Tiếng AnhLớp 8Chủ điểm 5. Unit 4: Ethnic groups of Viet Nam

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Identify the meanings of six unit words: ethnic group, stilt house, communal house, weave, costume, diverse.
- Use these words correctly in their own sentences.
- Pronounce the sounds /k/ (voiceless, as in culture) and /g/ (voiced, as in garden) clearly in words and natural sentences.

2. Competences

a) General competences

Self-control and independent learning: Ss check the meaning of each new word in its example sentence and self-correct their answers during practice.
Communication and collaboration: Ss work in pairs and small groups to share ideas about ethnic groups and compare answers.
Problem-solving and creativity: Ss apply the new vocabulary to write original topic sentences about ethnic groups of Viet Nam.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and type words, read sounds and sentences aloud, and write three original topic sentences.
Language knowledge (pronunciation, vocabulary, grammar): Ss recognise the /k/–/g/ contrast and use six unit words in correct meaning and collocation.

3. Personal qualities

Diligence: Ss complete every listening and writing task on time and practise the sounds repeatedly until they are clear.
Responsibility: Ss take turns in pair work and check their own answers honestly before reporting to the class.
Kindness: Ss listen respectfully to classmates' pronunciation and give constructive, encouraging feedback.
Patriotism: Ss show pride in the diversity of Viet Nam's ethnic groups when they write about their traditions.

II. Teaching aids and materials

1. Teacher

Projector or interactive board with the lesson slides
Audio recording for exercises 5 and 6 (words: culture, garden)
Worksheet 1 and Worksheet 2 (printed or projected)
NeoEdu lesson page: neoedu.vn/learn/8/english/unit-4-a-closer-look-1 (lesson presentation, examples and interactive exercises)
Small cards or sticky notes for the matching game

2. Students

Textbook English 8 (Global Success), Unit 4, A Closer Look 1
Notebook, pen and pencil
Mobile device or laptop for accessing the NeoEdu page (if available)
Individual whiteboard or paper for writing answers

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming ethnic groups

a) Aims

Ss activate prior knowledge about ethnic groups in Viet Nam and get ready for the topic of the lesson.

b) Content

Ss brainstorm in pairs the names of ethnic groups they know in Viet Nam and say one thing they know about one of these groups. T asks: 'What ethnic groups do you know in Viet Nam?' and 'What do you know about their houses, clothes or traditions?'

c) Expected outcomes

A list of at least three ethnic group names written on the board (for example: Kinh, Tay, H'mong), with one short spoken sentence about a traditional house or costume. Example answer: 'The Tay people often live in stilt houses.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the title 'Ethnic groups of Viet Nam' on the board and asks two guiding questions: 'What ethnic groups do you know?' and 'What do you know about their houses, clothes or traditions?' T gives 1 minute for pair brainstorming.
Students
Ss listen to the questions and read the title in their textbooks.
Teacher
Step 2: Task performance
T monitors the pairs, prompts with questions such as 'Do you know any special house in the mountains?' and helps with vocabulary in English.
Students
Pairs take turns naming ethnic groups and saying what they know. Possible answers: 'I know the Tay and the H'mong.' / 'Some people live in houses on stilts.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their ideas and writes the ethnic group names on the board.
Students
Representatives of pairs report: 'We know the Thai. They often live in stilt houses.'
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: 'Today we will learn new words to talk about the diverse traditions of ethnic groups in our country.' T writes the lesson aim on the board.
Students
Ss copy the lesson title and aim into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Presenting the six unit words

a) Aims

Ss identify the meaning and use of six unit words through example sentences.

b) Content

T presents the words: ethnic group (dân tộc), stilt house (nhà sàn), communal house (nhà cộng đồng), weave (dệt), costume (trang phục), diverse (đa dạng). Ss read each example sentence and match each word with its meaning in the matching game, then complete Worksheet 1.
Example sentences:

Viet Nam has many ethnic groups.
A stilt house is raised above the ground.
People gather in the communal house.
Some artisans weave beautiful cloth.
A costume may have a special meaning.
Our country has diverse traditions.
T asks: 'What does the word weave mean? Can you weave something?' and 'What is the opposite of the same?'

c) Expected outcomes

Ss' completed matching key:

ethnic group – dân tộc
stilt house – nhà sàn
communal house – nhà cộng đồng
weave – dệt
costume – trang phục
diverse – đa dạng
Ss can explain each word in English using its example sentence, for example: 'A stilt house is a house that is raised above the ground.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words and example sentences on the slide and reads them aloud as a model. T hands out Worksheet 1 and explains the matching task.
Students
Ss listen and repeat the words in chorus. Ss look at the example sentences and find the context clues.
Teacher
Step 2: Task performance
T organises a matching game: each pair receives cards with words and meanings. T asks pairs to check each meaning in its example sentence before matching.
Students
Pairs read the example sentences, discuss the meaning and match the cards. Ss write the answers on Worksheet 1. Possible discussion: 'The sentence says people gather in the communal house, so it must be nhà cộng đồng.'
Teacher
Step 3: Report and discussion
T calls on different pairs to read out one match and the sentence that supports it. T corrects pronunciation of the words as they are reported.
Students
Representatives report: 'Weave is dệt, because some artisans weave beautiful cloth.' Other pairs listen and check their own answers.
Teacher
Step 4: Conclusion and assessment
T confirms the meanings and writes the six words on the board with their Vietnamese meanings. T emphasises that the meaning must be checked in context and reminds Ss about the collocations: 'diverse traditions', 'ethnic groups', 'raise above the ground'.
Students
Ss correct their worksheets and copy the key words and collocations into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Listening and pronouncing /k/ and /g/

a) Aims

Ss distinguish and pronounce the voiceless sound /k/ and the voiced sound /g/ in words and natural sentences.

b) Content

T explains: /k/ is voiceless, as in culture; /g/ is voiced, as in garden. For /k/ and /g/, the back of the tongue is raised and then lowered. Ss place a hand on their throat to feel the vibration for /g/. There is no extra vowel after the final sound. Ss listen to the recording and type the words they hear (exercises 5 and 6), then read the examples aloud slowly and then in a natural sentence.

c) Expected outcomes

Exercise 5 key: culture
Exercise 6 key: garden
Ss can read aloud: 'culture' (/k/ voiceless, no vibration in the throat) and 'garden' (/g/ voiced, vibration felt on the throat).
Natural sentence model: 'Our culture is diverse.' and 'We play in the garden.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models the two sounds slowly: culture, garden. T demonstrates placing a hand on the throat to feel the vibration for /g/.
Students
Ss listen, copy the model and place a hand on their throat for the /g/ sound.
Teacher
Step 2: Task performance
T plays the audio twice for exercise 5 and exercise 6 and pauses between items. T monitors individual Ss who type the words.
Students
Ss listen and type the word they hear on their whiteboard or in their notebook. Ss then practise reading culture and garden in pairs, then in a natural sentence.
Teacher
Step 3: Report and discussion
T calls on individual Ss to read aloud and asks the class to judge whether the /k/ or /g/ sound is clear.
Students
Ss read aloud: 'culture' and 'garden'. Classmates give feedback: 'Your /g/ is voiced, I can feel your throat vibrate.'
Teacher
Step 4: Conclusion and assessment
T summarises the difference: /k/ is voiceless, /g/ is voiced, and there is no extra vowel after the final sound. T reminds Ss that spelling alone does not show pronunciation.
Students
Ss repeat the key rule in chorus and note it in their notebooks.

Activity 3: Practice · 12 minutes

Matching and choosing unit words

a) Aims

Ss consolidate the meanings of the unit words through matching and choosing tasks.

b) Content

Ss complete Worksheet 1 with the following tasks:

Match the unit words and meanings.
Choose the unit word or phrase meaning 'dân tộc': ____ (ethnic group)
Choose the unit word or phrase meaning 'nhà sàn': ____ (stilt house)
Choose the unit word or phrase meaning 'nhà cộng đồng': ____ (communal house)
Ss check each meaning in its example sentence. T then reviews the answers with the class.

c) Expected outcomes

Answer key for Worksheet 1:

ethnic group – dân tộc; stilt house – nhà sàn; communal house – nhà cộng đồng; weave – dệt; costume – trang phục; diverse – đa dạng
ethnic group (Viet Nam has many ethnic groups.)
stilt house (A stilt house is raised above the ground.)
communal house (People gather in the communal house.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the four tasks on Worksheet 1 and reminds Ss to check meaning in the example sentence before choosing the answer.
Students
Ss read the instructions and the sentences of the tasks silently.
Teacher
Step 2: Task performance
T asks Ss to work individually for 5 minutes, then compare answers with a partner. T walks around and checks for accurate spelling of the words.
Students
Ss complete the matching task and the choosing tasks. Ss compare answers with a partner and explain their choices: 'The sentence says people gather in it, so it is a communal house.'
Teacher
Step 3: Report and discussion
T calls on Ss to give the answers for each task and asks the class whether they agree.
Students
Ss report: 'Number 2 is ethnic group because Viet Nam has many ethnic groups.' Classmates confirm or ask questions.
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the board and explains any mistakes. T highlights that the meaning is decided by the context.
Students
Ss correct their answers in red pen and write down any words they found difficult.

Activity 4: Application · 8 minutes

Writing topic sentences about ethnic groups

a) Aims

Ss use three different unit words to write original topic sentences about ethnic groups of Viet Nam.

b) Content

Ss write three original topic sentences using three different vocabulary items from the unit (exercise 8). T gives the model from the lesson: 'A respectful cultural visit begins with questions, not assumptions.' Ss use Worksheet 2 to plan their sentences, then share two sentences with a partner. The writing task can be finished at home.

c) Expected outcomes

Three original topic sentences using three different unit words, for example:

Viet Nam has many ethnic groups, and each group has its own traditions.
In the mountains, some families still live in a stilt house.
Some artisans weave beautiful cloth that shows the identity of their community.
Each sentence uses a different unit word, correct collocations and correct meaning.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the task on the slide and reads the model sentence. T explains the criteria: use three different words, correct meaning, clear sentence. T hands out Worksheet 2.
Students
Ss read the model and the criteria. Ss ask questions about the task if needed.
Teacher
Step 2: Task performance
T gives Ss 4 minutes to write their three sentences individually and monitors to check the use of vocabulary and grammar.
Students
Ss write three sentences on Worksheet 2, for example: 'Viet Nam has many ethnic groups.' / 'A stilt house is raised above the ground.' / 'Our country has diverse traditions.'
Teacher
Step 3: Report and discussion
T asks pairs to exchange sentences and read two of them aloud. T selects one or two sentences to correct on the board.
Students
Pairs read their sentences aloud and give feedback: 'Your sentence is clear. Try to use the word diverse in the next one.'
Teacher
Step 4: Conclusion and assessment
T summarises the key points: use the unit words in context, check collocations and spelling, and communicate clearly with details. T sets homework.
Students
Ss note the feedback and revise their sentences if needed.

Worksheets

Worksheet 1

Part A. Match the words with their meanings.

ethnic group
stilt house
communal house
weave
costume
diverse
Meanings: dân tộc / nhà sàn / nhà cộng đồng / dệt / trang phục / đa dạng

Part B. Choose the unit word or phrase that matches the Vietnamese meaning.

'dân tộc': ____
'nhà sàn': ____
'nhà cộng đồng': ____

Part C. Check each answer in its example sentence.

Viet Nam has many ethnic groups.
A stilt house is raised above the ground.
People gather in the communal house.

Worksheet 2

Writing task: Write three original topic sentences about ethnic groups of Viet Nam.

Use three different unit words: ethnic group / stilt house / communal house / weave / costume / diverse
Topic sentence 1: ______________________________
Topic sentence 2: ______________________________
Topic sentence 3: ______________________________

Self-check:

Did I use three different words?
Is the meaning of each word correct?
Is my sentence complete and clear?

Homework

Review the six unit words and their meanings. Write each word in a sentence of your own.
Read the model text in the lesson aloud three times. Focus on the /k/ and /g/ sounds in culture and garden.
Finish the writing task: write three original topic sentences with three different unit words, then write one short paragraph about an ethnic group you know, using at least two unit words.
Prepare for the next lesson by reading the 'Communication' section of Unit 4 in your textbook.

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