INTRODUCING THE PROGRAMS OF ENGLISH 10 Objectives: By the end of the lesson, Ss are able to: know about the English book grade 10 in general. (Including themes, tests, lessons etc. ) know how to do an oral test, a fifteen minute tests and a written test. know some requires to study well English. have the opportunities to develop their oral fluency. Teaching aids: Handouts, textbook, sub boards and colored chalks. C. Methods: The whole lesson: Integrated, mainly communicative.
Date of preparation: August, 16 th 2015 Period: INTRODUCING THE PROGRAMS OF ENGLISH 10 Objectives: By the end of the lesson, Ss are able to: - know about the English book grade 10 in general (Including themes, tests, lessons etc ) - know how to an oral test, a fifteen - minute tests and a written test - know some requires to study well English - have the opportunities to develop their oral fluency Teaching aids: - Handouts, textbook, sub boards and colored chalks C Methods: - The whole lesson: Integrated, mainly communicative PROCEDURE I Warm-up: 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 Lucky Number How many girls are there in your class? Do you know what your English teacher’s name is? Lucky Number What you prepare for this semester? Do you like studying English? Why or Why not? How you learn English well? Do you speak English fluently? - T leads Ss in the lesson II Presentation: Presentation 1: A Content: Including six topics - T introduces the topics You and me Education Community Recreation Nature and Environment People and places > Six topics are divided into ten units - T asks Ss to find out the topic through the unit’s name B The design of each unit in textbook: Getting started: Introducing the overall topic of the unit Language: Learning vocabulary, grammar and pronunciation Reading: Developing reading skills and providing Ss with language and ideas about the topic Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge Listening: Developing listening skills Teacher: Nguyễn Thị Tuyền 6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit 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 units, Ss have one period for test themselves It helps them test themselves about what they’ve learnt Presentation 2: C Tests: 1- Checking frequency knowledge for the previous lesson 2- Fifteen minutes test (3 times for each semester) 3- Forty minutes test (2 times for each semester) 4- Semester test (Once for each semester) D The new point in learning English 10 - Communicative method /approach - Task - based method /teaching - The book is designed with 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 themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places - There are 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) Consolidation - minutes - Ask Ss to consolidate the main contents - Give feedback Homework - minutes - Prepare the new words in Unit 1: Family life Lesson1: Getting started Teacher: Nguyễn Thị Tuyền Date of preparation: Unit 1: PERIOD: 02 FAMILY LIFE GETTING STARTED Objectives: By the end of the lesson, Ss are able to: - have general ideas about household chores and roles of each member in family - Use some lexical items related to the topic Family life - Make simple dialogues using the given expressions - Read about the benefits of sharing household - Use the words and phrases related to household chores and duties Lexical items: Skills: reading, speaking and listening Teaching aids: cassette player, pictures, posters PROCEDURE I Warm up : 5mins T: Ask Ss if they often housework and what housework each member of their family does Then ask them to look at the pictures and guess what they show T: Ask Ss questions about the pictures: E.g - Who are the people in the pictures? - What are they doing? II Listen and read:- Task 1-p.06- mins - T plays the recording and asks Ss to listen and pay attention to the text to understand the content - Ss listen and read along silently III Decide whether the sentences are true, false or not given- Task 2:(P.7)- 13 mins - T asks Ss to read the passage again and get information to Task in pairs - Ask students to compare the answers with a partner - Ask some students to read the answers - Checks and gives the correct answers: Keys: F NG F T T NG IV Listen and repeat: TASK (P.7)- mins - T plays the recording and asks Ss to listen then repeat the words/ phrases twice - T asks some Ss to read the words - T corrects Ss’ pronunciation - T explains the meanings if necessary household chores - household finances -heavy lifting -laundry rubbish -groceries -washing-up T: - Ask Ss to read the dialogue again and underline the words or phrases which they have just listened to Teacher: Nguyễn Thị Tuyền V Collocations: Write the verbs or phrases - Task (P.7)- 10 mins - T asks Ss to write the verbs or phrases that are used with the words or phrases in the conversation - T asks Ss to work individually - T plays the recording again if necessary - T asks Ss to exchange the answers with their partner - T gives feedback /divide/ handle (household) chores take out garbage laundry shop for groceries heavy lifting washing-up be responsible for household finances T: Tell Ss to refer back to the conversation to find the verbs/verb phrases that go with the words/phrases in the conversation Play the recording again if necessary Ask Ss to pay attention to words that are often used together (collocations) then ask them to give some examples VI Consolidation - minutes - Ask Ss to consolidate the main contents - Give feedback VII Homework T asks Ss to learn by heart the words and phrases related to household chores and duties - Prepare for the next lesson VIII Experience: Teacher: Nguyễn Thị Tuyền Date of preparation: Unit 1: FAMILY LIFE PERIOD: 03 LANGUAGE Objectives: By the end of the lesson, Ss are able to: - distinguish three consonant clusters, i.e /tr/, /br/ and /kr/ - know and use words to talk about household chores and duties in the family - review the present simple and present progressive Lexical items: chore, homemaker, breadwinner, laundry, split Teaching aids: pictures ,handouts, cassette PROCEDURE I Warm up: Slap the board mins T: Write some minimal groups of three consonant clusters /tr/, /br/ and /kr/ on the b.b, randomly trash crane brew train crash brain brash crew true Ss: Work in groups, take turns running to the board and slap the word pronounced by the teacher II Pronunciation: Task 1: Listen and repeat: mins - T plays the recording and asks Ss to listen then repeat the words twice - T asks some Ss to read the words - T gives the meaning of the words if necessary T helps Ss distinguish the three sound clusters - T corrects Ss’ pronunciation - T helps Ss with the pronunciation Task 2: Listen and choose: mins - T asks to read the words in rows, paying attention to the difference between the sound clusters - T plays the recording and asks Ss to listen then circle the word they hear - T asks Ss to work individually - T asks Ss to exchange the answers with their partner - T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear b b c a III Vocabulary: Task 1: Matching- mins - T asks Ss to read the words and phrases in the box, then discuss and find the meaning for each of them - Ss work individually - T asks students to compare the answers with a partner - T asks some students to read the answers - Checks and gives the correct answers: Teacher: Nguyễn Thị Tuyền f e a h b g d c Task 2: Adding more- mins - T asks Ss to read the conversation again and get information to Task individually - Ss elicit more chores to add to the list - Ask students to compare the answers with a partner - Ask some students to read the answers - Feedback Task 3: Discussing - mins - T asks Ss to discuss two questions - Have Ss work in pairs to ask and answer the questions - T encourages Ss to use the chores in the list in their answers - T asks some pairs to ask and answer the questions - T gives feedback IV Grammar Task 1: - T asks Ss to read the text once and asks them to pay attention to the words / phrases such as every day, today, at the moment, and asks them what verb forms are often used in the sentences that have these words / phrases Ask them to choose the correct verb form - T asks Ss to exchange the answers with their partner - T checks Ss’ answers and elicits from them the rules of using the present simple and the present continuous tense - T gives feedback * Key: does cooks cleans is watching is doing is doing is tidying up is trying V Consolidation - minutes - Ask Ss to consolidate the main contents - Give feedback VI Homework: - T asks Ss to exercise page at home - Prepare for the next lesson VII Experience: Teacher: Nguyễn Thị Tuyền Date of preparation: Unit 1: FAMILY LIFE PERIOD: 04 READING Objectives: By the end of the lesson, Ss are able to: - Understand the text about roles in the family - Enrich their vocabulary by guessing meaning in context - Scan the text for details and answer the questions - Understand more about home life and express their own ideas about home life - Read for specific information about the benefits of sharing housework Lexical items: sociable, contribute, vulnerable, critical Teaching aids: Textbook PROCEDURE I WARM-UP: mins Miming T: - Arrange Ss to work in two groups, A and B - Ask for a volunteer to the front of the class Show him/her some phrases about household chores, one at a time, and tell him to mime - Tell the groups to look at their friend and guess what he/she is doing A correct answer will earn the group one point The group with more points wins the game The list of chores used in the miming: - cleaning windows - washing dishes - washing clothes - ironing - cooking meals - watering plants - vacuuming II PRE- READING: 10 mins T: - Have Ss work in groups of four, look at the picture in their book and answer the questions: a What are the people in the picture doing? b Do you think they are happy? Why/Why not? T: - Call on some groups to give their answers - Give feedback and comments Vocabulary Teach these words through elicitation or explanation - sociable (adj): enjoying spending time with other people unsociable (adj) - contribute (v): contribute (sth) to sth: to give sth, especially money or goods, to help sb/sth contribution (n) - vulnerable (adj): weak and easily hurt physically or emotionally vulnerable to sb/sth - critical (adj): expressing disapproval of sb/sth and saying what you think is bad about them critical of sb/sth T: - Draw Ss’ attention to the pronunciation of these words Checking vocabulary: ROR Teacher: Nguyễn Thị Tuyền T: - Rub out the words, one at a time and ask Ss to read out all the words again Continue till all the words are rubbed out and Ss can read out from memory III WHILE-READING ACTIVITY 1: mins T: - Ask Ss to read the text and decide which of the following is the best title for it a Doing housework is good for children b Husbands who share housework make their wives happy c Sharing housework makes the family happier - Have Ss give their answers - Give feedback * Suggested answer: c ACTIVITY 2: 10 mins A (Task 3, p.9) - 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 b b b a B (Task 4, p.9) - T asks Ss to continue to work in pairs, and find out what it refers to in each of the sentences Let Ss read and understand the sentences before and after the one has the word in it to decide what it means Ss can use the elimination technique to get the right answer Key: a c b b ACTIVITY 3: mins T: - Ask Ss to read the questions first to make sure they understand what information they need to answer the questions -Tell Ss to work with a partner, asking and answering the questions - Call on some pairs to ask and answer the questions - Check with the whole class * Suggested answers : They better at school, become more sociable, and have better relationships with their teachers and friends Because it shows that they care about their wives and that makes their wives happy They may fall ill easily or may think about divorce There is a positive atmosphere for the family IV POST- READING: mins Discussion T: - Arrange Ss to work in groups of four - Tell Ss to discuss and share ideas on the following questions Do you have any problem sharing housework? What benefits you get when sharing housework? - Tell Ss they can use prompts: Problems with - time - skill - attitude … - Call on Ss to report the opinions of their groups to the rest of the class - Invite the class to argue and give comments - Give feedback and comments V HOMEWORK: - Ask Ss to read the text again and learn the new words Teacher: Nguyễn Thị Tuyền Date of preparation: Unit 1: FAMILY LIFE PERIOD: 05 SPEAKING Objectives: By the end of the lesson, Ss are able to: - Talk about their home life - Exchange opinion about household chores - Talk about household chores they often - Express their opinions about the chores they like or dislike Teaching aids: projector, speakers, handouts PROCEDURE I Warm-up: Kim’s Game – mins T: show the images of household chores on the screen for 30 seconds, and then hide them all Ss: work in groups of and try to list all chores they have just seen on the screen T: have two fastest groups write their answers up on the board Check the answers with the whole class II Pre-speaking: Activity 1- 10 mins Ask Ss work individually to write at least three household chores they like or dislike And then give the reasons Share the answers with the partners Call some of them to present the answers orally Likes Name of chore Reasons Feeding the cats and dogs Love animals Do the groceries Like shopping Taking out the garbage It is not too hard Dislikes Name of chore Reasons Laundry Take much time and quite hard Washing the dishes Often break things Looking after the baby Waste time, be tired III While- speaking Activity 2- Matching and Practice: 15 mins T: Have Ss work in pairs Ask them to read all the questions and underline the key words in Anna’s column first, and then try to match the questions with their suitable answers in Mai’s column Ss: the task T: check the answers with the whole class Ask them to take turns being Mai and Anna to practice the conversation Teacher: Nguyễn Thị Tuyền Ss: work in pairs to practice Read the questions and underline key words …………… everyday? ……… like doing …………… ? What ………………… like ……….? ………… dislike doing …….? Matching: Suggested answers c a d b Call some of them to read the dialogue orally Practise the dialogue A: What household chores you everyday? B: I the laundry, wash the dishes, and sweep the house I sometimes the cooking when my mom is busy A: Which of the chores you like doing most? B: Well, I think I like sweeping the house A: What you like about it? B: It’s not too hard, and I like seeing the house clean A: Which of the chores you dislike most? B: Washing the dishes because I often break things Give comment or pronunciation correction if necessary Activity 3: Your chores- mins T: ask Ss to work with a different partner to have a similar conversation about their own chores Ss: find another partner and begin their conversations T: ask Ss to find out what chores their partner does, what chore(s) he / she likes or dislikes the most and why Tell Ss to use the questions in part and the ideas in part to make their own conversations Ss: report to the class what he / she has found about his / her partner (T can pick up – Ss to report) IV Post – speaking: mins Song T: play the song DO YOUR CHORES and ask Ss to list all the chores they can hear in the song Ss: listen to the song and their task, then compare their answers with a partner T: deliver copies of the song to Ss and check the answers V Homework: mins - T asks Ss to write the dialogue in the notebook - Prepare for the next lesson - Ss write a paragraph (about 100 – 120 words) about their favorite chores VI Experience: Teacher: Nguyễn Thị Tuyền Unit 2: YOUR BODY AND YOU – ACUPUNCTURE PERIOD: 12 READING Objectives: By the end of the lesson, Ss are able to: - know about a practice in medicine / an alternative to modern medicine - learn about some non-medical treatments and their impact on humans Lexical items : yin and yang (n), ailment (n), acupoints (n), enhance (v), bleed (v) Teaching aids: projector PROCEDURE I Warm-up: Guessing Game- mins T: give Ss cues about one thing and ask them to guess what the thing is Cue 1: It is a small and thin object with a sharp point at one end and a hole for thread Cue 2: It is used for sewing Cue 3: It can be pushed through the skin so that something (such as a drug) can be put into your body or so that blood can be taken from it Key: NEEDLE Ss: listen to the cues and guess the thing T: use the word “needle” to introduce a practice in medicine ACUPUNCTURE II Pre-reading: 12 mins Activity 1: What you know about acupuncture? T: ask Ss to look at the picture and talk about what they may already know about acupuncture Ss: work in groups of and the task T: select some Ss who know about the practice to speak to the class using their background knowledge (If no Ss know about the practice, T should give a brief description Don’t go too much into details as it may spoil Ss’ interest in the topic.) Ss: share their ideas Vocabulary: T: pre teach the following new words, using different techniques - yin and yang (n) [picture] - ailment (n) [synonym: ache / illness] - acupoints (n) [translation] - enhance (v) [explanation] - bleed (v) [verb of blood] Checking vocabulary: What and Where III While- reading: 18 mins Teacher: Nguyễn Thị Tuyền Activity 2: Skimming T: let Ss work in pairs to read the text and decide on at least three things they find the most interesting about acupuncture Ss: the task T: ask Ss to report their lists and compare with other’s Activity 3: Find the synonyms T: ask Ss to read the text quickly and pick out words or phrases which are closest in meaning to the words in the table Ss: complete the table with the best words / phrases Key: ailments ease acupoints precaution alternative treatment evidence Promote Activity 4: Answer the questions T: allow Ss to read the text again to find necessary information to give answers to the questions Ss: work in groups and answers the questions Key: It’s promoting harmony between humans and the world around them and a balance between yin and yang It is believed to promote the body’s natural healing capabilities and enhance its functions There are more than 2000 nowadays They are soreness, slight bleeding, or discomfort Those who have electrical or electronic medical devices inside them Acupuncture is considered as a reliable alternative to modern medicine IV Post – reading: mins Discussion T: have Ss work in groups to discuss any other alternative therapies like YOGA, , HEAD MASSAGE or AROMATHEAPY Ss: work in groups and share information and then report to the class T: provide Ss with some information on YOGA, ACUPRESSURE, HEAD MASSAGE or AROMATHEAPY to Ss (if any) V Homework: MINS - Learn new words - Prepare for the next lesson Unit 1: PERIOD: 13 Teacher: Nguyễn Thị Tuyền Date of preparation: YOUR BODY AND YOU SPEAKING Objectives: By the end of the lesson, Ss are able to: - identify good habits from some given ones - how to get rid of bad habits Teaching aids:, handouts, pictures, texbook PROCEDURE I Warm up: 5MINS Good – Bad habits T divide the class into groups: the big eyes and the clear ears -T show pictures and asks Ss to come to the board and write the phrase Teacher: Nguyễn Thị Tuyền Key: eating a lot, watching TV while eating, reading books, doing exercise/ jogging, putting rubbish into dustbin, using face book, riding electric bike without wearing helmet, staying up late Lead in: what are these picture about? They are about some habit T: Today we are going to speaking about some bad and good habit II Pre-speaking: mins Useful expression: - Daily routine - To be/ to get rid of = remove - To kick a habit= give up a habit - Shake up= rearrange - Hang out with SO: thường xuyên lui tới • GIVE OPINION: - I think…/ In my opinion…/ In my point of view / For me… Activity 1: Which are good or bat habits for you?- 5mins - T asks Ss to read and decide which are good or bad habit ? - Ss: Some habits are good for us such as: being thankful,… Ss: Look at the list of habits (textbook p.20) and decide which ones are good T: can have Ss explain their choice and give rectification if needed Suggested answers: Keeping a routine Never giving up Saving money Being thankful Eating what you like Reading regularly Doing regular exercise III While- speaking: Discuss why some of the habits are good / bad: 10 mins - To allow Ss to have more insight into habits and how to kick a bad one Ss will develop their confidence in speaking by giving personal opinions on relevant topics - Ss: work in pairs or groups and discuss why some of the habits are good and why some are bad by giving evidence and proof to support their idea - Ss: suggest ways to stop the bad habits from their own experience Examples: to stop littering Observe rules and regulations Refrain from throwing rubbish where you like Look for a waste bin when you want to throwaway something, etc Model: A B : greeting A: What you think about staying up late? B: I think staying up late isn’t good because it makes me / us feel tired the next morning A: What should you to kick / give up this bad habit? B: In my opinion we should wake up early… Teacher: Nguyễn Thị Tuyền A : Can you tell me never giving up is good or bad habit? B: For me, It is a good habit because It gives me / us determination and courage A:…./ B:… Part 3: Read the advice and give opinion: mins Ss: read the text quickly and choose the things they think they can or can't follow Then, Ss explain their decision to the class - Ss: read the phrase in the WATCH OUT box and try to come to a conclusion on the meaning of the idiom T: Which advice you choose to follow? Why? IV Post – speaking: group work – 10 mins Part 4: Find some friends have a bad habit like yours and make a list of DOS and DON’T to kick that habit Representative: our bad habit is… We will try to something to kick it such as:… Moreover we try not to something such as:… - to develop Ss’ ability in free speaking by applying advice to kicking a bad habit - Ss: work in pairs or groups 0f 3/4 to choose one "bad" habit Then, Ss make a list of do's and don'ts in order to kick that habit - Ss: share their lists with each other and report to the class Homework: - Prepare to talk in about 2’ about how you get rid of a bad habit or plan to it - Prepare Listening Date of preparation: Unit 2: YOUR BODY AND YOU PERIOD: 14 LISTENING Objectives: By the end of the lesson, Ss are able to: - improve their skill of listening comprehension - have a better understanding of the nutritional value of the things they eat Lexical items: muscle, grain , Poultry, fibre, meet one’s need, pyramid Teaching aids: cassette player, pictures, posters, Teacher: Nguyễn Thị Tuyền PROCEDURE I Warm-up: Kim’s Game: 5mims − Hang on a picture of the Healthy Eating Pyramid for a few seconds and ask Ss to write down as many kinds of food as they can remember (see Appendix) The student with the most correct words is given good marks - Go over the answer with the class - Declare the winner Lead in: Ask Ss questions: - What you usually have for lunch or dinner? - Do you care about the nutritional value of the things you eat? - Tell Ss that ‘a picture is worth a thousand words’ and that’s why nutritionists use symbols and shapes to answer the question, “What should I eat?” In today‘s listening lesson, you will know the answer II Pre-listening: mins * Vocabulary - muscle (n): a piece of body tissue that you contract or relax in order to move a particular part of the body( bắp) - grain (n):the small hard seeds food plants such as wheat, rice, etc.(hạt) + refined grains: hạt tinh chế - Poultry (n): chickens, ducks and geese, kept for their meat or eggs.(gia cầm) - fibre (n): the part of food that helps to keep a person healthy by keeping the bowels working and moving other food quickly through the body (chất xơ) - meet one’s need: đáp ứng nhu cầu… - pyramid ( picture) *Checking: Translation - Say the English words and ask Ss to speak out the Vietnamese equivalents - Say the Vietnamese meaning and get Ss to speak out the English words III While- listening: 20 mins True -False statements - Have Ss listen to the recording and decide whether each statement is true (T) or false (F) - Call on Ss to give the answers and elicit explanations for their choices - Have Ss correct the statements that are incorrect - Invite class opinions and give feedback Teacher: Nguyễn Thị Tuyền - Ask Ss to listen to the recording again and check the answers Key: F T F T F Categorizing - Have Ss listen to the recording again - Ask them to divide the plate into sections and label which food should be in each section - Give feedback Expected answer: - Fill half of your plate with vegetables and fruits, save the quarter of your plate for whole grains Fish, poultry, beans, or nuts can make up the rest IV Post – listening: 10mins Writing - Arrange Ss to work in groups - Tell Ss to write some nutrition tips for a healthy diet on the posters and then stick them on the blackboard - Invite class corrections and comments - Give feedback and comments Suggested answer: Pay attention to the healthy source of protein Fish, poultry, nuts, beans are the best choices Choose food with healthy fats, limit foods high in saturated fat Choose fiber-filled diet, rich in whole grains, vegetables and fruits Eat more vegetables and fruits, Go for color and variety- dark green, yellow, orange and red Eating less salt is good for everybody’s health Water is best Limit the sugary drinks, go easy on milk and juice Alternatives: - Ask Ss to discuss the following question and write their ideas on the posters What should we eat for a healthy diet? - Ask Ss to stick the posters on the board - Invite class opinions and comments - Give feedback and comments V Homework: mins - Ask Ss to write a few sentences of their own about what they should eat to make a healthy diet - Do exercises in Workbook APPENDIX The Healthy Eating Pyramid Teacher: Nguyễn Thị Tuyền PERIOD: 15 Unit 2: YOUR BODY AND YOU WRITING Teacher: Nguyễn Thị Tuyền Objectives: By the end of the lesson, Ss are able to: write to ask for help and how to respond to requests in proper dining/eating Teaching aids: charts and handouts PROCEDURE: I Pre-writing: Vocabulary: - allergy (n) : a reaction of the body to certain foods -> to have an allergy to something - bad breath: bad smell when breathing - sleep (v)(n) -> sleepless (a) -> sleeplessness (n) # sleepiness(n) Brainstorming: * Some problems we may have when eating PROBLEMS -> Allergy -> Bad breath -> Sleeplessness -> stress * Lists of the foods that may cause the problems: - allergy: beef, eggs, fish, shellfish… - bad breath: onion, garlie,wine… - stress: tea, coffee… - sleeplessness : tea , coffee, … Reading and check for more information: Ask Ss to read the facts and compare with what they’ve mentioned in brainstorming part Find out more information : - allergies : milk , wheat , eggs , soya bean , fish , peanuts , sea products , - bad breath ; onions , garlic , cabbage , curry , alcohol - stress ; coffee , tea , cola , chocolate , food addictives - Sleeplessness ; coffee , tea , cola , cocoa , chocolate , alcohol ,sugar , fatty or spicy food Content of a request letter: Ask Ss to have a look at the four model letters Elicit from Ss the content of a request letter : • Purpose of writing • Request • Thanking II While-writing: Part 3: Ss: - work in pairs or groups to select a problem and write a similar request-forhelp letter - show the letters they have just written to the class and ask for comments from the class Teacher: Nguyễn Thị Tuyền T: - provide support and comments when necessary and decide if ss have met the objective of the task - may select one or two of the best writings to show to the class III Post-writing: Writing a replying to 'request-for-help' letters • Ask Ss to study the reply to Scott's letter T helps if necessary to facilitate Ss' acquisition in terms of writing styles, structures, language and tactics • Ask Ss to choose one request from those provided or from those they produced in the previous activity to write a reply using the model • T provides help and support when necessary Homework: - Prepare Communication and Culture Lesson Plan: Unit 2: YOUR BODY and YOU COMMUNICATION AND CULTURE Objectives: - Further skill development - help Ss have more chances to practise speaking Teaching aids: Textbooks, pictures, board, chalk, projector, or TV Anticipated problems: Ss may be shy to express their ideas PROCEDURE • Warm – up: Guessing - show Ss some pictures of doing exercises and ask them what kinds of exercises they are Suggested answers: yoga diving doing doing physical swimming / Qi Gong exercises exercises A Communication: • Discussion: – Ss: work in groups of 3, look at the pictures on page 46 and talk about how the activities benefit the parts / systems of the body - T: call some Ss to give their answers in front of the class Suggested answers: Teacher: Nguyễn Thị Tuyền - They benefit the Skeletal system, Respiratory system They help strengthen the muscles, make their waist slenderer etc In pairs or groups Ss are asked to discuss the activities and say why they are healthy Suggested answers: - Regular physical activity can improve your muscle strength and boost your endurance - Exercises and physical activity deliver oxygen and nutrients to your tissues and help your cardiovascular system work more efficiently And when your heart and lungs work more efficiently, you have more energy to go about your daily chores - Helps Prevent Diseases - Improves Stamina When you exercise, your body uses energy to keep going - Controls Weight because it burns calories - Improves Quality of Life Once you begin to exercise regularly, you will discover many more reasons why exercise is so important to improving the quality of your life - reduces stress, lifts moods, and helps you sleep better - It Improves Mental Health - Anti-Aging - keeps you looking and feeling younger throughout your entire life - helps you connect with family or friends in a fun social setting Ss: work in groups of or and then choose a system of the body and make a list of all the activities that are good for it Then report to the class giving reasons for their choices T: ask Ss to write a short paragraph describing their decision B Culture: Ss: read about health practices and beliefs in different countries and note the similarities and differences T: give explanations if necessary Ss: work with a partner to discuss the similarities and differences in traditional health care in the two countries T: support Ss by providing structures or vocabulary when needed Examples: + previously thought ineffective but recent evidence + cost-effective + affordable + accessible Use this activity at home T: show Ss some pictures of traditional therapies such as Moxibustion, Cupping, Exercise (Qi Gong), Therapeutic Massage, Chinese Dietary Therapy, guasha and ask Ss to add some more Teacher: Nguyễn Thị Tuyền - Ss: choose one to talk about: + How the practice is performed, what the benefits are, who is suitable for, etc Homework: - Ss prepare for Looking Back and Project and exercises in Workbook Lesson Plan: Unit 2: YOUR BODY AND YOU LOOKING BACK & PROJECT Objectives: By the end of the lesson, Ss are able to review and reinforce their knowledge of: - four consonant clusters, i.e /pr/, /pl/, /gl/ and /gr/ - vocabulary talking about body, health and illness - the future simple and the passive Teaching aids: pictures, CD PROCEDURE I Lead in: pictures word Ss: Watch series of pictures and give one word to describe them (The words should contain the four target consonant clusters) Ss: Practice pronouncing the words Teacher: Nguyễn Thị Tuyền II Pronunciation T: Play the recording and let SS listen and write /pr/, /pl/, /gl/ and /gr/ above the word that has the corresponding consonant clusters, then put SS in pairs to practise reading the sentences T: Call on some SS to read aloud T: Feedback Keys: The prince /pr/ plays /pl/ a prime /pr/ role in producing /pr/ the special food Alice glances /gl/ through the window and prays /pr/ for magic The Grimm /gr/ brothers fairytales have their grounding /gr/ in the fairy world The growth /gr/ of the grass /gr/ in the ground /gr/ is carefully monitored III Vocabulary Ss: Complete the sentences with a word or phrase about the body T: Checks SS' answers Keys: 10 brain lung – heart skeletal respiratory stomach nervous digestive IV Grammar Ss: Work in pairs, underline the word in italics that best completes the sentence T: Check SS' answers Keys: will come are broken down and converted is going are stimulated is used won’t go are supported is going to rain V Project Ss: Go round the class and conduct the survey on staying healthy They may ask their friends to explain their choice T: Observe the class while they are doing the task and give help if necessary Ss: Report their findings to the class T: Feedback Homework: - Ss prepare Unit 3, Getting started Lesson Plan: Unit 2: YOUR BODY AND YOU Teacher: Nguyễn Thị Tuyền LOOKING BACK & PROJECT Objectives: By the end of the lesson, Ss are able to review and reinforce their knowledge of: - four consonant clusters, i.e /pr/, /pl/, /gl/ and /gr/ - vocabulary talking about body, health and illness - the future simple and the passive Teaching aids: pictures, CD PROCEDURE I Lead in: pictures word Ss: Watch series of pictures and give one word to describe them (The words should contain the four target consonant clusters) Ss: Practice pronouncing the words II Pronunciation T: Play the recording and let SS listen and write /pr/, /pl/, /gl/ and /gr/ above the word that has the corresponding consonant clusters, then put SS in pairs to practise reading the sentences T: Call on some SS to read aloud T: Feedback Keys: The prince /pr/ plays /pl/ a prime /pr/ role in producing /pr/ the special food Alice glances /gl/ through the window and prays /pr/ for magic The Grimm /gr/ brothers fairytales have their grounding /gr/ in the fairy world The growth /gr/ of the grass /gr/ in the ground /gr/ is carefully monitored III Vocabulary Ss: Complete the sentences with a word or phrase about the body T: Checks SS' answers Keys: 11 brain lung – heart skeletal respiratory stomach nervous digestive IV Grammar Ss: Work in pairs, underline the word in italics that best completes the sentence T: Check SS' answers Keys: will come are broken down and converted is going are stimulated is used won’t go are supported is going to rain V Project Teacher: Nguyễn Thị Tuyền Ss: Go round the class and conduct the survey on staying healthy They may ask their friends to explain their choice T: Observe the class while they are doing the task and give help if necessary Ss: Report their findings to the class T: Feedback Homework: - Ss prepare Unit 3, Getting started Teacher: Nguyễn Thị Tuyền [...]... Storming- 5 mins T: write down two words wife/woman - husband/man on b/b and ask Ss to make two word webs about the roles of wife/woman and husband/man in the family Ss: feel free to call out their answers Do heavy lifting Do the cooking T: write down the words in the Wife / Woman Husband / Man Woman web … Breadwinner Do the washing-up … II Pre-listening: 10 mins 1 Part 3: Matching T: - Let Ss work in... MINS - Tell Ss here is a very well-known proverb and ask them to write them in full MANY MAKE WORK (Many hands make light work.) - Ask Ss about the meaning of this proverb - Ask Ss to work in pairs to discuss the meaning of saying - Call some of them to tell the answers - Ss present the answer Expected answer: Many hands make light work means that if many people share a piece of work, it will become... - Comprehension- Task 2: 10 mins This task focuses on comprehension - Ask students to practise asking and answering the questions - Let them report the answers and check if they have any difficulty in understanding 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... give Ss 3 cues about one thing and ask them to guess what the thing is Cue 1: It is a small and thin object with a sharp point at one end and a hole for thread Cue 2: It is used for sewing Cue 3: It can be pushed through the skin so that something (such as a drug) can be put into your body or so that blood can be taken from it Key: NEEDLE Ss: listen to the cues and guess the thing T: use the word “needle”... read the text again to find necessary information to give answers to the questions Ss: work in groups and answers the questions Key: 1 It’s promoting harmony between humans and the world around them and a balance between yin and yang 2 It is believed to promote the body’s natural healing capabilities and enhance its functions 3 There are more than 2000 nowadays 4 They are soreness, slight bleeding, or... Ask Ss to compare answers with a partner - Go over the answers with the class Key: HOUSEHOLD CHORE CHART DAD MUM LAM Mending things , cleaning the bathroom Do most of the cooking and groceries shopping 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,... using different techniques - yin and yang (n) [picture] - ailment (n) [synonym: ache / illness] - acupoints (n) [translation] - enhance (v) [explanation] - bleed (v) [verb of blood] Checking vocabulary: What and Where III While- reading: 18 mins Teacher: Nguyễn Thị thanh Tuyền 1 Activity 2: Skimming T: let Ss work in pairs to read the text and decide on at least three things they find the most interesting... Check Ss' answers If many Ss in the class have incorrect answers, play the recording again, stop at the place where Ss can get the correct answers (Audio script: Teacher’s book, p.23) Key: 1T 2T 3T 4F 5F 2 Part 4: Answer the questions T: Ask Ss to listen again and answer the question provided (p.11) Key: 1 They are not the only breadwinner in the family, and they get more involved in housework and parenting... determination and courage A:…./ B:… 2 Part 3: Read the advice and give opinion: 7 mins Ss: read the text quickly and choose the things they think they can or can't follow Then, Ss explain their decision to the class - Ss: read the phrase in the WATCH OUT box and try to come to a conclusion on the meaning of the idiom T: Which advice do you choose to follow? Why? IV Post – speaking: group work – 10 mins Part... of preparation: Teacher: Nguyễn Thị thanh Tuyền Unit 2: YOUR BODY AND YOU – ACUPUNCTURE PERIOD: 12 READING Objectives: By the end of the lesson, Ss are able to: - know about a practice in medicine / an alternative to modern medicine - learn about some non-medical treatments and their impact on humans Lexical items : yin and yang (n), ailment (n), acupoints (n), enhance (v), bleed (v) Teaching aids: projector