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Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 1. Unit 1: Leisure time

Giáo án Getting Started

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the words leisure, be keen on, be fond of, hang out, craft kit and balance to talk about free-time activities.
    • Identify the speakers, the topic and the purpose of the follow-up question in the conversation.
    • Use V-ing after enjoy, be keen on, be fond of and prefer when talking about hobbies.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on the reading and matching tasks on their own first, then check their answers with a partner before the class discussion.
  • Communication and collaboration: Ss work in pairs to read the conversation aloud, share their own leisure activities and give feedback on their partner's responses.
  • Problem-solving and creativity: Ss identify the benefits and possible difficulties of a hobby and give a reason for their own opinion with specific details.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short conversation to find the speaker, topic and supporting details, and they give a personal response and write a four-turn conversation about leisure time.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use six unit words correctly and use V-ing after enjoy, be keen on, be fond of and prefer to talk about hobbies.

3. Personal qualities

  • Diligence: Ss complete all tasks in class and finish the homework writing task on time.
  • Honesty: Ss replace the sample experience in the model with their own truthful example about their leisure time.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 8 (Global Success), Unit 1, Getting Started
  • Projector or interactive board showing the conversation, the vocabulary list and the exercises
  • Flashcards for the six key words (leisure, be keen on, be fond of, hang out, craft kit, balance)
  • Phiếu học tập số 1 (printed, one per pair)
  • Digital lesson page on NeoEdu: neoedu.vn/learn/8/english/unit-1-getting-started (lesson presentation, examples and interactive exercises)

2. Students

  • Textbook Tiếng Anh 8, notebook, pen, highlighter (for underlining)
  • Small pieces of paper or sticky notes for matching the words

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming free-time activities

a) Aims

Ss activate prior knowledge about leisure activities and get ready for the topic of the lesson.

b) Content

T asks Ss to think about what they do in their free time and list their ideas on the board. Guiding questions: 'What do you do in your leisure time?' and 'Do you enjoy making things with your hands?'

c) Expected outcomes

A list of at least five leisure activities on the board, for example: reading, playing football, drawing, cooking, making models, hanging out with friends. Ss can use 'I enjoy...' to talk about their interests.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title 'Leisure time' on the board and asks: 'What do you do in your leisure time?' T gives Ss 1 minute to think.

    Students

    Ss think silently about their own free-time activities.

  2. Teacher

    Step 2: Task performance

    T asks Ss to share in pairs for 1 minute, then invites some Ss to say their ideas aloud.

    Students

    Ss talk in pairs, for example: 'I enjoy playing badminton on Sunday mornings.'

  3. Teacher

    Step 3: Report and discussion

    T writes Ss' ideas on the board and groups them into indoor and outdoor activities.

    Students

    Some Ss report their ideas, for example: 'I like making models with cardboard.' Other Ss add their own ideas.

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Today we will talk about leisure time, and we will learn how to give opinions and support them with reasons.' T writes the lesson objective on the board.

    Students

    Ss copy the title and listen to the lesson objective.

Activity 2.1: Knowledge formation · 7 minutes

Key vocabulary: matching words and meanings

a) Aims

Ss know the meaning and use of the six key words in the unit.

b) Content

T presents the words leisure, be keen on, be fond of, hang out, craft kit and balance with example sentences. Ss match each word with its meaning (Exercise 3). Example sentences: 'Leisure time helps me relax.' 'I am keen on making models.' 'Lan is fond of knitting.' 'We hang out in the park.' 'A craft kit contains paper and glue.' 'Keep a balance between work and rest.'

c) Expected outcomes

Ss complete the matching task correctly:

  • leisure – thời gian rảnh (free time)
  • be keen on – say mê (very interested in)
  • be fond of – yêu thích (like very much)
  • hang out – gặp gỡ, đi chơi (spend time with friends)
  • craft kit – bộ dụng cụ thủ công (a set of tools for making things)
  • balance – sự cân bằng (a state in which things are in proper proportion)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six flashcards and reads each word aloud. T asks Ss to repeat chorally and individually. T says: 'Match each word with its meaning in Exercise 3 in the textbook.'

    Students

    Ss listen, repeat the words and read the matching task silently.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for 3 minutes. T monitors and helps Ss who are stuck by giving example sentences.

    Students

    Ss match the words with the meanings and check their answers with their partner. Ss may ask: 'What does craft kit mean?' and T explains with the example sentence.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to read out their matches. T shows the answers on the board.

    Students

    Pairs read out their answers, for example: 'Leisure means free time.' 'Be keen on means very interested in.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and reminds Ss: 'Be keen on and be fond of are followed by V-ing (keen on making, fond of knitting).' T asks Ss to write the six words in their notebooks with the example sentences.

    Students

    Ss copy the words, meanings and example sentences into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Reading the conversation: speakers, topic and supporting details

a) Aims

Ss identify the speakers, the topic and the purpose of the follow-up question, and find the words that support an opinion.

b) Content

T plays the conversation (or Ss read it in pairs) between Mai and Nam. Ss follow the 'Reading the situation' steps: (1) Identify who is speaking. (2) Identify the topic. (3) Explain why the follow-up question 'Can you give a reason for your opinion?' matters. (4) Underline the words that support Nam's opinion. Then Ss think of a truthful example from their own life to replace the sample experience.

c) Expected outcomes

  • Speakers: Mai (classmate who asks the question) and Nam (student who gives his opinion in a short report).
  • Topic: leisure time, especially making small models as a hobby.
  • The follow-up question matters because it asks Nam to support his opinion with a reason, so the answer must contain details.
  • Underlined supporting words and phrases: 'I usually work with recycled cardboard on Saturday afternoons'; 'This hobby helps me become more patient'; 'so we can exchange ideas'; 'A balanced timetable makes my free time more enjoyable'.
  • Ss' own examples are truthful and replace Nam's experience, for example: 'I enjoy cooking with my mother on Sunday evenings. This activity helps me learn to be careful.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four reading steps on the board. T says: 'Read the conversation silently in 2 minutes, then follow the four steps with your partner.'

    Students

    Ss read the conversation silently and note the four steps.

  2. Teacher

    Step 2: Task performance

    T asks pairs to work together: one S reads Mai's lines and the other reads Nam's lines. T walks around and asks: 'Who is speaking here?' 'Why does Mai ask: Can you give a reason for your opinion?'

    Students

    Pairs read the dialogue aloud, underline the supporting words and discuss the purpose of the question. Possible answer: 'Mai wants Nam to give a reason, so his opinion is clear.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 or 3 Ss to report the speakers, the topic and the underlined words. T asks one S to share a personal example.

    Students

    Ss report: 'Mai and Nam are classmates. The topic is leisure time.' A S shares: 'I like reading books on rainy days. It helps me relax.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'A follow-up question asks for more detail. Good supporting details include a specific example, a benefit and a reason.' T writes the key ideas on the board.

    Students

    Ss copy the key ideas into their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Grammar focus: V-ing after enjoy, be keen on, be fond of and prefer

a) Aims

Ss use V-ing correctly after enjoy, be keen on, be fond of and prefer, and avoid the error 'enjoy to make'.

b) Content

T writes the structures on the board:

  • enjoy + V-ing (I enjoy making small models.)
  • be keen on / be fond of / crazy about + V-ing (I am keen on making models. Lan is fond of knitting.)
  • prefer + V-ing (I prefer making things with a friend.)
    T explains that a preposition (on, of, about) is always followed by V-ing.

c) Expected outcomes

Ss know the rule: enjoy, be keen on, be fond of and prefer are followed by V-ing in these structures. Ss do not write 'enjoy to make'. Ss can make sentences such as: 'I enjoy reading comic books.' 'I am keen on playing chess.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the structures and asks Ss: 'What form of the verb comes after enjoy and after be keen on?'

    Students

    Ss look at the structures and think about the answer.

  2. Teacher

    Step 2: Task performance

    T gives 2 example sentences from the conversation and asks Ss to find the V-ing forms. T asks Ss to make one sentence about their own hobby with enjoy.

    Students

    Ss find 'making' in 'I enjoy making small models' and 'working' in 'I usually work with recycled cardboard'. Ss write one sentence in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read their sentences aloud and checks the form.

    Students

    Ss read sentences, for example: 'I enjoy cooking on weekends.' 'I am fond of drawing animals.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Use V-ing after enjoy, be keen on, be fond of and prefer. After a preposition, use V-ing.' T corrects common errors on the board.

    Students

    Ss copy the rule into their notebooks.

Activity 3: Practice · 10 minutes

Exercises: matching, multiple choice, grammar and benefits and difficulties

a) Aims

Ss practise the vocabulary, identify supporting details and use the correct verb form. Ss use the Phiếu học tập số 1 to check their understanding.

b) Content

Ss complete Phiếu học tập số 1 individually for 4 minutes, then check with a partner.
Exercise 3: Match the words with their meanings.
Exercise 4: Which question asks for supporting detail? A. What is your opinion? B. Can you give a specific example? C. Which topic shall we discuss next? D. Do you agree with the conclusion?
Exercise 7: Nam enjoys ___ (draw) after school.
Exercise 6: Identify a benefit and a possible difficulty in Nam's model and explain your choices.

c) Expected outcomes

Answers:

  • Exercise 3: leisure – thời gian rảnh; be keen on – say mê; be fond of – yêu thích; hang out – gặp gỡ, đi chơi.
  • Exercise 4: B. A specific example supplies concrete support. Options A, C and D do not ask for supporting detail.
  • Exercise 7: drawing. (Enjoy is followed by V-ing.)
  • Exercise 6: Benefit: 'This hobby helps me become more patient.' or 'I prefer making things with a friend, so we can exchange ideas.' Difficulty: 'the first attempt is not always successful.' Ss explain: the benefit is the good effect on Nam, and the difficulty is a challenge he faces when making models.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Phiếu học tập số 1 and says: 'You have 4 minutes to complete the four tasks individually.'

    Students

    Ss read the tasks and work individually.

  2. Teacher

    Step 2: Task performance

    T walks around, checks Ss' answers and gives hints for Exercise 6, for example: 'Look at the sentence with helps me.' T reminds Ss to write full sentences for Exercise 6.

    Students

    Ss write their answers. Ss compare with a partner and discuss Exercise 6.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to read their answers, and T writes correct answers on the board. T asks: 'Why is B the answer for Exercise 4?'

    Students

    Ss read answers aloud. Possible answer: 'B asks for a specific example, so it asks for supporting detail.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and highlights: 'A benefit and a difficulty make your answer balanced.' T asks Ss to correct their mistakes in red pen.

    Students

    Ss correct their answers and copy the correct ones.

Activity 4: Application · 8 minutes

Personal response: my leisure time

a) Aims

Ss give a personal response to the discussion about leisure time, using two unit words and a truthful example.

b) Content

In pairs, Ss take turns to talk about their own leisure activity. Each S gives one opinion, one reason with a specific example and uses two unit words (for example, be keen on, hang out). The partner asks one follow-up question: 'Can you give a reason for your opinion?' Ss then use the 10-point rubric to assess their partner's response: task achievement and accurate content and language (4 points); organisation and clear evidence (2 points); appropriate vocabulary and grammar (2 points); delivery or spelling (2 points).

c) Expected outcomes

Each S gives a short response of 3 to 4 sentences, for example: 'I am keen on drawing. I usually draw on Sunday mornings. This hobby helps me relax after school. Can you give a reason for your opinion? Yes, I think it is good for my concentration.' Each S receives a score out of 10 from the partner. Ss write one sentence of their response in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the rubric on the board and says: 'Talk about your own leisure time. Use two unit words and give a truthful example. Your partner will ask one follow-up question.'

    Students

    Ss read the rubric and think about their own example.

  2. Teacher

    Step 2: Task performance

    T asks pairs to take turns speaking for 2 minutes and to score each other with the rubric. T monitors and notes common errors.

    Students

    Ss speak and listen, then score their partner. Example: 'I enjoy cooking. I often cook with my sister on Sunday. It helps me learn to be patient.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to share one response with the class and asks the class to give feedback.

    Students

    Some Ss report their responses. Class gives feedback, for example: 'Your example is clear. Use the word balance next time.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good responses, corrects common errors and reminds Ss of the key language: 'Communicate clearly about leisure time, support ideas with details and check the target language.'

    Students

    Ss note the corrections and the key message in their notebooks.

Worksheets

Phiếu học tập số 1

Name: ____________________ Class: ________ Date: ________

Task 1: Match each word with its meaning.

  • leisure
  • be keen on
  • be fond of
  • hang out
  • craft kit
  • balance
    Meanings (A–F): A. say mê; B. thời gian rảnh; C. yêu thích; D. gặp gỡ, đi chơi; E. bộ dụng cụ thủ công; F. sự cân bằng

Task 2: Which question asks for supporting detail?
A. What is your opinion?
B. Can you give a specific example?
C. Which topic shall we discuss next?
D. Do you agree with the conclusion?

Task 3: Complete the sentence with the correct form of the verb in brackets.
Nam enjoys ____________ (draw) after school.

Task 4: Look at Nam's model. Identify one benefit and one possible difficulty. Explain your choices in 2 to 3 sentences.

  • Benefit: ______________________________
  • Difficulty: ___________________________
  • Explanation: __________________________

Homework

  • Write a four-turn conversation between Mai and Nam about leisure time. Include one follow-up question, for example: 'Can you give a reason for your opinion?' Use at least two unit words (leisure, be keen on, be fond of, hang out, craft kit, balance) and a truthful example about your own free-time activity.
  • Review the six key words and the structures enjoy / be keen on / be fond of / prefer + V-ing. Complete the practice exercises on the NeoEdu page: neoedu.vn/learn/8/english/unit-1-getting-started.
  • Prepare for the next lesson by reading Unit 1, A Closer Look 1 in the textbook.

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