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

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 · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Listen for the main idea and specific details in the original unit recording, using the question types (person, time, place, reason) to predict the answers.
    • Use the key vocabulary of customs and traditions (custom, ancestor, offering, reunion, preserve, respect) in context.
    • Identify the genre features of an advice email about a local celebration: greeting, event, polite dos and don'ts with reasons, invitation to ask questions, and closing.
    • Plan, write, and revise an 80–100-word advice email, without presenting personal rules as universal customs.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict answers before listening, check their own draft against the genre checklist, and revise their writing without relying on the model text.
  • Communication and collaboration: Ss work in pairs and small groups to brainstorm customs, compare listening answers, and give constructive peer feedback on each other's emails.
  • Problem-solving and creativity: Ss choose a local celebration of their own, select three suitable dos and don'ts with reasons, and rewrite unclear sentences into clearer, more specific ones.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for gist and details in the recording, discuss customs orally, read the model email for its purpose and features, and write an advice email for a visitor.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use key vocabulary on customs and traditions, polite advice structures (You should..., Please..., You shouldn't...), and complete sentences with correct word order.

3. Personal qualities

  • Responsibility: Ss complete each listening and writing task on time and check their own answers against the listening evidence.
  • Kindness: Ss give respectful, specific comments when reviewing a peer's email and avoid mocking any custom or family tradition.
  • Diligence: Ss revise their email at least once after peer feedback and explain the change they made.

II. Teaching aids and materials

1. Teacher

  • Audio recording of the original unit recording (Unit 5, Skills 2)
  • Projector or slides showing the Listening strategy, the original model email, and the Ghi nhớ box
  • Word cards with the six key words: custom, ancestor, offering, reunion, preserve, respect
  • Phiếu học tập số 1 and Phiếu học tập số 2 (printed, one set per pair)
  • Timer, board, markers
  • NeoEdu lesson page for Unit 5, Skills 2 (neoedu.vn/learn/8/english/unit-5-skills-2): lesson notes, examples and interactive exercises for listening and writing checks

2. Students

  • Student's book Tiếng Anh 8 (Global Success), Unit 5
  • Notebook, pen, pencil, eraser
  • Phiếu học tập số 1 and Phiếu học tập số 2 (in pairs)
  • Optional: smartphone or tablet to access the NeoEdu lesson page for self-check

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Customs in our lives

a) Aims

Ss activate prior knowledge about customs and traditions and get ready for the topic of the lesson.

b) Content

T asks: 'What customs do Vietnamese families have during Tet?' and 'Have you ever attended a local celebration? What did you do there?' Ss brainstorm in pairs as many customs as they can in one minute.

c) Expected outcomes

A pair list of 3–5 customs (for example: visiting grandparents, giving lucky money, cooking traditional food, placing offerings on the altar). Ss report one custom they know and one question they still have about the lesson.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two questions on the board and sets a one-minute time limit for pair brainstorming.

    Students

    Ss read the questions and prepare to brainstorm with their partner.

  2. Teacher

    Step 2: Task performance

    T monitors and helps weaker pairs with simple ideas (e.g., 'Do you wear new clothes?').

    Students

    Pairs write their customs in the notebook. Example: 'Visiting grandparents, giving lucky money, cooking bánh chưng.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to share their lists and records the words on the board.

    Students

    Ss report: 'We know the custom of giving lucky money.' Other Ss ask: 'What is the purpose of this custom?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises relevant ideas and introduces the topic: 'Today we will listen to a family reunion and write an email about a local celebration.'

    Students

    Ss listen and write the lesson title in their notebook: Skills 2 - Our customs and traditions.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: Customs and traditions

a) Aims

Ss understand and use the six key words in the lesson.

b) Content

T presents the six words with examples: 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). Ss complete Phiếu học tập số 1 by matching each word with its meaning and writing one sentence of their own.

c) Expected outcomes

Completed Phiếu học tập số 1: custom = a traditional way of behaving in a community; ancestor = a person from whom a family is descended; offering = something given to honour ancestors or gods; reunion = a meeting of family members after a time apart; preserve = keep something from being lost; respect = show that you value and accept someone or something. Each word is used in one sentence of Ss' own.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Phiếu học tập số 1 and models the first item: 'custom - a traditional way of behaving in a community.'

    Students

    Ss read the instructions and the list of six words.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for three minutes, then check with their desk partner.

    Students

    Ss match the words to the meanings and write one original sentence for each word. Example: 'My family prepares an offering on the anniversary of my grandfather's death.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read one sentence and asks the class if the word is used correctly. T asks: 'What is the difference between custom and tradition?'

