Giáo án Tiếng Anh 8 unit 12: A vacation abroad

UNIT 12: A VACATION ABROAD
LESSON 1 – GETTING STARTED + LISTEN AND READ

A. Aim: By the end of the lesson, Ss will be able to read for details about making plans
for a vacation abroad and aware of how to make, accept and decline invitations.
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

- Show the photocopied pictures * Guessing game:
to students, one by one, and ask
Answer key:
students to guess what country it
is.
a. the USA b. Australia c. Thailand d. Britain
e. Canada
f. Japan

- Ask if they know what three first
pictures are
PRE-READING
- Elicit words from students.

I. Vocabulary:


- Guide Ss to read new words.

- (to) include: translation
- (to) come over: explanation
- (to) pick so up: explanation
- abroad: explanation
(to) live/ be/ go/travel abroad
* Vocabulary checking: ROR
II. True/ False prediction

* Set the scene: “Mrs. Quyen is a. Mrs.
going to the USA for a vacation. airport
She is ringing her friend, Mrs.
Smith, to tell her about the trip”

Quyen is calling Mrs.

Smith from the

in San Francisco.
- Put the chart on the board and
ask students to read the b. Mrs. Smith invites Mrs. Quyen and her husband

statements.
to stay with her while they are in town.
- Ask students to work in pairs to c. Mrs. Quyen doesn’t accept Mrs. Smith’s
decide if the statements are true or invitation because she wants to stay with a Vietnamese
false.
friend of hers.
- Get students to give their d. Mrs. Quyen and her husband will be in the USA
answers and write them on the for 3 days
board.
e. Mrs. Quyen and her husband will come over to
Mrs. Smith’s place for dinner one night
f. Mr. Thanh, Mrs. Quyen’s husband, goes abroad
for a business meeting

WHILE-READING
III. Checking True/False statements:
*Answer keys:


- Have students open their books,
listen to the tape while reading the
dialogue on page 112
- Call on some students to correct
the false statements.

Sentence

Answer

a.

F

b.

T

c.

F

d.

T

e.

F

f.

T

Correction
Mrs. Quyen is calling Mrs.
smith from Ha Noi
Because
her
accommodation is included
in her ticket price

Only Mrs.
Quyen will
come over to Mrs. Smith’s

IV. Grids:
- Draw the grid on the board and *Answer keys:
have students copy it
Date
Mon 25th Tue
- Ask students to open their books
26th
and read the dialogue
Schedule Coming Goin
to
San g out
- Ask students to work in pairs to
Francisco
complete Mrs. Quyen’s schedule
with the information taken from
the dialogue

Wed
27th

Thu 28th

Having Leaving
dinner San
with
Francisco

the
Smiths

- Call on some students to go to III. Comprehension questions:
the board to write the information
* Answer key:
in the grid on the board.
a. No, they won’t. Because they are coming on a
- Ask students to look at their
tour, and their accommodation is included in the
books and answer the questions
ticket price, so they will stay at the hotel
on page 113
b. No, he won’t. Because he will have a business
- Let students compare their
meeting in the evening that day.
answers with their partners
- Call on some students to answer c. Mrs. Smith will pick her up at her hotel.
- Give feedback and correct.
POST-READING
Answer keys:


Making invitation: “Would you like to come over for
dinner one night”

- Tell students to read the dialogue
again and pick out the statements
“...you must come over for dinner
indicating

the
following
one night”
situations: making an invitation,
Accepting an invitation: ”Yes, we’d love to but we’ll
accepting an invitation, declining
only be in town for 3 nights”
an invitation, making a complaint
Declining an invitation: “That’s very kind of you but
- Call on some students to give
we’re coming on a tour...”
their answers and have students
copy
Making a complaint: “Oh dear. He’s always
working”

IV. Consolidation: (2 minutes)
- T asks students to state the main ideas of the talk between Mrs. Smith and Mrs. Quyen.
V. Homework
- Do exercises 1 and 2
- Prepare Speak

PERIOD 76
2011

Date: February 18,
UNIT 12: A VACATION ABROAD
LESSON 2 – SPEAK

A. Aim: By the end of the lesson, Ss will be able to talk about their plans for a trip abroad

using tourist brochures and flight information.
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

- Tell students that the student who * Quiz:
can answer the question will get one
Answer key:
or two good marks.
1. What’s the end of everything?
(letter G)
2. What word starts with T, ends with T and is
full of T? (teapot)
3. What’s in the middle of New York city?
(York)
4. Which river in America has 4 eyes?

(Mississippi)
PRE-SPEAKING
I. Vocabulary:
- an itinerary: explanation
- Elicit words from students.
- Guide Ss to read new words.

