Unit 1 Family life

UNIT 1: FAMILY LIFE
General objectives of the unit:
By the end of this unit, Ss can:
- Use lexical items related to the topic Family life
- Pronounce consonant clusters /tr/, /kr/ and /br/ correctly in isolation and
in context
- Understand the present simple vs. the present continuous
- Read for specific information about the benefits of sharing housework
- Exchange opinions about household chores
- Listen to understand a TV programme about roles performed by family
members
- Write about doing household chores in the family
- Understand different family lifestyles in different cultures
Date of preparation:
Date of teaching:
Period 2:
PART 1: GETTING STARTED
I. Objectives: By the end of the period, Ss will be able to:
+ Use some lexical items related to the topic Family life.
+ Make simple dialogues using the given expressions.
+ Read about the benefits of sharing household.
+ Use the words and phrases related to household chores and duties.
II. Teaching aids:
- Cassette player, tape, board, chalks, textbook and notebook.
III. Procedure:
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.New lesson:

Teacher’s activities
Aim: To introduce the topic of the unit,

vocabulary about household chores and
the grammar point taught in the unit.
Lead-in:
T asks students if they often do
housework and what housework
each member of their family does.
Ask them to look at the picture
and guess what they show.
Ask students about the picture:
E.g. – Who are the people in the
picture?
- What are they doing?

Students’ activities

Answer the question
Look at the picture and answer the
questions
-

They are a family.
The father is vacuuming the floor.
The mother is cooking. The son is
washing dishes and the daughter is
doing the laundry.


-

-

-

Activity 2
T plays the recording. Asks
students to listen and read along
silently.
Ask students to work in pairs to
decide whether the statements are
true (T), false (F), or not given
(NG). Have students refer back to
the conversation to give reasons for
their answers.
T goes around and supervise.
Then check their answers, and
give explanations.

Activity 3
T plays the recording and ask
students to listen and repeat the
words/phrases
Activity 4
Tell students to refer back to the
conversation to find the verbs/ verb
phrases that go with the
words/phrases in the conversation.
Play the recording again if
necessary.
Ask students to pay attention to
words that are often used together

(collocations) then ask them to give
some examples.

-

Do as required.

Key Activity 2
1. F
2. NG
3. F

Read along
Household chores
Household finances
Heavy lifting
Laundry

1
2
3
4
5
6
7

Verb/Verb
phrases
Split, divide,
handle

Take out
do
Shop for
Do
Do
Be responsible
for

4. T
5. T
6. NG

rubbish
groceries
washing up

Words/
Phrases
(household)
chores
Rubbish
Laundry
Groceries
Heavy lifting
Washing-up
Household
finances

4. Consolidation- Summarize the main points
5. Homework- Ask students to learn by heart new words and collocations in the text.

Date of preparation:
Date of teaching:
Period 3
PART 2: LANGUAGE
I. Objectives: By the end of the period, Ss will be able to:
+ Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in
context.
+ Use the words and phrases related to household chores and duties.
+ Understand and use the present simple and the present continuous tense.
II. Teaching aids
- Cassette player, tape, board, chalks, textbook and notebook.
III. Procedure
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.New lesson:
Teacher’s activities
Aim: To provide students with a right
way to pronounce some clusters and
how to distinguish present simple and
present continuous tense.
I.Vocabulary
1.Activity 1
Ask
students
to
work
individually, read the words and
phrases in the box, then discuss and

find the meaning for each of them (ah).
Provide support if necessary by
guiding students to use the context of
the conversation to choose the
meaning for the words/ phrases.
2.Activity 2
Ask students to work in pairs.
Read the conversation in GETTING
STARTED again and list all the
household chores that are mentioned
in the conversation.
The elicit more chores to add to
the list.
3.Activity 3
Have students work in pairs or
groups to ask and answer the
questions.
Encourage them to use the chores

Students’ activities

1.
2.
3.
4.

Do as required
f
5.b
e

6.g
a
7.d
h
8.c

Chores from the conversation:
prepare dinner
cook (do the cooking)
shop
clean the house
take out the rubbish
do the laundry
do the washing-up
do the heavy lifting
be responsible for the household
finances
Other chores:
mop/sweep/tidy up the house


in the list in their answers. Before
working in pairs, students may work
individually.
Ask students to read the list again
and write down who does each of the
chores in their families.
Check to make sure students use
the correct verbs/ verb phrases in the
correct tense with the name of the

chores.
II.Pronunciation
1.Activity 1
-Play the recording and let students
listen. Play it again with pauses for them
to repeat each word.
Give the meaning of the words if
necessary. Help students distinguish the
three sound clusters.
- Ask students to work in pairs and take
turns reading the words in columns and
in rows. Then, invite individuals to read
the words in one or two rows.
2./Activity 2
Ask students to read the words in
rows, paying attention to the
difference between the sound
clusters.
Play the recording and have
students listen to the sentences and
circle the word they hear.
Check students’ answers by
asking them to call out the letter (a, b
or c) corresponding to the word they
hear.
III.Grammar
1.Activity 1
Have students read the text
individually once and ask them to pay
attention to the words/ phrases such as

every day, today, at the moment, and
ask them what verb forms are often
used in the sentences that have these
words/ phrases. Ask students to choose
the correct verb form.
Ask students to work in pairs to
compare their answers.

-

bathe the baby
feed the baby
water the houseplants
feed the cat/dog
iron/fold/put away the clothes
lay the table for meals

-

Work in pairs or groups

-

Read again and write down

1.
2.
3.
4.

Read the words
Listen to the tape
b
b
c
a

Key:
1. does
2. cooks
3. cleans


-

Check students’ answers and then
4. is watching
elicit from them the rules of using the
5. is doing
present simple and the present
6. is doing
continuous.
7. is tidying up
2.Activity 2
8. is trying
Have students work in pairs to
give their answers.
Observe and help when and
where necessary.
Ask students to use the words/

phrases: now, at the moment, usually,
1. does, is not cooking, is working
today, every evening, etc. as clues for
2. is taking out
their answers.
3. cleans, is cleaning
Check students’ answers by
4. is preparing
asking individuals to take turns reading
5. looks after, works
aloud each of the sentences.
6. is watching, watches
4. Consolidation
- Summarize the main points
5. Homework
- Ask students to learn by heart new words and collocations in the text.
- Ask students to review grammar part

Date of preparation:
Date of teaching:
Period 4:
PART 3: READING
I. Objectives: By the end of the period, Ss will be able to:
+ Read for general ideas and for specific information about Family life and
answer the questions.
+ Understand more about home life and express their own ideas about home
life.
+ Read for specific information about the benefits of sharing housework.
II. Teaching aids :
- Cassette player, tape, board, chalks, textbook and notebook.

III. Procedure:
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.New lesson:

Teacher’s activities
Aims: to practice reading skills for the
students. They can also read and get the
general idea of a text; guess the meaning

Students’ activities


of words in context; and make
references when reading a text.
Lead-in: Inform students of the lesson
objectives
1.Activity 1
-Let students work in groups, look at the
picture and answer the questions. Ask
students to call out the answers to
question 1 freely. For question 2, ask a
representative of each group to give the
opinion of the group.

-

The answer can be:
Yes, they are. Because they do the
housework together. /Because all

members of the family share
housework.

2.Activity 2
- Have students read the heading (a-c)
first. Make sure that they understand all
of them and tell students that one of
them is the title for the text; they have to
read the text and decide which one it is.
Ask students to read through the
text once without stopping at the words that they don’t know the meaning of,
and then ask them to work in pairs to
decide on the best title for the text.
Remind students that the title for the
text is the one that gives the general
idea of the whole text.
Check students’ answers and
guide students to the correct choice if
necessary by helping them eliminate
the sentences that are only about one
aspect of the text.
3.Activity 3
Have students read the text again
and underline the words sociable,
vulnerable, critical, enormous and tend
when they see them on the text.
Explain to students how to use
context to guess the meaning of the
unknown words if necessary.
4.Activity 4

Ask students to continue to work
in pairs, and find out what it refers to
in each of the sentences. Let students
read and understand the sentences

Work in groups
Look at the picture and answer
the question

Read the text

Key c

Key
1. A
2. B
3. B
4. B
5. A

Key
a. C
b. B


before and after the one that has the
word in it to decide what it means.
Students can use the elimination
technique to give the right answer.
5.Activity 5

Ask students to work 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
students can underline the key words
in the questions. For example:
1. How do children benefit from
sharing housework?
2. Why do men tend to have better
relationships with their wives when
they share housework?
3. What may happen to women whose
husbands do not contribute to the
household chores?
4. How does the family benefit when
everyone works together on
household chores?
Then ask students 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 students’ answers by
inviting a representative from each
group to give the answer to one of
the questions. If the students’ answer
is incorrect, don’t give the right one
at once, but try to elicit it from other
students.

6.Activity 6
Put students in groups of four and
let them discuss the questions freely.
If students have difficulty with
ideas, give them some examples of
problems such as problems with
time, skills and attitude.
One or two groups to report the
discussion results to the class.
4. Consolidation:

1. They do better at school, become
more sociable, and have better
relationships with their teachers
and friends.
2. Because it shows that they care
about their wives and this makes
their wives happy.
3. They may fall ill easily or may
think about divorce.
4. There is a positive atmosphere
for the family.

-

Do as required


- Summarize the main points
5. Homework:

- Ask students to prepare for the next lesson.

Date of preparation:
Date of teaching:
Period 5:
PART 4: SPEAKING
I. Objectives: By the end of the period, Ss 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.
II. Teaching aids:
- Cassette player, tape, board, chalks, textbook and notebook.
III. Procedure:
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.New lesson:
Teacher’s activities
Aims: To encourage students to talk
about the chores of their love and hate.
Lead-in:
Provide students with some handouts
with the names of household chores and
ask students to match the chores with
corresponding pictures
1.Activity 1
Ask students to work by
themselves, write at least three
household chores they like and three
they dislike doing in the “Name of

chore” column, then add a reason why
they like or dislike the chore.
Go round to help if necessary.
Ask students to work in pairs to
compare their completed table to find
out the different and similar ideas
about housework.
2.Activity 2
Have students work in pairs. Ask
them to read all the questions in
Anna’s column first and underline the

Students’ activities

-

-

Pay attention to teacher and
match the chores with the pictures.

Do as required


key words in each question before
Guess the answer to each
asking them to guess the answer to
question.
each question.
1. What household chores do you do

every day?
2. Which of the chores do you like
doing the most?
3. What do you like about it?
4. Which of the chores do you
Work in pairs and try to match
dislike doing the most?
the columns
Encourage students to use the key
words as cues to find the answers in
Mai’s column to match with Anna’s
Practice the conversation
questions.
Ask students to take turns being
Mai and Anna to practice the
conversation
Key
Anna: What household chores do you do
1.c
every day?
2.a
Mai: I do the laundry, wash the dishes,
3.d
and sweep the house. I sometimes do the
4.b
cooking when my mum is busy.
Anna: Which of the chores do you like
doing the most?
Mai: well, I think I like sweeping the
house.

Anna: What do you like about it?
Mai: It’s not too hard, and I like seeing
the house clean after I sweep it.
Anna: Which of the chores do you
dislike doing most?
Mai: Washing dishes, because I often
break things when I do the washing-up. -Work with a different partner to have a
similar conversation.
3.Activity 3
Ask students to work with a
different partner to have a similar
conversation. Explain that this time
they should talk about themselves, and
they have to find out what chores their
partner does, what chores she/he likes
or dislikes the most and why.
Tell students to use the questions Report to the class
in activity 2 and the ideas in activity 1
to do this activity.
Invite a student from one or two


pairs to report to the class what she/he
has found about his/her partner.
4. Consolidation
- Summarize the main points
5. Homework
- Ask students to prepare for the next lesson.

Date of preparation:

Date of teaching:
Period 6:
PART 5: LISTENING
I. Objectives: By the end of the period, Ss 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.
II. Teaching aids:
- Cassette player, tape, board, chalks, textbook and notebook.
III. Procedure:
1.Class organization:10A1
2.Checking up: Checking during the new lesson.


3.New lesson:
Teacher’s activities
Aim: To equip students with more
knowledge about roles of men and
women in families.
Lead-in: Introduce the topic: write
down two words wife/womanhusband/man and ask students to make
two words webs about the roles of
wife/woman and husband/man in the
family. Students are free to call out their
answers and T writes down the words in
the web.
1.Activity 1:
Ask students to work in pairs,

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.
2.Activity 2
Tell students that they are going
to listen to a family expert talking
about how the roles of men and
women in families have changed. Ask
them to read all the statements and
guess if they are true or false. Make
sure that students understand all the
statements.
If there are new words to
students, explain them or give the
Vietnamese equivalents to save time
for other activities.
Play the recording and have
students do the exercise. Check
students’ answers. If many students in
the class have incorrect answers, play
the recording again, and stop at the
place where students can get the
correct answers.
3.Activity 3
Have students work in pairs to
match the words/ phrases with their

Students’ activities

Students look at the chart and
discuss 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.

-

Listen carefully
Key activity 2
1. T
2. T
3. T
4. F
5. T

Key activity 3
1.e
2.b
3.c
4.d

appropriate meaning. To help
students het the answers easily, ask
them if they know the part of speech
of the word/ phrase given, and then
choose the meaning.
4.Activity 4
Ask students to read the questions
carefully. Make sure that they
understand what is asked in each
question. Have them underline the key
words if necessary. Then play the
recording and let students listen to it
and answer the questions.
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.
1. How has the role of men in the
family changed?
2. How have men’s and women’s
roles become alike?
3. What is the result of “equally
shared parenting”?
4. Consolidation
- Summarize the main points
5 . Homework
- Ask students to prepare for the next lesson.

5.a

-

Read the questions carefully
Listen to the recording
Key activity 4
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, home-making/
housework, and parenting.
3. The families become happier and
the divorce rate amongst them is
the lowest.


Date of preparation:
Date of teaching:
Period 7:
PART 6: WRITING
I. Objectives: By the end of the period, Ss will be able to:
+ Know how to write a paragraph about family chores.
+ Write about how each member of their family contributes to doing
housework.
+ Develop the writing skills in general. Build up vocabulary supported
for writing.
II. Teaching aids :

- Cassette player, tape, board, chalks, textbook and notebook.
III. Procedure:
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.New lesson:

Teacher’s activities
Aims: Students can write a paragraph
about how people in their families share
housework.
Lead-in:
T asks sts to give the translation for the
saying.
- T asks some more questions to
introduce the lesson
1.Activity 1
Suggested questions:
- What does "many hands" mean, many
people or many hands?
- When we share the housework, is it
easier or harder?
- How do you understand the saying?
2.Activity 2
- Asks students to read the text and
complete the chart, then they compare.

Students’ activities

-

Students guess

“Nhiều tay nhẹ việc”

Answers:
Dad: para 2
Mum: para 2


- One st writes the answers on the board
when sts are doing the task
3.Activity 3
- T lets sts read the questions and locate
the answers in the text in 5-7 minutes
- 6 sts say the answers, other sts listen
and correct if necessary

Lam: para 3
An: para 3

Answers:
1. 2
2. the parents work, children spend
most of their time at school
3. they split the house equally
4.Activity 4
4. para 3 and 4
- T has sts fill their chart individually
5. yes, they do
then they can compare with their friends

6. everyone can have some time to
- Sts write a paragraph about their
relax
family using the ideas in the chart, the
questions from the given text.
- T goes around and gives help, collects
common mistakes for later correction.
Do as required
- Sts exchange their writing for peer
correction and comment
- T collects 5 paragraph to mark in class
so that all sts feel the need to do the task
4. Consolidation
- Summarize the main points
5. Homework
- Ask students to prepare for the next lesson.

Date of preparation:
Date of teaching:
Period 8:


PART 7: LOOKING BACK AND PROJECT
I. Objectives: By the end of the period, Ss will be able to:
+ Exchange opinions about the household chores.
+ Use words and phrases related to topic Family life
+ Pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /.
+ Use the present simple and the present continuous tense.
II. Teaching aids:
- Cassette player, tape, board, chalks, textbook and notebook.

III. Procedure
1.Class organization:10A1
2.Checking up: Checking during the new lesson.
3.New lesson:

Teacher’s activities
1.Pronunciation
- T introduces the task and plays the CD, sts
listen and circle the cluster they hear
- T assigns /tr/, /kr/, /br/ to 3 lines/rows of
students then read 4/5 sentences containing all
three clusters. Sts listen and react by clapping
their hands.
2.Vocabulary 1
- T ask sts to speak out the words under each
pictures then let them write in their books.
- T helps if there is a new word
- T checks by saying the number

3.Vocabulary 2
- T has sts work in pairs, read the text carefully
and fill in each gap with a word.
- T reminds sts that thay have to use the correct
form of the words when filling
- T goes around and gives helps if necessary.
- One st does the task on the board
- T checks with the class by saying the number,
sts say the words/phrase to check pronunciation
- T asks one sts to translate the text to make
sure that sts understand it

Students’ activities
1. cream, brush
2. crash, tree, traffic
3. try, create, brother
4. brown, bread, breakfast
5.brave, travelling, train
6. true, crime, increase
Answers:
1. cooking
2. Shopping for groceries
3. doing the laundry
4. taking out the rubbish
5. cleaning the bathroom
6. washing up
7. Ironing
8. sweeping the house
9. watering the flowers
10. feeding the cat
Answers:
1. does the cooking
2. shops for groceries
3. does the heavy lifting
4. laundry 5.ironing
6. takes out the rubbish
7. sweeping the house
8. lays the table
9. does the washing-up

4.Grammar 1

Answer:
- Sts work in pairs to give the correct verb form 1. am writing, miss


in present simple or present continuous
- T checks with class and asks sts why they
make their choice to consolidate the use of the
two tenses
5.Grammar 2
- T asks sts to work in pairs this time and make
up a short dialogue based on the questions in
task.
- T asks some pairs to act the dialogue, starting
and ending with sentences given by the teacher

2. am looking after
3. looks, is wearing
4. am cooking
5. are you reading
6. do people in your family do
Model dialogue:
A. Hello
B. Can I ask you something?
A. question 1
B. …….
A. Thank you for your answers
B. You are welcome!

4. Consolidation
- Summarize the main points

5. Homework
- Students do the survey in PROJECT in groups at break time. Teacher design the
form and students hand in the results in written form as assignment.