Giáo án Tiếng anh 8. -...

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

- Write the names on the board.

- Give the information and then askquestion.

- Ss look at the board, listen and answerthe question.

WARM-UP

Getting started: Chatting

Write the names on the board: Tom, David, Lisa,Oliver, Robinson.

1. Tom likes swimming and sunbathing .Whereshould he go?..... Why?....

2. David is interested in ancient cities →...?

3. Lisa likes mountain-climbing→...?

- Elicit words from students.

- Guide Ss to read new words.

Set the scene: Ba invites his friend to atraditional festival in the north of Vietnam.Do you know what kind of festival it is? (It

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)

- (to) yell: la, hét (=to shout loudly)

- (to) urge: thúc giục (to make a person/ ananimal to move quickly)

- (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) awardsomething to someone.

- a rice-cooking festival (picture)

- (to) separate (mime + explanation)

* Checking vocabulary: Slap the board

II. Open prediction:

1. How many competitions do people take part inin a rice-cooking festival?

2. In water-fetching competition, what do peopledo? How about the fire-making competition?

is the rice- cooking festival).

- Ask Ss to guess what they are going toread by asking question then write Ss'answers on the board.

- Elicit the example and write them on theboard.

- Ask Ss to open their books (p.121-122),read the dialogue, and listen to the tape.

- Check Ss' guesses are correct or not.

- Ask Ss to read the statements (page 122)and check (√) the boxes, using theinformation in the dialogue.

- Get Ss to give their answers and correctthe false sentences.

Have student to copy down.

- Ask Ss to read the dialogue again and try

Rice – cooking festival

Water fetching rice cooking

Fire making

WHILE-READING

III. Question checking:

Expected answers:

1. They take part in 3 competitions.

2. They have to run to the river to take a bottle ofwater as quickly as possible. In the fire-makingcompetition, two team members try to make a fire byrubbing pieces of bamboo together.

IV. T/F statements (p.122)

Answer key:

a. F Only one team member take part in the water-fetching 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

to summarize the rice-cooking festival.

- Call some Ss to present on board.

V. Retelling the story:

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

PERIOD 82 Date: February 20th, 2011

UNIT 13: FESTIVALSLESSON 2 – SPEAK & LISTEN

A. Aim: By the end of the lesson, Ss will be able to practice talking about preparation for Tet andlistening for details.

B. Methods: Communicative approach

C. Teaching aids: Teacher: textbook, poster, pictures.


D. Procedure:



III. New lesson:

1. Setting the scene: Included in the WARM-UP

2. Main activities:

Teacher’s andstudents’ activities

On the board

- Use pictures toelicit the words.

- Divide class into 2teams, stating therules of the games.

- Monitor and givefeedback.

- Present new wordsand then guide Ss toread them in chorus.

- Check vocabularyby technique“Bingo”

WARM-UP

Crossword:

W A T E R F E T C H I N G

H U N G T E M P L E

V A L E N T I N E

H A L L O W E E N

R I C E C O O K I N G

M I D F A L L

C H R I S T M A S

W E D D I N G

T H A N K S G I V I N G

B I R T H D A Y

PRE-READING

I. Vocabulary:

- pomegranate: quả lựu (picture)

- peach blossom: cành đào (picture)

- marigolds: hoa cúc (picture)

- dried watermelon seeds: hạt dưa (realia)

- spring rolls: (picture)

- harvest festival: (picture)

- Ask Ss to read thedialogue on page123 and put thesentences in correctorder.

- Call Ss to givetheir answer. Givefeedback andcorrect.

- Ss read thedialogue on page123 and put thesentences in thecorrect order

- Give feedback

- Ask Ss to closetheir books.

- Put the chart withthe cues on theblackboard.

- Elicit the

* Checking: Bingo

II. Ordering

Answer key:

A→ F; B → G; C→ H; E → I; D → J

WHILE-SPEAKING

III. Mapped dialogue:

Mrs. Quyen Mrs. Smith

A: you/tidy /bedroom? 1. Yes / where / you / going?

