Giáo án tiếng anh lớp 10 thí điểm (trọn bộ) tài liệu text

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Date of preparation: August, 16th2014 Date of signing: August, 18th2014 Distributive period: 1 Date of signing:INTRODUCING THE PROGRAMS OF ENGLISH 10A. Aims: Help Ss to know about the English book grade 10 in general. (Including themes, tests, lessons etc. ) Introduce how to do an oral test, a fifteen minute tests and a written test. Some requires of student to study well English. To help Ss have the opportunities to develop their oral fluency. To introduce the theme 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:Time/Stages Activities Interactions 1. Warmup 9 minutes * Game: Lucky NumberT 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 Number2. How many girls are there in your class?3. Do you know what your English teacher’s name is? 4. Lucky Number5. 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.T < > SsGroup work2. Presentation

Giáo án Tiếng anh lớp 10 thí điểm (trọn bộ)

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112 minutes A. Content: Including six topics T introduces the topics.1. You and me 2. Education 3. Community 4. Recreation5. Nature and Environment 6. People and places> Six topics are divided into ten units. T asks Ss to find out the topic through the unit’s name. B. The design of each unit in textbook:1. Getting started: Introducing the overall topic of the unit2. Language: Learning vocabulary, grammar and pronunciation 3. Reading: Developing reading skills and providing Ss with language and ideas about the topic4. Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge5. Listening: Developing listening skills6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language7. Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the languageT < > Ss1learnt 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 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.3. Presentation 220 minutesC. 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 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 BackF. 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)T < > SsT < > SsT < > Ss4.Consolidation2 minutes Ask Ss to consolidate the main contents. Give feedback.T < > Ss5. Homework2 minutes Prepare the new words in Unit 1: Family lifeLesson1: Getting startedT < > SsE. Experience:

Date of preparation: August, 16th2014 Date of signing: August, 18th20142Distributive period: 2 Date of teaching:Unit 1 Family life Lesson 1 Getting startedA. Aims and Objectives: To teach Ss to listen and read a conversation about family life and do tasks: T/F exercise and completing exercise. To teach some lexical items related to the topic Family life. By the end of the lesson, students will be able to: + 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.B. Preparations: Teacher: Handouts, textbook, pieces of papers and cassette. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.* Skills: Reading for gist and for specific information. Skimming and scanning readingD. Procedures:Time/Stages Activities Interactions 1. Warmup 5 minutes * Brainstorming T asks Ss some questions:+ What is your responsibility in your family?+ Who does the household chores?+ …………………. T leads Ss to the lesson.T < > Ss2. New lesson7 minutes13 minutes



7 minutes10 minutesTask 1: Listen and read: T plays the recording and asks Ss to listen and pay attention to the text to understand the content. Ss listen and read along silently. Task 2: Decide whether the sentences are true, false or not given 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:1. F 2. NG 3. F 4. T 5. T 6. NGTask 3: Listen and repeat: 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. Task 4: Write the verbs or phrases T asks Ss to write the verbs or phrases that are used with the words orphrases 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.Whole classPair workT < > SsSsT < > SsSSs < > Ss31. do /divide/ handle (household) chores 2. take out garbage3. do laundry 4. shop for groceries5. do heavy lifting 6. do washingup7. be responsible for household financesT < > Ss3.Consolidation2 minutes Ask Ss to consolidate the main contents. Give feedback.T < > Ss4. Homework1 minute T asks Ss to learn by heart the words and phrases related to householdchores and duties. Prepare for the next lesson.T < > SsE. Experience:

