giáo án tiếng anh thí điểm lớp 10 năm học 2017 2018 (4 cột)

DESCRIPTION OF FOUR AWARENESS LEVEL Content Recognition30% Understanding40% Low application20% Highapplication10%Activity 1 Ss can give out some words Ss can give out the words and under

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Date of preparation: 25/08/ 2017 Date of teaching: 28/8/ 2017 Period 1

INTRODUCING THE PROGRAMS OF ENGLISH 10

I Objectives:

1 Knowledge:

Student know: - How to learn English in grade 10

- How to do English tests

- How to use student’s book and workbook

2 Main contents: Students know about English book in grade 10

3 Skill : - Reading

- Speaking

- Listening

- Writing

- Doing English tests

3 Attitude: Active to join activities and tasks in class

4 Orientation of ability development :self-taught, giving solutions, brainstorming,

managing, communicative and co-operative

II/ METHODS, TEACHING TECHNIQUES, TEACHING ORGANIZATION AND

TEACHING AIDS:

-Methods: Integrated, mainly communicative

-Teaching techniques: discussion, open dialogue, report…

-Teaching aids: pictures, colored chalks, workbooks, handouts, sub-boards

III/ PROCEDURES:

1.Organizations: (1 minute)

Check the total of the class

2.Oral test : Nothing

3 New lesson:

Time/Stages Teacher’s Activities Students’activitie

s

Achievedcompetences

1 Warm-up

9 minutes

* Activity 1: 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

Analytical thinking

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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

5 Nature and Environment

6 People and places > Six topics are divided into ten units

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

B The design of each unit in textbook:

1 Getting started: Introducing the overall topic of the unit

2 Language: Learning vocabulary, grammar and pronunciation

3 Reading: Developing reading skills and providing Ss with language and ideas about the topic

4 Speaking: Developing speaking skills and encouraging Ss to apply andshare 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

THE WHOLE CLASS WORK

- Listen to the teacher

- Listen to T’sexplanation aboutsix topics

- Listen and takenotes in theirnotebooks

Analyzing main contents

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- Providing Ss with an opportunity toapply the language and skills they learnt throughout the unit to perform atask in a realistic situation

- After 2 units, Ss have one period for test themselves It helps them test themselves about what they’ve learnt

- Communicative method /approach

- Task - based method /teaching

- The book is designed with 4 skills

- Complete and various tests

- Learner - centered approach

E Introduce the English book grade 10

- Ask Ss to look through the book thentell 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

- Listen to T’sexplanation aboutsix topics

- Listen and takenotes in theirnotebooks

Analyzing main contents

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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)4

consolidating

5 Homework

2 minutes

- Prepare the new words in Unit 1:

Family life Lesson1: Getting started

V DESCRIPTION OF FOUR AWARENESS LEVEL

Content Recognition(30%) Understanding(40%) Low application(20%)

Highapplication(10%)Activity 1 Ss can give out

some words

Ss can give out the words and understand them clearly

Ss understand the combinationamong the words

Ss can these words to give their opinion

Activity 2 Ss understand

the meaning of new words

Ss understand the words and ideas in the passage

Ss can use new words to

answer the questions

Ss can answer the questions and explain for them

VI/ EVALUATING QUESTION:

- Review all of knowledge you’d learned in grade 9

(understanding)

Date of preparation: 25/08/ 2017 Date of teaching: 28/8/ 2017

Part 1: GETTING STARTED

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1 knowledge

By the end of this unit, Ss can:

- Use lexical items related to the topic Family life

- 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

- Understand different family lifestyles in different cultures

2 main contents: Students should know about home life

3 Skills: Guessing meaning in context, scanning for specific information and passage comprehension

4 Attitude: sts can know the responsibity of helping parents with household

chores

5 orientation of Competence development:

- General competences: communication, cooperation and study themselves

- Specific competences: learn about the roles of women in society

II/ METHODS, TEACHING TECHNIQUES, TEACHING ORGANIZATION

AND TEACHING AIDS:

