Giao an hoc ki 1

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
(8ms)

Teacher’s activities
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

Students’ activities

The lesson content
Unit 1 : FAMILY LIFE

Lesson 2: Language

- match in pairs
- listen to the
teacher

A. Vocabulary:
Activity 1. Matching
Answers:
1.f
2.e 3.a 4.h
5.b 6.g
7.d 8.c


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
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

- work in group

- do as told

- list

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
summer?
- ice-cream

- correct
- do as required

- read the words
- circle the words

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


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

- 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

- 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)

(6ms)

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
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

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

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

Answers:
2. b 3.b 4.b

5.a


(6ms)

(8ms)

(5ms)

(3ms)

(2ms)

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

- 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
: FAMILY LIFE
Period 5
: Speaking
Week
:2
Date of preparation : August 20th , 2015
Date of teaching
: August 26th, 2015
Classes
: 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 dishe things
- T goes around to -Ask if needed
the
s
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

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
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

answers

- Ss read
match.

s

and

……

beauty
of
different
kind of
flowers
…….

y
liftin
g

backach
e.

……
.

………
…

-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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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
Students’
Contents
activities
1. Work in pairs.
UNIT 1: FAMILY LIFE
Discuss the meaning of
Period 7: Writing
the saying above. Do
“ Many hands make light work”
you agree with it? How
does this saying apply
to doing in the family.
SUGGESTED ANSWERS:
- T asks Ss to work in - Ss continue This saying means if many people
pairs to discuss the discuss how the share a piece of work, it will become
meaning of this saying.
saying applies in easier for everybody
- T may work around to their family.
give some suggestions
How to apply: If all family members
when they get stuck; T

contribute to housework, each won’t
may also give them the
have to much to do. Each will have
ideas about that.
more time for relaxation.
- Ss are asked to show
2.
their attitude to the point
Dad
Mending things around the
of the saying and justify
house,
their answer.
cleaning the bathroom.
2. Read the text about
Mum Doing most of the cooking
Lam’s family below and
and grocery shopping.
complete the chore
Lam Doing the laundry, taking out
chart.
the garbage and cleaning the
- T tells what Ss need to -do as told
fridge,
do in this task.
laying the table for meals,


- 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
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

-read the text
-focus
information

the

-Compare

table

the

- do as required

An

sweeping the house and
feeding the
cat (share with sister)
Helping Mum prepare meals
and
washing the dishes, laying
the
table for meals and washing
the dishes,
laying the table for meals,
sweeping
the house and feeding the cat
(share with brother)

-Read the
questions

-write a paragraph

-compare
-present the
answers

- take notes

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.


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
together.
- T asks Ss to exchange
their paragraphs for peer
comment.
T walks around to give
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
-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
- Ss write the and repair electronic household
appliances. My sister, Linh likes
paragraph
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
- do as told
watering the flowers, feeding the pets
and laying tables for meals. We are
all happy to perform our duties, and
we think each of us play an important
role in keeping the house clean, the
home warm and happy.

F. SELF -EVALUATION :
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UNIT 1
: FAMILY LIFE
Period 8
: Communication and culture
Week
:3
Date of preparation : August 26th , 2015
Date of teaching
: September 1st, 2015
Classes
: 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
+ explanation

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


+ 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

childminder
3 Nursery
homes
4 Taking part
in
the
activities of

PSG
or
PTA

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 :
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................


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-/
the 4. brown/ br-/; bread /br-/;
breakfast/ br-/
the 5. brave/br-/; cime/kr-/; increasing/
kr-/

the