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<b>GIÁO ÁN ENGLISH 8</b>
<b>UNIT 3: AT HOME</b>
<b>LESSON 1: GETTING STARTED - LISTEN AND READ (P. 27, 28)</b>
<i><b>A. Aim</b><b> : By the end of the lesson, students will be able to understand the dialogue</b></i>
between Nam and his mother and use modal verbs to talk about the housework.
<i><b>B. Methods: Communicative approach</b></i>
<i><b>C. Teaching aids: Teacher: textbook, poster, pictures</b></i>
Students: textbook, notebook, pens, rulers.
<i><b>D. Procedure: </b></i>
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:
<b>Teacher’s and students’ activities</b> <b>On the board</b>
- T shows 6 pictures (in Getting started) to
students.
- 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.
- Ss copy down
- T models two cues then asks Ss to repeat
<b>PRESENTATION</b>
<i><b>I. Vocabulary</b></i>
- a rice cooker (picture)
- a steamer: (picture)
- a cup board: (picture)
- a saucepan: (picture)
- a frying pan: (picture)
* Checking: What and Where
<i><b>II. What Nam has to do? </b></i>
<i><b> Nam has to </b></i>
<b> + cook dinner</b>
states their work.
I must do the washing up
<b>PRACTICE</b>
<i><b>Picture - cued drill</b></i>
1. do the washing up
2. make the bed
3. sweep the floor
4. cook dinner
5. tidy my room
6. feed the chickens
<b>FURTHER PRACTICE</b>
Group discussion
- Talk about what we have to do and what
we mustn’t do in class: Write in full
sentences
<i>Expected answers:</i>
<i><b>D. Procedure: </b></i>
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:
<b>Teacher’s and students’ activities</b> <b>On the board</b>
- 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.
<b>WARM UP</b>
Game: What are there in the kitchen?
<i><b>Expected answers: </b></i>
<i><b>II. Questions:</b></i>
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.
OK.
You're right
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><b>IV. Consolidation: (2 minutes)</b></i>
<b>Teacher’s and students’ activities</b> <b>On the board</b>
- T divides Ss into 2 groups and asks
each group to write down the food we
eat.
<b>WARM UP</b>
<i><b>Who are quicker?</b></i>
- 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
etc.
<b>PRE-LISTENING</b>
- Expected answers:
a. fried rice, b. pan, c. garlic and green peppers,
d. ham and peas.
<b>PRESENTATION</b>
<i><b>REFLEXIVE PRONOUNS</b></i>
<i><b>Form:</b></i>
homework 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.
<b>Ex: 1. Did you do your homework?</b>
Yes, I did it myself.
- T asks Ss to practice asking and
answering.
- Open pairs – closed pairs
I build the house myself.
<b>PRACTICE</b>
<i><b> Model sentence: </b></i>
Did you do your homework?
Yes. I did it myself.
<i><b>Word cued drill</b></i>
1. you / do / homework
2. He / fix / washing machine
- 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
<b>FURTHER PRACTICE</b>
afternoon.
- Will you come to help us?
Yes, I will. But you have to do it yourselves
first.
<i><b>IV. Consolidation: (2 minutes)</b></i>
<i><b>V. Homework</b></i>
- Prepare the next part of the lesson: Read
- Do exercise 3, 4 in workbook
<b>UNIT 3: AT HOME</b>
<b>LESSON 4: READ 1 -2 (P. 31, 32)</b>
<i><b>A. Aim: By the end of the lesson, students will be able to understand the safety</b></i>
precautions in the house and use Why - Because.
<i><b>B. Methods: Communicative approach</b></i>
<i><b>C. Teaching aids: Teacher: textbook, poster, pictures, realia</b></i>
Students: textbook, notebook, pens, rulers.
<i><b>D. Procedure: </b></i>
I. Class organization: 1 minute
<b>Boiling</b>
<b>water</b>
- 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.
<b>PRE - READING</b>
<i><b>I. Pre - teach vocabulary:</b></i>
- a precaution (translation)
- a socket (realia)
- a match (realia)
- T asks Ss to work in pairs to find out
the answers to these questions.
5. Putting a knife into an electrical socket is
dangerous.
6. Young children do not understand that many
household objects are dangerous.
<b>WHILE - READING</b>
<i><b>I. Reading the text</b></i>
<b>Guess Correct</b>
<b>1. </b>
<b>2. </b>
<b>3. </b>
<b>4.</b>
<b>5. </b>
<b>6. </b>
<b>F It is dangerous to leave medicine</b>
around the house
<b>T</b>
<b>F A kitchen is an unsuitable place to</b>
- 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 objects
out of children's reach?
- Expected answers:
1. Because children often try to eat and drink
them.
2. Because the kitchen is a dangerous place.
3. Because playing with one match can cause
the fire.
4. Because children often try to put something
into electrical sockets and electricity can kill.
5. Because the dangerous objects can injure or
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:
<b>Teacher’s and students’ activities</b> <b>On the board</b>
- T divides Ss into 2 groups and asks
each group to write down the things in
their house
- T gives feedback
- T asks Ss some information about the
room on p. 32:
<b>WARM UP</b>
<b>Things in your house</b>
L S A U C E P A
I A I K O F E N
- T asks Ss to describe Hoa's kitchen
in pairs.
<b>PRE - WRITING</b>
<i><b>I. Pre - teach vocabulary</b></i>
- folder (n) (picture)
- beneath (example)
- towel rack (n) (picture)
- a wardrobe (n) (picture)
* Checking vocabulary: ROR
<i><b>II. Reading</b></i>
Questions:
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?
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
the window and beneath the selves. 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 are a table and four
chairs. The lighting fixture is above the table,
and directly beneath the lighting fixture is a vase
with flowers.
<b>POST - WRITING</b>
<i><b>Speaking</b></i>
Talk to your partner about a room in your house
<i><b>IV. Consolidation: (2 minutes)</b></i>
- T asks students to go through the main points used to describe a room.
<i><b>V. Homework</b></i>
- Describe a room in your house.
- Prepare the next part of the lesson: Language focus 1, 2, 4
<b>UNIT 3: AT HOME</b>
<i><b>A. Aim: By the end of the lesson, students will be able to use the structure Why –</b></i>
- T checks.
<b>WARM UP</b>
<i><b>Brainstorming</b></i>
<b>Things </b>
<b>you can </b>
<b>do</b> <b>Clean </b>
<b>the floor</b>
<b>Tidy </b>
<b>up</b>
<b>Water </b>
<b>flowers</b>
- 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:
<i><b>Meaning: nên</b></i>
Ex: "You should study harder."
- "ought to"
<i><b>Form: Must/have to + infinitive</b></i>
<i><b>Usage: To express obligation</b></i>
- T asks Ss to give advice to
people in the pictures (p. 35)
- Ss work in pairs
- T gives Ss 7 words: feed - empty
- do - tidy - sweep - clean - dust.
- T asks Ss to look at the pictures
and complete the dialogue between
Nga and Lan, using “Must” or
“Have to” together with the verbs
given.
- Ss work in pairs, doing the
exercises then practicing the
dialogue.
- T gets Ss to do Language Focus 4
<b>Lan: No, I have to do my chores.</b>
<b>Nga: What do you have to do?</b>
<b>Lan: I must tidy my bedroom. Then I have to dust</b>
<b>the living room and I must sweep the kitchen floor,</b>
too.
<b>Nga: That won’t take long. What's else?</b>
<b>Lan: I have to clean the fish tank and then I must</b>
<b>empty the garbage. Finally, I must feed the dog.</b>
<b>Nga: OK. Let's start. Then we can go out.</b>
in pairs
- T gives feedback
- Open pairs – Closed pairs
- T divides the class into 2 teams
and has them play the game:
noughts and crosses.
- Expected answers:
a. His tooth aches
+ He ought to go to the dentist.
Because she played video games all day.
e. Why couldn’t Nga go to the movies?
Because she had to do the housework
<b>PRODUCTION</b>
<i><b>Noughts and Crosses:</b></i>
His tooth /
ache Hoa / late My room / untidy
The floor /
dirty
Bao /
overweight She / thin
My English /
bad
Her grades /
bad
The washing
+ She ought to eat more.
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