giáo án khối 8

Proceduce: 1, Warm up : Getting started SS look at the pictures on P.27 and tell their partner about the chores they oftrn do at home + Use the question: “What is she doing?” 2, Presen

Unit 3: At home (6 lession)

Lesson 1: Getting started - Listen and read

I Aims:

Reading the dialogue and practicing Model verbs: “have to”

II Teaching aids: - Pictures

- Tape III Proceduce:

1, Warm up :

Getting started

SS look at the pictures on P.27

and tell their partner about the

chores they oftrn do at home

+ Use the question:

“What is she doing?”

2, Presentation:

- Pre-teach:

A cupboard (n): kệ bát

A steamer (n): nồi hầm

A saucepan(n): cái chảo

A rice cooker (n): nồi cơm điện

Ought to = have to

- Presentation dialogue : (Listen and Read P.27)

+ Set the scene

+ get ss to listen and read the conversation then find out why Nam will have to cook

dinner tonight

Ought to

+ Model sentences:

a, I have to go and visit grandma after work

She has to go and visit grandma after work

b, You ought to go to the market your self

He ought to go to the market himself

3, Practice:

- Ss practice the conversation in pair then do exarcise in “Listen and Read 2” (P.28): Complete the list of the things Nam has to do:

+ cook the dinner

+ Go to the market

+ Buy some fish and vegetables

+ Call Aunt Chi

- Lets ss use the pictures in “Getting started” to practice new structure in groups of 3 students:

Example: a, I have to

She has to do the washing up

I ought to

4, Production:

- Ask ss to say what Nam has to do in “Listen and Read”

+ Nam has to cook dinner him self

+ Nam has to go to the market himself

+ Nam ought to buy some fish and vegetables

+ Nam ought to call Aunt Chi

- Let ss to make sentences about themselves, using have ought to

Examples: S1 I have to get up early (Hoa)

S2 Hoa has to get up early

5, Homework:

- Do exercise 1 -2 (P.20-21) in workbooks

Unit 3: At home

Lesson 2 - Speak

I Aims:

Talking about the prepositions for furnhiture in the kitchen and in the living - room

II Teaching aids: - Pictures

- Students themselves

III Procedure:

1, Warm up: Revision: Network

Matching: Preposition opposite each other

on # under

in front of # behind

to the left of # to the right of

in ,

2, Pre-speaking

- Pre - teach

+ a rug (n): tấm thảm

+ a calendar(n): lịch

+ a counter(n): bệ bếp

+ a cushion (n): gối ( đệm ghế)

- Revision: Making suggestions:

Let’s

We ought to

We should

3, Practice: While - speaking:

Speak 1 (P.28) :

- Let ss look at the picture on page 28 and talk about the position of each item

Example: S1: Where is the fruit?

S2” The fruit is in the bowl

Possible answers:

+ The calendar is on the wall

+ The sink is next to the stove

+ The cupboard is on the wall, above the counter

+ The knives are on the wall, under the cupboard

+ The bowl of fruit is between the rice cooker and the dish rack

+ The clock is on the wall

+ The flower are on the table

Speak 2 (P.29)

- Let ss work in pair to arrange the furniture in MrsVui living room

Example:

4, Post - speaking:

- Let ss write a description of the room where they has just arranged the furniture

- Ask some ss to say the writing before the class

5, Homework:

- Do exercise 7 (P.26) in workbooks

- Learn by heart new words

Unit 3: At home

Lesson 3: Listen

I Aims:

- Listening to a conversation to understand how to make “The special Chinese fried rice”

II Teaching aids: - Tape

- Pictures of students

III Procedure.

1, Warm up

Games: “Shark Attack”

- frying pan

- fried rice

- chicken

2, Pre- listening

- Ask some students to go to the board and draw picture in books (P.30)

A

B

- Let ss point the pictures on the board and work in pair

Example:

It’s rice What is this It’s a sauce pan

? It’s a frying pan

are they It’s chicken

It’s beef They are noodles

garlic and onions

garlic and green peppers

peas

- Set the scene and then ss guess what items Lan and Mr Tu use to cook the “Special Chinese Fried Rice”

3, While - Listening:

- Get ss to listem and check their predictions

* Answer keys: a, Fried rice

b, frying pan

c, garlie and green peppers

d, ham and peas

- Get ss to listen again and put the steps into the correct

1- Use the big pan 4, Fry the garlic and the green peppers 2- Put a little oil in it 5, Put the ham and peas in pan

3- Heat the pan 6, Put the rice and a teaspoon of salt in

4, Post - listening:

- Let some strong ss say the steps before class

- Ask ss work in groups to write the steps to cut to main course they like

5, Homeworks.

- Post - listening is as homework

- Write every new works 4 lines

Unit 3: At home

Lesson 4: Read

I Aims:

Reading for delails about safety precautions in the home giving practice in “Why” questions with “Because” answer

II Teaching aids: - Books

- Tape

Brainstorming:

Dangerous things in the home

destroy(v)=damage(v)

injure somebody (v): là bị thương ai đó

chemicals (n): hóa chất

bead (n): hạt

object (n)≈ thing

safety(n): ạư an toàn

- Let ss read new words then give True or False statements prediction (Read 1 - P.31)

3, While - reading

- Get ss to read the poster, then check their prediction

- Answer keys (Read 1 - P.31)

a, F: It is safe to keep medecine in locked cupboards

b, T:

c, F: The kitchen is a danggerous place

d, F: Playing with one match can start a fire

e, T

f, T

- Let ss discuss in pairs questions in exercise 2 (P.32) and practice asking and answering them

- Answer keys:

b, Because the kitchen is a dangerous place

c, Because it only takes one match to cause a fire

d, Because children often try to put something into them and electricity can kill

e, Because young children do not understand that many household objects are dangerous

- Ask ss to go to the board and write the answers

4, Post - reading:

- Give the questions and get ss to answer:

* - What is the most dangerous place for children in the home ?

- and why do you think so ?

- Name the most dangerous household objects for children and the reasons why they are dangerous ?

* Students’ opinions

5, Homework:

- Learn by heart new words

- Do exercise

Unit 3 - At home

Lesson 5: Write

I Aims:

Writing a description of a room

II Teaching aids: - Books, pictures or photos

- Word - square III Procedure:

1, Warm up:

Games : Word - square (Prepositions)

 next to, opposite

under, to, beneath, by

 behind, near, in

 from, in, on

 up

 up, to

2, Pre - writing

- Pre - teach

a towel rack (n): giá treo khăn

a lighting fixture(n): đèn chùm

beneath (pre) ≈ under

above (pre) ≈ on

folder(n): tập tài liệu

F D N I H E B O H

- Comprehension Questions:

Let ss read the description of Hoa’ s room on P.32 and answer these questions in pairs:

a, Why is on the left of the room? a, a desk

b, What are on the desk? b, many fold

c, Is there a book-shelf near the desk? c, No, it’s above

e, Is there a window on right of the room?e, Yes, there is

f, What is beside the window f, a wardrobe

g, Is the wardrobe next to the desk? g, No, it’s opposite

3, While-writing:

- Let ss work in groups of 4 to help one another describe room Use the picture and cues on P.33

- Ask ss to write a description of Hoa’s kitchen

Answers:

+ This is Hoa’s kitchen

+ There is a refrigerator in the firght corner of the room

+ Next to the refrigerator is the stove and oven

+ On the other side of the oven , there is a sink and next to the sink is a towel rack + The disk rack is on the counter, to the right of the window and beneath the shelves

+ On the shelves and on the counter beneath the window there are jars of sugar, flour and tea

+ In the middle of the kitchen is a table and four chairs

+ The lighting fixture is above the table, and beneath the lighting fixture is a vase with flowers

4, Post - writing:

- Let ss swap their writing with their partner, and pairs compare

- Ask 8 pupils to write thier description on the board (each writes one sentence)

- Elicit the correction from ss if there are mistakes in the writing

- Get ss to do exercise 3 (P.33): Write a description of a room in their house

5 Homework:

Do exercise 3 (P.33) (draw a picture)

Unit 3: At home

Lesson 6 - Language focus

I Aims:

- Purther practice in Reflexive Pronouns and Why questions with “Because” answers

II Teaching aids: - Papers

- Students themselves

- Pictures III.Procedure:

1, Warm up:

Pelmanism:

I YOU HE SHE YOU WE THEY IT

myself yourself himself herself yourselves ourselves themselves itself

2, Presentation and practice:

I, Reflexive pronouns:

- Get ss to read the “Pelmanism” in chorus

- Chain games:

wash the bicycle

make the bed feed the animals

do homework

Example: Mai: I washed the bicycle myself

Bao: Mai washed the bicycle herself and I made the bed my self

Lan: Mai washed the bicycle herself, Bao made bed himself and I

Language focus 3: Complete the dialogues Use the reflex pronouns in the box:

1- ourselves 3-yourself 5-herself

2- myself 4-himself 6-themselves

II, Modals: must, have to, ought to

- Language focus 1 : Look at the pictures Complete the dialogue Use must or have

to and verbs in the box

1- have to tidy

2- have to dust

3- have to sweep

4- must clean

5- must empty

6- must feed

* New words: chore (n): viêc nhà ≈ housework

dust (v): lau bụi

a fish tank (n): bể cá garbage(n): rác

- Language focus 2: Look at the pictures: Use “ought to ” give advice to these

people:

b, You ought to get up early

c, You ought to eat a lot of vegetables

have a diet

d, You ought to go the dentist

III, Why? - Because

- Language focus 4 Ask and answer questions about , Nam, Ha, Nga and Mrs

Vui using “Why - Because”

b, Nam: - Why did Nam have to cook dinner himself?

- Because his mother will be home lat

c, Mrs Vui: - Why dis Mrs Vui have to go home late?

- Because her mother was ill and Mrs Vui have to visit her after work

d, Ha: - Why did Ha have bad marks of English?

- Because she played computer games too much

e, Nga: - Why didn’t Nga go to the movie theater?

- Because she had to do all chores

3, Homework :

Revision

I Aims:

- Help ss review grammar and previous structures in unit 1-2-3

- Students will be able to practice them by doing exercises

II Teaching aids: The students themselves

III Procedure:

1- Tenses:

a, The present simple:

S+ V(s-es) / am - is - are

b, The past simple:

S + Ved / was - were

c, The future simple

S + will + V

shall

d, The present progessive:

am

S + is + Ving

are

2- Modal verbs :

must

S+ have/has to + V

ought to

3- Reflexive pronouns:

I  myself Weourselves

youyourself youyourselves

hehimself theythemselves

sheherself

ititself

4 - Structure: enough

S + + enough+ (for O) + to V

V Adv

b, S + V + enough + N (s)+ (for O) + to V

5, Adverbs of place

outside >< inside

here >< there

upstair>< downstair