Giáo án môn Tiếng Anh 10 thí điểm

	UNIT 1	: FAMILY LIFE
Period 2	: Getting started
	Week	: 01
	Date of preparation	: August 13th, 2015
	Date of teaching	: August 19th, 2015
	Classes : 10A1
I. AIMS AND OBJECTIVES 
- Language content: To introduce the students to the text about family life, and some words and phrases related to topic "Household chores"
- Language function: To enable sts to talk about family life, especially Household chores
- Educational aim : To make them aware of benefits of sharing household.
1- Language:	+Vocabulary: orphanage, handicapped, remote 
+ Structure: 	Review the previous structures
2- Skill: 	Integrated skill, mainly reading
3- Education factor: To help sts to know to share household chores with their family
II. TEACHER’S AND STUDENTS’ PREPARATION
	1. Method	: Communicative Approach
	2. Techniques	: Questions –answers, pairwork, groupwork, work individually
	3. Materials needed	: Worksheets, pictures, chalk
	4. Students’ preparation: New words and the lesson “Getting started” of Unit 1
	5. Previous exercises: No homework 
III. PROCEDURE IN CLASS 
1. Stabilization: (3ms)
- Greet students and check attendance 
- Warm- up : 	Asks sts to work in pairs/groups and list 5 things they have to do at home.
- T asks some more questions about housework;
	1. What housework do you do?
	2. Do you hate or like it? Why?
Things sts have to do at home: clean the house, cook, shopping, wash clothes, do the washing-up
Suggested answers:	1. I have to cook dinner
2. I like it because I like eating
2.Checking – up previous knowledge : No checking 
3.New lesson : (40ms)
Time
Teacher’s activities
Students’ activities
The lesson content
 (2ms)
(7ms)
(13ms)
(7ms)
(8ms)
(3ms)
(2ms)
I. Lead- in:
- From the part of “Warm - up”, the teacher leads to the topic of the lesson
II. Practice
Activity 1: Listen and read
- Asks sts to listen and repeat the dialogue, pay attention to some new words
- Plays the CD, pauses after a short sentence
- Gets students to say the new words, T corrects if necessary
- Checks pronunciation and meaning
- Ask sts to work in pairs to read the dialogue
- Get some pairs to read the dialogue if there is time
Activity 2: Decide whether the sentences are true, false or not given
- T asks Ss to read the passage again and get information to do Task 2 in pairs.
- Ask students to compare the answers with a partner. 
- Ask some students to read the answers.
- Checks and gives the correct answers:
Activity 3: Listen and repeat:
- T plays the recording and asks Ss to listen then repeat the words/ phrases twice.
- T asks some Ss to read the words.
- T corrects Ss’ pronunciation
- T explains the meanings if necessary.
Activity 4: Write the verbs or phrases
- T asks Ss to write the verbs or phrases that are used with the words or phrases in the conversation.
- T asks Ss to work individually.
- T plays the recording again if necessary.
- T asks Ss to exchange the answers with their partner.
- T gives feedback.
V. Consolidation:
- Ask sts some questions to remind the content of the lesson
VI- Homework
- Asks the sts to write their homework
- listen to the teacher
- listen and repeat
- listen to the tape
- work in pairs
- read the passage
- listen, take notes
- do as told
- correct
- write the verbs
- work individually
- remind as told
- take notes
Unit 1 : FAMILY LIFE
Lesson 1 : GETTING STARTED
Activity 1: Listen and read
Vocabulary:
duty, chore, equally, rubbish, laundry, finances, grocery, heavy-lifting, homemaker, breadwinner
Activity 2: Decide whether the sentences are true, false or not given
Answers:
1. F (he is preparing dinner)
2. NG (no information)
3. F (she is studying for exams)
4. T (he is preparing dinner)
5. T (we split the chores equally)
6. NG(no information)
Activity 3: Listen and repeat:
Activity 4: Write the verbs or phrases
Answers:
1. do /divide/ handle (household) chores 
2. take out garbage
3. do laundry 4. shop for groceries
5. do heavy lifting 6. do washing-up
7. be responsible for household finances
VII. Consolidation:
- Remind the content of the lesson
VIII- Homework
+ Learn the lesson well
+ Prepare “ Language”
. Vocabulary about household 
. Pronunciation: /tr/, /kr/, /br/
. Grammar : the present simple & the present continous
* Self- evaluation: ....
...
	UNIT 1	: FAMILY LIFE
Period 3	: Language
	Week	: 01
	Date of preparation	: August 14th, 2015
	Date of teaching	: August 21th, 2015
	Classes : 10A1
I. AIMS AND OBJECTIVES 
- Language content: To introduce the students to consonant sounds in pronunciation and help the sts revise gerund and present participle; perfect gerund and perfect participle 
- Language function: : To help them pronounce consonant clusters /tr/ , /kr/ and /br/ exactly and use some grammatical points to communicate in their life 
- Educational aim : To make them aware of the importance of their study and practising grammar as well as pronunciation 
1- Language:	+Vocabulary: Pronunciation consonant clusters /tr/ , /kr/ and /br/
+ Structure: 	The present simple and the present continuous tense.
2- Skill: 	Integrated skill
3- Education factor: To help sts to know to use the language briefly and exactly 
II. TEACHER’S AND STUDENTS’ PREPARATION
	1. Method	: Communicative Approach
	2. Techniques	: Pictures, gap- filling, questions –answers, discussing, pairwork, groupwork, work individually
	3. Materials needed	: Worksheets, pictures, handouts
	4. Students’ preparation: The lesson “Language ” of Unit 1
	5. Previous exercises: No excercise
III. PROCEDURE IN CLASS 
1. Stabilization: (5ms)
- Greet students and check attendance 
- Warm- up : T says 8 words in Vietnamese, sts write the words in English in groups. The winner is the group with most correct words
	Words for the game:
chore, homemaker, breadwinner, groceries, split, laundry, heavy-lifting, washing-up
2.Checking – up previous knowledge : No- checking	
3.New lesson : (40ms)
Time
Teacher’s activities
Students’ activities
The lesson content
(8ms)
A. Vocabulary:
Activity 1. Matching 
- Sts work in pair to match each word with its definition in 5 minutes.
- T checks with whole class by saying the number, sts say the letter. T can check their understanding by asking "How do you know?"
Activity 2: Listing
- Sts work in groups this time, listing all chores by scanning the dialogue. One pair does the task simultaneously on the board to get mark
- T checks by pointing at each words and sts say no or yes. T also decides if any other chores is suitable or not.
- T can organize a game to list other household chores in 2 minutes
Activity 3: Discussing
- T asks Ss to discuss two questions
- Have Ss work in pairs to ask and answer the questions.
- T encourages Ss to use the chores in the list in their answers. 
- T asks some pairs to ask and answer the questions.
- T gives feedback.
B. Pronunciation
Activity 1: Listen and repeat:
- T plays the recording and asks Ss to listen then repeat the words twice.
- T asks some Ss to read the words.
- T gives the meaning of the words if necessary. T helps Ss distinguish the three sound clusters.
- T corrects Ss’ pronunciation
- T helps Ss with the pronunciation
- T asks 5 sts to read 5 rows of the table and check their pronunciation if necessary.
Activity 2. Listen and circle
- T asks to read the words in rows, paying attention to the difference between the sound clusters.
- T plays the recording and asks Ss to listen then circle the word they hear.
- T asks Ss to work individually.
- T asks Ss to exchange the answers with their partner.
- T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear.
C. Grammar:
Activity 1. Read and choose the correct verb form
- Sts work individually/pair, one st does the task on the board ]
- T checks and elicit the use, the difference and cue words of present simple and present continuous.
 - Sts can look at the yellow and green box in their textbook to review the two tenses
Activity 2. Give the correct verb forms
- Sts work individually first then work in pair for peer check. One st does the exercise on the board to get a mark
- T checks with the whole class and ask sts why to make sure that they remember the use, the difference and cue words of present simple and present continuous.
D- Consolidation
- Ask sts to recall the way to use the tenses
E- Homework
- Asks the sts to write their homework 
- match in pairs
- listen to the teacher
- work in group
- do as told
- list 
- discuss the questions
- do as told
- listen
- listen to the tape
- read the words
- correct
- do as required
- read the words
- circle the words
- exchange the answers
- do as told
- work in pairs to do
- look at the textbook and do
- work individually
- listen
- recall the tenses
- listen, take notes
Unit 1 : FAMILY LIFE
Lesson 2: Language
A. Vocabulary:
Activity 1. Matching 
Answers:
1.f 2.e 3.a 4.h
5.b 6.g 7.d 8.c
Activity 2: Listing
Chores from the dialogue
- prepare dinner, cook, shop, clean the house, take out the rubbish, do the laundry, do the washing up, do the heavy-lifting, household finances
Other chores:
- bathe the baby, feed the baby, water flowers and plants, feed pets, put away clothes, lay the table for meals
B. Pronunciation
Activity 1: Listen and repeat:
1. What colour is chocolate?
- brown
2. How do you go to Hanoi?
- by train
3. What do you like eating in summer?
- ice-cream
Activity 2. Listen and circle
Answer:
1.b 2.b 3.c 4.a
C. Grammar:
Activity 1. Read and choose the correct verb form
Answer
1.does 2.cooks 
3.cleans 4.is watching 5.is doing 6.is doing 
7. is tidying up 8.is trying
Activity 2. Give the correct verb forms
Answers:
1.does/isn't cooking/is working
2.is taking out
3.cleans/is cleaning
4.is preparing
5.looks after/works
6.is watching/watches
C- Consolidation
D- Homework
+ Learn the lesson well
+ Do the exercises of the part “Language” in the workbook 
+ Prepare “Reading” of Unit 1
( new words and information about the benefits of sharing housework. )
* Self- evaluation: ....
.............. 
UNIT 1	: FAMILY LIFE
Period 4	: Reading
	Week	: 02
	Date of preparation	: August 20th, 2015
	Date of teaching	: August 25th, 2015
	Classes : 10A1
I. AIMS AND OBJECTIVES 
- Language content: To introduce the students to the text about the benefits of sharing housework.
- Language function: To enable sts to talk about the benefits of sharing housework.
- Educational aim : To make them aware of the benefits of sharing housework.
1- Language:	+Vocabulary: orphanage, handicapped, remote 
+ Structure: 	Review the previous structures
2- Skill: 	Integrated skill, mainly reading
3- Education factor: To help sts to know to take care of unhappy people and take part in activities to help them
II. TEACHER’S AND STUDENTS’ PREPARATION
	1. Method	: Communicative Approach
	2. Techniques	: Questions –answers, pairwork, groupwork, work individually
	3. Materials needed	: Worksheets, pictures, chalk
	4. Students’ preparation: New words and the lesson “Reading” of Unit 1
	5. Previous exercises: No homework 
III. PROCEDURE IN CLASS 
1. Stabilization: (2ms)
- Greet students and check attendance 
- Warm- up : 	Ask about weather
2.Checking – up previous knowledge (3ms) : asks Ss to do exercise 2 page 8.
Answers:
1. does, is not cooking, is working
2. is taking out
3. cleans, is cleaning
4. is preparing
5. looks after, works
6. is watching, watches
3.New lesson : (40ms)
Time
Teacher’s activities
Students’ activities
The lesson content
 (2ms)
(3ms)
(5ms)
(6ms)
(6ms)
(8ms)
(5ms)
(3ms)
(2ms)
 Lead- in:
- T asks some questions about the pictures in the textbook.
1. What are they doing?
2. Are they happy? why?
- Introduces the topic of the lesson
Sharing housework
Activity 1: Answer the questions
- T asks Ss work in groups, look at the picture and answer the questions.
- T asks Ss to call out the answers to question 1 freely. For question 2, ask a representative of each group to give the opinion of the group. 
Activity 2. Choosing the best title
- T lets ss to read the three headings first, checks to make sure they understanding all of them.
- T asks sts to work in groups in 3 minutes and choose the best title by skimming the text and crossing out the heading that is about one aspect of the text
- T checks by asking for the reason why they make their choice, guide sts to decide on the heading that gives the general idea of the whole text.
Activity 3. Guessing the meaning of words from context
- T lets sts highlight the words in the text, models how to guess the meaning of the word "sociable" from context.
- Sts work in pairs to choose the suitable meaning of the words
- T calls 4 sts to say the choices and explain how they choose the correct option.
Activity 4. Guessing the meaning of reference from context
- T asks sts continue to work in pairs and find out what it refers to in each sentence. Guide sts to read and understand the whole sentence before it and choose the correct answer
Activity 5. Answer the questions
- T asks sts to read all the questions, check if they understand all the question and underline key words of each question before finding the answer.
- Sts work in pairs to underline the answers in the text. Finally, 4 sts say the answers, if an answer is incorrect, T tries to elicit it from other sts.
Activity 6. Discussion
- T assigns this task as homework and gives sts some more ideas and sub-questions
Consolidation:
- Ask sts some questions to remind the content of the lesson
 Homework
- Asks the sts to write their homework
- answer the questions
- listen to the teacher
- work in groups
- answer
- read and do
- work in groups
- do as told
- highlight the words
- work in pairs
- do as required
- work in pairs to do
- recall the questions
- work in pairs to underline
- do as told
- remind the content
- take notes
Unit 1 : FAMILY LIFE
Lesson 3 : READING
Suggested answers
1. They are doing housework. The father and mother are cleaning the dishes. The daughters are cleaning the floor and the fridge
2. They are happy because they are smiling.
Activity 1: Answer the questions
The answer can be “Yes, they are. Because they do the housework together/ Because all members of the family share the housework.”
Activity 2. Choosing the best title
Answers: c
Activity 3. Guessing the meaning of words from context
Answers:
2. b 3.b 4.b 5.a
Activity 4. Guessing the meaning of reference from context
Answers:
1.c 2.b
Activity 5. Answer the questions
Answers:
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 this makes their wives happy.
3. They may fall ill easily or may think about divorce.
4. There is a positive atmosphere for the family.
Activity 6. Discussion
Problems 
- time, attitude, ability, parents
Consolidation:
- Remind the content of the lesson
Homework
+ Learn the lesson well
+ Prepare “ Speaking”
(Chores I like) 
* Self- evaluation: ....
..............
UNIT 1	: FAMILY LIFE
Period 5	: Speaking
	Week 	: 2
Date of preparation	: August 20th , 2015
	Date of teaching	: August 26th, 2015
	Classes 	: 10A1
A. OBJECTIVES -By the end of the lesson, students will be able to :
- develop the skill of speaking: present their ideas and attitudes towards housework 
- create their own situations, make conversations about household chores 
- develop their pronunciation
- Educational aims : Make students responsible for their household chores, show their care to other members in their families.
- Skills : speaking
B. LANGUAGE CONTENTS:
	 - Vocabulary: words and phrases related to previous lessons
	- Grammar: structures for showing opinions such as Well, I think., 
In my opinion, .From my point of view, I like.., I dislike..
C. TECHNIQUES AND TEACHING AIDS 
	* Techniques: - Pair work, group work, asking- answering, role-play
	*Teaching aids: pictures, flashcards
D. TEACHING PROCEDURES: 
Time
Teacher’s activities
Students’ activities
Contents
WARM-UP
Brainstorming:
- T encourages Ss go to the board and make the chart about fun and boredom they may feel when doing the housework
1. Which household chores do you like and which do you dislike? Give the reasons.
- T asks Ss to work by themselves, write at least 3 household chores they like and 3 they dislike doing and then add the reasons.
- T goes around to support them in case they need help
- T asks Ss to compare their completed table to find out the different and similar ideas about housework.
2. 
- T asks Ss to read the questions first and underline the keywords
- One student in each pair stands up to ask a questions and the other answer orally.
- T corrects and gives feedback.
- T gives Ss more time for each pair to practice the whole dialogue.
- T chooses some pair to demonstrate in front of the class.
3. Have a similar conversation with a partner. Find out which chores she/he likes or dislikes the most and why. Report to the class about your partner’s likes and dislikes.
- T explains the tasks to Ss
- T walks around to give help if necessary
- T invites some pairs to demonstrate.
- T gives feedback.
- Then T asks representative of each pair to report their conversation ( focus on the things their partner likes or doesn’t like to do and reasons for that)
- T encourages other to ask some questions 
Do as told
-Work invidually to do
-Ask if needed
-Compare the answers
- Ss read and match.
-Ss work in pairs.
- listen and take notes
- practice
-Do as told
- Ss work in pairs to make their own conversations
-demonstrate
-Do as required
UNIT 1: FAMILY LIFE
Period 5: Speaking
Housework: 
Fun: like cooking
Boredom: smell of garbage
1. Which household chores do you like and which do you dislike? Give the reasons.
Suggested answers:
Likes
Dislikes
Chore
Reasons
Chore
Reasons
Go shopping
Choose the best food for the family
Wash dishes
Usually break things when washing
Water flowers
I enjoy the beauty of different kind of flowers
Do heavy lifting
Usually have a backache.
.
.
2. Below is part of Anna’s interview with Mai. They are talking about the household chores Mai like and dislike. Match Ma’s answer with Anna’s questions. Then practice the dialogue
KEY:
C	2. A
D	4. B
MODEL CONVERSATION:
A: How are the household chores divided in your family?
B: equally among the family members
A: What are your duties?
B: I am in charge of taking out the garbage and cleaning the floor. Sometimes, when my mum is busy. I do the cooking.
A: Which of the chores do you like the most?
B: Well, I like cooking.
A: What do you like about it?
B: It’s interesting to cook good food the family. It’s really an art as well.
A: Which of the chores do you dislike the most?
B: Cleaning the floor. Because my house is large with 3 floors. It takes me the whole day to do that.
E. HOMEWORK:
- Practice talking about your happiness in sharing household chores with your family members.
- Prepare the next lesson: Listening
F. SELF -EVALUATION :
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UNIT 1	: FAMILY LIFE
Period 6	: Listening
	Week 	: 2
Date of preparation	: August 22th , 2015
	Date of teaching	: August 28th, 2015
	Classes 	: 10A1
A. OBJECTIVES -By the end of the lesson, students will be able to :
	 - practice and develop the skill of listening
	 - focus on some tips for listening for gist, for specific information
	 - communicate in English about the topic of family life
	- Educational aims : Make students responsible for their household chores, show their care to other members in their families.
	- Skills : listening
B. LANGUAGE CONTENTS:
	 - Vocab: words and phrases related to previous lessons
	- Grammar: structures which is important to get the meanings in the typescripts.
C. TECHNIQUES AND TEACHING AIDS 
	* Techniques: - Pair work, group work, asking- answering, role-play
	*Teaching aids: pictures, flashcards
D. TEACHING PROCEDURES: 
Time
Teacher’s activities
Students’ activities
Contents
1. Looking at the chart and discuss the changes in weekly hours of basic household by married men and married women in the USA between 1976 and 2012. Guess the reasons for the changes.
- T asks Ss to work in pairs, look at the chart and discuss the change in weekly hours of basic household by married men and married women in the USA between 1976 and 2012
- Ss are not respected to report the exact number of hours men and women spend on doing housework.
(just about general changes.
- T calls each to show their ideas.
- T let other students to give comments.
- T corrects and gives feedback.
2. 
- T explains the tasks to Ss.
- Ss are required to read through statements first and guess if they are true or false.
- T makes sure that Ss understand all the statements.
 - T may explain some new words or phrases if possible.
- T plays the recording once or twice.
- T asks Ss to answer and supply the clues they may find in the recording.
3. Work in pairs. Match the word/phrase with its appropriate meaning.
- T explains the instructions to Ss.
- T helps Ss to get the answers easily.
- T may ask Ss if they know the part of speech of the word/phrase given, then choose the meaning.
- Ss are called to read aloud their answer and clarify the way he/she choose the answer.
- T corrects and give feedback.
4. Listen again and answer the questions:
- T asks Ss to read the questions carefully to make sure that they understand what is asked in each questions.
- T has them underline the key words if necessary.
- T plays the recordings once or twice.
- Ss listen then compare the answer with their partners.
- T invites representative from pairs to present the answer to each question to the class.
- T gives feedback and corrects if necessary.
- Ss work in pairs, look at the chart and discuss 
-Do as told
-Give comments
-listen, take notes
-Listen to do
-Take notes
-listen to the recording
- ask and answer
UNIT 1: FAMILY LIFE
Period 6: Listening
Family Life- Changing roles
+ Hours of basic housework by men increase one third in comparison with that in 1976.
+ Hours of basic housework by men decrease more than 50 percent from 29.8 to 17.2
The gaps of hours of housework between them was remarkably shortened.
Reasons for the change:
- Both parents have equal responsibility to nurture and to take care of the children.
- Both men and women need an equal chance at time for their own interest, and of cause, to be with each other.
- Women are under a lot of work pressure so they need their husbands to share the household chores.
2. Listen to a family expert talking about how the roles of men and women in families have changed. Decide whether the following statements are True (T) or False (F)
KEY
T	2. F	3. T
F	5. T
KEY:
- e	2. - b
- c	4. - d
– a
KEY:
They are not the only breadwinner in the family, and they get more involved in housework and parenting.
Both are responsible for family finances, homemaking/housework and parenting.
The family becomes happier and the divorce rate amongst them is the lowest.
E. HOME WORK:
Learn the new words
Practice speaking the reasons why the hours of housework by men and women has been changed in comparison with that in the pasts.
