Date of planning: 04/09/2024

Perod 01

INTRODUCING THE PROGRAMS OF ENGLISH 10

A. Aims:
- Help Ss to know about the English book grade 10 in general. (Including themes,
tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce the theme and units.
- By the end of the lesson, students will be able to:
+ Know about the English book grade 10 in general.
B. Preparations:
- Teacher: Textbook, Tv, laptop….
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Activities

* Game: Lucky Number

1. Warm-up -T divides the whole class into two groups and plays the game. T <--> Ss
- The leader of each group chooses a number for their own group
9 minutes and does the following requirement in each question. If the answer
is correct, they will get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not? Group work
7. How do you learn English well?
8. Do you speak English fluently?
- T leads Ss in the lesson.
A. Content: Including four themes
2. Presentation - T introduces the themes T <--> Ss
1 1. our lives 2. Our society
3. our environments 4. Our future
--> four themes are divided into ten units.
12 minutes - T asks Ss to find out the themes through the unit’s name.
B. The design of each unit in textbook:
1. Getting started: Introducing the overall topic of the unit
2. Language: Learning vocabulary, grammar and pronunciation
 3. Reading: Developing reading skills and providing Ss with
language and ideas about the topic
4. Speaking: Developing speaking skills and encouraging Ss to
apply and share their own knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping Ss cope with
ideas and necessary language
7. Communication and culture/ CLIL: providing Ss with an
opportunity for further practice and consolidation of the skills and
the language learnt previously in the unit.
8. Looking back and project:
- Revising and consolidating of the language in the unit
- Providing Ss with an opportunity to apply the language and
skills they learnt throughout the unit to perform a task in a realistic
situation
- After 2 units, Ss have one period for test themselves. It helps
them test themselves about what they’ve learnt.
C. Tests:
3. Presentation 1- Checking frequency knowledge for the previous lesson. T <--> Ss
2 2- Fifteen minutes test (2 times for each semester)/project 1
3- Mid-term test (once for each semester)
20 minutes 4- Semester test (Once for each semester)
D. The new point in learning English 10
- Communicative method /approach.
- Task - based method /teaching.
- The book is designed with 4 skills.
- Complete and various tests.
- Learner - centered approach.
E. Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it
has.
- Introduce some more information. T <--> Ss
- There are 4 themes 1. our lives 2. Our society
3. our environments 4. Our future
- There are 8 periods in each unit. They are Getting Started,
Language, Reading, Speaking, Listening, Writing, Culture and
communication and Looking Back
F. Some requires of students
- Read the lesson before studying in class.
- Do all exercises at home.
- It is good to find the meaning and the pronunciation of the new T <--> Ss
words in the dictionary at home.
-Listen to the teacher attentively and take part in the lesson
 actively and creatively.
- Take part in the activities that the teacher required such as pairs
work, group work or individual
- Each S has a notebook and book (student book and work book)
4. - Ask Ss to consolidate the main contents.
Consolidation T <--> Ss
- Give feedback.
2 minutes
5. Homework - Prepare the new words in Unit 1: Family life T <--> Ss
2 minutes Lesson1: Getting started

Date of planning: 04/09/2024

Period: 2
UNIT 1: FAMILY LIFE
Lesson 1: Getting started – Household chores
I/ Learning outcomes:
By the end of this lesson, Ss will be able to:
1. Knowledge:
- have an overview about the topic Family life;
- gain vocabulary to talk about household chores.
2. Competences:
- develop communication skills;
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
3. Attributes:
- be aware of responsibilities towards family
II/ Teaching and learning resources:
Tape (CD), Tivi, speakers, textbook, teacher's book, copies of pictures, handouts, laptop,
posters
III/ PROCEDURE:
Aims Contents Outcomes Steps
ACTIVITY 1: INTRODUCTION & ENGAGE/ WARM UP (5’)
1. Guessing picture(2’) Students’ oral Elicit
- Introduce the unit What is the picture about? prediction about Show the picture
topic (Family life); the topic to elicit the topic

- Introduce some Suggested answer:

vocabulary to be Family life/ doing
learnt in the unit. household chores

2.Vocabulary: (3’) Lists of some List

List the household chores that household chores Work in groups
you see in the picture (3’) Expected answers: of two to list the
Clean the house household chores
 Wash the dishes on the board
Iron clothes
Do the cooking
ACTIVITY 2: STUDY/ PRESENTATION (15’)
- Understand the 1. Vocabulary: (10’) A list of words in Elicit
related words in the Look at the photos to guess the notebook Give synonym/
conversation meaning of new words Vietnamese
- Introduce the - household (n) /ˈhaʊs.həʊld/ equivalent/
grammar points to be - chore (n) /tʃɔːr/ example to elicit
learnt in the unit. - breadwinner /ˈbredwɪnə(r)/ (n) vocabulary from
- heavy lifting /ˌhevi ˈlɪftɪŋ/ (np): Ss
- homemaker /ˈhəʊmmeɪkə(r)/ (n):
- laundry /ˈlɔːndri/ (n):
* Check vocabulary: The missing words on Rub out and
the board remember
2. Listen & read (5’) Ss’prediction about Set the context
look at the picture (p.8 - 9) and the picture for listening and
answer the questions: Suggested answers: reading the
● Who are they? They are Nam and conversation
● Where are they? Minh. They are at
● What are they doing? Nam’s home. Nam is
cooking.

ACTIVITY 3: ACTIVATE/ PRACTICE (20’)

Practise reading for 1/ True/False (7’) - Ss’ oral prediciton Predict then
specific information Read the conversation again and - Statements listen and read
decide whether the following identified as true or the conversation
statements are true (T) or false false - Work in pairs
(F). (p.9) Key: - Peer correction
. 1.F → Nam is - Teacher’s
cooking now. feedback
2.T 3.T
- Practise scanning 2/ Fill in the table (7’) Some collocations for Filling in the
- Develop students' Write the verbs/verb phrases that household chores table
knowledge of are used with the words or phrases 1.put out the rubbish - Work in pairs
vocabulary for in the conversation in 1. (p.9) 2.do the laundry - Peer correction
household chores 3.shop for groceries -Teacher’s
4.do the heavy lifting feedback
do the washing-up
- Identify the present 3/ Sentence completion (6’) Completed verbs - Do the task
simple and the Complete the sentences from the using th present individually
present continuous, conversation with the correct forms simple or the present - share the
and how they are of the verbs in brackets. (p.9) continuous answers with a
used in sentences 1.I’d love to, but I’m afraid I Answers: peer.
can’t. I (prepare) ______ dinner. 1.‘m preparing - Teacher’s
2. My mum usually (do) 2. does – ‘s working feedback
________ the cooking, but she
(work) _________ late today.
ACTIVITY 4: CONSOLIDATION/ PRODUCTION (5’)
Help students 1. Wrap up (3’) - Ss’ list of household Watching and
memorise the target Watch the video clip and list all chores on the poster listening
language and skills the household chores done in the Suggested answers: -Work in 4
that they have video  Clean the toilet groups
learned  Wash the clothes -Peer correction
 Vacuum the carpet - Teacher’s
 Feed the chicken feedback
Inform students what 2. Homework (2’)
the final product of a/ Exercises in the workbook
the project should be b/ Project preparation
and how students can - Tell Ss the project requirements: Ss’ oral presentation Groupwork
prepare for it. Do research on Family Day in Viet of the research results
Nam or other countries in the world
(related information:time, place,
history and reason to celebrate;
food, activities)
- Ask Ss to present their plans in
the last lesson of the unit.

Date of planning: 04/09/2024

Period: 3
UNIT 1: FAMILY LIFE
Lesson 2: Language
I/ Learning outcomes:
By the end of this lesson, Ss will be able to:
1. Knowledge:
- Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences.
- Understand and use some lexical items about family life.
- Distinguish and use present simple and present continuous.
2. Competences:
- Be collaborative and supportive in pair work and team work.
- Access and consolidate information from a variety of sources.
- Actively join in class activities.
3. Attributes:
- Be aware of responsibilities towards family
 II/ Teaching and learning resources:
Tape (CD), T.V, speakers, textbook, teacher's book, copies of pictures, handouts, laptop, posters…..
III/ PROCEDURE:
Aims Content Outcomes Steps
ACTIVITY 1: PRONUNCIATION/ WARM UP (10’)
- To help students 1. GAME: Guess the words Students’ oral Elicit
recognise and * T gives instructions: prediction about the Show the pictures to
practise the • There are 3 pictures related to the pictures. elicit the three
consonant consonant blends /br/, /kr/, and /tr/ Suggested answers: consonants.
blends /br/, /kr/, • Ss have 5 seconds to think, then guess 1. tree
and /tr/ in words. the word corresponding to the 2. bread
pictures. 3. cream

2. TASK 1: LISTEN AND REPEAT. Repeated words with Listen to the

Pay attention to the consonant blends the consonant blends recording/
/br/, /kr/, and /tr/ (p.9) teacher & repeat in
* Teacher: chorus then
- plays the recording and asks Ss to listen individually
to the words and repeat; tell them to pay
attention to the consonant blends.
- makes sure Ss know the meaning of each
word.
TASK 2: LISTEN TO THE Circled words. Listen to the
SENTENCES AND CIRCLE THE Suggested answers: recording/
WORDS YOU HEAR. (p.9) 1. b, 2. c , 3. a teacher and circle the
* Teacher gives the instruction clearly correct words
individually.
ACTIVITY 2: VOCABULARY (10’)
To make sure that TASK 1: MATCH THE WORDS WITH Marched words with - Work in pairs.
students THEIR MEANINGS. (p.10) their meaning - Peer correction.
understand the * T gives clear instructions. Key: -Teacher’s feedback.
meaning of some 1. b, 2. d, 3. e, 4. a, 5.
lexical items about c
household chores.

TASK 2: COMPLETE THE Completed sentences - Work in pairs.

SENTENCES USING THE WORDS with the words - Peer correction.
IN TASK 1. (p.10) provided -Teacher’s feedback.
* T gives clear instructions. Key:
1. homemaker
2. groceries
3. heavy lifting
4. housework
5. breadwinner
 ACTIVITY 3: GRAMMAR (12’)
To give students TASK 1: CHOOSE THE CORRECT Completed sentences - Work in pairs.
an opportunity to FORM OF THE VERB IN EACH using the correct form - Peer correction.
revise the use of SENTENCE. (p.10) of the verbs -Teacher’s feedback.
present simple and * Teacher: Key:
present continuous - tells Ss to read the sentences in 4 in 1. does
Getting Started. T asks them what 2.is putting out
tense(s) is / are used in each of them. 3. cleans
4. is studying
5. does
- Practise scanning TASK 2: COMPLETE THE Completed paragraph - Work in pairs.
- Develop students' PARAGRAPH. using the simple - Peer correction.
knowledge of - T asks Ss to look at Remember! box again present or present -Teacher’s feedback.
vocabulary for to master the differences ontinuous
household chores. between Present simple and Present Key:
continuous. 1. does
- T asks Ss to work in pairs. 2. is not/isn’t doing
3. is watching
4. are doing
5. is tidying up
6. is trying
ACTIVITY 4: EXTRA ACTIVITY (8’)
To help students Extra exercise : 10 questions Completed - Give the handouts.
further practise the Put the verbs into the correct forms: sentences using the - Work in pairs.
present tenses present simple or present continuous. present simple or - Peer correction.
forms. 1. Listen! My sister (sing)______a song. present continuous -Teacher’s feedback.
2. Every night, we (go)___to bed at 11p.m. * Key:
3. Now, they (stay)______ in Ha Noi . 1. is singing 2. go
4. My grandfather often (read) ________ a 3. are staying 4.
newspaper in the morning. reads
5. Look! Hoa (run)____________. 5. is running
6. Thuy usually (listen)_____ to the teacher 6. listens/ isn’t
in the class, but she (not listen) ____now. listening
7.Everyday, Mr. Hoang (not go) ______to 7. doesn’t go
work by car. 8. goes/ goes
8. In the autumn, he rarely (go)_______ 9. am writing
sailing and (go)________ to school. 10. have / go
9. I (write)____________ a letter to my
best friend now.
10. At 11 a.m every day, I (have)_______
lunch and (go)________ to bed.

ACTIVITY 5: CONSOLIDATION: (5’)

To help students WRAP-UP * Students’ list of * Ss work
memorize the - the consonant blends /br/, /kr/, and /tr/ what they have learnt. individually.
target language - present simple or present continuous.
and skills that they - consonant blends
have learnt HOMEWORK: /br/, /kr/, and /tr/.
 - Exercises in the workbook. - some lexical items
- Prepare for lesson 3 Unit 1. about household
chores.
- present simple vs.
present continuous.

Hand – out:
Language analysis
Present simple Present continuous
1. Form (+) S + V(s/es). (+) S + am/is/are + Ving.
(-) S + do not/ does not (don't / doesn't) + V. (-) S + am/is/ are + not (‘m not/ isn’t/ aren’t)
(?) Do/Does + S + V? + Ving.
(?) Am/ Is/ Are + S + Ving?
2. Uses We use present simple to talk about habits or We use present continuous to talk about
things we do regularly. things which are happening at the moment of
Example: My mother cooks every day. speaking.
Example: My mother isn’t cooking now.
She’s working in her office.
3. Time usually, always, every day, often, never, seldom… now, at the moment, at present, presently, …
expressions 🡪 adverbs of frequency

Put the verbs into the correct forms: present simple or present continuous.
1. Listen! My sister (sing)______a song.
2. Every night, we (go)___to bed at 11p.m.
3. Now, they (stay)______ in Ha Noi .
4. My grandfather often (read) ________ a newspaper in the morning.
5. Look! Hoa (run)____________.
6. Thuy usually (listen)_____ to the teacher in the class, but she (not listen) ____now.
7.Everyday, Mr. Hoang (not go) ______to work by car.
8. In the autumn, he rarely (go)_______ sailing and (go)________ to school.
9. I (write)____________ a letter to my best friend now.
10. At 11 a.m every day, I (have)_______ lunch and (go)________ to bed.