Date of preparation: August, 16
th
2014 Date of signing: August, 18
th
2014
Distributive period: 1 Date of signing:
INTRODUCING THE PROGRAMS OF ENGLISH 10
A. Aims:
- Help Ss to know about the English book grade 10 in general. (Including themes, tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce the theme and units.
- By the end of the lesson, students will be able to:
+ Know about the English book grade 10 in general.
B. Preparations:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm-up
9 minutes
* Game: Lucky Number
-T divides the whole class into two groups and plays the game.
- The leader of each group chooses a number for their own group
and does the following requirement in each question. If the answer
is correct, they will get 10 marks.
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name is?

for further practice and consolidation of the skills and the language
T < > Ss
1
learnt previously in the unit.
8. Looking back and project:
- Revising and consolidating of the language in the unit
- Providing Ss with an opportunity to apply the language and
skills they learnt throughout the unit to perform a task in a realistic
situation
- After 2 units, Ss have one period for test themselves. It helps
them test themselves about what they’ve learnt.
3.
Presentation
2
20 minutes
C. Tests:
1- Checking frequency knowledge for the previous lesson.
2- Fifteen minutes test (3 times for each semester)
3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
D. The new point in learning English 10
- Communicative method /approach.
- Task - based method /teaching.
- The book is designed with 4 skills.
- Complete and various tests.
- Learner - centered approach.
E. Introduce the English book grade 10
- Ask Ss to look through the book then tell class how many units it
has.
- Introduce some more information.

E. Experience:Date of preparation: August, 16
th
2014 Date of signing: August, 18
th
2014
2
Distributive period: 2 Date of teaching:
Unit 1 Family life
Lesson 1 Getting started
A. Aims and Objectives:
- To teach Ss to listen and read a conversation about family life and do tasks: T/F exercise and
completing exercise.
- To teach some lexical items related to the topic Family life.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to the topic Family life.
+ Make simple dialogues using the given expressions.
+ Read about the benefits of sharing household.
+ Use the words and phrases related to household chores and duties.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
* Skills: - Reading for gist and for specific information.
- Skimming and scanning reading
D. Procedures:
Time/Stages Activities Interactions
1. Warm-up

- T corrects Ss’ pronunciation
- T explains the meanings if necessary.
Task 4: Write the verbs or phrases
- T asks Ss to write the verbs or phrases that are used with the words or
phrases in the conversation.
- T asks Ss to work individually.
- T plays the recording again if necessary.
- T asks Ss to exchange the answers with their partner.
- T gives feedback.
Whole class
Pair work
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Ss
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S
Ss < > Ss
3
1. do /divide/ handle (household) chores 2. take out garbage
3. do laundry 4. shop for groceries
5. do heavy lifting 6. do washing-up
7. be responsible for household finances
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3.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents.
- Give feedback.
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4.
Homework

1.
Homework
6 minutes
* Checking
- T asks Ss to make sentences using some words or phrases:
1. do (household) chores 2. take out garbage
3. do laundry 4. shop for groceries
5. do heavy lifting 6. do washing-up
7. be responsible for household finances
- T corrects Ss’ answers and gives mark.
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2. New
lesson
8 minutes
7 minutes
A. Vocabulary:
Task 1: Matching
- T asks Ss to read the words and phrases in the box, then discuss and
find the meaning for each of them.
- Ss work individually.
- T asks students to compare the answers with a partner.
- T asks some students to read the answers.
- Checks and gives the correct answers:
1. f 2. e 3. a 4. h
5. b 6. g 7. d 8. c
Task 2: Adding more
Individually
T < > Ss
4
7 minutes

- T asks Ss to exchange the answers with their partner.
- T checks Ss’ answers by asking them to call out the letter (a, b or c)
corresponding to the word they hear.
1. b 2. b 3. c 4. a
C. Grammar:
Task 1:
- T asks Ss to read the text once and asks them to pay attention to the
words / phrases such as every day, today, at the moment, and asks them
what verb forms are often used in the sentences that have these words /
phrases. Ask them to choose the correct verb form.
- T asks Ss to exchange the answers with their partner.
- T checks Ss’ answers and elicits from them the rules of using the
present simple and the present continuous tense.
- T gives feedback.
1. a 2. a 3. a 4. b
5. b 6. b 7. b 8. b
Ss
Ss < > Ss
T < > Ss
T < > Ss
S
T < > Ss
S
Ss
T < > Ss

S
Individually
3.
Consolidation

- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1.
Homework
6 minutes
* Checking
- T asks Ss to do exercise 2 page 8.
1. does, is not cooking, is working
2. is taking out
3. cleans, is cleaning
4. is preparing
5. looks after, works
6. is watching, watches
- T corrects Ss’ answers and gives mark.
T < > Ss
2. New
lesson
8 minutes
7 minutes
7 minutes
Sharing housework
Task 1:
- T asks Ss work in groups, look at the picture and answer the
questions.
- T asks Ss to call out the answers to question 1 freely. For question 2,
ask a representative of each group to give the opinion of the group. The
answer can be “Yes, they are. Because they do the housework together/

Key: 1.a 2. b 3. b 4. b 5. a
Task 4:
- 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.
Key: a. c b. b
Task 5:
- 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 can 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 form 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 elicit it form other Ss.
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.
S
T < > Ss
Pair work
Ss
T < > Ss
3.

+ Talk about household chores they often do.
+ Express their opinions about the chores they like or dislike.
+ Knowledge:
- General knowledge: + Single-parent family: Gia đình chỉ có cha hoặc mẹ.
+ Extended family: Gia đình có nhiều thế hệ hoặc họ hàng sống chung.
+ Nuclear family: Gia đình chỉ có cha, mẹ và con cái.
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1.
Homework
7 minutes
* Checking
- T asks Ss to do the brainstormingList three household chores you like and dislike
Discuss the reasons
Give comments and lead in the lesson
T < > Ss
T
2. New
lesson
10 minutes

15 minutes
1. Activity 1

Pair work
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8
cookin
g
washing
up
Doing the
laundry
Household
chores
sweeping
10 minutes
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 comment or pronunciation correction if necessary.
3. Activity 3
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.

Date of preparation: August, 24
th
2014 Date of signing: August, 25
th
2014
Distributive period: 6 Date of teaching:
Unit 1 Family life
Lesson 5 Listening
A. Aims and Objectives:
- 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, students 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.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
9
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1.
Homework
8 minutes
* Checking
- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.

Have Ss work in pairs to match the words/ phrases with its appropriate
meaning
Ask them to guess the part of speech of the word given
Part of speech
Balance (n)
Nurture (v)
Equally shared parenting
Traditional (a)
Solution (n)
Ask some of them to tell the answer
Give comments
Answers:
1. e 2 . b 3. c 4. d 5. a
4. Activity 4
Ask Ss to read the task 4
Ask Ss to look at the key words
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?
Play the tape first time
At the first time ask Ss to give the answer if they can
Read the text second time.
Ask Ss to give the evidence
Listen the answers then give comment
Pair work
T < > Ss
Ss
T < > Ss
T < > Ss
T < > Ss

2014 Date of signing: August, 25
th
2014
Distributive period: 7 Date of teaching:
Unit 1 Family life
Lesson 6 Writing
A. Aims and Objectives:
- To teach Ss to write a paragraph about family chores.
- To teach Ss some words and structures related to Family life.
- By the end of the lesson, students will be able to:
+ Know how to write a paragraph about family chores.
+ Write about how each member of their family contributes to doing housework.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1.
Homework
8 minutes
* Checking
- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.
T < > Ss
2. New
lesson
8 minutes

A paragraph about how people in the family share household work.
a. Introduction:
+ The members of the family
(I live in a family of four: … / There are four people in my family: ……… /
My family has …… )
+ How the household chores divide in general?
(All members of may family do the housework / My family share the
household chore equally/ …. )
b. Body
Describe each member’s duties?
Structures:
Be responsible for …
Being the elder child, ….
My responsibility at home is …….
c. Conclusion
The benefits of sharing house hold chore or your feeling about your
family
(I love sharing the household chores with all members of my family as
……………)
3. Activity 4
Ask students to complete their own Family chore chart.
Write the chart of a student on the board as an example
HOUSEHOLD CHORE CHART
DAD Doing the heavy lifting
Sometimes prepare dinner
MUM Do most of the cooking and groceries shopping
My older sister Help my mum cook lunch and dinner
Doing the laundry
Water the houseplants
Me Taking out the rubbishDate of preparation: August, 24
th
2014 Date of signing: August, 25
th
2014
Distributive period: 8 Date of teaching:
Unit 1 Family life
Lesson 7 Communication and culture
A. Aims and Objectives:
- To teach Ss about the sharing household chores in the family.
- To teach Ss to talk and read about knowledge of family fife in different cultures (Viet Nam and
Singapore)
- By the end of the lesson, students will be able to:
+ Understand and read about inventions in Asian countries.
+ Talk about about family life in different cultures (Viet Nam and Singapore)
+ Discuss the sharing household chores in the family.
+ Get knowledge of family life in different cultures (Viet Nam and Singapore)
B. Preparations:
- Teacher: Handouts, textbook and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1.
Homework
7 minutes

Activity 3:
- Ask Ss to work in groups of four to discuss the questions.
- Tell Ss to refer back to the ideas in Activity 2 to answer the
questions, but they can also express their opinions freely.
- Call some groups to report their group’s opinions to the class.
2. Culture:
Activity 1:
- Ask Ss to work in pairs. One reads the text about family life in
Singapore and the other reads the text about family life in Viet Nam,
then each writes down his/ her answers to the questions about his / her
text.
- Help Ss with some vocabulary.
- Ask some Ss to present their answers.
- Feedback
T < > Ss
Group work
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 learn the structures and vocabulary.
- Prepare for the next lesson.
T < > Ss
E. Experience:


* Checking
- Collect some homework books to mark writing.
- Give marks.
- Give comments and lead in the lesson.
T < > Ss
2. New
lesson
11 minutes
10 minutes
14 minutes
Pronunciation:
- Introduce the task and play the recording.
- T asks Ss to underline the words having cluster sounds /tr/ , /br/ ,
/ kr /.
- Call on some Ss to read the sentences.
Vocabulary:
Activity 1: What chores are the people doing?
- Have Ss work in pairs to write the name of chore under each
picture.
- Check Ss’ answers by asking them to write the names of chores on
the board next to the number of the picture.
Key:
1. cooking 2. shopping for groceries
3. doing the laundry / washing clothes 4. taking out the rubbish
5. cleaning the toilet 6. washing up
7. ironing 8. sweeping (the house)
9. watering the flowers 10. feeding the cats / pets
Activity 2: Use the words/ phrases in the box in their correct form
to complete the text.
- Tell Ss to read the text carefully, using the context clues to decide

Group work
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3.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents.
- Give feedback. T < > Ss
4.
Homework
- T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
T < > Ss
15
1 minute
E. Experience: Date of preparation: August, 24
th
2014 Date of signing: August, 25
th
2014
Distributive period: 10 Date of teaching:
Unit 2 your body and you
Lesson 1 Getting started
A. Aims and Objectives:
- To teach Ss to listen and read a conversation about Your body and you and do tasks: Listen and

- Students read the dialogue.
Task 2:
This task focuses on comprehension.
- Ask students to practise asking and answering the questions.
- Let them report the answers and check if they have any difficulty in
understanding the conversation. Answers may vary.
- Walk round and help them
- Ask some students to stand up to talk again
Individually
T < > Ss
Pair work
16
12 minutes
8 minutes
1. Better health; good body condition; stronger resistance to illnesses
2. Lose weight, build healthy bones, and prevent diseases like cancer.
3. Memory or (the) brain.
4. He feels there may be unwanted effects from good things.
Task 3:
This task familiarises Ss with the vocabulary and helps them improve
the recognition of consonant clusters in focus. Tell Ss to listen and
repeat the words.
- Play the tape.
- Ss listen and circle the words they hear.
+ prevent disease bones weight
+ brain boost healthy
- Ss work on classifying the words into the corresponding categories.
disease (n) nervous (a)
balance (n) healthy (a)
skeleton (n)

17
Date of preparation: September, 13
th
2014 Date of signing: September, 15
th
2014
Distributive period: 11 Date of teaching:
Unit 2 your body and you
Lesson 2 Language
A. Aims and Objectives: By the end of the lesson, students will be able to:
- To teach Ss to pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context.
- To teach Ss to use the future simple with will and going to; the passive voice.
- By the end of the lesson, students will be able to:
+ Understand and use the passive voice with modals.
+ Use some lexical items related to the topic Your body and you.
+ Pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context
+ Use the words and phrases related to illnesses and health and system of the body.
+ Understand and use the future simple with will and going to; the passive voice
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm up
5 minutes
* Checking
- Teach some of the words using the glossary, some pictures.
- Prepare some pictures of the body systems or organs for illustration if
possible.

Group work
18
- Ask Ss to listen and practise reading the sentences aloud. Teacher
may model first if necessary the draw Ss’ attention to the consonant
clusters in focus. Ask Ss to practise the sentences a few times.
C. Grammar: a. Will and be going to
Task 1:
- Ask Ss to read about the usage of will and going to and make some
examples of their own.
+ “Will” can be used to express:
1. promises.
2. offers and requests for help
3. refusals of things
4. and predictions about the future.
+ “Be going to?” can be used to express:
5. plans, intentions.
6. and making some predictions.
- Give explanations and provide help when necessary.
Task 2:
- Ask Ss to identify the use of Will and going to in the sentences and
write from 1 to 6 next to each one.
- Help Ss if necessary.
Key:
1. 1 (promises) 2. 3 (refusals of things)
3. 5 (plans, intentions) 4. 6 (predictions)
5. 2 (offers and requests for help)
Task 3:
- Tell Ss to further apply their newly acquired knowledge of will and
going to in context.
- Ask Ss to read the sentences. Put a tick in front of the sentence if it is


Individually
T < > Ss
T < > Ss
19
4. The body is made up around 7 octillion atoms
5. 2,000 gallons is pumped through our body
6. 17 muscles are used to smile and 43 to frown
7. 32 million bacteria are estimated to live on one square inch of our
skin.
8. Emotional tears are produced by humans
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 do exercises again at home.
- Prepare for the next lesson.
T < > Ss
E. Experience:

Date of preparation: September, 13
th

acupuncture.
- Select some Ss who know about the practice to speak to the class
using their background knowledge.
- If no Ss about the practice, teacher will give a brief description.
Task 2:
The purpose of this task is to further involve the Ss in the subject of the
reading.
- Ask students to read the passage. In pairs, or in groups choose the
three most things they learn about acupuncture.
Ss
T < > Ss
T < > Ss
Group work
20
- Ss work pairs, or in groups to discuss what they want to know about
acupuncture from then decide on at least three things they want to have
more information about.
- Ss report their list and compare with others’.
- Students read the text quickly and pick out words or phrases.
Key:
1. ailments 5. alternative
2. ease 6. treatment
3. acupoints 7. evidence
4. precaution 8. promote
Task 4:
The purpose of this task is the Ss’ thorough comprehension of the
reading text.
- Allow students to read the text again in depth to find necessary
information to give answers to the questions.
- Ss work individually to answers the questions.