    Students

    Ss read their sentences. Possible answer: 'A custom is a habit of a community; a tradition is a custom passed down over time.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings on the slide and drills the pronunciation of each word, paying attention to the stress in 'ancestor' and 'reunion'.

    Students

    Ss repeat the words after T and record the correct meanings in the notebook.

Activity 2.2: Knowledge formation · 20 minutes

Listening strategy: predict, gist, then details

a) Aims

Ss apply a two-step listening strategy: predict the type of answer, listen for gist, then listen for details.

b) Content

T introduces the strategy: before listening, predict the type of answer (person, time, place or reason); first listen for the gist; then listen for the details. T asks: 'Look at the question 'When is the reunion?' What type of answer is it?' (time). T plays the original recording once for gist and asks: 'What is the recording about?' Then T plays it again for details while Ss note the answers.

c) Expected outcomes

Ss identify the gist: a family is preparing a reunion dinner for a family visitor. Ss predict the answer types for each question: time (When is the reunion?), place (Where is his aunt coming from?), a yes/no statement (Will the family prepare more dishes?), and time (When does dinner begin?). Ss write short notes of the details they hear, such as 'Sunday evening', 'Hue', 'fewer dishes', 'six thirty'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four listening questions on the board and asks Ss to predict the answer type for each one before listening.

    Students

    Ss read the questions and write the predicted answer types in their notebooks: time, place, true/false, time.

  2. Teacher

    Step 2: Task performance

    T plays the recording once for gist and asks Ss to write one sentence about the main idea. Then T plays the recording again and pauses after each detail.

    Students

    Ss listen for the main idea first, then write short notes for details. Possible gist answer: 'A family is planning a reunion dinner and a visitor from Hue is coming.'

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to compare their notes in pairs and then calls on pairs to report. T asks: 'How did predicting the answer type help you?'

    Students

    Ss answer: 'Knowing that the question asks for a time helped me focus on numbers and days.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the two-step strategy on the board: predict, listen for gist, listen for details. T reminds Ss to give short answers, not full sentences, when required.

    Students

    Ss copy the strategy into their notebooks and note one tip they will use in the next listening.

Activity 2.3: Knowledge formation · 15 minutes

Writing genre: the advice email

a) Aims

Ss identify the purpose, the genre features and the useful topic expressions of an advice email.

b) Content

Ss read the original model email from Linh to Sam and complete Phiếu học tập số 2, Part A. T explains the genre checklist: greeting, identify the event, give three polite dos and don'ts with reasons, invite a question, close. T stresses that the rules in the model are for one event only and must not be presented as universal customs.

c) Expected outcomes

Completed Phiếu học tập số 2, Part A. Purpose: to advise a visitor about a community celebration and help them feel welcome. Two genre features: (1) polite advice forms such as 'Please arrive...' and 'You should ask...'; (2) reasons given after each rule, such as 'Some people may not want their pictures shared.' Two useful topic expressions: 'community celebration' and 'labelled bins'. Ss also notice the closing: 'Let me know if you have any questions.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Phiếu học tập số 2 and projects the model email. T asks Ss to read silently for one minute.

    Students

    Ss read the model and underline the greeting, the event, the rules and the closing.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to answer: 'What is the purpose of this email? Which features show that it is an advice email?' T monitors and gives hints.

    Students

    Pairs discuss and complete Part A. Possible answer: 'The purpose is to advise a visitor. The features are polite advice and reasons after each rule.'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to share answers and asks: 'Why does the writer say these are the rules for our event, not for every celebration?'

    Students

    Ss answer: 'Because the rules belong to this event only, so they are not universal customs.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the genre checklist and highlights the warning: do not present invented rules as universal customs. T writes the checklist on the board.

    Students

    Ss copy the checklist into Part B of Phiếu học tập số 2 and tick each item they see in the model.

Activity 3: Practice · 20 minutes

Listening practice: short answers and true or false

a) Aims

Ss answer listening questions accurately using short answers or true/false.

b) Content

Ss listen to the original recording and answer the four questions in their notebooks. Q1: When is the reunion? Answer with a word or short phrase. Q2: Where is his aunt coming from? Answer with a word or short phrase. Q3: Will the family prepare more dishes? (True or false) Q4: When does dinner begin? Answer with a word or short phrase. Ss can check the answers on the NeoEdu lesson page after the activity.

c) Expected outcomes

Answer key: 1) Sunday evening (Duc says Sunday evening.) 2) Hue (His aunt is coming from Hue.) 3) False (They will prepare fewer dishes.) 4) six thirty (6:30) (Dinner begins at 6:30.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the four questions aloud and reminds Ss to write only short answers for Q1, Q2 and Q4, and True or False for Q3.

    Students

    Ss read the questions and prepare to write the answers.

