Giáo án Tiếng Anh 8 - Period 34-36, Unit 5: Our customs and traditions - Năm học 2023-2024

Date of preparing: 30/11/2023 
 Period 34: UNIT 5: OUR CUSTOMS AND TRADITIONS 
 Lesson 3: A closer look 2 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- Use the articles (a / an, the, zero article) correctly. 
2. Competences 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Respect and love Vietnamese customs and traditions. 
- Develop self-study skills 
II. MATERIALS 
- Grade 8 textbook, Unit 5, A closer look 2 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
III. PROCEDURES 
1. WARM-UP (5 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson 
- To lead into the new unit. 
b. Content: 
- Option 1: Call out the phrases 
- Option 2: watch a video 
c. Expected outcomes: 
- Ss recall the vocabulary learnt in the previous lesson and identify articles in sentences 
d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Option 1: 1. We held a family reunion last 
- Teacher shows the pictures of the phrases learnt in A week. 
CLOSER LOOK 1. 2. My mum prepares food offerings 
- Teacher has Ss call out the phrases as soon as they see at Tet. 
the pictures. 
-Teacher writes two sentences on the board “We held a 
family reunion last week”, and “My mum prepares food 
offerings at Tet”. Underline the article “a” in sentence 1. T 
asks Ss if they find “a” in sentence 2. 
- Teacher asks them what part of speech “a” is. T asks 
them if they remember other articles. T tells them that 
today they are going to revise “a, an, the” and learn about 
“zero article”. Lead to the lesson. 
- Teacher introduces the objectives of the lesson. Write the 
objectives in the left corner of the board. 
Option 2: 
 - Teacher lets the students watch a video: 
 www.youtube.com/watch?v=uqNugAvxXXo 
 - Teacher asks Ss when we use a / an / the. 
 - Teacher leads in to the lesson. 
 - Teacher introduces the objectives of the lesson. Write the 
 objectives in the left corner of the board. 
 e. Assessment 
 - Teacher checks students’ knowledge and gives feedback. 
 2. ACTIVITY 1: PRESENTATION (10 mins) 
 a. Objectives: 
 - To review articles: a, an, the and teach how to use the zero article. 
 b. Content: 
 - The article a / an, the and zero article. 
 c. Expected outcomes: 
 - Ss understand how to use the article correctly. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
The article a / an, the: Review 
Write two sentences on the board: 1. She is an engineer. 
- Elicit from Ss the use of a, an, the and when to use 2. We held a family reunion last week. The 
them. party was enjoyable. 
the: definite article 
a/an: indefinite article 
a + singular noun beginning with a consonant 
an + singular noun beginning with a vowel 
Introduction of zero article 
- Explain that sometimes, we can use nouns without 
a / an or the. We call this case zero article. 
- Go through the Remember! box with Ss. Draw 
their attention to the example sentence for each 
case. 
- Have them identify the uncountable noun, the 
general statement and the general form of transport 
in each example sentence. 
- Encourage Ss to give their own examples. 
 e. Assessment 
 - Teacher checks students’ understanding about the article and gives feedback. 
 3. ACTIVITY 2: PRACTICE (30 mins) 
 a. Objectives: 
 - To help Ss identify the use of articles at the sentence level. 
 - To help Ss recognise and use the articles correctly. 
 - To give practice with articles at sentence and text level. 
 b. Content: 
 - Task 1: Choose the correct option in each sentence below. 
 - Task 2: Which of the underlined parts in each question is incorrect? Find and correct it. 
 - Task 3: Complete the sentences with a, an, the, or Ø (zero article). 
 - Task 4: Complete the text with the or Ø (zero article). 
 c. Expected outcomes: 
 - Students can use the articles correctly. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Choose the correct option in each sentence below. (5 mins) 
- Teacher has Ss do this exercise individually and then Answer key: 
compare their answers with a partner. 1. an 
- Teacher asks some Ss to share their answers and has 2. a 
them explain their choices. 3. Ø 
- T confirms the correct answers. 4. Ø 
 5. the 
Task 2: Which of the underlined parts in each question is incorrect? Find and correct it. 
(10 mins) 
- Teacher shows a picture of the Kitchen Gods 
Worshipping Ceremony. Encourage Ss to say aloud 
what they know about the ceremony (when it is, what 
happens, etc.) 
- Teacher tells Ss that they are going to read sentences 
about this ceremony. Tell them that one of the articles 
in each sentence is not used correctly. 
- Teacher demonstrates the activity with the first Answer key: 
sentence (find the mistake and correct it). 1. A (The → Ø) 
- Teacher has Ss do this exercise individually and then 2. C (a → the) 
compare the answers with another classmate. 3. B (the → Ø) 
- Teacher invites some Ss to write their answers on the 4. C (a → Ø) 
board. 5. A (The → Ø) 
- Teacher checks the answers with the whole class. T 
has some Ss explain their answers. 
- T confirms the correct answers. 
Task 3: Complete the sentences with a, an, the, or Ø (zero article). (5 mins) 
- Teacher has Ss do this exercise individually and then Answer key: 
compare their answers with a partner. 1. Ø 
- Teacher asks some Ss to share their answers and 2. a 
have them explain their choice. Confirm the correct 3. Ø 
answers. 4. the 
 5. an 
Task 4: Complete the text with the or Ø (zero article). (10 mins) 
- Teacher writes on the board (or shows pictures on Answer key: 
the slide) the following activities: playing cards, 1. the 
watching TV, singing karaoke. 2. Ø 
- Teacher asks Ss if their family often does these 3. Ø 
activities together. Teacher tells Ss that we call 4. Ø 
activities that a family often do together family time 5. the 
traditions. 
- Teacher tells Ss that the text is about the benefits of 
family time traditions, and they have to read and 
complete the blanks with the or Ø (zero article). 
- Teacher has Ss work individually to complete the 
text. 
- Teacher invites some Ss to write their answers on the 
board. Have Ss explain their answers. 
- Teacher confirms the answers. 
- For a stronger class, T asks them to talk about the 
benefits of family time traditions. 
 e. Assessment 
 - T checks the exercises and gives feedback. 
 - T checks Ss’ understanding and gives feedback 
 5. ACTIVITY 3: FURTHER PRACTICE (5 mins) 
 a. Objectives: 
 - To give further practice with articles at sentence and text level. 
 b. Content: 
 - Task 5: Game 
 c. Expected outcomes: 
 - Students can consolidate their use of articles 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 5: Game: Bingo! (5 mins) 
- Teacher has Ss work in groups of four or five. List of sentences & answer key: 
- Teacher gives each group a list of five 1. I usually meet my cousin at the weekends. 
sentences. T tells them that there is one mistake in (the → Ø) 
each sentence, and they have to find and correct 2. My uncle moved to United States three years 
it. ago. (United States → the United States) 
- Teacher has Ss work in their groups, find and 3. Our teachers assigned us a homework for our 
correct the mistakes. They say “Bingo!” as soon history and science classes. (a → Ø) 
as their group finishes. 4. I turn off the light and go to the bed at 11 p.m. 
- Teacher confirms the correct answers. The first (the → Ø) 
group to come up with all the correct answers 5. Mark often wears red sweater to match his 
wins. red hair. (red sweater → a red sweater) 
- For stronger classes, T lets groups write two 
sentences with article mistakes. T collects the 
sentences and picks out some sentences randomly 
for the whole class to find and correct the 
mistakes. 
 e. Assessment 
 - T checks the exercises and gives feedback. 
 5. CONSOLIDATION 
 a. Wrap-up 
 - Fishing game 
 b. Homework 
 - Make 5 sentences using articles. 
 - Do exercises in the workbook. 
Date of preparing: 30/11/2023 
 Period 35: UNIT 5: OUR CUSTOMS AND TRADITIONS 
 Lesson 4: Communication 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- Give advice 
- Get some information about the Japanese lion dance and compare to the Vietnamese unicorn 
dance 
2. Competences 
- Develop creativity and communication skills 
- Be collaborative and supportive in pair work and team work 
- Actively join in class activities 
3. Personal qualities 
- Be willing to give advice 
- Be interested more in local festivals. 
II. MATERIALS 
- Grade 8 textbook, Unit 5, Communication 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
III. PROCEDURES 
1. WARM-UP (5 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson 
- To lead into the new lesson 
b. Content: 
- Ask and answer about table manners with a picture 
c. Expected outcomes: 
- Ss get some general ideas about table manners and get ready for the new lesson 
d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
 - T shows a picture of a child having dinner 
 with family. Ask Ss what the child is doing 
 and whether she is behaving well at the table. 
 - Tell Ss that “table manners” means the polite 
 ways of behaving when eating. These 
 behaviours differ from one culture to another. 
 - Ask Ss to give some examples of table 
 manners that they know. 
 - Lead in to the lesson and introduce the 
 objectives of the lesson. 
 Suggested answers: 
 - Wait for the table arrangement before sitting 
 down 
 - Wait for the oldest people to start first 
 - Pass your bowl with two hands 
 - Do not stick the chopstick against the bowl 
 - Do not point the chopsticks to anyone 
 - Do not dig into the dish 
 - Do not eat directly from shared dishes 
 - Stay until other people finish 
 - Say Thanks to the host after the meal 
 e. Assessment 
 - Teacher checks students’ knowledge and gives feedback. 
 2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins) 
 a. Objectives: 
 - To introduce ways of giving advice. 
 - To help Ss practise giving advice. 
 b. Content: 
 - Task 1: Listen and practise the conversation. 
 - Task 2: Work in pairs. Make similar conversations with the following situations. 
 c. Expected outcomes: 
 - Ss know how to give advice. 
 - Students can make dialogue using the structures of giving advice. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Listen and read the conversation below. Pay attention to the highlighted parts. (6 mins) 
- Teacher plays the recording for Ss to listen and read 
the dialogue between Tom and Mai. 
- T asks Ss to pay attention to the highlighted language. 
- T elicits from Ss that the first two highlighted phrases 
are ways to advise what one should do, and the last 
highlighted word is for saying what one should NOT do. 
- Teacher has Ss practise the dialogue in pairs. Call on 
some pairs to practise the dialogue in front of the class. 
-> Structure to give advice 
- Perhaps you should + V0 
- It’s a good idea to + V0 
- Don’t + V0 
Task 2: Work in pairs. Make similar conversations with the following situations. (9 mins) 
- Teacher asks Ss to work in pairs (5 minutes) to make Suggested answers: 
similar dialogues with the given situations, using the 1. Perhaps you should bring warm clothes, a 
expressions they have learnt. scarf, coat, jacket, 
- Teacher moves around to observe and provide help. T 2. It’s a good idea to bring a gift such as a 
calls on some pairs to practise in front of the class. birthday cake, pen, pencil, clothes 
- T comments on their performance. 
 e. Assessment 
 - Teacher checks students’ understanding and gives feedback. 
 3. ACTIVITY 2: THE JAPANESE LION DANCE AND VIETNAMESE UNICORN 
 DANCE (20 mins) 
 a. Objectives: 
 - To provide Ss with information about lion dance in Japan. 
 - To help Ss compare the Vietnamese unicorn dance with the Japanese lion dance. 
 b. Content: 
 - Task 3: Read the text about the lion dance in Japan and complete the table with the information from 
 the text. 
 - Task 4: Work in groups. Read Mai’s notes on the Vietnamese unicorn dance. Compare the 
 Vietnamese unicorn dance with the Japanese lion dance. 
 c. Expected outcomes: 
 - Ss can understand the text and fill in the blank with the correct information. 
 - Students can compare the Vietnamese unicorn dance with the Japanese lion dance. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 3: Read the text about the lion dance in Japan and complete the table with the information 
from the text. (10 mins) 
- Teacher writes “Lion Dance” on the board or shows a picture of Answer key: 
a lion dance. T tells Ss that this is called the lion dance and it is 1. shishi-mai 
popular in many Asian countries. T elicits from Ss the 2. New Year celebrations 
occasion(s) when they may see a lion dance performance. 3. acrobatics 
- Teacher tells Ss that they are going to read about lion dance in 4. flutes 
Japan. 5. bad spirits 
- Teacher has Ss look at the table of information and think of the 
type of information they need for each blank. 
- Teacher asks Ss to work in pairs to do this activity. They can 
draw this table on a sheet of paper. After pairs finish their work, 
T asks them to share their table with the whole class. 
- Teacher comments on their answers. 
- If time allows, have some pairs use the information in the table 
to talk about the Japanese lion dance without looking again at the 
text. 
Task 4: Work in groups. Read Mai’s notes on the Vietnamese unicorn dance. Compare the 
Vietnamese unicorn dance with the Japanese lion dance. (10 mins) 
- Teacher shows two pictures, one of the Vietnamese unicorn Suggested answers: 
dance and one of the Japanese lion dance next to each other. - There are one or more 
- Teacher has Ss look at the pictures and point out some performers in both Vietnamese 
similarities and differences between the two pictures. T unicorn dance and Japanese lion 
encourages Ss to use the structures “Both . and ..” and “ . dance. 
but .”. - Both Vietnamese unicorn dance 
- Teacher tells Ss to look at Mai’s notes on Vietnamese unicorn and Japanese lion dance perform 
dance. T asks them if there is any information they didn’t know. in the New Year Festivals. 
- Teacher has Ss work in groups to compare the Vietnamese - Vietnamese unicorn dance needs 
unicorn dance and the Japanese lion dance, using the tables in 3 ong Dia but Japanese lion dance 
and 4. Tell the groups that they need to write at least 5 sentences doesn’t need it. 
using 5 pieces of information from the tables. 
- Teacher asks some Ss to report their group’s answers to the 
class. 
 e. Assessment 
 - T checks Ss’s exercises and gives feedback. 
 - T checks Ss’ understanding and gives feedback 
 4. CONSOLIDATION (5 mins) 
a. Wrap-up 
- T asks Ss to summarise what they have learnt in the lesson. 
- T has Ss look at the objectives written on the board at the beginning of the lesson and tick the 
objectives they have learnt. 
b. Homework 
- Do exercises in the workbook 
- Compare Vietnamese Tet Holiday and Chinese Tet Holiday. 
- Do ex C3-P40 workbook (for good students) 
Date of preparing: 30/11/2023 
 Period 36: UNIT 5: OUR CUSTOMS AND TRADITIONS 
 Lesson 5: Skills 1 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- Read for specific information about a village festival day 
- Talk about family event 
2. Competences 
- Develop creativity and communication skills 
- Be collaborative and supportive in pair work and team work 
- Actively join in class activities 
3. Personal qualities 
- Be benevolent and responsible 
II. MATERIALS 
- Grade 8 textbook, Unit 5, Skills 1 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
III. PROCEDURES 
1. WARM-UP (7 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson 
- To lead into the new lesson. 
b. Content: 
- Questions and answer about festivals 
c. Expected outcomes: 
- Ss can say names of some festivals and share what they know about them in English. 
d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
 Option 1: Asking questions: Questions: 
 - T asks Ss some questions about festivals in Viet 1. Have you ever been to a Festival? 
 Nam. 2. Do you like it? (Do you know any 
 - T asks Ss to describe one of the festivals they festivals?) 
 have ever been to 3. Can you describe it? (When and where is 
 - Lead to the new lesson: Reading and Speaking the festival celebrated? What activities 
 lesson about a festival day and a family event. there are? What do you and your family do 
 - Introduce the objectives of the lesson. Write the during the festival?) 
 objectives in the left corner of the board. 
 Suggested answers: 
 1. Yes, I have been to the Full Moon 
 festival,... / No, I haven’t 
 2. Yes, I do / No, I don’t 
 3. I celebrated the Full Moon festival on the 
 15th day of the 8th Lunar Month in our 
 country. 
 Option 2: Asking questions: Bamboozle 
 - Teacher click the link: We can eat moon cake during this Festival. 
 We can give gifts to others. We can 
 - Teacher divides class into 4 or 8 groups appreciate the Moon, . 
 - T let students choose the numbers to answer the 
 questions. 
 e. Assessment 
 - Teacher checks students’ knowledge and gives feedback. 
 2. ACTIVITY 1: READING (25 mins) 
 a. Objectives: 
 - To introduce some vocabulary 
 - To activate Ss’ knowledge of the topic of the reading text. 
 - To help Ss develop the skill of reading for the main idea (skimming), specific information 
 (scanning) and guessing word meaning in context. 
 b. Content: 
 - Vocabulary 
 - Task 1: Work in pairs. Look at the picture and answer questions. 
 - Task 2: Read the text. Choose the correct answer A, B, or C. 
 - Task 3: Read the text again. Complete the mind map about a family party. 
 c. Expected outcomes: 
 - Ss understand new vocabulary 
 - Ss can answer the questions correctly. 
 - Students can understand the text and choose the right answers. 
 - Ss can complete the mind map. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Vocabulary pre-teaching (5 mins) 
- Teacher introduces the vocabulary. New words: 
- Teacher explains the meaning of the new vocabulary by pictures 1. release (v) 
and definitions. 2. contestant (n) 
 3. family bonding 
Task 1: Work in pairs. Look at the picture and answer the following questions. (5 mins) 
- Teacher has Ss look at the picture in the book or show the 
picture in the book on a slide. Ask Ss two questions in the book: 
1. What are the men doing? 
2. When do you think this event occurs? 
- Teacher tells Ss that they are going to read a text about a festival 
in a village. 
 Suggested answers: 
 1. They are rowing a boat. They 
 are cooking rice on an open fire. 
 2. This event may occur in a 
 festival in the North of Viet Nam. 
Task 2: Read the text. Choose the correct answer A, B, or C. (10 mins) 
- Teacher asks Ss to read the first paragraph and find the time that Answer key: 
the festival happens (the third day of Tet). 1. A 
- Teacher tells Ss to read the first sentence of the second and the 2. B 
third paragraph. T asks Ss what each paragraph is going to be 3. A 
about. 4. C 
- Teacher tells the Ss to do the same with the last paragraph. 
- Teacher asks Ss to look at Question 1 and choose the correct 
option. 
- Teacher tells Ss that Questions 2 and 4 ask about specific 
information. Question 3 asks them to guess the meaning of words 
in context. 
- T elicits from Ss the steps: Read the questions, underline the 
key words in each question, locate the key words in the text and 
find the information to answer the question. 
- Teacher asks Ss to locate the paragraphs with the information for 
each question. Then T has Ss do the exercise individually and 
checks their answers in pairs. 
- Teacher invites some Ss to share their answers. Have them 
explain their answers. Confirm the correct answers. 
Task 3: Read the text again. Complete the mind map about a family party. (5 mins) 
- Teacher asks Ss to look at the mind map and identify the Answer key: 
paragraph with the information for each question in 1. third day 
the mind map. 2. home 
- Then T has Ss do the exercise in pairs. 3. dishes 
- Teacher invites some pairs to share their answers. Have them 4. food 
explain their answers. T confirms the correct answers. 
- Teacher tells Ss that when they describe a family event, they 
should mention categories of information like in the mind map. 
 e. Assessment 
 - Teacher checks students’ understanding and gives feedback. 
 - T checks Ss’s exercises and gives feedback. 
 3. ACTIVITY 3: SPEAKING (13 mins) 
 a. Objectives: 
 - To help Ss predict the content of a dialogue about a family event. 
 - To help Ss practise talking about a family event. 
 b. Content: 
 - Task 4: Work in pairs. Put the questions (A - E) in the correct blanks (1 - 5) to make a complete 
 dialogue. Then role-play it. 
 - Task 5: Make notes about a normal family event that you take part in. Use the questions below 
 as cues. After that, work in pairs. Make a dialogue asking and answering about the event. You 
 can use your notes. 
 c. Expected outcomes: 
 - Students can complete the dialogue. 
 - Students can ask and answer with their friends about their family events. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 4: Work in pairs. Put the questions (A - E) in the correct blanks (1 - 5) to make a complete 
dialogue. Then role-play it. (7 mins) 
- Teacher draws a mind map with “a family event” in the Answer key: 
middle and “when, where, who, what” as the categories. 1. B 
- Teacher tells Ss to look at the questions in the box and 2. D 
match the questions with the appropriate categories. 3. E 
- Teacher tells Ss to read the dialogue and complete the 4. A 
dialogue with the given questions. 5. C 
- Teacher confirms the answers. T has Ss practise reading 
aloud the dialogue in pairs. 
Task 5: Make notes about a normal family event that you take part in. Use the questions below as 
cues. After that, work in pairs. Make a dialogue asking and answering about the event. You can 
use your notes. (6 mins) 
– Teacher asks Ss to think of a family event and make Suggested answers: 
notes about it in the form of a mind map. Various answers 
– Teacher tells them to look at the mind map on the board 
and revise the questions that can be used. 
– Teacher has Ss work in pairs. Ss take turns to ask and 
answer about the family event. 
– Teacher has some pairs act out the dialogue in front of 
the class. 
– Teacher comments on their performance. 
 e. Assessment 
 - Teacher listen to Ss’ conversations, gives feedback and their pronunciation and delivery of 
 information. 
 4. CONSOLIDATION 
 a. Wrap-up 
 - T asks Ss to summarise what they have learnt in the lesson. 
 - T has Ss look at the objectives written on the board at the beginning of the lesson and tick the 
 objectives they have learnt. 
 b. Homework 
 - Do exercise in the workbook.