Giáo án English 10 - Lesson 1 to 8 - Unit 1: Family Life

UNIT 1: FAMILY LIFE
Lesson 1: Getting started – Household chores
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- an overview about the topic Family life;
- vocabulary to talk about household chores.
2. Core competence
- develop communication skills;
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
3. Personal qualities
- be aware of responsibilities towards family
II. MATERIALS 
- Grade 10 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards	
- sachmem.vn
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. household (a)
/ˈhaʊshəʊld/
relating to a house or flat and the people who live there
trong gia đình, dùng trong gia đình
2. chore (n)
/tʃɔːr/
a job or piece of work that needs to be done regularly
việc vặt 
Assumptions 
Anticipated difficulties
Solutions
- Students may not know the household chores.
- Students may not know how to work in teams. 
- Use pictures/ photos or videos of some household chores to show them in the class. 
Give short, clear instructions and help if necessary.
Board Plan
Date of teaching
Unit 1: FAMILY LIFE
Lesson 1: Getting started – Household chores
* WARM-UP
Game: Let’s race!
I. Vocabulary
1. household (adj) /ˈhaʊs.həʊld/: trong gia đình, dùng trong gia đình
2. chore (n) /tʃɔːr/: việc vặt (thường được dùng ở số nhiều: chores)
II. Practice
Task 1: Listen and read.
Task 2: True or false.
Task 3: Fill in the table.
Task 4: Complete the sentences.
III. Production: 
Make a poster
III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* 	Deliver the task
** 	Implement the task
*** 	Discuss
**** 	Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
To introduce the unit topic (Family life);
To introduce some vocabulary and the grammar points to be learnt in the unit.
GAME: LET’S RACE!
* 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.
Suggested answer: 
Mop the floor
Clean the toilet
Wash the clothes / Do the laundry
Clean the house
Vacuum the carpet
T-S
S-S
S-S
T-S
5 mins
PRESENTATION
To help students use key language more appropriately before they read and listen.
VOCABULARY
* T asks Ss to look at the photos to guess the meaning of new words. 
** Ss say the Vietnamese meaning of the word.
1. household (n) /ˈhaʊs.həʊld/
2. chore (n) /tʃɔːr/ 
*** Other Ss correct if the previous answers are incorrect.
**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them. 
T-S
4 mins
PRACTICE
- To get students interested in the topic.
- To get students to learn some vocabulary in the unit.
To practise reading for specific information 
- To practise scanning 
- To develop students' knowledge of vocabulary for household chores
- To help students revive some collocations for the household chores so that they can use them in the following lessons. 
- To help students practise scanning.
To help students identify present simple and present continuous and how they are used in sentences
TASK 1. LISTEN AND READ (p.8)
* T asks Ss to look at the picture (p.8 - 9) and answer the questions: 
Who are they? 
Where are they? 
What are they doing?
** Ss do the task individually
*** Ss share their answers with a partner.
**** T checks their answers with the whole class. 
Suggested answers: Nam and Minh are two friends. They are at Nam’s home. Nam is cooking.
* 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 2: TRUE OR FALSE 
Read the conversation again and decide whether the following statements are true (T) or false (F). (p.9)
* 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 corrects their answers as a class. 
Nam’s mother is cooking now.
Everybody in Nam’s family does some of the housework.
The children in Minh’s family don’t have to do any housework.
* 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.
Key:
F → Nam is cooking now.
T
T
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)
* 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.
Answers: 
put out the rubbish
do the laundry
shop for groceries
do the heavy lifting
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)
* 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.
Answers: 
‘m preparing
does – ‘s working
T-S
S
S-S
T-S
T-S
S-S
S-S
T-S
T-S
S 
S-S
T-S
T-S
S-S
T-S
T-S
S
S-S
T-S
T-S
S
S-S
T-S
6 mins
10 mins
4 mins
4 mins
PRODUCTION
- 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.
TASK 5: MAKE A POSTER!
Think about activities which you can do to raise other students' awareness of their responsibilities towards their family.
* 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.
T-S
S-S
T-S
8 mins
CONSOLIDATION
- 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 
2. Project preparation
- Have Ss look at the last page of Unit 1, the Project lesson and ask them what topic of the project is.
- Tell them the project requirements: Do research on Family Day in Viet Nam or other countries in the world
+ suggest activities, provide the reasons and expected results of the activities;
+ present their plans in the last lesson of the unit.
- Remind Ss that besides brainstorming activities, they:
+ can search for ideas on the Internet, in the newspaper, etc. for reference.
+ should use photos/pictures to illustrate their ideas.
- Put Ss into groups and have them choose their group leader. Ask them to assign tasks for each member, making sure that all group members contribute to the project work.
- Help Ss set deadlines for each task.
T-S
4mins
UNIT 1: FAMILY LIFE
Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences;
- Understand and use some lexical items about family life;
- Distinguish and use present simple and present continuous.
2. Core competence
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Be aware of responsibilities towards family
II. MATERIALS 
- Grade 10 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards	
- sachmem.vn
Language analysis 
Present simple
Present continuous
1. Form
(+) S + V(s/es).
(-) S + do not/ does not (don't / doesn't) + V.
(?) Do/Does + S + V?
(+) S + am/is/are + Ving.
(-) S + am/is/ are + not (‘m not/ isn’t/ aren’t) + Ving.
(?) Am/ Is/ Are + S + Ving?
2. Uses
We use present simple to talk about habits or things we do regularly.
Example: My mother cooks every day.
We use present continuous to talk about things which are happening at the moment of speaking.
Example: My mother isn’t cooking now. She’s working in her office.
3. Time expressions
usually, always, every day, often, never, seldom 
🡪 adverbs of frequency
now, at the moment, at present, presently, 
Assumptions 
Anticipated difficulties
Solutions
Students may be confused when to use present simple or present continuous.
Give short and clear explanations with legible examples for each case.
Remind them and give some legible examples
Board Plan
Date of teaching
Unit 1: FAMILY LIFE
Lesson 2: Language
* WARM-UP: Guessing game
I. Pronunciation
Task 1: Listen and repeat.
Task 2: Listen to the sentences and circle the words you hear.
II. Vocabulary
Task 1: Match the words with their meanings.
Task 2: Complete the sentences using the words in Task 1.
III. Grammar: Present simple and Present continuous
Task 1: Choose the correct form of the verb in each sentence.
Task 2: Read the text and put the verbs in brackets in the present simple or present continuous.
Game: 20 questions
* CONSOLIDATION
III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* 	Deliver the task
** 	Implement the task
*** 	Discuss
**** 	Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM ...  develops their self-confidence; Children can learn life skills and how to behave from their parents.
Disadvantages: Children may become too dependent on their parents, do not have enough time for friends or other relationships, etc.)
- Revises common expressions used to express opinions.
- Has Ss work in groups of three exchanging their opinions using the conversation in Task 1 as a model. Go round to monitor and offer help when necessary.
** Ss work in groups of 3 to practise their conversations.
*** Some groups act out their conversations to the class.
**** T praises Ss for good effort, clean pronunciation, fluent delivery and interesting ideas.
T-S
S-S
T-S
T-S
T-S
S-S
T-S
7 mins
8 mins
CULTURE
To pre-teach the meaning and pronunciation of some words/ phrases, so that students can use them in their presentation later and can understand the reading passage. 
Vocabulary
* Teacher:
- Shows the words one by one and has Ss repeat the sound of the words
- Has Ss guess the meaning of the words based on pictures, explanations and examples.
1. pass on sth (phr.v): give something to someone who lives after you die, usually a person in your family
2. truthful (a): honest and not containing or telling any lies
3. respectively (adv): with each relating to something previously mentioned, in the same order as first mentioned 
**** T confirms the meaning, calls on some individual Ss to make sentences with each word.
T-S
S-S
T-S
 6 mins
To help students learn about British family values and practise reading for specific information. 
TASK 1: READ THE TEXT AND COMPLETE THE TABLE. (p.16)
Read the text and list the five family values of British people in the 21st century in the table below.
* Teacher: 
- Asks Ss read the text about British family values and complete the table.
- Walks round the class to offer help, explaining unfamiliar words and answering questions.
** Ss do as instructed.
*** Ss share their answers with a partner.
**** T checks the answers as a class by calling on pairs to write their missing words on the board.
Keys: 
T-S
S-S
S-S
T-S
9 mins
To help students relate what they have learnt in the reading text to their own culture.
TASK 2: DISCUSSION (p.16) 
* Teacher: 
- Has Ss draw the completed table in 1 in the notebooks and add one more column to the right which is Traditional Vietnamese family values.
- Ask Ss to work in pairs to discuss each of the British family values in the table and decide whether Vietnamese people follow those values too. 
- Tells Ss to write YES in the Vietnamese column if the value is also followed in Viet Nam, NO if it is not, NOT SURE if Ss are not sure whether it is YES or NO. 
- Asks Ss to think of more family values observed in Viet Nam (e.g. family unity and harmony, respect for the elders, etc.)
** Ss work in pairs to discuss and take notes.
**** T calls on some Ss to report back their answers to the class.
T-S
S-S
T-S
8 mins
CONSOLIDATION
To help students memorise the content of the lesson that they have learned
WRAP-UP
T asks: What have you learnt today?
- The ways to express opinions
- British and Vietnamese family values
HOMEWORK 
- Do exercises in the part Looking back 
- Exercises in the workbook 
- Prepare for Looking back and Project lesson
T-S
2 mins
UNIT 1: FAMILY LIFE
Lesson 8: Looking back & Project
I. OBJECTIVES
By the end of this lesson, Ss will be able to :
1. Knowledge
- review pronouncing consonant blends /br/, /kr/, /tr/
- review the vocabulary and grammar of Unit 1
- do research on Family Day in Viet Nam or other countries in the world and give a group presentation about it.
2. Core competence
- develop communication skills and creativity;
- develop presentation skills;
- develop critical thinking skills;
- be collaborative and supportive in pair work and team work;
- actively join in class activities.
3. Personal qualities
- be more creative when doing the project;
- develop self-study skills.
II. MATERIALS 
- Grade 10 textbook, Unit 1, Looking back & Project
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- Pictures, A0 paper	
- Sachmem.vn
Assumptions 
Anticipated difficulties
Solutions
Students may have underdeveloped presentation skills.
Give them a suggested checklist for peer assessment and ask them to read carefully and try to practise in advance and apply those techniques in their presentation.
Board Plan
Date of teaching
UNIT 1: FAMILY LIFE
Lesson 8: Looking back & Project
* WARM-UP
I. Looking back
Pronunciation: Listen and write /br/, /kr/ or /tr/.
Vocabulary: Complete the text. Use the correct forms of the word and phrases in the box.
Grammar: There is a mistake in each sentence below. Find the mistake and correct it.
II. Project
Happy Family Day
* CONSOLIDATION
III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* 	Deliver the task
** 	Implement the task
*** 	Discuss
**** 	Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
To arouse the classroom atmosphere.
To help students revise words/ phrases related to the topic
* Teacher: 
- Divides Ss into 4 groups.
- Asks each group to write down as many words as they can think of about the topic “Household chores”.
** Ss do as instructed.
**** T praises the Ss with the most words and the most interesting words/ phrases.
T-S
S-S
T-S
5 mins
LOOKING BACK
To help students revise the consonant blends /br/, /kr/, and /tr/.
To help students revise words and phrases related to the topic of household chores, which they have learnt in the unit.
To help students revise the Present simple and Present continuous.
PRONUNCIATION: LISTEN AND WRITE /BR/, /KR/ OR /TR/. (p.16)
Listen and write /br/, /kr/, or /tr/ above the word that has the corresponding consonant blends. Then practise reading the sentences.
* Teacher: 
- Asks Ss to listen to the recording and underline the words that have the consonant blends /br/, /kr/, and /tr/.
- Asks individual Ss to write the words with the consonant blends on the board and has them read those words several times.
- Plays the recording again, pausing after each sentence for Ss to repeat.
- Puts Ss in pairs and has them practise reading the sentences together.
** Ss do as instructed.
**** T goes round to offer help and collect common mistakes if Ss have to correct as a class.
Key:
 /kr/ /br/ /br/
1. I like ice cream, but my brother likes bread pudding.
 /tr/ /kr/ /tr/ /br/
2. Tracy crashed her car into a tree and broke her leg.
 /kr/ /br/
3. They often have crab soup for breakfast.
VOCABULARY: COMPLETE THE TEXT. (p.16)
Complete the text. Use the correct form of the word and phrases in the box.
* T asks Ss to complete the text by using the correct form of the word and phrases in the box individually.
** Ss do as instructed.
*** Ss compare their answers with a partner.
**** T checks the answers by asking individual Ss to write the missing words/ phrases on the board
Key: 
1. does the cooking 
2. does the heavy lifting 
3. laundry
4. cleaning the house 
5. does the washing-up
GRAMMAR: THERE IS A MISTAKE IN EACH SENTENCE BELOW. FIND THE MISTAKE AND CORRECT IT. (p.16)
* T asks Ss to find the mistake in each sentence and correct it individually.
** Ss do as instructed.
*** Ss compare their answers with a partner.
**** T checks the answers by asking individual Ss to write the answers on the board and has them explain why.
Key: 
1. I’m writing to you to tell you how much I’m wanting to see you. → want
2. Jack is away on business, so now I look after his dog. → ’m / am looking
3. Nam’s often looking untidy. → (often) looks
4. She can’t answer the phone now. She cooks dinner. → ’s / is cooking
5. Excuse me, do you read the newspaper? Could I borrow it? → are you reading
6. What are your family doing in the evenings? → do / does ... do
T-S
S-S
T-S
T-S
S
S-S
T-S
T-S
S
S-S
T-S
6 mins
5 mins
6 mins
PROJECT
To provide an opportunity for students to develop their research and collaboration skills and to practise giving an oral presentation.
* Teacher: 
- Gives Ss a checklist for peer and self-assessment and explains that they will have to tick the appropriate items while listening to their classmates’ presentations and write comments if they have any. (The presenters should complete their self-assessment checklist after completing their presentation).
- Goes through the criteria for assessing their talk to make sure Ss are familiar with them.
- Invites two or three groups to give their presentations and encourages the rest of the class to ask questions at the end.
** Ss do as instructed.
*** Ss make questions after each presentation.
**** Teacher: 
- Gives praise and feedback after each presentation and gives marks for their presentation as part of their continuous assessment.
- Asks Ss to complete the self-assessment table, identifies any difficulties and weak areas and suggests further practice for individual Ss.
T-S
S-S
S-S
T-S
21 mins
CONSOLIDATION
- To consolidate what students have learnt in the lesson.
- To prepare for the next lesson.
WRAP-UP
T asks: What have you learnt today?
- Revise the consonant blends /br/, /kr/, and /tr/.
- Revise words/ phrases related to the topic Household chores. 
- Revise Present simple and Present continuous.
HOMEWORK
- Exercises in the workbook 
- Prepare for Unit 2 lesson 1
T-S
2 mins
APPENDIXES
Suggested checklist for peer assessment:
Tick where appropriate
Comments (in English or Vietnamese)
DELIVERY
- The presenters greeted the audience.
- The presenters spoke clearly and naturally.
- The presenters cooperated when delivering their talk.
- The presenters interacted with the audience.
- The presenters used some photos /pictures to illustrate their ideas.
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information about Family Day in Viet Nam or other countries.
- where it is celebrated
- when it is celebrated
- when it was first celebrated
- why it is celebrated
- what people often do to celebrate the day
 Suggested checklist for self-assessment:
Tick where appropriate
Comments (in English or Vietnamese)
DELIVERY
- I greeted the audience.
- I spoke clearly and naturally.
- I cooperated with my group members when delivering the talk.
- I interacted with the audience.
- I used some photos / pictures to illustrate my ideas.
- I concluded my part of the talk appropriately.
CONTENT: The presentation includes the following information about Family Day in Viet Nam or other countries.
- where it is celebrated
- when it is celebrated
- when it was first celebrated
- why it is celebrated
- what people often do to celebrate the day
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