Grammar: Task 1: - T asks Ss to read the text once and asks them to pay attention to the words / phrases such as every day, today, at the moment, and asks them what verb forms are often
Trang 1Date of preparation: August, 16th 2014 Date of signing: August, 18th 2014
INTRODUCING THE PROGRAMS OF ENGLISH 10
A Aims:
- Help Ss to know about the English book grade 10 in general (Including themes, tests, lessons etc )
- Introduce how to do an oral test, a fifteen - minute tests and a written test
- Some requires of student to study well English
- To help Ss have the opportunities to develop their oral fluency
- To introduce the theme and units
- By the end of the lesson, students will be able to:
+ Know about the English book grade 10 in general
* Game: Lucky Number
-T divides the whole class into two groups and plays the game
- The leader of each group chooses a number for their own group and does the following requirement in each question If the answer
is correct, they will get 10 marks
1 Lucky Number
2 How many girls are there in your class?
3 Do you know what your English teacher’s name is?
4 Lucky Number
5 What do you prepare for this semester?
6 Do you like studying English? Why or Why not?
7 How do you learn English well?
8 Do you speak English fluently?
- T leads Ss in the lesson
A Content: Including six topics
- T introduces the topics
1 You and me 2 Education
3 Community 4 Recreation
5 Nature and Environment 6 People and places > Six topics are divided into ten units
- T asks Ss to find out the topic through the unit’s name
B The design of each unit in textbook:
1 Getting started: Introducing the overall topic of the unit
2 Language: Learning vocabulary, grammar and pronunciation
3 Reading: Developing reading skills and providing Ss with language and ideas about the topic
4 Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge
5 Listening: Developing listening skills6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language
7 Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language
T < > Ss
Trang 2learnt previously in the unit.
8 Looking back and project:
- Revising and consolidating of the language in the unit
- Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation
- After 2 units, Ss have one period for test themselves It helps them test themselves about what they’ve learnt
1- Checking frequency knowledge for the previous lesson
2- Fifteen minutes test (3 times for each semester)3- Forty minutes test (2 times for each semester)4- Semester test (Once for each semester)
D The new point in learning English 10
- Communicative method /approach
- Task - based method /teaching
- The book is designed with 4 skills
- Complete and various tests
- Learner - centered approach
E Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it has
- Introduce some more information
- There are 6 themes including You and Me; Education;
Community; Nature and Environment; National Parks; Recreation and People and Places
- There are 8 periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back
F Some requires of students
- Read the lesson before studying in class
- Do all exercises at home
- It is good to find the meaning and the pronunciation of the new words in the dictionary at home
-Listen to the teacher attentively and take part in the lesson actively and creatively
- Take part in the activities that the teacher required such as pairs work, group work or individual
- Each S has a notebook and book (student book and work book)
Date of preparation: August, 16th 2014 Date of signing: August, 18th 2014
Trang 3Distributive period: 2 Date of teaching:
Unit 1 Family life
Lesson 1 Getting started
A Aims and Objectives:
- To teach Ss to listen and read a conversation about family life and do tasks: T/F exercise and
completing exercise
- To teach some lexical items related to the topic Family life.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to the topic Family life.
+ Make simple dialogues using the given expressions
+ Read about the benefits of sharing household
+ Use the words and phrases related to household chores and duties
B Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette
- Students: Textbook
C Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
- T asks Ss some questions:
+ What is your responsibility in your family?
+ Who does the household chores?
Task 1: Listen and read:
- T plays the recording and asks Ss to listen and pay attention to the text to understand the content
- Ss listen and read along silently
Task 2: Decide whether the sentences are true, false or not given
- T asks Ss to read the passage again and get information to do Task 2
in pairs
- Ask students to compare the answers with a partner
- Ask some students to read the answers
- Checks and gives the correct answers:
1 F 2 NG 3 F 4 T 5 T 6 NG
Task 3: Listen and repeat:
- T plays the recording and asks Ss to listen then repeat the words/
phrases twice
- T asks some Ss to read the words
- T corrects Ss’ pronunciation
- T explains the meanings if necessary
Task 4: Write the verbs or phrases
- T asks Ss to write the verbs or phrases that are used with the words orphrases in the conversation
- T asks Ss to work individually
- T plays the recording again if necessary
- T asks Ss to exchange the answers with their partner
Ss < > Ss
Trang 41 do /divide/ handle (household) chores 2 take out garbage
3 do laundry 4 shop for groceries
5 do heavy lifting 6 do washing-up
7 be responsible for household finances
Date of preparation: August, 16th 2014 Date of signing: August, 18th 2014
Unit 1 Family life
Lesson 2 Language
A Aims and Objectives:
- To teach Ss to pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context
- To teach Ss the words and phrases related to household chores and duties
- To teach Ss to use the present simple and the present continuous tense
- By the end of the lesson, students will be able to:
+ Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context
+ Use the words and phrases related to household chores and duties
+ Understand and use the present simple and the present continuous tense
- T asks Ss to make sentences using some words or phrases:
1 do (household) chores 2 take out garbage
3 do laundry 4 shop for groceries
5 do heavy lifting 6 do washing-up
7 be responsible for household finances
- T corrects Ss’ answers and gives mark
- T asks students to compare the answers with a partner
- T asks some students to read the answers
- Checks and gives the correct answers:
Trang 5- Ss elicit more chores to add to the list.
- Ask students to compare the answers with a partner
- Ask some students to read the answers
- Feedback
Task 3: Discussing
- T asks Ss to discuss two questions
- Have Ss work in pairs to ask and answer the questions
- T encourages Ss to use the chores in the list in their answers
- T asks some pairs to ask and answer the questions
- T gives feedback
B Pronunciation:
Task 1: Listen and repeat:
- T plays the recording and asks Ss to listen then repeat the words twice
- T asks some Ss to read the words
- T gives the meaning of the words if necessary T helps Ss distinguish the three sound clusters
- T corrects Ss’ pronunciation
- T helps Ss with the pronunciation
Task 2: Listen and choose
- T asks to read the words in rows, paying attention to the difference between the sound clusters
- T plays the recording and asks Ss to listen then circle the word they hear
- T asks Ss to work individually
- T asks Ss to exchange the answers with their partner
- T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear
1 b 2 b 3 c 4 a
C Grammar:
Task 1:
- T asks Ss to read the text once and asks them to pay attention to the
words / phrases such as every day, today, at the moment, and asks them
what verb forms are often used in the sentences that have these words /phrases Ask them to choose the correct verb form
- T asks Ss to exchange the answers with their partner
- T checks Ss’ answers and elicits from them the rules of using the present simple and the present continuous tense
T < > Ss
S
Ss
T < > Ss
- T asks Ss to do exercise 2 page 8 at home
E Experience:
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Date of preparation: August, 16th 2014 Date of signing: August, 18th 2014
Unit 1 Family life
Lesson 3 Reading
A Aims and Objectives:
- To teach Ss to read for general ideas and for specific information about Family life and answer the
questions
- By the end of the lesson, students will be able to:
+ Read for general ideas and for specific informationabout Family life and answer the questions.
+ Understand more about home life and express their own ideas about home life
+ Read for specific information about the benefits of sharing housework
- T asks Ss to do exercise 2 page 8
1 does, is not cooking, is working
- T asks Ss work in groups, look at the picture and answer the questions
- T asks Ss 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 The
answer can be “Yes, they are Because they do the housework together/
Because all members of the family share the housework.”
- Remind Ss that the title for the text is the one that gives the general idea of the whole text
- Ask students to compare the answers with a partner
- Check Ss’ answers and guide Ss to the correct choice if necessary byhelping them eliminate the sentences that only about one aspect of thetext
Key: c Task 3:
- Have Ss read the text again and underline the words sociable,
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7 minutes
vulnerable, critical, enormous and tent when they see them in the text
Then, ask Ss to work in pairs to choose the appropriate meaning for each word from the text
- Explain to Ss how to use context to guess the meaning of the unknown words if necessary
Key: 1.a 2 b 3 b 4 b 5 a Task 4:
- T asks Ss to continue to work in pairs, and find out what it refers to in
each of the sentences Let Ss read and understand the sentences before and after the one has the word in it to decide what it means Ss can use the elimination technique to get the right answer
Key: a c b b
Task 5: - Put Ss 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 Ss can understand the key words in the questions - Ask Ss 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 Ss’ answer by inviting a representative form each group to give the answer to one of the questions If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it form other Ss Key: 1 They do better at school, become more sociable, and have better relationships with their teachers and friends 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 S T < > Ss Pair work Ss T < > Ss 3 Consolidation 2 minutes
- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to do task 6 page 9 at home - Prepare for the next lesson T < > Ss E Experience:
Date of preparation: August, 24th 2014 Date of signing: August, 25th 2014 Distributive period: 5 Date of teaching: Unit 1 Family life
Lesson 4 Speaking
A Aims and Objectives:
- To teach Ss to talk about Family life.
- To teach Ss some words and phrases related to Family life.
- By the end of the lesson, students will be able to:
+ Talk about their home life
+ Exchange opinion about household chores
Trang 8+ Talk about household chores they often do
+ Express their opinions about the chores they like or dislike
+ Knowledge:
- General knowledge: + Single-parent family: Gia đình chỉ có cha hoặc mẹ.
+ Extended family: Gia đình có nhiều thế hệ hoặc họ hàng sống chung
+ Nuclear family: Gia đình chỉ có cha, mẹ và con cái
And then give the reasons
Share the answers with the partners
Call some of them to present the answers orally
Likes
Feeding the cats and dogs Love animals
Do the groceries Like shoppingTaking out the garbage It is not too hard
Dislikes
Laundry Take much time and quite hardWashing the dishes Often break things
Looking after the baby Waste time, be tired
2 Activity 2
Ask Ss to look at the task 2
Let them some minutes to read the questions first and underline the key words
Ask Ss to work in pairs to match the questions with the answers
Call some of them to read out the questions and answers
Read the questions and underline key words
Household chores
sweeping
Trang 910 minutes
Matching: Suggested answers 1 c 2 a 3 d 4 b
Call some of them to read the dialogue orally Practise the dialogue
A: What household chores do you do everyday?
B: I do the laundry, wash the dishes, and sweep the house I sometimes do
the cooking when my mom is busy
A: Which of the chores do you like doing most?
B: Well, I think I like sweeping the house A: What do you like about it?
B: It’s not too hard, and I like seeing the house clean A: Which of the chores do you dislike most?
B: Washing the dishes because I often break things.
Give comment or pronunciation correction if necessary
3 Activity 3
Ask Ss to use the information above to make the similar conversation with partner (about themselves)
Work in groups of three then present in class
Practise in pairs about their own chores at home
Present orally in pairs
Example:
A: What household chores do you do everyday?
B: I ………
A: Which of the chores do you like doing most?
B: Well, I think I like ………
A: What do you like about it?
- T asks Ss to write the dialogue in the notebook
E Experience:
Date of preparation: August, 24th 2014 Date of signing: August, 25th 2014
Unit 1 Family life
Lesson 5 Listening
A Aims and Objectives:
- To teach Ss to listen a programme about the roles of family members
- To teach Ss about Family life
- By the end of the lesson, students will be able to:
+ Develop the listening skills for details and for specific details
+ Talk about Family life.
+ Listen to a programme about the roles of family members
+ Listen the monologue and do the true or false exercise and do the gap – filling exercise
B Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette
Trang 10- Ask Ss to answer some questions:
1 How does your family share the household chores?
2 Is your mother a homemaker?
3 Is your father a breadwinner?
4 Do you think that both parents now work to contribute the family finances?
- Introduce the content of the listening that they are going to listen
2 Activity 2
Ask Ss to look at the sentences in task 2 and guest which is true or which is false
Play the tape first time
At the first time ask Ss to give the answer if they can
Read the text second time
Ask Ss to give the evidence
Listen the answers then give comment
In the third listening teacher check the understand of Ss
Call some of them to give answers
Solution (n)Ask some of them to tell the answer Give comments
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?
