Lesson plan English 8 - School year 2020-2021 - Phạm Bá Dương

Unit 1: LEISURE ACTIVITIES
Period 1: Lesson1 - GETTING STARTED
It’s right up my street!
Preparing date: ........................... Teaching date: ................
I.OBJECTIVES: By the end of this Unit, students can:
 Use some vocabularies and structures to talk about school activities
II . PREPARATION : sub -board, pictures, cassette 
III. TECHNIQUES: Matching, pair work, communicative approach.
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: Warm up: eliciting questions
-Ask Ss to look at the picture and answer some questions about the picture
- Ask Ss to open their books to the picture. 
- Introduce Mai, Phuc, and Nick. Ask Ss to guess where they are and what they are doing. For more able classes, brainstorm questions with Ss and write them on the board. Questions may include:
What can you see in the picture?
Why do you think Mai, Phuc, and Nick are there?
What are they holding in their hands?
What are they talking about?
Can you guess what Mai, Phuc, and Nick like doing in their free time?
E.g.: Who are they? What is Phong doing?
Activity 2 : Material presentation
- Write the title on the board and ask Ss why it is a special day. 
- Explain the meaning of “it'll take all my savings
” and ask Ss to guess what the picture might show or what the conversation might be about. 
- Let Ss open their books and check their answers.
- Play the recording, Ss listen and read
Go through the list of activities mentioned. Encourage Ss to explain what they are and to give examples.
Ask Ss if they have done any of these activities, or if they know anyone who does these in their free time.
Have Ss do this task individually first, then compare the answers with their partner. They should be able to
give ideas from the text that support their answers.
Draw Ss' attention to the contexts when Mai said 'Check out this book' and Phuc said 'it's right up your street!'.
Together with Ss elicit the meaning of these two expressions.
To check out something means to examine something or get more information about it in order to be certain that it is suitable (or true, or safe).
If something is right up your Street, it is the type of thing that you are interested in or that you enjoy doing.
Ask Ss for examples of something they can check out, and something which is right up their Street.
For a more able class, ask Ss to make a 2-turn dialogue in which they use these expressions.
Activity 3 : 
T uses the desk-covering technique
 + Six groups of 6 students work in 3 minutes. Each member writes his/her answer on his/her square and the group’s answer in the middle of their sheet.
 + T collects two sheets to stick on the board for checking. The left ones are exchanged among the groups.
 + T remarks and corrects.
 + S follow and copy down.
Activity 4 : 
This game can be done in groups of four or six, or as a mingle activity.
If your classroom is large enough, ask Ss to stand in two lines facing each other. Each pair will talk about
one activity for one minute. When the time is up and T calls ọut 'Change!', they will move one step to the left/right to meet a new partner and talk about another activity.
- Individually Ss read and tick the box.
- Then T lets them discuss in groups. 
-T may ask why or why not they ticked this or that question.
-Allow Ss some time to write their sentences on a piece of paper, share them with the class or group.
 Mrs Nguyen, Phong, Vy, and Duy 
He’s having his breakfast
I-Listen and read 
1- Vocabulary 
- Check out 
trick(n) thủ thuật, lừa gạt
craft kit (n) bộ đồ nghê thủ công
bead(n) hạt
sticker (n) hình dán
wool(n) len
button(n) nút
tool (n) dụng cụ
comic (n) sách truyện tranh
2- Structures
 I love to watch him
 S + love + To- V..........
I’ll enjoy listening to the melodies.
 S + enjoy+ V-ing
Verbs of liking + To-V/ Ving 
3- Some expressions
1. it'll take all my savings
: It won’t take me time to find	
2. it's right up your street! 
a. Circle the correct answer.
bookstore 
book 
dog
craft kit 
folk music 
Vietnamese	
b. Which leisure activities do you think Phuc, Mai, and Nick have? Tick the boxes. Then find the information from the conversation to explain your choice.
Phuc
Mai
Nick
pet training
√
making crafts
√
reading
√
√
listening to music
√
learning languages
√
playing sports
√
√
helping parents with DIY projects
√
√
Learning tip
DIY: Do It Yourself: Work on the house that you do yourself without the help of experts, e.g. painting a room, fixing the garden fence, building a dog house, etc.
c. Answer the following questions:
Key: l. playing computer games 
 2. playing beach games 
 3.doing DIY 4. texting 
 5. visiting museums 6 making crafts
3. Complete the following sentences with words in the box.	
satisfied
relaxing, exciting 
fun
boring 
1
5
4
3
2
7
8
6
4 GAME:	CHANGING PARTNERS 
Describe the leisure activity
Say if you have done this activity or not
Share your feelings about the activity
Example:
P1: Last weekend we learnt to make car models. I love to do this. It's so much fun...
And I have finished it for a day. I mean it doesn’t take long time to fulfill. How about you, Nam?
P2: I played chess with my brother. I tried my best, but never won him. 
VI- Homework:
-Practice reading the dialogue.
-Write new words then draw a picture next to the word 
-Prepare A CLOSER LOOK 1
Unit 1: LEISURE ACTIVITIES
Period 2: Lesson2 - A CLOSER LOOK 1
Preparing date: ........................... Teaching date: ................
I.OBJECTIVES: By the end of this Unit, students can:
Use the lexical items related to the topic “LEISURE ACTIVITIES”
Pronounce correctly the sounds /br / and /pr/ in isolation and in context
II . PREPARATION : sub -board, pictures, cassette 
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
Ask Ss to work in pairs to examine the pie chart closely in order to understand its contents, including the
heading, subheadings, figures, colour codes, source, and notes. 
Allow enough time for this step. 
Do not give correction. Then ask Ss to answer the questions that follow the chart.
If necessary, T may elicit information by asking questions such as:
What is the pie chart about? Where can you find the information?
What do the different coloured sections of the chart refer to?
How are these sections calculated?
What does the ‘Note’ tell you?
What does the 'Source' tell you?
- explain some new words
- Let Ss work in pairs. 
- Then check their answer.
Activity 2 : 
-Have Ss work individually to complete the task.
-After giving corrective feedback, draw their attention to; the part of speech of the words mentioned (e.g. relaxing comes from the verb relax with -ing added, and it refers to the activity).
-Then introduce the concept of gerund (a noun made from a verb by adding -ing). 
- Give Ss some examples where a gerund is transformed from a verb and used as a noun.
- For a more able class, ask Ss to make their own sentences.
- Let Ss work in pairs. 
They have to put the words in 1 into groups.
- Then check their answer.
- Explain to them which words go with each verb
Activity 3 : 
For a more able class, ask Ss to cover the category labels. Have Ss look at the words and try to guess what these words have in common.
T may elicit answers from Ss by asking questions, for example:
What is the common verb we often use with these? How can we use this verb to describe the activity?
Who do we often do these with? Where do we often do these? etc.
Do not give correction at this step. 
Ask Ss to work in pairs to complete the task. 
Once they have finished and T has given corrective feed back, encourage them to add more words in each category.
Tell Ss to do the task individually. 
Call some Ss to write on the board
Then check their answers
Activity 4: 
Have Ss work in small groups. 
Allow them enough time to think about what their average day may look including study and work and how much time spend on leisure activities. 
If there is plenty of time on leisure, encourage them to calculate these times as percentages and put them in a simple pie chart similar to.
Alternatively, this task can be done as a mingle activity. 
Have Ss write down how much time they spend on leisure in an average day, and the three activities they do the most. 
Ss move around and talk with at least three other classmates to find out who spends most time on leisure and what the most popular activities in the class are in the class are. 
- Ask Ss to write the three leisure activities about themselves in their notebooks, using the combinations above.( They can write as many sentences as possible)
- Share their ideas with a partner.
Activity 5:
Have Ss work individually to complete this task. Once they have finished, Ss work in pairs to compare their answers.
 Play the recording for Ss to check and then repeat. 
Pause the recording to drill difficult items.
Ask Ss to add more words which contain these clusters. 
For a more able class, Ss may make sentences with these words and practise saying them.
Activity 6:
Have Ss practise the words with the dusters first.
Then ask them to repeat the whole sentence.
If time allows, ask Ss to cover their books and listen to the recording. 
If they hear the word with cluster /pr/ they have to raise up their left hand, if it is duster /b r/ they raise their right hand.
Audio script:
1. She loves making apricot jam.
2. My dad likes making bread in his free time.
3. Hien is our club president.
4. Mai keeps all her bracelets in a beautiful box.
5. You will need a brush if you want to paint ỵour room.
6. This is a wonderful present. Thanks so much!
Look at the following pie chart on leisure activities in the us and answer the questions 
I- Vocabulary
total
leisure
communicate
averages
Socialize
Key:
1. In 2012, people in the US spent 5.1 hours a day on sport and leisure activities.
 2. The main activities they did include watching TV, socialising and communicating, reading, participating in sports, exercise and recreation, using computers for leisure, relaxing and thinking.
3. The three most common activities were watching TV, socialising and communicating, and using computers for leisure.
2 Complete the table with information from the pie chart
Name of activities
verbs
relaxing
thinking 
using 
doing 
watching 
reading 
socialising 
communicating 
relax
think
use
do
watch
read
socialise
communicate
3. Look at the words. Match them to the category labels.
Key: 1. e	 2. b	 3. f	 4. 	a 
5. d 6 . h 7. c 8. g
4. How much time do you spend a day on leisure activities? What are the three activities that you do the most? Share your idea with a partner.
*Write sentences about yourself
E.g
1. I often listen to music, read book comics and play badminton after school.
2. I enjoy something interesting like doing sports: going swimming, playing basket ball or table tennis in my free time.
3. When I have free time, I love outdoor things just like going swimming, playing football or going camping.
II-Pronunciation Clusters /br/ and /pr/
5. Complete the words under the pictures with /br/ or /pr/. Listen to check your answers and repeat.
1. apricot 2. bridge 3. bracelet 4. bread
5. princess 6. president 7. present 8. broccoli
6. Listen and repeat.
She loves making apricot jam.
My dad likes making bread in his free time.
Hien is our Club president.
Mai keeps all her bracelets in a beautiful box.
You will need a brush if you want to paint your room.
This is a wonderful present. Thanks so much.
III- Homework:
-Practice vocabulary and pronunciation of 2 the sounds /br/ and /pr/ again
-Make 5 sentences with new words 
-Prepare A CLOSER LOOK 2
Unit 1: LEISURE ACTIVITIES
Period 3: Lesson 3 - A CLOSER LOOK 2
Preparing date:.......................... Teaching date: ...................
I.OBJECTIVES: By the end of this Unit, students can:
Use the lexical items related to the topic “LEISURE ACTIVITIES”
Use the verbs followed by gerund and/or to-infinitive
II . PREPARATION : sub -board, pictures, cassette 
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
- Let Ss do the task individually. 
-T corrects their answers (and may call some 
Ss to say their answers separately) 
T gives explanation if necessary
Activity 2 : 
-Allow Ss to write the sentences in their notebooks, referring to interview. 
- Call 1 or 2 Ss to write on the board
- Check their answers 
- Then ask Ss to give the rule and use of gerunds and to-V
-Let them study the grammar box. 
-T can add something and give more examples if necessary
Activity 3: 
- Ask Ss to refer to the conversation in Getting Started. T can ask Ss to focus on the verbs used in gerunds 
-Play the recording again and ask Ss to listen and follow the conversation on the page. 
-Ask Ss to underline the gerund form.
Activity 4: 
- Ss work in pairs. 
- T goes round and corrects mistakes or gives help when and where necessary
Activity 5:
-Have Ss study the example first. 
-Then ask them to give the correct verb forms. (Ask them to repeat the verb form in each sentence, and read the whole sentences correctly). 
-T may ask them to say why to use the gerund form in each sentences.
Activity 6:
-Ask Ss to do the task by themselves or in pairs. -T correctly their mistakes.
Ss write an e-mail to tell their friends about their own free time.
T corrects
1. Read the conversation in Getting Started again. Underline verbs that are followed by a gerund.
 Key:
think I’ll enjoy listening to the melodies.
I liked reading Doraemon comics 
Stop reading comics! 
2. Tick the appropriate box
Look out
adore, love, like, enjoy, fancy
don't mind dislike, don't like hate detest
I- The gerund and infinitive
a- Usage: 
If we want to follow a verb with another action, we must use a gerund or an infinitive.
We use gerund / to-V after “adore, love, like, enjoy, fancy, don't mind, dislike, don't like hate detest” without much change in meaning.
b- Formation: 
S + V +V-ing / To-V
followed by gerund only
followed by both gerund!
and to-infinitive
1. love
√
√
2.enjoy
√
3. detest
√
4. prefer
√
√
5. fancy
√
3. Write the correct form of the verbs
Key: 
making
to watch / watching
skateboarding
to learn /learning
sitting
4 Write sentences about what you like or don't like doing in your free time, beginning with the following. Then share what you have written with your partner.
