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Giáo án tiếng anh lớp 10 chương trình thí điểm

Date of preparation:
Week:
Period 1: Introduction
I. Aims:
1. Knowledge: Students know how to learn English in grade 10, how to do English tests and how
to use students’ book and workbook.
2. Skills: Reading, Speaking, Listening, Writing and doing English tests.
3. Attitudes: Students pay attention to the syllabus and teacher’s instructions.
4. Ability: self-solving; communication, cooperation, using language, self-managing, creation
II. Preparations:
1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts.
2 Students: Student’s book, workbook, notebook.
III. Methods: explanation, discussion
IV. Steps of teaching:
1. Organization:
Class
Period
Date of teaching
Attendance
Absence
Note

10A7
2. Check old lesson: Teacher asks students the question: “Do you know clearly about the syllabus
and know how to use the students book and workbook?” and call some students and ask them to
answer the question.
3. New lesson:
Teacher and students’ activities
Warm up
- Introduces to Ss about T.
- Asks Ss about their names and English
knowledge, etc
Guiding: Introduction to the syllabus.
1. Giving task:
T “I would like you to work in groups of 4 to
study the bookmap and give the summary on:
- the number of unit
- content of units
- the period for each unit
2. Do the task: Ss work in groups of 4 to
study the bookmap and give the summary on:
- the number of unit
- content of units
- the period for each unit
3. Report and discussion:
Teacher calls some groups to give answers on
board and ask other to compare and and give

Content

105 periods: The first term: 54
The second term: 51
10 units
4 reviews
4 periodical tests
2 term tests
4 fifteen-minute tests
8 periods for each unit:
- Getting started
- Pronunciation and Grammar
- Reading
- Speaking


- Listening
- Writing
1


comment

- Communication and Culture
- Looking back and Project

4. Feedback:
Teacher feedbacks ss’performance
1. Guiding how to use the students book and
workbook:
- Introduces to Ss how to use their book and
workbook
- Introduces to Ss how to learn reading,
speaking, listening, writing, language focus
in their books and how to do the exercises in
their books
2. Guiding English tests in grade 10:
- Introduces to Ss about oral tests,
observations, 15 minute tests, 45 minute
tests, etc. and how to do them
3. Guiding other books and tape, disc, etc.
4. Consolidation:
- Teacher summarizes the main points of the lesson.
5. Homework:
- Teacher asks students to prepare the part Getting started, unit 1, Family life.

2


Date of preparation:
Week:
Period 2: Unit 1 FAMILY LIFE
Getting started
I. Aims:
1. Knowledge:
- General knowledge: Students know and will be able to use the lexical items related to household
chores and duties.
- Language: Sentences and expressions related to household chores.
- New words: Words related to the topic Family life.
2. Skills:
- Guessing meaning in context, listen and repeat words or phrases.
3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text,
teacher’s instructions or explanations and do teacher’s requirements.
4. Ability: self-solving; communication, cooperation, using language, self-managing, creation
II. Preparations:
1. Teacher: textbook, pictures, lesson plan, computer, speaker, handouts.
2. Students: Student’s book, workbook, notebook.
III. Methods: explanation, discussion, work in pairs, groups
IV. Steps of teaching:
1. Organization:
Class
Period Date of teaching
Attendance
Absence
Note
10A7
2. Check old lesson: during the lesson
3. New lesson:
Teacher and students’ activities
Content
Activity 1. Warm up
Activity 1.
T: - Ask Ss if they often do housework and what
e.g:
housework each member of their family does.
- Who are the people in the
- Ask Ss to look at the picture to guess what they
picture?
show.
- What are they doing?
- Ask Ss some questions about the picture.
e.g:
Ss: Listen and answer T’s questions.
- They are a family.
- Look at the picture and answer the questions.
- Father is vacuuming the floor.
Mother is cooking. The son is
washing dishes and the
daughter is doing the laundry.
Activity 2.
Activity 2. Listen and read. Work in pairs and
decide whether the statements are true (T), false
(F) or not given (NG).
1. Giving task:
T: Play the recording.
- Ask Ss to listen and read along silently.
3


- Ask Ss to work in pairs to decide whether the
statements are true (T), false (F), or not given (NG).
Have Ss refer back to the conversation to give
reasons for their answers.
2. Do the task:
Ss - Do as required.
- Listen and read silently.
- Work in pairs and decide T, F or NG.
T: - Goes around and supervises.
3. Report and discussion:
Teacher calls some pairs to give answers on board
Answer key:
and ask other to compare and and give comment
1. F
4. Feedback:
2. NG
Teacher feedbacks ss’performance
3. F
Activity 3. Work individually. Listen and repeat.

4. T
5. T
6. N

Activity 3.

T: - Plays the recording and ask Ss to listen and
repeat the words/phrases.
- Correct the pronunciations if necessary.
Ss:
- Listen and repeat the words/phrases.
- Pay attention to T’s corrections for the
pronunciation.

household chores
rubbish
household finances
groceries
heavy lifting
washing up
laundry

Activity 4. Work in groups. Write the verbs or verbs
phrases that are used with the words or phrases in Activity 4.
the conversation.
T: - Tell Ss to refer back to the conversation to find Answer key:
the verbs/ verb phrases that go with the
Verb/Verb
Words/
words/phrases in the conversation.
phrases
Phrases
- Play the recording again if necessary.
1 split, divide,
(household)
- Ask Ss to pay attention to words that are often
handle
chores
used together (collocations) then ask them to give
2 take out
rubbish
some examples.
3 do
laundry
Ss: - Listen to Ss’ answers and give feedbacks.
4 Shop for
groceries
- Work in groups.
5 do
heavy lifting
- Refer back to the conversation to find the
6 do
washing-up
verbs/verb phrases that go with the words/phrases in 7 be responsible
household
the conversation.
for
finances
- Hand up to give answers.
- Pay attention to T’s feedbacks.
Activity 5
Answer key:
Activity 5. Work individually.List all the household Chores from the conversation:
4


chores that mentioned in the conversation. Then
more chores to the list.
T: - Ask Ss to read the conversation again and list
all the household chores that are mentioned in the
conversation. Then elicit more chores to add to the
list.
Ss: - Read the conversation again and list all chores
that are mentioned.
- Find out more chores to add to the list.











Prepare dinner
Cook (do the cooking)
Shop
Clean the house
Take out the rubbish
Do the laundry
Do the washing-up
Do the heavy lifting
Be responsible for the
household finances
Other chores (examples)
• Mop/sweep/tidy up the house
• Bathe the baby
• Feed the baby
• Water the houseplants
• Feed the cat/dog
• Iron/fold/put away the clothes
• Lay the table for meals

4. Consolidation: - Summarize the main points of the lesson.
- Vocabulary of household chores and duties.
- Some collocations related to the topic.
5. Homework:
- Ask Ss to do the exercise 1 of the part vocabulary (textbook, page 7). Ask Ss to work
individually, read the words and phrases in the box, then discuss and find the meaning for each of
them (a-h). Provide support if necessary by guiding Ss to use the context of the conversation to
choose the meaning for the words/phrases.
Answer key: 1.f 2. e 3. a 4. h 5. b 6. g
7. d 8. c
- Ask students to learn by heart new words and collocations in the text.

Date of preparation:
Week:
5


Period 3: Unit 1 FAMILY LIFE
Language
I. Aims:
1. Knowledge:
- General knowledge: Students should know how to pronounce consonant clusters /tr/ , /kr/ and
/br/ correctly in isolation and in context . Students understand and use the present simple and
present continuous tenses in suitable contexts.
- Language: Sentences and expressions related to household chores.
- New words: Words and phrases related to household and duties.
2. Skills:
- Guessing meaning in context, listen and repeat words or phrases.
3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text,
teacher’s instructions or explanations and do teacher’s requirements.
4. Ability: self-solving; communication, cooperation, using language, self-managing, creation
II. Preparations:
1. Teacher: textbook, pictures, lesson plan, computer, speaker, handouts.
2. Students: student’s book, workbook, notebook.
III. Methods: Integrated, mainly communicative
IV. Steps of teaching:
1. Organization:
Class
Period Date of teaching
Attendance
Absence
Note
10A7
2. Check old lesson: the exercise 1 of the part vocabulary (textbook, page 7).
Ask Ss to work individually, read the words and phrases in the box, then discuss and find the
meaning for each of them (a-h). Provide support if necessary by guiding Ss to use the context of
the conversation to choose the meaning for the words/phrases.
Answer key: 1.f 2. e 3. a 4. h 5. b 6. g
7. d 8. c
3. New lesson
Content
Teacher and students’ activities
Activity 1. Warm up. Ex 3 of the part vocabulary. Activity 1. Warm up. Excise 3 of the
T: - Raise the questions below:
part vocabulary.
- Have Ss work in pairs to ask and answer the
questions.
1. What household chores do you
- Encourage them to use the chores in the list in
usually do?
their answers. Before working in pairs, Ss may
2. How do you divide household
work individually.
duties in your family?
- Ask Ss to read the list again and write down who
does each of the chores in their family.
- Check to make sure Ss use the correct verbs/ verb
phrases in the correct tense with the name of the
chores.
Ss: - Work in pairs to ask and answer the
questions.
6


- Try to use more words or phrases related to
household chores to talk.
Grammar
Activity 2. Work in pairs. Read the text and
choose the correct verb form.
T: - Have Ss read the text individually once and
ask them to pay attention to the words/ phrases
such as every day, today, at the moment, and ask
them what verb forms are often used in the
sentences that have these words/ phrases. Ask Ss
to choose the correct verb form.
- Ask Ss to work in pairs to compare their answers.
- Check Ss’ answers and then elicit from them the
rules of using the present simple and the present
continuous.
Ss: - Read the text and pay attention to the words
and phrases indicating the tenses.
- Choose the correct verb form and give
explanations.
- Work in pairs to compare the answers.
- Hand up to give answers and elicit the rules of
using the present simple and present continuous
tenses.
- Pay attention to T’s explanation for the rules.
Activity 3. Work in pairs. Use the verbs in
brackets in their correct form to complete the
sentences.
- Have Ss work in pairs to give their answers.
- Observe and help when and where necessary.
- Ask Ss to use the words/ phrases: now, at the
moment, usually, today, every evening, etc. as
clues for their answers.
- Check Ss’ answers by asking individuals to take
turns reading aloud each of the sentences.
Pronunciation
Activity 4. Work individually and then in pairs.
Listen and repeat.
T: - Play the recording and let Ss listen. Play it
again with pauses for them to repeat each word.
- Give the meaning of the words if necessary. Help
Ss distinguish the three sound clusters.
- Ask Ss to work in pairs and take turns reading the
words in columns and in rows. Then, invite
individuals to read the words in one or two rows.
7

Grammar
Activity 2. Work in pairs. Read the
text and choose the correct verb
form.

Answer key:
1. does
2. cooks
3. cleans
4. is watching
5. is doing 6. is doing
7. is tidying up
8. is trying

Activity 3. Work in pairs. Use the
verbs in brackets in their correct
form to complete the sentences.
Answer key:
1. does, is not cooking, is working
2. is taking out
3. cleans, is cleaning
4. is preparing
5. looks after, works
6. is watching, watches


Ss: - Listen to the tape and repeat each word.
- Work in pairs and take turns reading the words in
columns and in rows.
Activity 5. Listen to the sentences and circle the
word you hear.
1. Giving task:
T: - Ask Ss to read the words in rows, paying
Activity 5. Listen to the sentences
attention to the difference between the sound
and circle the word you hear.
clusters.
- Play the recording and have Ss listen to the
sentences and circle the word they hear.
2. Do the task:
Ss listen to the sentences and circle the word they
hear.
3. Report and discussion:
Answer key:
Teacher calls ssto give answers on board and ask
1. b
other to compare and and give comment
2. b
4. Feedback:
3. c
Teacher feedbacks ss’performance
4. a
4. Consolidation: Teacher summarizes the main points of the lesson.
- Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and in context.
- Understand the present simple vs. the present continuous.
5. Homework:
- Ask students to review the vocabulary at home.

Date of preparation:
Week:
8


Period 4: Unit 1 FAMILY LIFE
Reading
I. Aims:
1. Knowledge:
- General knowledge: Students get knowledge about home life and express their own ideas about
home life. Students will be able to read for specific information about the benefits of sharing
housework.
- Language: Sentences and expressions related to household chores.
- New words: Words related to household chores and duties.
2. Skills:
- Guessing meaning in context, skimming the text to get the general idea, scanning for specific
details and passage comprehension.
3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text,
teacher’s instructions or explanations and do teacher’s requirements.
4. Ability: self-solving; communication, cooperation, using language, self-managing, creation
II. Preparations:
1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts.
2 Students: Student’s book, workbook, notebook.
III. Methods: explanation, discussion
IV. Steps of teaching:
1. Organization:
Class
Period
Date of teaching
Attendance
Absence
Note
10A7
2. Check old lesson: during the lesson
3. New lesson:
Teacher and students’ activities
Content
Activity 1. Warm up
Activity 1. Warm up
T: - Let Ss work in groups, look at the picture and
answer the questions.
- Asks Ss to call out the answers to question 1 freely. The answer can be:
For question 2, ask a representative of each group to Yes, they are. Because they do the
give the opinion of the group.
housework together. /Because all
1 What are the people in the picture doing?
members of the family share
2 Do you think they are happy? Why/Why not?
housework.
Ss:- Work in groups
- Look at the picture and answer the question
Activity 2. Read the text below and decide which of Activity 2. Read the text below
the following is the best title for it.
and decide which of the
1. Giving task:
following is the best title for it.
T: - Have Ss read the heading (a-c) first. Make sure
that they understand all of them and tell Ss that one
of them is the title for the text; they have to read the
text and decide which one it is.
- Ask Ss to read through the text once without
9


stopping at the words that they don’t know the
meaning of, and then ask them to work in pairs to
decide on the best title for the text. Remind Ss that
the title for the text is the one that gives the general
idea of the whole text.
2. Do the task:
Ss Read through the text quickly and then work in
pairs to discuss to decide the best title. text.
3. Report and discussion:
Teacher calls ss to give answers on board and ask
other to compare and and give comment
4. Feedback:
Teacher checks Ss’ answers and guide Ss to the
correct choice if necessary by helping them eliminate
the sentences that are only about one aspect of the
text.
Activity 3. The exercise 3 and 4 in textbook, page 9.
T: - Have Ss read the text again and underline the
words sociable, vulnerable, critical, enormous and
tend when they see them on the text.
- Explain to Ss how to use context to guess the
meaning of the unknown words if necessary.
Ss: - Read the text again and underline the words in
the text.
- Listen to T’s guides to use the context to guess the
meaning of the unknown words.
T: - Ask Ss to continue to work in pairs, and find out
what “it” refers to in each of the sentences.
- Let Ss read and understand the sentences before and
after the one that has the word in it to decide what it
means. Ss can use the elimination technique to give
the right answer.
Ss: - Work in pairs and do as required.
- Pay attention to T’s guides to do if necessary.
Activity 4. Work in groups. Answer the questions.
T: - Ask Ss to work in groups of three, ask them to
read the questions first to make sure they understand
what information they need in order to answer the
questions. It may help if Ss can underline the key
words in the questions. For example:
1. How do children benefit from sharing
housework?
2. Why do men tend to have better relationships
10

Answer key: c Sharing
housework makes the family
happier.

Activity 3. The exercise 3 and 4
in textbook, page 9.

Answer key:
1. a 2. b 3. b

4. b

5. a

Answer key:
a. C b. B
Activity 4. Work in groups.
Answer the questions.

Answer key:
1. They do better at school,
become more sociable, and
have better relationships


with their wives when they share housework?
3. What may happen to women whose husbands do
not contribute to the household chores?
4. How does the family benefit when everyone
works together on household chores?
- Then ask Ss to read the text again, and locate the
part of the text where they can get the answer to each
of the questions before they discuss the answers.
- Check Ss’ answers by inviting a representative from
each group to give the answer to one of the
questions. If the Ss’ answer is incorrect, don’t give
the right one at once, but try to elicit it from other Ss.
Ss: - Work ingroups and read the questions to
understand what information they need in order to
answer the questions.
- Hand up to give answers.
- Pay attention to T’s correction and explanations.

with their teachers and
friends.
2. Because it shows that they
care about their wives and
this makes their wives
happy.
3. They may fall ill easily or
may think about divorce.
4. There is a positive
atmosphere for the family.

Activity 5. Work in groups to
Activity 5. Work in groups to discuss.
discuss.
T: - Put Ss in groups of four and let them discuss the 1. No, I don’t. I am very happy
questions freely. If Ss have difficulty with ideas, give when doing housework with my
them some examples of problems such as problems
family.
with time, skills and attitude.
2. I become sociable, happier and
Do you have any problems with sharing housework? love my family more.
2 What benefits do you get when sharing housework?
Ss: One or two groups to report the discussion results
to the class.
4. Consolidation: Teacher summarizes the main points of the lesson.
- Vocabulary of housework.
- Some techniques to guess the meaning in context, skim for general idea and scan for specific
details.
5. Homework:
Teacher asks Ss to translate the reading text into Vietnamese and give a short talk based on 2
questions in activity 6

Date of preparation:
Week:
11


Period 5: Unit 1 FAMILY LIFE
Speaking
I. Aims:
1. Knowledge:
- General knowledge: Students get knowledge about home life and express their own ideas about
home life. Students will be able to read for specific information about the benefits of sharing
housework.
- Language: Sentences and expressions related to household chores.
- New words: Words related to household chores and duties.
2. Skills:
- talking about home life and express their own ideas about home life
3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text,
teacher’s instructions or explanations and do teacher’s requirements.
4. Ability: self-solving; communication, cooperation, using language, self-managing, creation
II. Preparations:
1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts.
2 Students: Student’s book, workbook, notebook.
III. Methods: explanation, discussion, intergrated communicative
IV. Steps of teaching:
1. Organization:
Class
Period
Date of teaching
Attendance
Absence
Note
10A7
2. Check old lesson: give a short talk on the benefits you get from sharing housework
3. New lesson
Teacher and students’ activities
Content
Activity 1. Warm-up.
T: Introduce the topic by writing some letters in the
board and ask Ss to make a correct word with the letter
1 KROHOWUSE
2 ROCHES
3 YRDNAUL
4 EEPWS
Ss: Pay attention to teacher and match the chores with
the pictures.
Activity 2. Which household chores do you like doing
and which do you dislike? Write your answers to the
questions in the table and add a reason.
T: - Ask students to work by themselves, write at least
three household chores they like and three they dislike
doing in the “Name of chore” column, then add a
reason why they like or dislike the chore.
- Go round to help if necessary.
- Ask students to work in pairs to compare their
12

Activity 1. Warm-up.
1 KROHOWUSE
-> HOUSEWORK
2 ROCHES
-> CHORES
3 YRDNAUL
-> LAUNDRY
4 EEPWS
-> SWEEP
Activity 2. Which household
chores do you like doing and
which do you dislike? Write your
answers to the questions in the
table and add a reason.
Suggested answer:
LIKE
Name of chore
Reason
cooking
I like eating


completed table to find out the different and similar
ideas about housework.
Ss: work by themselves, write at least three household
chores they like and three they dislike doing in the
“Name of chore” column, then add a reason why they
like or dislike the chore.

Activity 3. Match Mai’s answers with Anna’s
questions. Then practise the conversation
T: - Have students work in pairs. Ask them to read all
the questions in Anna’s column first and underline the
key words in each question before asking them to
guess the answer to each question.
1. What household chores do you do every day?
2. Which of the chores do you like doing the most?
3. What do you like about it?
4. Which of the chores do you dislike doing the
most?
- Encourage students to use the key words as cues to
find the answers in Mai’s column to match with
Anna’s questions.
- Ask students to take turns being Mai and Anna to
practice the conversation

Sweeping the
house

I feel happy
when seeing
my house
clean
DISLIKE
Name of chore
Reason
Cleaning the
It’s dirty
bathroom
Taking out the It’s dirty and
rubbish
smell bad
Activity 3. Match Mai’s answers
with Anna’s questions. Then
practise the conversation
Key:
1c
2a

3d

4b

Anna: What household chores do
you do every day?
Mai: I do the laundry, wash the
dishes, and sweep the house. I
sometimes do the cooking when
my mum is busy.
Anna: Which of the chores do you
like doing the most?
Ss: - read all the questions in Anna’s column first and Mai: well, I think I like sweeping
underline the key words in each question before the house.
asking them to guess the answer to each question
Anna: What do you like about it?
- Work in pairs and try to match the columns
Mai: It’s not too hard, and I like
- take turns being Mai and Anna to practice the seeing the house clean after I
conversation
sweep it.
Anna: Which of the chores do you
dislike doing most?
Mai: Washing dishes, because I
often break things when I do the
washing-up.
Activity 3. Have a similar
conversation with a partner.

Activity 3. Have a similar conversation with a
13


partner. Find out which chores she/he likes or
dislikes th emost and why. Report your findings to
the class
1. Giving task:
T: Ask students to work with a different partner to
have a similar conversation. Explain that this time they
should talk about themselves, and they have to find out
what chores their partner does, what chores she/he
likes or dislikes the most and why.
2. Do the task:
Ss work with a different partner to have a similar
conversation to find out what chores their partner does,
what chores she/he likes or dislikes the most and why.
3. Report and discussion:
Teacher invites a student from one or two pairs to
report to the class what she/he has found about his/her
partner.
4. Feedback:
Teacher feedbacks ss’performance

Find out which chores she/he
likes or dislikes th emost and
why. Report your findings to the
class

Suggested conversation:
St A: Which of the chores do you
dislike doing the most?
St B: Taking out the rubbish
because it’s dirty and smells bad.
St A: Which of the chores do you
like doing the most?
St B: Cooking because I like
eating

4. Consolidation: Teacher summarizes the main points of the lesson.
for specific details.
5. Homework:
Teacher asks Ss to do the exercise 1 in the workbook on page 10
KEY:
1. Do you often do housework?
2 What household chores do you do?
3 Who does the cooking/ Who cooks in your family?
4 Does your father do some housework, too?
5 Do you complain about doing housework?

Date of preparation:
Week:
Period 6: Unit 1 FAMILY LIFE
14


Listening
I. Aims:
1. Knowledge:
- General knowledge: Students get knowledge about home life and express their own ideas about
home life.
- Language: Sentences and expressions related to household chores.
- New words: Words related to household chores and duties.
2. Skills:- Develop the listening skills for details and for specific details.
3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text,
teacher’s instructions or explanations and do teacher’s requirements.
4. Ability: self
30-solving; communication, cooperation, using language, self-managing, creation
II. Preparations:
1 Teacher: Textbook, pictures, lesson plan, cassette and tape, handouts.
2 Students: Student’s book, workbook, notebook.
III. Methods: explanation, discussion, intergrated communicative
IV. Steps of teaching:
1. Organization:
Class
Period
Date of teaching
Attendance
Absence
Note
10A7
2. Check old lesson: do the exercise 1 in the workbook on page 10
KEY:
1. Do you often do housework?
2 What household chores do you do?
3 Who does the cooking/ Who cooks in your family?
4 Does your father do some housework, too?
5 Do you complain about doing housework?
3. New lesson
Teacher and students’ activities
Content
Activity 1 Warm-up
T: Introduce the topic: write down two words
wife/woman- husband/man and ask students to make
two words webs about the roles of wife/woman and
husband/man in the family. Students are free to call
out their answers and T writes down the words in the
web.
Activity 2. Look at the chart and discuss the
changes in weekly hours of basic housework by
married men and married women in the USA
between 1976 and 2012. Guess the reasons for the
changes.
T: Ask students to work in pairs, looking at the chart
and discussing the changes in the weekly hours of
basic housework by married men and married
15

Activity 1 Warm-up
Suggested answer:
Child-raising
Breadwinning
Housework
Activity 2.. Guess the reasons for
the changes.

Suggested answers:
1 Marrried women can do what


women in the USA between 1976 and 2012. Students
don’t have to report the exact number of hours men
and women spend on doing housework. They can just
talk about the general changes.
- Encourage students to guess the reasons for the
changes. Ask them to call out their guesses. Write the
reasons given by students on a corner of the board so
that they can see if their guesses are correct later,
after they listen to the recording.
Ss: - work in pairs, looking at the chart and
discussing the changes in the weekly hours of basic
housework
- guess the reasons for the changes.

men do.
2 The society is more developed
than before
3 Married men also do house work
well such as cooking, parenting.

Activity 3. Listen to a family expert talking about
how the roles of men and women in families have
changed and decide whether the statements are
true or false

Activity 3. Listen to a family expert
talking about how the roles of men
and women in families have
changed and decide whether the
statements are true or false

T: Tell students that they are going to listen to a
1. T
family expert talking about how the roles of men
2. T
and women in families have changed. Ask them to
3. T
read all the statements and guess if they are true or
4. F “According to equally
false. Make sure that students understand all the
shared parenting, the
statements.
husband’s career is as
- Play the recording and have students do the
important as the wife’s
exercise. Check students’ answers. If many students
5. T
in the class have incorrect answers, play the
recording again, and stop at the place where
students can get the correct answers.
Ss: do the activities and give explanation
Activity 4. Work in pairs. Match the word/phrase Activity 4. Work in pairs. Match
with its appropriate meaning.
the
word/phrase
with
its
appropriate meaning.
1. Giving task:
T: Have students work in pairs to match the words/
phrases with their appropriate meaning within 5
minutes
2. Do the task:
Ss work in pairs to match the words/ phrases with
their appropriate meaning within 5 minutes
Key:
3. Report and discussion:
1.e
Teacher invites a student from one or two pairs to
16


report the answer and others give comments
4. Feedback:
Teacher feedbacks ss’performance
Activity 5. Listen again and answer the questions
T: Ask students to read the questions carefully. Make
sure that they understand what is asked in each
question. Have them underline the key words if
necessary. Then play the recording and let students
listen to it and answer the questions.
- Ask students to work with a partner to compare
their answers.
- Invite representatives from pairs to present the
answer to each of the questions to the class. Give
feedback and correction if necessary.
1. How has the role of men in the family
changed?
2. How have men’s and women’s roles become
alike?
3. What is the result of “equally shared
parenting”?
Ss: Read the questions carefully
- Answer the questions

2.b
3.c
4.d
5.a
Activity 5. Listen again and
answer the questions
Key:
1.
They are not the only
breadwinner in the family, and they
get more involved in housework
and parenting.
2.
Both are responsible for
family finances, home-making/
housework, and parenting.
3.
The families become happier
and the divorce rate amongst them
is the lowest.

4. Consolidation: Teacher summarizes the main points of the lesson.
- Vocabulary of housework.
- Some techniques to listen for specific details.
Ask Ss to talk about four domains of life.
+ Child-raising: Both parents have equal responsibility to nurture and to take care of the children
+ Breadwinning: Husband’s and wife’s careers are equally important
+ House work: The housework chores should be equally divided between the wife and the
husband
+ Recreation: Both partners have an equal chance and time for their own interests

Date of preparation:
Week:
Period 7: Unit 1 FAMILY LIFE
Writing
I. Aims:
1. Knowledge:
17


- General knowledge: Students know and will be able to use the lexical items related to household
chores and duties.
- Language: Sentences and expressions related to household chores.
- New words: Words related to the topic Family life.
2. Skills:
- Using ideas to write a paragraph.
3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text,
teacher’s instructions or explanations and do teacher’s requirements.
4. Ability: self-solving; communication, cooperation, using language, self-managing, creation
II. Teaching aids:
1. Teacher: textbook, pictures, lesson plan, computer, speaker, handouts.
2. Students: Student’s book, workbook, notebook.
III. Methods:
IV. Steps of teaching:
1. Organization:
Class
Period
Date of teaching
Attendance
Absence
Note
10A7
2. Previous lesson checking: Ask Ss to talk about four domains of life.
+ Child-raising: Both parents have equal responsibility to nurture and to take care of the children
+ Breadwinning: Husband’s and wife’s careers are equally important
+ House work: The housework chores should be equally divided between the wife and the
husband
+ Recreation: Both partners have an equal chance and time for their own interests
3. New lesson:
Teacher and students’ activities
Content
Activity 1. Warm up
Activity 1. Warm up
T: Write the word “chores” on the
board and ask Ss to say as many
Suggested answer:
things connected to it as they can. Let This saying means if many people share a piece of
Ss call out their answers.
work, it will become easy for everybody. This also
- Ask Ss some questions to lead them apllies to doing housework in the family; if all family
to read the saying “Many hands make members contribute to housework, each won’t have to
light work” and then ask Ss to work in do much
pairs to discuss the meaning of they
saying.
What does “many hands” mean,
many people or many hands?
When we share the housework, is it
easier or harder?
How do you understand the saying?
- Lead in the lesson.
Ss: Listen to T and give ideas.
- Work in pairs and discuss the
meaning of the saying.
18


Activity 2: Read the text about Lam’s
family, complete the chart and
answer the questions. (activity 2 and
3, textbook, page 12)
T: Ask Ss to work in groups and read
the text, then complete the chore
chart.
- Ask Ss to show their answers.
- Give feedbacks.
- Ask Ss to answer the questions.
- Ask Ss to give their answers.
- Give feedbacks.
Ss: Work in groups, read the text and
complete the chart.
- Hand up to show their answers.
- Pay attention to T’s feedbacks.

Activity 2: Read the text about Lam’s family,
complete the chart and answer the questions.
(activity 2 and 3, textbook, page 12)
Answer key:
Dad mending things around the
house, cleaning the bathroom.
Mum doing most of the cooking and
grocery shopping.
Lam doing the laundry, taking out
the rubbish and cleaning the
fridge, laying the table for
meals, sweeping the house and
feeding the cat (share with
sister)
An
helping Mum prepare meals
and washing the dishes, laying
the table for meals, sweeping
the house and feeding the cat
(share with brother)
Answer key:
1. There are four people in Lam’s family.
2. Because both parents work and the children spend
most of their time at school.
3. They split the housework equally in the family.
4. The father mends things around the house and
cleans the bathroom; the mother does most of the
cooking and grocery shopping; and cleans the fridge
onse a week; An helps her mother to prepare meals
and washes the dishes; Lam and An take turns laying
the table for meals, sweeping the house, and feeding
the cat.
5. Yes, they do. They do it willingly.
6. The burden is less, so everyone has time to relax.

Activity 3: Work individually. Make
your family chore chart. Use the
ideas in the chart and write a
paragraph about how people in your
family share housework based on the
ideas in the chart.

Activity 3: Work individually. Make your family
chore chart. Use the ideas in the chart and write a
paragraph about how people in your family share
housework based on the ideas in the chart.

1. Giving task:
19


T: Ask Ss work individually and make
their family chore charts then work
individually and write a paragraph by
using the ideas from the chart in a
limited time of 10 minutes.
2. Do the task:
Ss work individually and make their
family chore charts then work
individually and write a paragraph by
using the ideas from the chart in a
limited time of 10 minutes.
3. Report and discussion:
Teacher invites two students to share
their work in front of the class and
others give comment
4. Feedback:
Teacher feedbacks ss’performance

The paragraph can consist of three parts:
Introduction to the family: how many people, who the
members are..
How the family members share housework, what each
of them does
What family members think of doing housework

4. Consolidation: Summarize the main points of the lesson.
- Vocabulary of household chores and duties.
- The structure of a paragraph.
5. Homework:
- Complete paragraph in activity 3 based on chore list
- Ask students to preparare the next lesson, Communication and Culture.

Date of preparation:
Week:
Period 8: Unit 1 FAMILY LIFE
Communication and culture
I. Aims:
1. Knowledge:
20


- General knowledge: Students get knowledge about family life in different cultures.
- Language: Sentences and expressions related to family life.
2. Skills:
- Reading, listening and speaking.
3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text,
teacher’s instructions or explanations and do teacher’s requirements.
4. Ability: self-solving; communication, cooperation, using language, self-managing, creation
II. Teaching aids:
1. Teacher: textbook, pictures, lesson plan, computer, speaker, handouts.
2. Students: Student’s book, workbook, notebook.
III. Methods:
IV. Steps of teaching:
1. Organization:
Class
Period
Date of teaching
Attendance
Absence
Note
10A7
2. Previous lesson checking: during the lesson
3. New lesson:
Teacher and students’ activities
Content
Activity 1: Warm-up
Activity 1: Warm-up
T: Ask Ss to look at the picture of the
Suggested answer:
husband and wife and answer some
questions.
1. The man does the laundry, do washing-up
Suggested questions:
and clean the house.
1. What does the man do?
2. The women does the laundry, feed the baby,
2. What does the woman do?
do washing-up, clean the house, and prepare
3. Who is happier? Why?
the meal.
Ss: Look at the picture and answer the
3. The man may be happier because he does
questions.
less.
Activity 2: Listen and match
1. Giving task:
T: Introduce the talk show, the people and the
task by asking simple questions and let Ss
read the statement, makes sure they
understand everything by asking them for
translation of all sentences.
- ask Ss to listen to the CD twice, Ss listen
and match then compare with their peers.
2. Do the task:
Ss read the statement then listen to the CD
twice, Ss listen and match then compare with
their peers.
3. Report and discussion:
Teacher asks some to call out their answers

Activity 2: Listen and match

Vocabulary to check:
burden, join hands, provide, provider, neat
Answer key:
Mr Hoang: c,e,g
21


Mr Nguyen Nam: b,d
Ms Mai Lan: a,f
Activity 3: Discuss
and others give comment
4. Feedback:
Teacher feedbacks ss’performance
Activity 3: Discuss
T: Guide Ss to work in group of 4 and
prepare the answers; they can use the ideas in
task 2. Each group has a leader to take notes
and report their opinion to the class.
- 2 groups report its opinion, others listen and
comment.
Ss: work in group of 4 and prepare the
answers; they can use the ideas in task 2.
Each group has a leader to take notes and
report their opinion to the class.
Activity 4: Read and fill the table
- Have Ss look at the pictures at the end of the
unit to elicit the terms "nuclear family" and
"extended family".
- Ask Ss work in pair to read and complete
the table, after that Ss compare to correct. Ss
can use a dictionary to look up new words
while doing the task.
- Ask one S to write the answers on the board
for class checking.

Model answer:
Our group agree with Mr Nguyen Nam,
husband and wife should have a similar role.
They should share housework, parenting,
homemaking, financial burden. In our family,
our parents share all the work and we are
happy with that.

Activity 4: Read and fill the table
Definition:
nuclear family: parents and children
extended family: grandparents, parents and
children
new words:
neat, single-parent, child-minder, nursing
home, collaborate, ungrateful, behavior,
generation
In Singapore
In Viet Nam
nuclear family
extended family
nursery school or
grandparents or great
child -minder
grandparents
nursing homes
their children
they take part in the theyhelp their
activities of the
children with their
Parent Support
homework or give
Group or Parent
them advice on
Teacher Association behaviour
4.Consolidation: Family life in different cultures.
5. Homework: Compare family life in Singapore and Vietnam based on activity 4

Date of preparation:
Week:
Period 9: Unit 1 FAMILY LIFE
Looking back and Project
I. Aims:
1. Knowledge:
22


- General knowledge: Students can pronounce correctly and recognize the words cluster sounds
/tr/, /br/, /kr/ in isolation and in contexts.
- Language: Sentences and expressions related to household chores.
2. Skills:
- Listening, reading and speaking.
3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text,
teacher’s instructions or explanations and do teacher’s requirements
4. Ability: self-solving; communication, cooperation, using language, self-managing, creation
II. Preparations:
1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts.
2 Students: Student’s book, workbook, notebook.
III. Methods: explanation, discussion, integrated communicative, work in pairs/groups
IV. Steps of teaching:
1. Organization:
Class
Period
Date of teaching
Attendance
Absence
Note
10A7
2. Check old lesson: during the lesson
3. New lesson:
Teacher and students’ activities
Content
Pronunciation
Activity 1: Listen, underline and
Activity 1: Listen, underline and write the sounds
write the sounds
T: Play the recording and have Ss listen and write /tr/, Answer key:
/br/ or /kr/ above the word that has the corresponding 1. cream, brush
consonant cluster sound.
2. crash, tree, traffic
- Ask Ss to work in pairs to practise the sentence.
3. try, create, brother
- Invite some Ss to read the sentences in front of the
4. brown, bread, breakfast
class. Correct Ss’ mistakes if there are any, focusing
5.brave, travelling, train
just on the three consonant clusters.
6. true, crime, increase
Ss: Listen and write.
Vocabulary
- Work in pairs and practise.
Activity 1: What chores are the
- Hand up to read aloud.
people doing? Write the name of the
- Pay attention to T’s corrections.
chore under each picture.
Vocabulary
Answer key:
Activity 1: What chores are the people doing? Write
1. cooking
the name of the chore under each picture.
2. Shopping for groceries
T: Ask Ss to speak out the words under each pictures
3. doing the laundry
then let them write in their books.
4. taking out the rubbish
- Help if there is a new word.
5. cleaning the bathroom
- Check by saying the number.
6. washing up
Ss: Work in pairs, read the text and fill in.
7. Ironing
Activity 2: Completing the text
8. sweeping the house
T: Have Ss work in pairs, read the text carefully and
9. watering the flowers
fill in each gap with a word.
10. feeding the cat
- Remind Ss that thay have to use the correct form of
Activity 2: Completing the text
23


the words when filling
- Go around and give helps if necessary.
Answers:
- One S does the task on the board.
1. does the cooking
- Check with the class by saying the number, Ss say
2. shops for groceries
the words/phrase to check pronunciation.
3. does the heavy lifting
- Ask one Ss to translate the text to make sure that Ss
4. laundry 5.ironing
understand
6. takes out the rubbish
Ss: Hand up to give answers.
7. sweeping the house
- Pay attention to corrections.
8. lays the table
Grammar
9. does the washing-up
Activity 1: Finish the sentences.
Grammar
- Ask Ss work in pairs to give the correct verb form in Activity 1: Finish the sentences.
present simple or present continuous.
Answer key:
- Check with class and ask Ss why they make their
1. am writing, miss
choice to consolidate the use of the two tenses.
2. am looking after
Activity 2: Discussion
3. looks, is wearing
1. Giving task:
4. am cooking
T: Ask Ss to work in pairs this time and make up a
5. are you reading
short dialogue based on the questions in task within 5 6. do people in your family do
minutes then present in front of the class
Activity 2: Discussion
2. Do the task: Ss work in pairs this time and make
up a short dialogue based on the questions in task
Model dialogue:
within 5 minutes then present in front of the class
A. Hello
3. Report and discussion:
B. Can I ask you something?
Teacher calls some to talk out and ask other to give
question 1
comment
A. Thank you for your answers
4. Feedback:
B. You are welcome!
Teacher feedbacks ss’performance
4.Consolidation: Teacher summarizes the main points of the lesson.
- Vocabulary of housework.
- Review the present simple and present continuous.
5. Homework: Teacher asks Ss to do the part project. Teacher provides support if necessary by
guiding Ss to do the exercises.

Date of preparation:
Week:
Period 10: Unit 2 YOUR BODY AND YOU
Getting started
I. Aims:
1. Knowledge:
24


- General knowledge: Students get to know the topic, vocabulary and how eating can affect one’s
health, and the use of will.
- Language: Sentences and expressions related to illnesses and health.
2. Skills:
- Guessing meaning in context and skim to get general ideas.
3. Attitudes: Students pay attention to the topic of the unit, the content of the reading text,
teacher’s instructions or explanations and do teacher’s requirements.
4. Ability: self-solving; communication, cooperation, using language, self-managing, creation
II. Preparations:
1 Teacher: Textbook, pictures, lesson plan, computer, speaker, handouts.
2 Students: Student’s book, workbook, notebook.
III. Methods: explanation, discussion, integrated communicative, work in pairs/groups
IV. Steps of teaching:
1. Organization:
Class
Period
Date of teaching
Attendance
Absence
Note
10A7
2. Check old lesson: Ask students about their survey and the findings their groups have
investigated and concluded
3. New lesson:
Teacher and students’ activities
Content
Activity 1: Warm -up
Activity 1: Warm -up
T: Play a song named: An apple a day
Lead-in: listen to a song named An apple
- Inform the class of the lesson objectives.
a day
Ss: listen to a song named An apple a day
Activity 2: Listen and read
T: Tell Ss not to worry about new words or
Activity 2: Listen and read
grammar points. The new items will be dealt with
conversation
later on.
- Play the recording. Ask Ss to listen and read the
conversation at the same time.
Ss: Pay attention to T.
Activity 3: Work in pairs. Answer the questions.
1. Giving task:
Activity 3: Work in pairs. Answer the
T: Ask Ss to work in pairs within 5 minutes to ask questions.
and answer 4 questions on the page of 16
2. Do the task: Ss work in pairs within 5 minutes
to ask and answer 4 questions on the page of 16
3. Report and discussion:
Teacher calls some pairs to ask and answer
questions while other observe and give comment
4. Feedback:
Teacher feedbacks ss’performance
1. Better health, good body condition,
stronger resistance to illness, etc.
25


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