Ask students to read the text again and underline the six words from Activity 1 Encourage students to guess the meanings of these words from context and match them with the correct d[r]
(1)Date of preparation: 2015 Date of teaching: 2015
Period UNIT FAMILY LIFE
A Aims and requirements By the end of this unit, Ss can:
- Use lexical items related to the topic Family life
- Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context - Understand the present simple vs the present continuous
- Read for specific information about the benefits of sharing housework - Exchange opinions about household chores
- Listen to understand a TV programme about roles performed by family members - Write about doing household chores in the family
- Understand different family lifestyles in different cultures B.Teaching method: Communicative
C Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook D Procedure
Part 1: GETTING STARTED I Class organization: Check attendance
II Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Aim: To introduce the topic of the unit, vocabulary about household chores and the grammar point taught in the unit
Lead-in:
- T asks students if they often 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:
E.g – Who are the people in the picture? - What are they doing?
Activity 2
- T plays the recording Asks students to listen and read along silently
- Ask students to work in pairs to decide whether the statements are true (T), false
- Answer the question
- Look at the picture and answer the questions
- They are a family
- The father is vacuuming the floor The mother is cooking The son is washing dishes and the daughter is doing the laundry
- Do as required Key Activity 2
(2)(F), or not given (NG) Have students refer back to the conversation to give reasons for their answers
- T goes around and supervise - Then check their answers, and give
explanations Activity 3
- T plays the recording and ask students to listen and repeat the words/phrases Activity 4
- Tell students to refer back to the
conversation to find the verbs/ verb phrases that go with the words/phrases in the conversation
- Play the recording again if necessary
- Ask students to pay attention to words that are often used together (collocations) then ask them to give some examples
- Read along
Household chores rubbish Household finances groceries Heavy lifting washing up Laundry
Verb/Verb phrases Words/ Phrases Split, divide,
handle
(household) chores
2 Take out Rubbish
3 Laundry
4 Shop for Groceries
5 Do Heavy lifting
6 Do Washing-up
7 Be responsible for Household finances IV Consolidation: - Summarize the main points
V Homework: - Ask students to learn by heart new words and collocations in the text Notes after teaching:
……… ……… ……… ……… Period 2
Part 2: LANGUAGE I Class organization: Check attendance
II. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Aim: To provide students with a right way to pronounce some clusters and how to distinguish present simple and present continuous tense
Vocabulary Activity 1
- Ask students to work individually, read the words and phrases in the box, then discuss and find the meaning for
(3)each of them (a-h)
- Provide support if necessary by guiding students to use the context of the conversation to choose the meaning for the words/ phrases
Activity 2
- Ask students to work in pairs Read the conversation in GETTING STARTED again and list all the household chores that are mentioned in the conversation
- Then elicit more chores to add to the list Activity 3
- Have students work in pairs or groups to ask and answer the questions
- Encourage them to use the chores in the list in their answers Before working in pairs, students may work individually
- Ask students to read the list again and write down who does each of the chores in their families
- Check to make sure students use the correct verbs/ verb phrases in the correct tense with the name of the chores Pronunciation
Activity 1
-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
Activity 2
- Ask students to read the words in rows, paying attention to the difference between the sound clusters
- Play the recording and have students listen to the sentences and circle the word they hear
- Check students’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear Grammar
Activity 1
- Have students read the text individually once and ask them to pay attention to the words/ phrases such as every day, today, at the moment, and ask them what verb forms are often used in the sentences that have these words/ phrases
4 h 8.c
Chores from the conversation: - prepare dinner
- cook (do the cooking) - shop
- clean the house - take out the rubbish - the laundry - the washing-up - the heavy lifting - be responsible for the
household finances Other chores:
- mop/sweep/tidy up the house
- bathe the baby - feed the baby
- water the houseplants - feed the cat/dog
- iron/fold/put away the clothes
- lay the table for meals - Work in pairs or groups - Read again and write
down
- Read the words - Listen to the tape
(4)Ask students to choose the correct verb form
- Ask students to work in pairs to compare their answers - Check students’ answers and then elicit from them the
rules of using the present simple and the present continuous
Activity 2
- Have students work in pairs to give their answers - Observe and help when and where necessary
- Ask students to use the words/ phrases: now, at the
moment, usually, today, every evening, etc as clues for their answers
- Check students’ answers by asking individuals to take turns reading aloud each of the sentences
7 is tidying up is trying
1 does, is not cooking, is working
2 is taking out cleans, is cleaning is preparing looks after, works is watching, watches IV Consolidation
- Summarize the main points V Homework
- Ask students to learn by heart new words and collocations in the text - Ask students to review grammar part
Notes after teaching:
……… ……… ……… ……… Date of preparation:
Date of teaching: Period 3
Part 3: READING SKILLS I Class organization: Check attendance
II Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Aims: to practice reading skills for the students They can also read and get the general idea of a text; guess the meaning of words in context; and make references when reading a text
Lead-in: Inform students of the lesson objectives Activity 1
-Let students work in groups, look at the picture and answer the questions Ask students to call out the answers to question freely For question 2, ask a representative of each
- Work in groups
- Look at the picture and answer the question The answer can be:
(5)group to give the opinion of the group Activity 2
- Have students read the heading (a-c) first Make sure that they understand all of them and tell students that one of them is the title for the text; they have to read the text and decide which one it is
- Ask students to read through the text once without stopping at the words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best title for the text Remind students that the title for the text is the one that gives the general idea of the whole text - Check students’ answers and guide students to the correct
choice if necessary by helping them eliminate the sentences that are only about one aspect of the text
Activity 3
- Have students read the text again and underline the words sociable, vulnerable, critical, enormous and tend when they see them on the text
- Explain to students how to use context to guess the meaning of the unknown words if necessary
Activity 4
- 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
Activity 5
Ask students to work in groups of three, ask them to read the questions first to make sure they understand what information they need in order to answer the questions It may help if students can underline the key words in the questions For example:
1 How children benefit from sharing housework? Why men tend to have better relationships with their
wives when they share housework?
3 What may happen to women whose husbands 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
do the housework together /Because all members of the family share housework
- Read the text Key c Key A B B B A Key a C b B
1 They 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 They may fall ill
easily or may think about divorce
(6)the questions before they discuss the answers
- Check students’ answers by inviting a representative from each group to give the answer to one of the questions If the students’ answer is incorrect, don’t give the right one at once, but try to elicit it from other students
Activity 6
- Put students in groups of four and let them discuss the questions freely If students have difficulty with ideas, give them some examples of problems such as problems with time, skills and attitude
- One or two groups to report the discussion results to the class
- Do as required
IV Consolidation: - Summarize the main points
V Homework: - Ask students to prepare for the next lesson Notes after teaching:
……… ……… ……… ………
Date of preparation: Date of teaching: Period 4
Part 4: SPEAKING SKILLS IV.Class organization: Check attendance
V Checking the old lesson VI New Lesson
Teacher’s activities Students’ activities
Aims: To encourage students to talk about the chores of their love and hate
Lead-in:
Provide students with some handouts with the names of household chores and ask students to match the chores with corresponding pictures
Activity 1
-Ask students to work by themselves, write at least three household chores they like and three they dislike doing in the “Name of chore” column, then add a reason why they like or dislike the chore
-Go round to help if necessary
- Pay attention to teacher and match the chores with the pictures
(7)-Ask students to work in pairs to compare their completed table to find out the different and similar ideas about housework
Activity 2
-Have students work in pairs Ask them to read all the questions in Anna’s column first and underline the key words in each question before asking them to guess the answer to each question
1 What household chores you every day? Which of the chores you like doing the most? What you like about it?
4 Which of the chores 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 you every day?
Mai: I the laundry, wash the dishes, and sweep the house I sometimes the cooking when my mum is busy Anna: Which of the chores you like doing the most? Mai: well, I think I like sweeping the house
Anna: What 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 you dislike doing most? Mai: Washing dishes, because I often break things when I the washing-up
Activity 3
-Ask students to work with a different partner to have a similar conversation Explain that this time they should talk about themselves, and they have to find out what chores their partner does, what chores she/he likes or dislikes the most and why
-Tell students to use the questions in activity and the ideas in activity to this activity
-Invite a student from one or two pairs to report to the class what she/he has found about his/her partner
- Guess the answer to each question
- Work in pairs and try to match the columns
- Practice the conversation
Key 1.c 2.a 3.d 4.b
-Work with a different partner to have a similar conversation
- Report to the class IV Consolidation: - Summarize the main points
(8)Notes after teaching:
- Distinctive students the more complex handouts - Average students the simpler handouts
Date of preparation: Date of teaching: Period 5
Part 5: LISTENING SKILLS I Class organization: Check attendance
II. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
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 Activity 1:
-Ask students to work in pairs, looking at the chart and discussing the changes in the weekly hours of basic housework by married men and married women in the USA between 1976 and 2012 Students don’t have to report the exact number of hours men and women spend on doing housework They can just talk about the general changes
-Encourage students to guess the reasons for the changes Ask them to call out their guesses Write the reasons given by students on a corner of the board so that they can see if their guesses are correct later, after they listen to the recording
Activity 2
-Tell students that they are going to listen to a family expert talking about how the roles of men and women in families have changed Ask them to read all the statements and guess if they are true or false Make sure that students understand all the statements
-If there are new words to students, explain them or give the Vietnamese equivalents to save time for other activities
-Listen carefully
Key activity 2 T T T F T
Key activity 3 1.e 2.b 3.c 4.d 5.a
(9)-Play the recording and have students the exercise Check students’ answers If many students in the class have incorrect answers, play the recording again, and stop at the place where students can get the correct answers
Activity 3
- Have students work in pairs to match the words/ phrases with their appropriate meaning To help students het the answers easily, ask them if they know the part of speech of the word/ phrase given, and then choose the meaning
Activity 4
- Ask students to read the questions carefully Make sure that they understand what is asked in each question Have them underline the key words if necessary Then play the recording and let students listen to it and 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 correction if necessary
1 How has the role of men in the family changed? How have men’s and women’s roles become alike? What is the result of “equally shared parenting”?
- Listen to the recording
Key activity 4 They are not the only
breadwinner in the family, and they get more involved in housework and
parenting
2 Both are responsible for family finances, home-making/ housework, and parenting
3. The families become happier and the divorce rate amongst them is the lowest
IV Consolidation
- Summarize the main points V Homework
- Ask students to prepare for the next lesson Notes after teaching:
……… ……… ……… ………
(10)Date of teaching: Period 6
Part 6: WRITING SKILLS I. Class organization
Check attendance
10A1 10A9
II. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Aims: Students can write a paragraph about how people in their families share housework
Lead-in:
T asks sts to give the translation for the saying - T asks some more questions to introduce the lesson
Activity 1
Suggested questions:
- What does "many hands" mean, many people or many hands?
- When we share the housework, is it easier or harder?
- How you understand the saying? Activity 2
- 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
Activity 3
- T lets sts read the questions and locate the answers in the text in 5-7 minutes
- sts say the answers, other sts listen and correct if necessary
Activity 4
- T has sts fill their chart individually then they can compare with their friends
- Sts write a paragraph about their family using
- Students guess
“Nhi u tay nh vi c”ề ẹ ệ
Answers: Dad: para Mum: para Lam: para An: para
Answers:
2 the parents work, children spend most of their time at school
3 they split the house equally para and
(11)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 paragraph to mark in class so that all sts feel the need to the task
6 everyone can have some time to relax
Do as required
IV Consolidation
- Summarize the main points V Homework
- Ask students to prepare for the next lesson
Notes after teaching:
……… ……… ……… ………
Date of preparation: Date of teaching: Period 7
Part 7: COMMUNICATION AND CULTURE I Class organization
Check attendance
10A1 10A9
II. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
1 Warm-up
- T asks sts to look at the picture of the husband and wife and answer some questions
Suggested questions: what does the man do? what does the woman do? who is happier? why? 2 Listen and match
(12)- T introduces the talk show, the people 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 Discuss
- T guides sts to work in group of and prepare the answers; they can use the ideas in task Each group has a leader to take notes and report their opinion to the class
- groups report its opinion, others listen and comment
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
vocabulary to check:
burden, join hands, provide, provider, neat answers:
Mr Hoang: c,e,g Mr Nguyen Nam: b,d Ms Mai Lan: a,f
Model answer:
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
Definition:
nuclear family: parents and children
extended family: grandparents, parents and children
new words:
neat, single-parent, child-minder, nursing home, collaborate, ungrateful, behavior,
generation IV Consolidation
- Summarize the main points V Homework
- Ask students to prepare for the next lesson
Notes after teaching:
……… ……… ……… ………
(13)Date of teaching: Period 8
UNIT 1: FAMILY LIFE Part 8: LOOKING BACK I Class organization
Check attendance
10A1 10A9
II. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Pronunciation
- T introduces the task and plays the CD, sts listen and circle the cluster they hear
- T assigns /tr/, /kr/, /br/ to lines/rows of students then read 4/5 sentences containing all three clusters Sts listen and react by clapping their hands
Vocabulary 1
- 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
- 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
1 cream, brush crash, tree, traffic try, create, brother brown, bread, breakfast 5.brave, travelling, train true, crime, increase
Answers: cooking
2 Shopping for groceries doing the laundry taking out the rubbish cleaning the bathroom washing up
7 Ironing
8 sweeping the house watering the flowers 10 feeding the cat Answers:
(14)number, sts say the words/phrase to check pronunciation
- T asks one sts to translate the text to make sure that sts understand it
Grammar
- 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
- 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
9 does the washing-up
Answer:
1 am writing, miss am looking after looks, is wearing am cooking are you reading
6 people in your family Model dialogue:
A Hello
B Can I ask you something? A question
B ……
A Thank you for your answers B You are welcome!
IV Consolidation
- Summarize the main points V Homework
- Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment
Notes after teaching:
……… ……… ……… ………
Date of preparation: 2015 Date of teaching: 2015
Period UNIT YOUR BODY AND YOU
A Aims and requirements By the end of this unit, Ss can:
- Use words and phrases to talk about the human body, lifestyles and healthcare - Pronounce the consonant clusters of /pr/, /pl/, /gl/, /gr/ properly
(15)- Read about an alternative treatment in medical care for main idea and specific information
- Talk about how to get rid of bad habits
- Listen for specific information on how to choose a healthy diet
- Write to ask for and to provide advice on what to eat for special events B Teaching method: Communicative
C Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook D Procedure
Part 1: Getting started I Class organization
Check attendance
10A1 10A9
III Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Lead-in:
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:
- 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 Activity 2
- 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
-Pay attention to the teacher
Look at activity
Don’t care about unfamiliar words Listen and repeat the conversation
- Work in pairs and practice - Report the answers Answers may
vary Suggestions:
(16)Activity 3
- Ask students to listen and repeat the words
a Have students listen and circle the words they hear
b Have students classify the words into the corresponding categories
Activity 4
- 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
2 Lose weight, build healthy bones, and prevent diseases like cancer Memory or (the) brain
4 He feels uncertain about the benefits of apple juice
-Listen and repeat the words
Noun Adj Verb
Disease Balance Skeleton system
Bones Weight Brain lungs
Nervous healthy
Prevent Balance boost
- Work individually
IV Consolidation
- Summarize the main points V Homework
- Ask students to prepare homework at home Date of preparation:
Date of teaching: Period 10
UNIT 2: YOUR BODY AND YOU Part 2: LANGUAGE IV Class organization
Check attendance
10A1 10A9
V. Checking the old lesson VI New Lesson
(17)Vocabulary Activity 1
- 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
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
Activity 2
- Tell students to work on classifying the words into the corresponding systems Assist students to use a dictionary to find the right meanings
Pronunciation Activity 1
- 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 Activity 2
- 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
Grammar Activity 1
- 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
Activity 2
- Have students identify the use of will and
- Look at the pictures - Match the items Key: Circulatory system – c Skeletal system – e
Digestive system – d Nervous system – a Respiratory system – b
Classify the words Key:
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
(18)be going to in the sentences and write from to next to each one
- Call one student to go to the board and write answers
- Check and comment Activity 3
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 Activity
- Have students complete the sentences with the right form of will and be going to Remind students that sometimes both can be used
Activity 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
- Do as required Key
1.1 2.3 3.5 4.6 5.2
- Read the sentences
1 X 2.X √ 4.√ X 6.√ 7.√ 8.√ Key
1 Will/ is going to Won’t
3 Will/ is…going to Are going to Will
6 Are….going to Will
8 Am not going to
Key:
1 Is consumed by the brain Are damaged (extensively)
3 Is made up of around 7,000,….,000 (27 zeros) atoms (octillion)
4 Is pump through our body everyday (by the heart)
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 IV Consolidation
(19)- Students prepare for the next lesson
Notes after teaching:
……… ……… ……… ………
Date of preparation: Date of teaching: Period 11
UNIT 2: YOUR BODY AND YOU Part 3: READING SKILL I Class organization
Check attendance
10A1 10A9
II. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Lead-in: Inform the class of the lesson objectives: skimming for an overview and scanning for specific information
Activity 1
- 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
- Listen to teacher
(20)the practice to tell the class some facts and beliefs
- If no student knows about the practice, give a brief description
Activity 2
Aim: further involve students in the topic of the reading
- Have students work in pairs or groups to discuss what they want to know more about acupuncture then decide on at least three things they want to have more information about
- Ask students to report their lists and compare theirs with others’
Activity 3
Aim: To give students an overview of the reading and provide them with key vocabulary
- Ask students to read the text quickly and pick out words or phrases that are new to them Help students to look for the
meanings of these words in the dictionary Activity 4
Aim: help students comprehend thoroughly the text
- Allow students to read the text again in depth to find necessary information to give answers to the questions
Activity 5
Aim: allow students to dig deeper into their background knowledge using the reading as a model and as a source of information and then develop writing or speaking as port-reading activities
- Elicit students’ knowledge in the field of non-medical treatments These can be traditional or modern
- Students work in pairs or groups to exchange information After sharing information, choose students at random
- Talk in front of the class
- Work in pairs or groups
- Read the text quickly Key:
1.ailments Ease 3.acupoints Precaution 5.alternative 6.treatment 7.evidence 8.promote
Suggested answers:
1 Promoting harmony between humans and the world around them and a balance between yin and yang It is believed to promote the body’s
natural healing capabilities and enhance its functions
3 There are more than 2000 nowadays
4 They are soreness, slight bleeding or discomfort
5 Those who have electrical or electronic medical devices inside them
(21)to present the report
- Ask students to write a short text using the information they collect from their discussion and information exchange if time allows
medicine
IV Consolidation - Wrap up the lesson V Homework
- Students prepare for the next lesson Notes after teaching:
……… ……… Date of preparation:
Date of teaching: Period 12
UNIT 2: YOUR BODY AND YOU Part 4: SPEAKING SKILL I Class organization
Check attendance
10A1 10A9
II. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Lead-in: Inform the class of the lesson objective: talking about how to get rid of bad habits
Activity 1
Aim: to identify good habits and bad habits from some given ones
- Ask students what they think of their habits Have students’ name the habits they think they have
- Have students look at the list of habits and decide which ones are good and which ones are bad
- Have students explain their choice and give rectification if needed
- Think of the habits and name them - Decide
- Explain
Suggested answers: Good habits:
(22)Activity 2:
Aim: Allow students to have more insight into habits and how to kick a bad one Help students develop their confidence in speaking by giving personal opinions on relevant topics
- Have students work in pairs or groups and discuss why some of the habits are good and why some are bad by giving evidence and proof to support their ideas
- Have students suggest ways to stop the bad habits from their own experience Activity 3:
Aim: To assist students’ speaking by using relevant information
- Have students read the text quickly and choose the things they think they can or can’t follow Then, encourage students to explain their decision to the class
- Have students read the phrase in the Watch out! Box and try to find out the meaning of the idiom
Activity 4:
Aim: develop students’ ability in free
speaking by applying advice to kicking a bad habit
- Have students work in pairs or groups to choose one bad habit Then students make a list of Dos and Don’ts in order to kick that habit
- Have students share their lists with each other and report to the class
Saving money
Doing regular exercise Reading regularly Bad habits:
Leaving things until the last minute Watching TV all day
Littering
- Example: To stop littering
Observe rules and regulations
Refrain from throwing rubbish where you like
Look for a waste bin when you want to throw away something, etc
- Work in groups as required
IV Consolidation - Wrap up the lesson V Homework
(23)Notes after teaching:
……… ……… ……… ………
Date of preparation: Date of teaching: Period 13
UNIT 2: YOUR BODY AND YOU Part 5: LISTENING SKILL I Class organization
Check attendance
10A1 10A9
II. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Lead-in: Inform the class of the lesson objective: listening for information on how to choose a healthy diet
Activity 1
Aim: Engage students in the lesson by eliciting their personal eating habits
- Have students talk about how much they care about the nutritional value of the things they eat
Activity 2:
Aim: To give students a closer look into what they are going to listen to
- Ask some students to talk about what they think the listening may be about - Have students respond briefly to give
their opinions on the listening they are going to
- Have students listen to the recording to see if what they hear matches what they
- Students may know some basic information about what they have to
- Feel free to talk
-Guess the content of the listening part
(24)expected
- Allow students to listen one more time if necessary to build up students’ confidence in their listening ability Activity 3
Aim: To check students’ comprehension - Have students listen to the recording
once or twice before answering the questions
- Call on students to check their answers
Activity 4
Aim: To develop students’ skill in listening for specific information
- Have students listen again to divide the plate into sections with the right labels of foods they hear
- Check if students’ responses are correct
Activity 5
Aim: To wrap up the listening with an expansion to writing using the knowledge and information students have just learnt
- Ask students to write sentences to describe the plate they have just drawn in activity
Key act 3 F T F T F
Key activity 4
IV Consolidation
- Summarize the main points V Homework
- Students to prepare for the next lesson
Notes after teaching:
……… ……… ……… ………
(25)Date of preparation: Date of teaching: Period 14
UNIT 2: YOUR BODY AND YOU Part 6: WRITING SKILL I. Class organization
Check attendance
10A1 10A9
II. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Lead-in: Inform the class of the lesson objective: writing a short letter, with details or examples as supporting ideas, to give advice on what to eat before important occasions
Activity 1:
Aim: To have students brainstorm and produce a list of the foods that may give them allergies, bad breath, stress, sleeplessness and sleepiness
- Ask students to work individually to build a list as instructed
- Ask students to share and compare their list with each others’
- Check if there are similarities and differences, then ask students to explain the most prominent similarities and differences
Activity 2
Aim: To provide students with input for their practice and production later on
-Give brief explanations or provide meanings of the difficult words to help students when necessary to save time for other activities
Pay attention to the teacher
Do as required
(26)- ask students to quickly read the facts about the foods provided Allow students to use a dictionary or ask teacher for help, if
necessary Activity 3
Aim: To build students’ ability in writing a request letter following the given model
- Ask students to read the letters from readers and analyze the problem and the writing styles
- Ask students to work in pairs or groups to select a problem and write a similar request-or-help letter
