Date of planning: September 4th 2022
Period 1:

Date of teaching: September

th

2022

INTRODUCTION + STUDY GUIDANCE

I. OBJECTIVES:
1. Knowledge: By the end of the lesson, SS will be able to know about the English 8 - student's
book and the workbook, and know how to learn English 8 effectively.
2. Abilities:Teamwork and individual work, pair work, linguistic competence, cooperative
learning and communicative competence. Students can get an overview of the textbook.
3. Qualities: Students are hard-working and attentive. They know how to study English 8.
II. MATERIALS:
1. Teacher: Textbooks, teaching plan, teacher's book…
2. Students: Textbooks, notebooks…
III. PROCEDURES:
Teacher's and students' activities
The main contents
1. Warm up (7')
a. Aims: + To warm up the class and lead in the lesson.
+ Ss can know the themes, topics of textbook in term 1.
b. Organization:
- Teacher divides the class into two teams.
Kim's game
Then T asks Ss to look through all the
names of the 6 Units in the Student's book in
10 seconds and try to remember as many
names as possible.
6 topic-based units in term 1:
=> Ss work in groups to find the names of 6 - Unit 1: Leisure activities
units in English 8 in term 1 and write them - Unit 2: Life in the countryside
on the board.
- Unit 3: People of Viet Nam
- T asks Ss to go to the board and write the - Unit 4: Our customs and
names of the 6 Units in English 8 in term 1. traditios
- Ss can tell and write all names of 6 units -Unit 5: Festivals in Viet nam
and write them well.
- Unit 6: Folk tales
- Teacher gets feedback.
2. Presentation (20')
a. Aims: Ss can know the design of the English 8 - student's book and workbook,
and how to use it effectively.
b. Organization:
- T asks Ss to answer the questions
individually.
? How many weeks are there in a school
year?
- There are 35 weeks.
? How many weeks are there in the first
terms?
- There are 18 weeks.
+ Ss work individually to answer the
questions.

Introduce the new textbook English 8
+ English 8 Student's book is the third of
four levels English language textbooks for
Vietnamese students in lower secondary
school learning English as a foreign
language. It focuses on the use of language
(pronunciation, vocabulary and grammar) to
develop the four language skills (listening,
speaking, reading and writing).
? How many units are there in the first
terms?
+ Ss work in pairs to answer the questions.
6 topic-based units in term 1:
- There are two main themes: Our
Communities and Our Heritage.
- After each theme is a review.
- There are two 45-minute tests: one
after unit 3 and another after unit 6.
Introducing the workbook (10')
- T asks Ss to work in pairs to answer the - The Workbook mirror and
questions:
reinforces the content of the Student's
? What is the Workbook about?
book. It offers:
=> Ss study the Workbook quickly then + Further practice of the language
answer the question
and skills taught in class.
- Ss work in pairs to answer the questions. + Four additional tests for students'
Then T gives feedback.
self-assessment.
3. Practice (10')
a. Aim: Ss can know how to learn English 8 effectively.
b. Organization:
- T asks Ss to work in groups of 3 or 4 to Discussion: How to learn English 8
discuss the questions "How to learn English effectively?
8 effectively?". Ss do it.
- Prepare the lesson carefully before
=> Ss work in groups to discuss the ways to each period.
learn English 8 effectively.
- Learn by heart all the new words
- T calls some groups presentative to present and structures.
the ideas in front of the class. Ss do it.
- Do exercises regularly.
- T gives comments and feedback.
- Practice the four skills.
4. Production (6')
a. Aim: Ss can retell the coursebook structure and the ways to study the book
effectively.
b. Organization:
- T asks the retell the coursebook structure
Consolidation
and the ways to study the book effectively.
=> Ss work individually to retell the
coursebook structure and the ways to study
the book effectively.

