Giáo án Tiếng Anh 8 - Unit 1: Leisure time - Trường THCS Đông Tây Hưng

 UNIT 1 : LEISURE TIME
 Lesson 1: GETTING STARTED
 I’m keen on doing DIY (do-it-yourself)
 Period: 2
 Class Date of teaching Attendance
 8D
 8E
 I. OBJECTIVES
 By the end of the lesson, students are expected to achieve the following objectives:
 1. Knowledge:
 *Vocabulary: 
 - Vocabulary to talk about about LEISURE ACTIVITIES: a kniting kit; keen on; DIY; spend; hang 
 out; join; puzzles; message 
 * Pronunciation: 
 - Pronounce the new words correctly: a kniting kit; keen on; DIY; spend; hang out; join; puzzles; 
 message 
 - pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences;
 * Grammar: 
 - Use verbs of liking / disliking followed by gerunds or to-infinitives to talk about likes and dislikes; 
 2. Competencies:
 a. General competencies:
 - Group work and independent working, pair work, linguistic competence, cooperative learning and 
 communicative competence.
 - Develop communication skills and enhance awareness of preserving the culture
 - Be co-operative and supportive in pair work and teamwork.
 - Actively join in class activities.
 b. Specific competencies:
 - use words related to the topic leisure activities;
 - Asking and answering questions about leisure time
 - pronounce the sounds /ʊ/ and /u:/ correctly;
 - read for general and specific information about leisure activities
 - talk about leisure activities;
 3. Qualities:
 - Develop awareness of relaxing time
 - Be concerned to the interests and hobbies
 - Develop self-study skills.
 - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning 
 and working. 
 II. PREPARATIONS
 Teacher: Text book, laptop, loudspeaker, projector 
 Students: Text books, studying equipment’s .
 III. PROCEDURE
ACTIVITY 1: WARM-UP (5’- GW/PW/IW)
1. Aim:
 - To create an active atmosphere in the class before the lesson;
 - To lead into the new unit. 2. Content:
 - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm 
up to the new class.
3. Products:
 - Interest and concentration of Sts on the class activities.
4. Implementation:
 - Teacher instructs
 - Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting 
Step 2: Task performance
 + Greeting + Greeting 
 + Teacher (T) asks Ss some questions Chatting 
about the previous lessons, 
 - T may introduce some warm-up 
activities to create a friendly and relaxed 
atmosphere to inspire Ss to warm up to the 
subject and new class 
 - T encourages Ss to talk in English as 
much as possible
 + Students (Ss) listen and learn how to do 
the tasks.
 -students Open the book and write the 
tittle of the lesson.
 + Before ss open their books, T asks ss 
what they like doing for pleasure in their free 
time. Summarise ss' answers and ask them what 
these activities are called.
 - Elicit the phrase leisure activities. Tell 
ss that free time can be called leisure time. Write 
the unit title on the board Leisure time. Let ss 
open their books and start the lesson. Otherwise, 
T can:
 - Show a picture with a lot of leisure 
activities for 15 seconds (see below).
 - Hide the picture and ask ss to name the 
activities they see in the picture.
 - Lead into the new lesson by saying: We 
do these activities in our free time or leisure 
time. Write the unit title on the board Leisure 
time.
- Share with ss the objectives of the lesson and let 
them open their books and start the lesson. It is a 
good idea to write the objectives in a corner of the 
board and leave them Step 3: Report and discussion
- Sts work in group to discuss 
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to 
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15'- PW/GW/IW)
1. Aim: 
- To set the context for the introductory dialogue;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.
- To help ss understand the conversation.
- To introduce some vocabulary items related to leisure activities.
2. Content: 
Learn some new words. Read the conversation and find out new words. Focus on topic of the lesson, 
grammar points 
Listen and read the conversation. Answer the question.
3. Products:
Knowing more new words. Understanding the conversation; topic of the lesson, grammar points 
Understanding more the content of the conversation.
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and 
reading.