- Ask students to show the letters they have just written to the class and ask for comments from the class
- Provide support and comments when necessary and decide if students have met the objective of the activity Select one or two of the best writings to show the class
Activity 4
Aim: To build up students’ ability in free letter writing by replying to “request-for-help” letters
- Ask students to study the reply to Scott’s letter Help students if necessary to facilitate their acquisition in terms of writing styles, structures, language, and tactics
- Ask students to choose one request from those provided or from those they produced in the previous activity to write a reply using the model
- Provide help and support, if necessary
Problems:
Scott: to get concentration Anna: avoid bad breath Mike: Food for first date Jane: Stop sleeplessness
- Reply Scott’s letter
- Do as required IV Consolidation
- Summarize the main points V Homework
(27)UNIT 2: YOUR BODY AND YOU Part 7: COMMUNICATION AND CULTURE I Class organization
Check attendance
10A1 10A9
II. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Lead-in: Inform the class of the lesson objectives: further skill development Communication:
Activity 1:
Aim: Students have more chances to practice speaking
- Explain to students that they need to look at the pictures and link them with the previous parts of the unit To give students more freedom, allow them to choose other pictures of the same theme not provided in the section to exploit other speaking possibilities
- Ask students to talk about how the activity benefits the parts of the body Activity 2
Aim: The purpose of the activity is to build students’ speaking ability by using group discussion
- In pairs or groups, have students discuss the activities in Activity and say why they are healthy
- If possible, allow the whole class to participate in a debate-like discussion Activity 3:
Aim: To further develop students’ speaking or writing ability
- Ask students to work in pairs or groups, choose a system of the body and make a list of the activities that are good for it
- Ask students to report to the class giving
- Do as instructed
-Look at the pictures and talk
- Work in pairs or groups and discuss the activities in Activity
- Other may take part in the debate if they have any new ideas
(28)reasons for their choices Then ask students to write a short text describing their choices Culture
Activity 1
Aim: To provide some information about how traditional healthcare practices (and beliefs) vary in different countries
- Ask students to read about health
practices and beliefs in the two countries and note the similarities and differences - Give explanations, if necessary
Activity 2
Aim: To develop students’ speaking by comparing facts from activity
- Ask students to work with a partner to discuss the similarities and differences in traditional health beliefs and
practices in two countries - Support students by providing
structures or vocabulary, when needed Activity 3
Aim: To allow students to further develop their speaking ability
- Ask students to use the information from their reading homework for this activity
- Ask students to talk about their chosen traditional therapy Details may include what the underlying idea/ belief is, how the practice is performed, what the benefits are, who is suitable for, etc
- Students read carefully
- Ask students to work in pairs and the task
- Students may at home
IV Consolidation - Summarize the main points V Homework - As above
Date of preparation: Date of teaching: Period 16
UNIT 2: YOUR BODY AND YOU Part 8: LOOKING BACK A Aims and requirements
(29)- Use words and phrases to talk about the human body, lifestyles and healthcare - Pronounce the consonant clusters of /pr/, /pl/, /gl/, /gr/ properly
- Use will and be going to to talk about intentions, plans, predictions and willingness - Use the passive voice for description and report
- Read about an alternative treatment in medical care for main idea and specific information
- Talk about how to get rid of bad habits
- Listen for specific information on how to choose a healthy diet
- Write to ask for and to provide advice on what to eat for special events B Teaching method: Communicative
C Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Checking homework
- T calls on some students to the board and ask them to talk about a traditional therapy that they know
- Give mark Pronunciation Activity 1:
- Have students listen and repeat the sentences to consolidate their
recognition and production of the learnt consonant clusters
Vocabulary:
- Have students complete the sentences using words they learnt previously in the unit
Grammar
- Go to the board and talk
Key: Brain Lung/heart Digestive Skeletal
5 Respiratory (system) Stomach
(30)- Students underline the part in italics that is appropriate in the following sentences
Key
1 Will become
2 Are broken down and converted
3 Is going
4 Are stimulated
5 Is used
6 Won’t go away
7 Are supported by Is going to rain IV Consolidation
- Summarize the main points V Homework
- Prepare for the one-period test
Notes after teaching:
(31)Date of preparation: 2015 Date of teaching: 2015
Period 17 PERIODICCAL TEST 1
A Aims and requirements
- This test provides students with a good chance to be familiar with a form test of B1 - Check their knowledge of listening, reading, writing and language focus
B. Teaching method: Communicative C.Teaching aids
- Cassette player, tape, handouts D Procedure
I Class organization Check attendance
10A1 10A9
(32)Date of preparation: 2015 Date of teaching: 2015
Period 18 TEST FEEDBACK
A Aims and requirements
- After this lesson students have marks on the test and receive feedback from teacher - Check their knowledge of listening, reading, writing and language focus
- Recognize their mistakes and avoid repeating
- Know strength and weaknesses to set up a study plan B Teaching method: Communicative
C.Teaching aids - handouts
D Procedure
I Class organization Check attendance
10A1 10A9
II. Checking the old lesson III New Lesson
I. Listening
a Choose the correct picture and put a tick (√) in the box below it (1pt)
1
b Listen and choose the best answer (1pt)
1 II Reading
a Read the passage and then choose the best answer (1pt)
1
a Mark the letter next to the correct explanation – A, B or C (1pt)
(33)2 III Writing
a Rewrite sentences (1pt)
1 “In my family, everybody shares the household duties”, said Nam
Nam said that in his family, everyone shared the household duties
2 My sister’s responsibility is to wash clothes every day
My sister is responsible for washing clothes every day
3 There are three or four generations in an extended family
An extended family consists of three or four generations
4 People believe that acupuncture is a reliable alternative to modern medicine
Acupuncture is believed to be a reliable alternative to modern medicine
5 The practice of acupuncture originated from the idea of promoting harmony between humans and the world around them and a balance between yin and yang
The practice of acupuncture is rooted in the idea of promoting harmony
between humans and the world around them and a balance between yin and yang
b Write a paragraph of about 80 words about how you can stay healthy (1.5pt) Criteria:
1 Content: have clear ideas
2 Coherence: ideas are linked together suitably Grammar: use grammar items correctly IV. Language Focus
a Choose the best answer (0.5pt)
1 You should take regular exercise and……… your weight to be healthy
a lose c increase
b put d control
2 I really need some urgent methods to…… some bad habits
a kick c remember
b give on d get rid
3 My grandmother feels uncomfortable today I guess it………….rain tomorrow
a is going to c should
b will d be able to
4 She often ……a big breakfast but today she……only a glass of milk
a has/ is having c was having/ had
b had/has d had had/ is having
b Fill in the gaps with one or two suitable words (1pt)
1 She is such a busy woman that she doesn’t have time for rest and… recreation You can use this herbal product because it has no…………side effects
(34)4 Don’t eat spicy foods too regularly or you will have trouble with your…… digestive system/ stomach
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Date of preparation: Date of teaching:
Period 19
UNIT 3: MUSIC A Aims and requirements
By the end of this unit, Ss can:
(35)- Pronounce the final sounds /est/, /nt/, and eit correctly in isolation and in context - Use compound sentences
- Use to-infs and bare infs
- Read for general ideas and specific information about TV shows - Talk about TV shows
- Listen for gist and specific information about inspirational music - Write biographies using the information from fact files
Part 1: GETTING STARTED
B. Teaching method: Communicative C.Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Lead-in: inform the class of the lesson objectives: getting to know the topic, “Music” through a conversation about a teen pop star and two grammar points Activity 1: Elicit comment on the picture Check students’ understanding of some vocabulary items: passionate, shy, deceiving, talented, and top 40 before giving the meanings or Vietnamese equivalent
- Tell students that the activity is for comprehension, and they should read as they are listening Then have students work individually to tick the statements before they discuss as a class Check he answers, and give explanation, if
necessary Notes:
- Pay attention to teacher
Key:
(36)platinum album: an album “goes platinum” once it has hit a certain number of sales The exact number of album sales required to go platinum varies from country to country, depending on population In the USA, it takes one million sales for an album to go platinum, while in Slovakia, 6000 sales equals a platinum record
Single: In most cases, the single is a song that is released separately from an album, but it can still appear on an album
Top 40: the 40 most popular or best selling recordings, songs, etc., within a stated time period
Activity 3
Tell the students to focus on the
instructions Get them to work in pairs or groups to discuss the answers
(students may refer back to the
conversation) Check the answers and give explanations, if necessary
Watch out!
Key: The saying Looks can be deceiving means things are not always as they appear
Examples:
- She seems like a very nice girl, but she isn’t Looks can be deceiving!
- This restaurant doesn’t look good, but the food is great Looks can be
deceiving! Activity 4:
This activity focuses on dictionary skills Students should use a dictionary to look up the meanings of the words and write them down before discussing Check the answers as a class
- Take note
- Work in pairs or groups Key:
1 They are talking about a young pop star
2 He looked shy and passionate He won second place in the idol
contest
4 His mother did
5 They gained over 10,000,000 views
6 He had four singles enter Top 40 before his first album
Key:
Shy, passionate, talented, popular, well-known
Notes:
Shy: not at ease with other people
Passionate: having a keen enthusiasm or intense desire for something
Talented: a person with good natural ability
(37)Activity 5
Aim: focus on the to-inf in the
conversation Give students time to the task individually Check the answers as a class
Well-known: famous Key:
Began to post…
The first solo artist to have four singles
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Period 20 Part 2: LANGUAGE
B. Teaching method: Communicative C.Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Vocabulary:
Activity 1:
- Have students read and match the vocabulary items with their meanings Set time and let students work
individually Then check the answers as a class Explain the meanings or give Vietnamese equivalents if necessary
Activity 2:
Aim: Focuses on the lexical items related to
Music.
Students should use a dictionary to look up
- Read and match - Key:
1.talent 2.pop 3.idol 4.contest 5.fan 6.clip
(38)the meanings of the words in the box before discussing in groups in order to match each item from a-g with the appropriate meaning
- Check answers as a class Activity 3:
Aim: To make sentences with the words in Activity Give enough time for students to the task Call on a few students to write their sentences on the board, and get the class to comment before giving the correct answers
Activity 4:
Aim: Enable students to review the words related to the topic Have students the task individually first Then they compare their answers with their partner’s Call on two students to write the word webs on the board Elicit other words from the class to add to the webs Get students to read in chorus all the words in the webs
Pronunciation
Activity 1:
Aim: Focuses on identifying the words having the ending sounds /est/, / /, / / Set time and let students the task
individually Check the answers as a class
Activity 2:
Play the recording twice The first time, get students to read all the words having the ending sounds /est/, / ənt
a /, / / in their books as they are
Key a.2 b.3 c.1 d.4 e.6 f.5 g.7
Work individually Key
Passionate Talent Contest
solo
concert sho
Music
albu Video clip
single
singer fan
Contes t
audience
(39)listening Play the recording the second time, pausing at times to ask the whole class to repeat the words b Have students work individually to listen and write down the words they have heard Then ask students to check the answers in groups Call on one student to write the answers on the board Correct mistakes if there are any Let students read all the words in chorus once or twice Activity 3:
Aim: This activity focuses on the research skill Students can use a dictionary or the Internet to look for more words having the same endings - Have students work in pairs or groups - Check answers as a class Then get students to read aloud all the new words
Grammar
Compound sentence Activity 1:
Draw students’ attention to the reminder in the box Remind students that they have learnt some of the coordinating conjunctions in the lower grades such as and, but and so Present new ones: or, yet and for, using some examples to make clear their uses and meanings Remind students that the use of the conjunction is determined by the ideas of the clauses, and that a comma is added before the coordinating conjunction which joins two clauses Activity 2:
-Read the sentence halves in the table aloud to the class, and elicit the
answers Get students to work in pairs or a few minutes Check the answers as a class Ask some students to read aloud all the completed sentences
Audio script:
Commemorate date Best test
Talent achievement Different parent
Guest
Suggested answers: Request
Development Penetrate
Key: 1.d 2.c 3.a 4.b
(40)Infinitives:
- Ask students to look at Watch out! Box and give them time to read Check which verbs are followed by “to” and which ones are not
- Ask students to write down the verbs in two columns in their notebooks Let students the task individually - Check the answers as a class and get
students to read in chorus all the completed sentences
6.d
Key: 1.to sing 2.to make 3.to 4.fall 5.ride 6.to buy IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
(41)Period 21 Part 3: READING SKILL
B Teaching method: Communicative C.Teaching aids
- board, chalks, textbook and notebook D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Lead-in: Get students to brainstorm the names of some current contest TV shows Elicit their answers to these questions: What are your favourite TV contest show? Have you seen Vietnam Idol/Tieng hat truyen hinh/Tieng hat mai xanh? What you think about it/them?
