Giáo án unit 12: A vacation abroad - Tiếng Anh 8 - GV.Ng.Minh Luân

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UNIT 12: A VACATION ABROAD LESSON 1 – GETTING STARTED + LISTEN AND READ A. Aim: By the end of the lesson, Ss will be able to read for details about making plans for a vacation abroad and aware of how to make, accept and decline invitations. 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 - Show the photocopied pictures * Guessing game: to students, one by one, and ask Answer key: students to guess what country it is. a. the USA b. Australia c. Thailand d. Britain e. Canada f. Japan - Ask if they know what three first pictures are PRE-READING - Elicit words from students. I. Vocabulary: - Guide Ss to read new words. - (to) include: translation
- (to) come over: explanation - (to) pick so up: explanation - abroad: explanation (to) live/ be/ go/travel abroad * Vocabulary checking: ROR II. True/ False prediction * Set the scene: “Mrs. Quyen is a. Mrs. Quyen is calling Mrs. Smith from the going to the USA for a vacation. airport She is ringing her friend, Mrs. Smith, to tell her about the trip” in San Francisco. - Put the chart on the board and ask students to read the b. Mrs. Smith invites Mrs. Quyen and her husband statements. to stay with her while they are in town. - Ask students to work in pairs to c. Mrs. Quyen doesn’t accept Mrs. Smith’s decide if the statements are true or invitation because she wants to stay with a Vietnamese false. friend of hers. - Get students to give their d. Mrs. Quyen and her husband will be in the USA answers and write them on the for 3 days board. e. Mrs. Quyen and her husband will come over to Mrs. Smith’s place for dinner one night f. Mr. Thanh, Mrs. Quyen’s husband, goes abroad for a business meeting WHILE-READING III. Checking True/False statements: *Answer keys: Sentence Answer Correction - Have students open their books,
listen to the tape while reading the a. F Mrs. Quyen is calling Mrs. dialogue on page 112 smith from Ha Noi b. T - Call on some students to correct Because her c. F the false statements. accommodation is included d. T in her ticket price e. F Only Mrs. Quyen will come over to Mrs. Smith’s f. T IV. Grids: - Draw the grid on the board and *Answer keys: have students copy it Date Mon 25th Tue Wed Thu - Ask students to open their books 26th 27th 28th and read the dialogue Schedule Coming Going Having Leaving - Ask students to work in pairs to to San out dinner San complete Mrs. Quyen’s schedule Francisco with Francisco with the information taken from the the dialogue Smiths - Call on some students to go to III. Comprehension questions: the board to write the information * Answer key: in the grid on the board. a. No, they won’t. Because they are coming on a - Ask students to look at their tour, and their accommodation is included in the books and answer the questions on ticket price, so they will stay at the hotel page 113 b. No, he won’t. Because he will have a business - Let students compare their meeting in the evening that day. answers with their partners - Call on some students to answer c. Mrs. Smith will pick her up at her hotel. - Give feedback and correct. POST-READING Answer keys: Making invitation: “Would you like to come over
- Tell students to read the dialogue for dinner one night” again and pick out the statements “...you must come over for dinner indicating the following one night” situations: making an invitation, accepting an invitation, declining Accepting an invitation: ”Yes, we’d love to but we’ll an invitation, making a complaint only be in town for 3 nights” - Call on some students to give Declining an invitation: “That’s very kind of you but their answers and have students we’re coming on a tour...” copy Making a complaint: “Oh dear. He’s always working” IV. Consolidation: (2 minutes) - T asks students to state the main ideas of the talk between Mrs. Smith and Mrs. Quyen. V. Homework - Do exercises 1 and 2 - Prepare Speak PERIOD 76 Date: February 18, 2011 UNIT 12: A VACATION ABROAD LESSON 2 – SPEAK A. Aim: By the end of the lesson, Ss will be able to talk about their plans for a trip abroad using tourist brochures and flight information. 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 - Tell students that the student who * Quiz: can answer the question will get one or two good marks. Answer key: 1. What’s the end of everything? (letter G) 2. What word starts with T, ends with T and is full of T? (teapot) 3. What’s in the middle of New York city? (York) 4. Which river in America has 4 eyes? (Mississippi) PRE-SPEAKING I. Vocabulary: - an itinerary: explanation - a gallery: situation - Elicit words from students. - a flight: explanation - Guide Ss to read new words. - via (prep): explanation - facilities: translation