* Guides for homework (2')
- Prepare Unit 1: Getting started.
- Prepare some pictures about some popular leisure activities.
----------------------------------------------------------------------------------------------------------------------------------------------------------------------Date of planning: …./…./2022
UNIT 1: LEISURE ACTIVITIES
Date of teaching: …./…. /2022
Lesson 1: Getting started
Week 1 - Period 2
A. Objectives

1. Knowledge: By the end of the lesson, ss will be able to listen and read for specific

information about Nick's, Phuc's and Mai's leisure activities.
- Vocabulary: leisure activity items, feeling adjectives: trick, craft kit, beads, stickers…
- The context about leisure activities.
2. Competence: Teamwork and independent work, pair work, linguistic competence,
cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They can describe their leisure activities
well.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher's book…
2. Students: Textbooks, notebooks…
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher's and students' activities
The main contents
1. Warm up (4')
a, Aim: To attract Ss's attention to the lesson and to lead in the new lesson.
b, Contents: Ss work in groups to write different leisure activities.
c, Outcome: Ss can write as many leisure activities as they can.
d, Organization:
- T divides ss into two teams. Then T sets a Brainstorming
limited time (about 3 mins) for ss from cycling
each team to come to the bb and write as
many as activities as they can. Ss do it.
LEISURE ACTIVITIES
- T checks Ss' work as a class and praises
the winner.
- T leads ss to the new lesson. “What
(activities) do you often do in your free
time?”. Ss answer the questions.
2. Presentation (16')
a, Aim: Help Ss study some vocabularies related to the topic. Then Ss can listen
and read for information about the topic “leisure activities”.
b, Contents:
+ Ss work individually to study new words.
+ Ss work in pairs to listen and read the conversation.
c, Outcome: Ss can study some vocabularies about leisure activities and listen

and read the conversation well.
d, Organization:
- Teacher uses different techniques to teach
vocabulary (situation, realia .....). T follows
the seven steps of teaching vocabulary.
- Ss listen to the teacher's model twice.
Then Ss repeat in chorus and then
individually. After that, Ss copy all the
words in their notebooks.

I. Vocabulary
+ leisure activity (n): hoạt động thư
giãn nghỉ ngơi
+ trick (n): trò lừa gạt, hoạt động
khéo tay
+ craft kit (n): bộ đồ dùng làm thủ
công
+ beads (n): hạt chuỗi
=> Checking: Rub out and remember
+ sticker (n): nhãn dính
+ savings (n): tiền tiết kiệm
- T asks Ss some questions related to the II. Listen and Read
lesson. Ss answer the questions
individually.
? What can you see in the picture? Where
is the place?
? 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?
- T sets the scene: We are going to listen
and read a dialogue about Nick's, Phuc's
and Mai's leisure activities.
- T plays the recording twice: the first for
ss to listen only, then listen and repeat each
sentence so that they can repeat as close to
the recording as possible. Ss listen and
repeat.
- T calls on one pair to role-play the
dialogue in the front again.
3. Practice (18')
a, Aim: Help students understand more about the dialogue and know how to use
some words and adjectives to describe some leisure activities.
b, Contents:
+ Ss work individually to circle the correct answers.
+ Ss work in pairs to tick the boxes the leisure activities Mai, Nick and Phuc
have.
+ Ss work individually to answer the questions.
+ Ss work in pairs to find words or phrases in the box to describe the photos.
+ Ss work individually to complete the sentences.
c, Outcome: Ss can write as many leisure activities as they can.
d, Organization:
- T reviews Verbs of liking + gerund/ to- * Grammar.
infi.
- I love to watch him.

