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

Giáo án Project

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Use the vocabulary of leisure time (leisure, be keen on, be fond of, hang out, craft kit, balance) to talk about free-time activities.
  • Write five survey questions about when free time occurs and activities with family, friends, alone, and a future activity.
  • Design an anonymous survey table, count responses by a stated rule, and draw a simple summary chart.
  • Write a short survey report with the sample size, two findings, and one limitation.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their own interview schedule, check their work against the assessment criteria, and revise one unclear question without waiting for T's instructions.
  • Communication and collaboration: Ss work in groups of three or four to design the survey, divide the presentation so that each member explains one finding, and give constructive peer feedback.
  • Problem-solving and creativity: Ss decide how to count a respondent who names two activities, propose a neutral way to ask for permission, and choose a clear chart type for their data.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer survey questions in English, present the table and chart orally for about two minutes, and write an 80–100-word report.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use simple present questions with do/does, the third-person -s form in statements, and leisure vocabulary accurately, with clear word stress in key words such as ac-TIV-i-ty and LEI-sure.

3. Personal qualities

  • Honesty: Ss label invented demonstration data clearly and never present invented results as real survey evidence.
  • Responsibility: Ss protect classmates' privacy by using anonymous labels (A–E) and do not reveal any personal routine in the report or the presentation.
  • Kindness: Ss respect a classmate who prefers not to take part, and they do not pressure or influence others' answers.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and slides showing the warm-up questions, the vocabulary list, the sample survey questions and the sample chart
  • Whiteboard and markers
  • Sample survey table and sample bar chart, clearly labelled as demonstration data
  • Printed Worksheet 1 and Worksheet 2 (one set per group)
  • NeoEdu online lesson page for Unit 1 Project (neoedu.vn/learn/8/english/unit-1-project) for vocabulary and interactive exercises

2. Students

  • Student's book English 8 (Global Success), Unit 1 Project pages
  • Notebook, pen, pencil, ruler and eraser
  • A4 paper, coloured pens or markers for drawing the chart
  • Sticky notes for group brainstorming

III. Procedures

Activity 1: Warm-up · 5 minutes

Free-time brainstorm

a) Aims

Ss activate prior knowledge about free-time activities and recall the leisure vocabulary they will need for the survey.

b) Content

Ss answer T's questions about their own free time and say what they would like to try next. T's questions:

  • What do you do in your free time?
  • What do you enjoy doing with your family? With your friends? On your own?
  • Is there any new activity you would like to try?
    Ss also complete a quick word web on the board with the words leisure, be keen on, be fond of, hang out, craft kit and balance.

c) Expected outcomes

A word web on the board with at least six free-time activities, for example: Ss may write 'cycling', 'cooking with my mother', 'hanging out at the park', 'building models', 'knitting' and 'learning to play the guitar'. Ss also state one sentence using be keen on or be fond of, for example: 'I am keen on making models.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the project title 'Leisure time survey' and the four categories: family, friends, alone and a new activity. T asks: 'What do you do in your free time?' and asks Ss to think for thirty seconds before answering.

    Students

    Ss look at the slide and think silently about their own free-time activities.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and tell their partner one activity they do with family, one with friends and one alone. T monitors and helps with vocabulary.

    Students

    Ss talk in pairs, for example: 'I usually go cycling with my friends on Sunday.' 'I am keen on drawing when I am alone.'

  3. Teacher

    Step 3: Report and discussion

    T invites four or five pairs to share their ideas and writes the activities on the board to form the word web. T asks: 'Who is keen on sports? Who is fond of reading?'

    Students

    Ss report to the class, for example: 'My partner is fond of knitting. She likes to relax on weekends.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the new vocabulary: leisure (thời gian rảnh), be keen on (say mê), be fond of (yêu thích), hang out (đi chơi), craft kit (bộ dụng cụ thủ công), balance (sự cân bằng). T says: 'Leisure time helps us keep a good balance between work and rest.'

    Students

    Ss copy the key vocabulary into their notebooks and repeat the words after T, paying attention to word stress.

