PERIOD: 01                                UNIT 1: FAMILY LIFE
GETTING STARTED - Household chores
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To help learners get started with some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar, that is the distinction between the present simple and the present
progressive
2. Skills
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the benefits of sharing housework
- Speaking: Exchange opinions about household chores
- Listening: Listen to people talk about the roles of family members
- Writing: Write about doing household chores in the family
3. Attitudes
- To help Ss get started for Unit 1 with the topic "family life"
- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 1 - getting started at home
III. PROCEDURE
Teacher's activities

Time

Students' activities

1. Warm-up:
- Build a word web :
- build the words by answer the
teacher's questions:
Suggested answer:

household
chores

5'

1. I often take out the garbage,
cook lunch, and sweep the floor.
2. My father often does the heavy
lifting, mends things, and helps
us with the homework.

- To fill words in the chart above, teacher asks

My mother often does the

some questions to make cues:

cooking, washes clothes, and

1. What do you often do to help your family in
your house?

looks after the children.
My sister often ………………..

2. what about your father/ mother/ brothers/sisters?
- Then write the words in the chart.
“ all of these words are daily activities we
often do in our family and we have many other
activities .now open your books, then look at
the pictures and guess what they show.”
2. Preparation:
- Ask them look at the pictures and guess what
they show

- Look at the pictures and guess
- answer:
+ Mother: cook/prepare meals

(do the cooking)
3'

+ Farther: clean/sweep/mop the
house/the floor.
+The boy: do the washing up.
+ The girl: do all the laundry

3. Activity 1 :
* Verb phrase:
 ask sb out for a game of tennis

- Highlight verb phrases in the

 go out with sb: đi chơi với ai

book

 help with the housework/cooking
 share the household duties
 study for exams
 divide household chores
 split the chores equally
 shops for groceries/ do shopping
 clean the house
 do the heavy lifting
 do all the laundry/ wash the clothes
 do the washing up/ wash the dishes
 take out the rubbish/garbage
 handle/take responsibility for/ be
responsible for most of the chores around
the house
 be responsible for the household finances
 homemaker
 breadwinner
 housework, household/ domestic

12'

chores/tasks/duties/
- Play the recording. Ask Ss to listen and read.
- Let Ss work in pairs and practice.

- Listen to the tape.

- Go round to help.
- Ask Ss to play role to act the dialogue again.

- Practice in pairs.

(about 2 pairs, and if Ss do well, may give them

- Listen and give comments.

marks)
4. Activity 3 :

7'

- Play role.

Ask Ss to work in pairs to decide whether the
statements are true (T), false (F), or not given

- Do as T guides.

(NG). T asks Ss to give reasons for their answer.

1. F

2. NG

- Go round to help.

3. F

4. T

- Check and give explanations.

5. T

6. NG

(Ss refer back to the conversation)

5. Activity 4 :
- Play the tape. Ask Ss to listen and repeat the
words and phrases.

- Listen to the tape and repeat

Rubbish /ˈrʌb.ɪʃ/ : rác

words.

Washing up /ˌwɒʃ.ɪŋˈʌp/ rửa bát

- Take notes

Laundry /ˈlɑːn.dri/ giặt ủi
Household finances /ˈhaʊshəʊldˈfaɪ.næns/: tài
chính gia đình
Groceries /ˈɡroʊ·sə·riz/ thực phẩm và tạp hóa
Household chores /ˈhaʊshəʊld tʃɔːr/: việc nhà
Heavy lifting /ˌhevi ˈlɪft.ɪŋ/ : mang vác nặng
- Tell Ss to refer back to the conversation to find
the verbs/ verb phrases that go with the
words/phrases in the conversation. Play the tape

15'

again if necessary.

- Find verbs or phrases.

Ask Ss to pay attention to words that are often
used together then ask them to give some
1

examples.

verbs

words

Split,

(household)

divide,

chores

handle
2.

Take out

Rubbish

3.

do

Laundry

4.

Shop for

Groceries

5

do

Heavy lifting

6.

do

Washing-up

7.

Be

Household

- Household chores mentioned in the conversation

responsible

finances

- Practice the conversation

for

IV. Consolidation:

V. Homework:
- revise the lesson.

2'

- Prepare Language-part

- Repeat what they have learnt

- write down the homework.
1'

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PERIOD: 02                                   UNIT 1: FAMILY LIFE
LANGUAGE
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To provide learners some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar, that is the distinction between the present simple and the present
progressive
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 1 - language at home
III. PROCEDURE
Teacher's activities

T

Students'activities

1. Vocabulary:
Activity 1:
- Ask Ss to work individually, read the words and
phrases in the box, then discuss and find the meaning
for each of them (a-h). Provide support if necessary by

10 - work individually

guiding Ss to use the context of the conversation to
choose the meaning for the words and phrases.

- Then ask Ss to work in pairs and list all the household
chores that are mentioned in the conversation. Then add
some more to the list.

