Giáo án tiếng anh 10 thí điểm sách mới hay và chi tiết. Bao gồm tất cả các unit trong học kỳ 1, kèm theo các bài kiểm tra và ôn tập ở học kỳ 1. Giáo an hay và có hình ảnh minh học cụ thể, đặc biệt là phong phú qua từng bài.
Trang 1 OBJECTIVES
By the end of the lesson, Ss will be able to:
- Know about the English book grade 10 in general (Including themes, tests, lessons etc.)
- learn words and phrases in terms of endangered species
TEACHING AIDS
- Textbook, chalks, handouts
PROCEDURE
Warm- up (7 mins)
* 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
Presentation (25 mins)
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 units’ names
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 reading passages and ideas about the topic
4 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 language learnt 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
C Tests:
1 Checking frequency knowledge for the previous lesson
2 Fifteen minutes test (3 times for each semester)
3 Forty-five 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
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- Task - based method /teaching
- The book is designed with 4 skills
E Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it has
- Introduce some more information
- There are 6 themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places
- There are 8 periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and Communication and Looking Back
F Some requires of students
- Read the lesson before studying in class
- Do all exercises at home
- It is good to find the meaning and the pronunciation of the new words in the dictionary at home
- Listen to the teacher attentively and take part in the lesson actively and creatively
- Take part in the activities that the teacher required such as pairs work, group work or individual
- Each S has a notebook and book (student book and work book)
Consolidation
- Ask Ss to consolidate the main contents
- Give feedback
Homework
- Prepare the new words in Unit 1: Family life
Lesson1: Getting started
* Notes:
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LESSON 1 - GETTING STARTED
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ Use some lexical items related to the topic Family life
+ Make simple dialogues using the given expressions
+ Read for gist and for specific information about the benefits of sharing household
+ Use the words and phrases related to household chores and duties
- T asks Ss some questions:
+ What is your responsibility in your family?
+ Do you often do housework in your family?
+ Who does the household chores?
+ What housework does each family member of your family do?
- T leads Ss to the lesson to introduce the topic of the unit, vocabulary about household chores and the grammar point taught in the unit
Task 1: Listen and read (Whole class)
- T ask Ss some questions about the pictures:
Ex: Who are the people in the picture?
What are they doing?
- 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 Work in pairs 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 and refer back to the conversation to give reasons for their answers
- Check and give the correct answers:
1 F (He is preparing dinner) 2 NG 3 F (She is studying for exams)
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 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
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Homework
- T asks Ss to learn by heart the words and phrases related to household chores and duties
- Prepare for the next lesson
* Notes:
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LESSON 2 - LANGUAGE
OBJECTIVES
By the end of the lesson, Ss 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
A Vocabulary:
Task 1: Matching
- 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:
Keys: 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
- Clean the house
- Take out the rubbish
- Do the laundry
- Do the washing-up
- Do the heavy lifting
- Be responsible for the household finances
Other chores (examples)
- Mop/ sweep/ tidy up the house
- Bathe the baby
- Feed the baby
- Water the houseplants
- Feed the cat/ dog
- Iron/ Fold/ Put away the clothes
- Lay the table for meals
Task 3 Work in pairs Discuss the questions below
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1 What household chores do you usually do?
2 How do you divide household duties in your family?
- 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 and check to make sure Ss use the correct verbs/ verb phrases in the correct tence with the name of the chores
B Pronunciation
Task 1: Listen and repeat:
- T plays the recording and lets 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
Keys: 1 b 2 b 3 c 4 A
C Grammar
I Presentation
II Practice
Task 1 Work individually Read the text and choose the correct verb form
- Ask Ss to read the text once and asksthem 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
- Ask Ss to exchange the answers with their partner
- Check Ss’ answers and elicits from them the rules of using the present simple and the present continuous tense
- Give feedback
Keys: 1 a 2 a 3 a 4 b
5 b 6 b 7 b 8 b
Task 2 Work in pairs Use the verbs in brackets in their correct form to complete the sentences
- Ask Ss to work in pairs to give their answers
- Observe and help
- Ask Ss to use the words/ phrases: now, at the moment, usuallu, today, every evening, etc as clues for
their answers
Keys: 1 does, is not cooking, is working 2 is taking out
Homework
- T asks Ss to learn by heart the words and phrases related to household chores and duties
- Prepare for the next lesson
* Notes:
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LESSON 3 - READING
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ Read for general ideas and for specific information about 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
Work in groups Look at the picture and answer the questions (Task 1/ p.9)
- Ask Ss work in groups, look at the picture and answer the questions
- Ask 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.”
II While-reading
Read the text below and decide which of the following is the best title for it Work individually(Task 2/p.9)
- Ask Ss to read the three heading (a-c) first and asks them if they understand the meaning
- Ask Ss to read through the text once without stopping at 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 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
Key: c
Read the text again Do you understand the words from the context? Tick the appropriate meaning for each word from the text Work in pairs(Task 3/ p.9)
- Have Ss read the text again and underline the words sociable, vulnerable, critical, enormous and tend 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
What does ‘it’ mean? Work in pairs (Task 4/ p.9)
- Ask 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
Answer the questions Work in groups of 3 (Task 5/ p.9)
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- 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
III Post-reading
Discuss with a partner (Task 6/ p.9)
1 Do you have any problems with sharing housework?
2 What benefits do you get when sharing housework?
- Ask Ss to work in groups of 3 and do the task
- Ask Ss to report the discussion results to the class
- Observe, check and feedback
Cues: some problems such as time, skills and attitude
some benefits such as , relieving stress after a hard-working day, reducing the total "housework burden and making the family happier
Homework
- Ask Ss to write their answers for task 6 page 9 at home
- Prepare for the next lesson
* Notes:
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LESSON 4 - SPEAKING
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ Talk about their home life
+ Exchange opinions about household chores
+ Talk about household chores they often do
+ Express their opinions about the chores they like or dislike
- List three household chores you like and dislike
- Discuss the reasons
- Give comments and lead in the lesson
I Pre-speaking
Which household chores do you like doing and which do you dislike? Write your answers to the questions in the table below and add a reason Work individually (Task 1/ p 10)
- 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
Suggested keys:
Likes
Feeding the cats and dogs Love animals
Taking out the garbage It is not too hard
Dislikes
Washing the dishes Often break things Looking after the baby Waste time, be tired
Below is part of Anna's interview with Mai They are talking about the household chores Mai likes and dislikes Match Mai's answer with Anna's questions Then practise the conversation Work in pairs (Task 2/ p.10)
- Ask Ss to look at the task 2
- Let them some minutes to read the questions first and underline the key words
1 ……… everyday?
2 ……… like doing ……… ?
Doing the laundry Household chores
sweeping
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3 What ……… like ……….?
4 ………… dislike doing …….?
- 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 Keys: 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 after I sweep it 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 Have a similar conversation with a partner Find out which chores she/he likes or dislikes the most and why Report your findings to the class (Task 3/ p.10) - Ask Ss to use the information above to make the similar conversation with partner (about themselves) - 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? B: Because ………
A: Which of the chores do you dislike most? B: I hate ……… because ………
Homework - Write the dialogue in the notebook and practise in pairs about your own chores at home - Prepare for the next lesson * Notes:
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LESSON 5 - LISTENING
OBJECTIVES
By the end of the lesson, Ss 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
- Give comments and lead in the lesson
- 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
I Pre-listening
Look at the chart and discuss the changes in weekly hours of basic housework by married men and married women in the USA between 1976 and 2012 Guess the reasons for the changes (Task 1/ p.11)
- Encourage Ss to guess the reasons for the changes Ask them to call out their guess
- Write the reasons given by SS on a corner of the board to see whether thier guesses are correct later
Suggested keys: - sharing housework equally
- working to contribute to the family finances equally
Guess whether the following statements are true (T) or false (F) Work individually (Task 2/ p.11)
- Tell Ss 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 statement and guess if they are true of false
- Give Vietnamese equivalents if necessary
II While-listening
Checking Prediction Listen to a family expert talking about how the roles of men and women in families have changed and decide whether the following statements are true (T) or false (F) Work individually Work individually (Task 2/ p.11)
- 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
- Give comment
Keys: 1 T 2 T 3 T 4 F 5 T
Match the word / phrase with its appropriate meaning Work in pairs (Task 3/ p.11)
- Have Ss work in pairs to match the words/ phrases with its appropriate meaning
- Ask them to guess the part of speech of the word given
Part of speech
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Balance (n) Nurture (v) Equally shared parenting Traditional (a)
Solution (n)
- Ask some of them to tell the answer
- Give comments
Keys: 1 e 2 b 3 c 4 d 5 A
Listen again and answer the questions Work in pairs (Task 4/p.11)
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?
- Ask Ss to read the questions carefully and underline the keywords
- Play the tape first time
- At the first time ask Ss to give the answer if they can
- Ask Ss to compare thier answer in pairs and 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
Keys:
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
III Post-listening
Discuss the following question with your groups
In Vietnam, do you think that both parents now work to contribute the family finances?
