Name of the unit

Name of the lesson

(Level:______, Number of students in class)

I. OBJECTIVES
By the end of this lesson, students will be able to achieve:
1. Knowledge

2. Core competence

3. Personal qualities

II. MATERIALS

1. Materials
2. Assumptions
Anticipated difficulties Solutions

III. PROCEDURES

Stage Stage aim Procedure Interaction Time

WARM-UP

PRESENTATIO
N/ENGAGE/
 STUDY/
ACTIVATE
PRACTICE//
ENGAGE/
STUDY/
ACTIVATE
PRODUCTION/
ENGAGE/
STUDY/
ACTIVATE
CONSOLIDATI
ON

Samples
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
- [Link]

Assumptions
Anticipated difficulties Solutions
Students may be confused when to use present simple or - Give short and clear explanations with legible examples for
present continuous. each case.
- Remind them and give some legible examples

III. PROCEDURES

Stage Stage aim Procedure Interaction Time

WARM-UP - To arouse the GAME: Guess the words 5 mins
classroom T gives instructions: T-S
atmosphere. • There are 8 pictures related to the topic “Family life”.
- To lead in the • Ss have 5 seconds to think, then guess the word corresponding to the S-S
lesson picture.
+ Correct answer 🡪 +1
+ Wrong answer 🡪 -1
T counts the points, decides the winner, asks some more questions and T-S
leads in the lesson.
PRONUNCIATI To help students TASK 1. LISTEN AND REPEAT. 5 mins
ON recognise and Pay attention to the consonant blends /br/, /kr/, and /tr/ (p.9)
practise the Teacher:
consonant blends - plays the recording and asks Ss to listen to the words and repeat; tell them T-S
/br/, /kr/, and /tr/ in to pay attention to the consonant blends. (T can play the recording as many
words times as necessary)
- makes sure Ss know the meaning of each word.
Ss do as instructed.
Teacher checks whether Ss have improved their pronunciation by randomly S-S
calling on individual Ss to read the words aloud. T-S
 T-S
(Teacher can also play the pronunciation video lesson of this Unit for
students to watch before they do the task.)
TASK 2: LISTEN TO THE SENTENCES AND CIRCLE THE 5 mins
WORDS YOU HEAR. (p.9) T-S
Teacher:
To help students - asks Ss to read all the words once, paying attention to the different
practise identifying consonant blends in the words in each group; checks that Ss understand
the consonant blends what the words mean.
/br/, /kr/, and /tr/ in - plays the recording for Ss to listen and circle the words with the consonant
sentences. blends they hear.
- has Ss work in pairs to compare their answers; checks answers by asking
individual Ss to read out the words they have circled.
- plays the recording again, pausing after each sentence, for Ss to repeat.
Ss do as instructed. S-S
Ss practise reading the sentences in pairs S-S
T goes round to offer help and collect common mistakes to correct as a T-S
class.
Key:
1. b
2. c
3. a
VOCABULARY To make sure that TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (p.10) 4 mins
students understand T gives clear instructions
the meaning of some Ss work in pairs to discuss and do the matching T-S
lexical items about Ss share the answers with the whole class. S-S
household chores. T confirms the correct answer S-S
Key: T-S
1. b
2. d
3. e
4. a
5. c
To give students TASK 2: COMPLETE THE SENTENCES USING THE WORDS IN 5mins
practice in using the TASK 1. (p.10) T-S
 words/phrases in Teacher:
meaningful contexts. - has Ss work in pairs; tells them to read the sentences carefully and decides
which word in task 1 can be used to complete each of the sentences. T
explains that they should use the context clues to decide on the word /
phrase, e.g. ‘my mother’ in sentence 1 refers to a person.
- checks answers as a class, then has Ss call out the word they have used in
each sentence first.
- confirms the correct answers. T asks Ss to give reasons why they have
chosen the word for each sentence, e.g. what context clues they have used.
- asks some Ss to read the complete sentences.
Ss work in pairs to discuss and find the answers S-S
Ss share the answers with the whole class S-S
T confirms the correct answers and asks Ss to give the reasons why they T-S
have chosen the word/phrase for each sentence.
Key:
1. homemaker
2. groceries
3. heavy lifting
4. housework
5. breadwinner
GRAMMAR To give students an TASK 1: CHOOSE THE CORRECT FORM OF THE VERB IN 15 mins
opportunity to revise EACH SENTENCE. (p.10)
the use of present Teacher: T-S
simple and present - tells Ss to read the sentences in 4 in Getting Started. T asks them what
continuous tense(s) is / are used in each of them.
For example, What does Nam say? Why is he using that tense? (Nam
says, ‘I’m preparing dinner’. He uses the present continuous tense
because he is talking about what he is doing at the moment of speaking.)
- in weaker classes, has Ss read through the Remember! box and checks
understanding of the grammar points. T asks some questions to elicit
more examples from Ss, e.g. What are you doing now? (I’m sitting at my
desk. I’m learning about … I’m taking notes.) What do you do every
day? (I watch TV. I play computer games. I have breakfast, lunch, and
dinner.) - in stronger classes, ask Ss when we use each tense and elicit
answers without having Ss read the Remember! box. Then T puts them
 into
groups to go through the explanations and checks if their answers are
correct.
- asks Ss to work in pairs or individually to choose the correct form of the
verb in each sentence. T explains that they can use some clues in the
sentence to decide on the correct tense form such as adverbs of frequency
or phrases of time, e.g. 1: usually; 2: now; 3: every day; 4: today; 5:
twice a week.
- checks answers and asks Ss to explain their choices (using the clues
above).
Ss do as instructed S-S
Ss share their answers with a partner S-S
Teacher check Ss’ answers and asks them to explain their choices T-S
(using the clues above).
Key:
1. does
2. is putting out
3. cleans
4. is studying
5. does

To give students a TASK 2: COMPLETE THE PARAGRAPH.

further opportunity to Read the text and put the verbs in brackets in the present simple or
revise the use of present continuous.
present simple and Teacher: T-S
present continuous. - T asks Ss to look at Remember! box again to master the differences
between Present simple and Present continuous.
- T asks Ss to work individually. S-S
Ss do as instructed. S-S
Ss share their answers with a partner. T-S
T check Ss’ answers and asks them to explain their choices (using the clues
above).

Key:
1. does 2. is not/isn’t doing
 3. is watching 4. are doing
5. is tidying up 6. is trying
EXTRA To help students GAME: 20 questions 4 mins
ACTIVITY further practise the T explains the rules of the game. T-S
present tenses forms. Ss do as instructed S-S
T praises Ss for interesting ideas and having a good memory and decides T-S
the winner.
Rules:
1. Ss are given a list of words related to the topic: Family life.
2. Ss ask each other using Present Simple and Present Continuous
Yes/No questions until they guess which of the words their
partner chose.
Possible questions include “Are you doing this now?”, “Is anyone in this
class doing this now?”, “Are many people in this city doing this now?”,
“Do you do this every day?” and “Do you do this more than twice a
week?”
CONSOLIDATI To help students WRAP-UP T-S 2 mins
ON memorise the target T asks: What have you learnt today?
language and skills - consonant blends /br/, /kr/, and /tr/
that they have learnt - some lexical items about household chores;
- present simple vs. present continuous
HOMEWORK
- Exercises in the workbook
- Prepare for lesson 3 Unit 1.
 UNIT 1: FAMILY LIFE
Lesson 3: Reading
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for specific information in a text about the benefits of doing housework for children;
- Understand the topic-related words introduced in previous lessons;
- Use the topic-related words in meaningful contexts
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Develop presentation skill;
- Actively join in class activities.
3. Personal qualities
- Recognise the benefits of doing housework for children
- Sharing housework with their families

II. MATERIALS
- Grade 10 textbook, Unit 1, Reading
- Computer connected to the Internet
- Projector
- PowerPoint

Assumptions
Anticipated difficulties Solutions
- Ss may lack knowledge about some lexical items. - Provide them with the meaning and pronunciation of words.
- Ss may lack skills to find specific information - Provide them with techniques to read for specific information.

III. PROCEDURES
 Stage Stage aim Procedure Interaction Time
WARM-UP - To arouse the GAME: Who’s in charge? 7 mins
classroom’s T divides the class into groups of four, has Ss discuss in groups and list down (as T-S
atmosphere much as possible) the housework that they think mom, dad and kids usually do in 3
- To lead in the minutes. T explains that after Ss finish their discussion, one representative from
lesson each group comes and writes their lists on the board. T reminds Ss that the 1st
group to finish will say “STOP THE BUS” and the others have to stop writing.
Ss discuss in their teams and list down the housework. One representative from S-T-S
each group comes and writes on the board.
T confirms, checks the answers on the board, decides the winner and leads in the T-S
lesson.
Suggested answers:
Mom: cook, do laundry, wash dishes, clean the house, …
Dad: do heavy lifting, fix the roof, cook, wash dishes, …
Kids: take out trash, tidy their room, fold the clothes, …
PRE-READING To introduce the Task 1. LOOK AT THE PICTURE AND ANSWER 5 mins
topic of the reading THE QUESTIONS. (p.11) T-S
and get students T sets the context for the reading tasks, asks some
involved in the questions about the picture and has Ss call out the
lesson answers as a class.
Suggested questions:
Is this a family?
Who do you think they are?
Where do you think they are?
T asks Ss to work in pairs, look at the picture and
answer the questions. S
T tells Ss that there are no right or wrong answers and T
they should feel free to make any guesses.
** Ss answer the questions.
**** Teacher confirms, shows the answers on the screen.
Suggested answers:
1. The mother is cooking; the father is laying the table; the son is (vacuuming)
cleaning the floor; the daughter is washing vegetables.
2. The people are happy because they are doing housework together, and all the
family members are sharing the household chores.
 WHILE- To help students TASK 2: READ THE TEXT AND TICK ( ) THE APPROPRIATE 6 mins
READING practise guessing MEANINGS OF THE HIGHLIGHTED WORDS. (p.11)
the meanings of Teacher: T-S
words in context - asks Ss to read the whole text once to get an overall idea; asks Ss to go through
the two options for each word and check understanding; has Ss read the text again;
tells them to pay attention to the context of each highlighted word, and look for
context clues conveying the meaning of the word.
- asks Ss to work in groups to discuss the clues for each correct option and compare
their answers.
Ss discuss in groups to find out the answers and raise their hands to give the S-S
answers.
*** T confirms, shows the answers on the screen and asks Ss to make corrections if T-S
they choose the wrong answers.
Key:
1. a 2. b 3. a 4. a 5. b
To help students VOCABULARY 5 mins
understand the T has Ss read the text again, and pay attention to the highlighted words. T asks Ss T-S
lexical items in the to define the word based on the context and give the Vietnamese meaning of each
text word.
Ss read the text again and try to define the highlighted words. (Ss can do this S-S
activity in pairs)
Ss explain the words in front of the class. T asks other Ss to give comments. S-T-S
T confirms, shows the items and their meanings on the screen; asks Ss to note down T-S
the vocabulary.

To help students TASK 3: READ THE TEXT AGAIN AND ANSWER THE QUESTIONS. 10
practise reading for (p.11) T-S mins
specific information T asks Ss to read the questions and underline the key words in each of them. S-T-S
Ss underline the key words in each question. T checks which words Ss have
underlined. T
T tells Ss to go through the text to find the answers and has Ss work in pairs to
compare their answers. S-T-S
Ss discuss in pairs to find out the answer. T checks answers by asking pairs or
groups to give their answers and provide reason for their opinions. T-S
T confirms, shows the answers on the screen and asks Ss to make corrections if
 they are wrong.
Key:
1. Most people think that housework is boring and is the responsibility of wives and
mothers only.
2. They want to give their children more time to play or study.
3. These are doing the laundry, cleaning the house, and taking care of others.
4. They learn that they have to try to finish their tasks even though they do not
enjoy doing them.
5. Because children learn to appreciate all the hard work their parents do around
the house for them.
They also start treating doing household chores as special moments shared with
their parents.
POST-READING To help students use TASK 4: WORK IN PAIRS. DISCUSS THE QUESTION. (p.12) 10
the ideas and What benefits do you think you can get from sharing housework? mins
language in the Teacher: T-S
reading to talk about - asks Ss to read the text again and underline the benefits of doing housework.
themselves - has Ss work in pairs to make a mind map of the benefits and use it to talk about
which of the benefits of doing housework they can get.
Ss discuss in pairs and prepare for their presentation. T invites Ss from different S-T-S
pairs to present a summary of their discussion to the whole class.
T gives feedback T-S
CONSOLIDATIO - To consolidate WRAP-UP T-S 2 mins
N what students have T asks: What have you learnt today?
learnt in the lesson - The benefits of doing housework for children
- To prepare for the - Review the vocabulary by asking their meanings
next lesson HOMEWORK
- Do the reading exercises in the Workbook
- Prepare for the Speaking lesson
 UNIT 1: FAMILY LIFE
Lesson 4: Speaking
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Explain why children should or shouldn’t do housework;
- Discuss and express their opinions about why children should or shouldn’t do the housework.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities;
- Be critical thinking.
3. Personal qualities
- Recognise the benefits of doing housework for children;
- Understand why children should or shouldn’t do housework;
- Sharing housework with their families.

II. MATERIALS
- Grade 10 textbook, Unit 1, Speaking
- Computer connected to the Internet
- Projector
- PowerPoint
- Sticky balls

Assumptions
Anticipated difficulties Solutions
- Ss may lack knowledge about some lexical items. - Provide them with the meaning and pronunciation of words.
- Ss may lack the skills to give a presentation. - Provide them with techniques to present in front of the whole
class.

III. PROCEDURES
 Stage Stage aim Procedure Interactio Time
n
WARM-UP - To arouse the WARM-UP: Matching time 8 mins
classroom atmosphere. T divides the class into groups of four. There are ten pictures of household chores on T-S
- To lead in the lesson the slides. T asks Ss to match the pictures with the corresponding names of chores. T
throws the ball to the team which raise hands the fastest. If the answers are correct, the
round ends. If not, the round continues until there is a winner.
Ss discuss in their teams and match the pictures with the name of chores. Ss raise their S-S
hands when they finish.
Teacher: T-S
- confirms, checks the answers from the fastest team.
- recaps the vocabulary and leads in the lesson.

Key:
1 e. cook

2 c. do the laundry

3 a. do the washing-up
4 d. do the heavy lifting

5 b. shop for groceries

6 g. feed pets

7 h. water the plants

 8 j. clean the bathroom

9 i. clean the house

10 f. put out the rubbish

PRE-SPEAKING To help students recall TASK 1: BELOW ARE REASONS WHY CHILDREN SHOULD OR 10 mins
reasons from the reading SHOULDN'T DO HOUSEWORK. PUT THEM IN THE CORRECT COLUMN.
text why people think ADD SOME MORE IF YOU CAN. (p.12)
children should or Teacher: T-S
shouldn’t do housework - recalls lexical items from previous lessons by asking Ss to call out the meaning of
and provide them with some words
some more ideas. - has Ss work in pairs / groups
- asks Ss if they can think of any reasons why children shouldn’t do housework. S-T
Ss brainstorm in group and raise their ideas T
T asks Ss to read the task carefully and discuss in which column each sentence from
task 1 should go. S-T–S
 Ss do the task in groups and then write their answers on the board. Others Ss check T-S
their friends’ answer
Teacher:
- check Ss’ answers with the whole class
- encourages Ss to add their own reasons
Key:
SHOULD SHOULDN’T
1. Doing housework helps them 3. Kids should be given plenty of
develop life skills. playtime when they are young.
2. Doing housework teaches them 4. They may break or damage
to take responsibility. things when doing housework.
5. Doing housework helps 6. They need more time to study
strengthen family bonds. and do homework.
To provide students TASK 2: LISTEN AND COMPLETE THE CONVERSATION. (p.12) 10 mins
with an example Teacher: T-S
conversation in which - has Ss read through the conversation once to get some general ideas about it
people express their Suggested questions:
opinions about whether How many people are talking?
children should or What are they talking about?
shouldn't do housework. - divides Ss into pairs; has Ss read the conversation again, this time more carefully and T-S
think of a suitable phrase / sentence to fill in each gap in the conversation.
Ss do the task in pairs and discuss the answers together. S-S
T plays the recording for Ss to listen T-S
T plays the recording again and checks Ss’ answers; confirms the correct answers. T-S
Key:
1. Doing housework helps them develop life skills.
2. They should be given plenty of playtime when they are young.
T asks Ss to read the conversation in groups of three, each taking turns to be Anna,
Nam, and Minh.
Ss practise the conversation in groups and present in front of the class. T-S
Audio script – Track 5:
Anna: Nam, why do you think children should do housework?
Nam: Because doing housework helps them develop life skills.
 Anna: It’s true. Life skills such as cooking, cleaning or taking care of others are
really necessary
for kids when they grow up.
Nam: Yes, we should all have these basic life skills to be adults.
Anna: Now Minh, why do you think children shouldn’t do housework?
Minh: I think kids are kids. They should be given plenty of playtime when they are
young.
Nam: I don’t agree with you. I’m afraid too much playtime is not good for children.
Anna: Well, thank you both for sharing your ideas. They are very useful for my
project.
WHILE- To help students TASK 3: HAVE CONVERSATIONS SIMILAR TO THE ONE IN TASK 2. 15 mins
SPEAKING practise having (p.12) T-S
conversations in which Teacher:
they can express their - has students work in groups of three.
opinions about why - reminds Ss to swap roles and role-play their conversations two more times to make
children should or sure each student has the opportunity to play the three roles.
shouldn’t do housework. - asks some groups to act them out in front of the class after 6-7 minutes of preparation
Ss practise making their own conversation in groups of three. S-T-S
T goes round the class to offer help when necessary while noting down Ss’
participation in the activity and any difficulties they may have.
Some groups act out their conversation in front of the whole class.
T asks other Ss to give comments and then give feedback to Ss’ performance. T-S
CONSOLIDATI - To consolidate what WRAP-UP T-S 2 mins
ON students have learnt in Teacher asks: What have you learnt today?
the lesson. - How to explain why children should or shouldn’t do housework
- To prepare for the next HOMEWORK
lesson. - Practice discussing the topic with your friends
- Prepare for the Listening lesson