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

Giáo án Skills 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Pronounce and use six new words: harvest, herd, paddy field, load, peaceful, vast.
- Skim a passage for its main idea and scan it for names, times and actions.
- Make an inference by combining at least two details from the passage.
- State an opinion, give an example and acknowledge a limit when speaking about rural life.

2. Competences

a) General competences

Self-control and independent learning: Ss read the passage independently, check their answers against the text and self-correct errors before the class discussion.
Communication and collaboration: Ss share ideas in pairs and groups, ask and answer discussion questions, and give constructive feedback on their partners' speeches.
Problem-solving and creativity: Ss infer meaning from context, connect details to form a central message, and relate the story to their own experience.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read the passage for gist and detail, answer comprehension questions, and speak for one minute about rural life with a supporting example.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the six new words correctly, use them in sentences, and use complete sentences with correct English word order.

3. Personal qualities

Diligence: Ss complete all reading and speaking tasks on time and prepare their one-minute speech carefully at home.
Responsibility: Ss take turns in pair work, respect their partners' opinions and stay on task during group activities.
Honesty: Ss give opinions that reflect their own experience and avoid presenting personal views as facts.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 8 (Global Success), Unit 2, Skills 1
Projector, slides with the passage, vocabulary and exercises
Pictures of a riverside village, a paddy field and farmers at harvest time
Worksheets 1 and 2 (printed for each pair)
NeoEdu online lesson (neoedu.vn/learn/8/english/unit-2-skills-1): lesson content, examples and interactive exercises

2. Students

Textbook, notebook, pen, pencil
Worksheets 1 and 2 (in pairs)

III. Procedures

Activity 1: Warm-up · 8 minutes

Brainstorming: Life in the countryside

a) Aims

Ss activate prior knowledge about rural life and predict the content of the reading passage.

b) Content

T shows pictures of a riverside village and farmers at work and asks Ss to brainstorm in pairs for two minutes.
T's questions:

What do farmers do at harvest time?
Is life in a village always quiet?
What machines can farmers use?
T then asks: Do you think rural life is easy or hard? Why?

c) Expected outcomes

Ss list at least three words or ideas, for example: harvest, paddy field, machine, busy, quiet.
Ss make a prediction in one sentence, for example: Life in the countryside may be busy but peaceful.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the pictures and says: Look at the pictures. Work in pairs and brainstorm ideas about life in the countryside in two minutes. Then T asks: What do you think about rural life?
Students
Ss look at the pictures and listen carefully to the instructions.
Teacher
Step 2: Task performance
T monitors, helps weak Ss with ideas and encourages them to use English.
Students
Ss discuss in pairs and write their ideas in their notebooks, for example: harvest, machine, quiet, busy, peaceful.
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to share their ideas and writes key words on the board.
Students
Ss report: We think life in the village is busy at harvest time. Machines help farmers, but the work is still hard.
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: Today we will read about a boy who spent his summer in a village. Let's check whether our predictions are right.
Students
Ss listen and write the title of the lesson: Life in the countryside.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary: Words for rural life

a) Aims

Ss pronounce and understand six new words related to rural life.

b) Content

T presents six words with their meanings and example sentences:

harvest (mùa thu hoạch): Farmers are busy at harvest time.
herd (chăn dắt): Mai helps herd buffaloes.
paddy field (cánh đồng lúa): The paddy field turns golden.
load (chất hàng): They load rice onto a truck.
peaceful (yên bình): The lane is peaceful at dawn.
vast (rộng lớn): We saw vast green fields.
Ss then match each word with a picture in pairs.

c) Expected outcomes

Ss write the six words with meanings and one example sentence each in their notebooks.
Answer key for matching: harvest - picture of farmers cutting rice; herd - picture of buffaloes; paddy field - picture of green rice fields; load - picture of workers loading sacks; peaceful - picture of a quiet village at dawn; vast - picture of a wide landscape.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Now let's learn six new words. Listen and repeat after me. Then match the words with the pictures in pairs.
Students
Ss listen to the teacher, look at the pictures and get ready to match the words.
Teacher
Step 2: Task performance
T models pronunciation, uses choral repetition, then calls on individual Ss to repeat. T checks the matching in pairs.
Students
Ss repeat the words chorally and individually, then match the words with the pictures in pairs.
Teacher
Step 3: Report and discussion
T asks: What does harvest mean? Which word means yên bình in English? T invites Ss to make a sentence with one new word.
Students
Ss answer: Harvest means the time when farmers collect crops. Peaceful means calm and quiet. Ss make a sentence, for example: The village is peaceful in the early morning.
Teacher
Step 4: Conclusion and assessment
T corrects pronunciation of the stressed syllables and summarises the six words. T says: Remember that peaceful is an adjective, and harvest can be a noun or a verb.
Students
Ss copy the words and their meanings into their notebooks.

