Objectives By the end of the lesson, students are able to: - Use words and phrases related to the topic Inventions - Read a text about inventions based on nature for the main idea and sp[r]
Trang 1INTRODUCING THE PROGRAMS OF ENGLISH 10
A Aims:
- Help Ss to know about the English book grade 10 in general (Including themes, tests, lessons etc )
- Introduce how to do an oral test, a fifteen - minute tests and a written test
- Some requires of student to study well English
- To help Ss have the opportunities to develop their oral fluency
- To introduce the theme and units
- By the end of the lesson, students will be able to:
+ Know about the English book grade 10 in general
* Game: Lucky Number
-T divides the whole class into two groups and plays the game
- The leader of each group chooses a number for their own group and does the
following requirement in each question If the answer is correct, they will get
10 marks
1 Lucky Number
2 How many girls are there in your class?
3 Do you know what your English teacher’s name is?
4 Lucky Number
5 What do you prepare for this semester?
6 Do you like studying English? Why or Why not?
7 How do you learn English well?
8 Do you speak English fluently?
- T leads Ss in the lesson
- Work in two groups and plays the game
- Listen to the T’s rules of the Game
A Content: Including six topics
- T introduces the topics
1 You and me 2 Education
3 Community 4 Recreation
5 Nature and Environment 6 People and places
> Six topics are divided into ten units
- T asks Ss to find out the topic through the unit’s name
- Listen to the T-Find out the topic through the unit’s name
1 You and me (UNIT 1.Family life UNIT 2 Your body and you)
2 Education (UNIT 6 Gender equality UNIT 8 New way to learn)
3 Community ( UNIT 4 For a better community
Trang 2B 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
- 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
UNIT 7 Cultural diversity)
4 Recreation (UNIT 3 Music UNIT 10 Ecotourism )
5 Nature and Environment ( UNIT 9 Preserving the environment
6 People and places
- Listen to the T and take notes
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 6 themes including You and Me; Education; Community; Nature
and Environment; National Parks; Recreation and People and Places
- There are 8 periods in each unit They are Getting Started, Language,
Reading, Speaking, Listening, Writing, Culture and communication and
Looking Back
- Listen and answer T’s requirements
Trang 3F 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)
IV Consolidation: - Summarize the main points
V Homework: - Prepare the new words in Unit 1: Family life
Lesson1: Getting started
Notes after teaching:
………
………
………
………
Trang 4UNIT 1 FAMILY LIFE
By the end of this unit, Ss can:
- Use lexical items related to the topic Family life
- Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context
- Understand the present simple vs the present continuous
- Read for specific information about the benefits of sharing housework
- Exchange opinions about household chores
- Listen to understand a TV programme about roles performed by family members
- Write about doing household chores in the family
- Understand different family lifestyles in different cultures
LESSON 1: GETTING STARTED
A Aim: To introduce the topic of the unit, vocabulary about household chores and the grammar point taught in the unit.
Objectives:
- To teach Ss to listen and read a conversation about family life and do tasks: T/F exercise and completing exercise
- To teach some lexical items related to the topic Family life.
- By the end of the lesson, students 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:
- Teacher: Handouts, textbook, pieces of papers and cassette
- Students: Textbook
C Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
D Procedures:
Lead-in:
- T asks students if they often do housework and what housework
each member of their family does
- Ask them to look at the picture and guess what they show
- Ask students about the picture:
E.g – Who are the people in the picture?
- What are they doing?
- Answer the question
- Look at the picture and answer the questions
- They are a family
- The father is vacuuming the floor The mother is cooking The son
is washing dishes and the daughter is doing the laundry
Trang 5Activity 2
- T plays the recording Asks students to listen and read along silently
- Ask students to work in pairs to decide whether the statements are
true (T), false (F), or not given (NG) Have students refer back to
the conversation to give reasons for their answers
- T goes around and supervise
- Then check their answers, and give explanations
Activity 3
- T plays the recording and ask students to listen and repeat the words/
phrases
Activity 4
- Tell students 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 students to pay attention to words that are often used together
(collocations) then ask them to give some examples
- Do as required
Key Activity 2
1 F 4 T
2 NG 5 T
3 F 6 NG
-Read along Household chores rubbish Household finances groceries Heavy lifting washing up Laundry
Verb/Verb phrases
Words/ Phrases
1 Split, divide, handle
(household) chores
7 Be responsible for
Household finances
IV Consolidation: - Summarize the main points
V Homework: - Ask students to learn by heart new words and collocations in the text.
Notes after teaching:
………
………
………
………
Trang 6- To teach Ss to pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context.
- To teach Ss the words and phrases related to household chores and duties
- To teach Ss to use the present simple and the present continuous tense
- By the end of the lesson, students 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
- - Ask students to work individually, read the words and phrases in the
box, then discuss and find the meaning for each of them (a-h)
- - Provide support if necessary by guiding students to use the context of
the conversation to choose the meaning for the words/ phrases
Activity 2 List all the household chores that are mentioned in the
conversation.
- - Ask students to work in pairs Read the conversation in GETTING
STARTED again and list all the household chores that are mentioned in
-clean the house
-take out the rubbish
-do the laundry
-do the washing-up
Trang 7Activity 3 Discuss the questions.
- - Have students work in pairs or groups to ask and answer the questions
- Encourage them to use the chores in the list in their answers Before
working in pairs, students may work individually
- - Ask students to read the list again and write down who does each of the
chores in their families
- - Check to make sure students use the correct verbs/ verb phrases in the
correct tense with the name of the chores
Pronunciation
Activity 1 Listen and Repeat.
-Play the recording and let students listen Play it again with pauses for
them to repeat each word
Give the meaning of the words if necessary Help students distinguish
the three sound clusters
- Ask students to work in pairs and take turns reading the words in
columns and in rows Then, invite individuals to read the words in one
or two rows
Activity 2 Listen to the sentences and circle the word they hear.
-Ask students to read the words in rows, paying attention to the difference
between the sound clusters
-Play the recording and have students listen to the sentences and circle the
word they hear
-Check students’ answers by asking them to call out the letter (a, b or c)
corresponding to the word they hear
-do the heavy lifting
be responsible for the household finances
Other chores:
-mop/sweep/tidy up the house
-bathe the baby
-feed the baby
-water the houseplants
-feed the cat/dog
-iron/fold/put away the clothes
-lay the table for meals-
Work in pairs or groups
- Read again and write down
-Read the words
1 Listen to the tape
1.b 2.b 3.c 4.a
Key:
1 does
2 cooks
Trang 8Activity 1 Read the text and choose the correct verb form.
- Have students read the text individually once and ask them to pay
attention to the words/ phrases such as every day, today, at the moment,
and ask them what verb forms are often used in the sentences that have
these words/ phrases Ask students to choose the correct verb form
- Ask students to work in pairs to compare their answers
Check students’ answers and then elicit from them the rules of using the
present simple and the present continuous
Activity 2 Use the verb in brackets in their correct form.
- Have students work in pairs to give their answers
- Observe and help when and where necessary
- Ask students to use the words/ phrases: now, at the moment, usually,
today, every evening, etc as clues for their answers
- Check students’ answers by asking individuals to take turns reading
aloud each of the sentences
3 cleans
4 is watching
5 is doing
6 is doing
7 is tidying up
8 is trying
1 does, is not cooking, is working
2 is taking out
3 cleans, is cleaning
4 is preparing
5 looks after, works
6 is watching, watches
IV Consolidation
- Summarize the main points
V Homework
- Ask students to learn by heart new words and collocations in the text.
- Ask students to review grammar part
Notes after teaching:
………
………
………
………
Trang 9Period 3
UNIT 1: FAMILY LIFE Part 3: READING SKILLS
A Aims: to practice reading skills for the students They can also read and get the general idea of a text; guess the meaning of words in
context; and make references when reading a text
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, students 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
Activity 1 Look at the picture and answer the questions.
-Let students work in groups, look at the picture and answer the
questions Ask students to call out the answers to question 1 freely For
question 2, ask a representative of each group to give the opinion of the
group
Activity 2 Read the text and decide which is the best title for the
text.
- Have students read the heading (a-c) first Make sure that they
understand all of them and tell students that one of them is the title for
the text; they have to read the text and decide which one it is
- Ask students to read through the text once without stopping at the words
that they don’t know the meaning of, and then ask them to work in pairs
to decide on the best title for the text Remind students that the title for
the text is the one that gives the general idea of the whole text
- Check students’ answers and guide students to the correct choice if
necessary by helping them eliminate the sentences that are only about
one aspect of the text
- Work in groups
- Look at the picture and answer the question
The answer can be:
Yes, they are Because they do the housework together /Because all members of the family share housework.
