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

19/9/2016 Giáo án Tiếng anh lớp 10 thí điểm (trọn bộ) Tài liệu text
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Date of preparation: August, 16
th
2014 Date of signing: August, 18
th
2014
Distributive period: 1 Date of signing:
INTRODUCING THE PROGRAMS OF ENGLISH 10
A. Aims:
Help Ss to know about the English book grade 10 in general. (Including themes, tests, lessons etc. )
Introduce how to do an oral test, a fifteen minute tests and a written test.
Some requires of student to study well English.
To help Ss have the opportunities to develop their oral fluency.
To introduce the theme 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 Number
T divides the whole class into two groups and plays the game.
The leader of each group chooses a number for their own group
and does the following requirement in each question. If the answer
is correct, they will get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not?
7. How do you learn English well?
8. Do you speak English fluently?
T leads Ss in the lesson.
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Group work
2.
Presentation
Giáo án Tiếng anh lớp 10 thí điểm (trọn bộ)

1
12 minutes
A. Content: Including six topics
T introduces the topics.
1. You and me 2. Education
3. Community 4. Recreation
5. Nature and Environment 6. People and places
> Six topics are divided into 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 unit
2. Language: Learning vocabulary, grammar and pronunciation
3. Reading: Developing reading skills and providing Ss with
language and ideas about the topic
4. Speaking: Developing speaking skills and encouraging Ss to
apply and share their own knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping Ss cope with
ideas and necessary language
7. Communication and culture: providing Ss with an opportunity
for further practice and consolidation of the skills and the language
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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 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
2
20 minutes
C. Tests:
1 Checking frequency knowledge for the previous lesson.
2 Fifteen minutes test (3 times for each semester)
3 Forty minutes test (2 times for each semester)
4 Semester test (Once for each semester)
D. The new point in learning English 10
Communicative method /approach.
Task based method /teaching.
The book is designed with 4 skills.
Complete and various tests.
Learner centered approach.
E. Introduce the English book grade 10
Ask Ss to look through the book then tell class how many units it
has.
Introduce some more information.
There are 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)
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4.
Consolidation
2 minutes
Ask Ss to consolidate the main contents.
Give feedback.
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5. Homework
2 minutes
Prepare the new words in Unit 1: Family life
Lesson1: Getting started
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E. Experience:
th
th
2014
2
Distributive period: 2 Date of teaching:
Unit 1 Family life
Lesson 1 Getting started
A. 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.
+ 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
* Skills: Reading for gist and for specific information.
Skimming and scanning reading
D. Procedures:
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.
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2. New
lesson
7 minutes
13 minutes

7 minutes
10 minutes
Task 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. NG
Task 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 or
phrases in the conversation.
T asks Ss to work individually.
T plays the recording again if necessary.
T asks Ss to exchange the answers with their partner.
T gives feedback.
Whole class
Pair work
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1. do /divide/ handle (household) chores 2. take out garbage
3. do laundry 4. shop for groceries
5. do heavy lifting 6. do washingup
7. be responsible for household finances
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3.
Consolidation
2 minutes
Give feedback.
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4.
Homework
1 minute
T asks Ss to learn by heart the words and phrases related to household
chores and duties.
Prepare for the next lesson.
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E. Experience:
th
th
2014

Unit 1 Family life
Lesson 2 Language
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.
+ 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:
Students: Textbook
D. Procedures:
1.
Homework
6 minutes
* Checking
T asks Ss to make sentences using some words or phrases:
1. do (household) chores 2. take out garbage
3. do laundry 4. shop for groceries
5. do heavy lifting 6. do washingup
7. be responsible for household finances
T corrects Ss’ answers and gives mark.
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2. New
lesson
8 minutes
7 minutes
A. Vocabulary:
Task 1: Matching
T asks Ss to read the words and phrases in the box, then discuss and
find the meaning for each of them.
Ss work individually.
T asks students to compare the answers with a partner.
T asks some students to read the answers.
Checks and gives the correct answers:
1. f 2. e 3. a 4. h
5. b 6. g 7. d 8. c
Task 2: Adding more
Individually
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7 minutes
5 minutes
4 minutes
5 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 some students to read the answers.
Feedback
Task 3: Discussing
T asks Ss to discuss two questions
Have Ss work in pairs to ask and answer the questions.
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 checks Ss’ answers by asking them to call out the letter (a, b or c)
corresponding to the word they hear.
1. b 2. b 3. c 4. a
C. Grammar:
Task 1:
T asks Ss to read the text once and asks them to pay attention to the
words / phrases such as every day, today, at the moment, and asks them
what verb forms are often used in the sentences that have these words /
phrases. Ask them to choose the correct verb form.
T checks Ss’ answers and elicits from them the rules of using the
present simple and the present continuous tense.
T gives feedback.
1. a 2. a 3. a 4. b
5. b 6. b 7. b 8. b
Ss
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Ss
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Individually
3.
Consolidation
2 minutes
Give feedback. T < > Ss
4.
Homework
1 minute
T asks Ss to do exercise 2 page 8 at home.
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E. Experience:
5

th
th
2014
Unit 1 Family life
Lesson 3 Reading
To teach Ss to read for general ideas and for specific information about Family life and answer the
questions.
+ 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
D. Procedures:
1.
Homework
6 minutes
* Checking
T asks Ss to do exercise 2 page 8.
1. does, is not cooking, is working
2. is taking out
3. cleans, is cleaning
4. is preparing
5. looks after, works
6. is watching, watches
T corrects Ss’ answers and gives mark.
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2. New
lesson
8 minutes
7 minutes
7 minutes
Sharing housework
Task 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. The
answer 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.
Check Ss’ answers and guide Ss to the correct choice if necessary by
helping them eliminate the sentences that only about one aspect of the
text.
Key: c
Task 3:
Have Ss read the text again and underline the words sociable,
Tải bản đầy đủ Giáo án Tiếng anh lớp 10… 1.69 MB 2561Thích Chia sẻ

Group work
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7 minutes
7 minutes
vulnerable, critical, enormous and tent when they see them in the text.
Then, ask Ss to work in pairs to choose the appropriate meaning for
each word from the text.
Explain to Ss how to use context to guess the meaning of the
unknown words if necessary.
Key: 1.a 2. b 3. b 4. b 5. a
Task 4:
T asks Ss to continue to work in pairs, and find out what it refers to in
each of the sentences. Let Ss read and understand the sentences before
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 make
sure they understand what information they need in order to answer the
questions. It may help if Ss can understand the key words in the
questions.
Ask Ss to read the text again, and locate the part of the text where
they can get the answer to each of the questions before they discuss the
answers.
Check Ss’ answer by inviting a representative form each group to
give the answer to one of the questions. If the Ss’ answer is incorrect,
don’t give the right one at once, but try to elicit it form other Ss.
Key: 1. They do better at school, become more sociable, and have
better relationships with their teachers and friends.
2. Because it shows that they care about their wives and this makes
their wives happy.
3. They may fall ill easily or may think about divorce.
4. There is a positive atmosphere for the family.
S
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Pair work
Ss
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3.
Consolidation
2 minutes
4.
Homework
1 minute
T asks Ss to do task 6 page 9 at home.
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E. Experience:
th

th
2014
Unit 1 Family life
Lesson 4 Speaking
To teach Ss to talk about Family life.
To teach Ss some words and phrases related to Family life.
+ 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
D. Procedures:
1.
Homework
7 minutes
* Checking
T asks Ss to do the brainstorming
List three household chores you like and dislike
Discuss the reasons
Give comments and lead in the lesson
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2. New
lesson
10 minutes
15 minutes
1. Activity 1
Ask Ss work individually to write at least three household chores they like or
dislike.
And then give the reasons.
Share the answers with the partners.
Call some of them to present the answers orally.
Likes
Name of chore Reasons
Feeding the cats and dogs Love animals
Do the groceries Like shopping
Taking out the garbage It is not too hard
Dislikes
Name of chore Reasons
Laundry Take much time and quite hard
Washing the dishes Often break things
Looking after the baby Waste time, be tired
2. Activity 2
Ask Ss to look at the task 2.
Let them some minutes to read the questions first and underline the key

words.
Ask Ss to work in pairs to match the questions with the answers.
Call some of them to read out the questions and answers.
Read the questions and underline key words.
1. …………… everyday?
2. ……… like doing …………… ?
3. What ………………… like ……….?
4. ………… dislike doing …….?
Individually
Pair work
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Pair work
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cookin
g
washing
up
Doing the
laundry
Household
chores
sweeping
10 minutes
Matching: Suggested answers 1. c 2. a 3. d 4. b
Call some of them to read the dialogue orally
Practise the dialogue
A: What household chores do you do everyday?
B: I do the laundry, wash the dishes, and sweep the house. I sometimes do
the cooking when my mom is busy
A: Which of the chores do you like doing most?
B: Well, I think I like sweeping the house
A: What do you like about it?
B: It’s not too hard, and I like seeing the house clean
A: Which of the chores do you dislike most?
B: Washing the dishes because I often break things.
Give comment or pronunciation correction if necessary.
3. Activity 3
Ask Ss to use the information above to make the similar conversation with
partner (about themselves)
Work in groups of three then present in class.
Practise in pairs about their own chores at home.
Present orally in pairs.
Example:
A: What household chores do you do everyday?
B: I ……………………………
A: Which of the chores do you like doing most?
B: Well, I think I like ……………………
A: What do you like about it?
B: Because ……………………….
A: Which of the chores do you dislike most?
B: I hate …………………. Because ……….
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3.
Consolidation
2 minutes

4.
Homework
1 minute
T asks Ss to write the dialogue in the notebook
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E. Experience:
th
th
2014
Unit 1 Family life
Lesson 5 Listening
To teach Ss to listen a programme about the roles of family members.
To teach Ss about Family life.
+ 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:
9
Students: Textbook
D. Procedures:
1.
Homework
8 minutes
* Checking
Collect some homework books to mark writing.
Give marks.
Give comments and lead in the lesson.
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2. New
lesson
6 minutes
8 minutes
10 minutes
10 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 2
Ask Ss to look at the sentences in task 2 and guest which is true or which is
false.
Play the tape first time.

At the first time ask Ss to give the answer if they can.
Read the text second time.
Ask Ss to give the evidence.
Listen the answers then give comment.
In the third listening teacher check the understand of Ss.
Call some of them to give answers.
Give comment
Suggested answers:
1. T 2. T 3. T 4. F 5. T
3. Activity 3
Have Ss work in pairs to match the words/ phrases with its appropriate
meaning
Ask them to guess the part of speech of the word given
Part of speech
Balance (n)
Nurture (v)
Equally shared parenting
Traditional (a)
Solution (n)
Ask some of them to tell the answer
Give comments
Answers:
1. e 2 . b 3. c 4. d 5. a
4. Activity 4
Ask Ss to read the task 4
Ask Ss to look at the key words
1/ How has the role of men in the family changed?
2/ How have men’s and women’s roles become alike?
3. What is the result of equally shared parenting?
Play the tape first time
At the first time ask Ss to give the answer if they can
Read the text second time.
Ask Ss to give the evidence
Listen the answers then give comment
Pair work
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In the third listening teacher check the understand of Ss
Call some of them to give answers
Give comment
Suggested answers:
1. They are not the only breadwinner in the family, and they get more
involved in housework and parenting.
2. Both are responsible for family finances, homemaking and parenting.
3.The families become happier and the divorce rate among them is the lowest
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3.
Consolidation
2 minutes
4.
Homework
1 minute

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E. Experience:
th
th
2014
Unit 1 Family life
Lesson 6 Writing
To teach Ss to write a paragraph about family chores.
To teach Ss some words and structures related to Family life.
+ 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:
Students: Textbook
D. Procedures:
1.
Homework
8 minutes
* Checking
Give marks.
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2. New
lesson
8 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 answers
Pair work
11
12 minutes
14 minutes
Ss present the answer
Many hands make light work means that if many people share a piece of
work, it will become easier for everybody.
If all family members contribute to housework, each won’t have to do much.
Give comment.
2. Activity 2 +3
Ask Ss to read the text.
In pairs complete the chore chart.
Call some of them to tell class.
Ss present in class.
HOUSEHOLD CHORE CHART
DAD Mending things , cleaning the bathroom
MUM 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 people
in the family share household work.
A paragraph about how people in the family share household work.
a. Introduction:
+ The members of the family
(I live in a family of four: … / There are four people in my family: ……… /
My family has …… )
+ How the household chores divide in general?
(All members of may family do the housework / My family share the
household chore equally/ …. )
b. Body
Describe each member’s duties?
Structures:
Be responsible for …
Being the elder child, ….
My responsibility at home is …….
c. Conclusion
The benefits of sharing house hold chore or your feeling about your
family
(I love sharing the household chores with all members of my family as
……………)
3. Activity 4
Ask students to complete their own Family chore chart.
Write the chart of a student on the board as an example
HOUSEHOLD CHORE CHART
DAD Doing the heavy lifting
Sometimes prepare dinner
MUM Do most of the cooking and groceries shopping
My older sister Help my mum cook lunch and dinner
Doing the laundry
Water the houseplants
Me Taking out the rubbish
Lay the table for meals
Feed the cat and dogs
Call him/her write the writing on the board, and the rest of students
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Pair work
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Individually
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write in their notebook. (Time limited is 10 minutes)
Check the writing on the board.
Collect the writing to give marks.
3.
Consolidation
2 minutes
Ask Ss to tell class how to write a paragraph about how people in
your family share household work.
Give feedback.
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4.
Homework
1 minute
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E. Experience:
th
th
2014
Unit 1 Family life
Lesson 7 Communication and culture
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)
+ 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:
Students: Textbook
D. Procedures:
1.
Homework
7 minutes
* Checking
Give marks.
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2. New
lesson
6 minutes
8 minutes
1. 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 answers
Answers:
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 work
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10 minutes
11 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.
Feedback
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Group work
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3.
Consolidation
2 minutes
4.
Homework
1 minute
T asks Ss to learn the structures and vocabulary.
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E. Experience:
th
th
2014
Unit 1 Family life
Lesson 8 Looking back and project
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:
Students: Textbook
D. Procedures:

14
1.
Homework
7 minutes
* Checking
Give marks.
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2. New
lesson
11 minutes
10 minutes
14 minutes
Pronunciation:
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 on
the board next to the number of the picture.
Key:
1. cooking 2. shopping for groceries
3. doing the laundry / washing clothes 4. taking out the rubbish
5. cleaning the toilet 6. washing up
7. ironing 8. sweeping (the house)
9. watering the flowers 10. feeding the cats / pets
Activity 2: Use the words/ phrases in the box in their correct form
to complete the text.
Tell Ss to read the text carefully, using the context clues to decide
which word / phrase can be used to complete each gap in the text.
Check Ss’ answers and provide correction if necessary.
Key:
1. does the cooking 2. shops for groceries
3. does the heavy lifting 4. laundry
5. ironing 6. takes out the rubbish
7. sweeping the house 8. lays the table
9. does the washingup
Grammar:
Activity 1:
Ask Ss to work in pairs to finish the sentences with either the
present simple or the present continuous tense.
Check Ss’ answers.
Feedback
Key: 1. am writing, miss 2. am looking after
3. looks, is wearing 4. am cooking
5. are you reading 6. do
Activity 2:
Ask Ss to work in groups to discuss the questions.
T goes around and helps Ss with the new words or structures.
Call some groups to report the results to the class.
T listens and makes comments.
Individually
T < > Ss
Pair work
T < > Ss

Group work
T < > Ss
Pair work
T < > Ss
Group work
T < > Ss
3.
Consolidation
2 minutes
4.
Homework
T asks Ss to learn the structures and vocabulary.
T < > Ss
15
1 minute
E. Experience:
th
th
2014
Unit 2 your body and you
Lesson 1 Getting started
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.
+ Use some lexical items related to the topic parts of the body.
+ Make simple dialogues using the given expressions.
B. Preparations:
Students: Textbook
* Skills: Reading for gist and for specific information.
Skimming and scanning reading
D. Procedures:
1. Warm up
8 minutes
Ask students to keep book close and remember names of the body.
Students listen to the teacher and point at the parts of their body when
they hear the words related to part of the body.
ex: nose, eyes, ear, arm, hand, leg, finger
Lead in: We’re going to learn about ………
T < > Ss
2. New
lesson
14 minutes
An apple a Day
Task 1:
This task leads students in and Ss work individually to arouse interest

in the topic of the unit. Tell Ss not to worry bout the new words or
grammar points. The new items will be dealt with later on.
Play the disk and ask students to listen.
Students read the dialogue.
Task 2:
This task focuses on comprehension.
Ask students to practise asking and answering the questions.
Let them report the answers and check if they have any difficulty in
understanding the conversation. Answers may vary.
Walk round and help them
Ask some students to stand up to talk again
Individually
T < > Ss
Pair work
16
12 minutes
8 minutes
1. Better health; good body condition; stronger resistance to illnesses
2. Lose weight, build healthy bones, and prevent diseases like cancer.
3. Memory or (the) brain.
4. He feels there may be unwanted effects from good things.
Task 3:
This task familiarises Ss with the vocabulary and helps them improve
the recognition of consonant clusters in focus. Tell Ss to listen and
repeat the words.
Play the tape.
Ss listen and circle the words they hear.
+ prevent disease bones weight
+ brain boost healthy
Ss work on classifying the words into the corresponding categories.
disease (n) nervous (a)
balance (n) healthy (a)
skeleton (n)
system (n) prevent (v)
bones (n) balance (v)
weight (n) boost (v)
brain (n)
lungs (n)
Task 4:
Ask Ss to work individually, in pairs or in groups to report on a time
when laughter was the best medicine for them. T can assist by giving a
list of prompts including occasions like an embarrassing situation,
feeling stressful, tired or sick, etc…
T < > Ss
T < > Ss
Ss < > Ss
Individually
3.
Consolidation
2 minutes
Summarize the main points of the lesson
T < > Ss
4.
Homework
1 minute
Ask students to write a passage about their daily routine (50 words)
T < > Ss
E. Experience:

17
Date of preparation: September, 13
th
2014 Date of signing: September, 15
th
2014
Lesson 2 Language
A. 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.
+ 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. Preparations:
Students: Textbook
D. Procedures:
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 < > Ss
2. New
lesson
10 minutes
10 minutes
17 minutes
A. Vocabulary:
Task 1: Matching
a. Ask Ss to match the items in the left column with ones in the right
column.
+ Circulatory System : c + Skeletal System : e
+ Digestive System : d + Nervous System : a
+ Respiratory System : b
b. Ask Ss to work in pairs, practise saying the names of the systems.
Remind Ss to pay attention to the stressed syllable(s) in each word
Ss work in pairs, practise saying the names of the systems.
Task 2:
Tell Ss to work on classifying the words into the corresponding
systems.
Assist Ss to find the right meanings using a dictionary.
B. Pronunciation
Task 1:
Ask Ss to listen and repeat the words.
Help Ss make a clear distinction of the pair /pr/ and /pl/ and the
pair /gr/ and /gl/. Allow Ss to repeat a few times.
Task 2:
Individually

T < > Ss
Group work
18
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.
C. Grammar: a. Will and be going to
Task 1:
Ask Ss to read about the usage of will and going to and make some
examples of their own.
+ “Will” can be used to express:
1. promises.
2. offers and requests for help
3. refusals of things
4. and predictions about the future.
+ “Be going to?” can be used to express:
5. plans, intentions.
6. and making some predictions.
Give explanations and provide help when necessary.
Task 2:
Ask Ss to identify the use of Will and going to in the sentences and
write from 1 to 6 next to each one.
Help Ss if necessary.
Key:
1. 1 (promises) 2. 3 (refusals of things)
3. 5 (plans, intentions) 4. 6 (predictions)
5. 2 (offers and requests for help)
Task 3:
Tell Ss to further apply their newly acquired knowledge of will and
going to in context.
Ask Ss to read the sentences. Put a tick in front of the sentence if it is
appropriate, put a cross if it isn’t.
Ss read the sentences. Put a tick in front of the sentence if it is
appropriate, put a cross if it isn’t. Give some explanations for their
choice if they can.
Key:
1. x 2. √ 3. √ 4. √
5. √ 6. √ 7. √ 8. √
Task 4:
This task encourages Ss to use the items newly learnt in practice. Ask
Ss to complete the sentences with the rights form of Will and be going
to. Remind Ss that sometime both can be used.
Key:
1. will/ is going to 2. won’t
3. will/ is going to 4. are going to
5. will 6. Are going to
7. will 8. am going to
b. The passive
Tell Ss to read about the usage of the passive voice. Teacher can
provide some explanations if necessary to help Ss understand the rules.
Task 4:
Ask to read the surprising facts about human body first, then
1. Nerves signals are sent to and from the brain as fast as 170 times
per hour.
2. 10 watts is consumed by the brain
3. The blood vessels are damaged
T < > Ss
S
Ss
T < > Ss

Individually
T < > Ss
T < > Ss
19
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
T < > Ss
3.
Consolidation
2 minutes
4.
Homework
1 minute
T asks Ss to do exercises again at home.
T < > Ss
E. Experience:
th
th
2014
Lesson 3 Reading
A. Aims and Objectives: By the end of the lesson, students will be able to understand:
General knowledge: Ss read for specific information about acupuncture.
Language: Present simple
New words: Words related to acupuncture.
B. Preparations:
Teacher: Handouts, textbook, pieces of papers.
Students: Textbook
D. Procedures:
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 (quickly
looking at a text for specific information) the text for the main idea and
specific information. Ask the class to recall what skimming and
scanning are.
T < > Ss
2. New
lesson
36 minutes
Task 1:
Have students look at the picture and read the title of the text
ACUPUNCTURE and talk about what they may already know about
acupuncture.

Select some Ss who know about the practice to speak to the class
using their background knowledge.
If no Ss about the practice, teacher will give a brief description.
Task 2:
The purpose of this task is to further involve the Ss in the subject of the
reading.
Ask students to read the passage. In pairs, or in groups choose the
three most things they learn about acupuncture.
Ss
T < > Ss
T < > Ss
Group work
20
Ss work pairs, or in groups to discuss what they want to know about
acupuncture from then decide on at least three things they want to have
more information about.
Ss report their list and compare with others’.
Students read the text quickly and pick out words or phrases.
Key:
1. ailments 5. alternative
2. ease 6. treatment
3. acupoints 7. evidence
4. precaution 8. promote
Task 4:
The purpose of this task is the Ss’ thorough comprehension of the
reading text.
Allow students to read the text again in depth to find necessary
information to give answers to the questions.
Ss work individually to answers the questions.
Suggested answers:
1. (It’s) promoting harmony between humans and the world around
them and a balance between yin and yang.
2. It is believed to promote the body’s natural healing capabilities and
enhance its function.
3. There are more than 2000 nowadays.
4. They are soreness, slight bleeding, or discomfort.
5. Those who have electrical or electronic medical device inside them.
6. Acupuncture is considered as a reliable alternative to modern
medicine.
Task 5:
The purpose of this task is to allow Ss to dig deeper into their
background knowledge using the reading as a model and a source of
information and then develop writing or speaking as a postreading
activities.
Elicit Ss’ knowledge in the field of nonmedical treatments. These
can be traditional or modern.
Ss work in pairs or in groups to exchange information. After sharing
information, Ss report to the class.
Two students present the report.
T < > Ss
Pair work
T < > Ss
Individually
Pair work
T < > Ss
3.
Consolidation
2 minutes
Give feedback.
Summarize the main points of the lesson.

T < > Ss
4.
Homework
1 minute
T < > Ss
E. Experience:
21
th
nd
2014
Lesson 4 Speaking
A. Aims and Objectives: By the end of the lesson, students will be able to understand:
1. Educational aim: Students will be able to talk about how to get rid of bad habits.
2. Knowledge:
General knowledge: Ss know about some bad habits and how to get rid of those ones.
New words: words related to good and bad habits.
3. Skills: Speaking
B. Preparations:
Students: Textbook
D. Procedures:
1. Warm up
5 minutes
Lead in: Inform the class of the lesson objectives: Talking about
some bad habits.
T < > Ss
2. New
lesson
37 minutes
Speaking: Talking about some habits
Task 1:
The purpose of this task is to identify good habits from some given
ones.
Ask students what they think of their habits.
Have Ss look at the list of habits and decide which ones are good.
Ss name the habits they think they have.
Ss look at the list of habits and decide which ones are good.
Ss explain their choice and give rectification if needed.
Suggested answers:
+ Keeping a routine
+ Saving money
+ Never giving up
+ Being thankful
+ Reading regularly
+ Doing regular exercise
Task 2:
The purpose of this task is to allow Ss to have some insight into habits

and how to kick a bad one. Ss will develop their confidence in
speaking by giving personal opinions on relevant topics.
Ss work in pairs or in groups and discuss why some of the habits are
good and why some are bad by giving evidence and proof to support
their ideas.
Examples:
to stop littering
Look for dustbins when you want to throw away something, etc
Task 3:
The purpose of this task is to assist Ss’ speaking by using relevant
T < > Ss
T < > Ss
Pair work
T < > Ss
22
information.
Ss read the text quickly and choose the things they think they can or
can’t follow. Then Ss explain their decision to the class.
Ss read the phrase in the “watch out: box
and try to come to a conclusion on the meaning of the idiom.
Task 4:
The purpose of this task is for Ss to develop their ability in free
speaking by applying advice to kicking a bad habit
Ss work in pairs or in groups to choose one bad habit, then make a list
of “do’s” and “don’ts in order to kick that habit.
Ss share their lists with each other and report to the class.
Group work
T < > Ss
3.
Consolidation
2 minutes
Give feedback.
T < > Ss
4.
Homework
1 minute
T < > Ss
E. Experience:
th
nd
2014
Lesson 5 Listening
1. Educational aim: By the end of the lesson, students will be able to talk about a healthy diet and improve
listening skill.
2. Knowledge:
General knowledge: Ss learn how to choose a healthy diet
New words: Words related to diet.
3. Skills: Listening for specific information and deciding on True or False statements

B. Preparations:
Students: Textbook
D. Procedures:
1. Warm up
5 minutes
Task 1:
The purpose of the task is to engage Ss in the lesson by eliciting their
personal 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 the
things they eat?
T < > Ss
23
2. New
lesson
37 minutes
Task 2:
The purpose of the task is to give Ss a closer look into what they are
going to listen to.
Ask Ss to look at the picture below and ask them to talk about what
they think the listening may be about.
Ss may respond briefly to give their opinions on the listening they are
going to do.
Play the tape.
Allow Ss to listen one more time if necessary to build up Ss
confidence in their listening capability.
Listen to the recording to see what they hear matches what they
expected.
Task 3: 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 whether
the statements are true or false.
Call on Ss to check their answers.
Ss read the sentences carefully.
Listen to the tape again and decide the statements that are true or
false then explain them
Key: 1.F 2.T 3.F 4.T 5.F
Task 4:
The purpose of the task is to develop Ss’ skill in listening for detailed
information.
Tell Ss to listen again then divide the plate into sections and label
which food should be in each section.
Ss write the sentences to describe the plate they have drawn in task 4.
Task 5:
The purpose of the task is to swap up the listening with an expansion to
writing using the knowledge and information Ss have just learnt.
Listen to the teacher and write down homework
T < > Ss
T < > Ss
T < > Ss
T < > Ss
T < > Ss
3.
Consolidation
2 minutes

Give feedback.
T < > Ss
4.
Homework
1 minute
T < > Ss
E. Experience:
th
th
2014
24
Lesson 6 Writing
1. Educational aim: By the end of the lesson, students will be able to write a short letter to ask for help and
respond to requests in proper dining/ eating.
2. Knowledge:
General knowledge: Ss learn how to choose a healthy diet
New words: Words related to diet.
3. Skills: Writing
B. Preparations:
Students: Textbook
D. Procedures:
1. Warm up
7 minutes
Lead in: Inform the class of the lesson objectives: writing about what
to eat and not to eat.
Task 1:
The purpose of this task is to provide Ss with input for their practice
and production later on
Give brief explanations or provide meanings of the difficult words to
help Ss when necessary.
Build a list of foods from your own experience that may give you.
allergies
bad breath
stress
sleeplessness
sleepiness
T < > Ss
2. New
lesson
35 minutes
Task 2:
The purpose of this task is to have Ss brainstorm and produce a list of
food that may give them:
Ss work individually to built a list as instructed.
allergies
bad breath
stress

sleeplessness
sleepiness
Task 3:
The purpose of this task is to build up Ss ability when writing a letter
requesting help using the given model.
Ask Ss to read the letters from the readers and may analyse the
problems and the writing styles.
Task 4:
The purpose of this task is to build up Ss’ ability in free letter writing
by replying to “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, language
and tactics.
T < > Ss
Individually
T < > Ss
T < > Ss
3.
Consolidation
2 minutes
Give feedback.
T < > Ss
25
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