'

- Answers:
1. f

2.e

3. a

4. h

5. b

6. g

7. d

8. C

- Work in pairs and list
Chores from the conversation:
+ prepare dinner.
+ cook (do the cooking)
+ shop.
+ Clean the house
+ take out the rubbish.
+ do the laundry.
+ do the washing-up
+ do the heavy lifting.
+ be responsible for the
household finances.
Some more chores:
+ mop/ sweep/ tidy up the
house.
+ bathe the baby
+ feed the baby/cat/dog
+ iron/ fold/ put away the

clothes.
Activity 2:

+ lay the table for meals.

-Let Ss work in pairs or groups to ask and answer the
questions. Encourage them to use the chores in the list.
Before working in pairs or groups, Ss may work

- Ask and answer the questions.

individually.
- Check to make sure Ss use words correctly.
5'
2. Pronunciation:
Activity 1:
Play the tape and let Ss listen. Play again with pauses
for them to repeat each word.

- Listen and pronounce.

+ Can give the meaning of the words if necessary. Help
Ss distinguish the three sound clusters.
+ Ask Ss to work in pairs, take turns reading the words
in collumns and in rows. Then, invite individuals to read
the words in one or two rows.

Activity 2:
Ask Ss to read the words in row paying attention to the
difference between the sound clusters.

/tr-/

/kr-/

/br-/

trash

create

breadwi
nner

5'
tree

critical

Breakfa
st

train

cream

Brown

treat

crane

Brother

true

crack

brush

+ Play the tape and let Ss listen and circle the word they

5'

hear.

- Listen and do this exercise.
Answer:

+ Check the answer.

1. b

2. b

3.c

3. Grammar:
Activity 1:
Let Ss read the text once and ask the to pay attention to
words and phrases such as every day, today, at the
moment, and ask them what verb forms are often used in

- work in pairs

the sentences that have these words.

the answer :

+ Ask Ss to work in pairs to compare their answer.

1. does

2. cooks
4. is

+ Check the answer. Then elicit from them the rules of

10

3. cleans

using the present simple and the present progressive.

'

watching
5. is doing

6. is doing

7. is tidying up

8.is trying

Activity 2:
Let Ss work in pairs to give the answer. Observes and
help when and where necessary. Ask Ss to use the

- Do as T order:

words: now, at the moment, ….. as clues for their

1. does, is not cooking, is

answer.
- Check their answers.

7'

cooking
2. is taking out
3. cleans, is cleaning
4. is preparing

4.a

5. looks after, works
Is watching, watches.

IV. Consolidation :
- Ask Ss: What have you learnt today/
2'

- listen and answer

1'

- write down the homework.

V. Homework :
Do Exercises in workbook.

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PERIOD: 03                             UNIT 1: FAMILY LIFE
READING - Sharing housework

I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To provide learners some vocabulary related to the topic of sharing housework
2. Skills
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 1 - Reading at home
III. PROCEDURE
Teacher's activities

T

Students'activities

Warm-up:
Organize a game: Guess the picture.
- Ask Ss work in team to find a topic for the
pictures. The team with the fastest answers will
score points.
- T show pictures
1. Pre-reading :

- Guess the picture.
5'

Activity1 :
Let Ss work in groups, look at the picture and
answer the questions.
+ Ask Ss to work out and answer question 1 freely.

- let T. check
6' - answer the questions : (possible)

For question 2, ask a representative of each group

2. Yes, they are. Because they do

to give the opinion of the group.

the housework together./Because
all members of the family share the
housework.

2. While-reading :
Activity2 :
- Let Ss read through three headings (a-c) first.
Make sure they understand all of them. Then guide
them to do.
- Check the answer.

3' - Read and do the task.
The answer: C

Activity3:
Let Ss read the text again, underline the words:
sociable, vulnerable, critical, enormous, tend when

8' - Read and do as T guides.

they see them in the text. Then let Ss work in pairs

The answer:

to choose the appropriate meaning for each word

1. a

2. b

3. b

4. b

from the text.
- explain to Ss how to use context to guess the
meaning of unknown words if necessary.

Activity4:

5.b

Ask Ss to continue to work in pairs, find out what it

5' - Do as T ask.

refers to in each of the sentences. Let Ss read and

The answer:

understand the sentences before and after the one

a.c

that has the word in it to decide what it means. Ss

b.b

can use the elimination technique to get the right
answer.
Activity5:
Put Ss in groups of three. Ask them to read the
questions first to make sure they understand what
information they need to answer the questions.
- Then ask Ss to read the text again and answer the
questions.
- Check the answers.

10 - Do as T guides:
'

The answer:
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 that makes
their wives happy.
3. They may fall ill easily or may
think about divorce.
4. There is a positive atmosphere
for the family.

3. Post-reading :
- Work in groups to discuss the

Activity6:

5'

Put Ss in groups of four and let them discuss the

questions.
Suggested answer:

questions freely. If Ss have difficulty with ideas,

1. No, I don't.

give them some examples of problems such as

2. When sharing housework,

problems with time, skills and attitude. Or can

we can create good

make suggestions by asking Ss Yes/No questions

relationship between

about the problems/ benefits. If there is a time

members in our family, we

constrain, Can ask Ss to answer just one of the

can have time to do our

questions. Give time for one or two groups to report

personal things. ……

the discussion results to the class.
2'
IV. Consolidation :
- What have you learnt today?

- repeat what they have learnt.
V. Homework :

1'

Write a short paragraph about sharing
household chores in your family.
- write down homework.

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