Giáo án Tiếng Anh 8 - Tuần 19 - Unit 4 - Trường THCS Đông Tây Hưng

 UNIT 4 : ETHNIC GROUPS OF VIET NAM
 Lesson 1: GETTING STARTED
 I’m from the Tay ethnic group
Week 9
Period: 27
 Class Date of teaching Attendance
 8D
 8E
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: 
- Vocabulary to talk about about Ethnic groups of Viet Nam: ethnic, post, overlook, stilt house, 
costume, terraced field.
* Pronunciation: 
- Pronounce the new words correctly: ethnic, post, overlook, stilt house, costume, terraced field.
+ Distinguish two sounds /k / and / g / correctly
* Grammar: 
- Yes/ No and Wh- questions
 - Countable and uncountable nouns 
2. Competencies:
a. General competencies:
 - Group work and independent working, pair work, linguistic competence, cooperative learning 
and communicative competence.
 - Develop communication skills and enhance awareness of preserving the culture
 - Be co-operative and supportive in pair work and teamwork.
 - Actively join in class activities.
b. Specific competencies:
 - Use vocabulary to talk about Ethnic groups of Viet Nam
 - Asking and answering questions about life of the ethnic people
 - pronounce the sounds /k / and / g / correctly;
 - read for general and specific information about life of the ethnic people
 - talk about related to the life of the ethnic people
3. Qualities:
 - Develop awareness of living environment
 - Be concerned to the surrounding world.
 - Develop self-study skills.
 - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative 
learning and working. 
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector 
Students: Text books, studying equipment’s .
III. PROCEDURE
 ACTIVITY 1: WARM-UP (5’- GW/PW/IW)
 1. Aim:
 - To create an active atmosphere in the class before the lesson;
 - To lead into the new unit. 2. Content:
 - Have some warm-up activities to create a friendly and relaxed atmosphere to 
inspire Ss to warm up to the new class.
3. Products:
 - Interest and concentration of Sts on the class activities.
4. Implementation:
 - Teacher instructs
 - Sts do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting 
Step 2: Task performance
 + Greeting + Greeting ; T_Ss.
 Brainstorming Brainstorming
- Teacher asks Ss to work in 2 groups and think + Students (Ss) listen and learn 
of some ethnic groups in Viet Nam. how to do the tasks.
- Teacher writes the name of one ethnic group Net work the 
as a modelling activity. Tay
- Ss (one by one) go to the board and write the 
 Ethnic 
names of ethnic groups in Viet Nam that they 
 groups
know.
- Teacher checks Ss’ results.
- The group with more correct names of ethnic 
groups in Viet Nam becomes the winne 
Step 3: Report and discussion
- Sts work in group to discuss Suggested answers:
- Sts join in the discussion The Tay, the Nung, the Yao, the Kinh, 
Step 4: Judgement the Brau, the Hani, the Hmong, the 
- T summarizes the discussion and leads to Bahnar, the Bru, the Muong, the 
Activity 2. Koho, the Giay, 
ACTIVITY 2: KNOWLEDGE FORMATION (15'- PW/IW/GW)
1. Aim: 
- To set the context for the introductory dialogue;
- To introduce the topic of the unit. Ss know words about ethnic groups of Viet Nam.
To help Ss understand the conversation.
2. Content: 
Learn some new words . Read the conversation and find out new words. Focus on topic of 
the lesson, grammar points 
Listen and read the conversation. Read the conversation and circle the correct answer ;
3. Products:
Knowing more new words. Ss know how to pronounce the new words correctly and use 
them in appropriate situations.Students know the topic of the unit and be ready for the 
conversation 
Students can read and understand general and specific information about the Tay ethnic 
group. 4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and 
reading.
Step 2: Task performance Task 1. Listen and read : 
 Task 1. Listen and read : * Vocabulary
 * Teach vocabulary: 1. ethnic (adj) (group) (nhóm) dân tộc 
 + Teacher uses different techniques to 2. post (n) cột
teach vocab (situation, realia, translation.) 3. overlook (v) nhìn ra
 + Teacher introduces the vocabulary by: 4. stilt house (n) nhà sàn
 - providing the pictures 5. costume (n) trang phục
 - eliciting the definition of the words 6. terraced field (n) ruộng bậc thang
 + Teacher do the “Matching ” checking 
technique.
 - Teacher reveals that these six words 
will appear in the reading text and asks students Questions:
to open their textbooks to discover further. - What do you think Lai and Tom are 
 **Set the context: Have Ss look at the talking about?
title and the picture, and answer some - Do you know anything about the Tay 
questions, e.g. What do you think Lai and Tom ethnic group?
are talking about?, Do you know anything 
about the Tay ethnic group? Suggested answers:
 - Encourage Ss to answer. - They are talking about the 
 - Play the recording twice for Ss to listen Tay ethnic group/ an ethnic group/ 
and read along. Then invite some pairs of Ss to 
read the conversation aloud.
 - Refer to the questions previously asked 
and ask Ss if they would like to change / add 
anything to their previous answers.
 - Teacher asks some pairs of students to 
read the conversation aloud.
- Teacher asks Ss if they would like to change 
or add anything to their previous answers.
 Students Take note 
Task 2. Read the conversation again and Task 2. Read the conversation 
circle the correct answers again and circle the correct answers 
 - Encourage Ss to answer the questions - Work individually.
without referring to the conversation. * Key: 
 - Confirm the correct answers. 1. C
- Teacher has Ss compare the answers in pairs 2. B
before checking with the whole class. 3. A
- Teacher checks the answers as a class and gives 
feedback.
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about 
the conversation Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim: 
To help Ss learn some vocabulary from the conversation visually (using the picture)
to ensure they know the correct meanings of the words.
To develop Ss’ vocabulary related to the topic in the sentences.
To allow Ss to locate where some large ethnic groups in Viet Nam live.
+ Further practice. Label the map with names of the ethnic groups.
2. Content: 
Matching the pictures with the words/ phrases. Complete the sentences 
Ss can locate the living places of some large ethnic groups in Viet Nam . Playning GAME
3. Products: 
Students can read and understand general and specific information about the Tay ethnic 
group.
Ss have a better understanding of ethnic groups in Viet Nam
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts learn Task 3 – Getting Started - Unit 2
Step 2: Task performing
Task 3. Match the pictures with the word Task 3. Match the pictures with the 
and phrases from the conversation word and phrases from the 
 - Ask Ss to read the word and phrases conversation 
(and find where they appear in the conversation * Key: 
if necessary) and fook at the pictures. 1. c 2. a 3. d 4. b
 - Ask them to match the pictures with 
the word and phrases.
 - Ask Ss to say the word and phrases 
aloud. Make sure they pronounce them 
correctly.
 - Check the answers as a class.
Task 4. Complete the sentences with the 
words and phrases from the box Task 4. Complete the sentences with 
- Ask Ss to work independently to fill in each the words and phrases from the box 
blank with a suitable word or phrase from the * Key: 
box. 1. folk dance
 - Teacher checks the answers as a class 2. overlooks
and gives feedback. 3. musical instrument
 4. traditional
Task 5. GAME: “Where are they?”. Work in 5. ethnic groups
groups. Discuss and label the maps Task 5. GAME: “Where are they?”. 
 + Allow Ss one minute to discuss and Work in groups. Discuss and label the 
label the map with the names of the ethnic maps
groups from the box. Answer key:
 - Call on some groups to say aloud their 1. Hmong
answers. 2. Nung
 - Confirm the correct answers. 3. Ede * Get feedback.. 4. Bahnar
Step 3: Report and discussion 5. Khmer
- Ss work independently 6. Cham
- Share the answers
Step 4: Judgement
 - T gives feedback on the answers. 
ACTIVITY 4: APPLICATION (5'- WC )
1. Aim:
To consolidate what Ss have learnt in the lesson.
To review the lesson and prepare for the next lesson.
To give Home assigment
2. Content:
Home assigment
3. Products: 
Know more some words about Ethnic groups of Vietnam
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they 
have learnt.
- Ask Ss to say some words / phrases and 
grammar points they remember from the lesson. 
Tell Ss that they will learn these language 
points in the following lessons.
- Home assigment * Home assigments:
Step 2: Task performance - Do more exercises in 
-T asks Ss to talk about what they have learnt in workbook.
the lesson. - Prepare new lesson: Lesson 
- T let Sts take note the home assigments. 2: A CLOSER LOOK _1
Step 3: Report and discussion 
- T says something about the class time.
-Step 4: Judgement
T gives feedback and requires Sts do 
homework.
 IV. FEED-BACK:
 .
 .
 .. UNIT 4: ETHNIC GROUPS OF VIET NAM
 Lesson 2: A CLOSER LOOK 1
Week 10
Period: 28
 Class Date of teaching Attendance
 8D
 8E
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: 
- Vocabulary to talk about about Ethnic groups of Viet Nam: communal house, minority group, 
livestock, raise, gong.
* Pronunciation: 
- Pronounce the new words correctly: communal house, minority group, livestock, raise, gong.
+ Distinguish two sounds /k / and / g / correctly
* Grammar: 
 - Yes/ No and Wh- questions
 - Countable and uncountable nouns 
2. Competencies:
a. General competencies:
 - Group work and independent working, pair work, linguistic competence, cooperative learning 
and communicative competence.
 - Develop communication skills and enhance awareness of preserving the culture
 - Be co-operative and supportive in pair work and teamwork.
 - Actively join in class activities.
b. Specific competencies:
 - Use vocabulary to talk about Ethnic groups of Viet Nam - Asking and answering questions about life of the ethnic people
 - pronounce the sounds /k / and / g / correctly;
 - read for general and specific information about life of the ethnic people
 - talk about related to the life of the ethnic people
3. Qualities:
 - Develop awareness of living environment
 - Be concerned to the surrounding world.
 - Develop self-study skills.
 - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative 
learning and working. 
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector 
Students: Text books, studying equipment’s .
III. PROCEDURE
 ACTIVITY 1: WARM-UP (5’- GW/PW/IW)
 1. Aim:
 - Revise the old lesson. 
 - Do some activities to creat a friendly and relaxed atmostphere to warm up to the new 
 lesson 
 2. Content:
 - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire 
 Ss to warm up to the new class.
 - Guessing game
 3. Products:
 - Interest and concentration of Sts on the class activities.
 - A friendly and relaxed atmostphere to the new lesson 
 - Having a chance to speak English and focus on the topic of the lesson..
 4. Implementation:
 - Teacher instructs
 - Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
 Step 1: Task delivering
 - Chatting 
 Step 2: Task performance + Greeting ; - T_Ss.
 + Greeting + Game: Kim’s game
 + Game: Kim’s game
 - Teacher asks Ss to work in 2 groups. * Suggested answers:
 - Teacher shows some pictures related to ethnic 
 groups in 2 minutes.
 - Ss look at the pictures and remember (no 
 writing)
 - As soon as teacher stops showing the pictures, 
 Ss work in groups and write the words for the 
 pictures they have seen
 - The group with more correct answers 
 becomes the winner.
 Lead into this lesson . 
 OR: Show some pictures of people, costumes, and landscapes (for example: wooden 
statue at the grave yard, terraced fields, bamboo 
flute, Rong house...), and ask if Ss know them.
 - Lead into this lesson which focuses on 
words and phrases about the life of ethnic 
minority groups in Viet Nam and sounds /k/ and 
/g/.
- Share with Ss the lesson objectives. Write the 
objectives in a corner of the board and leave them 
there till the end of the lesson, or put them on a slide 
to show Ss.
Step 3: Report and discussion
- Sts join in the discussion
Step 4: Judgement
 (a) bamboo house, costume(s), 
- T summarizes the discussion and leads to 
 five-colour sticky rice, folk dance, 
Activity 2.
 musical instrument(s), post(s), stilt 
 house, terraced field(s) 
ACTIVITY 2: KNOWLEDGE FORMATION (15'- PW/IW/GW)
1. Aim: 
To introduce visually some nouns/ nounphrases related to the life of ethnic people.
To help Ss understand more clearly the meaning of some words and phrases
2. Content: 
Write a word or phrase from the box under each picture 
Match the words and phrases with their meanings
3. Products:
Knowing more new words. Ss know how to pronounce the new words correctly and use them 
in appropriate situations. 
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the reading and 
vocabulary learning
- T ask the whole class to do the Tasks in A Closer 
Look 1
Step 2: Task performance
Task 1. Write a word or phrase from the box Task 1. Write a word or phrase 
under each picture from the box under each picture 
 * Teach vocabulary: * New words:
 + Teacher uses different techniques to 1. communal house (n) nhà rông, nhà 
teach vocab (situation, realia, translation.) sinh hoạt cộng đồng.
 + Teacher introduces the vocabulary by: 2. minority group (n) dân tộc thiểu số
 - providing the pictures 3. livestock (n) gia súc
 - eliciting the definition of the words 4. raise (v) chăn nuôi 
 + Teacher do the checking “What and 5. gong (n) cái cồng, cái where?” chiêng
** Teacher asks Ss to look at each picture and say 
the word or phrase describing it if they know. *** Answer key:
- Have Ss to read the words and phrases and do 1. wooden statue
the matching. Ss can start matching the phrases 2. Rong house (Nhà Rông )
they can easily recognise like terraced fields, 3. weaving
Rong house, bamboo flute, wooden statue. The 4. bamboo flute
two remaining words on the list (gong and 5. gong
weaving) are different as one is an activity 6. terraced fields 
(weaving) and the other is an object (gong)
 - Teacher checks the answers as a class.
 - Have Ss read the words or phrases aloud. 
Correct their pronunciation if needed.
 - T may ask Ss for the Vietnamese 
equipvalents of these words or phrases.
Task 2: Match the words and phrases with 
their meanings Task 2. Match the words and 
- Ask Ss to read the words and phrases that have phrases with their meanings 
been provided in the fist column and meanings in * Key: 
the secondcolumn. 1. c 2. a
- Teacher guides Ss if needed: Two words (gong, 3. e 4. d
gardening) have appeared in the previous tasks 5. b
and lessons. Two are similar (hourse- room, 
group- group)
-Ss can easilyfind the remaining items.
- Ss work individually, match suitable words/ 
phrases with their meanings.
- Teacher checks the answers as a class.
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about the 
lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim: 
To help Ss use the words in specific contexts 
- To help students identify how to pronounce the sounds /k/ and /g/.
- To help students practise pronouncing these sounds correctly in words and in sentences.
2. Content: 
Complete the sentences with the words and phrases from the box.
Listen and repeat the words. Pay attention to the sounds /k/ and /g/. Listen and repeat the 
sentences. Pay attention to the underlined words.
3. Products: 
Know more new words and phrases. Know how to use the words/ phrases in context.
Students repeats the words correctly. Learn how to pronounce the words correctly. Ss 
distinguish and pronounce the sound /k/ and /g/ correctly in their speaking
4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts learn Task3- 4-5 – A Closer look 1
Step 2: Task performing
Task 3. Complete the sentences with the words Task 3. Complete the sentences 
and phrases from the box. with the words and phrases from 
 - Ss should have no difficullty completing the box. 
the sentences since the words and phrases in the * Answer key:
box have been taught in the previous activities. 1. unique features
 - Teacher asks Ss to work individually, 2. weave
discuss and choose suitable words/ phrases to fill 3. raise
in the gaps. 4. communal house
- Ss go to the board and write their answers. 5. minority group
- Teacher checks the answers as a class. 6. livestock
 - Teacher checks the answers as a class 
and gives feedback.
Task 4. Listen and repeat the words. Pay 
attention to the sounds /k/ and /g/. Task 4. Listen and repeat the 
+ Have Ss read the sentences, paying attention to words. Pay attention to the sounds 
the underlined words /k/ and /g/. /k/ and /g/. 
 - Play the recording and ask them repeat 
each sentence
- Teacher asks Ss to listen and pay attention to the 
sounds /k/ and /g/.
- Ss repeat the words as a class, in groups and 
individually.
 - Call on some Ss to read the sentence 
individually.
- Play the recording as many times as necessary.
 * Teacher gives corrections and 
feedbacks to students’ pronunciation . 
Task 5. Listen and repeat the sentences. Pay 
attention to the underlined words.
 - Have Ss read the sentences, paying Task 5. Listen and repeat the 
attention to the underlined words with the sounds sentences. Pay attention to the 
/k/ and /g/. underlined words. 
 - Play the recording and ask Ss to repeat * Suggested outcome: 
each sentence. Correct them if needed.
 - Call on some Ss to read the sentences 
individually.
- Teacher asks some students to read the 
sentences individually.
** Teacher’s observation and feedback.
Comment on their pronunciation of the sounds.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement - T gives feedback on the answers and studying 
attitucde of Sts in class.
ACTIVITY 4: APPLICATION (5'- WC )
1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
Make sentences using the new words and structures
Home assigment
3. Products: 
Know more some words about community service
Take note Home assigment
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they have 
learnt.
- Ask Ss to say aloud some words they remember 
from the lesson and make sentences with them
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson
- T let Sts take note the home assignment
 * Home assigment:
 - Remember some new words. 
 - Do more exercises in 
Step 3: Report and discussion workbook.
- T asks, Sts answer about volunteer work - Prepare new lesson. A 
-Step 4: Judgement CLOSER LOOK_ 2
T gives feedback and requires Sts do homework.
 IV. FEED-BACK:
 .
 .
 .. UNIT 4: ETHNIC GROUPS OF VIET NAM
 Lesson 3: A CLOSER LOOK 2
Week 10
Period: 29
 Class Date of teaching Attendance
 8D
 8E
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: 
- Vocabulary to talk about about Ethnic groups of Viet Nam: ethnic, post, overlook, stilt house, 
costume, terraced field.
* Pronunciation: 
- Pronounce the new words correctly: ethnic, post, overlook, stilt house, costume, terraced field.
* Grammar: 
 - Yes/ No and Wh- questions
 - Countable and uncountable nouns 
2. Competencies:
a. General competencies:
 - Group work and independent working, pair work, linguistic competence, cooperative learning 
and communicative competence.
 - Develop communication skills and enhance awareness of preserving the culture
 - Be co-operative and supportive in pair work and teamwork.
 - Actively join in class activities.
b. Specific competencies:
 - Use vocabulary to talk about Ethnic groups of Viet Nam
 - Asking and answering questions about life of the ethnic people
 - pronounce the sounds /k / and / g / correctly;
 - read for general and specific information about life of the ethnic people
 - talk about related to the life of the ethnic people
3. Qualities:
 - Develop awareness of living environment
 - Be concerned to the surrounding world.
 - Develop self-study skills.
 - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative 
learning and working. 
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector 
Students: Text books, studying equipment’s .
III. PROCEDURE
 ACTIVITY 1: WARM-UP (5’- GW/PW/IW)
 1. Aim:
 - To create an active atmosphere in the class before the lesson;
 - To lead into the new lesson.
 2. Content: Review the previous lesson or have some warm-up activities to create a friendly and relaxed 
atmosphere to inspire Ss to warm up to the new lesson.
3. Products:
 - Interest and concentration of Sts on the class activities.
 - A friendly and relaxed atmostphere to the new lesson 
 - Having a chance to speak English and focus on the topic of the lesson..
4. Implementation:
 - Teacher instructs
 - Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- game 
Step 2: Task performance
 + Greeting 
 + Game: Who is faster? + Greeting ; T_Ss.
- Teacher divides Ss into 4 groups. + Game: Who is faster?
- Teacher gives each group a piece of paper.
- Teacher asks them to write as many words * Suggested answers:
(nouns) related to ethnic groups of Viet Nam as gong, communal house, 
possible. wooden statue, folk dance, musical 
- Each group chooses one secretary to write the instrument, bamboo house, costume, 
words that other members tell him/ her. five-colour sticky rice, stilt house, 
- Ss play the game in 3 minutes. terraced field,...
- Teacher asks each group to hand in their papers 
and checks, the group with the most correct - Open the book and write the 
words is the winner. Teacher invites the winner to tittle of the lesson. 
read aloud their words.
- Teacher gives feedback.
 - Ask Ss to look at A CLOSER LOOK 2 
on page 31. 
+ Introduce the objectives of the lesson. Focus on the 
objectives of the lesson. 
- students Open the book and write the tittle of the 
lesson. 
Step 3: Report and discussion
- Sts join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to 
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim: 
To introduce new words related to the life of the ethnic people
To help students revise the form of Yes / No questions and the use of Wh-question words.
2. Content: 
 - To review and teach grammar. Yes / No questions; WH- questions.
- Change the sentences into Yes / No questions ; Choose the correct question word for each 
question below.
3. Products: Ss know how to form and use: Yes / No questions and the use of Wh-question words.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and 
reading.
- T ask the whole class to do the Tasks in A Closer 
Look 2
Step 2: Task performance
Task 1. Change the sentences into Yes / No Task 1. Change the sentences into 
questions Yes / No questions 
 * Pre-teach vocabulary: * Answer key:
 + Teacher uses different techniques to 1. Do women play an important role in 
teach vocab (situation, realia, translation.) a Jrai family?
 + Teacher introduces the vocabulary by: 2. Is mua sap a popular folk dance of 
 - providing the pictures the Thai people?
 - eliciting the definition of the words 3. Did you have boarding schools for 
+ Teacher do the checking” “Rub out and minority students in 1950?
remember” technique. 4. Did you attend the Ban Flower 
 * Grammar note: (Act-1) Festival in Dien Bien last year?
 - Provide less advanced Ss with a simple 5. Will you watch a documentary about 
revision on how to form Yes/ No questions by the Khmer?
guiding them how to change a sentence into a 
Yes/ No questions. Vary the tense of verbs.
+ We are studying Unit 4.
 => Are we studying Unit 4? 
+ Many students attended the school’s art 
exhibition.
=> Did many students attend the school’s art 
exhibition ? 
- Ask Ss to work individually and do the 
exercise.
- Ask Ss to compare their answers with their 
friends.
- Ss discuss with their friends if there are any 
differences between their answers.
- Teacher checks students’ answers as a class.
- Call on some Ss to read the questions. Remind 
them to pay attention to the rising tone of the 
questions.
• Jrai : dân tôc Gia Rai
• The Ban Flower Festival: Lễ Hội Hoa Ban. 
Task 2. Choose the correct question word for Task 2. Choose the correct question 
each question below word for each question below 
- Have Ss to do this exercises individually. * Answer key:
- Teacher asks them to read the sentences 1. B carefully and decide which question word 2. B
correctly fits in. 3. A
- Teacher calls on some Ss to give and explain 4. A
their answers. 5. B
- Teacher checks and confirms the correct 
answers.
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about the 
lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim: 
 * Help Ss identify countable and uncountable nouns.
 * Ss practice using countable and uncountable nouns.
 + Do the tasks.
2. Content: 
To give Ss further practice with countable and uncountable nouns.
3. Products: 
Ss practise using the form and use of countable and uncountable nouns
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts study the examples, consume the rules 
and do the exercises
Step 2: Task performing
Task 3. Write C (countable) or U Task 3. Write C (countable) or U 
(uncountable) for the underlined words (uncountable) for the underlined 
 + Conduct a short revision of countable words 
and uncountable nouns (what they are and how * Answer key:
to identify them). Give some examples like 1. C 2. U 3. C 
water, house, air, street... and ask Ss which 4. C 5. U 6. C
one(s) they can count one, two, three... and 
which one(s) they cannot. Then refer to the use - Countable nouns: 1,3,4,6
of quantifiers that a countable or an uncountable - Uncountable nouns: 2,5
noun can go with through examples, e.g. This is 
a gong. ('a' shows the noun 'gong' after it is 
countable) and I just need a little paste, ('a little' 
shows that the noun 'paste' after it is 
uncountable).
 - Allow Ss to work in pairs or 
individually.
- Call on 2 - 3 Ss to read their answers and 
explain their choices
 - Teacher gets feedback and confirms the 
correct answers.. 
Task 4. Fill in each blank with a, much, Task 4. Fill in each blank with a, 
many, a little, or a few. much, many, a little, or a few. - Teacher asks Ss to work individually. * Answer key:
- Guide Ss to read each sentence carefully and 1. a
decide if the noun after the quantifier is 2. many
countable or uncountable and if the sentence is 3. a few
affirmative, negative or interrogative. Then 4. a little
choose a suitable quantifier a, much, many, a 5. much
little, or a few for each sentence.
- Teacher asks Ss to compare their answers with 
their partner.
- Teacher asks Ss to read their answers.
- Teacher confirms and checks answers.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
 - T gives feedback on the answers and studying 
attitude of Sts in class.
ACTIVITY 4: APPLICATION (5'- WC )
1. Aim:
To help Ss revise all they have learnt.
To give Home assigment
2. Content:
Make sentences using the the past simple.
Home assigment
3. Products: 
Review the old lesson
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they have 
learnt.
- T asks some Ss to give a sentence about 
themselves, using the past simple .
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson
- T lets Sts take note the home assignment * Home assigment:
 - Remember the use the 
 prepositions of time and place.
 - Do more exercises in 
 workbook.
 - Prepare new lesson: 
Step 3: Report and discussion COMMUNICATION.
- T asks, Sts answer about leisure activities
-Step 4: Judgement
T gives feedback and requires Sts do homework. IV. FEED-BACK:
 .
 .
 ..
 UNIT 4 : ETHNIC GROUPS OF VIET NAM
 Lesson 4: COMMUNICATION
Week 10
Period: 30
 Class Date of teaching Attendance
 8D
 8E
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: 
- Vocabulary to talk about about Ethnic groups of Viet Nam.
* Pronunciation: 
- Pronounce the new words correctly.
* Grammar: 
 - Yes/ No and Wh- questions
 - Countable and uncountable nouns 
2. Competencies:
a. General competencies:
 - Group work and independent working, pair work, linguistic competence, cooperative learning 
and communicative competence.
 - Develop communication skills and enhance awareness of preserving the culture
 - Be co-operative and supportive in pair work and teamwork.
 - Actively join in class activities.
b. Specific competencies:
 - Use vocabulary to talk about Ethnic groups of Viet Nam
 - Asking and answering questions about life of the ethnic people
 - pronounce the sounds /k / and / g / correctly;
 - read for general and specific information about life of the ethnic people
 - talk about related to the life of the ethnic people
3. Qualities:
 - Develop awareness of living environment
 - Be concerned to the surrounding world. - Develop self-study skills.
 - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative 
learning and working. 
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector 
Students: Text books, studying equipment’s .
III. PROCEDURE
 ACTIVITY 1: WARM-UP (5’- GW/PW/IW)
 1. Aim:
 - To revise the old lesson. 
 - To lead in the targeted vocabulary and pronunciation.
 2. Content:
 Review the previous leson or have some warm-up activities to creat a friendly and relaxed 
 atmostphere to inspire Ss to warm up to the new lesson
 3. Products:
 - Interest and concentration of Sts on the class activities.
 - A friendly and relaxed atmostphere to the new lesson 
 - Developing the language skills by asking and answering questions about themselves.
 4. Implementation:
 - Teacher instructs
 - Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
 Step 1: Task delivering
 - Chatting 
 Step 2: Task performance
 + Greeting + Greeting . T_Ss.
 Kim’s game. + Kim’s game 
 - Teacher divides Ss into 4 groups. + Students (Ss) listen and 
 - Teacher gives each group a piece of paper. learn how to do the tasks.
 - Teacher shows 8 pictures about ethnic groups of 
 Viet Nam in 2 minutes.
 - Ss look at the pictures, guess the names of 
 ethnic groups (without writing).
 - Ss work in their group and write the names of 
 ethnic groups in 2 minutes.
 - Teacher asks 4 groups to exchange the posters.
 - Teacher shows the answers and asks them to 
 check.
 - The group with the most correct words is 
 the winner.
 + Lead into the new lesson. Write the unit 
 title on the board Leisure time.
 Step 3: Report and discussion
 - Sts join in the discussion and do as required
 Step 4: Judgement * Answer key:
 - T summarizes the discussion and leads to Hmong, Hoa, Brau, Nung, 
 Activity 2. Khmer, Cham, Tay, Ede. ACTIVITY 2: KNOWLEDGE FORMATION (15'- PW/IW/GW)
1. Aim: 
 EVERYDAY ENGLISH
 Giving opinions
- To introduce some ways to give opinions and allow Ss some practice.
- To allow Ss some practice in giving opinions.
To help Ss some practice in giving opinions.
2. Content: 
Listen and read the conversation. Learn how to give opinions 
To make similar conversations to give opinions
3. Products:
Students know how to how to give opinions. Make a similar conversation to ask and give 
opinions about these topics 
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context to reading and listening
- T ask the whole class to do the Tasks in 
Communication
Step 2: Task performance
Task 1. Listen and read the conversation. Pay Task 1. Listen and read the 
attention to the highlighted parts conversation. Pay attention to the 
 - Ask Ss to listen and read along with the highlighted parts 
conversation. Ask Ss to pay attention to the Structures to give opinions:
highlighted parts. - I think 
- Ss work individually, listen to the audio file and - To my way of thinking 
read along with the conversation. A.What do you think about 
- Teacher elicits the structures giving opinions. life in the mountain?
 - Have Ss to practise the conversation in B. - I think It’s very 
pair interesting 
 * Teacher checks students’ - To my way of thinking, 
understanding by asking some checking there are better service in the city.
questions.
Task 2. Work in pairs. Make a similar 
conversation to ask and give opinions about these 
topics. Task 2. Work in pairs. Make a 
- Ask Ss to work in pairs to make conversations, similar conversation to ask and 
using structures for giving opinions. give opinions about these topics. 
- Ss use the structures given and make similar - Work in pairs
conversations about the following topics: A: What do you think about playing 
+ Playing traditional games. traditional games?/ Living close to 
+ Living close to nature. nature? 
- Teacher asks some pairs to perform their B: I think/ To my way of thinking it’s 
conversations. very fun and interesting; relaxing.
 - Teacher comments on their performance.
* Teacher’s observation and feedback.
Step 3: Report and discussion
- T asks, Sts answer some more questions about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim: 
To provide students with more knowledge about the lifestyle of ethnic minority groups 
through a quiz.
- To give students some practice in asking and answering about some information in the 
notes of the Jrai.
To invite students to give their own opinions about some information related to the lifestyles 
of the Jrai .
2. Content:
+ Do the QUIZ: How much do you know about ethnic groups in Viet Nam?; Read the notes 
below about the Jrai. Ask and answer about the information.
Share the information in groups.
3. Products: 
Ss know more about the lifestyle of ethnic minority groups.
- Ss can practise asking and answering about some information in the notes of the Jrai 
people.
Ss know more about the lifestyle of ethnic minority groups.
- Share with the group the information about the Jrai people they find interesting. 
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts study the examples, consume the rules and 
do the exercises
Step 2: Task performing
Task 3. QUIZ: How much do you know about Task 3. QUIZ: How much do you 
ethnic groups in Viet Nam? know about ethnic groups in Viet 
- Have Ss to work individually or in pairs, Nam? 
- Allow Ss to read the sentences carefully and Suggestion:
choose the correct answers.
- Ss do the exercise in 3 minutes.
 - Call on some Ss to to read their answers aloud.
- Confirm the correct answers as a class. 
+ May play Game: The game “Who’s the 
millionaire?
 - Teacher divides the class into 2 teams, 
explains the rules and lets them play the game.
 - Each team has to answer the questions 
by choosing the best answer. The team with more 
points is the winner.
Task 4. Work in pairs. Read the notes below 
 Task 4. Work in pairs. Read the 
about the Jrai. Take turns to ask and answer 
 notes below about the Jrai. Take 
about the information. 
 turns to ask and answer about the 
 - Have Ss work in pairs.
 information. 
- Ask Ss to read the information carefully and 
 * Suggested questions and answers: