Giáo án Tiếng Anh Lớp 10 (Thí điểm) - Unit 1: Family life communication and culture

Date of preparation	: 
Date of teaching: 	 / / 201 Class: 	
Period 1: 	INTRODUCING THE PROGRAMS OF ENGLISH 10
A. Aims: 
- Help Ss to know about the English book grade 10 in general: themes, tests, lessons.
 	- Introduce how to do an oral test, a fifteen - minute tests and a written test.
 	- Some requires of student to study well English.
 	- To help Ss have the opportunities to develop their oral fluency.
 	- To introduce the theme and units.
B. Preparations:
 - Teacher: Handouts, textbook, sub boards and colored chalks.
 - Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
WARM-UP.
* Game: Lucky Number
-T divides the whole class into two groups and plays the game.
- The leader of each group chooses a number for their own group and does the following requirement in each question. If the answer is correct, they will get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not?
7. How do you learn English well?
8. Do you speak English fluently?
- T leads Ss in the lesson.
II. PRESENTATION 1
A. Content: Including six topics
- T introduces the topics.
1. You and me 
2. Education
3. Community 
4. Recreation
5. Nature and Environment 
6. People and places
--> Six topics are divided into ten units.
- T asks Ss to find out the topic through the unit’s name.
B. The design of each unit in textbook:
1. Getting started: Introducing the overall topic of the unit
2. Language: Learning vocabulary, grammar and pronunciation
3. Reading: Developing reading skills and providing Ss with language and ideas about the topic
4. Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language
7. Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit.
8. Looking back and project: 
 - Revising and consolidating of the language in the unit
 - Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation
- After 2 units, Ss have one period for test themselves. It helps them test themselves about what they’ve learnt.
III. PRESENTATION 2
C. Tests:
1- Checking frequency knowledge for the previous lesson.
2- Fifteen minutes test (3 times for each semester)
3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
D. The new point in learning English 10
- Communicative method /approach.
- Task - based method /teaching.
- The book is designed with 4 skills.
- Complete and various tests.
- Learner - centered approach.
E. Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it has.
- Introduce some more information.
- There are 6 themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places.
- There are 8 periods in each unit. They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back
F. Some requires of students
- Read the lesson before studying in class.
- Do all exercises at home.
- It is good to find the meaning and the pronunciation of the new words in the dictionary at home.
-Listen to the teacher attentively and take part in the lesson actively and creatively.
- Take part in the activities that the teacher required such as pairs work, group work or individual
- Each S has a notebook and book (student book and work book)
IV. CONSOLIDATION
- Ask Ss to consolidate the main contents.
- Give feedback.
V. HOMEWORK
- Have Ss prepare the new words in Unit 1: Family life - Lesson1: Getting started
- Look at pictures on the board
- Listen to the teacher 
- Answer those questions.
- Listen to the teacher 
- Listen to the teacher 
- Listen to the teacher 
- Listen to the teacher 
- Listen to the teacher 
- Listen to the teacher 
-take notes
-pictures
- text books
-observing
-analyzing
-oral answering
Date of preparation	: 
Date of teaching: 	 / / 201 Class:	
Period 2:	 UNIT 1: FAMILY LIFE
GETTING STARTED
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or writing.
	- read a passage comprehensively
	- arrange the sequence of an event
	2/ Skills: 	- reading skill as well as speaking and writing skill
	- work in groups effectively
	3/ Attitudes: - Students know about home life.
 	 - be willing to cooperate with other classmates
	4/ Orientation for ability and character development:
	-improve reading comprehension
	-improve analyzing and observing capacity 
	-verbalize thoughts of family life by using vocabulary and expression for describing home life
	-gain more vocabulary of topic of home life
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Match the vocabulary comprehension
For a specific context, it is necessary to use specific word. 
Context helps find out meaning of a word or a phrase 
Finding out the correct answer in task 1
Reading thoroughly without hesitating about meaning of a new word
Question: Can you find out the word to fill in the uncompleted sentence?
2. Read for specific information in process of reading
It is possible to decide whether statements are true or false by searching required information in the passage.
To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage.
Identifying specific and necessary information effectively by scanning skill
Recognizing specific information in a passage to understand the main idea of that passage 
Question: Can you decide whether these statements are true or false?
3. Apply vocabulary and expressions gained by reading in speaking and writing
Vocabulary and expression gained through reading may be applied in speaking and writing
To speak and write about a topic, students need to read more about that topic
Writing about your family life
Talking about family life
Question: Can you write or talk about your family life?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURES
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP:Chatting
- ask Ss to look at the picture and answer the following questions:
Who are the people in the picture? 
What are they doing?
II. PRESENTATION & PRACTICE
1. Pre-teaching Vocabulary:
- household chore (n): việc nhà àsynonym (= housework)
- share (v): chia sẻ à example
- homemaker (n): nội trợ à explanation
- breadwinner (n): người trụ cột gia đình à example
2. Task 1: Listen and Read
- play the recording.
- ask Ss to listen and read the conversation silently at the same time.
- call on some Ss to read the conversation aloud.
- correct their pronunciation and intonation.
3. Task 2: True / False / Not given Statements
- ask Ss to work in pairs.
- let Ss read the conversation and decide the following statements are true, false or not given.
- call on some Ss to report their answers.
- check Ss' answers.
Key: 1. F 2. NG 3. F 4. T 5. T 6. NG
3. Task 3: Listen and repeat the words
- play the recording.
- ask Ss to listen and repeat the words / phrases.
- call on some Ss to read these words loudly again.
- correct their pronunciation if needed.
4. Task 4: Write the verbs or verb phrases that are used with the words or phrases in the conversation.
- tell Ss to refer back to the conversation to find the verbs / verb phrases that go with the words / phrases in the conversation.
- play the recording again if necessary.
- ask Ss to pay attention to the words that are often used together (collocations) and then ask them to give some examples.
Key:
Verbs / Verb phrases
Words / Phrases
1
split, divide, handle
(household) chores
2
take out
rubbish
3
do
laundry
4
shop for
groceries
5
do 
heavy lifting
6
do
washing-up
7
be responsible for
household finances
III. PRODUCTION
Task: Discussion
- ask Ss to discuss the questions above.
- let Ss work in groups.
- invite some Ss to report their ideas in front of class.
- allow the whole class to give comments on their presentation.
- give feedback and correct some of their mistakes if necessary.
IV. HOMEWORK
- ask Ss to learn new words and prepare for the next lesson.
- Look at pictures on the board
- Listen to the teacher 
- Answer those questions.
-Guess English word which teacher would like to elicit 
-Get feedback and write them down
- Listen to the recording.
- Read the conversation
-Do the reading task number 1 
 + read the requirement of task1
 +discuss in pairs to find out the correct answers
 +present and explain the correct answers and why they are chosen
-Get feedback.
- Listen to the recording.
- Read the words
-Work in pairs
-Read the text again
-Work in groups
-Present their ideas
-Discussing with the whole class
- take notes 
-pictures
- text books
Board, pictures, postcard
CD player
Board, textbook
CD player
Board, textbook
Board, textbook
Board
-observing
-analyzing
-oral answering
-Observing
-Analyzing
-Vocabulary
-Accuracy
-Fluency
-Confidence
analyzing requirement
-working in pairs
-reading comprehension
-presenting
-Accuracy
-Fluency
-Identifying
-Discussing
-Teamwork
-Communicating
-Writing
Date of preparation	: 
Date of teaching: 	 / / 201 Class:	
Period 3: 	UNIT 1: FAMILY LIFE
LANGUAGE	
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge: - recognize the differences in pronunciation of the –s ending sound.
	 - revise the use of some tenses (past simple, past progressive and present perfect)
	2/ Skills:	- improve pronunciation as well as speaking skill
	- work in groups effectively
	3/ Attitudes: 	-understand the family life 
. 	- cooperate with other students readily
	- be confident to present in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve pronunciation
	-improve analyzing and observing capacity 
	-improve speaking skill as well as writing skill
	-verbalize thoughts of education system by applying conditional sentences
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Recognize the differences in pronunciation of the tr / kr / br sound.
Words which consist of the tr / kr / br sound
It is important to pronounce words correctly 
Recognize the differences in pronunciation of the the tr / kr / br sound.
Speaking English fluently and correctly
Question: Could you pronounce the words consisting of the tr / kr / br sound?
2. Revise the use of some tenses
It is possible to use of some tenses 
Using some tenses may help us write or speak more comprehensively.
Expressing the situations using some tenses 
Speaking cohesively and fluently
Question: Could you express these situations using some tenses ?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. VOCABULARY
1. Task 1: Match the words and phrases with their meanings below.
- have Ss work individually.
- ask Ss to read the words and phrases from 1-8 in the box first and then match them with their possible meanings a-h.
- let Ss compare their answers with their partners.
Key:	1. f	2. e	3. a	4. h
	5. b	6. g	7. d	8. c
Task 2: List the household chores you know
- ask Ss to work in pairs.
- tell Ss to read the conversation in GETTING STARTED again and list all the household chores that are mentioned in the conversation.
- elicit more chores to add to the list.
Key:
Chores from the conversation:
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
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
II. PRONUNCIATION
1. Listen and Repeat
- 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. 
- invite individuals to read the words in one or two rows.
2. Listen to the sentences and circle the word you hear.
- ask Ss to read the words in rows, paying attention to the difference between the sound clusters.
- play the recording and have Ss listen to the sentences and circle the word they hear.
- check Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear.
Key: 1. b 2. b 3. c 4. a
III. GRAMMAR: SIMPLE PRESENT AND PRESENT CONINUOUS TENSES 
Task 1: Read the text and choose the correct verb form. 
- have Ss work individually.
- ask Ss to focus on the useful expressions of each tense and then choose the correct verb form.
- let Ss compare their answers with their partners.
- call on some Ss to read their answers aloud.
- check their answers with the whole class.
Key:
	1. does	2. cooks
	3. cleans	4. is watching
	5. is doing	6. is doing
	7. is tidying up	8. is trying
Task 2: 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 theirs answers.
- call on some Ss to read out their answers.
- check their answers with the whole class.
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
IV. HOMEWORK
- ask Ss to practice pronouncing the sounds they’ve learned.
- get Ss to review the new words.
- have Ss learn the grammatical points.
- Listen to the teacher 
- Match the words and phrases
- Get feedback and write them down
- Write down 
- Compare the answers
- Listen to the recording.
- Read the words
- Listen to the recording.
- Read the words
- Understand the task
- work in individually
- Get feedback.
- Understand the task
- work in individually
- Get feedback.
-take notes
Textbooks
Textsbooks
CD player
Board, textbook
CD player, textbook
CD player, textbook
Board, textbook
Board, textbook
-analyzing
-oral answering
-Memorizing
-Identifying
-Accuracy
-Fluency
-Confidence
analyzing requirement
-working in pairs
-reading comprehension
-presenting
-Accuracy
-Fluency
-Accuracy
-Fluency
-analyzing the requirement
-pair working 
-grammar
-presenting 
-analyzing the requirement
-pair working 
-grammar
-presenting 
-grammar
-pronunciation
Date of preparation	: 
Date of teaching: 	 / / 201 Class:	
Optional Period 1.	 REVIEW OF PRONUNCIATION, VOCABULARY 
	AND GRAMMAR (UNIT 1)
I. Aím: By the end of the lesson, SS will be able to:
	+ learn some more vocabulary about the topic Family Life.
	+ revise pronunciation.
	+ revise simple present, present continuous tenses.
- Skills: Reading, speaking, listening, writing
- Teaching aids: Handouts.
II. PRACTICE.
Activity 1: Write the words below in the correct column.
brother crash trash critical traffic create brown brainstorm
treat crane breadwinner tradition breakfast tree ice-cream
/tr/
/kr/
/br/
 .
 .
 .
 .
 .
 .
 .
 .
 .
 .
 .
 .
 .
 .
 .
* Answer key:
/tr/
/kr/
/br/
treat
trash
tradition
tree
traffic
crash
critical
create
ice-cream
crane
brother
brainstorm
breakfast
brown
breadwinner
Activity 2: Multiple choice: Choose A, B, C or D for each gap of the following sentences: 
- Get ss to work in pairs.
- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers. 
1. Being breadwinner of the family, 
A. she works hard to provide for her children.	B. she looks after her chidren carefully
C. she does all the housework.	D. she isn’t responsible for family finance.
2. He s very friendly and enjoys being with other people. Everybody says that 
A. he’s a sociable man	B. he’s an unsociable man
C. he’s often critical of others	D. he’s a vulnerable man
3. My brother is always critical of things about me. He often says .. 
	A. good things about my activities	B. bad things about my activities	
	C. many funny things	D. many worrying things
4. She often .. a big breakfast but today she . only a glass of milk.
A. has/ is having	B. was having/ had	C. had/has	D. had had/ is having
5. My husband and I both go out to work so we share the .. ... .
A. happiness 	B. household chores 	C. responsibility 	D. employment
6. The baby .................. Don’t make so much noise. 	
 	A. sleep 	B. sleeps	C. is sleeping 	D. slept
7. She works hard to support her children. She is the ..................... of the family.
A. wife 	B. breadwinner 	C. mother 	D. child-minder
8. ..................... are food and other goods sold at a shop or a supermarket.
A. Finances	B. Chores 	C. Groceries 	D. Homemakers
* Answer key: 
1. A. she works hard to provide for her children	2. A. he’s a sociable man	
3. B. bad things about my activities	4. A. has/ is having
5. B. household chores 	6. C. is sleeping 
7. B. breadwinner 	8. C. Groceries 
Activity 3: Fill the gaps with the correct of the verbs in brackets.
- Get ss to work in pairs.
- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers. 
1. I’m busy right now. I_________(prepare) dinner.
2. Mai _______(not/study) very hard at the moment. I ________(not/think) she’ll pass the exam.
3. “What_______(he/do)” “He_______(try) to fix the television antenna.”
4. Be quiet! Your dad ______(listen) to the news.
5. The houseplants________ (grow) very fast because he________(water) them every day.
6. In Viet Nam, many people ________(live) in extended families.
7. “Where’s your brother?” “He _______(read) upstairs.”
8. Look! Mary________ (wear) a pink skirt. She________(look) so pretty in it.
* Answer key: 
1. am preparing	2. isn’t studying/don’t think	3. is he doing	4. is listening
5. grows/waters	6. live	7. is reading	is wearing/looks
III. HOMEWORK
Have Ss prepare the next part of the lesson: Unit 1: READING
Date of preparation	: 
Date of teaching: 	 / / 201 Class:	
Period 4.	 UNIT 1: FAMILY LIFE
 	READING
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or writing.
	- read a passage comprehensively
	- arrange the sequence of an event
	2/ Skills: 	- reading skill as well as speaking and writing skill
	- work in groups effectively
	3/ Attitudes: - Students know about home life.
 	 - be willing to cooperate with other classmates
	4/ Orientation for ability and character development:
	-improve reading comprehension
	-improve analyzing and observing capacity 
	-verbalize thoughts of family life by using vocabulary and expression for describing home life
	-gain more vocabulary of topic of home life
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Match the vocabulary comprehension
For a specific context, it is necessary to use specific word. 
Context helps find out meaning of a word or a phrase 
Finding out the correct answer in task 1
Reading thoroughly without hesitating about meaning of a new word
Question: Can you find out the word to fill in the uncompleted sentence?
2. Read for specific information in process of reading
It is possible to decide whether statements are true or false by searching required information in the passage.
To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage.
Identifying specific and necessary information effectively by scanning skill
Recognizing specific information in a passage to understand the main idea of that passage 
Question: Can you decide whether these statements are true or false?
3. Apply vocabulary and expressions gained by reading in speaking and writing
Vocabulary and expression gained through reading may be applied in speaking and writing
To speak and write about a topic, students need to read more about that topic
Writing about your family life
Talking about family life
Question: Can you write or talk about your family life?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP: Chatting
- ask Ss to look at the picture and ask some of the following questions:
What are the people in the picture doing ?
Do you think they are happy? Why / Why not?
II. PRE-READING
1. Pre-teaching vocabulary:
-individual (n): cá nhân à picture
T shows two pictures and ask Ss to fill in the gap:
The competition is open to both teams and _______.
- tend (v): có xu hướngàtranslation
- psychologist (n): nhà tâm lý à explanation
àpsychology (n): tâm lý học
- enormous (adj): to lớn à synonym (= very big)
- benefit (n): lợi ích à explanation 
- sociable (adj): hòa đồng à example
2. Checking vocabulary:Slap the board
III. WHILE-READING
Task 1: Choose the best title for the text
- have Ss read the three headings (a-c) first and make sure they understand all of them.
- ask Ss to read the text quickly and 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.
- get some Ss to speak out their answers.
c
- check their 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.
Key:
Task 2: Tick the appropriate meaning for each word from the text
- have Ss read the text again and underline the words sociable, vulnerable, critical, enormous and tend when they see them in the text.
- ask Ss to work in pairs to choose the appropriate meaning for each word from the text.
- explain to Ss how to use context to guess the meaning of the unknown words if necessary.
Key: 1. a 2. b 3. b 4. b 5. a
Task 3: Multiple choice
- ask Ss to continue to work in pairs.
- get Ss to find out what it means.
- remind Ss that they can use the elimination technique to get the right answer.
- call on some Ss to read their answers aloud and give explanations.
- check Ss’ answers.
Key: a. C b. B
Task 4: Answer the questions
- have Ss work in groups.
- ask Ss to read the text again and answer the question.
- tell Ss to locate the part of the text where they can get the answer to each of the questions.
- invite a representative of each group to give the answer to one of the questions.
- check the answers with the whole class.
Key: 
They do better at school, become more sociable, and have better relationships with their teachers and friends.
Because it shows that they care about their wives and this makes their wives happy.
They may fall ill easily or may think about divorce.
There is a positive atmosphere for the family.
IV. POST-READING:
Task: Discussion
- have Ss work in groups and let them discuss the questions freely.
- ask Ss to express their own ideas about the problems and benefits they actually experience in doing housework.
- if Ss have difficulty with ideas, give them some examples of problems such as problems with time, skills and attitude.
- call on the representative of each groups to report the discussion results to the class.
- give comments on their presentation with the whole class.
V. HOMEWORK
- learn all the new words by heart.
- prepare for the next lesson.
- Look at pictures on the board
- Listen to the teacher 
- Answer those questions.
-Guess English word which teacher would like to elicit 
-Get feedback and write them down
-Do the reading task number 1 
 + read the requirement of task1
 +discuss in pairs to find out the correct answers
 +present and explain the correct answers and why they are chosen
-Get feedback.
-Work in pairs
-Read the text again
-Do the reading task number 3 
 + read the requirement of task3
 +discuss in pairs to find out the correct answers
 +present and explain the correct answers and why they are chosen
-Get feedback.
-Do the reading task number 4
 + read the requirement of task4
 +discuss in pairs to find out the correct answers
 +present their answers
-Work in groups
-Present their ideas
-Discussing with the whole class
-Work in groups
-Present their ideas
-Take note
-pictures
- text books
Board, pictures, postcard
Board, textbook
Board, textbook
Board, textbook
Board, textbook
Board, textbook
-observing
-analyzing
-oral answering
-Observing
-Analyzing
-Vocabulary
-Accuracy
-Fluency
-Confidence
-analyzing requirement
-working in pairs
-reading comprehension
-presenting
-Identifying
-Discussing
-analyzing requirement
-working in pairs
-reading comprehension
-presenting
-analyzing requirement
-working in pairs
-reading comprehension
-presenting
-Teamwork
-Communicating
Date of preparation	: 21/8/2016 
Date of teaching: 	 / / 201 Class: 10B9	
Period 5.	 UNIT 1: FAMILY LIFE
 	SPEAKING
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- talk about household chores
	 - express their ideas about family life. 
	 - apply vocabulary and expression for describing family life
	2/ Skills: 	- speaking skill as well as listening and writing skill
	 	 	- work in groups effectively
	3/ Attitudes: 	- understand some facts about family life.
	- cooperate with other students readily
	 - be confident to speak in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve speaking skill
	-improve analyzing and observing capacity 
	-improve pronunciation
	 -verbalize thoughts of family life
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Select suitable information to speak about the family life
Not all information is necessary for presenting orally an issue. 
Selecting suitable information to present is a strategy to effectively speak. 
Talking about their family life
Talking about an issue effectively by choosing suitably information
Question: Could you choose the things which apply to you and your family?
2. Build up questions for the family life
When talking about an issue, speaker is required to supply thoughtfully and logical information.
Information from a table helps speaker systemize information to talk logically.
Building up questions for the family life
Talking about problem or an issue by organizing information from a table
Question: Can you build up some questions by using cues in the table?
3.Ask and answer the questions about the family life
Conversation is required to be natural and logical.
To make a successful conversation, people need to take turn to ask and answer
Making a conversation about the family life by using cues in the table.
Talk to anyone about the family life
Question: Can you make a conversation about the family life by using cues in the table?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP: Game: Jumbled words
- ask Ss to make a correct word with the letters in the wrong order.
- call on some Ss to write down their answers on the board.
- check the answers with the whole class.
krohowuse 	à	housework
roches	à	chores
aulndyr	à	laundry
seewp	à	sweep
ishawng – pu	à	washing-up
gceorrsie	à	groceries
yhaev filnigt	à	heavy lifting
nafinec	à	finance
II. PRE-SPEAKING
1. Task 1: Complete the table
- have Ss work individually.
- ask Ss to write at least three household chores they like and three they dislike doing in the “Name of chore” column, then add a rea