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Lí thuyết Unit 1: family life | Học viện Hành chính Quốc gia
Knowledge- Gain an overview about the topic Family life;- Gain vocabulary to talk about household chores;- Get to know the language aspects: Present simple vs. Present continuous. Tài liệu giúp bạn tham khảo, ôn tập và đạt kết quả cao. Mời đọc đón xem!
Tiếng Anh chuyên ngành (TA2024) 122 tài liệu
Học viện Hành chính Quốc gia 768 tài liệu
Lí thuyết Unit 1: family life | Học viện Hành chính Quốc gia
Knowledge- Gain an overview about the topic Family life;- Gain vocabulary to talk about household chores;- Get to know the language aspects: Present simple vs. Present continuous. Tài liệu giúp bạn tham khảo, ôn tập và đạt kết quả cao. Mời đọc đón xem!
Môn: Tiếng Anh chuyên ngành (TA2024) 122 tài liệu
Trường: Học viện Hành chính Quốc gia 768 tài liệu
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lOMoARcPSD|49830739 Date of teaching Class Absentees 10A1 10A2 10A3 Period: 02
UNIT 1: FAMILY LIFE Lesson 1: Getting started – Household chores I. OBJECTIVES
By the end of this lesson, Ss will be able to: 1. Knowledge -
Gain an overview about the topic Family life; -
Gain vocabulary to talk about household chores; -
Get to know the language aspects: Present simple vs. Present continuous. 2. Competences - 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
- Laptop/ TV/ pictures and cards
- sachmem.vn / hoclieu.vn III.
PROCEDURES1. WARM-UP (5 mins) a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic Family life;
- To introduce the unit topic (Family life); b. Content: - Game: LET’S RACE! c. Expected outcomes:
- Students can name the household chores in the video. d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 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. lOMoARcPSD|49830739 - Ss do as instructed.
Lists of household chores: -
Ss work in pairs to discuss the answer 1. Mop the floor
afterwatching the clip, then one representative from
each group writes the answer on the board. - 2. Clean the toilet
T confirms the correct answers.
3. Wash the clothes / Do the laundry 4. Clean the house 5. Vacuum the carpet e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins) a. Objectives:
- To get students to learn vocabulary related to the topic.b. Content:
- Pre-teach vocabulary related to the content of the
dialogue.c. Expected outcomes:
- Students can use key language more appropriately before
they read and listen. d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS lOMoARcPSD|49830739
Vocabulary pre-teaching -
T asks Ss to look at the photos to guess themeaning of new words. -
Ss say the Vietnamese meaning of theword. New words: -
Other Ss correct if the previous 1.
sports filed / sp ts fi ld/ˈ ɔː ː answersare incorrect. (n/p): sân chơi thể thao 2.
prepare /pr peə(r)/ɪˈ (v): chuẩn bị 3. -
T shows the Vietnamese meaning, help with something /help w ð ɪ
says thewords aloud and asks Ss to repeat ˈ ʌs mθ ŋ/ɪ (v.phr): giúp làm việc gì đó them. 4. divide /d va d/ɪˈ ɪ (v): phân chia 5.
household chores / ha shə ld tˌ ʊ ʊ ʃɔː(r)z/ (n.phr): công việc nhà 6.
homemaker / hə mme kə(r)/ˈ ʊ ɪ (n): nội trợ 7.
breadwinner / bredw nə(r)/ˈ ɪ (n): trụ cột gia đình 8.
earn money / n m ni/ɜː ˈ ʌ (v.phr): kiếm
tiền 9. equally / i kwəli/ˈ ː (adv): một cách công bằng, bình đẳng 10.
shop for groceries /ʃɒp f (r) ɔː ˈɡ ʊrə səri/ (v.phr): mua thực phẩm 11.
do the laundry /du ðə l ndri/ː ˈ ɔː
(v.phr): làm công việc giặt giũ 12.
do the washing-up /du ðə wː ˌ ɒʃɪŋ
ˈʌp/ (v.phr): rửa chén / bát 13.
put out the rubbish /p t a t ðə ʊ ʊ
ˈ ʌ ɪʃr b / (v.phr): vứt rác e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes students’ writing of vocabulary in their notebooks.3.
ACTIVITY 2: PRACTICE (20 mins) a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to healthy lifestyles.- To help Ss identify the
Present simple vs. Present continuous. b. Content:
- Task 1: Listen and read. (p.8)
- Task 2: Read the conversation again and decide whether the following statements aretrue (T) or false (F). (p.9)
- Task 3: Write verbs or phrasal verbs from Task 1 into the table. (p.9) lOMoARcPSD|49830739
- Task 4: Complete the sentences from conversation in Task 1. Use the correct form ofthe
verbs in brackets. (p.9) c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the taskssuccessfully. d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Listen and read. (5 mins) -
Teacher asks Ss to look at the pictures in
thebook as well as the dialogue and answer the questions. -
Ss answer the questions in pairs. -
Teacher plays the recording twice. Ss listenand read. -
Teacher checks Ss’ prediction. T calls 2
Ssto read the conversation aloud. Questions: - Who are they? - Where are they? - What are they doing?
Suggested answers:
- Nam and Minh are two friends. They
are at Nam’s home. Nam is cooking.
Task 2. Read the conversation again and decide w hether the following statements are true (T)
or false (F). (5 mins)
- Teacher tells Ss to read the conversation
Suggested answers:
again and work independently to find the
answers. Remind Ss to underline the
information and correct the false statements.
1. F → Nam is cooking now.
- Ss work independently to find the answers. 2. T
- Teacher has Ss compare the answers in 3. T
pairs before checking with the whole class. -
Teacher checks the answers as a class and gives feedback.
Task 3. Write verbs or phrasal verbs from Task 1 into the table. (p.9) (5 mins) lOMoARcPSD|49830739 -
T has Ss locate the verbs or phrasal verbs in Suggested answers:
theconversation, find the nouns or noun phrases after
each verb/ phrasal verb to do the matching. - Ss work individually 1. put out the rubbish -
Ss share their answers with a partner 2. do the laundry -
T check answers as a class. and has them say 3. shop for groceries themeaning of each.
4. do the heavy lifting 5. do the washing-up
Task 4. Complete the sentences from conversation in Task 1. Use the correct form of the verbs in brackets. (5 mins) -
T has Ss read each sentences, try to think of a Suggested answers:
verbor an auxiliary verb that will complete the gap. - Ss do the task individually -
Ss share the answers with a peer. 1. 1‘m preparing -
T asks the whole class to call out the verb
2. does – ‘s working
forms first, then calls on individual students to read the complete sentences. e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins) a. Objectives:
- To help students practise talking about activities which raise students’ awareness of theirresponsibilities.
- To give students authentic practice in using target language and practise teamworkingskills. b. Content:
- Make a poster in which mentions activities that you can do to raise other
students'awareness of their responsibilities towards their family. c. Expected outcomes:
- Students can make a poster and develop teamworking skills.d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 5. Make a poster -
Teacher divide Ss into 4 main groups .
Students’ own creativity -
T ask Ss to work in groups to discuss and
make a poster of activities to raise Ss' awareness of their lOMoARcPSD|49830739
responsibilities towards their family. -
Teacher invites 1 or 2 groups to come to
the stage and show their posters. -
Teacher asks other groups to listen and give comments. -
Teacher gives feedback and gives marks to the best group. -
T can focus on some useful phrases or
expressions and correct some typical errors as a whole class. e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.5. CONSOLIDATION (3 mins) a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson. b. Homework
- Do exercises in the workbook
- Prepare for the project in Lesson 8 lOMoARcPSD|49830739 Date of teaching Class Absentees 10A1 10A2 10A3 Period: 03 UNIT 1: MY FAMILY LESSON 2. LANGUAGE I. OBJECTIVES:
1. Knowledge: By the end of this lesson, Ss will be able to:
- 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
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet. - Sach mem.vn III. PROCEDURE:
Notes: In each activity, each step will be represented as following: * Deliver the task. * Implement the task. * Discuss.
* Give comments or feedback.
1. WARM UP & INTRODUCTION ( 3’- 5’) a. Objectives:
- To create an active atmosphere in the class before the lesson - To lead into the new unit
b. Content: To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lesson.
c. Expected outcome: arouse the classroom atmosphere to lead in the lesson
d. Organisation : Teacher’s instructions …
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS lOMoARcPSD|49830739 - T gives instructions: GAME: Guess the words
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
- T counts the points, decides the winner, asks some + Wrong answer -1
more questions and leads in the lesson. e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 2: PRONUNCIATION ( 10’) a. Objectives:
- To help students recognise and practise the consonant blends /br/, /kr/, and /tr/
in words - To help students practise identifying the consonant blends /br/, /kr/, and
/tr/ in sentences. b. Content:
- Task 1. listen and repeat.
- Task 2: listen to the sentences and circle the words you hear. (p.9) c. Expected outcome:
- Ss can recognise and practise the consonant blends /br/, /kr/, and /tr/ in words -
Ss can identify the consonant blends /br/, /kr/, and /tr/ in sentences. d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
TASK 1. Listen and repeat.
Pay attention to the consonant blends /br/, /kr/, and /tr/ (p.9)
- T plays the recording and asks Ss to listen to
thewords and repeat; tell them to pay attention to
the consonant blends. (T can play the recording as /br/ /kr/ /tr/
many times as necessary) breadwinner crash track
- T makes sure Ss know the meaning of each word. breakfast crane tree - Ss do as instructed. brown cream train
- T checks whether Ss have improved
theirpronunciation 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. (p.9) lOMoARcPSD|49830739
- T asks Ss to read all the words once, payingattention
to the different consonant blends in the words in
each group; checks that Ss understand what the 1. a. brush b. crash words mean.
- T plays the recording for Ss to listen and circle 2. a. brain b.
thewords with the consonant blends they hear. crane3. a. bread b.
- T has Ss work in pairs to compare their create
answers;checks answers by asking individual Ss to
read out the words they have circled.
- T plays the recording again, pausing after Suggested answers:
eachsentence, for Ss to repeat. 1. b - Ss do as instructed. 2. c
- Ss practise reading the sentences in pairs 3. a
- T goes round to offer help and collect
commonmistakes to correct as a class. e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins) Family life a. Objectives:
- To make sure that students understand the meaning of some lexical items abouthousehold chores.
- To give students practice in using the words/phrases in meaningful contexts b. Content:
Task 1. Match the words with their meanings.
Task 2. Complete the sentences using the words in task 1. (p.10) c. Expected outcome:
- Ss understand more the use some vocabulary related to and students understand the
meaning of some lexical items about household chores.
- Ss read the sentences carefully and decides which word in task 1 can be used tocomplete each of the sentences. d. Organisation:
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Match the words with their mea nings. - T gives clear instructions
1. Match the words with their meanings.
(Nối các từ với nghĩa của chúng.) lOMoARcPSD|49830739
- Ss work in pairs to discuss and do the 1.
a. a person who manages a home and matching
breadwinner often raises children instead of
- Ss share the answers with the whole earning money class.
2. housework b. someone who earns the money to
- T confirms the correct answer support their family 3. groceries
c. picking up and carrying heavy objects 4.
d. work around the house such as homemaker
cooking, cleaning or washing clothes 5. heavy
e. food and other goods sold at a lifting shop or a supermarket Key giải thích 1 - b 2 - d 3 - e
1 – b: breadwinner = someone who earns the money to support their family
(trụ cột gia đình = người kiếm tiền nuôi gia đình)
2 – d: housework = work around the house such
as cooking, cleaning or washing clothes
(công việc nhà = công việc xung quanh nhà như nấu
ăn, dọn dẹp hoặc giặt quần áo) 3
– e: groceries = food and other goods sold at a shop or a supermarket
(tạp hóa = thực phẩm và các hàng hóa khác được
bán tại cửa hàng hoặc siêu thị) 4
– a: homemaker = a person who manages a
home and often raises children instead of earning
money (nội trợ = người quản lý nhà cửa và thường
nuôi dạy con cái thay vì kiếm tiền) 5
– c: heavy lifting = picking up and carrying
heavy objects. (công việc mang vác nặng nhọc =
nhặt và mang vật nặng)
Task 2. complete the sentences using the words in task 1. (p.10) lOMoARcPSD|49830739 - T has Ss work in pairs; tells
them to read the sentences carefully
and decides which word in task 1 can
1. My mother is a _________. She doesn't go towork
be used to complete each of the
but stays at home to look after the family.
sentences. T explains that they should
2. When I lived in this city, I used to shop
use the context clues to decide on the
for_________ at this supermarket.
word / phrase, e.g. ‘my mother’ in
3. My eldest son is strong enough to do the_________
sentence 1 refers to a person. for the family. - T checks answers as a class,
4. Hanna hates doing _________ except cooking.
then has Ss call out the word they have 5. Mr Lewis is the __ of the family, but he still used in each sentence first.
helpshis wife with the housework whenever he has -
T confirms the correct answers.
time. Suggested answers:
T asks Ss to give reasons why they 1. homemaker have chosen the word for each 2. groceries
sentence, e.g. what context clues they 3. heavy lifting
have used. - T asks some Ss to read the 4. housework complete sentences. 5. breadwinner -
Ss work in pairs to discuss and Key giải thích find the answers
1. My mother is a homemaker. She doesn't go to - Ss share the answers with the
work but stays at home to look after the family. whole class
(Mẹ tôi là nội trợ. Mẹ không đi làm mà ở nhà -
T confirms the correct answers
chăm sóc gia đình.)
and asks Ss to give the reasons why
2. When I lived in this city, I used to shop for
they have chosen the word/phrase for
groceries at this supermarket. each sentence.
(Khi tôi sống ở thành phố này, tôi đã từng mua hàng
tạp hóa ở siêu thị này.)
3. My eldest son is strong enough to do the heavy
lifting for the family.
(Con trai lớn của tôi đủ khỏe để làm những công
việc nặng nhọc cho gia đình.)
4. Hanna hates doing housework except cooking.
(Hanna ghét làm việc nhà ngoại trừ nấu ăn.)
5. Mr Lewis is the breadwinner of the family, but
he still helps his wife with the housework whenever he has time.
(Ông Lewis là trụ cột của gia đình, nhưng ông vẫn
giúp vợ việc nhà mỗi khi có thời gian.) lOMoARcPSD|49830739
- Teacher tells Ss to read the sentences
in 4 in Getting Started. T asks them
what tense(s) is / are used in each of
Grammar: Present simple vs. present continuous them.
For example, What does Nam say?
(Ngữ pháp: Thì hiện tại đơn và hiện tại tiếp diễn) lOMoARcPSD|49830739
Why is he using that tense? (Nam
1. Choose the correct form of the verb in each
says, ‘I’m preparing dinner’. He uses sentence.
the present continuous tense because
(Chọn dạng đúng của động từ trong mỗi câu.)
he is talking about what he is doing at
1. Mrs Lan usually does / is doing the cooking in
the moment of speaking.) her family. -
Teacher, in weaker classes, has
2. I'm afraid he can't answer the phone now. He
Ssread through the Remember! box
puts out / is putting out the rubbish.
and checks understanding of the
3. He cleans / is cleaning the house every day. grammar points. T asks some
4. My sister can't do any housework today.
questions to elicit more examples
She studies / is studying for her exams.
from Ss, e.g. What are you doing
5. My mother does / is doing the laundry twice a
now? (I’m sitting at my desk. I’m week.
learning about … I’m taking notes.) Phương pháp giải:
What do you do every day? (I watch -
Chúng ta sử dụng thì hiện tại đơn để nói về
TV. I play computer games. I have
thóiquen hoặc những việc chúng ta làm thường xuyên.
breakfast, lunch, and dinner.) - in
Ví dụ: My mother cooks every day.
stronger classes, ask Ss when we use
(Mẹ tôi nấu ăn mỗi ngày.)
each tense and elicit answers without -
Chúng ta sử dụng thì hiện tại tiếp diễn để nói
having Ss read the Remember! box.
về sựviệc đang xảy tại thời điểm nói.
Then T puts them into groups to go
Ví dụ: My mother isn't cooking now. She's working
through the explanations and checks in her office. if their answers are correct.
(Mẹ của tôi đang không nấu ăn. Mẹ đang làm việc ở - Teacher asks Ss to work in văn phòng.)
pairs orindividually to choose the -
Chú ý: Chúng ta không sử dụng thì hiện tại tiếp
correct form of the verb in each
diễn với những động từ tình thái như like, love, need,
sentence. T explains that they can use want know, agree, etc.
some clues in the sentence to decide Key
on the correct tense form such as 1. does
adverbs of frequency or phrases of 2. is putting out
time, e.g. 1: usually; 2: now; 3: every 3. cleans
day; 4: today; 5: twice a week. - Teacher checks answers and 4. is studying
asks Ssto explain their choices (using 5. does
the clues above). - Ss do as instructed
1. Mrs Lan usually does the cooking in her family. - Ss share their answers with
(Bà Lan thường nấu ăn trong gia đình.) apartner
Giải thích:Trong câu có “usually” (thường xuyên) - Teacher check Ss’ answers
nên động từ ở dạng thì hiện tại đơn. Chủ ngữ
andasks them to explain their choices
“Mrs Lan” số ít nên động từ “put” thêm “-s” => puts (using the clues above).
2. I'm afraid he can't answer the phone now. He is
putting out the rubbish.
(Tôi e rằng anh ấy không thể trả lời điện thoại lúc này.
Anh ấy đang đổ rác.)
Giải thích: Trong câu trước có “now” (bây giờ) nên
câu sau động từ cũng chia thì hiện tại tiếp diễn. Chủ
ngữ “he” số ít nên dùng cấu trúc: He is + Ving => He is putting
3. He cleans the house every day. lOMoARcPSD|49830739
(Anh ấy dọn dẹp nhà cửa mỗi ngày.)
Giải thích:Trong câu có “every day” (mỗi ngày) nên
động từ chia thì hiện tại đơn. Chủ ngữ “he” số ít nên
động từ thêm “-s” => He cleans
4. My sister can't do any housework today. She is
studying for her exams.
(Hôm nay em gái tôi không thể làm bất kỳ việc nhà
nào. Em ấy đang học cho các kỳ thi của mình.) Giải
thích: Trong câu có “today” (hôm nay) nên động từ
ở câu sau cũng chia thì hiện tại tiếp diễn. Chủ ngữ
“she” số ít nên ta dùng cấu trúc: She is + Ving => She is studying
5. My mother does the laundry twice a week.
(Mẹ tôi giặt quần áo hai lần một tuần.)
Giải thích:Trong câu có “twice a week” (hai lần một
tuần) nên động từ chia thì hiện tại đơn. Chủ
ngữ “my mother” (mẹ của tôi) số ít
Task 2: complete the paragraph.
Read the text and put the verbs in brackets in the present simple or present continuous. lOMoARcPSD|49830739 -
Teacher asks Ss to look at Read the text and put the verbs in brackets in the
Remember! box again to master the present simple or present continuous.
differences between Present simple and Mrs Lam is a housewife. Every day, she (1. do) Present continuous.
_______ most of the house work. She cooks, washes -
Teacher asks Ss to work the clothes, and cleans the house. But today is
individually. - Ss do as instructed.
Mother's Day. So Mrs Lam (2. not do) _______ any -
Ss share their answers with a housework. At the moment, she (3. watch) _______
partner. - Teacher check Ss’ answers and her favourite TV programme. Her children (4. do)
asks them to explain their choices _______ the cooking and her husband (5. tidy up) (using the clues above).
_______ the house. Everybody (6. try) _______ hard
to make it a special day for Mrs Lam. Suggested answers:
1. does 2. is not/isn’t doing 3. is watching 4. are doing 5. is tidying up 6. is trying Phương pháp giải: -
Chúng ta sử dụng thì hiện tại đơn để nói về
thóiquen hoặc những việc chúng ta làm thường xuyên. Cấu trúc: S + V(s/es) -
Chúng ta sử dụng thì hiện tại tiếp diễn để nói
về sựviệc đang xảy tại thời điểm nói. Cấu trúc: S + am / is / are + V-ing Key chi tiết
Mrs Lam is a housewife. Every day, she (1) does most
of the house work. She cooks, washes the clothes, and
cleans the house. But today is Mother's lOMoARcPSD|49830739
Day. So Mrs Lam (2) isn’t doing any housework. At
the moment, she (3) is watching her favourite TV
programme. Her children (4) are doing the cooking
and her husband (5) is tidying up the house.
Everybody (6) is trying hard to make it a special day for Mrs Lam. Tạm dịch:
Bà Lâm là một nội trợ. Mỗi ngày, bà ấy làm hầu hết
các công việc nhà. Bà ấy nấu ăn, giặt quần áo và dọn
dẹp nhà cửa. Nhưng hôm nay là Ngày của Mẹ. Vì vậy
bà Lâm không làm việc nhà. Hiện tại, bà ấy đang xem
chương trình TV yêu thích của mình. Các con của bà
ấy đang nấu ăn và chồng bà ấy đang thu dọn nhà cửa.
Mọi người đều đang cố gắng để biến ngày này trở
thành một ngày đặc biệt đối với bà Lâm. Giải thích:
(1) Every day, she (1) does most of the house work.
(Mỗi ngày, bà ấy làm hầu hết các công việc nhà.)
Trong câu có “every day” (mỗi ngày) nên động từ chia
thì hiện tại đơn. Chủ ngữ “she” số ít nên động từ thêm “-es” => she does
(2) But today is Mother's Day. So Mrs Lam (2) isn’t doing any housework.
(Nhưng hôm nay là Ngày của Mẹ. Vì vậy bà Lâm không làm việc nhà.)
Câu trước có “today” nên câu sau cũng chia thì hiện
tại tiếp diễn. Chủ ngữ “Mrs Lam” số ít nên dùng cấu
trúc: S + is (n’t) + V-ing => Mrs Lam isn’t doing (3)
At the moment, she (3) is watching her favourite TV programme.
(Hiện tại, bà ấy đang xem chương trình TV yêu thích của mình.)
Trong câu có “at the moment” (hiện tại) nên động từ
chia thì hiện tại tiếp diễn. Chủ ngữ “she” số ít nên ta
dùng cấu trúc: she is + V-ing => she is watching (4)
Her children (4) are doing the cooking …(Các con
của bà ấy đang nấu ăn …)
Câu này có cùng ngữ cảnh với câu trước đó nên cũng
dùng thì hiện tại tiếp diễn. Chủ ngữ “children” số
nhiều nên dùng cấu trúc: S + are + V-ing => her
children are doing (5) … and her husband (5) is tidying up the house.
(… và chồng bà ấy đang thu dọn nhà cửa.)
Vế này liên kế với vế phía trước bằng liên từ “and”
nên cũng chia thì hiện tại tiếp diễn. Chủ ngữ “he” số
ít nên ta dùng cấu trúc: he is + V-ing => he is tidying lOMoARcPSD|49830739 up
(6) Everybody (6) is trying hard to make it a special day for Mrs Lam.
(Mọi người đều đang cố gắng để biến ngày này trở
thành một ngày đặc biệt đối với bà Lâm.)
Câu này liên kết với các câu trước nên có cùng ngữ
cảnh và động từ chia thì hiện tại tiếp diễn. Chủ ngữ
“everybody” số ít nên ta dùng cấu trúc: S + is + Ving => everybody is trying e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (2 mins)
To help students memorise the target language and skills that they have learnt a. Wrap-up -
T asks Ss to talk about what they have learnt in the lesson. -
T asks: What have you learnt today?
+ Consonant blends /br/, /kr/, and /tr/
+ some lexical items about household
chores; + present simple vs. present continuous b. Homework -
Exercises in the workbook - Prepare for lesson 3 Unit 1. Date of teaching Class Absentees 10A1 10A2 10A3 Period: 04 UNIT 1: FAMILY LIFE lOMoARcPSD|49830739 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 forchildren; -
Understand the topic-related words introduced in previous lessons; -
Use the topic-related words in meaningful contexts. 2. Competences -
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/ TV/ pictures and cards - hoclieu.vn III. PROCEDURES 1. WARM-UP (5 mins) a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of the benefitsof doing housework.
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.b. Content: - Who’s in charge? c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given
by the teacher. d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
GAME: Who’s in charge?
Suggested answers:
* T divides the class into groups of four, has Ss Mom: cook, do laundry, wash dishes,
discuss in groups and list down (as much as clean the house, …
possible) the housework that they think mom, dad Dad: do heavy lifting, fix the roof,
and kids usually do in 3 minutes. cook, wash dishes, … -
T explains that after Ss finish their Kids: take out trash, tidy their room,
discussion,one representative from each group fold the clothes, …
comes and writes their lists on the board. -
T reminds Ss that the 1st group to finish
willsay “STOP THE BUS” and the others have to lOMoARcPSD|49830739 stop writing. -
Ss discuss in their teams and list down
thehousework. 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. e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (9 mins) a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.b. Content:
- Lead students in the reading passage;
- Pre-teach vocabulary related to the content of the reading passage.c. Expected outcomes:
- Students can use key language more appropriately before they read. d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Work in pairs. Look at the photos and answer the questions. (5 mins)
Suggested questions: Is this a family?
Who do you think they are?
Where do you think they are?
Suggested answers: 1.
The mother is cooking; the father
islaying the table; the son is
(vacuuming) cleaning the floor; the -
T sets the context for the reading daughter is washing vegetables.
tasks,asks some questions about the picture 2.
The people are happy because
and has Ss call out the answers as a class.
theyare doing housework together, and -
Teacher asks Ss to work in pairs, look all the family members are sharing the
atthe picture and answer the questions. household chores. -
Teacher tells Ss that there are no right
orwrong answers and they should feel free to make any guesses. - Ss answer the questions. -
Teacher confirms, shows the answers on the screen.
Vocabulary pre-teaching (5 mins) -
Teacher introduces the vocabulary.-
responsibility (n)/r sp nsə b ləti/: ɪˌ ɒ ˈ
Teacher explains the meaning of the new
ɪ a duty to deal with or take care of vocabulary by pictures.
somebody /something, so that you may
be blamed if something goes wrong- lOMoARcPSD|49830739 - Teacher checks students’ understanding
with the “Rub out and remember” technique. trách nhiệm
- Teacher reveals that these five words will
gratitude (n)/ˈɡræt t u d/:ɪ ʃ ː a strong
appear in the reading text and asks students
feeling of appreciation to someone or
to open their textbook to discover further.
something for what the person has done
to help you-lòng biết ơn strengthen (v)/
streŋθn/:ˈ to make something stronger or
more effective, or to become stronger or
more effective-củng cố, làm mạnh bond
(n)/b nd/:ɒ a close connection joining
two or more people-mối liên kết
character (n)/ kærəktər/:ˈ the particular
combination of qualities in a person or
place that makes them different from others-tính cách e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.3.
ACTIVITY 2: WHILE-READING (20 mins) a. Objectives:
- To get Ss to practise guessing the meaning of words from context;
- To help students understand the lexical items in the text- To help students practise
reading for specific information b. Content:
- Task 2. Read the text and tick (√) the appropriate meanings of the highlighted words. (p.11)
- Task 3. Read the text again. And answer the questions. (p.11) c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the taskssuccessfully d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 2. Read the text and tick (√) the appropriate meanings of the highlighted words. (p.11) (6 mins)