Activity 2.1: Knowledge formation · 10 minutes

Key language for the survey

a) Aims

Ss review the vocabulary and question forms needed to ask about free time and recognise the difference between a question and an answer.

b) Content

Ss complete a short matching task on the projector and then read the sample questions. Question stems to review:

  • When do you usually have free time?
  • What do you enjoy doing with your family?
  • What do you enjoy doing with your friends?
  • What do you like to do on your own?
  • What would you like to try?
    Ss read the sample answers aloud: 'I usually have free time on Sunday afternoon.' 'I hang out with my friends at the park.'

c) Expected outcomes

Ss match six words to their meanings: leisure – free time; be keen on – very interested in; be fond of – like very much; hang out – spend time with friends; craft kit – a set of tools for making things; balance – a good mix of two things. Ss write one correct answer for each of the five question stems in their own notes.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the matching task on the slide and says: 'Match each word with its meaning. Then look at the five questions for our survey.'

    Students

    Ss read the words and the meanings silently and get ready to match them.

  2. Teacher

    Step 2: Task performance

    T asks Ss to do the matching task individually for two minutes, then compare answers with a neighbour. T checks the question forms, reminding Ss to use do/does with the base verb: 'What do you enjoy doing?' not 'What you enjoy do?'

    Students

    Ss match the words, compare answers and write their own answers to the five questions. Example answers: 'I usually have free time on Saturday.' 'I enjoy cooking with my mother.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read one question and one answer aloud. T asks: 'Why do we use the base verb after do in questions?' and 'Why do we add -s in the answer with he or she?'

    Students

    Ss read their sentences aloud. Expected answer: 'We use do or does with the base verb in questions. We add -s for he, she and it in statements.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on pronunciation and stress and reviews the question forms on the board. T asks Ss to keep the vocabulary list for later tasks.

    Students

    Ss correct their notes and put the vocabulary list into their project folder.

Activity 2.2: Knowledge formation · 15 minutes

Designing an anonymous survey table

a) Aims

Ss plan an anonymous survey table with one row per respondent and one column per question, and decide how to count a respondent who names more than one activity.

b) Content

Ss work in groups of three or four to design the table. Each respondent is labelled A, B, C, D or E. The columns are: Respondent | free time | family activity | friends activity | solo activity | activity to try. Ss decide the counting rule for the friends activity column: only the first activity named, or every activity named. T asks: 'Which rule is fair, and how will you show it in the chart title?'
Worksheet 1 is used in this activity.

c) Expected outcomes

A group table template in the notebook, with the six column headings written in English and five empty rows labelled A to E. The group also writes one sentence stating its counting rule, for example: 'We count only the first friends activity named by each respondent, so each respondent is counted once.' The sample size is written at the top of the table: 'Sample size: 5 respondents'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and asks groups to design the table. T says: 'Use labels A to E, never full names. Decide your counting rule before you collect any answers.'

    Students

    Ss read Worksheet 1 and discuss the table columns in groups.

  2. Teacher

    Step 2: Task performance

    T moves around the room, checks that each group writes a complete header row and asks guiding questions such as: 'What happens if a respondent names two friends activities?'

    Students

    Ss draw the table, write the headings and discuss the counting rule. Example group answer: 'We count only the first activity to keep the total equal to the number of respondents.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to show its table on the projector and asks the class: 'Is the table clear? Can you see the sample size?'

    Students

    A representative group presents its table. Other groups ask questions, for example: 'Why did you choose the first activity only?' Expected answer: 'Because each respondent is counted once, so the percentages add up to 100%.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the counting rule must be written in the chart title and that anonymous labels protect privacy. T emphasises that the table must contain only real voluntary responses.

    Students

    Ss correct their tables and write the final counting rule in their notebooks.

Activity 3.1: Practice · 20 minutes

Writing questions and asking for permission

a) Aims

Ss write five survey questions that follow the project requirements and write a neutral permission script that does not influence classmates' answers.

b) Content

Task A: Ss write five survey questions covering when free time occurs and activities with family, friends, alone, and a future activity.
Task B: Ss explain how they will ask permission and avoid influencing classmates' answers.
Worksheet 1 is used again. Ss use the NeoEdu interactive exercise on question forms to check their work.

c) Expected outcomes

Sample answer for Task A (demonstration only):

  • When do you usually have free time?
  • What do you enjoy doing with your family?
  • What do you enjoy doing with your friends?
  • What do you like to do on your own?
  • What would you like to try?
    Sample answer for Task B:
  • Say that participation is optional.
  • Ask the same neutral questions to everyone.
  • Record each person's own answer without suggesting that one hobby is better.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two tasks on the board and says: 'Write your five questions first. Then write a short permission script you will read to classmates.'

    Students

    Ss read the tasks and check the vocabulary list from the explore activities.

  2. Teacher

    Step 2: Task performance

    T asks groups to write the questions in full sentences on a sheet of paper and then write the permission script. T reminds Ss to avoid leading questions such as 'Don't you think cycling is the best activity?'

    Students

    Ss write their questions and script. Example script: 'Hi, we are doing a survey about free time. Taking part is optional. Your answers will be anonymous.'

  3. Teacher

    Step 3: Report and discussion

    T invites two groups to read their questions and script aloud. The class checks each question for correct form and neutral wording.

    Students

    Groups read their work aloud. Other Ss point out any leading or grammatically incorrect questions and suggest corrections.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the final five questions for the class survey and says: 'Every group must use the same questions so that the results can be compared.' T shares the agreed final list on the slide.

    Students

    Ss copy the agreed five questions and the permission script into their project folder.

Activity 3.2: Practice · 20 minutes

Collecting data, drawing the chart and writing the report

a) Aims

Ss collect real voluntary answers from at least five willing classmates, draw a chart from the table, and write a short survey report that includes the sample size, two findings and one limitation.

b) Content

Ss interview at least five willing classmates with the agreed questions and fill in the anonymous table. If time is short, Ss may finish the interviews at home. Ss then draw a simple bar chart of the friends activity column using the counting rule. Ss write an 80–100-word survey report.
Worksheet 2 is used in this activity as a checklist for the chart and the report.
Demonstration data (clearly labelled as invented, not survey evidence): five respondents; three named cycling with friends as their first friends activity; one named board games; one named hanging out at the park.

c) Expected outcomes

A completed anonymous table with at least five rows of actual voluntary responses, a labelled bar chart with the title 'Friends activities (first activity only, n = 5)', and an 80–100-word report. Sample report based on the invented demonstration data:
We interviewed five classmates about their free time. Three of them named cycling as their first activity with friends, which is 60% of the sample. Two of them named other activities, such as board games and hanging out at the park. Because this sample is small, it cannot describe every teenager's free time.
In the chart, the bar for cycling shows 3 respondents, and the total of the bars equals the sample size of 5.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains that the data must be real and voluntary. T says: 'If you cannot collect five real answers in class, finish the interviews at home and label any practice data as invented.' T distributes Worksheet 2.

    Students

    Ss read Worksheet 2 and plan their interviews with at least five willing classmates.

  2. Teacher

    Step 2: Task performance

    T monitors the interviews, checks that Ss use anonymous labels, and helps Ss draw the chart with a clear title and axis labels. T reminds Ss to check that the total number of bars equals the sample size.

    Students

    Ss interview classmates, fill in the table and draw the bar chart. Ss write the first draft of the report. Expected problem: 'Two of my classmates named two friends activities.' Ss apply the counting rule they agreed on.

  3. Teacher

    Step 3: Report and discussion

    T asks two or three groups to show their chart and read one finding from the report. T asks: 'How many respondents are in your sample? How did you count the person who named two activities?'

    Students

    Ss show the chart and answer the questions. Expected answer: 'Our sample size is five. We counted only the first activity, so each respondent is counted once.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on accuracy of English, the use of the sample size, and the limitation statement. T reminds Ss: 'A small sample cannot describe every teenager. Always say this in your report.'

    Students

    Ss revise their report, correct errors and mark any invented data clearly in their final draft.

Activity 4: Application · 20 minutes

Presenting the survey and checking the product

a) Aims

Ss present their table and chart orally for about two minutes, explain one finding each, and review their product against the four assessment criteria.

b) Content

Each group of three or four Ss presents the table and chart for two minutes. Each member explains one finding. Each presentation must introduce the question, show how a chart value comes from the table, explain one limitation and answer one question from the class without inventing results. Ss use the NeoEdu page for extra speaking practice if time allows.
Worksheet 2 is used as a self-check checklist after the presentation.

c) Expected outcomes

A two-minute oral presentation per group with a clear introduction, a link between chart and table, one limitation, and answers to questions. Example introduction: 'We asked five classmates about their free time with friends. The bar for cycling shows three respondents out of five, which is 60%. Our sample is small, so the results cannot describe all teenagers.' Each group completes the self-check on Worksheet 2.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T announces the presentation rules: two minutes per group, each member speaks once, and every finding must come from the table. T shows the four assessment criteria: relevant content and evidence 4 points; usable, clearly organised product 2 points; accurate English 2 points; explanation of choices and limitations 2 points. T notes that the score is given by the teacher and is not automatic.

    Students

    Ss listen carefully to the rules and assign roles: presenter 1 introduces the question, presenter 2 explains the chart, presenter 3 gives the limitation.

  2. Teacher

    Step 2: Task performance

    T calls each group to present in turn and times the presentations. T records notes on content, English and explanation of limitations.

    Students

    Each group presents the table and chart. Example question from the class: 'Why did you count only the first activity?' Expected answer: 'Because it keeps the total equal to the number of respondents.'

  3. Teacher

    Step 3: Report and discussion

    T asks the class to give one positive comment and one suggestion for each group. T asks: 'Which question could you revise to get clearer results?' Expected answer from one group: 'We would change What do you do? to What activity do you most enjoy doing with friends in your free time?'

    Students

    Ss give peer feedback and discuss how to improve the questions. Ss complete the self-check on Worksheet 2.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key points: a survey needs anonymous and voluntary responses, a clear counting rule, a chart title that shows the sample size, and an honest limitation. T assigns the homework.

    Students

    Ss note the feedback and the key points in their notebooks and prepare the final version of the product.

Worksheets

Worksheet 1: Designing the survey

Group members: ____________________
Task 1: Write the table headings in the correct order.

  • Respondent
  • free time
  • family activity
  • friends activity
  • solo activity
  • activity to try
    Task 2: Draw the table with five empty rows labelled A, B, C, D and E.
    Task 3: Decide the counting rule for the friends activity column.
  • Option 1: count only the first activity named.
  • Option 2: count every activity named.
    Write your group's choice: ____________________
    Task 4: Write the sample size on the top of the table: Sample size: ____ respondents.
    Task 5: Check the privacy rules.
  • Use labels A to E, never full names.
  • Do not write any private routine that could identify a classmate.

Worksheet 2: Chart and report checklist

Group members: ____________________
Part A: Chart checklist (tick ✓ when done)

  • The chart has a title that shows the sample size and the counting rule.
  • The axis labels are clear.
  • The total of all bars equals the sample size.
  • Every value comes from the completed table.
  • Invented demonstration data is clearly labelled.
    Part B: Report checklist (80–100 words)
  • The report states the sample size.
  • The report gives two findings with numbers or percentages.
  • The report describes one limitation.
  • The report uses full sentences and correct question forms.
    Part C: Self-check after the presentation
  • Our presentation lasted about two minutes.
  • Each member explained one finding.
  • We answered one question without inventing results.
  • One question we would revise: ____________________

Homework

  • Finish the interviews with at least five willing classmates if you could not complete them in class. Keep all responses anonymous and voluntary.
  • Complete the anonymous survey table and check that the total number of responses equals your sample size.
  • Write the final 80–100-word survey report. Include the sample size, two findings and one limitation. Clearly label any invented practice data.
  • Revise one survey question that gave unclear results, such as changing What do you do? to What activity do you most enjoy doing with friends in your free time? Write one sentence explaining your revision.
  • Practise your two-minute oral presentation with your group. Each member should be ready to explain one finding from the table or chart.
  • Visit the NeoEdu page neoedu.vn/learn/8/english/unit-1-project to review the vocabulary and do the interactive exercises on question forms.

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