- 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 [r]
Trang 1GIÁO 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
by one - and writes down the activities in
the pictures The team remembering more
verbs is the winner
WARM UP
Kim's game
- Expected answers:
a Wash dishes/ do the washing up
b Make the bed
c Sweep the floor
d Cook
e Tidy up
Trang 2- 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 outsidespeaker or laws
Exchange: What do you have to do?
Trang 3chorally 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
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,
Trang 4- 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
PRESENTATION
I Vocabulary:
Trang 5- T elicits words from Ss and models 3
times
- 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
- a rug (picture)
- 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
Trang 6- T sets the scene: "Mrs Vui bought some
new furniture for her living room, but she
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
Ex: The calendar is on the wall, above the
+ I think the shelves ought to be at one ofthe corners, opposite the couch
Trang 7IV 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
WARM UP
Who are quicker?
Expected answer: meat, chicken, soup, garlic,
onion, rice, noodles, cabbages, green pepper,
Trang 8- Ss write down and T checks
- T elicits each word and models
thrice
- 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
- (to) try (translation)
- (to) kill (explanation = to make somebody/something die)
* Checking: what and where
a fried rice, b pan, c garlic and green peppers,
d ham and peas
PRESENTATION
REFLEXIVE PRONOUNS Form:
Trang 9homework and no one helps you What
do you say?'
- 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
- We do not use reflexive pronoun with “feel,
relax, concentrate” or actions which people
usually do to themselves (e.g wash, shave,dress)
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
Trang 10- T asks Ss to fill in the blanks with
suitable reflexive pronouns or
emphasis pronouns
- T gives feedback
- T asks Ss to practice speaking in
pairs
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
b The repair man can’t fix the washing machineuntil tomorrow - Come on We'll have to tryand do it ourselves
c What's the matter, Hoa?
- I cut myself
Let me see Oh, it's all right You didn't cutyourself badly
d Why are you crying, Nga?
- I have just watched the movies Romeo andJuliet The boy killed himself and then the girlkilled herself as well
Why did they kill themselves?
- It's a long story
e Boys and girls, you'll do the experiment thisafternoon
- 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
Trang 11V 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:
Electricity
Dangers in the home for children
Drug
Knife Boiling
water
Gas Fire
Trang 12- 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
Trang 13- 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
5 Putting a knife into an electrical socket isdangerous
6 Young children do not understand that manyhousehold objects are dangerous
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
Trang 14- T asks Ss to practice asking and
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
4 Why must we cover electrical sockets?
5 Why do we have to put all dangerous objectsout of children's reach?
- Expected answers:
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 HOME
Trang 15LESSON 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
Trang 16+ 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
- T asks Ss to describe Hoa's kitchen
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 andopposite the desk
Trang 17- 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)
Trang 18A 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
the floor
Tidy up Water flowe rs
Do our homewor
Trang 19- 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."
- (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