PERIOD 1: INTRODUCE HOW TO LEARN NEW ENGLISH CLASS 8
English 8: The whole year:3 periods x 37 weeks = 111 periods
Term I: 3 periods x 18weeks = 54 periods
Term II: 3 periods x 19 weeks = 57 periods
Each unit has 7 periods:
Period 1: Getting Started Period 2:A Closer Look 2
Period3: A Closer Look 2 Period 4: Communication
Period 5: Skills1 Period 6: Skills 2
Period7: Looking back and project
REVISION
I. Learning outcome:
By the end of the lesson, ss will be able to review the main grammar points of English 7
II. Content:
1. *It indicate distance:
We can use “it” in the position of the subject to indicate distance.
2.*Used to:
We use used to describe an action, a habit or a state happened regularly in the past but doesn't happen now.
(+) S + used to + V(infi)
(-) S + didn't use to + V (infi)
(?) Did + S + use to + V (infi)
Ex: there used to be many trees on this street, but now there are only shops
3.Although, despite/ in spite of :
We use Although, despite/ in spite of to express contrast between two pieces of information in the same sentence.
Example:
- Although he is so young, he performs excellently.
- Despite/ In spite of being so young, he performs excellently.
4.Adverbial phrases
An adverbial phrase gives extra information about the time, place,manner ,ect. Adverbial phrases are made with nouns,prepositions or infinitives. They can be used to answer different questions.
5.The future continuous tense
a. use:
 - Diễn tả một hành động sẽ diễn ra và kéo dài liên tục trong một khoảng thời gian trong tương lai
Ex: My parents are going to London, so I'll be staying with my grandma for the next 2 weeks.
(Bố mẹ tôi sẽ đi London, nên tôi sẽ phải ở với bà trong khoảng 2 tuần)
- Diễn tả hành động trong tương lai đang xảy ra thì một hành động khác xảy đến
Ex: The band will be playing when the President enters
(Ban nhạc sẽ đang biểu diễn khi mà Tổng thống bước vào)
b.Form:
(+) S+ will be + v-ing
(-)S+will not be +v-ing
(?)Will +s +be +V-ing?
6. Possessive pronouns
7.Comparisons of quantifiers: Many, Much: NhiềuFew, Litle: Ít
- Many theo sau là danh từ đếm được số nhiều (countable noun).
Ex: many books, many students.
- Much dùng với danh từ không đếm được (uncountable noun).
Ex: much time, much money.
- Few theo sau là danh từ đếm được (countable noun) số nhiều.
Ex: few chairs, few pens.
- Little theo sau là danh từ không đếm được (uncountable noun).
Ex: little water, little tea. 

8.Tag questions :A tag question is a short question. It follows a statement. It's added at the end, after a comma.
-Nếu câu nói trước dấu phẩy là câu khẳng định, câu hỏi đuôi phải ở thể phủ định.
- Nếu câu nói trước dấu phẩy là câu phủ định, câu hỏi đuôi phải ở thể khẳng định*
eg: He is handsome,is he?
You are worry, aren't you?
III.Homework: prepare new lesson
Unit1-Getting started
prepare photos or magazine cut-outs about some popular leisure activities






Date of planning: 01/8/2018 Date of teaching: /8/2018
PERIOD 2: UNIT 1:LEISURE ACTIVITIES
Lesson 1:GETTING STARTED- IT'S RIGHT UP MY STREET!
I. Objectives: By the end of this lesson students will be able to listen and read for specific information about a conversation “It's right up my street!” and then practice some lexical items about leisure activities related to the topic“Leisure activities”.
II. Language Focus:
1. Vocabulary:the lexical items related to this topic “Leisure activities”
-trick (thủ thuật),craft kit (bộ dụng cụ thủ công),wool,do DIY (tự làm các công việc thủcông)
2. Grammar: verbs of liking +gerunds
verbs of liking +to-infinitives
3. Skills:Listening, reading, writing and speaking
III. Teaching ads: Course book, CD player, picture.
IV. Procedures:
Steps
Learning activities
Contents
Modes
Warm-up
(3')
- Ss look at the board
-listen to the T carefully
-work inpairs to describe
-some pairs present before class
-give the ideas about the unit title
Warm-up:
-prepare photos or magazine cut-outs about some popular leisure activities including those you often do in your spare time
-describe them in English
Ex: reading, making toys, …..
Look at the board

Work in pairs

Whole class.
Getting started
(7')















Task 1
Aims: After the task students can improve their listening and reading skills

-Ss work in pairs
-Ss look at the picture on page 6 and then answer some questions below.
-Ss answer the questions as a class
-Ss listen to the recording
carefully
-ss can compare their answers and add some more details to the answers
-Ss work in pairs to practice the dialogue
-Ss are corrected pronunciation if necessary
I. Listen and read

Questions:
- What can you see in this picture?
- Why do you think Mai, Phuc and Nick are there?
- What are they holding in their hands?
- What are they talking about?
Work in pairs



-listen to the tape
-work individually



Work in pairs
Doing (25')
Task 2
Aim: Ss do exercises correctly in order to get the main content of the dialogue

-Students listen to thetape.
-Students role play to read.
-Students work individually to do 1.a
-Students correct with teacher

-go through the list of activities mentioned

-explain what they are

-do this task individually

-compare the answers with their partner



-ss pay attention to the contexts
-work in pairs to ask and answer
-elicit the meaning of these two expressions

II. Practice
1. a. Circle the correct answer:
key: 1. library
2. book
3. dog
4. craft kit
5.folk music
6.Vietnamese

1. b.Which leisure activities do you think Phuc, Mai and Nick have? Tick (V) the boxes. Then find the information from the conversation to explain your choice


1. c. Answer the questions
Key:
1. She wants Phuc to look over the book
2. It means that's really what Mai wants
(to check out something means to examine something to get more information about it order to be certain that is suitable (on true or safe)
-It's right up your street, it is the type of thing that you are interested in or that you enjoy doing

Whole class.

-Individual work.





-Whole class with teacher.

-Individual work.







-pairs work



Task 3:
Aim: After the task students can remember the name of some leisure activities to complete the duty given.

- Students read the title of this task first
-Students work in pairs to match the words/ phrases in the box to the photos
- Students listen to the recording and check their answers.
- Students pay attention to their pronunciation .
2.Find words / phrases in the box to describe the photos.Then listen to check your answers:
Key:
1. playing computer games
2. playing beach games
3.Doing DIY
4.taxting
5.visiting museums
6.making crafts


-pairs work



-whole class

Task 4:
Aim: After the task students can use words at higher degree of difficulties, and they can improve their knowledge of Vietnamese country.

-ss work in pairs to match
-show their answers
-ss correct with T
3. Complete the following sentences with words in the box
1.satisfied2. exciting, relaxing
3. fun 4. boring 5.good

-pairs work
Performing
(5')
Task 5
Aim: After the task students can apply what they have known in above task into their speech about places of interest

-Choose one leisure activity from 2 or 3
-In pairs, talk about it.
-Try to keep going for one minute each
-When the time is up, find a new partner and talk about another activity.
4. Game: Changing partners
You may:
- describe the leisure activity
- say if you have done this activity or not
- share your feelings about the activity





Pairs work

Outcome
and Homework
(5')
- Students consolidate
What they have learnt


-Copy the duty
-name of some leisure activities
-Learn Vocabulary.
- Prepare the next lesson
(A closer look 1)
-Find out leisure activities in other country (US, UK..)
Some students

Students do as directed

Experiences
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Date of planning:01/8/ 2018 Date of teaching: 8/ 2018
PERIOD 3: UNIT 1: LEISURE ACTIVITIES
Lesson 2: A CLOSE LOOK 1
I. Objectives: By the end of this lesson, students will be able to:
- Use the lexical items related to leisure activities
- Listen and say sentences with correct stress on the clusters /br/ and /pr/
II. Language Focus:
1. Vocabulary:The lexical items related to the topic: bracelet, average, socializing, origami, reality show
2. Pronunciation:stress on the clusters /br/ and /pr/
III. Teaching ads: Course book, CD player, flash cards.
IV. Procedures:
Steps
Learning activities
Contents
Modes
Warm up. (5')

-look at the pie chart

-listen to the T then answer the questions

Warm-up: Chatting
Elicit information by asking some questions
1.What is the pie chart about?
2.Where can you find the information?
3.What do the different coloured sections of the chart refer to?
4.How are the sections calculated?

-whole class
Vocabulary 20'
Task 1:
Aim:After the task students can identify the topic& practice saying new vocabularies

-Ss listen to the elicits from T
-practice reading the words chorally then individually
-copy down the vocabularies
Vocabulary
bracelet = band/ chain (vòng tay)
average= middling/ typical(trung bình)
socializing=socialize(meet people-hòa đồng)
origami: nghệ thuật xếp giấy của Nhật Bản
reality show:chương trình truyền hình thực tế
Check voc: matching

-whole class

-Individual work

- Ss work individually to do this exercise
-compare the answers with a classmate
-confirm the correct answers
1.Look at the following pie chart on leisure activities in the US and answer the questions The answers:
1. In 2012 ,people in the UK spent 5.1 hours a day on sport and leisure activities
2.The main activities they did include: relaxing and thinking , using the computer for leisure , participating in sports , socializing and communicating , watching TV and other leisure activities
3.The 3 most common activities were : watching TV, socializing and communicating and using the computer for leisure
Work individually


work in pairs



Whole class


Task 2:
Aim: After the task students can understand more deeply and use the verbs correctly to talk about leisure activities

- Ss work in pairs to do the exercise.
-Check the answers as a class.
-Ss can make sentences with these words
- Ss do this task
- two ss write their answers on the board. Confirm the correct answers
-Ss read the Watch out
2/ Complete the table with information from the pie chart
Name of activities
Verb
1.relaxing
2.thinking
3.using
4.doing
5.socialising
6.communica
7.watching
8.reading
relax
think
use
do
socialise
communicate
watch
read

Work individually


work in pairs



Whole class


Task 3:
Aim: After the task students can do this exercise in order to practice at phrases level

-cover the category labels
-look at the words and try to guess what these words have in common
-work in pairs to complete the task
-give corrective feedback
- add more words in each category
3.Look at the words .Match them to the category labels
1-e 5-d
2-b 6-h
3-f 7-c
4-a 8-g

-Whole class

-pairs work

-whole class

Task 4: After the task students can do this exercise in order to practice speaking about leisure activities

-Ss work in small groups
- Ss think about what their average day may look like (including ,study and work) and how much time is spent on leisure activities
- Ss write down how much time they spend leisure on an average day and three activities they do the most.
- 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
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 partners

Suggested answers:
-I usually spend about 3 hours on leisure activities

-Drawing pictures, chatting with friends and making cakes are the activities I love the most.



-group work




Work individually


-whole class



-check answers.
Pronunciation
5'
Task 5:
Aim: After the task students can identify the sounds in words and practice
pronounce correctly the sounds /br/, /pr/and in isolation and in context and practice reading

-SS listen to teacher's guide with two sounds
-SS complete the words under the pictures
-SS Listen to the recording.
-SS check and repeat
II. Pronunciation:the sounds /br/, /pr/
5.Complete the words under the pictures with /br/ or /pr/ .Listen to check your answers and repeat
1.apricot 5.princess
2.bridge 6.president
3.bracelet 7..present
4.bread 8.broccoli

-Whole class.

-Listen to the tape

-Work individually
Performing
5'
Task 6:
Aim: After the task students can practice with the content words in the sentences


- SS listen to the tape carefully
-SS pracise reading in chorus then individually
III. Performing
6. Listen and repeat :
1. ricot jam 2. bread
3. president 4. bracelets
5. brush 6. present

-Whole class.

-individually work.
Outcome
&
Homework
5'
-SS retell the main content of this period

-Ss write the homework

Consolidation
-vocabulary about leisure activities
- the concept of gerund
-clusters :/br/, /pr/
IV/Homework
-Learn Vocabulary
-write the new words in the notebook
-Prepare the next lesson (review verb of liking)

-whole class.




-Whole class.
Experiences:













Date of planning: 5/8/2018 Date of teaching:
PERIOD 4: UNIT 1: LEISURE ACTIVITIES
Lesson 3 :A CLOSE LOOK 2
I. Objectives:By the end of this lesson, students will be able to understand new grammar
-Verb of liking + gerunds
-Verb of liking+ to-infinitives
-practice doing some exercises
II. Language Focus:
1. Vocabulary:the items related to this unit. (adore,fancy, detest…)
2. Structures: Verb of liking + gerunds
Verb of liking+ to-infinitives
III. Teaching ads: Course book, CD player, pictures, extra board…
IV. Procedures:
Steps
Learning activities
Content
Modes
Warm-up
(3')

-Listen toT's request
-Listen to the tape
-call out gerunds or to-infinitives

Warm –up :check the old lesson
Listen to the recording in Getting started again and find out gerunds or to-infinitives in the text
Ex: I love to watch him
But I think I'll enjoy listening
Whole class



Some ss

Grammar
(12')


Task 1:
Aim: After the task students can understandthe usages of new grammar and do exercise

Grammar:




-SS tell the concept of the gerund again (from A closer look 1)
-SS give the form of gerund and it functions grammatically
-SS go through the Look out!
-SS read the Learning tip and differentiate the difference in terms of degree these verbs of liking/disliking
I/Grammar:
1.Read the conversation in Getting started again .Underline verbs that are followed by a gerund :
*Look out :
The verbs:love, like ,hate and prefer can be used with both gerunds and to-infinitive without much change in meaning
-She loves going out with her friends
= She loves to go out with her friends


-individually work





-some ss

Task 2:
Aim: After the task students can practice with Verb of liking + gerunds/ Verb of liking+ to-infinitives correctly


-work individually to tick
-compare the answers with their partner
-listen to the tape and check

2. Tick the appropriate box. Then listen to check :

followed by gerund
followed by both gerund and to-infinitive
1.love

v
2.enjoy
v

3.detect
v

4.prefer

v
5.fancy
v



-individually work.



-Whole class.

Task 3
Aim:After the task students can do further practice with Verb of liking + gerunds/ Verb of liking+ to-infinitives

- work independently to write
-compare with friends
- give the correct answers
3. Write the correct form of the verbs
Key:
1.....making ....
2.....to watch or watching.....
3....skateboarding ....
4...learning ..... 5....sitting .....

-Individual work

-some students

Task 4
Aim:After the task students can write sentences with Verb of liking + gerunds/ Verb of liking+ to-infinitives

-practice in groups of 5 or 6
-work individually at first and write each sentence on a trip of paper
-then in their group mix the strips
-picks up and reads out a sentence
-guess who wrote that sentence
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 playing chess/ foot ball
2. I love collecting coins/stamps
3. I fancy singing a song/ playing…..
4. I don't mind doing DIY
5. I don't like drinking wine/milk
6.I detest eating fish/ doing homework

-individually work


Group work

Task 5
Aim:After the task students can apply Verb of liking + gerunds/ Verb of liking+ to-infinitives in 4 in contexts


-run through the letter
-work individually to find and correct mistakes
-compare with friends
-give the correct answers





-work in pairs to ask and answer the questions


-present before class



5. Look at the following e-mail that Minh Duc wrote to a new penfriend
a. There are 6 grammar mistakes in his e-mail .Can you find and correct them :
key:
1. like do -> like to do / doing
2.enjoy do -> enjoy doing
3.don't like have ->don't like to have / don't like having
4.don't mind to do -> don't mind doing
5.hate 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




Individually work










Pairs work
Performing
5'
Task 6:
Aim: After the task students canremember Verb of liking + gerunds/ Verb of liking+ to-infinitivespresented in this lesson

- work individually to write
-exchange it with partners to check for mistakes
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-infinitives .Swap your work with a partner and check for mistakes

-pair work.
-Group work
-write the board
Consolidation
&
Homework
5'
Ss retell the main lesson
-SS listen to the teacher's guiding and write what they will do at home
-Take note
Retell the main lesson
III/Homework:
1.-Verb of liking + gerunds
-Verb of liking + to-infinitives
2.prepare the picture and posters in Communication

-Some students.


-Whole class

Experiences:



Date of planning: 5/8/2018 Date of teaching:
PERIOD 5: UNIT 1: LEISURE ACTIVITIES
Lesson 4: Communication
I. Objectives: By the end of this lesson, students will be able to
- get more information about leisure activities
- improve speaking skill
II. Language Focus:
1. Vocabulary:the lexical items related to the topic: Thanksgiving, feast, gravy, stuffing, turkey,cranberry
III. Teaching ads: Course book, CD player,poster.
IV. Procedures:
Steps
Learning activities
Contents
Modes
Warm-up
3'
-work into two teams
-write as much as possible about activities in 2 minutes
(the team with more correct answers will be the winner)
-lead to new lesson
Game : Network

Playing chess





Helping parents


Groups work
Vocabulary
7'
Task1:
Aim: After the task students can identify the topic, get some extra words related to the topic

-listen to T's elicits
-Ss guess the meaning
-Ss read the vocab in chorus
-read individually
-copy into their notebooks
I. Extra vocabulary
-window shopping :đi ngắm hàng trưng bày
-to sound weird :nghe có vẻ kì quặc
-to be hooked on something :đam mê cái gì đó
-to be addicted to something :đam mê điều gì
Whole class
Work individually

Communication
20'





Task 2.
Aim: After the task students canget more information related this topic by reading the magazine 4Teen webside.

- listen to the T's elicit
- look at the photos (with name and country
- guess what these Ss in the photos like doing as leisure activities
- read the text
-close the books and play a memory game dividing Ss into competing groups to tell how much information they can remember from the text
1.Read the following article on the magazine 4 Teen website. This week 4Teen has opened a forum for friends around the world to share how theyspend their free time.



-Whole class.


Pairs work






Some ss

Task 3:
Aim: After the task students canunderstand the abbreviations in the text.

- listen to the T's explainations about usages of the abbreviations
- work in pairs to complete the task
-give the correct answer
-add to the dictionary other abbreviations used for online chatting / texting
-write short text or messages using them (for gift ss)


2. Can you understand the abbreviations in the text? Use this 'netlingo' dictionary if necessary
2moro
tomorrow
4
for
<3
love
bro
brother
DYLI
Do you love it?
EZ
easy
J4F
just for fun
goin'
going
n'
and
NUFF
enough
r
are
ur
your
w/
with
WBU
What about you?
WF
way fun


Now add to the dictionary other abbreviations used for online chatting / texting that you know
msg->message cld->could
gd->good vgd->very good
abt ths->about this noe->know

-Whole class.


Pairs work






Some ss

Task 4:
Aim: After the task students canpractice communicative activities



-read the text again

- work in pairs or small groups to complete the table

-present before class

3.Find information in the text to complete the table
who
What activity is mentioned?
What does he or she think of it?
Emily
-Hanging out with friends
-working as a volunteer
She loves it
Hang
Cloud watching
She adores it. It's easy.
Linh
-going to community centre,painting,dancing,doing drama
She loves it
Minh
-Playing football
-helping his aunt in running cooking classes
He likes it. It's fun.
Manuel
-playing computer games
-doing Judo
He's additectived it.
It's ok


-Pairs work.






-Whole class.
Performing 5'
Task 5:
Aim: After the task students can perform in communication

-Students work in pairs
to put the activities in 3 in order from the most interesting to the most boring .
-compare their ideas with other pairs
-discuss,give opinions with each other
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

Pairs work



Groups work
- Present before class
Outcome
&
Homework 5'

-SS retell the contents of this lesson
What have we learnt today?
Name of some unusual leisure activities,
the abbreviations
III.Homework:
1.Learn new vocabulary
2.Write the words again
3.Prepare next lesson :Skills 1
-finding the new words
- read the text
Some students

-Whole class.

Experiences:








Date of planning: 06/8/2018 Date of teaching: /8/2018
PERIOD 6: UNIT 1: LEISURE ACTIVITIES
Lesson 5: Skills 1
I. Objectives: By the end of this lesson, students will be able to:
-read for general and specific information about the positive and negative effects of using computers
-discuss about good and bad sides of leisure activities
II. Language Focus:
1. Vocabulary: the lexical items related to the topic: generation
rely get out
ban gaming
virtual exist
III. Teaching ads: Course book,posters
IV. Procedures:
Steps
Learning activities
Contents
Modes
Warm-up.
(5')
- Ss look at the pictures
-ss work in pairs, one look at picture and the other answer
- Ssdiscusabout the benefits and the harmful of using computers or mobile phones at home
- Ss give the answers
Warm-up:Discus (Task 1-p12)
Suggested answers:
-release stress, have more relationships, improve knowledge
-laziness, bad health, bad eyes, waste time…

-Work in pairs


-whole class
Reading (17')
Task 2:
Aim: Ss will be able to provide the knowledge of reading

- ss read the titles in the box quickly to make sure understand the meaning of them.
- ss read the passage
-under line some new words. Give the meaning of them
-match the titles with the paragraphs.
- compare in pairs.
- Get feedback.
I/Reading
2. Read the text and choose the correct answer
Vocabulary
Rely=depend on/ trust : tin vào, nhờ vào
ban =disallow, injunction:lệnh cấm
gaming = sự đánh bạc
virtual =ảo,)adj:thực sự
exist = be real, be present : tồn tại
get out = ra ngoài
key :
1-B 2-C
Work individually

Read the title


Read the passage

Do matching

Task 3:
Aim: After the task students can understand the content of the text deeply

- Ss skim the passages again, then write the questions for the answers
-Ss take note the information that help them ask the questions
- Ss give the question and explain their question.
-Ss can either paraphrase the original information from the text or read out loud the part of the text where the question to each answer is located.
- Confirm the correct question.
3. Write the questions for the answers based on information from the text
Key:
1. Is Quang's garden real?
2. What is 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?

Work individually


Work in pairs
read out loud the part of the text where the question to each answer is located.

Speaking.
15'




Task 4:
Aim: After this task ss will be able to identify how to spend free time and using this language


-Go through the phrases in the Language notes box
-Ss read the request of this task
- Ss read the ideas
( T can explain any points they are not sure about)
-Choose which statements are from Quang and which are from his parents
-Ss give their opinions as a class
-Ss add some moreactivities should spend free time.
4. Quang and his parents are talking about how he should spend his free time .Decide which statements are from Quang and which are from his parents
Keys :
Quang's parents: Go on and play a sport .It's good for you
-Quang: I've made lots of friends from the game network
-Quang: I think computer games train my mind and my memory
-Quang's parents: You see your real friends less and less
-Quang: my English is much betterbecause I surf the net
Quang's parents: Sitting for too long in front of the computer makes your eyes tired



Read the request individually



Do this task




Whole class
Performing
5'

Task 5:
Aim: SS perform in reading and speaking

-work in to three groups
-brainstorm how to express their opinions
-role-play
- other groups give comments
5. Role-play: WHAT'STHE SOLUTION?
Quang, his parents, and his teacher are discussing the impacts of his using the computer. Play the following roles

Work groups

Whole class
Outcome

Homework
5'

-SS retell the main lesson



-SS take note the homework
What they have learnt today?
-read for general and specific information about using computers or mobile phones for leisure activities.
-discuss the benefits and challenges of using computers or mobile phones.
III/Homework:
-Read the text again
-learn by heart the words
-prepare Skills 2
Answer the question:What do you do with your friends in your free time?


-Whole class.

Experiences:























Date of planning: 10/8/2018 Date of teaching: /8/2018
PERIOD 7 UNIT 1: LEISURE ACTIVITIES
Lesson 6: Skills 2

I. Objectives: By the end of this lesson, students will be able to:
-develop their listening skill by listening for specific information about ways of spending time with friends
-write to discuss an opinion about leisure activities.
II. Language Focus:
1. Vocabulary: review the items related to this topic
III. Teaching ads: Course book, CD player, papers.
IV. Procedures:
Steps
Learning activities
Contents
Modes
Warm-up
5'
-some pairs to volunteer to tell the class
T leads to the new lesson
(You are going to listen to theradio programme and answer the questions)
Warm-up : 1.What do you usually do with your friends in your free time?

A: What do you usually do with your friends in your free time?
B: I usually make craft with them
I usually play musical instruments with my friends

-Some students

-Pairs work
Listening 15'
Task 1:
Aim: Ss will be able to improve their listen skill



















-Work individually
-listen to the tape carefully



-check the answers
I.Listening:
2. Listen to the radio programme and answer the questions
Key :
1. The topic of this week's programme is hanging out with your friends
2.There are two main ways : hanging out indoors or outdoors

Work individually



Work individually

Task 2:
Aim: Ss will be able to understand the content deeply

- run through the table
- listen to the recording again
- complete the table
-write the answers on the board
-confirm the correct answers
3. Listen again and complete the table
Hanging out with your best friends
What to do
Why
Watching (1) movies
than a (2)cinema
Making (3)crafts
creative,
Playing (4)sports
good for your (5)physical health
Watching (6)people
fun
Going to (7) cultural centres
educating yourself

- work individually

- compare in pairs.




-whole class


Writing(5')
Task 4:
Aim: ss will be able to produce the ideas follow the context


-work individually to complete the task
-discuss their answers with a partner
- confirm the correct answers
- take notes
II/ Writing
4. Complete the following paragraph with the words in the box :
Key:
1.In my opinion /I believe
2.Firstly
3.Secondly
4.Besides /Also/ In addition
5.For these reasons /In short /As I have noted

Individually work

-Whole class.



- take notes
Performing 15'
Task 5:
Aim: ss can apply the language in new context to complete their writing
10ms

- Ss write their paragraphs individually using the notes they have made
-share them with the whole class

5. Now write a similar paragraph to answer one of the following questions
1.What do you think is the best leisure activity for teenagers?
2.Should parents decide how teenagers spend their free time?
Ex: 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.

- Work individually




Whole class
Outcome & homework
(5')
-Ss retell the main contents of this lesson


-Ss take note
-write an email to give information about places of interest in an area and things to do there.
III/*Homework:
- Rewrite a paragraph in your notebook.
- Prepare next lesson :Looking back and Project
+finding the vocabularies

-Whole class.
Audio script: In this week's programme we'll share with you some cool ways to hang out with your best friends after a busy week at school. Basically you can hang out indoors or outdoors. If you like staying indoors, ask your parents if you can invite one or two friends over. Make some popcorn! Watch a movie! It's more comfortable than going to a cinema! Or if you're feeling creative, you can make crafts together. You'll feel satisfied once you fi nish something. If you fancy being outdoors, play some sports together. Football, badminton, biking… you name it! Or it can simply be a relaxing walk in the park. All these activities are good for your physical health. Do you prefer something more exciting? Go downtown and do some people watching. It's fun. If you like something more organised, go to cultural centres, libraries, and museums. Educate yourself while having fun!

Experiences:



















Date of planning: Date of teaching
PERIOD 8 UNIT 1: LEISURE ACTIVITIES
Lesson 7:LOOKING BACK AND PROJECT
I. Objectives:
By the end of this lesson, students can review all what they have learnt in this unit.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “LEISURE ACTIVITIES”.
2. Structures:Verb of liking + gerunds
Verb of liking+ to-infinitives
III. Teaching ads: Course book, CD player, pictures.
IV. Procedures:
Steps
Learning activities
Contents
Modes
Warm up 3'

-Work into two teams
-go to the board to write the correct words from disorder letters (1m )

-the faster is the winner
-read all words again
Game:Jumbled words (Vocabulary 2-p.14)

1.socialising 2.relaxing 3.communicating with friends

4.doing DIY5.using computers6.making crafts

-groups work

Write



Whole class

Looking back
(20')
I.Vocabulary
Aim: Ss will be able to review vocabularies related to the topic

-Ss study the task individually
- Ss compare their answers with a partner.
- Check and confirm the correct answers.
1.Which one is the odd one out
Key:
1. DIY
2.hanging out
3.hospital
4.detest
5.boring
6.computer

-Individual work



-Group work
Grammar
12m
II. Grammar
Aim: Ss will be able to review Verb of liking + gerunds /Verb of liking+ to-infinitives by doing exercise

-Ss study the task
- Ss do this exercise individually
-some ss write their answer on the board
- Other ss give feed back
-confirm the correct answers with the teacher
II. Grammar
3.Fill the gaps with the correct form of the verbs
Key:
1.working
2.learning /to learn
3.seeing 4.doing
5.meeting 6.play
Work individually



Work in pairs


Whole class

-Ss study the task
-run through all sentences
-Ss do this exercise individually
-some ss write their answers on the board.
-Other ss give feed back
-confirm the correct answers with the teacher
4.Complete the following sentences with your own ideas
1.My best friend doesn't mind doing housework
2.Do you fancy playing computer games/
3.My father used to hate using computers,but now he likes doing it.
4.I love playing football with my friends.
5.My cousin detests feeding dogs.

Work individually




Whole class




-read this paragraph individually
-choose the most suitable words/ phrases to fill in the gaps
-give the correct answers

5. Read this paragraph fromwww.thinkuknow.co.ukby CEOP , the UK government agency that helps protect children from harm online and offline in the UK and internationally .Choose the most suitable words / phrases to fill the gaps
Key:
1Firstly 4.In addition
2.Secondly 5.In short
3.Thirdly

-Individual work.



-Some students

III : Communication (5')
Aim: Ss will be able to improve their speaking skill

- Students work in pairs to do this task.
-some pairs act out the role -play

6.Choose from the leisure activities in this Unit. Explain why you think so.Then exchange your ideas with a partner
• one activity you think is fun
• one activity you think is boring
• one activity you think is exciting
• one activity you think is good for physical health
• one activity you think is good for mental health


Work in groups



Whole class
Performing
(Project) 10'
Project
Aim: Ss present their product in front of the class.


-Ss work in groups of 4 or 5 students
-follow the instructions in the book.
-explain the activity and include some pictures 
- explain why this activity is fun /exciting/ interesting 
- give information about the meeting time and place 
- tell classmates what they should bring to do the activity 
Project :Join our leisure activity
In a small group decide on a leisure activity that you would like to organise. It could be a team sport, or a craft-making activity. Plan a poster advertising your activity. Include the following on your poster: 




Work individually




Work in groups





Whole class
Outcome & homework 5'
-SS retell the main lesson


-SS take note
What have you learnt today?
Rewiew vocabulary, grammar….
IV.Homework:
1.Review the words of unit 1
2.Review Grammar
3.Rewrite the writing
4.Prepare unit 2 – Lesson1 ( finding the new words anf structure)
5.Write Extra board part 1a,b (Groups 1+2)

Whole class




Whole class

Experiences:


















Date of planning: 10/8/2018 Date of teaching: /8/2018
PERIOD 9 UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 1: Getting started: “IT'S HARVEST TIME”
I. Objectives:
By the end of the lesson, Ss will be able to:
-listen and read for specific information about a conversation “Life in the countryside”
- practice listening and speaking with the lexical items related to the topic “Life in the countryside”
II.Language focus:
Vocabulary: Words related to the topic: herd, buffalo-drawn carts, envious, ….
III.Teaching aids:
• Teacher's: Course book, projector, recording, picture
• Students's: Textbook, notebook, sub –board
IV.Procudures:
Steps
Learning activities
Contents
Modes


-answer some Teacher's questions
-SS answer the questions as a class

Warm up:
1. What is the conversation about?
2. Which season is harvest time in?
3. What do you think the countryside is like at harvest time?
4. What do the farmers do?
5. What do the children do?

Work individually
Whole class

Getting started
17'
Task 1:
Aim: Ss listen and read the dialogue to get the main content of the dialogue



















Doing (25')

-Ss open the books to Unit 2

-answer some Teacher's questions
-SS answer the questions as a class
-Listen some more T's questions

-Ss listen to the recording
-Ss practice the dialogue in pairs in 2 mins
-Some pairs read aloud
I. Listen and read*Set the scene

1.What can you see in the picture?
2.Do you know these two boys?
3.Where are they now?
4.What are they talking about?
*Vocabulary:
1.a buffalo - drawn cart (picture)
2. (to) herd (picture)
3. (to) fly kites (situation)
4. (to) play charades (translation)
5. (to) load the rice (picture)

Work in pairs


-listen to the tape
-work individually


Work in pairs

Task 2:
Aim: SS understand the content of the dialogue

-SS read the dialogue again and do the exercise individually.
-Write the answers on the board
-Check with teacher
II.Practice
1.a.Are these sentences true (T)/ (F)?
* Key 1a:
1. T 2. F 3. F 4. T 5. T
Work individually
Whole class

-Ss run through the questions given
-SS don't look at the conversation to answer
-work in pairs to answer
-locate the information in the conversation
-some pairs to give the questions and answers
-check with teacher
1. b. Answer the following questions
1. He's in the countryside
2. Right on his first day there.
3. It's big and colorful.
4. His grandfather
5. Yes, he does. He means that he wishes he were in the countryside, too.


Whole class

Work in pairs
Work in pairs

Ss look at the words in the box and make sure they understand their meanings.
- If they do not, ss refer to the conversation and have a guess.
1. c.Complete the sentences with the words in the box.Key
1. colorful 2. move slowly
3. harvest time 4. paddy field
5. herding 6. buffalo-drawn carts

Whole class.
Individual work.

Ss work in small groups to discuss and tick the correct box and look for expression (s) to support their answer
1. d. Work in groups. discuss and find how nguyen feels a bout his stays in the countryside. Tick, the appropriate box . Look for expressions from the conversation to support your ideas.
Suggested answers:
He likes it
… it's more exciting than I expected'.
'It (the kite) looks great up there in the sky'.
'I live more happily here, and there's still a lot more to explore'.

Work individually
Work in groups

Whole class


Task 3:
Aim: After the task students can remember the name of someactivitiesabout life in the countryside

-Ss work independently to label the pictures.
-Ss compare their answers with a partner.
-correct answers on the board.
2. Match the activities with the pictures
* Key:
1. e 2. f 3. a 4. c 5.d 6. b

-pairs work

-whole class

Task 4:
Aim: After the task students can practice at sentenceslevel about life in the countryside

Ss work in pairs to brainstorm some more countryside activities.
-Ss a time limit, for example, two minutes to make their lists.
-share their list with the class.
- the combined list of activities on the board and leaves it there to be used in the next activity.
3.Can you think of some more things that children do in the countryside ? Make a list.

- climb trees
- go swimming in the river
- fly kites
- cut grass
- pick up wild flowers ………

Whole class

work in pairs

Ss write on the board
ss with teacher
Performing
(5')
Task 5
Aim: After the task students can apply what they have known in above task into their speech about life in the countryside.

-Ss play charades with the countryside activity vocabulary from 2 and the Ss' list on the board.
To increase the fun element, give the teams a time limit of 10 seconds to guess the activity before it moves to the other team.
Game
- The teacher whispers an activity to one person from team 1
- This person mines the activity for their team to guess
- If the team guesses incorrectly, team 2 can try
- The team take turns until all the activities have been mined.
-The team with the most points wins

Work in pairs


Whole class


Work in groups
Outcome and homework (5')
-Ss retell the main content they have just learnt
-remember what they have to do at home
-SS take note
-life in the countryside
-where in VN the handicrafts are made.
III.Homework
-Learn vocabulary
-Practice reading the dialogue
-Doing the exercises in exercise book
- Prepare next lesson
(A closer look 1)-Find out leisure activities in other country (US,UK.)
Whole class


Ss do as directed

Experiences



Date of planning:1/8/ 2018 Date of teaching:
PERIOD 10 UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 2: A closer look 1
I. Objectives: By the end of this lesson, students will be able to:
-Use the lexical items related to life in the countryside
- Listen and say sentences with correct the clusters /bl/ and /kl/
II. Language Focus:
1. Vocabulary: The lexical items related to the topic “life in the countryside”
2. Pronunciation: stress on content words in sentences
III. Teaching ads: Course book, CD player.
IV. Procedures:
Steps
Learning activities
Contents
Modes
Warm up (5')
students watch a movie and answer the question: “How is it?” and write ten adjectives in the movie.
*/ Kim's game:

- Watch a movie and write the ten adjectives in the movie

- Work in 2 teams
Vocabulary
(20')




























Task 1:
Aim:After the task students can identify the topic& practice saying new vocabularies

-Ss listen to the elicits from T
-practice reading the words chorally then individually
-copy down the vocabularies
I.Vocabulary:
1. brave (adj) (situation)
2. vast (adj) (explanation) (really large, huge as you can see in the movie it's a very large place)
3. nomandic (adj)
(explanation - I travel from a place to a place. Don't live in the same place for a long time so what does it mean in Vietnamese?)
4. hay (n) (picture)
5. (a) camel (picture)
6. (to) put up a pole (picture) (dựng trại)
Check voc: matching


Whole class


Work individually

Ss listen to the recording and repeat the words.
Sspronounce the words with the correct stress patterns.
Check understanding of these words.


1.Listen and repeat the words
Audio script:
1. slow 2. colorful 3. friendly 4. hard 5. brave 6. boring 7. inconvenient
8. vast 9. peaceful 10. nomadic

-individually




T - Whole class

Task 2:
Aim: After the task students can understand more deeply and use the verbs correctly to talk about the life in the countryside.

- Ss work individually to do Ex2.

- Ss explain why they choose that word for the category(gift ss)


- Ss compare their answers with a partner and then discuss as a class
2.Put the words in 1 into the appropriate category. Some words can be used in more than one category.
Key
To
describe…
Words
people
friendly, brave, boring, nomadic, colorful
life
slow, hard, boring, inconvenient, peaceful, nomadic, colorful
scenery
colorful, vast, peaceful


- individually




work in pairs



Task 3:
Aim: After the task students can do this exercise in order to use vocabulary in focus

- Ss understand the meaning of the verbs first. (There may be some confusion about the difference between 'pick' and 'pick up'.)
Ss listen to T's explaination that 'pick' is the specific verb used for collecting fruit, vegetables or flowers though the action is the same as the more general term 'pick up'.
-Ss work independently or in pairs to do the Ex3.
- Ss compare their answers with a partner/ another pair.
3-Match the nouns/ noun phrases in the box with each verb
Key
ride
a horse, a camel,..
put up
a tent, a pole
collect
hay, water
pick
wild flowers, apples
herd
the buffaloes, the cattle


-Whole class



-pairs work/ work independently

Task 4:
Aim: After the task students can do this exercise in order to use vocabulary in focus high level

Ss use the vocabulary they have learnt in activities 1 and 3 (1 for adjectives and 3 for verbs) to do this exercise.
- Ss look at the sentences and decide if an adjective or a verb is missing. This narrows down the area of words they need to refer to.
- Check the answers as a class
4.Use the words in 1 and 2 to complete the sentences. Remember to use the correct form of the verbs.
*Key
1. picking 2. inconvenient, collect
3. herd 4. ridden, brave
5. peaceful 6. nomadic
7. vast 8. put up, hard

-Whole class



-pairs work/ work independently
Pronunciation
(10')
Task 5:
Aim: After the task students can identify the sounds clusters/bl/ and /cl/=/kl /
in sentencesand practice reading

-Ss listen and repeat.
-Ss say the words individually or in small groups.
-Listen to teacher's guide with two sounds
-complete the words under the pictures
-Listen to the recording.
-check and repeat
II. Pronunciation:
5.Listen and repeat the words. Pay attention to the intitial clusters. Introduce the two clusters: /bl/ and /cl/=/kl/Key:
1.blackberry
3.climb
5.click
7. bloom
9.clock
2.clothing
4.blimd
6.clay
8.blosom
10.clear



-Whole class

Listen to the tape
-individually / in small groups.


Task 6:
Aim: After the task students can identify the sounds in words and correct pronunciation


- Ss listen and circle the words.
-Ss do the activity in pairs and challenge each other to choose the correct words.

6.Listen and cicle the words you hear
Audio script 6:
1. blame 2.blast 3.blue 4.clock 5.close
Key
1
blame
claim
2
class
blast
3
clue
blue
4
clock
block
5
blow
close


-Whole class
-Listen to the tape
-pairs work
Performing
(5')
Task 7:
Aim: After the task students can practice with the content words in the sentences


- Ss look at the sentences and underline the words with clusters /bl/ and /cl/ first.
-Ss listen and repeat.
7.Listen to the sentences and repeat
Underline the words with /bl/ and /kl/
Audio script Act 7:
1. The wind is blowing so hard
2. These people have climbed to the top of the mountain.
3. The tree is in full bloom.
4. Look at the clearbluesky.
5. Blind people can read with Braille.

-Whole class.
-Listen to the tape

-individually work.
Outcome & homework
(5')
-SS retell the main content of this period
-Ss write the homework
Consolidation
- vocabulary about leisure activities
- the concept of gerund
-clusters : /bl/ and /cl/
IV/Homework
Learn vocabulary by heart.
- Prepare the next lesson
(A closer look 2)
-Whole class.
Experiences:


Date of planning: 5/8/2018Date of teaching:
PERIOD 11 UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 3: A closer look 2
I. Objectives: By the end of this lesson, students will be able to understand new grammar
- Review comparative of adj./ adv. & use comparative form of adv. of manner
- Practice doing exercises with adjectives/ adverbs of manner
II. Language Focus:
1. Vocabulary: the items related to this unit
2. Structures: use comparative forms of adverbs of manner.
III. Teaching ads: Course book, CD player, pictures.
IV. Procedures:
Steps
Learning activities
Contents
Modes
Warm up (3')

Use the adjectives to complete the sentences
“ vast; inconvenient; friendly; quiet; safe, slow”
1. I love people in my village. They are