Giáo án Tiếng Anh 10 năm học 2019-2020

Giáo án tiếng Anh 10 năm học 2019-2020 được biên soạn dựa trên chương trình học môn Tiếng Anh, giúp giáo viên có thêm tư liệu tham khảo trong quá trình biên soạn giáo án, để xây dựng tiết học hiệu quả hơn.

Period:1

INTRODUCING THE PROGRAMS OF ENGLISH 10

Date of preparing:25/8/2019

Date of teaching: 26/8/2019

A OBJECTIVES:

     ­ Help Ss to know about the English book grade 10 in general. (Including themes, tests, lessons etc. )

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

- Some requires of student to study well English

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

- To introduce the theme and units

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

+ Know about the English book grade 10 in general

* Game: Lucky Number

-T divides the whole class into two groups

and plays the game

- The leader of each group chooses a

number for their own group and does the

following requirement in each question If

the answer is correct, they will get 10

marks

1 Lucky Number

2 How many girls are there in your class?

3 Do you know what your English

teacher’s name is?

4 Lucky Number

5 What do you prepare for this semester?

6 Do you like studying English? Why or

Why not?

7 How do you learn English well?

8 Do you speak English fluently?

- T leads Ss in the lesson

II PRESENTATION:

A Content: Including six topics

- T introduces the topics

T < > SsFind out the topic

1 Getting started: Introducing the overall topic of the unit

Recreation

5 Nature and Environment 6 People

and places

> Six topics are divided into ten units

- T asks Ss to find out the topic through

the unit’s name

B The design of each unit in textbook:

D The new point in learning English 10

- Communicative method /approach

- Activity - based method /teaching

- The book is designed with 4 skills

- Complete and various tests

- Learner - centered approach

E Introduce the English book grade 10

- Ask Ss to look through the book then tell

class how many units it has

- Introduce some more information

- There are 6 themes including You and

Me; Education; Community; Nature and

Environment; National Parks; Recreation

and People and Places

- There are 8 periods in each unit They

are Getting Started, Language, Reading,

Speaking, Listening, Writing, Culture and

communication and Looking Back

F Some requires of students: 

IV CONSOLIDATION AND

Lesson1: Getting started

2 Language: Learning vocabulary, grammar and pronunciation

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

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

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

7 Communication and culture: providing

Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit

8 Looking back and project:

- Revising and consolidating of the language in the unit

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

a realistic situation

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

- Read the lesson before studying in class

- Do all exercises 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 actively and creatively

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

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

Period: 2 REVISION

Date of preparing:25/8/2019

Date of teaching: 28/8/2019

A. OBJECTIVES: At the end of the lesson, Ss can be able to:

- revise what they have : pronunciation, vocabulary and grammar

- have a chance to do a small project in which they can develop their speaking skills

- develop their skills and cultural understanding

- appreciate the value of grammar and lexicon in learning English

-Skill: Lisening & writing.

B METHODS: regrate, Communicative

C TEACHING AIDS: handout

1 I’m tired I (go) to bed now.

2 Jane (not/ drink) tea very often.

3 what time (the bank/ close) in Britain.

4 Water (boil) at 100 degree Celsius.

5 …(you/ go) out last night?

6 I … (walk) along the street when

suddenly I (hear) footsteps behind me

.Somebody …(follow) me I was

frightened and I (start) to run.

7 when I was young , I …(want) to be a

bus driver.

8 Hello! I …(look) for you all morning

Where have you been?

9 Sarad is very tired She (work) … very

hard recently.

10 Mary often (go) to school by bus.

11.Please don’t make so much noise I

(study)

12 you (go) out lastnight?

13 they (have) tea when the door bell

ring.

14 After they (have) their breakfast , they

(go) shopping yesterday

8 had been looking

9 had been working

19 is having

20 is swimming

*Exercise 2 Rewrite the following

sentences using the given words:

1.The boy visited his uncle last month

8.We often buy flowers on women’s day

9.My sister didn’t watch TV last night.She

didn’t listen to music lastnight.(neither…nor)

10.We will be happy to see Ann.We will

be happy to see John.(either…or)

11.I play tennis.My mother plays tennis,

4.It was English that we are learning.

5 it was at 1.00 pm that we start our lesson.

6 It was for tea that she made some cakes.

7 It was this story book that was given

the car accident Two people

II HOMEWORK

- Do the exercises again

- Prepare unit 1

Lesson 1: Getting started

Date of preparing:25/8/2019

Date of teaching: 29/8/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- use words and phrases related to the topic "Family life"

- read a text about inventions based on nature for the main idea and specific

information about household chores

- practise working in groups to improve reading, listening and speaking skills about a dialogue

- be aware of the importance of responsible for their household chores, show their care to other members in their families

- Vocab: household finance, heavy lifting, laundry, handle, be responsible

for,

- Grammar: collocation (verbs and nouns about household chores)

B METHODS: Communicative approach.

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, Group work, asking- answering, role-play

*Teaching aids: Video clip, pictures, CD,

*Information technology:- Show some pictures of household chores

D TEACHING PROCEDURES:

Teacher’s activities Students’ activities

I.WARM-UP:

+ Kim’s Game:

*Information technology:- Show some

pictures of household chores

- T shows a slideshow of photo of

household chores in 30 seconds 4 teams

try to remember and go to the board to

write down the words as much as

possible Which team with more correct

answers will be the winner

-try to remember and go to the board to write down the words as much as

possible

VOCABULARY:

+ heavy lifting+ household finance+ laundry

+ be responsible for

+ handle

Listen to the tape

II CONTENTS:

1 Activity 1: Listen and read

- Play the tape

- T asks Ss to read the text in silence and

underline the words or phrases which are

new to them and guess the meaning

- T explains the meanings of these words

2 Activity 2: Decide whether the

following statements are True (T),

False (F) or Not Given (NG)

- T asks Ss to work in pairs to refer back

to the conversation and decide whether

each statement is true, false or Not given

- Ss are required to give their answer and

then explain for their choice

- T corrects and gives feedback

3.Activity3:Listen and repeat the

words/phrases.

- T plays the recording

- T may ask to confirm their understanding

of some words

4.Activity 4: Write the verbs/verb

phrases that are used with the

words/phrases in the conversation.

- T tells Ss to take a quick look at the

conversation to find the verbs/verb

phrases that go with the word(s) in the

table

- Ss are asked to pay attention to words

that usually go together (collocation)

- Ss are encouraged to think out more

words on their own

give the answer and then explain for the choice

- T encourages Ss to make some

sentences with these phrases and speak

aloud their sentences

III CONSOLIDATION AND

Date of teaching: 9/9/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- use words and phrases related to the topic

- recognise and use the lexical items related to the topic "Family life"

- have them revise the vocabulary and structures to talk about household chores

- use the language for practice correctly

- appreciate the value of the responsibility for their household chores, show their care to other members in their families

- Vocab: household finance, heavy lifting, laundry, handle, be responsible for,

- Grammar: simple present vs resent progressive

B METHODS: Communicative approach.