Play the tape first time
At the first time ask Ss to give the answer if they canRead the text second time
Ask Ss to give the evidenceListen the answers then give comment
Trang 11In the third listening teacher check the understand of Ss Call some of them to give answers
Give comment
Suggested answers:
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, homemaking and parenting
3.The families become happier and the divorce rate among them is the lowest T < > Ss
3.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to write the dialogue in the notebook - Prepare for the next lesson T < > Ss E Experience:
Date of preparation: August, 24th 2014 Date of signing: August, 25th 2014 Distributive period: 7 Date of teaching: Unit 1 Family life
Lesson 6 Writing
A Aims and Objectives:
- To teach Ss to write a paragraph about family chores
- To teach Ss some words and structures related to Family life.
- By the end of the lesson, students will be able to:
+ Know how to write a paragraph about family chores
+ Write about how each member of their family contributes to doing housework
+ Develop the writing skills in general Build up vocabulary supported for writing
B Preparations:
- Teacher: Handouts, textbook and pieces of papers
- Students: Textbook
C Methods: - The whole lesson: Integrated, mainly communicative.
D Procedures:
1
Homework
8 minutes
* Checking
- Collect some homework books to mark writing
- Give marks
- Give comments and lead in the lesson
T < > Ss
2 New
lesson
8 minutes
“Many hands make light work”
1 Activity 1
- Ask Ss to work in pairs to discuss the meaning of saying
- Call some of them to tell the answers Pair work
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14 minutes
- Ss present the answerMany hands make light work means that if many people share a piece of work, it will become easier for everybody
If all family members contribute to housework, each won’t have to do much
- Give comment
2 Activity 2 +3
Ask Ss to read the text
In pairs complete the chore chart
Call some of them to tell class
- Ss present in class
HOUSEHOLD CHORE CHART
DAD Mending things , cleaning the bathroomMUM Do most of the cooking and groceries shoppingLAM Doing the laundry, taking out the rubbish and cleaning the
fridge, laying the table for meals, sweeping the house and feeding the cat (share with sister)
AN Helping mum prepare meals and washing the dishes, laying
the table for meals, sweeping the house and feeding the cat (sharing with brother)
- Call some students to tell the form of writing a paragraph about how people
in the family share household work
A paragraph about how people in the family share household work.
a Introduction:
+ The members of the family
(I live in a family of four: … / There are four people in my family: ……… /
My family has …… )
+ How the household chores divide in general?
(All members of may family do the housework / My family share the household chore equally/ … )
b Body Describe each member’s duties?
Ask students to complete their own Family chore chart
Write the chart of a student on the board as an example
HOUSEHOLD CHORE CHART
DAD Doing the heavy lifting
Sometimes prepare dinnerMUM Do most of the cooking and groceries shopping
My older sister Help my mum cook lunch and dinner
Doing the laundryWater the houseplants
Me Taking out the rubbish
Lay the table for mealsFeed the cat and dogs
Call him/her write the writing on the board, and the rest of students
Trang 13write in their notebook (Time limited is 10 minutes) Check the writing on the board
Collect the writing to give marks
3.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents - Ask Ss to tell class how to write a paragraph about how people in your family share household work - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to write the dialogue in the notebook - Prepare for the next lesson T < > Ss E Experience:
Date of preparation: August, 24th 2014 Date of signing: August, 25th 2014 Distributive period: 8 Date of teaching: Unit 1 Family life
Lesson 7 Communication and culture
A Aims and Objectives:
- To teach Ss about the sharing household chores in the family
- To teach Ss to talk and read about knowledge of family fife in different cultures (Viet Nam and Singapore)
- By the end of the lesson, students will be able to:
+ Understand and read about inventions in Asian countries
+ Talk about about family life in different cultures (Viet Nam and Singapore)
+ Discuss the sharing household chores in the family
+ Get knowledge of family life in different cultures (Viet Nam and Singapore)
B Preparations:
- Teacher: Handouts, textbook and pieces of papers
- Students: Textbook
C Methods: - The whole lesson: Integrated, mainly communicative.
D Procedures:
1
Homework
7 minutes
* Checking
- Collect some homework books to mark writing
- Give marks
2 New
lesson
6 minutes
8 minutes
1 Communication: Discussion: Who does what in your family?
Activity 1:
- Ask Ss to work in pairs to describe
- Call some of them to tell the answers Answers:
The father is cleaning the house
The mother is doing the housework ( cooking, cleaning the house, feeding the baby, doing the laundry, ironing….)
Activity 2:
Pair work
T < > Ss
Trang 14- T explains some words or phrases if necessary.
- Play the record Have Ss listen and do the activity
- Feedback
Activity 3:
- Ask Ss to work in groups of four to discuss the questions
- Tell Ss to refer back to the ideas in Activity 2 to answer the questions, but they can also express their opinions freely
- Call some groups to report their group’s opinions to the class
2 Culture:
Activity 1:
- Ask Ss to work in pairs One reads the text about family life in Singapore and the other reads the text about family life in Viet Nam, then each writes down his/ her answers to the questions about his / her text
- Help Ss with some vocabulary
- Ask some Ss to present their answers
- T asks Ss to learn the structures and vocabulary
E Experience:
Date of preparation: August, 24th 2014 Date of signing: August, 25th 2014
Unit 1 Family life
Lesson 8 Looking back and project
A Aims and Objectives:
- To help Ss pronounce correctly and recognize the words cluster sounds /tr/ , /br/ , / kr / in isolation and in context
- To teach Ss some lexical items related to the topic Family life.
- To teach Ss to do the tense exercises (the present simple and the present continuous tense)
- By the end of the lesson Ss are able to:
+ Exchange opinions about the household chores
+ Use words and phrases related to topic Family life
+ Pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /
+ Use the present simple and the present continuous tense
Trang 15Time/Stages Activities Interactions
- Introduce the task and play the recording
- T asks Ss to underline the words having cluster sounds /tr/ , /br/ , / kr /
- Call on some Ss to read the sentences
Vocabulary:
Activity 1: What chores are the people doing?
- Have Ss work in pairs to write the name of chore under each picture
- Check Ss’ answers by asking them to write the names of chores onthe board next to the number of the picture
Key:
1 cooking 2 shopping for groceries
3 doing the laundry / washing clothes 4 taking out the rubbish
5 cleaning the toilet 6 washing up
7 ironing 8 sweeping (the house)
9 watering the flowers 10 feeding the cats / pets
Activity 2: Use the words/ phrases in the box in their correct form
to complete the text
- Tell Ss to read the text carefully, using the context clues to decide which word / phrase can be used to complete each gap in the text
- Check Ss’ answers and provide correction if necessary
Key:
1 does the cooking 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
3 looks, is wearing 4 am cooking
5 are you reading 6 do
Activity 2:
- Ask Ss to work in groups to discuss the questions
- T goes around and helps Ss with the new words or structures
- Call some groups to report the results to the class
- T listens and makes comments
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E Experience:
Date of preparation: August, 24th 2014 Date of signing: August, 25th 2014 Distributive period: 10 Date of teaching: Unit 2 your body and you Lesson 1 Getting started A Aims and Objectives: - To teach Ss to listen and read a conversation about Your body and you and do tasks: Listen and repeat and questions and answers - To teach some lexical items related to the topic Your body and you. - By the end of the lesson, students will be able to: + Use some lexical items related to the topic parts of the body + Make simple dialogues using the given expressions
B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative * Skills: - Reading for gist and for specific information. - Skimming and scanning reading D Procedures: Time/Stages Activities Interactions 1 Warm up 8 minutes - Ask students to keep book close and remember names of the body - Students listen to the teacher and point at the parts of their body when they hear the words related to part of the body ex: nose, eyes, ear, arm, hand, leg, finger
- Lead in: We’re going to learn about ………
T < > Ss
2 New
lesson
14 minutes
An apple a Day
Task 1:
This task leads students in and Ss work individually to arouse interest
in the topic of the unit Tell Ss not to worry bout the new words or grammar points The new items will be dealt with later on
- Play the disk and ask students to listen
- Students read the dialogue
Task 2:
This task focuses on comprehension
- Ask students to practise asking and answering the questions
- Let them report the answers and check if they have any difficulty in understanding the conversation Answers may vary
- Walk round and help them
- Ask some students to stand up to talk again
Individually
T < > Ss
Pair work
Trang 1712 minutes
8 minutes
1 Better health; good body condition; stronger resistance to illnesses
2 Lose weight, build healthy bones, and prevent diseases like cancer 3 Memory or (the) brain 4 He feels there may be unwanted effects from good things Task 3: This task familiarises Ss with the vocabulary and helps them improve the recognition of consonant clusters in focus Tell Ss to listen and repeat the words - Play the tape - Ss listen and circle the words they hear + prevent disease bones weight + brain boost healthy - Ss work on classifying the words into the corresponding categories disease (n) nervous (a) balance (n) healthy (a) skeleton (n) system (n) prevent (v)
bones (n) balance (v)
weight (n) boost (v)
brain (n) lungs (n) Task 4: - Ask Ss to work individually, in pairs or in groups to report on a time when laughter was the best medicine for them T can assist by giving a list of prompts including occasions like an embarrassing situation, feeling stressful, tired or sick, etc… T < > Ss T < > Ss Ss < > Ss Individually 3 Consolidation 2 minutes - Summarize the main points of the lesson T < > Ss 4 Homework 1 minute - Ask students to write a passage about their daily routine (50 words) - Prepare for the next lesson T < > Ss E Experience:
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Date of preparation: September, 13th 2014 Date of signing: September, 15th 2014
Lesson 2 Language
A Aims and Objectives: By the end of the lesson, students will be able to:
- To teach Ss to pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
- To teach Ss to use the future simple with will and going to; the passive voice
- By the end of the lesson, students will be able to:
+ Understand and use the passive voice with modals
+ Use some lexical items related to the topic Your body and you.
+ Pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
+ Use the words and phrases related to illnesses and health and system of the body
+ Understand and use the future simple with will and going to; the passive voice
- Teach some of the words using the glossary, some pictures
- Prepare some pictures of the body systems or organs for illustration ifpossible
ex: blood, heart, spine, stomach, lung, nerves, bones, skull,
- Lead in: We’re going to learn about
b Ask Ss to work in pairs, practise saying the names of the systems
Remind Ss to pay attention to the stressed syllable(s) in each word
- Ss work in pairs, practise saying the names of the systems
- Ask Ss to listen and repeat the words
- Help Ss make a clear distinction of the pair /pr/ and /pl/ and thepair /gr/ and /gl/ Allow Ss to repeat a few times
Task 2:
Individually
T < > Ss
Group work
Trang 19- Ask Ss to listen and practise reading the sentences aloud Teacher
may model first if necessary the draw Ss’ attention to the consonant
clusters in focus Ask Ss to practise the sentences a few times
C Grammar: a Will and be going to
Task 1:
- Ask Ss to read about the usage of will and going to and make some
examples of their own
+ “Will” can be used to express:
1 promises
2 offers and requests for help
3 refusals of things
4 and predictions about the future
+ “Be going to?” can be used to express:
5 plans, intentions
6 and making some predictions
- Give explanations and provide help when necessary
Task 2:
- Ask Ss to identify the use of Will and going to in the sentences and
write from 1 to 6 next to each one
- Help Ss if necessary
Key:
1 1 (promises) 2 3 (refusals of things)
3 5 (plans, intentions) 4 6 (predictions)
5 2 (offers and requests for help)
Task 3:
- Tell Ss to further apply their newly acquired knowledge of will and
going to in context.
- Ask Ss to read the sentences Put a tick in front of the sentence if it is
appropriate, put a cross if it isn’t
- Ss read the sentences Put a tick in front of the sentence if it is
appropriate, put a cross if it isn’t Give some explanations for their
choice if they can
Key:
1 x 2 √ 3 √ 4 √
5 √ 6 √ 7 √ 8 √
Task 4:
- This task encourages Ss to use the items newly learnt in practice Ask
Ss to complete the sentences with the rights form of Will and be going
to Remind Ss that sometime both can be used.
