LESSON PLAN

TEXTBOOK: Global Success 10 - UNIT 1: Family Life

LESSON 6: Writing (page: 14)

STAGE 1: DESIRED OBJECTIVES/ OUTCOMES

A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Language competences
 Cognition: Recall the concept of family routines
 Skills:
•
• Use lexical items related to the topic “Family life”;
• Demonstrate the ability to write an email about family routines using given ideas.
2. General Competences
 Self-control & independent learning:
 Develop presentation skill;
 Actively join in class activities;
 Communication and collaboration: work in pairs or groups to perform tasks.
3. Attributes
 Kindness: help partners to complete learning tasks.
 Diligence: complete tasks.
 Responsibility: develop a sense of responsibility for sharing housework in the family.
B. INSTRUCTIONAL RESOURCES
1. Teacher
 Global Success 10
 Reference teaching materials: Textbooks, teacher’s book, activity book,...
 Teaching aids: board, chalk, magnets, paper,...
 Assessment tools: Observation sheets, rubrics.
2. Students
 Textbooks, pencils, notebook.
STAGE 2: ASSESSMENT EVIDENCE

Performance tasks Performance products Assessment tools

Doing exercise 2 Ss’ answers Observation
Talking about their experiences of Ss’ discussion Observation, questions and
helping other people answers

STAGE 3: LEARNING PLAN/ LEARNING EXPRIENCES

Time Stages/Activities Procedure Interactions
7 Lead-in/Warm-up * Aim: To introduce the concept of family routine and
activities that can become part of them.
* Content: Asking and answering questions
* Products: Ss’ answers
* Steps:
T <--> Ss
Warm up:
T give example about family routines
T explains what family routines is
- Family routines is a phrase used to talk about how families
 organize themselves to get things done, spend time together,
and have fun. The activities can become a family routine if a
family decides to do it together and regularly. Routines help
family members know who should do what, and how often.
They help strengthen family bonds.
CCQ:
“What is family routines?”
“How can an activity be called a family routine?”
“What does family routines help?”
“What is your family routine?”
“How often you do your family routine with your family?”

ICQ:
“Which page do Play a game: Find and Match
you open?” - Teacher guides the student to do some actions:
“What will you Frist, open their books page 14, choose the activities about
choose?” family routine they like most and write their names under the
“What will you picture they choose.
write under the Second, Ss will have 3 minutes to go around the class, ask
picture?” other Ss what activities they like most and write their friends’
“Who will you names under those pictures.
find?” Finally, the Ss who have written all the names for each of the
“How long will pictures will win the game.
you have to find
your friends?” Ask the winner how often his/her family do the activity and
“How to be the what they do during the time they do the activity.
winner of the
game?”
7 Pre-writing * Aim: To provide an example email about family routines,
which Ss can use as a model for their writing.
* Content: Complete the table page 14
ICQ: * Products: Ss’ answers
“What will you * Steps:
read?” - T prints the Joey’s email out. Then stick Joey’s email to the
“What is Joey’s board. T <--> Ss
email about?” - T calls a student to read the requirement out loud.
“What will you - T explains the tasks and ask if Ss understand the
have to requirement.
complete?” - T introduce parts of an email.
“Which - T asks Ss to read the table’s headings to find out what
information in information they need to focus on. (routines, when / how often
Joey’s email do things to do to strengthen family bonds).
you need to pay - T divides Ss into pairs.
attention to?” - T asks Ss to read Joey’s email and discuss in pair to findout
“Where can you and underline the relevent informations.
find that - Ss complete the table in pair in 5 minutes, then check the
information?” answers.
“Will you do the
task in pair or Key:
individually?”

T <--> Ss
 Routines When / How often Things to do to
strengthen family
bonds

T <--> Ss
20 While-writing * Aim: To help students practice writing part of an email
about family routines using given ideas.
* Content: completing the Dong’s email (p.15)
* Products: Ss’ email
* Steps:
ICQ
“Which part will
you have to - T calls a student to read the requirement out loud. T <--> Ss
write?” - T explains the tasks and ask if Ss understand the <--> S
“Which kind of requirement.
information will - T reminds Ss that they don’t have to write a whole email,
you have to write and the opening and ending have been provided. T <--> Ss
about?”
“Where can you
find that kind of
information?”

- T gives Ss some basic information about the structure of a

paragraph:
+ A paragraph is a group of sentences that develop ONE
main idea.
+ A paragraph usually consists of three parts: a topic
sentence, supporting sentences and a concluding sentence.
+ Two important qualities of a good paragraph are unity
(i.e. one main idea is developed) and coherence (i.e. all the
sentences and ideas flow smoothly to make clear and logical
points about the topic)
CCQ:
*
*
* T <--> Ss
- T has Ss read the table (p.15) and check the comprehension.
- T reminds Ss to use the present simple tense when they
write about routines.
CCQ:
* “Which tense should we use when we write about
routines?” S <--> S
 - T gives Ss enough time to write the middle paragraph of the
Post-writing email. Go around the class to offer support when necessary.

* Aim: To give students an opportunity to recognize the

common mistakes so that they can avoid in writing.
* Content: T correct some common mistakes.
* Products: Ss’
* Steps:
- T shows some commons mistakes and gives example for S <--> S
each type of mistake.
*Spelling: e.g. My father dose the dishes. T <--> Ss
* Tense: e.g. My sister watched TV every day.
*Word order: e.g. My dad is responsible taking for the
rubbish out.
ICQ: *Missing word: e.g. I a good boy.
* “Will you do in * Capital letter: e.g. My family and i always go to the cinema
pair or in group at the weekends.
or individually?” - T asks Ss to correct the examples as a class.
* “After
exchanging your
writing to your - T divides Ss into pairs, then asks Ss to exchange their
partner, what writing, read their partners’ writing and underline the
will you do?” mistakes.
* “After getting - T asks Ss to return their partners’ writing, then let them
back your correct themselves.
writing, what will -T goes around to help if they need, not some mistakes.
you do?” - T writes the mistakes on the board, then checks the Ss if
they make the same mistakes.
- Correct the mistakes as a class.
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.

1 Homework * Aim: To help students memorize the content of the lesson

* Content: Do the exercises in the workbook.
* Products: Ss’ homework
* Steps: T <--> Ss
- T asks Ss to do the exercise in the workbook and prepare
for the next lesson.
appendix