School:

Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 1: FAMILY LIFE

Lesson 1: Getting started – Household chores

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Family life;
- Gain vocabulary to talk about household chores.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware of responsibilities towards family
II. MATERIALS
- Grade 10 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV​
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
/ˈhaʊshəʊld/ trong gia đình,
1. household (a) relating to a house or flat and the people
dùng trong gia
who live there
đình
/tʃɔːr/ việc vặt
2. chore (n) a job or piece of work that needs to be
done regularly
 Assumption
Anticipated difficulties Solutions
- Students may not know the household chores. - Use pictures/ photos or videos of some household
chores to show them in the class.
- Students may not know how to work in teams. Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the unit topic (Family life);
- To introduce some vocabulary and the grammar points to be learnt in the unit.
b. Content:
- Game: Let’s race!
c. Expected outcomes:
- Students have an overview about the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Let’s race? (PPT slides) - Ss do as instructed. Suggested answer:
- T divides Ss into 4 groups and gives - Ss work in pairs to discuss Mop the floor
instructions: Watch the video clip and the answer after watching the Clean the toilet
try to remember all the household clip, then one representative Wash the clothes / Do the
chores Mr. Bean did in the video. One from each group writes the laundry
person from each group then goes to answer on the board. Clean the house
the board and writes the names of the
chores. Vacuum the carpet
- T confirms the correct answers.
e. Assessment
- T observes and gives feedback.

2. ACTIVITY 1: PRESENTATION (4 mins)

a. Objectives:
- To help students use key language more appropriately before they read and listen.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words related to the topic.
d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Vocabulary pre-teaching - Students listen to the New words:
- T asks Ss to look at the photos to guess the teacher’s explanation and 1. household (n)
meaning of new words. guess the words. 2. chore (n)
- T shows the Vietnamese meaning, says the - Students write down the new
words aloud and asks Ss to repeat them. words in their notebook.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes students’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (24 mins)

a. Objectives:
- To get students interested in the topic.
- To develop students' knowledge of vocabulary for household chores.
- To help students identify present simple and present continuous and how they are used in
sentences.
b. Content:
- Task 1: Listen and read. (p.8)
- Task 2: Read the conversation again and decide whether the following statements are true
(T) or false (F). (p.9)
- Task 3: Write the verbs/verb phrases that are used with the words or phrases in the
conversation in 1. (p.9)
- Task 4: Complete the sentences from the conversation with the correct forms of the verbs in
brackets. (p.9)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (6 mins)
- T asks Ss to look at the picture (p.8 - 9) - Ss do the task individually. Questions:
and answer the questions. - Ss share their answers with Who are they?
- T checks their answers with the whole a partner. Where are they?
class. What are they doing?
- T has the Ss read the conversation in Suggested answers:
pairs. - Ss read the conversation. Nam and Minh are two
- T collects common mistakes and gives One pair reads aloud. friends.
comments.
 They are at Nam’s home.
Nam is cooking.
Task 2: Read the conversation again and decide whether the following statements are true (T) or
false (F). (10 mins)
- T asks Ss to work individually to read - Ss do Task 2 individually Answer key:
the statements and underline the key first. 1. F → Nam is cooking
words, then share their ideas with a - Ss share and discuss with now.
partner who sits next to them. their partners about the key 2. T
- T corrects their answers as a class. words. 3. T
- T asks Ss to scan the conversation, - Ss do the task in pairs.
locate the key words to find the answer
for each the question with the partner
who sits behind them.
- T has Ss share their answers with the
class. T confirms the correct answers and
has Ss correct the false statement. T
writes the correct sentence on the board.
Task 3: Write the verbs/verb phrases that are used with the words or phrases in the conversation
in 1. (4 mins)
- T has Ss locate the verbs or phrasal - Ss work individually. Ss Answer key:
verbs in the conversation, find the nouns share their answers with a 1. put out the rubbish
or noun phrases after each verb/ phrasal partner. 2. do the laundry
verb to do the matching. 3. shop for groceries
- T checks and gives the correct answers 4. do the heavy lifting
with the whole class, and has them say
the meaning of each collocation. 5. do the washing-up

Task 4: Complete the sentences from the conversation with the correct forms of the verbs in
brackets. (4 mins)
- T has Ss read each sentence, try to - Ss do the task individually. Answer key:
think of a verb or an auxiliary verb that - Ss share the answers with a 1. ‘m preparing
will complete the gap. peer. 2. does – ‘s working
- T asks the whole class to call out the
verb forms first, then calls on individual
students to read the complete sentences.
e. Assessment
- Teacher checks students’ exercises individually and gives feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help students practise talking about activities which raise students’ awareness of their
responsibilities.
 - To practise teamwork.
- To give students authentic practice in using target language.
b. Content:
- Make a poster!
c. Expected outcomes:
- Ss can design a poster about activities which they can do to raise other students' awareness
of their responsibilities towards their family.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Make a poster! (8 mins)
- T gives Ss clear instructions in order to - Students work in groups to Students’ own
make sure Ss can do effectively. follow teacher’s instructions. creativity
- Divide Ss into 4 main groups . - Students perform in front of
- Ask Ss to work in groups to discuss and the class.
make a poster of activities to raise Ss'
awareness of their responsibilities towards
their family.
- Observer Ss while they are discussing, note
their language errors.
- T gives Ss feedback.
- Choose some useful or excellent words/
phrases/ expressions/ word choices Ss have
used to give suggestions to other students.
- Choose some typical errors and correct as a
whole class without nominating the Ss’
names.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the project in Lesson 8
* Have Ss look at the last page of Unit 1, the Project lesson and ask them what topic of the
project is.
* Tell them the project requirements: Do research on Family Day in Viet Nam or other
countries in the world
+ suggest activities, provide the reasons and expected results of the activities;
+ present their plans in the last lesson of the unit.
* Remind Ss that besides brainstorming activities, they:
+ can search for ideas on the Internet, in the newspaper, etc. for reference.
+ should use photos/pictures to illustrate their ideas.
* Put Ss into groups and have them choose their group leader. Ask them to assign tasks for
each member, making sure that all group members contribute to the project work.
* Help Ss set deadlines for each task.

Board plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 1: Getting started – Household chores
* WARM-UP
Game: Let’s race!
I. Vocabulary
1. household (adj) /ˈhaʊs.həʊld/: trong gia đình, dùng trong gia đình
2. chore (n) /tʃɔːr/: việc vặt (thường được dùng ở số nhiều: chores)
II. Practice
Task 1: Listen and read.
Task 2: True or false.
Task 3: Fill in the table.
Task 4: Complete the sentences.
III. Production
Make a poster

*CONSOLIDATION
 UNIT 1: FAMILY LIFE
Lesson 2: Language

I. OBJECTIVES
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. Personal qualities
- Be aware of responsibilities towards family

II. MATERIALS
- Grade 10 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

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) (-) S + am/is/ are + not (‘m not/ isn’t/
+ V. aren’t) + Ving.
(?) Do/Does + S + V? (?) Am/ Is/ Are + S + Ving?

2. Uses We use present simple to talk about We use present continuous to talk
habits or things we do regularly. about things which are happening at
Example: My mother cooks every day. the moment of speaking.
Example: My mother isn’t cooking
now. She’s working in her office.

3. Time usually, always, every day, often, now, at the moment, at present,
expression never, seldom… presently, …
s adverbs of frequency

Assumption
 Anticipated difficulties Solutions
Students may be confused when to use - Give short and clear explanations with legible
present simple or present continuous. examples for each case.
- Remind them and give some legible examples

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To arouse the classroom atmosphere.
- To lead in the lesson
b. Content:
- Game: Guess the words
c. Expected outcomes:
- Students can revise vocabulary related to family life.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Guess the words (PPT slides) - Students work in groups to do Answer:
- T gives instructions: the activity. split
+ There are 8 pictures related to the topic - Students look at the picutres and chore
“Family life”. guess the word. groceries
+ Ss have 5 seconds to think, then guess the washing-up
word corresponding to the picture. breadwinner
+ Correct answer +1 laundry
+ Wrong answer -1 homemaker
- T counts the points, decides the winner, heavy lifiting
asks some more questions and leads in the
lesson.
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help students recognise and practise the consonant blends /br/, /kr/, and /tr/ in words.
- To help students practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences.
b. Content:
- Task 1: Listen and repeat. Pay attention to the consonant blends /br/, /kr/, and /tr/. (p.9)
- Task 2: Listen to the sentences and circle the words you hear. (p.9)
c. Expected outcomes:
- Students can correctly pronounce the consonant blends /br/, /kr/, and /tr / in single words
and in sentences.
d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and repeat. Pay attention to the consonant blends /br/, /kr/, and /tr/. (6 mins)
- Students listen to the
- Teacher plays the recording and asks Ss to
recording, and then repeat the Students’ practice
listen to the words and repeat; tell them to
words.
pay attention to the consonant blends. (T can
play the recording as many times as - Students read the words
necessary) aloud.
- Teacher makes sure Ss know the meaning
of each word.
- Teacher checks whether Ss have improved
their pronunciation by randomly calling on
individual Ss to read the words aloud.
- Teacher can also play the pronunciation
video lesson of this Unit for students to
watch before they do the task.
Task 2: Listen to the sentences and circle the words you hear. (6 mins)
- Ss do as instructed. Answer key:
- Teacher asks Ss to read all the words once,
- Ss practise reading the 1. b
paying attention to the different consonant
sentences in pairs. 2. c
blends in the words in each group; checks
3. a
that Ss understand what the words mean.
- Teacher plays the recording for Ss to listen
and circle the words with the consonant
blends they hear.
- Teacher has Ss work in pairs to compare
their answers; checks answers by asking
individual Ss to read out the words they have
circled.
- Teacher plays the recording again, pausing
after each sentence, for Ss to repeat.
- Teacher goes round to offer help and collect
common mistakes to correct as a class.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To make sure that students understand the meaning of some lexical items about household
chores.
- To give students practice in using the words/phrases in meaningful contexts.
 b. Content:
- Task 1: Match the words with their meanings. (p.10)
- Task 2: Complete the sentences using the words in task 1. (p.10)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match the words with their meanings. (6 mins)
- T puts Ss in pairs and gives clear - Ss work in pairs to discuss Answer key:
instructions. and do the matching. 1. b
-T confirms the correct answer. - Ss share the answers with 2. d
the whole class. 3. e
4. a
5. c
Task 2: Complete the following sentences using the words in Task 1. (6 mins)
- Teacher has Ss work in pairs; tells them to - Students read the sentences Answer key:
read the sentences carefully and decides carefully and decide which 1. homemaker
which word in task 1 can be used to words can be used. 2. groceries
complete each of the sentences. T explains - Students explain the 3. heavy lifting
that they should use the context clues to meaning of each phrase. 4. housework
decide on the word / phrase, e.g. ‘my - Students read the complete 5. breadwinner
mother’ in sentence 1 refers to a person. sentences.
- Teacher checks answers as a class, then
has Ss call out the word they have used in
each sentence first.
- Teacher confirms the correct answers. T
asks Ss to give reasons why they have
chosen the word for each sentence, e.g.
what context clues they have used.
- Teacher asks some Ss to read the complete
sentences.
- Teacher confirms the correct answers and
asks Ss to give the reasons why they have
chosen the word/phrase for each sentence.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (7 mins)

a. Objectives:
- To give students an opportunity to revise the use of present simple and present continuous.
 - To give students a further opportunity to revise the use of present simple and present
continuous.
b. Content:
- Task 1: Choose the correct form of the verb in each sentence. (p.11)
- Task 2: Read the text and put the verbs in brackets in the present simple or present
continuous. (p.11)
c. Expected outcomes:
- Students know how to use the present simple and present continuous and can apply them to
complete a paragraph.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Choose the correct form of the verb in each sentence. (3 mins)
- Teacher tells Ss to read the sentences in 4 in - Students read the notes in the Answer key:
Getting Started. T asks them what tense(s) is / Remember box. 1. does
are used in each of them. For example, What - Students do as instructed. 2. is putting out
does Nam say? Why is he using that tense? - Students share their answers 3. cleans
(Nam says, ‘I’m preparing dinner’. He uses the with a partner. 4. is studying
present continuous tense because he is talking - Students explain their answers. 5. does
about what he is doing at the moment of
speaking.)
- In weaker classes, T has Ss read through the
Remember! box and checks understanding of
the grammar points. T asks some questions to
elicit more examples from Ss, e.g. What are you
doing now? (I’m sitting at my desk. I’m learning
about … I’m taking notes.) What do you do
every day? (I watch TV. I play computer games.
I have breakfast, lunch, and dinner.) - in
stronger classes, ask Ss when we use each tense
and elicit answers without having Ss read the
Remember! box. Then T puts them into groups
to go through the explanations and checks if
their answers are correct.
- Teacher asks Ss to work in pairs or
individually to choose the correct form of the
verb in each sentence. T explains that they can
use some clues in the sentence to decide on the
correct tense form such as adverbs of frequency
or phrases of time, e.g. 1: usually; 2: now; 3:
every day; 4: today; 5: twice a week.
- Teacher checks answers and asks Ss to explain
their choices (using the clues above).
- Teacher check Ss’ answers and asks them to
explain their choices (using the clues above).
Task 2: Read the text and put the verbs in brackets in the present simple or present continuous. (4
mins)
- T asks Ss to look at Remember! box again to - Ss do as instructed. Key:
master the differences between Present simple - Ss share their answers with a 1. does
and Present continuous. partner. 2. is not/isn’t
- T asks Ss to work individually. doing
- T checks Ss’ answers and asks them to explain 3. is watching
their choices (using the clues above). 4. are doing
5. is tidying up
6. is trying
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

5. ACTIVITY 4: EXTRA ACTIVITY ( 8 mins)

a. Objectives:
- To help students further practise the present tenses forms.
b. Content:
- Game: 20 questions
c. Expected outcomes:
- Students revise the knowledge learnt in the lesson.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Choose the correct form of the verb in each sentence. (3 mins)
- T explains the rules of the game. - Ss play the game Suggested questions:
- T praises Ss for interesting ideas and individually. - Are you doing this
having a good memory and decides the - Ss do as instructed. now?
winner. - Is anyone in this class
Rules: doing this now?
+ Ss are given a list of words related to the - Are many people in this
topic: Family life. city doing this now?
+ Ss ask each other using Present Simple - Do you do this every
and Present Continuous Yes/No questions day?
until they guess which of the words their - Do you do this more
partner chose. than twice a week?
e. Assessment
- Teacher observes and gives feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.

Board plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 2: Language
* Warm-up
Guessing game

* Pronunciation
Task 1: Listen and repeat.
Task 2: Listen to the sentences and circle the words you hear.
* Vocabulary
Task 1: Match the words with their meanings.
Task 2: Complete the sentences using the words in Task 1.
* Grammar
Task 1: Choose the correct form of the verb in each sentence.
Task 2: Read the text and put the verbs in brackets in the present simple or present
continuous.

Game: 20 questions

* Homework
 UNIT 1: FAMILY LIFE
Lesson 3: Reading – Benefits of doing housework

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information in a text about the benefits of doing housework for children;​
- Understand the topic-related words introduced in previous lessons;​
- Use the topic-related words in meaningful contexts
2. Competences
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Develop presentation skill;
- Actively join in class activities.
3. Personal qualities
- Recognise the benefits of doing housework for children
- Sharing housework with their families

II. MATERIALS
- Grade 10 textbook, Unit 1, Reading
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent
a duty to deal with or take care of
somebody/something, so that you
responsibility (n) /rɪˌspɒnsəˈbɪləti/ trách nhiệm
may be blamed if something goes
wrong

a strong feeling of appreciation to

gratitude (n) /ˈɡrætɪtʃuːd/ someone or something for what the lòng biết ơn
person has done to help you

to make something stronger or

củng cố, làm
strengthen (v) /ˈstreŋθn/ more effective, or to become
mạnh
stronger or more effective
 a close connection joining two or
bond (n) /bɒnd/ mối liên kết
more people

the particular combination of

character (n) /ˈkærəktər/ qualities in a person or place that tính cách
makes them different from others

Assumption
Anticipated difficulties Solutions
- Ss may lack knowledge about some - Provide them with the meaning and pronunciation of
lexical items. words.
- Ss may lack skills to find specific - Provide them with techniques to read for specific
information information.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To arouse the classroom’s atmosphere
- To lead in the lesson
b. Content:
- Game: Who’s in charge?
c. Expected outcomes:
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Who’s in charge? - Ss discuss in their teams Suggested answers:
- T divides the class into groups of and list down the housework. Mom: cook, do laundry, wash
four, has Ss discuss in groups and list One representative from each dishes, clean the house, …
down (as much as possible) the group comes and writes on Dad: do heavy lifting, fix the
housework that they think mom, dad the board. roof, cook, wash dishes, …
and kids usually do in 3 minutes. Kids: take out trash, tidy their
- T explains that after Ss finish their room, fold the clothes, …
discussion, one representative from
each group comes and writes their
lists on the board.
- T reminds Ss that the 1st group to
finish will say “STOP THE BUS” and
the others have to stop writing.
- T confirms, checks the answers on
the board, decides the winner and
leads in the lesson.
 e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:
- To introduce the topic of the reading and get students involved in the lesson
b. Content:
- Task 1: Look at the picture and answer the questions. (p.11)
c. Expected outcomes:
- Students can have prior knowledge of the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1. Look at the picture and answer the questions. (4 mins)
- T sets the context for the - Students work in pairs. Suggested questions:
reading tasks, asks some - Students look at the picture Is this a family?
questions about the picture and and answer the questions. Who do you think they are?
has Ss call out the answers as a Where do you think they are?
class. Suggested answers:
- T asks Ss to work in pairs, look 1. The mother is cooking; the
at the picture and answer the father is laying the table; the son
questions. is (vacuuming) cleaning the
- T tells Ss that there are no right floor; the daughter is washing
or wrong answers and they vegetables.
should feel free to make any 2. The people are happy because
guesses. they are doing housework
- Teacher confirms, shows the together, and all the family
answers on the screen. members are sharing the
household chores.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the - Students listen to the teacher’s New words:
vocabulary. explanation and guess the 1. responsibility (n)
- Teacher explains the meaning words. 2. gratitude (n)
of the new vocabulary by - Students write down the new 3. strengthen (v)
pictures. words in their notebook. 4. bond (n)
- Teacher checks students’ 5. character (n)
understanding with the “Rub out
and remember” technique.
- Teacher reveals that these five
words will appear in the reading
text and asks students to open
their textbook to discover further.
e. Assessment
- Teacher observes and gives feedback.
 3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To help students practise guessing the meanings of words in context.
- To help students understand the lexical items in the text.
b. Content:
- Task 2: Read the text and tick the appropriate meanings of the highlighted words. (p.11)
- Vocabulary
- Task 3: Read the text again and answer the questions. (p.12)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read the text and tick the appropriate meanings of the highlighted words. (7 mins)
- Teacher asks Ss to read the whole text - Ss discuss in groups to find Answer key:
once to get an overall idea; asks Ss to go out the answers and raise their 1. a
through the two options for each word hands to give the answers. 2. b
and check understanding; has Ss read the 3. a
text again; tells them to pay attention to 4. a
the context of each highlighted word, and 5. b
look for context clues conveying the
meaning of the word.
- Teacher asks Ss to work in groups to
discuss the clues for each correct option
and compare their answers.
- Teacher confirms, shows the answers on
the screen and asks Ss to make
corrections if they choose the wrong
answers.
Vocabulary (5 mins)
- T has Ss read the text again, and pay - Ss read the text again and Vocabulary:
attention to the highlighted words. T asks try to define the highlighted 1. responsibility (n)
Ss to define the word based on the context words. (Ss can do this activity 2. gratitude (n)
and give the Vietnamese meaning of each in pairs) 3. strengthen (v)
word. - Ss explain the words in front 4. bond (n)
- T confirms, shows the items and their of the class. Other Ss give 5. character (n)
meanings on the screen; asks Ss to note comments.
down the vocabulary.

Task 3: Read the text again and answer the questions. (8 mins)
- T asks Ss to read the questions and - Students underline the key Answer key:
underline the key words in each of them. words in each question. 1. Most people think that
housework is boring and
- T checks which words Ss have - Students discuss in pairs to is the responsibility of
underlined. find out the answer. wives and mothers only.
- T tells Ss to go through the text to find 2. They want to give their
the answers and has Ss work in pairs to children more time to play
compare their answers. or study.
- T checks answers by asking pairs or 3. These are doing the
groups to give their answers and provide laundry, cleaning the
reason for their opinions. house, and taking care of
- T confirms, shows the answers on the others.
screen and asks Ss to make corrections if 4. They learn that they
they are wrong. have to try to finish their
tasks even though they do
not enjoy doing them.
5. Because children learn
to appreciate all the hard
work their parents do
around the house for
them.
They also start treating
doing household chores as
special moments shared
with their parents.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
- To help students use the ideas and language in the reading to talk about themselves.
b. Content:
- Task 4: Work in pairs. Discuss the question. What benefits do you think you can get from
sharing housework? (p.12)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about themselves.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in pairs. Discuss the question. What benefits do you think you can get from sharing
housework?
- Teacher asks Ss to read the text again and - Students discuss in pairs Students’ own answer.
underline the benefits of doing housework. and prepare for their
- Teacher has Ss work in pairs to make a presentation.
mind map of the benefits and use it to talk - Students share their answers
about which of the benefits of doing with the whole class.
housework they can get.
- T invites Ss from different pairs to present
a summary of their discussion to the whole
class.
- T gives feedback.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.
Board plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 3: Reading
* Warm-up
Game: Who’s in charge?

- Task 1: Work in pairs. Look at the picture and answer the questions.
- Task 2: Read the text and tick the appropriate meanings of the highlighted words.
Vocabulary
- Task 3: Read the text again and answer the questions.
- Task 4: Work in pairs. Discuss the question.

* Homework

​
 UNIT 1: FAMILY LIFE
Lesson 4: Speaking – Why should/shouldn’t children do housework?

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Explain why children should or shouldn’t do housework;
- Discuss and express their opinions about why children should or shouldn’t do the
housework.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities;
- Be critical thinking.
3. Personal qualities
- Recognise the benefits of doing housework for children;
- Understand why children should or shouldn’t do housework;
- Sharing housework with their families.

II. MATERIALS
- Grade 10 textbook, Unit 1, Speaking
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent
to be in a position of authority over
/teɪk/ chịu trách
take responsibility someone and to have a duty to make
/rɪˌspɒnsɪˈbɪləti/ nhiệm
certain that particular things are done

needed in order to achieve a particular

necessary (adj) /ˈnesəseri/ thiết yếu
result

a skill that is useful or important in

life skills (n) /ˈlaɪf ˌskɪls/ kỹ năng sống
everyone's life

Assumption

Anticipated difficulties Solutions

 - Ss may lack knowledge about some lexical - Provide them with the meaning and
items. pronunciation of words.
- Ss may lack the skills to give a - Provide them with techniques to present in
presentation. front of the whole class.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To arouse the classroom atmosphere.
- To lead in the lesson.
b. Content:
- Matching time
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Matching time - Students discuss in their Key:
- T divides the class into groups teams and match the pictures 1 - e. cook
of four. There are ten pictures of with the name of chores. 2 - c. do the laundry
household chores on the slides. - Ss raise their hands when 3 - a. do the washing-up
T asks Ss to match the pictures they finish. 4 - d. do the heavy lifting
with the corresponding names of 5 - b. shop for groceries
chores. T throws the ball to the 6 - g. feed pets
team which raise hands the 7 - h. water the plants
fastest. If the answers are 8 - j. clean the bathroom
correct, the round ends. If not, 9 - i. clean the house
the round continues until there 10 - f. put out the rubbish
is a winner.
- Teacher confirms, checks the
answers from the fastest team.
- T recaps the vocabulary and
leads in the lesson.
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (25 mins)

a. Objectives:
- To help students recall reasons from the reading text why people think children should or
shouldn’t do housework and provide them with some more ideas.
- To provide students with an example conversation in which people express their opinions
about whether children should or shouldn't do housework.
b. Content:
 - Task 1: Below are reasons why children should or shouldn't do housework. Put them in the
correct column. Add some more if you can. (p.12)
- Task 2: Listen and complete the conversation. (p.12)
c. Expected outcomes:
- Students can have some ideas to prepare for the talk.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Below are reasons why children should or shouldn't do housework. Put them in the correct
column. Add some more if you can. (10 mins)
- Teacher recalls lexical items from - Students brainstorm in Key:
previous lessons by asking Ss to call out group and raise their ideas. SHOULD
the meaning of some words. - Ss do the task in groups and 1. Doing housework helps
- Teacher has Ss work in pairs / groups. then write their answers on them develop life skills.
- Teacher asks Ss if they can think of any the board. Others Ss check 2. Doing housework
reasons why children shouldn’t do their friends’ answer. teaches them to take
housework. responsibility.
- T asks Ss to read the task carefully and 5. Doing housework helps
discuss in which column each sentence strengthen family bonds.
from task 1 should go. SHOULDN’T
- T checks Ss’ answers with the whole 3. Kids should be given
class. plenty of playtime when
- T encourages Ss to add their own they are young.
reasons. 4. They may break or
damage things when doing
housework.
6. They need more time to
study and do homework.

Task 2: Listen and complete the conversation. (10 mins)

- Teacher has Ss read through the - Students do the task in pairs Key:
conversation once to get some general and discuss the answers 1. Doing housework helps
ideas about it. Suggested questions: How together. them develop life skills.
many people are talking? What are they - Students practise the 2. They should be given
talking about? conversation in groups and plenty of playtime when
- T divides Ss into pairs; has Ss read the present in front of the class. they are young.
conversation again, this time more
carefully and think of a suitable phrase /
sentence to fill in each gap in the
conversation.
- T plays the recording for Ss to listen
- T plays the recording again and checks
Ss’ answers; confirms the correct answers.
- T asks Ss to read the conversation in
groups of three, each taking turns to be
Anna, Nam, and Minh.
e. Assessment
- Teacher observes students’ performance and gives feedback.

3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (13 mins)

a. Objectives:
- To help students practise having conversations in which they can express their opinions
about why children should or shouldn’t do housework.
b. Content:
- Task 3. Have conversations similar to the one in task 2. (p.12)
c. Expected outcomes:
- Students can use the language and ideas from the unit to create similar conversations.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Have conversations similar to the one in task 2.
- Teacher has students work in groups of - Students practise making Students’ own
three. their own conversation in creativity.
- Teacher reminds Ss to swap roles and groups of three.
role-play their conversations two more - Some groups act out their
times to make sure each student has the conversation in front of the
opportunity to play the three roles. whole class.
- Teacher asks some groups to act them out
in front of the class after 6-7 minutes of
preparation
- T goes round the class to offer help when
necessary while noting down Ss’
participation in the activity and any
difficulties they may have.
- T asks other Ss to give comments and
then give feedback to Ss’ performance.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

Board plan
 Date of teaching
Unit 1: FAMILY LIFE
Lesson 4: Speaking
* Warm-up:

Matching time

Task 1: Put the reasons in the correct column.

Task 2: Listen and complete the conversation.
Task 3: Make similar conversations.

* Homework
 UNIT 1: FAMILY LIFE
Lesson 5: Listening – Family support

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen for details and specific information in a talk show about family life;
- Apply the language they have learnt in the listening in a speaking task about their own
experiences.
2. Core 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. Personal qualities
- Recognise how our families have helped us achieve success in our lives;
- Show gratitude towards our families.

II. MATERIALS
- Grade 10 textbook, Unit 1, Listening
- Computer connected to the Internet
- Projector / TV​
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
to succeed in finishing something or
achieve (v) /əˈtʃiːv/ reaching an aim, especially after a lot of đạt được
work or effort

something that you did or got after planning

achievement and working to make it happen, and that
/əˈtʃiːvmənt/ thành tựu
(n) therefore gives you a feeling of satisfaction,
or the act of working to make this happen

the achieving of the results wanted or hoped sự thành

success (n) /səkˈses/
for công

to make someone more likely to do

encourage khuyến
/ɪnˈkʌrɪdʒ/ something, or to make something more
(v) khích
likely to happen
 thói quen
routine (n) /ruːˈtiːn/ an usual or fixed way of doing things
hằng ngày

Assumption
Anticipated difficulties Solutions
- Ss may lack knowledge about some - Provide them with the meaning and pronunciation of
lexical items. words.
- Ss may not catch the ideas to decide - Remind them to pay attention to the key words in
the statements are true or false. each sentence.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To arouse the classroom atmosphere
- To lead in the lesson
b. Content:
- Game: Web completion
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Web completion - Students discuss in their Suggested answer:
- T divides the class into groups of four, teams and list down the
has Ss discuss in groups and match the housework. One representative
housework with the roles of women or from each group comes and
men. The fastest group will raise their writes on board.
hands and write the answer on the board.
- T confirms, checks the answers on the
board, decides the winner and leads in
the lesson.
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (5 mins)

a. Objectives:
- To introduce the topic of the listening extract and activate students’ prior knowledge.
b. Content:
- Task 1: Look at the picture and answer the questions. (p.13)
c. Expected outcomes:
- Students gain prior knowledge of the topic.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Look at the picture and answer the questions. (5 mins)
- Teacher has Ss look at the picture - Students work in pairs and Suggested questions:
and describe it. answer the questions. Who are the people?
- T asks Ss to work in pairs, look at Where are they?
the picture and answer the questions. What is in the background?
- T tells Ss that there are no right or What are they doing?
wrong answers and they should feel What’s the boy wearing around
free to make any guesses. his neck?
- T confirms, shows the answers on Key:
the screen. A student and the host of a talk
show
In a studio
Name of the show: Family Life
Talking; The host is
interviewing the student.
A gold medal
e. Assessment
- Teacher observes and gives feedback.

3. ACTIVITY 2: WHILE-LISTENING (24 mins)

a. Objectives:
- To help students practise listening for specific information in an extract of a talk show and
comparing their predictions with what they hear.
- To help students practise listening for details.
- To help students practise listening for keywords.
b. Content:
- Task 2: Listen to the introduction to the talk show and check whether your answer to
question 2 above is correct or not. (p.13)
- Task 3: True or false. (p.13)
- Task 4: Listen and complete the sentences. (p.13)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 2: Listen to the introduction to the talk show and check whether your answer to question 2
above is correct or not. (9 mins)
- Teachers tells Ss that they are going to - Students make predictions Answer key:
listen to part of the talk show and decide before listening. He’s talking about his
whether their guesses are correct. - Listen and check their family life and how his
- T plays the recording. answer. family have helped him
- T confirms, shows the answers on the achieve success in his
screen and asks Ss to make correction if they studies.
made a wrong answer.
Task 3: True or false. (8 mins)
- Teacher asks Ss to read through the - Students read the statements Answer key:
statements once and underline the key words and underline the key words. 1. F
in them. - Students listen and tick T or 2. F
- T checks Ss’ understanding. F. 3. T
- T asks Ss to listen and then compare their - Students compare their 4. T
answers in pairs before listen to the recording answers in pairs and correct
the second time. the false statements.
- T asks Ss to correct the false statements.
- T plays the recording twice. Ss do the task
and correct the false statements.
- T checks answers.
Task 4: Listen and complete the sentences. (7 mins)
- Teacher explains the task and asks Ss to - Ss do the task. Ss compare Key:
read the sentences before they listen to the their answers in pairs before 1. difficulties
recording again. listening to the recording the 2. love
- T checks comprehension of words / phrases second time. 3. sad
that may be new to them.
- T tells Ss to underline the key words while
they read the sentences.
- T plays the recording twice.
- T checks answers as a class.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To help students apply the language they have learnt in the listening in a speaking task
about their own experiences.
b. Content:
- Task 5: Work in groups. Discuss the question.
How can parents help their children achieve success in their studies? (p.13)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about family support.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 5: Work in pairs. Discuss the question.
- Teacher has Ss work in groups of - Students work in groups of 3 and Students’ own creativity.
three and tells them to think about discuss.
their own family to answer the - Students share their ideas to the
question. whole class.
- T gives feedback.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.

Board Plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 5: Listening
*Warm-up
Game: Web completion

Task 1: Look at the picture and answer the questions.

Task 2: Listen to the introduction to the talk show and check whether your answer to
Question 2 above is correct or not.
Task 3: True or False
Task 4: Listen again and complete the sentences.
Task 5: Discussion

*Homework
 UNIT 1: LIFE STORIES WE ADMIRE
Lesson 6: Writing – Writing about family routines

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use lexical items related to the topic “Family life”;
- Write about family routines.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities;
- Develop presentation skills.
3. Personal qualities
- Be able and willing to sharing housework in the family.

II. MATERIALS
- Grade 10 textbook, Unit 1, Writing
- Computer connected to the Internet
- Projector / TV​
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
- Ss may want to use their own - Be ready to provide them with words/
suggestions but they may not know how phrases which they can use to express
to express their ideas in English. their ideas in English.
- Ss in weaker classes may not know how - Provide them with some connectors and
to use connectors correctly to link some examples.
sentences. - Give them some basic information
- Ss may not know the structure of a about the structure of a paragraph.
paragraph.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
 - Task 1: Which of the following activities in the pictures do you think can be family
routines? (p.14)
c. Expected outcomes:
- Students can understand the concept of family routines and activities that can become part
of them.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Which of the following activities in the pictures do you think can be family routines?
- Teacher takes the 6 pictures in Task 1, - Students go to the table with Students’ own answer.
prints them out and puts each picture on the activity they do most with
different tables. their family.
- T asks Ss to stand around the table with - Students in each group share
the activity they do most with their family. with the group how often they
- T asks randomly some Ss to share with do that activity.
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.
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (9 mins)

a. Objectives:
- To provide an example email about family routines, which students’ can use as a model for
their writing.
b. Content:
- Task 2: Read Joey’s email about his family routines and complete the table with the
information from it. (p.14)
c. Expected outcomes:
- Students can select the appropriate information and have ideas to write about family
routines in the next part.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 2: Read Joey’s email about his family routines and complete the table with the information
from it.
- Teacher asks Ss to read the table - Students read the text and Answer key:
headings to find out what complete the table.
information they need to focus on - Students read the answers
when they read the email. and check.
(routines, when / how often things
to do to strengthen family bonds).
- T ask Ss to read the email and
underline the relevant information.
- T has Ss compare their answers
with a partner before they
complete the table.
- T asks individual Ss to call out
their answers and confirms the
correct ones.
e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: WHILE-WRITING (18 mins)

a. Objectives:
- 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.
b. Content:
- Task 3: Complete the email about Dong’s family routines using the information in the box.
(p.15)
c. Expected outcomes:
- Students can practise writing an email about family routines.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Complete the email about Dong’s family routines using the information in the box.
- Teacher tells Ss that they are going - Students brainstorm for the Sample answer:
to write a paragraph about family ideas and the language First, my family always have
routines. They don’t have to write a necessary for writing breakfast together. Breakfast is
whole email, and the opening and - Students write the first draft a quick meal with just bread or
ending have been provided. individually using the ideas noodles because both my
- T gives Ss some basic information in task 1 and 2. parents work and we, kids,
about the structure of a paragraph: - Ss share their answers with have morning classes. But the
+ A paragraph is a group of sentences their group members. most important thing is that we
that develop ONE main idea. can sit down together, eat
+ A paragraph usually consists of healthy food, and share our
three parts: a topic sentence, plans for the day. Second, we
supporting sentences and a spend Saturday evenings as a
concluding sentence. family. We often watch a film,
+ Two important qualities of a good share snacks, and then
paragraph are unity (i.e. one main exchange our opinions after
idea is developed) and coherence (i.e. the film. I can even argue and
all the sentences and ideas flows defend my ideas about the film
smoothly to make clear and logical with my parents or brother.
points about the topic). Third, on the second Sunday of
- T asks Ss read the information in the the month, we visit our
table and check comprehension. grandparents. We come to my
- T asks Ss to write the middle grandparents’ home quite
paragraph of the email individually, early in the morning to help
sets a limited time for this task and them do some housework such
walks round the class to give further as cleaning the house or
support if needed. washing clothes. Then, we
- Before they write, T reminds them have a big lunch with them. My
to use some connectors to link the parents are very happy when
ideas: we come to see them. The visits
+ To list ideas: First, Second, In make me feel closer to my
addition, Additionally, Moreover, grandparents.
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.
- T walks round the class to monitor,
makes a note of some common
mistakes.
e. Assessment
- Teacher gives corrections and feedback.

4. ACTIVITY 3: POST-WRITING (12 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Cross-checking
- Teacher has the pairs swap and gives - Students swap their piece of Writing rubric
feedback on each other’s writing. Teacher writing with their partners 1. Organization: …/10
shows a writing rubric to help Ss do the peer and give peer review. 2. Legibility: …/10
review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back 5. Grammar usage and
to the owner and discuss how to improve it. mechanics: …/10
TOTAL: …/50
- Teacher then chooses one piece of writing
and gives feedback on it as a model.
- Teacher chooses some useful or excellent
words/ phrases/ expressions/ word choices Ss
have used to give suggestions to other Ss.
- Teacher chooses some typical errors and
corrects as a whole class without nominating
the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.

Board Plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 6: Writing
*Warm-up

- Task 1: Which of the following activities in the pictures do you think can be family
routines?

- Task 2: Read and complete the table.

- Task 3: Complete the email using the information in the box.

- Peer review

*Homework
 UNIT 1: LIFE STORIES WE ADMIRE
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- express their opinions in a conversation about whether family members should spend time
together;
- understand British family values.
2. Core 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. Personal qualities
- be more respectful of Vietnamese and British family values;
- be able and willing to embrace those family values.

II. MATERIALS
- Grade 10 textbook, Unit 1, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
give something to someone who lives
pass on (sth)
/pæs ɒn/ after you die, usually a person in your để lại, truyền lại
(phr.v)
family

honest and not containing or telling any

truthful (a) /ˈtruːθfəl/ trung thực
lies

with each relating to something

respectively
/rɪˈspektɪvli/ previously mentioned, in the same order tương ứng
(adv)
as first mentioned

Assumption
Anticipated difficulties Solutions
- Students may have - Encourage students to work in pairs and in groups so
underdeveloped speaking and ​ that they can help each other.
co-operating skills.
 - Students may lack knowledge - Remind them to make use of the ideas and vocabulary
about some lexical items items they have learnt in the previous lessons.
- Provide them with the meaning and pronunciation of
words/ phrases.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To arouse the classroom atmosphere.
- To help students revise words/ phrases related to the topic.
b. Content:
- Game: Listing
c. Expected outcomes:
- Students revise vocabulary related to the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Listing - Students join the game and do Students’ own answer.
- T divides the class into two teams, has as instructed.
Ss in each team take turns to run to the
board and write a word/ phrase about the
advantages or disadvantages of sharing
housework.
- T confirms the correct word/ phrase and
decides the winner (the team with most
correct words/ phrases).
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)

a. Objectives:
- 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.
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then
practise them in groups of three. (p.15)
- Task 2: Have similar conversations exchanging opinions about whether family members
should spend time together. (p.15)
c. Expected outcomes:
- Students can use appropriate language to express opinions.
 d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in
groups of three. (6 mins)
- Ask Ss to read through the expressions in - Students listen to the Answer key:
the box and the incomplete conversation, recording. 1. A
checks comprehension and encourages - Students complete the 2. C
them to complete the gaps based on the conversation with words in 3. B
clues in the conversation. the box.
- Play the recording once or twice. - Students practise the
- Check the answers by asking individual conversation in groups.
Ss to read out the complete conversation.
- Ask Ss to practise the conversation in
groups of three.
- In stronger classes, write some prompts
on the board and asks Ss to role-play the
conversation based on the prompts only.
Task 2: Have similar conversations exchanging opinions about whether family members should spend
time together. (9 mins)
- Ask Ss to brainstorm some advantages - Ss work in groups of 3 to
and disadvantages of spending time practise their conversations.
together as a family. Give some - Some groups act out their
suggestions, if necessary. conversations to the class.
(e.g. Advantages: It strengthens family
bonds; It makes children happy, develops
their self-confidence; Children can learn
life skills and how to behave from their
parents.​
Disadvantages: Children may become too
dependent on their parents, do not have
enough time for friends or other
relationships, etc.)
- Revise common expressions used to
express opinions.
- Have 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.
- T praises Ss for good effort, clean
pronunciation, fluent delivery and
interesting ideas.
e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: CULTURE (20 mins)

 a. Objectives:
- To introduce words / phrases related to the topic;
- To help students learn about British family values and practise reading for specific
information.
- To help students relate what they have learnt in the reading text to their own culture.
b. Content:
- Vocabulary
- Task 1. Read the text and list the five family values of British people in the 21st century in
the table below. (p.16)
- Task 2. Work in pairs. Discuss whether Vietnamese people have similar family values.
(p.16)
c. Expected outcomes:
- Students understand the meaning of words, memorise the information, and relate what they
have learnt about British family values to their own country.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary (5 mins)
- Show the words one by one and has Ss - Ss look at the pictures and New words:
repeat the sound of the words guess the meaning of the 1. pass on sth (phr.v)
- Have Ss guess the meaning of the words words. 2. truthful (a)
based on pictures, explanations and - Ss make sentences with each 3. respectively (adv)
examples. word.
- T confirms the meaning, calls on some
individual Ss to make sentences with each
word.
Task 1: Read the text and list the five family values of British people in the 21st century in the
table below. (10 mins)
- Ask Ss read the text about British family - Students do as instructed. Key:
values and complete the table. - Students share their answers
- Walk round the class to offer help, with a partner.
explaining unfamiliar words and
answering questions.
- T checks the answers as a class by
calling on pairs to write their missing
words on the board.
Task 2: Work in pairs. Discuss whether Vietnamese people have similar family values. (5 mins)
- Have Ss draw the completed table in 1 - Students work in pairs to Students’ own answer.
in the notebooks and add one more discuss and take notes.
column to the right which is Traditional - Students share their ideas in
Vietnamese family values. front of class.
- 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.
- Tell 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.
- Ask Ss to think of more family values
observed in Viet Nam (e.g. family unity
and harmony, respect for the elders, etc.)
- T calls on some Ss to report back their
answers to the class.
e. Assessment
- Teacher observes and gives feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 – Looking back and project.

Board Plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 7. Communication and Culture / CLIL
*Warm-up
Game: Listing

*Everyday English
Task 1: Listen and complete the conversations
Task 2: Make similar conversations

*Culture
Vocabulary
Task 1: Read the text and complete the table.
Task 2: Discussion

* Homework
 UNIT 1: LIFE STORIES WE ADMIRE
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 1;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of family values.
- Develop self-study skills.

II. MATERIALS
- Grade 10 textbook, Unit 1, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards​
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped Give them a suggested checklist for peer assessment
presentation skills. and ask them to read carefully and try to practise in
advance and apply those techniques in their
presentation.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Brainstorming
c. Expected outcomes:
 - Students can recall the vocabulary they have learnt in Unit 1.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming - Students work in groups. Students’ own
- Divide Ss into 4 groups. - Students brainstorm and list answer.
- Ask each group to write down as many words as out the vocabulary learnt.
they can think of about the topic “Household
chores”.
- T praises the Ss with the most words and the
most interesting words/ phrases.
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help students revise the consonant blends /br/, /kr/, and /tr/.
- To help students revise words and phrases related to the topic of household chores, which
they have learnt in the unit.
- To help students revise the Present simple and Present continuous.
b. Content:
- Pronunciation: Listen and write /br/, /kr/, or /tr/ above the word that has the corresponding
consonant blends. Then practise reading the sentences. (p.16)
- Vocabulary: Complete the text. Use the correct form of the word and phrases in the box.
(p.16)
- Grammar: There is a mistake in each sentence below. Find the mistake and correct it. (p.16)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Pronunciation: Listen and write /br/, /kr/, or /tr/ above the word that has the corresponding
consonant blends. Then practise reading the sentences. (4 mins)
- Ask Ss to listen to the recording and - Students listen to the Answer key:
underline the words that have the recording and underline the /kr/
consonant blends /br/, /kr/, and /tr/. words. 1. I like ice cream, but my
- Ask individual Ss to write the words - Students write the words /br/ /br/
with the consonant blends on the with the consonant blends on brother likes bread pudding.
board and has them read those words the board. /tr/ /kr/
several times. - Students practise reading 2. Tracy crashed her car into a
- Play the recording again, pausing the sentences in pairs. /tr/ /br/
after each sentence for Ss to repeat. tree and broke her leg.
- Put Ss in pairs and has them practise /kr/
reading the sentences together. 3. They often have crab soup
- T goes round to offer help and /br/
collect common mistakes if Ss have for breakfast.
to correct as a class.
Vocabulary: Complete the text. Use the correct form of the word and phrases in the box. ( 4 mins)
- T asks Ss to complete the text by - Ss do as instructed. Answer key:
using the correct form of the word - Ss compare their answers 1. does the cooking
and phrases in the box individually. with a partner. 2. does the heavy lifting
- T checks the answers by asking 3. laundry
individual Ss to write the missing 4. cleaning the house
words/ phrases on the board. 5. does the washing-up
Grammar: There is a mistake in each sentence below. Find the mistake and correct it. (4 mins)
- T asks Ss to find the mistake in each - Ss do as instructed. Answer key:
sentence and correct it individually. - Ss compare their answers 1. I’m writing to you to tell you
- T checks the answers by asking with a partner. how much I’m wanting to see
individual Ss to write the answers on you. → want
the board and has them explain why. 2. Jack is away on business, so
now I look after his dog. → ’m
/ am looking
3. Nam’s often looking untidy.
→ (often) looks
4. She can’t answer the phone
now. She cooks dinner. → ’s /
is cooking
5. Excuse me, do you read the
newspaper? Could I borrow
it? → are you reading
6. What are your family doing
in the evenings? → do / does
... do
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to
practise giving a presentation.
b. Content:
- Happy family day!
c. Expected outcomes:
- Students practise giving a presentation.
d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
- Give Ss a checklist for peer and - All groups prepare for their Students’
self-assessment and explains that they will have presentations. presentations
to tick the appropriate items while listening to - When one group makes a
their classmates’ presentations and write presentation, others listen and
comments if they have any. (The presenters complete the evaluation sheet.
should complete their self-assessment checklist - Ss make questions after each
after completing their presentation). presentation.
- Go through the criteria for assessing their talk
to make sure Ss are familiar with them.
- Invite two or three groups to give their
presentations and encourages the rest of the class
to ask questions at the end.
- Give praise and feedback after each
presentation and gives marks for their
presentation as part of their continuous
assessment.
- Ask Ss to complete the self-assessment table,
identifies any difficulties and weak areas and
suggests further practice for individual Ss.
e. Assessment
- Teacher gives comments and feedback to all presentations.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 2.

Board Plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project: Happy family day!

*Homework