Giáo án tiếng anh lớp 10 thí điểm cả năm mới nhất năm học 2016 2017 hay

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 for

Date of preparation: 2016

Date of teaching: 2016

A Aims and requirements

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

B Teaching method: Communicative

C Teaching aids

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

D Procedure

Part 1: GETTING STARTED

I Class organization: Check attendance

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Aim: To introduce the topic of the unit, vocabulary

about household chores and the grammar point

taught in the unit

Lead-in:

- T asks students if they often do housework and

what housework each member of their family

does

- Ask them to look at the picture and guess what

they show

- Ask students about the picture:

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

- What are they doing?

Activity 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),

- 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

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

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

Verb/Verb phrases Words/ Phrases

1 Split, divide, handle (household)

chores

2 Take out Rubbish

4 Shop for Groceries

7 Be responsible for Household

finances

IV Consolidation: - Summarize the main points

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

Notes after teaching:

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Period 2

Part 2: LANGUAGE

I Class organization: Check attendance

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Aim: To provide students with a right way to pronounce some

clusters and how to distinguish present simple and present

continuous tense

Vocabulary

Activity 1

- Ask students to work individually, read the words and

- Do as required

1 f 5.b

2 e 6.g

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

- Then elicit more chores to add to the list

Activity 3

- Have students work in pairs or groups to ask and answer the

questions

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

Before working in pairs, students may work individually

- Ask students to read the list again and write down who does

each of the chores in their families

- Check to make sure students use the correct verbs/ verb

phrases in the correct tense with the name of the chores

Pronunciation

Activity 1

-Play the recording and let students listen Play it again with

pauses for them to repeat each word

Give the meaning of the words if necessary Help students

distinguish the three sound clusters

- Ask students to work in pairs and take turns reading the words

in columns and in rows Then, invite individuals to read the

words in one or two rows

Activity 2

- Ask students to read the words in rows, paying attention to

the difference between the sound clusters

- Play the recording and have students listen to the sentences

and circle the word they hear

- Check students’ answers by asking them to call out the letter

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

Grammar

Activity 1

- 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

- 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

- Read the words

- Listen to the tape

the sentences that have these words/ phrases Ask students to

choose the correct verb form

- Ask students to work in pairs to compare their answers

- Check students’ answers and then elicit from them the rules of

using the present simple and the present continuous

Activity 2

- Have students work in pairs to give their answers

- Observe and help when and where necessary

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

usually, today, every evening, etc as clues for their answers

- Check students’ answers by asking individuals to take turns

reading aloud each of the sentences

5 is doing

6 is doing

7 is tidying up

8 is trying

1 does, is not cooking, is working

2 is taking out

3 cleans, is cleaning

4 is preparing

5 looks after, works

6 is watching, watches

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

Notes after teaching:

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Date of preparation:

Date of teaching:

Period 3

Part 3: READING SKILLS

I Class organization: Check attendance

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

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

- Work in groups

- Look at the picture and answer the question

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

- 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?

The answer can be:

Yes, they are Because they

do the housework together /Because all members of the family share housework

- Read the text

2 Because it shows thatthey care about theirwives and this makestheir wives happy

3 They may fall illeasily or may thinkabout divorce

4 There is a positiveatmosphere for thefamily

- Then ask students to read the text again, and locate the part

of the text where they can get the answer to each of the

questions before they discuss the answers

- Check students’ answers by inviting a representative from

each group to give the answer to one of the questions If the

students’ answer is incorrect, don’t give the right one at

once, but try to elicit it from other students

Activity 6

- Put students in groups of four and let them discuss the

questions freely If students have difficulty with ideas, give

them some examples of problems such as problems with

time, skills and attitude

- One or two groups to report the discussion results to the

class

- Do as required

IV Consolidation: - Summarize the main points

V Homework: - Ask students to prepare for the next lesson.

Notes after teaching:

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Date of preparation:

Date of teaching:

Period 4

Part 4: SPEAKING SKILLS

IV Class organization: Check attendance

V Checking the old lesson

VI New Lesson

Teacher’s activities Students’ activities

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

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

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 each question

1 What household chores do you do every day?

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

3 What do you like about it?

4 Which of the chores do you dislike doing the most?

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

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

-Ask students to take turns being Mai and Anna to practice

the conversation

Anna: What household chores do you do every day?

