Date of planning: …/… / ...........

Date of teaching: …/… / ...........

WEEK : 1

ENGLISH 10

Period 2

UNIT 1: MY FAMILY

LESSON 1. GETTING STARTED

1. WARM UP & INTRODUCTION ( 3’- 5’)

Aims:

- 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.

* Outcome: Introducing themselves to make more new friends.

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities

Content

+ Greeting + Asking question:

* T divides Ss into 4 groups and gives instructions: Watch the video clip and try to remember all the household chores Mr. Bean did in the video. One person from each group then goes to the board and writes the names of the chores.

** Ss do as instructed.

*** Ss work in pairs to discuss the answer after watching the clip, then one representative from each group writes the answer on the board.

**** T confirms the correct answers.

GAME: LET’S RACE!

Suggested answer:

1. Mop the floor

2. Clean the toilet

3. Wash the clothes / Do the laundry

4. Clean the house

5. Vacuum the carpet

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

Aims: - To help students use key language more appropriately before they read and listen.

* Content: Learn some new words in context. Read the conversation and find out new words.

* Outcome: Practice reading the conversation. Knowing more new words. Understanding the conversation; topic of the lesson, grammar points…

* Organisation:

Teacher’s Student’s activities

Content

* T asks Ss to look at the photos to guess the meaning of new words.

** Ss say the Vietnamese meaning of the word.

*** Other Ss correct if the previous answers are incorrect.

**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them.

VOCABULARY

GETTING STARTED

1. sports filed /ˈspɔːts fiːld/ (n/p): sân chơi thể thao

2. prepare /prɪˈpeə(r)/ (v): chuẩn bị

3. help with something /help wɪð ˈsʌmθɪŋ/ (v.phr): giúp làm việc gì đó

4. divide /dɪˈvaɪd/ (v): phân chia

5. household chores /ˌhaʊshəʊld tʃɔː(r)z/ (n.phr): công việc nhà

6. homemaker /ˈhəʊmmeɪkə(r)/ (n): nội trợ

7. breadwinner /ˈbredwɪnə(r)/ (n): trụ cột gia đình

8. earn money /ɜːn ˈmʌni/ (v.phr): kiếm tiền

9. equally /ˈiːkwəli/ (adv): một cách công bằng, bình đẳng

10. shop for groceries /ʃɒp fɔː(r) ˈɡrəʊsəri/ (v.phr): mua thực phẩm

11. do the laundry /duː ðə ˈlɔːndri/ (v.phr): làm công việc giặt giũ

12. do the washing-up /duː ðə ˌwɒʃɪŋ ˈʌp/ (v.phr): rửa chén / bát

13. put out the rubbish /pʊt aʊt ðə ˈrʌbɪʃ/ (v.phr): vứt rác

3. PRACTICE ( 15’)

Aim: - To get students interested in the topic.

- To get students to learn some vocabulary in the unit.

* Content: Listen and read the conversation. True/ False activity.

* Outcome: Know more new words. Understanding the conversation; topic of the lesson, vocab.

* Organisation :

Teacher’s Student’s activities

Content

* T asks Ss to look at the picture (p.8 - 9) and answer the questions:

** Ss do the task individually

*** Ss share their answers with a partner.

**** T checks their answers with the whole class.

* T has the Ss read the conversation in pairs.

** Ss read the conversation

*** One pair reads aloud.

**** T collects common mistakes and gives comments.

TASK 1. LISTEN AND READ (p.8)

Who are they?

Where are they?

What are they doing?

Suggested answers: Nam and Minh are two friends. They are at Nam’s home. Nam is cooking.

Aim: To practise reading for specific information

- To practise scanning

- To develop students' knowledge of vocabulary for household chores

* Content: Name the picture, then listen, check and repeat.

* Outcome: Ss understand more the use some vocabulary related to hobbies.

* Organisation :

* T asks Ss to work individually to read the statements and underline the key words, then share their ideas with a partner who sits next to them.

** Ss do Task 2 individually first.

*** Ss share and discuss with their partners about the key words

****

* T asks Ss to scan the conversation, locate the key words to find the answer for each the question with the partner who sits behind them

** Ss do the task in pairs.

**** T has Ss share their answers with the class. T confirms the correct answers and have Ss correct the false statement. T writes the correct sentence on the board.

