Giáo án Tiếng Anh Lớp 10 - Unit 1: Family life - Năm học 2021-2022 - Trường THPT Ngọc Hồi

 Methods: - The whole lesson: Integrated, mainly communicative.
IV. Teaching Procedures:
Time/Stages
Activities
Interactions
1. warm up
   5 minutes   
* picture describing
* Aim: To get Ss familiar with the topic of the lesson.
* Contents: look at the pictures and answer the questions
* Products: understand the pictures
* Steps:
Show the pictures  and elicits Ss by asking them some questions:
1. What are the people in the picture doing?
2. Do you think they are happy? Why / Why not?      
 Lead in the new lesson
T Ss
2. New lesson
8 minutes
6 minutes
 7 minutes
3 minutes
7 minutes
5 minutes
Vocabulary
* Aim: help ss know some new words and phrases
* Contents: study new words
* Products:  understand the meaning of vocabulary
+ enormous ( adj) /i'nɔ:məs/ (very very big/ giant)
 + sociable (adj) /'səu∫əbl/ 
 + vulnerable (adj) /'vʌlnərəbl/
 + critical (adj) /'kritikəl/
* Steps:
- Shows the words and pictures, ask Ss to guess the meanings
- Reads new words and asks Ss to repeat after the teacher.
- Calls some Ss to read aloud.
- Checks the understanding of new words
Activity 2:
Read the text below and decide which of the following is the best title for it.
a.  Doing Housework is Good for Children
b. Husbands Who Share Housework Make Their Wives Happy
c.  Sharing Housework Makes the Family Happier
* Aim: To focus on general comprehension
* Contents: Read the text below and decide which of the following is the best title for it.
* Products: find the title for passage (c)
* Steps:
- T asks Ss to read the three heading (a-c) first and asks them if they understand the meaning.
- Ask Ss to read through the text once without stopping at words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best title for the text.
- Remind Ss that the title for the text is the one that gives the general idea of the whole text.
- Ask Ss to compare the answers with a partner. 
- Check Ss’ answers and guide Ss to the Corrects choice if necessary by helping them eliminate the sentences that only about one aspect of the text.
Key: c
Activity  3: Read the text again. Do you understand the
words from the context? Tick the appropriate meaning for each word from the text.
* Aim: guess the meaning of words in context
* Contents: Read the text again then tick the appropriate 
meaning for each word from the text.
* Products:  have the meaning of the words
1.a         2. b          3. b           4. b           5. a
* Steps:
- Have Ss read the text again and underline the words sociable, vulnerable, critical, enormous and tent when they see them in the text. Then, ask Ss to work in pairs to choose the appropriate meaning for each word from the text.
- Explain to Ss how to use context to guess the meaning of the unknown words if necessary.
Activity 4: What does ‘it’ in line .. mean ?
* Aim: guess the meaning of words in context
* Contents: find the meaning of the word “it”
* Products:  have the meaning of the words
Key: a. c         b. b          
* Steps:
- T asks Ss to continue to work in pairs, and find out what it refers to in each of the sentences. 
- Let Ss read and understand the sentences before and after the one has the word in it to decide what it means. Ss can use the elimination technique to get the right answer.
Task 5:
Answer the questions.
* Aim: read for specific information.
* Contents: answer the questions
* Products:  understand the passage and have answers for the questions
Key: 1. They do better at school, become more sociable, and have better relationships with their teachers and friends.
2. Because it shows that they care about their wives and this makes their wives happy.
3. They may fall ill easily or may think about divorce.
4. There is a positive atmosphere for the family.
* Steps:
 - Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need in order to answer the questions. It may help if Ss understand the key words in the questions.
- Ask Ss to read the text again and locate the part of the text where they can get the answer to each of the questions before they discuss the answers.
- Check Ss’ answer by inviting a representative from each group to give the answer to one of the questions. If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicits it form other Ss.
Activity 6: Discuss with a partner
1. Do you have any problems with sharing housework?
2.  What benefits do you get when sharing housework?
* Aim: To enable sT to exchange opinions about household chores
* Contents: discuss 2 questions 
* Products: freely express their opinions about household
chores
*Steps:
- Ask Ss to work in the groups of six to discuss the questions.
- Give them some examples of problems such as problems with time, skills and attitude if they have difficulty with ideas.
- Call the representative of each group to report the discussion results to the class
T Ss
T Ss
 Individually
Individually
Pair work
Ss   Ss
T Ss
Pair work
 Individually
Group work
 Individually
T   Ss
T Ss
 Group work
3.
Consolidation
2 minutes   
- Ask Ss to consolidate the main contents.
- Give feedback.
T Ss
4. Homework
1 minute
- T asks Ss to do task 6 page 9 at home.
- Prepare for the next lesson.
T Ss
Preparing date:
Teaching date:
Class: 
Period   5
                Unit 1:Family life     
                                                 Lesson 4:  Speaking
I. Objectives: 
1. Knowledge.
- To help Ss know their friends’ likes and dislikes in doing housework.
- To help Ss express and exchange opinions about housework in family life.        
- To help Ss develop the skill of speaking: present their ideas and attitudes towards housework  
-  By the end of the lesson, Ss will be able to:
            + Talk about their home life.
+ Exchange opinion about household chores.
            + Talk about household chores they often do.  
            + Express their opinions about the chores they like or dislike
2. Skills.
- Integrated skills
3. Attitudes
-To make Ss responsible for their household chores, show their care to other members in their families.
II. Teaching aids and materials.
       - Teacher: Handouts, textbook, lesson plan, short videos, pictures.
       - Ss: Textbook, notebook.
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Teaching Procedures:
Time/Stages
Activities
Interactions
1. Homework
   7 minutes   
*brainstorming
* Aim: To help sT have the household chores in mind
* Contents: list household chores
* Products: have words about household chores
*Steps:
- T asks Ss to do the brainstorming
List three household chores you like and dislike
Discuss the reasons
Give comments and lead in the lesson
T Ss
Ss Ss
2. New lesson
10 minutes
15 minutes
10 minutes
Activity 1: Which household chores do you like doing and which do you dislike? Write your answers to the questions in the table below and add a reason
* Aim: help Ss express their opinions about household chores
* Contents: say what you like and dislike about household chores
* Products: express what  they like and dislike
*Steps:
Ask Ss work individually to write at least three household chores they like or dislike.
And then give the reasons.
Share the answers with the partners.
Call some of them to present the answers orally.
Likes
Name of chore
Reasons
Feed the cats and dogs
Love animals
Do the groceries
Like shopping
Take out the garbage
It is not too hard
Dislikes
Name of chore
Reasons
Laundry
Take much time and quite hard
Wash  the dishes
Often break things
Look  after the baby
Waste time, be tired
Activity 2. Below is part of Anna’s interview with Mai. They are talking about the household chores Mai likes and dislikes. Match Mai’s answers with Anna’s questions. Then practise the conversation.
* Aim:   practice in a conversation
* Contents: match and practice the conversation
* Products: 1. c     2. a       3. d    4. b
*Steps:
- Ask Ss to look at the task 2.
- Let them some minutes to read the questions first and underline the key words.
- Ask Ss to work in pairs to match the questions with the answers.
- Call some of them to read out the questions and answers.
- Read the questions and underline key words.
..everyday?
..like doing ..?
What .. like .?
 dislike doing .?
Matching: Suggested answers 1. c     2. a       3. d    4. b
Call some of them to read the dialogue orally
Practise the dialogue
A: What household chores do you do everyday?
B: I do the laundry, wash the dishes, and sweep the house. I sometimes do the cooking when my mom is busy
A: Which of the chores do you like doing most?
B: Well, I think I like sweeping the house
A: What do you like about it?
B: It’s not too hard, and I like seeing the house clean
A: Which of the chores do you dislike most?
B: Washing the dishes because I often break things.
Give comments or pronunciation Correction if necessary.
Activity 3: Have a similar conversation with a partner. Find out which chores she / he likes or dislikes the most and why. Report your findings to the class.
* Aim:   help Ss report what the find out
* Contents: make a similar conversaation
* Products: report their findings
*Steps:
- Ask Ss to use the information above to make the similar conversation with partner (about themselves)
- Work in groups of three then present in class.
- Practise in pairs about their own chores at home.
- Present orally in pairs.
Example:
A: What household chores do you do everyday?
B: I ..
A: Which of the chores do you like doing most?
B: Well, I think I like 
A: What do you like about it?
B: Because .
A: Which of the chores do you dislike most?
B: I hate . Because .
Individually
Ss – Ss 
T Ss
Pair work
Individually
Ss – Ss 
T Ss
Group work
Pair work 
3.
Consolidation
2 minutes   
- Ask Ss to consolidate the main contents.
- Give feedback.
T Ss
4. Homework
1 minute
- T asks Ss to write the dialogue in the notebook
- Prepare for the next lesson.
T Ss
Preparing date:
Teaching date:
Class: 
Period : 6                                                        
                 Unit 1: Family life     
                                                   Lesson 5:  Listening
I. Objectives: 
1. Knowledge.
         - To teach Ss to listen a programme about the roles of family members.
         - To teach Ss about Family life.
         - By the end of the lesson, Ss will be able to:
            + Develop the listening skills for details and for specific details.
            + Talk about Family life.
            + Listen to a programme about the roles of family members.
            + Listen the monologue and do the true or false exercise and do the gap – filling exercise.
2. Skills.
- Integrated skills
- Guessing meaning in context, listening for specific information and for identifying new words
3. Attitudes
- Ss are aware of the importance of equally shared parenting in families.
II. Teaching aids and materials.
       - Teacher: Handouts, textbook, lesson plan, short videos, pictures, PowerPoint lesson,
       - Ss: Textbook, notebook.
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Teaching Procedures:
Time/Stages
Activities
Interactions
1. warm up
   5 minutes   
* Checking previous lesson
* Aim:  revise the lesson
* Contents: talk about the household chores you like doing and dislike doing.
* Products:  freely talk about household chores
*Steps:
- Ask Ss to talk about their chores
- Give feedbacks
T Ss
2. New lesson
7 minutes
8 minutes
10 minutes
8 minutes
7 minutes
 Activity 1 : Look at the chart and discuss the changes in
weekly hours of basic housework by married men and married women in the USA between 1976 and 2012. Guess the reasons for the changes.
* Aim: practice describing a chart  
* Contents: discuss the changes in weekly hours of basic housework by married men  and married women in the USA between 1976 and 2012
* Products: give their opinions and guess the reasons for the changes.
The chart illustrates the average hours of housework per week done by married women in comparison with married men. In general, married women do more housework than married men. The numbers of weekly housework hours that men and women do is 29 and 6.8 respectively. it takes marrien women .hours to do housework whereas married men spends  hours doing housework
*Steps:
- Ask Ss to work in pairs, looking at the chart and discussing the changes in the weekly hours of basic housework by married men and married women in the USA between 1976 and 2012. Ss don’t have to report the exact number of hours men and women spend on doing housework. They can just talk about the general changes.
- Introduce some new words and useful expressions:
+the chart shows/presents/ illustrates
+As can be seen from the chart
+According to the chart
+In general/generally speaking
- Encourage Ss to guess the reasons for the changes. Ask them to call out their guesses. Write the reasons given by Ss on a corner of the board so that they can see if their guesses are correct later, after they listen to the recording
- Introduce the contents of the listening that they are going to listen.
Activity 2:
* Vocabulary
* Aim: help Ss know some new words and phrases
* Contents: study new words
* Products:  understand the  vocabulary
+ Contribute to(v) make a great contribution to
+ Recreation (n) (formal) fun, relax after work
+ entertainment (n) fun for film, TV
+ amusement(n) something you like
* Steps:
- Show the words and pictures, ask ss to guess the meanings
- Read new words and asks Ss to repeat after the teacher.
- Call some Ss to read aloud.
- Check their understanding of new words and correct their pronunciation if necessary
Activity 3: Listen to a family expert talking about how the roles of men and women in families have changed and decide whether the following statements are true (T) or false (F).
* Aim:   Listen for specific information
* Contents:  Listen to a family expert talking about how the roles of men and women in families have changed and decide whether the following statements are true (T) or false (F).
* Products:     decide the sentences are true or false
1. T     2. T      3. T       4. F        5. T
*Steps:
- Tell Ss that they are going to listen to a family expert talking about how the roles of men and women in families have changed. Ask them to read all the statements and guess if they are true or false. Make sure that Ss understand all the statements.
- Play the recording and have Ss do the exercise. Check Ss’ answers.
 Activity 4: Work in pairs. Match the word / phrase with appropriate meaning.
* Aim:  guess the meaning of the words.  
*Contents: Match the word / phrase with iT appropriate meaning.
* Products: Understand the meaning of these words  
1. e   2 . b         3. c          4. d     5. a
*Steps:
  - Let Ss work in pairs to match the word/ phrase with iT appropriate meaning.
- Ask them if they know the part of speech of the word/ phrase given and then choose the meaning.
- Call some Ss to tell the answers. Give comments
Answers:
1. e   2 . b         3. c          4. d     5. a
 Activity 5: Listen again and answer the questions.
1.  How has the role of men in the family changed?
2.  How have men’s and women’s roles become alike?
3.  What is the result of ‘equally shared parenting’?
* Aim:  listen for specific information.  
* Contents:  Listen again and answer the questions.
* Products:  get the anwers for the questions
1. They are not the only breadwinner in the family, and they get more involved in housework and parenting.
2. Both are responsible for family finances, homemaking and parenting.
3.The families become happier and the divorce rate among them is the lowest  
*Steps:
Ask Ss to read the questions carefully. Make sure that they understand what is asked in each question. Have them underline the key words if necessary. Then play the recording and Lets Ss listen to it and answer the questions.
Ask Ss to work with a partner to compare their answers.
Invite representatives from pairs to present the answer to each of the questions to the class. Give feedback and correction if necessary.
Pair work
T Ss
T Ss
T Ss
Whole class
T Ss
Individually
T Ss
Pair work
Individually
T Ss
 Individually
Ss Ss
T Ss
3.
Consolidation
2 minutes   
- Ask Ss to consolidate the main contents.
- Give feedback.
T Ss
4. Homework
1 minute
- T asks Ss to write the dialogue in the notebook
- Prepare for the next lesson.
T Ss
Preparing date:
Teaching date:
Class: 
Period  : 7                                                        
                 Unit 1: Family life     
                                                    Lesson 6:   Writing
I. Objectives: 
1. Knowledge.
        + To help Ss understand the meaning of the saying about sharing the household chores.
        + To enable Ss to know how to build a household chore chart.
 + To help Ss to write a paragraph about how people in a family share housework. 
2. Skills
+ Integrated skills, especially writing
3.Attitude
+To raise Ss' awareness of the responsibility for sharing the household chores in their family.
II. Teaching aids and materials.
       - Teacher: Handouts, textbook, lesson plan, short videos, pictures
       - Ss: Textbook, notebook.
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Teaching Procedures:
Time/Stages
Activities
Interactions
1. warm-up
   5 minutes   
Chatting
* Aim: create the learning environment
* Contents:  talk about family members and their household chores
* Products: free talk about the topic
*Steps: Ask Ss some questions
T Ss
2. New lesson
8 minutes
12 minutes
10minutes
10 minutes
“Many hands make light work”
Activity 1: Work in pairs. 
Discuss the meaning of the saying above. Do you agree with it? How does this saying apply to doing housework in the  family?
* Aim:  to know the meaning of the saying  about the benefits of sharing housework in a family  
* Contents:  Discuss the meaning of the saying above
* Products: - This saying means if many people share a piece of work, it will become easier for everyone.
How to apply:  If all family members contribute to housework, each won’t have too much to do. Each will have more time for relaxation  
*Steps:
- Ask Ss to work in pairs to discuss the meaning of saying
- Call some of them to tell the answers
- Ss present the answer
- Give comments.
Activity 2: Read the text about Lam’s family below and
complete the chore chart.
* Aim:    help Ss know how members in a family share the household chores and how to make a household chore chart.
* Contents:  complete the chore chart basing on the text
* Products:  
Dad
Mending things around the house, cleaning the bathroom.
Mum
Doing most of the cooking and grocery shopping.
Lam
Doing the laundry, taking out the garbage and cleaning the fridge, laying the table for meals, sweeping the house and feeding the cats (share with sister)
An
Helping Mum prepare meals and washing the dishes, laying the table for meals and washing the dishes, laying the table for meals, sweeping the house and feeding the cats (share with brother
*Steps:
- Let Ss read through the text about Lam’s family and complete the chart below (Ss are expected to focus on the information needed only)
- Ask Ss to compare the table with their partners.
- Ask Ss to provide the information they have found.
- Give Ss chances to do the peer-correction first.
-Give feedback and correction
Activity 3: Read the text again and answer the questions.
1.  How many people are there in Lam’s family?
2.  Why are they very busy?
3.  How do they split the ho