Giáo án Tiếng Anh 8 Unit 3: At home

Teaching aids: Teacher: textbook, poster, pictures Students: textbook, notebook, pens, rulers.. Main activities: Teacher’s and students’ activities On the board - T shows 6 pictures in G

GIÁO ÁN ENGLISH 8

UNIT 3: AT HOMELESSON 1: GETTING STARTED - LISTEN AND READ (P 27, 28)

A Aim: By the end of the lesson, students will be able to understand the dialogue

between Nam and his mother and use modal verbs to talk about the housework

B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures

Students: textbook, notebook, pens, rulers

D Procedure:

I Class organization: 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 shows 6 pictures (in Getting started) to

students

- T asks them to look at 6 pictures quickly

in 30 seconds and try to remember the

verbs in the pictures as many as possible

- Then each team goes to the board - one

WARM UP

Kim's game

- Expected answers:

a Wash dishes/ do the washing up

b Make the bed

c Sweep the floor

by one - and writes down the activities in

the pictures The team remembering more

verbs is the winner

- T models 3 times then asks Ss to repeat

chorally and individually

- T sets the scene: “Nam’s mother – Mrs

Vui – is busy and she wants Nam to do

three things for her.”

- T gets Ss to listen to the dialogue while

looking at their books and complete the list

of the things Nam has to do

- T elicits the form by making questions

- a frying pan (picture)

* Checking: What and Where

II What Nam has to do?

+ Must: authority comes from speaker+ Have to: authority comes from outside

- T models two cues then asks Ss to repeat

chorally then individually

- T asks Ss to practice asking and

answering in pairs (open pairs – closed

pairs)

- Ss work in groups of four, discuss the

topic, then representative from each group

states their work

speaker or lawsExchange: What do you have to do?

I must do the washing up

PRACTICE

Picture - cued drill

1 do the washing up

2 make the bed

3 sweep the floor

- Talk about what we have to do and what

we mustn’t do in class: Write in fullsentences

IV Consolidation: (2 minutes)

- T asks students to state the form and use of must and have to

V Homework

- Write the things you have to do on Sundays.

Ex: On Sundays, I have to tidy my rooms, I have to help my parents do thehouse work,

- Do exercise 1 & 2

- Prepare SPEAK

UNIT 3: AT HOMELESSON 2: SPEAK 1 -2 (P 28, 29)

A Aim: By the end of the lesson, students will be able to use the prepositions of place to

talk about the positions of furniture in the house

B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures

Students: textbook, notebook, pens, rulers

D Procedure:

I Class organization: 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 divides the class into 2 teams (House

& Home)

- T asks both teams – one by one – to go

to the board and write down as many

things in the kitchen as possible within 3

minutes

- The team which has more correct words

will win the game

- T elicits words from Ss and models 3

PRESENTATION

I Vocabulary:

- a rug (picture)

- T shows the picture on page 28 and asks

Ss the positions of the items in the picture:

- T gets Ss to work in pairs, talking about

the position of each item

- T sets the scene: "Mrs Vui bought some

new furniture for her living room, but she

- a lighting fixture (picture)

- a coffee table (picture)

- a counter (picture)

- a calendar (picture)

- a dish rack (picture)

* Checking: Slap the board

II Questions:

a Where is the clock?

b Where is the fruit?

c Where are the flowers?

d Where is the rice cooker?

e Where is the cupboard?

f Where are the knives?

g Where is the dish rack?

* Expected answers:

a It's above the fridge

b in the bowl

c on the table

d next to the bowl of fruit

e on the wall, above the counter

f they are on the wall, under the cupboard

g on the counter, next to the bowl of fruit

PRACTICE Ex: The calendar is on the wall, above the

cannot decide where to put it Please help

her to arrange the furniture"

- T asks Ss to look at the picture on page

29 and talk about their ideas

- T asks Ss to practice speaking using the

expressions

- Ss work in pairs, try to use expressions

to make a meaning and logical dialogue

- T calls some pairs to demonstrate

+ I think the shelves ought to be at one ofthe corners, opposite the couch

IV Consolidation: (2 minutes)

- T asks students to state the main expressions in talking about the positions of things

V Homework

- Prepare the next part of the lesson: Listen and Language Focus 3

UNIT 3: AT HOMELESSON 3: LISTEN & LANGUAGE FOCUS 3 (P 30, 35, 36)

A Aim: By the end of the lesson, students will be able to identify the right item by

listening and use reflexive pronouns

B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures

Students: textbook, notebook, pens, rulers

D Procedure:

I Class organization: 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 divides Ss into 2 groups and asks

each group to write down the food we

eat

- Ss write down and T checks

- T elicits each word and models

thrice

WARM UP

Who are quicker?

Expected answer: meat, chicken, soup, garlic,

onion, rice, noodles, cabbages, green pepper,etc

- Ss copy down

- T gets Ss to look at P 30 and guess 4

things they use to cook the "Special

Chinese Fried Rice"

- T has Ss listen to the tape twice or

thrice and checks their prediction

- T sets the scene: “You do your

homework and no one helps you What

do you say?'

- a repairman (explanation = a person whose job

is to repair things)

- (to) try (translation)

- (to) kill (explanation = to makesomebody/something die)

* Checking: what and where

a fried rice, b pan, c garlic and green peppers,

d ham and peas

- T explains the reflexive Pronouns and

their usage, giving examples

- Ss copy down

- T models two cues then asks Ss to

repeat chorally then individually

Ex: 1 Did you do your homework?

Yes, I did it myself

- T asks Ss to practice asking and

answering

- Open pairs – closed pairs

- T asks Ss to fill in the blanks with

Ex: She cut herself

I build the house myself

PRACTICE

Model sentence:

Did you do your homework?

Yes I did it myself

Word cued drill

1 you / do / homework

2 He / fix / washing machine

3 Mary / cook / dinner

4 These students / paint / the pictures

5 You / do / your chores

FURTHER PRACTICE

Complete the dialogue

- Expected answers:

a Did someone help Ba to draw that picture? -

No He did it himself

suitable reflexive pronouns or

c What's the matter, Hoa?

- I cut myself

Let me see Oh, it's all right You didn't cut yourself badly

d Why are you crying, Nga?

- I have just watched the movies Romeo and Juliet The boy killed himself and then the girl killed herself as well

Why did they kill themselves?

- It's a long story

e Boys and girls, you'll do the experiment this afternoon

- Will you come to help us?

Yes, I will But you have to do it yourselvesfirst

IV Consolidation: (2 minutes)

- T asks students to state the main usage of Reflexive pronouns

V Homework

- Prepare the next part of the lesson: Read

- Do exercise 3, 4 in workbook

UNIT 3: AT HOMELESSON 4: READ 1 -2 (P 31, 32)

A Aim: By the end of the lesson, students will be able to understand the safety

precautions in the house and use Why - Because

B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures, realia

Students: textbook, notebook, pens, rulers

D Procedure:

I Class organization: 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 divides Ss into 2 groups and asks

each group to come to the board and

write the things that cause danger for

children in the home

- Ss play in group and take turns to

write down the words

WARM UP

Brainstorming:

Dangers in the home for children Drug

Electricity

Knife Boiling

water

Gas Fire

- T models 3 times and gets Ss to

repeat

- Ss copy down

- T divides class into 2 teams to play

the game “slap the board”

- T elicits: “There are many dangerous

things in your house Followings are

some advice to make sure safety

precaution”

- T asks Ss to read the statements and

guess which are true, which are false

- safety (antonym: danger)

- (to) destroy (translation)

- (to) injure (picture)

- chemical (n) (example: H2SO4, NaCl)

- out of children’s reach (translation)Checking vocabulary: Slap the board

II True - False prediction

1 It is safe to leave medicine around the house

2 Drugs can look like candy

3 A kitchen is a suitable place to play

4 Playing with one match cannot start a fire

5 Putting a knife into an electrical socket isdangerous

6 Young children do not understand that manyhousehold objects are dangerous

- Ss read the poster and check their

prediction

- T asks Ss to correct false statements

- T asks Ss review the form and usage

of “Why”

- T asks Ss to work in pairs to find out

the answers to these questions

- T asks Ss to practice asking and

F It is dangerous to leave medicine

around the house

II Comprehension questions Form:

Why + V(Aux) + S + V + O?

 Because + S + V

Usage: to state the reason

1 Why must we put all chemicals and drugs in

a locked cupboard?

2 Why mustn't we let children play in thekitchen?

3 Why mustn't children play with matches?

4 Why must we cover electrical sockets?

5 Why do we have to put all dangerous objectsout of children's reach?

- Expected answers:

answering the questions in pairs

- Open pairs and closed pairs

- T asks Ss to work in groups of 6,

discussing the topics and write on

poster (half of the class discusses the

first topic and the rest discusses the

second)

- Two representatives from each group

present in front of the class

- T comments and gives feedback

1 Because children often try to eat and drinkthem

2 Because the kitchen is a dangerous place

3 Because playing with one match can causethe fire

4 Because children often try to put somethinginto electrical sockets and electricity can kill

5 Because the dangerous objects can injure orkill children

POST - READING Discussion

1 Safety precautions on the street.

2 Safety precautions at school.

IV Consolidation: (2 minutes)

- T asks students to state the main activities to avoid dangers at home

V Homework

- Prepare the next part of the lesson: Write

- Do exercise 5 & 6 in workbook

UNIT 3: AT HOMELESSON 5: WRITE (P 32, 33)

A Aim: By the end of the lesson, students will be able to write a description of a room in

their house

B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures

Students: textbook, notebook, pens, rulers

D Procedure:

I Class organization: 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 divides Ss into 2 groups and asks

each group to write down the things in

- T asks Ss some information about

the room on p 32:

+ which room is this?

+ what's this? Where is it?

- T models thrice and gets Ss to repeat

- T gets Ss to copy the words into their

books and then ask them to close the

books

- T rubs out the new words one at a

time Each time T rubs out a word in

English, points to the Vietnamese

translation and asks "what's this in

English?" When all the English words

are rubbed out, T goes through the

Vietnamese list and gets Ss to call out

the English words

- T asks Ss to read the description of

Hoa's room, then asks some questions

a What is there on the left of the room?

b Where is the bookshelf?

c What is there on the right side of the room?

d Where is the wardrobe?

- Expected answers:

a There is a desk on the left of the room

b The bookshelf is above the desk

c There is a window on the right side of theroom

d The wardrobe is beside the window and

- T asks Ss to describe Hoa's kitchen

in pairs

- T asks Ss to share with their partners

- T corrects the mistakes from some

descriptions (if any)

- T asks Ss to talk to their partners

about their room (bedroom / living

This is Hoa's kitchen

There is a refrigerator in the right corner of theroom Next to the refrigerator are the stove andthe oven On the other side of the oven, there is

a sink and next to the sink is a towel rack Thedish rack stands on the counter, on the right ofthe window and beneath the selves On theshelves and on the counter beneath the window,there are jars of sugar, flour and tea In themiddle of the kitchen, there are a table and fourchairs The lighting fixture is above the table,and directly beneath the lighting fixture is a vasewith flowers

POST - WRITING

Speaking

Talk to your partner about a room in your house

IV Consolidation: (2 minutes)

- T asks students to go through the main points used to describe a room

V Homework

- Describe a room in your house

- Prepare the next part of the lesson: Language focus 1, 2, 4

UNIT 3: AT HOMELESSON 6: LANGUAGE FOCUS 1, 2, 4 (P 36)

A Aim: By the end of the lesson, students will be able to use the structure Why –

Because and further practice in modal verb: ought to

B Methods: Communicative approach

C Teaching aids: Teacher: textbook, poster, pictures, realia

Students: textbook, notebook, pens, rulers

D Procedure:

I Class organization: 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’

- T divides class into 2 teams and

asks Ss to go to the BB and write

down things they can/can’t do

- Ss of two teams take turn to write

the activities on board

- T checks

WARM UP

Brainstorming

Things you can

the floor

Tidy up

Water flowers

Do our homewor k

- T elicits words from students and

gets them to repeat thrice

- T sets the scene: "Hoa is very sad

because she failed her English test

What do you say to advise her?"

“Can you tell me another word for

"should"”?

- Ss listen to T and answer:

"You should study harder."

- "ought to"

PRESENTATION

I Vocabulary:

- (to) sweep (mime)

- (to) empty (translation)

- (to) dust (mime)

- a fish tank (picture)

- garbage (n) (picture)

* Checking: Slap the board

II Presenting Modal Verbs:

Form: ought to + infinitive Usage: to give advice to someone, to express

authority coming from outside the speaker (e.g laws

Things you can't do

Paint the house Fix the

TV set