giáo án thí điểm tiếng anh lớp 10 cả năm mới nhất

Grammar Activity 1 - 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 for

Date of preparation: 2015

Date of teaching: 2015

Period 1 UNIT 1 FAMILY LIFE

A Aims and requirements

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

B Teaching method: Communicative

C Teaching aids

- Cassette player, tape, board, chalks, textbook and notebook

D Procedure

Part 1: GETTING STARTED

I Class organization: Check attendance

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Aim: To introduce the topic of the unit,

vocabulary about household chores and the

grammar point taught in the unit

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?

Activity 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

- 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

(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

- Read along Household chores rubbish Household finances groceries Heavy lifting washing up Laundry

Verb/Verb phrases Words/

Phrases

1 Split, divide, handle

(household) chores

4 Shop for Groceries

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:

………

………

………

………

Period 2

Part 2: LANGUAGE

I Class organization: Check attendance

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Aim: To provide students with a right way to pronounce

some clusters and how to distinguish present simple and

present continuous tense

Vocabulary

Activity 1

- Ask students to work individually, read the words and

phrases in the box, then discuss and find the meaning for

- Do as required

1 f 5.b

2 e 6.g

3 a 7.d

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

- Ask students to work in pairs Read the conversation in

GETTING STARTED again and list all the household

chores that are mentioned in the conversation

- Then elicit more chores to add to the list

Activity 3

- 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

-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

- 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

Grammar

Activity 1

- 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

- clean the house

- take out the rubbish

- do the laundry

- do the washing-up

- do the heavy lifting

- be responsible for the household financesOther 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

- Listen to the tape

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

- 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

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:

………

………

………

………

Date of preparation:

Date of teaching:

Period 3

Part 3: READING SKILLS

I Class organization: Check attendance

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

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

Lead-in: Inform students of the lesson objectives

Activity 1

-Let students work in groups, look at the picture and answer

the questions Ask students to call out the answers to

- Work in groups

- Look at the picture and answer the question The answer can be:

question 1 freely For question 2, ask a representative of

each group to give the opinion of the group

Activity 2

- 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

Activity 3

- 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

- 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

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?

Yes, they are Because they

do the housework together /Because all members of the family sharehousework

- Read the text

2 Because it showsthat they care abouttheir wives and thismakes their wiveshappy

3 They may fall illeasily or may thinkabout divorce

4 There is a positiveatmosphere for the

- 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

- Put students in groups of four and let them discuss the

questions freely If 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

family

- Do as required

IV Consolidation: - Summarize the main points

V Homework: - Ask students to prepare for the next lesson.

Notes after teaching:

………

………

………

………

Date of preparation:

Date of teaching:

Period 4

Part 4: SPEAKING SKILLS

IV Class organization: Check attendance

V Checking the old lesson

VI New Lesson

Teacher’s activities Students’ activities

Aims: To encourage students to talk about the chores of

their love and hate

Lead-in:

Provide students with some handouts with the names of

household chores and ask students to match the chores

with corresponding pictures

Activity 1

-Ask students to work by themselves, write at least three

household chores they like and three they dislike doing

- Pay attention to teacher and match the chores with the pictures

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

Activity 2

-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

-Ask students to work with a different partner to have a

similar conversation 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

-Work with a different partner

to have a similar conversation

- 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

Date of preparation:

Date of teaching:

Period 5

Part 5: LISTENING SKILLS

I Class organization: Check attendance

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Aim: To equip students with more knowledge about roles

of men and women in families

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 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 call 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 het 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

- Invite representatives from pairs to present the answer

to each of the questions to the class Give feedback and

correction if necessary

1 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”?