Activity 1:
Write Idol: a global smash hit on the board, and give a brief explanation of the phrase (great success in the world) Focus on the instructions Get students to discuss in pairs what they know about the logos Call on a few students to report the result of their discussion
Activity 2:
- Tell students that they should read the text quickly for the information related to the years 2001, 2002, 2007 and 2012 Set a time limit and let students the activity in individually Then have students discuss in groups Call on a few students to report the results of their
- Listen and answer teacher’s questions
- Follow teacher
Key:
2001: the year that Pop Idol was first launched in the UK
(42)discussion Activity 3:
Focuses students’ attention on the instructions and get them to the task individually Set a time limit and check answers as a class
Activity 4:
- Have students read through the questions, and make sure they
understand the words format (structure) and franchise (the right to use a logo and TV show format = nhuong quyen) Get students to answer the questions independently, and then check their answers with their partners Remind students to underline the key words in the questions and the relevant parts in the text
Key: 1.b 2.a 3.a 4.a 5.b
Key:
1.The idol format 2.It came from the UK 3.12 years
4.It’s a franchised programme 5.Answers vary
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Period 22 Part 4: SPEAKING SKILL
(43)C.Teaching aids
- board, chalks, textbook and notebook D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Talking about TV shows
Lead-in: Introduce the topic by asking: How often you watch TV contest shows? What are your favourite shows? What you think about Vietnam Idol/ Who wants to be a Millionaire? What you think that?
Activity 1:
Inform the class about the objectives: talking about TV shows
Write Talking about TV shows on the board and draw students’ attention to the TV blurbs Give students time to read the TV blurbs and pre-teach: celebrity panel, NR Records Elicit comments on the pictures and get students to brainstorm the names of some celebrities related to Vietnam Idol shows Ss work in pairs to complete the table Call on some students to write the table on the board and get the class to suggest the facts to complete the table
Activity 2:
a Draw students’ attention to the instructions Get students’ to read the information and make sure that they
-Listen to the teacher and then answer the questions
- Pay attention
- Read the TV blurbs and study the words
Suggested answers:
Vietnam Idol Who wants to be a millionaire - To find a pop
star
- The winner will be chosen by a celebrity panel and home viewers
- The winner will get a recording contract with VNR Records
-To find a winner who will get a big sum of money -The winner will
answer a series of general knowledge questions
-The amount of prize-money increases with the number of questions - Pay attention to the instructions
- Understand the activity
(44)understand the activity Students work individually to write down the facts for their imaginary TV shows Call on some students to write the details about their shows on the board Elicit comments from the class
b This is an interactive and cooperative activity Ask students to work in pairs to discuss, and come to an agreement on the facts used for their combined imaginary shows Then have students rehearse a presentation in front of the class They should focus on the learning tips for their presentations Make sure students understand the tips and apply them for their presentations Read the information and ask if students understand the words presentation, eye contact, and beforehand Give time for students to rehearse before their
presentations In case there is a shortage of time, let this activity be prepared at home, and the presentation will be done during the next class
the board
- The whole class to comment
Work in pairs to discuss Rehearse
Reading tips
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson Notes after teaching:
……… ……… ……… ……… ……… ………
(45)Period 23 Part 5: LISTENING SKILL B Teaching method: Communicative
(46)- board, chalks, textbook and notebook D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Inspirational music
Lead-in: Inform the class of the lesson objectives: listening for gist and specific information Write Inspirational music on the board and check students’
understanding of the phrase Inspirational music means music that makes people feel uplifted with hope and love
Activity 1
Draw students’ attention to the photos Elicit the names of the artists
Activity 2:
Focus on the instructions Ask: How often you listen to our national anthem? What is the name of the song? Who is the composer? When and where did you last hear it? How did you feel when you heard the song? What you think about the song lyrics? Play the recording and set a time limit for students to discuss in pairs Call on a few students to give their opinions Activity 3:
Draw students’ attention to the
instructions and give students time to read the answers Play the recording all the way through Then replay it for
- Pay attention to the teacher
Key:
1 Trinh Cong Son Luu Huu Phuoc Micheal Jackson Elton John
- Answer the questions - Answers may vary
(47)students to select the correct answers Check the answer as a class Ask students to explain their choice if necessary Replay the recording for students to check their answers again Activity 4
Draw students’ attention to the
instructions and read out the questions Review the word affect Play the recording all the way through for students to listen
Replay the recording for them to the activity Check the answers as a class Replay the recording the third time for students to confirm the answers
Activity 5:
Get students to brainstorm the names of some songs that are popular to
teenagers Get students to work in pairs or groups to discuss their favourite songs, and the reasons they like them Call on a few students to present their opinions
Key:
1 “I have a dream” by ABBA Inspirational songs
3 His favourite songs inspire him, and he can learn lessons from them
4 Rap or Hip-hop
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson Notes after teaching:
……… ……… ……… ………
Period 24 UNIT 3: MUSIC
Part 6: WRITING SKILL
A Aims and requirements By the end of this unit, Ss can:
- Use nouns and phrases related to the topic Music
(48)- Use to-infs and bare infs
- Read for general ideas and specific information about TV shows - Talk about TV shows
- Listen for gist and specific information about inspirational music - Write biographies using the information from fact files
B. Teaching method: Communicative C.Teaching aids
- board, chalks, textbook and notebook D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson
III. New Lesson
Teacher’s activities Students’ activities
Writing a biography
Lead-in: Inform the class of the lesson objectives: writing biographies based on fact files
Warm-up: mins
T lets students listen to pieces of music and ask them to answer the question:
1 What are the names of these songs? What kind of music the songs
belong to?
Integrated with love for oceans and
islands of Vietnam:
Teacher recalls students of inspirational music It can inspire listeners and we can also learn something from them For example, at the moment, every time we listen to the song Noi Dao Xa, we feel proud of our country and respect people who sacrifice their life defending our Nation
T says: We have to admit that music plays an important part in our life But you know much about some famous
- Students know the topic of writing
- Pay attention to the teacher Answer the questions:
1 Noi Dao Xa, We are the world, Circle of life
2 Inspirational music
(49)composers of Vietnam and worldwide After writing part, you will know more about Van Cao, Luu Huu Phuoc and Chopin
Activity 1: 5mins
- Write the phrase Writing a biography on the board Draw students’ attention to the photo and the instructions Elicit name of the artist and the answers about his birthday, typical works, important achievements and death
- Give students time to read the texts Pre-teach some key words such as
biography, composer and achievement Students the task individually Check the answers as a class
Activity 2: mins
Draw students’ attention to the instructions and the questions Get them to work
individually to find the answers Then they work in pairs to ask and answer the
questions Call on a few students to report the answers
Activity 3
Draw students’ attention to the instructions, the photos, and the fact files Point out to students how to write a biography, referring to Van Cao’s biography Pre-teach the key words/phrases: patriotic, occasional opera (ca kich), national assembly, liberation movement, child prodigy (than dong), uprising (noi day), ballade (bai ca su thi), technical demanding Give enough time for students to read the information to the task Tell students to write a draft first Then they actually write a biography of about 150 words Have students pay
attention to punctuation, structural elements and linking words Since this activity takes a lot of time, turn it into homework, and
- Read the texts Key
1.b, 2.c, 3.d, 4.a
Key act 2
1 He was born in 1923 He was born in Hai Phong It was “Tien Quan Ca” He died in 1995 in Ha Noi Answers may vary
(50)collect students’ papers in the next lesson Give feedback on some papers
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 25 Part 7: COMMUNICATION AND CULTURE
B Teaching method: Communicative C.Teaching aids
- board, chalks, textbook and notebook D Procedure
D Class organization Check attendance
10A1 10A9
IV Checking the old lesson V. New Lesson
Teacher’s activities Students’ activities
Communication
(51)Activity 1
Focus on the photos and the names of the artists Check answers as a class
Activity 2
Give students enough time to read the texts and the task individually Pre-teach some key words such as swan, magician, powerless Check the answers as a class Get some students to read aloud the texts if there is enough time
Activity 3
Draw students’ attention to the instructions and the questions Play the recording all the way through for students to listen Replay the recording and set the time for students to discuss the questions in pairs or groups Check answers as a class
Culture
Lead-in: Focus on the photos Ask: Do you know the people/things in the photo? Who are they?/What are they? Where they come from?
Activity 1
Focus on the instructions Play the
recording of the song “Den Hen Lai Len” Ask: Do you know this song? What is the name of the song? Students work in groups to discuss the answers Check answers as a class
- Give students enough time to read the texts Pre-teach the key words/phrases: folk song, melody, musical pingpong,
- Pay attention to teacher and follow a.Choplin
b.Elvis Presley c.Michael Jackson d.Tchaikovsky e.Johann Strauss f.Van Cao
Read the texts Key 2:
1.Johann Strauss 2.Tchaikovsky 3.Elvis Presley 4.Van Cao 5.Choplin
6.Michael Jackson
Key
1 There are three speakers They are talking about local
entertainment programme
3 It is going to take place in the City Opera
4 Mai will buy the tickets
Key act
(52)flute, vocal and musical instrument Check the text comprehension as a class
Activity 2
Draw students’ attention to the table and ask them to read the text quickly for specific information to complete the table Have students work individually and check their answers in pairs Call on a student to write the table on the board Elicit the information from the class to complete the table
Quan Ho singing
Dangdut music
Country Vietnam Indonesia Kind of music Folk music Pop music
No of singers
Musical instrument
Bamboo flute and a 36-stringed musical instrument
Drums or flute from a variety of Asian or Middle -East countries and modern instruments like electric guitars or organs
Activity 3
Draw students’ attention to the instructions and the questions Play the recording two or three times Students work in groups to discuss the answers to the questions Call on a few students to report the results of their discussion
Key 3:
1 Nhu Co Bac Ho vui dai thang
2 Pham Tuyen is the composer 3. Answers vary
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
(53)……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 26 Part 8: LOOKING BACK
B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook D Procedure
I Class organization Check attendance
10A1 10A9
VI Checking the old lesson VII New Lesson
Teacher’s activities Students’ activities
Lead-in: Tell the class that this is an activity to review the pronunciation, vocabulary, and grammar section of the unit
Pronunciation
Activity 1
Play the recording all the way through for students to listen Replay the recording for them to repeat all the sentences once or
(54)twice Call on a few students to read the sentences in turns Correct the
pronunciation if necessary
Activity 2
Focus on the instructions and the phonetic symbols Point out that students should listen and write down the words having the ending sounds /est/ / / and /eit/
Check the answers as a class Vocabulary
Activity 1
Draw students’ attention to the instructions and give students enough time to read the text individually Explain the words: modest, conquer, born to, release, secondary school, contestant, and the manner if necessary Check the answers as a class
Activity 2
Draw students’ attention to the photo and questions Elicit the answers from the whole class Get students to work in pairs to ask and answer
Activity 3
a&b
Draw students’ attention to the instructions Set time and get students to work in pairs Call on a few students to write their sentences on the board for the class to comment
Grammar
Key act
/est/ contest, rest, guest,
/ nt/ modern, different, achievement /eit/ commemorate, late, debate, rate
Key act
1 Passionate Talented Confident Modest
Key act
1 It came from Bac Ninh in the 13th century
2 A pair of female singers singing a challenging phrase, and a pair of male singers respond by singing a matching phrase The order is reserved in the next round with a different melody Answers vary
Suggested answers
a Quan Ho singing is a kind of Vietnamese folk music which
originated in the 13th century and was recognized by UNESCO in 2009 b Dangdut music is a kind of exciting
(55)Activity 1
Draw students’ attention to the instructions Give students’ enough time to read the incomplete sentences Remind students to use the coordinating conjunctions to join the two clauses Set a time limit and get students to the task individually Call on a few students to write their sentences on the board for the class to comment on Correct the errors, if necessary
Activity 2
- Ask students to work individually Ask five students to take turns writing the sentences on the board Elicit the
answers and underline the incorrect part Give explanations, if necessary
Activity 3
Have students work individually Ask five students to take turns correcting the
sentences on the board for the class to comment on Give feedback
Read the incomplete sentences
Suggested answers act
1 I will not be able go to the concert tomorrow night
2 Let me to explain what the music excerpt means
3 He asked me sing a few songs by Van Cao
4 His performance makes me to fall asleep
5 My sister never agree to let me to go to the Rap show
Key act
1 I will not be able to go to the concert tomorrow night
2 Let me explain what the music excerpt means
3 He asked me to sing a few songs by Van Cao
4 His performance makes me fall asleep
5 My sister never agree to let me go to the Rap show
IV Consolidation
- Summarize the main points V Homework
(56)Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 27 REVIEW UNIT 1-2-3
A Objectives
- Aimed at revising the language and skills students have learnt and practiced in Unit 1-3 B Teaching method: Communicative
C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson
III. New Lesson
Teacher’s activities Students’ activities
Language
Vocabulary Activity 1
- Ask students to this
activity individually, and then compare their answers with a partner’s Write the correct answers on the board
Ask students to raise their hands if their answers match
Activity 2
Ask students to this activity individually
Key act 1.c
2.d 3.e 4.a 5.b
Key act
(57)-Ask a student to write his/her answers on the board Then check the answers with the whole class
Pronunciation Activity 3
- Ask students to this
activity individually and then compare their answers with a partner’s Show the correct answers on the board
Grammar Activity 4
- Elicit the forms and uses of the present simple, the present continuous and the future simple Ask a student to the activity on the board while other students also this activity individually
- Check students’ answers, and ask students for any
explanation, if necessary
Activity 5
- Elicit the forms and uses of the passive voice used with present simple
- Ask students to this task individually and then compare their answers with a partner’s - Ask a student to write his/her
answers on the board
- Then check answers with the whole class
4 Exercise Watch TV
Key act
Train Traffic Travel Treat trash Create Credit Critical Cream crime Play Plum please plough place Glide Glass Glue Glow globe Statement Different Talent Movement present Date Fortunate Passionate Debate late
Key act
1.is coming- don’t want 2.don’t make- am studying 3.speaks- is speaking 4.am- will bring
5.isn’t working/doesn’t work- will fix
Key act
1.This road isn’t used very often David is not often invited to parties 3.Fruit juice is included in the menu 4.Mr Miller’s room is cleaned every day The music can be heard from far away
(58)V Homework
- Prepare for the next lesson Notes after teaching:
……… ……… ……… ………
Date of planning: Date of teaching:
Period 28 REVIEW UNIT 1-2-3 (cont)
A Objectives
- Aimed at revising the language and skills students have learnt and practiced in Unit 1-3
B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II. Checking the old lesson
III. New Lesson
Teacher’s activities Students’ activities
Grammar Activity 6
- Elicit the uses of so, and, but and or Ask students to this activity individually, and then compare their answers with a partner’s Write the correct answers on the board
Skills
Reading
Ask students to activities and individually, and then compare their answers with a partner’s
Give the correct answers and explanations, if necessary
Key act 1.c
2.d 3.e 4.a 5.b
(59)Speaking Activity 3
- Ask students to work in groups, the entire group takes notes as different students ask and answer questions about household chores in their families
Activity 4
- Ask each group to choose one student to report the
interview results to the class - Ask other students for their
comments and decide which student has the best answers
Listening Activity 5
Play the recording once for students to listen and choose their answers Play the recording again, so students can check their answers, and then give the correct answers Alternatively, play the recording one or more times for students to choose the correct answers
Writing Activity 6
- Ask students to write about two types of people who have very different lifestyles
- Ask students to write about what each person’s daily life is like
- Ask students to write the draft first in class, and then they may write their final versions at home
2: Country music
2 When life becomes more complicated and difficult
3 From the American West Twenty four hours a day
Key act T F F T F T
- Students may start their writing like this:
My father and my mother have very different lifestyles My father….
