Giáo án Tiếng Anh 8 Unit 6: The young pioneers club

Aim: By the end of the lesson, students will be able to understand the dialogue and practice in gerunds used after some verbs: love, live, hate, enjoy.. Teaching aids: Teacher: textbook,

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GIÁO ÁN ENGLISH 8

UNIT 6: THE YOUNG PIONEERS CLUB LESSON 1: LISTEN AND READ - LANGUAGE FOCUS 2 (P 54, 61)

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

practice in gerunds used after some verbs: love, live, hate, enjoy

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’

- T prepares 6 pictures of activities

that the Ho Chi Minh Young

Pioneer and Youth Organization

participate in, sticks them on board

in 30 seconds and gets Ss play

Kim’s game

- Ss are divided into 2 teams

WARM-UP Kim’s game

- Expected answers:

1 helping blind people

2 helping elderly people

3 helping handicapped children

4 cleaning up beaches

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- T gives feedback

- T asks Ss some questions about

their activities and their summer

holidays

+ What do you usually do on your

summer holiday?

+ Are you members of the Young

Pioneers and Youth Organization/

+ Are there any activity programs

for the summer?

+ Do you take part in them?

+ What activity do you like most?

- Model 3 times and have Ss to

repeat

- Set the scene: Nga is a student in

5 caring for animals

6 taking part in sports

PRESENTATION

I Pre - teach vocabulary

- (to) enroll [translation]

- an application form [visual]

- Youth Pioneer (n) [explanation]

- Youth Organization (n) [example]

= Doan Thanh Nien Cong San Ho Chi Minh, DoiThieu Nien Tien Phong Ho Chi Minh, etc

- handicapped children (n) [picture]

- (to) care for [synonym]

= (to) take care of

Checking vocabulary: Slap the board

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grade 8 She wants to enroll in the

activities for summer

- Ask Ss to listen and read the

dialogue at the same time

- Get them to work in pairs and

complete Nga's particulars

- Ask Ss some questions to check

their understanding:

+ What's her name?

+ Where does she live?

+ When was she born?

+ What are her hobbies?

- What is after "likes"?

- What is after "enjoy"?

- What do we call "drawing" and

"acting"?

- What is the form of "gerunds"?

- When do we use gerund?

- Model the first 2 cues, Ss repeat

chorally and then individually

- Ask some pairs of Ss to practice

asking and answering (closed

+ Interest: drawing, outdoor activities,acting

PRACTICE

III Gerunds and To-infinitive

- Form:

Like, love, enjoy, hate + gerund (V-ING)

- Drill: Word - cue drill

a play soccer / volley ball

b Watch TV / Listen to music

c Read books / do homework

d chat with friends / do the housework

e cook meal / decorate the house

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- Ask Ss to copy down the chart on

p 61

- Ask Ss to work in groups of three

to ask their friends and tick on the

chart

- Give feedback by asking Ss to

report their friends' hobbies

Ex: Nam loves playing soccer He

doesn’t like cooking and especially

hates washing dishes

- Exchange: What are your hobbies?

I like/ love playing soccer and volleyball

PRODUCTION

Survey:

love ()like ()don’t like ()hate ()

- Report:

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IV Consolidation: (2 minutes)

- T asks students to list some verbs having Gerunds and give examples

V Homework

- Prepare the next part of the lesson: Speak A and Language focus 3a

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UNIT 6: THE YOUNG PIONEERS CLUB LESSON 2: SPEAK A - LANGUAGE FOCUS 3A (P 55, 62)

A Aim: By the end of the lesson, students will be able to ask for and respond to favors.

D Procedure:

III New lesson:

2 Main activities:

- Ask Ss to work in 2 teams and

play the game

- Ask Ss the meaning of the word

FAVOR

- Expected answers: sự giúp đỡ, sự

chiếu cố, ân huệ

- What do you say to ask for a

Asking for favor Responding for favor

- Can/Could you help

me please?