- Read the questions carefully

- Listen to the recording

Key activity 4

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 Consolidation

- Summarize the main points

V Homework

- Ask students to prepare for the next lesson

Notes after teaching:

………

………

………

………

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Aims: Students can write a paragraph about how

people in their families share housework

Lead-in:

T asks sts to give the translation for the saying

- T asks some more questions to introduce the

- 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

Activity 3

- 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

Answers:

1 2

2 the parents work, children spend most of

Activity 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

their time at school

3 they split the house equally

4 para 3 and 4

5 yes, they do

6 everyone can have some time to relax

Do as required

IV Consolidation

- Summarize the main points

V Homework

- Ask students to prepare for the next lesson

Notes after teaching:

………

………

………

………

Date of preparation: Date of teaching: Period 7 Part 7: COMMUNICATION AND CULTURE I Class organization Check attendance 10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

1 Warm-up

- T asks sts to look at the picture of the husband

and wife and answer some questions

Suggested questions:

- Look at the picture and answer the questions

1 what does the man do?

2 what does the woman do?

3 who is happier? why?

2 Listen and match

- T introduces the talk show, the people and the

task by asking simple questions

- 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

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,

after that sts compare to correct Sts can use a

dictionary to look up new words while doing the

task

- T asks one st to write the answers on the board

for class checking

In our family, our parents share all thework and we are happy with that

Definition:

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

- Ask students to prepare for the next lesson

Notes after teaching:

………

………

UNIT 1: FAMILY LIFE

Part 8: LOOKING BACK

I Class organization

Check attendance

10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities Pronunciation

- 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 1

- T ask sts to speak out the words under

each pictures then let them write in their

books

- T helps if there is a new word

- T checks by saying the number

Vocabulary 2

- T has sts work in pairs, read the text

carefully and fill in each gap with a word

1 cream, brush

2 crash, tree, traffic

3 try, create, brother

4 brown, bread, breakfast5.brave, travelling, train

6 true, crime, increase

Answers:

1 cooking

2 Shopping for groceries

3 doing the laundry

4 taking out the rubbish

5 cleaning the bathroom

6 washing up

7 Ironing

8 sweeping the house

9 watering the flowers

10 feeding the catAnswers:

1 does the cooking

- 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 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

Grammar 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

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

Answer:

1 am writing, miss

2 am looking after

3 looks, is wearing

4 am cooking

5 are you reading

6 do people in your family do

Model dialogue:

A Hello

B Can I ask you something?

A question 1

B ……

A Thank you for your answers B You are welcome! IV Consolidation - Summarize the main points V Homework - Students do the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment Notes after teaching: ………

………

………

………

Date of preparation: 2015

Date of teaching: 2015

Period 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

III Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities 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, vocabulary 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

-Pay attention to the teacher

Look at activity 1Don’t care about unfamiliar wordsListen and repeat the conversation

- Work in pairs and practice

- 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

- Ask students to work individually, in

pairs or in groups to report a time when

laughter was the best medicine for them

Assist by giving a list of prompts

including occasions like feeling stressful,

tired, sick or embarrassed, etc

- Report the answers Answers may vary

3 Memory or (the) brain

4 He feels uncertain about the benefits of apple juice

-Listen and repeat the words

DiseaseBalanceSkeletonsystem

BonesWeightBrainlungs

Nervoushealthy

PreventBalanceboost

VI New Lesson

Teacher’s activities Students’ activities Vocabulary

Activity 1

- Show students some pictures of the body

systems or organs for illustration if

possible

a Ask students to work to match the items

in the left column with the ones in the

right column

b Have students work in pairs to practice

saying the names of the systems Remind

students to pay attention to the stressed

syllables in each word

Activity 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

Activity 1

- Ask students to read about the usage of

will and be going to and if possible, make

- Look at the pictures

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

Digestive system – dNervous system – aRespiratory system – b

Classify the wordsKey:

Circulatory system : heart, blood, pumpSkeletal system: spine, bone, skullDigestive system: stomach, intestineNervous system: brain, nerves, thinkingRespiratory system: breath, air, lung

- Listen and repeat the words

- Read aloud

- Read and then write examples

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

Activity 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

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

- Do as requiredKey

1.1 2.3 3.54.6 5.2

- Read the sentences

1 Is consumed by the brain

2 Are damaged (extensively)

3 Is made up of around 7,000,….,000 (27 zeros) atoms (octillion)

4 Is pump through our body everyday(by the heart)

5 Are used to smile, to frown

6 Are estimated to live on one square

inch of our skin

7 Are produced by humans only

IV Consolidation

- Wrap up the lesson

V Homework

- Students prepare for the next lesson

Notes after teaching:

………

………

………

………

Date of preparation: Date of teaching: Period 11 UNIT 2: YOUR BODY AND YOU Part 3: READING SKILL I Class organization Check attendance 10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities Lead-in: Inform the class of the lesson

objectives: skimming for an overview and

- Listen to teacher

scanning for specific information.

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

Aim: further involve students in the topic of

the reading

- Have students work in pairs or groups to

discuss what they want to know more

about acupuncture then decide on at

least three things they want to have

more information about

- Ask students to report their lists and

compare theirs with others’

Activity 3

Aim: To give students an overview of the

reading and provide them with key

vocabulary

- 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

Aim: allow students to dig deeper into their

background knowledge using the reading

- Look at the picture and read the title

- Talk in front of the class

- Work in pairs or groups

- Read the text quickly

Key:

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

Suggested answers:

1 Promoting harmony between humans and the world around themand a balance between yin and yang

2 It is believed to promote the body’s natural healing capabilities and enhance its functions

as a model and as a source of

information and then develop writing or

speaking as port-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

6 Acupuncture is considered as a reliable alternative to modern medicine

IV Consolidation

- Wrap up the lesson

V Homework

- Students prepare for the next lesson

Notes after teaching:

UNIT 2: YOUR BODY AND YOU

Part 4: SPEAKING SKILL

I Class organization

Check attendance

10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Lead-in: Inform the class of the lesson

objective: talking about how to get rid of bad

habits

Activity 1

Aim: to identify good habits and bad 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:

Aim: Allow students to have more insight

into habits and how to kick a bad one Help

students develop their confidence in

speaking 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:

Aim: To assist students’ 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:

Aim: develop students’ ability in free

speaking by applying advice to kicking a bad

habit

- Have students work in pairs or groups

- Think of the habits and name them

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

- Work in groups as required

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

IV Consolidation

- Wrap up the lesson

V Homework

- Students prepare for the next lesson

Notes after teaching:

UNIT 2: YOUR BODY AND YOU

Part 5: LISTENING SKILL

I Class organization

Check attendance

10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Lead-in: Inform the class of the lesson

objective: listening for information on how

to choose a healthy diet

Activity 1

Aim: Engage students in the lesson by

eliciting their personal eating habits

- Have students talk about how much they

care about the nutritional value of the

- Students may know some basic information about what they have to do

- Feel free to talk

things they eat.

Activity 2:

Aim: To give students 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

- Allow students to listen one more time if

necessary to build up students’

confidence in their listening ability

Activity 3

Aim: To check students’ comprehension

- Have students listen to the recording

once or twice before answering the

questions

- Call on students to check their

answers

Activity 4

Aim: To develop students’ skill in

listening for specific 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

Aim: To wrap up the listening with an

expansion to writing using the knowledge

and information students have just learnt

- Ask students to write sentences to

describe the plate they have just

drawn in activity 4

-Guess the content of the listening part

- Listening to the recording

Grains Fish

IV Consolidation

- Summarize the main points

V Homework

- Students to prepare for the next lesson

Notes after teaching:

UNIT 2: YOUR BODY AND YOU

Part 6: WRITING SKILL

I Class organization

Check attendance

10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities Lead-in: Inform the class of the lesson

objective: writing a short letter, with details

or examples as supporting ideas, to give

advice on what to eat before important

occasions

Activity 1:

Aim: To have students brainstorm and

produce a list of the foods that may give

them allergies, bad breath, stress,

sleeplessness and sleepiness

- Ask students to work individually to

build a list as instructed

Pay attention to the teacher

Do as required

- Ask students to share and compare their

list with each others’

- Check if there are similarities and

differences, then ask students to explain

the most prominent similarities and

differences

Activity 2

Aim: To provide students with input for

their practice and production later on

-Give brief explanations or provide

meanings of the difficult words to help

students when necessary to save time for

other activities

- ask students to quickly read the facts about

the foods provided Allow students to use a

dictionary or ask teacher for help, if

necessary

Activity 3

Aim: To build students’ ability in writing a

request letter following the given model

- Ask students to read the letters from

readers and analyze the problem and the

writing styles

- Ask students to work in pairs or groups

to select a problem and write a similar

request-or-help letter

- Ask students to show the letters they

have just written to the class and ask for

comments from the class

- Provide support and comments when

necessary and decide if students have

met the objective of the activity Select

one or two of the best writings to show

the class

Activity 4

Aim: To build up students’ ability in free

letter writing by replying to

“request-for-help” letters

- Ask students to study the reply to

Scott’s letter Help students if necessary

to facilitate their acquisition in terms of

Similarity: need advice on foodDifference: purpose to eat

Problems:

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

- Reply Scott’s letter

writing styles, structures, language, and

tactics

- Ask students to choose one request

from those provided or from those they

produced in the previous activity to

write a reply using the model

- Provide help and support, if necessary - Do as required

UNIT 2: YOUR BODY AND YOU

Part 7: COMMUNICATION AND CULTURE

I Class organization

Check attendance

10A1

10A9

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Lead-in: Inform the class of the lesson

objectives: further skill development

Communication:

Activity 1:

Aim: Students have more chances to practice

speaking

- Explain to students that they need to

look at the pictures and link them with

the previous parts of the unit To give

students more freedom, allow them to

choose other pictures of the same theme

not provided in the section to exploit

other speaking possibilities

- Ask students to talk about how the

activity benefits the parts of the body

students’ speaking ability by using group

discussion

- In pairs or groups, have students

discuss the activities in Activity 1 and

say why they are healthy

- If possible, allow the whole class to

participate in a debate-like discussion

Activity 3:

Aim: To further develop students’ speaking

or writing ability

- Ask students to work in pairs or groups,

choose a system of the body and make a list

of the activities that are good for it

- Ask students to report to the class giving

reasons for their choices Then ask students

to write a short text describing their choices

Culture

Activity 1

Aim: To provide some information about

how traditional healthcare practices (and

beliefs) vary in different countries

- Ask students to read about health

practices and beliefs in the two countries

and note the similarities and differences

- Give explanations, if necessary

Activity 2

Aim: To develop students’ speaking by

comparing facts from activity 1

- Ask students to work with a partner to

discuss the similarities and differences

in traditional health beliefs and

practices in two countries

- Support students by providing

structures or vocabulary, when needed

Activity 3

Aim: To allow students to further develop

their speaking ability

- Ask students to use the information

from their reading homework for this

activity

- Ask students to talk about their chosen

- Work in pairs or groups and discuss the activities in Activity 1

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

- Work in pairs or groups

- Do as required

- Students read carefully

- Ask students to work in pairs and do the task

- Students may do at home

traditional therapy Details may include

what the underlying idea/ belief is, how

the practice is performed, what the

benefits are, who is suitable for, etc

IV Consolidation - Summarize the main points

V Homework - As above

Date of preparation:

Date of teaching:

Period 16

UNIT 2: YOUR BODY AND YOU

Part 8: LOOKING BACK

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

II Checking the old lesson

III New Lesson

Checking homework

- T calls on some students to the board

and ask them to talk about a traditional

therapy that they know

- Go to the board and talk

- Give mark

Pronunciation

Activity 1:

- Have students listen and repeat the

sentences to consolidate their

recognition and production of the learnt

consonant clusters

Vocabulary:

- Have students complete the sentences

using words they learnt previously in

the unit

Grammar

- Students underline the part in italics

that is appropriate in the following

- Prepare for the one-period test

Notes after teaching:

