NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

School:

Teacher’s name:

Class:

LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 1: FAMILY LIFE

Lesson 1: Getting started – Household chores
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Family life;
- Gain vocabulary to talk about household chores.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware of responsibilities towards family

II. MATERIALS
- Grade 10 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

1. household (a) /ˈhaʊshəʊld/ relating to a house or flat and the people who live there trong gia đình, dùng trong
gia đình

2. chore (n) /tʃɔːr/ a job or piece of work that needs to be done regularly việc vặt

Assumption

Anticipated difficulties Solutions

- Students may not know the household chores. - Use pictures/ photos or videos of some household chores to show them in the class.

- Students may not know how to work in teams. Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:

- To introduce the unit topic (Family life);

- To introduce some vocabulary and the grammar points to be learnt in the unit.
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

b. Content:

- Game: Let’s race!

c. Expected outcomes:

- Students have an overview about the topic.

d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Let’s race? (PPT slides) - Ss do as instructed. Suggested answer:

- T divides Ss into 4 groups and gives instructions: Watch the - Ss work in pairs to discuss the answer after Mop the floor
video clip and try to remember all the household chores Mr. Bean watching the clip, then one representative from Clean the toilet
did in the video. One person from each group then goes to the each group writes the answer on the board.
Wash the clothes / Do the laundry
board and writes the names of the chores.
Clean the house
- T confirms the correct answers.
Vacuum the carpet

e. Assessment

- T observes and gives feedback.

2. ACTIVITY 1: PRESENTATION (4 mins)

a. Objectives:

- To help students use key language more appropriately before they read and listen.

b. Content:

- Vocabulary pre-teaching

c. Expected outcomes:

- Students can identify some new words related to the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students listen to the teacher’s explanation and New words:

- T asks Ss to look at the photos to guess the meaning of new words. guess the words. 1. household (n)

- T shows the Vietnamese meaning, says the words aloud and asks Ss to - Students write down the new words in their 2. chore (n)
repeat them. notebook.

e. Assessment

- Teacher checks students’ pronunciation and gives feedback.

- Teacher observes students’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (24 mins)

a. Objectives:

- To get students interested in the topic.

- To develop students' knowledge of vocabulary for household chores.

- To help students identify present simple and present continuous and how they are used in sentences.

b. Content:

- Task 1: Listen and read. (p.8)

- Task 2: Read the conversation again and decide whether the following statements are true (T) or false (F). (p.9)

- Task 3: Write the verbs/verb phrases that are used with the words or phrases in the conversation in 1. (p.9)

- Task 4: Complete the sentences from the conversation with the correct forms of the verbs in brackets. (p.9)

c. Expected outcomes:
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Students can thoroughly understand the content of the text and complete the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (6 mins)

- T asks Ss to look at the picture (p.8 - 9) and answer the questions. - Ss do the task individually. Questions:

- T checks their answers with the whole class. - Ss share their answers with a partner. Who are they?

- T has the Ss read the conversation in pairs. Where are they?

- Ss read the conversation. One pair reads aloud.
What are they doing?
- T collects common mistakes and gives comments.
Suggested answers:

Nam and Minh are two friends.

They are at Nam’s home. Nam is cooking.

Task 2: Read the conversation again and decide whether the following statements are true (T) or false (F). (10 mins)

- T asks Ss to work individually to read the statements and underline - Ss do Task 2 individually first. Answer key:
the key words, then share their ideas with a partner who sits next to - Ss share and discuss with their partners about the 1. F → Nam is cooking now.
them. key words. 2. T
- T corrects their answers as a class. - Ss do the task in pairs. 3. T

- T asks Ss to scan the conversation, locate the key words to find the

answer for each the question with the partner who sits behind them.

- T has Ss share their answers with the class. T confirms the correct

answers and has Ss correct the false statement. T writes the correct

sentence on the board.

Task 3: Write the verbs/verb phrases that are used with the words or phrases in the conversation in 1. (4 mins)

- T has Ss locate the verbs or phrasal verbs in the conversation, find the - Ss work individually. Ss share their answers with Answer key:
nouns or noun phrases after each verb/ phrasal verb to do the matching. a partner. 1. put out the rubbish
- T checks and gives the correct answers with the whole class, and has 2. do the laundry
them say the meaning of each collocation.
3. shop for groceries

4. do the heavy lifting

5. do the washing-up

Task 4: Complete the sentences from the conversation with the correct forms of the verbs in brackets. (4 mins)

- T has Ss read each sentence, try to think of a verb or an auxiliary verb - Ss do the task individually. Answer key:
that will complete the gap. - Ss share the answers with a peer. 1. ‘m preparing

- T asks the whole class to call out the verb forms first, then calls on 2. does – ‘s working
individual students to read the complete sentences.

e. Assessment

- Teacher checks students’ exercises individually and gives feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:

- To help students practise talking about activities which raise students’ awareness of their responsibilities.

- To practise teamwork.

- To give students authentic practice in using target language.

b. Content:
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Make a poster!

c. Expected outcomes:

- Ss can design a poster about activities which they can do to raise other students' awareness of their responsibilities towards their family.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Make a poster! (8 mins)

- T gives Ss clear instructions in order to make sure Ss can do effectively. - Students work in groups to follow teacher’s Students’ own creativity

- Divide Ss into 4 main groups . instructions.

- Ask Ss to work in groups to discuss and make a poster of activities to raise - Students perform in front of the class.

Ss' awareness of their responsibilities towards their family.

- Observer Ss while they are discussing, note their language errors.

- T gives Ss feedback.

- Choose some useful or excellent words/ phrases/ expressions/ word choices

Ss have used to give suggestions to other students.

- Choose some typical errors and correct as a whole class without nominating
the Ss’ names.

e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION

a. Wrap-up

- Teacher asks students to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for the project in Lesson 8

* Have Ss look at the last page of Unit 1, the Project lesson and ask them what topic of the project is.

* Tell them the project requirements: Do research on Family Day in Viet Nam or other countries in the world

+ suggest activities, provide the reasons and expected results of the activities;

+ present their plans in the last lesson of the unit.

* Remind Ss that besides brainstorming activities, they:

+ can search for ideas on the Internet, in the newspaper, etc. for reference.

+ should use photos/pictures to illustrate their ideas.

* Put Ss into groups and have them choose their group leader. Ask them to assign tasks for each member, making sure that all group members contribute to the
project work.

* Help Ss set deadlines for each task.

Board plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 1: Getting started – Household chores
* WARM-UP
Game: Let’s race!
I. Vocabulary
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

1. household (adj) /ˈhaʊs.həʊld/: trong gia đình, dùng trong gia đình
2. chore (n) /tʃɔːr/: việc vặt (thường được dùng ở số nhiều: chores)
II. Practice
Task 1: Listen and read.
Task 2: True or false.
Task 3: Fill in the table.
Task 4: Complete the sentences.
III. Production
Make a poster
*CONSOLIDATION
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

UNIT 1: FAMILY LIFE

Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences;
- Understand and use some lexical items about family life;
- Distinguish and use present simple and present continuous.
2. Competences
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities .
3. Personal qualities
- Be aware of responsibilities towards family

II. MATERIALS
- Grade 10 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Present simple Present continuous

1. Form (+) S + V(s/es). (+) S + am/is/are + Ving.

(-) S + do not/ does not (don't / doesn't) + V. (-) S + am/is/ are + not (‘m not/ isn’t/ aren’t) + Ving.
(?) Do/Does + S + V? (?) Am/ Is/ Are + S + Ving?

2. Uses We use present simple to talk about habits or things we do regu- We use present continuous to talk about things which are happen-
larly. ing at the moment of speaking.
Example: My mother cooks every day. Example: My mother isn’t cooking now. She’s working in her of-
fice.

3. Time expressions usually, always, every day, often, never, seldom… now, at the moment, at present, presently, …
 adverbs of frequency

Assumption

Anticipated difficulties Solutions

Students may be confused when to use present simple or present continuous. - Give short and clear explanations with legible examples for each case.
- Remind them and give some legible examples

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:

- To arouse the classroom atmosphere.

- To lead in the lesson

b. Content:

- Game: Guess the words

c. Expected outcomes:
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Students can revise vocabulary related to family life.

d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Guess the words (PPT slides) - Students work in groups to do the activity. Answer:
- T gives instructions: - Students look at the picutres and guess the word. split
+ There are 8 pictures related to the topic “Family life”. chore
+ Ss have 5 seconds to think, then guess the word corresponding to the picture. groceries
+ Correct answer  +1 washing-up
+ Wrong answer  -1 breadwinner
- T counts the points, decides the winner, asks some more questions and leads laundry
in the lesson. homemaker
heavy lifiting

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:

- To help students recognise and practise the consonant blends /br/, /kr/, and /tr/ in words.

- To help students practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences.

b. Content:
- Task 1: Listen and repeat. Pay attention to the consonant blends /br/, /kr/, and /tr/. (p.9)
- Task 2: Listen to the sentences and circle the words you hear. (p.9)
c. Expected outcomes:
- Students can correctly pronounce the consonant blends /br/, /kr/, and /tr / in single words and in sentences.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the consonant blends /br/, /kr/, and /tr/. (6 mins)

- Students listen to the recording, and then repeat the Students’ practice
- Teacher plays the recording and asks Ss to listen to the words and repeat; tell
words.
them to pay attention to the consonant blends. (T can play the recording as
many times as necessary) - Students read the words aloud.

- Teacher makes sure Ss know the meaning of each word.

- Teacher checks whether Ss have improved their pronunciation by randomly

calling on individual Ss to read the words aloud.
- Teacher can also play the pronunciation video lesson of this Unit for students
to watch before they do the task.

Task 2: Listen to the sentences and circle the words you hear. (6 mins)

- Ss do as instructed. Answer key:

- Teacher asks Ss to read all the words once, paying attention to the different
- Ss practise reading the sentences in pairs. 1. b
consonant blends in the words in each group; checks that Ss understand what
2. c
the words mean.
3. a

- Teacher plays the recording for Ss to listen and circle the words with the
consonant blends they hear.

- Teacher has Ss work in pairs to compare their answers; checks answers by

asking individual Ss to read out the words they have circled.

- Teacher plays the recording again, pausing after each sentence, for Ss to
repeat.
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Teacher goes round to offer help and collect common mistakes to correct as a
class.

e. Assessment

- Teacher checks students’ pronunciation and gives feedback.

- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:

- To make sure that students understand the meaning of some lexical items about household chores.

- To give students practice in using the words/phrases in meaningful contexts.

b. Content:
- Task 1: Match the words with their meanings. (p.10)
- Task 2: Complete the sentences using the words in task 1. (p.10)
c. Expected outcomes:

- Students understand the meaning of words, memorise them and are able to use them in meaningful contexts.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match the words with their meanings. (6 mins)

- T puts Ss in pairs and gives clear instructions. - Ss work in pairs to discuss and do the matching. Answer key:
-T confirms the correct answer. - Ss share the answers with the whole class. 1. b
2. d
3. e
4. a
5. c

Task 2: Complete the following sentences using the words in Task 1. (6 mins)

- Teacher has Ss work in pairs; tells them to read the sentences carefully and - Students read the sentences carefully and decide Answer key:
decides which word in task 1 can be used to complete each of the sentences. which words can be used. 1. homemaker
T explains that they should use the context clues to decide on the word / - Students explain the meaning of each phrase. 2. groceries
phrase, e.g. ‘my mother’ in sentence 1 refers to a person. - Students read the complete sentences. 3. heavy lifting
- Teacher checks answers as a class, then has Ss call out the word they have 4. housework
used in each sentence first. 5. breadwinner
- Teacher confirms the correct answers. T asks Ss to give reasons why they
have chosen the word for each sentence, e.g. what context clues they have
used.
- Teacher asks some Ss to read the complete sentences.
- Teacher confirms the correct answers and asks Ss to give the reasons why
they have chosen the word/phrase for each sentence.

e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (7 mins)

a. Objectives:

- To give students an opportunity to revise the use of present simple and present continuous.

- To give students a further opportunity to revise the use of present simple and present continuous.

b. Content:
- Task 1: Choose the correct form of the verb in each sentence. (p.11)
- Task 2: Read the text and put the verbs in brackets in the present simple or present continuous. (p.11)
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

c. Expected outcomes:

- Students know how to use the present simple and present continuous and can apply them to complete a paragraph.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Choose the correct form of the verb in each sentence. (3 mins)

- Teacher tells Ss to read the sentences in 4 in Getting Started. T asks them what - Students read the notes in the Remember box. Answer key:
tense(s) is / are used in each of them. For example, What does Nam say? Why is he - Students do as instructed. 1. does
using that tense? (Nam says, ‘I’m preparing dinner’. He uses the present - Students share their answers with a partner. 2. is putting out
continuous tense because he is talking about what he is doing at the moment of - Students explain their answers. 3. cleans
speaking.) 4. is studying
- In weaker classes, T has Ss read through the Remember! box and checks 5. does
understanding of the grammar points. T asks some questions to elicit more
examples from Ss, e.g. What are you doing now? (I’m sitting at my desk. I’m
learning about … I’m taking notes.) What do you do every day? (I watch TV. I play
computer games. I have breakfast, lunch, and dinner.) - in stronger classes, ask Ss
when we use each tense and elicit answers without having Ss read the Remember!
box. Then T puts them into groups to go through the explanations and checks if
their answers are correct.
- Teacher asks Ss to work in pairs or individually to choose the correct form of the
verb in each sentence. T explains that they can use some clues in the sentence to
decide on the correct tense form such as adverbs of frequency or phrases of time,
e.g. 1: usually; 2: now; 3: every day; 4: today; 5: twice a week.
- Teacher checks answers and asks Ss to explain their choices (using the clues
above).
- Teacher check Ss’ answers and asks them to explain their choices (using the clues
above).

Task 2: Read the text and put the verbs in brackets in the present simple or present continuous. (4 mins)

- T asks Ss to look at Remember! box again to master the differences between - Ss do as instructed. Key:
Present simple and Present continuous. - Ss share their answers with a partner. 1. does
- T asks Ss to work individually. 2. is not/isn’t doing
- T checks Ss’ answers and asks them to explain their choices (using the clues 3. is watching
above). 4. are doing
5. is tidying up
6. is trying

e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

5. ACTIVITY 4: EXTRA ACTIVITY ( 8 mins)

a. Objectives:

- To help students further practise the present tenses forms.

b. Content:
- Game: 20 questions
c. Expected outcomes:

- Students revise the knowledge learnt in the lesson.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Choose the correct form of the verb in each sentence. (3 mins)
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- T explains the rules of the game. - Ss play the game individually. Suggested questions:
- T praises Ss for interesting ideas and having a good memory and decides - Ss do as instructed. - Are you doing this now?
the winner. - Is anyone in this class doing this now?
Rules: - Are many people in this city doing this
+ Ss are given a list of words related to the topic: Family life. now?
+ Ss ask each other using Present Simple and Present Continuous Yes/No - Do you do this every day?
questions until they guess which of the words their partner chose. - Do you do this more than twice a week?

e. Assessment

- Teacher observes and gives feedback.

5. CONSOLIDATION (3 mins)

a. Wrap-up

- T asks Ss to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for Lesson 3 - Reading.

Board plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 2: Language
* Warm-up
Guessing game

* Pronunciation

Task 1: Listen and repeat.

Task 2: Listen to the sentences and circle the words you hear.

* Vocabulary

Task 1: Match the words with their meanings.

Task 2: Complete the sentences using the words in Task 1.

* Grammar

Task 1: Choose the correct form of the verb in each sentence.

Task 2: Read the text and put the verbs in brackets in the present simple or present continuous.

Game: 20 questions

* Homework
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

UNIT 1: FAMILY LIFE

Lesson 3: Reading – Benefits of doing housework
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information in a text about the benefits of doing housework for children;
- Understand the topic-related words introduced in previous lessons;
- Use the topic-related words in meaningful contexts
2. Competences
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Develop presentation skill;
- Actively join in class activities.
3. Personal qualities
- Recognise the benefits of doing housework for children
- Sharing housework with their families

II. MATERIALS
- Grade 10 textbook, Unit 1, Reading
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

a duty to deal with or take care of somebody/something, so

responsibility (n) /rɪˌspɒnsəˈbɪləti/ trách nhiệm
that you may be blamed if something goes wrong

a strong feeling of appreciation to someone or something for

gratitude (n) /ˈɡrætɪtʃuːd/ lòng biết ơn
what the person has done to help you

to make something stronger or more effective, or to become

strengthen (v) /ˈstreŋθn/ củng cố, làm mạnh
stronger or more effective

bond (n) /bɒnd/ a close connection joining two or more people mối liên kết

the particular combination of qualities in a person or place that

character (n) /ˈkærəktər/ tính cách
makes them different from others

Assumption

Anticipated difficulties Solutions

- Ss may lack knowledge about some lexical items. - Provide them with the meaning and pronunciation of words.
- Ss may lack skills to find specific information - Provide them with techniques to read for specific information.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To arouse the classroom’s atmosphere
- To lead in the lesson
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

b. Content:
- Game: Who’s in charge?
c. Expected outcomes:
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Who’s in charge? - Ss discuss in their teams and list down the Suggested answers:
- T divides the class into groups of four, has Ss discuss in groups housework. One representative from each group Mom: cook, do laundry, wash dishes, clean the house,
and list down (as much as possible) the housework that they think comes and writes on the board. …
mom, dad and kids usually do in 3 minutes. Dad: do heavy lifting, fix the roof, cook, wash dishes,
- T explains that after Ss finish their discussion, one representative …
from each group comes and writes their lists on the board. Kids: take out trash, tidy their room, fold the clothes,
- T reminds Ss that the 1st group to finish will say “STOP THE …
BUS” and the others have to stop writing.
- T confirms, checks the answers on the board, decides the winner
and leads in the lesson.

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To introduce the topic of the reading and get students involved in the lesson
b. Content:
- Task 1: Look at the picture and answer the questions. (p.11)
c. Expected outcomes:
- Students can have prior knowledge of the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1. Look at the picture and answer the questions. (4 mins)

- T sets the context for the reading tasks, asks some - Students work in pairs. Suggested questions:
questions about the picture and has Ss call out the answers - Students look at the picture and answer the questions. Is this a family?
as a class. Who do you think they are?
- T asks Ss to work in pairs, look at the picture and answer Where do you think they are?
the questions. Suggested answers:
- T tells Ss that there are no right or wrong answers and 1. The mother is cooking; the father is laying the table;
they should feel free to make any guesses. the son is (vacuuming) cleaning the floor; the daughter
- Teacher confirms, shows the answers on the screen. is washing vegetables.
2. The people are happy because they are doing
housework together, and all the family members are
sharing the household chores.

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. - Students listen to the teacher’s explanation and guess New words:

the words. 1. responsibility (n)

- Teacher explains the meaning of the new vocabulary by
2. gratitude (n)
pictures. - Students write down the new words in their notebook.
3. strengthen (v)
- Teacher checks students’ understanding with the “Rub
4. bond (n)
out and remember” technique.
5. character (n)
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

discover further.

e. Assessment
- Teacher observes and gives feedback.

3. ACTIVITY 2: WHILE-READING (20 mins)

a. Objectives:
- To help students practise guessing the meanings of words in context.
- To help students understand the lexical items in the text.
b. Content:
- Task 2: Read the text and tick the appropriate meanings of the highlighted words. (p.11)
- Vocabulary
- Task 3: Read the text again and answer the questions. (p.12)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read the text and tick the appropriate meanings of the highlighted words. (7 mins)

- Teacher asks Ss to read the whole text once to get an overall idea; asks - Ss discuss in groups to find out the answers and Answer key:
Ss to go through the two options for each word and check understanding; raise their hands to give the answers. 1. a
has Ss read the text again; tells them to pay attention to the context of 2. b
each highlighted word, and look for context clues conveying the meaning 3. a
of the word. 4. a
- Teacher asks Ss to work in groups to discuss the clues for each correct 5. b
option and compare their answers.
- Teacher confirms, shows the answers on the screen and asks Ss to make
corrections if they choose the wrong answers.

Vocabulary (5 mins)

- T has Ss read the text again, and pay attention to the highlighted words. - Ss read the text again and try to define the Vocabulary:
T asks Ss to define the word based on the context and give the highlighted words. (Ss can do this activity in pairs) 1. responsibility (n)
Vietnamese meaning of each word. - Ss explain the words in front of the class. Other Ss 2. gratitude (n)
- T confirms, shows the items and their meanings on the screen; asks Ss give comments. 3. strengthen (v)
to note down the vocabulary. 4. bond (n)
5. character (n)

Task 3: Read the text again and answer the questions. (8 mins)

- T asks Ss to read the questions and underline the key words in each of - Students underline the key words in each question. Answer key:
them. - Students discuss in pairs to find out the answer. 1. Most people think that housework is boring
- T checks which words Ss have underlined. and is the responsibility of wives and mothers
- T tells Ss to go through the text to find the answers and has Ss work in only.
pairs to compare their answers. 2. They want to give their children more time
- T checks answers by asking pairs or groups to give their answers and to play or study.
provide reason for their opinions. 3. These are doing the laundry, cleaning the
- T confirms, shows the answers on the screen and asks Ss to make house, and taking care of others.
corrections if they are wrong. 4. They learn that they have to try to finish
their tasks even though they do not enjoy
doing them.
5. Because children learn to appreciate all the
hard work their parents do around the house
for them.
They also start treating doing household
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

chores as special moments shared with their

parents.

e. Assessment
- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
- To help students use the ideas and language in the reading to talk about themselves.
b. Content:
- Task 4: Work in pairs. Discuss the question. What benefits do you think you can get from sharing housework? (p.12)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about themselves.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in pairs. Discuss the question. What benefits do you think you can get from sharing housework?

- Teacher asks Ss to read the text again and underline the benefits of doing - Students discuss in pairs and prepare for their Students’ own answer.
housework. presentation.
- Teacher has Ss work in pairs to make a mind map of the benefits and use it - Students share their answers with the whole class.
to talk about which of the benefits of doing housework they can get.
- T invites Ss from different pairs to present a summary of their discussion
to the whole class.
- T gives feedback.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up

- Teacher asks students to talk about what they have learnt in the lesson.

b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.
Board plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 3: Reading
* Warm-up
Game: Who’s in charge?
- Task 1: Work in pairs. Look at the picture and answer the questions.
- Task 2: Read the text and tick the appropriate meanings of the highlighted words.
Vocabulary
- Task 3: Read the text again and answer the questions.
- Task 4: Work in pairs. Discuss the question.
* Homework
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

UNIT 1: FAMILY LIFE

Lesson 4: Speaking – Why should/shouldn’t children do housework?
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Explain why children should or shouldn’t do housework;
- Discuss and express their opinions about why children should or shouldn’t do the housework.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities;
- Be critical thinking.
3. Personal qualities
- Recognise the benefits of doing housework for children;
- Understand why children should or shouldn’t do housework;
- Sharing housework with their families.

II. MATERIALS
- Grade 10 textbook, Unit 1, Speaking
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

to be in a position of authority over someone and to have a duty to

take responsibility /teɪk/ /rɪˌspɒnsɪˈbɪləti/ chịu trách nhiệm
make certain that particular things are done

necessary (adj) /ˈnesəseri/ needed in order to achieve a particular result thiết yếu

life skills (n) /ˈlaɪf ˌskɪls/ a skill that is useful or important in everyone's life kỹ năng sống

Assumption

Anticipated difficulties Solutions

- Ss may lack knowledge about some lexical items. - Provide them with the meaning and pronunciation of words.
- Ss may lack the skills to give a presentation. - Provide them with techniques to present in front of the whole class.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To arouse the classroom atmosphere.
- To lead in the lesson.
b. Content:
- Matching time
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

Matching time - Students discuss in their teams and match the Key:
- T divides the class into groups of four. There are ten pictures with the name of chores. 1 - e. cook
pictures of household chores on the slides. T asks Ss to - Ss raise their hands when they finish. 2 - c. do the laundry
match the pictures with the corresponding names of 3 - a. do the washing-up
chores. T throws the ball to the team which raise hands 4 - d. do the heavy lifting
the fastest. If the answers are correct, the round ends. If 5 - b. shop for groceries
not, the round continues until there is a winner. 6 - g. feed pets
- Teacher confirms, checks the answers from the fastest 7 - h. water the plants
team. 8 - j. clean the bathroom
- T recaps the vocabulary and leads in the lesson. 9 - i. clean the house
10 - f. put out the rubbish

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (25 mins)
a. Objectives:
- To help students recall reasons from the reading text why people think children should or shouldn’t do housework and provide them with some more ideas.
- To provide students with an example conversation in which people express their opinions about whether children should or shouldn't do housework.
b. Content:
- Task 1: Below are reasons why children should or shouldn't do housework. Put them in the correct column. Add some more if you can. (p.12)
- Task 2: Listen and complete the conversation. (p.12)
c. Expected outcomes:
- Students can have some ideas to prepare for the talk.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Below are reasons why children should or shouldn't do housework. Put them in the correct column. Add some more if you can. (10 mins)

- Teacher recalls lexical items from previous lessons by asking Ss to call - Students brainstorm in group and raise their ideas. Key:
out the meaning of some words. - Ss do the task in groups and then write their SHOULD
- Teacher has Ss work in pairs / groups. answers on the board. Others Ss check their friends’ 1. Doing housework helps them develop life
- Teacher asks Ss if they can think of any reasons why children shouldn’t answer. skills.
do housework. 2. Doing housework teaches them to take
- T asks Ss to read the task carefully and discuss in which column each responsibility.
sentence from task 1 should go. 5. Doing housework helps strengthen family
- T checks Ss’ answers with the whole class. bonds.
- T encourages Ss to add their own reasons. SHOULDN’T
3. Kids should be given plenty of playtime
when they are young.
4. They may break or damage things when
doing housework.
6. They need more time to study and do
homework.

Task 2: Listen and complete the conversation. (10 mins)

- Teacher has Ss read through the conversation once to get some general - Students do the task in pairs and discuss the Key:
ideas about it. Suggested questions: How many people are talking? What answers together. 1. Doing housework helps them develop life
are they talking about? - Students practise the conversation in groups and skills.
- T divides Ss into pairs; has Ss read the conversation again, this time present in front of the class. 2. They should be given plenty of playtime
more carefully and think of a suitable phrase / sentence to fill in each gap
when they are young.
in the conversation.
- T plays the recording for Ss to listen
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- T plays the recording again and checks Ss’ answers; confirms the
correct answers.
- T asks Ss to read the conversation in groups of three, each taking turns
to be Anna, Nam, and Minh.

e. Assessment
- Teacher observes students’ performance and gives feedback.
3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (13 mins)
a. Objectives:
- To help students practise having conversations in which they can express their opinions about why children should or shouldn’t do housework.
b. Content:
- Task 3. Have conversations similar to the one in task 2. (p.12)
c. Expected outcomes:
- Students can use the language and ideas from the unit to create similar conversations.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Have conversations similar to the one in task 2.

- Teacher has students work in groups of three. - Students practise making their own conversation Students’ own creativity.
- Teacher reminds Ss to swap roles and role-play their conversations two in groups of three.
more times to make sure each student has the opportunity to play the three - Some groups act out their conversation in front of
roles. the whole class.
- Teacher asks some groups to act them out in front of the class after 6-7
minutes of preparation
- T goes round the class to offer help when necessary while noting down Ss’
participation in the activity and any difficulties they may have.
- T asks other Ss to give comments and then give feedback to Ss’
performance.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.
Board plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 4: Speaking
* Warm-up:
Matching time
Task 1: Put the reasons in the correct column.
Task 2: Listen and complete the conversation.
Task 3: Make similar conversations.
* Homework
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

UNIT 1: FAMILY LIFE

Lesson 5: Listening – Family support
I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge
- Listen for details and specific information in a talk show about family life;
- Apply the language they have learnt in the listening in a speaking task about their own experiences.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Recognise how our families have helped us achieve success in our lives;
- Show gratitude towards our families.

II. MATERIALS
- Grade 10 textbook, Unit 1, Listening
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

to succeed in finishing something or reaching an aim, especially after a lot of

achieve (v) /əˈtʃiːv/ đạt được
work or effort

something that you did or got after planning and working to make it happen,
achievement (n) /əˈtʃiːvmənt/ and that therefore gives you a feeling of satisfaction, or the act of working to thành tựu
make this happen

success (n) /səkˈses/ the achieving of the results wanted or hoped for sự thành công

to make someone more likely to do something, or to make something more

encourage (v) /ɪnˈkʌrɪdʒ/ khuyến khích
likely to happen

routine (n) /ruːˈtiːn/ an usual or fixed way of doing things thói quen hằng ngày

Assumption

Anticipated difficulties Solutions

- Ss may lack knowledge about some lexical items. - Provide them with the meaning and pronunciation of words.
- Ss may not catch the ideas to decide the statements are true or false. - Remind them to pay attention to the key words in each sentence.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To arouse the classroom atmosphere
- To lead in the lesson
b. Content:
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Game: Web completion

c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Web completion - Students discuss in their teams and list down the Suggested answer:
- T divides the class into groups of four, has Ss discuss in groups and housework. One representative from each group
match the housework with the roles of women or men. The fastest comes and writes on board.
group will raise their hands and write the answer on the board.
- T confirms, checks the answers on the board, decides the winner and
leads in the lesson.

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRE-LISTENING (5 mins)
a. Objectives:
- To introduce the topic of the listening extract and activate students’ prior knowledge.
b. Content:
- Task 1: Look at the picture and answer the questions. (p.13)
c. Expected outcomes:
- Students gain prior knowledge of the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Look at the picture and answer the questions. (5 mins)

- Teacher has Ss look at the picture and describe it. - Students work in pairs and answer the questions. Suggested questions:
- T asks Ss to work in pairs, look at the picture and answer the Who are the people?
questions. Where are they?
- T tells Ss that there are no right or wrong answers and they What is in the background?
should feel free to make any guesses. What are they doing?
- T confirms, shows the answers on the screen. What’s the boy wearing around his neck?
Key:
A student and the host of a talk show
In a studio
Name of the show: Family Life
Talking; The host is interviewing the student.
A gold medal

e. Assessment
- Teacher observes and gives feedback.
3. ACTIVITY 2: WHILE-LISTENING (24 mins)
a. Objectives:
- To help students practise listening for specific information in an extract of a talk show and comparing their predictions with what they hear.
- To help students practise listening for details.
- To help students practise listening for keywords.
b. Content:
- Task 2: Listen to the introduction to the talk show and check whether your answer to question 2 above is correct or not. (p.13)
- Task 3: True or false. (p.13)
- Task 4: Listen and complete the sentences. (p.13)
c. Expected outcomes:
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Students can catch the main idea as well as specific details of the recording and complete the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Listen to the introduction to the talk show and check whether your answer to question 2 above is correct or not. (9 mins)

- Teachers tells Ss that they are going to listen to part of the talk show and - Students make predictions before listening. Answer key:
decide whether their guesses are correct. - Listen and check their answer. He’s talking about his family life and
- T plays the recording. how his family have helped him achieve
- T confirms, shows the answers on the screen and asks Ss to make correction success in his studies.
if they made a wrong answer.

Task 3: True or false. (8 mins)

- Teacher asks Ss to read through the statements once and underline the key - Students read the statements and underline the key Answer key:
words in them. words. 1. F
- T checks Ss’ understanding. - Students listen and tick T or F. 2. F
- T asks Ss to listen and then compare their answers in pairs before listen to the - Students compare their answers in pairs and 3. T
recording the second time. correct the false statements. 4. T
- T asks Ss to correct the false statements.
- T plays the recording twice. Ss do the task and correct the false statements.
- T checks answers.

Task 4: Listen and complete the sentences. (7 mins)

- Teacher explains the task and asks Ss to read the sentences before they listen - Ss do the task. Ss compare their answers in pairs Key:
to the recording again. before listening to the recording the second time. 1. difficulties
- T checks comprehension of words / phrases that may be new to them. 2. love
- T tells Ss to underline the key words while they read the sentences. 3. sad
- T plays the recording twice.
- T checks answers as a class.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:

- To help students apply the language they have learnt in the listening in a speaking task about their own experiences.
b. Content:
- Task 5: Work in groups. Discuss the question.
How can parents help their children achieve success in their studies? (p.13)

c. Expected outcomes:

- Students can use the language and ideas from the unit to talk about family support.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in pairs. Discuss the question.

- Teacher has Ss work in groups of three and tells them to think - Students work in groups of 3 and discuss. Students’ own creativity.
about their own family to answer the question. - Students share their ideas to the whole class.
- T gives feedback.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Summarise the main points of the lesson.

b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.
Board Plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 5: Listening
*Warm-up
Game: Web completion
Task 1: Look at the picture and answer the questions.
Task 2: Listen to the introduction to the talk show and check whether your answer to Question 2 above is correct or not.
Task 3: True or False
Task 4: Listen again and complete the sentences.
Task 5: Discussion
*Homework
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 6: Writing – Writing about family routines

I. OBJECTIVES
By the end of this lesson, Ss will be able to:

1. Knowledge

- Use lexical items related to the topic “Family life”;

- Write about family routines.

2. Core competence

- Be collaborative and supportive in pair work and team work;

- Actively join in class activities;

- Develop presentation skills.

3. Personal qualities

- Be able and willing to sharing housework in the family.

II. MATERIALS
- Grade 10 textbook, Unit 1, Writing
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption

Anticipated difficulties Solutions

- Ss may want to use their own suggestions but they may not know how - Be ready to provide them with words/ phrases which they can use to
to express their ideas in English. express their ideas in English.
- Ss in weaker classes may not know how to use connectors correctly to - Provide them with some connectors and some examples.
link sentences. - Give them some basic information about the structure of a paragraph.
- Ss may not know the structure of a paragraph.

III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

b. Content:

- Task 1: Which of the following activities in the pictures do you think can be family routines? (p.14)

c. Expected outcomes:

- Students can understand the concept of family routines and activities that can become part of them.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Which of the following activities in the pictures do you think can be family routines?

- Teacher takes the 6 pictures in Task 1, prints them out and puts each - Students go to the table with the activity they do Students’ own answer.
picture on different tables. most with their family.
- T asks Ss to stand around the table with the activity they do most with
- Students in each group share with the group how
their family.
often they do that activity.
- T asks randomly some Ss to share with the class how often they do the
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

activity and leads in the lesson of “Family routines”: Each of the activities
can become a family routine if a family decides to do together and
regularly.

e. Assessment

- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (9 mins)

a. Objectives:

- To provide an example email about family routines, which students’ can use as a model for their writing.

b. Content:

- Task 2: Read Joey’s email about his family routines and complete the table with the information from it. (p.14)

c. Expected outcomes:

- Students can select the appropriate information and have ideas to write about family routines in the next part.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read Joey’s email about his family routines and complete the table with the information from it.

- Teacher asks Ss to read the table headings to find out what - Students read the text and complete the table. Answer key:
information they need to focus on when they read the email. - Students read the answers and check.
(routines, when / how often things to do to strengthen family
bonds).
- T ask Ss to read the email and underline the relevant
information.
- T has Ss compare their answers with a partner before they
complete the table.
- T asks individual Ss to call out their answers and confirms
the correct ones.

e. Assessment

- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: WHILE-WRITING (18 mins)

a. Objectives:

- To help students practise writing part of an email about family routines using given ideas.

- To help students practise developing ideas and writing a paragraph.

b. Content:

- Task 3: Complete the email about Dong’s family routines using the information in the box. (p.15)

c. Expected outcomes:

- Students can practise writing an email about family routines.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Complete the email about Dong’s family routines using the information in the box.

- Teacher tells Ss that they are going to write a paragraph about - Students brainstorm for the ideas and the language Sample answer:
family routines. They don’t have to write a whole email, and the necessary for writing First, my family always have breakfast together.
opening and ending have been provided. - Students write the first draft individually using the Breakfast is a quick meal with just bread or noodles
- T gives Ss some basic information about the structure of a ideas in task 1 and 2. because both my parents work and we, kids, have
paragraph: - Ss share their answers with their group members. morning classes. But the most important thing is that
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

+ A paragraph is a group of sentences that develop ONE main we can sit down together, eat healthy food, and share
idea. our plans for the day. Second, we spend Saturday
+ A paragraph usually consists of three parts: a topic sentence, evenings as a family. We often watch a film, share
supporting sentences and a concluding sentence. snacks, and then exchange our opinions after the film.
+ Two important qualities of a good paragraph are unity (i.e. one I can even argue and defend my ideas about the film
main idea is developed) and coherence (i.e. all the sentences and with my parents or brother. Third, on the second
ideas flows smoothly to make clear and logical points about the Sunday of the month, we visit our grandparents. We
topic). come to my grandparents’ home quite early in the
- T asks Ss read the information in the table and check morning to help them do some housework such as
comprehension. cleaning the house or washing clothes. Then, we have
- T asks Ss to write the middle paragraph of the email a big lunch with them. My parents are very happy
individually, sets a limited time for this task and walks round the when we come to see them. The visits make me feel
class to give further support if needed. closer to my grandparents.
- Before they write, T reminds them to use some connectors to
link the ideas:
+ To list ideas: First, Second, In addition, Additionally,
Moreover, Furthermore, Another idea worth noting is that,
Finally,
+ To give an example: For example/ For instance, To illustrate.
+ To conclude: In conclusion, In brief, In short.
- T walks round the class to monitor, makes a note of some
common mistakes.

e. Assessment

- Teacher gives corrections and feedback.

4. ACTIVITY 3: POST-WRITING (12 mins)

a. Objectives:

- To do a cross-check and final check on students’ writing.

b. Content:

- Students exchange their work for cross-checking.

c. Expected outcomes:

- Students can evaluate others’ work as well as improve their own pieces of writing.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Cross-checking

- Teacher has the pairs swap and gives feedback on each other’s writing. - Students swap their piece of writing with their Writing rubric
Teacher shows a writing rubric to help Ss do the peer review. partners and give peer review. 1. Organization: …/10
- Ss do the task as required. 2. Legibility: …/10
- After peer review, Ss give the writing back to the owner and discuss how to 3. Ideas: …/10
improve it. 4. Word choice: …/10
- Teacher then chooses one piece of writing and gives feedback on it as a 5. Grammar usage and mechanics: …/10
model. TOTAL: …/50
- Teacher chooses some useful or excellent words/ phrases/ expressions/ word
choices Ss have used to give suggestions to other Ss.
- Teacher chooses some typical errors and corrects as a whole class without
nominating the Ss’ names.

e. Assessment
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- Teacher’s observation on Ss’ performance, provides help if necessary.

- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 mins)

a. Wrap-up

- Summarise the main points of the lesson.

b. Homework

- Rewrite the paragraph in the notebooks.

- Do exercises in the workbook.
Board Plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 6: Writing
*Warm-up
- Task 1: Which of the following activities in the pictures do you think can be family routines?
- Task 2: Read and complete the table.
- Task 3: Complete the email using the information in the box.
- Peer review
*Homework
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- express their opinions in a conversation about whether family members should spend time together;
- understand British family values.
2. Core competence
- be collaborative and supportive in pair work and team work;
- access and consolidate information from a variety of sources;
- actively join in class activities.
3. Personal qualities
- be more respectful of Vietnamese and British family values;
- be able and willing to embrace those family values.

II. MATERIALS
- Grade 10 textbook, Unit 1, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

give something to someone who lives after you die, usually a person
pass on (sth) (phr.v) /pæs ɒn/ để lại, truyền lại
in your family

truthful (a) /ˈtruːθfəl/ honest and not containing or telling any lies trung thực

with each relating to something previously mentioned, in the same

respectively (adv) /rɪˈspektɪvli/ tương ứng
order as first mentioned

Assumption

Anticipated difficulties Solutions

- Students may have underdeveloped speaking and - Encourage students to work in pairs and in groups so that they can help each other.
co-operating skills. - Remind them to make use of the ideas and vocabulary items they have learnt in the previous
- Students may lack knowledge about some lexical lessons.
items - Provide them with the meaning and pronunciation of words/ phrases.

III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:

- To arouse the classroom atmosphere.

- To help students revise words/ phrases related to the topic.
b. Content:
- Game: Listing

c. Expected outcomes:

- Students revise vocabulary related to the topic.

d. Organisation
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Listing - Students join the game and do as instructed. Students’ own answer.
- T divides the class into two teams, has Ss in each team take turns to run
to the board and write a word/ phrase about the advantages or
disadvantages of sharing housework.
- T confirms the correct word/ phrase and decides the winner (the team
with most correct words/ phrases).

e. Assessment

- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)

a. Objectives:

- To provide students with an example conversation in which people exchange opinions about
teenagers doing housework.
- To help Ss practise expressing their opinions in a conversation about whether family members should spend time together.
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in groups of three. (p.15)
- Task 2: Have similar conversations exchanging opinions about whether family members should spend time together. (p.15)

c. Expected outcomes:

- Students can use appropriate language to express opinions.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in groups of three. (6 mins)

- Ask Ss to read through the expressions in the box and the incomplete - Students listen to the recording. Answer key:
conversation, checks comprehension and encourages them to complete the - Students complete the conversation with words in 1. A
gaps based on the clues in the conversation. the box. 2. C
- Play the recording once or twice. - Students practise the conversation in groups. 3. B
- Check the answers by asking individual Ss to read out the complete
conversation.
- Ask Ss to practise the conversation in groups of three.
- In stronger classes, write some prompts on the board and asks Ss to role-
play the conversation based on the prompts only.

Task 2: Have similar conversations exchanging opinions about whether family members should spend time together. (9 mins)

- Ask Ss to brainstorm some advantages and disadvantages of spending - Ss work in groups of 3 to practise their
time together as a family. Give some suggestions, if necessary. conversations.
(e.g. Advantages: It strengthens family bonds; It makes children happy, - Some groups act out their conversations to the
develops their self-confidence; Children can learn life skills and how to class.
behave from their parents.
Disadvantages: Children may become too dependent on their parents, do
not have enough time for friends or other relationships, etc.)
- Revise common expressions used to express opinions.
- Have Ss work in groups of three exchanging their opinions using the
conversation in Task 1 as a model. Go round to monitor and offer help
when necessary.
- T praises Ss for good effort, clean pronunciation, fluent delivery and
interesting ideas.

e. Assessment
- Teacher checks students’ answers as a whole class.
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3. ACTIVITY 2: CULTURE (20 mins)

a. Objectives:

- To introduce words / phrases related to the topic;

- To help students learn about British family values and practise reading for specific information.
- To help students relate what they have learnt in the reading text to their own culture.

b. Content:

- Vocabulary
- Task 1. Read the text and list the five family values of British people in the 21st century in the table below. (p.16)
- Task 2. Work in pairs. Discuss whether Vietnamese people have similar family values. (p.16)

c. Expected outcomes:

- Students understand the meaning of words, memorise the information, and relate what they have learnt about British family values to their own country.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary (5 mins)

- Show the words one by one and has Ss repeat the sound of the words - Ss look at the pictures and guess the meaning of the New words:
- Have Ss guess the meaning of the words based on pictures, words. 1. pass on sth (phr.v)
explanations and examples. - Ss make sentences with each word. 2. truthful (a)
- T confirms the meaning, calls on some individual Ss to make sentences 3. respectively (adv)
with each word.

Task 1: Read the text and list the five family values of British people in the 21st century in the table below. (10 mins)

- Ask Ss read the text about British family values and complete the table. - Students do as instructed. Key:
- Walk round the class to offer help, explaining unfamiliar words and - Students share their answers with a partner.
answering questions.
- T checks the answers as a class by calling on pairs to write their
missing words on the board.

Task 2: Work in pairs. Discuss whether Vietnamese people have similar family values. (5 mins)

- Have Ss draw the completed table in 1 in the notebooks and add one - Students work in pairs to discuss and take notes. Students’ own answer.
more column to the right which is Traditional Vietnamese family values. - Students share their ideas in front of class.
- Ask Ss to work in pairs to discuss each of the British family values in
the table and decide whether Vietnamese people follow those values too.
- Tell Ss to write YES in the Vietnamese column if the value is also
followed in Viet Nam, NO if it is not, NOT SURE if Ss are not sure
whether it is YES or NO.
- Ask Ss to think of more family values observed in Viet Nam (e.g.
family unity and harmony, respect for the elders, etc.)
- T calls on some Ss to report back their answers to the class.

e. Assessment
- Teacher observes and gives feedback.
5. CONSOLIDATION (3 mins)

a. Wrap-up

- T asks Ss to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for Lesson 8 – Looking back and project.
Board Plan

Date of teaching
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

Unit 1: FAMILY LIFE

Lesson 7. Communication and Culture / CLIL
*Warm-up
Game: Listing
*Everyday English
Task 1: Listen and complete the conversations

Task 2: Make similar conversations

*Culture
Vocabulary
Task 1: Read the text and complete the table.

Task 2: Discussion

* Homework
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:

1. Knowledge

- Review the vocabulary and grammar of Unit 1;

- Apply what they have learnt (vocabulary and grammar) into practice through a project.

2. Core competence

- Develop communication skills and creativity;

- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.

3. Personal qualities

- Be proud and respectful of family values.

- Develop self-study skills.

II. MATERIALS
- Grade 10 textbook, Unit 1, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped presentation skills. Give them a suggested checklist for peer assessment and ask them to read carefully and try to
practise in advance and apply those techniques in their presentation.

III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Brainstorming

c. Expected outcomes:

- Students can recall the vocabulary they have learnt in Unit 1.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming - Students work in groups. Students’ own answer.

- Divide Ss into 4 groups. - Students brainstorm and list out the vocabulary
- Ask each group to write down as many words as they can think of about the topic learnt.
“Household chores”.
- T praises the Ss with the most words and the most interesting words/ phrases.

e. Assessment
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- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:

- To help students revise the consonant blends /br/, /kr/, and /tr/.
- To help students revise words and phrases related to the topic of household chores, which they have learnt in the unit.
- To help students revise the Present simple and Present continuous.

b. Content:

- Pronunciation: Listen and write /br/, /kr/, or /tr/ above the word that has the corresponding consonant blends. Then practise reading the sentences. (p.16)
- Vocabulary: Complete the text. Use the correct form of the word and phrases in the box. (p.16)
- Grammar: There is a mistake in each sentence below. Find the mistake and correct it. (p.16)

c. Expected outcomes:

- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Pronunciation: Listen and write /br/, /kr/, or /tr/ above the word that has the corresponding consonant blends. Then practise reading the sentences. (4 mins)

- Ask Ss to listen to the recording and underline the words that - Students listen to the recording and underline the Answer key:
have the consonant blends /br/, /kr/, and /tr/. words. /kr/
- Ask individual Ss to write the words with the consonant blends - Students write the words with the consonant 1. I like ice cream, but my
on the board and has them read those words several times. blends on the board. /br/ /br/
- Play the recording again, pausing after each sentence for Ss to - Students practise reading the sentences in pairs. brother likes bread pudding.
repeat. /tr/ /kr/
- Put Ss in pairs and has them practise reading the sentences 2. Tracy crashed her car into a
together. /tr/ /br/
- T goes round to offer help and collect common mistakes if Ss tree and broke her leg.
have to correct as a class. /kr/
3. They often have crab soup
/br/
for breakfast.

Vocabulary: Complete the text. Use the correct form of the word and phrases in the box. ( 4 mins)

- T asks Ss to complete the text by using the correct form of the - Ss do as instructed. Answer key:
word and phrases in the box individually. - Ss compare their answers with a partner. 1. does the cooking
- T checks the answers by asking individual Ss to write the 2. does the heavy lifting
missing words/ phrases on the board. 3. laundry
4. cleaning the house
5. does the washing-up

Grammar: There is a mistake in each sentence below. Find the mistake and correct it. (4 mins)

- T asks Ss to find the mistake in each sentence and correct it - Ss do as instructed. Answer key:
individually. - Ss compare their answers with a partner. 1. I’m writing to you to tell you how much I’m
- T checks the answers by asking individual Ss to write the wanting to see you. → want
answers on the board and has them explain why. 2. Jack is away on business, so now I look after his
dog. → ’m / am looking
3. Nam’s often looking untidy. → (often) looks
4. She can’t answer the phone now. She cooks dinner.
→ ’s / is cooking
5. Excuse me, do you read the newspaper? Could I
borrow it? → are you reading
6. What are your family doing in the evenings? →
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do / does ... do

e. Assessment

- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:

- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise giving a presentation.

b. Content:

- Happy family day!

c. Expected outcomes:

- Students practise giving a presentation.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Give Ss a checklist for peer and self-assessment and explains that they will have to - All groups prepare for their presentations. Students’ presentations
tick the appropriate items while listening to their classmates’ presentations and write - When one group makes a presentation, others listen
comments if they have any. (The presenters should complete their self-assessment and complete the evaluation sheet.
checklist after completing their presentation). - Ss make questions after each presentation.
- Go through the criteria for assessing their talk to make sure Ss are familiar with
them.
- Invite two or three groups to give their presentations and encourages the rest of the
class to ask questions at the end.
- Give praise and feedback after each presentation and gives marks for their
presentation as part of their continuous assessment.
- Ask Ss to complete the self-assessment table, identifies any difficulties and weak
areas and suggests further practice for individual Ss.

e. Assessment

- Teacher gives comments and feedback to all presentations.

4. CONSOLIDATION (3 mins)

a. Wrap-up

- T asks Ss to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for Unit 2.

Board Plan

Date of teaching

Unit 1: FAMILY LIFE

Lesson 8: Looking back and project

*Warm-up

* Looking back

- Pronunciation

- Vocabulary

- Language

* Project: Happy family day!

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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

*Homework