giao an anh 10 chuẩn(1)

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 th

- 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

I.Class organization: Check attendance : 10A4………

II Oral test: NO

III New lesson:

* Game: Lucky Number

-T divides the whole class into two groups

and plays the game

- 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

Interactions

1 Warm-upInteractions

1 Warm-up

I Warm – up: Play the games

- 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 asks Ss to find out the topic through

the unit’s name

The design of each unit in each topic.

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 skills

6.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 earnt

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

4- Semester test (Once for each semester)

II Introduction to the new book.

( Listen to the teacher and take notes some main points)

1 The topics in the textbook.

1 You and me 2 Education

3 Community 4 Recreation

5 Nature and Environment 6 People and places

2 The design of each unit in each topic.

Getting startedLanguage:

Reading:

SpeakingListeningWriting:

Communication and cultureLooking back and project

3 Tests

3

Presentation 2

4 The new points in learning New English 10

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

The new points in learning New English

10

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

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

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)

1 Knowledge 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

I.Class organization: Check attendance : 10A4………

II Oral test: NO

III New lesson:

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 2

- T plays the recording Asks students

to listen and read along silently

- 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 supervise

- 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

- Answer the question

- Look at the picture and answer the questions

- 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

-Verb/Verb phrases Words/ Phrases

1 Split, divide, handle

(household) chores

- Summarize the main points

1 Knowledge - To provide learners some language items in Unit 1

- For vocabulary, that is words and phrases related to household chores and duties

- For pronunciation, that is how to pronounce /tr, kr, br/

- For grammar, that is the distinction between the present simple and the present progressive

2.Skill: - To promote Ss to develop the skill of working in pairs and groups

3 Anticipated problems: No

B Preparation- Method

I Preparation

1.Teacher: lesson plan

2: Student: textbooks, notebooks,

II Method: Communicative

C Procedure:

I.Class organization: Check attendance : 10A4………

II Oral test: NO

III New lesson:

Aim: To provide students with a right way

to pronounce some clusters and how to

distinguish present simple and present

continuous tense

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

- The 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

- clean the house

- take out the rubbish

- do the laundry

- do the washing-up

- do the heavy lifting

- be responsible for the household financesOther chores:

- mop/sweep/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 meals-

- Work in pairs or groups

- Read again and write down

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

- 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

- Ask students to use the words/

- Read the words

- Listen to the tape

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

IV Consolidation

- Summarize the main points

V Homework

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

- Ask students to review grammar part

1 Knowledge - To provide learners some vocabulary related to the topic of sharing housework

2.Skill: - To promote Ss to develop their reading skills

- Skim the text to get the general idea

- Scan the text to get some specific details

3 Anticipated problems: sts lack vocabulary

I.Class organization: Check attendance : 10A4………

II Oral test: Sts talk about the present simple and present continuous

III 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

- 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

PRE -READING

1 Look at the pictures and answer the questions

the mother is doing the washing upthe father is tidying up the dinning tablethe first daughter is cleaning the floorthe second daughter is cleaning the refrigeratorYes they are because they do the housework together all members of the family share the housework

- Read the text

- 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

For example:

1 How do children benefit from sharing

housework?

2 Why do men tend to have better

relationships with their wives when

they share housework?

3 What may happen to women whose

husbands do not contribute to the

household chores?

4 How does the family benefit when

everyone works together on

household chores?

- 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

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

- Do as required

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

1 Knowledge - To provide learners some vocabulary related to the topic of household chores

- To provide learners different expressions of like and dislike

2 Skills

- To promote Ss to develop their speaking skills

- To help Ss develop the skill of working in pairs and groups

3 Anticipated problems: sts lack vocabulary

I.Class organization: Check attendance : 10A4………

II Oral test: Sts write down some new words

III 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 words in each question

before asking them to guess the answer to

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?

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

- Pay attention to teacher and match the chores with the pictures

- Do as required

- Guess the answer to each question

- Work in pairs and try to match the columns

- Practice the conversationMai: 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?

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

Report to the class

IV Consolidation Kí duyệt ngày 7/9/2015

- Summarize the main points

V Homework

- Ask students to prepare for the next lesson

-Distinctive students do the more complex handouts

-Average students do the simpler handouts

- To promote Ss to develop their listening skills

- To help Ss develop the skill of working in pairs and groups

3 Anticipated problems: Sts can’t catch up with the tape.

I.Class organization: Check attendance : 10A4………

II Oral test: Sts write down some new words

III New lesson:

Teacher’s activities Students’ activities

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 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

0 20 40 60 80 100

Earning money

Take care of children

Women’s role

Do heavy lifting

Help housewo rk

Earning money

Men’s role

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 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

- Read the questions carefully

- 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

- To promote Ss to develop their writing skills

- To help Ss develop the skill of working in pairs and groups

3 Anticipated problems: Sts find it difficult to fulfill their writing.

I.Class organization: Check attendance : 10A4………

II Oral test: Sts write down some new words

III New lesson:

Aims: Students can write a paragraph about

how people in their families share

- What does "many hands" mean, many

people or many hands?

- When we share the housework, is it easier

or harder?

- How do you understand the saying?

Activity 2

- 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

- 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

- Students guess

“Nhiều tay nhẹ việc”

Answers:

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

correction and comment

- T collects 5 paragraph to mark in class so

that all sts feel the need to do the task

- To promote Ss to develop their communication skills and cultural understanding

- To help Ss develop the skill of working in pairs and groups

3 Anticipated problems: Sts can’t speak out their ideas.

I.Class organization: Check attendance : 10A4………

II Oral test: Sts write down their writings.

III New lesson:

1 Warm-up

- 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 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

- Look at the picture and answer the questions

and we are happy with that

Definition:

nuclear family: parents and childrenextended family: grandparents, parents and childrennew words:

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

- To help students revise what they have learned in unit 1

- To give them a chance to do a small project in which they can develop their speaking skills

2 Skills

- To promote Ss to develop their communication skills and cultural understanding

- To help Ss develop the skill of working in pairs and groups

3 Anticipated problems: No problem.

I.Class organization: Check attendance : 10A4………

II Oral test: Sts write down their writings.

III New lesson:

Teacher’s activities Students’ activities

- 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

- 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

I LOOKING BACK Pronunciation

1 cream, brush

2 crash, tree, traffic

3 try, create, brother

4 brown, bread, breakfast5.brave, travelling, train

6 true, crime, increase

Vocabulary

1 What are the people doing?

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 cat

2 Use the words/phrases to complete the text

Answers:

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

5 are you reading

6 do people in your family do

- 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

Ask Ss to do the survey

Let the groups have some time together the

assemble the results of their survey

A Thank you for your answers

B You are welcome!

- To help learners get started with some language items in Unit 2

- For vocabulary, that is words and phrases related to illnesses and health

- For pronunciation, that is how to pronounce /pr, pl, gr, gl/

- For grammar, that is the distinction between the future simple and going to and the revision of the passive voice

2 Skills

- To help learners get started with 4 skills in Unit 2

- Reading: Read about acupuncture

- Speaking: Speak about getting rid of bad habits

- Listening: Listen to a text of choosing a healthy diet

- Writing: Write about what to eat and not to eat

3 Anticipated problems: No problem.

B Preparation- Method

I Preparation

1.Teacher: lesson plan

2: Student: textbooks,notebooks,

II Method: Communicative

C Procedure:

I.Class organization: Check attendance : 10A4………

II Oral test: Sts write down their writings.

III New lesson:

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.

- 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

- 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

- Ask students to listen and repeat the

- 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

-Pay attention to the teacher

1.Listen and read

- Look at activity 1

- Don’t care about unfamiliar words

- Listen and repeat the conversation

- take notes some new wordssaying = idiom = proverbsick = ill

lose weight >< gain weight / put on weightdisease = illness = sickness = maladyincredible = unbelievable = amazing/surprisingget a disease

Alzheimer's diseaseboost = rise = encourage = promote

- brain's memory function

2 Work in pairs read the conversation again and answer the question

- Work in pairs and practice

- Report the answers Answers may vary

Suggestions:

1 This saying means apples in particular and fruits

in general are good for our health

2 Eating apples or drinking apple juice can bring about 3 main benefits: helping you to lose weight, build healthy bones and prevent diseases like cancer

3 It affects memory or the brain

4 He feels surprised at the benefit of apples and apple juice

3 Listen and repeat the words/phrases

-Listen and repeat the words.

including occasions like feeling

stressful, tired, sick or embarrassed, etc

Ask Ss to work in groups to report on a

time when laughter was the best medicine

for them

DiseaseBalanceSkeletonsystem

BonesWeightBrainlungs

Nervoushealthy

PreventBalanceboost

4 Wise words: laughter is the best medicine

When I failed my math examination last semester and had to retake it, I felt really upset and ashamed

of myself I avoided meeting my friends and just stayed at home during summer holiday, but my close friend was very helpful and sympathetic She encouraged me and cheered me up by telling me jokes and making me laugh The laughter really helped and I could be more comfortable and confident

- To provide learners some language items in Unit 2

- For vocabulary, that is words and phrases related to illnesses and health

- For pronunciation, that is how to pronounce /pr, pl, gr, gl/

- For grammar, that is the distinction between the future simple and going to and the revision of the passive voice

2 Skills

- To promote Ss to develop the skill of working in pairs and groups

3 Anticipated problems: No problem.

I.Class organization: Check attendance : 10A4………

II Oral test: Sts write down their writings.

III New lesson:

- Show students some pictures of the

body systems or organs for illustration if

possible

a Ask students to work to match the items

in the left column with the ones in the

right column

b 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

- Tell students to work on classifying

the words into the corresponding systems

Assist students to use a dictionary to find

the right meanings

- 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

breathe in oxygen breath out carbon dioxideskeletal system

support our bodyprotect our organsnervous systemcontrollerfeel emotions

b Practise saying the names of the 5 systems

- Look at the pictures

- Match the itemsKey: Circulatory system – cSkeletal system – e

Digestive system – dNervous system – aRespiratory system – b

2 Which system do the body parts below belong to?

Classify the wordsKey:

Circulatory system : heart, blood, pumpSkeletal system: spine, bone, skullDigestive system: stomach, intestineNervous system: brain, nerves, thinkingRespiratory system: breath, air, lung

II.PRONUNCIATION

1 Listen and repeat

- Listen and repeat the words/pr/ print

/pl/ plough

- 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

- 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

- 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

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

Have students complete the sentences with

the right form of will and be going to

Remind students that sometimes both can be

used

- 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

/gr/ gradual/gl/ glance

2 Read these sentence aloud

1.1 2.3 3.54.6 5.2

3 Put a tick for an appropriate sentence and a cross for an inappropriate one

- 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)

about human body first, then practice

using the passive voice

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

- To promote Ss to develop their reading skills

- Skim the text to get the general idea

- Scan the text to get some specific details

3 Anticipated problems: No problem.

I.Class organization: Check attendance : 10A4………

II Oral test: Sts write down their writings.

III New lesson:

Lead-in: Inform the class of the lesson

objectives: skimming for an overview and

scanning for specific information

Activity 1

- 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 students to look for

the meanings of these words in the

I.BEFORE YOU READ

1 Look at the picture and title, do you know anything about acupuncture

- Look at the picture and read the title

- Talk in front of the class

Acupuncture is a traditional medical treatment which is widely used in Asian countries such as China and Vietnam.

II.WHILE YOU READ

2 Read the text below In pairs or groups, choose the three most interesting things you learnt about acupuncture

- Work in groups, do as appointed+ one of the oldest medical treatment in the world+ can ease pain and treat from simple to

+ an estimated 8.2 million American adults have tried acupuncture

3 Read the text quickly and find words which are closest in meaning to the following

- Work in pairs or groups

- Read the text quickly

Key:

1.ailments 2 Ease3.acupoints 4 Precaution5.alternative 6.treatment7.evidence 8.promote

4 Read the text again and answer the questions

Suggested answers:

1 Promoting harmony between humans and theworld around them and a balance between

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

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

III AFTER YOU READ

5 Do you know any other alternative therapies like yoga, acupressure, head massage or aromatherapy

Yoga consists of light or medium physical exercise which helps to enhance your strength and healing capacities

Like acupuncture, Acupressure affects your acupoints However, It's considered to be safer It helps to release/ease pressure, stress and

tiredness Head massage helps to release pressure, stress and tiredness, helps blood to circulate better.

aromatherapy use fragrance to make us feel comfortable, it helps us to reduce stress.

