VOCABULAR CNesuan LEAD IN (FS, $-T) Ask students to close their books. Elicit from students some household chores they normally do. Exercise 1 + (FS, $-S, FS) Ask student to open their book. Give them two minutes to do Exercise 1 then have them compare answers with a partner. Read off the answers and do a quick choral drill with the students + (S-S) In pairs students take turns pointing to the pictures and telling their partner how often they do each of the activities. Exercise 2 (T-S, $-S) Give students one minute to read the text then tell them to close their books. Ask students to recall what they remember about the ‘text. Allow them to open their books again and read the text again from the beginning, Students complete Exercise 2. Check students’ answers with the whole class. Exercise 3 (FS) Students complete Exercise 3. On the board, write make and on the side of it, write do. Ask students to tell you which activities go with make and which activities go with do. Write these on the board, Remind students that we use make for creating and producing something, but use do for actions and tasks. EXTRA ACTIVITY, (TS, $-S, S-T) Students underline examples of make and do in the reading text in Exercise 2. Using the underlined examples and examples from Exercise 3, students describe chores they do using make and do. S Exercise 4 (FS) Refer to Exercise 4 and demonstrate the first one by reading number 1 from column A: | want to sweep the floor. Then match it with e: I'll get you the broom. Explain that e naturally follows 1 because we need a broom to sweep the floor. Students complete the exercise individually Exercise 5 (FS, $-S) Refer to Exercise 5 and provide an example by answering the three questions. Then ask a student the three questions. Offer any help { the student is struggling to answer them. Put students in pairs and have them ask and answer the questions. HOMEWORK Give students WB pp. 4-5 homework,tg Crier 7 sweep the floor B feed the dog 9 wath the dishes 10 vacuum the floor onan sa] [emma (eomeecel FNS yeaa LEAD IN + (1-5) Mime doing one of the household chores for students to guess the correct action. + (FS, $-S) Put students into two teams. Invite representatives from each team to take turns coming to the front and mime the household chores for both teams to guess the phrase Assign points accordingly. Exercise 1 (TS, $-S) Refer to Exercise 1. Students look at the list of chores and go over them. Play the audio and students tick the housework task that Lan and Bao do. EXTRA ACTIVITY, Explain to the class any chores you do at home. Talk about when you do them and if you like them or not. Also talk about chores your family members do. Put students in pairs and give them two minutes to talk about the chores they do at home. Then invite some pairs to share what they have discussed with the class. JS Exercise 2 ‘+ (S-S, $1) Put students in pairs and have them complete Exercise 2. When they are done, have them check their answers together against the information in the GRAMMAR FOCUS section and the REMEMBER THIS box. * Call upon students to provide the answers and have them refer to the rules in the REMEMBER THIS box to justify their answers, Then randomly choose students and ask them if the sentences are true for them or not. GRAMMAR FOCUS (FS) Students read the example sentences in the GRAMMAR FOCUS box. Refer to the words in green and draw their attention to when a verb ends in -s. Explain that if the subject is he, she, or it, the verb ends with the final -s. Draw students’ attention to how we form negatives in Present Simple. Again, point out that if the subject is third-person singular, do not becomes does not. Check understanding by asking questions about the formation of questions for Present Simple. Explain that the object comes after what but the question word is who, the verb comes after it, Also explain the use of auxiliary verbs (do, does, is, are) to form Yes / No questions. Referring to the REMEMBER THIS box, point out the spelling rules as well as the irregular form of have. Lo Exercise 3 (TS, S-S) Refer to Exercise 3. Students read the text and provide the correct forms of the verbs. Exercise 4 (FS, $-S) Before doing Exercise 4, ask students about the roles their mothers and fathers take doing household chores. Ask them if they think ‘tis the same in other countries. After going over the answers, encourage students to use the patterns for each item in Exercise 2 to make an additional question. EXTRA ACTIVITY, (FS, $-S, $-T) Put students in groups