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, Group work, asking- answering, role-play

*Teaching aids: pictures, flashcards, colored chalk

T shows the picture and asks some

questions to elicit Ss what kind of

housework they do at home and their

attitude when they do the household

1.Activity 1: Match the words and

phrases with their meaning below.

- T asks Ss to work individually to read the

words and phrases in the box and match

them with the explanations

- T shows them the way to do the

guessing by finding out key words T may

do one as a model

- T corrects and gives feedback

2 Activity 2: List all the household

chores that are mentioned in the

conversation Then ask more chores to

the list

- T asks Ss to work in pairs decide these

statement true or false

- Ss are asked to compare their answers

with their partners

- T corrects and gives feedback

3.Activity 3:Work in pairs Discuss the

questions below:

- Ss work in pairs to ask and answer the

questions

- T encourages them to use the chores in

the list in their answers

- Ss reads the list again and write down the

person who does each of the chores in their

- cook ( do the cooking)

- shop/ - clean the house

- take out the rubbish

- do the washing-up

- do the weight lifting

- be responsible for household finances

Other chores: (suggested answer)

- bathe/feed the baby

- water the house plants

- feed the cats/dogs

- iron/fold/put away the clothes

- lay the table for meals

or taking out rubbish.

REVIEW THE USE OF TENSE

+ The present simple is used to talk about daily habits and routines

- T asks Ss to talk about the use of the two

tense and give some examples

1.Activity 1: Read the text and choose

the correct verb form.

- T tells Ss to read through the text and

choose the correct option

- T corrects and give feedback

2 Activity 2:Use the verbs in brackets in

their correct form to complete the

sentences.

- T explains the Activity to students

-Ss read carefully each sentence and

supply the correct form of the verbs in

brackets

- Ss are asked to tell the cues from which

they know the answers

-Ss are asked to comment their partners’

answers

- T corrects and gives feedback

HOMEWORK:  1   Prepare   the   next   lesson: 

SKILL: READING

2. Use  the use  of  simple  present  and present 

continuous   tense   to   talk   about   their   daily 

routine

+ The present continuous tense is used to talk about something that is happening or not happening now; at the moment of speaking

- Ss may take notes

- Ss are asked to compare the result with their partner

KEY

4.is watching 8.is trying

2 Use the verbs in brackets in their correct form to complete the sentences KEY

1 does, is not cooking, is working

4 Is preparing

2 is taking out 5 Looks after, works

3 cleans, is cleaning 6 Is watching Watches

- Do the requests

Lesson 3: READING

Date of preparing:2/9/2019

Date of teaching: 11/9/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- understand the reading passage about household chore by reading for general ideas and specific information

- develop the skill of reading (reading for general and specific information)

- know more vocabulary about the topic of family life

- use the language and ideas in the lesson for communication

- be aware of the responsibility for their household chores, show their care to other

members in their families

B METHODS: Communicative approach.

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering, role-play

*Teaching aids: pictures, flashcards

*Integtation:- Introduce some usages of science-technology (household) appliances

D TEACHING PROCEDURES:

Show the pictures and elicit students by

asking them some questions:

­ Who do the housework in your

family?

­ How is the housework divided in your

family?

­ What is your duty?

II NEW LESSON:

1.Activity 1:Discussion:

Ss are asked to work in group of 4 or 5,

looking at the picture in the textbook and

answer the two questions

Pre-teach new words: definition,

translation, example, synonym.

- T lets students read 3 headings Make

sure that they understand all of them

- Ss are asked to read through the text

once

- T tells Ss how to guess the title for a text

by reading without stopping when they get

new words and trying to get the general

ideas

3.Activity 3: Look at the text again Tick

the appropriate meaning for each word

from the text

- T lets Ss read the text again, underline the

words sociable, vulnerable, critical,

enormous and tend when they see them in

the text

- T teaches Ss how to guess meaning of a

word from a context

Answer the questions:

We usually light household chores like sweeping the floor, laying the table

In my house, I am responsible for taking out the rubbish and I am happy because the household chores are divided equally

1.Discussion:

work in group of 4 or 5, looking at the picture in the textbook and answer the two questions

SUGGESTED ANSWER

Yes they are Because they do the house work together/Because all the member of the family share the housework

Vocabulary:

+ psychologist+ vulnerable+ set good example for+ enormous

2.Read the text and decide the best title.

- Ss work with their partner to compare

- Ss tell the option they choose and the clue they may find in the text

- Ss work in pair to choose appropriate meaning for each word from the text

ANSWER:

1 a 2.b 3.b 4.b 5 a

4 a What does “it” in line 11 mean…?

b What does “it” in line 14 mean ?

- Ss do and answer

ANSWER:

4a – c (the husband doing housework)4.b- b ( the time when everyone work together)

5 Answer the questions

- Ss underline the key words for each

4 Activity 4: a What does “it” in line 11

mean…?

b What does “it” in line 14 mean ?

- T helps Ss to do this kind of exercises

+ singular or plural?

+ the nearest words or phrase

standing before it to be inferred

- T corrects

5.Activity 5: Answer the questions:

- T puts Ss in groups of 3 or 4 and asks

them to read the questions; make sure they

understand what information they need for

the questions

- T checks Ss’ answer by inviting a

representative of each group to answer

- T continues eliciting the rest if he can’t

give the right answer

6 Activity 6:Discuss with a partner

- T puts Ss in group of 4 and let them

discuss the questions freely

- T goes around to give some suggestions

by giving some key words or asks them

yes-no questions

- T invite a student of any group at random

to present the ideas

- Member from other groups can give

comments

- T gives feedback

III CONSOLIDATION AND HOMEWORK

­ Learn   by   heart   the   new   words   and 

phrases

-Prepare the next lesson ( Unit 1 Speaking)

questions

- Ss read the text again and locate the part

of the text where they can get the answers

- Ss discuss among their groups

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 make their wives happy

3 They may fall ill easily or may think about divorce

There is a positive atmosphere for the family

6 Discuss with a partner:

SUGGESTED ANSWER:

a Problems in sharing the housework:

­ Don’t have much free time

­ Be under studying/work pressure

­ Be Busy pursuing outdoor activities

­ ……

b Benefits from sharing housework

­ Have the feeling of equal

­ Show responsibilities and love to family members

­ Remain a warm and happy house

Date of teaching:12/9/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- develop the skill of speaking: present their ideas and attitudes towards housework

- create their own situations, make conversations about household chores

- develop their pronunciation

- be aware of the importance of responsibility for their household chores, show their

care to other members in their families

B METHODS AND LANGUAGE CONTENTS: - Communicative approach

- Vocab: words and phrases related to previous lessons

- Grammar: structures for showing opinions such as Well, I think….,

In my opinion, ……….From my point of view,……… I like… , I dislike……

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering, role-play

*Teaching aids: pictures, flashcards

D TEACHING PROCEDURES:

Teacher’s activities Students’ activities

I.WARM-UP

Brainstorming:

- T encourages Ss go to the board and

make the chart about fun and boredom they

may feel when doing the housework

II NEW LESSON:

1.Activity 1: Which household chores do

you like and which do you dislike? Give

the reasons.