Key:
1 will/ is going to 2 won’t
3 will/ is going to 4 are going to
5 will 6 Are going to
7 will 8 am going to
b The passive
- Tell Ss to read about the usage of the passive voice Teacher can
provide some explanations if necessary to help Ss understand the rules
Task 4:
- Ask to read the surprising facts about human body first, then
1 Nerves signals are sent to and from the brain as fast as 170 times
per hour
2 10 watts is consumed by the brain
3 The blood vessels are damaged
T < > Ss
S
Ss
T < > Ss
Individually
T < > Ss
T < > Ss
Trang 204 The body is made up around 7 octillion atoms
5 2,000 gallons is pumped through our body
6 17 muscles are used to smile and 43 to frown
7 32 million bacteria are estimated to live on one square inch of our skin
8 Emotional tears are produced by humans
T < > Ss
3.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to do exercises again at home - Prepare for the next lesson T < > Ss E Experience:
Date of preparation: September, 13th 2014 Date of signing: September, 15th 2014 Distributive period: 12 Date of teaching: Unit 2 your body and you
Lesson 3 Reading
A Aims and Objectives: By the end of the lesson, students will be able to understand:
- General knowledge: Ss read for specific information about acupuncture
- Language: Present simple
- New words: Words related to acupuncture
B Preparations:
- Teacher: Handouts, textbook, pieces of papers
- Students: Textbook
C Methods: - The whole lesson: Integrated, mainly communicative.
D Procedures:
1 Warm up
6 minutes
- Lead in: Inform the class of the lesson objectives: Skimming (glancing over a text for a general overview) and scanning (quickly looking at a text for specific information) the text for the main idea and specific information Ask the class to recall what skimming and scanning are
T < > Ss
2 New
lesson
36 minutes
Task 1:
- Have students look at the picture and read the title of the text-ACUPUNCTURE- and talk about what they may already know about acupuncture
- Select some Ss who know about the practice to speak to the class using their background knowledge
- If no Ss about the practice, teacher will give a brief description
Task 2:
The purpose of this task is to further involve the Ss in the subject of the reading
- Ask students to read the passage In pairs, or in groups choose the three most things they learn about acupuncture
Ss
T < > Ss
T < > Ss Group work
Trang 21- Ss work pairs, or in groups to discuss what they want to know about acupuncture from then decide on at least three things they want to have more information about
- Ss report their list and compare with others’
- Students read the text quickly and pick out words or phrases
Key:
1 ailments 5 alternative
2 ease 6 treatment
3 acupoints 7 evidence
4 precaution 8 promote
Task 4:
The purpose of this task is the Ss’ thorough comprehension of the reading text
- Allow students to read the text again in depth to find necessary information to give answers to the questions
- Ss work individually to answers the questions
Suggested answers:
1 (It’s) 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 function
3 There are more than 2000 nowadays
4 They are soreness, slight bleeding, or discomfort
5 Those who have electrical or electronic medical device inside them
6 Acupuncture is considered as a reliable alternative to modern medicine
Task 5:
The purpose of this task is to allow Ss to dig deeper into their background knowledge using the reading as a model and a source of information and then develop writing or speaking as a post-reading activities
- Elicit Ss’ knowledge in the field of non-medical treatments These can be traditional or modern
- Ss work in pairs or in groups to exchange information After sharing information, Ss report to the class
- Two students present the report
T < > Ss
Pair work
T < > Ss
Individually
Pair work
T < > Ss
3.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson T < > Ss 4 Homework 1 minute - Prepare for the next lesson. T < > Ss E Experience:
Trang 22
Date of preparation: September, 20th 2014 Date of signing: September, 22nd 2014
Unit 2 your body and you
A Aims and Objectives: By the end of the lesson, students will be able to understand:
1 Educational aim: Students will be able to talk about how to get rid of bad habits
2 Knowledge:
- General knowledge: Ss know about some bad habits and how to get rid of those ones
- Language: Present simple
- New words: words related to good and bad habits
- Ask students what they think of their habits
- Have Ss look at the list of habits and decide which ones are good
- Ss name the habits they think they have
- Ss look at the list of habits and decide which ones are good
- Ss explain their choice and give rectification if needed
Suggested answers:
+ Keeping a routine+ Saving money+ Never giving up+ Being thankful+ Reading regularly+ Doing regular exercise
Task 2:
The purpose of this task is to allow Ss to have some insight into habitsand how to kick a bad one Ss will develop their confidence inspeaking by giving personal opinions on relevant topics
- Ss work in pairs or in groups and discuss why some of the habits aregood and why some are bad by giving evidence and proof to supporttheir ideas
Examples:
to stop littering Look for dustbins when you want to throw away something, etc
Trang 23- Ss work in pairs or in groups to choose one bad habit, then make a list
of “do’s” and “don’ts in order to kick that habit
- Ss share their lists with each other and report to the class
Date of preparation: September, 20th 2014 Date of signing: September, 22nd 2014
Unit 2 your body and you
A Aims and Objectives:
1 Educational aim: By the end of the lesson, students will be able to talk about a healthy diet and improvelistening skill
2 Knowledge:
- General knowledge: Ss learn how to choose a healthy diet
- Language: Present simple
- New words: Words related to diet
3 Skills: Listening for specific information and deciding on True or False statements
- Ask Ss to answer the questions:
+ What do you usually have for lunch or dinner?
+ Do you care about the nutritional value of the things you eat?
- Ss talk about how much they care about the nutritional value of thethings they eat?
