Giáo án tiếng anh lớp 10 chương trình thí điểm

Giáo án Tiếng Anh 10 chương trình mới chi tiếtUnit 1 FAMILY LIFEGetting startedI. Aims:1. Knowledge: General knowledge: Students know and will be able to use the lexical items related to household chores and duties. Language: Sentences and expressions related to household chores. New words: Words related to the topic Family life.2. Skills: Guessing meaning in context, listen and repeat words or phrases.3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text, teacher’s instructions or explanations and do teacher’s requirements.4. Ability: selfsolving; communication, cooperation, using language, selfmanaging, creation II. Preparations:1. Teacher: textbook, pictures, lesson plan, computer, speaker, handouts.2. Students: Student’s book, workbook, notebook.III. Methods: explanation, discussion, work in pairs, groups

Date of preparation:

Week:

Period 1: Introduction

I Aims:

1 Knowledge: Students know how to learn English in grade 10, how to do English tests and how

to use students’ book and workbook

2 Skills: Reading, Speaking, Listening, Writing and doing English tests

3 Attitudes: Students pay attention to the syllabus and teacher’s instructions

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion

IV Steps of teaching:

T “I would like you to work in groups of 4 to

study the bookmap and give the summary on:

- the number of unit

- content of units

- the period for each unit

2 Do the task: Ss work in groups of 4 to

study the bookmap and give the summary on:

- the number of unit

- content of units

- the period for each unit

3 Report and discussion:

Teacher calls some groups to give answers

on board and ask other to compare and and

105 periods: The first term: 54 The second term: 51

give comment

4 Feedback:

Teacher feedbacks ss’performance

1 Guiding how to use the students book and

workbook:

- Introduces to Ss how to use their book and

workbook

- Introduces to Ss how to learn reading,

speaking, listening, writing, language focus

in their books and how to do the exercises in

their books

2 Guiding English tests in grade 10:

- Introduces to Ss about oral tests,

observations, 15 minute tests, 45 minute

tests, etc and how to do them

3 Guiding other books and tape, disc, etc

- Communication and Culture

- Looking back and Project

- Language: Sentences and expressions related to household chores.

- New words: Words related to the topic Family life

2 Skills:

- Guessing meaning in context, listen and repeat words or phrases

3 Attitudes: Students pay attention to the topic of the unit, the content of the reading text,

teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion, work in pairs, groups

IV Steps of teaching:

T: - Ask Ss if they often do housework and what

housework each member of their family does

- Ask Ss to look at the picture to guess what they

show

- Ask Ss some questions about the picture

Ss: Listen and answer T’s questions

- Look at the picture and answer the questions

Activity 2 Listen and read Work in pairs and

decide whether the statements are true (T), false

(F) or not given (NG).

1 Giving task:

T: Play the recording

- Ask Ss to listen and read along silently

- They are a family.

- Father is vacuuming the floor Mother is cooking The son is washing dishes and the

daughter is doing the laundry.

Activity 2

- Ask Ss to work in pairs to decide whether the

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

Have Ss refer back to the conversation to give

reasons for their answers

2 Do the task:

Ss - Do as required

- Listen and read silently

- Work in pairs and decide T, F or NG

T: - Goes around and supervises

3 Report and discussion:

Teacher calls some pairs to give answers on board

and ask other to compare and and give comment

4 Feedback:

Teacher feedbacks ss’performance

Activity 3 Work individually Listen and repeat.

T: - Plays the recording and ask Ss to listen and

repeat the words/phrases

- Correct the pronunciations if necessary

Ss:

- Listen and repeat the words/phrases

- Pay attention to T’s corrections for the

pronunciation

Activity 4 Work in groups Write the verbs or

verbs phrases that are used with the words or

phrases in the conversation.

T: - Tell Ss 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 Ss to pay attention to words that are often

used together (collocations) then ask them to give

some examples

Ss: - Listen to Ss’ answers and give feedbacks

- Work in groups

- Refer back to the conversation to find the

verbs/verb phrases that go with the words/phrases in

the conversation

- Hand up to give answers

- Pay attention to T’s feedbacks

Activity 5 Work individually.List all the

household finances groceries

heavy lifting washing up

laundry

Activity 4

Answer key: Verb/Verb

Activity 5

Answer key:

Chores from the conversation:

household chores that mentioned in the

conversation Then more chores to the list.

T: - Ask Ss to read the conversation again and list

all the household chores that are mentioned in the

conversation Then elicit more chores to add to the

list

Ss: - Read the conversation again and list all chores

that are mentioned

- Find out more chores to add to the list

 Prepare dinner

 Cook (do the cooking)

 Shop

 Clean the house

 Take out the rubbish

 Do the laundry

 Do the washing-up

 Do the heavy lifting

 Be responsible for the household finances Other chores (examples)

 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

4 Consolidation: - Summarize the main points of the lesson.

- Vocabulary of household chores and duties

- Some collocations related to the topic

5 Homework:

- Ask Ss to do the exercise 1 of the part vocabulary (textbook, page 7) Ask Ss 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 Ss to use the context of the conversation to choose the meaning for the words/phrases

- Language: Sentences and expressions related to household chores.

- New words: Words and phrases related to household and duties

2 Skills:

- Guessing meaning in context, listen and repeat words or phrases

3 Attitudes: Students pay attention to the topic of the unit, the content of the reading text,

teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: student’s book, workbook, notebook

III Methods: Integrated, mainly communicative

IV Steps of teaching:

1 Organization:

10A7

2 Check old lesson: the exercise 1 of the part vocabulary (textbook, page 7)

Ask Ss 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 Ss to use the context of the conversation to choose the meaning for the words/phrases

Answer key: 1.f 2 e 3 a 4 h 5 b 6 g 7 d 8 c

3 New lesson

Teacher and students’ activities

Content

Activity 1 Warm up Ex 3 of the part vocabulary.

