Week 2

Period 4

UNIT 1: LEISURE TIME

Lesson 4: Communication
Class Date of teaching Attendence
1. Knowledge: The lexical items related to Leisure time
+ Vocabulary: be interested in (n); be fond of (n); be keen on (n); be crazy about (adj); be
crazy about (adj); be into (adj).
+ Language: - invite and accept invitations
How to invite: Would you like to…; Do you fancy….
How to accept invitations: I’d love to; That’s great
+ Pronunciation: Pronounce the sounds /ʊ/ and /u:/.
2. Competence:
a) General competencies:
- By the end of the lesson students will be able to know the form and use “like/ dislike +
Ving/to + V……”
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Ability of using Present Simple Tense, some popular verbs of liking.
- Sts can introduce themselves or one another fluently
3. Qualities: - Love talking about their hobbies. Having benefits of their hobbies in daily life.
Ss have the good attitude to working in groups, individual work, pair work, cooperative
learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5 mins)
a) Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b) Content:
- Teacher asks students questions about leisure activities.
- Teacher elicits answers from some students.
- Teacher leads in the introduction of the target grammar point.
c) Product:
- Students’ answers.
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Suggested answers:
- Teacher asks students questions about leisure 1. I like watching TV in my free time.
activities. 2. My friends like playing computer
- Teacher elicits answers from some students. games in their free time.
- Teacher leads in the introduction of the target grammar 3. Young people in Vietnam like doing
point. different things in their free time such
Asking questions: as hanging out with friends, going to
1. What do you like doing in your free time? the cinema)
2. What do your friends like doing in their free time?
3. What do young people in Vietnam often do in their
free time?
Step 2: Task performance
- Observation
- Questions & answers
Step 3: Report and discussion
- Student’s talk
Step 4: Judgement
- Teacher corrects for students (if needed)
2. EVERYDAY ENGLISH (10 mins)
a) Objectives:
- To introduce ways of inviting and accepting invitations.
- To help Ss practise inviting and accepting invitations.
b) Content:
- Play the recording for Ss to listen and read the two dialogues between Trang and Ann, Tom
and Mark at the same time. Ask Ss to pay attention to the questions and answers.
- Have Ss practise the dialogues in pairs. Call on some pairs to practise the dialogues in front
of the class.
c) Product:
- Students know how to use the structures to respond to compliments.
d) Implementation:
Task 1: Listen and read the conversations. Pay 1: Listen and read the
attention to the highlighted sentences (5 mins) conversations. Pay attention to the
Step 1: Task delivering highlighted sentences (5 mins)
- Play the recording for Ss to listen and read the two Audio script – Track 5:
dialogues between Trang and Ann, Tom and Mark at the Trang: Would you like to go to the
same time. cooking club with me this Sunday?
Step 2: Task performance Ann: I’d love to. Thanks.
- Ss pay attention to the questions and answers. Tom: Do you fancy going for a walk?
Step 3: Report and discussion Mark: That’s great. Thanks.
- Ss practise the dialogues in pairs.
- Some pairs to practise the dialogues in front of the
class.
Step 4: Judgement
- Teacher corrects for students (if needed) 2: Work in pairs. Practise inviting
Task 2: Work in pairs. Practise inviting and and accepting invitations in the
accepting invitations in the following situations. following situations. Remember to
Remember to use the highlighted language in 1. (5 use the highlighted language in 1. (5
mins) mins)
Step 1: Task delivering Suggested answers:
- Ask Ss to work in pairs to make similar dialogues Students’ answers
with the given cues.
Step 2: Task performance
- Ss work in pairs to make similar dialogues with the
given cues.
- T moves around to observe and provide help.
Step 3: Report and discussion
- Some pairs to practise in front of the class.
 - Comment on their performance.
Step 4: Judgement
- Teacher checks students’ understanding by asking
some checking questions.
3. ACTIVITY 2: TEENS’ LEISURE ACTIVITIES AROUND THE WORLD (15 mins)
a) Objectives:
- To help Ss learn about three leisure activities of different teens around the world)
- To help Ss develop their reading skill for specific information (scanning).
- To provide Ss with practice in giving a presentation about their friends’ answers.
b) Content:
- Task 3,4 in Student book
c) Product:
- Students know about three leisure activities of different teens around the world)
d) Implementation:
Task 3. Work in pairs. Answer the question. (5 mins) 3. Work in pairs. Answer the
- Ask Ss to look at each picture and say what leisure question. (5 mins)
activity it shows. If time allows, ask them what the
things needed for each activity are.
- Elicit answers from Ss. Confirm the correct answers.
Suggested answers:
Picture a: doing origami
Picture b: playing badminton
Picture c: snowboarding
Task 4. Read what three teenagers say about their 4. Read what three teenagers say
leisure activities. Complete the table with the about their leisure activities.
information from the text. (10 mins) Complete the table with the
Step 1: Task delivering information from the text. (10 mins)
- Tell Ss that they are going to read about different
leisure activities that teens in different countries enjoy Suggested answers:
doing.
Step 2: Task performance
- Ss look at the table of information.
- Read the three short texts and complete the table.
- Ss work in pairs to do this activity. They can draw this
table on a sheet of paper.
Step 3: Report and discussion
- After pairs finish their work, ask them to share their
table with the whole class.
- Comment on their answers. Confirm the correct
answers.
- If time allows, some pairs give a short talk about each
teen and his / her leisure activity.
Step 4: Judgement
- Teacher corrects for the students as going around
while they’re practising.
4. APPLICATION (15 mins)
a) Objectives:
- To provide Ss with practice in asking and answering about the places Ss would like to visit. B)
Content:
- Have Ss work in groups to ask and answer the two questions in the book. Have Ss in each
group note down their friends’ answers.
 - Ask some Ss to report their group’s answers to the class.
- Call on some Ss to give the presentation to the whole class. After each student finishes his or
her presentation, invite comments on his or her clarity, language, and fluency from other Ss.
c) Product:
- Students’ conversations
d) Implementation:
Task 5: Work in pairs. Which village in 3 would you Questions:
like to visit 1. Which of the activities in 4 do you want
for a holiday? Explain your choice to your partner. to try?
Step 1: Task delivering 2. Why do you want to try it?
- Have Ss work in groups to ask and answer the two
questions in the book.
Step 2: Task performance
- Ss in each group note down their friends’ answers.
Step 3: Report and discussion
- Some Ss to report their group’s answers to the class.
- Some Ss to give the presentation to the whole class.
- Ss comments on his or her clarity, language, and
fluency from other Ss.
Step 4: Judgement
- Teacher gives corrections and feedbacks * Home assignment
* Home assignment - Practice asking and answering
- T assigns the homework. invitation
- Ss copy their homework. - Prepare: Skills 1
- T explains it carefully
V. FEEDBACK:
 UNIT 1: LEISURE TIME
Lesson 5: Skills 1
Week 2 Period 5 Grade 8
1. Knowledge:
- read about leisure activities with family;
- talk about leisure activities with family.
+ Vocabulary: connect (v); recipe (n); ingredient (n); costume (n)
+ Language: - invite and accept invitations
How to invite: Would you like to…; Do you fancy….
How to accept invitations: I’d love to; That’s great
+ Pronunciation: Pronounce the sounds /ʊ/ and /u:/.
2. Competence:
a) General competencies:
- By the end of the lesson students will be able to know the form and use “like/ dislike +
Ving/to + V……”
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Ability of using Present Simple Tense, some popular verbs of liking.
- Sts can introduce themselves or one another fluently
3. Qualities: - Love reading and talking about activities in leisure time. Having benefits of their
hobbies in daily life. Ss have the good attitude to working in groups, individual work, pair
work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5 mins)
a) Objectives:
- To help Ss understand and activate their knowledge of the topic;
- To help Ss remember some words related to leisure activities
b) Content:
- Ask Ss to work in pairs discussing what they can see in the picture.
- Ask some Ss to say their answers in front of the class. T may ask other questions to elicit other
things in the picture.
c) Product:
- Students’ answers.
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1: Look at the pictures. What activities can you
see?
Step 1: Task delivering
- Ss look at the pictures in the book or show the
pictures on a slide.
Step 2: Task performance Questions:
- Ss answer what activity is shown in each picture. - What activities can you see in the
- If time allows, Ss describe the pictures (who they can picture?
see and what the people are doing). Suggested answers:
Step 3: Report and discussion Picture a: riding bikes / cycling
- Ss read a text about leisure activities that Ann does Picture b: cooking
with her family members. Picture c: making a dress
Step 4: Judgement
- Teacher corrects for students (if needed)
2. KNOWLEDGE FORMATION (5’-IW, GW)
a) Objectives:
- To teach Ss the vocabulary needed to understand the passage.
b) Content:
- Teacher shows pictures and asks students to find those in the passage.
- Teacher checks students’ understanding with follow up questions.
c) Product:
- Students know how to use the target vocabulary.
d) Implementation:
* PRE-READING Vocabulary:
Step 1: Task delivering 1. connect (v)
- Teacher explains the meaning of the new vocabulary 2. recipe (n)
by pictures. 3. ingredient (n)
- Teacher reveals that the words according to the 4. costume (n)
pictures will appear in the reading text.
Step 2: Task performance
- Observation
- Students open their textbook to find these words
- Teacher introduces the vocabulary.
Step 3: Report and discussion
- Questions & answers
- Student’s talk
- Teacher checks students’ understanding with with
follow up questions.
Step 4: Judgement
- Teacher checks students’ understanding with follow
up questions.
3. PRACTICE (WHILE-READING) (15 mins)
a) Objectives:
- To improve Ss’ knowledge of vocabulary related to leisure activities;
- To improve Ss’ skill of reading for specific information
b) Content:
- Task 2,3 in Student book
c) Product:
- Students understand how to use the target grammar.
d) Implementation:
Task 2. Read about Trang’s leisure activities. Choose 2. Read about Trang’s leisure
the correct answer. (5 mins) activities. Choose the correct
Step 1: Task delivering answer. (5 mins)
- Tell Ss what they are going to do. Suggested answers:
Step 2: Task performance 1. c) 2. B
- Ss do the exercise individually.
- Check their answer in pairs.
Step 3: Report and discussion
- Some Ss to share their answers.
- Questions & answers
 - Student’s talk
Step 4: Judgement
- Confirm the correct answers.
Task 3. Read the text again and answer the 3. Read the text again and answer
questions. (10 mins) the questions. (10 mins)
Step 1: Task delivering Answer key:
- Ask Ss what they are going to do. 1. She goes for a bike ride, cooks and
Step 2: Task performance does DIY.
- Ss repeat the steps if necessary. 2. Her brother does.
- Ss read the questions, underline the key words in each 3. No, it isn’t.
question, locate the key words in the text and find the 4. She loves doing DIY projects with
information to answer the question. her mum the most.
- Ss do the exercise individually. 5. Her mum teaches her to make her
- Check their answers in pairs. own dresses and doll clothes. 6. She
- Ss share how to do this exercise. won the first prize in a costume
Step 3: Report and discussion contest at her school.
- Some Ss share their answers.
- Explain their answers.
Step 4: Judgement
- Teacher corrects for students as a whole class.
- Ask some Ss to tell the class about Trang’s leisure
activities.
4. APPLICATION (20’- IW,PW)
a) Objectives:
- To help Ss prepare ideas for the next activity
- To provide an opportunity for Ss to practise talking about a village or town where they live or
which they know
b) Content:
- Students work in groups, ask and answer questions.
- Students collect answers and report to the whole class.
c) Product:
- Students’ speaking
d) Implementation:
* POST READING * SPEAKING
Task 4: Work in groups. Take turns to ask and 4: Work in groups. Take turns to
answer the questions. Record your friends’ answers ask and answer the questions.
in the table below. Record your friends’ answers in the
Step 1: Task delivering table below.
- Tell Ss that they are going to work in groups to Questions:
answer the questions in the book. 1. What leisure activities do you
- Model the answers to the questions yourself. usually do with your family?
Step 2: Task performance 2. Which one do you like the most?
- Ss work in groups of four to ask and answer the three Why?
questions in the book. 3. How do you feel when you spend
Ss draw a similar table on a sheet of paper to record time with your family members?
their group members’ answers.
Step 3: Report and discussion
- Ss practise reporting the group’s answers within the
group.
Step 4: Judgement
- Move around to observe and offer help if needed)
Task 5: Report your group members’ answers to the Task 5: Report your group
class. What activities are the most common? members’ answers to the class.
- Invite some Ss to share their group’s answers to the What activities are the most
class. common?
- Ask other groups to listen and give comments. Suggested outcome:
- Comment on Ss’ answers. The most common leisure activity is …
* Home assignment
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully
V. FEEDBACK:
 UNIT 1: LEISURE TIME
Lesson 6: Skills 2
Week 2 Period 6 Grade 8
I. OBJECTIVES
1. Knowledge:
- Listening to someone talking about their leisure activities with friends
- Writing a paragraph about leisure activities with friends
+ Vocabulary: connect (v); recipe (n); ingredient (n); costume (n)
+ Language: - invite and accept invitations
How to invite: Would you like to…; Do you fancy….
How to accept invitations: I’d love to; That’s great
+ Pronunciation: Pronounce the sounds /ʊ/ and /u:/.
2. Competence:
a) General competencies:
- By the end of the lesson students will be able to know the form and use “like/ dislike +
Ving/to + V……”
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Ability of using Present Simple Tense, some popular verbs of liking.
- Sts can introduce themselves or one another fluently
3. Qualities: - Love reading and talking about activities in leisure time. Having benefits of
their hobbies in daily life. Ss have the good attitude to working in groups, individual work,
pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5 mins)
a) Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b) Content:
- Invite some Ss to go to the board) Give him/ her one leisure activity that they learnt in the
previous lesson. Ask them to describe the words without saying anything. The rest of the class
guess the words.
- Lead to the new lesson: Listening and Writing about activities with friends.
- Introduce the objectives of the lesson.
c) Product:
- Students’ answers.
d) Implementation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Hot seat Questions:

Step 1: Task delivering - What am I doing?
- Invite some Ss to go to the board) Give him/ her one Suggested answers:
leisure activity that they learnt in the previous lesson. - playing computer games
Step 2: Task performance - knitting
- Ss describe the words without saying anything. - cycling
Step 3: Report and discussion …
- The rest of the class guess the words.
- Lead to the new lesson: Listening and Writing about
activities with friends.
Step 4: Judgement
- Introduce the objectives of the lesson.
- Teacher corrects for students (if needed)
2. KNOWLEDGE FORMATION (5 mins)
a) Objectives:
- To help Ss understand and activate their knowledge of the topic
b) Content:
- Ask Ss to work in pairs discussing questions about what they like or dislike doing in their free
time.
- Ask some Ss to share their answers in front of the class. If necessary, T may ask them some
other questions about the reasons for their answers.
c) Product:
- Students prepare vocabulary and knowledge for the listening tasks.
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

PRE-LISTENING Questions:
Task 1: Work in pairs. discuss the following 1. In your opinion, what activities can
question. we do with our friends in our leisure
- Have Ss answer the questions in the book. time?
- Elicit answers from Ss. This is an open activity, so 2. Why should we spend time with our
accept all answers provided they make sense. friends?
- Teacher asks Ss some follow up questions.
3. PRACTICE (15 mins)
a) Objectives:
To help Ss develop their skill of listening for specific information
b) Content:
- Task 2, 3 in Student book
c) Product:
- Students understand how to use the target grammar.
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
* WHILE-LISTENING * LISTENING
Task 2. Listen to an interview with Mark about his 1. Listen to an interview with Mark
leisure activities. Choose the correct answer. (5 mins) about his leisure activities. Choose the
Step 1: Task delivering correct answer.
- Tell Ss that they are going to listen to an interview Answer key:
about the leisure activities Mark does. 1.A
Step 2: Task performance 2.C
- Ss read the questions first and underline the key words.
- T plays the recording.
Step 3: Report and discussion
- Ss listen and choose the correct answers.
- Ss work in pairs to compare their answers.
- Ss answers and write them on the board without
confirming whether they are right or wrong.
Step 4: Judgement
- Teacher corrects for students (if needed)
Task 3. Listen to the interview again. Fill in each 2. Listen to the interview again. Fill
blank in the table with no more than two words. (10 in each blank in the table with no
mins) more than two words.
Step 1: Task delivering Answer key:
- Tell Ss that they are going to listen to the interview 1. video
again and complete the table of information. 2. cinema
Step 2: Task performance 3. park
- Ss read the table. 4. shape
- Ss guess the word or phrase to fill in each blank and 5. bike ride
write their guesses on the board) 6. places
- T plays the recording
- Ss to listen again and complete the table.
Step 3: Report and discussion
- T plays the recording once more for pairs to check their
answers to both activities 2 and 3.
- Ask for Ss’ answers to 2.
- Confirm and tick the correct answers.
Ask for Ss’ answers to 3.
- Ss work in pairs to compare their answers with each
other and with the words / phrases on the board)
- Write them on the board next to their guesses.
Step 4: Judgement
- Confirm the correct answers.
- Teacher corrects for students as a whole class.
4. APPLICATION (20 mins)
a) Objectives:
- To help Ss prepare ideas for the next activity
- To help Ss practise writing an email about what they like or dislike doing in their free time with
their friends.
b) Content:
- Have Ss work in pairs to answer the questions in the book.
- Have some Ss present their answers or write their answers on the board)
- Comment on their answers.
- Set up the writing activity: T reminds Ss that the first important thing is always to think about what
they are going to write. Ss can use the answers they have prepared in 4. Ask Ss to brainstorm the
ideas and needed language for writing. T may ask Ss to refer back to the reading for useful language
and ideas and write some useful expressions and language on the board)
- Ask Ss to write the first draft individually. T may display all or some of the Ss’ writings on the
wall / bulletin board) T and other Ss comment. Ss edit and revise their writing as homework. If time
is limited, T may ask Ss to write the final version at home.
c) Product:
- Students’ speaking
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
* POST-LISTEING * WRITING
Task 4: Work in pairs. ask and answer the Suggested outcome:
questions. Students’ notes
- Have Ss work in pairs to answer the questions in the
book.
- Have some Ss present their answers or write their
answers on the board)
- Comment on their answers.
Task 5: Write an email (80 - 100 words) to a pen- Suggested outcome:
friend to tell him / her about what you usually do Students’ first draft
with your friends in your free time. use your
answers in 4. Start and end the email as follows:
Step 1: Task delivering
- T sets up the writing activity:
- T reminds Ss that the first important thing is always
to think about what they are going to write. Ss can use
the answers they have prepared in 4.
Step 2: Task performance
- Ss brainstorm the ideas and needed language for
writing.
- Ss refer back to the reading for useful language and
ideas and write some useful expressions and language
on the board)
Step 3: Report and discussion
- Ss write the first draft individually.
Teacher may display all or some of the Ss’ writings on
the wall / bulletin board)
- Teacher and other Ss comment. Ss edit and revise
their writing as homework. If time is limited, Teacher
may ask Ss to write the final version at home.
Step 4: Judgement
- Teacher gives corrections and feedbacks
* Home assignment * Home assignment
- T assigns the homework. - Complete the email
- Ss copy their homework. - Prepare: Looking back and Project
- T explains it carefully
V. FEEDBACK:

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