Date of preparation: August, 16th2014 Date of signing: August, 18th2014



Distributive period: 3 Date of teaching:Unit 1 Family life Lesson 2 LanguageA. Aims and Objectives: To teach Ss to pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context. To teach Ss the words and phrases related to household chores and duties. To teach Ss to use the present simple and the present continuous tense. By the end of the lesson, students will be able to: + Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context.+ Use the words and phrases related to household chores and duties.+ Understand and use the present simple and the present continuous tense.B. Preparations: Teacher: Handouts, textbook, pieces of papers and cassette. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:Time/Stages Activities Interactions 1. Homework6 minutes * Checking T asks Ss to make sentences using some words or phrases:1. do (household) chores 2. take out garbage3. do laundry 4. shop for groceries5. do heavy lifting 6. do washingup7. be responsible for household finances T corrects Ss’ answers and gives mark.T < > Ss2. New lesson8 minutes7 minutesA. Vocabulary: Task 1: Matching T asks Ss to read the words and phrases in the box, then discuss and find the meaning for each of them. Ss work individually. T asks students to compare the answers with a partner. T asks some students to read the answers. Checks and gives the correct answers:1. f 2. e 3. a 4. h5. b 6. g 7. d 8. cTask 2: Adding more IndividuallyT < > Ss47 minutes5 minutes4 minutes5 minutes 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. FeedbackTask 3: Discussing 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.B. Pronunciation:Task 1: Listen and repeat: T plays the recording and asks Ss to listen then repeat the words twice. T asks some Ss to read the words. T gives the meaning of the words if necessary. T helps Ss distinguish the three sound clusters. T corrects Ss’ pronunciation T helps Ss with the pronunciation.Task 2: Listen and choose T asks to read the words in rows, paying attention to the difference between the sound clusters. T plays the recording and asks Ss to listen then circle the word they hear. T asks Ss to work individually. T asks Ss to exchange the answers with their partner. T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear. 1. b 2. b 3. c 4. aC. Grammar:Task 1: T asks Ss to read the text once and asks them to pay attention to the words / phrases such as every day, today, at the moment, and asks them what verb forms are often used in the sentences that have these words /phrases. Ask them to choose the correct verb form. T asks Ss to exchange the answers with their partner. T checks Ss’ answers and elicits from them the rules of using the present simple and the present continuous tense. T gives feedback.1. a 2. a 3. a 4. b5. b 6. b 7. b 8. bSsSs < > SsT < > SsT < > SsST < > SsSSsT < > Ss

SIndividually3.Consolidation2 minutes Ask Ss to consolidate the main contents. Give feedback. T < > Ss4. Homework1 minute T asks Ss to do exercise 2 page 8 at home. Prepare for the next lesson.T < > SsE. Experience:

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Date of preparation: August, 16



th2014 Date of signing: August, 18th2014Distributive period: 4 Date of teaching:Unit 1 Family life Lesson 3 ReadingA. Aims and Objectives: To teach Ss to read for general ideas and for specific information about Family life and answer the questions. By the end of the lesson, students will be able to: + Read for general ideas and for specific information about Family life 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.B. Preparations: Teacher: Handouts, textbook, pieces of papers, cassette. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:Time/Stages Activities Interactions 1. Homework6 minutes * Checking T asks Ss to do exercise 2 page 8.1. does, is not cooking, is working2. is taking out3. cleans, is cleaning4. is preparing5. looks after, works 6. is watching, watches T corrects Ss’ answers and gives mark.T < > Ss2. New lesson8 minutes7 minutes7 minutesSharing houseworkTask 1: T asks Ss work in groups, look at the picture and answer the questions. T asks Ss to call out the answers to question 1 freely. For question 2, ask a representative of each group to give the opinion of the group. Theanswer can be “Yes, they are. Because they do the housework together/ Because all members of the family share the housework.”Task 2: T asks Ss to read the three heading (ac) first and asks them if they understand the meaning. Ask Ss to read through the text once without stopping at words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best title for the text. Remind Ss that the title for the text is the one that gives the general idea of the whole text. Ask students to compare the answers with a partner. Check Ss’ answers and guide Ss to the correct choice if necessary byhelping them eliminate the sentences that only about one aspect of thetext.Key: cTask 3: Have Ss read the text again and underline the words sociable,

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Group workT < > SsSsSs < > SsT < > SsT < > Ss67 minutes7 minutesvulnerable, 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. aTask 4: T asks Ss to continue to work in pairs, and find out what it refers to ineach 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 Task 5: Put Ss in groups of three; ask them to read the questions first to makesure they understand what information they need in order to answer thequestions. It may help if Ss can understand the key words in the questions. Ask Ss to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss theanswers. Check Ss’ answer by inviting a representative form each group to give the answer to one of the questions. If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it form other Ss. Key: 1. They do better at school, become more sociable, and have better relationships with their teachers and friends.2. Because it shows that they care about their wives and this makes their wives happy. 3. They may fall ill easily or may think about divorce.4. There is a positive atmosphere for the family. ST < > SsPair workSsT < > Ss3.Consolidation2 minutes Ask Ss to consolidate the main contents. Give feedback. T < > Ss4. Homework1 minute T asks Ss to do task 6 page 9 at home. Prepare for the next lesson.T < > SsE. Experience:

Date of preparation: August, 24th



2014 Date of signing: August, 25th2014Distributive period: 5 Date of teaching:Unit 1 Family life Lesson 4 SpeakingA. Aims and Objectives: To teach Ss to talk about Family life. To teach Ss some words and phrases related to Family life. By the end of the lesson, students will be able to: + Talk about their home life. + Exchange opinion about household chores.7+ Talk about household chores they often do. + Express their opinions about the chores they like or dislike.+ Knowledge: General knowledge: + Singleparent family: Gia đình chỉ có cha hoặc mẹ.+ Extended family: Gia đình có nhiều thế hệ hoặc họ hàng sống chung.+ Nuclear family: Gia đình chỉ có cha, mẹ và con cái.B. Preparations: Teacher: Handouts, textbook and pieces of papers. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:Time/Stages Activities Interactions 1. Homework7 minutes * Checking T asks Ss to do the brainstorming

List three household chores you like and dislike Discuss the reasonsGive comments and lead in the lessonT < > SsT2. New lesson10 minutes

15 minutes1. Activity 1Ask Ss work individually to write at least three household chores they like ordislike.And then give the reasons.Share the answers with the partners.Call some of them to present the answers orally. LikesName of chore ReasonsFeeding the cats and dogs Love animalsDo the groceries Like shoppingTaking out the garbage It is not too hard DislikesName of chore ReasonsLaundry Take much time and quite hard Washing the dishes Often break things Looking after the baby Waste time, be tired 2. Activity 2Ask Ss to look at the task 2. Let them some minutes to read the questions first and underline the key



words.Ask Ss to work in pairs to match the questions with the answers. Call some of them to read out the questions and answers.Read the questions and underline key words.1. …………… everyday?2. ……… like doing …………… ?3. What ………………… like ……….?4. ………… dislike doing …….?IndividuallyPair workT < > SsSsPair workT < > Ss8cookingwashing upDoing the laundryHousehold choressweeping10 minutesMatching: Suggested answers 1. c 2. a 3. d 4. bCall some of them to read the dialogue orally Practise the dialogueA: 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 busyA: 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. 3. Activity 3Ask Ss to use the information above to make the similar conversation with partner (about themselves)Work in groups of three then present in class. Practise in pairs about their own chores at home.Present orally in pairs.Example: A: What household chores do you do everyday?B: I …………………………… A: Which of the chores do you like doing most?B: Well, I think I like …………………… A: What do you like about it?B: Because ……………………….A: Which of the chores do you dislike most?B: I hate …………………. Because ……….T < > SsSs < > SsT < > SsSs < > Ss3.Consolidation2 minutes Ask Ss to consolidate the main contents.



Give feedback. T < > Ss4. Homework1 minute T asks Ss to write the dialogue in the notebook Prepare for the next lesson.T < > SsE. Experience:

Date of preparation: August, 24th2014 Date of signing: August, 25th2014Distributive period: 6 Date of teaching:Unit 1 Family life Lesson 5 ListeningA. Aims and Objectives: To teach Ss to listen a programme about the roles of family members. To teach Ss about Family life. By the end of the lesson, students will be 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.B. Preparations: Teacher: Handouts, textbook, pieces of papers and cassette. 9 Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:Time/Stages Activities Interactions 1. Homework8 minutes * Checking Collect some homework books to mark writing. Give marks. Give comments and lead in the lesson.T < > Ss2. New lesson6 minutes8 minutes10 minutes10 minutes

1. Activity 1 Ask Ss to answer some questions:1. How does your family share the household chores?2. Is your mother a homemaker?3. Is your father a breadwinner?4. Do you think that both parents now work to contribute the family finances? Introduce the content of the listening that they are going to listen.2. Activity 2Ask Ss to look at the sentences in task 2 and guest which is true or which is false.Play the tape first time.



At the first time ask Ss to give the answer if they can.Read the text second time.Ask Ss to give the evidence.Listen the answers then give comment.In the third listening teacher check the understand of Ss.Call some of them to give answers.Give commentSuggested answers:1. T 2. T 3. T 4. F 5. T 3. Activity 3Have Ss work in pairs to match the words/ phrases with its appropriate meaningAsk them to guess the part of speech of the word givenPart of speechBalance (n)Nurture (v)Equally shared parentingTraditional (a) Solution (n)Ask some of them to tell the answer Give commentsAnswers:1. e 2 . b 3. c 4. d 5. a4. Activity 4Ask Ss to read the task 4Ask Ss to look at the key words1/ How has the role of men in the family changed?2/ How have men’s and women’s roles become alike? 3. What is the result of equally shared parenting?Play the tape first time At the first time ask Ss to give the answer if they canRead the text second time.Ask Ss to give the evidenceListen the answers then give commentPair workT < > SsSsT < > SsT < > SsT < > SsSs < > Ss10In the third listening teacher check the understand of SsCall some of them to give answersGive commentSuggested answers:1. They are not the only breadwinner in the family, and they get more involved in housework and parenting.2. Both are responsible for family finances, homemaking and parenting.3.The families become happier and the divorce rate among them is the lowestT < > Ss3.Consolidation2 minutes Ask Ss to consolidate the main contents. Give feedback. T < > Ss4. Homework1 minute T asks Ss to write the dialogue in the notebook Prepare for the next lesson.



T < > SsE. Experience:

Date of preparation: August, 24th2014 Date of signing: August, 25th2014Distributive period: 7 Date of teaching:Unit 1 Family life Lesson 6 Writing A. Aims and Objectives: To teach Ss to write a paragraph about family chores. To teach Ss some words and structures related to Family life. By the end of the lesson, students will be 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. B. Preparations: Teacher: Handouts, textbook and pieces of papers. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:Time/Stages Activities Interactions 1. Homework8 minutes * Checking Collect some homework books to mark writing. Give marks. Give comments and lead in the lesson.T < > Ss2. New lesson8 minutes“Many hands make light work”1. Activity 1 Ask Ss to work in pairs to discuss the meaning of saying Call some of them to tell the answersPair work11 12 minutes14 minutes

Ss present the answerMany hands make light work means that if many people share a piece of work, it will become easier for everybody. If all family members contribute to housework, each won’t have to do much. Give comment.2. Activity 2 +3Ask Ss to read the text.In pairs complete the chore chart.Call some of them to tell class. Ss present in class.HOUSEHOLD CHORE CHART DAD Mending things , cleaning the bathroomMUM Do most of the cooking and groceries shopping



LAM 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) Call some students to tell the form of writing a paragraph about how peoplein 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. ConclusionThe benefits of sharing house hold chore or your feeling about your family(I love sharing the household chores with all members of my family as ……………)3. Activity 4Ask students to complete their own Family chore chart.Write the chart of a student on the board as an example HOUSEHOLD CHORE CHART DAD Doing the heavy liftingSometimes prepare dinnerMUM Do most of the cooking and groceries shoppingMy older sister Help my mum cook lunch and dinnerDoing the laundryWater the houseplants Me Taking out the rubbish Lay the table for mealsFeed the cat and dogsCall him/her write the writing on the board, and the rest of students T < > SsPair workT < > SsT < > SsT < > SsSs < > SsIndividuallyT < > Ss12write in their notebook. (Time limited is 10 minutes) Check the writing on the board.Collect the writing to give marks.3.Consolidation2 minutes Ask Ss to consolidate the main contents. Ask Ss to tell class how to write a paragraph about how people inyour family share household work. Give feedback.T < > Ss



4. Homework1 minute T asks Ss to write the dialogue in the notebook Prepare for the next lesson.T < > SsE. Experience:

Date of preparation: August, 24th2014 Date of signing: August, 25th2014Distributive period: 8 Date of teaching:Unit 1 Family life Lesson 7 Communication and cultureA. Aims and Objectives: To teach Ss about the sharing household chores in the family. To teach Ss to talk and read about knowledge of family fife in different cultures (Viet Nam and Singapore) By the end of the lesson, students will be able to:+ Understand and read about inventions in Asian countries.+ Talk about 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) B. Preparations: Teacher: Handouts, textbook and pieces of papers. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:Time/Stages Activities Interactions 1. Homework7 minutes * Checking Collect some homework books to mark writing. Give marks. Give comments and lead in the lesson.T < > Ss2. New lesson6 minutes8 minutes1. Communication: Discussion: Who does what in your family?Activity 1: Ask Ss to work in pairs to describe Call some of them to tell the answersAnswers:The father is cleaning the house.The mother is doing the housework ( cooking, cleaning the house, feeding the baby, doing the laundry, ironing….) Activity 2:Pair workT < > Ss1310 minutes11 minutes Tell Ss that they are going to listen to a TV talk show and will have to



find out who said what in the show. Ask Ss to read the statements (ag) and make sure that they understand all of them. T explains some words or phrases if necessary. Play the record. Have Ss listen and do the activity. Feedback.Activity 3: Ask Ss to work in groups of four to discuss the questions. Tell Ss to refer back to the ideas in Activity 2 to answer the questions, but they can also express their opinions freely. Call some groups to report their group’s opinions to the class. 2. Culture:Activity 1: Ask Ss to work in pairs. One reads the text about family life in Singapore and the other reads the text about family life in Viet Nam, then each writes down his/ her answers to the questions about his / her text. Help Ss with some vocabulary. Ask some Ss to present their answers. FeedbackT < > SsGroup workT < > Ss3.Consolidation2 minutes Ask Ss to consolidate the main contents. Give feedback. T < > Ss4. Homework1 minute T asks Ss to learn the structures and vocabulary. Prepare for the next lesson.T < > SsE. Experience:

Date of preparation: August, 24th2014 Date of signing: August, 25th2014Distributive period: 9 Date of teaching:Unit 1 Family life Lesson 8 Looking back and projectA. Aims and Objectives: To help Ss pronounce correctly and recognize the words cluster sounds /tr/ , /br/ , / kr / in isolation and in context. To teach Ss some lexical items related to the topic Family life. To teach Ss to do the tense exercises (the present simple and the present continuous tense). 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.B. Preparations: Teacher: Handouts, textbook, pieces of papers, cassette. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:



14Time/Stages Activities Interactions 1. Homework7 minutes * Checking Collect some homework books to mark writing. Give marks. Give comments and lead in the lesson.T < > Ss2. New lesson11 minutes 10 minutes14 minutesPronunciation: Introduce the task and play the recording. T asks Ss to underline the words having cluster sounds /tr/ , /br/ , / kr /. Call on some Ss to read the sentences. Vocabulary: Activity 1: What chores are the people doing? Have Ss work in pairs to write the name of chore under each picture. Check Ss’ answers by asking them to write the names of chores onthe board next to the number of the picture.Key:1. cooking 2. shopping for groceries3. doing the laundry / washing clothes 4. taking out the rubbish5. cleaning the toilet 6. washing up7. ironing 8. sweeping (the house)9. watering the flowers 10. feeding the cats / petsActivity 2: Use the words/ phrases in the box in their correct form to complete the text. Tell Ss to read the text carefully, using the context clues to decide which word / phrase can be used to complete each gap in the text. Check Ss’ answers and provide correction if necessary. Key:1. does the cooking 2. shops for groceries3. does the heavy lifting 4. laundry5. ironing 6. takes out the rubbish7. sweeping the house 8. lays the table9. does the washingupGrammar:Activity 1: Ask Ss to work in pairs to finish the sentences with either the present simple or the present continuous tense. Check Ss’ answers. FeedbackKey: 1. am writing, miss 2. am looking after3. looks, is wearing 4. am cooking5. are you reading 6. doActivity 2: Ask Ss to work in groups to discuss the questions. T goes around and helps Ss with the new words or structures. Call some groups to report the results to the class. T listens and makes comments.IndividuallyT < > SsPair workT < > Ss



Group workT < > SsPair workT < > SsGroup workT < > Ss3.Consolidation2 minutes Ask Ss to consolidate the main contents. Give feedback. T < > Ss4. Homework T asks Ss to learn the structures and vocabulary. Prepare for the next lesson.T < > Ss151 minuteE. Experience:

Date of preparation: August, 24th2014 Date of signing: August, 25th2014Distributive period: 10 Date of teaching:Unit 2 your body and youLesson 1 Getting startedA. Aims and Objectives: To teach Ss to listen and read a conversation about Your body and you and do tasks: Listen and repeat and questions and answers. To teach some lexical items related to the topic Your body and you. By the end of the lesson, students will be able to: + Use some lexical items related to the topic parts of the body. + Make simple dialogues using the given expressions. B. Preparations: Teacher: Handouts, textbook, pieces of papers and cassette. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.* Skills: Reading for gist and for specific information. Skimming and scanning readingD. Procedures:Time/Stages Activities Interactions 1. Warm up 8 minutes Ask students to keep book close and remember names of the body. Students listen to the teacher and point at the parts of their body whenthey hear the words related to part of the body. ex: nose, eyes, ear, arm, hand, leg, finger Lead in: We’re going to learn about ……… T < > Ss2. New lesson14 minutesAn apple a DayTask 1: This task leads students in and Ss work individually to arouse interest



in the topic of the unit. Tell Ss not to worry bout the new words or grammar points. The new items will be dealt with later on. Play the disk and ask students to listen. Students read the dialogue.Task 2: This task focuses on comprehension. Ask students to practise asking and answering the questions. Let them report the answers and check if they have any difficulty in understanding the conversation. Answers may vary. Walk round and help them Ask some students to stand up to talk again IndividuallyT < > SsPair work1612 minutes8 minutes1. Better health; good body condition; stronger resistance to illnesses 2. Lose weight, build healthy bones, and prevent diseases like cancer. 3. Memory or (the) brain.4. He feels there may be unwanted effects from good things. Task 3: This task familiarises Ss with the vocabulary and helps them improvethe recognition of consonant clusters in focus. Tell Ss to listen and repeat the words. Play the tape. Ss listen and circle the words they hear. + prevent disease bones weight+ brain boost healthy Ss work on classifying the words into the corresponding categories.disease (n) nervous (a)balance (n) healthy (a)skeleton (n)system (n) prevent (v)bones (n) balance (v)weight (n) boost (v)brain (n)lungs (n)Task 4: Ask Ss to work individually, in pairs or in groups to report on a time when laughter was the best medicine for them. T can assist by giving alist of prompts including occasions like an embarrassing situation,feeling stressful, tired or sick, etc…T < > SsT < > SsSs < > SsIndividually3.Consolidation2 minutes Summarize the main points of the lessonT < > Ss4. Homework1 minute Ask students to write a passage about their daily routine (50 words) Prepare for the next lesson.T < > SsE. Experience:



17Date of preparation: September, 13 th2014 Date of signing: September, 15 th2014Distributive period: 11 Date of teaching: Unit 2 your body and you Lesson 2 LanguageA. Aims and 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 voiceB. Preparations: Teacher: Handouts, textbook, pieces of papers, cassette. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:Time/Stages Activities Interactions 1. Warm up 5 minutes * Checking Teach some of the words using the glossary, some pictures. Prepare some pictures of the body systems or organs for illustration if possible. ex: blood, heart, spine, stomach, lung, nerves, bones, skull, Lead in: We’re going to learn about T < > Ss2. New lesson10 minutes10 minutes17 minutesA. Vocabulary: Task 1: Matching a. Ask Ss to match the items in the left column with ones in the rightcolumn.+ Circulatory System : c + Skeletal System : e+ Digestive System : d + Nervous System : a+ Respiratory System : bb. Ask Ss to work in pairs, practise saying the names of the systems.Remind Ss to pay attention to the stressed syllable(s) in each word Ss work in pairs, practise saying the names of the systems.Task 2: Tell Ss to work on classifying the words into the corresponding systems. Assist Ss to find the right meanings using a dictionary. B. PronunciationTask 1: Ask Ss to listen and repeat the words. Help Ss make a clear distinction of the pair /pr/ and /pl/ and thepair /gr/ and /gl/. Allow Ss to repeat a few times.Task 2: Individually



T < > SsGroup work18 Ask Ss to listen and practise reading the sentences aloud. Teacher may model first if necessary the draw Ss’ attention to the consonantclusters in focus. Ask Ss to practise the sentences a few times.C. Grammar: a. Will and be going to Task 1: Ask Ss to read about the usage of will and going to and make someexamples of their own.+ “Will” can be used to express: 1. promises.2. offers and requests for help 3. refusals of things4. and predictions about the future.+ “Be going to?” can be used to express:5. plans, intentions.6. and making some predictions. Give explanations and provide help when necessary. Task 2: Ask Ss to identify the use of Will and going to in the sentences and write from 1 to 6 next to each one. Help Ss if necessary. Key:1. 1 (promises) 2. 3 (refusals of things)3. 5 (plans, intentions) 4. 6 (predictions)5. 2 (offers and requests for help) Task 3: Tell Ss to further apply their newly acquired knowledge of will and going to in context. Ask Ss to read the sentences. Put a tick in front of the sentence if it isappropriate, put a cross if it isn’t. Ss read the sentences. Put a tick in front of the sentence if it isappropriate, put a cross if it isn’t. Give some explanations for their choice if they can. Key:1. x 2. √ 3. √ 4. √5. √ 6. √ 7. √ 8. √Task 4: This task encourages Ss to use the items newly learnt in practice. AskSs to complete the sentences with the rights form of Will and be going to. Remind Ss that sometime both can be used.Key:1. will/ is going to 2. won’t 3. will/ is going to 4. are going to5. will 6. Are going to7. will 8. am going tob. The passive Tell Ss to read about the usage of the passive voice. Teacher can provide some explanations if necessary to help Ss understand the rules.Task 4: Ask to read the surprising facts about human body first, then 1. Nerves signals are sent to and from the brain as fast as 170 timesper hour. 2. 10 watts is consumed by the brain3. The blood vessels are damaged T < > SsSSsT < > Ss



IndividuallyT < > SsT < > Ss194. The body is made up around 7 octillion atoms5. 2,000 gallons is pumped through our body6. 17 muscles are used to smile and 43 to frown7. 32 million bacteria are estimated to live on one square inch of ourskin.8. Emotional tears are produced by humansT < > Ss3.Consolidation2 minutes Ask Ss to consolidate the main contents. Give feedback. T < > Ss4. Homework1 minute T asks Ss to do exercises again at home. Prepare for the next lesson.T < > SsE. Experience:

Date of preparation: September, 13 th2014 Date of signing: September, 15 th2014Distributive period: 12 Date of teaching:Unit 2 your body and you Lesson 3 ReadingA. Aims and Objectives: By the end of the lesson, students will be able to understand: General knowledge: Ss read for specific information about acupuncture. Language: Present simple New words: Words related to acupuncture. B. Preparations: Teacher: Handouts, textbook, pieces of papers. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:Time/Stages Activities Interactions 1. Warm up 6 minutes Lead in: Inform the class of the lesson objectives: Skimming(glancing over a text for a general overview) and scanning (quicklylooking at a text for specific information) the text for the main idea andspecific information. Ask the class to recall what skimming andscanning are.T < > Ss2. New lesson36 minutesTask 1: Have students look at the picture and read the title of the textACUPUNCTURE and talk about what they may already know aboutacupuncture.



Select some Ss who know about the practice to speak to the classusing their background knowledge. If no Ss about the practice, teacher will give a brief description.Task 2: The purpose of this task is to further involve the Ss in the subject of thereading. Ask students to read the passage. In pairs, or in groups choose thethree most things they learn about acupuncture.SsT < > SsT < > SsGroup work20 Ss work pairs, or in groups to discuss what they want to know aboutacupuncture from then decide on at least three things they want to havemore information about. Ss report their list and compare with others’. Students read the text quickly and pick out words or phrases.Key:1. ailments 5. alternative2. ease 6. treatment3. acupoints 7. evidence4. precaution 8. promoteTask 4: The purpose of this task is the Ss’ thorough comprehension of thereading text. Allow students to read the text again in depth to find necessaryinformation to give answers to the questions. Ss work individually to answers the questions.Suggested answers:1. (It’s) promoting harmony between humans and the world around them and a balance between yin and yang.2. It is believed to promote the body’s natural healing capabilities and enhance its function.3. There are more than 2000 nowadays.4. They are soreness, slight bleeding, or discomfort.5. Those who have electrical or electronic medical device inside them.6. Acupuncture is considered as a reliable alternative to modernmedicine.Task 5: The purpose of this task is to allow Ss to dig deeper into theirbackground knowledge using the reading as a model and a source ofinformation and then develop writing or speaking as a postreadingactivities. Elicit Ss’ knowledge in the field of nonmedical treatments. Thesecan be traditional or modern. Ss work in pairs or in groups to exchange information. After sharinginformation, Ss report to the class. Two students present the report. T < > SsPair workT < > SsIndividuallyPair workT < > Ss3.Consolidation2 minutes Ask Ss to consolidate the main contents. Give feedback. Summarize the main points of the lesson.



T < > Ss4. Homework1 minute Prepare for the next lesson.T < > SsE. Experience:

21Date of preparation: September, 20 th2014 Date of signing: September, 22 nd2014Distributive period: 13 Date of teaching:Unit 2 your body and youLesson 4 SpeakingA. Aims and Objectives: By the end of the lesson, students will be able to understand: 1. Educational aim: Students will be able to talk about how to get rid of bad habits.2. Knowledge: General knowledge: Ss know about some bad habits and how to get rid of those ones. Language: Present simple New words: words related to good and bad habits.3. Skills: Speaking B. Preparations: Teacher: Handouts, textbook, pieces of papers. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:Time/Stages Activities Interactions 1. Warm up 5 minutes Lead in: Inform the class of the lesson objectives: Talking about some bad habits.T < > Ss2. New lesson37 minutesSpeaking: Talking about some habits Task 1: The purpose of this task is to identify good habits from some givenones. Ask students what they think of their habits. Have Ss look at the list of habits and decide which ones are good. Ss name the habits they think they have. Ss look at the list of habits and decide which ones are good. Ss explain their choice and give rectification if needed.Suggested answers:+ Keeping a routine+ Saving money+ Never giving up+ Being thankful+ Reading regularly+ Doing regular exerciseTask 2: The purpose of this task is to allow Ss to have some insight into habits



and how to kick a bad one. Ss will develop their confidence inspeaking by giving personal opinions on relevant topics. Ss work in pairs or in groups and discuss why some of the habits aregood and why some are bad by giving evidence and proof to supporttheir ideas.Examples:to stop litteringLook for dustbins when you want to throw away something, etc Task 3: The purpose of this task is to assist Ss’ speaking by using relevantT < > SsT < > SsPair workT < > Ss22information. Ss read the text quickly and choose the things they think they can orcan’t follow. Then Ss explain their decision to the class. Ss read the phrase in the “watch out: boxand try to come to a conclusion on the meaning of the idiom. Task 4: The purpose of this task is for Ss to develop their ability in freespeaking by applying advice to kicking a bad habit Ss work in pairs or in groups to choose one bad habit, then make a listof “do’s” and “don’ts in order to kick that habit. Ss share their lists with each other and report to the class.Group workT < > Ss3.Consolidation2 minutes Ask Ss to consolidate the main contents. Give feedback. Summarize the main points of the lesson.T < > Ss4. Homework1 minute Prepare for the next lesson.T < > SsE. Experience:

Date of preparation: September, 20 th2014 Date of signing: September, 22 nd2014Distributive period: 14 Date of teaching:Unit 2 your body and youLesson 5 ListeningA. Aims and Objectives: 1. Educational aim: By the end of the lesson, students will be able to talk about a healthy diet and improvelistening skill.2. Knowledge: General knowledge: Ss learn how to choose a healthy diet Language: Present simple New words: Words related to diet. 3. Skills: Listening for specific information and deciding on True or False statements



B. Preparations: Teacher: Handouts, textbook, pieces of papers, cassette. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:Time/Stages Activities Interactions 1. Warm up 5 minutes Task 1: The purpose of the task is to engage Ss in the lesson by eliciting theirpersonal eating habits. Ask Ss to answer the questions:+ What do you usually have for lunch or dinner?+ Do you care about the nutritional value of the things you eat? Ss talk about how much they care about the nutritional value of thethings they eat?T < > Ss232. New lesson37 minutesTask 2: The purpose of the task is to give Ss a closer look into what they aregoing to listen to. Ask Ss to look at the picture below and ask them to talk about whatthey think the listening may be about. Ss may respond briefly to give their opinions on the listening they aregoing to do. Play the tape. Allow Ss to listen one more time if necessary to build up Ssconfidence in their listening capability. Listen to the recording to see what they hear matches what theyexpected.Task 3: Truefalse The purpose of the task is to check Ss’ comprehension. Have students read the sentences carefully. Play the recording again and ask students to listen and decide whetherthe statements are true or false. Call on Ss to check their answers. Ss read the sentences carefully. Listen to the tape again and decide the statements that are true orfalse then explain themKey: 1.F 2.T 3.F 4.T 5.F Task 4: The purpose of the task is to develop Ss’ skill in listening for detailedinformation. Tell Ss to listen again then divide the plate into sections and label which food should be in each section. Ss write the sentences to describe the plate they have drawn in task 4.Task 5: The purpose of the task is to swap up the listening with an expansion towriting using the knowledge and information Ss have just learnt. Listen to the teacher and write down homeworkT < > SsT < > SsT < > SsT < > SsT < > Ss3.Consolidation2 minutes



Ask Ss to consolidate the main contents. Give feedback. Summarize the main points of the lesson.T < > Ss4. Homework1 minute Prepare for the next lesson.T < > SsE. Experience:

Date of preparation: September, 27 th2014 Date of signing: September, 29 th2014Distributive period: 15 Date of teaching:24Unit 2 your body and youLesson 6 Writing A. Aims and Objectives: 1. Educational aim: By the end of the lesson, students will be able to write a short letter to ask for help andrespond to requests in proper dining/ eating.2. Knowledge: General knowledge: Ss learn how to choose a healthy diet Language: Present simple New words: Words related to diet. 3. Skills: Writing B. Preparations: Teacher: Handouts, textbook, pieces of papers. Students: Textbook C. Methods: The whole lesson: Integrated, mainly communicative.D. Procedures:Time/Stages Activities Interactions 1. Warm up 7 minutes Lead in: Inform the class of the lesson objectives: writing about whatto eat and not to eat.Task 1: The purpose of this task is to provide Ss with input for their practiceand production later on Give brief explanations or provide meanings of the difficult words to help Ss when necessary. Build a list of foods from your own experience that may give you. allergies bad breath stress sleeplessness sleepinessT < > Ss2. New lesson35 minutesTask 2: The purpose of this task is to have Ss brainstorm and produce a list offood that may give them: Ss work individually to built a list as instructed. allergies bad breath stress



sleeplessness sleepinessTask 3: The purpose of this task is to build up Ss ability when writing a letterrequesting help using the given model. Ask Ss to read the letters from the readers and may analyse theproblems and the writing styles.Task 4: The purpose of this task is to build up Ss’ ability in free letter writingby replying to “requestforhelp” letters. Ask Ss to study the reply to Scott’s letter. Help Ss if necessary to facilitate Ss’ acquisition in terms of writing styles, structures, languageand tactics.T < > SsIndividuallyT < > SsT < > Ss3.Consolidation2 minutes Ask Ss to consolidate the main contents. Give feedback. Summarize the main points of the lesson.T < > Ss25

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