Giáo Án Tiếng Anh 8 Global Success Unit 1 Leisure Time

Form

Pronunciation

Meaning

Vietnamese equivalent

1. DIY (n)

(do-it-yourself)

/ˌdiːaɪˈwaɪ/

the activity of decorating or repairing your home, or making things for your home yourself, rather than paying someone else to do it for you

hoạt động tự làm ra, sửa chữa hoặc trang trí đồ vật tại nhà

2. knitting kit (n)

/ˈnɪt.ɪŋ kɪt/

a group of tools needed for knitting

bộ dụng cụ đan len

3. dollhouse (n)

/ˈdɒlˌhaʊs/

​a toy that is a very small house, often with furniture and small dolls in it

nhà búp bê

4. make paper flowers (v.phr)

/meɪk 'peɪ.pər 'flaʊərz/

to create flower-like shapes from tissues or crepe paper

làm hoa giấy

5. hang out (v)

/hæŋ aʊt/

to spend a lot of time in a place or with someone

đi chơi

Anticipated difficulties

Solutions

Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Asking questions:

- Teacher shows the pictures (PPT slides) to the whole class.

- Teacher ask students to work in pairs and name the activities in the picture.

- Students work in pairs for 3 minutes.

- Teacher elicits answers from students.

- Teacher asks students to guess the topic of the unit/ lesson.

Game: Who knows more?

Suggested answers:

Playing video games, flying kites, reading books, listening to music, swimming,...

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher reveals that the words according to the pictures will appear in the reading text and asks students to open their textbook to find these words.

- Teacher introduces the vocabulary.

New words:

1. knitting kit (n)

2. DIY (n)

3. dollhouse (n)

4. make paper flowers (v.phr)

5. hang out

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1. Listen and read. (5 mins)

- Teacher asks some questions about the pictures in the textbook to get students’ interest.

- Teacher plays the recording and asks students to circle the words learnt in the Presentation stage.

- Teacher can play the recording more than once.

- Students listen and read.

The dialogue on page 8

Questions:

- What can you see in each picture?

- What may the hobby be?

Task 2. Read the conversation again and complete the sentences. (5 mins)

- Teacher asks Ss to read the dialogue in more detail and find the information to complete the sentences.

- Teacher asks them how to do this kind of exercise.

Explain the strategies, if necessary (e.g. underlining the

key words in the sentences, predicting the word speech, locating the key words in the text, and then reading that part and choosing the words to fill in the blank).

- Teacher tells them to underline parts of the dialogue that help them with the answers. Set a strict time limit to ensure Ss quickly read the text for information.

- Teacher tells Ss to compare their answers in pairs before sharing them with the class. Teacher asks them to explain their answers.

Suggested answers:

1. knitting kit

2. leisure time

3. other people

4. hang out

5. Sunday

Task 3. Work in pairs. Write the activities from the box under the correct pictures. (6 mins)

- Teacher asks Ss to name the activities shown in the pictures.

- Teacher has Ss work individually to write the words and phrases in the box under the pictures. Have them compare their answers with a partner.

- Teacher invites some Ss to go to the board and write their answers.

- Teacher checks the correct answers as class.

- Teacher has Ss practice saying the word and phrases again.

Answer key:

1. messaging friends

2. cooking

3. playing sport

4. doing puzzles

5. doing DIY

6. surfing the net

Task 4. Work in pairs. Read the phrases, and guess which activities in 3 are described. (5 mins)

- Teacher has Ss work in pairs and read the key phrases given, then guess the leisure activities.
- Teacher asks for Ss’ answers and confirms the correct ones.
- For a more able class, Teacher has Ss work in groups. Each group writes down some key words and phrases about one or two leisure activities they do or know. Then they read aloud these words/ phrases for the class to guess the activities.

Answer key:

1. doing puzzles

2. doing DIY

3. playing sport

4. messaging friends

5. surfing the net

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 5: Work in groups. Ask one another the question below. Then report your friends’ answers to the class. (10 mins)

- Teacher gives Ss 3 - 5 minutes to do this activity.

- Have Ss work in groups to ask one another the question in the book. Invite some Ss to share the answers of their groups with the class.

- For a more able class, ask Ss to work in their groups again and brainstorm all the leisure activities they know. After three minutes, the group with the most correct answers wins, and they are invited to share their answers with the whole class.

Question:

If you have some free time this weekend, what will you do?

Suggested outcome:

If I have free time this weekend, I will go to the cinema to see the latest film.

Date of teaching

Unit 1: Leisure time

Lesson 1: Getting started

*Warm-up

* Vocabulary

1. knitting kit (n)

2. DIY (n)

3. dollhouse (n)

4. make paper flowers (v.phr)

5. hang out (v)

Task 1: Listen and read.

Task 2: Read the conversation again and complete the sentences.

Task 3: Write the activities from the box under the correct pictures.

Task 4: Read the word and phrases, and guess which activities are described.

Task 5: Ask one another the questions. Then report your friends’ answers to the class.

*Homework

Form

Pronunciation

Meaning

Vietnamese equivalent

1. be interested in (ph.v)

/biː ɪntrəstɪd ɪn/

showing curiosity or concern about something or someone

hứng thú với

2. be fond of (ph.v)

/biː fɒnd əv/

having feelings of affection for someone or something

thích

3. be keen on (ph.v)

/biː kiːn ɒn/

very interested, eager, or wanting (to do) something very much

quan tâm đến

4. be crazy about (ph.v)

/biː ˈkreɪzi əˈbaʊt/

very enthusiastic about something

say mê

5. be into (ph.v)

/biː ˈɪntuː/

to like and be interested in something

thích

Anticipated difficulties

Solutions

Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Matching game:

- T shows the questions and divides the class into pairs and explains the rules.

- Ss match the prepositions to the phrases and they have to say “Bingo” as fast as possible.

- Teacher elicits answers from students and announces the winning pair.

- T sets the context for the lesson.

Match the prepositions with the correct phrases:

Answer key:

1. e

2. c

3. b

4. a

5. d

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching (5 mins)

- Teacher asks students to guess the uses of the phrases that they have matched in Warm-up activity.

- Teacher introduces the vocabulary.

- Teacher checks students’ understanding by the follow-up tasks in student’s book.

- T confirms that when we want to change the expressions into those about dislikes, we can put not after the forms of the verb be. Give them the example: is fond of, which is changed into is not fond of. Invite some Ss to do the same with other expressions.

- T asks Ss about the form of the verbs placed after these expressions. Tell them that the verbs need to be in - ing form. Give them one example: I’m fond of making paper flowers.

New words:

1. be interested in

2. be fond of

3. be crazy about

4. be keen on

5. be into

Task 2. Fill in each blank with a correct word from the box. (5 mins)

- Teacher has Ss do this activity individually. Have Ss read all the sentences carefully to make sure they understand the sentences and fill in the blanks with the words in the box.

- Teacher lets them share their answers in pairs. Invite some Ss to give the answers and confirm the correct ones.

- Teacher asks Ss to make sentences with some of the expressions they have learnt. Then T invites Ss to share their sentences.

Answer key:

1. fond

2. interested

3. keen

4. into

5. about

Task 3. Complete the sentences about what you like or dislike doing. Use the word or phrases from the box or your own ideas. (10 mins)

- Teacher tells Ss to share their ideas with a partner. After 1 minute, they can change to another partner. Let Ss do it for some rounds, then call some students randomly to share about their friends’ ideas.

- T asks them to share whether they have the same ideas with their friends.

Suggested answer:

1. I’m crazy about collecting stamps.

2. I’m keen on making crafts.

…

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 4. Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/. Then put the words into the correct columns. (7 mins)

- Teacher asks some Ss to read out the words first. Then play the recording for them to listen and repeat the words they hear. Ask them to pay close attention to the two sounds. Play the recording as many times as necessary.

- Explain to Ss that these words have the sounds /ʊ/ and /u:/. Tell them the difference between the two sounds if needed. Tell Ss that /ʊ/ is a “short vowel” sound while /u:/ is a “long vowel” sound.

- Invite some Ss to say some words they know that include the two sounds.

Answer key:

/ʊ/: cook, push, would, woman

/u:/: group, June, school, move

Task 5: Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the bold words with /u:/. (8 mins)

- Teacher asks Ss to quickly read the sentences. Now play the recording for Ss to listen to the sentences. Ask them to pay attention to the underlined parts and tick the appropriate sound.

- Invite some Ss to share their answers. Confirm the correct ones.

- Play the recording again for Ss to repeat the sentences.

- Have Ss practise the sentences in pairs. Invite some pairs to read the sentences aloud. Comment on their pronunciation of the sounds.

Answer key:

1. She likes reading books and swimming in the pool.

2. When it is cool, we like to play football.

3. She drew and made puddings in her free time.

4. My mum loves pumpkin soup and coffee with a little sugar.

5. My brother is fond of watching the cartoon about a clever wolf.

Date of teaching

Unit 1: Leisure time

Lesson 2: A closer look 1

*Warm-up (Task 1)

* Vocabulary

1. be interested in

2. be fond of

3. be crazy about

4. be keen on

5. be into

Task 2: Fill in each blank with a correct word from the box.

Task 3: Complete the sentences about what you like or dislike doing.

* Pronunciation

Task 4: Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/.

Task 5: Listen and practise the sentences. Underline the bold words with /ʊ/, and circle the bold words with /u:/.

*Homework

Structure

Examples

1. Some verbs of liking and disliking can be followed by gerunds only.

dislike surfing

2. Some are followed by both gerunds and to-infinitives

love to go

love going

Anticipated difficulties

Solutions

Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Game: Find someone who…

- Teacher delivers the questions

- Teacher asks students to go around the class and ask their friends for answers.

- Teacher calls students to report when they finish.

- Teacher gives comments if necessary.

- Teacher leads in the lesson.

Questions:

Find someone who…

• likes playing computer games
• enjoys knitting
• detests cooking
• fancies going shopping
• loves doing puzzles
• hates hunting
• dislikes watching TV
• prefers going to the cinema

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Grammar teaching

- Remind Ss of the concept of the gerund that they learnt in grade 7. Ask them how the gerund is formed and how it functions grammatically.

- Write on the board: I didn’t know you like knitting. and I love to watch TV on Saturdays.

- 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 followed by one or the other, and these verbs must be memorised.

- Go through the Remember! box with Ss. Tell Ss that verbs of liking / disliking are often followed by gerunds and to-infinitives, and verbs such as love, like, hate and prefer may go with gerunds or to-infinitives with almost no change in meaning.

- Have Ss read the examples in the Remember! box, and then encourage them to give their own examples.

Verbs of liking:

love

like

fancy

prefer

enjoy

Verbs of disliking:

detest

hate

dislike

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1. Work in pairs. Put the verbs in the appropriate column. (3 mins)

- Have Ss do these exercises individually and then compare their answers with a partner.

- Ask some Ss to write their answers on the board.

- Check the answers with the whole class. Accept different sentences provided that they are correct.

Answer key:

Verbs followed by gerunds only: detest, fancy, dislike, enjoy

Verbs followed by both gerunds and to-infinitives: love, like, hate, prefer

Task 2. Choose the correct answer A, B, or C. (3 mins)

- Have Ss do these exercises individually and then compare their answers with a partner.

- Ask some Ss to write their answers on the board.

- Check the answers with the whole class. Accept different sentences provided that they are correct.

Answer key:

1. A

2. A

3. C

4. B

5. A

Task 3: Look at the pictures and complete the sentences, using the verbs in brackets in their suitable form. (4 mins)

- Ask Ss what they see in each picture. For a less able class, T may want to write some key language on the board (e.g. play computer games / surf the net).

- Have Ss do these exercises individually and then compare their answers with a partner.

- Ask some Ss to write their answers on the board.

- Check the answers with the whole class. Accept different sentences provided that they are correct.

