GIAO AN ANH 10 MOI-HK1 (2019-2020)

Activity 3 - Have students work in pairs or groups to ask and answer the questions.. Lead-in: Inform students of the lesson objectives Activity 1 -Let students work in groups, look at th

- Introduce how to do an oral test, a fifteen - minute tests and a written test.

- Some requires of student to study well English

- To help Ss have the opportunities to develop their oral fluency

- To introduce the theme and units

- By the end of the lesson, students will be able to:

+ Know about the English book grade 10 in general

* Game: Lucky Number

-T divides the whole class into two groups and plays the game

- The leader of each group chooses a number for their own group and does the following requirement in each question If the answer is correct, they will get 10 marks

1 Lucky Number

2 How many girls are there in your class?

3 Do you know what your English teacher’s name is?

4 Lucky Number

5 What do you prepare for this semester?

6 Do you like studying English? Why or Why not?

7 How do you learn English well?

8 Do you speak English fluently?

- T leads Ss in the lesson

2 Presentation 1

12 minutes

A Content: Including six topics

- T introduces the topics

1 You and me 2 Education

3 Community 4 Recreation

5 Nature and Environment 6 People and places > Six topics are divided into ten units

- T asks Ss to find out the topic through the unit’s name

B The design of each unit in textbook:

1 Getting started: Introducing the overall topic of the unit

2 Language: Learning vocabulary, grammar and pronunciation

3 Reading: Developing reading skills and providing Ss with language and ideas about the topic

4 Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge

5 Listening: Developing listening skills6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language

7 Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit

8 Looking back and project:

- Revising and consolidating of the language in the unit

- Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation

- After 2 units, Ss have one period for test themselves It helps them test themselves about what they’ve learnt

D The new point in learning English 10

- Communicative method /approach

- Task - based method /teaching

- The book is designed with 4 skills

- Complete and various tests

- Learner - centered approach

E Introduce the English book grade 10

- Ask Ss to look through the book then tell class how many units

it has

- Introduce some more information

- There are 6 themes including You and Me; Education;

Community; Nature and Environment; National Parks;

Recreation and People and Places

- There are 8 periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back

F Some requires of students

- Read the lesson before studying in class

- Do all exercises at home

- It is good to find the meaning and the pronunciation of the newwords in the dictionary at home

-Listen to the teacher attentively and take part in the lesson actively and creatively

- Take part in the activities that the teacher required such as pairs work, group work or individual

- Each S has a notebook and book (student book and work book)

4

Consolidation

2 minutes - Ask Ss to consolidate the main contents.- Give feedback

UNIT 1 FAMILY LIFE

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:

- 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

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

- What are they doing?

Activity 2

- T plays the recording Asks students to

listen and read along silently

- Ask students to work in pairs to decide

whether the statements are true (T), false

(F), or not given (NG) Have students refer

back to the conversation to give reasons for

their answers

- T goes around and supervise

- Then check their answers, and give

explanations

Activity 3

- T plays the recording and ask students to

listen and repeat the words/phrases

Activity 4

- Tell students to refer back to the

conversation to find the verbs/ verb phrases

that go with the words/phrases in the

conversation

- Play the recording again if necessary

- Ask students to pay attention to words that

are often used together (collocations) then

ask them to give some examples

Verb/Verb phrases Words/ Phrases

1 Split, divide, handle

(household) chores

IV Consolidation: - Summarize the main points

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

Week: 1

Period: 3

DOT:

Part 2: LANGUAGE

I Class organization:Check attendance

II Checking the old lesson

III New Lesson

Aim: To provide students with a right way to pronounce

some clusters and how to distinguish present simple and

present continuous tense.

Vocabulary

Activity 1

- Ask students to work individually, read the words and

phrases in the box, then discuss and find the meaning for

each of them (a-h)

- Provide support if necessary by guiding students to use

the context of the conversation to choose the meaning

for the words/ phrases

Activity 2

- Ask students to work in pairs Read the conversation in

GETTING STARTED again and list all the household

chores that are mentioned in the conversation

- 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

- 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

- Have students read the text individually once and ask

them to pay attention to the words/ phrases such as every

day, today, at the moment, and ask them what verb forms

are often used in the sentences that have these words/

phrases Ask students to choose the correct verb form

- Ask students to work in pairs to compare their answers

- Check students’ answers and then elicit from them the

rules of using the present simple and the present

continuous

Activity 2

- Have students work in pairs to give their answers

- Observe and help when and where necessary

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

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

their answers

- Check students’ answers by asking individuals to take

turns reading aloud each of the sentences

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

- Ask students to review grammar part

Week: 2

Period: 4

DOT:

Part 3: READING SKILLS

I Class organization:Check attendance

II Checking the old lesson

III New Lesson

Aims: to practice reading skills for the students They can

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

meaning of words in context; and make references when

reading a text

Lead-in: Inform students of the lesson objectives

Activity 1

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

the questions Ask students to call out the answers to

- Work in groups

- Look at the picture and answer the questionThe answer can be:

question 1 freely For question 2, ask a representative of

each group to give the opinion of the group

Activity 2

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

they understand all of them and tell students that one of

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

decide which one it is

- Ask students to read through the text once without

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

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

best title for the text Remind students that the title for the

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

text

- Check students’ answers and guide students to the correct

choice if necessary by helping them eliminate the

sentences that are only about one aspect of the text

Activity 3

- Have students read the text again and underline the words

sociable, vulnerable, critical, enormous and tend when

they see them on the text

- Explain to students how to use context to guess the

meaning of the unknown words if necessary

Activity 4

- Ask students to continue to work in pairs, and find out

what it refers to in each of the sentences Let students read

and understand the sentences before and after the one that

has the word in it to decide what it means Students can

use the elimination technique to give the right answer

Activity 5

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

the questions first to make sure they understand what

information they need in order to answer the questions It

may help if students can underline the key words in the

questions For example:

1 How do children benefit from sharing housework?

2 Why do men tend to have better relationships with

their wives when they share housework?

3 What may happen to women whose husbands do not

contribute to the household chores?

4 How does the family benefit when everyone works

together on household chores?

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

Yes, they are Because they

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

- Read the text

relationships withtheir teachers andfriends

2 Because it showsthat they care abouttheir wives and thismakes their wiveshappy

3 They may fall illeasily or may thinkabout divorce

4 There is a positiveatmosphere for thefamily

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.

Week: 2

Period: 5

DOT:

Part 4: SPEAKING SKILLS

IV Class organization: Check attendance

V Checking the old lesson

VI New Lesson

Aims: To encourage students to talk about the chores of

their love and hate

Lead-in:

Provide students with some handouts with the names of

household chores and ask students to match the chores

with corresponding pictures

Activity 1

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

household chores they like and three they dislike doing

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

they like or dislike the chore

-Go round to help if necessary

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

- Do as required

-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

- Guess the answer to each question

- Work in pairs and try to match the columns

- Practice the conversation

Key

1.c2.a3.d4.b

-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

Week: 2

Period: 6

DOT:

Part 5: LISTENING SKILLS

I Class organization: Check attendance

II Checking the old lesson

III New Lesson

Aim: To equip students with more knowledge about roles

of men and women in families

Lead-in: Introduce the topic: write down two words wife/

woman- husband/man and ask students to make two

words webs about the roles of wife/woman and husband/

man in the family Students are free to call out their

answers and T writes down the words in the web

Activity 1:

-Ask students to work in pairs, looking at the 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

- Read the questions carefully

-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”?

- Listen to the recording

Key activity 4

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

involved in housework andparenting

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

III New Lesson

Aims: Students can write a paragraph about

how people in their families share housework

Lead-in:

T asks sts to give the translation for the saying

- T asks some more questions to introduce the

- Asks students to read the text and complete

the chart, then they compare

- One st writes the answers on the board when

sts are doing the task

Activity 3

- T lets sts read the questions and locate the

answers in the text in 5-7 minutes

- 6 sts say the answers, other sts listen and

correct if necessary

Activity 4

- T has sts fill their chart individually then they

can compare with their friends

- Sts write a paragraph about their family using

the ideas in the chart, the questions from the

given text

- T goes around and gives help, collects

common mistakes for later correction

- Sts exchange their writing for peer correction

and comment

- T collects 5 paragraph to mark in class so that

all sts feel the need to do the task

- Students guess

“Nhiềutaynhẹviệc”

Answers:

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

Answers:

1 2

2 the parents work, children spend most

of their time at school

3 they split the house equally

4 para 3 and 4

5 yes, they do

6 everyone can have some time to relax

Do as required

II Checking the old lesson

III New Lesson

1 Warm-up

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

and wife and answer some questions

Suggested questions:

1 what does the man do?

2 what does the woman do?

3 who is happier? why?

2 Listen and match

- T introduces the talk show, the people and the

task by asking simple questions

- T lets sts read the statement, makes sure they

understand everything by asking them for

translation of all sentences

- T plays the CD twice, sts listen and match

then compare with their peers

- T checks with class by saying the number, sts

say the letter

3 Discuss

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

the answers; they can use the ideas in task 2

Each group has a leader to take notes and report

their opinion to the class

- 2 groups report its opinion, others listen and

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

parenting, homemaking, financial burden

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

Definition:

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

UNIT 1: FAMILY LIFE

Part 8: LOOKING BACK

I Class organization

Check attendance

II Checking the old lesson

III New Lesson

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

1 cream, brush

2 crash, tree, traffic

3 try, create, brother

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

6 true, crime, increase

Vocabulary 1

- T asksts to speak out the words under

each pictures then let them write in their

books

- T helps if there is a new word

- T checks by saying the number

Vocabulary 2

- T has sts work in pairs, read the text

carefully and fill in each gap with a word

- T reminds sts that thay have to use the

correct form of the words when filling

- T goes around and gives helps if

necessary

- One st does the task on the board

- T checks with the class by saying the

number, sts say the words/phrase to check

pronunciation

- T asks one sts to translate the text to make

sure that sts understand it

Grammar 1

- Sts work in pairs to give the correct verb

form in present simple or present

continuous

- T checks with class and asks sts why they

make their choice to consolidate the use of

the two tenses

Grammar 2

- 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

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

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!

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:

………

………

………

………

Week: 4

Period: 10

DOT:

UNIT 2 YOUR BODY AND YOU

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

The chief of E.D

Vo Thi Phuong

- 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

Lead-in:

Play a song named: An apple a day

(This would be the best if we use a

projector)

Inform the class of the lesson objectives:

getting to know the topic, vocabulary about

how eating can affect one’s health, and the

use of will.

Activity 1:

- Tell students not to worry about new

words or grammar points The new items

will be dealt with later on

- Play the recording Ask students to listen

and read the conversation at the same time

Activity 2

- Ask students to work in pairs to practice

asking and answering the questions

- Ask students to report their answers and

check if they have any difficulty in

understanding the conversation

-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 vary

- Ask students to work individually, in

pairs or in groups to report a time when

laughter was the best medicine for them

Assist by giving a list of prompts

including occasions like feeling

stressful, tired, sick or embarrassed, etc

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

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

- Look at the pictures

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

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

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

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

- Do as requiredKey

1.1 2.3 3.54.6 5.2

acquired knowledge of will and be going

to in context

- Ask students to read the sentences Have

students put a tick if right, cross if

wrong

- Ask students to give some explanations

for their choice

Activity 4

- Have students complete the sentences

with the right form of will and be going

to Remind students that sometimes both

can be used

Activity 5

- Ask students to read about the usage of

the passive voice Provide some

explanations if necessary to help

students understand the rules

- Have students read the surprising facts

about human body first, then practice

using the passive voice

- Read 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 squareinch of our skin

7 Are produced by humans only

Part 3: READING SKILL

I Class organization

Check attendance

II Checking the old lesson

III New Lesson

Lead-in: Inform the class of the lesson

objectives: skimming for an overview and

scanning for specific information

Activity 1

- Ask students to look at the picture and

read the title of the text- Acupuncture –

and talk about what they already know

about acupuncture

- Select some students who know about

the practice to tell the class some facts

and beliefs

- If no student knows about the practice,

give a brief description

Activity 2

Aim: further involve students in the topic of

the reading

- Have students work in pairs or groups to

discuss what they want to know more

about acupuncture then decide on at

least three things they want to have

more information about

- Ask students to report their lists and

compare theirs with others’

Activity 3

Aim: To give students an overview of the

reading and provide them with key

vocabulary

- Ask students to read the text quickly and

pick out words or phrases that are new to

them Help students to look for the

meanings of these words in the

dictionary

Activity 4

Aim: help students comprehend thoroughly

- Listen to teacher

- 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

the text

- Allow students to read the text again

in depth to find necessary information to

give answers to the questions

Activity 5

Aim: allow students to dig deeper into their

background knowledge using the

reading as a model and as a source of

information and then develop writing or

speaking as port-reading activities

- Elicit students’ knowledge in the field

of non-medical treatments These can be

traditional or modern

- Students work in pairs or groups to

exchange information After sharing

information, choose students at random

to present the report

- Ask students to write a short text using

the information they collect from their

discussion and information exchange if

time allows

Suggested answers:

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

2 It is believed to promote the body’snatural 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

UNIT 2: YOUR BODY AND YOU

Part 4: SPEAKING SKILL

I Class organization

Check attendance

II Checking the old lesson

III New Lesson

Lead-in: Inform the class of the lesson

objective: talking about how to get rid of

bad habits

Activity 1

Aim: to identify good habits and bad habits

from some given ones

- Ask students what they think of their

habits Have students’ name the habits

they think they have

- Have students look at the list of habits

and decide which ones are good and

which ones are bad

- Have students explain their choice and

give rectification if needed

Activity 2:

Aim: Allow students to have more insight

into habits and how to kick a bad one Help

students develop their confidence in

speaking by giving personal opinions on

relevant topics

- Have students work in pairs or groups

and discuss why some of the habits are

good and why some are bad by giving

evidence and proof to support their

ideas

- Have students suggest ways to stop the

bad habits from their own experience

Activity 3:

Aim: To assist students’ speaking by using

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

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

- Work in groups as required

- 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

UNIT 2: YOUR BODY AND YOU

Part 5: LISTENING SKILL

I Class organization

Check attendance

II Checking the old lesson

III New Lesson

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

- Have students respond briefly to give

their opinions on the listening they are

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

- Feel free to talk

-Guess the content of the listening part

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

DOT:

UNIT 2: YOUR BODY AND YOU

Part 6: WRITING SKILL

I Class organization

Check attendance

II Checking the old lesson

III New Lesson

Lead-in: Inform the class of the lesson

objective: writing a short letter, with details

or examples as supporting ideas, to give

advice on what to eat before important

occasions

Activity 1:

Aim: To have students brainstorm and

produce a list of the foods that may give

them allergies, bad breath, stress,

sleeplessness and sleepiness

- Ask students to work individually to

build a list as instructed

- Ask students to share and compare their

list with each others’

- Check if there are similarities and

differences, then ask students to explain

the most prominent similarities and

differences

Activity 2

Aim: To provide students with input for

their practice and production later on

-Give brief explanations or provide

meanings of the difficult words to help

students when necessary to save time for

other activities

- ask students to quickly read the facts

about the foods provided Allow students to

use a dictionary or ask teacher for help, if

necessary

Activity 3

Aim: To build students’ ability in writing a

request letter following the given model

Pay attention to the teacher

Do as required

Similarity: need advice on foodDifference: purpose to eat

- 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

UNIT 2: YOUR BODY AND YOU

Part 7: COMMUNICATION AND CULTURE

I Class organization

Check attendance

II Checking the old lesson

III New Lesson

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 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

- 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 theyhave any new ideas

- Work in pairs or groups

- Do as required

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

- 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

Week: 6

Period: 17

DOT:

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

the unit

Grammar

- Students underline the part in italics

that is appropriate in the following

IV Consolidation

- Summarize the main points

V Homework

- Prepare for the one-period test

Notes after teaching:

* Objectives: By the end of the lesson students will be able to:

- review the main point of grammar of unit 1

- practise reading more about the topic “ family life ”

- do the exercise on pronunciation and vocabulary

- improve writing skills – write a letter

* Skills: Writing, speaking, listening

* Teaching aids: Handouts,

PROCEDURE

I Listening: 10 mins ( individual work)

Listen to Sarah talking to her friend, Jane, about a new job For question 11- 15, tick A,B or C.You will hear the conversation twice

1 ex: Sarah’s boss wants a new……

A manager B shop assistant C secretary

11 Sarah usually starts work at…

The chief of E.D

Vo Thi Phuong

A 6:00 B 8: 30 C 9:30

12 In the new job, Jane can earn…

A $ 160 a week B $ 180 a week C $ 210 a week

13 Sarah has lunch…

A in a café B in a park C at home

14 In the new job, Jane can have…

A 3 weeks’ holiday B 4 weeks’ holiday C 5 weeks’ holiday

15 The manager’s name is Mr…

A Fawset B Fawcett C Fausett

II Reading: 15 mins ( pair works)

Complete each the following sentences with a word from the box

Blood Heart Breath Brain Skull

Lungs Spine Nerves Thinking Pump

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

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

3 It is the _ that controls all the organs in the body

4 Despite the fact that it has almost nothing to do with sensations and feelings, the

_ considered the dwelling of love and emotions

5 The _ carry messages between your brain and the rest of your body

6 Your biggest organ in the nervous system is protected in the _

7 If you breathe in deeply, your _can expand to twice their normal size

8 The row of bones down or along the middle of a human’s or animal’s back is called

the

9 The heart can be said to be the most sophisticated and efficient as it runs

without rest one’s whole life

10 The process of is thought to be a human’s property but research has shown

some animal do have this ability

A friend asked you for advice about what to eat before an important interview Put the words

and phrases provided in their correct forms to write a letter Use the information from your

2 You asked me in your letter what to eat ( you should eat) before you go to a job interview.

3 Onion and garlic are believed to give you bad breath

4 You are not going to eat peanuts or papaya as they will make you feel sleepy, right?

5 In addition, avoid ( eating) fast foot because it (may/ can/will) give you stress

6 However, a cup of coffee can be consumed to keep you awake

7 Meat and foods high in protein can help you stay concentrated and quick-minded

8 Hope you chose the right foods and succeed in your interview

IV Consolidation: 5 mins

CHOOSE THE BEST ANSWER:

1 What are you going to do this weekend?- We _ visit our grandfather in the

countryside

A are going to B were going to C have gone to D went

2 The entire valley can _ from their mountain home

A see B be seen C being seen D sees

3 George is _Lisa

A marry with B marry to C married with D married to

4 Mickey Mouse Cartoons _ into sixty languages

A have translated B translated C have been translated D were being translated

5 The place that food is first stored in the body is the _

6 A mathematics B married C tragic D ask

V Home work: 1 min

- Revise the old lesson

- Prepare unit 3 getting started

The chief of E.D

Vo Thi Phuong

Week: 7

Period: 19

DOT:

TEST 1 and TEST CORRECTION

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

TEST OF ENGLISH 10

Time allowed: 60ms Code: 101

Read the passage carefully and then choose the best option (A, B, C or D) to each gap

Years ago, (1) the lack of good medical care, diseases were the most terrible threat to the early people Of course, they had no pills, tablets or capsules (2) we do today They used to eat herbs or tree bark to (3) many diseases They also knew that food had great effect on their health Actually the medicines that we take today are mostly extracted from herbs, tree bark, plants and food For example, in the 17 th century, the Peruvian Indians ate cinchona bark when they had fever They learned this from (4) _ only Until 1816, some pharmacists extracted quinine from the cinchona bark It is used in the treatment of malaria, a disease transmitted by the anopheles mosquito and common in the tropical countries Quinine is also used to help cure other diseases (5) _, if a child use quinine for a long time, he or she will have rickets, which is a disease of growing bones that is unique to children adolescents

1.A because of B thanks to C because D although

3.A killed B treatment C prohibit D cure

4.A thinking B experiment C experience D understanding

5.A However B So C In addition D But for

Choose the best answer.

6 Pronunciation: A skeleton B nerves C presentation D intestine

7 Pronunciation: A habit B snap C thankful D grateful

8 stress: A alternative B acupuncture C original D respiratory

9 stress: A stimulate B skeleton C pyramid D digestive

10 The human system is a series of organs responsible for taking in oxygen and expelling carbon dioxide

A circulatory B digestive C nervous D respiratory

11 In Singapore today, people tend to live in _ families which consist of parents and

children

A extended B sole C crowded D nuclear

12 Which word is closest in meaning to "diseases"?

A acupunctures B precautions C capabilities D ailments

13 A person will be considered _ if he/ she doesn't take good care of his/ her parents or grandparents

A unwilling B discomfort C ungrateful D impolite

14.Food is broken down and converted into energy in the ……… system

A brain B heart C digestive D skeletal

15 Children who share the housework with their mums and dads do better at school and become more

A sociable B unfriendly C vulnerable D aggressive

16 That tree last month Now it well

A was planted/ is growing B has planted/ is grown

C planted/ is grown D planted/ grows

17 When acupuncture correctly, it is very safe for patients

A will be performed B is performed C will have performed D performs

18 - Mother: “Haven’t you tidied up your room yet?” - Son: “ ”

A I will, after I do all the exercises in my textbook C The more I tidy, the worse it gets

B I have my hands full with my tidying D Why don’t you give me a hand with cleaning

19 is a person who manages the home and often raises children instead of earning money from a job

A Homemaker B Worker C Breadwinner D Wife

20 This classroom by the students every day

A clean B is cleaned C cleaning D cleans

21 I have already decided I a new house

A will buy B am going to buy C to buy D bought

Read the passage below and choose the best answer (A, B, C or D) to each question.

Family types vary in different countries and among different cultures In Western, industrialized

societies, the nuclear family ranks as the most common family type It consists of a father, a mother andtheir children But nuclear families exist alongside many other types of family units In the single-parent family, for example, a mother or a father heads the family alone A blended family is formed when a divorced or widowed parent remarries As divorce rates have risen, the number of single-parent and blended families has increased

In many parts of the world, parents and children live together with other family members under the same roof These complex families usually contain several generations of family members, including grandparents, parents and children They may also include brothers or sisters and their families, uncles, aunts and cousins Even when relatives do not live together, they still consider themselves members of the same extended family includes grandparents, uncles, aunts and cousins

22 The nuclear family ranks as the most common family type

A in many industrialized countries C that consists of more than two generations

B in countries with nuclear weapons D that leads to the divorce of parents

23 In the single-parent family,

A there are often no children B only one parent lives with his or her child or children

C the number of blended children has increased D children live alone

24 Grandparents, parents and children are mentioned as _

A the three typical generations of an extended family B three branches of a family tree

C the closest and happiest relatives D a complex combination

25 The second paragraph is about

A American culture B relatives and family members

C the relationship between family members D the extended family

26 How many types of family are mentioned in the passage?

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

ANSWER KEY- TEST ENGLISH 10

I Writing A- Do as required (1m)

1 The bones in the skeletal system support all the body organs (rewrite)

All the body organs are supported by the bones in the skeletal system

2 ailments/ caused/ an imbalance/ yin/ yang (make a sentence)

 Ailments are caused by an imbalance of yin and yang

3 A temporary manager is running the shop at the moment (rewrite)

 The shop is being runned by a temporary at the moment.

4 modern society/ roles/ men/ women/ similar (make a sentence)

 In modern society, the roles of men and women are similar

II Writing B(1m)

III Write a paragraph about how members in your family share household

chores.(100 120 words)

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 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

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

The chief of E.D

Vo Thi Phuong

B Teaching method: Communicative

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

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

- Pay attention to teacher