GIAO AN TIENG ANH 10 THI DIEM (U1U4)

New Lesson Teacher’s activities Students’ activities Aim: To provide students with a right way to pronounce some clusters and how to distinguish present simple and present continuous ten

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Date of preparation: 16/08/2017

Date of teaching: 21/08/2017

Period 1 UNIT 1 FAMILY LIFE

A Aims and requirements

By the end of this unit, Ss can:

- Use lexical items related to the topic Family life

- Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context

- Understand the present simple vs the present continuous

- Read for specific information about the benefits of sharing housework

- Exchange opinions about household chores

- Listen to understand a TV programme about roles performed by family members

- Write about doing household chores in the family

- Understand different family lifestyles in different cultures

B Teaching method: Communicative

C Teaching aids

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

D Procedure

Part 1: GETTING STARTED

I Class organization: Check attendance

II Checking the old lesson

III New Lesson

Teacher’s activities Students’ activities

Aim: To introduce the topic of the unit,

vocabulary about household chores and the

grammar point taught in the unit

Lead-in:

- Answer the question

- Look at the picture and answer the

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what they show.

- Ask students about the picture:

E.g – Who are the people in the picture?

- What are they doing?

Activity 2

- T plays the recording Asks students to listen

and read along silently

- Ask students to work in pairs to decide

whether the statements are true (T), false

(F), or not given (NG) Have students refer

back to the conversation to give reasons for

their answers

- T goes around and supervise

- Then check their answers, and give

explanations

Activity 3

- T plays the recording and ask students to

listen and repeat the words/phrases

Activity 4

- Tell students to refer back to the

conversation to find the verbs/ verb phrases

that go with the words/phrases in the

conversation

- Play the recording again if necessary

- Ask students to pay attention to words that

are often used together (collocations) then

ask them to give some examples

dishes and the daughter is doing the laundry

- Do as required

Key Activity 2

1 F 4 T

2 NG 5 T

3 F 6 NG

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

Verb/Verb phrases Words/

Phrases

1 Split, divide, handle

(household) chores

2 Take out Rubbish

4 Shop for Groceries

7 Be responsible for Household

finances

IV Consolidation: - Summarize the main points

V Homework: - Ask students to learn by heart new words and collocations in the text.

Notes after teaching:

………

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Period 2

Part 2: LANGUAGE

I Class organization: Check attendance

III New Lesson

Aim: To provide students with a right way to pronounce

some clusters and how to distinguish present simple and

present continuous tense

Vocabulary

Activity 1

- Ask students to work individually, read the words and

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

each of them (a-h)

- Provide support if necessary by guiding students to use

the context of the conversation to choose the meaning for

the words/ phrases

Activity 2

- Ask students to work in pairs Read the conversation in

GETTING STARTED again and list all the household

chores that are mentioned in the conversation

- Then elicit more chores to add to the list

Activity 3

- Have students work in pairs or groups to ask and answer

the questions

- Encourage them to use the chores in the list in their

answers Before working in pairs, students may work

individually

- Ask students to read the list again and write down who

does each of the chores in their families

- Check to make sure students use the correct verbs/ verb

phrases in the correct tense with the name of the chores

- clean the house

- take out the rubbish

- do the laundry

- do the washing-up

- do the heavy lifting

- be responsible for the household financesOther chores:

- mop/sweep/tidy up the house

- bathe the baby

- feed the baby

- water the houseplants

- feed the cat/dog

- iron/fold/put away the

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- Ask students to work in pairs and take turns reading the

words in columns and in rows Then, invite individuals to

read the words in one or two rows

Activity 2

- Ask students to read the words in rows, paying attention

to the difference between the sound clusters

- Play the recording and have students listen to the

sentences and circle the word they hear

- Check students’ answers by asking them to call out the

letter (a, b or c) corresponding to the word they hear

Grammar

Activity 1

- Have students read the text individually once and ask them

to pay attention to the words/ phrases such as every day,

today, at the moment, and ask them what verb forms are

often used in the sentences that have these words/ phrases

Ask students to choose the correct verb form

- Ask students to work in pairs to compare their answers

- Check students’ answers and then elicit from them the

rules of using the present simple and the present

continuous

Activity 2

- Have students work in pairs to give their answers

- Observe and help when and where necessary

- Ask students to use the words/ phrases: now, at the

moment, usually, today, every evening, etc as clues for their

answers

- Check students’ answers by asking individuals to take turns

reading aloud each of the sentences

down

- Read the words

- Listen to the tape

1 b

2 b

3 c

4 a

Key:

1 does

2 cooks

3 cleans

4 is watching

5 is doing

6 is doing

7 is tidying up

8 is trying

1 does, is not cooking, is working

2 is taking out

3 cleans, is cleaning

4 is preparing

5 looks after, works

6 is watching, watches

IV Consolidation

- Summarize the main points

V Homework

- Ask students to learn by heart new words and collocations in the text.

- Ask students to review grammar part

………

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Period 3

Part 3: READING SKILLS

I Class organization: Check attendance

III New Lesson

Aims: to practice reading skills for the students They can also

read and get the general idea of a text; guess the meaning of

words in context; and make references when reading a text

Lead-in: Inform students of the lesson objectives

Activity 1

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

the questions Ask students to call out the answers to

question 1 freely For question 2, ask a representative of each

group to give the opinion of the group

Activity 2

- Have students read the heading (a-c) first Make sure that

they understand all of them and tell students that one of

them is the title for the text; they have to read the text and

decide which one it is

- Ask students to read through the text once without

stopping at the words that they don’t know the meaning of,

and then ask them to work in pairs to decide on the best

title for the text Remind students that the title for the text

is the one that gives the general idea of the whole text

- Check students’ answers and guide students to the correct

choice if necessary by helping them eliminate the sentences

that are only about one aspect of the text

Activity 3

- Have students read the text again and underline the words

sociable, vulnerable, critical, enormous and tend when they

see them on the text

- Explain to students how to use context to guess the

meaning of the unknown words if necessary

- Work in groups

- Look at the picture and answer the question

The answer can be:

Yes, they are Because they

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

- Read the text

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has the word in it to decide what it means Students can use

the elimination technique to give the right answer

Activity 5

Ask students to work in groups of three, ask them to read

the questions first to make sure they understand what

information they need in order to answer the questions It

may help if students can underline the key words in the

questions For example:

1 How do children benefit from sharing housework?

2 Why do men tend to have better relationships with their

wives when they share housework?

3 What may happen to women whose husbands do not

contribute to the household chores?

4 How does the family benefit when everyone works

together on household chores?

- Then ask students to read the text again, and locate the

part of the text where they can get the answer to each of

the questions before they discuss the answers

- Check students’ answers by inviting a representative from

each group to give the answer to one of the questions If

the students’ answer is incorrect, don’t give the right one

at once, but try to elicit it from other students

Activity 6

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

questions freely If students have difficulty with ideas,

give them some examples of problems such as problems

with time, skills and attitude

- One or two groups to report the discussion results to the

class

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

- Do as required

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

………

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Period 4

Part 4: SPEAKING SKILLS

IV.Class organization: Check attendance

V Checking the old lesson

VI New Lesson

Aims: To encourage students to talk about the chores of

their love and hate

Lead-in:

Provide students with some handouts with the names of

household chores and ask students to match the chores

with corresponding pictures

Activity 1

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

household chores they like and three they dislike doing

in the “Name of chore” column, then add a reason why

they like or dislike the chore

-Go round to help if necessary

-Ask students to work in pairs to compare their

completed table to find out the different and similar

ideas about housework

Activity 2

-Have students work in pairs Ask them to read all the

questions in Anna’s column first and underline the key

words in each question before asking them to guess the

answer to each question

1 What household chores do you do every day?

2 Which of the chores do you like doing the most?

3 What do you like about it?

4 Which of the chores do you dislike doing the most?

-Encourage students to use the key words as cues to find

the answers in Mai’s column to match with Anna’s

questions

-Ask students to take turns being Mai and Anna to

practice the conversation

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

- Do as required

- Guess the answer to each question

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

Mai: well, I think I like sweeping the house

Anna: What do you like about it?

Mai: It’s not too hard, and I like seeing the house clean

after I sweep it

Anna: Which of the chores do you dislike doing most?

Mai: Washing dishes, because I often break things when I

do the washing-up

Activity 3

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

similar conversation Explain that this time they should

talk about themselves, and they have to find out what

chores their partner does, what chores she/he likes or

dislikes the most and why

-Tell students to use the questions in activity 2 and the

ideas in activity 1 to do this activity

-Invite a student from one or two pairs to report to the

class what she/he has found about his/her partner

- Work in pairs and try to match the columns

- Practice the conversation

Key

1.c2.a3.d4.b

-Work with a different partner

to have a similar conversation

- Report to the class

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

- Distinctive students do the more complex handouts

- Average students do the simpler handouts

Period 5

Part 5: LISTENING SKILLS

I Class organization: Check attendance

III New Lesson

Aim: To equip students with more knowledge about roles

of men and women in families

Lead-in: Introduce the topic: write down two words

wife/woman- husband/man and ask students to make two

words webs about the roles of wife/woman and

husband/man in the family Students are free to call out

their answers and T writes down the words in the web -Listen carefully

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Activity 1:

-Ask students to work in pairs, looking at the chart and

discussing the changes in the weekly hours of basic

housework by married men and married women in the

USA between 1976 and 2012 Students don’t have to

report the exact number of hours men and women spend

on doing housework They can just talk about the

general changes

-Encourage students to guess the reasons for the changes

Ask them to call out their guesses Write the reasons

given by students on a corner of the board so that they

can see if their guesses are correct later, after they listen

to the recording

Activity 2

-Tell students that they are going to listen to a family

expert talking about how the roles of men and women in

families have changed Ask them to read all the

statements and guess if they are true or false Make sure

that students understand all the statements

-If there are new words to students, explain them or give

the Vietnamese equivalents to save time for other

activities

-Play the recording and have students do the exercise

Check students’ answers If many students in the class

have incorrect answers, play the recording again, and

stop at the place where students can get the correct

answers

Activity 3

- Have students work in pairs to match the words/

phrases with their appropriate meaning To help

students het the answers easily, ask them if they know

the part of speech of the word/ phrase given, and then

choose the meaning

Activity 4

- Ask students to read the questions carefully Make sure

that they understand what is asked in each question

Have them underline the key words if necessary Then

play the recording and let students listen to it and

- Read the questions carefully

- Listen to the recording

Key activity 4

1 They are not the only breadwinner in the family, and they get more involved

in housework and parenting

2 Both are responsible for family finances, home-

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- Invite representatives from pairs to present the answer

to each of the questions to the class Give feedback and

correction if necessary

1 How has the role of men in the family changed?

2 How have men’s and women’s roles become alike?

3 What is the result of “equally shared parenting”?

happier and the divorce rate amongst them is the lowest

V Homework

- Ask students to prepare for the next lesson

………

Date of preparation: 25/08/2017 Date of teaching: 30/08/2017 Period 6 Part 6: WRITING SKILLS I Class organization Check attendance 10A1

10A9

III New Lesson

Aims: Students can write a paragraph about how

people in their families share housework

Lead-in:

T asks sts to give the translation for the saying

- T asks some more questions to introduce the

lesson

Activity 1

Suggested answers:

1 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 ordiscomfort

5 Those who have electrical or electronic medical devices inside them

6 Acupuncture is considered as a reliable alternative to modern medicine

V Homework

………

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Date of preparation: 08/09/ 2017

Period 12

Part 4: SPEAKING SKILL

Check attendance

10A3

10A4

III New Lesson

Lead-in: Inform the class of the lesson

objective: talking about how to get rid of bad

habits

Activity 1

Aim: to identify good habits and bad habits

from some given ones

- Ask students what they think of their

habits Have students’ name the habits

they think they have

- Have students look at the list of habits

and decide which ones are good and

which ones are bad

- Have students explain their choice and

give rectification if needed

Activity 2:

Aim: Allow students to have more insight

into habits and how to kick a bad one Help

students develop their confidence in

speaking by giving personal opinions on

relevant topics

- Have students work in pairs or groups

and discuss why some of the habits are

good and why some are bad by giving

- Think of the habits and name them

Bad habits:

Leaving things until the last minuteWatching TV all day

Littering

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evidence and proof to support their

ideas

- Have students suggest ways to stop the

bad habits from their own experience

Activity 3:

Aim: To assist students’ speaking by using

relevant information

- Have students read the text quickly and

choose the things they think they can or

can’t follow Then, encourage students to

explain their decision to the class

- Have students read the phrase in the

Watch out! Box and try to find out the

meaning of the idiom

Activity 4:

Aim: develop students’ ability in free

speaking by applying advice to kicking a bad

habit

to choose one bad habit Then students

make a list of Dos and Don’ts in order

to kick that habit

- Have students share their lists with

each other and report to the class

- Example:

To stop litteringObserve rules and regulationsRefrain from throwing rubbish where you like

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

- Work in groups as required

V Homework

………

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Date of teaching: 18/09/ 2017

Period 13

Part 5: LISTENING SKILL

Check attendance

10A3

10A4

III New Lesson

objective: listening for information on how

to choose a healthy diet

Activity 1

Aim: Engage students in the lesson by

eliciting their personal eating habits

- Have students talk about how much they

care about the nutritional value of the

things they eat

Activity 2:

Aim: To give students a closer look into what

they are going to listen to

- Ask some students to talk about what

they think the listening may be about

- Have students respond briefly to give

their opinions on the listening they are

going to do

- Have students listen to the recording to

see if what they hear matches what they

expected

- Allow students to listen one more time if

necessary to build up students’

confidence in their listening ability

Activity 3

Aim: To check students’ comprehension

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

- Feel free to talk

-Guess the content of the listening part

- Listening to the recording

Key act 3

1 F

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- Have students listen to the recording

once or twice before answering the

questions

- Call on students to check their

answers

Activity 4

Aim: To develop students’ skill in

listening for specific information

- Have students listen again to divide

the plate into sections with the right

labels of foods they hear

- Check if students’ responses are

correct

Activity 5

Aim: To wrap up the listening with an

expansion to writing using the knowledge

and information students have just learnt

- Ask students to write sentences to

describe the plate they have just

- Students to prepare for the next lesson

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Period 14

Part 6: WRITING SKILL

Check attendance

10A1

10A9

III New Lesson

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

objective: writing a short letter, with details

or examples as supporting ideas, to give

advice on what to eat before important

occasions

Activity 1:

Aim: To have students brainstorm and

produce a list of the foods that may give

them allergies, bad breath, stress,

sleeplessness and sleepiness

- Ask students to work individually to

build a list as instructed

- Ask students to share and compare their

list with each others’

- Check if there are similarities and

differences, then ask students to explain

the most prominent similarities and

differences

Activity 2

Aim: To provide students with input for their

practice and production later on

-Give brief explanations or provide

meanings of the difficult words to help

students when necessary to save time for

other activities

- ask students to quickly read the facts about

the foods provided Allow students to use a

Pay attention to the teacher

Do as required

Similarity: need advice on foodDifference: purpose to eat

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dictionary or ask teacher for help, if

necessary

Activity 3

Aim: To build students’ ability in writing a

request letter following the given model

- Ask students to read the letters from

readers and analyze the problem and the

writing styles

- Ask students to work in pairs or groups

to select a problem and write a similar

request-or-help letter

- Ask students to show the letters they

have just written to the class and ask for

comments from the class

- Provide support and comments when

necessary and decide if students have

met the objective of the activity Select

one or two of the best writings to show

the class

Activity 4

Aim: To build up students’ ability in free

letter writing by replying to

“request-for-help” letters

- Ask students to study the reply to Scott’s

letter Help students if necessary to

facilitate their acquisition in terms of

writing styles, structures, language, and

tactics

- Ask students to choose one request

from those provided or from those they

produced in the previous activity to

write a reply using the model

- Provide help and support, if necessary

Problems:

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

- Reply Scott’s letter

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Period 15

Part 7: COMMUNICATION AND CULTURE

Check attendance

10A3

10A4

III New Lesson

objectives: further skill development

Communication:

Activity 1:

Aim: Students have more chances to practice

speaking

- Explain to students that they need to

look at the pictures and link them with

the previous parts of the unit To give

students more freedom, allow them to

choose other pictures of the same theme

not provided in the section to exploit

other speaking possibilities

- Ask students to talk about how the

activity benefits the parts of the body

Activity 2

Aim: The purpose of the activity is to build

students’ speaking ability by using group

discussion

- In pairs or groups, have students

discuss the activities in Activity 1 and

say why they are healthy

- If possible, allow the whole class to

participate in a debate-like discussion

-Look at the pictures and talk

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

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

- Work in pairs or groups

- Do as required

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choose a system of the body and make a list

of the activities that are good for it

- Ask students to report to the class giving

reasons for their choices Then ask students

to write a short text describing their choices

Culture

Activity 1

Aim: To provide some information about

how traditional healthcare practices (and

beliefs) vary in different countries

- Ask students to read about health

practices and beliefs in the two countries

and note the similarities and differences

- Give explanations, if necessary

Activity 2

Aim: To develop students’ speaking by

comparing facts from activity 1

- Ask students to work with a partner to

discuss the similarities and differences

in traditional health beliefs and

practices in two countries

- Support students by providing

structures or vocabulary, when needed

Activity 3

Aim: To allow students to further develop

their speaking ability

- Ask students to use the information

from their reading homework for this

activity

- Ask students to talk about their chosen

traditional therapy Details may include

what the underlying idea/ belief is, how

the practice is performed, what the

benefits are, who is suitable for, etc

- Students read carefully

- Ask students to work in pairs and do the task

- Students may do at home

IV Consolidation - Summarize the main points

V Homework - As above

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Period 16

Part 8: LOOKING BACK

- Use words and phrases to talk about the human body, lifestyles and healthcare

- Pronounce the consonant clusters of /pr/, /pl/, /gl/, /gr/ properly

- Use will and be going to to talk about intentions, plans, predictions and willingness

- Use the passive voice for description and report

- Read about an alternative treatment in medical care for main idea and specific information

- Talk about how to get rid of bad habits

- Listen for specific information on how to choose a healthy diet

- Write to ask for and to provide advice on what to eat for special events

III New Lesson

Checking homework

- T calls on some students to the board

and ask them to talk about a traditional

therapy that they know

- Give mark

Pronunciation

Activity 1:

- Have students listen and repeat the

sentences to consolidate their

recognition and production of the learnt

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- Have students complete the sentences

using words they learnt previously in

the unit

Grammar

- Students underline the part in italics

that is appropriate in the following

- Prepare for the one-period test

REVISION FOR THE ONE PERIOD TEST 1

 Objectives: By the end of the lesson, SS will be able to:

- review the mail point of the grammar and vocabulary from unit 1 to unit 2

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I LISTENING: 10 MINS- INDIVIDUAL WORK

Listen to Carlos asking for information about a library For question 11- 15, tick A,B or C You

will hear the conversation twice

ex: The library is closed until ……

11 What must Carlos take to the library…

A a student card B a teacher’s letter C a passport

12 How much will it cost Carlos to join

A 10 euros B 15 euros C 20 euros

13 Carlos will get …

A 2 library tickets B 3 library tickets C 4 library tickets

14 On Sunday, the library opens at

A 10.30 am B 11.00 am C 2.30 pm

15 The library is in

A Murdoch Street B Murdosh Street C Murdock Street

II Fill the gaps with the correct of the verbs in brackets: 12 MINS- PAIR WORD

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

III Reading: 13 mins ( pair works)

Jean spent her first few years in Hooper and her family moved to Otsego early in her life She was only ten when her father died unexpectedly, leaving her mother to raise and support their family alone Her mother soon went to work outside the home to provide for the family, and Jean, being one of the oldest, had to help care for her younger siblings Although she had much responsibility at home, Jean thoroughly enjoyed school and was an excellent student She went on to graduate 10th in her class at Otsego High School in 1953

While still in high school, Jean met a young man named Charles "Chuck" Holly, at a dance in Alamo; and they were quite taken with each other Over the next few years, their love for each other blossomed and they were married on February 24, 1953, while Jean was still in school Atthe time, Chuck was serving his country in the military, and had come home on leave to marry his sweetheart Unfortunately, shortly thereafter, he was sent overseas to serve in Korea for the next fifteen months

Upon his discharge, the couple settled into married life together in the Plainwell, Otsego area

To help make ends meet, Jean went to work at the collection bureau in Kalamazoo for a while, before taking a job at the cheese company in Otsego In 1964, Chuck and Jean were overjoyed with the birth of their son, Chuck, who brought great joy into their lives Jean remembered howher mother was always gone so much working after her father died and she did not want that for her son, so she left her job to devote herself to the role of a mother

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1 Before Jean's father passed away, her mother used to _.

A work outside the home B be a housewife

C support the family alone D work as a secretary

2 Which is not referred to Jean?

A She was a responsible girl

B She never helped her mother with household chores.

C She often did well at school ' d She went to high school

3 Jean's husband was a _

A teacher B dancer C soldier D servant

4 Jean _

A served in the military B lived in Korea for fifteen months

C had a daughter D got married when she was a student

5 Which is not true about Jean?

A She disliked staying at home and taking care of her child.

B She worked outside the home before she had a child

C She was very happy when she got a baby

D She quit her job to look after her baby

IV WRITING: 10 mins – group work

1 People drink a great deal of tea in England →………

2 Tom was writing two poems →………

3 She often takes her dog for a walk →………

4 People speak English all over the world

5 They will construct some new airports on islands

V Home work: 1 min

- Revise vocabulary and grammar from unit 1to unit 2

- Prepare for the first test

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Period 18 45 MINUTES - TEST 1

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

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

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Period 19

UNIT 3: MUSIC

- Use nouns and phrases related to the topic Music

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

- Use compound sentences

- Use to-infs and bare infs

- Read for general ideas and specific information about TV shows

- Talk about TV shows

- Listen for gist and specific information about inspirational music

- Write biographies using the information from fact files

Part 1: GETTING STARTED

I Checking the old lesson

II New Lesson

Lead-in: inform the class of the lesson

objectives: getting to know the topic,

“Music” through a conversation about a

teen pop star and two grammar points

Activity 1: Elicit comment on the picture

Check students’ understanding of some

vocabulary items: passionate, shy,

- Pay attention to teacher

Key:

1 T

2 F

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comprehension, and they should read as

they are listening Then have students

work individually to tick the statements

before they discuss as a class Check he

answers, and give explanation, if

necessary

Notes:

platinum album: an album “goes platinum”

once it has hit a certain number of sales

The exact number of album sales required

to go platinum varies from country to

country, depending on population In the

USA, it takes one million sales for an

album to go platinum, while in Slovakia,

6000 sales equals a platinum record

Single: In most cases, the single is a song

that is released separately from an album,

but it can still appear on an album

Top 40: the 40 most popular or best selling

recordings, songs, etc., within a stated time

period

Activity 3

Tell the students to focus on the

instructions Get them to work in pairs or

groups to discuss the answers

(students may refer back to the

conversation) Check the answers and give

explanations, if necessary

Watch out!

Key: The saying Looks can be deceiving

means things are not always as they

appear

Examples:

- She seems like a very nice girl, but she

isn’t Looks can be deceiving!

- This restaurant doesn’t look good, but

the food is great Looks can be

deceiving!

Activity 4:

This activity focuses on dictionary skills

Students should use a dictionary to look up

2 He looked shy and passionate

3 He won second place in the idol contest

4 His mother did

5 They gained over 10,000,000 views

6 He had four singles enter Top 40 before his first album

Key:

Shy, passionate, talented, popular,

Trang 37

well-the meanings of well-the words and write well-them

down before discussing Check the answers

as a class

Activity 5

Aim: focus on the to-inf in the

conversation Give students time to do the

task individually Check the answers as a

class

knownNotes:

Shy: not at ease with other peoplePassionate: having a keen enthusiasm or intense desire for something

Talented: a person with good natural ability

Popular: widely liked or appreciatedWell-known: famous

A Teaching method: Communicative

III New Lesson

Trang 38

Activity 1:

- Have students read and match the

vocabulary items with their meanings

Set time and let students work

individually Then check the answers as

a class Explain the meanings or give

Vietnamese equivalents if necessary

Activity 2:

Aim: Focuses on the lexical items related to

Music.

Students should use a dictionary to look up

the meanings of the words in the box

before discussing in groups in order to

match each item from a-g with the

appropriate meaning

- Check answers as a class

Activity 3:

Aim: To make sentences with the words in

Activity 2 Give enough time for students

to do the task Call on a few students to

write their sentences on the board, and get

the class to comment before giving the

correct answers

Activity 4:

Aim: Enable students to review the words

related to the topic Have students do the

task individually first Then they compare

their answers with their partner’s Call on

two students to write the word webs on the

board Elicit other words from the class to

add to the webs Get students to read in

chorus all the words in the webs

- Read and match

- Key:

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

- Use a dictionary to look upKey

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

Work individually

solo

Video clipalbum

Music

single

Contest

singerfan

audience

star

judge

Trang 39

Activity 1:

Aim: Focuses on identifying the words

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

Set time and let students do the task

individually Check the answers as a class

Activity 2:

Play the recording twice The first time,

get students to read all the words having

the ending sounds /est/, / ənt

a /, / / in their books as they are

listening Play the recording the

second time, pausing at times to ask

the whole class to repeat the words

b Have students work individually to

listen and write down the words they

have heard Then ask students to

check the answers in groups Call on

one student to write the answers on

the board Correct mistakes if there

are any Let students read all the

words in chorus once or twice

Activity 3:

Aim: This activity focuses on the

research skill Students can use a

dictionary or the Internet to look for

more words having the same endings

- Check answers as a class Then get

students to read aloud all the new

Audio script:

Commemorate dateBest testTalent achievementDifferent parent

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