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

Giáo án A Closer Look 2

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
form Yes/No and Wh-questions with be and with do/does/did in the present simple
explain why the Wh-word comes before the auxiliary in a Wh-question
distinguish countable nouns (houses, students) from uncountable nouns (rice, information)
choose How many or How much, and a little or a few, according to the noun type
use the new vocabulary about ethnic groups of Viet Nam (ethnic group, stilt house, communal house, weave, costume, diverse) in simple questions

2. Competences

a) General competences

Self-control and independent learning: Ss check their own answers against the key, identify their mistakes in the question forms and correct them before the report stage.
Communication and collaboration: Ss work in pairs and groups to ask and answer questions, share their answers and give feedback to classmates politely.
Problem-solving and creativity: Ss apply the three-step routine (identify meaning, choose structure, check subject-verb form) to write new questions about a village of an ethnic group.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer Yes/No and Wh-questions about houses, rice and visits, and write three questions in the Application stage.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the six new words correctly, use the structure of questions with be and do/does/did, and use How many, How much, a little, a few correctly with countable and uncountable nouns.

3. Personal qualities

Diligence: Ss complete all worksheet tasks and the homework writing task on time, and revise the question forms regularly.
Responsibility: Ss take turns in pairs and groups, check their partner's answers carefully and report results honestly.
Kindness: Ss help classmates who are slow or unsure, by explaining the form again in a friendly way instead of correcting them harshly.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard, lesson slides
Pictures of a stilt house, a communal house, a woman weaving cloth, and a traditional costume
Textbook English 8 (Global Success), Unit 4, A Closer Look 2
Worksheet 1 and Worksheet 2 (printed, one set for each pair)
NeoEdu lesson page with interactive exercises: neoedu.vn/learn/8/english/unit-4-a-closer-look-2

2. Students

Textbook English 8 and notebook
Pens, pencils, eraser
Small whiteboard and marker (optional, for group work in the Application stage)

III. Procedures

Activity 1: Warm-up · 5 minutes

Picture Guessing: Ethnic Groups of Viet Nam

a) Aims

Ss activate prior knowledge about ethnic groups of Viet Nam, pronounce the new vocabulary correctly and get ready for the lesson on questions.

b) Content

Ss look at four pictures (a stilt house, a communal house, a woman weaving cloth, a traditional costume) and answer T's questions: 'What can you see in the picture?' and 'Which ethnic group do you think lives in a stilt house?'
New words to pre-teach: ethnic group (dân tộc), stilt house (nhà sàn), communal house (nhà cộng đồng), weave (dệt), costume (trang phục), diverse (đa dạng).

c) Expected outcomes

Ss name the four items correctly in English, for example 'It is a stilt house.' 'She is weaving cloth.'
Ss repeat the six new words with correct pronunciation.
Ss write the six words in their notebooks with the Vietnamese meaning.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four pictures on the screen and says: 'Look at these pictures. Guess what our topic is today.' T gives one minute for pair guessing.
Students
Ss look at the pictures and talk in pairs about what they see and what the topic might be.
Teacher
Step 2: Task performance
T walks around, prompts weaker Ss with simple questions such as 'Is it a house or a costume?' and writes the key words on the board.
Students
Ss use simple sentences to describe the pictures, for example 'This is a stilt house. It is raised above the ground.'
Teacher
Step 3: Report and discussion
T asks several pairs to share their guesses and writes the six new words on the board. T models the pronunciation of each word.
Students
Ss answer, for example: 'It is about ethnic groups.' 'It is about houses and cloth.' Ss repeat the words in chorus, then individually.
Teacher
Step 4: Conclusion and assessment
T confirms the topic of the lesson and says: 'Today we will learn how to ask questions about houses, rice, and visits.' T checks the spelling and meaning of the six words.
Students
Ss copy the new words into their notebooks and get ready for the next activity.

Activity 2.1: Knowledge formation · 12 minutes

Forming Yes/No and Wh-questions

a) Aims

Ss recognise the structure of Yes/No and Wh-questions with be and with do/does/did, and use the three-step routine to check their questions.

b) Content

T writes two model questions from the Worked language example on the board: 'How many houses are there?' and 'How much rice do they grow?'
Ss follow the three-step routine: Step 1, identify the communicative meaning (what information is asked); Step 2, choose the structure; Step 3, check the subject, verb form and any time or place reference.
Ss complete Part A of Worksheet 1 in pairs.

c) Expected outcomes

Ss complete the structure table in Worksheet 1 (Part A):

