PROCEDURES: Teacher’s and students’ activities Content Activity 1: Warm up: eliciting questions -Ask Ss to look at the picture and answer some questions about the picture - Ask Ss to
Trang 1Unit 1: LEISURE ACTIVITIES
1- Periods : 7 periods (1-7)
2- Objectives: By the end of this Unit, students can:
-Read for general and specific information about the possible effects of spending too much time
on the computer
- Listen for specific information about ways of spending time with friends
- Talk about 'good' and 'bad' sides of leisure activities
- Write to discuss an opinion about leisure activities
• Verbs of liking + fo-infinitives
Verbs of liking + gerunds
Clusters: /br/ and /pr/
PERIOD 1/ WEEK 1 Date of teaching: 29 /8 / 15
Unit 1: LEISURE ACTIVITIES Lesson1 - GETTING STARTED
It’s right up my street!
I.OBJECTIVES: By the end of this Unit, students can:
Use some vocabularies and structures to talk about school activities
II PREPARATION : sub -board, pictures, cassette
III TECHNIQUES: Matching, pair work, communicative approach
III PROCEDURES:
Teacher’s and students’ activities Content
Activity 1: Warm up: eliciting questions
-Ask Ss to look at the picture and answer some
questions about the picture
- Ask Ss to open their books to the picture
- Introduce Mai, Phuc, and Nick Ask Ss to guess
where they are and what they are doing For more
able classes, brainstorm questions with Ss and
write them on the board Questions may include:
1 What can you see in the picture?
2 Why do you think Mai, Phuc, and Nick are
there?
3 What are they holding in their hands?
4 What are they talking about?
5 Can you guess what Mai, Phuc, and Nick like
doing in their free time?
E.g.: Who are they? What is Phong doing?
Activity 2 : Material presentation
- Write the title on the board and ask Ss why it is a
special day
- Explain the meaning of “it'll take all my savings
” and ask Ss to guess what the picture might show
or what the conversation might be about
Mrs Nguyen, Phong, Vy, and Duy He’s having his breakfast
I-Listen and read
1- Vocabulary
- Check out tricks craft kit beads stickers wool buttons tools comics 2- Structures
I love to watch him
S + love + To- V I’ll enjoy listening to the melodies
S + enjoyoy + V-ing
Verbs of liking + To-V/ Ving
3- Some expressions
1 it'll take all my savings
Trang 2- Let Ss open their books and check their answers
- Play the recording, Ss listen and read
- Go through 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 They
should be able to
- give ideas from the text that support their
answers
- Draw Ss' 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 these two
expressions
- To check out something 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
- Ask Ss for examples of something they can check
out, and something which is right up their Street
- For a more able class, ask Ss to make a 2-turn
dialogue in which they use these expressions
Activity 3 :
T uses the desk-covering technique
+ Six groups of 6 students work in 3 minutes
Each member writes his/her answer on his/her
square and the group’s answer in the middle of
their sheet
+ T collects two sheets to stick on the board for
checking The left ones are exchanged among the
groups
+ T remarks and corrects
+ S follow and copy down
Activity 4 :
- This game can be done in groups of four or six, or
as a mingle activity
- If your classroom is large enough, ask Ss to stand
: It won’t take me time to find
2 it's right up your street!
a Circle the correct answer
1 bookstore
2 book
3 dog
4 craft kit
5 folk music
6 Vietnamese
b Which leisure activities do you think Phuc, Mai, and Nick have? Tick the boxes Then find the information from the conversation to explain your choice
Phuc Mai Nick
1 pet training √
7 helping parents with DIY projects
Learning tip
DIY: Do It Yourself: Work on the house that you do yourself without the help of experts, e.g painting a room, fixing the garden fence, building a dog house, etc
c Answer the following questions:
Key: l playing computer games
2 playing beach games 3.doing DIY 4 texting
5 visiting museums 6 making crafts
3 Complete the following sentences with words in the box
- Describe the leisure activity
- Say if you have done this activity or not
- Share your feelings about the activity
1 satisfied
2 relaxing, exciting
3 fun
4 boring
1
5
4
3
2
7
8
6
Trang 3in two lines facing each other Each pair will talk
about
- one activity for one minute When the time is up
and T calls ọut 'Change!', they will move one step
to the left/right to meet a new partner and talk
about another activity
- Individually Ss read and tick the box
- Then T lets them discuss in groups
-T may ask why or why not they ticked this or that
question
-Allow Ss some time to write their sentences on a
piece of paper, share them with the class or
group
Example:
P1: Last weekend we learnt to make car models I love
to do this It's so much fun
And I have finished it for a day I mean it doesn’t take long time to fulfill How about you, Nam?
P2: I played chess with my brother I tried my best, but never won him
VI- Homework:
-Practice reading the dialogue
-Write new words then draw a picture next to the word
-Prepare A CLOSER LOOK 1
V- COMMENTS:
Techniques
Classroom Management
Students’ Activities
Teacher’s Activities
T’s &Sts’ Teaching Time
PERIOD 2/ WEEK 1 Date of teaching: 30/8 / 15
Unit 1: LEISURE ACTIVITIES Lesson2 - A CLOSER LOOK 1
I.OBJECTIVES: By the end of this Unit, students can:
Use the lexical items related to the topic “LEISURE ACTIVITIES”
Pronounce correctly the sounds /br / and /pr/ in isolation and in context
II PREPARATION : sub -board, pictures, cassette
III TECHNIQUES: pair work, communicative approach
III PROCEDURES:
Teacher’s and students’ activities Content
Activity 1:
- Ask Ss to work in pairs to examine the pie chart
closely in order to understand its contents,
including the
- heading, subheadings, figures, colour codes,
source, and notes
- Allow enough time for this step
- Do not give correction Then ask Ss to answer
the questions that follow the chart
- If necessary, T may elicit information by asking
1 Look at the following pie chart on leisure activities in the us and answer the questions
I- Vocabulary
- total
- leisure
- communicate
- averages
- Socialize Key:
1 In 2012, people in the US spent 5.1 hours a day
Trang 4questions such as:
1 What is the pie chart about? Where can you
find the information?
2 What do the different coloured sections of the
chart refer to?
3 How are these sections calculated?
4 What does the ‘Note’ tell you?
5 What does the 'Source' tell you?
- explain some new words
- Let Ss work in pairs
- Then check their answer
Activity 2 :
-Have Ss work individually to complete the task
-After giving corrective feedback, draw their
attention to; the part of speech of the words
mentioned (e.g relaxing comes from the verb
relax with -ing added, and it refers to the
activity)
-Then introduce 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 a more able class, ask Ss to make their own
sentences
- Let Ss work in pairs
They have to put the words in 1 into groups
- Then check their answer
- Explain to them which words go with each verb
Activity 3 :
- For a more able class, ask Ss to cover the
category labels 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:
1 What is the common verb we often use with
these? How can we use this verb to describe
the activity?
2 Who do we often do these with? Where do we
often do these? etc
- Do not give correction at this step
- Ask Ss to work in pairs to complete the task
- Once they have finished and T has given
corrective feed back, encourage them to add
more words in each category
- Tell Ss to do the task individually
- Call some Ss to write on the board
- Then check their answers
Activity 4:
- Have Ss work in small groups
- Allow them enough time to think about what
their average day may look including study and
work and how much time spend on leisure
activities
- If there is plenty of time on leisure, encourage
on sport and leisure activities
2 The main activities they did include watching
TV, socialising and communicating, reading, participating in sports, exercise and recreation, using computers for leisure, relaxing and thinking
3 The three most common activities were watching TV, socialising and communicating, and using computers for leisure
2 Complete the table with information from the pie chart
Name of activities verbs relaxing
thinking using doing watching reading socialising
communicating
relax think use
do watch read socialise
communicate
3 Look at the words Match them to the category labels
Key: 1 e 2 b 3 f 4 a
5 d 6 h 7 c 8 g
4 How much time do you spend a day on leisure activities? What are the three activities that you do the most? Share your idea with a partner
Trang 5them to calculate these times as percentages and
put them in a simple pie chart similar to
- Alternatively, this task can be done as a mingle
activity
- Have Ss write down how much time they spend
on leisure in an average day, and the three
activities they do the most
- Ss move around and talk with at least three other
classmates to find out who spends most time on
leisure and what the most popular activities in
the class are in the class are
- Ask Ss to write the three leisure activities about
themselves in their notebooks, using the
combinations above.( They can write as many
sentences as possible)
- Share their ideas with a partner
Activity 5:
- Have Ss work individually to complete this task
Once they have finished, Ss 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 a more able class, Ss may make sentences
with these words and practise saying them
Activity 6:
- Have Ss practise the words with the dusters first
- Then ask them to repeat the whole sentence
- If time allows, ask Ss to cover their books and
listen to the recording
- If they hear the word with cluster /pr/ they have
to raise up their left hand, if it is duster /b r/ they
raise their right hand
Audio script:
1 She loves making apricot jam
2 My dad likes making bread in his free time
3 Hien is our club president
4 Mai keeps all her bracelets in a beautiful box
5 You will need a brush if you want to paint ỵour
room
6 This is a wonderful present Thanks so much!
*Write sentences about yourself E.g
1 I often listen to music, read book comics and play badminton after school
2 I enjoy something interesting like doing sports: going swimming, playing basket ball or table tennis in my free time
3 When I have free time, I love outdoor things just like going swimming, playing football
or going camping
………
II-Pronunciation Clusters /br/ and /pr/
5 Complete the words under the pictures with /br/ or /pr/ Listen to check your answers and repeat
1 apricot 2 bridge 3 bracelet 4 bread
5 princess 6 president 7 present 8 broccoli
6 Listen and repeat
2 She loves making apricot jam
3 My dad likes making bread in his free time
4 Hien is our Club president
5 Mai keeps all her bracelets in a beautiful box
6 You will need a brush if you want to paint your room
7 This is a wonderful present Thanks so much
III- Homework:
-Practice vocabulary and pronunciation of 2 the sounds /br/ and /pr/ again
-Make 5 sentences with new words
-Prepare A CLOSER LOOK 2
IV- COMMENTS:
Techniques
Classroom Management
Students’ Activities
Teacher’s Activities
Trang 6T’s &Sts’ Teaching Time
PERIOD 3/ WEEK 1 Date of teaching: 31/8 /15
Unit 1: LEISURE ACTIVITIES Lesson 3 - A CLOSER LOOK 2
I.OBJECTIVES: By the end of this Unit, students can:
Use the lexical items related to the topic “LEISURE ACTIVITIES”
Use the verbs followed by gerund and/or to-infinitive
II PREPARATION : sub -board, pictures, cassette
III TECHNIQUES: pair work, communicative approach
III PROCEDURES:
Activity 1:
- Let Ss do the task individually
-T corrects their answers (and may call some
Ss to say their answers separately)
T gives explanation if necessary
Activity 2 :
-Allow Ss to write the sentences in their notebooks,
referring to interview
- Call 1 or 2 Ss to write on the board
- Check their answers
- Then ask Ss to give the rule and use of gerunds and
to-V
-Let them study the grammar box
-T can add something and give more examples if
necessary
1 Read the conversation in Getting Started again Underline verbs that are followed by a gerund
Key:
1 think I’ll enjoy listening to the melodies
2 I liked reading Doraemon comics
3 Stop reading comics!
2 Tick the appropriate box Look out
adore, love, like, enjoy, fancy don't mind dislike, don't like hate detest
I- The gerund and infinitive
a- Usage:
If we want to follow a verb with another action, we must use a gerund or an infinitive
We use gerund / to-V after “adore, love,
like, enjoy, fancy, don't mind, dislike, don't like hate detest” without much change in meaning
b- Formation:
S + V +V-ing / To-V
followed by gerund only
followed by both gerund! and to-infinitive
2.enjoy √
3 detest √
5 fancy √
Trang 7Activity 3:
- Ask Ss to refer to the conversation in Getting Started T
can ask Ss to focus on the verbs used in gerunds
-Play the recording again and ask Ss to listen and follow
the conversation on the page
-Ask Ss to underline the gerund form
Activity 4:
- Ss work in pairs
- T goes round and corrects mistakes or gives help when
and where necessary
Activity 5:
-Have Ss study the example first
-Then ask them to give the correct verb forms (Ask them
to repeat the verb form in each sentence, and read the
whole sentences correctly)
-T may ask them to say why to use the gerund form in
each sentences
Activity 6:
-Ask Ss to do the task by themselves or in pairs -T
correctly their mistakes
Ss write an e-mail to tell their friends about their own
free time
T corrects
3 Write the correct form of the verbs
Key:
1 making
2 to watch / watching
3 skateboarding
4 to learn /learning
5 sitting
4 Write sentences about what you like or don't like doing in your free time, beginning with the following Then share what you have written with your partner
1 I adore
2 I love
3 I fancy
4 I don't mind
5 I don’t like
6 I detest
5 Look at the following e-mail that Minh Duc wrote to his new pen friend
a) There are six grammar mistakes in his
enjoy do → enjoy doing like have → like having mind to do → mind doing hate spend → hate spending love eat → love eating like do
b) Answer the questions
1 Duc mentions 6 activities in his e-mail
- play video games
- watch TV
- go to the park
- play football with my friends
- do homework
- eat out with my family
2 I think he enjoys playing video games the most
6 Write a similar e-mail to tell your friend about your free time, using the verbs of liking gerunds or verbs of liking + to-infinitive Swap your work with a partner and check mistakes
- activities that you like doing and do not like doing
- activities that you enjoy the most
Hi, my name's Nam
Thanks for your email Now I’ll tell you about my activities in my free time I often play football with my friends I enjoy doing this very much! I sometimes help my parents too I do homework every afternoon I hate watcthing TV all the eveing, but I love taking short works after dinner! On the weekend, I enjoy going swimming most It is so funny!
Please write to me soon
Love,
Trang 8III- Homework:
Copy the email onto exercise notebook
-Prepare communication
IV- COMMENTS:
Techniques
Classroom Management
Students’ Activities
Teacher’s Activities
T’s &Sts’ Teaching Time
PERIOD 4/ WEEK 2 Date of teaching: 6 /9 / 15
Unit 1: LEISURE ACTIVITIES
Lesson 4 - COMMUNICATION
I.OBJECTIVES: By the end of this Unit, students can:
Ask appropriate questions when making new friends at a new school
II PREPARATION : sub -board, pictures, cassette
III TECHNIQUES: pair work, communicative approach
III PROCEDURES:
Teacher’s and students’ activities Content
Extra vocabulary
Refer to any words in the Extra vocabulary box that Ss do
not ỵet know and ask Ss to trỵ to guess what the
meaning is, and how that may relate to leisure activities
Activity 1:
- 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 Then 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
- Motivate Ss by counting every detail they remember!
- Do not check comprehension at this point
Activity 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)
Extra vocabulary
window shopping
to be hooked on something
to sound weird
to be addicted to something
1 Read the following article on the magazine
1-Vocabulary hanging out European Capital of Culture Drama
Hook on addict
2 The abbreviations:
Other abbreviations used for Online chatting/texting
URA * You are a start
Trang 9- Explain that this is from a webpage and that
- these abbreviations are informal language that is used
Online and in texting messages Introduce the f.rst
- abbreviation Then have Ss work in pairs to complete
the task
- Next encourage Ss to add to the 'netlingo' dictionary
with any other abbreviations they know that are used
Online
- Ss may work in pairs to create their own mini
dictionary, then ask other pairs to guess the meaning
- 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
Activity 3:
Have Ss work in pairs or small groups to complete the
table Allow Ss to read the text more closely to fill in to
complete the table
Activity 4:
- Have Ss work in pairs to put the leisure activities in the
text in order from the most interesting to the most
boring
- Once they have their list, form a bigger group of four
and each1 pair shares their list with the other
- Allow plenty of time for this activity where Ss are
encouraged to discuss, give opinions, and negotiate
with each other in order to agree on a mutual list
Example:
- playing football
- hanging out with friends (window shopping)
- working as a volunteer
- cloud watching
- going to community centre,
- painting, dancing,
- doing drama
- helping his aunt in running cooking classes
TA Thanks a lot SUP What’s up?
SRY Sorry Rly really?
PLZ Please
… PLU
3 Find information in the text to complete the table
Who? What activity is
mentioned?
What does he / she think of it? Emily • hanging out with
friends (window shopping)
• working as a volunteer
She loves it
Hang • cloud watching She adores it It's
easy
Linn • going to
community centre, painting, dancing,
• doing drama
She loves it
Minh • playing football
• helping his aunt
in running cooking classes
He likes it
Manuel • hanging out with
friends (window shopping)
• working as a volunteer
It's fun
4 Work with your partner and put the activities in 3 in order from the most interesting to the most boring Then compare your ideas with other pairs
III- Homework:
- Write five sentences about your good friends
-Prepare SKILLS 1
IV- COMMENTS:
Techniques
Classroom Management
Students’ Activities
Teacher’s Activities
T’s &Sts’ Teaching Time
Trang 10PERIOD 5/ WEEK 2 Date of teaching: 7 / 9 / 15
Unit 1: LEISURE ACTIVITIES
Lesson 5 – SKILLS 1
I.OBJECTIVES: By the end of this Unit, students can:
-Read for general and specific information about the possible effects of spending too much time on the computer
- Talk about 'good' and 'bad' sides of leisure activities
II PREPARATION : sub -board, pictures, cassette
III TECHNIQUES: pair work, communicative approach
III PROCEDURES:
Teacher’s and students’ activities Content
READING
Activity 1:
- Start the lesson by doing a quick class survey on how
many Ss use computers frequently and what they use
- them for
- Give examples of your own use of computers and mobile
phones
- Then 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
Activity 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 named Quang
- Encourage Ss to develop their ideas by guessing what
Quang's story is about
- Then ask Ss to read the text and underline any words
they don't know
- Have Ss discuss any unfamiliar words from the text
- Ss then work individually to choose the best answer
- They need to be able to explain their choice as well
Activity 3:
- Tell Ss for this exercise they will need to look at the
keywords in the responses in order to find out the
questions
- Ss work individually then compare their answers with a
partner
- Allow Ss to read in chorus once Then, call some
individuals to read aloud to the class in order to check
their pronunciation and intonation
SPEAKING
Activity 4:
I- READING
1 What are the benefits of using computers or Mobil phones for leisure activities? What are the harmful things it may bring us?
a benefits
- watching movies
- listening to music
- playing games
- accessing social media
- doing homework,… etc
b harms
- Eye Health
- Chronic Pain
- Germs
- Radiation
2 Read the passage and choose the correct answer:
1 Vocabulary
1 virtual
2 imagine
3 exist
Key: 1 B 2 C
3 Write the questions for the answers based on information from the text Key:
1 Is Quang's garden real?
2 What is the problem with using technology in your free time?
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