- a brochure: realia Travel brochure: * Vocabulary checking: Slap the board II. Matching: Call on some students to go to the 1. Itinerary board to draw the lines to match the 2. Flight information tables with the titles 3. Hotel advertisement 4. Travel brochure WHILE-SPEAKING III. Tell Me About: - Leave the table on the board and ask students to look at them * Suggestions: - Go through the tables, asking  For the flight information table: students questions for information about the flights, accommodation, and + How many flights a week can you take from tourist places. Los Angeles to Boston? + Which flight can you take every day of the week?  For the hotel advertisement table + Which of the hotel cheaper? + How much is a double room in Revere hotel? How about the Atlantic hotel  For the travel brochure + Where can you visit? ....... IV. Mapped Dialogue: - Set the scene: “These people are
making a plan for their trip from Los Angeles to Boston. Let’s do it with them” Where shall we The Revere hotel is - Put the mapped dialogue chart on stay? expensive but it has the board. a gym - Elicit the exchanges from students I think we should - Have some pairs practice each visit Harvard exchange before going on to another Where should we medical school, the exchange visit? museum and Art - After finishing the dialogue, ask a Gallery. good pair to demonstrate the whole There’s a daily dialogue. flight at 10 am, What time should would that be Ok? we leave Los Angeles? POST-SPEAKING V. Transformation: Example: - Ask students to make a plan for their coming summer holiday by filling the Depart (Hue):.................................. information in their itinerary. Arrive (Ho Chi Minh city):................ - Call on some pairs to demonstrate Accommodation:.............................. their plans for the class Sightseeing:......................................... - Give feedback and correct Depart (HCM city):....................... IV. Consolidation: (2 minutes)
- T asks students to state the main structures for exchanging information about travelling and tourists. V. Homework - Write the itinerary into your notebook - Do exercises 3 and 4 - Prepare Listen. PERIOD 77 Date: February 18, 2011 UNIT 12: A VACATION ABROAD LESSON 3 – LISTEN A. Aim: Practice listening to the weather forecast for information about the weather in big cities in the world. 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
- Get students one by one to go to the * Chain game front of the class, each student says Ex: T: yesterday out a word until they make a meaningful sentence. At the end, ask S1: I the whole group to repeat the sentence S2: went S3: shopping ..................... PRE-LISTENING - Elicit words from students. I. Vocabulary: - Guide Ss to read new words. - humid: synonym = wet - snowy: picture - minus: example - centigrade: example * Vocabulary checking: Rub out and remember - Write the topic on the board II. Brainstorm: - Ask students to find the words related to the topic. Collect students’ words and write them on the board Words related to the weather forecast - Go through the meaning of the words and have students copy. Possible answer:
Cloudy, cool, cold, warm, hot, dry, fine, humid, rainy, snowy, sunny, wet, windy, stormy...... WHILE-LISTENING - Ask students some questions to lead in the lesson III. Chatting: - Suggestions 1. Have you ever listened to the weather forecast on TV or on the radio 2. What does it often tell you about? 3. Do you think it’s necessary to listen to the weather forecast? Why? Why not? 4. What do you know about the high and the low temperature? - Put the gap-fill table on the board IV. Gap fill: - Have students copy in their Temperature notebooks City Weather Low High - Set the scene: “You are going to 1. Sydney dry; windy 20 26 listen to the weather forecast about the cities in the table and have to fill 2. Tokyo dry; windy 15 22 in the gaps with the information you hear” 3. London humid; cold -3 7 - Play the tape 2 or 3 times 4. Bangkok warm; dry 24 32 - Tell students to work in pairs to 5. New windy; cloudy 8 15 compare their answers York - Get students to give their answers 6. Paris cool; dry 10 16 and correct. - Have students ask and answer the POST-LISTENING questions about the weather and temperature using the information in
