Name: Tạ Tường Vy

Class: SPA AK10

LESSON PLAN
TEXTBOOK: ENGLISH 10 - UNIT 1: FAMILY LIFE
LESSON 6: WRITING (PAGE 14)
A. OBJECTIVES
By the end of the lesson, Ss will be able to:
1. Language competence
 Cognition:
- Ss can use the lexical words related to the topic “ Family Life”
- To write an email to a friend about family routines.
 Skills:
- To develop the skill of writing.
2. General Competences
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Attributes
 Kindness: help partners to complete learning tasks
 Diligence: complete tasks, writing
 Responsibility: Be able and willing to share household chores with
family.
B. INSTRUCTIONAL RESOURCES
1. Teacher
- Reference teaching materials: grade 10 Textbook, Unit 1, writing,
teacher’s book, activity book.
- Teaching aids: board, pictures, handouts
2. Student
- Textbooks, pencils, pens

STAGE 2: ASSESSMENT EVIDENCE

Performance tasks Performance products Assessment tools
Doing task 1 Ss’ answers asking and speaking answers
Doing task 2 Ss’ answers Reading and answering questi
Doing task 3 Ss’ answers Reading the information on
table and writing answers

STAGE 3: LEARNING PLAN

Time: 45 minutes

STAGE PROCEDURE Interactions TIME

LEAD-IN * Aim: Generating Ss’ interest in the topic 5 mins
* Content: asking and answering questions
ICQ: * Products: Ss’ answer
1 minute or 2 * Steps:
minutes? T ask Ss: T <-> Ss
- Ss have 1 minute to look at the picture and
answer the question.
How many people in this family?
What are they doing together?
Ss do as instructed:
* Look at the picture and answer.

PRE-WRITING TASK 1: WHICH OF FOLLOWING 12 mins

ACTIVITIES IN THE PICTURES DO YOU
THINK CAN BE FAMILY ROUTINES?
(p.14)
*Aim: To introduce the concept of family
routines and activities that can become part of
ICQ: them.
Do you work in * Content: Look at the pictures and answer.
pairs or groups? * Product: Ss’ answer T<->Ss
How much time * Steps:
do you have for Teacher:
this activity? - Takes the 6 pictures in Task 1, and ask Ss
- Have Ss work in groups. Set a limited time (2
minutes). Tell Ss to look at the pictures and say:
Which activities can be family routines in their Ss <-> Ss
family? How often they do that?
Ss T <-> Ss
** Ss do as instructed.
*** Ss in each group share with the group their
activities they do and how often do they do that.
**** T asks randomly some Ss to share with the
class how often they do the activity.
- The six pictures with six activities.
ICQ:
- Work in group
or do it by
yourself?
T <-> Ss
- How much TASK 2: READ JOEY’S EMAIL ABOUT
time do you have HIS FAMILY ROUTINES AND
for this activity? COMPLETE THE TABLE WITH THE
INFORMATION FROM IT. (p.14)
- Read and * Aim: To provide an example email about
complete the family routines, which Ss can use as a model for
table or just their writing.
read? * Content: Read and complete Ss <-> Ss
* Products: Students’ answer
* Steps: T <-> Ss
- T ask Ss Whose email is this?
- Ss answer: This is Joey’s email.
- Explain the task and check understand of Ss
what have to do. They have to study the email to
get information from it to complete the table.
- T asks Ss to read the table headings to find out
what information they need to focus on when
they read email (routines, when/ how often, and
things to do to strengthen family bonds).
- Ask Ss to read the email and underline the
relevant information.
- Ask Ss compare their answers with a partner
before they complete the table.
- T asks individual Ss to call out their answers
and confirms the correct ones.
Answer key:
WHILE- TASK 3: COMPLETE THE EMAIL 17 mins
WRITING ABOUT DONG’S FAMILY ROUTINES
USING THE INFORMATION IN THE
BOX. (p.15)
*Aim: To help Ss practise writing part of an
email about family routines using given ideas.
ICQ: - Help Ss practise developing ideas and writing
- Work in group paragraph.
or do by *Content: Ss write an email about family
yourself? routines.
- How much *Products: Ss’ reports
time do you have * Steps: T <-> Ss
for this activity? - Explain the task. Look at the information on
- Write a middle the table and write the paragraph.
paragraph or a - Make sure Ss understand that they don’t have
whole email ? to write a whole email, and the opening and
-Use present ending have been provided.
simple or present - Have Ss read the information in the table and
continuous? check comprehension.
- Give Ss 10 minutes to write the middle
paragraph of the email. Move around the class to
offer support when necessary.
- Before they write, remind Ss to use:
* connectors to link ideas:
+ To list ideas: First, second, third, In addition,
Furthermore.
+ To give an example: For instance, for
example, such as. Ss <-> Ss
* Ss use present tense when writing the routines
- Put Ss in pairs and ask them to give comments T <-> Ss
on their partner’s writing.
- T check several of the Ss’ writing and make a
note of common mistakes.
 Sample answer:
First, my family always have breakfast together.
Breakfast is a quick meal with just bread or
noodles because both my parents work and we,
kids, have morning classes. But the most
important thing is that we can sit down together,
eat healthy food, and share our plans for the
day. Second, we spend Saturday evenings as a
family. We often watch a film, share snacks, and
then exchange our opinions after the film. I can
even argue and defend my ideas about the film
with my parents or brother. Third, on the second
Sunday of the month, we visit our grandparents.
We come to my grandparents’ home quite early
in the morning to help them do some housework
such as cleaning the house or washing clothes.
Then, we have a big lunch with them. My
parents are very happy when we come to see
them. The visits make me feel closer to my
grandparents.
POST-WRITING *Aim: 9 mins
- To give students a chance to recognize the
common mistakes so that they can avoid them in
writing.
* Content: correct the mistakes
* Products: Ss will fix the mistakes
T <-> Ss
* Steps:
- T writes Ss’ mistakes on the board and ask Ss
to check if they have the same mistakes in their
writing.
- Calls on some Ss to correct those mistakes as a
class.
- Collects Ss’ writing and give them feedback. T
can suggested answers if necessary.

CONSOLIDATION WRAP-UP 2 mins

T asks: What have you learned today? T <-> Ss
- We have practised writing a paragraph about
family routines.
* Aim: consolidating what Ss have learned.
- Help Ss memorize the content of the lesson.
* Content: writing a paraghraph
* Products: Ss’ reports
* Steps:
- T asks Ss to write a paragraph about their
family routines in their notebooks at home.