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

Giáo án Skills 1

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 words and phrases leisure, be keen on, be fond of, hang out, craft kit and balance to talk about leisure time;
    • identify the main message of the passage and support it with two details;
    • explain a cause-and-effect and a contrast relationship in the passage;
    • give a one-minute talk about a leisure activity, with an opinion, an example and a limit.

2. Competences

a) General competences

  • Self-control and independent learning: Ss skim and scan the passage on their own, record key details in their notes and check their answers against the text before sharing.
  • Communication and collaboration: Ss work in pairs and groups to discuss their leisure habits, give feedback on each other's talks and reach a shared answer.
  • Problem-solving and creativity: Ss infer Minh's feelings and choices from several details, and suggest a balanced leisure routine for themselves.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short personal story for main idea and details, and speak for about one minute about their own leisure time.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words and phrases correctly in context and form complete sentences when they speak.

3. Personal qualities

  • Diligence: Ss finish the reading tasks and the speaking preparation within the given time and check their own work carefully.
  • Responsibility: Ss take turns in group work, complete their part of the task and manage their own free time in a reasonable way, as Minh does.
  • Honesty: Ss give true information about their own leisure habits and admit a limit or a weakness when they speak, instead of exaggerating.
  • Kindness: Ss listen respectfully to classmates' opinions and give supportive, specific feedback.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board, lesson slides with the reading passage and the target vocabulary
  • Textbook Global Success 8, Unit 1 Skills 1
  • NeoEdu learning page (neoedu.vn/learn/8/english/unit-1-skills-1): lesson presentation, examples and interactive exercises
  • Worksheet 1 and Worksheet 2 (printed, one set per group)
  • Timer, sticky notes, small whiteboards or cards for group work

2. Students

  • Textbook, notebook, pen, pencil and highlighter
  • Blank paper for group poster
  • Worksheets 1 and 2 (shared in groups)

III. Procedures

Activity 1: Warm-up · 8 minutes

Brainstorming Leisure Activities

a) Aims

Ss activate prior knowledge about leisure activities and get ready for the topic of leisure time and the reading passage about Minh.

b) Content

Ss work in pairs. They look at the pictures and words on the board (playing games, making models, reading, cycling, cooking). Each pair names three leisure activities they do and one activity they would like to try. Then the T asks the question: 'How do you balance your free time between games and real-world activities?'

c) Expected outcomes

Each pair writes a list of at least five leisure activities on the board. Sample answers:

  • playing online games, watching TV, reading comics
  • making models, knitting, cycling with friends
  • Activity they would like to try: making a cardboard boat
    The class agrees that leisure time should be balanced with homework and family time.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures and asks: 'What do you do in your leisure time?' and 'What is a good balance between games and other activities?' T explains that the class will read about a boy named Minh.

    Students

    Ss listen and look at the pictures, and think about their own free time.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for 3 minutes and write their answers on the board or on sticky notes. T walks around and helps with vocabulary.

    Students

    Pairs discuss and write three leisure activities they do and one they want to try. Expected answers: 'I like reading comics.' / 'I want to try making a model plane.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to share their answers and asks: 'Do you think playing games is a bad leisure activity? Why?'

    Students

    Ss share their answers. Expected answer: 'Games are fun, but we should not play them all the time.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and writes the topic on the board: Leisure time. T says that a balanced routine is the key idea of today's reading.

    Students

    Ss note the topic and the key idea into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Presenting Key Vocabulary for Leisure Time

a) Aims

Ss understand the meaning, form and use of the six target words and phrases: leisure, be keen on, be fond of, hang out, craft kit and balance.

b) Content

T presents the words with example sentences from the lesson:

  • leisure (thời gian rảnh): Leisure time helps me relax.
  • be keen on (say mê): I am keen on making models.
  • be fond of (yêu thích): Lan is fond of knitting.
  • hang out (gặp gỡ, đi chơi): We hang out in the park.
  • craft kit (bộ dụng cụ thủ công): A craft kit contains paper and glue.
  • balance (sự cân bằng): Keep a balance between work and rest.
    Ss match each word with its meaning and make one sentence about themselves. Use Worksheet 1.

c) Expected outcomes

Ss complete Worksheet 1 with the correct meanings:
1 - c, 2 - d, 3 - e, 4 - a, 5 - f, 6 - b
Sample sentences by Ss: 'I am keen on drawing.' / 'I hang out with my friends on Sunday.' / 'A craft kit contains scissors and glue.' Ss note: 'be keen on' and 'be fond of' are followed by a noun or a verb-ing form.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the slide and reads them aloud. T asks Ss to repeat chorally and individually, paying attention to stress in leisure and balance. T gives out Worksheet 1.

    Students

    Ss listen, repeat the words and look at Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and match the words with their meanings. T reads the example sentences and asks: 'What comes after be keen on?' Ss answer: 'A noun or a verb-ing form.'

    Students

    Pairs match the words to the meanings and make a sentence with each phrase. Expected answer: 'be keen on + V-ing / noun.'

  3. Teacher

    Step 3: Report and discussion

    T calls on some pairs to read their answers and checks the answers with the class. T uses the NeoEdu learning page to show the examples.

    Students

    Pairs read their answers and correct each other if needed.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes the key structures on the board: be keen on + noun/V-ing; be fond of + noun/V-ing; hang out with + people. T reminds Ss that balance is a noun.

    Students

    Ss copy the key structures into their notebooks.

Activity 2.2: Knowledge formation · 20 minutes

Reading for Main Idea, Details and Inference

a) Aims

Ss use skimming, scanning and inference to understand the passage about Minh's change in leisure habits.

b) Content

Ss read the passage 'Minh and his craft club' in their textbook. They do three tasks:

  1. Skim the passage: What is the main idea?
  2. Scan the passage: Find the names, times and actions. Answer: Who invited Minh? When did he join the club? What did Minh make? How often does he make models now?
  3. Inference: Why does Minh now play games only after finishing his homework? Combine at least two details.
    Use Worksheet 2 to record the answers.

c) Expected outcomes

Ss complete Worksheet 2 with the following answers:

  • Main idea: Minh changed his leisure routine from endless online games to a balance of games and a craft club.
  • Names and times: his cousin invited him in September; the club met on Saturday mornings; he now spends one hour a week making models.
  • Actions: Minh made a cardboard boat, helped a younger child cut its sail, and changed the shape after his first boat sank.
  • Inference: Minh has learned to manage his time, because he finishes his homework before playing games and he values the club's real objects and helping others.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the three reading tasks and reminds Ss of the strategies: skim for the main idea, scan for specific information, and combine two details to make an inference. T gives Worksheet 2 and sets a time limit of 5 minutes for reading silently.

    Students

    Ss listen carefully and take notes on the strategies.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who are slow. T asks: 'Which words help you find the time?' Ss work individually first, then compare their answers with a partner.

    Students

    Ss read silently, underline key words and complete Worksheet 2. Expected answer for the inference: 'Minh now puts homework first and joins the club, so he has become more responsible.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers to each task and asks the class to agree or disagree. T asks: 'Why is the main idea not the sentence about the boat?'

    Students

    Ss present their answers. Expected answer: 'The boat is only one detail; the main idea covers the whole change in Minh's leisure routine.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main idea and the three reading strategies on the board. T shows the key inference: a conclusion should be supported by at least two details, not by a guess.

    Students

    Ss write the three strategies in their notebooks.

Activity 2.3: Knowledge formation · 12 minutes

From Reading to Speaking: Opinion, Example and Limit

a) Aims

Ss learn how to state an opinion, give an example and acknowledge a limit when they speak about leisure time.

b) Content

T explains the speaking strategy from the lesson:

  • State an opinion: 'I think a craft club is a good leisure activity.'
  • Use an example: 'For example, Minh made a cardboard boat with a younger child.'
  • Acknowledge a limit: 'However, this activity takes time, so it is not for everyone.'
    T reminds Ss: a personal view is not a fact just because it sounds confident.

c) Expected outcomes

Ss write one short model of three sentences that states an opinion, gives an example and acknowledges a limit. Sample answer:

  • 'I think games can be fun if we play them in moderation.'
  • 'For example, Minh still plays games, but only after finishing his homework.'
  • 'However, games can take too much time if we do not set a timetable.'
    The model is written on the board for Ss to use in Activity 6.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three speaking steps on the board and reads the example aloud. T asks Ss to notice the linking words: For example, However.

    Students

    Ss listen and notice the linking words and the structure.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and write one model sentence each for the opinion, the example and the limit, based on Minh's story or their own experience.

    Students

    Pairs write three sentences. Expected answer: 'I think a craft club is useful. For example, I can make models with friends. However, the club takes one hour each week.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to read their sentences aloud. The class checks whether all three parts are included.

    Students

    Pairs read their sentences. Other Ss give feedback: 'You have an opinion and an example, but the limit is missing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure and reminds Ss that a limit makes an opinion more reasonable. T praises Ss' good sentences.

    Students

    Ss copy the speaking model into their notebooks.

Activity 3.1: Practice · 10 minutes

Identifying Main Message and Supporting Details

a) Aims

Ss practise identifying the central message of the passage and supporting it with two details.

b) Content

Ss read the task: 'State the central message and support it with two details from the passage.' They work in groups of four and write one central message and two supporting details. Then they compare their answers with the model in the textbook.

c) Expected outcomes

Model answer:
Central message: A balanced leisure routine can combine screen use with real-world interests.
Supporting detail 1: Minh still plays games after homework, but making models gives him an object to share and a chance to help.
Supporting detail 2: His family does not ban screens; together they agree on a reasonable timetable.
Ss understand that the central message must be supported by specific details from the passage.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the task aloud and explains that the answer must include one central message and two details from the text. T divides Ss into groups of four and gives each group a poster sheet.

    Students

    Ss listen and check the requirements of the task.

  2. Teacher

    Step 2: Task performance

    T asks each group to write their central message on the poster, then choose two details. T reminds Ss to use the passage, not their own ideas.

    Students

    Groups discuss and write their answers on the poster. Expected answer: 'Minh has a balanced routine.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to present their poster. Other groups check whether the details come from the passage.

    Students

    Groups present their posters. The class decides whether the details are correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the model answer and explains the difference between a central message and a detail. T writes the key point on the board: The central message is the big idea; the details are facts from the text.

    Students

    Ss compare their answers with the model and correct their posters.

Activity 3.2: Practice · 10 minutes

Explaining Cause-and-Effect and Contrast

a) Aims

Ss identify and explain one cause-and-effect and one contrast relationship in the passage.

b) Content

Ss work in pairs. They find the following sentences and explain the relationship:

  • 'His first boat sank, so he changed the shape and tried again.' (cause and effect)
  • 'He enjoyed winning, but he often missed dinner with his family.' (contrast)
    Each pair explains the relationship in one or two sentences and uses the linking words so and but.

c) Expected outcomes

Expected answers:

  • Cause and effect: Because his first boat sank (cause), Minh changed the shape and tried again (effect). Linking word: so.
  • Contrast: Minh enjoyed winning (positive) but he often missed dinner with his family (negative). Linking word: but.
    Ss notice that so shows a result and but shows a contrast.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two sentences on the board and asks: 'Which word shows the result? Which word shows the contrast?'

    Students

    Ss look at the sentences and think about the linking words.

  2. Teacher

    Step 2: Task performance

    T asks pairs to explain the relationship in their own words and to find one more example of so or but in the passage.

    Students

    Pairs discuss and write their explanations. Expected answer: 'The word so shows the result of the first boat sinking.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their explanations and asks other pairs to agree or add information.

    Students

    Pairs present. Other Ss add examples, such as 'He helped a younger child, so the child could cut the sail.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains: so introduces a result; but introduces a contrast. T reminds Ss to use these linking words in their speaking.

    Students

    Ss write the two linking words and their meanings in their notebooks.

Activity 4: Application · 18 minutes

One-Minute Talk: My Leisure Time

a) Aims

Ss apply the vocabulary, the reading strategies and the speaking model to talk for about one minute about their own leisure time.

b) Content

Ss prepare a one-minute talk about their leisure time, using the model: state an opinion, give an example and acknowledge a limit. They should use at least three words from the vocabulary list (leisure, be keen on, be fond of, hang out, craft kit, balance). Ss work in groups of four. Each S speaks for about one minute while the others listen and give feedback. Ss who finish early may suggest a balanced routine for a friend.

c) Expected outcomes

Each S produces a one-minute talk with:

  • an opinion: 'I think leisure time is important for my health.'
  • an example: 'For example, I am keen on drawing and I draw with my friends on Sunday.'
  • a limit: 'However, I must finish my homework first, so I can only draw for one hour.'
    Each group gives one positive comment and one suggestion for each speaker.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the one-minute speaking criteria: opinion, example, limit and at least three target words. T gives Ss two minutes to prepare notes silently.

    Students

    Ss listen and prepare notes on a small card.

  2. Teacher

    Step 2: Task performance

    T asks Ss to speak in groups of four. T walks around and listens to 2 or 3 groups, noting common errors with be keen on and be fond of.

    Students

    Ss take turns speaking for about one minute. Listeners tick the criteria on a checklist.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 Ss to speak in front of the class. T asks the class: 'Did the speaker give an opinion, an example and a limit?'

    Students

    Volunteers speak. Expected answer from a volunteer: 'I am fond of cycling. For example, I cycle to school on Sunday with my brother. However, I must stop when it rains.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good speaking and corrects one or two common errors on the board. T summarises the lesson: a balanced leisure routine combines enjoyment with responsibility. T assigns the homework.

    Students

    Ss write down the corrections and the homework task.

Worksheets

Worksheet 1: Key Vocabulary

Match each word or phrase with its meaning. Then make one sentence about yourself.

    1. leisure
    1. be keen on
    1. be fond of
    1. hang out
    1. craft kit
    1. balance

Meanings:

  • a. gặp gỡ, đi chơi
  • b. sự cân bằng
  • c. thời gian rảnh
  • d. say mê
  • e. yêu thích
  • f. bộ dụng cụ thủ công

Answer key: 1 - c, 2 - d, 3 - e, 4 - a, 5 - f, 6 - b

My sentence with 'be keen on': ____________________
My sentence with 'hang out': ____________________

Worksheet 2: Reading for Main Idea, Details and Inference

Read the passage 'Minh and his craft club' and answer the questions.

    1. Skim: What is the main idea of the passage?
    1. Scan: Who invited Minh to the craft club? When?
    1. Scan: When does the club meet? What did Minh make?
    1. Scan: How often does Minh now make models with friends?
    1. Inference: Why does Minh play games only after finishing his homework? Give two details.

Answer key:

    1. Minh changed his leisure routine from endless games to a balance of games and a craft club.
    1. His cousin invited him in September.
    1. The club meets on Saturday mornings; Minh made a cardboard boat.
    1. He spends one hour a week making models.
    1. He now puts homework first, and he values the club's real objects and helping others.

Homework

  • Write a short paragraph (about 60 to 80 words) titled 'My Balanced Leisure Time'.
    • Use at least three words from the vocabulary list: leisure, be keen on, be fond of, hang out, craft kit, balance.
    • Include one opinion, one example and one limit, as in today's speaking model.
    • Read the passage again and prepare to answer two discussion questions in the next lesson: 'Why did Minh's first boat sink?' and 'What does the club give Minh that a game score cannot?'

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