giáo án tiếng anh 9 unit 13 - festivals

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 ask
question
- Ss look at the board, listen and
answer the question.




WARM-UP
Getting started: Chatting
Write the names on the board: Tom, David,
Lisa, Oliver, Robinson.

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→ ?








- Elicit words from students.
- Guide Ss to read new words.












Set the scene: Ba invites his friend to a
traditional festival in the north of

Vietnam. Do you know what kind of
festival it is? (It is the rice- cooking
festival)
- Ask Ss to guess what they are going
to read by asking question then write

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/ an
animal 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) award
something 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
in in a rice-cooking festival?
2. In water-fetching competition, what do
people do? How about the fire-making
competition?
Rice – cooking festival

Water fetching rice cooking



Ss' answers on the board.
- Elicit the example and write them on
the board.

- 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 the
information in the dialogue.
- Get Ss to give their answers and
correct the false sentences.
Have Ss to copy down




- Ask Ss to read the dialogue again and
try to summarize the rice-cooking
festival.

- Call some Ss to present on board.
Fire making

WHILE-READING
III. Question checking:

Expecte
d 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:
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
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
20
th
, 2011
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’
On the board

activities

- Use pictures to
elicit the words.
- Divide class into
2 teams, stating
the rules of the
games.
- Monitor and give
feedback.










- Present new
words and then
guide Ss to read
them in chorus
- Check
vocabulary by
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)
* Checking: Bingo
II. Ordering

- Ask Ss to read
the dialogue on
page 123 and put
the sentences in
correct order.
- Call Ss to give
their answer. Give
feedback and
correct.
- Ss read the
dialogue on page
123 and put the
sentences in the
correct order
- Give feedback

- Ask Ss to close
their books.
- Put the chart
with the cues on
the blackboard.
- Elicit the
exchanges from
the Ss.

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/ house
nice/festival
4. Mom/I/what/ do now/
will/clean
E: That's/ very good/Bye. 5. Bye

PRODUCTION
Speak 2:
- a village festival
- a school festival
- a harvest festival
……….

- Have some pairs
practice the
exchange before
going on to
another exchange.
- After finish the
dialogue, ask a
good pair to
demonstrate the
whole dialogue.
+ open pairs
+ closed pairs



- Ask Ss to choose
one of the festivals
(p.123) and make
their dialogues.
- Call some pairs
to demonstrate
their dialogue to
the class.
- Give feedback
and correct.

- Set the scene:
"The Robinson

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 buy
peach blossom and a bunch of
marigolds)
Mrs. Go to Mrs. Nga's to learn how to

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




PERIOD 83 Date: March
21

st
, 2011
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

- Play the CD and let Students
listen to 7 songs once.
- Divide class into 2 teams, stating
the rules 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






- Present new words and then
guide Ss to read them in chorus
- Check vocabulary by technique
“Filling in the gaps”
















- Ask Ss to read the statements and

guess which Christmas specials
6. Last Christmas
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 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:



they are about
- Call Ss to give their answer.

- Ask Students to open their books
and read to find out the answers.
- Give feedback and correct.






- Ss read the passages again and
complete the table
- Give feedback




1. appeared in the early 1500s
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
end of the 19
th
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 of
origin
Date
Christmas Tree
Riga Early 1500s
Christmas Cards
England Mid-19
th

- 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





- Turn on the CD and let students
listen and sing after the singer.
- Call some students to perform in
front of the class.


century
Christmas Carols
(no) 800 years ago
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
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!

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



PERIOD 84 Date: March
25
th
, 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

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
the picture?
WARM-UP
Memory game
Answer key:
1. They are participating in the rice- cooking
competition.
2. Rice, basket, pans, bamboo sticks, paper
fans, chopsticks, a flag.

2. What are the people doing?
3. Name all the things in the
picture.
4. How many people participate
in the game?

- Present new words and then guide Ss
to read them in chorus
- Check vocabulary by technique
“ROR”




- Divide class into 2 teams and state the
rule 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
cook rice?(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 cook
rice? (separate the rice from the husk).

- 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.


- Ask Ss to write a report on a festival
they have joint recently
- Have Ss look at the questions on page
127
- Let Ss practice speaking first by
answering the questions from a→ g
- Have Ss connect the sentences to
make it a report
- Monitor and help Ss with their work
- Call on some Ss to read their report
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:











aloud.



- Ask some students to write their work
on board for the whole class to
comment

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 6
th

January to March. People conduct dragon
dance in the yard of Trinh pagoda and sail the
royal barge. The festival is held in 3 places:
Huong Tich, Tuyet Son and Long Van. The
festival is most crowded from the 15
th
– 20
th

day of the 2
nd
month. The moutainous path
leading from Ngoai pagoda to Trong pagoda is
full of visitors coming up and down.


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 Date: March
25

th
, 2011



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

- T prepares 13 cards with numbers
on one side and verbs on the other.
- T sticks the cards on the board so
students can only see the numbers.
- T divides Ss into 2 teams and asks
them to choose 2 numbers. T turns
the cards over to see if they match.
E.g.: teach - taught, give them one
mark. If not, T turns the cards over

again and the next team continues
until all the cards are opened.
WARM-UP
Pelmanism
Infinitive - Past participle
put break hold write

make


broken

written

held put cut made











- Present new words and then guide
Ss to read them in chorus
- Check vocabulary by technique
“What and where”

- Elicit the structures from Students

- Monitor and correct.















PRESENTATION
I. Vocabulary:
- (to) jumble (picture)
- (to) scatter (mime)
- (to) pull (mime)
- a mushroom (picture)
* Checking: What and where
II. Revision:

Ex: Christmas carols were performed in churches.
The jar has been broken
An English contest will be held in May.
A road is built.

PRACTICE
Tenses Form
Present Simple is/ am/ are +PP
Past Simple was/ were +PP
Future Simple will/shall+ be+PP
Present perfect have/ has + been+PP




- 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.


- 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).

- Ask Ss to do exercise 1 in their
workbook.
- Call some students to write their
answers on board.
- Monitor and correct.
III. Language focus 1
Answer key:
a. were performed b. was decorated/ put
c. is made d. will be held
e. was awarded f. was written
IV. Language focus 2
Answer key:
1 jumbled 2. broken
3. broken 4.scattered
5.pulled

PRODUCTION
V. Exercise 1 in Workbook (p.109):
Answer key:
a. The rice was separated from the husk
b. A fire is made by their camp by the boys
c. This house was built more than one hundred
years ago.
d. Every year millions of tons of rice are exported
by Vietnam
e. Their Lunar New year is celebrated by
Vietnamese people around January or February.
f. After Tet holiday trees are usually planted by
Vietnamese people in their neighborhood.

g. How many festivals are celebrated in your
community?



h. How many motorbikes are imported a year by
Vietnam?
i. His book was published by the publisher in 1996.
j. Our desk was repaired during the weekend.
IV. Consolidation: (2 minutes)
- T asks students to state the main form of passive voice.
V. Homework
- Do exercises 9 & 10 in your workbook.
- Prepare Language Focus 3, 4

PERIOD 86 Date: March
25
th
, 2011
UNIT 13: FESTIVALS
LESSON 6 – LANGUAGE FOCUS 3&4

A. Aim: By the end of the lesson, Ss will be able to practise in reporting what was said
and know more about compound words.
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

- T asks students to look at the
pictures quickly in 10 seconds.
- T divides the class into 2 groups,
the group which answers correctly
and the fastest wins the game.





- Present new words and then guide
Ss to read them in chorus
- Check vocabulary by technique
“Jumbled words”





- Elicit the structures from Students
- Monitor and correct.

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:






- Elicit the examples and write them
on the board

- Deliver poster to Students
- Ask Ss to do the exercise on page
130 and write their answers on the
posters
- Have Ss to put their posters on the
board
- Give feedback and correct.


- Set the scene:
Yesterday, Lan's
grandmother, Mrs. Thu, needed a
plumber. A man came to her door
and said, "I'm a plumber"
- Write the quoted on the
blackboard.
- He said "I'm a plumber"
- Ask Ss to report what the man said
and write on the board.
- Ask Ss to pay attention on the
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)

changes














- Ask Ss to look at exercise 4 on
page 130 and do it
- Let Ss resay the sentences first then
ask them to write down
- Call some Ss to go to the board and
write sentences
- Correct
Quoted speech Indirect speech
- Present Simple → Past Simple
- Will → Would
- must → had to
b. Pronouns: depending on the subject of the main
clause.

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.
IV. Consolidation: (2 minutes)