Unit 123 english 10 thí điểm

giáo án tiếng anh 10 thí điểm , đầy đủ , các học sinh và thầy cô có thể tham khảo , với nội dung hay , đầy đủ từng phần INTRODUCING THE PROGRAMS OF ENGLISH 10A. 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, units.B. Preparations: Teacher: Handouts, textbook, sub boards, colored chalks. Students: Textbook.C. Methods: The whole lesson: Integrated, mainly communicative.

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Date of preparation: August, 16th 2014 Date of signing: August, 18th 2014

INTRODUCING 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, units

B Preparations:

- Teacher: Handouts, textbook, sub boards, colored chalks

- Students: Textbook

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

- Exercises: Practice and production

D Procedures:

1 Warm-up

9 minutes

* Game: Lucky Number

-T divides the whole class into two groups and plays the game

- The leader of each group chooses a number for their own group and does the following requirement in each question If the answer

is correct, they will get 10 marks

1 Lucky Number

2 How many girls are there in your class?

3 Do you know what your English teacher’s name is?

4 Lucky Number

5 What do you prepare for this semester?

6 Do you like studying English? Why or Why not?

7 How do you learn English well?

8 Do you speak English fluently?

- T leads Ss in the lesson

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 sixteen units

- T asks Ss to find out the topic through the unit’s name

B The design of each unit in textbook:

1 Unit: express the theme

2 Reading: Developing reading skill

3 Speaking: Developing speaking skill

4 Listening: Developing listening skill5.Writing: Developing writing skill

6 Language focus: Learning grammar and pronunciation

- After 3 units, you have one period for test yourself It helps you test yourself about what you’ve learnt

T < > Ss

C Tests:

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3

Presentation

2

20 minutes

1- Checking frequency knowledge for the previous lesson

2- Fifteen minutes test (3 times) 3- Forty minutes test (2 times ) 4- Semester test (Once for each semester)

D The new point in learning E 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

F Some requires of students

- Read the lesson before studying in class

- Do all exercises at home

- It is good to find the meaning and the pronunciation of the new words in the dictionary at home

-Listen to the teacher attentively and take part in the lesson actively and creatively

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

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

T < > Ss

4.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents - Give feedback T < > Ss 5 Homework 2 minutes - Prepare Unit 1: Family life Lesson1: READING T < > Ss E Experience:

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Distributive period: 2 Date of teaching:

Unit 1 Family life

Lesson 1 Getting started

A Aims and Objectives: By the end of the lesson, students will be able to:

- 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, cassette

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

- Skimming and scanning reading

- T asks Ss some questions:

+ What is your responsibility in your family?

+ Who does the household chores?

Task 1: Listen and read:

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

- Ss listen and read along silently

Task 2: Decide whether the sentences are true, false or not given

- T asks Ss to read the passage again and get information to do Task 2

in pairs

- Ask students to compare the answers with a partner

- Ask some students to read the answers

- Checks and gives the correct answers:

1 F 2 NG 3 F 4 T 5 T 6 NG

Task 3: Listen and repeat:

- T plays the recording and asks Ss to listen then repeat the words/

phrases twice

- T asks some Ss to read the words

- T corrects Ss’ pronunciation

- T explains the meanings if necessary

Task 4: Write the verbs or phrases

- T asks Ss to write the verbs or phrases that are used with the words orphrases in the conversation

- T asks Ss to work individually

- T plays the recording again if necessary

- T asks Ss to exchange the answers with their partner

- T gives feedback

1 do /divide/ handle (household) chores 2 take out garbage

3 do laundry 4 shop for groceries

5 do heavy lifting 6 do washing-up

7 be responsible for household finances

Ss < > Ss

T < > Ss

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Unit 1 Family life

Lesson 2 Language

- 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

- T asks Ss to make sentences using some words or phrases:

1 do (household) chores 2 take out garbage

3 do laundry 4 shop for groceries

5 do heavy lifting 6 do washing-up

7 be responsible for household finances

- T corrects Ss’ answers and gives mark

- T asks students to compare the answers with a partner

- T asks some students to read the answers

- Checks and gives the correct answers:

1 f 2 e 3 a 4 h

5 b 6 g 7 d 8 c

Task 2: Adding more

- T asks Ss to read the conversation again and get information to do Task 2 individually

- Ss elicit more chores to add to the list

- Ask some students to read the answers

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5 minutes

4 minutes

5 minutes

- T asks Ss to discuss two questions

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

- T encourages Ss to use the chores in the list in their answers

- T asks some pairs to ask and answer the questions

- T gives feedback

B Pronunciation:

Task 1: Listen and repeat:

- T plays the recording and asks Ss to listen then repeat the words twice

- T asks some Ss to read the words

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

- T corrects Ss’ pronunciation

- T helps Ss with the pronunciation

Task 2: Listen and choose

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

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

- T asks Ss to work individually

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

1 b 2 b 3 c 4 a

C Grammar:

Task 1:

- T asks Ss to read the text once and asks them to pay attention to the

words / phrases such as every day, today, at the moment, and asks them

what verb forms are often used in the sentences that have these words / phrases Ask them to choose the correct verb form

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

- T gives feedback

1 a 2 a 3 a 4 b

5 b 6 b 7 b 8 b

T < > Ss S

T < > Ss

S

Ss

T < > Ss

S

Individually

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to do exercise 2 page 8 at home - Prepare for the next lesson T < > Ss E Experience:

Date of preparation: August, 16th 2014 Date of signing: August, 18th 2014 Distributive period: 4 Date of teaching: Unit 1 Family life

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Lesson 3 Reading

- Understand more about home life and express their own ideas about home life

- Read for specific information about the benefits of sharing housework

- T asks Ss to do exercise 2 page 8

1 does, is not cooking, is working

- T asks Ss work in groups, look at the picture and answer the questions

- T asks Ss 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 The

answer can be “Yes, they are Because they do the housework together/

Because all members of the family share the housework.”

- Remind Ss that the title for the text is the one that gives the general idea of the whole text

- Check Ss’ answers and guide Ss to the correct choice if necessary byhelping them eliminate the sentences that only about one aspect of thetext

Key: c Task 3:

- Have Ss read the text again and underline the words sociable, vulnerable, critical, enormous and tent when they see them in the text

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

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

Key: 1.a 2 b 3 b 4 b 5 a Task 4:

- T asks Ss to continue to work in pairs, and find out what it refers to in

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

Key: a c b b

Task 5: - Put Ss 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 Ss can understand the key words in the questions - Ask Ss 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 Ss’ answer by inviting a representative form each group to give the answer to one of the questions If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it form other Ss Key: 1 They do better at school, become more sociable, and have better relationships with their teachers and friends 2 Because it shows that they care about their wives and this makes their wives happy 3 They may fall ill easily or may think about divorce 4 There is a positive atmosphere for the family Pair work Ss T < > Ss 3 Consolidation 2 minutes

- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to do task 6 page 9 at home - Prepare for the next lesson T < > Ss E Experience:

Lesson 4 Speaking

- 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

B Preparations:

- Teacher: Handouts, textbook, pieces of papers

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And then give the reasons

Share the answers with the partners

Call some of them to present the answers orally

Likes

Feeding the cats and dogs Love animals

Do the groceries Like shoppingTaking out the garbage It is not too hard

Dislikes

Washing the dishes Often break thingsLooking after the baby Waste time, be tired

2 Activity 2

Ask Ss to look at the task 2

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

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

Call some of them to read out the questions and answers

Read the questions and underline key words

A: What household chores do you do everyday?

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

the cooking when my mom is busy

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

IndividuallyPair work

Household chores

sweeping

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

B: It’s not too hard, and I like seeing the house clean A: Which of the chores do you dislike most?

B: Washing the dishes because I often break things.

Give comment or pronunciation correction if necessary

3 Activity 3

Ask Ss to use the information above to make the similar conversation with partner (about themselves)

Work in groups of three then present in class

Practise in pairs about their own chores at home

Present orally in pairs

Example:

A: What household chores do you do everyday?

B: I ………

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

B: Well, I think I like ………

A: What do you like about it?

- T asks Ss to write the dialogue in the notebook

E Experience:

Unit 1 Family life

Lesson 5 Listening

- 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

- Ask Ss to answer some questions:

1 How does your family share the household chores?

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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

2 Activity 2

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

Play the tape first time

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

Read the text second time

Ask Ss to give the evidence

Listen the answers then give comment

In the third listening teacher check the understand of Ss

Call some of them to give answers

Solution (n)Ask some of them to tell the answer Give comments

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?

Play the tape first time

At the first time ask Ss to give the answer if they canRead the text second time

Ask Ss to give the evidenceListen the answers then give comment

In the third listening teacher check the understand of SsCall some of them to give answers

Give comment

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

- T asks Ss to write the dialogue in the notebook

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E Experience:

Lesson 6 Writing

A Aims and Objectives: By the end of the lesson:

- Ss can learn how to write a paragraph about family chores

- Ss can write about how each member of their family contributes to doping housework

B Preparations:

D Procedures:

1

Homework

8 minutes

* Checking

- Collect some homework books to mark writing

- Give marks

- Give comments and lead in the lesson

T < > Ss

2 New

lesson

34 minutes

“Many hands make light work”

1 Activity 1

- Ask Ss to work in pairs to discuss the meaning of saying

- Call some of them to tell the answers

- Ss present the answer Many hands make light work means that if many people share a piece of work, it will become easier for everybody

If all family members contribute to housework, each won’t have to do much

- Give comment

2 Task 2 +3

Ask Ss to read the text

In pairs complete the chore chart

Call some of them to tell class

- Ss present in class

HOUSEHOLD CHORE CHART

DAD Mending things , cleaning the bathroom MUM Do most of the cooking and groceries shopping LAM Doing the laundry, taking out the rubbish and cleaning the

fridge, laying the table for meals, sweeping the house and feeding the cat (share with sister)

AN Helping mum prepare meals and washing the dishes, laying

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

- Call some students to tell the form of writing a paragraph about how people

Pair work

T < > Ss

Pair work

T < > Ss

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in the family share household work.

A paragraph about how people in the family share household work.

a Introduction:

+ The members of the family

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

My family has …… )

+ How the household chores divide in general? (All members of may family do the housework / My family share the household chore equally/ … ) b Body Describe each member’s duties? Structures: Be responsible for …

Being the elder child, … My responsibility at home is …….

c Conclusion The benefits of sharing house hold chore or your feeling about your family (I love sharing the household chores with all members of my family as ………)

3 Activity 4 Ask students to complete their own Family chore chart Write the chart of a student on the board as an example HOUSEHOLD CHORE CHART DAD Doing the heavy lifting Sometimes prepare dinner MUM Do most of the cooking and groceries shopping My older sister Help my mum cook lunch and dinner Doing the laundry Water the houseplants Me Taking out the rubbish Lay the table for meals Feed the cat and dogs Call him/her write the writing on the board, and the rest of students write in their notebook (Time limited is 10 minutes) Check the writing on the board Collect the writing to give marks T < > Ss Ss < > Ss Individually T < > Ss 3 Consolidation 2 minutes

- Ask Ss to consolidate the main contents - Ask Ss to tell class how to write a paragraph about how people in your family share household work - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to write the dialogue in the notebook - Prepare for the next lesson T < > Ss E Experience:

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Lesson 7 Communication and culture

- Ss can discuss the sharing household chores in the family

- Ss can get knowledge of family fife in different cultures (Viet Nam and Singapore)

- Ask Ss to work in pairs to describe

- Call some of them to tell the answersAnswers:

The father is cleaning the house

The mother is doing the housework ( cooking, cleaning the house, feeding the baby, doing the laundry, ironing….)

- T explains some words or phrases if necessary

- Play the record Have Ss listen and do the activity

- Feedback

Activity 3:

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

- Tell Ss to refer back to the ideas in Activity 2 to answer the questions,but they can also express their opinions freely

- Call some groups to report their group’s opinions to the class

2 Culture:

Activity 1:

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

- Help Ss with some vocabulary

- Ask some Ss to present their answers

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4

Homework

1 minute

- T asks Ss to learn the structures and vocabulary

E Experience:

Lesson 8 Looking back and project

- Ss use words and phrases related to topic “Home life”

- Ss can pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /

- Ss use the present simple and the present continuous tense

B Preparations:

D Procedures:

1

Homework

8 minutes

* Checking

- Collect some homework books to mark writing

- Give marks

2 New

lesson

34 minutes

Pronunciation:

- Introduce the task and play the recording

- T asks Ss to underline the words having cluster sounds /tr/ , /br/ , / kr /

- Call on some Ss to read the sentences

Vocabulary:

Activity 1: What chores are the people doing?

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

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

Key:

1 cooking 2 shopping for groceries

3 doing the laundry / washing clothes 4 taking out the rubbish

5 cleaning the toilet 6 washing up

7 ironing 8 sweeping (the house)

Individually

T < > Ss

Pair work

T < > Ss

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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

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

- Check Ss’ answers and provide correction if necessary

Key:

1 does the cooking 2 shops for groceries

3 does the heavy lifting 4 laundry

5 ironing 6 takes out the rubbish

7 sweeping the house 8 lays the table

9 does the washing-up

Grammar:

Activity 1:

- Ask Ss to work in pairs to finish the sentences with either the present simple or the present continuous tense

- Check Ss’ answers

- Feedback Key: 1 am writing, miss 2 am looking after

3 looks, is wearing 4 am cooking

5 are you reading 6 do

Activity 2:

- Ask Ss to work in groups to discuss the questions

- T goes around and helps Ss with the new words or structures

- Call some groups to report the results to the class

- T listens and makes comments

Group work

T < > Ss

Pair work

T < > Ss

Group work

T < > Ss

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss E Experience:

Unit 2 your body and you

- Students learn about daily activities

- Use the words and phrases related to words related to parts of the body

B Preparations:

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

- Skimming and scanning reading

D Procedures:

1 Warm up

8 minutes

- Ask students to keep book close and remember names of the body

- Students listen to the teacher and point at the parts of their body whenthey hear the words related to part of the body

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

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

This task leads students in and Ss work individually to arouse interest

in the topic of the unit Tell Ss not to worry bout the new words orgrammar points The new items will be dealt with later on

- Play the disk and ask students to listen

- Students read the dialogue

Task 2:

This task focuses on comprehension

- Ask students to practise asking and answering the questions

- Let them report the answers and check if they have any difficulty inunderstanding the conversation Answers may vary

- Walk round and help them

- Ask some students to stand up to talk again

1 Better health; good body condition; stronger resistance to illnesses

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

3 Memory or (the) brain

4 He feels there may be unwanted effects from good things

Task 3:

This task familiarises Ss with the vocabulary and helps them improvethe recognition of consonant clusters in focus Tell Ss to listen andrepeat the words

- Play the tape

- Ss listen and circle the words they hear

+ prevent disease bones weight + brain boost healthy

- Ss work on classifying the words into the corresponding categories

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

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

lungs (n)

Task 4:

- Ask Ss to work individually, in pairs or in groups to report on a timewhen laughter was the best medicine for them T can assist by giving alist of prompts including occasions like an embarrassing situation,feeling stressful, tired or sick, ect

3.

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2 minutes

4

Homework

1 minute

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

E Experience:

Date of preparation: September, 13th 2014 Date of signing: September, 15th 2014

Lesson 2 Language

- 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 ifpossible

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

- Lead in: We’re going to learn about

b Ask Ss to work in pairs, practise saying the names of the systems

Remind Ss to pay attention to the stressed syllable(s) in each word

- Ss work in pairs, practise saying the names of the systems

- Ask Ss to listen and repeat the words

- Help Ss make a clear distinction of the pair /pr/ and /pl/ and the pair /gr/ and /gl/ Allow Ss to repeat a few times

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- Ask Ss to listen and practise reading the sentences aloud Teacher

may model first if necessary the draw Ss’ attention to the consonant

clusters in focus Ask Ss to practise the sentences a few times

2 Grammar.

a Will and be going to

Task 1:

- Ask Ss to 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:

5 plans, intentions

6 and making some predictions

- Give explanations and provide help when necessary

Task 2:

- Ask Ss to identify the use of Will and going to in the sentences and

write from 1 to 6 next to each one

- Help Ss if necessary

Key:

1 1 (promises) 2 3 (refusals of things)

3 5 (plans, intentions) 4 6 (predictions)

5 2 (offers and requests for help)

Task 3:

- Tell Ss to further apply their newly acquired knowledge of will and

going to in context.

- Ask Ss to read the sentences Put a tick in front of the sentence if it is

appropriate, put a cross if it isn’t

- Ss read the sentences Put a tick in front of the sentence if it is

appropriate, put a cross if it isn’t Give some explanations for their

choice if they can

Key:

1 x 2 √ 3 √ 4 √

5 √ 6 √ 7 √ 8 √

Task 4:

- This task encourages Ss to use the items newly learnt in practice Ask

Ss to complete the sentences with the rights form of Will and be going

to Remind Ss that sometime both can be used.

Key:

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

b The passive

- Tell Ss to read about the usage of the passive voice Teacher can

provide some explanations if necessary to help Ss understand the rules

Task 4:

- 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

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3 The blood vessels are damaged

4 The body is made up around 7 octillion atoms

5 2,000 gallons is pumped through our body

6 17 muscles are used to smile and 43 to frown

7 32 million bacteria are estimated to live on one square inch of our skin

8 Emotional tears are produced by humans

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4 Homework 1 minute - T asks Ss to do exercises again at home - Prepare for the next lesson T < > Ss E Experience:

Date of preparation: September, 13th 2014 Date of signing: September, 15th 2014 Distributive period: 12 Date of teaching: Unit 2 your body and you

Lesson 3 Reading

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

B Preparations:

D Procedures:

1 Warm up

6 minutes

- 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

T < > Ss

2 New

lesson

36 minutes

Task 1:

- Have students look at the picture and read the title of the text-ACUPUNCTURE- and talk about what they may already know about acupuncture

- Select some Ss who know about the practice to speak to the class using their background knowledge

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

Task 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

Ss

T < > Ss

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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’

- Students read the text quickly and pick out words or phrases

Key:

1 ailments 5 alternative

2 ease 6 treatment

3 acupoints 7 evidence

4 precaution 8 promote

Task 4:

The purpose of this task is the Ss’ thorough comprehension of the reading text

- Allow students to read the text again in depth to find necessary information to give answers to the questions

- Ss work individually to answers the questions

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