………

………

………

………

Date of preparation: 2015

Date of teaching: 2015

A Aims and requirements

- This test provides students with a good chance to be familiar with a form test of B1

- Check their knowledge of listening, reading, writing and language focus

B Teaching method: Communicative

II Checking the old lesson

III New Lesson

Date of preparation: 2015

Date of teaching: 2015

A Aims and requirements

- After this lesson students have marks on the test and receive feedback from teacher

- Check their knowledge of listening, reading, writing and language focus

- Recognize their mistakes and avoid repeating

- Know strength and weaknesses to set up a study plan

B Teaching method: Communicative

II Checking the old lesson

III New Lesson

b Listen and choose the best answer (1pt)

1 “In my family, everybody shares the household duties”, said Nam

 Nam said that in his family, everyone shared the household duties

2 My sister’s responsibility is to wash clothes every day

 My sister is responsible for washing clothes every day

3 There are three or four generations in an extended family

 An extended family consists of three or four generations

4 People believe that acupuncture is a reliable alternative to modern medicine

 Acupuncture is believed to be a reliable alternative to modern medicine

5 The practice of acupuncture originated from the idea of promoting harmony between humans and the world around them and a balance between yin and yang

 The practice of acupuncture is rooted in the idea of promoting harmony between humans and the world around them and a balance between yin and yang

b Write a paragraph of about 80 words about how you can stay healthy (1.5pt)

Criteria:

1 Content: have clear ideas

2 Coherence: ideas are linked together suitably

3 Grammar: use grammar items correctly

IV Language Focus

a Choose the best answer (0.5pt)

1 You should take regular exercise and……… your weight to be healthy

a lose c increase

2 I really need some urgent methods to…… some bad habits

3 My grandmother feels uncomfortable today I guess it………….rain tomorrow

4 She often ……a big breakfast but today she……only a glass of milk

b Fill in the gaps with one or two suitable words (1pt)

1 She is such a busy woman that she doesn’t have time for rest and… recreation

2 You can use this herbal product because it has no…………side effects

3 My brother has a pain in his ankle but he refuses to be………treated

4 Don’t eat spicy foods too regularly or you will have trouble with your…… digestive

Date of preparation:

Date of teaching:

Period 19

UNIT 3: MUSIC

A Aims and requirements

By the end of this unit, Ss can:

- Use nouns and phrases related to the topic Music

- Pronounce the final sounds /est/, /nt/, and eit correctly in isolation and in context

- Use compound sentences

- Use to-infs and bare infs

- Read for general ideas and specific information about TV shows

- Talk about TV shows

- Listen for gist and specific information about inspirational music

- Write biographies using the information from fact files

Part 1: GETTING STARTED

B Teaching method: Communicative

II Checking the old lesson

III New Lesson

Lead-in: inform the class of the lesson

objectives: getting to know the topic,

- Pay attention to teacher

“Music” through a conversation about a

teen pop star and two grammar points

Activity 1: Elicit comment on the picture

Check students’ understanding of some

vocabulary items: passionate, shy,

deceiving, talented, and top 40 before

giving the meanings or Vietnamese

equivalent

- Tell students that the activity is for

comprehension, and they should read as

they are listening Then have students

work individually to tick the statements

before they discuss as a class Check he

answers, and give explanation, if

necessary

Notes:

platinum album: an album “goes platinum”

once it has hit a certain number of sales

The exact number of album sales required

to go platinum varies from country to

country, depending on population In the

USA, it takes one million sales for an

album to go platinum, while in Slovakia,

6000 sales equals a platinum record

Single: In most cases, the single is a song

that is released separately from an album,

but it can still appear on an album

Top 40: the 40 most popular or best selling

recordings, songs, etc., within a stated time

period

Activity 3

Tell the students to focus on the

instructions Get them to work in pairs or

groups to discuss the answers

(students may refer back to the

conversation) Check the answers and give

explanations, if necessary

Watch out!

