E8-UNIT 3-4 COT CHI TIET

UNIT LESSON 3: SPEAK PERIOD :14 DATE : GRADE : 8 SCHOOL: TEACHER : OBJECTIVES : By the end of the lesson,the Ss will be able to talk about the positions of the furniture. @VOCABULARY: a cupboard, a counter, a steamer, a rug, ,a cushion @SKILLS :Speaking TEACHING AIDS : text book, posters, pictures, equipments, cards,workbook PROCEDURES :  CONTENTS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES *Warm-up: Jumbled words vaobe, nured, ni tnorf fo, xent ot, desibe, wenebet, positeop *Set the scene of the title: Pictures POSITIONS of FURNITURE *Pre-Teach vocabulary: -a knife  knives (vis/realia) -a dish rack (visual) -a counter (visual) -a rug (vis/realia) -a cushion (vis/realia) + above (prep) =/= under (anto/exam) *Checking: Bingo !  Pre-Speaking: Brainstorming/Pictures couch stove  While-Speaking : Gap-Fill Eliciting Questions: 1. What’s this? (What are these?) It’s a calendar. 2. Where is the calendar? (Where are the…?) The calendar is on the wall ,… KEY: - The calendar is on the wall, under the clock and above the refrigerator. - The cupboard is on the wall, above the counter. - The bowl of fruit is between the rice cooker and the dish rack. It’s under the cupboard and on the counter. - The knives are on the wall, under the cupboard. - The sink is next to the stove and opposite the door. - The flowers are on the table….  Post-Speaking: Describe&Draw / Arrange • Asks Ss to close the books & gives instructions. • Has Ss arrange the letters into the correct order of the words. • Gets feedback & praises Ss. • Elicits the words & follows the steps for presenting vocabulary. • Asks Ss to close the books. • Gives instructions. • Devides Ss into groups. • Has Ss guess the words with the topic and run to the board to write down. • Shows the picture & poster on the board & gives instructions. • Models • Asks Ss to look at the picture and then ask & answer each other to fill in the gaps • Monitors & keeps Ss on the task. • Gives feedback & valuate Ss.  Groupwork.  Rearrange .  Listen to the T & follow the instructions.  Groupwork .  Think & guess certain words.  Compare with their partners.  Individual.  Give the answers.  The whole class  Listen & repeat.  Groupwork / Pair work  Ask & answer.  Do the task  Share & compare with their partners.  Give the answers by speaking from the passage cues and then writing them on the board . LIVING ROOM KITCHEN Scene setting: Mrs. Vui bought new furniture for her living- room. Discuss with a partner how to arrange them . Eliciting expressions &phrases for suggestions: SA: Where should we put the ….? SB: Let’s put the …. -OK / Yes / That’s right. I think we ought to / should put the… (I think the…should be put ) The … should be put … -No. Why don’t we put the…. Suggested KEY: - I think the coffee table should be between the couch and the armchair, and on the rug. - Let’s put the TV ,stereo and magazines on the shelf . - The shelf should be put at one of the corners, opposite the couch. - Let’s put the telephone and the lamp on the small table next to the couch. And we should put the chair beside the small table. - I think we ought to put the picture and the clock on the wall,the picture is under the clock and above the couch. ……………………………………………………………………………….  HOMEWORK: -Learn by heart vocabulary & draw out the living room with the furniture arranged. -Describe positions of furniture of one of the rooms in your house & draw them on paper. -Do Exercise 7 page 26 in WB E8. -Prepare new lesson READ page 31 & 32. • Asks Ss to try asking & answering each other. And then speaking out from arrangements • Gives instructions & indirect correction. • Gives comments on the period. • Gives homework.  Practse speaking. + Individual + Open pair + Close pair + Groupwork  Listen.  Take notes. LESSON PLAN UNIT LESSON 2 : LISTEN PERIOD : 13 DATE : GRADE : 8 SCHOOL: TEACHER : OBJECTIVES : By the end of the lesson, the Ss will be able to know how to make Special Chinese fried rice. @VOCABULARY:pan, oil, fry, garlic, ham, teaspoon @SKILLS :Listening, Writing, Speaking TEACHING AIDS : text book, posters, pictures, equipments, workbook PROCEDURES :  CONTENTS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES *Warm-up: Board racing Food and Drink *Set the scene: Mrs. Tu and Lan are cooking *Vocabulary: -a pan (visual/realia) -oil (n) (realia/visual) -garlic (n) (rea/vis) -ham (n) (vis/trans) -to fry (mime/exp) -a teaspoon (rea/visual) *Checking: Jumbled Words  Pre-Listening: Open Prediction 1. What dish are they cooking? 2. What equipments do they use to cook? 3. What spice do they use to cook?  While-Listening: Listen & Check Listening & checking the prediction. KEY: Special Chinese Fried Rice Listen & Select pictures Listening & selection the correct pictures. KEY: a) Fried Rice b) a pan c) garlic & green peppers d) ham & peas Listen & Ordering ideas a) put the rice in b) put a teaspoon of salt in c) put in a little oil d) fry the garlic and the green pepers • Asks Ss to close the books & gives instructions. • Devides Ss into 2 teams. • Gives game: Board racing. • Has Ss write the words of food and drink they know. One S - one word. • Gives Ss 2 minutes to do that. • Elicits the words & follows the steps for presenting vocabulary. • Asks Ss to guess Mrs. Tu and Lan’s works with the pictures. • Elicits with the questions & gives Ss the time for guessing. • Monitors & checks. • Gets feedback & praises Ss. • Sticks pictures on the board & gives instructions. • Reads the text 3 times or more. • Monitors & keeps Ss on the task. • Gives feedback & valuates Ss. • Shows poster on the board & gives instructions. • Asks Ss to listen to the text again & rearrange the statements into  The whole class.  Groupwork  Remember & write the words on the board quickly.  Listen to the T & follow the instructions.  The whole class.  Think & guess.  Compare with their partners.  Individual.  Give the answers.  The whole class.  Listen to the text to choose the right pictures .  Individual.  Do the task & compare with their partners.  Give the answers.  The whole class.  Groupwork / Individual.  Listen to the text & give the correct order. 3 e) put the big pan on the cooker f) put the ham and the peas in KEY: 1. e 4. f 2. c 5. a 3. d 6. b  Post-Listening: Write –it – up / Retell Rewrite or retell how to make Special Chinese Fried Rice. Example: First , we need a big pan. We put the pan on the cooker ,and then we…… Next,we… After that, we ….Finally,we…….  HOMEWORK: -Learn by heart vocabulary& write down and speak out how to cook instant noodles. -Do Exercise 4 page 22 & 23 in WB E8. -Prepare new lesson SPEAK page 28 & 29 correct order. • Runs through the statements. • Monitors & checks. • Feedback & praises Ss • Gives instructions & indirect correction • Gives comments on the period. • Gives homework.  Share & compare with their partners.  Give the answers.  Open the books & check the answers again.  Groupwork / Individual  Listen.  Take notes. LESSON PLAN UNIT LESSON 4 : READ PERIOD : 15 DATE : GRADE : 8 SCHOOL: TEACHER : OBJECTIVES : By the end of the lesson, the Ss will be able to identify the objects that are dangerous to children at home @VOCABULARY:precautions,a chemical, drugs, a match, a socket, bead, to injure, to cause @SKILLS :Reading TEACHING AIDS : text book, posters, pictures, equipments, workbook PROCEDURES :  CONTENTS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES 3 *Warm-up: Brainstorming *Set the scene of the title: Realia / Pictures What do they want to say in the poster? SAFETY PRECAUTIONS *Vocabulary: -a chemical (realia/vis) -drugs (n) (rea/vis) -a match (realia) -a socket (realia) -bead (n) (realia) -to cause (trans/exam) -to injure (exam/situa) -to kill (exp/exam) *Checking: Bingo  Pre-Reading: Pre-Questions Which objects can be dangerous to small children in a house? Checking the prediction  While-Reading: True/False Statements KEY: a) F d) F b) T e) T c) F f) T CORRECT:  a)It is safe to keep medicine in locked cupboards.  c)A kitchen is a dangerous place to play.  d)Playing with one match can cause a fire. Matching Match the suitable answers with the questions QUESTIONS a) Why must we put all chemicals and drugs in locked cupboards? 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? ANSWERS 1. Because playing with matches can cause a fire. 2. Because the dangerous objects can injure and kill children. 3. Because the kitchen is a dangerous place. • Asks Ss to close the books & gives instructions. • Has Ss give words about the topic & run to the Bb to write down. • Gets feedback & praises Ss • Elicits the words & follows the steps for presenting vocabulary • Sticks the poster on the board & gives instructions. • Runs through the question. • Asks Ss to guess by answering the question. • Feedback & praises Ss. • Shows poster & gives instructions. • Runs through the statements • Asks Ss to read the text to find the True or False statements. • Monitors & keeps Ss on the task. • Gives feedback & valuates Ss. • Sticks the poster on the board & gives instructions. • Has Ss match the questions with the suitable answers. • Makes sure. • Feedback & valuates Ss.  