Date of preparation :

Date of teaching: …… / …… / 201 … Class:

Period 1: INTRODUCING THE PROGRAMS OF ENGLISH 10

A. Aims:
- Help Ss to know about the English book grade 10 in general: themes, tests, lessons.
- Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce the theme and units.
B. Preparations:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Board/Screen Expected
Teacher’s activities Students’ activities show/Teaching skills/capacity
aids
I. WARM-UP.
* Game: Lucky Number
-T divides the whole class into two groups - Look at pictures on -pictures -observing
and plays the game. the board - text books -analyzing
- The leader of each group chooses a - Listen to the -oral answering
number for their own group and does the teacher
following requirement in each question. If - Answer those
the answer is correct, they will get 10 questions.
marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English
teacher’s name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or
Why not?
7. How do you learn English well?
8. Do you speak English fluently?
- T leads Ss in the lesson.

II. PRESENTATION 1
A. Content: Including six topics - Listen to the
- T introduces the topics. teacher
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:
2
1. Getting started: Introducing the overall - Listen to the
topic of the unit teacher
2. Language: Learning vocabulary,
grammar and pronunciation
3. Reading: Developing reading skills and
providing Ss with language and ideas
about the topic
4. Speaking: Developing speaking skills
and encouraging Ss to apply and share
their own knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and
helping Ss cope with ideas and necessary
language
7. Communication and culture: providing
Ss with an opportunity for further practice
and consolidation of the skills and the
language learnt previously in the unit.
8. Looking back and project:
- Revising and consolidating of the
language in the unit
- Providing Ss with an opportunity to
apply the language and skills they learnt
throughout the unit to perform a task in a
realistic situation
- After 2 units, Ss have one period for test
themselves. It helps them test themselves
about what they’ve learnt.

III. PRESENTATION 2
C. Tests:
1- Checking frequency knowledge for the - Listen to the
previous lesson. teacher
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 - Listen to the
class how many units it has. teacher
- 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,
3
Speaking, Listening, Writing, Culture and
communication and Looking Back
F. Some requires of students - Listen to the
- Read the lesson before studying in class. teacher
- Do all exercises at home.
- It is good to find the meaning and the
pronunciation of the new words in the
dictionary at home.
-Listen to the teacher attentively and take
part in the lesson actively and creatively.
- Take part in the activities that the
teacher required such as pairs work, group
work or individual
- Each S has a notebook and book (student
book and work book)

IV. CONSOLIDATION - Listen to the

- Ask Ss to consolidate the main contents. teacher
- Give feedback.

V. HOMEWORK -take notes

- Have Ss prepare the new words in Unit
1: Family life - Lesson1: Getting started

Date of preparation :
Date of teaching: …… / …… / 201 … Class:

Period 2: UNIT 1: FAMILY LIFE

GETTING STARTED

I. OBJECTIVES:
- By the end of the lesson, students are expected to be able to:
1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or
writing.
- read a passage comprehensively
- arrange the sequence of an event
2/ Skills: - reading skill as well as speaking and writing skill
- work in groups effectively
3/ Attitudes: - Students know about home life.
- be willing to cooperate with other classmates
4/ Orientation for ability and character development:
-improve reading comprehension
-improve analyzing and observing capacity
-verbalize thoughts of family life by using vocabulary and expression for
describing home life
-gain more vocabulary of topic of home life

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

AND CHARACTER DEVELOPMENT

4
 Content Knowledge Comprehension Application Application
(level 1) (level 2)
1. Match the For a specific Context helps find Finding out the Reading
vocabulary context, it is out meaning of a correct answer in thoroughly
comprehension necessary to use word or a phrase task 1 without
specific word. hesitating about
meaning of a
new word
Question: Can you
find out the word to
fill in the uncompleted
sentence?
2. Read for specific It is possible to To decide whether Identifying Recognizing
information in decide whether statements are true specific and specific
process of reading statements are or false, students necessary information in a
true or false by need to know key information passage to
searching words in statements effectively by understand the
required and scan for those scanning skill main idea of that
information in key words in the passage
the passage. passage.

Question: Can you

decide whether these
statements are true or
false?

3. Apply vocabulary Vocabulary and To speak and write Writing about Talking about
and expressions expression about a topic, your family life family life
gained by reading in gained through students need to
speaking and writing reading may be read more about
applied in that topic
speaking and
writing
Question: Can you
write or talk about
your family life?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
3. Teaching methods: Communicative Language Teaching
PROCEDURES
Board/Screen Expected
Teacher’s activities Students’ activities show/Teaching skills/capacity
aids
I. WARM-UP:Chatting - Look at pictures on -pictures -observing
- ask Ss to look at the picture and answer the board - text books -analyzing
the following questions: - Listen to the -oral answering
Who are the people in the picture? teacher
What are they doing? - Answer those
questions.
II. PRESENTATION & PRACTICE
1. Pre-teaching Vocabulary:
- household chore (n): việc nhà -Guess English word Board, pictures, -Observing
5
synonym (= housework) which teacher would postcard -Analyzing
- share (v): chia sẻ  example like to elicit -Vocabulary
- homemaker (n): nội trợ  explanation -Get feedback and
- breadwinner (n): người trụ cột gia đình write them down
 example
2. Task 1: Listen and Read
- play the recording. - Listen to the CD player -Accuracy
- ask Ss to listen and read the conversation recording. -Fluency
silently at the same time. - Read the -Confidence
- call on some Ss to read the conversation conversation
aloud.
- correct their pronunciation and
intonation.
3. Task 2: True / False / Not given
Statements
- ask Ss to work in pairs. -Do the reading task Board, analyzing
- let Ss read the conversation and decide number 1 textbook requirement
the following statements are true, false or + read the -working in pairs
not given. requirement of task1 -reading
- call on some Ss to report their answers. +discuss in pairs comprehension
- check Ss' answers. to find out the -presenting
Key: 1. F 2. NG 3. F 4. T 5. T 6. correct answers
NG +present and
explain the correct
answers and why
they are chosen
-Get feedback.
3. Task 3: Listen and repeat the words
- play the recording. - Listen to the CD player -Accuracy
- ask Ss to listen and repeat the words / recording. -Fluency
phrases. - Read the words
- call on some Ss to read these words
loudly again.
- correct their pronunciation if needed.
4. Task 4: Write the verbs or verb
phrases that are used with the words or
phrases in the conversation.
- tell Ss to refer back to the conversation -Work in pairs Board, -Identifying
to find the verbs / verb phrases that go -Read the text again textbook -Discussing
with the words / phrases in the
conversation.
- play the recording again if necessary.
- ask Ss to pay attention to the words that
are often used together (collocations) and
then ask them to give some examples.
Key:
Verbs / Verb Words / Phrases
phrases
1 split, divide, (household)
handle chores
2 take out rubbish
3 do laundry
4 shop for groceries
5 do heavy lifting

6
 6 do washing-up
7 be responsible household
for finances
III. PRODUCTION
Task: Discussion Board, -Teamwork
-Work in groups
- ask Ss to discuss the questions above. textbook -Communicating
-Present their ideas
- let Ss work in groups.
-Discussing with the
- invite some Ss to report their ideas in
whole class
front of class.
- allow the whole class to give comments
on their presentation.
- give feedback and correct some of their
mistakes if necessary.

