Help them to understand the questions if necessary - Get Ss to look at the options and predict the answers based on the answer options given and Ss’ background knowledge - Set a time lim[r]
Trang 1Date of preparation:
INTRODUCING THE PROGRAMS OF ENGLISH 10
Objectives: By the end of the lesson, Ss are able to:
- know about the English book grade 10 in general (Including themes, tests, lessons etc )
- know how to do an oral test, a fifteen - minute tests and a written test
- know some requires to study well English
- have the opportunities to develop their oral fluency
Teaching aids:
- Handouts, textbook, sub boards and colored chalks
C Methods: - The whole lesson: Integrated, mainly communicative.
PROCEDURE
I Warm-up: 9 minutes
* 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:
1 Presentation 1:
A Content: Including six topics
- T introduces the topics
1 Family life 2 Your body and you 3 Music
4 For better community 5 Inventions
B The design of each unit in textbook:
1 Getting started: Introducing the overall topic of the unit
2 Language: Learning vocabulary, grammar and pronunciation
3 Reading: Developing reading skills and providing Ss with language and ideas about the topic
4 Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge
5 Listening: Developing listening skills
6.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
Trang 2- Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation
- After 2 units, Ss have one period for test themselves It helps them test themselves about what they’ve learnt
2 Presentation 2:
C Tests:
1- Checking frequency knowledge for the previous lesson
2- Fifteen minutes test (3 times for each semester)
3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
D The new point in learning English 10
- Communicative method /approach
- Task - based method /teaching
- The book is designed with 4 skills
- Complete and various tests
- Learner - centered approach
E Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it has
- Introduce some more information
- There are 5 topics including: Family life ,Your body and you , Music, For better communityand Inventions
- There are 8 periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back
F Some requires of students
- Read the lesson before studying in class
- Do all exercises at home
- It is good to find the meaning and the pronunciation of the 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
- Prepare the new words in Unit 1: Family life
Lesson1: Getting started
Date of preparation:
Unit 1: FAMILY LIFE
PERIOD: 02 GETTING STARTED
Trang 3Objectives: By the end of the lesson, Ss are able to:
- have general ideas about household chores and roles of each member in family
- 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
Lexical items:
Skills: reading, speaking and listening
Teaching aids: cassette player, pictures, posters
PROCEDURE
I Warm up : 5mins
T: Ask Ss if they often do housework and what housework each member of their
family does Then ask them to look at the pictures and guess what they show
T: Ask Ss questions about the pictures:
E.g - Who are the people in the pictures?
- What are they doing?
II Listen and read:- Task 1-p.06- 7 mins
- T plays the recording and asks Ss to listen and
pay attention to the text to understand the
content
- Ss listen and read along silently
III Decide whether the sentences are true, false or not given- Task 2:(P.7)- 13 mins
- T asks Ss to read the passage again and get information to do Task 2 in pairs
- Ask students to compare the answers with a partner
- Ask some students to read the answers
- Checks and gives the correct answers:
Keys:
1 F 2 NG 3 F 4 T 5 T 6 NG
IV Listen and repeat: TASK 3 (P.7)- 7 mins
- T plays the recording and asks Ss to listen then repeat the words/ phrases twice
- T asks some Ss to read the words
- T corrects Ss’ pronunciation
- T explains the meanings if necessary
household chores - household finances -heavy lifting -laundry
T: - Ask Ss to read the dialogue again and underline the words or phrases which they have just listened to
V Collocations: Write the verbs or phrases - Task 4 (P.7)- 10 mins
- T asks Ss to write the verbs or phrases that are used with the words or phrases in the
conversation
- T asks Ss to work individually
- T plays the recording again if necessary
Trang 4- T asks Ss to exchange the answers with their partner.
- T gives feedback
1 do /divide/ handle (household) chores 2 take out garbage
3 do laundry 4 shop for groceries
5 do heavy lifting 6 do washing-up
7 be responsible for household finances
T: Tell Ss to refer back to the conversation to find the verbs/verb phrases that go with the words/phrases in the conversation Play the recording again if necessary Ask Ss to pay attention towords that are often used together (collocations) then ask them to give some examples
VI Consolidation - 2 minutes
- Ask Ss to consolidate the main contents
- Give feedback
VII Homework
T asks Ss to learn by heart the words and phrases related to household chores and duties
- Prepare for the next lesson
Date of preparation:
Unit 1: FAMILY LIFE PERIOD: 03 LANGUAGE
Trang 5Objectives: By the end of the lesson, Ss are able to:
- distinguish three consonant clusters, i.e /tr/, /br/ and /kr/
- know and use words to talk about household chores and duties in the family
- review the present simple and present progressive
Lexical items: chore, homemaker, breadwinner, laundry, split
Teaching aids: pictures ,handouts, cassette.
PROCEDURE
I Warm up: Slap the board 5 mins
T: Write some minimal groups of three consonant clusters /tr/, /br/ and /kr/
on the b.b, randomly
trash crane brew train
crash brain
brash crew true
Ss: Work in groups, take turns running to the board and slap the word pronounced by the teacher
II Pronunciation:
1 Task 1: Listen and repeat: 5 mins
- 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 Ss distinguish the three sound clusters
- T corrects Ss’ pronunciation
- T helps Ss with the pronunciation
2 Task 2: Listen and choose: 4 mins
- T asks to read the words in rows, paying attention to the difference between the sound clusters
- T plays the recording and asks Ss to listen then circle the word 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
1 b 2 b 3 c 4 a
III Vocabulary:
1 Task 1: Matching- 8 mins
- 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:
1 f 2 e 3 a 4 h
5 b 6 g 7 d 8 c
2 Task 2: Adding more- 7 mins
- 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
Trang 6- Ask some students to read the answers.
- Feedback
3 Task 3: Discussing - 7 mins
- T asks Ss to discuss two questions
- Have Ss work in pairs to ask and answer the questions
- T encourages Ss to use the chores in the list in their answers
- T asks some pairs to ask and answer the questions
- T gives feedback
IV Grammar
Task 1:
- T asks Ss to read the text once and asks them to pay attention to the words / phrases such as
every day, today, at the 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 of using the present simple and the present continuous tense
- T gives feedback
* Key: 1 does 2 cooks 3 cleans 4 is watching
5 is doing 6 is doing 7 is tidying up 8 is trying
V Consolidation - 2 minutes .
- Ask Ss to consolidate the main contents
- Give feedback
VI Homework: 1 min
- T asks Ss to do exercise 2 page 8 at home
- Prepare for the next lesson
Date of preparation:
Unit 1: FAMILY LIFE
PERIOD: 04 READING
Objectives: By the end of the lesson, Ss are able to:
- Understand the text about roles in the family
- Enrich their vocabulary by guessing meaning in context
- Scan the text for details and answer the questions
Trang 7- Understand more about home life and express their own ideas about home life.
- Read for specific information about the benefits of sharing housework
Lexical items: sociable, contribute, vulnerable, critical
Teaching aids: Textbook
PROCEDURE
I WARM-UP: 5 mins Miming
T: - Arrange Ss to work in two groups, A and B.
- Ask for a volunteer to the front of the class Show him/her some phrases about household chores, one at a time, and tell him to mime
- Tell the groups to look at their friend and guess what he/she is doing A correct answer will earn the group one point The group with more points wins the game
The list of chores used in the miming:
- cleaning windows - washing dishes - cooking meals - vacuuming
- washing clothes - ironing - watering plants
II PRE- READING: 10 mins
T: - Have Ss work in groups of four, look at the picture in their book and answer the questions:
a What are the people in the picture doing?
b Do you think they are happy?
Why/Why not?
T: - Call on some groups to give their answers.
- Give feedback and comments
ª Vocabulary
Teach these words through elicitation or explanation.
- sociable (adj): enjoying spending time with other people
T: - Draw Ss’ attention to the pronunciation of these words
ª Checking vocabulary: ROR
T: - Rub out the words, one at a time and ask Ss to read out all the words again Continue till
all the words are rubbed out and Ss can read out from memory
III WHILE-READING
ACTIVITY 1: 5 mins
T: - Ask Ss to read the text and decide which of the following is the best title for it.
a Doing housework is good for children
b Husbands who share housework make their
wives happy
c Sharing housework makes the family happier
- Have Ss give their answers
- Give feedback
* Suggested answer: c
ACTIVITY 2: 10 mins
ª A (Task 3, p.9)
Trang 8- Have Ss read the text again and underline the words sociable, vulnerable, 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
Key: 1.a 2 b 3 b 4 b 5 a
ª B (Task 4, p.9)
- 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
Key: a c b b
ACTIVITY 3: 5 mins
T: - Ask Ss to read the questions first to make sure they understand what information they need
to answer the questions
-Tell Ss to work with a partner, asking and answering the questions
- Call on some pairs to ask and answer the questions
- Check with the whole class
* Suggested answers :
1 They do better at school, become more sociable, and have better relationships with their teachers and friends.
2 Because it shows that they care about their wives and that makes their wives happy.
3 They may fall ill easily or may think about divorce.
4 There is a positive atmosphere for the family.
IV POST- READING: 9 mins
Discussion
T: - Arrange Ss to work in groups of four.
- Tell Ss to discuss and share ideas on the following
questions
1 Do you have any problem sharing housework?
2 What benefits do you get when sharing
housework?
- Tell Ss they can use prompts:
Problems with - time - skill - attitude …
- Call on Ss to report the opinions of their groups to the rest of the class
- Invite the class to argue and give comments
- Give feedback and comments
V HOMEWORK: 2 min
- Ask Ss to read the text again and learn the new words.
Trang 9
Date of preparation: Unit 1: FAMILY LIFE
PERIOD: 05 SPEAKING
Objectives: By the end of the lesson, Ss are 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
Teaching aids: projector, speakers, handouts
PROCEDURE
I Warm-up: Kim’s Game – 5 mins
T: show the images of household chores on the screen for
30 seconds, and then hide them all
Ss: work in groups of 4 and try to list all 9 chores they
have just seen on the screen
T: have two fastest groups write their answers up on the
board Check the answers with the whole class
II Pre-speaking: Activity 1- 10 mins
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
Feeding the cats and dogs Love animals
Taking out the garbage It is not too hard
Dislikes
Trang 10Laundry Take much time and quite
hardWashing the dishes Often break things
Looking after the baby Waste time, be tired
III While- speaking
1 Activity 2- Matching and Practice: 15 mins
T: Have Ss work in pairs Ask them to read all the questions and underline the key words
in Anna’s column first, and then try to match the questions with their suitable answers in Mai’s column
Ss: do the task
T: check the answers with the whole class Ask them to take turns being Mai and Anna to
practice the conversation
Ss: work in pairs to practice
Read the questions and underline key words
1 ……… everyday?
2 ……… like doing ……… ?
3 What ……… like ……….?
4 ………… dislike doing …….?
Matching: Suggested answers 1 c 2 a 3 d 4 b
Call some of them to read the dialogue orally
Practise the dialogue
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 necessary
2 Activity 3: Your chores- 7 mins
T: ask Ss to work with a different partner to have a similar conversation about their own
chores
Ss: find another partner and begin their conversations
T: ask Ss to find out what chores their partner does, what chore(s) he / she likes or dislikes
the most and why Tell Ss to use the questions in part 2 and the ideas in part 1 to make their own conversations
Ss: report to the class what he / she has found about his / her partner (T can pick up 5 – 6
Ss to report)
IV Post – speaking: 7 mins Song
T: play the song DO YOUR CHORES and ask Ss to list all the chores they can hear in the
song
Ss: listen to the song and do their task, then compare their answers with a partner
T: deliver copies of the song to Ss and check the answers.
