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

Giáo án Communication

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Use the structures I think…, I agree. It shows respect…, and I see your point, but… to give, agree with and respond to opinions.
- Give a reason when agreeing or disagreeing, and ask for a reason or example politely.
- Arrange the stages of a respectful discussion and use suitable openings and closings for a short talk.
- Use vocabulary related to ethnic groups of Viet Nam: ethnic group, stilt house, communal house, weave, costume, diverse.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the worksheet tasks on their own first, then check their answers against the keys and correct their own mistakes.
Communication and collaboration: Ss take turns in pairs and groups, listen before responding, and give polite, reasoned opinions in role-plays.
Problem-solving and creativity: Ss choose suitable responses for new situations, repair a misunderstanding with a clarification question, and create their own short talk.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a model text, express and respond to opinions in pair role-plays, and write a short opening and closing for a talk about ethnic groups of Viet Nam.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the target vocabulary and the complete-clause structure of the opinion expressions correctly, and pronounce the linking phrase 'I see your point, but' with natural rhythm.

3. Personal qualities

Respect: Ss show respect for other people's opinions and for the culture of ethnic groups by listening without interrupting and responding without attacking the speaker.
Responsibility: Ss complete the pair and group tasks on time and do not share private contact details during role-plays.
Patriotism: Ss show pride in the diverse traditions of Viet Nam's ethnic groups when they talk about them.

II. Teaching aids and materials

1. Teacher

Projector or interactive board with slides of the language model, key expressions and exercises
Pictures of a stilt house, a communal house, woven cloth and an ethnic costume
Worksheets 1 and 2 (printed for each pair)
Timer and rubric for speaking tasks (10 points)
NeoEdu online lesson: neoedu.vn/learn/8/english/unit-4-communication (lecture, examples and interactive exercises)

2. Students

Student's book English 8 (Global Success), Unit 4
Notebook, pen, pencil, eraser
Small whiteboard or sticky notes for group work
Smartphone or tablet to access NeoEdu (if available)

III. Procedures

Activity 1: Warm-up · 8 minutes

Picture talk: what do we know about ethnic groups?

a) Aims

Ss activate prior knowledge about ethnic groups of Viet Nam and get ready to express opinions about them.

b) Content

Ss look at four pictures (a stilt house, a communal house, woven cloth, an ethnic costume) and answer the question: What do you think about these traditions? Ss use the words stilt house, communal house, weave and costume.

c) Expected outcomes

Ss give one short opinion about each picture using I think…, for example: I think a stilt house is raised above the ground. Ss write the four target words in their notebooks, with the Vietnamese meanings: ethnic group (dân tộc), stilt house (nhà sàn), communal house (nhà cộng đồng), weave (dệt), costume (trang phục), diverse (đa dạng).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four pictures on the screen and asks: What can you see in this picture? T introduces the topic: Today we will learn how to give and respond to opinions about ethnic groups of Viet Nam.
Students
Ss look at the pictures and listen to the topic. Ss say what they can see.
Teacher
Step 2: Task performance
T asks Ss to think for one minute and then say one opinion about each picture. T writes the target words on the board.
Students
Ss work individually, then share with a partner. Possible answer: I think a stilt house is raised above the ground. I think the costume has a special meaning.
Teacher
Step 3: Report and discussion
T calls on 3 to 4 pairs to report. T gives feedback on pronunciation of ethnic group /ˈeθnɪk ɡruːp/ and stilt house /stɪlt haʊs/.
Students
Pairs report their opinions. Other Ss listen and repeat the target words after T.
Teacher
Step 4: Conclusion and assessment
T confirms the target vocabulary and says: Today's language is for sharing opinions politely, so let us look at how to do it.
Students
Ss copy the target words and their meanings into their notebooks.

