Trường:THCS Lê Hồng Phong Tổ: Khoa Học Xã Hội Họ và tên giáo viên: Võ Hồng Mốt Week: 01 Date of planning: 30/08/2023 Date of teaching: 05→09/09/2023 UNIT 1: LEISURE TIMELesson 1: Getting started – I’m keen on DIY (do-it-yourself).Subject : English , class: 8A,B,CPeriod: 1 I. OBJECTIVESBy the end of this lesson, Ss will be able to: 1. Knowledge - Gain an overview about the topic Leisure time - Gain vocabulary to talk about Leisure time 2. Competences - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Love talking about activities Leisure timeII. MATERIALS - Grade 8 textbook, Unit 1, Getting started- Computer connected to the Internet- Projector / TV - hoclieu.vnLanguage analysis 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 III. PROCEDURES1. WARM-UP (5 mins)a. Objectives: - To set the context for the introductory dialogue;- To introduce the topic of the unit.b. Content:- Students play a game: listing activities in the picture.c. Expected outcomes:- Students know the topic of the unit and be ready for the conversation. d. Organization TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Asking questions:- Teacher shows the pictures (PPT slides) to the whole class.- Teacher asks the 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,... e. Assessment- Teacher calls the group with the most activities to answer. 2. ACTIVITY 1: PRESENTATION (7 mins)a. Objectives: - To prepare vocabulary for students to understand the conversation.b. Content:- Pre-teach vocabulary related to the content of the dialogue. c. Expected outcomes:- Students know how to use the target vocabulary. d. Organisation 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 e. Assessment- Teacher checks students’ pronunciation and gives feedback. 3. ACTIVITY 2: PRACTICE (20 mins)a. Objectives: - To help Ss use words and phrases related to leisure time.- To help Ss further understand the text.- To introduce some vocabulary items related to leisure activities.b. Content:- Task 1: Listen and read.- Task 2. Read the conversation again and complete the sentences.- Task 3. Work in pairs. Write the activities from the box under the correct pictures.- Task 4. Work in pairs. Read the phrases, and guess which activities in 3 are described.c. Expected outcomes:- Students understand the conversation and know the vocabulary related to the topic. d. Organization 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 8Questions:- 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 thekey 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. cooking3. playing sport4. 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 reads the key phrases given, then guesses 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 e. Assessment- Teacher corrects for students as a whole class. 4. ACTIVITY 3: PRODUCTION (10 mins)a. Objectives: - To help Ss practize using the vocabulary items related to leisure activities.b. Content:- Task 5 (Group work: Ask and answer then report)c. Expected outcomes:- Students’ conversations d. Organization 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. e. Assessment- Teacher corrects and gives feedback to students’ conversations.5. CONSOLIDATION (5 mins)a. Wrap-up- Ask one or two Ss to tell the class what they have learnt.- Ask Ss to say aloud some words and phrases they remember from the lesson.b. Homework- Name a list of cheap hobbies, expensive hobbies, easy and difficult hobbies.- Students’ workbook.- Start preparing for the Project of the unit:Teacher randomly puts Ss in groups of 4 or 5 and asks them to interview their classmates or students from other classes about leisure activities. Students will show and report their group’s findings in Lesson 7 – Looking back and Project. (Teacher should check the progress of students’ preparation after each lesson.) UNIT 1: LEISURE TIMELesson 2: A closer look 1Subject : English , class: 8A,B,CPeriod: 2 I. OBJECTIVESBy the end of this lesson, Ss will be able to: 1. Knowledge - Vocabulary: The lexical items related to Leisure time - Pronunciation: Correctly pronounce words that contain the sounds /ʊ/ and /u:/ 2. Competences - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Love talking about activities in leisure time.- Develop self-study skills.II. MATERIALS - Grade 8 textbook, Unit 1, A closer look 1- Computer connected to the Internet- Projector / TV - hoclieu.vn Language analysis 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 III. PROCEDURES1. WARM-UP (5 mins)a. Objectives: - To create an active atmosphere in the class before the lesson.- To lead into the new lesson.b. Content:- Task 1. Match a word / phrases in column A with a word in column B to make expressions about likes.c. Expected outcomes:- Students get some vocabulary from the lesson and be ready for the lesson. d. Organization 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 e. Assessment- Teacher shows students the answer on the screen and announces the winning group. 2. ACTIVITY 1: VOCABULARY (20 mins)a. Objectives: - To prepare vocabulary for students to do the tasks. - To present some phrases to express “likes”.- To teach Ss phrases to talk about their hobby or leisure activities.b. Content:- Vocabulary pre-teaching- Task 2. Fill in each blank with the correct word from the box.- Task 3. Complete the sentences about what you like or dislike doing. Use the word or phrases from the box or your own ideas.c. Expected outcomes:- Students know how to use the target vocabulary. d. Organization 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 the 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 in2. be fond of3. be crazy about4. be keen on5. be into Task 2. Fill in each blank with the 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.… e. Assessment- Teacher checks students’ pronunciation and gives feedback. - Teacher corrected the answer for the whole class. 3. ACTIVITY 2: PRONUNCIATION (15 mins)a. Objectives: - To help Ss identify how to pronounce the sounds /ʊ/ and /u:/;- To help Ss practise pronouncing these sounds in words.b. Content:- Task 4. Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/. Then put the words into the correct columns.- Task 5. Listen and practize the sentences. Underline the bold words with /ʊ/, and circle the bold words with /u:/.c. Expected outcomes:- Students repeats the words correctlyd. Organization 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 practize 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 practize 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 cartoons about clever wolf. e. Assessment- Teacher gives corrections and feedbacks to students’ pronunciation4. CONSOLIDATION (5 mins)a. Wrap-up- Ask one or two Ss to tell the class what they have learnt.- Ask Ss to say make some sentences with words and phrases they remember from the lessonb. Homework- Students’ workbook.
UNIT 1: LEISURE TIMELesson 3: A closer look 2Subject : English , class: 8A,B,CPeriod: 3 I. OBJECTIVESBy the end of this lesson, Ss will be able to: 1. Knowledge - use the verbs of liking and disliking with gerunds and to-infinitive 2. Competences - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Love talking about activities in leisure time II. MATERIALS - Grade 8 textbook, Unit 1, A closer look 2- Computer connected to the Internet- Projector / TV - hoclieu.vn Language analysis 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 golove going III. PROCEDURES1. WARM-UP (5 mins)a. Objectives: - To review vocab related to leisure activities.- To introduce the term of comparative form of adverbsb. Contents:- Game: Find someone who…c. Expected outcomes:- Students get familiar with verbs of liking / disliking + gerunds / to-infinitive.d. Organization: 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 e. Assessment:- Teacher corrects for students (if needed) 2. ACTIVITY 1: PRESENTATION (10 mins)a. Objectives: - To teach Ss verbs of liking and disliking with gerunds and to-infinitivesb. Content:- Teacher teaches grammar.- Teacher asks students to read the grammar box and share their answers.c. Expected outcomes:- Students know how to use the target grammar. d. Organization 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:lovelikefancypreferenjoyVerbs of disliking:detesthate dislike e. Assessment:- Teacher checks students’ understanding by asking some checking-questions. 3. ACTIVITY 2: PRACTICE (15 mins)a. Objectives: - To help Ss practise using verbs of liking and disliking with gerunds and to-infinitives.b. Content:- Task 1. Work in pairs. Put the verbs in the appropriate column.- Task 2. Choose the correct answer A, B, or C.- 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.c. Expected outcomes:- Students understand how to use the target grammar.d. Organization: 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, enjoyVerbs 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. e. Assessment:- Teacher corrects students as a whole class. 4. ACTIVITY 3: PRODUCTION (10 mins)a. Objectives: - To help Ss practise using verbs of liking and disliking with gerunds and to-infinitivesb. Content:- Task 5. Game: Likes and dislikes mimesc. Expected outcomes:- Students can make questions using verbs of liking / disliking. d. Organization: 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. e. Assessment- Teacher gives corrections and feedback.5. CONSOLIDATION (5 mins)a. Wrap-up- Summarise the main points of the lesson.- Ask Ss to make sentences about themselves, using comparative adverbs.b. Homework- Students’ workbook. Signature of the LeaderDate: 01/9/2023Week 01:
THÁI THÙY DƯƠNGTeacher’s planningDate: 01/9/2023Week: 01
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