the table. V. Role Play: - Models with a good student A: What’s the weather like in Sydney today? - Write the exchanges on the board B: It will be dry and windy - Open pairs: A: How about the temperature? Call on some pairs to demonstrate the B: The low will be 20 and the high 26 degrees exchanges - Closed pairs: Have the whole class practice speaking using the information in the table - Monitor and correct IV. Consolidation: (2 minutes) - T asks students to state the main structures for asking about weather. V. Homework - Ask students to use the information in the table to write a weather report, beginning with: “Here is today’s weather forecast for the international travelers. In Sydney, it will be..................” - Do exercises 5 and 6 - Prepare Read. PERIOD 78 Date: February 18, 2011 UNIT 12: A VACATION ABROAD LESSON 4 – READ A. Aim: By the end of the lesson, Ss can obtain some knowledge about some places of interest in the USA
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 - Prepare 11 cardboards numbered * Pelmanism: Adjectives - Nouns from 1 to 11 on one side and the Adjectives Nouns words on the other side Humid Humidity - Inform the rules of the game. Warm Warmth - Stick the cardboards on the board showing the numbered side Windy Wind - Divide the class into 2 teams and Dry Dryness ask each team to choose 2 numbers, one in the first row, and one in the Cloudy Cloud second row. If the words in the both Coolness cards match in sequence of an adjective with a noun, this team will get a point PRE-READING
I. Vocabulary: - Elicit words from students. - volcano: picture - Guide Ss to read new words. - lava: picture - (to) pour out: drawing - (to) carve: mime - (to) be situated: translation - rock: picture - shore: picture - wharf: synonym - Draw the grid on the board = harbor - Ask students to copy the grid in  Vocabulary checking: Slap the board. their notebooks - Ask students to read the postcards WHILE-READING from Mrs. Quyen to her children and II. Grids: fill in the gaps with the information taken from them Place What she did and saw - Call on some students to go to the board and write the information in a. Hawaii Went swimming, the grid on the board. visited Kilauea b. New York volcano - Give feedback and correct c. Chicago d. Mount Rushmore e. San Francisco * Answer Key: Place What she did and saw a. Hawaii Went swimming, visited
b. New York Kilauea volcano c. Chicago Went shopping, bought lots of souvenirs d. Mount Rushmore Saw Lake Michigan e. San Saw the heads of 4 American Francisco Presidents Visited Fisherman’s wharf, the Napa valley wine growing area and the Alcatraz Prison - Ask students to look at the questions on page 118 and answer the questions - Tell them to compare their answers POST-READING with their partners - Call on some pairs to give their III. Comprehension questions answers and give feedback * Answer Key: a. She went there by plane b. She saw the famous prison on the island of Alcatraz c. It is the mount where the heads of four American Presidents are carved into the rock, and it can be seen from more than 100 km away d. It is also called “The windy city” e. She went shopping IV. Consolidation: (2 minutes) - T asks students to state the main points of the cities in the passage. V. Homework - Write the answers into your notebooks - Do the exercises in the workbook: 7, 8 - Prepare Write.
PERIOD 79 Date: February 19, 2011 UNIT 12: A VACATION ABROAD LESSON 5 – WRITE A. Aim: By the end of the lesson, Ss will be able to write postcards to their friends about their trip. 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 numbers on the board * Lucky numbers - Tell students each number is for a Questions: question but 4 of them are lucky 1. Where did Mrs. Quyen and her husband numbers. For a lucky number. spend their holiday? Students will get 2 points 2. Lucky number - Ask students to answer briefly. 3. What did they see on mount Rushmore?
