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

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Use the six key words of the unit (ethnic group, stilt house, communal house, weave, costume, diverse) correctly in context.
- Identify the speaker, the topic and the purpose of a follow-up question in a discussion.
- Give a short supported response to an opinion, using a personal and truthful example.

2. Competences

a) General competences

Self-control and independent learning: Ss read the model conversation on their own, underline supporting words and check their answers against the key before discussing.
Communication and collaboration: Ss work in pairs and groups to match words, read the situation and share ideas, using full sentences in English.
Problem-solving and creativity: Ss choose the correct question or word in a new context and write their own four-turn conversation with a follow-up question.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer about ethnic groups of Viet Nam, read a short discussion to find the speaker, topic and main idea, and write a four-turn conversation.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the unit words with correct word stress, use the vocabulary in context, and use How much and How many correctly with uncountable and countable nouns.

3. Personal qualities

Respect: Ss show respect for the ethnic groups of Viet Nam by using polite, respectful language when they discuss cultural visits.
Honesty: Ss replace the sample experience with a truthful example of their own when they write a personal response.
Patriotism: Ss show pride in the diverse traditions of Viet Nam when they talk about its ethnic groups.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 8 (Global Success), Unit 4, Getting Started page
Projector or interactive board with the conversation, the key words and the answer key
Worksheet 1 printed for each pair
Timer
Neoedu online lesson: neoedu.vn/learn/8/english/unit-4-getting-started (lecture, examples and interactive exercises)

2. Students

Textbook and notebook
Pen and pencil
Blank paper for writing the four-turn conversation
Worksheet 1 (shared with a partner)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: What do we know about ethnic groups?

a) Aims

Ss activate prior knowledge about ethnic groups of Viet Nam and get ready to use the topic in English.

b) Content

T asks Ss to think of one thing they know about ethnic groups of Viet Nam (a costume, a house, a festival, a craft). Ss say it in English in one short sentence. T writes useful answers on the board.

c) Expected outcomes

A list of 4 to 6 words or short sentences on the board, for example: 'Some ethnic groups live in stilt houses.' or 'Costumes show the identity of each group.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks: 'What do you know about ethnic groups of Viet Nam?' and gives 1 minute for thinking.
Students
Ss think silently and note one idea in their notebooks.
Teacher
Step 2: Task performance
T calls on 4 to 5 Ss to answer and helps with vocabulary if Ss need it.
Students
Ss answer in one short English sentence, for example: 'I know some people weave cloth.'
Teacher
Step 3: Report and discussion
T writes the answers on the board and points out the topic words.
Students
Ss listen and repeat the key words after T.
Teacher
Step 4: Conclusion and assessment
T says: 'Today we will talk about ethnic groups and how to share our ideas respectfully.' T introduces the unit title and the lesson aim.
Students
Ss note the lesson aim in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Key vocabulary: meaning, pronunciation and use

a) Aims

Ss understand the meaning, pronunciation and use of six key words of the unit.

b) Content

Ss listen to T model each word, repeat it with correct word stress, and match it with its meaning and an example sentence in the textbook. Key words: ethnic group (dân tộc), stilt house (nhà sàn), communal house (nhà cộng đồng), weave (dệt), costume (trang phục), diverse (đa dạng).

c) Expected outcomes

A completed word list in notebooks:

ethnic group (dân tộc): Viet Nam has many ethnic groups.
stilt house (nhà sàn): A stilt house is raised above the ground.
communal house (nhà cộng đồng): People gather in the communal house.
weave (dệt): Some artisans weave beautiful cloth.
costume (trang phục): A costume may have a special meaning.
diverse (đa dạng): Our country has diverse traditions.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen and repeat. Then match each word with its meaning. Check with your partner.' T models the six words, stressing the stressed syllables (ETH-nic GROUP, STILT HOUSE, COM-mu-nal HOUSE, WEAVE, COS-tume, DI-verse).
Students
Ss listen, look at the words and prepare to repeat.
Teacher
Step 2: Task performance
T asks Ss to work in pairs (Pair work). T monitors and helps pairs with pronunciation.
Students
Ss repeat each word in chorus and then in pairs. Ss match words with meanings and write the example sentences.
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read one matching line each and checks pronunciation. T asks: 'Which word describes a house above the ground?'
Students
Ss answer: 'Stilt house.'
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches and drills the stress again. T reminds Ss to use 'diverse' with 'traditions' or 'cultures' as in the example.
Students
Ss correct their notes and copy the examples.

Activity 2.2: Knowledge formation · 12 minutes

A new conversation: reading the situation

a) Aims

Ss identify the speaker, the topic and the purpose of the follow-up question, and find words that support an opinion.

b) Content

Ss read the conversation between Mai and Nam and complete Worksheet 1. Key questions: Who is speaking? What is the topic? Why does the follow-up question matter? Which words support the opinion? Ss then replace the sample experience with a truthful example of their own.
Key sentence: 'A respectful cultural visit begins with questions, not assumptions.'

c) Expected outcomes

Answers on Worksheet 1:

Speaker: Nam (answering Mai's question)
Topic: a respectful cultural visit to a community museum, and ethnic groups of Viet Nam
Follow-up question: 'Can you give a reason for your opinion?' It asks Nam to support his opinion with a reason.
Supporting words: respectful, curiosity, respect, benefits
Common mistake to avoid: Use a complete clause where a complete sentence is needed; do not translate Vietnamese word order directly.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and says: 'Read the conversation silently. Answer the questions and underline the words that support an opinion.' T shows the key sentence on the projector.
Students
Ss read silently and note their answers on Worksheet 1.
Teacher
Step 2: Task performance
T asks pairs to compare their answers and to discuss the purpose of the follow-up question. T monitors and prompts with questions such as 'Why does Mai ask for a reason?'
Students
Ss discuss in pairs. Ss may answer: 'Because Nam must give a reason to support his opinion.'
Teacher
Step 3: Report and discussion
T calls on 2 or 3 pairs to share their answers. T asks: 'Which words show that the visit is respectful?'
Students
Ss report, for example: 'The speaker is Nam.' 'The words respectful and curiosity support the opinion.' Ss then write one truthful example of their own in one or two sentences.
Teacher
Step 4: Conclusion and assessment
T confirms the answers, points out the common mistake, and explains that a supported answer needs a reason or an example. T plays the Neoedu lecture on the sentence structure if time allows.
Students
Ss correct their worksheets and write the key idea: 'A follow-up question asks for supporting details.'

Activity 3: Practice · 10 minutes

Quick quiz: match, choose and complete

a) Aims

Ss practise vocabulary, question forms and the use of How much and How many with the textbook exercises.

b) Content

Ss complete three exercises in teams of four:

Exercise 3: Match the words with the meanings (ethnic group, stilt house, communal house, weave).
Exercise 4: Choose the question that asks for supporting detail (A, B, C or D).
Exercise 7: Complete the question 'How {{1}} rice is in the bowl?' with much or many.

c) Expected outcomes

Answers:

Exercise 3: ethnic group – dân tộc; stilt house – nhà sàn; communal house – nhà cộng đồng; weave – dệt.
Exercise 4: B. 'Can you give a specific example?' A specific example gives concrete support. A, C and D do not ask for supporting detail.
Exercise 7: much. 'How much rice is in the bowl?' Rice is uncountable, so we use How much.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into teams of four and explains the rules: each team writes answers on mini-whiteboards and shows them when T says 'Show'.
Students
Ss form teams and get whiteboards or paper.
Teacher
Step 2: Task performance
T reads each exercise aloud, gives 1 minute for each, and walks around to check answers. T reminds Ss that rice and information are uncountable.
Students
Ss discuss within their team and write their answers. Ss may ask: 'Is rice countable?'
Teacher
Step 3: Report and discussion
T asks teams to show answers. T asks a few teams to explain their choice in English, for example: 'We choose B because a specific example gives support.'
Students
Ss show their answers and explain briefly.
Teacher
Step 4: Conclusion and assessment
T gives the correct answers and awards points to the team with the most correct answers. T sums up: 'How much' is used with uncountable nouns and 'How many' with countable plural nouns.
Students
Ss check and correct their answers in their notebooks.

Activity 4: Application · 8 minutes

Personal response and a four-turn conversation

a) Aims

Ss use two unit words to give a personal response and write a four-turn conversation with one follow-up question.

b) Content

Ss work in pairs. Each S writes a short personal response to the discussion using two unit words (for example: diverse, respect). Then pairs write a four-turn conversation introducing the unit topic, including one follow-up question. Example opening: 'What are you preparing for our class discussion about ethnic groups of Viet Nam?'

c) Expected outcomes

A four-turn conversation with one follow-up question and two unit words, for example:

A: What are you preparing for our class discussion about ethnic groups of Viet Nam?
B: I have a short report about a community museum visit.
A: Can you give a reason for your opinion?
B: Yes. The visit encourages curiosity and respect for the diverse traditions of our country.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Write a personal response with two unit words. Then work with your partner to write a four-turn conversation with one follow-up question.' T shows the example on the projector.
Students
Ss read the example and choose their two words.
Teacher
Step 2: Task performance
T monitors, checks sentence structure and encourages Ss to use truthful examples.
Students
Ss write their responses and conversation. Ss may ask: 'Can we use our own experience?' T answers: 'Yes, please use a truthful example.'
Teacher
Step 3: Report and discussion
T invites 2 pairs to read their conversation aloud and asks the class to identify the follow-up question.
Students
Ss read their conversation and the class answers: 'The follow-up question is Can you give a reason for your opinion?'
Teacher
Step 4: Conclusion and assessment
T gives feedback on content, language and delivery, and reminds Ss of the Neoedu practice exercises for home study.
Students
Ss note the feedback and revise their writing.

Worksheets

Worksheet 1: Reading the situation

Read the conversation between Mai and Nam. Then answer the questions.

1. Who is speaking in the main part of the conversation?
1. What is the topic of the discussion?
1. What is the follow-up question? Why does it matter?
1. Underline two or three words that support Nam's opinion.
1. Write one truthful example of your own to replace the sample experience (one or two sentences).

Homework

Finish Exercise 5: write a personal response to the discussion using two unit words (for example: diverse, respect), with a reason and an example. Follow the Human assessment criteria: task achievement and accurate content and language (4 points), organisation and clear evidence (2 points), appropriate vocabulary and grammar (2 points), delivery or spelling (2 points).
Finish Exercise 8: write a four-turn conversation introducing the unit topic, including one follow-up question.
Review the six key words of the unit and make one sentence with each word.
Practise the lesson online at neoedu.vn/learn/8/english/unit-4-getting-started (lecture, examples and interactive exercises) before the next lesson.

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