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

Giáo án Looking Back

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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, do/does/did and wh-words placed before the auxiliary verb;
- use How many + countable plural noun and How much + uncountable noun correctly;
- recall the meanings of the six topic words and give a real-life use of three of them.

2. Competences

a) General competences

Self-control and independent learning: Ss check their own answers against the key, identify their language gaps and decide which skill section to revisit.
Communication and collaboration: Ss work in pairs and groups to ask and answer questions, compare answers and give peer feedback.
Problem-solving and creativity: Ss build their own example questions and short paragraphs about ethnic groups of Viet Nam using the target grammar and vocabulary.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer questions about a village, read a model paragraph, write a short paragraph and record a 60-second summary about ethnic groups of Viet Nam.
Language knowledge (pronunciation, vocabulary, grammar): Ss use question forms, How many / How much, and the six topic words accurately in context.

3. Personal qualities

Diligence: Ss complete all exercises and the recording task carefully and revise weak points before the next lesson.
Kindness: Ss give constructive, respectful feedback to classmates and avoid stereotypes when talking about ethnic groups.
Patriotism: Ss show pride in the cultural diversity of Viet Nam through the topic they talk and write about.

II. Teaching aids and materials

1. Teacher

Projector or interactive board with slides of the unit's language points and exercises
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/8/english/unit-4-looking-back
Flashcards of the six topic words (ethnic group, stilt house, communal house, weave, costume, diverse) with pictures but without the Vietnamese meanings
Worksheet 1 and Worksheet 2 (printed, one set per group)
Answer key and rubric for the 10-point writing and speaking tasks

2. Students

Notebook, pen and coloured pens
Sticky notes or small pieces of paper for the word web
Mobile phone or recording device for the homework task

III. Procedures

Activity 1: Warm-up · 4 minutes

Word web: ethnic groups of Viet Nam

a) Aims

Ss activate prior knowledge of the unit topic and recall vocabulary before the review.

b) Content

Ss call out words and phrases they associate with ethnic groups of Viet Nam. T writes them around the central phrase 'Ethnic groups of Viet Nam' to make a word web. Ss then check which words are from Unit 4.

c) Expected outcomes

A word web on the board with at least five words or phrases, including ethnic group, stilt house, communal house, weave, costume and diverse. Example: Ss say 'Our country has diverse traditions.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T draws a circle on the board, writes 'Ethnic groups of Viet Nam' inside it and asks: 'What comes to your mind when you hear this topic?'
Students
Ss listen and think about the topic individually for 30 seconds.
Teacher
Step 2: Task performance
T asks Ss to call out words in pairs first, then gives each pair one minute to write their words on sticky notes.
Students
Pairs discuss and write words such as 'stilt house', 'costume', 'weave', 'diverse'.
Teacher
Step 3: Report and discussion
T invites pairs to stick their notes on the board and read them aloud. T groups the words around the central circle.
Students
Each pair reads one or two words and says one sentence, e.g. 'People in the highlands wear colourful costumes.'
Teacher
Step 4: Conclusion and assessment
T confirms that these words are key words of Unit 4 and says: 'Today we will review the grammar and vocabulary of this unit.'
Students
Ss copy the title of today's lesson, 'Looking Back', into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Review of question forms and How many / How much

a) Aims

Ss systematise the question forms of the unit: be-inversion, do/does/did, wh-words before the auxiliary, and How many / How much with countable and uncountable nouns.

b) Content

Ss work in groups of four using Worksheet 1. Each group completes the rule table and sorts the example questions (Are there..., Do they..., Where does she work?, How many students..., How much rice...) into the correct structure. T asks: 'Why do we say How much rice, but How many students?' and 'Why is information uncountable?'

c) Expected outcomes

A completed rule table, for example:

Be-inversion: Is/Are + subject + ...? e.g. Is the stilt house old?
Yes/no question with do/does: Do/Does + subject + base verb...? e.g. Do they live in this village?
Wh-question: Wh-word + do/does + subject + base verb...? e.g. Where does she work?
How many + countable plural noun: How many students joined the visit?
How much + uncountable noun: How much rice is in the bowl?
Ss note that rice and information are uncountable, so they are not used with How many.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and says: 'Work in groups of four. Complete the table and sort the questions. You have five minutes.'
Students
Ss read the instructions and the example questions on the worksheet.
Teacher
Step 2: Task performance
T moves around the room, listens to groups and prompts with questions such as 'Is rice countable or uncountable?'
Students
Groups discuss and fill in the table. Ss may answer: 'Rice is uncountable, so we use How much.'
Teacher
Step 3: Report and discussion
T asks one group to present its table and invites other groups to add or correct.
Students
Ss present their rules. Possible answer: 'For wh-questions, the wh-word goes first, then do/does/did, then the subject and the base verb.'
Teacher
Step 4: Conclusion and assessment
T writes the correct structures on the board and stresses the common mistake: 'Do not use How many with uncountable nouns such as information or rice.'
Students
Ss copy the structures and the note on uncountable nouns into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Topic vocabulary recall

a) Aims

Ss recall the meanings of the six topic words and connect them to real-life use.

b) Content

T shows the flashcards with the words only. Ss cover the meanings, recall them in pairs and then match each word with its meaning: ethnic group (dân tộc), stilt house (nhà sàn), communal house (nhà cộng đồng), weave (dệt), costume (trang phục), diverse (đa dạng). Each pair chooses three words and writes one real-life use sentence for each.

c) Expected outcomes

A vocabulary list of six words with meanings, plus three real-life sentences, for example:

stilt house (nhà sàn): A stilt house is raised above the ground.
weave (dệt): My grandmother can weave beautiful cloth.
diverse (đa dạng): Our country has diverse traditions.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Cover the meanings on your worksheet and recall them. Then choose three words and write one real-life sentence for each.'
Students
Ss cover the meanings in Worksheet 2 and try to recall them.
Teacher
Step 2: Task performance
T shows the flashcards one by one and asks: 'What does this word mean?' T gives hints when Ss are stuck.
Students
Pairs answer, check with each other and write their three real-life sentences.
Teacher
Step 3: Report and discussion
T calls on a few pairs to read their sentences and checks the meaning and the use of each word.
Students
Ss read sentences aloud, e.g. 'A communal house is a place where people gather for festivals.'
Teacher
Step 4: Conclusion and assessment
T confirms the meanings and gives the pronunciation of the stressed syllable of each word. T reminds Ss that a word is only mastered when it is used in a sentence.
Students
Ss repeat the words after T and correct their vocabulary lists.

Activity 3: Practice · 8 minutes

Choosing the correct question form

a) Aims

Ss apply the question forms and How many / How much rules to complete exercises from the unit.

b) Content

Ss complete Exercises 1 to 4 on the slide and check with the NeoEdu interactive exercises. Ss then complete Exercise 5 by matching each word with its meaning.

How {{1}} rice is in the bowl?
How {{1}} students joined the visit?
{{1}} they live in this village? (present simple)
Where {{1}} she work? (present simple)
Review the topic vocabulary.

c) Expected outcomes

Answers:

much (rice is uncountable)
many (students is countable and plural)
Do
does (third person singular, with she)
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 displays Exercises 1 to 5 and says: 'Choose the correct word for each gap. Think about whether the noun is countable or uncountable.'
Students
Ss read the exercises and decide individually.
Teacher
Step 2: Task performance
T sets up the NeoEdu exercises on the projector and asks Ss to answer on their whiteboards or in the notebook.
Students
Ss write their answers. Ss may ask: 'Is information countable?' and T answers with the rule.
Teacher
Step 3: Report and discussion
T reveals the answers one by one and asks Ss to explain their choices.
Students
Ss give reasons, e.g. 'Rice is uncountable, so I choose much.' 'Where does she work? needs does because she is third person singular.'
Teacher
Step 4: Conclusion and assessment
T summarises the common mistakes and emphasises: 'Wh-word goes before the auxiliary verb, and How many goes with countable plural nouns only.'
Students
Ss correct their mistakes in red pen and note the rules in their notebooks.

Activity 4: Application · 15 minutes

Writing a respectful cultural visit paragraph

a) Aims

Ss use the unit's language to explain an idea in their own words and produce a new example with the target grammar.

b) Content

Ss read the model paragraph: '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...' Then Ss work in pairs. Task 1: write a paragraph of about 80 words describing a visit to an ethnic village, using at least two words from the unit and one How many or How much question. Task 2: ask and answer two questions with the target grammar, for example 'How many houses are there in your village?' and 'How much rice do they grow?'

c) Expected outcomes

A short paragraph of about 80 words that explains a cultural visit, uses at least two topic words and one target question form, and includes a reason why the visit is respectful. Ss also produce two correct questions, e.g. 'How many houses are there in your village?' and 'Do people weave cloth in your village?' Self-assessment rubric (10 points): task achievement and accurate content and language 4; organisation and clear evidence 2; appropriate vocabulary and grammar 2; delivery or spelling 2.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the model paragraph and asks: 'Why does the writer say that a respectful visit begins with questions?' T explains the writing task and the rubric.
Students
Ss read the model and answer: 'Because people should ask before taking photos and not make assumptions.'
Teacher
Step 2: Task performance
T asks pairs to plan with a quick outline (who, where, what they learnt, why it is respectful) and then write individually. T monitors and helps Ss with word choice.
Students
Ss draft their paragraphs and exchange questions with their partners to practise the target grammar.
Teacher
Step 3: Report and discussion
T invites two or three Ss to read their paragraphs aloud and asks the class to listen for the target grammar and topic words.
Students
Ss read aloud and classmates say which question form and which topic word they heard.
Teacher
Step 4: Conclusion and assessment
T gives feedback on content, grammar and vocabulary, and asks Ss to self-assess one language strength and one next step on their paper.
Students
Ss write one strength and one next step on their papers and keep them for the homework task.

Worksheets

Phiếu học tập số 1

Worksheet 1: Question forms in Unit 4 (group work)

A. Complete the rule table.

Be-inversion: ______ + subject + ...?
Yes/no question with do/does: ______ + subject + base verb...?
Wh-question with do/does/did: Wh-word + ______ + subject + base verb...?
How many + ______ noun
How much + ______ noun

B. Sort the questions into the correct group.

Are there many stilt houses in the village?
Do they live in this village?
Where does she work?
How many students joined the visit?
How much rice is in the bowl?
Is information countable?

C. Answer the question: Why do we say How much rice but How many students?

Phiếu học tập số 2

Worksheet 2: Topic vocabulary (pairs)

A. Cover the meanings. Recall the meaning of each word.

ethnic group
stilt house
communal house
weave
costume
diverse

B. Match each word with its meaning.

ethnic group – ______
stilt house – ______
communal house – ______
weave – ______
costume – ______
diverse – ______
(Meanings: nhà sàn; đa dạng; dệt; dân tộc; nhà cộng đồng; trang phục)

C. Choose three words and write one real-life sentence for each.

______ : ______________________
______ : ______________________
______ : ______________________

Homework

Record a 60-second spoken summary of Unit 4 on your phone. Include at least one question with How many or How much and two topic words.
Listen to your recording and self-assess using the rubric: task achievement 4 points, organisation 2 points, vocabulary and grammar 2 points, delivery 2 points.
Write one strength and one next step on your paper. If you still find the question forms difficult, return to the grammar section of Unit 4 on the NeoEdu page before the next lesson, rather than repeating answers blindly.
Revise the six topic words and write two new real-life sentences for each word you find difficult.

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