Giáo án Tiếng Anh Lớp 10 - Unit 1 đến 10 - Năm học 2019-2020

Prepare date: 03.09.2019
Teaching date
Class
Notes
09.9.2019
10A
09.9.2019
10B
Period 1: INTRODUCING THE PROGRAMS OF ENGLISH 10
1. AIMS/OBJECTIVES OF THE LESSON
Objectives:
- Help Ss to know about the English book grade 10 in general. (Including themes, tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
b. Skills:	
- listen and understand Teacher’s information
Attitudes: 
- To help Ss get ready for the curriculum.
2. PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
Teaching method: Communicative language teaching
Students: 
3. PROCEDURE
Class organization: (1 minute)
Check up: (omitted)
New lesson: (42 minutes)
Steps 
Learning activities 
Language focus 
Mode 
1. Warm up (5’)
Goal: - Students will be motivated in the lesson of the new school year
- Students will get information about their class
Procedure: 
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.
- T leads Ss in the lesson.
Input: 
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?
Individuals
Group work 
Outcome: 
SS get more information about their class
2.Presentation (37’)
Goal: Ss will have overview about English 10
Procedure: 
- T presents all curriculum of English 10
Input:
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.
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)
The whole class
Outcome: overview about English 10
Individuals
d. Consolidate (1’)
- Ask Ss to consolidate the main contents.
- Give feedback
e. Homework (1’)
- Assign homework: - Prepare the new words in Unit 1: Family life
 Lesson1: Getting started
4. SELF-EVALUATION:
Time: 
Content: 
Method: 
 ———————————————————
Period 2: UNIT 1: FAMILY LIFE
LESSON 1: GETTING STARTED
Prepare date: 03.09.2019
Teaching date
Class
Notes
11.9.2019
10A
11.9.2019
10B
1. AIMS/OBJECTIVES OF THE LESSON
Objectives:
- will know some words and phrases related to topic "Household chores"
 - ask and answer simple questions about sharing housework in their family
b. Skills:	
- listen and pronounce 
- practice reading a dialogue
- find information, vocabulary in a dialogue
c. Attitudes: 
- To help Ss get started for Unit 1 with the topic "family life"
- To provide Ss some motivation
2. PREPARATION
a. Teacher:	- Teaching aids: textbook, lesson plan
Teaching method: Communicative language teaching
b. Students: - Read through English Unit 1 - getting started at home
3. PROCEDURE
a. Class organization: (1 minute)
b. Check up: (omitted)
c. New lesson: (42 minutes)
Steps 
Learning activities 
Language focus 
Mode 
1. Warm up (5’)
Goal: - Students will be motivated in some daily situations
- Students will study some words in the clip and their usages
Procedure: 
- Ask Groups watch a clip and take note actions which Mr. Bean is doing in there.
 - The winner is group who takes note the most correct answers.
Input: 
- clip about Housework
Group work 
Outcome: 
Water plants Dust the living room
Feed the pet Sweep the floor
Mop the floor Iron clothes
2. Listen and read (10’)
Goal: Ss will update some words/phrasal words 
Procedure: 
 - Ask Ss listen to the recording and read the conversation
- T plays the cd, pauses after a short sentence
- Students say the new words, T corrects if necessary
- T checks pronunciation and meaning
- Sts work in pairs to read the dialogue
- Some pairs read the dialogue if there is time
Input:
ôNew words 
ask sb out for a game of tennis 
- go out with sb 
- prepare dinner
- do the cooking
- work late 
- help with the housework/cooking
share the household duties	- study for exams
divide household chores	
- split the chores equally
shops for groceries/ do shopping 
- clean the house
do the heavy lifting
do all the laundry/ wash the clothes
do the washing up/ wash the dishes
take out therubbish/garbage
handle/take responsibility for/ be responsible for most of the chores around the house
be responsible for the household finances
homemaker	- breadwinner
housework, household/ domestic
The whole class
Pairs work 
Outcome: a list of housework
Individuals
3. Reading (10’)
Goal: Ss will find information in the dialog to decide sentences that is True/False/ Not given 
Procedure: 
 - Sts works in pairs to decide if a statements is True, False or Not Given in 5-7 minutes
- T asks 5 sts to give answers and explanation for each answer.
Input:
- The finding keyword skill
Pairs 
Individuals
Outcome: 
1. F (he is preparing dinner)
2. NG (no information)
3. F (she is studying for exams)
4. T (he is preparing dinner)
5. T (we split the chores equally)
6. NG(no information)
Individuals
Teacher 
4. Listen and repeat the words (5’)
Goal: Practice the pronunciation
Procedure: 
- T plays the CD and pauses after each word/phrases to make sure that sts have the correct pronunciation
- T checks sts' understanding of the vocabulary again
Input:
- the correct pronunciation
Individuals
Outcome: the correct pronunciation
5. Find verbs (12’)
Goal: expand the knowledge about communicating culture in Vietnam
Procedure: 
- Sts work in pairs to find verbs or verbs phrases that go with given words
- A pair of sts does the task at the same time on the board to save time
- T checks with the whole class
Input: 
Pairs
Outcome: 
1. split/divide/share
2. take out 3. do
4. shop for 5. do
6. do 7. responsible for
Individuals 
d. Consolidate (1’)
- Household chores mentioned in the conversation
Practice the conversation 
e. Homework (1’)
- Assign homework: - Household chores mentioned in the conversation
 - Practice the conversation
 - Do the task again	
 - Read Unit 1 - Language at home
4. SELF-EVALUATION:
Time: 
Content: 
Method: 
 ———————————————————
Period 3: UNIT 1: FAMILY LIFE
LESSON 2: LANGUAGE
Prepare date: 03.09.2019
Teaching date
Class
Notes
12.9.2019
10A
12.9.2019
10B
1. AIMS/OBJECTIVES OF THE LESSON
Objectives: - To provide learners some language items in Unit 1
For vocabulary, that is words and phrases related to household chores and duties
For pronunciation, that is how to pronounce /tr, kr, br/
For grammar: the distinction between the present simple and the present progressive
Skills:	- To promote Ss to develop the skill of working in pairs and groups
Attitudes: - To encourage Ss to work harder 
 - To provide Ss some motivation
2. PREPARATION
a. Teacher:	- Teaching aids: textbook, lesson plan
Teaching method: Communicative language teaching
b. Students: - Read through English Unit 1 - language at home
3. PROCEDURE
a. Class organization: (1 minute)
b. Check up: (3 minutes) - Ask 6 groups to write some words/phrases in housework topic 
c. New lesson: (39 minutes)
Steps 
Learning activities 
Language focus 
Mode 
1. Warm up (5’)
Goal: - Students will be aware of lesson’s topic
Procedure: 
- Ask Groups to close their book and write phrases of housework as much as possible
 - The winner is group who takes note the most correct answers.
Input: 
Group work 
Outcome: 
Water plants Dust the living room
Feed the pet Sweep the floor
Mop the floor Iron clothes
2Vocabulary (10’)
Goal: Ss will be review some words/phrasal words 
Procedure: 
 - Ask Ss listen to the recording and read the conversation
- T plays the cd, pauses after a short sentence
- Students say the new words, T corrects if necessary
- T checks pronunciation and meaning
- Sts work in pairs to read the dialogue
- Some pairs read the dialogue if there is time
Input:
ôNew words 
ask sb out for a game of tennis 
- go out with sb 
- prepare dinner
- do the cooking
- work late 
- help with the housework/cooking
share the household duties	- study for exams
divide household chores	
- split the chores equally
shops for groceries/ do shopping 
- clean the house
do the heavy lifting
do all the laundry/ wash the clothes
do the washing up/ wash the dishes
take out therubbish/garbage
handle/take responsibility for/ be responsible for most of the chores around the house
be responsible for the household finances
homemaker	- breadwinner
housework, household/ domestic
The whole class
Pairs work 
Outcome: a list of housework
Individuals
3. Reading (10’)
Goal: Ss will find information in the dialog to decide sentences that is True/False/ Not given 
Procedure: 
 - Sts works in pairs to decide if a statements is True, False or Not Given in 5-7 minutes
- T asks 5 sts to give answers and explanation for each answer.
Input:
- The finding keyword skill
Pairs 
Individuals
Outcome: 
1. F (he is preparing dinner)
2. NG (no information)
3. F (she is studying for exams)
4. T (he is preparing dinner)
5. T (we split the chores equally)
6. NG(no information)
Individuals
Teacher 
4. Listen and repeat the words (5’)
Goal: Practice the pronunciation
Procedure: 
- T plays the CD and pauses after each word/phrases to make sure that sts have the correct pronunciation
- T checks sts' understanding of the vocabulary again
Input:
- the correct pronunciation
Individuals
Outcome: the correct pronunciation
5. Find verbs (15’)
Goal: expand the knowledge about communicating culture in Vietnam
Procedure: 
- Sts work in pairs to find verbs or verbs phrases that go with given words
- A pair of sts does the task at the same time on the board to save time
- T checks with the whole class
Input: 
Pairs
Outcome: 
1. split/divide/share
2. take out 3. do
4. shop for 5. do
6. do 7. responsible for
Individuals 
d. Consolidate (1’)
- Household chores mentioned in the conversation
Practice the conversation 
e. Homework (1’)
- Assign homework: - Household chores mentioned in the conversation
 - Practice the conversation
 - Do the task again	
 - Read Unit 1 - Language at home
4. SELF-EVALUATION:
Time: 
Content: 
Method: 
 ———————————————————
Period 4: UNIT 1: FAMILY LIFE
LESSON 3: READING
Prepare date: 12.09.2019
Teaching date
Class
Notes
16.9.2019
10A
16.9.2019
10B
1. AIMS/OBJECTIVES OF THE LESSON
a. Aim - Vocabulary related to the topic of sharing housework
b. Skills:	- To promote Ss to develop their reading skills
Skim the text to get the general idea - Scan the text to get some specific details
c. Attitudes: - To encourage Ss to work harder	
 - To provide Ss some motivation
2. PREPARATION
a. Teacher:	- Teaching aids: textbook, lesson plan
Teaching method: Communicative language teaching
b. Students:	Read through English Unit 1 - Reading at home
3. PROCEDURE
a. Class organization: (1 minute)
b. Check up: (3 minutes)
The use of the present simple and the present progressive and do the tasks?
c. New lesson: (39 minutes)
Teacher’s activities
Students’ activities
Contents
1. Warm-up questions(3’)
- T asks some questions about the pictures in the textbook.
1. What are they doing?
2. Are they happy? why?
- Answer questions
suggested answers
1. They are doing housework. The father and mother are cleaning the dishes. The daughters are cleaning the floor and the fridge
2. They are happy because they are smiling.
2. Choosing the best title (5’)
- T lets ss to read the three headings first, checks to make sure they understanding all of them.
- T asks sts to work in groups in 3 minutes and choose the best title by skimming the text and crossing out the heading that is about one aspect of the text
- T checks by asking for the reason why they make their choice, guide sts to decide on the heading that gives the general idea of the whole text.
- Read the three headings
- work in groups; choose the best title
- Give reasons
Answers: c
3. guessing the meaning of words from context (9’) 
- T lets sts highlight the words in the text, models how to guess the meaning of the word "sociable" from context.
- Sts work in pairs to choose the suitable meaning of the words
- T calls 4 sts to say the choices and explain how they choose the correct option.
- Listen to T
- work in pairs to choose the suitable meaning of the words
Answers:
2. b 3.b 4.b 5.a
4. guessing the meaning of reference from context (7’)
- T asks sts continue to work in pairs and find out what it refers to in each sentence. Guide sts to read and understand the whole sentence before it and choose the correct answer
- work in pairs and find out what it refers to in each sentence
Answers:
1.c 2.b
5. Answer the questions (10’) 
- T asks sts to read all the questions, check if they understand all the question and underline key words of each question before finding the answer.
- Sts work in pairs to underline the answers in the text. Finally, 4 sts say the answers, if an answer is incorrect, T tries to elicit it from other sts.
-understand
and underline key words of each question
Answers:
1. Para 2, line 2,3
2. para 2, lin 6,7
3. para 2, final line
4. para 3, line 1,2
6. Discussion (5’) 
- T assigns this task as homework and gives sts some more ideas and sub-questions
Problems 
- time, attitude, ability, parents
d. Consolidate (1’)
- Vocabulary related to sharing the household chores
Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context
e. Homework (1’)
- Assign homework: - Talk about the housework-sharing in your family, using the suggested questions
1. Do you have any problem sharing the housework?
2. Do you have time to do housework? Why?
3. Are you happy when you do housework? Why?
4. What housework can you do well?
5. Do your parents let you do house work? Why?
6. What benefits do you get when you do housework? (talk with parents, make parents happy )
4. SELF-EVALUATION:
Time: 
Content: 
Method: 
 ———————————————————
Period 5: UNIT 1: FAMILY LIFE
LESSON 4: SPEAKING
Prepare date: 12.09.2019
Teaching date
Class
Notes
18.9.2019
10A
18.9.2019
10B
1. AIMS/OBJECTIVES OF THE LESSON
a. Aim - Vocabulary related to the topic of household chores
- To provide learners different expressions of like and dislike
b. Skills:	- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
c. Attitudes: - To encourage Ss to work harder	
 - To provide Ss some motivation
2. PREPARATION
a. Teacher:	- Teaching aids: textbook, lesson plan
Teaching method: Communicative language teaching
b. Students:	Read through English Unit 1 - Reading at home
3. PROCEDURE
a. Class organization: (1 minute)
b. Check up: (3 minutes)
Distinguish the use of the present simple and the present progressive and do the tasks again
c. New lesson: (39 minutes)
Teacher’s activities
Students’ activities
Contents
Warm-up (5’) 
-T has 4 sts stand in a line and take turns to speak out a chore. The winner is the last one standing
- take turns to speak out a chore
1. Table-filling (12’) 
- Sts work individually to fill in the table with at least 1 chore the like/dislike and add a reason. Then sts work in pairs to compare their ideas
- T goes around and offers help
- T asks some sts say what they like and why
- work individually
- work in pairs to compare their ideas
Example:
- I like cooking because I like eating
- I dislike cleaning the bathroom because it is dirty
2. Practicing the dialogue (12’)
- Sts match the questions and answer in pairs.
- T checks with class by saying the questions and sts say the answer.
- Sts listen to the T and repeat the dialogue then practice the dialogue in pairs
- T asks 4/5 pairs to act the dialogue
- match the questions and answer in pairs.
- repeat the dialogue then practice the dialogue
Notes:
Emphasize the intonation for questions and statements.
3. Further practice (10’)
- Sts work with another partner this time, one learns the questions and one answer them with their own information
- T models a dialogue with a student
- 3/4 pairs act the dialogue in front of the class to get marks
- work with another partner
- act the dialogue in front of the class
Model:
A. Hello, Can I ask you something?
B: Yes, certainly
 ..( the dialogue)
A. Thank you
B. You are welcome
d. Consolidate (1’)
- Vocabulary related to household chores one likes and dislikes
- Speaking skills: making a dialogue based on the sample, interviewing, reporting
e. Homework (1’)
- Assign homework
- Vocabulary related to household chores one likes and dislikes
- Speaking skills: making a dialogue based on the sample, interviewing, reporting
- Do the task again	- Read Unit 1 - Listening at home
4. SELF-EVALUATION:
Time: 
Content: 
Method: 
 ———————————————————
Period 6: UNIT 1: FAMILY LIFE
LESSON 5: LISTENING
Prepare date: 12.09.2019
Teaching date
Class
Notes
19.9.2019
10A
19.9.2019
10B
1. AIMS/OBJECTIVES OF THE LESSON
a. Language focus: Vocabulary related to the topic of family life - changing roles
b. Skills:	- To promote Ss to develop their listening skills
To help Ss develop the skill of working in pairs and groups
c. Attitudes: - To encourage Ss to work harder	- To provide Ss some motivation
2. PREPARATION
a. Teacher:	- Teaching aids: textbook, lesson plan
Teaching method: Communicative language teaching
b. Students: - Read through English Unit 1 - Listening at home
3. PROCEDURE
a. Class organization: (1 minute)
b. Check up: (3 minutes)	
- Ask some pairs of Ss to make the interview and report again
c. New lesson: (39 minutes)
Teacher’s activities
Students’ activities
Contents
Warm-up (5’)
- Sts work in groups to make two word web about the chores people do, one for men and one for women. The winner is the group with the most words in 2 minutes
- work in groups to do
1. Chart description (8’) 
- T asks sts to tell about the general changes in the chart, using simple questions to elicit their remarks
- tell about the general changes in the chart
Suggested questions:
- How many men did house work in 1976/2012? - 6.8 and 11.4 percent
- Are there more men or fewer men doing housework?
- How many women did house work in 1976/2012? - 29.8 and 17.2 percent
- Are there more women or fewer women doing housework?
- Why? Maybe because women are busier 
2. Listen and tick T/F (12’)
- T checks if sts understand all the statements, lets sts translate if necessary.
- T has sts guess the answer and ask for reason
- T plays the CD twice 
- Checks with the class, if many sts get the wrong answer, play the CD again
- understand all the statements
- guess the answer
Vocabulary to check:
Similar, contribute, parenting, recreation, career
Answers:
1.T 2.T 3.T 4.F 5.T
3. Matching (5’)
- T checks for sts understanding of the words, let them use a dictionary if needed before matching
- Sts work in pairs to match, depending on the key words in the definition
- work in pairs to match
Answers:
1.e 2.b 3.c 4.d 5.a
4. Listen and answer (9’)
 - T redesigns the questions so that they are easier and require short answer.
- T plays the CD again
- Sts listen, answer and compare with a partner
- T asks 1 sts to write the answers along with other sts when listening,
- T checks with class.
- listen, answer and compare with a partner
Suggested questions
1. Besides being the breadwinner, what do men today do in the home?
- Housework, parenting
2. What do men and women share now?
- family finances, housework, parenting, child-raising, breadwinning
3. How do they feel when they share parenting?
- They feel/become happier.
d. Consolidate (1’)
- Vocabulary related to the topic	- Listening skills
e. Homework (1’)
- Vocabulary related to the topic of family life - changing roles
- Listening skills	- Do the task again	- Read Unit 1 - Writing at home
4. SELF-EVALUATION:
Time: 
Content: 
Method: 
 ———————————————————
Period 7: UNIT 1: FAMILY LIFE
LESSON 6: WRITING
Prepare date: 19.09.2019
Teaching date
Class
Notes
23.9.2019
10A
23.9.2019
10B
AIMS/OBJECTIVES OF THE LESSON
Language focus: Vocabulary related to the topic sharing the housework
Skills:	- To promote Ss to develop their writing skills
To help Ss develop the skill of working in pairs and groups
Attitudes: - To encourage Ss to work harder	- To provide Ss some motivation
PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
Teaching method: Communicative language teaching
Students: - Read through English Unit 1 - Writing at home
PROCEDURE
Class organization: (1 minute)
Check up: (3 minutes)	Ask some pairs of Ss to make the interview and report again
New lesson: (39 minutes)
Teacher’s activities
Students’ activities
Contents
1. Warm-up (5’) 
- T asks sts to give the translation for the saying. The best will get a 10 mark
- T asks some more questions to introduce the lesson
- translate for the saying
Suggested questions:
- 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? 
2. Reading and filling (7’) 
- Sts read the text and complete the chart, then they compare. 
- One st writes the answers on the board when sts are doing the task
- read the text and complete the chart
Answers:
Dad: para 2
Mum: para 2
Lam: para 3
An: par3
3. Answering questions (10’) 
- T lets sts read the questions and locate the answers in the text in 5-7 minutes
- 6 sts say the answers, other sts listen and correct if necessary
- read the questions and locate the answers
Answers:
1. 2
2. the parents work, children spend most of their time at school
3. they split the house equally
4. para 3 and 4
5. yes, they do
6. everyone can have sometime to relax
4. writing a paragraph (17’) 
- T has sts fill their chart individually then they can compare with their friends
- Sts write a paragraph about their family using the ideas in the chart, the questions from the given text.
- T goes around and gives help, collects common mistakes for later correction.
- Sts exchange their writing for peer correction and comment
- T collects 5 paragraph to mark in class so that all sts feel the need to do the task
- fill their chart individually
- write a paragraph about their family
- exchange their writing for peer correction and comment
Common mistakes:
(take notes during the lesson)
d. Consolidate (1’)
- Vocabulary related to the topic	- Writing skills
e. Homework (1’)
- Vocabulary related to the topic of sharing household chores
- Writing skills	- Do the task again
Read Unit 1 - Communication and Culture at home
4. SELF-EVALUATION:
Time: 
Content: 
Method: 
 ———————————————————
Period 8: UNIT 1: FAMILY LIFE
LESSON 7: COMMUNICATION AND CULTURE
Prepare date: 19.09.2019
Teaching date
Class
Notes
25.9.2019
10A
25.9.2019
10B
AIMS/OBJECTIVES OF THE LESSON
Language focus: To provide learners some communication samples and cultural items
Skills:	- To promote Ss to develop their communication skills and cultural understanding
To help Ss develop the skill of working in pairs and groups
Attitudes: - To encourage Ss to work harder	- To provide Ss some motivation
PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
Teaching method: Communicative language teaching
Students: Read through English Unit 1 - Communication and Culture at home
PROCEDURE
Class organization: (1 minute)
Check up: (3 minutes)	Ask some Ss to go to the board and read their writings
New lesson: (39 minutes)
Teacher’s activities
Students’ activities
Contents
1. Warm-up (5’) 
- T asks sts to look at the picture of the husband and wife and answer some questions.
- answer some questions
Suggested questions:
1. what does the man do?
2. what does the woman do?
3. who is happier? why?
2. Listen and match (10’) 
- T introduces the talk show, the people and the task by asking simple questions
- T lets sts read the statement, makes sure they understand everything by asking them for translation of all sentences. 
- T plays the cd twice, sts listen and match then compare with their peers.
- T checks with class by saying the number, sts say the letter
- read the statement
- listen and match
vocabulary to check:
burden, join hands, provide, provider, neat
answers:
Mr Hoang: c,e,g
Mr Nguyen Nam: b,d
Ms Mai Lan: a,f
3. Discuss (13’)
- T guides sts 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
- work in group of 4
- take notes and report their opinion
Model answer:
Our group agrees 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.
CULTURE
read and fill the table (11’) - T has sts look at the pictures at the end of the unit to elicit the terms "nuclear family" and "extended family"
- Sts work in pair to read and complete the table, after that sts compare to correct. Sts can use a dictionary to look up new words while doing the task
- T asks one st to write the answers on the board for class checking
- elicit the terms "nuclear family" and "extended family"
- work in pair to read and complete the table
- write the answers on the board
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
d. Consolidate (1’)
- Discussion the change in women's and men's roles
Family life in Singapore and in VN
e. Homework (1’)
- Discussion the change in women's and men's roles
- Family life in Singapore and in VN 
- Do the task again
Read Unit 1 - Looking back and Project at home
4. SELF-EVALUATION:
Time: 
Content: 
Method: 
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Period 9: UNIT 1: FAMILY LIFE
LESSON 8: LOOKING BACK AND PROJECT
Prepare date: 19.09.2019
Teaching date
Class
Notes
26.9.2019
10A
26.9.2019
10B
AIMS/OBJECTIVES OF THE LESSON
a. Language focus: - To help students revise what they have learned in unit 1
- To do a small project in which they can develop their speaking skills
b. Skills:	- To develop their communication skills and cultural understanding
- To develop the skill of working in pairs and groups
c. Attitudes: - To encourage Ss to work harder	- To provide Ss some motivation
PREPARATION
a. Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
b. Students	Read through English Unit 1 - Looking back and Project
PROCEDURE
Class organization: (1 minute)
Check up: (3 minutes) Ask Ss to go to the board talk about family life in Singapore and in VN
New lesson: (39 minutes)
Teacher’s activities
Students’ activities
Contents
Pronunciation (5’) 
- T introduces the task and plays the CD, sts listen and circle the cluster they hear 
- T assigns /tr/, /kr/, /br/ to 3 lines/rows of students then read 4/5 sentences containing all three clusters. Sts