Aims and Objectives: - To teach Ss to listen and read a conversation about family life and do tasks: T/F exercise and completing exercise.. - By the end of the lesson, students will be
Trang 1Date of preparation: 2nd Sep, 2016
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 and units
- By the end of the lesson, students will be able to:
+ Know about the English book grade 10 in general
* Game: Lucky Number
-T divides the whole class into two groups and plays the game
- The leader of each group chooses a number for their own group and does the following requirement in each question If the answer
is correct, they will get 10 marks
1 Lucky Number
2 How many girls are there in your class?
3 Do you know what your English teacher’s name is?
4 Lucky Number
5 What do you prepare for this semester?
6 Do you like studying English? Why or Why not?
7 How do you learn English well?
8 Do you speak English fluently?
- T leads Ss in the lesson
A Content: Including six topics
- T introduces the topics
1 You and me 2 Education
3 Community 4 Recreation
5 Nature and Environment 6 People and places > Six topics are divided into ten units
- T asks Ss to find out the topic through the unit’s name
B The design of each unit in textbook:
1 Getting started: Introducing the overall topic of the unit
2 Language: Learning vocabulary, grammar and pronunciation
3 Reading: Developing reading skills and providing Ss with language and ideas about the topic
T < > Ss
Trang 24 Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge
5 Listening: Developing listening skills
6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language
7 Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the languagelearnt previously in the unit
8 Looking back and project:
- Revising and consolidating of the language in the unit
- Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation
- After 2 units, Ss have one period for test themselves It helps them test themselves about what they’ve learnt
3 Presentation
2
20 minutes
C Tests:
1- Checking frequency knowledge for the previous lesson
2- Fifteen minutes test (3 times for each semester)3- Forty minutes test (2 times for each semester)4- Semester test (Once for each semester)
D The new point in learning English 10
- Communicative method /approach
- Task - based method /teaching
- The book is designed with 4 skills
- Complete and various tests
- Learner - centered approach
E Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it has
- Introduce some more information
- There are 6 themes including You and Me; Education;
Community; Nature and Environment; National Parks; Recreation and People and Places
- There are 8 periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back
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
T < > Ss
T < > Ss
T < > Ss
Trang 3work, group work or individual
- Each S has a notebook and book (student book and work book)
Trang 4Date of preparation: 2nd Sep, 2016
UNIT 1 FAMILY LIFE
Lesson 1: Getting started
A Aims and Objectives:
- To teach Ss to listen and read a conversation about family life and do tasks: T/F exercise and
completing exercise
- To teach some lexical items related to the topic Family life.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to the topic Family life.
+ Make simple dialogues using the given expressions
+ Read about the benefits of sharing household
+ Use the words and phrases related to household chores and duties
B Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette
- Students: Textbook
C Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
- 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 or
Trang 5- 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
1 minute - T asks Ss to learn by heart the words and phrases related to householdchores and duties
- Prepare for the next lesson
T < > Ss
E Experience:
Trang 6
UNIT 1 FAMILY LIFE
Lesson 2: Language
A Aims and Objectives:
- To teach Ss to pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context
- To teach Ss the words and phrases related to household chores and duties
- To teach Ss to use the present simple and the present continuous tense
- By the end of the lesson, students will be able to:
+ Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context
+ Use the words and phrases related to household chores and duties
+ Understand and use the present simple and the present continuous tense
- 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 students to compare the answers with a partner
- Ask some students to read the answers
- Feedback
Task 3: Discussing
- 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
Trang 75 minutes
4 minutes
5 minutes
- 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 asks Ss to exchange the answers with their partner
- T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear
1 b 2 b 3 c 4 a
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 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
1 a 2 a 3 a 4 b
5 b 6 b 7 b 8 b
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: 3rd Sep, 2016
Trang 8UNIT 1 FAMILY LIFE
Lesson 3: Reading
A Aims and Objectives:
- To teach Ss to read for general ideas and for specific information about Family life and answer the
questions
- By the end of the lesson, students will be able to:
+ Read for general ideas and for specific informationabout Family life and answer the questions.
+ Understand more about home life and express their own ideas about home life
+ Read for specific information about the benefits of sharing housework
- 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
- Ask students to compare the answers with a partner
- Check Ss’ answers and guide Ss to the correct choice if necessary by helping them eliminate the sentences that only about one aspect of the text
Trang 97 minutes
7 minutes
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
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. S T < > Ss 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:
Date of preparation: 3rd Sep, 2016
Trang 10UNIT 1 FAMILY LIFE
Lesson 4: Speaking
A Aims and Objectives:
- To teach Ss to talk about Family life.
- To teach Ss some words and phrases related to Family life.
- By the end of the lesson, students will be able to:
+ Talk about their home life
+ Exchange opinion about household chores
+ Talk about household chores they often do
+ Express their opinions about the chores they like or dislike
+ Knowledge:
- General knowledge: + Single-parent family: Gia đình chỉ có cha hoặc mẹ.
+ Extended family: Gia đình có nhiều thế hệ hoặc họ hàng sống chung.+ Nuclear family: Gia đình chỉ có cha, mẹ và con cái
And then give the reasons
Share the answers with the partners
Call some of them to present the answers orally
Likes
Dislikes
IndividuallyPair work
T < > Ss
cookin
Doing the laundry
Household chores
sweeping
Trang 1115 minutes
10 minutes
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
1 ……… everyday?
2 ……… like doing ……… ?
4 ………… dislike doing …….?
Matching: Suggested answers 1 c 2 a 3 d 4 b
Call some of them to read the dialogue orally Practise the dialogue
A: What household chores do you do everyday?
B: I do the laundry, wash the dishes, and sweep the house I sometimes do
the cooking when my mom is busy
A: Which of the chores do you like doing most?
B: Well, I think I like sweeping the house A: What do you like about it?
B: It’s not too hard, and I like seeing the house clean A: Which of the chores do you dislike most?
B: Washing the dishes because I often break things.
Give comment or pronunciation correction if necessary
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:
Trang 12Date of preparation: 3rd Sep, 2016
UNIT 1 FAMILY LIFE
Lesson 5: Listening
A Aims and Objectives:
- To teach Ss to listen a programme about the roles of family members
- To teach Ss about Family life
- By the end of the lesson, students will be able to:
+ Develop the listening skills for details and for specific details
+ Talk about Family life.
+ Listen to a programme about the roles of family members
+ Listen the monologue and do the true or false exercise and do the gap – filling exercise
- Ask Ss to answer some questions:
1 How does your family share the household chores?
2 Is your mother a homemaker?
3 Is your father a breadwinner?
4 Do you think that both parents now work to contribute the family finances?
- Introduce the content of the listening that they are going to listen
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
Trang 1310 minutes
Nurture (v)Equally shared parentingTraditional (a)
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
Trang 14UNIT 1 FAMILY LIFE
Lesson 6: Writing
A Aims and Objectives:
- To teach Ss to write a paragraph about family chores.
- To teach Ss some words and structures related to Family life.
- By the end of the lesson, students will be able to:
+ Know how to write a paragraph about family chores
+ Write about how each member of their family contributes to doing housework
+ Develop the writing skills in general Build up vocabulary supported for writing
- Ask Ss to work in pairs to discuss the meaning of saying
- Call some of them to tell the answers
- Ss present the answerMany 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 Activity 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
Trang 1514 minutes
- Call some students to tell the form of writing a paragraph about how people
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 my family do the housework / My family share the household chore equally/ … )
b Body Describe each member’s duties?
Ask students to complete their own Family chore chart
Write the chart of a student on the board as an exampleHOUSEHOLD CHORE CHART
Sometimes prepare dinner
My older sister Help my mum cook lunch and dinner
Doing the laundryWater the houseplants
Lay the table for mealsFeed 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
- 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
UNIT 1 FAMILY LIFE
Trang 16Lesson 7: Communication and culture
A Aims and Objectives:
- To teach Ss about the sharing household chores in the family
- To teach Ss to talk and read about knowledge of family fife in different cultures (Viet Nam and Singapore)
- By the end of the lesson, students will be able to:
+ Understand and read about inventions in Asian countries
+ Talk about about family life in different cultures (Viet Nam and Singapore)
+ Discuss the sharing household chores in the family
+ Get knowledge of family life in different cultures (Viet Nam and Singapore)
- 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
Trang 17Singapore 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
- Feedback
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:
Date of preparation: 4th Sep, 2016
UNIT 1 FAMILY LIFE
Lesson 8: Looking back and project
Trang 18A Aims and Objectives:
- To help Ss pronounce correctly and recognize the words cluster sounds /tr/ , /br/ , / kr / in isolation and
in context
- To teach Ss some lexical items related to the topic Family life.
- To teach Ss to do the tense exercises (the present simple and the present continuous tense)
- By the end of the lesson Ss are able to:
+ Exchange opinions about the household chores
+ Use words and phrases related to topic Family life
+ Pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /
+ Use the present simple and the present continuous tense
- 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)
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
Trang 1914 minutes 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
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
- T asks Ss to learn the structures and vocabulary
E Experience:
Date of preparation: 5th Sep, 2016
UNIT 2 YOUR BODY AND YOU Lesson 1: Getting started
Trang 20A Aims and Objectives:
- To teach Ss to listen and read a conversation about Your body and you and do tasks: Listen and
repeat and questions and answers
- To teach some lexical items related to the topic Your body and you.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to the topic parts of the body
+ Make simple dialogues using the given expressions
B Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette
- Students: Textbook
C Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
D Procedures:
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 or grammar 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 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 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
Trang 218 minutes
repeat the words
- Play the tape
- Ss listen and circle the words they hear
+ prevent disease bones weight + brain boost healthy
- Ss work on classifying the words into the corresponding categories
disease (n) nervous (a)balance (n) healthy (a)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 time when laughter was the best medicine for them T can assist by giving a list of prompts including occasions like an embarrassing situation, feeling stressful, tired or sick, etc…
Ss < > SsIndividually
- Ask students to write a passage about their daily routine (50 words)
E Experience:
Date of preparation: 5th Sep, 2014
UNIT 2 YOUR BODY AND YOU
Lesson 2: Language
Trang 22A Aims and Objectives: By the end of the lesson, students will be able to:
- To teach Ss to pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
- To teach Ss to use the future simple with will and going to; the passive voice
- By the end of the lesson, students will be able to:
+ Understand and use the passive voice with modals
+ Use some lexical items related to the topic Your body and you.
+ Pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
+ Use the words and phrases related to illnesses and health and system of the body
+ Understand and use the future simple with will and going to; the passive voice
- Teach some of the words using the glossary, some pictures
- Prepare some pictures of the body systems or organs for illustration 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
Individually
T < > Ss
Group work
T < > Ss
Trang 23- 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.
C 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
1 1 (promises) 2 3 (refusals of things)
3 5 (plans, intentions) 4 6 (predictions)
5 2 (offers and requests for help)
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
Ss
T < > Ss
Trang 245 will 6 Are going to
- Ask to read the surprising facts about human body first, then
1 Nerves signals are sent to and from the brain as fast as 170 times per hour.
2 10 watts is consumed by the brain
3 The blood vessels are damaged
4 The body is made up around 7 octillion atoms
5 2,000 gallons is pumped through our body
6 17 muscles are used to smile and 43 to frown
7 32 million bacteria are estimated to live on one square inch of our skin.
8 Emotional tears are produced by humans 3.
- T asks Ss to do exercises again at home
E Experience:
Date of preparation: 6th Sep, 2016
UNIT 2 YOUR BODY AND YOU
Trang 25A 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
- 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
- Ss report their list and compare with others’
- Students read the text quickly and pick out words or phrases
- Ss work individually to answers the questions
Task 5: Suggested answers:
Ss
T < > Ss
T < > SsGroup work
T < > Ss
Pair work
T < > Ss
Trang 261 (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 function.
3 There are more than 2000 nowadays.
4 They are soreness, slight bleeding, or discomfort.
5 Those who have electrical or electronic medical device inside them.
6 Acupuncture is considered as a reliable alternative to modern medicine.
The purpose of this task is to allow Ss to dig deeper into their background knowledge using the reading as a model and a source of information and then develop writing or speaking as a post-reading activities
- Elicit Ss’ knowledge in the field of non-medical treatments These can be traditional or modern
- Ss work in pairs or in groups to exchange information After sharing information, Ss report to the class
- Two students present the report
Date of preparation: 6th Sep, 2016
UNIT 2 YOUR BODY AND YOU
Trang 27A Aims and Objectives: By the end of the lesson, students will be able to understand:
1 Educational aim: Students will be able to talk about how to get rid of bad habits
2 Knowledge:
- General knowledge: Ss know about some bad habits and how to get rid of those ones
- Language: Present simple
- New words: words related to good and bad habits
- Lead in: Inform the class of the lesson objectives: Talking about
- Ask students what they think of their habits
- Have Ss look at the list of habits and decide which ones are good
- Ss name the habits they think they have
- Ss look at the list of habits and decide which ones are good
- Ss explain their choice and give rectification if needed
Suggested answers:
+ Keeping a routine + Saving money + Never giving up + Being thankful + Reading regularly + Doing regular exercise
Task 2:
The purpose of this task is to allow Ss to have some insight into habits and how to kick a bad one Ss will develop their confidence in
speaking by giving personal opinions on relevant topics
- Ss work in pairs or in groups and discuss why some of the habits are good and why some are bad by giving evidence and proof to support their ideas
Examples:
to stop littering Look for dustbins when you want to throw away something, etc
Trang 28- Ss work in pairs or in groups to choose one bad habit, then make a list
of “do’s” and “don’ts in order to kick that habit
- Ss share their lists with each other and report to the class
Date of preparation: 6th Sep, 2016
UNIT 2 YOUR BODY AND YOU Lesson 5: Listening
Trang 291 Educational aim: By the end of the lesson, students will be able to talk about a healthy diet and improve listening skill.
2 Knowledge:
- General knowledge: Ss learn how to choose a healthy diet
- Language: Present simple
- New words: Words related to diet
3 Skills: Listening for specific information and deciding on True or False statements
- Ask Ss to answer the questions:
+ What do you usually have for lunch or dinner?
+ Do you care about the nutritional value of the things you eat?
- Ss talk about how much they care about the nutritional value of the things they eat?
- Play the tape
- Allow Ss to listen one more time if necessary to build up Ss confidence in their listening capability
- Listen to the recording to see what they hear matches what they expected
Task 3: True-false
The purpose of the task is to check Ss’ comprehension
- Have students read the sentences carefully
- Play the recording again and ask students to listen and decide whetherthe statements are true or false
- Call on Ss to check their answers
T < > Ss
T < > Ss
T < > Ss
Trang 30- Ss read the sentences carefully.
- Listen to the tape again and decide the statements that are true or false then explain them
Date of preparation: 7th Sep, 2016
UNIT 2 YOUR BODY AND YOU Lesson 6: Writing
Trang 311 Educational aim: By the end of the lesson, students will be able to write a short letter to ask for help and respond to requests in proper dining/ eating.
2 Knowledge:
- General knowledge: Ss learn how to choose a healthy diet
- Language: Present simple
- New words: Words related to diet
- Lead in: Inform the class of the lesson objectives: writing about what
to eat and not to eat
The purpose of this task is to build up Ss’ ability in free letter writing
by replying to “request-for-help” letters
- Ask Ss to study the reply to Scott’s letter Help Ss if necessary to facilitate Ss’ acquisition in terms of writing styles, structures, languageand tactics
T < > Ss
Individually
T < > Ss
T < > Ss
Trang 32Date of preparation: 8th Sep, 2016
UNIT 2 YOUR BODY AND YOU Lesson 7: Communication and culture
Trang 33- Ss can get knowledge of some health traditional beliefs and practices in Viet Nam and Indonesia.
- Ask Ss to practice speaking
- Call some of them to tell the answers
- Ask Ss to talk about how the activity (ies) benefit(s) the parts/
systems of the body
- Give explanations, if necessary
- Help Ss with some vocabulary
- Ask some Ss to present their answers
- Feedback
Activity 2:
- Ask Ss to work with a partner to discuss the similarities and differences in traditional health beliefs and practices in the two countries
Pair work
T < > Ss
Group work
T < > SsPair work
Pair work
T < > SsPair work
T < > Ss
Trang 344 Homework
1 minute
- T asks Ss to learn the structures and vocabulary
E Experience:
Date of preparation: 9th Sep, 2016
Lesson 8: Looking back and project
A Aims and Objectives: By the end of the lesson:
Trang 35- Ss can pronounce and recognize the words cluster sounds /pr/ , /pl/ , / gr / and /gl/.
- Ss use be going to, the simple future tense and the passive voice
- Introduce the task and play the recording
- T asks Ss to underline the words having cluster sounds //pr/ , /pl/ , /
gr / and /gl/
- Call on some Ss to read the sentences
Vocabulary:
Activity 1: Complete the following sentences with a word or phrase
about the body
- 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 brain 2 lung/ heart 3 digestive
4 skeletal 5 respiratory (system) 6 stomach
7 nervous Grammar:
Key: 1 will become 2 are broken down and converted
3 is going 4 are stimulated
5 is used 6 won’t go
7 are supported by 8 is going to rain Project:
- Ask Ss to go round the class and conduct a survey
- Have Ss use the information to write a report
- 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
Trang 364 Homework
1 minute
- T asks Ss to learn the structures and vocabulary
E Experience:
Date of preparation: 10th Sep, 2016
REVISION
A Aims:
- To practice speaking, reading, listening and writing
- To make Ss feel confident of their ability in order to understand and speak English by setting tasks
Trang 37- To help Ss have the opportunities to develop their oral fluency.
- To introduce some words and phrases
- Greeting and checking attendance
- Teacher asks Ss to do the homework
I Grammar:
1 Simple present tense
- Ask Ss to retell the usage, form and formation of verbs in the simple present tense
- Ask Ss to give examples
E.g
I go to school on footShe lives in Yen Thuy
2 Present continuous tense
- Ask Ss to retell the usage, form and formation of verbs in the simple past tense
E.g We are learning English now
3 The simple future tense.
- Ask Ss to say the usage and form
- Ask Ss to give examples
E.g We will decorate the house next week
4 Be going to.
- Ask Ss to say the usage and form
- Ask Ss to give examples
E.g Look at those black clouds It’s going to rain
II Exercises:
1 Use the correct tense of verbs in brackets:
1 When the postman (come)…… this morning, I (have) ……… breakfast
2 While I (talk)…… to John yesterday, the telephone (ring) ………
3 Excuse me, (you /speak) ……….English?
4 Excuse me but you (sit)……… in my place - Oh, I’m very sorry
5 I’m sorry I (not/understand)……… Please speak slowly
6 Can I borrow your pen or (you /use)……… it at t he moment?
7 Ann usually (do)……… the shopping but today I (do)……… it
8 Who (make) ………that terrible noise? - It’s Nam He (practise)……… the guitar
9 My brother (visit)……… Ho Chi Minh city twice a year
10 When winter (come)……… , they usually (go)……… skiing
Trang 38Date of preparation: 15th Sep, 2016
TEST 45'
Class: A _/ Name: 45’ TEST N0 1/ ENGLISH 10 (THÍ ĐIỂM) CODE 001
A STRUCTURE AND VOCABULARY.
Choose the best answer.
Trang 39A nuclear families B extended families C single-parent families D joint families
2 It does not take him much time to _ as he has a washing machine
3 I’m busy right now I dinner
4 The carry messages between your brain and the rest of your body
5 Danny _ up at the station
6 (A) Roles in (B) homemaking and breadwinning (C) can share by family (D) members (Choose the
underlined part that needs correcting)
7 The is a group of organs working together to convert food into energy and basic nutrients to feed the entire body
8 (Choose the word which has the underlined part pronounced differently from the rest.)
9 Scientific studies offer evidence that acupuncture can ease pain and treat from simple to complicated ailments.
10 Peter: “Do you want to have the chicken or the beef? John: “I think we the beef
11 It is the that controls all the organs in the body
12 Jane: “ _?”
Daisy: “My mother does She’s a very good cook I like all the food she cooks.”
C Does your mother cook meals in your family D Who does the cooking
B READING
Read the passage and then choose the suitable word to complete the passage.
Brain researchers believe that aerobics (13) helps you to keep fit by learning new things and
remembering old information better Aerobics exercise sends more (14) _ to the brain and it also feeds the brain with substances (15) _ develop new nerve connections If the exercise has complicated movements (16) dance steps or basketball moves, the brain produces even more nerve connections – the more connections, the better the brain can (17) _ all kinds of information Scientists still don’t fullyunderstand the relationship (18) exercise and brain power For the moment, people just have to trustthat exercise is helping them to learn or remember However, scientist research shows that three or more workouts
a week are good for you For example, walking four to five miles (6.5 to 8 km) an hour for 45 minutes five times a week helps you live (19) So get out there and do something
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct
answer to each of the questions
Trang 40ENGLISH 10
C WRITING
Build up these sentences, using the suggested words (2 points)
1 Healthy foods / contain / vitamins /other nutrients /can reduce stress
2 A healthy, balanced diet / consist / one-third starchy foods / one-third / fruits / vegetables
3 Most experts recommend limiting / and drinks/ high sugar or fat
4 Healthy eating / help/ much/ in the prevention of some chronic diseases, / as heart disease, diabetes / stroke
KEY
WRITING
1 Healthy foods contain vitamins and other nutrients that can reduce stress
2 A healthy, balanced diet consists of about one-third starchy foods and one-third fruits and vegetables
3 Most experts recommend limiting food and drinks with high sugar or fat.
in our apartment in a block of flats My father is fifty-two years old He works as an accountant in an insurance
company He is tall and slim, has got short brown and gray hair and blue eyes My father likes gardening very much as well as listening to music and reading books about political science His special hobbies are bird watchingand travelling
Now I’ll describe my mother and my brother My mother is forty-seven and she works as a nurse in a hospital She
is small, and slim, has short brown hair and green eyes She likes bird watching and travelling too, so whenever myparents are able to they go some place interesting for nature watching Since we have a cottage with a garden they both spend a lot of time there My brother is sixteen He is slim and has short brown hair and blue eyes He also attends high school He is interested in computers and sports like football and hockey He also spends a lot of time with his friends
I have only one grandmother left still living She is in pretty good health even at the age of seventy-eight so she still lives in her own flat I enjoy spending time with her when I can Both my grandfathers died from cancer because they were smokers, which was really a great tragedy because I didn’t get chance to know them My other grandmother died just a few years ago I also have a lot of aunts, uncles, and cousins The cousin I’m closest to is
my uncle’s daughter Pauline We have a lot in common because we are both eighteen and so we are good friends
My parents have assigned me certain duties around the house I don’t mind helping out because everyone in a
family should contribute in some way I help with the washing up, the vacuuming and the shopping Of course I also have to help keep my room tidy as well My brother is responsible for the dusting and mopping He also has toclean his own room Even though my brother and I sometimes fight about who has to do what job, we are still veryclose I am also very close to my parents and I can rely on them to help me My parents work together to keep our home well maintained and it seem they always have a project or another that they are working on They respect each other’s opinions and even if they disagree they can always come to a compromise I hope in the future that I have a family like ours
20 What is the writer’s father?
21 What does the writer’s mother look like?
22 What does the writer’s brother do?
23 The word “assigned” in the fourth paragraph mostly means
24 What does the writer do to help her parents at home?