Trang 11Wife / Woman Husband / Man Woman
V Homework: 1 mins
- T asks Ss to write the dialogue in the notebook
- Prepare for the next lesson
- Ss write a paragraph (about 100 – 120 words) about their favorite chores
Date of preparation:
Unit 1: FAMILY LIFE PERIOD: 06 LISTENING
Objectives: By the end of the lesson, Ss are 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
Lexical items: Balance (n), Nurture (v), Equally shared parenting, Traditional (a),Solution
(n)
Teaching aids: cassette player, pictures, posters
PROCEDURE
I Warm up: Brain Storming- 5 mins
T: write down two words wife/woman - husband/man on b/b and ask Ss to make two word
webs about the roles of wife/woman and husband/man in the family
Ss: feel free to call out their answers
T: write down the words in the web Do heavy lifting Do the cooking
Trang 12II Pre-listening: 10 mins
T: - Let Ss work in pairs to match the word/phrase with its appropriate meaning
- Help Ss get the answers easily, ask them if they know the part of speech of the
word/phrase given, then choose the meaning
- Encourage Ss to guess the reasons for the changes Ask them to call out their guesses
- Write the reasons given by Ss on a corner of the board so that they can see if their guesses
are correct later, after that they listen to the recording
3 Part 2: True - False
T: - Tell Ss that they are going to listen to a family expert talking about how the roles of men
and women in families have changed
- Ask them to read all the statements and guess if they are true or false Make sure that Ss
understand all the
statements If there are new words to Ss, T can explain them or give
the Vietnamese equivalents to save time for other activities
III While- listening: 20 mins
1 Part 2: True - False
T: - Play the recording and let Ss do the exercise
- Check Ss' answers If many Ss in the class have incorrect answers,
play the recording again, stop
at the place where Ss can get the correct answers
(Audio script: Teacher’s book, p.23)
Key: 1T 2T 3T 4F 5F
T: Ask Ss to listen again and answer the question provided (p.11)
Key:
1.They are not the only breadwinner in the family, and they get more involved in
housework and parenting
2 Both are responsible for family finances, home-making/ housework, and parenting
3 The families become happier and the divorce rate amongst them is the lowest
IV Post – listening: 10 mins
T: Ask Ss to work in group of 4, talk about the changing roles in your family and which roles
you want to change in future Give the reasons why
V Homework:;
- Ss prepare for writing and do exercises in Workbook.
Breadwinner
Trang 13- Learn by heart new words
Date of preparation:
Unit 1: FAMILY LIFE
PERIOD: 07 WRITING
Objectives: By the end of the lesson, Ss are 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
Teaching aids: charts
PROCEDURE
I Warm-up: 5 MINS
- Tell Ss here is a very well-known proverb and ask them to write them in full
MANY MAKE WORK (Many hands make light work.)
- Ask Ss about the meaning of this proverb
- Ask Ss to work in pairs to discuss the meaning of saying
- Call some of them to tell the answers
- Ss present the answer
Trang 14Expected answer: Many hands make light work means that if many people share a piece of
work, it will become easier for everybody
If all family members contribute to housework, each won’t have to do much
- Give comment
* Lead in: 2 mins
- Elicit from Ss: What may happen if just one or two people in the family have to do all
the chores (They may be tried / They may not have time to relax…)
- Tell Ss that there are so many household chores people have to do in the house and
not many of them are interesting But when each member in the family is well aware of theirresponsibility and does their share of work, they will make their home a happy place to live in.Today, you’ll have a chance to tell your friends about how people in your family sharehousework in a piece of writing
II Pre-writing: 15 mins
1 Vocabulary
- split (v): divide or make sth divide into two or more parts (chia, chẻ, bửa, tách)
+ split sth (between sth/sb) (with sb)
Example: She split the money she won with her brother
- take up: chiếm; đảm nhận, nhận làm
Example: This table takes up too much room
She has taken up a job as a teacher
- take turns to do sth / in doing sth (thay phiên làm gì)
- burden (n): a duty, responsibility, etc that causes worry, difficulty or hard work (gánh nặng)
+ to bear/ carry/ ease/ reduce/ share the burden
2 Completing the chart
- Ask Ss to read the text about Lam’s family and complete the chore chart
- Ask Ss to compare answers with a partner
- Go over the answers with the class
Key:
HOUSEHOLD CHORE CHART
DAD Mending things , cleaning the bathroom
MUM Do most of the cooking and groceries shopping
LAM Doing the laundry, taking out the rubbish and cleaning
the fridge, laying the table for meals, sweeping the house
and feeding the cat (share with sister)
AN Helping mum prepare meals and washing the dishes,
laying the table for meals, sweeping the house and
feeding the cat (sharing with brother)
Trang 15(I live in a family of four: … / There are four people in my family: ……… / My family has …… )
+ How the household chores divide in general?
(All members of may family do the housework / My family share the household chore equally/
The benefits of sharing house hold chore or your feeling about your family
(I love sharing the household chores with all members of my family as ………)
III While- writing: Writing it up - 12 mins
- Tell Ss to work individually to write a short passage telling a friend about how people
in their family share the housework
- Tell Ss they can refer to the outline and the text as a sample
- Move around to give help with vocabulary and structure if necessary.
IV Post –writing: Peer correction- 10 mins
- When Ss have finished, call on two students to write their passages on the board
- Tell the class to read together and give corrections if necessary
V Homework: 1 mins
- Tell Ss to review the words and phrases used in the text in Task 2
- Do exercises 3 page 12
Date of preparation:
Unit 1: FAMILY LIFE
PERIOD: 08 COMMUNICATION AND CULTURE
Objectives: - By the end of the lesson, students will be able to:
+ Understand and read about inventions in Asian countries
+ Talk about family life in different cultures (Viet Nam and Singapore)
+ Discuss the sharing household chores in the family
+ Get knowledge of family life in different cultures (Viet Nam and Singapore)
Teaching aids: charts
PROCEDURE
I Part 1: Communication- 22 mins
1 Activity 1: Ask Ss to work in pairs or groups to discuss “Who does what in your family”,
then complete the table:
Guidelines
How many people, who the members are
How the family members share housework, what each of them does
What family members think of doing housework
How helpful the rules are
Trang 161, take out the rubbish
9, water the plants
10, feed the pets
XX
XXX
xx
xxxxxx
2 Activity 2: Ask Ss to work in pairs to describe the pictures (on page 13):
- What is the person in each picture doing?
The man: - cleaning the house, washing clothes, doing the
cooking
The woman: - doing the laundry, cleaning the house, the furniture,
doing the cooking, feeding the baby
washing clothes
- How do they look?
The man: happy because he helps his wife with the housework
The woman: unhappy, exhausted, too busy…
3 Activity 3: Listen to the TV table and find out who said what
+ Key: Mr Pham Hoang: c, e, g
Mr Nguyen Nam: a, f
Ms Mai Lan: b, d
+ Discussion: (group work) - Discuss the question
- Report the ideals of the group members to the class
II Part 2: Culture - 22 mins
1 Activity 1: - ask Ss about the number of their family members: How many people are there
in your family? Who are they?
Families : - parents + 2 children
- parents + grand parents + 2 children
- parents + more than 2 children
- ask Ss to have a look at the pictures at the end of the unit (page 15)
2 Activity 2: Ask Ss to read the texts about family life in the Singapore and in Vietnam then
complete the table:
1 What type of family is
popular in the country
2 Who take care of young
children when their parents are
Children or grand
Trang 171 2 3
3 Who looks after elderly
parents?
4 How do the parents
contribute to educating their
children?
Taking part in the activities
of Parents Support Group or Parents Teacher Association
childrenHelping their children with homework or giving them advice on behaviour
Discussion: the advantages and disadvantages of a two-generation (nuclear) family and three-generation (extended) family.
III Homework:
- T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson
IV Experience:
Date of preparation:
Unit 1: FAMILY LIFE
PERIOD: 09 LOOKING BACK & PROJECT
Objectives - 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
Teaching aids: pictures, CD
PROCEDURE
I Warm – up: 5 mins Noughts and Crosses: (Using 9 pictures from 2 to 10 on page 28):
Looking at the pictures and telling the class what he/she is doing
Trang 187 8 9
- Ss are divided into 2 teams to play the game
- Each team takes turn to choose the number and answer the question: What is he/she doing?
- The winner is the group which has 3 noughts or 3 crosses in a line
1 going shopping/shopping for groceries
2 doing the laundry/washing clothes
3 taking out the rubbish
4 ironing
5 feeding the cat/pets
6 cleaning the toilet
7 doing the washing up/washing the dishes
8 watering house plants/flowers
9 sweeping (the house)
- After the game, the teacher asks some Ss to write the names of chores on the board
II Vocabulary: 8 MINS
- Ss are asked to read the text carefully, using the context clues to decide which word or phrasecan be used to complete each gap in the text
- Remind Ss that they may have to change the form of the verbs before putting them in the gaps
- Checks Ss' answer and provide correction if necessary
Keys:
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 floor/house
8 lays the table
9 does the washing up
III Pronunciation: 10 mins
- Play the recording and let Ss listen and write /tr/, /br/, and /kr/ above the word that has the corresponding consonant cluster sound, then put Ss in pairs to practise reading the sentences
- Invite some Ss to read the sentences in front of the class Corrects Ss' mistakes if there are any, focus just on the 3 consonant cluster sound
Keys:
1 After having the ice cream /kr/ , she brushed b brushed /br/ her teeth.
2 The car crashed /kr/ into a tree /tr/ near the traffic /tr/ lights.
Trang 193 Try /tr/ this new dish created /kr/ by your brother /br/.
4 They often have brown /br/ bread /br/ at breakfast /br/.
5 That brave /br/ young man likes travelling /tr/ by train /tr/.
6 Is it true /tr/ that crime /kr/ is increasing /kr/ ?
IV Grammar:14 mins
1 - Ask Ss to work in pairs to finish the sentences with either the present simple or the present
5 are you reading
6 do people in your family do
2 - Put Ss in groups of 3 or 4 to discuss the questions:
1 Should young people like you share the housework? Why? Or why not?
2 What household chores are suitable for young people like you?
3 What do you actually do to help with housework in your family?
- Tell Ss that they can use the ideas and language they have learnt in the lesson for theiranswers
- Assign a leader for each group whose task is to note down the group's ideas and then reportthe results to the class
Note: Avoid one student dominating in the group work Let Ss take turns being the groupleader
V Project: 8 mins
1 - Ask Ss to do the survey, which can be done in class time or during the break
- Ss can go round and ask their classmates questions to get information for their project
- They do this in groups so that each student in the group only has to interview a few Ss in theclass
- The teacher can ask Ss to do the survey in another class to make the task more interesting
2 Let the groups have some time together to assemble the results of their survey and thenprepare a report to present to the class
- The report can be oral or written form
- Choose some Ss to work with the teacher as a partner to give comments and marks for thereports
VI Homework: 1 mins
- Review unit 1
Trang 20- Ss prepare for Unit 2: Getting started.
