Giáo án Tiếng Anh 8 Unit 6: The young pioneers club

GIÁO ÁN ENGLISH 8

UNIT 6: THE YOUNG PIONEERS CLUB
LESSON 1: LISTEN AND READ - LANGUAGE FOCUS 2 (P. 54, 61)
A. Aim: By the end of the lesson, students will be able to understand the dialogue and
practice in gerunds used after some verbs: love, live, hate, enjoy.
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
WARM-UP
Kim’s game

- T prepares 6 pictures of activities
that the Ho Chi Minh Young
Pioneer and Youth Organization
participate in, sticks them on board
in 30 seconds and gets Ss play
Kim’s game.

- Expected answers:

- Ss are divided into 2 teams.

4. cleaning up beaches

1. helping blind people
2. helping elderly people
3. helping handicapped children


- T gives feedback

5. caring for animals

- T asks Ss some questions about 6. taking part in sports
their activities and their summer
holidays.
+ What do you usually do on your
summer holiday?
+ Are you members of the Young
Pioneers and Youth Organization/
+ Are there any activity programs
for the summer?
+ Do you take part in them?
+ What activity do you like most?

PRESENTATION
- Model 3 times and have Ss to

repeat
I. Pre - teach vocabulary
- (to) enroll

[translation]

- an application form

[visual]

- Youth Pioneer (n)

[explanation]

- Youth Organization (n)

[example]

= Doan Thanh Nien Cong San Ho Chi Minh, Doi
Thieu Nien Tien Phong Ho Chi Minh, etc.
- handicapped children (n)

[picture]

- (to) care for

[synonym]

= (to) take care of
- Set the scene: Nga is a student in Checking vocabulary: Slap the board

grade 8. She wants to enroll in the II. Listen and read the dialogue
activities for summer.
Expected answers:
- Ask Ss to listen and read the
+ Name:
Pham Mai Nga
dialogue at the same time.
+ Home address: 5 Tran Phu Street
- Get them to work in pairs and
complete Nga's particulars.
+ Phone number: Not available
- Ask Ss some questions to check + Date of birth:
their understanding:
+ Sex:
+ What's her name?
+ Interest:
+ Where does she live?
acting.

April 22, 1989
Female
drawing, outdoor activities,

+ When was she born?
+ What are her hobbies?

- What is after "likes"?
- What is after "enjoy"?

- What do we call "drawing" and
"acting"?
- What is the form of "gerunds"?
- When do we use gerund?

PRACTICE
III. Gerunds and To-infinitive
- Form:
Like, love, enjoy, hate + gerund (V-ING)
- Drill: Word - cue drill

- Model the first 2 cues, Ss repeat
a. play soccer / volley ball
chorally and then individually.
- Ask some pairs of Ss to practice b. Watch TV / Listen to music
asking and answering. (closed c. Read books / do homework
pairs)
d. chat with friends / do the housework
e. cook meal / decorate the house


- Exchange: What are your hobbies?
I like/ love playing soccer and volleyball.
- Ask Ss to copy down the chart on
p. 61.

PRODUCTION

- Ask Ss to work in groups of three
Survey:

to ask their friends and tick on the
chart.
Do you like

Nam

Mai

love

() love

()

like

() like

()

don’t like () don’t like ()
hate
- play soccer
- washing up
cooking
meals
- gardening
- watching TV
- Give feedback by asking Ss to
report their friends' hobbies.

- camping
...

Ex: Nam loves playing soccer. He - Report:
doesn’t
like
cooking
and
especially hates washing dishes.

()

hate

()


IV. Consolidation: (2 minutes)
- T asks students to list some verbs having Gerunds and give examples.
V. Homework
- Prepare the next part of the lesson: Speak A and Language focus 3a.


UNIT 6: THE YOUNG PIONEERS CLUB
LESSON 2: SPEAK A - LANGUAGE FOCUS 3A (P. 55, 62)
A. Aim: By the end of the lesson, students will be able to ask for and respond to favors.
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
WARM-UP

- Ask Ss to work in 2 teams and Shark's attack
play the game.
FAVOR
- Ask Ss the meaning of the word
FAVOR
- Expected answers: sự giúp đỡ, sự
chiếu cố, ân huệ.

- What do you say to ask for a
favor?
+ Can / could you help me?

PRESENTATION

Asking for favor

Responding for favor

- Can/Could you help - Certainly/of course /
me please?
sure
- Could you do me a


+ Could you do me a favor?

favor?

+ need some help

- I need a favor.

- No problem

- Can/Could you ...?

- What can I do for you?