Activity 2.1: Knowledge formation · 17 minutes

Giving, agreeing and disagreeing with opinions

a) Aims

Ss identify and use the structures for giving, agreeing and responding to opinions, with a reason.

b) Content

Ss read the model exchange on the screen: A: I think we should ask before taking photographs. B: I agree. It shows respect. C: I see your point, but we should also ask the guide about local rules. Ss answer the questions: 1) Which words show an opinion? 2) Which words show agreement? 3) Which words show a polite disagreement? 4) What reason does the speaker give? Ss also listen to the model in the NeoEdu lecture and repeat with correct rhythm.

c) Expected outcomes

Ss complete this function list in their notebooks:

Giving an opinion: I think + clause (I think we should ask before taking photographs.)
Agreeing and giving a reason: I agree. It shows respect.
Responding to a different opinion politely: I see your point, but + clause (I see your point, but we should also ask the guide about local rules.)
Key idea: the reason is given after the opinion, with the word 'It' or 'because' to link the reason.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the model exchange and asks Ss to read it silently. T asks: Who says what? What is the function of each sentence? Ss work in pairs on Worksheet 1, Part A.
Students
Ss read the exchange and take notes on the questions in Worksheet 1, Part A.
Teacher
Step 2: Task performance
T plays the NeoEdu lecture and pauses after each key sentence. T asks Ss to repeat and to mark the stressed words, for example: I THINK we should ASK before TAKing phoTOgraphs.
Students
Ss listen, repeat and mark stress. Possible answer for Q1: opinion = 'I think we should…'. Q2: agreement = 'I agree.' Q3: polite disagreement = 'I see your point, but…'. Q4: reason = 'It shows respect.'
Teacher
Step 3: Report and discussion
T asks 2 pairs to read the exchange aloud and checks the pronunciation of 'I see your point, but'. T writes the function list on the board.
Students
Pairs read the exchange aloud. Other Ss compare their notes with the board.
Teacher
Step 4: Conclusion and assessment
T confirms the function list and reminds Ss: Use a complete clause after the opinion phrase, not a Vietnamese word-by-word translation. Give a reason when agreeing or disagreeing.
Students
Ss copy the function list into their notebooks and tick the sentences they will use later.

Activity 2.2: Knowledge formation · 12 minutes

Adapting opinions: friendly tone, reasons and respectful discussion

a) Aims

Ss recognise how a respectful discussion is organised and how to keep a friendly tone when refusing or disagreeing.

b) Content

Ss read the model paragraph in the Example: A respectful cultural visit begins with questions, not assumptions. Ss answer: 1) What is the writer's opinion? 2) What reason does the writer give? 3) Does the writer use a friendly tone? Ss also read the rules on the slide: Use a friendly tone. Give a reason if refusing or disagreeing. Do not share private contact details in a classroom role-play.

c) Expected outcomes

Ss write a checklist of four features of a respectful discussion in their notebooks:

Use a friendly tone (e.g. I see your point…).
Give a reason for every opinion, refusal or disagreement.
Listen to the other person before responding.
Do not share private contact details (phone numbers, home addresses) in role-plays.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to read the model paragraph in Worksheet 1, Part B and answer the three questions with a partner.
Students
Ss read the paragraph silently and discuss the questions in pairs.
Teacher
Step 2: Task performance
T walks around, listens to the pairs and helps with difficult words such as artisan (thợ thủ công) and stereotype (định kiến).
Students
Ss answer the questions. Possible answer: 1) The writer thinks visitors should begin with questions, not assumptions. 2) The reason is that the visit encourages curiosity and respect rather than stereotypes. 3) Yes, the tone is friendly and polite.
Teacher
Step 3: Report and discussion
T invites one or two pairs to share answers and asks: Why is it important not to share private contact details in a classroom role-play?
Students
Pairs report. Possible answer: Because it protects privacy, even in a pretend situation.
Teacher
Step 4: Conclusion and assessment
T writes the four-point checklist on the board and asks Ss to copy it. T explains that these points will be used in the practice and application activities.
Students
Ss copy the checklist and check their own understanding.

Activity 3.1: Practice · 18 minutes

Choosing the right response and ordering a respectful discussion

a) Aims

Ss choose suitable responses, respond to a different opinion without attacking the speaker, and arrange the stages of a respectful discussion.

b) Content

Ss do Worksheet 1, Part C, with the following exercises from the book:

Exercise 1: Show agreement and give a reason to the statement 'I think visitors should ask before entering a home.' Choose the best response: A. I agree. It shows respect for the hosts. / B. I see your point, but I disagree. / C. Could you explain which village you mean? / D. Thank you for telling me the address.
Exercise 3: Politely ask for a reason or an example after the exchange.
Exercise 4: Respond to a different opinion without attacking the speaker.
Exercise 6: Arrange the stages of a respectful discussion: Introduce the topic; State your view and a reason; Ask for the other person's view; Respond to the idea politely; Summarise any agreement.

c) Expected outcomes

Answers:

Exercise 1: A (I agree. It shows respect for the hosts.)
Exercise 3: Could you explain why? / Could you give an example related to ethnic groups of Viet Nam?
Exercise 4 (sample): I understand your point. However, I think we should consider another possibility. A respectful cultural visit begins with questions, not assumptions.
Exercise 6 (correct order): 1) Introduce the topic. 2) State your view and a reason. 3) Ask for the other person's view. 4) Respond to the idea politely. 5) Summarise any agreement.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task on Worksheet 1, Part C: Ss work individually for Exercises 1, 3 and 4, then compare with a partner for Exercise 6. T reminds Ss to read each option carefully.
Students
Ss read the task and the options. Ss ask questions if any instruction is unclear.
Teacher
Step 2: Task performance
T monitors and checks whether Ss give reasons when they explain their choices. T asks guiding questions: Why is option B not the best answer? Does option C ask for a reason?
Students
Ss complete the exercises. Possible reasoning: option B refuses without giving a reason; option C asks for information, not an opinion; option D is not related to the opinion.
Teacher
Step 3: Report and discussion
T calls on Ss to read answers aloud. T asks one student to read the sample response to Exercise 4 and asks the class: Does this response attack the speaker?
Students
Ss give answers and explain. Possible answer: No, it respects the speaker's view and then gives a different idea with a reason.
Teacher
Step 4: Conclusion and assessment
T shows the correct answers on the screen and confirms the five stages of a respectful discussion. T highlights: Always respond politely and never attack the speaker.
Students
Ss check their answers, correct mistakes and write the five stages in their notebooks.

Activity 3.2: Practice · 15 minutes

Pair role-play: opinions, follow-up questions and repair

a) Aims

Ss use the opinion language in a pair role-play, ask follow-up questions, open and close a short talk, and repair a misunderstanding.

b) Content

Ss do Worksheet 2 with the following exercises from the book:

Exercise 2: Create a two-turn exchange using the function Giving and responding to opinions, based on: I think we should ask before taking photographs. / I agree. It shows respect. / I see your point, but we should also ask the guide about local rules.
Exercise 5: Role-play the situation with a partner. Ask one follow-up question and listen before responding.
Exercise 7: Write an appropriate opening and closing for a short talk about ethnic groups of Viet Nam.
Exercise 8: Reflect on a misunderstanding that could arise in this exchange and show a repair question.

c) Expected outcomes

Sample answers:

Exercise 2 (sample): A: I think visitors should ask before entering a home. B: I agree. It shows respect for the hosts.
Exercise 5 (sample): A: I think visitors should ask before entering a home. B: I agree. It shows respect for the hosts. A: Can you tell me more?
Exercise 7: Opening: Today I would like to talk about ethnic groups of Viet Nam. Closing: Thank you for listening. What do you think?
Exercise 8: A listener may not understand one key word. Repair question: What do you mean by that? Then paraphrase and check understanding.
Assessment (teacher judgement, not automatic), 10 points: task achievement and accurate content/language 4; organisation and clear evidence 2; appropriate vocabulary/grammar 2; delivery or spelling 2.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides Ss into pairs and gives Worksheet 2. T reminds them: Use a friendly tone, give a reason, do not share private contact details, and listen before responding.
Students
Ss read the tasks and choose their roles (speaker A and speaker B).
Teacher
Step 2: Task performance
T asks pairs to do Exercise 2 and Exercise 5 first, then Exercises 7 and 8. T circulates and notes common errors, for example missing a complete clause after I think.
Students
Pairs write and practise a two-turn exchange, then role-play it with one follow-up question. Ss write the opening and closing and discuss a possible misunderstanding and a repair question.
Teacher
Step 3: Report and discussion
T invites 3 pairs to perform their role-play in front of the class. T asks the audience to identify the follow-up question and the repair question.
Students
Pairs perform. The audience gives feedback using the 10-point rubric.
Teacher
Step 4: Conclusion and assessment
T gives general feedback on common errors and models the correct opening, closing and repair question: What do you mean by that?
Students
Ss note the feedback and revise their own worksheet answers.

Activity 4: Application · 20 minutes

Sharing a cultural visit: a short talk in groups

a) Aims

Ss apply the functions and discussion stages to a real-life situation: sharing an experience of visiting an ethnic community and discussing it respectfully.

b) Content

Each group of four Ss prepares a one-minute talk about a visit to an ethnic community or a community museum (real or imagined). The talk must include: an opening sentence, one opinion with a reason, one polite disagreement or follow-up question, and a closing sentence. Ss can use the model in the Example as a guide. Key vocabulary: ethnic group, stilt house, communal house, weave, costume, diverse.

c) Expected outcomes

Each group delivers a one-minute talk with an opening such as Today I would like to talk about… and a closing such as Thank you for listening. What do you think? Ss write a brief group outline (5 to 6 lines) on a small whiteboard or sticky notes.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows the checklist of required elements on the screen. T sets 8 minutes for preparation.
Students
Ss form groups of four, assign roles (speaker, two responders, timekeeper) and plan the talk.
Teacher
Step 2: Task performance
T monitors each group, checks that Ss use I think, I agree, I see your point, but and a reason, and helps with the target vocabulary.
Students
Ss prepare the talk and practise. Possible content: Last week we visited a village with stilt houses. I think visitors should ask before taking photographs. I agree. It shows respect for the hosts.
Teacher
Step 3: Report and discussion
T invites 2 or 3 groups to present. After each presentation, T asks the class: Did the speaker give a reason? Was the tone friendly?
Students
Groups present. The rest of the class listens and gives one positive comment and one suggestion.
Teacher
Step 4: Conclusion and assessment
T praises the effective language and the respectful attitude, and reminds Ss of the key points: friendly tone, reasons, listening and polite repair. T assigns the homework.
Students
Ss note the feedback and write one takeaway point in their notebooks.

Worksheets

Worksheet 1: Opinions and respectful discussion

Part A: Read the exchange and answer the questions.

A: I think we should ask before taking photographs.
B: I agree. It shows respect.
C: I see your point, but we should also ask the guide about local rules.
Questions:
Which words show an opinion?
Which words show agreement?
Which words show a polite disagreement?
What reason does the speaker give?

Part B: Read the model paragraph and answer the questions.
A respectful cultural visit begins with questions, not assumptions. Last month, our class visited a community museum. We learnt about weaving and the design of a stilt house. We asked before taking photographs and wrote names carefully. I would recommend this visit because it encourages curiosity and respect rather than simple stereotypes.
Questions:

What is the writer's opinion?
What reason does the writer give?
Is the tone friendly? Why?

Part C: Choose the best answer (Exercise 1).
I think visitors should ask before entering a home.
A. I agree. It shows respect for the hosts.
B. I see your point, but I disagree.
C. Could you explain which village you mean?
D. Thank you for telling me the address.

Part D: Arrange the stages of a respectful discussion (Exercise 6).

Ask for the other person's view.
Introduce the topic.
Summarise any agreement.
State your view and a reason.
Respond to the idea politely.

Worksheet 2: Role-play, talk opening and repair

Task 1 (Exercise 2): Create a two-turn exchange about this statement: I think we should ask before taking photographs. Use: I agree. It shows respect. / I see your point, but we should also ask the guide about local rules.

Task 2 (Exercise 5): Role-play with your partner. Ask one follow-up question and listen before you respond. Do not share private contact details.

Task 3 (Exercise 7): Write an opening and a closing for a short talk about ethnic groups of Viet Nam.
Opening: ____________________
Closing: ____________________

Task 4 (Exercise 8): A listener may not understand one key word. Write a repair question and then paraphrase.
Repair question: ____________________
Paraphrase: ____________________

Self-check (tick):

I gave a reason.
I used a friendly tone.
I listened before I responded.
I used the target vocabulary.

Homework

Write a paragraph of about 80 to 100 words about a visit to an ethnic community or a community museum (real or imagined). Use at least three opinion expressions from the lesson (I think…, I agree. It shows…, I see your point, but…) and give at least one reason.
Use the target vocabulary: ethnic group, stilt house, communal house, weave, costume, diverse. Underline each word in your paragraph.
Review the four features of a respectful discussion in your notebook and check that your paragraph follows them.
Practise the NeoEdu interactive exercises for Unit 4 Communication at neoedu.vn/learn/8/english/unit-4-communication and note the questions you find difficult for the next lesson.

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