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

Vietnamese
equivalent

Pronunciation

Meaning

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

/meɪk 'peɪ.pər
'flaʊərz/

to create flower-like shapes
from tissues or crepe paper

làm hoa giấy

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

đi chơi

4. make paper
flowers (v.phr)
5. hang out (v)

/hæŋ aʊt/

Assumption
Anticipated difficulties
Ss may lack experience of group /

Solutions
- Encourage Ss to work in groups so

team work.

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' ACTIVITIES
CONTENTS
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 name the
Playing video games, flying kites, reading
activities in the picture.
books, listening to music, swimming,...
- Students work in pairs for 3 minutes.
- 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' ACTIVITIES
CONTENTS
Vocabulary pre-teaching
New words:
- Teacher explains the meaning of the new vocabulary
1. knitting kit (n)
by pictures.
2. DIY (n)
- Teacher reveals that the words according to the
3. dollhouse (n)
pictures will appear in the reading text and asks students 4. make paper flowers (v.phr)
to open their textbook to find these words.
5. hang out
- 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
CONTENTS
Task 1. Listen and read. (5 mins)
- Teacher asks some questions about the pictures in the
The dialogue on page 8
textbook to get students' interest.
- Teacher plays the recording and asks students to circle Questions:
the words learnt in the Presentation stage.
- What can you see in each picture?
- Teacher can play the recording more than once.
- 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.
- Teacher asks them how to do this kind of exercise.
Suggested answers:
Explain the strategies, if necessary (e.g. underlining the 1. knitting kit
key words in the sentences, predicting the word speech, 2. leisure time
locating the key words in the text, and then reading that 3. other people
part and choosing the words to fill in the blank).
4. hang out
- Teacher tells them to underline parts of the dialogue
5. Sunday
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 in the
Answer key:
pictures.
1. messaging friends
- Teacher has Ss work individually to write the words
2. cooking
and phrases in the box under the pictures. Have them
3. playing sport
compare their answers with a partner.
4. doing puzzles
- Teacher invites some Ss to go to the board and write
5. doing DIY
their answers.
6. surfing the net
- 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 phrases Answer key:

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.
e. Assessment
- Teacher corrects for students as a whole class.

1. doing puzzles
2. doing DIY
3. playing sport
4. messaging friends
5. surfing the net

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' 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.
Question:
- Have Ss work in groups to ask one another the
If you have some free time this weekend,
question in the book. Invite some Ss to share the
what will you do?
answers of their groups with the class.
- For a more able class, ask Ss to work in their groups
Suggested outcome:
again and brainstorm all the leisure activities they know. If I have free time this weekend, I will go to
After three minutes, the group with the most correct
the cinema to see the latest film.
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

Vietnamese
equivalent

/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)
5. be into (ph.v)

/biː ˈkreɪzi əˈbaʊt/ very enthusiastic about
something
/biː ˈɪntuː/

to like and be interested in
something

say mê
thích

Assumption
Anticipated difficulties
Ss may lack experience of group /

Solutions
- Encourage Ss to work in groups so

team work.

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' ACTIVITIES
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 followup tasks in student's book.

CONTENTS
New words:
1. be interested in
2. be fond of
3. be crazy about
4. be keen on

- T confirms that when we want to change the
5. be into
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 blanks with the
Answer key:
words in the box.
1. fond
- Teacher lets them share their answers in pairs. Invite
2. interested
some Ss to give the answers and confirm the correct
3. keen
ones.
4. into
- Teacher asks Ss to make sentences with some of the
5. about
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 partner.
Suggested answer:
After 1 minute, they can change to another partner. Let
1. I'm crazy about collecting stamps.
Ss do it for some rounds, then call some students
2. I'm keen on making crafts.
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' 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 Answer key:
play the recording for them to listen and repeat the
/ʊ/: cook, push, would, woman

words they hear. Ask them to pay close attention to the
/u:/: group, June, school, move
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. Now
Answer key:
play the recording for Ss to listen to the sentences. Ask
1. She likes reading books and swimming in
them to pay attention to the underlined parts and tick the the pool.
appropriate sound.
2. When it is cool, we like to play football.
- Invite some Ss to share their answers. Confirm the
3. She drew and made puddings in her free
correct ones.
time.
- Play the recording again for Ss to repeat the sentences. 4. My mum loves pumpkin soup and coffee
- Have Ss practise the sentences in pairs. Invite some
with a little sugar.
pairs to read the sentences aloud. Comment on their
pronunciation of the sounds.
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
Examples
1. Some verbs of liking and disliking can be
dislike surfing
followed by gerunds only.
2. Some are followed by both gerunds and to- love to go
infinitives
love going
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 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' ACTIVITIES
CONTENTS
Game: Find someone who…
Questions:

Find someone who…
- Teacher delivers the questions
● likes playing computer games
- Teacher asks students to go around the class and ask
● enjoys knitting
their friends for answers.
● detests cooking
- Teacher calls students to report when they finish.
● fancies going shopping
- Teacher gives comments if necessary.
● loves doing puzzles
- Teacher leads in the lesson.
● 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-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
CONTENTS
Grammar teaching
Verbs of liking:
- Remind Ss of the concept of the gerund that they learnt love
in grade 7. Ask them how the gerund is formed and how like
it functions grammatically.
fancy
- Write on the board: I didn't know you like knitting. and prefer
I love to watch TV on Saturdays.
enjoy
- Explain that in English if we want to follow a verb
with another action, we must use a gerund or an
Verbs of disliking:
infinitive. There are certain verbs that can only be
detest
followed by one or the other, and these verbs must be
hate
memorised.
dislike
- 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.
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. 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 compare
Answer key:
their answers with a partner.
Verbs followed by gerunds only: detest,
- Ask some Ss to write their answers on the board.
fancy, dislike, enjoy
- Check the answers with the whole class. Accept different
Verbs followed by both gerunds and tosentences provided that they are correct.
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,
Answer key:
T may want to write some key language on the board (e.g.
1. Mark likes surfing / to surf the net.
play computer games / surf the net).
2. The girls enjoy knitting.
- Have Ss do these exercises individually and then compare
3. My cousin dislikes cooking.
their answers with a partner.
4. My father hates going / to go
- Ask some Ss to write their answers on the board.
shopping.
- Check the answers with the whole class. Accept different
5. Tom and his sister prefer doing / to
sentences provided that they are correct.
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-infinitives
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' 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
Suggested outcome:
A: Do you like surfing the net?
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
B: Yes, I do.
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.
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

Examples
Would you like to…
Do you fancy…
I'd love to.
That's great

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

III. PROCEDURES

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

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' ACTIVITIES
CONTENTS
Task 3. Work in pairs. Answer the question. (6 mins)
- Ask Ss to look at each picture and say what leisure Question:
activity it shows. If time allows, ask them what the
What is the activity in each picture?
things needed for each activity are.
- Elicit answers from Ss. Confirm the correct
Suggested answers:
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
Suggested answers:
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 the two Questions:
questions in the book. Have Ss in each group note
1. Which of the activities in 4 do you want to
down their friends' answers.
try?
- Ask some Ss to report their group's answers to the 2. Why do you want to try it?
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. Ass...