Giáo án Tiếng Anh Lớp 8 (Global Success) - Unit 1: Leisure Time

 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
Language analysis 
 Vietnamese 
 Form Pronunciation Meaning
 equivalent 
1. DIY (n) /ˌdiːaɪˈwaɪ/ the activity of decorating or hoạt động tự làm 
(do-it-yourself) repairing your home, or ra, sửa chữa hoặc 
 making things for your trang trớ đồ vật tại 
 home yourself, rather than nhà 
 paying someone else to do it 
 for you
2. knitting kit (n) /ˈnɪt.ɪŋ kɪt/ a group of tools needed for bộ dụng cụ đan len
 knitting
3. dollhouse (n) /ˈdɒlˌhaʊs/ a toy that is a very small nhà bỳp bờ
 house, often with furniture 
 and small dolls in it
4. make paper /meɪk 'peɪ.pər to create flower-like shapes làm hoa giấy
 flowers (v.phr) 'flaʊərz/ from tissues or crepe paper
5. hang out (v) /hổŋ aʊt/ to spend a lot of time in a đi chơi
 place or with someone
Assumption
 Anticipated difficulties Solutions
 Trang 1 - 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 textbook to The dialogue on page 8
get students’ interest.
- Teacher plays the recording and asks students to circle the words Questions:
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, locating the 2. leisure time 
key words in the text, and then reading that part and choosing the 3. other people 
words to fill in the blank). 4. hang out 
- Teacher tells them to underline parts of the dialogue that help 5. Sunday 
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 pictures. Answer key:
- Teacher has Ss work individually to write the words and phrases 1. messaging friends 
in the box under the pictures. Have them compare their answers 2. cooking
with a partner. 3. playing sport
- Teacher invites some Ss to go to the board and write their 4. doing puzzles 
answers. 5. doing DIY 
- Teacher checks the correct answers as class. 6. surfing the net 
- 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 given, then Answer key:
guess the leisure activities. 1. doing puzzles 
- Teacher asks for Ss’ answers and confirms the correct ones. 2. doing DIY 
- For a more able class, Teacher has Ss work in groups. Each group 3. playing sport 
writes down some key words and phrases about one or two leisure 4. messaging friends 
activities they do or know. Then they read aloud these words/ 5. surfing the net 
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)
 Trang 3 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
Language analysis 
 Vietnamese 
 Form Pronunciation Meaning
 equivalent 
1. be interested in /biː ɪntrəstɪd ɪn/ showing curiosity or hứng thỳ với
 (ph.v) concern about something 
 or someone
2. be fond of (ph.v) /biː fɒnd əv/ having feelings of thớch 
 affection for someone or 
 something
3. be keen on (ph.v) /biː kiːn ɒn/ very interested, eager, or quan tõm đến
 wanting (to do) something 
 very much
4. be crazy about /biː ˈkreɪzi əˈbaʊt/ very enthusiastic about say mờ
 (ph.v) something
5. be into (ph.v) /biː ˈɪntuː/ to like and be interested in thớch 
 something
Assumption
 Anticipated difficulties Solutions
 Trang 5 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 words in the box. Answer key:
- Teacher lets them share their answers in pairs. Invite some Ss to 1. fond 
give the answers and confirm the correct ones. 2. interested 
- Teacher asks Ss to make sentences with some of the expressions 3. keen 
they have learnt. Then T invites Ss to share their sentences. 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, Suggested answer:
they can change to another partner. Let Ss do it for some rounds, 1. I’m crazy about collecting stamps.
then call some students randomly to share about their friends’ ideas. 2. I’m keen on making crafts.
- 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 play the Answer key: 
recording for them to listen and repeat the words they hear. Ask /ʊ/: cook, push, would, woman
them to pay close attention to the two sounds. Play the recording as /u:/: group, June, school, move
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 play the Answer key: 
recording for Ss to listen to the sentences. Ask them to pay 1. She likes reading books and swimming in the 
attention to the underlined parts and tick the appropriate sound. pool. 
 Trang 7