Answer key:

1. Mark likes surfing / to surf the net.

2. The girls enjoy knitting.

3. My cousin dislikes cooking.

4. My father hates going / to go shopping.

5. Tom and his sister prefer doing / to do puzzles.

Task 4. Complete the sentences about yourself. (6 mins)

- Have Ss work individually to write the sentences about themselves.

- Invite some Ss to write their answers on the board.

- Comment on their answers. Accept different answers provided that they are logical and correct.

Suggested answer:

I like playing basketball.

I hate cooking.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 5. Work in groups. One mimes a leisure activity he / she likes or dislikes. The others guess the activity by asking yes / no questions using the verbs they have learnt. (10 mins)

- Divide Ss into groups. Assign a group leader to keep watch of the game.

- Explain the rules of the game:

• One student mimes a leisure activity he / she likes or dislikes. Other Ss guess what the activity is by asking Yes / No questions using the verbs they have learnt.
• For each correct guess, each student gets one point. The group leader records the points of his / her group members.

- Have Ss read the example in the book and model the way to play the game with one student if needed.

- Let groups play the game for about 3 - 5 minutes.
- Invite some groups to perform the game in front of the whole class. Comment on their performance.

Suggested outcome:

A: Do you like surfing the net?
B: No, I don’t.
C: Do you love messaging your friends?

B: Yes, I do.

Date of teaching

Unit 1: Leisure time

Lesson 3: A closer look 2

*Warm-up

* Grammar: Verbs of liking and disliking

Verbs of liking:

love

like

fancy

prefer

enjoy

Verbs of disliking:

detest

hate

dislike

Task 1: Work in pairs. Put the verbs in the appropriate column.

Task 2: Choose the correct answer(s)

Task 3. Look at the pictures and complete the sentences, using the verbs in brackets in their suitable form.

Task 4: Complete the sentences about yourself.

*Homework

Structure

Examples

How to invite

Would you like to…

Do you fancy…

How to accept invitations

I’d love to.

That’s great

Anticipated difficulties

Solutions

Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

- Teacher asks students questions about leisure activities.

- Teacher elicits answers from some students.

- Teacher leads in the introduction of the target grammar point.

Questions:

1. What do you like doing in your free time?

2. What do your friends like doing in their free time?

3. What do young people in Viet Nam often do in their free time?

Suggested answers:

1. I like watching TV in my free time.

2. My friends like playing computer games in their free time.

3. Young people in Viet Nam like doing different things in their free time such as hanging out with friends, going to the cinema.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1. Listen and read the dialogues. Pay attention to the highlighted parts. (5 mins)

- Play the recording for Ss to listen and read the two dialogues between Trang and Ann, Tom and Mark at the same time. Ask Ss to pay attention to the questions and answers.

- Have Ss practise the dialogues in pairs. Call on some pairs to practise the dialogues in front of the class.

Task 2. Work in pairs. Practise inviting and accepting invitations in the following situations. Remember to use the highlighted language in 1. (5 mins)

- Ask Ss to work in pairs to make similar dialogues with the given cues.

- Move around to observe and provide help. Call on some pairs to practise in front of the class. Comment on their performance.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 3. Work in pairs. Answer the question. (6 mins)

- Ask Ss to look at each picture and say what leisure activity it shows. If time allows, ask them what the things needed for each activity are.
- Elicit answers from Ss. Confirm the correct answers.

Question:

What is the activity in each picture?

Suggested answers:

Picture a: doing origami

Picture b: playing badminton

Picture c: snowboarding

Task 4. Read what three teenagers say about their leisure activities. Complete the table with the information from the text. (10 mins)

- Tell Ss that they are going to read about different leisure activities that teens in different countries enjoy doing.

- Have them look at the table of information and ask them to read the three short texts and complete the table.

- Ask Ss to work in pairs to do this activity. They can draw this table on a sheet of paper. After pairs finish their work, ask them to share their table with the whole class.

- Comment on their answers. Confirm the correct answers.

- If time allows, have some pairs give a short talk about each teen and his / her leisure activity.

Suggested answers:

Task 5. Work in groups. Ask and answer the questions. Report your group’s answer to the class. (10 mins)

- Have Ss work in groups to ask and answer the two questions in the book. Have Ss in each group note down their friends’ answers.

- Ask some Ss to report their group’s answers to the class.

- Call on some Ss to give the presentation to the whole class. After each student finishes his or her presentation, invite comments on his or her clarity, language, and fluency from other Ss.

Questions:

1. Which of the activities in 4 do you want to try?

2. Why do you want to try it?

Date of teaching

Unit 1: Leisure time

Lesson 4: Communication

*Warm-up

*Everyday English

Inviting and accepting invitations

Task 1: Listen and read the conversations. Pay attention to the highlighted sentences.

Task 2: Practise inviting and accepting invitations.

* Teens’ leisure activities around the world

Task 3: Answer the question.

Task 4: Read & complete the table with the information from the text.

Task 5: Work in groups. Ask and answer the questions. Report your group’s answer to the class.

*Homework

Form

Pronunciation

Meaning

Vietnamese equivalent

1. connect (v)

/kəˈnekt/

to feel close to someone or have a good relationship with them

kết nối

2. recipe (n)

/ˈresɪpi/

a set of instructions telling you how to prepare and cook food, including a list of what food is needed for this

công thức

3. ingredient (n)

/ɪnˈɡriːdiənt/

a food that is used with other foods in the preparation of a particular dish

nguyên liệu

4. costume (n)

/ˈkɒstʃuːm/

a set of clothes worn in order to look like someone or something else, especially for a party or as part of an entertainment

trang phục

Anticipated difficulties

Solutions

Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Look at the pictures. What activities can you see?

- Have Ss look at the pictures in the book or show the pictures on a slide. Ask Ss what activity is shown in each picture. If time allows, ask Ss to describe the pictures (who they can see and what the people are doing).
- Tell Ss that they are going to read a text about leisure activities that Ann does with her family members.

Questions:

- What activities can you see in the picture?

Suggested answers:

Picture a: riding bikes / cycling

Picture b: cooking
Picture c: making a dress

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Pre-reading: Vocabulary pre-teach (5 mins)

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher reveals that the words according to the pictures will appear in the reading text and asks students to open their textbook to find these words.

- Teacher introduces the vocabulary.

- Teacher checks students’ understanding with follow up questions.

New words:

1. connect (v)

2. recipe (n)

3. ingredient (n)

4. costume (n)

Task 2. Read about Trang’s leisure activities. Choose the correct answer. (5 mins)

- Tell Ss what they are going to do.
- Ask Ss to do the exercise individually and then check their answer in pairs.
- Invite some Ss to share their answers. Confirm the correct answers.

Suggested answers:

1. C

2. B

Task 3. Read the text again and answer the questions. (10 mins)

- Ask Ss what they are going to do.
- Have Ss share how to do this exercise.
- Briefly tell them the steps: Read the questions, underline the key words in each question, locate the key words in the text and find the information to answer the question.
- Ask Ss to repeat the steps if necessary.
- Ask Ss to do the exercise individually and then check their answers in pairs.
- Invite some Ss to share their answers. Have them explain their answers. Confirm the correct answers.
- Ask some Ss to tell the class about Trang’s leisure activities.

Answer key:

1. She goes for a bike ride, cooks, and does DIY projects.

2. Her brother does.

3. She loves doing DIY projects with her mum the most.

4. Her mum teaches her to make her own dresses and doll clothes.

5. She won the first prize in a costume contest at her school.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 4. Work in groups. Take turns to ask and answer the questions. Record your friends’ answers in the table below. (7 mins)

- Tell Ss that they are going to work in groups to answer the questions in the book. Model the answers to the questions yourself.
- Have Ss work in groups of four to ask and answer the three questions in the book. Ask them to draw a similar table on a sheet of paper to record their group members’ answers.
- Ask Ss to practise reporting the group’s answers within the group.
- Move around to observe and offer help if needed.

Questions:

1. What leisure activities do you usually do with your family?

2. Which one do you like the most? Why?

3. How do you feel when you spend time with your family members?

Task 5. Report your group members’ answers to the class. What activities are the most common? (8 mins)

- Invite some Ss to share their group’s answers to the class.
- Ask other groups to listen and give comments.
- Comment on Ss’ answers.

Suggested outcome:

The most common leisure activities are …

Date of teaching

Unit 1: Leisure time

Lesson 5: Skills 1

*Warm-up

Task 1: Look at the pictures. What activities can you see?

* Reading

Vocabulary:

1. connect (v)

2. recipe (n)

3. ingredient (n)

4. costume (n)

Task 2. Read about Trang’s leisure activities. Choose the correct answer.

Task 3. Read the text again and answer the questions.

* Speaking

Task 4. Work in groups. Take turns to ask and answer the questions. Record your friends’ answers in the table below.

Task 5. Report your group members’ answers to the class. What activities are the most common?

*Homework

Anticipated difficulties

Solutions

Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Game: Hot seat

- Invite some Ss to go to the board. Give him/ her one leisure activity that they learnt in the previous lesson. Ask them to describe the activity without saying anything. The rest of the class guess the words.

- Lead to the new lesson: Listening and Writing about activities with friends.

- Introduce the objectives of the lesson.

Questions:

- What am I doing?

Suggested answers:

- playing computer games

- knitting

- cycling

…

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Pre-listening: Task 1. Answer the question. (5 mins)

- Have Ss answer the questions in the book.
- Elicit answers from Ss. This is an open activity, so accept all answers provided they make sense.

Questions:

1. In your opinion, what activities can we do with our friends in our leisure time?

2. Why should we spend time with our friends?

Task 2. Listen to an interview with Mark about his leisure activities. Choose the correct answer. (5 mins)

- Tell Ss that they are going to listen to an interview about the leisure activities Mark does.

- Have Ss read the questions first and underline the key words.

- Play the recording and ask Ss to listen and choose the correct answers. Ss work in pairs to compare their answers.
- Ask for Ss’ answers and write them on the board without confirming whether they are right or wrong.

Answer key:

1. A

2. C

Task 3. Listen to the interview again. Fill in each blank in the table with no more than two words. (8 mins)

- Tell Ss that they are going to listen to the interview again and complete the table of information.

- Have Ss read the table. Have Ss guess the word or phrase to fill in each blank and write their guesses on the board.

- Play the recording and ask Ss to listen again and complete the table. Ss work in pairs to compare their answers with each other and with the words / phrases on the board.

- Play the recording once more for pairs to check their answers to both activities 2 and 3.

- Confirm and tick the correct answers to activity 2 written on the board. Ask for Ss’ answers to 3. Write them on the board next to their guesses. Confirm the correct answers.

Answer key:

1. video

2. cinema

3. park

4. shape

5. bike ride

6. places

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 4. Work in pairs. Ask and answer the questions. (7 mins)

- Have Ss work in pairs to answer the questions in the book.

- Have some Ss present their answers or write their answers on the board.

- Comment on their answers.

Suggested outcome:

Students’ notes

Task 5. Write an email (80 - 100 words) to a penfriend to tell him / her about what you usually do with your friends in your free time. Use your answers in 4. (10 mins)

- Set up the writing activity: T reminds Ss that the first important thing is always to think about what they are going to write. Ss can use the answers they have prepared in 4. Ask Ss to brainstorm the ideas and needed language for writing. T may ask Ss to refer back to the reading for useful language and ideas and write some useful expressions and language on the board.

- Ask Ss to write the first draft individually. Teacher may display all or some of the Ss’ writings on the wall / bulletin board. Teacher and other Ss comment. Ss edit and revise their writing as homework. If time is limited, Teacher may ask Ss to write the final version at home.

Suggested answer:

Hi Ann,

It’s nice to hear from you again. Let me tell you about the things I usually do with my friends in my free time.