- To provide learners some vocabulary related to good and bad habits

- To provide learners different expressions of giving advice and suggestions

2 Skills

- To promote Ss to develop their speaking skills

- To help Ss develop the skill of working in pairs and groups

3 Anticipated problems: No problem.

I.Class organization: Check attendance : 10A4………

II Oral test:

- Ask some Ss to talk about acupuncture

III New lesson:

Lead-in: Inform the class of the lesson

objective: talking about how to get rid of

bad habits

Activity 1

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 ideas

- Have students suggest ways to stop

the bad habits from their own

experience

Activity 3:

Aim: To assist students’ speaking by using

I.BEFORE YOU SPEAK

1 Which of the following habits are good for you?

Think of the habits and name them

Bad habits:

Leaving things until the last minuteWatching TV all day

Littering

II.WHILE YOU SPEAK

2 Discuss why some of the habits are good for you, why some are bad for you How can you stop the bad habit?

There are a lot of reasons why some habits are good for us Firstly such habits as doing regular exercise and keeping a routine are good for our health Besides some habits such as reading regularly help us to enrich our knowledge In addition, other habits make us to behave better andlive more independently

Most of bad habits often affect our health, make ustired and reduce our strengths

There are some things we can do to stop a bad habits First of all, we should make a list of negative effects of that habit Besides, We must find out an alternative to that habit For example, instead of watching TV too much, you can read books, go out with your friends and take part in other outdoor activities Last but not least, We are advised to hang out with people who don't have that bad habit

3 Look at the following text and read the advice Do you think you could follow it? Why

or why not

Do as appointed

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

We could follow some of these tricks to get rid of bad habits

- swap good habits for bad ones

- think of the benefits you will have when you get rid of a bad habit

- shake up your routine slightly-To stop littering

Observe rules and regulationsRefrain from throwing rubbish where you likeLook for a waste bin when you want to throw away something, etc

III AFTER YOU SPEAK.

4 Choose one bad habit and make a list of do's and don'ts

- Do as appointedKick staying up late

Plan things carefullyFinish work earlyEat just enough at dinner

Wake up early

Do exercise

Watch horror films

or frightening TV programs

Drink coffee and strong tea

Take naps during the day

Get up late

Kick smoking

Make a list of dangerous effects ofsmoking

Chew sing gum whenever you want

to smokeOnly go to non-smoking places

Hang out with smokers

Put/place cigarettes within your reach

- To promote Ss to develop their listening skills

- To help Ss develop the skill of working in pairs and groups

3 Anticipated problems: No problem.

I.Class organization: Check attendance : 10A4………

II Oral test:

- Ask some Ss talk something about their habit

III New lesson:

Lead-in: Inform the class of the lesson

objective: listening for information on how to

choose a healthy diet

Do as appointed

Activity 1

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

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

fruitfishmilkfruit juicemineral water

oilcoffeebeer and winealcoholic drink

I.BEFORE YOU LISTEN

1 What do you usually have for lunch and dinner? Do you care about the nutritional value

of the things you eat?

Do as appointed

I often have rice, meat, and sugary drink

I rarely have vegetable and fruit juice for my lunch and dinner

We know little about the nutritional value of the things we eat

II.WHILE YOU LISTEN

2 Look at the picture below What do you think the listening is about? Now listen

Do as appointedLook at the food pyramid we can see that in order tocontrol our weight, we should not only have a healthy diet but also do regular exercise

As can be seen from the food pyramid, we should eat more foot from the bottom part of the pyramid (vegetable, fruit, whole grains) and fewer from the top (red meat, refined grains, potatoes, sugary drink and salt)

-Guess the content of the listening part

3 Listen again and decide whether the statements are T or F

III.AFTER YOU LISTEN

4 Listen again divide the plate into sections and label which food should be in each section

Key activity 4 Vegetables,

fruits Grains Fish

- 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

IV Consolidation

- Summarize the main points

V Homework- Students to prepare for the next lesson

- To provide learners some vocabulary related to healthy foods and drinks

- To instruct Ss different expression of thanks, asking for and giving advice

2 Skills

- To promote Ss to develop their writing skills

- To help Ss develop the skill of working in pairs and groups

3 Anticipated problems: No problem.

I.Class organization: Check attendance : 10A4………

II Oral test:

- Ask some Ss talk something about the pyramid

III New lesson:

Lead-in: Inform the class of the lesson - Pay attention to the teacher

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 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

I.BEFORE YOU WRITE

1 Build a list of food from your own experience

- Do as appointed

II.WHILE YOU WRITE

2 Read the fact below Do you have some of these foods on your list?

- Read the text and note down new words

- allergies: shellfish, mussel, shrimp, crab, seafood, milk, wheat, soya, peanuts

- bad breath: garlic, onion, fish, curry, alcohol, cabbage

- stress: caffeine-containing food: coffee, cola, chocolate tea, alcoholic drink, refined sugar, white flour, salt, saturated fats, processed food, junk food,fast food containing synthetic additives

- sleeplessness: caffeine containing coffee, cocoa, strong tea, coffee, alcohol, fatty/spicy food, (MSG (monosodium glutamate), artificial colours,

flavourings)

- sleepiness: dairy product, cottage cheese, milk, soy product: soy milk, tofu, honey, almonds, banana, poultry, whole grains, beans, rice, avocado, sesame, flaxseed, papayas

Similarity: need advice on foodDifference: purpose to eat

3 Write inquiries for advice on the diet Dear expert,

I have been an expectant woman for two months and I really wonder which foods are good and which are not good for me and my baby I would bevery grateful/thankful if you could give me some information about this

Thank you

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 model

- Provide help and support, if

necessary

Linda Dear expert,

I have just had my appendix out/ appendicitis operation last week/ and I was wondering if you could advise me what to eat and not to eat so that I can recover quickly

Many thanks Peter Dear expert,

I am going to have my stomach operation next weekand I know that what I eat may have some effect on

my recovery after the operation Could you give me some advice on this

Thank a lot James III.AFTER YOU WRITE

4 You are the food specialist, give advice

Do as appointed Dear Linda, Pregnancy is a very important and sensitive

period on which foods and drinks have great influences They provide nutrition and necessary substances for the development of the baby

You are advised to eat whole grains with fish, beef, poultry or red meat which make up half of your plate in your major meals They will provide you and your baby enough amount of protein

For the other half of the plate, you should eat vegetables and fruits which are rich in vitamins and fibres

Besides, you drink about 2 litters of water, or fruit juice per day This ensures that you and your baby are well hydrated

Three glasses of milk each days will provide youand your baby with carbohydrate and micro-

substance You shouldn't smoke during you pregnancy in case your baby may be defected or mentally retarded

You shouldn't drink caffeine containing and alcoholic drink

- To promote Ss to develop their communication skills and cultural understanding

- To help Ss develop the skill of working in pairs and groups

3 Anticipated problems: No problem.

I.Class organization: Check attendance : 10A4………

II Oral test:

- Ask some Ss complete writing

III New lesson:

Lead-in: Inform the class of the lesson I.COMMUNICATION

objectives: further skill development.

Communication:

Activity 1:

Aim: Students have more chances to

practice speaking

- 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 healthy

- If possible, allow the whole class to

participate in a debate-like discussion

Activity 3:

Aim: To further develop students’ speaking

or writing ability

- Ask students to work in pairs or groups,

choose a system of the body and make a list

of the activities 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

Discussion - who does what in your family?

1 Look at the pictures Which parts of the body does each activity benefit?

Do as instructedPicture 1, 2, 3: People are doing physical exercise Picture 4: People are swimming and diving

These activities benefit various parts of our body

They are good for skeletal system, circulatory system respiratory system, nervous system and digestive system

2 In pairs or groups, discuss why these activities are healthy

- Do as appointed

They stimulate our bones, joints and muscles and us

to reduce pressure and tiredness (skeletal system) , cause the blood to circulate better (circulatory system), help us to control our breath (respiratory system), make us feel comfortable and relieved so that we can think reasonably(nervous system), help

us to break down/digest the food quickly, burn calories (digestive system)

3.Work in groups Choose a system of the body and make a list of all activities that are good for it

- Do as appointed

II.CULTURE

1 Read about the health beliefs and practices in two different countries

- Two students read out the texts

- take note new wordsbalance >< imbalanceHerbal medicinesindigenous/local folk practicescost-effective