T: - Raise the questions below:

- Have Ss work in pairs to ask and answer the

questions

- Encourage them to use the chores in the list in

their answers Before working in pairs, Ss may

work individually

- Ask Ss to read the list again and write down who

does each of the chores in their family

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

phrases in the correct tense with the name of the

chores

Ss: - Work in pairs to ask and answer the

questions

- Try to use more words or phrases related to

Activity 1 Warm up Excise 3 of the part vocabulary.

1 What household chores do you usually do?

2 How do you divide household duties in your family?

household chores to talk.

Grammar

Activity 2 Work in pairs Read the text and

choose the correct verb form.

T: - Have Ss 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 Ss

to choose the correct verb form

- Ask Ss to work in pairs to compare their answers

- Check Ss’ answers and then elicit from them the

rules of using the present simple and the present

continuous

Ss: - Read the text and pay attention to the words

and phrases indicating the tenses

- Choose the correct verb form and give

explanations

- Work in pairs to compare the answers

- Hand up to give answers and elicit the rules of

using the present simple and present continuous

tenses

- Pay attention to T’s explanation for the rules

Activity 3 Work in pairs Use the verbs in

brackets in their correct form to complete the

sentences.

- Have Ss work in pairs to give their answers

- Observe and help when and where necessary

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

moment, usually, today, every evening, etc as

clues for their answers

- Check Ss’ answers by asking individuals to take

turns reading aloud each of the sentences

Pronunciation

Activity 4 Work individually and then in pairs

Listen and repeat.

T: - Play the recording and let Ss listen Play it

again with pauses for them to repeat each word

- Give the meaning of the words if necessary Help

Ss distinguish the three sound clusters

- Ask Ss 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

Ss: - Listen to the tape and repeat each word

Grammar Activity 2 Work in pairs Read the text and choose the correct verb form.

- Work in pairs and take turns reading the words in

columns and in rows

Activity 5 Listen to the sentences and circle the

word you hear.

1 Giving task:

T: - Ask Ss to read the words in rows, paying

attention to the difference between the sound

clusters

- Play the recording and have Ss listen to the

sentences and circle the word they hear

2 Do the task:

Ss listen to the sentences and circle the word they

hear

3 Report and discussion:

Teacher calls ssto give answers on board and ask

other to compare and and give comment

4 Feedback:

Teacher feedbacks ss’performance

Activity 5 Listen to the sentences and circle the word you hear.

4 Consolidation: Teacher summarizes the main points of the lesson.

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

- Understand the present simple vs the present continuous

- Language: Sentences and expressions related to household chores.

- New words: Words related to household chores and duties

2 Skills:

- Guessing meaning in context, skimming the text to get the general idea, scanning for specific details and passage comprehension

3 Attitudes: Students pay attention to the topic of the unit, the content of the reading text,

teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion

IV Steps of teaching:

T: - Let Ss work in groups, look at the picture and

answer the questions

- Asks Ss to call out the answers to question 1 freely

For question 2, ask a representative of each group to

give the opinion of the group

1 What are the people in the picture doing?

2 Do you think they are happy? Why/Why not?

Ss:- Work in groups

- Look at the picture and answer the question

Activity 2 Read the text below and decide which of

the following is the best title for it.

1 Giving task:

T: - Have Ss read the heading (a-c) first Make sure

that they understand all of them and tell Ss that one

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

text and decide which one it is

- Ask Ss to read through the text once without

stopping at the words that they don’t know the

Activity 1 Warm up

The answer can be:

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

Activity 2 Read the text below and decide which of the

following is the best title for it.

meaning of, and then ask them to work in pairs to

decide on the best title for the text Remind Ss that

the title for the text is the one that gives the general

idea of the whole text

2 Do the task:

Ss Read through the text quickly and then work in

pairs to discuss to decide the best title text

3 Report and discussion:

Teacher calls ss to give answers on board and ask

other to compare and and give comment

4 Feedback:

Teacher checks Ss’ answers and guide Ss to the

correct choice if necessary by helping them eliminate

the sentences that are only about one aspect of the

text

Activity 3 The exercise 3 and 4 in textbook, page 9

T: - Have Ss read the text again and underline the

words sociable, vulnerable, critical, enormous and

tend when they see them on the text.

- Explain to Ss how to use context to guess the

meaning of the unknown words if necessary

Ss: - Read the text again and underline the words in

the text

- Listen to T’s guides to use the context to guess the

meaning of the unknown words

T: - Ask Ss to continue to work in pairs, and find out

what “it” refers to in each of the sentences

- Let Ss read and understand the sentences before and

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

means Ss can use the elimination technique to give

the right answer

Ss: - Work in pairs and do as required

- Pay attention to T’s guides to do if necessary

Activity 4 Work in groups Answer the questions.

T: - Ask Ss 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 Ss 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?

Answer key: c Sharing

housework makes the family happier.

Activity 3 The exercise 3 and 4

Activity 4 Work in groups

Answer the questions.

Answer key:

1 They do better at school, become more sociable, and have better relationships with their teachers and

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 Ss to read the text again, and locate the

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

of the questions before they discuss the answers

- Check Ss’ answers by inviting a representative from

each group to give the answer to one of the

questions If the Ss’ answer is incorrect, don’t give

the right one at once, but try to elicit it from other Ss

Ss: - Work ingroups and read the questions to

understand what information they need in order to

answer the questions

- Hand up to give answers

- Pay attention to T’s correction and explanations

Activity 5 Work in groups to discuss.

T: - Put Ss in groups of four and let them discuss the

questions freely If Ss have difficulty with ideas, give

them some examples of problems such as problems

with time, skills and attitude

Do you have any problems with sharing housework?

2 What benefits do you get when sharing housework?

Ss: One or two groups to report the discussion results

to the class

friends.

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

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

4 There is a positive atmosphere for the family.

Activity 5 Work in groups to discuss.

1 No, I don’t I am very happy when doing housework with my family

2 I become sociable, happier and love my family more

4 Consolidation: Teacher summarizes the main points of the lesson.

- Language: Sentences and expressions related to household chores.

- New words: Words related to household chores and duties

2 Skills:

- talking about home life and express their own ideas about home life

3 Attitudes: Students pay attention to the topic of the unit, the content of the reading text,

teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion, intergrated communicative

IV Steps of teaching:

T: Introduce the topic by writing some letters in the

board and ask Ss to make a correct word with the letter

Activity 2 Which household chores do you like doing

and which do you dislike? Write your answers to the

questions in the table and add a reason

T: - 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

Activity 1 Warm-up

1 KROHOWUSE-> HOUSEWORK

2 ROCHES-> CHORES

3 YRDNAUL-> LAUNDRY

4 EEPWS-> SWEEP

Activity 2 Which household chores do you like doing and which do you dislike? Write your answers to the questions in the table and add a reason

Suggested answer:

LIKEName of chore Reasoncooking I like eating

ideas about housework.

Ss: 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

Activity 3 Match Mai’s answers with Anna’s

questions Then practise the conversation

T: - 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

Ss: - 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

- Work in pairs and try to match the columns

- take turns being Mai and Anna to practice the

conversation

Activity 3 Have a similar conversation with a

partner Find out which chores she/he likes or

Sweeping thehouse

I feel happywhen seeing

my housecleanDISLIKE

Name of chore Reason Cleaning the

Anna: Which of the chores do youdislike doing most?

Mai: Washing dishes, because Ioften break things when I do thewashing-up

Activity 3 Have a similar conversation with a partner

dislikes th emost and why Report your findings to

the class

1 Giving task:

T: 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

2 Do the task:

Ss work with a different partner to have a similar

conversation to find out what chores their partner does,

what chores she/he likes or dislikes the most and why

3 Report and discussion:

Teacher invites a student from one or two pairs to

report to the class what she/he has found about his/her

partner

4 Feedback:

Teacher feedbacks ss’performance

Find out which chores she/he likes or dislikes th emost and why Report your findings to the class

4 Consolidation: Teacher summarizes the main points of the lesson

for specific details

5 Homework:

Teacher asks Ss to do the exercise 1 in the workbook on page 10

KEY:

1 Do you often do housework?

2 What household chores do you do?

3 Who does the cooking/ Who cooks in your family?

4 Does your father do some housework, too?

5 Do you complain about doing housework?

Date of preparation:

Week:

Period 6: Unit 1 FAMILY LIFE

Listening

I Aims:

1 Knowledge:

- General knowledge: Students get knowledge about home life and express their own ideas about home life

- Language: Sentences and expressions related to household chores

- New words: Words related to household chores and duties

2 Skills:- Develop the listening skills for details and for specific details

3 Attitudes: Students pay attention to the topic of the unit, the content of the reading text,

teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self

30-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: Textbook, pictures, lesson plan, cassette and tape, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion, intergrated communicative

IV Steps of teaching:

1 Do you often do housework?

2 What household chores do you do?

3 Who does the cooking/ Who cooks in your family?

4 Does your father do some housework, too?

5 Do you complain about doing housework?

3 New lesson

Activity 1 Warm-up

T: 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 2 Look at the chart and discuss the

changes in weekly hours of basic housework by

married men and married women in the USA

between 1976 and 2012 Guess the reasons for the

changes.

T: 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

Activity 1 Warm-up

Suggested answer:

Child-raisingBreadwinningHousework

Activity 2 Guess the reasons for the changes.

Suggested answers:

1 Marrried women can do what men do

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

Ss: - work in pairs, looking at the chart and

discussing the changes in the weekly hours of basic

housework

- guess the reasons for the changes

Activity 3 Listen to a family expert talking about

how the roles of men and women in families have

changed and decide whether the statements are

true or false

T: 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

- 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

Ss: do the activities and give explanation

Activity 4 Work in pairs Match the word/phrase

with its appropriate meaning.

1 Giving task:

T: Have students work in pairs to match the words/

phrases with their appropriate meaning within 5

minutes

2 Do the task:

Ss work in pairs to match the words/ phrases with

their appropriate meaning within 5 minutes

3 Report and discussion:

Teacher invites a student from one or two pairs to

report the answer and others give comments

2 The society is more developed than before

3 Married men also do house work well such as cooking, parenting

Activity 3 Listen to a family expert talking about how the roles of men and women in families have changed and decide whether the statements are true or false

1 T

2 T

3 T

4. F “According to equally shared parenting, the husband’s career is as important as the wife’s

5 T

Activity 4 Work in pairs Match the word/phrase with its appropriate meaning.

Key:

1.e2.b

4 Feedback:

Teacher feedbacks ss’performance

Activity 5 Listen again and answer the questions

T: 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

Ss: Read the questions carefully

- Answer the questions

3.c4.d5.a

Activity 5 Listen again and answer the questions

Key:

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

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

housework, and parenting.

3 The families become happier and the divorce rate amongst them

is the lowest.

4 Consolidation: Teacher summarizes the main points of the lesson

- Vocabulary of housework

- Some techniques to listen for specific details

Ask Ss to talk about four domains of life

+ Child-raising: Both parents have equal responsibility to nurture and to take care of the children+ Breadwinning: Husband’s and wife’s careers are equally important

+ House work: The housework chores should be equally divided between the wife and the

- General knowledge: Students know and will be able to use the lexical items related to household chores and duties.

- Language: Sentences and expressions related to household chores

- New words: Words related to the topic Family life

2 Skills:

- Using ideas to write a paragraph

3 Attitudes: Students pay attention to the topic of the unit, the content of the reading text,

teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Teaching aids:

1 Teacher: textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

2 Previous lesson checking: Ask Ss to talk about four domains of life

+ Child-raising: Both parents have equal responsibility to nurture and to take care of the children+ Breadwinning: Husband’s and wife’s careers are equally important

+ House work: The housework chores should be equally divided between the wife and the

T: Write the word “chores” on the

board and ask Ss to say as many

things connected to it as they can Let

Ss call out their answers

- Ask Ss some questions to lead them

to read the saying “Many hands make

light work” and then ask Ss to work in

pairs to discuss the meaning of they

saying

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?

- Lead in the lesson

Ss: Listen to T and give ideas

- Work in pairs and discuss the

meaning of the saying

Activity 1 Warm up

Suggested answer:

This saying means if many people share a piece of work, it will become easy for everybody This also apllies to doing housework in the family; if all family members contribute to housework, each won’t have to

do much

Activity 2: Read the text about Lam’s

family, complete the chart and

answer the questions (activity 2 and

3, textbook, page 12)

T: Ask Ss to work in groups and read

the text, then complete the chore

chart

- Ask Ss to show their answers

- Give feedbacks

- Ask Ss to answer the questions

- Ask Ss to give their answers

- Give feedbacks

Ss: Work in groups, read the text and

complete the chart

- Hand up to show their answers

- Pay attention to T’s feedbacks

Activity 3: Work individually Make

your family chore chart Use the

ideas in the chart and write a

paragraph about how people in your

family share housework based on the

ideas in the chart.

Dad mending things around the

house, cleaning the bathroom

Mum doing most of the cooking and

grocery shopping

Lam doing the laundry, taking out

the rubbish and cleaning the fridge, laying the table for meals, sweeping the house and feeding the cat (share with sister)

An helping Mum prepare meals

and washing the dishes, laying the table for meals, sweeping the house and feeding the cat (share with brother)

Answer key:

1 There are four people in Lam’s family

2 Because both parents work and the children spend most of their time at school

3 They split the housework equally in the family

4 The father mends things around the house and cleans the bathroom; the mother does most of the cooking and grocery shopping; and cleans the fridge onse a week; An helps her mother to prepare meals and washes the dishes; Lam and An take turns laying the table for meals, sweeping the house, and feeding the cat

5 Yes, they do They do it willingly

6 The burden is less, so everyone has time to relax

Activity 3: Work individually Make your family chore chart Use the ideas in the chart and write a paragraph about how people in your family share housework based on the ideas in the chart.

T: Ask Ss work individually and

make their family chore charts then

work individually and write a

paragraph by using the ideas from the

chart in a limited time of 10 minutes

2 Do the task:

Ss work individually and make their

family chore charts then work

individually and write a paragraph by

using the ideas from the chart in a

limited time of 10 minutes

3 Report and discussion:

Teacher invites two students to share

their work in front of the class and

others give comment

4 Feedback:

Teacher feedbacks ss’performance

The paragraph can consist of three parts:

Introduction to the family: how many people, who themembers are

How the family members share housework, what each

of them doesWhat family members think of doing housework

4 Consolidation: Summarize the main points of the lesson.

- Vocabulary of household chores and duties

- The structure of a paragraph

5 Homework:

- Complete paragraph in activity 3 based on chore list

- Ask students to preparare the next lesson, Communication and Culture.

Date of preparation:

Week:

Period 8: Unit 1 FAMILY LIFE

Communication and culture

I Aims:

1 Knowledge:

- General knowledge: Students get knowledge about family life in different cultures.

- Language: Sentences and expressions related to family life

2 Skills:

- Reading, listening and speaking

3 Attitudes: Students pay attention to the topic of the unit, the content of the reading text, teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Teaching aids:

1 Teacher: textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

T: Ask Ss 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?

Ss: Look at the picture and answer the

questions

Activity 2: Listen and match

1 Giving task:

T: Introduce the talk show, the people and the

task by asking simple questions and let Ss

read the statement, makes sure they

understand everything by asking them for

translation of all sentences

- ask Ss to listen to the CD twice, Ss listen

and match then compare with their peers

2 Do the task:

Ss read the statement then listen to the CD

twice, Ss listen and match then compare with

their peers

3 Report and discussion:

Teacher asks some to call out their answers

Activity 1: Warm-up

Suggested answer:

1 The man does the laundry, do washing-up and clean the house

2 The women does the laundry, feed the baby,

do washing-up, clean the house, and prepare the meal

3 The man may be happier because he does less

Activity 2: Listen and match

Vocabulary to check:

burden, join hands, provide, provider, neat

Answer key:

Mr Hoang: c,e,g

and others give comment

4 Feedback:

Teacher feedbacks ss’performance

Activity 3: Discuss

T: Guide Ss 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

Ss: 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

Activity 4: Read and fill the table

- Have Ss look at the pictures at the end of

the unit to elicit the terms "nuclear family"

and "extended family"

- Ask Ss work in pair to read and complete

the table, after that Ss compare to correct Ss

can use a dictionary to look up new words

while doing the task

- Ask one S to write the answers on the board

for class checking

Activity 4: Read and fill the table

Definition:

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

child -minder

grandparents or great grandparents

nursing homes their childrenthey take part in the

activities of the Parent Support Group or Parent Teacher Association

theyhelp their children with their homework or give them advice on behaviour

4.Consolidation: Family life in different cultures.

5 Homework: Compare family life in Singapore and Vietnam based on activity 4

Date of preparation:

Week:

Period 9: Unit 1 FAMILY LIFE

Looking back and Project

I Aims:

1 Knowledge:

- General knowledge: Students can pronounce correctly and recognize the words cluster sounds/tr/, /br/, /kr/ in isolation and in contexts

- Language: Sentences and expressions related to household chores.

2 Skills:

- Listening, reading and speaking

3 Attitudes: Students pay attention to the topic of the unit, the content of the reading text,teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion, integrated communicative, work in pairs/groups

IV Steps of teaching:

Activity 1: Listen, underline and write the sounds

T: Play the recording and have Ss listen and write /tr/,

/br/ or /kr/ above the word that has the corresponding

consonant cluster sound

- Ask Ss to work in pairs to practise the sentence

- Invite some Ss to read the sentences in front of the

class Correct Ss’ mistakes if there are any, focusing

just on the three consonant clusters

Ss: Listen and write

- Work in pairs and practise

- Hand up to read aloud

- Pay attention to T’s corrections

Vocabulary

Activity 1: What chores are the people doing? Write

the name of the chore under each picture.

T: Ask Ss to speak out the words under each pictures

then let them write in their books

- Help if there is a new word

- Check by saying the number

Ss: Work in pairs, read the text and fill in.

Activity 2: Completing the text

T: Have Ss work in pairs, read the text carefully and

fill in each gap with a word

- Remind Ss that thay have to use the correct form of

the words when filling

- Go around and give helps if necessary

Activity 1: Listen, underline and write the sounds

Answer key:

1 cream, brush

2 crash, tree, traffic

3 try, create, brother

4 brown, bread, breakfast 5.brave, travelling, train

6 true, crime, increase

Vocabulary

Activity 1: What chores are the people doing? Write the name of the chore under each picture.

Answer key:

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

Activity 2: Completing the text

Answers:

1 does the cooking

- One S does the task on the board.

- Check with the class by saying the number, Ss say

the words/phrase to check pronunciation

- Ask one Ss to translate the text to make sure that Ss

understand

Ss: Hand up to give answers

- Pay attention to corrections

Grammar

Activity 1: Finish the sentences.

- Ask Ss work in pairs to give the correct verb form in

present simple or present continuous

- Check with class and ask Ss why they make their

choice to consolidate the use of the two tenses

Activity 2: Discussion

1 Giving task:

T: Ask Ss to work in pairs this time and make up a

short dialogue based on the questions in task within 5

minutes then present in front of the class

2 Do the task: Ss work in pairs this time and make

up a short dialogue based on the questions in task

within 5 minutes then present in front of the class

3 Report and discussion:

Teacher calls some to talk out and ask other to give

comment

4 Feedback:

Teacher feedbacks ss’performance

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

A Thank you for your answers

B You are welcome!

4.Consolidation: Teacher summarizes the main points of the lesson.

- Vocabulary of housework

- Review the present simple and present continuous

5 Homework: Teacher asks Ss to do the part project Teacher provides support if necessary by guiding Ss to do the exercises

- Language: Sentences and expressions related to illnesses and health.

2 Skills:

- Guessing meaning in context and skim to get general ideas

3 Attitudes: Students pay attention to the topic of the unit, the content of the reading text,teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion, integrated communicative, work in pairs/groups

IV Steps of teaching:

Teacher and students’ activities Content

Activity 1: Warm -up

T: Play a song named: An apple a day

- Inform the class of the lesson objectives

Ss: listen to a song named An apple a day

Activity 2: Listen and read

T: Tell Ss not to worry about new words or

grammar points The new items will be dealt with

later on

- Play the recording Ask Ss to listen and read the

conversation at the same time

Ss: Pay attention to T

Activity 3: Work in pairs Answer the questions.

1 Giving task:

T: Ask Ss to work in pairs within 5 minutes to ask

and answer 4 questions on the page of 16

2 Do the task: Ss work in pairs within 5 minutes

to ask and answer 4 questions on the page of 16

3 Report and discussion:

Teacher calls some pairs to ask and answer

questions while other observe and give comment

4 Feedback:

Teacher feedbacks ss’performance

Activity 1: Warm -up

Lead-in: listen to a song named An apple

Activity 4: Listen and repeat.

T: Ask Ss to listen and repeat the words

- Have Ss listen and circle the words they hear

- Have Ss classify the words into the

corresponding categories

Ss: listen and circle the words they hear

- classify the words into the corresponding

categories

Activity 5: Express the opinions about the saying

given.

T: Ask Ss to work in groups to report a time when

laughter was the best medicine for them Assist by

giving a list of prompts including occasions like

feeling stressful, tired, sick or embarrassed, etc

Ss: Work in groups

Express the ideas

3 Memory or (the) brain

4 He feels uncertain about the benefits of apple juice

Activity 4: Listen and repeat.

- Listen and repeat the words

Prevent disease bones weightBrain boost healthy

- Classify the words into categories

diseasebalanceskeletonsystem

bonesweightbrainlungs

nervoushealthy

preventbalanceboost

Activity 5: Express the opinions about the saying given.

Suggested answer:

There are several ways to keep fit and I agree with the saying “laughter is the bestmedicine”

I believe in it because whenever we get troubles, feeling comfortable will help us over come them I take my hard working day as an example A lot of homework makes me stressed but I try to keep calm and be comfortable to make it easier.4.Consolidation: Teacher summarizes the main points of the lesson

- Vocabulary related to health and human body

- Pronounce /pr/ , /pl/ , /gl/ and /gr/

5 Homework: Express opinions about the saying in activity 5

- Ask students to prepare for the next lesson

- General knowledge: Students get knowledge about human body and health, know how to

pronounce consonant clusters /pl/ , /pr/ , /gl/ and /gr/ and use the future simple with will and going

to and the passive voice

- Language: Sentences and expressions related to human body and health.

2 Skills:

- Listening, reading and speaking

3 Attitudes: Students pay attention to the topic of the unit, the content of the reading text, teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion, integrated communicative, work in pairs/groups

IV Steps of teaching:

T: Ask Ss to work in pairs to look at the

phrases and match each with its

definition then practise reading the

phrases in pairs within 7 minutes

2 Do the task: Ss work in pairs to look

at the phrases and match each with its

definition then practise reading the

phrases in pairs within 7 minutes

3 Report and discussion:

Teacher calls some to give answers

while other observe and give comment

4 Feedback:

Teacher feedbacks ss’performance

Activity 2 Which system do the

followings belong to?

T: Tell Ss to work on classifying the

words into the corresponding systems

Assist Ss to use a dictionary to find the

right meanings

Ss: Work on classifying the words into

the corresponding systems then listen to

the feedback

Pronunciation Activity 1 Your body

Circulatory System: C This system of the body is made up of the heart and bloodvessels The heart pumps blood through the blood vessels to bring oxygen to all parts of the body

Digestive System: d This system of the body lets

us break down the food we eat and turn it into energy

Respiratory System: b This system of the body lets

us breathe in oxygen with our lungs and breathe out carbon dioxide

Skeletal System: e This system of the body is made

up of our bones It supports our body and protects our organs

Nervous: a This sytem is the controller of the body.Led by the brain and nerves, it allows us to move, talk and feel emotions

Activity 2 Which system do the followings belong to?

Circulatory System: heart, blood, pumpDigestive system: stomach, intestineRespiratory system: breath, air, lungSkeletal System: spine, bone, skullNervous system: brain, nerves, thinking

Activity 1: Listen and repeat

T: Have Ss listen and repeat the words

- Help Ss make a clear distinction of the

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

pair /gr/ and /gl/

- Ask Ss to repeat a few times if

necessary

Ss: listen and repeat the words

Activity 2: Read the sentences

T: Ask Ss to read the sentence aloud

- Model first if necessary and then draw

Ss’ attention to the consonant clusters in

focus Ask Ss to practice the sentences a

few times

Ss: read the sentence aloud

Grammar

Activity 1

T: Ask Ss 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

Ss: do as required

Activity 2

T: Have Ss identify the use of will and

be going to in the sentences and write

from 1 to 6 next to each one

- Call one St to go to the board and write

answers

- Check and comment

Ss: identify the use of will and be going

to in the sentences and write from 1 to 6

next to each one

Activity 3

T: Tell Ss to further apply their newly

acquired knowledge of will and be

going to in context

- Ask Ss to read the sentences Have

students put a tick if right, cross if

wrong

Pronunciation

Activity 1: Listen and repeat

1 presentation, print, press, proud, preview

2 play, please, place, plum, plough

3 group, gradual, ground, grey, grand

4 glad, glance, glue, glow, glass

Activity 2: Read the sentences

1 The press came to the presentation with a view

4 and predictions about the future

“be going to” is used for

- Ask Ss to give some explanations for

their choice

Ss: read the sentences Have students

put a tick if right, cross if wrong

Activity 4

T: Have Ss complete the sentences with

the right form of will and be going to

- Remind Ss that sometimes both can be

used

Ss: complete the sentences with the right

form of will and be going to

Activity 5

T: Ask Ss to read about the usage of the

passive voice Provide some

explanations if necessary to help Ss

understand the rules

- Have Ss read the surprising facts about

human body first, then practice using

the passive voice

Ss: read the surprising facts about

human body first, then practice using

the passive voice

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

4 Consolidation: Teacher summarizes the main points of the lesson

5 Homework: give examples based on usage of “will” and “be going to”

2 Skills: Reading for main ideas and specific information about acupuncture.

3 Attitudes: Students pay attention to the topic of the unit, the content of the reading text, teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion, integrated communicative, work in pairs/groups

IV Steps of teaching:

T: Ask Ss to look at the picture and read

the title of the text- Acupuncture – and

talk about what they already know about

acupuncture

- Select some Ss who know about the

practice to tell the class some facts and

beliefs If no S knows about the practice,

give a brief description

Ss: - Listen to T.

- Look at the picture and read the title

- Talk in front of the class

Activity 2 : Reading the text and choose

the three most interesting things you

learnt about acupuncture from the

passage

1 Giving task:

T: Ask Ss to read the text and choose the

three most interesting things they learnt

about acupuncture from the passage then

compare with their partner

2 Do the task: Ss read the text and

choose the three most interesting things

they learnt about acupuncture from the

passage then compare with their partner

3 Report and discussion:

Teacher calls some to give answers while

other observe and give comment

4 Feedback:

Teacher feedbacks ss’performance

Activity 3 : Read the text quickly and find

words which are closest in meaning to

the followings.

T: ask ss in pairs to scan the text then find

out the synonyms of the words given

Ss: in pairs to find synonyms

- give out the answer

- listen to the feedback

Activity 4: Read the text and answer

questions.

T: Allow Ss to read the text again in

depth to find necessary information to

give answers to the questions

1 What is the basic idea of acupuncture?

2 Why is acupuncture believed to be

5 Who should not take acupuncture?

6 Why do more and more people turn to

acupuncture?

