Week 01

Date of planning: …/… / 2022

Date of teaching: …/… / 2022
PERIOD 3
UNIT 1: MY FAMILY
LESSON 2. LANGUAGE
A. AIMS :
I. Knowledge: By the end of this lesson, Ss will be able to:
1. Vocabulary:
- Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences;
- Understand and use some lexical items about family life.
2. Grammar:
- Distinguish and use present simple and present continuous.
II. Competence:
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Actively join in class activities.
III.Qualities:
- Be aware of responsibilities towards family.
B. TEACHING AIDS:
1- Students : Text books, studying equipment….
2- Teacher: - Grade 10 textbook, laptop, projector / TV/ pictures and cards.....
- Computer connected to the Internet.
C. TEACHING PROCEDURES:

I. WARM UP & INTRODUCTION ( 5’)

* Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss
to warm up to the subject and new lesson.
* Output: Arouse the classroom atmosphere to lead in the lesson
* Process : Teacher’s instructions …
Teacher’s / Student’s activities Content
* T gives instructions: GAME: Guess the words
 There are 8 pictures related to + Correct answer 🡪 +1
the topic “Family life”. + Wrong answer 🡪 -1
 Ss have 5 seconds to think,
then guess the word
corresponding to the picture.
**** T counts the points, decides the
winner, asks some more questions and
leads in the lesson.
II. NEW LESSON ( 37’)
1.PRONUNCIATION ( 12’)
ACTIVITY 1: LISTEN AND REPEAT. Pay attention to the consonant blends /br/, /kr/, and /tr/
*Objective: - To help students recognise and practise the consonant blends /br/, /kr/, and /tr/ in words
* Content: Pronunciation
* Output: Recognise and practise the consonant blends /br/, /kr/, and /tr/ in words
* Process:
Teacher’s / Student’s activities Content
- T plays the recording and asks Ss to listen
to the words and repeat; tell them to pay 1. Listen and repeat. Pay attention to the
attention to the consonant blends. (T can
play the recording as many times as consonant blends /br/, /kr/, and /tr/.
necessary)
- T makes sure Ss know the meaning of
each word.
** Ss do as instructed. /br/ /kr/ /tr/
**** Teacher checks whether Ss have
improved their pronunciation by randomly breadwinner crash track
calling on individual Ss to read the words breakfast crane tree
aloud. brown cream train
(Teacher can also play the pronunciation
video lesson of this Unit for students to
watch before they do the task
ACTIVITY 2: LISTEN TO THE SENTENCES AND CIRCLE THE WORDS YOU HEAR
* Objective: To help students practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences.
* Content: Practise identifying the consonant blends /br/, /kr/, and /tr/ in sentences.
* Output: Students can identify the consonant blends /br/, /kr/, and /tr/ in sentences.
* Process :
Teacher’s /Student’s activities Content
- T asks Ss to read all the words once, LISTEN TO THE SENTENCES AND CIRCLE THE
paying attention to the different consonant
WORDS YOU HEAR. (p.9)
blends in the words in each group; checks
that Ss understand what the words mean. 1. a. brush b. crash c. trash
- T plays the recording for Ss to listen and 2. a. brain b. crane c. train
circle the words with the consonant blends 3. a. bread b. create c. tread
they hear.
- T has Ss work in pairs to compare their Key:
answers; checks answers by asking 1. b
individual Ss to read out the words they
have circled. 2. c
- T plays the recording again, pausing after 3. a
each sentence, for Ss to repeat.
** Ss do as instructed.
*** Ss practise reading the sentences in
pairs
**** T goes round to offer help and collect
common mistakes to correct as a class.
2. VOCABULARY ( 10’)
ACTIVITY 1: MATCH THE WORDS WITH THEIR MEANINGS.
* Objective: To make sure that students understand the meaning of some lexical items about
household chores.
* Content: Vocabulary related to Family life
* Output: Ss understand more the use some vocabulary related to and students understand the
meaning of some lexical items about household chores.
* Process :
* T gives clear instructions 1. Match the words with their meanings.
** Ss work in pairs to discuss and do the
matching a. a person who manages a home and
*** Ss share the answers with the whole 1. breadwinner often raises children instead of
class. earning money
**** T confirms the correct answer
b. someone who earns the money to
2. housework
support their family
c. picking up and carrying heavy
3. groceries
objects
d. work around the house such as
4. homemaker
cooking, cleaning or washing clothes
5. heavy lifting e. food and other goods sold at a
shop or a supermarket
Key
1 – b: breadwinner = someone who earns the money to
support their family: người nội trợ
2 – d: housework = work around the house such as
cooking, cleaning or washing clothes: công việc nhà
3 – e: groceries = food and other goods sold at a shop or
a supermarket: thực phẩm và tạp hóa
4 – a: homemaker = a person who manages a home and
often raises children instead of earning money: người nội
trợ
5 – c: heavy lifting = picking up and carrying heavy
objects: mang vác nặng

ACTIVITY 2: COMPLETE THE SENTENCES USING THE WORDS IN ACTIVITY 1.

* Objective: To give students practice in using the words/phrases in meaningful contexts
* Content: Complete the the sentences using the words in task 1
* Output: Read the sentences carefully and decides which word in task 1 can be used to complete each
of the sentences.
* Process:
- Ss work in pairs; tells them to read the Complete the sentences:
sentences carefully and decides which 1. My mother is a _________. She doesn't go to work but
word in task 1 can be used to complete stays at home to look after the family.
each of the sentences. T explains that they 2. When I lived in this city, I used to shop for _________
should use the context clues to decide on at this supermarket.
the word / phrase, e.g. ‘my mother’ in 3. My eldest son is strong enough to do the _________
sentence 1 refers to a person. for the family.
- T checks answers as a class, then has Ss 4. Hanna hates doing _________ except cooking.
call out the word they have used in each 5. Mr Lewis is the _________ of the family, but he still
sentence first. helps his wife with the housework whenever he has time.
-T confirms the correct answers. T asks Ss Key:
to give reasons why they have chosen the 1. homemaker
word for each sentence, e.g. what context 2. groceries
clues they have used. 3. heavy lifting
- T asks some Ss to read the complete 4. housework
sentences. 5. breadwinner
** Ss work in pairs to discuss and find the
answers
*** Ss share the answers with the whole
class
**** T confirms the correct answers and
asks Ss to give the reasons why they
have chosen the word/phrase for each
sentence.

3. GRAMMAR ( 15’)
ACTIVITY 1: CHOOSE THE CORRECT FORM OF THE VERB IN EACH SENTENCE.
* Objective : To give students an opportunity to revise the use of present simple and present
continuous
* Content: Grammar points
* Output: Answers key
* Process:
Teacher’s / Student’s activities Content
- T tells Ss to read the sentences in 4 in
Getting Started. T asks them what Grammar: Present simple vs. present continuous
tense(s) is / are used in each of them. 1. Choose the correct form of the verb in each
For example, What does Nam say? Why sentence.
is he using that tense? (Nam says, ‘I’m 1. Mrs Lan usually does / is doing the cooking in her
preparing dinner’. He uses the present family.
continuous tense because he is talking 2. I'm afraid he can't answer the phone now. He puts
about what he is doing at the moment of out / is putting out the rubbish.
speaking.) 3. He cleans / is cleaning the house every day.
- In weaker classes , Ss read through the 4. My sister can't do any housework today. She studies /
Remember! box and checks is studying for her exams.
understanding of the grammar points. 5. My mother does / is doing the laundry twice a week.
T asks some questions to elicit more
examples from Ss, e.g. What are you
doing now? (I’m sitting at my desk. I’m
learning about … I’m taking notes.)
What do you do every day? (I watch TV. Key
I play computer games. I have breakfast, 1. does
lunch, and dinner.) 2. is putting out
- In stronger classes, ask Ss when we use 3. cleans
each tense and elicit answers without 4. is studying
having Ss read the Remember! box. 5. does
Then T puts them into groups to go
through the explanations and checks if
their answers are correct.
- T asks Ss to work in pairs or
individually to choose the correct form
of the verb in each sentence. T explains
that they can use some clues in the
sentence to decide on the correct tense
form such as adverbs of frequency or
phrases of time, e.g. 1: usually; 2: now;
3: every day; 4: today; 5: twice a week.
-T checks answers and asks Ss to explain
their choices (using the clues above).
** Ss do as instructed
*** Ss share their answers with a
partner
**** Teacher check Ss’ answers
and asks them to explain their
choices (using the clues above).
ACTIVITY 2: COMPLETE THE PARAGRAPH. Read the text and put the verbs in brackets in
the present simple or present continuous.
* Objective : To give Ss more practice in using the present simple and present continuous in
meaningful contexts.
* Content: Grammar points
* Output: Answers key
* Process:
- T asks Ss to look at Remember! box again Mrs Lam is a housewife. Every day, she (1. do) _______
to master the differences between Present most of the house work. She cooks, washes the clothes,
simple and Present continuous. and cleans the house. But today is Mother's Day. So Mrs
- T asks Ss to work individually. Lam (2. not do) _______ any housework. At the
** Ss do as instructed. moment, she (3. watch) _______ her favorite TV
*** Ss share their answers with a partner. programme. Her children (4. do) _______ the cooking
**** T check Ss’ answers and asks them to and her husband (5. tidy up) _______ the house.
explain their choices (using the clues Everybody (6. try) _______ hard to make it a special day
above). for Mrs Lam.
Key:
1. does 2. is not/isn’t doing
3. is watching 4. are doing
5. is tidying up 6. is trying
III. CONSOLIDATION (2’)
To help students memorize the target language and skills that they have learnt

Choose the best answer to complete the sentences:

Question 1 : We can go out now. It_____anymore.
A. isn’t raining B. rains C. has rained D. has been raining
Question 2 : What_____in your spare time? Do you have any hobbies?
A. have you done B. are you doing C. do you do D. have you been doing
Question 3 : Mary usually_____me on Fridays, but she didn’t call last Friday.
A. have been calling B. calls C. is calling D. have called
Question 4 : I_____hungry. Let’s have something to eat.
A. am feeling B. have felt C. feel D. have been feeling
Question 5 : What is that noise? What_____?
A. have been happening B. is happening
C. have happened D. had happened
Key:
1. A 2.B 3. B 4. A 5. B
IV. HOMEWORK (1’)
- Exercises in the workbook
- Prepare for lesson 3 Unit 1.
V . TEACHING EXPERIENCE
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