giáo án Anh 8 thí điểm Unit 1(2 cột)

Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016

Period 1:

Planning lesson 8

Introduction

Tieng Anh 8 is the third of four – level English language textbook for Vietnamese students of Lower
Secondary School learning English as a foreign language (EFL). It follows the
systematic/sɪstɪ'mætɪk(l)/-có hệ thống, cyclical-tuần hoàn, and theme-based syllabus/sɪləbəs/: (kế hoạch
học tập)approved by the Ministry of Education and Training in January 2012, which focuses on the use
of language ( pronunciation, vocabulary and grammar) to develop the four language skills( listening,
speaking, reading and writing)
1.The Student’s book contains
* The bookmap: Introduction to the basics of each unit
* 12 topic – based Units, each covering seven sections to be taught in seven 45 -minute lessons
* Four reviews, each providing revision and further practice of the previous three units, to be dealt with
in two periods
* Glossary : Giving meaning and phonetic transcription of the new words in the units
Each unit has seven sections
Section 1. Getting started
It begins with a conversation followed by the activities which introduce the topic of the unit, it then
presents the vocabulary and the grammar items to be learnt and practised through the skills and
activities of the unit.
Section 2. A closer look 1
Presents and practises the vocabulary and pronuciation of the unit. The active vocabulary of the unit is
given in an interesting and illustrated way so theat it is easy for students to memorise.
- Two or three sounds, which frequently appear in the unit, are given and practiced in isolation (cách li/
tách ra/ cô lập)and in context. There are different exercises focusing on intnsive practice of vocabulary

and pronuciation.
- A grammar item may also be included in this section.
Section 3. A closer look 2
This section deals with the main grammar point(s) of the unit. The new language points are presented
in a short text or talk/interview. There are grammar tables and exercises which are well
illustrated /'ɪləstreɪt / (minh họa/ làm rõ nghĩa)to help Ss remember and use the grammar items
effectively. The “Remember” boxes appear wherever necessary and help students to avoid common
errors.
Section 4. Communication
Help Ss use the funcitional language in everyday life contexts and consolidate(làm cho chắc/ củng cố/
trở nên chắc chắn) what they have learnt in the previous sections. Gives Ss opportunity to learn and
apply the cultural aspects of the language learnt. The communication section provides cutural
information about Viet Nam and other countries in the world. The vocabulary is clearly presented in
boxes wherever it is needed.
Section 5. Skill 1
* Reading
This section aims to develop Students’ reading abilities. In order to make the activity achievable, the
reading text is often based on the vocabulary and structures that Ss have previously acquired /ə'kwaɪə/:
(giành được).The reading always links with the topic of the unit and is interesting and relevant(
Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Planning lesson 8
Preparing date: 29 / 8 /2016
'relɪvənt: xác đáng) to the students. Important new vocabulary is introduced in the text and practised in a
follow- up activity.
* Speak

This section aims to provide further practice which supports Ss in their production of spoken English.
The section users recently introduced items in combination with previously learnt language in new
contexts.
Section 6. Skill 2 is composed of listening skill( receptive skill) and writing (productive skill).
*Listening
This listening section provides Ss with an opportunity to develop their listening skills.This section
trains them to listen for general and specific information
* Writing
This section focuses on developing Ss’ writing skills. There is a writing tip or a guideline which is very
useful to help them to write effectively. The result of the writing section must be a complete piece of
writing (which is ideally assessed by the group/class/teacher).
Section 7. Looking back and Project
- Looking back recycles the language from the previous sections and links it with unit topics. Various
activities ans exercises are designed to help Ss consolidate and apply what they have learnt in the unit.
Through the students’ performance in this section, teachers can evaluate(/ɪ'væljʊeɪt/: ước lượng) their
study results and provide further practice if necessary .
The project helps Ss to improve their ability to work by themselves and in a team, It extends their
imaginations in a field related to the unit subject. The teacher can use this as an extra-curricular(chương
trình giảng dạy) activity(for group work) or as homework for students to do individually.
2.The workbook
Mirrors( phản chiếu/ phản ánh trung thực) and reinforces( tăng cường, củng cố, tăng thêm sức mạnh)
the content of the Students’ book. It offers:
- Futher practice for the language and skill taught in class.
- Four additional tests for Student’s self – assessment.

Period 2:

Unit 1. Leisure activities
Lesson 1. Getting started
it’s right up my street

I. Objectives
- Introduce the topic of the unit 1 “ Leisure activities”
- Present the vocabulary and the grammar items to be learnt and practiced through the skill and
activities of the unit 1
- Words:
Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Planning lesson 8
Preparing date: 29 / 8 /2016
Leisure activities: cycling, playing beach games, collecting things, mountain biking, making
crafts, learning languages, doing DIY,pet training, texting, hanging out, …
- Structures:
Verbs of liking/ Verbs of not liking + gerunds/ arstand
Present simple, Future simple tense, past simple, past continuous, present perfect, ….
II. Teaching aids
- Pictures/ Flashcards
- The Student’s book
- Recording
III. Procedures
Teacher’s activities
Students’ activities
1. Warm up(5’)
Ask Ss what they like doing for their pleasure in their free time.
Ss listen and answer.
Ask some questions:

.
? What is your favourite free time activity?
S1: I like to playing football.
Do you like collecting things?
S2: I often listen to music.
Do you like making models of things?
….
…………
T. summarise Ss’ answers and ask them what all of these
activities are called.
Elicit the word “hobbies” from Ss.
T prepare photos or magazines cut-outs about some popular
leisure activities including those Ss often do in their free time.
Ask Ss to describe them in English.
Ss look at the photos and talk
Ask Ss to guess which activities the Ss enjoy doing.
(Stick photos/ pictures on the board)
Ex: reading, surfing the Internet, socialising
(Encourage Ss to do the same in pairs) One S writes a short list of
activities and the other guesses.
- Write the tittle on the board
- Explaining the meaning of “ Leisure activities”
2. Presentation(10’)
T ask Ss to open the book to the picture. Introduce Mai, Phuc
Ss guess and make a short list
and Nick. Ask Ss to guess where they are and what they are
Open the books and answer
doing. ( For more able classes, brainstorm questions with Ss and
questions
write them on the board.)

- There three people in the picture.
What can you see in the picture?
- They are at the bookstore.
Why do you think Mai, Phuc and Nick are there?
-Nick is holding a CD, Mai is
What are they holding in their hands?
holding a box and Phuc is holding
What are they talking about?
a book.
Can you guess what Mai, Phuc and Nick like doing in their free
Ss listen and remember
time?
- T accept all possible answers from Ss and do not provide
correction at this stage.
- Play the recording and ask Ss to follow along. Then come back
to the ealier questions and have Ss answer them. (Do not give
corrections at this stage)
- Present new words and structures (using pictures/ visuals)
* Words
- trick: mưu mẹo
- sticker: keo
Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
- craft(n): đồ dùng làm thủ công
- craft kit(n): bộ đồ dùng làm thủ công

- melody(n): giai điệu
*Stuctures
- The simple future
- The present simple
- The present continuous
- The past simple
- The past continuous
- The present perfect

Planning lesson 8

* Rub out and remember
3. Practice(15’)
Act1.
* Exercise a
-Ask Ss to work individually to circle the correct answer.
-Ask Ss to compare their answer with a partner and then discuss
as a class.
- T goes through each statement and asks Ss how the text and the
visual in the dialogue support their answers.
T writes the correct answers on the board.
*Key 1a.
1. bookstore
2. book
3. dog
4. craft kit
5. folk music
6. Vietnamese
Exercise b:
-Go to the list of activities mentioned. Encourage Ss to explain

what they are and to give examples.
-Ask Ss if they have done any of these activities, or if they know
anyone who does these in their free time.
- Have Ss do this task individually first, then compare the
answers with their partner.(Ss should be able to give ideas from
the text that support their answers)
*Key 1b.
1.Pet training
2.making craft
3.Reading
4.listening to music
5.learning language
6.playing sports
7.helping parents
Vũ Thị Kim Oanh

Ss work individually to circle the
correct answer
Ss compare their answer with a
partner
-Ss answer

Ss copy down

Ss explain what they are and to
give examples.
Ss do this task individually

Ss pay attention to the contexts
Phuc Mai

√
√
√
√
√

√

Nick
√
√
√
√

Ss give examples of something
School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
with DIY projects

Planning lesson 8
they can check out

Exercise c:
Draw Ss’s attention to the contexts when Mai said “ Check out
this book.” and Phuc said “ It’s right up your street!” together
with Ss elicit the meaning of two expressions.
-Ask Ss for examples of something they can check out, and

something which is right up their street.(For more able class, ask
Ss to make a 2-turn dialogue in which they use these
expressions).
Key 1c:
- To check out sth means to examine something or get more
information about it in order to be certain that it is suitable(or
true, or safe)
- If something is right up your street , it is the type of thing that
you are interested in or that you enjoy doing.
4. Production(10’)
Act 5. Game: “CHANGING PARTNER”
-Ask Ss to work in groups of four or six, or as a mingle (trộn
lẫn)activitiy.
If the classroom is large enough, ask Ss to stand in two lines
facing each other. Each pair will talk about one activity for one
minute. When the time is up and T calls out “Change!” they will
move one step to the left/ right to meet a new partner and talk
about an other activity.

Ss take part in the game.

For example:
S1: A football match is often has two parts. Each part is forty five
minutes. The first part is the first half and the second part is the
second half. There is a fifteen-minute break between the two
halves. There are two team in a football match. Each football
team has eleven players, including a goal keeper. The players on
the ground try to kick the ball into the other goal. The team which
scores more goals wins the games.
5. Homework(5’)

- Translate “ Listen and read” into Vietnamese- Listen the
recording “ It’s right up my street” at home
Period 3

Copy down

Unit 1. Leisure activities
Section 2 . a closer look 1

I. Objectives
- Present and practice the vocabulary and pronuciation of the topic “ Leisure activities”- Unit 1.
- Help Ss to understand, memorise and use words in Unit 1 relate to the topic “ Leisure activities”
listening to music/ making craft/mountain biking/gardening/ swimming/ playing board games/ playing
beach games/ doing DIY project/…..
- Pronounce correctly the words containing the clusters /br/ and /pr/ in isolation and in context.
II. Teaching aids
- Pictures/ Flashcards
Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
- The Student’s book
- Recording
III. Procedures
Teacher’s activities
1. Warm up(5’)
Slap the board “ Leisure activities”