of three and have them talk about the different household chores each of their parents does. be HOMEWORK Give students WB p.6 as homework.Present Simple (Review) ‘i hoes do you de Whe secps the Noo st you place? lng wl for be / she o> doen x8 ‘Rody ots {The var be has te or am he, ae reste root imei single Sheen Enercon 2: Than interven your Wand 1 Does your da water the plans at you . i {false for you. + cam Lntenton jus [oie [Exercise 2 Snpes beeen Thy = 1 waters onde a ptnarm atone ae Lanna Dae Ey mu ror) = Se rabira on 3 My brother. wrshes [pererr Sdoes Thy ded way 6 hes ae ake 30 gordrerer Tammie be oy ae 9) Tarbes 3 do the roning 3 Read and give the dy he diker ee RN Tone the tor Za Shand woman dere Exercise 3 Tie henna oaths 1 does on ar 2 washes To walethe dog ~— tempi Hetesin a 1 wash he asher vv | Spammowhwe o eee shes ‘eased rest pee oe a Gvashes an etn aie a ae 7 deans Vee and el parr ceeee oesahaara) reer o ede ne weenie [degtss tae monies he ad “help outinthienen se wel re 9 makes Hedoomnt ite Sarg hurl chee oe — esa pr eo 10 ues ‘ines sound hehae wo Exercise 4 1 Does your dad water he plants at yourhome? Lan: Bao: Lan Dao: Lan Dio: Do you like cleaning the kitchen? : Not really. But | guess its better than cleaning the | want to go shopping with you and Nam tomorrow, bbut | can’t. | have to help my family clean the house fon Saturday mornings. ‘Oh, you're lucky. | have to spend the entire day Con Sundays helping my family do the household chores. What chores do you do? I clean the kitchen. | sweep the floor, then | mop it, I don’t do that. My mum mops the floor. Then | clean the sink, wash any ditty dishes, and dry them I wash and dry the dishes too. I don’t have to put them away. My mum does that She's afraid | might break them, Lan: Bao: Lan: Bio: bathroom. My sister does that, 2 Does your mum take the rubbish aut? 13 Does your brother do the Iauncry every week? 44 Does your dad usally wash the dishes? 5 Does your grandmother do the cooking? {6 Does your sister dry the dishes? sometimes help my brother clean the bathroom, actually lke it. My brother says I'm pretty good at it too. So, who sweeps the floor at your place? My dad, He's terrible at it. He just sweeps the dirt under the sofa, That's funny. My brother walks the dog and takes out the rubbish, He doesn’t like doing it ‘Sometimes, | swap with him. He cleans the kitchen and | do his chores That's clever. | should swap chores with my brother sometime, : What else does your brother do? He does the vacuuming and makes the beds. | see, |hate vacuuming. My mum does itLISTENING yeaa LEAD IN (FS) Lead a discussion about gender division Explain that in certain cultures, there are certain ‘tasks that women generally do and certain tasks that men generally do. Explain that these tasks may differ from one culture to another and in many places around the world, the roles of women and men are changing Exercise 1 (S-S, $-T) Students take the quiz in Exercise 1 by individually marking each statement as true or false, Use the information to make a class poll Exercise 2 (FS, $-S) Explain that in Exercise 2, students listen to people talking about gender divisions iin Vigt Nam. They are to check if their guesses in Exercise 1 are correct. Play the audio several times if necessary, stopping at the important points for students to get the needed information. Exercise 3 (S-5) Students work individually to answer the questions in Exercise 3 with no more than three words. Then play the audio for them to check their answers. Correct students’ answers. Exercise 4 (S-S, T-S) Put students in groups of four. Students interview each other, and listen to their friends. Then ask some students from each group to report on their friends’ answers. Exercise 5 (FS, $-1) Explain to students that a consonant blend is the sound that two consonants make when they blend together. Point out that in English, many consonant blends occur with the sounds Land R. Students listen to the audio in Exercise 5 and repeat the words. Exercise 6 Refer to Exercise 6. Students listen to the sounds and circle the sounds they hear. Check with the class. Then ask students to find more examples of each sound from the words that they know. HOMEWORK Give students WB p.7 as homeworkca identity space infrmation find women’s roles in Vietnamese fami ‘Guess if the folowing statements from the survey are tue (To fase Statements Women ae men ofthe rowers 2 Husbands tend to help owt ‘their eves wih house Inurl ses TWoren take care ofthe ‘Toten wart to halp women ‘wth hourewort oe 3 Whe doer a cooking n Vans amiy? 2No, she doven't, 3 Vins mother a S Huong 44 Who teeas the oog ners Fr ' Who thinks the foriy oles havent ranged muer? [True or Fee i. Exercise 2 | 2 Cum Listento Part of the interview and ne ‘ck your guesses in Execs 1 ar 3 GED Listen to Part 2 of he interview and tr answer the flowing questions 1 We does mot of he housework in an Huong fry? 2 Does Huang s mum fave job? Exercise 3 Sentence, Thon lite and check te do de Exercise 6 ze doe tard a es “ tho og 8 & 2d ow ae fee i 4 Workin groupe of four Interiow your ‘lends and we Ge onsen the tpac8 Statements Frgnd| rind [Fiend TDoyourhinemen and womens ole invietmese omer Changing? Way? 2Doyou hak here ‘sr ilereees en owsework eviion Betweon ees and ‘eal ees? Why? 5. CRED Lirten and repest words withthe Dreher and dr sounds 1 broom brush breakfast bresk bread pS in Sg eet Gop. sab Seam 33 Goh tay Sap crew (6 GIEED Circle the bro 7 and dr sounds» Joubesr in the following Will hour two ofthese sounds in each, MC: Today we have two students with us, Huang and Vién, They ate going to tel us about a survey hey did on the rele of women and men in typical Vietnamese homes. Huong: Our survey shows that in general women stll do most fof the cleaning and cooking In ‘act, many Wornen don't have an outside ob, Instead, they do housework and take care of the elder Mc: That’ interesting, What else did you learn Vidn? ign in general, in families where women work, the husband ana children are more likely to help out with housework Mc: i See. And have things changed much over the years Vid: Wel, things ae changing but rather slowly. Its more common in cities for other far ly members to help out at home than it isin the rural areas Mc: I guess thats because its more common for mothers to work outside the home in the cies Vian: Thaterght IMC: Is there anything else you found tha is interesting? Vig: Most people agree that they snould help out women more aathomes, bul they don't aways do so Huang: | guess we all know we should help out more, but we son's always do i MC: Sowho does mostof the housework at yourhome, Husmg? Huang: Well i's my mum, She does all the cleaning and cooking Infact, she dacan'thave an outside job, Instead, she does housework and takes care of my grandmother Mc: That's interesting. Ave things diferent at your home, vien? Vide: My mother works asa schoolteacher, we all have to help her out at home, Mc: 15ee. Ang how do you do that? Vidn: Wel nobody at my house is a very good cook except ‘my mum. So, she does al the cooking. And my dad and ster wash and iton the clothes. They take curs, Mc: That sounds fir And how do you help out? Vid My job sto take care of our dog | eed and walk him. | also give him a bath on Sundays Mc: Great It sounds like you all have something to do, Have these roles changed much over the years? Vide: Alte bit My mother used to do more housework Huang: Things haven’ enanged much at my home 1 Ido the laundry, iron the clothes, and sake out the rubbish, 2. Mydad cleans the foor twee a week with s broom, 4 Please don't drop the cloth on the floor 4 John broke the cup and cracked the plat.@) READING and VOCABULARY yeaa LEAD IN (TS) Ask students to close their books. Elicit from tudents some household chores each member of ‘their family normally does in a day. Exercise 1 + (S-) Put students in groups of three and look at the three photos in Exercise 1. Half the group members describe the activities that each of the three family members is doing + (FS, 5-5, $1) Students read only the first paragraph of the text in Exercise 2 in 20 seconds. Without referring to the text, students name the people in the three pictures. Exercise 2 + (T-S) Give students 4 minutes to read the entire text in Exercise 2. Ask them to close their books and ask a few questions to make sure they understand the main idea of the text. ‘+ (FS) Students open their books and read the text more thoroughly, this time match the activities in Exercise 2 with the three family members. Have five students come to the front of the class. Call off the first itern and each student provides his / her answer for it. ‘Award one point for each of the five students who provided the correct answers. Repeat with the other items. Exercise 3 (FS, S-S, $-T) Put students in pairs and ask them, to complete the sentences in Exercise 3. If needed, let them re-read the text to confirm their answers, Exercise 4 (FS, $-S) Students complete Exercise 4 by using the verbs in blue in the text. Play the audio for them to