- I love watching him.
- T asks Ss to work individually to circle 1a. Circle the correct answer
the correct answer; compare their answer 1. bookstore
2. book
with a partner and then explain their 3. dog
4. craft kit
choice.
5. folk music
6. Vietnamese
1b.
Tick
the
boxes
the leisure activities
- T gives the correct answers on the screen. Mai, Phuc & Nick have
- T asks Ss to work in pairs to match the
Phuc Mai Nick
words/ phrases in the box to the photos, Pet training
x
then listen to check their answers.
Making crafts
x
Reading
Listening to
music
Playing sports
Helping
parents with
DIY projects
Learning
languages

- Draws Ss' attention to the contexts when
Mai said 'Check out this book' and Phuc
said 'It's right up your street!'. Together
with Ss elicits 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 false).
+ If something is right up your street, it is
the type of thing that you are interested in
or that you enjoy doing.
- T asks Ss to work in pairs to look at the
picture and describe the photos.
Eg: 1. He is playing computer games.
- Ss look at the picture and describe the
photos.

x
x
x

x
x

x

x

x

1c. Answer the questions
=> Possible answer:
(1) She wants Phuc to look over the
book.
(2) It means that's really what Mai
wants.

2. Find words or phrases in the
box to describe the photos. Then
listen to check the answers.
Key:
1. playing computer games
2. playing beach games
3. doing DIY
4. texting
5. visiting museum
6. making crafts
3. Complete the sentences …
1. satisfied
2. relaxing/ exciting
3. fun
4. boring
5. good

- T asks Ss to 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.
4. Application (5')

a, Aim: Ss can talk about leisure activities and share feelings about them.
b, Contents:
+ Ss work individually to describe the leisure activity and give the reason why
they like them.
+ Ss work in groups to talk about one activity.
c, Outcome: Ss can talk about leisure activities fluently.
d, Organization:
+ Work individually
Game: Changing partner.
- T asks Ss to describe the leisure activity Eg: I like reading book in my free
and give the reason why they like them
time. Because reading book helps
+ Work in groups (6 groups)
me improve my knowledge and
- Time: 1minute
know what happening in our
- Ask each member will talk about one country or over the world.
activity.
…
- The group which describe more activity
is the winner.
3. Consolidation and guides for homework (2')
* Consolidation:
- Asks ss to recall the main knowledge they have learn in this period.
- Consolidates and asks ss to remember
+ Vocabulary related to leisure activities.
+ Interacting about one's leisure activities (names & describing them)
* Homework: Asks Ss to:
- Learn by heart all the new words. Do Ex B1,2,3, 4 P4 (Workbook)
- Prepare: Unit 1 - A Closer Look 1
--------------------------------------------------------------------------------------Week 1 - Period 3
UNIT 1: LEISURE ACTIVITIES
Date of planning: …./…./2022
Lesson 2: A Closer Look 1
Date of teaching: …./…. /2022
A. Objectives
1. Knowledge: By the end of the lesson, ss will be able to study more vocabulary about leisure
activities and distinguish name of activity and verb.
- Vocabulary: relating to leisure activities: socialize, bracelet, broccoli, origami, …
- Pronunciation: the clusters /br/ and /pr/.
2. Competence: Teamwork and independent work, pair work, linguistic competence,
cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They can know how to read and
understand information from a pie chart.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher's book…
2. Students: Textbooks, notebooks…
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher's and students' activities
The main contents
1. Warm up (5')
a, Aim: To attract Ss's attention to the lesson and to lead in the new lesson.

b, Contents: Ss work in groups to look at the pie chat and write the words they
remember on the board.
c, Outcome: Ss can write as many words about leisure activities they remember
as they can.
d, Organization:
- Teacher divides the class into two
Kim's game
teams. Then T asks Ss to look at the pie
chart on page 8 in 20 seconds and try to
remember as many words as possible.
- T asks Ss to go to the board and write
the words. Ss do it
- Teacher gets feedback.
- T leads in new lesson: Today we are
going to learn some more leisure
activities on an average day in the US.
2. Presentation (4')
a, Aim: Ss can know some new words related to the topic “Leisure activities”
b, Contents: Ss work individually to study new words.
c, Outcome: Ss can know some vocabularies related to the topic.
d, Organization:
- T uses different techniques to teach Vocabulary:
vocabulary (situation, realia). Follows the +
socialize xã hội hóa, tổ chức
seven steps of teaching vocabulary
(v):
theo phương thức
- Ss listen to the teacher's model twice,
XHCN
repeat in chorus and then individually. + bracelet (n): vòng đeo tay
Then copy all the words in their + broccoli (n): bông cải, xúp lơ
notebooks.
+ origami (n): nghệ thuật xếp
- Checking: What and Where.
giấy Nhật Bản
3. Practice (27')
a, Aim: Ss can understand the pie chat and know some leisure activities in the
US. They can also pronounce the clusters /br/ and /pr/ correctly.
b, Contents:
+ Ss work in pairs to look at the pie chat and answer the questions.
+ Ss work individually to complete the table.
+ Ss work in pairs to match the words with activities.
+ Ss work individually to complete the words.
+ Ss work individually to listen and repeat.
c, Outcome: Ss can understand the pie chat, know some leisure activities in the
US and pronounce the clusters /br/ and /pr/ correctly.
d, Organization:
I. Vocabulary
- Before starting the lesson, T explains 1. Look at the following pie chart
what a 'pie chart' is and how each slice and answer the questions.
can be calculated as a percentage of the Key:
whole.
(1). In 2014, people in the USA spent
- T gives Ss some simple statistics and 5.1 hours a day on sport and leisure
makes a pie chart with them as a class.
activities.

- Then T lets ss to work in pairs to
examine the pie chart closely in order to
understand its contents, including the
heading, subheadings, figures, color
codes, source and notes. Ss do it.
If necessary, T may elicit information by
asking question such as:
+ What is the pie chart about? Where can
you find the information?
+ What do the different colored sections
of the chart refer to?
+ How are these sections calculated?
+ What does the 'Note' tell you?
+ What does the 'Source' tell you?
- T has Ss work individually to complete
the task.
e.g. relaxing comes from the verb relax
with –ing added, and it refers to the
activity. a noun made from a verb by
adding –ing.
- Ss complete the table.
- T corrects.

(2). The main activities they did
include watching TV, socializing 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,
socializing and communicating and
using computers for leisure.

2. Complete the table.
Key:
Name
of Verb
activity
relaxing
relax
thinking
think
using
use
doing
do
watching
watch
reading
read
socializing
socialize
- T asks Ss to work in pairs to match
communicating
communicate
words with each activity. Ss do it.
3. Matching.
- T gives the feedback, encourage them to Key: 1.e
2.b
3.f
4.a
add more words in each category.
5.d
6.h
7.c
8. g
- T has Ss work individually to complete
this task. Once they have finished, T asks II. Pronunciation: /br / and / pr/
Ss to work in pairs to compare their 5. Complete the words. Listen to
answers.
check and repeat.
- T plays the recording for Ss to check Auto script:
and then repeat. Pause the recording to 1. Apricot
drill difficult items.
2. Bridge
- T asks Ss to add more words which 3. Bracelet
contain these cluster. Call Ss to make 4. Bread
sentences with these words and practice 5. princess
saying them.
6. President
- T has Ss practice the words with the 7. President
clusters first. Then asks Ss to repeat the 8.broccoli
whole sentences.
6. Listen and repeat.
- If time allows, T asks students to cover
their books and listen to the recording.
? Raises up your left hand, if it is
cluster /pr/ they raise their right hand.

