Giáo án tiếng anh lớp 10 (hệ đổi mới)

Date of preparation:
2014
Date of teaching:
2014
Period 1
UNIT 1 FAMILY LIFE
A. Aims and requirements
By the end of this unit, Ss can:
- Use lexical items related to the topic Family life
- Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in
context
- Understand the present simple vs. the present continuous
- Read for specific information about the benefits of sharing housework
- Exchange opinions about household chores
- Listen to understand a TV programme about roles performed by family
members
- Write about doing household chores in the family
- Understand different family lifestyles in different cultures
B.
Teaching method: Communicative
C.
Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook.
D. Procedure
Part 1: Getting started
I. Class organization
Check attendance
10A1
10A9
II. Checking the old lesson
III. New Lesson

Teacher’s 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 do
housework and what housework each
member of their family does.
Ask them to look at the picture and
guess what they show.
Ask students about the picture:
E.g. – Who are the people in the
1

Students’ activities

Answer the question
Look at the picture and answer the
questions
-

They are a family.


picture?
- What are they doing?
-

-

Activity 2
T plays the recording. Asks students
to listen and read along silently.
Ask students to work in pairs to
decide whether the statements are true
(T), false (F), or not given (NG). Have
students refer back to the conversation
to give reasons for their answers.
T goes around and supervise.
Then check their answers, and give
explanations.

-

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
1. F
2. NG
3. F

Activity 3
T plays the recording and ask
students to listen and repeat the
words/phrases

Read along
Household chores
Household finances
Heavy lifting
Laundry

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.

1
2
3
4
5
6
7

2

Verb/Verb phrases
Split, divide,

handle
Take out
do
Shop for
Do
Do
Be responsible for

4. T
5. T
6. NG

rubbish
groceries
washing up

Words/ Phrases
(household)
chores
Rubbish
Laundry
Groceries
Heavy lifting
Washing-up
Household
finances


IV. Consolidation
- Summarize the main points

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

Notes after teaching:
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3


Period 2

Part 2: LANGUAGE

I.
Class organization
Check attendance
10A1
10A9
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 Do as required
each of them (a-h).
1.
f
5.b
Provide support if necessary by 2.
e
6.g
guiding students to use the context of 3.
a
7.d
the conversation to choose the meaning 4.
h
8.c
for the words/ phrases.
Activity 2
Ask students to work in pairs. Read Chores from the conversation:
the
conversation
in
GETTING prepare dinner
STARTED again and list all the cook (do the cooking)

household chores that are mentioned in shop
the conversation.
clean the house
The elicit more chores to add to the take out the rubbish
list.
do the laundry
do the washing-up
do the heavy lifting
be responsible for the household
finances
Other chores:
mop/sweep/tidy up the house
bathe the baby
4


-

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)

5

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

1.
2.
3.
4.

Read the words
Listen to the tape
b
b
c
a


corresponding to the word they hear.
Grammar
Activity 1
Have students read the text
individually once and ask them to pay
Key:
attention to the words/ phrases such as
1. does

every day, today, at the moment, and ask
2. cooks
them what verb forms are often used in
3. cleans
the sentences that have these words/
4. is watching
phrases. Ask students to choose the
5. is doing
correct verb form.
6. is doing
Ask students to work in pairs to
7. is tidying up
compare their answers.
8. is trying
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
1. does, is not cooking, is working
their answers.
2. is taking out
Observe and help when and where
3. cleans, is cleaning
necessary.
4. is preparing
Ask students to use the words/
5. looks after, works
phrases: now, at the moment, usually,

6. is watching, watches
today, every evening, etc. as clues for
their answers.
Check students’ answers by asking
individuals to take turns reading aloud
each of the sentences.
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:
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Date of preparation:
Date of teaching:
Period 3

Part 3: READING SKILLS

I. Class organization
Check attendance

10A1
10A9
II. Checking the old lesson
III. New Lesson

Teacher’s 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
1 freely. For question 2, ask a
representative of each group to give the
opinion of the group.

Activity 2
- Have students read the heading (a-c) first.
Make sure that they understand all of them
and tell students that one of them is the title
for the text; they have to read the text and
decide which one it is.
Ask students to read through the text
7

Students’ activities

-

Work in groups
Look at the picture and answer the
question

The answer can be:
Yes, they are. Because they do the
housework together. /Because all
members of the family share housework.

-

Read 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 do children benefit from sharing
housework?
2. Why do men tend to have better
relationships with their wives when
they share housework?

8

Key c

Key
1. A
2. B
3. B
4. B
5. A

Key
a. C
b. B


3. What may happen to women whose
husbands do not contribute to the
household chores?
4. How does the family benefit when
everyone works together on
household chores?
Then ask students to read the text
again, and locate the part of the text
where they can get the answer to each of
the questions before they discuss the
answers.
Check students’ answers by inviting
a representative from each group to
give the answer to one of the questions.
If the students’ answer is incorrect,

don’t give the right one at once, but try
to elicit it from other students.
Activity 6
Put students in groups of four and let
them discuss the questions freely. If
students have difficulty with ideas, give
them some examples of problems such
as problems with time, skills and
attitude.
One or two groups to report the
discussion results to the class.

1. They do better at school, become
more sociable, and have better
relationships with their teachers
and friends.
2. Because it shows that they care
about their wives and this makes
their wives happy.
3. They may fall ill easily or may
think about divorce.
4. There is a positive atmosphere for
the family.

-

Do as required

IV. Consolidation
- Summarize the main points

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

Notes after teaching:
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Date of preparation:
Date of teaching:
Period 4

Part 4: SPEAKING SKILLS

IV. Class organization
Check attendance
10A1
10A9
V. Checking the old lesson
VI. New Lesson
Teacher’s 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.
Ask students to work in pairs to
compare their completed table to find out
the different and similar ideas about
housework.
Activity 2
Have students work in pairs. Ask
them to read all the questions in Anna’s
column first and underline the key words
in each question before asking them to
guess the answer to each question.
1. What household chores do you do
every day?
2. Which of the chores do you like
10

Students’ activities

-

Pay attention to teacher and match

the chores with the pictures.

-

Do as required

-

Guess the answer to each question.


doing the most?
3. What do you like about it?
4. Which of the chores do you dislike
doing the most?
Encourage students to use the key
words as cues to find the answers in
Mai’s column to match with Anna’s
questions.
Ask students to take turns being Mai
and Anna to practice the conversation
Anna: What household chores do you do
every day?
Mai: I do the laundry, wash the dishes, and
sweep the house. I sometimes do the
cooking when my mum is busy.
Anna: Which of the chores do you like
doing the most?
Mai: well, I think I like sweeping the
house.

Anna: What do you like about it?
Mai: It’s not too hard, and I like seeing the
house clean after I sweep it.
Anna: Which of the chores do you dislike
doing most?
Mai: Washing dishes, because I often break
things when I do the washing-up.

-

-

Work in pairs and try to match the
columns

Practice the conversation

Key
1.c
2.a
3.d
4.b

Activity 3
Ask students to work with a
-Work with a different partner to have a
different partner to have a similar
similar conversation.
conversation. Explain that this time they
should talk about themselves, and they

have to find out what chores their partner
does, what chores she/he likes or dislikes
the most and why.
Tell students to use the questions in
activity 2 and the ideas in activity 1 to do
this activity.
Invite a student from one or two
Report to the class
pairs to report to the class what she/he has
found about his/her partner.
11


IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare for the next lesson.
Notes after teaching:
-

Distinctive students do the more complex handouts.
Average students do the simpler handouts.

Date of preparation:
Date of teaching:
Period 5

Part 5: LISTENING SKILLS

I.

Class organization
Check attendance
10A1
12


10A9
II. Checking the old lesson
III.

New Lesson

Teacher’s 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
13

Students’ activities

Take
care of
children

Women’s
role
Doing
housework

Earning
money

Earning
money

Men’s
role
Do
heavy
lifting

-

Listen carefully
Key activity 2
1. T
2. T

Help
housewo
rk


all the statements.
If there are new words to students,
explain them or give the Vietnamese
equivalents to save time for other
activities.
Play the recording and have students

do the exercise. Check students’ answers.
If many students in the class have
incorrect answers, play the recording
again, and stop at the place where
students can get the correct answers.
Activity 3
Have students work in pairs to
match the words/ phrases with their
appropriate meaning. To help students
het the answers easily, ask them if they
know the part of speech of the word/
phrase given, and then choose the
meaning.
Activity 4
Ask students to read the questions
carefully. Make sure that they understand
what is asked in each question. Have
them underline the key words if
necessary. Then play the recording and let
students listen to it and 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?
2. How have men’s and women’s roles

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

14

3. T
4. F
5. T

Key activity 3
1.e
2.b
3.c
4.d
5.a

-

Read the questions carefully

-

Listen to the recording

Key activity 4
1. They are not the only breadwinner
in the family, and they get more
involved in housework and
parenting.

2. Both are responsible for family
finances, home-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:
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Date of preparation:
Date of teaching:
Period 6

Part 6: WRITING SKILLS

I.
Class organization
Check attendance
10A1

10A9
15


II.
III.

Checking the old lesson
New Lesson

Teacher’s 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 do 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

Students’ activities

-

Students guess

“Nhiều tay nhẹ việc”

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

Activity 3
- T lets sts read the questions and locate the
answers in the text in 5-7 minutes
- 6 sts say the answers, other sts listen and
correct if necessary

Activity 4
16

Answers:
1. 2
2. the parents work, children spend most
of their time at school
3. they split the house equally

4. para 3 and 4
5. yes, they do
6. everyone can have some time to relax


- T has sts fill their chart individually then
they can compare with their friends
- Sts write a paragraph about their family
using the ideas in the chart, the questions
from the given text.
- T goes around and gives help, collects
common mistakes for later correction.
- Sts exchange their writing for peer
correction and comment
- T collects 5 paragraph to mark in class so
that all sts feel the need to do the task

-

Do as required

IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare for the next lesson.

Notes after teaching:
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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
17


III.

New Lesson

Teacher’s activities
1. Warm-up
- T asks sts to look at the picture of the
husband and wife and answer some
questions.
Suggested questions:
1. what does the man do?
2. what does the woman do?
3. who is happier? why?

2. Listen and match
- 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 4 and
prepare the answers; they can use the ideas
in task 2. Each group has a leader to take
notes and report their opinion to the class
- 2 groups report its opinion, others listen
and comment

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
18

Students’ activities

-

Look at the picture and answer the
questions.

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

- T asks one st to write the answers on the
board for class checking
IV. Consolidation
- Summarize the main points
V. Homework
- Ask students to prepare for the next lesson.

Notes after teaching:
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Date of preparation:
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
19

III.

New Lesson

Teacher’s activities
Pronunciation
- T introduces the task and plays the CD,
sts listen and circle the cluster they hear
- T assigns /tr/, /kr/, /br/ to 3 lines/rows of
students then read 4/5 sentences containing
all three clusters. Sts listen and react by
clapping their hands.
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

Students’ activities
1. cream, brush
2. crash, tree, traffic
3. try, create, brother
4. brown, bread, breakfast
5.brave, travelling, train
6. true, crime, increase

Answers:
1. cooking
2. Shopping for groceries

3. doing the laundry
4. taking out the rubbish
5. cleaning the bathroom
6. washing up
7. Ironing
8. sweeping the house
9. watering the flowers
10. feeding the cat

Vocabulary 2
- T has sts work in pairs, read the text
carefully and fill in each gap with a word.
- T reminds sts that thay have to use the
correct form of the words when filling
- T goes around and gives helps if
necessary.
- One st does the task on the board
- T checks with the class by saying the
number, sts say the words/phrase to check
pronunciation
- T asks one sts to translate the text to make
sure that sts understand it
Grammar 1
- Sts work in pairs to give the correct verb
form in present simple or present
continuous

Answers:
1. does the cooking
2. shops for groceries

3. does the heavy lifting
4. laundry 5.ironing
6. takes out the rubbish
7. sweeping the house
8. lays the table
9. does the washing-up

Answer:
1. am writing, miss
2. am looking after
20


- T checks with class and asks sts why they
make their choice to consolidate the use of
the two tenses
Grammar 2
- 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

3. looks, is wearing
4. am cooking
5. are you reading
6. do people in your family do
Model dialogue:
A. Hello

B. Can I ask you something?
A. question 1
B. …….
A. Thank you for your answers
B. You are welcome!

IV. Consolidation
- Summarize the main points
V. Homework
- Students do the survey in PROJECT in groups at break time. Teacher design the form
and students hand in the results in written form as assignment.

Notes after teaching:
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Date of preparation:
2014
Date of teaching:
2014
Period 9
UNIT 2 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.

- 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.
21


- 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
-Pay attention to the teacher.

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.

-

Look at activity 1
Don’t care about unfamiliar words
Listen and repeat the conversation.

-

Work in pairs and practice
Report the answers. Answers may
vary.
Suggestions:

1. Better health, good body condition,
stronger resistance to illness, etc.
2. Lose weight, build healthy bones,
22


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.

and prevent diseases like cancer.
3. Memory or (the) brain.
4. He feels uncertain about the
benefits of apple juice.

-Listen and repeat the words.

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.

Noun

Disease Bones
Balance Weight
Skeleton Brain
system
lungs

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

23

Adj

Nervous
healthy

Verb
Prevent
Balance
boost


Teacher’s activities
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

24

Students’ activities

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

-

Read and then write examples


-

-

-

-

if necessary.
Activity 2
Have students identify the use of
will and be going to in the sentences and
write from 1 to 6 next to each one.
Call one student to go to the board
and write answers.
Check and comment
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.

Key
1.1
4.6

Do as required

-

Read the sentences
1. X
3. √

5. X
7.√

Key
1.
Activity 4
2.
Have students complete the
3.
sentences with the right form of will and
4.
be going to. Remind students that
5.
sometimes both can be used.
6.
7.
8.

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.

25

2.3

5.2

3.5

2.X
4.√
6.√
8.√

Will/ is going to
Won’t
Will/ is…going to
Are going to
Will
Are….going to
Will
Am not going to

Key:
1. Is consumed by the brain
2. 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