Giáo Án 10 Thí Điểm Hki 2015-2016.Docx

Tam Duong High School Teacher Nguyễn Thị Kiều Oanh Chan Mong High School Teacher Pham Thi My Date of preparation Period 1  INTRODUCTION + TEST I AIMS 1 Educational aim Students should know about how[.]

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- To introduce the textbook- English 10

- To introduce the way of testing

- To set up some class regulations

- To give a fifteen- minute test

3 Skills: Listening, writing

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Student’s book and pictures, board, chalks, etc.

IV PROCEDURE:

1 Checking the class attendance:

Class Teaching date Absentees 10A2

10A3 10A4

2 Checking the previous lesson:

3 New lesson:

1 Warm-up

- Ask Ss to answer some questions about themselves

+ What’s your name?

+ Do you live near school?

+ How do you get to school?

+ What’s your favourite subject?

2 Textbook introduction:

a Contents:

- Six themes:

+ You and me + Education

+ Community + Nature and the environment

+ Recreation + People and places

- Sixteen units

b The Structure of the book: There are sixteen units In

each unit, there are five main parts:

5 A fifteen- minute test.

1 Many people believe that natural resources will never

be ………

A used out B used up

C used off D used away

2 Most of the rivers flowing through big cities are

……… … with chemical waste from factory

A flooded B Eroded C mixed D

polluted

3 Stress and tiredness often lead to lack of

………

- Answer questions

- Listen to the teacher

- Do the test individually

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C common language D foreign language

5 Pupils and students enrich their minds …………

knowledge they get from class

A without B for C with D

8 I remember ……… you about this three times

A tell B to tell C telling D told

9 People say that playing football is the most interesting

A The most important thing is the most interesting

B It was said that playing football is the most

interesting

C It is said that playing football was the most

interesting

D Playing football is said to be the most interesting

10 I would have helped you if ………

A you ask B there was your asking

C you had asked me D you asked me

11 Coal and iron are………

A metals B minerals C gasoline D marines

12 Nga can speak English ……….than I

A faster B more fastly

C as fast D the fastest

13 I will not ……… your behaving in this way

A tolerance B tolerant C tolerably D tolerate

14 There’s ……… coffee in the jar It is not

enough for everyone

A a lot of B Little C few D a few

15 Pink is the ……… of red and white

A addition B cooperation

C contribution D combination

4 Consolidation:

- To introduce the textbook- English 10

- To introduce the way of testing

- To set up some class regulations

- To give a fifteen- minute test

5 Homework:

- Prepare Lesson 1 – Reading

Date of preparation:

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UNIT 1 - FAMILY LIFE Period 2: Getting started

I Aims: By the end of this unit, Ss can:

- Use lexical items related to the topic Family life

- Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context

- Understand the present simple vs the present continuous

- Read for specific information about the benefits of sharing housework

- Exchange opinions about household chores

- Listen to understand a TV programme about roles performed by family members

- Write about doing household chores in the family

- Understand different family lifestyles in different cultures

II Teaching method: Communicative

III Teaching aids

- Cassette player, tape, board, chalks, textbook and notebook

2 Lesson revision: No

3 New lesson:

Teacher’s activities Students’ activities

Aim: To introduce the topic of the unit, vocabulary

about household chores and the grammar point

taught in the unit

Lead-in:

- T asks students if they often do housework and

what housework each member of their family

does

- Ask them to look at the picture and guess what

they show

- Ask students about the picture:

E.g - Who are the people in the picture?

- What are they doing?

Activity 1

- T plays the recording Asks students to listen and

read along silently

- Look at the picture and answer thequestions

- They are a family.

- The father is vacuuming the floor The mother is cooking The son is washing dishes and the daughter is doing the laundry.

- Do as required

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Activity 2

- Ask students to work in pairs to decide whether

the statements are true (T), false (F), or not given

(NG) Have students refer back to the

conversation to give reasons for their answers

- T goes around and supervises

- Then check their answers, and give explanations

Activity 3

- T plays the recording and ask students to listen

and repeat the words/phrases

Activity 4

- Tell students to refer back to the conversation to

find the verbs/ verb phrases that go with the

words/phrases in the conversation

- Play the recording again if necessary

- Ask students to pay attention to words that are

often used together (collocations) then ask them

to give some examples

Key Activity 2

1 F 4 T

2 NG 5 T

3 F 6 NG

- Read along Household chores rubbish Household finances groceries Heavy lifting washing up Laundry

Verb/Verb phrases Words/ Phrases

1 Split, divide, handle

(household) chores

2 Take out Rubbish

3 do Laundry

4 Shop for Groceries

5 Do Heavy lifting

6 Do Washing-up

7 Be responsible for Household

finances

4 Consolidation

- Summarize the main points

5 Homework

- Ask students to learn by heart new words and collocations in the text.

Notes after teaching:

………

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UNIT 1 - FAMILY LIFE Period 3: LANGUAGE

3 New lesson

Aim: To provide students with a right way to

pronounce some clusters and how to distinguish

present simple and present continuous tense

VOCABULARY

Activity 1

- Ask students to work individually, read the words

and phrases in the box, then discuss and find the

meaning for each of them (a-h)

- Provide support if necessary by guiding students to

use the context of the conversation to choose the

meaning for the words/ phrases

Activity 2

- Ask students to work in pairs Read the

conversation in GETTING STARTED again and

list all the household chores that are mentioned in

the conversation

- Work in pairs or groups

- Read again and write down

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- Then elicit more chores to add to the list.

Activity 3

- Have students work in pairs or groups to ask and

answer the questions

- Encourage them to use the chores in the list in their

answers Before working in pairs, students may

work individually

- Ask students to read the list again and write down

who does each of the chores in their families

- Check to make sure students use the correct verbs/

verb phrases in the correct tense with the name of

the chores

PRONUNCIATION

Activity 1

-Play the recording and let students listen Play it again

with pauses for them to repeat each word

Give the meaning of the words if necessary Help

students distinguish the three sound clusters

- Ask students to work in pairs and take turns reading

the words in columns and in rows Then, invite

individuals to read the words in one or two rows

Activity 2

- Ask students to read the words in rows, paying

attention to the difference between the sound

clusters

- Play the recording and have students listen to the

sentences and circle the word they hear

- Check students’ answers by asking them to call out

the letter (a, b or c) corresponding to the word they

hear

GRAMMAR

Activity 1

- clean the house

- take out the rubbish

- do the laundry

- do the washing-up

Other chores:

- mop/ sweep/ clean /tidy up the house

- bathe the baby

- feed the baby

- water the houseplants

- feed the cat/ dog

- iron/ fold/ put away the clothes

- lay the table for meal

- Read the words

- Listen to the tape

1 b

2 b

3 c

4 a

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- Have students read the text individually once and ask

them to pay attention to the words/ phrases such as

every day, today, at the moment, and ask them what

verb forms are often used in the sentences that have

these words/ phrases Ask students to choose the

correct verb form

- Ask students to work in pairs to compare their

answers

- Check students’ answers and then elicit from them

the rules of using the present simple and the present

continuous

Activity 2

- Have students work in pairs to give their answers

- Observe and help when and where necessary

- Ask students to use the words/ phrases: now, at the

moment, usually, today, every evening, etc as clues

for their answers

- Check students’ answers by asking individuals to

take turns reading aloud each of the sentences

Key:

1 does

2 cooks

3 cleans

4 is watching

5 is doing

6 is doing

7 is tidying up

8 is trying

1 does, is not cooking, is working

2 is taking out

3 cleans, is cleaning

4 is preparing

5 looks after, works

6 is watching, watches

4 Consolidation

5 Homework

- Ask students to learn by heart new words and collocations in the text.

- Ask students to review grammar part

………

UNIT 1 - FAMILY LIFE

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Period 4: READING SKILLS

3 New lesson

Aims: to practice reading skills for the students They

can also read and get the general idea of a text; guess

the meaning of words in context; and make references

when reading a text

Lead-in: Inform students of the lesson objectives

Activity 1

- Let students work in groups, look at the picture and

answer the questions Ask students to call out the

answers to question 1 freely For question 2, ask a

representative of each group to give the opinion of the

group

Activity 2

- Have students read the heading (a-c) first Make sure

that they understand all of them and tell students that

one of them is the title for the text; they have to read the

text and decide which one it is

- Ask students to read through the text once without

stopping at the words that they don’t know the meaning

of, and then ask them to work in pairs to decide on the

best title for the text Remind students that the title for

the text is the one that gives the general idea of the

whole text

- Work in groups

- Look at the picture and answer thequestion

The answer can be:

Yes, they are Because they do the housework together /Because all members of the family share housework.

- Read the textKey c

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- Check students’ answers and guide students to the

correct choice if necessary by helping them eliminate

the sentences that are only about one aspect of the text

Activity 3

- Have students read the text again and underline

the words sociable, vulnerable, critical, enormous and

tend when they see them on the text

- Explain to students how to use context to guess

the meaning of the unknown words if necessary

Activity 4

- Ask students to continue to work in pairs, and

find out what it refers to in each of the sentences Let

students read and understand the sentences before and

after the one that has the word in it to decide what it

means Students can use the elimination technique to

give the right answer

Activity 5

Ask students to work in groups of three, ask them to

read the questions first to make sure they understand

what information they need in order to answer the

questions It may help if students can underline the key

words in the questions

- Then ask students to read the text again, and

locate the part of the text where they can get the answer

to each of the questions before they discuss the answers

- Check students’ answers by inviting a

representative from each group to give the answer to

one of the questions If the students’ answer is incorrect,

don’t give the right one at once, but try to elicit it from

other students

Activity 6

- Put students in groups of four and let them

discuss the questions freely If students have difficulty

with ideas, give them some examples of problems such

as problems with time, skills and attitude

- One or two groups to report the discussion

results to the class

2 Because it shows that they care about their wives and this makes their wives happy.

3 They may fall ill easily or may think about divorce.

4 There is a positive atmosphere for the family.

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3 New lesson

Aims: To encourage students to talk about the chores of

their love and hate

Lead-in:

Provide students with some handouts with the names of

household chores and ask students to match the chores

with corresponding pictures

Activity 1

-Ask students to work by themselves, write at least three

household chores they like and three they dislike doing

in the “Name of chore” column, then add a reason why

they like or dislike the chore

-Go round to help if necessary

-Ask students to work in pairs to compare their

completed table to find out the different and similar

ideas about housework

Activity 2

-Have students work in pairs Ask them to read all the

questions in Anna’s column first and underline the key

- Pay attention to teacher and match thechores with the pictures

- Do as required

- Guess the answer to each question

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words in each question before asking them to guess the

answer to each question

1 What household chores do you do every day?

2 Which of the chores do you like doing the most?

3 What do you like about it?

4 Which of the chores do you dislike doing the

most?

-Encourage students to use the key words as cues to find

the answers in Mai’s column to match with Anna’s

questions

-Ask students to take turns being Mai and Anna to

practice the conversation

Anna: What household chores do you do every day?

Mai: I do the laundry, wash the dishes, and sweep the

house I sometimes do the cooking when my mum is

busy.

Anna: Which of the chores do you like doing the most?

Mai: well, I think I like sweeping the house.

Anna: What do you like about it?

Mai: It’s not too hard, and I like seeing the house clean

after I sweep it.

Anna: Which of the chores do you dislike doing most?

Mai: Washing dishes, because I often break things when

I do the washing-up.

Activity 3

-Ask students to work with a different partner to have a

similar conversation Explain that this time they should

talk about themselves, and they have to find out what

chores their partner does, what chores she/he likes or

dislikes the most and why

-Tell students to use the questions in activity 2 and the

ideas in activity 1 to do this activity

-Invite a student from one or two pairs to report to the

class what she/he has found about his/her partner

- Work in pairs and try to match thecolumns

- Practice the conversation

Key1.c2.a3.d4.b

-Work with a different partner to have asimilar conversation

- Report to the class

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Period 6: LISTENING SKILLS

3 New lesson:

Aim: To equip students with more knowledge

about roles of men and women in families

Lead-in: Introduce the topic: write down two

words wife/woman- husband/man and ask

students to make two words webs about the roles

of wife/woman and husband/man in the family

Students are free to call out their answers and T

writes down the words in the web

Activity 1:

-Ask students to work in pairs, looking at the

Take care of

Women’s role

Doing houseworkEarningmoney Earning money

Do heavy liftingHelphousework Men’s

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chart and discussing the changes in the weekly

hours of basic housework by married men and

married women in the USA between 1976 and

2012 Students don’t have to report the exact

number of hours men and women spend on

doing housework They can just talk about the

general changes

-Encourage students to guess the reasons for the

changes Ask them to call out their guesses

Write the reasons given by students on a corner

of the board so that they can see if their guesses

are correct later, after they listen to the

recording

Activity 2

-Tell students that they are going to listen to a

family expert talking about how the roles of

men and women in families have changed Ask

them to read all the statements and guess if they

are true or false Make sure that students

understand all the statements

-If there are new words to students, explain

them or give the Vietnamese equivalents to

save time for other activities

-Play the recording and have students do the

exercise Check students’ answers If many

students in the class have incorrect answers,

play the recording again, and stop at the place

where students can get the correct answers

Activity 3

- Have students work in pairs to match the

words/ phrases with their appropriate

meaning To help students het the answers

easily, ask them if they know the part of

speech of the word/ phrase given, and then

choose the meaning

Activity 4

- Ask students to read the questions carefully

Make sure that they understand what is asked in

-Listen carefullyKey activity 2

2.b3.c4.d5.a

- Read the questions carefully

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each question Have them underline the key

words if necessary Then play the recording and

let students listen to it and answer the

questions

- Ask students to work with a partner to compare

their answers

- Invite representatives from pairs to present the

answer to each of the questions to the class

Give feedback and correction if necessary

1 How has the role of men in the family

changed?

2 How have men’s and women’s roles

become alike?

3 What is the result of “equally shared

parenting”?

- Listen to the recording

Key activity 4

1 They are not the only breadwinner in the family, and they get more involved in housework and parenting

2 Both are responsible for family finances, home-making/ housework, and parenting

3 The families become happier and the divorce rate amongst them is the lowest

4 Consolidation

5 Homework

- Ask students to prepare for the next lesson

Notes after teaching:

………

UNIT 1 - FAMILY LIFE Period 7: WRITING SKILLS

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3 New lesson:

Aims: Students can write a paragraph about how

people in their families share housework

Lead-in:

T asks sts to give the translation for the saying

- T asks some more questions to introduce the lesson

- Asks students to read the text and complete the

chart, then they compare

- One st writes the answers on the board when sts are

doing the task

Activity 3

- T lets sts read the questions and locate the answers

in the text in 5-7 minutes

- Students guess

“Nhiều tay nhẹ việc”

Answers:

Dad: para 2Mum: para 2Lam: para 3An: para 3

Answers:

1 There are four people in Lam’s family

2 the parents work, children spend most of

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- 6 sts say the answers, other sts listen and correct if

necessary

Activity 4

- T has sts fill their chart individually then they can

compare with their friends

- Sts write a paragraph about their family using the

ideas in the chart, the questions from the given text

- T goes around and gives help, collects common

mistakes for later correction

- Sts exchange their writing for peer correction and

comment

- T collects 5 paragraph to mark in class so that all

sts feel the need to do the task

their time at school

3 they split the house equally

4 para 3 and 4

5 yes, they do

6 everyone can have some time to relax

- Do as required

4 Consolidation

5 Homework

………

UNIT 1 - FAMILY LIFE Period 8: COMMUNICATION AND CULTURE

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- T asks sts to look at the picture of the husband and

wife and answer some questions

Suggested questions:

1 what does the man do?

