GIÁO ÁN TIẾNG ANH LỚP 10 THÍ ĐIỂM

UNIT 1
: FAMILY LIFE
Period 2
: Getting started
Week
: 01
Date of preparation : August 13th, 2015
Date of teaching
: August 19th, 2015
Classes
: 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 washingup…
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

(7ms)

Students’ activities

- listen to the
teacher

- listen and repeat

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


(13ms)

(7ms)

(8ms)

(3ms)

- Plays the CD, pauses after a
short sentence
- Gets students to say the new
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

- listen to the tape

heavy-lifting, homemaker,
breadwinner

- 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

- write the verbs

- work individually

- remind as told

Activity 4: Write the verbs or
phrases
Answers:
1. do /divide/ handle (household)
chores
2. take out garbage
3. do laundry
4. shop for groceries
5. do heavy lifting
6. do washing-up
7. be responsible for household
finances
VII. Consolidation:
- Remind the content of the
lesson


(2ms)

VI- Homework
- Asks the sts to write their
homework

- take notes

VIII- Homework
+ Learn the lesson well
+ Prepare “ Language”
. Vocabulary about household
. Pronunciation: /tr/, /kr/, /br/
. Grammar : the present simple
& the present continous

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

Students’ activities

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

- match in pairs

- listen to the
teacher

- work in group

- do as told

- list

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,
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


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
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

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
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


- Ask sts to recall the way to use
the tenses
E- Homework
- Asks the sts to write their
homework

- 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: ………..………………………..
……………………………………………………
…………………………………………….………………………………..
………………………………………………….
……………………………………………………………………………………………………
…….……………………………………………..…..……………………..………………...
UNIT 1
Period 4
Week
Date of preparation
Date of teaching
Classes

: FAMILY LIFE
: Reading
: 02
: August 20th, 2015
: August 25th, 2015

: 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)

(3ms)

(5ms)

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

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

Students’ activities

- answer the
questions
- listen to the
teacher

- work in groups
- answer

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
2. They are happy because they
are smiling.
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


(6ms)

(6ms)

(8ms)

(5ms)

(3ms)
(2ms)

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

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

- work in pairs to
underline

- do as told

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
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: ………..………………………..
……………………………………………………
…………………………………………….………………………………..
………………………………………………….
………………………………………………………………………………………………………
….……………………………………………..…..……………………..………………...
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
WARM-UP
Brainstorming:

- T encourages Ss go to
the board and make the
chart about fun and
boredom they may feel
when
doing
the
housework
1. Which household
chores do you like and
which do you dislike?
Give the reasons.
- T asks Ss to work by
themselves, write at
least 3 household chores
they like and 3 they
dislike doing and then
add the reasons.
- T goes around to
support them in case
they need help
- T asks Ss to compare
their completed table to
find out the different
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

Students’
activities

Contents
UNIT 1: FAMILY LIFE
Period 5: Speaking

-

Do as told
Housework:
 Fun: like cooking
Boredom: smell of garbage

1. Which household chores do you
like and which do you dislike? Give
the reasons.
Suggested answers:
-Work invidually
Likes
Dislikes
to do
Chore Reasons Cho Reasons
re
Go
Choose
Was Usually
shoppi the best h
break
ng
food for dish things
-Ask if needed
the
es
when
family
washing
Water I enjoy Do
Usually
-Compare
the
flower the
heav have a

answers
s
beauty
y
backach
of
liftin e.
different g
kind of
flowers
- Ss read and
……
…….
…… ………
match.
.
…
-Ss work in pairs.
2. Below is part of Anna’s interview
with Mai. They are talking about
- listen and take the household chores Mai like and
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


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

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 do
-demonstrate
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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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.
2. Listen to a family expert
2.
-Listen to do
talking about how the roles of
- T explains the tasks to
men and women in families
Ss.
have changed. Decide whether
- Ss are required to read
the following statements are
through statements first
True (T) or False (F)
and guess if they are true
or false.
KEY
- T makes sure that Ss
1. T

2. F 3. T
understand
all
the
4. F
5. T
statements.
-Take notes
- T may explain some
new words or phrases if
possible.
-listen to the
- T plays the recording recording
once or twice.
- ask and answer
- T asks Ss to answer and
supply the clues they may
KEY:
find in the recording.
1. - e
2. - b
3. Work in pairs. Match
2. - c
4. - d
the word/phrase with its
3. – a
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,
KEY:
then choose the meaning.
1. They are not the only
- Ss are called to read
breadwinner in the family,
aloud their answer and
and they get more
clarify the way he/she
involved in housework
choose the answer.
and parenting.
- T corrects and give
2. Both are responsible for
feedback.
family
finances,
homemaking/housework
4. Listen again and
and parenting.
answer the questions:
3. The
family
becomes
- T asks Ss to read the

happier and the divorce


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

rate amongst them is the
lowest.

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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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:

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

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 to know what
information they will
have to find in the text
this time.
- Ss are expected to get
the structures and ideas
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.
- T invites some to show
their products and asks
the
class
to
give
comments
- Ss are required to make

an
outline
of
the
paragraph about how
people in the family
share the household
chores:
+ Introduction
+ how to divide the
household chores
+ what do family
members
thinks
of
sharing
housework

questions

-write a paragraph

-compare
-present the
answers

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.

- take notes

-Do as told
-Give comments

-make an outline

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
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

together.
house. She does it very carefully. As
- T asks Ss to exchange
the youngest members in the family,
their paragraphs for peer
I just do simple things such as
comment.
watering the flowers, feeding the pets
T walks around to give
and laying tables for meals. We are
help, noting down good
all happy to perform our duties, and
idea as well as errors in
we think each of us play an important
Ss’ pieces of writing.
- Ss write the role in keeping the house clean, the
- T gives general paragraph
home warm and happy.
comment and writes
good ideas in one column
and errors in another.
- T asks Ss for the - do as told
solution to these errors

F. SELF -EVALUATION :
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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
twice.
- T gives the answers and
the rest take turn to give
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.

-listen to the tape
- give the answers

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

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

+ explanation
+ example
+ antonym
- Asks Ss to work in pairs:
One reads the text about -Work in pairs to
family life in Singapore and do
the other reads the text
about that in Vietnam.
- When Ss finish, T asks
their partners questions and - do as required
use the information from
their partners to complete
the table in the book

2 Nursery
school
or
childminder
3 Nursery
homes
4 Taking part
in
the
activities of
PSG or PTA

Grandparents
or great grandparents

Children
grand children
Helping their children
with their homework
or giving them advice
on behavior

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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UNIT 1
: FAMILY LIFE
Period 8
: Communication and culture
Week
:3
Date of preparation : August 27th , 2015
Date of teaching
: September 4th, 2015
Classes
: 10A1
A. OBJECTIVES -By the end of the lesson, students will be able to :
- review vocabularies about family life

- consolidate the grammar points of the unit.
- practice communicating more 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 : speaking, listening, reading, writing
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
PRONUNCIATION:
Listen and underline the
words that have the
consonant cluster sounds
/tr-/, /br-/, and /kr-/.
Write /tr-/ or /br-/ and /kr-/
above the word that has
the
corresponding
consonant cluster sounds,
then practice reading the
sentences.
T
explains
the

instructions clearly
- T plays the recording
and let Ss listen and do the
task.
T invites some Ss to read
the sentences in front of
the class.
- T corrects Ss’ mistakes if
there are any, focus on the
three consonant clusters.
VOCABULARY:

Students’
activities

Contents
UNIT 1: FAMILY LIFE
Period 8: Communication and
culture
PRONUNCIATION:

-listen to
teacher
-listen to
recording

-correct
mistakes

KEY:

1. cream- /kr-/; brushed /br-/
2. crashed /kr-/; tree /tr-/; traffic /tr-/
3. created /kr-/; brother/br-/
4. brown/ br-/; bread /br-/;
the breakfast/ br-/
5. brave/br-/; cime/kr-/; increasing/
the kr-/

the
VOCABULARY:


1. What are the people
doing? Write the name of
the chores under the
pictures.
- T lets Ss work in pairs to
write the name of the
chores under the pictures.
- T checks Ss’ answer by
asking them to write the
names of chores on the
board next to the number
of the picture or call out
the word/phrase when T
says the numbers of the
picture.
- Ss are expected to be
competitive and excited to
participate in this activity.

Which ever pair gets the
most right answers will be
the winner
2. Use the words/phrases
in the box in their
corrects
form
to
complete the text
- T asks Ss to read the text
carefully, using the context
clues to decide which
word/phrase can be used to
complete each gap in the
text.
-T checks Ss’ answers by
asking for peer correction
first
- T provides correction if
necessary.
GRAMMAR:
1.Finish the sentences
with either the present
simple or the present
progressive
T
explains
the
instructions to Ss clearly.
- Ss are required to find

out the signals for the two
tenses.

KEY:
1. cooking
2. shopping for groceries
-work in pairs to 3. doing the laundry/washing
write
clothes
4. taking out the rubbish
-do as told
5. Cleaning the toilet
6. washing up/ washing the dishes
7. ironing
8. sweeping the house
9. watering house plants/ flowers
10. feeding the cat/pets
-Participate in the
activity

2. Use the words/phrases in the
box in their corrects form to
complete the text

read the
carefully

-answer

KEY:

1.
text
2.
3.
4.
5.
6.
7.
8.
9.

Does the cooking
Shops for groceries
Does the heavy lifting
Laundry
Ironing
Takes out the rubbish
Sweeping the house/floor
Lays the table
Does the washing up

- Ss take note in
their notebooks.
GRAMMAR:
1.Finish the sentences with either
the present simple or the present
progressive
KEY:
1. Am writing/ miss
- Ss work in pairs

2. Am looking after
to
finish
the
3. Looks/ is wearing


- T calls Ss to read aloud
the sentences with the
answers.
T
confirms
Ss’
understanding by asking
others to give comments.
- T corrects and gives
feedback.
2. Work in groups.
Discuss the following
questions. Then report
the result to the class.
- Put Ss in groups of 4 or 5
to discuss the questions.
- T should tell them that
they can use the ideas and
language in the lessons for
their answers.
- T assigns a leader for
each group whose task is
to note down the group’s

ideas.
- T calls representative of
each group to perform in
front of the class.
- T lets Ss chances for
peer-correction first
- T corrects and gives
feedback.
PROJECT:
Do a survey to find out…
- T tells Ss what they need
to do in this activity.
- Ss work in groups of 4 or
5
- This can be done during
in class or during the
break.
- Ss are told to go around
and ask their classmates
questions
to
get
information
for
their
project.
- T also take part in the
projects to see how the
interviews are going on.

sentences.

4. Am cooking
5. Are you reading
6. Do people in the family
do

-read aloud
-give comments
-take notes

2. Work in groups. Discuss the
following questions. Then report
the result to the class.
SUGGESTED ANSWERS:
-work in groups
of 4 or 5
Question 1:
Yes, we should. Because the work
make us responsible for the family.
That is to show our love to our
parents and our family.
- do as told
Question 2:
Due to the limit of time for study
and our age, we can do light work
- perform in front only.
of the class.
Question 3:
I usually look after the pets, water

flowers, take out the garbage or
sweep the floor.
-listen, take notes
PROJECT:
Do a survey to find out…
INTERVIEW FORM:
-listen to do
-work in groups

N
o

-go around and
ask
their
classmates
questions

1

Na
me

Fro
m
nucl
ear/
Exte
nded
fami

ly?

Wh
o
do
ho
use
wo
rk?

How What
man is an
y
ideal
hour family
s for
hous
e
wor
k


- T is always ready to
support if they need any
help.
2. Work in groups.
Compare your findings
and get ready to report
to the class.
- Ss come back to their

seat to combine the data
collected during their
interviews.
- Ss do the calculations to
get the final result of their
project.
- Ss have time to prepare
for the oral report.
- T calls representative of
each group to present the
project in front of the
class.

-ask if needed

2
3

-combine the data
collected during
their interviews.
- get the final
result of their 2. Work in groups. Compare your
project
findings and get ready to report
to the class.
- present the
project in front of SUGGESTED ANSWER:
the class.
Hi, everybody!

Today, I’d like to present our
project about the family life. We
have interviews ….people and what
we have found is surprisingly
interesting.
Most of the interviewees are from
nuclear/ extended family. 1/3 of the
fathers share the household chores.
It is good to find that all the
children help doing the housework
in their free time and the most
popular one is to take out the
garbage/clean the floor. However
2.5 percent of them don’t like doing
the housework with different
reasons. …….

E. HOMEWORK
- Review all the vocabulary and grammar point of the whole unit.
- Prepare the next lesson: Unit 2 ( Getting started)
F. SELF -EVALUATION :
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