Giáo án Tiếng Anh 8 Unit 3: At home

GIÁO ÁN ENGLISH UNIT 3: AT HOME LESSON 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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP Kim's game - T shows pictures (in Getting started) to - Expected answers: students a Wash dishes/ the washing up - T asks them to look at pictures quickly b Make the bed in 30 seconds and try to remember the verbs in the pictures as many as possible c Sweep the floor - Then each team goes to the board - one by one - and writes down the activities in d Cook the pictures The team remembering more e Tidy up verbs is the winner PRESENTATION - T models times then asks Ss to repeat chorally and individually I Vocabulary - a rice cooker (picture) - a steamer: (picture) - a cup board: (picture) - a saucepan: (picture) - a frying pan (picture) * Checking: What and Where - T sets the scene: “Nam’s mother – Mrs II What Nam has to do? Vui – is busy and she wants Nam to Nam has to three things for her.” + cook dinner - T gets Ss to listen to the dialogue while looking at their books and complete the list + go to the market to buy fish and of the things Nam has to vegetables - T elicits the form by making questions - Ss copy down + call his aunt, Ms Chi and ask her to meet his mother at grandma's house Form: Has / have to + infinitive = Must + infinitive Meaning: Phải (làm gì) Use: express obligation or necessity + Must: authority comes from speaker + Have to: authority comes from outside speaker or laws Exchange: What you have to do? - T models two cues then asks Ss to repeat chorally then individually I must the washing up PRACTICE - T asks Ss to practice asking and Picture - cued drill answering in pairs (open pairs – closed pairs) the washing up make the bed sweep the floor cook dinner tidy my room - Ss work in groups of four, discuss the feed the chickens topic, then representative from each group FURTHER PRACTICE states their work Group discussion - Talk about what we have to and what we mustn’t in class: Write in full sentences Expected answers: Have to: keep silent, homework, learn last lessons, raise opinion, Mustn’t: make noise, be late, fall sleep, wear jeans 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 on Sundays Ex: On Sundays, I have to tidy my rooms, I have to help my parents the house work, - Do exercise & - Prepare SPEAK UNIT 3: AT HOME LESSON 2: SPEAK -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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T divides the class into teams (House Game: What are there in the kitchen? & Home) Expected answers: - T asks both teams – one by one – to go Stove, sink, bowl, knife, lighting fixture, to the board and write down as many refrigerator, table, chair, pan, saucepan, things in the kitchen as possible within chopstick, cup, glass, plate, spoon, minutes - The team which has more correct words will win the game PRESENTATION I Vocabulary: - T elicits words from Ss and models - a rug (picture) times - a lighting fixture (picture) - a coffee table (picture) - a counter (picture) - a calendar (picture) - a dish rack (picture) * Checking: Slap the board II Questions: - T shows the picture on page 28 and asks a Where is the clock? Ss the positions of the items in the picture: b Where is the fruit? - T gets Ss to work in pairs, talking about c Where are the flowers? the position of each item 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 - T sets the scene: "Mrs Vui bought some new furniture for her living room, but she Ex: The calendar is on the wall, above the cannot decide where to put it Please help stove her to arrange the furniture" The knives are on the wall, under the - T asks Ss to look at the picture on page cupboard 29 and talk about their ideas FURTHER PRACTICE - T asks Ss to practice speaking using the expressions USEFUL EXPRESSIONS: Agreeing - Ss work in pairs, try to use expressions to make a meaning and logical dialogue OK - T calls some pairs to demonstrate You're right Disagreeing No, I think we'd better / ought to put I think it should be - Expected answers: + 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 the armchair + Let's put the telephone next to the couch + I think we should put the magazine above the books on the shelves + I think the shelves ought to be at one of the corners, opposite the couch IV 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 UNIT 3: AT HOME LESSON 3: LISTEN & LANGUAGE FOCUS (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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T divides Ss into groups and asks Who are quicker? each group to write down the food we Expected answer: meat, chicken, soup, garlic, eat onion, rice, noodles, cabbages, green pepper, - Ss write down and T checks etc PRE-LISTENING Vocabulary: - green pepper (n) (picture) - T elicits each word and models - ham (n) (realia) thrice - garlic (n) (realia) - Ss copy down - a repairman (explanation = a person whose job is to repair things) - (to) try (translation) - (to) kill (explanation somebody/something die) = to make * Checking: what and where Prediction: a - T gets Ss to look at P 30 and guess b things they use to cook the "Special Chinese Fried Rice" c d WHILE LISTENING - Expected answers: - T has Ss listen to the tape twice or a fried rice, b pan, c garlic and green peppers, thrice and checks