Giáo án Tiếng Anh Lớp 10 (Thí điểm) - Unit 2: Your body and you getting started

Date of preparation	: 26/8/2016 
Date of teaching: 	 / / 201 Class: 10B9	
Period 10.	 	UNIT 2: YOUR BODY AND YOU
GETTING STARTED
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or writing.
	- read a passage comprehensively
	- arrange the sequence of an event
	2/ Skills: 	- reading skill as well as speaking and writing skill
	- work in groups effectively
	3/ Attitudes: - Students know about your body and you.
 	 - be willing to cooperate with other classmates
	4/ Orientation for ability and character development:
	-improve reading comprehension
	-improve analyzing and observing capacity 
	-verbalize thoughts of your body and you by using vocabulary and expression for describing your body and you.
	-gain more vocabulary of topic of your body and you
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Match the vocabulary comprehension
For a specific context, it is necessary to use specific word. 
Context helps find out meaning of a word or a phrase 
Finding out the correct answer in task 1
Reading thoroughly without hesitating about meaning of a new word
Question: Can you find out the word to fill in the uncompleted sentence?
2. Read for specific information in process of reading
It is possible to decide whether statements are true or false by searching required information in the passage.
To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage.
Identifying specific and necessary information effectively by scanning skill
Recognizing specific information in a passage to understand the main idea of that passage 
Question: Can you decide whether these statements are true or false?
3. Apply vocabulary and expressions gained by reading in speaking and writing
Vocabulary and expression gained through reading may be applied in speaking and writing
To speak and write about a topic, students need to read more about that topic
Writing about your body and you
Talking about your body and you
Question: Can you write or talk about your body and you?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURES
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP:Chatting
- ask Ss to look at the picture and answer the following questions:
What is she doing? Is it good for her health?
II. PRESENTATION& PRACTICE
1. Task 1: Listen and Read
- play the recording.
- ask Ss to listen and read the conversation at the same time.
- call on some Ss to read the conversation aloud.
- correct their pronunciation and intonation.
2. Task 2: Answer the questions
- ask Ss to work in pairs.
- let Ss read the conversation and answer the questions.
- call on some Ss to report their answers.
- check Ss' answers.
3. Task 3: Listen and repeat the words
a. Circle the words
- have Ss look at the words in the box.
- give them the meaning of the words they don’t know if necessary.
- get Ss to listen to the tape and circle the words they hear in the conversation.
- check with the whole class.
Key: prevent, disease, bones, weight, brain, boost, healthy
b. Put the words into categories
- have Ss classify the words into the corresponding categories.
- call on some Ss to write their answers on the board.
- correct their answers.
Noun
Adjective
Verb
disease
balance
skeleton
system
bones
weight
brain
lungs
nervous
healthy
prevent
balance
boost
III. PRODUCTION
Task: Discussion
- ask Ss to discuss the following saying: “Laughter is the best medicine.”
- let Ss work in groups of 4.
- get them to report a time when laughter was the best medicine for them.
- give a list of prompts to help them: when you feel stressful, tired, sick or embarrassed, etc.
IV. HOMEWORK
- ask Ss to learn new words and prepare for the next lesson: LANGUAGE
- Look at pictures on the board
- Listen to the teacher 
- Answer those questions.
- Listen to the recording.
- Read the conversation
-Do the reading task number 2
 + read the requirement of task1
 +discuss in pairs to find out the correct answers
 +present and explain the correct answers and why they are chosen
-Get feedback.
- Listen to the recording.
- Read the words
-Work in groups
-Present their ideas
-Discussing with the whole class
- take notes 
-pictures
- text books
Board, pictures, postcard
CD player
Board, textbook
CD player
Board, textbook
Board
-observing
-analyzing
-oral answering
-Observing
-Analyzing
-Vocabulary
-Accuracy
-Fluency
-Confidence
analyzing requirement
-working in pairs
-reading comprehension
-presenting
-Identifying
-Discussing
-Teamwork
-Communicating
-Writing
Date of preparation	: 
Date of teaching: 	 / / 201 Class: 	
Period 11.	 	UNIT 2: YOUR BODY AND YOU
LANGUAGE
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge: - recognize the differences in pronunciation of the pl/pr/gl/gr sound.
	 - revise the use of some tenses 
	2/ Skills:	- improve pronunciation as well as speaking skill
	- work in groups effectively
	3/ Attitudes: 	-understand your body and you 
. 	- cooperate with other students readily
	- be confident to present in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve pronunciation
	-improve analyzing and observing capacity 
	-improve speaking skill as well as writing skill
	-verbalize thoughts of your body and you by applying some tenses
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Recognize the differences in pronunciation of the pl/pr/gl/gr sound.
Words which consist of the pl/pr/gl/gr sound
It is important to pronounce words correctly 
Recognize the differences in pronunciation of the pl/pr/gl/gr ending sound.
Speaking English fluently and correctly
Question: Could you pronounce the words consisting of the pl/pr/gl/gr sound?
2. Revise the use of some tenses
It is possible to use of some tenses 
Using some tenses may help us write or speak more comprehensively.
Expressing the situations using some tenses 
Speaking cohesively and fluently
Question: Could you express these situations using some tenses ?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. VOCABULARY
Task 1a: 
- introduce the words and their Vietnamese meaning.
- have Ss work in pairs to match the items in the left column with the ones in the right column.(1a, textbook)
- check the answers with the whole class.
Key:
Circulatory System – c
Digestive System – d
Respiratory System – b
Skeletal System – e
Nervous System – a
Task 1b: 
- have Ss work in pairs to practise saying the names of the systems
- remind Ss to pay attention to the stressed syllables in each word.
Task 2: 
- tell Ss to work on classifying the words into the corresponding systems.
- assist Ss to use a dictionary to find the right meanings.
II. PRONUNCIATION
1. Listen and Repeat
- have Ss listen and repeat the words.
- help Ss to make a clear distinction of the clusters in the pair /pr/ and /gl/ and the pair /gr/ and /gl/.
- let Ss repeat a few times.
2. Read the sentences aloud
- model the sentences first
- ask Ss to read the sentences aloud.
- call on some Ss to read in front of class.
- check their pronunciation and correct their errors.
III. GRAMMAR
Task 1: Identify the use of “will” and “be going to” in the sentences below. Write the type of their use (number 2, p.18 textbook)
- have Ss identify the use of “will” and “be going to” in the sentences and write from 1 to 6 next to each one
- go round and give help if necessary.
* Key: 1. 1 2. 3 3. 5 4. 6 5. 2
Task 2: Put a tick if it is appropriate, put a cross if it isn’t. Give explanations for your choice. (number 3, p. 18 textbook)
- tell Ss to further apply their newly acquired knowledge of “will” and “be going to” in context.
- call on some Ss to read out their answers.
- check their answers with the whole class.
* Key:1. ý 2. þ 3. þ 4. þ 5. þ 6. þ 7. þ 8. þ
Task 3: Complete the following sentences with the right form of “will” or “be going to”. Sometimes both are correct.
- have Ss work in pairs.
- invite some Ss to write their answers on the board.
- discuss the correct answers with the whole class.
- give more explanation if necessary.
* 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 not going to
Task 4: Read the surprising facts about your body and complete the following sentences using the passive.
- let Ss work in pairs.
- get some Ss to copy down their answers on the board.
- give the correct answers.
* Key:
is consumed by the brain
are damaged (extensively)
is made up of around 7 octillion atoms
is pumped through our body every day (by the heart)
are used to smile, (are used / used) to frown
are estimated to live on one square inch of our skin
are produced by humans only
IV. HOMEWORK
- ask Ss to practice pronouncing the sounds they’ve learned.
- get Ss to review the new words.
- have Ss learn the grammatical points.
- Listen to the teacher 
- Match the words and phrases
- Get feedback and write them down
- Write down 
- Compare the answers
- find the right meanings.
- Listen to the recording.
- Read the words
- Listen to the recording.
- Read the words
- Understand the task
- work individually
- Get feedback.
- Understand the task
- work in individually
- Get feedback.
- write their answers on the board.
- Understand the task
- Get feedback
-take notes
Textbooks
Textsbooks
CD player
Board, textbook
textbook
textbook
Board, textbook
Board, textbook
Board
-analyzing
-oral answering
-Memorizing
-Identifying
-Accuracy
-Fluency
-Confidence
-Accuracy
-Fluency
-analyzing requirement
-working in pairs
-presenting
-analyzing the requirement
-pair working 
-grammar
-presenting 
-analyzing the requirement
-pair working 
-grammar
-presenting 
-grammar
-pronunciation
Date of preparation	: 
Date of teaching: 	 / / 201 Class:	
Period 12.	 	UNIT 2: YOUR BODY AND YOU
READING
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or writing.
	- read a passage comprehensively
	- arrange the sequence of an event
	2/ Skills: 	- reading skill as well as speaking and writing skill
	- work in groups effectively
	3/ Attitudes: - Students know about your body and you.
 	 - be willing to cooperate with other classmates
	4/ Orientation for ability and character development:
	-improve reading comprehension
	-improve analyzing and observing capacity 
	-verbalize thoughts of your body and you by using vocabulary and expression for describing your body and you
	-gain more vocabulary of topic of your body and you
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Match the vocabulary comprehension
For a specific context, it is necessary to use specific word. 
Context helps find out meaning of a word or a phrase 
Finding out the correct answer in task 1
Reading thoroughly without hesitating about meaning of a new word
Question: Can you find out the word to fill in the uncompleted sentence?
2. Read for specific information in process of reading
It is possible to decide whether statements are true or false by searching required information in the passage.
To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage.
Identifying specific and necessary information effectively by scanning skill
Recognizing specific information in a passage to understand the main idea of that passage 
Question: Can you decide whether these statements are true or false?
3. Apply vocabulary and expressions gained by reading in speaking and writing
Vocabulary and expression gained through reading may be applied in speaking and writing
To speak and write about a topic, students need to read more about that topic
Writing about your body and you
Talking about your body and you
Question: Can you write or talk about your body and you?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP: Chatting
- ask Ss to look at the picture and ask some of the following questions:
It is a therapy to cure some disease. What is it? What do you know about it?
What do we use when we implement acupuncture?
II. PRE-READING
1. Pre-teaching vocabulary:
- treatment (n): cách chữa trị à explanation
- originate (v): bắt nguồn từ à gap-filling
Who produced gunpowder first? It came from China first or it _______ in China.
- harmony (n): sự hài hòa, sự hòa thuậnà example
-evidence (n): chứng cứ à synonym
What is the synonym of the word “proof”?
- ease (v): làm dễ chịu, đỡ đau à explanation
2. Checking vocabulary: Rub out and Remember
III. WHILE-READING
Task 1: Finding the words
- ask Ss to read the text quickly and pick out words or phrases that are closest in meaning to the words in the table.
- get some Ss to speak out their answers.
- check their answers.
* Key:
	1. ailments	2. ease	
3. acupoints	4. precaution
5. alternative	6. treatment	
7. evidence	8. Promote
Task 2: Answer the questions
- have Ss work in pairs.
- let them read the text and find information to answer the questions.
- call on some pairs to read the questions and answers loudly.
- give the correct answers.
* Key:
 (It’s) promoting harmony between humans and the world around them and a balance between yin and yang.
 It is believed to promote the body’s natural healing capabilities and enhance its functions.
 There are more than 2000 nowadays.
 They are soreness, slight bleeding, or discomfort.
 Those who have electrical or electronic medical devices inside them.
 Acupuncture is considered as a reliable alternative to modern medicine.
IV. POST-READING:
Task: Discussion
Do you know any other alternative therapies like yoga, acupressure, head massage or aromatherapy? 
- elicit Ss’ knowledge in the field of non-medical treatments.
- let Ss work in groups and exchange information.
- ask a student from each group to present their ideas.
- give comments.
V. HOMEWORK
- learn all the new words by heart.
- prepare for the next lesson.
- Look at pictures on the board
- Listen to the teacher 
- Answer those questions.
-Guess English word which teacher would like to elicit 
-Get feedback and write them down
-Do the reading task number 1 
 + read the requirement of task1
 +discuss in pairs to find out the correct answers
 +present and explain the correct answers and why they are chosen
-Get feedback.
-Work in pairs
-Read the text again
-Work in groups
-Present their ideas
-Discussing with the whole class
-Take note
-pictures
- text books
Board, pictures, postcard
Board, textbook
Board, textbook
Board, textbook
-observing
-analyzing
-oral answering
-Observing
-Analyzing
-Vocabulary
-Accuracy
-Fluency
-Confidence
-analyzing requirement
-working in pairs
-reading comprehension
-presenting
-Identifying
-Discussing
-Teamwork
-Communicating
Date of preparation	: 
Date of teaching: 	 / / 201 Class:	
Optional Period 4.	 REVIEW OF PRONUNCIATION, VOCABULARY 
	AND GRAMMAR (UNIT 2)
I. Aim: By the end of the lesson, SS will be able to:
	+ learn some more vocabulary about the topic Family Life.
	+ revise pronunciation.
	+ revise simple present, present continuous tenses.
- Skills: Reading, speaking, listening, writing
- Teaching aids: Handouts.
II. PRACTICE.
Activity 1: Read the following sentences aloud and underline the words with pr, pl, gr or gl
People in glass houses shouldn’t throw stones.
A group of students are greeting each other in the playground.
When you need some more supplies, press this button.
Apply some glue to stick the plies together.
She plays a prime role in the group’s presentation.
The sailplane glides gracefully before reaching for the ground.
People’s fingerprints differ greatly and almost never coincide.
The London train will depart from platform six.
* Answer key:
People in glass houses shouldn’t throw stones.
A group of students are greeting each other in the playground.
When you need some more supplies, press this button.
Apply some glue to stick the plies together.
She plays a prime role in the group’s presentation.
The sailplane glides gracefully before reaching for the ground.
People’s fingerprints differ greatly and almost never coincide.
The London train will depart from platform six.
Activity 2: Complete each of the following sentences with a word from the box.
- Get ss to work in pairs.
- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers. 
blood
heart
breath
brain
skull
lungs
spine
nerves
thinking
pump
Possessing fresh _________ breath is really desirable when one has to do a lot of speaking
_________ carries supplies needed for existence to every single cell in the body.
It is the _________ that controls all the organs in the body.
Despite the fact that it has almost nothing to do with sensations and feelings, the _________ is still considered the dwelling of love and emotions.
The _________ carry messages between your brain and the rest of your body.
Your biggest organ in the nervous system is protected in the _________
If you breathe in deeply, your _________ can expand to twice their normal size.
The row of bones down or along the middle of a human’s or animal’s back is called the _________.
The heart can be said to be the most sophisticated and efficient _________ as it runs without rest for one’s whole life.
The process of _________ is thought to be a human’s property but research has shown that some animals do have this ability.
* Answer key: 
1. breath	2. Blood	3. brain	4. heart	5. nerves
6. skull	7. lungs	8. spine	9. pump	10. Thinking
Activity 3: I. Complete the following sentences with BE GOING TO or WILL.
- Get ss to work in pairs.
- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers. 
1) I feel really tired. I think I __________ have some rest.
2) Do you want me to help you? – Thanks. John _________ help me.
3) What are your plans for the holidays? – I __________ visit my parents for a few days and then go trekking in the Central Highlands. 
4) I’ve already decided. I _________ buy a new flat.
5) Why is he wearing his best suit? – He _________ have lunch with his biggest costomer.
6) Do you want to have the chicken or the beef? – I think we _________ have the beef.
7) It’s really hot in here. – I _________ put on the air-conditioning.
8) We need some more ink for the printer. – I _________ go to the shop and get some. 
9) What are you doing with the laptop? – I __________ send an email to my friend back home.
10) I need to stay awake to finish my presentation tonight. – Ok. I _____________ get you a cup of coffee.
11) Please do not let Mom know my plan. – Don’t worry. I _____________ (not tell) her.
12) Did you hear about about Lesley? – Yes. She _____________ have a baby boy next November.
* Answer key:
1. will	2. is going to	3. am going to	4. am going to	
5. is going to	6. will	7. will	8. will	
9. am going to	10. will	11. won’t	12. is going to 	
III. HOMEWORK
Have ss prepare the next part: SPEAKING.
Date of preparation	: 
Date of teaching: 	 / / 201 Class:	
Period 13. 	UNIT 2: YOUR BODY AND YOU
SPEAKING
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- talk about your body and you
	 - express their ideas about your body and you. 
	 - apply vocabulary and expression for describing your body and you
	2/ Skills: 	- speaking skill as well as listening and writing skill
	 	 	- work in groups effectively
	3/ Attitudes: 	- understand some facts about your body and you.
	- cooperate with other students readily
	 - be confident to speak in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve speaking skill
	-improve analyzing and observing capacity 
	-improve pronunciation
	 -verbalize thoughts of your body and you
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Select suitable information to speak about the your body and you
Not all information is necessary for presenting orally an issue. 
Selecting suitable information to present is a strategy to effectively speak. 
Talking about their your body and you
Talking about an issue effectively by choosing suitably information
Question: Could you choose the things which apply to your body and you?
2. Build up questions for your body and you
When talking about an issue, speaker is required to supply thoughtfully and logical information.
Information from a table helps speaker systemize information to talk logically.
Building up questions for your body and you
Talking about problem or an issue by organizing information from a table
Question: Can you build up some questions by using cues in the table?
3.Ask and answer the questions about your body and you
Conversation is required to be natural and logical.
To make a successful conversation, people need to take turn to ask and answer
Making a conversation about your body and you by using cues in the table.
Talk to anyone about your body and you
Question: Can you make a conversation about your body and you by using cues in the table?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP: Name some of the bad habits
- ask Ss what they think of their habits.
- have them name the habits they think they have.
- let them look at the list of habits and decide which ones are good and which ones are bad.
- have Ss explain their choice and give rectification.
II. PRE-SPEAKING
1. Pre-teaching vocabulary:
- keep a routine (v.phr): giữ thói quen hàng ngàyà explanation
-give up (v.phr): từ bỏ à synonym (= quit, stop)
- litter (v): vứt rác bừa bãi à example
2. Checking vocabulary: Slap the board
3. Useful expressions:
I think . / In my opinion, . / For me, . / It’s a good idea ./ I consider as 
III. WHILE-SPEAKING
Task 1: Discussion
Discuss why some of the habits above are good for you and why some are bad for you. For bad habits, tell how to kick them.
- have Ss work in pairs.
- instruct them how to express their ideas, using the model in textbook.
- ask them to give evidence and proof to support their ideas.
- have Ss suggest ways to stop the bad habits from their own experience.
Ex: to stop littering
Observe rules and regulations
Refrain from throwing rubbish where you like
Look for a waste bin when you want to throw away something, etc.
Task 2: Read the advice for getting rid of bad habits. Choose which advice you think you can or can’t follow and explain why or why not.
- have Ss read the text quickly and choose the things they think they can or can’t follow. 
- ask Ss if there are any new words in the text.
- move around the class and give help if necessary.
- encourage them to explain their decision to the class.
- give some comments.
Task 3: Make a list of Dos and Don’ts in order to kick that habit.
- have Ss work in groups.
- give each group a small board and ask them to write down the list of Dos and Don’ts in order to kick that habit.
- ask them to choose a representative to report the list in front of class.
- comment their list.
IV. POST-SPEAKING
Task: Write a short paragraph about how to kick a bad habit
- let Ss work individually
- ask them write down a short paragraph about 50 words about how to kick a bad habit.
- get them to exchange their writing and correct if their friends make mistakes.
V. HOMEWORK
- ask Ss to learn new words and prepare for the next lesson.
- think of their habits
-guess the words
-get comments
-work in pairs then ask and answer the questions
-Read aloud the conversation
- work in groups
- write down the list of Dos and Don’ts in order to kick that habit.
-Write a short paragraph about how to kick a bad habit 
-get feedback
-Take note
-postcard
Board, pictures, postcard
Board, textbook
Board, textbook
Board, textbook
Board, textbook
Board
-observing
-analyzing
-answering
-observing
-analyzing
-answering
-analyzing requirement
-working in pairs
-presenting
-Accuracy
-Oral presenting
Accuracy
-Oral presenting
-writing
-writing
Date of preparation	: 
Date of teaching: 	 / / 201 Class:	
Period 14. 	UNIT 2: YOUR BODY AND YOU
LISTENING
I. OBJECTIVES:
	-By the end of the lesson, students are expected to be able to:
1/ Knowledge:- listen to the conversation to get detail information about household chores and family life.
 	- decide on True or False statements
	- listen questions comprehensively
	- apply vocabulary and expression for describing your body and you
	2/ Skills: 	- improve listening skill as well as speaking skill
	- work in groups effectively
	3/ Attitudes: 	 -know about the problems they may have.
	- cooperate with other students readily
	- be confident to speak in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve listening comprehension skill
	- improve analyzing and observing capacity 
	- improve pronunciation
	 - verbalize thoughts of your body and you
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Identify key words for listening comprehension
In a conversation, there is a topic and there are key words relating to that topic.
Identifying those key words is very important to listening thoroughly.
Identifying key words in a conversation
Understanding main meaning of a conversation
Question: Could you find out key words in each following sentences?
2. Listen to the conversation to identify specific information 
Specific information in a conversation is found out easily if you listen to the conversation carefully
Identifying key words in each question before listening to specific information is very necessary 
Identifying specific information in a conversation
Understanding main meaning of a conversation
Question: Could you listen to the conversation?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP: Chatting
-ask Ss some of the following questions:
What do you usually have for lunch or dinner?
Do you care about the nutritional value of the things you eat?
II. PRE-LISTENING
1. Pre-teaching vocabulary:
- diet (n): chế độ ăn à explanation
- foundation (n): nền tảng, cơ sở à translation
- weight control (n): kiểm soát cân nặng à picture
- complex (n): phức tạp à antonym (≠ simple)
2. Checking vocabulary: Matching
III. WHILE-LISTENING
Task 1: Answer the questions
- ask Ss to look at the picture in the book and ask them some questions
What is it? Is it a pyramid? What does the pyramid show? 
- let Ss listen once and answer the question: “What is the listening about?”
- call on some Ss to give their answer.
- check their answers with the whole class.
* Key: It is about a healthy eating pyramid.
Task 2: True or False Statements
- have Ss listen to the recording once or twice.
- call on some Ss to check their answers.
* Key: 1. F 2. T 3. F 4. T 5. F
Task 3: Divide the plate
- have Ss listen and divide the plate into sections with the right labels of the foods they hear.
- check if Ss’ responses are correct.
IV. POST-LISTENING
Task: Write some sentences to describe the plate you have just made 
- ask Ss to work in groups.
- get them to write down on the small board.
- invite a S from each group to report their ideas before the class.
- give comments.
V. HOMEWORK
- ask Ss to learn new words and prepare for the next lesson.
- Look at pictures on the board
-