Giáo án Tiếng Anh Lớp 10 (Hệ đổi mới) - Chương trình học kỳ I - Năm học 2019-2020 - Đỗ Bình

PERIOD 01/54 HƯỚNG DẪN HỌC TẬP BỘ MÔN
Date of planning: 03/09/2019 Date of teaching: 06/09/2019
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus:
- To help learners get involved in the new curriculum and textbooks.
- To help learners be prepared to study.
- To help learners know how to organize their learning.
2. Skills: 	- To help learners know the new curriculum.
- To help learners know the new textbook.
3. Attitudes: - To help learners be self-motivated.
- To help learners be self-esteemed.
II. PREPARATION
1. Teacher: 	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: - Listen and note down
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (omitted)
3. New lesson: (40 minutes)
A. New Curriculum:
- English is a compulsory subject in schools from grade 3 nationwide.
- English will become the most important foreign language or even the national second language.
B. New Textbooks:
- English 10: 105 period in 35 weeks, 10 units”
+ Unit 1: Family Life
+ Unit 2: Your body and You
+ Unit 3: Music
+ Unit 4: For a better community
+ Unit 5: Inventions
+ Unit 6: Gender Equality
+ Unit 7: Cultural Diversity
+ Unit 8: New ways to learn
+ Unit 9: Preserving the environment
+ Unit 10: Ecotourism
- English 11: later explanation
- English 12: later explanation
C. Learning styles:
D. General regulations and tips:
PERIOD 02/54 UNIT 1: FAMILY LIFE
GETTING STARTED - Household chores
Date of planning: 03/09/2019 Date of teaching: 07/09/2019
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus:
- To help learners get started with some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar, that is the distinction between the present simple and the present progressive
2. Skills: 	- To help learners get started with 4 skills in Unit 1
- Reading: Read about the benefits of sharing housework
- Speaking: Exchange opinions about household chores
- Listening: Listen to people talk about the roles of family members
- Writing: Write about doing household chores in the family
3. Attitudes: - To help Ss get started for Unit 1 with the topic "family life"
- To provide Ss some motivation
II. PREPARATION
1. Teacher: 	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: - Read through English Unit 1 - getting started at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (omitted)
3. New lesson: (40 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Lead in
Ask Ss if they often do housework and what housework each member of their family does
Ask them look at the pictures and guess what they show
Mother: cook/prepare meals (do the cooking), wash the clothes (do all the laundry), 
You: clean/sweep/mop the house/the floor, 
Father: take out the garbage, do some cooking
- She's busy doing her work. She spends time both going out to work and taking after her family
- She's a student. She is busy doing her homework. She often has too much homework to do but she also helps with the housework
- He also goes out to work to support the family, but he also shares the household tasks with his family member
1. Listen and read
Ask Ss listen to the recording and read the conversation
- ask sb out for a game of tennis - go out with sb
- prepare dinner - do the cooking
- work late - help with the housework/cooking
- share the household duties - study for exams
- divide household chores - split the chores equally
- shops for groceries/ do shopping - clean the house
- do the heavy lifting 
- do all the laundry/ wash the clothes
- do the washing up/ wash the dishes
- take out the rubbish/garbage
- handle/take responsibility for/ be responsible for most of the chores around the house