check their answers. Using the phrases in Exercise 4, students create their own sentences. Exercise 5 (FS, S-S, 5-1) Referring to Exercise 5, use yourself as an example to discuss your family's typical day by using the words and phrases in Exercise 4 Ask a few students to stand up and do the same. Record any useful language on the board. Put students in pairs and have them tell each other about their family’s typical day. Randomly choose students to tell the class about what they have learned from their partners. HOMEWORK Give students WB p.8 as homeworkend (4) Wfornatonie§ deshiption Show hosteheischoree 1 Look at he pictures and read the feet paragraph ofthe tent Whe are th in the pictures? | __, 2 Read the text, Who in Mats family likes these things? (are cooking ims sports Teares Sehing the de wing A doy in the life of my family Tre tas cfr hoe: nem, ny ar BotSetin hh Gay bocca oe tn ney woe spre Wor meal hed. career eciaeeimeetae ren On orl diy, um getup har he dog out SioTRye Boe for bal getup secind mimo ‘Aertel my bother, Hots Fetngs hs cates finey ean be sere, ses fleet alee eae iceeeeeee eee nin Fas np tes toy sfc on eee ered dar shoa g fers eain he pt net on ‘ess wn Tandy, wen nae soa epee Sone or dishes ev tis Gen sok inane Vitra Stay tment Homme rceny hear Sassen unl 100 am. tnen we ge pte fore piste Noy war sate Pa e Pl ay ray steerer cee oa ied an tis ss aurag Whar ge Sled 8s dem snloeeven krone SemecLendylussly goto ne gym, Hey ges ‘miso ts ar ands butte os Iperltereogetir We wate ns na sn 43 Read the text again. For questions «| 1b; choore the corect answer 41 M's brother Huy 1 likes sports. 1 wsces his mur up inthe ome, getsup wih difcuy, 2 Inthe atemoon, Msi DOESN'T ge 1 ton acrobat cls, 2 toast lessons € feren 4 They buy ira tom a panera 1 wecause mum stays at hore, when Huy comes home late, shen Mai nat aeobate 4 The family sages about A the washing. 3B lookeng ater the dog © going to bed inte 5 Atwoekends, they L 1 al gor0 the gym B ist mun and spend time tgetrer (6 Which s ru about mur? A She doesnt go 0 work B Sho doesatusualy 0 Shopping the morning. She doesnt ue «compute, 4 CHEE Complete he phrases with «| the verbs bus inthe text Then liste, eheck and repeet asta fist ety at) 2 up bu brother inet roses 4 sleep the dog out fora = ‘ seach ape in par. Discuts your family's typical day. Use the words and Phrases in Exercise Inimy tail, ry ad gts up fest nd he somtimes the dog Exercise 2 art Hy cooking: Huy films: evenbody sports: Mai TV series everbody washing the ashes: nobody wings Mum getup wake up get dressed fall asleep take the dog out look aftercel FNS yeaa LEAD IN (FS, $-S) Tell students to imagine that their friend has called them and invited them to go to the beach; however, they cannot go because they are busy. Put students in pairs and have them write a short dialogue using this situation. Their dialogues should only be two to three sentences. Exercise 1 (T-S) Play the audio from Exercise 1 and ask cudients the reason why Nam cannot go to the beach with Minh Exercise 2 + (TS, $-$) Ask students what the conversation is about. Elicit that the conversation is about Nam's family members doing different household chores. Students match the household chores in Exercise 2 with the family members. Put students in pairs to compare their answers. Play the audio again for students to check their answers. + (FS, $-$) Students look at the GRAMMAR FOCUS boxin Exercise 2. Ask students to explain the differences between the Present Simple and the Present Continuous in both form and meaning. + Play the audio again and students record ‘examples of Present Continuous found in the audio. 10 Exercise 3 (S-S, -T) Students work in pairs to underline the correct options in Exercise 3. Ask students to explain their choices using the information from the GRAMMAR FOCUS box. Exercise 4 (S-S) Students individually complete the text in Exercise 4. Check students’ answer and correct if their answer is not correct. Exercise 5 * (S-S) Students work in groups. Each member speaks about the activities one member in her family does and try to guess who the person is. They take tuns to speak in the groups. ‘+ Ask some students to come to the board and describe their family members’ routines. Ask the class to guess who the person is. EXTRA ACTIVITY, When students finished, have them role play a telephone conversation similar to the one in Exercise 1 where they explain what their family members are currently doing. HOMEWORK Give students WB p.9 as homework.resent Simple vs Present Contnuosr Between Nem and bs fend Minh Why ea can't Nam go tothe beach wth Mink? Because his 2 GERD Listen tothe conversation again. iondparertsare | | _ Match the chores below tthe mem coming ever 30 Nam family his parents need leaning the bathroom and kitchen imo tidy op ‘sting the forture "painting the fence Faces Sing the garope” vacoung the Seer 3 ose 4 Brother, Use the Present Sime oak about habits Exercise 2 Sd repested ever AV psiningthe |” Sproat now or weerdinow fence Mai sualy does the ound, but ody in is 2 elesning the dongit bativoom and Preset Simple ___ Present Continuous Ktehon THe ofen cooks Hele costing dinner 5 ‘eying the inven forma erage Torre do the wong |am not dona the 4 dusting the fon Thurgaye rong nom fariure 7 Do they often water Are they watering the garden atthe the gen today? 2 Underline the correct option, 11 They veewim / are veewming the floor ‘cea eek 2 Doyou take / taking the rubbish out every mommg? 3 trans /israining so we don thave to water the ples, 4 My husband ows’ fin fing things 5 | dont feed/am not feeding the dog, but my other doce 4 Complete the text withthe erect forms of ¢ ‘5 GUESSING GAME, Werk in roupe.G lho the persons from what he/she is ‘doing ona his/her routine, 1A: She tents my dad several ties dy. Att ime shes probly doing yege Exercise 3 Exercise 4 1 vacuum 2 take Tammakng 2 am cooking 3 israining 4 doesnt fix 3 goes 4 is wasting 5 don't feed 5 watches 6 is enjoying 7 deans 8 goes Bievsiing 10 ie shopping Minh: Nam: Minh: Nam: Minh: Nam: Hey, Nam, Would you like to go to the beach with me today? My dad said he'll take us. ‘Oh, Minh. would love to, but | can’t. My grandparents are coming over, so my parents need me to tidy up the house. On Saturdays, | usually do some homewerk, then | go to the shopping mall Sometimes | even see a movie. But it sounds like you can’t do that this weekend, Thats right, That's too bad. Do you have a lot of work to do? Yes. My entire family is busy helping out. My dad is tying up the garage. My sister and mum are cleaning the bathroom and kitchen Minh: What are you doing? Nam: I'm painting the fence. Minh: Is your brother helping too? Nam: Yes, he's dusting the furniture and vacuuming the floor. Minh: You guys do sound busy. | know. lean go over and help you paint the fence Nam: Ate you sure? Minh: No problem. Il go over shortly Nam: Thanks. | realy appreciate it "@) use oF ENGLISH yeaa LEAD IN (FS) Lead a discussion about your family focusing on the number of generations that live together. Exercise 1 (S-S) Students read the text individually. As a class, read over the questions in Exercise 1 and answer them. Write on the board any useful language and make corrections as necessary. Exercise 2 (5-5, $-T) Referring to Exercise 2, play the audio and students focus on the father's views. Ask students which of their ideas in Exercise 1 was mentioned by the father. Exercise 3 (FS, $-S, $-T) Play the audio again and students choose the correct option in Exercise 3. Six students come to the front of the class. Put students into two lines of three students. Call off the first item and the student at the front of each line provides the answer. Ifa student answers incorrectly, he / she sits down. Ifa student answers correctly, they move to the back of the line. The team with the greatest number of students still standing after all answers have been given wins Exercise 4 (TS, $-S) Students read the LANGUAGE FOCUS, box and explain the difference in usage of so and such, Referring to Exercise 4, students read the daughter's view and fill in the blanks using so and such, Pair students off and they compare answers. if they disagree on any answers, they are to refer to the LANGUAGE FOCUS box to determine which answer is correct 12 Exercise 5 (S-S, $-T) Referring to Exercise 5, students choose the correct option. Choose as many stuclents as there are items, Assign each student to an item Have them write the answers on the board. Put a cross by any items that are wrong. Elicit from the class the correct answers. EXTRA ACTIVITY Put students into groups of three and they will make a chart to compare the father's view, the daughter's view, and the grandmother's view. Each student focuses only on one family member and use that information to complete the chart. bo Exercise 6 (S-S, S-T) Put students in pairs and have them discuss which generation they think benefits most from living in “one home" Encourage them to give explanations and examples. Call upon a few students to share their answers and record on the board any examples or explanations they give and mark these as examples and explanations. Students pair off with a different partner and repeat the exercise making sure to add an example and / or explanation HOMEWORK Give students WB p.10 as homework.a + N: The father F: We live in Lonclon and we have three generations in 1.6 soand uch ean anor and och covet 1 Raad the text slow. Than work in pare and dcuse the following questions 1 Doyeu, orwould yu ke 0 ve with ‘rae gonertions of you sy? 2 What advantages ana daovantages of havi thee generations Fengin one ame? OS ney caer ‘ue he wore many aril he wh seer! (gerertore nine sare raure Tisis beware Sourg eon car for to rrve ny Yom ome. Aisa he ar generation sarge ran, taney wa tore rar cleenThare nes Se cron Dit the greater hp an supper ‘uch ther So whats keto rave rape. Dues ae chien ive together? eases ‘eres bree generators o he sae a. 2. GED Lirten tothe father's views Which of (CHRD Listen agnin and choose the correct option 1We have shee goneratons inthis house: [ev tuchecmded 2 New Zeslandi 0/ such long way from theue 43 Cdeares se / such expensive in London 44 We war r0/ euch poor that we clan ge fon holds. 5 The nour is very smalfors0/ sucha big fami 2 4 GORD Read the LANGUAGE FOCUS. [e' dajectee sess come + You ibe such to emphases They gue tach goed sai 1 nin ig wit gandpret hye oe. Tie ang mth ery Exercise 4 2 such such ny They do inet Tien nou poi se ay bea gi epee eect) (oles Gentes cok ata erat ‘Beconng wie unde nk 5 GERD USE OF ENGLISH Complete the text «— bythe grandmother Choose the correct, Shewer Then ten and check ‘weno tou i foram ine Irene neta taped Exercise 5 2A ac ac 5A role Some ede people ne ~ Too but not urweve go eater reas ote wae ep with be ie Reape ns Aw auch an 2Aromany Szuchmary Couche Anche Bache C0 SA Bch «Cache Which generation do you think bonefits ‘most fam living in ‘one home’? Discus with ‘ather N= Narrator this house: its so crowded! We have grandparents, parents and children, My wife and | have two children and my wife's parents live with us. There are some advantages. My wife's. parents were in New Zealand before. New Zealand is such a long way away from the UK that the children didn’t see their grandparents very often. Now they see them every day. Also, childcare is so expensive in London that we didn't have any money for luxuties when the children were little. In fact, we were so poor that we couldn't go on holiday. So it was very helpful to have the grandparents here to lock after the childten, But there are also negatives. The house 's very small for such a big family. When | want to be alone, | have to go into the garden, 13WRITING yeaa LEAD IN (TS, S-T) Elicits from students the household chores they enjoy doing most and the reasons. Exercise 1 (FS, $-) Go over the list of household chores in Exercise 1 and ask students where each of these chores is normally done, such as in the kitchen, bedroom, bathroom etc. Put students in pairs and each student chooses three household chores from the list that they enjoy doing and three that they do not enjoy doing. They tell their partners about their choices and explain the reasons Exercise 2 + (S-S) Give students three minutes to read the ‘email in Exercise 2. Students close their books and read off the questions one by one. Give them a minute to discuss each question with their partner. Students then open their books and with their partners scan through the text to confirm the answers in Exercise 2. * (FS, S-S, $-1) Refer to the WRITING FOCUS box and explain the characteristics of an informal email. Ask students to find out these expressions in the email in Exercise 2 Underline these expressions. Exercise 3 (S-S) Students use the expressions from the WRITING FOCUS box to complete the email in Exercise 3. 14 Exercise 4 ‘+ (S-S) Refer to Exercise 4. Put students in pairs and have them complete the chart about themselves, then ask their partner. ‘+ (S-S) Students use what they have learned from the WRITING FOCUS box to write an email to Holly using their notes from Exercise 4. When finished, students exchange emails with a partner and make sure the partner has included the appropriate phrases from the WRITING FOCUS box. HOMEWORK Give students WB p.11 as homework.|. 2 Read the emai rom Nam to Hel ‘personal email 11 Choote three household chores thet you ‘rjoy ding and three you don'. Tell the opp ean Ghetthetarnire make teed answer the questions, ‘icy estate ano yoy Teena asda mya stone gaesimfocie eset Shee hetonant cannes on sett dora natn eee TEchiedoc brwunnecabers hoe eat ram etre ce sr geaeg tates oa sesame ee Srp top eaten you avy hres you nave? 4 Haw often does Nam help with he howewarkt 2 What are his household dues? 2 Whatare chores that he es? 44 What are chores thathe dove’ ike? '5 What does he fol about dong housenork ‘An infermal oral Star the ead with Bese il arth he person name + Use conracvon: + Unt phrases atthe beginning of he ama Pm, Gourenchenge pert + Ancauertont {inal are you doing togey? Do you hve any shores? + Unt! phrases athe en ofthe ema Wwe soon Suphllo to iou parent). Faves gest me! Wites00n/i Oster + Bath amat wih ery goodbye Bye fornow Lovett yall ts toated re) 3 Complete the email with appropriate ‘iprestons from the WRITING FOCUS. TiaatsToryour ema abeties Exercise 3 ies ever ign on esd ane Tuseay ar tru t ettotteniocone musevnent dou | 2 Sothitunos bod Isonetimesnavetowatertie || 4d 4 Hello / Dear Hi ou interested in the best Wha you coin your free tine keto go Joasing or hung Vere at of bee oth 4 Answer the folowing questions about yourself You Tow olten do you help wih the enwanorkt 2 Wat household coe do you oe F Whar howshald chores da you {Winch chores do you swaysao? | 5 Imagine you are Holly. Write an email (120-150 word to Nam to doveribe your hoveehold chores. n Exercise 2 1 twice a month 4 washing clothes 2 dusting the funiture, vacuuming the oor and washing clothes 2 vacuuming the floor 5 Overall he doesn't ike doing housework, 15@®) sreakine yeaa LEAD IN (TS, $-7) draw a cline on the board expressing likes and dislikes (e.g., | love, | really like, | don't really like, | hate). Then elicit some nces from students using these structures, sent Exercise 1 + (FS, $-S) Ask stuclents to close the book. Play the audio from Exercise 1 and lead a feedback session to make sure students understand the main idea. ‘* Ask students to open the book. Play the audio again while students read along. Have students mark the statements as true or false in Exercise 1 Exercise 2 + (FS, S-S, $-1) Refer to the SPEAKING box Students work in pairs and tick the phrases used by Nam and Lan. Go over the different phrases to make sure students understand how they are different. EXTRA ACTIVITY Make a chart on the board with three different rows: positive, negative, questions. Students close their book and randomly read off the expressions from the SPEAKING FOCUS section and students categorize each expression into the correct rows. Give students a few minutes to compare their answers with a partner. Lo 16 Exercise 3 + Refer students to Exercise 3. Ask students to work individually to write their answers down Encourage them to use different structures in the SPEAKING FOCUS in Exercise 2. ‘+ Then form a pair and share the sentences with 2 partner. Exercise 4 (S-S, S-T) Put students in two groups of three and have them ask and answer about the ideas in Exercise 3. Encourage them to give reasons why they prefer something to something HOMEWORK Give students WB p.12 as homework.rarer that Nom and Lan ut in the s can xpree peterences and ave © Do/ Dont you ke jroning /waeuuring!? Stataments are Wve {Tor fae CF + Olle Bitove , Name Crnyouhupme dens have wna? Dike very mee Tent Panel oung lr OM fevourt Chores Lan: Maybe leanhelp you, Wha windoms do Dien taking the dog fora wal is youncedte deo? ln net bad OK. - Nam Ineedta aan he windows in tontof Ch dont ike tery mvc Exercise 1 the house. ve wready done the ones in ee ee oa 11 the back of te house tending the washing up) saw / i Lan: Ok Lat snap ean the windows and tani rabbis, ar Nam: That sounds good Dentyoulixe edo 7 C)!*hinkroning! is OX, but prefer a the toning? Se Lan: Ishinkrning is OK butlpeferwashing 3. Which do you prefer? Use the structures In ngs ‘the SPEAKING FOCUS te help. Nam: Maybe you can wah the dishes to. 1 waterthe plants take the rbbith ou Lan! Fie Mesh the dishes snd you do the (th waterng te plants OF but prfer {nciuming ard using. The Booker ‘akg tena reread 2 othe Indy eed the dog, Name ts de I hink ting is ot ba. Lan: Good Whe going edo the sopping tddo the lung? Nam Late ask Minh te help Per ether eaten ‘nveep the floor de the hopping ‘actu the Foor wath the dishes. vem OO Nam: ‘oe yous ight love shopping, sori «5. sete table Ficthings nthe howe, Lan: Geet 6 Gothe cooking / make the bes Nam Anal ean you do te lsndey? ™ Miah‘o dott Hehastado someting Matoups of four interview your fends Nimd| Sin, Anja asda tein, “ara te Phrases in Exon Lan doesn mind cleaning the windows.) 