Giáo án unit 13: Festivals - Tiếng Anh 8 - GV.Phan Thế Minh

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Nội dung Text: Giáo án unit 13: Festivals - Tiếng Anh 8 - GV.Phan Thế Minh

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 Write the names on the board: Tom, David, question Lisa, Oliver, Robinson. - Ss look at the board, listen and 1. Tom likes swimming and sunbathing answer the question. .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 (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 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 festival it is? (It is the rice- cooking Rice – cooking festival festival) - Ask Ss to guess what they are going Water fetching rice cooking to read by asking question then write
Ss' answers on the board. Fire making - Elicit the example and write them on the board. WHILE-READING III. Question checking: - Ask Ss to open their books (p.121- Expected answers: 122), read the dialogue, and listen to the tape. 1. They take part in 3 competitions. - 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. IV. T/F statements (p.122) Answer key: a. F Only one team member take part in the - Ask Ss to read the statements (page water-fetching contest. 122) and check (√) the boxes, using the information in the dialogue. b. F One person has to collect one water bottle. - Get Ss to give their answers and c. T. correct the false sentences. d. F Pieces of bamboo are to make the fire. Have Ss to copy down e. F. In the final contest, the judges taste the rice. f. T. POST-READING - Ask Ss to read the dialogue again and V. Retelling the story: 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 Date: February 20th, 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 On the board students’
activities WARM-UP - Use pictures to Crossword: elicit the words. W A T E R F E T C H I N G - Divide class into 2 teams, stating H U N G T E M P L E the rules of the V A L E N T I N E games. H A L L O W E E N - Monitor and give feedback. 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) - Present new - marigolds: hoa cúc (picture) words and then guide Ss to read - dried watermelon seeds: hạt dưa (realia) them in chorus - spring rolls: (picture) - Check - harvest festival: (picture) vocabulary by technique “Bingo” * Checking: 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 their answer. Give A: you/tidy /bedroom? 1. Yes / where / you / going? feedback and B: market/have to / oranges/ 2. Could /collect / new Ao dai / correct. pomegranates tailor/corner? - Ss read the C: Sure /will 3. Thanks / anything/ you dialogue on page /want /me /do...? 123 and put the sentences in the D: not really/But /want/ house 4. Mom/I/what/ do now/ correct order nice/festival will/clean... - Give feedback E: That's/ very good/Bye. 5. Bye - Ask Ss to close PRODUCTION their books. Speak 2: - Put the chart with the cues on - a village festival the blackboard. - a school festival - Elicit the - a harvest festival exchanges from the Ss. ……….
- Have some pairs practice the PRE-LISTENING exchange before going on to IV. Gap-fill prediction: another exchange. - After finish the dialogue, ask a good pair to demonstrate the whole dialogue. + open pairs + closed pairs WHILE-LISTENING V. Gap-filling: - Ask Ss to choose * Answer key: one of the festivals a) Mr. Robinson / Flower market (p.123) and make their dialogues. b) traditional - Call some pairs c)Dried watermelon seeds to demonstrate their dialogue to d) Make spring rolls the class. - Give feedback POST-LISTENING and correct. VI. Grids: Mr. Go to the flower market to buy Robinson peach blossom and a bunch of marigolds) - Set the scene: Mrs. Go to Mrs. Nga's to learn how to "The Robinson
family is making Robinson make spring rolls preparation for Tet. They want to Liz go to the market to buy candies buy things to make and packet of watermelon seeds 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
- 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 21st, 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’ On the board activities WARM-UP - Play the CD and let Students Game: What song is it? listen to 7 songs once. 1. We wish you a merry Christmas - Divide class into 2 teams, stating 2. Jingle Bells the rules of the games. 3. Santa Claus is coming to town - Monitor and give feedback. 4. Silent night - Elicit the new lesson: Christmas 5. Mary’s boy child
6. Last Christmas 7. When a child is born PRE-READING - Present new words and then I. Vocabulary: guide Ss to read them in chorus - (to) base on (translation) - Check vocabulary by technique - Christmas carol (n) (picture + example) “Filling in the gaps” - 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: - Ask Ss to read the statements and guess which Christmas specials
they are about 1. ......... appeared in the early 1500s - Call Ss to give their answer. 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 19th century. 5. ........was first put in Riga. 6. ........ gave children gifts on Christmas Eve. - Ask Students to open their books WHILE-READING and read to find out the answers. III. Checking: - Give feedback and correct. Answer key: 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 Place of Date specials origin Christmas Tree Riga Early 1500s Christmas Cards England Mid-19th
century Christmas Carols (no) 800 years ago Santa Claus USA 1823 - Ask Ss to read the passages once more and then close the books to play a game. POST-READING - State the rule of the game V. Questions: - Feedback Game: Sharks’ attack - Show answers Answer key: - Open pairs 1. It came to the USA about 210 years ago. - Closed pairs 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. - Turn on the CD and let students VI. Sing a Christmas carol: listen and sing after the singer. We wish you a merry Christmas! - 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 Date: March 25th, 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 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 I. Vocabulary: - Present new words and then guide Ss to read them in chorus - communal (a) (translation) - Check vocabulary by technique - a competition (synonym) “ROR” = a contest - (to) organize (synonym) = (to) celebrate * Checking: ROR II. Questions: - Divide class into 2 teams and state the rule of the game * Lucky numbers - Monitor and correct. 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 rice-cooking). WHILE-WRITING III. Gap fill Answer key: 1. rice-cooking 2. one/a - Ask Ss to use the information in the 3. water-fetching 4. run dialogue on page 121 to fill in the gaps 5. water 6. traditional the report on page 127. - Give feedback and correct. 7. bamboo 8. six 9. separate 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: - Ask some students to write their work The Perfume Pagoda Festival on board for the whole class to This report shows how the Perfume pagoda comment festival is held. 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 Date: March 25th, 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 WARM-UP - T prepares 13 cards with numbers Pelmanism on one side and verbs on the other. Infinitive - Past participle - T sticks the cards on the board so put break hold write make students can only see the numbers. - T divides Ss into 2 teams and asks broken written held put cut made 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 PRESENTATION Ss to read them in chorus I. Vocabulary: - Check vocabulary by technique - (to) jumble (picture) “What and where” - (to) scatter (mime) - (to) pull (mime) - a mushroom (picture) * Checking: What and where - Elicit the structures from Students II. Revision: - Monitor and correct. 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