LESSON PLAN 10 THI DIEM

Unit 1 FAMILY LIFE Objectives: By the end of this unit, Ss can: - Pronounce consonant clusters /tr-/, /kr-/, /br-/ correctly in isolation and in context - Use lexical items related to t

Unit 1 FAMILY LIFE

Objectives:

By the end of this unit, Ss can:

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

- Use lexical items related to the topic “Household Chores”

- Understand the present simple and 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

Teaching aids: pictures, handouts, textbooks, CD player, projector, laptop

Unit 1 FAMILY LIFE

Lesson 1: GETTING STARTED

Household Chores

* Tích hợp – Liên môn: kiến thức về cuộc sống gia đình, thành viên trong gia đình chia sẻ công việc nhà - GDCD

Aims: By the end of the lesson, students can

- Understand lexical items related to the topic “household chores”

- Read for specific information about household duties of family members

Teaching aids: pictures, handouts, CD player

PROCEDURE

5’ I.WARM UP:

Matching pictures with the types of household

chores (see appendix)

- Ask Ss to discuss in pairs

Observe the pictures and match them with the types of household chores

- Give feedback

- Warm-up and make a lead-in

to the new lesson

Lead-in:

- Who do you think they are? (parents and

children)

- Where are they? (at home)

- What are they doing? (the mother is cooking,

the daughter ironing, the father is cleaning the

floor and the son is doing the washing-up)

- Are they happy? How do you know this?

(Yes, they are all smiling while doing the

housework together)

- How do you feel when you see such a warm

and peaceful scene? (acceptable answers)

Our lesson today is about household chores

and the responsibility of each person in the

family

- Ask students to look at the picture in the textbook and ask them questions

- Introduce the new lesson

-Make a lead-in

to the lesson

12’

II PRE-TEACHING VOCABULARY

+ Collocations and phrases:

1 Ask sb out: invite someone out on a date

(example)

EX: He has just asked me out for a dinner

2 (to) help sb with st: giúp ai làm gì

help sb do sth (examples)

EX: I often help my mother with the cooking

I often help my mother do the cooking

3 Household duty (n): việc nhà

= Household chore (n) / haʊshəʊld tʃɔː(r)/

= housework (n) (context): jobs around the

house

- Ask students to look at their book and listen to the recording 1 time

- Then ask them to work in pairs and practise reading aloud

- Pick out key words and pre-teach them by eliciting ss

to explain the meaning or give examples

- Help sts to learn new words

 Content Activities Rationale

EX: I often help my mother with household

chores such as cleaning the house, washing the

dishes, cooking etc

4 (to) split = (to) divide: chia, phân chia

division (n) (synonym)

5 (to) handle / hændl/: to deal with a situation;

manage (đảm nhận, điều khiển) (explanation)

6 (to) shop for st: mua sắm thứ gì

7 (to) be responsible for st: chịu trách nhiệm

9 Breadwinner / bredwɪnə(r)/ (n): a person

who supports their family with the money they

earn (người kiếm tiền) (explanation)

10 Homemaker / həʊmmeɪkə(r/ (n): person

who works at home and takes care of the house

and family (người chăm sóc gia đình)

(explanation)

2’ Checking: language equivalents Ask ss to give the

Vietnamese/ English equivalents of the given words

Check sts understanding the meaning of the new words

5’ III TRUE / FALSE / NOT GIVEN

Check whether students

understand the conversation

5’ IV LISTEN AND REPEAT THE WORDS

OR PHRASES

Play the recording 2 times and ask students to listen and repeat simultaneously

Check some students

Train st to pronounce important words and phrases

5’ V.COMPLETION OF WORDS AND

PHRASES

Answer keys:

1 Split / divide / handle

Ask students to refer back to the conversation and pick out the words or phrases needed

Check collocations or phrases

 Content Activities Rationale

3 Do

4 Shop for

5 Do

6 Do

7 Be responsible for

9’ VI CHATTING

- How many people are there in your family?

- What are their jobs?

- Are you the oldest child, the youngest child or

somewhere in the middle?

- Do all your family members live together?

- How do they share housework?

- What do you like about each of them?

-Ask Ss to work in pairs to talk about their family

-Call on some pairs to act out their conversation in class

- Make comments

- Personalize information

LANGUAGE

APPENDIX

PICTURES

1 2 3 4

5 6 7 8

A doing the washing-up B taking out the rubbish

C hovering/ vacuum-cleaning D laying the table

Unit 1 FAMILY LIFE

Lesson 2: LANGUAGE Aims: By the end of this unit, Ss can:

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

- Understand the present simple and the present continuous

- Use lexical items related to the topic “household chores”

Teaching aids: pictures, handouts, CD player

List all the household chores that mentioned in

the conversation Then add more chores to the

-Clean the house

-Take out the rubbish

-Do the laundry

-Do the washing up

-Do the heavy-lifting

-Be responsible for the household finances

Other chores:

-tidy up the house

-feed the baby

-bathe the baby

-water the house plants

-iron the clothes

-lay the table for meal

Activity 3: Discuss the questions

1 What household chores do you usually do?

- Run through the task requirement and difficult words

- Ask students to work individually

- Ask students to work in pairs and refer

- Then elicit more chores from students

vocabulary of the unit

To review phrases related to household chores

To provide a chance for

Activity 2: Listen to the sentences and circle the

word you hear

Activity 2: Use the verbs in the brackets in the

correct form to complete the sentences

-Daily habits and routines

EX: I often use e-mail to keep in touch with my

Then ask them to work

in groups to ask and answer those questions Check some students

Ask students to look at their books

Then play the recording two times and have them listen and repeat Check some students

Ask students to read the words in rows and pay more attention to the difference between the sound clusters

Play the recording two times

Ask students to pay attention to adverbs used in each sentence and choose the correct verb form

Ask them to give the answers

Then elicit from them the rules of using the simple present and the present continuous

Let students work in pairs to give the answers

Check students’

answers

students to share true ideas about themselves

consonant clusters to students

To drill students

to identify the correct sound clusters in sentences

To review the rules of using the simple present and the present continuous

To drill students

to use the simple present and the present

continuous correctly

-Something that is happening or not happening

now, at the moment of speaking

EX: Look! It is raining outside The wind is

blowing harder and harder

- A plan in the future

EX: My parents are in Florida now They are

visiting us next week

Remarks: at the moment, now, just now, right

now, today, this week, this month, these days

Verbs can’t be used in the present continuous

 Be

 Verbs of emotions: like, dislike, hate, want,

love, prefer, admire

 Verbs of mental states: think, believe,

understand, remember, forget, know, need,

imagine, suppose, recognize

 Verbs of sense: look, seem, appear, taste,

- use word collocations correctly to talk about

different household chores

Ask sts what they have learnt from the lesson

to summarize what sts have just learnt

 CONTENT ACTIVITIES RATIONALE

5’ I Game: Beat the teacher

- The word has 6 letters

- Each group may have 3 guesses

- The group who has the correct answer first

beats the teacher

: FAMILY

- Ask Ss to work in 2

groups to decide which word T is thinking about

understanding of the instructions and let them start the game

4 Do you often share housework with others

in your family? What do you often do?

