GIÁO ÁN TIẾNG ANH LỚP 8.
Date of planning:
Date of teaching:
PERIOD 80: UNIT 13: FESTIVALS
Lesson 1 : Getting started + Listen and read
I.Aims and objectives:
- Helping ss to understand the dialogue of Unit 13 and know the uses of
compound words
- Vocabulary: (to) fetch, (to) yell, (to) urge, (to) rub, (to) award, the pottery, the
husk, the judge
- Skill:

+ Target skills: Speaking, reading
+ Other skills:listening, writing.

- Main teaching points: +To help ss to understand the dialogue and know the uses
of compound words
-By the end of the lesson, Ss will be able to understand the dialogue and know the
uses of compound words deeply and clearly.
II. Teaching aids:
-Teacher: Textbook, disc, poster….
- Ss: textbook, schoolthings
III. Procedures:
1.Check up: (3’)
S1: write vocabulary
S2: Write form of past progressive tense and give example
2. Lead in:(2’)


Write the names on the board
- give the information and then ask question

 Warm – up: (chatting)
Tom, David, Huckleberry,…….
T: I likes swimming and sunbathing
Where should he go?...........why?

S:…………….

3. New lesson: (36 minutes)
Teacher’s & students’ activities
3.1 Presentation: (22’)

Content of the lesson
I. Vocabulary:

* Preteach vocabulary

(to) fetch: đi lấy, mang về

+ Techniques: explanation, synonym, translation,

(to) yell: la hét, hét to

mime, situation, realia, example

(to) urge: thúc giục

+ T elicits words from ss, asks ss to read in chorus,

(to) rub: chà, cọ xát


individually and give meaning.

(to) award: tặng, thưởng

+ Check understanding: Ro + R

the pottery: đồ gốm

- Set the sence: Ask ss to look at the picture and

the husk: vỏ chấu

elicit situations from ss.Who is this? It’s Ba. Who

the judge: giám khảo, thẩm phán

is this? It’s Liz. What are they talking about? A
traditional festival in the North of VN

II. Dialogue:

-Present the dialogue:

* True or false

Ask ss to close their books & listen to the tape

a. F. One team member takes part in

carefully.


the water-fetching contests

Ask ss to open their books, listen to the tape

b. F. One person has to collect one

twice, find out the pronunciation & the content of

water bottle

the dialogue.

c. T

Ask ss to read the dialogue in pairs

d. F. Pieces of bamboo are used to

- Call some pairs to read again

make the fire


* Gap fill: Ask ss to read the dialogue silently &

e. F... the Judges taste the rice

practice filling in the gap (p113) in individually


f. T

- Monitor, take notes & give the correct answers

*. New target item

* True or false: ASk ss to read the dialogue
carefully and practice saying true or false in

a

rice - cooking festival

individually.

a

water – fetching

- Monitor, take notes & give the correct answers

Form: Noun + V_ing

* Present new target item: Elicit sentence from ss

Use: to form a compound

+what is this compound word in Vnamese?

word


+ what comes after “ N”? Ving
+ Elicit form & use from ss

III. Practice

3.2 Practice: (6’)
Ask ss to practice matching in individually.

Ex1: Matching

- Monitor, take notes & give the correct answers

A

B

3.3 Prodution: ( 8’)

1. rice

a. exporting

- Ask to do exercise on page 130 in pairs

2. fire

b. cooking

Ask ss to write full sentences


3. bull

c. fighting

- Monitor, take notes & give the correct answers

4. car

d. washing

5. flower

e. making

6. clothes

f. arranging

*Transformation drill:
a.It’s a fire - making contest.
b.It’s abull – fighting festival.
c.The United States has a big car –
making industry.
d.It’s a flower – arranging contest.


e.VN is a rice – exporting country.
f. This is a – washing machine.