- T asks Ss to work by themselves, write at

least 3 household chores they like and 3

they dislike doing and then add the

reasons

- T goes around to support them in case

they need help

- T asks Ss to compare their completed

table to find out the different and similar

ideas about housework

2.Activity 2:

Below is part of Anna’s interview with

Mai They are talking about the

household chores Mai like and dislike

Match Ma’s answer with Anna’s

questions Then practice the dialogue

- T asks Ss to read the questions first and

underline the keywords

- T corrects and gives feedback

- T gives Ss more time for each pair to

-Go to the board and do the request

-work by themselves, write at least 3

household chores they like and 3 they dislike doing and then add the reasons

Suggested answers:

Likes Dislikes

Go shopping Choose the best

food for the family

Wash dishes Usually break things when

washing

Water flowers I enjoy the beauty of

different kind of flowers

Do heavy lifting

Usually have a backache

-Ss work in pairs

- Ss read and match

- One student in each pair stands up to ask

a questions and the other answer orally

practice the whole dialogue.

- T chooses some pair to demonstrate in

front of the class

3 Activity 3:

Have a similar conversation with a

partner Find out which chores she/he

likes or dislikes the most and why

Report to the class about your partner’s

likes and dislikes.

- T explains the Activitys to Ss

- T walks around to give help if necessary

- T invites some pairs to demonstrate

- T gives feedback

- Then T asks representative of each pair to

report their conversation ( focus on the

things their partner likes or doesn’t like to

do and reasons for that)

- T may encourages other to ask some

questions

III.CONSOLIDATION AND HOMEWORK

­   Practice   talking   about   your   happiness   in 

sharing   household   chores   with   your   family 

members

- Prepare the next lesson: Listening

Practice speaking on the link:

B: I am in charge of taking out the garbage

and cleaning the floor Sometimes, when

my mum is busy I do the cooking.

A: Which of the chores do you like the

most?

B: Well, I like cooking.

A: What do you like about it?

B: It’s interesting to cook good food the

family It’s really an art as well.

A: Which of the chores do you dislike the

most?

B: Cleaning the floor Because my house is

large with 3 floors It takes me the whole day to do that.

-Do the request

Date of teaching: 12/9/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- know more about the topic of family life

- understand the listening passage by listening for choosing the correct answer and filling the gaps

- appreciate the value of the importance of family life

- focus on some tips for listening for gist, for specific information

- Make students responsible for their household chores, show their care to other

members in their families

B METHODS AND LANGUAGE CONTENTS: - Communicative approach.

- Vocab: words and phrases related to previous lessons

- Grammar: structures which is important to get the meanings in the typescripts.

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering, role-play

*Teaching aids: pictures, flashcards

* OTHER SUBJECT: GEOGRAPHY: using charts and graphs

D TEACHING PROCEDURES:

Teacher’s activities Students’ activities

I.WARM-UP:

- Ask Ss to answer some questions:

1 How does your family share the

household chores?

2 Is your mother a homemaker?

3 Is your father a breadwinner?

4 Do you think that both parents now

work to contribute the family

finances?

- Introduce the content of the listening that

they are going to listen

II NEW LESSON:

1.Activity 1:

* OTHER SUBJECT: GEOGRAPHY: using

charts and graphs

Looking at the chart and discuss the

changes in weekly hours of basic

household by married men and married

women in the USA between 1976 and

2012 Guess the reasons for the

changes.

- Ss work in pairs, look at the chart and

discuss the change in weekly hours of

basic household by married men and

married women in the USA between 1976

and 2012

- Ss are not respected to report the exact

number of hours men and women spend

on doing housework

(just about general changes

- T calls each to show their ideas

- T let other students to give comments

- T corrects and gives feedback

2 Activity 2:

Listen to a family expert talking about

Ask and answer the given questions:

+ Hours of basic housework by men increase one third in comparison with that in 1976

+ Hours of basic housework by men decrease more than 50 percent from 29.8 to 17.2

 The gaps of hours of housework between them was remarkably shortened

Reasons for the change:

- Both parents have equal responsibility

to nurture and to take care of the children

- Both men and women need an equal chance at time for their own interest, and

of cause, to be with each other

- Women are under a lot of work pressure so they need their husbands to share the household chores

-read through statements first and guess

if they are true or false

-Listen and do the request

how the roles of men and women in

families have changed Decide whether

the following statements are True (T) or

False (F)

- T explains the Activitys to Ss

- Ss are required to read through

statements first and guess if they are true

or false

- T makes sure that Ss understand all the

statements - T may explain some new

words or phrases if possible.- T plays the

recording once or twice.- T asks Ss to

answer and supply the clues they may find

in the recording

3.Activity 3:

Work in pairs Match the word/phrase

with its appropriate meaning.

- T explains the instructions to Ss

- T helps Ss to get the answers easily

- T may ask Ss if they know the part of

speech of the word/phrase given, then

choose the meaning

- Ss are called to read aloud their answer

and clarify the way he/she choose the

answer

- T corrects and give feedback

4 Activity 4:

Listen again and answer the questions:

- T asks Ss to read the questions carefully

to make sure that they understand what is

asked in each questions.- T has them

underline the key words if necessary

- T plays the recordings once or twice

- T invites representative from pairs to

present the answer to each question to the

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, homemaking/housework and parenting

3 The family becomes happier and the divorce rate amongst them is the lowest

Listen and do the request

Lesson 6: WRITING

Date of preparing:15/9/2019

Date of teaching: 16/9/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- write a paragraph about how people in the family share housework based on the ideas in the chart

- understand more about writing household chart

- appreciate the value of the importance of household chores, show the care to other members in their families

- Use the vocabularies which have been learn in previous lessons for their piece of

writing

- Use grammar structures to write about household sharing

B METHODS AND LANGUAGE CONTENTS: - Communicative approach.

- Vocab: words and phrases related to household chores

- Grammar: structures used to express ideas in the piece of writing

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering, role-play

*Teaching aids: pictures, flashcards

D TEACHING PROCEDURES:

Teacher’s activities Students’ activities

I NEW LESSON:

1 Activity 1:

Work in pairs Discuss the meaning of

the saying above Do you agree with it?

How does this saying apply to doing in

the family.

- T asks Ss to work in pairs to discuss the

meaning of this saying

- T may work around to give some

suggestions when they get stuck; T may

also give them the ideas about that

- Ss are asked to show their attitude to the

point of the saying and justify their answer

2.Activity 2:

Read the text about Lam’s family below

and complete the chore chart.

- T tells what Ss need to do in this Activity

- T lets Ss read through the text about

Lam’s family

- Ss are expected to focus on the

information needed only

- Ss are asked to compare the table with

their partners

- Ss are asked to provide the information

they have found

- T lets Ss chances to do the

How to apply: If all family members contribute to housework, each won’t have

to much to do Each will have more time for relaxation

- focus on the information needed only

- compare the table with their partners

- provide the information they have foundDad Mending things around the house,

cleaning the bathroom

Mum Doing most of the cooking and

grocery shopping

Lam Doing the laundry, taking out the

garbage 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

- T gives feedback and corrects

3.Activity 3:

Read the text again and answer the

questions.

- T lets Ss to read the questions to know

what information they will have to find in the

text this time

- T invites some Ss to present their answers

in front of the class

- T lets Ss chances to do the

peer-correction first

- T corrects and gives feedback

4.Activity 4:

Make your own family chore chart,

using the idea in the chart, write a

paragraph about how people in your

family share housework based on the

ideas in the chart.

- Ss make their own household chart

- T invites some to show their products and

asks the class to give comments

- Ss are required to make an outline of the

paragraph about how people in the family

share the household chores:

+ Introduction

+ how to divide the household chores

+ what do family members thinks of sharing

housework together

- Ss write the paragraph

5.Activity 5: correcting the mistakes:

- T asks Ss to exchange their paragraphs

for peer comment

T walks around to give help, noting down

good idea as well as errors in Ss’ pieces of

writing

- T gives general comment and writes good

ideas in one column and errors in another

- T asks Ss for the solution to these errors

II.CONSOLIDATION AND HOMEWORK:

- get the structures and ideas to write a paragraph rather than their comprehension

- compare the result with their partners

in term of sharing the household chores

We all lead a busy life when my parents go out to work and we spend most of our time

at school Coming home we share the household chores equally among us My mother is in charge of going shopping and doing the cooking My father usually does the heavy lifting and repair electronic household appliances My sister, Linh likes doing the washing and cleaning the house She does it very carefully As the youngest members in the family, I just do simple things such as watering the flowers, feeding the pets and laying tables for meals We are all happy to perform our duties, and we think each of us play an important role in keeping the house clean, the home warm and happy

­ Learn the new words and phrases

­ Develop the draft into a complete piece 

of writing

Lesson 7: COMMUNICATION AND CULTURE

Date of preparing:15/9/2019

Date of teaching: 18/9/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- contribute to the group discussion and improve their reasoning and persuasion skills

- be aware of the importance of family life

- compare and contrast family life in Vietnam and Singapore

- use the vocabulary, and structures related to the topic for communication

- Understand cultural values of family in different countries

B METHODS AND LANGUAGE CONTENTS: - Communicative approach.

- Vocab: words and phrases related to previous lessons: household financial

burden, homemaking, join hands, provider, neat

- Grammar:

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering, role-play

*Teaching aids: pictures, flashcards

* INTEGRATION: Compare Asian and Western cultures

D TEACHING PROCEDURES:

Teacher’s activities Students’ activities

I COMMUNICATION:

1 Discussion: “ Who does what in your

family”

- T explains the Activity clearly to the Ss

- Ss are asked to describe the pictures,

saying what the person in each picture is

doing

- T elicits the situations to get more Ss

speak about the topic

2 Listen to the TV talk show Who said

what?

- T tells Ss to listen to a TV talk show and

will have to find out who said what in the

shows

- T lets Ss read the statements and make

sure that they understand all of them

- T plays the tape one or twice

- T gives the answers and the rest take turn

to give comment

- T corrects

3 Work in the groups Discuss the

questions Then, report your group’s

opinions to the class.

- T explains the Activity clearly to the Ss

- Ss work in group of 4 or 5 to discuss the

questions

- T tells them to refer back to Activity 2 to

get help but they can also express their

ideas freely

- The group leader will note down the ideas

of the group members

- When Ss finish answering the questions, T

calls one or two in each group to report the

groups’ opinions

- T lets other groups to comment

- T corrects and gives feedback

II.CULTURE:

* INTEGRATION: Compare Asian and

Western cultures

-T has Ss look at the pictures at the end of

the Unit ( on page 15) and answer the

questions

- This activity can be done with the whole

class to save time

- T asks some guiding questions such as:

Are they families?/How many people are

there in each family?/…

- T pre-teaches new words

it in a relaxing way

+ In the second picture: There is just a woman do the housework Therefore, she has to do a lot of things at the same time She looks tired, stressed

3 My parents both go out to work and take turn to do the household chores

4 Yes, they do Because we are all responsible for our house and we don’t have much to do Besides, we have more time to entertain after work

-look at the pictures at the end of the Unit ( on page 15) and answer the questions

VOCABUARY:

+ nursery (n)+ child-minder (n)+ generation (n)+ ungrateful (adj)-work in pairs: One reads the text about family life in Singapore and the other reads the text about that in Vietnam

Q uestions

Answers

+ example

+ antonym

- Asks Ss to work in pairs: One reads the

text about family life in Singapore and the

other reads the text about that in Vietnam

- When Ss finish, T asks their partners

questions and use the information from

their partners to complete the table in the

book

III.CONSOLIDATION AND HOMEWORK:

­ Learn by hear new words and phrases

­ Summary   the   basic   differences   in   the 

family   life   between   Vietnam   and 

Singapore

Prepare the next lesson: Looking back &

Project

In Singapor e

In Vietnam

1 What type of family is popular in the country?

nuclear extended

2 Who takes

young children when their parents are

at work?

Nursery school or child- minder

Grandparent

s or great grandparent s

3 Who looks after elderly parents?

Nursery homes

Children grand children

4 How do the parents contribute to educating their children?

Taking part in the activities

of PSG

or PTA

Helping their children with their

homework

or giving them advice

on behavior

­ Learn by hear new words and phrases

­ Summary   the   basic   differences   in   the family   life   between   Vietnam   and Singapore

Prepare the next lesson: Looking back &

Project

Lesson 8: LOOKING BACK AND PROJECT

Date of preparing:15/9/2019

Date of teaching: 19/9/2019

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

- recognize vocabularies about family life

- consolidate the grammar points of the unit

- practice communicating more in English about the topic of family life

- appreciate the responsibility for their household chores, show the care to other members

in their families

B METHODS AND LANGUAGE CONTENTS : - Communicative approach.

- Vocab: words and phrases related to previous lessons

- Grammar: structures which is important to get the meanings in the typescripts.

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering, role-play

*Teaching aids: pictures, flashcards

D TEACHING PROCEDURES:

Teacher’s activities Students’ activities

I.PRONUNCIATION:

Listen and underline the words that have

the consonant cluster sounds /tr-/, /br-/,

and /kr-/ Write /tr-/ or /br-/ and /kr-/

above the word that has the

corresponding consonant cluster

sounds, then practice reading the

sentences.

- T explains the instructions clearly

- T plays the recording and let Ss listen and

do the Activity

T invites some Ss to read the sentences in

front of the class

- T corrects Ss’ mistakes if there are any,

focus on the three consonant clusters

II.VOCABULARY:

1 What are the people doing? Write the

name of the chores under the pictures.

- T lets Ss work in pairs to write the name of

the chores under the pictures

- T checks Ss’ answer by asking them to

write the names of chores on the board

next to the number of the picture or call out

the word/phrase when T says the numbers

of the picture

Which ever pair gets the most right answers

will be the winner

2 Use the words/phrases in the box in

their corrects form to complete the text

- T asks Ss to do the text carefully, using

the context clues to decide which

word/phrase can be used to complete each

gap in the text

-T checks Ss’ answers by asking for peer

correction first

- T provides correction if necessary

- Ss take note in their notebooks

III.GRAMMAR:

1.Finish the sentences with either the

present simple or the present

progressive

- T explains the instructions to Ss clearly.-

Ss work in pairs to finish the sentences and

find out the signals for the two tenses

- T calls Ss to read aloud the sentences

- Ss listen and do the Activity

- read the sentences in front of the class

KEY:

1 cream- /kr-/; brushed /br-/

2 crashed /kr-/; tree /tr-/; traffic /tr-/

3 created /kr-/; brother/br-/

4 brown/ br-/; bread /br-/; breakfast/ br-/

5 brave/br-/; cime/kr-/; increasing/ kr-/

-work in pairs to write the name of the chores under the pictures

- Ss are expected to be competitive and excited to participate in this activity

KEY:

1 cooking

2 shopping for groceries

3 doing the laundry/washing clothes

4 taking out the rubbish

5 Cleaning the toilet

6 washing up/ washing the dishes

7 ironing

8 sweeping the house

9 watering house plants/ flowers

10 feeding the cat/pets

-do the text carefully, using the context clues to decide which word/phrase can be used to complete each gap in the text

KEY:

1 Does the cooking

2 Shops for groceries

3 Does the heavy lifting

4 Laundry

5 Ironing

6 Takes out the rubbish

7 Sweeping the house/floor

8 Lays the table

9 Does the washing up

with the answers

- T confirms Ss’ understanding by asking

others to give comments

- T corrects and gives feedback

2 Work in groups Discuss the following

questions Then report the result to the

class.

- Put Ss in groups of 4 or 5 to discuss the

questions

- T should tell them that they can use the

ideas and language in the lessons for their

answers

- T assigns a leader for each group whose

Activity is to note down the group’s

ideas,calls representative of each group to

perform in front of the class

- T lets Ss chances for peer-correction first

- T corrects and gives feedback

IV.PROJECT:

Do a survey to find out…

- T tells Ss what they need to do in this

activity.- Ss work in groups of 4 or 5

- This can be done during in class or during

the break

- Ss are told to go around and ask their

classmates questions to get information for

5 Are you reading

6 Do people in the family do

-work in groups of 4 or 5 to discuss the questions

SUGGESTED ANSWERS:

Question 1:

Yes, we should Because the work make us responsible for the family That is to show our love to our parents and our family

Who do housework

?

How many hours for house work

What is

an ideal family

Lesson 1: GETTING STARTED

Date of preparing: 22/9/2019

Date of teaching: 23/9/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- use words and phrases related to the topic human body

- read a text about inventions based on nature for the main idea and specific information about human body

- practise working in groups to improve reading, listening and speaking skills about a dialogue

- pronounce correctly the sounds /pr-/, /pl-/ and /gr-/ /gl-/ in isolation and in context

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

passive voice for description and report

- be aware of the importance of of the body systems

B METHODS:

- The whole lesson: Integrated, mainly communicative

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering, role-play

*Teaching aids: - Teacher: Handouts, textbook, pieces of papers and

- Ask students to keep book close and

remember names of the body

- Lead in: We’re going to learn about

………

II NEW LESSON:

An apple a Day

Activity 1:

This Activity leads students in and Ss work

individually to arouse interest in the topic of

the unit Tell Ss not to worry bout the new

- Students listen to the teacher and point

at the parts of their body when they hear the words related to part of the body Body parts

words or grammar points The new items will

be dealt with later on

- Play the disk and ask students to listen

Activity 2:

This Activity focuses on comprehension

- Ask students to practise asking and

answering the questions

- Let them report the answers and check if

they have any difficulty in understanding the

conversation Answers may vary

- Walk round and help them

- Ask some students to stand up to talk again

Activity 3:

This Activity familiarises Ss with the

vocabulary and helps them improve the

recognition of consonant clusters in focus

Tell Ss to listen and repeat the words

- Play the tape

Activity 4:

- Ask Ss to work individually, in pairs or in

groups to report on a time when laughter was

the best medicine for them T can assist by

giving a list of prompts including occasions

like an embarrassing situation, feeling

stressful, tired or sick, etc…

III CONSOLIDATION AND HOMEWORK:

- Summarize the main points of the lesson

- Ask students to write a passage about their

daily routine (50 words)

- Prepare for the next lesson

- practise asking and answering the questions

3 Memory or (the) brain

4 He feels there may be unwanted effects from good things

- Ss listen and circle the words they hear + prevent

+ disease + bones + weight

+ brain + boost + healthy

- Ss work on classifying the words into the corresponding categories

disease (n) nervous (a) balance (n) healthy (a)skeleton (n)

system (n) prevent (v)bones (n) balance (v)weight (n) boost (v)brain (n)

Period: 12 Unit 2: Your body and you

Lesson 2: LANGUAGE

Date of preparing:22/9/2019

Date of teaching: 25/9/2019

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

- To teach Ss to pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in

isolation and in context

- To teach Ss to use the future simple with will and going to; the passive voice

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

+ Understand and use the passive voice with modals

+ Use some lexical items related to the topic Your body and you.

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

B METHODS: - The whole lesson: Integrated, mainly communicative

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering.

*Teaching aids: - Teacher: Handouts, textbook, pieces of papers and

* INFORMATION TECHNOLOGY: Show

some pictures of parts/organs/systems of

the body

- Prepare some pictures of the body systems or organs for illustration if possible

ex: blood, heart, spine, stomach, lung, nerves, bones, skull,

- Lead in: We’re

Vocabulary

1 Your body

- Teach some of the words using the

glossary, some pictures

II VOCABULARY:

* OTHER SUBJECT: BIOLOGY:

parts/organs/systems of the body

Activity 1: Matching a Ask Ss to match the

items in the left column with ones in the right

column

b Ask Ss to work in pairs, practise saying the

names of the systems Remind Ss to pay

attention to the stressed syllable(s) in each

word

Activity 2:

- Tell Ss to work on classifying the words into

the corresponding systems

- Assist Ss to find the right meanings using a

dictionary

III PRONUNCIATION:

Activity 1:

- Ask Ss to listen and repeat the words

- Help Ss make a clear distinction of the

pair /pr/ and /pl/ and the pair /gr/ and /gl/

Allow Ss to repeat a few times

Activity 2:

- Ask Ss to listen and practise reading the

sentences aloud Teacher may model first if

necessary the draw Ss’ attention to the

consonant clusters in focus Ask Ss to

practise the sentences a few times

IV GRAMMAR: a Will and be going to

Activity 1:

- Ask Ss to read about the usage of will and

going to and make some examples of their

a Look at the phrases below and match each with its definition

­listen and practise reading the sentences aloud

Listen and take notes

­ Identify the use of “will” and “ be going to”. Write the type of use next to each sentence

Key: 1.1      2.3        3.5         4.6      5.2

- read the sentences Put a tick in front of

4 and predictions about the future.

+ “Be going to?” can be used to express:

5 plans, intentions

6 and making some predictions

- Give explanations and provide help when

necessary

Activity 2:

- Ask Ss to identify the use of Will and going

to in the sentences and write from 1 to 6 next

to each one

- Help Ss if necessary

Activity 3:

- Tell Ss to further apply their newly acquired

knowledge of will and going to in context.

- Ask Ss to read the sentences Put a tick in

front of the sentence if it is appropriate, put a

cross if it isn’t

Activity 4:

- This Activity encourages Ss to use the

items newly learnt in practice Ask Ss to

complete the sentences with the rights form

of Will and be going to Remind Ss that

sometime both can be used

Key:

b The passive

- Tell Ss to read about the usage of the

passive voice Teacher can provide some

explanations if necessary to help Ss

understand the rules

Activity 5:

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)

Form: S + be + P.P

Ex: The homework is done carefully

V CONSOLIDATION AND HOMEWORK:

- Ask Ss to consolidate the main contents

- Give feedback

- T asks Ss to do exercises again at home

- Prepare for the next lesson

Change into passive voice

the sentence if it is appropriate, put a cross if it isn’t.Give some explanations for their choice if they can

1 will/ is going to 2 won’t

3 will/ is going to 4 are going to

5 will 6 Are going to

7 will 8 am going to

5 Passive voiceread the surprising facts about human body first, then Ss give some examples for what they have learnt

Key

1 Nerves signals are sent to and from the brain as fast as 170 times per hour

2 10 watts is consumed by the brain

3 The blood vessels are damaged

4 The body is made up around 7 octillion atoms

5 2,000 gallons is pumped through our body

6 17 muscles are used to smile and 43 to frown

7 32 million bacteria are estimated to live

on one square inch of our skin

8 Emotional tears are produced by humans

Emotional tears are produced by

1 My father waters this flower every morning

2 John invited Fiona to his birthday party last

5 We should clean our teeth twice a day

6 Did Mary buy this beautiful dress?

7 Some people will interview the new

president on TV

8 We can’t finish our work on time

9 Her husband never takes her to the cinema

10 He was doing his homework at 9 p.m

yesterday

garden

4 The dinner is being prepared in the kitchen by her mother

5 Our teeth should be cleaned twice a day

6 Was this beautiful dress bought by Mary?

7 The new president will be interviewed on TV

8 Our work can’t be finished on time

9 She is never taken to the cinema by her husband

10 His homework was being done at 9 p.m yesterday

Period: 13 Unit 2: Your body and you

Lesson 3: READING

Date of preparing:22/9/2019

Date of teaching: 26/9/2019

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

- understand the reading passage about household chore by reading for general ideas and specific information

- develop the skill of reading (reading for general and specific information)

- know more vocabulary about the topic of acupuncture

- use the language and ideas in the lesson for communication

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

- be educated to appreciate their health

B METHODS: - The whole lesson: Integrated, mainly communicative

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering.

*Teaching aids: - Teacher: textbook, pieces of papers and cassette.

- Students: Textbook

* INFORMATION TECHNOLOGY: Show some pictures/clips about acupuncture

* OTHER SUBJECT: MEDICINE: Acupuncture

D TEACHING PROCEDURES:

Teacher’s activities Students’ activities

* INFORMATION TECHNOLOGY: Show

some pictures/clips about acupuncture

- Have students look at the picture and

read the title of the text- ACUPUNCTURE-

and talk about what they may already know

about acupuncture

- Select some Ss who know about the

practice to speak to the class using their

background knowledge

- If no Ss about the practice, teacher will

give a brief description

2.Activity 2:

- Ask students to read the passage In

groups choose the three most things they

learn about acupuncture

3.Activity 3:

- Students read the text quickly and pick

out words or phrases

Listen and answer

Listen and take note

Work in pairs and discuss

- Ss work in groups to discuss what they want to know about acupuncture from then decide on at least three things they want to have more information about

- Ss report their list and compare with others’

4 .Activity 4: Questions for

Comprehension

- T asks Ss to read the passage in depth to

find necessary information to give answers

to the questions

- T asks them to practise asking and

answering the questions in pairs

- T has some pairs practise asking and

answering in front of the class

- Feedback

5 Activity 5: The purpose of this Activity is

to allow Ss to dig deeper into their

background knowledge using the reading as

a model and a source of information and

then develop writing or speaking as a

post-reading activities

- Elicit Ss’ knowledge in the field of

non-medical treatments These can be traditional

or modern

III CONSOLIDATION AND HOMEWORK:

- Ask Ss to consolidate the main contents

- Give feedback

- Summarize the main points of the lesson

- Prepare for the next lesson

Work in pairs- ask and answer:

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

- Ss work in pairs or in groups to exchange information After sharing information, Ss report to the class

- Two students present the report

Listen and do the requestsSelf­ evaluation: 

Date of teaching: 2/10/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- develop the skill of speaking: talk about how to kick a bad habit

- create their own situations, make conversations habits

- develop their pronunciation

- inspire good habits for students

B METHODS: - The whole lesson: Integrated, mainly communicative

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering.