- a gallery: situation
- a flight: explanation
- via (prep): explanation
- facilities: translation


- a brochure: realia
Travel brochure:
* Vocabulary checking: Slap the board
II. Matching:
Call on some students to go to the 1. Itinerary
board to draw the lines to match the
2. Flight information
tables with the titles
3. Hotel advertisement
4. Travel brochure

WHILE-SPEAKING
III. Tell Me About:
- Leave the table on the board and ask
students to look at them
* Suggestions:
- Go through the tables, asking • For the flight information table:

students questions for information
about the flights, accommodation, and + How many flights a week can you take from
Los Angeles to Boston?
tourist places.
+ Which flight can you take every day of the
week?
• For the hotel advertisement table
+ Which of the hotel cheaper?
+ How much is a double room in Revere hotel?
How about the Atlantic hotel
• For the travel brochure
+ Where can you visit? .......
IV. Mapped Dialogue:
- Set the scene: “These people are


making a plan for their trip from Los
Angeles to Boston. Let’s do it with
them”
- Put the mapped dialogue chart on
the board.
- Elicit the exchanges from students
- Have some pairs practice each
exchange before going on to another
exchange

Where
stay?

shall

we

Where should we
visit?

- After finishing the dialogue, ask a
good pair to demonstrate the whole
dialogue.
What time should
we
leave
Los
Angeles?

The Revere hotel is
expensive but it has
a gym
I think we should
visit
Harvard
medical school, the
museum and Art
Gallery.
There’s a daily
flight at 10 am,
would that be Ok?

POST-SPEAKING
V. Transformation:

Example:
- Ask students to make a plan for their Depart (Hue):..................................
coming summer holiday by filling the
Arrive (Ho Chi Minh city):................
information in their itinerary.
- Call on some pairs to demonstrate Accommodation:..............................
their plans for the class
Sightseeing:.........................................
- Give feedback and correct

IV. Consolidation: (2 minutes)

Depart (HCM city):.......................


- T asks students to state the main structures for exchanging information about travelling
and tourists.
V. Homework
- Write the itinerary into your notebook
- Do exercises 3 and 4
- Prepare Listen.

PERIOD 77
2011

Date: February 18,
UNIT 12: A VACATION ABROAD
LESSON 3 – LISTEN

A. Aim: Practice listening to the weather forecast for information about the weather in

big cities in the world.
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


- Get students one by one to go to the * Chain game
front of the class, each student says
Ex: T: yesterday
out a word until they make a
meaningful sentence. At the end, ask
S1: I
the whole group to repeat the sentence
S2: went
S3: shopping
.....................

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

PRE-LISTENING
I. Vocabulary:
- humid: synonym
= wet
- snowy: picture
- minus: example
- centigrade: example

- Write the topic on the board
- Ask students to find the words
related to the topic. Collect students’
Wordsthem
related
to board
the
words and write
on the
weather forecast

- Go through the meaning of the
words and have students copy.

* Vocabulary checking: Rub out and remember
II. Brainstorm:


Possible answer:

Cloudy, cool, cold, warm, hot, dry, fine, humid,
rainy, snowy, sunny, wet, windy, stormy......
- Ask students some questions to lead
in the lesson
- Suggestions

WHILE-LISTENING
III. Chatting:
1. Have you ever listened to the weather forecast
on TV or on the radio
2. What does it often tell you about?
3. Do you think it’s necessary to listen to the
weather forecast? Why? Why not?

- Put the gap-fill table on the board
- Have students
notebooks

copy

in

4. What do you know about the high and the low
temperature?

their IV. Gap fill:

- Set the scene: “You are going to
listen to the weather forecast about
the cities in the table and have to fill

in the gaps with the information you
hear”
- Play the tape 2 or 3 times
- Tell students to work in pairs to
compare their answers
- Get students to give their answers
and correct.

- Have students ask and answer the
questions about the weather and
temperature using the information in

City

Weather

Temperature
Low

High

1. Sydney

dry; windy

20

26

2. Tokyo

dry; windy

15

22

3. London

humid; cold

-3

7

4. Bangkok

warm; dry

24

32

New windy; cloudy

8

15

cool; dry

10

16

5.
York
6. Paris

POST-LISTENING


the table.
- Models with a good student
- Write the exchanges on the board
- Open pairs:

V. Role Play:
A: What’s the weather like in Sydney today?
B: It will be dry and windy
A: How about the temperature?

Call on some pairs to demonstrate the B: The low will be 20 and the high 26 degrees
exchanges
- Closed pairs:
Have the whole class practice
speaking using the information in the
table
- Monitor and correct
IV. Consolidation: (2 minutes)

- T asks students to state the main structures for asking about weather.
V. Homework
- Ask students to use the information in the table to write a weather report, beginning
with:
“Here is today’s weather forecast for the international travelers. In Sydney, it will
be..................”
- Do exercises 5 and 6
- Prepare Read.

PERIOD 78
2011

Date: February 18,
UNIT 12: A VACATION ABROAD
LESSON 4 – READ

A. Aim: By the end of the lesson, Ss can obtain some knowledge about some places of
interest in the USA


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

- Prepare 11 cardboards numbered * Pelmanism: Adjectives - Nouns
from 1 to 11 on one side and the
Adjectives
Nouns
words on the other side
Humid
Humidity
- Inform the rules of the game.
Warm
Warmth
- Stick the cardboards on the board
showing the numbered side
Windy
Wind
- Divide the class into 2 teams and
ask each team to choose 2 numbers,
one in the first row, and one in the
second row. If the words in the both
cards match in sequence of an
adjective with a noun, this team will
get a point

Dry

Dryness

Cloudy

Cloud
Coolness

PRE-READING
I. Vocabulary:


- volcano: picture
- Elicit words from students.

- lava: picture

- Guide Ss to read new words.

- (to) pour out: drawing
- (to) carve: mime
- (to) be situated: translation
- rock: picture
- shore: picture
- wharf: synonym
= harbor

- Draw the grid on the board

• Vocabulary checking: Slap the board.

- Ask students to copy the grid in
their notebooks

WHILE-READING

- Ask students to read the postcards II. Grids:
from Mrs. Quyen to her children and
Place
fill in the gaps with the information
taken from them
a. Hawaii
- Call on some students to go to the
board and write the information in
b. New York
the grid on the board.
c. Chicago
- Give feedback and correct
d. Mount Rushmore

What she did and
saw
Went swimming,
visited Kilauea
volcano

e. San Francisco
* Answer Key:
Place
a. Hawaii

b. New York

What she did and saw
Went swimming, visited
Kilauea volcano
Went shopping, bought lots of


c. Chicago

souvenirs

d. Mount
Rushmore

Saw Lake Michigan

e. San
Francisco

Saw the heads of 4 American
Presidents
Visited Fisherman’s wharf, the
Napa valley wine growing area
and the Alcatraz Prison

POST-READING
- Ask students to look at the
questions on page 118 and answer III. Comprehension questions
the questions

- Tell them to compare their answers * Answer Key:
with their partners
- Call on some pairs to give their a. She went there by plane
answers and give feedback
b. She saw the famous prison on the island of
Alcatraz
c. It is the mount where the heads of four
American Presidents are carved into the rock, and
it can be seen from more than 100 km away
d. It is also called “The windy city”
e. She went shopping
IV. Consolidation: (2 minutes)
- T asks students to state the main points of the cities in the passage.
V. Homework
- Write the answers into your notebooks
- Do the exercises in the workbook: 7, 8
- Prepare Write.


PERIOD 79
2011

Date: February 19,
UNIT 12: A VACATION ABROAD
LESSON 5 – WRITE

A. Aim: By the end of the lesson, Ss will be able to write postcards to their friends about
their trip.
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 numbers on the board

* Lucky numbers

- Tell students each number is for a
question but 4 of them are lucky
numbers. For a lucky number.
Students will get 2 points

Questions:

- Ask students to answer briefly.

1. Where did Mrs. Quyen and her husband
spend their holiday?

2. Lucky number
3. What did they see on mount Rushmore?
4. Who did they visit when they were in USA?


5. Lucky number
6. What did Mrs. Quyen do while her husband
visiting the statue of Liberty?
7. Lucky number
8. What did Mrs. Quyen buy?
9. What did she send to her children from the
USA?
10. Lucky number

PRE-WRITING
I. Vocabulary:
- Elicit words from students.
- Guide Ss to read new words.

- luggage: picture
- (to) complain: translation
- heaviness: antonym
= lightness
- hospitable: explanation
= welcoming, friendly
* Checking vocabulary: ROR

- Set the scene: “From the USA, Mrs.
II. Gap fill:
Quyen send a postcard to her friend

Sally to tell her about the trip”
* Answer key:
- Ask students to look at the postcard 1. in 2. people
3. weather
on p.118 and complete the gaps with
5. her 6. nice / lovely
the appropriate words
- Call on some students to go to the
board and write the words they guess

8. for 9. heaviness 10. soon

4. visited
7. bought


- Give feedback and correct

- Write the topic on the board
- Ask students to look at part 2 (p.118) III. Grid:
- Go through the instructions by using
questions
- Draw the grid on the board
- Let students copy the grid
- Ask students to read the postcard
again and fill in the gaps with the
sentences showing the information on
the left.

* Information needed to write a postcard

Ex: What do you write about the place?
What do you write about the weather?
* Answer Key:
Necessary
information for a
postcard
Place

We’re having a
wonderful time in the
USA

- Give feedback and correct

How do you feel
about the people?

The people are friendly

- Ask students to write the grid in their
notebook

Weather

The weather has been
warm and sunny

Who do you
visit/see

In San Francisco, I
visited my friend,
Sandra Smith

What you see?

No information

What you buy

I bought lots of
souvenir

- Call on some students to go to the
board and write their answers in the
grid.

Set the scene: “Imagine you are a
tourist on vacation in a certain
WHILE-WRITING
place/city in Viet Nam. Write a
postcard to a friend about your trip, IV. Writing:
using the information in the grid”


- Tell students to write a postcard on a
piece of paper
- Monitor and assist students with their
writing

- Call on some students to the front of
the class and ask them to read their
postcards to the whole class
- Give feedback and correct

POST-WRITING
V. Exhibition:
Sample postcard:
Dear Jane,
I’m having a really good time in Hanoi, the
capital of Vietnam. The people are hospitable
and helpful and the weather has been wonderful:
cool and sunny.
In Hanoi, I visited some of my old friends, Tom
and Sally. It was very nice to see them. We
visited The History Museum and some art
galleries in Hang Bai street and had lunch
together at a vegetarian restaurant.
I bought a lot of souvenirs and postcards for you
and other friends.
See you soon.
With love,
Mary.

IV. Consolidation: (2 minutes)
- T asks students to state the information needed to write a postcard.


V. Homework
- Write the postcard in the notebook

- Do the exercises in the workbook: 9, 10
- Prepare Language Focus.

PERIOD 80
2011

Date: February 19,
UNIT 12: A VACATION ABROAD
LESSON 6 – LANGUAGE FOCUS

A. Aim: By the end of the lesson, Ss will be able to talk about activities using the Past
progressive and Present Progressive 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

- Give instruction

(Kim’s game)

- Call on some Ss to the write on the

Say what the people in the pictures are doing


board and correct

1. take a shower

4. write a letter

- Ss look at the picture and then remind 2. eat dinner
what the people in the pictures are
3. read book
doing

5. walk with a dog
6. talk to grandma

PRESENTATION
I. Vocabulary:
- mailman: picture
- Elicit words from students.
- Guide Ss to read new words.

- cheer: mime
- drum: picture

- sound: translation
- crowd: picture
* Checking vocabulary: ROR
II. Presenting Present Progressive Tense:
- Model sentence:
Ba was talking a shower at 8 o’clock last night

- Set the scene to introduce the model
sentence by eliciting the answer from
Ss, get Ss to repeat and write the
sentence on the board:
“Set the scene: Look at picture! What
was Ba doing at 8 o’clock last night?”

be

V_ing

- Form: was/ were + V_ing
- Use: to indicate an action that was in progress
at a point of time in the past

- Ss listen and repeat the sentence in
chorus
PRACTICE
- Show the cardboards and go through
the verbs

III. Word cue drill

- Model the first sentence and have Ss
repeat
- Ss work through the rest of the cues

1.
2.
3.
4.
5.
6.

Ba / take a shower
Hoa / have dinner
Bao / read a book
Nga / write a letter
Na / walk with her dog
Lan and her grandma / talk to each
other
PRESENTATION

IV. Matching:
Answer key:
a. C; b. F; c. E; d. B; e. D; f. A.
- Ss look at the pictures then match the
half – sentences in column A to those
in column B

* Model sentence:
The Le family was sleeping when the mailman

came

- Elicit the model from Ss, using
Vietnamese
- Have Ss repeat and write the sentence
on the board
- Model the first picture and have Ss
repeat

Concept check:
- Form: Main clause Con
S.P

adv clause

When S.past
While

P.C

- Use sequence of tenses: An action was talking
place in the past when another action took
place

PRACTICE
Picture cue drill (page 118).
Answer key:
- Model the first sentence and have Ss

b. While Hoa was eating, the telephone rang.

repeat: The Le family was sleeping
when the mailman came.

c. when Nam won the race, the crowd was
cheering.

- Ask Ss to work through the rest of the d. Mrs. Thoa was cooking when Tuan arrived
cues.
home.
e. When Lan arrived at school, the school drum
was sounding.
f. It was raining when the plane got to Hanoi.

PRODUCTION
Model sentences: Nam is
in class
- Ask Ss to look at the picture and have
Ss repeat.
- Model the first picture and have Ss
repeat.
- Call on some Ss to go to the board to
write the sentences.
- Monitor and correct.

S be

always
always

talking
V-ing

Form: is/ am / are + always + V-ing
Use: To express a complaint
* Exercise:
a. Bao is always forgetting his homework.
b. Mrs. Nga is always losing her umbrella.
c. Nam is always watching TV
d. Na is always talking on the phone.
e. Liem is always going out.

IV. Consolidation: (2 minutes)
- T asks students to state the form and main usage of present progressive tense with
“always”
V. Homework
- Write complete sentences into your notebooks.


- Do all exercises in the workbook.
- Prepare Getting started, Listen and read.