- Ask Ss to work in groups
- Observe and help
- Call some reprentatives to report and feedback
Homework
- Write a paragraph (30 words) about your opinions on the above question
- Prepare for the next lesson
* Notes:
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LESSON 6 - WRITING
OBJECTIVES
By the end of the lesson, Ss 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
TEACHING AIDS
- Handouts, textbook, pieces of papers
PROCEDURE
Warm- up (5 mins) Brainstorming “Many hands make light work”
1 Do you agree with it?
2 How does this saying apply to doing housework in the family?
- Ask Ss to work in pairs to discuss the meaning of saying and answer the questions freely
- Call some of them to tell the answers
- Ss present the answer
Many hands make light work means that if many people share a piece of work, it will become easier for everybody This is also applied to doing housework in the family If all family members contribute to housework, each won’t have to do much
- Give comments
I Pre-writing
Read the text about Lam's family below and complete the chore chart with given phrases
- Ask Ss to read the text
- In pairs complete the chore chart
- Call some of them to tell class
- Ss present in class
Read the text again and answer the questions Work in pairs (Task 3/ p.12)
- Ask Ss to work in pairs and do the task
- Go around, observe and call some Ss to give their answers
- Correct and feedback
Key:
1 There are four people in Lam's family
2 Because both parents work and the children spend most of their time at school
3 They split the housework equally in the family
4 The father mends things around the house and cleans the bathroom; the mother does most of the
cooking and grocery shopping; Lam does the laundry, takes out the trash and cleans the fridge once a week; An helps her mother to prepare meals and washes the dishes; Lam and An take turns laying the table for meals, sweeping the house, and feeding the cat
5 Yes, they do They do it willingly
6 The burden is less, so everyone has time to relax
- Through the task, call some students to tell the form of writing a paragraph about how people in the family share household work
DAD Mending things , cleaning the bathroom
MUM Do most of the cooking and groceries shopping
LAM Doing the laundry, taking out the rubbish and cleaning the fridge, laying the table
for meals, sweeping the house and feeding the cat (share with sister)
AN Helping mum prepare meals and washing the dishes, laying the table for meals,
sweeping the house and feeding the cat (sharing with brother)
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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 are divided in general? (All members of my family do the housework / My family share the household chore equally/ … ) b Body: Describe each member’s duties? Structures: + Be responsible for …
+ Being the elder child, … + My responsibility at home is ……
c Conclusion: What they think of doing housework (I love sharing the household chores with all members of my family as ………)
II While-writing Make your family chore chart Then, using the ideas in the chart, write a paragraph about how people in your family share housework You can use the questions in task 3 above as cues for your writing Work individually (Task 4/p.12) - Ask students to complete their own Family chore chart - Write the chart of a student on the board as an example Key: HOUSEHOLD CHORE CHART DAD Doing the heavy lifting Sometimes prepare dinner MUM Do most of the cooking and groceries shopping MY OLDER SISTER Help my mum cook lunch and dinner Doing the laundry Water the houseplants ME Taking out the rubbish Lay the table for meals Feed the cat and dogs III Post – writing CORRECTION - 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 Homework - Complete your paragraph at home - Prepare for the next lesson * Notes:
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LESSON 7 – COMMUNICATION AND CULTURE
OBJECTIVES
By the end of the lesson, Ss 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)
- Give comments and lead in the lesson
I Communication Discussion: Who does what in your family?
1 Task 1 Look at the picture What is the person in each picture doing? Do you think they are happy? Why? or Why not?
- Ask Ss to work in pairs to describe
- Call some of them to tell the answers
Key:
The man is cleaning the house, cooking and doing the laundry
The woman is doing the housework (cooking, cleaning the house, feeding the baby, doing the laundry, ironing….)
2 Task 2 Listen to the TV talk show Who said what?
- Tell Ss that they are going to listen to a TV talk show and will have to find out who said what in the show
- Ask Ss how many people take part in the talk show and who they are (three)
- Ask Ss to read the statements (a-g) and make sure that they understand all of them
- Explains some words or phrases if necessary
- household financial burden:
- homemaking:
- join hands:
- provider and neat:
- Play the record Have Ss listen and do the activity
- Feedback
Key: 1 Ms Pham Hoang: c, e
2 Ms Mai Lan: a, f
3 Mr Nguyen Nam: b, d
3 Task 3 Discuss the questions Then, report your groups’ opinions to class Work in groups
- 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
II Culture
Lead in: Have Ss look at the pictures on page 15 and answer the questions about them
Ex: - Are they families?
- How many people are there in each of the families?
- Where are they from?
- Can you see the elderly people in the pictures?
- Who are they?
- What are the differences between the two families?
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Then, lead Ss into the lesson
1 Vocabulary
- nuclear family:
- extended family:
- single-parent family:
- nursery school:
- child-minder:
- collaborate (v)
- nursing home:
- ungrateful (a)
* Checking vocabulary: ROR
2 Read the two texts about family life in Singapore and in Viet Nam then answer the questions Work
in pairs
- Ask Ss to work in pairs One reads the text about family life in Singapore and the other reads the text about family life in Viet Nam, then each writes down his/ her answers to the questions about his / her text
- Help Ss with some vocabulary
- Ask Ss to ask their partners questions and use the information provided by their partners to complete the table in the book
- Correct and feedback
Key:
1 What type of family is popular in the
country?
2 Who takes care of young children when
their parents are at work?
Nursery school or child-minder
Grandparents or great grandparents
3 Who looks after elderly parents? Nursing homes Their children
4 How do the parents contribute to educating
their children?
They take part in the activities of the Parent Support Group or Parent Teacher Association
They help their children with their homework or give them advice on behavior
Homework
- Lean the vocabulary at home
- Prepare for the next lesson
* Notes:
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LESSON 8 – LOOKING BACK & PROJECT
OBJECTIVES
By the end of the lesson, Ss will be 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
Key:
1 After having the ice cream /kr/ she brushed/br/her teeth
2 The car crashed/kr/ into a tree /tr/near the traffic/tr/ lights
3 Try/tr/ this new dish created/kr/by your brother/br/
4 They often have brown/br/ bread/br/ for breakfast/br/
5 That brave/br/ young man likes travelling/tr/ by train/tr/
6 Is it true/tr/ that the crime/ kr/rate is increasing/kr/?
II Vocabulary
1 What chores are the people doing? Match thepicture with the name of the chore Work individually (Task 1/p.14)
- 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
2 Use the words/ phrases in the box in their correct form to complete the text Work individually (Task 2/p.14)
- Tell Ss to read the text carefully, using the context clues to decide which word / phrase can be used to complete each gap in the text
- Check Ss’ answers and provide correction if necessary
Key:
1 does the cooking 2 shops for groceries
3 does the heavy lifting 4 laundry
5 ironing 6 takes out the rubbish
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7 sweeping the house 8 lays the table
9 does the washing-up
III Grammar
1 Finish the sentences with either the present simple or the present continuous (p.14)
- Review the grammar point with the whole class
- Ask Ss to work in pairs to finish the sentences with either the present simple or the present continuous tense
- Check Ss’ answers
- Feedback
Key: 1 am writing, miss 2 am looking after
3 looks, is wearing 4 am cooking
5 are you reading 6 Do
2 Discuss the following questions Then report the results to the class Work in groups (p.14)
1 Should young people like you share the housework? Why? Why not?
2 What household chores are suitable for young people like you?
3 What do you actually do to help with housework in your family?
- 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
B PROJECT
Do a survey about sharing housework in your classmates’ family
- 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
Homework
- Do exercise in your workbooks
- Prepare for the next lesson
* Notes:
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LESSON 1 – GETTING STARTED
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ Use some lexical items related to the topic parts of the body
+ Make simple dialogues using the given expressions
TEACHING AIDS
- Handouts, textbook, pieces of papers
PROCEDURE
Warm- up (5 mins) Brainstorming
- 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 when they 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 how eating can affect one’s health
Task 1 Listen and read ‘An apple a Day’
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
- Have Ss read the dialogue
Task 2 Read the conversation again and answer the following questions
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
Key:
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 about the benefits of apple juice
Task 3 Listen and repeat the words Then answer the questions below
This task familiarises Ss with the vocabulary and helps them improve the recognition of consonant clusters in
focus Tell Ss to listen and repeat the words
- Play the tape
- Have Ss listen and circle the words they hear
Key: + prevent disease bones weight
+ brain boost healthy
- Then, have Ss classify the words into the corresponding categories in pairs
Key:
disease bones balance weight skeleton brain
system lungs
nervous healthy
prevent balance boost
Task 4 Discussion
‘Laughter is the best medicine.’
Read the common saying above Do you agree? Can you think of a time when laughter can the best
medicine for you Work in groups
- Ask Ss to work in groups of four to report on a time when laughter was the best medicine for them
Trang 2020
- Assist by giving a list of prompts including occasions like feeling stressful embarrassed, tired or sick,
etc…
Suggested key:
I totally agree with that saying because laughter strengthens your immune system, boosts your energy, diminishes pain, and protects us from the damaging effects of stress and this priceless medicine is fun, free, and easy to use
Homework
- Ask students to write a passage about their daily routine (50 words)
- Prepare for the next lesson
* Notes:
Trang 21
LESSON 2 – LANGUAGE
OBJECTIVES
By the end of the lesson, Ss 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
TEACHING AIDS
- Handouts, textbook, pieces of papers
PROCEDURE
Warm- up (5 mins)
Matching the word with the correct picture
Key: A heart B brain C spine D blood
- Lead in: We’re going to learn about some lexical items related to the topic Your body and you
A VOCABULARY
1 Pre- teach vocabulary
- circulatory System: hệ tuần hoàn
- digestive System: hệ tiêu hóa
- respiratory System: hệ hô hấp
- skeletal System: hệ vận động
- nervous System: hệ thần kinh
*Checking vocabulary: Look at the phrases below and match each with its definition (p 17)
- Ask Ss to match the items in the left column with ones in the right column
Key: + Circulatory System : c + Skeletal System : e
+ Digestive System : d + Nervous System : a + Respiratory System : b
2 Practice
a With a partner, practice saying the names of the systems (p 17)
- 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
b Which system do the followings belong to?