Key: The saying Looks can be deceiving

means things are not always as they

2 He looked shy and passionate

3 He won second place in the idol contest

4 His mother did

5 They gained over 10,000,000

- She seems like a very nice girl, but she

isn’t Looks can be deceiving!

- This restaurant doesn’t look good, but

the food is great Looks can be

deceiving!

Activity 4:

This activity focuses on dictionary skills

Students should use a dictionary to look up

the meanings of the words and write them

down before discussing Check the answers

as a class

Activity 5

Aim: focus on the to-inf in the

conversation Give students time to do the

task individually Check the answers as a

Talented: a person with good natural ability

Popular: widely liked or appreciatedWell-known: famous

- Prepare for the next lesson

B Teaching method: Communicative

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Vocabulary:

Activity 1:

- Have students read and match the

vocabulary items with their meanings

Set time and let students work

individually Then check the answers as

a class Explain the meanings or give

Vietnamese equivalents if necessary

Activity 2:

Aim: Focuses on the lexical items related to

Music

Students should use a dictionary to look up

the meanings of the words in the box

before discussing in groups in order to

match each item from a-g with the

appropriate meaning

- Check answers as a class

Activity 3:

Aim: To make sentences with the words in

Activity 2 Give enough time for students

to do the task Call on a few students to

write their sentences on the board, and get

the class to comment before giving the

correct answers

Activity 4:

Aim: Enable students to review the words

related to the topic Have students do the

task individually first Then they compare

their answers with their partner’s Call on

two students to write the word webs on the

board Elicit other words from the class to

add to the webs Get students to read in

chorus all the words in the webs

- Read and match

- Key:

1.talent2.pop3.idol4.contest5.fan6.clip

- Use a dictionary to look upKey

a.2b.3c.1d.4e.6f.5g.7

Contes

Activity 1:

Aim: Focuses on identifying the words

having the ending sounds /est/, / /, / /

Set time and let students do the task

individually Check the answers as a class

Activity 2:

Play the recording twice The first time,

get students to read all the words having

the ending sounds /est/, / ənt

a /, / / in their books as they are

listening Play the recording the

second time, pausing at times to ask

the whole class to repeat the words

b Have students work individually to

listen and write down the words they

have heard Then ask students to

check the answers in groups Call on

one student to write the answers on

the board Correct mistakes if there

are any Let students read all the

words in chorus once or twice

Activity 3:

Aim: This activity focuses on the

research skill Students can use a

dictionary or the Internet to look for

more words having the same endings

- Have students work in pairs or groups

- Check answers as a class Then get

students to read aloud all the new

words

Grammar

Compound sentence

Activity 1:

Draw students’ attention to the reminder

in the box Remind students that they

Work individuallyKey

PassionateTalentContest

Audio script:

Commemorate dateBest testTalent achievementDifferent parent

Guest

Suggested answers:

RequestDevelopmentPenetrate

judgestar

have learnt some of the coordinating

conjunctions in the lower grades such as

and, but and so Present new ones: or,

yet and for, using some examples to

make clear their uses and meanings

Remind students that the use of the

conjunction is determined by the ideas

of the clauses, and that a comma is

added before the coordinating

conjunction which joins two clauses

Activity 2:

-Read the sentence halves in the table

aloud to the class, and elicit the

answers Get students to work in pairs

or a few minutes Check the answers as

a class Ask some students to read aloud

all the completed sentences

Infinitives:

- Ask students to look at Watch out! Box

and give them time to read Check

which verbs are followed by “to” and

which ones are not

- Ask students to write down the verbs

in two columns in their notebooks Let

students do the task individually

- Check the answers as a class and get

students to read in chorus all the

completed sentences

Key:

1.d2.c3.a4.b

Key:

1.c2.e3.a4.b5.f6.d

Key:

1.to sing2.to make3.to do4.fall5.ride6.to buy

IV Consolidation

- Summarize the main points

V Homework

- Prepare for the next lesson

Notes after teaching:

………

………

………