WEEK 1

PERIOD 1

UNIT 1: LEISURE TIME

Lesson 1: Getting started - I’m keen on DIY
I. OBJECTIVES: * By the end of this unit, students will be able to:
- use 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.
1. Knowledge:
+ Vocabulary: DIY (n); knit (v); dollhouse (n); hang out (v);
+ Language: like/ dislike + Ving/to + V……
+ Pronunciation: the sounds /ʊ/ and /u:/.
2. Competence:
a) General competencies:
- By the end of the lesson students will be able to know the form and use “like/ dislike +
Ving/to + V……”
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Ability of using Present Simple Tense, some popular verbs of liking.
- Sts can introduce themselves or one another fluently
3. Qualities: - Love talking about their hobbies. Having benefits of their hobbies in daily life.
Ss have the good attitude to working in groups, individual work, pair work, cooperative
learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5’-IW, GW)
a) Objectives:
- To set the context for the introductory dialogue;
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit.
b) Content:
- Teacher shows the pictures to the whole class.
- Teacher ask students to work in pairs and name the activities in the picture.
- Teacher asks students to guess the topic of the unit/lesson.
c) Product:
- Students know the topic of the unit and be ready for the conversation.
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Suggested answers:
- Teacher shows the pictures to the whole class. Leisure time
- Teacher ask students to work in pairs and name the
activities in the picture.
Step 2: Task performance
- Students work in pairs for 3 minutes.
- Teacher elicits answers from students.
Step 3: Report and discussion
- Teacher asks students to guess the topic of the unit/
lesson.
Step 4: Judgement
- Teacher calls the group with the most activities to
answer.

