Giáo án English 10 - Unit 1: Family Life - Getting Started - Household chores

Giáo án English 10 - Unit 1: Family Life - Getting Started - Household chores

I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus

- To help learners get started with some language items in Unit 1

- For vocabulary, that is words and phrases related to household chores and duties

- For pronunciation, that is how to pronounce /tr, kr, br/

- For grammar, that is the distinction between the present simple and the present progressive

2. Skills

- To help learners get started with 4 skills in Unit 1

- Reading: Read about the benefits of sharing housework

- Speaking: Exchange opinions about household chores

- Listening: Listen to people talk about the roles of family members

- Writing: Write about doing household chores in the family

3. Attitudes

- To help Ss get started for Unit 1 with the topic "family life"

- To provide Ss some motivation

II. PREPARATION

1. Teacher

- Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2. Students

- Read through English Unit 1 - getting started at home

 

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PERIOD: 01 UNIT 1: FAMILY LIFE
Date of planning: GETTING STARTED - Household chores
Date of teaching: 
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To help learners get started with some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar, that is the distinction between the present simple and the present progressive
2. Skills
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the benefits of sharing housework
- Speaking: Exchange opinions about household chores
- Listening: Listen to people talk about the roles of family members
- Writing: Write about doing household chores in the family
3. Attitudes
- To help Ss get started for Unit 1 with the topic "family life"
- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 1 - getting started at home
III. PROCEDURE
1. Class organization (1 minute)
10I 
2. Check up (omitted)
3. New lesson (40 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Lead in
Ask Ss if they often do housework and what housework each member of their family does
Ask them look at the pictures and guess what they show
Mother: cook/prepare meals (do the cooking), wash the clothes (do all the laundry), 
You: clean/sweep/mop the house/the floor, 
Father: take out the garbage, do some cooking
- She's busy doing her work. She spends time both going out to work and taking after her family
- She's a student. She is busy doing her homework. She often has too much homework to do but she also helps with the housework
- He also goes out to work to support the family, but he also shares the household tasks with his family member
1. Listen and read
Ask Ss listen to the recording and read the conversation
- ask sb out for a game of tennis
- go out with sb
- prepare dinner
- do the cooking
- work late
- help with the housework/cooking
- share the household duties
- study for exams
- divide household chores
- split the chores equally
- shops for groceries/ do shopping
- clean the house
- do the heavy lifting
- do all the laundry/ wash the clothes
- do the washing up/ wash the dishes
- take out the rubbish/garbage
- handle/take responsibility for/ be responsible for most of the chores around the house
- be responsible for the household finances
- homemaker
- breadwinner
- housework, household/ domestic chores/tasks/duties/
2. Work in pairs. Decide whether the statements are true (T), false (F) or not given (NG) and tick the correct box.
Ask Ss to work in pairs and do the task
Asks Ss to give the reasons for their answers
1. F 2. NG 3. F 4. T 5. T 6. NG
3. Listen and repeat the words/phrases
Ask Ss to listen to the recording and repeat the words/phrases
household chores
household finances
heavy lifting
laundry
rubbish
groceries
washing - up
4. Write the verbs/verb phrases that are used with the words/phrases in the conversation
Ask Ss refer back to the conversation and do the task
split, divide, handle (household) chores
take out rubbish
do laundry
shop for groceries
do heavy lifting
do washing - up
be responsible for household finances
4. Consolidation (3 mins)
- Household chores mentioned in the conversation
- Practice the conversation
5. Homework: (1 min)
- Household chores mentioned in the conversation
- Practice the conversation
- Do the task again
- Read Unit 1 - Language at home
PERIOD: 02 UNIT 1: FAMILY LIFE
Date of planning: LANGUAGE
Date of teaching: 
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To provide learners some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar, that is the distinction between the present simple and the present progressive
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 1 - language at home
III. PROCEDURE
1. Class organization (1 minute)
10I 
2. Check up (5 minutes)
- Ask some Ss to write some new words and do the tasks again
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
VOCABULARY
1. Matching the words and phrases with their meaning below.
Ask Ss to do the tasks and compare the results with their partner 
1. f
2. e
3. a
4. h
5. b
6. g
7. d
8. c
- the act of washing plates, glasses, pans
- an action that requires physical strength
- a person who manage the home, raise children
- earn money from a job
- instead of
- routine task
- food/ other goods at a shop/ supermarket
2. List all the household chores that are mentioned in the conversation. Then add more chores to the list.
Ask Ss to work in pair. Read the conversation again and do the task
Elicit more chores to add to the list
- prepare dinner
- cook (do the cooking)
- shop
- clean the house
- take out the rubbish
- do the laundry
- do the washing up
- do the heavy lifting
- be responsible for the household chores
Others
- mop/sweep/tidy up the house
- bathe the baby
- feed the baby
- water the house plants
- feed the cat and dog
- iron/fold/put away the clothes
- lay the table for meals
- mow the lawn
3. Work in pairs. Discuss the questions below.
Ask Ss to work individually, read their list of chores and write down the person who does each of the chores
Let Ss work in pairs or in groups to ask and answer the questions
I often help my parents V/to V
I often help with N/Ving in my family
I take the responsibility for Ving/N
I am responsible for
My main responsibility is to V
....
PRONUNCIATION
1. Listen and repeat
Play the recording and let Ss listen
Play it again with pauses for them to repeat each word
Do as appointed
/tr/ trash
/kr/ crane, crack
/br/ brush
2. Listen to the sentences and circle the word you hear.
Ask Ss to read the word in rows paying attention to the difference between the sound clusters
Play the recording and let Ss listen to the sentences and circle the word they hear
1. Her brother borrowed her motorbike and crashed it - b
2. The crane has been there for quite a while - b
3. I like bread with butter - c
4. Is it true that he quit? - a
GRAMMAR
1. Read the text and choose the correct verb form
Let Ss read the text individually once and ask them to pay attention to the words/phrases such as everyday, today, at the moment
Ask them to work in pairs to compare their answers
Elicit the use of the present simple and the present progressive
- daily habits and routines
- is happening or not happening now, at the moment of speaking
1. does
2. cooks
3. cleans
4. is watching
5. is doing
6. is doing
7. is tidying up
8. is trying
- housewife
- do most of the housework
- Mother's Day
- do it all for her
- watch one's favourite programme on TV
- try hard
- make it a special day for sb
2. Use the verbs in brackets in their correct form to complete the sentences
Let Ss work in pairs to give the answers
Ask them to give clues for their answers
1. does, is not cooking, is working
2. is taking out
3. cleans, is cleaning
4. is preparing
5. look after, works
6. is watching, watches
- work on an urgent report
- prepare for one's exams
divide the duties in the house
look after the children
work to earn money
watch out
now = presently = currently
4. Consolidation (3 mins)
- Vocabulary related to household chores
- The present simple Vs the present progressive
- The pronunciation of /tr, cr, br/
5. Homework: (1 min)
- Vocabulary related to household chores
- The present simple Vs the present progressive
- The pronunciation of /tr, cr, br/
- Do the task again
- Read Unit 1 - Reading at home
PERIOD: 03 UNIT 1: FAMILY LIFE
Date of planning: READING - Sharing housework
Date of teaching: 
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To provide learners some vocabulary related to the topic of sharing housework
2. Skills
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 1 - Reading at home
III. PROCEDURE
1. Class organization (1 minute)
10I 
2. Check up (5 minutes)
- Ask some Ss to distinguish the use of the present simple and the present progressive and do the tasks again
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Lead in
Inform Ss of the lesson objectives: Read and understand the text about roles in the family
PRE READING
1. Look at the pictures and answer the questions
Let Ss work in groups, do the task
the mother is doing the washing up
the father is tidying up the dinning table
the first daughter is cleaning the floor
the second daughter is cleaning the refrigerator
Yes they are because they do the housework together. all members of the family share the housework
WHILE READING
2. Read the text below and decide which of the following is the best title for it
Let Ss read the three heading a, b, c first and make sure they understand all of them
Ask Ss to read through the text once without stopping at the words that they don't know the meaning
Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text
Help them eliminate the choice that is only one aspect of the text
c. Sharing housework makes the family happier
- be considered + a + N/to be
- woman's duty
- the rest of the family
- help out
- be good for all the relationships within the family
- be good for sb as individual
- psychologist
- realise enormous benefits
- do well/better at school
- become more sociable
- have better relationships with sb
- learn good skills
- be more responsible
- tend to V
- overall good people
- see sb Ving
- care about sb
- put all of the housework on sb
- contribute to the household chores
- be vulnerable to illness
- think about divorce
- work together on household chores
- positive atmosphere >< negative 
- set a good example for sb
- find a way to do st
- work well together 
- be critical of each other
3. Look again at the text. Can you understand the words from the context? Tick the appropriate meaning for each word fr ... the board and read their writings
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Communication
1. If you have a chance to go on an eco tour, which destination in VN will you choose?
Ask Ss to do the task
2. Work with a partner. Tell him/her about your choice of destination and give reasons
Ask Ss to do the task
- Do as appointed
Destination: Sa Pa
The most enjoyable activities on the tour: visit Cat Cat Village, go camping in the forest
The benefits for me: know more about local people’s life and traditions, relax more, enjoy nature.
The benefits for the environment and local people: more earning for the local people, more money for the local community to preserve nature.
- Do as appointed
A: Which destination will you choose if you have a chance to go on an eco tour?
B: I’ll visit 
A: Why?
B: Because there are a lot of enjoyable activities to do there such as 
A: Anything else?
B: Well, I could also benefit a lot from the tour, I could learn 
Culture
1. Look at the pictures and discuss how the tourism activities in each one may affect the environment
- Ask Ss to do the task
2. Read the two articles about some problems with ecotourism in VN and Africa. Then answer the questions
3. Work in pairs. Discuss what should be done to restrict the harm or damage tourists may cause to the environment and local people in VN and Africa
- Do as appointed
a. Tourists may leave litter after the picnic, which may cause pollution.
b. Making a campfire requires cutting down trees for firewood. Campfires may cause forest fires if they are unattended
c. Hunting animals may lead to their extinction. Endangered animals can be in danger of extinction.
- Do as appointed
1. – c
2. – a 
Principles of ecotourism
V
A
a
Reduce the impact of tourism activit –ies on the local nature and culture.
x
x
b
Increase tourists’ environmental and
cultural awareness and repect.
x
n
c
Provide financial benefits for the 
conservation of local destinations.
n
n
d
Provide financial benefits for local
people.
n
x
e
Provide positive experiences for both visitors and hosts
x
x
- Do as appointed
4. Consolidation (3 mins)
- Problems of ecotourism in VN and Africa
5. Homework: (1 min)
- Problems of ecotourism in VN and Africa
- Do the tasks again
- Read Unit 10 - Looking back and Project at home
PERIOD: 102 UNIT 10: ECOTOURISM
Date of planning: LOOKING BACK AND PROJECT
Date of teaching: 
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To help students revise what they have learned in unit 10
- To give them a chance to do a small project in which they can develop their speaking skills
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 10 - Looking back and Project
III. PROCEDURE
1. Class organization (1 minute)
10I 
2. Check up (5 minutes)
- Ask some Ss to go to the board talk about some ecotourism sites in VN
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
LOOKING BACK
Pronunciation
Say the words aloud. Put a stress mark (‘) before the syllable with the primary stress in each word.
Vocabulary
Complete these sentences, using the words in the box. Make changes where necessary.
Ask Ss to do the task
Grammar
1. Make conditional sentences Type 1 from cues given and create a story
- Ask Ss to work in pairs to finish these sentences
2. Rewrite the sentences using conditional sentences type 3.
Ask Ss to do the task
- Do as appointed
2. activity, traditional,
3. economic, understanding, conservation, destination, economical, degradation
- Do as appointed
1. conservation
2. destinations
3. impacts, environment
4. ecology
5. exotic
- Work in groups, do the task
1. If there is a traffic jam, I’ll be late for class
2. If I am late for class, I’ll miss the lesson
3. If I miss the lesson, I will not do the test well
4. If I don’t do the test well, I’ll feel very sad.
5. If I feel very sad, I’ll go the gym.
6. If I go to the gym, I’ll keep fit.
7. If I keep fit, I’ll look attractive.
8. If I look attractive, I’ll be very happy.
* Do as appointed
1. If I could swim, I’d go scuba – diving with you. 
2. I’d go on an eco tour to Phu Quoc National Park if I could manage it.
3. If Sue had Tony’s email address, she would send him a message
4. I’d make a cake for you now if there were eggs in the fridge.
5. Phong could travel abroad if he had enough money.
6. If you drive too close to the animals on safari, they would get scared
7. I would go to the concert if I didn’t have so much homework to do.
8. If Nam had a camera, he’d take pictures of his trip.
PROJECT
1. Work in groups of 8 to 10. Carry out a survey to find out who in your group has been on an eco tour and who has never been on one.
Ask Ss to do the survey
2. Present your group’s findings to the whole class.
Let the groups have some time together the assemble the results of their survey
- Do as appointed
4. Consolidation (3 mins)
- Revise what Ss have learnt in unit 10
- Carry out the survey
5. Homework: (1 min)
- Revise what Ss have learnt in unit 10
- Carry out the survey
- Do the task again
- Read Review 4 at home
PERIOD: 103 REVIEW 4 UNITS 9, 10
Date of planning: PERIOD 1
Date of teaching: 
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To help students revise what they have learned in units 9, 10
- To give them a chance to practice
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students
- Read through Review 4
III. PROCEDURE
1. Class organization (1 minute)
10I 
2. Check up (5 minutes)
- Ask some Ss to go to the board talk about pros and cons of ecotourism
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Language
Vocabulary
1. Complete the sentences using the correct forms of the words in brackets
Ask Ss to do the task
Do as appointed
natural
polluted
environmental
sustainable
ecological
2. Complete the following sentences with suitable words from the box
Ask Ss to do the task
* Do as appointed
1. pollution
2. global warming
3. deforestation
4. protect
5. acid rain
Pronunciation
3. Sort out the words according to their stress patterns and read them aloud. The ones in the first row have been done as examples.
Ask Ss to do the task
* Do as appointed
poverty, energy, chemical, newsletter
pollution, solution, awareness, protection
economy, sustainable, ecology, environment
conversation preservation, relaxation, composition
Grammar
4. Rewrite the following sentences using reported speech
Ask Ss to do the task
Do as appointed
1. Mary said people were cutting down the rain forests
2. Tom said car pollution was a big problem in his city
3. Scientists say chemicals are destroying the ozone layer.
4. He told me to turn off the lights when I left home
5. Our teacher explained burning gas, oil, and coal could cause acid rain
5. Put the verbs in brackets in the correct forms
Ask Ss to do the task
Do as appointed
1. didn’t throw
2. will go
3. closed down
4. is
5. build
6. Put the verbs in brackets in the correct tenses
Ask Ss to do the task
Do as appointed
1. will  do
2. would be
3. were  would go
4. use
5. knew  would/could phone
4. Consolidation (3 mins)
- Revise what Ss have learnt in units 9, 10
5. Homework: (1 min)
- Revise what Ss have learnt in units 9, 10
- Do the tasks again
- Read Review 4 at home
PERIOD: 104 REVIEW 4 UNITS 9, 10
Date of planning: PERIOD 2
Date of teaching: 
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To help students revise what they have learned in units 9, 10
- To give them a chance to practice
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students
- Read through Review 4
III. PROCEDURE
1. Class organization (1 minute)
10I 
2. Check up (5 minutes)
- Ask some Ss to go to do the tasks again
3. New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Skills
Reading
1.a. Read about three people describing some environmental problems and solutions
1.b. Find words which are closest in meaning to the following
Ask Ss to do the task
Do as appointed
1. rubbish dump = landfill
2. hide underground = bury
3. serious skin disease = skin cancer
4. waste gases = exhaust gases
5. process = treat
2. Read the text again and write down the environmental problems each one talk about and what can be done to solve it.
Ask Ss to do the task
Do as appointed
Linda: landfills - do more recycling
Jenny: the thinning of the ozone layer – drive less
Kate: water pollution – treat all waste more carefully
Speaking
3. Work in pairs. Choose one of the following destinations for ecotourism in VN
Ask Ss to do the task
Do as appointed
- Sa Pa (Lao Cai Province)
- Cat Ba National Park
- Central Highlands
- Bach Ma National Park
- Can Gio Biosphere Reserve (HCM City)
4. Answer the questions. Discuss with a partner.
Ask Ss to do the task
Do as appointed
- Where do you want to go?
- Why do you like to go there?
- What is special about the destination?
Listening
5. Listen to the recording about Cuc Phuong National Park and fill in the missing information
Ask Ss to do the task
Do as appointed
1. 135
2. tourists and scientists
3. 2000 – 400
4. most impressive
5. 1000
Writing
6. Write a paragraph about different environmental problems and give advice on how to solve them. Use the information in box of your own ideas
Ask Ss to do the task
Do as appointed
Today, we can’t deny the fact that human beings are facing many environmental problems and they are doing their best to solve them. First of all, people produce too much waste which then is thrown everywhere and pollute the environment. The best solution to this problem is that we should do more recycling. .
4. Consolidation (3 mins)
- Revise what Ss have learnt in units 9,10
5. Homework: (1 min)
- Revise what Ss have learnt in units 9, 10
- Do the tasks again

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