2 what does the woman do?

3 who is happier? why?

2 Listen and match

- T introduces the talk show, the people and the task

by asking simple questions

- T lets sts read the statement, makes sure they

understand everything by asking them for translation

of all sentences

- T plays the CD twice, sts listen and match then

compare with their peers

- T checks with class by saying the number, sts say

the letter

3 Discuss

- T guides sts to work in group of 4 and prepare the

answers; they can use the ideas in task 2 Each group

- Look at the picture and answer thequestions

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has a leader to take notes and report their opinion to

the class

- 2 groups report its opinion, others listen and

comment

CULTURE

Read and fill the table

- T has sts look at the pictures at the end of the unit to

elicit the terms "nuclear family" and "extended

family"

- Sts work in pair to read and complete the table, after

that sts compare to correct Sts can use a dictionary to

look up new words while doing the task

- T asks one st to write the answers on the board for

class checking

husband and wife should have a similar role They should share housework, parenting, homemaking, financial burden

In our family, our parents share all the work and we are happy with that

Definition:

nuclear family: parents and children extended family: grandparents, parents and children

new words:

neat, single-parent, child-minder, nursing home, collaborate, ungrateful, behavior, generation

4 Consolidation

5 Homework

………

UNIT 1: FAMILY LIFE Period 9: LOOKING BACK

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3 New lesson:

Teacher’s activities Students’ activities Pronunciation

- T introduces the task and plays the CD, sts listen and

circle the cluster they hear

- T assigns /tr/, /kr/, /br/ to 3 lines/rows of students

then read 4/5 sentences containing all three clusters

Sts listen and react by clapping their hands

Vocabulary 1

- T ask sts to speak out the words under each pictures

then let them write in their books

- T helps if there is a new word

- T checks by saying the number

Vocabulary 2

- T has sts work in pairs, read the text carefully and fill

in each gap with a word

1 cream, brush

2 crash, tree, traffic

3 try, create, brother

4 brown, bread, breakfast

5 brave, travelling, train

6 true, crime, increase

Answers:

1 cooking

2 Shopping for groceries

3 doing the laundry

4 taking out the rubbish

5 cleaning the bathroom

6 washing up

7 Ironing

8 sweeping the house

9 watering the flowers

10 feeding the catAnswers:

1 does the cooking

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- T reminds sts that thay have to use the correct form of

the words when filling

- T goes around and gives helps if necessary

- One st does the task on the board

- T checks with the class by saying the number, sts say

the words/phrase to check pronunciation

- T asks one sts to translate the text to make sure that

sts understand it

Grammar 1

- Sts work in pairs to give the correct verb form in

present simple or present continuous

- T checks with class and asks sts why they make their

choice to consolidate the use of the two tenses

Grammar 2

- T asks sts to work in pairs this time and make up a

short dialogue based on the questions in task

- T asks some pairs to act the dialogue, starting and

ending with sentences given by the teacher

2 shops for groceries

3 does the heavy lifting

4 laundry 5.ironing

6 takes out the rubbish

7 sweeping the house

8 lays the table

9 does the washing-up

Answer:

1 am writing, miss

2 am looking after

3 looks, is wearing

4 am cooking

5 are you reading

6 do people in your family do

Model dialogue:

A Hello

B Can I ask you something?

A question 1

B ……

A Thank you for your answers B You are welcome! 4 Consolidation - Summarize the main points 5 Homework - Students do the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment Notes after teaching: ………

………

UNIT 2 - YOUR BODY AND YOU

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Part 10: Getting started

I Aims and requirements: By the end of this unit, Ss can:

- Use words and phrases to talk about the human body, lifestyles and healthcare

3 New lesson:

Teacher’s activities Students’ activities Lead-in:

Play a song named: An apple a day

(This would be the best if we use a projector)

Inform the class of the lesson objectives: getting to

know the topic, vocabulary about how eating can

affect one’s health, and the use of will.

Activity 1:

- Tell students not to worry about new words or

grammar points The new items will be dealt with

later on

- Play the recording Ask students to listen and read

the conversation at the same time

Activity 2

- Ask students to work in pairs to practice asking and

answering the questions

- Ask students to report their answers and check if

they have any difficulty in understanding the

conversation

Activity 3

- Ask students to listen and repeat the words

-Pay attention to the teacher

- Look at activity 1

- Don’t care about unfamiliar words

- Listen and repeat the conversation

- Work in pairs and practice

- Report the answers Answers may vary

3 Memory or (the) brain.

4 He feels uncertain about the benefits of apple juice.

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a Have students listen and circle the words they hear.

b Have students classify the words into the

corresponding categories

Activity 4

- Ask students to work individually, in pairs or in

groups to report a time when laughter was the

best medicine for them Assist by giving a list of

prompts including occasions like feeling stressful,

tired, sick or embarrassed, etc

- Listen and repeat the words

DiseaseBalanceSkeletonsystem

BonesWeightBrainlungs

Nervoushealthy

PreventBalanceboost

- Work individually

4 Consolidation

5 Homework

- Ask students to prepare homework at home

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Period 11: LANGUAGE

- Pronounce the consonant clusters of /pr/, /pl/, /gl/, /gr/ properly

- Use will and be going to to talk about intentions, plans, predictions and willingness

- Use the passive voice for description and report

3 New lesson:

VOCABULARY

Activity 1

- Show students some pictures of the body systems

or organs for illustration if possible

- Ask students to work to match the items in the left

column with the ones in the right column

- Have students work in pairs to practice saying the

names of the systems Remind students to pay

attention to the stressed syllables in each word

Activity 2

- Tell students to work on classifying the words

into the corresponding systems Assist students

to use a dictionary to find the right meanings

PRONUNCIATION

Activity 1

- Have students listen and repeat the words Help

students make a clear distinction of the clusters

in the pair /pr/ and /gl/ and the pair /gr/ and /gl/

- Ask students to repeat a few times if necessary

Activity 2

- Ask students to read the sentence aloud Model

first if necessary and then draw students’

attention to the consonant clusters in focus Ask

students to practice the sentences a few times

GRAMMAR

- Look at the pictures

- Match the items

Key:

Circulatory system – c

Skeletal system – e Digestive system – d

Nervous system – a Respiratory system– b

- Classify the words

Key:

Circulatory system : heart, blood, pump Skeletal system: spine, bone, skull Digestive system: stomach, intestine Nervous system: brain, nerves, thinking Respiratory system: breath, air, lung

- Listen and repeat the words

- Read aloud

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Activity 1

- Ask students to read about the usage of will and

be going to and if possible, make some examples

of their own

- Give explanations and provide help if necessary

Activity 2

- Have students identify the use of will and be

going to in the sentences and write from 1 to 6

next to each one

- Call one student to go to the board and write

answers

- Check and comment

Activity 3

Tell students to further apply their newly

acquired knowledge of will and be going to in

context

- Ask students to read the sentences Have students

put a tick if right, cross if wrong

- Ask students to give some explanations for their

choice

Activity 4

- Have students complete the sentences with the

right form of will and be going to Remind

students that sometimes both can be used

Activity 5

- Ask students to read about the usage of the

passive voice Provide some explanations if

necessary to help students understand the rules

Have students read the surprising facts about human

body first, then practice using the passive voice

- Read and then write examples

- Do as required

Key 1.1 2.3 3.5 4.6 5.2

- Read the sentences

1 Is consumed by the brain

2 Are damaged (extensively)

3 Is made up of around 7,000,….,000 (27 zeros) atoms (octillion)

4 Is pump through our body everyday (by the heart)

5 Are used to smile, to frown

6 Are estimated to live on one square inch of our skin

7 Are produced by humans only

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Period 12: READING SKILL

- Read about an alternative treatment in medical care for main idea and specific information

- Ask students to look at the picture and read the

title of the text- Acupuncture – and talk about

what they already know about acupuncture

- Select some students who know about the

practice to tell the class some facts and beliefs

- If no student knows about the practice, give a

brief description

Activity 2

Aim: further involve students in the topic of the

reading

- Have students work in pairs or groups to

discuss what they want to know more about

acupuncture then decide on at least three

things they want to have more information

about

- Ask students to report their lists and compare

theirs with others’

Activity 3

Aim: To give students an overview of the reading

and provide them with key vocabulary

- Ask students to read the text quickly and pick

out words or phrases that are new to them Help

- Listen to teacher

- Look at the picture and read the title

- Talk in front of the class

- Read the text quickly

Key:

1 ailments 2 Ease

3 acupoints 4 Precaution

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students to look for the meanings of these

words in the dictionary

Activity 4

Aim: help students comprehend thoroughly the

text

- Allow students to read the text again in depth to

find necessary information to give answers to the

questions

Activity 5

Aim: allow students to dig deeper into their

background knowledge using the reading as a

model and as a source of information and then

develop writing or speaking as port-reading

activities

- Elicit students’ knowledge in the field of

non-medical treatments These can be traditional or

modern

- Students work in pairs or groups to exchange

information After sharing information, choose

students at random to present the report

- Ask students to write a short text using the

information they collect from their discussion and

information exchange if time allows

5 alternative 6.treatment 7.evidence 8.promote

Suggested answers:

1 Promoting harmony between humans and the world around them and a balance between yin and yang.

2 It is believed to promote the body’s natural healing capabilities and enhance its functions.

3 There are more than 2000 nowadays.

4 They are soreness, slight bleeding or discomfort.

5 Those who have electrical or electronic medical devices inside them.

6 Acupuncture is considered as a reliable alternative to modern medicine.

4 Consolidation

- Wrap up the lesson

5 Homework

- Students prepare for the next lesson

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- Use words and phrases to talk about the human body, lifestyles and healthcare

- Talk about how to get rid of bad habits

Aim: to identify good habits and bad habits from

some given ones

- Ask students what they think of their habits

- Have students’ name the habits they think they

have

- Have students look at the list of habits and decide

which ones are good and which ones are bad

- Have students explain their choice and give

rectification if needed

Activity 2:

Aim: Allow students to have more insight into habits

and how to kick a bad one Help students develop

their confidence in speaking by giving personal

opinions on relevant topics

- Have students work in pairs or groups and discuss

why some of the habits are good and why some are

bad by giving evidence and proof to support their

- Think of the habits and name them

Look for a waste bin when you want to throw away something, etc

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- Have students suggest ways to stop the bad habits

from their own experience

Activity 3:

Aim: To assist students’ speaking by using relevant

information

- Have students read the text quickly and choose

the things they think they can or can’t follow

Then, encourage students to explain their decision

to the class

- Have students read the phrase in the Watch out!

Box and try to find out the meaning of the idiom

Activity 4:

Aim: develop students’ ability in free speaking by

applying advice to kicking a bad habit

- Have students work in pairs or groups to choose

one bad habit Then students make a list of Dos

and Don’ts in order to kick that habit

- Have students share their lists with each other

and report to the class

- Students prepare for the next lesson

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- Listen for specific information on how to choose a healthy diet

Aim: Engage students in the lesson by eliciting their

personal eating habits

- Have students talk about how much they care about

the nutritional value of the things they eat

Activity 2:

Aim: To give students a closer look into what they are

going to listen to

- Ask some students to talk about what they think the

listening may be about

- Have students respond briefly to give their

opinions on the listening they are going to do

- Have students listen to the recording to see if what

they hear matches what they expected

- Allow students to listen one more time if necessary

to build up students’ confidence in their listening

ability

Activity 3

Aim: To check students’ comprehension

- Have students listen to the recording once or

twice before answering the questions

- Call on students to check their answers

- Students may know some basic information about what they have to do

- Feel free to talk

-Guess the content of the listening part

- Listening to the recording

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Activity 4

Aim: To develop students’ skill in listening for

specific information

- Have students listen again to divide the plate

into sections with the right labels of foods they

hear

- Check if students’ responses are correct

Activity 5

Aim: To wrap up the listening with an expansion to

writing using the knowledge and information students

have just learnt

- Ask students to write sentences to describe the

plate they have just drawn in activity 4

- Students to prepare for the next lesson

UNIT 2: YOUR BODY AND YOU

Period 15: WRITING SKILL

Vegetables, fruits

GrainsFish, beans, nuts

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- Write to ask for and to provide advice on what to eat for special events

3 New lesson:

Teacher’s activities Students’ activities Lead-in: Inform the class of the lesson objective:

writing a short letter, with details or examples as

supporting ideas, to give advice on what to eat

before important occasions

Activity 1:

Aim: To have students brainstorm and produce a

list of the foods that may give them allergies, bad

breath, stress, sleeplessness and sleepiness

- Ask students to work individually to build a

list as instructed

- Ask students to share and compare their list

with each others’

- Check if there are similarities and differences,

then ask students to explain the most

prominent similarities and differences

Activity 2

Aim: To provide students with input for their

practice and production later on

-Give brief explanations or provide meanings of

the difficult words to help students when

necessary to save time for other activities

- ask students to quickly read the facts about the

foods provided Allow students to use a dictionary

or ask teacher for help, if necessary

Activity 3

Aim: To build students’ ability in writing a request

- Pay attention to the teacher

- Do as required

Similarity: need advice on foodDifference: purpose to eat

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letter following the given model.

- Ask students to read the letters from readers

and analyze the problem and the writing styles

- Ask students to work in pairs or groups to

select a problem and write a similar

request-or-help letter

- Ask students to show the letters they have just

written to the class and ask for comments from

the class

- Provide support and comments when

necessary and decide if students have met the

objective of the activity Select one or two of

the best writings to show the class

Activity 4

Aim: To build up students’ ability in free letter

writing by replying to “request-for-help” letters

- Ask students to study the reply to Scott’s

letter Help students if necessary to facilitate

their acquisition in terms of writing styles,

structures, language, and tactics

- Ask students to choose one request from

those provided or from those they produced in

the previous activity to write a reply using the

- Reply Scott’s letter

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- Know more about health beliefs and practices in Indonesia and in Viet Nam

- Explain to students that they need to look at the

pictures and link them with the previous parts of

the unit To give students more freedom, allow

them to choose other pictures of the same theme

not provided in the section to exploit other

speaking possibilities

- Ask students to talk about how the activity

benefits the parts of the body

Activity 2

Aim: The purpose of the activity is to build students’

speaking ability by using group discussion

- In pairs or groups, have students discuss the

activities in Activity 1 and say why they are

- Ask students to work in pairs or groups, choose a

system of the body and make a list of the activities

- Do as instructed

- Look at the pictures and talk

- Work in pairs or groups and discuss theactivities in Activity 1

- Other may take part in the debate if theyhave any new ideas

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that are good for it.

