Tiếng AnhLớp 8Chủ điểm 6. Unit 5: Our customs and traditions

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- use the six target words (custom, ancestor, offering, reunion, preserve, respect) to talk about customs and traditions
- pronounce the contrast /n/ and /ŋ/ and distinguish thin and thing by their final sounds
- write short topic sentences about a custom, supported by details

2. Competences

a) General competences

Self-control and independent learning: Ss check the meanings of new words in their example sentences and self-correct their pronunciation after listening to the model.
Communication and collaboration: Ss work in pairs to brainstorm family customs and take turns reading aloud and giving feedback.
Problem-solving and creativity: Ss choose their own custom and use suitable vocabulary and details to write original topic sentences.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and type the words they hear, read example sentences aloud, and write three topic sentences about a custom they value.
Language knowledge (pronunciation, vocabulary, grammar): Ss match six vocabulary items with their meanings, contrast /n/ and /ŋ/ in thin and thing, and use complete sentences with correct word order.

3. Personal qualities

Responsibility: Ss complete the pair tasks on time and take responsibility for their own pronunciation practice.
Kindness: Ss give constructive, respectful feedback to their partners when they read aloud.
Patriotism: Ss show pride in the customs of their family and of Vietnam when they describe a custom they value and want to preserve.

II. Teaching aids and materials

1. Teacher

Lesson plan, board, markers
Audio recording of thin and thing and the words for listening exercises (Exercises 5 and 6)
Projector or screen to display the vocabulary examples and the model paragraph
NeoEdu lesson page with interactive exercises: neoedu.vn/learn/8/english/unit-5-a-closer-look-1

2. Students

Textbook Global Success 8, notebook, pencil, eraser
Worksheet No. 1 (printed or on paper)
Small whiteboard or paper for writing answers (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: Our family customs

a) Aims

Ss activate prior knowledge about family customs and get ready to learn the topic of the lesson.

b) Content

Ss work in pairs and answer the question: What customs does your family have? Each pair lists at least three customs, for example: We eat together on Sunday. We remove our shoes at the door. We visit grandparents at Tet.

c) Expected outcomes

A list of three to five customs from each pair, written on the board. Ss can name the customs in simple English, for example: We eat dinner together every night.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows a picture of a family meal and asks: What customs does your family have? T gives one example: In my family, we remove our shoes before entering the house.
Students
Ss listen to the teacher and look at the picture.
Teacher
Step 2: Task performance
T asks Ss to work in pairs for two minutes and write down their customs. T walks around and helps Ss with vocabulary they need.
Students
Ss discuss in pairs and write their customs in their notebooks. Possible answers: We celebrate Tet together. We pray for our ancestors. We eat a big meal on New Year's Eve.
Teacher
Step 3: Report and discussion
T invites two or three pairs to share their lists and writes the customs on the board. T asks: Which custom is special to your family?
Students
Pairs report their lists. Possible answer: Our special custom is that we visit our grandparents on the first day of Tet.
Teacher
Step 4: Conclusion and assessment
T praises the good ideas and says: Today we will learn words about customs and traditions. T writes the title of the unit on the board: Our customs and traditions.
Students
Ss write the title in their notebooks and get ready for the new lesson.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary in context

a) Aims

Ss understand the meaning and use of six target words through their example sentences.

b) Content

Ss read six words in context and match each word with its Vietnamese meaning, using Worksheet No. 1.

custom: Removing shoes may be a household custom.
ancestor: Families remember their ancestors.
offering: The family prepares an offering.
reunion: Tet is a time for family reunions.
preserve: Young people help preserve traditions.
respect: We respect different family customs.
Question for Ss: What does the word in bold mean in this sentence? Which words are nouns and which are verbs?

c) Expected outcomes

Completed Worksheet No. 1:

custom – phong tục
ancestor – tổ tiên
offering – lễ vật
reunion – cuộc đoàn tụ
preserve – gìn giữ
respect – tôn trọng
Ss can also say: custom, ancestor, offering and reunion are nouns; preserve and respect are verbs.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet No. 1 and explains the task: read each example sentence, then match the word with its meaning. T models the first item with the word custom.
Students
Ss listen and look at the example. Ss ask questions if they do not understand the task.
Teacher
Step 2: Task performance
T asks Ss to work individually for three minutes, then compare answers with their desk partner. T monitors and supports Ss who need help.
Students
Ss read the sentences silently, match the words with meanings and check each meaning in its sentence. Ss discuss with their partner. Possible question from a student: Is offering a noun or a verb? Answer: It is a noun.
Teacher
Step 3: Report and discussion
T calls on Ss to give answers one by one and asks: How do you know this meaning? T asks Ss to explain using the example sentence.
Students
Ss answer: I know custom means phong tục because the sentence says removing shoes may be a household custom. Ss give the other answers in the same way.
Teacher
Step 4: Conclusion and assessment
T confirms the correct matching and writes the six words on the board with their meanings. T reminds Ss to note the part of speech of each word in their notebooks.
Students
Ss correct their answers and copy the words and meanings into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation: /n/ and /ŋ/

a) Aims

Ss recognise and produce the sounds /n/ and /ŋ/ and distinguish thin and thing by their final sound.

b) Content

T models the two sounds:

/n/ as in noon: the tip of the tongue touches the ridge behind the upper teeth.
/ŋ/ as in sing: the back of the tongue is raised toward the soft palate. No /g/ is added at the end of sing.
Ss listen to thin and thing, then repeat the words and read the examples slowly, then in a natural sentence.
Question for Ss: Which word ends with /n/ and which ends with /ŋ/?

c) Expected outcomes

Ss can say the two sounds correctly and explain the contrast:

thin ends with /n/, with the tongue tip touching the ridge behind the upper teeth.
thing ends with /ŋ/, with the back of the tongue raised; there is no /g/ at the end.
Ss can read the sentence with clear final sounds.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes noon, sing, thin, thing on the board and asks Ss to listen to the model. T says: Listen to the final sound. Which sound is the same in noon and thin? Which sound is the same in sing and thing?
Students
Ss listen carefully to the teacher and the recording.
Teacher
Step 2: Task performance
T models each word slowly and then in a sentence, for example: The spoken word is thin. T asks Ss to repeat chorally, then individually. T corrects Ss who add /g/ to sing or thing.
Students
Ss repeat the words and sentences, then practise in pairs. Ss read the sentence The spoken word is thing and check each other's final sounds.
Teacher
Step 3: Report and discussion
T calls on two or three Ss to read thin and thing aloud and asks: What is the difference between these two words? Why does the final sound change the meaning?
Students
Ss answer: Thin ends with /n/ and thing ends with /ŋ/. The two words have different meanings, so the final sound is important.
Teacher
Step 4: Conclusion and assessment
T summarises the rule: /n/ uses the tongue tip; /ŋ/ uses the back of the tongue; sing and thing do not have a /g/ at the end. T reminds Ss to focus on the sound, not only the spelling.
Students
Ss write the key points in their notebooks and repeat the two words once more.

Activity 3: Practice · 10 minutes

Practice with words, listening and reading aloud

a) Aims

Ss consolidate the vocabulary and the pronunciation contrast through guided exercises.

b) Content

Exercise 1: Match the unit words and meanings. Check each meaning in its example sentence.
Exercise 2-4: Choose the unit word or phrase with the meaning given: phong tục (custom), tổ tiên (ancestor), lễ vật (offering).
Exercise 5-6: Listen and type the word you hear (thin, thing).
Exercise 7: Read aloud the examples thin and thing. Explain the sound contrast taught in this lesson.
T can use the NeoEdu interactive exercises for Exercises 1-6 if time allows.

c) Expected outcomes

Answers:

custom – phong tục; ancestor – tổ tiên; offering – lễ vật; reunion – cuộc đoàn tụ; preserve – gìn giữ; respect – tôn trọng.
custom (Removing shoes may be a household custom.)
ancestor (Families remember their ancestors.)
offering (The family prepares an offering.)
thin (The spoken word is thin.)
thing (The spoken word is thing.)
Ss read thin and thing with the correct final sounds: /n/ for thin, /ŋ/ for thing. Explanation: /n/ uses the tongue tip touching the ridge; /ŋ/ uses the back of the tongue; no /g/ is added at the end.
Note: Exercise 7 is assessed by the teacher (10 points: accurate sounds 6; clear connected delivery 2; explanation 2).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays Exercises 1-7 and explains the task. T says: You have three minutes for Exercises 1-4, then we will listen to Exercises 5 and 6.
Students
Ss open their textbooks and read the instructions.
Teacher
Step 2: Task performance
T asks Ss to do Exercises 1-4 individually, then plays the audio twice for Exercises 5 and 6. T asks Ss to read Exercise 7 aloud in pairs.
Students
Ss write answers in their notebooks. Ss listen and type thin and thing. Ss practise reading aloud with their partners.
Teacher
Step 3: Report and discussion
T checks answers by calling on Ss and asks Ss to read aloud one example for Exercise 7. T gives feedback on the sounds.
Students
Ss give answers: custom, ancestor, offering, thin, thing. One or two Ss read thin and thing aloud and explain the contrast.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and corrects any mistakes. T emphasises: Use complete sentences and check the final sound of each word.
Students
Ss correct their answers and note any mistakes in their notebooks.

Activity 4: Application · 10 minutes

Writing about a custom I value

a) Aims

Ss use the target vocabulary to write three original topic sentences about a custom they value, with supporting details.

b) Content

Ss write three original topic sentences about a custom in their family or community, using three different vocabulary items. Each sentence should include at least one detail.
Model from the lesson: One custom I value is our monthly family meal. Everyone helps with a small task before we eat.
Questions for Ss: Which custom do you value? Why is it important? Which word will you use to show respect or preservation?

c) Expected outcomes

Three topic sentences, for example:

One custom I value is Tet reunion dinner. My whole family gathers at my grandparents' house.
We prepare an offering for our ancestors on the first day of the lunar new year.
Young people in my family help preserve the tradition of visiting relatives, and we respect our elders.
Ss use three different vocabulary items, correct word order and a complete clause in each sentence.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the model paragraph aloud and asks: What custom does the writer value? Which words does the writer use? T explains the writing task and shows the three steps: choose a custom, choose three words, write three sentences.
Students
Ss listen to the model and answer the questions. Possible answer: The writer values the monthly family meal. The writer uses the words custom and preserve.
Teacher
Step 2: Task performance
T asks Ss to write individually for five minutes. T walks around and checks sentence structure and the use of the target words.
Students
Ss write their three sentences. Possible answer: One custom I value is the family meal on Sunday. Everyone helps to cook and clean up after dinner.
Teacher
Step 3: Report and discussion
T invites three to four Ss to read their sentences aloud. The class gives feedback on the vocabulary and word order.
Students
Ss read their sentences. Other Ss give feedback, for example: Your sentence is clear, but you can add a detail about who attends the reunion.
Teacher
Step 4: Conclusion and assessment
T praises good sentences and summarises the lesson: Communicate clearly about our customs and traditions; support ideas with details and check the target language. T reminds Ss to finish their writing for homework.
Students
Ss write the key message in their notebooks and listen to the teacher's instructions for homework.

Worksheets

Phiếu học tập số 1

Vocabulary in context: Match each word with its meaning. Read the sentence first, then write the letter of the meaning.

custom: Removing shoes may be a household custom.
ancestor: Families remember their ancestors.
offering: The family prepares an offering.
reunion: Tet is a time for family reunions.
preserve: Young people help preserve traditions.
respect: We respect different family customs.
Meanings:
a. tổ tiên
b. lễ vật
c. gìn giữ
d. cuộc đoàn tụ
e. tôn trọng
f. phong tục
Answer key: custom – f; ancestor – a; offering – b; reunion – d; preserve – c; respect – e.
After the matching, write the part of speech of each word: noun or verb.

Homework

Write a short paragraph (five to seven sentences) about a custom in your family that you value. Use at least three target words: custom, ancestor, offering, reunion, preserve, respect.
Start with a topic sentence, then give two or three details, and end with one sentence that explains why you want to preserve this custom.
Read the words thin and thing aloud five times each. Record your voice and listen to check the final sounds /n/ and /ŋ/.
Visit the NeoEdu lesson page neoedu.vn/learn/8/english/unit-5-a-closer-look-1 and complete the interactive exercises before the next lesson.

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