Ss: answer the questions in pairs

Activity 5: Do you know any other

alternative therapies like yoga,

acupuncture, head massage or

Read the textFind out three most interesting ones:

+ Acupuncture originated more than 2500 years ago

+ It promotes harmony between humans andthe world

+ There are more than 2000 acupoints nowadays

Activity 3 : Read the text quickly and find words which are closest in meaning to the followings.

between yin and yang.

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

3 There are more than 2000 nowadays.

4 They are soreness, slight bleeding or discomfort.

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

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

Activity 5: Do you know any other alternative therapies like yoga, acupuncture, head massage or

aromatherapy? Work in pairs or groups

to share information and then report to

the class.

T: Elicit Ss’ knowledge in the field of

non-medical treatments These can be

traditional or modern

- Ask Ss work in groups to exchange

information After sharing information,

choose Ss at random to present the report

- Ask Ss to write a short text using the

information they collect from their

discussion and information exchange if

time allows

Ss: Work in groups and exchange the

information

- Hand up to present the report

aromatherapy? Work in pairs or groups to share information and then report to the class

Yoga (ˈjoʊɡə/) is a group

of physical, mental, and spiritual practices

or disciplines which originated in ancient India There is a broad variety of yoga schools, practices, and

goals in Hinduism, Buddhism, and Jainism

The origins of yoga have been speculated todate back to around the sixth and fifth centuries BC

4 Consolidation: Teacher summarizes the main points of the lesson:

Read the text on acupuncture – a practice in medicine

5 Homework: present 5 most interesting ones you learnt from acupuncture based on activity 2

Date of preparation:

Week:5

Period 13: Unit 2 YOUR BODY AND YOU

Speaking

I Aims:

1 Knowledge:

- General knowledge: Students know and will be able to use the vocabulary related to the human body, lifestyles and healthcare

- Language: Sentences and expressions related to human body and health care

- New words: Words related to health care and lifestyles

2 Skills:

- Talking about how to get rid of bad habits

3 Attitudes: Students pay attention to the topic of the unit, teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion, integrated communicative, work in pairs/groups

IV Steps of teaching:

Teacher and students’ activities Content

Activity 1: Warm –up.

Aim: to identify good habits and bad habits from

some given ones

1 Giving task:

T: Have Ss look at the list of habits and decide

which ones are good and which ones are bad

within 5 minutes

2 Do the task: Ss look at the list of habits and

decide which ones are good and which ones are

bad within 5 minutes

3 Report and discussion:

Teacher calls some to give answers while other

observe and give comment

4 Feedback:

Teacher feedbacks ss’performance

Activity 1: Warm –up.

Suggested answers:

Good habits:

Being thankfulNever giving upKeeping a routineSaving moneyDoing regular exerciseReading regularly

Bad habits:

Leaving things until the last minute

Activity 2: Discussion on why some of the habits

above are good for you and why some are bad

for you

Aim: Allow Ss to have more insight into habits

and how to kick a bad one Help Ss develop their

confidence in speaking by giving personal

opinions on relevant topics

T: Have Ss 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

Example:

To stop littering

 Observe rules and regulations

 Refrain from throwing rubbish where you

like

 Look for a waste bin when you want to

throw away something, etc

Ss: Work in pairs or groups and discuss

Activity 3: Read the advice and think yourself

on the reason you could/couldn’t follow it

Aim: To assist Ss’ speaking by using relevant

information

T: Have Ss read the text quickly and choose the

things they think they can or can’t follow Then,

encourage Ss to explain their decision to the

class

- Have Ss read the phrase in the Watch out! Box

and try to find out the meaning of the idiom

Ss: read the text quickly and choose the things

they think they can or can’t follow Then, explain

their decision to the class

Activity 4: Work in pairs and make a list of Dos

and Don’t in order to kick that habit Share the

list with others and report to the class.

Aim: develop Ss’ ability in free speaking by

applying advice to kicking a bad habit

Watching TV all dayLittering

Activity 2: Discussion on why some of the habits above are good for you and why some are bad for you

Model:

I think staying up late is not good since

it makes me feel tired the next morning

I believe that never giving up is good because it gives you determination and courage

Activity 3: Read the advice and think yourself on the reason you

could/couldn’t follow it

Five tricks to get rid of bad habits and replace them with healthy ones

1 Make a list

2 Shake up your routine

3 Pretend the habit belong to someone else

4 Surround yourself with people who’ve kicked similar habits

5 Think about how you’ll feel when you kick the habits

Activity 4: Work in pairs and make a list

of Dos and Don’t in order to kick that habit Share the list with others and report to the class.

T: Have Ss work in pairs or groups to choose

one bad habit Then Ss make a list of Do's and

Don’ts in order to kick that habit

- Have Ss share their lists with each other and

report to the class

Ss: Work in pairs or groups

- Plan things carefully;

- Finish work early;

- Eat just enough at dinner;

- Drink coffee or strong tea;

- Take naps during the day;

- Get up late;

4 Consolidation: Summarize the main points of the lesson.

- Vocabulary of lifestyle habits

- Talking about how to get rid of bad habits

5 Homework:

Talk about some ways to kick a bad habit based on activity 3

- Ask students to prepare the next lesson, Listening.

1 Knowledge:

- General knowledge: Students know and will be able to use the vocabulary related to the human body, lifestyles and healthcare

- Language: Sentences and expressions related to human body and health care

- New words: Words related to health care and lifestyles

2 Skills:

- Listening for information on how to choose a healthy diet

3 Attitudes: Students pay attention to the topic of the unit, the content of the audio, teacher’s instructions or explanations and do teacher’s requirements

4 Ability: self-solving; communication, cooperation, using language, self-managing, creation

II Preparations:

1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion, integrated communicative, work in pairs/groups

IV Steps of teaching:

Teacher and students’ activities Content

Activity 1: Warm- up.

Aim: Engage Ss in the lesson by eliciting their

personal eating habits

T: Have Ss talk about how much they care

about the nutritional value of the things they

eat

What do you usually have for lunch or dinner?

Do you care about the nutrional value of the

things you eats

Ss: Free to talk

Activity 2: Look at the picture What do you

think the listening is about?

Aim: To give Ss a closer look into what they

are going to listen to

T: Ask some Ss to talk about what they think

the listening may be about

- Have Ss respond briefly to give their

opinions on the listening they are going to do

Ss: Guess the content of the listening part

- listen to the recording to see if what they

hear matches what they expected

Activity 1: Warm- up.

Activity 3: Listen to the recording and decide

if the statements are true (T) or false (F).

1 Giving task:

T: Have Ss listen to the recording once or

twice to decide the statements are true or false

and they correct the false ones

2 Do the task: Ss listen to the recording once

or twice to decide the statements are true or

false and they correct the false ones

3 Report and discussion:

Teacher calls some to give answers while

other observe and give comment

4 Feedback:

Teacher feedbacks ss’performance

Activity 4: Listen again, divide the plate into

sections and label which food should be in

each section.

Aim: To develop Ss’ skill in listening for

specific information

T: Have Ss listen again to divide the plate

into sections with the right labels of foods

they hear

- Check if Ss’ responses are correct

Ss: Listen again, work in groups and do the

requirements

- Each group shows their answers

- Pay attention to T’s feedbacks

Activity 5: Writing sentences to describe the

plate you have just made in 4

Aim: To wrap up the listening with an

expansion to writing using the knowledge and

information Ss have just learnt

T: Ask Ss to write sentences to describe the

Activity 3: Listen to the recording and decide if the statements are true (T) or false (F).

Answer key:

1 F (The Healthy Eating Pyramid is a simple guide to choosing your diet.)

2 T

3 F (You are advised to eat more things

on the botton of the Pyramid.)

4 T

5 F (Fish, poultry, beans, or nuts make up

a quarter of the dinner plate)

Activity 4: Listen again, divide the plate into sections and label which food should

plate they have just drawn in activity 4.

- Call some Ss and ask them to show their

answers

- Give feedbacks

Ss; Work in groups and build sentences

- Check with the whole class

plate for rice I choose fish, poultry may

be chicken or pig meat, sometimes beef, beans or nuts make up the rest

4 Consolidation: Teacher summarizes the main points of the lesson.

Listening for gist and for details and using the information to make a healthy plate

- General knowledge: Students know and will be able to use the vocabulary related to the human body, lifestyles and healthcare.

- Language: Sentences and expressions related to human body and health care

- New words: Words related to health care and lifestyles

1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts

2 Students: Student’s book, workbook, notebook

III Methods: explanation, discussion, integrated communicative, work in pairs/groups

IV Steps of teaching:

Teacher and students’ activities Content

Activity 1: Warm- up.

T: Ask Ss to work individually to build a

list as instructed

- Ask Ss to share and compare their list with

each others

- Check if there are similarities and

differences, then ask Ss to explain the most

prominent similarities and differences

Ss: work individually to build a list as

T: Give brief explanations or provide

meanings of the difficult words to help Ss

when necessary to save time for other

Activity 2: Reading the facts and think about yourself.

Allergies: The foods most commonly causing allergies: milk, wheat, eggs, soya, fish, peanuts, shellfish

Bad breath: The foods which may spoil your breath for days after a meak are onion,

foods provided Allow Ss to use a dictionary

or ask T for help, if necessary

- Ask Ss the questions: Do you have some of

these foods on your list? Which ones?

Ss: give out some of the foods on your lists

Activity 3: Some people have written in for

advice on their diets as they are going to do

important things Work in pairs or groups

and write at least one similar inquiry

1 Giving task:

T: Ask Ss to read the letters and analyze the

problem and the writing styles then work in

pairs to select a problem and write a similar

request-or-help letter within 7 minutes

2 Do the task: Ss read the letters and

analyze the problem and the writing styles

then work in pairs to select a problem and

write a similar request-or-help letter within 7

minutes

3 Report and discussion:

Teacher calls some to read their letter while

other note down their problems

4 Feedback:

Teacher feedbacks ss’performance

Activity 4: You are the food specialist and

you are working on the newsletter’s next

edition Read the reply to Scott’s enquiry

Then write your own by responding to one

of the other texts from 3 or from your

friends

T: Ask Ss to study the reply to Scott’s letter

Help Ss if necessary to facilitate their

acquisition in terms of writing styles,

structures, language, and tactics

- Ask Ss to choose one request from those

garlic, cabbage, curry, alcoholStress: Foods and drinks which stronly stimulate the body can cause stress These foods are coffee, tea, cola, chocolate, alcohol, refined sugar, white flour, salt, and processed foods such as junk foods and fast foods

Sleeplessness: There are foods that can helpyou fall asleep keep you awake Foods that stop your sleep are: caffeine containing drinks, alcohol, sugar fatty or spicy food, food additives

Sleepiness: To feel sleepy, eat carbohydrate, low protein foods, such as cheese, milk, soya milk, tofu, nuts, honey, almonds, bananas, whole grains, beans, rice,avocados, sesame seeeds, sunflower seeds,

of the other texts from 3 or from your friends

Model:

Dear Scott,