- Tell Ss to work on classifying the words into the corresponding systems
- Assist Ss to find the right meanings using a dictionary
Key:Circulatory SystemDigestive System
Circulatory System Digestive System Respiratory System Skeletal System Nervous System
heart
blood
pump
stomach intestine
breath air lung
spine bone skull
brain nerves thinking
B PRONUNCIATION System
1 Listen and repeat Work individually (p.17)
- 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
Trang 2222
2 Read these sentences aloud Work individually (p.17)
- Ask Ss to listen and practise reading the sentences aloud
- 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
I Will/ Be going to
1 Presentation
- 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
Key: 1 1 (promises) 2 3 (refusals of things)
3 5 (plans, intentions) 4 6 (predictions)
5 2 (offers and requests for help)
b Read the following sentences Tick T (True) if the highlight word is appropriate, tick F (False) if it isn't Correct the if it is False
- Tell Ss to further apply their newly acquired knowledge of will and going to in context
- Ask Ss to read the sentences Put a tick in front of the sentence if it is appropriate, put a cross if it isn’t
- Ss read the sentences Put a tick in front of the sentence if it is appropriate, put a cross if it isn’t Give some
explanations for their choice if they can
Key: 1 x 2 √ 3 √ 4 √
5 √ 6 √ 7 √ 8 √
c Complete the sentences with the rights form of Will and be going to Work in pairs (Task 4/ p.18)
- This task encourages Ss to use the items newly learnt in practice Ask Ss to complete the sentences with the
rights form of Will and be going to Remind Ss that sometime both can be used
Key: 1 will/ is going to 2 won’t 3 will/ is going to 4 are going to
5 will 6 Are going to 7 will 8 am going to
3 Production Make 3 sentences related to human body using will/be going to Work individually
- Ask Ss to do the task
- Go around, observe and help
- Call some Ss to present
- Correct and feedback
II The passive
Example: Nerve signals are
=> sent to and from the brain as fast as 170 miles or 273 kilometres per hour
- Ask to read the surprising facts about human body first, then complete them
Key: 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
Trang 233 Production Work in groups Make 3 sentences related to human body using the passive Work individually
- Ask Ss to do the task
- Go around, observe and help
- Call some Ss to present
- Correct and feedback
Homework
- T asks Ss to do exercises again at home
- Prepare for the next lesson
* Notes:
Trang 24
24
Trang 25LESSON 3 – READING
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ read for specific information about acupuncture
+ know new words related to acupuncture
- Lead in: Inform the class of the lesson objectives: Skimming (glancing over a text for a general overview) and scanning (quickly looking at a text for specific information) the text for the main idea and specific information Ask the class to recall what skimming and scanning are
- acupuncture (n): châm cứu
* Checking vocabulary: ROR
2 Look at the picture, do you know anything about acupuncture? (p 19)
- Have students look at the picture and read the title of the text- ACUPUNCTURE- and talk about what they may already know about acupuncture
- Select some Ss who know about the practice to speak to the class using their background knowledge
- If no Ss about the practice, teacher will give a brief description
II While-reading
1 Read the text quickly and find words which are closest in meaning to the following
The purpose of this task is to further involve the Ss in the subject of the reading
- Ask students to read the passage In pairs, or in groups choose the three most things they learn about acupuncture
- Ss work pairs, or in groups to discuss what they want to know about acupuncture from then decide on at least three things they want to have more information about
- Ss report their list and compare with others’
- Students read the text quickly and pick out words or phrases
2 Read the text again and answer the following questions
The purpose of this task is the Ss’ thorough comprehension of the reading text
- Allow students to read the text again in depth to find necessary information to give answers to the questions
- Ss work individually to answers the questions
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 function
3 There are more than 2000 nowadays
4 They are soreness, slight bleeding, or discomfort
Trang 2626
5 Those who have electrical or electronic medical device inside them
6 Acupuncture is considered as a reliable alternative to modern medicine
III Post- reading Discusion
Do you know any other alternative therapies like yoga, acupressure, head massage or aromatherapy? Work in groups to share information and then report to the class
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
Homework
- Ask Ss to consolidate the main contents
- Prepare for the next lesson
* Notes:
Trang 27
LESSON 4 – SPEAKING
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ talk about some good and bad habits
+ talk about how to get rid of bad habits
- Lead in: Inform the class of the lesson objectives: Talking about some good and bad habits
I Pre –speaking
Which of the following habits are good and which are bad for you?
The purpose of this task is to identify good habits from some given ones
- 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
Through the task, draw out the model from Ss
A: Why do you think that staying of late is bad/ not good?
B: I think staying up late is not good since it makes me feel tired the next morning
A: Why do you think that giving up is good?
B: I tink never giving up is good because it gives you determination and courage
- Have Ss suggest waty to stop the bad habits from their own experience
Examples: Stop littering
Observe rules or regulations Refrain from throwing rubbish where you like Look for a waste bin when you want to throw away something, etc
2 Look at the following text and read the advice Do you think you could followi it? Why or why not?
- Assist Ss’ speaking by using relevant information
Trang 28Key: Watch out! 'To kick a habit' is an idiom
To kick a habit: to get rid of a habit (Từ bỏ một thói quen)
III Post-speaking
Work in pairs or groups to choose one bad habit Make a list of Dos and Don'ts in order to kick that habit Share the list with others and report to the class
- Have Ss develop their ability in free speaking by applying advice to kicking a bad habit
- Ask 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
- Let Ss share their lists with each other and report to the class
Example: How to kick "Staying up late."
