Giáo án Communication and Culture / CLIL

Ss activate their prior knowledge of household chores and share a first view on whether housework is divided fairly in their homes.

T writes a list on the board: cooking, washing the dishes, cleaning the kitchen, taking out the rubbish, looking after younger siblings.
T asks: 'Which chores do you do at home? Is it fair when one person does most of them?'
In pairs, Ss name at least three chores they do and give one opinion within one minute.

Each pair names at least three chores and gives one opinion, for example: 'I wash the dishes every evening. I think sharing chores is fair.' These answers lead into the topic of Family life and the function of giving opinions.

Ss recognise and understand the four functions in the model dialogue: giving an opinion, agreeing with reservation, suggesting a compromise, and accepting a reasonable idea.

T plays the recording of the dialogue twice. Ss read along, then complete Worksheet 1 in pairs by answering:

1. What is A's opinion about sharing chores?
2. What does B agree with, and what does B question?
3. What solution does A suggest?
4. What does the last line say about agreements?

Ss complete Worksheet 1 with the following expressions:

• Giving an opinion: 'In my opinion, ...'
• Agreeing with reservation: 'I agree about ..., but ...'
• Suggesting a compromise: 'We could ...'
• Accepting an idea: 'That seems reasonable.'
  Key idea Ss note: The agreement should be discussed, not assumed.

Ss pronounce the consonant blends /br/, /kr/ and /tr/ correctly and understand the six key words in context.

T presents the words with Vietnamese meanings: chore (việc nhà), responsibility (trách nhiệm), gratitude (lòng biết ơn), routine (thói quen thường lệ), support (hỗ trợ), bond (mối gắn kết).
T models three sentences: 'My brother brings bread.' 'The crowded kitchen needs cleaning.' 'We try to share the chores.'
Ss practise the blends and match each word to a sentence: '___ is a daily task at home' (chore); 'Parents show ___ when they help their children' (support).

Ss copy the six words with meanings and an example sentence in their notebooks.
Answer key for matching: 'chore' is a daily task at home; 'support' is help given to someone in need; 'routine' is a regular pattern of daily activity.
Pronunciation point: keep both consonants together; do not insert a vowel between /b/ and /r/, /k/ and /r/, or /t/ and /r/.

Ss distinguish routines and states (present simple) from temporary activities happening now (present continuous) and recognise state verbs.

T writes two sentences on the board:

• 'Linh washes the dishes every evening.'
• 'She is revising now, so her brother is washing them tonight.'
  T asks: 1) Which sentence describes a routine? 2) Which sentence describes a temporary activity? 3) Why do we add -s to 'wash' in the first sentence? 4) Which verbs describe states: know, understand, want?

Ss state the rules:

• Present simple: routines and states; add -s for he, she, it.
• Present continuous: am/is/are + V-ing for temporary activity now.
• State verbs such as know, understand and want normally do not take the continuous form.

Ss understand that there is no single routine followed by every British household, and learn to describe a particular family rather than generalise about a whole country.

Ss read the reference notes on Worksheet 2 in pairs and answer:

1. What is the main idea of the text?
2. How can respect, mutual care and responsibility be expressed?
3. Why should we describe a particular family rather than claim that all families behave alike?
4. Compare one routine in the text with your own family: give one similarity and one difference.

Answer key for Worksheet 2:

1. There is no single routine followed by every British household.
2. Through shared meals, visits or practical help.
3. Families differ, so claiming that all families behave alike is an overgeneralisation.
4. Sample answer (for illustration): 'Many British families share meals, as my family does on Sundays. However, my family does not visit relatives every weekend.'

Ss identify the purpose and audience of the model exchange, locate its opening, and select specific details that make the message clear.

Ss answer these questions orally in pairs, using the model dialogue:
Task 2: State the purpose and audience of this everyday exchange on Family life. Support your answer with one detail.
Task 3: Explain how the opening introduces the topic. Identify the actual opening sentence.
Task 4: Select two useful details from the model and explain why they are better than saying only that the topic is important.

Reference answers (Ss may use equivalent wording):
Task 2: The purpose is to express and discuss opinions about sharing chores fairly; the audience is classmates or family members who share housework. Detail: 'should a student preparing for exams do the same amount?' shows a specific condition.
Task 3: The opening is 'In my opinion, sharing chores is fairer than leaving them to one person.' It establishes the topic before the supporting ideas.
Task 4: Two details: 'Perhaps not. We could exchange jobs for that week.' and 'The agreement should be discussed, not assumed.' These are concrete statements that can be evaluated, unlike a general claim that family life is important.

Ss summarise the model using only the given information, keeping essential conditions, and explain the function of one middle sentence.

Ss complete two tasks individually, then compare with a partner:
Task 5: Write a three-sentence summary using only information in the model. Keep any condition that is essential to its meaning.
Task 6: Choose one sentence from the middle of the model and explain what it contributes to the message.

Reference answers:
Task 5 (sample): 'Sharing chores is considered fairer than leaving them to one person. However, a student preparing for exams may not need to do the same amount. The agreement should be discussed, not assumed.'
Task 6 (sample): 'Describe a particular family rather than claiming that all families in a country behave alike.' This sentence adds a specific, careful view that supports the opening about family life, and it must be read with its surrounding conditions.

Ss apply the functions, vocabulary, grammar and cultural awareness to describe a particular family routine and compare it with a British family routine from the text.

In pairs, Ss talk for two minutes about one routine in their own family, using at least two target expressions (for example, 'In my opinion ...', 'I agree about ..., but ...', 'We could ...'). They include one similarity and one difference with the family values in the UK text. Ss then write a short paragraph of 60 to 80 words for homework.

Each pair delivers a short spoken exchange with at least two target expressions, one correct present simple sentence and one present continuous sentence, and one similarity and one difference. Individual written paragraphs are submitted at the next lesson.