Groupwork.  Guess & say.  Listen to the T & follow the instructions.  Look at the poster & listen to the instructions.  Listen & give the meaning.  Do the task & compare with friends.  Give the answers.  Look at & listen.  Listen & give the meanings  Read the text silently & do the task.  Share & compare with their partners.  Give the answers.  The whole class.  Look at & listen  Individual / Groupwork.  Do the task  Share each other.  Give the answers. OBJECTS in a house S + must / mustn’t + infinitive V 4. Because children often try to eat and drink them. 5. Because children mustnt put any electrical sockets. Electricity can kill. KEY: a) 4 , b) 3 , c) 1 , d) 5 , e) - 2 Post-Reading: Write-it-up GRAMMAR ITEMS : 1. Why (Taùi sao) .? / -Because (Bụỷi vỡ) 2. Modals : must / mustnt Form: Meaning: Must (phaỷi) / Mustnt (khoõng ủửụùc) Use: Obligation / Caution Write a poster about safety precautions in the house MUST -We must keep all dangerous objects out of childrens reach. -We must put all chemicals and drugs in the locked cupboard. -We must cover electrical sockets. MUSTN T -We mustnt let children play in the kitchen. -We musnt let children play with matches or fire. -We mustnt leave children when they stay alone at home. -We mustnt ask children to do dangerous works. HOMEWORK: -Learn by heart vocabulary & rewrite the poster and add more ideas. -Do Exercises 5 & 6 page 24 & 25 in WB E8. -Prepare new lesson WRITE page 32 & 33. Gives instructions & indirect corrections. Gives comments on the period. Gives homework. Practise writing & share with their classmates Listen. Take notes LESSON PLAN UNIT LESSON 5: WRITE PERIOD : 16 DATE : GRADE : 8 SCHOOL: TEACHER : OBJECTIVES : By the end of the lesson, the Ss will be able to describe a room by using picture / word cues . @VOCABULARY:flour, a jar,a towel rack, lighting fixture,a vase, beneath @SKILLS :Writing 3 TEACHING AIDS : text book, posters, pictures, cards, equipments, handouts PROCEDURES :  CONTENTS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES *Warm-up: Arranging Arranging the furniture in the house by drawing them out. *Set the scene of the title: Pictures DESCRIPTION of ROOM *Vocabulary: -flour (realia) - a jar (rea/vis) -a towel rack (rea/vis) -lighting fixture (rea/vis) -a vase (rea/vis) -beneath (prep) (visual) *Checking: Matching  Pre-Writing: Pre -Questions 1. What room is it? 2. Where is the desk? 3. What are there on the desk? 4. What is there above the desk? 5. What is there near the desk? 6. What is it opposite the desk? Where is it? 7. How many windows are there? And Where?  While-Writing: Description / Building Sentence Looking at the description of Hoa’s room and using the word-cues to write about Hoa’s kitchen. KEY: This is Hoa’s kitchen. There is a refrigerator in the right corner of the room. The stove and the oven are next to the refrigerator. On the other side of the oven,there is a sink and the towel rack is next to the sink. The dish rack is on the counter, on 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, there is a table and four chairs. The lighting fixture is above the table, and there is a vase of flowersdirectly beneath the • Asks Ss to close the books. • Sticks the poster on the board & gives instructions. • Devides Ss into groups • Has Ss arrange the furniture in the house by drawing them out. • Gives Ss the guide picture. • Feedback & praises Ss. • Elicits the words & follows the steps for presenting vocabulary. • Shows poster on the board & gives instructions. • Runs through the questions. • Asks Ss to try on guessing & answer the questions. • Monitors & checks. • Gets feedback & praises Ss. • Has Ss practice writing description Hoa’s kitchen, using the eliciting questions in Pre- Writing • Writes the 1 st sentence as an example. • Monitors and helps  The whole class.  Look at & listen.  Groupwork.  Arrange & draw on the board  Listen to the T & follow the instructions.  Look at the poster & listen to the instructions.  Listen & give their meanings.  Do the task & compare with friends.  Give the answers.  Practice writing  Individual  Do the task from the model sentence written by theT. a desk folders a bookshelf a bed a window a clock a wardrobe lighting fixture.  