UNIT 1: LEISURE TIME

Getting started – It’s right up my street.

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Leisure time
- Gain vocabulary to talk about Leisure time
- Get to know the language aspects: Verbs of liking + gerunds and Verbs of liking + to-
infinitives
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Love talking about Leisure time activities.
II. MATERIALS
- Textbooks, blackboard, chalks.
- PowerPoint presentation, computer.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: To arouse Ss’ interest in the topic and introduce the topic of the unit.
b. Product: A positive classroom atmosphere and the tone for the rest of the lesson.
c. Procedures:

Teacher and student's activities Contents

Step 1: Transferring the learning task.

- Teacher divides the class into 2 groups. Each group
takes turns to name as many leisure activities as
they can. If the group cannot give the answer
within 5 seconds, they will lose the game.

Step 2: Performing the task.

- Each group takes turn to name leisure activities
- Teacher facilitates the game by switching turns
between 2 groups and counting down if the group
is hesitant to give the answer.

Step 3: Reporting the result and discussion.

- Teacher shows a list of activities
- Teacher leads students to the theme of the lesson

2. ACTIVITY: KNOWLEDGE BUILDING (8 minutes)

1
 ❖ Activity: Teach new vocabulary.
a. Objectives: To pre-teach the meaning and pronunciation of some words/ phrases.
b. Content: Teach new vocabulary
c. Product: Vocabulary
d. Procedures:

Teacher and student's activities Contents

Step 1: Transferring the learning task. New words

- T asks Ss to learn new words before reading the 1. leisure (n)
conversation. 2. craft kit (n)
Step 2: Performing the task. 3. trick (n)
- T presents the form and meaning of new words. 4. folk song (n)
- T uses different techniques to present new vocabulary. 5. melody (n)
- T reads these words aloud and asks Ss to repeat new 6. comic (n)
words chorally. 7. DIY = Do It Yourself

Step 3: Reporting the result and discussion.

- T lets Ss repeat new words chorally and individually.

Step 4: Assessing the performance.

- T corrects the pronunciation if necessary.
- T asks Ss some checking questions.

3. ACTIVITY: PRACTICE (20 minutes)

❖ Activity 1:
a. Objectives: To help Ss get to know the topic.
b. Content: Task 1.
c. Product: Ss’ understanding of the conversation and knowing the vocabulary related to the topic.
d. Procedures:

Teacher and student's activities Contents

Step 1: Transferring the learning task. Task 1: Listen and read

- T sets the context for listening by having Ss look at the
picture and answer the questions.
+ What can you see in the picture?
+ What are they holding?
+ What do you think they are talking about?
- T explains the context of the conversation.
Step 2: Performing the task.
- T plays the recording twice.
- T asks Ss to listen and practice the conversation in pairs. Suggested answers:
- T lets Ss work in pairs to answer the questions. - Three students in the bookstore.
- They are holding books and CDs.
Step 3: Reporting the result and discussion.

2
- T invites some pairs to practice the conversation. - They are discussing their hobbies and leisure time
activities.
Step 4: Assessing the performance.
- T corrects pronunciation if necessary.

❖ Activity 2:
a. Objectives: To help Ss get familiar and further understand the conversation.
b. Content: Task 1 (Part a)
c. Product: Ss’ understanding of the conversation and knowing the vocabulary related to the topic.
d. Procedures:

Teacher and student's activities Contents

Step 1: Transferring the learning task. Task a. Circle the correct answer.
- T asks Ss to work individually and read each statement 1. Phuc, Mai, and Nick are in a library/ bookstore/
carefully. sports club.
- T asks Ss to identify and underline the keywords in the 2. Phuc is looking for a book/ dog/ craft kit.
statements. 3. Max is Phuc's cat/ goldfish/ dog.
Step 2: Performing the task. 4. Mai has found a book/ CD/ craft kit for herself.
- T lets Ss read the conversation to do the task individually. 5. Nick's CD is of folk music/ pop music/ rock
music.
Step 3: Reporting the result and discussion. 6. Nick is trying to learn Vietnamese/ Japanese/
- T asks Ss to compare the answers in pairs. English.
- T invites Ss to share their answers with the class.
Answer keys:
Step 4: Assessing the performance. 1. library 2. book 3. dog
- T checks the answers as a class. 4. craft kit 5. folk music 6. Vietnamese
- T confirms the correct answers.

❖ Activity 3:
a. Objectives: To help Ss get familiar and further understand the conversation.
b. Content: Task 1 (Part b)
c. Product: Ss’ understanding of the conversation and knowing the vocabulary related to the topic.
d. Procedures:

Teacher and student's activities Contents

Step 1: Transferring the learning task. Task b. Which leisure activities do you think
- T explains some new leisure activities listed in the table. Phuc, Mai, and Nick have? Tick (V) the boxes.
- T asks Ss to read the conversation again to complete the Then find the information from the
table.
conversation to explain your choice.
- T reminds Ss to underline where they find the correct
answer.
Step 2: Performing the task.
- T lets Ss read the conversation to do the task in pairs.

Step 3: Reporting the result and discussion.

3
- T asks Ss to compare the answers in pairs.
- T invites Ss to share their answers with the class and
explain their choice.

Step 4: Assessing the performance.

- T checks the answers as a class.
- T confirms the correct answers.

Answer key:
Phuc: pet training, playing football
Mai: making craft, helping parents with DIY
projects
Nick: listening to music, reading, learning
languages, playing football

❖ Activity 4:
a. Objectives: To help Ss get familiar and further understand the conversation.
b. Content: Task 1 (Part c)
c. Product: Ss’ understanding of the conversation and knowing the vocabulary related to the topic.
d. Procedures:

Teacher and student's activities Contents

Step 1: Transferring the learning task. Task c. Answer the questions.

- T asks Ss to work in pairs again and answer these 1. What does Mai mean when she says 'Check out
questions. this book?
- T asks Ss to identify and underline the keywords in the 2. What does Phuc mean when he says 'It's right up
statements. your street”?
Step 2: Performing the task.
- T lets Ss read the conversation to do the task in pairs. Answer keys:
1. to check out something means to examine
Step 3: Reporting the result and discussion. something to get more information about it order to
- T asks Ss to compare the answers in pairs. be certain that is suitable (on true or safe)
- T invites some pairs to write their answers on the board. 2. “It's right up your street” means the type of thing
that you are interested in.
Step 4: Assessing the performance.
- T checks the answers as a class.
- T confirms the correct answers.

Activity 5:
a. Objectives: To help Ss consolidate the topic-based vocabulary
b. Content: Task 2
c. Product: Ss’ understanding of the vocabulary related to the topic.

4
 d. Procedures:

Teacher and student's activities Contents

Step 1: Transferring the learning task. Answer key:

- T explains some new leisure activities listed in the table. 1. playing computer games
- T divides the class into 3 groups. Each group 2. playing beach games
representative stands in front of the class and describes the
3. doing DIY
given activity only by using body language. The group
4. texting
which can guess the activity correctly will earn 1 point. The
one with the most points will be the winner 5. visiting museums
6. making crafts
Step 2: Performing the task.
- Each group takes turn and 1 representative of each group
will describe the activity
- The other members guess the name of the activity

Step 3: Reporting the result and discussion.

- T asks Ss to check the answer and make a sentence with
the phrase

Step 4: Assessing the performance.

- T checks the answers as a class.
- T confirms the correct answers.

Activity 6:
a. Objectives: To help Ss learn new topic-based vocabulary
b. Content: Task 3
c. Product: Ss’ understanding of the new vocabulary related to the topic.
d. Procedures:

Teacher and student's activities Contents

Step 1: Transferring the learning task. Answer key:

- T explains new vocabulary by giving emojis that describe 1. satisfied
the feelings. 2. relaxing, exciting
- T asks the class to work in pairs in 5 minutes. 3 faster pairs
3. fun
that raise hands to submit the answer will receive bonus
4. boring
points from T.
5. good
Step 2: Performing the task.
T gives the class 5 minutes to do the task in pairs and write
down their answers in a note.

Step 3: Reporting the result and discussion.

5
- The 3 fastest pairs raise their hands and submit their
answers.
- T ask Ss to make 2 sentences, describing their leisure
activities and the feelings Ss have from it.

Step 4: Assessing the performance.

- T checks the answers as a class.
- T confirms the correct answers.

6
 Closer look 2
I. Objectives
By the end of the lesson, students will be able to:
1. Knowledge
- use the verbs of liking and disliking with gerunds and to-infinitive
2. Competence
- be collaborative and supportive in pair work and team work;
- actively join in class activities;
- be imaginative and creative;
3. Attitude
- be inspired to learn more about activities in leisure time.
- develop self-study skills.
II. Teaching aids and materials
1. Teacher: Lesson plan, textbook, pictures, laptop, TV
2. Students: Textbooks, notebooks, learning tools
III. Procedures
1. Warm-up
a. Objectives
- Introduce the new lesson and set the scene for students to acquire new language;
- Get students' attention at the beginning of the class by means of enjoyable and short activities as
well as to engage them in the steps that followed.
b. Content:
c. Product:
d. Procedures

Teacher and students activities Content

Step 1: Transferring the learning task. Question: Find someone who_________
- T designs the questions. - likes playing football
Step 2: Performing the task. - enjoys listening to music
- T asks Ss to go around the class and ask their - hates cooking
friends for answer - loves doing DIY
- dislikes watching TV
Step 3: Reporting the result and discussion.
- T randomly asks Ss to report when they finish

Step 4: Assessing the performance.

- T corrects pronunciation if necessary.

2. Presentation
a) Objective: Ss know the forms and when to use gerunds and to-infinitive
b) Content: form and usage of the gerunds and to-infinitive
c) Outcomes: Ss know what verbs are followed by a gerund.
d) Procedures:

Teacher and students activities Content

7
 Step 1: Transferring the learning task. *Grammar:
- T asks Ss to read through the conversation in Verbs of liking + gerunds/ to V
Getting Started again. * Example :
Step 2: Performing the task. She loves going out with her friends.
- T asks Ss to underline verbs followed by a = She loves to go out with her friends.
gerund in the conversation in Getting Started. (If we want to follow a verb with another action,
- T goes through the Look out box with Ss. – T we must use a gerund or an infinitive// some
tells Ss that gerunds often follow verbs of
verbs are followed by only gerunds: enjoy;
liking/disliking, but verbs such as love, like,
fancy; detest…)
hate, start and prefer may go with gerunds or
to-infinitives with almost no change in meaning.
- T gives some examples for both cases. I can say both “I love swimming” and “I love to
Encourage Ss to give their own examples. swim”, but can I say “I enjoy swimming” and “I
enjoy to swim”?
Step 3: Reporting the result and discussion.
- T lets Ss take notes in their notebook.

Step 4: Assessing the performance.

- T asks some concept-check questions to
confirm Ss’ understanding.

3. Practice
❖ Activity 1:
a) Objective:
- Ss recognize and remember the form of verbs following different verbs of liking/disliking
b) Content: Task 2
c) Outcomes: Ss identify verbs followed by gerunds only and verbs followed by both gerunds and to-
infinitives.
d) Procedures:

Teacher and students activities Content

Step 1: Transferring the learning task.
- T divides class into groups of 6 students.
- T asks groups to discuss and complete the task
“Put the verbs into 2 columns “followed by
gerund only” and “followed by both gerunds
and to-infinitives”.
Step 2: Performing the task.
- S discuss in groups and share ideas.

Step 3: Reporting the result and discussion.

- T asks different S to come to the board and
stick the verbs which are written in different Column 1: enjoy, detest, fancy
colorful pieces of paper into the appropriate Column 2: love, prefer
column.

8
 Step 4: Assessing the performance.
- T confirms the answers by playing the audio
and asks S to take note.

❖ Activity 2:
a) Objective:
- Ss get used to the form and use of gerunds and to-infinitive.
- Ss use gerunds and to-infinitive in some exercises correctly.
b) Content: Task 3
c) Outcomes: Ss use the correct form of verbs (gerund/to-infinitive) following some verbs of
liking/disliking.
d) Procedures

Step 1: Transferring the learning task. Task 3: Complete the sentences, using the
- T asks Ss to work in pairs and completes these verbs in brackets in their suitable form
sentences
Step 2: Performing the task.
- T lets Ss write their answer on the board.

Step 3: Reporting the result and discussion.

- T asks Ss to compare the answers with their
friends
- T invites Ss to give feedback and explain their
answers

Step 4: Assessing the performance.

- T checks the answers Answer key:
- T confirms the correct answers 1. Mai enjoys making crafts, especially bracelets
2. People in Britain love to watch/ watching TV
in their free time.
3. Do you fancy skateboarding in the park this
Sunday?
4. Nick likes to learn/ learning Vietnamese.
5. Ngoc hates sitting at the computer for too
long.

❖ Activity 3:
a) Objective: Ss know the forms and when to use gerunds and to-infinitive
b) Content: Task 4
c) Outcomes: Ss can use verbs of liking/dislikng to write about themselves.
d) Procedures:

Teacher and students activities Content

9
 Step 1: Transferring the learning task.
- T asks Ss to do exercise individually Task 4: Write sentences about what you like
or don't like doing in your free time,
Step 2: Performing the task. beginning with the following. Then share
- T randomly asks 1-2 students read out their what you have written with your partner.
answers with the whole class
1. I adore ……………..…………….
Step 3: Reporting the result and discussion. 2. I love …………………….………
- T asks Ss to compare the answer with their 3.I fancy ……………………………
friends 4. I don't mind ………………………
5. I don’t like ……………………….
Step 4: Assessing the performance. 6.I detest……………………………..
- T gives feedback. Accept different answers
provided that they are logical and correct.

4. Production
❖ Activity 1:
a) Objective: Ss know the forms and when to use gerunds and to-infinitive
b) Content: Task 5 (Part a)
c) Outcomes: Ss identify the inaccurate form of verbs following verbs of liking/disliking.
d) Procedure:

Step 1: Transferring the learning task. Task 5: Look at the following e-mail that
- T asks Ss to form groups of 4. Minh Duc wrote to his new pen friend.
- T organizes the game “Who is the fastest?” for a. Find the mistakes in Minh Duc’s email
this task.
Answer key:
- T asks Ss to scan the email, find some mistake
1. like do => like to do/ like doing
in Duc’s email and write these mistake on their
handout 2. enjoy do =>enjoy doing
3. like have => like to have/ having
Step 2: Performing the task.
4. mind to do => mind doing
- The group that completes quickly and
5. hate spend => hate to spend/ spending
accurately sticks their work on the board.
6. love eat => love eating/ love to eat
Step 3: Reporting the result and discussion.
- T lets other Ss observe and give feedback.

Step 4: Assessing the performance.

- T gives feedback and confirms the answer

❖ Activity 2:
a) Objective: Ss know the forms and when to use gerunds and to-infinitive
b) Content: Task 5 (Part b)
c) Outcomes: Ss distinguish between verbs of liking and verbs of disliking.
d) Procedure:

10
 Step 1: Transferring the learning task. Task 5: Look at the following e-mail that
- T asks Ss to work in groups again and answer Minh Duc wrote to his new pen friend.
these questions. b. Answer the questions
- T asks Ss to identify and underline the
keywords in the statements.
Step 2: Performing the task.
- T lets Ss read an email again to answer these
Answer key:
questions
1. The activities Duc mentions in his e-mail are:
Step 3: Reporting the result and discussion. playing video games, playing football, helping
- T invites some groups to write their answers on …
the board. 2. The 2 activities he enjoys the most are playing
football with his friends & eating out with his
Step 4: Assessing the performance.
family
- T gives feedback and confirms the answer

5. Consolidation
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Task 6 and Students’ homework.

11