GIÁO án 10 cả năm 2020 2021 sách thí điểm tiếng anh

Giáo an tiếng anh 10 thí điểm .giáo án tiếng anh 10 trọn bộ cả năm sách mới.giáo án tiếng anh 10 sách mới,Giáo an tiếng anh 10 thí điểm .giáo án tiếng anh 10 trọn bộ cả năm sách mới.giáo án tiếng anh 10 sách mới,Giáo an tiếng anh 10 thí điểm .giáo án tiếng anh 10 trọn bộ cả năm sách mới.giáo án tiếng anh 10 sách mới,Giáo an tiếng anh 10 thí điểm .giáo án tiếng anh 10 trọn bộ cả năm sách mới.giáo án tiếng anh 10 sách mới,Giáo an tiếng anh 10 thí điểm .giáo án tiếng anh 10 trọn bộ cả năm sách mới.giáo án tiếng anh 10 sách mới

SỞ GIÁO DỤC & ĐÀO TẠO TỈNH BẮC NINH

TRƯỜNG THPT LƯƠNG TÀI 2

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-GIÁO ÁN MÔN TIẾNG ANH LỚP 10

GIÁO VIÊN : NGUYỄN HUY CHIẾN

TỔ CHUYÊN MÔN : ANH – SỬ

NĂM HỌC 2020 - 2021

LESSON PLAN ENGLISH 10

- 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

- help Sts have the opportunities to develop their oral fluency

- introduce the theme and units

+ By the end of the lesson, STs will be able to:

- Know about the English book grade 10 in general

B Preparations

1.Teacher : Handouts, textbook, sub boards and colored chalks

2 Students: Textbook

C Methods

- The whole lesson: Integrated, mainly communicative

Skills: Speaking and listening

D Procedures:

Stage /Time Teacher’s activities Students’ activities

I/ Warm up: * Game: Lucky Number

Listen and unerstand

from the teacher and

do it well

Group work

Listen and understand

9 Minutes -T divides the whole class into two groups and plays

2 How many girls are there in your class?

3 Do you know what your English teacher’s nameis?

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 Sts in the lesson

A Content: Including six topics

II New lesson - T introduces the topics

B The design of each unit in textbook:

1 Getting started: Introducing the overall topic of the unit

2 Language: Learning vocabulary, grammar and pronunciation

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

4 Speaking: Developing speaking skills andencouraging Sts to apply and share their ownknowledge

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

7 Communication and culture: providing Sts 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 Sts with an opportunity to apply the language and skills they learnt throughout the unit to perform a task

D The new point in learning English 10

- Communicative method /approach

- Task - based method /teaching

- The book is designed with 4 skills

- Complete and various tests

- Learner - centered approach

E Introduce the English book grade 10

- Ask Sts 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,

Listen and understand

III Consolidation

2 minutes

IV Homework

2 minutes

Writing, Culture and communication and Looking Back

F Some requires of students

- Read the lesson before studying in class

- Do all exercises at home

- It is good to find the meaning and the pronunciation of the 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)

- Ask Sts to consolidate the main contents

- Give feedback

- Prepare the new words in Unit 1: Family life Lesson1: Getting started

Summerise

Prepare the new words inUnit 1:

Family life Lesson1:

Getting

E Experience (Teaching note)

Distributive period : 2

* Preparing date:

* Teaching date:

* Class:

Unit 1:Family life

Period:2 Lesson 1:Getting started

A Objectives:

+ To teach STs to

- listen and read a conversation about family life and do tasks: T/F exercise and completing exercise

- teach some lexical items related to the topic Family life.

+ By the end of the lesson, STs will be able to

- Use some lexical items related to the topic Family life.

- Make simple dialogues using the given expressions

- Read about the benefits of sharing household

- Use the words and phrases related to household chores and duties

B Preparations

1 Teacher: Handouts, textbook, pieces of papers and cassette

2 Students: Textbook

C Methods: - The whole lesson: Integrated, mainly communicative.

* Skills: - Reading for gist and for specific information.

- Skimming and scanning reading

D Procedures:

I/ Warm up: * Brainstorming

- T asks Ss some questions:

+ What is your responsibility in your family?

+ Who does the household chores?

+ ………

- T leads Ss to the lesson: Today we are going to study a lesson about family life especially about household chores

Listen and read:

- T elicit new words

+ breadwinner (n):người trụ cột trong gđ+ split (v) chia ra

+ laundry(n)+ heavy lifting : mang vác nặng+ grocery(n) Thực phẩm và tạp hóa+ handle( v) điều hành

- T plays the recording and asks Ss to listen andpay attention to the text to understand the content

- Ss listen and read along silently

Decide whether the sentences are true, false

- Ask some students to read the answers

- Checks and gives the correct answers:

Listen and repeat:

- T plays the recording and asks Ss to listen thenrepeat the words/ phrases twice

- T asks some Ss to read the words

- T corrects Ss’ pronunciation

- T explains the meanings if necessary

Write the verbs or phrases

- T asks Ss to write the verbs or phrases that areused with the words or phrases in the

conversation

- T asks Ss to work individually

- T plays the recording again if necessary

- T asks Ss to exchange the answers with their

- Answer the questions

* Expected answer:

- My responsibility in myfamily is…

- Listen carefully

II New lesson

+ Activity 1

7 Minutes

-Silent reading

- Work in pairs

- Compare the answers with a

- Listen then repeat the words/

- Read the words loudly

+ Activity 2

10 minutes

-Work individually

- Write correctly

partner - Exchange the answers with

* Expected answers

1 do /divide/ handle(household) chores

2 take out garbage

- Ask Ss to consolidate the main contents

2 minutes - T asks Ss to learn by heart the words and

phrases related to household chores and duties

IV Homework -Prepare for the next lesson : Unit 1: Language

E Experience (Teaching note)

Distributive period : 3

* Preparing date:

* Teaching date:

* Class:

Unit 1:Family life

Period:3 Lesson 2: Language

A Objectives:

+ - To teach STs to :

- teach Ss to pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context

- teach Ss the words and phrases related to household chores and duties

- teach Ss to use the present simple and the present continuous tense

+ - By the end of the lesson, STs will be able to

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

- Use the words and phrases related to household chores and duties

- Understand and use the present simple and the present continuous tense

* Skills: Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly

D Procedures:

* Expected answers

- I always take out garbage

- I sometimes shop forgroceries

………

-Perform

-Work individually

* Expected answers-1 f 2 e 3 a 4.h

5 b 6 g 7 d 8.c

- Read carefully

-Give answers-Work in pairs

-Listen and repeat

6 minutes - T asks Ss to make sentences using some words or

phrases:

1 do (household) chores 2 take out garbage

5 do heavy lifting 6 do washing-up

7 be responsible for household finances

- T corrects Ss’ answers and gives mark

II New lesson

1 Presentation 1 Vocabulary:

+ Activity 1 * Matching

8 minutes - T asks Ss to read the words and phrases in the box, then

discuss and find the meaning for each of them

- Ss work individually

- T asks students to compare the answers with a partner

- T asks some students to read the answers

- Checks and gives the correct answers:

+ Activity 2 * Adding more

7 minutes - T asks Ss to read the conversation again and get

information to do Task 2 individually

- Ss elicit more chores to add to the list

- Ask students to compare the answers with a partner

- Ask some students to read the answers

- Feedback

+ Activity 3 * Discussing

- T asks Ss to discuss two questions

7 minutes - Have Ss work in pairs to ask and answer the questions

- T encourages Ss to use the chores in the list in theiranswers

- T asks some pairs to ask and answer the questions

- T gives feedback

2 Presentation 2 Pronunciation

+ Activity 1 * Listen and repeat:

7 minutes - T plays the recording and asks Ss to listen then repeat the

words twice

- T asks some Ss to read the words

- T gives the meaning of the words if necessary T helps Ssdistinguish the three sound clusters

+ Activity 2

- T corrects Ss’ pronunciation

- T helps Ss with the pronunciation

* Listen and choose

- T asks to read the words in rows, paying attention to thedifference between the sound clusters

- T plays the recording and asks Ss to listen then circle theword they hear

- T asks Ss to work individually

- T asks Ss to exchange the answers with their partner

- T checks Ss’ answers by asking them to call out the letter(a, b or c) corresponding to the word they hear

- T asks Ss to read the text once and asks them to pay attention to the words / phrases such as every day, today, atthe moment, and asks them what verb forms are often used

in the sentences that have these words / phrases Ask them

to choose the correct verb form

- T asks Ss to exchange the answers with their partner

- T checks Ss’ answers and elicits from them the rules ofusing the present simple and the present continuous tense

- T gives feedback

- Ask Ss to consolidate the main contents

- Give feedback

T asks Ss to do exercise 2 page 8 at home

- Prepare for the next lesson

5 minutes

- Write down-Read carefully-Circle the word they hear-Ss exchange the answerswith their partners

1 b 2 b 3 c 4 a-Read the text again

-Exchange the answers withtheir partner

E Experience (Teaching note)

Distributive period : 4

* Preparing date:

*Teaching date:

Period :4 lesson:3: Reading

A Objectives:

+ - To teach Ss to read for general ideas and for specific information about Family life and answer the

questions

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

+ Read for general ideas and for specific information about Family life and answer the questions.

+ Understand more about home life and express their own ideas about home life.

+ Read for specific information about the benefits of sharing housework

B.Preparations

1 Teacher : Handouts, textbook, pieces of papers, cassette

2.Students: Textbook

C.Methods

- The whole lesson: Integrated, mainly communicative

* Skills: Skimming and scanning reading skills

D.Procedures:

6 minutes - T asks Ss to do exercise 2 page 8

1 does, is not cooking, is working

II New lesson

1 Activity 1 Task 1: - T asks Ss work in groups, look - Listen and work in group

8 minutes at the picture and answer the questions * Expected answers

- T asks Ss to call out the answers to “Yes, they are Because they do the

question 1 freely For question 2, ask a housework together/ Because all

representative of each group to give the members of the family share the

2 Activity 2 Task 2: - T asks Ss to read the three -Give answer

heading (a-c) first and asks them if they Key: c

7 minutes understand the meaning

- Ask Ss to read through the text once -Read the text carefullywithout stopping at words that they don’t

know the meaning of, and then ask them -Work in pairs

to work in pairs to decide on the best title

- Remind Ss that the title for the text is the Key: 1.a 2 b 3 b 4 b 5 a

one that gives the general idea of the -Work in pairswhole text

- Ask students to compare the answerswith a partner

- Check Ss’ answers and guide Ss to thecorrect choice if necessary by helpingthem eliminate the sentences that onlyabout one aspect of the text

- T corrects and gives marks

3 Activity 3 Task 3:

- Have Ss read the text again and

7 minutes underline the words sociable, vulnerable, -Give answers

critical, enormous and tent when they see

them in the text Then, ask Ss to work in pairs to choose the appropriate meaning for each word from the text

- Explain to Ss how to use context to guess the meaning of the unknown words

if necessary

- T gives feedback and marks

Task 4:

- T asks Ss to continue to work in pairs,

and find out what it refers to in each of the

sentences Let Ss read and understand the sentences before and after the one has the word in it to decide what it means Ss can use the elimination technique to get the right answer

- T Asks them to give answers

Task 5:

- Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need inorder to answer the questions It may help

if Ss can understand the key words in the questions

- Ask Ss to read the text again, and locatethe part of the text where they can get theanswer to each of the questions before they discuss the answers

- Check Ss’ answer by inviting a representative form each group to give theanswer to one of the questions If the Ss’

answer is incorrect, don’t give the right one at once, but try to elicit it form other Ss

- T corrects and gives marks

- Ask Ss to consolidate the main contents

- Give feedback

- T asks Ss to do task 6 page 9 at home

- Prepare for the next lesson

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

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

4 There is a positive atmosphere for the family.

A Objectives:

+ To teach Ss to talk about Family life.

- To teach Ss some words and phrases related to Family life.

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

+ Talk about their home life

+ Exchange opinion about household chores

+ Talk about household chores they often do

+ Express their opinions about the chores they like or dislike

- General knowledge: + Single-parent family: Gia đình chỉ có cha hoặc mẹ.

+ Extended family: Gia đình có nhiều thế hệ hoặc họ hàng sống chung.+ Nuclear family: Gia đình chỉ có cha, mẹ và con cái

B Preparations:

1.Teacher: Handouts, textbook and pieces of papers.

2 Students: Textbook

*Skill: Speaking skill

C Methods: - The whole lesson: Integrated, mainly communicative.

D Procedures:

I/ Warm up: * Checking

- T asks Ss to do the brainstorming

upHousehold

- Today we are going to study a lesson about home life and we will talk about our home life by expressing our opinions about the chores we like

II New lesson

1 Activity 1

Ask Ss work individually to write at least three household chores they like or dislike

And then give the reasons

Share the answers with the partners

Call some of them to present the answers orally

Likes

Dislikes

2 Activity 2

Ask Ss to look at the task 2

Let them some minutes to read the questions first and underline the key words

Ask Ss to work in pairs to match the questions with the answers

Call some of them to read out the questions and answers

Read the questions and underline key words

A: What household chores do you do everyday?

B: I do the laundry, wash the dishes, and sweep the

house I sometimes do the cooking when my mom

is busy

A: Which of the chores do you like doing most?

B: Well, I think I like sweeping the house A: What do you like about it?

B: It’s not too hard, and I like seeing the house

clean

A: Which of the chores do you dislike most?

B: Washing the dishes because I often break things

Give comment or pronunciation correction if

* Expected answers

1 c 2 a 3 d 4 b

- Read loudly

- Practice

Name of chore Reasons

Feeding the cats and dogs

Love animals

Do the groceries Like shoppingTaking out the

garbage

It is not too hard

Name of chore Reasons

and quite hardWashing the dishes Often break

thingsLooking after the

baby

Waste time, betired

Practise in pairs about their own chores at home

Present orally in pairs

Example:

A: What household chores do you do everyday?

B: I ………

A: Which of the chores do you like doing most?

B: Well, I think I like ………

A: What do you like about it?

- Prepare for the next lesson

- Lisenning before coming to class

+ To teach Ss to listen a programme about the roles of family members.

- To teach Ss about Family life

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

+ Develop the listening skills for details and for specific details

+ Talk about Family life.

+ Listen to a programme about the roles of family members

+ Listen the monologue and do the true or false exercise and do the gap – filling exercise

B Preparations:

1 Teacher: Handouts, textbook, pieces of papers and cassette.

2 Students: Textbook

*Skill: Listening skill

C Methods: - The whole lesson: Integrated, mainly communicative.

- Ask Ss to answer some questions:

1 How does your family share thehousehold chores?

2 Is your mother a homemaker?

3 Is your father a breadwinner?

4 Do you think that both parents nowwork to contribute the family finances?

- Introduce the content of the listening that they are going to listen

Today we are going to listen a programme about the roles of family members

2 Activity 2

Ask Ss to look at the sentences in task 2 and guest which is true or which is false

Play the tape first time

At the first time ask Ss to give the answer if they can

Read the text second time

Ask Ss to give the evidence

Listen the answers then give comment

In the third listening teacher check theunderstand of Ss

Call some of them to give answers

Give comment

- T corrects and gives marks

3 Activity 3

Have Ss work in pairs to match the words/

phrases with its appropriate meaningAsk them to guess the part of speech of the word given

Part of speech Balance (n) Nurture (v)Equally shared parentingTraditional (a)

-Answer some questions

* Expected answers ( vary )

Give commentsGives marks

+Activity 4 4 Activity 4

Ask Ss to look at the key words1/ How has the role of men in the familychanged?

2/ How have men’s and women’s rolesbecome alike?

3 What is the result of equally shared

Play the tape first time

At the first time ask Ss to give the answer ifthey can

Read the text second time

Ask Ss to give the evidence -Listen the answers then give commentListen the answers then give comment

In the third listening teacher check the * Expected answers

Call some of them to give answers in the family, and they get more

involved in housework and parenting.

2 Both are responsible for family finances, homemaking and parenting 3.The families become happier and the divorce rate among them is the lowest

-ListenGive comment

-Perform

III.Consolidation - Ask Ss to consolidate the main contents

2 minutes - Give feedback

-Do as requested

- T asks Ss to write the dialogue in thenotebook

4 Homework - Prepare for the next lesson - Do at home

E Experiences (Teaching note)

………

………

Distributive period : 7

* Preparing date

* Teaching date:

Class:

Unit 1:Family life

Lesson 6 :Writing

A Objectives:

+ To teach Ss to write a paragraph about family chores

- To teach Ss some words and structures related to Family life.

+ By the end of the lesson, STs will be able to :

+ Know how to write a paragraph about family chores

+ Write about how each member of their family contributes to doing housework

+ Develop the writing skills in general Build up vocabulary supported for writing

B Preparations

1 Teacher :Handouts, textbook and pieces of papers.

2.Students: Textbook

C Methods

- The whole lesson: Integrated, mainly communicative

* Skills: Writing skills

D Procedures:

I/ Warm up: * Checking

- Collect some homework books to mark writing.

- Give marks.

- Give comments and lead in the lesson

Today we are going to study how to write a paragraph about family chores

“Many hands make light work”

Activity 1

- Ask Ss to work in pairs to discuss the meaning

of saying

- Call some of them to tell the answers

- Ss present the answer

- Give comment.

Activity 2

Ask Ss to read the text

In pairs complete the chore chart

Call some of them to tell class

- Ss present in class

HOUSEHOLD CHORE CHART

-Listen and copy

If all family members contribute to

- Read the text carefully

DAD Mending things , cleaning the

bathroomMUM Do most of the cooking and

groceries shopping

+ Activity 3

4 minutes

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 withsister)

-Tell form of the writing

-Listen

* Expected form

a Introduction:

+ The members of the family

(I live in a family of four: … / There are four people in my family: ……… /

b Body Describe each member’s duties? Structures:

(I love sharing the household chores with all members of my family as

AN Helping mum prepare meals

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

- Call some students to tell the form of writing aparagraph about how people in the family sharehousehold work

A paragraph about how people in the family

share household work.

Activity 3

- Read the text and answer

HOUSEHOLD CHORE CHART

Call him/her write the writing on the board, and the rest of students write in their notebook

(Time limited is 10 minutes)Check the writing on the board

Collect the writing to give marks

- Ask Ss to consolidate the main contents

- Ask Ss to tell class how to write a paragraphabout how people in your family share householdwork

- Give feedback

- T asks Ss to write the dialogue in the notebook

- Prepare for the next lesson Unit 1:

Communication and culture

3 they split the house equally

4 para 3 and 4

6 everyone can have some time to relax

-Do as requested

-2 student write on board-Other write in their notebooks

Unit 1:Family life

Lesson 7:Communication and culture

A Objectives:

- To teach Ss have more chances to practise speaking and further skill development

- To teach Ss some more freedom

DAD Doing the heavy lifting

Sometimes prepare dinnerMUM Do most of the cooking

and groceries shopping

My older sister

Help my mum cook lunch and dinner

Doing the laundry Water the houseplants

Me Taking out the rubbish

Lay the table for mealsFeed the cat and dogs

+ By the end of the lesson, STs will be able to :

+ talk about how the activities , benifits , the parts, systems of the body

+ build’s Ss’ speaking ability by using group discussion

B Preparations

1.Teacher : Handouts, textbook and pieces of papers

2.Students: Textbook

C Methods

- The whole lesson: Integrated, mainly communicative

* Skills: Speaking and reading and writing skills

- Give comments and lead in the lesson

We will study a lesson about the sharing household chores in the family and we also study knowledge of family fife in different cultures (Viet Nam and Singapore)

1 Communication: Discussion: Who does what in your family?

Activity 1:

- Ask Ss to work in pairs to describe

- Call some of them to tell the answers

- T corrects and gives marks Activity 2:

- Tell Ss that they are going to listen to a TVtalk show and will have to find out who saidwhat in the show

- Ask Ss to read the statements (a-g) and makesure that they understand all of them

- T explains some words or phrases ifnecessary

- Play the record Have Ss listen and do theactivity

- Feedback

Activity 3:

- Ask Ss to work in groups of four to discuss the questions

- Tell Ss to refer back to the ideas in Activity 2

to answer the questions, but they can also

ironing….)

-Listen-Listen

express their opinions freely.

- Call some groups to report their group’sopinions to the class

Culture:

Activity 1:

- Ask Ss to work in pairs One reads the text about family life in Singapore and the other reads the text about family life in Viet Nam, then each writes down his/ her answers to thequestions about his / her text

- Help Ss with some vocabulary

- Ask some Ss to present their answers

Nam, husband and wife should have

a similar role They should share housework, parenting, homemaking, financial burden In our family, our parents share all the work and we are happy with that.

-Work in pairs

*Definition:

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

-Do as requested-Do at home

E Experiences (Teaching note)

………

………

Distributive period : 9

* Preparing date:………

* Teaching date: ………

* Class:

Unit 1:Family life

Lesson 8:Looking back and project

A Objectives:

kr / in isolation and in context

- To teach Ss to do the tense exercises (the present simple and the present continuous tense)

- By the end of the lesson Ss are able to:

+ Exchange opinions about the household chores

+ Use words and phrases related to topic Family life

+ Pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /

+ Use the present simple and the present continuous tense

B Preparations

1.Teacher : Handouts, textbook, pieces of papers, cassette.

2.Students: Textbook

C Methods

- The whole lesson: Integrated, mainly communicative

* Skills: Totall of 4 skills - Lisenning , speeaking , reading and writing skills

D Procedures:

* Checking

I/ Warm up: - Collect some homework books to mark writing -Do as requested

- Give comments and lead in the lesson

- Today we will exchange opinions about the -Listen carefully

household chores, use words and phrases related

to topic Family life, Pronounce cluster sounds /tr/ , /br/ , / kr

II New lesson We also use the present simple and the present - Listen

continuous tense to do exercises.

Pronunciation:

- Introduce the task and play the recording

- T asks Ss to underline the words having cluster

1 Presentation 1 sounds /tr/ , /br/ ,

+Activity 1 / kr /

Vocabulary:

Activity 1: What chores are the people doing? - Work in pairs

- Have Ss work in pairs to write the name of chore

- Check Ss’ answers by asking them to write the 1 cooking

names of chores on the board next to the number 2 shopping for groceries

clothes 4 taking out the rubbish

5 cleaning the toilet

6 washing up

7 ironing

Activity 2: Use the words/ phrases in the box in - Work individuallytheir correct form to complete the text * Expected answers

- Tell Ss to read the text carefully, using the 1 does the cooking

context clues to decide which word / phrase can be 2 shops for groceries

used to complete each gap in the text 3 does the heavy lifting

- Check Ss’ answers and provide correction if 4 laundry

7 sweeping the house

Give feedback.

- T asks Ss to learn the structures and vocabulary

- Prepare for the next lesson

9 does the washing-up

A Thank you for your answers

B You are welcome!

Unit 2: YOUR BODY AND YOU

Lesson 1: GETTING STARTED

A Objectives:

- To teach Ss to listen and read a conversation about Your body and you and do tasks:

- Listen and repeat and questions and answers

- To teach some lexical items related to the topic Your body and you.

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

+ Use some lexical items related to the topic parts of the body

+ Make simple dialogues using the given expressions

B Preparations:

1 Teacher: Handouts, textbook, pieces of papers and cassette.

2 Students: Textbook

C Methods: - The whole lesson: Integrated, mainly communicative.

* Skills: - Reading for gist and for specific information.

- Skimming and scanning reading

D Procedures:

Time/Stages Teacher’s activities Students’ activities

I Warm up - Ask students to keep book close and remember

5 minutes names of the body

- Students listen to the teacher and point at the parts -Pay attention to the teacher.

of their body when they hear the words related topart of the body

ex: nose, eyes, ear, arm, hand, leg, finger

- Lead in: We’re going to learn about ………

II New lesson An apple a Day

1 Presentation 1

7 minutes

+ Activity 1 Task 1:

This task leads students in and Ss work individually

to arouse interest in the topic of the unit Tell Ss not

to worry bout the new words or grammar points Thenew items will be dealt with later on

Look at Task 1Don’t care about unfamiliar words

1 acupuncture / ækjupˈ ʌŋkt ə(r)/ (n): châm cứuʃ

2 ailment / e lmənt/ (n): bệnh tậtˈ ɪ

3 allergy / ælˈ əd i/ (n): dị ứngʒ

4 boost /bu st/ (v): đẩy mạnhː

5 cancer / kæns ˈ ə(r)/ (n): ung thư

6 circulatory / sˌ ɜːkjə le təri/ (a): thuộc về tuần hoànˈ ɪ

- Play the disk and ask students to listen

- Students read the dialogue

+ Activity 2 Task 2:

This task focuses on comprehension Work in pairs and practice

- Ask students to practise asking and answering thequestions

- Let them report the answers and check if they haveany difficulty in understanding the conversation

Report the answers Answers mayvary

Suggestions:

- Walk round and help them

- Ask some students to stand up to talk again condition, stronger resistance to illness, etc.

2 Lose weight, build healthy bones,and prevent diseases like cancer

3 Memory or (the) brain

helps them improve the recognition of consonantclusters in focus Tell Ss to listen and repeat thewords.

- Play the tape

- Ss listen and circle the words they hear

+ prevent disease bones weight

- 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)

brain (n)lungs (n)

Task 4:

- Ask Ss to work individually, in pairs or in groups

to report on a time when laughter was the bestmedicine for them T can assist by giving a list ofprompts including occasions like an embarrassingsituation, feeling stressful, tired or sick, etc…

- Summarize the main points of the lesson

- Ask students to write a passage about their daily routine (50 words)

- Prepare for the next les

-Listen and repeat the words

Noun

- 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.

B Preparations:

1.Teacher: Handouts, textbook, pieces of papers, cassette.

2 Students: Textbook

C Methods: - The whole lesson: Integrated, mainly communicative.

* Skills: listen and pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context

- 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 going to learn about

- Ss work in pairs, practise saying the names

- 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

Task 2:

- Ask Ss to listen and practise reading thesentences aloud Teacher may model first ifnecessary the draw Ss’ attention to theconsonant clusters in focus Ask Ss to practisethe sentences a few times

Grammar: a Will and be going to

Listen carefully

- Look at the pictures

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

Digestive system – d Nervous system – a Respiratory system – b Classify the wordsKey:

Circulatory system : heart, blood,pump

Skeletal system: spine, bone, skull Digestive system: stomach, intestineNervous system: brain, nerves, thinking

Respiratory system: breath, air, lung

Listen and repeat the words Read aloud

- Ask Ss to read about the usage of will and

going to and make some examples of theirown

+ “Will” can be used to express:

1 promises

2 offers and requests for help

3 refusals of things

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 whennecessary

Task 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

Task 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 infront of the sentence if it is appropriate, put across if it isn’t

- Ss read the sentences Put a tick in front ofthe sentence if it is appropriate, put a cross if

it isn’t Give some explanations for theirchoice if they can

Task 4:

- This task encourages Ss to use the itemsnewly 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

The passive

- Tell Ss to read about the usage of thepassive voice Teacher can provide someexplanations if necessary to help Ssunderstand the rules

1 Is consumed by the brain

2 Are damaged (extensively)

3 Is made up of around

7,000,….,000 (27 zeros)atoms (octillion)

4 Is pump through our body

everyday (by the heart)

5 Are used to smile, to frown

6 Are estimated to live on one

square inch of our skin7.Are produced by humans only

III.Consolidation - Ask Ss to consolidate the main contents Do as requested

2 minutes - Give feedback

- T asks Ss to do exercises again at home

IV Homework

1 minute - Prepare for the next lesson Do at home

- Summarize the main points of the lesson

- Ask students to write a passage about theirdaily routine (50 words)

- Prepare for the next les

Experiences (Teaching note)

+ - To teach Ss to read for general ideas and for specific information about your body and you and

answer the questions

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

+ Read for general ideas and for specific information about your body and you and answer the questions.

+ Understand more about the topic

+ Read for specific information about the advantages and đisadvantages of your body and you

- To teach Ss to have the method to do exercises of reading

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

B Preparations:

1.Teacher: Handouts, textbook, pieces of papers, cassette.

2 Students: Textbook

C Methods: - The whole lesson: Integrated, mainly communicative.

* Skills: Skimming and scanning reading skills

D Procedures:

Time/Stages Teacher’s activities Students’ activities

1 Warm up - Lead in: Inform the class of the lesson

objectives: Skimming (glancing over a text for

6 minutes a general overview) and scanning (quickly

looking at a text for specific information) the - Listen to teachertext for the main idea and specific information

Ask the class to recall what skimming andscanning are

2.New lesson

(36minutes)

+Activity 1 Task 1:

8 minutes - Have students look at the picture and read the

title of the text- ACUPUNCTURE- and talk

- Look at the picture and read thetitle

- Talk in front of the class

- Listen to teacher

- Work in pairs or groups

- Read the text quickly

Key:

1.ailments 2 Ease3.acupoints 4 Precaution5.alternative 6.treatment7.evidence 8.promote

Suggested answers:

1.Promoting harmony between

humans and the world around them and a balance between yin and yang.2.It is believed to promote the body’s natural healing capabilities and enhance its functions

3.There are more than 2000nowadays

4.They are soreness, slight bleeding

or discomfort

5.Those who have electrical or electronic medical devices insidethem

Acupuncture is considered as a reliable alternative to modern medicine

about what they may already know aboutacupuncture

- Select some Ss who know about the practice

to speak to the class using their backgroundknowledge

- If no Ss about the practice, teacher will give abrief description

+Activity 2 Task 2:

10 minutes The purpose of this task is to further involve

the Ss in the subject of the reading

- Ask students to read the passage In pairs, or

in groups choose the three most things theylearn about acupuncture

- Ss work pairs, or in groups to discuss whatthey want to know about acupuncture fromthen decide on at least three things they want

to have more information about

- Ss report their list and compare with others’

- Students read the text quickly and pick outwords or phrases

+Activity 3 The purpose of this task is the Ss’ thorough

8 minutes comprehension of the reading text

- Allow students to read the text again in depth

to find necessary information to give answers

to the questions

- Ss work individually to answers thequestions

+Activity 4 The purpose of this task is to allow Ss to dig

10 minutes deeper into their background knowledge using

the reading as a model and a source ofinformation and then develop writing orspeaking as a post-reading activities

- Elicit Ss’ knowledge in the field of medical treatments These can be traditional ormodern

non Ss work in pairs or in groups to exchangeinformation After sharing information, Ssreport to the class

- Two students present the report

III Consolidation

- Summarize the main points of the lesson.

- Prepare for the next lesson

Experiences (Teaching note)

Distributive period: 13

Preparing date:………

Teaching date:………

Class:

UNIT 2: YOUR BODY AND

SKILL

A Objectives:

+ To teach Ss to talk about how to get rid of bad habits

- To teach Ss some words and phrases related to Family life.

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

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

- Understand and know about some bad habits and how to get rid of those ones

- Language: Present simple

- New words: words related to good and bad habits

B Preparations:

1 Teacher: Handouts, textbook, pieces of papers.

2 Students: Textbook

C Methods: - The whole lesson: Integrated, mainly communicative.

*Skill: Speaking skills

D Procedures:

Time/Stages Teacher’s activities Students’ activities

- 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

Listen carefully

Think of the habits and name them

- Decide

- Explain Suggested answers:

Good habits:/ Being thankful

Never giving up/ Keeping a routineSaving money /Doing regular exercise

Reading regularly /Bad habits:

Leaving things until the last minute Watching TV all day / Litteringrectification if needed

- Example:

To stop litteringObserve rules and regulations

Refrain from throwing rubbish where you like

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

Work in groups as required

Do as requested Summarize at home

+Activity 2 Task 2:

10 minutes The purpose of this task is to allow Ss to

have some insight into habits and how tokick a bad one Ss will develop theirconfidence in speaking by giving personalopinions on relevant topics

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

to support their ideas

+Activity 3 Task 3:

10 minutes The purpose of this task is to assist Ss’

speaking by using relevant information

- Ss read the text quickly and choose thethings they think they can or can’t follow

Then Ss explain their decision to the class

- Ss read the phrase in the “watch out: boxand try to come to a conclusion on themeaning of the idiom

+Activity 4 Task 4:

10 minutes The purpose of this task is for Ss to develop

their ability in free speaking by applyingadvice to kicking a bad habit

- Ss work in pairs or in groups to choose onebad habit, then make a list of “do’s” and

“don’ts in order to kick that habit

- Ss share their lists with each other andreport to the class

III Consolidation - Ask Ss to consolidate the main contents

2 minutes - Give feedback

IV Homework - Summarize the main points of the lesson

1 minute - Prepare for the next lesson

Experiences (Teaching note)

Distributive period: 14

Preparing date:………

Teaching date:………

Class:

UNIT 2: YOUR BODY AND

SKILL

A Objectives:

- to understand about a healthy diet

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

- write about a healthy diet and improve listening skill

- learn how to choose a healthy diet

- Language: Present simple

- New words: Words related to diet.

B Preparations:

1 Teacher: Handouts, textbook, pieces of papers, cassette.

2 Students: Textbook

C Methods: - The whole lesson: Integrated, mainly communicative.

* Skills: Listening for specific information and deciding on True or False statements

The purpose of the task is to engage Ss in the lesson

by eliciting their personal eating habits

- Ask Ss to answer the questions:

+ What do you usually have for lunch or dinner?

+ Do you care about the nutritional value of the things you eat?

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

- Play the tape

- Allow Ss to listen one more time if necessary to build up Ss confidence in their listening capability

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

Perform

- Students may know somebasic information about what they have to do

- Feel free to talk-Guess the content of the listening part

8 minutes Task 3: True-false

The purpose of the task is to check Ss’

comprehension

- Have students read the sentences carefully

- Play the recording again and ask students to listenand decide whether the statements are true or false

- Call on Ss to check their answers

- Ss read the sentences carefully

- Listen to the tape again and decide the statements

+Activity 4 that are true or false then explain them

+Activity 5 - Ss write the sentences to describe the plate they have

6 minutes drawn in task 4

Task 5:

The purpose of the task is to swap up the listeningwith an expansion to writing using the knowledge andinformation Ss have just learnt

- Listen to the teacher and write down homework

III.Consolidation - Ask Ss to consolidate the main contents

2 minutes - Give feedback

IV Homework - Summarize the main points of the lesson

1 minute - Prepare for the next lesson

Experiences (Teaching note)

- Ss can write to give advice on things to eat for special occasions

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

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

- learn how to choose a healthy diet

- Language: Present simple

- New words: Words related to diet

3 Skills: Writing

B Preparations:

- Teacher: Handouts, textbook, pieces of papers.

- Students: Textbook

C Methods: - The whole lesson: Integrated, mainly communicative.

* Skills: writing skills

D Procedures:

Time/Stages Teacher’s activities Students’ activities

1 Warm up - Lead in: Inform the class of the lesson objectives:

writing about what to eat and not to eat

Task 2:

The purpose of this task is to have Ss brainstorm and produce a list of food that may give them:

- Ss work individually to built a list as instructed

- allergies - bad breath - stress

- sleeplessness - sleepiness-Give brief explanations or provide meanings of the difficult words to help students when necessary to save time for other activities

- ask students to quickly read the facts about the foods provided Allow students to use a dictionary orask teacher for help, if necessary

Task 3:

The purpose of this task is to build up Ss ability whenwriting a letter requesting help using the givenmodel

- Ask Ss to read the letters from the readers and may analyse the problems and the writing styles

- Ask students to work in pairs or groups to select aproblem and write a similar request-or-help letter

II New lesson

15 minutes

- Provide support and comments when necessary and decide if students have met the objective of the activity Select one or two of the best writings

to show the class

- Ask students to choose one request from those

provided or from those they produced in the previousactivity to write a reply using the model

Provide help and support, if necessary

- Ask Ss to consolidate the main contents

- Give feedback

- Summarize the main points of the lesson

Prepare for the next lesson

Problems:

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

- Reply Scott’s letter

SummarizePrepare for the next lesson athome

Experiences (Teaching note)

- Ss can get knowledge of some health traditional beliefs and practices in Viet Nam and Indonesia

.By the end of the lesson, students will be able to

B Preparations:

1 Teacher: Handouts, textbook, pieces of papers.

2 Students: Textbook

C Methods: - The whole lesson: Integrated, mainly communicative.

* Skills: Speaking and reading skills

- Give comments and lead in the lesson

1 Communication: Discussion: Which parts/ systems

of the body does each activity possibly benefit?

Activity 1:

- Ask Ss to practice speaking

- Explain to students that they need to look at the pictures and link them with the previous parts of theunit To give students more freedom, allow them to choose other pictures of the same theme not

provided in the section to exploit other speaking possibilities

- 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

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

- T provides Ss with some words or phrases ifnecessary

- Feedback

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 tothe class and give reasons for their choices

Activity 1:

- Ask Ss to read about health practices and belies in thetwo countries and note the similarities and differences

- Give explanations, if necessary

- Help Ss with some vocabulary

Do as instructed

Look at the pictures and talk

- Work in pairs or groups anddiscuss the activities in Activity 1

- Other may take part in the debate if they have any newideas

- Work in pairs or groups

- Do as required

- Ask some Ss to present their answers.

- Feedback

Activity 2:

- Ask Ss to work with a partner to discuss the similarities and differences in traditional health beliefsand practices in the two countries

- Support students by providing structures orvocabulary, when needed

Activity 3:

- Ask Ss to use the information from their readinghomework 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

- Ask Ss to consolidate the main contents

- Give feedback

- T asks Ss to learn the structures and vocabulary

- Prepare for the next lesson

- Work in pairs or groups

Lesson 8: LOOKING BACK AND PROJECT

- Ss can improve their listening and speaking skills

- Ss can speak practice through doing a survey

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

- Ss use words and phrases related to topic “Your body and you”

- Ss can pronounce and recognize the words cluster sounds /pr/ , /pl/ , / gr / and /gl/

- Ss use be going to, the simple future tense and the passive voice

B Preparations:

1 Teacher: Handouts, textbook, pieces of papers, cassette.

2 Students: Textbook

C Methods: - The whole lesson: Integrated, mainly communicative.

* Skills: Totall of 4 skills - Lisenning , speeaking , reading and writing skills

D Procedures:

Time/Stages Teacher’s activities Students’ activities

- Introduce the task and play the recording

- T asks Ss to underline the words having

/gl/.

- Call on some Ss to read the sentences

Vocabulary:

Complete the following sentences with a word

or phrase about the body

- Have Ss work in pairs to write the name

of chore under each picture

- Check Ss’ answers by asking them to writethe names of chores on the board next to thenumber of the picture

Grammar:

Activity 1:

- Ask Ss to work in pairs to underline the part in italics that is appropriate in the following sentences

- Have Ss use the information to write a report

- T goes around and helps Ss with the newwords or structures

- Call some groups to report the results to the class

- T listens and makes comments

- Ask Ss to consolidate the main contents

- Give feedback

- Go to the board and talk

Listen to the teacher

Ss readKey:

2 are broken down and converted

3 is going 4 are stimulated