Giáo án Tiếng Anh Lớp 8 - Học kì 1 - Năm học 2020-2021

Week 1 - Period 1	
Date of planning: ../ ./2021
Date of teaching: ../ ../2021
INTRODUCTION + STUDY GUIDANCE
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to know about the English 8 - student's book and the workbook, and know how to learn English 8 effectively.
2. Competence: Teamwork and individual work, pair work, linguistic competence, cooperative learning and communicative competence. Students can get an overview of the textbook.
3. Behavior: Students are hard-working and attentive. They know how to study English 8.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up (7’)
a, Aim: To warm up the class and lead in the lesson.
b, Contents: Ss work in groups to find the names of 6 units in English 8 in term 1 and write them on the board.
c, Outcome: Ss can tell and write all names of 6 units and write them well.
d, Organization:
- Teacher divides the class into two teams. Then T asks Ss to look through all the names of the 6 Units in the Student's book in 10 seconds and try to remember as many names as possible.
- T asks Ss to go to the board and write the words.
- Teacher gets feedback.
Kim’s game
2. Presentation (20’)
a, Aim: 
+ Ss can know the themes, topics of textbook in term 1. 
+ Ss can know the design of workbook and how to use it effectively.
b, Contents: 
+ Ss work individually to answer the questions.
+ Ss work in pairs to answer the questions.
c, Outcome: Ss can know some new words about noise pollution.
d, Organization:
Introduce the new textbook English 8 
- T asks Ss to answer the questions individually.
? How many weeks are there in a school year?
? How many weeks are there in the first terms?
+ English 8 Student's book is the third of four levels English language textbooks for Vietnamese students in lower secondary school learning English as a foreign language. It focuses on the use of language (pronunciation, vocabulary and grammar) to develop the four language skills (listening, speaking, reading and writing).
? How many units are there in the first terms?
- There are two main themes: Our Communities and Our Heritage.
- After each theme is a review.
- There are two 45-minute tests: one after unit 3 and another after unit 5.
Introducing the workbook (10')
- T asks Ss to work in pairs to answer the questions:
? What is the Workbook about?
? Study the Workbook quickly then answer the question
- Ss work in pairs to answer the questions. Then T gives feedback.
6 topic-based units in term 1:
+ Unit 1: Leisure activities
+ Unit 2: Life in the countryside
+ Unit 3: Peoples of Viet Nam
+ Unit 4: Our Customs and Traditions
+ Unit 5: Festivals in Viet Nam
+ Unit 6: Folk Tales
- The Workbook mirror and reinforces the content of the Student's book. It offers:
+ Further practice of the language and skills taught in class.
+ Four additional tests for students' self-assessment.
3. Practice (10’)
a, Aim: Ss can know how to learn English 8 effectively. 
b, Contents: Ss work in groups to discuss the ways to learn English 8 effectively.
c, Outcome: Ss can know how to learn English 8 effectively.
d, Organization:
- T asks Ss to work in groups of 3 or 4 to discuss the questions "How to learn English 8 effectively?". Ss do it.
- T calls some groups presentative to present the ideas in front of the class. Ss do it.
- T gives comments and feedback.
Discussion: How to learn English 8 effectively?
- Prepare the lesson carefully before each period.
- Learn by heart all the new words and structures.
- Do exercises regularly.
- Practice the four skills.
Application (6’)
a, Aim: Ss can retell the coursebook structure and the ways to study the book effectively.
b, Contents: Ss work individually to retell the coursebook structure and the ways to study the book effectively.
c, Outcome: Ss can do the task well.
d, Organization:
- T asks the retell the coursebook structure and the ways to study the book effectively.
- Ss do it individually.
Consolidation
3. Guides for homework (2’)
- Prepare Unit 1: Getting started.
- Prepare some pictures about some popular leisure activities.
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Week 1 - Period 2
Date of planning: ./ ./2021
Date of teaching: ./ . /2021
UNIT 1: LEISURE ACTIVITIES
Lesson 1: Getting started
A. Objectives 
1. Knowledge: By the end of the lesson, ss will be able to listen and read for specific information about Nick's, Phuc's and Mai's leisure activities.
- Vocabulary: leisure activity items, feeling adjectives: trick, craft kit, beads, stickers 
- The context about leisure activities.
2. Competence: Teamwork and independent work, pair work, linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They can describe their leisure activities well.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up (4’)
a, Aim: To attract Ss’s attention to the lesson and to lead in the new lesson.
b, Contents: Ss work in groups to write different leisure activities.
c, Outcome: Ss can write as many leisure activities as they can.
d, Organization:
- T divides ss into two teams. Then T sets a limited time (about 3 mins) for ss from each team to come to the bb and write as many as activities as they can. Ss do it.
- T checks Ss’ work as a class and praises the winner.
- T leads ss to the new lesson. “What (activities) do you often do in your free time?”. Ss answer the questions.
Brainstorming 
cycling
LEISURE ACTIVITIES
 2. Presentation (16’)
a, Aim: Help Ss study some vocabularies related to the topic. Then Ss can listen and read for information about the topic “leisure activities”.
b, Contents: 
+ Ss work individually to study new words.
+ Ss work in pairs to listen and read the conversation.
c, Outcome: Ss can study some vocabularies about leisure activities and listen and read the conversation well.
d, Organization:
- Teacher uses different techniques to teach vocabulary (situation, realia .....). T follows the seven steps of teaching vocabulary.
- Ss listen to the teacher’s model twice. Then Ss repeat in chorus and then individually. After that, Ss copy all the words in their notebooks.
=> Checking: Rub out and remember
- T asks Ss some questions related to the lesson. Ss answer the questions individually.
? What can you see in the picture? Where is the place?
? Why do you think Mai, Phuc and Nick are there?
? What are they holding in their hands?
? What are they talking about?
? Can you guess what Mai, Phuc and Nick like doing in their free time?
- T sets the scene: We are going to listen and read a dialogue about Nick's, Phuc's and Mai's leisure activities.
- T plays the recording twice: the first for ss to listen only, then listen and repeat each sentence so that they can repeat as close to the recording as possible. Ss listen and repeat.
- T calls on one pair to role-play the dialogue in the front again.
I. Vocabulary
+ leisure activity (n): hoạt động thư giãn nghỉ ngơi
+ trick (n): trò lừa gạt, hoạt động khéo tay
+ craft kit (n): bộ đồ dùng làm thủ công
+ beads (n): hạt chuỗi
+ sticker (n): nhãn dính 
+ savings (n): tiền tiết kiệm
II. Listen and Read
 3. Practice (18’)
a, Aim: Help students understand more about the dialogue and know how to use some words and adjectives to describe some leisure activities.
b, Contents: 
+ Ss work individually to circle the correct answers.
+ Ss work in pairs to tick the boxes the leisure activities Mai, Nick and Phuc have.
+ Ss work individually to answer the questions.
+ Ss work in pairs to find words or phrases in the box to describe the photos.
+ Ss work individually to complete the sentences.
c, Outcome: Ss can write as many leisure activities as they can.
d, Organization:
- T reviews Verbs of liking + gerund/ to-infi.
- T asks Ss to work individually to circle the correct answer; compare their answer with a partner and then explain their choice.
- T gives the correct answers on the screen.
- T asks Ss to work in pairs to match the words/ phrases in the box to the photos, then listen to check their answers.
- Draws Ss’ attention to the contexts when Mai said ‘Check out this book’ and Phuc said ‘It’s right up your street!’. Together with Ss elicits the meaning of these two expressions.
+ To check out something means to examine something or get more information about it in order to be certain that it is suitable (or true, or false).
+ If something is right up your street, it is the type of thing that you are interested in or that you enjoy doing.
- T asks Ss to work in pairs to look at the picture and describe the photos.
Eg: 1. He is playing computer games. 
- Ss look at the picture and describe the photos.
- T asks Ss to work individually to do the task then compare their answers with a partner. Tell Ss they need to look for the surrounding key words in order to complete the task. Note that ‘good’ and ‘satisfied’ fit both items 1 and 5.
* Grammar.
- I love to watch him.
- I love watching him.
1a. Circle the correct answer 
1. bookstore 2. book 
3. dog 4. craft kit 
5. folk music 6. Vietnamese 
1b. Tick the boxes the leisure activities Mai, Phuc & Nick have 
Phuc
Mai
Nick
Pet training
x
Making crafts
x
Reading
x
x
Listening to music
x
Playing sports
x
x
Helping parents with DIY projects 
x
x
Learning languages
x
1c. Answer the questions
=> Possible answer: 
(1) She wants Phuc to look over the book.
(2) It means that’s really what Mai wants.
2. Find words or phrases in the box to describe the photos. Then listen to check the answers. 
Key: 
1. playing computer games 
2. playing beach games
3. doing DIY 
4. texting
5. visiting museum 
6. making crafts
3. Complete the sentences 
1. satisfied 
2. relaxing/ exciting 
3. fun 
4. boring 
5. good
 4. Application (5’)
a, Aim: Ss can talk about leisure activities and share feelings about them. 
b, Contents: 
+ Ss work individually to describe the leisure activity and give the reason why they like them.
+ Ss work in groups to talk about one activity.
c, Outcome: Ss can talk about leisure activities fluently. 
d, Organization:
+ Work individually
- T asks Ss to describe the leisure activity and give the reason why they like them
+ Work in groups (6 groups)
- Time: 1minute
- Ask each member will talk about one activity. 
- The group which describe more activity is the winner.
Game: Changing partner.
Eg: I like reading book in my free time. Because reading book helps me improve my knowledge and know what happening in our country or over the world.
3. Consolidation and guides for homework (2’)
* Consolidation:
- Asks ss to recall the main knowledge they have learn in this period.
- Consolidates and asks ss to remember
+ Vocabulary related to leisure activities.
+ Interacting about one’s leisure activities (names & describing them)
* Homework: Asks Ss to: 
- Learn by heart all the new words. Do Ex B1,2,3, 4 P4 (Workbook)
- Prepare: Unit 1 - A Closer Look 1
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Week 1 - Period 3
Date of planning: ./ ./2021
Date of teaching: ./ . /2021
UNIT 1: LEISURE ACTIVITIES
Lesson 2: A Closer Look 1
A. Objectives 
1. Knowledge: By the end of the lesson, ss will be able to study more vocabulary about leisure activities and distinguish name of activity and verb.
- Vocabulary: relating to leisure activities: socialize, bracelet, broccoli, origami, 
- Pronunciation: the clusters /br/ and /pr/.
2. Competence: Teamwork and independent work, pair work, linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They can know how to read and understand information from a pie chart.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up (5’)
a, Aim: To attract Ss’s attention to the lesson and to lead in the new lesson.
b, Contents: Ss work in groups to look at the pie chat and write the words they remember on the board.
c, Outcome: Ss can write as many words about leisure activities they remember as they can.
d, Organization:
- Teacher divides the class into two teams. Then T asks Ss to look at the pie chart on page 8 in 20 seconds and try to remember as many words as possible.
- T asks Ss to go to the board and write the words. Ss do it
- Teacher gets feedback.
- T leads in new lesson: Today we are going to learn some more leisure activities on an average day in the US.
Kim's game
2. Presentation (4’)
a, Aim: Ss can know some new words related to the topic “Leisure activities”
b, Contents: Ss work individually to study new words.
c, Outcome: Ss can know some vocabularies related to the topic.
d, Organization:
- T uses different techniques to teach vocabulary (situation, realia). Follows the seven steps of teaching vocabulary 
- Ss listen to the teacher’s model twice, repeat in chorus and then individually. Then copy all the words in their notebooks.
- Checking: What and Where.
Vocabulary:
+ socialize (v):
xã hội hóa, tổ chức theo phương thức XHCN
+ bracelet (n):
vòng đeo tay
+ broccoli (n): 
bông cải, xúp lơ
+ origami (n):
nghệ thuật xếp giấy Nhật Bản
3. Practice (27’)
a, Aim: Ss can understand the pie chat and know some leisure activities in the US. They can also pronounce the clusters /br/ and /pr/ correctly.
b, Contents: 
+ Ss work in pairs to look at the pie chat and answer the questions.
+ Ss work individually to complete the table.
+ Ss work in pairs to match the words with activities.
+ Ss work individually to complete the words.
+ Ss work individually to listen and repeat.
c, Outcome: Ss can understand the pie chat, know some leisure activities in the US and pronounce the clusters /br/ and /pr/ correctly.
d, Organization:
- Before starting the lesson, T explains what a ‘pie chart’ is and how each slice can be calculated as a percentage of the whole. 
- T gives Ss some simple statistics and makes a pie chart with them as a class.
- Then T lets ss to work in pairs to examine the pie chart closely in order to understand its contents, including the heading, subheadings, figures, color codes, source and notes. Ss do it.
If necessary, T may elicit information by asking question such as:
+ What is the pie chart about? Where can you find the information?	
+ What do the different colored sections of the chart refer to?
+ How are these sections calculated?
+ What does the ‘Note’ tell you?
+ What does the ‘Source’ tell you?
- T has Ss work individually to complete the task. 
 e.g. relaxing comes from the verb relax with –ing added, and it refers to the activity. a noun made from a verb by adding –ing. 
- Ss complete the table.
- T corrects.
- T asks Ss to work in pairs to match words with each activity. Ss do it.
- T gives the feedback, encourage them to add more words in each category.
- T has Ss work individually to complete this task. Once they have finished, T asks Ss to work in pairs to compare their answers. 
- T plays the recording for Ss to check and then repeat. Pause the recording to drill difficult items.
- T asks Ss to add more words which contain these cluster. Call Ss to make sentences with these words and practice saying them.
- T has Ss practice the words with the clusters first. Then asks Ss to repeat the whole sentences.
- If time allows, T asks students to cover their books and listen to the recording.
? Raises up your left hand, if it is cluster /pr/ they raise their right hand.
? Raises up your right hand, if it is cluster /br/ they raise their right hand.
I. Vocabulary
1. Look at the following pie chart and answer the questions.
Key:
(1). In 2014, people in the USA spent 5.1 hours a day on sport and leisure activities.
(2). The main activities they did include watching TV, socializing and communicating, reading, participating in sports, exercise and recreation, using computers for leisure, relaxing and thinking.
(3). The three most common activities were watching TV, socializing and communicating and using computers for leisure.
2. Complete the table.
Key:
Name of activity
Verb
relaxing
thinking
using
doing
watching
reading
socializing
communicating
relax
think
use
do
watch
read
socialize
communicate
3. Matching.
Key: 1.e 2.b 3.f 4.a 
 5.d 6.h 7.c 8. g
II. Pronunciation: /br / and / pr/
5. Complete the words. Listen to check and repeat.
Auto script:
 1. Apricot 
 2. Bridge 
 3. Bracelet 
 4. Bread
 5. princess 
 6. President 
 7. President 
 8.broccoli
6. Listen and repeat.
4. Application (7’)
a, Aim: Ss can talk about their leisure activities.
b, Contents: Ss work in groups to talk about their leisure activities.
c, Outcome: Ss can talk about their leisure activities well.
d, Organization: 
- T asks Ss to work in small groups to think about what their average day may look like (including study and work) and how much time is spent on leisure activities. Ss do it.
- If there is plenty of time, encourages them to calculate these times as percentages and put them in a simple pie chart similar to 1.
- T calls some Ss to perform in front of the class. Ss do it.
- T gives feedback and comments.
4. How much time do you spend a day on leisure activities?
=> Suggested answers:
+ I usually spent about 4 hours on leisure activities.
+ Playing games, watching TV and socializing with friends are the activities I love the most.
3. Consolidation and guides for homework (2’)
* Consolidation:
- Asks ss to recall the main knowledge they have learn in this period.
* Homework: Asks Ss to: 
- Learn by heart all the new words.
- Do Ex A1, 2,3 P3 (workbook)
- Prepare: Unit 1 - A Closer Look 2.
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Cao Thắng, ngày .. tháng năm 2021
Kí duyệt
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Week 2 - Period 4
Date of planning: ./ ./2021
Date of teaching: ./ . /2021
UNIT 1: LEISURE ACTIVITIES
Lesson 3: A Closer Look 2
A. Objectives 
1. Knowledge: By the end of the lesson, ss will be able to know how to use verbs of linking + gerund and verbs of linking + to-infinitives, and find out grammar mistakes in Minh Duc's email.
- Vocabulary: Leisure activities lexical items: (to) mind, (to) adore, (to) detest, (to) fancy, gerund.
- Grammar: verbs of linking + gerund // verbs of linking + to-infinitives.
2. Competence: Teamwork and independent work, pair work, linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They can know how to use verbs of liking to talk about their hobbies/ leisure activities.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: Talk about your leisure activity. (3’)
2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up (3’)
a, Aim: To warm up the class and lead in the new lesson.
b, Contents: Ss work in groups to talk about their leisure activities.
c, Outcome: Ss can talk about their leisure activities well.
d, Organization:
- T asks ss to read the text in Getting started again and find out all the sentences with: like, enjoy, love. Ss do it.
- T asks Ss to look back the gerunds from A closer look 1. Ss do it.
- T leads in new lesson: Today we are going to learn more about how the gerund is formed and how it functions grammatically.
I love to watch him
I think I’ll enjoy listening to the melodies.
Yes, I liked reading Doraemon while I was learning Japanese. 
2. Presentation (10’)
a, Aim: Help Ss know some verbs of liking and how to use verbs of liking that are followed by gerunds/ to –infinitives.
b, Contents: Ss work individually to study verbs of liking and their uses.
c, Outcome: Ss can know some verbs of liking and how to use them correctly.
d, Organization: 
- T focuses students on reviewing how the gerund is form & its functions grammatically.
- T lets students make sentences with Verbs of liking + gerunds/ to V.
- Ss make sentences with Verbs of liking + gerunds/ to V.
- T presents some words. Ss copy and read.
- T asks them to read in GETTING STARTED and underline the verbs of liking followed by gerunds or to-infinitives that they find in the text.
- T asks Ss to work individually and then compare the answers with their partners.
- T plays the recording for Ss to check their answers.
Grammar: Verbs of liking
Ex. She loves going out with her friends.
 = She loves to go out with her friends.
=> Verbs of liking + gerunds/ to V
Vocabulary.
- adore (v) thích, yêu thích
- detest (v) ghét cay ghét đắng
- fancy (v) mến, thích
1. Underline verbs that are followed by a gerund (in getting started): 
Key: 
- love to watch;
 - enjoy listening; 
- liked reading
2. Tick the box. Then listen and check.
Key:
Followed by gerund only
Followed by both gerund and to-infi
1. love
ü
2.enjoy
ü
3.detest
ü
4.prefer
ü
5.fancy
ü
 3. Practice (20’)
a, Aim: Help Ss understand and do exercises with verbs of liking.
b, Contents: 
+ Ss work individually to write the correct form of the verbs.
+ Ss work in pairs to write sentences.
+ Ss work individually to find and correct mistakes. Then answer the questions. 
c, Outcome: Ss can understand and do exercises with verbs of liking correctly.
d, Organization:
- T asks students to work individually to complete this task, then T gives feedback to Ss as a class.
- T asks Ss to work in pairs. Gives Ss time to work individually at first to write each sentence on a strip of paper. Ss do it.
- Then T asks Ss to work in pairs to exchange their papers and read out their partner’s sentences.
- T has Ss quickly familiarize themselves with the e-mail by asking: 
- Who wrote this e-mail? 
- To whom? 
- What is it about? 
- Ss scan the email to find the answers.
- T asks Ss to work individually to find and correct the mistakes and compare their answers with classmate.
- T asks Ss to read the e-mail again and answer the questions. Ss do it.
- T check the answers.
3. Write the correct form of the verbs 
Key: 
1. making 2. to watch/ watching 
3. skateboarding 4. to learn/ learning 
5. sitting 
4. Write sentences
5a. Find 6 mistakes – correct 
Key: 
1. like do =>like to do/ like doing 
2. enjoy do=>enjoy doing 
3. like have=> like to have/ having 4. mind to do=> mind doing
5. hate spend=> hate to spend/ spending
6. love eat=> love eating/ love to eat 
5b. Answer the questions
Key: 
1. The activities Duc mentions in his e-mail are: playing video games, playing football, helping 
2. The 2 activities he enjoys the most are playing football with his friends & eating out with his family.
4. Application (7’)
a, Aim: Help Ss write an email to talk about their leisure activity.
b, Contents: Ss work individually to write an email. 
c, Outcome: Ss can write an email to talk about their leisure activity well.
d, Organization:
- T asks ss work individually to write an e-mail to talk about his/ her free time then exchange it with their partners and check for mistakes (using verbs of liking + gerunds/ to-infinitives).
- T gives comments and feedback.
Write an email
Dear ,
How are you? I am writing to tell you about what I like to do in my free time. 
3. Consolidation and guides for homework (2’)
* Consolidation: Retell verbs of liking that are followed by gerunds/ to –infinitives * Homework: Asks Ss to:
- Make sentences with verbs of liking that are followed by gerunds/ to –infinitives.
- Write the e-mail in the notebook.
- Prepare: Unit 1 - Communication.
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Week 2 - Period 5
Date of planning: ./ ./2021
Date of teaching: ./ . /2021
UNIT 1: LEISURE ACTIVITIES
Lesson 4: Communication
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will be able to read some articles on the 4 Teen website for general and specific information about their leisure activities, and
understand some abbreviations and talk how they spend their free time.
- Vocabulary: Extra vocabulary related to leisure activities.
- Grammar: verbs of linking + gerund and verbs of linking + to-infinitives.
2. Competence: Teamwork and independent work, pair work, linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. They can use the teenagers’ abbreviations in writing.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up (5’)
a, Aim: To warm up the class and lead in the new lesson.
b, Contents: Ss work individually to answer some questions. 
c, Outcome: Ss can answer questions well.
d, Organization:
T asks some questions:
+ What do you do in your free time?
+ Why do you like doing it?
+ How much time do you spend on leisure activities?
Ss answer the questions.
2. Presentation (13’)
a, Aim: Help Ss know some extra vocabularies related to the topic and understand the abbreviations in the text.
b, Contents: 
+ Ss work individually to study extra vocabularies.
+ Ss work in pairs to study the abbreviation.
c, Outcome: Ss can know some extra vocabularies related to the topic and understand the abbreviations in the text well.
d, Organization:
- T presents the vocabularies.
- Ss listen to the teacher twice. Repeat chorally, then individually. Then copy down in their notebooks.
- T sets the scene: You are going to read about some activities teenagers do in their spare time. Cover the text and just look at the photos (with name and country).
- T encourages Ss to guess what these students in the photos like doing as leisure activities. Ss do it.
- Then sets a reading time limit:
? Close books and play a memory game in competing groups.
? Tell how much information you can remember from the text. 
- Motivates Ss by counting every detail they remember without any checking comprehension.
- T asks Ss if they notice any other particular features of the text. T draws their attention to the form of the text (e.g. its layout and the abbreviation). 
- T explains that this is from a webpage and that these abbreviations are informal language that is used online and in texting messages. 
- T introduces the first abbreviation. Then asks Ss work in pairs to add more abbreviation.
Extra Vocabulary.
- window shopping = hang out 
- to be hooked on sth: bị mắc vào.., ham mê vào..
- to be addicted to sth: bị nghiện làm 
- to sound + adj ( weird / strange / challenging )
1. Read the article on the magazine 4teen website
2. Study the abbreviations.
 3. Practice (15’)
a, Aim: Help understand the abbreviations in the text and do exercises well.
b, Contents: Ss work in groups to complete the table.
c, Outcome: Ss can understand the abbreviations in the text and do exercises well.
d, Organization:
- T has Ss work in small groups to complete the table. T allows Ss to read the text more closely to fill in the table.
- Ss do it. Then give the answers.
- T checks the answers and gives feedback.
3. Find the information from the text to complete the table.
Key:
Who?
What activity is mentioned?
What does he/she think of it?
Emily
- hanging out with friend (window shopping)
- working as a volunteer
She loves it.
Hang
Cloud watching
She adores it. It’s easy
Linn
Going to community center, painting, dancing, doing drama
She loves it
Minh
- playing football
- helping his aunt in running cooking class
He likes it.
He’s fun.
Manuel
- Playing computer games.
- doing judo
He’s addicted to it.
It’s Ok.
4. Application (10’)
a, Aim: Help Ss give their opinions about leisure activities of some students in the text.
b, Contents: Ss work in pairs to ask and give opinions about leisure activities.
c, Outcome: Ss can give their opinions about leisure activities of some students in the text well.
d, Organization:
- T asks students to practice in pairs asking and giving their opinion about leisure activities.
- Ss practice in pairs.
Eg: 
A: What do you think of hanging out with best friends?
B: I think it is good because it can help to improve the relationship among us. And what do you think of playing computer games?
A: In my opinion, it is an entertainment activity but we shouldn’t spend a lot of time on this activity because it can be addicted 
3. Consolidation and guides for homework (2’)
* Consolidation: Asks Ss to sum up the main content of the lesson.
* Homework: Asks Ss to:
- Learn by heart the new words. Do C1, 2, D1 in workbook.
- Prepare Unit 1 - Skills 1.
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Week 2 - Period 6
Date of planning: ./ ./2021
Date of teaching: ./ . /2021
UNIT 1: LEISURE ACTIVITIES
Lesson 5: Skills 1
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will be able to read for general and specific information about the positive and negative effects of using computer, then understand the text to do the reading tasks and talk about the impacts of using the computer and find out