Unit 123 english 10 thí điểm

Date of preparation: August, 16th 2014
Distributive period: 1

Date of signing: August, 18th 2014
Date of signing:

INTRODUCING THE PROGRAMS OF ENGLISH 10

A. Aims:
- Help Ss to know about the English book grade 10 in general. (Including themes, tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce the theme, units.
B. Preparations:
- Teacher: Handouts, textbook, sub boards, colored chalks.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
- Exercises: Practice and production
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm-up
9 minutes

2.
Presentation
1
12 minutes

* Game: Lucky Number
-T divides the whole class into two groups and plays the game.
- The leader of each group chooses a number for their own group
and does the following requirement in each question. If the answer
is correct, they will get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not?
7. How do you learn English well?
8. Do you speak English fluently?
- T leads Ss in the lesson.
A. Content: Including six topics
- T introduces the topics.
1. You and me
2. Education
3. Community
4. Recreation
5. Nature and Environment
6. People and places
--> Six topics are divided into sixteen units.
- T asks Ss to find out the topic through the unit’s name.
B. The design of each unit in textbook:
1. Unit: express the theme
2. Reading: Developing reading skill
3. Speaking: Developing speaking skill
4. Listening: Developing listening skill
5.Writing: Developing writing skill

6. Language focus: Learning grammar and pronunciation
- After 3 units, you have one period for test yourself. It helps you
test yourself about what you’ve learnt.
C. Tests:

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Group work

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1


3.
Presentation
2
20 minutes

4.

Consolidation

2 minutes
5. Homework
2 minutes

1- Checking frequency knowledge for the previous lesson.
2- Fifteen minutes test (3 times)
3- Forty minutes test (2 times )

4- Semester test (Once for each semester)
D. The new point in learning E 10
- Communicative method /approach.
- Task - based method /teaching.
- The book is designed with 4 skills.
- Complete and various tests.
- Learner - centered approach.
E. Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it
has.
- Introduce some more information.
- There are 6 themes including You and Me; Education;
Community; Nature and Environment; National Parks; Recreation
and People and Places.
- There are 8 periods in each unit. They are Getting Started,
Language, Reading, Speaking, Listening, Writing, Culture and
communication and Looking Back
F. Some requires of students
- Read the lesson before studying in class.
- Do all exercises at home.
- It is good to find the meaning and the pronunciation of the new
words in the dictionary at home.
-Listen to the teacher attentively and take part in the lesson
actively and creatively.
- Take part in the activities that the teacher required such as pairs
work, group work or individual
- Each S has a notebook and book (student book and work book)
- Ask Ss to consolidate the main contents.
- Give feedback.
- Prepare Unit 1: Family life

Lesson1: READING

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E. Experience:
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Date of preparation: August, 16th 2014

Date of signing: August, 18th 2014

Distributive period: 2

Date of teaching:
2


Unit 1
Lesson 1

Family life
Getting started

A. Aims and Objectives: By the end of the lesson, students will be able to:
- Read about the benefits of sharing household.
- Use the words and phrases related to household chores and duties.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
D. Procedures:
Time/Stages
1. Warm-up
5 minutes

2. New
lesson
7 minutes
13 minutes

7 minutes

10 minutes

3.

Consolidation

Activities
Interactions
* Brainstorming
- T asks Ss some questions:
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+ What is your responsibility in your family?
+ Who does the household chores?
+ ………………….
- T leads Ss to the lesson.
Task 1: Listen and read:
Whole class
- T plays the recording and asks Ss to listen and pay attention to the
text to understand the content.
- Ss listen and read along silently.
Task 2: Decide whether the sentences are true, false or not
given
Pair work
- T asks Ss to read the passage again and get information to do Task 2
in pairs.
- Ask students to compare the answers with a partner.
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- Ask some students to read the answers.
- Checks and gives the correct answers:
1. F 2. NG 3. F 4. T
5. T
6. NG
Task 3: Listen and repeat:
- T plays the recording and asks Ss to listen then repeat the words/
phrases twice.
Ss

- T asks some Ss to read the words.
- T corrects Ss’ pronunciation
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- T explains the meanings if necessary.
Task 4: Write the verbs or phrases
S
- T asks Ss to write the verbs or phrases that are used with the words or
phrases in the conversation.
- T asks Ss to work individually.
Ss <--> Ss
- T plays the recording again if necessary.
- T asks Ss to exchange the answers with their partner.
- T gives feedback.
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1. do /divide/ handle (household) chores
2. take out garbage
3. do laundry
4. shop for groceries
5. do heavy lifting
6. do washing-up
7. be responsible for household finances
- Ask Ss to consolidate the main contents.

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2 minutes
4.
Homework

1 minute
E. Experience:

- Give feedback.
- T asks Ss to learn by heart the words and phrases related to household
chores and duties.
- Prepare for the next lesson.

