Giáo án Getting Started

Ss activate prior knowledge about household chores and become familiar with the unit topic, family life.

Ss answer T's questions: 'What chores do you do at home?' and 'Do you think teenagers should share housework? Why?' Ss use the word chore and simple present sentences such as 'I wash the dishes every evening.'

A list of 4–6 chores named by the class on the board (e.g. wash the dishes, sweep the floor, cook dinner, take out the rubbish) and 2–3 short answers to the question 'Should teenagers share housework?' with a reason, e.g. 'Yes, because it teaches responsibility.'

Ss pronounce the consonant blends /br/, /kr/, /tr/ and identify the intentions of the speakers in the opening exchange.

Part 1: Pronunciation. Ss listen to and repeat the sentences 'My brother brings bread.', 'The crowded kitchen needs cleaning.' and 'We try to share the chores.' Ss keep both consonants together and do not insert a vowel between them.
Part 2: Speaker intentions. Ss read the conversation: A: 'In my opinion, sharing chores is fairer than leaving them to one person.' B: 'I agree about fairness, but should a student preparing for exams do the same amount?' A: 'Perhaps not. We could exchange jobs for that week.' B: 'That seems reasonable. The agreement should be discussed, not assumed.' Ss answer the question: 'What is each speaker doing in each line?'

Pronunciation: Ss pronounce brings, crowded, try and share with a clear /br/, /kr/, /tr/ onset.
Intentions:

• A: giving an opinion (sharing chores is fairer).
• B: agreeing with a reservation (but should a student preparing for exams do the same amount?).
• A: suggesting a solution (We could exchange jobs for that week).
• B: accepting the suggestion with a comment (That seems reasonable; the agreement should be discussed).
  Key idea: The agreement should be discussed, not assumed.

Ss understand the meaning and form of the present simple and the present continuous and know the state verbs that are not used in the continuous.

T uses the NeoEdu lesson page to show the grammar explanation and examples. Ss study the sentences: 'Linh washes the dishes every evening.' (routine) and 'She is revising now, so her brother is washing them tonight.' (temporary action now). Ss answer: 'Which tense describes a routine? Which tense describes an action happening now or around now?' Ss study the form: -s for he/she/it in the simple; am/is/are + V-ing in the continuous. Ss study the state verbs: know, understand, want.

Ss complete the summary:

• Present simple: routines and states. Form: I/you/we/they + V; he/she/it + V-s/-es. Signal words: every, usually. Example: Linh washes the dishes every evening.
• Present continuous: temporary actions now. Form: am/is/are + V-ing. Signal word: now. Example: She is revising now.
• State verbs (know, understand, want) normally are not used in the continuous: I know the answer. (not I am knowing)

Ss consolidate the six topic words and choose the correct present simple or present continuous form in context.

Ss complete Phiếu học tập số 1 in pairs. Part A: match the six topic words with their Vietnamese meanings. Part B: choose the correct answer for three tense items. Pairs check each other's answers before T gives the key.
Phiếu học tập số 1 includes:

• Part A: Match each topic word with its meaning: chore, responsibility, gratitude, routine, support, bond.
• Part B: Choose the correct option A, B, C or D for each item: 3, 4 and 5 in the textbook.

Part A (answer key):

• chore – việc nhà
• responsibility – trách nhiệm
• gratitude – lòng biết ơn
• routine – thói quen thường lệ
• support – hỗ trợ
• bond – mối gắn kết

Part B (answer key):

• Every Saturday, my brother ___ the floor. Answer: A. sweeps (Every Saturday signals a routine; singular brother takes sweeps.)
• Please wait; I ___ the vegetables now. Answer: D. am washing (Now and please wait show an action in progress.)
• Our parents ___ us with difficult decisions. Answer: C. help (Plural parents takes the base form in a routine.)

Ss read the topic preview, analyse how a short paragraph is built, and write a short paragraph about sharing housework with a clear opinion and specific details.

Ss read the topic preview: 'I think teenagers should share suitable housework because it teaches responsibility. For example, preparing vegetables helps a teenager appreciate the work behind a meal. However, heavy lifting and hot oil need adult supervision. I would begin with a short, safe task and adjust it during exams. Sharing does not mean dividing every job into identical pieces; it means agreeing on a fair contribution.'
In pairs, Ss complete Phiếu học tập số 2: answer questions 6–9 and then write a paragraph of three or four sentences about the chores in their own family, using the present simple and the present continuous.

Phiếu học tập số 2 answers (teacher's guide):

• Purpose and audience: The conversation informs the audience about how to share chores fairly; the audience is friends and family members who discuss housework.
• Opening sentence: 'A: In my opinion, sharing chores is fairer than leaving them to one person.' It introduces the subject before the supporting details.
• Two specific details: 'B: I agree about fairness, but should a student preparing for exams do the same amount?' and 'A: Perhaps not. We could exchange jobs for that week.' They are specific and can be evaluated, unlike saying only that housework is important.
• Three-sentence summary: 'Sharing chores is fairer than leaving them to one person. A student preparing for exams may not need to do the same amount. The agreement should be discussed, not assumed.'

Writing product: a paragraph of 3–4 sentences, for example: 'In my family, my mother cooks dinner every evening. This week, I am washing the dishes because my sister is studying for exams. I think we should share chores fairly because it teaches responsibility.'