- Ask students to report to the class giving reasons

for their choices Then ask students to write a short

text describing their choices

CULTURE

Activity 1

Aim: To provide some information about how

traditional healthcare practices (and beliefs) vary in

different countries

- Ask students to read about health practices and

beliefs in the two countries and note the

similarities and differences

- Give explanations, if necessary

Activity 2

Aim: To develop students’ speaking by comparing

facts from activity 1

- Ask students to work with a partner to discuss

the similarities and differences in traditional

health beliefs and practices in two countries

- Support students by providing structures or

vocabulary, when needed

Activity 3

Aim: To allow students to further develop their

speaking ability

- Ask students to use the information from their

reading homework for this activity

- Ask students to talk about their chosen

traditional therapy Details may include what the

underlying idea/ belief is, how the practice is

performed, what the benefits are, who is suitable

for, etc

- Do as required

- Students read carefully

- Ask students to work in pairs and dothe task

- Students may do at home

4 Consolidation - Summarize the main points

5 Homework - As above

UNIT 2: YOUR BODY AND YOU

Period 17: LOOKING BACK

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- Review all the items mentioned in Unit 2

- Apply to do some exercises

2 Lesson revision: Checking homework

- T calls on some students to the board and ask them to talk about a traditional therapy that they know

- Have students listen and repeat the

sentences to consolidate their recognition

and production of the learnt consonant

clusters

VOCABULARY

- Have students complete the sentences using

words they learnt previously in the unit

Grammar

- Students underline the part in italics that is

appropriate in the following sentences

Period 18: 45-MINUTE TEST

I Aims and requirements

- This test provides students with a good chance to be familiar with a form test of B1

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- Check their knowledge of listening, reading, writing and language focus

- Cassette player, tape, handouts

3 Test:

CODE 1:

PART 1: LISTENING (2 point)

Listen and decide whether the following sentences are true (T) or false (F).

1 There are five people in his family _

2 His father is a scientist _

3 His father always comes home very late at night _

4 His parents are busy at work _

5 His parents together give their children a nice and happy home _

PART 2: PHONOLOGY (0.75 point)

Pick out one word whose bold part is pronounced differently from those of the others.

6 A chore B stomach C children D change

7 A breadwinner B great C heavy D health

Choose the word whose main stress syllable is different from the others’.

8 A groceries B digestive C skeletal D stimulate

PART 3: GRAMMAR AND VOCABULARY

Choose the best answer (1.25 point)

9 My father takes the for teaching us to study in the evening so that our homework hasbeen finished before time

A job B work C responsibility D role

10 Shall we _ hands to make the earth a better place to live in?

A wash B join C join in D shake

11 Our family members have close _ with one another, which is worth valuing

A relation B relationship C relations D relationships

12 _ carries supplies needed for existence to every single cell in the body

A Blood B Bleed C Bleeding D Bleeder

13 The process of is thought to be a human’s property but research has shown that someanimals do have this ability

A thought B think C thinks D thinking

Give the right form of verbs in parentheses (2 points)

14 The manger ( just close) the store before we (arrive)

15 I (talk) _ about him when suddenly he ( come) _

16 How many languages _John (speak) _?

17 I’ve already decided I (buy) _ a new flat

18 - We need some more ink for the printer

- I (go) _ to the shop and get some

19 Long ago, my young brother often ( cry)

20 By November I (work) _ for this company for 9years

21 I was taught that the sun (be) bigger than the moon.-is

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PART 4: READING (2 points)

Read the passage then choose the best answer to each question on your ANSWER SHEET.

Statistics regarding cigarette smoking are anything but encouraging The Federal Tradecommission recently announced that in 1980 Americans purchased 628,2 billion cigarettes, anappallingly greater number than ever before The average containing less than 15 milligrams of tar In

1968 the average tar content was 22 milligrams

Despite the fact that every cigarette park has the printed warning from the Surgeon General,those who still smoke are smoking more heavily Many people have forsworn smoking in fear of lungcancer The American Cancer Society reports that death rates from lung cancer have escalated,whereas those for other major cancers have leveled off or declined

Last year 111.000 Americans died of lung cancer, while it is estimated that 117.000 willsuccumb this year Lung cancer heads the list in killing 35 percent of males who die from cancer Lungcancer accounts for 17 percent of women/s cancer deaths An estimated 440.000 deaths from cancerwill occur this year, 9.000 more than the previous year Lung cancer accounts for two thirds of theincrease Although many cancer patients have survived the disease, the prognosis for lung cancerpatients is most disheartening Ninety one percent of all diagnosed cases of lung cancer do not survive

21 You may infer that low-tar cigarettes

A reduce the dangers of smoking B appeal to a majority of smoking

C cause lung cancer D have the Surgeon General/s approval

22 Statistics show average smokers smoke

A less than they did in the past B more than they did in the past

C the same as they did in the past D none of the above

23 It is predicted that the number of deaths from lung cancer this year will be

A reduced from the number last year B the same as the number last year

C 9.000 more than last year D 111.000

24 The percentage of women/s lung cancer deaths is

A equal to that of men/s lung cancer deaths

B rising annually

C about half the percentage of men/s lung cancer deaths

D an indication that women are not susceptible to lung cancer

25 You many infer from the passage that lung cancer

A can be treated effectively B is always related to smoking

C will cause cigarettes to be taken off the market D currently has no infallible cure

PART 5: WRITING (2 points)

Complete the new sentence with given words and do not change the meaning of the old one.

26 He was very sad as he got a very bad mark in English

PART 1: LISTENING (2 point)

Listen and decide whether the following sentences are true (T) or false (F).

1 There are four people in his family _

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2 His mother is a nurse _

3 His mother has to work on a night shift a day every week _

4 His parents spend little time looking after their children _

5 His family is a happy home _

PART 2: PHONOLOGY (0.75 point)

Pick out one word whose bold part is pronounced differently from those of the others.