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Date of preparation: August, 16th 2014
Distributive period: 3

Unit 1
Lesson 2

Date of signing: August, 18th 2014
Date of teaching:

Family life
Language

A. Aims and Objectives: By the end of the lesson, students will be able to:
- Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context
- Use the words and phrases related to household chores and duties.
- Understand and use the present simple and the present continuous tense
B. Preparations:

- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
1.
Homework
6 minutes

2. New
lesson
8 minutes

7 minutes

7 minutes

5 minutes

Activities

* Checking
- T asks Ss to make sentences using some words or phrases:
1. do (household) chores
2. take out garbage
3. do laundry
4. shop for groceries
5. do heavy lifting
6. do washing-up
7. be responsible for household finances

- T corrects Ss’ answers and gives mark.
A. Vocabulary:
Task 1: Matching
- T asks Ss to read the words and phrases in the box, then discuss and
find the meaning for each of them.
- Ss work individually.
- T asks students to compare the answers with a partner.
- T asks some students to read the answers.
- Checks and gives the correct answers:
1. f
2. e
3. a
4. h
5. b
6. g
7. d
8. c
Task 2: Adding more
- T asks Ss to read the conversation again and get information to do
Task 2 individually.
- Ss elicit more chores to add to the list.
- Ask students to compare the answers with a partner.
- Ask some students to read the answers.
- Feedback
Task 3: Discussing
- T asks Ss to discuss two questions
- Have Ss work in pairs to ask and answer the questions.

Interactions
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Individually
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Ss
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4 minutes

5 minutes

3.

Consolidation

2 minutes
4.
Homework
1 minute

- T encourages Ss to use the chores in the list in their answers.
- T asks some pairs to ask and answer the questions.
- T gives feedback.
B. Pronunciation:
Task 1: Listen and repeat:
- T plays the recording and asks Ss to listen then repeat the words
twice.

- T asks some Ss to read the words.
- T gives the meaning of the words if necessary. T helps Ss distinguish
the three sound clusters.
- T corrects Ss’ pronunciation
- T helps Ss with the pronunciation.
Task 2: Listen and choose
- T asks to read the words in rows, paying attention to the difference
between the sound clusters.
- T plays the recording and asks Ss to listen then circle the word they
hear.
- T asks Ss to work individually.
- T asks Ss to exchange the answers with their partner.
- T checks Ss’ answers by asking them to call out the letter (a, b or c)
corresponding to the word they hear.
1. b
2. b
3. c
4. a
C. Grammar:
Task 1:
- T asks Ss to read the text once and asks them to pay attention to the
words / phrases such as every day, today, at the moment, and asks them
what verb forms are often used in the sentences that have these words /
phrases. Ask them to choose the correct verb form.
- T asks Ss to exchange the answers with their partner.
- T checks Ss’ answers and elicits from them the rules of using the
present simple and the present continuous tense.
- T gives feedback.
1. a
2. a

3. a
4. b
5. b
6. b
7. b
8. b

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S

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S

Ss
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S

Individually

- Ask Ss to consolidate the main contents.
- Give feedback.

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- T asks Ss to do exercise 2 page 8 at home.
- Prepare for the next lesson.

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E. Experience:

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Date of preparation: August, 16th 2014

Date of signing: August, 18th 2014

Distributive period: 4

Date of teaching:

Unit 1
Lesson 3

Family life
Reading

5


A. Aims and Objectives: By the end of the lesson, students will be able to:
- Understand more about home life and express their own ideas about home life.
- Read for specific information about the benefits of sharing housework.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:

Time/Stages
1.
Homework
6 minutes

2. New
lesson
8 minutes

7 minutes

7 minutes

7 minutes

7 minutes

Activities
Interactions
* Checking
- T asks Ss to do exercise 2 page 8.
1. does, is not cooking, is working
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2. is taking out
3. cleans, is cleaning
4. is preparing
5. looks after, works
6. is watching, watches
- T corrects Ss’ answers and gives mark.
Sharing housework

Task 1:
- T asks Ss work in groups, look at the picture and answer the
questions.
Group work
- T asks Ss to call out the answers to question 1 freely. For question 2,
ask a representative of each group to give the opinion of the group. The
answer can be “Yes, they are. Because they do the housework together/
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Because all members of the family share the housework.”
Task 2:
- T asks Ss to read the three heading (a-c) first and asks them if they
understand the meaning.
Ss
- Ask Ss to read through the text once without stopping at words that
they don’t know the meaning of, and then ask them to work in pairs to
decide on the best title for the text.
Ss <--> Ss
- Remind Ss that the title for the text is the one that gives the general
idea of the whole text.
- Ask students to compare the answers with a partner.
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- Check Ss’ answers and guide Ss to the correct choice if necessary by
helping them eliminate the sentences that only about one aspect of the
text.
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Key: c
Task 3:
- Have Ss read the text again and underline the words sociable,
vulnerable, critical, enormous and tent when they see them in the text.
S

Then, ask Ss to work in pairs to choose the appropriate meaning for
each word from the text.
- Explain to Ss how to use context to guess the meaning of the
unknown words if necessary.
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Key: 1.a
2. b
3. b
4. b
5. a
Task 4:
- T asks Ss to continue to work in pairs, and find out what it refers to in
each of the sentences. Let Ss read and understand the sentences before
Pair work
and after the one has the word in it to decide what it means. Ss can use
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3.

Consolidation

2 minutes
4.
Homework
1 minute

the elimination technique to get the right answer.
Key: a. c
b. b

Task 5:
- Put Ss in groups of three; ask them to read the questions first to make
sure they understand what information they need in order to answer the
questions. It may help if Ss can understand the key words in the
questions.
- Ask Ss to read the text again, and locate the part of the text where
they can get the answer to each of the questions before they discuss the
answers.
- Check Ss’ answer by inviting a representative form each group to
give the answer to one of the questions. If the Ss’ answer is incorrect,
don’t give the right one at once, but try to elicit it form other Ss.
Key: 1. They do better at school, become more sociable, and have
better relationships with their teachers and friends.
2. Because it shows that they care about their wives and this makes
their wives happy.
3. They may fall ill easily or may think about divorce.
4. There is a positive atmosphere for the family.
- Ask Ss to consolidate the main contents.
- Give feedback.
- T asks Ss to do task 6 page 9 at home.
- Prepare for the next lesson.

Ss
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E. Experience:
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Date of preparation: August, 24th 2014
Distributive period: 5

Date of signing: August, 25th 2014
Date of teaching:

Unit 1
Family life
Lesson 4 Speaking
A. Aims and Objectives: By the end of the lesson, students will be able to:
- Talk about their home life.
- Exchange opinion about household chores.
- Talk about household chores they often do
- Express their opinions about the chores they like or dislike
+ Knowledge:
- General knowledge: + Single-parent family: Gia đình chỉ có cha hoặc mẹ.
+ Extended family: Gia đình có nhiều thế hệ hoặc họ hàng sống chung.
+ Nuclear family: Gia đình chỉ có cha, mẹ và con cái.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
7

Time/Stages
1.
Homework

Activities

* Checking

- T asks Ss to do the brainstorming

Interactions
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7 minutes
cookin
g

sweeping

2. New
lesson
35 minutes

Household
chores

washing
up

Ss <--> Ss

Doing the
laundry

List three household chores you like and dislike
Discuss the reasons
Give comments and lead in the lesson
1. Activity 1
Ask Ss work individually to write at least three household chores they like or
dislike.
And then give the reasons.
Share the answers with the partners.
Call some of them to present the answers orally.
Likes
Name of chore
Reasons
Feeding the cats and dogs
Love animals
Do the groceries
Like shopping
Taking out the garbage
It is not too hard
Dislikes
Name of chore
Reasons
Laundry
Take much time and quite hard
Washing the dishes
Often break things
Looking after the baby

Waste time, be tired
2. Activity 2
Ask Ss to look at the task 2.
Let them some minutes to read the questions first and underline the key
words.
Ask Ss to work in pairs to match the questions with the answers.
Call some of them to read out the questions and answers.
Read the questions and underline key words.
1. ……………..everyday?
2. ………..like doing ……………..?
3. What ………………….. like ……….?
4. ………… dislike doing …….?
Matching: Suggested answers
1. c 2. a
3. d 4. b
Call some of them to read the dialogue orally
Practise the dialogue
A: What household chores do you do everyday?
B: I do the laundry, wash the dishes, and sweep the house. I sometimes do
the cooking when my mom is busy
A: Which of the chores do you like doing most?
B: Well, I think I like sweeping the house
A: What do you like about it?

T

Individually
Pair work
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Ss

Pair work
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3.

Consolidation

2 minutes
4.
Homework
1 minute

B: It’s not too hard, and I like seeing the house clean
A: Which of the chores do you dislike most?
B: Washing the dishes because I often break things.
Give comment or pronunciation correction if necessary.
3. Activity 3
Ask Ss to use the information above to make the similar conversation with
partner (about themselves)
Work in groups of three then present in class.
Practise in pairs about their own chores at home.
Present orally in pairs.

Example:
A: What household chores do you do everyday?
B: I ……………………………..
A: Which of the chores do you like doing most?
B: Well, I think I like ……………………
A: What do you like about it?
B: Because ……………………….
A: Which of the chores do you dislike most?
B: I hate …………………. Because ……….

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- Ask Ss to consolidate the main contents.
- Give feedback.

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- T asks Ss to write the dialogue in the notebook
- Prepare for the next lesson.

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E. Experience:
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Date of preparation: August, 24th 2014
Distributive period: 6

Date of signing: August, 25th 2014
Date of teaching:

Unit 1
Family life
Lesson 5 Listening

A. Aims and Objectives: By the end of the lesson, students will be able to:
- Listen to a programme about the roles of family members
- Listen the monologue and do the true or false exercise and do the gap – filling exercise.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
1.
Homework
8 minutes
2. New
lesson
34 minutes

* Checking

Activities

- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.

1. Activity 1
- Ask Ss to answer some questions:
1. How does your family share the household chores?
2. Is your mother a homemaker?
3. Is your father a breadwinner?
4. Do you think that both parents now work to contribute the family

Interactions
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Pair work
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finances?
- Introduce the content of the listening that they are going to listen.
2. Activity 2
Ask Ss to look at the sentences in task 2 and guest which is true or which is
false.
Play the tape first time.
At the first time ask Ss to give the answer if they can.
Read the text second time.
Ask Ss to give the evidence.
Listen the answers then give comment.
In the third listening teacher check the understand of Ss.
Call some of them to give answers.
Give comment
Suggested answers:
1. T 2. T 3. T
4. F

5. T
3. Activity 3
Have Ss work in pairs to match the words/ phrases with its appropriate
meaning
Ask them to guess the part of speech of the word given
Part of speech
Balance (n)
Nurture (v)
Equally shared parenting
Traditional (a)
Solution (n)
Ask some of them to tell the answer
Give comments
Answers:
1. e 2 . b
3. c
4. d 5. a
4. Activity 4
Ask Ss to read the task 4
Ask Ss to look at the key words

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Ss

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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?

Play the tape first time
At the first time ask Ss to give the answer if they can
Read the text second time.
Ask Ss to give the evidence
Listen the answers then give comment
In the third listening teacher check the understand of Ss
Call some of them to give answers
Give comment
Suggested answers:
1. They are not the only breadwinner in the family, and they get more
involved in housework and parenting.
2. Both are responsible for family finances, homemaking and parenting.
3.The families become happier and the divorce rate among them is the lowest

3.

Consolidation

2 minutes
4.
Homework
1 minute

Ss <--> Ss

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- Ask Ss to consolidate the main contents.
- Give feedback.

T <--> Ss

- T asks Ss to write the dialogue in the notebook
- Prepare for the next lesson.

T <--> Ss

E. Experience:
10


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Date of preparation: August, 24th 2014
Distributive period: 7

Date of signing: August, 25th 2014
Date of teaching:

Unit 1
Family life
Lesson 6

Writing

A. Aims and Objectives: By the end of the lesson:
- Ss can learn how to write a paragraph about family chores
- Ss can write about how each member of their family contributes to doping housework.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
1.
Homework
8 minutes
2. New
lesson
34 minutes

* Checking

Activities

- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.
“Many hands make light work”
1. Activity 1
- Ask Ss to work in pairs to discuss the meaning of saying
- Call some of them to tell the answers
- Ss present the answer

Many hands make light work means that if many people share a piece of
work, it will become easier for everybody.
If all family members contribute to housework, each won’t have to do much.
- Give comment.
2. Task 2 +3
Ask Ss to read the text.
In pairs complete the chore chart.
Call some of them to tell class.
- Ss present in class.
HOUSEHOLD CHORE CHART
DAD
MUM
LAM
AN

Mending things , cleaning the bathroom
Do most of the cooking and groceries shopping
Doing the laundry, taking out the rubbish and cleaning the
fridge, laying the table for meals, sweeping the house and
feeding the cat (share with sister)
Helping mum prepare meals and washing the dishes, laying
the table for meals, sweeping the house and feeding the cat
(sharing with brother)

- Call some students to tell the form of writing a paragraph about how people
in the family share household work.

Interactions
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Pair work
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Pair work

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3.

Consolidation

2 minutes

4.
Homework
1 minute

A paragraph about how people in the family share household work.
a. Introduction:
+ The members of the family
(I live in a family of four: … / There are four people in my family: ……… /
My family has …….. )
+ How the household chores divide in general?
(All members of may family do the housework / My family share the
household chore equally/ …. )
b. Body

Describe each member’s duties?
Structures:
Be responsible for …..
Being the elder child, ….
My responsibility at home is …….
c. Conclusion
The benefits of sharing house hold chore or your feeling about your
family
(I love sharing the household chores with all members of my family as
……………)
3. Activity 4
Ask students to complete their own Family chore chart.
Write the chart of a student on the board as an example
HOUSEHOLD CHORE CHART
DAD
Doing the heavy lifting
Sometimes prepare dinner
MUM
Do most of the cooking and groceries shopping
My older sister
Help my mum cook lunch and dinner
Doing the laundry
Water the houseplants
Me
Taking out the rubbish
Lay the table for meals
Feed the cat and dogs
Call him/her write the writing on the board, and the rest of students write in
their notebook. (Time limited is 10 minutes)
Check the writing on the board.

Collect the writing to give marks.

- Ask Ss to consolidate the main contents.
- Ask Ss to tell class how to write a paragraph about how people in
your family share household work.
- Give feedback.
- T asks Ss to write the dialogue in the notebook
- Prepare for the next lesson.

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Ss <--> Ss

Individually

T <--> Ss

T <--> Ss

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E. Experience:
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Date of preparation: August, 24th 2014
Distributive period: 8

Date of signing: August, 25th 2014
Date of teaching:

Unit 1
Family life
Lesson 7
Communication and culture

12


A. Aims and Objectives: By the end of the lesson:
- Ss can discuss the sharing household chores in the family
- Ss can get knowledge of family fife in different cultures (Viet Nam and Singapore)
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
1.
Homework
7 minutes
2. New
lesson
35 minutes

3.

Consolidation

2 minutes
4.
Homework

Activities
Interactions
* Checking
- Collect some homework books to mark writing.
- Give marks.
T <--> Ss
- Give comments and lead in the lesson.
1. Communication: Discussion: Who does what in your family?
Activity 1:
Pair work
- Ask Ss to work in pairs to describe
- Call some of them to tell the answers
Answers:
T <--> Ss
The father is cleaning the house.
The mother is doing the housework ( cooking, cleaning the house,
feeding the baby, doing the laundry, ironing….)
Activity 2:
- Tell Ss that they are going to listen to a TV talk show and will have to
find out who said what in the show.
- Ask Ss to read the statements (a-g) and make sure that they
understand all of them.
- T explains some words or phrases if necessary.
T <--> Ss

- Play the record. Have Ss listen and do the activity.
- Feedback.
Activity 3:
Group work
- Ask Ss to work in groups of four to discuss the questions.
- Tell Ss to refer back to the ideas in Activity 2 to answer the
questions, but they can also express their opinions freely.
- Call some groups to report their group’s opinions to the class.
2. Culture:
Activity 1:
- Ask Ss to work in pairs. One reads the text about family life in
Singapore and the other reads the text about family life in Viet Nam,
T <--> Ss
then each writes down his/ her answers to the questions about his / her
text.
- Help Ss with some vocabulary.
- Ask some Ss to present their answers.
- Feedback
- Ask Ss to consolidate the main contents.
- Give feedback.
T <--> Ss
- T asks Ss to learn the structures and vocabulary.

T <--> Ss
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1 minute

E. Experience:

- Prepare for the next lesson.

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Date of preparation: August, 24th 2014
Distributive period: 9

Date of signing: August, 25th 2014
Date of teaching:

Unit 1
Family life
Lesson 8
Looking back and project

A. Aims and Objectives: By the end of the lesson:
- Ss use words and phrases related to topic “Home life”
- Ss can pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /.
- Ss use the present simple and the present continuous tense.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages

Activities
* Checking
1.
- Collect some homework books to mark writing.
Homework
- Give marks.
8 minutes
- Give comments and lead in the lesson.
2. New
Pronunciation:
lesson
- Introduce the task and play the recording.
- T asks Ss to underline the words having cluster sounds /tr/ , /br/ ,
34 minutes
/ kr /.
- Call on some Ss to read the sentences.
Vocabulary:
Activity 1: What chores are the people doing?
- Have Ss work in pairs to write the name of chore under each
picture.
- Check Ss’ answers by asking them to write the names of chores on
the board next to the number of the picture.
Key:
1. cooking
2. shopping for groceries
3. doing the laundry / washing clothes 4. taking out the rubbish
5. cleaning the toilet
6. washing up
7. ironing
8. sweeping (the house)

9. watering the flowers
10. feeding the cats / pets
Activity 2: Use the words/ phrases in the box in their correct form

Interactions
T <--> Ss
Individually
T <--> Ss
Pair work

T <--> Ss
Group work
14


3.

Consolidation

2 minutes
4.
Homework
1 minute

to complete the text.
- Tell Ss to read the text carefully, using the context clues to decide
which word / phrase can be used to complete each gap in the text.
- Check Ss’ answers and provide correction if necessary.
Key:
1. does the cooking

2. shops for groceries
3. does the heavy lifting
4. laundry
5. ironing
6. takes out the rubbish
7. sweeping the house
8. lays the table
9. does the washing-up
Grammar:
Activity 1:
- Ask Ss to work in pairs to finish the sentences with either the
present simple or the present continuous tense.
- Check Ss’ answers.
- Feedback
Key:
1. am writing, miss
2. am looking after
3. looks, is wearing
4. am cooking
5. are you reading
6. do
Activity 2:
- Ask Ss to work in groups to discuss the questions.
- T goes around and helps Ss with the new words or structures.
- Call some groups to report the results to the class.
- T listens and makes comments.
- Ask Ss to consolidate the main contents.
- Give feedback.
- T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.

T <--> Ss

Pair work

T <--> Ss

Group work
T <--> Ss

T <--> Ss
T <--> Ss

E. Experience:
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Date of preparation: August, 24th 2014
Distributive period: 10

Unit 2
Lesson 1

Date of signing: August, 25th 2014
Date of teaching:

your body and you

Getting started

A. Aims and Objectives: By the end of the lesson, students will be able to:
- Students learn about daily activities
- Use the words and phrases related to words related to parts of the body.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
15


- Skimming and scanning reading
D. Procedures:
Time/Stages

Activities

Interactions

1. Warm up
8 minutes

- Ask students to keep book close and remember names of the body.
- Students listen to the teacher and point at the parts of their body when
they hear the words related to part of the body.
ex: nose, eyes, ear, arm, hand, leg, finger...
- Lead in: We’re going to learn about ………...

T <--> Ss

2. New
lesson

An apple a Day
Task 1:
This task leads students in and Ss work individually to arouse interest
in the topic of the unit. Tell Ss not to worry bout the new words or
grammar points. The new items will be dealt with later on.
- Play the disk and ask students to listen.
- Students read the dialogue.
Task 2:
This task focuses on comprehension.
- Ask students to practise asking and answering the questions.
- Let them report the answers and check if they have any difficulty in
understanding the conversation. Answers may vary.
- Walk round and help them
- Ask some students to stand up to talk again
1. Better health; good body condition; stronger resistance to illnesses...
2. Lose weight, build healthy bones, and prevent diseases like cancer.
3. Memory or (the) brain.
4. He feels there may be unwanted effects from good things.
Task 3:
This task familiarises Ss with the vocabulary and helps them improve
the recognition of consonant clusters in focus. Tell Ss to listen and
repeat the words.
- Play the tape.
- Ss listen and circle the words they hear.
+ prevent

disease
bones
weight
+ brain
boost
healthy
- Ss work on classifying the words into the corresponding categories.
disease (n)
nervous (a)
balance (n)
healthy (a)
skeleton (n)
system (n)
prevent (v)
bones (n)
balance (v)
weight (n)
boost
(v)
brain
(n)
lungs
(n)
Task 4:
- Ask Ss to work individually, in pairs or in groups to report on a time
when laughter was the best medicine for them. T can assist by giving a
list of prompts including occasions like an embarrassing situation,
feeling stressful, tired or sick, ect

34 minutes

Individually
T <--> Ss

Pair work

T <--> Ss

T <--> Ss

Ss <--> Ss
Individually

3.

Consolidation

2 minutes
4.

- Summarize the main points of the lesson

T <--> Ss

- Ask students to write a passage about their daily routine (50 words)
16


Homework
1 minute

- Prepare for the next lesson.

T <--> Ss

E. Experience:
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Date of preparation: September, 13th 2014
Distributive period: 11

Date of signing: September, 15th 2014
Date of teaching:

Unit 2
your body and you
Lesson 2
Language

A. Aims and Objectives: By the end of the lesson, students will be able to:
- Pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
- Use the words and phrases related to illnesses and health and system of the body.
- Understand and use the future simple with will and going to; the passive voice
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages

1. Warm up
5 minutes
2. New
lesson
37 minutes

Activities
Interactions
* Checking
- Teach some of the words using the glossary, some pictures.
- Prepare some pictures of the body systems or organs for illustration if
T <--> Ss
possible.
ex: blood, heart, spine, stomach, lung, nerves, bones, skull,
- Lead in: We’re going to learn about ...
A. Vocabulary:
Task 1: Matching
1. Vocabulary
Task 1:
a. Ask Ss to match the items in the left column with ones in the right
column.
Individually
+ Circulatory System : c
+ Skeletal System
:e
+ Digestive System : d
+ Nervous System
:a
+ Respiratory System : b
T <--> Ss

b. Ask Ss to work in pairs, practise saying the names of the systems.
Remind Ss to pay attention to the stressed syllable(s) in each word
- Ss work in pairs, practise saying the names of the systems.
Task 2:
- Tell Ss to work on classifying the words into the corresponding
systems.
- Assist Ss to find the right meanings using a dictionary.
Group work
2. Pronunciation
Task 1:
- Ask Ss to listen and repeat the words.
- Help Ss make a clear distinction of the pair /pr/ and /pl/ and the
pair /gr/ and /gl/. Allow Ss to repeat a few times.
T <--> Ss
Task 2:
- Ask Ss to listen and practise reading the sentences aloud. Teacher
17


may model first if necessary the draw Ss’ attention to the consonant
clusters in focus. Ask Ss to practise the sentences a few times.
2. Grammar.
a. Will and be going to
Task 1:
- Ask Ss to read about the usage of will and going to and make some
examples of their own.
+ “Will” can be used to express:
1. promises.
2. offers and requests for help
3. refusals of things

4. and predictions about the future.
+ “Be going to?” can be used to express:
5. plans, intentions.
6. and making some predictions.
- Give explanations and provide help when necessary.
Task 2:
- Ask Ss to identify the use of Will and going to in the sentences and
write from 1 to 6 next to each one.
- Help Ss if necessary.
Key:
1. 1 (promises)
2. 3 (refusals of things)
3. 5 (plans, intentions)
4. 6 (predictions)
5. 2 (offers and requests for help)
Task 3:
- Tell Ss to further apply their newly acquired knowledge of will and
going to in context.
- Ask Ss to read the sentences. Put a tick in front of the sentence if it is
appropriate, put a cross if it isn’t.
- Ss read the sentences. Put a tick in front of the sentence if it is
appropriate, put a cross if it isn’t. Give some explanations for their
choice if they can.
Key:
1. x
2. √
3. √
4. √
5. √
6. √

7. √
8. √
Task 4:
- This task encourages Ss to use the items newly learnt in practice. Ask
Ss to complete the sentences with the rights form of Will and be going
to. Remind Ss that sometime both can be used.
Key:
1. will/ is going to
2. won’t
3. will/ is going to
4. are going to
5. will
6. Are going to
7. will
8. am going to
b. The passive
- Tell Ss to read about the usage of the passive voice. Teacher can
provide some explanations if necessary to help Ss understand the rules.
Task 4:
- Ask to read the surprising facts about human body first, then
1. Nerves signals are sent to and from the brain as fast as 170 times
per hour.
2. 10 watts is consumed by the brain
3. The blood vessels are damaged

S

Ss
T <--> Ss

Individually

T <--> Ss

T <--> Ss

T <--> Ss

18


3.

Consolidation

2 minutes
4.
Homework
1 minute

4. The body is made up around 7 octillion atoms
5. 2,000 gallons is pumped through our body
6. 17 muscles are used to smile and 43 to frown
7. 32 million bacteria are estimated to live on one square inch of our
skin.
8. Emotional tears are produced by humans
- Ask Ss to consolidate the main contents.
- Give feedback.

T <--> Ss

- T asks Ss to do exercises again at home.
- Prepare for the next lesson.

T <--> Ss

E. Experience:
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Date of preparation: September, 13th 2014
Distributive period: 12

Date of signing: September, 15th 2014
Date of teaching:

Unit 2
your body and you
Lesson 3
Reading

A. Aims and Objectives: By the end of the lesson, students will be able to understand:
- General knowledge: Ss read for specific information about acupuncture.
- Language: Present simple
- New words: Words related to acupuncture.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook

C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
1. Warm up
6 minutes

2. New
lesson
36 minutes

Activities
Interactions
- Lead in: Inform the class of the lesson objectives: Skimming
(glancing over a text for a general overview) and scanning (quickly
looking at a text for specific information) the text for the main idea and
T <--> Ss
specific information. Ask the class to recall what skimming and
scanning are.
Task 1:
- Have students look at the picture and read the title of the textACUPUNCTURE- and talk about what they may already know about
acupuncture.
- Select some Ss who know about the practice to speak to the class
using their background knowledge.
- If no Ss about the practice, teacher will give a brief description.
Task 2:
The purpose of this task is to further involve the Ss in the subject of the
reading.
- Ask students to read the passage. In pairs, or in groups choose the
three most things they learn about acupuncture.

Ss

T <--> Ss
T <--> Ss
Group work
19


- Ss work pairs, or in groups to discuss what they want to know about
acupuncture from then decide on at least three things they want to have
more information about.
- Ss report their list and compare with others’.
- Students read the text quickly and pick out words or phrases.
Key:
1. ailments
5. alternative
2. ease
6. treatment
3. acupoints
7. evidence
4. precaution
8. promote
Task 4:
The purpose of this task is the Ss’ thorough comprehension of the
reading text.
- Allow students to read the text again in depth to find necessary
information to give answers to the questions.
- Ss work individually to answers the questions.
Suggested answers:
1. (It’s) promoting harmony between humans and the world around

them and a balance between yin and yang.
2. It is believed to promote the body’s natural healing capabilities and
enhance its function.
3. There are more than 2000 nowadays.
4. They are soreness, slight bleeding, or discomfort.
5. Those who have electrical or electronic medical device inside them.
6. Acupuncture is considered as a reliable alternative to modern
medicine.
Task 5:
The purpose of this task is to allow Ss to dig deeper into their
background knowledge using the reading as a model and a source of
information and then develop writing or speaking as a post-reading
activities.
- Elicit Ss’ knowledge in the field of non-medical treatments. These
can be traditional or modern.
- Ss work in pairs or in groups to exchange information. After sharing
information, Ss report to the class.
- Two students present the report.

3.

Consolidation

2 minutes

4.
Homework
1 minute

T <--> Ss

Pair work

T <--> Ss

Individually

Pair work
T <--> Ss

- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.

T <--> Ss

- Prepare for the next lesson.

T <--> Ss

E. Experience:
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20

Date of preparation: September, 20th 2014
Distributive period: 13

Date of signing: September, 22nd 2014
Date of teaching:

Unit 2
your body and you
Lesson 4
Speaking
A. Aims and Objectives: By the end of the lesson, students will be able to understand:
1. Educational aim: Students will be able to talk about how to get rid of bad habits.
2. Knowledge:
- General knowledge: Ss know about some bad habits and how to get rid of those ones.
- Language: Present simple
- New words: words related to good and bad habits.
3. Skills: Speaking
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Warm up
5 minutes
2. New
lesson

37 minutes

- Lead in: Inform the class of the lesson objectives: Talking about
some bad habits.
Speaking: Talking about some habits
Task 1:
The purpose of this task is to identify good habits from some given
ones.
- Ask students what they think of their habits.
- Have Ss look at the list of habits and decide which ones are good.
- Ss name the habits they think they have.
- Ss look at the list of habits and decide which ones are good.
- Ss explain their choice and give rectification if needed.
Suggested answers:
+ Keeping a routine
+ Saving money
+ Never giving up
+ Being thankful
+ Reading regularly
+ Doing regular exercise
Task 2:
The purpose of this task is to allow Ss to have some insight into habits
and how to kick a bad one. Ss will develop their confidence in
speaking by giving personal opinions on relevant topics.
- Ss work in pairs or in groups and discuss why some of the habits are
good and why some are bad by giving evidence and proof to support
their ideas.
Examples:
to stop littering
Look for dustbins when you want to throw away something, etc...

Task 3:
The purpose of this task is to assist Ss’ speaking by using relevant

T <--> Ss

T <--> Ss

T <--> Ss

Pair work

T <--> Ss
21


information.
- Ss read the text quickly and choose the things they think they can or
can’t follow. Then Ss explain their decision to the class.
- Ss read the phrase in the “watch out: box
and try to come to a conclusion on the meaning of the idiom.
Task 4:
The purpose of this task is for Ss to develop their ability in free
speaking by applying advice to kicking a bad habit
- Ss work in pairs or in groups to choose one bad habit, then make a list
of “do’s” and “don’ts in order to kick that habit.
- Ss share their lists with each other and report to the class.

3.

Consolidation

2 minutes

4.
Homework
1 minute

Group work

T <--> Ss

- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.

T <--> Ss

- Prepare for the next lesson.

T <--> Ss

E. Experience:
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Date of preparation: September, 20th 2014
Distributive period: 14

Date of signing: September, 22nd 2014
Date of teaching:

Unit 2
your body and you
Lesson 5
Listening

A. Aims and Objectives:
1. Educational aim: By the end of the lesson, students will be able to talk about a healthy diet and improve
listening skill.
2. Knowledge:
- General knowledge: Ss learn how to choose a healthy diet
- Language: Present simple
- New words: Words related to diet.
3. Skills: Listening for specific information and deciding on True or False statements
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
Task 1:
1. Warm up
The purpose of the task is to engage Ss in the lesson by eliciting their
5 minutes personal eating habits.
T <--> Ss
- Ask Ss to answer the questions:

+ What do you usually have for lunch or dinner?
+ Do you care about the nutritional value of the things you eat?
- Ss talk about how much they care about the nutritional value of the
things they eat?
22


2. New
lesson
37 minutes

3.

Consolidation

2 minutes

4.
Homework
1 minute

Task 2:
The purpose of the task is to give Ss a closer look into what they are
going to listen to.
- Ask Ss to look at the picture below and ask them to talk about what
they think the listening may be about.
- Ss may respond briefly to give their opinions on the listening they are
going to do.

- Play the tape.

- Allow Ss to listen one more time if necessary to build up Ss
confidence in their listening capability.
- Listen to the recording to see what they hear matches what they
expected.
Task 3: True-false
The purpose of the task is to check Ss’ comprehension.
- Have students read the sentences carefully.
- Play the recording again and ask students to listen and decide whether
the statements are true or false.
- Call on Ss to check their answers.
- Ss read the sentences carefully.
- Listen to the tape again and decide the statements that are true or
false then explain them
Key: 1.F 2.T 3.F 4.T 5.F
Task 4:
The purpose of the task is to develop Ss’ skill in listening for detailed
information.
- Tell Ss to listen again then divide the plate into sections and label
which food should be in each section.
- Ss write the sentences to describe the plate they have drawn in task 4.
Task 5:
The purpose of the task is to swap up the listening with an expansion to
writing using the knowledge and information Ss have just learnt.
- Listen to the teacher and write down homework
- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
- Prepare for the next lesson.

T <--> Ss

T <--> Ss

T <--> Ss

T <--> Ss

T <--> Ss

T <--> Ss
T <--> Ss

E. Experience:
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Date of preparation: September, 27th 2014
Distributive period: 15

Date of signing: September, 29th 2014
Date of teaching:
23


Unit 2
your body and you
Lesson 6
Writing

A. Aims and Objectives:

1. Educational aim: By the end of the lesson, students will be able to write a short letter to ask for help and
respond to requests in proper dining/ eating.
2. Knowledge:
- General knowledge: Ss learn how to choose a healthy diet
- Language: Present simple
- New words: Words related to diet.
3. Skills: Writing
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
- Lead in: Inform the class of the lesson objectives: writing about what
1. Warm up
to eat and not to eat.
7 minutes Task 1:
T <--> Ss
The purpose of this task is to provide Ss with input for their practice
and production later on
- Give brief explanations or provide meanings of the difficult words to
help Ss when necessary.
- Build a list of foods from your own experience that may give you.
- allergies
- bad breath
- stress
- sleeplessness
- sleepiness

2. New
Task 2:
lesson
The purpose of this task is to have Ss brainstorm and produce a list of
T <--> Ss
food that may give them:
35 minutes
- Ss work individually to built a list as instructed.
- allergies
Individually
- bad breath
- stress
- sleeplessness
- sleepiness
Task 3:
T <--> Ss
The purpose of this task is to build up Ss ability when writing a letter
requesting help using the given model.
- Ask Ss to read the letters from the readers and may analyse the
problems and the writing styles.
Task 4:
The purpose of this task is to build up Ss’ ability in free letter writing
by replying to “request-for-help” letters.
T <--> Ss
- Ask Ss to study the reply to Scott’s letter. Help Ss if necessary to
facilitate Ss’ acquisition in terms of writing styles, structures, language
and tactics.
3.
- Ask Ss to consolidate the main contents.
Consolidation

- Give feedback.
T <--> Ss
2 minutes
- Summarize the main points of the lesson.
24


4.
Homework
1 minute

T <--> Ss

- Prepare for the next lesson.

E. Experience:
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Date of preparation: September, 27th 2014
Distributive period: 16

Date of signing: September, 29th 2014
Date of teaching:

Unit 2
your body and you
Lesson 7

Communication and culture
A. Aims and Objectives: By the end of the lesson:
- Ss can get knowledge of some health traditional beliefs and practices in Viet Nam and Indonesia.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
1.
Homework
7 minutes
2. New
lesson
35 minutes

Activities
* Checking
- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.
1. Communication: Discussion: Which parts/ systems of the body
does each activity possibly benefit?
Activity 1:
- Ask Ss to practice speaking.
- Call some of them to tell the answers.
- Ask Ss to talk about how the activity (ies) benefit(s) the parts/
systems of the body.
Activity 2:
- Ask Ss to discuss the activities in the pictures and say why they are

healthy.
- T provides Ss with some words or phrases if necessary.
- Feedback.
Activity 3:
- Ask Ss to work in groups of four. Choose a system of the body and
make a list of all the possible activities that are good for it.
- Call some groups to report their group’s opinions to the class and
give reasons for their choices.
2. Culture:
Activity 1:
- Ask Ss to read about health practices and belies in the two countries
and note the similarities and differences.

Interactions
T <--> Ss
Pair work
T <--> Ss

Group work

T <--> Ss
Pair work

Pair work
25