Period 1

Class Date of teaching Attendance

10 C 1
10C12

INTRODUCTION
I. 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.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce the theme, units.
II. Preparations:
- Teacher: Handouts, textbook, sub boards, colored chalks.
- Students: Textbook.
III. Methods: - The whole lesson: Integrated, mainly communicative.
- Exercises: Practice and production
IV. Procedures:
Teacher’s and Students’ Activities Content and Board display
I. Warm-up (3 minutes)
* Game: Word game
-T divides the whole class into groups and plays
the game.
- rule: with these letters “E, L, I, F,N,H,S, G,U”
and the suggestion: “E_ _ _ _ _ _ _ _ _ _ N”
each group has to make a complete sentence whose
all the letters above in 1 minute.
- The winner is the group who has the best answer.
KEY: “ ENGLISH IS FUN”
II. Presentation 1. (20 minutes ) INTRODUCTION
A. Introduction: A. Introduction:
Tieng Anh 10 is the first of three – level English
language set of textbook for the Vietnamese upper - when finishing upper secondary
secondary school. The aim of this set of textbook is school, student will achieve level
to develop students’ communicative competence in three of the Vietnamese Foreign
listening, speaking, reading and writing so that Language Competence Framework
when finishing upper secondary school, student (equipvalent to B1 in the Common
will achieve level three of the Vietnamese Foreign European Framework of Reference
Language Competence Framework (equipvalent to for Languages).
B1 in the Common European Framework of
Reference for Languages). B. The design of each unit in
B. The design of each unit in textbook: textbook:
- T ask Ss some questions to elicit the information - Tieng Anh 10 is divided into two
of the textbook. volumes: Tieng Anh 10 volume 1 and
- Ss work in pairs Tieng Anh 10 volume 2. Each volume
comprises:
+ 5 topic- based units, each
comprising 5 sections taught in eight
45 minute lessons.

III. Presentation 2 : (20 minutes)
C. Tests:
- T introduces the topics.
- Ss listen to the teacher
D. Some requires of students
4. Consolidation : 2 minutes
- T Ask Ss to consolidate the main contents.
- T Give feedback.
FEEDBACK
10C1:……………………………………………………………………………………..
10C12:……………………………………………………………………………………..
+ 2 review lessons, each providing
revision and further practice of the
preceding units.
+ Glossary providing phonetic
transcription of the new words in the
units and their Vietnamese
equivalents.
+ Workbook/+ CD
- Each unit has 5 sections:
+ Section 1: Getting started
+ Section 2: Language
+ Section 3: Skills ( reading,
speaking, listening, writing )
+ Section 4: Communication and
Culture
+ Section 5: Looking back and
Project
C. Kinds of test
1- Checking frequency knowledge
for the previous lesson.
2- Fifteen- minute test (3 times)
3- Forty- five minutes test (2 times )
4- Final semester test (Once for each
semester)
D. 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 student has a notebook and
book (student book and work book)
Preparing date: 7 /8/2019
Teaching date: Class 10C1: ……/……, 10C2: ……/……., 10C6: ………/……., 10C9: ……/……/2019
Period 2
SỞ GD – ĐT HẢI PHÒNG ENGLISH WRITTEN TEST

TRƯỜNG THPT MẠC ĐĨNH CHI Time allowed: 45'

Name:……………………..
Class: 10 C…..

I. Choose the word whose the underlined part is pronounced differently. (1p)
1. A. very B. many C. my D. early
2. A.study B. surname C. but D. sun
3.A.minute B. buffalo C. lunch D. pump
4.A. love B. month C. holiday D. wonderful.

II. Choose the best answer.( 2.5 p)

1.When I came back the shop, they………the book I wanted.
A. sold B. had sold C. sell D. have sold
2. He agreed…………me some money.
A. lend B. lending C. to lend D. lent
3. He usually……….. football every Sunday.
A. play B. plays C. to play D. played
4. John………….me after he had sold his house.
A. phoned B. had phoned C. phones D. is phoning
5. He stopped…………..a rest because he felt tired.
A. take B. to take C. taking D. took
6. Yesterday, he………..home late.
A. come B. had come C. came D. comes
7. The train…………the station at 5:00 a.m o'clock.
A. leaves B. left C. to leave D. leave
8. Lan dislikes…………the dishes.
A. washing B. wash C. washed D. leave
9. The Water………….at 100 degrees celsinus.
A. boil B. boiled C. to boil D. boils
10. I hope…………university next weekend.
A. go B. to go C. going D.Will go.

III. Give the correct form of the verbs in brackets.(2.5p)

1.After he (do)…………. his homework, he went to the cinema.
2.Mr Lam usually( have)………… lunch in a restaurant.
3.They are very much keen on( speak)…………... English.
4.I( buy)………….an interesting book yesterday.
5.My mother allows me( go)……….to the cinema tonight.
IV. Put the words into the correct order. (1.5 p)

1. You / have/ a rest/ had better / and/ go / home.

…………………………………………………………...................................
2. My / me / father / lets / tonight / go / out.
………………………………………………………………………………….
3. When / came / I / home, my / dinner / had / mother / cooked / the.
………………………………………………………………………………….

V. Read the following passage, and then answer the questions. (2.5)
Thomas Edison was born on February 11, 1847 in Milan, Ohio. When he was at school, his teacher considered
him to be a slow student. Because of hearing problems, Edison had difficulty in following the lessons. But with
only three months of formal education he became of the greatest inventors and industrial leaders in history.
Edison's most famous inventions was the electric light bulb. He also invented the phonograph, and made
improvements to the telegraph, telephone and motion picture technology.
Edison had a special life. He married twice with five children. He loved books, had excellent memory, and
always showed curiousity about science. Although he had hearing problems, he refused to have an operation for
his deafness. He said that his silence helped him concentrate. He always worked very hard and only had only
four hours of sleep every day. he used to say: Genius was 1 percent inspiration and 99 percent perspirartion".
When he died on October 18, 1931, he was still working on new ideas.
1. When was Thomas Edison born?
.............................................................................................................................................................................
2. Did he have difficulty in hearing?
.............................................................................................................................................................................

3. What was Edison's most famous invention?

.............................................................................................................................................................................

4. How long did he use to work every day?

..............................................................................................................................................................................
5. How old was Edison when he died?
...............................................................................................................................................................................

-The end-
Preparing date: 7 /8/2019
Teaching date: Class 10C1: ……/……, 10C2: ……/……., 10C6: ………/……., 10C9: ……/……/2019
Period 2
SỞ GD – ĐT HẢI PHÒNG ĐỀ THI KHẢO SÁT
Môn: Tiếng Anh
TRƯỜNG THPT MẠC ĐĨNH CHI Khối 10 – Năm học : 2019- 2020
Time: 45 minutes.
I. Multi choice: (6p)
Choose the underlined part is pronounced differently from that of the others.
1. A. healthy B. grocery C. nearby D. energy
2. A. finished B. played C. preferred D. freed
3. A. mount B. country C. ground D. found
4. A. glasses B. clothes C. garages D. boxes
Choose the best answer.
5. Community service is the work we do for the.....................of the community.
A. benefits B. forces C. problems D. events
6. Our class...................away warm clothes to street children two days ago.
A. give B. gave C. have given D. will give
7. We’ve decided to clean up the lake.....................it is full of rubbish.
A. so B. therefore C. but D. because
8. .......................the elderly people in the nursing home so far, Julia?
A. Have you visited B. Did you visit C. Do you visit D. Are you visiting
9. “What’s for breakfast?” _ “............................”
A. I’m full B. There’s some bread
C. I’d like some milk D. eight thousand two hundred
10. I’m not ready yet and.....................
A. she is too B. she is not C. so is she D. she isn’t either
11. This room is too dark. We need to have it....................a slighter shade.
A. paint B. painting C. painted D. to be painted
12. We’re going to lose this game...................our team starts playing better soon.
A. although B. because C. if D. unless
Choose the underlined part that needs correcting .
13. I do not know where could he have gone so early in the morning.
A B C D
14. My friend George, that arrived late, was not permitted to enter the class.
A B C D
15. Everybody sang and danced happy at the party last night.
A B C D
16. A large portion of the world’s water supply have been contaminated by factory
A B C
waste, ship and oil spills.
D
Read the passage and choose the best answer for each blank.
Minh’s hobby is singing. She (17)..............singing very much. When her brother (18)............. a karaoke last
month, Minh was so glad that she (19)....................every day after dinner. She likes to sing only English songs.
In fact, she has already sung all the songs found (20)..............the karaoke discs. Minh is singing in the karaoke
competition organized by the RC Center this Saturday.
Her family is going there to support her.
17. A. wants B. enjoys C. thinks D. hates
18. A. invented B. discovered C. bought D. made
19. A. sings B. sang C. sung D. singing
20. A. of B. about C. under D. on
Read the following passage and choose the best answer for each statement or question. Almost everybody has
some kinds of hobby. My hobbies are listening to music and watching television.
I am very fond of music. When I am free, I often listen to my favourite songs from an old cassette recorder. At
weekends, I usually go to music shops in the down town areas to buy good CDs. Of the famous singers, I prefer
Frank Sinatra, Elvis Presley, Madonna and Paul McCartney.
I also spend an hour after dinner watching news and documentary progammes. I particularly enjoy the
programme “ The World Here and There” because it broadens my knowledge of nature and human
civilizations.
I think that my hobbies are very useful. They widen my knowledge, relax my mind, and make me feel better
about myself.
21. The writer’s hobbies are........................ .
A. listening to music and playing games B. playing games and watching television
C. watching TV and listening to music D. reading books and playing games
22. The writer often listens to his favourites songs from..................
A. a cassette recorder B. a CD player C. a mobile phone D. a computer
23. What does he usually do at weekends?
A. He usually listens to music. B. He usually stays at home and listens to music.
C. He usually listens to music shops. D. He usually goes downtown to buy CDs.
24. Why does he enjoy the programme “ The World Here and There”?
A. Because he can see his most famous singers.
B. Because it widens his knowledge.
C. Because it contains some music progammes.
D. Because he prefers to listen to Paul McCartney.

II. Give the correct tense or form of the verb in brackets. (2 p)

1. She (start)..................................doing the gardening an hour ago, and she (not
finish) ......................................it yet.
2. Sit down and watch TV; I (finish).....................................my work soon before I join you.
3. The doctor advised him (get up).....................early.
4. We find (arrange)....................................flowers interesting because it (help)....................... us relax.
5. My sister (study)....................................law at Viet Nam National University, Ho Chi Minh City now.
6. The University of Cambridge (form)...................................in 1209.
III. Rewrite the sentences with the same meaning. (2. p)
1. We couldn’t keep on cleaning the streets because of the heavy rain.
Because it.........................................................................................................................
2. Nobody plays this piece of music as beautifully as he does.
He plays this.....................................................................................................................
3. It was too cold for us to go swimming.
It was not..........................................................................................................................
4. You work too fast. Perhaps that’s why you make so many mistakes.
If........................................................................................................................................

-The end-
Preparing date: 28/8/2021
Teaching date: Class 10C4
Period 2
UNIT 1. FAMILY LIFE
Lesson 1. GETTING STARTED

I. Objectives: By the end of the lesson, Ss will be able to gain:

1. Knowledge:
- know what housework each member of the family does.
- Vocabulary: read and write words and phrases related to household chores: chore, breadwinner, split,
laundry, household finance….
- Language: use the present simple tense.
2. Skill (s): Listening for general information, guessing meaning in context, scanning for specific
information and passage comprehension.
3. Attitudeand competencies:
* Attitude: be aware of the responsibility for sharing the household chores with members of the family.
*Competencies: Form and improve the competencies such as problem-solving, pair work, individual
work and presentation.
II. Preparations:
Teacher: laptop
Students: pencils, erasers,blank papers
III. Anticipated problems and solutions
1. Anticipated problems:
- Ss may not know much about words and phrases relating to the lesson.
- Ss may need help with the discussion task,
2. Solutions
- Teacher should be ready to provide appropriate linguistic sources so that they can complete various
tasks.
so T should be ready to help them.

Teacher and Students’ activities Contents and Board display

Unit 1: FAMILY LIFE
A. Warm up:(3’) Lesson 1: Getting Started and Language
Ask Ss to watch video clip and write the
phrases related to housework in 2 teams
within 2 minutes.
Lead-in: Teacher may begin asking
students if they often do housework and
what housework each member of their
family does. Then ask them to look at the
pictures and guess what they show.
B. New leson:
I. GETTING STARTED I. GETTING STARTED
1. Listen and read. (8’)
-Ask students questions about the pictures : 1. Listen and read.
-Play the recording. Ask students to listen 2. Work in pairs
and read. KEY
2. Work in pairs (5’) 1.F 2.NG 3.F
Ask students to work in pairs to decide 4.T 5.T 6.NG
whether the statement are true (T), false
(F), or not given (NG). T asks students to
give the reasons for their answers.(Students
refer back to the conversation.) Teacher
then checks their answer and gives 3. Listen and repeat
explanations.
3. Listen and repeat the words/phrases. household chores rubbish
(3’) household finances groceries
Play the recording. Asks students to listen heavy lifting washing-up
and repeat the words/phrases. laundry
4. Write the verbs/verb phrases that are 4. Collocations (Verb + Noun)
used with the words/phrases in the
conversation. (8’) Verbs/ Verb Words/Phrases
Tell students to refer back to the phrases
conversation to find the verbs/verb phrases 1 Split, divide, (household)
that go with the words/phrases in the handle chores
conversation. Play the recording again if 2 Take out Rubbish
necessary. Ask students to pay attention to 3 Do Laundry
words that are often used together 4 Shop for Groceries
(collocations) then ask them to give some 5 Do Heavy lifting
examples. 6 Do Washing-up
7 Be responsible for Household
finances
II. LANGUAGE: II. LANGUAGE:
 Match the words and phrases with Vocabulary:
their meanings below. (8’)  Match the words and phrases with
T Ask Students to work individually, read their meanings below
the words and phrases in the box, then
discuss and find the meaning for each of
them (a-h). Provide support if necessary by 1.f 2.e 3.a 4.h
guiding students to use the context of the 5.b 6.g 7.d 8.c
conversation to choose the meaning for the
words/ phrases.
- Ss do following teacher's requirement
 List all the household chores that are
 List all the household chores that are mentioned
mentioned in the conversation.
Then add more chores to the list. Chores from the conversation:
(5’)  Prepare dinner
- T Ask student to work in pairs. Read the  Cook (do the cooking)
conversation in Getting Started again and
 Shop
list all the household chores that are
 Clean the house
mentioned in the conversation. Then
teacher elicits more chores to add to the  Take out the rubbish
 list.
- Ss do following teacher's requirement
 Work in pairs. Discuss the questions
3. Work in pairs. Discuss the questions
below.(5’)
- Have students work in pairs to ask and
answer the questions.
- Encourage Ss to use the chores in the list.
- Check to make sure Ss use the correct
verbs/ verb phrases.
- Ask Ss to present in front of the class,
others give their comments.
FEED BACK
10C4:……………………………………………………………………………………………
 Do the laundry
 Do the washing-up
 Do the heavy lifting
 Be responsible for the household finances
Other chores(example):
 Mop/sweep/tidy up the house
 Bathe the baby
 Feed the baby
 Water the house plants
 Feed the cat/dog
 Iron/fold/put away the clothes
 Lay the table for meals
below.
1. What household chores do you usually
do?
2. How do you divide household duties in
your family?
Preparing date: 1/9/2021
Teaching date: Class 10C4:……./………./2021
Period 3
UNIT 1: FAMILY LIFE
Lesson 2: LANGUAGE
I. Objectives: By the end of the lesson, Ss will be able to gain:
1. Knowledge:
- Pronounce consonant clusters /tr/,/kr/, and /br/ correctly.
- Vocabulary: words about household chores and duties in the family.
- Language: use the present simple and present continuous.
2. Skill(s): Writing, Reading, Speaking, and Listening
3. Attitudeand competencies:
* Attitude: be aware of the importance of using the present simple and the present continuous exactly
*Competencies: Form and improve the competencies such as problem-solving, pair work, individual work and
presentation.
II. Preparations:
Teacher: laptop
Students: pencils, erasers,blank papers, dictionaries…
III. Anticipated problems and solutions
1.Anticipated problems:
Ss may need help with the discussion task,
2. Solutions:
- Teacher should be ready to provide appropriate linguistic sources so that they can complete various tasks.
- so T should be ready to help them.
IV. Procedure:
Teacher and Students’ activities Contents and Board display
I. Warm-up: (3’) Date:………………
- T asks Ss to make sentences using some
words or phrases:
1. do (household) chores
2. shop for groceries
3. do laundry
4. do washing-up 5. do heavy lifting UNIT 1: FAMILY LIFE
6. take out garbage Section 2 : Pronunciation and grammar
7. be responsible for household finances
- T corrects Ss’ answers and gives mark.

A.Pronunciation (15’) A.Pronunciation

 Listen and repeat  Listen and repeat
- Play the recording and let students listen. Play
it again with pauses for them to repeat each /tr-/ /kr-/ /br-/
word. Trash Create Breadwinner
- Teacher can give the meaning of the words if Tree Critical Breakfast
necessary. Help students distinguish the three Train Cream Brown
sound clusters. Treat Crane Brother
- Ask students to work in pairs, take turns True Crack Brush
reading the words in columns and in rows.
Then, invite individuals to read the words in
one or two rows.
- Ss do following teacher's requirement

2.Listen to the sentences and circle the word 2.Listen to the sentences and circle the word
you hear you hear
-Ask students to read the words in rows paying Audio script
attention to the difference between the sound 1. Her brother borrowed her motorbike and
clusters. crashed it.
- Play the recording and let students listen to the 2. The crane has been there for quite a while.
sentences and circle the word they hear. 3. I like bread with butter.
- Check students answers by asking them to call 4. Is it true that he quit ?
out the letter (a, b or c) corresponding to the Key
word they hear. 1.b.crash 2.b.crane 3.c.bread 4.a.true
- Ss do following teacher's requirement.

B.Grammar
B.Grammar (22’) 1.Read the text and choose the correct form
 Read the text and choose the correct Key
form. (Work individually) 1. does 5. is doing
-Let students read the text once and ask them to 2. cook 6. is doing
pay attention to the words/phrases such as 3. cleans 7. is tidying up
everyday, today, at the moment, and ask them 4. is watching 8. is trying
what verb forms are often used in the sentences
that have these words/phrases. Students choose
the correct verb form.
-Ask students to work in pairs to compare their
answers.
-Check student’s answers, elicit from them the
rules of using the present simple and the
present progressive
- Ss do following teacher's requirement
2.Use the verbs in brackets in their correct
2.Use the verbs in brackets in their correct form to complete the sentences.
form to complete the sentences. (Pair work)
- Let students work in pairs to give the answers. Key
Teacher observes and helps if necessary. Ask 1. does/ is not cooking/ is working
students use the words/phrases: now, at the 2. is taking out
moment, usually, today, evening, etc. as clue 3. cleans/ is cleaning
for their answer. 4. is preparing
- check students’ answers by asking 5. looks after/ works
individually to take turns reading aloud each of 6. is watching/ watches
the sentences, or make it competitive: the pair
that can give the correct answer first will get
one point; the pair that gets the most points will
be the winner.
- Ss do following teacher's requirement

III. Wrapping – up: (3’)

- T summarizes the main points of the lesson.
IV. Homework: (2’)
- T gives homework then guides Ss how to do.
- T asks Ss to do exercise in work book at
 home.
FEED BACK
10C4:……………………………………………………………………………………………

Preparing date: 4/9/2021

Teaching date: Class 10C4:……./………./2021
Period 4
UNIT 1: FAMILY LIFE
Lesson 3: READING
I. Objectives: By the end of the lesson, Ss will be able to gain:
1. Knowledge:
- Read for specific information about the benefits of sharing housework
- Vocabulary: read and write words and phrases related to family life: relationship (n), psychologist (n), overall
(a),vulnerable (a), divorce(v), create(v),critical (a), tend to (v).
- Language: use the present simple and present continuous.
2. Skill(s): getting the general idea of a text, guessing meaning in context, scanning for specific information
and passage comprehension.
3. Attitude and competencies:
* Attitude: be aware of the benefit of sharing housework.
*Competencies: Form and improve the competencies such as problem-solving, pair work, individual work and
presentation.
II. Preparations:
Teacher: laptop
Students: pencils, erasers, blank papers, dictionaries…
III. Anticipated problems and solutions
1. Anticipated problems:
- Ss may need help with the discussion task,
2. Solutions:
- Teacher should be ready to provide appropriate linguistic sources so that they can complete various tasks.
- T should be ready to help them.
IV. Procedure:
Teacher and Students’ activities Contents and Board display
I. Warm – up (3’) Date.......................................
Play game “Help mother with housework” UNIT 1: FAMILY LIFE
Cleaning, The house, Do the laundry SECTION 3: READING
II. New lesson
1. Look at the picture and answer the 1. Look at the picture and answer the
questions.( work in group – 2’ ) questions.
- Let students work in group, look at the pictures - What are the people in the picture doing?
and answer the question. Ask student to call out the - Do you think they are happy? Why/ Why not?
answer to question 1 freely. For question 2, ask a * Vocabulary
representative of each group to give the opinion of - homemaker (n):người chăm sóc gia đình.
the group. - relationship (n) :mối quan hệ
- Ss present their answers. Others feedback. - psychologist(n): nhà tâm lý học
- T gives final comments. - overall (a) toàn bộ, toàn thể
* Vocabulary (8’) - vulnerable (a) dễ bị tổn thương
- T elicits the meaning of the words - divorce (v) ly dị
- Teacher reads in model, Students read in - create(v) tạo ra
chorus and individuals. - critical (a) phê phán, chỉ trích
2. Read the text below and decide which of the - tend to (v) :có xu hướng
following is the best title for it 2. Read the text below and decide which of the
(work individually- 5’) following is the best title for it
- Let students read the three headings (a-c) first. Keys
Make sure that they understand all of them and tell C. sharing housework makes the family happier.
students that one of them is the title for the text; they
have to read and decide which one it is
- Check students’ answers and guide students to the
correct choice if necessary by helping them
eliminate the sentences that are only about one
aspect of the text.
- Ss do following teacher's requirement.
3. Tick the appropriate meaning ( work 3. Tick the appropriate meaning for each word
individually 8’) from the text
- Let students read the text again, underline the
words sociable, vulnerable, critical, enormous and Key
tend when they see them in the text. Then, students 1.a 2.b 3.b 4.b 5.a
work in pairs to choose the appropriate meaning for
each word from the text.
- T goes around and provides help.
- Ss give their answers and their explanations.
4.What does “it” in line 11 and in line 14 mean?
( pair work -5 minutes)
- Ask students to continue to work in pair, find out 4. What does “it” in line 11 and in line 14
what it refers to in each of the sentences. Let mean
students read and understand the sentences before
and after the one that has the word in it to decide Key
what it means. Students can use the elimination a. c b. b
technique to get the right answer.
- Ss do following teacher's requirement.
5. Answer the questions (group work-6’) 5. Answer the questions
- Put students in groups of three; ask them to read Key
the questions first to make sure they understand 1. They do better at school, become more
what information they need to answer the question. sociable, and have better relationships with
It may help if students can underline the key words their teachers and friends.
in the questions 2.Because it shows that they care about their
- T goes around to provide help. wives and that makes their wives happy.
- Ss gives answers and others give feedback 3.They may fall ill easily or may think about
- T gives the final comment. divorce.
6. Question discussion 4.There is a positive atmosphere for the family.
(work in group -3’ ) 6. Question discussion
- Put students in groups of four and let them discuss
the question freely. If students have difficulty with 1.Do you have any problems with sharing
ideas, give them some examples of problems such as housework?
problems with time, skills and attitude. Or teacher 2.What benefits do you get when sharing
can make suggestions by asking students Yes/No housework?
questions about the problems/benefits.
- Ss do following teacher's requirement
- Give feedback.
III. Wrapping – up: (3’)
- T summarizes the main points of the lesson
IV. Homework: (2’)
- T gives homework then guides Ss how to do.
- Ask students to do exercises part c – reading in the
exercise book.
FEED BACK
10C1:……………………………………………………………………………………………

Preparing date: 7/9/2021

Teaching date: Class 10C4:……./………./2021
Period 5
UNIT 1: FAMILY LIFE
LESSON 4: SPEAKING
I. Objectives: By the end of the lesson, Ss will be able to gain:
1. Knowledge:
- express opinions about housework
- Vocabulary: words about household chores and duties in the family
- Language: use the present simple.
2. Skill(s): Talk about the household chores students like or dislike and report to the class.
3. Attitude and competencies:
* Attitude: be aware of the importance of doing household chores.
*Competencies: Form and improve the competencies such as problem-solving, pair work, individual work and
presentation.
II. Preparations:
Teacher: laptop
Students: pencils, erasers,blank papers
III. Anticipated problems and solutions
1. Anticipated problems:
- Ss may need help with the discussion task,
2.Solutions:
- Teacher should be ready to provide appropriate linguistic sources so that they can complete various tasks.
- so T should be ready to help them.
IV. Procedure:
Teacher and Students’ activities Contents and Board display
Date.........................................
I. Warm – up (3’)
- T asks Ss to list household chores they have UNIT 1: FAMILY LIFE
learnt.
SECTION 4: SPEAKING

II.New lesson. 1. Table completion

 Table completion. (work individually-7’) Keys
- Ask students to write at least 3 household chores Likes
they like and 3 they dislike doing in the “Name of Name of chore Reasons
chore”column, then add a reason why they like or Feeding the cats and Love animals
dislike the chore. dogs
- Students work in pairs to compare their completed Do the groceries Like shopping
 table to find out the different and similar ideas Taking out the It is not too hard
about housework. garbage
Ss Share the answers with the partners.
- T Call some of them to present the answers in Dislikes
front of the class. Name of chore Reasons
- Ss dofollowing teacher's requirement. Laundry Take much time
and quite hard
Washing the dishes Often break things
Looking after the Waste time, be
 Matching (Pair work - 15’) baby tired
Let students underline the key words in each
question before guessing the answer to each 2.Matching
question, Key
Ask students to use the key words as cues to find
the answers in Mai’s Column to match with Anna’s 1.c 2.a 3.d 4.b
questions.
Read the questions and underline key words.
 ……………..everyday?
 ………..like doing ……………..?
 What ………………….. like ……….?
 ………… dislike doing …….?
Ask students to take turns being Mai and Anna to
3. Making a conversation
practice the conversation.
Example:
- Ss do following teacher's requirement.
A: What household chores do you do
3. Making a conversation (pair work – 15’)
everyday?
Ask students to work with a different partner to
B: I ………………………..
have a similar conversation. Explain that this time
A: Which of the chores do you like doing
they should talk about themselves, they have to find
most?
out what chores their partner does, what chore
B:Well, I think I like ………………
she/he likes or dislikes the most and why. Tell
A: What do you like about it?
students to use the questions in Task 2 and the ideas
B: Because ……………………
in Task 1 to answer the questions.
A: Which of the chores do you dislike
- Invite a student from one or two pair to report to
most?
the class what he/she has found out about his/her
B: I hate …………. Because ……….
partner.
- Ss do following teacher's requirement

III. Wrapping – up (3’)

- T summarizes the main points of the lesson.
IV. Homework (2’)
- T asks Ss to write the dialogue in the notebook.

FEED BACK
10C4:……………………………………………………………………………………………
Preparing date: 8/9/2021
Teaching date: Class 10C4:……./………./2021
Period 6

UNIT 1. FAMILY LIFE

LESSON 5. LISTENING
I. Objectives: By the end of the lesson, students will be able to:
1. Knowledge
- Listen to a programme about the roles of family members
- Listen the monologue and do the true or false exercise and do the gap – filling exercise.
2. Skill(s): Talk about the household chores students like or dislike and report to the class.
3. Attitude and competencies:
* Attitude: have a positive attitude towards the roles of family members.
*Competencies: Form and improve the competencies such as problem-solving, communication, collaboration,
group work, and presentation.
II. Preparations
Teaching aid: Handouts, OHP, CD, laptop, pictures
Students: pencils, erasers, blank papers, dictionaries.
III. Anticipated problems and Solutions:
1. Anticipated problems:
-- Students may lack confidence to present in English in front of their friends
- Students may find it difficult to find ideas to discuss by themselves.
2. Solutions: - Teacher should be ready to provide appropriate linguistic sources so that they can complete
various learning tasks.
-Teacher may make a similar conversation with some students to model first.
IV. Procedure:
Teacher and Students’ activities Contents and board display
I. Warm up:
Introduce the topic: write down the two words wife/woman Date.........................................
– husband/man and ask students to make two word webs UNIT 1: FAMILY LIFE
about the roles of wife/woman and husband/man in the Section 5: Listening
family. Students are free to call out their answer and teacher
writes down the words in the web.
II. New lesson 34 minutes
Activity 1. Activity 1: look at the chart and
Ask Student to work in pairs, look at the chart and discuss discuss the changes in the weekly
the changes in the weekly hours of basic housework by hours of basic housework by married
married men and married women in the USA between 1976 men and married women in the USA
and 2012. Students don’t have to report the exact number of between 1976 and 2012. Guess the
hours men and woman spend on doing housework. They reasons for the changes.
can just talk about the general changes.
- Ask Ss to answer some questions:
 How does your family share the household chores?
 Is your mother a homemaker?
 Is your father a breadwinner?
 Do you think that both parents now work to
contribute the family finances?
- Introduce the content of the listening that they are going to
listen.
 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. Activity 2. Listen to a family expert
- Ss do following teacher's requirement talking about how the roles of men and
Activity 2 women in families have changed.
Tell students that they are going to listen to a family expert Decide true or false statements.
talking about how the roles of men and women in families Suggested answers:
have changed. Ask them to read all the statements and 1. T 2. T 3. T 4. F 5. T
guess if they are true or false. Make sure that students
understand all the statements. If there are new words to
students, teacher can explain them or give the Vietnamese
equivalents to save time for other activities.
 Play the recording and let students do the exercise.
Check students’ answers. If many students in the
class have incorrect answers, play the recording
again, stop at the place where students can get the
correct answers Activity 3. Match the words/ phrases
Call some of them to give answers. with its appropriate meaning
Give comment Answers:
- Ss do following teacher's requirement 1. e 2 . b 3. c 4. d 5. a
Activity 3.
T. Have Ss work in pairs to match the words/ phrases with
its appropriate meaning
Ask them to guess the part of speech of the word given
Part of speech
Balance (n)
Nurture (v)
Equally shared parenting Activity 4. Listen again and answer
Traditional (a) the questions
Solution (n)
- Ss do following teacher's requirement 1/ How has the role of men in the
Activity 4 family changed?
-T Ask Ss to read the task 4 2/ How have men’s and women’s roles
Ask Ss to look at the key words become alike?
Play the tape first time 3. What is the result of equally shared
At the first time ask Ss to give the answer if they can parenting?
Read the text second time. Suggested answers:
Ask Ss to give the evidence 1. They are not the only breadwinner in
Listen the answers then give comment the family, and they get more involved
In the third listening teacher check the understand of Ss in housework and parenting.
Call some of them to give answers 2. Both are responsible for family
Give comment finances, homemaking and parenting.
- Ss do following teacher's requirement 3. The families become happier and the
III. Consolidation 2 minutes divorce rate among them is the lowest
- Ask Ss to consolidate the main contents. III. Consolidation 2 minutes
- Give feedback. - Ss consolidate the main contents.
IV. Homework. 1 minute IV. Homework. 1 minute
- T asks Ss to write the dialogue in the notebook - Ss write the dialogue in the
notebook.
FEED BACK
10C4:……………………………………………………………………………………………

Preparing date: 12/9/2021

Teaching date: Class 10C4:……./………./2021
Period 7
UNIT 1. FAMILY LIFE
LESSON 6. WRITING
I. Objectives: By the end of the lesson, students will be able to:
1. Knowledge
- Write about the roles of family members
- Ss can write about how each member of their family contributes to doping housework.
2. Skill(s): write about the household chores students like or dislike and report to the class.
3. Attitude and competencies:
* Attitude: have a positive attitude towards the roles of family members.
*Competencies: Form and improve the competencies such as problem-solving, communication, collaboration,
group work, and presentation.
II. Preparations
Teaching aid: Handouts, OHP, CD, laptop, pictures
Students: pencils, erasers, blank papers, dictionaries.
III. Anticipated problems and Solutions:
1. Anticipated problems:
- Students may lack confidence to present in English in front of their friends
- Students may find it difficult to find ideas to discuss by themselves.
2: Solutions:- Teacher should be ready to provide appropriate linguistic sources so that they can complete
various learning tasks.
Teacher may make a similar conversation with some students to model first.
IV. Procedure:
Teacher and Students’ activities Contents and board display
I. Warm up: Date.........................................
Write the word CHORES on the board and ask UNIT 1: FAMILY LIFE
students to say as many things connected to it as Lesson 5: Writing.
they can. Students call out the answers. Based
on what has been written on the board, tell “Many hands make light work”
students that there are so many chores that Activity 1. Discuss the meaning of the saying.
people have to do in the house and not many of Many hands make light work means that if many
them are interesting. Then elicit from the people share a piece of work, it will become easier
students what may happen if just one or two for everybody.
people on the family have to do all the chores. If all family members contribute to housework,
(They may be very tired. They may not have each won’t have to do much.
enough time to relax or have entertainment, etc.) Activity 2 +3: Read through the text about Lam’s
II. New lesson (34 minutes) family and complete the chore chart. Answer the
Activity 1 questions
 ask student to work in pairs to discuss the Key
meaning of the saying. This saying means if Dad: mending things around the house,
many people share a piece of work, it will cleaning the bathroom.
become easy for everybody. This also Mom: doing most of the cooking and
applies to doing housework in the family: if grocery shopping.
all family members contribute to Lam: doing the laundry, taking out the
housework, each won’t have to do much. rubbish and cleaning the fridge, laying
- Give comment.
- Ss do following teacher's requirement
Activity 2 +3
Let students read through the text about Lam’s
family and complete the chore chart. Tell
students that time they only need to pay
attention to the information needed to complete
the table.
- Let the students read the questions to know
what information they will have to find in the
text this time. Then, ask them to read the text
again and answer the questions.
- Ss do following teacher's requirement
Activity 4
Ask the students to work individually to make
their own family chore chart. Teacher can show
them how to do it by drawing a chore chart on
the board and asking one student to complete it.  The burden is not on one or two people, so
After students finish their family chore charts,
ask some of them to show their charts to the
class and give comments about them.
- Ask students to make an outline of the
paragraph about how people in their family
share housework The paragraph can consist of
three parts:
- Introduction to the family : how many people,
who the members are etc. ( question 1&2)
- How the family members share house work,
what each of them does (questions 3&4)
- What family members think of doing
housework (questions 5&6)
When students finish their writing, ask them to
exchange it with their partners for peer
comment.
Alternatively, teacher can go round the class
when students are writing, nothing down good
ideas as well as errors in students’ writing. After people in my family: …… / My family has …….. )
students finished the writing, give some general
comments and write the good ideas in one
column and errors in another. Ask the class to
comment on the ideas and correct the errors.
III. Consolidation (2 minutes)
- Ask Ss to consolidate the main contents.
- Ask Ss to tell class how to write a paragraph
about how people in your family share c. Conclusion
household work.
- Give feedback.
IV. Homework (1 minute)
- T asks Ss to write the dialogue in the notebook members of my family as ……………)
the table for meals, sweeping the house
and feeding the cat (share with sister)
An: helping Mom prepare meals and
washing the dishes, laying the table for
meals, sweeping the house and feeding
the cat (share with the brother)
Key
 There are four people in Lam’s family.
 Both parents work and the children spend
most their time at school.
 The split the housework equally in the family
 The father mends things around the house and
cleans the bathroom, the mother does most of
the cooking and grocery shopping, Lam does
the laundry, takes out the trash and cleans the
fridge once a week, An helps her mother
prepare meals and washes the dishes, Lam and
Mai take turns laying the table for meals,
sweeping the house, and feeding the cat.
 Yes. They do. They do it willingly.
everyone has time to relax.
Activity 4
HOUSEHOLD CHORE CHART
DAD Doing the heavy lifting
Sometimes prepare dinner
MUM Do most of the cooking and
groceries shopping
My older Help my mum cook lunch
sister and dinner
Doing the laundry
Water the houseplants
Me Taking out the rubbish
Lay the table for meals
Feed the cat and dogs
A paragraph about how people in the family
share household work.
a. Introduction: + The members of the family
(I live in a family of four: … / There are four
+ How the household chores divide in general?
(All members of may family do the housework /
My family share the household chore equally/ …. )
b. Body: Describe each member’s duties?
Structures: -Be responsible for …..
- Being the elder child, ….
- My responsibility at home is …….
The benefits of sharing house hold chore or
your feeling about your family
(I love sharing the household chores with all
FEED BACK
With Class 10C4:…………………………………………………………………………………………….

Preparing date: 12/9/2021

Teaching date: Class 10C4:……./………./2021
Period 8
UNIT 1. FAMILY LIFE
Lesson 7. COMMUNICATION AND CULTURE
I. Objectives:
By the end of the lesson:
- Ss can discuss the sharing household chores in the family
- Ss can get knowledge of family fife in different cultures (Viet Nam and Singapore)
2. Skill(s): discussing about the household chores students like or dislike and report to the class.
3. Attitude and competencies:
* Attitude: have a positive attitude towards the roles of family members.
*Competencies: Form and improve the competencies such as problem-solving, communication,
collaboration, group work, and presentation.
II. Preparations
Teaching aid: Handouts, OHP, CD, laptop, pictures
Students: pencils, erasers, blank papers, dictionaries.
III. Anticipated problems and Solutions:
1.Anticipated problems:
-- Students may lack confidence to present in English in front of their friends
- Students may find it difficult to find ideas to discuss by themselves
2: Solutions:
- Teacher should be ready to provide appropriate linguistic sources so that they can complete various
learning tasks.
. Teacher may make a similar conversation with some students to model first.
IV. Procedures:
Teacher and Students’ activities Content and Board display
I. Warm up: 7 minutes Date.........................................
* Checking UNIT 1: FAMILY LIFE
T- Collect some homework books to mark Lesson 7. Communication and culture
writing.
- Give marks.
- Give comments and lead in the lesson.
 New lesson 35 minutes I. Communication
 Activity 1:
1. Communication: Discussion: Who does Answers:
what in your family? The father is cleaning the house.
Activity 1: The mother is doing the housework
- Ask Ss to work in pairs to describe ( cooking, cleaning the house, feeding
- Call some of them to tell the answers the baby, doing the laundry, ironing….)
- Ss do following teacher's requirement  Activity 2:

Activity 2:
 - Tell Ss that they are going to listen to a TV
talk show and will have to find out who said
what in the show.
- Ask Ss to read the statements (a-g) and make
sure that they understand all of them.
- T explains some words or phrases if
necessary.  Activity 3
- Play the record. Have Ss listen and do the
activity.
- Feedback.
- Ss do following teacher's requirement
Activity 3:
- Ask Ss to work in groups of four to discuss
the questions.
- Tell Ss to refer back to the ideas in Activity 2  Culture
to answer the questions, but they can also Questi Answer
express their opinions freely. ons In Singapore In
- Call some groups to report their group’s Vietnam
opinions to the class. 1 Nuclear Extended
- Ss do following teacher's requirement family family
2. Culture: 2 Nursery Grand
Activity 1: school or parents or
- Ask Ss to work in pairs. One reads the text child-minder great
about family life in Singapore and the other grand
reads the text about family life in Viet Nam, parents
then each writes down his/ her answers to the 3 Nursing Their
questions about his / her text. homes children
- Help Ss with some vocabulary. 4 They take part They help
- Ask some Ss to present their answers. in the their
- Feedback activities of children
- Ss do following teacher's requirement the Parent with their
Support homework
Group of or give
Parent them
Teacher advice on
Association behavior
III. Consolidation 2 minutes
- Ss consolidate the main contents.
- Give feedback.
IV. Homework 1 minute
III. Consolidation 2 minutes - Ss learn the structures and vocabulary.
- Ask Ss to consolidate the main contents.
- Give feedback.
IV. Homework : 1 minute
- T asks Ss to learn the structures and
vocabulary.

FEED BACK
With Class 10C4:…………………………………………………………………………………………….
Preparing date: 12/9/2021
Teaching date: Class 10C4:……./………./2021
Period 9
UNIT 1. FAMILY LIFE
LESSON 8. LOOKING BACK AND PROJECT

I. Objectives:
By the end of the lesson:
- Ss use words and phrases related to topic “Home life”
- Ss can pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /.
- Ss use the present simple and the present continuous tense.
2. Skill(s): Remember about words, phrases, pronunciation
3. Attitude and competencies:
* Attitude: have a positive attitude towards what they learned
*Competencies: Form and improve the competencies such as problem-solving, communication, collaboration,
group work, and presentation.
II. Preparations
Teaching aid: Handouts, OHP, CD, laptop, pictures
Students: pencils, erasers, blank papers, dictionaries.
III. Anticipated problems and Solutions:
1. Anticpated problems:
- Students may lack confidence to present in English in front of their friends
- Students may find it difficult to find ideas to discuss by themselves.
2. Solutions:
- Teacher should be ready to provide appropriate linguistic sources so that they can complete various learning
tasks.
Teacher may make a similar conversation with some students to model first.
 Procedures:
Teacher and Students’ activities Content and Board display
I. Warm up: 8 minutes Date.........................
* Checking UNIT 1. FAMILY LIFE
T- Collect some homework books to mark writing. LESSON 8. LOOKING BACK
- Give marks. AND PROJECT
- Give comments and lead in the lesson.
- Ss do following teacher's requirement
 New lesson - 34 minutes A. Looking back
A. Looking back I. Pronunciation:
I. Pronunciation: II. Vocabulary:
T- Introduce the task and play the recording. 1. Activity 1: What chores are the
- T asks Ss to underline the words having cluster sounds people doing?
/tr/ , /br/ , / kr /. Key:
- Call on some Ss to read the sentences. 1. cooking
- Ss do following teacher's requirement 2. shopping for groceries
II. Vocabulary: 3. doing the laundry / washing
1. Activity 1: What chores are the people doing? clothes 4. taking out the rubbish
T- Have Ss work in pairs to write the name of chore under 5. cleaning the toilet
each picture. 6. washing up
- Check Ss’ answers by asking them to write the names of 7. ironing
chores on the board next to the number of the picture. 8. sweeping (the house)
- Ss do following teacher's requirement 9. watering the flowers
10. feeding the cats / pets
2. Activity 2: Use the words/ phrases in the box in their 2. Activity 2: Use the words/
correct form to complete the text. phrases in the box in their correct
T- Tell Ss to read the text carefully, using the context clues form to complete the text.
to decide which word / phrase can be used to complete Key:
each gap in the text. 1. does the cooking
- Check Ss’ answers and provide correction if necessary. 2. shops for groceries
- Ss do following teacher's requirement 3. does the heavy lifting
 4. laundry
 Grammar: 5. ironing
1. Activity 1: 6. takes out the rubbish
T- Ask Ss to work in pairs to finish the sentences with 7. sweeping the house
either the present simple or the present continuous tense. 8. lays the table
- Check Ss’ answers. 9. does the washing-up
- Feedback III. Grammar:
- Ss do following teacher's requirement 1. Activity 1:
Key:
2Activity 2: 1. am writing, miss
T- Ask Ss to work in groups to discuss the questions. 2. am looking after
- T goes around and helps Ss with the new words or 3. looks, is wearing
structures. 4. am cooking
- Call some groups to report the results to the class. 5. are you reading
- T listens and makes comments. 6. do
- Ss do following teacher's requirement 2. Activity 2:
B. Project
1. Activity 1 B. Project
- T asks ss to go round to ask their classmates to get
information 1. Activity 1
- Ss do following teacher's requirement - T asks ss to go round to ask their
2. Activity 2 classmates to get information
T- Call some groups to report the results to the class. - Ss do following teacher's
- T listens and makes comments. requirement
- Ss do following teacher's requirement 2. Activity 2
T- Call some groups to report the
III. Consolidation- 2 minutes results to the class.
T- Ask Ss to consolidate the main contents. - T listens and makes comments.
- Give feedback. - Ss do following teacher's
- Ss do following teacher's requirement requirement
IV. Homework- 1 minute III. Consolidation- 2 minutes
- T asks Ss to learn the structures and vocabulary. Ss consolidate the main contents.
- Prepare for the next lesson. - Give feedback.
- Ss do following teacher's requirement - Ss do following teacher's
requirement
IV. Homework- 1 minute
- Ss learn the structures and
vocabulary.
- Ss do following teacher's
requirement
FEED BACK
With Class 10C4:…………………………………………………………………………………………….