Giáo án tiếng anh lớp 10 bộ sách global seccess soạn chuẩn cv 5512 (kì 1)

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GIÁO ÁN TIẾNG ANH LỚP 10 BỘ SÁCH GLOBAL SUCCESS
Date of planning: …/… / 2022
Date of teaching: …/… / 2022
WEEK : 1
Period 1: INTRODUCTION
INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS
I. OBJECTIVES: By the end of the lesson students will be able to gain the
following things:
1. Knowledge:
- To introduce new Tieng Anh 10 textbooks. Student’s book and Workbook
- Tell students something about Great Britain; England and English. Students learn
how to study English well and know the way to learn English.
*Vocabulary: Use lexical items related to text book, and the way to learn English in
class; at home... some classroom languages.
* Grammar : to be; present simple tense; present continuous…
2. Competence: Students will be able to know how to study English effectively and
how to use new Tieng Anh 7 textbooks and know the methods to study new Tieng
Anh 10 textbooks.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
3.Qualities: To teach Ss the love of English; The awareness about importance of
learning English. Developing self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 10 textbook, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3’- 5’)

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Aims:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class.
* Outcome: Having a chance to speak English and focus on the topic of the lesson..
* Organisation: Teacher’s instructions…
Teacher’s & Student’s activities

Content

+ Greeting

+ Greeting

+ Chatting

+ Chatting.

T_Ss

- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities
to creat a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class…

- Students (Ss) listen and learn how to
introduce themselves.

- Have Ss to introduce themselves.

- Introduce themselves (name; age; address;
likes; dislikes ….friends… )

- T encourages Ss to talk in English as much
as possible

+ Students (Ss) listen and learn how to do the
tasks.

+ Lead to the first unit of the new school
year.

- Answer the teacher’s questions
- Open their book and write .

- Write the unit title on the board and ask Ss
guest what they are going to learn this unit
…
- Ask Ss to open their book and introduce
what they are going to study….
2. NEW LESSON (12’-15’)
Aims: - To set the context for the introductory;

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- To introduce the topic of the unit, the vocabulary, and the grammar points to be
learned.
* Content: Some brief notes; Something about England, English. Introduce New ENGLISH
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* Outcome: Ss learn something about England, English; Learn how to use New ENGLISH
10
* Organisation: Teacher’s instructions….
Teacher’s & Student’s activities

Content

1. T. asks sts some questions about England.

- T_Ss

- What do you know about England?

- Listen carefully and read aloud.

- T. gives sts something about England and
English.

- Fulfill teacher’s requirements

- It located in North-west coast of Europe
with very mild weather not too hot but not
too cold.

- Ss answer if possible

- It consists of four parts: England, Wales,
Scotland and Ireland.

- Find out the words related to the topic.

- It’s official name is the UK
- Each part has its own flag of UK.

- Give the answers
- Listen carefully and read aloud.
- There are many interesting things of
England and you’ll gradually know about
them in the progress of learning English.

- How many people speak English as their
second language or first foreign language?

2/ Introduction: English is an international
language. Hundreds of million people speak
English in the world. 400 million people
speak English as their first language, 600
million people speak English as their second
language or first foreign language. 4/5 of the
world’s computers use program in English.
¾ of all international correspondence is in
English.

- Why do you learn English?

3/ has 10 Units.

- Is it important? Difficult? Useful?
Interesting?

- T_Ss

2. English:
- How many people speak English as their
mother tongue?
- How many people speak English as their
first language?


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=> It’s very important, useful, interesting. It
is the means of communication to one
another.
3/ New text book:

- Each unit has 8 lessons.
- SECTION 5: LISTENING

The listening activity follows the oral
practice in the Speaking section. It provides
students with an opportunity to listen to the
- What are they about?
language that they have practised orally, and

There are 10 main units in the Student's trains them to listen for general and specific
Book. Each unit has 8 sections and provides information
language input for seven classroom lessons This section aims to provide further practice
of 45 minutes each...At the beginning of to support students in their spoken English....
each unit, there are explicit learning - SECTION 6: WRITING.
objectives that clearly state the main
language points and skills to be taught in the Writing
This section focuses on developing
unit.
students'writing skills. It normally involves
- Section 1 : GETTING STARTED.
one of the text types required for students'
It begins with a conversation followed by skill development.
activities which introduce the topic of the
unit. It then presents the vocabulary and the SECTION 7: COMMUNICATION AND
grammar items to be learned and practised CULTURE
It also gives students opportunities to learn
through the skills and activities of the unit.
and apply the cultural aspects of the
- Section 2: LANGUAGE FOCUS .
language learnt to their lives and provides
This section deals with the main grammar cultural information about Viet Nam and
point(s) of the unit. The new language other countries.
point(s) taught in this section is / are already
introduced in Getting Started. The exercises Everyday English in this section gives
are well illustrated to help students students the skills to communicate
remember and use the grammar items effectively in various everyday situations...
effectively. The Remember! boxes appear - SECTION 8: LOOKING BACK
wherever necessary to give the rules or Looking Back recycles the language from
explanations and help students avoid the previous sections and links it with the

common errors.
unit topic. Its activities and exercises are
- How many units are there in English 7 text
book?

This section presents and practises the

designed to help students consolidate and


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grammar, vocabulary and pronunciation of
the unit. The active vocabulary of the unit is
given in an interesting and illustrated way so
that it is easy for students to memorise. Two
sounds, which appear frequently in the unit,
are given and practised in isolation and in
context. Stress pattern of two-syllable
words, three-syllable words, and rising and
falling intonation for questions are also dealt
with in the last units of the book. There are
different exercises focusing on intensive
practice of vocabulary and pronunciation.
- SECTION 3: READING.

apply what they have learnt in the unit.
Teachers can use this section to evaluate
their students' performance and provide
further practice if necessary.

The Project activity helps students improve
their ability to work independently and in a
team. It extends their imagination in a field
related to the unit topic.
* English is not too difficult but it requires
you hard working.
- Ss need learn by heart all vocabulary and
their usage.

- Review the lesson everyday.
This section is designed to help students
- Learn English everyday.
inprove reading skill, use vocabulary in the
situations, Reading and this section aims to
develop students' reading abilities. The
reading text is often based on the vocabulary
and structures that students have previously
acquired to make the activity achievable.
Speaking
- SECTION 4: SPEAKING
This section is designed to help students use
functional language in real life contexts and
consolidate what they have learnt in the
previous sections.
3. PRACTICE (15’)
Aims: To help Ss understand the lesson. Class room language
* Content: Some brief notes; Something about England, English. Classroom language…
* Outcome: Ss learn something about England, English; Classroom languages…
* Organisation: Teacher’s instructions….

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Teacher’s & Student’s activities

Content

3. How to learn English best?
- Tell us how you learn best?

- T_Ss

- Tell us how you can learn English best?

- Listen carefully

* Some useful classroom languages:
- Who is the monitor?

- Practice saying classroom languages.

- Who is absent today?
- Who is on duty today?
- May I go out?

- Work in groups; in pairs; present the
projects….

- May I come in?.......
- How to improve your English:

- Listen to the teacher carefully, learn E.
from many sources, always enrich your
vocabulary, do exercises carefully, practice
speaking, listening, writing, reading
everyday. …
- Ss should work hard everyday to improve
their English.
“ Hard work is the key to success”
4. PRODUCTION/ FURTHER PRACTICE (8’)
Aims: To revise / teach classroom languages.
* Content: Some brief notes; Something about England, English . Classroom languages…
* Outcome: Ss know something about England, English; Classroom languages…
* Organisation: Teacher’s instructions…..
Teacher’s & Student’s activities

Content

- T_Ss

- The greetings : - Goodmorning

- T gives some questions to introduce the
class expressions.

- Good afternoon
- Good morning


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- Good bye ….
- Have Ss listen and repeat.

- We can say “May I go out”

- Teacher says “ go out, please”� Go out

- You can say “Stand up, please.

- Teacher says “No”

- Listen, please

� Don’t go out

- Call on some pairs to practice in front of
the class.

- Read after me
- Repeat please…..

5. WRAP-UP & HOME WORK (2’)
* Instruct/ guide students to do their homework.
- Prepare textbook, workbook, exercise book,
* HOME WORK
- Learn classroom languages.
- Prepare new lesson Unit one MY FAMILY
==============================

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Date of planning: …/… / 2022
Date of teaching: …/… / 2022
Period 2

WEEK : 1

UNIT 1: MY FAMILY
LESSON 1. GETTING STARTED
I. OBJECTIVES: * By the end of this unit, students will be able to gain the
following things:
1. Knowledge:
- an overview about the topic Family life;
- vocabulary to talk about household chores.
2. Competence:
- develop communication skills;
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
3. Qualities:
- be aware of responsibilities towards family,love family, help parents…
II. TEACHING AIDS:
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards....
- Students: Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.

* Discuss.
* Give comments or feedback.


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1. WARM UP & INTRODUCTION ( 3’- 5’)
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lesson.
* Outcome: Introducing themselves to make more new friends.
* Organisation : Teacher’s instructions …
Teacher’s Student’s activities
+ Greeting

+ Asking question:

Content
GAME: LET’S RACE!

* T divides Ss into 4 groups and gives
instructions: Watch the video clip and
try to remember all the household
chores Mr. Bean did in the video. One
person from each group then goes to the
board and writes the names of the
chores.
** Ss do as instructed.

*** Ss work in pairs to discuss the
answer after watching the clip, then one
representative from each group writes
the answer on the board.
**** T confirms the correct answers.

Suggested answer:
1.

Mop the floor

2.

Clean the toilet

3.

Wash the clothes / Do the laundry

4.

Clean the house

5.

Vacuum the carpet

2. PRESENTATION/ NEW LESSON ( 12’- 15’)
Aims: - To help students use key language more appropriately before they read and listen.

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* Content: Learn some new words in context. Read the conversation and find out new words.
* Outcome: Practice reading the conversation. Knowing more new words. Understanding the
conversation; topic of the lesson, grammar points…
* Organisation:
Teacher’s Student’s activities

Content

* T asks Ss to look at the photos to
guess the meaning of new words.

VOCABULARY

** Ss say the Vietnamese meaning of
the word.

1.
sports filed /ˈspɔːts fiːld/ (n/p): sân chơi thể
thao

GETTING STARTED

2.

prepare /prɪˈpeə(r)/ (v): chuẩn bị

*** Other Ss correct if the previous

answers are incorrect.

3.
help with something /help wɪð
ˈsʌmθɪŋ/ (v.phr): giúp làm việc gì đó

**** T shows the Vietnamese meaning,
says the words aloud and asks Ss to
repeat them.

4.

divide /dɪˈvaɪd/ (v): phân chia

5.
household chores /ˌhaʊshəʊld
tʃɔː(r)z/ (n.phr): công việc nhà
6.

homemaker /ˈhəʊmmeɪkə(r)/ (n): nội trợ

7.
breadwinner /ˈbredwɪnə(r)/ (n): trụ cột gia
đình
8.

earn money /ɜːn ˈmʌni/ (v.phr): kiếm tiền

9.
equally /ˈiːkwəli/ (adv): một cách công bằng,

bình đẳng
10. shop for groceries /ʃɒp fɔː(r)
ˈɡrəʊsəri/ (v.phr): mua thực phẩm
11. do the laundry /duː ðə ˈlɔːndri/ (v.phr): làm
công việc giặt giũ
12. do the washing-up /duː ðə ˌwɒʃɪŋ
ˈʌp/ (v.phr): rửa chén / bát
13. put out the rubbish /pʊt aʊt ðə
ˈrʌbɪʃ/ (v.phr): vứt rác


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3. PRACTICE ( 15’)
Aim: - To get students interested in the topic.
- To get students to learn some vocabulary in the unit.
* Content: Listen and read the conversation. True/ False activity.
* Outcome: Know more new words. Understanding the conversation; topic of the lesson,
vocab.
* Organisation :
Teacher’s Student’s activities

Content
TASK 1. LISTEN AND READ (p.8)

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

Who are they?
Where are they?

What are they doing?

*** Ss share their answers with a
partner.
**** T checks their answers with the
whole class.

* T has the Ss read the conversation in
pairs.
** Ss read the conversation
*** One pair reads aloud.
**** T collects common mistakes and
gives comments.
Suggested answers: Nam and Minh are two friends.
They are at Nam’s home. Nam is cooking.


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Aim: To practise reading for specific information
- To practise scanning
- To develop students' knowledge of vocabulary for household chores
* Content: Name the picture, then listen, check and repeat.
* Outcome: Ss understand more the use some vocabulary related to hobbies.
* Organisation :
* T asks Ss to work individually to read
the statements and underline the key
words, then share their ideas with a
partner who sits next to them.

TASK 2: TRUE OR FALSE
Read the conversation again and decide whether
the following statements are true (T) or false (F).
(p.9)

** Ss do Task 2 individually first.
*** Ss share and discuss with their
partners about the key words
****
* 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

1.

Nam’s mother is cooking now.

2.
Everybody in Nam’s family does some of the
housework.
3.
The children in Minh’s family don’t have to
do any housework.

** Ss do the task in pairs.
**** T has Ss share their answers with
the class. T confirms the correct answers
and have Ss correct the false statement.
T writes the correct sentence on the

board.
Key:
1.

F → Nam is cooking now.


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2.

T

3.

T

:
Aim: To help students identify present simple and present continuous and how they are used in
sentences
* Content: To work in pairs..
* Outcome: Ss know how to write the verbs/verb phrases that are used with the words or
phrases in the conversation in 1
* Organisation :
* T has Ss locate the verbs or phrasal
verbs in the conversation, find the nouns
or noun phrases after each verb/ phrasal
verb to do the matching.

TASK 3: FILL IN THE TABLE

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

** Ss work individually
*** Ss share their answers with a
partner
**** T checks and gives the correct
answers with the whole class, and has
them say the meaning of each
collocation.

* T has Ss read each sentences, try to
think of a verb or an auxiliary verb that
will complete the gap.

Answers:
1.

put out the rubbish

2.

do the laundry

3.

shop for groceries

4.

do the heavy lifting

5.

do the washing-up

TASK 4: COMPLETE THE SENTENCES.

** Ss do the task individually

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

*** Ss share the answers with a peer.

Answers:

**** T asks the whole class to call out

1.‘m preparing


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the verb forms first, then calls on
individual students to read the complete
sentences.

2.does – ‘s working

4. PRODUCTION/ FURTHER PRACTICE ( 8’)
Aim: To help students practise talking about activities which raise students’ awareness of their
responsibilities.
- To practise teamworking.
- To give students authentic practice in using target language.
* Content: Play game.
* Outcome: talk about activities which raise students’ awareness of their responsibilities.
* Organisation :
Teacher’s Student’s activities
* T gives Ss clear instructions in order
to make sure Ss can do effectively.
- Divide Ss into 4 main groups .
- Ask Ss to work in groups to discuss
and make a poster of activities to raise
Ss' awareness of their responsibilities
towards their family.
- Observer Ss while they are discussing,
note their language errors
** Ss do as instructed
**** T gives Ss feedback.
- Choose some useful or excellent
words/ phrases/ expressions/ word
choices Ss have used to give
suggestions to other students.

Content
TASK 5: MAKE A POSTER!
Think about activities which you can do to raise

other students' awareness of their responsibilities
towards their family.


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- Choose some typical errors and correct
as a whole class without nominating the
Ss’ names.
5. WRAP-UP & HOME WORK (2’)
To help students memorise the target language and skills that they have learned
To inform students what the final product of the project should be and how students can
prepare for it
WRAP-UP
* T asks Ss: What have you learnt today?
- Some lexical items about household chores
- Reading for specific information
- Scanning
HOMEWORK
1. Exercises in the workbook
2. Project preparation
- 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.
=========================


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Date of planning: …/… / 2022
Date of teaching: …/… / 2022
Period 3

WEEK : 1

UNIT 1: MY FAMILY
LESSON 2. LANGUAGE

KHUNG
I. OBJECTIVES: * By the end of this unit, students will be able to gain the
following things:
1. Knowledge: 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. Core competence

3. Personal qualities
2. 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.Qualities:
- Be aware of responsibilities towards family.
II. TEACHING AIDS:
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.


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- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
1. WARM UP & INTRODUCTION ( 3’- 5’)
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere
to inspire Ss to warm up to the subject and new lesson.
-

* Outcome: arouse the classroom atmosphere to lead in the lesson

* Organisation : Teacher’s instructions …
Teacher’s Student’s activities

Content
GAME: Guess the words

* T gives instructions:
There are 8 pictures related to the
•
topic “Family life”.
•
Ss have 5 seconds to think, then
guess the word corresponding to the picture.
**** T counts the points, decides the
winner, asks some more questions and leads + Correct answer +1
+ Wrong answer -1
in the lesson.
2. PRONUNCIATION/ NEW LESSON ( 10’)


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Aims: - To help students recognise and practise the consonant blends /br/, /kr/, and /tr/ in
words
* Content: Pronunciation
* Outcome: recognise and practise the consonant blends /br/, /kr/, and /tr/ in words
* Organisation:
Teacher’s Student’s activities

Content

TASK 1. LISTEN AND REPEAT.
Pay attention to the consonant blends
/br/, /kr/, and /tr/ (p.9)
* Teacher:
- plays the recording and asks Ss to listen to
the words and repeat; tell them to pay
attention to the consonant blends. (T can
play the recording as many times as
necessary)

1. Listen and repeat. Pay attention to the
consonant blends /br/, /kr/, and /tr/.
/br/

/kr/

breadwinn crash
er
crane
breakfast
cream

/tr/
track
tree
train

brown

- makes sure Ss know the meaning of each
word.
** Ss do as instructed.
**** 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
3. PRACTICE ( 10’)
Aim: To help students practise identifying the consonant blends /br/, /kr/, and /tr/ in
sentences.
* Content: practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences.


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* Outcome: students can identify the consonant blends /br/, /kr/, and /tr/ in sentences.
* Organisation :
Teacher’s Student’s activities

Content

TASK 2: LISTEN TO THE
SENTENCES AND CIRCLE THE
WORDS YOU HEAR. (p.9)

TASK 2: LISTEN TO THE
SENTENCES AND CIRCLE THE
WORDS YOU HEAR. (p.9)

* Teacher:

1. a. brush

b. crash

- asks Ss to read all the words once, paying
attention to the different consonant blends
in the words in each group; checks that Ss
understand what the words mean.

2. a. brain

b. crane

3. a. bread

b. create

- plays the recording for Ss to listen and
circle the words with the consonant blends
they hear.
- has Ss work in pairs to compare their
answers; checks answers by asking
individual Ss to read out the words they
have circled.

Key:
1. b
2. c
3. a

- plays the recording again, pausing after
each sentence, for Ss to repeat.
** Ss do as instructed.
*** Ss practise reading the sentences in
pairs
**** T goes round to offer help and collect
common mistakes to correct as a class.
: Vocabulary: Family life
Aim: To make sure that students understand the meaning of some lexical items about
household chores.
* Content: Vocabulary related to Family life


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* Outcome: Ss understand more the use some vocabulary related to and students
understand the meaning of some lexical items about household chores.
* Organisation :
* T gives clear instructions
** Ss work in pairs to discuss and do the
matching
*** Ss share the answers with the whole
class.
**** T confirms the correct answer

TASK 1: MATCH THE WORDS WITH
THEIR MEANINGS. (p.10)
1. Match the words with their meanings.
(Nối các từ với nghĩa của chúng.)
1.
a. a person who manages a
bread home and often raises children
winne instead of earning money
r
2.
b. someone who earns the
house money to support their family
work
3.
c. picking up and carrying heavy
grocer objects
ies
4.
d. work around the house such
home as cooking, cleaning or washing
maker clothes
5.
e. food and other goods sold at a
heavy shop or a supermarket
lifting
Key giải thích
1-b

2-d

3-e

1 – b: breadwinner = someone who earns
the money to support their family
(trụ cột gia đình = người kiếm tiền nuôi


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gia đình)
2 – d: housework = work around the house
such as cooking, cleaning or washing
clothes
(công việc nhà = công việc xung quanh
nhà như nấu ăn, dọn dẹp hoặc giặt quần
áo)
3 – e: groceries = food and other goods
sold at a shop or a supermarket
(tạp hóa = thực phẩm và các hàng hóa
khác được bán tại cửa hàng hoặc siêu thị)
4 – a: homemaker = a person who
manages a home and often raises children
instead of earning money
(nội trợ = người quản lý nhà cửa và
thường ni dạy con cái thay vì kiếm tiền)
5 – c: heavy lifting = picking up and
carrying heavy objects
(công việc mang vác nặng nhọc = nhặt và
mang vật nặng)

Aim: To give students practice in using the words/phrases in meaningful contexts
* Content: Complete the the sentences using the
words in task 1
* Outcome: read the sentences carefully and decides which word in task 1 can be used to
complete each of the sentences.
* Organisation:


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* Teacher:
- has Ss work in pairs; tells them to read the
sentences carefully and decides which word
in task 1 can be used to complete each of
the sentences. T explains that they should
use the context clues to decide on the word /
phrase, e.g. ‘my mother’ in sentence 1 refers
to a person.
- checks answers as a class, then has Ss call
out the word they have used in each
sentence first.
- 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.
- asks some Ss to read the complete
sentences.

TASK 2: COMPLETE THE

SENTENCES USING THE
WORDS IN TASK 1. (p.10)
1. My mother is a _________. She doesn't
go to work but stays at home to look after
the family.
2. When I lived in this city, I used to shop
for _________ at this supermarket.
3. My eldest son is strong enough to do the
_________ for the family.
4. Hanna hates doing _________ except
cooking.
5. Mr Lewis is the _________ of the
family, but he still helps his wife with the
housework whenever he has time.

** Ss work in pairs to discuss and find the
answers

Key:

*** Ss share the answers with the whole
class

2. groceries

**** T confirms the correct answers and
asks Ss to give the reasons why they have
chosen the word/phrase for each sentence.

4. housework

1. homemaker
3. heavy lifting
5. breadwinner
Key giải thích
1. My mother is a homemaker. She
doesn't go to work but stays at home to
look after the family.
(Mẹ tôi là nội trợ. Mẹ không đi làm mà ở
nhà chăm sóc gia đình.)
2. When I lived in this city, I used to shop
for groceries at this supermarket.


24

(Khi tôi sống ở thành phố này, tôi đã từng
mua hàng tạp hóa ở siêu thị này.)
3. My eldest son is strong enough to do
the heavy lifting for the family.
(Con trai lớn của tôi đủ khỏe để làm
những công việc nặng nhọc cho gia đình.)
4. Hanna hates doing housework except
cooking.
(Hanna ghét làm việc nhà ngoại trừ nấu
ăn.)
5. Mr Lewis is the breadwinner of the
family, but he still helps his wife with the
housework whenever he has time.
(Ông Lewis là trụ cột của gia đình, nhưng

ơng vẫn giúp vợ việc nhà mỗi khi có thời
gian.)
4. PRODUCTION/ FURTHER PRACTICE ( 12’)
Aim: To give students an opportunity to revise the use of present simple and present
continuous
* Content: grammar points
* Outcome: answers key
* Organisation:
Teacher’s Student’s activities

Content


25

TASK 1: CHOOSE THE
CORRECT FORM OF
THE VERB IN EACH
SENTENCE. (p.10)
* Teacher:
- tells Ss to read the
sentences in 4 in Getting
Started. T asks them what
tense(s) is / are used in
each of them.
For example, What does
Nam say? Why is he using
that tense? (Nam says,
‘I’m preparing dinner’.
He uses the present

continuous tense because
he is talking about what
he is doing at the moment
of speaking.)
- in weaker classes, has Ss
read through the
Remember! box and
checks 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

Grammar: Present simple
vs. present continuous
(Ngữ pháp: Thì hiện tại đơn
và hiện tại tiếp diễn)
1. Choose the correct form
of the verb in each
sentence.
(Chọn dạng đúng của động

từ trong mỗi câu.)
1. Mrs Lan usually does / is
doing the cooking in her
family.
2. I'm afraid he can't answer
the phone now. He puts
out / is putting out the
rubbish.
3. He cleans / is
cleaning the house every
day.
4. My sister can't do any
housework today.
She studies / is studying for
her exams.
5. My mother does / is
doing the laundry twice a
week.
Phương pháp giải:
- Chúng ta sử dụng thì hiện
tại đơn để nói về thói quen
hoặc những việc chúng ta
làm thường xuyên.