Plan things carefully;
Finish work early;
Eat just enough at dinner;
- Ask Ss to consolidate the main contents
- Prepare for the next lesson
* Notes:
Trang 29
LESSON 5 – LISTENING
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ talk about a healthy diet and improve listening skill
- Engage Ss in the lesson by eliciting their personal eating habits
- 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?
- Have Ss talk about how much they care about the nutritional value of the things they eat?
I Pre-listening
1 Vocabulary
- diet (n): che do an
- foundation (n): nen tang
- weight control (n): kiem soat can nang
- reliable = believable (a) : dang tin cay
- complex ≠ simple (a)
* Checking vocabulary: ROR
2 Look at the picture (p.21) What do you think the listening is about?
- Give Ss a closer look into what they are going to listen to
- Ask Ss to look at the picture below and ask them to talk about what they think the listening may be about
- Ss may respond briefly to give their opinions on the listening they are going to do
Your personal eating
habits
rice
tomato
n potato
Trang 3030
II While –listening
1 Checking prediction
- Play the tape
- Listen to the recording to see what they hear matches what they expected - Allow Ss to listen one more time if necessary to build up Ss confidence in their listening capability
2 True/False statements
- Have students read the sentences carefully
- Play the recording again and ask students to listen and decide whether the statements are true or false
- Call on Ss to check their answers
- Ss read the sentences carefully
- Listen to the tape again and decide the statements that are true or false then explain them
Key: 1.F 2.T 3.F 4.T 5.F
3 Listen again, divide the plate into sections and label which food should be in each section Work in pairs
- Tell Ss to listen again then divide the plate into sections and label which food should be in each section
- Have Ss write the sentences to describe the plate they have drawn in task 4
- Check if Ss’ reponses are correct
Key:
III Post- listening Write it up
Write some sentences to describe the plate you have just made in Task 4 (p.21) Work in groups of 4
- Ask Ss to wrap up the listening lesson with an expansion to writing using the knowledge and information
Ss have just learnt in groups of 4
- Go around and help
- Observe and feedback
Suggested key: To eat in a way that is good for health, fill half your plate with vegetables and fruits, save
quarter your plate for whole grains and leave the rest of your plate for fish, poultry, beans or nuts
Homework
- Ask Ss to consolidate the main contents
- Prepare for the next lesson
* Notes:
Trang 31
LESSON 6 – WRITING
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ write a short letter to ask for help and respond to requests in proper dining/ eating
TEACHING AIDS
- Handouts, textbook, pieces of papers
PROCEDURE
Warm- up (5 mins)
Ask and answer:
- What should we eat?
- What shouldn’t we eat?
- Lead in: Inform the class of the lesson objectives: writing about what to eat and not to eat
then share and compare your list with your friends'
- Give brief explanations or provide meanings of the difficult words to help Ss when necessary
- Have Ss work individually to built a list as instructed
- Ask Ss to share and compare their list with others’
- Check if there are similarities and differences, then ask ss to explain the most prominent similairites and differences
2 Now, read the facts below Do you have some of these foods on your list? Which ones?
- Give brief explanations or provide meanings of the difficult words to help Ss when necessary
- Ask Ss to quickly read the facts about the foods provided
III While- writing
1 Some people have written in for advice on their diets as they are going to do important things Work
in pairs or groups and write at least one similar inquiry
- Ask Ss to read the letters from the readers and may analyse the problems and the writing styles
- Ask Ss to work in pairs to select a problem and write a similar request-for-help letter
- Then, show 2 or 3 the written letters to the class and ask for comments
2 You are the food specialist and you are working on the newsletter's next edition Read the reply to Scott's enquiry Then write your own by responding to one of the other texts from previous activity or from your friends'
The purpose of this task is to build up Ss’ ability in free letter writing by replying to “request-for-help” letters
- Base on the reply for Scott’ letter, have Ss to draw out the outline
- Ask Ss to study the reply to Scott’s letter using the model and outline
- Help Ss if necessary to facilitate Ss’ acquisition in terms of writing styles, structures, language and tactics
Outline of an advice letter
1 Introduction
- Dear, …
- General description
2 Body
- What food you should eat?
- What food you shouldn’t eat?
How much you should eat kind of food?
3 Conclusion
- Sum up the main ideas
- Hope you …
Trang 3232
- Regards
III Post-writing Correction
- Call Ss to 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
Homework
- Ask Ss to write the letters again in their notebook
- Prepare for the next lesson
* Notes:
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LESSON 7 – COMMUNICATION AND CULTURE
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ get knowledge of some health traditional beliefs and practices in Viet Nam and Indonesia
1 Look at the pictures (p.23) Which parts/ systems of the body does each activity possibly benefit?
- Ask Ss to practice speaking in pairs
- 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
- Observe and feedback
2 Discuss the activities in the pictures and say why they are healthy in pairs
- Ask Ss to continue work in pairs and discuss the activities in the pictures and say why they are healthy
- Provide Ss with some words or phrases if necessary
- Feedback
3 Choose a system of the body and make a list of all the possible activities that are good for it Work in groups of 4
- Ask Ss to work in groups of four Choose a system of the body and make a list of all the possible
activities that are good for it
- Call some groups to report their group’s opinions to the class and give reasons for their choices
Key: Circulatory System
Eat Healthy
Eat Foods With Vitamin C
Practice yoga or take a moment everyday to do breathing practices, meditate, or to take a quiet walk
Take Omega-3s For Heart Health
Limit your drinks
B Culture
1 Read about some traditional health beliefs and practices in Viet Nam and Indonesia
* Ailments are caused by an imbalance of yin and
yang
* Herbal medicines andindigenous folk practices
used to treat the sick
* Goals to restore the yin / yang balance
* Previously thought ineffective but recent evidence
shows positive health outcomes
* Ill nesses are caused either naturally or personally
* Traditional treatments, herbs and therapies used to treat the sick
* Goals to restore normal, proper and comfortable condition
* Efficient, safe, cost-effective, affordable and accessible, especially for the poor
- Ask Ss to read about health practices and belies in the two countries and note the similarities and
differences
- Give explanations, if necessary
- Help Ss with some vocabulary
- Ask some Ss to present their answers
- Feedback
2 Discuss with your partner the similarities and differences in health beliefs and practices between the two countries
Trang 34- Ask Ss to use the information from their reading homework for this activity
- Ask Ss 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 it is suitable for
Homework
- Ask Ss to write the letters again in their notebook
- Prepare for the next lesson
* Notes:
Trang 35
LESSON 8 – LOOKING BACK AND PROJECT
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ use words and phrases related to topic “Your body and you”
+ pronounce and recognize the words cluster sounds /pr/ , /pl/ , / gr / and /gl/
+ use be going to, the simple future tense and the passive voice
Listen and repeat the following sentences (p 24)
- 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
2 Vocabulary
Complete the following sentences with a word or phrase about the body Work in pairs (p.24)
- 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
3 Grammar
Choose correct answer that best completes the sentence
1 I will become / am going to become an engineer one day if I can
2 Jane is going / will go to the dentist's tomorrow as planned
3 The acupoints are stimulated / stimulate to enhance the healing capability of the body itself
4 Besides acupuncture, acupressure is used / uses to help treat ailments without any medicine
5 Although I have taken some aspirin, the headache doesn't go / won't go away
6 All the body organs are supported by / support the bones in teh skeletal system
7 Look at teh dark clouds I'm sure it will rain / is going to rain soon
- Ask Ss to work in pairs to underline the part in italics that is appropriate in the following sentences
- Check Ss’ answers
- Feedback
Key: 1 will become 2 are broken down and converted
3 is going 4 are stimulated
- Ask Ss to go round the class and conduct a survey
- Have Ss use the information to write a report
Trang 3636
- Go around and help Ss with the new words or structures
2 Present your findings to the class
- Call some groups to report the results to the class
- T listens and makes comments
Homework
- Revise the whole unit at home
- Prepare for the next lesson
* Notes:
Trang 37
LESSON 1 – GETTING STARTED
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ Know some words and phrases related to topic "Music"
+ Ask and answer simple questions about a pop star
- T plays some pieces of music, songs
- Ss say the name of the songs
- T introduces the topic
Lead-in:
- Elicit comments on the picture in the book
- Ask Ss to make comments
He’s handsome
He’s a talented guitarist
He’s a famous/ well-known singer
1 Task 1: Listen and read
- Check Ss’ understanding of some vocabulary items:
+ passionate + shy + deceiving
+ talented + platinum album + solo
+ single + debut album + release
- Give the meanings or Vietnamese equivalent of the words Ss don’t know
- Play the CD
- Have Ss listen and read the dialogue, pay attention to some new words
- Have Ss say the new words, T corrects if necessary
- T checks pronunciation and meaning
- Have work in pairs to read the dialogue
- Some pairs read the dialogue if there is time
2 Task 2: Read the conservation again Then tick true (T) or false (F) Work in individually
- Explain what to do and how to do
- T asks 5 Ss to give answers and explanation for each answer
- Have Ss work in pairs to decide if a statements is True, False
Key:
1 T
2 F (His platinum album was My World)
3 F (He became a superstar within two years)
4 F (His home country is Canada)
5 T
3 Task 3: Read the conservation again, and give answers to the following questions Work in pairs
- Tell Sts to focus on the instructions
- Checks Ss understanding of the questions
- Get Sts to work in pairs or groups to discuss the answers
Key:
1 They are talking about a young pop star
2 He looks shy and passionate
3 He won second place in the Idol contest
4 His mother did
5 They gained over 10.000.000 views
Trang 3838
6 He had four singles enter Top 40 before his first album
4 Task 4: Find Adjectives, then discuss their meanings Work in groups
- Ask Ss to work in groups of 4 and do the task
- Check and feedback
Key:
+ shy: not at ease with other people
+ passionate: having a keen enthusiasm or intense desire for something
+ talented: a person with good natural ability
+ popular: widely liked or appreciated
+ well-known: famous
5 Task 5: Reread the conversation Circle the verbs which are followed by to-infinitives Work in groups
- Ask Ss to continue work in groups and reread the conversation
- Have Ss to circle the verbs which are followed by to-inf
- Have Ss report to the whole class
- Check the answers
Suggested key: began to post…; the first solo artist to have four singles…
Homework
- Do all the exercise again at home
- Prepare for the next lesson
* Notes:
Trang 39
LESSON 2 – LANGUAGE
OBJECTIVES
By the end of the lesson, Ss will be able to:
+ Use words and phrases related to topic "Music" to talk about the music or singer they know
+ Pronounce and recognize the clusters /est/, / nt/, /eit/
+ Identify and make compound sentences, and the verbs followed by the to-infinitive and bare infinitive
TEACHING AIDS
- Handouts, textbook, pieces of papers
PROCEDURE
Warm- up (5 mins)
Who is the quickest?
- T says 8 words in Vietnamese
- Ss write the words in English in groups of 4 The winner is the group with most correct words
Words for the game:
Idol, talent, contest, debut album, release, solo, single, fan
A VOCABULARY
1 Use the words in the box to complete the definitions
- Explain new words if necessary
- Set time and let Sts work individually
- Check the answer as a class by saying the number, sts say the letter T can check their understanding by asking "How do you know?"
- Ss read and match each word with its definition
Key:
1.talent 2.pop 3.idol 4.contest 5 fan 6.clip
2 Give the Vietnamese equivalents to the words Match each of them with the appropriate meaning
- T asks Ss to work in pairs to match the word with its meaning
- Correct and feedback
Key:
- Debut album: album đầu tay
- Single: (âm nhạc) đĩa đơn
- Solo: (âm nhạc) bản diễn đơn, bài diễn đơn
- Post: phát hành trên internet
- Release: phát hành
- Platinum: bạch kim, (âm nhạc) đĩa bạch kim
1-c 2- a; 3-b; 4 – d; 5- f; 6- e; 7- g
3 Make sentences about the music or singer
- Call on a few Sts to write their sentences on board
- Get the class to comment before giving the correct answer
Key: I bought Britney Spear’ plantinum album a few days ago
…
4 Expand vocabulary Add more related words Work in groups
- T divides the class into 4 groups to write the words related to Music and Contest The winner is the group with most words
Key:
Music: concert, solo, show, single, video clip, band, singer, rhythm, musician, debut …
Contest: audience, judge, contestant, score, performance…
B PRONUNCIATION
1 Read again the conversation in GETTING STARTED Write/est/, /eit/ or /ənt/next to the words that have that sounds
- Set the time and let Ss do the task individually
- Check the answers with the whole class
Trang 402 Listen, repeat and write down the word you hear
- T plays the CD and pause after each word for Ss to practice
- T asks 5 Ss to read the words in the book and check their pronunciation if necessary
- Play the CD
- Check the answer
Key: Commemorate; best; talent; different; guest; date; test; achievement; parent
C GRAMMAR
I Compound sentences
- review the use of some conjunctions and, or, but and so through examples
1 Match the conjunctions and, or, but and so with their meanings
- Ask Ss to do the task individually
- Check the answers
Key: 1-d; 2-c; 3-a; 4-b
2 Match each heading with the correct end
- Explain new words if necessary
+ nominate + potential:
+ persuade: + purchase:
- Check the answer with the whole class
- Ask some Ss to read aloud all the completed sentences
Key: 1-c; 2-e; 3-a; 4-b; 5-f; 6-d
II Infinitives
- Focus Ss’ attention on the Watch out! Box
- Check which verbs are followed by “to” and which ones are not
- T checks with the whole class
1 Use to-infinitives or bare infinitives to complete the following sentences
- Ask Ss to do the task
- Have Ss to write down the verbs in two columns in their notebooks
- Check the answers as a class and get Ss to read in chorus all completed sentences
Key:
1 to sing 2 to make 3 to do
4 fall 5 ride 6 to buy
2 Make 2 sentences using coordinating conjunction and 2 sentences using to infinitives
- Ask Ss to do the task
- Have Ss to write in their notebooks
- Get Ss to read their sentences out
- Check the answers as a class
Homework
- Do all the exercise again at home
- Prepare for the next lesson
* Notes: