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

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- use the six key words: custom (phong tục), ancestor (tổ tiên), offering (lễ vật), reunion (cuộc đoàn tụ), preserve (gìn giữ), respect (tôn trọng)
- identify the speaker, the topic and the purpose of a follow-up question in a short discussion
- give a personal opinion about a family custom, supported by a reason and an example

2. Competences

a) General competences

Self-control and independent learning: Ss work on the reading task individually, check their own answers against the key and note the words they still find difficult.
Communication and collaboration: Ss take turns in pairs to ask and answer questions about customs, and listen to and respond to their partner's reasons.
Problem-solving and creativity: Ss decide which benefit and which difficulty of a custom to discuss, and replace the sample experience with their own true example.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a short discussion, locate supporting details, and produce a four-turn conversation with one follow-up question.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the six key words correctly and choose the right article (a, an) before singular countable nouns.

3. Personal qualities

Responsibility: Ss complete their pair tasks on time and check that their own opinion is truthful.
Kindness: Ss listen patiently to classmates' family customs and respond with polite, encouraging comments.
Patriotism: Ss appreciate the value of Vietnamese customs such as family meals and Tet reunions and suggest ways to preserve them.

II. Teaching aids and materials

1. Teacher

Projector, slides with the conversation, key words and pictures
Word cards for the six key words
Worksheet No. 1 and Worksheet No. 2 (printed, one set per pair)
NeoEdu lesson page: neoedu.vn/learn/8/english/unit-5-getting-started (presentation, examples and interactive exercises)

2. Students

Textbook English 8, notebook, pen, pencil
Highlighter or pencil to underline supporting words
Blank paper for the speaking and writing tasks

III. Procedures

Activity 1: Warm-up · 5 minutes

Let's talk about our customs

a) Aims

Ss activate prior knowledge about customs and traditions and get ready to talk about the unit topic.

b) Content

T shows a picture of a Tet family gathering and asks: 'What customs does your family keep during Tet?' Ss answer in pairs with one or two sentences. T introduces the unit aim: to talk about our customs and traditions and give reasons for our opinions.

c) Expected outcomes

Ss name at least two family customs in English, for example: We clean the house before Tet. / We visit our grandparents and give red envelopes.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture and asks: 'What do families do during Tet? What customs does your family keep?'
Students
Ss look at the picture and listen to the question.
Teacher
Step 2: Task performance
T monitors and gives help with vocabulary if Ss ask.
Students
Ss discuss in pairs for 2 minutes. Expected answers: 'We cook banh chung.' / 'We give lucky money to children.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their answers with the class.
Students
Ss report their answers. Other Ss add one more custom if possible.
Teacher
Step 4: Conclusion and assessment
T praises the answers and states the lesson goal: 'Today we will talk about customs and give reasons for our opinions.'
Students
Ss write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Key words about customs

a) Aims

Ss pronounce and understand the six key words and use them in simple sentences.

b) Content

T presents the words custom (phong tục), ancestor (tổ tiên), offering (lễ vật), reunion (cuộc đoàn tụ), preserve (gìn giữ) and respect (tôn trọng) with pictures and example sentences: 'Removing shoes may be a household custom.' / 'Families remember their ancestors.' / 'The family prepares an offering.' / 'Tet is a time for family reunions.' / 'Young people help preserve traditions.' / 'We respect different family customs.' Ss then complete Worksheet No. 1 in pairs.

c) Expected outcomes

Ss match each word with its meaning and make one sentence with each word. Expected key for Worksheet No. 1: custom - phong tục; ancestor - tổ tiên; offering - lễ vật; reunion - cuộc đoàn tụ; preserve - gìn giữ; respect - tôn trọng.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the word cards and pictures, models the pronunciation and asks: 'What does ancestor mean? Can you find an example?'
Students
Ss listen, repeat chorally and then individually.
Teacher
Step 2: Task performance
T gives out Worksheet No. 1 and asks pairs to match the words with their meanings, then to write one sentence for each word.
Students
Ss work in pairs for 4 minutes. Expected answer: 'Ancestors are the people from our family who lived before us.' / 'We respect our elders during Tet.'
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read out their answers and checks the pronunciation of preserve /prɪˈzɜːv/ and respect /rɪˈspekt/.
Students
Ss read their answers and correct each other's pronunciation.
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches on the slide and reminds Ss that custom and tradition are often used together.
Students
Ss check and correct their worksheets.

Activity 2.2: Knowledge formation · 10 minutes

Reading the conversation

a) Aims

Ss understand the conversation about a family custom and identify the speaker, the topic, the supporting details and the purpose of the follow-up question.

b) Content

T reads the new conversation between Mai and Nam aloud. Ss read silently and answer three questions: (1) Who is speaking and what is the topic? (2) Which words support Nam's opinion? (3) Why does Mai ask 'Can you give a reason for your opinion?'

c) Expected outcomes

Key answers: (1) Nam is speaking about the custom of the monthly family meal; the topic is customs and traditions. (2) Supporting words: 'Everyone helps with a small task', 'tells a short story', 'feel connected', 'join by a video call'. (3) Mai wants Nam to give supporting details, so the follow-up question asks for a reason.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the conversation aloud twice and asks Ss to read silently. T writes the three questions on the board.
Students
Ss listen and read silently, then copy the questions into their notebooks.
Teacher
Step 2: Task performance
T asks Ss to underline the supporting words with a highlighter while working in pairs.
Students
Ss discuss in pairs for 3 minutes. Expected answer for question 1: 'Nam is talking about the monthly family meal.'
Teacher
Step 3: Report and discussion
T asks one pair to answer each question and asks the class to agree or add more information.
Students
Ss answer. Expected answer for question 3: 'Mai asks for a reason so Nam will give details to support his opinion.'
Teacher
Step 4: Conclusion and assessment
T sums up on the slide: a follow-up question asks for more detail, and supporting words make an opinion convincing. T points out the phrase 'We should consider both benefits and difficulties.'
Students
Ss write the key points in their notebooks.

Activity 3: Practice · 8 minutes

Checking understanding and grammar

a) Aims

Ss consolidate the key words, the purpose of the follow-up question and the use of a and an.

b) Content

Ex 1: Ss read the passage again and find one benefit and one possible difficulty of the family meal custom. Ex 2: Ss choose the question that asks for supporting detail: A. What is your opinion? B. Can you give a specific example? C. Which topic shall we discuss next? D. Do you agree with the conclusion? Ex 3: Ss complete the sentence 'She carried ___ umbrella.' with a, an or the.

c) Expected outcomes

Ex 1: Benefit - the custom makes us feel connected; difficulty - we have to adapt it when someone is busy. Ex 2: B (a specific example gives concrete support). Ex 3: an (umbrella begins with a vowel sound; the article is not 'the' because the umbrella is not identified in the context).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the three exercises on the projector and sets the time limit of 5 minutes.
Students
Ss read the exercises and write their answers individually in their notebooks.
Teacher
Step 2: Task performance
T walks around and helps Ss who are stuck with question 3.
Students
Ss complete the exercises. Expected answers: Ex 1: 'It makes us feel connected.' / 'We must adapt it when someone is busy.' Ex 2: 'B.'
Teacher
Step 3: Report and discussion
T asks 2 Ss to give their answers and asks the class to justify them.
Students
Ss give their answers and explain their choices, for example: 'Umbrella starts with a vowel sound, so we use an.'
Teacher
Step 4: Conclusion and assessment
T gives the correct answers and reminds Ss: use a/an before a singular countable noun when it is not yet identified; use the when the noun is specific or unique in context. T accepts other well-supported answers for Ex 1.
Students
Ss correct their work and write the rule for a/an in their notebooks.

Activity 4: Application · 12 minutes

Talking about my family custom

a) Aims

Ss give a personal response about a family custom, using the key words, a reason and a follow-up question.

b) Content

In pairs, Ss write a four-turn conversation about a custom in their own family. Each conversation must include at least two key words and one follow-up question such as 'Can you give a reason for your opinion?' Ss replace the sample experience with their own truthful example. Ss then perform the conversation in front of the class.

c) Expected outcomes

A four-turn conversation with two key words, one personal reason, one example and one follow-up question. Example: 'A: Our family reunion on Tet is important. B: Can you give a reason for your opinion? A: Yes. It helps us respect our ancestors and feel connected.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives the task and a model dialogue on the slide. T reminds Ss to use their own true examples.
Students
Ss listen to the instructions and look at the model.
Teacher
Step 2: Task performance
T monitors pairs, gives feedback on word choice and checks the use of a/an and the follow-up question.
Students
Ss write and practise their conversation for 6 minutes. Expected answers: 'We cook banh chung together to preserve our tradition.' / 'It is hard when relatives live far away, so we use a video call.'
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to perform their conversations and asks the class to listen and give one comment.
Students
Ss perform. The audience asks one follow-up question for each pair.
Teacher
Step 4: Conclusion and assessment
T praises the good ideas, corrects common mistakes and summarises: communicate clearly about customs, support ideas with details, and check the target language.
Students
Ss note the corrections and the key point of the lesson.

Worksheets

Worksheet No. 1: Key words

Match each word with its meaning.

1. custom (a) tổ tiên
1. ancestor (b) phong tục
1. offering (c) cuộc đoàn tụ
1. reunion (d) lễ vật
1. preserve (e) gìn giữ
1. respect (f) tôn trọng

Write one sentence with each word.

custom: ...
ancestor: ...
offering: ...
reunion: ...
preserve: ...
respect: ...

Worksheet No. 2: Reading and grammar

Ex 1. Read the conversation again and complete the table.

Speaker: ...
Topic: ...
A benefit of the custom: ...
A possible difficulty: ...

Ex 2. Which question asks for supporting detail?
A. What is your opinion?
B. Can you give a specific example?
C. Which topic shall we discuss next?
D. Do you agree with the conclusion?

Ex 3. Complete the sentence with a, an or the.

She carried ___ umbrella.

Homework

Write a short paragraph of 60 to 80 words about one family custom you value. Use at least three key words from the lesson (custom, ancestor, offering, reunion, preserve, respect) and give one reason for your opinion.
Practise the conversation you wrote in class with a family member or a friend. Replace the example with your own true experience.
Review the six key words and the rule for a/an. Complete the interactive exercises on the NeoEdu page: neoedu.vn/learn/8/english/unit-5-getting-started.

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