- Prepare the next lesson: WRITING
F. SELF -EVALUATION :
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UNIT 1	: FAMILY LIFE
Period 7	: Writing
	Week 	: 3
Date of preparation	: August 24th , 2015
	Date of teaching	: August 31th, 2015
	Classes 	: 10A1
A. OBJECTIVES -By the end of the lesson, students will be able to :
 - practice and develop the skill of writing.
- Use the vocabularies which have been learn in previous lessons for their piece of writing
 - Use grammar structures to write about household sharing.
	- Educational aims : Make students responsible for their household chores, show their care to other members in their families.
	- Skills : Writing + speaking
B. LANGUAGE CONTENTS:
	 - Vocab: words and phrases related to household chores
	- Grammar: structures used to express ideas in the piece of writing
C. TECHNIQUES AND TEACHING AIDS 
	* Techniques: - Pair work, group work, asking- answering, role-play
	*Teaching aids: pictures, flashcards
D. TEACHING PROCEDURES: 
Time
Teacher’s activities
Students’ activities
Contents
1. Work in pairs. Discuss the meaning of the saying above. Do you agree with it? How does this saying apply to doing in the family.
- T asks Ss to work in pairs to discuss the meaning of this saying.
- T may work around to give some suggestions when they get stuck; T may also give them the ideas about that.
- Ss are asked to show their attitude to the point of the saying and justify their answer.
2. Read the text about Lam’s family below and complete the chore chart.
- T tells what Ss need to do in this task.
- T lets Ss read through the text about Lam’s family
- Ss are expected to focus on the information needed only.
- Ss are asked to compare the table with their partners.
- Ss are asked to provide the information they have found.
- T lets Ss chances to do the peer-correction first.
- T gives feedback and corrects
3. Read the text again and answer the questions.
- T lets Ss to read the questions to know what information they will have to find in the text this time.
- Ss are expected to get the structures and ideas to write a paragraph rather than their comprehension.
- T asks Ss to compare the result with their partners.
- T invites some Ss to present their answers in front of the class.
- T lets Ss chances to do the peer-correction first.
- T corrects and gives feedback.
4. Make your own family chore chart, using the idea in the chart, write a paragraph about how people in your family share housework based on the ideas in the chart.
- Ss make their own household chart.
- T invites some to show their products and asks the class to give comments
- Ss are required to make an outline of the paragraph about how people in the family share the household chores:
+ Introduction
+ how to divide the household chores
+ what do family members thinks of sharing housework together.
- T asks Ss to exchange their paragraphs for peer comment.
T walks around to give help, noting down good idea as well as errors in Ss’ pieces of writing.
- T gives general comment and writes good ideas in one column and errors in another.
- T asks Ss for the solution to these errors
- Ss continue discuss how the saying applies in their family.
-do as told
-read the text
-focus the information
-Compare the table
- do as required
-Read the questions
-write a paragraph
-compare
-present the answers
- take notes
-Do as told
-Give comments
-make an outline
- Ss write the paragraph
- do as told
UNIT 1: FAMILY LIFE
Period 7: Writing
“ Many hands make light work”
SUGGESTED ANSWERS: 
This saying means if many people share a piece of work, it will become easier for everybody
How to apply: If all family members contribute to housework, each won’t have to much to do. Each will have more time for relaxation.
2.
Dad
Mending things around the house, 
cleaning the bathroom.
Mum
Doing most of the cooking 
and grocery shopping.
Lam
Doing the laundry, taking out 
the garbage and cleaning the fridge,
 laying the table for meals, 
sweeping the house and feeding the
 cat (share with sister)
An
Helping Mum prepare meals and
 washing the dishes, laying the 
table for meals and washing the dishes, 
laying the table for meals, sweeping
 the house and feeding the cat
 (share with brother)
3. 
KEY:
There are four people in Lam’s family.
Both parents work and the children spend most of their time at school.
They split the housework equally in the family.
4. 
SUGGESTED ANSWERS:
 My family, like many other ones in a modern society, shows equality in daily life in term of sharing the household chores. We all lead a busy life when my parents go out to work and we spend most of our time at school. Coming home we share the household chores equally among us. My mother is in charge of going shopping and doing the cooking. My father usually does the heavy lifting and repair electronic household appliances. My sister, Linh likes doing the washing and cleaning the house. She does it very carefully. As the youngest members in the family, I just do simple things such as watering the flowers, feeding the pets and laying tables for meals. We are all happy to perform our duties, and we think each of us play an important role in keeping the house clean, the home warm and happy.
F. SELF -EVALUATION :
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