4. Who did they visit when they were in USA? 5. Lucky number 6. What did Mrs. Quyen do while her husband visiting the statue of Liberty? 7. Lucky number 8. What did Mrs. Quyen buy? 9. What did she send to her children from the USA? 10. Lucky number PRE-WRITING I. Vocabulary: - Elicit words from students. - luggage: picture - Guide Ss to read new words. - (to) complain: translation - heaviness: antonym = lightness - hospitable: explanation = welcoming, friendly * Checking vocabulary: ROR - Set the scene: “From the USA, Mrs. II. Gap fill: Quyen send a postcard to her friend * Answer key: Sally to tell her about the trip” 1. in 2. people 3. weather 4. visited - Ask students to look at the postcard on p.118 and complete the gaps with 5. her 6. nice / lovely 7. bought the appropriate words 8. for 9. heaviness 10. soon - Call on some students to go to the
board and write the words they guess - Give feedback and correct - Write the topic on the board - Ask students to look at part 2 (p.118) III. Grid: - Go through the instructions by using * Information needed to write a postcard questions Ex: What do you write about the place? - Draw the grid on the board What do you write about the weather? - Let students copy the grid * Answer Key: - Ask students to read the postcard Necessary again and fill in the gaps with the information for a sentences showing the information on postcard the left. - Call on some students to go to the Place We’re having a board and write their answers in the wonderful time in the grid. USA - Give feedback and correct How do you feel The people are about the people? friendly - Ask students to write the grid in their notebook Weather The weather has been warm and sunny Who do you In San Francisco, I visit/see visited my friend, Sandra Smith What you see? No information What you buy I bought lots of souvenir Set the scene: “Imagine you are a tourist on vacation in a certain place/city in Viet Nam. Write a
postcard to a friend about your trip, WHILE-WRITING using the information in the grid” IV. Writing: - Tell students to write a postcard on a piece of paper - Monitor and assist students with their writing - Call on some students to the front of the class and ask them to read their postcards to the whole class - Give feedback and correct POST-WRITING V. Exhibition: Sample postcard: Dear Jane, I’m having a really good time in Hanoi, the capital of Vietnam. The people are hospitable and helpful and the weather has been wonderful: cool and sunny. In Hanoi, I visited some of my old friends, Tom and Sally. It was very nice to see them. We visited The History Museum and some art galleries in Hang Bai street and had lunch together at a vegetarian restaurant. I bought a lot of souvenirs and postcards for you and other friends. See you soon. With love,
Mary. IV. Consolidation: (2 minutes) - T asks students to state the information needed to write a postcard. V. Homework - Write the postcard in the notebook - Do the exercises in the workbook: 9, 10 - Prepare Language Focus. PERIOD 80 Date: February 19, 2011 UNIT 12: A VACATION ABROAD LESSON 6 – LANGUAGE FOCUS A. Aim: By the end of the lesson, Ss will be able to talk about activities using the Past progressive and Present Progressive 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 - Give instruction (Kim’s game) - Call on some Ss to the write on the Say what the people in the pictures are doing board and correct 1. take a shower 4. write a letter - Ss look at the picture and then remind 2. eat dinner 5. walk with a dog what the people in the pictures are doing 3. read book 6. talk to grandma PRESENTATION I. Vocabulary: - mailman: picture - Elicit words from students. - cheer: mime - Guide Ss to read new words. - drum: picture - sound: translation - crowd: picture * Checking vocabulary: ROR II. Presenting Present Progressive Tense: - Model sentence: Ba was talking a shower at 8 o’clock last night - Set the scene to introduce the model be V_ing sentence by eliciting the answer from Ss, get Ss to repeat and write the - Form: was/ were + V_ing sentence on the board: - Use: to indicate an action that was in progress “Set the scene: Look at picture! What at a point of time in the past was Ba doing at 8 o’clock last night?”