WEEK 2

Date of planning 3/9/2023

Người soạn Người kí

Nguyễn Thị Thu Ngà

Period 4 Unit 1: Family life

Lesson 3: Reading
I. Objectives:
1. Knowledge.
- To introduce some new words related to family life and guess the meaning in the context.
- To help students to read for specific information about the benefits of sharing housework
- To enable students to use new words and to understand the content by asking and answering the
questions through passage and making reference when reading the text.
- To help them know the benefits of sharing housework in the family.
- Sts can exchange opinions about household chores.
2. Skills.
- Iintegrated skills
- Guessing meaning in context, scanning for specific information and passage comprehension
3. Attitudes
Students can know the benefits of sharing household chores.
II. Teaching aids and materials.
- Teacher: Handouts, textbook, lesson plan, short videos, pictures. PowerPoint lesson,
- Students: Textbook, notebook.
III. Methods: - The whole lesson: Integrated, mainly communicative.

IV. Teaching Procedures:

Time/Stages Activities Interaction

s
* picture describing
1. warm up * Aim: To get sts familiar with the topic of the lesson.
* Content: look at the pictures and answer the questions T <--> Ss
5 minutes * Products: understand the pictures
 * Steps:
Show the pictures and elicit students by asking them some
questions:
- 1. What are the people in the picture doing?
- 2. Do you think they are happy? Why / Why not?

Lead in the new lesson

2. New lesson
8 minutes Vocabulary
* Aim: help ss know some new words and phrases
* Content:.study new words Whole class
* Products: understand the vocabulary
+ enormous ( adj) /i'nɔ:məs/
( synonym) khổng lồ, to lớn T <--> Ss
+ sociable (adj) /'səu∫əbl/
( explanation) dễ hòa đồng
+ vulnerable (adj) /'vʌlnərəbl/
( translation) dễ bị tổn thương individually
+ critical (adj) /'kritikəl/
( translation) hay chỉ trích
* Steps: Ss <--> Ss
- shows the words and pictures, ask ss to guess the meanings
- Reads new words and asks students to repeat after the teacher.
- Calls some students to read aloud. T <--> Ss
- Checks the understanding of new words
7 minutes Activity 2:
Read the text below and decide which of the following is the
best title for it.
a. Doing Housework is Good for Children T <--> Ss
b. Husbands Who Share Housework Make Their Wives Happy
c. Sharing Housework Makes the Family Happier
 * Aim: To focus on general comprehension
* Content: Read the text below and decide which of the
following is the best title for it.
* Products: find the title for passage ( c)
* Steps: T <--> Ss
- T asks Ss to read the three heading (a-c) first and asks them if
they understand the meaning.
- Ask Ss to read through the text once without stopping at words
that they don’t know the meaning of, and then ask them to work Individually
in pairs to decide on the best title for the text. Pair work
- Remind Ss that the title for the text is the one that gives the
general idea of the whole text.
- Ask students to compare the answers with a partner. Ss <--> Ss
- Check Ss’ answers and guide Ss to the correct choice if
necessary by helping them eliminate the sentences that only
about one aspect of the text.
Key: c

7 minutes Activity 3: Read the text again. Do you understand the

words from the context? Tick the appropriate meaning for
each word from the text.
* Aim: guess the meaning of words in context
* Content: Read the text again then tick the appropriate
meaning for each word from the text.
* Products: have the meaning of the words
1.a 2. b 3. b 4. b 5. a
* Steps: T <--> Ss
- Have Ss read the text again and underline the words sociable,
vulnerable, critical, enormous and tent when they see them in
the text. Then, ask Ss to work in pairs to choose the appropriate
meaning for each word from the text. Individually
- Explain to Ss how to use context to guess the meaning of the Pair work
unknown words if necessary.

3 minutes Activity 4: What does ‘it’ in line ….. mean …? Ts <--> Ss

* Aim: guess the meaning of words in context
 * Content: find the meaning of the word “it”
* Products: have the meaning of the words
Key: a. c b. b
* Steps:
- 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.
Task 5:
7 minutes Answer the questions. T <--> Ss
* Aim: read for specific information.
* Content: answer the questions
* Products: understand the passage and have answers for the
question Individually
Key: 1. They do better at school, become more sociable, and Pair work
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. Ts <--> Ss
4. There is a positive atmosphere for the family.
* Steps:
- 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 fro 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.
Activity 6 Discuss with a partner.
5 minutes 1. Do you have any problems with sharing housework?
2. What benefits do you get when sharing housework?
* Aim: To enable sts to exchange opinions about household
chores
 * Content: discuss 2 questions T <--> Ss
* Products: freely express their opinions about houseold
chores
*Steps:
- Asks students to work in the groups of six to discuss the Individually
questions. Pair work
- Gives them some examples of problems such as problems with
time, skills and attitude if they have difficulty with ideas.
- Calls the representative of each group to report the discussion
results to the class Ts <--> Ss

3. - Ask Ss to consolidate the main contents.

Consolidation - Give feedback. T <--> Ss
2 minutes
4. Homework - T asks Ss to do task 6 page 9 at home.
1 minute - Prepare for the next lesson. T <--> Ss

Period 5 Unit 1: Family life

Lesson 4: Speaking
I. Objectives:
1. Knowledge.
- To help students know their friends’ likes and dislikes in doing housework.
- To help students express and exchange opinions about housework in family life.
- To help sts develop the skill of speaking: present their ideas and attitudes towards housework
- By the end of the lesson, students will be able to:
+ Talk about their home life.
+ Exchange opinion about household chores.
+ Talk about household chores they often do.
+ Express their opinions about the chores they like or dislike
2. Skills.
- integrated skills
3. Attitudes
-To make students responsible for their household chores, show their care to other members in
their families.
II. Teaching aids and materials.
- Teacher: Handouts, textbook, lesson plan, short videos, pictures. powerpoint lesson,
 - Students: Textbook, notebook.
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Teaching Procedures:

Time/Stages Activities Interactions

*brainstorming
1. Homework * Aim: To help sts have the household chores in mind
* Content: list household chores T <--> Ss
7 minutes * Products: have words about household chores
*Steps:
- T asks Ss to do the brainstorming

cookin washing
g up
Household
chores

Ss <--> Ss

sweeping Doing the

laundry

List three household chores you like and dislike

Discuss the reasons
Give comments and lead in the lesson
2. New lesson
10 minutes 1. Activity 1: Which household chores do you like doing
and which do you dislike? Write your answers to the Individually
questions in the table below and add a reason
* Aim: help Sts express their opinions about household Pair work
chores
* Content: say what you like and dislike about household T <--> Ss
chores
* Products: express what they like and dislike
*Steps:
Ask Ss work individually to write at least three household
chores they like or dislike.
 And then give the reasons.
Share the answers with the partners.
Call some of them to present the answers orally.
Likes
Name of chore Reasons Pair work
Feed the cats and dogs Love animals
Do the groceries Like shopping
Take out the garbage It is not too hard T <--> Ss
Dislikes
Name of chore Reasons
Laundry Take much time and quite hard
Wash the dishes Often break things
Look after the baby Waste time, be tired
T <--> Ss
15 minutes 2. Activity Below is part of Anna’s interview with Mai.
They are talking about the household chores Mai likes
and dislikes. Match Mai’s answers with Anna’s Ss <--> Ss

questions. Then practise the conversation.

* Aim: practice in a conversation
* Content: match and practice the conversation
* Products: 1. c 2. a 3. d 4. b
*Steps:
Ask Ss to look at the task 2.
Let them some minutes to read the questions first and
underline the key words.
Ask Ss to work in pairs to match the questions with the
answers. T <--> Ss

Call some of them to read out the questions and answers.

Read the questions and underline key words.
1. ……………..everyday? Ss <--> Ss

2. ………..like doing ……………..?

3. What ………………….. like ……….?
4. ………… dislike doing …….?
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 every day?
 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.
10 minutes 3. Activity 3: Have a similar conversation with a
partner. Find out which chores she / he likes or dislikes
the most and why. Report your findings to the class.
* Aim: help sts report what the find out
* Content: make a similar conversation
* Products: report their findings Pair work
*Steps:
.Ask Ss to use the information above to make the similar
conversation with partner (about themselves) T <--> Ss
Work in groups of three then present in class.
Practise in pairs about their own chores at home.
Present orally in pairs. Ss <--> Ss
Example:
A: What household chores do you do every day?
B: I ……………………………..
A: Which of the chores do you like doing most?
B: Well, I think I like ……………………
A: What do you like about it?
B: Because ……………………….
A: Which of the chores do you dislike most?
B: I hate …………………. Because ……….
3. - Ask Ss to consolidate the main contents.
Consolidation - Give feedback. T <--> Ss
2 minutes
4. Homework - T asks Ss to write the dialogue in the notebook
1 minute - Prepare for the next lesson. T <--> Ss
 Period 6 Unit 1: Family life
Lesson 5: Listening
I. Objectives:
1. Knowledge.
- 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.
2. Skills.
- integrated skills
- Guessing meaning in context, listening for specific information and for identifying new words
3. Attitudes
- Students are aware of the importance of equally shared parenting in families.
II. Teaching aids and materials.
- Teacher: Handouts, textbook, lesson plan, short videos, pictures, PowerPoint lesson,
- Students: Textbook, notebook.
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Teaching Procedures:

Time/Stages Activities Interactions

* Checking previous lesson
1. warm up * Aim: revise the lesson
5 minutes * Content: talk about the household chores you like doing T <--> Ss
and dislike doing.
* Products: freely talk about household chores
*Steps:
- ask ss to talk about their chores
- give feedbacks
2. New lesson
7 minutes Activity 1: Look at the chart and discuss the changes in
weekly hours of basic housework by married men
and married women in the USA between 1976 Pair work
and 2012. Guess the reasons for the changes.
 T <--> Ss

Ss

* Aim: practice describing a chart

* Content: discuss the changes in weekly hours of basic
housework by married men and married women in the USA T <--> Ss
between 1976 and 2012
* Products: give their opinions and guess the reasons for
the changes.
The chart illustrates the average hours of housework per
week done by married women in comparison with married
men. In general, married women do more housework than
married men. The numbers of weekly housework hours that T <--> Ss
men and women do is 29 and 6.8 respectively. it takes
married women hours to do housework whereas married
men spends … hours doing housework
*Steps:
- Ask students to work in pairs, looking at the chart and
discussing the changes in the weekly hours of basic
housework by married men and married women in the USA
between 1976 and 2012. Students don’t have to report the
exact number of hours men and women spend on doing
housework. They can just talk about the general changes.
- Introduce some new words and useful expressions: T <--> Ss
+the chart shows/presents/ illustrates……
+As can be seen from the chart
+According to the chart
+In general/generally speaking Ss <--> Ss
- Encourage students to guess the reasons for the changes.
Ask them to call out their guesses. Write the reasons given
by students on a corner of the board so that they can see if
their guesses are correct later, after they listen to the
recording
 - Introduce the content of the listening that they are going to
listen.
8 minutes Activity 2:
* Vocabulary
* Aim: help ss know some new words and phrases
* Content: study new words T <--> Ss
* Products: understand the vocabulary
+ Contribute to(v) make a great contribution to
+ Recreation(n) (formal) fun, relax after work
+ entertainment(n) fun for film, TV…
+ amusement(n) something you like
* Steps:
- shows the words and pictures, ask ss to guess the meanings
- Reads new words and asks students to repeat after the
teacher.
- Calls some students to read aloud.
- Checks their understanding of new words and correct their
pronunciation if necessary
10 minutes Activity 3 T <--> Ss
Listen to a family expert talking about how the roles of
men and women in families have changed and decide
whether the following statements are true (T) or false
(F). Ss <--> Ss
* Aim: Listen for specific information
* Content: Listen to a family expert talking about how the
roles of men and women in families have changed and
decide whether the following statements are true (T) or false
(F).
* Products: decide the sentences are true or false
1. T 2. T 3. T 4. F 5. T
*Steps:
- Tell students that they are going to listen to a family expert T <--> Ss
talking about how the roles of men and women in families
have changed. Ask them to read all the statements and guess Individually
if they are true or false. Make sure that students understand
all the statements. Ss <--> Ss
- Play the recording and have students do the exercise. Check
students’ answers.
8 minutes
Activity 4: Work in pairs. Match the word / phrase with
its
appropriate meaning.

* Aim: guess the meaning of the words.

*Content: Match the word / phrase with its appropriate
meaning.
* Products: Understand the meaning of these words
1. e 2. b 3. c 4. d 5. a
*Steps:
- Lets students work in pairs to match the word/ phrase with
its appropriate meaning.
- Asks them if they know the part of speech of the word/
phrase given and then choose the meaning.
- Calls some students to tell the answer. Give comments
Answers:

7 minutes 1. e 2. b 3. c 4. d 5. a T <--> Ss
Activity 5: Listen again and answer the questions.
1. How has the role of men in the family changed? Individually
2. How have men’s and women’s roles become alike?
3. What is the result of ‘equally shared parenting’? Ss <--> Ss
* Aim: listen for specific information.
* Content: Listen again and answer the questions.
* Products: get the answers for the questions
1. They are not the only breadwinner in the family, and they
get more involved in housework and parenting.
2. Both are responsible for family finances, homemaking and
parenting.
3.The families become happier and the divorce rate among
them is the lowest
 *Steps:
- Ask students to read the questions carefully. Make sure that T <--> Ss
they understand what is asked in each question. Have them
underline the key words if necessary. Then play the Individually
recording and let students listen to it and answer the
questions. Ss <--> Ss
- Ask students to work with a partner to compare their
answers.
- Invite representatives from pairs to present the answer to
each of the questions to the class. Give feedback and
correction if necessary.
3. - Ask Ss to consolidate the main contents.
Consolidation - Give feedback. T <--> Ss
2 minutes
4. Homework - T asks Ss to write the dialogue in the notebook
1 minute - Prepare for the next lesson. T <--> Ss