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

sometimes do the cooking when my mum is busy

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

Mai: well, I think I like sweeping the house

Anna: What do you like about it?

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

sweep it

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

Mai: Washing dishes, because I often break things when I do

the washing-up

Activity 3

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

similar conversation Explain that this time they should talk

about themselves, and they have to find out what chores

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

most and why

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

in activity 1 to do this activity

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

what she/he has found about his/her partner

-Work with a different partner to have a similar conversation

- Report to the class

IV Consolidation: - Summarize the main points

V Homework: - Ask students to prepare for the next lesson.

Notes after teaching:

- Distinctive students do the more complex handouts

- Average students do the simpler handouts

Date of preparation:

Date of teaching:

Period 5

Part 5: LISTENING SKILLS

I Class organization: Check attendance

II Checking the old lesson

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 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

correction if necessary

1 How has the role of men in the family changed?

2 How have men’s and women’s roles become alike?

3 What is the result of “equally shared parenting”?

- 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

IV Consolidation

- Summarize the main points

V Homework

- Ask students to prepare for the next lesson

Notes after teaching:

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II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Aims: Students can write a paragraph about how

people in their families share housework

Lead-in:

T asks sts to give the translation for the saying

- T asks some more questions to introduce the

- 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

compare with their friends

- Sts write a paragraph about their family using the

ideas in the chart, the questions from the given text

- T goes around and gives help, collects common

mistakes for later correction

- Sts exchange their writing for peer correction and

comment

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

sts feel the need to do the task

4 para 3 and 4

5 yes, they do

6 everyone can have some time to relax

Do as required

IV Consolidation

- Summarize the main points

V Homework

- Ask students to prepare for the next lesson

Notes after teaching:

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Date of preparation: Date of teaching: Period 7 Part 7: COMMUNICATION AND CULTURE I Class organization Check attendance 10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

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?

- Look at the picture and answer the questions

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

vocabulary to check:

burden, join hands, provide, provider, neat

answers:

Mr Hoang: c,e,g

Mr Nguyen Nam: b,d

Ms Mai Lan: a,f

Model answer:

Our group agree with Mr Nguyen Nam, husband and wife should have a similar role They should share housework, parenting, homemaking, financial burden In our family, our parents share all the work and we are happy with that

Definition:

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

new words:

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

generation

IV Consolidation

- Summarize the main points

V Homework

- Ask students to prepare for the next lesson

Notes after teaching:

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UNIT 1: FAMILY LIFE

Part 8: LOOKING BACK

I Class organization

Check attendance

10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities Pronunciation

- T introduces the task and plays the CD, sts

listen and circle the cluster they hear

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

students then read 4/5 sentences containing all

three clusters Sts listen and react by clapping

their hands

Vocabulary 1

- T ask sts to speak out the words under each

pictures then let them write in their books

- T helps if there is a new word

- T checks by saying the number

Vocabulary 2

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

and fill in each gap with a word

- T reminds sts that thay have to use the correct

1 cream, brush

2 crash, tree, traffic

3 try, create, brother

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

6 true, crime, increase

Answers:

1 cooking

2 Shopping for groceries

3 doing the laundry

4 taking out the rubbish

5 cleaning the bathroom

6 washing up

7 Ironing

8 sweeping the house

9 watering the flowers

10 feeding the cat

Answers:

1 does the cooking

2 shops for groceries

form of the words when filling

- T goes around and gives helps if necessary

- One st does the task on the board

- T checks with the class by saying the number,

sts say the words/phrase to check

pronunciation

- T asks one sts to translate the text to make

sure that sts understand it

Grammar 1

- Sts work in pairs to give the correct verb form

in present simple or present continuous

- T checks with class and asks sts why they

make their choice to consolidate the use of the

two tenses

Grammar 2

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

up a short dialogue based on the questions in

task

- T asks some pairs to act the dialogue, starting

and ending with sentences given by the teacher

3 does the heavy lifting

4 laundry 5.ironing

6 takes out the rubbish

7 sweeping the house

8 lays the table

9 does the washing-up

Answer:

1 am writing, miss

2 am looking after

3 looks, is wearing

4 am cooking

5 are you reading

6 do people in your family do

Model dialogue:

A Hello

B Can I ask you something?

A question 1

B ……

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

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Date of preparation: 2015

Date of teaching: 2015

A Aims and requirements

By the end of this unit, Ss can:

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

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

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

- Use the passive voice for description and report

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

- Talk about how to get rid of bad habits

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

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

B Teaching method: Communicative

III.Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities Lead-in:

Play a song named: An apple a day

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

Inform the class of the lesson objectives:

getting to know the topic, vocabulary about

how eating can affect one’s health, and the use

of will.

Activity 1:

- Tell students not to worry about new words

or grammar points The new items will be dealt

with later on

- Play the recording Ask students to listen and

read the conversation at the same time

Activity 2

- Ask students to work in pairs to practice

asking and answering the questions

-Pay attention to the teacher

Look at activity 1Don’t care about unfamiliar wordsListen and repeat the conversation

- Work in pairs and practice

- Report the answers Answers may

- Ask students to report their answers and

check if they have any difficulty in

understanding the conversation

Activity 3

- Ask students to listen and repeat the words

a Have students listen and circle the words

they hear

b Have students classify the words into the

corresponding categories

Activity 4

- Ask students to work individually, in pairs

or in groups to report a time when laughter

was the best medicine for them Assist by

giving a list of prompts including occasions

like feeling stressful, tired, sick or

3 Memory or (the) brain

4 He feels uncertain about the benefits

of apple juice

-Listen and repeat the words

DiseaseBalanceSkeletonsystem

BonesWeightBrainlungs

Nervoushealthy

PreventBalanceboost

V Checking the old lesson

VI New Lesson

Teacher’s activities Students’ activities Vocabulary

Activity 1

- 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

Activity 2

- Tell students to work on classifying the

words into the corresponding systems

Assist students to use a dictionary to find

the right meanings

Pronunciation

Activity 1

- Have students listen and repeat the words

Help students make a clear distinction of

the clusters in the pair /pr/ and /gl/ and the

pair /gr/ and /gl/

- Ask students to repeat a few times if

necessary

Activity 2

- Ask students to read the sentence aloud

Model first if necessary and then draw

students’ attention to the consonant clusters

in focus Ask students to practice the

sentences a few times

Grammar

Activity 1

- Ask students to read about the usage of will

and be going to and if possible, make some

examples of their own

- Give explanations and provide help if

necessary

- Look at the pictures

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

Digestive system – dNervous system – aRespiratory system – b

Classify the wordsKey:

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

- Listen and repeat the words

- Read aloud

- Read and then write examples

Activity 2

- Have students identify the use of will and be

going to in the sentences and write from 1 to

6 next to each one

- Call one student to go to the board and write

answers

- Check and comment

Activity 3

Tell students to further apply their newly

acquired knowledge of will and be going to

in context

- Ask students to read the sentences Have

students put a tick if right, cross if wrong

- Ask students to give some explanations for

their choice

Activity 4

- Have students complete the sentences with

the right form of will and be going to

Remind students that sometimes both can

be used

Activity 5

- Ask students to read about the usage of the

passive voice Provide some explanations if

necessary to help students understand the

rules

- Have students read the surprising facts

about human body first, then practice using

the passive voice

- Do as requiredKey

1.1 2.3 3.54.6 5.2

- Read the sentences

1 Is consumed by the brain

2 Are damaged (extensively)

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

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

5 Are used to smile, to frown

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

7 Are produced by humans only

IV Consolidation

- Wrap up the lesson

V Homework

- Students prepare for the next lesson

Notes after teaching:

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Date of preparation: Date of teaching: Period 11 UNIT 2: YOUR BODY AND YOU Part 3: READING SKILL I Class organization Check attendance 10A1

10A9

II Checking the old lesson

III New Lesson

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

objectives: skimming for an overview and

scanning for specific information

Activity 1

- Listen to teacher

- 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

- 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 dictionary

Activity 4

Aim: help students comprehend thoroughly the

text

- Allow students to read the text again in

depth to find necessary information to give

answers to the questions

Activity 5

Aim: allow students to dig deeper into their

background knowledge using the reading as

a model and as a source of information and

then develop writing or speaking as

port-reading activities

- Look at the picture and read the title

- Talk in front of the class

- Work in pairs or groups

- Read the text quickly

Key:

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

Suggested answers:

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

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

3 There are more than 2000 nowadays

4 They are soreness, slight bleeding or discomfort

- Elicit students’ knowledge in the field of

non-medical treatments These can be

traditional or modern

- Students work in pairs or groups to

exchange information After sharing

information, choose students at random to

present the report

- Ask students to write a short text using the

information they collect from their

discussion and information exchange if

time allows

5 Those who have electrical or electronic medical devices inside them

6 Acupuncture is considered as a reliable alternative to modern medicine

IV Consolidation

- Wrap up the lesson

V Homework

- Students prepare for the next lesson

Notes after teaching:

UNIT 2: YOUR BODY AND YOU

Part 4: SPEAKING SKILL

I Class organization

Check attendance

10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

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 - Think of the habits and name them

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

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

- Work in groups as required

IV Consolidation

- Wrap up the lesson

V Homework

- Students prepare for the next lesson

Notes after teaching:

UNIT 2: YOUR BODY AND YOU

Part 5: LISTENING SKILL

I Class organization

Check attendance

10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Lead-in: Inform the class of the lesson

objective: listening for information on how to

choose a healthy diet

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

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

- Feel free to talk

-Guess the content of the listening part

- 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

- 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

- Students to prepare for the next lesson

Notes after teaching:

Vegetables, fruits

Grains Fish

UNIT 2: YOUR BODY AND YOU

Part 6: WRITING SKILL

I Class organization

Check attendance

10A1

10A9

II Checking the old lesson

III New Lesson

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

objective: writing a short letter, with details or

examples as supporting ideas, to give advice on

what to eat before important occasions

Activity 1:

Aim: To have students brainstorm and produce

a list of the foods that may give them allergies,

bad breath, stress, sleeplessness and sleepiness

- Ask students to work individually to build a

list as instructed

- Ask students to share and compare their list

with each others’

- Check if there are similarities and

differences, then ask students to explain the

most prominent similarities and differences

Activity 2

Aim: To provide students with input for their

practice and production later on

-Give brief explanations or provide meanings

of the difficult words to help students when

Pay attention to the teacher

Do as required

Similarity: need advice on foodDifference: purpose to eat

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 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

Problems:

Scott: to get concentrationAnna: avoid bad breathMike: Food for first date Jane: Stop sleeplessness

- Reply Scott’s letter

- Do as required

IV Consolidation

- Summarize the main points

UNIT 2: YOUR BODY AND YOU

Part 7: COMMUNICATION AND CULTURE

I Class organization

Check attendance

10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Lead-in: Inform the class of the lesson

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

- Do as instructed

-Look at the pictures and talk

- Work in pairs or groups and discuss the activities in Activity 1

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

- Work in pairs or groups

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 differences

- Give explanations, if necessary

Activity 2

Aim: To develop students’ speaking by

comparing facts from activity 1

- Ask students to work with a partner to

discuss the similarities and differences in

traditional health beliefs and practices in

two countries

- Support students by providing structures

or vocabulary, when needed

Activity 3

Aim: To allow students to further develop their

speaking ability

- Ask students to use the information from

their reading homework for this activity

- Ask students to talk about their chosen

traditional therapy Details may include

what the underlying idea/ belief is, how

the practice is performed, what the

benefits are, who is suitable for, etc

- Do as required

- Students read carefully

- Ask students to work in pairs and do the task

- Students may do at home

IV Consolidation - Summarize the main points

V Homework - As above

Date of preparation:

Date of teaching:

Period 16

UNIT 2: YOUR BODY AND YOU

Part 8: LOOKING BACK

A Aims and requirements

By the end of this unit, Ss can:

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

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

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

- Use the passive voice for description and report

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

- Talk about how to get rid of bad habits

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

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

B Teaching method: Communicative

II Checking the old lesson

III New Lesson

Checking homework

- T calls on some students to the board

and ask them to talk about a traditional

therapy that they know

- Give mark

Pronunciation

Activity 1:

- Have students listen and repeat the

sentences to consolidate their

recognition and production of the learnt

consonant clusters

Vocabulary:

- Have students complete the sentences

using words they learnt previously in

- Go to the board and talk

the unit.

Grammar

- Students underline the part in italics

that is appropriate in the following

- Prepare for the one-period test

Notes after teaching:

………

………

………

………

Date of preparation: 2015

Date of teaching: 2015

A Aims and requirements

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

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

B Teaching method: Communicative

II Checking the old lesson

III New Lesson

Date of preparation: 2015

Date of teaching: 2015

A Aims and requirements

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

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

- Recognize their mistakes and avoid repeating

- Know strength and weaknesses to set up a study plan

B Teaching method: Communicative

II Checking the old lesson

III New Lesson

1 “In my family, everybody shares the household duties”, said Nam.

 Nam said that in his family, everyone shared the household duties

2 My sister’s responsibility is to wash clothes every day

 My sister is responsible for washing clothes every day

3 There are three or four generations in an extended family

 An extended family consists of three or four generations

4 People believe that acupuncture is a reliable alternative to modern medicine

 Acupuncture is believed to be a reliable alternative to modern medicine

5 The practice of acupuncture originated from the idea of promoting harmony between humans and the world around them and a balance between yin and yang

 The practice of acupuncture is rooted in the idea of promoting harmony between humans and the world around them and a balance between yin and yang

b Write a paragraph of about 80 words about how you can stay healthy (1.5pt)

Criteria:

1 Content: have clear ideas

2 Coherence: ideas are linked together suitably

3 Grammar: use grammar items correctly

IV Language Focus

a Choose the best answer (0.5pt)

1 You should take regular exercise and……… your weight to be healthy

2 I really need some urgent methods to…… some bad habits

3 My grandmother feels uncomfortable today I guess it………….rain tomorrow

4 She often ……a big breakfast but today she……only a glass of milk

b had/has d had had/ is having

b Fill in the gaps with one or two suitable words (1pt)

1 She is such a busy woman that she doesn’t have time for rest and… recreation

2 You can use this herbal product because it has no…………side effects

3 My brother has a pain in his ankle but he refuses to be………treated

4 Don’t eat spicy foods too regularly or you will have trouble with your…… digestive

UNIT 3: MUSIC

A Aims and requirements

By the end of this unit, Ss can:

- Use nouns and phrases related to the topic Music

- Pronounce the final sounds /est/, /nt/, and eit correctly in isolation and in context

- Use compound sentences

- Use to-infs and bare infs

- Read for general ideas and specific information about TV shows

- Talk about TV shows

- Listen for gist and specific information about inspirational music

- Write biographies using the information from fact files

Part 1: GETTING STARTED

B Teaching method: Communicative

II Checking the old lesson

III New Lesson

Lead-in: inform the class of the lesson

objectives: getting to know the topic,

“Music” through a conversation about a

teen pop star and two grammar points

Activity 1: Elicit comment on the picture

Check students’ understanding of some

vocabulary items: passionate, shy,

deceiving, talented, and top 40 before

giving the meanings or Vietnamese

equivalent

- Tell students that the activity is for

comprehension, and they should read as

they are listening Then have students

- Pay attention to teacher

work individually to tick the statements

before they discuss as a class Check he

answers, and give explanation, if

necessary

Notes:

platinum album: an album “goes platinum”

once it has hit a certain number of sales

The exact number of album sales required

to go platinum varies from country to

country, depending on population In the

USA, it takes one million sales for an

album to go platinum, while in Slovakia,

6000 sales equals a platinum record

Single: In most cases, the single is a song

that is released separately from an album,

but it can still appear on an album

Top 40: the 40 most popular or best selling

recordings, songs, etc., within a stated time

period

Activity 3

Tell the students to focus on the

instructions Get them to work in pairs or

groups to discuss the answers

(students may refer back to the

conversation) Check the answers and give

explanations, if necessary

Watch out!

Key: The saying Looks can be deceiving

means things are not always as they

appear

Examples:

- She seems like a very nice girl, but she

isn’t Looks can be deceiving!

- This restaurant doesn’t look good, but

the food is great Looks can be

deceiving!

Activity 4:

This activity focuses on dictionary skills

Students should use a dictionary to look up

the meanings of the words and write them

down before discussing Check the answers

2 He looked 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

Key:

Shy, passionate, talented, popular, known

well-Notes:

as a class.

Activity 5

Aim: focus on the to-inf in the

conversation Give students time to do the

task individually Check the answers as a

class

Shy: not at ease with other peoplePassionate: having a keen enthusiasm or intense desire for something

Talented: a person with good natural ability

Popular: widely liked or appreciatedWell-known: famous

- Prepare for the next lesson

B Teaching method: Communicative

II Checking the old lesson

III New Lesson

Vocabulary:

Activity 1:

- Have students read and match the

vocabulary items with their meanings

Set time and let students work

individually Then check the answers as

a class Explain the meanings or give

Vietnamese equivalents if necessary

- Read and match

- Key:

1.talent2.pop3.idol4.contest

Activity 2:

Aim: Focuses on the lexical items related to

Music

Students should use a dictionary to look up

the meanings of the words in the box

before discussing in groups in order to

match each item from a-g with the

appropriate meaning

- Check answers as a class

Activity 3:

Aim: To make sentences with the words in

Activity 2 Give enough time for students

to do the task Call on a few students to

write their sentences on the board, and get

the class to comment before giving the

correct answers

Activity 4:

Aim: Enable students to review the words

related to the topic Have students do the

task individually first Then they compare

their answers with their partner’s Call on

two students to write the word webs on the

board Elicit other words from the class to

add to the webs Get students to read in

chorus all the words in the webs

Pronunciation

Activity 1:

Aim: Focuses on identifying the words

having the ending sounds /est/, / /, / /

Set time and let students do the task

individually Check the answers as a class

5.fan6.clip

- Use a dictionary to look upKey

a.2b.3c.1d.4e.6f.5g.7

Work individuallyKey

PassionateTalentContest

Contes t

audience

judgestar

Activity 2:

Play the recording twice The first time,

get students to read all the words having

the ending sounds /est/, / ənt

a /, / / in their books as they are

listening Play the recording the

second time, pausing at times to ask

the whole class to repeat the words

b Have students work individually to

listen and write down the words they

have heard Then ask students to

check the answers in groups Call on

one student to write the answers on

the board Correct mistakes if there

are any Let students read all the

words in chorus once or twice

Activity 3:

Aim: This activity focuses on the

research skill Students can use a

dictionary or the Internet to look for

more words having the same endings

- Have students work in pairs or groups

- Check answers as a class Then get

students to read aloud all the new

words

Grammar

Compound sentence

Activity 1:

Draw students’ attention to the reminder

in the box Remind students that they

have learnt some of the coordinating

conjunctions in the lower grades such as

and, but and so Present new ones: or,

yet and for, using some examples to

make clear their uses and meanings

Remind students that the use of the

conjunction is determined by the ideas

of the clauses, and that a comma is

added before the coordinating

conjunction which joins two clauses

Audio script:

Commemorate dateBest testTalent achievementDifferent parent

Guest

Suggested answers:

RequestDevelopmentPenetrate

Key:

1.d2.c3.a4.b

Activity 2:

-Read the sentence halves in the table

aloud to the class, and elicit the

answers Get students to work in pairs

or a few minutes Check the answers as

a class Ask some students to read aloud

all the completed sentences

Infinitives:

- Ask students to look at Watch out! Box

and give them time to read Check

which verbs are followed by “to” and

which ones are not

- Ask students to write down the verbs

in two columns in their notebooks Let

students do the task individually

- Check the answers as a class and get

students to read in chorus all the

completed sentences

Key:

1.c2.e3.a4.b5.f6.d

Key:

1.to sing2.to make3.to do4.fall5.ride6.to buy

IV Consolidation

- Summarize the main points

V Homework

- Prepare for the next lesson

Notes after teaching: