UNIT 1: LEISURE TIME

Lesson 1: Getting started - I’m keen on DIY

Class Date of teaching Attendence
8A ...../09/2023
8B ...../09/2023
8C ...../09/2023
I. OBJECTIVES: * By the end of this unit, students will be able to:
- use words related to leisure activities and expressions about likes and dislikes;
- pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences; use verbs of
liking/disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes.
1. Knowledge:
+ Vocabulary: DIY (n); knit (v); dollhouse (n); hang out (v);
+ Language: like/ dislike + Ving/to + V……
+ Pronunciation: 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’-IW, GW)
a) Objectives:
- To set the context for the introductory dialogue;
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
b) Content:
- Teacher shows the pictures to the whole class.
- Teacher ask students to work in pairs and name the activities in the picture.
- Teacher asks students to guess the topic of the unit/lesson.
c) Product:
- Students know the topic of the unit and be ready for the conversation.
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Suggested answers:
- Teacher shows the pictures to the whole class. Leisure time
- Teacher ask students to work in pairs and name the
activities in the picture.
Step 2: Task performance
- Students work in pairs for 3 minutes.
- Teacher elicits answers from students.
Step 3: Report and discussion
- Teacher asks students to guess the topic of the unit/
lesson.
Step 4: Judgement
- Teacher calls the group with the most activities to
answer.
2. KNOWLEDGE FORMATION (10’-IW, GW)
a) Objectives:
- To prepare vocabulary for students to understand the conversation.
b) Content:
- Teacher shows pictures and asks students to find those in the conversation.
- Teacher checks students’ understanding
c) Product:
- Students know how to use the target vocabulary.
d) Implementation:
Vocabulary pre-teaching I. Vocabulary:
Step 1: Task delivering 1. knitting kit (n)
* Set the context for the introductory dialogue. 2. DIY (n)
- Ask Ss to look at the pictures on page 8-9 and answer 3. Dollhouse (n)
the questions below: 4. make paper flowers (v.phr)
What are they talking about? 5. hang out
What activities can you see in the small pictures?
- Elicit answers from Ss.
- Teacher explains the meaning of the new vocabulary
by pictures.
Step 2: Task performance
- Teacher reveals that the words according to the
pictures will appear in the reading text and asks
students to open their textbook to find these words.
- Teacher introduces the vocabulary.
- Teacher checks students’ pronunciation and gives
feedback.
Step 3: Report and discussion
- Have Ss underline the words that are related to the
unit topic while they are listening and reading.
- Invite some pairs of Ss to read the conversation
aloud.
Step 4: Judgement
- Introduce the two characters: Tom and Trang.
- Explain that they are friends, and they meet each
other by chance in a shopping mall.
- Play the recording twice for Ss to listen and read
along.
3. ACTIVITY 2: PRACTICE (25'- PW/IW)
a) Objectives:
- To help Ss use words and phrases related to leisure time.
- To help Ss further understand the text.
- To introduce some vocabulary items related to leisure activities.
b) Content:
- Task 2, 3, 4, 5 in Student book
c) Product:
- Students understand the conversation and know the vocabulary related to the topic)
d) Implementation:
Step 1: Task delivering 1. Read the conversation and
- Teacher asks Ss to read the dialogue in detail to complete the sentences (5 mins)
complete the sentence Questions:
- Teacher asks them how to do this kind of exercise. - What can you see in each picture?
Explain the strategies, if necessary (e.g. underlining - What may the hobby be?
the
key words in the sentences, predicting the word Suggested answers:
speech, locating the key words in the text, and then 1. knitting kit
reading that part and choosing the words to fill in the 2. leisure time
blank). 3. other people
Step 2: Task performance 4. hang out
- Ss underline parts of the dialogue that help them with 5. Sunday
the answers.
- Ss quickly read the text for information.
Step 3: Report and discussion
- Ss compare their answers in pairs before sharing
them with the class.
Step 4: Judgement
Teacher asks them to explain their answers.
2. Work in pairs. Write the activities
Step 1: Task delivering from the box under the correct
- Teacher asks Ss to name the activities shown in the pictures. (6 mins)
pictures.
