Date of planning: …/… / 2022

Date of teaching: …/… / 2022

WEEK: 3

Period 7
UNIT 1: MY FAMILY
LESSON 6: Writing

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- Use lexical items related to the topic “Family life”;
- Write about family routines.
2. Competence:
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities;
- Develop presentation skills.
3. Qualities:.
- Be able and willing to sharing housework in the family.
II. TEACHING AIDS:
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
1. WARM UP & INTRODUCTION ( 3’- 5’)
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to
warm up to the subject and new lesson.
* Outcome: To get students be actively involved in the lesson
- To introduce the concept of family routines and activities that can become part of them.
* Organisation : Teacher’s instructions …

Teacher’s Student’s activities Content

* Teacher: TASK 1: WHICH OF THE FOLLOWING
- Takes the 6 pictures in Task 1, prints them out ACTIVITIES IN THE PICTURES DO YOU
and puts each picture on different tables. THINK CAN BE FAMILY ROUTINES? The
- Asks Ss to stand around the table with the activity six pictures with six activities:
they do most with their family.
Ss go to the table with the activity they do most (p.14)
with their family.
** Ss do as instructed.
*** Ss in each group share with the group how
often they do that activity
**** T asks randomly some Ss to share with the
class how often they do the activity and leads in the
lesson of “Family routines”: Each of the activities
can become a family routine if a family decides to
do together and regularly.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

Aims: To provide an example email about family routines, which students’ can use as a model for their
writing
* Content: Task 2: read joey’s email about his family routines and complete the table with the
information from it
* Outcome: Complete the table with the information from it
* Organisation:

Teacher’s Student’s activities Content

* Teacher: TASK 2: READ JOEY’S EMAIL ABOUT HIS
- Asks Ss to read the table headings to find out FAMILY ROUTINES AND COMPLETE THE
what information they need to focus on when they TABLE WITH THE INFORMATION FROM
read the email. (routines, when / how often things to IT. (p.14)
do to strengthen family bonds). KEY
- Ask Ss to read the email and underline the
relevant information.
- Has Ss compare their answers with a partner
before they complete the table.
** Ss do as instructed.
**** T asks individual Ss to call out their answers
and confirms the correct ones.
Key:

WRITING
1. have a picnic /hæv ə ˈpɪknɪk/ (v.phr): đi dã
ngoại
VOCABULARY 2. celebrate /ˈselɪbreɪt/ (v): tổ chức, kỉ niệm
 3. experience /ɪkˈspɪəriəns/ (n): trải nghiệm
*** T confirms, shows the items and their 4. spotlessly /ˈspɒtləsli/ (adv): không tì vết
meanings on the screen; asks Ss to note down the 5. exchange opinions /ɪksˈtʃeɪndʒ ə
vocabulary. ˈpɪnjən/ (v.phr): trao đổi ý kiến
T helps students to pronounce the words
Students listen and repeat

3. PRACTICE ( 15’)
Aim:
* Content: To help students practise writing part of an email about family routines using given ideas.
- To help students practise developing ideas and writing a paragraph
* Outcome: write part of an email about family routines using given ideas
* Organisation:

Teacher’s Student’s activities Content

* Teacher: TASK 3: COMPLETE THE EMAIL ABOUT
- Tells Ss that they are going to write a paragraph DONG’S FAMILY ROUTINES USING THE
about family routines. They don’t have to write a INFORMATION IN THE BOX. (p.15)
whole email, and the opening and ending have Gives Ss some basic information about the
been provided. structure of a paragraph:
- Gives Ss some basic information about the + A paragraph is a group of sentences that
structure of a paragraph: develop ONE main idea.
+ A paragraph is a group of sentences that + A paragraph usually consists of three parts:
develop ONE main idea. a topic sentence, supporting sentences and a
+ A paragraph usually consists of three parts: a concluding sentence.
topic sentence, supporting sentences and a + Two important qualities of a good
concluding sentence. paragraph are unity (i.e. one main idea is
+ Two important qualities of a good paragraph developed) and coherence (i.e. all the
are unity (i.e. one main idea is developed) and sentences and ideas flows smoothly to make
coherence (i.e. all the sentences and ideas clear and logical points about the topic)
flows smoothly to make clear and logical
points about the topic)
Asks Ss read the information in the table and check
comprehension.
- Asks Ss to write the middle paragraph of the
email individually, sets a limited time for this task
and walks round the class to give further support if
needed.
- Before they write, reminds them to use some
connectors to link the ideas:
+ To list ideas: First, Second, In addition,
Additionally, Moreover, Furthermore, Another
idea worth noting is that, Finally,
+ To give an example: For example/ For
instance, To illustrate.
+ To conclude: In conclusion, In brief, In
short.
** Ss do as instructed.
*** Ss share their answers with their group
members.
**** T walks round the class to monitor, makes a
note of some common mistakes.
 4. PRODUCTION/ FURTHER PRACTICE ( 8’)
Aim: To give students an opportunity to recognise the common mistakes so that they can avoid in
writing
* Content: Peer correction
* Outcome: correct writing
* Organisation:

Teacher’s Student’s activities Content

* Teacher: PEER CORRECTION
- Explains the marking symbols in the following
table.

- Asks two Ss sitting next to each other to exchange

their writing, read their partner’s writing and write
the symbols next to their partner’s mistakes like the
ones in the table above.
- Asks Ss to return their partner’s writing and lets
them correct themselves.
- Reminds them that they can ask for their partner’s
help.
** Ss do as instructed.
*** Ss share their ideas with a partner.
**** T goes round to offer help. To: j
CLASS CORRECTION oey@webmail.com
* Teacher: Subject: My family routines
- Writes Ss’ common mistakes on the board, asks Hi Joey,
Ss to check whether they make the same mistakes How are you? We’re all doing fine here. You
in their writing. asked me about my family routines. Well, we have
- Calls on some Ss to correct those mistakes as a a number of routines to help us learn life skills as
class. well as build family bonds. Here are three main
** Ss do as instructed. ones.
**** Teacher: First, my family always have breakfast together.
We often eat bread or noodles and share our plan
- Further explains the paragraph structure if Ss are for the day while eating. Second, we watch our
not able to develop the three elements in their favourite film on TV together every Saturday
writing. evening. We watch a film and share snacks. Then,
- Collects Ss’ writing and provides written we exchange opinions after the film. Third, on the
feedback in the next lesson. In weaker classes, T second Sunday of the month, we visit our
provides some suggested answers if necessary. grandparents. When coming to our grandparents’
house, we usually do some housework for them
and have lunch with them. They look really happy
when talking and eating with us.
What do you think about my family routines?
Please, write back soon and let me know.
Best wishes,
Dong

5. WRAP-UP & HOME WORK (2’)

WRAP-UP
T asks: What have you learnt today?
- We have practised writing a paragraph about family routines.
HOMEWORK
- Exercises in the workbook
- Prepare for Communication and Culture lesson
=========================

Date of planning: …/… / 2022

Date of teaching: …/… / 2022
WEEK: 3

Period 8
UNIT 1: MY FAMILY
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- express their opinions in a conversation about whether family members should spend time together;
- understand British family values.
2. Competence:
- 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. Qualities:
- be more respectful of Vietnamese and British family values;
- be able and willing to embrace those family values.
II. TEACHING AIDS:
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
1. WARM UP & INTRODUCTION ( 3’- 5’)
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to
warm up to the subject and new lesson.
* Outcome:Students revise words/ phrases related to the topic
* Organisation : Teacher’s instructions …

Teacher’s Student’s activities Content

+ Greeting + Asking question:
* T divides the class into two teams, has Ss in The class into two teams, has Ss in each team take
each team take turns to run to the board and turns to run to the board and write a word/ phrase
write a word/ phrase about the advantages or about the advantages or disadvantages of sharing
disadvantages of sharing housework. housework.
** Ss do as instructed.
**** T confirms the correct word/ phrase and
decides the winner (the team with most correct
words/ phrases).

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

Aims: To provide students with an example conversation in which people exchange opinions about
teenagers doing housework.
To help Ss practise expressing their opinions in a conversation about whether family members should
spend time together
* Content: task 1,2
* Outcome: Complete the gaps based on the clues in the conversation.
Brainstorm some advantages and disadvantages of spending time together as a family.
* Organisation:

Teacher’s Student’s activities Content

* Teacher: TASK 1: LISTEN AND COMPLETE THE
- Asks Ss to read through the expressions in the CONVERSATION. (p.15)
box and the incomplete conversation, checks
comprehension and encourages them to Key:
complete the gaps based on the clues in the 1.A
conversation. 2. C
- Plays the recording once or twice. 3. B
** Ss do as instructed.
**** Teacher:
- Checks the answers by asking individual Ss to
read out the complete conversation.
- Asks Ss to practise the conversation in groups
of three.
- In stronger classes, writes some prompts on
the board and asks Ss to role-play the
conversation based on the prompts only.

* Teacher: TASK 2: HAVE SIMILAR CONVERSATIONS

- Asks Ss to brainstorm some advantages and EXCHANGING OPINIONS ABOUT WHETHER
disadvantages of spending time together as a FAMILY MEMBERS SHOULD SPEND TIME
family. Give some suggestions, if necessary. TOGETHER. (p.15)
(e.g. Advantages: It strengthens family bonds; It Give some suggestions, if necessary.
makes children happy, develops their self- (e.g. Advantages: It strengthens family bonds; It
confidence; Children can learn life skills and makes children happy, develops their self-
how to behave from their parents. confidence; Children can learn life skills and how to
Disadvantages: Children may become too behave from their parents.
dependent on their parents, do not have enough Disadvantages: Children may become too dependent
time for friends or other relationships, etc.) on their parents, do not have enough time for friends
- Revises common expressions used to express or other relationships, etc.)
opinions.
- Has Ss work in groups of three exchanging
their opinions using the conversation in Task 1
as a model. Go round to monitor and offer help
when necessary.
** Ss work in groups of 3 to practise their
conversations.
*** Some groups act out their conversations to
the class.
**** T praises Ss for good effort, clean
pronunciation, fluent delivery and interesting
ideas. COMMUNICATION & CULTURE
1. get into top university /ɡet ˈɪntuː tɒp ˌjuːnɪ
VOCABULARY
* Teacher: ˈvɜːsəti/ (v.phr) đỗ vào trường đại học hàng
- Shows the words one by one and has Ss repeat đầu
the sound of the words 2. family value /ˈfæməli ˈvæljuː/ (n.phr): giá trị
- Has Ss guess the meaning of the words based
on pictures, explanations and examples. gia đình
3. pass on /pɑːs ɒn/ (phr.v): lưu truyền
4. traditional /trəˈdɪʃənl/ (adv): truyền thống
5. respect /rɪˈspekt/ (n, v): sự tôn trọng / tôn
trọng
6. wealth of something /welθ/ (n) sự giàu có /
nhiều
7. table manners /ˈteɪbl mænəz/ (n.phr): quy tắc
ứng xử trên bàn ăn
8. respectively /rɪˈspektɪvli/ (adv): lần lượt là

3. PRACTICE ( 15’)
Culture
Aim: To help students learn about British family values and practise reading for specific information
* Content: Read the text and list the five family values of British people in the 21st century in the
table below
* Outcome: Read for specific information
* Organisation:

Teacher’s Student’s activities Content

* Teacher: TASK 1: READ THE TEXT AND COMPLETE
- Asks Ss read the text about British family THE TABLE. (p.16)
values and complete the table. Read the text and list the five family values of
- Walks round the class to offer help, explaining British people in the 21st century in the table
unfamiliar words and answering questions. below.
** Ss do as instructed. GIÁ TRỊ GIA ĐÌNH NGƯỜI ANH
*** Ss share their answers with a partner. Giá trị gia đình là những ý tưởng về cách mọi người
**** T checks the answers as a class by calling muốn sống cuộc sống gia đình của họ và được truyền
on pairs to write their missing words on the từ cha mẹ sang con cái. Các giá trị gia đình vững
board. chắc có thể chuẩn bị cho trẻ em một cuộc sống hạnh
phúc. Kết quả của một cuộc khảo sát gần đây ở Anh
cho thấy mặc dù cuộc sống gia đình hiện đại đã có
nhiều thay đổi, nhưng một số giá trị gia đình truyền
thống vẫn còn quan trọng ở Anh hiện nay.
Đứng đầu danh sách là các giá trị của việc trung
thực và ngay thật, và tôn trọng người lớn tuổi. Trẻ
em được dạy để nói sự thật ngay từ khi còn nhỏ. Các
em học cách bày tỏ sự tôn trọng với những người lớn
tuổi hơn, những người có nhiều trải nghiệm sống. Có
cách cư xử tốt trên bàn ăn là giá trị gia đình quan
trọng thứ ba. Đứng ở vị trí thứ tư và thứ năm trong
danh sách theo thứ tự là các giá trị của việc nhớ nói
làm ơn, cảm ơn và giúp đỡ công việc gia đình.
Rõ ràng là trong thế kỷ 21, người Anh vẫn tuân theo
một số giá trị gia đình truyền thống.
Key
Traditional British family values
(Những giá trị của gia đình người Anh
truyền thống)
1. Being truthful and honest (trung thực và
thành thật)
2. Respecting older people (tôn trọng người
lớn tuổi)
3. Having good table manners (có cách cư
xử tốt trên bàn ăn)
4. Remembering to say please and thank
you (nhớ nói làm ơn, cảm ơn)
5. Helping with family chores (giúp đỡ
công việc gia đình)

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

Aim: To help students relate what they have learnt in the reading text to their own culture.
* Content: Discussion
* Outcome:Students’s talks
* Organisation :
 Teacher’s Student’s activities Content
* Teacher:
- Has Ss draw the completed table in 1 in the TASK 2: DISCUSSION (p.16)
notebooks and add one more column to the right Sample
which is Traditional Vietnamese family values. Vietnamese families also have some similar values to
British’s. Being honest and respecting older people
are values that on top of the list. Children have been
taught not to tell lies since they were small. They
learn to show respect to older people as well. Having
good table manners is also an important family value
in Vietnam.

- Ask Ss to work in pairs to discuss each of the

British family values in the table and decide
whether Vietnamese people follow those values
too.
- Tells Ss to write YES in the Vietnamese
column if the value is also followed in Viet
Nam, NO if it is not, NOT SURE if Ss are not
sure whether it is YES or NO.
- Asks Ss to think of more family values
observed in Viet Nam (e.g. family unity and
harmony, respect for the elders, etc.)
** Ss work in pairs to discuss and take notes.
**** T calls on some Ss to report back their
answers to the class.

5. WRAP-UP & HOME WORK (2’)

WRAP-UP
T asks: What have you learnt today?
- The ways to express opinions
- British and Vietnamese family values
HOMEWORK
- Do exercises in the part Looking back
- Exercises in the workbook
- Prepare for Looking back and Project lesson
=========================