TASK 2: TRUE OR FALSE

Read the conversation again and decide whether the following statements are true (T) or false (F). (p.9)

1. Nam’s mother is cooking now.

2. Everybody in Nam’s family does some of the housework.

3. The children in Minh’s family don’t have to do any housework.

Key:

1. F → Nam is cooking now.

2. T

3. T

:

Aim: To help students identify present simple and present continuous and how they are used in sentences

* Content: To work in pairs..

* Outcome: Ss know how to write the verbs/verb phrases that are used with the words or phrases in the conversation in 1

* Organisation :

* T has Ss locate the verbs or phrasal verbs in the conversation, find the nouns or noun phrases after each verb/ phrasal verb to do the matching.

** Ss work individually

*** Ss share their answers with a partner

**** T checks and gives the correct answers with the whole class, and has them say the meaning of each collocation.

* T has Ss read each sentences, try to think of a verb or an auxiliary verb that will complete the gap.

** Ss do the task individually

*** Ss share the answers with a peer.

**** T asks the whole class to call out the verb forms first, then calls on individual students to read the complete sentences.

TASK 3: FILL IN THE TABLE

Write the verbs/verb phrases that are used with the words or phrases in the conversation in 1. (p.9)

Answers:

1. put out the rubbish

2. do the laundry

3. shop for groceries

4. do the heavy lifting

5. do the washing-up

TASK 4: COMPLETE THE SENTENCES.

Complete the sentences from the conversation with the correct forms of the verbs in brackets. (p.9)

Answers:

1.‘m preparing

2.does – ‘s working

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

Aim: To help students practise talking about activities which raise students’ awareness of their responsibilities.

- To practise teamworking.

- To give students authentic practice in using target language.

* Content: Play game.

* Outcome: talk about activities which raise students’ awareness of their responsibilities.

* Organisation :

Teacher’s Student’s activities

Content

* T gives Ss clear instructions in order to make sure Ss can do effectively.

- Divide Ss into 4 main groups .

- Ask Ss to work in groups to discuss and make a poster of activities to raise Ss' awareness of their responsibilities towards their family.

- Observer Ss while they are discussing, note their language errors

** Ss do as instructed

**** T gives Ss feedback.

- Choose some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give suggestions to other students.

- Choose some typical errors and correct as a whole class without nominating the Ss’ names.

PROJECT LAUNCH: "Chore Survey"

- T organizes Ss into groups. The unit project requires them to research the division of household chores in modern families and present it to the class in Lesson 7.

- T explains that groups must use Google Forms to create a survey. At home, the Group Leader must create a Zalo/Messenger group. Members must collaborate to design questions in English (e.g., "Who usually cooks dinner?"), share the survey link with friends and relatives to collect data, and use Google Sheets to analyze the results. They must generate pie/bar charts to discuss the modern trends compared to traditional family roles.

- Ss form groups, choose a Group Leader, and briefly brainstorm 2-3 initial survey questions in class.

TASK 5: MAKE A POSTER!

Think about activities which you can do to raise other students' awareness of their responsibilities towards their family.

PROJECT LAUNCH: "Chore Survey"

Requirements:

- 1 Zalo/Messenger workgroup.

- 1 Google Form with at least 5 questions.

- 1 Google Sheet with collected data and generated charts.

- An oral presentation in Lesson 7.

5. WRAP-UP & HOME WORK (2’)

To help students memorise the target language and skills that they have learned

To inform students what the final product of the project should be and how students can prepare for it

WRAP-UP

* T asks Ss: What have you learnt today?

- Some lexical items about household chores

- Reading for specific information

- Scanning

HOMEWORK

1. Exercises in the workbook

=========================

1. WARM-UP (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic of healthy lifestyle;

- To set the context for the listening and reading part;

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Categorizing game: Classify healthy and unhealthy activities

NLS 1.1NC1b: Students practice identifying information needs regarding healthy/unhealthy habits.

c. Expected outcomes:

- Students can distinguish healthy and unhealthy activities

d. Organization:

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Categorizing game

- T ask Ss to play a game and give the rule

- Ss work in groups. Each group is given small pieces of paper on which activities of healthy and unhealthy lifestyle are written.

- Each group has to classify them into correct categories. The first team to complete the task correctly is the winner.

- Teacher check the correct answers.

Lists of activities:

- Healthy lifestyle

+ Eat fruits and vegetables

+ Drink enough water

+ Have a balanced diet

+ Get regular exercise

+ Avoid tobacco and drugs

+ Get enough good sleep

- Unhealthy lifestyle

+ Stay up late

+ Eat late in the evening

+ Eat too much sodium

+ Have excessive screen time

+ Overuse painkillers and sedatives

+ Eat fast food

3. PRACTICE (20 mins)

a. Objectives:

- To help students get to know the topic.

- To introduce words and phrases related to healthy lifestyles.

- To help Ss identify the Past Simple and Present Perfect.

b. Content:

- Task 1: Listen and read. (p.8)

- Task 2: Read the conversation again and decide whether the following statements are true (T) or false (F). (p.9)

- Task 3: Fill in the blanks to make phrases from Task 1 with the following meanings. (p.9)

- Task 4: Complete the text based on the conversation in Task 1. Use the correct form of the verbs in brackets. (p.9)

c. Expected outcomes:

- Students can thoroughly understand the content of the text and complete the tasks successfully.

d. Organization

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To set the context for the listening and reading part;

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Game: Who is this?

c. Expected outcomes:

- Students can describe and guess the names of some famous people.

d. Organisation:

TEACHER AND STUDENTS’S ACTIVITIES -

CONTENTS

Game: Who is this? (PPT slides)

- Teacher divides the class into two teams.

- Students work in groups.

- Teacher prepares the pictures of 7 famous people.

- Teacher gives instructions for the game:

+ One student from each group comes and sees a picture. Students use their own words to describe the person so that their teammates can say the famous person’s name.

+ If the answer is correct, the team gets one point.

+ If the answer is incorrect, the chance to answer is transferred to the other team.

+ The team having more points is the winner of the game.

- Students look at the picture that the teacher shows them and give descriptions of the famous figure.

- Other students try to guess the name.

7 famous people:

1. Barack Obama

2. Dang Thuy Tram

3. Steve Jobs

4. Nelson Mandela

5. Vo Nguyen Giap

6. Pelé

7. Michael Jackson

a. Objectives:

- To provide students with new words related to the topic;

- To help students be well-prepared for the listening and reading tasks.

b. Content:

- Vocabulary pre-teaching

c. Expected outcomes:

- Students can identify some new words related to the topic.

d. Organization

TEACHER AND STUDENTS’S ACTIVITIES

CONTENTS

Vocabulary pre-teaching

- Teacher introduces the vocabulary.

- Students listen to the teacher’s explanation and guess the words.

Teacher explains the meaning of the new vocabulary by pictures.

- Students write down the new words in their notebook.

- Teacher checks students’ understanding with the “Rub out and remember” technique.

- Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further.

New words:

1. surgeon (n)

2. resistance (n)

3. enemy (n)

4. soldier (n)

5. devote (sth to sth)

a. Objectives:

- To help students get to know the topic;

- To introduce words and phrases related to life stories of Dang Thuy Tram;

- To help Ss identify the Past simple and Past continuous.

b. Content:

- Task 1: Listen and read. (p.8)

- Task 2: Read the conversation again and circle the correct answer to complete each of the sentences. (p.9)

- Task 3: Find words and a phrase in Task 1 with the following meanings. (p.9)

- Task 4: Complete the sentences based on the conversation. (p.9)

c. Expected outcomes:

- Students can thoroughly understand the content of the text and complete the tasks successfully.

d. Organization

TEACHER AND STUDENTS ‘S ACTIVITIES

CONTENTS

Task 1: Listen and read. (6 mins)- Set the context for the listening and reading.

- Ask Ss to look at the picture, the heading and the conversation, and ask questions.

- Students look at the picture and answer the questions.

- Play the recording twice for Ss to listen and read silently along. Have Ss underline words/phrases related to life events (e.g. was born, joined the army, worked as a surgeon).

- Students listen to the recording.

- Put Ss in pairs and ask them to compare the words and phrases they have underlined and discuss their meaning. Then check comprehension as a class.

- Students underline words/phrases related to life events of Dang Thuy Tram.

- Call on two or three pairs of Ss to read the conversation aloud.

- Students compare the words and phrases with their partners.

- Students read the conversation aloud.

- In stronger classes, teacher asks Ss to close their books and just listen to the conversation once. Teacher asks some comprehension questions to check understanding. Then have them open their books and listen again, this time following the text and checking if their answers were correct.

Questions:

1. Who are the speakers?

2. What do you think they are discussing?

3. Who is the person in the picture?

4. Do you know anything about her?

Suggested answers:

1. Nam and his friend, Mark.

2. They are talking about the person in the picture.

3. A woman called Dang Thuy Tram.

4. She’s a Vietnamese heroine who wrote a famous diary during the war.

Task 2: Read the conversation again and circle the correct answer to complete each of the sentences. 5 mins

- Ask Ss to read the conversation again and circle the correct answers. Ask them to identify and underline the key words in the statements first. Then have them read the conversation again and locate the part that contains the information for each statement. Have them compare the information in the conversation with each statement to work out which is the correct answer, and why.

- Have Ss work in pairs to discuss and compare their answers.

- Students work independently to do the activity.

- Students compare the answers in pairs.

- Check answers as a class. Encourage Ss to explain where in the conversation they can find the correct answer.

Answer key:

1. Hue

2. operated on

3. young

4. more than three decades

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

WARM-UP (5’)

Aim:

- To activate Ss’ knowledge on the topic of the unit.

- To create a lively atmosphere in the classroom

- To lead into the new unit

- [NLS Integration 5.2NC1a]: Ss observe digital visual data (logos) projected on the screen and analyze them to identify the organisations.

Trivia – Guess the logo

* T shows Ss some logos of international organisations.

** Ss play in two teams and guess which organisations have those logos.

*** Ss discuss what they know about those organisations. e.g. What do you know about …? What is its goal or role? Is Viet Nam a member of it?

**** T leads in the lesson and tells Ss that the answer will be announced later when they read a text.

GAME: Trivia – Guess the logo

KNOWLEDGE FORMATION (4’-T-S)

Aim: To help Ss use key language more appropriately before they listen and read

Vocabulary - pre-teach

- [NLS Integration 1.1NC1b]: T can ask Ss to use online dictionaries (like Oxford/Cambridge) on their phones to check the exact pronunciation and example sentences.

* T asks Ss to look at the explanation and the photos to guess the meaning of new words.

** Ss say the Vietnamese meaning of the word.

*** Other Ss correct if the previous answers are incorrect.

**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them.

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

LESSON 1: Getting started – Viet Nam and international organisations

Vocabulary

1. peacekeeping (adj) /ˈpiːskiːpɪŋ/: gìn giữ hòa bình

2. harm (n) /hɑː(r)m/: tổn hại

3. expert (adj) /ˈekspɜːrt/: tinh thông

4. investor (n) /ɪnˈvestə(r)/: nhà đầu tư

PRACTICE

Activity 1. Listen and read(5 mins)

Aim: - To introduce the unit topic (Viet Nam and international organisations);

- To introduce some vocabulary and the grammar points to be learnt in the unit.

* T plays the recording twice for Ss to listen and read along.

** Ss underline the information related to international organisations while they are listening and reading.

*** Ss work in pairs and compare the words and phrases they have underlined and discuss their meanings.

**** T checks comprehension as a class and calls on some Ss to read the paragraphs aloud.

Activity 2. Reading comprehension-7 mins

Aim: To check Ss’ comprehension of the texts.

* T asks Ss to work in pairs.

** Ss read each question carefully to choose the best answer, then find evidence to support the answers.

*** T asks Ss share their answers with the class.

*** T confirms the correct answers.

Activity 3. Getting started: Vocabulary- 4 mins

Aims: To introduce or revise words related to activities of international organisations

* T asks Ss to scan the four texts (A, B, C and D) to find the words matching the meanings given.

** If necessary, T goes through the definitions and elicit the parts of speech Ss need to look for in the texts.

*** Ss compare their answers in pairs.

**** T confirms the correct words and shows all the definitions on the slides.

Activity 4. Getting started: Grammar- 10 mins

Aims: To help Ss recognise comparative and superlative adjectives

* T has Ss read each sentence and try to recall the comparative or superlative adjective used in the texts.

** S work individually to read through the texts and find the correct words / phrases.

*** T asks the class to call out the comparative or superlative adjectives only, then call on individual Ss to read the complete sentences.

**** T checks the answer and tells Ss that they will learn more about this grammar point in the following lesson.

Activity 1. Listen and read

Activity 2: Read the text again and choose the correct answers.

1. A

2. B

3.C

Activity 3. Find words in the texts (A, B, C, or D) that mean the following.

1. peacekeeping (adj) /ˈpiːskiːpɪŋ/: gìn giữ hòa bình

2. harm (n/v) /hɑː(r)m/: tổn hại

3. expert (adj/n) /ˈekspɜːrt/: tinh thông

4. investor (n) /ɪnˈvestə(r)/: nhà đầu tư

Activity 4: Complete the sentences with the words and phrases from Task 1.

APPLICATION - 7 mins

Activity 5. Project preparation

Aims: - To inform Ss of the details for the Project and how Ss can prepare for it

- To give Ss opportunities for authentic practice in using target language.

- [NLS Integration 1.1NC1a]: T instructs Ss to use search engines (Google, etc.) to determine information needs and find data about the chosen organisation.

- [NLS Integration 3.1NC1a]: T encourages Ss to create and edit digital content (PPT, Video, Infographic) to present their findings.

- [NLS Integration 2.4NC1a]: Ss use digital tools (Zalo, Messenger, Google Docs) to collaborate and assign tasks within the group.

- [NLS Integration 3.3NC1a]: T reminds Ss to understand and apply copyright rules (citing sources) when using images and text from the internet.

* T asks Ss to open their books at the last page of Unit 7, the project section, and read the task given.

- T tells Ss about the Project requirements: Ss will have to find information about an international organisation. Their presentation should include information as specified by the guiding questions. Ss can choose 136 different ways to present their findings (e.g. PPT presentation, Poster presentation, record a video about the project).

- T explains to Ss how they can get the information, e.g. search the Internet, read newspapers, go to the library).

** Ss pick their own group members to make a group of 4-5 and choose their group leader. Then the group leader assigns tasks for each group member, making sure that all group members contribute to the group work.

*** T calls the group representatives to report their plans.

**** Teacher gives feedback on the groups’ plans and help Ss set deadlines for each task (e.g. deciding on the name of the organisation, choosing information to answer the guiding questions, choosing the photos or pictures to illustrate ideas, preparing slides for PPT presentation / Poster presentation, rehearsing).

Activity 5: Project preparation – An international organisation

WRAPPING-UP (2 mins)

Aims: To help Ss memorise the target language and skills that they have learned

- Some lexical items about International organisations

- Reading for specific information

- Comparative and superlative adjectives

HOME ASSIGNMENT(2 mins)

Aims: To inform students what the final product of the project should be and how students can prepare for it.

Homework

Exercises in the workbook

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

GUESSING GAME

- Ss work in 4 big groups.

- Teacher shows the pictures of 5 famous university in Vietnam and lets students in each group raise their hands to answer

- The fastest team will give the answer and get the point with correct answer.

- The first team with more correct answers will be the winner.

Lists of university:

+ University of Languages and International Studies

+ Foreign Trade University

+ National Economics University

+ Hanoi University of Science and Technology

+ Thuongmai University

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher checks students’ understanding with the “Rub out and remember” technique.

- Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further.

Word list:

1. (university) entrance exam (n.ph)

2. option (n)

3. academic (adj)

4. vocational (adj)

5. mechanic (n)

6. sensible (adj)

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

GUESSING GAME

- Ss work in 4 big groups.

- Teacher shows the pictures of 5 famous university in Vietnam and lets students in each group raise their hands to answer

- The fastest team will give the answer and get the point with correct answer.

- The first team with more correct answers will be the winner.

Lists of university:

+ University of Languages and International Studies

+ Foreign Trade University

+ National Economics University

+ Hanoi University of Science and Technology

+ Thuongmai University

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher checks students’ understanding with the “Rub out and remember” technique.

- Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further.

Word list:

1. (university) entrance exam (n.ph)

2. option (n)

3. academic (adj)

4. vocational (adj)

5. mechanic (n)

6. sensible (adj)