Step 2: Task performance Task 1. Listen and read: 
 Task 1. Listen and read: (Ex 1, p. 70-71) *Vocabulary:
 * Teach vocabulary: 1. knitting kit (n) bộ dụng cụ đan len
 + Teacher uses different techniques to 2. DIY (n) tự tay làm lấy 
teach vocab (situation, realia, translation.) 3. Dollhouse (n) nhà búp bê
 + Teacher introduces the vocabulary by: 4. make paper flowers (v.phr) 
 - providing the pictures làm hoa giấy
 - eliciting the definition of the words 5. hang out (v) đi chơi 
 + Teacher do the “Rub out and 
remember” checking technique.
 - Ask ss to look at the pictures on page 8 - 
9 and answer the questions below:
 - What are they talking about?
 - What activities can you see in the small 
pictures?
 - Elicit answers from ss.
 - 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. 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.
 - Have ss say the words in the text that 
they think are related to the topic Leisure time. 
Quickly write the words on one part of the board. 
Comment on ss' answers. 
Task 2. Read the conversation again and Task 2. Read the conversation again and 
complete the sentences. complete the sentences - * Key: 
 + First, ask ss to read the sentences and 1. knitting kit 2. leisure time
fill in the blanks without reading the conversation 3. other people 4. hang out
again. 5. Sunday
 - Elicit the answers from ss. Quickly write 
these answers on the board.
 Now have them read the conversation 
again to check their answers.
 + Allow them to share answers with a 
partner before discussing as a class,
 - Ask Ss for their answers again, referring 
to the answers that have been written on the 
board before.
 - Confirm the correct answers.
-Students Work individually.
 - Students Give the answers
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about the 
conversation
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PW/IW)
1. Aim: 
To introduce some vocabulary items related to leisure activities.
To help ss revise the leisure activities they have learnt in 3.
2. Content: 
Write words under the pictures.
Further practice. Ask and answer the questions.
3. Products: 
Ss understand more the use of words. Know more the words
Ss understand the content of the conversation and know the vocabulary related to the topic. 
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts learn Task 3 – Getting Started - Unit 1
Step 2: Task performing
Task 3. Work in pairs. Write the activities Task 3. Work in pairs. Write the activities from the box under the correct pictures. from the box under the correct pictures.
 - Have Ss work individually to write the - T_ Ss
word and phrases in the box under the pictures. * Key: 
Have them compare their answers with a partner. 1. messaging friends 2. cooking
 - Invite some ss to go to the board and 3. playing sport 4. doing puzzles
write their answers. 5. doing DIY 6. surfing the net
 - Confirm the correct answers.
 - Have ss practise saying the word and 
phrases again. 
Task 4. Work in pairs. Read the phrases, and Task 4. Work in pairs. Read the phrases, and 
guess which activities in 3 are described guess which activities in 3 are described 
 - Have Ss work in pairs and read the key * Key: 
words and phrases given, then guess the leisure 1. doing puzzles
activities. 2. doing DIY
 - Ask for Ss' answers and confirm the 3. playing sport
correct ones. 4. messaging friends
 For a more able class, have ss work in 5. surfing the net
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.
Task 5. Work in groups. Ask one another the Task 5. Work in groups. Ask one another the 
question below. Then report your friends’ question below. Then report your friends’ 
answers to the class. answers to the class.
 - Set time (3 — 5 minutes) for ss to do * Report it.
this activity. * Example: 
 - Have ss work in groups to ask one If you have some free time this weekend. 
another the question in the book. Invite some ss What will you do?
to share the answers of their groups with the * Suggested outcome: 
class. If I have free time this weekend, I will go to the 
 - For a more able class, ask ss to work in cinema to see the latest film.
their groups again and brainstorm all the leisure 
activities they know. After three minutes, the 
group with the most answers wins, and they are 
invited to share their answers with the whole 
class.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
 - T gives feedback on the answers. 
ACTIVITY 4: APPLICATION (5' - WC)
1. Aim: To consolidate what Ss have learnt in the lesson.
To review the lesson and prepare for the next lesson.
To give Home assigment
2. Content:
Home assigment
3. Products: 
Know more some words about hobbies
Take note Home assigment
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they 
have learnt.
- Ask Ss to say some words / phrases and 
grammar points they remember from the lesson. 
Tell Ss that they will learn these language points 
in the following lessons.
- Home assigment * Home assigments:
Step 2: Task performance - Do more exercises in workbook.
-T asks Ss to talk about what they have learnt in - Prepare new lesson: Lesson 2: A CLOSER 
the lesson. LOOK _1
- T let Sts take note the home assigments.
Step 3: Report and discussion 
- T says something about the class time.
-Step 4: Judgement
T gives feedback and requires Sts do homework.
 IV. FEED-BACK:
 .
 .
 .. UNIT 1: LEISURE TIME
 Lesson 2: A CLOSER LOOK 1
Period: 3
 Class Date of teaching Attendance
 8D
 8E
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: 
- Vocabulary to talk about about LEISURE ACTIVITIES: be fond of ; be keen on ; be crazy about 
* Pronunciation: 
- Pronounce the new words correctly: be fond of ; be keen on ; be crazy about 
- pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences;
* Grammar: 
- Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and 
dislikes; 
2. Competencies:
a. General competencies:
 - Group work and independent working, pair work, linguistic competence, cooperative 
learning and communicative competence.
 - Develop communication skills and enhance awareness of preserving the culture
 - Be co-operative and supportive in pair work and teamwork.
 - Actively join in class activities.
b. Specific competencies:
 - use words related to the topic leisure activities;
 - Asking and answering questions about leisure time
 - pronounce the sounds /ʊ/ and /u:/ correctly;
 - read for general and specific information about leisure activities
 - talk about leisure activities;
3. Qualities:
 - Develop awareness of relaxing time
 - Be concerned to the interests and hobbies
 - Develop self-study skills.
 - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative 
learning and working. 
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector 
Students: Text books, studying equipment’s .
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’- GW/PW/IW)
1. Aim:
 - Revise the old lesson. 
 - Do some activities to creat a friendly and relaxed atmostphere to warm up to the new lesson 
2. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to 
warm up to the new class.
 - Guessing game
3. Products:
 - Interest and concentration of Sts on the class activities.
 - A friendly and relaxed atmostphere to the new lesson 
 - Having a chance to speak English and focus on the topic of the lesson..
4. Implementation:
 - Teacher instructs
 - Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting 
Step 2: Task performance + Greeting
 + Greeting 
 + Teacher (T) asks Ss some questions 
about the previous lessons, 
 - T may introduce some warm-up 
activities to create a friendly and relaxed 
atmosphere to inspire Ss to warm up to the 
subject and new class 
 - T encourages Ss to talk in English as 
much as possible
 + Show some pictures of the leisure 
activities ss learnt in the previous lesson. Have 
some say the activities aloud. Lead into this 
lesson which focuses on expressions about likes 
and dislikes and /ʊ/ and /u:/ . 
 - Share with ss the lesson objectives and 
 have them open their books and start the lesson. 
 It is a good idea to write the objectives in a 
 corner of the board and leave them there or put 
 them on a slide to show Ss.
 + Students (Ss) listen and learn how to 
do the tasks.
 - Students Open the book and write the tittle 
 of the lesson. 
Step 3: Report and discussion
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to 
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15'- PW/GW/IW)
1. Aim: 
 To present some expressions about likes and dislikes.
To help ss practise the expressions about likes and dislikes To give ss further practice with expressions about likes and dislikes
2. Content: 
Learn some new words 
Do the filling with a correct word from the box. Complete the sentences.
3. Products:
Knowing more new words. Students know how to use the target vocabulary. 
Students understand how to use the vocabulary related to the topic
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the reading and 
vocabulary learning
- T ask the whole class to do the Tasks in A Closer 
Look 1
Step 2: Task performance
Task 1. Match a word/ phrase in column A Task 1. Match a word/ phrase in column A 
with a word in column B to make expression with a word in column B to make expression 
about likes about likes 
* Teach vocabulary: *Vocabulary
 + Teacher uses different techniques to teach 1. be interested in (n) quan tâm , thich 
vocab (situation, realia, translation.) 2. be fond of (n) thích (rất nhiều )
+ Teacher introduces the vocabulary by: 3. be keen on (n) mê , thich 
 - providing the pictures 4. be crazy about (adj) thích (Phát cuồng) 
 - eliciting the definition of the words 5. be into (adj) thích 
+ Teacher do the “Rub out and remember” * LANGUAGE NOTE: 
checking technique. - To be keen on means to be very interest in or 
 ** Have Ss read the words / phrases in column willing to do something. 
 A and B and match them to make expressions (- To keen on có nghĩa là rất quan tâm hoặc sẵn 
 about likes. Remind them that a word / phrase in sàng làm điều gì đó.)
 column A can only go with one preposition in - I'm quite keen on football. ( Tôi khá mê bóng 
 column B. đá.)
 Have ss work in pairs to compare their - To be fond of means to like 
 answers before giving T the answers. someone/something or doing something very 
 Check and confirm the correct answers. Ask much. 
 them to change the expressions they have got so ( - To be fond of có nghĩa là thích ai đó / cái gì 
 that the expressions can be about dislikes. đó hoặc làm điều gì đó rất nhiều.)
 Elicit answers from ss. Confirm that when we I'm very keen on strawberries. 
 want to change the expressions into those about ( Tôi rất thích/ quan tâm đến dâu tây.)
 dislikes, we can put not after the forms of the I'm keen on going to the party. 
 verb be. Give them the example: is fond of, ( Tôi rất thích đi dự tiệc.) 
 which is changed into is not fond of. Invite - To be crazy about is stronger than keen /fond. 
 some ss to do the same with other expressions. - To be crazy about (Phát cuồng) Dùng nó 
 - Ask Ss about the form of the verbs placed after mạnh hơn quan tâm / thích.
 these expressions. Tell them that the verbs need * Negative: 
 to be in -ing form. Example: I'm fond of making paper flowers. 
+ Give them one example: I'm fond of making - The negative form: He is not fond of making paper paper flowers. flowers. 
- Demonstrate the negative form: He is not fond 
of making paper flowers 
Task 2. Fill in each blank with a correct Task 2. Fill in each blank with a correct 
word from the box word from the box 
 - Have Ss do this activity individually. Have ss * Key: 
 read all the sentences carefully to make sure 1. fond 2. interested
 they understand the sentences and fill in the 3. keen 4. into 
 blanks with the words in the box. 5. about
 - Let them share their answers in pairs. Invite 
 some ss to give the answers and confirm the 
 correct ones
- Ask Ss to make sentences with some of the 
expressions they have learnt. Invite ss to share 
their sentences. This activity can be carried out 
as a competitive game. Ask 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
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about the 
lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PW/IW)
1. Aim: 
To give ss further practice with expressions about likes and dislikes.
- To help ss identify how to pronounce the sounds /ʊ/ and /u:/ 
- To help ss practise pronouncing these sounds in words.
- Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/
2. Content: 
Do the filling with a correct word from the box. Complete the sentences.
Listen and reapeat the words. Practice the sentences. Underline the bold words..
3. Products: 
Students understand how to use the vocabulary related to the topic. 
Students repeats the words correctly
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts learn Task 4-5 – A Closer look 1
Step 2: Task performing
Task 3. Complete the sentences about what Task 3. Complete the sentences about what 
you like or dislike doing. Use the word or you like or dislike doing. Use the word or 
phrases from the box or your own ideas. phrases from the box or your own ideas. - Ask ss to look at the example to make sure * Key: 
 they understand what to do. 1. messaging friends 2. cooking
 - Have them complete the sentences about 3. playing sport 4. doing puzzles
 themselves, using the given word and phrases. 5. doing DIY 6. surfing the net
 - Invite ss to share their sentences orally or in 
 the written form.
 - The activity can be done another way: After ss 
 complete the sentences, ask them to work with a 
 classmate to share their answers. Then invite ss 
 to share information with their classmates.
Task 4. Listen and repeat the words. Pay Task 4. Listen and repeat the words. Pay 
attention to the sounds /ʊ/ and /u:/ attention to the sounds /ʊ/ and /u:/ 
 - Have some Ss read out the words first. Then * Audio script - Track 3:
 play the recording for them to listen and repeat cook group push June school
 the words they hear. \ would woman move
 - Play the recording as many times as necessary. * Key: 
 - Explain to Ss that these words have the sounds /ʊ/ /u:/ 
 and /u:/. Tell them the difference between the cook, push, would, group, June, 
 two sounds if needed. Tell ss that /ʊ/ is a short woman school. Move
 vowel sound while /u:/ is a long vowel sound.
 - Ask Ss to work in pairs to practise saying the 
 words and put the words into the correct 
 columns. 
 - Check the answers with the class and confirm 
 the correct ones.
 - Invite some Ss to say some other words they 
 know that include the two sounds.
* Teacher gives corrections and feedbacks to 
students’ pronunciation 
Task 5. Listen and practise the sentences. Task 5. Listen and practise the sentences. 
Underline the bold words with /ʊ/, and circle Underline the bold words with /ʊ/, and circle 
the bold words with /u:/. the bold words with /u:/. 
 - Have Ss quickly read the sentences. Now play * Example: 
 the recording for ss to listen to the sentences. 1. She likes reading books and swimming in the 
 Ask them to pay attention to the bold words and pool.
 underline the bold words with /ʊ/ and circle the 2. When it is cool, we like to play f'ootball.
 bold words with /u:/. 3. She drew and made puddings in her free 
 - Invite some Ss to share their answers. Confirm time.
 the correct ones. 4. My mum loves pumpkin soup and
 - Play the record ing again for ss to repeat the coffêe with a little sugar.
 sentences, 5. My brother is fond ofwatching the cartoon 
- Have Ss practise the sentences in pairs. Invite about a clever wolf'.
some pairs to read the sentences aloud. Comment 
on their pronunciation of the sounds.
Step 3: Report and discussion
- Ss work independently - Share the answers
Step 4: Judgement
 - T gives feedback on the answers and studying 
attitucde of Sts in class.
ACTIVITY 4: APPLICATION (5'- WC )
1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
Make sentences using the new words and structures
Home assigment
3. Products: 
Know more some words about community service
Take note Home assigment
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they have 
learnt.
- Ask Ss to say aloud some words they remember 
from the lesson and make sentences with them
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson
- T let Sts take note the home assignment * Home assigment:
 - Remember some new words. 
Step 3: Report and discussion - Do more exercises in workbook.
- T asks, Sts answer about volunteer work - Prepare new lesson. A CLOSER LOOK_ 2
-Step 4: Judgement
T gives feedback and requires Sts do homework.
 IV. FEED-BACK:
 .
 .
 .. UNIT 1: LEISURE TIME
 Lesson 3: A CLOSER LOOK 2
Period: 4
 Class Date of teaching Attendance
 8D
 8E
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: 
- Vocabulary to talk about about LEISURE ACTIVITIES.
* Pronunciation: 
- Pronounce the new words correctly.
* Grammar: 
- Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and 
dislikes; 
2. Competencies:
a. General competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning and 
communicative competence.
- Develop communication skills and enhance awareness of preserving the culture
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
b. Specific competencies:
- use words related to the topic leisure activities;
- Asking and answering questions about leisure time
- pronounce the sounds /ʊ/ and /u:/ correctly;
- read for general and specific information about leisure activities
- talk about leisure activities;
3. Qualities:
- Develop awareness of relaxing time
- Be concerned to the interests and hobbies
- Develop self-study skills.
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning 
and working. 
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector 
Students: Text books, studying equipment’s .
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’- GW/PW/IW)
1. Aim:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
2. Content:
Review the previous lesson or have some warm-up activities to create a friendly and relaxed atmosphere to 
inspire Ss to warm up to the new lesson. 3. Products:
- Interest and concentration of Sts on the class activities. 
- A friendly and relaxed atmostphere to the new lesson 
- Having a chance to speak English and focus on the topic of the lesson..
4. Implementation:
- Teacher instructs
- Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- game 
Step 2: Task performance + Greeting 
+ Greeting + Chatting. 
+ Chatting. 
+ Teacher (T) asks Ss some questions about the 
previous lessons, 
- T may introduce some warm-up activities to 
create a friendly and relaxed atmosphere to 
inspire Ss to warm up to the subject and new 
class 
- T encourages Ss to talk in English as much as 
possible
 * Ask Ss some questions: What do you like doing 
 in your free time? What does your mum like 
 doing in her free time?..
 - Invite some ss to answer the questions. Quickly 
 write some of their answers on the board. 
 - Underline the -ing form of verbs in ss' answers.
+ Students (Ss) listen and learn how to do the 
tasks.
 - Ask them if they remember the -ing form of 
 verbs after some verbs such as like or hate they 
 learnt in English 8. Tell them that today they are 
 going to learn some more verbs to describe likes 
 and dislikes. 
- Lead to the lesson.
 - Introduce the objectives of the lesson. Write the 
 objectives in the left corner of the board.
- students Open the book and write the tittle of 
the lesson. 
Step 3: Report and discussion
- Sts join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to 
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15'- IW/PW/GW)
1. Aim: To help ss identify the verbs that go with only gerunds and those that go with both gerunds and to-
infinitives.
To help Ss practise the correct form of verbs after verbs of liking / disliking.
2. Content: 
Verbs of liking/ disliking 
further practice with verbs of liking / disliking
3. Products:
Students know how to use the target grammar. 
Ss produce sentences with verbs of liking / disliking.
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and 
reading.
- T ask the whole class to do the Tasks in A Closer 
Look 2
Step 2: Task performance
 Task 1. Work in pair. Put the verbs in the Task 1. Work in pair. Put the verbs in the 
 appropriate column appropriate column 
 * INTRODUCTION OF GERUNDS AND * Verbs of liking:
TO-INFINITIVES love
 - Remind Ss of the concept of the gerund that like
 they learnt in grade 7. Ask them how gerunds are fancy
 formed and how they function grammatically. prefer
 - Write on the board: I didn't know you like enjoy
 knitting. and I love to watch TV on Saturdays. * Verbs of disliking:
 - Explain that in English if we want tofollow a detest
 verb with another action, we must use age run do hate 
 ran infinitive. There are certain verbs that can dislike 
 only befollowed by one or the other,and these 
 verbs must be memorised. Go through the * Suggested answers:
 Remember! box with ss. Tell ss that verbs of - Verbs followed by gerunds only: detest, 
 liking / disliking are often followed by gerunds fancy, dislike, enjoy
 and to-infinitives, and verbs such as love, like, - Verbs followed by both gerunds and to-
 hate and prefer may go with gerunds or infinitives: love, like, hate, prefer 
 toinfinitives with almost no change in meaning.
- Have Ss read the examples in the Remember! 
box, and then encourage them to give their own 
examples.
Task 2. Choose the correct answer A, B, or Task 2. Choose the correct answer A, B, or 
- Have ss do this exercise individually and then 
compare their answers with a partner. * Keys: 
 Ask some ss to share their answers. Confirm 1. A 2. A 3. C 4. B 5. A 
the correct answers.
Step 3: Report and discussion
- Sts write down the new vocabulary - T asks, Sts answer some more questions about the 
lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PW/IW)
1. Aim: 
To help Ss produce sentences with verbs of liking / disliking 
To help ss ask and answer about leisure activities, using verbs of liking / disliking.
2. Content: 
Ss practise using verbs of liking and disliking with gerunds and to-infinitives.
3. Products: 
Students understand how to use the target grammar.
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts study the examples, consume the rules and 
do the exercises
Step 2: Task performing
Task 3. Look at the pictures and complete the Task 3. Look at the pictures and complete the 
sentences, using the verbs in brackets in their sentences, using the verbs in brackets in their 
suitable form. suitable form.
+ Ask Ss what they see in each picture. For a less * Key: 
able class, T may want to write some key 1. Mark likes surfing / to surf the net.
language on the board (e.g. play computer games 2. The girls enjoy knitting.
/ surfthe net). 3. My cousin dislikes cooking.
- Have Ss do this exercise individually and then 4. My father hates going / to go shopping.
compare their answers With another classmate. 5. Tom and his sister prefer doing / to do puzzles
- Invite some ss to write their answers on the 
board.
 - Check the answers with the whole class. 
 Confirm the correct answers. Accept different 
 sentences provided that they are correct.
Task 4. Complete the sentences about Task 4. Complete the sentences about 
yourself. yourself.
- Have Ss work individually to write the * Suggested answer:
sentences about themselves. - I like playing basketball.
- Invite some Ss to write their answers on the - I hate cooking.
board.
- Comment on their answers. Accept different 
answers provided that they are logical and 
correct. 
* Teacher corrects for students as a whole 
class. 
GAME: Likes and dislikes mimes GAME: Likes and dislikes mimes
 + Divide ss into groups. Assign a group leader to * Example: 
 manage the game. * Suggested outcome: + Explain the rules of the game: A: Do you like surfing the net?
 One student mimes a leisure activity he / she B: No, I don’t.
 likes or dislikes. Other ss guess what the activity C: Do you love messaging your friends? 
 is by asking Yes / NO questions using the verbs B: Yes, I do. 
 they have learnt.
 + For each correct guess, each student gets one 
 point. The group leader records the points of his / 
 her group members.
 + 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.
* Teacher gives corrections and feedbacks.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
 - T gives feedback on the answers and studying 
attitude of Sts in class.
ACTIVITY 4: APPLICATION (5'- WC )
1. Aim:
To help Ss revise all they have learnt.
To give Home assigment
2. Content:
Make sentences using the the past simple.
Home assigment
3. Products: 
Review the old lesson
Take note Home assigment
4. Implementation:
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they have 
learnt.
- T asks some Ss to give a sentence about 
themselves, using the past simple .
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson * Home assigment:
- T lets Sts take note the home assignment - Remember the use the prepositions of time and 
 place. - Do more exercises in workbook.
 - Prepare new lesson: COMMUNICATION.
Step 3: Report and discussion 
- T asks, Sts answer about leisure activities
-Step 4: Judgement
T gives feedback and requires Sts do homework.
 IV. FEED-BACK:
 .
 .
 .. UNIT 1: LEISURE TIME
 Lesson 4: COMMUNICATION
Period: 5
 Class Date of teaching Attendance
 8D
 8E
I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
*Vocabulary: 
- Vocabulary to talk about about LEISURE ACTIVITIES: cooking club, paper flower, homemade 
pizza, snowboarding, ski resort.
* Pronunciation: 
- Pronounce the new words correctly: cooking club, paper flower, homemade pizza, snowboarding, 
ski resort.
* Grammar: 
- Use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and 
dislikes; 
2. Competencies:
a. General competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning and 
communicative competence.
- Develop communication skills and enhance awareness of preserving the culture
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
b. Specific competencies:
- use words related to the topic leisure activities;
- Asking and answering questions about leisure time
- read for general and specific information about leisure activities
- talk about leisure activities;
3. Qualities:
- Develop awareness of relaxing time
- Be concerned to the interests and hobbies
- Develop self-study skills.
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning 
and working. 
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector 
Students: Text books, studying equipment’s .
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’- GW/PW/IW)
1. Aim:
- To revise the old lesson. 
- To lead in the targeted vocabulary and pronunciation.
2. Content:
Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson
3. Products:
 - Interest and concentration of Sts on the class activities.
 - A friendly and relaxed atmostphere to the new lesson 
 - Developing the language skills by asking and answering questions about themselves.
4. Implementation:
 - Teacher instructs
 - Sts do as required
 TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting 
Step 2: Task performance
+ Greeting + Greeting 
+ Teacher (T) asks Ss some questions about the 
previous lessons, 
- T may introduce some warm-up activities to 
create a friendly and relaxed atmosphere to 
inspire Ss to warm up to the subject and new 
class 
- T encourages Ss to talk in English as much as 
possible
 ** Show some pictures of the hobbies that Ss 
 learnt in the previous lessons. Ask some ss to 
 make sentences about themselves, using the verbs 
 of liking / disliking.
 - Introduce the objectives of the lesson: learning 
 how to invite and accept invitations and learn 
 about teen leisure activities around the world.
+ Students (Ss) listen and learn how to do the 
tasks.
- Open the book and write the tittle of the lesson. 
- Open their book and write
 Step 3: Report and discussion
- Sts join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to 
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15'- PW/IW/GW)
1. Aim: 
 EVERYDAY ENGLISH
 Inviting and accepting invitation
To introduce ways of inviting and accepting invitations
To help Ss practise inviting and accepting invitations.
To practise inviting and accepting invitations in the situations. 
To introduce some more leisure activities appearing in the texts that follow.
To provide Ss with information about different leisure activities that teens in different countries enjoy