Unit 10-SGK11Thi diem

Time/Stages

Activities

Interactions

1. Warm up

   5 minutes   

Lead in

- Ask Ss listen to answer some questions to lead Ss to the lesson.

- Ask Ss to tell the class about their lifestyle.

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2. New lesson

7 minutes

12 minutes

8 minutes

10 minutes

Activity 1:  Kim is asking Mark about a TV health show she missed. Listen and read

- Tell Ss that they are going to listen to a conversation between Kim and Max.

- Ask them to read the heading and guess what the two speakers will be talking about

- Play the recording. Have Ss listen and read the conversation silently. Then ask Ss if their predictions were correct. Have Ss summarise the conversation.

- Ss listen and read the conversation, take notes new word

Activity 2:  Read the conversation again. Find the verbs that go with the following nouns

- Ask Ss to read the conversation again and find the verbs

- Let Ss compare their answers in pairs or groups.

- Check Ss’ answers as a class.

Keys:

1. relieve
2. weaken
3. practice
4. increase
5. do
6. practice
7. take

Activity 3:  Complete the following notes on Dr. Quan’s four principles to stay healthy

- Ask Ss to read the conversation again and complete the sentences

- Let Ss compare answers in pairs or groups.

- Check Ss’ answers as a class.

Keys:

1. relieving stress
2. we practice meditation
3. eating healthy food
4. developing heart diseases
5. exercising regularly
6. sports; yoga and t’ai chi
7. natural remedies; take prescription medicine

Activity 4: Work in pairs. Answer the following questions

- Ask Ss to read the conversation again and answer the questions.

- Have them write the questions carefully.

- Check Ss’ answers.

* Keys:

1. The first principle is relieving stress. The second one is to consuming healthy food. The third one is exercising regularly

2. Yes. I agree with these principles

Activity 5: Find all the examples of reported speech in the conversation.

- Ask Ss to read the conversation again and find the sentences.

- Have them write the sentences in the space provided

- Check Ss’ answers.

* Keys:

1. Dr. Quan said if you  practiced …
2. Yesterday, I read an article on the internet which claimed …
3. He said read meat is high in fat …
4. Dr Quan advised viewers to …
5. He suggested playing sports …

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Whole class

Pair work

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Group work

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Pair work

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3.

Consolidation

2 minutes   

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

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4. Homework

1 minute

- Words and phrases about cities of the future

- Practice the conversation

- Do the task again

- Read Unit 10 - Language at home

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Time/Stages

Activities

Interactions

1. Check up

  3 minutes   

- Ask some Ss to write some new words and do the tasks again

- Take notes and give feedback.

T <--> Ss

2. New lesson

7 minutes

6 minutes

12 minutes

14 minutes

A. Vocabulary:

Activity 1: Complete the sentences with the right forms of the following words and phrases

- Have Ss go through the words given in the box and discuss with a partner their meanings.

- Ss fill the blanks with the right form of the word from the box. Have Ss complete the sentences individually, then compare their answers in pairs or groups.

* Keys: 1. cholesterol           2. nutrition               3. natural remedies

4. immune system                 5. ageing process     6. meditation

7. life expectancy                  8. boost

Activity 2: Use a dictionary to check the meaning of the following adjectives formed with -free or anti-

- Explain to Ss that free is used to form compound adjectives, which are usually hyphenated. On the other hand, anti- is used as a prefix to form adjectives or nouns, which can be spelled with or without a hyphen.

- Have Ss complete the sentences individually, then compare answers in pairs or groups.

- Check Ss’ answers as a class.

* Keys: 2. lifestyle that does not cause stress

3. foods that do not contain cholesterol

4. foods that are believed to prevent the appearance from getting older

5. diet that prevents the formation of acne

6. medicine that lowers cholesterol levels or prevents high cholesterol

2. Pronunciation

Intonation:  Invitations, suggestions, polite requests, uncertainty and surprise

Activity 1: Listen and repeat. Pay attention to the fall-rise intonation

- Have Ss listen and notice the intonation pattern of the questions

- Have them listen and repeat the exchanges with appropriate intonation.

- Ask them to study the Do you know…? box to learn some general rules of intonation patterns for question tags.

Keys: 1. invitation/ suggestion              2. surprise

3. uncertainty            4. polite request             5. hesitation

Activity 2: Listen and mark the fall-rise intonation

- Play the recording and ask Ss to read along with the recording, imitating the intonation patterns.

- Have them practice the exchanges in pairs, taking turns to ask and answer the questions.

- Ask some pairs to role-play the exchanges in front of the class, using appropriate intonation patterns.

- Praise Ss who can reproduce these exchanges with good pronunciation and appropriate intonation. 

2. Grammar: 

Conditionals in reported speech

Activity 1: Read the statement in direct speech. Decide if it is necessary to change the verb tenses in reported speech after reporting verbs in the past tense. Write C or U in the space provided

- Have S work individually first

- Encourage them to refer to the Do you know..? box to get more information about the classes. Ask Ss questions to check if they understand the general rules related to the form and usage of this grammar point.

- Ask Ss to compare answers in pairs

- Check Ss’ answers as a class.

*Keys: 1. C/U     2. C/U      3. U    4. U    5. U    6. U   7. U   8. C/U

Activity 2: Report each statement in 1

- Ask Ss to report the statements in 1, using the reporting verbs in the prompts.

- Have them compare their answers.

- Have Ss rewrite their sentences on the board.

- Check Ss’ answers as a class.

*Keys: 1. I told him that if I drank coffee before bedtime, I couldn’t sleep C

I told him that If I drink coffee before bedtime, I can’t sleep. U

2. Dr. Quan said that we’d boost our immune system if we had a healthy lifestyle. C

Dr. Quan said that we will boost our immune system if we have a healthy lifestyle. U

3. John’s wife told him that it would be nice if he could spend more time with the children. U

4. Peter explained to us that if Ann called him back, he’d arrange an appointment for her. U

5. The travel agent explained to us that if we travel to a foreign country, we need a valid passport. U

6. My grandmother keeps telling us that if we catch a cold, we should try natural remedies before taking any medicine. U

7. John told me that if he were rich, he’d donate money to charity. U

8. Mary’s father said that Mary/she would recover quickly if she followed the doctor’s advice. C

Mary’s father said that Mary/she will recover quickly if she follows the doctor’s advice. U

Reported speech with to infinitives and gerunds

Activity 3: Write the sentences in reported speech, using the reporting verbs in bracket

- Explain that to-infinitives or gerunds can be used to report actions.

- have Ss read the Do you know..? box and focus on the verb forms in reported speech after the three groups of reporting verbs.          

- Ask Ss to do the task.

Keys: 1. Jack’s father advised him not to eat fast food every day.

2. Ann asked Kim to do the dishes for her

3. The doctor told me to do a 30-minute work-out every day

4. Mai invited Peter to go out for a coffee

5. Phong apologized for breaking my glasses

6. Hoa reminded Lan to buy some groceries on the way home

7. Carol suggested enrolling on a yoga course

8. John and Max admitted forgetting to submit the assignments the day before.

Activity 4: Change the sentences in reported speech into direct speech

- Ask Ss to change the sentences in reported speech into direct speech.

- Have Ss rewrite their sentences on the board.

- Check Ss’ answers as a class.

*Keys:  2. “Kim, don’t forget to turn off the lights before leaving the house”

3. “You shouldn’t exercise too hard because it’s not good for your heart”

4. “Let’s have a picnic next weekend”

5. “Don’t play near the construction site”

6. “Would you like to spend your summer holidays on my grandparents’ farm?”

7. “I’m sorry. I’ve made lots of mistakes in the report”

8. “Yes, I took my father’s car without permission”

Individually

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Whole class

Pair work

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Individually

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Individually

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Individually

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Pair work

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3.

Consolidation

2 minutes   

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

- Vocabulary related to healthy lifestyles and longevity

- Intonation in invitations, suggestions, polite requests, uncertainty and surprise

- Reported speech with conditionals and reported speech with to infinitives and gerunds

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4. Homework

1 minute

- T asks Ss to do exercises again at home.

- Prepare for the next lesson.

- Complete Exercises in workbook.

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Time/Stages

Activities

Interactions

1. Homework

   8 minutes   

- Ask some Ss to do the tasks again

- Feedback

T <--> Ss

2. New lesson

7 minutes

7 minutes

8 minutes

10 minutes

2 minutes

Activity 1: The machine described in the picture above help doctors to diagnose and treat diseases. Discuss with a partner.

- Ask Ss to look at the picture. Ask some questions as warm-up:

+ Have you ever seen them?

+ What are they used for?

- Have them do the task individually, and then compare their choice in pairs or groups

- Elicit answers from Ss, encouraging all possible reasons. Have Ss explain their choices

- Pre-teach some of the unfamiliar vocabulary items in the text, but not the highlighted ones because Ss will be required to work out their meaning from the context the words are used in.

Keys:     MRI (Magnetic Resonance Imaging) scanners and X-ray machines take medical images of patients’ internal body parts. MRI images provide a 3D representation of organs, which X-rays usually cannot.

Activity 2:  Read an article about the main factors for the increased life expectancy. Four sentences have been removed from the article. Choose a sentence (a-d) to complete each gap (1-4)

- Ask Ss to go through the four sentences. Ask Ss to read the text quickly to choose the missing that best suits the passge.

- Set a time limit for this activity since skimming is a speed-reading technique with the purpose of getting a general overview of the content

- Have Ss work individually, and then compare their answers in pairs or small groups

- Check Ss’ answer as a class.

Keys: 1. c       2. b       3. d        4. a

Activity 3: Find the words or expressions in the text which have the following meanings

- Have Ss read through the definitions and the text carefully, looking for the correct words or phrases that match with the definition.

- Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions

- Check Ss’ answers as a class.

*Keys: 1. be attributed to          2. obesity         3. antibiotics

4. vaccine                                   5. dietary

Activity 4: Read the text again and answer the questions

- Ask Ss to read the full text, include the gapped sentences, again and answer the questions individually.

- Invite several pairs to summarise the discussions and present their decisions to the rest of the class. Encourage other Ss to ask follow-up questions.

Keys: 1. The three factors are healthier lifestyles, better nutrition and advances in medical science and technology

2. Smoking, alcohol intake and fast food consumption can increase the risk of hear diseases.

3. Doing regular physical activity and spending more time outdoors can improve the ability of the human body to function well

4. Because they want to relieve stress

5. Because the food we eat can affect longevity and dietary changes can boost our immune system

6. They are the discovery of antibiotics and vaccines, and the development of medical imaging

Activity 5: Which of the factors mentioned in the article do you think is the most important? Discuss with a partner

- T helps Ss know how to do the task.

- Let SS work in groups to do this task at home.

Healthy lifestyles (physical exercise, low levels of stress and anxiety)

Better nutrition (nutritious diets and dietary changes)

Advances in medical science and technology

Pair work

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Individually

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Group work

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Pair work

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3.

Consolidation

2 minutes   

- Summarize the main points of the lesson

- Vocabulary related to life expectancy factors

- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context

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4. Homework

1 minute

- Ask students to learn by heart the new words.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Check up

   8 minutes   

- Ask Some Ss to go to the board and do the tasks again

- Feedback

T <--> Ss

2. New lesson

10 minutes

10 minutes

9 minutes

5 minutes

 Take care of your body

Activity 1: Below is a set of note cards for a talk about skincare. Use the words and phrases in the box to complete them

- Ask Ss to look at the set of note cards for a talk on skincare.

- Explain to Ss that note cards can be a very helpful tool for preparing, rehearsing and delivering speeches or talks. The note cards should contain the most important information as bullet points, which can be used as prompts in case the speaker gets nervous or forgets what to say.

- Explain any further unfamiliar vocabulary, if necessary

- Have Ss make their own note cards and present their answers to the class.

Suggested answers:

B1: wear protective clothing  - avoid sunburn

       wear sunscreen with a sun protection factor (SPF) of at least 15

B2: eat a wide variety of fruit and vegetables – provide vitamins and nutrients

       drink a lot of water – prevent water loss

B3: wash your face twice a day with warm water and mild soap – remove dirt

      Don’t squeeze pimples – can lead to swelling, redness and infection

Activity 2: Work in pairs. Use the note cards to talk about skincare, paying attention to the following

- Ask Ss to pay some attention when they speak

* glance at the note; don’t read them

* use linking words and expressions for hesitation devices to some more natural and smooth

* to make your tips sound more reliable, use reported speech to quote their sources

* maintain eye contact with your partner

* use appropriate gestures and facial expressions to support your ideas.

Activity 3: Prepare another set of note cards for a talk about how to take care of your vision. Use the information below and your own ideas

- Ask Ss to practice the conversation in pairs.

- Set a time limit for the pair’s preparation and practice

- Invite some pairs to role-play in front of the class.

- Encourage Ss to give feedback on things such as interesting content, original ideas, fluency of speech and good presentation skills.

Taking care of your vision

- Use some kinds of eye drop to ease your eye’s tiredness

- Practice to look at things in distance to develop your eyesight

Activity 4: Work in groups of four or five. Take turns to present your talk to your group members

- Let Ss work in groups to do the task. Make sure each group chooses a different activity.

- Ask groups to summerise and briefly report their discussions to the class.

Pair work

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Group work

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Ss <--> Ss

Pair work

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Group work

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3.

Consolidation

2 minutes   

- Summarize what they have learnt by asking Ss some questions:

What have you learnt today? What can you do now?

- Vocabulary related to taking care of your body

- Speaking skills: pair work and group work talking about how to take care of your body

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4.Homework

1 minute

- Vocabulary related to taking care of your body

- Speaking skills: pair work and group work talking about how to take care of your body

- Do the task again

- Read Unit 10 - Listening at home

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Time/Stages

Activities

Interactions

1. Check up

   5 minutes   

- Ask some pairs of Ss to talk about how to take care of your body.

- Feedback

- Inform the class of the lesson objectives: Listening for specific information about exercise precautions

T <--> Ss

2. New lesson

10 minutes

8 minutes

9 minutes

10 minutes

Exercise precautions

Task 1: Discuss with a partner

- Ask Ss to look at the pictures and discuss the questions with a partner.

- Encourage Ss who don’t know anything about the site to make some predictions using the words and phrases in the box.

*Suggested answers:

a. fitness walking

b. aerobic exercise

c. yoga

d. swimming

Task 2: Look at the picture. Listen to John Keith, a fitness instructor, talking about four types of physical activity. Number the pictures as you listen.

- Ask Ss to look at the words and phrases that can be heard in the talk.

- Have Ss compare answers in pairs or groups.

- Explain the meaning of any unfamiliar words, if necessary.

- Check Ss’ answers as a class.

Keys:   a. 4      b. 1        c. 3         d. 2

Task 3: Listen again. Which safety rules are mentioned for each type of physical activity? Tick the correct boxes.

- Ask Ss to look at the three options and make their own predictions for the answers.

- Have Ss listen to the recording and choose one of the three options given

- Have them compare their answers in pairs or groups

- Check Ss’ answers as a class

- Let them listen again and pause the recording after the sentences mentioning the word geological

*Key:

Aerobic exercise: 1,2

Yoga: 3,5

Swimming: 1,3,4

Fitness walking: 2,6,7

Task 4: Work in four groups. Each group chooses a different activity from 3. Discuss the following

- Let Ss work in groups to do the task. Make sure each group chooses a different activity.

- Ask groups to summerise and briefly report their discussions to the class.

Pair work

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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.

- Ask Ss: What have you learnt today?

               What can you do now?

- Vocabulary related to the topic of exercise precautions

- Listening skills

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4.Homework

1 minute

- Vocabulary related to the topic of exercise precautions

- Do the tasks again

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Check up

   5 minutes   

- Inform the class of the lesson objectives: Writing a story about how people have changed their lifestyles to overcome a problem.

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2. New lesson

9 minutes

10 minutes

18 minutes

Lifestyle changes

Task 1: Read a story posted on Medline, a website about fitness. Complete the story, using the correct forms of the words in the box

- Ask Ss to work in pairs or groups to do the task.

- Ask Ss to read a story posted on a fitness website and complete the gaps with the correct form of the words in the box.

* Keys:

1. appetite             2. overweight                  3. weight

4. fainted              5. dieting                         6. supported

Task 2: Read the story again and answer the questions

- Ask them to read through the questions to make sure that they understand the questions.

- Have Ss discuss in pairs or groups, and answer the questions.

- Check Ss’ answer as a class

* Key:            

1. Because as a child he used to eat a lot of fast food.

2. After he received hundreds of rejections and couldn’t get a job.

3. Fasting was his first kind of diet. He was unsuccessful and was taken to hospital

4. For over a year, he had to follow a special diet and joined a fitness class for overweight people.

5. Overweight people are not lazy and can work effectively like other people, so they should not be treated unfairly. However, their health can be affected, so they should follow doctors’ advice to lose weight.

Task 3: Use the information below to write a similar story.

- Set time limit for them to write the first draft of their essays.

- Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if necessary

- Have Ss revise their drafts based on their partners’ comments and your feedback.

- Collect Ss’ essay for checking or marking.

Pair work

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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.

- Ask Ss to complete the essay at home and collect

- Ask Ss: What have you learnt today?

               What can you do now?

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4.Homework

1 minute

- Write the text again at home.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up

   5 minutes   

- Ask some Ss to go to the board and read their writings

- Feedback

T <--> Ss

2. New lesson

17 minutes

20 minutes

1. Communication:

 Task 1: Listen to Phong’s talk about meditation. Complete the notes below.

- Focus Ss on the notes of his talk and guess what kind of information to write in each gap.

- Play the recording once or twice for Ss to complete the notes.

Keys:

1. five

2.a Location: at a quiet place

   b Time: at night or early morning

   c Duration: 15 minutes a day

   d. Techniques: Listen to the silence around you and breathe slowly and deeply

3. Benefits of meditation

a. Relieving stress

Reason: … you let your mind relax

b. Staying healthy and living longer.

Reason: … may weaken your immune system

Task 2: Discuss the question with a partner

- Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.

- Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions

- Check Ss’ answers as a class.

Keys: 1. To relieve stress and feel relaxed, we should

- go swimming

- read a book

- listen to soft music

- spend your weekend in the countryside

2. I think listening to soft music may work best because it can ease your stress, lull you to sleep and refresh your mind

 2. Culture: 

Activity 1: Decide whether the following statements are T, F or NG

- Ask Ss to read the text again to decide whether the statements are true, false or not given.

- Encourage Ss to work out the meaning of each new word from the contextual clues in the text.

- Explain any unfamiliar words or expressions, if necessary.

*Suggested answers:

1. F        2. NG         3. T        4. F          5. T       6. NG     7. NG

Activity 2: Discuss with a partner

- Ask Ss to read the text and complete the task.

- Encourage them to share any information or facts they know about this city. Even if Ss haven’t heard about it, encourage them to make some predictions.

* Keys: 

1. Education, dietary changes, exercise and the spirit of cooperation

2. There should be close cooperation between local government, health association and residents. The first step should be for a local health association to start a campaign for promoting a healthy lifestyle and nutrition, winning the support of the local residents and local government

Group work

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Pair work

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  Pair work

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Pair work

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Pair work

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3.

Consolidation

2 minutes   

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

               What can you do now?

T <--> Ss

4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Homework

   5 minutes   

* Checking

- Speak out their ideas and opinions, knowledge that they have learnt in Unit 10. 

- Feedback.

T <--> Ss

2. New lesson

10 minutes

8 minutes

16 minutes

3 minutes

Pronunciation:

Activity 1: Listen and mark (fall-rise intonation) in the following conversation

- Ask Ss to listen to the exchanges and mark the intonation patterns on the questions using a downward upward arrow on each choice.

- Have Ss compare their answers in pairs or groups

- Check Ss’ answer as a class

Activity 2: Listen again. Then practice the conversation with a partner. Try to use the appropriate fall-rise intonation

- Play the recording again and ask Ss to listen and read along

- Ask Ss to practise in pairs, taking turns to ask and answer the questions

- Walk around, comment on the pairs’ performance and praise Ss who try to use the appropriate intonation.

Vocabulary:

Activity 1: Complete the sentences with the correct form of the words or phrases in the box

- Ask Ss to write the word in each sentence

- Let them compare their answers in pairs or groups

- Check Ss’ answers as a class and give further explanation, if necessary.

* Keys:  1. boost          2. life expectancy        3. immune system

4. remedies                  5. nutritious                  6. dietary

7. are attributed to        8. prescription

Grammar:

Activity 1:  Report each statement. Make all necessary changes.

- Ask Ss to work individually, and then compare their answers in pairs or groups

- Check Ss’ answers as a class and give further explanations, if necessary.

*Keys: 1. The teacher told Tuan and Phong not to talk in class

2. The doctor said to Mr White that if he eats/ate lots of fatty food, he will/would increase his chances of developing heart diseases.

3. Nam’s yoga instructor asked him to close his eyes, breathe slowly and deeply, and not to think about his problems

4. The patient admitted not following his doctor’s advice

5. Ha’s friend suggested playing some games to relax because they had studied for three hours

6. Van’s manager said that he/she would get a promotion if he/she could finish the project before the deadline.

Activity 2:  Read the conversation. Imagine that Nga talks to a friend the next day, telling him/her what her father had said.

- Let Ss work individually, and then compare their answers in pairs or groups.

- Ask individual Ss to write their sentences on the board.

- Check Ss’ answers as a class.

*Keys: 1. My father said that if I want to be stress-free, I need to balance study and leisure

2. He told (advised) me to draw up a revision timetable with time for other activities

3. He said that if I worked too hard, I wouldn’t feel hungry

4. He told/asked/advised me not to study continuously for long hours, but to take a five-minute break every hour.

5. Then he advised/told/asked me to do some workout or take a walk in the park before mealtime

6. Finally, he said that if I need more help, I can just ask him.

 Project:

1. Work in groups of 4 or 5. Choose one of the projects

Ask Ss to do the project

2. Compare the information about these people and find out any common features. Present your report to the whole class.

- Ask Ss to do the task

- Let the groups do the task in their free time.

Individually

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Pair work

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Pair work

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Individually

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Individually

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Group work

3.

Consolidation

2 minutes   

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

               What can you do now?

Expected answer:  Learn more about:

- Revise what Ss have learnt in unit 9

- Work in groups, talk about how to take care of your body

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4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Revise what Ss have learnt in unit 10

- Carry out the survey

- Do the task again

- Read Review 4 at home

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