Giáo án tiếng anh 10 thí điểm trọn bộ (4 cột)

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Period 01
Week
Date of preparation
Date of teaching
Classes

: INTRODUCING THE PROGRAMS OF ENGLISH 10
: 01
: August 12th , 2015
: August 18th, 2015
: 10A1

I. AIMS AND OBJECTIVES
- Language content: To help sts review all the tenses they had learnt and draw comparisons between
the tenses that are closely connected to each other and to introduce English 10
- Language function: To enable sts to use tenses to talk about any thing they want
- Educational aim : To make them aware of the importance of practising English
1- Language :
+ Vocabulary : review
+ Grammatical points: revise the tenses
2- Skill:
Integrated skill
3- Education factor: To help sts know to combine studying and reviewing
II. TEACHER’S AND STUDENTS’ PREPARATION
1. Method
: Communicative Approach
2. Techniques
: Noughts and Crosses, pairwork, activity “Getting to know you”
3. Materials needed
: handouts, worksheets

4. Students’ preparation : notebooks, books
5. Previous exercises
: No exercise
III. PROCEDURE IN CLASS
1.Stabilization: (5ms)
- Greet students and checking attendance
- Conducting the activity “Getting to know you”
+ Give each person a copy of the worksheet
+ Have Sts ask a different person for each question and write notes in the right columns
+ Ask sts to talk to your classmates in the room and find out the following information
+ Get some feedback from a few of the sts by asking “Tell us one interesting thing you learnt
about another student”
2. Checking – up previous knowledge : No checking
3. New lesson :(40ms)
Time

Teacher’s activities

Students’ activities

The lesson content
Period 01: REVISION

(30ms) A. REVISION :
1. Lead- in:
- Give two examples and ask the sts
to recognize the grammatical points
of these sentences above.
- Introduce the aim of the lesson:
“Today we will revise the tenses”

2.Pre-practice:
- Ask students to review the tenses
they had learnt

A. REVISION:
1. Lead- in:
* Some examples :
- look at the board, 1. Please don’t make so much
recognize and
noise! I am studying.
answer the question 2. When I lived in London, I
: present continuous worked in a bank.
and past simple
2.Pre-practice:
* The Simple Present:
- do as told
(+) S + V(bare-inf)/ -s/ es.
(-) S + doesn’t/ don’t + V -inf
(?) Do/ Does + S + V –inf ?
* The Present Continuous:
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Time

Teacher’s activities

3.Practice:
- Ask the sts to do exercises

I. Put the verbs in brackets into the
correct form (the present simple or
the present continuous)
1.Water (boil) at 100 degree Celsius.
2. Look! The sun (shine).
3. The English alphabet (consist) of
26 letters
4. We (study) every day.
5. The game (start) in ten minutes.
6. His teacher always (try) to help
him.
II. Put the verbs in brackets in the
correct tenses
1. My sister (walk) to school every
morning.
2. How long ( live/ you) here?
3. The train (leave) half an hour ago.
4. Listen! Somebody (sing)
5. He (eat) dinner at 7P.M last night.
-Get and give feedback
3. Free- practice
Play a game: Noughts and Crosses
- Divide the class into two groups:
Nought Group and Cross Group
- Get the sts to choose the words in

Students’ activities

The lesson content
(+) S + am/is/are + V-ing.

(-) S + am/is/are +not + V-ing.
(?) Am/Is/Are + S + V-ing?
* The Present perfect
(+) S + have/has + p.p.
(-) S + have/has + not + p.p.
(?) Have/Has + S + p.p?
* The Simple Past:
(+) S + V-ed/ 2
(-) S + didn’t + V -inf.
(?) Did + S + V-inf ?
* The past continuous:
(+) S+ was/were+ V-ing.
(-) S+ wasn’t/ weren’t + V-ing.
(?) Was/ Were +S + V-ing?
* The past perfect:
(+) S + had + p.p
(-) S + hadn’t + p.p.
(?) Had + S + p.p?
* The Simple future:
(+) S + will + V(bare-inf).
(-) S + will not/ won’t + V-inf
(?) Will + S + V(bare-inf)?
3.Practice:

- do the exercises in
pairs

I.
Suggested answers:
1. boils

2. is shining
3. consists
4. study
5. stars
6. tries
II.
Expected answers:
1. walks
2. have you lived
3. left
4. is singing
5. was eating

-listen and take
notes
- play the game

3. Free- practice : Game
“ Noughts and Crosses”

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Time

(7ms)
(3ms)

Teacher’s activities

turn and make the sentences. If they
get it right, they have one cross/
nought . The winner will be the
group that forms three successive
noughts/ crosses in straight line.
now
for
last night
usually
since
next week
often
ago
never
- Give remarks
B. INTRODUCING ENGLISH 10
- Introduce the textbook
- Guide sts the way to learn it.
C. Homework:
- Ask sts to write the homework in
their notebooks

Students’ activities

- listen and ask if
needed
- take notes in their
notebooks

The lesson content

B. INTRODUCING
ENGLISH 10
C. Homework
- Review for tenses
- Do more exercises in
handouts
- Review the relative clauses
and conditional sentences

* Self- evaluation: ………………………………………………………………………………………
…………………………………………….
…………………………………………………………………………………………………………….
………………………………………………………………

EXERCISES : Put the verbs in brackets into the correct tenses (simple past and past continuous )
1. Peter and Ann (decide) to redecorate their sitting-room themselves. 2. They (choose) cream paint for
the woodwork and apricot for the wall. 3. When John (look) in to see how they (get) on, Ann (mix) the
paint, and Peter (wash) down the walls. 4. They (be) glad to see John and ask if he (do) anything special
that day. 5. He hastily (reply) he (go) to the theatre and (go) away at once, because he (know) they
(look) for someone to help them.
Expected answers: 1. decided
2. chose
3. looked-were getting-was mixing, was washing
4. were-asked-was doing
5. replied-was going-went-knew-were looking

Lesson plan 10

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UNIT 1
Period 2
Week
Date of preparation
Date of teaching
Classes

: FAMILY LIFE
: Getting started
: 01
: August 13th, 2015
: August 19th, 2015
: 10A1

I. AIMS AND OBJECTIVES
- Language content: To introduce the students to the text about family life, and some words and
phrases related to topic "Household chores"
- Language function: To enable sts to talk about family life, especially Household chores
- Educational aim : To make them aware of benefits of sharing household.
1- Language: +Vocabulary: orphanage, handicapped, remote …
+ Structure: Review the previous structures
2- Skill:
Integrated skill, mainly reading
3- Education factor: To help sts to know to share household chores with their family
II. TEACHER’S AND STUDENTS’ PREPARATION
1. Method
: Communicative Approach
2. Techniques
: Questions –answers, pairwork, groupwork, work individually

3. Materials needed : Worksheets, pictures, chalk
4. Students’ preparation: New words and the lesson “Getting started” of Unit 1
5. Previous exercises: No homework
III. PROCEDURE IN CLASS
1. Stabilization: (3ms)
- Greet students and check attendance
- Warm- up : Asks sts to work in pairs/groups and list 5 things they have to do at home.
- T asks some more questions about housework;
1. What housework do you do?
2. Do you hate or like it? Why?
Things sts have to do at home: clean the house, cook, shopping, wash clothes, do the washing-up…
Suggested answers: 1. I have to cook dinner
2. I like it because I like eating
2.Checking – up previous knowledge : No checking
3.New lesson : (40ms)
Time

Teacher’s activities

(2ms)

I. Lead- in:
- From the part of “Warm - up”,
the teacher leads to the topic of
the lesson
II. Practice
Activity 1: Listen and read
- Asks sts to listen and repeat the
dialogue, pay attention to some
new words

- Plays the CD, pauses after a
short sentence
- Gets students to say the new
words, T corrects if necessary

(7ms)

Students’ activities

- listen to the
teacher

- listen and repeat
- listen to the tape

The lesson content
Unit 1 : FAMILY LIFE
Lesson 1 : GETTING
STARTED
Activity 1: Listen and read
Vocabulary:
duty, chore, equally, rubbish,
laundry, finances, grocery,
heavy-lifting, homemaker,
breadwinner

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(13ms)

(7ms)

(8ms)

- Checks pronunciation and
meaning
- Ask sts to work in pairs to read
the dialogue
- Get some pairs to read the
dialogue if there is time
Activity 2: Decide whether the
sentences are true, false or not
given
- T asks Ss to read the passage
again and get information to do
Task 2 in pairs.
- Ask students to compare the
answers with a partner.
- Ask some students to read the
answers.
- Checks and gives the correct
answers:
Activity 3: Listen and repeat:
- T plays the recording and asks
Ss to listen then repeat the
words/ phrases twice.
- T asks some Ss to read the

words.
- T corrects Ss’ pronunciation
- T explains the meanings if
necessary.
Activity 4: Write the verbs or
phrases
- T asks Ss to write the verbs or
phrases that are used with the
words or phrases in the
conversation.
- T asks Ss to work individually.
- T plays the recording again if
necessary.
- T asks Ss to exchange the
answers with their partner.
- T gives feedback.
V. Consolidation:
- Ask sts some questions to
remind the content of the lesson
VI- Homework
- Asks the sts to write their
homework

- work in pairs

- read the passage

Activity 2: Decide whether the
sentences are true, false or not
given

Answers:
1. F (he is preparing dinner)
2. NG (no information)
3. F (she is studying for exams)
4. T (he is preparing dinner)
5. T (we split the chores equally)
6. NG(no information)

- listen, take notes
Activity 3: Listen and repeat:
- do as told

- correct

Activity 4: Write the verbs or
phrases
- write the verbs
Answers:
1. do /divide/ handle (household)
chores
2. take out garbage
- work individually 3. do laundry
4. shop for groceries
5. do heavy lifting
6. do washing-up
7. be responsible for household
finances
(3ms)
VII. Consolidation:
- remind as told

- Remind the content of the
lesson
(2ms)
VIII- Homework
- take notes
+ Learn the lesson well
+ Prepare “ Language”
. Vocabulary about household
. Pronunciation: /tr/, /kr/, /br/
. Grammar : the present simple
& the present continous
* Self- evaluation: ………..………………………..……………………………………………………
…………………………………………….………………………………..……………………………
Lesson plan 10


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UNIT 1
Period 2
Week
Date of preparation
Date of teaching
Classes

: FAMILY LIFE
: Getting started
: 01
: August 13th, 2015
: August 19th, 2015

: 10A1

I. AIMS AND OBJECTIVES
- Language content: To introduce the students to the text about family life, and some words and
phrases related to topic "Household chores"
- Language function: To enable sts to talk about family life, especially Household chores
- Educational aim : To make them aware of benefits of sharing household.
1- Language: +Vocabulary: orphanage, handicapped, remote …
+ Structure: Review the previous structures
2- Skill:
Integrated skill, mainly reading
3- Education factor: To help sts to know to share household chores with their family
II. TEACHER’S AND STUDENTS’ PREPARATION
1. Method
: Communicative Approach
2. Techniques
: Questions –answers, pairwork, groupwork, work individually
3. Materials needed : Worksheets, pictures, chalk
4. Students’ preparation: New words and the lesson “Getting started” of Unit 1
5. Previous exercises: No homework
III. PROCEDURE IN CLASS
1. Stabilization: (3ms)
- Greet students and check attendance
- Warm- up : Asks sts to work in pairs/groups and list 5 things they have to do at home.
- T asks some more questions about housework;
1. What housework do you do?
2. Do you hate or like it? Why?
Things sts have to do at home: clean the house, cook, shopping, wash clothes, do the washing-up…
Suggested answers: 1. I have to cook dinner
2. I like it because I like eating

2.Checking – up previous knowledge : No checking
3.New lesson : (40ms)
Time

Teacher’s activities

(2ms)

I. Lead- in:
- From the part of “Warm - up”,
the teacher leads to the topic of
the lesson
II. Practice
Activity 1: Listen and read
- Asks sts to listen and repeat the
dialogue, pay attention to some
new words
- Plays the CD, pauses after a
short sentence
- Gets students to say the new

(7ms)

Students’ activities

- listen to the
teacher

- listen and repeat
- listen to the tape

The lesson content
Unit 1 : FAMILY LIFE
Lesson 1 : GETTING
STARTED
Activity 1: Listen and read
Vocabulary:
duty, chore, equally, rubbish,
laundry, finances, grocery,
heavy-lifting, homemaker,
breadwinner
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(13ms)

(7ms)

(8ms)

words, T corrects if necessary
- Checks pronunciation and
meaning
- Ask sts to work in pairs to read
the dialogue
- Get some pairs to read the
dialogue if there is time
Activity 2: Decide whether the

sentences are true, false or not
given
- T asks Ss to read the passage
again and get information to do
Task 2 in pairs.
- Ask students to compare the
answers with a partner.
- Ask some students to read the
answers.
- Checks and gives the correct
answers:
Activity 3: Listen and repeat:
- T plays the recording and asks
Ss to listen then repeat the
words/ phrases twice.
- T asks some Ss to read the
words.
- T corrects Ss’ pronunciation
- T explains the meanings if
necessary.
Activity 4: Write the verbs or
phrases
- T asks Ss to write the verbs or
phrases that are used with the
words or phrases in the
conversation.
- T asks Ss to work individually.
- T plays the recording again if
necessary.
- T asks Ss to exchange the

answers with their partner.
- T gives feedback.
V. Consolidation:
- Ask sts some questions to
remind the content of the lesson
VI- Homework
- Asks the sts to write their
homework

- work in pairs

- read the passage

Activity 2: Decide whether the
sentences are true, false or not
given
Answers:
1. F (he is preparing dinner)
2. NG (no information)
3. F (she is studying for exams)
4. T (he is preparing dinner)
5. T (we split the chores equally)
6. NG(no information)

- listen, take notes
Activity 3: Listen and repeat:
- do as told

- correct

Activity 4: Write the verbs or
phrases
- write the verbs
Answers:
1. do /divide/ handle (household)
chores
2. take out garbage
- work individually 3. do laundry
4. shop for groceries
5. do heavy lifting
6. do washing-up
7. be responsible for household
finances
(3ms)
VII. Consolidation:
- remind as told
- Remind the content of the
lesson
(2ms)
VIII- Homework
- take notes
+ Learn the lesson well
+ Prepare “ Language”
. Vocabulary about household
. Pronunciation: /tr/, /kr/, /br/
. Grammar : the present simple
& the present continous
* Self- evaluation: ………..………………………..……………………………………………………
…………………………………………….………………………………..……………………………
Lesson plan 10

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UNIT 1
Period 3
Week
Date of preparation
Date of teaching
Classes

: FAMILY LIFE
: Language
: 01
: August 14th, 2015
: August 21th, 2015
: 10A1

I. AIMS AND OBJECTIVES
- Language content: To introduce the students to consonant sounds in pronunciation and help the sts
revise gerund and present participle; perfect gerund and perfect participle
- Language function: : To help them pronounce consonant clusters /tr/ , /kr/ and /br/ exactly and use
some grammatical points to communicate in their life
- Educational aim : To make them aware of the importance of their study and practising grammar as
well as pronunciation
1- Language: +Vocabulary: Pronunciation consonant clusters /tr/ , /kr/ and /br/
+ Structure: The present simple and the present continuous tense.
2- Skill:
Integrated skill
3- Education factor: To help sts to know to use the language briefly and exactly
II. TEACHER’S AND STUDENTS’ PREPARATION

1. Method
: Communicative Approach
2. Techniques
: Pictures, gap- filling, questions –answers, discussing, pairwork,
groupwork, work individually
3. Materials needed : Worksheets, pictures, handouts
4. Students’ preparation: The lesson “Language ” of Unit 1
5. Previous exercises: No excercise
III. PROCEDURE IN CLASS
1. Stabilization: (5ms)
- Greet students and check attendance
- Warm- up : T says 8 words in Vietnamese, sts write the words in English in groups. The winner is the
group with most correct words
Words for the game:
chore, homemaker, breadwinner, groceries, split, laundry, heavy-lifting, washing-up
2.Checking – up previous knowledge : No- checking
3.New lesson : (40ms)
Time

Teacher’s activities

(8ms)

A. Vocabulary:
Activity 1. Matching
- Sts work in pair to match each
word with its definition in 5
minutes.
- T checks with whole class by
saying the number, sts say the

letter. T can check their
understanding by asking "How do
you know?"
Activity 2: Listing
- Sts work in groups this time,
listing all chores by scanning the

Students’ activities

The lesson content
Unit 1 : FAMILY LIFE
Lesson 2: Language

- match in pairs
- listen to the
teacher

- work in group

A. Vocabulary:
Activity 1. Matching
Answers:
1.f
2.e
3.a 4.h
5.b 6.g
7.d 8.c
Activity 2: Listing
Chores from the dialogue
- prepare dinner, cook, shop,

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dialogue. One pair does the task
simultaneously on the board to get
mark
- T checks by pointing at each
words and sts say no or yes. T also
decides if any other chores is
suitable or not.
- T can organize a game to list
other household chores in 2
minutes
Activity 3: Discussing
- T asks Ss to discuss two
questions
- Have Ss work in pairs to ask and
answer the questions.
- T encourages Ss to use the chores
in the list in their answers.
- T asks some pairs to ask and
answer the questions.
- T gives feedback.
B. Pronunciation
Activity 1: Listen and repeat:
- T plays the recording and asks Ss
to listen then repeat the words
twice.
- T asks some Ss to read the

words.
- T gives the meaning of the words
if necessary. T helps Ss distinguish
the three sound clusters.
- T corrects Ss’ pronunciation
- T helps Ss with the pronunciation
- T asks 5 sts to read 5 rows of the
table and check their
pronunciation if necessary.
Activity 2. Listen and circle
- T asks to read the words in rows,
paying attention to the difference
between the sound clusters.
- T plays the recording and asks Ss
to listen then circle the word they
hear.
- T asks Ss to work individually.
- T asks Ss to exchange the
answers with their partner.
- T checks Ss’ answers by asking
them to call out the letter (a, b or
c) corresponding to the word they
hear.
C. Grammar:
Activity 1. Read and choose the

- do as told

- list

clean the house, take out the
rubbish, do the laundry, do the
washing up, do the heavylifting, household finances
Other chores:
- bathe the baby, feed the baby,
water flowers and plants, feed
pets, put away clothes, lay the
table for meals…

- discuss the
questions
- do as told

- listen
B. Pronunciation
Activity 1: Listen and repeat:
- listen to the tape
- read the words

1. What colour is chocolate?
- brown
2. How do you go to Hanoi?
- by train
3. What do you like eating in
summer?
- ice-cream

- correct
- do as required

- read the words

Activity 2. Listen and circle
Answer:
1.b
2.b 3.c
4.a

- circle the words

- exchange the
answers
- do as told

C. Grammar:
Activity 1. Read and choose
Lesson plan 10


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correct verb form
- Sts work individually/pair, one st
does the task on the board ]
- T checks and elicit the use, the
difference and cue words of
present simple and present
continuous.
- Sts can look at the yellow and
green box in their textbook to
review the two tenses

Activity 2. Give the correct verb
forms
- Sts work individually first then
work in pair for peer check. One st
does the exercise on the board to
get a mark
- T checks with the whole class
and ask sts why to make sure that
they remember the use, the
difference and cue words of
present simple and present
continuous.
D- Consolidation
- Ask sts to recall the way to use
the tenses
E- Homework
- Asks the sts to write their
homework

the correct verb form
- work in pairs to
do

Answer
1.does
2.cooks
3.cleans
4.is watching
5.is doing
6.is doing

7. is tidying up 8.is trying

- look at the
textbook and do
Activity 2. Give the correct
verb forms
- work individually

- listen

Answers:
1.does/isn't cooking/is working
2.is taking out
3.cleans/is cleaning
4.is preparing
5.looks after/works
6.is watching/watches
C- Consolidation

- recall the tenses
- listen, take notes

D- Homework
+ Learn the lesson well
+ Do the exercises of the part
“Language” in the workbook
+ Prepare “Reading” of Unit 1
( new words and information
about the benefits of sharing
housework. )

* Self- evaluation: ………..………………………..……………………………………………………
…………………………………………….………………………………..
………………………………………………….
………………………………………………………………………………………………………….
……………………………………………..…..……………………..………………...

Lesson plan 10


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UNIT 1
: FAMILY LIFE
Period 4
: Reading
Week
: 02
Date of preparation : August 20th, 2015
Date of teaching
: August 25th, 2015
Classes
: 10A1
I. AIMS AND OBJECTIVES
- Language content: To introduce the students to the text about the benefits of sharing housework.
- Language function: To enable sts to talk about the benefits of sharing housework.
- Educational aim : To make them aware of the benefits of sharing housework.
1- Language: +Vocabulary: orphanage, handicapped, remote …
+ Structure: Review the previous structures
2- Skill:

Integrated skill, mainly reading
3- Education factor: To help sts to know to take care of unhappy people and take part in
activities to help them
II. TEACHER’S AND STUDENTS’ PREPARATION
1. Method
: Communicative Approach
2. Techniques
: Questions –answers, pairwork, groupwork, work individually
3. Materials needed : Worksheets, pictures, chalk
4. Students’ preparation: New words and the lesson “Reading” of Unit 1
5. Previous exercises: No homework
III. PROCEDURE IN CLASS
1. Stabilization: (2ms)
- Greet students and check attendance
- Warm- up : Ask about weather…
2.Checking – up previous knowledge (3ms) : asks Ss to do exercise 2 page 8.
Answers:
1. does, is not cooking, is working
2. is taking out
3. cleans, is cleaning
4. is preparing
5. looks after, works
6. is watching, watches
3.New lesson : (40ms)
Time
(2ms)

Teacher’s activities
Lead- in:
- T asks some questions about

the pictures in the textbook.
1. What are they doing?
2. Are they happy? why?
- Introduces the topic of the
lesson

Students’ activities

- answer the
questions
- listen to the
teacher

The lesson content
Unit 1 : FAMILY LIFE
Lesson 3 : READING
Suggested answers
1. They are doing housework.
The father and mother are
cleaning the dishes. The
daughters are cleaning the floor
and the fridge
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2. They are happy because they
are smiling.
(3ms)

(5ms)

(6ms)

(6ms)

(8ms)

Sharing housework
Activity 1: Answer the questions
- T asks Ss work in groups, look
at the picture and answer the
questions.
- T asks Ss to call out the
answers to question 1 freely. For
question 2, ask a representative
of each group to give the opinion
of the group.
Activity 2. Choosing the best
title
- T lets ss to read the three
headings first, checks to make
sure they understanding all of
them.
- T asks sts to work in groups in
3 minutes and choose the best
title by skimming the text and
crossing out the heading that is
about one aspect of the text
- T checks by asking for the

reason why they make their
choice, guide sts to decide on the
heading that gives the general
idea of the whole text.
Activity 3. Guessing the
meaning of words from context
- T lets sts highlight the words in
the text, models how to guess the
meaning of the word "sociable"
from context.
- Sts work in pairs to choose the
suitable meaning of the words
- T calls 4 sts to say the choices
and explain how they choose the
correct option.
Activity 4. Guessing the
meaning of reference from
context
- T asks sts continue to work in
pairs and find out what it refers
to in each sentence. Guide sts to
read and understand the whole
sentence before it and choose the
correct answer
Activity 5. Answer the questions
- T asks sts to read all the
questions, check if they
understand all the question and

- work in groups

- answer

Activity 1: Answer the questions
The answer can be “Yes, they
are. Because they do the
housework together/ Because all
members of the family share the
housework.”

Activity 2. Choosing the best
title
- read and do
Answers: c
- work in groups

- do as told

Activity 3. Guessing the
meaning of words from context
- highlight the
words

Answers:
2. b 3.b 4.b

5.a

- work in pairs
- do as required

- work in pairs to
do

- recall the
questions

Activity 4. Guessing the
meaning of reference from
context
Answers:
1.c 2.b

Activity 5. Answer the questions
Answers:
1. They do better at school,
become more sociable, and have
Lesson plan 10


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underline key words of each
question before finding the
answer.
- Sts work in pairs to underline
- work in pairs to
the answers in the text. Finally, 4 underline
sts say the answers, if an answer
is incorrect, T tries to elicit it
from other sts.
(5ms)

(3ms)
(2ms)

Activity 6. Discussion
- T assigns this task as
homework and gives sts some
more ideas and sub-questions
Consolidation:
- Ask sts some questions to
remind the content of the lesson
Homework
- Asks the sts to write their
homework

- do as told

better relationships with their
teachers and friends.
2. Because it shows that they
care about their wives and this
makes their wives happy.
3. They may fall ill easily or may
think about divorce.
4. There is a positive atmosphere
for the family.
Activity 6. Discussion
Problems
- time, attitude, ability, parents

Consolidation:
- remind the content - Remind the content of the
lesson
Homework
- take notes
+ Learn the lesson well
+ Prepare “ Speaking”
(Chores I like)

* Self- evaluation: ………..………………………..……………………………………………………
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Lesson plan 10


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UNIT 1
Period 5
Week
Date of preparation
Date of teaching
Classes

: FAMILY LIFE
: Speaking
:2

: August 20th , 2015
: August 26th, 2015
: 10A1

A. OBJECTIVES -By the end of the lesson, students will be able to :
- develop the skill of speaking: present their ideas and attitudes towards housework
- create their own situations, make conversations about household chores
- develop their pronunciation
- Educational aims : Make students responsible for their household chores, show their care to other
members in their families.
- Skills : speaking
B. LANGUAGE CONTENTS:
- Vocabulary: words and phrases related to previous lessons
- Grammar: structures for showing opinions such as Well, I think….,
In my opinion, ……….From my point of view,……… I like….., I dislike……..
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering, role-play
*Teaching aids: pictures, flashcards
 D. TEACHING PROCEDURES:
Time
Teacher’s activities
Students’
Contents
activities
WARM-UP
UNIT 1: FAMILY LIFE
Brainstorming:
Period 5: Speaking
- T encourages Ss go to
- Do as told

the board and make the
Housework:
chart about fun and
 Fun: like cooking
boredom they may feel
Boredom: smell of garbage
when
doing
the
housework
1. Which household
1. Which household chores do you
chores do you like and
like and which do you dislike? Give
which do you dislike?
the reasons.
Give the reasons.
Suggested answers:
- T asks Ss to work by -Work invidually
Likes
Dislikes
themselves, write at to do
Chore Reasons Cho Reasons
least 3 household chores
re
they like and 3 they
Go
Choose
Was Usually
dislike doing and then

shoppi the best h
break
add the reasons.
ng
food for dish things
- T goes around to -Ask if needed
the
es
when
support them in case
family
washing
they need help
Water I enjoy Do
Usually
- T asks Ss to compare -Compare
the
flower the
heav have a
their completed table to answers
s
beauty
y
backach
find out the different
of
liftin e.
Lesson plan 10

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and similar ideas about
housework.
2.
- T asks Ss to read the
questions
first
and
underline the keywords
- One student in each
pair stands up to ask a
questions and the other
answer orally.
- T corrects and gives
feedback.
- T gives Ss more time
for each pair to practice
the whole dialogue.
- T chooses some pair to
demonstrate in front of
the class.
3. Have a similar
conversation with a
partner.
Find
out
which chores she/he
likes or dislikes the
most and why. Report
to the class about your

partner’s likes and
dislikes.
- T explains the tasks to
Ss
- T walks around to give
help if necessary
- T invites some pairs to
demonstrate.
- T gives feedback.
Then
T
asks
representative of each
pair to report their
conversation ( focus on
the things their partner
likes or doesn’t like to
do and reasons for that)
- T encourages other to
ask some questions

- Ss read
match.

and

……

different g
kind of

flowers
…….
……
.

………
…

-Ss work in pairs.
2. Below is part of Anna’s interview
with Mai. They are talking about
the household chores Mai like and
- listen and take dislike. Match Ma’s answer with
notes
Anna’s questions. Then practice the
- practice
dialogue
-Do as told

KEY:
1. C
2. D

2. A
4. B

MODEL CONVERSATION:
A: How are the household chores
divided in your family?
B: equally among the family members

- Ss work in pairs A: What are your duties?
to make their own B: I am in charge of taking out the
conversations
garbage and cleaning the floor.
Sometimes, when my mum is busy. I
-demonstrate
do the cooking.
A: Which of the chores do you like the
most?
-Do as required
B: Well, I like cooking.
A: What do you like about it?
B: It’s interesting to cook good food
the family. It’s really an art as well.
A: Which of the chores do you dislike
the most?
B: Cleaning the floor. Because my
house is large with 3 floors. It takes
me the whole day to do that.

E. HOMEWORK:
- Practice talking about your happiness in sharing household chores with your family members.
- Prepare the next lesson: Listening
F. SELF -EVALUATION :
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Lesson plan 10

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UNIT 1
: FAMILY LIFE
Period 6
: Listening
Week
:2
Date of preparation : August 22th , 2015
Date of teaching
: August 28th, 2015
Classes
: 10A1
A. OBJECTIVES -By the end of the lesson, students will be able to :
- practice and develop the skill of listening
- focus on some tips for listening for gist, for specific information
- communicate in English about the topic of family life
- Educational aims : Make students responsible for their household chores, show their care to
other members in their families.
- Skills : listening
B. LANGUAGE CONTENTS:
- Vocab: words and phrases related to previous lessons
- Grammar: structures which is important to get the meanings in the typescripts.
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering, role-play
*Teaching aids: pictures, flashcards
D. TEACHING PROCEDURES:
Time
Teacher’s activities
Students’
Contents

activities
1. Looking at the chart
UNIT 1: FAMILY LIFE
and discuss the changes
Period 6: Listening
in weekly hours of basic
Family Life- Changing roles
household by married
men
and
married
+ Hours of basic housework by
women in the USA
men increase one third in
between 1976 and 2012.
comparison with that in 1976.
Guess the reasons for the
+ Hours of basic housework by
changes.
men decrease more than 50
- T asks Ss to work in - Ss work in percent from 29.8 to 17.2
pairs, look at the chart and pairs, look at the
 The gaps of hours of
discuss the change in chart and discuss
housework between them
weekly hours of basic
was remarkably shortened.
household by married men
Reasons for the change:
and married women in the

- Both parents have equal
USA between 1976 and
responsibility to nurture and to
2012
take care of the children.
- Ss are not respected to
- Both men and women need an
report the exact number of
equal chance at time for their own
hours men and women
interest, and of cause, to be with
spend
on
doing
each other.
housework.
- Women are under a lot of work
(just
about
general
pressure so they need their
changes.
-Do as told
husbands to share the household
- T calls each to show
chores.
their ideas.
-Give comments
- T let other students to
give comments.

-listen,
take
- T corrects and gives notes
feedback.
Lesson plan 10


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2.
- T explains the tasks to
Ss.
- Ss are required to read
through statements first
and guess if they are true
or false.
- T makes sure that Ss
understand
all
the
statements.
- T may explain some
new words or phrases if
possible.
- T plays the recording
once or twice.
- T asks Ss to answer and
supply the clues they may
find in the recording.
3. Work in pairs. Match
the word/phrase with its

appropriate meaning.
T
explains
the
instructions to Ss.
- T helps Ss to get the
answers easily.
- T may ask Ss if they
know the part of speech of
the word/phrase given,
then choose the meaning.
- Ss are called to read
aloud their answer and
clarify the way he/she
choose the answer.
- T corrects and give
feedback.
4. Listen again and
answer the questions:
- T asks Ss to read the
questions carefully to
make sure that they
understand what is asked
in each questions.
- T has them underline the
key words if necessary.
- T plays the recordings
once or twice.
- Ss listen then compare
the answer with their

partners.
- T invites representative

-Listen to do

2. Listen to a family expert
talking about how the roles of
men and women in families
have changed. Decide whether
the following statements are
True (T) or False (F)
KEY
1. T
4. F

2. F
5. T

3. T

-Take notes
-listen to the
recording
- ask and answer
KEY:
1. - e
2. - c
3. – a

2. - b

4. - d

KEY:
1. They are not the only
breadwinner in the family,
and they get more
involved in housework
and parenting.
2. Both are responsible for
family
finances,
homemaking/housework
and parenting.
3. The
family
becomes
happier and the divorce
rate amongst them is the
lowest.

Lesson plan 10


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from pairs to present the
answer to each question to
the class.
- T gives feedback and
corrects if necessary.

E. HOME WORK:
- Learn the new words
- Practice speaking the reasons why the hours of housework by men and women has been
changed in comparison with that in the pasts.
- Prepare the next lesson: WRITING
F. SELF -EVALUATION :
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Lesson plan 10


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UNIT 1
: FAMILY LIFE
Period 7
: Writing
Week
:3
Date of preparation : August 24th , 2015
Date of teaching
: August 31th, 2015
Classes
: 10A1
A. OBJECTIVES -By the end of the lesson, students will be able to :
- practice and develop the skill of writing.
- Use the vocabularies which have been learn in previous lessons for their piece of writing
- Use grammar structures to write about household sharing.
- Educational aims : Make students responsible for their household chores, show their care to

other members in their families.
- Skills : Writing + speaking
B. LANGUAGE CONTENTS:
- Vocab: words and phrases related to household chores
- Grammar: structures used to express ideas in the piece of writing
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering, role-play
*Teaching aids: pictures, flashcards
D. TEACHING PROCEDURES:

Lesson plan 10


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Time

Teacher’s activities
1. Work in pairs.
Discuss the meaning of
the saying above. Do
you agree with it? How
does this saying apply
to doing in the family.
- T asks Ss to work in
pairs to discuss the
meaning of this saying.
- T may work around to
give some suggestions
when they get stuck; T
may also give them the

ideas about that.
- Ss are asked to show
their attitude to the point
of the saying and justify
their answer.
2. Read the text about
Lam’s family below and
complete the chore
chart.
- T tells what Ss need to
do in this task.
- T lets Ss read through
the text about Lam’s
family
- Ss are expected to focus
on
the
information
needed only.
- Ss are asked to compare
the table with their
partners.
- Ss are asked to provide
the information they have
found.
- T lets Ss chances to do
the peer-correction first.
- T gives feedback and
corrects
3. Read the text again

and
answer
the
questions.
- T lets Ss to read the
questions to know what
information they will
have to find in the text
this time.
- Ss are expected to get
the structures and ideas

Students’
activities

Contents
UNIT 1: FAMILY LIFE
Period 7: Writing
“ Many hands make light work”

SUGGESTED ANSWERS:
- Ss continue This saying means if many people
discuss how the share a piece of work, it will become
saying applies in easier for everybody
their family.
How to apply: If all family members
contribute to housework, each won’t
have to much to do. Each will have
more time for relaxation.
2.

Dad
Mending things around the
house,
cleaning the bathroom.
Mum Doing most of the cooking
and grocery shopping.
Lam Doing the laundry, taking out
the garbage and cleaning the
-do as told
fridge,
laying the table for meals,
-read the text
sweeping the house and
feeding the
cat (share with sister)
-focus
the An
Helping Mum prepare meals
information
and
washing the dishes, laying
-Compare
the
the
table
table for meals and washing
the dishes,
laying the table for meals,
sweeping
the house and feeding the cat

- do as required
(share with brother)

-Read the
questions

-write a paragraph
Lesson plan 10


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to write a paragraph
rather
than
their
comprehension.
- T asks Ss to compare
the result with their
partners.
- T invites some Ss to
present their answers in
front of the class.
- T lets Ss chances to do
the peer-correction first.
- T corrects and gives
feedback.
4. Make your own
family chore chart,
using the idea in the
chart,

write
a
paragraph about how
people in your family
share housework based
on the ideas in the
chart.
- Ss make their own
household chart.
their products and asks
class

to

give

comments
- Ss are required to make
an

outline

-present the
answers

- take notes

-Do as told
-Give comments

- T invites some to show
the

-compare

3.
KEY:
1. There are four people in
Lam’s family.
2. Both parents work and the
children spend most of their
time at school.
3. They split the housework
equally in the family.

of

the

paragraph

about

how

people

in

the

share

the

family

household

chores:
+ Introduction
+ how to divide the
household chores
+ what do family
members
thinks
of
sharing
housework
together.
- T asks Ss to exchange
their paragraphs for peer
comment.
T walks around to give

4.
SUGGESTED ANSWERS:
My family, like many other ones in a
modern society, shows equality in
daily life in term of sharing the

household chores. We all lead a busy
-make an outline
life when my parents go out to work
and we spend most of our time at
school. Coming home we share the
household chores equally among us.
My mother is in charge of going
shopping and doing the cooking. My
father usually does the heavy lifting
and repair electronic household
appliances. My sister, Linh likes
doing the washing and cleaning the
house. She does it very carefully. As
the youngest members in the family,
I just do simple things such as
watering the flowers, feeding the pets
and laying tables for meals. We are
all happy to perform our duties, and
- Ss write the we think each of us play an important
role in keeping the house clean, the
paragraph
home warm and happy.

Lesson plan 10


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help, noting down good
idea as well as errors in
Ss’ pieces of writing.

- T gives general
comment and writes
good ideas in one column
and errors in another.
- T asks Ss for the
solution to these errors
- do as told

F. SELF -EVALUATION :
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Lesson plan 10


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UNIT 1
Period 8
Week
Date of preparation
Date of teaching
Classes

: FAMILY LIFE
: Communication and culture
:3
: August 26th , 2015
: September 1st, 2015
: 10A1

A. OBJECTIVES -By the end of the lesson, students will be able to :
- compare and contrast family life in Vietnam and Singapore
- use the vocabulary, and structures related to the topic for communication.
- Educational aims : Understand cultural values of family in different countries
- Skills : Speaking, listening
B. LANGUAGE CONTENTS:
- Vocab: words and phrases related to previous lessons: household financial burden,
homemaking, join hands, provider, neat
- Grammar: review
C. TECHNIQUES AND TEACHING AIDS
* Techniques: - Pair work, group work, asking- answering, role-play
*Teaching aids: pictures, flashcards
D. TEACHING PROCEDURES:
Time
Teacher’s activities
Students’
Contents
activities
I. COMMUNICATION:
UNIT 1: FAMILY LIFE
1. Discussion: “ Who does
Period 8: Communication and
what in your family”
culture
- T explains the task clearly describe
the
to the Ss.
pictures,
saying 1. Discussion

- Ss are asked to describe what the person in + In the first picture: all the family
the pictures, saying what the each picture is members share the household
person in each picture is doing.
chores so each doesn’t have so
doing.
much to do. And they all do it in a
- T elicits the situations to
relaxing way.
get more Ss speak about the
+ In the second picture: There is
topic
just a woman do the housework.
Therefore, she has to do a lot of
.
things at the same time. She looks
tired, stressed
2. Listen to the TV talk
2. Listen to the TV talk show.
show. Who said what?
Who said what?
- T tells Ss to listen to a TV - listen to a Tv talk KEY:
talk show and will have to
find out who said what in
1. Mr. Pham Hoang: c,e,g
the shows.
2. Ms Mai Lan: a, f
- T lets Ss read the -Read
the
3. Mr. Nguyen Nam: b, d
statements and make sure statements

that they understand all of
them
- T plays the tape one or -listen to the tape
twice.
- T gives the answers and - give the answers
the rest take turn to give
Lesson plan 10


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comment.
- T corrects.
3. Work in the groups.
Discuss the questions.
Then, report your group’s
opinions to the class.
- T explains the task clearly
to the Ss.
- Ss work in group of 4 or 5
to discuss the questions.
- T tells them to refer back
to Task 2 to get help but
they can also express their
ideas freely.
- The group leader will note
down the ideas of the group
members.
- When Ss finish answering
the questions, T calls one or
two in each group to report

the groups’ opinions.
- T lets other groups to
comment.
- T corrects and gives
feedback.

3. Work in the groups
1. I agree with…..’s idea
because it is fair/ it is
suitable with the modern life
in the society….
-listen
to
the
teacher
- work in groups

-do as told
3. My parents both go out to
work and take turn to do the
household chores.

-give comments
-listen, take notes

CULTURE:
-T has Ss look at the
pictures at the end of the
Unit ( on page 15) and
answer the questions.

- This activity can be done
with the whole class to save
time.
- T asks some guiding
questions such as: Are they
families?/How many people
are there in each family?/
…..
- T pre-teaches new words
+ picture
+ explanation
+ example
+ antonym
- Asks Ss to work in pairs:
One reads the text about
family life in Singapore and
the other reads the text
about that in Vietnam.
- When Ss finish, T asks
their partners questions and
use the information from

2. I think the roles of the wife
and husband must be equal
because they both go out to
work, and they both have to
join hands to look after their
house and bring up their
children.

4. Yes, they do. Because we
are all responsible for our
house and we don’t have
much to do. Besides, we
have more time to entertain
after work.

CULTURE:
-look
at
the
pictures and answer VOCABUARY:
+ nursery (n)
+ child-minder (n)
+ generation (n)
+ ungrateful (adj)
-Answer
the
questions
Answers
In
In Vietnam
Singapore
1 nuclear
extended
- do as told
2 Nursery
Grandparents
school
or or great grandparents

childminder
3 Nursery
Children
-Work in pairs to
homes
grand children
do
4 Taking part Helping their children
in
the with their homework
activities of or giving them advice
PSG
or on behavior
- do as required
PTA
Lesson plan 10


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their partners to complete
the table in the book
E. HOME WORK
- Learn by hear new words and phrases
- Summary the basic differences in the family life between Vietnam and Singapore.
- Prepare the next lesson: Looking back & Project
F. SELF -EVALUATION :
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Lesson plan 10