Giáo án Reading

Ss activate prior knowledge about household chores and get ready to read about sharing work at home.

Ss brainstorm the chores they do at home and answer the teacher's questions: 'What chores do you do at home?' and 'Who does the cooking in your family?'. Then Ss predict what the text 'Family life' may be about, based on the title and a single picture cue of a family in the kitchen.

A class list of chores on the board, for example: wash the dishes, sweep the floor, cook lunch, do the shopping, take out the rubbish. Ss give one prediction, for example: 'The text is about a family sharing housework.'

Ss understand and use the six key words of the lesson correctly before reading.

Ss match six key words with their Vietnamese meanings and then use each word in a sentence about their own family. Key words: chore (việc nhà), responsibility (trách nhiệm), gratitude (lòng biết ơn), routine (thói quen thường lệ), support (hỗ trợ), bond (mối gắn kết). Example sentence from the lesson: 'We try to share the chores.'

A completed vocabulary table in Ss' notebooks, for example:

• chore = việc nhà
• responsibility = trách nhiệm
• gratitude = lòng biết ơn
• routine = thói quen thường lệ
• support = hỗ trợ
• bond = mối gắn kết
  Each Ss writes one example sentence with a key word, for example: 'Cleaning the kitchen is my weekly chore.'

Ss read the original text for the main idea and specific details, and learn to find the exact sentence that supports each answer.

Ss read the text once for the central question, then use Worksheet 1 to locate the exact sentence supporting each answer. Central questions: 'Why did the family change its routine?', 'Who still handled hot pans and heavy shopping?', 'What did Linh's brother understand after the change?', 'Did the family pay the children for each job?'. Ss also decide whether each statement in Worksheet 1 is a stated fact, a reasonable inference or an unsupported claim.

Answers for Worksheet 1, for example:

• Main idea: the family redistributes household work so that Linh can attend her class (a fairer Saturday).
• Stated fact: 'When Linh joined a weekend science class, her family had to change its Saturday routine.'
• Stated fact: 'Their parents still handled hot pans and heavy shopping.'
• Reasonable inference: Linh felt less stressed because someone else took over her work. Evidence: 'Linh felt relieved: attending her class no longer meant leaving another person with all her work.'
• Unsupported claim: 'The children were paid for each small job.' The text says the family did not pay the children.

Ss pronounce consonant blends correctly and distinguish the present simple from the present continuous in context.

Pronunciation: Ss repeat the sentences 'My brother brings bread.', 'The crowded kitchen needs cleaning.' and 'We try to share the chores.', keeping /br/, /kr/ and /tr/ together without inserting a vowel. Grammar: T contrasts 'Linh washes the dishes every evening.' (routine, present simple) with 'She is revising now, so her brother is washing them tonight.' (temporary activity, present continuous). Ss note that know, understand and want normally describe states.

Ss repeat the blends accurately. Ss note in their notebooks:

• Present simple: routines and states, with -s for third-person singular (Linh washes the dishes every evening.)
• Present continuous: temporary activity now, with am/is/are + -ing (She is revising now.)
• Stative verbs: know, understand, want are usually not used in the continuous.

Ss apply the reading skills to answer multiple-choice questions and justify each answer with evidence from the text.

Ss do Questions 2 to 5 from the textbook, based on the reading text:
2. Why did the family change its routine? A. Linh started a weekend class. B. Her mother stopped cooking. C. Her brother moved away. D. Their kitchen was rebuilt.
3. Who still dealt with hot pans? A. Linh alone B. The younger brother C. A neighbour D. The parents
4. What does the imperfect kitchen show? A. The children were paid too much. B. No one did any jobs. C. Clarity and cooperation mattered more than perfection. D. The plan was abandoned.
5. Which title best fits? A. Why children need wages B. A fairer Saturday C. How to win a science prize D. A new kitchen for sale

Answer key with evidence:

• Question 2: A. The opening connects the change to the science class.
• Question 3: D. Safety-sensitive work remained with the parents.
• Question 4: C. The contrast says the kitchen was imperfect but responsibilities were clear.
• Question 5: B. The account centres on redistribution of household work.

Ss apply the language and the idea of shared responsibility to their own family, and write a short summary of the text.

Ss talk in pairs about one chore they could take over in their family, using the present simple and the present continuous. Then Ss write a three-sentence summary of the text, using only information from the model. Keep the essential condition: 'After two weeks, the family reviewed the arrangement.' Homework: Ss write the summary in full.

Oral: each pair makes two sentences, for example: 'I wash the dishes every evening. My brother is cleaning the kitchen now, so I can study.'
Written summary (homework), for example: 'When Linh joined a weekend science class, her family had to change its Saturday routine. Previously, she had washed the dishes after lunch while her younger brother played. Linh felt relieved: attending her class no longer meant leaving another person with all her work.'