Period: 2

Unit 1: FAMILY LIFE
Lesson 1: GETTING STARTED

I. Objectives: By the end of the lesson, students will be able to:
1. Knowledge:
- Get an overview about the topic Family life;
- Have vocabulary to talk about household chores.
2. Skills:
* Main Skill:
- read for specific information ; use the words and phrases related to the topic 'Family life'
* Sub-skills
- develop communication skills;
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
3. Attitudes:
- be aware of responsibilities towards family
II. Teaching aids:
- Teacher: lesson plan, Grade 10 textbook, Unit 1, Getting started, Computer connected to the Internet,
Projector/ TV/ pictures and cards, sachmem.vn
- Students: Textbook
III. Procedures:
Stages/ activities
GAME: LET'S RACE!

Content

Warm-up:
(4 mins)
* Aim: + To introduce the unit topic (Family life);
+ To introduce some vocabulary and the grammar points to
be learnt in the unit.
*Tool: power point
*Steps:
Teacher:
- divides Ss into 4 groups and gives instructions: Watch
the video clip and try to remember all the household Suggested answer:
chores Mr. Bean did in the video. One person from each
1. Mop the floor
group then goes to the board and writes the names of the
2. Clean the toilet
chores.
3. Wash the clothes / Do the
Students:
laundry
- look at the video
4. Clean the house
- do as instructed.
5. Vacuum the carpet
- work in pairs to discuss the answer after watching the
clip, then one representative from each group writes the
answer on the board.
* Learning outcomes: Students can get interested in the topic.

Stages/ activities
PRESENTATION: (6 mins)
VOCABULARY
* Aim: To help students use key language more
appropriately before they read and listen.
*Tool: power point
* Steps:
Teacher:
- gives the words and phrases.
- asks Ss to find them in the conversation and guess the
meaning basing on the context.
- gets Ss 3 minutes to do.
- has Ss compare their answers with a partner first.
- checks Ss answer and show the Vietnamese meaning,
says the words aloud and asks Ss to repeat them.
Students:
- look at the words and phrases and listen to the teacher.
- work in pairs to find out the meaning of the words and
phrases
- compare the answer with partner.
- listen to the teacher's feedback, check and correct the
answer.
- repeat the vocabulary after the T.
* Learning outcomes: Students can get the meaning and
use of the new words and phrases.
B. PRACTICE (20 mins)
ACTIVITY 1 - LISTEN AND READ (p.8) (7')
*Aim: + To get students interested in the topic.
+ To get students to learn some vocabulary in the unit.
*Tool: power point
* Steps:
Teacher:
- asks Ss to look at the picture (p.8 - 9) and answer the
questions:
- has Ss work in pairs: one ask and one answer the question.
- gives feedback and ask Ss to guess the topic of the conversation.
- plays the tape, ask Ss to look at the books and read after the tape.
- call s2 students to read in pairs.
- corrects Ss' pronunciation and intonation.
Students:
- Listen to the T and look at the questions.
- work in pair to ask and answer the question
- listen to the feedback and guess the topic of the conversation.
- look at the books and read after the tape.
- one pair read the conversation.
- listen to the T's feedback
* Learning outcomes: Students can get general ideas about the
topic.
ACTIVITY 2 - TASK 2: TRUE OR FALSE (5')
* Aim:
+ To practise reading for specific information
+ To practise scanning
+ To develop students' knowledge of vocabulary for

Content

VOCABULARY
1. household (n) /ˈhaʊs.həʊld/
2. chore (n) /tʃɔːr/
3. homemaker /ˈhoʊmˌmeɪkɚ/ (n)
4. breadwinner  /'bredwinə[r]/ (n)
5. do the heavy lifting:

ACTIVITY 1 - LISTEN AND READ
- Who are they?
- Where are they?
- What are they doing?

ACTIVITY 2 - TASK 2: TRUE OR
FALSE - Task 2: Read the
conversation again and decide
whether the following statements are
True (T) or False (F)

Stages/ activities
household chores.
*Tool: power point
* Steps:
Teacher
+ shows Ss how to do the task.
+ asks Ss to underline the key words in each sentence.
Explains the sentences if necessary.
+ asks Ss to work individually then check in pairs.
+ goes round to check and help.
+ calls on some Ss to write their answer on the board.
+ has Ss share their answers with the class, confirm the
correct answers and have Ss correct the false statement.
Write the correct sentence on the board.
Students
+ listen to the T to know how to do the task.
+ underline the key words in each sentence.
+ work individually, scan the conversation, locate the key
words to find the answer for each the question
+ give the correct answer and explanations.
+ call on some Ss to write their answers on the board. The
whole class comment on those answers.
* Learning outcomes: Students can practice reading for
specific information, practice scanning and develop their
knowledge of vocabulary for household chores.
ACTIVITY 3 - TASK 3: FILL IN THE TABLE (p.9) 6'
*Aim: - To help students revive some collocations for the
household chores so that they can use them in the
following lessons.
- To help students practise scanning.
*Tool: power point
* Steps:
Teacher
- Has Ss locate the verbs or phrasal verbs in the
conversation, find the nouns or noun phrases after each
verb/ phrasal verb to do the matching.
- asks Ss to work individually then check in pairs.
- checks and give the correct answers with the whole class,
and have them say the meaning of each collocation.
Students
- work individually.
- share their answers with a partner.
- show their answer then listen to the T's comment.
* Learning outcomes: Students can revive some
collocations for the household chores so that they can use
them in the following lessons.
ACTIVITY 4 - TASK 4: COMPLETE THE
SENTENCES. 3'
* Aim: To help students identify present simple and
present continuous and how they are used in sentences
*Tool: power point
*Steps:
Teacher:
- has Ss read each sentences, try to think of a verb or an

Content

1. Nam's mother is cooking now.
2. Everybody in Nam's family does
some of the housework.
3. The children in Minh's family
don't have to do any housework.

Key:

1. F → Nam is cooking now.
2. T
3. T

ACTIVITY 3- Task 3: Write the
verbs or phrasal verbs that are used
with nouns or noun phrases in the
conversation in 1

Answers:
1. put out the rubbish
2. do the laundry

Stages/ activities
auxiliary verb that will complete the gap.
- asks the whole class to call out the verb forms first, then
calls on individual students to read the complete sentences.
Students
- do the task individually
- share the answers with a peer.
* Learning outcomes: Students can revive present simple
and present continuous and how they are used in sentences.

Content

3. shop for groceries
4. do the heavy lifting
5. do the washing-up

ACTIVITY 4 - Task 4: compete the
sentences from the conversation with
the correct forms of the verbs in
brackets.

Answers:
1. 'm preparing
2. does – 's working

PRODUCTION
* Aim: - To help students practise talking about activities
which raise students' awareness of their responsibilities.
- To practise teamworking.
- To give students authentic practice in using target

ACTIVITY 5 - TASK 5: MAKE A
POSTER! 8'
Think about activities which you can
do to raise other students' awareness

Stages/ activities
Content
language.
of their responsibilities towards their
*Tool: power point
family.
* Steps:
Teacher:
- gives Ss clear instructions in order to make sure Ss can do
effectively.
- Divides Ss into 4 main groups.
- Asks Ss to work in groups to discuss and make a poster of
activities to raise Ss' awareness of their responsibilities
towards their family.
- Observes Ss while they are discussing, note their
language errors
- gives Ss feedback.
*Students
- do as instructed.
- Choose some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions
to other students.
- Choose some typical errors and correct as a whole class
without nominating the Ss' names.
* Learning outcomes: Students can know how to practise
teamworking.
Homework: (7 minutes)
- read the conversation again and study
vocabulary.
- prepare the lesson: language.
Self-evaluation:
………………………………………………………….………………………………………
………………………………………………………….………………………………………
………………………………………………………….………………………………………
………………………………………………………….………………………………………
………………………………………………………….………………………………………

Period: 3

Unit 1: FAMILY LIFE
Lesson 2: Language

I. Objectives: By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences;
- Understand and use some lexical items about family life;
- Distinguish and use present simple and present continuous.
2. Skills:
* Main skills: Completing the sentences
* Sub- skills:
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Attitudes:
- Be aware of responsibilities towards family
II. Teaching aids:
- Grade 10 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. Procedures:
Stages
Content
Activity 1. Warm-up. Brainstorming (5 mins)
Activity
1.
Warm-up.
- Aim: To arouse the classroom atmosphere and to lead in Brainstorming
the lesson
Suggested pictures
-Tool: power point
- Steps:
* Teacher:
+ gives instructions:
• There are 8 pictures related to the topic “Family life”.
• Ss have 5 seconds to think, then guess the word
corresponding to the picture.
+ Correct answer 🡪 +1
+ Wrong answer 🡪 -1
+ counts the points, decides the winner, asks some more
questions and leads in the lesson.
*Students:
+ Look at the given pictures
+ Discuss with classmates
+ Give the answers
* Learning outcomes: Students feel eager to study new
lesson
PRONUNCIATION
PRONUNCIATION
Activity 2. Task 1. Listen and read (5 mins)
Activity 2. Task 1. Listen and read
- Aim: To help students recognise and practise the
consonant blends /br/, /kr/, and /tr/ in words
-Tool: power point

Stages
Content
- Steps:
* Teacher:
+ plays the recording and asks Ss to listen to the words and
repeat; tell them to pay attention to the consonant blends. (T
can play the recording as many times as necessary)
+ makes sure Ss know the meaning of each word.
+ checks whether Ss have improved their pronunciation by
randomly calling on individual Ss to read the words aloud.
(Teacher can also play the pronunciation video lesson of this
Unit for students to watch before they do the task.)
* Students:
+ Listen to the teacher
+ Do the task as instructed.
* Learning outcomes: Students can practice in pronouncing Activity 3. Task 2. Listen to the
the consonant blends /br/, /kr/, and /tr/ in individual words.
sentences and circle the words you
hear. (p.9)
Key:
Activity 3. Task 2. Listen to the sentences and circle the 1. b
2. c
words you hear. (p.9) (5 mins)
3. a
- Aim: To help students practise identifying the consonant
blends /br/, /kr/, and /tr/ in sentences.
-Tool: power point
- Steps
* Teacher:
+ Asks Ss to read all the words once, paying attention to the
different consonant blends in the words in each group; check
that Ss understand what the words mean.
+ Plays the recording for Ss to listen and circle the words
with the consonant blends they hear.
+ Has Ss work in pairs to compare their answers; check
answers by asking individual Ss to read out the words they
have circled.
+ Plays the recording again, pausing after each sentence, for
Ss to repeat.
* Students:
+ Listen to the teacher's instructions
+ Do as instructed.
+ Practise reading the sentences in pairs
VOCABULARY
Activity 4. Task 1. Match the words with their meanings.
(p.10) (5 mins)
- Aim: To make sure that students understand the meaning
of some lexical items about household chores.
-Tool: power point
- Steps:
* Teacher:
+ gives clear instructions.
+confirms the correct answer.
*Students:

VOCABULARY
Activity 4. Task 1. Match the
words with their meanings. (p.10)
Key:
1. b
2. d
3. e
4. a
5. c

Stages

Content

Activity 5. Task 2. Complete the
sentences using the words in task 1
+ Ss work in pairs to discuss and do the matching
(p.10)
+ Ss share the answers with the whole class.
Activity 5. Task 2. Complete the sentences using the Key:
1. homemaker
words in task 1 (p.10) (5 mins)
- Aim: To give students practice in using the words/phrases 2. groceries
3. heavy lifting
in meaningful contexts.
4. housework
-Tool: power point
5. breadwinner
- Steps:
* Teacher:
+ Has Ss work in pairs; tell them to read the sentences
carefully and decides which word in task 1 can be used to
complete each of the sentences; explain that they should use
the context clues to decide on the word / phrase, e.g. 'my
mother' in sentence 1 refers to a person.
+ checks answers as a class, then have Ss call out the word
they have used in each sentence first.
+ confirms the correct answers; ask Ss to give reasons why
they have chosen the word for each sentence, e.g. what
context clues they have used.

+ asks some Ss to read the complete sentences.
+ confirms the correct answers and ask Ss to give the
reasons why they have chosen the word/phrase for each
sentence.
* Students:
+ work in pairs to discuss and find the answers
+ share the answers with the whole class
* Learning outcomes: Students can understand thoroughly
about the meaning of the words/phrases in meaningful
contexts.
GRAMMAR
Activity 6. Task 1. Choose the correct form of the verb in
each sentence. (p.10) (7 mins)
- Aim: To give students an opportunity to revise the use of
present simple and present continuous
-Tool: power point
- Steps:
* Teacher:
+ tells Ss to read the sentences in 4 in Getting Started; ask
them what tense(s) is / are used in each of them.
For example, What does Nam say? Why is he using that
tense? (Nam says, 'I'm preparing dinner'. He uses the
present continuous tense because he is talking about what
he is doing at the moment of speaking.)
+ asks Ss to work in pairs or individually to choose the

GRAMMAR
Activity 6. Task 1. Choose the
correct form of the verb in each
sentence. (p.10)
Key:
1. does
2. is putting out
3. cleans
4. is studying
5. does

Stages
correct form of the verb in each sentence; explain that they
can use some clues in the sentence to decide on the correct
tense form such as adverbs of frequency or phrases of
time, e.g. 1: usually; 2: now; 3: every day; 4: today; 5:
twice a week.
+ checks answers and ask Ss to explain their choices
(using the clues above).
+ checks Ss' answers and ask them to explain their choices
(using the clues above).
* Students:
+ do as instructed
+ share their answers with a partner
* Learning outcomes: Students can have an opportunity to
revise the use of present simple and present continuous.
Activity 7. Task 2. Complete the paragraph.
Read the text and put the verbs in brackets in the present
simple or present continuous. (8 mins)
- Aim:
To give students a further opportunity to revise the use of
present simple and present continuous.
-Tool: power point
- Steps:
* Teacher:
+asks Ss to look at Remember! box again to master the
differences between Present simple and Present continuous.
+ asks Ss to work individually.
+ checks Ss' answers and asks them to explain their choices
(using the clues above).
* Students:
+ do as instructed.
+ share their answers with a partner.
* Learning outcomes: Students can learn more about the
use of present simple and present continuous.

Activity 8. Extra activity. GAME: 10 questions
(4 minutes)
- Aim:
To help students further practise the present tenses forms.
-Tool: power point
- Steps:
* Teacher:
+ explains the rules of the game.
+ raises Ss for interesting ideas and having a good
memory and decides the winner.
Rules:
1. Ss are given a list of words related to the topic:
Family life.

Content

Activity
7.
Task
2.
Complete the paragraph.
Read the text and put the verbs in
brackets in the present simple or
present continuous. (8 mins)
Key:
1. does
2. is not/isn't
doing
3. is watching
4. are doing
5. is tidying up
6. is trying

Activity 8. Extra activity. GAME
*Possible questions include “Are you
doing this now?”, “Is anyone in this
class doing this now?”, “Are many
people in this city doing this now?”,
“Do you do this every day?” and “Do
you do this more than twice a
week?”

Stages
2. Ss ask each other using Present Simple and Present
Continuous Yes/No questions until they guess
which of the words their partner chose.
* Students:
+ Listen to the teacher
+ Ss do as instructed
* Learning outcomes: Students can learn get further
practice on present simple.
CONSOLIDATION AND HOMEWORK (1 minute)
- Aim:
To help students memorise the target language and skills
that they have learnt
-Tool: power point
- Steps:
* Teacher:
+ Asks sts: “What have you learnt today?”
+ Calls on sts to repeat the main contents
+ Emphasizes the main contents again
* Students:
+ Listen to the teacher
+ Retell the main contents
+ Write the required homework on notebook

Content

CONSOLIDATION
AND
HOMEWORK
- Do the tasks again
- Prepare the next lesson at home
- Revise the lesson.

Self-evaluation:
………………………………………………………….………………………………………
………………………………………………………….………………………………………
………………………………………………………….………………………………………
………………………………………………………….………………………………………
………………………………………………………….………………………………………

Period: 4

Unit 1: FAMILY LIFE
Lesson: Reading

I. Objectives: By the end of the lesson, students will be able to:
1. Knowledge:
- Read for specific information in a text about the benefits of doing housework for children
Understand
the
topic-related
words
introduced
in
previous
lessons;
- Use the topic-related words in meaningful contexts
2. Skills:
* Main skills : Reading Teaching aids scanning, reading for details, guessing meaning in context
* Sub- skills
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Develop presentation skill;
- Actively join in class activities.
3. Attitudes:
- Recognize the benefits of doing housework for children
- Sharing housework with their families
II. Teaching aids:
- Teacher: Handouts, textbook, lesson plan and pieces of papers, projector…..
- Students: Textbook
III. Procedures:
Stages/ activities
WARM-UP: BRAINSTORMING(5 mins)
- Aim: To arouse the classroom's atmosphere and to
lead in the lesson
-Tool: power point
- Steps:
* Teacher:
- Divides the class into groups of four
- Has Ss discuss in groups and list down (as much as
possible) the housework that they think mom, dad and
kids usually do in 3 minutes.
- Explains that after Ss finish their discussion, one
representative from each group comes and writes their
lists on the board.
- Reminds Ss that the 1st group to finish will say
“STOP THE BUS” and the others have to stop writing.
- Confirm, check the answers on the board, decide the
winner and lead in the lesson.
*Students:
- Discuss in their teams and list down the housework.
One representative from each group comes and writes
on the board.
* Learning outcomes: Students feel eager to study new
lesson

Content

Suggested answers:
Mom: cook, do laundry, wash dishes,
clean the house, …
Dad: do heavy lifting, fix the roof, cook,
wash dishes, …
Kids: take out trash, tidy their room, fold
the clothes, …

PRE-READING
Activity 1. Task 1 ( 2 mins)
Activity 1. Task 1.
- Aim: To introduce the topic of the reading and get

Stages/ activities
students involved in the lesson
-Tool: power point
- Steps:
* Teacher:
- Sets the context for the reading tasks
- Asks some questions about the picture
- Has Ss call out the answers as a class.
- Asks Ss to work in pairs, look at the picture and
answer the questions.
- Tells Ss that there are no right or wrong answers and
they should feel free to make any guesses.
- Confirms, shows the answers on the screen.
* Students:
- Listen to the teacher
- Answer the questions
- Compare the answer with partner.
- Listen to the teacher's feedback.
* Learning outcomes: Students can get some
information about the context before reading.

*VOCABULARY ( 5 mins)
- Aim: To help students understand the lexical items in
the text
- Content: words, pronunciation of word, meaning
-Tool: power point
* Teacher:
-Has Ss read the text again, and pay attention to the
highlighted words.
- Asks Ss to define the word based on the context and
give the Vietnamese meaning of each word.
- Confirms, shows the items and their meanings on the
screen
- Asks Ss to note down the vocabulary.
- Asks other Ss to give comments.
*Students:
- Read the text again and try to define the highlighted
words
- Do this activity in pairs
- Explain the words in front of the class.
- Learning outcomes: Students can get the meaning
and use of the new words and phrases in the passage

Content

Suggested questions:
Is this a family?
Who do you think they are?
Where do you think they are?
Suggested answers:
1. The mother is cooking; the father is
laying the table; the son is (vacuuming)
cleaning the floor; the daughter is
washing vegetables.
2. The people are happy because they are
doing housework together, and all the
family members are sharing the
household chores.
*Vocabulary
1.

responsibility (n)/rɪˌspɒnsəˈbɪləti/:
trách nhiệm
2. gratitude (n)/ˈɡrætɪtʃuːd/: lòng biết ơn
3. strengthen (v)/ˈstreŋθn/: củng cố, làm
mạnh
4. bond (n) /bɒnd/: mối liên kết
5. character (n) /ˈkærəktər/: tính cách

WHILE- READING
Activity 1. Task 2: ( 5 mins)
1. Task 2.
- Aim: To help students practise guessing the meanings
of words in context
Key task 2:
-Tool: power point
1. a 2. b 3. a
- Steps
* Teacher:
- Asks Ss to read the whole text once to get an overall
idea

4. a

5. b

Stages/ activities
- Asks Ss to go through the two options for each word
and check understanding
- Has Ss read the text again; tell them to pay attention to
the context of each highlighted word, and look for
context clues conveying the meaning of the word.
- Asks Ss to work in groups to discuss the clues for each
correct option and compare their answers.
-Confirms, shows the answers on the screen and ask Ss
to make corrections if they choose the wrong answers.

Content

* Students:
- Listen to the teacher's instructions
- Read the headings, the paragraphs and do the
matching
- Give answers
- Prepare the explanation
- Listen to the teacher's explanation
* Learning outcomes: Ss can know how to guess the
meanings of words in context so that they find their
synonym.
Key task 3:
1. Most people think that housework is
Activity 2. Task 3: (7 mins)
boring and is the responsibility of wives
- Aim: To help students practise reading for specific and mothers only.
information
2. They want to give their children more
-Tool: power point
time to play or study.
- Steps
3. These are doing the laundry, cleaning
* Teacher:
the house, and taking care of others.
- Asks Ss to read the questions and underline the key 4. They learn that they have to try to
words in each of them.
finish their tasks even though they do not
- Tells Ss to go through the text to find the answers
enjoy doing them.
- Has Ss work in pairs to compare their answers.
5. Because children learn to appreciate
-Checks answers by asking pairs or groups to give their all the hard work their parents do around
answers
the house for them.
- Confirms, show the answers on the screen
They also start treating doing household
- Asks Ss to make corrections if they are wrong.
chores as special moments shared with
* Students:
their parents.
-Underline the key words in each question.
-Check which words have been underlined.
-Discuss in pairs to find out the answer.
- Give the answers
* Learning outcomes: Students can identify the details
of the text.
POST –READING ( 7 mins)
Ss' answer may vary
- Aim: To help students use the ideas and language in
the reading to talk about themselves
-Tool: power point
- Steps:
* Teacher:
- Asks Ss to read the text again and underline the
benefits of doing housework.
- Has Ss work in pairs to make a mind map of the
benefits and use it to talk about which of the benefits of
doing housework they can get.
- Invites Ss from different pairs to present a summary of

Stages/ activities
Content
their discussion to the whole class.
- Gives feedback
* Students:
- Discuss in pairs and prepare for their presentation
- Make a presentation
- Listen to the teacher's comments and feedback.
* Learning outcomes: Students can use their ideas to
talk about the benefits of sharing housework.
CONSOLIDATION AND HOMEWORK (1 min)
-Do the reading exercises in
- Aim:
Workbook
+ To consolidate what students have learnt in the lesson - Prepare for the Speaking lesson.
+ To prepare for the next lesson
-Tool: power point
- Steps:
* Teacher:
- Ask ssts: “What have you learnt today?”
- Calls on sts to repeat the main contents
- Emphasizes the main contents again
* Students:
- Listen to the teacher
- Retell the main contents
- Write the required homework on notebook
Self-evaluation:
………………………………………………………….………………………………………
………………………………………………………….………………………………………
………………………………………………………….………………………………………
………………………………………………………….………………………………………
………………………………………………………….………………………………………

Period: 5

Unit 1: FAMILY LIFE
Lesson: Speaking

I. Objectives: By the end of the lesson, students will be able to:
1. Knowledge:
- Explain why children should or shouldn't do housework;
- Discuss and express their opinions about why children should or shouldn't do the housework.
2. Skills:
* Main skills: Speaking: Discuss and express opinions
* Sub-skills:
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities;
- Be critical thinking.
3. Attitudes:
- Recognize the benefits of doing housework for children;

the

- Understand why children should or shouldn't do housework;
- Sharing housework with their families.
II. Teaching aids:
- Teacher: Handouts, textbook, lesson plan and pieces of papers, projector, PowerPoint, Sticky balls
- Students: Textbook
III. Procedures:
Stages/ activities
WARM-UP: (8 mins)
- Aim: To arouse the classroom atmosphere and to lead
in the lesson
-Tool: power point
- Steps:
* Teacher:
-Divides the class into groups of four. There are ten
pictures of household chores on the slides.
- Asks Ss to match the pictures with the corresponding
names of chores.
- Throws the ball to the team which raise hands the
fastest. If the answers are correct, the round ends. If not,
the round continues until there is a winner.
-Confirms, checks the answers from the fastest team.

Content
Suggested answers:

1-e – cook

2- c. do the laundry

3-a. do the washing-up
heavy lifting

*Students:
- Discuss in their teams and match the pictures with the
name of chores.
-Raise their hands when they finish.
5- b. shop for groceries

4-d. do the

6- g. feed pets

* Learning outcomes: Students feel eager to study new
lesson
7- h. water the plants
bathroom

9- i. clean the house
rubbish
PRE-SPEAKING
Activity 1. Task 1: (7 mins)
- Aim: To help students recall reasons from the reading
text why people think children should or shouldn't do
housework and provide them with some more ideas.
-Tool: power point
- Steps:
* Teacher:
- Recalls lexical items from previous lessons by asking
Ss to call out the meaning of some words
- Has Ss work in pairs / groups
- Asks Ss if they can think of any reasons why children

8- j. clean the

10- f. put out the

1. Task 1.
Suggested answers:
*SHOULD
1. Doing housework helps them develop
life skills.
2. Doing housework teaches them to take
responsibility.
5. Doing housework helps strengthen
family bonds.
SHOULDN'T
3. Kids should be given plenty of playtime

Stages/ activities
shouldn't do housework.
-Asks Ss to read the task carefully
- Checks Ss' answers with the whole class
- Encourages Ss to add their own reasons
* Students:
-Discuss in which column each sentence from task 1
should go.
- Do the task in groups and then write their answers on
the board.
* Learning outcomes: Students can identify the
reasons why children should or shouldn't do housework.
*Vocabulary (4 mins)
- Aim: To help students understand the lexical items in
the text
-Tool: power point
- Steps:
* Teacher:
-Provides vocab
- Confirms, shows the items and their meanings on the
screen
- Asks Ss to note down the vocabulary.
- Asks other Ss to give comments.
*Students:
- Take notes on the notebook
- Read the vocab
* Learning outcomes: Students can get the meaning
and use of the new words and phrases.
Activity 2. Task 2: (3 mins)
- Aim:
To provide students with an example
conversation in which people express their opinions
about whether children should or shouldn't do
housework.
-Tool: power point
- Steps
* Teacher:
- Has Ss read through the conversation once to get some
general ideas about it
- Divides Ss into pairs; has Ss read the conversation
again, this time more carefully and think of a suitable
phrase / sentence to fill in each gap in the conversation.
-Plays the recording for Ss to listen
-Plays the recording again and check Ss' answers;
confirm the correct answers.
-Asks Ss to read the conversation in groups of three,
each taking turns to be Anna, Nam, and Minh.

Content
when they are young.
4. They may break or damage things
when doing housework.
6. They need more time to study and do
homework.

Vocabulary:
1. develop life skills (v) phát triển kỹ
năng sống
2. plenty of playtime (n) nhiều thời gian
chơi đùa
3. damage things (v) làm hỏng mọi thứ
4. grow up (v) lớn lên
5. necessary (adj) thiết yếu
6. life skill (n) kỹ năng sống

2. Activity 2.
Suggested questions:
How many people are talking?
What are they talking about?
Key:
1. Doing housework helps them develop
life skills.

* Students:
2. They should be given plenty of
- Listen to the teacher's instructions
playtime when they are young.
- Listen to the recording
- Give answer
- Practise the conversation in groups and present in

Stages/ activities
front of the class.
* Learning outcomes: Students can know how to make
a conversation and express their opinions about whe...