Self-control and independent learning: listen and share personal opinions with partners and teacher.
Communication and collaboration: work in pairs or groups to complete the learning tasks.

Specific competences:

Develop listening and writing skills related to leisure activities.

Digital competences:

[2.1.TC2a]: Choose simple digital technologies for interaction.
[2.4.TC2a]: Select digital tools and technologies for collaborative processes.
[3.1.TC2a]: Identify ways to create and edit content in different formats.
[5.3.TC2a]: Distinguish between digital tools and technologies that can be used to create knowledge and innovate processes and products.
[6.1.TC2a]: Apply basic AI principles to solve simple problems.
[6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.

3. Attributes

Hard work: actively participate in class activities.
Love: value friendship, community, and healthy leisure activities.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 8, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Digital platforms: Padlet, LiveWorksheets, an AI chatbot (ChatGPT/Gemini), AI Speech-to-Text transcription tool, Canva.

2. Students' aids

Textbook, notebooks, pens.
Smartphones/tablets connected to the Internet.

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere in the class before the lesson; to lead into the new lesson.

b. Content: Teacher organizes a quick game called "Word Scramble Race" about leisure activities.

c. Product: Students' correct vocabulary related to leisure activities.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher divides the class into 2 teams (Team A and Team B).

- Teacher writes 5 scrambled words related to leisure activities on the board:

1. N - I - E - C - M - A

2. K - A - P - R

3. O - O - K - C - I - G - N

4. E - I - D - O - V

5. S - T - R - O - P - S

- Teacher asks students from each team to take turns running to the board to unscramble the letters and write the correct words as fast as possible.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it.

- Students race to the board to unscramble and write the words.

- The teacher observes, manages the class, and cheers the students on.

Step 3: Reporting and Discussion

- Teacher calls time out and checks the answers with the whole class.

- Expected answers: 1. CINEMA, 2. PARK, 3. COOKING, 4. VIDEO, 5. SPORTS

- Other students can comment or correct the spelling if needed.

Step 4: Evaluation

- Teacher counts the correct words, declares the winning team, and leads into the new lesson: These are some activities we often do in our free time. Today, we will practice listening and writing about leisure activities that are done with friends.

[2.1.TC2a]: Choose simple digital technologies for interaction.

2. PRESENTATION

LISTENING

Activity 1: Answer the questions.

a. Objective: To prepare Ss for the listening text.

b. Content: Students look at the questions in the textbook and discuss their opinions.

c. Product: Students' personal answers and ideas regarding activities with friends.

d. Organization:

…………………………………………..

Activity 2: Listen to an interview with Mark about his leisure activities. Choose the correct answer.

a. Objective: To help Ss develop the skill of listening for specific information.

b. Content: Students listen to the audio track and answer multiple-choice questions.

c. Product: Students choose the correct answers based on the audio.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher tells students they are going to listen to an interview about Mark's leisure activities.

- Have students read the questions first and underline the keywords.

Step 2: Students perform learning tasks

- Teacher plays the recording from hoclieu.vn. Students listen and choose the correct answers.

- Students work in pairs to compare their answers.

- Students use an AI Speech-to-Text application (e.g., ChatGPT,...) to transcribe short parts of the audio to double-check their listening accuracy.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher asks for students' answers and writes them on the board without confirming whether they are right or wrong.

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher confirms the correct answers with the whole class.

- Teacher moves on to the next content.

Students' answers:

1. A

2. C

[6.1.TC2a]: Analyze how AI speech-to-text operates in transcription applications to verify listening comprehension.

Activity 3: Listen to the interview again. Fill in each blank in the table with no more than TWO words.

a. Objective: To help Ss develop the skill of listening for specific information.

b. Content: Students listen again and fill in the missing words in the provided table.

c. Product: The completed table with accurate words from the audio.

d. Organization:

…………………………………………..

WRITING

Activity 4: Work in pairs. Ask and answer the questions.

a. Objective: To help Ss brainstorm ideas and make an outline for their writing.

b. Content: Students ask and answer specific questions in pairs to generate writing ideas.

c. Product: Outlined ideas for the email writing task.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher has students work in pairs to answer the three questions in the textbook.

Step 2: Students perform learning tasks

- Students ask and answer the questions with their partners.

- Students use an online collaborative tool (e.g., Padlet or MindMeister) to map out their ideas together.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher has some students present their answers.

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher comments on their answers and helps them organize ideas.

- Teacher moves on to the next content.

Students' answers:

(Varies based on personal preferences).

1. Weekends, Sunday mornings...

2. Play badminton, cook, ride bikes...

3. It's fun, stay in shape...

[2.4.TC2a]: Select digital tools and technologies for collaborative processes to co-create writing outlines.

Activity 5: Write an email (80 - 100 words) to a penfriend to tell him / her about what you usually do with your friends in your free time. Use your answers in 4.

a. Objective: To help Ss practise writing an email to a penfriend to tell him / her about the leisure activities they do with their friends.

b. Content: Students write an independent email using their brainstormed ideas.

c. Product: A complete email of 80 - 100 words following standard email format.

d. Organization:

…………………………………………..

3.PRACTICE

a. Objective: To consolidate the vocabulary and grammar learned in the lesson.

b. Content: Students complete a focused worksheet designed for average to good students.

c. Products: Students' correct answers for the two tasks.

d. Organization:

Mission 1: Complete WORKSHEET 1.

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

Task 1: Fill in each blank with a suitable word from the box.

outdoors, puzzles, shape, video, relax

1. My family often does ________ together on Saturday evenings to challenge our minds.

2. Mark and his friends like to cook their favorite food and watch a ________.

3. Playing sports at the park helps us stay in ________.

4. We love spending time ________ when the weather is nice.

5. Listening to music is a great way to ________ after a long day at school.

Task 2: Rewrite the following sentences so that the meaning stays the same.

1. Going to the cinema is not as fun as cooking and watching a video at home.

-> Cooking and watching a video at home is _____________________________.

2. Mark spends his free time with his friends on Sundays.

-> On Sundays, Mark ________________________________.

3. It is enjoyable to invite friends to my house.

-> Inviting friends to my house ________________________________.

- Teacher sets a time limit of 7 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites some students to share their answers with the class:

Task 1: 1. puzzles, 2. video, 3. shape, 4. outdoors, 5. relax.

Task 2: 1. ...better/more fun than going to the cinema. 2. ...spends his free time with his friends. 3. ...is enjoyable/fun.

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

[3.1.TC2a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-8-textbook-unit-1-leisure-time-25086 for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.TC2a]: Choose simple digital technologies to interact.