- Could you do me a

- Certainly/of course /sure

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+ Could you do me a favor?

+ need some help

+ Certainly / Of course / sure

+ When do you ask for favor?

+ How do you say to respond to

favor?

- Ask Ss to copy down the phrases

- Ask Ss to work in pairs to do

- What can I do for you?

- How can I help you?

- I'm sorry I'm reallybusy

PRACTICE

- Expected answers:

A Could you help me please?

Yes, certainly

Can you buy a ticket for me?

B Could you do me a favor?

What can I do for you?

Can you take me across the road?

C I need a favor

How can I help you/

Could you help me with this math problem?

D Can you help me please?

Yes, of course

Can you water the flowers in the garden?

PRODUCTION

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- Set the scene then ask Ss to make

a dialogue between Mrs Ngoc and

Hoa Mrs Ngoc is carrying a

heavy bag, but she's hurt her arm

so she needs some help

- Ask Ss to practice the dialogue in

pairs

- Ask Ss to make similar dialogues

about some of the following

situations

- Ask Ss to make another dialogue

and then practice in pairs

Dialogue:

Mrs Ngoc: Could you do me a favor, please?

Hoa: Sure, what can I do for you?

Mrs Ngoc: Can you help me to carry my bag I'vehurt my arm

Hoa: Certainly I'll help you

Mrs Ngoc: Thank you very much That's very kind

Your neighbor: Could you help me, please?

You: Of course How can I help you?

Your neighbor: Can you help me to tidy the yard? I've broken my leg

You: Certainly I'll help you

Your neighbor: Thank you very much That's very kind of you

B Your friends needs help fixing her bicycle because she has a flat tire

- T asks students to state the main structures of FAVOR

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V Homework

- Prepare the next part of the lesson: Speak B and Language focus 3b

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UNIT 6: THE YOUNG PIONEERS CLUB LESSON 3: SPEAK B - LANGUAGE FOCUS 3B (P 56, 62)

A Aim: By the end of the lesson, students will be able to offer and respond to assistance.

D Procedure:

III New lesson:

2 Main activities:

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- T divides class into 2 teams,

each team takes turns to go to the

board and write down the words

from the Word square

- Ss play in teams

- T checks their answers

- T models thrice and gets Ss to

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- Ask Ss to listen to the dialogue

between a receptionist and tourist

*Checking Vocabulary: ROR

II Presenting the structures:

- Situation: A receptionist wants to help a tourist

who needs to go to the nearest bank

Receptionist: May I help you?

Tourist: Yes Can you show me the way to the

nearest bank?

Receptionist: Sure Turn right when you get out of

the hotel Turn left at the first corner It’s on yourright

Tourist: Thank you very much.

- Expected answers:

1 May I help you?

2 For offering assistance

3 Do you need any help? Let me help you

4 Yes No, thank you

* Form:

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- Ask Ss to repeat chorally and

then individually all the phrases

in the chart

- Ss work in pairs, make

dialogues to offer and respond to

assistance based on the situations

- Ask Ss to complete the

dialogues in exercise 3b (p 62)

- Call on some Ss to practice the

dialogue in front of the class

- Ask Ss to practice three

dialogues in pairs

- Ask Ss to work in closed pairs

- Ask Ss to work in pairs, and

then perform in front of class

- T gives feedback

- T asks students to state the main structures ofASSISTANCE

V Homework

PRACTICE

1 Situations for assistance:

a a tourist needs to find a police station because she lost money

b your aunt needs to buy some vegetables because she is busy cooking meal

2 Language Focus 3b:

- Expected answers:

1 A: May I help you?

B: Yes Thank you Could you fill in this form for me?

2 A: Do you need any help?

B: No, thank you I'm fine

3 A: Oh, this bag is heavy

B: Let me help you

A: Yes That's very kind of you

PRODUCTION Dialogue build

In pairs, think of 3 situations to offer and respond to assistance and play the roles in front

of class

Offering assistance responding assistance

- May I help you?

- Do you need anyhelp?

- Let me help you

- Yes That's very kind ofyou

- No, thank you

- No, thank you I'm fine

- I can manage

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- Prepare the next part of the lesson: Listen.

UNIT 6: THE YOUNG

PIONEERS CLUB

LESSON 4: LISTEN (P 56)

A Aim: By the end of the lesson, students will be

able to listen to a song to fill in the gaps

C Teaching aids: Teacher: textbook, poster,

pictures

Students: textbook, notebook,pens, rulers

D Procedure:

III New lesson:

1 Setting the scene: Included in the

WARM-UP

2 Main activities:

Teacher’s and students’ activities

- T divides class into 2 teams, T plays

the CD once and the team that gives

signals first will answer the name of the

song The team that has more correct

names will be winner

- Ss play in teams

- T gives feedback

- T models thrice and gets Ss to repeat

Listen and guess what songs they are:

- Expected answers:

1 yesterday once more

2 over and over

3 happy new year

4 yesterday

5 love is blue

6 season in the sun

7 love story

I Pre - teach vocabulary:

- (to) unite [translation]

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- Ask Ss to guess the words to fill in

the gaps in the songs (p 56), and then

share with their partners

- Ask Ss to listen to the song twice to

fill in the missing words then share

with their partners

- T calls some Ss to read out loud their

answers

- Ss compare the answers with a

partner

- T sticks the chart on board and asks

Ss to do the exercise in pairs

- T calls some pairs to give their

Let's make a stand

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- T asks students to sing the songs

V Homework

- Prepare the next part of the lesson: Read

READ (P 57)

able to know more about youth organization - the

Boy Scouts of America (BSA)

pictures

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D Procedure:

III New lesson:

1 Setting the scene: Included in the

WARM-UP

2 Main activities:

activities

-Divide the class into 2 teams 6 Ss

from each team will write the right

words The team which finishes

first with more right words will

win the game

- model 3 times and get Ss repeat

I Pre - teach vocabulary:

- (to) encourage [explanation]

- citizenship [translation]

- coeducational (adj) [translation]

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- T sets the scene: “You are going

to read a passage about the Boy

Scout of America”

- Stick the poster with the

statements on the BB and have Ss

guess which is T, which is F

- Give feedback

- Ask Ss to read the passage on p

57 and check if their prediction is

correct or not

- Ask them to correct false

statements

- voluntary (adj) [translation]

- (to) establish [synonym]

= to start, to create an organization

- personal fitness [synonym]

= health

- organization (n) [explanation]

= group, association

Checking vocabulary: Slap the board

II T / F Statements Prediction

1 The Boy Scout of America is a youthorganization

2 Scouting began in America

3 William Boyce is a businessman in London

4 Boys and girls can join BSA

5 The Scouting Association is the biggest voluntaryyouth organization in the world

F

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- Have Ss work in pairs to do the

exercise 1 on p 57

- Ask Ss to work in pairs,

practicing asking and answering

- Call on an excellent student in

class to practice with the teacher:

IV Fill in the missing dates

1 Scouting began in England in 1907

2 The meeting between a boy scout and Mr.William Boyce led to the Scout Associationcrossing the Atlantic in 1910

3 Girls can join in the Girls Guides Association andCamp Fire Boys and Girls

4 They are building characters, good citizenshipand personal fitness

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+ T - interviewer

+ S - member of BSA

- Call some pairs to play the roles

of the interviewer and the member

5 Is it the largestvoluntary YouthOrganization in theworld?

6 Are you pleased tojoin the BSA?

- T asks students to summarize the main ideas of the

passage

V Homework

- Prepare the next part of the lesson: Write

- Write the summary of the BSA

PIONEERS CLUB

LESSON 6: WRITE 1 - 2 (P 58, 59)

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able to write a letter about a future plan using "begoing to"

pictures

D Procedure:

III New lesson:

1 Setting the scene: Included in the UP

WARM-2 Main activities:

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- T asks students to summarize the main steps of aletter

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