giáo án tiếng anh lớp 10 sách thi điểm (năm học 2017 2018)

1

Date of preparation:
Period: 1
INTRODUCING THE PROGRAMS OF ENGLISH 10
Objectives: By the end of the lesson, Ss are able to:
- know about the English book grade 10 in general. (Including themes, tests, lessons etc. )
- know how to do an oral test, a fifteen - minute tests and a written test.
- know some requires to study well English.
- have the opportunities to develop their oral fluency.
Teaching aids:
- Handouts, textbook, sub boards and colored chalks.
C. Methods: - The whole lesson: Integrated, mainly communicative.
PROCEDURE
I. Warm-up: 9 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.
II. Presentation:
1 Presentation 1:
A. Content: Including six topics

- T introduces the topics.
1. Family life
2. Your body and you 3. Music
4. For better community 5. Inventions
B. The design of each unit in textbook:
1. Getting started: Introducing the overall topic of the unit
2. Language: Learning vocabulary, grammar and pronunciation
3. Reading: Developing reading skills and providing Ss with language and ideas about the
topic
4. Speaking: Developing speaking skills and encouraging Ss to apply and share their own
knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language
7. Communication and culture: providing Ss with an opportunity for further practice and
consolidation of the skills and the language learnt previously in the unit.
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8. Looking back and project:
- Revising and consolidating of the language in the unit
- Providing Ss with an opportunity to apply the language and skills they learnt throughout the
unit to perform a task in a realistic situation
- After 2 units, Ss have one period for test themselves. It helps them test themselves about
what they’ve learnt.
2. Presentation 2:
C. Tests:

1- Checking frequency knowledge for the previous lesson.
2- Fifteen minutes test (3 times for each semester)
3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
D. The new point in learning English 10
- Communicative method /approach.
- 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 5 topics including: Family life ,Your body and you , Music, For better community
and Inventions
- 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)
4. Consolidation - 2 minutes
- Ask Ss to consolidate the main contents.
- Give feedback.
5. Homework - 2 minutes

- Prepare the new words in Unit 1: Family life
Lesson1: Getting started

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Date of preparation:
Unit 1:
PERIOD: 02

FAMILY LIFE
GETTING STARTED

Objectives: By the end of the lesson, Ss are able to:
- have general ideas about household chores and roles of each member in family.
- Use some lexical items related to the topic Family life.
- Make simple dialogues using the given expressions.
- Read about the benefits of sharing household.
- Use the words and phrases related to household chores and duties.
Lexical items:
Skills: reading, speaking and listening
Teaching aids: cassette player, pictures, posters
PROCEDURE
I. Warm up : 5mins
T: Ask Ss if they often do housework and what housework each member of their
family does. Then ask them to look at the pictures and guess what they show.

T: Ask Ss questions about the pictures:
E.g. - Who are the people in the pictures?
- What are they doing?
II. Listen and read:- Task 1-p.06- 7 mins
- 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.
III. Decide whether the sentences are true, false or not given- Task 2:(P.7)- 13 mins
- T asks Ss to read the passage again and get information to do Task 2 in pairs.
- Ask students to compare the answers with a partner.
- Ask some students to read the answers.
- Checks and gives the correct answers:
Keys:
1. F 2. NG 3. F 4. T
5. T
6. NG
IV. Listen and repeat: TASK 3 (P.7)- 7 mins
- T plays the recording and asks Ss to listen then repeat the words/ phrases twice.
- T asks some Ss to read the words.
- T corrects Ss’ pronunciation
- T explains the meanings if necessary.
household chores - household finances
-heavy lifting
-laundry
rubbish
-groceries
-washing-up
T: - Ask Ss to read the dialogue again and underline the words or phrases which they have just
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listened to.
V. Collocations: Write the verbs or phrases - Task 4 (P.7)- 10 mins
- T asks Ss to write the verbs or phrases that are used with the words or phrases in the
conversation.
- T asks Ss to work individually.
- T plays the recording again if necessary.
- T asks Ss to exchange the answers with their partner.
- T gives feedback.
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
T: Tell Ss 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 Ss to pay
attention to words that are often used together (collocations) then ask them to give some
examples.
VI. Consolidation - 2 minutes
- Ask Ss to consolidate the main contents.
- Give feedback.
VII. Homework
T asks Ss to learn by heart the words and phrases related to household chores and duties.
- Prepare for the next lesson

Date of preparation:
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Unit 1: FAMILY LIFE
PERIOD: 03

LANGUAGE

Objectives: By the end of the lesson, Ss are able to:
- distinguish three consonant clusters, i.e. /tr/, /br/ and /kr/.
- know and use words to talk about household chores and duties in the family.
- review the present simple and present progressive.
Lexical items: chore, homemaker, breadwinner, laundry, split
Teaching aids: pictures ,handouts, cassette.
PROCEDURE
I. Warm up:
Slap the board 5 mins
T: Write some minimal groups of three consonant clusters /tr/, /br/ and /kr/ on the b.b,
randomly.
trash
crane
brew
train
crash

brain
brash
crew
true
Ss: Work in groups, take turns running to the board and slap the word pronounced by the
teacher.
II. Pronunciation:
1. Task 1: Listen and repeat: 5 mins
- 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.
2. Task 2: Listen and choose: 4 mins
- 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
III. Vocabulary:
1. Task 1: Matching- 8 mins
- 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:
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1. f
2. e
3. a
4. h
5. b
6. g
7. d
8. c
2. Task 2: Adding more- 7 mins
- 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
3. Task 3: Discussing - 7 mins
- T asks Ss to discuss two questions
- Have Ss work in pairs to ask and answer the questions.
- T encourages Ss to use the chores in the list in their answers.
- T asks some pairs to ask and answer the questions.
- T gives feedback.

IV. 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.
* Key: 1. does
2. cooks
3. cleans
4. is watching
5. is doing 6. is doing
7. is tidying up 8. is trying
V. Consolidation - 2 minutes .
- Ask Ss to consolidate the main contents.
- Give feedback.
VI. Homework: 1 min
- T asks Ss to do exercise 2 page 8 at home.
- Prepare for the next lesson.

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Date of preparation:

Unit 1: FAMILY LIFE
PERIOD: 04
READING
Objectives: By the end of the lesson, Ss are able to:
- Understand the text about roles in the family
- Enrich their vocabulary by guessing meaning in context.
- Scan the text for details and answer the questions.
- Understand more about home life and express their own ideas about home life.
- Read for specific information about the benefits of sharing housework
Lexical items: sociable, contribute, vulnerable, critical
Teaching aids: Textbook
PROCEDURE
I. WARM-UP: 5 mins
Miming
T: - Arrange Ss to work in two groups, A and B.
- Ask for a volunteer to the front of the class. Show him/her some phrases about household
chores, one at a time, and tell him to mime.
- Tell the groups to look at their friend and guess what he/she is doing. A correct answer will
earn the group one point. The group with more points wins the game.
The list of chores used in the miming:
- cleaning windows - washing dishes
- cooking meals
- vacuuming
- washing clothes
- ironing
- watering plants
II. PRE- READING: 10 mins
T: - Have Ss work in groups of four, look at the picture in their book and answer the questions:
a. What are the people in the picture doing?
b. Do you think they are happy?

Why/Why not?
T: - Call on some groups to give their answers.
- Give feedback and comments.
ª Vocabulary
Teach these words through elicitation or explanation.
- sociable (adj): enjoying spending time with other people
Ø unsociable (adj)
- contribute (v):
contribute (sth) to sth: to give sth, especially money or goods, to help sb/sth
Ø contribution (n)
- vulnerable (adj): weak and easily hurt physically or emotionally
Ø vulnerable to sb/sth
- critical (adj): expressing disapproval of sb/sth and saying what you think is bad about them.
Ø critical of sb/sth
T: - Draw Ss’ attention to the pronunciation of these words.
ª Checking vocabulary: ROR
T: - Rub out the words, one at a time and ask Ss to read out all the words again. Continue till all
the words are rubbed out and Ss can read out from memory.
III. WHILE-READING
ACTIVITY 1: 5 mins
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T: - Ask Ss to read the text and decide which of the following is the best title for it.
a. Doing housework is good for children
b. Husbands who share housework make their wives happy

c. Sharing housework makes the family happier
- Have Ss give their answers.
- Give feedback
* Suggested answer: c
ACTIVITY 2: 10 mins
ª A (Task 3, p.9)
- Have Ss read the text again and underline the words sociable, vulnerable, critical, enormous
and tent when they see them in the text. Then, ask Ss to work in pairs to choose the appropriate
meaning for each word from the text.
- Explain to Ss how to use context to guess the meaning of the unknown words if necessary.
Key: 1.a
2. b
3. b
4. b
5. a
ª B (Task 4, p.9)
- 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 and after the one has the word in it to decide
what it means. Ss can use the elimination technique to get the right answer.
Key: a. c
b. b
ACTIVITY 3: 5 mins
T: - Ask Ss to read the questions first to make sure they understand what information they need
to answer the questions.
-Tell Ss to work with a partner, asking and answering the questions.
- Call on some pairs to ask and answer the questions.
- Check with the whole class.
* Suggested answers :
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 that makes their wives happy.
3. They may fall ill easily or may think about divorce.
4. There is a positive atmosphere for the family.
IV. POST- READING: 9 mins
Discussion
T: - Arrange Ss to work in groups of four.
- Tell Ss to discuss and share ideas on the following questions.
1. Do you have any problem sharing housework?
2. What benefits do you get when sharing housework?
- Tell Ss they can use prompts:
Problems with - time - skill - attitude …
- Call on Ss to report the opinions of their groups to the rest of the class
- Invite the class to argue and give comments.
- Give feedback and comments.
V. HOMEWORK: 2 min
- Ask Ss to read the text again and learn the new words.

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Date of preparation:
Unit 1:
FAMILY LIFE
PERIOD: 05
SPEAKING
Objectives: By the end of the lesson, Ss are 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.
Teaching aids: projector, speakers, handouts
PROCEDURE
I. Warm-up: Kim’s Game – 5 mins
T: show the images of household chores on the screen for
30 seconds, and then hide them all.
Ss: work in groups of 4 and try to list all 9 chores they
have just seen on the screen.
T: have two fastest groups write their answers up on the
board. Check the answers with the whole class.

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II. Pre-speaking: Activity 1- 10 mins
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
III. While- speaking
1. Activity 2- Matching and Practice: 15 mins
T: Have Ss work in pairs. Ask them to read all the questions and underline the key words
in Anna’s column first, and then try to match the questions with their suitable answers in
Mai’s column.
Ss: do the task
T: check the answers with the whole class. Ask them to take turns being Mai and Anna to
practice the conversation.
Ss: work in pairs to practice.
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?
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.
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Activity 3: Your chores- 7 mins
T: ask Ss to work with a different partner to have a similar conversation about their own
chores.
Ss: find another partner and begin their conversations.
T: ask Ss to find out what chores their partner does, what chore(s) he / she likes or dislikes
the most and why. Tell Ss to use the questions in part 2 and the ideas in part 1 to make their
own conversations.
Ss: report to the class what he / she has found about his / her partner. (T can pick up 5 – 6
Ss to report)
IV. Post – speaking: 7 mins

Song
T: play the song DO YOUR CHORES and ask Ss to list all the chores they can hear in the
song.
Ss: listen to the song and do their task, then compare their answers with a partner.
T: deliver copies of the song to Ss and check the answers.
V. Homework: 1 mins
- T asks Ss to write the dialogue in the notebook
- Prepare for the next lesson.
- Ss write a paragraph (about 100 – 120 words) about their favorite chores.
2

Date of preparation:
Unit 1: FAMILY LIFE
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PERIOD: 06
LISTENING
Objectives: By the end of the lesson, Ss are able to:
- Develop the listening skills for details and for specific details.
- Talk about Family life.
- Listen to a programme about the roles of family members.
- Listen the monologue and do the true or false exercise and do the gap – filling exercise.
Lexical items: Balance (n), Nurture (v), Equally shared parenting, Traditional (a),Solution
(n)
Teaching aids: cassette player, pictures, posters

PROCEDURE
I. Warm up: Brain Storming- 5 mins
T: write down two words wife/woman - husband/man on b/b and ask Ss to make two word
webs about the roles of wife/woman and husband/man in the family.
Ss: feel free to call out their answers Do heavy lifting
Do the cooking
T: write
down the
words in
the web.
Wife / Woman
Husband / Man Woman

…

Breadwinner

Do the washing-up

…

II. Pre-listening: 10 mins
1. Part 3:
Matching
T: - Let Ss work in pairs to match the word/phrase with its appropriate meaning.
- Help Ss get the answers easily, ask them if they know the part of speech of the
word/phrase given, then choose the meaning.
Key: 1e
2b
3c

4d
5a
2. Part 1:
Chart
T: - Ask Ss to work in pairs, look at the chart (p.11), and discuss the changes in the weekly
hours
of
basic
housework by married men and married women in the USA between 1976 and 2012. Ss
don't have to report the exact number of hours men and woman spend on doing housework.
They can just talk about the general changes.
- Encourage Ss to guess the reasons for the changes. Ask them to call out their guesses.
- Write the reasons given by Ss on a corner of the board so that they can see if their guesses
are correct later, after that they listen to the recording.
3. Part 2:
True - False
T: - Tell Ss that they are going to listen to a family expert talking about how the roles of men
and women in families have changed.
- Ask them to read all the statements and guess if they are true or
false. Make sure that Ss understand all the
statements. If there are new words to Ss, T can explain them or give
the Vietnamese equivalents to save time for other activities.
III. While- listening: 20 mins
1. Part 2:
True - False
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T: - Play the recording and let Ss do the exercise.
- Check Ss' answers. If many Ss in the class have incorrect answers, play the recording
again, stop
at the place where Ss can get the correct answers.
(Audio script: Teacher’s book, p.23)
Key: 1T 2T 3T 4F 5F
2. Part 4:
Answer the questions
T: Ask Ss to listen again and answer the question provided (p.11)
Key:
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. Post – listening: 10 mins
T: Ask Ss to work in group of 4, talk about the changing roles in your family and which roles
you want to change in future. Give the reasons why.
V. Homework:;
- Ss prepare for writing and do exercises in Workbook.
- Learn by heart new words

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Date of preparation:
Unit 1: FAMILY LIFE
PERIOD: 07
WRITING
Objectives: By the end of the lesson, Ss are able to:
- Know how to write a paragraph about family chores.
- Write about how each member of their family contributes to doing housework.
- Develop the writing skills in general. Build up vocabulary supported for writing.
Teaching aids: charts
PROCEDURE
I. Warm-up: 5 MINS
- Tell Ss here is a very well-known proverb and ask them to write them in full.
MANY
MAKE
WORK. (Many hands make light work.)
- Ask Ss about the meaning of this proverb.
- Ask Ss to work in pairs to discuss the meaning of saying
- Call some of them to tell the answers
- Ss present the answer
Expected 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.
* Lead in: 2 mins
- Elicit from Ss: What may happen if just one or two people in the family have to do all
the chores. (They may be tried. / They may not have time to relax…)
- Tell Ss that there are so many household chores people have to do in the house and
not many of them are interesting. But when each member in the family is well aware of their
responsibility and does their share of work, they will make their home a happy place to live in.
Today, you’ll have a chance to tell your friends about how people in your family share

housework in a piece of writing.
II. Pre-writing: 15 mins
1. Vocabulary
- split (v): divide or make sth divide into two or more parts (chia, chẻ, bửa, tách)
+ split sth (between sth/sb) (with sb)
Example: She split the money she won with her brother.
- take up: chiếm; đảm nhận, nhận làm
Example: This table takes up too much room.
She has taken up a job as a teacher.
- take turns to do sth / in doing sth (thay phiên làm gì)

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- burden (n): a duty, responsibility, etc. that causes worry, difficulty or hard work (gánh
nặng)
+ to bear/ carry/ ease/ reduce/ share the burden
2. Completing the chart
- Ask Ss to read the text about Lam’s family and complete the chore chart.
- Ask Ss to compare answers with a partner.
- Go over the answers with the class.
Key:
HOUSEHOLD CHORE CHART
DAD
MUM
LAM

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)
AN
Helping mum prepare meals and washing the dishes,
laying the table for meals, sweeping the house and
feeding the cat (sharing with brother)
3. Making an outline
- Call some students to tell the form of writing a paragraph about how people in the family
share household work.
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 ……………)
Guidelines



How many people, who the members are



How the family members share housework, what each of them does



What family members think of doing housework

 How
helpfulit the
are
III. While- writing:
Writing
up rules
- 12 mins
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- Tell Ss to work individually to write a short passage telling a friend about how people
in their family share the housework.
- Tell Ss they can refer to the outline and the text as a sample.
- Move around to give help with vocabulary and structure if necessary.

IV. Post –writing: Peer correction- 10 mins
- When Ss have finished, call on two students to write their passages on the board.
- Tell the class to read together and give corrections if necessary.
V. Homework: 1 mins
- Tell Ss to review the words and phrases used in the text in Task 2.
- Do exercises 3 page 12
Date of preparation:
Unit 1: FAMILY LIFE
PERIOD: 08 COMMUNICATION AND CULTURE
Objectives:
- By the end of the lesson, students will be able to:
+ Understand and read about inventions in Asian countries.
+ Talk about family life in different cultures (Viet Nam and Singapore)
+ Discuss the sharing household chores in the family.
+ Get knowledge of family life in different cultures (Viet Nam and Singapore)
Teaching aids: charts
PROCEDURE
I. Part 1: Communication- 22 mins
1. Activity 1: Ask Ss to work in pairs or groups to discuss “Who does what in your family”,
then complete the table:
Household chores
Father
Mother
1, take out the rubbish
x
2, do the laundry
X
3, do the shopping
x
4, do the heavy lifting

X
5, do the washing-up
x
6, do the cooking
x
7, clean the house
x
8, earn money
X
x
9, water the plants
X
x
10, feed the pets
X
x
2. Activity 2: Ask Ss to work in pairs to describe the pictures (on page 13):
- What is the person in each picture doing?
The man:
- cleaning the house, washing clothes, doing the cooking
The woman: - doing the laundry, cleaning the house, the furniture, doing the cooking,
feeding the baby
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washing clothes

- How do they look?
The man:
happy because he helps his wife with the housework
The woman: unhappy, exhausted, too busy…
3. Activity 3: Listen to the TV table and find out who said what
+ Key:
Mr. Pham Hoang: c, e, g
Mr. Nguyen Nam: a, f
Ms Mai Lan: b, d
+ Discussion: (group work) - Discuss the question
- Report the ideals of the group members to the class
II. Part 2: Culture - 22 mins
1. Activity 1: - ask Ss about the number of their family members: How many people are there
in your family? Who are they?
Families : - parents + 2 children
- parents + grand parents + 2 children
- parents + more than 2 children
- ask Ss to have a look at the pictures at the end of the unit (page 15)
2. Activity 2: Ask Ss to read the texts about family life in the Singapore and in Vietnam then
complete the table:
Questions:
In Singapore
In Vietnam
1. What type of family is
Nuclear
Extended
popular in the country
2. Who take care of young
Nursery school or childGrandparents or great
children when their parents are minder

grandparents
at work?
Nursing homes
Children or grand
3. Who looks after elderly
Taking part in the activities of children
parents?
Parents Support Group or
Helping their children
4. How do the parents
Parents Teacher Association
with homework or giving
contribute to educating their
them advice on behaviour
children?
Discussion: the advantages and disadvantages of a two-generation (nuclear) family and
three-generation (extended) family.
III. Homework:
- T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
IV. Experience:
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Date of preparation:
Unit 1: FAMILY LIFE
PERIOD: 09
LOOKING BACK & PROJECT
Objectives - By the end of the lesson Ss are able to:
+ Exchange opinions about the household chores.
+ Use words and phrases related to topic Family life
+ Pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /.
+ Use the present simple and the present continuous tense.
Teaching aids: pictures, CD
PROCEDURE
I. Warm – up: 5 mins
Noughts and Crosses: (Using 9 pictures from 2 to 10 on page 28):
Looking at the pictures and telling the class what he/she is doing.

1

2

3

4

5

6

7

8

9

- Ss are divided into 2 teams to play the game.
- Each team takes turn to choose the number and answer the question: What is he/she doing?
- The winner is the group which has 3 noughts or 3 crosses in a line.
1 going shopping/shopping for groceries
2 doing the laundry/washing clothes
3 taking out the rubbish
4 ironing
5 feeding the cat/pets
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cleaning the toilet
doing the washing up/washing the dishes
watering house plants/flowers
sweeping (the house)
- After the game, the teacher asks some Ss to write the names of chores on the board.
II. Vocabulary: 8 MINS
- Ss are asked to read the text carefully, using the context clues to decide which word or phrase
can be used to complete each gap in the text.
- Remind Ss that they may have to change the form of the verbs before putting them in the
gaps.
- Checks Ss' answer and provide correction if necessary.

Keys:
does the cooking
shops for groceries
does the heavy lifting
laundry
ironing
takes out the rubbish
sweeping the floor/house
lays the table
does the washing up
III. Pronunciation: 10 mins
- Play the recording and let Ss listen and write /tr/, /br/, and /kr/ above the word that has the
corresponding consonant cluster sound, then put Ss in pairs to practise reading the sentences.
- Invite some Ss to read the sentences in front of the class. Corrects Ss' mistakes if there are
any, focus just on the 3 consonant cluster sound.
Keys:
1. After having the ice cream /kr/ , she brushed b brushed /br/ her teeth.
2. The car crashed /kr/ into a tree /tr/ near the traffic /tr/ lights.
3. Try /tr/ this new dish created /kr/ by your brother /br/.
4. They often have brown /br/ bread /br/ at breakfast /br/.
5. That brave /br/ young man likes travelling /tr/ by train /tr/.
6. Is it true /tr/ that crime /kr/ is increasing /kr/ ?
6
7
8
9

IV. Grammar:14 mins
1. - Ask Ss to work in pairs to finish the sentences with either the present simple or the present
progressive

- Invite some Ss to write the answers on the board.
- Correct Ss' answers.
Keys:
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1. am writing / miss
2. am looking after
3. looks / is wearing
4. am cooking
5. are you reading
6. do people in your family do
2. - Put Ss in groups of 3 or 4 to discuss the questions:
1. Should young people like you share the housework? Why? Or why not?
2. What household chores are suitable for young people like you?
3. What do you actually do to help with housework in your family?
- Tell Ss that they can use the ideas and language they have learnt in the lesson for their
answers.
- Assign a leader for each group whose task is to note down the group's ideas and then report
the results to the class.
Note: Avoid one student dominating in the group work. Let Ss take turns being the group
leader.
V. Project: 8 mins
1. - Ask Ss to do the survey, which can be done in class time or during the break.
- Ss can go round and ask their classmates questions to get information for their project.
- They do this in groups so that each student in the group only has to interview a few Ss in the

class.
- The teacher can ask Ss to do the survey in another class to make the task more interesting.
2. Let the groups have some time together to assemble the results of their survey and then
prepare a report to present to the class.
- The report can be oral or written form.
- Choose some Ss to work with the teacher as a partner to give comments and marks for the
reports.
VI. Homework: 1 mins
- Review unit 1
- Ss prepare for Unit 2: Getting started.
VII. Experience:
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Date of preparation:
Unit 1
YOU AND YOUR BODY
PERIOD: 10 GETTING STARTED
Objectives: By the end of the lesson, Ss are able to:
- have general ideas about what can affect one’s health, way to take care one’s

body…
- get to know vocabulary about how eating can affect one’s health
Lexical items: disease, nervous, balance, healthy, skeleton, boost, balance
Teaching aids: cassette player, pictures, posters
PROCEDURE
I. Warm up - 5 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 ………...
An apple a Day
II. Activity 1 - listen and comprehension - Task 1: 8 mins
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.
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

- Students read the dialogue.
III. Activity 2 - Comprehension- Task 2: 10 mins
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 uncertain about the benefits of apple juice.
IV. Activity 3 - Recognition vocabulary: Task 3: 7 mins
This task familiarizes 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)
V. Activity 3 Wise words: Task 4: 10 mins
- 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, etc…
VI. Consolidation 3 - minutes
- Summarize the main points of the lesson
VII. Homework: 2 mins
- Ss prepare for language
- Learn by heart new words
VII. Experience:
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Date of preparation:
Unit 2

YOUR BODY AND YOU
PERIOD: 11
LANGUAGE
Objectives: By the end of the lesson, Ss are able to:
+ Understand and use the passive voice with modals.
+ Use some lexical items related to the topic Your body and you.
+ Pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
+ Use the words and phrases related to illnesses and health and system of the body.
+ Understand and use the future simple with will and going to; the passive voice
Lexical items: blood, skull, intestine, spine, pump, Circulatory System, Skeletal System,
Digestive System , Nervous System, Respiratory System
Teaching aids: pictures and handouts
PROCEDURE
I. Warm -up: 5 mins
“Face to Face”
T: - Divide Ss into two groups, A and B.
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- Tell Ss you’re going to name some categories, and the groups take turns to shout out
words of the category.
- The group to call out the last word of a category wins a point.
- The group with more points wins the game.
- Keep a running total of points for each group on the board.
- Declare the winner.
These are the categories and some suggested answers as examples:

1 Words for jobs or career
2 Powerful countries in the world
3 Adverbs expressing speed of change
4 Nouns expressing human body parts
Some suggested answers:
1 teacher, doctor, farmer, worker, …
2 the USA, Britain, China, France, …
3 fast, quickly,suddenly, sharply, …
4 lung, heart, stomach, arm, …
II. Vocabulary: 10 mins
1. Matching:
T: - Ask Ss to look at the phrases and match each with its definition. (Task 1.a, p. 17)
Ss: - Match each phrase with its definition.
- Practise saying the names of the systems.
Key:
+ Circulatory System : c
+ Skeletal System : e
+ Digestive System : d
+ Nervous System : a
+ Respiratory System : b
2. Classifying:
T: - Have Ss work on classifying the words into the corresponding systems.
blood
heart
breath
brain
skull
lung
stomach
intestine

spine
air
nerves
thinking
bone
pump
- Assist Ss to find the right meanings using a dictionary.
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
III. Pronunciation: 10 mins
Listen and repeat
Task 1:
- Ask Ss to listen and repeat the words.

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- 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.
Task 2:
- Ask Ss to listen and practise reading the sentences aloud. Teacher may model first if necessary
the draw Ss’ attention to the consonant clusters in focus. Ask Ss to practise the sentences a few

times.
IV. Grammar: 18 mins
1. Presentation:
T: - Elicit the situations from students:
+ A. Why are you turning on the television?
B. I’m going to watch the news.
+ C. It’s so hot in this room.
D. I’ll open the window
+ Mary’s been studying very hard for her exams. I’m sure she’ll pass the exams easily.
+ There are a lot of black clouds in the sky. It is going to rain.
T: - Elicit from students the usage of will and be going to:
Will can be used to express:
a promises
b offers and requests for help
c refusal of things
d predictions about the future
Be going to is used for:
a. plans, intentions
b. making some predictions
Note: Sometimes will and be going to are interchangeable when expressing predictions.
Ss: - make some more examples of their own.

2. Practice:
a. Task 1:
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