Dong Nai University

Date of teaching: 22/04/2023 Instructor: Nguyen Thi Ha Phuong

Student: Ta Thi Ngoc Dung
Class: SPA_A_K11

LESSON PLAN

TEXTBOOK: English 10 - UNIT 1: Family Life

LESSON 3: Reading (page: 11)

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.
 Understand the topic-related words introduced in previous lessons.
 Use the topic-related words in meaningful contexts.
2. General Competences
 Be collaborative and supportive in pair work and team work.
 Access and consolidate information from a variety of sources.
 Develop presentation skills.
 Actively join in class activities.
3. Attributes
 Kindness: be aware of the importance of the sharing household chores for each family
member;
 Diligence: complete tasks;
 Responsibility: develop a sense of responsibility for helping family.
B. LANGUAGE FOCUS:
 Vocabulary: responsibility, gratitude, strengthen, bond, character
 Grammar and Structure/Sentence pattern: Present simple, Present continuous
C. INSTRUCTIONAL RESOURCES
1. Teacher
 General education program 2023 – Foreign Languages
 Reference teaching materials: Grade 10 textbooks, teacher’s book, activity book,...
 Teaching aids: board, envelope, pictures,…
 Assessment tools: Observation sheets
2. Students
 Textbooks, pencils/pens.
STAGE 2: ASSESSMENT EVIDENCE

Performance tasks Performance products Assessment tools

Doing exercise 1,2,3 Ss’ answer Observation
Talking about the benefits of Ss’ discussion Observation, questions and
sharing housework answers
 STAGE 3: LEARNING PLAN/ LEARNING EXPRIENCES

Time Stages/Activities Procedure Interactions

5 Lead-in /Warm- * Aim: to bring up the classroom atmosphere and lead into lesson
up * Content: Game “Memory”
* Products: Ss’ answers
* Steps:
- T divide class into 2 group A, B T  Ss
- T shows student 1 picture T  Ss
ICQ:
How much time
do you have to
look at the
pictures?

Where is group
A?
- Ss have 5 seconds to memorize what is going on in the picture T  Ss
How about - T radom 4 Ss in each group come into the board. T  Ss
group B, where - Ss have to say whether the sentences are T (true) or F(false). Ss  T
are you? The children are helping their mother clean the house.  F
Family is doing house chores together  F
Mom is very tired with housework  T
The family atmosphere is very cheerful and happy  F
+ Correct answer: +1
+ Wrong answer: keep the score.
** T counts the points, give a few simple pictures and words, then T  Ss
leads into the lesson.

5 Pre-Reading * Aim: to introduce the topic of the reading

* Content: focusing on the reading
* Products: Ss’ awareness of do housework
* Steps:
- T asks Ss to look at the picture T  Ss
ICQ: - T asks some questions about the picture and T  Ss
Do you work in has Ss call out the answers as a class.
pairs or in Question:
groups? Who do you they are?  They are a family
Where do you think they are?  In the
kitchen
Is this a family?  Yes, It is
- T asks Ss to work in pairs, look at the picture, answer and Ss  T
compare the questions together.
- T tells Ss that there are no right or wrong answers and they T  Ss
should feel free to make any guesses.
SUGGESTED KEY:
1. The mother is cooking; the father is laying the table; the son is
 cleaning the floor; the daughter is washing vegetables. T  Ss
2. The people are happy because they are doing housework
together, and all the family members are sharing the household Ss  T
chores.

* Vocabulary:
10 1. Responsibility (n): ask, elicitation and explanation
- T asks Ss T  Ss
CCQ  Who I am ?
Can you list  I’m a teacher so I have to teach you lessons, right?
some of the  So teaching is my responsibility.
responsibility of  Responsibility means something that must be done or
students? accepted. T  Ss
- T asks Ss to repeat whole class and randomly invite individuals Ss  T
to read the words aloud.
- T gives example: “The doctor's responsibility is to care for the
patient” T  Ss
- T writes the word on the board.

2. gratitude (n):
* T asks Ss to look at the photos to guess the meaning of new
word T  Ss
CCQ: - T gives the picture and asks Ss Ss  T
+When do you T  Ss
need to show
gratitude?
Receive gifts,
receive help,… + What is she saying?
So, she is showing her gratitude to SO who helped her. T  Ss
-T asks Ss repeat, write the word on the board and gives definition T  Ss
+ gratitude (n): the feeling or quality of being grateful Ss  T
+ Ex: She sent them a present to show her gratitude.
- T check Ss understand
T  Ss

3. strengthen: use pictures, elicitation and explanation

* T asks Ss to look at the photos to guess the meaning of new

CCQ: words. T  Ss
Can you list - T gives the picture and asks Ss Ss  T
activities that
help strengthen
your study? + Do you like to eat vegetables?
+ Is it good or bad for your health?
+ Does it make your health better or
worse?
- T asks Ss repeat, write the word on the board
 and gives definition T  Ss
+ strengthen (v): make strong or stronger T  Ss
+ Ex: This exercise will strengthen your upper body
- T check Ss understand

T  Ss
Ss  T

4. bond: use pictures, elicitation and explanation

- T gives the picture and asks Ss

T  Ss

CCQ:
Do you think T  Ss
bond is very
important in a
relationship?
 What do you see?
 What do you think might be happening in this picture?
- T invites some Ss to answer these question
- Suggested answer:
 “They are close friends”
 “They are holding hands, so maybe they are close to each
other.”
- T says “Great observations! Now, let's talk about the word 'bond.'
When we say there is a 'bond' between people, we mean there is a T  Ss
strong connection or relationship. It's like a special link that brings T  Ss
people together in a positive and meaningful way." Ss  T
- T gives example: The strong bond between me and my close
friend lasted for many years.
-T asks Ss to repeat whole class and randomly invite individuals to
read the words aloud.
-T writes the word on the board. T  Ss

5. character: use pictures, elicitation and explanation T  Ss

- T shows the picture and asks Ss

Ss  T

CCQ:  Who is she?  Cinderella.

Can you tell me T  Ss
 Is she kind?  Yes
more
 Is she friendly?  Yes
cinderella’s
 character? - So kind, friendly is call chareacter.
Hardworking, - T invites some Ss to answer these question
soft, smart…. -T asks Ss to repeat whole class and randomly invite individuals to
read the words aloud.
-T writes the word on the board.

T  Ss

* Aim: To help students practice guessing the meanings of words T  Ss

in context. Ss  Ss
* Content: guess the meaning of the word
* Products: Ss’ awareness of vocabulary T  Ss
* Steps:
-T asks Ss to read the whole text once to get an overall idea and
go through the two options for each word and check
understanding.
While- teaching - T asks Ss read the text again; tells them to pay attention to the
5 Practice 1 context of each highlighted word, and look for context clues
conveying the meaning of the word.
-T asks Ss to work with partner to discuss the clues for each
correct option and compare their answers
- Ss find out the answers and raise their hands to give the answers.
Key: T  Ss
1. a Ss  Ss
2. b
3. a T  Ss
4. a
5. b
T  Ss
* Aim: To help students practice reading for specific information.
* Content: asking and answering questions Ss  Ss
* Products: Ss’ answers
* Steps:
- T asks Ss to read the questions and underline the key words in
each of them.
- T tells Ss to go through the text to find the answers in 4 minutes
and has Ss work in pairs to compare their answers.
- T checks answers by asking pairs to give their answers and
Practice 2 provide reason for their opinions.
10 - T confirms, shows the answers on the board and asks Ss to make
corrections if they are wrong.
Key:
1. Most people think that housework is boring and is the T  Ss
responsibility of wives and mothers only. T  Ss
2. They want to give their children more time to play or study. Ss  Ss
3. These are doing the laundry, cleaning the house, and taking
care of others. T  Ss
4. They learn that they have to try to finish their tasks even though
they do not enjoy doing them. Ss  T
5. Because children learn to appreciate all the hard work their
parents do around the house for them. They also start treating T  Ss
 doing household chores as special moments shared with their
parents.

* Aim: To help students learn more about the benefits of sharing

housework.
* Content: Find the word!
* Products: Ss’ answers
* Steps:
- T asks Ss to work in pair
- T gives each pair a page which has 3 key words in a haphazardly
arranged alphabetic frame
- The pair who has the fastest answer is winner.
Post-Reading - T adds additional points based on the scale:
10 + First winner team: +3
+ Second winner team: +2
KEY WORD: reduce burden, get closer, more active, more
sociable.
- T shows the question “What benefits do you think you can get
from sharing housework?”
- Ss discuss with each other and list all the benefits of sharing
housework as much as possible within 3 minutes
T Ss
- T checks Ss’s answers.
T  Ss
Ss  T

* Aim: consolidating what Ss have learned

* Content: writing a report
* Products: Ss’ reports
* Steps:
- T asks Ss to learn 5 new words by heart
T  Ss
- T asks Ss to prepare the next lesson: Unit 1: Lesson 4: Speaking
Ss  T

T  Ss
Homework

T  Ss