GA anh 10 mới HKI 3 cột

giáo án chuẩn form theo các bước; chia 3 cột: thời gian, tên hoạt động; hoạt động của thầy; hoạt động của trò và các tương tác trong từng hoạt động có tranh ảnh minh hoạ có tài liệu bổ sung để phát triển các kĩ năng có bài kiểm tra 1 tiết và chữa bài kiểm tra 1 tiết, ôn tập cuối kì

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Distributive period: 1

Date of preparation: August, 18th 2018

Date of teaching: August, 20th 2018

INTRODUCING THE PROGRAMS OF ENGLISH 10

I OBJECTIVES:

By the end of the lesson, Ss will be able to:

1 Knowledge:

- know about the English book grade 10 in general (Including themes, tests, lessons etc )

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

- be aware of some requirements of students to study English well

- To introduce the themes, units

2 Skills

- To help Ss have the opportunities to develop their oral fluency as well as integrated skills

3 Attitude and competencies:

- understand and actively respond to relevant matters or situations.

- form and/or improve such competencies as: collaboration, presentation.

II PREPARATIONS.

1 Teacher: pictures, sub-board, pen, PC…

2 Students: chalks, rulers, textbooks, notebooks…

III METHODS: Communicative, Q-A

IV PROCEDURE

Class organization: Check attendance

Checking the preparation

- 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 to the lesson

- Ss work in group

II Activity 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 sixteen units

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

B The design of each unit in textbook:

- Ss listen to the teacher

5 Nature and Environment

6 People and places

Ss do following teacher's

requirement

1 Unit: express the theme

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1 Unit: express the theme

2 Reading: Developing reading skill

3 Speaking: Developing speaking skill

4 Listening: Developing listening skill5.Writing: Developing writing skill

6 Language focus: Learning grammar and pronunciation

- After 3 units, you have one period for test yourself It helps you test yourself about what you’ve learnt

2 Reading: Developing reading skill

3 Speaking: Developing speaking skill

4 Listening: Developing listening skill5.Writing: Developing writing skill

6 Language focus: Learning grammarand pronunciation

III Activity 2

D The new point in learning E 10

E Introduce the English book grade 10

- T asks Ss to look through the book then tell class how many units it has

-T Introduces some more information

F Some requires of students

- Read the lesson before studying in class

- Do all exercises required at home

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

-Listen to the teacher attentively and take part

in the lesson and activities actively and creatively

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

- Ss listen to the teacherKinds of test

1- Checking frequency knowledge forthe previous lesson

2- Fifteen-minute test (3 times)3- Forty five-minute test (2 times )4- End-term test (Once for each semester)

- Ss listen to the teacher

- Communicative method /approach

- Task - based method /teaching

- The book is designed with 4 skills

- Complete and various tests

- Learner - centered approach

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

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Distributive period: 2 Date of preparation: August, ………… 2018

Date of teaching: August, ……… 2018

UNIT 1: FAMILY LIFE Part 1: GETTING STARTED A Objectives To introduce the topic of the unit To provide vocabulary about household chores To develop listening skills and pair/class discussion skills By the end of this unit, Ss can: - Use lexical items related to the topic Family life - Exchange opinions about household chores B Preparations: 1 Teacher: lesson plans, PC… 2 Students: chalks, textbooks, notebooks, cassette player, board

C Methods

Mainly communicative, task based

Skills: listening, reading, integreted skills

D Procedure:

Class organization: Check attendance

Checking the old lesson

New Lesson

I Class

organization:

Check

attendance: 2’

II Checking the

old lesson: 3’

III New Lesson

Activity 1: 1’

Lead-in: 5’

Check sts’ preparations

T introduces the topic of the unit, vocabulary about household chores and the grammar point taught in the unit

- T asks students if they often do housework and what housework each member of their family does

- Asks them to look at the picture and guess what they show

- Asks students about the picture:

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

- What are they doing?

- 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 T checks their answers, and gives explanations

- T plays the recording and ask students to listen and repeat the words/phrases

- listen

- Answer the question individually

- 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

- Do as required

- the whole class listen Sts do pair works

Key Activity 2

1 F 4 T

2 NG 5 T

3 F 6 NG

- Read in chorus

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- Tells students to refer back to the conversation to find the verbs/ verb phrases that go with the words/phrases in the conversation

- Plays the recording again if necessary

- Asks students to pay attention to words that are often used together (collocations) then ask them to give some examples

Household chores rubbish Household finances groceries Heavy lifting washing up Laundry

Verb/Verb phrases Words/ Phrases

1 Split, divide, handle (household)

chores

7 Be responsible for Household

finances

IV

Consolidation: 2’ - Summarize the main points Listen and do orally and individually

V Homework: 2’ - Ask students to learn by heart new words

and collocations in the text

- List other chores that are not mentioned Listen and take notes

REFLECTION

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Distributive period: 3 Date of preparation: August, ……… 2018

Date of teaching: August, ……… 2018

UNIT 1: FAMILY LIFE Language A Objectives To enhance the topic of the unit To provide vocabulary about household chores To develop phonetics and pair/class discussion skills 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 - Exchange opinions about household chores - Extinguish the present simple and the present continuous B Preparations: 1 Teacher: lesson plans, PC… 2 Students: chalks, textbooks, notebooks, cassette player, board

C Methods

Mainly communicative

Knowledge: Phonetics, lexico and grammar

D Procedure:

New Lesson

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Stages/time Teacher’s activities Students’ activities

- Provide support if necessary by guiding students touse the context of the conversation to choose themeaning for the words/ phrases

- Ask students to work in pairs Read the conversation

in GETTING STARTED again and list all thehousehold chores that are mentioned in theconversation

- Then elicit more chores to add to the list

- Have students work in pairs or groups to ask andanswer the questions

- Encourage them to use the chores in the list in theiranswers Before working in pairs, students maywork individually

- Ask students to read the list again and write downwho 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 ofthe chores

-Play the recording and let students listen Play it againwith pauses for them to repeat each word

Give the meaning of the words if necessary Helpstudents distinguish the three sound clusters

- Ask students to work in pairs and take turns readingthe words in columns and in rows Then, inviteindividuals to read the words in one or two rows

- 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

Students do orally

Do the household choresEmpty/ take out the rubbishShop for groceries

- 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

- Work in pairs to answer

Listen and answer orallyKey:

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- 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

- 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

Read the text individually Work in pairs to answer the T’s questions

1 does, is not cooking, is

working

2 is taking out

3 cleans, is cleaning

4 is preparing

5 looks after, works

6 is watching, watches

- Work in pairs to answer

the T’s questions

- Do orally

IV

V Homework: 1’ - Ask students to learn by heart new words and

collocations in the text

- Ask students to review grammar part Listen and take notes

REFLECTION

………

Date of teaching: ……….……… 2018

UNIT 1: FAMILY LIFE Reading A Objectives To enhance the topic of the unit To develop sts’ reading skills By the end of this unit, Ss can: - Know more about the benefit of sharing housework - Be more aware of sex equality through housework division/sharing B Preparations: 1 Teacher: lesson plans, PC… 2 Students: chalks, textbooks, notebooks, cassette player, board

C Methods

Skills: reading for details, vocabulary and references

D Procedure:

New Lesson

I warm up- 10’

Check the old lesson

and ss’ preparation Use the preset simple to talk about your daily routine

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II New lesson

For question 2, ask a representative of each group togive the opinion of the group

- 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

- 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

- 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 beforeand after the one that has the word in it to decide what it means

Ask students to work in groups of three, ask them

to read the questions first to make sure they understand what information they need in order to answer the questions It may help if students can underline the key words in the questions For example:

1 How do children benefit from sharing

housework?

2 Why do men tend to have better relationships

with their wives when they share housework?

3 What may happen to women whose husbands

do not contribute to the household chores?

4 How does the family benefit when everyone

works together on household chores?

- Then ask students to read the text again, and

locate the part of the text where they can get theanswer 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

- Work in groups

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

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

- Read the textRead the text and do pair-work Key

Ss do pair work Show their pair workStudents can use the elimination technique to give the right answer

Work in groups of 3

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

2 Because it shows that

they care about their wives and this makes their wives happy

3 They may fall ill easily or

may think about divorce

4 There is a positive

atmosphere for the family

- The representative of each group shows their groupwork

Work in groups of 4

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once, but try to elicit it from other students.