4. Summary: ( 2’)
Repeat the main structure again
5. Homework: (2’)
- Learn by heart the vocabulary & structures, do Ex of unit 13
- Prepare Unit 13: Speak and listen
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Date of planning:
Date of teaching:
PERIOD 81: UNIT 13: FESTIVALS
Lesson 2: Speak + Listen
I.Aims and Objectives:
- Helping ss practice in speaking about their preparations for a special event and
listening for specific information
- Vocabulary: the pomegranate, the peach blossoms, the marigolds, the dried
watermelon seeds, the spring rolls
Skill:

+ Target skills: Listening & speaking
+ Other skills: Reading, writing

-Main teaching points: +Listening for specific information
+Speaking about their preparations for a special event
- By the end of the lesson, ss will be able to know the Robinson family are making
preparations for Tet and speak about their preparations for a special event fluently
& improve their listening & speaking skills .
II. Teaching aids:
- Teacher: Textbook, tape, radio, poster, pictures ….
- Ss: Textbook, schoolthings

III. Procedures:
1.Check up: (3’)
Ask one ss to write vocabulary.
Ask one ss to write form of compound words and give example
2. Lead in: (2’)


Warm – up: Find things in common. Ask ss to think of 5 things they often prepare
for Tet and write them down on a piece of paper.
- Divide class into 2 groups
- Choose one student randomly in one group, and ask him/ her to call out his/ her
words while students in the other group check if there are any same words.
Suggestions :
- Decorate/ clean / paint the house/room/ the yard,…
- Buy cakes / candy / drinks/ food/ fruits,…
- Cook/ make cakes,..
- Get / buy new dress,…
- Write / send New Year cards to friends, relatives
3. New lesson: ( 36’)
Teacher’s & students’ activities
3.1. Pre- speaking activities: (5’)
- Pre-teach vocabulary:
+ Techniques:realia, translation, explanation, synonym,
example
+ T elicits words from ss, asks ss to read in chorus,
individually and give meaning.

Content of
the lesson
I. Vocabulary:

- the pomegranate:
trái lựu
- the peach blossoms:
hoa đào
- the marigolds: cúc

+ Check understanding: Ro + R

vạn thọ

- Set the sence: Ask ss to look at the picture and elicit

- the dried watermelon

situations from ss.Who is this? It’s Ba. Who is this? It’s Mrs

seeds: hạt dưa

Quyen.Who is this? It’s Lan. What are they talking about?
preparations for Tet.
* Reordering: Ask students to read the dialogue on page 123
and put the sentences in the correct order.

- the spring rolls: chả
giò


- Call on some students to give their answers.
- Monitor, take notes & give the correct answers.
3.2. While – speaking activities: (12’)


II. Speak:

- Ask ss to choose one of the festivals and make up their
own dialogues in pairs.

Answer key :(p 123)

- Ask ss to practice in pairs.

A–F;C–H,D–J,B–

-T monitors, takes notes &

corrects the mistakes if G , E – I

necessary.
3.3. Post – speaking activities: (5’)
- Ask ss to practice speaking about the famous festivals in
VN or in the world in dividually.
- T monitors, takes notes &

corrects the mistakes if

necessary.
3.4. Pre- listening activities: (4’)
“ The Robinson family is making preparations for Tet.
They want to buy things to make it a traditional festival as

III. Listening

Mr.

- Go to the

Robinson flower market

Vietnamese people do .

to

* Prediction: Ask Ss to open their books and read the

buy

statements on page 124.

peach

- Get Ss to predict the words in the gaps.

blossoms and a bun

Listen to the tape carefully for the first time.

marigolds.
- Go to Mrs.

3.5. While – listening activities: (6’)
- Ask ss to listen to the tape carefully & get general idea


Mrs.

Robinson Nga’s to learn
how

Then check their predictions.(Ss listen to the tape for three

to make

times)
T plays the tape the last time to check
- T monitors, takes notes & give the correct answers.

Liz

Spring rolls
- Go to the


3.6. Post – listening activities: (4’)

market to buy

*Grid :

candies and a

- Ask Ss to copy the grid (E2: p.124) in their notebooks and

packet of


fill in the gaps with the information taken from the

dried

statements above.

water melon

- Call on some Ss to give their answer.

seeds

T monitors, takes notes & give the correct answers
4. Summary: (2’)
Repeat how to Speak about their preparations for a special event
5. Homework: (2’)
- Learn vocabulary by heart, do exercises of unit 13
- Prepare Unit 13: Read
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Date of planning:
Date of teaching:
PERIOD 82: UNIT 13: FESTIVALS
Lesson 3: Read
I.Aims and objectives:
- Helping ss read for details about Christmas
- Vocabulary: (to) decorate, (to) spread, the patron saint, jolly (adj), christmas carol
- Skill


+ Target skill: Reading
+ Other skills: Listening, speaking, writing

- Main teaching points: Reading for details about Christmas
- By the end of the lesson, Ss will be able to understand the vocabulary, and the
content of Christmas
II. Teaching aids:
- Teacher: Textbook, poster, pictures ….
- Ss: Textbook, schoolthings
III. Procedures:
1.Check up: (3’)
- Ask one ss to write vocabulary
- Ask 2 ss to practice speaking.
2. Lead in: (2’) Elicit from ss:
Have you ever attended Christmas? How is it? Would you like more about it?
Let’s come to our lesson today.
3. New lesson:(36 minutes)
Teacher & students’ activities

Content of the lesson


3.1. Pre-reading activities: (10’)

I. Vocabulary:

- Pre-teach vocabulary:

- (to) spread: lan truyền


+ Techniques: Explanation, mime,

- Christmas carol: bài thánh ca

translation, antonym, example

- Patron saint: thánh bảo trợ, đỡ đầu

+ T elicits words from ss, asks ss to read in

- Jolly(adj):vui vẻ, vui nhộn

chorus, individually and give meaning.

-(to) decorate: trang trí

+ Check understanding: Ro + R
- Set the sence: ASk ss to look at the picture II. Read:
& elicit situations from ss. Is christmas an
important festival in many countries around

Matching:
1. It has been said he was the patron

the world? Have you ever seen the

saint of children, a fat jolly man

christmas tree? / christmas tree / christmas


who wore a red suit and give

card?

children presents on Christmas Eve

- Open prediction : Matching: Ask ss to

2. The custom of decorating it and

look at the pictures and the statements, think

putting it in a common place,

and guess and then do the matching,

spread throughout Europe to

compare with their partners

America

3.2. While-reading activities: (18’)

3. They were stories put to music and

- Ask ss to open the text book, read silently

enjoyed by most people. First the


and check their predictions

leaders of the church did not like

T monitors, takes notes & give the correct

them but later they became popular

answers.

4. An English man had S.O design it

* Grid: Ask ss to read the text and fill in the

to send Christmas greetings to his

gaps with the information taken from them

friends. Now it is a part of the

- Ss do in groups of five

Christmas tradition

T monitors, takes notes & give the correct
answers.

* Keys:
a. Christmas carol



* Questions and answers: Ask ss to practice

b. Christmas card

asking and answering the qs in pairs

c. Santa Claus

T monitors, takes notes & give the correct

d. Christmas tree

answers.
3.3. Post- reading activities: (8’)

Grid:Complete the table

- Ask ss to work in group of five to retell the

Christmas

Place os

Date

content of the text then ask the tutor to

specials

Christmas

origin
Riga

Early 1500s

tree
Christmas

England

Mid-19th

card
Christmas

Towns and

century
800 years

carol
Santa Claus

villages
USA

ago
In 1923


retell in front of the class
- T monitors, takes notes & give the correct
answers.

4. Summary: (2’)
Sum up information about Christmas
5. Homework: (2’)
- Learn vocabulary by heart
- Do test 2 of unit 13, Prepare Unit 13: write
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