Step 2: Task performance
- Ss work individually to write the words and phrases
in the box under the pictures.
- Compare their answers with a partner.
Step 3: Report and discussion
- Ss to go to the board and write their answers.
Step 4: Judgement 1. messaging friends
- Teacher checks the correct answers as class 2. cooking
3. playing sport
4. doing puzzles
5. doing DIY
6. surfing the net
3. Work in pairs. Read the word and
phrases, and guess which activities
Step 1: Task delivering in 3 are described) (5 mins)
- Teacher has Ss practice saying the word and phrases Answer key:
again. 1. doing puzzles
Step 2: Task performance 2. doing DIY
Ss work in pairs and read the key word and phrases 3. playing sport
given, then guess the leisure activities. 4. messaging friends
Step 3: Report and discussion 5. surfing the net
- Teacher asks for Ss’ answers and confirms the
correct ones.
- For a more able class, Teacher has Ss work in groups.
Each group writes down some key words and phrases
about one or two leisure activities they do or know.
Then they read aloud these words/ phrases for the class
to guess the activities.
Step 4: Judgement
- Teacher corrects for students as a whole class.
ACTIVITY 4: APPLICATION (5’-IW, PW)
a) Objectives:
- To help Ss practise using the vocabulary items related to leisure activities.
b) Content:
- Students work in pairs.
- Teacher goes around the class and takes note to give comments later.
- Home assigment
c) Product:
- Students’ conversations.
- Take note Home assigment.
d) Implementation:
Step 1: Task delivering Work in pairs. Ask and answer
- Teacher models this activity with a strong student. about the pictures in 4.
Step 2: Task performance Suggested outcome:
- Teacher asks ss to go around the class and ask their If I have free time this weekend, I will
friends and take note of the answer. go to the cinema to see the latest film.
- Teacher calls some pairs for answers.
After 3 minutes, students collecting the most answers
will win.
Step 3: Report and discussion
- One or two Ss to tell the class what they have learnt.
- Ss say aloud some words and phrases they remember
from the lesson.
Step 4: Judgement
- Teacher gives corrections and feedback to students’
conversations.
* Home assignment * Home assignment
- T assigns the homework. - Prepare Project: LEISURE TIME
- Ss copy their homework. SURVEY
- T explains it carefully

+Ask Ss to organise their report into

a presentation.
+ Ask Ss to work in groups to make
an interview with their friends, then
collect and present data)
V. FEEDBACK:
With 8A ……………………………………………………………………………..…
With 8B …………………………...……………………………………..……………
With 8C ………………………………………………………………………….……
 UNIT 1: LEISURE TIME
Lesson 2: A closer look 1
Class Date of teaching Attendence
8A ...../09/2023
8B ...../09/2023
8C ...../09/2023
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
- use words related to leisure activities and expressions about likes and dislikes;
- Pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences;
- Use verbs of liking/disliking followed by gerunds and /or to-infinitives to talk about
likes and dislikes;
1. Knowledge
+ Vocabulary: be interested in (n); be fond of (n); be keen on (n); be crazy about (adj); be
crazy about (adj); be into (adj).
- Pronunciation: Correctly pronounce words that contain 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 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’-IW, GW)
a) Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b) Content:
- Teacher introduces the rules of the game.
- Teacher divides the class into pairs.
- Teacher leads the students plays and gives corrections (if needed).
c) Product:
- Students get some vocabulary from the lesson and be ready for the lesson.
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Questions:
- T shows the questions and divides the class into pairs Match the prepositions with the correct
and explains the rules. phrases
Step 2: Task performance 1. e 2. c 3. b
- Ss match the prepositions to the phrases and they have 4. a 5.d
to say “Bingo” as fast as possible * Note:
- Teacher elicits answers from students and announces To keen on means to be very interest in or
the winning pair. willing to do something. I'm quite keen on
Step 3: Report and discussion football.
- T sets the context for the lesson. To be fond of means to like
Step 4: Judgement someone/something or doing something
- Teacher shows students the answer on the screen and very much. I'm very keen on strawberries.
announces the winning group. I'm keen on going to the party.
To be crazy about is stronger than
keen/fond
2. KNOWLEDGE FORMATION (10’-IW, GW)
a) Objectives:
- To prepare vocabulary for students to do the tasks.
b) Content:
- Teacher asks students to guess the usage of the phrases that they have matched in Warm up activity.
- Teacher checks the students' understanding by doing the task in the student's book.
c) Product:
- Students know how to use the target vocabulary.
d) Implementation:
Vocabulary pre-teaching
Step 1: Task delivering * Vocabulary:
- Teacher asks students to guess the uses of the phrases 1. be interested in
that they have matched in Warm up activity. 2. be fond of
- Teacher introduces the vocabulary. 3. be crazy about
- Teacher checks students’ understanding by the follow- 4. be keen on
up tasks in the student's book. 5. be into
- T confirms that when we want to change the
expressions into those about dislikes, we can put not
after the forms of the verb be. Give them the example:
is fond of, which is changed into is not fond of.
Step 2: Task performance
- Ss give the form of the verbs placed after these
expressions. Tell them that the verbs need to be in - ing
form. Give them one example: I’m fond of making
paper flowers.
Some Ss to do the same with other expressions.
Step 4: Judgement
- Teacher checks students’ pronunciation and gives
feedback.
3. PRACTICE (20'- PW/IW)
a) Objectives:
- To present some phrases to express “likes”.
- To teach Ss phrases to talk about their hobby or leisure activities.
b) Content:
- Task 2, 3 in Student book.
c) Product:
- Students understand how to use the vocabulary related to the topic)
d) Implementation:
Have Ss read the words / phrases in column A and B
and match them to make expressions about likes.
Remind them that a word/phrase in column A can only 1. e 2. c
go with one preposition in column B. 3. b 4. a 5. d
Have Ss work in pairs to compare their answers before
giving T the answers.
Check and confirm the correct answers. Ask them to
change the expressions they have got so that the
expressions can be about dislikes.
Elicit answers from Ss.
Confirm that when we want to change the expressions
into those about dislikes, we can put not after the forms
of the verb be. Give them the example: is fond of, which
is changed into is not fond of. Invite some Ss to do the
same with other expressions.
- Ss give the form of the verbs placed after these
expressions. Tell them that the verbs need to be in -ing
form.
Give them one example: I'm fond of making paper
flowers.
Fill in each blank with a correct word from the box.
(8 mins)
Step 1: Task delivering
- Have some Ss read out the words first. Then play the Fill in each blank with a correct word
recording for them to listen and repeat the words they from the box. (8 mins)
hear. Play the recording as many times as necessary. 1. fond 2. interested
Step 2: Task performance 3. keen 4. into
- Ss do this activity individually. 5. about
- Ss read all the sentences carefully to make sure they
understand the sentences and fill in the blanks with the
words in the box.
Step 3: Report and discussion
- Ss to work in groups and make as many sentences as
possible with the expressions about likes and dislikes.
The group with the most sentences wins and will be
asked to say their sentences aloud.
- Ss share their answers in pairs. Invite some Ss to give
the answers and confirm the correct ones.
- Teacher asks Ss to make sentences with some of the
expressions they have learnt.
Step 4: Judgement
- Teacher corrects for students as a whole class.
Complete the sentences about what you like or
dislike doing. Use the word or phrases from the box
or your own ideas. (10 mins)
Step 1: Task delivering
- Teacher tells Ss to share their ideas with a partner.
in 1 minute.
Step 2: Task performance Complete the sentences about what you
- Ss change to another partner. like or dislike doing. Use the word or
- Ss do it for some rounds, phrases from the box or your own ideas.
Step 3: Report and discussion (10 mins)
- Students randomly to share about their friends’ ideas.
- T asks them to share whether they have the same ideas
with their friends.
Step 4: Judgement
- Teacher corrects for students as a whole class.
4. APPLICATION (10 mins)
a) Objectives:
- To help Ss identify how to pronounce the sounds /ʊ/ and /u:/;
- To help Ss practise pronouncing these sounds in words.
b) Content:
- Teacher asks some Ss to read out the words first. Then play the recording for them to listen and
repeat the words they hear. Ask them to pay close attention to the two sounds. Play the recording as
many times as necessary.