- 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

- The representative of each group shows their groupwork

III Consolidation- 2’ - Summarize the main points Listen and take notes

IV Homework: 1’ - Ask students to prepare for the next lesson Listen and take notes

EXPERIENCES

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Date of teaching: ……… … 2018

UNIT 1: FAMILY LIFE Speaking A Objectives To enhance the topic of the unit To develop sts’ speaking skills By the end of this unit, Ss can: - Express opinions/preference about housework - Be more aware of sex equality through housework division/sharing B Preparations: 1 Teacher: lesson plans, PC… 2 Students: chalks, textbooks, notebooks, cassette player, board

C Methods

Skills: speaking, group discussion

D Procedure:

New Lesson

I Warm up

II New lesson

Activity 1

Activity 2

Provide students with some handouts with the names of household chores and ask students to match the chores with corresponding pictures

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

household chores they like and three they dislike doing in the

“Name of chore” column, then add a reason why they like or dislike the chore

- Go round to help if necessary.

- Ask students to work in pairs to compare their completed table

to find out the different and similar ideas about housework

- 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?

- Pay attention to teacher

and match the chores with the pictures

- Do as required

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Activity 3

III

Consolidation

IV Homework:

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

- 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

- Summarize the main points

- Ask students to prepare for the next lesson.

- Guess the answer to each

question

- Work in pairs and try to

match the columns

- Practice the conversation

Key 1.c 2.a 3.d 4.b -Work with a different partner to have a similar conversation

- Report to the class

- Listen and take notes

REFLECTION

- Distinctive students do the more complex handouts

- Average students do the simpler handouts

………

Distributive period: 6 Date of preparation: ……… 2018

Date of teaching: ……… 2018

UNIT 1: FAMILY LIFE Listening A Objectives To equip students with more knowledge about roles of men and women in families To develop sts’ listening skills By the end of this unit, Ss can: - Express opinions about sex equality interms of sharing housework - Be more aware of the responsibilities to the family B Preparations: 1 Teacher: lesson plans, PC… 2 Students: chalks, textbooks, notebooks, cassette player, board

C Methods

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Skills: listening, group discussion

D Procedure:

Students are free to call out their answers and T writesdown the words in the web

- Ask students to work in pairs, looking at the chart and

discussing the changes in the weekly hours of basichousework by married men and married women in theUSA between 1976 and 2012

- Students don’t have to report the exact number of hours

men and women spend on doing housework They canjust 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 correctlater, after they listen to the recording

- Tell students that they are going to listen to a family

expert talking about how the roles of men and women infamilies have changed Ask them to read all thestatements and guess if they are true or false Make surethat students understand all the statements

- If there are new words to students, explain them or give

the Vietnamese equivalents to save time for otheractivities

- Play the recording and have students do the exercise.

Check students’ answers If many students in the classhave incorrect answers, play the recording again, andstop at the place where students can get the correctanswers

- Have students work in pairs to match the words/

phrases with their appropriate meaning To helpstudents het the answers easily, ask them if they knowthe part of speech of the word/ phrase given, and thenchoose the meaning

- 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 Thenplay the recording and let students listen to it and answerthe 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 andcorrection if necessary

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

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

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

- Read the questions carefully

- Listen to the recording

Key activity 4

1 They are not the only

breadwinner in the family,and they get more involved in housework and parenting

2 Both are responsible for

family finances, making/ housework, and parenting

home-3 The families become

happier and the divorce

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Consolidation

IV

Home-work

Summarize the main points Ask students to prepare for the next lesson

rate amongst them is the lowest

REFLECTION

………

UNIT 1: FAMILY LIFE Writing A Objectives To equip students with more knowledge about roles members in families To develop sts’ writing skills By the end of this unit, Ss can: - Students can write a paragraph about how people in their families share housework - Be more aware of the responsibilities to the family B Preparations: 1 Teacher: lesson plans, PC… 2 Students: chalks, textbooks, notebooks, cassette player, board

C Methods

Skills: writing, group discussion

D Procedure:

New Lesson

I Lead-in:

Introduce the

topic: 5’

II New lesson

Activity 1:

Activity 2

Activity 3

T asks sts to give the translation for the saying

- T asks some more questions to introduce the lesson

Suggested answers:

1 Promoting harmony between

humans and the world around them and a balance between yin and yang

2 It is believed to promote the

body’s natural healing capabilitiesand 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

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III Consolidation

IV Homework

information After sharing information, choosestudents 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

Wrap up the lesson

Students prepare for the next lesson

C Preparations

D Procedure

I Class organization: Check attendance: 1’

Checking the old lesson: 10’

- 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

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 andwhy 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

- Think of the habits and name them

Leaving things until the last minute

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- Have students read the phrase in the Watch out! Box and try to find out the meaning of the idiom.

Aim: develop students’ ability in free speaking byapplying advice to kicking a bad habit

- Have students work in pairs or groups to choose one bad habit Then students make

a list of Dos and Don’ts in order to kick thathabit

- Have students share their lists with each other and report to the class

- Wrap up the lesson

- Ask students to prepare for the next lesson

Watching TV all dayLittering

- Example:

To stop litteringObserve rules and regulationsRefrain from throwing rubbish where you like

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

- Work in groups as required

-Plan things carefully

- eat just enough aqt dinner

- wakee up early-do exercise

-watch horror film-drink coffeeor strong tea-take naps during the day

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

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

C Preparations

D Procedure

II Checking the: old lesson: 7’

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III New Lesson

Inform the class of the lesson objective:

listening for information on how to choose

of the things they eat

Aim: To give students a closer look intowhat they are going to listen to

- Ask some students to talk about whatthey think the listening may be about

- Have students respond briefly to givetheir opinions on the listening they aregoing to do

- Have students listen to the recording

to see if what they hear matches whatthey expected

- Allow students to listen one more time

if necessary to build up students’

confidence in their listening ability

Aim: To check students’

comprehension

- Have students listen to therecording once or twice beforeanswering the questions

- Call on students to check theiranswers

Aim: To develop students’ skill inlistening for specific information

- Have students listen again to dividethe plate into sections with theright labels of foods they hear

- Check if students’ responses arecorrect

Aim: To wrap up the listening with an

- Students may know some basic information

about what they have to do

- Feel free to talk

-Guess the content of the listening part

- Listening to the recordingKey act 3

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- Summarize the main points

- Students to prepare for the next lesson

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

C Preparations

D Procedure

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

Aim: To have students brainstorm and produce

a list of the foods that may give them allergies, bad breath, stress, sleeplessness and

Similarity: need advice on food

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most prominent similarities and differences.

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

Aim: To build students’ ability in writing a request letter following the given model

- Ask students to read the letters from

readers and analyze the problem and the writing styles

- Ask students to work in pairs or groups to

select a problem and write a similar request-or-help letter

- Ask students to show the letters they have

just written to the class and ask for comments from the class

- Provide support and comments when

necessary and decide if students have met the objective of the activity Select one or two of the best writings to show the class

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

Ask students to summarize the main pointsAsk students to complete writing task

Difference: purpose to eat

Listen and take notesRead in silence

Problems:

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

- Reply Scott’s letter

On the day before the exam, have high carbonate foods like pasta, which will provide necessary energy for the next day’sevent

On the day of the exam, eat a breakfast of mainly protein They are another quick source of energy

Drink a lot of water and fruit juice Avoid caffeine drinks Sleep enough and do some exercises

Hope you will do your best

Regards,Summarize the main pointsComplete writing task

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- Read about an alternative treatment in medical care

C Preparations

D Procedure

New Lesson

I Warmer

5’ T provides some words Ask students to work in groups of 4

Ask students to categorize the words into different groups under the headings: allergy, bad breath, stress, sleeplessness, sleepiness(some words may be used more than once)Words: alcohol, crab, fatty food, fish, rice, papayas, chocolate, garlic, junk food, strong coffee, sesame seeds, eggs, cucumber,

Listen to the teacher

Do as instructed in groups of 4- within the table

Whenever they finish, say GET ITAllergy: crab, fish, egg, cucumber, cheese, shrimp, jelly fish, seasonings, durianBad breath: onion, garlic, shrimp paste, alcohol, durian

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II New lesson

further skill development

Aim: Students have more chances to practice speaking

- Explain to students that they need to look at

the pictures and link them with the previousparts 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

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 theyare healthy

- If possible, allow the whole class to participate in a debate-like discussion

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 o fthe 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

Aim: To provide some information about how traditional healthcare practices (and beliefs) vary in different countries

- Ask students to read about health practices

and beliefs in the two countries and note the similarities and differences

- Give explanations, if necessary.

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 orvocabulary, when needed

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 thepractice is performed, what the benefits

Stress: strong coffee, junk food, alcohol, chocolate

Sleeplessness: strong coffee, seasonings, spicy chicken, fatty food

Sleepiness: rice, bananas, cheese, papayas

- Look at the pictures and talk

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

- Other may take part in the debate if they

have any new ideas

- Work in pairs or groups

- Do as required

- work in pairs or groups choose a system of the body and make a list

of the activities that are good for it

- report to the class

- Students read carefully

- Ask students to work in pairs and do the task

- Students may do at home when they haven’t finished yet

Present their chosen traditional therapy, as instructed

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A Aims and requirements

- Use will and be going to

Checking the given assignment

- T calls on some students to the board and ask

them to talk about a traditional therapy that they know

- Give mark Pronunciation

- Have students listen and repeat the sentences to consolidate their recognition and production of the learnt consonant clusters

- Ask students to underline the part in italics that

is appropriate in the following sentences

will + infinitive Be going to + infinitive

A decision at the moment of speaking:

John: Really? In that

A decision before the moment of speaking:

John: I know I'm going to

- Go to the board and talk

- underline the part in italics that is appropriate in the following sentencesKey

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I think the Conservatives will winthe next election.

A prediction based on something we can see (or hear) now:

The Conservatives are going

to win the election They already have most of the votes

A future fact:

The sun will rise tomorrow

For promises / requests / refusals / offers:

I'll help you tomorrow, if you like

Wrap up

8. Is going to rain

Listen and take notes

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Distributive period: 18

Date of preparation: 2018

Date of teaching: 2018

REVIEW LESSON Purpose:

To review for the practical

Objectives:

Students will be able to answer 90% of the review questions

Review the topics of discussion from the unit as well as the grammar points: the present simple/ present continuous tenses; will/be going to; the passive/ the active

I Choose the word whose underlined part is pronounced differently from the others.

II Choose the word which has a different stress pattern from that of the others

III Give the correct form of the verbs in brackets:

1 I guess I ( finish ) my assignment for this semester on time

2 They have bought a couple of tickets and they ( see ) their favorite film at the cinema

3 Do you know that John has been in hospital ? – No, I don’t I ( visit ) him tomorrow

4 Mai: This bag is too heavy ! – Nam: Don’t worry I ( carry ) it for you

5 I think that the number of unemployed people is (decrease ) dramatically next decade

6 The same discount ( offer ) by this shop every month

7 Human body ( can / support ) by a spine

8 A box full of chocolate ( send ) to him yesterday

9 More than 10 pages ( type ) so far

10 Every day, the dishes ( wash ) by Jane but today the washing-up ( do ) by Jame

IV Find and correct the mistakes in the following sentences:

1 As planned, we will drive from our city to the sea

2 Look at the clouds, it will rain

3 Seventeen muscles are use when we smile or frown

4 The house is built 10 years ago

5 The heart can said to be the most sophisticated and efficient pump as it runs without rest for one’s whole life

V Give the correct form of the words in brackets:

1 The system of the body is made up of our bones It supports our body and protects our organs (skeleton )

2 Food is broken by the system and turned into energy ( digest )

3 Acupunture is one of the oldest treatments in the world ( medicine )

4 The recipe for this dish in Japan a long time ago ( origin )

5 The practice of acupunture involves placing hair-thin needles in pressure points throughout the body (vary )

6 , there were 365 acupoints, but this has increased to more than 2000 nowadays ( origin )

7 People who are taking blood related medicine should not have the ( treat )

8 Exercising regularly is a powerful weapon to enhance well-being ( psychology )

9 It has been proved that fasting has tremendous health benefits ( science )

10 Alhough there are questions, acupuncture appears to work ( answer )

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VI Choose the best answers to complete the sentences :

1 Nowadays, there is estimated to be more than 2000 acupoints throughout the human body

2 Do you know what the saying “ kick a habit ” means ?

A Wow, She has a good habit B I think it has the same meaning to getting rid of a habit

3 I have been given 10 tricks to get rid of my bad habits and them with healthy ones

4 The digestive system lets us break down the food we eat and turn it energy

5 “The lecturer splits the students into 4 groups” has the closest meaning to

A The students are divided into 4 groups B The lecturer divided the students into 4 groups

C The lecturer is split into 4 groups of students D The lecturer went into 4 groups of students

6 Lately, several oils, including rose and lemon, to relieve anxiety, stress and depression

7 Choose the answer which needs correcting:

People say that this house has been built by an old man 12 years ago

From the graphs, we can see that the number of employees who employed by this firm is increasing each year

9 Choose the word whose underlined part is pronounced differently from the others

The cells covering the walls of the stomach will soon be dissolved by the acids if they aren’t constantly replace

11 I am afraid you can’t borrow his car right now It in the garage

12 Up to the present, fourteen books by Jane, a friend of mine

A.has been written B.are written C were written D will be written

13 The washing - up carefully

14 The acupoints to enhance the healing capability of the body itself

15 Choose the word whose underlined part is pronounced differently from the others

VII Choose the best answers to complete the sentences :

Doing crossword puzzles surely has beneficial effects to our brain’s memory

A B C D

2 The system that lets us take in oxygen and release carbon dioxide is called system

3.She is bored with her current job and for a new one lately

4 What’s that on your curtains ? – It’s a stain I them to the dry cleaner’s tomorrow

A will take B am going to take C will be taken D am going to be taken

Natural resources provide the raw materials that need to produce finished goods

6 Choose the answer which needs correcting: A man was in need of urgent medic care

VIII Finish each of the following sentences in such a way that it means the same as the sentence printed before it.

1 He will certainly succeed  He is

2 It is probably that he will never come back  In

3 The teacher made her students work hard for the exam  The students

4 He is likely to arrive late again  He will

5 We’ll have to leave immediately at the end of the film  The moment

6 It is said that the robber was caught while climbing up a fence  The robber

7 They say that the computer is playing an important part in modern life  The computer

8 Tim plans on seeing the doctor later about his bad back  Tim is

9 I might call Sarah to see if she wants to go out  I think I

10 I’m not very confident of passing my driving test  I don’t

11 Maria eats very little so as not to put on weight  Maria eats very little because

12 The waitress brought him a big steak  A

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IX Complete the second sentence so that it has a similar meaning to the first sentence, using the word gievn:

1 Fire has completely destroyed the left wing of the house ( been )

 The left wing of the house fire

2 The teacher scolded Jim for not paying attention ( by )

 Jim for not paying attention

3 Your hait needs cutting ( get )  You cut

4 Jill’s parents are making her study hard ( made )  Jill her parents

5 It is thought that the two injured men were repairing overhead cables ( have )

 The two injured men overhead cables

6 The traffic warden will give you a ticket if you park there ( will )

 You traffic warden if you park there

7 They say he was the best footballer of the decade ( said )

 He the best footballer of the decade

8 There is a rumor that the escaped prisoner is living in Spain ( be )

 The escaped prisoner living in Spain

9 You’ll get a rise in salary after six months ( raised )

 After six months, your salary

10 We have agreed to meet again in a fortnight ( will )

 It meet again in a fortnight

11 I have my hair cut there every six weeks ( hair )

 The hairdresser every six weeks

12 The library stays open until seven o’clock ( close )

 The library until seven o’clock

13 My colleague helped me write the report (get/have)

………

14 The window cleaner washed the windows (have/get)

………

X Rearrange the words / phrases to make meaningful sentences:

1 to / visit / going / this / where / summer / are / holiday / you

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7.A The person B Those C They D Anyone

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

The food we eat seems to have profound effects on our health Although science has made enormous(1) in making food more fit to eat, it has, at the same time, made many foods unfit to eat Some researchhas shown that perhaps eighty percent of all human illnesses are related to diet and forty percent of cancer is related

to the diet (2) , especially cancer of the colon People of different cultures are more prone to contractcertain illnesses because of the characteristic foods they (3)

(4) food is related to illness is not a new discovery In 1945 , government researchers realizedthat nitrates and nitrites( commonly used to preserve color in meats) as well as other food additives(5) cancer.Yet, these carcinogenic additives remain in our food, and it becomes more difficult all the time

to know which ingredients on the packaging labels of processed food are helpful or harmful

The additives that we eat are (6) all so direct Farmers often give penicillin to cattle and poultry,and because of this , penicillin has been found in the milk of treated cows

Sometimes similar drugs are administered to animals not for medicinal purposes, but for (7) reasons The farmers are simply trying to fatten the animals in order to obtain a higher price (8) the market.Although the Food and Drug Administration(FDA) has tried repeatedly to control these procedures, the practicescontinue

A healthy diet is directly related to good health Often we are (9) of detrimental substances weingest Sometimes well-meaning farmers or others who do not realize the consequences add these substances to food(10) our knowledge

1 A stages B steps C stands D state

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

III New Lesson

Full name: ……… ……

Class: …………

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WRITTEN TEST 1

Circle the word whose underlined part is pronounced differently from the others (0.4pt)

Choose the word which has a different stress pattern from that of the others - 0.4pt

Choose the best answers to complete the sentences – 2pts

1 With children, it is important to the right balance between love and discipline

2 Iron for weapons and tools in the bronze following the Stone Age

A generally used B was generally used C has been generally used D had generally used

3 Could you doing the washing up ? – Sure

4 They will come to our house ten minutes

5 It is to work in this city with so much noise and pollution

6 Tuan: I think we should use shower instead of bath to save water Lan: -

A Yes, I’d love to B That’s a good idea C I’m sorry D Yes, I’ll take it

7 The system controls the movement and emotion of our body

8 They are discussing the celebration that be held this month

9 One of my relatives is to garlic

10 Creating a habit requires encoding a new set of automatic behaviors, while a habit requires a

completely different approach

Read the following passage and circle the letter A,B,C or D to indicate the correct answer to each of the questions- 1.2pts

CALORIES All creatures neeed to eat something in order to survive Fortunately, different species of animals havedifferent things that they eat as food No matter what a creature eats, the food must have enough calories in it tomaintain life Calories, or the energy stored in the food, provide the fuel which animals, including humans, need inother words enough calories, will starve and die

The term calorie has a scientific meaning Calorie is a measure of an amount of energy just like pound is ameasure of weight A calorie is officially defined as the amount of energy it takes to raise the temperature of a gram

of water by 1 degree Celsius, which is 1.8 degrees Fahrenheit The terrm “ calorie” and “ Calorie” with a capital Chave two different meaning to scientists The term Calorie ( with a capital C ) means one kilocalorie, the amount ofenergy required to raise the temperature of one kilogram of water by one degree Celsius A kilogram is the same as1,000 grams and a kilocalorie is 1,000 calories Food calories are always measured as Calories but average peopledon’t care much about the difference and just use the word calories

Food is composed of proteins, fats and carbohydrates Nutritionists know that a gram of protein contains 4Calories, a gram of fat has 9 Calories, and a gram of carbohydrate has 4 Calories

All food contain calories When we eat something it provides energy for our bodies to use when we areactive We even need energy or calories while we are sleeping because, for example, our bodies are still breathing,our heart is pumping, and we continue to digest the food in our stomachs If a person eats more foodand morecalories than is used up by activity, the body stores the excess calories in case it might need it later when food mightnot be available So a person gains weight due to the extra food and calories Similarity, if a person consumes fewercalories than are used every day over several weeks and ismore active, that person will lose weight

1 Calorie is a measure of

A weight B distance C energy D volume

2 Animals that do not consume enough calories over a long time

A can lose weight B can starve C can maintain life D can fight against starvation

3 Human use calories when

A running B studying C sleeping D all of the above

4 People gain weight from

A eating more food and calories than they use up B eating fewer food and calories than they use up

C eating a lot of fat food D eating a lot of food and calories when they are active

5 You read an article in a magazine about food and nutrition that uses the term “ calories ” What kind of calories is this article talking about ?

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A the amount of energy B energy C foods D protein, fats and carbobydrates

6 All the following statements are true EXCEPT

A Eating foods that contains lots of fat cause a person to gain weight faster than eating protein

B People normally pay less attention to the difference between “ calorie” and “ Calorie”

C People who are more active, like playing sports or exercising, eat fewer calories

D People still consume energy while they are sleeping

Rewrite the sentences, using the passive -4pts

1) It is said that the thief stole several wallets

We……….8) The mechanic fixed the brakes of my car (have/get)

I………

Will or be going to? 1pt

1 Tonight, I (stay) home I've rented a video

2 I feel dreadful I (be) sick

3 If you have any problem, I (help) you

4 The weather forecast says it (not/ snow) tomorrow

5 I promise that I (not/ come) late

Listening- 1pt

Full name: ……… ……

Class: …………

WRITTEN TEST 1

Circle the word whose underlined part is pronounced differently from the others (0.4pt)

Choose the word which has a different stress pattern from that of the others -0.4pt

Choose the best answers to complete the sentences – 2pts

1 Tuan: I think we should use shower instead of bath to save water Lan: -

A Yes, I’d love to B That’s a good idea C I’m sorry D Yes, I’ll take it

2 The system that works as the control panel of the body in the system

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A skeletal B digestive C nervous D circulatory

3 Did you remeber to buy the magazine I asked you ? – Sorry, I didn’t I it when I go out again

4 involves the insertion of extremely thin needles through your skin at strategic point on your body to treat pain

5 Why do you need so much sugar ? – I a cake

6 In the past, it was misunderstand that inner body parts were by the fine needles in practicing

acupuncture

7 English is the language most often by people from different countries

8 The heart and blood vessels are parts of the system

9 Only human produce tears

10 To be recognized, this research must offer real evidence The underlined word has the closest meaning to:

Read the following passage and circle the letter A,B,C or D to indicate the correct answer to each of the questions- 1.2pts

The food we eat seems to have profound effects on our health Although science has made enormous steps inmaking food more fit to eat, it has, at the same time, made many foods unfit to eat Some research has shown thatperhaps eighty percent of all human illnesses are related to diet and forty percent of cancer is related to the diet aswell, especially cancer of the colon People of different cultures are more prone to contract certain illnesses because

of the characteristic foods they consume

That food is related to illness is not a new discovery In 1945, government researchers realized that nitratesand nitrites (commonly used to preserve color in meat) as well as other food additives caused cancer Yet, these

carcinogenic additives remain in our food, and it becomes more difficult all the time to know which ingredients on thepackaging labels of processed food are helpful or harmful

The additives that we eat are not all so direct Farmers often give penicillin to cattle and poultry, and because

of this, penicillin has been found in the milk of treated cows

Sometimes similar drugs are administered to animals not for medicinal purposes, but for financial reasons Thefarmers are simply trying to fatten the animals in order to obtain a higher price on the market Although the Food andDrug Administration (FDA) has tried repeatedly to control these procedures, the practices continue

A healthy diet is directly related to good health Often we are unaware of detrimental substances we ingest.Sometimes well-meaning farmers or others who do not realize the consequences add these substances to foodwithout our knowledge

1 What is the best title for this passage?

A Harmful and Harmless Substances in Food B Improving Health through a Natural Diet

C The Food You Eat Can Affect Your Health D Avoiding Injurious Substances in Food

2 The word “ these” refers to

A researchers B nitrates and nitrites C meats D colors

3 FDA means

A Food and Drug Administration B Federal Dairy Additives

C Final Difficult Analysis D Food Direct Additives

4 What are nitrates used for?

A They preserve flavor in packaged foods B They cause the animals to become fatter

C They are the objects of research D They preserve the color of meat

5 How has science done a disservice to people?

A The scientists have preserved the color of meats, but not of vegetables

B It caused a lack of information concerning the value of food

C As a result of scientific intervention, some potentially harmful substances have been added to our food

D Because of science, disease caused by contaminated food has been virtually eradicated

6 All of the following statements are true EXCEPT _

A Researchers have known about the potential hazards of food additives for more than forty-five years

B Drugs are always given to animals for medical reasons

C Food may cause forty percent of the cancer in the world

D Some of the additives in our food are added to the food itself and some are given to the living animals

Rewrite the sentences, using the passive- 4pts

1) It is acknowledged that she is a talented painter

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