I adore 
I love	
I fancy 
I don't mind 
I don’t like 
I detest
5. Look at the following e-mail that Minh Duc wrote to his new pen friend.
a) There are six grammar mistakes in his e-mail.
enjoy do → enjoy doing 
like have → like having
mind to do → mind doing
hate spend → hate spending
love eat → love eating
like do 
b) Answer the questions.
1. Duc mentions 6 activities in his e-mail. 
 play video games
watch TV
 go to the park 
 play football with my friends
do homework 
eat out with my family. 
2. I think he enjoys playing video
games the most.
6. Write a similar e-mail to tell your friend about your free time, using the verbs of liking gerunds or verbs of liking + to-infinitive Swap your work with a partner and check mistakes.
- activities that you like doing and do not like doing.
- activities that you enjoy the most.
Hi, my name's Nam.
Thanks for your email. Now I’ll tell you about my activities in my free time. I often play football with my friends. I enjoy doing this very much! I sometimes help my parents too. I do homework every afternoon. I hate watcthing TV all the eveing, but I love taking short works after dinner! On the weekend, I enjoy going swimming most. It is so funny!
Please write to me soon..
Love,
III- Homework: 
Copy the email onto exercise notebook.
-Prepare communication
Unit 1: LEISURE ACTIVITIES
Period 4:Lesson 4 – COMMUNICATION
Preparing date: ........................... Teaching date: ...............
I.OBJECTIVES: By the end of this Unit, students can:
Ask appropriate questions when making new friends at a new school
II . PREPARATION : sub -board, pictures, cassette 
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Extra vocabulary
Refer to any words in the Extra vocabulary box that Ss do not ỵet know and ask Ss to trỵ to guess what the meaning is, and how that may relate to leisure activities.
Activity 1: 
Explain to Ss that they are going to read about some activities teenagers do in their spare time. 
Have Ss cover the text and just look at the photos (with name and country). 
Encourage Ss to guess what these students in the photos like doing as leisure activities. Then set a reading time limit and have Ss speed read the text. 
Close books and play a memory game: dividing Ss into competing groups to tell how much information they can remember from the text
Motivate Ss by counting every detail they remember! 
Do not check comprehension at this point.
Activity 2: 
Ask Ss if they notice any other particular features of the text. 
Elicit answers from Ss by drawing their attention to the form of the text (e.g. its layout and the abbreviation). 
Explain that this is from a webpage and that
these abbreviations are informal language that is used Online and in texting messages. Introduce the f.rst
abbreviation. Then have Ss work in pairs to complete the task.
Next encourage Ss to add to the 'netlingo' dictionary with any other abbreviations they know that are used Online. 
Ss may work in pairs to create their own mini dictionary, then ask other pairs to guess the meaning.
If time allows, have Ss write short texts or messages in which they use these abbreviations and/or their newly added ones and send them to each other.
Activity 3: 
Have Ss work in pairs or small groups to complete the table. Allow Ss to read the text more closely to fill in to complete the table.
Activity 4: 
Have Ss work in pairs to put the leisure activities in the text in order from the most interesting to the most boring. 
Once they have their list, form a bigger group of four and each1 pair shares their list with the other. 
Allow plenty of time for this activity where Ss are encouraged to discuss, give opinions, and negotiate with each other in order to agree on a mutual list.
Example:
playing football
hanging out with friends (window shopping)
working as a volunteer
cloud watching
going to community centre,
painting, dancing,
doing drama
helping his aunt in running cooking classes
Extra vocabulary
window shopping
to be hooked on something
to sound weird
to be addicted to something
1. Read the following article on the magazine
1-Vocabulary
hanging out 
European 
Capital of Culture
Drama
Hook on 
addict
2. The abbreviations:
Other abbreviations used for Online chatting/texting.
URA * You are a start
TA Thanks a lot
SUP What’s up?
SRY Sorry
Rly really?
PLZ Please
PLU
3. Find information in the text to complete the table.
Who?
What activity is mentioned?
What does he / she think of it?
Emily
• hanging out with friends (window shopping)
• working as a volunteer
She loves it.
Hang
• cloud watching
She adores it. It's easy.
Linn
• going to community centre, painting, dancing,
• doing drama
She loves it.
Minh
• playing football
• helping his aunt in running cooking classes
He likes it.
Manuel
• hanging out with friends (window shopping)
• working as a volunteer
It's fun.
4. Work with your partner and put the activities in 3 in order from the most interesting to the most boring. Then compare your ideas with other pairs.
III- Homework: 
- Write five sentences about your good friends. 
-Prepare SKILLS 1
-------------------------------------------------------------------------------
Period 5: Unit 1: LEISURE ACTIVITIES
Lesson 5 – SKILLS 1
Preparing date: ........................... Teaching date: ............................
I.OBJECTIVES: By the end of this Unit, students can:
 -Read for general and specific information about the possible effects of spending too much time on the computer.
 - Talk about 'good' and 'bad' sides of leisure activities 
II . PREPARATION : sub -board, pictures, cassette 
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES: 
Teacher’s and students’ activities
Content
READING
Activity 1: 
Start the lesson by doing a quick class survey on how many Ss use computers frequently and what they use
them for 
Give examples of your own use of computers and mobile phones.
Then have Ss work in pairs to discuss the questions. 
Call on some pairs to share their ideas once they have
 finished their discussion. 
Write the ideas on the board. 
Activity 2: 
Ask Ss to look at the title and the picture and predict what they are going to read. Say that they are going
to read about a student named Quang. 
Encourage Ss to develop their ideas by guessing what Quang's story is about. 
Then ask Ss to read the text and underline any words they don't know. 
Have Ss discuss any unfamiliar words from the text.
Ss then work individually to choose the best answer
They need to be able to explain their choice as well. 
Activity 3: 
Tell Ss for this exercise they will need to look at the keywords in the responses in order to find out the questions. 
Ss work individually then compare their answers with a partner.
Allow Ss to read in chorus once. Then, call some individuals to read aloud to the class in order to check their pronunciation and intonation.
SPEAKING
Activity 4:
Explain to Ss that these speech bubbles are from Quang and his parents. 
Ss may work in pairs or in groups, but they will need to say why they think who says what, based on the Information from the passage.
Go through the phrases in the Language notes box with Ss. For one of the speech bubbles, demonstrate how you can use this language:
A: In my opinion, computer games train your mind and your memory.
 B' That's so true. / I'm afraid I don't agree.
In pairs, have Ss choose a speech bubble and combine it with the language in the Language notes
 Ask for volunteers to demonstrate their short exchanges
 (Discuss any common errors and provide further practice if necessary.
Activity 5:
Before the role-play starts, arrange Ss into three groups.
Ask each group to brainstorm how they are going to express their opinions.
When they are ready, put Ss into new groups which contain Quang, Quang’s parents, and Quang's teacher. . 
 Tell Ss that they can use the language in 4 for their role play and emphasise that the phrases in the skill box should be used in their discussion
If time allows, call on two or three groups to repeat their role-play for the class.
I- READING
What are the benefits of using computers or Mobil phones for leisure activities? What are the harmful things it may bring us?
a. benefits
watching movies
 listening to music
 playing games
 accessing social media
 doing homework, etc.
Sức khỏe mắt
Đau mãn tính
Vi trùng
sự bức xạ
b. harms
Eye Health
Chronic Pain
Germs
Radiation
Read the passage and choose the correct answer:
1 Vocabulary
virtual 
imagine 
exist.
Key: 1. B 2. C 
 3. Write the questions for the answers based on information from the text.
Key:
 1. Is Quang's garden real?
 2. What is the problem with using technology in your free time?
3. What leisure activities do teenagers do these days?
4. What are the benefits of using the computer?
II- SPEAKING
Language notes
Giving an opinion: I think that.. In my opinion...
Asking for an opinion: What do you think? How do you feel about that?
Agreeing: I agree with you; That's so true.; Exactly.
Disagreeing: I'm afraid I don’t agree.; I don't think so.
4. Quang and his parents are talking about how he should spend his free time. Decide which statements are from Quang and which ones from his parents.
Quang's parents
Go out out and play a sport. It’s good for you .
Sitting for too long in front of the
computer makes your eyes tired.
You see real friends less and less.
Quang:
I think computer games train my mind
and my memory.
My English much better because I surf
 the net.
I’ve made lots of friends from the game network.
Short exchanges
A: In my opinion, computer games train your mind and your memory.
 B' That's so true. / I'm afraid I don't agree.
5. Role play: Free practice
Quang's parents: . ..
Quang: .. . ..
Quang's parents: . ..
III- Homework: 
- Write four sentences about your school.(answer these questions above 
-Prepare SKILLS 2
Period 6: Unit 1: LEISURE ACTIVITIES
Lesson 6 – SKILLS 2
Preparing date: ........................... Teaching date: ...............
I.OBJECTIVES: By the end of this Unit, students can:
- Listen for specific information about ways of spending time with friends 
- Write to discuss an opinion about leisure activities
II . PREPARATION : sub -board, pictures, cassette 
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES: 
Teacher’s and students’ activities
Content
LISTENING
Activity 1: 
Share some of the things you often enjoy doing with your friends in your free time.
Ask Ss to tell each other what they usually do with their friends.
Ask some pairs to volunteer to tell the class if they find each other’s answers interesting.
Tell Sst hat they are going to listen to a radio programme,
Ask them to look at the questions and underline the key words before Teacher plays the recorder.
Activity 2: 
Play the recording.
 Ask Ss to listen only the first time. Then play the recording again and allow Ss to choose the correct answers as they listen. 
Ss can share their answer before listening to the recording a final time to check
Audio script: 
 In this week's programme we'll share with you some cool ways to hang out with your best friends after a busy week at school. Basically you can hang out indoors or outdoors. If you like staying indoors ask your parents if you can invite one or two friends over. Make some popcorn! Watch a movie! It's more comfortable than going to a cinema! Or if you’re feeling Creative, you can make crafts together. You'll feel satisfied once you finish something. If you fancy being outdoors, play some sports together. Football, badminton, biking... you name it! Or it can simply be a relaxing walk in the park. All these activities are good for your physical health. Do you prefer something more exciting? Go downtown and do some people watching. It's fun. If you like something more organised, go to cultural centres, libraries, and museums. Educate yourself while having fun!
Activity 3: 
Play the recording as many times as needed. Ss work individually then compare answers with their partner.
WRITING
Writing tip: Tell the class the importance of punctuation marks. Allow some time for the Ss to study the writing tip. Explain to them the new words and punctuation marks.
Activity 4: 
Have Ss cover the box and write some of these words/ phrases on the board. Ask Ss where in a paragraph they often see these words and what could be the purpose for using them.
Ss work individually to complete the task, and discuss their answers with a partner. 
Remind Ss that for some gaps there is more than one correct answer.
Activity 5 
This task can be done in small groups where each group chooses one question. They then agree on an op" work together to brainstorm the ideas to argue for their points. Each member will ' to write his/ her own piece. 
Remind Ss to use the connectors they have learnt earner order to be organise their ideas.
Tell Ss to write a draft first by trying to answer all the questions.
Then Ss write a paragraph of about 80 words about their school, covering as many ideas as possible of the answers to these questions
Tell Ss to pay attention to punctuation, structural elements, linking words, etc.
IV- Homework: 
- Practise writing a webpage for your school. 
-Prepare LOOKING BACK
I- LISTENING
1. What do you usually do with your friends in your free time?
1. Vocabulary:
* helpful 
* favourite
*eye-tiredness(a) mỏi mắt
*obesity(a) căng thẳng
2. Listen to the radio programme and answer the questions.
Key: 
1.The topic of this week's programme is hanging out with your friends.
2. There are two main ways: hanging out indoors or outdoors. 
3. Listen again and complete the table.
1..movies 2.cinema 3. crafts 
4. sports 5. physical health 6.people 
7. cultural centres 
WRITING 
Writing to give an opinion
Organising your ideas
Introducing your opinion
 In my opinion,
 I believe
Explain your opinion
 Firstly, secondly, thirdly, finally
besides, also, in addition
Concluding/summarising your opinion
 For these reasons,
 In short,
 As I have noted.
4. Complete the passage
Key:	
1. In my opinion / I believe 
2. Firstly 
3. Secondly
4. Besides/Also/ln addition 
5. For these reasons/ In short/ As I have noted .....................
5. Now write a similar paragraph to answer of the following questions.
I believe the best leisure activity for teenagers is any group activity. This could be playing a team sport or joining a hobby group or even volunteering. Firstly, teenagers like to feel that they belong to a group. Secondly, being part of a group helps teenagers make friends. Friendships are very important to teenagers. In addition, they will make friends with people who have the same interests as them. For these reasons I think group activities are best for teenagers.
Self-Evaluation”
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