IV Consolidation
(60)- Prepare for the next lesson Notes after teaching:
……… ………
Date of preparation: 2015 Date of teaching: 2015
Period 29 PERIODICCAL TEST 2
A Aims and requirements
- This test provides students with a good chance to be familiar with a form test of B1 - Check their knowledge of listening, reading, writing and language focus
B. Teaching method: Communicative C.Teaching aids
- Cassette player, tape, handouts D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson
(61)Date of preparation: 2015 Date of teaching: 2015
Period 30 TEST FEEDBACK
A Aims and requirements
- After this lesson students have marks on the test and receive feedback from teacher - Check their knowledge of listening, reading, writing and language focus
- Recognize their mistakes and avoid repeating
- Know strength and weaknesses to set up a study plan B. Teaching method: Communicative
C.Teaching aids - handouts
D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson III New Lesson
Date of planning: Date of teaching:
Period 31 Part 1: UNIT 4: FOR A BETTER COMMUNITY
A Objectives
Language Vocabulary
(62)- Adjective suffixes: -ed, -ing, -full, less
Pronunciation
- /nd/, /n/, /nt/
Grammar
- Irregular past tense verbs
- The past simple vs the past continuous with when and while
Skills
- Reading for specific information about why people volunteer work - Talking about local community development
- Listening to an announcement for volunteers to get specific information - Writing an application letter for volunteer work
Communication and culture
- Local and global activities for community development B Teaching method: Communicative
C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson
III. New Lesson
Teacher’s activities Students’ activities
Lead-in: Inform class of the lesson objectives: getting to know the topic, vocabulary about volunteer activities, and two grammar points
- Introduce the topic by asking questions about the picture: What is the picture about? What are people doing in the picture? What you think about their activities? Do you want to try this job? Why?
- Elicit answers from students,
encouraging different interpretations Activity 1
- Ask students to read the requirements - Play the recording and let students
repeat
- Call on students to stand up and play
- Pay attention
- Answer the questions
(63)role while reading aloud - Comment
Activity 2
- T read the requirements
- Give students about 5-7 minutes to the tasks
Activity 3
- Ask students to work in pairs and practice making conversations using the expressions in the box
Language Vocabulary
Activity 1
- Ask students to read the conversation again and underline or highlight the adjectives ending with the suffixes –ed, -ing, -ful, -less
- Check if students know the differences between –ed and –ing adjectives and – ful and –less adjectives
- Answer the questions Key act 2
1 He called Hieu at about p.m yesterday afternoon
2 He was teaching children at the Happy Mind Charity Centre
3 Yes, he was At first… I think it is a meaningful job May vary
Example
Huy: Daddy, I’ve got a surprise for you
Daddy: Really? What’s that?
Huy: Well, I was chosen to be a volunteer this summer in Bac Kan province
Daddy: That sounds great! Did your teacher offer you the job?
Huy: Not really I got it by chance I saw an advertisement online, I applied and they accepted me
Daddy: What will you to help people there?
Huy: I think I can help them to harvest crops and help children to learn
Daddy: Good! I’m sure you will have a meaningful summer!
Huy: Thanks, Dad!
Key act
-ed: disadvantaged, interested, excited -ing: interesting
(64)- Give examples if necessary
Activity 2
- Ask students to work individually first Students work in pairs or groups to compare their answers
- Check students’ answers and give explanations if necessary
Key:
1 Meaningless Interested Hopeless Useful
5 Excited, meaningless exciting
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 32 UNIT 4: FOR A BETTER COMMUNITY
Part 2: LANGUAGE
Objectives
Language Vocabulary
- Words and phrases related to volunteers and volunteer work - Adjective suffixes: -ed, -ing, -full, less
Pronunciation
- /nd/, /n/, /nt/
Grammar
- Irregular past tense verbs
- The past simple vs the past continuous with when and while
Skills
(65)- Talking about local community development
- Listening to an announcement for volunteers to get specific information - Writing an application letter for volunteer work
Communication and culture
- Local and global activities for community development Teaching method: Communicative
Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson
III. New Lesson
(66)Pronunciation
Activity 1
- Play the recording and let students listen Play it again with pauses for them to repeat each word
- Give them the meaning of the words if necessary
- Help students distinguish these three sounds
- Ask students to work in pairs and take turns reading the words in columns and in rows
- Invite individual students to read the words
Activity 2
- Explain the requirements of this activity to students, highlighting the importance of pronouncing the ending sounds correctly in English, which is a difficulty for a lot of Vietnamese students because they tend to omit the final sound when they speak English (spend, spent, lend, lent)
- Play the recording and ask students to write /nd/, /n/, /nt/ above the words that have the corresponding sound
- Then, put students in pairs to practice reading the sentences
- Invite some students to read the
sentences in front of the class Correct students’ mistakes if there are any Grammar
Irregular past tense verbs
Activity 1
- Ask students to read the activity, check if they understand
- Ask students to pay attention to the time expressions in brackets and ask them to find the verb tense to go with these time expressions
- Students work on their own first to rewrite the sentences in the past tense,
Students listen
Work in pairs and take turns reading the words in columns and in rows
Key act Gr
1 I wore jeans to school yesterday My sister and I bought a lot of
clothes last summer
3 My father read newspapers in bed last night
(67)using the time expression in brackets - Ask students to work in pairs to check
their answers
- Check students’ answers, highlighting the irregular past tense verbs
The past simple vs the past continuous with when and while
Activity 2
- Have students this activity
individually Observe and help them if necessary
- Ask students to match 1-5 with a-e and complete the sentences in the past simple or the past continuous - Check students’ answers by asking
individuals to take turns reading the sentences aloud, then write them on the board
- Elicit students’ answers about rules for combination of the past simple and the past continuous, using when and while
5 I wrote letters to my grandparents yesterday afternoon
Key act
1.d We were walking in the park when it started to rain
2.c While I was talking to a friend, the teacher asked me a question
3.e We lost the keys while we were playing in the garden
4.b We were sitting on a bench in the park when someone took our school bags 5.a When the telephone rang, I was having a bath
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Period 33 UNIT 4: FOR A BETTER COMMUNITY
Part 3: READING SKILLS
A Objectives
- By the end of the lesson, students can continue to learn some words and phrases related to volunteers and volunteer work
(68)- Discuss in pairs about related topic B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson
III. New Lesson
Teacher’s activities Students’ activities
Why people volunteer?
Lead-in: raise the question “Why people volunteer?” to elicit students’ opinions, encouraging different viewpoints
Activity 1
Introduce the title of the reading text and elicit the reasons why people volunteer - Ask students to tick the reasons they
may read about in the text and then compare their choices with their partners’
- Ask some students to share their
opinions with other students in the class, encouraging different viewpoints
Activity 2
Ask students to scan the text and check their predictions in Activity
- Check students’ answers, asking them to give clues from the reading text
Activity 3
Ask students if they remember strategies to deal with this reading exercise – Gapped text or Missing Sentences
- Elicit strategies from students and repeat them if necessary
- Ask students to this activity individually and then compare with a partner
- Check students’ answers and give further
- Pay attention to teacher
- Do as required
Key act 2: a √ b X c √ d X e √ f √
Strategies:
- Read the text quickly to get general ideas of what it is about
- Read the removed sentences Think about the meaning of these sentences and make sure they match the
(69)explanation if necessary
Activity 4
Ask students to look back at the reading text to locate the highlighted words - Ask students to guess the meaning of
each of these highlighted words, based on the context
- Have them choose their meaning, then compare their choices with other friends
- Check students’ answers
Activity 5
Let students work in pairs to discuss the statements
Elicit different ways to express giving opinions that students know Add more if necessary
- Remind students to take turns
speaking, not letting one keep speaking and the other keep listening
- Call on some pairs to perform in front of the whole class
- Make sure that the extra sentence doesn’t fit in any of the gaps If it does, check your work again Key
1-d 2-a 3-b 4-c Key act 1.A 2.B C B A
- Do as required
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Period 34 UNIT 4: FOR A BETTER COMMUNITY
Part 4: SPEAKING SKILLS
A Objectives
- Talking about local community development B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook, D Procedure
(70)Check attendance
10A1 10A9
II Checking the old lesson III. New Lesson
Teacher’s activities Students’ activities
Community development
Lead-in: ask students to look at the pictures on this page and name the activities in these pictures Students should comment whether these activities are useful to the community or not
Activity 1
Ask students to work by themselves to look at some activities for community
development and to match them with the reasons why they are important
- Go round and help students when and where necessary
- Have them compare the answers with others
- Check students’ answers
- Call on individual students to read aloud these activities and give the reasons why they are important
Activity 2
Have students work in pairs to discuss why the activities in Act are important for community development
-Ask students to prepare ideas to support their reasons
- Students may have different viewpoints Encourage these differences, providing that they support their opinions properly
Activity 3
Have students work in groups and look at Activities for community development in Act
- Ask members of each group to rank the activities in the order of
- Pay attention to teacher and then answer;
1 Funding
2 Bringing things (clothes) to the needy
3 Raising fund or taking opinions
Key act 1.c
2.d 3.e 4.a 5.b
- Work in pairs and discuss
- Prepare ideas
(71)importance
- Encourage them to discuss to decide on the three most urgent/important things to in their local area and explain why
- Ask students to practice using Useful phrases in speaking
Activity 4
Each group chooses a presenter from their group to present the group’s decisions to the whole class
- Other students in the class may raise questions to ask the presenter for further explanations
- Ask the class to vote for the group with the best decisions
- Make presentations
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ………
Date of planning: Date of teaching:
Period 35 UNIT 4: FOR A BETTER COMMUNITY
Part 5: LISTENING SKILLS
A Objectives
- Words and phrases related to volunteers and volunteer work
- Listening to an announcement for volunteers to get specific information B Teaching method: Communicative
C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
(72)10A1 10A9
II Checking the old lesson
III. New Lesson
Teacher’s activities Students’ activities
Help the needy!
Lead-in: Ask students to look at the pictures to see what the people in these pictures are doing and why they are doing these activities
Activity
Have students discuss the questions with a partner
- Students are encouraged to speak about the needy in the community
- Call on one or two ss to share their stories
Activity 2
Tell students to match the words with their definitions, then decide the parts of speech of these words
- Have students compare with their friends
- Check students’ answers
Activity 3
Tell students that they are going to listen to the announcement by the director of Heart to Heart Charity and decide whether the statements are true or false
-Have students guess their answers, encouraging all possible guesses and explanations
Write the students’ guesses on a corner of the board so that they can see if their guesses are correct later
Play the recording and let students the activity
Check students’ answers If many students in the class have the same incorrect
answers, play the recording again and stop
Do as required
- Speak about the needy
Key act
a Public service announcement (noun phrase)
b Donate (v) c Non-profit
(73)at the place where students can get the correct answers
Activity 4
Have students listen to the announcement again and the activity
- Check students’ answers
Activity 5
Have students work in groups to ask and answer the questions
- Encourage students to share their personal experience or intentions to volunteer or community service
Key act C A B
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 36 UNIT 4: FOR A BETTER COMMUNITY
Part 6: WRITING SKILLS
A. Objectives
- Writing an application letter for volunteer work B Teaching method: Communicative
C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
(74)III. New Lesson
Teacher’s activities Students’ activities
Volunteer work
Lead-in: ask students to look at the job advertisement and highlight the key information: job title, qualities needed for the job, working experience needed for the job, and the address of the employer
- Ask students if they would like to apply for the job
Activity 1
- Ask students to read the letter and find out the reason why Quan wrote it - Students read and discuss with their
friends
- Check students’ answers
Activity 2
- Have students read the letter again and answer the questions Students work by themselves first then compare the answers with other students
- Check students’ answers by asking them to read their answers aloud and correct the wrong answers if there are any
Activity 3
Have students read the different purposes of each paragraph of an application letter Have students read the letter again to match each paragraph in the letter with its
purposes
Check students’ answers
Activity 4
Ask students to read the job advertisement and answer the questions about this job advert
-Students answer these questions by
Key act
He wanted to apply for the volunteer teaching job
Key act
1 He saw the advertisement in the Youth Newspaper on February 22nd.
2 He taught a group of primary students in his area
3 He taught them for two months He is creative, patient, and has
great love for children He can give four references He can start teaching from next
month Key act Para 1-b Para 2-c Para 3- d Para 4- a
Key act
1 Reliable and hard-working
(75)themselves first and then check with their partners
Activity 5
Have students read the activity Students may work in pairs or groups to brainstorm the ideas for the letter
- T goes around and helps students when needed
If time is available, writing can be done in class If not, this can be assigned as part of the homework
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ………
Period 37 UNIT 4: FOR A BETTER COMMUNITY
Part 7: COMMUNICATION AND CULTURE
A Objectives
- Local and global activities for community development B. Teaching method: Communicative
C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II. Checking the old lesson
III. New Lesson
(76)Communication Think global, act local
Lead-in: Elicit students’ interpretation of this saying, encourage students to speak their minds Help students to understand this saying in a proper way
Activity 1
Inform students of the requirements of this activity Help students with difficult lexical items if there is a need Individually, students rank the activities in order of importance as guided
Activity 2
Have students form groups consisting of students coming from different parts of the districts
- Ask students to exchange their opinions
Culture Wise words Activity
- Ask students to look at the man in the picture and say whether they know anything about him and his
contributions
- Elicit students’ knowledge about this man
- Have students work in pairs, look at the quote and exchange opinions about how they understand this quote
- Go to random pairs, listen to their opinions, and facilitate if necessary
Activity 2
Tell students to read a text about Mahatma Gandhi and answer the questions about his life
- Students read the text on their own, find
- Pay attention
-Students rank the activities in order of importance as guided
Key act
1 He was born in 1869 in India He fought for the rights of coloured
people in general and the Indians in particular
3 He helped to make the British leave India so that India became
independent in 1947 He also fought for the rights of poor people and women in India
- Look at the man in the picture and say whether they know anything about him and his contributions - Work in pairs
(77)information to answer questions, and compare with other students
- Check students’ answers
Activity 3
Ask students to form groups Each group should think of a person who contributed to the development of their local area/ your country
- Students brainstorm his/her
contributions to the local area or to the country
- Students practice speaking about this person
- Share with other groups
and compare with other students
- Students practice speaking about this person
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson Notes after teaching:
………
Period 38 UNIT 4: FOR A BETTER COMMUNITY
Part 8: LOOKING BACK
A. Objectives
- Local and global activities for community development B. Teaching method: Communicative
C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I. Class organization Check attendance
10A1 10A9
II. Checking the old lesson
III. New Lesson
Teacher’s activities Students’ activities
Lead-in: ask students to recall what they have learnt in Unit
Pronunciation Activity
(78)- Have students practice in pairs, saying the words in isolation
- Ask each student to say two pairs of words
- Help students to say the words correctly
- Play the recording for students to listen to the sentences and circle the words in A or B that they hear
- Students cross check with a partner - Check students’ answers
Vocabulary
- Have students this vocabulary exercise
- Ask students to choose the words from the box to complete the following sentences
- Check students’ answers and explain if necessary
Grammar Activity
- Ask students to write the sentences Use the past simple or the past continuous form of the verbs
- Ask some students to write these sentences on the board
- Have other students comment
- Check students’ sentences on the board Activity
Tell students to read a text about Tilly smith and how her interest helped to save her life and the lives of other people on Maikhao beach, Phuket, Thailand
- Ask students to put the verbs in brackets in the past simple or the past continuous Let students check in pairs or groups Check students’ answers and give explanations if necessary
Activity
- Ask students to read the text again and answer the questions that follow - Students check answers in pairs or
4 B B B Key 1.meaningless 2.excited 3.meaningful 4.interesting 5.donate 6.disadvantaged
Key act
1 The telephone rang while we were having dinner
2 I was waiting at the bus stop when I received his text message
3 It started to rain while we were walking home from school Were you listening when the
teacher called your name?
5 He was walking along the corridor when he saw a job advertisement on the notice board
Key act
1 Was having Realized Was sitting Recognized Wanted
6 Was happening Told
(79)groups
- Call on individual students to answer these questions, asking for clarification if necessary
Key act
1 She was a school girl from Surrey, England
2 She was interested in Geography The sea water suddenly receded
from the shoreline, which is a symptom of a tsunami
4 She told her parents about a possible tsunami, and her father warned other people on the beach and the staff at the hotel where they were staying about it
5 Students’ own answers IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson Date of planning:
Date of teaching:
Period 39 STUDENTS’ PROJECTS
A Objectives
- Students can perform their work after a period of preparing - Teacher can make comments about their products
- Practising useful skills of presentation, making slides, expressing ideas, working in groups in future
B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson III New Lesson
(80)- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 40 STUDENTS’ PROJECTS (cont)
A Objectives
- Students can perform their work after a period of preparing - Teacher can make comments about their products
- Practising useful skills of presentation, making slides, expressing ideas, working in groups in future
B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson III New Lesson
IV Consolidation
(81)- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 41 Unit Inventions
Getting started
A Objectives
- By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions - Role play, practicing listening and speaking
B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Computers and our lives
Lead-in: Inform the class of the lesson objectives: getting to know the topic, vocabulary related to inventions, and two grammar points
Activity 1
Ask students to look at the picture and tell them the two people in the picture are Phong and his father Let students guess what Phong and his father are talking
Pay attention
(82)about
- Play the recording Have students listen and read silently
- Tell students not to worry about the new vocabulary or grammar points The new items will be dealt with after Activity
Activity 2
This activity focuses on comprehension Have students work in pairs to practice asking and answering the lesson
Activity 3
This matching exercise helps students to get the meaning of words used in the dialogue Ask students to use the context and clue in the dialogue
Key act 2
1 He promises to reward Phong if Phong passes the English test Because his old mobiphone is still
good
3 Computers have changed our lives in many ways: faster communication (emails), free entertainment (online games), convenient shopping (online shopping), etc
4 He will use his laptop for listening to music, chatting with friends, playing games, researching topics on the web and typing his assignment
5 (Answers may vary)
Key
1.c 2.a 3.d 4.b
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
(83)……… ………
Date of planning: Date of teaching:
Period 42 Unit Inventions
Language
A Objectives
By the end of the lesson, students are able to:
- Understand the formation of compound nouns and their meanings - Identify the stress patterns of compound nouns and noun groups
- Use the gerunds and to infinitives to talk about the uses or purposes of something - Use present perfect tense to describe an event or action happening in the past but
having result in the present B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
IV.Checking the old lesson V New Lesson
Teacher’s activities Students’ activities
Vocabulary Activity 1
Explain to the students that the meaning of a compound noun is not always based on the meaning of its parts Help them to use the dictionary to look for meanings of five compound nouns and their parts
Prepare some pictures of a video game, a smart phone, a laptop, and an ebook reader for illustration, if students don’t know
Key a
1 Video game: a game in which players control and move images on a screen (video: film or image; game:
something you play for fun)
2 Smartphone: a mobile phone that has some functions of a computer (smart: intelligent, computer-controlled, phone: a telephone)
(84)these things that can work with a battery (lap: top part of your leg; top: upper surface) Ebook: A book that is displayed on a
computer screen or an electronic device (electronic using microchips to control a small electric current; book: a written work)
5 Email: a way of sending messages to other people by using a computer (electronic: using microchips to control a small electric current; mail: post, letter)
b.No, not always (e.g: laptop) Activity 2:
The focus of activity is on the formation of compound nouns (N+N, Adj+N or Ving + N)
Tell students that some compound nouns are written as one word ( e.g: bedroom), some as two words (e.g swimming pool), and some with a hyphen in between (e.g mother-in-law)
Pronunciation Activity and
Focus on the stress pattern of compound nouns ( primary stress is usually on the first part) and noun groups (primary stress is on the second part)
1 Model the pronunciation (or play the recording) for Ss to repeat chorally and individually
2 Ask Ss to listen and tick the words that they hear
Audio script GREENhouse soft WARE gold BRICK MOVING van
Key act 1.d pencil case e blackboard
3 a washing machine c headphones b food processor
Key
(85)5 tall BOY Grammar
Gerunds and infinitives
Activity1
Explain to Ss that V-ing (after the
preposition FOR) or to-infinitive is used to describe the use or purpose of something
Activity
This activity encourages Ss to use the gerund or infinitive to describe things around them (e.g school things such as an eraser, a pen, or a calculator; things at home such as a bookshelf, a rice cooker, or a fridge)
First, have two Ss model the example Then, divide the Ss into pairs and let them the activity
The present perfect
Activity1
The timelines help Ss to have a deeper understanding of the uses of the present, past, and future tenses – with more focus on the present perfect
Draw the timelines on the board and explain to Ss that they should write a word from the box above each line
Have a student come to the board and write the answer in the timelines Activity 2
The focus of this activity is the distinction between the present simple and the present perfect
- Ask students to match the beginnings in A with the ends in B to make meaningful sentences or exchanges - Help students to use the correct verb
tense in each case
Key
1 getting; sending to creat; (to) contact to read
4 to play
5 chopping; mixing to store
Key
Past future present
present perfect
Key
1.b has broken
2 d looks, has lost/lost
3 e Do you know; have forgotten/ forget a have asked
(86)Activity 3
This activity aims to help students to distinguish uses of the present perfect, the present simple and the past simple tenses Have students the activity individually and then check the answers as a class
Key
1 Seems
2 Have affected Were
4 Have encouraged Has aided
6 Have killed Prefer
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
(87)Period 43 Unit Inventions
Skills: Reading
A Objectives
By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions
- Read a text about inventions based on nature for the main idea and specific information
- Practise working in groups B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
D Class organization Check attendance
10A1 10A9
VI.Checking the old lesson VII New Lesson
Teacher’s activities Students’ activities
Wonderful nature
Lead-in: Draw students’ attention to the heading of the Reading section:
Wonderful nature Ask them to guess what the text might be about
Activity 1
Have students in pairs to discuss what the animals in the pictures can but people can’t ask students questions to help them think of some devices or equipments that people have created to allow them to what they normally cannot (e.g as people cannot fly, what have they made to help them fly??)
Activity 2
Ask students to read the text quickly and pick out repeated words or phrases (e.g inventions/ invent, imitating/ imitates, inspirational/ inspired)
Key act
Picture a: A bird can fly
Picture b: A dolphin can swim and stay underwater for a long time
Picture c: A lotus leaf does not get wet It washes water away
People have invented an aeroplane, a ship or submarine, and a waterproof raincoat to make up for what they cannot as well as these animals or leaves
Key act
(88)Tell them that repeated words in a text may reveal its main idea or general title Have students skim the text and choose the best title from three options
Activity 3
Ask students to read the text again and underline the six words from Activity Encourage students to guess the meanings of these words from context and match them with the correct definition
Activity 4
Ask students to answer the questions individually
Tell them to underline the key words in the questions and the relevant words or phrases in the text
Activity 5
Let students work in groups of or to discuss the question and decide which of the tour inventions is the best imitation of nature
Remind students that the invention they choose needs to be very similar to the related animal or plant in aeroplane or function
Key act B E A C F D Key act
1 The inventions that imitate animals are the aeroplane and the submarine
2 The inventions that imitate plants are Velcro, the self-cleaning glass window and umbrella fabric
3 The aeroplane is considered one of the greatest inventions in our history because it helps us to travel long distances in the air and encourages the development of tourism and trading
4 A submarine can help scientists to learn about life under the sea
5 The material that makes up the glass window has the ability to wash away the dirt in the rain
6 An aeroplane: “its wings and shape imitating those of a bird”
A submarine: “imitates a dolphin’s shape” The Vecro: “hook and loop fastener”; “two
fabrics sticking together thanks to the hooks on one surface and the loops on the other”
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
(89)……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 44 Unit Inventions
Skills: Speaking
A Objectives
By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions - Practise a dialogue with a partner about a 3-D printer - Discuss about inventions
- Introduce some inventions in front of the class B Teaching method: Communicative
C.Teaching aids
- Board, chalks, textbook and notebook, D Procedure
I Class organization Check attendance
10A1 10A9
II. Checking the old lesson VIII New Lesson
Teacher’s activities Students’ activities
Unique inventions
Lead-in: Inform the class of the lesson objectives: talking about inventions Activity
Ask students what they think the heading
Key act
Very special or unusual inventions
(90)of the speaking section Unique inventions means
Ask students to practice the conversation in pairs
Activity
Have students complete the table with the information from the conversation
Explain them that the four ideas suggested in the table are the key points they need to mention when talking about an invention Activity
Ask students to look at the pictures of a portable solar charger and a USB stick (or flash drive) and discuss which benefits (suggested in the box) are suitable for each invention
Ativity
Ask students to use the information in the table (in Activity 3) and talk about one invention Tell them that they can make some changes in the sample conversation (from 1) to make their own conversation natural and logical
Activity
Put students in groups of or Each group chooses one invention and discusses which information they may use to
introduce the invention to other groups Their talk should include information about the characteristics, use, and benefits of the invention
Or ask students to think about any other inventions, choose one, and talk about it
a Name of invention
3-D printer b Characteristic
s
Bigger and heavier than normal printer c Use To produce solid
objects similar to the originals
d benefits Economical (saving lots of money)
Key
Portable solar charger: not dependent on electricity; environmentally-friendly; easy to carry, not costly
USB stick: not costly; easy to use; easy to transport files
Note: Some benefits can be suitable for both inventions: easy to use, easy to carry, not too costly
IV Consolidation
(91)- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 45 Unit Inventions
Part Skills: Listening
A Objectives
By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions
- Read a text about inventions based on nature for the main idea and specific information
- Practise working in groups B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
Flying cars
Lead-in: Inform the class of the lesson objectives: listening for specific
information Activity
Ask students to look at the picture and
Key act
(92)answer the guiding questions
a What does this flying car have onboth sides of its body? Does it have wheels?
b Can it fly? Can it run on the ground? Can it move in water? Activity
Before students listen to the recording, ask them to look at words in Activity Explain the meanings of the words they not know
Have students listen and tick the words they hear
Activity
Ask students to listen again and answer the questions
Encourage students to take notes, Remind them that notes are key words and ideas that can be written down quickly
Have students compare their answers with their partner’s
Activity
This task focuses on specific information about the flying car Ask students to guess what kind of information they may put in the gaps
Activity
Ask students to discuss in pairs whether or not they want to own a flying car Draw their attention to the program with flying car (e.g in need of a runway)
Key act
1 In New York City He’s a businessman
3 He’s considering owning a flying car to deal with the traffic problem It’s not too big, so it can be put in a
garage
5 This flying can cannot take off without a runway
Key act Bigger
2 (in the air); (on the ground) 200 (in the air); 120 (on the ground)
Suggested answer act
A possible solution to the problem: Making it leave the ground like a helicopter
IV Consolidation
- Summarize the main points V Homework
(93)Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 46 Unit Inventions
Part Skills: Writing
A Objectives
By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions
- Read a text about inventions based on nature for the main idea and specific information
- Practise working in groups
B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II. Checking the old lesson III. New Lesson
Teacher’s activities Students’ activities
How good is it?
Lead-in: Inform the class of the lesson objectives: writing a paragraph with details or examples as supporting ideas Activity
Have students work in pairs and discuss whether or not they have any of the audio devices illustrated by the picture
Key act C A B
Key act
a Topic: the benefits of earbuds b Thesis sentence (Topic sentence):
(94)Encourage them to extend their discussion to the benefits of each kind of devices ( e.g the speaker can produce sound loud enough for everybody in a large room to hear; headphone and earbuds not disturb other people when you listen to music, earbuds are more convenient than headphones because they are smaller in size)
Note: headphone (BE)= earphone (AM) Activity
The focus of this task is on how to develop a paragraph Explain to students that one way to support one idea in a paragraph is to give further explanation or an example Ask students to read a paragraph about the benefits of earbuds and match the details with the benefits
Activity
Have students read the paragraph about earbuds again and complete the outline of this paragraph
Help students to analyze the structure of the paragraph step by step
Activity
Put students into groups of three or four Ask them to choose one invention and discuss what they will write about Encourage students to make complete sentences about the benefits of the inventions they have chosen
- Call on some students to suggest their group’s thesis sentence and the benefits of the inventions aloud Correct students’ mistakes in grammar or word choice - Have students work
independently and write their own paragraph
- Choose one or two paragraphs and ask the whole class to give comments and correction
c Supporting idea and further explanation: Small, light, portable
put in a bag or pocket
Supporting idea and further explanation: Not costly about
100,000 VND
Supporting idea and further explanation: Use anywhere
(95)IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 47 Unit Inventions
Part Communication and Culture
A Objectives
By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions
- Read a text about inventions based on nature for the main idea and specific information
- Practise working in groups
B Teaching method: Communicative C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
(96)Teacher’s activities Students’ activities Lead-in: Inform the class of the lesson
objectives: Further skill development Communication
Activity 1
Students have more chance to practice speaking Explain to students that they need to consider all four criteria when voting for the best invention To give students more freedom, allow them to choose another invention not mentioned in the list
Activity 2
Have student prepare a talk about the best invention Their talk should have strong argument to persuade audiences
Culture Activity 1
Ask students to look at the picture and discuss with a partner what the inventions are for Then have them guess which country these inventions are from Activity
Tell students some important information about King Bhumibol Adulyadej Ask students if they know the meaning of “patent” Explain to them that an inventor needs to get a patent for his invention to protect his/her idea
For more advanced classes, extend the activity by letting students discuss whether there are patents in Vietnam
Ask students to read the text and answer the questions
Key act Culture
1 China: C chopsticks Japan: D instant noodles Singapore: B PC sound card
4. The Philippines: A Medical incubator
Key act
1 The two issues are agriculture development and environment protection
2 A rain-making technique; b biodiesel; c Chaipattana Aerator Chaipattana Aerator and rain=making
techniques
4 All three inventions have helped to protect the environment: Chaipattana Aerator cleans waste water;
rain-making techniques improves
forest conditions; biodiesel
(97)IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 48 Unit Inventions
Part Looking back
J Objectives
By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions
- Read a text about inventions based on nature for the main idea and specific information
- Practise working in groups K Teaching method: Communicative L.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
M Class organization Check attendance
10A1 10A9
IV.Checking the old lesson V New Lesson
Teacher’s activities Students’ activities
Lead-in: Inform the class of the lesson objectives: reviewing pronunciation, vocabulary, and grammar
Key
(98)Pronunciation Activity
Ask students to pick out the compound nouns and put them in the first column The other words are noun groups and are put in the second column Help students to review the stress patterns of compound nouns and noun groups
Vocabulary
The five words in the box are the most commonly used ones in the unit Have students put them in the gaps of the five sentences
- Extend this task by asking students to make their own sentences with these words Grammar
Activity
Have students read the exchange once to grasp the general idea Then have them work with a partner and discuss which verb form should be used in each gap Activity
The focus of this task is on using the gerund or infinitive forms in the answers to describe functions or purposes of things It also helps students to review the uses of some inventions mentioned in the previous sections
First, have students the exercise individually Then ask them to work in pairs to practice asking and answering the questions
Second: solar charger, correction pen, digital camera
Key vocab 1 Economical Inventions Portable Benefits Expensive
Key gram 1 Is
2 Haven’t planned Have wasted Don’t have Haven’t started Says
Key gram
1 A washing machine is used for washing clothes
2 A solar charger can be used for charging mobile devices
3 I use a laptop (smartphone, ipad,…) to listen to music and watch videos A correction pen is used for covering
a writing error
5 I use a 3-D printer to produce/ make solid objects (for producing sold objects)
IV Consolidation
(99)- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 49 Review (p1)
N Objectives
By the end of the lesson, students are able to:
- Revise the language and skills students have learnt and practiced in Units 4-5 Teaching method: Communicative
O.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
P Class organization Check attendance
10A1 10A9
VI.Checking the old lesson VII New Lesson
Teacher’s activities Students’ activities
Language Vocabulary Activity 1
Ask students to this activity individually, and then compare their answers with a partner’s Write the correct answers on the board Remind students of the use of adjective endings: -ing, -ed, -ful or –less , if necessary
Activity
Ask students to this activity individually
Key act 1
1 Bored- boring
2 Interested – interesting 3 Parentless- homeless 4 Useful
5 Disappointed – hopeful Key act 2
(100)Ask a student to write his/her answers on the board
Read aloud each answer and ask the class if they agree or not, then confirm the correct one
Pronunciation Activity
Ask students to this activity individually, and then compare their answers with a partner’s Show the correct answers on the board
Grammar Activity 4
Elicit the form and use of the past simple or past continuous, with “when” or “while” Ask a student to write his/ her answers on the board while other students also this task Check students’ answers, ask them for explanations, if necessary.
Activity 5
Elicit the form and use of the present perfect, the simple past, or the past continuous Ask students to this activity individually, and then compare their answers with a partner’s Ask a student to write his/her answers on the board Check the answers with the whole class.
Activity 6
Elicit the use of form of the verb (V-ing or to-infinitives) Ask students to this activity individually and then compare their answers with a partner’s Write the correct answers on the boards, and give explanations, if necessary.
5 Mobile phones Key act 3
O O O O
Washing machine Food processor Immune system Laptop
Hearing aid
Electronic book Solar charger Medical mirror Mobile phone Online game
Key act 4
1 Arrived – was talking 2 Was making – rang 3 Were playing – began 4 Saw- was standing 5 Stole- was getting on Key act 5
1 Have you visited 2 Did you see 3 Saw
4 Was spending 5 Have never been Key act 6
(101)IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 50 Review (cont)
Q Objectives
By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions
- Read a text about inventions based on nature for the main idea and specific information
- Practise working in groups R Teaching method: Communicative S.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
T Class organization Check attendance
10A1 10A9
VIII Checking the old lesson IX New Lesson
Teacher’s activities Students’ activities
Skills reading
Ask students to Activities and individually, and check the answers with a partner’s
Give the correct answers and explanations,
Key act 1b: Aviator
A person who flies an aircraft Glider
(102)if necessary
Speaking Activity
Ask student to work in pairs discussing the activities in Activity Go round helping weaker students Ask each pair to report their choice and explain their decision Activity
Ask students to work in groups and try to create and outline for one of the activities in Activity Then ask students to present their outline to the class
Listening Activity
Play the recording about the volunteer work for children in Vietnam Ask
students to choose the correct answer A, B or C
Play the recording again once or more times for students to listen and check their answers Write the correct answers on the board, and give explanations, if necessary Writing
Activity
Ask students to use the prompts given in Activity or their own ideas to write about the benefits of a handheld device
- Make sure that students understand the key words or phrases, such as: using wifi or 3G technology, full-HD movies, video clips with high resolution, make voice calls/ video calls through the Internet
3 Soaring
Flying fast and high in the air Centenary
The 100th anniversary of an event Replica
An exact copy of something 2: T F F T F
(103)- Ask students to write the draft first in class, and then write their final versions at home
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Notes after teaching:
……… ……… ……… ……… ……… ………
Date of planning: Date of teaching:
Period 51 CONSOLIDATION (p1)
A Objectives
- Students can check their knowledge after some lessons - T gives basic tips for memorizing grammar items B Teaching method: Communicative
C.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
I Class organization Check attendance
10A1 10A9
II Checking the old lesson III New Lesson
(104)IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Period 52 CONSOLIDATION (p2)
D Objectives
- Students can check their knowledge after some lessons - T gives basic tips for memorizing grammar items E Teaching method: Communicative
F.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
J Class organization Check attendance
10A1 10A9
III. Checking the old lesson III New Lesson
Teacher’s activities Students’ activities
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
Period 53 FIRST TERM TEST
G Objectives
- Students can check their knowledge after some lessons - T gives basic tips for memorizing grammar items H Teaching method: Communicative
I Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
K Class organization Check attendance
(105)IV.Checking the old lesson IV. New Lesson I Thì:
1 Simple present(Hiện đơn):
Be-> am/ is/ are Have-> have/ has
khẳng định phủ định nghi vấn
He/ she/ it + V-s/es I/ You/ We/ They +V
He/ she/ it + doesn’t + V
I/ You/ We/ They +don’t + V Does + he/ she/ it +V?Do + I/ you/ we/ they +V?
Use:
a Diễn tả thói quen : b.Diễn tả thật, chân lí
Trạng từ thường gặp: never, sometimes, usually, often, always, as a rule, normally… Ex: -Mr Vy usually gets up at 4:40 a.m
-Do you go to school on Sunday?
-Lan doesn’t know how to use a computer
2 Present continuous (Hiện tiếp diễn) S + am/ is/ are + Ving
Use:
a Diễn tả hành động xảy thời điểm nói b Diễn tả dự định tương lai có mốc thời gian cụ thể
Trạng từ thường gặp: now, at present, at this moment, right now Ex: -I’m learning English now
-My mother isn’t cooking lunch at this moment -What are you doing this evening?
3 Present perfect (Hiện hoàn thành): S+ have/ has/ + PP
khẳng định phủ định nghi vấn
He/ She/ It +has +PP
I/ You/ We/ They +have + PP
He/ She/ It +hasn’t +PP I/ You/ We/ They +haven’t + PP
Has+ He/ She/ It +PP? Have+ I/ You/ We/ They + PP?
Use:
a Diễn tả hành động xảy khứ kéo dài đến b Diễn tả hành động xảy khứ để lại kết c Diễn tả kinh nghiệm
Trạng từ thường gặp : never, just, ever, recently, already, yet, lately, for, since, so far….
Ex: -They have just built a hospital in this area
-Tom hasn’t eaten Chinese food before -How long have you lived here?
4 Simple past (Quá khứ đơn)
Be-> was/ were Have/ has-> had
khẳng định phủ định nghi vấn
S+ V-ed/V2 S+ didn’t + V Did+S +V?
(106)Ex : - I went to Hue three day ago -Did you watch TV last night?
-Peter wasn’t at home yesterday evening
5 Past continuous (Quá khứ tiếp diễn) : S+ was/ were + Ving
Use: Diễn tả hành động xảy thời điểm khứ Ex: - I was watching TV at p.m yesterday
-Were they having lunch when you called?
6 Past perfect (Quá khứ hoàn thành) S+ had + PP
Use: Diễn tả hành động xảy hoàn thành trước hành động khác khứ
Trạng từ thường gặp : after, before Simple future (tương lai đơn):
khẳng định phủ định nghi vấn
S+ will + V1 S+ won’t + V1 Will + S + V1?
Use : Diễn tả hành động xảy tương lai
Trạng từ thường gặp : Tomorrow, next……. Ex : -Will you go to university after you finish school? -I will say goodbye to you before I leave Danang
-Mary won’t go to the party because she has to her homework Bài tập áp dụng:
Exercise I : Put the verbs in brackets in the present simple or the present continuous tense.
1/ I (have) coffee for breakfast every day
2/ My brother (work) in a shoe store this summer 3/ The student (look) _ up that new word now 4/ She (go) to school every day
5/ We (do) this exercise at the moment
6/ My mother (cook) _ some food in the kitchen at present She always (cook) in the mornings
7/ It (rain) very much in the summer It (rain) _ now 8/ Bad students never (work) hard
9/ He generally (sing) in English, but today he (sing) in Spanish 10/ We seldom (eat) before 6.30
Exercise II : Put the verbs in brackets in the present perfect or the simple past tense.
1/ We (never watch) that TV programme
2/ We (watch) a good programme on TV last night 3/ He (read) that novel many times before
4/ I (have) a little trouble with my car last week
5/ However, I (have) no trouble with my car since then
6/ I (not see) John for a long time I (see) him weeks ago 7/ I (meet) Mary last night She (become) a very big girl 8/ He is very thirsty He (not drink) since this morning
9/ It is very hot Summer (come)
10/ Mr Brown (travel) by air several times in the past
Exercise III : Put the verbs in brackets in the past simple or the past continuous tense.
(107)4/ When it (rain) , she(carry) an umbrella
5/ We (walk) to the station when it (begin) to rain
Exercise IV : Put the verbs in brackets in the simple present or the simple future tense.
1/ We (go) out when the rain (stop) 2/ I (stay) _ here until he (answer) me 3/ Wait until I (catch) you
4/ I (be) _ ready before you (count) _ ten 5/ John must eat his breakfast before he (go) out
6/ Miss Helen (help) you as soon as she (finish) that letter 7/ He (tell) _ you when you (get) there
8/ She (not come) until you (be) _ ready 9/ He (tell) you when you (ask) him
10/ I (come) _ and (see) you before I (leave) _ for England Exercise V : Supply the correct tense.
1/ They (just decide) that they (undertake) _ the job 2/ We (go) _ to the theatre last night
3/ He usually (write) in green ink
4/ She (play) _ the piano when our guests (arrive) _ last night 5/ We (do) an English exercise at the moment
6/ I (come) _ as soon as my work is finished (You be) ready ? 7/ Where (you go) for your holiday last year ?
8/ I (not leave) Paris since we (go) _ to Dieppe three years ago 9/ My mother (come) to stay with us next weekend
10/ We (meet) only yesterday and (already decide) to get married 11/ I (never see) snow
12/ Violets (bloom) in spring
13/ We (not live) _ in England for the last two months
14/ I (lose) my keys; I cannot remember where I last (see) them
15/ Whenever you (go) _ to town nowadays, you (spend) _ a lot of money 16/ They (prepare) the Christmas dinner today
17/ When I last (stay) _ in Cairo, I (ride) to the Pyramids on a camel that my friend (borrow) the day before
18/ I (finish) _ the book before my next birthday 19/ “Hello! (You make) a cake ?
20/ He (walk) very quickly when I (meet) him yesterday 21/ We (meet) _ you tomorrow after you (finish) your work 22/ Yesterday I (buy) a new watch as my old one (be) _ stolen
IV Consolidation
- Summarize the main points V Homework
- Prepare for the next lesson
(108)
J Objectives
- Students can check their knowledge after some lessons - T gives basic tips for memorizing grammar items K Teaching method: Communicative
L.Teaching aids
- Board, chalks, textbook and notebook, recording D Procedure
L Class organization Check attendance
10A1 10A9
V Checking the old lesson III New Lesson
II Câu bị động: S+ BE+ PP+ BY+ O
Cách chuyển từ câu chủ động sang câu bị động:
S + V + O S + be+ PP + BY + O Bị động đơn: S + is/ am/ are + PP + BY + O
Bị động khứ đơn: S+ was/ were + PP + BY + O
Bị động hoàn thành: S + have/ has + been + PP + BY + O Bị động tương lai đơn: S + will + be + PP + BY + O
Bài tập áp dụng:
Exercise 1: Active or Passive? Underline the correct verb form.
1 Tom has just promoted / has just been promoted to area manager of East Asia My father has taken / has been taken English class in the U.S
3 How many times have you / have you been fired?
4 How much money have you saved / have you been saved for your vacation My brother has given / has been given tickets to the concert
6 The population of our city has risen / has been risen to nearly one million A strike has called / has been called by the factory worker
8 They haven’t offered / haven’t been offered more money by the management Exercise 2: Change into passive voice
1 Somebody has stolen my bike → ……… They have postponed the class meeting →
………
3 They have built a new school near our house → ……… Has somebody informed Lan of the change? →……… They haven’t finished their assignments → ……… III Relative clauses: ( Mệnh đề quan hệ)
(109) vật: which sở hữu: whose lí do: why vừa người vừa vật: that
that= who, whom, which that không dùng sau dấu phẩy giới từ Cách nối câu dùng mệnh đè quan hệ:
-xác định từ giống câu
-Viết câu thứ đến hết phần lặp lại
-Xem phần lặp lại người hay vật mà dùng đại từ quan hệ phù hợp -Viết phần lại cho logic nghĩa
Bài tập áp dụng:
Exercise 1: Fill in the gap with a suitable relative pronoun Have you got the money ……… I lent you yesterday The man ……… I had seen before wasn’t at the party This is a machine ……… cost half a million pounds
4 She’s the singer ……… has just signed a contract with a recording company The girl ……….was injured in the accident is now in the hospital
6 What was the name of the man ………lent you the money This is the boy ……… I told you about
8 Is this the letter ……… you wanted me to mail?
9 The man ………… sat next to me on the bus turned out to be my friend's father Exercise 2: Combine the sentences, using relative clause
1 A girl was injured in the accident She is now in hospital A waitress served us She was impolite and impatient A buiding was destroyed in the fire It has now been rebuilt Some people were arrested They have now been released A bus goes to the airport It runs every half hour
IV Consolidation
- Summarize the main points V Homework