GROUP 7: ORANGE

1. KẾ HOẠCH BÀI DẠY CŨ

Preparing date:
Teaching date:
Period 14: UNIT 3: PEOPLES OF VIET NAM
Lesson 1: GETTING STARTED
I. The aims and objectives.
1. Knowledge:
+ Vocabulary: T provides Sts with words of the life of ethnic groups.
+ Grammar: - Simple present tense
- would like + to infinitive.
2. Skills: Listening and speaking.
3. Attitude: Students love the cultural groups of Viet Nam.
- By the end of this period, students will know more about the life and some
customs of the ethnic minority peoples.
II. Teaching aids:
- T: Textbook, lesson plan
- St: Textbook.
III. Procedures :
1. Organisation (1’): Good morning.
How are you?/ Who’s absent today?
2. Warm - up( 5’): Crossword puzzle.
- T reviews the previous unit by asking Ss to solve a crossword puzzle.
- Ss work in groups to do crossword puzzle.
Solve the crossword puzzle below.
1. I like to ___buffaloes in the pastures.
2. The farmers are very busy during harvest______.
3. Have you ever ridden a _______? You have to be brave to do it.
4. People in the countryside are often open and _______.
5. _______was loaded onto a cart and transported home.
6. I think ______life is more interesting than city life.
H E R D
T I M E
H O R S E
F R I E N D L Y
R I C E
 C O U N T R Y
-> T sets the scene and introduces the new lesson.
3.The new lesson(36’):

T’s activities T Sts’activities

A. Presentation: Vocabulary
+ curious (a): tò mò - Listen to Teacher
+ account for (v): chiếm
+ ethnic (a): thuộc về dân tộc 5’ - Practise reading
+ minority (n): thiểu số
+ region (n): vùng
- Copy in notebooks.
+ custom (n): phong tục
+ awesome (a): tuyệt vời
+ terraced field (n): ruộng bậc thang
+ heritage site (n): di sản - Play a game: Slap the board
- Elicit new words , read as a model, let Sts
repeat and copy.
- check Voc by “Slap the board”
B. Practice:
1. Listen and Read - Look at their books and answer
- Ask Sts to open their books and answer some questions:
some questions: 3’
 What can you see in the picture? - Listen to the tape and check
 Where are they now? their answers themselves.
 What are they talking about?
- Play the tape, let sts listen and check
their answers themselves. -Work in pairs, reading the
2. Find the opposite of these words in the dialogue again and find out the
conversation. 5’ antonyms of the given words.
- Let Sts work in pairs, reading the *Key: 1.interesting 2.largest
dialogue again and find out the antonyms 3.minority 4.southern
of the given words.
- Check again. - Read the dialogue again and
answer the questions individually
then compare with partner.
3. Answer the questions: *Key:
- Let Sts read the dialogue again and 5’ 1.They are in the Museum of
answer the questions individually then Ethnology.
compare with partner. 2.They want to know about the
- Get feedback and correct. ethnic groups of Viet Nam.
 3.There are 54 ( ethnic groups).
4.The Viet (Kinh) have the largest
population.
5.Yes,they do.

-Find out the expressions in the

4. Guess the meaning of the expressions
in the dialogue
- Have Sts find these expressions in the
dialogue first then guess the meaning in
the context.
- Ask Sts to make up mini dialogues, using
these expressions.
5. Label the pictures
- Ask Sts to work in pairs and label each
picture.
- Get feedback and correct Sts’ 4’ - Sts read loudly.
pronunciation by ask Sts read loudly.
dialogue then guess their
5’ meaning.
*Key: 1. It’s correct. / I agree.
2. St is very interesting.
3. I understand what you said.
4. St is great / interesting.
- Make up mini dialogues using
these expressions.
- Sts work in pairs and label each
picture.
*Key: 1.five-coloured sticky rice
2.terraced fields 3.festival
4.folk dance 5.open-air market
6.mucical instrument 7.costume
8.stilt house

6. Complete the sentences with a suitable -Do this exercise individually then
given words. exchange their work.
- Let Sts do this exercise individually then 4’ *Key: 1.ethnic 2.heritage site
exchange their work. 3.Stilt houses 4.festival
- Get feedback and ask Sts to repeat the 5.member 6.terraced fields
words in chorus. -Repeat the words in chorus.

- work in pairs, ask and answer

C. Production: Game : Quick quiz the questions using the cues.
- Ask Sts to work in pairs, ask and answer 5’ - present in front of the class.
the questions using the cues. *Key : 1. Which ethnic group has
- Call some pairs to present in front of the the smallest population?
class. 2.Do the H’mong have their own
language?
3.Where do the Coho live?
 4.What colour is the Nung’s
clothing?
5.Which group has a larger
population, the Tay or the Thai?
6.Whose arts are displayed at a
museum in Da Nang?

4. Consolidation (2’)
- Asks ss to recall the main content of the lesson they have learnt.
- Consolidate more for ss to remember.
5. Homework (1’): Asks Ss to:
- Learn by heart all the new words.
- Do Exercises in Workbook.
- Prepare: Unit 3 - A Closer Look 1.

IV. Experience: ………………………………………………………………

………………………………………………………………………………………

2. KẾ HOẠCH BÀI DẠY MỚI THEO CÔNG VĂN 5512

Preparing date:
Teaching date:

Period 14: UNIT 3: PEOPLES OF VIET NAM

Lesson 1: Getting started

I. Objectives
1. Knowledge: By the end of the lesson, students will be able to understand the
content of the reading text about cultural groups of Viet Nam and interact the
dialogue with each other well.
- Vocabulary: relating to cultural groups of Viet Nam: curious, account for, ethnic,
minority, region, custom, awesome, terraced field, heritage site,…
- Grammar: Review question words.
2. Competence: Group work, individual work, pair work, linguistic competence,
cooperative learning and communicative competence.
3. Quality: Students have good attitude towards customs of the peoples of Viet Nam.
They can express compliments or complaints by using exclamations.
II. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book, speaker
2. Students: Textbooks, notebooks…
III. Teaching Procedures:
1. Warm up (5’)

a, Aim: To warm up the class and lead in the lesson.

b, Contents: Ss work in groups to do crossword puzzle.
c, Output: Ss can do crossword puzzle well.
d, Process:
Teacher’s and students’ activities The main contents
* Crossword puzzle.
- T reviews the previous unit by Solve the crossword puzzle below.
asking Ss to solve a crossword puzzle. 1. I like to ___buffaloes in the pastures.
- T tells Ss that the red word is the 2. The farmers are very busy during
keyword of the new lesson. harvest______.
- T divides the class into 6 teams. 3. Have you ever ridden a _______? You
Each team takes turns to solve the have to be brave to do it.
puzzle. Ss work in groups to do 4. People in the countryside are often open
crossword puzzle. and _______.
- The game finishes when a student 5. _______was loaded onto a cart and
guesses the red word correctly. transported home.
6. I think ______life is more interesting than
- T write the unit title on the board. city life.
Write the words/ phrases ‘ethnic’, H E R D
‘ethnology’, ‘ethnic groups’, and ask
Ss to guess their meaning. T I M E
H O R S E
F R I E N D L Y
R I C E
C O U N T R Y

2. New lesson:

2.1. Presentation (9’)

a, Aim: Help students know some vocabularies related to the topic.
b, Contents:
+ Ss work individually to study the vocabularies.
+ Ss work in groups of 3 to listen and read.
c, Output: Ss can know some vocabularies related to the topic.
d, Process:
Teacher’s and students’ activities The main contents
- Teacher uses different techniques to Vocabulary:
teach vocabulary (situation, + curious (a): tò mò
realia………), follows the seven steps + account for (v): chiếm
of teaching vocabulary. + ethnic (a): thuộc về dân tộc
- Ss listen carefully the T’s modeling + minority (n): thiểu số
twice, repeat in chorus and individually, + region (n): vùng
then copy all the words. + custom (n): phong tục
+ awesome (a): tuyệt vời
- T sets the scenes. Then T asks Ss to + terraced field (n): ruộng bậc thang
open their books to the lesson. + heritage site (n): di sản
- T brainstorm questions with Ss and 1. Listen and read
write them on the board. Questions may
include:
+ What can you see in the picture?
+ What can you see in the picture?
+ What can you see in the picture?
+ Do you know these characters?
+ Where are they now?
+ What are they talking about?
- T plays the recording and has Ss
follow along. Then T asks Ss to work in
groups of 3 to listen and read. Ss do it.
- T calls some groups to perform in
front of the class.
2.2. Practice (22’)
a, Aim: Help students understand the conversation and do related exercises.
b, Contents:
+ Ss work individually to find the opposite of these words in the conversation.
+ Ss work individually to read the conversation again and answer the questions.
+ Ss work in pairs to find the following expressions in the conversation.
+ Ss work in pairs to role play.
+ Ss work in pairs to use the words and phrases in the box to label each picture.
+ Ss work individually to complete the following sentences with the words and
phrases in the box.
c, Output: Ss can understand the conversation and do related exercises correctly.
d, Process:
Teacher’s and students’ The main contents
activities
- T asks Ss to read the 1a. Find the opposite of these words in the
conversation again and do the conversation.
exercise individually. Ss do it. Key:
- T writes the correct answers on 1. interesting
the boards. 2. largest
- Teacher gets feedback. 3. minority
4. southern
- T asks Ss to run through the 1b. Read the conversation again and answer
questions mentioned. Then T asks the questions.
Ss to work individually to answer Key:
the questions. Ss do it. 1. They are in the Museum of Ethnology.
- Ss compare answers with a 2. They want to know about the ethnic groups of
partner and then discuss as a Viet Nam.
class. 3. There are 54 (ethnic groups).
- T corrects the answers. 4. The Viet (or Kinh) have the largest
population.
5. Yes, they do.
1c. Find the following expressions in the
- T tells Ss to refer back to the conversation
conversation to find the Key:
expressions. Together with Ss, 1. Used as a reply, agreeing with what sb has
elicit the meaning of these four just said, or emphasizing that it is correct
expressions. Then give examples. 2. How+ adj/ adv: used to show a strong
- Ss work in pairs to do the task. reaction to sth
3. Used to show you understand what someone
said
4. Used to show that you think something is great

- T asks Ss to role-play the 1d. Role play

example conversation in pairs
before creating their short role-
plays. Ss do it.
- T encourages Ss to use How +
as many adjectives as possible.
* Look out!
- Helps Ss distinguish the two
words. (people).
- T asks Ss to work in pairs and
label each picture. Then T lets Ss
read each word/ phrase correctly.
Ss do it.
- T checks and corrects their
pronunciation.
=> “How + Adj.!” to express exclamation.
Ex: How exciting!
How beautiful!
+ ‘people’ is used as the plural of ‘person’ to
refer to men, women, and children
+ ‘people’: ethnic groups of people who belong
to a particular country, race, or area.
2. Use the words and phrases in the box to
label each picture.
Key:
1. five-coloured sticky rice
2. terraced fields
3. festival 4. folk dance
5. open-air market 6. musical instrument
7. costume 8. stilt house
- T asks Ss to do the task by 3. Complete the following sentences with the
themselves. After that they swap words and phrases in the box.
their answers with a partner. Ss Key:
do it. 1.ethnic 2. heritage site
- T corrects as a class. 3. Stilt houses 4. festivals
- Then T lets Ss repeat the words/ 5. member 6. terraced fields
phrases in chorus.

2.3. Application (5’)

a, Aim: Help Ss interact a conversation about different ethnic groups of Viet Nam
and talk about their ways of life.
b, Contents: Ss work in pairs to ask and answer the quick quiz.
c, Output: Ss can make a conversation about different ethnic groups of Viet Nam and
talk about their ways of life well.
d, Process:
- T asks ss to work in pairs. 4. Game: Quick quiz
- Ss work in pairs to ask and answer Key:
the questions. (1). Which ethnic group has the smallest
- T gives correction. population?
- T may call on some pairs to talk (2). Do the Hmong have their own language?
before the class. (3). Where do the Coho live?
(4). What colour is the Nung’s clothing?
(5). Which group has a larger population, the
Tay or the Thai?
(6). Whose arts are displayed at a museum in
Da Nang?

3. Consolidation (2’)
- Asks ss to recall the main content of the lesson they have learnt.
- Consolidate more for ss to remember.
4. Homework (2’): Asks Ss to:
- Learn by heart all the new words.
- Do Exercises in Workbook.
- Prepare: Unit 3 - A Closer Look 1.

IV. Experience: ………………………………………………………………

………………………………………………………………………………………
 3. SO SÁNH SỰ GIỐNG VÀ KHÁC NHAU CỦA 2 KẾ HOẠCH BÀI DẠY
a. Sự giống nhau:
- Cả 2 kế hoạch bài dạy đều có cấu trúc gồm 3 phần lớn:
I. Objectives
II. Teaching aids
III. Procedures
- Trong phần “Procedures” có 4 phần:
+ Warm up
+ New lesson
+ Consolidation
+ Homework
b. Sự khác nhau:
- Trong phần “ Objectives”:
+ “Skills” và phần “Attitude” được thay bằng “ Competence” và “ Quality”
- Phần “ Procedures”:
+ Kế hoạch bài dạy cũ có 5 hoạt động:
Hoạt động 1: Khởi động/mở đầu/xác định vấn đề...
Hoạt động 2: Hình thành kiến thức mới/giải quyết vấn đề...
Hoạt động 3: Luyện tập
Hoạt động 4: Vận dụng
Hoạt động 5: Tìm tòi- Mở rộng
+ Kế hoạch bài dạy mới có 4 hoạt động:
Hoạt động 1: Khởi động/mở đầu/xác định vấn đề...
Hoạt động 2: Hình thành kiến thức mới/giải quyết vấn đề...
Hoạt động 3: Luyện tập
Hoạt động 4: Vận dụng
 Như vậy, kế hoạch bài dạy theo công văn mới đã lược đi hoạt động cuối là “
Tìm tòi_ Mở rộng” mà hoạt động này phù hợp cho việc học sinh hoạt động tại nhà
hơn. Vì vậy, việc lược đi hoạt động này trên lớp là hợp lý.
 4. NHỮNG THUẬN LỢI VÀ KHÓ KHĂN KHI TRIỂN KHAI KẾ HOẠCH
BÀI DẠY THEO CÔNG VĂN MỚI:
a. Thuận lợi:
- Cả 2 kế hoạch bài dạy đều có các đầu mục lớn giống nhau.
- Cấu trúc của kế hoạch bài dạy tương đối giống nhau.
- Kế hoạch bài dạy theo công văn mới đã lược đi hoạt động cuối là “ Tìm tòi_ Mở
rộng” mà hoạt động này phù hợp cho việc học sinh hoạt động tại nhà hơn. Vì vậy,
việc lược đi hoạt động này trên lớp là hợp lý.
b. Khó khăn:
- Rất khó để xác định phần “ Competence” của học sinh ở một số đơn vị bài học.
- Kế hoạch bài dạy dài, mỗi phần giáo viên đều phải đưa ra mục tiêu cụ thể giáo
viên thường khó xác định mục tiêu của từng phần .