-
Read the text
Key: c
Trang 10Activity 3 Read the text again and underline the words from the
context.
- Have students read the text again and underline the words sociable,
vulnerable, critical, enormous and tend when they see them on the text
- Explain to students how to use context to guess the meaning of the
unknown words if necessary
Activity 4 Find out what it refers to in each of the sentences.
- Ask students to continue to work in pairs, and find out what it refers to in
each of the sentences Let students read and understand the sentences
before and after the one that has the word in it to decide what it means
Students can use the elimination technique to give the right answer
Activity 5 Answer the questions
- Ask students to work in groups of three, ask them to read the questions
first to make sure they understand what information they need in order to
answer the questions It may help if students can underline the key words
in the questions For example:
1 How do children benefit from sharing housework?
2 Why do men tend to have better relationships with their wives when
they share housework?
3 What may happen to women whose husbands do not contribute to the
household chores?
4 How does the family benefit when everyone works together on
household chores?
- Then ask students to read the text again, and locate the part of the text
where they can get the answer to each of the questions before they
discuss the answers
- Check students’ answers by inviting a representative from each group to
give the answer to one of the questions If the students’ answer is
incorrect, don’t give the right one at once, but try to elicit it from other
students
Activity 6 Discussing
- - Put students in groups of four and let them discuss the questions freely
- Read the text again and underline the words
3 They may fall ill easily or may think about divorce.
4 There is a positive atmosphere for the family.
Trang 11If students have difficulty with ideas, give them some examples of
problems such as problems with time, skills and attitude
- - One or two groups to report the discussion results to the class
Do as required
IV Consolidation: - Summarize the main points
V Homework: - Ask students to prepare for the next lesson.
Notes after teaching:
………
………
………
………
Trang 12- 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
+ Knowledge:
- 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
Provide students with some handouts with the names of household
chores and ask students to match the chores with corresponding
pictures
Activity 1 Expressing their like or dislike and give the reasons.
-Ask students to work by themselves, write at least three household
chores they like and three they dislike doing in the “Name of chore”
column, then add a reason why they like or dislike the chore
-Go round to help if necessary
-Ask students to work in pairs to compare their completed table to find
out the different and similar ideas about housework
- Pay attention to teacher and match the chores with the pictures
- write at least three household chores they like or dislike.And then give the reasons
- Share the answers with the partners
- present the answers orally
Likes
Feeding the cats and dogs Love animals
Do the groceries Like shopping
Trang 13Activity 2 Read all the questions in Anna’s column first and guess
the answers.
-Have students work in pairs Ask them to read all the questions in
Anna’s column first and underline the key words in each question
before asking them to guess the answer to each question
1 What household chores do you do every day?
2 Which of the chores do you like doing the most?
3 What do you like about it?
4 Which of the chores do you dislike doing the most?
-Encourage students to use the key words as cues to find the answers in
Mai’s column to match with Anna’s questions
-Ask students to take turns being Mai and Anna to practice the
conversation
Anna: What household chores do you do every day?
Mai: I do the laundry, wash the dishes, and sweep the house I
sometimes do the cooking when my mum is busy.
Anna: Which of the chores do you like doing the most?
Mai: well, I think I like sweeping the house.
Anna: What do you like about it?
Mai: It’s not too hard, and I like seeing the house clean after I sweep
it.
Anna: Which of the chores do you dislike doing most?
Mai: Washing dishes, because I often break things when I do the
washing-up.
Activity 3 Have a similar conversation
-Ask students to work with a different partner to have a similar
Taking out the garbage It is not too hard
Dislikes
quite hardWashing the dishes Often break thingsLooking after the baby Waste time, be tired
- Guess the answer to each question
- Work in pairs and try to match the columns
- Practice the conversation
Key:
1.c 2.a 3.d 4.b
-Work with a different partner to have a similar
Trang 14conversation Explain that this time they should talk about themselves,
and they have to find out what chores their partner does, what chores
she/he likes or dislikes the most and why
-Tell students to use the questions in activity 2 and the ideas in activity
1 to do this activity
-Invite a student from one or two pairs to report to the class what
she/he has found about his/her partner
-Report to the class
IV Consolidation: - Summarize the main points
V Homework: - Ask students to prepare for the next lesson.
Notes after teaching:
- Distinctive students do the more complex handouts
- Average students do the simpler handouts
Trang 15- 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
Lead-in: Introduce the topic: write down two words
wife/woman-husband/man and ask students to make two words webs about the roles
of wife/woman and husband/man in the family Students are free to call
out their answers and T writes down the words in the web
Activity 1:
-Ask students to work in pairs, looking at the chart and discussing the
changes in the weekly hours of basic housework by married men and
married women in the USA between 1976 and 2012
- Ask Ss to answer some questions:
1 How does your family share the household chores?
2 Is your mother a homemaker?
3 Is your father a breadwinner?
4 Do you think that both parents now work to contribute the family
finances?
- Introduce the content of the listening that they are going to listen
- Students don’t have to report the exact number of hours men and
women spend on doing housework They can just talk about the general
changes
-Encourage students to guess the reasons for the changes Ask them to
Trang 16call out their guesses Write the reasons given by students on a corner of
the board so that they can see if their guesses are correct later, after they
listen to the recording
Activity 2
-Tell students 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
students understand all the statements
-If there are new words to students, explain them or give the Vietnamese
equivalents to save time for other activities
-Play the recording and have students do the exercise Check students’
answers If many students in the class have incorrect answers, play the
recording again, and stop at the place where students can get the correct
answers
Activity 3
- Have students work in pairs to match the words/ phrases with their
appropriate meaning To help students get the answers easily, ask them if
they know the part of speech of the word/ phrase given, and then choose
the meaning
Activity 4
- Ask students to read the questions carefully Make sure that they
understand what is asked in each question Have them underline the key
words if necessary Then play the recording and let students listen to it
and answer the questions
- Ask students to work with a partner to compare their answers
- look at the sentences in task 2 and guest which is true or which is false
- listen to the tape first time and give the answer if they can
- listen to the text second time and the answers andgive the evidence
Solution (n)
- tell the answer
Answers:
1 e 2 b 3 c 4 d 5 a
- read the task 4
- underline the key words1/ How has the role of men in the family changed?
2/ How have men’s and women’s roles become alike?
3 What is the result of equally shared parenting?
Trang 17- Invite representatives from pairs to present the answer to each of the
questions to the class Give feedback and correction if necessary
Listen the answers then give answers
Suggested answers:
1 They are not the only breadwinner in the family, and they get more involved in housework and parenting.
2 Both are responsible for family finances, homemaking and parenting.
3.The families become happier and the divorce rate among them is the lowest
IV Consolidation
- Summarize the main points
V Homework
- Ask students to prepare for the next lesson
Notes after teaching:
………
………
………
………
Trang 18- 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, students 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
T asks sts to give the translation for the saying
“Many hands make light work”
Activity 1
- T asks some more questions to introduce the lesson
- What does "many hands" mean, many people or many hands?
- When we share the housework, is it easier or harder?
- How do you understand the saying?
Activity 2+ 3
- Asks students to read the text and complete the chart, then they
compare
- One st writes the answers on the board when sts are doing the task
- T lets sts read the questions and locate the answers in the text in 5-7
minutes
- 6 sts say the answers, other sts listen and correct if necessary
- work in pairs to discuss the meaning of saying
- present the 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.
“Nhiềutaynhẹviệc”
- read the text
- In pairs complete the chore chart
- present in class
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,
Trang 19Activity 4
- T has sts fill their chart individually then they can compare with
their friends
- Sts write a paragraph about their family using the ideas in the chart,
the questions from the given text
- T goes around and gives help, collects common mistakes for later
correction
- Sts exchange their writing for peer correction and comment
- T collects 5 paragraph to mark in class so that all sts feel the need to
do the task
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
+ How the household chores divide in general?
(All members of may family do the housework / My family share the household chore equally/ … )
- complete their own Family chore chart
- Call one write the writing on the board, and the rest of students write in their notebook
HOUSEHOLD CHORE CHART
DAD Doing the heavy lifting
Sometimes prepare dinner
MUM Do most of the cooking and groceries
Trang 20My older sister
Help my mum cook lunch and dinner Doing the laundry
Water the houseplants
Me Taking out the rubbish
Lay the table for meals Feed the cat and dogs
IV Consolidation
- Summarize the main points
V Homework
- Ask students to prepare for the next lesson
Notes after teaching:
………
………
………
………
Trang 21Period 7
UNIT 1: FAMILY LIFE Part 7: COMMUNICATION AND CULTURE
A Aims and Objectives:
- To teach Ss about the sharing household chores in the family
- To teach Ss to talk and read about knowledge of family fife in different cultures (Viet Nam and Singapore)
- By the end of the lesson, students will be able to:
+ Understand and read about inventions in Asian countries
+ Talk about 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)
Activity 1 Discussion: Who does what in your family?
