Giáo án Tiếng Anh 8 unit 11: Traveling around Vietnam

UNIT 11: TRAVELING AROUND VIETNAM LESSON – GETTING STARTED, LISTEN AND READ A Aim: By the end of the lesson, Ss will be able to use some expressions to express their interest B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP Jumbled words: Harbor - Write the topic on theGate board: Places of interest Ha Long Nha Rong - Put the chart words on Ngowith Monjumbled The Temple the board Literature Bay - Ask students to open their books and Answer key: match the names with the pictures Ngo Mon gate; Ha Long Bay; the Temple of - Call on some students to give their Literature, Nha Rong Harbor answers a- Ngo Mon Gate b- Nha Rong Harbor c- The Temple Literature d Ha Long Bay PRE-READING - Elicit words from students - Guide Ss to read new words I Pre- teach vocabulary: - a crop (explanation) = something such as grain, rice, fruit is grown in one season - a sugar cane (question) = What is used to make sugar? - a water buffalo (picture) - direction (translation) * Checking vocabulary: Rub out and remember II Pre - questions: Where does Hoa meet the Jones? Is it the first time the Jones have visited - Put the chart with the questions on Vietnam? the board How they travel to Ha Noi - Check if students understand the questions and have them a few minutes What they see along the road to Ha Noi? to think about the questions What would Tim like to do? - Ask students to listen to the tape * Answer key: while reading the dialogue on page 99 - Have students work in pairs to Hoa meets the Jones at the airport Yes, it is answer the questions - Call on some pairs to give their By taxi answers They see a boy riding a water buffalo, rice paddies, corn and sugar cane fields He’d like to take a photo WHILE-READING - Ask students to listen and say out III True/False statements: True or False a This is the first time Hoa has met Tim’s - Read the sentences aloud and wait for family students answers b Hoa helps Mrs Jones with her luggage c The Jones family is traveling from the airport in a bus d Shannon has never seen rice paddies before e The car is traveling past farmland f Only rice and corn are grown around Ha Noi * Answer: Correction - Ask some students to correct the false sentences and have students write in their notebooks abcdef- T T F T T F in a taxi Not only rice and corn but also sugar canes are - Ask students to read the dialogue again, discuss with them and ask them to pick out the sentences containing Discussion the situations mentioned below POST-READING + To express interest + To express a request * Answer: + To express interest It’s nice to meet you finally Wow! This is very exciting + To express a request Would you mind sitting in the front seat of the taxi, Mr Jones? Would you mind if I took a photo? IV Consolidation: (2 minutes) - T asks students to summarize the dialogue between Hoa and Tim’s family V Homework - Do exercises 1, in the workbook - Prepare Speak + Language Focus 3, PERIOD 68 13th, 2011 Date: February UNIT 11: TRAVELING AROUND VIETNAM LESSON – SPEAK + LANGUAGE FOCUS 3, A Aim: By the end of the lesson, Ss will be able to make and respond to formal requests using “mind” and make suggestions B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP * What does it say? - Choose a student and ask him/her to Ex: On the board: Yes, I go to the front of the class with his/her Students ask: you like your teacher? back to the board so that she/he can not see what is written on the board - Write the information in the board - Ask the rest of the class try to help the students guess what is written on the board by asking the questions until he/she says out right words on the board PRESENTATION - Elicit words from students I Vocabulary: - Guide Ss to read new words - (to) go ahead (translation) - possible (translation) - (to) sound (translation) - (to) put out (antonym) = (to) light - (to) suggest (translation) * Checking: ROR * Set the scene: “Hoa went to the airport to pick the Jones And Hoa wants Mr Jones to sit in the front seat of the taxi, How does she say? And how does Mr Jones answer? And How does Tim say when he wants to take photo?” II Pre- teach structure: * Model sentence A: Would you mind sitting in the front seat of the taxi? B: No problem A: Would you mind if I took a photo? B: Not at all * Concept checking - Use: to make and respond to formal requests - Form: 1- Would you mind + V-ing .? Could you mind 2- Would you mind if I + Verb (in past simple tense) .? Do you mind if I + Verb (in present simple tense) .? * Responses - Agreement: No, I don’t mind/ No, of course not/ Not at all/ Please do/ Please go ahead - Disagreement - Prepare cardboards with cues including ticks () and crosses () I’m sorry, I can’t/ I’m sorry, it’s impossible/ I’d prefer you didn’t/ I’d rather you didn’t * Meaning: xin bạn cảm phiền - Run through vocabulary - For the first and second cues: - T PRACTICE models – students repeats chorally – individually III Cardboard drill: - For the rest of the cues: - Ask students to work through the rest of the cues: new cue- new student - Put the exchange together - T demonstrates with one good student, then one cue, call one pair to practice - Open pairs: Get or pairs to demonstrate the exchanges - Closed pairs: - Stick all cardboards on the board - Get the whole class to work in pairs to practice all the exchanges - Monitor and correct a move/ car () c get/ coffee () b put out/ cigarette d wait/ moment () () * Set the scene: “You are a tourist on vacation in Ho Chi Minh city You want to visit a market This is a conversation between you and the tourist officer” - Put the dialogue chart on the board PRODUCTION - Elicit the exchanges from students and IV Mapped dialogue: have them repeat - Open pairs: Ask some pairs to demonstrate the dialogue - Closed pairs: - Have students open their books and use the information on page 101 to practice other dialogues You Tourist officer Excuse me Yes? I’d like to visit a market Would you mind suggesting one? Not at all - Students in pairs should be assigned to work on different information each - Monitor and correct That interesting you sounds Thank How about to Thai market? It from about to p.m going Binh opens a.m You’re welcome IV Consolidation: (2 minutes) - T asks students to state the main form and functions of requests V Homework - Choose the information on p.101 and write down complete dialogues, using your own words - Prepare Listen PERIOD 69 13th, 2011 Date: February UNIT 11: TRAVELING AROUND VIETNAM LESSON - LISTEN A Aim: By the end of the lesson, Ss will be able to listen for details about the directions to some certain places B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP * What’s this place? - Ask questions and call the students Da Lat: who put his/her hands up first to It is called the city of Eternal Spring answer It has a lot of waterfalls and lakes - Tell students each place consists of questions, points for the first You can find the most kinds of flowers here questions, points for the second and Nha Trang points for the 3rd It’s a seaside resort - How I get to ? - Prepositions of places * Set the scene: “The Jones family is WHILE-LISTENING going around Ha Noi and they are III Listening Prediction: talking about the directions to places in the map Now guess if what places can match with what letter” - Put the map on the board and ask students to identify the places - Play the tape or times - Tell students to work in pairs to IV Listening and matching: compare their answers Answer: - Get students to give their answers and a restaurant correct c bus station - Play the tape once again and ask Ss to e temple fill in the missing information - Give feedback b hotel d pagoda V Listening and filling in the gaps: The boy wants the to go back to The hotel is on Road The girl feels The is on Ho Tay Road The mother wants to visit the The bus station the is opposite The mother has to walk over the to get to the pagoda *Answer key: hotel Phong Lan hungry restaurant pagoda tourist information center - Have Ss listen to the tape once and bridge summarize the dialogue - Monitor and correct POST-LISTENING Summarizing the dialogue based on the cues: The boy wants The girl wants The father wants The mother wants IV Consolidation: (2 minutes) - T asks students to state the main ideas of the dialogues V Homework - Write down your summary in your notebook - Do exercise 3, - Prepare Read PERIOD 70 14th, 2011 Date: February UNIT 11: TRAVELING AROUND VIETNAM LESSON - READ A Aim: By the end of the lesson, Ss will be able to get information from simple tourist advertisements B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP 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 ten seconds Answer key: - T divides the class into groups, - Nha Trang ask them to write the words on board - Monitor and correct - Da Lat - HCM City - Sapa - Ha Long Bay - Hue - Ha Noi - Hoi An PRE-READING I Vocabulary: - Elicit words from students - Guide Ss to read new words - accommodation (explanation) (a place to live, work or stay in) - giant (synonym) = very big - tribe (picture)  tribal (adj) - slope (drawing) - (a) jungle (explanation) = a very thick forest - limestone (picture) - magnificent (a) (translation) - oceanic institute (n) (picture) * Checking vocabulary: Bingo WHILE-READING - Ask students to read the advertisements about the resorts II Grid: (p.102, 103) and check (Τ) the topics Answer key: mentioned in the grid (p.104) - Nha Trang- flights to Hanoi, railway, hotels, - Get students to work in pairs to local transport, and tourist attractions compare their answer - Da Lat- hotels, local transport, waterfalls, - Ask students to give their answers tourist attractions - Sapa- hotels, local transport, mountain slopes tourist attractions, villages - Ha long Bay- World Heritage, tourist attractions, sad beaches, railway, hotels, caves, local transport - Restaurants, types of food- no place - Put the poster on the board and ask III Matching: students to match the words or A phrases in column A to column B Nha Trang - Ask students to go to the board and Da Lat draw the lines to connect the words B a tribal villages, mountain climbing b the place where President Ho Chi Minh left Viet Nam in 1911 Sa Pa Ha Long bay c swimming and sunbathing Nha Rong Harbor d Oceanic Institute e Flower garden Answer: d 5.b e 3.a 4.c - Get students to open their books, IV Grid: read the text on page 105 and check (Τ) the boxes - Monitor and correct POST-READING V Interview - Ask students to work in pairs, one plays the role of a tourist and the Tourist Would you Tourist officer mind other plays the role of a tourist officer to ask for and give the information about the tourist sites - Show the word cue chart on the board and get a good students to model - Ask students to use the information in the advertisements to make other dialogues and practice speaking - Students in pairs should be assigned to work on only one topic Ex: Group 1: Nha Trang, Group 2: Sa pa telling me something about Nha Trang? Not at all It is a seaside resort Is there special? anything Yes, you can visit the giant Buddha, the Oceanic Institute as well as the offshore islands How about the accommodation? There is a small selection of hotels here, so you have to book in advance How can I travel around the city? Thank much you very - Monitor and help students with their work You can go to the northern and southern destinations by bus or train You’re welcome - Get some pairs with different topics to demonstrate their dialogue IV Consolidation: (2 minutes) - T asks students to state the main features of four cities V Homework -Rewrite the advertisements to make them into short paragraphs, like this: “Nha Trang is a wonderful seaside resort for summer holiday ” - Do exercise 5, - Prepare Write PERIOD 71 15th, 2011 Date: February UNIT 11: TRAVELING AROUND VIETNAM LESSON - WRITE A Aim: To help students practice writing a narrative using a guided composition B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP - Ask Ss to work in teams and play A shark’s attack the game Answer key: - Ask Ss the meaning of the words in Written; climax; the game - Put the missing words in a box on the board and have students study first - Show the chart and ask students to fill in the gaps with the words in the box brief; events attention; PRE-WRITING - Ask students of each group to go to the board and write the words as fast as I Gap-filling: possible A narrative is a sequence of .1 These - Explain the definition in Vietnamese events are usually .in chronological order and often lead to a .3 The first sentence of a narrative should get the - Elicit words from students reader’s and the ending should be - Guide Ss to read new words II Vocabulary: - (to) stumble (picture and explanation) - (to) go off (picture) - an alarm clock (picture) * Set the scene: “Last week, while on a - (to) realize (translation) vacation in Da Lat, the Jones family * Checking vocabulary: ROR had quite an unforgettable adventure on Xuan Huong lake What did they III Rearranging the sentences: do? And what happened to them?” *Answer keys - Ask students to open their books, read c a g d f the first part of the story on page 105 e and rearrange the sentences on page 106 to complete the story - Call on some pairs to give their answers and correct - Ask students to look at the pictures again and rearrange the events in the correct chronological order to make it a story -Call on some students to give their b answers and correct - Ask students to work in group of and use the pictures already rearranged and the given words to write the story about Uyen on a poster - Monitor and help students with words or structures while they are writing WHILE-WRITING IV Ordering pictures *Answer keys d b 8.g e 4.h 5.a 6.f 7c - After students finish, ask them to stick their poster on the board V Write-it-up - Ask students to look at the posters and find out the mistakes - Give feedback and correct - Ask students to notice the past simple tense is often used in a narrative POST-WRITING VI Exhibition Expected answers: Uyen had a day to remember last week She had a Math exam last Friday, so she had to stay up late before to her exercises She got up late the next morning She realized that her alarm clock didn’t go off As she was leaving home, it started to rain heavily Uyen tried to run as fast as she could Suddenly she stumbled over a rock and fell down Her schoolbag dropped into a pool and everything got wet The rain stopped as she got to her classroom Luckily, Uyen had enough time to finish her exam IV Consolidation: (2 minutes) - T asks students to state the main features of a narrative V Homework - Write the whole story in your notebook - Do exercise 7, - Prepare Language Focus 1, PERIOD 72 16h, 2011 Date: February UNIT 11: TRAVELING AROUND VIETNAM LESSON – LANGUAGE FOCUS 1, A Aim: By the end of the lesson, Ss will be able to use present and past participial to make sentences B Methods: Communicative approach C Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers D Procedure: I Class management: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM-UP - Put the missing words in a box on the * Memory game board and have students study first Answer key: Ask students to open their books and observe the picture on page 109 Box, lamp, truck, doll, flowers, elephant, bear, carefully rabbit - Let students look at the picture for 20” and ask them to close their books - Divide the class into teams and ask each team to go to the board and write from memory the names of the things they’ve just seen in the picture - Tell them the team having the most right words is the winner - Have students open their books again, go through the words and correct - Elicit words from students - Guide Ss to read new words PRESENTATION I Vocabulary: - (to) wrap in (mime) - (to) dress in (synonym) = (to) wear - (to) keep in (translation) - Ask students to open their books and - (to) make in (translation) look at the picture on page 108 * Set the scene: “It’s time for recess * Vocabulary checking: ROR and the people at Quang Trung school II Presenting the structures: are in the schoolyard What are they participial doing? - Ask questions and call on students to answer them correct Teacher: What’s Mr Quang doing? present Model sentence The man walking up the stairs is Mr Quang (present participial phrase) Student: He’s walking up the stairs - Elicit the target language by asking * Concept check: the question * Form: Verb + ing present T: Who is the man walking up the participial stairs? * Use: A present participial can be used as an adjective to modify a noun with active meaning * Run through the voc: - Show the cardboards and have students run through the situations again * For the first and second cues PRACTICE - T models the sentence – students III Word-cue drill repeat chorally – individually 1- Mr Quang/ walking up the stairs * Example exchange: 2- Miss Lien / carrying a bag The man walking up the stairs is Mr 3- Nam/ talking to Miss Lien Quang 4- Ba/ sitting under the tree * For the rest of cues 5- Lan/ standing by the table - Show the cardboards to students and 6- Nga and Hoa/ playing chess ask them to say the next sentence - New cue – new student - Ask students to look at the words in the box and the picture on page 109 to the matching IV Presenting the structures: past participial Matching A - Ask students to look at the picture on page 109 again and answer the questions B Box Wrap in Truck Dress in Lamp Recycled from Doll Keep in Flowers Make in toys paint Where is the old lamp made in? What colour is the box painted? What is the truck recycled from? Elicit the target language by asking the What color is the doll dressed in? question T: How much is the old lamp made in What are the flowers wrapped in? China? Where are the toys kept? Model sentence The old lamp made in China is five dollars (past participial phrase) * Concept check * Form: - Get students to copy Regular verb + ed past participial Irregular verb (column 3) - Have students look at their books, * Use: A past participial can be used as an listen to the questions and answer adjective to qualify a noun with passive meaning Run through voc: Questions –Answer drill: * For the first and second cues T: How much is the box painted green? - T asks – students answers chorally – individually S: The box painted green is one dollar * For the rest of the cues - New cue: answers Truck made from recycled cans/ 2$ One student asks – one Doll dressed in red/ 2$ Open pairs Flowers wrapped in blue paper/ 1$ Toys kept in a cardboard box/ 10$ - Call some pairs to demonstrate for the class Closed pairs Ask students to work in pairs asking and answering the questions - Ask students to use the right form of the verbs in the box to fill in the gaps PRODUCTION V Gap fill: Sit sing break live water The girl at 50 Tran Hung Dao is my friend The garden every morning is full of flowers The cat .on the table is hers The vase yesterday is my father’s favorite one The woman on the stage is my neighbor * Answer keys: living watered sitting broken singing IV Consolidation: (2 minutes) - T asks students to state the main forms and usage of present and past participial V Homework - Do the rest exercises - Prepare Getting started, Listen and Read (unit 12) - Get ready for 45-minute test