their prediction d ham and peas PRESENTATION REFLEXIVE PRONOUNS Form: I - T sets the scene: “You your homework and no one helps you What you say?' with myself You yourself / yourselves She herself He himself We ourselves They themselves it itself Usage: - When subject and object of a clause are the same - When we want to mean “alone” or “without - T explains the reflexive Pronouns help”, to emphasize ‘that person, nobody else’ and their usage, giving examples - We not use reflexive pronoun with “feel, relax, concentrate” or actions which people usually to themselves (e.g wash, shave, dress) Ex: She cut herself - Ss copy down I build the house myself PRACTICE Model sentence: - T models two cues then asks Ss to repeat chorally then individually Ex: Did you your homework? Yes, I did it myself Did you your homework? Yes I did it myself Word cued drill you / / homework - T asks Ss to practice asking and He / fix / washing machine answering Mary / cook / dinner - Open pairs – closed pairs These students / paint / the pictures You / / your chores FURTHER PRACTICE Complete the dialogue - Expected answers: a Did someone help Ba to draw that picture? - T asks Ss to fill in the blanks with No He did it himself suitable reflexive emphasis pronouns pronouns - T gives feedback or b The repair man can’t fix the washing machine until tomorrow - Come on We'll have to try and it ourselves c What's the matter, Hoa? - T asks Ss to practice speaking in pairs - 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 The boy killed himself and then the girl killed herself as well Why did they kill themselves? - It's a long story e Boys and girls, you'll the experiment this afternoon - Will you come to help us? Yes, I will But you have to it yourselves first IV Consolidation: (2 minutes) - T asks students to state the main usage of Reflexive pronouns V Homework - Prepare the next part of the lesson: Read - Do exercise 3, in workbook UNIT 3: AT HOME LESSON 4: READ -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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T divides Ss into groups and asks Brainstorming: each group to come to the board and Electricity write the things that cause danger for children Drug in the home Dangers - Ss play in group andin the take turns to Knife home for children write down the words Boiling water Fire Gas - T models times and gets Ss to repeat PRE - READING I Pre - teach vocabulary: - a precaution (translation) - a socket (realia) - a match (realia) - an object (translation) - safety (antonym: danger) - (to) destroy (translation) - Ss copy down - (to) injure (picture) - T divides class into teams to play - chemical (n) (example: H2SO4, NaCl) the game “slap the board” - out of children’s reach (translation) - T elicits: “There are many dangerous things in your house Followings are Checking vocabulary: Slap the board some advice to make sure safety II True - False prediction precaution” - T asks Ss to read the statements and It is safe to leave medicine around the house guess which are true, which are false Drugs can look like candy A kitchen is a suitable place to play Playing with one match cannot start a fire Putting a knife into an electrical socket is dangerous Young children not understand that many household objects are dangerous - Ss read the poster and check their prediction - T asks Ss to correct false statements WHILE - READING I Reading the text Guess Correct - T asks Ss review the form and usage of “Why” F It is dangerous to leave medicine around the house T F A kitchen is an unsuitable place to play F Playing with one match can start a fire T T II Comprehension questions - T asks Ss to work in pairs to find out the answers to these questions Form: Why + V(Aux) + S + V + O?  Because + S + V Usage: to state the reason Why must we put all chemicals and drugs in a locked cupboard? Why mustn't we let children play in the kitchen? Why mustn't children play with matches? Why must we cover electrical sockets? Why we have to put all dangerous objects out of children's reach? - T asks Ss to practice asking and - Expected answers: answering the questions in pairs - Open pairs and closed pairs Because children often try to eat and drink them Because the kitchen is a dangerous place Because playing with one match can cause the fire Because children often try to put something - T asks Ss to work in groups of 6, into electrical sockets and electricity can kill discussing the topics and write on Because the dangerous objects can injure or poster (half of the class discusses the kill children first topic and the rest discusses the second) POST - READING - Two representatives from each group Discussion present in front of the class Safety precautions on the street - T comments and gives feedback 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 & in workbook UNIT 3: AT HOME LESSON 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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T divides Ss into groups and asks each group to write down the things in their house - T gives feedback Things in your house L S A U C E P A I A I K O F E N G R T N O I N U H E A A K N C S T D B T E K H T I L L U R I A O N O E B E D I V G F I X T U R E - T asks Ss some information about the room on p 32: + which room is this? + what's this? Where is it? - T models thrice and gets Ss to repeat PRE - WRITING I Pre - teach vocabulary - folder (n) (picture) - T gets Ss to copy the words into their - beneath (example) books and then ask them to close the books - towel rack (n) (picture) - T rubs out the new words one at a - a wardrobe (n) (picture) time Each time T rubs out a word in English, points to the Vietnamese * Checking vocabulary: ROR 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 II Reading the English words Questions: a What is there on the left of the room? - T asks Ss to read the description of Hoa's room, then asks some questions 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 the room d The wardrobe is beside the window and opposite the desk WHILE - WRITING - T asks Ss to describe Hoa's kitchen Write the description of Hoa's kitchen, using in pairs the cues - Expected answers: This is Hoa's kitchen There is a refrigerator in the right corner of the room Next to the refrigerator are the stove and the oven On the other side of the oven, there is a sink and next to the sink is a towel rack The dish rack stands on the counter, on the right of - T asks Ss to share with their partners the window and beneath the selves On the - T corrects the mistakes from some shelves and on the counter beneath the window, there are jars of sugar, flour and tea In the descriptions (if any) middle of the kitchen, there are a table and four chairs The lighting fixture is above the table, and directly beneath the lighting fixture is a vase with flowers POST - WRITING - T asks Ss to talk to their partners Speaking about their room (bedroom / living room / kitchen? 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, UNIT 3: AT HOME LESSON 6: LANGUAGE FOCUS 1, 2, (P 36) A 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: minute II Revision: (5 minutes) WARM-UP III New lesson: Setting the scene: Included in the WARM-UP Main activities: Teacher’s and students’ activities On the board WARM UP - T divides class into teams and Brainstorming asks Ss to go to the BB and write Tidy down things they can/can’t Do our - Ss of two teams take turn to write the activities on board - T checks up homewor k Water flowers Things you can Clean the floor Repair the machine Fix the TV set Things you can't Paint the house PRESENTATION I Vocabulary: - (to) sweep (mime) - (to) empty (translation) - (to) dust (mime) - a fish tank (picture) - T elicits words from students and - garbage (n) (picture) gets them to repeat thrice * Checking: Slap the board II Presenting Modal Verbs: Form: ought to + infinitive Usage: to give advice to someone, to express - T sets the scene: "Hoa is very sad authority coming from outside the speaker (e.g laws because she failed her English test or rules) What you say to advise her?" Meaning: nên “Can you tell me another word for "should"”? Ex: "You should study harder." - Ss listen to T and answer: - "ought to" "You should study harder." Form: Must/have to + infinitive - "ought to" Usage: To express obligation Meaning: phải - T asks Ss to review Must & Have to PRACTICE I Language focus 2: - Expected answers: a I failed my English test - You ought to study harder - T asks Ss to give advice to b I'm late people in the pictures (p 35) - Ss work in pairs - You ought to get up earlier c I'm fat - You ought to eat more fruit and vegetables d My tooth aches - You ought to see a dentist II Language Focus 1: - Expected answers: Nga: Can you come to the movies, Lan? Lan: No, I have to my chores Nga: What you have to do? - T gives Ss words: feed - empty - - tidy - sweep - clean - dust Lan: I must tidy my bedroom Then I have to dust the living room and I must sweep the kitchen floor, - T asks Ss to look at the pictures too and complete the dialogue between Nga and Lan, using Nga: That won’t take long What's else? “Must” or “Have to” together with Lan: I have to clean the fish tank and then I must the verbs given empty the garbage Finally, I must feed the dog - Ss work in pairs, doing the exercises then practicing the Nga: OK Let's start Then we can go out dialogue III Language Focus 4: - Expected answers: b Why did Nam have to cook dinner?  Because his mom went home late - T gets Ss to Language Focus c Why did Nam’s mom go home late? in pairs  Because she visited her mother - T gives feedback d Why did Ha fail her English test? - Open pairs – Closed pairs  Because she played video games all day e Why couldn’t Nga go to the movies?  Because she had to the housework PRODUCTION Noughts and Crosses: - T divides the class into teams and has them play the game: noughts and crosses His tooth / ache Hoa / late My room / untidy The floor / dirty Bao / overweight She / thin My English / bad Her grades / bad The washing machine / not work - Expected answers: a His tooth aches + He ought to go to the dentist b Hoa is late + She ought to get up earlier c My room is untidy + You ought to tidy your room d The floor is dirty + You ought to clean it e Bao is overweight + He ought to eat less meat and exercise more often f She is thin + She ought to eat more g My English is bad + You ought to practice more h Her grades are bad + She ought to study harder i The washing machine doesn't work + You ought to fix it IV Consolidation: (2 minutes) - T asks students to give some examples of reflexive pronouns V Homework - Do exercise & in workbook - Review unit 1, 2, for test