2 Minp ean’ sane shopping o 3 Minh es doing the sun. ° 4 Nats loves shopping ° 5 Nam thinks vonng 80K buthe prefers wathing thing. Exerci so2 | think dusting) is not bad, Iater cant stand. | chink roning is OK, but | prefer. 7FOCUS REVIEW 1 yeaa LEAD IN (S-S) Divide the class in two teams. Invite one student from each team to come to the board Assign them one vocabulary item from the unit to act out. The teams try to guess the word. Alternatively, you could assign two students to act out the words at a time. Teams get a point for each word they guess correctly. The team with the most points wins Exercise 1 (S-S, TS) Students do Exercise 1 individually. Give them 3 minutes and then 1 extra minute to check their answers in pairs. Make sure to check spelling and check and drill the pronunciation of the words Exercise 2 (FS, $-S, $-T) Remind students about the uses of do, make, and wash. Have them complete the phrases with those words in Exercise 2 individually. Quickly do an oral drill to practice the phrases then randomly choose students to Use the phrases and make a sentence orally. Exercise 3 ‘* (S-S) Give students two minutes to complete Exercise 3 individually then an additional minute to check their answers with a partner. '* (TS, S-S) Ask the student when we add a final -s to verbs in the Present Simple tense. Then ask them to recall the spelling rules for adding final -. Students complete Exercise 3 individually 18 Exercise 4 (FS, $-S, $-1) Say a few sentences with so and such. Ask the class to recall when we use so and when we use such. Referring to Exercise 4, students work individually to complete it then check their answers Exercise 5 (FS, S-S) Quickly review the pictures in Exercise 5 Play the audio and students guess the correct answers. Play the audio again for them to check their answers. Exercise 6 (FS, $-S) Give students one minute to read the instructions in Exercise 6 then close their books Ask them a few questions to check that they understand the instructions. Students write the email to a foreign friend then exchange emails with a partner to check each other's work. HOMEWORK Give students WB p.13 as homework.xeleUES aa 1 1 Complete the sentences with the werden $ GEED Listen to two people talking bout «— thoes etrshold corer Choare the correct room dtargent ening board swe mere” wabhch table 11 What cant Lin's husband fing? Exercise 1 cn yuh nah © Exercise 5 ee nee ren my cress > J rering board | ear ae The bin 18 2 eabioh vont ® 2A 2 broom 3 |W ned ts aoe 5 i 4 rerum cones hore. as a 4. Getsome for and spoons ena help me 5 detergent serthe 2 Why cant Link daughter hlp ha? 6 mens 5 Wor otot Passe gotsone a © ‘Benen tine yougo the sre ® © 4 Dovtimake Teorchave ea tine tw ean up oI fs 2 compete the phases wth do, mae, oF ne wae 2 hati Linh at herson toe her wih? Exercise 2 : te shopeng ® 6 Co | 1 do 2 i Ea 2 fhe abe “ te luna 2 wash 3m 5 ee 4 Wh iscoming overto dean Unkishous? 2 ‘ the bed 5 do toate 2 Campi sn etnces wh he coat ¥ veantgo. mi) the ong 2 Alrighty brother me sratnng up and the vacuning Exercise 3 2 ed et oe my ster al. ‘ theos doing 4 Wetted the plats before ming 2 dove vee got schol 6 ta an oma (120-150 words) to foreign ea 5 Onsunays my parents dothlaunay Wed. You soul ae ana. te foie + saan hat husehlel chor you ard your ST - 5 dun eT + exon hen you an yur family member do 4 Compete the sentences with oor uch. em tne Rot incedto ten onthe * Tel your frend fos tenagerin gt Nam peas tots htohol chon 2 Heda thet aap th house Now lots mee 2 Shes .sharworng ser — ‘he cannibal herhomenertinone day Exercise ane sponse toy 0 Fur 1% 5 Theyre help chon. They 2 such deaths houewosc tether grneotber x 6 Tyebeendearing te howe all mornng. pose Fimo el need tae break 40 5 such 510 Thue: Do you have anything special planned for the weekend? Link: Yes, 'm flying to H6 Chi Minh city to see my aunt But I'm a bit worried Thue: Worried? Why? Linh: My house is a mess. I've been so busy at work | haven't had time to clean it. My husband can’t find any clean shirts. haven't ironed them. Thue: Oh Linh: 1 asked my daughter to clean the bathroom and toilets, wash the car, and clean the windows. Thue: Did she do it? Linh: No, she is studying for her exams, so she doesn't have time. ‘Thue: What about your son? Can he help you? Linh: | asked him this morning to wash the clothes, but he doesn't know how. | also asked him to clean the: kitchen, but we are out of surface cleaner. ‘Thue: Itsounds like you need some help. Linh: | know. My husband called his mother. She's going to come over and help. 19