading a script?'

c) Expected outcomes

Ss produce: (a) an explanation of the model text, e.g. 'The text describes how life in a village is changing, with machines making work faster, and it shows both benefits and difficulties of rural life.' (b) a new sentence, e.g. 'The new machine works faster than the old one.' or 'Lan drives more carefully than her brother.' (c) a short oral summary of 60 seconds, including one language strength and one next step, e.g. 'My strength is using comparatives. My next step is to speak more fluently.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the model text and answer: What does it communicate? Then write one new comparative sentence and prepare a 60-second summary with your partner.'

    Students

    Ss read the model text and listen to the instructions.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and prompts: 'Which adverbs in the text are comparative?' T checks sentences for correct use of than and avoids 'more faster'.

    Students

    Ss discuss the text. Expected comparatives in the text: faster, fewer, longer (journeys take longer). Ss write their sentences and practise speaking.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to present their 60-second summary and asks the class: 'Is the sentence correct? Why?'

    Students

    Pairs present. Expected answer: 'The sentence is correct because faster is the comparative of fast, and we use than to compare.' Classmates give feedback on content and language.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effort, highlights strong examples, and sets the homework: record a 60-second summary and write a self-assessment. T says: 'If you cannot explain the unit without reading, return to the specific skill section.'

    Students

    Ss note the homework in their notebooks and write one language strength and one next step.

Worksheets

Worksheet 1: Vocabulary Chart

Task: Complete the chart. Write the meaning in Vietnamese and one real-life sentence for each word.

  • harvest: meaning ______ ; real-life sentence ______
  • herd: meaning ______ ; real-life sentence ______
  • paddy field: meaning ______ ; real-life sentence ______
  • load: meaning ______ ; real-life sentence ______
  • peaceful: meaning ______ ; real-life sentence ______
  • vast: meaning ______ ; real-life sentence ______
    Discussion question: Where can you see a vast paddy field in Vietnam?

Worksheet 2: Comparative Adverbs

Task A: Sort the adverbs into the correct column.

  • fast, carefully, well, hard, slowly, badly, early
    Column 1 (short adverbs + -er): ______
    Column 2 (long adverbs + more): ______
    Column 3 (irregular): ______

Task B: Correct the sentence.

  • He runs more faster than me. → ______

Task C: Answer the question.

  • Why do we say 'faster' and not 'more faster'? ______

Homework

  • Record a 60-second spoken summary of Unit 2 (Life in the Countryside). Include at least two comparative adverbs with than and at least three topic words.
  • Self-assess one language strength and one next step in your notebook.
  • Write three new sentences about rural life using faster, more carefully, or better. Check that you do not write 'more faster'.
  • Visit the NeoEdu page neoedu.vn/learn/8/english/unit-2-looking-back and complete the interactive exercises. If you make mistakes, review the specific skill section before you repeat the answers.

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