Giáo án Tiếng Anh 10 năm học 2019-2020

Giáo án tiếng Anh 10

Năm học 2019-2020

Period:1
INTRODUCING THE PROGRAMS OF ENGLISH 10
Date of preparing:25/8/2019
Date of teaching: 26/8/2019

A. OBJECTIVES:
- 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 and units.
- By the end of the lesson, students will be able to:
+ Know about the English book grade 10 in general.
B. PREPARATIONS:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
C. METHODS: - The whole lesson: Integrated, mainly communicative.
D. PROCEDURES:
Teacher’s activities
Students’ activities
I.WARM-UP:
T <--> Ss
* 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?
Group work
3. Do you know what your English teacher’s
Ask and answer the given questions.
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:
A. Content: Including six topics
- T introduces the topics.
1. You and me
2. Education
T <--> Ss
3. Community
4. Recreation Find out the topic.
5. Nature and Environment
6. People and 1. Getting started: Introducing the overall
places
topic of the unit
--> Six topics are divided into ten units.
2. Language: Learning vocabulary, grammar

- T asks Ss to find out the topic through the
and pronunciation
unit’s name.
3. Reading: Developing reading skills and
B. The design of each unit in textbook:
providing Ss with language and ideas about
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Giáo án tiếng Anh 10

Năm học 2019-2020

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.
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 Activity in a realistic
situation
- After 2 units, Ss have one period for test
themselves. It helps them test themselves
about what they’ve learnt.

III. PRESENTATION:
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.
- Activity - 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)

IV. CONSOLIDATION AND
HOMEWORK:
- Ask Ss to consolidate the main contents.
- Give feedback.
- Prepare the new words in Unit 1: Family life
Lesson1: Getting started

Period: 2

REVISION
Date of preparing:25/8/2019
Date of teaching: 28/8/2019

A. OBJECTIVES: At the end of the lesson, Ss can be able to:
- revise what they have : pronunciation, vocabulary and grammar
- have a chance to do a small project in which they can develop their speaking skills
- develop their skills and cultural understanding
- appreciate the value of grammar and lexicon in learning English.
-Skill: Lisening & writing.
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B. METHODS: regrate, Communicative
C. TEACHING AIDS: handout
D. PROCEDURE:
Teacher’s activities
Students’s activities
I. EXERCISES
Ss work in pairs
*Exercise 1;Put the verbs into the correct
Suggested answers:
form:
1. am going
1. I’m tired . I..(go) to bed now.
2. doesn’t drink
2. Jane... (not/ drink) tea very often.
3.does the bank close?
3. what time... (the bank/ close) in Britain.

4. Water (boil) at 100 degree Celsius.
4. boils
5. …(you/ go) out last night?
5. did you go
6. I. … (walk) along the street when suddenly
I (hear).. footsteps behind me .Somebody …
6. was walking- heard- was following(follow) me. I was frightened and I (start) to
started
run.
7. when I was young , I …(want) to be a bus
7. wanted
driver.
8. had been looking
8. Hello!. I …(look) for you all morning.
Where have you been?
9. had been working
9. Sarad is very tired. She (work) … very hard
10. goes
recently.
10. Mary often (go) to school by bus.
11. am studying
11.Please don’t make so much noise. I (study)
12. did.. go
12. you (go) out lastnight?
13. they (have) tea when the door bell ring.
13. was having
14. After they (have) their breakfast , they (go)
14. had had- went
shopping yesterday.
15.He(practice). . . thepianoeveryday.

15.practices
16.I (believe).....you.
16. believe
17.Bob(see) . . . . thismoviebefore.
17. has seen
18.Jorge(read) . . thenewspaperalready.
19.Maria(have) . . acoldnow.
18.has read
20.He(swim) .. rightnow.
19. is having
21.Mr.Johnson(work) ..
inthesameplacefor35years
20 is swimming
22.We(notbegin) . . . . . tostudyforthetestyet.
21. has worked
23.John(hate) . . . . . smoke.
22. have not begun
24.Jillalways(getup) ...m.
23. hates
25.Joan(travel) . . aroundtheworld.
24. gets up
26.We(notsee)...thismovieyet.
27.Terry(mow)...thelawnyet.
25. has traveled
28.JohnandI (be) . . . penpalsfornearly3years.
26. have not seen
29.Maryam(stay) . . withusatthemoment.
27 has mowed
30.He(wear) ....
28. have been

thesamecoatsincehe(move)...here.
29. is staying
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*Exercise 2. Rewrite the following sentences
using the given words:
1.The boy visited his uncle last month.
It…
2.The girl likes listening to music everyday.
It….
3.The woman gave him the book.
It…
4.We are learning English.
It…
5.We start our lesson at 1.00 p .m.
It…
6.She made some cakes for tea.
It…
7.My father gave me this story book as a

30. has worn- moved
Ss work in pairs
Suggested answers
1.It was the boy that visited his uncle last
month.

2.It was the girl who likes listening to music.
3.It was the book that the women gave him.
4.It was English that we are learning.
5. it was at 1.00 pm that we start our lesson.
6. It was for tea that she made some cakes.
7. It was this story book that was given to

birthday present.

me as a birthday present.

8.We often buy flowers on women’s day

8.It was flowers that we often buy on

9.My sister didn’t watch TV last night.She didn’t

women’s day.

listen to music lastnight.(neither…nor)

9.She neither watched TV nor listened to

10.We will be happy to see Ann.We will be

music lastnight.

happy to see John.(either…or)

10. We will be happy to see either Tom or

11.I play tennis.My mother plays tennis, too.

Ann.

(both…and)

11. both my mother and I play tennis.

12.It is reported that two people were killed in

12.two people are reported to have been killed
in the car accident

the car accident. Two people...
II. HOMEWORK
- Do the exercises again
- Prepare unit 1

Period:3

Unit 1:

Family life

Lesson 1: Getting started
Date of preparing:25/8/2019
Date of teaching: 29/8/2019

A. OBJECTIVES: By the end of the lesson, ss will be able to:

- use words and phrases related to the topic "Family life".
- read a text about inventions based on nature for the main idea and specific information about
household chores.
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- practise working in groups to improve reading, listening and speaking skills about a dialogue.
- be aware of the importance of responsible for their household chores, show their care to other
members in their families.
- Vocab: household finance, heavy lifting, laundry, handle, be responsible for, ........
- Grammar: collocation (verbs and nouns about household chores)
B. METHODS: Communicative approach.
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, Group work, asking- answering, role-play
*Teaching aids: Video clip, pictures, CD,
*Information technology:- Show some pictures of household chores
D. TEACHING PROCEDURES:
Teacher’s activities
I.WARM-UP:
+ Kim’s Game:
*Information technology:- Show some
pictures of household chores
- T shows a slideshow of photo of household
chores in 30 seconds. 4 teams try to remember
and go to the board to write down the words
as much as possible. Which team with more

correct answers will be the winner.

Students’ activities
-try to remember and go to the board to write
down the words as much as possible.
VOCABULARY:
+ heavy lifting
+ household finance
+ laundry
+ be responsible for
+ handle
Listen to the tape.

give the answer and then explain for the
choice.
KEY:
1. F
4. T

2. NG
3. F
II. CONTENTS:
5. T
6. NG
1. Activity 1: Listen and read
- Play the tape
- T asks Ss to read the text in silence and
underline the words or phrases which are new
to them and guess the meaning.
- Ss repeat these words one by one

- T explains the meanings of these words
rubbish
washing-up laundry
2. Activity 2: Decide whether the following household finances groceries
statements are True (T), False (F) or Not household chores heavy lifting
Given (NG)
- T asks Ss to work in pairs to refer back to the KEY:
conversation and decide whether each
1 split/divide/handle
statement is true, false or Not given.
5

(household)
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- Ss are required to give their answer and then
explain for their choice.

2
3
4
5
6
7

- T corrects and gives feedback.
3.Activity3:Listen
and
repeat
the
words/phrases.
- T plays the recording.
- T may ask to confirm their understanding of
some words

take out
do
shop for
do
do
be responsible for

rubbish
laundry
groceries
heavy lifting
washing up
Household
finances

Examples:
4.Activity 4: Write the verbs/verb phrases In my house, I am responsible for taking out
that are used with the words/phrases in the the rubbish and I am happy because the
conversation.
household chores are divided equally.

- T tells Ss to take a quick look at the
conversation to find the verbs/verb phrases
that go with the word(s) in the table.
- Ss are asked to pay attention to words that
usually go together (collocation).
- Ss are encouraged to think out more words
on their own.
- T encourages Ss to make some sentences
with these phrases and speak aloud their
sentences.
III. CONSOLIDATION AND
HOMEWORK:
1. Learn the new words.
2. Prepare the next lesson: LANGUAGE
a. think out as many household chores
as possible
b. Review the use of simple present and
present continuous tense.
c. distinguish the basic between the two
tenses.

Learn the new words.

Self- evaluation:
……………………………………………………………………………………………………
……………………………………………………………………………………………………

Period:4

Unit 1:

Family life

Lesson 2: LANGUAGE
Date of preparing:2/9/2019
Date of teaching: 9/9/2019

A. OBJECTIVES: By the end of the lesson, ss will be able to:
- use words and phrases related to the topic.
- recognise and use the lexical items related to the topic "Family life".
- have them revise the vocabulary and structures to talk about household chores.
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- use the language for practice correctly.
- appreciate the value of the responsibility for their household chores, show their care to other
members in their families.
- Vocab: household finance, heavy lifting, laundry, handle, be responsible for, ........
- Grammar: simple present vs. resent progressive
B. METHODS: Communicative approach.
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, Group work, asking- answering, role-play
*Teaching aids: pictures, flashcards, colored chalk
D. TEACHING PROCEDURES:
Teacher’s activities
Students’ activities

I. WARM-UP:
Listen and answer the given questions:

T shows the picture and asks some questions
to elicit Ss what kind of housework they do at
home and their attitude when they do the
household chores.
1. What kinds of housework do you often
do ?
2. How do you feel when you do the
household chores?
II.VOCABULARY
1.Activity 1: Match the words and phrases
with their meaning below.
- T asks Ss to work individually to read the
words and phrases in the box and match them
with the explanations.
- T shows them the way to do the guessing by
finding out key words. T may do one as a
model.
- T corrects and gives feedback.
2. Activity 2: List all the household chores
that are mentioned in the conversation. Then
ask more chores to the list
- T asks Ss to work in pairs decide these

1. I often sweep the floor/ take out the
garbage/ cook/ shop the groceries/ do the
washingetc…
2. I feel happy….

VOCABULARY
1. Match the words and phrases with their
meaning below.
Ss match and then compare the result with their
partner and discuss. (peer-correction is
encouraged)
- Ss show their answer and explain for it.
KEY
1. f

2. e

3. a

4.h

5. b

6. g

7.d

8.c

- Ss are required to give their answer and then
give reasons for their answers.

Chores from the conversation:
- prepare dinner

statement true or false
- cook ( do the cooking)
- Ss are asked to compare their answers with - shop/ - clean the house
- take out the rubbish
their partners.
- do the washing-up
- T corrects and gives feedback.
- do the weight lifting
3.Activity 3:Work in pairs. Discuss the - be responsible for household finances
Other chores: (suggested answer)
questions below:
- bathe/feed the baby
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- Ss work in pairs to ask and answer the
questions.
- T encourages them to use the chores in the list
in their answers.
- Ss reads the list again and write down the
person who does each of the chores in their
family.
- T checks to make sure Ss use the correct
verbs/verb phrase.

- water the house plants

- feed the cats/dogs
- iron/fold/put away the clothes
- lay the table for meals
…….
.Work in pairs. Discuss the questions below:
SUGGESTED ANSWERS:
Question 1:
+ We usually light household chores like
sweeping the floor, laying the table
+ because we spent most of the time at school
at extra classes, we just do a little in our free
time such as watering the flowers or taking out
rubbish.
REVIEW THE USE OF TENSE
+ The present simple is used to talk about daily
habits and routines
+ The present continuous tense is used to talk
about something that is happening or not
happening now; at the moment of speaking
- Ss may take notes.
- Ss are asked to compare the result with their
partner.
KEY
1. does
5. is doing
2.cooks
6. is doing
3.cleans
7. is tidying up
4.is watching

8.is trying
2. Use the verbs in brackets in their correct
form to complete the sentences.
KEY
1. does, is not cooking, is working
4. Is
preparing
2. is taking out
5. Looks after, works
3. cleans, is cleaning
6. Is watching.
Watches
- Do the requests.

III.GRAMMAR
- T asks Ss to talk about the use of the two tense
and give some examples
1.Activity 1: Read the text and choose the
correct verb form.
- T tells Ss to read through the text and choose
the correct option.
- T corrects and give feedback
2. Activity 2:Use the verbs in brackets in
their correct form to complete the sentences.
- T explains the Activity to students.
-Ss read carefully each sentence and supply the
correct form of the verbs in brackets.
- Ss are asked to tell the cues from which they
know the answers
-Ss are asked to comment their partners’

answers.
- T corrects and gives feedback.
IV. CONSOLIDATION AND HOMEWORK:
1. Prepare the next lesson: SKILL: READING
2. Use the use of simple present and present
continuous tense to talk about their daily
routine.

Period:5

Unit 1:

Family life

Lesson 3: READING
Date of preparing:2/9/2019
Date of teaching: 11/9/2019

A. OBJECTIVES: By the end of the lesson, ss will be able to:
- understand the reading passage about household chore by reading for general ideas and
specific information
- develop the skill of reading (reading for general and specific information)
- know more vocabulary about the topic of family life
- use the language and ideas in the lesson for communication.
- be aware of the responsibility for their household chores, show their care to other members in
their families.
B. METHODS: Communicative approach.
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C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering, role-play
*Teaching aids: pictures, flashcards
*Integtation:- Introduce some usages of science-technology (household) appliances
D. TEACHING PROCEDURES:
Teacher’s activities
Students’ activities
I.WARM-UP:
*Integtation:- Introduce some usages of
Answer the questions:
science-technology (household) appliances
Show the pictures and elicit students by asking
them some questions:
We usually light household chores
sweeping the floor, laying the table

like

In my house, I am responsible for taking out
the rubbish and I am happy because the
household chores are divided equally.
-

Who do the housework in your family?
How is the housework divided in your
family?

- What is your duty?
II. NEW LESSON:
1.Activity 1:Discussion:
Ss are asked to work in group of 4 or 5, looking
at the picture in the textbook and answer the
two questions.
Pre-teach new words: definition, translation,
example, synonym.
Vocabulary:
+ psychologist
+ vulnerable
+ set good example for
+ enormous
2.Activity 2: Read the text and decide the
best title.
- T lets students read 3 headings. Make sure that
they understand all of them.
- Ss are asked to read through the text once.
- T tells Ss how to guess the title for a text by
reading without stopping when they get new
words and trying to get the general ideas
3.Activity 3: Look at the text again. Tick the
appropriate meaning for each word from the
text
- T lets Ss read the text again, underline the
words sociable, vulnerable, critical, enormous
and tend when they see them in the text.
- T teaches Ss how to guess meaning of a word
from a context.

1.Discussion:
work in group of 4 or 5, looking at the picture in
the textbook and answer the two questions.
SUGGESTED ANSWER
Yes they are. Because they do the house work
together/Because all the member of the family
share the housework.
Vocabulary:
+ psychologist
+ vulnerable
+ set good example for
+ enormous
2.Read the text and decide the best title.
- Ss work with their partner to compare.
- Ss tell the option they choose and the clue they
may find in the text.
ANSWER KEY:
C: ( Sharing Housework Make the Family
Happier)
3. Look at the text again. Tick the
appropriate meaning for each word from the
text
- Ss work in pair to choose appropriate meaning
for each word from the text.
ANSWER:
1. a 2.b 3.b 4.b 5. a
4. a. What does “it” in line 11 mean…?
b. What does “it” in line 14 mean..?
- Ss do and answer
ANSWER:

4a. – c (the husband doing housework)
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4. Activity 4: a. What does “it” in line 11
mean…?
b. What does “it” in line 14 mean..?
- T helps Ss to do this kind of exercises.
+ singular or plural?
+ the nearest words or phrase standing
before it to be inferred.
- T corrects
5.Activity 5: Answer the questions:
- T puts Ss in groups of 3 or 4 and asks them to
read the questions; make sure they understand
what information they need for the questions.
- T checks Ss’ answer by inviting a
representative of each group to answer.
- T continues eliciting the rest if he can’t give
the right answer.
6. Activity 6:Discuss with a partner
- T puts Ss in group of 4 and let them discuss
the questions freely.
- T goes around to give some suggestions by
giving some key words or asks them yes-no
questions

- T invite a student of any group at random to
present the ideas.
- Member from other groups can give
comments.
- T gives feedback.
III. CONSOLIDATION AND HOMEWORK
- Learn by heart the new words and
phrases
-Prepare the next lesson ( Unit 1 Speaking)

4.b- b ( the time when everyone work
together)
5. Answer the questions
- Ss underline the key words for each questions
- Ss read the text again and locate the part of the
text where they can get the answers.
- Ss discuss among their groups
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 that make their wives happy.
3. They may fall ill easily or may think
about divorce.
There is a positive atmosphere for the
family.
6. Discuss with a partner:
SUGGESTED ANSWER:
a. Problems in sharing the housework:
- Don’t have much free time

- Be under studying/work pressure
- Be Busy pursuing outdoor activities
- ……
b. Benefits from sharing housework
- Have the feeling of equal
- Show responsibilities and love to family
members
- Remain a warm and happy house
- …
Do the requests.

Self- evaluation:
…………………………………………………………………………………………………

Period: 6

Unit 1:

Family life

Lesson 4: SPEAKING
Date of preparing:8/9/2019
Date of teaching:12/9/2019

A. OBJECTIVES: By the end of the lesson, ss will be able to:
- develop the skill of speaking: present their ideas and attitudes towards housework
- create their own situations, make conversations about household chores
- develop their pronunciation
- be aware of the importance of responsibility for their household chores, show their care to other
members in their families.

B. METHODS AND LANGUAGE CONTENTS: - Communicative approach.
- Vocab: words and phrases related to previous lessons
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- Grammar: structures for showing opinions such as Well, I think….,
In my opinion, ……….From my point of view,……… I like….., I dislike……..
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering, role-play
*Teaching aids: pictures, flashcards
D. TEACHING PROCEDURES:
Teacher’s activities
Students’ activities
I.WARM-UP
Brainstorming:
-Go to the board and do the request.
housework
- T encourages Ss go to the board and
make the chart about fun and boredom
they may feel when doing the
like cooking
housework
boredom
smell of garbage

II. NEW LESSON:

1.Activity 1: Which household chores
do you like and which do you
dislike? Give the reasons.

……

-work by themselves, write at least 3 household
chores they like and 3 they dislike doing and then
add the reasons
Suggested answers:
- T asks Ss to work by themselves,
Likes
Dislikes
write at least 3 household chores they
Chore
Reasons
Chore
Reasons
like and 3 they dislike doing and then
add the reasons.
Go
Choose the Wash
Usually break
- T goes around to support them in case shopping
best
food dishes things
when
they need help
for
the

washing
- T asks Ss to compare their completed
family
table to find out the different and
Water
I enjoy the Do
Usually have a
similar ideas about housework.
flowers
beauty
of heavy
backache.
different
lifting
kind
of
flowers
……
…….
…….
……………
……
…….
…….
……………
2.Activity 2:
Below is part of Anna’s interview -Ss work in pairs.
with Mai. They are talking about the - Ss read and match.
household chores Mai like and - One student in each pair stands up to ask a questions
dislike. Match Ma’s answer with and the other answer orally.

Anna’s questions. Then practice the
dialogue
- T asks Ss to read the questions first
and underline the keywords
- T corrects and gives feedback.
- T gives Ss more time for each pair to KEY:
practice the whole dialogue.
1. C
2. A
- T chooses some pair to demonstrate
2. D
4. B
in front of the class.
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3. Activity 3:
Have a similar conversation with a
partner. Find out which chores
she/he likes or dislikes the most and
why. Report to the class about your
partner’s likes and dislikes.
- T explains the Activitys to Ss
- T walks around to give help if
necessary
- T invites some pairs to demonstrate.

- T gives feedback.
- Then T asks representative of each
pair to report their conversation ( focus
on the things their partner likes or
doesn’t like to do and reasons for that)
- T may encourages other to ask some
questions
III.CONSOLIDATION AND
HOMEWORK
- Practice talking about your happiness
in sharing household chores with your
family members.
- Prepare the next lesson: Listening
Practice speaking on the link:
/>3

- Ss work in pairs to make their own conversations
MODEL CONVERSATION:
A: How are the household chores divided in your
family?
B: equally among the family members
A: What are your duties?
B: I am in charge of taking out the garbage and cleaning
the floor. Sometimes, when my mum is busy. I do the
cooking.
A: Which of the chores do you like the most?
B: Well, I like cooking.
A: What do you like about it?
B: It’s interesting to cook good food the family. It’s really
an art as well.

A: Which of the chores do you dislike the most?
B: Cleaning the floor. Because my house is large with 3
floors. It takes me the whole day to do that.

-Do the request

Self- evaluation:
……………………………………………………………………………………………………
……………………………………………………………………………………………………

Period: 7

Unit 1:

Family life

Lesson 5: LISTENING
Date of preparing:8/9/2019
Date of teaching: 12/9/2019

A. OBJECTIVES: By the end of the lesson, ss will be able to:
- know more about the topic of family life.
- understand the listening passage by listening for choosing the correct answer and filling the
gaps
- appreciate the value of the importance of family life
- focus on some tips for listening for gist, for specific information.
- Make students responsible for their household chores, show their care to other members in
their families.
B. METHODS AND LANGUAGE CONTENTS: - Communicative approach.
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- Vocab: words and phrases related to previous lessons
- Grammar: structures which is important to get the meanings in the typescripts.
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering, role-play
*Teaching aids: pictures, flashcards
* OTHER SUBJECT: GEOGRAPHY: using charts and graphs
D. TEACHING PROCEDURES:
Teacher’s activities
Students’ activities
I.WARM-UP:
Ask and answer the given questions:
- 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 finances?
- Introduce the content of the listening that they
are going to listen.
II. NEW LESSON:
1.Activity 1:
+ Hours of basic housework by men
* OTHER SUBJECT: GEOGRAPHY: using increase one third in comparison with that in

charts and graphs
1976.
Looking at the chart and discuss the + Hours of basic housework by men
changes in weekly hours of basic household decrease more than 50 percent from 29.8 to
by married men and married women in the 17.2
USA between 1976 and 2012. Guess the
 The gaps of hours of housework
reasons for the changes.
between them was remarkably
- Ss work in pairs, look at the chart and discuss
shortened.
the change in weekly hours of basic household Reasons for the change:
by married men and married women in the USA - Both parents have equal responsibility to
between 1976 and 2012
nurture and to take care of the children.
- Ss are not respected to report the exact - Both men and women need an equal
number of hours men and women spend on chance at time for their own interest, and of
doing housework.
cause, to be with each other.
(just about general changes.
- Women are under a lot of work pressure so
- T calls each to show their ideas.
they need their husbands to share the
- T let other students to give comments.
household chores.
- T corrects and gives feedback.
2. Activity 2:
-read through statements first and guess if
Listen to a family expert talking about how they are true or false.
the roles of men and women in families have -Listen and do the request.

changed. Decide whether the following
statements are True (T) or False (F)
- T explains the Activitys to Ss.
- Ss are required to read through statements first
and guess if they are true or false.
KEY
- T makes sure that Ss understand all the
1. T
2. F
3. T
statements. - T may explain some new words or
3. F
5. T
phrases if possible.- T plays the recording once
or twice.- T asks Ss to answer and supply the
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clues they may find in the recording.
3.Activity 3:
Work in pairs. Match the word/phrase with
its appropriate meaning.
- T explains the instructions to Ss.
- T helps Ss to get the answers easily.
- T may ask Ss if they know the part of speech
of the word/phrase given, then choose the

meaning.
- Ss are called to read aloud their answer and
clarify the way he/she choose the answer.
- T corrects and give feedback.
4. Activity 4:
Listen again and answer the questions:
- T asks Ss to read the questions carefully to
make sure that they understand what is asked in
each questions.- T has them underline the key
words if necessary.
- T plays the recordings once or twice.
- T invites representative from pairs to present
the answer to each question to the class.
- T gives feedback and corrects if necessary.
III.CONSOLIDATION AND
HOMEWORK:
- Learn the new words
- Practice speaking the reasons why the
hours of housework by men and women
has been changed in comparison with
that in the pasts.
Prepare the next lesson: WRITING

Period: 8

Unit 1:

-read aloud their answer and clarify the way
he/she choose the answer.
KEY:

1. - e
2. - c
3. – a

2. - b
4. - d

- Ss listen then compare the answer with
their partners.
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,
homemaking/housework
and parenting.
3. The family becomes happier and the
divorce rate amongst them is the
lowest.

Listen and do the request.

Family life

Lesson 6: WRITING
Date of preparing:15/9/2019
Date of teaching: 16/9/2019

A. OBJECTIVES: By the end of the lesson, ss will be able to:

- write a paragraph about how people in the family share housework based on the ideas in the

chart.
- understand more about writing household chart.
- appreciate the value of the importance of household chores, show the care to other members in
their families.
- Use the vocabularies which have been learn in previous lessons for their piece of writing
- Use grammar structures to write about household sharing.
B. METHODS AND LANGUAGE CONTENTS: - Communicative approach.
- Vocab: words and phrases related to household chores
- Grammar: structures used to express ideas in the piece of writing
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering, role-play
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*Teaching aids: pictures, flashcards
D. TEACHING PROCEDURES:
Teacher’s activities
I. NEW LESSON:
1. Activity 1:
Work in pairs. Discuss the meaning of the
saying above. Do you agree with it? How
does this saying apply to doing in the
family.
- T asks Ss to work in pairs to discuss the
meaning of this saying.
- T may work around to give some suggestions

when they get stuck; T may also give them the
ideas about that.
- Ss are asked to show their attitude to the
point of the saying and justify their answer.
2.Activity 2:
Read the text about Lam’s family below
and complete the chore chart.
- T tells what Ss need to do in this Activity.
- T lets Ss read through the text about Lam’s
family
- Ss are expected to focus on the information
needed only.
- Ss are asked to compare the table with their
partners.
- Ss are asked to provide the information they
have found.
- T lets Ss chances to do the peer-correction
first.
- T gives feedback and corrects
3.Activity 3:
Read the text again and answer the
questions.
- T lets Ss to read the questions to know what
information they will have to find in the text
this time.
- T invites some Ss to present their answers in
front of the class.
- T lets Ss chances to do the peer-correction
first.
- T corrects and gives feedback.

4.Activity 4:
Make your own family chore chart, using
the idea in the chart, write a paragraph
about how people in your family share
housework based on the ideas in the chart.

Năm học 2019-2020

Students’ activities
-work in pairs to discuss the meaning of this
saying.
- discuss how the saying applies in their family.
SUGGESTED ANSWERS:
This saying means if many people share a piece
of work, it will become easier for everybody
How to apply: If all family members contribute to
housework, each won’t have to much to do. Each
will have more time for relaxation.
- focus on the information needed only.
- compare the table with their partners.
- provide the information they have found
Dad Mending things around the house,
cleaning the bathroom.
Mum Doing most of the cooking and grocery
shopping.
Lam Doing the laundry, taking out the
garbage 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 and washing the dishes, laying
the table for meals, sweeping the house
and feeding the cat (share with brother
- get the structures and ideas to write a paragraph
rather than their comprehension.
- compare the result with their partners.
KEY:
1. There are four people in Lam’s family.
2. Both parents work and the children spend
most of their time at school.
3. They split the housework equally in the
family.

- Ss make their own household chart.
- T invites some to show their products and
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asks the class to give comments
- Ss are required to make an outline of the
paragraph about how people in the family
share the household chores:
+ Introduction
+ how to divide the household chores

+ what do family members thinks of sharing
housework together.
- Ss write the paragraph
5.Activity 5: correcting the mistakes:
- T asks Ss to exchange their paragraphs for
peer comment.
T walks around to give help, noting down
good idea as well as errors in Ss’ pieces of
writing.
- T gives general comment and writes good
ideas in one column and errors in another.
- T asks Ss for the solution to these errors
II.CONSOLIDATION AND
HOMEWORK:
- Learn the new words and phrases
- Develop the draft into a complete piece
of writing
Prepare the next lesson: Communication and
culture

SUGGESTED ANSWERS:
My family, like many other ones in a modern
society, shows equality in daily life in term of
sharing the household chores. We all lead a busy
life when my parents go out to work and we
spend most of our time at school. Coming home
we share the household chores equally among us.
My mother is in charge of going shopping and
doing the cooking. My father usually does the
heavy lifting and repair electronic household

appliances. My sister, Linh likes doing the
washing and cleaning the house. She does it very
carefully. As the youngest members in the family,
I just do simple things such as watering the
flowers, feeding the pets and laying tables for
meals. We are all happy to perform our duties,
and we think each of us play an important role in
keeping the house clean, the home warm and
happy.
-

Period: 9

Unit 1:

Learn the new words and phrases
Develop the draft into a complete piece of
writing

Family life

Lesson 7: COMMUNICATION AND CULTURE
Date of preparing:15/9/2019
Date of teaching: 18/9/2019

A. OBJECTIVES: By the end of the lesson, ss will be able to:
- contribute to the group discussion and improve their reasoning and persuasion skills
- be aware of the importance of family life.
- compare and contrast family life in Vietnam and Singapore .
- use the vocabulary, and structures related to the topic for communication.

- Understand cultural values of family in different countries
B. METHODS AND LANGUAGE CONTENTS: - Communicative approach.
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- Vocab: words and phrases related to previous lessons: household financial burden,
homemaking, join hands, provider, neat
- Grammar:
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering, role-play
*Teaching aids: pictures, flashcards
* INTEGRATION: Compare Asian and Western cultures
D. TEACHING PROCEDURES:
Teacher’s activities
Students’ activities
I. COMMUNICATION:
- describe the pictures, saying what the person
1. Discussion: “ Who does what in your family”
in each picture is doing.
- T explains the Activity clearly to the Ss.
+ In the first picture: all the family members
- Ss are asked to describe the pictures, saying share the household chores so each doesn’t
what the person in each picture is doing.
have so much to do. And they all do it in a
- T elicits the situations to get more Ss speak relaxing way.
about the topic.

+ In the second picture: There is just a woman
2. Listen to the TV talk show. Who said what? do the housework. Therefore, she has to do a
- T tells Ss to listen to a TV talk show and will lot of things at the same time. She looks tired,
have to find out who said what in the shows.
stressed
- T lets Ss read the statements and make sure that KEY:
they understand all of them
- T plays the tape one or twice.
1. Mr. Pham Hoang: c,e,g
- T gives the answers and the rest take turn to
2. Ms Mai Lan: a, f
give comment.
3. Mr. Nguyen Nam: b, d
- T corrects.
3. Work in the groups. Discuss the questions. -work in group of 4 or 5 to discuss the
Then, report your group’s opinions to the questions.
class.
1. I agree with…..’s idea because it is
- T explains the Activity clearly to the Ss.
fair/ it is suitable with the modern life
- Ss work in group of 4 or 5 to discuss the
in the society….
questions.
2. I think the roles of the wife and
- T tells them to refer back to Activity 2 to get
husband must be equal because they
help but they can also express their ideas freely.
both go out to work, and they both have
- The group leader will note down the ideas of the
to join hands to look after their house

group members.
and bring up their children.
- When Ss finish answering the questions, T calls
3. My parents both go out to work and
one or two in each group to report the groups’
take turn to do the household chores.
opinions.
4. Yes, they do. Because we are all
- T lets other groups to comment.
responsible for our house and we don’t
- T corrects and gives feedback.
have much to do. Besides, we have
more time to entertain after work.
II.CULTURE:
-look at the pictures at the end of the Unit ( on
* INTEGRATION: Compare Asian and
page 15) and answer the questions.
Western cultures
-T has Ss look at the pictures at the end of the
VOCABUARY:
Unit ( on page 15) and answer the questions.
- This activity can be done with the whole class to + nursery (n)
+ child-minder (n)
save time.
- T asks some guiding questions such as: Are they + generation (n)
families?/How many people are there in each + ungrateful (adj)
-work in pairs: One reads the text about family
family?/…..
life in Singapore and the other reads the text
- T pre-teaches new words

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+ picture
+ explanation
+ example
+ antonym

about that in Vietnam.
Answers
In
In Vietnam
Singapore
What type of nuclear
extended
family
is
popular in the
country?
Who
takes Nursery
Grandparents
care of young school or or
great
children when childgrandparents
their parents minder

are at work?
Who
looks Nursery
Children
after elderly homes
grand
parents?
children
How do the Taking
Helping their
parents
part in the children with
contribute to activities
their
educating their of PSG or homework or
children?
PTA
giving them
advice
on
behavior
Questions

- Asks Ss to work in pairs: One reads the text
about family life in Singapore and the other reads
the text about that in Vietnam.
- When Ss finish, T asks their partners questions
and use the information from their partners to
complete the table in the book

1

2

3
4

-

III.CONSOLIDATION AND
HOMEWORK:
-

Learn by hear new words and phrases
Summary the basic differences in the
family life between Vietnam and
Singapore.
Prepare the next lesson: Looking back & Project

Period: 10

Unit 1:

Learn by hear new words and phrases
Summary the basic differences in the
family life between Vietnam and
Singapore.
Prepare the next lesson: Looking back &
Project

Family life

Lesson 8: LOOKING BACK AND PROJECT
Date of preparing:15/9/2019
Date of teaching: 19/9/2019
A. OBJECTIVES: -By the end of the lesson, students will be able to :
- recognize vocabularies about family life.
- consolidate the grammar points of the unit.
- practice communicating more in English about the topic of family life
- appreciate the responsibility for their household chores, show the care to other members in their
families.

B. METHODS AND LANGUAGE CONTENTS: - Communicative approach.
- Vocab: words and phrases related to previous lessons
- Grammar: structures which is important to get the meanings in the typescripts.
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering, role-play
*Teaching aids: pictures, flashcards
D. TEACHING PROCEDURES:
Teacher’s activities
Students’ activities
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I.PRONUNCIATION:
Listen and underline the words that
have the consonant cluster sounds
/tr-/, /br-/, and /kr-/. Write /tr-/ or

/br-/ and /kr-/ above the word that
has the corresponding consonant
cluster sounds, then practice reading
the sentences.
- T explains the instructions clearly
- T plays the recording and let Ss listen
and do the Activity.
T invites some Ss to read the sentences
in front of the class.
- T corrects Ss’ mistakes if there are
any, focus on the three consonant
clusters.
II.VOCABULARY:
1. What are the people doing? Write
the name of the chores under the
pictures.
- T lets Ss work in pairs to write the
name of the chores under the pictures.
- T checks Ss’ answer by asking them
to write the names of chores on the
board next to the number of the picture
or call out the word/phrase when T says
the numbers of the picture.
Which ever pair gets the most right
answers will be the winner
2. Use the words/phrases in the box
in their corrects form to complete the
text
- T asks Ss to do the text carefully,
using the context clues to decide which

word/phrase can be used to complete
each gap in the text.
-T checks Ss’ answers by asking for
peer correction first
- T provides correction if necessary.
- Ss take note in their notebooks.
III.GRAMMAR:
1.Finish the sentences with either the
present simple or the present
progressive
- T explains the instructions to Ss
clearly.- Ss work in pairs to finish the
sentences and find out the signals for
the two tenses.
- T calls Ss to read aloud the sentences
with the answers.
- T confirms Ss’ understanding by
asking others to give comments.

Năm học 2019-2020

- Ss listen and do the Activity.
- read the sentences in front of the class.
KEY:
1. cream- /kr-/; brushed /br-/
2. crashed /kr-/; tree /tr-/; traffic /tr-/
3. created /kr-/; brother/br-/
4. brown/ br-/; bread /br-/; breakfast/ br-/
5. brave/br-/; cime/kr-/; increasing/ kr-/

-work in pairs to write the name of the chores under the
pictures.
- Ss are expected to be competitive and excited to
participate in this activity.
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/ washing the dishes
7. ironing
8. sweeping the house
9. watering house plants/ flowers
10. feeding the cat/pets
-do the text carefully, using the context clues to decide
which word/phrase can be used to complete each gap in
the text.
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/floor
8. Lays the table
9. Does the washing up
- work in pairs to finish the sentences.
KEY:

1. Am writing/ miss
2. Am looking after
3. Looks/ is wearing
4. Am cooking
5. Are you reading
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- T corrects and gives feedback.
2. Work in groups. Discuss the
following questions. Then report the
result to the class.
- Put Ss in groups of 4 or 5 to discuss
the questions.
- T should tell them that they can use
the ideas and language in the lessons
for their answers.
- T assigns a leader for each group
whose Activity is to note down the
group’s ideas,calls representative of
each group to perform in front of the
class.
- T lets Ss chances for peer-correction
first
- T corrects and gives feedback.
IV.PROJECT:

Do a survey to find out…
- T tells Ss what they need to do in this
activity.- Ss work in groups of 4 or 5
- This can be done during in class or
during the break.
- Ss are told to go around and ask their
classmates questions to get information
for their project.
V.CONSOLIDATION AND
HOMEWORK:
-Review all the vocabulary and
grammar point of the whole unit.
-Prepare the next lesson: Unit 2
( Getting started)

Period: 11

6. Do people in the family do
-work in groups of 4 or 5 to discuss the
questions.
SUGGESTED ANSWERS:
Question 1:
Yes, we should. Because the work make us responsible
for the family. That is to show our love to our parents
and our family.
Question 2:
Due to the limit of time for study and our age, we can do
light work only.
Question 3:
I usually look after the pets, water flowers, take out the

garbage or sweep the floor.
INTERVIEW FORM:
No

Name

From
nuclear/
Extended
family?

Who
do
housework?

How
many
hours for
house
work

What is an
ideal
family

1
2
3

Self- evaluation: …………………………………

…………………………………………………………………………

Unit 2: Your body and you
Lesson 1: GETTING STARTED
Date of preparing: 22/9/2019
Date of teaching: 23/9/2019

A. OBJECTIVES: By the end of the lesson, ss will be able to:
- use words and phrases related to the topic human body.
- read a text about inventions based on nature for the main idea and specific information about
human body.
- practise working in groups to improve reading, listening and speaking skills about a dialogue.
- pronounce correctly the sounds /pr-/, /pl-/ and /gr-/ /gl-/ in isolation and in context.
- use will and going to to talk about intentions, plans, predictions and willingness, the passive
voice for description and report.
- be aware of the importance of of the body systems.
B. METHODS:
- The whole lesson: Integrated, mainly communicative.
C. TECHNIQUES AND TEACHING AIDS
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* Techniques: - Pair work, group work, asking- answering, role-play
*Teaching aids:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook, pictures.

D. TEACHING PROCEDURES:
Teacher’s activities
Students’ activities
I. WARM-UP:
- Students listen to the teacher and point at the
- Ask students to keep book close and remember parts of their body when they hear the words
names of the body.
related to part of the body.
- Lead in: We’re going to learn about ………...
Body parts
heart

lung

stomach

brain

ex: nose, eyes, ear, arm, hand, leg, finger...
- Students read the dialogue.

II. NEW LESSON:
An apple a Day
Activity 1:
This Activity 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.

Activity 2:
This Activity 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

- practise asking and answering the questions.
KEY:
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.
- Ss listen and circle the words they hear.
+ prevent
+ disease
+ bones
+ weight
Activity 3:
This Activity familiarises Ss with the vocabulary + brain
and helps them improve the recognition of + boost
consonant clusters in focus. Tell Ss to listen and + healthy
- Ss work on classifying the words into the
repeat the words.

corresponding categories.
- Play the tape.
disease (n)
nervous (a)
balance (n)
healthy (a)
skeleton (n)
system (n)
prevent (v)
bones (n)
balance (v)
weight (n)
boost
(v)
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brain
lungs

(n)
(n)

-work individually, in pairs or in groups to
report on a time when laughter was the best
medicine for them.

Activity 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, etc…
III. CONSOLIDATION AND HOMEWORK:
- Summarize the main points of the lesson
- Ask students to write a passage about their daily
routine (50 words)
- Prepare for the next lesson.

Do the requests

Self- evaluation: ……………………………………………………………………………………………………
……………………………………………………………………………………………………

Period: 12

Unit 2: Your body and you
Lesson 2: LANGUAGE

Date of preparing:22/9/2019
Date of teaching: 25/9/2019
A. OBJECTIVES : -By the end of the lesson, students will be able to :
- To teach Ss to pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and

in context.
- To teach Ss to use the future simple with will and going to; the passive voice .

- By the end of the lesson, students will be 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
B. METHODS: - The whole lesson: Integrated, mainly communicative.
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering.
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- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook.
* INFORMATION TECHNOLOGY: Show some pictures of parts/organs/systems of the
body.
* OTHER SUBJECT: BIOLOGY: parts/organs/systems of the body
D. TEACHING PROCEDURES:
Teacher’s activities
Students’ activities
- Prepare some pictures of the body systems
I.WARM-UP:
or organs for illustration if possible.
* INFORMATION TECHNOLOGY: Show
ex: blood, heart, spine, stomach, lung,

some pictures of parts/organs/systems of the
nerves, bones, skull,
body
*Teaching aids:

- Lead in: We’re
Vocabulary
1. Your body
a. Look at the phrases below and match
each with its definition
- circulatory system- c
- Teach some of the words using the glossary, - digestive system - d
some pictures.
- respiratory system - b
- skeletal system - e
- nervous system - a

II. VOCABULARY:
* OTHER SUBJECT: BIOLOGY:
parts/organs/systems of the body
Activity 1: Matching a. Ask Ss to match the
items in the left column with ones in the right
column.

b. work in pairs, practise saying the names of
the systems.

2. Which system do the body parts belong
to?
-work on classifying the words into the

corresponding systems.
For example:A: Which system do brain
belong to?
B: It belongs to nervous system

b. Ask Ss to work in pairs, practise saying the
-listen and repeat the words.
names of the systems. Remind Ss to pay attention
/pr-/ : presentation, print, press
to the stressed syllable(s) in each word
Activity 2:
/pl-/ : play, please, place
- Tell Ss to work on classifying the words into the
/gr-/ : group, gradual, ground
corresponding systems.
/gl-/ : glad, glance, glue
- Assist Ss to find the right meanings using a
dictionary.
-listen and practise reading the sentences aloud

III. PRONUNCIATION:
Activity 1:
Listen and take notes.
- 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
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repeat a few times.
Activity 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: a. Will and be going to
Activity 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.
Activity 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.
Activity 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.
Activity 4:
- This Activity 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:
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.
Activity 5:

We use the passive when we do not know who
does the action(s).
We use the passive when the focus is on the
action, not the doer(s)

- Identify the use of “will” and “ be going
to”. Write the type of use next to each
sentence.
Key: 1.1

2.3

3.5

4.6

5.2

- 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.
1. x
2. √
3. √
4. √
5. √
6. √
7. √
8. √

-complete the sentences with the rights
form of Will and be going to.
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

5. Passive voice
read the surprising facts about human body
first, then Ss give some examples for what
they have learnt.
Key
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
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

Form: S + be + P.P

Emotional tears are produced by humans
only.

Ex: The homework is done carefully.
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Listen and do the requests.

V. CONSOLIDATION AND HOMEWORK:
- Ask Ss to consolidate the main contents.
- Give feedback.
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.

Keys
1. This flower is watered by my father every
morning.

Change into passive voice

2. Fiona was invited to John’s birthday party last
night.

1. My father waters this flower every morning.

2. John invited Fiona to his birthday party last 3. The heavy rock can’t be moved in his garden.
night.
4. The dinner is being prepared in the kitchen by
her mother
3. No one can move the heavy rock in his garden.
4. Her mother is preparing the dinner in the kitchen.

5. Our teeth should be cleaned twice a day.

5. We should clean our teeth twice a day.

6. Was this beautiful dress bought by Mary?

6. Did Mary buy this beautiful dress?

7. The new president will be interviewed on TV.

7. Some people will interview the new president on 8. Our work can’t be finished on time.
TV.
9. She is never taken to the cinema by her
husband
8. We can’t finish our work on time.
9. Her husband never takes her to the cinema.
10. He was doing his homework at 9 p.m yesterday.

Period: 13

10. His homework was being done at 9 p.m
yesterday.

Unit 2: Your body and you
Lesson 3: READING
Date of preparing:22/9/2019
Date of teaching: 26/9/2019

A. OBJECTIVES : -By the end of the lesson, students will be able to :
- understand the reading passage about household chore by reading for general ideas and
specific information
- develop the skill of reading (reading for general and specific information)
- know more vocabulary about the topic of acupuncture .

- use the language and ideas in the lesson for communication.

- read a text about an alternative treatment in medical care for the main idea and specific
information
- be educated to appreciate their health.
B. METHODS: - The whole lesson: Integrated, mainly communicative.
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering.
*Teaching aids:
- Teacher: textbook, pieces of papers and cassette.
- Students: Textbook.
* INFORMATION TECHNOLOGY: Show some pictures/clips about acupuncture
* OTHER SUBJECT: MEDICINE: Acupuncture
D. TEACHING PROCEDURES:
Teacher’s activities
Students’ activities
I. Warm up :
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