Tài liệu Giáo án tiếng anh 8 unit 13

Giáo án Tiếng anh 8. UNIT 13: FESTIVALS LESSON 1 – GETTING STARTED, LISTEN AND READ A. Aim: By the end of the lesson, Ss will be able to ask for explanation of events. B. Methods: Communicative approach. C. Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP. 2. Main activities: Teacher’s and students’ activities On the board WARM-UP - Write the names on the board. Getting started: Chatting - Give the information and then ask question. Write the names on the board: Tom, David, Lisa, Oliver, Robinson. - Ss look at the board, listen and answer the question. 1. Tom likes swimming and sunbathing .Where should he go?..... Why?.... 2. David is interested in ancient cities →...? 3. Lisa likes mountain-climbing→...? 4. Oliver is keen on pottery→...? 5. Robinson is fond of crowded places→...? PRE-READING I. Vocabulary: - (to) fetch: đi lấy mang về (definition) = (to) go to get sth and bring it back) - Elicit words from students. - (to) yell: la, hét - Guide Ss to read new words. - (to) urge: thúc giục (to make a person/ an animal to move quickly) (=to shout loudly) - (to) rub: cọ xát (mime) - (to) award: thưởng (situation) (He is the winner of the competition. They (award) him the first prize). → (to) award someone something= (to) award something to someone. - a rice-cooking festival - (to) separate (picture) (mime + explanation) * Checking vocabulary: Slap the board II. Open prediction: 1. How many competitions do people take part in in a rice-cooking festival? 2. In water-fetching competition, what do people Set the scene: Ba invites his friend to a do? How about the fire-making competition? traditional festival in the north of Vietnam. Do you know what kind of festival it is? (It is the rice- cooking festival). Rice – cooking festival - Ask Ss to guess what they are going to read by asking question then write Ss' answers on the board. Water fetching rice cooking Fire making - Elicit the example and write them on the board. WHILE-READING - Ask Ss to open their books (p.121-122), read the dialogue, and listen to the tape. - Check Ss' guesses are correct or not. III. Question checking: Expected answers: 1. They take part in 3 competitions. 2. They have to run to the river to take a bottle of water as quickly as possible. In the fire-making competition, two team members try to make a fire by rubbing pieces of bamboo together. IV. T/F statements (p.122) Answer key: - Ask Ss to read the statements (page 122) and check (√) the boxes, using the information in the dialogue. - Get Ss to give their answers and correct the false sentences. Have student to copy down. a. F Only one team member take part in the waterfetching contest. b. F One person has to collect one water bottle. c. T. d. F Pieces of bamboo are to make the fire. e. F. In the final contest, the judges taste the rice. f. T. POST-READING - Ask Ss to read the dialogue again and try to summarize the rice-cooking festival. V. Retelling the story: - Call some Ss to present on board. IV. Consolidation: (2 minutes) - T asks students to retell the rice-cooking festival. V. Homework - Write the summary into your notebooks. - Do exercises 1 & 2 in your workbook. - Prepare Speak and Listen Date: February 20th, 2011 PERIOD 82 UNIT 13: FESTIVALS LESSON 2 – SPEAK & LISTEN A. Aim: By the end of the lesson, Ss will be able to practice talking about preparation for Tet and listening for details. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures. Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM-UP - Use pictures to elicit the words. Crossword: W A T - Divide class into 2 teams, stating the rules of the games. E R F E T C H U N G T E M P V A L N T I N E H A L L O W E O O K I N G S T M A S W E D D I N T H A N K S H D A Y E - Monitor and give H I L N G E E N feedback. R I C M I B I R T E C D F A L L C R I H PRE-READING I. Vocabulary: - pomegranate: quả lựu (picture) - peach blossom: cành đào (picture) - Present new words hoa cúc (picture) and then guide Ss to - marigolds: read them in chorus. - dried watermelon seeds: hạt dưa (realia) - Check vocabulary by technique “Bingo” - spring rolls: (picture) - harvest festival: (picture) G G I V I N G * Checking: Bingo II. Ordering Answer key: A→ F; B → G; C→ H; E → I; D → J - Ask Ss to read the dialogue on page 123 and put the sentences in correct order. WHILE-SPEAKING - Call Ss to give their answer. Give III. Mapped dialogue: feedback and Mrs. Quyen correct. A: you/tidy /bedroom? - Ss read the B: market/have to / oranges/ dialogue on page pomegranates 123 and put the sentences in the correct order - Give feedback - Ask Ss to close their books. Elicit the 1. Yes / where / you / going? 2. Could /collect / new Ao dai / tailor/corner? C: Sure /will 3. Thanks / anything/ you /want /me /do...? D: not really/But /want/ house nice/festival 4. Mom/I/what/ do now/ will/clean... E: That's/ very good/Bye. 5. Bye - Put the chart with the cues on the blackboard. Speak 2: - Mrs. Smith - a village festival PRODUCTION exchanges from the Ss. - Have some pairs practice the exchange before going on to another exchange. - a school festival - a harvest festival ………. PRE-LISTENING - After finish the IV. Gap-fill prediction: dialogue, ask a good pair to demonstrate the whole dialogue. + open pairs. + closed pairs. WHILE-LISTENING - Ask Ss to choose one of the festivals (p.123) and make their dialogues. V. Gap-filling: * Answer key: a) Mr. Robinson / Flower market. b) traditional. - Call some pairs to demonstrate their dialogue to the class. - Give feedback and correct. c) Dried watermelon seeds. d) Make spring rolls. POST-LISTENING VI. Grids: Mr. Robinson Go to the flower market to buy peach blossom and a bunch of marigolds). Mrs. Go to Mrs. Nga's to learn how to - Set the scene: "The Robinson family is making preparation for Tet. They want to buy things to make it a traditional Tet as Vietnamese people do" - Ask Ss to open their books and read the statements. - Ask Ss to predict the words in the gaps Write Ss' guesses on the board. - Ask Ss to listen to the dialogue - Call on some Ss to give the answers - Ask Ss to do exercise 2 on page 124 - Correct Robinson make spring rolls Liz go to the market to buy candies and packet of watermelon seeds - Listen to the CD again and fill in the Grids - Monitor and give feedback IV. Consolidation: (2 minutes) - T asks students to state the main preparations of the Robinsons for Tet holiday. V. Homework - Write your own dialogue on your notebook. - Do exercises 3 & 4 in your workbook. - Prepare Read . Date: March 21st, 2011 PERIOD 83 UNIT 13: FESTIVALS LESSON 3 – READ A. Aim: By the end of the lesson, Ss will get some knowledge about Christmas. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures. Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP. 2. Main activities: Teacher’s and students’ activities On the board WARM-UP - Play the CD and let Students listen to 7 songs once. Game: What song is it? 1. We wish you a merry Christmas. - Divide class into 2 teams, stating the 2. Jingle Bells rules of the games. - Monitor and give feedback. - Elicit the new lesson: Christmas 3. Santa Claus is coming to town. 4. Silent night 5. Mary’s boy child 6. Last Christmas 7. When a child is born. PRE-READING - Present new words and then guide Ss to read them in chorus. - Check vocabulary by technique “Filling in the gaps”. I. Vocabulary: - (to) base on (translation) - Christmas carol (n) (picture + example) - description (n) (translation) - (to) decorate (video) - a custom (translation) - a poem (picture + example) - (to) design (video + example) - (to) perform (synonym) * Checking: Fill in the gaps 1. I often design Christmas cards to send my friends. 2. Jingle Bells, Silent night are Christmas carols. 3. They are decorating the Christmas tree to make it more beautiful. 4. ‘Khi con tu hu’ is a poem. 5. Sending cards to friends at Christmas has become a custom. 6. Christmas carols are performed at Christmas. 7. Santa Claus is based on the description of Saint Nicholas in a poem. II. Label the statement prediction: - Ask Ss to read the statements and guess which Christmas specials they 1. ......... appeared in the early 1500s are about. 2.......... appeared in a poem of Clement Clarke Moore. - Call Ss to give their answer. 3. ........became popular about 180 years ago. 4. ........ was a part of the Christmas tradition at the end of the 19th century. 5. ........was first put in Riga. 6. ........ gave children gifts on Christmas Eve. WHILE-READING III. Checking: Answer key: - Ask Students to open their books and read to find out the answers. 1. Christmas tree - Give feedback and correct. 2. Santa Claus 3. Christmas carols 4. Christmas cards 5. Christmas tree 6. Santa Claus IV. Complete the table: - Ss read the passages again and complete the table. - Give feedback. Christmas specials Place of origin Date Christmas Tree Riga Early 1500s Christmas Cards England Mid-19th century Christmas Carols (no) 800 years ago Santa Claus USA 1823 POST-READING V. Questions: - Ask Ss to read the passages once more and then close the books to play a game. - State the rule of the game - Feedback - Show answers - Open pairs - Closed pairs Game: Sharks’ attack Answer key: 1. It came to the USA about 210 years ago. 2. Because he wanted to send Christmas greetings to his friends. 3. They were first performed 800 years ago. 4. Clement Clarke Moore wrote it. 5. He is based on the description of Saint Nicholas in the poem A Visit from Saint Nicholas. 6. Because they said the songs were unsuitable. VI. Sing a Christmas carol: We wish you a merry Christmas! - Turn on the CD and let students listen and sing after the singer. - Call some students to perform in front of the class. IV. Consolidation: (2 minutes) - T asks students to state the main points of Christmas. V. Homework - Do exercises 5 & 6 in your workbook. - Prepare Write Date: March 25th, PERIOD 84 2011 UNIT 13: FESTIVALS LESSON 4 – WRITE A. Aim: By the end of the lesson, Ss will be able to practice in writing a report on a festival they have joined. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures. Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM-UP Ask Ss to look at the picture on page 126, then close their books. Divide the class in to 2 teams, in turn, answer the questions. Ask Ss to listen to the questions and answer. 1. How many people are there in Memory game Answer key: 1. They are participating in the rice- cooking competition. 2. Rice, basket, pans, bamboo sticks, paper fans, chopsticks, a flag. the picture? PRE-WRITING 2. What are the people doing? I. Vocabulary: 3. Name all the things in the - communal (a) (translation) picture. 4. How many people participate in the game? - a competition (synonym) = a contest - (to) organize (synonym) - Present new words and then guide Ss to read them in chorus. - Check vocabulary by technique “ROR”. = (to) celebrate * Checking: ROR II. Questions: * Lucky numbers 1. What do you call the festival where people cook rice? (rice-cooking festival). - Divide class into 2 teams and state the rule of the game. - Monitor and correct. 2. How many competitions participate in the ricecooking festival? What are they? (3/ waterfetching, fire-making, and rice-cooking). 3. LN 4. Do they use pieces of wood to make fire? (No. Pieces of bamboo). 5. LN 6. What do people have to do before they cook rice? (separate the rice from the husk). 7. What do people do to fetch water? (bottles). 8. LN 9. How many people are there altogether in a team taking part in the rice-cooking festival? (9. One for water- fetching, two for fire- making, and six for rice-cooking). WHILE-WRITING III. Gap fill Answer key: 1. rice-cooking 2. one/a 3. water-fetching 4. run 5. water 6. traditional 7. bamboo 8. six 9. separate 10. Added IV. Questions and answers: - Ask Ss to use the information in the dialogue on page 121 to fill in the gaps the report on page 127. - Give feedback and correct. POST-WRITING V. Exhibition Suggested festival: The Perfume Pagoda Festival This report shows how the Perfume pagoda festival is held. The perfume Pagoda Festival lasts from the 6th January to March. People conduct dragon dance in the yard of Trinh pagoda and sail the royal barge. - Have Ss look at the questions on page 127 The festival is held in 3 places: Huong Tich, Tuyet Son and Long Van. The festival is most crowded - Let Ss practice speaking first by from the 15th – 20th day of the 2nd month. The answering the questions from a→ g. moutainous path leading from Ngoai pagoda to - Have Ss connect the sentences to make it Trong pagoda is full of visitors coming up and a report. down. - Ask Ss to write a report on a festival they have joint recently. - Monitor and help Ss with their work. - Call on some Ss to read their report aloud. - Ask some students to write their work on board for the whole class to comment. IV. Consolidation: (2 minutes) - T asks students to state the main points of a festival. V. Homework - Write the report in your notebooks. - Do exercises 7 & 8 in your workbook. - Prepare Language Focus 1,2 PERIOD 85 25th, 2011 Date: March UNIT 13: FESTIVALS LESSON 5 – LANGUAGE FOCUS 1&2 A. Aim: By the end of the lesson, Ss will be able to use the passive in the past present and future tenses. B. Methods: Communicative approach C. Teaching aids: Teacher: textbook, poster, pictures. Students: textbook, notebook, pens, rulers. D. Procedure: I. Class management: 1 minute II. Revision: (5 minutes) WARM-UP III. New lesson: 1. Setting the scene: Included in the WARM-UP 2. Main activities: Teacher’s and students’ activities On the board WARM-UP - T prepares 13 cards with numbers on Kim’s game one side and verbs on the other. 1. Rice-cooking - T sticks the cards on the board so 2. Water-fetching students can only see the numbers. 3. Fire-making - T divides Ss into 2 teams and asks them to choose 2 numbers. T turns the 4. Bull-fighting cards over to see if they match. E.g.: 5. Cock-fighting teach - taught, give them one mark. If not, T turns the cards over again and 6. Boat-racing the next team continues until all the PRESENTATION cards are opened. I. Vocabulary: - a bull (picture) - (to) fight (against) (mime) - Present new words and then guide Ss to read them in chorus. - (to) export (antonym) - Check vocabulary by technique “What and where”. - a plumber (picture) # (to) import - a faucet (picture) - attractively (translation) * Checking: Jumbled words - Elicit the structures from Students. - Monitor and correct. II. Presenting compound words: a rice- cooking Festival a water- fetching Competition a fire- matching (article) (noun) (verb-ing) (noun) compound adjectives Concept check: Use: to form a compound adjective Form: noun + verb-ing - Ask Ss to look at exercise 1 on page 128. - Have Ss fill in the gaps with the right form of the verbs in the box. PRACTICE III. Transformation drill Answer key: a) a fire-making contest b) a bull-fighting festival - Ask Ss to look at the exercise 2 on page 128 and 129 and fill in the gaps with right form of the verbs in the box. - Call some Ss to go to the board and write their answer (only the verb form). c)a car-making industry d) a flower-arranging contest e) a rice-exporting country f) a clothes-washing machine IV. Presenting reported speech: Model sentences: Reported speech - Ask Ss to do exercise 1 in their workbook. - He said he was a plumber. (reported/ indirect speech) - Call some students to write their answers on board. a. Tenses: