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.
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- Monitor and give
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feedback.
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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:
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