Giáo án Tiếng Anh - Unit 2: Your body and you

le with will and going to; the passive voice
B. Preparations:
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and 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 ...
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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:
- 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 
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
Individually
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Group work
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Individually
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
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4. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
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E. Experience:
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Date of preparation: September, 10th 2015	 Date of signing: September, 14th 2015
Distributive period: 12	 Date of teaching:
 Unit 2 your body and you 
 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
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 (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
16 minutes
20 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 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 post-reading activities.
- Elicit Ss’ knowledge in the field of non-medical 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.
Ss
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Group work
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Pair work
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Individually
Pair work
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: September, 10th 2015	 Date of signing: September, 14th 2015
Distributive period: 13	 Date of teaching:
 Unit 2 your body and you
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.
 - 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 Ss
2. New lesson
17 minutes
20 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 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.
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Pair work
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Group work
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: September, 10th 2015	 Date of signing: September, 14th 2015
Distributive period: 14	 Date of teaching:
 Unit 2 your body and you
Lesson 5	Listening
A. Aims and Objectives: 
 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
 - 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 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
2. New lesson
20 minutes
17 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: True-false
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
Keys: 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
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: September, 17th 2015	 Date of signing: September, 21st 2015
Distributive period: 15	 Date of teaching:
 Unit 2 your body and you
Lesson 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 and respond 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 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
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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 “request-for-help” 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
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3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: September, 17th 2015	 Date of signing: September, 21st 2015
Distributive period: 16	 Date of teaching:
 Unit 2 your body and you
 Lesson 7	 Communication and culture
A. Aims and Objectives: By the end of the lesson: 
 - Ss can get knowledge of some health traditional beliefs and practices in Viet Nam and Indonesia.
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. Homework
 7 minutes 
* Checking
- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.
T Ss
2. New lesson
35 minutes
1. Communication: Discussion: Which parts/ systems of the body does each activity possibly benefit?
 Activity 1:
- Ask Ss to practice speaking.
- Call some of them to tell the answers.
- Ask Ss to talk about how the activity (ies) benefit(s) the parts/ systems of the body.
Activity 2:
- Ask Ss to discuss the activities in the pictures and say why they are healthy.
- T provides Ss with some words or phrases if necessary.
- Feedback.
Activity 3:
- Ask Ss to work in groups of four. Choose a system of the body and make a list of all the possible activities that are good for it.
- Call some groups to report their group’s opinions to the class and give reasons for their choices.
2. Culture:
Activity 1:
- Ask Ss t