III.PROCEDURES

Check the total of the class

2.Oral test : Nothing

3 New lesson:

competences

Activity 1

Aim: To introduce the topic of the

unit, vocabulary about household

chores and the grammar point

taught in the unit

Lead-in: (5ms)

- T asks students if they often do

housework and what housework

each member of their family

does

- Ask them to look at the picture

and guess what they show

- Ask students about the picture:

INDIVIDUAL WORK

- Answer the question

- Look at the picture and answerthe questions

- They are a family

- The father is vacuuming the floor The mother is cooking Theson is washing dishes and the daughter is doing the laundry

- Do as required

Giving solutions

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E.g – Who are the people in the

picture?

- What are they doing?

Activity 2(10MS)

- 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

- T plays the recording and ask

students to listen and repeat the

words/phrases

- 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

THE WHOLE CLASS WORK Key Activity 2

1 F 4 T

2 NG 5 T

3 F 6 NG

- Read alongHousehold chores rubbishHousehold finances groceriesHeavy lifting washing upLaundry

THE WHOLE CLASS WORKVerb/Verb

phrases

Words/

Phrases

1 Split, divide, handle

(household) chores

2 Take out Rubbish

Household finances

Reading formain idea

Identifing and

pronouncing the sound

IV Consolidation(5MS): - Summarize the main points

V Homework: (2MS)- Ask students to learn by heart new words and collocations in the

text

IV/ LEVELS OF AWARENESS

1 Description of four awareness levels

Highapplication(10%)

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Activity 1 Ss can give out

some words

Ss can give out the words and understand themclearly

Ss can use new words to answerthe questions

Ss can answerthe questions and explain for themActivity 3 Ss know where

to find the needed information

Ss understand the questions clearly and giving the information

Ss can answer the questions and finish the task easily

Ss can finish the task and explain for their answer

Activity 4 Ss know the

answer

Ss can answer the questions

Ss can present their opinion

Ss can presenttheir opinion and respond

to other ones’ ideas

V/ EVALUATING QUESTIONS

- Aks Ss to compare the family described in the text with your own family (basing on thehandouts).(low application)

Date of preparation: 25/08/ 2017 Date of teaching: 28/8/ 2017

Part 2: LANGUAGE I/objectives

1 knowledge

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

context

- Understand the present simple vs the present continuous

4 Attitude: sts can know the responsibity of helping parents with household chores

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III.PROCEDURES

2.Oral test : (5MS) check new words

3 New lesson:

Teacher’s activities Students’ activities Achieved

competences

Aim: To provide students with a right way

to pronounce some clusters and how to

distinguish present simple and present

continuous tense

Activity 1: Vocabulary(15ms)

Task 1(5ms)

- 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

Task 2(5ms)

- 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

Task 3(5ms)

- 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

- 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 thehouse

- bathe the baby

Identifing andpronouncing the sound

Scanning information

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- Check to make sure students use the

correct verbs/ verb phrases in the correct

tense with the name of the chores

Activity 2 : Pronunciation(10ms)

Task 1(5ms)

-Play the recording and let students listen

Play it again with pauses for them to repeat

each word

Give the meaning of the words if

necessary Help students distinguish the

three sound clusters

- 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

TASK 2(5MS)

- 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

Activity 3 :Grammar(10ms)

TASK 1(5MS)

- Have students read the text individually

- feed the baby

- water the houseplants

- feed the cat/dog

- iron/fold/put away the clothes

- lay the table for meals

- Work in pairs or groups

- Read again and writedown

- Read the words

THE WHOLE CLASS WORK

- Listen to the tape

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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

- 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

PAIR WORK

1 does, is not cooking, is working

Solving problems

IV Consolidation(3MS)

- Summarize the main points

V Homework(2’)

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

- Ask students to review grammar part

VI DESCIPTION ON THE COMPETENCES

Content Recognition(30%) Understanding(40%)

Lowapplication(20%)

some words

Activity 3 Ss know where

to find the needed

Ss understand the questions clearly and

Ss can answer the questions and finish the

Ss can finish the task and explain for their

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information giving the

information

task easily answer

Complete the sentences Put the verb into the correct form.

1 Trees ………more quickly in summer than in winter (grow)

2 We ………at about 7.00 Couldn’t you come an hour late? (usually/ get up)

3 Now he ………his last great work in Vienna (write)

4 Alice ……… her mother in London most weekends (see)

5 “Shall I phone at 6.00?” “No, I ……… dinner at that time ( cook)

Keys: 1 Grow 2 Usually get up 3 Is writing 4 Sees 5 Am cooking

Part 3: READING I/objectives

1 knowledge

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- Specific competences: learn about the roles of women in society.

III.PROCEDURES

3 New lesson:

competences

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 : TASK 1(5’)

-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: TASK 2(10’)

- 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

GROUP WORK

- 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 share housework

Reading formain idea

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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(10’)

TASK 3(5’)

- 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

TASK 4(5’)

- Ask students to continue to work in pairs,

and find out what it refers to in each of the

sentences Let students read and

understand the sentences before and after

the one that has the word in it to decide

what it means Students can use the

elimination technique to give the right

answer

TASK 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

a C

b B

GROUPS OF THREE

1 They do better atschool, becomemore sociable, andhave betterrelationships withtheir teachers andfriends

2 Because it showsthat they careabout their wivesand this makestheir wives happy

3 They may fall illeasily or maythink about

Makereferences

communicativ

e

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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

TASK 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

divorce

4 There is a positiveatmosphere for thefamily

GROUPS OF FOUR

- Do as required

Solvingproblems

IV Consolidation(3’): - Summarize the main points

V Homework(2’): - Ask students to prepare for the next lesson.

Lowapplication(20%)

the answer

Ss can give out the answer easily

Ss can give out the answer easilyActivity 2 Ss understand

Ss understand the words and give ideas to the task

Ss can use new words fluently

to make the conversationActivity 3 Ss know where Ss understand Ss can answer Ss can finish

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the questions clearly and giving the information

the questions and finish the task easily

the task and explain for theiranswer

Activities 4 Ss know the

answer

Ss can present their opinion and respond to other ones’ ideas

Questions :

HOUSEHOLD CHORE CHART

DAD Mending things , cleaning the bathroom

MUM Do most of the cooking and groceries shopping

LAM Doing the laundry, taking out the rubbish and

cleaning the fridge, laying the table for meals,

sweeping the house and feeding the cat (share with

sister)

AN Helping mum prepare meals and washing the dishes,

laying the table for meals, sweeping the house and

feeding the cat (sharing with brother)

Part 4: SPEAKING I/objectives

1 knowledge

- Write about doing household chores in the family

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-Teaching aids: pictures, colored chalks, workbooks, handouts, sub-boardsIII.PROCEDURES

3 New lesson:

competences

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

- 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

Call some of them to present the answers

orally

Likes

Name of chore Reasons

Feeding the cats and

dogs

Love animals

Do the groceries Like shopping

Taking out the

garbage

It is not too hard

Dislikes

Name of chore Reasons

Laundry Take much time

and quite hardWashing the dishes Often break things

Looking after the

baby

Waste time, be tired

ActIvity 2(10’)

- Have students work in pairs Ask them

to read all the questions in Anna’s column

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

INDIVIDUAL WORK

Communicativ

e

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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

Anna: What household chores do you do

every day?

Mai: I do the laundry, wash the dishes, and

sweep the house I sometimes do the cooking

when my mum is busy.

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.

- 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

- 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

PAIR WORK

- Report to the class

Cooperative

reporting

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- Invite a student from one or two pairs

to report to the class what she/he has found

about his/her partner

IV Consolidation(3’): - Summarize the main points

V Homework(2’): - Ask students to prepare for the next lesson.

VI/ LEVELS OF AWARENESS

1 Description four awareness levels

Highapplication(10%)Activity 1 Ss understand the

meaning of new words

Ss can use new words to answer the questions

Ss can use newwords fluently

to describe the picture

Activity 2 Ss know where to

find the needed information

Ss can answer thequestions and finish the task easily

answer

EVALUATING QUESTIONS

Household chores

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Part 5: LISTENING I/objectives

1 knowledge

3 Skills: Guessing meaning in context, scanning for specific information and

passage comprehension

chores

III.PROCEDURES

2.Oral test : (5MS) check the interview

3 New lesson:

competences

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

- Ask students to work in pairs,

looking at the chart and discussing the

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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

- 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

- Play the recording and have

students do the exercise Check students’

answers

- 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

+In general/generally speaking

Keys: the chart illustrates the average hours of housework per week done

by married women in comparison with married men In general,married women do more housework than married men The numbers of weekly housework hours that men and women do is 29 and 6.8 respectively it takes marrien women ….hours to

do housework whereas married men spends … hours doing housework

INDIVIDUAL WORKListen carefully

1.e2.b 4.D3.c 5.A

PAIR WORK

- Read the questions

Listen forspecificinformation

Identifyingnew words

Solvingproblems

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know the part of speech of the word/

phrase given, and then choose the

meaning

- 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 answer the

questions

- Ask students to work with a partner to

compare their answers

- Invite representatives from pairs to

present the answer to each of the

questions to the class Give feedback and

2 Both are responsible forfamily finances, home-making/ housework, and parenting

3 The families become

happier and the divorce rate amongst them is thelowest

IV Consolidation(3’)

- Ask students to prepare for the next lesson

Lowapplication(20%)

the answer

Ss can give out the answer easily

Ss can give out the answer easilyActivity 2 Ss understand

Ss understand the words and give ideas to the task

Ss can use new words fluently

to make the conversationActivity 3 Ss know where

to find the needed

Ss understand the questions clearly and

Ss can answer the questions and finish the

Ss can finish the task and explain for their

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information giving the

information

task easily answer

Activities 4 Ss know the

answer

VII Revision

Ss learn by heart new words and revise the passage (MDD1)

Write a short paragraph about the changes in the weekly hours of basic housework by married men and married women in Vietnam (Md 3+ 4)

Part 6: WRITING I/objectives

1 knowledge

3 Skills: writing about family

III.PROCEDURES

3 New lesson:

Teacher’s activities Students’ activities

Achieved competence s

Aims: Students can write a paragraph about

how people in their families share

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- Asks students to read the text and

complete the chart, then they compare

- One st writes the answers on the board

when sts are doing the task

HOUSEHOLD CHORE CHART

DAD Mending things , cleaning the

bathroom

MUM Do most of the cooking and

groceries shopping

LAM Doing the laundry, taking out the

rubbish and cleaning the fridge,

laying the table for meals,

sweeping the house and feeding

the cat (share with sister)

AN Helping mum prepare meals and

washing the dishes, laying the

table for meals, sweeping the

house and feeding the cat (sharing

with brother)

- T lets sts read the questions and locate the

answers in the text in 5-7 minutes

- 6 sts say the answers, other sts listen and

correct if necessary

Students guess INDIVIDUAL WORKKEYS: “Nhiều tay nhẹ việc”

Many hands make light work means that if many people share a piece of work, it will become easier for everybody.

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

PAIR WORKAnswers:

Dad: para 2Mum: para 2Lam: para 3An: para 3

PAIR WORKAnswers:

1 2

2 the parents work, children spend most of their time at school

3 they split the house equally

4 para 3 and 4

5 yes, they do

6 everyone can have some

Problem solving

Critical thinking

Sentences building

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- T has sts fill their chart individually then

they can compare with their friends

- Sts write a paragraph about their family

using the ideas in the chart, the questions

from the given text

- T goes around and gives help, collects

common mistakes for later correction

- Sts exchange their writing for peer

correction and comment

- T collects 5 paragraph to mark in class so

that all sts feel the need to do the task

time to relax

INDIVIDUAL WORK

A paragraph about howpeople in the family sharehousehold work

a Introduction:

+ The members of the

family (I live in a family of four:

… / There are four people

in my family: ……… / My family has …… )

+ How the household chores divide in general?

(All members of may family do the housework /

My family share the household chore equally/

… )

b Body Describe each member’s duties?

c Conclusion

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

………)

PresentingEvaluating themselves

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Lowapplication(20%)

Ss can talk about the schooling fluently and extent the content Activity 2 Ss understand

the given structures and know how to use it

Ss can use the given structures

Ss can apply the given structures in thetask

Ss can apply the given structures in thetask fluently

Activity 3 Ss can write the

topic sentence

by sentence

Ss can write the topic base on the previous task

Ss can write thetopic base on the previous task easily

Ss can write thetopic easily

answer

VII Revision

Ss learn by heart new words and revise the passage (MDD1)

Finish the writing task about your friend’s family (MD 3+ 4)

HOUSEHOLD CHORE CHARTDAD Doing the heavy lifting

Sometimes prepare dinnerMUM Do most of the cooking and groceries

shoppingHuong’s older

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Date of preparation: Date of teaching:

Part 7: COMMUNICATION AND CULTURE I/objectives

1 knowledge

3 Skills: Guessing meaning in context, passage comprehension, listening for

specific information and understanding culture

chores

III.PROCEDURES

2.Oral test : (5MS) check the writing task

3 New lesson:

competences

1 Activity 1: Warm-up(5’)

- T asks sts to look at the picture of the

husband and wife and answer some

questions

Suggested questions:

1 what does the man do?

2 what does the woman do?

3 who is happier? why?

2 Activity 2:(10”) Listen and match

- T introduces the talk show, the people

PAIR WORK

- Look at the picture and answer the questions

INDIVIDUAL WORK vocabulary to check:

Communicative

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and the task by asking simple questions

- T lets sts read the statement, makes

sure they understand everything by

asking them for translation of all

sentences

- T plays the CD twice, sts listen and

match then compare with their peers

- T checks with class by saying the

number, sts say the letter

3 Activity 3 (5’) Discuss

- T guides sts to work in group of 4 and

prepare the answers; they can use the

ideas in task 2 Each group has a leader

to take notes and report their opinion to

the class

- 2 groups report its opinion, others

listen and comment

Activity 4 (10’) CULTURE

Read and fill the table

- T has sts look at the pictures at the

end of the unit to elicit the terms

"nuclear family" and "extended family"

- Sts work in pair to read and complete

the table, after that sts compare to

correct Sts can use a dictionary to look

up new words while doing the task

- T asks one st to write the answers on

the board for class checking

burden, join hands, provide, provider, neat

Our group agree with Mr Nguyen Nam, husband and wife should have a similar role.

They should share housework, parenting, homemaking, financial burden In our family, our parents share all the work and we are happy with that.

PAIR WORK Definition:

+ Nuclear family: consists of

the father, the mother, and thechildren

+Extended family: consists of

the grandparents, aunts, uncles,cousins, nephews, nieces, andin-laws, (relatives throughmarriage)

+Single parents families: A

single parent family consists ofthe children and one parenteither the father and the mother

- In USA, single parent familiesare popular

- In Viet Nam , there are moreand more the type of singlefamilies

+Blended families or stepfamilies:A family in which

both parents have been

Listen for details

Cooperation

Culture understanding

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divorced, each with their own children they remarry and bringboth sets chilren into the

marriage It consists of stepparents, stepsister,stepsister

Lowapplication(20%)

some words

Ss can finish the task and explain for theiranswer

answer

VII Questions

1 Billy, come and give me a hand with cooking

A help B prepared C be busy D attempt2.My husband and I both go out to work so we share the ………

A happiness B household chores C responsibility D employment3.When my mother is busy preparing dinner, my father often gives a hand _ tidying the living room

4.Every day I ……… up at 6 o'clock, ……… breakfast at 7 o'clock and ……… for work at 8 o'clock

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A get / eat / leave B have got / eating / leaving C got / ate / left D will get / have eaten / left

5 The place that food is first stored in the body is the………

6 The baby ……… Don’t make so much noise

A sleep B sleeps C is sleeping D slept

Keys: 1 A 2 B 3 B 4 A 5 D 6 C

Recognition

(33,3%)

Understanding(33,3%)

Low application(16,7%)

High application(16,7%)

2 questions

(1,2)

2 questions (3.4) 1 questions (5) 1 questions (6)

Part 8: LOOKING BACK AND PROJECT I/objectives

1 knowledge

3 Skills: Guessing meaning in context, scanning for specific information,

passage comprehension,and using present tenses

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III.PROCEDURES

3 New lesson:

competences ACTIVITY 1 (10’) Pronunciation

- T introduces the task and plays the

CD, sts listen and circle the cluster

they hear

- T assigns /tr/, /kr/, /br/ to 3

lines/rows of students then read 4/5

sentences containing all three clusters

Sts listen and react by clapping their

hands

ACTIVITY 2 (10’)

Vocabulary 1(5’)

- T ask sts to speak out the words

under each pictures then let them

write in their books

- T helps if there is a new word

- T checks by saying the number

Vocabulary 2(5’)

- T has sts work in pairs, read the text

carefully and fill in each gap with a

word

- T reminds sts that thay have to use

the correct form of the words when

filling

- T goes around and gives helps if

necessary

- One st does the task on the board

- T checks with the class by saying

the number, sts say the words/phrase

to check pronunciation

- T asks one sts to translate the text to

make sure that sts understand it

1 cream, brush

2 crash, tree, traffic

3 try, create, brother

4 brown, bread, breakfast5.brave, travelling, train

6 true, crime, increase

PAIR WORKAnswers:

1 cooking

2 Shopping for groceries

3 doing the laundry

4 taking out the rubbish

5 cleaning the bathroom

6 washing up

7 Ironing

8 sweeping the house

9 watering the flowers

10 feeding the catPAIR WORKAnswers:

1 does the cooking

2 shops for groceries

3 does the heavy lifting

4 laundry 5.ironing

6 takes out the rubbish

7 sweeping the house

8 lays the table

9 does the washing-up

Identifying andpronouncingWords

Identifying meanings of new words

Solving

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ACTIVITY 3 (10’)

Grammar 1(5’)

- Sts work in pairs to give the correct

verb form in present simple or present

continuous

- T checks with class and asks sts why

they make their choice to consolidate

the use of the two tenses

Grammar 2(5’)

- T asks sts to work in pairs this time

and make up a short dialogue based

on the questions in task

- T asks some pairs to act the

dialogue, starting and ending with

sentences given by the teacher

ACTIVITY 4(10’)

- Students do the survey in PROJECT

in groups at break time Teacher

design the form and students hand in

the results in written form as

assignment

SURVEY (please underline your answer)

Is your family nuclear family or

extended family?

Are your parents working? Yes/ no

Do you spend at least one hour a day

doing housework? Yes/no

Do your parents spend at least a day

helping you with housework? Yes /no

PAIR WORKAnswer:

1 am writing, miss

2 am looking after

3 looks, is wearing

4 am cooking

5 are you reading

6 do people in your family do

Extended familyBoth parents workingOne hour doing houseworkParents helping homeworkIdeal family

problems

Self study

Communicative

Survey practice

Lowapplication(20%)

Highapplication(10%)Activity 1 Ss can give out Ss can give out Ss pronounce Ss practise

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some words the words and

understand them clearly

the combinationamong the words

sentences and speak correctly

Ss can finish the task and explain for theiranswer

Activity 4 Sts can know

how to do a survey

Sts can collect the information and do statistics

VII Questions

Use the correct tense of verbs in brackets:

1 When the postman (come)…… this morning, I (have) ……… breakfast

2 While I (talk)…… to John yesterday, the telephone (ring) ………

3 Excuse me, (you /speak) ……….English?

4 Excuse me but you (sit)……… in my place - Oh, I’m very sorry

5 I’m sorry I (not/understand)……… Please speak slowly

6 when I (finish)……… the homework, I will call you

Keys 1 Comes/ am having 2 Am talking/ rings 3 Do you speak 4 Are sitting 5 Don’t understand 6 Have finished

Recognition

(33,3%)

Understanding(33,3%)

Low application(16,7%)

High application(16,7%)

2 questions

(1,2)

2 questions (3.4) 1 questions (5) 1 questions (6)

PART 1 : GETTING STARTED

A Objectives

1 knowledge

Trang 33

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

- 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

2 main contents: Students should know about the human body, lifestyles andhealthcare

3 Skills: listening for specific information and listen and answer questions

4 Attitude: sts can know how to live a healthy life

- Specific competences: learn about the human body, lifestyles and healthcare

III.PROCEDURES

2.Oral test : (5MS) check simple present and present continuous use

3 New lesson:

competences Lead-in(5’)

Play a song named: An apple a day

(This would be the best if we use a

projector)

Inform the class of the lesson objectives:

getting to know the topic, vocabulary about

how eating can affect one’s health, and the

use of will.

Activity 1:(10’)

- Tell students not to worry about new

words or grammar points The new items

will be dealt with later on

- Play the recording Ask students to listen

and read the conversation at the same time

-Pay attention to the teacher

Look at activity 1Don’t care about unfamiliar

wordsListen and repeat the

conversation

PAIR WORK

Identifying and

pronuncing new words

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- Ask students to work in pairs to practice

asking and answering the questions

- Ask students to report their answers and

check if they have any difficulty in

understanding the conversation

- Ask students to work individually, in

pairs or in groups to report a time when

laughter was the best medicine for them

Assist by giving a list of prompts

including occasions like feeling stressful,

tired, sick or embarrassed, etc

- Work in pairs and

practice

- Report the answers

Answers may vary

Suggestions:

1 Better health, good body condition, stronger resistance to illness, etc

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

3 Memory or (the) brain

4 He feels uncertain about the benefits of apple juice

-Listen and repeat the words

DiseaseBalanceSkeleton

system

BonesWeightBrainlungs

Nervous

healthy

INDIVIDUAL WORKreport a time when laughter was the best medicine

Solving problems

Classifying the words

reporting

- Ask students to prepare homework at home

VI/ LEVELS OF AWARENESS

1 Description of four awareness levels

Highapplication(10%)

Trang 35

Activity 1 Ss can give out

some words

Ss can give out the words and understand themclearly

Ss can use new words to answerthe questions

Ss can answerthe questions and explain for themActivity 3 Ss know where

answer

Ss can presenttheir opinion and respond

to other ones’ ideas

V/ EVALUATING QUESTIONS

- Aks Ss to find out the other wise words about keeping fit.(low application)

PART 2 : LANGUAGE A.Objectives

1 knowledge

- 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

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

3 Skills: matching word with definitions and applying grammar in use

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- Specific competences: learn about the human body, lifestyles and healthcare

III.PROCEDURES

3 New lesson:

Achieved competence d Activity 1 (10’) Vocabulary

Task 1(5’)

- Show students some pictures of the

body systems or organs for

illustration if possible

a Ask students to work to match the

items in the left column with the

ones in the right column

PAIR WORK

- Look at the pictures

- Match the items

Key: Circulatory system – c Skeletal system – e(bộ xương) Digestive system – d

Nervous system – a Respiratory system – b(hệ hô hấp)

THE WHOLE CLASS WORKsaying the names of the systemsClassify the words

Key:

Identifying new words

Self study

Trang 37

b Have students work in pairs to

practice saying the names of the

systems Remind students to pay

attention to the stressed syllables in

each word

Task 2(5’)

- Tell students to work on classifying

the words into the corresponding

systems Assist students to use a

dictionary to find the right

meanings

Activity 2 (10’) Pronunciation

Task 1(5’)

- Have students listen and repeat the

words Help students make a clear

distinction of the clusters in the

pair /pr/ and /gl/ and the pair /gr/

and /gl/

- Ask students to repeat a few times

if necessary

Task 2(5’)

- Ask students to read the sentence

aloud Model first if necessary and

then draw students’ attention to the

consonant clusters in focus Ask

students to practice the sentences a

few times

Activity 3 (15’) Grammar

Task 1(2’)

- Ask students to read about the usage

of will and be going to and if

possible, make some examples of

their own

- Give explanations and provide help

if necessary

Task 2(3’)

- Have students identify the use of

Circulatory system : heart, blood, pump

Skeletal system: spine, bone, skull Digestive system: stomach,

intestine Nervous system: brain, nerves, thinking

Respiratory system: breath, air, lung

- Listen and repeat the words

- Read aloud

- Read and then write examples

+ “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

Self study

Trang 38

will and be going to in the sentences

and write from 1 to 6 next to each

one

- Call one student to go to the board

and write answers

- Check and comment

Task 3(2’)

Tell students to further apply their

newly acquired knowledge of will

and be going to in context

- Ask students to read the sentences

Have students put a tick if right,

cross if wrong

- Ask students to give some

explanations for their choice

Task 4(3’)

- Have students complete the

sentences with the right form of

will and be going to Remind

students that sometimes both can

be used

Task 5(5’)

- Ask students to read about the

usage of the passive voice Provide

some explanations if necessary to

help students understand the rules

- Have students read the surprising

facts about human body first, then

practice using the passive voice

5 2 (offers and requests for help)

- PAIR WORK : Read the sentences

1 Will/ is going to

2 Won’t

3 Will/ is…

going to

4 Are going to

PAIR WORKKey:

1 Is consumed by the brain

2 Are damaged (extensively)

5 Are used to smile, to frown

6 Are estimated to live on one square inch of our skin

7 Are produced by humans only

Practise grammar in use

cooperation

- Wrap up the lesson

- Students prepare for the next lesson

Trang 39

(30%) (40%) application(20%) application(10%)Activity 1 Ss realize the

sound

Ss can realizes the sound in words

Ss can identify the sound easily

Ss can identify the sound easilyand use them fluently

grammar point

Ss understand grammar point

Ss can use the grammar point

Ss can use the grammar point fluently

Activity 3 Ss can do the

exercises with T’s instruction

Ss can do the exercises

Ss can do the exercises easily

Ss can do the exercises easilyand explain for their answersVII Revision

4 People believe that the thieves got in

through the kitchen window

1 The test can be done easily

2 A lot of trees will be grown in the park

3 the living room is being painted light blue

4 It is believed that the thieves got in the kitchen…

The thieves are believed to have got in the kitchen

5

She is said to work 16 hours a day People say that she works 16 hours a day.

PART 3 : READING A.Objectives

1 knowledge

Trang 40

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

- Talk about how to get rid of bad habits

- Specific competences: learn about the human body, lifestyles and healthcare II/ METHODS, TEACHING TECHNIQUES, TEACHING ORGANIZATION

III.PROCEDURES

2.Oral test : (5MS) check passive voice and will and be going to

3 New lesson:

Achieved competenc e Lead-in: Inform the class of the

lesson objectives: skimming for an

overview and scanning for specific

information

- Ask students to look at the

picture and read the title of the

text- Acupuncture – and talk

about what they already know

about acupuncture.

- Select some students who know

about the practice to tell the class

some facts and beliefs

Aim: further involve students in the

topic of the reading

- Listen to teacherTHE WHOLE CLASS WORK

- Look at the picture and read the title

GROUPS OF FOUR

- Work in pairs or groups

Eliciting thetitle

Self study

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