Giáo án Tiếng Anh 8 - Units 13: Festival

Unit 13 FESTIVALS 
 DIVISION OF LESSONS
Week
Period
Lesson
Part
28
81
1
Getting started & listen and read
29
82
2
Speak 
83
3
Listen
84
4
Read
30
85
5
Write
86
6
Language focus
Date:
Unit 13 : FESTIVALS
Lesson 1: 	 Getting started & Listen and read
Period: 81
I. Aim: 
 Help students know some festivals in Viet Nam, especially rice-cooking contest.
II. Language contents:
 1. Grammar: compound words
 2. Vocabulary: (n) rice-cooking contest, starting position, bamboo, husk, council, judge
 (v) rub, yell 
III. Techniques: Slap the board, Pre-questions, True or False, Summary
IV.Teaching aids: cassette, pictures
V. Procedure
Teacher’s and students’ activities
Contents
“Tell some festivals in Viet Nam which you know.”
- T explains the requirement of this part then asks Ss to practice in pairs.
- T introduces the situation 
Situation: Ba invited Liz to go to the rice-cooking festival. Ba explains what is happening at the rice-cooking festival.
- T uses pictures to elicit and explain new words. 
- Ss practice pronunciation. 
- T checks vocabulary by doing slap the board.
- T explains the compound words.
- T sets the scene, introduce the pictures and asks some questions Ss before listen to the tape.
- T asks Ss to think about the questions and then share their ideas with a partner before listening to the tape.
- T asks ss to listen to the tape and answer the pre-questions
- Ss listen to the tape again then repeat.
- Ss practice the dialogue in a group of 3.
- Some groups practice the dialogue in front of the class. 
- T corrects their pronunciation.
- Ss read the dialogue in silence then decide each statement is True or False. 
- T gives feedback.
- Ss work in pairs to find out the answers in the dialogue.
- T gives the correct answers.
- T asks ss to work in groups of four to summarize the text. Ss work on the tranparencies and the present the summary.
 - T guides Ss to do homework.
I. WARM UP (6’)
GETTING STARTED
Work with a partner. Where should these people go on their visits to Viet Nam?
Ex: S1: Tom likes swimming and sunbathing. Where should he go?
S2: He should go to Nha Trang
a. Tom should go to Nha Trang.
b. David should go to Hoi An.
c. Huckleberry should go to Sapa.
d. Oliver should go to Bat Trang.
e. Robinson should go to Ho Chi Minh City.
II. PRESENTATION (14’)
LISTEN AND READ
Rice cooking festival
v New words:
1. rice-cooking contest (n): cuéc thi nÊu c¬m
2. starting position (n): vÞ trÝ xuÊt ph¸t
3. yell(v): cæ vò
4. rub(v): chµ x¸t
5. bamboo (n): tre
6. husk (n): vá trÊu
7. council (n): héi ®ång
8. judge(n): gi¸m kh¶o
÷ Slap the board
¬ Grammar
 Compound words: Noun + V-ing
Eg: rice-cooking, fire-making
è Pre-questions:
- How many contests are there in the rice cooking festivals? 
- What do people do in each contest?
II. PRACTICE (18’)
- There are three competitions in the Rice cooking festival
1. Practice the dialogue with two classmates
2. True or False? 
a. False. 
One person from each team take part in the water-fetching contests.
b. False. 
 One person has to collect one water bottle.
c. True
d. False. 
 Pieces of bamboo are used to make fire.
e. False. 
 The judges taste the rice.
f. True
IV. PRODUCTION (5’)
w Summary
The rice cooking festival is held .
V. HOMEWORK (2’)
- Practice the dialogue, do the exercises again.
- Prepare: Unit 13 – Speak 
Questions: What do you prepare for: harvest festival, spring festival, school festival
* Comments
Date:
Unit 13 : FESTIVALS
Lesson 2: 	 Speak
Period: 82
I. Aim: By the end of the lesson students will be able to talk about their preparations for a special event.
II. Language contents: 
 1. Grammar: review
 2.Vocabulary: Tailor, Pomegranate, Be out, spring festival, harvest festival
III. Techniques: rub out and remember, Make the conversations
IV. Teaching aids: extra board
V. Procedure :
Teacher’s and students’ activities
Contents
- Ss make a short conversation then answer these questions.
- T instructs Ss to put the sentences in the correct order. 
- T also explains some new words.
- Some Ss practice in front of the class.
- T helps ss speak naturally. 
- Ss practice the dialogue in pairs. Some pairs practice in front of the class.
- T corrects their mistakes. 
- Ss think of the topic then T helps ss give some information about the topic.
- Ss make the conversation freely.
- T guides Ss to do homework.
I. WARM UP (6’)
1.How many members take part in the water-fetching contest?
2. How can fire be made?
II. PRE-SPEAKING (9’)
v New words:
1. Tailor (n): thî may
2. Pomegranate (n): qu¶ lùu
3. Be out = go out
4. harvest festival
5. spring festival
ö Rub out and remember
III. WHILE-SPEAKING (19’)
1. A_F_C_H_D_J_B_G_E_I 
A.Have you tidied the bedroom?
F.Yes, I have. Where are you going, Mom?
C.To the market. I have to buy some oranges and some pomegranates.
H.Could you collect my new AO DAI at the tailor round the corner?
D.Sure. I will.
J.Thanks, Mom. Is there anything you want me to do while you’re out?
B.Not really. But I want our house to look nice at the festival.
G.Mom. I know what to do now. I’ll clean all the glass windows.
E.That’s very good. Bye bye, sweetie
I.Bye, Mom.
IV. POST-SPEAKING (10’)
2. Now make up your own dialogue. Talk about preparations for another festival.
vSome suggestions
1. A school festival
 - mini football matches
 - tidy the school yard
flower arrangement contest send some invitation cards
buy some candies, cakes, fruit.
2. A spring festival
decorate the house
buy some new clothes
buy some candies, cakes, fruit
buy some beautiful flowers.
 V. HOMEWORK (1’)
- - Practice again the dialogue at home.
- - Prepare new lesson : listen
 * Comments
Date:
Unit 13 : FESTIVALS
Lesson 3: 	 Listen
Period: 83
I. Aim: Help students practice listening to the conversation to fill in the blank
II. Language contents: 
 1. Grammar: review
 2.Vocabulary: marigold, dried watermelon seeds, spring roll
III. Techniques: Matching, Fill in, What and where
IV. Teaching aids: cassette, pictures
V. Procedure :
Teacher’s and students’ activities
Contents
- Ss answer the questions
- T gives new words by using pictures.
- T explains the requirements of listening.
- Ss listen to the tape twice then fill in the blanks with the information they hear. 
- T gets feedback from the ss.
- Ss listen to the conversation again then complete the notes.
- Some ss read/write the sentences on the board.
- T gives the correct sentences.
- Ss listen to the tape one more time then ss retell the whole dialogue.
- T guides Ss to do homework
I. WARM UP (6’)
1.How many members take part in the water-fetching contest?
2. How can fire be made?
II. PRE-LISTENING (10’)
v New words:
1. marigold (n): Cóc v¹n thä
2. dried watermelon seeds (n): h¹t d­a
3. spring roll (n): b¸nh cuèn
ê What and where
III. WHILE-LISTENING (17’)
1. Listen to the conversation and fill in the gaps.
a. Mr. Robinson / flower market
b. traditional
c. dried watermelon seeds
d. make
IV. POST-LISTENING (12’)
2. Complete the notes.
THINGS TO DO
Mr. Robinson: buy some peach blossoms, a bunch of marigold flower.
Liz: pick up some candies, a packet of dried watermelon seeds.
Mrs. Robinson: go to Mrs. Nga’s house to ask her how to make spring rolls.
V. HOMEWORK (2’)
- Do the exercises again.
- Prepare: Unit:13 – Read
 * Comments
Date:
Unit 13 : FESTIVALS
Lesson 4: 	 Read
Period: 84
I. Aim: 
 Help students know more information about Christmas.
II. Language contents: 
 1. Grammar: review
 2.Vocabulary: custom (n), design (v) à designer, suitable (adj), jolly (adj) = happy, patron saint(n), description (n)
III. Techniques: Slap the board, Questions, Complete the table
IV. Teaching aids: Extra-board, pictures
V. Procedure :
Teacher’s and students’ activities
Contents
- Some Ss are asked to make a short conversation
- T asks questions. Ss answer freely.
- T gives new words by using pictures, examples, and definitions.
-Ss practice pronunciation. 
- T checks vocabulary by slap the board.
- Ss read the lesson within 3 minutes.
- Ss fill in the table with the correct information.
- T corrects ss’ mistakes.
- T instructs Ss how to do the exercise.
- Ss read the questions a – e to get main information.
- Ss answer the questions in pairs.
- T gives the feedback.
- Ss answer these questions without looking at the book.
- T guides Ss to do homework
I. WARM UP (5’)
 Make a short conversation in Speak.
II. PRE-READING (10’)
- What is Christmas?
- Can you tell something about it?
- What do you often do at Christmas?
- Do you celebrate Christmas?
÷New words
1. custom (n): phong tôc
2. design (v) à designer
3. suitable (adj): phï hîp
4. jolly (adj) = happy
4. patron saint (n): th¸nh b¶o hé- be based on: dùa vµo
5. description (n): sù m« t¶
ö Slap the board
III. WHILE-READING (21’)
1.Complete the table.
* Christmas Specials
The Christmas tree
The Christmas card
Christmas carols
Santa Claus
* Place of origin
Riga
England
No information
* Date
Early 1500s
mid-19th century
800 years ago
1823
2. Answer the questions.
a. More than a century ago.
b. He wanted to send Christmas greetings to his friends.
c. 800 years ago.
d. An America professor Clement Clarke Moore.
e. On the description of Saint Nicolas in professor Moore’s poem.
IV. POST-READING (7’)
èQuestions:
1. Where did people put the Christmas tree in the early 1500s?
2. Forty years later what were a part of the Christmas tradition?
3. At first did the leaders of the church enjoy Christmas carols?
4. How was Santa Claus?
V. HOMEWORK (2’)
-Read the text and do the exercises again.
- Prepare: Unit:13 - Write
 * Comments
Date:
Unit 13 : FESTIVALS
Lesson 4: 	 Write
Period: 85
I. Aim: 
 Help students practice writing a report of something.
II. Language contents: 
 1. Grammar: review
 2.Vocabulary: councilor(n), hold - held(v), communal(a)
III. Techniques: Rub out and remember, Questions, Fill in the blanks
IV. Teaching aids: extra board
V. Procedure :
Teacher’s and students’ activities
Contents
- T asks Ss a question to lead in the lesson. 
- T gives new words by examples, and definitions.
- Ss practice pronunciation. 
- T checks vocabulary by rub out and remember.
- T explains the requirements of the exercise. 
- Ss read the dialogue to remember the information.
- Ss work in pairs to fill in the blanks with the correct words.
- Ss exchange the keys
- One student reads the key in front of the class.
- T gives the key.
- T helps Ss to understand the requirement and the questions.
- Ss find the suitable festivals for all of them to write.
- Ss write the report, using the questions as instructions. 
- Ss change their reports to find their friends’ mistakes in writing.
- T guides ss to do homework
I. WARM UP (5’)
 How many competitions are there in a rice-cooking contest?
II. PRE-WRITING (8’)
÷ New words
 1. councilor (n): thaønh vieân hoäi ñoàng
 2. hold - held (v): toå chöùc
 3. communal (adj): coäng ñoàng
¬ Rub out and remember.
§ Notes
 Conjunctions: after, before, finally
III. WHILE-WRITING (20’)
1.Use the information in the dialogue on page 121 to fill in the gaps in this report.
1. rice-cooking 2. one/a
3. water-fetching 4. run
5 water 6. traditional
7. bamboo 8. six
9. separate 10. added
IV. POST-WRITING (10’)
2. Write a similar report on a festival you joined recently.
a. What is the name of the festival?
b. Where was the festival held?
c. How long did the festival last?
d. How many activities were there? Were there any competition?
e. How were the activities organized?
f. How many people took part in each activity?
g. What did you think about the festival?
V. HOMEWORK (2’)
- Write their essays into their notebooks 
- Prepare: language focus
* Comments
Date:
Unit 12 : A VACATION ABROAD
Lesson 6: 	 Language focus
Period: 86
I. Aim : 
 Help students practice passive form, compound words, and reported speech.
II. Language contents :
 1. Grammar : Passive form, compound words, reported speech.
 2. Vocabulary : Review
III. Techniques : Rewrite sentences, Fill in the blanks
IV. Teaching aids : Extra-board
V. Procedure :
Teacher’s and students’ activities
Content
- T lets Ss play a game.
- T reminds Ss of passive form.
- Ss read the examples then give the form of compound words.
- T explains what compound words are, asks ss to give examples.
- Ss read the definitions carefully.
- T reminds Ss of reported speech and gives ss the rule how to change an indirect speech into a direct speech.
- T explains the requirement of the exercise then Ss work in pairs to fill in the blank with the passive form of the verbs.
- Ss state their sentences in front of the class. T gives the keys.
- Ss complete the conversation then practice in pairs in front of the class.
- T gives the key.
- Ss do the exercises in the textbooks.
- Ss exchange their sentences to find the mistakes.
- Ss read each statement before the class.
- T gives the feedback.
- Ss do the exercises in the textbooks.
- Ss write each sentence on the board.
- T gives the correct sentence.
- T gives exercise on the board and explains how to do.
- T guides Ss to prepare for next lesson
I. Warm up (5’)
µ Play a game. 
G1 say verbs in Infinitive form. 
G2 say verbs in Past participle
II. Presentation (14’)
1. Passive form
S + be + Past Participle
2. Compound words
bull-fighting
 Noun V-ing Compound word
 rice cooking rice-cooking
 fire making fire- making
 car making car-making
 bull fighting bull-fighting
3. Reported speech
Eg: He said:” I am late for school”
à He said he was late for school.
ö Notes:
- Change personal pronoun, possessive pronoun.
- Change tenses.
Simple present à Simple past
Present continuousà Past continuous
Present perfect à Past perfect
Will/Can/May à Would/ Could/May
- Change adverbs
Tomorrow à the following day
Yesterday à the previous day
Today à that day
Here à there
This à that
These à those
III. Practice (17’)
1. Complete the sentences. Use the passive forms of the verbs in the box.
a. were performed b. was decorated/ put
c. is made d. will be held
e. was awarded f. was written 
2. Complete the conversation. Use the verbs in the box
1. jumbled 2. broken 3. broken 
4. scattered 5. pulled
3. Rewrite the sentences
a. It’s a fire-making contest.
b. It’s a bull-fighting festival.
c. It’s a car-making industry.
d. It’s a flower-arranging contest.
e. It’s a rice-exporting country.
f. It’s a clothes-washing machine.
4. Yesterday Lan’s grandmother, Mrs. Thu, needed a plumber. A man came to her door. Report what the man told Mrs. Thu.
a. He said he was a plumber.
b. He said he could fix the faucets.
c. He said the pipes were broken.
d. He said new pipes were very expensive.
e. He said I had to pay him then.
IV. Production (7’)
1. He said to me, “ Don’t forget to post the letter”
- He asked me not to forget to post the letter.
2. Hoa asked Tim, “ Do you like this place?” – “ No, I don’t”
- Hoa asked Tim if he liked that place. Tim said he didn’t.
3. She said, “ I don’t know how to solve this problem”
- She said that I didn’t know how to solve this problem 
V. Homework (2’)
- Do exercises again.
- Do: Exercise 1,3,4/P. 74-76(WB)
- Prepare: Unit 14: - Getting started + Listen and read
Comments