Giao an hoc ki 1

Teaching date:
Class
10C
10C

Date

Attendance

Period 2:
UNIT 1: FAMILY LIFE
Period 2: GETTING STARTED
I. Objectives: By the end of the lesson Ss will be able to gain:
1. Knowledge:
- General knowledge: household chores and the roles of each person in the family
- Vocabulary: Words and phrases related to household chores and duties, pronounce consonant
clusters /tr/, /kr/ and /br/ correctly in isolation and in context.
- Grammar: The present simple vs. the present continuous
2. Skill: communicative, use the vocabulary and structures they have learnt to read the dialogue
then do the given tasks.
3. Attitude: - Ss understand more about different family lifestyles and they are able to know
their responsibilities in their own family.
4. Competence development: Self-awareness and ability to manually adjust their behavior, get to
know about the roles of each person in a family
II. Preparation:
1. Teacher: lesson plan, textbook, TV, CD, laptop,...
2. Students: textbooks, notebooks, sub-boards…
III. Anticipated problems:
- There might be a shortage of time because of too much knowledge in a lesson, so the T should
be ready to assist them.
IV. Procedures:

1. Class organization: Checking attendance
2. Checking the old lesson
3. New Lesson
Teacher and Students’ activities

Board display
UNIT 1: FAMILY LIFE
Period 2: Getting started
HOUSEHOLD CHORES

1. Listen & read
Lead-in:
- T asks students if they often do housework and
what housework each member of their family
does.
- Ask them to look at the picture and guess what
they show.
- Ask students about the picture:

1. Listen & read
Qs:
– Who are the people in the picture?
- What are they doing?
Suggested answer: They are a family.
The father is vacuuming the floor. The
mother is cooking. The son is washing


-

-

-

E.g. – Who are the people in the picture?
- What are they doing?
S: Answer the question
S: Look at the picture and answer the questions
………….
S: Do as required.
2. Decide whether the statements are true
(T), false (F), or not given (NG).
- T plays the recording. Asks students to listen
and read along silently.
- S work in pairs to decide whether the
statements are T/F/NG. Have students refer
back to the conversation to give reasons for 1.
their answers.
2.
- T goes around and supervises, then check their
answers, and give explanations.

3. Listen & repeat the words
- T plays the recording and ask students to listen
and repeat the words/phrases

dishes and the daughter is doing the
laundry.

2. Decide whether the statements are

true (T), false (F), or not given (NG).
1. F (is going -> can’t go)
4. T (line 6)
2. NG
5. T (the 6 last lines)
3. F (cooking dinner->studying for exams)
6. NG

3. Listen & repeat the words
-Household chores
-rubbish
-Household finances
-groceries
-Heavy lifting
-washing up
-Laundry

4. Write the V/ VP that go with the
4. Write the V/ VP that go with the
words/phrases in the conversation.
words/phrases in the conversation.
- T: Tell students to refer back to the
Verb/Verb phrases Words/ Phrases
conversation to find the verbs/ verb phrases that
1 Split, divide,
(household)
go with the words/phrases in the conversation.
handle
chores
- T: Play the recording again if necessary.

2 Take out
Rubbish
- Ask students to pay attention to words that are
3 do
Laundry
often used together (collocations) then ask them
4 Shop for
Groceries
to give some examples.
5 Do
Heavy lifting
6 Do
Washing-up
7 Be responsible for Household
finances
4. Consolidation & Homework:
- Summarize the main points
- Ask students to learn by heart new words and collocations in the text.
5. Feedbacks: 10C………………………………………………………………………
10C………………………………………………………………………
Teaching date:
Class

Date

Attendance


10C
10C

Period 3:
UNIT 1: FAMILY LIFE
Period 3: LANGUAGE
I. Objectives: By the end of the lesson Ss will be able to gain:
1. Knowledge: Provide students with a right way to pronounce some clusters and how to
distinguish present simple and present continuous tense.
- Vocabulary: Words and phrases related to household chores and duties, pronounce consonant
clusters /tr/, /kr/ and /br/ correctly in isolation and in context.
- Grammar: Distinguish the present simple vs. the present continuous
2. Skill: communicative, use the vocabulary and grammar they have learnt to do the given tasks.
3. Attitude: - Ss have positive attitude towards what they’ve learned in the lesson.
4. Ability development: communicative, use of language competences.
II. Preparation:

1. Teacher: lesson plan, textbook, TV, CD, laptop,...
2. Students: textbooks, notebooks, sub-boards…
III. Anticipated problems:
- There might be a shortage of time because of too much knowledge in a lesson, so the T should
be ready to assist them.
IV. Procedures:
1. Class organization: Checking attendance
2. Checking the old lesson
3. New lesson
Teacher and Students’ activities

I. Vocabulary
1. Match the words and phrases in the box, then
discuss and find the meaning for each of them
(a-h).
T: Ask students to work individually, read the

words and phrases in the box, then discuss and find
the meaning for each of them (a-h).
T: Provide support if necessary by guiding students
to use the context of the conversation to choose the
meaning
- S: Do as required
- 2. List all the household chores that are
mentioned in the conversation.
- Ask students to work in pairs. Read the
conversation in GETTING STARTED again andlist all the household chores that are mentioned in-

Board display
UNIT 1: FAMILY LIFE
Period 3: Language
I. Vocabulary
1. Match the words and phrases in the
box, then discuss and find the meaning
for each of them (a-h).
*Suggested answer:
1.
f
5.b
2.
e
6.g
3.
a
7.d
4.
h

8.c

2. List all the household chores that
are mentioned in the conversation.
*Chores from the conversation:
-prepare dinner
-cook (do the cooking)


the conversation.
- Then elicit more chores to add to the list.

-

-

-

3. Discuss the questions
Have students work in pairs or groups to ask andanswer the questions.
Encourage them to use the chores in the list in theiranswers. Before working in pairs, students maywork individually.
Ask students to read the list again and write downwho does each of the chores in their families.
Check to make sure students use the correct verbs/verb phrases in the correct tense with the name of
the chores.

-shop
-clean the house
-take out the rubbish
-do the laundry
-do the washing-up

-do the heavy lifting
-be responsible for the household
finances
3. Discuss the questions
*Other chores:
-mop/sweep/tidy up the house
-bathe the baby
-feed the baby
-water the houseplants
-feed the cat/dog
-iron/fold/put away the clothes
-lay the table for meals

II. Pronunciation
II. Pronunciation
1. Listen and repeat.
1. Listen and repeat.
T:-Play the recording and let students listen. Play it
/tr/
/kr/
again with pauses for them to repeat each word.
create
Give the meaning of the words if necessary. Help trash
tree
critical
students distinguish the three sound clusters.
train
cream
T:- Ask students to work in pairs and take turns
treat

crane
reading the words in columns and in rows. Then, true
crack
invite individuals to read the words in one or two
rows.
- S: Listen to the tape, read the words & write down
2. Listen to the sentences and circle the word
they hear.
- Ask students to read the words in rows, paying
attention to the difference between the sound
clusters.
1.
- Play the recording and have students listen to the 2.
sentences and circle the word they hear.
3.
- Check students’ answers by asking them to call out4.
the letter (a, b or c) corresponding to the word they
hear.

/br/
breadwinner
breakfast
brown
brother
brush

2. Listen to the sentences and circle
the word they hear.
*Suggested answer:
1. b

2. b
3. c
4. a


-

-

III. Grammar
1. Read the text and choose the correct verb
form.
T: Have students read the text individually once and1.
ask them to pay attention to the signals of the V 2.
tense
3.
T: Ask students to work in pairs to compare their 4.
answers.
5.
T: Check students’ answers and then elicit from 6.
them the rules of using the present simple and the 7.
present continuous.
8.

III. Grammar
1. Read the text and choose the correct
verb form.
*Key:
1. does
2. cooks

3. cleans
4. is watching
5. is doing
6. is doing
7. is tidying up
8. is trying
2. Use the correct verb form of the
verb in brackets.
*Key:
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

2. Use the correct verb form of the verb in
brackets.
- Have students work in pairs to give their answers.1.
- Observe and help when and where necessary.
2.
- Ask students to use the words/ phrases: now, at 3.
the moment, usually, today, every evening, etc. as 4.
clues for their answers.
5.
-Check students’ answers by asking individuals to 6.
take turns reading aloud each of the sentences.
7.
4. Consolidation & Homework
- Summarize the main points

- Ask students to learn by heart new words and collocations in the text.
- Ask students to review grammar part
5. Feedbacks: 10C…………………………………………………………………………..
10C…………………………………………………………………………..

Teaching date:
Class
10C
10C

Date

Attendance

Period 4:
UNIT 1: FAMILY LIFE
Period 4: READING


I. Objectives: By the end of the lesson Ss will be able to gain:
1. Knowledge: They can also read and get the general idea of a text. Read for specific
information about the benefits of sharing housework, guess the meaning of words in context;
and make references when reading a text.
- Vocabulary: Words and phrases related to household chores and duties
- Grammar: Distinguish the present simple vs. the present continuous
2. Skill: Practice reading skills for the students.
3. Attitude: -Ss have positive attitude towards the lesson and know their responsibilities in
sharing housework..
4. Competence development: use of language competences.
II. Preparation:

1. Teacher: lesson plan, textbook, TV, CD, laptop,...
2. Students: textbooks, notebooks, sub-boards…
III. Anticipated problems:
- There might be a shortage of time because of too much knowledge in a lesson, so the T should
be ready to assist them.
IV. Procedures:
1. Class organization: Checking attendance
2. Checking the old lesson
3. New lesson
Teacher and Students’ activities

I. Before you read: Look at the picture and
answer the question.
T:-Let students work in groups, look at the picture
and answer the questions. Ask students 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.
S: Work in groups
II. While you read
1. Read the text and decide which of the
following is the best title for it.
- Have students read the heading (a-c) first. Make
sure that they understand all of them
- Ask students to read through the text & decide on
the best title for the text that gives the general idea
of the whole text.
- - Check students’ answers and guide students to the
correct choice if necessary by helping them

Board display
UNIT 1: FAMILY LIFE
Period 4: Reading
Sharing housework
I Before you read: Look at the picture
and answer the question.
*Answer:
1. They are doing the housework.
2. Yes, they are. Because they do the
housework together. /Because all
members of the family share housework.

II. While you read
1. Read the text and decide which of
the following is the best title for it.
*Key: c


eliminate the sentences that are only about one
aspect of the text.
2. Read again & choose the best
2. Read again & choose the best answer
answer
- - T: Have students read the text again and underline
*Key:
the words sociable, vulnerable, critical, enormous
1. A
and tend when they see them on the text.
2. B
- Explain to students how to use context to guess the

3. B
meaning of the unknown words if necessary.
4. B
5. A
- - T: Ask students to continue to work in pairs, and
a. C
find out what it refers to in each of the sentences.
b. B
Let students read and understand the sentences
before and after the one that has the word in it to
decide what it means. Students can use the
elimination technique to give the right answer.
3. Answer the questions
3. Answer the questions
*Answer:
- T: Ask students to work in groups of three, ask
1. 1. They do better at school, become more
them to read the questions first to make sure they
sociable, and have better relationships
understand what information they need in order to
with their teachers and friends.
answer the questions.
2. 2. Because it shows that they care about
- S: Do as required
their wives and this makes their wives
- - Check students’ answers by inviting a
happy.
representative from each group to give the answer
3. 3. They may fall ill easily or may think
to one of the questions. If the students’ answer is

about divorce.
incorrect, don’t give the right one at once, but try to
4. 4. There is a positive atmosphere for the
elicit it from other students.
family.
III. After you read: Discuss with a
III. After you read: Discuss with a partner
partner
T: Put students in groups of four and let them
discuss the questions freely. If students have *Questions to discuss
difficulty with ideas, give them some examples of 1. Do you have any problems with
problems such as problems with time, skills and sharing housework?
2. What benefits do you get when
attitude.
S: One or two groups to report the discussion sharing housework?
*Students’ free discussion
results to the class.
4. Consolidation & Homework:
- Summarize the main points
- Ask students to practise reading the text again.
5. Feedbacks: 10C…………………………………………………………………………….
10C…………………………………………………………………………….


Teaching date:
Class
10C
10C

Date

Attendance

Period 5:
UNIT 1: FAMILY LIFE
Period 5: SPEAKING
I. Objectives: By the end of the lesson Ss will be able to gain:
1. Knowledge: Encourage students to talk about the chores of their love and hate.
- Vocabulary: Words and phrases related to household chores and duties.
- Grammar: Distinguish the present simple vs. the present continuous


2. Skill: Exchange opinions about household chores
3. Attitude: -Ss have positive attitude towards the lesson and practice speaking actively.
4.Competence development: communicative and use of language competences, presentation.
II. Preparation:
1. Teacher: lesson plan, textbook, TV, CD, laptop,...
2. Students: textbooks, notebooks, sub-boards…
III. Anticipated problems:
- There might be a shortage of time because of too much knowledge in a lesson, so the T should
be ready to assist them.
IV. Procedures:
1. Class organization: Checking attendance
2. Checking the old lesson
3. New lesson
Teacher and Students’ activities
Lead-in:
T: Provide students with some handouts with the
names of household chores and ask students to match the chores with corresponding pictures
- S: Pay attention to teacher and match the chores

with the pictures.
I. Before you speak:
1. Write the reasons you like or dislike doing
some chore
-T: Ask students to work by themselves, write at least three household chores they like or dislike with a reason why(not)
-T: Go round to help if necessary.

- S work in pairs, complete the table to find out the
different and similar ideas about housework.
- S: Do as required
- 2. Match the answer with the questions, then
practice the conversation
- Have students work in pairs, read all the questions
& answers. Explain if anything not clear
1.
- Encourage students to use the key words as cues to
find the answers
- - S: Work in pairs and try to match the columns
- T checks & correct the matching work
- S: practice the conversation.

Board display
UNIT 1: FAMILY LIFE
Period 5: Speaking
Chores I like!

I. Before you speak:
1. Write the reasons you like or dislike
doing some chore
*Example:

- Like: Cooking - like eating
Cleaning the house – like
cleanness
- Dislike: cleaning the bathroom- dirty
Cooking- time consuming
…………
2. Match the answer with the questions,
then practice the conversation
*Key:
1.c
2.a
3.d
4.b
*Conversation:
Anna: What household chores do you do
every day?
Mai: I do the laundry, wash the dishes,
and sweep the house. I sometimes do the
cooking when my mum is busy.


…………

II. While you speak: Have a similar conversation
to the one in part 2
-T: Ask students to work with a different partner to2.
have a similar conversation. Explain that this time
they should talk about themselves, and they have to3.
find out what chores their partner does, what chores4.
she/he likes or dislikes the most and why.

-Tell students to use the questions in activity 2 and5.
the ideas in activity 1 to do this activity.
S: -Work with a different partner to have a similar 6.
conversation.
-Invite a student from one or two pairs to report to
the class what she/he has found about his/her
7.
partner.
-S: Report to the class

II. While you speak: Have a similar
conversation to the one in part 2
*Suggested conversation:
You: What household chores do you do
every day?
Your partner: ……………
You: Which of the chores do you like
doing the most?
Your partner: ……………
You: What do you like about it?
Your partner: ……………
You: Which of the chores do you dislike
doing the most?
Your partner: ……………

III. After you speak: Rewrite the
III. After you speak: Rewrite the conversation in conversation in the notebooks
the notebooks
(Students’work)
4. Consolidation & Homework:

- Summarize the main points
- Learn new words, practice speaking the conversations in the lesson.
5. Feedbacks: 10C…………………………………………………………………………….
10C…………………………………………………………………………….
Teaching date:
Class
10C
10C

Date

Attendance

Period 6:
UNIT 1: FAMILY LIFE
Period 6: LISTENING
I. Objectives: By the end of the lesson Ss will be able to gain:
1. Knowledge: Equip students with more knowledge about roles of men and women in families.
- Vocabulary: Words and phrases related to household chores and duties.
- Grammar: Distinguish the present simple vs. the present continuous
2. Skill: Listen to understand a TV programme about roles performed by family members.
3. Attitude: -Ss have positive attitude towards the lesson and practice listening actively.
4. Competence development: cooperation and use of language competences.


II. Preparation:
1. Teacher: lesson plan, textbook, TV, CD, laptop,...
2. Students: textbooks, notebooks, sub-boards…
III. Anticipated problems:
- There might be a shortage of time because of too much knowledge in a lesson, so the T should

be ready to assist them.
IV. Procedures:
1. Class organization: Checking attendance
2. Checking the old lesson
3. New lesson
Teacher and Students’ activities
Board display
UNIT 1: FAMILY LIFE
Lead-in: Introduce the topic: write down two
Period 6: Listening
words wife/woman- husband/man and ask students
to make two words webs about the roles of
wife/woman and husband/man in the family. Family life – Changing roles
Students are free to call out their answers and T
writes down the words in the web.
I. Before you listen:
1. Look at the chart and discuss
T: Ask students to work in pairs, looking at the
chart and discussing the changes in the weekly
hours of basic housework by married men and
married women in the USA between 1976 and
2012.

I. Before you listen:
1. Look at the chart and discuss the
changes in the weekly hours of basic
housework by married men and married
women in the USA between 1976 and
2012. Guess the reasons for the changes.

-I: Encourage students to guess the reasons for the
changes. Ask them to call out their guesses. Write
the reasons given by students on a corner of the
board so that they can see if their guesses are
correct later, after they listen to the recording.

*Suggested ideas:
- They are more equal
- They have better thought about
household chores.
- They use more more modern devices.
………………
2. Match the word/ phrase with its
appropriate meaning.
*Key :
1.e
2.b
3.c
4.d
5.a

2. Match the word/ phrase with its appropriate
meaning.
- I: Have students work in pairs to match the words/
phrases with their appropriate meaning. To help
students het the answers easily, ask them if they
know the part of speech of the word/ phrase given,
and then choose the meaning.

II. While you listen

1. Listen & decide whether the following

II. While you listen
1. Listen & decide whether the


statements are true or false.
following statements are true or false.
-Ask S to read all the statements and guess if they
are true or false. Make sure that students understand *Key:
all the statements.
1. T
-Explain new words if any
2. T
-I: Play the recording for S to do the exercise.
3. T
-S: Listen carefully & do the task
4. F
- I: Play the tape again to check students’ answers
5. T
2. Listen & answer the questions
2. Listen & answer the questions
I: Ask students to read the questions carefully. *Key :
Make sure that they understand what is asked in1. 1. They are not the only breadwinner in
each question. Have them underline the key words the family, and they get more involved in
if necessary. Then play the recording and let housework and parenting.
students listen to it and answer the questions.
2. 2. Both are responsible for family
I: Ask S to work in pairs, compare their answers.
finances, home-making/ housework, and

I: Invite representatives from pairs to present the parenting.
answer to the class. Give feedback and correction if3. 3. The families become happier and the
necessary.
divorce rate amongst them is the lowest.
4. Consolidation & Homework
- Summarize the main points
-Learn new words/phrases in the lesson.
5. Feedbacks: 10C……………………………………………………………………………..
10C……………………………………………………………………………
Teaching date:
Class
10C
10C

Date

Attendance

Period 7:
UNIT 1: FAMILY LIFE
Period 7: WRITING
I. Objectives: By the end of the lesson Ss will be able to gain:
1. Knowledge: Students can write a paragraph about how people in their families share
housework.
- Vocabulary: Words and phrases related to household chores and duties.
- Grammar: Distinguish the present simple vs. the present continuous
2. Skill: Write about doing household chores in the family.
3. Attitude: -Ss have positive attitude towards the lesson and know their responsibilities in
sharing housework..
4. Competence development: cooperation and use of language competences.

II. Preparation:


1. Teacher: lesson plan, textbook, TV, CD, laptop,...
2. Students: textbooks, notebooks, sub-boards…
III. Anticipated problems:
- There might be a shortage of time because of too much knowledge in a lesson, so the T should
be ready to assist them.
IV. Procedures:
1. Class organization: Checking attendance
2. Checking the old lesson
3. New lesson
Teacher and Students’ activities
Lead-in:
T asks sts to give the translation for the
saying.
- T asks some more questions to introduce the
lesson

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

I. Before you write
1. Discuss the meaning of the saying.
Suggested questions:
- What does "many hands" mean, many
people or many hands?
- When we share the housework, is it easier or

harder?
- How do you understand the saying?
2. Read the text about Lam’s family below
and complete the chore chart.
- Asks students to read the text and complete
the chart, then they compare.
- One st writes the answers on the board when
sts are doing the task

I. Before you write
1. Discuss the meaning of the saying.

3. Read the text again and answer the
questions.

3. Read the text again and answer the
questions.
*Answers:
1. 2
2. the parents work, children spend most of
their time at school
3. they split the house equally
4. para 3 and 4
5. yes, they do
6. everyone can have some time to relax

- T lets sts read the questions and locate the
answers in the text in 5-7 minutes
- 6 sts say the answers, other sts listen and
correct if necessary

S: Do as required
- T checks & correct the answers

Students guess:
“Nhiều tay nhẹ việc”

2. Read the text about Lam’s family
below and complete the chore chart.
*Answers:
Dad: para 2
Mum: para 2
Lam: para 3
An: para 3


II. While you write: Make a family chore
chart of your own.
- T has sts fill their chart individually then
they can compare with their friends
- Sts write a paragraph about their family
using the ideas in the chart, the questions from
the given text.
- T goes around and gives help, collects
common mistakes for later correction.
- Sts exchange their writing for peer
correction and comment
- T collects 5 paragraph to mark in class so
that all sts feel the need to do the task

II. While you write: Make a family chore

chart of your own.
*Suggested chart:
Family chore chart
1. Name: Mum
Chore list: shopping
Preparing meals
Doing the washing
2. Name: Dad
Chore list: mending things
Vacuuming the house
………………

4. Consolidation & Homework
- Summarize the main points
-Learn new words/phrases in the lesson, complete your family chore chart.
5. Feedbacks: 10C………………………………………………………………………………
10C………………………………………………………………………………

Teaching date:
Class
10C
10C

Date

Attendance

Period 8:
UNIT 1: FAMILY LIFE
Period 8: COMMUNICATION AND CULTURE

I. Objectives: By the end of the lesson Ss will be able to gain:
1. Knowledge: Understand different family lifestyles in different cultures.
- Vocabulary: Words and phrases related to household chores and family lifestyles in different
cultures.
- Grammar: Distinguish the present simple vs. the present continuous
2. Skill: Communication
3. Attitude: -Ss have positive attitude towards the lesson and know different family
lifestyles in different cultures.
4. Competence development: communicative and use of language competences.
II. Preparation:
1. Teacher: lesson plan, textbook, TV, CD, laptop,...
2. Students: textbooks, notebooks, sub-boards…
III. Anticipated problems:


- There might be a shortage of time because of too much knowledge in a lesson, so the T should
be ready to assist them.
IV. Procedures:
1. Class organization: Checking attendance
2. Checking the old lesson
3. New lesson
Teacher and Students’ activities

I. Communication
1. Look at the pictures & answer the
questions
- T asks sts to look at the picture of the husband
and wife and answer some questions.
- S: Look at the picture and answer the questions.
2. Listen and match

- T introduces the talk show, the people and the
task by asking simple questions
- T lets sts read the statement, makes sure they
understand everything by asking them for
translation of all sentences.
- T plays the CD twice, sts listen and match
then compare with their peers.
- T checks with class by saying the number, sts
say the letter

Board display
UNIT 1: FAMILY LIFE
Period 8: Communication & Culture
I. Communication
1. Look at the pictures & answer the
questions
(Students’ free answers)

2. Listen and match. Who said what?
* Vocabulary:
- burden: gánh nặng
- join hands: cùng nhau, chung tay
- provide: chu cấp, cung cấp
- provider: người chu cấp
- neat: gọn gàng, ngăn nắp
*Answers:
Mr Hoang: c, e, g
Mr Nguyen Nam: b, d
Ms Mai Lan: a, f

- T guides sts to work in group of 4 and prepare
the answers; they can use the ideas in task 2.
Each group has a leader to take notes and report
their opinion to the class
- 2 groups report its opinion, others listen and
comment.

3. Discuss the questions. Then report
your group’s opinion to the class.
*Model answer:
- Our group agrees with Mr Nguyen Nam,
husband and wife should have a similar
role. They should share housework,
parenting, homemaking, financial burden.
In our family, our parents share all the work
and we are happy with that.

II. Culture: Read the 2 texts & answer the
questions
Read and fill the table
- T has sts look at the pictures at the end of the
unit to elicit the terms "nuclear family" and

II. Culture: Read the 2 texts & answer
the questions
*New words:
- single-parent:bố or mẹ đơn thân
- child-minder:người trông nom trẻ

3. Discuss the questions. Then report your

group’s opinion to the class.


"extended family"
- Sts work in pair to read and complete the
table, after that sts compare to correct. Sts can
use a dictionary to look up new words while
doing the task
- T asks one st to write the answers on the board
for class checking.

- nursing home:bệnh xá, nơi an dưỡng
- collaborate:cộng tác
- ungrateful:vô ơn, bạc nghĩa, bạc bẽo
- behavior:cách cư xử, cách ăn ở
*Answer:
1. nuclear family – extended family
2. child minder – grandparents/ grate
grandparents
3. in nursing home – with their children
4. collaborating with school- helping at
home

4. Consolidation & Homework
- Summarize the main points
-Learn new words/phrases in the lesson.
5. Feedbacks: 10C………………………………………………………………………………..
10C……………………………………………………………………………….
Teaching date:
Class

10C
10C

Date

Attendance

Period 9:
UNIT 1: FAMILY LIFE
Period 9: LOOKING BACK AND PROJECT
I. Objectives: By the end of the lesson Ss will be able to gain:
1. Knowledge:
- Vocabulary: Use lexical items related to the topic Family life
- Pronunciation: consonant clusters /tr/, /kr/ and /br/
- Grammar: Distinguish the present simple vs. the present continuous
2. Skill:
3. Attitude: -Ss have positive attitude towards the lesson and know different family
lifestyles in different cultures.
4. Competence development: communicative and use of language competences.
II. Preparation:
1. Teacher: lesson plan, textbook, TV, CD, laptop,...
2. Students: textbooks, notebooks, sub-boards…
III. Anticipated problems:
- There might be a shortage of time because of too much knowledge in a lesson, so the T should
be ready to assist them.
IV. Procedures:
1. Class organization: Checking attendance


2. Checking the old lesson

3. New lesson
Teacher and Students’ activities

I. Looking back
1. Pronunciation: Listen and underline the
words that have the consonant cluster
sounds /tr/, /kr/, /br/
- T introduces the task and plays the CD, sts
listen and circle the cluster they hear
- T assigns /tr/, /kr/, /br/ to 3 lines/rows of
students then read 4/5 sentences containing all
three clusters. Sts listen and react by clapping
their hands.
2. Vocabulary
a. Write the name of the chore under each
picture.
- T has sts work in pairs, read the text carefully
and fill in each gap with a word.
- T reminds sts that thay have to use the correct
form of the words when filling
- T goes around and gives helps if necessary.
- One st does the task on the board
- T checks with the class by saying the number,
sts say the words/phrase to check pronunciation
- T asks one sts to translate the text to make
sure that sts understand it
b. Use the words/ phrases in the box in their
correct form to complete the text.

3. Grammar

a. Finish the sentences with either the
present simple or present continuous.

Board display
UNIT 1: FAMILY LIFE
Period 9: Looking back & Project
I. Looking back
1. Pronunciation: Listen and underline
the words that have the consonant
cluster sounds /tr/, /kr/, /br/
* Answer:
1. cream, brush
2. crash, tree, traffic
3. try, create, brother
4. brown, bread, breakfast
5.brave, travelling, train
6. true, crime, increase
2. Vocabulary
a. Write the name of the chore under
each picture.
*Answers:
1. cooking
2. Shopping for groceries
3. doing the laundry
4. taking out the rubbish
5. cleaning the bathroom
6. washing up
7. Ironing
8. sweeping the house
9. watering the flowers

10. feeding the cat
b. Use the words/ phrases in the box in
their correct form to complete the text.
Answers:
1. does the cooking
2. shops for groceries
3. does the heavy lifting
4. laundry 5.ironing
6. takes out the rubbish
7. sweeping the house
8. lays the table
9. does the washing-up
3. Grammar
a. Finish the sentences with either the


b. Discuss the following questions. The
report the results to the class.
*Model dialogue:
A. Hello
- Sts work in pairs to give the correct verb form
in present simple or present continuous
- T checks with class and asks sts why they
make their choice to consolidate the use of the
two tenses

II. Project
- T asks sts to work in pairs this time and make
up a short dialogue based on the questions in
task.

- T asks some pairs to act the dialogue, starting
and ending with sentences given by the teacher

present simple or present continuous.
*Answer:
1. am writing, miss
2. am looking after
3. looks, is wearing
4. am cooking
5. are you reading
6. do people in your family do
2. Activity 2. Discuss the following
questions. The report the results to the
class.
*Model dialogue:
A. Hello
B. Can I ask you something?
A. question 1
B. …….
A. Thank you for your answers
B. You are welcome!
II. Project
1. Activity 1. Do a survey. Find out …..
2. Activity 2. Compare your findings and
get ready to report to the class.

4. Consolidation & Homework
- Summarize the main points
- Students do the survey in PROJECT in groups at break time. Teacher design the form and
students hand in the results in written form as assignment.

5. Feedbacks: 10C………………………………………………………………………………
10C……………………………………………………………………………...


UNIT 1
Glossary:
Word

Typ
e
Pronunciation

Meaning

benefit

(n)

/ˈbenɪfɪt/

lợi ích

breadwinner

(n)

/ˈbredwɪnə(r)/

người trụ cột gia đình

chore

(n)

/tʃɔː(r)/

cơng việc vặt trong nhà,
việc nhà

contribute

(v)

/kənˈtrɪbjuːt/

đóng góp

critical

(adj /ˈkrɪtɪkl/
)

hay phê phán, chỉ trích,
khó tính

enormous

(adj /ɪˈnɔːməs/
)

to lớn, khổng lồ

equally shared
parenting

(np) /ˈiːkwəli ʃeə(r)d
ˈpeərəntɪŋ/

chia sẻ đều công việc nội
trợ và chăm sóc con cái

extended family

(np) /ɪkˈstendɪd
ˈfỉməli/

gia đình lớn gồm nhiều thế
hệ

finances (househo (n)
ld)

/ˈhaʊshəʊld faɪ
ˈnỉns/

tài chính, tiền nong (của
gia đình)

financial burden

(np) /faɪˈnỉnʃl ˈbɜːdn/

gánh nặng về tài chính,
tiền bạc

gender
convergence

(np) /ˈdʒendə(r) kən
ˈvɜːdʒəns/

các giới tính trở nên có
nhiều điểm chung

grocery

(n)

thực phẩm và tạp hóa

/ˈɡrəʊsəri/


Typ
e
Pronunciation

Word
heavy lifting

Meaning

/ˈhevi lɪftiŋ/

mang vác nặng

homemaker

(n)

/ˈhəʊmmeɪkə(r)/

người nội trợ

iron

(v)

/ˈaɪən/

là/ủi (quần áo)

laundry

(n)

/ˈlɔːndri/

quần áo, đồ giặt là/ủi

/leɪ/

dọn cơm

lay (the table for
meals)
nuclear family

(np) /ˈnjuːkliə(r)
ˈfỉməli/

gia đình nhỏ chỉ gồm có bố
mẹ và con cái chung sống

nurture

(v)

/ˈnɜːtʃə(r)/

ni dưỡng

responsibility

(n)

/rɪˌspɒnsɪˈbɪlɪti/

trách nhiệm

Teaching date:
Class
10C
10C

Date

Attendance

Period 10:
UNIT 2: YOUR BODY & YOU
Period 10: GETTING STARTED
I. Objectives: By the end of the lesson, Ss will be able to:
1. Knowledge:
- Knowledge: ways to stay healthy
- Vocabulary: Words & phrases related to illnesses & health
- Language: some common sayings/ idioms about health
2. Skills: Listening, Reading
3. Attitude: Students get started & feel interested in the topic of the whole unit
4. Competence development: group work & self-awareness
II. Preparation:
1. Teacher: lesson plan, textbook, TV, CD, laptop,...
2. Students: textbooks, notebooks, sub-boards…
III. Anticipated problems:
- There might be a shortage of time because of too much knowledge in a lesson, so the T should
be ready to assist them.
IV. Procedures: