LESSON PLAN
Unit 1: Family life
Speaking Skill
I. Class - 35 Grade 10 Ss at A2 level (CEFR).
description: - Learning abilities: having the ability to use basic vocabulary and
familiar structures to express simple opinions with support.
- Characteristics: generally talkative, enthusiastic, and willing to
participate in speaking activities.
II. Time: 45 minutes
III. Objectives: By the end of the lesson, students (Ss) will be able to:
Knowledge
- Identify key vocabulary and functional language for giving reasons
and expressing opinions about housework.
- Understand the differences between should and shouldn’t in
argument-based communication.
Skills
- Improve listening for detail skills when completing a model
dialogue.
- Practice explaining opinions clearly and responding to others’
ideas naturally.
- Collaborate in pairs/groups to build, refine, and present short
persuasive statements with clarity and fluency.
Attitudes
- Show confidence and willingness to share personal opinions in
English.
- Demonstrate respect for different viewpoints during group
discussions.
IV. Assumed - Can use basic present simple structures to talk about daily
knowledge: activities.
- Know common vocabulary for family members and simple
housework tasks.
- Can express simple opinions using phrases like I think… or In my
opinion….
V. Anticipated - Technical problem: Internet connection may be unstable during
problems: online activities ⇒ Teacher (T) prepares an offline backup:
download and print key materials beforehand, and have a no-tech
alternative activity ready so the lesson can continue smoothly
without disruption.
- Time management problem: Activities may take longer than
expected if Ss need extra support ⇒ T reduces the number of steps
in the activity and set a strict time limit.
- Student-related problems:
+ Some Ss may hesitate to speak or give very short answers ⇒ T
gives Ss planning time in pairs before speaking and helps them
produce longer, more meaningful answers.
+ Mixed-ability groups may lead to uneven participation during
pair or group work ⇒ T assigns clear roles in each group (simpler
ones for lower-level Ss and extended ones for stronger Ss) to
ensure balanced participation and meaningful contribution from all
members.
VI. Teaching aids: Projector, speaker, microphone, timer, laptop, paper and pen
VII.Materials: Textbook (Unit 1: Family life)
VIII. Extra materials/References:
- Tiếng Anh 10 - Global Success (Student’s Book & Teacher’s Book)
- Cambridge Dictionary (for vocabulary support)
IX. Procedures:
TIME STAGE STAGE AIMS ACTIVITIES
8 mins WARM UP - To arouse the - T divides the class into two teams. T prepares 5-7
classroom pictures of common household tasks.
atmosphere - T asks each team to choose one representative to go to
- To review the front. The representative looks at the picture shown
vocabulary on on the slide and mimes the action without speaking.
household
chores and
guide Ss into - The members of each team try to guess the action. The
the topic team whose members call out the correct name of the
chore first gets one point.
- T continues with several pictures until there is a
winner.
Ss discuss:
- Ss watch, discuss quickly, and call out their answers as
soon as they can.
- Representatives change after each round so that more
Ss can join.
T gives feedback:
- T confirms and checks the answers from both teams,
- T recaps the vocabulary and leads in the lesson.
Key answers:
COOK
1.
DO THE WASHING-UP
2.
CLEAN THE HOUSE
3.
DO THE LAUNDRY
4.
DO THE HEAVY
LIFTING
5.
HOMEMAKER
6.
BREADWINNER
7.
10 PRE - To help Ss TASK 1: BELOW ARE REASONS WHY
mins SPEAKING recall reasons CHILDREN SHOULD OR SHOULDN’T DO
from the HOUSEWORK. PUT THEM IN THE CORRECT
reading text COLUMN. ADD SOME MORE IF YOU CAN.
about why - T asks Ss: “Can you think of any reasons why children
children should shouldn’t do housework?”
or shouldn’t do
- Ss work in groups of 3-4 and write as many ideas as
housework, and
possible on papers. Then each group raises their ideas.
to support them
- T asks Ss to read the task carefully and discuss in
in generating
which column each sentence from task 1 should go.
additional ideas - T sticks the 6 sentences of the task around the
of their own. classroom.
- Ss work in groups of 4:
+ Runner runs to read a sentence, memorizes it,
returns and dictates it to the group.
+ The group writes the sentence in their notebook
and decides whether it belongs in SHOULD or
SHOULDN’T.
- Groups write their answers on the board. Other groups
check their friends’ answers.
- T corrects and confirms the final answer key.
Key answers:
SHOULD SHOULDN’T
3. Kids should be given
1. Doing housework helps
plenty of playtime when
them develop life skills.
they are young.
2. Doing housework 4. They may break or
teaches them to take damage things when
responsibility. doing housework.
5. Doing housework helps 6. They need more time to
strengthen family bonds. study and do homework.
- T asks: “Which do you agree with more: Should or
Shouldn’t?”
10 To provide Ss TASK 2: LISTEN AND COMPLETE THE
mins with a model CONVERSATION.
conversation
showing how - T asks Ss to read through the conversation to get some
people express general information/ ideas
their opinions Suggested questions:
about whether
How many people are talking?
children should
What are they discussing?
or shouldn’t do
housework. - The T divides Ss into pairs. Ss working in pairs must
think of a suitable phrase/ sentence (using ideas from
Exercise 1) to fill in each gap.
- Ss do the task in pairs and discuss the answers
together.
- The T plays the recording. Ss listen and compare the
recording with their predictions.
- The T plays the recording again. Ss check answers and
correct any mistakes
- The T confirms correct answers with the whole class.
Key answers:
1. Doing housework helps them develop life skills.
2. They should be given plenty of playtime when they are
young.
- The T asks Ss to read the completed dialogue aloud in
groups of three.
- Ss practise the conversation in groups and present in
front of the class.
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.
15 WHILE - To help Ss TASK 3: HAVE CONVERSATIONS SIMILAR TO
mins SPEAKING practise having THE ONE IN TASK 2.
conversations in
which they can Setting the Goal
express their
T:
opinions about
“Now we will move on to Task 3. You will work in
why children
groups of three and create a short conversation in which
should or
you express your opinions about why children should or
shouldn’t do
shouldn’t do housework.
housework.
Your goal is to make the conversation natural and
personal, not just repeat the textbook.”
Providing Scaffolding
(Show a small slide or handout)
T shows useful expressions:
● I think children should… because…
● In my opinion, children shouldn’t… because…
● I agree, but…
● That’s true, however…
● What do you think?
T:
“These expressions will help you express your opinions
clearly.
Please try to use at least two of them in your
conversation.”
Main Activity - “One-Minute Opinion Challenge”
T:
“You now have one minute to prepare your
conversation.
Use your real opinions about housework - whether
children should or shouldn’t do it, and why.
After that, you will have one minute to perform the
conversation within your group.
Please make sure each person has a chance to speak.”
(T walks around, supports, listens, and notes common
errors and good language.)
Quick Performance
T:
“Thank you. Now, may I have one volunteer group?
Please present a short version of your conversation”
(One group performs.)
Peer Feedback + T Feedback
T:
“Class, let’s give quick peer feedback using your hands:
👍 Clear opinions
✋ Good use of expressions
⭐ Good reasons and examples
2 mins CONSOLID - To consolidate WRAP-UP
ATION what Ss have T asks: What have you learnt today?
learnt in the
- How to explain why children should or shouldn’t do
lesson.
housework
- To prepare for
HOMEWORK
the next lesson.
- Practice discussing the topic with your friends
- Prepare for the Listening lesson
X. Appendix
Textbook Unit
Handout