TIENG ANH 8

Objectives: By the end of the lesson, students will be able to understand the dialogue and ues model verbs to talk about the housework.. - Ask students to look at the pictures and comple

Sunday, September 10, 2006.

Unit 3: at home.

Lesson: 1 Period: 14 Section: Getting Started

I Objectives: By the end of the lesson, students will be able to understand the

dialogue and ues model verbs to talk about the housework

II Contents: - Vocabulary

- Structure:

III Teaching Aids: 6 pictures……

IV Anticipated problems:

V Proceduces :

- Show 6 pictures to students

- Ask them to look at 6 pictures quikly in 30 seconds and try to remember the verbs in the pictures as many as possible

- Which team remembering more verbs is the winner

• Answer :

a wash dishes / do the washing up

b Make the bed

c Sweep the floor

d Cook

e Tidy up

f Feed the chicken

2 Pre – teach vocabulary.

- A sauce pan

* Checking: What and Where

- Write the words on the blackboard Each word is inside the circle

- Get students to repeat the wod and then rub out one f the words but don’t rub out the circle

- Get students to repeat the words including the rubbed out word by poiting at the empty circle

- Continue until all the circles are empty

- Ask students to go to the black board and fill in the circles with the correct words

- Set the scene of the dialogue between Nam and his mother, Mrs Vui

- Get students to listen to the dialogue while looking at their books

- Ask students to complete the list of the things Nam has to do

3 Presentation:

- cook dinner Nam has to - go to the market to buy fish and vegetables

- call his Aunt, Ms Chi and ask her to meet his mother

at grandma’s house

- Form : Has/ have to + Inf = Must + Inf.

- Use: * Exchange: What do you have to do?

I must do the washing up

- Use the picture cues drill

a Do the washing up

b Make the bed

c Sweep the floor

d Cook dinner

e Tidy my room

f Feed the chicken

4 Practice:

- Give students 7 wods

- Feed – empty – do – tidy – sweep – clean – dust

- Ask students to look at the pictures and complete the dialogue between Nga and Lan, Using must or have to

• Answer : Hav to do; must tidy; I have to dust; must sweep; have to clean; must empty; must feed

5 Home work:

- Ex: On Sunday morning, I have to tidy my room…

- I have to help my parents do the house work

- On Sunday afternoon, I have to do…

- And on the Sunday evening, I have to…

Unit 3: at home

Lesson: 2 Period: 15 Section: speak 1 - 2

I Objectives: 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

II Contents: - Vocabulary

- Structure:

III Teaching Aids: 2 pictuers on page 28 - 29

IV Anticipated problems:

V Proceduces:

1 Warm up : * Kim’s game:

- Divide the class in to two teams

- Show the picture of a kitchen to students

- Ask them to study the things in the picture

- Take away the picture and ask students to writedown as many things as they can remember

2 Presentation

- Which team having more things win the games

- Ask students the positions of the teams in the pictures

- Where is the clock? It’s above the fridge

The fruit? In the bowl

The flowrs? On the table

Rice cooker? Next to the bowl of fruit

Cupboard? On the wall , above the counter

Kniver? They are on the wall, under the cupboard

Dish rack? On the counter, next to the bowl of fruit

3 Practice:

- Get students to work in pairs, talking about the positionof each item

- Eg: The calender is on the wall, above the stove

- The knives are on the wall, under the cupboard

4 Further practice.

- Set the scene:

- Ask students look at the picture and talk about their ideas

Eg:

- Let’s put the clock on the wall, between the shelf and the picture

- OK I think we ought to put the TV and the stereo on the shelf

- I think the coffee table should be between the couch and and arm – chair

- Let’s put the telephone next to the couch

- I think we should put the magazines about the book on the shelves

- I think the shelves ought to be at one of the corners, opposite the couch

* Ask students to practice speaking

If the agree, they may use:

OK

You are right

If they disagree, they may use:

No, I think we’d better/ ought to put…

I think it should be…

5 Home work.

- Describe your living room / bedroom

Saturday, September 16, 2006.

Unit 3: at home.

Lesson: 3 Period: 16 Section: Read

I Objectives: By the end of the lesson, students will be able to understand the

safety precautions in the house and use why – because

II Contents:- Vocabulary

- Structure:

III Teaching Aids:Text book, picture,realias.

IV Anticipated problems:

V Proceduces:

Danger in the home

For children

Fire Gas

2 Pre – reading:

a Pre – teach vocabulary

- A precaution (Translation )

- A socket: (realia)

- A match: (realia)

- An object (Translation)

- Safety (Adj)

- To destroy (Translation )

- To injure: (picture)

* Checking: Slap the board

- Put the new words all over the blackboard

- Call two students or 2 teams of students to the front of the class Ask them to stand at an equal distance from the black board

- Teacher calls out one of the new words in the blackboard The one who first slaps the correct word is the winter, if the students play in the team, the winning team gets a mark Then ask two more students to come forward,etc…

b T/F statement prediction:

- Ask students to read the statements and guess which is true, which is false

a It is safe to leave medicine around the house

b Drugs can look like candy

c A kitchen is a suitable place to play

d Playing with match cannot start a fire

e Putting a knife in to an electrical socket is dangerous

- Give feedback

3 While – Reading:

a Reading the text :

a

b

c

d

e

f

F T F F T T

- Ask students to read the foster and check their prediction

- Ask students to correct if the statement is false

b Comprehension questions

- Ask students to work in pairs to find out the answers of these questions

a Why must we put all chemicals and drugs in a locked cupbord?

b Why mustn’t we let children play in the kitchen?

c Why mustn’t children play with matches?

d Why must we cover electrical sockets?

e Why do we have to put all dangerous objects out of children’s reach?

- Give feedback

4 Post reading:

- Ask students to work in groups, discussing about the topic

a Safety precautions in the street

b Safety precautions at school.

5 Home work:

- Practice in why questions with because – answer by doing the exercise

language focus

Unit 3: at home.

Lesson: 4 Period: 17 Section: Write

I Objectives: By the end of the lesson, students will be able to use the

reflexive pronouns

II Contents: - Vocabulary

- Structure:

III Teaching Aids: Text book, pictures.

IV Anticipated problems :

V Proceduces:

2

Tidy up Do our homework Re pair the machine

Water flower Clean the floor Fix the TV set paint the house

3 [[[

4 2 Presentation:

- Set the scene: “ You do your homework and no one helps you What do you say?”

I do my homework myself

- Explain the reflexive pronouns

- Form : We use I with myself

You yourself

He himself

She herself

We ourselves They themselves

It itself

- Emphasis pronouns : Used to emphasize a person or a thing

Eg: She cut herself

John saw himself in the mirror

3 While – reading: * Word cue drill:

a you/ do / homework Did you do your homework?

Yes I did it myself

b He / fix / washing machine Did he fix the washing machine?

Yes He fixed it herself

c Mary / cook / dinner Did Mary cook the dinner?

Yes She cook it herself

d These students / paint / the pictures

Did these students pains the pictures?

Yes They painted themselves

e You / do /your chores

Did you do your chores?

Yes We did ourshelves

- Ask students to run through the vocabulary first

- Ask them to practice the questions and then the answers

- Ask students to work in open pairs then closed pairs

4 Futher practice: * Complete the dialogue:

- Ask students to fill in the blanks with suitable reflexive or emphasis pronouns

- Give feedback

- Ask students to practice speaking in pairs

a Did soeone help Ba to draw the picture?

No He did it himself

b The repair man can’t fix the washing machine untill tomorrow

Come on We’ll have to try and do it ourserlves

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

Why did they killed themseves?

It’s along story.

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

Will you come to help us?

Yes I will But you will have to do it yourself first

5 Home work:

- Write 3 sentences with reflexive pronouns and 3 sentences with emphasis pronouns

Unit 3: at home.

Lesson: 5 Period: 18 Section: Langugue forcus

I Objectives: By the end of the lesson, students will be able to identify the right

item by listening and further practice in model verb: ought to

II Contents: - Vocabulary

- Structure:

III Teaching Aids:

IV Anticipated problems:

V Proceduces:

- Ask students to write down on their notebooks 5 things you can eat

- Prepare a list of food Then call out each word in aloud voice

- Students listen to the teacher carefully If anyone has the same things, they cross them out The first person crossing out all 5 things shouts “bingo” and win the game

* Suggested list of food: Chicken, beef, cake, candy, garlic, noodles, bread, rice, ham, peas…

2 Pre – listening:

5 * Predictions:

- Get students to look at page 30 and guess 4 things they use to cook the “ Special Chinese Fried Rice ”

- Give feed back

3.While – Listening:

- Students listen to the tape and check their predictions

- Give feedback

*Answer:

a Fried rice b Pan c Garlic and green peppers d Ham and peas

4 Presentation:

- Set the scene: “Hoa is very sad because she failed her English test What do you say to advise her?”

“ You should stady harder”

- Can you tell me another word for “should”? “Ought to”

- Use : “ ought to” as well as” “should” is used to give advice to someone

- Form : Ought to + Infinitive

5 Practice:

- Ask students to give advice to people in the pictures

* Answer:

a You ought to study harder

b You ought to get up early

c You ought to eat more fruit and vegetables

d You ought to see a dentist

- Get students to practice 4 exchanges in pairs

6 Production:

Noughts and crosses:

* Answer:

a He ought to go to the dentist’s

b She ought to get up early

c You ought to tidy you room

d You ought to clean it

e He ought to eat less meat and do exercise more often

f She ought to eat more

g You ought to practice more

h She ought to study harder

i You ought to fix it

7 Home work:

- Write some advice when your friend feels sick

Monday, September 26, 2006.

Unit 3: at home.

Lesson: 6 Period: 19 Section: Write.

I Objectives: By the end of the lesson, students will be able to write a description

of a room in their house

II Contents:- Vocabulary

- Structure:

III Teaching Aids:

IV Anticipated problems:

V Proceduces:

- Ask something about the room on page 32

- Which room is this?

- What’s this? Where is it?

2 Pre – Writing:

a Pre – teach vocabulary :

- Folder

- Beneath

- Towel rack

- Dish rack

- Lighting fixture

* Checking: Rub out and remember

3 While – Writing:

b Reading

- Ask students to read the discription of Hoa’s room, then ask some

comprehension questions

- Ask students to talk to share with their partners

- Correct the mistakes from disciptions

4 Post – Writing:

c Speaking :

- Ask students to talk to their partners about their room/living room

5 Homework:

- Ask students to write a description of their bedroom / living room

Test: English: Period: 20

Họ và tên học sinh:……… Lớp: 8……

Câu I: Hãy chon câu Trả lời đúng bằng cách khoanh tròn A,B,C – D.

1 The coffee table is……… the armchair and the couch

2 The clock is ……… the wall and under the picture

3 Let’s put the TV………… the shelf

Câu II: Hãy đặt câu hỏi cho các tình huống sau (sử dụng các từ trong ngoặc).

Example: I’m very thirsty (What / you / drink?)

What are you going to drink ?

1 My brother is going to Univercity in september

(What / he /study?)

………

2 My grandparents are coming for dinner tonight

( What / you / cook?)

………

3 Ba is working hard for his exams (when /he / have exams?) ………

C©u III: H·y viÕt mét ®o¹n v¨n vÒ ngêi b¹n th©n cña b¹n hoÆc b¹n qua th (tõ 70 120 tõ.) ………

………