5 How do you feel when you do the

- Introduce the lesson:

Our reading lesson today is about benefits

of sharing housework

in the family

5’ II Activity 2 Pre-teach vocabulary

1 Relationship /or leɪʃnʃɪp/ (n): mối quan hệ

2 (to) realize ['riəlaiz]: nhận ra

3 Enormous benefit (n): nhiều lợi ích

4 (to) care about sb: quan tâm ai

5 (to) contribute to st: đóng góp cho

6 (to) set a good example for sb: làm gương

tốt cho ai

- Elicit the meanings of

these words through elicitation or explanation

- Draw Ss’ attention to the pronunciation of these words

- sts get involved in guessing the meaning

of these words

- Have sts make sentences with the words when necessary

- Have Ss repeat these

words

- To provide Ss with some language to help them understand the passage

- To help enrich Ss’

vocabulary

6’ III Activity 3: Decide which of the following

is the best title for the reading

 CONTENT ACTIVITIES RATIONALE

individually and choose

the best title

5’ IV Activity 4: Tick the appropriate meaning

for each word from the text

Ask them to work in pairs to choose the appropriate meaning

To drill students to guess the meanings of the words in context

5 Tom is very _ He is easy to make

friend with other people

- To check whether Ss have learned the words

3’ VI Referent questions

Answer key:

a C b B

Ask students to work in pairs to find out what IT refers to in each sentence

To drill students do referent question

8’ VII Answer the questions

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?

Run through the questions

Ask students to work in groups

- To provide some practice on scanning skill

 CONTENT ACTIVITIES RATIONALE

Answer key:

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 that makes their wives happy

3 They may fall ill easily or may think about

divorce

4 There is a positive atmosphere for the

family

5’ VIII Discuss with a partner

1 Do you have any problem sharing

Then ask them to work

in groups

To give students a chance to apply what they have learnt form the

in the text and express their own ideas

2’ IX LESSON OUTCOME:

- lean about the benefits of sharing household

chores

- read and get the general idea of a text

- guess the meaning of words in context

- make references when reading the text

Ask sts what they have learnt from the lesson

to summarize what sts have just learnt

1’

lessons at home

- Ask Ss to prepare the

next lesson: Speaking

- To prepare well for the next period

LESSON 4: SKILLS- SPEAKING

Chores I Like!

Aims: By the end of this unit, Ss can exchange opinions about household chores

Teaching aids: pictures, handouts

PROCEDURE

 CONTENT ACTIVITIES RATIONALE 5’ I Game: Looking and guessing

1 Making the bed

- Divides the class into 2 groups:

each group chooses one representative to go to the board

- Prepares cards with the following phrases on

- Shows the cards, one by one to the representatives of the groups to read

These students will then mime the words/ phrases so that their group can guess what the words/ phrases are

- The first group to call out the correct phrases gets one point

- The group with more points wins the game

- Has Ss start the game and

congratulate the winner

- What are they? Do you like doing

these jobs? Why or why not?

-Ask sts some leading questions

10’ II CHORES I LIKE (TASK 1) - ask Ss to work individually to write

down at least 3 household chores they like and 3 they dislike doing in the

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

- go around and give help if necessary

- and then ask Ss to share their ideas

in pairs and compare their work

students brainstorm the ideas

8’ III MATCHING (TASK 2)

- check Ss’ answers and feedback

- ask Ss to practice the dialogue

- give feedback on accuracy and fluency

-focus on language chunks

To give students the model conversation

 CONTENT ACTIVITIES RATIONALE

18’ IV PRACTICE

A: What household chores do you do

every day?

B:………

A: Which of the chores do you like

doing the most? Why?

B: ………

A: What do you like about it?

B: ………

A: Which of the chores do you dislike

doing the most? Why?

B: ………

- get Ss to work in pairs asking and answering about themselves, basing

on the information in Task 2

- go around and give help if necessary

- call some Ss to report in front of class about his/her partner’s likes /dislikes

-give feedback on accuracy and fluency

To give students

a chance to practise

speaking

2’ V LESSON OUTCOME:

- talk about household chores I often do

- express my opinions about them

Ask sts what they have learnt from the lesson

to summarize what sts have just learnt

words) to answer the question

“What household chore do you like/dislike doing most? Why?”

You should write about 80 words and mention:

-What it is

-Why you like or dislike doing it

- To integrate skills

LESSON 5: SKILLS- LISTENING

Family Life - Changing Roles

Aims: By the end of this unit, Ss can listen to understand a TV program about roles performed by family

members

Teaching aids: pictures, handouts, CD-player

PROCEDURE

5’ I WORD-WEB - Divides the class into 2 groups

(boys and girls): sts in each group takes turn to go to the board to write as many roles of wife/husband as possible (in 2 mins)

- The group with more correct words wins the game

 CONTENT ACTIVITIES RATIONALE

Leading questions:

1 Who often does the housework in

your family?

2 Do you often help your parents

with the housework?

3 What do you often do?

4 Who does more housework in

your family, your mother or your

father?

- Has Ss start the game and

congratulate the winner

8’ II.CHART DESCRIPTION:

(HANDOUTS)

1 How many hours did married men

spend on housework in 1976?

2 How many hours did married

women spend on housework in

5 How many hours did married

women spend on housework in

2012?

6 Who did more housework in

2012?

7 Does the number of housework

hours of married men increase or

decrease?

8 How about that of women?

Conclusion: Women still have to

work more hours than men but the

number of hours decreases because

of many reasons

- deliver sts handouts with questions to help sts understand the chart (p.11)

- Sts work in pairs to ask and answer the given questions

- go around and give help if necessary

2’ III BRAINSTORMING: Reasons

for the changes

- ask Ss to brainstorm the reasons for the changes in the number of housework hours of women and men

- check Ss’ answers and feedback

To activate sts’ background knowledge

REASONS

 CONTENT ACTIVITIES RATIONALE

5’ IV TEACHING VOCABULARY:

Some more words:

1 Parenting (n): việc nuôi nấng con

cái = the process of caring for your

child (child-rearing, child-raising

(n): việc nuôi con)

2 (to) nurture: nuôi dưỡng

3 Expert (n): chuyên gia

4 (to) become involved in: liên

quan đến

5 Domain (n): phạm vi, lĩnh vực

6 Principle (n): đặc diểm

7 Notion (n): khái niệm

- Run through the definitions

- get Ss to work in pairs to guess the meaning of the words and then match the words with their explanations

- go around and give help if necessary

- call some Ss to read out the answers

- give feedback

-Provide sts with more words by eliciting the meaning of the words and explaining the word use

To provide sts useful language to understand the listening text

8’ V LISTENING: True/false (task 2)

- Sts predict statements first

- Sts listen and then decide whether the statements are True or False

- T gives feedback T may play the recording again if the sts have many incorrect answers, stop at the place where sts can get the correct answers

To train students to listen for specific information

8’ VI MULTIPLE CHOICE

QUESTIONS:

- Sts listen again and choose the best

answers

1 Men’s and women’s roles are

more ………than ever

- sts listen again and choose the suitable option of each question

 CONTENT ACTIVITIES RATIONALE

A family finances

B parenting

C A and B are correct

3 What are the roles of men in the

family now?

A They are the sole breadwinner

B They only do the housework and

parenting

C They are not only the

breadwinner, but they also do the

housework and parenting

4 According to the listening text,

who are responsible for family

finances, home-making and

parenting?

A only men

B Both men and women

C only women

5 Which of the followings is NOT

mentioned in the listening text as the

domains of life?

A Careers and chances

B child-raising and recreation

C Breadwinning and housework

1 They are not the only

breadwinner in the family, and they

get more involved in housework and

parenting

2 Both are responsible for family

finances, home-making/ housework,

and parenting

3 The families become happier and

the divorce rate amongst them is the

lowest

Ask sts to underline the key words

in each question (p.11) and let sts listen to the text again and answer the questions

Sts compare their answers with a partner

Give feedback and correct if necessary

2’ VIII LESSON OUTCOME:

- listen to a text to know more about

the changes in the roles of men and

women in the family

Ask sts what they have learnt from the lesson

to summarize what sts have just learnt

 CONTENT ACTIVITIES RATIONALE

1’ IX HOMEWORK

“ Write about your father’s roles in

your family”

Ask sts to write a paragraph of

80-100 words about their father’s roles in the family

To integrate skills

Audio script:

Today we’’ll discuss the changes in roles performed by men and women in the family Changes in family life have made men’s and women’s roles are more alike than ever as the wives are also being responsible for the family finances

Family experts say the old notions of who does what in families may be more and more unclear Men are not the sole breadwinners for the family like they used to be and they are becoming much more involved

in housework and parenting

Because men and women’s roles in families have become more alike, for couples to balance their work and family life, perhaps, “equally shared parenting” is the best solution “Equally shared parenting” means the

“conscious and purposeful sharing” in four domains of life:

1 Child-raising: Both parents have equal responsibility to nurture and to take care of the children

2 Breadwinning: Husband’s and wife’s careers are equally important

3 Housework: The household chores should be equally divided between the wife and the husband

4 Recreation: Both partners have an equal chance at time for their own interests, and of course, to be with each other

Experts have found out that families that can keep to those four principles of “equally shared parenting” become happier and the divorce rate is the lowest amongst them

LESSON 6: SKILLS- WRITING

“Many hands make light work.”

Aims: By the end of this unit, Ss can write about doing household chores in the family

Teaching aids: pictures, handouts

To review vocab and ideas related to topic of the unit and make the lead-in

CHORES

 CONTENT ACTIVITIES RATIONALE

Lead-in

1 Are all the chores I have just read are

interesting?

2 What may happen if only you have to do

all the chores?

(may be tired/exhausted, may not have

enough time to relax/ study…)

3 What is the meaning of the saying: “many

hands make light work”?

If many people share a piece of work, it will

become easy for everybody

In a family, if all members contribute to the

housework, each won’t have to do much

-Ask sts some leading questions

- Ask if sts agree or disagree with the saying and let them express their opinion freely

To let sts speak freely about one topic to brainstorm the ideas for writing

8’ II COMPLETION:

Answer key:

Dad: mending things around the house,

cleaning the bathroom

Mum: doing most of the cooking and grocery

shopping

Lam: doing the laundry, taking out the

rubbish and cleaning the fridge, laying the

table for meals, sweeping the house and

feeding the cat (share with sister)

An: helping mum prepare meals and washing

the dishes, laying the table for meals,

sweeping the house and feeding the cat (share

with brother)

- ask Ss to read the text and complete the chore chart individually

- go around and give help if necessary

- and then ask Ss to share their ideas in pairs and compare their work

students an overview of a writing sample and its outline

9’ III ANSWER THE QUESTIONS

Answer key:

1 There are four members in Lam’s family

2 Both parents work and the children spend

most of their time at school

3 They split the housework equally in the

family

4 The father mends things around the house

and cleans the bathroom, the mother does

most of the cooking and grocery shopping,

Lam does the laundry, takes out the rubbish

and cleans the fridge once a week, An helps

her mother prepare the meals and washes the

dishes, Lam and Mai take turns laying the

- ask Ss to read the questions and underline the key words in each question to make sure that sts know what information they need to find in the text this time

- Ask sts to read the text again and answer the questions

- help sts with structures and ideas

- check Ss’ answers and feedback

students the model

conversation

 CONTENT ACTIVITIES RATIONALE

table for meals, sweeping the house, and

feeding the cat

5 Yes, they do They do it willingly

6 The burden is not on one or two people, so

everyone has time to relax

5’ IV CHORE CHART: - get Ss to make their own family

chore chart while two students write their charts on the BB

After they finish the chart, give comments about them

To prepare students for their own writings

15’ V WRITING

1 Introduction: how many people, who the

members are….(question 1,2)

2 How the family members share the

housework, what each of them does…(q 3,4)

3 What family members think of doing

housework? (q5,6)

- Ask sts to use the ideas to write

a paragraph about how people in their family share the housework based on the structure in the text (task 2)

- Ask sts to exchange their product with their partner for peer comment

- go around and give help if necessary, take note of good ideas/ errors in sts’ writing

- Give some general comments, write good ideas on one column and errors in another Ask class

to comment on the ideas and correct errors

students a chance to practise

writing

3’ VI LESSON OUTCOME:

-to write a paragraph about family chores

Ask sts what they have learnt from the lesson

to summarize what sts have just learnt

LESSON 7: COMMUNICATION AND CULTURE

Aims: By the end of this unit, Ss can

- Use lexical items related to the topic “Household Chores” and express their ideas about household chores

- Understand different family lifestyles in different cultures

Teaching aids: pictures, handouts, CD-player

PROCEDURE

 CONTENT ACTIVITIES RATIONALE

3’ I COMMUNICATION

Activity 1: Look at the pictures on page 13

What is the person in each picture doing? Do

you think they are happy? Why or why not?

(Acceptable answers)

+ The man / husband is ……

mopping the house

cleaning the house

cooking…

+ The woman / wife is …

cooking

cleaning the furniture

washing the clothes

ironing the clothes

feeding the baby

sweeping the house…

+ They are not happy because they don’t split

the housework equally in the family The

woman /wife has to do a lot of housework but

the man / husband does less

- Ask students to work

in pairs to describe the pictures, saying what the person in each picture is doing

- Call some pairs to act out their description and remarks

- Make comments

To review vocab and ideas students have learnt from the preceding lessons

10’ Activity 2: Listen to the TV talk show Who

said what?

New words:

- financial burden (n) gánh nặng về tài chính

(translation)

- homemaking (n): a term for the management

of a home : việc nội trợ ( explanation)

- join hands to do sth (idm): work together /

chung tay làm việc gì (example)

Ex: Our parents join hands to give us a nice

house and a happy home

- provider (n) = breadwinner, earner, supporter,

supplier : người cung cấp (nhất là người trụ cột

gia đình) (synonym)

Ex: My husband is a good provider and I've

never wanted for anything

- neat (a) = orderly: sạch gọn, ngăn nắp

(synonym)

Check –up: ROR

Some guiding questions:

Run through the task requirement and statements

- Pick out key words and pre-teach them by eliciting

ss to explain the meaning

 CONTENT ACTIVITIES RATIONALE

1 How many people are there in the talk

show?

Three

2 Who are they?

Mr Pham Hoang, Ms Mai Lan, and Mr

no word is left on the board

- Ask students to write the words again on the board

- Let students read the statements (a-g) and make sure they understand all of them

- Play the recording 2 times and ask students to listen and do the task

- Ask sts some guiding questions

- Give feedback

12’ Activity 3: Discuss the questions Then, report

your group’s opinions to the class

1 Whose opinion do you agree with?

2 What do you think the roles of the wife and

the husband should be? Give reasons for your

opinions

3 What roles do your mother and father

perform in the family?

4 Are your mother and father happy about

their roles? Why? /or why not?

(Acceptable answers)

 I agree with Mr Pham Hoang/ Ms Mai Lan/

Mr Nguyen Nam

 (Mr Pham Hoang)

c Traditionally, the job of homemaker is done

by women A woman spends most of her time

caring for the family home

e Traditionally, the job of provider is done by

men (but now both men and women can be

providers and homemakers!)

g

+ Just as our eyes are the windows of our soul,

our home is the window to our personality A

Run through the questions

Ask students to work in group of 3 or 4 to discuss the questions, referring back to task 2

Ask each group to assign a group leader to note down all the ideas of the group members and report them

to the class later

- Call one or two group leaders to report their group’s opinions to the class Others listen and give comments

To give students a chance to express their ideas about the roles of family members

 CONTENT ACTIVITIES RATIONALE

neat and well-kept house demonstrates personal

care and personality

+ It is said that "Cleanliness is next to

godliness" By keeping the house clean, you

lead a healthy and hygienic life

 (Ms Mai Lan)

a It seems only unfair placing all the burden of

the household on the man, especially when the

wife making her money too

f With feminism and women’s rights, women

have high rank jobs or work full time

 (Mr Nguyen Nam)

b Nowadays, both husband and wife take the

responsibility for running the household

d Both husband and wife share housework and

childcare evenly

18’ II CULTURE

+ Guiding questions:

a Are they families? (Yes)

b How many people are there in each of the

families?

(Picture 1: 4 people; Picture 2: 6 people)

c Where are they from?

(Picture 1: They are from Singapore

Picture 2: They are from Vietnam)

d Can you see the elderly people in the picture?

(Picture 1: No

Picture 2: Yes)

e Who are they?

Picture 2: They are grandparents

f What are the differences between the two

families?

(types of family: nuclear and extended family)

→ To know more about the differences

between the two types of family in different

cultures, you will read the two passages on page

13

+ New words:

- Consist of (v) = include

- Nursery school (n) nhà trẻ

- Nursing home (n) nhà an dưỡng

Ask sts some questions based on the pics on page

15

Ask students to work in pairs One reads the text

To help students understand different family lifestyles in Singapore and in Vietnam

 CONTENT ACTIVITIES RATIONALE

- Child-minder(n) Người giữ trẻ

- Generation (n)= age group

- Collaborate with sb on sth/ in doing sth: to

work together with sb: cộng tác

- On the other hand: trái lại

- Take care of = look after

- Ungrateful (adj): vô ơn

- nuclear family: a family unit that consists of

father, mother, and children (gia đình hạt nhân)

(explanation)

- extended family: a social unit that contains the

nuclear family together with blood relatives,

often spanning three or more generations (gia

3 Nursing homes Children or grand

about Singapore and the other one reads the text about Vietnam

Go through the passages

to provide sts with some new words

- Put each of the words which have been taught in each circle on the board

- Rub out one of the word but do not rub out the circle

- Get ss to repeat the words including the rubbed-out word by pointing at the empty circles

- Rub out another word but leave the circle Point to the words or empty circles and ask ss to read or remember the words

- Continue until all the circles are empty Ss now have to remember all the words

- Get ss to come to the board and fill the circles with the correct words

- Check sts understanding the meaning of the new words

 CONTENT ACTIVITIES RATIONALE

Have them ask their partner questions to complete the table

Draw the table with 3 columns on the BB and then ask some sts to complete the table

Check students’ answers, explain more about the cultures

1’ III LESSON OUTCOME:

- listen to a text to express ideas about

and prepare LOOKING BACK at home

To prepare well for the next period

Audio script:

TV Host: Good evening, welcome to the Happy Family Programme Our topic today is “Roles in the

Family”, and our guests are Mr Pham Hoang, an artist, Mr Nguyen Nam, a teach, and Ms Mai Lan, a doctor Now, we’ll hear what they think the roles of the wife and husband are in today’s society Mr Pham Hoang?

Mr Pham Hoang: Well, in my opinion, in the family, the husband is the provider while the wife is the

homemaker Her job is to look after everybody in the family and take care of the house to make sure that it’s clean and neat, and that the house has good meals everyday

TV Host: So you mean the house has to do most of the housework? What do you think, Ms Mai Lan?

Ms Mai Lan: Well, I don’t think so Women’s roles have changed They also work to share the financial

burden with their husbands, so their husbands should share household duties with them

TV Host: I see What do you think, Mr Nguyen Nam?

Mr Nguyen Nam: I agree with Ms Mai Lan Homemaking can’t only be the job of the wife or the husband

Both should join hands to provide for the family and to make it happy

Unit 2 YOUR BODY AND YOU

Objectives:

By the end of this unit, Ss can:

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

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

- Talk about foods which affect one's mood and behaviour

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

- Use the passive voice for description and report

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

- Talk about how to kick a habit

- Listen to a report for specific information on healthier dining

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

Teaching aids: pictures, handouts, textbooks, CD player, projector, laptop

Lesson 1: GETTING STARTED

An Apple a Day

Aims: By the end of the lesson, students can

- Understand lexical items related to the topic “An Apple a day”

- Read for specific information about benefits of eating apples or drinking apple juice to get to know how eating can affect one’s health

Teaching aids: pictures, handouts, CD player

PROCEDURE

5’ I WARM UP: Describe the picture by

answering the questions with Wh- or yes/ no

questions (acceptable questions and answers)

Suggested questions

1 What is the boy doing? (He is

thinking/

considering which is better for him, a hamburger or an apple)

2 How does he look? (thoughtful, anxious )

3 Can you guess what does he prefer, the apple

or the hamburger?

4 What would you choose if you were the boy?

5 Do you believe in the benefits of apple?

Why?

- Ask Ss to discuss in pairs, observe the picture then make questions and answers about

it

- Give feedback

- Warm-up and arouse interest

in the topic of the unit

 Content Activities Rationale

2’ Lead-in:

- Do you know any famous sayings/ proverbs

about the benefits of apple?

(An apple a day keeps the doctor away)

- In what way does apple give benefits to

people’s health? (acceptable answers)

Our lesson today is about the health benefits of

eating apples and drinking apple juice

- Introduce the new lesson -Make a lead-in

to the lesson

6’ II PRE-TEACHING VOCABULARY

+ Collocations and phrases:

11 Keep sb away: = keep sb from doing sth

prevent sb from going somewhere

EX: Her illness kept her away from work for

several weeks

Her illness kept her from working for

several weeks

12 Get sick: physically or mentally ill

EX: I will easily get sick if I sit in the back seat

3 Lose weight: become less heavy and less fat

≠ gain weight: become heavier and fatter

4 Build healthy bones: làm chắc khỏe xương

(translation)

5 (to) boost one’s brain’s memory function:

to make S.O remember sth longer

(explanation) tăng trí nhớ

6 affect (v) (of a disease): to attack Sb or a part

of the body and make Sb become ill

EX: Does Alzheimer’s disease affect your

memory when you get old

- Ask students to look at their book and listen to the recording 1 time

- Then ask them to work in pairs and practise reading aloud

- Pick out key words and pre-teach them by eliciting ss

to explain the meaning or give examples

- Help sts to learn new words

2’ Checking: language equivalents Ask ss to give the

Vietnamese/ English equivalents of the given words

Check sts understanding the meaning of the new words

 Content Activities Rationale

10’ III READ THE CONVERSATION AND

ANSWER THE QUESTIONS

1 What does "An apple a day keeps the

doctor away" mean?

2 Name three health benefits of eating apples

or drinking apple juice

3 Which part of the body does Alzheimer's

disease affect?

4 How does Scott feel about drinking apple

juice?

Key: Answers may vary

1 Better health; good body condition;

stronger resistance to illnesses, etc

2 Lose weight, build healthy bones, and

prevent diseases like cancer

3 Memory or (the) brain

4 He feels there may be unwanted effects

from good things

- Run through the task requirements and questions

Then ask them to work in pairs to read the conversation and check their answers

Check whether students

understand the conversation

10’ IV LISTEN AND REPEAT THE WORDS

a Listen and circle the words you hear

Key

prevent disease bones weight

brain boost healthy

Play the recording 2 times and ask students to listen and repeat simultaneously

Check some students

Familiarize Ss with the vocabulary and helps them improve the recognition of consonant clusters in focus

b Put the words into categories

Key

Noun Adjective Verbs

disease bones nervous prevent

balance weight healthy balance

skeleton brain boost

system lungs

Ask Ss to work on classifying the words into the corresponding categories

Check Ss’ knowledge of part of speech

9’ V.DISCUSSING (acceptable answers)

1 Do you agree with the common saying

“Laughter is the best medicine”?

2 Can you think of a time when laughter was

the best medicine for you?

Prompts: occasions like an embarrassing

situation, feeling stressful, tired or sick, etc

Ask Ss to work in groups of 4

to express their ideas on the saying and report on a time when laughter was the best medicine for them

Practise speaking about health issue and personalize information

LANGUAGE

Unit 2 YOUR BODY AND YOU

Lesson 2: LANGUAGE

Aims : By the end of this unit, Ss can:

- Pronounce consonant clusters /pr-/, /pl-/, /gl-/ and /gr-/ correctly in isolation and in context

- Understand the future simple with will vs going to

- Use the passive voice for description and report

- Use lexical items related to the topic “Systems of the Body”

Teaching aids: pictures, handouts, CD player

Activity 1: Pre-teach vocabulary

- Organ (n): a part of the body that has a particular

purpose

EX: The eyes are an important organ of our body

- be made up of (v): involve, contain, consist of

(more than 1 item)

EX: Japan is made up of more than 6.800 islands

- Circulatory system (use pictures in the appendix

Activity 3: Practise saying the names of the

systems (see pictures in the appendix to check

vocabulary)

Activity 4:

 Classify the words into corresponding

systems

Key: Circulatory System: blood, heart, pump

Digestive System: stomach, intestine

Respiratory System: breath, lung, air

- Elicit the meanings of

these words through pictures (see appendix) elicitation or explanation

- Draw Ss’ attention to the pronunciation of these words, the meanings of the words

- Have sts make sentences with the words when necessary

- Have Ss repeat these words

- Run through the task requirement and difficult words

- Ask students to work individually

- Check the answers

- Ask ss to work in pairs

- Remind Ss to pay attention to the stressed syllable(s) in each word

vocabulary of the topic “human body systems”

To review phrases related to systems of the body and their functions

To check and familiarize the words

Ss have just learned

To review the words and check Ss’ knowledge of the work of human systems

Skeletal System: skull, bone, spine

Nervous System: brain, nerve, thinking

 Look up the meanings of the words

Activity 1: Read the use of Will and be going to

(mentioned in task 1 – page 17)

Activity 2: Identify the use of Will and be going

to in the sentences (mentioned in task 2 -page 18)

Answer keys:

1 1 2 3 3 5 4 6 5 2

Activity 3: Read and tick () in front of the

appropriate sentences or cross (x) in front of the

rest (mentioned in task 3 - page 18)

• Key

1 x 2  3  4 

5  6  7  8 

Activity 4: Complete the sentences with the right

form of Will and be Going to

1 will / is going to 2 won't

- Get answers from 2 big groups to create a competitive atmosphere

- Ask Ss in each group in turn to read aloud their answers

- Check the answers and declare the winners

- Ask Ss to use the dictionary to find the right meanings of the words

- Ask Ss to look at their books, play the recording

2 times and have them listen and repeat

- Check some students

Ask students to read the sentences aloud and pay more attention to the difference between the sound clusters in focus

- Ask Ss to read and pay attention to the use of

Will and be going to in 6

different situations

- Give explanations and provides help when necessary

- Ask Ss to make some examples of their own

- Elicit from Ss the usage

of Will and be going to

again and ask them to identify the type of use in each sentence by writing

To familiarize the use of dictionary

To teach consonant clusters and make a clear distinction of the pair /pr-/ and /pl-/ and the pair /gr-/ and /gl-/

To drill students to identify the correct sound clusters in sentences

To learn about the

use of Will and be going to in 6 different situations

To apply the newly learnt knowledge

4 And predictions about the future

“be going to” is used for

5 Plans, intentions

6 And making some predictions with evidence

Note:

Sometimes will and be going to are

interchangeable when expressing

predictions

3’

3’

5’

3 will / is going to 4 are going to

5 will 6 Are going to

7 will 8 Am not going to

Activity 5: The Passive

 Rules: (“watch out!” – page 18)

- We use the passive when we do not know who

does the action(s)

- We use the passive when the focus is on the

action, not the doer(s)

 Complete the sentences by using the passive

voice:

Ex: How fast are nerve signals sent to and from

the brain?

 Nerve signals are sent to and from the brain

as fast as 170 miles per hour

Questions:

1 How much power is consumed by the brain?

2 What happens to the blood vessels when a

person gets sunburnt?

3 How many atoms is your body made up of?

4 What is the volume of blood pumped through

our bodies every day?

5 How many muscles are used when we smile

and frown?

6 What is the estimated number of bacteria living

on one square inch of our skin?

7 By whom are emotional tears produced?

Key

1 (The same amount of power as) 10 watts (a

10-watt light bulb) is consumed by the brain

2 They (The blood vessels) are damaged

(extensively)

3 The body is made up of around

7,000,000,000,000,000,000,000,000,000 (7

octillion= một triệu luỹ thừa 8) atoms

4 2,000 gallons (around 7570 litre) of blood is

pumped through our body every day (by the

- Check ss’ answers

- Ask Ss to give some explanations for their choice Give help when necessary

- Ask Ss to do the exercise individually

- Remind Ss that sometimes both can be used

- Check Ss’ answers

- Ask Ss to give some explanations for their choice

- Give help when necessary

- Ask Ss to read about the usage of the passive voice Give explanations

if necessary

- Ask Ss to read the surprising facts about human body

- Ask Ss to work individually, answer the questions by using the passive voice

- Model the example

- Check the answers

To use the items newly learnt in practice

To review the use of the passive voice

- To put what they has just recalled into practice

- To make the exercise simplier and easier

6 32 million bacteria are estimated to live on one

square inch of our skin

7 Emotional tears are produced by humans only

2’ D LESSON OUTCOME:

- revised the use of the future simple will vs be

going to

- use word collocations correctly to talk about

human body systems

- pronounce consonant clusters /pr-/, /pl-/, /gl-/

and /gr-/ correctly in isolation and in context

Ask sts what they have learnt from the lesson

to summarize what sts have just learnt

READING SKILL

APPENDIX

LESSON 3: SKILLS- READING

Acupuncture

Aims : By the end of this unit, Ss can read for general overview (skimming) and specific information

(scanning) about the acupuncture

Teaching aids: pictures, handouts

PROCEDURE

5’ I WARM-UP: Competition: Telling

stories of ACUPUNCTURE from pictures

– task 1 (see appendix)

Suggested information :

- the treatment of placing thin needles into the

treated areas of the body

- from the ancient Chinese

- applicable to many areas in the body, at any

ages from the children to the adults, as well

as the elderly

- used variously, from uncomfortable

feelings, injuries, paralysis, drug addiction to

face lift, weight loss and anti-aging specialty

- Ask Ss to work in 4 groups

- From background knowledge and given pictures, each group makes

up 1 story about acupuncture

- The story tellers should make all use of the pictures

- The given marks are based

on the ways to attract the listeners

- Check Ss’ understanding of the instructions and let them start the game

- Congratulate the winner group

- To raise Ss’ interest

practicing acupuncture in textbook

- Introduce the lesson: Our reading lesson today is about some specific information of

acupuncture

- To lead to the topic

7’ II Activity 1: Pre-teach vocabulary

1 acupuncture / ækjupʌŋktʃə(r)/ (n): an

ancient Chinese treatment of pain and

illnesses by using thin needles to push into

particular parts of the body: châm cứ u

2 originate (v) /ə rɪdʒɪneɪt/ appear for the

first time in a particular situation: bắt nguồn

3 harmony (n) / hɑːməni/: a pleasing

combination of related things: hài hòa

4 yin (n) /jɪn/: the dark, not active, female

principle of the universe: yếu tố âm

5 yang (n) /jæŋ/: the bright, active, male

principle of the universe : yếu tố dương

- Elicit the meanings of these

words through elicitation or explanation

- Draw Ss’ attention to the pronunciation of these words

- Get Ss to involve in guessing the meaning of these words

- Have sts make sentences with the words when necessary

- Have Ss repeat these words

- To provide Ss with some language to

understand the passage

- To help enrich Ss’ knowledge of

vocabulary

 CONTENT ACTIVITIES RATIONALE

6 evidence / evɪdəns/ (n): facts, signs to

make you believe that sth is true

7 ailment / eɪlmənt/ (n): illness that is not

serious

8 pressure point = acupoint: a place on the

surface of the body that is sensitive to

pressure: huyệt

9 stimulate / stɪmjuleɪt/ (v): encourage sth,

make sth become more active

10 enhance /ɪn hɑːns; NAmE hæns/ (v):

increase the good quality: tăng cường

11 precaution /prɪ kɔːʃn/ (n): sth that is done

in advance to prevent problems biện pháp

phòng ngừa

12 side effect: extra and usually bad effect

that a drug, a curing illness or pain has on

you: phản ứng phu ̣

13 reliable (adj) that you can rely on: đáng

tin cậy

14 steadily (adv): in a way that is

unchangeable and not interrupted đều đă ̣n

7’ III Activity 2: task 2 – page 19

Read and choose the three most interesting

things to report (acceptable answers)

- Run through the headings

- Ask students to work in pairs, read and discuss what they want to know more about acupuncture, then decide on at least 3 things they want to have more information about

- Asks Ss to report their lists and compare with others'

- To further involve the Ss in the topic

- To train students for skimming skill

5’ IV Activity 3: task 3 – page 39

Read the text quickly and find words

which are closest in meaning to the

- Help them to look up in the dictionary for appropriate meanings

- To give Ss an overview of the reading

- Provide Ss with key vocabulary

 CONTENT ACTIVITIES RATIONALE

8’ V Activity 4: task 4 – page 39

Read and answers the questions

Suggested answers:

1 It's promoting harmony between humans

and the world around them and a balance

between yin and yang

2 It is believed to promote the body's natural

healing capabilities and enhance its

functions

3.There are more than 2000 nowadays

4 They are soreness, slight bleeding, or

discomfort

5 Those who have electrical or electronic

medical devices inside them

6 Acupuncture is considered as a reliable

alternative to modern medicine

- Ask sts to work in pairs

- Run through the questions

- Ask Ss to read in the text again in 3’ to answer the questions

- Give feedback

- To check whether

Ss have thoroughly comprehended the text

10’ VI Discussing

Answer the question

Do you know any other alternative therapies

like yoga, acupressure, head massage or

aromatherapy?

 Note:

Acupressure / ækjupreʃə(r)/: bấm huyê ̣t

Aromatherapy /ə rəʊmə θerəpi/: liệu pháp

To dig deeper into Ss’ background knowledge and express themselves

2’ VII LESSON OUTCOME:

- lean about the treatment of acupuncture, a

practice in medicine, an alternative to

modern medicine

- read and get the general as well as specific

ideas of a text

- find out the synonym of words in context

- get to know more about non-medical

treatments and their impact on humans

Ask sts what they have learnt from the lesson

to summarize what sts have just learnt

1’ VIII Home-work - Ask Ss to learn their lessons

Unit 2 YOUR BODY AND YOU

LESSON 4: SKILLS- SPEAKING

GOOD AND BAD HABITS

Aims: By the end of this unit, Ss can exchange opinions about good and bad habits as well as talk about

ways to kick the bad habits

Teaching aids: pictures, handouts

PROCEDURE

5’ I WARM-UP

Game: Arguing about good

and bad habits

Ex:

Group 1: I always get up

early but you always get up

late

Group 2: I always lay the

dinner table to help my mom

but you don’t do anything

household chores

Group 1: I always check my

tests carefully before handing

in but you never check them

- Divides the class into 2 groups

- Members in each group in turn stand

up, speak out one sentence to appreciate his/ her good habit and mock/ laugh at the other’s bad habit – Emphasize the rule:

+ The first letter of the last word in group 1 will be the first letter of the good habit in group 2 and vice versa

+ The group not having quick responses 3 times will lose the game

- Model with the examples

- Check Ss’ understanding

- Has Ss start the game and

congratulate the winner

- What are your good habits?

- What are your bad habits?

- Have you ever tried to kick

your bad habit(s)?

- Is it easy or difficult to get rid

of your bad habits?

- Ask sts some leading questions

Today, we will exchange our opinions about good and bad habits and find out some ways to kick our bad habits

- To lead to the topic

7’ II MY HABITS (TASK 1)

 Talking about my habits

 Identify good habits

- ask Ss to work in pairs, look at the list

of habits in textbooks and decide

To make students brainstorm the ideas

To identify good habits and adjust Ss’ thoughts about good/ bad habits

 CONTENT ACTIVITIES RATIONALE

Doing regular exercise

Eating what you like

which ones are good

- let Ss explain their choice and give rectification if needed

7’ III DISCUSSING (TASK 2)

Giving Explanation: why

some of the mentioned habits

are good and why some are

bad

Model:

“I think staying up late is not

good since it makes me feel

tired the next morning.”

- ask Ss to work in pairs, explain and give evidence and proof to support their idea

- check Ss’ answers and feedback, especially on their use of connectors, their accuracy, fluency, vocabulary and language chunks

To have more insight into habits

To develop Ss confidence

in speaking by giving personal opinions on relevant topics

4’

5’

4’

IV COULD YOU KICK

YOUR BAD HABITS?

(TASK 3)

 ACTIVITY 1: Pre-teach

vocabulary

1 swap (v) /swɒp; NAmE

swɑːp/: to replace one thing

with another, to exchange :

4 rid yourself of sth: to make

yourself free from sth that

cause you a problem: tống

khứ , giũ sa ̣ch

5 pretend (v): to imagine that

sth is true: giả vờ

6 hang out with: go out with

7 inspire (v) /ɪn spaɪə(r)/: to

give Sb special feeling, desire

or confidence

ACTIVITY 2:

- Elicit the meanings of these words

through elicitation or explanation

- Draw Ss’ attention to the pronunciation of these words

- Get Ss to involve in guessing the meaning of these words

- Have Ss repeat these words

- ask Ss to work in pairs, read the text quickly, choose the things they think they can or can't follow, then explain their decision to the class

- go around and give help if necessary

- call some Ss to report in front of class about his/her partner’s opinions

-give feedback on accuracy and fluency

- To provide Ss with some language to help them understand the passage

- To help enrich Ss’ knowledge of vocabulary

- To help Ss speak with relavant information

- To give students more chance to practise speaking

 CONTENT ACTIVITIES RATIONALE

 Read and decide the things

that can be followed to kick

bad habits

 Speak out the opinion

“To kick a habit” is an idiom

Do you know what it means?

- get Ss read the WATCH OUT box and try to come to a conclusion on the meaning of the idiom

9’ V PLAN TO KICK BAD

HABITS

Ex: How to kick “staying up

late” (task 4 – page 20)

- Get Ss work in groups, choose one

"bad" habit, then, make a list of do's and don'ts in order to kick that habit

- Give example

- Check Ss’ understanding

- Give help when necessary

- Let Ss share their lists with others and

report to the class

to develop Ss ability in free speaking by applying advice to kick a bad habit

2’ VI LESSON OUTCOME:

- talk about good and bad

2’ HOMEWORK -ask Ss to write a paragraph to answer

the questions

- What is your bad habit?

- What have you done to kick that habit?”

You should write about 80 words and mention:

-What it is

-What you have done to get rid of it

- Your success / failure in kicking it

- To integrate skills

LESSON 5: SKILLS- LISTENING

The Food Pyramid

Aims: By the end of this unit, Ss can listen to specific information about how to eat/dine in a way that is

good for health and using the information to make a healthy plate

Teaching aids: pictures, handouts, CD-player

PROCEDURE

5’ I WARM-UP: Fill in the pyramid

Handout 1:

Leading questions: (Task 1)

1 What do you usually have for lunch or

dinner?

2 Do you care about the nutritional value

of the things you eat?

3 From the picture in the textbook, can

you guess what we are going to study?

Lead in : tody, we will study about the

Healthy Eating Pyramid to know how to

eat/dine in a way that is good for health

and make a healthy plate

- Divides the class into 4 groups

- Deliver a table of 25 words (handout 2 – appndix)

- From the pictures in the textbook (p21), ask sts to fill in the five- layer pyramid (handout 1) in 3 minutes

- The group with more correct words wins the game

- Check Ss’ understanding

- Has Ss start the game

- Give feedback and congratulate the winner

- ask and answer directly with acceptable answers

- let Ss talk freely about how much they care about the nutritional value

of the things they eat

- To raise Ss’ interest

- To engage Ss

in the lesson by eliciting their personal eating habits

- To lead in the lesson

12’ II LISTENING: Getting The Main

Ideas (Task 2)

Activity 1: Pre-teach vocabulary:

1 diet (n) / daɪət/:the food you eat and

drink regularly: khẩu phần ăn

2 foundation /faʊn deɪʃn/ (n) the facts

that sth is based on and grows from: cơ

sở , nền tảng

3 element / elɪmənt/ (n): a necessary and

typical part of sth: yếu tố, nhân tố

4 red meat: meat that is dark brown in

color when being cooked such as beef and

lamb

5 refined grains: grains that are made

pure by having other substances taken out

of them: ngũ cốc tinh luyê ̣n

- Elicit the meanings of these words

through elicitation or explanation

- Draw Ss’ attention to the pronunciation of these words

- Get Ss to involve in guessing the meaning of these words

- Have Ss repeat these words

- To provide Ss with some language to help them understand the listening passage

- To help enrich Ss’ knowledge

of vocabulary

1 2 3 4 5

 CONTENT ACTIVITIES RATIONALE

6 whole grains: containing whole grains

(such as wheat): ngũ cốc nguyên chất

7 poultry / pəʊltri; NAmE poʊ/ (n):

(meat of) chickens, ducks and geese: gia

cầm, thi ̣t gia cầm

8 plate /pleɪt/ (n): the amount of food

that you can put on a plate: lượng thức ăn

Activity 2: guessing the meaning of the

food pyramid (p21)

Activity 3: Listening

- Ask Ss to talk freely about what they think the listening may be about

- Let Ss listen to the recording to see

if what they hear matches what they expected

- Allow Ss to listen one more time if necessary

- go around and give help if necessary

To give Ss a closer look into what they are going to listen

to

- to build up Ss confidence in their listening capability

5’ III LISTENING: True / False (TASK 3)

- Run through the sentences

- Sts predict statements first

- Sts listen and then decide whether the statements are True or False

- T gives feedback T may play the recording again if the sts have many incorrect answers, stop at the place where sts can get the correct answers

To train students

to listen for specific

information

- To check Ss'

comprehension

10’ IV LISTENING: Build a healthy plate

Fill in the blanks with the words you

hear:

When it's dining time, fill (1) with

vegetables, the more varied the better,

and (2) Save (3) for (4)

Fish, (5) , can make up the rest (6)

like olive and canola are advised in

cooking, on salad, and at the table

- Ask Ss to divide the plate in the textbook into 4 sections, listen again and fill in the blanks with the right labels of the foods they hear

listening for details

 CONTENT ACTIVITIES RATIONALE

Complete your meal with a cup of water,

or if you like, tea or coffee with (7)

Staying active is half of the secret to (8)

, the other half is (9) that meets

your calorie needs - so be sure you choose

a plate that is not (10)

- Fill the healthy plate with the information they get

10’ VII WRITING (task 5)

Write some sentences to describe the

plate they have just drawn in

- Ask sts to use the key words in the vocabulary to write something about the healthy plate

- Sts compare their answers with a partner

- Give feedback and correct if necessary

To wrap up the listening with an expansion to writing using the knowledge and information

Ss have just

learnt

2’ VIII LESSON OUTCOME:

- listen to a text to know more about how

to eat/dine in a way that is good for health

and make a healthy plate

Ask sts what they have learnt from the lesson

to summarize what sts have just learnt

1’ IX HOMEWORK

“Write about your daily diet Is it a

healthy diet?”

Ask sts to write a paragraph of

80-100 words about their daily diet and give commment on itself

To integrate skills

Audio script:

The Healthy Eating Pyramid is a simple, reliable guide to choosing a healthy diet Its foundation is daily exercise and weight control, since these two related elements strongly influence your chances of staying healthy The Healthy Eating Pyramid builds from there, showing that you should eat more foods from the bottom part of the pyramid (vegetables, whole grains) and fewer from the top (red meat, refined grains, potatoes, sugary drinks, and salt)

When it's dining time, fill half your plate with vegetables, the more varied the better, and fruits Save a quarter of your plate for whole grains Fish, poultry, beans, or nuts, can make up the rest Healthy oils like olive and canola are advised in cooking, on salad, and at the table Complete your meal with a cup of water,

or if you like, tea or coffee with little or no sugar Staying active is half of the secret to weight control, the other half is a healthy diet that meets your calorie needs - so be sure you choose a plate that is not too large

HANDOUT 2:

daily exercise red meat potatoes tofu eggs

calcium supplement brown rice v egetables sweets pasta