6 A care B trash C activity D yang

7 A spine B intestine C split D evidence

Choose the word whose main stress syllable is different from the others’.

8 A promote B precaution C nervous D appear

PART 3: GRAMMAR AND VOCABULARY

Choose the best answer (1.25 point)

9 Although my dad is busy with his work, he is willing to a hand with the housework

A give B help C take D pass

10 Weekend in my family is the time when mother and daughter cook meals whereas father and son _ broken things around the house

A make B mend C correct D repair

11 It has been a habit for families here to wait for the ring at 6 p.m every day to _ thegarbage

A take in B take off C take up D take out

12 Who volunteers to be _ for washing the dishes? Mother needs time to finish her workbefore midnight

A responsible B responsibility C respondent D respond

13 Possessing fresh _ is really desirable when one has to do a lot of speaking

A breathing B breathe C breath D breaths

Give the right form of verbs in parentheses (2 points)

14 I feel really tired I think I (have) _ some rest

15 - Do you want me to help you?

- Thanks John (help) me

16 4 Who (look) _ after the children when you are away Looks

17 The boys (break) the window when they ( play) football

18 Yesterday John (go) _ to the store before he (go) home

19 I’m sure they (complete) _ the new road by June

20 The war (break) out three years ago

21 Did you hear what she (just, say) _?

PART 4: READING (2 points)

Read the passage then choose the best answer to each question on your ANSWER SHEET.

Scientists have established that influ'enza viruses taken from man can cause the disease inanimals In addition, man can catch the disease from animals In fact, a great number of wild birdsseem to carry the viruses without showing any evidences of illnesses Some scientists conclude that alarge family of influenza viruses may have evolved in the bird kingdom, a group that has been on theearth 100 million years and is able to carry the viruses without contracting the disease There is evenconvincing evidence to show that virus strains are transmitted from place to place and from continent

to continent by migrating birds

It is known that two influenza viruses can recombine when both are present in an animal at thesame time The result of such recombination is a great variety of strains containing different H and Nspikes This raises the possibility that a human influenza virus can recombine with an influenza virusfrom a lower animal to produce an entirely new spike Research is underway to determine if that is theway that major new strains come into being Another possibility is that two animal influenza strainsmay recombine in a pig, for example, to produce a new strain which is transmitted to man

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22 According to the passage, scientists have discovered that influenza viruses _.

A cause ill health in animals

B do not always cause symptom in birds

C are rarely present in wild birds

D change when transmitted from animals to man

23 What is known about the influenza viruses?

A It was first found in a group of very old birds

B All the different strains can be found in the wild birds

C It existed over 100 million years ago

D It can survive in many different places

24 According to the passage, a great variety of influenza strains can appear when _

A H and N spikes are produced

B Animal and bird viruses are combined

C Dissimilar types of viruses recombined

D Two viruses of the same type are contracted

25 New strains of viruses are transmitted to man by _

A a type of wild pig

B diseased lower animals

C a group of migrating birds

D a variety of means

26 All of the following are ways of producing new strains of influenza EXCEPT _

A two influenza viruses in the same animal recombining

B two animal viruses recombining

C animal viruses recombining with human viruses

D two animal viruses recombining in a human

PART 5: WRITING (2 points)

Complete the new sentence with given words and do not change the meaning of the old one.

27 The milk was so hot that the boy couldn't drink it

→ The milk was

28 The last time I went to the theatre was three years ago

→ It is

29 The show was interesting to the boys

→ The boys felt ……… … ……….

30 Although he is intelligent, he doesn’t do well at school

→ In

31 We are sorry we couldn't come to your birthday party

→ We are sorry not

Period 19: TEST FEEDBACK

I Aims and requirements

- After this lesson students have marks on the test and receive feedback from teacher

- Check their knowledge of listening, reading, writing and language focus

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- Recognize their mistakes and avoid repeating

- Know strength and weaknesses to set up a study plan

is generally believed that “men build the house and women make it home”, but in my family,

both parents join hands to give us a nice house and a happy home

PART 1: LISTENING (2 point)

Listen and decide whether the following sentences are true (T) or false (F).

1 There are five people in his family _T

2 His father is a scientist F _

3 His father always comes home very late at night _F

4 His parents are busy at work _T

5 His parents together give their children a nice and happy home T _

PART 2: PHONOLOGY (0.75 point)

Pick out one word whose bold part is pronounced differently from those of the others.

6 A chore B stomach C children D change

7 A breadwinner B great C heavy D health

Choose the word whose main stress syllable is different from the others’.

8 A groceries B digestive C skeletal D stimulate

PART 3: GRAMMAR AND VOCABULARY

Choose the best answer (1.25 point)

9 My father takes the for teaching us to study in the evening so that our homework hasbeen finished before time

A job B work C responsibility D role

10 Shall we _ hands to make the earth a better place to live in?

A wash B join C join in D shake

11 Our family members have close _ with one another, which is worth valuing

A relation B relationship C relations D relationships

12 _ carries supplies needed for existence to every single cell in the body

Tiêu đề	Getting Started
Người hướng dẫn	Teacher: Pham Thi My
Trường học	Chan Mong High School
Chuyên ngành	English
Thể loại	Lesson Plan
Năm xuất bản	2016 - 2017

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Số trang	121
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