- Give feedback.
- Summarize the main points of the lesson.
T < > Ss
4.
Homework
1 minute
- Prepare for the next lesson.
T < > Ss
E. Experience:
21
Date of preparation: September, 20
th
2014 Date of signing: September, 22
nd
2014
Distributive period: 13 Date of teaching:
Unit 2 your body and you
Lesson 4 Speaking
A. Aims and Objectives: By the end of the lesson, students will be able to understand:
1. Educational aim: Students will be able to talk about how to get rid of bad habits.
2. Knowledge:
- General knowledge: Ss know about some bad habits and how to get rid of those ones.
- Language: Present simple
- New words: words related to good and bad habits.

+ Doing regular exercise
Task 2:
The purpose of this task is to allow Ss to have some insight into habits
and how to kick a bad one. Ss will develop their confidence in
speaking by giving personal opinions on relevant topics.
- Ss work in pairs or in groups and discuss why some of the habits are
good and why some are bad by giving evidence and proof to support
their ideas.
Examples:
to stop littering
Look for dustbins when you want to throw away something, etc
Task 3:
The purpose of this task is to assist Ss’ speaking by using relevant
T < > Ss
T < > Ss
Pair work
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22
information.
- Ss read the text quickly and choose the things they think they can or
can’t follow. Then Ss explain their decision to the class.
- Ss read the phrase in the “watch out: box
and try to come to a conclusion on the meaning of the idiom.
Task 4:
The purpose of this task is for Ss to develop their ability in free
speaking by applying advice to kicking a bad habit
- Ss work in pairs or in groups to choose one bad habit, then make a list
of “do’s” and “don’ts in order to kick that habit.
- Ss share their lists with each other and report to the class.
Group work

- General knowledge: Ss learn how to choose a healthy diet
- Language: Present simple
- New words: Words related to diet.
3. Skills: Listening for specific information and deciding on True or False statements
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Warm up
5 minutes
Task 1:
The purpose of the task is to engage Ss in the lesson by eliciting their
personal eating habits.
- Ask Ss to answer the questions:
+ What do you usually have for lunch or dinner?
+ Do you care about the nutritional value of the things you eat?
- Ss talk about how much they care about the nutritional value of the
things they eat?
T < > Ss
23
2. New
lesson
37 minutes
Task 2:
The purpose of the task is to give Ss a closer look into what they are
going to listen to.
- Ask Ss to look at the picture below and ask them to talk about what
they think the listening may be about.

T < > Ss
T < > Ss
3.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
T < > Ss
4.
Homework
1 minute
- Prepare for the next lesson.
T < > Ss
E. Experience:Date of preparation: September, 27
th
2014 Date of signing: September, 29
th
2014
Distributive period: 15 Date of teaching:
24
Unit 2 your body and you
Lesson 6 Writing
A. Aims and Objectives:
1. Educational aim: By the end of the lesson, students will be able to write a short letter to ask for help and
respond to requests in proper dining/ eating.
2. Knowledge:

The purpose of this task is to have Ss brainstorm and produce a list of
food that may give them:
- Ss work individually to built a list as instructed.
- allergies
- bad breath
- stress
- sleeplessness
- sleepiness
Task 3:
The purpose of this task is to build up Ss ability when writing a letter
requesting help using the given model.
- Ask Ss to read the letters from the readers and may analyse the
problems and the writing styles.
Task 4:
The purpose of this task is to build up Ss’ ability in free letter writing
by replying to “request-for-help” letters.
- Ask Ss to study the reply to Scott’s letter. Help Ss if necessary to
facilitate Ss’ acquisition in terms of writing styles, structures, language
and tactics.
T < > Ss
Individually
T < > Ss
T < > Ss
3.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents.
- Give feedback.
- Summarize the main points of the lesson.
T < > Ss