UNIT 1: FAMILY LIFE

Lesson 1: Getting started – Household chores

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- To help students know the overall topic of the unit relating to household chores in family life.
- To enable students to guess some new words and expressions from the conversation.
- To help students use the collocation related to the verbs and nouns of household chores.
- To help ss identify the present simple and the present continuous, and how they are used in
2. Core competence
- General competences: language ability, communication, cooperation and self-learning.
- Specific competences: guessing meaning in context, scanning for specific information and passage comprehension
- Integrated skills
3. Personal qualities
- Fostering Ss’ altruism, industriousness and responsibility in their family relationships through
II. MATERIALS
1. Teacher:
- Teaching aids: Grade 10 textbook, lesson plan, computer – Internet connection, projector/ TV/ pictures and cards
- Teaching method: Communicative language teaching
2. Students:
- Grade 10 textbook, notebook, pen, pencil
Language analysis
Form Pronunciation Meaning Vietnamese equivalent

1. household /ˈhaʊshəʊld/ relating to a house or flat and the people who live there trong gia đình, dùng trong
(a) gia đình

2. chore (n) /tʃɔːr/ a job or piece of work that needs to be done regularly việc vặt
Assumptions
Anticipated difficulties Solutions

- Students may not know the household chores. - Use pictures/ photos or videos of some household chores to
show them in the class.
- Students may not know how to work in teams. - Give short, clear instructions and help if necessary.

Board Plan

Date of teaching
Unit 1: FAMILY LIFE
Lesson 1: Getting started – Household chores
* WARM-UP
Game: ‘BRAINSTORMING- HOUSEWORK’
I. Vocabulary
1. household (adj) /ˈhaʊs.həʊld/: trong gia đình, dùng trong gia đình
2. chore (n) /tʃɔːr/: việc vặt (thường được dùng ở số nhiều: chores)
II. Practice
Task 1: Read and answer the questions
Task 2: Identify the collocation
Task 3: Recognise simple present and simple continous tense.
III. Production:
Game: ‘CROSSWORD’

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback

Stage Stage aim Procedure Interaction Time

 WARM-UP - To create a friendly and a. Expected outcomes: 5
lively atmosphere in the cooking, cleaning floor, do the washing, feeding pets . washing-up , preparing meal, bathing a mins
classroom, break the ice baby,..
and make students more b. Organization
engaged and comfortable GAME: “ BRAINSTORMING” - HOUSEWORK
with learning. - Leads into the topic of the unit by playing the game
- To raise students’ - Divides class into two groups and show the game rules
interest in the topic and In three minutes, two groups have to think out words/phrases related to Housework as many as
activate prior knowledge possible. The group having more correct answers will be the winner in this game.
related to family life. - Ask Ss to open their books at page 8. Draw their attention to the unit overview and briefly
- To lead into the lesson. introduce the language and skills points, communication and culture / CLIL topics, and the project.

PRESENTATION a. Expected outcome: 10

household (adj/n) /ˈhaʊs.həʊld/: trong gia đình, hộ gia đình mins
chore (n) /tʃɔːr/: việc vặt
- To introduce the topic b. Organization:
(Household chores) Teacher reads the title HOUSEHOLD CHORES, asking students whether they know the meaning of
- To introduce some this phrase via some questions:
vocabulary and the “Is household the same as family?”
grammar points to be “ Are chores small or big?”
learnt in the unit. “Is cleaning the floor a household chore?”
- Teacher sets the context for listening and reading the conversation. Have Ss look at the picture on
pages 8 -9, ask questions:
“What Ss know about them?”
“Where are they? “
“Who are they? “
“What are they doing?”
- Teacher encourages Ss to answer, but do not confirm whether their answers are right or wrong.
- Teacher plays the recording twice for Ss to listen and read along. Have Ss underline some new
words or phrases in the conversation.
- Teacher has Ss compare the words and phrases they have underlined and discuss their meanings
in pair.
- Checks comprehension as a class and teach some new words if necessary.
- Then calls two pairs of Ss to read the texts aloud.
- Teacher asks Ss if their guesses about the picture are right. Confirm the answers: “They are
friends”, “ They are in Nam’s kitchen.”, “ Nam is cooking”, “Minh is playing football.”…
PRACTICE - To check Ss’ TASK 1. READ AND ANSWER THE QUESTIONS 5
comprehension of the a. Expected outcomes: mins
conversation. Key: 1.F 2.T 3. T

b. Organization:
- Teacher asks Ss to read each question carefully, and then underline key words in each statement.
- Ask them to read the texts and locate the parts of the conversation to support their answers.
- Teacher has Ss share their answers with the class.
- Then confirms the correct answers.

TASK 2. INDENTIFY THE COLLOCATIONS

- To revise some a. Expected outcomes: Suggested answers
collocations related to 1 put out the rubbish 5
household chores, 2 do the laundry mins
consisting a verb and a 3 shop for groceries
noun. 4 do the heavy-lifting
5 do the washing-up

b. Organization:
- Teacher asks Ss to read nouns/ noun phrases in the right column and ask: “ What are they
about?”, then tell them each noun/ n phrase goes with a certain verb/ phrasal verbs.
- Teacher has Ss work individually read the conversation and identify the verbs to complete the
table.
- Then calls on Ss to read out their findings and confirms the correct words.

To help Ss identify present TASK 3. RECOGNISE PRESENT SIMPLE AND PRESENT CONTINUOUS
simple and present a. Expected outcomes: Suggested answers
continuous and how they 1. am preparing
are used in sentences 2. does/ is working]
5
b. Organization: mins
- Teacher has Ss read each sentence and try to give the correct form of verbs in brackets. Ask the
whole class to read out the verbs only and then call on some individuals to read the complete
sentences.
- Gives feedback.
PRODUCTION - To help Ss revise some TASK 5: CROSSWORD 10
household chores a. Expected outcomes: mins
. - Ss are able to pick up 10 words from the crossword:
1. homemaker 5. gardening
2. sharing 6. washing
3. iron 7. laundry
4. cooking 8. help
5. gardening 9. sweeping
6. washing 10. earn

b. Organization:
- Teacher divides Ss into four teams
- Instructs them to play 2 games with clear game rules
+ Sub-activity 1:
 Give Ss 2 minutes to find out ten words in the crossword related to the topic family and
household chores. (10 points/ each correct word.)
1 2 3 4 5 6 7 8 9 10
1 H O M E M A K E R M
2 S H A R I N G G E O
3 L E F O R E U T O P
4 A L E N E I R O N P
5 U P A N N O K I N I
6 N B R U I G O F Y G
7 D E N C O O K I N G
8 R G A R D E N I N G
9 Y W A S H I N G A L
10 B R E A K F A S T N

 Give the feedback and announce the result of game 1.

+ Sub-activity 2
 Call 5 Ss of each team to write down on the board as many sentences as possible, using
simple present and present continuous. Set a time limit (within 3 ms).
 When the time is up, correct and announce the points.
 Announce the total points and the winner of the game.
CONSOLIDATIO - To help students WRAP-UP 5
N memorise the target * T asks Ss: What have you learnt today? mins
language and skills that - Some lexical items about household chores
they have learned - Reading for specific information
- To inform students what - Scanning
the final product of the HOMEWORK
project should be and 1. Exercises in the workbook
how students can 2. Project preparation
prepare for it. - Have Ss look at the last page of Unit 1, the Project lesson and ask them what topic of the project
is.
- Tell them the project requirements: Do research on Family Day in Viet Nam or other countries in
the world
+ suggest activities, provide the reasons and expected results of the activities;
+ present their plans in the last lesson of the unit.
- Remind Ss that besides brainstorming activities, they:
+ can search for ideas on the Internet, in the newspaper, etc. for reference.
+ should use photos/pictures to illustrate their ideas.
- Put Ss into groups and have them choose their group leader. Ask them to assign tasks for each
member, making sure that all group members contribute to the project work.
- Help Ss set deadlines for each task.

Evaluation and adjustment (if any)

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