GIÁO ÁN CẢ NĂM ANH 8 CHƯƠNG TRÌNH MỚI CỰC HAY

GIÁO ÁN CẢ NĂM ANH 8 CHƯƠNG TRÌNH MỚI CỰC HAY. GIÁO ÁN CẢ NĂM ANH 8 CHƯƠNG TRÌNH MỚI CỰC HAY. GIÁO ÁN CẢ NĂM ANH 8 CHƯƠNG TRÌNH MỚI CỰC HAY. GIÁO ÁN CẢ NĂM ANH 8 CHƯƠNG TRÌNH MỚI CỰC HAY. GIÁO ÁN CẢ NĂM ANH 8 CHƯƠNG TRÌNH MỚI CỰC HAY. GIÁO ÁN CẢ NĂM ANH 8 CHƯƠNG TRÌNH MỚI CỰC HAY

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THE FIRST SEMESTER

2 Skills: Speaking, reading, writing, listening

3 Attitude: Teaching Ss to be interested in doing exercises.

4 Ability needed:

- Communication, self study

II/ Teaching methods and techniques

2 Students’: + Textbooks, notebooks

IV/ Teaching procedure.

A Warm- up: *Chatting:

- Teacher asks students some questions about television:

- How do you feel on the first day at school?

- What did you do last summer vacation?

- How did you feel?

- Collect Ss’ answers then lead into the new lesson

B Presentation:

Activity 1: Review grammar in English 7

- Ask Ss to repeat the tenses

that they’ve learnt in grade 7

- Ss work in groups and

discuss about the present

(+) S + have/ has + PII

( -) S + have/ has + not+ PII

(?) Have/ has + S + PII ?

b, Use: Thì hiện tại hoàn thành diễn tả hành động:

- bắt đầu từ quá khứ, kéo dài đến hiện tại và có thể

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- Ss retell the form and the

use of the tense

- T remarks and corrects if

any

- Ss take note

discuss about the simple past

tense

- Call on some Ss to give

answers

use of the tense

any

- Ss take note

discuss about the future

continuous tense:

answers

use of the tense

any

- Ss take note

discuss about the passive

voice

answers

use of the tense

- Ask Ss to repeat the form of

the passive voice in each

tense

tiếp tục ở tơng lai

- đã xảy ra trong quá khứ nhng không rõ thời gian

- vừa mới xảy ra

- đã xảy ra và đã chấm dứt nhng kết quả còn để lại hoặc liên quan đến hiện tại

- cha bao giờ xảy ra

- lặp lại nhiều lần trong quá khứ

b, Use: Thì quá khứ đơn diễn tả hành động:

- đã xảy ra và đã chấm dứt biết rõ thời gian.

c, Signal:

- yesterday

- last + N

- ago/ then; in 1990

3 Future continuous tense:

S + won't + be+ Ving

4 Passive voice: Tobe + PII

a/ The simple present tense:

S + is/ am/ are + Vp2

b/ The present continuous tense:

S + is/ am/ are/ + being+ Vp2

c/ The present perfect tense:

S + have/ has/ + been + Vp2

d/ The simple past tense:

S + was/ were + Vp2

e/ The past continuous tense:

S + was/ were + being+ Vp2

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- Ss discuss in small groups

then give out the answers

any

- Ss take note

- Ss repeat the connectors

they have learnt in grade 7

and tell how to use them

any

f/ The simple future tense:

S + will + be + Vp2

g/ The near future tense

S + is/ am/ are+ going to + be + Vp2

- Ss work in pairs doing the tasks

Ex 1: Phonetics: Odd one out

1/ A head B break C bread D heavy

2/ A said B wait C mail D sail

3/ A start B lake C station D came

4/ A ancient B radio C nature D village

5/ A indicate B mistake C take D says

Ex 2: Fill in the blank with the correct form of

word in bracket

1 What I like about festivals is that they show the…

values of different communities ( culture)

2 My mother liked the… of that young pianist

(perform)

3 On special occasions, people usually

have… drinks (celebrate)

4 I’ve seen a lot of…….in my life (parade)

5 Another…… season is coming (festival)

6 Japanese people hold the Japanese Boy’s day with

special…….(celabrate)

Ex 3: Make questions for the underlined parts.

1 They decorate their house with beautiful Christmas

trees

2 I don’t like ice swimming because it’s dangerous

3.You can watch folk music performances in Russian

Winter festival

4 Last year I went to Thailand with my parents

5 This festival is held in my country every two years

6 Those are my granfather’s pictures

7 They celebrate the festival after harvesting the

Ex 2: Fill in the blank

with the correct form of word in bracket

Keys:

1/ cultural2/ performance3/ celebratory4/ parades5/ festive6/ celebrations

Ex 3: Make questions for

the underlined parts.

6/ Whose pictures are

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Ex 4: Rewrite the sentences

1 They are carving eggs in this room

Ex 5: Complete each question with a suitable H/

WH – question word More than one question

word may be accepted.

1 Look at this photo! …………were you doing with

the candles?

2………did you stay when you were in Ha Noi?

3 ….… do you pronounce the name of the festival?

4 …… … festival does your brother prefer the

Tesselaar Tulip or the Tulip Time Festival?

5 ……… do people celebrate Diwali?

6……… did they arrive in Da Nang? on 29th April?

7 …………did you watch this film? – Because it

was intersting

8………… do you go to the festival?- once a year

- Ask some Ss to write their answers on the board

while others correct

- T gives remark and then gives feedback

Ex 5: Complete each

question with a suitable H/ WH – question word More than one question word may be accepted.

1/ What2/ Where3/ How4/ Which5/ How6/ When7/ Why8/ How often

4 Consolidation

- Ask Ss to retell the main grammar they’ve reviewed

5 Homework

- Ask Ss to revise the grammar by heart

- Prepare: Unit 1: GETTING STARTED- Page 6 - Textbook

-Period 2: UNIT 1: LEISURE ACTIVITIVES

Lesson 1: GETTING STARTED

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I/ Objectives

1 Knowledge:

- By the end of the lesson Ss will be able to use the lexical items related to the topic

of leisure activities to talk about your leisure activity

- Vocabulary: Know some words related to leisure activities: check out , craft kit, Savings , tool,strick

- Phonetics: The way to pronounce the words in the lesson

- Grammar: tenses; verbs of liking + V-ing/ to-infinitives

2 Skills:

- Listening: Listen to the conversation among Nick, Mai and Phuc, then do some exercises

- Reading: Read the conversation and then circle the correct answer; find the

information from the conversation and answer the following questions

- Speaking: describe the leisure activity

- Writing: complete the sentences

3 Attitude: To teach Ss to work hard and love their life.

- Communication, self study

- Identifying children’s leisure activities

A Warm- up: *Guessing game:

- Prepare photos or magazine cut-outs about some popular leisure activities

- Ask Ss to describe them in English Then ask them to guess which activities you enjoy doing Encourage Ss to do the same in pairs: One student write a short list of activities and the other guesses

- Collect Ss’ answers then lead into the new lesson

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object/ translation/ situation.

- T: writes new words on the board

- Ss: listen and repeat in individual first then the

whole class

- Ss copy all the words

- Call 3- 4 Ss to read the words again

* Checking: rub out and remember.

- Whole class play the game

* Presentation the conversation:

- 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

What can you see in the picture?

Why do you think Mai, Phuc and Nick are there?

What are they holding in their hands?

What are they talking about?

Can you guess what Mai, Phuc and Nick like

doing in their free time? Etc.

- Accept all possible answers from Ss and do not

provide correction at this stage Play the

recording and have Ss answer them Again, do

not give correction at this stage

- To check out: kiểm tra lại

- craft kit (n): bộ dụng cụ làm thủ công

- Savings (n): khoản tiết kiệm

- tool (n): dụng cụ

- strick (n): mẹo

- DIY= Do it yourself

Activity 2: Practice Part 1a- P7

- Play the tape and ask students to listen

without textbook for the first time, the

second time with book

a/ Ss work individually to circle the correct

answer Ss 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 After the discussion, T writes

the correct answers on the board

Part 1b- P7

1.Transfering the learning task:

- Set the situation and guide Ss what to do

- Go through the list of activities mentioned

and ask Ss to work in pairs doing the task

given in part 1b- Page 7

2 Doing the task:

- Ss work in pairs to read the text and do the

task

- Have Ss do this task in pairs first, then

II-Practice:

1 Listen and read.

a Circle the correct answer.

Key:

1 Bookstore

2 Book 3.dog

conversation.

Phuc Mai Nick

1.Pet training √

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compare the answers with others They

should be able to give ideals from the text

that support their answers

3 Reporting the task result and discuss:

- Call on some Ss to give the answers in

front of class

- Some Ss give the answers aloud while

others listen and check

4 Giving the remarks to their doing the

task:

- Give the remarks to students’ activities

then conclude the aim of the part

- Feed back

Part 1c- P7

- 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

- 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

Part 2- P7

- Ss work in pairs to match the words/

phrases in the box to the photos, then they

listen together to check their answers

- If time allows, ask Ss to use adjectives to

say what they think of these activities, eg

exciting, interesting, etc

Part 3- P7

- Ss work individually to do the task then

compare their answers with a partner Tell

Ss they need to look for the surrounding key

words in order to complete the task Note

that ‘good’ and ‘satisfied’ fit both items 1

and 5 Acknowledge this point with Ss who

have them the other way round

√

6 Playing

7.Helping parents with DIY projects

c Answer the questions

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 false)

It’s right up your street, it is the

type of thing that you are interested

in or that you enjoy doing

2 Find the words/ phrases in the box to describe the photos Then listen to check your answers.

Key:

1.playing computer games

2 Playing beach games

- This game can be done in groups of

four or six, or as a mingle activity

III Further practice:

Choose one leisure activity from 2 or 3 In

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- 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 another activity

pairs, talk about it Try to keep going for one minute each

You may:

- Describe leisure activity

- Say if you have done this activity or not.

- Share your feelings about the activity.

4 Consolidation

- Retell the main content of the lesson: the conversation; some expressions and review the words of leisure activities

5 Homework

- Ask Ss to learn new words by heart

- Read the conversation again

- Do exercises: B1, B2, B3 (page 4- workbook) + Translate the conversation in

Getting started into Vietnamese.

- Prepare: A closer look 1/ Page 8- textbook.

Lesson 2: A CLOSER LOOK 1

I/ Objectives

1 Knowledge:

- By the end of the lesson Ss will be able to practise vocabulary related to the topic ofleisure activities Know how to pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context

- Vocabulary: Know some words related to leisure activities: data, socialize,

average, origami, hang out,

- Phonetics: The way to pronounce the words in the lesson and the clusters /br/ and /pr/

- Grammar: verbs of liking + V-ing/ to-infinitives

2 Skills:

- Listening: Listen and repeat the words containing the clusters /br/ and /pr/

- Writing: Complete the table with information from the pie chart Then match the words to the category labels

3 Attitude:

- To teach Ss to work hard, love their leisure activities and know the usefulness of their leisure activities

- Identifying children’s leisure activities

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+ Equipment: CD player.

A Warm- up: *Networks:

- T explains what a ‘pie chart’ is and how each slice can be calculated as a percentage

of the whole Give Ss some simple statistics and make a pie chart with them as a class

- T asks Ss to use network to answer the question:

“What do you often do in your free time?”

- Use this network to answer:

- Introduce the new lesson

B Presentation:

Activity 1: Teaching vocabulary

* Pre- teach vocabulary: expression/

mine/ visual aids/ translation/ situation

- Ss: listen and repeat in individual first

then the whole class

* Checking: rub out and remember

Part 1- P8

- Ask Ss to work in pairs to examine the

pie chart closely in order to understand its

contents, including the heading,

- Ask Ss look at their book and read in

silence

- Let Ss work in pairs to examine the

pie-chart closely in order to understand its

contents ,including the heading,

subheading, figures, colour codes and

- Hang out (v): đi chơi với bạn bè

1 Look at the following pie chart on leisure activities in the US and answer the questions

communicating, reading, participating

in sports, exercise and recreation, usingcomputers for leisure, relaxing and thinking

3 The three most common activities were watching TV, socializing and

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- Then ask Ss to answer the questions that

follow the chart

- Ask Ss practice before the class

task:

- Other Ss check and remark

- T corrects the gives feedback

Part 2- P8

- Have Ss work individually to complete

the task

- Ss do the task individually then some Ss

write the answers on the board

- After giving corrective feedback, draw

their attention to the parts 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

- Ss listen and take notes

Part 3- P8

- 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 from Ss by asking

questions

- 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 feedback, encourage them to

add more words in each category

- Ss do the task in pairs

- Some Ss give the answers aloud

- T checks then gives the correct answers

Part 4- P8

- Have 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

- Ss work in groups to do the task

communicating and using computers for leisure

2/ Complete the table with information from the pie chart.

Key:

Name of activity VerbRelaxing

ThinkingUsingDoingWatchingReadingSocializingcommunicating

RelaxThinkUseDoWatchReadSocializeCommunicate

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 ideas with a partner.

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- Have Ss write down how much time

they spend leisure on an average day and

three activities they do the most

- Ask 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

Activity 2: Teaching pronunciation Part 5- P9

- 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 practice saying

them

- Have Ss practice the words with the clusters first

Then ask them to repeat the whole sentences If

time allows, raise up their left hand, if it is cluster /

br/ they raise their right hand

Part 6- P9

- Ask the whole class to listen and repeat the

sentences containing the clusters /br/ and /pr/

- Have some Ss repeat in turn

- Do exercise A1, 2, 3; B4 (P 3- 4 workbook)

- Prepare: A closer look 2/ Page 9+ 10- textbook.

Ngày 27 tháng 8 năm 2018.

T.T CHUYÊN MÔN KÍ DUYỆT

Trần Thị Thanh Trà

WEEK 2:

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2 Skills:

- Drill listening, speaking and writing mainly

3 Attitude:

- To teach Ss to work hard, love their leisure activities

- Ss must have good attitude towards the co-operation

- Talking about what children like or dislike to do in leisure activities

- S1: Does A1- workbook page 3

- S2: Does B4- workbook page 5

3 New lesson

A Warm- up: *Chatting:

- What do you like doing in your free time?

- Do you like collecting dolls?

- Do you like collecting glass bottles?

- Do you enjoy mountain climbing?

B Presentation:

* Pre- teach vocabulary:

- T: says aloud the new words for Ss

listening and repeating after then writes

new words on the board

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- Recall about the present simple or future

simple tense (form, usage)

- dislike/ don’t like : không thích

- hate : ghét

Activity 2: Presentation Part 1- P9

- Remind Ss of the concept of the gerund from

A closer look 1 Ask them how the gerund is

formed and how it functions grammatically

Draw Ss’attention to ‘love to watch’ and

‘enjoy listening’ which appear in the text in

GETTING STARTED:

- Ss listen and pay attention to ‘love to watch’

and ‘enjoy listening’

Eg: - I love to watch him…

- But I think I’ll enjoy listening…

- Explain that in English if we want to follow a

verb with another action, we must use a

gerund or an infinitive There are certain verbs

that can only be one or the other such as love,

like, hate, start and prefer, and these verbs

must be memorized

- Whole class listen and take notes

- Ss read the conversation in GETTING

STARTED and underline the verbs of liking

followed by gerunds or to-infinitives that they

find in the text

- T may ask Ss to cover the text and just listen

to identify these verbs

- Go through the Look out box with Ss

- Tell Ss that verbs of liking / disliking are

often followed by gerunds but verbs such

as: love, like, hate and prefer can be used with

both gerunds and to-infinitive without much

change in meaning

- Ss look at “Look out” and take notes

- Introduce Ss to the Learning tip box where

they can differentiate the difference in terms of

degree these verbs of liking / disliking

- Ss study the Learning tip and take notes

carefully

Part 2- P9

- Ask Ss work individually and then compare

the answers with their partner

II Grammar Verbs of liking + gerunds Verbs of liking + to- infinitives

1/ Read the conversation in Getting started again

Underlined the verbs that are followed by a gerund.

Key:

love (to watch) enjoy (listening) liked (reading)

*Look out:

The verbs: love, like, hate andprefer can be used with bothgerunds and to-infinitive withoutmuch change in meaning

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- Ss work individually and then compare the

answers with their partners

- Then play the recording for Ss to check their

answers

- T checks and gives feedback

by gerund only both gerund and to-

- Have Ss work in pairs to complete this

task

- Ss work in pairs doing the task

- Ask Ss to compare their answers with a

partner

- Ss check the answers with partner then

give their own answers before class

- This task can be done 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

Each student picks up and reads out a

sentence, then they guess who wrote that

sentence

- Ss do the task in groups then some Ss

read aloud sentences for others guessing

- T checks and corrects Ss’ mistakes if any

Part 5- P10

- Have Ss quickly familiarize themselves

with the e-mail by asking: Who wrote this

e-mail? To whom? What is it about?

- Have Ss scan the email to find the

answers

- Ss scan the email and give the answers

for these questions

a / Ss work individually and compare their

answers with classmate

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b / Ask Ss to read the e-mail again and

answer the questions

- Ss work individually and compare their

answers with a classmate

- Some Ss give the answers aloud

- T checks then gives the correct answers

doing5/ hate spend->hate to spend/ hate spending

6/ love eat out-> love to eat out/ love eating out

b/ Answer the questions.

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 the most are playing football with his friends, and eating out with his family

Activity 4: Production Part 6- P10

- Ss work individually to write the email

then exchange it with their partners and

check for mistakes If there is time, have

them ask and answer about the e-mails

afterwards, using the questions in 5b as a

guide If there is not enough time, this

can be done as a group-writing task

IV Further practice

6/ Write a similar email to tell your friend about your free time, using verbs of liking + gerunds or + to infinitives.

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- By the end of the lesson Ss will be able to understand the abbreviations that people usually use on the internet and learn more about netlingo dictionary; Talk about leisure activities.

- Vocabulary: Know some words related to leisure activities: window shopping , weird , addicted , netlingo, …

2 Skills:

- Speaking: Talking about the most interesting and boring activities

- Reading: Read the article and complete the table

3 Attitude:

- To teach Ss to work hard, love their leisure activities

- S1: Does C1- workbook page 6

3 New lesson

A Warm- up: *Guessing game:

Find a leisure activity a bit unusual (from you, your friends or someone you know) and talk about it to the class Ask Ss for their opinions about this activity:

boring, interesting, strange, challenging, etc Ss may start talking about what they

know about their friends’ free time activities and say what they think of these

activities

B Presentation:

Activity 1: Presentation

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*Presenting new vocabulary:

- Refer to any words in the Extra

vocabulary box that Ss do not yet

know

- Ask Ss to try to guess what the

meaning is and how that may relate

to leisure activities

I Vocabulary

- window shopping (n): đi chơi ngắm đồ bày

ở cửa hàng

- sound weird (a): nghe có vẻ kì cục

- to be hooked on st: bị mắc vào cái gì

- to be addicted to st: bị nghiện vào cái gì

- netlingo (n): ngôn ngữ dùng giao tiếp trên mạng

Activity 2: Practice Part 1- P11

- Explain to Ss that they are going to read

about some activities teenagers do in their free

time

- Have Ss cover the text and just look at the

photos (with name and country )

- Encourage Ss to guess what these Ss in the

photos like doing as leisure activities

- Then set a reading time limit and have Ss

speed read the text

- Ss read individually

- Let Ss close the books and play a memory

game dividing Ss into competing groups to tell

how much information they can remember

from the text

- Ss play the game in groups

Part 2- P11

- Ask Ss if they notice any other particular

features of the text Elicit answers Ss by

drawing their attention to the form of the text

- Explain that is from webpage and that these

abbreviation

- Then have Ss work in pairs to complete the

task

- Ss work in pairs to do the task

- Have Ss write short text or messages

- Have Ss work in pairs or small groups to

complete the table

4 Giving the remarks to their doing the task:

- Other Ss and T give comments and correct if

any

Part 3- P11

- Have Ss work in pairs to complete the table

- Allow Ss to read the text more closely to fill

II Practice 1/ Read the following article on

the magazine 4Teen website

2/ Can you understand the abbreviations in the text? Use this “netlingo” dictionary if necessary

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 friend (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

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in the table.

- Ss do the task in pairs then compare with

others

- Some Ss give their own answers before class

- Then T gives feedback to Ss as a class

Minh -playing

football -helping his aunt in running cooking class

He likes it.

He’s fun

Manuel -Playing

computer games -doing judo

He’s addicted

to it.

It’s Ok.

Activity 3: Production Part 4- P11

- Have Ss work in pairs to put the leisure

activities in the text in order from the most

interesting to the most boring

- Allow plenty of time for this activities where

Ss are encouraged to discuss, give opinions

and negotiate with each other in order to agree

on a mutual list

- Ss work in pairs to do the task then some Ss

present their work aloud

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.

4 Consolidation

The abbreviations that people usually use on the internet and learn more about

netlingo dictionary; Talk about leisure activities

- Vocabulary: Know some words related to leisure activities:

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- To teach Ss to be hard working, love their leisure activities and know the usefulness

of their leisure activities

- Presenting opinions and giving comments to others’ opinions about someone’s

- S1: Does C1- workbook page 6

- S2: Writes new words

3 New lesson

A Warm- up: *Taking survey:

- Start the lesson by doing a quick class survey on how many Ss use computers

frequently and what they use them for (e.g watching movies, playing games, listening

to music, accessing social media, doing homework, etc.) Give examples of your ownuse of computers and mobile phones then lead to the new lesson

B Presentation:

Activity 2: Reading Part 1- P12

- Ask Ss to work in pairs to discuss the questions

in part 1

- Ss discuss the questions in pairs

- Call on some pairs to share their ideas once they

have finished their discussion

- Ask Ss write the ideas on the board

- Some Ss present their own answers before class

then write them down on the board

Part 2- P12

- 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

- Ss work in small group to predict

- Encourage Ss to develop their ideas by guesing

I Reading

1 What are the benefits of using computers or mobile phones for leisure activities? What are the harmful things it may bring us?

2/Read the text and choose the correct answer.

*Vocabulary:

- mind (n): đầu óc, tinh thần

- rely (v): dựa vào, tin vào

- ban (v): cấm

- gaming friend(n): bạn cùng

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what Quang’s story is about

- Then ask Ss to read the text and underline any

work they don’t know

- Ss read the text and underline the words they

don’t know in pairs

- Have Ss discuss any unfamiliar words from the

text

- Let Ss work individually to choose the best

answer They need to be able to explain their

- 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 to do the task then

compare their answers with a partner

- T moves around and observes

- Have some Ss write the answers on the board

- Some Ss write their own answers on the board

- Other Ss and T give comments and correct if

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?

Activity 3: Speaking Part 4- P12

- Go through the phrase in the

Language notes box with Ss.

- Ss look at the Language notes

box and listen carefully on how to

use them

- Explain to Ss that these speech

bubbles are from Quang and his

parents

- Ss work in groups to read the

bubbles, but they will need to say

why they think who says what,

based on the information from the

passage For one of the speech

II Speaking

*Giving an opinion:

I think that / In my opinion

*Asking for an opinion:

What do you think?

How do you think about that?

B: That’s so true./ I’m afraid I don’t agree.

4/ Quang and his parents are talking about how he should spend his free time Decide

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bubbles, demonstrate how you 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 exchanges

- T corrects then gives feedback

Part 5- P12

- Have Ss divide 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 Ss are ready, put

Ss into new groups which contain

Quang, Quang’s parents, and

Quang’s teacher

- Ss use the language in 4 for their

role-play

- If time allows, call on one or two

groups to present their role-play for

the class

which statements are from Quang and which are from his parents.

Key:

Quang, his parents, and his teacher are discussing the impacts of his using the computer Play the following roles.

Quang’s parents

I’ve made lots of friends from the game network.

I think computer games train my mind and my memory

Go out and play a sport It’s good for you!

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I/ Objectives

1 Knowledge:

- By the end of the lesson Ss will be able to use the lexical items related to leisure activities Listening for specific information about ways of spending time with

friends and then write to discuss an opinion about leisure activities

- Vocabulary: Know some words related to leisure activities:

2 Skills:

- Listening: Listen and answer the questions/ listen and complete the table

- Writing: Write to give an opinion about leisure activities

3 Attitude:

- Presenting opinions and giving comments to others’ opinions

- S1: Does D1 (a)- workbook page 7

- S2: Does D1 (b)- workbook page 7

3 New lesson

A Warm- up: *Chatting

- Share some of the things you often enjoy doing with friends in your free time Then 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

- Ask Ss about “What they think about computers?” then let Ss share their own ideas

- Lead to the new lesson

B Presentation:

Activity 1: Listening

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- Share some of the things you often enjoy doing

with friends in your free time

- Ask Ss to tell each other what they usually do

with their friends

- Ss work in groups to talk about things they

usually do with friends in free time

- Ask some pairs to volunteer to tell the class if

they find each other’s answers interesting

Part 2- P13

- Tell Ss that they are going to listen to a radio

programme

- Ask Ss to look at the questions and underline

the key words before T plays the recording

- Ss read through the three questions and

underline the key words

- Play the recording and ask Ss to listen and

answer the questions

- Ss listen and find out the answer for each

question

- Ss work in pairs to compare their answers with

each other

- Play the recording a second time for pairs to

check their answers

- Ask for Ss’ answers and write them on the

board

- T checks then gives feedback

Part 3- P13

- Play the recording as many times as needed

- Ask Ss to work individually then compare

answers with their partner

- Ss work individually then compare answers

with their partner

2 There are two main ways: hanging indoors or outdoors

3 Listen again and complete the table

- Have Ss cover the box and write

some of these words/phrases on

the board

- Ask Ss where in a paragraph

they often see these words and

what could be the purpose for

using them

II Writing

*Introducing your opinion

+ In my opinion, / I believe

*Explain your opinion

+ Firstly, secondly, thirdly, finally+ besides, also, in addition

*Concluding / summarising your opinion

+For these reasons

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Part 4- P13

- 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

- Get some students to read aloud

their paragraph

Part 5- P13

- This task can be done in small

groups where each chooses one

question They then agree on an

opinion and work together to

brainstorm the ideals to argue for

their points Each member will

need to write his/her own piece

- Remind Ss to use the connectors

they have earlier in order to better

organize their ideals

+ In short/ As I have noted

4/ Complete the following paragraph with the words in the “organising your ideas” box.

Key

1 In my opinion/ I believe

2 Firstly

3 Secondly 4.Besides/also/in addition5.for these reasons/in short/as I have noted

5/ Now write a similar paragraph to answer one of the following questions.

Sample writing:

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.

-P 8: UNIT 1: LEISURE ACTIVITIVES

Lesson 7: LOOKING BACK + PROJECT

I/ Objectives

1 Knowledge:

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- By the end of the lesson Ss will be able to recycle the language from the previous sections Consolidate and apply what they have learnt in Unit 1 by doing various activities and exercises.

- Vocabulary: Revise some words related to leisure activities:

2 Skills:

- Reading: Read and complete the paragraph about how to protect children from harmonline and offline in the UK and internationally

- Speaking: Giving opinions about some leisure activities

- Writing: complete the sentences using verbs of liking and disliking

3 Attitude:

- S1: Does E1- workbook page 9

- S2: Reads his/ her writing

3 New lesson

A Warm- up: * JUMBLED WORDS: (exercise 2- page 14)

- Divide class into 2 groups to do this game

1 socialising with friends 2 relaxing

3 communicating with friends 4 doing DIY

5 using computers 6 making crafts

- Ss play the game to revise the lesson

B Presentation:

Activity 1: Revising vocabulary Part 1- P14

- Ss complete this exercise individually

or in pairs Once they have finished

I Vocabulary

1 Which one is the odd one out?

Key:

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they should be able to explain their

answers as well

- Accept different answers if Ss explain

their decisions logically

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