Giáo án tiếng Anh 8 Global Success tích hợp Năng lực số

Date of planning:..…/ 9 / 202

Date of teaching: ………..…

WEEK: 1

Period 2: UNIT 1 : LEISURE TIME

Lesson 1: GETTING STARTED

I’m keen on doing DIY (do-it-yourself)

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives: - To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities

Content

+ Greeting

+ Teacher (T) asks Ss some questions about the previous lessons,

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

+ Before ss open their books, T asks ss what they like doing for pleasure in their free time. Summarise ss' answers and ask them what these activities are called.

- Elicit the phrase leisure activities. Tell ss that free time can be called leisure time. Write the unit title on the board Leisure time. Let ss open their books and start the lesson. Otherwise, T can:

- Show a picture with a lot of leisure activities for 15 seconds (see below).

- Hide the picture and ask ss to name the activities they see in the picture.

- Lead into the new lesson by saying: We do these activities in our free time or leisure time. Write the unit title on the board Leisure time.

- Share with ss the objectives of the lesson and let them open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there or put them on a slide to show ss.

+ Greeting

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

ACTIVITY 1:

* Objectives: - To set the context for the introductory dialogue;

- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.

* Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points…

* Expected outcomes: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points. Students know the topic of the unit and be ready for the conversation.

* Organisation : Teacher’s instructions.

Teacher’s Student’s activities

Content

1. Listen and read :

* Teach vocabulary:

+ Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

- providing the pictures

- eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

- Ask ss to look at the pictures on page 8 - 9 and answer the questions below:

- What are they talking about?

- What activities can you see in the small pictures?

- Elicit answers from ss.

- Introduce the two characters:Tom and Trang. Explain that they are friends, and they meet each other by chance in a shopping mall.

- Play the recording twice for ss to listen and read along. Have ss underline the words that are related to the unit topic while they are listening and reading.

- Invite some pairs of ss to read the conversation aloud.

- Have ss say the words in the text that they think are related to the topic Leisure time. Quickly write the words on one part of the board. Comment on ss' answers.

For students with disabilities

Teacher:

- Shows the pictures and five word cards: knitting kit, DIY, make paper flowers, hang out, and puzzles.

- Reads selected lines of the conversation slowly and points to Tom, Trang, and the leisure activity pictures.

- Models the pronunciation and asks the student to match 3-4 words with pictures.

Students:

- Look at the pictures and listen to the teacher.

- Point to Tom, Trang, and at least 3 leisure activity pictures.

- Repeat 3-5 words or phrases and echo two short lines after the teacher.

- T_Ss

*Vocabulary:

1. knitting kit (n) bộ dụng cụ đan len

2. DIY (n) tự tay làm lấy

3. Dollhouse (n) nhà búp bê

4. make paper flowers (v.phr)

làm hoa giấy

5. hang out (v) đi chơi

3. PRACTICE ( 15’)

* Objectives:

2. To help ss understand the conversation.

3. To introduce some vocabulary items related to leisure activities.

4. To help ss revise the leisure activities they have learnt in 3.

* Content: Listen and read the conversation. Complete the sentences; Write the activities under the correct pictures.

* Expected outcomes: Ss understand the content of the conversation and know the vocabulary related to the topic.

* Organisation :

Teacher’s Student’s activities

Content

ACTIVITY 2: Read the conversation again and complete the sentences.

+ First, ask ss to read the sentences and fill in the blanks without reading the conversation again.

- Elicit the answers from ss. Quickly write these answers on the board.

Now have them read the conversation again to check their answers.

+ Allow them to share answers with a partner before discussing as a class,

- Ask Ss for their answers again, referring to the answers that have been written on the board before.

- Confirm the correct answers.

For students with disabilities

Teacher:

- Selects sentences 1, 2, and 4 and gives a small word bank: knitting kit, leisure time, hang out, Sunday.

- Underlines the key words in the conversation and reads the matching lines again.

- Completes the first item as a model and supports the student to choose the remaining answers.

Students:

- Follow the selected lines while the teacher reads.

- Choose and write the correct words for at least 3 blanks.

- Read or repeat one completed sentence with teacher's help.

- T_Ss

- Work individually.

* Key:

1. knitting kit 2. leisure time

3. other people 4. hang out

5. Sunday

ACTIVITY 3: Work in pairs. Write the activities from the box under the correct pictures.

- Have Ss work individually to write the word and phrases in the box under the pictures. Have them compare their answers with a partner.

- Invite some ss to go to the board and write their answers.

- Confirm the correct answers.

- Have ss practise saying the word and phrases again.

For students with disabilities

Teacher:

- Prepares six picture cards for messaging friends, cooking, playing sport, doing puzzles, doing DIY, and surfing the net.

- Reads each activity aloud and models one picture-word match.

- Lets the student match four pictures first, then adds more if the student is ready.

Students:

- Look at the pictures and activity cards.

- Match at least 4 activities with the correct pictures.

- Copy two activity phrases and repeat two phrases after the teacher.

- T_ Ss

- Ss to work individually.

* Key:

1. messaging friends 2. cooking

3. playing sport 4. doing puzzles

5. doing DIY 6. surfing the net

EXTRA ACTIVITY:

- Put Ss into pairs.

- Ss read off the activities in the word box in 3 and say two sentences about one of the activities that they do. One sentence needs to be true and the other false:

Eg: 1. I enjoy cooking 2. I hate cooking

- The partner guesses which sentence is true.

- Ss switch the roles and continue with a few more activities.

Form

Pronunciation

Meaning

Vietnamese equivalent

1. DIY (n)

(do-it-yourself)

/ˌdiːaɪˈwaɪ/

the activity of decorating or repairing your home, or making things for your home yourself, rather than paying someone else to do it for you

hoạt động tự làm ra, sửa chữa hoặc trang trí đồ vật tại nhà

2. knitting kit (n)

/ˈnɪt.ɪŋ kɪt/

a group of tools needed for knitting

bộ dụng cụ đan len

3. dollhouse (n)

/ˈdɒlˌhaʊs/

​a toy that is a very small house, often with furniture and small dolls in it

nhà búp bê

4. make paper flowers (v.phr)

/meɪk 'peɪ.pər 'flaʊərz/

to create flower-like shapes from tissues or crepe paper

làm hoa giấy

5. hang out (v)

/hæŋ aʊt/

to spend a lot of time in a place or with someone

đi chơi

Anticipated difficulties

Solutions

Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Asking questions:

- Teacher shows the pictures (PPT slides) to the whole class.

- Teacher ask students to work in pairs and name the activities in the picture.

- Students work in pairs for 3 minutes.

- Teacher elicits answers from students.

- Teacher asks students to guess the topic of the unit/ lesson.

Game: Who knows more?

Suggested answers:

Playing video games, flying kites, reading books, listening to music, swimming,...

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher reveals that the words according to the pictures will appear in the reading text and asks students to open their textbook to find these words.

- Teacher introduces the vocabulary.

New words:

1. knitting kit (n)

2. DIY (n)

3. dollhouse (n)

4. make paper flowers (v.phr)

5. hang out

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1. Listen and read. (5 mins)

- Teacher asks some questions about the pictures in the textbook to get students’ interest.

- Teacher plays the recording and asks students to circle the words learnt in the Presentation stage.

- Teacher can play the recording more than once.

- Students listen and read.

The dialogue on page 8

Questions:

- What can you see in each picture?

- What may the hobby be?

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.

Explain the strategies, if necessary (e.g. underlining the

key words in the sentences, predicting the word speech, locating the key words in the text, and then reading that part and choosing the words to fill in the blank).

- Teacher tells them to underline parts of the dialogue that help 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.

Suggested answers:

1. knitting kit

2. leisure time

3. other people

4. hang out

5. Sunday

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.

- Teacher has Ss work individually to write the words and phrases in the box under the pictures. Have them compare their answers with a partner.

- Teacher invites some Ss to go to the board and write their answers.

- Teacher checks the correct answers as class.

- Teacher has Ss practice saying the word and phrases again.

Answer key:

1. messaging friends

2. cooking

3. playing sport

4. doing puzzles

5. doing DIY

6. surfing the net

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 guess the leisure activities.
- Teacher asks for Ss’ answers and confirms the correct ones.
- For a more able class, Teacher has Ss work in groups. Each group writes down some key words and phrases about one or two leisure activities they do or know. Then they read aloud these words/ phrases for the class to guess the activities.

Answer key:

1. doing puzzles

2. doing DIY

3. playing sport

4. messaging friends

5. surfing the net