- T asks sts to look at the picture of the husband and wife and answer
some questions
Suggested questions:
1 what does the man do?
2 what does the woman do?
3 who is happier? why?
Activity 2 Listen and match
- T tells Ss that they are going to listen to a TV talk show and will have
to find out who said what in the show
- T lets sts read the statement, makes sure they understand everything
by asking them for translation of all sentences
- T plays the CD twice, sts listen and match then compare with their
peers
- T checks with class by saying the number, sts say the letter
Activity 1:
- work in pairs to describe
- tell the answers
Answers:
He is cleaning the house.
She is doing the housework ( cooking, cleaning the house, feeding the baby, doing the laundry, ironing….)
Activity 2:
- listen to the T
- read the statements (a-g) and make sure that they understand all of them
- take note some words or phrases
burden, join hands, provide, provider, neat
Expected Answers:
Mr Hoang: c,e,g
Mr Nguyen Nam: b,d
Trang 22Activity 3 Discuss
- T guides sts to work in group of 4 and prepare the answers; they can
use the ideas in task 2 Each group has a leader to take notes and report
their opinion to the class
- 2 groups report its opinion, others listen and comment
CULTURE
Read and fill the table
- T has sts look at the pictures at the end of the unit to elicit the terms
"nuclear family" and "extended family"
- Sts work in pair to read and complete the table, 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 the
questions about his / her text
- T asked sts to compare to correct
- Help Ss with some vocabulary
nuclear family: parents and children
extended family: grandparents, parents and children
new words:
neat, single-parent, child-minder, nursing home, collaborate,
ungrateful, behavior, generation
- T asks one st to write the answers on the board for class checking
Ms Mai Lan: a,f
Activity 3:
- work in groups of four to discuss the questions
- refer back to the ideas in Activity 2 to answer the questions
- report their group’s opinions to the class
Expected Answer:
Our group agree with Mr Nguyen 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 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 the questions about his / her text
- complete the table
- present their answers
IV Consolidation
- Summarize the main points
V Homework
- Ask students to prepare for the next lesson
Notes after teaching:
Trang 23………
………
………
Trang 24Period 8
UNIT 1: FAMILY LIFE Part 8: LOOKING BACK
A Aims and Objectives:
- To help Ss pronounce correctly and recognize the words cluster sounds /tr/ , /br/ , / kr / in isolation and in context
- To teach Ss some lexical items related to the topic Family life.
- 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
- T introduces the task and plays the CD, sts listen and circle the
cluster they hear
- T assigns /tr/, /kr/, /br/ to 3 lines/rows of students then read 4/5
sentences containing all three clusters Sts listen and react by clapping
their hands
Vocabulary:
Activity 1: What chores are the people doing?
- T ask sts to work in pairs to write the name of chore under each
picture
- T helps if there is a new word
- T checks Ss’ answers by asking them to write the names of chores
on the board next to the number of the picture
2 crash, tree, traffic
3 try, create, brother
4 brown, bread, breakfast 5.brave, travelling, train
6 true, crime, increase
Trang 25Activity 2: Use the words/ phrases in the box in their correct form
to complete the text.
- T has sts work in pairs, read the text carefully and fill in each gap
with a word
- T reminds sts that thay have to use the correct form of the words
when filling
- T goes around and gives helps if necessary
- One st does the task on the board
- T checks with the class by saying the number, sts say the
words/phrase to check pronunciation
- T asks one sts to translate the text to make sure that sts understand it
Grammar:
Activity 1:
- Sts work in pairs to give the correct verb form in present simple or
present continuous
- T checks with class and asks sts why they make their choice to
consolidate the use of the two tenses
Activity 2:
- T asks sts to work in pairs this time and make up a short dialogue
based on the questions in task
- T asks some pairs to act the dialogue, starting and ending with
sentences given by the teacher
Model dialogue:
A Hello
B Can I ask you something?
3 doing the laundry / washing clothes 4 taking out the rubbish
5 cleaning the toilet 6 washing up
7 ironing 8 sweeping (the house)
9 watering the flowers 10 feeding the cats / pets
Activity 2: Use the words/ phrases in the box in their correct form to complete the text.
- read the text carefully, using the context clues to decide which word / phrase can be used to complete each gap in the text
Answers
1 does the cooking 2 shops for groceries
3 does the heavy lifting 4 laundry
5 ironing 6 takes out the rubbish
7 sweeping the house 8 lays the table
9 does the washing-up
1 am writing, miss 2 am looking after
3 looks, is wearing 4 am cooking
5 are you reading 6 do
Activity 2:
- work in groups to discuss the questions
- report the results to the class
Trang 26A question 1
B …….
A Thank you for your answers
B You are welcome!
Trang 27Period 9 UNIT 2 YOUR BODY AND YOU
A Aims and requirements
By the end of this unit, Ss can:
- Use words and phrases to talk about the human body, lifestyles and healthcare
- Pronounce the consonant clusters of /pr/, /pl/, /gl/, /gr/ properly
- Use will and be going to to talk about intentions, plans, predictions and willingness
- Use the passive voice for description and report
- Read about an alternative treatment in medical care for main idea and specific information
- Talk about how to get rid of bad habits
- Listen for specific information on how to choose a healthy diet
- Write to ask for and to provide advice on what to eat for special events
B Teaching method: Communicative
C Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook
D Procedure
Part 1: GETTING STARTED
A Aims and 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:
- Teacher: Handouts, textbook, pieces of papers and cassette
- Students: Textbook
C Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
D Procedures:
Lead-in:
Play a song named: An apple a day
(This would be the best if we use a projector)
Inform the class of the lesson objectives: getting to know the topic,
-Pay attention to the teacher
Trang 28vocabulary about how eating can affect one’s health, and the use of will.
Activity 1:
- Tell students not to worry about new words or grammar points The new
items will be dealt with later on
- Play the recording Ask students to listen and read the conversation at the
same time
Activity 2
This task focuses on comprehension
- Ask students to work in pairs to practice asking and answering the
questions
- Ask students to report their answers and check if they have any difficulty
in understanding the conversation
Activity 3
This task familiarises Ss with the vocabulary and helps them improve the
recognition of consonant clusters in focus
- Ask students to listen and repeat the words
a Have students listen and circle the words they hear
b Have students classify the words into the corresponding categories
Activity 4
- Ask students to work individually, in pairs or in groups to report a time
Activity 3
Look at activity 1Don’t care about unfamiliar wordsListen and repeat the conversation
Activity 2
- practise asking and answering the questions
- report the answers
- 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 there may be unwanted effects from good things.
Activity 3
- listen and repeat the words
- circle the words they hear
+ prevent disease bones weight + brain boost healthy
- Ss work on classifying the words into thecorresponding categories
Disease Balance Skeleton system
Bones Weight Brain lungs
Nervous healthy
Prevent Balance boost
Activity 4
-Listen and repeat the words
Trang 29when laughter was the best medicine for them Assist by giving a list of
prompts including occasions like feeling stressful, tired, sick or
Trang 30Period 10
UNIT 2: YOUR BODY AND YOU
Part 2: LANGUAGE
A Aims and Objectives: By the end of the lesson, students will be able to:
- To teach Ss to pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
- To teach Ss to use the future simple with will and going to; the passive voice
- By the end of the lesson, students will be able to:
+ Understand and use the passive voice with modals
+ Use some lexical items related to the topic Your body and you.
+ Pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and 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
- Teach some of the words using the glossary, some pictures
- 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
Activity 1 Matching
- Ask students to work to match the items in the left column with the
ones in the right column
- Have students work in pairs to practice saying the names of the
systems Remind students to pay attention to the stressed syllables in
- work in pairs, practise saying the names of the systems.pay attention to the stressed syllable(s) in each word
- Ss work in pairs, practise saying the names of the systems
Activity 2
Trang 31Activity 2
- Tell students to work on classifying the words into the corresponding
systems Assist students to use a dictionary to find the right meanings
Pronunciation
Activity 1
-Have students listen and repeat the words Help students make a clear
distinction of the clusters in the pair /pr/ and /gl/ and the pair /gr/ and /
gl/
-Ask students to repeat a few times if necessary
Activity 2
-Ask students to read the sentence aloud Model first if necessary and
then draw students’ attention to the consonant clusters in focus Ask
students to practice the sentences a few times
Grammar Will and be going to
Activity 1
-Ask students to read about the usage of will and be going to and if
possible, make some examples of their own
-Give explanations and provide help if necessary
Activity 2
-Have students identify the use of will and be going to in the sentences
and write from 1 to 6 next to each one
-Call one student to go to the board and write answers
-Check and comment
- Tell Ss to work on classifying the words into thecorresponding systems
- Assist Ss to find the right meanings using a dictionary
B Pronunciation
Activity 1:
- listen and repeat the words
- make a clear distinction of the pair /pr/ and /pl/ and thepair /gr/ and /gl/ Allow Ss to repeat a few times
- read about the usage of will and going to and make some
examples of their own
+ “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:
1 1 (promises) 2 3 (refusals of things)
3 5 (plans, intentions) 4 6 (predictions)
5 2 (offers and requests for help)
Trang 32Activity 3
Tell students to further apply their newly acquired knowledge of will
and be going to in context
-Ask students to read the sentences Have students put a tick if right,
cross if wrong
-Ask students to give some explanations for their choice
Activity 4
- Have students complete the sentences with the right form of will and be
going to Remind students that sometimes both can be used
The passive
Activity 5
- Ask students to read about the usage of the passive voice Provide some
explanations if necessary to help students understand the rules
- Have students read the surprising facts about human body first, then
practice using the passive voice
Activity 3:
- further apply their newly acquired knowledge of will and going to in context.
- read the sentences Put a tick in front of the sentence if it
is appropriate, put a cross if it isn’t
Key:
1 x 2 √ 3 √ 4 √
5 √ 6 √ 7 √ 8 √
Activity 4:
- Ask Ss to complete the sentences with the rights form of
Will and be going to Remind Ss that sometime both can be
used
Key:
1 will/ is going to 2 won’t
3 will/ is going to 4 are going to
5 will 6 Are going to
7 will 8 am going to
Activity 5
- read about the usage of the passive voice
- Ask to read the surprising facts about human body first,then
1 Nerves signals are sent to and from the brain as fast as
170 times per hour.
2 10 watts is consumed by the brain
3 The blood vessels are damaged
4 The body is made up around 7 octillion atoms
5 2,000 gallons is pumped through our body
6 17 muscles are used to smile and 43 to frown
7 32 million bacteria are estimated to live on one square inch of our skin.
1 8 Emotional tears are produced by humans
IV Consolidation
- Wrap up the lesson
V Homework
Trang 33- Students prepare for the next lesson.
Notes after teaching:
………
………
………
………
Trang 34Period 11
UNIT 2: YOUR BODY AND YOU Part 3: READING SKILL
A Aims and Objectives: By the end of the lesson, students will be able to understand:
- General knowledge: Ss read for specific information about acupuncture
- Language: Present simple
- New words: Words related to acupuncture
Lead-in: Inform the class of the lesson objectives: Skimming
(glancing over a text for a general overview) and scanning (quickly
looking at a text for specific information) the text for the main idea
and specific information Ask the class to recall what skimming and
scanning are
Activity 1
- Ask students to look at the picture and read the title of the text-
Acupuncture – and talk about what they already know about
acupuncture
- Select some students who know about the practice to tell the class
some facts and beliefs
- If no student knows about the practice, give a brief description
Activity 2
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 they learn about acupuncture
- Ss work pairs, or in groups to discuss what they want to know
about acupuncture from then decide on at least three things they
want to have more information about
- Ss report their list and compare with others’
- Listen to teacher
Activity 1:
- Have students look at the picture and read the title of the ACUPUNCTURE- and talk about what they may already knowabout acupuncture
text Select some Ss who know about the practice to speak to theclass using their background knowledge
- If no Ss about the practice, teacher will give a brief description
- report their list and compare with others’
Key:
1 ailments 5 alternative
Trang 35- Students read the text quickly and pick out words or phrases.
Activity 3
The purpose of this task is the Ss’ thorough comprehension of the
reading text.
- Ask students to read the text quickly and pick out words or phrases
that are new to them Help students to look for the meanings of
these words in the dictionary
Activity 4
Aim: help students comprehend thoroughly the text
- Allow students to read the text again in depth to find
necessary information to give answers to the questions
Activity 5
The purpose of this task is to allow Ss to dig deeper into their
background knowledge using the reading as a model and a source
of information and then develop writing or speaking as a
post-reading activities.
-Elicit students’ knowledge in the field of non-medical treatments
These can be traditional or modern
-Students work in pairs or groups to exchange information After
sharing information, choose students at random to present the
report
-Ask students to write a short text using the information they collect
from their discussion and information exchange if time allows
3 There are more than 2000 nowadays.
4 They are soreness, slight bleeding, or discomfort.
5 Those who have electrical or electronic medical device inside them.
6 Acupuncture is considered as a reliable alternative to modern medicine.
Activity 5:
- work in pairs or in groups to exchange information
- present the report
IV Consolidation
- Wrap up the lesson
V Homework
Trang 36- Students prepare for the next lesson.
Notes after teaching:
………
………
Trang 37Period 12
UNIT 2: YOUR BODY AND YOU Part 4: SPEAKING SKILL
A Aims and Objectives: By the end of the lesson, students will be able to understand:
1 Educational aim: Students will be able to talk about how to get rid of bad habits
2 Knowledge:
- General knowledge: Ss 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
Lead-in: Inform the class of the lesson objective: talking about how
to get rid of bad habits.
Activity 1
The purpose of this task is to identify good habits from some given
ones
- Ask students what they think of their habits Have students’ name the
habits they think they have
- Have students look at the list of habits and decide which ones are good
and which ones are bad
- Have students explain their choice and give rectification if needed
Activity 2:
The purpose of this task is to allow Ss to have some insight into habits
and how to kick a bad one Ss will develop their confidence in
Activity 1:
- Think of the habits and name them
- look at the list of habits and decide which ones are good
- name the habits they think they have
- explain their choice and give rectification
Suggested answers:
+ Keeping a routine + Saving money + Never giving up + Being thankful + Reading regularly + Doing regular exercise
Activity 2:
Trang 38speaking by giving personal opinions on relevant topics.
- Have students 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 ideas
- Have students suggest ways to stop the bad habits from their own
experience
Activity 3:
The purpose of this task is to assist Ss’ speaking by using relevant
information.
- Have students read the text quickly and choose the things they think
they can or can’t follow Then, encourage students to explain their
decision to the class
- Have students read the phrase in the Watch out! Box and try to find out
the meaning of the idiom
Activity 4:
The purpose of this task is for Ss to develop their ability in free
speaking by applying advice to kicking a bad habit
- Have students work in pairs or groups to choose one bad habit Then
students make a list of Dos and Don’ts in order to kick that habit
- Have students share their lists with each other and report to the class
Activity 3:
- read the text quickly and choose the things they think they can
or can’t follow Then explain their decision to the class
- Ss read the phrase in the “watch out: boxand try to come to a conclusion on the meaning of the idiom
Activity 4:
- work in pairs or in groups to choose one bad habit, then make
a list of “do’s” and “don’ts in order to kick that habit
- share their lists with each other and report to the class
IV Consolidation
- Wrap up the lesson
V Homework
- Students prepare for the next lesson
Notes after teaching:
Trang 39UNIT 2: YOUR BODY AND YOU Part 5: LISTENING SKILL
A Aims and Objectives:
1 Educational aim: By the end of the lesson, students will be able to talk about a healthy diet and improve listening skill
2 Knowledge:
- General knowledge: Ss learn how to choose a healthy diet
- Language: Present simple
- New words: Words related to diet
3 Skills: Listening for specific information and deciding on True or False statements
Lead-in: Inform the class of the lesson objective: listening for
information on how to choose a healthy diet
Activity 1
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?
- Have students talk about how much they care about the nutritional
value of the things they eat
Activity 2:
The purpose of the task is to give Ss a closer look into what they
are going to listen to.
- Ask some students to talk about what they think the listening may
be about
- Have students respond briefly to give their opinions on the listening
they are going to do
- Have students listen to the recording to see if what they hear
matches what they expected
Activity 1
- answer the questions:
- talk about how much they care about the nutritional value of thethings they eat
Trang 40- Allow students to listen one more time if necessary to build up
students’ confidence in their listening ability
Activity 3 True-false
The purpose of the task is to check Ss’ comprehension.
Have students listen to the recording once or twice before
answering the questions
Call on students to check their answers
Activity 4
The purpose of the task is to develop Ss’ skill in listening for
detailed information.
- Have students listen again to divide the plate into sections with the
right labels of foods they hear
- Check if students’ responses are correct
Activity 5
The purpose of the task is to swap up the listening with an
expansion to writing using the knowledge and information Ss have
- read the sentences carefully
- Listen to the tape again and decide the statements that are true
or false then explain them