Planning lesson 8

Students’ activities
Play game

2. Presentation(5)
*Before starting the lesson explain what a “ pie chart” is and how each
slice can be calculated as percentage of the whole.
Questions
-What is the pie chart about? Where can you find the information?
-What do the different coloured sections of the chart refer to?
- How are these sections calculated?
- What does the “notes” tell you?
- What does the “source” tell you?
-T gives Ss some simple statistics and make a pie chart with them as a
class *Vocabulary
T asks Ss to work in pairs to examinethe pie chart closely in order to
understand its contents, including the heading, subheading, figures,
color codes, source, and notes.
(Allow enough time for this step. Do not give the correction)
-Ask Ss to answer the questions that follow the chart.
1.How much leisure time did people in the US have on average day in
2012?
2. What did they do in their leisure time?
3. What were the three most common activities?

Vũ Thị Kim Oanh

Ss work in pairs to examinethe

pie chart closely in order to
understand its contents
Ss answer the questions that
follow the chart.
*Key 1
1. In 2012, people in the US
spent 5.1 hours a day on sport
and leisure activities.
2. The main activities they did
include watching TV,
socialising and communicating
with friends, reading,
participating in sports, exercise
and recreation, using computer
for leisure, relaxing and
thinking,…
3. The three most common
activities were watching TV,
School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016

Planning lesson 8
socialising and communicating
and using computer for leisure.

3. Practice(7’)
Act 2.

*Have Ss work individually to complete the task.
* Key 2
Name of activities
Relaxing
Thinking
Using
Doing
Watching
Reading
Socialising
communicating

Ss work individually to
complete the task

Verbs
Relax
think
Use
Do
Watch
Read
Socialise
communicate

- After giving corrective feedback, draw their attention to the part of
speech of the words mentioned
Eg: “relaxing” comes from the verb “relax” with –ing added, and it
refers to the activity.
-T introduces the concept of gerund ( a noun made from a verb by

adding – ing)
-Give Ss some examples where a gerund is transformed from a verb
and used as a noun.
-For more able class, ask Ss to make their own sentences.
Act 3:
*Ask Ss to cover the category labels.
*Key 3:
1-e 2-b 3-f 4-a 5-d 6-h 7-c 8-g
-Have Ss look at the words and try to guess what these words have in
common.
T may elicit answers from Ss by asking questions, for example:
What is the common verb we often use with these?
How can we use this verb to describe the activity?
Who do we often do these with?
Where do we often do these?
….
(T doesn’t give the correction at this step.)
-Ask Ss to work in pairs to complete the task.
Once they have finished and T has given corrective feedback,
encourage them to add more words in each category.
4. Production(3’)
Act 4.
-T haves Ss work in small groups. Allow them enough time to think
about what their average day may look like( including study and work)
and how much time is spent on leisure activities. If there is plenty of
time, encourage them to calculate these times as percentages and put
them in a simple pie chart similar to 1.
(Alternatively, this task can be done as a mingle activity.)
-Have Ss write down how much time they spend on leisure on an
Vũ Thị Kim Oanh

-Ss listen and give examples
-Ss make their own sentences
-Ss cover the category labels.

- Ss look at the words and try to
guess what these words have in
common.

-Ss to work in pairs to complete
the task.
- Add more words

Ss work in small groups.

Ss write down
School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
average day, and the three activities they do most.

5. Presentation 2(5’)
*Present clusters:/br/ and /pr/
1.Cách phát âm /pr/
- Phát âm nhanh âm /p/
+ Đặc tính: là phụ âm không kêu (voiceless consonant) âm được tạo ra
do 2 môi (bilabial), âm bật (flosive)
+ Cách phát âm: đầu tiên môi trên và dưới đóng lại sau đó mở miệng

bật hơi từ bên trong ra tạo thành âm /p/, phát âm nhanh gọn
- Sau đó, phát âm nhanh âm /r/
+ Đặc tính: phụ âm kêu (voiced consonant), âm được tạo ra kết hợp
mặt lưỡi và răng, (blade-post-alveolar).
+ Cách phát âm: cong lưỡi lên để tạo nên một khoảng trống ở giữa
miệng nhưng lưỡi không chạm tới chân răng trên. Nâng cao vòm ngạc
mềm để luồng hơi có thể thoát ra giữa đầu lưỡi và ngạc mà không tạo
thành âm xát.
2. Cách phát âm /br/
- Phát âm nhanh âm /b/
+ Đặc tính: phụ âm kêu (Voiced consonant), âm môi (bilabial) và là
âm bật hơi
+ Cách phát âm: đầu tiên đóng chặt 2 môi sau đó đẩy hơi từ phía trong
ra tạo thành âm, cách phát âm tương tự /p/.
- Sau đó phát âm âm /r/: tương tự âm /r/ trong /pr/ ở mục 1
Examples:
- president, present, apricot, prefer, pronoun, improve, promotion,
practise, praise(khen ngợi), profit( lợi nhuận),….