T < > Ss
Trang 24- Play the tape
- Allow Ss to listen one more time if necessary to build up Ssconfidence in their listening capability
- Listen to the recording to see what they hear matches what theyexpected
Task 3: True-false
The purpose of the task is to check Ss’ comprehension
- Have students read the sentences carefully
- Play the recording again and ask students to listen and decide whetherthe statements are true or false
- Call on Ss to check their answers
- Ss read the sentences carefully
- Listen to the tape again and decide the statements that are true orfalse then explain them
Date of preparation: September, 27th 2014 Date of signing: September, 29th 2014
Trang 25Unit 2 your body and you
A Aims and Objectives:
1 Educational aim: By the end of the lesson, students will be able to write a short letter to ask for help andrespond to requests in proper dining/ eating
2 Knowledge:
- General knowledge: Ss learn how to choose a healthy diet
- Language: Present simple
- New words: Words related to diet
- Lead in: Inform the class of the lesson objectives: writing about what
to eat and not to eat
The purpose of this task is to build up Ss’ ability in free letter writing
by replying to “request-for-help” letters
- Ask Ss to study the reply to Scott’s letter Help Ss if necessary tofacilitate Ss’ acquisition in terms of writing styles, structures, languageand tactics
Trang 26Date of preparation: September, 27th 2014 Date of signing: September, 29th 2014
Unit 2 your body and you
Lesson 7 Communication and culture
A Aims and Objectives: By the end of the lesson:
- Ss can get knowledge of some health traditional beliefs and practices in Viet Nam and Indonesia
- Ask Ss to practice speaking
- Call some of them to tell the answers
- Ask Ss to talk about how the activity (ies) benefit(s) the parts/
systems of the body
Pair work
Trang 27- Give explanations, if necessary.
- Help Ss with some vocabulary
- Ask some Ss to present their answers
- Feedback
Activity 2:
- Ask Ss to work with a partner to discuss the similarities and differences in traditional health beliefs and practices in the two countries
T < > SsPair work
- T asks Ss to learn the structures and vocabulary
E Experience:
Date of preparation: September, 27th 2014 Date of signing: September, 29th 2014
Lesson 8 Looking back and project
A Aims and Objectives: By the end of the lesson:
- Ss use words and phrases related to topic “Your body and you”
- Ss can pronounce and recognize the words cluster sounds /pr/ , /pl/ , / gr / and /gl/.
- Ss use be going to, the simple future tense and the passive voice.
- Introduce the task and play the recording
- T asks Ss to underline the words having cluster sounds //pr/ , /pl/ , / gr / and /gl/.
- Call on some Ss to read the sentences
Vocabulary:
Activity 1: Complete the following sentences with a word or phrase
Individually
T < > Ss
Trang 28about the body.
- Have Ss work in pairs to write the name of chore under each picture
- Check Ss’ answers by asking them to write the names of chores onthe board next to the number of the picture
Key:
1 brain 2 lung/ heart 3 digestive
4 skeletal 5 respiratory (system) 6 stomach
3 is going 4 are stimulated
5 is used 6 won’t go
7 are supported by 8 is going to rain
Project:
- Ask Ss to go round the class and conduct a survey
- Have Ss use the information to write a report
- T goes around and helps Ss with the new words or structures
- Call some groups to report the results to the class
- T listens and makes comments
- T asks Ss to learn the structures and vocabulary
E Experience:
Date of preparation: October, 4th 2014 Date of signing: October, 6th 2014
revision
A Aims:
- To practice speaking, reading, listening and writing
- To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence
- To help Ss have the opportunities to develop their oral fluency
- To introduce some words and phrases
Trang 29- Greeting and checking attendance.
- Teacher asks Ss to do the homework
I Grammar:
1 Simple present tense
- Ask Ss to retell the usage, form and formation of verbs in the simplepresent tense
- Ask Ss to give examples
E.g
I go to school on footShe lives in Yen Thuy
2 Present continuous tense
- Ask Ss to retell the usage, form and formation of verbs in the simple pasttense
E.g We are learning English now
3 The simple future tense.
- Ask Ss to say the usage and form
- Ask Ss to give examples
E.g We will decorate the house next week
4 Be going to.
- Ask Ss to say the usage and form
- Ask Ss to give examples
E.g Look at those black clouds It’s going to rain
II Exercises:
1 Use the correct tense of verbs in brackets:
1 When the postman (come)…… this morning, I (have) ……… breakfast
2 While I (talk)…… to John yesterday, the telephone (ring) ………
3 Excuse me, (you /speak) ……….English?
4 Excuse me but you (sit)……… in my place - Oh, I’m very sorry
5 I’m sorry I (not/understand)……… Please speak slowly
6 Can I borrow your pen or (you /use)……… it at t he moment?
7 Ann usually (do)……… the shopping but today I (do)……… it
8 Who (make) ………that terrible noise? - It’s Nam He (practise)……… the guitar
9 My brother (visit)……… Ho Chi Minh city twice a year
10 When winter (come)……… , they usually (go)……… skiing
Date of preparation: October, 4th 2014 Date of signing: October, 6th 2014Distributive period: 19 Date of testing:
Test 45'
Trang 301 A share d B viewe d C confide d D measure d
2 A determine d B expresse d C approve d D marrie d
3 A books B photographs C applicants D details
4 A mathematics B married C tragic D ask
5 A lunch B truth C much D cup
II Choose from the four options given ( marked A, B, C or D ) one best to complete each
sentence by circling the corresponding letter A, B, C or D.
6 Food is broken down and converted into energy in the ……… system
A brain B heart C digestive D skeletal
7 In my company, the director deputy usually ……….the responsibility for organizing meetingsand conferences
A makes B gets C takes D becomes
8 That boy often plays tricks on his friends
A well-behaved B honest C obedient D mischievous
9 When we see Mr Minh tomorrow, I ……… him of that
A will remind B remind C have reminded D reminded
10.I ……… complete silence now while I try this experiment
A am wanting B want C did want D have wanted
11.Billy, come and give me a hand with cooking.
A help B prepared C be busy D attempt
12.My husband and I both go out to work so we share the ………
A happiness B household chores C responsibility D employment
13.When my mother is busy preparing dinner, my father often gives a hand _ tidying the living room
14.Every day I ……… up at 6 o'clock, ……… breakfast at 7 o'clock and ……… for work at 8 o'clock
A get / eat / leave B have got / eating / leaving C got / ate / left D will get / have eaten / left
15 The place that food is first stored in the body is the………
A brain B heart C lung D stomach
16 The baby ……… Don’t make so much noise
A sleep B sleeps C is sleeping D slept
17 Mickey Mouse Cartoons ……… into sixty languages
A have translated B translated C have been translated D were being translated
18 Turn off the gas Don’t you see the kettle ………?
A boil B boils C is boiling D boiled
19 Blood is pumped through the ……….to bring oxygen to all parts of the body
A brain B heart C digestive D skeletal
20 He always ……… for a walk in the evening
Trang 31A go B is going C goes D going
III Find one mistake in each sentence by circling the letters A, B, C or D.
