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?

4. Lucky Number

5. What do you prepare for this semester?

6.  Do you like studying English? Why or Why not?

7. How do you learn English well?

8. Do you speak English fluently?

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Group work

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?

4. Lucky Number

5. What do you prepare for this semester?

6.  Do you like studying English? Why or Why not?

7. How do you learn English well?

8. Do you speak English fluently?

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Group work

- T leads Ss in the lesson.

2. Presentation 1

12 minutes 

A. Content: Including five topics in each term

- T introduces the topics.

1. The generation gaps                          2. Relationships

3. Becoming independent                   4. Caring for those in need

5. Being part of Asean

And there are 2 reviews

B. The design of each unit in textbook:

1. Getting started: Introducing the overall topic of the unit

2. Language: Learning vocabulary, grammar and pronunciation

3. Reading: Developing reading skills and providing Ss  with language and ideas about the topic

4. Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge

5. Listening: Developing listening skills

6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language

7. Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language 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.

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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.

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- 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.

- There are 6 themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places.

- There are 8 periods in each unit.  They are Getting Started, Language,  Reading, Speaking, Listening, Writing, Culture and communication and Looking Back

F. Some requires of students

- Read the lesson before studying in class.

- Do all exercises at home.

- It is good to find the meaning and the pronunciation of the new words in the dictionary at home.

-Listen to the teacher attentively and take part in the lesson actively and creatively.

- Take part in the activities that the teacher required such as pairs work, group work or individual

- Each S has a notebook and book (student book and work book)

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4.

Consolidation

2 minutes   

- Ask Ss to consolidate the main contents.

- Give feedback.

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5. Homework

2 minutes   

- Prepare the new words in Unit 1:The generation gaps                         

               Lesson1: Getting started

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Time/Stages

Activities

Interactions

1. Warm-up

.Tell Ss that these differences can be in the choice of music, clothing, values, lifestyles, ways of shopping (directly from shopping centres or online), or communication

T <--> Ss

   5 minutes   

Ask Ss questions about the picture: This is a photo of a big family. Who are the people in the photo? Is this type of family popular in your community? Elicit answers from Ss

2. New lesson

7 minutes

13 minutes

7 minutes

7 minutes

Task 1: Listen and read:

Tell Ss that they are going to listen to a conversation between two friends, Sam and Ann. Let Ss guess what Sam and Ann are talking about`

- T plays the recording and asks Ss to listen and pay attention to the text to understand the content.

- Ss listen and read along silently.

Task 2: Decide whether the sentences are true, false or not given

- T asks Ss to read the passage again and get information to do Task 2 in pairs.

- Ask students to compare the answers with a partner.

- Ask some students to read the answers.

- Checks and gives the correct answers:

1. F     2. F     3. T      4. F      5. T       

Task 3: Listen and repeat:

1      - Tell Ss this activity focuses on compound nouns.

•      Ask them to complete the definitions, using the highlighted compound nouns in the conversation.

•      Ask Ss to check answers in pairs.

•      Check Ss’answers.

Whole class

Pair work

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Ss

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S

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Task 4:

Ask Ss to read the conversation again to find seven other compound nouns.

•     Allow Ss to use a dictionary to look up the meanings of the compound nouns.

Tell Ss to compare their answers in pairs / groups. Then check answers as a class

Key

grandparents, grandma, grandpa, grandmother, hairstyles, housework, footsteps

3.

Consolidation

5 minutes   

- Ask Ss to consolidate the main contents.

- Give feedback. As doing task 5 and task 6

This activity focuses on should, ought to, must and have to.

Ask Ss to read the conversation again, and find the verbs expressing duty, obligation, advice, or lack of obligation

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4. Homework

1 minute

- T asks Ss to learn by heart the words and phrases in the lesson

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Homework

   6 minutes   

* Checking

.This activity provides initial speaking pwctice, using the ideas from the conversation and Ss' own ideas.

•     Ask Ss to work in pairs to ask and answer the questions.

Have some Ss tell the class about their partners' type of family and what they like and dislike about it.

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2. New lesson

8 minutes

7 minutes

A. Vocabulary:

Task 1:

Draw Ss' attention to the four compounds written as one word: household, hairstyles, schoolchildren, footstepsA

compound noun is a noun that is made up of two or more words.

Each compound noun acts as a single unit and can be modified by adjectives and other nouns.

In compound nouns, the stress usually falls on the first word. This helps us to distinguish between compound nouns and free word combinations.

Example:

a 'greenhouse: a place for growing plants (compound noun)

a 'green 'house: a house painted green (free word combination)

Individually

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Ss

Ss <--> Ss

7 minutes

5 minutes

4 minutes

5 minutes

Key 1 -g 2-h B-i 4-f

              5-c 6-b 7-a 8-d 9-e

Key    1. hairstyle / table manners

2.  generation gap 3. nuclear family

4. junk food         5. schoolchildren

Task 2: Adding more

- T asks Ss to read the conversation again and get information to do Task 2 individually.

- Ss elicit more chores to add to the list.

- Ask students to compare the answers with a partner.

- Ask some students to read the answers.

- Feedback

B. Pronunciation:

Task 1: Listen and repeat:

- T plays the recording and asks Ss to listen then repeat the words twice.

- T asks some Ss to read the words.

- T corrects Ss’ pronunciation

- T helps Ss with the pronunciation.

Task 2: Listen and choose

•      Play the recording for Ss to listen and repeat.

•      Ask Ss to pay attention to the stressed words with the stress mark before the stressed syllable.

•      Play the recording again for Ss to listen, pausing after each sentence. Have Ss work in pairs to find out the parts of speech of the words which are stressed in these sentences.

Ask Ss to study the Do you know...? box for more information about words that normally receive stress in connected speech

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          S

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S

 Ss

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         S

Individually

- T plays the recording and asks Ss to listen then circle the word they hear.

- T asks Ss to work individually.

1      C. Grammar:

Tell Ss that this activity focuses on the use of should /shouldn't, ought to/ought not to, must/mustn't, have to/don't have to.

•      Ask Ss to underline the correct words to complete the sentences, and pay attention to the meaning of the sentences in order to choose the right word.

•      Have Ss work individually first, then ask them to compare their answers in pairs.

•      Check Ss'answers.

Task 1:

- T asks Ss to read the text once and asks them to pay attention to the words / phrases .

- T asks Ss to exchange the answers with their partner.

- T checks Ss’ answers and elicits from them the rules of using and - T gives feedback.

1. ashould      2. ashould not          3. must              4. Have to

5.  must not      

•      Task 2:

Have Ss do this exercise individually. Monitor the activity and help them, if necessary.

•      Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, and then write them on the board.

Key

2.     You mustn't use your mobile phone in the examination room.

3.     I don't have to type my essay.

4.     You should tell the truth to your family.

5.     Young people must plan their future career carefully.

3.

Consolidation

2 minutes   

- Ask Ss to consolidate the main contents.

- Give feedback.

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4. Homework

1 minute

- T asks Ss to do exercise 2 page 8 at home.

- Prepare for the next lesson.

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