+ Certainly / Of course / sure

+ When do you ask for favor?

- How can I help you?

+ How do you say to respond to

favor?

- I'm sorry. I'm really
busy.

- Ask Ss to copy down the phrases.
PRACTICE
- Expected answers:
- Ask Ss to work in pairs to do A. Could you help me please?
exercise 3a p. 61 -61.
Yes, certainly.
- Get Ss to practice speaking in
Can you buy a ticket for me?
pairs
B. Could you do me a favor?
What can I do for you?
Can you take me across the road?
C. I need a favor.
How can I help you/
Could you help me with this math problem?
D. Can you help me please?
Yes, of course.
Can you water the flowers in the garden?

PRODUCTION


Dialogue:
- Set the scene then ask Ss to make
a dialogue between Mrs. Ngoc and

Hoa. Mrs. Ngoc is carrying a
heavy bag, but she's hurt her arm
so she needs some help.

Mrs. Ngoc: Could you do me a favor, please?
Hoa: Sure, what can I do for you?
Mrs. Ngoc: Can you help me to carry my bag. I've
hurt my arm.

- Ask Ss to practice the dialogue in Hoa: Certainly. I'll help you.
pairs
Mrs. Ngoc: Thank you very much. That's very kind
of you.
Situations:
A. Your neighbor needs help tidying his yard
because he had broken his leg.

- Ask Ss to make similar dialogues
about some of the following - Expected answers:
situations
Your neighbor: Could you help me, please?
You: Of course. How can I help you?

Your neighbor: Can you help me to tidy the yard?
I've broken my leg.
You: Certainly. I'll help you.
Your neighbor: Thank you very much. That's very
kind of you.

B. Your friends needs help fixing her bicycle

because she has a flat tire.
- Ask Ss to make another dialogue
and then practice in pairs.
IV. Consolidation: (2 minutes)
- T asks students to state the main structures of FAVOR.


V. Homework
- Prepare the next part of the lesson: Speak B and Language focus 3b.


UNIT 6: THE YOUNG PIONEERS CLUB
LESSON 3: SPEAK B - LANGUAGE FOCUS 3B (P. 56, 62)
A. Aim: By the end of the lesson, students will be able to offer and respond to assistance.
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
WARM-UP

- T divides class into 2 teams,
each team takes turns to go to the
board and write down the words
from the Word square.

A

P

P

L

I

C

A

S

O

C

O

O

K

T

S

L

B

S

E

I

I

- Ss play in teams

I

I

A

T

L

N

O

- T checks their answers.

S

C

G

M

C

D

N

T

E

R

O

V

A

F

A

A

U

N

T

M

O

N

P

L

E

H

E

R

C

A

G

Y

O

A

M

E

N

R

O

L

L

I

APPLICATION FORM
 ENROLL, COOK
 ASSISTANCE, KIND, POLICE, BAG, LOST
MONEY, MEAL
 FAVOR

PRESENTATION
I. Vocabulary:
- assistance (n)

[explanation]

= help
- (to) offer
- T models thrice and gets Ss to = (to) suggest

[synonym]


repeat.

*Checking Vocabulary: ROR
II. Presenting the structures:
- Situation: A receptionist wants to help a tourist
who needs to go to the nearest bank.
Receptionist: May I help you?

Tourist:
Yes. Can you show me the way to the
- Ask Ss to listen to the dialogue
nearest bank?
between a receptionist and tourist
(p. 56)
Receptionist: Sure. Turn right when you get out of
the hotel. Turn left at the first corner. It’s on your
right.
Tourist:

Thank you very much.

- Expected answers:
1. May I help you?
- Ask some questions to check Ss'
2. For offering assistance.
understanding:
3. Do you need any help? Let me help you.
1. What does the receptionist say?
4. Yes. No, thank you.
2. What's for?
3. Another
assistance?

way

to

offer

4. How do you say to respond to
assistance?

- Ask Ss to copy down the
following phrases.

* Form:


Offering assistance

responding assistance

- May I help you?
PRACTICE

- Yes. That's very kind of
you.

- No, thank you.
1. Situations for assistance:
- Ask Ss to repeat chorally and - Do you need any
help?
- No, thank you. I'm fine.
a. a tourist
needs to
police station
because she lost money.
then

individually
allfind
the aphrases
in the chart.
I can manage.
b. your aunt needs to buy some vegetables because she is busy-cooking
meal.
2. Language Focus 3b:

- Let me help you.

- Expected answers:
- Ss work in pairs, make
1. A: May I help you?
dialogues to offer and respond to
assistance
based on
theCould
situations.
B: Yes. Thank
you.
you fill in this form for me?
2. A: Do you need any help?
B: No, thank you. I'm fine.
- 3. Ask
A: Oh,Ss
this to
bag complete
is heavy. the
dialogues in exercise 3b (p. 62)

B: Let me help you.
- Call on some Ss to practice the
A: Yes.inThat's
of you.
dialogue
front very
of thekind
class.
- Ask Ss to practice three
dialogues in pairs.

PRODUCTION
Dialogue build

In pairs, think of 3 situations to offer and respond to assistance and play the roles in front
class.
- of
Ask
Ss to work in closed pairs.
IV. Consolidation: (2 minutes)
- Ask Ss to work in pairs, and
- T asks students to state the main structures of
then perform in front of class.
ASSISTANCE.
- T gives feedback
V. Homework


- Prepare the next part of the lesson: Listen.

UNIT 6: THE YOUNG
PIONEERS CLUB
LESSON 4: LISTEN (P. 56)
A. Aim: By the end of the lesson, students will be
able to listen to a song to fill in the gaps.
B. Methods: Communicative approach
C. Teaching aids:
pictures

Teacher:

textbook,

poster,

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 WARMUP
2. Main activities:
Teacher’s and students’ activities

Listen and guess what son
- Expected answers:
- T divides class into 2 teams, T plays 1. yesterday once more
the CD once and the team that gives

signals first will answer the name of the 2. over and over
song. The team that has more correct
3. happy new year
names will be winner.
- Ss play in teams
- T gives feedback

4. yesterday
5. love is blue
6. season in the sun
7. love story

- T models thrice and gets Ss to repeat

I. Pre - teach vocabulary:
- (to) unite

[tra

- peace (n)

[an

# war
- right (n)

[tr

* Checking vocabulary: R

- Ask Ss to guess the words to fill in
the gaps in the songs (p. 56), and then
share with their partners.

II. Guess the missing wor

WHILE - LIS
- Ask Ss to listen to the song twice to
fill in the missing words then share
with their partners.
Children of our land
Let sing for peace.
- T calls some Ss to read out loud their


answers.

Let's sing for

- Ss compare the answers with a Let's sing for love betwee
partner.
Oh children of
Children of the
Let's show our love from
Let's shout out
Let's make a stand.
Oh children of the
- T sticks the chart on board and asks
Ss to do the exercise in pairs.

- T calls some pairs to give their
answers.
Fill in the gaps with the co
verbs in brackets (in chart
- T gives feedback

1. Let’s (work) .........
2. I love (travel) .......
3. The train (leave) ...
p.m
4. I want (visit) .........
Temple.
5. Mary enjoys (go) ..
movies.
6. She lets her child (
outside.
- Expected answers:
1. work
2. traveling
3. is leaving / will leave /
4. to visit
5. going


6. play
IV. Consolidation: (2 minutes)
- T asks students to sing the songs.
V. Homework
- Prepare the next part of the lesson: Read.

UNIT 6: THE YOUNG
PIONEERS CLUB LESSON 5:
READ (P. 57)
A. Aim: By the end of the lesson, students will be
able to know more about youth organization - the
Boy Scouts of America (BSA).
B. Methods: Communicative approach
C. Teaching aids:
pictures

Teacher:

textbook,

poster,

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 WARMUP
2. Main activities:


Teacher’s and students’
activities

Jumbled words

- Write 6 words whose letters a

-Divide the class into 2 teams. 6 Ss 1. Racchtaer 4. Pexailn
from each team will write the right
2. iojn
5. Nessmsibua
words. The team which finishes
first with more right words will 3. Mai
6. Thauolgh
win the game.
- Expected answers:
1. Character

2. join

3. aim

4. explain

5. businessman

6. Although

PRE - READ
- model 3 times and get Ss repeat

I. Pre - teach vocabulary:
- (to) encourage

[exp

- citizenship

[tra

- coeducational (adj)

[tra

- voluntary (adj)

[tra

- (to) establish

[syn

= to start, to create an organiza
- personal fitness

[syn

= health
- organization (n)

[ex

= group, association

Checking vocabulary: Slap th

II. T / F Statements Prediction

- T sets the scene: “You are going 1. The Boy Scout of A
to read a passage about the Boy organization.
Scout of America”
2. Scouting began in America.
- Stick the poster with the
3. William Boyce is a business
statements on the BB and have Ss
guess which is T, which is F.
4. Boys and girls can join BSA

- Give feedback.

5. The Scouting Association is
youth organization in the world

WHILE - REA
III. Reading
- Ask Ss to read the passage on p.
57 and check if their prediction is
correct or not.

- Ask them to correct false
statements.

Guess Answer
1.

T

2.

F

3.

F

4.

F

5.

T

IV. Fill in the missing dates
- Expected answers:


a. 1907
- Have Ss work in pairs to do the b. 1909
exercise 1 on p. 57
c. 1910
d. 1994

V. Questions: (p.57)
- Expected answers:

- Ask Ss to work in pairs,
1. Scouting began in England i
practicing asking and answering

2. The meeting between a
William Boyce led to the
crossing the Atlantic in 1910.

3. Girls can join in the Girls G
Camp Fire Boys and Girls.

4. They are building charact
and personal fitness.

POST - READ

Interview a member of t
- Call on an excellent student in America.
class to practice with the teacher:
Interviewer
+ T - interviewer
1. When did scouting
+ S - member of BSA

begin?

- Call some pairs to play the roles

of the interviewer and the member
of BSA.

2. When were the
aims established?

- Ask Ss to work in open pairs and
closed pairs


3. Can a girl join the
BSA?

4.
How
many
members does the
scouting Association
have now?
5. Is it the largest
voluntary
Youth
Organization in the
world?
6. Are you pleased to
join the BSA?
IV. Consolidation: (2 minutes)
- T asks students to summarize the main ideas of the
passage.
V. Homework

- Prepare the next part of the lesson: Write.
- Write the summary of the BSA.

UNIT 6: THE YOUNG
PIONEERS CLUB
LESSON 6: WRITE 1 - 2 (P. 58, 59)
A. Aim: By the end of the lesson, students will be


able to write a letter about a future plan using "be
going to".
B. Methods: Communicative approach
C. Teaching aids:
pictures

Teacher:

textbook,

poster,

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 WARMUP
2. Main activities:
Teacher’s and students’ activities

Revision of the structure
- Ask Ss the usage of "be going to"

"I'm going to + verb"

- Get Ss to make the sentence: "I'm - Give example:
going to + verb". The verbs have to
T: I'm going to
begin with a letter from A to Z.
S1: I'm going to
- Go on until the last student with the
sentence: "I'm going to yell."
S2: I'm going to

- Have Ss repeat after T twice

I. Pre - teach vocabulary


- (to) raise fund

= you organize a music s
the poor.
- a bank
- natural resources

= coal, oil, iron ... under t
- (to) recycle

= (to) renew the old thing
- environment (n)
- Ask Ss to read the notice on p. 58

* Checking vocabulary: W

II. Reading the notice
- Ask Ss some questions to check their
understanding.
- Questions:

- Ask Ss to work in pairs to answer 1, What do members of th
questions
in the recycling program?

2. What is the purpo
program?

3. What other programs c
and Y participate in?
- Expected answers:

1. They have to collect gl
send them for recycling.

2. The purpose of the re
save natural resources an
the organization.

3. They can participate in

as raising funds for the
children, planting trees a


sidewalks or in the parks.
- Ask Ss to practice asking and
answering questions.

III. Complete the letter

- Ask some questions to set the scene:
+ Who writes the letter?
+ To whom does Nga write?
+ Is Nga a member of Y and Y?
+ What does Nga write to Linh about?
- Expected answers:
+ (Nga)

- Expected answers:

have - recycling - collec
save - participating - pla

+ (Linh)
+(yes)
+ She writes about the programs of her
school Y and Y that is going to
participate in.

VI. Reading the dialogue

- Ask Ss to work in pairs to fill in the
gaps in the letter.
+ Why does Hoa look hap

- Set the scene: Hoa talks to her aunt + What is she going to d
about the Y & Y Green Group, about month?
the activities that she is going to do.
+What are they doing to
- Ask them some questions to check school Y & Y?
their understanding

- Set the scene: they are going to plant
Expected answers:
young trees to sell to some schools.

- Ask Ss to help Hoa write a letter to her Dear Mom and Dad,
parents.
I’m very happy to tell y


- Get Ss to work in group of 4 -5 to join the Green Group of m
write a letter on poster.
The Green group is hol
month and there will be
activities to do in this pr
the lakes’ banks on the
trees and flowers in the
every afternoon after clas
planting young trees and
schools.

I hope that we can give m
city and earn some mone
Y. The program is really

I’ll write to you and tel
group activities later. I’m
very hard. Aunt Lien is ve
I hope you are both well.
With love,
- Move around the class and choose 4
Hoa
letters from 4 groups.

Letter exhibition

- Ask them to stick theirs posters on the
BB.
- Get the whole class to read the 4
letters and correct them.

IV. Consolidation: (2 minutes)