21 Lan and her friend go to Hanoi next Sunday
IV Reading the following passage then answer the questions by circling the letters A, B, C or D.
John Fisher, a builder, and his wife Elizabeth wanted more living space, so they left their small flatfor an old 40-metre-high castle tower They have spent five years turning it into a beautiful home with sixfloors, winning three architectural prizes
‘I love the space, and being private,' Elizabeth says 'You feel separated from the world If I'm in thekitchen, which is 25 metres above the ground floor, and the doorbell rings, I don't have to answer itbecause visitors can't see I'm in!'
'There are 142 steps to the top, so I go up and down five or six times a day, it's very good exercise!But having to carry heavy things to the top is terrible, so I never buy two bags of shopping from thesupermarket at a time Apart from that, it's a brilliant place to live.'
'When we first saw the place, I asked my father's advice about buying it, because we couldn't decide.After paying for it, we were a bit worried because it looked awful But we really loved it, and knew how
we wanted it to look.'
'Living here can be difficult - yesterday I climbed a four-metre ladder to clean the windows Butwhen you stand on the roof you can see all the way out to sea on a clear day, and that's a wonderfulexperience I'm really glad we moved.'
26 What is the writer trying to do in the text?
A Describe how to turn an old tower into a house B Recommend a particular builder
C Describe what it is like to live in a tower D Explain how to win prizes for building work
27 From this text, a reader can find out _.
A Why visitors are not welcome at John and Elizabeth's house
B Why Elizabeth exercises every day
C Why Elizabeth asked her father to buy the tower
D Why John and Elizabeth left the flat
28 Which of the following best describes Elizabeth's feelings about the tower?
A She wanted it as soon as she saw it B She likes most things about it
C She has been worried since they paid for it D She finds it unsuitable to live in
29 What problem does Elizabeth have with living in such a tall building?
A Her visitors find it difficult to see if she is at home
B She feels separated from other people
C She cannot bring home lots of shopping at once
D It is impossible to clean any of the windows
30 They were rather worried after paying for the castle because _.
A they really couldn't afford it B it was about to collapse
C it looked terrible at first D they were unable to take care of such a large house
V Change the sentences into the passive voice.
31 They haven’t cleaned the streets this week
Trang 32Date of preparation: October, 4th 2014 Date of signing: October, 6th 2014Distributive period: 20 Date of testing:
Unit 3 music
A Aims and Objectives: By the end of the lesson, students will be able to:
- Know some words and phrases related to topic "Music"
- Ask and answer simple questions about a pop star
8 minutes - T plays some pieces of music, songs.- Ss say the name of the songs
2 New
lesson
34 minutes
- Elicit comments on the picture in the book
- T asks Ss to make comments
He’s handsome He’s a talented guitarist He’s a famous/ well-known singer ……
Task 1: Listen and read
-Check Ss’ understanding of some vocabulary items:
+ passionate + shy + deceiving+ talented + platinum album + solo+ single + debut album + release
- Give the meanings or Vietnamese equivalent of the words Ss don’tknow
- T plays the CD
- Sts listen and read the dialogue, pay attention to some new words
- Students say the new words, T corrects if necessary
- T checks pronunciation and meaning
- Sts work in pairs to read the dialogue
- Some pairs read the dialogue if there is time
Task 2: Read the conservation again Then tick true (T) or false (F)
- Explain what to do and how to do
- T asks 5 Ss to give answers and explanation for each answer
- Ss works in pairs to decide if a statements is True, False
Answers:
1 T
2 F (His platinum album was My World)
3 F (He became a superstar within two years)
4 F (His home country is Canada)
5 T
Task 3: Read the conservation again, and give answers to the following questions.
- Tell Sts to focus on the instructions
- Checks Ss understanding of the questions
- Get Sts to work in pairs or groups to discuss the answers
Trang 33Key: 1 They are talking about a young pop star.
2 He looks shy and passionate
3 He won second place in the Idol contest
4 His mother did
5 They gained over 10.000.000 views
6 He had four singles enter Top 40 before his first album
Task 4: Find Adjectives, then discuss their meanings
- T checks with the whole class
Answers:
+ shy: not at ease with other people+ passionate: having a keen enthusiasm or intense desire for something
+ talented: a person with good natural ability+ popular: widely liked or appreciated
+ well-known: famous
Task 5: Circle the verbs which are followed by to-infinitives
- Check the answers as a class
Key: Began to post…
The first solo artist to have four singles…
Date of preparation: October, 11th 2014 Date of signing: October, 13th 2014
Unit 3 music
Lesson 2 Language
A Aims and Objectives: By the end of the lesson, students will be able to:
- Use words and phrases related to topic "Music" to talk about the music or singer they know
- Pronounce and recognize the clusters /est/, / nt/, /eit/
- Identify and make compound sentences, and the verbs followed by the to-infinitive and
- T says 8 words in Vietnamese
Words for the game:
Idol, talent, contest, debut album, release, solo, single, fan
- Ss write the words in English in groups The winner is the group with most correct words
T < > Ss
2 New
Trang 3437 minutes Task 1: 1 Use the words in the box to complete the definitions
- Explain new words if necessary
- Set time and let Sts work individually
- Check the answer as a class by saying the number, sts say the letter T can check their understanding by asking "How do you know?"
- Ss read and match each word with its definition
Task 3: Make sentences about the music or singer
- Call on a few Sts to write their sentences on board
- Get the class to comment before giving the correct answer
Task 4: Expand vocabulary
- T divides the class into 4 groups to write the words related to Music and Contest The winner is the group with most wordsAnswers:
Music: concert, solo, show, single, video clip, band, singer, rhythm,
musician, debut …
Contest: audience, judge, contestant, score, performance….
2 Pronunciation Task 1:Identify the word having the sounds
- T sets time and let Sts do the task individually
- Check the answers with the whole class
Answer:
+ passionate+ talent+ contest
Task 2:
Listen and repeat
- T plays the CD and pause after each word for Ss to practice
- T asks 5 Ss to read the words in the book and check their pronunciation if necessary
- Play the CD
- Check the answer
Answers: Commemorate; best; talent; different; guest; date; test;
Individually
T < > Ss
Trang 35Task 2 Matching
- explain new words if necessary+ nominate + potential:
+ persuade: + purchase:
- Check the answer with the whole class
- Ask some Ss to read aloud all the completed sentences
Answers:
1-c; 2-e; 3-a; 4-b; 5-f; 6-d
b Infinitives
- Focus Sts’ attention on the Watch out! Box
- Check which verbs are followed by “to” and which ones are not
- T checks with the whole class
- T asks Ss to do exercises again at home
E Experience:
Date of preparation: October, 11th 2014 Date of signing: October, 13th 2014Distributive period: 22 Date of testing:
Unit 3 music
A Aims and Objectives: By the end of the lesson, students will be able to:
- Use the words and phrases related to words related to music
- Read for general ideas and specific information about TV show
- Guess the meaning of a word or a phrase
B Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette
- Students: Textbook
C Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
Trang 36What are your favourite TV contest show?
What do you think about it?
- Show some logos
- Get Ss to discuss what they know about the logos
- Call on a few Ss to report the result of their discussion
- Look at the logos and discuss in pairs what they know about them
Task 2:
- Guide Ss what to do and how to do
- Set a time limit and let Ss do the activity individually, then compare the answer in pairs
- Ss do this activity individually then compare the answer with a partner
- Check Ss' answer and give feedback
- Have Ss guess the meaning of the word based on the context
- Require Ss to choose the meaning then compare with a partner
- Ss choose the correct option then compare the answer with a partner
- Check Ss' answer and give feedback
Key: 1-b 2-a 3- a 4- a 5-b Task 4:
- T asks Ss to read all the questions, check if they understand all the questions and underline key words of each question before finding the answer
- Make sure they understand the words
Format: structure Franchise: the right to use a logo and TV show format
- Check Ss’ answer if an answer is incorrect, T tries to elicit it from other Ss
Key:
1 The Idol format
2 It came from the UK
- Ask students to write a passage about their daily routine (50 words)
E Experience:
Trang 37
Date of preparation: October, 11th 2014 Date of signing: October, 13th 2014Distributive period: 23 Date of testing:
Unit 3 music
A Aims and Objectives: By the end of the lesson, students will be able to:
- Talk about TV shows
- Present their show to the class
- Complete the table with the notes from each show
- Make a list of details about their show
8 minutes -T has 4 Ss stand in a line and take turns to speak out a TV show The winner is the last one standing
- Explain the words
+ Celebrity panel: group of judges including famous people + VNR Records: names of a recording company
+ contract: hợp đồng
- Go around and offer help
- Call on 2 Ss to write the table on the board
- Check Ss’ answer
Answer:
Who wants to be a millionaire
- To find a winner who will get a big sum of money
- The winner will answer a series of general knowledge questions
- The amount of prize- money increase with the number of questions
Vietnam Idol
- To find a pop star
- The winner will be chosen by a celebrity panel and home viewers
- The winner will get a recording contract with VNR Records
Task 2:
- Draw Ss’ attention to the instructions
- Make sure Ss understand the activity
- Go round and offer help
- Write down the facts for their imaginary TV shows
- Share ideas with partners in the group
Trang 38- Work together to combine ideas into one show
Tips for presentations
+ smile, make eye contact + speak clearly, not too quickly + keep notes on small note cards
4 It’s a franchised programme
- Ask students to Exercises in workbook: C1, C3
E Experience:
Date of preparation: October, 18th 2014 Date of signing: October, 20th 2014Distributive period: 24 Date of testing:
Tiết chữa bài kiểm tra – Test 1-45’
A Mục đích: - Công bố đáp án, thang điểm cho học sinh.
- Giúp học sinh nhận biết và sửa lỗi sai
C Sự chuẩn bị của giỏo viờn và học sinh:
- Giỏo viờn: Bài làm của học sinh
- Học sinh: Chuẩn bị về kiến thức đó học
31 The streets haven’t been cleaned this week
32 The broken vase couldn’t be repaired
33 The date of the meeting will have to be changed again
34 The washing machine was mended
IV Nhận xét chung: ( u điểm và nhợc điểm)
Trang 39V Ch÷a lçi ®iÓn h×nh:
VI Rót kinh nghiÖm:
Date of preparation: October, 18th 2014 Date of signing: October, 20th 2014
Unit 3 music
A Aims and Objectives:
By the end of the lesson, students will be able to:
- Listen for gist and specific information
- Say how they feel when they hear the National Anthem
- Listen to the song excerpt and say how they feel
- Listen and choose the best answer
- Listen and answer the questions
- Show some photos of famous artists
- Elicit names of the artists
- Play some song excerpts by the artists
- Ss listen to the songs and tell the names of the songs and the artists
Key
1 Trinh Cong Son 2 Luu Huu Phuoc
3 Micheal Jackson 4 Elton John
- Focus on the instructions
- Play the recording
- Ask Ss some questions
What is the name of the song?
Who is the composer?
How often do you listen to the song?
How did you feel when you heard the song?
T < > Ss
Trang 40What do you think about the song lyrics?
Task 3:
- Draw Ss’ attention to the instructions
- play the recording all the way through
- Play it again for Ss to select the correct answer
- Checks with the class, if many Ss get the wrong answer, play the
CD again
Key: C Task 4:
- Draw Ss’ attention to the instructions
- Read out the questions
- Review the word affect
- play the recording all the way through
- Replay the recording for Ss to answer the questions
- Check answers as a class
- Replay the recording the third time for Ss to confirm the answers
- Play some songs that are popular to teenagers
- Ss say the names of the songs
- Ss work in pairs to discuss their favourite songs and reasons they like them
- Call on a few Ss to present their opinions
Date of preparation: October, 18th 2014 Date of signing: October, 20th 2014
Unit 3 music
A Aims and Objectives:
By the end of the lesson, students will be able to:
- Write biographies based on fact files
- Read given paragraphs, match each of them with the corresponding heading
- Answer the questions
- Write a biography with given information
B Preparations:
- Teacher: Handouts, textbook, pieces of papers