2. KNOWLEDGE FORMATION (10’-IW, GW)

a) Objectives:
- To prepare vocabulary for students to understand the conversation.
b) Content:
- Teacher shows pictures and asks students to find those in the conversation.
- Teacher checks students’ understanding
c) Product:
- Students know how to use the target vocabulary.
d) Implementation:
Vocabulary pre-teaching I. Vocabulary:
Step 1: Task delivering 1. knitting kit (n)
* Set the context for the introductory dialogue. 2. DIY (n)
- Ask Ss to look at the pictures on page 8-9 and answer 3. Dollhouse (n)
the questions below: 4. make paper flowers (v.phr)
What are they talking about? 5. hang out
What activities can you see in the small pictures?
- Elicit answers from Ss.
- Teacher explains the meaning of the new vocabulary
by pictures.
Step 2: Task performance
- 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’ pronunciation and gives
feedback.
Step 3: Report and discussion
- Have Ss underline the words that are related to the
unit topic while they are listening and reading.
- Invite some pairs of Ss to read the conversation
aloud.
Step 4: Judgement
- Introduce the two characters: Tom and Trang.
- Explain that they are friends, and they meet each
other by chance in a shopping mall.
- Play the recording twice for Ss to listen and read
along.
3. ACTIVITY 2: PRACTICE (25'- PW/IW)
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 2, 3, 4, 5 in Student book
c) Product:
- Students understand the conversation and know the vocabulary related to the topic)
d) Implementation:
Step 1: Task delivering 1. Read the conversation and
- Teacher asks Ss to read the dialogue in detail to complete the sentences (5 mins)
complete the sentence Questions:
- Teacher asks them how to do this kind of exercise. - What can you see in each picture?
Explain the strategies, if necessary (e.g. underlining - What may the hobby be?
the
key words in the sentences, predicting the word Suggested answers:
speech, locating the key words in the text, and then 1. knitting kit
reading that part and choosing the words to fill in the 2. leisure time
blank). 3. other people
Step 2: Task performance 4. hang out
- Ss underline parts of the dialogue that help them with 5. Sunday
the answers.
- Ss quickly read the text for information.
Step 3: Report and discussion
- Ss compare their answers in pairs before sharing
them with the class.
Step 4: Judgement
Teacher asks them to explain their answers.
2. Work in pairs. Write the activities
Step 1: Task delivering from the box under the correct
- Teacher asks Ss to name the activities shown in the pictures. (6 mins)
pictures.
Step 2: Task performance
- Ss work individually to write the words and phrases
in the box under the pictures.
- Compare their answers with a partner.
Step 3: Report and discussion
- Ss to go to the board and write their answers.
Step 4: Judgement 1. messaging friends
- Teacher checks the correct answers as class 2. cooking
3. playing sport
4. doing puzzles
5. doing DIY
6. surfing the net
3. Work in pairs. Read the word and
phrases, and guess which activities
Step 1: Task delivering in 3 are described) (5 mins)
- Teacher has Ss practice saying the word and phrases Answer key:
again. 1. doing puzzles
Step 2: Task performance 2. doing DIY
Ss work in pairs and read the key word and phrases 3. playing sport
given, then guess the leisure activities. 4. messaging friends
Step 3: Report and discussion 5. surfing the net
- 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.
Step 4: Judgement
- Teacher corrects for students as a whole class.
ACTIVITY 4: APPLICATION (5’-IW, PW)
a) Objectives:
- To help Ss practise using the vocabulary items related to leisure activities.
b) Content:
- Students work in pairs.
- Teacher goes around the class and takes note to give comments later.
- Home assigment
c) Product:
- Students’ conversations.
- Take note Home assigment.
d) Implementation:
Step 1: Task delivering Work in pairs. Ask and answer
- Teacher models this activity with a strong student. about the pictures in 4.
Step 2: Task performance Suggested outcome:
- Teacher asks ss to go around the class and ask their If I have free time this weekend, I will
friends and take note of the answer. go to the cinema to see the latest film.
- Teacher calls some pairs for answers.
After 3 minutes, students collecting the most answers
will win.
Step 3: Report and discussion
- One or two Ss to tell the class what they have learnt.
- Ss say aloud some words and phrases they remember
from the lesson.
Step 4: Judgement
- Teacher gives corrections and feedback to students’
conversations.
* Home assignment * Home assignment
- T assigns the homework. - Prepare Project: LEISURE TIME
- Ss copy their homework. SURVEY
- T explains it carefully

+Ask Ss to organise their report into

a presentation.
+ Ask Ss to work in groups to make
an interview with their friends, then
collect and present data)
V. FEEDBACK:
 WEEK 1
PERIOD 2

UNIT 1: LEISURE TIME

Lesson 2: A closer look 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
- use 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;
1. Knowledge
+ Vocabulary: be interested in (n); be fond of (n); be keen on (n); be crazy about (adj); be
crazy about (adj); be into (adj).
- Pronunciation: Correctly pronounce words that contain the sounds: /ʊ/ and /u:/
2. Competence:
a) General competencies:
- By the end of the lesson students will be able to know the form and use “like/ dislike +
Ving/to + V……”
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Ability of using Present Simple Tense, some popular verbs of liking.
- Sts can introduce themselves or one another fluently
3. Qualities: - Love talking about Leisure time. Having benefits of their hobbies in daily
life. Ss have the good attitude to working in groups, individual work, pair work, cooperative
learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5’-IW, GW)
a) Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b) Content:
- Teacher introduces the rules of the game.
- Teacher divides the class into pairs.
- Teacher leads the students plays and gives corrections (if needed).
c) Product:
- Students get some vocabulary from the lesson and be ready for the lesson.
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Task delivering Questions:
- T shows the questions and divides the class into pairs Match the prepositions with the correct
and explains the rules. phrases
Step 2: Task performance 1. e 2. c 3. b
- Ss match the prepositions to the phrases and they have 4. a 5.d
to say “Bingo” as fast as possible * Note:
- Teacher elicits answers from students and announces To keen on means to be very interest in or
the winning pair. willing to do something. I'm quite keen on
Step 3: Report and discussion football.
- T sets the context for the lesson. To be fond of means to like
Step 4: Judgement someone/something or doing something
- Teacher shows students the answer on the screen and very much. I'm very keen on strawberries.
announces the winning group. I'm keen on going to the party.
To be crazy about is stronger than
keen/fond
2. KNOWLEDGE FORMATION (10’-IW, GW)
a) Objectives:
- To prepare vocabulary for students to do the tasks.
b) Content:
- Teacher asks students to guess the usage of the phrases that they have matched in Warm up activity.
- Teacher checks the students' understanding by doing the task in the student's book.
c) Product:
- Students know how to use the target vocabulary.
d) Implementation:
Vocabulary pre-teaching
Step 1: Task delivering * Vocabulary:
- Teacher asks students to guess the uses of the phrases 1. be interested in
that they have matched in Warm up activity. 2. be fond of
- Teacher introduces the vocabulary. 3. be crazy about
- Teacher checks students’ understanding by the follow- 4. be keen on
up tasks in the student's book. 5. be into
- 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.
Step 2: Task performance
- Ss give 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.
Some Ss to do the same with other expressions.
Step 4: Judgement
- Teacher checks students’ pronunciation and gives
feedback.
3. PRACTICE (20'- PW/IW)
a) Objectives:
- To present some phrases to express “likes”.
- To teach Ss phrases to talk about their hobby or leisure activities.
b) Content:
- Task 2, 3 in Student book.
c) Product:
- Students understand how to use the vocabulary related to the topic)
d) Implementation:
Have Ss read the words / phrases in column A and B
and match them to make expressions about likes.
Remind them that a word/phrase in column A can only 1. e 2. c
go with one preposition in column B. 3. b 4. a 5. d
Have Ss work in pairs to compare their answers before
giving T the answers.
Check and confirm the correct answers. Ask them to
change the expressions they have got so that the
expressions can be about dislikes.
Elicit answers from Ss.
Confirm 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.
- Ss give 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.
Fill in each blank with a correct word from the box.
(8 mins)
Step 1: Task delivering
- Have some Ss read out the words first. Then play the Fill in each blank with a correct word
recording for them to listen and repeat the words they from the box. (8 mins)
hear. Play the recording as many times as necessary. 1. fond 2. interested
Step 2: Task performance 3. keen 4. into
- Ss do this activity individually. 5. about
- Ss read all the sentences carefully to make sure they
understand the sentences and fill in the blanks with the
words in the box.
Step 3: Report and discussion
- Ss to work in groups and make as many sentences as
possible with the expressions about likes and dislikes.
The group with the most sentences wins and will be
asked to say their sentences aloud.
- Ss 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.
Step 4: Judgement
- Teacher corrects for students as a whole class.
Complete the sentences about what you like or
dislike doing. Use the word or phrases from the box
or your own ideas. (10 mins)
Step 1: Task delivering
- Teacher tells Ss to share their ideas with a partner.
in 1 minute.
Step 2: Task performance Complete the sentences about what you
- Ss change to another partner. like or dislike doing. Use the word or
- Ss do it for some rounds, phrases from the box or your own ideas.
Step 3: Report and discussion (10 mins)
 - Students randomly to share about their friends’ ideas.
- T asks them to share whether they have the same ideas
with their friends.
Step 4: Judgement
- Teacher corrects for students as a whole class.
4. APPLICATION (10 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:
- 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 the difference between the two sounds
c) Product:
- Students repeats the words correctly
d) Implementation:
* PRONUNCIATION Listen and repeat the words. Pay
Listen and repeat the words. Pay attention to the attention to the sounds /ʊ/ and /u:/ (6
sounds /ʊ/ and /u:/ (6 mins) mins)
Step 1: Task delivering Students repeats the words correctly
- Teacher asks some Ss to read out the words first. Then /ʊ/ /u:/
play the recording for them to listen and repeat the cook, push, would, group, June, school,
words they hear. woman move
Step 2: Task performance
- Ss pay close attention to the two sounds.
Step 3: Report and discussion
- Invite some Ss to say some words they know that
include the two sounds.
Step 4: Judgement
- 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) . /ʊ/ is a “short vowel” sound while /u:/ is a
“long vowel” sound)
Task 5: Listen and practise the sentences. Underline
the bold words with /ʊ/, and circle the bold words Listen and practise the sentences.
with /u:/. (6 mins) Underline the bold words with /ʊ/, and
Step 1: Task delivering circle the bold words with /u:/. (6 mins)
- Teacher asks Ss to quickly read the sentences. Now 1. She likes reading books and swimming in
play the recording for Ss to listen to the sentences. the pool.
- Play the recording again for Ss to repeat the sentences. 2. When it is cool, we like to play football.
Step 2: Task performance 3. She drew and made puddings in her free
- Pay attention to the underlined parts and tick the time.
appropriate sound) 4. My mum loves pumpkin soup and coffee
Step 3: Report and discussion with a little sugar.
- Ss share their answers. Confirm the correct ones. 5. My brother is fond of watching the
- Ss practise the sentences in pairs. cartoon about a clever wolf.
- Invite some pairs to read the sentences aloud.
- Comment on their pronunciation of the sounds.
Step 4: Judgement
 - Teacher gives corrections and feedbacks to students’
pronunciation.
* Home assignment
- T assigns the homework. * Home assignment
- Ss copy their homework. Learn by heart vocabulary
- T explains it carefully. Practice pronounces the sounds /ʊ/ and /u:/.
Prepare: A closer look 2
V. FEEDBACK:
 WEEK 1
PERIOD 3

UNIT 1: LEISURE TIME

Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
- use words related to leisure activities and expressions about likes and dislikes;
- Use verbs of liking/disliking followed by gerunds and /or to-infinitives to talk about
likes and dislikes;
1. Knowledge: The lexical items related to Leisure time
+ Vocabulary: be interested in (n); be fond of (n); be keen on (n); be crazy about (adj); be
crazy about (adj); be into (adj).
+ Language: like/ dislike + Ving/to + V……
+ Pronunciation: Pronounce the sounds /ʊ/ and /u:/.
2. Competence:
a) General competencies:
- By the end of the lesson students will be able to know the form and use “like/ dislike +
Ving/to + V……”
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- Ability of using Present Simple Tense, some popular verbs of liking.
- Sts can introduce themselves or one another fluently
3. Qualities: - Love talking about their hobbies. Having benefits of their hobbies in daily life.
Ss have the good attitude to working in groups, individual work, pair work, cooperative
learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the
Internet. Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5 mins)
a) Objectives:
- To review vocab related to leisure activities.
- To introduce the term of comparative form of adverbs
b) Content:
- Teacher asks students to go around the class and find your friends with the given questions.
- Teacher calls students to report when they finish collecting the answer
c) Product: - Students’ answers.
d) Implementation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Find someone who: Questions:
- Teacher delivers the questions Find someone who…
- Teacher asks students to go around the class and ask
● likes playing computer games.
their friends for answer.
- Teacher calls students to report when they finish.
- Teacher gives comments if necessary.
● enjoys knitting.
- Teacher leads in the lesson.
- Teacher corrects for students (if needed) ● detests cooking.

● fancies going shopping.

● loves doing puzzles.

● hates hunting.

● dislikes watching TV.

● prefers going to the cinema)

2. KNOWLEDGE FORMATION (10’-IW, GW)
a) Objectives:
- To teach Ss verbs of liking and disliking with gerunds and to-infinitives
b) Content:
- Teacher teaches grammar.
- Teacher asks students to read the grammar box and share answer.
c) Product:
- Students know how to use the target grammar.
d) Implementation:
Grammar teaching
Step 1: Task delivering
- Remind Ss of the concept of the gerund that they Verbs of liking:
learnt in grade 7. love
- Ask them how the gerund is formed and how it like
functions grammatically. fancy
Step 2: Task performance prefer
- Write on the board: I don’t know you like knitting. enjoy
and I love to watch TV on Saturdays. Verbs of disliking:
- Explain that in English if we want to follow a verb detest
with another action, we must use a gerund or an hate
infinitive. There are certain verbs that can only be dislike
followed by one or the other, and these verbs must be
memorised)
Step 3: Report and discussion
- Student’s answers 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.
- Ss read the examples in the Remember! box, and then
encourage them to give their own examples.
Step 4: Judgement
- Teacher checks students’ understanding by asking
some checking questions.
3. PRACTICE (15 mins)
a) Objectives:
- To help Ss practise using verbs of liking and disliking with gerunds and to-infinitives.
b) Content:
- Task 1,2,3,4 in Student book
c) Product:
- Students understand how to use the target grammar.
d) Implementation:
1. Work in pairs. Put the verbs in the
Step 1: Task delivering appropriate column. (3 minutes)
- Have Ss do these exercises individually. Suggested answers:
Step 2: Task performance Task 1:
- Ss do these exercises individually Verbs followed by gerunds only: detest,
- Compare their answers with a partner. fancy, dislike, enjoy
Step 3: Report and discussion Verbs followed by both gerunds and to-
- Ask some Ss to write their answers on the board. infinitives love, like, hate, prefer
- Check the answers with the whole class. Task 2: 1. A, C 2. A 3. A, C 4. B 5. A
Step 4: Judgement
- Accept different sentences provided that they are
correct. 2: Choose the correct answer(s) (3
minutes)
Step 1: Task delivering Task 3:
- Have Ss do these exercises individually. 1. Mark likes surfing / to surf the net.
Step 2: Task performance 2. The girls enjoy knitting.
- Ss do these exercises individually 3. My cousin dislikes cooking.
- Compare their answers with a partner. 4. My father hates going / to go shopping.
Step 3: Report and discussion 5. Tom and his sister prefer doing / to do
- Ask some Ss to write their answers on the board. puzzles.
- Check the answers with the whole class.
Step 4: Judgement
- Accept different sentences provided that they are
correct. 3: Look at the pictures and complete the
sentences, using the verbs in brackets in
Step 1: Task delivering their suitable form. (4 minutes)
- Have Ss do these exercises individually. Complete the sentences about yourself. (6
Step 2: Task performance mins)
- Ss do these exercises individually.
- Write the sentences about themselves.
- Compare their answers with a partner.
Step 3: Report and discussion
- Ss write their answers on the board.
- Comment on their answers.
- Check the answers with the whole class.
Step 4: Judgement Suggested answer:
- Accept different sentences provided that they are I like playing basketball.
correct. I hate cooking.
- Teacher corrects for students as a whole class.
4. APPLICATION (15 mins)
a) Objectives:
- To help Ss practise using verbs of liking and disliking with gerunds and to-infinitives
b) Content:
- Divide Ss into groups. Assign a group leader to keep watch of the game.
- Explain the rules of the game
- 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.
c) Product:
- Students’ conversations
d) Implementation:
Work in groups. One mimes a leisure activity he / Suggested outcome:
she likes or dislikes. The others guess the activity by A: Do you like surfing the net?
asking yes / no questions using the verbs they have B: No, I don’t.
learnt. C: Do you love messaging your friends?
Step 1: Task delivering B: Yes, I do.
- 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.
Step 2: Task performance
- 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.
Step 3: Report and discussion
- Some groups to perform the game in front of the
whole class.
- Comment on their performance.
Step 4: Judgement
- Teacher gives corrections and feedbacks.
- Home assigment
- Take note Home assigment.
* Home assignment
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully
V. FEEDBACK:

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