Be-questions: Be + subject + ...? (Are they happy?)
Yes/No questions with do/does: Do/Does + subject + base verb + ...? (Do they live in this village?)
Wh-questions: Wh-word + auxiliary + subject + main verb ...? (Where does she work?)
Key rule: the Wh-word comes before the auxiliary; after do/does/did the main verb is in its base form.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two model questions on the board and asks: 'What does the first question ask about? What does the second question ask about?' T explains the three-step routine.
Students
Ss listen and copy the three steps into their notebooks.
Teacher
Step 2: Task performance
T gives Worksheet 1 (Part A) to each pair and asks them to complete the table. T monitors and asks: 'Which word comes first in the question?'
Students
Pairs read the model questions, underline the Wh-word and the auxiliary, and fill in the structure table. Expected answer: 'How many houses are there?' – the verb be (are) comes before the subject 'there'; no do-support is needed.
Teacher
Step 3: Report and discussion
T calls on two or three pairs to present their answers and asks the class to agree or disagree.
Students
A pair says: 'The question word is How many, and then the verb are comes before the subject.' Another pair says: 'In Where does she work?, does is the auxiliary and work is in base form.'
Teacher
Step 4: Conclusion and assessment
T confirms the structures on the board and stresses the key point: the Wh-word goes first, the auxiliary goes second, and the main verb is in base form after do/does/did. T reminds Ss to check the subject-verb agreement in the third person (she/he/it).
Students
Ss correct their tables and write the three structures in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Countable and Uncountable Nouns with How many and How much

a) Aims

Ss distinguish countable and uncountable nouns and use How many, How much, a little and a few correctly.

b) Content

Ss sort the given nouns into countable and uncountable groups (Part B of Worksheet 1): houses, students, rice, information.
T explains the rule: not every thing noun is countable. Information and rice are uncountable.
T presents the pattern: How many + countable plural noun; How much + uncountable noun.

c) Expected outcomes

Ss complete Part B of Worksheet 1:

Countable nouns (plural form possible): houses, students
Uncountable nouns (no plural in this use): rice, information
Knowledge gained:
How many + countable plural noun? (How many houses are in the model village?)
How much + uncountable noun? (How much rice do they grow?)
a little + uncountable noun (a little information); a few + countable plural noun (a few students).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four nouns on the slide and asks: 'Can we count this noun? Can we make it plural?' T gives an example: 'one house, two houses' and 'rice – we do not say two rices in this context.'
Students
Ss listen and think about the question for each noun.
Teacher
Step 2: Task performance
Ss work individually for one minute, then compare with their partner and complete Part B of Worksheet 1.
Students
Ss sort the nouns into two columns and write one example question for each noun, for example 'How many students joined the visit?' and 'How much information do you need?'
Teacher
Step 3: Report and discussion
T invites one pair to share their sorting and asks: 'Why is information uncountable?'
Students
A pair answers: 'Information is uncountable, so we use How much information, not How many information.' Other Ss add examples.
Teacher
Step 4: Conclusion and assessment
T writes the summary table on the board: How many + countable plural; How much + uncountable. T also contrasts a little (uncountable) with a few (countable plural).
Students
Ss copy the summary into their notebooks and check their own sorting.

Activity 3: Practice · 10 minutes

Choosing the Right Question Word and Structure

a) Aims

Ss practise choosing the correct question word, auxiliary, verb form and quantifier in context.

b) Content

Ss complete exercises 1 to 7 on Worksheet 2 in pairs (Think-Pair-Share):

How ___ rice is in the bowl? (much)
How ___ students joined the visit? (many)
___ they live in this village? (Present simple) (Do)
Where ___ she work? (Present simple) (does)
Choose the quantifier: We need ___ information, not many new facts. (a little / a few)
Order the words: Do / the visitors / need / a guide?
Which question asks about a person? A. Who showed you the weaving? B. Where did you see the weaving? C. How much cloth did you buy?
After pair work, Ss check their answers on the NeoEdu interactive exercises.

c) Expected outcomes

Answer key:

much
many
Do
does
a little (information is uncountable; a few and many need plural countable nouns)
Do the visitors need a guide?
A – Who showed you the weaving? (Who asks about a person and is the subject here, so no do-support is needed.)
Ss write the correct answers in their notebooks and mark any wrong answers with a correction.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and explains the task: 'Think alone for 30 seconds, then share with your partner, and agree on one answer.'
Students
Ss read the instructions and the seven exercises.
Teacher
Step 2: Task performance
T monitors and gives hints only if needed, for example: 'Look at the noun after the blank. Is it countable?'
Students
Pairs discuss and fill in the blanks. Expected difficulty: Ss may confuse Do and Does in exercises 3 and 4, or choose many instead of much in exercise 1.
Teacher
Step 3: Report and discussion
T asks each pair to read out one answer with its reason. T opens the NeoEdu exercise page on the screen to check the answers together.
Students
Ss answer, for example: 'Number 1 is much, because rice is uncountable.' 'Number 7 is A, because Who asks about a person.' Ss who got an answer wrong explain the correction.
Teacher
Step 4: Conclusion and assessment
T confirms the key and highlights the common mistakes: using many with uncountable nouns, and forgetting do/does in questions. T praises the pairs who explained their answers clearly.
Students
Ss correct their notebooks and write the two most important rules they have learnt in one sentence.

Activity 4: Application · 10 minutes

Question Mingle: Asking About an Ethnic Village

a) Aims

Ss use Yes/No and Wh-questions with countable and uncountable nouns to ask for information about an ethnic village, in a real-life context.

b) Content

Ss work in groups of four. Each group writes three questions, as in exercise 8 of the textbook:

one Yes/No question about visiting a museum (for example, 'Do you visit the museum on Sundays?')
one How many question about houses (for example, 'How many houses are in the model village?')
one How much question about rice (for example, 'How much rice do they grow?')
Then Ss mingle, ask and answer questions with other groups, and explain the difference between countable and uncountable nouns in their questions.

c) Expected outcomes

Each group produces a question card with three correctly formed questions and one short explanation of the noun distinction (for example: 'Houses can be counted, so we use How many. Rice is uncountable in this use, so we use How much.').
Self-assessment scale (10 points): three correctly formed questions = 6 points; correct distinction between countable and uncountable nouns = 3 points; correct mechanics (capital letters, question mark, verb form) = 1 point.
The final score is given by the group and checked by T (human assessment).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of four and gives each group a small whiteboard. T explains the task and shows the scoring scale.
Students
Ss read the task and the scoring scale.
Teacher
Step 2: Task performance
T monitors the groups and checks the three questions before Ss start mingling. T reminds Ss to use the three-step routine.
Students
Groups write their questions, check the structure and noun type, and then move to ask questions of another group. Expected answer from a partner: 'Yes, we do. We visit it on Sundays.' 'There are twenty houses.'
Teacher
Step 3: Report and discussion
T asks two or three groups to present their best question and explanation to the class.
Students
A group says: 'How many students joined the visit? Students can be counted, so we use many.' Other groups give feedback politely.
Teacher
Step 4: Conclusion and assessment
T gives the correct model answers (Do you visit the museum on Sundays? How many houses are in the model village? How much rice do they grow?), summarises the structures and nouns, and asks Ss to do the homework.
Students
Ss compare their questions with the model answers and correct their cards.

Worksheets

Worksheet 1

Part A: Question structure
Look at the two model questions: 'How many houses are there?' and 'How much rice do they grow?'

Underline the Wh-word.
Circle the auxiliary verb (be, do, does, did).
Write the structure in the table:
- Be-question: ___ + subject + ...?
- Yes/No question with do/does: ___ + subject + base verb + ...?
- Wh-question: Wh-word + ___ + subject + main verb ...?

Part B: Countable or uncountable?
Sort these nouns into two columns:

houses
students
rice
information

Column 1 (countable): ...
Column 2 (uncountable): ...

Then write one question for each noun, using How many or How much.

Worksheet 2

Practice: Choose the correct answer.

How ___ rice is in the bowl?
How ___ students joined the visit?
___ they live in this village? (Present simple)
Where ___ she work? (Present simple)
We need ___ information, not many new facts. (a little / a few)
Order the words to make a Yes/No question: Do / the visitors / need / a guide?
Which question asks about a person?
A. Who showed you the weaving?
B. Where did you see the weaving?
C. How much cloth did you buy?

Task: Think alone for 30 seconds, then share your answer with your partner and agree on one answer.

Homework

Write five questions to ask a friend about an ethnic village you know or would like to visit. Include one Yes/No question, two How many questions (countable nouns), and two How much questions (uncountable nouns).
Check each question with the three-step routine: identify the meaning, choose the structure, check the subject and verb form.
Use a little or a few in one sentence, and explain your choice in one short sentence in your notebook.
Review the new vocabulary (ethnic group, stilt house, communal house, weave, costume, diverse) and practise the pronunciation with the NeoEdu lesson page: neoedu.vn/learn/8/english/unit-4-a-closer-look-2.

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