  2. Teacher

    Step 2: Task performance

    T plays the recording twice. T walks around to check whether Ss write full sentences instead of short answers.

    Students

    Ss listen and write their answers. Example: 'Sunday evening', 'Hue', 'False', 'six thirty'.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to exchange notebooks with a partner and check each answer. T asks: 'Where in the recording did you hear the answer for Q3?'

    Students

    Ss compare answers and say the evidence, for example: 'The speaker says they will prepare fewer dishes, so the statement is false.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the slide and explains that Q3 is false because the family will prepare fewer dishes, not more. T reminds Ss to check the wording of each question.

    Students

    Ss correct any mistakes in red pen and record the strategy point they used to find the answers.

Activity 4: Application · 20 minutes

Writing an advice email to a visitor

a) Aims

Ss plan, write and revise an 80–100-word advice email about a local celebration, using the correct genre.

b) Content

Ss choose a local celebration they know well. Using Phiếu học tập số 2, Part C, Ss plan the email: greeting, event, three polite dos and don'ts with reasons, invitation to ask questions, closing. Ss write a draft of 80–100 words (Exercise 5 or 6). Then they swap drafts with a partner and use the checklist to review. Ss revise one sentence and explain the change (Exercise 8).

c) Expected outcomes

A plan in Phiếu học tập số 2, Part C and a draft email of 80–100 words that includes: a greeting, the name of the celebration, three polite dos and don'ts with reasons, an invitation to ask questions, and a closing. Ss also show one original sentence, one revised sentence, and a short explanation of the improvement. Example revision: 'Come tomorrow' becomes 'Please arrive at the hall at 9:00 a.m. on Sunday so you can find a seat.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the email checklist and the scoring points: fulfil the task 4, genre and organisation 2, vocabulary and grammar 3, spelling and punctuation 1. T sets a 10-minute time limit for planning and drafting.

    Students

    Ss read the checklist and choose a local celebration for their email.

  2. Teacher

    Step 2: Task performance

    T monitors individually, checks that Ss do not present invented rules as universal customs, and encourages Ss to give reasons for each rule.

    Students

    Ss fill in the plan, write the draft, then swap drafts with a partner and tick the checklist. Ss revise one sentence and write the explanation.

  3. Teacher

    Step 3: Report and discussion

    T invites three to four Ss to read one sentence from their draft and one revised sentence. T asks the class: 'Does this rule have a reason? Is it clear for a visitor?'

    Students

    Ss read their sentences. Peers respond: 'Your reason is clear.' or 'Can you give a more specific time?'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the email is a human-assessed task and reminds Ss of the Ghi nhớ box: use the greeting, identify the event, give three polite dos and don'ts with reasons, invite a question, and close. T asks Ss to finish the email at home if they have not completed it.

    Students

    Ss copy the Ghi nhớ box into their notebooks and set one improvement goal for the final version.

Worksheets

Phiếu học tập số 1

Part A: Match each word with its meaning.

  • custom
  • ancestor
  • offering
  • reunion
  • preserve
  • respect
    Meanings (in random order):
  • keep something from being lost
  • a meeting of family members after a time apart
  • a traditional way of behaving in a community
  • show that you value and accept someone or something
  • something given to honour ancestors or gods
  • a person from whom a family is descended

Part B: Write one original sentence with each word.

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

Phiếu học tập số 2

Part A: Analyse the model email from Linh to Sam.

  • Purpose of the email: ...
  • Two genre features: 1) ... 2) ...
  • Two useful topic expressions: 1) ... 2) ...

Part B: Genre checklist (tick when done).

  • Greeting
  • Identify the event
  • Three polite dos and don'ts, each with a reason
  • Invitation to ask questions
  • Closing
  • No invented rules presented as universal customs

Part C: My plan.

  • Greeting: ...
  • Event (name, date, place): ...
  • Do 1 + reason: ...
  • Do 2 + reason: ...
  • Don't 3 + reason: ...
  • Invitation to ask questions: ...
  • Closing: ...

Part D: Revision.

  • Original sentence: ...
  • Revised sentence: ...
  • Reason for the change: ...

Homework

  • Finish the advice email about a local celebration in 80–100 words, following the plan in Phiếu học tập số 2, Part C.
  • Check your email against the checklist in Part B: greeting, event, three polite dos and don'ts with reasons, invitation to ask questions, and closing. Make sure you do not present invented rules as universal customs.
  • Revise one sentence and write the explanation of the change in your notebook. Bring the final draft to the next lesson for peer review.
  • Optional: practise the listening strategy on the NeoEdu lesson page (neoedu.vn/learn/8/english/unit-5-skills-2) and write down the gist and the answer type for each question.

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