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Giáo án tiếng anh 10 thí điểm (sách mới) học kỳ 1 - Cực hay và chi tiết

Preparing date: 10/8/...
Period: 1

INTRODUCING THE PROGRAMS OF ENGLISH 10
 OBJECTIVES
By the end of the lesson, Ss will be able to:
- Know about the English book grade 10 in general. (Including themes, tests, lessons etc.)
- learn words and phrases in terms of endangered species
 TEACHING AIDS
- Textbook, chalks, handouts
PROCEDURE
 Warm- up (7 mins)
* 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.
 Presentation (25 mins)
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 units’ names.
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 reading passages and ideas about the topic.
4. Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge.
5. Listening: Developing listening skills.
6. Writing: Developing writing skills and helping Ss cope with ideas and necessary language.
7. Communication and culture: Providing Ss with an opportunity for further practice and consolidation of
the skills and the language learnt previously in the unit.
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.
C. Tests:
1. Checking frequency knowledge for the previous lesson.
2. Fifteen minutes test (3 times for each semester)
3. Forty-five 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.
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- Task - based method /teaching.
- The book is designed with 4 skills.
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).
 Consolidation
- Ask Ss to consolidate the main contents.
- Give feedback.
 Homework
- Prepare the new words in Unit 1: Family life
Lesson1: Getting started
* Notes:
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Preparing date: 11/8/...
Period: 2

UNIT 1: FAMILY LIFE
LESSON 1 - GETTING STARTED
 OBJECTIVES
By the end of the lesson, Ss will be able to:
+ Use some lexical items related to the topic Family life.
+ Make simple dialogues using the given expressions.
+ Read for gist and for specific information about the benefits of sharing household.
+ Use the words and phrases related to household chores and duties.
 TEACHING AIDS
- Textbook, chalks, handouts
PROCEDURE
 Warm- up (5 mins)
* Brainstorming
- T asks Ss some questions:
+ What is your responsibility in your family?
+ Do you often do housework in your family?
+ Who does the household chores?
+ What housework does each family member of your family do?
- T leads Ss to the lesson to introduce the topic of the unit, vocabulary about household chores and the
grammar point taught in the unit.
Task 1: Listen and read (Whole class)
- T ask Ss some questions about the pictures:
Ex:
Who are the people in the picture?
What are they doing?
- 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. Work in pairs. 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 and refer back to the conversation to give reasons for their answers.
- Check and give the correct answers:
1. F (He is preparing dinner)
2. NG
3. F (She is studying for exams)
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.
Verbs/ Verb phrases
Words/ Phrases
1
split, divide, handle
(household) chores
2
take out
rubbish
3
do
laundry
4
shop for
groceries
5
do
heavy lifting
6
do
washing-up
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be responsible for
household finances
 Homework
- T asks Ss to learn by heart the words and phrases related to household chores and duties.
- Prepare for the next lesson.
* Notes:
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Preparing date: 12/8/...
Period: 3

UNIT 1: FAMILY LIFE
LESSON 2 - LANGUAGE
 OBJECTIVES
By the end of the lesson, Ss 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.
 TEACHING AIDS
- Textbook, chalks, handouts
PROCEDURE
 Warm- up (5 mins)
* Checking
- T asks Ss to make sentences using some words or phrases:
1. do (household) chores
2. take out garbage
3. do laundry
4. shop for groceries
5. do heavy lifting
6. do washing-up
7. be responsible for household finances
- T corrects Ss’ answers and gives mark.
A. Vocabulary:
Task 1: Matching
- T asks Ss to read the words and phrases in the box, then discuss and find the meaning for each of them.
- Ss work individually.
- T asks students to compare the answers with a partner.
- T asks some students to read the answers.
- Checks and gives the correct answers:
Keys:
1. f
2. e
3. a
4. h
5. b
6. g
7. d
8. c
Task 2: Adding more
- T asks Ss to read the conversation again and get information to do Task 2 individually.
- Ss elicit more chores to add to the list.
- Ask students to compare the answers with a partner.
- Ask some students to read the answers.
- Feedback
Keys:
Chores from the conversation:
- Prepare dinner
- Cook (do the cooking)
- Shop
- Clean the house
- Take out the rubbish
- Do the laundry
- Do the washing-up
- Do the heavy lifting
- Be responsible for the household finances
Other chores (examples)
- Mop/ sweep/ tidy up the house
- Bathe the baby
- Feed the baby
- Water the houseplants
- Feed the cat/ dog
- Iron/ Fold/ Put away the clothes
- Lay the table for meals
Task 3. Work in pairs. Discuss the questions below
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1.
2.

What household chores do you usually do?
How do you divide household duties in your family?
- 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 and check to make sure Ss use the correct verbs/ verb phrases in the correct tence
with the name of the chores.
B. Pronunciation
Task 1: Listen and repeat:
- T plays the recording and lets 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.
Keys: 1. b
2. b
3. c
4. A
C. Grammar.
I. Presentation
II. Practice
Task 1. Work individually Read the text and choose the correct verb form.
- Ask Ss to read the text once and asksthem 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.
- Ask Ss to exchange the answers with their partner.
- Check Ss’ answers and elicits from them the rules of using the present simple and the present continuous
tense.
- Give feedback.
Keys: 1. a
2. a
3. a
4. b
5. b
6. b
7. b
8. b
Task 2. Work in pairs. Use the verbs in brackets in their correct form to complete the sentences.
- Ask Ss to work in pairs to give their answers.
- Observe and help.
- Ask Ss to use the words/ phrases: now, at the moment, usuallu, today, every evening, etc. as clues for
their answers.
Keys: 1. does, is not cooking, is working
2. is taking out
3. cleans, is cleaning
4. is preparing
5. looks after, works
6. is watcing, watches
 Homework
- T asks Ss to learn by heart the words and phrases related to household chores and duties.
- Prepare for the next lesson.
* Notes:
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Preparing date: 15/8/...
Period: 4

UNIT 1: FAMILY LIFE
LESSON 3 - READING
 OBJECTIVES
By the end of the lesson, Ss 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.
 TEACHING AIDS
- Handouts, textbook, pieces of papers.
PROCEDURE
 Warm- up (5 mins)
* 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.
I. Pre-reading
Work in groups. Look at the picture and answer the questions. (Task 1/ p.9)
- Ask Ss work in groups, look at the picture and answer the questions.
- Ask 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.”
II. While-reading
 Read the text below and decide which of the following is the best title for it. Work individually(Task
2/p.9)
- Ask Ss to read the three heading (a-c) 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 by helping them eliminate the sentences
that only about one aspect of the text.
Key: c
 Read the text again. Do you understand the words from the context? Tick the appropriate meaning
for each word from the text. Work in pairs(Task 3/ p.9)
- Have Ss read the text again and underline the words sociable, vulnerable, critical, enormous and tend 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
 What does ‘it’ mean?. Work in pairs. (Task 4/ p.9)
- Ask 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
 Answer the questions. Work in groups of 3. (Task 5/ p.9)
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- 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.
III. Post-reading.
Discuss with a partner. (Task 6/ p.9)
1. Do you have any problems with sharing housework?
2. What benefits do you get when sharing housework?
- Ask Ss to work in groups of 3 and do the task.
- Ask Ss to report the discussion results to the class.
- Observe, check and feedback
Cues: some problems such as time, skills and attitude.
some benefits such as , relieving stress after a hard-working day, reducing the total "housework
burden and making the family happier.
 Homework
- Ask Ss to write their answers for task 6 page 9 at home.
- Prepare for the next lesson.
* Notes:
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Preparing date: 16/8/...
Period: 5

UNIT 1: FAMILY LIFE
LESSON 4 - SPEAKING
 OBJECTIVES
By the end of the lesson, Ss will be able to:

+ Talk about their home life.
+ Exchange opinions about household chores.
+ Talk about household chores they often do.
+ Express their opinions about the chores they like or dislike.
 TEACHING AIDS
- Handouts, textbook, pieces of papers.
PROCEDURE
 Warm- up (5 mins)
Brainstorming
- T asks Ss to do the brainstorming
Doing the washing up

cooking
Household chores

sweeping

Doing the laundry

- List three household chores you like and dislike
- Discuss the reasons
- Give comments and lead in the lesson
I. Pre-speaking
 Which household chores do you like doing and which do you dislike? Write your answers to the
questions in the table below and add a reason. Work individually. (Task 1/ p. 10)
- 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.
Suggested keys:
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
 Below is part of Anna's interview with Mai. They are talking about the household chores Mai likes
and dislikes. Match Mai's answer with Anna's questions. Then practise the conversation. Work in pairs
(Task 2/ p.10)
- Ask Ss to look at the task 2.
- Let them some minutes to read the questions first and underline the key words.
1. ……………..everyday?
2. ………..like doing ……………..?
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3. What ………………….. like ……….?
4. ………… dislike doing …….?
- 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.
Keys: 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 after I sweep it.
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.
Have a similar conversation with a partner. Find out which chores she/he likes or dislikes the most and
why. Report your findings to the class. (Task 3/ p.10)
- Ask Ss to use the information above to make the similar conversation with partner (about themselves)
- 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 ……….
 Homework
- Write the dialogue in the notebook and practise in pairs about your own chores at home.
- Prepare for the next lesson.
* Notes:
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Preparing date: 17/8/...
Period: 6

UNIT 1: FAMILY LIFE
LESSON 5 - LISTENING
 OBJECTIVES
By the end of the lesson, Ss 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.
 TEACHING AIDS
- Handouts, textbook, pieces of papers.
PROCEDURE
 Warm- up (5 mins)
* Checking
- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.
- 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.
I. Pre-listening
 Look at the chart and discuss the changes in weekly hours of basic housework by married men and
married women in the USA between 1976 and 2012. Guess the reasons for the changes. (Task 1/ p.11)
- Encourage Ss to guess the reasons for the changes. Ask them to call out their guess.
- Write the reasons given by SS on a corner of the board to see whether thier guesses are correct later.
Suggested keys: - sharing housework equally
- working to contribute to the family finances equally
 Guess whether the following statements are true (T) or false (F). Work individually (Task 2/ p.11)
- Tell Ss that they are going to listen to a family expert talking about how the roles of men and women in
families have changed.
- Ask them to read all the statement and guess if they are true of false.
- Give Vietnamese equivalents if necessary.
II. While-listening
 Checking Prediction. Listen to a family expert talking about how the roles of men and women in
families have changed and decide whether the following statements are true (T) or false (F). Work
individually Work individually (Task 2/ p.11)
- 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
Keys: 1. T 2. T
3. T
4. F
5. T
 Match the word / phrase with its appropriate meaning. Work in pairs. (Task 3/ p.11)
- 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
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Balance (n)
Nurture (v)
Equally shared parenting
Traditional (a)
Solution (n)
- Ask some of them to tell the answer
- Give comments
Keys:
1. e 2 . b
3. c
4. d 5. A
 Listen again and answer the questions. Work in pairs. (Task 4/p.11)
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?
- Ask Ss to read the questions carefully and underline the keywords.
- Play the tape first time
- At the first time ask Ss to give the answer if they can
- Ask Ss to compare thier answer in pairs and 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
Keys:
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.
III. Post-listening
Discuss the following question with your groups.
In Vietnam, do you think that both parents now work to contribute the family finances?
- Ask Ss to work in groups.
- Observe and help.
- Call some reprentatives to report and feedback.
 Homework
- Write a paragraph (30 words) about your opinions on the above question.
- Prepare for the next lesson.
* Notes:
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Preparing date: 20/8/...
Period: 7

UNIT 1: FAMILY LIFE
LESSON 6 - WRITING
 OBJECTIVES
By the end of the lesson, Ss 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.
 TEACHING AIDS
- Handouts, textbook, pieces of papers.
PROCEDURE
 Warm- up (5 mins) Brainstorming. “Many hands make light work”
1. Do you agree with it?
2. How does this saying apply to doing housework in the family?
- Ask Ss to work in pairs to discuss the meaning of saying and answer the questions freely.
- Call some of them to tell the answers
- Ss present the answer.
Many hands make light work means that if many people share a piece of work, it will become easier
for everybody. This is also applied to doing housework in the family. If all family members contribute to
housework, each won’t have to do much.
- Give comments.
I. Pre-writing
 Read the text about Lam's family below and complete the chore chart with given phrases.
- Ask Ss to read the text.
- In pairs complete the chore chart.
- Call some of them to tell class.
- Ss present in class.
Key:
HOUSEHOLD CHORE CHART
DAD
MUM
LAM
AN

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

 Read the text again and answer the questions. Work in pairs (Task 3/ p.12)
- Ask Ss to work in pairs and do the task.
- Go around, observe and call some Ss to give their answers.
- Correct and feedback.
Key:
1. There are four people in Lam's family.
2. Because both parents work and the children spend most of their time at school.
3. They split the housework equally in the family.
4. The father mends things around the house and cleans the bathroom; the mother does most of the
cooking and grocery shopping; Lam does the laundry, takes out the trash and cleans the fridge once a
week; An helps her mother to prepare meals and washes the dishes; Lam and An take turns laying the
table for meals, sweeping the house, and feeding the cat.
5. Yes, they do. They do it willingly.
6. The burden is less, so everyone has time to relax.
- Through the task, call some students to tell the form of writing a paragraph about how people in the
family share household work.
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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 are divided in general?
(All members of my 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:
What they think of doing housework.
(I love sharing the household chores with all members of my family as ……………)

II. While-writing
Make your family chore chart. Then, using the ideas in the chart, write a paragraph about how people
in your family share housework. You can use the questions in task 3 above as cues for your writing.
Work individually (Task 4/p.12)
- Ask students to complete their own Family chore chart.
- Write the chart of a student on the board as an example
Key:
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
III. Post – writing
CORRECTION
- Call him/her write the writing on the board, and the rest of students write in their notebook. (Time limited
is 10 minutes)
- Check the writing on the board.
- Collect the writing to give marks.
 Homework
- Complete your paragraph at home.
- Prepare for the next lesson.
* Notes:
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Preparing date: 21/8/...
Period: 8

UNIT 1: FAMILY LIFE
LESSON 7 – COMMUNICATION AND CULTURE
 OBJECTIVES
By the end of the lesson, Ss 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)
 TEACHING AIDS
- Handouts, textbook, pieces of papers.
PROCEDURE
 Warm- up (5 mins)
* Checking
- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.
I. Communication. Discussion: Who does what in your family?
1. Task 1. Look at the picture. What is the person in each picture doing? Do you think they are happy?
Why? or Why not?
- Ask Ss to work in pairs to describe
- Call some of them to tell the answers
Key:
The man is cleaning the house, cooking and doing the laundry.
The woman is doing the housework (cooking, cleaning the house, feeding the baby, doing the laundry,
ironing….)
2. Task 2. Listen to the TV talk show. Who said what?
- 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 how many people take part in the talk show and who they are (three).
- Ask Ss to read the statements (a-g) and make sure that they understand all of them.
- Explains some words or phrases if necessary.
- household financial burden:
- homemaking:
- join hands:
- provider and neat:
- Play the record. Have Ss listen and do the activity.
- Feedback.
Key:
1. Ms Pham Hoang: c, e
2. Ms Mai Lan: a, f
3. Mr Nguyen Nam: b, d
3. Task 3. Discuss the questions. Then, report your groups’ opinions to class. Work in groups.
- 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.
II. Culture
 Lead in: Have Ss look at the pictures on page 15 and answer the questions about them.
Ex:
- Are they families?
- How many people are there in each of the families?
- Where are they from?
- Can you see the elderly people in the pictures?
- Who are they?
- What are the differences between the two families?
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Then, lead Ss into the lesson.
1. Vocabulary
- nuclear family:
- extended family:
- single-parent family:
- nursery school:
- child-minder:
- collaborate (v)
- nursing home:
- ungrateful (a)
* Checking vocabulary: ROR
2. Read the two texts about family life in Singapore and in Viet Nam then answer the questions. Work
in pairs.
- 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 Ss to ask their partners questions and use the information provided by their partners to complete the
table in the book.
- Correct and feedback.
Key:
In Singapore

In Vietnam

1. What type of family is popular in the
country?

nuclear family

extended family

2. Who takes care of young children when
their parents are at work?

Nursery school or childminder

Grandparents or great
grandparents

3. Who looks after elderly parents?

Nursing homes

Their children

They take part in the
4. How do the parents contribute to educating activities of the Parent
their children?
Support Group or Parent
Teacher Association

They help their children
with their homework or
give them advice on
behavior

 Homework
- Lean the vocabulary at home.
- Prepare for the next lesson.
* Notes:
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16


Preparing date: 22/8/...
Period: 9

UNIT 1: FAMILY LIFE
LESSON 8 – LOOKING BACK & PROJECT
 OBJECTIVES
By the end of the lesson, Ss will be able to:
+ Exchange opinions about the household chores.
+ Use words and phrases related to topic Family life
+ Pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /.
+ Use the present simple and the present continuous tense.
 TEACHING AIDS
- Handouts, textbook, pieces of papers.
PROCEDURE
 Warm- up (5 mins)
* Checking
- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.
A. LOOKING BACK
I. Pronunciation
Listen, find the words that have the consonant cluster sounds /tr/, /br/, and /kr/. Write /tr/, /br/ or /kr/
beside the word that has the corresponding consonant cluster sound. Then practise reading the sentences.
Work individually (p. 14)
- 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.
Key:
1. After having the ice cream /kr/ she brushed/br/her teeth.
2. The car crashed/kr/ into a tree /tr/near the traffic/tr/ lights.
3. Try/tr/ this new dish created/kr/by your brother/br/.
4. They often have brown/br/ bread/br/ for breakfast/br/.
5. That brave/br/ young man likes travelling/tr/ by train/tr/.
6. Is it true/tr/ that the crime/ kr/rate is increasing/kr/?
II. Vocabulary
1. What chores are the people doing? Match thepicture with the name of the chore. Work individually.
(Task 1/p.14)
- 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
2. Use the words/ phrases in the box in their correct form to complete the text. Work individually.
(Task 2/p.14)
- 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
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7. sweeping the house
9. does the washing-up

8. lays the table

III. Grammar
1. Finish the sentences with either the present simple or the present continuous. (p.14)
- Review the grammar point with the whole class.
- 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
2. Discuss the following questions. Then report the results to the class. Work in groups. (p.14)
1. Should young people like you share the housework? Why? Why not?
2. What household chores are suitable for young people like you?
3. What do you actually do to help with housework in your family?
- 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.
B. PROJECT
Do a survey about sharing housework in your classmates’ family.
- Ask Ss to go round the class and conduct a survey.
- Have Ss use the information to write a report.
- 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.
 Homework
- Do exercise in your workbooks.
- Prepare for the next lesson.
* Notes:
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18


Preparing date: 24/8/...
Period: 10

UNIT 2: YOUR BODY AND YOU
LESSON 1 – GETTING STARTED
 OBJECTIVES
By the end of the lesson, Ss will be able to:
+ Use some lexical items related to the topic parts of the body.
+ Make simple dialogues using the given expressions.
 TEACHING AIDS
- Handouts, textbook, pieces of papers.
PROCEDURE
 Warm- up (5 mins) Brainstorming
- 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 how eating can affect one’s health.
 Task 1. Listen and read. ‘An apple a Day’
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.
- Have Ss read the dialogue.
 Task 2. Read the conversation again and answer the following questions.
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
Key:
1. Better health; good body condition; stronger resistance to illnesses...
2. Lose weight, build healthy bones, and prevent diseases like cancer.
3. Memory or (the) brain.
4. He feels there about the benefits of apple juice.
 Task 3. Listen and repeat the words. Then answer the questions below.
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.
- Have Ss listen and circle the words they hear.
Key: + prevent
disease
bones
weight
+ brain
boost
healthy
- Then, have Ss classify the words into the corresponding categories in pairs
Key:
Noun
Adjective
Verb
disease
bones
nervous
prevent
balance
weight
healthy
balance
skeleton
brain
boost
system
lungs
 Task 4. Discussion
‘Laughter is the best medicine.’
Read the common saying above. Do you agree? Can you think of a time when laughter can the best
medicine for you. Work in groups.
- Ask Ss to work in groups of four to report on a time when laughter was the best medicine for them.
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- Assist by giving a list of prompts including occasions like feeling stressful. embarrassed, tired or sick,
etc…
Suggested key:
I totally agree with that saying because laughter strengthens your immune system, boosts your energy,
diminishes pain, and protects us from the damaging effects of stress and this priceless medicine is fun, free, and
easy to use.
 Homework
- Ask students to write a passage about their daily routine (50 words)
- Prepare for the next lesson.
* Notes:
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20


Preparing date: 26/8/...
Period: 11

UNIT 2: YOUR BODY AND YOU
LESSON 2 – LANGUAGE
 OBJECTIVES
By the end of the lesson, Ss will be able to:
+ Understand and use the passive voice with modals.
+ Use some lexical items related to the topic Your body and you.
+ Pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
+ Use the words and phrases related to illnesses and health and system of the body.
+ Understand and use the future simple with will and going to; the passive voice
 TEACHING AIDS
- Handouts, textbook, pieces of papers.
PROCEDURE
 Warm- up (5 mins)
Matching the word with the correct picture.
breath
bone
nerves
spine
brain
heart
blood
lung

A
B
C
D
E
F
G
H
Key: A. heart
B. brain
C. spine
D. blood
E. nerves
F. lung
G. breath
H. bone
- Lead in: We’re going to learn about some lexical items related to the topic Your body and you
A. VOCABULARY
1. Pre- teach vocabulary
- circulatory System:
hệ tuần hoàn
- digestive System:
hệ tiêu hóa
- respiratory System:
hệ hô hấp
- skeletal System:
hệ vận động
- nervous System:
hệ thần kinh
*Checking vocabulary: Look at the phrases below and match each with its definition. (p. 17)
- Ask Ss to match the items in the left column with ones in the right column.
Key:
+ Circulatory System : c
+ Skeletal System : e
+ Digestive System : d
+ Nervous System
:a
+ Respiratory System : b
2. Practice.
a. With a partner, practice saying the names of the systems. (p. 17)
- 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.
b. Which system do the followings belong to?
- Tell Ss to work on classifying the words into the corresponding systems.
- Assist Ss to find the right meanings using a dictionary.
Key:Circulatory SystemDigestive System
Circulatory System
Digestive System
Respiratory System
Skeletal System
Nervous System
heart
stomach
breath
spine
brain
blood
intestine
air
bone
nerves
pump
lung
skull
thinking
B. PRONUNCIATION System
1. Listen and repeat. Work individually (p.17)
- 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.
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2. Read these sentences aloud. Work individually (p.17)
- Ask Ss to listen and practise reading the sentences aloud.
- 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
I. Will/ Be going to
1. Presentation
- 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.
2. Practice
a. Identify the use of ‘will’ and ‘be going to’ in the sentences below. Write the type of use presented
above next to each sentence. Work in pairs (Task 2/ p.18)
- 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)
b. Read the following sentences. Tick T (True) if the highlight word is appropriate, tick F (False) if it
isn't. Correct the if it is False.
- 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. √
c. Complete the sentences with the rights form of Will and be going to. Work in pairs. (Task 4/ p.18)
- 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
3. Production. Make 3 sentences related to human body using will/be going to. Work individually
- Ask Ss to do the task.
- Go around, observe and help.
- Call some Ss to present.
- Correct and feedback.
II. The passive
1. Presentation
- Tell Ss to read about the usage of the passive voice. Teacher can provide some explanations if necessary to
help Ss understand the rules.
2. Practice. Read the surprising facts about your body and complete the following sentences using the
passive. Work in pairs. (Task 5/p. 18)
Example: Nerve signals are ______
=> sent to and from the brain as fast as 170 miles or 273 kilometres per hour
- Ask to read the surprising facts about human body first, then complete them
Key:
1. Nerves signals are sent to and from the brain as fast as 170 times per hour.
2. 10 watts is consumed by the brain
3. The blood vessels are damaged
4. The body is made up around 7 octillion atoms
5. 2,000 gallons is pumped through our body
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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.
3. Production. Work in groups. Make 3 sentences related to human body using the passive. Work
individually
- Ask Ss to do the task.
- Go around, observe and help.
- Call some Ss to present.
- Correct and feedback.
 Homework

- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
* Notes:
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23


24


Preparing date: 28/8/...
Period: 12

UNIT 2: YOUR BODY AND YOU
LESSON 3 – READING
 OBJECTIVES
By the end of the lesson, Ss will be able to:
+ read for specific information about acupuncture.
+ know new words related to acupuncture.
 TEACHING AIDS
- Handouts, textbook, pieces of papers.
PROCEDURE
 Warm- up (5 mins)
Jumbled Words
UTRUECACPNU
Key:
ACCUPUNTURE
- 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.
I. Pre-reading
1. Vocabulary
- treatment (n): cách chữa trị
- ease (v): làm dễ chịu
- enhance = promote (v): tăng cường
- side effect (n): tác dụng phụ
- acupuncture (n): châm cứu
* Checking vocabulary: ROR
2. Look at the picture, do you know anything about acupuncture? (p. 19)
- 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.
II. While-reading
1. Read the text quickly and find words which are closest in meaning to the following.
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 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
2. Read the text again and answer the following questions.
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.
Key:
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.
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