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
*Model sentence:
Nam has to cook dinner today.
*Concept check:
 Form:
 Meaning:
…… phaûi (caàn thieát) / neân ………
 Use:
Denote a necessary action/ an advice
#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.
-Prepare new lesson LISTEN page 30.
• Gives comments on the period.
• Gives homework.
+ Groupwork
 Listen.
 Take notes.
LESSON PLAN
UNIT LESSON 6: LANGUAGE FOCUS
PERIOD : 17 DATE :
GRADE : 8 SCHOOL:
TEACHER :
OBJECTIVES : By the end of the lesson, the Ss will be able to review the structures : have to / must / ought to ; the
Reflexive pronouns ; ask & answer the questions with Why and Because
@VOCABULARY:
Who usually cooks dinner ? –His mother
Is his mother at home today ? - No, she isn’t
.
Who cooks dinner today? – Nam , himself
3
S + have to / ought to + inf.

@SKILLS :Speaking, Writing
TEACHING AIDS : textbook, pictures, posters, cards
PROCEDURES :

CONTENTS TEACHER’S ACTIVITIES STUDENTS’ 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 to, ought to / should
1. must / have to:
Mapped Dialogue
Nga: Can you come to the movie , Lan?
Lan: No. I have to do my chores
 Form:
 Meaning:…. phaûi…….
 Use:
-must : indicate the Obligation
-have to: show the Necessity
Gap-Fill
Fill in the blanks in the dialogue page 34,
using must or have to & the verbs in the box.
KEY:
(1) ….must / have to tidy …
(2) ….have to / must dust ….
(3) ….must / have to sweep ….
(4) ….must / have to clean….
(5) ….have to / must empty….

(6) ….must / have to feed…
Role-play Practice the Dialogue
2. ought to / should :
Predict Dialogue
A: I failed my English test.
B: You ought to study harder
 Form:
 Meaning: ………….neân ………
 Use: give Advice
Transformation / Word Cues / Picture Cues
b) I’m late.
c) I’m fat.
d) My tooth aches
KEY:
b) You ought to get up earlier.
c) You ought to eat more fruit and
vegetables.
d) You ought to go to the dentist.
3 . Reflexive pronouns:
Pelmanism : personal pronouns & reflexive
pronouns
Rub out & Remember Dialogue
• Asks Ss to close the books &
gives instructions.
• Devides Ss into groups
• Has Ss match the verbs with the
pictures.
• Gets feedback & praises Ss.
• Use the questions to set the
situation.

• Models
• Writes the model sentences on
the board & checks Ss’
understanding with the simple
questions.
• Asks Ss to sum up the grammar
rules.
• Shows poster & models the
sentences.
• Asks Ss to look at the poster &
 Groupwork.
 Listen & match.
 Give the answers.
 Repeat chorally and then
individually.
 Copy down their notebooks.
 Answer by speaking or writing
on the board.
 Practise speaking & writing.
+Pair work
+Individual
S + have (has) to / must + inf.
S + ought to / should + inf.
Miss Lien: Did someone help Ba draw that
picture?
Bao: No. He did it himself.
 Form:
 Meaning: … chính / tự …… (làm việc gì đó)
 Use: emphasize / indicate the
reflexive

Gap-Fill
Fill in the gaps in the dialogue page 36, using
the reflexive pronouns in the box
KEY:
b) ……(1) ourselves.
c) … (2) myself…… (3) yourself…
d) (4) himself ….(5) herself…(6) themselves
e) ……(7) yourselves….
4 .Questions “Why” with the answers
“Because “
Dialogue Build
A: Why did Hoa go to school late this
morning?
B: Because she watched TV late last night.
 Form:
 Meaning: Tại sao ……? Bởi vì ………
 Use: to ask & answer about the
reason
Sentence Building: Word & Picture Cues
KEY:
b) Why did Nam have to cook dinner?
Because his mother was home late
c) Why was Mrs. Vui home late?
Because she had to visit her Mom….
d) Why did Ha fail her English exam?
Because she played the computer games…
e) Why didn’t Nga go to the movies?
Because she had to do the chores…
 HOMEWORK:
-Memorize all grammar points in Unit 3.

-Redo Exercises in WB E8 from page 20 to 26
-Prepare new lesson Unit 4 GETTING ….
table to do exercise 3 with filling
in the gaps.
• Gives comments on the period.
• Gives homework.
 Listen.
 Take notes
S + V + (O) + reflexive pron.
Why + Va (not) + S + Vm… ?
Because S + (Va – not) V …