Date of writing: 15/9/24

Period:7
UNIT 1: FAMILY LIFE
Lesson 6: Writing – Writing about family routines
I/ Learning outcomes:
By the end of this lesson, Ss will be able to:
1. Knowledge:
- Use lexical items related to the topic “Family life”;
- Write an email to a friend about family routines.
2. Competences:
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Attributes:
- Be able and willing to share housework in the family.
II/ Teaching and learning resources:
- Grade 10 textbook, Unit 1, writing
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
III/ PROCEDURE:
Aims Content Outcomes Steps
ACTIVITY 1: WARM UP (7’)
- To introduce Which pictures can be - Ss’ ideas about family - To show the pictures
the concept of family routines? (7’) routines. and tell them to say what
family routines they depict.
and activities
that can become
part of them.

ACTIVITY 2: STUDY/ PRESENTATION (15’)

-To provide an - Read Joey’s email - Useful expressions of an - To explain the task
example email about his family routines email. - To have Ss read the
about family and complete the table Suggested answers: table headings.
routines, which with the information - To read the email and
Ss can use as a from it. (10’) underline the relevant
model for their information, then
writing. Routines When/ How Things to complete the table.
often do to
strengthen
family
bonds
1. have
 dinner
together

2. every Friday
evening
3. - make a
list of
chores
- choose
tasks

ACTIVITY 3: ACTIVATE/ PRACTICE (17’)

- To help 1. Instruct how to write - Some basic information - To tell Ss that they are
students practise the middle paragraph of about the structure of a going to write a
writing part of the email. paragraph paragraph about family
an email about + A paragraph is a group . routines. They don’t
family routines of sentences that develop have to write a whole
using given ONE main idea. email, and the opening
ideas. + A paragraph usually and ending have been
consists of three parts: a provided.
topic sentence, supporting - To give Ss some basic
sentences and a concluding information about the
sentence. structure of a paragraph.
+ Two important qualities
of a good paragraph are
unity and coherence
- To practise 2. Complete the email - Completion of the middle - To explain the task.
writing part of about Dong’s family of an email. - To have Ss read the
an email about routines using the Sample: information in the table
family routines information in the box. First, my family always and check
by using given . have breakfast together. comprehension.
ideas. We often eat bread or - To ask Ss to write the
- To help noodles and share our plan middle paragraph of the
students practise for the day while eating. email.
developing ideas Second, we watch our - To offer support when
and writing a favourite film on TV necessary.
paragraph. together every Saturday
evening. We watch a film
and share snacks. Then,
we exchange opinions
after the film. Third, on
the second Sunday of the
month, we visit our
grandparents. When
coming to our
grandparents’ house, we
usually do some
housework for them and
have lunch with them.
They look really happy
when talking and eating
with us.
- To give 3. Peer correction - Ss’ sharing the writing - To ask two Ss sitting
students an and giving comments. next to each other to
opportunity to exchange their writing,
recognise the read their partner’s
common writing and write the
mistakes so that symbols next to their
they can avoid partner’s mistakes like
in writing the ones in the table
above.
- To ask Ss to return their
partner’s writing and lets
them correct themselves.
- To remind them that
they can ask for their
partner’s help.
ACTIVITY 4: CONSOLIDATION/ PRODUCTION (6’)
- To help 1. WRAP-UP Ss’ oral presentation of pairwork
students - We have practised writing an email about
memorise the writing a paragraph about daily routines.
target family routines.
language and
skills that they
have learned.

- To help 2. HOMEWORK
students a/ Exercises in the Groupwork
memorise the workbook
content of the b/ Prepare for
lesson and how Communication and
students can Culture lesson
prepare for new
lesson.

Date of writing: 15/9/24

Period: 8
UNIT 1: FAMILY LIFE
Lesson 7: Communication and culture/ CLIL
I/ Learning outcomes:
By the end of this lesson, Ss will be able to:
4. Knowledge:
- express their opinions in a conversation about whether family members should spend time
together;
- understand British family values.
5. Competences:
- be collaborative and supportive in pair work and team work;
- access and consolidate information from a variety of sources;
- actively join in class activities.
6. Attributes:
- be more respectful of Vietnamese and British family values;
- be able and willing to embrace those family values.
II/ Teaching and learning resources:
- Grade 10 textbook, Unit 1, Communication and Culture/ CLIL
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
III/ PROCEDURE:
Aims Content Outcomes Steps
ACTIVITY 1: WARM UP (7’)
- To arouse the List the advantages or List of advantages or List
classroom disadvantages of sharing disadvantages of - Work in groups to
atmosphere. housework. sharing housework list the advantages or
- To help students disadvantages of
revise words/ phrases sharing housework.
related to the topic.
 EVERYDAY ENGLISH - ACTIVITY 2: PRESENTATION (12’)
- To provide students 1. Listen and complete the Completed - Listen to the
with an example conversation with the conversation with the audio/teacher &
conversation in which expressions in the box. expressions provided complete the
people exchange Key: conversation.
opinions about 1.A
teenagers doing 2. C
housework. 3. B

2. Practise the - Sts’ role play - Work in groups of

conversation. three to practise the
conversation.
EVERYDAY ENGLISH - ACTIVITY 3: PRACTICE (6’)
- To help Ss practise - Have similar - Ss’ oral presentation Making a
expressing their conversations exchanging of expressing opinions. conversation
opinions in a opinions about whether (e.g. Advantages: It - Work in groups
conversation about family members should strengthens family - Peer correction
whether family spend time together. bonds; It makes -Teacher’s feedback
members should children happy,
spend time together. 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.)
CULTURE - ACTIVITY 4: STUDY/ PRESENTATION (12’)
- To pre-teach the 1. Vocabulary List of words/ phrases Elicit
meaning and 1. pass on sth (phr.v): give in Ss’ notebook - Give synonym/
pronunciation of something to someone who Vietnamese equivalent/
some words/ phrases, lives after you die, usually a example to elicit
so that students can person in your family vocabulary from Ss
use them in their
presentation later and
can understand the
reading passage.

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

- To help students 2. Read the text and - Table completion Filling in the table
learn about British complete the table. Keys: - Work in pairs
family values and Read the text and list the - Peer correction
practise reading for five family values of -Teacher’s feedback
specific information. British people in the 21st
century in the table below.

CULTURE - ACTIVITY 5: PRODUCTION (5’)

- To compare Discussion - Ss’ oral presentation Making a
traditional British Work in groups. Discuss comparison
family values with whether Vietnamese people - Work in 4 groups
traditional have similar family values. - Peer correction
Vietnamese family - Teacher’s feedback
values.

ACTIVITY 6: CONSOLIDATION (3’)

- To help students 1. WRAP-UP - Ss’ oral presentation
memorise the target - The ways to express of expressing their
language and skills opinions opinions in a
that they have - British and Vietnamese conversation about
 learned. family values whether family
members should spend
time together and
British and Vietnamese
family values

2. HOMEWORK
- Do exercises in the part Groupwork
Looking back
- Exercises in the workbook
- Prepare for Looking back
and Project lesson

Date of writing: 15/9/24

Period: 9

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/ TEACHING AND LEARNING RESOURCES:

- Textbook
- Laptop connected to the Internet
- TV/ pictures and cards
- Pictures, A0 paper
 III/ PROCEDURE:
Aims Content Outcomes Steps
ACTIVITY 1: WARM-UP (5mins)
- To arouse the Brainstorming List of words about the topic List
classroom “Household chores” Write down as many
atmosphere. words as they can
- To help students think of about the
revise words/ Househol topic “Household
phrases related chores”.
d chores
to the topic

ACTIVITY 2: LOOKING BACK (17 mins)

To help students 1. PRONUNCIATION: Ss’ practice reading the
revise the LISTEN AND WRITE /BR/, corresponding consonant - Do the task
consonant /KR/ OR /TR/. (p.16) blends individually
blends /br/, /kr/, 6 mins 1. I like ice cream, but my - share the answers
and /tr/. Listen and write /br/, /kr/, /kr/ with a peer.
or /tr/ above the word that brother likes bread - Teacher’s feedback
has the corresponding /br/ /br/
consonant blends. Then pudding.
practise reading the 2. Tracy crashed her car into
sentences. /tr/ /kr/
a tree and broke her leg.
/tr/ /br/
3. They often have crab soup
To help students /kr/
revise words and for breakfast. - Do the task in
phrases related to /br/ groups of four.
the topic of 2. VOCABULARY: Completed text with words - Write the missing
household chores, COMPLETE THE TEXT. and phrases provided words/ phrases on
which they have (p.16) 5 mins 1. does the cooking the board.
learnt in the unit. 2. does the heavy lifting - Teacher’s feedback
To help students Complete the text. Use the 3. laundry
revise the Present correct form of the word 4. cleaning the house
simple and and phrases in the box. 5. does the washing-up - Do the task in
Present Corrected sentences pairs.
continuous. Key: - Share the answers
3. GRAMMAR: THERE IS 1. I’m wanting to see you. → with another pair.
A MISTAKE IN EACH want - Teacher’s feedback
SENTENCE BELOW. 2. I look after his dog. → ’m /
FIND THE MISTAKE AND am looking
CORRECT IT. (p.16) 6 3. Nam’s often looking untidy.
mins → (often) looks
4. 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
 ACTIVITY 3: PROJECT (21 mins)
To provide an Do research on Family Day * Teacher:
opportunity for in Viet Nam or other Ss’ oral presentation - Gives Ss a checklist
students to countries in the world for peer and self-
develop their assessment and
research and explains that they
collaboration will have to tick the
skills and to appropriate items
practise giving an while listening to
oral presentation. their classmates’
Present your findings to the presentations and
class. Your presentation write comments if
should include: they have any. (The
- Where it is celebrated presenters should
- When it is celebrated complete their self-
- When it was first assessment checklist
celebrated after completing
- Why it is celebrated their presentation).
- What people often do to - Goes through the
celebrate the day 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.

ACTIVITY 4: CONSOLIDATION (2 mins)

- To consolidate 1. WRAP-UP
what students - Revise the consonant *T instructs
have learnt in the blends /br/, /kr/, and /tr/. *Ss take notes
lesson. - Revise words/ phrases
- To prepare for related to the topic Household
the next lesson. chores.
- Revise Present simple and
Present continuous.
2. HOMEWORK
- Exercises in the workbook
- Prepare for Unit 2 lesson 1
APPENDIXES
Suggested checklist for peer assessment:
Tick where Comments (in English or
appropriate 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 Comments (in English
approp or Vietnamese)
riate
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

Suggested checklist for self-assessment:
Tick where Comments (in English
appropriate 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

APPENDIXES

Suggested checklist for peer assessment:

Comments (in
Tick where
English or
appropriate
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 Comments (in English

appropriate 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