UNIT 1: LEISURE TIME
Lesson 1: Getting started – I'm keen on DIY (do-it-yourself).
I. OBJECTIVES
By 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 time
II. MATERIALS
- Grade 8 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form

Pronunciati
on

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 nhà búp bê
house, often with
furniture and small
dolls in it

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/

Assumption
Anticipated difficulties
Ss may lack experience of
group / team work.

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

Solutions
- Encourage Ss to work in groups so that
they can help one another.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES
1. 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. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Asking questions:
Game: Who knows more?
- Teacher shows the pictures (PPT slides) to the
whole class.
Suggested answers:
- Teacher ask students to work in pairs and
Playing video games, flying kites,
name the activities in the picture.
reading books, listening to music,
- Students work in pairs for 3 minutes.
swimming,...
- Teacher elicits answers from students.
- Teacher asks students to guess the topic of the
unit/ lesson.
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'
CONTENTS
ACTIVITIES
Vocabulary pre-teaching
New words:
- Teacher explains the meaning of the new
1. knitting kit (n)
vocabulary by pictures.
2. DIY (n)
- Teacher reveals that the words according to
3. dollhouse (n)
the pictures will appear in the reading text and
4. make paper flowers (v.phr)
asks students to open their textbook to find
5. hang out
these words.
- Teacher introduces the vocabulary.
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. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
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.

CONTENTS
The dialogue on page 8
Questions:
- What can you see in each picture?
- What may the hobby be?

- Students listen and read.
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.
Suggested answers:
- Teacher asks them how to do this kind of
1. knitting kit
exercise.
2. leisure time
Explain the strategies, if necessary (e.g.
3. other people
underlining the
4. hang out
key words in the sentences, predicting the word 5. Sunday
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.
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
Answer key:
in the pictures.
1. messaging friends
- Teacher has Ss work individually to write the 2. cooking
words and phrases in the box under the pictures. 3. playing sport
Have them compare their answers with a
4. doing puzzles
partner.
5. doing DIY
- Teacher invites some Ss to go to the board and 6. surfing the net
write their answers.
- Teacher checks the correct answers as class.
- Teacher has Ss practice saying the word and
phrases again.
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 Answer key:
phrases given, then guess the leisure activities. 1. doing puzzles
- Teacher asks for Ss' answers and confirms the 2. doing DIY
correct ones.
3. playing sport
- For a more able class, Teacher has Ss work in 4. messaging friends
groups. Each group writes down some key
5. surfing the net
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.
e. Assessment
- Teacher corrects for students as a whole class.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practise 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. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
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
Question:
activity.
If you have some free time this
- Have Ss work in groups to ask one another the weekend, what will you do?
question in the book. Invite some Ss to share the
answers of their groups with the class.
Suggested outcome:
- For a more able class, ask Ss to work in their
If I have free time this weekend, I will
groups again and brainstorm all the leisure
go to the cinema to see the latest film.
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.
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.)
Board Plan

*Warm-up

Date of teaching
Unit 1: Leisure time
Lesson 1: Getting started

* 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

UNIT 1: LEISURE TIME
Lesson 2: A closer look 1
I. OBJECTIVES
By 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
1. be interested in
(ph.v)

Pronunciation

Meaning

/biː ɪntrəstɪd ɪn/ showing curiosity or
concern about
something or someone

Vietnamese
equivalent
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 ə
ˈbaʊt/

very enthusiastic about say mê
something

5. be into (ph.v)

/biː ˈɪntuː/

to like and be
interested in

thích

something

Assumption
Anticipated difficulties
Ss may lack experience of
group / team work.

Solutions
- Encourage Ss to work in
groups so that they can help one
another.
- Give short, clear instructions,
and help if necessary.

III. PROCEDURES
1. 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. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
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.

CONTENTS
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 a 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. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Vocabulary pre-teaching (5 mins)
- Teacher asks students to guess the uses of the New words:
phrases that they have matched in Warm-up
1. be interested in
activity.
2. be fond of
- Teacher introduces the vocabulary.
3. be crazy about
- Teacher checks students' understanding by the 4. be keen on
follow-up tasks in 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. 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.
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 Answer key:
blanks with the words in the box.
1. fond
- Teacher lets them share their answers in pairs. 2. interested
Invite some Ss to give the answers and confirm 3. keen
the correct ones.
4. into
- Teacher asks Ss to make sentences with some 5. about
of the expressions they have learnt. Then T
invites Ss to share their sentences.
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
Suggested answer:

partner. After 1 minute, they can change to
1. I'm crazy about collecting stamps.
another partner. Let Ss do it for some rounds,
2. I'm keen on making crafts.
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.
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 practise the sentences. Underline the bold words with /ʊ/,
and circle the bold words with /u:/.
c. Expected outcomes:
- Students repeats the words correctly
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
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
Answer key:
first. Then play the recording for them to listen /ʊ/: cook, push, would, woman
and repeat the words they hear. Ask them to pay /u:/: group, June, school, move
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.
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. Answer key:
Now play the recording for Ss to listen to the
1. She likes reading books and

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.

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.

e. Assessment
- Teacher gives corrections and feedbacks to students' pronunciation

4. 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 lesson
b. Homework
- Students' workbook.
Board Plan

*Warm-up (Task 1)

Date of teaching
Unit 1: Leisure time
Lesson 2: A closer look 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

UNIT 1: LEISURE TIME
Lesson 3: A closer look 2
I. OBJECTIVES
By 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
1. Some verbs of liking and disliking
can be followed by gerunds only.
2. Some are followed by both gerunds
and to-infinitives
Assumption
Anticipated difficulties
Ss may lack experience of
group / team work.

Examples
dislike surfing
love to go
love going
Solutions
- Encourage Ss to work in
groups so that they can help one
another.
- Give short, clear instructions,
and help if necessary.

III. PROCEDURES
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:
- Game: Find someone who…

c. Expected outcomes:
- Students get familiar with verbs of liking / disliking + gerunds / to-infinitive.
d. Organisation:
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Game: Find someone who…
Questions:
Find someone who…
- Teacher delivers the questions
● likes playing computer games
- Teacher asks students to go around the class
● enjoys knitting
and ask their friends for answers.
● detests cooking
- Teacher calls students to report when they
● fancies going shopping
finish.
● loves doing puzzles
- Teacher gives comments if necessary.
● hates hunting
- Teacher leads in the lesson.
● 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-infinitives
b. 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. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
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

CONTENTS
Verbs of liking:
love
like
fancy
prefer
enjoy
Verbs of disliking:
detest
hate
dislike

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.
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 toinfinitives.
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. Organisation:
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
Answer key:
compare their answers with a partner.
Verbs followed by gerunds only:
- Ask some Ss to write their answers on the board.
detest, fancy, dislike, enjoy
- Check the answers with the whole class. Accept
Verbs followed by both gerunds
different sentences provided that they are correct.
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
Answer key:
compare their answers with a partner.
1. A
- Ask some Ss to write their answers on the board.
2. A
- Check the answers with the whole class. Accept
3. C
different sentences provided that they are correct.
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
Answer key:
able class, T may want to write some key language
1. Mark likes surfing / to surf the
on the board (e.g. play computer games / surf the
net.

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.

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
Suggested answer:
about themselves.
I like playing basketball.
- Invite some Ss to write their answers on the board. I hate cooking.
- Comment on their answers. Accept different
answers provided that they are logical and correct.
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 toinfinitives
b. Content:
- Task 5. Game: Likes and dislikes mimes
c. Expected outcomes:
- Students can make questions using verbs of liking / disliking.
d. Organisation:
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
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
Suggested outcome:
A: Do you like surfing the net?
leader to keep watch of the game.
B: No, I don't.
- Explain the rules of the game:
C: Do you love messaging your friends?
• One student mimes a leisure activity he /
she likes or dislikes. Other Ss guess what the B: Yes, I do.
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.
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.

Board Plan

*Warm-up

Date of teaching
Unit 1: Leisure time
Lesson 3: A closer look 2

* 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

UNIT 1: LEISURE TIME
Lesson 4: Communication
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Invite and accept invitations
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be ready and confident in real life conversations
II. MATERIALS
- Grade 8 textbook, Unit 1, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Structure
How to invite
How to accept invitations
Assumption
Anticipated difficulties
Ss may lack experience of
group / team work.

Examples
Would you like to…
Do you fancy…
I'd love to.
That's great
Solutions
- Encourage Ss to work in
groups so that they can help one
another.
- Give short, clear instructions,
and help if necessary.

III. PROCEDURES
1. 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:

- Questions & answers
c. Expected outcomes:
- Students can talk about hobbies.
d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
- Teacher asks students questions about
leisure activities.
- Teacher elicits answers from some students.
- Teacher leads in the introduction of the
target grammar point.

e. Assessment:
- Teacher corrects students (if needed).

CONTENTS
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.

2. ACTIVITY 1: EVERYDAY ENGLISH (10 mins)
a. Objectives:
- To introduce ways of inviting and accepting invitations.
- To help Ss practise inviting and accepting invitations.
b. Content:
- Task 1. Listen and read the dialogues. Pay attention to the highlighted parts.
- Task 2. Work in pairs. Practise inviting and accepting invitations in the
following situations. Remember to use the highlighted language in 1.
c. Expected outcomes:
- Students know how to use the structures to respond to compliments.
d. Organisation
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.
e. Assessment
- Teacher checks students' understanding by asking some checking-questions.
3. ACTIVITY 2: TEENS' LEISURE ACTIVITIES AROUND THE
WORLD (25 mins)
a. Objectives:
- To help Ss learn about three leisure activities of different teens around the
world.
- To help Ss develop their reading skill for specific information (scanning).
- To provide Ss with practice in giving a presentation about their friends'
answers.
b. Content:
- Task 3. Work in pairs. Answer the question.
- Task 4. Read what three teenagers say about their leisure activities. 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.
c. Expected outcomes:
- Students know about three leisure activities of different teens around the
world.
- Students can talk about their leisure activities.
d. Organisation
TEACHER'S AND STUDENTS'
CONTENTS
ACTIVITIES
Task 3. Work in pairs. Answer the question. (6 mins)
- Ask Ss to look at each picture and say what Question:
leisure activity it shows. If time allows, ask
What is the activity in each picture?
them what the things needed for each
activity are.
Suggested answers:
- Elicit answers from Ss. Confirm the correct Picture a: doing origami
answers.
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
Suggested answers:
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.
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 Questions:
the two questions in the book. Have Ss in
1. Which of the activities in 4 do you
each group note down their friends' answers. want to try?
- Ask some Ss to report their group's
2. Why do you want to try it?
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.
e. Assessment
- Teach...