Act 5.
-Have Ss work individually to complete this task.
- Ask Ss to work in pairs to compare their answers.
- Play the recording for Ss to check and then repeat. Pause the
recording to drill difficult items
*Ask Ss to add more words which contain these clusters. For more able
class. Ss may make sentences with these words and practising them.
Examples:
Vũ Thị Kim Oanh

Planning lesson 8

Ss move around and talk with at
least three other classmates to
find out who spent most time on
leisure and what the most
popular activities in the class.
Listen and copy

-Ss work individually to
complete this task.
-Ss work in pairs to compare
their answers.
-Listen

Ss add more words which
School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
Bread; break, brush, bracelets, brick, brown, bright, broom( cái chổi)
*Tapescript:
1.apricot 2.brigde
3.bracelets
4.bread
5.princess 6.president 7.present
8.brocoli
*Add more
Brick/ brown/ bring/ bright/…
Proud/ pronoun/ press/ prize
6. Practice 2(5’).

*Have Ss practise the words with the clusters first.
-Ask them to repeat the whole sentences.
-If time allows ask Ss to cover their books and listen to the recording.
If they hear the word with cluster /pr/ they raise up their left hand, if
they hear the cluster /br/ they raise up their right hand.
7. Homework(5’)
- Give Ss some exercises in the workbook
A. Phonetics: 1,2(page3)
B. Vocabulary- 1,2,3,5,6 (page 4,5,6)

Period 4

Planning lesson 8
contain these clusters

Ss practise the words with the
clusters first.
repeat the whole sentences.
Raise the hands
Write down

Unit 1. Leisure activities
Section 3 . a closer look 2

I. Objectives
*By the end of this period, Students can
- use the present simple and the future tense, present perfect, past simple, past continuous
-Verbs of liking and not liking + V-ing
+adore + V-ing
+ enjoy + V-ing

+ like +V-ing/N
+ love + V-ing/N
+ enjoy + V-ing/N
+ hate/dislike + V-ing/N
+detest + V-ing
- use the structures to do some exercises
II. Teaching aids
- Pictures/ Flashcards
- The Student’s book
- Recording
Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
III. Procedures
Teacher’s activities
1. Warm up(5’)
- Ask Ss make sentences with “ like/enjoy/ love” or “hate/dislike ”
Eg.
- I like watching cartoons in the evening.
- I enjoy collecting foreign stamps.
- My sister hates skateboarding.
-. My brother loves mountain biking for his leisure.
- Arrange these words in to sentence: mountain biking/
/leisure/my/loves/ for/brother/ his.
2. Presentation1(5’)
Grammar

-Verbs of liking + gerunds
- Verbs of liking + to infinitives
- Remind the Ss of the concept of the gerund from a closer look 1.
-Ask them how the gerund is form and how it functions
grammatically.
-Draw Ss attention to “ love to watch” and “enjoy listening” which
appear in the text in GETTING STARTED:
-I love to watch him….
- But I think I’ll enjoy listening…
*Key 1:
- love(to watch)
- enjoy(listening)
- liked(reading)
- Explain that in English if we want to follow a verb with an other
action, we must use a gerund or an infinitive. There are certain verbs
that can only be followed by one or the other, and these verbs must
be memorised.
-Read or play the recording in GETTING STARTED for Ss to listen
and ask them to underline the verbs of liking followed by gerunds ot
to infinitives that they find in the text.(For more able class, T may
ask Ss to cover the text and just listen to identify these verbs.)
-Tell Ss that verbs of liking/ disliking are often followed by gerund
but the verbs such as love/like/ hate/ start/ finish/ prefer/…may go
with gerund or to infinitives with almost no change in meaning.
- Give some examples for both cases. Encourage Ss to give their own
examples.
-Introduce Ss to the “ Learning tip” box, where they can
differentiate the difference in terms of degree these verbs of
liking/disliking.
-T may write these verbs on the board with a really happy smiley

face at the top of the board and a really unhappy smiley face at the
bottom.
-Ask Ss to rearrange them in a particular order without looking at the
“learning tip”

Vũ Thị Kim Oanh

Planning lesson 8

Students’ activities
Make sentences

Ss remember the concept.
Ss answer
Ss pay attention to the
functions.
Ss listen to the T and copy.
Ss listen and underline the
verbs of liking/ disliking

Ss listen and copy

Ss look at the T’s examples
and then give examples
Ss look at the “ Learning tip”
box, and differentiate
the
difference in terms of degree
these verbs of liking/disliking.
Ss rearrange

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
3. Practice 1(25’)
Ex2.
-Ask Ss to work individually
-Have Ss compare the answers with their partners.
- Play the recording for Ss to check their answers.

Planning lesson 8

Ss do the task individually
- Ss compare the answers
- Listen to the recording to
check the answers.

* Key Ex2
Gerund

√

- Ss work in pairs to complete
this task.
Ss give feedback as a class and
correct mistakes.

√

Ss work in groups
Ss work individually

Both gerund and infinitives

1.love
2.enjoy
√
3.detest
√
4.prefer
5.fancy
√
6. start
7.avoid
√
*Tapescript:
1.I love eating spicy food.
- I love to eat spicy food.
2. Jane enjoys running.
3. Phong detests doing DIY.
4.I prefer reading poetry.
-I prefer to read poetry.
5. Do you fancy watching TV?
Ex3.
-Have Ss work in pairs to complete this task.

√
Ss pick up and read out a

sentence.

- T gives Ss feedback to Ss as a class
*Key 3
1. making
2. to watch/ watching
3. skateboarding
4. to learn/ learning 5. sitting
Ex4.
-Have Ss work in groups of five or six.
-Give Ss time to work individually at first and write each sentence on
a strip of paper, then in their group mix up the strips.
- Have Ss pick up and read out a sentence, then they guess who wrote
that sentence.
*Suggestion of Ex 4
1. I adore doing DIY.
2. I love to watch TV/ watching TV
3. I fancy playing sports.
4. I don’t mind staying at home. It’s boring.
5. I don’t like going out in the rain.
6. I detest gardening.

Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
Ex5

- Have Ss quickly familiarise themselves with the e-mail by asking:
-Have Ss scan the e-mail to find the answers.

Planning lesson 8

Ss quickly familiarise
themselves with the e-mail
- Ss scan the e-mail to find the
answers.
Ss work individually then
compare

Ex5a.
-Have Ss work individually and compare the answers with their
classmate.
*Key 5a.
1.like do=> like to do/ doing
2. enjoy do=> enjoy doing
3.don’t like have=> don’t like to have/ having
4. don’t mind to do=> don’t mind doing
5. hate spend=> hate to spend/ spending
6. love eat out=> love to eat out/ eating out
Ss to read the e-mail again and
answer the questions
Ex5b.
*Ask Ss to read the e-mail again and answer the questions
- T give comment

*Key 5b.
1.The activities Duc mentions in his e-mail are: playing video games,

watching TV, going to the park, playing football, helping his parents,
doing homework, and eating out with his family.
2. The two activities he enjoys most are playing football with his
friends and eating out with his family.

Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
4.Production(5’)
*Have Ss work individually to write the e-mail then exchange it with
their parents and check for mistakes.
- If there is time, have Ss ask and answer about the e-mail afterwards,
using the questions in Exercise 5 as a guide.
-If there isn’t enough time, this task can be done as a group-writing
task at home.
*Suggestion Act 6.
Hi, my name is Tam.
How are you? This is what I like do in my spare time. I often listen to
music or reading. Or I go for a walk with my lovely dog. I enjoy do
this very much! Sometimes I help my parents too. If I have
homework I will try to finish it first before I do anythings else. But I
don’t like have a lot of homework.I fancy to do my homework but I
detest spend all evening on it! On Saturday and Sunday, I prefer eat
out with my family. The food is very delicious!
What about you?
Bestwishes,

Tam

5.Homework(5’)
– Give Ss exercise 4,5,6 in workbook page 4,5

Period 5

Planning lesson 8

Ss work individually to write
the e-mail then exchange it
with their parents and check
for mistakes.

Listen to the T’s guidelines and
write down

Unit 1. Leisure activities
Section 4 . communication

I. Objectives
*By the end of this period,
- Help Ss use the funcitional language in everyday life contexts and consolidate /kən'sɒlɪdeɪt/ what
they have learnt in the previous sections about the topic: “ Leisure activities”
* Extra vocabulary: window shopping ; to sound weird, to be hooked on something, to be addicted to
sth, …
*Abbreviations
II. Teaching aids
Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
- Pictures/ Flashcards
- The Student’s book
- Recording
III. Procedures
Teacher’s activities
1. Warm up
* Networks

* Chatting
? What do you usually do in your free time?
?Do you have any leisure activities?
? What is your favorite leisure activities?Why?
* Other questions:
- Do you like window shopping?
- Do you love cloud watching?
- Do you like going to community center??
- Do you like working as a volunteer?
- Do you have any weird leisure activities?
*Have Ss find a leisure activity a bit unusual (fron Ss, their
friends or someone they know) and talk about it to the class.
-Ask them for their opinions about this activity: boring,
interesting, strange, challeging, ...
2. Presentation(10’)
*Refer Ss to any words in the “Extra vocabulary” that Ss
don’t yet know and ask Ss to try to guess what the meaning

is, and how that may relate to leisure activities.
*Extra vocabulary:
- window shopping
- to be hooked on sth:
- to sound weird
- to be addicted to sth...

Planning lesson 8

Students’ activities
Ss take part in activity

Answer:
- I usually play chess/ board games/
listen to music/ watch TV;…..
- Yes, I do.
-My favourite leisure activities are
people watching /collecting old
newspapers.
Ss talk about unusual leisure activities.
Eg: walking in the rain/ eating foreign
food/ ...

- Talk about what they know about their
friend’s free time activities and say what
they think of these activities.
Ss guess the meaning of the words.

-Listen to the T
-Look at the photo

Act 1.
- guess people in the photos like doing.
* Explain to Ss that they are going to read about some
activities teenagers do in their spare time. Have Ss cover the
text and just look at the photos (with name and country).
- Encourage Ss to guess what these students in the photos
like doing as leisure activities.
Vũ Thị Kim Oanh
School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
3.Practice(15’)
*Set a reading time limit and have Ss speed read the text.
Close books and play a memory game dividing Ss into
competing groups to tell how much information they can
remember from the text.
*Memory= 4 teams.
- hanging out
- going window shopping
- working as volunteers for an animal protection organisation
- cloud watching
- dancing/ painting/ doing drama
- doing sports
- Motivate Ss by counting every detail they remember! Do
not check comprehension at this point.
Act 2.
*Ask Ss if they notice any other particular features of the

text. Elicit answers from Ss by drawing their attention to the
form of the text (e.g. its layout and the abbreviation).
- Explain that this is from a webpage and that these
abbreviation. Then have Ss work in pairs to complete the
task.
- Next encourage Ss to add to the 'net lingo' dictionary with
any other abbreviations they know that are used online. Ss
may work in pairs to complete the task.
- Next encourage Ss to add to the 'nettling' dictionary with
any other abbreviations they know that are used online.
- If time allows, have Ss write short texts or messages in
which they use these abbreviations and/or their newly added
ones and send them to each other.
Act 3.
* Have Ss work in pairs or small groups to complete the
table. Allow Ss to read the text more closely to fill in the
table.
Key 3:
Emily
- hanging out with friends She loves it
(window shopping)
- working as a volunteer
Hang
- cloud watching
She adores it. It's
easy
Linn
- going to community Se loves it
centre, painting, dancing,
doing drama.

Minh
- playing football
He likes it
- helping his aunt in running It's fun
cooking classes
Manuel - playing computer games
He's addicted to it
- doing judo
It's OK
Vũ Thị Kim Oanh

Planning lesson 8

-Read the text about an article on the
magazine
-Play the memory game
.

-Focus on some features abbreviation
-Listen to T’s explaination

- Ss may work in pairs to create their
own mini dictionary, then ask other pairs
to guess the meaning.

-Write the short text on message

-Ss work in pairs or small groups to
complete the table

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016

Planning lesson 8

4. Production(10’)
Act 4.
* Have Ss work in pairs to put the leisure activities in the Ss work in pairs to put the leisure
activities in the text in order from the
text in order from the most interesting to the most boring.
most interesting to the most boring
-Ss shares their list with the other in
order to agree on a mutual list.
- Once they have their list, form a b bigger group of four and
each pair shares their list with the other in order to agree on a
mutual list.
5. Homework(5)
1.- Learn the words in Extra vocabulary by heart.
-Write down and listen T’s guideline
2.-Write about your leisure activities using structures in
“abbreviations!”
3.Do Exercise C1,2 (Workbook 5,6)

Period 6

Unit 1. Leisure activities
Section 5 . skill 1

I. Objectives
*By the end of this period,
- Develop Ss’ reading abilities in order to make the activity acheivable, the reading text is often based
on the vocabulary and structures that Ss have previously acquired, links with the topic “ Leisure
activities” and is interesting and relevant to the Ss.
- use the lexical items related to leisure activities.
Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Planning lesson 8
Preparing date: 29 / 8 /2016
- use verbs of liking that are followed by gerunds.
- use verbs of liking that are followed by to-infinities.
- read for general and specific information about the positive and negative effects of using computers.
II. Teaching aids
- Pictures/ Flashcards
- The Student’s book
- Recording
III. Procedures
Teacher’s activities
Students’ activities
1. Warm up
*What is the secret words?
Ss Take part in the game
Adjectives for leisure activities.
LGNIANGHECL

- CHALLENGING
BOINRG

- BORING

CEINIXGT

- EXCITING

NUF

- FUN

XEIGNRAL

- RELAXING
=>The exact word:
INTERESTING

2. Pre- reading(5’)
Act 1.
*Doing a quick class survey on how many Ss use computers
frequently and what they use them for (e.g. watching movies,
listening to music, playing games, accessing social media, doing
homework, etc...)
- Give examples of your own use of computers and mobile phones.
- Have Ss work in pairs to discuss the questions.
- Call on some pairs to share their ideas once they have finished
their discussion. Write the ideas on the board.
3. While- reading(15’)

Act 2.
*Ask Ss to look at the title and the picture and predict what they are
going to read.
- Say that they are going to read about a student name Quang.
Encourage Ss to develop their ideas by guessing what Quang's
story is about.
-Ask Ss to read the text and underline any words they don't know.
* New words:
1. virtual (adj) : ảo
2. technology (n) : công nghệ
Technological (adj) : thuộc về công nghệ
3. ban (n,v) : cấm
Ban sbd from doing smth
4. rely on : phụ thuộc vào
- Have Ss discuss any unfamiliar words from the text.
-Let Ss work individually to choose the best answer.
Vũ Thị Kim Oanh

- Work in pairs to discuss the
questions: the benefits of using
computer and theharmful things.
- Ss work in pairs to discuss the
questions
- Ss share their ideas

- Ss to look at the title and the
picture and predict what they are
going to read.
- Listen to the context and guess
Quang’s stories.

- Ss to read the text and
underline any words they don't
know

- Ss discuss
School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
Act 3.
* Tell Ss for this exercise they will need to look at the keywords in
the responses in order to find out the questions.
-Let Ss do Ex3 individually then compare their answers with a
partner.
Key 3:
1. Is Quang's garden real?
2. What is the problem with using technology in your free time?
3. What leisure activities do teenagers do these days?
4. What are the benefits of using the computer?
4.Post – reading(15’)
=Speaking
Act 4.
* Explain to Ss that these speech bubbles are from Quang and his
parents.
-Tell Ss they will need to say why they think who says what, based
on the information from the passage.
- Go through the phrases in the language notes box with Ss. For one
of the speech bubbles, demonstrate how Ss can use this language:
- In pairs, have Ss choose a speech bubble and combine it with the

language in the language notes box. Ask for volunteers to
demonstrate their short exchanges.
Key 4:
Quang's parents: Go out and play a sport. It's good for you!
Quang: I think computer games train my mind and my memory.
Quang's parents: You see your real friends less and less.
Quang: I've made lots of friends from the game network.
Quang's parents: Sitting for too long in front of the computer
makes your eyes tired.
Quang: My English is much better because I surf the net
Act 5.
* Before the role-play starts, arrange Ss into three groups: the
group that plays Quang, the group that plays Quang's parents, and
the group that plays his teacher.
- Ask each group to brainstorm how they are going to express their
opinions. When they are ready, put Ss into new groups which
contain Quang, Quang's parents, and Quang's teacher.
- Tell Ss that they can use the language in 4 for their role-play, and
emphasise that the phrases in the Study skill box should be sued in
their discussion.
- If time allows, call on two or three groups to repeat their role-play
for the class.

Planning lesson 8
-Ss choose the correct answersneed to be able to explain their
choice as well.
-Ss look at the keywords
Ss work individually to write
questions for the answers based
on the information from the text,

then compare their answers with
a partner.

- Ss may work in pairs or in
groups, decide which statements
are from Quang or his parents
Ss will need to say why they
think who says what
S1: In my opinion, computer
games train your mind and your
memory.
S2: That's so true. I'm afraid I
don't agree.

-Read for group work

-Brainstorm ideas
* Role-play
S1. I think coputer games train
my mind and my memory.

Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016

Planning lesson 8

S2: (Quang’s parents) I’m afraid
I don’t agree. Sitting in front of
the computer makes your eyes
tired.
S3(Quang’s teacher) Go out and
play sports. It’s good for you,
Quang.

5. Homework(5’)
D1,2(page7& 8) in the notebook

Period 7

Write down and listen to the T’s
guige

Unit 1. Leisure activities
Section 6 . skill 2

I. Objectives
By the end of the lesson students can:
• listen for specific information about ways of spending time with friends.
• write to discuss an opinion about leisure activities
II. Teaching aids
- Pictures/ Flashcards
- The Student’s book
- Recording
III. Procedures
Teacher’s activities
Students’ activities

1. Warm up(5)
*Match the words and phrases in the box with their meanings
Ss match
1- B
1. originate
A. stress
2- A
2.pressure
B. to come from
3- F
3.co-ordinate
C.activities you do everyday
4- E
4.flexibility
D.you do it because you want to win
5- D
5. competitive sport
E. the ability to move your body into
6- C
different position
6.daily routine
F.to work together
2. Pre-listening(5’)
Vũ Thị Kim Oanh
School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Planning lesson 8
Preparing date: 29 / 8 /2016

Act1.
Share some of the things you often enjoy doing with friends in your Share some of the things you
often enjoy doing with
free time.
friends in your free time
*Ask Ss some questions:
- What do you usually do with your friends in your free time?
- Ask Ss to tell each other what they usually do with their friends.
- Ask some pairs to volunteer to tell the class if they find each other's
answers interesting.
3.While – listening(15’)
Act 2.
*Tell Ss that they are going to listen to a radio programmer. Ask
them to look at the questions and underline the key words before T
plays the recording.
Audio script:
In this week's programmer we'll share with you some cool ways to
hang out with your best friends after a busy week at school.
Basically you can hang out indoors or outdoors. If you like staying
indoors, ask your parents if you can invite one or two friends over.
Make some popcorn! Watch a movie! It's more comfortable than
going to a cinema! Or if you're feeling creative, you can make crafts
together. You'll feel satisfied once you finish something. If you fancy
being outdoors, play some sports together. Football, badminton,
biking… you name it! Or it can simply be a relaxing walk in the
park. All these activities are good for y our physical health. Do you
prefer something more organised, go to cultural centres, libraries,
and museums. Educate yourself while having fun!
Key 2:
1. The topic of this week's programmer is hanging out with your

friends.
2. There are two main ways: hanging out indoors or
Act 3.
*Play the recording as many times as needed. Have Ss listen again
and complete the table 3
- Let Ss work individually then compare answers with their partner.
Key 3:
1.movies
2. cinema
3. crafts
4. sports
5. physical health
6. people
7. cultural centres

- Look at the questions and
underline “hang out”
-Listen and answer

Ss work individually then
compare answers with their
partner.

4. Post- listening=Writing(10’)
*Pre-writing
- Have Ss cover the box and write some of these words/phrases on Cover the box and answer:
“Writing to give an opinion”
the board.
- Ask Ss where in a paragraph they often see these words and what
could be the purpose for using them.

Organising your ideas:
-Complete the paragraph
*Introducing your opinion
-In my opinion....
-Check the answers
Vũ Thị Kim Oanh
School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
-I believe...
*Explain your opinion:
- Firstly,...
- Secondly, ...
- Thirdly, ...
- Besides/ also/ In addition,...
-Finally, ...
*Conclusion/ Summarising your opinion:
- For these reasons, ...
- In short, ...
- In conclusion, ...
- As I have noted, ...
Act 4.
*Have Ss work individually to complete the task, and discuss their
answers with a partner.
- Remind Ss that for some gaps there is more than one correct
answer.
Key 4:
1. In my opinion/ I believe 2. Firstly

3. Secondly
4. Besides/Also/In addition
5. For these reasons/ In short/ As I have noted.
*Sample:
I believe the best leisure activity for teenagers is any group activity.
This could be playing a team sport or joining a hobby group or even
volunteering. Firstly, teenagers like to feel that they belong to a
group. Secondly, being part of a group helps teenagers make friends.
Friendships are very important to teenagers. In addition, they will
make friends with people who have the same interests as them. For
these reasons I think group activities are best for teenagers
Act 5.
*Have Ss to work in small groups where each group chooses one
question. They then agree on an opinion and work together to
brainstorm the ideas to argue for their points. Each member will
need to write his/her own piece.
- Remind Ss to use the connectors they have learnt earlier in order to
better organise their ideas.
5.Homework(5’)
– Give Ss exercise E1,2,3(page9) in the workbook

Vũ Thị Kim Oanh

Planning lesson 8
- Work in small groups
- Choose the questions
-Argue points
- Each member write his/her
own piece.

- Write down and listen T’s
guige

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016

Period 8

Planning lesson 8

UNIT 1.leisure activities
Section 7 & 8. LOOKING BACK AND PROJECT

I. Objectives
- Recycle the language from the previous lessons/ section and links with the topic “Leisure
activities”
- Vocabulary: “Leisure activities”; “ action verbs”
- Verbs of liking V-ing and Verbs of liking to V
- Talking about leisure activities
II. Teaching aids
- The recording
- Flashcards/ Pictures
- Student’s book
III. Procedures
Teacher’s activities
Students’ activities
1.Warm up(5’)

*Slap the board
Ss play game

English – Vietnamses

Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Planning lesson 8
Preparing date: 29 / 8 /2016
2. Vocabulary(10’)
Act1.
*Have Ss complete this exercise individually or in pairs.
Ss do Exercise 1 and word out
- Once they have finished they should be able to explain their
answers as well.
- Accept different answers if Ss can explain their decisions -Answer and explain the choice
logically.
Suggested answers Act 1
1. DIY
2. hanging out
3. hospital
4. detest
5. boring
6. computer
Act 2.
*Have Ss complete this task individually

Key 2:
1. Socialising with friends
2. relaxing
3. communicating with friends
4. using computers
5. doing DIY
6. making crafts

3.Review Grammar(10’)
Act3.
*Have Ss work individually to complete the exercise.
- If time allows. T may ask Ss to swap their work with each
other for peer correction.
Key3:
1. working
2. learning/to learn
3. seeing
4. doing
5. meeting
6. play
Act 4.
*Have Ss complete the sentences using their own ideas.
- Remind them to use gerunds or to-infinitives.
- Have some Ss read out their sentences. Accept all answers as
long as they make sense.
Act 5.
-*Have Ss work individually then compare their answers with
a partner.
- After Ss have finished T may explain to them that they can
register as a use on the website www.thinkuknow.co.uk in

order to be protected when they on line.
Key5:
1. Firstly
2. Secondly
3. Thirdly
4. In addition
Vũ Thị Kim Oanh

-Rearrange the letters to find the
name of the activities

Fill in the gaps with the correct
form of the verbs

-Complete the sentences in 4

-Read the paragraph, choose the
most suitable words/phrases

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
5. In short

Planning lesson 8

4. Communication(5’)
Act6.

*Allow Ss plenty of time to do this task.
-Choose from the leisure activities
- For each activity they choose, they should be able to give at and explain
- Work in pairs to exchange the
least one reason that led them to the decision. Then Ss work in
ideas
pairs to exchange their ideas.
Finished!
T asks Ss to complete the self-assessment. Have Ss
discuss as a class what difficulties remain and what areas the
Ss have mastered.

Vũ Thị Kim Oanh

School year: 2016 - 2017


Nguyen Huy Tuong Secondary school
Preparing date: 29 / 8 /2016
5. Project(10’)
Join our leisure activity!
Explain that Ss are going to make a poster to promote a
group leisure activity.
Place Ss into group of about six. Give them plenty of time
to brainstorm ideas for a group activity.
Explain that a good activity will be one that at least some
members of the group feel passionate about, or know
something about. Move around the groups and give help
where needed.
- Give each group 5 minutes to present and promote their

activity to the restof the class.
Once the groups have chosen their activities, appoint a leader
for each group. Ask that person to divide the work between
the members of the group. For example, one student can think
about how to explain the activity, while another can think of
reasons why their classmates should sign up to do this
activity, etc.
Next, the groups should design their promotional posters.
They may need to do this out of class hours as homework.
Finally, give each group five minutes to present and promote
their activity to the rest of the class. Once every group has
presented, ask for a show of hands to select the most popular
activities as possible, such as time, cost, how to join, etc.
Write a report for the class.
Visit your local or school library as a group. Each group
member chooses a book to read. Meet again after one or two
weeks in a place outside school to report on what you have
read. As a group, take notes about the books (in either
English or Vietnamese) and bring the book reviews to class to
recommend them to other groups.

6. Homework(5’)
Do all exercises in “Looking back” again and do project as
your homework.

Vũ Thị Kim Oanh

Planning lesson 8

-Ss listen to the T’s explaination

-Brainstorm ideas
-In group/ one person can think
about how to explain the activities,
while an other think of reasons
why their classmates should sign
up to do the activities.

Write down in the notebook.

School year: 2016 - 2017