Giáo án Tiếng Anh 8 unit 13 Festivals

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 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→ ?
- 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
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/ 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?
is the rice- cooking festival).
- Ask Ss to guess what they are going to
read by asking question then write 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 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 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
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 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’ activities
On the board
- 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)
- 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
* 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/ 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
exchanges from the
Ss.
- 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.
- 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 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 .
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
6. Last Christmas
- 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 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 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:
1. appeared in the early 1500s
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.
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
century
Christmas Carols (no) 800 years ago
- 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.
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
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.
the picture?
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).
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
- 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.
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 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.
- 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 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.
- 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.
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 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.
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)
- Monitor and correct.
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
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.
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 approac
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
- 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.

- 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
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.
IV. Consolidation: (2 minutes)
- 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)