*Teaching aids: - Teacher: textbook, pieces of papers

- Students: Textbook

* OTHER SUBJECT: PHYSICAL EDUCAION: habits & eating plans

D TEACHING PROCEDURES:

Teacher’s activities Students’ activities

I. Warm –up: 

Brainstorming

- T has Ss think and name of the habits they

think/ they have

- Feedback

II NEW LESSON:

* OTHER SUBJECT: PHYSICAL

EDUCAION: habits & eating plans

1.Activity 1:

The purpose of this Activity is to identify

good habits from some given ones

- Ask students what they think of their

habits

- Have Ss look at the list of habits and

decide which ones are good

2.Activity 2:

The purpose of this Activity is to allow Ss to

have some insight into habits and how to

kick a bad one Ss will develop their

confidence in speaking by giving personal

opinions on relevant topics

- T elicits vocabulary using pictures,

synonyms and explanations

- Ss work in pairs or in groups and

discuss

3.Activity 3:

The purpose of this Activity is to assist Ss’

speaking by using relevant information

- Ss read the text quickly and choose the

things they think they can or can’t follow

Then Ss explain their decision to the

class

- Ss work in pairs or groups and discuss

why some of the habits are good and why

some are bad by giving evidence and

proof to support their idea

4.Activity 4:

The purpose of this Activity is for Ss to

develop their ability in free speaking by

- Ss name the habits they think they have

- Ss look at the list of habits and decide which ones are good

- Ss explain their choice and give rectification if needed

Suggested answers:

+ Keeping a routine+ Saving money+ Never giving up+ Being thankful+ Reading regularly+ Doing regular exercise

- Ss work in pairs or in groups and discuss why some of the habits are good and why some are bad by giving evidence and proof

to support their ideas

Examples:

to stop littering Look for dustbins when you want to throw away something, etc

- Ss suggest ways to stop the bad habits from their own experience

- Ss read the phrase in the “watch out: box

and try to come to a conclusion on the meaning of the idiom

- Ss work in pairs or groups to choose one

“bad” habit

applying advice to kicking a bad habit

1 Make a list

2 Shake up your routine

3 Pretend the habit belongs to someone

else

4 Surround yourself with people who have

kicked similar habits

5 Think about how you’ll feel when you kick

the habits

III CONSOLIDATION AND HOMEWORK:

- Ask Ss to consolidate the main contents

- Give feedback

- Summarize the main points of the lesson

- Prepare for the next lesson

- Ss make a list of do’s and don’ts in order to kick that habit

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

Example:

How to kick “ Staying up late”

Plan things carefullyFinish work earlyEat just enough at dinner

Wake up early

Do exercise

Watch horror films

or frightening TV programmes

Drink coffee or strong teaTake naps during the day

Date of teaching: 3/10/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- know more about the topic of healthy diet

- understand the listening passage by listening for specific information and deciding on True or False statements.

- appreciate the value of the importance of healthy diet

- focus on some tips for listening for gist, for specific information

- Make students responsible for choosing a healthy diet

B METHODS: - The whole lesson: Integrated, mainly communicative

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering.

*Teaching aids: - Teacher: textbook, pieces of papers and cassette.

2 Do you care about the nutritional value of

the things you eat?

3 What do you know about the Healthy Eating

Pyramid?

II NEW LESSON:

1 Activity 2:

The purpose of the Activity is to give Ss a

closer look into what they are going to listen

to

- Ask Ss to look at the picture below and ask

them to talk about what they think the

listening may be about

- Play the tape

- Allow Ss to listen one more time if

necessary to build up Ss confidence in their

- Have students read the sentences carefully

- Play the recording again and ask students

to listen and decide whether the statements

are true or false

- Call on Ss to check their answers

- Ss talk about how much they care about the nutritional value of the things they eat?

- Ss may respond briefly to give their opinions on the listening they are going to do

- Listen to the recording to see what they hear matches what they expected

- Ss read the sentences carefully

- Listen to the tape again and decide the statements that are true or false then explain them

Key: 1.F 2.T 3.F 4.T 5.F

3.Activity 4:

The purpose of the Activity is to develop Ss’

skill in listening for detailed information

- Tell Ss to listen again then divide the plate

into sections and label which food should be

in each section

4.Activity 5:

The purpose of the Activity is to swap up the

listening with an expansion to writing using

the knowledge and information Ss have just

learnt

Group-work

* OTHER SUBJECT: PHYSICAL

EDUCAION: habits & eating plans

- T has Ss work in groups of 4 to discuss

“What will we eat to have good health?”

- T asks some representatives from groups to

practise speaking in front of the class

III CONSOLIDATION AND HOMEWORK:

- Ask Ss to consolidate the main contents

- Give feedback

- Summarize the main points of the lesson

-Talk about the Healthy Eating Pyramid

- Prepare for the next lesson

- Ss write the sentences to describe the plate they have drawn in Activity 4

Audio script

The Healthy Eating Pyramid is a simple, reliable guide to choosing a healthy diet Its foundation is daily exercises 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 and fewer from the top.

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 you 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.

What will we eat to have good health?

- Listen to the teacher and write down homework

Period: 16 Unit 2: Your body and you

Lesson 6: WRITING

Date of preparing:6/10/2019

Date of teaching: 7/10/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- write a short letter to ask for help and respond to requests in proper dining/ eating

- understand more about writing healthy diet.

- appreciate the value of the importance of healthy diet

- Use the vocabularies which have been learn in previous lessons for their piece of

writing

- Use grammar structures to write about healthy diet

B METHODS: - The whole lesson: Integrated, mainly communicative

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering.

*Teaching aids: - Teacher: textbook, pieces of papers

- Students: Textbook

D TEACHING PROCEDURES:

Teacher’s activities Students’ activities

I.WARM-UP:

- Lead in: Inform the class of the lesson

objectives: writing about what to eat and not

to eat

Activity 1:

The purpose of this Activity is to provide Ss

with input for their practice and production

later on

- Give brief explanations or provide

meanings of the difficult words to help Ss

when necessary

- Build a list of foods from your own

experience that may give you

II NEW LESSON:

1 Activity 2:

The purpose of this Activity is to have Ss

brainstorm and produce a list of food that

may give them

2.Activity 3:

The purpose of this Activity is to build up Ss

ability when writing a letter requesting help

using the given model

- Ask Ss to read the letters from the readers

and may analyse the problems and the

writing styles

Some people have written in for advice on their

diets as they are going to do important things

Build a list of foods from your own experience

Some expressions:

- I would be very grateful if you could give

me some advice on this

- Could you give me some ideas what to eat and what to avoid eating

Work in pairs or groups and write at least one

similar inquiry

- T asks Ss to read the letters from readers and

analyse the problems and the writing styles

- T asks Ss to work in pairs or groups to select

a problem and write a similar request-for-help

letter

- T asks Ss to show the letters they have

written to the class and ask for comments from

The purpose of this Activity is to build up Ss’

ability in free letter writing by replying to

“request-for-help” letters

- Ask Ss to study the reply to Scott’s letter

Help Ss if necessary to facilitate Ss’

acquisition in terms of writing styles,

structures, language and tactics

- T chooses some writings to correct them in

front of the class

III CONSOLIDATION AND HOMEWORK:

+T makes a list of Ss’ common mistakes in

their writings

+ Learn Vocabulary by heart

+ Write the letter into the notebook

- I would be thankful if you could give me some insight

- I was wondering if you could advise me what to eat and not to eat in order to improve my situation

- Ss choose one request from those provided or from those they produced in the previous activity to write a reply using the model

Outline:

- The problem you need to reply

- What benefits from the kind of food

- Advice on what to eat

- Advice on what not to eat and its effects

Period: 17 Unit 2: Your body and you

Lesson 7: COMMUNICATION AND CULTURE

Date of preparing:6/10/2019

Date of teaching: 9/10/2019

A OBJECTIVES: By the end of the lesson, ss will be able to:

- contribute to the group discussion and practice speaking about how the activity benefits the parts/ systems of the body

- be aware of the importance of the activity benefits the parts/ systems of the body

- know some information about how traditional healthcare practices ( and beliefs) vary in

different countries

- use the vocabulary, and structures related to the topic for communication

- understand cultural values of systems of the body.

- be educated to have a healthy lifestyle

B METHODS: - The whole lesson: Integrated, mainly communicative

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering.

*Teaching aids: - Teacher: textbook, pieces of papers and cassette.

T asks Ss some questions to set the scene:

1- Do you do morning exercises?

2- What benefits can we get when you do

morning exercises?

II COMMUNICATION:

Discussion: Which parts/ systems of the

body does each activity possibly

benefit?

- T asks Ss to choose a system of the body

and make a list of all the activities that are good

for it

1 Activity 1:

- Ask Ss to practice speaking

- Call some of them to tell the answers

- Ask Ss to talk about how the activity (ies)

benefit(s) the parts/ systems of the body

- Ss discuss the activities above and say why they are healthy

- Ss tell some systems of the body

1 Which parts / systems of the body does each activity benefit?

A: What are they doing?

B: They are ………

2 Activity 2:

- Ask Ss to discuss the activities in the

pictures and say why they are healthy

- T provides Ss with some words or phrases

if necessary

- Feedback

3 Activity 3:

- Ask Ss to work in groups of four Choose a

system of the body and make a list of all the

possible activities that are good for it

- Call some groups to report their group’s

opinions to the class and give reasons for

their choices

- T asks Ss to report to the class giving reasons

for their choices Then T asks Ss to write a

paragraph describing their decision

III CULTURE:

* INTEGRATION: Compare Asian and

Western/ Vietnamese and Indonesian health

therapies

1 Activity 1:

- Ask Ss to read about health practices and

belies in the two countries and note the

similarities and differences

- Give explanations, if necessary

- Help Ss with some vocabulary

- Ask some Ss to present their answers

- Feedback

2 Activity 2:

- Ask Ss to work with a partner to discuss

the similarities and differences in traditional

health beliefs and practices in the two

countries

3 Activity 3:

- Ask Ss to use the information from their

reading homework for this activity

- Ask Ss to talk about their chosen

traditional therapy Details may include what

the underlying idea/ belief is, how the

practice is performed, what the benefits are,

who it is suitable for

IV.CONSOLIDATION AND HOMEWORK:

- Pair-work: Ss choose any traditional therapy to

talk about

-Some pairs practice before the class

Choose a system of the body and talk about all

the activities that are good for it For example:

Why do the activities make people healthy?

3 Choose a system of the body and make

a list of all the activities that are good for it

1 Read about health beliefs and practices

in two different countries

- VN: Ailments are caused by an imbalance

of yin and yang

- Indonesia: Ailments are caused either naturally or personally

3 Traditional therapy: acupuncture, massage, acupressure, yoga…

Details:

The basic ideaHow the practice is performedWhat the benefits are

Who it is suitable

Listen and do the requests

­ doing exercise

­ playing sports

­ dancing

­ taking part in outdoor activities

- Prepare for the next lesson

………

Period: 18 Unit 2: Your body and you

Lesson 8: LOOKING BACK AND PROJECT

Date of preparing:6/10/2019

Date of teaching: 10/10/2019

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

- recognize vocabularies in the unit

- consolidate the grammar points of the unit

- practice communicating more in English about the topic of staying healthy

- appreciate the responsibility for their health.

- be educated to stay healthy

B METHODS: - The whole lesson: Integrated, mainly communicative

C TECHNIQUES AND TEACHING AIDS

* Techniques: - Pair work, group work, asking- answering.

*Teaching aids: - Teacher: textbook, pieces of papers and cassette.

- Students: Textbook

D TEACHING PROCEDURES:

Teacher’s activities Students’ activities

i.Warm­up:

- Ss work in 2 teams to tell the words

referring to the systems of the body

- T leads into the new lesson

 lead into the new lesson

II LOOKING BACK:

Pronunciation

1 Listen and repeat the following sentences

Ss listen and repeat the sentences

They read before the class

Vocabulary

- Ss does this activity individually Then

compare their answers with a partner

- T asks for Ss’ answers

­ T gives feedback

Grammar

­ T checks Ss’ answers

III. Project:

T goes round the class and asks other

students to rank the order of importance of

the following categories in staying healthy

NOW YOU CAN

1 Use words and phrases about body

systems and healthy living

2 Use “will” and “going to” to talk about

the future

3 Speak about getting rid of bad habits

4 Write about what to eat and not to eat

- circulatory system - digestive system

- respiratory system - skeletal system

- nervous system

Pronunciation

1 Listen and repeat the following sentences

1 The prince plays a prime role in producing the special food

2 Alice glances through the window and prays for magic

3 The Grimn brothers fairytales have their grounding in the fairy world

4 The growth of the grass in the ground is carefully monitored

- Ss go to the board and write their answers.Complete the following sentences with a word

or phrase about the body

1 brain 2 lung – heart 3

1 I will become/ am going to become an

engineer one day if I can

2 Foods are broken down and converted/

break and convert into energy in the digestive

system

3 Jane is going / will go to the dentist’s

tomorrow as planned

4 The acupoints are stimulated / stimulate to

enhance the healing capability of the body itself

5 Besides acupuncture, acupressure is

used/ uses to help treat ailments without any

medicine

6 Although I have taken some aspirin, the

headache doesn’t go/ won’t go away.

7 All the body organs are supported by /

support the bones in the skeletal system.

8 Look at the dark clouds I’m sure it will