Lesson plans English 10_School year 2024-2025
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THE FIRST SEMESTER
WEEK 1:
Period 1:
INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS
I. OBJECTIVES: By the end of the lesson students will be able to gain the following things:
1. Knowledge:
- To introduce new Tieng Anh 10 textbooks. Student's book and Workbook
- Tell students something about Great Britain; England and English. Students learn how to study English well and know the way to learn English.
*Vocabulary: Use lexical items related to text book and the way to learn English in class; at home... some classroom languages.
* Grammar: to be; present simple tense; present continuous…
2. Competence: Students will be able to know how to study English effectively and how to use new Tieng Anh 7 textbooks and know the methods to study new Tieng Anh 10 textbooks.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
3. Qualities: To teach Ss the love of English; The awareness about importance of learning English and developing self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 10 textbook, laptop, projector / TV/ pictures and cards.....
- Students: Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
1. WARM UP & INTRODUCTION ( 3'- 5')
Aims: - To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves; To lead into the unit
* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class.
* Outcome: Having a chance to speak English and focus on the topic of the lesson.
* Organisation: Teacher's instructions…
Teacher's & Student's activities

Content

+ Greeting and Chatting

+ Greeting

- Teacher (T) introduces himself/ herself

+ Chatting.

T_Ss

- T may introduce some warm-up activities to creat a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class…

- Students (Ss) listen and learn how to introduce themselves.

- Have Ss to introduce themselves.

- Introduce themselves (name; age; address; likes; dislikes ….friends… )

- T encourages Ss to talk in English as much as possible

+ Students (Ss) listen and learn how to do the tasks.

+ Lead to the first unit of the new school year.

- Answer the teacher's questions

- Write the unit title on the board and ask Ss guest what they are going to learn this unit …

- Open their book and write .

- Ask Ss to open their book and introduce what they are going to study….
2. NEW LESSON (12'-15')
Aims: - To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, and the grammar points to be learned.
* Content: Some brief notes; Something about England, English. Introduce New ENGLISH 10
* Outcome: Ss learn something about England, English; Learn how to use New ENGLISH 10
* Organisation: Teacher's instructions….
Teacher's & Student's activities

Content

1. T. asks sts some questions about England.

- T_Ss

- What do you know about England?

- Listen carefully and read aloud.

- T gives sts something about England and English.

- Fulfill teacher's requirements

- It located in North-west coast of Europe with very mild weather not too hot but not too

- Give the answers

cold.

- Ss answer if possible

- It consists of four parts: England, Wales, Scotland and Ireland.

- Listen carefully and read aloud.

- It's official name is the UK

- Find out the words related to the topic.

- Each part has its own flag of UK.

- There are many interesting things of England and you'll gradually know about them

2. English:

in the progress of learning English.
Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
- How many people speak English as their mother tongue?

2/ Introduction: English is an international language. Hundreds of million people

- How many people speak English as their first language?

speak English in the world. 400 million people speak English as their first language;

- How many people speak English as their second language or first foreign language?

600 million people speak English as their second language or first foreign language.

- Why do you learn English?

4/5 of the world's computers use program in English. ¾ of all international

- Is it important? Difficult? Useful? Interesting?

correspondence is in English.

=> It's very important, useful, interesting. It is the means of communication to one another.

3/ English 10 has 10 Units.

3/ New English 10 text book:

- T_Ss

- How many units are there in English 7 text book?

- Each unit has 8 lessons.

- What are they about?
There are 10 main units in the Student's Book. Each unit has 8 sections and provides

- SECTION 5: LISTENING

language input for seven classroom lessons of 45 minutes each...At the beginning of each

The listening activity follows the oral practice in the Speaking section. It provides

unit, there are explicit learning objectives that clearly state the main language points and

students with an opportunity to listen to the language that they have practised orally,

skills to be taught in the unit.

and trains them to listen for general and specific information

- Section 1: GETTING STARTED.

This section aims to provide further practice to support students in their spoken

It begins with a conversation followed by activities which introduce the topic of the unit. It

English....

then presents the vocabulary and the grammar items to be learned and practised through the

- SECTION 6: WRITING.

skills and activities of the unit.

Writing

- Section 2: LANGUAGE FOCUS.

This section focuses on developing students'writing skills. It normally involves one of

This section deals with the main grammar point(s) of the unit. The new language point(s)

the text types required for students' skill development.

taught in this section is / are already introduced in Getting Started. The exercises are well

SECTION 7: COMMUNICATION AND CULTURE

illustrated to help students remember and use the grammar items effectively. The

It also gives students opportunities to learn and apply the cultural aspects of the

Remember! Boxes appear wherever necessary to give the rules or explanations and help

language learnt to their lives and provides cultural information about Viet Nam and

students avoid common errors.

other countries.

This section presents and practises the grammar, vocabulary and pronunciation of the unit.

Everyday English in this section gives students the skills to communicate effectively in

The active vocabulary of the unit is given in an interesting and illustrated way so that it is

various everyday situations...

easy for students to memorise. Two sounds, which appear frequently in the unit, are given

- SECTION 8: LOOKING BACK

and practised in isolation and in context. Stress pattern of two-syllable words, three-syllable

Looking Back recycles the language from the previous sections and links it with the

words, and rising and falling intonation for questions are also dealt with in the last units of

unit topic. Its activities and exercises are designed to help students consolidate and

the book. There are different exercises focusing on intensive practice of vocabulary and

apply what they have learnt in the unit. Teachers can use this section to evaluate their

pronunciation.

students' performance and provide further practice if necessary.

- SECTION 3: READING.

The Project activity helps students improve their ability to work independently and in a

This section is designed to help students inprove reading skill, use vocabulary in the

team. It extends their imagination in a field related to the unit topic.

situations, Reading and this section aims to develop students' reading abilities. The reading

* English is not too difficult but it requires you hard working.

text is often based on the vocabulary and structures that students have previously acquired to

- Ss need learn by heart all vocabulary and their usage.

make the activity achievable.

- Review the lesson everyday.

- SECTION 4: SPEAKING

- Learn English everyday.

This section is designed to help students use functional language in real life contexts and
consolidate what they have learnt in the previous sections.
3. PRACTICE (15')
Aims: To help Ss understand the lesson. Class room language
* Content: Some brief notes; Something about England, English. Classroom language…
* Outcome: Ss learn something about England, English; Classroom languages…
* Organisation: Teacher's instructions….
Teacher's & Student's activities

Content

3. How to learn English best?
- Tell us how you learn best?

- T_Ss

- Tell us how you can learn English best?

- Listen carefully

* Some useful classroom languages:
- Who is the monitor?

- Practice saying classroom languages.

- Who is absent today?
- Who is on duty today?

- Work in groups; in pairs; present the projects….

- May I go out?
- May I come in?
- How to improve your English:
- Listen to the teacher carefully, learn E. from many sources, always enrich your
Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
vocabulary, do exercises carefully, practice speaking, listening, writing, reading
everyday. …
- Ss should work hard everyday to improve their English. “ Hard work is the key to
success”
4. PRODUCTION/ FURTHER PRACTICE (8')
Aims: To revise / teach classroom languages.
* Content: Some brief notes; Something about England, English. Classroom languages…
* Outcome: Ss know something about England, English; Classroom languages…
* Organisation: Teacher's instructions…..
Teacher's & Student's activities

Content

- T gives some questions to introduce the class expressions.

- The greetings : - Goodmorning/ Good afternoon

- Have Ss listen and repeat.

- Good bye ….

- Teacher says “ go out, please”"Go out

- We can say “May I go out”

- Teacher says “No”

- You can say “Stand up, please.

“Don't go out”

- Call on some pairs to practice in front of the class.

- Listen, please
- Read after me
5. WRAP-UP & HOME WORK (2')

* Instruct/ guide students to do their homework.
- Prepare textbook, workbook, exercise book,
* HOME WORK
- Learn classroom languages.
- Prepare new lesson Unit one MY FAMILY
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WEEK 2:
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UNIT 1: FAMILY LIFE

I. OBJECTIVES
1. Knowledge/Cognition:
a. Pronunciation: /br/, /kr/, /tr/
b. Vocabulary: about household chores
c. Grammar: simple present and present continuous
2. Competences/Core competences:
General competences:
- develop communication skills
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
Specific competences:
- read for main ideas and specific information in a text about
- introduce and talk about family life
- listen for specific information
- write about family and family life
3. Attributes/Personal qualities:
- Responsibility: - 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
III. PROCEDURES
Period 2:
Lesson 1: Getting started – Household chores
Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES: By the end of the lesson, students will be able to:
1. list household chores and memorize some words and phrases about family life
2. execute the tasks to understand the content of the topic
3. state member's responsibility in sharing housework
4. show responsibility for sharing household chores and love for family
B. LANGUAGE FOCUS
Key terms/ Vocabulary: household chores and family life
1. Mop the floor

2. Vacuum the carpet

3. Do the heavy lifting

Key grammatical structure(s): simple present and present continuous
C. INSTRUCTIONAL RESOURCES
A poster of a family, 2 pictures of housework, computer, projector.
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks

Performance products

Assessment tools

Game: LET'S RACE!

4 groups- written answer phrases

Answer keys

Listen and read

Pairs – oral answer, role-play

Observation

True or False

Individual, oral answer –letters (T/F) – sentences

Observation

Fill in the table

6 Groups, written answer – words/ phrases

Peer correction
Answer keys
Observation
Peer correction
Complete the sentences

Individual, oral answer- sentences

Observation
Peer correction

Make a poster

6 groups written answer –poster, oral answer – sentences

Observation
Peer correction

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Notes: In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
I. WARM –UP
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. (https://www.youtube.com/watch?v=gMlHi_R4y2A)
** 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:
1. Mop the floor

2. Clean the toilet

4. Clean the house

5. Vacuum the carpet

3. Wash the clothes / Do the laundry

II. PRESENTATION
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.
III. PRACTICE
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
Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
*** 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.
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.
* 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:
1. F → Nam is cooking now.

2. T

3. 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:
1. put out the rubbish

2. do the laundry

4. do the heavy lifting

5. do the washing-up

3. shop for groceries

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: 1. 'm preparing

2. does – 's working

IV. PRODUCTION
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.
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
Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
+ 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.
EXPERIENCE:
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Period 3:
LESSON 2: LANGUAGE (page: 9)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences;
2. Understand and use some lexical items about family life;
3. Distinguish and use present simple and present continuous.
4. Show the responsibility toward the family
B. LANGUAGE FOCUS
Key terms/ Vocabulary: household chores and family life
Key grammatical structure(s): simple present and present continuous
C. INSTRUCTIONAL RESOURCES
A poster of a family, 2 pictures of housework, computer, projector.
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks
1. GAME: Guess the words

Performance products

Assessment tools

Group- written answer phrases

Answer keys

Pronunciation

Individual/ pair: oral speech

Read fluently and pronounce correctly

2. Listen and repeat.

Written answers

Answer keys

Vocabulary

Individual: Oral/ Written answers

Answer keys

4. Match the words with their meanings.

Pairs: Oral/ written answers – words/ phrases

Peer correction

Grammar: Present simple and Present continuous

Groups: Written answers – verb forms

Observation

6. Choose the correct form of the verb in each sentence.

Individual & group: Written/ Oral answers – verb tenses

Questions & answers

3. Listen to the sentences and circle the words you hear.

5. Complete the sentences using the words in Task 1.

7. Read the text and put the verbs in brackets in the present

Peer correction

simple or present continuous.
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Notes: In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
WARM –UP
GAME: Guess the words
* T gives instructions: - There are 8 pictures related to the topic “Family life”. 
- Ss have 5 seconds to think, then guess the word corresponding to the picture.
+ Correct answer 🡪 +1 
+ Wrong answer 🡪 -1
**** T counts the point
PRESENTATION
Pronunciation:
Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
TASK 1. LISTEN AND REPEAT: Pay attention to the consonant blends /br/, /kr/, and /tr/
* Teacher: - plays the recording and asks Ss to listen to the words and repeat; tell them to pay attention to the consonant blends. (T can play the recording as many 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 calling on individual Ss to read the words aloud.
(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 WORDS YOU HEAR.
* Teacher: - asks Ss to read all the words once, paying attention to the different consonant blends in the words in each group; checks that Ss understand what the words mean.
- plays the recording for Ss to listen and circle the words with the consonant 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.
*** Ss practise reading the sentences in pairs
**** T goes round to offer help and collect common mistakes to correct as a class.
Key: 1. b 2. c 3. a
Vocabulary:
TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (p.10)
* T gives clear instructions 
** Ss work in pairs to discuss and do the matching
*** Ss share the answers with the whole class.
**** T confirms the correct answer
Key: 1. b 

2. d

3. e

4. a

5. c

TASK 2: COMPLETE THE SENTENCES USING THE WORDS IN TASK 1. (p.10)
* Teacher: - 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
*** Ss share the answers with the whole class
**** T confirms the correct answers and asks Ss to give the reasons why they have chosen the word/phrase for each sentence.
Key: 1. homemaker  

2. groceries 

4. housework 

3. heavy lifting
5. breadwinner

Grammar:
TASK 1:CHOOSE THE CORRECT FORM OF THE VERB IN EACH SENTENCE.
* Teacher: - tells Ss to read the sentences in 4 in Getting Started. T asks them what 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
*** Ss share their answers with a partner 
**** Teacher check Ss' answers and asks them to explain their choices (using the clues above). 
Key: 1. does 

2. is putting out

3.cleans

4. is studying

5. does

TASK 2: COMPLETE THE PARAGRAPH.
Read the text and put the verbs in brackets in the present simple or present continuous.
* Teacher: - 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. 
** Ss do as instructed.
*** Ss share their answers with a partner. 
Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
**** 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

WRAP-UP
* T asks: What have you learnt today?
- consonant blends /br/, /kr/, and /tr/
- some lexical items about household chores;
- present simple vs. present continuous
HOMEWORK
- Exercises in the workbook 
- Prepare for lesson 3 Unit 1. Lesson 3
EXPERIENCE:
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Period 4:
LESSON 3: READING – BENEFITS OF DOING HOUSEWORK (page: 11)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. recall and list the topic-related words in meaningful contexts.
2. read for specific information in a text about the benefits of doing housework for children
3. discuss the benefits of doing housework for children applying topic – related words
4. show responsibility in sharing housework
B. LANGUAGE FOCUS
Key terms/Vocabulary: responsibility(n), gratitude (n), bond (n), appreciate (v), character (n), life skills (n)
Key grammatical structure(s): take responsibility for (collo), take care of (collo), all in all (adv), bring benefits to smb
C. INSTRUCTIONAL RESOURCES
- Grade 10 textbook, Unit 1, Reading lesson, sachmem.vn
- A computer connected to the Internet
- A projector                                         
- Lesson plan (Word, PowerPoint) 
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks

Performance products

Assessment tools

1. list down the housework that they think mom, dad and kids usually do

4 groups' written phrases

Answer keys, Observation,
Peer correction

2. Look at the picture and answer the question

Individual' oral sentences

Answer keys, Observation,
Questions & answers

3. Read the text and identify the appropriate meanings of the highlighted

Individual's written letters (a / b)

words
4. Read the text and answer the questions

Answer keys, Observation
Peer correction

Pairs' written sentences

Observation, Answer keys
Questions & answers
Peer correction

5. Work in pair to discuss the question

Pairs' written mind – map

4. Observation

Pairs' dialogue

Answer keys
Questions & answers

Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Notes: In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Activity 1: Lead-in
* T divides the class into groups of four, has Ss discuss in groups and list down (as much as possible) the housework that they think mom, dad and kids usually do in 3 minutes.
T explains that after Ss finish their discussion, one representative from 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 do as directed
*** Ss discuss in their teams and list down the housework. One representative from each group comes and writes on the board.
**** T confirms, checks the answers on the board, decides the winner and leads in the 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, …
 Activity 2: Task 1. LOOK AT THE PICTURE AND ANSWER THE QUESTIONS. (p.11)
* T asks some questions about the picture and has Ss call out the 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.
T tells Ss that there are no right or wrong answers and they should feel free to make any guesses.
** Ss look at the picture and answer the questions
*** Ss discuss in pairs and present their ideas
**** 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.
 Activity 3- Task 2: READ THE TEXT AND TICK (✔) THE APPROPRIATE MEANINGS OF THE HIGHLIGHTED WORDS. (p.11)
* Teacher:
- asks Ss to...