NeoEdu
Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 5. Unit 4: Ethnic groups of Viet Nam

Giáo án Skills 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (40 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • identify the type of answer each listening question requires (person, time, place, reason, or thing) before listening
    • catch the main idea (gist) of the recording and then find specific details
    • analyse the genre features of a short paragraph about household duties and use them in their own writing

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict answers before listening, check their own answers against the recording, and revise their own paragraph without being told what to change.
  • Communication and collaboration: Ss share answers in pairs, give constructive comments on a partner's draft, and present their ideas clearly to the class.
  • Problem-solving and creativity: Ss choose realistic household duties from their own lives, decide how to organise them, and explain why each duty helps their family.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for gist and details in the recording, talk about their household duties, and write an 80–100-word paragraph with at least three duties, the time of each, and the reason it helps.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use present simple for habitual actions, time expressions (before dinner, on Saturday mornings), linking words (while, also, instead of, if), and vocabulary on household duties (small jobs, washing-up, make our home more comfortable).

3. Personal qualities

  • Responsibility: Ss describe real duties they carry out at home and explain how they complete them on time.
  • Kindness: Ss recognise that family members, both boys and girls, share housework, and they show appreciation for each other's help in their writing.
  • Diligence: Ss complete the listening tasks and the writing plan carefully and revise their paragraph at least once.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 8 (Global Success), Unit 4, Skills 2
  • Audio recording of the original listening (Linh's household chores)
  • Projector and slides with the listening questions, the original model paragraph, and the writing checklist
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • NeoEdu online lesson page for Skills 2 (neoedu.vn/learn/8/english/unit-4-skills-2): lesson presentation, examples and interactive exercises, used for display and quick self-check

2. Students

  • Textbook, notebook, pen, pencil, eraser
  • Worksheet 1 and Worksheet 2
  • Device for NeoEdu self-check (optional, if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Chores at home

a) Aims

Ss activate prior knowledge about household duties and get ready for the topic of helping the family.

b) Content

T asks Ss to think about the chores they do at home and asks questions:

  • What chores do you do at home?
  • When do you do them?
  • Who usually does the washing-up in your family?
    Ss list at least three chores in their notebooks, then share two of them with a partner.

c) Expected outcomes

A list of at least three household chores in each S's notebook, for example: wash the dishes, water the plants, sweep the floor, fold clothes. Ss also name the time they do each chore, for example: after dinner, on Sunday mornings.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title "Helping the family" on the board and asks: "What chores do you do at home?" T gives 1 minute for Ss to write their own ideas.

    Students

    Ss read the question and write down at least three chores in their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around, supports Ss who need vocabulary and asks: "When do you do this chore?"

    Students

    Ss tell a partner about their chores. Expected answers: "I wash the dishes after dinner." / "I sweep the floor on Saturday mornings."

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share. T asks: "Who does the washing-up in your family: mum, dad, or both?"

    Students

    Ss report briefly. Expected answer: "In my family, my dad and I share the washing-up."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good examples and introduces the lesson: today Ss will listen to Linh talk about her chores and then write a paragraph about their own duties. T writes the key words duties, realistic and comfortable on the board.

    Students

    Ss copy the key words into their notebooks and get ready for the lesson.

Activity 2.1: Knowledge formation · 10 minutes

Listening strategy: predict, gist, details

a) Aims

Ss learn the listening strategy: predict the type of answer, listen for gist, then listen for details.

b) Content

T explains the strategy with three steps:

  1. Before listening, predict the type of answer: person, time, place, reason or thing.
  2. First listen for gist.
  3. Then listen for details.
    T shows an example question: "What does Linh wash?" and asks: "What type of answer do we need: person, time, place, reason or thing?" Then T plays the recording once and asks: "What is the recording about?" Finally T plays the recording again for details.

c) Expected outcomes

Ss understand the three-step listening strategy and can predict the answer type for each question:

  • What does Linh wash? → thing
  • Who sweeps the floor? → person
  • When do they water the garden together? → time
    Gist: Linh talks about the household chores she and her family share.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three steps of the Listening strategy on the board and displays the Listening strategy slide. T says: "Before you listen, look at the question and predict the type of answer."

    Students

    Ss read the strategy in their textbook and copy the three steps into their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to predict the answer types for the questions on the slide. T plays the recording once and asks: "What is the recording about?" Then T plays it again for details.

    Students

    Ss work in pairs to predict the answer types, then listen for gist. Expected answer: "Linh talks about the chores in her family." Ss listen again and note the details.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 Ss to say the answer type and the gist. T asks: "Why is it useful to predict the answer type before listening?"

    Students

    Ss answer. Expected answer: "It helps us know what information to listen for, so we do not miss the key detail."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the strategy: predict the answer type, listen for gist first, then listen for details. T reminds Ss that the transcript is not shown in the question, so they must rely on the recording.

    Students

    Ss write the strategy in one sentence in their notebooks: "Predict, then gist, then details."

Activity 2.2: Knowledge formation · 10 minutes

Analysing the model paragraph

a) Aims

Ss identify the purpose and genre features of a paragraph about household duties and find useful topic expressions to use in their own writing.

b) Content

Ss read the original model paragraph and complete Worksheet 1, Part B. Questions:

  • What is the purpose of the paragraph?
  • Which three duties does the writer describe?
  • When does the writer do each duty?
  • Why do the duties help the family?
  • Find two genre features and two useful topic expressions.
    T also asks: "Does the model say that only girls or only boys should do chores?"

c) Expected outcomes

Answers on Worksheet 1, Part B:

  • Purpose: to describe the small jobs the writer does at home and explain why they help the family.
  • Duties: wash vegetables, water the plants and sweep the living room, fold own clothes.
  • Time: before dinner; on Saturday mornings.
  • Reason: they make our home more comfortable.
  • Genre features: first-person narrative about habitual actions with present simple (I wash, I water); time expressions (before dinner, on Saturday mornings).
  • Topic expressions: small jobs each week; make our home more comfortable.
  • The model does not limit any task to one gender; the brother also sets the table.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and projects the model paragraph. T says: "Read the model paragraph and answer the questions in Part B."

    Students

    Ss read the model silently and receive Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and underline the time expressions and the reason for each duty. T walks around and checks.

    Students

    Ss work in pairs, underline the time expressions (before dinner, on Saturday mornings) and write their answers on the worksheet.

  3. Teacher

    Step 3: Report and discussion

    T asks: "What is the purpose of the paragraph?" and "What is one genre feature?" T writes the answers on the board.

    Students

    Ss report. Expected answers: "The purpose is to describe the duties and explain why they help." / "Genre feature: the present simple for habitual actions, for example I wash vegetables."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the genre features: first person, present simple for routines, time expressions, linking words (while, also, instead of, if), and reasons. T emphasises that both boys and girls can do housework, so Ss must not suggest that only one gender should do a task.

    Students

    Ss correct their worksheets and write the two topic expressions into their notebooks.

Activity 3: Practice · 10 minutes

Listening for details

a) Aims

Ss practise listening for specific details and answering with a word or a short phrase.

b) Content

Ss listen to the original recording and answer four questions on Worksheet 2, Part A. Answers must be a word or a short phrase, not a full sentence:

  1. What does Linh wash? (Answer: a word or short phrase)
  2. Who sweeps the floor? (Answer: a person)
  3. Does Linh repair electrical equipment alone? (True or False)
  4. When do they water the garden together? (Answer: a time)
    Ss then check their answers with the NeoEdu self-check exercise, if available.

c) Expected outcomes

Answers:

  1. vegetables
  2. her older brother
  3. False (the recording states that this claim is false)
  4. Saturdays

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the four questions on Worksheet 2, Part A, and reminds Ss to predict the answer type before they listen.

    Students

    Ss read the questions and predict the answer type for each one.

  2. Teacher

    Step 2: Task performance

    T plays the recording two times. T pauses after each answer if needed. T walks around and checks Ss who are struggling.

    Students

    Ss listen and write the answers on Worksheet 2. Ss compare with a partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read the answers aloud and asks: "Why is the answer False?"

    Students

    Ss report: "vegetables", "her older brother", "False", "Saturdays". Expected explanation: "Linh does not repair electrical equipment alone, according to the recording."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes them on the board. T reminds Ss to use short answers for listening questions. T opens the NeoEdu page for a quick self-check if time allows.

    Students

    Ss correct any wrong answers and write the correct answers in their notebooks.

Activity 4: Application · 5 minutes

Planning and writing about my family duties

a) Aims

Ss plan and write an 80–100-word paragraph about at least three realistic duties they do to help their family, using the correct genre.

b) Content

Ss complete Worksheet 2, Part B, the writing plan:

  • Duty 1, when I do it, why it helps
  • Duty 2, when I do it, why it helps
  • Duty 3, when I do it, why it helps
    Ss write a first draft of 80–100 words. Ss then exchange drafts with a partner and check against the checklist: at least three duties, time expressions, reasons, and no gender-limited duties. Partners give one specific comment each.
    Homework: Ss revise the paragraph and submit the final version.

c) Expected outcomes

A plan with three duties and a first draft of 80–100 words. Example plan:

  • Duty: wash vegetables before dinner, because it helps my family prepare the meal faster.
  • Duty: water the plants on Saturday mornings, because it keeps our garden healthy.
  • Duty: fold my own clothes, because it makes our home tidy.
    A revised sentence example: replace "It is good" with "It saves my mother time every evening".

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2, Part B, and says: "Plan three duties first, then write. Use the model for genre, not for copying."

    Students

    Ss read the instructions and the checklist on the worksheet.

  2. Teacher

    Step 2: Task performance

    T asks Ss to plan individually for 3 minutes and then write the first draft for 2 minutes. T asks: "Which duty will you describe first, and when do you do it?"

    Students

    Ss write their plan and draft. Expected answer: "I wash the dishes after dinner, because it helps my mother rest."

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to share one sentence from their drafts and comments on the genre.

    Students

    Ss share one sentence and receive feedback from the partner, for example: "Your time expression is clear."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good examples and sets homework. T reminds Ss that the writing will be assessed by a human teacher, not automatically.

    Students

    Ss note the revision task and the deadline in their notebooks.

Worksheets

Worksheet 1: Analysing the model paragraph

Part A. Read the model paragraph, then answer.

  • What is the purpose of the paragraph?
  • Which three duties does the writer describe?
  • Part B. Find and write:
  • Two time expressions:
  • Two linking words:
  • Two reasons why the duties help:
  • Two genre features:
  • Two useful topic expressions:
    Part C. Does the model suggest that only one gender should do a task? Explain in one sentence.

Worksheet 2: Listening and writing plan

Part A. Listen to the recording. Answer with a word or short phrase, not a full sentence.

  1. What does Linh wash?
  2. Who sweeps the floor?
  3. Does Linh repair electrical equipment alone? (True / False)
  4. When do they water the garden together?
    Part B. Writing plan (80–100 words)
  • Duty 1: ... | When: ... | Why it helps: ...
  • Duty 2: ... | When: ... | Why it helps: ...
  • Duty 3: ... | When: ... | Why it helps: ...
    Checklist:
  • At least three realistic duties
  • Time for each duty
  • Reason for each duty
  • No gender-limited duty
  • Correct spelling and punctuation

Homework

  • Write your paragraph about things you do to help your family in 80–100 words. Describe at least three realistic duties, when you do them, and why they help. Do not imply that only one gender should do a task.
  • Revise your paragraph: underline one sentence you want to improve, write the original sentence and the revised sentence, and explain in one sentence what the change improves (for example, a more specific time or a clearer reason).
  • Practise the listening strategy: predict the answer type, listen for gist, then listen for details. You can use the NeoEdu lesson page neoedu.vn/learn/8/english/unit-4-skills-2 to check your answers.
  • Ask a family member or a classmate to read your paragraph and give one specific comment.

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