VII Experience:
Date of preparation: Unit 1 YOU AND YOUR BODY PERIOD: 10 GETTING STARTED Objectives: By the end of the lesson, Ss are able to: - have general ideas about what can affect one’s health, way to take care one’s body… - get to know vocabulary about how eating can affect one’s health Lexical items: disease, nervous, balance, healthy, skeleton, boost, balance Teaching aids: cassette player, pictures, posters PROCEDURE I Warm up - 5 minutes
- Ask students to keep book close and remember names of the body
Trang 21- Students listen to the teacher and point at the parts of their body when they hear the wordsrelated to part of the body
ex: nose, eyes, ear, arm, hand, leg, finger
- Lead in: We’re going to learn about ………
An apple a Day
II Activity 1 - listen and comprehension - Task 1: 8 mins
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 The new items will be dealt withlater on
- Play the disk and ask students to listen
- Students read the dialogue
III Activity 2 - Comprehension- Task 2: 10 mins
This task 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 theconversation Answers may vary
- Walk round and help them
- Ask some students to stand up to talk again
1 Better health; good body condition; stronger resistance to illnesses
2 Lose weight, build healthy bones, and prevent diseases like cancer
3 Memory or (the) brain
4 He feels uncertain about the benefits of apple juice
IV Activity 3 - Recognition vocabulary: Task 3: 7 mins
This task familiarizes Ss with the vocabulary and helps them improve the recognition ofconsonant clusters in focus Tell Ss to listen and repeat the words
- Play the tape
- 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)
V Activity 3 Wise words: Task 4: 10 mins
Ø - 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 occasionslike an embarrassing situation, feeling stressful, tired or sick, etc…
VI Consolidation 3 - minutes
- Summarize the main points of the lesson
VII Homework: 2 mins
- Ss prepare for language
- Learn by heart new words
Trang 22VII Experience:
Date of preparation:
Unit 2 YOUR BODY AND YOU
PERIOD: 11 LANGUAGE
Objectives: By the end of the lesson, Ss are 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 in context + Use the words and phrases related to illnesses and health and system of the body
+ Understand and use the future simple with will and going to; the passive voice
Lexical items: blood, skull, intestine, spine, pump, Circulatory System, Skeletal System,
Digestive System , Nervous System, Respiratory System
Teaching aids: pictures and handouts
Trang 23I Warm -up: 5 mins “Face to Face”
T: - Divide Ss into two groups, A and B.
- Tell Ss you’re going to name some categories, and the
groups take turns to shout out words of the category
- The group to call out the last word of a category wins a point
- The group with more points wins the game
- Keep a running total of points for each group on the board
- Declare the winner
These are the categories and some suggested answers as examples:
1 Words for jobs or career
2 Powerful countries in the world
3 Adverbs expressing speed of change
4 Nouns expressing human body parts
Some suggested answers:
1 teacher, doctor, farmer, worker, …
2 the USA, Britain, China, France, …
3 fast, quickly,suddenly, sharply, …
4 lung, heart, stomach, arm, …
II Vocabulary: 10 mins
+ Circulatory System : c + Skeletal System : e
+ Digestive System : d + Nervous System : a
+ Respiratory System : b
2 Classifying:
T: - Have Ss work on classifying the words into the corresponding systems
- Assist Ss to find the right meanings using a dictionary
Key:
+ Circulatory System : heart, blood, pump + Skeletal System: spine, bone, skull
+ Digestive System : stomach, intestine + Nervous System : brain, nerves, thinking+ Respiratory System : breath, air, lung
Trang 24III Pronunciation: 10 mins
Listen and repeat
Task 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 torepeat a few times
Task 2:
- Ask Ss to listen and practise reading the sentences aloud Teacher may model first ifnecessary the draw Ss’ attention to the consonant clusters in focus Ask Ss to practise thesentences a few times
IV Grammar: 18 mins
1 Presentation:
T: - Elicit the situations from students:
+ A Why are you turning on the television?
B I’m going to watch the news.
+ C It’s so hot in this room.
D I’ll open the window
+ Mary’s been studying very hard for her exams I’m sure she’ll pass the exams
easily
+ There are a lot of black clouds in the sky It is going to rain.
T: - Elicit from students the usage of will and be going to:
Will can be used to express:
a promises
b offers and requests for help
c refusal of things
d predictions about the future
Be going to is used for:
a plans, intentions
b making some predictions
Note: Sometimes will and be going to are interchangeable when expressing predictions.
Ss: - make some more examples of their own.
Trang 252 Practice:
a Task 1:
T: - Ask Ss to do task 3, p.18 and give some explanations for their choice.
Ss: Work in pairs, read the sentences and put a tick or a cross in front of each sentence T: - Check Ss' answers
* Key: 1 x 2 √ 3 √ 4 √
5 √ 6 √ 7 √ 8 √
b Task 2:
T: - Ask Ss to do task 4, p.18 and pay attention to the usage of will and be going to.
Ss: Complete the sentences with the right form of will or be going to Sometimes both can
be used
T: - Move around to monitor and give help if necessary.
- Check Ss' answers
* Key: 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 not going to
c Task 3: Speaking
Ss: Work in groups of 4, practice will and be going to by taking turns to make some
predictions about the future
Objectives: By the end of the lesson, Ss are able to:
- know about a practice in medicine / an alternative to modern medicine.
- learn about some non-medical treatments and their impact on humans Lexical items : yin and yang (n), ailment (n), acupoints (n), enhance (v), bleed (v)
Teaching aids: projector
PROCEDURE
I Warm-up: Guessing Game- 5 mins
Trang 26T: give Ss 3 cues about one thing and ask them to guess what the thing is.
Cue 1: It is a small and thin object with a sharp point at one end and a hole for thread Cue 2: It is used for sewing.
Cue 3: It can be pushed through the skin so that something (such as a drug) can be put into your body or so that blood can be taken from it
Key: NEEDLE Ss: listen to the cues and guess the thing.
T: use the word “needle” to introduce a practice in medicine
-ACUPUNCTURE
II Pre-reading: 12 mins
1 Activity 1: What do you know about acupuncture?
T: ask Ss to look at the picture and talk about what they may already
know about acupuncture
Ss: work in groups of 4 and do the task.
T: select some Ss who know about the practice to speak to the class using their
T: pre teach the following new words, using different techniques.
- yin and yang (n) [picture]
- ailment (n) [synonym: ache / illness]
- acupoints (n) [translation]
- enhance (v) [explanation]
- bleed (v) [verb of blood]
Checking vocabulary: What and Where
III While- reading: 18 mins
1 Activity 2: Skimming
T: let Ss work in pairs to read the text and decide on at least three things they find the most
interesting about acupuncture
Ss: do the task.
T: ask Ss to report their lists and compare with other’s.
2 Activity 3: Find the synonyms
T: ask Ss to read the text quickly and pick out words or phrases which are closest in
meaning to the words in the table
Ss: complete the table with the best words / phrases.
Key: 1 ailments 2 ease 3 acupoints 4 precaution
5 alternative 6 treatment 7 evidence 8 Promote
3 Activity 4: Answer the questions
T: allow Ss to read the text again to find necessary information to give answers to the
questions
Ss: work in groups and answers the questions.
Trang 273 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.
IV Post – reading: 9 mins Discussion
T: have Ss work in groups to discuss any other alternative therapies like YOGA, , HEAD
MASSAGE or AROMATHEAPY
Ss: work in groups and share information and then report to the class.
T: provide Ss with some information on YOGA, ACUPRESSURE, HEAD MASSAGE or
AROMATHEAPY to Ss (if any)
V Homework: 2 MINS
- Learn new words
- Prepare for the next lesson
Date of preparation:
Unit 1: YOUR BODY AND YOU
PERIOD: 13 SPEAKING
Objectives: By the end of the lesson, Ss are able to:
- identify good habits from some given ones
- how to get rid of bad habits
Teaching aids:, handouts, pictures, textbook
PROCEDURE
I Warm up: 5MINS Good – Bad habits
T divide the class into 2 groups: the big eyes and the clear ears
-T show 8 pictures and asks Ss to come to the board and write the phrase
Trang 28Lead in: what are these picture about? They are about some habit.
T: Today we are going to speaking about some bad and good habit.
II Pre-speaking: 7 mins
Trang 291 Useful expression:
- Daily routine
- To be/ to get rid of = remove
- To kick a habit= give up a habit
- Shake up= rearrange
- Hang out with SO: thường xuyên lui tới
GIVE OPINION:
- I think…/ In my opinion…/ In my point of view / For me….
Activity 1: Which are good or bat habits for you?- 5mins
- T asks Ss to read and decide which are good or bad habit ?
- Ss: Some habits are good for us such as: being thankful,…
Ss: Look at the list of habits (textbook p.20) and decide which ones are good
T: can have Ss explain their choice and give rectification if needed
Suggested answers:
Keeping a routine Never giving up Saving money Being thankful Eating what you like Reading regularly Doing regular exercise
III While- speaking:
1 Discuss why some of the habits are good / bad: 10 mins
- To allow Ss to have more insight into habits and how to kick a bad one Ss will
develop their confidence in speaking by giving personal opinions on relevant topics
- 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
- Ss: suggest ways to stop the bad habits from their own experience
Examples: to stop littering
Observe rules and regulations Refrain from throwing rubbish where you like Look for a waste bin when you want to throwaway something, etc
Model: A B : greeting
A: What do you think about staying up late?
B: I think staying up late isn’t good because it makes me / us feel tired the next morning A: What should you do to kick / give up this bad habit?
B: In my opinion we should wake up early…
A : Can you tell me never giving up is good or bad habit?
B: For me, It is a good habit because It gives me / us determination and courage.
A:…./ B:….
2 Part 3: Read the advice and give opinion: 7 mins
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
Trang 30- Ss: read the phrase in the WATCH OUT box and try to come to a conclusion on the
meaning of the idiom
T: Which advice do you choose to follow? Why?
IV Post – speaking: group work – 10 mins
Part 4: Find some friends have a bad habit like yours and make a list of DOS and DON’T
to kick that habit.
Representative: our bad habit is… We will try to do something to kick it such as:… Moreover we try not to do something such as:….
- to develop Ss’ ability in free speaking by applying advice to kicking a bad habit
- Ss: work in pairs or groups 0f 3/4 to choose one "bad" habit Then, 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
Objectives: By the end of the lesson, Ss are able to:
- improve their skill of listening comprehension.
Trang 31- have a better understanding of the nutritional value of the things they eat.
Lexical items: muscle, grain , Poultry, fibre, meet one’s need, pyramid
Teaching aids: cassette player, pictures, posters,
PROCEDURE
I Warm-up: Kim’s Game: 5mims
- Hang on a picture of the Healthy Eating Pyramid for a few seconds and ask Ss to writedown as many kinds of food as they can remember (see Appendix) The student with the mostcorrect words is given good marks
- Go over the answer with the class - Declare the winner
Lead in:
Ask Ss questions:
- What do you usually have for lunch or dinner?
- Do you care about the nutritional value of the things you eat?
- Tell Ss that ‘a picture is worth a thousand words’ and that’s why nutritionists use symbols
and shapes to answer the question, “What should I eat?” In today‘s listening lesson, youwill know the answer
II Pre-listening: 7 mins
* Vocabulary
- muscle (n): a piece of body tissue that you contract or relax in order to move a particular part
of the body( cơ bắp)
- grain (n):the small hard seeds food plants such as wheat, rice, etc.(hạt)
+ refined grains: hạt đã tinh chế
- Poultry (n): chickens, ducks and geese, kept for their meat or eggs.(gia cầm)
- fibre (n): the part of food that helps to keep a person healthy by keeping the bowels workingand moving other food quickly through the body (chất xơ)
- meet one’s need: đáp ứng nhu cầu…
- pyramid ( picture)
*Checking: Translation
- Say the English words and ask Ss to speak out the Vietnamese equivalents
- Say the Vietnamese meaning and get Ss to speak out the English words
III While- listening: 20 mins
1 True -False statements
- Have Ss listen to the recording and decide whether each statement is true (T) or false(F)
- Call on Ss to give the answers and elicit explanations for their choices
Trang 32- Have Ss correct the statements that are incorrect.
- Invite class opinions and give feedback
- Ask Ss to listen to the recording again and check the answers
Key: 1 F 2 T 3 F 4 T 5 F
2 Categorizing
- Have Ss listen to the recording again
- Ask them to divide the plate into sections and label which food should be in each section
- Give feedback
Expected answer:
- Fill half of your plate with vegetables and fruits, save the quarter of your plate forwhole grains Fish, poultry, beans, or nuts can make up the rest
IV Post – listening: 10mins
Writing - Arrange Ss to work in 4 groups.
- Tell Ss to write some nutrition tips for a healthy diet on the posters and then stick them
on the blackboard
- Invite class corrections and comments
- Give feedback and comments
Suggested answer:
1 Pay attention to the healthy source of protein Fish, poultry, nuts, beans are the best choices
2 Choose food with healthy fats, limit foods high in saturated fat
3 Choose fiber-filled diet, rich in whole grains, vegetables and fruits
4 Eat more vegetables and fruits, Go for color and variety- dark green, yellow, orange and red
5 Eating less salt is good for everybody’s health
6 Water is best Limit the sugary drinks, go easy on milk and juice
Alternatives:
- Ask Ss to discuss the following question and write their ideas on the posters
What should we eat for a healthy diet?
- Ask Ss to stick the posters on the board - Invite class opinions and comments
- Give feedback and comments
V Homework: 1 mins
- Ask Ss to write a few sentences of their own about what they should eat to make ahealthy diet - Do exercises in Workbook
Trang 33Date of preparation:
Unit 2: YOUR BODY AND YOU
PERIOD: 15 WRITING
Objectives: By the end of the lesson, Ss are able to:
- write to ask for help and how to respond to requests in proper dining/eating
Teaching aids: charts and handouts
PROCEDURE:
I Pre-writing: 18 mins
1 Vocabulary:
- allergy (n) : a reaction of the body to certain foods
-> to have an allergy to something
- bad breath: bad smell when breathing
- sleep (v)(n) -> sleepless (a) -> sleeplessness (n) #
* Lists of the foods that may cause the problems:
- allergy: beef, eggs, fish, shellfish…
- bad breath: onion, garlie,wine…
- stress: tea, coffee…
- sleeplessness : tea , coffee, …
3 Reading and check for more information:
Ask Ss to read the facts and compare with what they’ve mentioned in brainstorming part Find out more information :
- allergies : milk , wheat , eggs , soya bean , fish , peanuts , sea products ,
- bad breath ; onions , garlic , cabbage , curry , alcohol
- stress ; coffee , tea , cola , chocolate , food addictives
- Sleeplessness ; coffee , tea , cola , cocoa , chocolate , alcohol ,sugar , fatty or spicy food
4 Content of a request letter:
Ask Ss to have a look at the four model letters
Trang 34Elicit from Ss the content of a request letter :
Purpose of writing
Request
Thanking
II While-writing: 15 mins
Part 3: Ss: - work in pairs or groups to select a problem and write a similar request-for-help
letter
- show the letters they have just written to the class and ask for comments from the class
T: - provide support and comments when necessary and decide if ss have met the
objective of the task
- may select one or two of the best writings to show to the class
III Post-writing: Writing a replying to 'request-for-help' letters: 10 mins
Ask Ss to study the reply to Scott's letter T helps if necessary to facilitate Ss' acquisition
in terms of writing
styles, structures, language and tactics
Ask Ss to choose one request from those provided or from those they produced in the previous activity
to write a reply using the model
T provides help and support when necessary
Ø Homework: 2mins
- Prepare Communication and Culture
Trang 35
Date of preparation:
Unit 2: YOUR BODY and YOU
PERIOD: 16 COMMUNICATION AND CULTURE
Objectives: - Further skill development.
- help Ss have more chances to practise speaking
Teaching aids: Textbooks, pictures, board, chalk, projector, or TV.
Anticipated problems: Ss may be shy to express their ideas.
PROCEDURE
Warm – up: Guessing – 5 mins
- show Ss some pictures of doing exercises and ask them what kinds of exercises they
1 – Ss: work in groups of 3, look at the pictures on page 46 and talk about how the activities
benefit the parts / systems of the body
- T: call some Ss to give their answers in front of the class.
Suggested answers:
- They benefit the Skeletal system, Respiratory system They help strengthen the
muscles, make their waist slenderer etc
2 In pairs or groups Ss are asked to discuss the activities and say why they are healthy.
Suggested answers:
- Regular physical activity can improve your muscle strength and boost your endurance
- Exercises and physical activity deliver oxygen and nutrients to your tissues and help your cardiovascular system work more efficiently
And when your heart and lungs work more efficiently, you have more energy to go about your daily chores
- Helps Prevent Diseases
Trang 36- Improves Stamina When you exercise, your body uses energy to keep going.
- Controls Weight because it burns calories
- Improves Quality of Life Once you begin to exercise regularly, you will discover many more reasons why exercise is so important to improving the quality of your life
- reduces stress, lifts moods, and helps you sleep better
- It Improves Mental Health
- Anti-Aging
- keeps you looking and feeling younger throughout your entire life
- helps you connect with family or friends in a fun social setting
3 Ss: work in groups of 3 or 4 and then choose a system of the body and make a list of all the
activities that are good for it Then report to the class giving reasons for their choices
T: ask Ss to write a short paragraph describing their decision.
B Culture: 20 mins
1 Ss: read about health practices and beliefs in 2 different countries and note the similarities
and differences
T: give explanations if necessary.
2 Ss: work with a partner to discuss the similarities and differences in traditional health care in
the two countries
T: support Ss by providing structures or vocabulary when needed.
Examples: + previously thought ineffective but recent evidence
+ cost-effective + affordable + accessible
3 Use this activity at home
T: show Ss some pictures of traditional therapies such as Moxibustion, Cupping, Exercise (Qi
Gong), Therapeutic Massage, Chinese Dietary Therapy, guasha and ask Ss to add some more
Trang 37- Ss: choose one to talk about:
+ How the practice is performed, what the benefits are, who is suitable for, etc
Ø Homework: - Ss prepare for Looking Back and Project and do exercises in Workbook
Date of preparation:
Unit 2: YOUR BODY AND YOU
PERIOD: 17 LOOKING BACK & PROJECT
Objectives: By the end of the lesson, Ss are able to review and reinforce their
knowledge of:
- four consonant clusters, i.e /pr/, /pl/, /gl/ and /gr/.
- vocabulary talking about body, health and illness.
- the future simple and the passive.
Teaching aids: pictures, CD
PROCEDURE
I Lead in: 4 pictures 1 word : 5 mins
Ss: Watch series of 4 pictures and give one word to describe them
(The words should contain the four target consonant clusters)
Ss: Practice pronouncing the words.
II Pronunciation: 7 mins
T: Play the recording and let SS listen and write /pr/, /pl/, /gl/ and /gr/ above the word that
has the corresponding consonant clusters, then put SS in pairs to practise reading the
sentences
T: Call on some SS to read aloud
T: Feedback.
Keys: 1 The prince /pr/ plays /pl/ a prime /pr/ role in producing /pr/ the special food.
2 Alice glances /gl/ through the window and prays /pr/ for magic.
3 The Grimm /gr/ brothers fairytales have their grounding /gr/ in the fairy world
4 The growth /gr/ of the grass /gr/ in the ground /gr/ is carefully monitored III Vocabulary: 10 mins
Trang 38Ss: Complete the sentences with a word or phrase about the body
T: Checks SS' answers.
Keys:
1 brain 2 lung – heart 3 digestive 4 skeletal
5 respiratory 6 stomach 7 nervous
IV Grammar: 12 mins
Ss: Work in pairs, underline the word in italics that best completes the sentence T: Check SS' answers.
Ss: Go round the class and conduct the survey on
staying healthy They may ask their friends to explain their
choice
T: Observe the class while they are doing the task and
give help if necessary
Ss: Report their findings to the class.
T: Feedback.
Ø Homework:
- Revise new word and grammar of unit 2
Trang 39
Date of preparation:
PERIOD: 18 Revision for the one period test 1
Objectives: By the end of the lesson, SS will be able to:
- review the mail point of the grammar and vocabulary from unit 1to unit 2
- Practise more about three main skills: listening, reading, writing to prepare for the firsttest
Teaching aids: Handouts, textbook, sub boards, colored chalks
PROCEDURE
I LISTENING: 10 MINS- INDIVIDUAL WORK
Listen to Carlos asking for information about a library For question 11- 15, tick A,B or C.
You will hear the conversation twice
ex: The library is closed until ……
11 What must Carlos take to the library…
A a student card B a teacher’s letter C a passport
12 How much will it cost Carlos to join
A 10 euros B 15 euros C 20 euros
13 Carlos will get …
A 2 library tickets B 3 library tickets C 4 library tickets
14 On Sunday, the library opens at
A 10.30 am B 11.00 am C 2.30 pm
15 The library is in
A Murdoch Street B Murdosh Street C Murdock Street
II Fill the gaps with the correct of the verbs in brackets: 12 MINS- PAIR WORD
1 When the postman (come)…… this morning, I (have) ……… breakfast
2 While I (talk)…… to John yesterday, the telephone (ring) ………
3 Excuse me, (you /speak) ……….English?
4 Excuse me but you (sit)……… in my place - Oh, I’m very sorry
5 I’m sorry I (not/understand)……… Please speak slowly
6 Can I borrow your pen or (you /use)……… it at t he moment?
7 Ann usually (do)……… the shopping but today I (do)……… it
8 Who (make) ………that terrible noise? - It’s Nam He (practise)………the guitar
9 My brother (visit)……… Ho Chi Minh city twice a year
10 When winter (come)……… , they usually (go)……… skiing
III Reading: 13 mins ( pair works)
Trang 40Jean spent her first few years in Hooper and her family moved to Otsego early in her life.She was only ten when her father died unexpectedly, leaving her mother to raise and supporttheir family alone Her mother soon went to work outside the home to provide for the family,and Jean, being one of the oldest, had to help care for her younger siblings Although she hadmuch responsibility at home, Jean thoroughly enjoyed school and was an excellent student Shewent on to graduate 10th in her class at Otsego High School in 1953.
While still in high school, Jean met a young man named Charles "Chuck" Holly, at a dance
in Alamo; and they were quite taken with each other Over the next few years, their love foreach other blossomed and they were married on February 24, 1953, while Jean was still inschool At the time, Chuck was serving his country in the military, and had come home onleave to marry his sweetheart Unfortunately, shortly thereafter, he was sent overseas to serve inKorea for the next fifteen months
Upon his discharge, the couple settled into married life together in the Plainwell, Otsegoarea To help make ends meet, Jean went to work at the collection bureau in Kalamazoo for awhile, before taking a job at the cheese company in Otsego In 1964, Chuck and Jean wereoverjoyed with the birth of their son, Chuck, who brought great joy into their lives Jeanremembered how her mother was always gone so much working after her father died and shedid not want that for her son, so she left her job to devote herself to the role of a mother
1 Before Jean's father passed away, her mother used to _
A work outside the home B be a housewife
C support the family alone D work as a secretary
2 Which is not referred to Jean?
A She was a responsible girl
B She never helped her mother with household chores.
C She often did well at school ' d She went to high school
3 Jean's husband was a _
4 Jean _
A served in the military B lived in Korea for fifteen months
C had a daughter D got married when she was a student
5 Which is not true about Jean?
A She disliked staying at home and taking care of her child.
B She worked outside the home before she had a child
C She was very happy when she got a baby
D She quit her job to look after her baby
IV WRITING: 10 mins – group work
1 People drink a great deal of tea in England →………
2 Tom was writing two poems →………
3 She often takes her dog for a walk →………
4 People speak English all over the world.
5 They will construct some new airports on islands