giáo án tiếng anh 9 unit 13 - festivals

giáo án tiếng anh 9 unit 13 - festivals tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả c...

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

- Write the names on the board

- Give the information and then ask

question

- Ss look at the board, listen and

answer the question

WARM-UP Getting started: Chatting

Write the names on the board: Tom, David, Lisa, Oliver, Robinson

1 Tom likes swimming and sunbathing 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→ ?

- Elicit words from students

- Guide Ss to read new words

Set the scene: Ba invites his friend to a

traditional festival in the north of

Vietnam Do you know what kind of

festival it is? (It is the rice- cooking

festival)

- Ask Ss to guess what they are going

to read by asking question then write

PRE-READING

I Vocabulary:

= (to) go to get sth and bring it back)

animal to move quickly)

(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 people do? How about the fire-making

competition?

Rice – cooking festival

Water fetching rice cooking

Ss' answers on the board

- Elicit the example and write them on

the board

- Ask Ss to open their books

(p.121-122), read the dialogue, and listen to

the tape

- Check Ss' guesses are correct or not

- Ask Ss to read the statements (page

122) and check (√) the boxes, using the

information in the dialogue

- Get Ss to give their answers and

correct the false sentences

Have Ss to copy down

- Ask Ss to read the dialogue again and

try to summarize the rice-cooking

1 They take part in 3 competitions

2 They have to run to the river to take a bottle

of water as quickly as possible In the making competition, two team members try to make a fire by rubbing pieces of bamboo together

d F Pieces of bamboo are to make the fire

e F In the final contest, the judges taste the rice

f T

POST-READING

V Retelling the story:

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

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

students’

On the board

activities

- Use pictures to

elicit the words

- Divide class into

- dried watermelon seeds: hạt dưa (realia)

- spring rolls: (picture)

- harvest festival: (picture)

* Checking: Bingo

II Ordering

- Put the chart

with the cues on

/want /me /do ?

D: not really/But /want/ house nice/festival

4 Mom/I/what/ do now/

will/clean

PRODUCTION Speak 2:

- a village festival

- a school festival

- a harvest festival

………

- Have some pairs

family is making

preparation for

Tet They want to

buy things to make

and packet of watermelon seeds

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

21 st , 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’

- Play the CD and let Students

listen to 7 songs once

- Divide class into 2 teams, stating

the rules of the games

- Monitor and give feedback

- Elicit the new lesson: Christmas

WARM-UP Game: What song is it?

1 We wish you a merry Christmas

- Present new words and then

guide Ss to read them in chorus

- Check vocabulary by technique

“Filling in the gaps”

- Ask Ss to read the statements and

guess which Christmas specials

6 Last Christmas

7 When a child is born

PRE-READING

I Vocabulary:

- (to) base on (translation)

- Christmas carol (n) (picture + example)

- 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:

they are about

- Call Ss to give their answer

- Ask Students to open their books

and read to find out the answers

- Give feedback and correct

- Ss read the passages again and

complete the table

- Give feedback

1 appeared in the early 1500s 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

Place of origin

Date

Christmas Tree Riga Early 1500s

Christmas Cards England Mid-19th

- Ask Ss to read the passages once

more and then close the books to

- Turn on the CD and let students

listen and sing after the singer

- Call some students to perform in

front of the class

century

Christmas Carols (no) 800 years ago

1 It came to the USA about 210 years ago

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

VI Sing a Christmas carol:

We wish you a merry Christmas!

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

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

Ask Ss to look at the picture on page

126, then close their books

Divide the class in to 2 teams, in turn,

answer the questions

Ask Ss to listen to the questions and

answer

1 How many people are there in

the picture?

WARM-UP Memory game

Answer key:

1 They are participating in the rice- cooking competition

2 Rice, basket, pans, bamboo sticks, paper

fans, chopsticks, a flag

2 What are the people doing?

3 Name all the things in the

picture

4 How many people participate

in the game?

- Present new words and then guide Ss

to read them in chorus

- Check vocabulary by technique

“ROR”

- Divide class into 2 teams and state the

rule of the game

- Monitor and correct

- Ask Ss to use the information in the

dialogue on page 121 to fill in the gaps

the report on page 127

- Give feedback and correct

- 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

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)

aloud

- Ask some students to write their work

on board for the whole class to

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

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

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

- T prepares 13 cards with numbers

on one side and verbs on the other

- T sticks the cards on the board so

students can only see the numbers

- T divides Ss into 2 teams and asks

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

WARM-UP Pelmanism

Infinitive - Past participle put break hold write make broken written held put cut made

- Present new words and then guide

Ss to read them in chorus

- Check vocabulary by technique

“What and where”

- Elicit the structures from Students

- Monitor and correct

PRESENTATION

I Vocabulary:

- (to) jumble (picture)

- (to) scatter (mime)

- (to) pull (mime)

- Ask Ss to look at exercise 1 on

page 128

- Have Ss fill in the gaps with the

right form of the verbs in the box

- Ask Ss to look at the exercise 2 on

page 128 and 129 and fill in the

gaps with right form of the verbs in

the box

- Call some Ss to go to the board

and write their answer (only the

- Monitor and correct

III Language focus 1

Answer key:

IV Language focus 2

Answer key:

3 broken 4.scattered 5.pulled

PRODUCTION

V Exercise 1 in Workbook (p.109):

Answer key:

a The rice was separated from the husk

b A fire is made by their camp by the boys

c This house was built more than one hundred years ago

d Every year millions of tons of rice are exported

h How many motorbikes are imported a year by Vietnam?

i His book was published by the publisher in 1996

j Our desk was repaired during the weekend

IV Consolidation: (2 minutes)

- T asks students to state the main form of passive voice

V Homework

- Do exercises 9 & 10 in your workbook

- Prepare Language Focus 3, 4

UNIT 13: FESTIVALS LESSON 6 – LANGUAGE FOCUS 3&4

A Aim: By the end of the lesson, Ss will be able to practise in reporting what was said

and know more about compound words

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

- T asks students to look at the

pictures quickly in 10 seconds

- T divides the class into 2 groups,

the group which answers correctly

and the fastest wins the game

- Present new words and then guide

Ss to read them in chorus

- Check vocabulary by technique

“Jumbled words”

- Elicit the structures from Students

- Monitor and correct

WARM-UP Kim’s game

- (to) fight (against) (mime)

- (to) export (antonym)

# (to) import

- a plumber (picture)

- a faucet (picture)

- attractively (translation)

* Checking: Jumbled words

II Presenting compound words:

- Elicit the examples and write them

on the board

- Deliver poster to Students

- Ask Ss to do the exercise on page

130 and write their answers on the

posters

- Have Ss to put their posters on the

board

- Give feedback and correct

- Set the scene: Yesterday, Lan's

grandmother, Mrs Thu, needed a

plumber A man came to her door

and said, "I'm a plumber"

blackboard

- He said "I'm a plumber"

- Ask Ss to report what the man said

and write on the board

- Ask Ss to pay attention on the

IV Presenting reported speech:

Model sentences: Reported speech

- He said he was a plumber

(reported/ indirect speech)

a Tenses:

a

a

a (article)

rice- water- fire- (noun)

cooking fetching matching (verb-ing)

Festival Competition

(noun)

changes

- Ask Ss to look at exercise 4 on

page 130 and do it

- Let Ss resay the sentences first then

ask them to write down

- Call some Ss to go to the board and

write sentences

- Correct

d Spelling

PRODUCTION

V Language Focus 4:

Answer key:

- b He said he could fix the faucets

- c the pipes were broken

- d new pipes were very expensive

- e Mrs Thu had to pay him then

IV Consolidation: (2 minutes)

- T asks students to state the main form of compound words and the changes in reported speech

V Homework

- Do exercises 11 in your workbook

- Prepare Getting started, Listen and Read (unit 14)