B: market/have to / oranges/pomegranates

2. Could /collect / new Ao dai /tailor/corner?

C: Sure /will 3. Thanks / anything/ you /want/me /do...?

D: not really/But /want/ housenice/festival

4. Mom/I/what/ do now/will/clean...

E: That's/ very good/Bye. 5. Bye

PRODUCTION

Speak 2:

- a village festival

exchanges from theSs.

- Have some pairspractice theexchange beforegoing on to anotherexchange.

- After finish thedialogue, ask a goodpair to demonstratethe whole dialogue.

+ open pairs.

+ closed pairs.

- Ask Ss to chooseone of the festivals(p.123) and maketheir dialogues.

- Call some pairs todemonstrate theirdialogue to theclass.

- Give feedback andcorrect.

- a school festival

- a harvest festival

……….

PRE-LISTENING

IV. Gap-fill prediction:

WHILE-LISTENING

V. Gap-filling:

* Answer key:

a) Mr. Robinson / Flower market.

b) traditional.

c) Dried watermelon seeds.

d) Make spring rolls.

POST-LISTENING

VI. Grids:

Mr. Robinson Go to the flower market to buypeach blossom and a bunch ofmarigolds).

Mrs. Go to Mrs. Nga's to learn how to

- Set the scene:"The Robinsonfamily is makingpreparation for Tet.They want to buythings to make it atraditional Tet asVietnamese peopledo"

- Ask Ss to opentheir books and readthe statements.

- Ask Ss to predictthe words in thegaps

Write Ss' guesses onthe board.

- Ask Ss to listen tothe dialogue

- Call on some Ss togive the answers

- Ask Ss to doexercise 2 on page124

- Correct

Robinson make spring rolls

Liz go to the market to buy candies andpacket of watermelon seeds

- Listen to the CDagain and fill in theGrids

- Monitor and givefeedback


- T asks students to state the main preparations of the Robinsons for Tet holiday.

V. Homework

- Write your own dialogue on your notebook.


- Prepare Read .

PERIOD 83 Date: March 21st, 2011

UNIT 13: FESTIVALSLESSON 3 – READ

A. Aim: By the end of the lesson, Ss will get some knowledge about Christmas.




D. Procedure:



III. New lesson:

1. Setting the scene: Included in the WARM-UP.

2. Main activities:


- Play the CD and let Students listento 7 songs once.

- Divide class into 2 teams, stating therules of the games.

- Monitor and give feedback.

- Elicit the new lesson: Christmas

WARM-UP

Game: What song is it?

1. We wish you a merry Christmas.

2. Jingle Bells

3. Santa Claus is coming to town.

4. Silent night

5. Mary’s boy child

6. Last Christmas

- Present new words and then guideSs to read them in chorus.

- Check vocabulary by technique“Filling in the gaps”.

- Ask Ss to read the statements andguess which Christmas specials they

7. When a child is born.

PRE-READING

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 itmore beautiful.

4. ‘Khi con tu hu’ is a poem.

5. Sending cards to friends at Christmas has become acustom.

6. Christmas carols are performed at Christmas.

7. Santa Claus is based on the description of SaintNicholas in a poem.

II. Label the statement prediction:

1. ......... appeared in the early 1500s

are about.

- Call Ss to give their answer.

- Ask Students to open their booksand read to find out the answers.

- Give feedback and correct.

- Ss read the passages again andcomplete the table.

- Give feedback.

2.......... appeared in a poem of Clement Clarke Moore.

3. ........became popular about 180 years ago.

4. ........ was a part of the Christmas tradition at the endof the 19th century.

5. ........was first put in Riga.

6. ........ gave children gifts on Christmas Eve.

WHILE-READING

III. Checking:

Answer key:

1. Christmas tree

2. Santa Claus

3. Christmas carols

4. Christmas cards

5. Christmas tree

6. Santa Claus

IV. Complete the table:

Christmas specials Place oforigin

Date

Christmas Tree Riga Early 1500s

Christmas Cards England Mid-19th

century

Christmas Carols (no) 800 years ago

- Ask Ss to read the passages oncemore and then close the books to playa game.

- State the rule of the game

- Feedback

- Show answers

- Open pairs

- Closed pairs

- Turn on the CD and let studentslisten and sing after the singer.

- Call some students to perform infront of the class.

Santa Claus USA 1823

POST-READING

V. Questions:

Game: Sharks’ attack

Answer key:

1. It came to the USA about 210 years ago.

2. Because he wanted to send Christmas greetings to hisfriends.

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 thepoem A Visit from Saint Nicholas.

6. Because they said the songs were unsuitable.

VI. Sing a Christmas carol:

We wish you a merry Christmas!


- T asks students to state the main points of Christmas.

V. Homework


- Prepare Write

PERIOD 84 Date: March 25th,2011

UNIT 13: FESTIVALSLESSON 4 – WRITE

A. Aim: By the end of the lesson, Ss will be able to practice in writing a report on a festival theyhave joined.




D. Procedure:



III. New lesson:


2. Main activities:


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 andanswer.

1. How many people are there in

WARM-UP

Memory game

Answer key:

1. They are participating in the rice- cookingcompetition.

2. Rice, basket, pans, bamboo sticks, paper fans,chopsticks, a flag.

the picture?

2. What are the people doing?

3. Name all the things in thepicture.

4. How many people participate inthe game?

- Present new words and then guide Ss toread them in chorus.

- Check vocabulary by technique “ROR”.

- Divide class into 2 teams and state therule of the game.

- Monitor and correct.

PRE-WRITING

I. Vocabulary:

- communal (a) (translation)

- a competition (synonym)

= a contest

- (to) organize (synonym)

= (to) celebrate

* Checking: ROR

II. Questions:

* Lucky numbers

1. What do you call the festival where people cookrice? (rice-cooking festival).

2. How many competitions participate in the rice-cooking festival? What are they? (3/ water-fetching, 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 cookrice? (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 teamtaking part in the rice-cooking festival? (9. One forwater- fetching, two for fire- making, and six for

- Ask Ss to use the information in thedialogue on page 121 to fill in the gaps thereport on page 127.


- Ask Ss to write a report on a festival theyhave joint recently.

- Have Ss look at the questions on page 127

- Let Ss practice speaking first byanswering the questions from a→ g.

- Have Ss connect the sentences to make ita report.

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:

POST-WRITING

V. Exhibition

Suggested festival:

The Perfume Pagoda Festival

This report shows how the Perfume pagodafestival is held.

The perfume Pagoda Festival lasts from the 6th

January to March. People conduct dragon dance inthe yard of Trinh pagoda and sail the royal barge.The festival is held in 3 places: Huong Tich, TuyetSon and Long Van. The festival is most crowdedfrom the 15th – 20th day of the 2nd month. Themoutainous path leading from Ngoai pagoda toTrong pagoda is full of visitors coming up anddown.

- Monitor and help Ss with their work.

- Call on some Ss to read their report aloud.

- Ask some students to write their work onboard for the whole class to comment.


- T asks students to state the main points of a festival.

V. Homework

- Write the report in your notebooks.


- Prepare Language Focus 1,2

PERIOD 85 Date: March25th, 2011

UNIT 13: FESTIVALSLESSON 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 futuretenses.




D. Procedure:



III. New lesson:


2. Main activities:


- T prepares 13 cards with numbers onone side and verbs on the other.

- T sticks the cards on the board sostudents can only see the numbers.

- T divides Ss into 2 teams and asksthem to choose 2 numbers. T turns thecards over to see if they match. E.g.:teach - taught, give them one mark. Ifnot, T turns the cards over again andthe next team continues until all thecards are opened.

- Present new words and then guide Ssto read them in chorus.

- Check vocabulary by technique“What and where”.

- Elicit the structures from Students.


WARM-UP

Kim’s game

1. Rice-cooking

2. Water-fetching

3. Fire-making

4. Bull-fighting

5. Cock-fighting

6. Boat-racing

PRESENTATION

I. Vocabulary:

- a bull (picture)

- (to) fight (against) (mime)

- (to) export (antonym)

# (to) import

- a plumber (picture)

- a faucet (picture)

- attractively (translation)

* Checking: Jumbled words

II. Presenting compound words:

- Ask Ss to look at exercise 1 on page128.

- Have Ss fill in the gaps with the rightform of the verbs in the box.

- Ask Ss to look at the exercise 2 onpage 128 and 129 and fill in the gapswith right form of the verbs in the box.

- Call some Ss to go to the board andwrite their answer (only the verbform).

- Ask Ss to do exercise 1 in theirworkbook.

- Call some students to write theiranswers on board.

compound adjectives

Concept check:

Use: to form a compound adjective

Form: noun + verb-ing

PRACTICE

III. Transformation drill

Answer key:

a) a fire-making contest

b) a bull-fighting festival

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

- He said he was a plumber.

(reported/ indirect speech)

a. Tenses:

a

a

a

(article)

rice-

water-

fire-

(noun)

cooking

fetching

matching

(verb-ing)

Festival

Competition

(noun)



- T asks students to state the main formof passive voice.

V. Homework

- Do exercises 9 & 10 in yourworkbook.

- Prepare Language Focus 3, 4

PERIOD 86

Quoted speech Indirect speech

- Present Simple → Past Simple

- Will → Would

- must → had to

b. Pronouns: depending on the subject of the mainclause.

c. Adverbs of place and time:

This → that

Now → then

Here → there

Today → that day

Tomorrow → the next day

Yesterday → the day before

Ago → before

d. Spelling

PRODUCTION

V. Language Focus 4:

Answer key:

- b He said he could fix the faucets.

- c the pipes were broken.

- d new pipes were very expensive.

- e Mrs. Thu had to pay him then.

Date: March 25th, 2011

UNIT 13: FESTIVALSLESSON 6 – LANGUAGE FOCUS

3&4

A. Aim: By the end of the lesson, Sswill be able to practise in reporting whatwas said and know more aboutcompound words.

B. Methods: Communicative approac

C. Teaching aids: Teacher:textbook, poster, pictures

Students:textbook, notebook, pens, rulers.

D. Procedure:



III. New lesson:

1. Setting the scene: Included inthe WARM-UP

2. Main activities:

Teacher’s and students’ activities

- T asks students to look at the picturesquickly in 10 seconds.

- T divides the class into 2 groups, the

group which answers correctly and thefastest wins the game.

- Present new words and then guide Ssto read them in chorus.

- Check vocabulary by technique“Jumbled words”.

- Elicit the structures from Students


- Elicit the examples and write them onthe board.

- Deliver poster to Students.

- Ask Ss to do the exercise on page 130and write their answers on the posters.

- Have Ss to put their posters on theboard.


- Set the scene: Yesterday, Lan'sgrandmother, Mrs. Thu, needed aplumber. A man came to her door andsaid, "I'm a plumber".

- Write the quoted on the blackboard.

- He said "I'm a plumber".

- Ask Ss to report what the man saidand write on the board.

- Ask Ss to pay attention on thechanges.

- Ask Ss to look at exercise 4 on page

130 and do it.

- Let Ss resay the sentences first thenask them to write down.

- Call some Ss to go to the board andwrite sentences.

- Correct.


- T asks students to state the main form of compound words and the changes in reported speech.

V. Homework

- Do exercises 11 in your workbook.

- Prepare Getting started, Listen and Read (unit 14)

Giáo án Tiếng anh 8. -...

Documents

Transcript of Giáo án Tiếng anh 8. -...