I usually have free time at weekends, and I often spend Sunday mornings with my friends. I have three close friends, and they live near my house. We usually play badminton together for about one hour in the playground. After that, we cycle around the neighbourhood. It’s a lot of fun.

What about you? What do you usually do with your friends in your free time?

Tell me in your next email.

Bye for now,

Mi

Date of teaching

Unit 1: Leisure time

Lesson 6: Skills 2

*Warm-up

Hot seat

* Listening

Task 1: Answer the questions.

Task 2: Listen and choose the correct answer.

Task 3: Listen again & fill in each blank in the table with no more than two words.

* Writing

Task 4: Work in pairs. Ask and answer the questions.

Task 5: Write an email (80 - 100 words) to a penfriend to tell him / her about what you usually do with your friends in your free time.

*Homework

Anticipated difficulties

Solutions

Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Revision

- Teacher asks Ss to think of what they have learnt already in Unit 1.

- Ss work in pairs to do the task. Teacher calls some students to retell.

- Teacher confirms and leads them to do all the exercises in books.

Questions:

- What have we learnt in Unit 1?

Suggested answers:

• use the words related to leisure activities and expressions about likes and dislikes.
• pronounce the sounds /ʊ/ and /u:/ correctly in words and sentences.
• use verbs of liking / disliking followed by gerunds and / or to-infinitives to talk about likes and dislikes.
• invite and accept invitations.
• read about leisure activities with family.
• talk about leisure activities with family.
• listen about leisure activities with friends.
• write an email about leisure activities with friends

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1. Complete the sentences with appropriate leisure activities. (4 mins)

- Have Ss do this activity individually then compare their answers with their partners.

- Ask for Ss’ answers or ask one student to write his / her answer on the board.

- Confirm the correct answers.

Answer key:

1. doing puzzles

2. doing DIY

3. Messaging friends

4. playing sport

5. surfing the net

Task 2. Write complete sentences from the given cues. (6 mins)

- Have Ss do this activity individually then compare their answers with their partners.

- Ask for Ss’ answers or ask one student to write his / her answer on the board.

- Confirm the correct answers.

Answer key:

1. My cousin is crazy about playing computer games.

2. Are they interested in playing badminton after school?

3. I’m not fond of making models because I’m not patient.

4. Why are you not into cooking? – Because I often burn myself.

5. My friends are keen on doing judo, so they go to the judo club every Sunday

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 3. Fill in each blank with the correct form(s) of the verb in brackets. (4 mins)

- Ask Ss to explain the form of the verbs after verbs of liking / disliking that they have learnt in the unit.

- Have Ss do this exercise individually then compare their answers with a partner. Call on some Ss to give the answers.

- Confirm the correct answers and write them on the board.

Answer key:

1. cycling

2. reading / to read

3. playing

4. chatting / to chat

5. to do / doing

Task 4. Complete the passage. Use the correct form(s) of the verbs in brackets and the pictures. Add more words if necessary. (6 mins)

- Ask Ss to do the exercise individually first. Then they can check their answers with a partner before discussing the answers as a class.

- Remind Ss to keep a record of their original answers so that they can use that information in the Now I can … section.

Answer key:

2. reading / to read books

3. messaging / to message her friends

4. making / to make paper flowers

5. knitting / to knit

6. playing badminton

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Leisure time survey

- Ask Ss to read the instructions again (T has already assigned the project since the first lesson of the Unit and checked their progress after each lesson). Let students have some time to check their posters for the final time and make any adjustments if necessary.

- T has groups show their posters and present the data to the class.

- Give feedback to students’ presentations.

Suggested outcome:

Students’ posters & presentations

Date of teaching

Unit 1: Leisure time

Lesson 7: Looking back and Project

*Warm-up

Revision

* Vocabulary

Task 1: Complete the sentences with appropriate leisure activities.

Task 2: Write complete sentences from the given cues.

* Grammar

Task 3: Fill in each blank with the correct form(s) of the verb in brackets.

Task 4: Complete the passage.

*Project

* Wrap-up