Activity 2.2: Knowledge formation · 18 minutes

Reading: An's summer in the riverside village

a) Aims

Ss skim the passage for the main idea and scan it for names, times and actions.

b) Content

Ss read the passage in the textbook. They do two tasks in Worksheet 1:
Task A (skimming): What is the main idea of the passage? Choose one: a) Village life is always quiet. b) Village life is busy and not effortless. c) Machines make all farm work easy.
Task B (scanning): Find the details:

Who did An stay with? (his grandparents)
When did An's family start the day? (before sunrise)
What did An help with? (carry empty baskets)
When did the family rest? (by noon, in the shade)
Whom did An interview? (a farmer, in the afternoon)

c) Expected outcomes

Task A answer: b) Village life is busy and not effortless.
Task B answers:

An stayed with his grandparents in a riverside village.
The family began the day before sunrise, when his grandmother prepared breakfast.
An helped carry empty baskets, not heavy bags of rice.
The family rested in the shade by noon.
An interviewed a farmer in the afternoon for a school project.
Key idea Ss write: The village was busy, but it was peaceful too.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Read the passage quickly for the main idea. Then read again quickly to find names, times and actions. You have three minutes for the skimming task and five minutes for the scanning task.
Students
Ss receive Worksheet 1 and read the instructions.
Teacher
Step 2: Task performance
T sets the timer, monitors and reminds Ss not to read word by word. T helps Ss underline the key information.
Students
Ss skim the passage to choose the main idea, then scan to find the details and write their answers in Worksheet 1.
Teacher
Step 3: Report and discussion
T invites Ss to read their answers and asks: How do you know that is the main idea? Which words told you the time?
Students
Ss answer: The main idea is b, because the passage says the harvest was surprisingly busy but life was peaceful. The time is shown by before sunrise and by noon.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes on the board: skimming = main idea; scanning = specific details such as names, times, actions. T says: Good readers use these two skills together.
Students
Ss copy the key points into their notebooks.

Activity 2.3: Knowledge formation · 10 minutes

From reading to speaking: Inference and opinion

a) Aims

Ss understand how to make an inference by combining details and how to state an opinion with support.

b) Content

T explains the strategy:

Inference: combine at least two details.
Speaking: state an opinion, use an example, and acknowledge a limit.
T asks: Which two details show that rural life is busy? (the busy harvest and An carrying baskets)
T asks: What is the limit of the machine idea? (Machines made some jobs easier, but careful planning still mattered.)
T also shows a common mistake: Village life peaceful very. Correct: Village life is very peaceful.

c) Expected outcomes

Ss identify two details that support the inference: the harvest was busy and An helped carry baskets, so the family worked hard.
Ss state the limit: machines help, but planning still matters.
Ss note the key language: A personal view is not a fact merely because it sounds confident.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the strategy on the board and says: Work in pairs. Find two details that show the family worked hard during the harvest.
Students
Ss read the board and work in pairs to find details in the passage.
Teacher
Step 2: Task performance
T monitors and helps Ss use complete sentences.
Students
Ss discuss and write one inference sentence: The family worked hard during the harvest, because An helped carry baskets and the grandparents prepared work early every morning.
Teacher
Step 3: Report and discussion
T invites 2 pairs to share their sentence and asks: Can you add a limit to your opinion?
Students
Ss answer: Machines made some jobs easier, but careful planning still mattered, so the work is not simple.
Teacher
Step 4: Conclusion and assessment
T summarises: An inference needs at least two details. An opinion needs an example and a limit. T reminds Ss that a confident sentence is not automatically true.
Students
Ss write the strategy in their notebooks.

Activity 3.1: Practice · 15 minutes

Reading comprehension: Exercises 1 to 4

a) Aims

Ss answer reading comprehension questions based on the passage.

b) Content

Ss do Exercises 1 to 4 in the textbook. Ss work individually for five minutes, then compare answers in pairs. Ss can also practise the interactive version on NeoEdu (neoedu.vn/learn/8/english/unit-2-skills-1).

c) Expected outcomes

Ss answer the questions in full English sentences. Each answer must be supported by a sentence in the passage. T checks the answers with the answer key in the teacher's book.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Do Exercises 1 to 4 individually. Underline the sentence in the passage that supports each answer.
Students
Ss open their textbooks and read the instructions of Exercises 1 to 4.
Teacher
Step 2: Task performance
T monitors, checks the work of weak Ss and encourages them to use the passage as evidence.
Students
Ss answer individually, then compare answers with their partners and correct each other.
Teacher
Step 3: Report and discussion
T calls on Ss to give answers and asks: Which sentence in the passage tells you this?
Students
Ss read their answers aloud and point to the supporting sentence, for example: The passage says the harvest was surprisingly busy.
Teacher
Step 4: Conclusion and assessment
T confirms the correct answers with the answer key and explains any difficult answers. T reminds Ss: Always check your answer with the text.
Students
Ss correct their answers in their notebooks.

Activity 3.2: Practice · 12 minutes

Main message and contrast: Exercises 5 and 6

a) Aims

Ss state the central message of the passage and explain a contrast relationship with supporting details.

b) Content

Exercise 5: Read the complete passage and state its main message with two supporting details.
Exercise 6: Read and explain one cause-and-effect or contrast relationship in the passage.
T asks Ss to use the sentence frame: The passage shows that ... because ...

c) Expected outcomes

Exercise 5 sample answer: Rural life can be peaceful and demanding. The busy harvest and narrow lanes contrast with helpful machines and quickly shared weather information.
Exercise 6 sample answer: The passage contrasts travel and communication. People travelled more slowly on the narrow lanes than on city streets, however their messages travelled quickly because neighbours shared weather information in a group chat.
Extra key idea: The machines made some jobs easier, but careful planning still mattered.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Exercise 5: state the main message with two details. Exercise 6: find one contrast in the passage and explain it. Use the sentence frame on the board.
Students
Ss read Exercises 5 and 6 and note the key words, for example: however, but, more slowly, quickly.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and gives feedback on sentence structure.
Students
Ss write their answers, then read them to each other in pairs.
Teacher
Step 3: Report and discussion
T invites 2 Ss to read their answers and asks: Is your main message supported by two details?
Students
Ss answer, for example: The passage shows that rural life can be peaceful and demanding, because the busy harvest contrasts with the helpful machines.
Teacher
Step 4: Conclusion and assessment
T writes the model answers on the board and points out the contrast words: but, however. T says: Contrast shows two different ideas in one passage.
Students
Ss write the model answers in their notebooks.

Activity 4: Application · 15 minutes

Speaking: One minute about rural life

a) Aims

Ss speak for one minute about rural life, relate the passage to their own experience and ask discussion questions.

b) Content

Exercise 7: Using the passage, speak for one minute and relate it to your experience.
Exercise 8: Read the passage and ask two discussion questions that cannot be answered by copying one word from the text.
T's sample questions:

Why did An think the village would be quiet, and what changed his idea?
How can machines and careful planning change farm work?

c) Expected outcomes

Ss prepare a one-minute speech. Sample speech: I have never stayed in a village for a whole summer, but I visited my grandparents in the countryside once. In the morning, the air was fresh and the lanes were peaceful. However, the family was busy during the rice harvest. Machines helped, but planning was still important. In my opinion, rural life is peaceful, but it is not easy.
Sample discussion questions: Why did An feel that village life was not simple? What jobs do you think machines can do on a farm?

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Prepare a one-minute speech. Use an opinion, an example and a limit. Then prepare two questions for your partner.
Students
Ss read Exercises 7 and 8 and note useful phrases on their notebooks.
Teacher
Step 2: Task performance
T gives Ss 3 minutes to prepare, then asks pairs to speak to each other. T walks around and listens for the use of complete sentences.
Students
Ss prepare their speech and practise it. Then Ss speak to their partners and ask their discussion questions.
Teacher
Step 3: Report and discussion
T invites 2 or 3 Ss to speak in front of the class and asks the class: What did your partner's opinion include?
Students
Ss speak and answer, for example: My partner said rural life is peaceful but demanding, and gave a clear example of the harvest.
Teacher
Step 4: Conclusion and assessment
T gives feedback on pronunciation, vocabulary and sentence structure, and reminds Ss: A personal view is not a fact merely because it sounds confident.
Students
Ss listen, note feedback and revise one sentence of their speech.

Worksheets

Worksheet 1

Read the passage and complete the tasks.
Task A: Skimming. What is the main idea of the passage? Choose one.

a) Village life is always quiet.
b) Village life is busy and not effortless.
c) Machines make all farm work easy.
Task B: Scanning. Find the details in the passage and write them.
Who did An stay with?
When did the family start the day?
What did An help carry?
When did the family rest?
Who did An interview, and when?

Worksheet 2

Speaking and writing support.
Exercise 5: State the main message of the passage. Main message: ... Support 1: ... Support 2: ...
Exercise 6: Explain one contrast in the passage. Use the words however or but. Contrast: ...
Exercise 7: One-minute speech. Opinion: ... Example: ... Limit: ...
Exercise 8: Two discussion questions.

Question 1: ...
Question 2: ...
Remember: Write complete sentences and check the word order.

Homework

Review the six new words and write one sentence for each word.
Prepare and practise your one-minute speech for Exercise 7. Use an opinion, an example and a limit.
Write a short paragraph of about 80 to 100 words about life in the countryside. Use at least two words from the new vocabulary.
Visit the NeoEdu lesson (neoedu.vn/learn/8/english/unit-2-skills-1) and do the interactive exercises again to check your understanding.

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