? Raises up your right hand, if it is cluster
/br/ they raise their right hand.
4. Application (7')
a, Aim: Ss can talk about their leisure activities.
b, Contents: Ss work in groups to talk about their leisure activities.
c, Outcome: Ss can talk about their leisure activities well.
d, Organization:
- T asks Ss to work in small groups to 4. How much time do you spend a
think about what their average day may day on leisure activities?
look like (including study and work) and => Suggested answers:
how much time is spent on leisure + I usually spent about 4 hours on
activities. Ss do it.
leisure activities.
- If there is plenty of time, encourages + Playing games, watching TV and
them to calculate these times as socializing with friends are the
percentages and put them in a simple pie activities I love the most.
chart similar to 1.
- T calls some Ss to perform in front of
the class. Ss do it.
- T gives feedback and comments.
3. Consolidation and guides for homework (2')
* Consolidation:
- Asks ss to recall the main knowledge they have learn in this period.
* Homework: Asks Ss to:
- Learn by heart all the new words.
- Do Ex A1, 2,3 P3 (workbook)
- Prepare: Unit 1 - A Closer Look 2.
------------------------------------------------------------------------

Week 2 - Period 4
Date of planning: …./…./2022
Date of teaching: …./…. /2022

UNIT 1: LEISURE ACTIVITIES
Lesson 3: A Closer Look 2

A. Objectives
1. Knowledge: By the end of the lesson, ss will be able to know how to use verbs of linking +
gerund and verbs of linking + to-infinitives, and find out grammar mistakes in Minh Duc's
email.
- Vocabulary: Leisure activities lexical items: (to) mind, (to) adore, (to) detest, (to) fancy,
gerund.
- Grammar: verbs of linking + gerund // verbs of linking + to-infinitives.
2. Competence: Teamwork and independent work, pair work, linguistic competence,
cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They can know how to use verbs of
liking to talk about their hobbies/ leisure activities.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher's book…

2. Students: Textbooks, notebooks…
C. Procedures:
1. Checking: Talk about your leisure activity. (3')
2. New lesson:
Teacher's and students' activities
The main contents
1. Warm up (3')
a, Aim: To warm up the class and lead in the new lesson.
b, Contents: Ss work in groups to talk about their leisure activities.
c, Outcome: Ss can talk about their leisure activities well.
d, Organization:
- T asks ss to read the text in Getting I love to watch him
started again and find out all the
I think I'll enjoy listening to the
sentences with: like, enjoy, love. Ss do it.
melodies.
- T asks Ss to look back the gerunds from
Yes, I liked reading Doraemon while
A closer look 1. Ss do it.
I was learning Japanese.
- T leads in new lesson: Today we are
going to learn more about how the
gerund is formed and how it functions
grammatically.
2. Presentation (10')
a, Aim: Help Ss know some verbs of liking and how to use verbs of liking that
are followed by gerunds/ to –infinitives.
b, Contents: Ss work individually to study verbs of liking and their uses.
c, Outcome: Ss can know some verbs of liking and how to use them correctly.
d, Organization:
- T focuses students on reviewing how the Grammar: Verbs of liking
gerund is form & its functions Ex. She loves going out with her
grammatically.
friends.
- T lets students make sentences with
= She loves to go out with her
Verbs of liking + gerunds/ to V.
friends.
- Ss make sentences with Verbs of liking => Verbs of liking + gerunds/ to V
+ gerunds/ to V.
Vocabulary.
- T presents some words. Ss copy and - adore (v) thích, yêu thích
read.
- detest (v) ghét cay ghét đắng
- fancy (v) mến, thích
1. Underline verbs that are
- T asks them to read in GETTING followed by a gerund (in getting
STARTED and underline the verbs of started):
liking followed by gerunds or to- Key:
infinitives that they find in the text.
- love to watch;
- enjoy listening;
- liked reading
2. Tick the box. Then listen and
- T asks Ss to work individually and then check.

compare the answers with their partners. Key:
- T plays the recording for Ss to check
their answers.
1. love
2.enjoy
3.detest
4.prefer
5.fancy

Followed
Followed by
by gerund both gerund
only
and to-infi






3. Practice (20')
a, Aim: Help Ss understand and do exercises with verbs of liking.
b, Contents:
+ Ss work individually to write the correct form of the verbs.
+ Ss work in pairs to write sentences.
+ Ss work individually to find and correct mistakes. Then answer the questions.
c, Outcome: Ss can understand and do exercises with verbs of liking correctly.
d, Organization:
3. Write the correct form of the
- T asks students to work individually to verbs
complete this task, then T gives feedback Key:
to Ss as a class.
1. making
2. to watch/ watching
3. skateboarding 4. to learn/
learning
- T asks Ss to work in pairs. Gives Ss 5. sitting
time to work individually at first to write 4. Write sentences
each sentence on a strip of paper. Ss do it.
- Then T asks Ss to work in pairs to
exchange their papers and read out their
partner's sentences.
- T has Ss quickly familiarize
themselves with the e-mail by asking:
5a. Find 6 mistakes – correct
- Who wrote this e-mail?
Key:
- To whom?
1. like do =>like to do/ like doing
- What is it about?
2. enjoy do=>enjoy doing
- Ss scan the email to find the answers.
3. like have=> like to have/ having
- T asks Ss to work individually to find 4. mind to do=> mind doing
and correct the mistakes and compare 5. hate spend=> hate to spend/
their answers with classmate.
spending
- T asks Ss to read the e-mail again and 6. love eat=> love eating/ love to eat
answer the questions. Ss do it.
5b. Answer the questions
- T check the answers.
Key:
1. The activities Duc mentions in his
e-mail are: playing video games,
playing football, helping …
2. The 2 activities he enjoys the most
are playing football with his friends

& eating out with his family.
4. Application (7')
a, Aim: Help Ss write an email to talk about their leisure activity.
b, Contents: Ss work individually to write an email.
c, Outcome: Ss can write an email to talk about their leisure activity well.
d, Organization:
- T asks ss work individually to write an 6. Write an email
e-mail to talk about his/ her free time then Dear…,
exchange it with their partners and check How are you? I am writing to tell
for mistakes (using verbs of liking + you about what I like to do in my
free time. …
gerunds/ to-infinitives).
- T gives comments and feedback.
3. Consolidation and guides for homework (2')
* Consolidation: Retell verbs of liking that are followed by gerunds/ to –infinitives *
Homework: Asks Ss to:
- Make sentences with verbs of liking that are followed by gerunds/ to –infinitives.
- Write the e-mail in the notebook.
- Prepare: Unit 1 - Communication.
----------------------------------------------------------------------------------

Week 2 - Period 5
UNIT 1: LEISURE ACTIVITIES
Date of planning: …./…./2022
Lesson 4: Communication
Date of teaching: …./…. /2022
A. Objectives
1. Knowledge: By the end of the lesson, Ss will be able to read some articles on the 4 Teen
website for general and specific information about their leisure activities, and
understand some abbreviations and talk how they spend their free time.
- Vocabulary: Extra vocabulary related to leisure activities.
- Grammar: verbs of linking + gerund and verbs of linking + to-infinitives.
2. Competence: Teamwork and independent work, pair work, linguistic competence,
cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They can use the teenagers'
abbreviations in writing.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher's book…
2. Students: Textbooks, notebooks…
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher's and students' activities
The main contents

1. Warm up (5')
a, Aim: To warm up the class and lead in the new lesson.
b, Contents: Ss work individually to answer some questions.
c, Outcome: Ss can answer questions well.
d, Organization:
T asks some questions:
+ What do you do in your free time?
+ Why do you like doing it?
+ How much time do you spend on
leisure activities?
Ss answer the questions.
2. Presentation (13')
a, Aim: Help Ss know some extra vocabularies related to the topic and
understand the abbreviations in the text.
b, Contents:
+ Ss work individually to study extra vocabularies.
+ Ss work in pairs to study the abbreviation.
c, Outcome: Ss can know some extra vocabularies related to the topic and
understand the abbreviations in the text well.
d, Organization:
Extra Vocabulary.
- T presents the vocabularies.
- window shopping = hang out
- Ss listen to the teacher twice. Repeat - to be hooked on sth: bị mắc vào.., ham
chorally, then individually. Then copy mê vào..
down in their notebooks.
- to be addicted to sth: bị nghiện làm …
- to sound + adj ( weird / strange /
challenging…)
- T sets the scene: You are going to 1. Read the article on the
read about some activities teenagers magazine 4teen website
do in their spare time. Cover the text
and just look at the photos (with name
and country).
- T encourages Ss to guess what these
students in the photos like doing as
leisure activities. Ss do it.
- Then sets a reading time limit:
? Close books and play a memory
game in competing groups.
? Tell how much information you can
remember from the text.
- Motivates Ss by counting every
detail they remember without any
checking comprehension.
- T asks Ss if they notice any other 2. Study the abbreviations.
particular features of the text. T draws
their attention to the form of the text
(e.g. its layout and the abbreviation).

- T explains that this is from a
webpage and that these abbreviations
are informal language that is used
online and in texting messages.
- T introduces the first abbreviation.
Then asks Ss work in pairs to add
more abbreviation.
3. Practice (15')
a, Aim: Help understand the abbreviations in the text and do exercises well.
b, Contents: Ss work in groups to complete the table.
c, Outcome: Ss can understand the abbreviations in the text and do exercises
well.
d, Organization:
- T has Ss work in small groups to 3. Find the information from the text
complete the table. T allows Ss to to complete the table.
read the text more closely to fill in Key:
Who?
What activity What
does
the table.
is mentioned? he/she think of
- Ss do it. Then give the answers.
it?
- T checks the answers and gives
Emily
- hanging out She loves it.
feedback.

Hang
Linn

Minh

Manuel

with
friend
(window
shopping)
- working as a
volunteer
Cloud
watching
Going
to
community
center,
painting,
dancing, doing
drama
playing
football
- helping his
aunt in running
cooking class
Playing
computer
games.
- doing judo

She adores it.
It's easy
She loves it

He likes it.
He's fun.

He's addicted to
it.
It's Ok.

4. Application (10')
a, Aim: Help Ss give their opinions about leisure activities of some students in
the text.
b, Contents: Ss work in pairs to ask and give opinions about leisure activities.
c, Outcome: Ss can give their opinions about leisure activities of some students
in the text well.
d, Organization:
- T asks students to practice in pairs Eg:

asking and giving their opinion
about leisure activities.
- Ss practice in pairs.

A: What do you think of hanging out
with best friends?
B: I think it is good because it can help
to improve the relationship among us.
And what do you think of playing
computer games?
A: In my opinion, it is an entertainment
activity but we shouldn't spend a lot of
time on this activity because it can be
addicted…
3. Consolidation and guides for homework (2')
* Consolidation: Asks Ss to sum up the main content of the lesson.
* Homework: Asks Ss to:
- Learn by heart the new words. Do C1, 2, D1 in workbook.
- Prepare Unit 1 - Skills 1.
-------------------------------------------------------------------------------------

Week 2 - Period 6
UNIT 1: LEISURE ACTIVITIES
Date of planning: …./…./2022
Lesson 5: Skills 1
Date of teaching: …./…. /2022
A. Objectives
1. Knowledge: By the end of the lesson, Ss will be able to read for general and specific
information about the positive and negative effects of using computer, then understand the text
to do the reading tasks and talk about the impacts of using the computer and find out the
solution.
- Vocabulary: virtual, effect, impact, exist, technology, …
- The reading text.
2. Competence: Teamwork and independent work, pair work, linguistic competence,
cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They can use language to talk about
leisure activities.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher's book…
2. Students: Textbooks, notebooks…
C. Procedures:
1. Checking: (3') Ask students to give their opinion about leisure activities
- What do you think of hanging out with best friends?
- What do you think of playing computer games?
- what do you think of playing football?
2. New lesson:
Teacher's and students' activities
The main contents
1. Warm up (5')
a, Aim: To warm up the cla...