Giáo án Looking back

Ss recall the unit topic of family life and activate their knowledge of routines and actions happening now.

T shows picture cards of family members doing chores (e.g., a boy sweeping the floor, a mother cooking dinner, a girl washing the dishes). Ss guess the chore and make one sentence about it. T asks: 'Who does this chore every day?' and 'What is happening in the picture right now?'

Ss produce sentences such as: 'He sweeps the floor every Saturday.' (routine) and 'She is cooking dinner now.' (action in progress). Ss notice that the first sentence describes a habit and the second describes an action at the moment of speaking.

Ss distinguish routines and states (present simple) from temporary actions in progress (present continuous), and state the form of each tense.

Ss work in groups of four. Each group sorts the following sentences into two columns, 'Routine / State' and 'Action now / Temporary':

• Linh washes the dishes every evening.
• She is revising now, so her brother is washing them tonight.
• I know the answer.
• We want to help.
• The twins are cleaning their room this week.
  Then Ss answer: 'Why do we use -s in the present simple with he, she, it?' and 'Why do we not use the present continuous with know, understand or want?'

Key rules Ss write in their notebooks:

• Present simple: describes routines and states. Form: I/we/you/they + base verb; he/she/it + base verb + -s.
• Present continuous: describes temporary activity now. Form: am/is/are + V-ing.
• Know, understand and want normally describe states, so they are usually not used in the continuous.
  Sorting result: Routine/State: Linh washes the dishes every evening; I know the answer; We want to help. Action now/Temporary: She is revising now; Her brother is washing them tonight; The twins are cleaning their room this week.

Ss pronounce the consonant blends /br/, /kr/, /tr/ clearly, and understand six key topic words of the unit.

T models the sentences: 'My brother brings bread.' 'The crowded kitchen needs cleaning.' 'We try to share the chores.' T highlights the blends and asks Ss not to insert a vowel between the two consonants. Then T presents six key words: chore (việc nhà), responsibility (trách nhiệm), gratitude (lòng biết ơn), routine (thói quen thường lệ), support (hỗ trợ), bond (mối gắn kết).

Ss can repeat the three model sentences with clear blends, without inserting a vowel between /b/ and /r/, /k/ and /r/, or /t/ and /r/. Ss write the six key words with their meanings in their notebooks.

Ss choose the correct tense and verb form in context, and explain their choice.

Ss work in pairs with Worksheet 1. Each pair completes exercises 1–8 (multiple choice) and explains the reason for each answer, for example: 'Every Saturday signals a routine.' or 'Now and please wait show an action in progress.'

Answer key for Worksheet 1:

1. C (sweeps) – Every Saturday signals a routine; singular brother takes sweeps.
2. B (am washing) – Now and please wait establish an action in progress.
3. A (help) – Plural parents takes the base form in a routine.
4. D (is cooking) – The temporary reason she cannot answer needs the continuous.
5. C (understand) – Understand is a state here; plural we takes understand.
6. B (Does) – A present-simple question with singular father uses does + base verb.
7. A (are cleaning) – A temporary arrangement this week with plural twins takes are cleaning.
8. D (see) – Does not is followed by a bare infinitive.

Ss match key topic words with their meanings and read a short text aloud with correct blends and natural rhythm.

Exercise 9 (Worksheet 1): Match each word with its meaning: chore, responsibility, gratitude, routine, support, bond.
Exercise 10 (Worksheet 1): Read the practice text aloud twice: first slowly, then at a natural pace. Text: 'My brother brings bread. The crowded kitchen needs cleaning. We try to share the chores.' Peers listen and give feedback.

Exercise 9 key: chore – việc nhà; responsibility – trách nhiệm; gratitude – lòng biết ơn; routine – thói quen thường lệ; support – hỗ trợ; bond – mối gắn kết.
Exercise 10: Teacher uses a 10-point scale: clear focus on consonant blends (4 points; 2 if inconsistent); clear and complete sounds and meaning (3 points; 1–2 if some words are hard to hear); natural rhythm and intonation (2 points; 1 if mechanical); self-correction after the first reading (1 point).

Ss use the present simple, the present continuous, and the key words to write a short opinion paragraph about sharing household chores.

Ss use Worksheet 2 to write a five- to six-sentence paragraph with the frame: 'I think teenagers should share suitable housework because it teaches responsibility. For example, ... However, ... I would begin with ...' Ss use at least two key words (chore, responsibility, support, bond, gratitude, routine) and at least one present continuous sentence describing something happening now or this week.

Model paragraph (for reference only):
I think teenagers should share suitable housework because it teaches responsibility. For example, a teenager who prepares vegetables may learn to 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.
Note: the 'For example' sentence is a hypothetical illustration, not a claimed observation.