IV. HOMEWORK
- ask Ss to learn new words and prepare - take notes Board -Writing
for the next lesson.

Date of preparation :
Date of teaching: …… / …… / 201 … Class:

Period 3: UNIT 1: FAMILY LIFE

LANGUAGE

I. OBJECTIVES:
- By the end of the lesson, students are expected to be able to:
1/ Knowledge: - recognize the differences in pronunciation of the –s ending sound.
- revise the use of some tenses (past simple, past progressive and present
perfect)
2/ Skills: - improve pronunciation as well as speaking skill
- work in groups effectively
3/ Attitudes: -understand the family life
. - cooperate with other students readily
- be confident to present in front of classmates and teacher
4/ Orientation for ability and character development:
-improve pronunciation
-improve analyzing and observing capacity
-improve speaking skill as well as writing skill
-verbalize thoughts of education system by applying conditional sentences

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

AND CHARACTER DEVELOPMENT
Content Knowledge Comprehension Application Application
(level 1) (level 2)
1. Recognize the Words which It is important to Recognize the Speaking
differences in consist of the tr pronounce words differences in English fluently
pronunciation of the tr / / kr / br sound correctly pronunciation of and correctly
kr / br sound. the the tr / kr / br

7
 sound.

Question: Could you

pronounce the words
consisting of the tr / kr /
br sound?
2. Revise the use of It is possible to Using some tenses Expressing the Speaking
some tenses use of some may help us write situations using cohesively and
tenses or speak more some tenses fluently
comprehensively.
Question: Could you
express these situations
using some tenses ?

III. PREPARATION OF TEACHER AND STUDENTS

1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
3. Teaching methods: Communicative Language Teaching
PROCEDURE
Board/Screen Expected
Teacher’s activities Students’ activities show/Teaching skills/capacity
aids
I. VOCABULARY
1. Task 1: Match the words and phrases
with their meanings below. - Listen to the Textbooks -analyzing
- have Ss work individually. teacher -oral answering
- ask Ss to read the words and phrases - Match the words
from 1-8 in the box first and then match and phrases
them with their possible meanings a-h.
- let Ss compare their answers with their - Get feedback and
partners. write them down
Key: 1. f 2. e
4. h
5. b 6. g - Write down Textsbooks -Memorizing
8. c - Compare the -Identifying
Task 2: List the household chores you answers
know
- ask Ss to work in pairs.
- tell Ss to read the conversation in
GETTING STARTED again and list all CD player -Accuracy
the household chores that are mentioned -Fluency
in the conversation. -Confidence
- elicit more chores to add to the list.
Key:

Chores from the conversation:

 prepare dinner
 cook (do the cooking)
 shop Board, analyzing
 clean the house
 take out the rubbish
textbook requirement
 do the laundry -working in pairs
8
  do the washing-up -reading
 do the heavy lifting comprehension
 be responsible for the household -presenting
finances
Other chores
 mop / sweep / tidy up the house
 bathe the baby
 feed the baby
 water the houseplants
 feed the cat / dog
 iron / fold / put away the clothes
 lay the table for meals

II. PRONUNCIATION - Listen to the CD player, -Accuracy

1. Listen and Repeat recording. textbook -Fluency
- play the recording and let Ss listen. - Read the words
- play it again with pauses for them to
repeat each word.
- give the meaning of the words if
necessary.
- help Ss distinguish the three sound
clusters.
- ask Ss to work in pairs and take turns
reading the words in columns and in rows.
- invite individuals to read the words in
one or two rows.
2. Listen to the sentences and circle the - Listen to the
CD player, -Accuracy
word you hear. recording.
textbook -Fluency
- ask Ss to read the words in rows, paying - Read the words
attention to the difference between the
sound clusters.
- play the recording and have Ss listen to
the sentences and circle the word they
hear.
- check Ss’ answers by asking them to call
out the letter (a, b or c) corresponding to
the word they hear.
Key: 1. b 2. b 3. c 4. a

III. GRAMMAR: SIMPLE PRESENT

AND PRESENT CONINUOUS
TENSES
Task 1: Read the text and choose the
correct verb form. - Understand the Board, -analyzing the
- have Ss work individually. task textbook requirement
- ask Ss to focus on the useful expressions - work in -pair working
of each tense and then choose the correct individually -grammar
verb form. -presenting
- let Ss compare their answers with their
partners. - Get feedback.
- call on some Ss to read their answers
aloud.
- check their answers with the whole
class.
Key:
9
 1. does
3. cleans
5. is doing
7. is tidying up
Task 2: Use the verbs in brackets in
their correct form to complete the - Understand the Board, -analyzing the
sentences. task textbook requirement
- have Ss work in pairs to give their - work in -pair working
answers. individually -grammar
- observe and help when and where -presenting
necessary.
- ask Ss to use the words / phrases: now, - Get feedback.
at the moment, usually, today, every
evening, etc. as clues for theirs answers.
- call on some Ss to read out their
answers.
- check their answers with the whole
class.
Key:
1. does, is not cooking, is working
2. is taking out
3. cleans, is cleaning
5. looks after, works -take notes -grammar
watches -pronunciation

IV. HOMEWORK
- ask Ss to practice pronouncing the
sounds they’ve learned.
- get Ss to review the new words.
- have Ss learn the grammatical points.

Date of preparation :
Date of teaching: …… / …… / 201 … Class:

Optional Period 1. REVIEW OF PRONUNCIATION, VOCABULARY

AND GRAMMAR (UNIT 1)

I. Aím: By the end of the lesson, SS will be able to:

+ learn some more vocabulary about the topic Family Life.
+ revise pronunciation.
+ revise simple present, present continuous tenses.
- Skills: Reading, speaking, listening, writing
- Teaching aids: Handouts.

II. PRACTICE.
Activity 1: Write the words below in the correct column.

brother crash trash critical traffic create brown brainstorm

treat crane breadwinner tradition breakfast tree ice-cream

/tr/ /kr/ /br/

10
 ……………………. ……………………. …………………….
……………………. ……………………. …………………….
……………………. ……………………. …………………….
……………………. ……………………. …………………….
……………………. ……………………. …………………….

* Answer key:
/tr/ /kr/ /br/

treat crash brother

trash critical brainstorm
tradition create breakfast
tree ice-cream brown
traffic crane breadwinner

Activity 2: Multiple choice: Choose A, B, C or D for each gap of the following sentences:
- Get ss to work in pairs.
- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers.

1. Being breadwinner of the family, ……………

A. she works hard to provide for her children. B. she looks after her chidren carefully
C. she does all the housework. D. she isn’t responsible for family finance.
2. He s very friendly and enjoys being with other people. Everybody says that ………
A. he’s a sociable man B. he’s an unsociable man
C. he’s often critical of others D. he’s a vulnerable man
3. My brother is always critical of things about me. He often says …..……
A. good things about my activities B. bad things about my activities
C. many funny things D. many worrying things
4. She often ……….. a big breakfast but today she ……….… only a glass of milk.
A. has/ is having B. was having/ had C. had/has D. had had/ is having
5. My husband and I both go out to work so we share the ..…...….
A. happiness B. household chores C. responsibility D. employment
6. The baby .................. Don’t make so much noise.
A. sleep B. sleeps C. is sleeping D. slept
7. She works hard to support her children. She is the ..................... of the family.
A. wife B. breadwinner C. mother D. child-minder
8. ..................... are food and other goods sold at a shop or a supermarket.
A. Finances B. Chores C. Groceries D. Homemakers

* Answer key:
1. A. she works hard to provide for her children 2. A. he’s a sociable man
3. B. bad things about my activities 4. A. has/ is having
5. B. household chores 6. C. is sleeping
7. B. breadwinner 8. C. Groceries

Activity 3: Fill the gaps with the correct of the verbs in brackets.
- Get ss to work in pairs.
- Deliver handouts to each pair.
11
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers.

1. I’m busy right now. I_________(prepare) dinner.

2. Mai _______(not/study) very hard at the moment. I ________(not/think) she’ll pass the exam.
3. “What_______(he/do)” “He_______(try) to fix the television antenna.”
4. Be quiet! Your dad ______(listen) to the news.
5. The houseplants________ (grow) very fast because he________(water) them every day.
6. In Viet Nam, many people ________(live) in extended families.
7. “Where’s your brother?” “He _______(read) upstairs.”
8. Look! Mary________ (wear) a pink skirt. She________(look) so pretty in it.

* Answer key:
1. am preparing 2. isn’t studying/don’t think 3. is he doing 4. is listening
5. grows/waters 6. live 7. is reading is wearing/looks

III. HOMEWORK
- Have Ss prepare the next part of the lesson: Unit 1: READING

Date of preparation :
Date of teaching: …… / …… / 201 … Class:

Period 4. UNIT 1: FAMILY LIFE

READING

I. OBJECTIVES:
- By the end of the lesson, students are expected to be able to:
1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or
writing.
- read a passage comprehensively
- arrange the sequence of an event
2/ Skills: - reading skill as well as speaking and writing skill
- work in groups effectively
3/ Attitudes: - Students know about home life.
- be willing to cooperate with other classmates
4/ Orientation for ability and character development:
-improve reading comprehension
-improve analyzing and observing capacity
-verbalize thoughts of family life by using vocabulary and expression for
describing home life
-gain more vocabulary of topic of home life

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

AND CHARACTER DEVELOPMENT

Content Knowledge Comprehension Application Application

(level 1) (level 2)
1. Match the For a specific Context helps find Finding out the Reading
vocabulary context, it is out meaning of a correct answer in thoroughly
comprehension necessary to use word or a phrase task 1 without
specific word. hesitating about
12
 meaning of a
new word
Question: Can you
find out the word to
fill in the uncompleted
sentence?
2. Read for specific It is possible to To decide whether Identifying Recognizing
information in decide whether statements are true specific and specific
process of reading statements are or false, students necessary information in a
true or false by need to know key information passage to
searching words in statements effectively by understand the
required and scan for those scanning skill main idea of that
information in key words in the passage
the passage. passage.

Question: Can you

decide whether these
statements are true or
false?

3. Apply vocabulary Vocabulary and To speak and write Writing about Talking about
and expressions expression about a topic, your family life family life
gained by reading in gained through students need to
speaking and writing reading may be read more about
applied in that topic
speaking and
writing
Question: Can you
write or talk about
your family life?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
3. Teaching methods: Communicative Language Teaching
PROCEDURE
Board/Screen Expected
Teacher’s activities Students’ activities
show/Teaching skills/capacity
aids
I. WARM-UP: Chatting - Look at pictures on -pictures -observing
- ask Ss to look at the picture and ask the board - text books -analyzing
some of the following questions: - Listen to the -oral answering
What are the people in the picture teacher
doing ? - Answer those
Do you think they are happy? Why questions.
/ Why not?

II. PRE-READING -Guess English word Board, pictures, -Observing

1. Pre-teaching vocabulary: which teacher would postcard -Analyzing
-individual (n): cá nhân  picture like to elicit -Vocabulary
T shows two pictures and ask Ss to fill in -Get feedback and
the gap: write them down
The competition is open to both teams and

13
_______.
- tend (v): có xu hướngtranslation -Accuracy
- psychologist (n): nhà tâm lý  -Fluency
explanation -Confidence
psychology (n): tâm lý học
- enormous (adj): to lớn  synonym (=
very big)
- benefit (n): lợi ích  explanation
- sociable (adj): hòa đồng  example
2. Checking vocabulary:Slap the board

III. WHILE-READING
Task 1: Choose the best title for the text -Do the reading task Board, -analyzing
- have Ss read the three headings (a-c) number 1 textbook requirement
first and make sure they understand all of + read the -working in pairs
them. requirement of task1 -reading
- ask Ss to read the text quickly and +discuss in pairs comprehension
decide on the best title for the text. to find out the -presenting
- remind Ss that the title for the text is the correct answers
one that gives the general idea of the +present and
whole text. explain the correct
- get some Ss to speak out their answers. answers and why
- check their answers and guide Ss to the they are chosen
correct choice if necessary by helping -Get feedback.
them eliminate the sentences that are only
about one aspect of the text.
Key: c
Task 2: Tick the appropriate meaning
for each word from the text
- have Ss read the text again and underline -Work in pairs Board, -Identifying
the words sociable, vulnerable, critical, -Read the text again textbook -Discussing
enormous and tend when they see them in
the text.
- ask Ss to work in pairs to choose the
appropriate meaning for each word from
the text.
- explain to Ss how to use context to guess
the meaning of the unknown words if
necessary.
Key: 1. a 2. b 3. b 4. b 5. a
Task 3: Multiple choice Board, -analyzing
-Do the reading task
- ask Ss to continue to work in pairs. textbook requirement
number 3
- get Ss to find out what it means. -working in pairs
+ read the
- remind Ss that they can use the -reading
requirement of task3
elimination technique to get the right comprehension
+discuss in pairs
answer. -presenting
to find out the
- call on some Ss to read their answers
correct answers
aloud and give explanations.
+present and
- check Ss’ answers.
explain the correct
Key: a. C b. B
answers and why
they are chosen
-Get feedback.

14
 Task 4: Answer the questions
- have Ss work in groups. -Do the reading task Board, -analyzing
- ask Ss to read the text again and answer number 4 textbook requirement
the question. + read the -working in pairs
- tell Ss to locate the part of the text where requirement of task4 -reading
they can get the answer to each of the +discuss in pairs comprehension
questions. to find out the -presenting
- invite a representative of each group to correct answers
give the answer to one of the questions. +present their
- check the answers with the whole class. answers
Key:
1. They do better at school, become
more sociable, and have better
relationships with their teachers
and friends.
2. Because it shows that they care
about their wives and this makes
their wives happy.
3. They may fall ill easily or may think
about divorce. -Work in groups
4. There is a positive atmosphere for -Present their ideas
the family. -Discussing with the
whole class
IV. POST-READING:
Task: Discussion
- have Ss work in groups and let them -Teamwork
discuss the questions freely. -Work in groups -Communicating
- ask Ss to express their own ideas about -Present their ideas
the problems and benefits they actually
experience in doing housework.
- if Ss have difficulty with ideas, give
them some examples of problems such as
problems with time, skills and attitude.
- call on the representative of each groups
to report the discussion results to the
class.
- give comments on their presentation
with the whole class.

V. HOMEWORK
- learn all the new words by heart. Board,
- prepare for the next lesson. -Take note textbook

Date of preparation : 21/8/2016

Date of teaching: …… / …… / 201 … Class: 10B9

Period 5. UNIT 1: FAMILY LIFE

SPEAKING

15
I. OBJECTIVES:
- By the end of the lesson, students are expected to be able to:
1/ Knowledge:- talk about household chores
- - express their ideas about family life.
- apply vocabulary and expression for describing family life
2/ Skills: - speaking skill as well as listening and writing skill
- work in groups effectively
3/ Attitudes: - understand some facts about family life.
- cooperate with other students readily
- be confident to speak in front of classmates and teacher
4/ Orientation for ability and character development:
-improve speaking skill
-improve analyzing and observing capacity
-improve pronunciation
-verbalize thoughts of family life

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND

CHARACTER DEVELOPMENT
Content Knowledge Comprehension Application Application
(level 1) (level 2)
1. Select suitable Not all Selecting suitable Talking about Talking about
information to speak information is information to their family life an issue
about the family life necessary for present is a effectively by
presenting orally strategy to choosing
an issue. effectively speak. suitably
information
Question: Could you
choose the things which
apply to you and your
family?

2. Build up questions When talking Information from Building up Talking about

for the family life about an issue, a table helps questions for the problem or an
speaker is speaker systemize family life issue by
required to information to talk organizing
supply logically. information
thoughtfully and from a table
logical
information.
Question: Can you
build up some questions
by using cues in the
table?

3.Ask and answer the Conversation is To make a Making a Talk to anyone

questions about the required to be successful conversation about the family
family life natural and conversation, about the family life
logical. people need to life by using cues
take turn to ask in the table.
and answer
Question: Can you
make a conversation
about the family life by
16
using cues in the table?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
3. Teaching methods: Communicative Language Teaching
PROCEDURE
Board/Screen Expected
Teacher’s activities Students’ activities show/Teaching skills/capacity
aids
I. WARM-UP: Game: Jumbled words
- ask Ss to make a correct word with the -Look at the words -postcard -observing
letters in the wrong order. and guess -analyzing
- call on some Ss to write down their -answering
answers on the board.
- check the answers with the whole class.
 krohowuse  housework
 roches  chores
 aulndyr  laundry Board, pictures,
 seewp  sweep postcard
 ishawng – pu  washing-up
 gceorrsie  groceries
 yhaev filnigt  heavy
lifting
 nafinec  finance
II. PRE-SPEAKING
1. Task 1: Complete the table
- have Ss work individually.
- work individually Board, -observing
- ask Ss to write at least three household
- compare the textbook -analyzing
chores they like and three they dislike
answers -answering
doing in the “Name of chore” column,
- check with the
then add a reason why they like or dislike
whole class
the chore.
- go round to help when and where
necessary.
- ask Ss to work in pairs to compare their
completed table to find out the different
and similar ideas about housework.
2. Task 2: Match Mai’s answers with
Anna’s questions.
-work in pairs then Board, -analyzing
- have Ss work in pairs.
ask and answer the textbook requirement
- ask Ss to read all the questions in Anna’s
questions -working in pairs
column first and underline the key words
-presenting
in each questions before asking them to
guess the answer to each question.
1. What household chores do you do
every day?
2. Which of the chores do you like
doing the most?
3. What do you like about it?
4. Which of the chores do you dislike
doing the most?
- encourage Ss to use the key words as
17
 cues to find the answers in Mai’s column
to match with Anna’s questions.
Key: 1. c 2. a 3. d 4. b

III. WHILE-SPEAKING
1. Task 1: Practice the conversation
- ask Ss to take turns being Mai and Anna Board, -Accuracy
to practice the conversation. -Read aloud the textbook -Oral presenting
- call on some pairs to read the conversation
conversation aloud.
- check their pronunciation.
2. Task 2: Make a similar conversation
- ask Ss to work with a partner. Board, Accuracy
- have Ss make a similar conversation, - work with a textbook -Oral presenting
talking about what their household chores partner
they like and dislike the most and why. -speak out the
- invite a student from some pairs to conversation
report to the class what they have found
out about their partners.
- give comments on their presentation.

IV. POST-SPEAKING
Task: Write a short paragraph about what Board, -writing
household chores they like / dislike and -Write a short textbook
explain why. paragraph about
- let Ss work individually what household
- ask them write down a short paragraph chores
about 50 words about what household -get feedback
chores they like / dislike and explain why.
- get them to exchange their writing and
correct if their friends make mistakes.

V. HOMEWORK
- ask Ss to learn new words and prepare Board
for the next lesson. -Take note

Date of preparation :
Date of teaching: …… / …… / 201 … Class:

Period 6. UNIT 1: FAMILY LIFE

LISTENING

I. OBJECTIVES:
-By the end of the lesson, students are expected to be able to:
1/ Knowledge:- listen to the conversation to get detail information about household chores and
family life.
- decide on True or False statements
- listen questions comprehensively
18
 - - apply vocabulary and expression for describing household chores and family
life.
2/ Skills: - improve listening skill as well as speaking skill
- work in groups effectively
3/ Attitudes: -know about the problems they may have in their family.
- cooperate with other students readily
- be confident to speak in front of classmates and teacher
4/ Orientation for ability and character development:
-improve listening comprehension skill
- improve analyzing and observing capacity
- improve pronunciation
- verbalize thoughts of household chores and family life

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

AND CHARACTER DEVELOPMENT
Content Knowledge Comprehension Application Application
(level 1) (level 2)
1. Identify key words In a Identifying those Identifying key Understanding
for listening conversation, key words is very words in a main meaning of
comprehension there is a topic important to conversation a conversation
and there are listening
key words thoroughly.
relating to that
topic.
Question: Could you
find out key words in
each following
sentences?
2. Listen to the Specific Identifying key Identifying Understanding
conversation to identify information in a words in each specific main meaning of
specific information conversation is question before information in a a conversation
found out easily listening to conversation
if you listen to specific
the conversation information is
carefully very necessary
Question: Could you
listen to the
conversation?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
3. Teaching methods: Communicative Language Teaching

PROCEDURE
Board/Screen Expected
Teacher’s activities Students’ activities show/Teaching skills/capacity
aids
I. WARM-UP: Discussion
- ask Ss to look at the chart and discuss - Look at pictures on -postcard -Discussing
the changes in weekly hours of basic the board
housework by married men and married - Listen to the
women in the USA between 1976 and teacher
19
2012. - Answer those
What is the percentage of the men questions.
who take part in doing the
household chores?
What do you think of this
percentage?
II. PRE-LISTENING
1. Pre-teaching vocabulary: -Guess English word Board, pictures,
- responsible for (adj): chịu trách nhiệm which teacher would postcard -Observing
translation like to elicit -Analyzing
- sole (adj): duy nhất, độc nhất  -Vocabulary
synonym (= only, single)
- alike (adj): giống nhau  synonym (=
similar)
- balance (v,n): cân bằng explanation
- child-raising (n): việc nuôi dưỡng con
cái explanation -Get feedback and
2. Checking vocabulary: Matching write them down

III. WHILE-LISTENING
Task 1: True or False Statements
- tell Ss that they are going to listen to a - listen to the Board, -analyzing
family expert talking about how the roles conversation textbook, CD requirement
of men and women in families have - work in pairs to player -working in pairs
changed. tick what is true or -presenting
- ask Ss to read all the statements and false about them.
guess if they are true or false.
- have Ss listen to the recording twice.
- call on some Ss to check their answers.
Key: 1. T 2. T 3. T 4. F 5. T - Get feedback.
Task 2: Match the word / phrase with
its appropriate meaning.
- have Ss work in pairs to match the
word / phrase with its appropriate
meaning.
- call on some Ss to give their answer.
- check their answers with the whole
class.
Key:1. e 2. b 3. c 4. d 5. a
Task 3: Answer the questions
- ask Ss to read the questions carefully. -Listen again and Board, - analyzing the
- play the recording once or twice. answer the questions textbook, CD requirement
- call on some Ss to write their answers on player -listening
the board. -get feedback -oral answer
- check their answers with the whole -presenting
class.
Key:
1. They are not the only breadwinner
in the family, and they get more
involved in housework and
parenting.
2. Both are responsible for family
finances, home-making /
housework, and parenting.
20
 3. The families become happier and
the divorce rate amongst them is
the lowest.

IV. POST-LISTENING
Task: Discussion Board, -communicating
- ask Ss to work in groups. - work in groups textbook -speaking
- get them to talk about how the roles of
men and women in families have changed
in their country.
- invite a S from each group to report their
ideas before the class.
- give comments.

V. HOMEWORK - take notes

- ask Ss to learn new words and prepare
for the next lesson.

Date of preparation :
Date of teaching: …… / …… / 201 … Class:

Optional Period 2. REVIEW OF READING AND SPEAKING (UNIT 1)

I. Aim: By the end of the lesson, SS will be able to practice reading & speaking skills more about the
topic Family Life.
- Skills: Reading, speaking, listening, writing
- Teaching aids: Handouts.

II. PRACTICE.

Activity 1: READING
1. Read the text and fill each gap with a word or phrase from the box.
- Get ss to work in pairs.
- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers.

breadwinning hardstuff care tidy contribute manager repair

In a typical family in Japan, different members have their roles and responsibilities to perform. The
father is the head of the family. He takes (1)___________of his family by earning a living, guiding the
children, and making the final decisions that affect the family. He help the mother manage the
household and is responsible for the (2)____________ like lifting heavy things and repair work like
fixing plumbing and electricity.
The mother is usually the (3)___________of the household. She takes care of the children and
supervises household takes. She also helps to earn a living and (help) make decisions affecting the
family. She plans the menu, does the shopping, and prepares the family meals. She either supervises or
does house cleaning, laundry, ironing and other similar tasks. Today, however, both mother and father
can share roles in homemaking and (4)_________.
The son in the family helps the father with some household activities such as doing simple home
(5)__________. He helps the mother in the kitchen and with other household tasks. He also assists with
21
other activities in the home like taking care of younger brothers or sisters watering the plants, and
cleaning the house.
The daughter In the family helps the mother to do some of the household tasks like grocery shopping,
cooking, washing dishes, cleaning, and keeping the house (6)________________. She also helps in
taking care of the younger brothers or sisters. She may assist brother in other household tasks like
doing the laundry.
In short, every member of the family should do some kind of household work, considering his or her
age and health condition, and (7)________to making the home and beautiful and happy place to live in
* Answer key:
1. care 2. hardstuff 3. manager 4. breadwinning
5. repair 6. tidy 7. contribute

2. Look for the words from the text which mean

1. duty
2. someone in charge of or leading an organization, group, etc.
3. be responsible for controlling or organizing something
4. watch a person or activity to make certain that everything is done correctly
5. the list of food you can eat
6. help
* Answer key:
1. responsibility 2. head 3. manage 4. supervise
5. menu 6. assist
3. Based on the information in the text, decide whether the following statements are true (T),
false (F), or not given (NG).

1. The father in a typical Japanese family never cooks

2. Both the father and mother make the final decisions that affect the family.
4. The mother decides what the family eats.
5. Both the son and daughter help housework.
6. Sometimes the mother takes the family to the restaurant and chooses the menu for the family.
7. Male and female members of the family usually do the same
8. What household duties a family member does depend on his or her health and age.

* Answer key:
1. NG 2. T 3. F 4. T 5. T 6. NG 7. F 8. T

Activity 2: SPEAKING. Complete the following interview with the questions to the given
answers.
- Get ss to work in pairs.
- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random pairs to act out their dialogue.

1. A: ………………………………………………………………………………………….
B: Yes, I do. Everybody in my family shares the housework.
2. A: ………………………………………………………………………………………….
B: Well, I do the washing-up and sweep the floor.
3. A: ………………………………………………………………………………………….
B: My mother does. She’s a very good cook. I like all the food she cooks.
4. A: ………………………………………………………………………………………….
B: Oh, yes, he does . My father also contributes to household duties.
5. A: ………………………………………………………………………………………….
B: No. We never complain about doing household chores. We understand that it is the duty of all
members to make a happy home.
22
* Expected answer:
1. Do all the members in your family do the housework?
2. What household chores do you do?
3. Does your father do the housework too?
4. Does anyone complain about doing household chores?

III. HOMEWORK
- Have Ss prepare the next part of the lesson: Unit 1: WRITING

Date of preparation :
Date of teaching: …… / …… / 201 … Class:

Period 7. UNIT 1: FAMILY LIFE

WRITING
I. OBJECTIVES:
- By the end of the lesson, students are expected to be able to:
1/ Knowledge:- write a letter to a pen pal about your family rules
- apply vocabulary and expression about family rules on writing
2/ Skills: - improve writingskill as well as speaking skill
- work in groups effectively
3/ Attitudes: -understand how to use the expressions of family rules
. - cooperate with other students readily
- be confident to present in front of classmates and teacher
4/ Orientation for ability and character development:
-improve writingskill
-improve analyzing and observing capacity
-improve pronunciation
-verbalize thoughts of education system by using vocabulary and expression
about family rules
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY
AND CHARACTER DEVELOPMENT
Content Knowledge Comprehension Application Application
(level 1) (level 2)
1. Set up an outline for An outline is an An outline Setting up an Setting up
writing a paragraph overview for consists of outline for outlines for
writer control introduction, body writing a write a every types of
what he/she and conclusion. letter to a pen pal writing
want to write about your family
rules
Question: Could you
set up an outline before
writing a letter to a pen
pal about your family
rules?
2. Write a letter to a If there is given You can use given Writing a letter to Writing a letter
pen pal about your information, you information and a pen pal about to a pal pen.
family rules. have to analyze outline to write your family rules.
that information effectively.
before you

23
 write.
Question: Write a letter
to a pen pal about your
family rules.

III. PREPARATION OF TEACHER AND STUDENTS

1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
3. Teaching methods: Communicative Language TeachingPROCEDURE
Board/Screen Expected
Teacher’s activities Students’ activities show/Teaching skills/capacity
aids
I. WARM-UP: Discussion
- ask Ss to work in pairs to discuss the - Look at pictures on -postcard -Discussing
meaning of the saying. the board
- call on some Ss to report their opinions - Listen to the
in front of the class. teacher
- give feedback. - Answer those
questions.
II. PRE-WRITING
1. Task 1: Read the text about Lam’s
family and complete the chore chart.
- have Ss read through the text about -Read Board, -Observing
Lam’s family and complete the chore textbook -Analyzing
chart. -Reading
- ask Ss to pay attention to the information
needed to complete the table.
- let Ss work in pairs.
- call on a S to write their answers to
complete the table on the board. -Get feedback and
- check their answers with the whole write them down
class.
mending things around the house,
Dad
cleaning the bathroom
doing most of the cooking and
Mum
grocery shopping -analyzing
doing the laundry, taking out he Board, requirement
rubbish and cleaning the fridge, textbook, CD -working in pairs
Lam laying the table for meals,
player -presenting
sweeping the house and feeding
the cat (share with sister)
helping Mum prepare meals and
washing the dishes, laying the
An table for meals, sweeping the
house and feeding the cat (share
with brother)

2. Task 2: Read the text again and

answer the questions
- have Ss work in pairs. Board, - analyzing the
- ask Ss to read the text again and answer - answer the textbook requirement
the questions. questions -writing
24
- invite some Ss to read their answers -oral answer
aloud. -get feedback -presenting
- give the correct answers.
Key:
1. There are four people in Lam’s
family.
2. Because both parents work and the
children spend most of their time
at school.
3. They split the housework equally
in the family.
4. The father mends things around
the house and cleans the
bathroom; the mother does most of
the cooking and grocery shopping;
Lam does the laundry, takes out
the trash and cleans the fridge
once a week; An helps her mother
to prepare meals and washes the - work in pairs
dishes; Lam and An take turns
laying the table for meals,
sweeping the house, and feeding
the cat.
3. Outline
- ask Ss to make an outline of the
paragraph about how people in their Board, -synthesizing
family share housework based on the - take notes textbook -analyzing
structure of the text above.
- call on some Ss to give their answers.
- check and give the suggested outline.

4. Task 3: Make your family chore

chart
- let Ss work individually. Board, -listing
- ask Ss to make their own family chore -make their own textbook
chart. family chore chart.
- show them how to do it by drawing a
chore chart on the board and asking one
student to complete it.
- allow Ss to have some time to finish
their family chore charts.
- get some of them to show their charts to
the class and give comments about them.

III. WHILE-WRITING
Task 4: Write a paragraph about how
people in your family share housework
based in the ideas on the chart.
- have Ss work individually. Board, analyzing the
- ask them to write a paragraph about how - work individually textbook requirement
people in your family share housework - write a paragraph -writing
based in the ideas on the chart. about how people in -presenting
- go around the class and give help if your family share
necessary. housework based in
25
 the ideas on the
IV. POST-WRITING chart
Task 5: Correction
- let Ss exchange their writings with their Board, -speaking
friends. -work in groups textbook -presenting
- choose some of Ss’ writings and give
feedback on them. -Present it in front of
- get Ss to copy down one of the best classmates
writing into their notebooks. - Get feedback

V. HOMEWORK
- ask Ss to learn how to write about doing
household chores in the family. -take notes
- prepare for the next lesson.

Date of preparation :
Date of teaching: …… / …… / 201 … Class:

Period 8. UNIT 1: FAMILY LIFE

COMMUNICATION AND CULTURE

I. OBJECTIVES:
- By the end of the lesson, students are expected to be able to:
1/ Knowledge:- talk about household chores
- - express their ideas about family life.
- apply vocabulary and expression for describing family life
2/ Skills: - speaking skill as well as listening and writing skill
- work in groups effectively
3/ Attitudes: - understand some facts about family life.
- cooperate with other students readily
- be confident to speak in front of classmates and teacher
4/ Orientation for ability and character development:
-improve speaking skill
-improve analyzing and observing capacity
-improve pronunciation
-verbalize thoughts of family life

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND

CHARACTER DEVELOPMENT
Content Knowledge Comprehension Application Application
(level 1) (level 2)
1. Select suitable Not all Selecting suitable Talking about Talking about
information to speak information is information to their family life an issue
about the family life necessary for present is a effectively by
presenting orally strategy to choosing
an issue. effectively speak. suitably
information

26
Question: Could you
choose the things which
apply to you and your
family?

2. Build up questions When talking Information from Building up Talking about

for the family life about an issue, a table helps questions for the problem or an
speaker is speaker systemize family life issue by
required to information to talk organizing
supply logically. information
thoughtfully and from a table
logical
information.
Question: Can you
build up some questions
by using cues in the
table?

3.Ask and answer the Conversation is To make a Making a Talk to anyone

questions about the required to be successful conversation about the family
family life natural and conversation, about the family life
logical. people need to life by using cues
take turn to ask in the table.
and answer
Question: Can you
make a conversation
about the family life by
using cues in the table?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
3. Teaching methods: Communicative Language Teaching
PROCEDURE
Board/Screen Expected
Teacher’s activities Students’ activities show/Teaching skills/capacity
aids
I. WARM-UP: Game: Miming
- divide the class into 2 groups. - Listen to the -postcard -Discussing
- call on a S to stand in front of the class teacher
and act out some household chores given - Guess
by the T.
- ask Ss in 2 groups to guess what
housework he is doing.
- the group which answers first will be the
winner.
- declare the winner.

II. PRESENTATION AND PRACTICE

A. Communication
Task 1: Discussion
- ask Ss to look at the picture and answer - look at the picture Board, -Observing
some of the following questions and answer some of textbook -Analyzing
27
  What is the person in each picture the following
doing? questions
Task 2: Listen to the TV talk show.
Who said what?
- tell Ss that they are going to listen to a - listen to a TV talk Board, -Listening
TV talk show and will have to find out show textbook, CD -analyzing
who said what in the show. player requirement
- ask Ss how many people take part in the -working in pairs
talk show and who they are. (three, Mr. -presenting
Pham Hoang, Ms. Mai Lan, and Mr.
Nguyen Nam).
- have Ss read the statements (a-g).
- help Ss get the meaning if they don’t
know words by asking them questions or
by providing them with the Vietnamese
equivalents of the words / phrases.
- play the recording.
- have Ss listen and do the activity.
- call on some Ss to read their answers
aloud.
- check their answers with the whole
class.
Key:
1. Mr. Pham Hoang: c, e
2. Ms. Mai Lan: a, f
3. Mr. Nguyen Nam: b, d
Task 3: Discuss the questions.
- have Ss work in groups to discuss the -discuss the Board, - analyzing the
questions in the book. questions in the textbook requirement
- tell Ss to refer back to the ideas in Task book. -writing
2 to answer the questions or they they can -oral answer
also express their ideas freely. -presenting
- ask the groups to assign a note-taker
who will note down all the ideas of the
group members and report them to the
class later.
- call one or two to report their group’s
opinions to the calls.
- encourage other Ss to give comments.
- give feedback.

B. Culture
1. Task 1: Chatting
- have Ss look at the pictures at the end of -answer some of the Board, - analyzing the
the unit (on page 15) and answer some of following questions textbook requirement
the following questions: -writing
3. Task 2: Answer the questions -oral answer
- ask Ss to work in pairs to read the two - read the two texts Board, -presenting
texts about family life in Singapore and in about family life in textbook
Vietnam. Singapore and in
- get Ss to write their answers in the table. Vietnam.
- invite some Ss to write their answers on
the board.
- check their answers.
28
 Key:
III. HOMEWORK
- ask Ss to record a video clip, talking -take notes
about the benefits of some physical
activities or about a traditional therapy.
- let them work in groups of 4.
- hand in this video clip next week.

Answers
Questions
In Singapore In Vietnam
What type of family is
1 nuclear family extended family
popular in the country?
Who takes care of young
Nursery school or child- Grandparents or great
2 children when their parents
minder grandparents
are at work?
Who looks after elderly
3 Nursing homes Their children
parents?
They take part in the They help their children
How do the parents
activities of the Parent with their homework or
4 contribute to educating
Support Group or Parent give them advice on
their children?
Teacher Association. behavior.

Date of preparation :
Date of teaching: …… / …… / 201 … Class:

Period 9. UNIT 1: FAMILY LIFE

LOOKING BACK AND PROJECT

I. OBJECTIVES:
- By the end of the lesson, students are expected to be able to:
1/ Knowledge: - recognize the differences in pronunciation of the –s ending sound.
- revise the use of some tenses (past simple, past progressive and present
perfect)
2/ Skills: - improve pronunciation as well as speaking skill
- work in groups effectively
3/ Attitudes: -understand the family life
. - cooperate with other students readily
- be confident to present in front of classmates and teacher
4/ Orientation for ability and character development:
-improve pronunciation
-improve analyzing and observing capacity
-improve speaking skill as well as writing skill
-verbalize thoughts of education system by applying conditional sentences

II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY

AND CHARACTER DEVELOPMENT
Content Knowledge Comprehension Application Application
(level 1) (level 2)
1. Recognize the Words which It is important to Recognize the Speaking

29
differences in consist of pronounce words differences in English fluently
pronunciation of the tr/kr/br sound correctly pronunciation of and correctly
tr/kr/br sound. the tr/kr/br sound.

Question: Could you

pronounce the words
consisting of the tr/kr/br
sound?
2. Revise the use of It is possible to Using some tenses Expressing the Speaking
some tenses use of some may help us write situations using cohesively and
tenses or speak more some tenses fluently
comprehensively.
Question: Could you
express these situations
using some tenses ?

III. PREPARATION OF TEACHER AND STUDENTS

1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
3. Teaching methods: Communicative Language Teaching
PROCEDURE
Board/Screen Expected
Teacher’s activities Students’ activities show/Teaching skills/capacity
aids
A. LOOKING BACK
I. PRONUNCIATION -Textbook -Accuracy
- play the recording. - Listen
- have Ss listen and underline the words -practice reading the
that have the consonant cluster sounds /tr/, sentences.
/br/ and /kr/.
- put Ss in pairs to practice reading the
sentences.
- invite some Ss to read the sentences in
front of the class.
- correct Ss’ mistakes if there are any,
focusing just on the three consonant
clusters.

II. VOCABULARY
Task 1: Write the name of the chore
under each picture - write the name of Board, -Observing
- have Ss work in pairs to write the name the chore under each textbook -Analyzing
of the chore under each picture. picture.
- call on Ss to read their answers aloud.
- give correct answers.
Key:
1. cooking
3. doing the laundry / washing the
clothes
5. cleaning the toilet
30
dishes / doing the washing-up
7. ironing
9. watering houseplants / flowers
feeding the cat / pets - complete each gap Board, -analyzing
Task 2: Complete the text in the text. textbook requirement
- ask Ss to read the text carefully. -working in pairs
- get Ss to use the context clues to decide -presenting
which word / phrase can be used to
complete each gap in the text.
- remind Ss that they may have to change
the form of the verbs before putting them
in the gaps.
- check Ss’ answers and provide
correction if necessary.
Key:
1. does the cooking
groceries
3. does the heavy lifting
5. ironing
7. sweeping the house
9. does the washing-up

III. GRAMMAR
Task 1: Finish the sentences with either -answer some of the Board, - analyzing the
the present simple or the present following questions textbook requirement
continuous -writing
- have Ss work in pairs. -oral answer
- ask Ss to finish the sentences with either -presenting
the present simple or the present
continuous.
- call on some Ss to write their answers on
the board.
- check the answers with the whole class.
Key:
1. am writing, miss
2. am looking after
3. looks, is wearing
4. am cooking
5. are you reading -discuss the Board, - analyzing the
6. do questions textbook requirement
Task 2: Discuss the following questions -speaking
- put Ss in groups to discuss the questions. -oral answer
- tell Ss that they can use the ideas and -presenting
language they have learnt in the lesson for
their answers.
- assign a leader for each group whose
task is to note down the group’s ideas and
then report the results to the call.
- give feedback on their presentation. Board, -teamwork
-work in groups textbook
B. PROJECT
Task 1: Conduct the survey
- ask Ss to go round the class and conduct
a survey.
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 - let Ss work in groups.
Task 2: Present the findings to the class
- invite some Ss to report their findings to
the class.
- let the whole class give their ideas.
- comment and correct their
pronunciation, the use of some words and
structures, the way they present their
findings. -take notes

C. HOMEWORK
- ask Ss to practice speaking skills and
learn some necessary words.
- get Ss to prepare for the next lesson.

Date of preparation :
Date of teaching: …… / …… / 201 … Class:

Optional Period 3. REVIEW OF LISTENING AND WRITING (UNIT 1)

I. Aim: By the end of the lesson, SS will be able to practice listening & writing skills more about the
topic Family Life.
- Skills: Reading, speaking, listening, writing
- Teaching aids: Handouts.

II. PRACTICE.
Activity 1: Make sentences with the given cues.

- Get ss to work in pairs.

- Deliver handouts to each pair.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to write the answers on the board.
- Feedback and give correct answers.

1. modern society / men / women / roles /similar.

2. father / take care / family / provide / necessities / guide / children.
3. mother / look after / children / supervise / household tasks.
4. son / assist / household tasks / such as / simple home repairs / take care / younger brothers
5. daughter / help / mother / household chores / grocery shopping / cooking / house / tidy

* Expected answer key:

1. In modern society, men’s and women’s roles are similar.
2. The father takes care of the family by providing necessities and guiding the children.
3. The mother looks after the children and supervises household tasks.
4. The son assists in household tasks such as doing simple home repairs and taking care of
younger brothers
5. The daughter helps the mother with household chores such as grocery shopping, cooking and house
tidying.

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Activity 2: Listen to Eric talking to Mary about the weekend. Their friend Carlos is coming to
visit them.
- Get ss to work individually.
- Deliver handouts to ss.
- Have ss listen twice.
- Get some random ss to write the answers on the board.
- Feedback and give correct answers.

Choose the best answer among (A, B or C)

1 - What does Carlos hate?
A) shopping B) museums C) football
2 - When is the football match?
A) Saturday morning B) Saturday afternoon C) Sunday afternoon
3 - Where are they going to eat on Saturday evening?
A) at home B) in an Italian restaurant C) in a Chinese restaurant
4 - What are they going to do on Sunday morning
A) go for a drive B) get up late C) go to the cinema
5 - Where are they going to have lunch on Sunday
A) in a café B) in a pub C) at home
6 - They can't go to the cinema on Sunday afternoon because
A) Carlos doesn't like films B) Eric doesn't like films C) they don't have 

* Expected answer key:

1. A.shopping 2. B.Saturday afternoon 3. C. in a Chinese restaurant
4. A.go for a drive 5. B.in a pub 6. C.they don't have time

III. HOMEWORK
- Have ss prepare the next part, Unit 2: Getting Started

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