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

Giáo án Skills 2

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:
predict the type of answer (person, time, place or reason) before listening to the Unit 2 recording
catch the main idea (gist) first, then listen for specific details to answer questions
identify the structure of a paragraph stating a view on countryside life: state a view, develop two reasons with examples, acknowledge one limitation, close with a view
plan, write and revise an 80–100-word response about what they like or dislike about countryside life

2. Competences

a) General competences

Self-control and independent learning: Ss predict answers before listening, listen for gist and then details, and revise their own drafts without copying the model.
Communication and collaboration: Ss compare predictions and answers in pairs, and share their writing plans with a partner.
Problem-solving and creativity: Ss choose their own ideas and examples to build a paragraph that follows the genre structure.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to a recording for main idea and details, read the original model, and write an 80–100-word paragraph with a clear view, two reasons with examples, one limitation and a closing view.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the words harvest, herd, paddy field, load, peaceful and vast, linking words such as however and but, and complete clauses in full sentences.

3. Personal qualities

Diligence: Ss finish the listening and writing tasks within the set time and revise their draft at least once.
Responsibility: Ss check their own work carefully and ask a teacher or peer to review their open writing.
Kindness: Ss give polite, constructive feedback to their partners when checking each other's writing.

II. Teaching aids and materials

1. Teacher

Audio recording of Unit 2, Skills 2 (Global Success Grade 8, Student's Book)
Laptop, projector and speakers
Whiteboard and markers
Printed Worksheets No. 1 and No. 2
Timer
NeoEdu lesson page (lecture, examples and interactive exercises): neoedu.vn/learn/8/english/unit-2-skills-2

2. Students

Student's Book Grade 8 (Unit 2, Skills 2)
Notebook, pen, pencil and eraser
A dictionary or a phone to check new words

III. Procedures

Activity 1: Warm-up · 8 minutes

Countryside words quick match

a) Aims

Ss activate prior knowledge of countryside life and learn six key words from the lesson.

b) Content

Ss match six words (harvest, herd, paddy field, load, peaceful, vast) with the example sentences: 'Farmers are busy at harvest time.' / 'Mai helps herd buffaloes.' / 'The paddy field turns golden.' / 'They load rice onto a truck.' / 'The lane is peaceful at dawn.' / 'We saw vast green fields.' Teacher's question: 'What do people do in the countryside at harvest time?'

c) Expected outcomes

Correct matches: 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.'
Expected answer: 'They use small machines to harvest faster.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the six words and six example sentences on the board in jumbled order. T asks Ss to match them in pairs within 3 minutes and models the pronunciation of harvest /ˈhɑːvɪst/.
Students
Ss listen and get ready to work in pairs.
Teacher
Step 2: Task performance
T monitors and helps pairs who are stuck by giving hints from the sentence context.
Students
Pairs match the words with the sentences and check meanings in the dictionary or phone if needed.
Teacher
Step 3: Report and discussion
T asks two or three pairs to read their sentences aloud and asks: 'What do people do in the countryside at harvest time?'
Students
Ss read the matched sentences aloud. Expected answer: 'They use machines during the harvest.'
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches, drills the new words, and introduces the lesson: 'Today we will listen to three people talk about countryside life and write about what we like or dislike.'
Students
Ss repeat the words and copy the new words into their notebooks.

Activity 2.1: Knowledge formation · 22 minutes

Listening strategy: predict, gist, details

a) Aims

Ss use the three-step listening strategy: predict the type of answer, listen for gist, then listen for details.

b) Content

Ss look at Questions 1–4 (who, transport problem, true or false, what helps) and predict the type of answer. Then they listen once for gist: 'What is the topic? How many speakers are there?' Finally, they listen again for the details of Question 1 as a model: 'Who likes quiet evenings?'
The question text does not show the transcript; Ss do not read the recording script.

c) Expected outcomes

Predictions: Q1 – person (a name); Q2 – problem (a reason-type thing); Q3 – true or false (yes/no); Q4 – thing (a noun).
Gist: three speakers talk about life in the countryside and they have different views.
Detail for Q1: Lan (the recording states: Lan).
Key knowledge: predict first, listen for gist, then listen for details; answer with a word or short phrase when asked.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the strategy on the board: '1. Predict 2. Gist 3. Details'. T shows Questions 1–4 and asks: 'What type of answer does Question 1 need: person, time, place or reason?'
Students
Ss predict the type of answer for each question. Expected answer: 'Question 1 needs a person.'
Teacher
Step 2: Task performance
T plays the recording once and asks Ss to note the topic and number of speakers. T plays the recording again and pauses to help Ss find the answer to Question 1.
Students
Ss listen for gist and write the topic and number of speakers in their notebooks. Ss listen again and write 'Lan' for Question 1 after the teacher pauses.
Teacher
Step 3: Report and discussion
T asks: 'What is the main idea of the recording?' and 'Who likes quiet evenings?'
Students
Ss answer: 'Three people talk about countryside life; they have different opinions.' and 'Lan.'
Teacher
Step 4: Conclusion and assessment
T summarises the strategy and notes the common mistake: 'Do not write a full sentence when a word or short phrase is asked. Always predict before listening.' T uses Worksheet No. 1 for the next activity.
Students
Ss copy the three-step strategy into their notebooks and fill in Worksheet No. 1 with predictions.

Activity 2.2: Knowledge formation · 20 minutes

Writing workshop: genre structure of a view paragraph

a) Aims

Ss identify the structure of the model paragraph and the genre features: state a view, develop two reasons with examples, acknowledge one limitation, close with a view.

b) Content

In pairs, Ss read the original model and label each sentence with one of four parts: State a view / Develop reasons with examples / Acknowledge a limitation / Close with your view. Ss also underline linking words such as 'However' and 'but'.
Teacher's questions: 'Which sentence states the view?' 'Which sentence acknowledges one limitation?' 'Which linking word introduces the limitation?' 'Which sentence closes with a view?'

c) Expected outcomes

Structure map:

State a view: 'I like the quiet lanes and the friendly neighbours.'
Reason 1 with example: 'People now use small machines during the harvest, so they finish some tasks faster than before.'
Reason 2 with example: 'Children can borrow books from a new library.'
Acknowledge one limitation: 'However, there are fewer buses than in my city, and some journeys take longer.'
Close with your view: 'Rural life is not always easy, but it offers space and strong community ties.'
Linking words: However (limitation), so (result), but (contrast).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four-part frame on the board: 'State a view – Develop two reasons with examples – Acknowledge one limitation – Close with your view'. T asks Ss to read the model paragraph in pairs.
Students
Pairs read the model paragraph silently and get ready to label it.
Teacher
Step 2: Task performance
T walks around and checks that pairs are labelling sentences correctly, pointing out that the last sentence about visitors is extra advice.
Students
Pairs label each sentence and underline linking words such as However, so and but.
Teacher
Step 3: Report and discussion
T invites two pairs to share their labels and draws the structure map on the board.
Students
Ss present, for example: 'The view is: I like the quiet lanes and the friendly neighbours.' 'The limitation starts with However.'
Teacher
Step 4: Conclusion and assessment
T confirms the structure map and reminds Ss: 'Use complete clauses in English and do not translate Vietnamese word order directly. Do not memorise the model; plan your own ideas.'
Students
Ss copy the structure map into their notebooks.

Activity 3.1: Practice · 15 minutes

Listening check: Questions 1–4

a) Aims

Ss answer the four listening questions accurately using the listening strategy.

b) Content

Ss listen to the recording and answer Questions 1–4 individually: 1. Who likes quiet evenings? (word or short phrase) 2. What transport problem does Minh mention? (word or short phrase) 3. Do all three say rural work is effortless? (true or false) 4. What helps at harvest time? (word or short phrase)

c) Expected outcomes

Lan (The recording states: Lan.)
too few buses (The recording states: too few buses.)
False – the recording states that this claim is false; rural work is not effortless.
machines (The recording states: machines.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes Questions 1–4 on the board and reminds Ss to write a word or short phrase only, and to answer True or False for Question 3.
Students
Ss read the four questions and prepare to write their answers.
Teacher
Step 2: Task performance
T plays the recording and pauses after each part to give Ss time to write. T plays the recording a second time if needed.
Students
Ss listen and write their answers individually in their notebooks.
Teacher
Step 3: Report and discussion
T asks Ss to swap answers with a partner, then calls on individuals to give answers for each question.
Students
Ss check with a partner and answer: 'Lan.' / 'Too few buses.' / 'False.' / 'Machines.'
Teacher
Step 4: Conclusion and assessment
T gives feedback, confirms the answers and praises accurate answers. T reminds Ss to check the question type before they write.
Students
Ss correct their mistakes and write the final answers in their notebooks.

Activity 3.2: Practice · 15 minutes

Analysing the model and planning my response

a) Aims

Ss analyse the purpose and genre features of the model and make a plan for their own response.

b) Content

Ex 7: Ss identify the purpose of the model, two genre features and two useful topic expressions.
Ex 5: Ss plan an 80–100-word response about what they like or dislike about countryside life, using the four-part structure. They fill in Worksheet No. 2.

c) Expected outcomes

Ex 7 (Gợi ý, human assessment): Purpose: to give a personal view about countryside life (what the writer likes and dislikes). Two genre features: a clear view in the first person ('I like the quiet lanes...'); a limitation introduced by 'However'. Two topic expressions: 'friendly neighbours', 'community ties' (also accept 'quiet lanes', 'fewer buses').
Ex 5 plan (sample): View: I like ... / Reason 1 + example: ... / Reason 2 + example: ... / Limitation: However, ... / Closing view: ...
Scoring guide: task fulfilment 4; genre and organisation 2; vocabulary and grammar 3; spelling and punctuation 1.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains Ex 7 and Ex 5 and distributes Worksheet No. 2. T asks Ss to choose one place or aspect of countryside life to write about.
Students
Ss read the tasks and choose a topic, for example: 'the quiet lanes' or 'the market in my village'.
Teacher
Step 2: Task performance
T asks pairs to answer Ex 7 first, then Ss work individually on the plan. T monitors and helps Ss choose original examples.
Students
Pairs answer the purpose and features questions. Ss complete their plan on Worksheet No. 2 with a view, two reasons with examples, one limitation and a closing view.
Teacher
Step 3: Report and discussion
T asks several Ss to read one reason or the limitation from their plan.
Students
Ss share, for example: 'I like the quiet lanes because children can walk safely to school.' Partners give comments.
Teacher
Step 4: Conclusion and assessment
T praises original ideas and reminds Ss: 'Plan your own response; do not memorise the model. Human assessment will be used.'
Students
Ss revise their plan according to the feedback.

Activity 4: Application · 10 minutes

Writing and revising my own response

a) Aims

Ss write an 80–100-word response about what they like or dislike about countryside life and revise one sentence to improve clarity.

b) Content

Ss write a first draft of 80–100 words based on their plan. Then they exchange drafts with a partner and revise one sentence. Teacher's sample revision: replace 'It is good' with a specific benefit and example, for example 'It is good' becomes 'Children can borrow books from a new library.'

c) Expected outcomes

A draft of 80–100 words following the four-part structure; one original sentence, one revised sentence and one sentence explaining the change (e.g., 'The revised sentence gives a specific example, so the reader understands the benefit.').

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sample revision on the board and explains the task: 'Write 80–100 words, then revise one sentence and explain your change.'
Students
Ss read the sample and get ready to write.
Teacher
Step 2: Task performance
T sets a time limit for drafting and asks Ss to swap drafts with a partner for a quick peer check.
Students
Ss write the first draft, then check their partner's draft kindly and suggest one improvement.
Teacher
Step 3: Report and discussion
T invites two or three Ss to read one original sentence and its revised version aloud.
Students
Ss read, for example: 'Original: It is good. Revised: Children can borrow books from a new library.'
Teacher
Step 4: Conclusion and assessment
T collects some drafts for human assessment and gives general feedback on the structure and language. T assigns the rest as homework.
Students
Ss finish their writing and keep their drafts for teacher review.

Worksheets

Phiếu học tập số 1

Listening strategy: predict, gist, details
Task A – Predict the type of answer (person, time, place or reason):

Q1: Who likes quiet evenings? → Type: ______
Q2: What transport problem does Minh mention? → Type: ______
Q3: Do all three say rural work is effortless? → Type: ______
Q4: What helps at harvest time? → Type: ______
Task B – Gist (listen once):
Topic of the recording: ______
Number of speakers: ______
Task C – Details (listen again): write a word or short phrase only.
Q1: ______
Q2: ______
Q3: True / False
Q4: ______

Phiếu học tập số 2

Writing plan: What I like or dislike about countryside life (80–100 words)
Genre: a paragraph stating a view
Part 1 – State a view:

My view: ______
Part 2 – Develop two reasons with examples:
Reason 1: ______ / Example: ______
Reason 2: ______ / Example: ______
Part 3 – Acknowledge one limitation (use However / but):
Limitation: ______
Part 4 – Close with your view:
Closing view: ______
Useful expressions (from the lesson): harvest, paddy field, peaceful, vast, community ties, friendly neighbours
Self-check:
I used a complete sentence for each idea.
I did not copy the model sentences.
My paragraph has 80–100 words.

Homework

Finish your paragraph of 80–100 words about what you like or dislike about countryside life, following the four parts: state a view – two reasons with examples – one limitation – close with your view.
Revise one sentence from your paragraph: write the original sentence, the revised sentence, and one sentence explaining how the change improves the clarity or genre.
Ask a family member or a classmate to read your paragraph and give one kind comment on it, then write it in your notebook.
Practise the listening strategy (predict, gist, details) with the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/8/english/unit-2-skills-2.

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