School:

Name: Trịnh Gia Cát Bảo

Class: 10

LESSON PLAN

TEXTBOOK: English 10 - UNIT 1: Family Life

LESSON 3: Reading (page 11 – 12)

STAGE 1: DESIRED OBJECTIVES/ OUTCOMES

A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Knowledge
 Read for specific information in a text about the benefits of doing housework for children;
 Skills:
• Understand the topic-related words in this lessons;
• Use the topic-related words in meaningful context.
2. Core competence
 Be collaborative and supportive: perform in pairs work and team work;
 Access and consolidate information from a variety of sources;
 Develop presentation skills: speaking confidently, presenting fluently, expressing clearly;
 Actively join in class activity.
3. Personal qualities
 Recognize the benefits of doing housework for children;
 Sharing: know how to share housework with their family.
B. LANGUAGE FOCUS
 Vocabulary: housework, advantages of doing housework.
C. INSTRUCTIONAL RESOURCES
1. Teacher
 Reference teaching materials: Grade 10 text book, Unit 1, Reading;
 Teaching aids: board, pictures.
 Assessment tools: Handout.
2. Students
 Textbooks, pen, pencils.
STAGE 2: ASSESSMENT EVIDENCE

Performance tasks Performance products Assessment tools

Doing task 1 Ss’ answers Observation
Doing task 2 Ss’ answers Observation
Doing task 3 Ss’ discussion Observation, questions and
answers
Doing task 4 Ss’ discussion Observation, questions and
answers
 STAGE 3: LEARNING PLAN/ LEARNING EXPERIENCES
Time Stages/ Procedure Interactions
Activities
5 Warm-up/ Lead-  Aim: generating Ss’ interest in the topic.
in  Content: play “Housework anagrams”.
 Products: Completed handout.
 Steps:
ICQ: - T divided Ss into 6 groups; T <--> Ss
Do you work in - T gives instruction for the game; Ss <--> Ss
pairs or in - Has Ss to work in groups until the first two pairs has
groups? finished the handout and raise their hands;
What do you - T check their handouts to find the winner;
have to do with - T gives Ss a reward.
your partner? - T asks S some questions about the picture.
• Is it a family?
Expected answer: Yes, it is.
• How many people are there?
Expected answer: There are four people.
• Where do you think they are?
Expected answer: Maybe they are in the
dining room.
6 Pre-reading

Activity 1 –  Aim: To help Ss understand the lexical items in the text.

Vocabulary  Content: Learning vocabulary items.
 Products:
1. Responsibility (n): using elicitation and explanation.
- T asks Ss:
• Have you ever been forced to do
something? Like going to study or
doing housework.
Expected answer: Yes.
 So, when you try to finish your tasks,
but you don’t enjoy them, it’s called
responsibility.
• CCQ: Do we need to take
responsibility for our lives?
Expected answer: Yes, because when
you take responsibility for everything
you do, you will do it better.
- Responsibility /rɪˌspɒnsəˈbɪləti/ (n):
something that it is your job or duty to deal
with.
2. Gratitude (n): using elicitation and explanation.
- T asks Ss:
• Do you love your mother?
Expected answer: Yes.
Why?
Expected answer: Because she gave
birth to you.
  So, besides love, you need to express
your gratitude to your mother.
• CCQ: So when do you need to
express your gratitude?
Expected answer: When somebody
does some good things for you. Like
when you are served the food, or when
somebody helps you to do your
homework…
- Gratitude /ˈgrætətu:d/ (n): the feeling or
quality of being grateful.
3. Strengthen (v): using picture, elicitation and
explanation.
- T gives picture and asks Ss:

• Have you heard about the Noru storm?

Expected answer: Yes, I have.
• Every time the storm comes, what do
people do there?
Expected answer: They make their
houses stronger against storms.
 So that they strengthen their house.
CCQ: Except for the house, which
one can they strengthen?
Expected answer: Tree, dyke…
- Strengthen / ˈstreŋθn/ (v): to make something
stronger or more effective, or to become
stronger or more effective.
4. Bond (n): using picture, elicitation and explanation.
- T gives picture and asks Ss:

• Do you have a best friend?

Expected answer: Yes, I have.
• How long have you been friend?
Expected answer: For … years.
 So, we can call that you have a strong
bond in your friendship.
• CCQ: Besides friendship, which kind
of relationship has a strong bond?
 Expected answer: The relationship
between me and my parents, me and
my girl/boy friend…
- Bond / bɑːnd/ (n): a close connection joining
two or more people.
5. Character (n): using elicitation and explanation.
- T asks Ss:
• Look around you, who do you think is
the funniest person?
Expected answer: “Somebody’s
name”.
• And who do you think is the roughest
person?
Expected answer: “Somebody’s
name”.
 So, you can call this one a good
character and this one has a bad
character.
• CCQ: So, what is your character?
Expected answer: Funny, angry, upset,
rough…
- Character / ˈkerəktə/ (n): the particular
combination of qualities in a person or place
that makes them different from others.
6. Chores (n): using pictures, elicitation and
explanation.
- T gives pictures and ask Ss:

• What is he doing?
• Expected answer: He is sweeping the
floor.

• What are they doing?

Expected answer: They are washing
the dishes.
  All of these jobs are called household
chores
• CCQ: Do you often do the household
chores?
Expected answer: Yes, I often do it
with my family.
- Chores / tʃɔːr/ (n): a job or piece of work that
is often boring or unpleasant but needs to be
done regularly.
 Steps:
- T uses different techniques to explain the new words T <--> Ss
for Ss;
- T says the words out loud and has Ss to repeat;
- T asks some Ss to says the word out loud;
- T listens and helps Ss to pronounce words correctly.
25 While-reading

5 Activity 2 –  Aim: to introduce the topic of the reading and get Ss

Task 1: LOOK involved in the lesson.
AT THE  Content: Look at the picture and answer the questions.
PICTURE AND
ANSWER THE
QUESTIONS.
(p.11)

 Products:
- Answer of Ss:
 The mother is cooking; the father is laying the
table; the son is (vacuuming) cleaning the
floor; the daughter is washing vegetables.
 The people are happy because they are doing
housework together, and all the family
members are sharing the household chores.
 Steps:
- T gives the picture and asks Ss to answer; T <--> Ss
- T tells Ss that there are no right or wrong answer, so
Ss can make guesses freely;
- Ss answers the questions;
- T confirms and shows the answer.
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.
The people are happy because they are doing housework
together, and all the family members are sharing the
household chores.

 Aim: To help Ss practice guessing the meanings of the

8 Activity 3 – words in context.
Task 2: READ  Content: Read the text and tick the appropriate meanings
THE TEXT of the highlighted words.
AND TICK ()  Products: Ss’ guess
THE Key
APPROPRIATE 1.A 2.B 3.A 4.A 5.B
MEANINGS OF  Steps:
THE - T asks Ss to read the whole text once to get an overall
HIGHLIGHTED idea; T <--> Ss
WORDS. (p.11) Expected answer: The benefits of doing housework to
children.
- Asks Ss to pay attention to each highlighted word,
then go through the two options for each word;
- Has Ss to try to make a guess for each word;
- Ss gives their opinion;
- T confirms and shows the answers.
Key
1.A 2.B 3.A 4.A 5.B

 Aim: To help Ss practice reading for specific information.

10 Activity 4 –  Content: Read the text and answer the questions.
Task 3: READ  Products: Ss’ answers.
THE TEXT Key:
AGAIN AND 1. Most people think that housework is boring and is the
ANSWER THE responsibility of wives and mothers only.
QUESTIONS 2. They want to give their children more time to play or
(p.11) study.
3. These are doing the laundry, cleaning the house,
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.
 Steps:
- T asks Ss to read the questions and underline the key
words in each of them; T <--> Ss
Expected key words:
1) What, people, think, housework;
2) Why, don’t, parents, make, children,
housework;
3) What, important life skills, learn;
4) What, learn, finish household tasks, don’t
enjoy;
5) Why, sharing housework, strengthen, bonds.
- T tells Ss to go through the text to find the answers
and has Ss to answer the questions;
- T calls some Ss to answer the questions out loud;
- T confirms and shows the answers, then makes
 corrections if Ss are wrong.
10 Post-reading

Activity 5 –  Aim: To help Ss use the ideas and language in the reading
Task 4: WORK to talk about themselves
IN PAIRS.  Content: Work in pairs. Read the text and underline the
DISCUSS THE benefits of sharing housework, then sharing their ideas.
QUESTION.  Products: Ss’ ideas
(p.12)  Steps:
- T asks Ss to read the text again and underline the T <--> S
benefits of doing housework; S <--> S
ICQ: - T have Ss work in pairs and discuss about the benefits
Do you work in of sharing housework.
pairs or in - T asks some of pairs come to the board and sharing
groups? their ideas to class
What do you - T gives feedback and confirms the best ideas.
have to do with
your partner?

1 Homework  Aim: to consolidate what Ss have learned; to prepare for

the next lesson.
 Content: do exercise in the workbook.
 Products: Ss’ reports.
 Steps:
- T asks Ss: What have you learned today? T <--> Ss
Expected answer: The benefits of doing housework
for children.
- T asks Ss to do exercise in the workbook and prepare
for the next lesson.
 APPENDIX
WARM-UP