Post-Writing: Sharing & Comparing  HOMEWORK: -Learn by heart vocabulary -Write a short paragraph to describe a room in your house. -Prepare new lesson LANGUAGE FOCUS page 34  37 • Asks Ss to share & compare each other about their writings • Gives instructions & indirect correction. • Gives comments on the period. • Gives homework.  Share & compare.  Ferform theirs to the class  Listen.  Take notes. LESSON PLAN UNIT AT HOME LESSON 1: GETTING STARTED + LISTEN & READ PERIOD : 12 DATE : GRADE : 8 SCHOOL: TEACHER : OBJECTIVES : By the end of the lesson, the Ss will be able to talk about the chores at home with using “ have to “ @VOCABULARY:chore,a steamer, a pan, a rice cooker, a cupboard @SKILLS :Listening , Reading 3 TEACHING AIDS : text book, posters, pictures, cards, handouts, workbook PROCEDURES :  CONTENTS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES @Getting Started: Brainstorming&Matching feed the chickens wash the dishes make the bed sweep the floor cook tidy the desk Matching the chores with the pictures page 27 Answering the questions about the pictures on the board. Ex: -What is she doing? -What do you have to do the chores at home? *Set the scene of the title: Pictures @Listen & Read: *Vocabulary: -chore (n) (vis/mime) -a steamer (visual/exam) -a pan (visual/exp) a sauce pan a frying pan -a rice cooker (visual) -a cupboard (vis/exam) *Checking: Matching  Pre-Listening & Reading:Open Prediction *Scene Setting: Mrs Vui is talking to Nam, her son on the phone about her coming home late tonight. 1. Mrs. Vui has to go and visit ________ after work. 2. She ‘ll be home ____________tonight . 3. Nam will have to_____________today . KEY: 1. Grandma , 2. after dinner , 3. cook dinner  While- Listening & Reading: Answer the questions 1. Where does Nam have to go ? 2. What does Nam have to buy? 3. Who does Nam call? And What’s Nam’s mother ‘s telephone message? KEY: 1. to the market , 2. some fish and vegetables , 3. his Aunt Chi and ask her to meet his mother at Grandma’s house  Post-Listening & Reading: Role play Practice the dialogue with a partner. GRAMMAR ITEMS: have to / ought to • Asks Ss to close the books. • Gives instructions. • Devides Ss into groups. • Has Ss guess the words with the topic and run to the board to write down. Then match words with pictures. • Feedback & praises Ss • Elicits the words & follows the steps for presenting vocabulary. • Asks Ss to guess where Mrs Vui will visit, when she’ll be home & what Nam will have to do. • Elicits & gives Ss the time for guessing. • Monitors & checks. • Gets feedback & praises Ss. • Shows poster & gives instructions. • Runs through the questions. • Reads the text 3 times or more. • Monitors & keeps Ss on the task. • Gives feedback & valuates Ss. • Asks Ss to try asking & answering each other. • Gives instructions & indirect correction.  Groupwork.  Guess certain words.  Match words with pictures.  Listen to the T & follow the instructions.  The whole class.  Think & guess.  Compare with their partners.  Individual.  Give the answers.  Look at & listen  Listen & give their meanings  Listen to the text to find the correct answers.  Compare with their partners.  Give the answers.  Practise speaking. + Individual + Open pair + Close pair CHORE S [...]... structures : have to / must / ought to ; the Reflexive pronouns ; ask & answer the questions with Why and Because @VOCABULARY: @SKILLS TEACHING AIDS PROCEDURES  :Speaking, Writing : textbook, pictures, posters, cards : CONTENTS TEACHER’S ACTIVITIES *Warm-up: Matching Match the verbs with the pictures page 34 KEY: a) tidy b) dust c) sweep d) clean e) empty f) feed *Grammar Points: Modals: must / have... #Exchange: A: What do you have to / ought to do today? B: I have to / ought to sweep the floor #Practice: Picture Cues / Word Cues 1 make the bed 2 tidy the desk 3 cook the meal 4 wash the dishes 5 feed the chicken ! Notes: Distinguish with“ must “(express an obligation action)  HOMEWORK: -Learn by heart vocabulary& practice the dialogue with “ have to / ought to” -Do Exercises1& 2 page 20 & 21 in WB E8 . of childrens reach. -We must put all chemicals and drugs in the locked cupboard. -We must cover electrical sockets. MUSTN T -We mustnt let children play in the kitchen. -We musnt let children. TEACHING AIDS : text book, posters, pictures, cards, handouts, workbook PROCEDURES :  CONTENTS TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES @Getting Started: Brainstorming&Matching feed the chickens wash. cause a fire. Matching Match the suitable answers with the questions QUESTIONS a) Why must we put all chemicals and drugs in locked cupboards? b) Why mustn’t we let children play in the