- Explain to Ss the difference between the two sounds
c) Product:
- Students repeats the words correctly
d) Implementation:
* PRONUNCIATION Listen and repeat the words. Pay
Listen and repeat the words. Pay attention to the attention to the sounds /ʊ/ and /u:/ (6
sounds /ʊ/ and /u:/ (6 mins) mins)
Step 1: Task delivering Students repeats the words correctly
- Teacher asks some Ss to read out the words first. Then /ʊ/ /u:/
play the recording for them to listen and repeat the cook, push, would, group, June, school,
words they hear. woman move
Step 2: Task performance
- Ss pay close attention to the two sounds.
Step 3: Report and discussion
- Invite some Ss to say some words they know that
include the two sounds.
Step 4: Judgement
- Play the recording as many times as necessary.
- Explain to Ss that these words have the sounds /ʊ/
and /u:/.
Tell them the difference between the two sounds if
needed) . /ʊ/ is a “short vowel” sound while /u:/ is a
“long vowel” sound)
Task 5: Listen and practise the sentences. Underline
the bold words with /ʊ/, and circle the bold words Listen and practise the sentences.
with /u:/. (6 mins) Underline the bold words with /ʊ/, and
Step 1: Task delivering circle the bold words with /u:/. (6 mins)
- Teacher asks Ss to quickly read the sentences. Now 1. She likes reading books and swimming in
play the recording for Ss to listen to the sentences. the pool.
- Play the recording again for Ss to repeat the sentences. 2. When it is cool, we like to play football.
Step 2: Task performance 3. She drew and made puddings in her free
- Pay attention to the underlined parts and tick the time.
appropriate sound) 4. My mum loves pumpkin soup and coffee
Step 3: Report and discussion with a little sugar.
- Ss share their answers. Confirm the correct ones. 5. My brother is fond of watching the
- Ss practise the sentences in pairs. cartoon about a clever wolf.
- Invite some pairs to read the sentences aloud.
- Comment on their pronunciation of the sounds.
Step 4: Judgement
- Teacher gives corrections and feedbacks to students’
pronunciation.
* Home assignment
- T assigns the homework. * Home assignment
- Ss copy their homework. Learn by heart vocabulary
- T explains it carefully. Practice pronounces the sounds /ʊ/ and /u:/.
Prepare: A closer look 2
V. FEEDBACK:
With 8A ……………………………………………………………………………..…
With 8B …………………………...……………………………………..……………
With 8C ………………………………………………………………………….……
 UNIT 1: LEISURE TIME
Lesson 3: A closer look 2
Class Date of teaching Attendence
8A ...../09/2023
8B ...../09/2023
8C ...../09/2023
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
- use words related to leisure activities and expressions about likes and dislikes;
- Use verbs of liking/disliking followed by gerunds and /or to-infinitives to talk about
likes and dislikes;
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: like/ dislike + Ving/to + V……
+ 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 review vocab related to leisure activities.
- To introduce the term of comparative form of adverbs
b) Content:
- Teacher asks students to go around the class and find your friends with the given questions.
- Teacher calls students to report when they finish collecting the answer
c) Product: - Students’ answers.
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Find someone who: Questions:
- Teacher delivers the questions Find someone who…
- Teacher asks students to go around the class and ask ● likes playing computer games.
their friends for answer. ● enjoys knitting.
- Teacher calls students to report when they finish. ● detests cooking.
- Teacher gives comments if necessary. ● fancies going shopping.
- Teacher leads in the lesson. ● loves doing puzzles.
- Teacher corrects for students (if needed) ● hates hunting.
● dislikes watching TV.
● prefers going to the cinema)
2. KNOWLEDGE FORMATION (10’-IW, GW)
a) Objectives:
- To teach Ss verbs of liking and disliking with gerunds and to-infinitives
b) Content:
- Teacher teaches grammar.
- Teacher asks students to read the grammar box and share answer.
c) Product:
- Students know how to use the target grammar.
d) Implementation:
Grammar teaching
Step 1: Task delivering
- Remind Ss of the concept of the gerund that they Verbs of liking:
learnt in grade 7. love
- Ask them how the gerund is formed and how it like
functions grammatically. fancy
Step 2: Task performance prefer
- Write on the board: I don’t know you like knitting. enjoy
and I love to watch TV on Saturdays. Verbs of disliking:
- Explain that in English if we want to follow a verb detest
with another action, we must use a gerund or an hate
infinitive. There are certain verbs that can only be dislike
followed by one or the other, and these verbs must be
memorised)
Step 3: Report and discussion
- Student’s answers that verbs of liking / disliking are
often followed by gerunds and to-infinitives, and verbs
such as love, like, hate and prefer may go with gerunds
or to-infinitives with almost no change in meaning.
- Ss read the examples in the Remember! box, and then
encourage them to give their own examples.
Step 4: Judgement
- Teacher checks students’ understanding by asking
some checking questions.
3. PRACTICE (15 mins)
a) Objectives:
- To help Ss practise using verbs of liking and disliking with gerunds and to-infinitives.
b) Content:
- Task 1,2,3,4 in Student book
c) Product:
- Students understand how to use the target grammar.
d) Implementation:
1. Work in pairs. Put the verbs in the
Step 1: Task delivering appropriate column. (3 minutes)
- Have Ss do these exercises individually. Suggested answers:
Step 2: Task performance Task 1:
- Ss do these exercises individually Verbs followed by gerunds only: detest,
- Compare their answers with a partner. fancy, dislike, enjoy
Step 3: Report and discussion Verbs followed by both gerunds and to-
- Ask some Ss to write their answers on the board. infinitives love, like, hate, prefer
- Check the answers with the whole class. Task 2: 1. A, C 2. A 3. A, C 4. B 5. A
Step 4: Judgement
- Accept different sentences provided that they are
correct. 2: Choose the correct answer(s) (3
minutes)
Step 1: Task delivering Task 3:
- Have Ss do these exercises individually. 1. Mark likes surfing / to surf the net.
Step 2: Task performance 2. The girls enjoy knitting.
- Ss do these exercises individually 3. My cousin dislikes cooking.
- Compare their answers with a partner. 4. My father hates going / to go shopping.
Step 3: Report and discussion 5. Tom and his sister prefer doing / to do
- Ask some Ss to write their answers on the board. puzzles.
- Check the answers with the whole class.
Step 4: Judgement
- Accept different sentences provided that they are
correct. 3: Look at the pictures and complete the
sentences, using the verbs in brackets in
Step 1: Task delivering their suitable form. (4 minutes)
- Have Ss do these exercises individually. Complete the sentences about yourself. (6
Step 2: Task performance mins)
- Ss do these exercises individually.
- Write the sentences about themselves.
- Compare their answers with a partner.
Step 3: Report and discussion
- Ss write their answers on the board.
- Comment on their answers.
- Check the answers with the whole class.
Step 4: Judgement Suggested answer:
- Accept different sentences provided that they are I like playing basketball.
correct. I hate cooking.
- Teacher corrects for students as a whole class.
4. APPLICATION (10 mins)
a) Objectives:
- To help Ss practise using verbs of liking and disliking with gerunds and to-infinitives
b) Content:
- Divide Ss into groups. Assign a group leader to keep watch of the game.
- Explain the rules of the game
- Have Ss read the example in the book and model the way to play the game with one student if
needed)
- Let groups play the game for about 3 - 5 minutes.
- Invite some groups to perform the game in front of the whole class. Comment on their performance.
c) Product:
- Students’ conversations
d) Implementation:
Work in groups. One mimes a leisure activity he / Suggested outcome:
she likes or dislikes. The others guess the activity by A: Do you like surfing the net?
asking yes / no questions using the verbs they have B: No, I don’t.
learnt. C: Do you love messaging your friends?
Step 1: Task delivering B: Yes, I do.
- Divide Ss into groups.
- Assign a group leader to keep watch of the game.
- Explain the rules of the game:
• One student mimes a leisure activity he / she likes or
dislikes. Other Ss guess what the activity is by asking
Yes / No questions using the verbs they have learnt.
• For each correct guess, each student gets one point.
The group leader records the points of his / her group
members.
Step 2: Task performance
- Ss read the example in the book and model the way to
play the game with one student if needed)
- Let groups play the game for about 3 - 5 minutes.
Step 3: Report and discussion
- Some groups to perform the game in front of the
whole class.
- Comment on their performance.
Step 4: Judgement
- Teacher gives corrections and feedbacks.
- Home assigment
- Take note Home assigment.
* Home assignment
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully
V. FEEDBACK:
With 8A ……………………………………………………………………………………..…
With 8B …………………………...…………………………….………………..……………
With 8C ……………………………………………………….………………………….……
 UNIT 1: LEISURE TIME
Lesson 4: Communication
Class Date of teaching Attendence
8A ...../09/2023
8B ...../09/2023
8C ...../09/2023
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. (6 mins) 3. Work in pairs. Answer the
- Ask Ss to look at each picture and say what leisure question. (6 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 (10 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:
With 8A ……………………………………………………………………………..…
With 8B …………………………...……………………………………..……………
With 8C ………………………………………………………………………….……
 UNIT 1: LEISURE TIME
Lesson 5: Skills 1
Class Date of teaching Attendence
8A ...../09/2023
8B ...../09/2023
8C ...../09/2023
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. Questions:
Step 2: Task performance - What activities can you see in the
- Ss answer what activity is shown in each picture. picture?
- If time allows, Ss describe the pictures (who they can Suggested answers:
see and what the people are doing). Picture a: riding bikes / cycling
Step 3: Report and discussion Picture b: cooking
- Ss read a text about leisure activities that Ann does Picture c: making a dress
with her family members.
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 (15’- 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:
With 8A ……………………………………………………………………………..…
With 8B …………………………...……………………………………..……………
With 8C ………………………………………………………………………….……
 UNIT 1: LEISURE TIME
Lesson 6: Skills 2
Class Date of teaching Attendence
8A ...../09/2023
8B ...../09/2023
8C ...../09/2023
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 we
question. do with our friends in our leisure time?
- Have Ss answer the questions in the book. 2. Why should we spend time with our
- Elicit answers from Ss. This is an open activity, so friends?
accept all answers provided they make sense.
- 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 about Answer key:
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 blank 2. Listen to the interview again. Fill in
in the table with no more than two words. (10 mins) each blank in the table with no more
Step 1: Task delivering than two words.
- Tell Ss that they are going to listen to the interview again Answer key:
and complete the table of information. 1. video
Step 2: Task performance 2. cinema
- Ss read the table. 3. park
- Ss guess the word or phrase to fill in each blank and write 4. shape
their guesses on the board) 5. bike ride
- T plays the recording 6. places
- 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 (15 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 questions. Suggested outcome:
- Have Ss work in pairs to answer the questions in the Students’ notes
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
 UNIT 1: LEISURE TIME
Lesson 7: Looking back and Project
Class Date of teaching Attendence
8A ...../09/2023
8B ...../09/2023
8C ...../09/2023
I. OBJECTIVES
1. Knowledge:
- review the vocabulary and grammar of Unit 1
- apply what they have learnt (vocabulary and grammar) into practice through a project.
+ 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 revision
b) Content:
- Teacher asks Ss to think of what they have learnt already in Unit 1.
- Ss work in pairs to do the task. Teacher calls some students to retell.
- Teacher confirms and leads them to do all the exercises in books.
c) Product:
- Students’ answers.
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Revision Questions:
Step 1: Task delivering - What have we learnt in Unit 1?
- Teacher asks Ss to think of what they have learnt Suggested answers:
already in Unit 1. ✔ use the words related to leisure activities
Step 2: Task performance and expressions about likes and dislikes.
- Ss work in pairs to do the task. ✔ pronounce the sounds /ʊ/ and /u:/
Step 3: Report and discussion correctly in words and sentences.
-Teacher calls some students to retell. ✔ use verbs of liking / disliking followed
Step 4: Judgement by gerunds and / or to-infinitives to talk
- Teacher confirms and leads them to do all the about likes and dislikes.
exercises in books. ✔ invite and accept invitations.
- Teacher corrects for students (if needed) ✔ read about leisure activities with family.
✔ talk about leisure activities with family.
✔ listen about leisure activities with
friends.
✔ write an email about leisure activities
with friends
3. PRACTICE ACTIVITIES (18’-IW,PW,GW)
a) Objectives: - To help Ss review the vocabulary of Unit 1
b) Content:
- For activities 1 and 2, have Ss do these activities individually then compare their answers with
their partners. Ask for Ss’ answers or ask some Ss to read out their answers in front of the class.
- Confirm the correct answers.
c) Product: - Students prepare vocabulary and knowledge for the listening tasks.
d) Implementation:
Task 1: Complete the sentences with appropriate VOCABULARY REVISION
leisure activities. 1: Complete the sentences with
Step 1: Task delivering appropriate leisure activities.
- T asks students to complete the task individually. 1. doing puzzles
Step 2: Task performance 2. doing DIY
- Ss complete the task individually. 3. Messaging friends
Step 3: Report and discussion 4. playing sport
- Ss swap their books with their partners. 5. surfing the net
Step 4: Judgement
Teacher shows the answer and check.
Task 2: Write complete sentences from the given 2: Write complete sentences from the
cues. given cues.
Step 1: Task delivering Answer key:
- Have Ss do these activities individually. 1. I’m not fond of making models because
Step 2: Task performance I’m not patient.
- Ss do these activities individually. 2. My friends are keen on doing judo and
- Compare their answers with their partners. they go to the judo club every Sunday.
Step 3: Report and discussion 3. Why are you not into cooking? – Because
Some Ss to read out their answers in front of the class. I often burn myself.
Step 4: Judgement 4. Are they interested in playing badminton
- Confirm the correct answers. after school?
- Teacher asks Ss some follow up questions. 5. My cousin is crazy about surfing the net
and playing computer games.
Task 3: Fill in each blank with the correct form(s) of GRAMMAR REVISION
the verb in brackets. 3: Fill in each blank with the correct
Step 1: Task delivering form(s) of the verb in brackets.
- Ask Ss to do the exercise individually first. Answer key:
Step 2: Task performance 1. cycling
- Do the exercise individually first. 2. reading / to read
3. playing `
Step 3: Report and discussion 4. chatting / to chat
- Ss check their answers with a partner before 5. to do / doing
discussing the answers as a class.
- Ss keep a record of their original answers so that they
can use that information in the Now I can … section.
Step 4: Judgement
- Confirm the correct answers.
- Teacher asks Ss some follow up questions.
Task 4: Complete the passage. use the correct 4: Complete the passage. use the correct
form(s) of the verbs in brackets and the pictures add form(s) of the verbs in brackets and the
more words if necessary. pictures add more words if necessary.
Answer key:
2. reading / to read books
3. messaging / to message her friends
4. making / to make paper flowers
5. knitting / to knit
6. playing badminton

- Ask Ss to do the exercise individually first. Then they

can check their answers with a partner before discussing
the answers as a class.
- Remind Ss to keep a record of their original answers so
that they can use that information in the Now I can …
section.
- Teacher corrects for students as a whole class.
C. APPLICATION ACTIVITIES (15’- PW, GW)
a) Objectives:
- To help Ss practise making their report about their interview with their friends.
b) Content:
- T should assign the project in earlier lessons such as in GETTING STARTED lesson. Make sure
you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING
BACK),
- Ask Ss to organise their report into a presentation.
- Ask Ss to work in groups to make an interview with their friends, then collect and present data)
- Ask Ss to display all the posters on the wall or bulletin board and ask each group to present their
poster to the whole class.
c) Product:
- Students’ speaking
d) Implementation:
Step 1: Task delivering * Leisure time survey
- T assign the project in earlier lessons such as in Suggested outcome:
GETTING STARTED lesson. Students’ posters & presentations
- Check their progress after each lesson. In the last
lesson (LOOKING BACK).
Step 2: Task performance
- Ss organise their report into a presentation.
- Ss to work in groups to make an interview with their
friends, then collect and present data)
Step 3: Report and discussion
- Ss display all the posters on the wall or bulletin board.
- Each group to present their poster to the whole class.
Step 4: Judgement
- Teacher gives corrections and feedback
* Home assignment * Home assignment
- T assigns the homework. - Prepare for UNIT 2: GETTING STARTED
- Ss copy their homework. - Revise lesson at home
- T explains it carefully