- be responsible for the household finances
- homemaker - breadwinner
- housework, household/ domestic chores/tasks/duties/
2. Work in pairs. Decide whether the statements are true (T), false (F) or not given (NG) and tick the correct box.
Ask Ss to work in pairs and do the task
Asks Ss to give the reasons for their answers
1. F 2. NG 3. F 4. T 5. T 6. NG
3. Listen and repeat the words/phrases
Ask Ss to listen to the recording and repeat the words/phrases
household chores household finances
heavy lifting laundry
rubbish groceries
washing - up
4. Write the verbs/verb phrases that are used with the words/phrases in the conversation
Ask Ss refer back to the conversation and do the task
split, divide, handle (household) chores
take out rubbish do laundry
shop for groceries do heavy lifting
do washing - up
be responsible for household finances
4. Consolidation: (3 mins)	- Household chores mentioned in the conversation
- Practice the conversation
5. Homework: (1 min)	- Household chores mentioned in the conversation
- Practice the conversation
- Do the task again	- Read Unit 1 - Language at home
IV. SELF-EVALUATION:
PERIOD 03/54 UNIT 1: FAMILY LIFE
LANGUAGE
Date of planning: /09/2019 Date of teaching: /09/2019
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus:	- To provide learners some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar: the distinction between the present simple and the present progressive
2. Skills:	- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes:	- To encourage Ss to work harder	- To provide Ss some motivation
II. PREPARATION
1. Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students:	- Read through English Unit 1 - language at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes)	- Ask some Ss to write some new words and do the tasks again
3. New lesson: (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
VOCABULARY
1. Matching the words and phrases with their meaning below.
Ask Ss to do the tasks and compare the results with their partner 
1. f 2. e 3. a 4. h 
5. b 6. g 7. d 8. c
- the act of washing plates, glasses, pans
- an action that requires physical strength
- a person who manage the home, raise children
- earn money from a job - instead of
- routine task
- food/ other goods at a shop/ supermarket
2. List all the household chores that are mentioned in the conversation. Then add more chores to the list.
Ask Ss to work in pair. Read the conversation again and do the task
Elicit more chores to add to the list
- 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 chores
Others
- mop/sweep/tidy up the house - bathe the baby
- feed the baby - water the house plants
- feed the cat and dog - iron/fold/put away the clothes
- lay the table for meals - mow the lawn
3. Work in pairs. Discuss the questions below.
Ask Ss to work individually, read their list of chores and write down the person who does each of the chores
Let Ss work in pairs or in groups to ask and answer the questions
I often help my parents V/to V
I often help with N/Ving in my family
I take the responsibility for Ving/N
I am responsible for
My main responsibility is to V
....
PRONUNCIATION
1. Listen and repeat
Play the recording and let Ss listen
Play it again with pauses for them to repeat each word
Do as appointed
/tr/ trash
/kr/ crane, crack
/br/ brush
2. Listen to the sentences and circle the word you hear.
Ask Ss to read the word in rows paying attention to the difference between the sound clusters
Play the recording and let Ss listen to the sentences and circle the word they hear
1. Her brother borrowed her motorbike and crashed it - b
2. The crane has been there for quite a while - b
3. I like bread with butter - c
4. Is it true that he quit? - a
GRAMMAR
1. Read the text and choose the correct verb form
Let Ss read the text individually once and ask them to pay attention to the words/phrases such as every day, today, at the moment
Ask them to work in pairs to compare their answers
Elicit the use of the present simple and the present progressive
- daily habits and routines
- is happening or not happening now, at the moment of speaking
1. does 2. cooks 3. cleans 4. is watching
5. is doing 6. is doing 7. is tidying up 8. is trying
- housewife - do most of the housework
- Mother's Day - do it all for her
- watch one's favourite programme on TV
- try hard - make it a special day for sb
2. Use the verbs in brackets in their correct form to complete the sentences
Let Ss work in pairs to give the answers
Ask them to give clues for their answers
1. does, is not cooking, is working 2. is taking out
3. cleans, is cleaning 4. is preparing
5. look after, works 6. is watching, watches
- work on an urgent report
- prepare for one's exams
divide the duties in the house
look after the children work to earn money
watch out now = presently = currently
4. Consolidation: (3 mins)	- Vocabulary related to household chores
- The present simple Vs the present progressive	- The pronunciation of /tr, cr, br/
5. Homework: (1 min)	- Vocabulary related to household chores
- The present simple Vs the present progressive	- The pronunciation of /tr, cr, br/
- Do the task again	- Read Unit 1 - Reading at home
IV. SELF-EVALUATION:
PERIOD 04/54 UNIT 1: FAMILY LIFE
READING – Sharing housework
Date of planning: / ./2019 Date of teaching: / ./2019
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus:	- Vocabulary related to the topic of sharing housework
2. Skills:	- To promote Ss to develop their reading skills
- Skim the text to get the general idea - Scan the text to get some specific details
3. Attitudes:	- To encourage Ss to work harder	 - To provide Ss some motivation
II. PREPARATION
1. Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students:	 Read through English Unit 1 - Reading at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes)
The use of the present simple and the present progressive and do the tasks?
3. New lesson: (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Lead in
Inform Ss of the lesson objectives: Read and understand the text about roles in the family
PRE READING
1. Look at the pictures and answer the questions
Let Ss work in groups, do the task
the mother is doing the washing up
the father is tidying up the dinning table
the first daughter is cleaning the floor
the second daughter is cleaning the refrigerator
Yes they are because they do the housework together. all members of the family share the housework
WHILE READING
2. Read the text below and decide which of the following is the best title for it
Let Ss read the three heading a, b, c first and make sure they understand all of them
Ask Ss to read through the text once without stopping at the words that they don't know the meaning
Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text
Help them eliminate the choice that is only one aspect of the text
c. Sharing housework makes the family happier
- be considered + a + N/to be
- woman's duty - the rest of the family
- help out
- be good for all the relationships within the family
- be good for sb as individual - psychologist
- realise enormous benefits
- do well/better at school - become more sociable
- have better relationships with sb
- learn good skills - be more responsible
- tend to V - overall good people
- see sb Ving - care about sb
- put all of the housework on sb
- contribute to the household chores
- be vulnerable to illness - think about divorce
- work together on household chores
- positive atmosphere >< negative 
- set a good example for sb - find a way to do st
- work well together - be critical of each other
3. Look again at the text. Can you understand the words from the context? Tick the appropriate meaning for each word from the text
Let Ss read the text again, understand the words: sociable, vulnerable, critical, enormous and tend
1. sociable - friendly
2. vulnerable - able to be easily physically, emotionally or mentally hurt
3. critical saying that st is bad
4. enormous - very very large
5. tend - likely to behave in a particular way
4. What does "it" in line 11 and line 14 mean?
Ask Ss to work in pairs, find out what "it" refers to in each sentence.
Line 11: c - the husband doing housework
Line 14: b - the time when everyone work together in the house
5. Answer the questions
Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words
Let Ss read the text again and locate the parts of the text where they can get the answers
1. children benefit 2. why ... better relationship
3. What may happen 4. family benefit
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 that makes their wives happy
3. They may fall ill easily or may think about divorce 
4. There is a positive atmosphere for the family
POST READING
6. Discuss with a partner
Put Ss in groups of four and let them discuss the questions freely
1. I have some problems/ difficulty/ trouble in organizing the time and the order of my housework logically and scientifically 
2. Sharing housework makes my family members closer to each other
4. Consolidation: (3 mins)	- Vocabulary related to sharing the household chores
- Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context
5. Homework: (1 min) - Vocabulary related to sharing the household chores
- Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context
- Do the task again	- Read Unit 1 - Speaking at home
IV. SELF-EVALUATION:
PERIOD 05/54 UNIT 1: FAMILY LIFE
SPEAKING – Chores I like!
Date of planning: / ./2019 Date of teaching: / ./2019
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus:	- Vocabulary related to the topic of household chores
- To provide learners different expressions of like and dislike
2. Skills:	- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes:	- To encourage Ss to work harder	- To provide Ss some motivation
II. PREPARATION
1. Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students:	- Read through English Unit 1 - Speaking at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes)
Distinguish the use of the present simple and the present progressive and do the tasks again
3. New lesson: (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Lead-in
Ask Ss to brainstorm with the key work housework
Suggestions:
- peel the potatoes
- run to the shop/ get some eggs
- help sb with the dinner ...
- empty the dustbin/dishwasher/waste-bin 
- clean the refrigerator/cooker
- put the toy away
- throw out empty bottles
- be responsible for the family/household finances
- work to earn money
Do as appointed
- Do/share the housework/household/domestic chores/ tasks/duties
- split/divide/handle the household chores
- prepare breakfast, lunch, dinner
- cook breakfast, lunch, dinner
- do the cooking, shopping, laundry, washing up, gardening, dusting, ironing, cleaning, heavy lifting, washing
- shop for groceries - make the bed
- water the plants - water/feed the pets
- clean/mop/sweep the house, the floor, the patio
- hoover the sitting room - tidy up the house
- take out the rubbish, garbage 
- look after/raise the children - lay/clear/wipe the table
- wash the dishes/clothes - hang the washing out
- iron/fold the clothes - give st a wipe/ clean
1. Which household chores do you like and which do you dislike? Why?
Ask Ss to work by themselves, write at least 3 household chores they like and 3 they dislike then add a reason
More Suggestions:
- mop/tidy up the house It make me tired/It's tiring
- do the laundry It's time consuming 
- do the ironing It's not easy. I sometimes burn the clothes
Do as appointed. Like: - cooking I like eating/cooking
- sweeping the floor It's easy/not too hard /I like seeing the house clean after I sweep it
- lay the table I like seeing delicious food on the table
- do the ironing I like to be well-dressed/I like my clothes to be in good conditions
- water the plants/feed the pets I love animals/ I love green plants in my house
- take out the rubbish - It helps to protect the environment
Dislike: - cleaning the bathroom It's dirty
- wash the dishes I often break things when I do the washing up
- do the cooking It's hot and I sometimes cut myself
2. Match Mai's answer with Anna's question and practise the dialogue
Let Ss work in pairs. Ask them to read all the questions and guess the answer.
Do as appointed
What household chores do you do every day? 
Which of the chores do you like doing the most?
What do you like about it?
Which of the chores do you dislike doing the most?
1. c 2. a 3. d 4. b
3. a. Have a similar conversation with a partner. Find out which chores she/he likes or dislikes and why.
Ask Ss to interview their friends and note down on the sheet of paper
- Name: - Household chores: 
- Likes Reason
- Dislike Reason
3. b. Report to the class about your partner's likes and dislikes
Ask Ss to go to the board, look at their note and report the result to the class
- Do as appointed
What household chores do you do every day? 
Which of the chores do you like doing the most?
What do you like about it?
Which of the chores do you dislike doing the most?
Like/ enjoy/ fancy/ be interested in/ feel like/ love/ be fond of/ be keen on 
Dislike/ hate/ don't like/ detest/ 
- Do as appointed
I have just interviewed .... about the household chores he/she does in the family.
She/He often ...
She/He likes ... because
She/He dislikes ... because
4. Consolidation: (3 mins)	- Vocabulary related to household chores one likes and dislikes
- Speaking skills: making a dialogue based on the sample, interviewing, reporting
5. Homework: (1 min)	- Vocabulary related to household chores one likes and dislikes
- Speaking skills: making a dialogue based on the sample, interviewing, reporting
- Do the task again	- Read Unit 1 - Listening at home
IV. SELF-EVALUATION:
PERIOD 06/54 UNIT 1: FAMILY LIFE
LISTENING – Family Life – Changing Roles
Date of planning: / ./2019 Date of teaching: / ./2019
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus:	Vocabulary related to the topic of family life - changing roles
2. Skills:	- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes:	- To encourage Ss to work harder	- To provide Ss some motivation
II. PREPARATION
1. Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students:	- Read through English Unit 1 - Listening at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes)	- Ask some pairs of Ss to make the interview and report again
3. New lesson: (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Lead in
Write down two words wife/woman and husband/man and ask Ss to note down the role of them in the past and in present time
Do as appointed
Woman/wife
Man/Husband
- do all the housework
- be responsible for child-raising/ be financially dependent
- not have much power in both the society and family
- not share any housework
- go out to work and earn money/ breadwinner
- have the total power in both the society and family
- go out to work and look after the family
- have better education, have more power in both the society and family
- earn money and share the housework
- fair attitude toward women
1. Look at the chart and discuss the changes in weekly hours of basic housework by married men and women in the USA
Ask Ss to work in pairs, look at the chart and discuss the changes in the weekly hours of basic housework by married men and women in the USA
Do as appointed
In 1976, married women in the USA did four times as much housework as married men
In 2012, married women in the USA did three-fifths of the housework and married men did the rest.
From 1976 to 2012 the weekly hours of basic housework done by married men increased greatly. This means that married men in the USA tend to share more and more housework with their wives.
2. Listen to a family expert talking about how the role of men and women in families have changed and decide whether the following is T or F
1. children raising: Both parents have equal responsibility to nurture and to take care of the children
2. Breadwinning: Husband's and wife's careers are equally important
3. Housework: The household chores should be equally divided between the wife and the husband
4. Recreation: Both partners have an equal chance at time for their own interests and of course, to be with each other
Experts have found out that families that can keep to those four principles of "equally shared parenting" become happier and the divorce rate is the lowest amongst them.
Do as appointed
1. T 2. T 3. T 4. F 5. T
Tape script
Today we'll discuss the changes in roles performed by men and women in the family. Changes in family life have made men's and women's roles more alike than ever as the wives are also be responsible for the family finances.
Family experts say the old notions of who does what in the family may be more and more unclear. Men are not the sole breadwinners for the family like they used to be and they are becoming much more involved in housework and parenting
Because men and women's role in families have become more alike, for couples to balance their work and family life, perhaps, "equally shared parenting" is the best solution. "Equally shared parenting" means the "conscious and purposeful sharing" in domains of life:
3. Work in pairs. Match the word and phrase with appropriate meaning
Let Ss work in pairs to match the word and phrase with its appropriate meanings
Do as appointed
1. e 2. b 3. c 4. d 5. a
Provide Ss with the tape script and ask them to fill in the blank
1. alike 2. sole 3. involved 
4. balance 5. equally 6. divorce
4. Listen again and answer the question
Ask Ss to read the question carefully and then answer 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, home making and parenting
3. The families become happier and the divorce rate amongst them is the lowest
4. Consolidation: (3 mins)	- Vocabulary related to the topic	- Listening skills
5. Homework: (1 min)	- Vocabulary related to the topic of family life - changing roles
- Listening skills	- Do the task again	- Read Unit 1 - Writing at home
IV. SELF-EVALUATION:
PERIOD 07/54 UNIT 1: FAMILY LIFE
WRITING – Many hand-made light work
Date of planning: / ./2019 Date of teaching: / ./2019
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus:	Vocabulary related to the topic sharing the housework
2. Skills:	- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes:	- To encourage Ss to work harder	- To provide Ss some motivation
II. PREPARATION
1. Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students:	- Read through English Unit 1 - Writing at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes)	Ask some pairs of Ss to make the interview and report again
3. New lesson: (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. Work in pairs and discuss the meaning of the saying "Many hands make light work"
Ask Ss to do the task
Do as appointed
This saying means if many people share a piece of work, it will become easy for everybody. This also applies to doing housework in the family. If all members contribute to housework, each won't have to do much.
2. Read the text about Lam's family and complete the chore chart
Ask Ss to do the task 
Dad: mending things around the house, cleaning the bathroom
Mum: do most of the cooking and grocery shopping
Lam: doing the laundry, taking out rubbish, cleaning the fridge, laying the table for meals, sweeping the house and feeding the cat (share with sister)
An: helping mum prepare meals, wash the dishes, laying the table for meals, sweeping the house and feeding the cat (share with brother)
3. Read the text again and answer the question
Ask Ss to do the task
1. There are four people in Lam's family
2. Both parents work and the children spend most of their time at school
3. They split the housework equally in the family
4. The father ...
5. Yes, they do, they do it willingly
6. The burden is not on one or two people, so everyone has time to relax.
4. Make your family chore chart, then using the ideas in the chart, write a paragraph about how people in your family share housework based on the idea on the chart
Do as appointed
- work individually to make family chore chart
- make an outline of the paragraph
- exchange their writing for peer comment
1. Introduction (Q 1, 2) 2. Body (Q 3, 4) 
3. Conclusion (Q 5, 6)
4. Consolidation: (3 mins)	- Vocabulary related to the topic 	- Writing skills
5. Homework: (1 min)	- Vocabulary related to the topic of sharing household chores
- Writing skills	- Do the task again
- Read Unit 1 - Communication and Culture at home
IV. SELF-EVALUATION:
PERIOD 08/54 UNIT 1: FAMILY LIFE
COMMUNICATION AND CULTURE
Date of planning: / ./2019 Date of teaching: / ./2019
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus: To provide learners some communication samples and cultural items
2. Skills:	- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes:	- To encourage Ss to work harder	- To provide Ss some motivation
II. PREPARATION
1. Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students:	Read through English Unit 1 - Communication and Culture at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes)	Ask some Ss to go to the board and read their writings
3. New lesson: (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Communication
Discussion - who does what in your family?
1. Look at the pictures and say what is each person doing
Ask Ss to do the task
2. Listen to the TV talk show. Who said what?
Ask Ss to read the statements
Play the recording. Ss listen and do the task
The man is doing his housework: do the cooking, cleaning and laundry
The woman is doing her housework: do the cooking, ironing, cleaning, laundry, and looking after the children
They are too busy and tired of their household chores. They look unhappy and They are easy to get angry
3. Work in groups. Discuss the questions. Then report your group's opinions to the class.
Ask Ss to do the task
Mr. Pham Hoang c, e, g Mrs. Mai Lan: a, f
Mr. Nguyen Nam: b, d
Tape script
TV host: Good evening, welcome to the Happy Family Programme. Our topic today is "Roles in the family" and our guests are Mr. Pham Hoang, an artist, Mr. Nguyen Nam, a teacher and Ms. Mai Lan, a doctor. Now We'll hear what they think the roles of the wife and husband are in today's society. Mr Pham Hoang?
Mr. Pham Hoang: Well, in my opinion, in the family, the husband is the provider while the wife if the homemaker. Her job is to look after everyone in the family and take care of the house to make sure it's clean and neat and that the family has good meals every day.
TV host: So you mean the wife has to do most of the housework? What do you think Ms. Mai Lan?
Ms. Mai Lan: Well I don't think so. Women's roles have changed. They also work to share the financial burden with their husbands, so their husbands should share the household duties with them
TV host: I see. What do you think, Mr. Nguyen Nam?
Mr. Nguyen Nam: I agree with Ms. Mai Lan. Homemaking can't only be the job of the wife or the husband. Both should join hands to provide for the family and to make it happy.
Do as appointed
Culture
Read the two test about family life in Singapore and in Vietnam and answer the questions
- Ask Ss to do the task
- Two students read out the texts
- take note new words
nuclear family >< extended family
child minder = baby sitter
nursing home
Questions
Answers
in Singapore
In Vietnam
Type of family
nuclear family
extended family
Child caring
Nursery school or child minder
Grandparents or great grandparents
Old-person caring
Nursing home
Children or grandchildren
Educating children
Taking part in activities of Parent Support Group or Parent Teacher Association 
Helping children with their homework, giving them advice on behaviour
4. Consolidation: (3 mins)	- Discussion the change in women's and men's roles
- Family life in Singapore and in VN
5. Homework: (1 min)	- Discussion the change in women's and men's roles
- Family life in Singapore and in VN	- Do the task again
- Read Unit 1 - Looking back and Project at home
IV. SELF-EVALUATION:
PERIOD 09/54 UNIT 1: FAMILY LIFE
LOOKING BACK AND PROJECT
Date of planning: / ./2019 Date of teaching: / ./2019
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus:	- To help students revise what they have learned in unit 1
-