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
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

(=to shout loudly)

- Guide Ss to read new words.

- (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
- (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
Set the scene: Ba invites his friend to a people do? How about the fire-making
traditional festival in the north of competition?
Vietnam. Do you know what kind of
Rice – cooking festival
festival it is? (It 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.

Water fetching

rice cooking
Fire making

- Elicit the example and write them on
the board.

WHILE-READING
III. Question checking:

- Ask Ss to open their books (p.121122), read the dialogue, and listen to
the tape.

Expected answers:

- Check Ss' guesses are correct or not.

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.

1. They take part in 3 competitions.

IV. T/F statements (p.122)
Answer key:
a. F Only one team member take part in the
water-fetching contest.
- 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

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


festival.
- 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

PERIOD 82
20th, 2011

Date: February
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

E R F

E T C

H

U N G

T E M P L

V

A L E

N T I

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

R I

C E C

M I

B

I

R

O O K

D F

A L L

C H

R

I

S

O W E E N

I

G

N

T M A S
I

T

K S

H A N

N

A Y

PRE-READING
I. Vocabulary:

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

- 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

E

L L

W E D D

T H D

N G

N E

H A

- Monitor and give
feedback.

H I

G
G I

V I

N G


technique “Bingo” II. Ordering
Answer key:
A→ F; B → G; C→ H; E → I; D → J

- Ask Ss to read
the dialogue on
WHILE-SPEAKING
page 123 and put
the sentences in III. Mapped dialogue:
correct order.
Mrs. Quyen
Mrs. Smith

- Call Ss to give
1. Yes / where / you / going?
their answer. Give A: you/tidy /bedroom?
feedback
and B: market/have to / oranges/
2. Could /collect / new Ao dai /
correct.
pomegranates
tailor/corner?
- Ss read the
dialogue on page
123 and put the
sentences in the
correct order
- Give feedback

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

- Ask Ss to close
Speak 2:
their books.
- Put the chart
with the cues on
the blackboard.
-

Elicit

the

- a village festival
- a school festival
- a harvest festival

PRODUCTION


exchanges
the Ss.

from

……….

- Have some pairs
PRE-LISTENING
practice

the
exchange before IV. Gap-fill prediction:
going
on
to
another exchange.
- After finish the
dialogue, ask a
good
pair
to
demonstrate the
whole dialogue.
+ open pairs
+ closed pairs
WHILE-LISTENING
V. Gap-filling:
* Answer key:
- Ask Ss to choose
a) Mr. Robinson / Flower market
one of the festivals
(p.123) and make b) traditional
their dialogues.
c)Dried watermelon seeds
- Call some pairs
to
demonstrate d) Make spring rolls
their dialogue to
the class.
POST-LISTENING

- Give feedback
VI. Grids:
and correct.


- 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

Mr.
Robinson

Go to the flower market to buy
peach blossom and a bunch of
marigolds)

Mrs.
Robinson

Go to Mrs. Nga's to learn how to
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
21st, 2011

Date: March
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.
- Divide class into 2 teams, stating
the rules of the games.
- Monitor and give feedback.
- Elicit the new lesson: Christmas

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


7. When a child is born
PRE-READING
I. Vocabulary:
- Present new words and then
guide Ss to read them in chorus

- Check vocabulary by technique
“Filling in the gaps”

- (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
- Ask Ss to read the statements and
guess which Christmas specials 2.......... appeared in a poem of Clement Clarke


they are about

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

1. Christmas tree
2. Santa Claus
3. Christmas carols
4. Christmas cards
5. Christmas tree
6. Santa Claus

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

IV. Complete the table:

Christmas
specials

Place of Date
origin

Christmas Tree

Riga

Early 1500s

Christmas Cards

England

Mid-19th
century

Christmas Carols

(no)

800 years ago

Santa Claus

USA

1823

POST-READING
- Ask Ss to read the passages once V. Questions:
more and then close the books to
Game: Sharks’ attack
play a game.
Answer key:
- State the rule of the game
1. It came to the USA about 210 years ago.
- Feedback
2. Because he wanted to send Christmas greetings to
- Show answers
his friends.
- Open pairs
3. They were first performed 800 years ago
- Closed pairs
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


PERIOD 84
25th, 2011

Date: March
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 Memory game
126, then close their books.
Answer key:
Divide the class in to 2 teams, in turn,
1. They are participating in the rice- cooking
answer the questions.
competition.
Ask Ss to listen to the questions and
2. Rice, basket, pans, bamboo sticks, paper
answer.
fans, chopsticks, a flag.
1. How many people are there in
the picture?


2. What are the people doing?
3. Name all the things in the
picture.
4. How many people participate
in the game?
PRE-WRITING
- Present new words and then guide Ss
to read them in chorus
- Check vocabulary by technique
“ROR”

I. Vocabulary:

- communal (a) (translation)
- a competition (synonym)
= a contest
- (to) organize (synonym)
= (to) celebrate
* Checking: ROR

- Divide class into 2 teams and state the
rule of the game
- Monitor and correct.

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 firemaking, and six for rice-cooking).

WHILE-WRITING
III. Gap fill
Answer key:
1. rice-cooking
- Ask Ss to use the information in the 3. water-fetching
dialogue on page 121 to fill in the gaps
5. water
the report on page 127.
7. bamboo
- Give feedback and correct.
9. separate

2. one/a
4. run
6. traditional
8. six
10. Added

IV. Questions and answers:
- 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


aloud.

POST-WRITING
V. Exhibition
Suggested festival:
The Perfume Pagoda Festival

- Ask some students to write their work This report shows how the Perfume pagoda
on board for the whole class to festival is held.
comment
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. The festival is held in 3 places:
Huong Tich, Tuyet Son and Long Van. The
festival is most crowded from the 15th – 20th
day of the 2nd 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
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 Pelmanism
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.

put

Infinitive - Past participle
break

hold

broken written

held

write make
put

cut

made


- Present new words and then guide
Ss to read them in chorus

- Check vocabulary by technique
“What and where”

PRESENTATION
I. Vocabulary:
- (to) jumble (picture)
- (to) scatter (mime)
- (to) pull (mime)
- a mushroom (picture)

- Elicit the structures from Students
- Monitor and correct.

* Checking: What and where
II. Revision:

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

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
III. Language focus 1
Answer key:
- Ask Ss to look at exercise 1 on
page 128.

a. were performed

b. was decorated/ put


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

c. is made

d. will be held

e. was awarded

f. was written

IV. Language focus 2
Answer key:
- Ask Ss to look at the exercise 2 on
1 jumbled
page 128 and 129 and fill in the
gaps with right form of the verbs in 3. broken
the box.
5.pulled
- Call some Ss to go to the board
and write their answer (only the
verb form).

2. broken
4.scattered

PRODUCTION

V. Exercise 1 in Workbook (p.109):
Answer key:
a. The rice was separated from the husk
- Ask Ss to do exercise 1 in their b. A fire is made by their camp by the boys
workbook.
c. This house was built more than one hundred
- Call some students to write their years ago.
answers on board.
d. Every year millions of tons of rice are exported
- Monitor and correct.

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
25th, 2011

Date: March
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
WARM-UP


- T asks students to look at the Kim’s game
pictures quickly in 10 seconds.
1. Rice-cooking
- T divides the class into 2 groups,
2. Water-fetching
the group which answers correctly
and the fastest wins the game.
3. Fire-making
4. Bull-fighting
5. Cock-fighting
6. Boat-racing

PRESENTATION
- Present new words and then guide

Ss to read them in chorus

I. Vocabulary:

- Check vocabulary by technique
“Jumbled words”

- (to) fight (against) (mime)

- a bull (picture)

- (to) export (antonym)
# (to) import
- a plumber (picture)
- a faucet (picture)
- attractively (translation)
- Elicit the structures from Students

* Checking: Jumbled words

- Monitor and correct.

II. Presenting compound words:

- Elicit the examples and write them


on the board

a

rice-

cooking

Festival

a

water-

fetching

Competition

a

fire-

matching

(article)

(noun)

(verb-ing)

(noun)

compound adjectives

- Deliver poster to Students

Concept check:

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

Use:

to form a compound adjective

Form: noun + verb-ing

- Have Ss to put their posters on the
board
- Give feedback and correct.

PRACTICE
III. Transformation drill
Answer key:
a) a fire-making contest

- Set the scene: Yesterday, Lan's
grandmother, Mrs. Thu, needed a
plumber. A man came to her door
and said, "I'm a plumber"

b) a bull-fighting festival

- Write the
blackboard.

e) a rice-exporting country

quoted

on

the

- He said "I'm a plumber"

c)a car-making industry
d) a flower-arranging contest

f) a clothes-washing machine
IV. Presenting reported speech:

- Ask Ss to report what the man said
Model sentences: Reported speech
and write on the board.
- Ask Ss to pay attention on the
changes

- He said he was a plumber.
(reported/ indirect speech)


a. Tenses:

Quoted speech
- Present Simple
-

Will

-

must

Indirect speech
→

Past Simple

→
→

Would
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 →
- Ask Ss to look at exercise 4 on
page 130 and do it
Yesterday →

the next day
the day before

- Let Ss resay the sentences first then Ago
→
before
ask them to write down

d. Spelling
- Call some Ss to go to the board and
PRODUCTION
write sentences
- Correct

V. Language Focus 4:
Answer key:
- b He said he could fix the faucets.

IV. Consolidation: (2 minutes)

-c

the pipes were broken.

-d

new pipes were very expensive.

-e

Mrs. Thu had to pay him then.