Đề kiểm tra khảo sát đầu năm Tiếng Anh Lớp 10 - Năm học 2021-2022 - Trường THPT Ngọc Hồi (Có đáp án)

Nội dung text: Đề kiểm tra khảo sát đầu năm Tiếng Anh Lớp 10 - Năm học 2021-2022 - Trường THPT Ngọc Hồi (Có đáp án)

1. Preparing date: Teaching date: Class: Period : 1 Sở Giáo dục và Đào tạo Hà Nội ĐỀ KIỂM TRA KSCL ĐẦU NĂM Trường THPT Ngọc Hồi TIẾNG ANH 10 NĂM HỌC: 2021 -2022 THỜI GIAN: 45 PHÚT (30 CÂU TRẮC NGHIỆM) (Thí sinh không được sử dụng tài liệu) Họ và tên: Lớp Mark the LetterA, B, C, or D to indicatse the word whose underlined part differs from the other three in pronunciation in each of the following questions. 1. A. spend B. invent C. media D. access 2. A. walked B. finished C. fixed D. needed Mark the LetterA, B, C, or D to indicatse the word that differs from the other three in the position of the primary stress in each of the following questions. 3. A. advice B. disaster C. temperature D. experience 4. A. eruption B. tornado C. predict D. greenhouse Mark the LetterA, B, C or D to indicatse the underlined part that needs Correction in each of the following questions. 5. It is normal for Ss to be nervous when they were preparing for a new school year. A B C D 6. My teacher felt angrily when he saw what was happening in the classroom. A B C D Mark the LetterA, B, C or D to indicatse the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions. 7. Maths and English are compulsory for this course. A. effective B. difficult C. required D. seperated 8. What benefits does TV bring out to people’s life? A. difficulties B. advantages C. disadvantages D. pictures Mark the LetterA, B, C or D to indicatse the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions. 9. Playing computer games for a long time is not good for our eyesight. A. careful B. effective C. harmful D. enormous
2. 10. His rude comments made other Facebookers very angry. A. kind B. pleasant C. polite D. Honest Mark the LetterA, B, C or D to indicatse the Corrects answer to each of the following questions. 11. Ss will ___ a two – hour examination at the end of the year. A. take B. make C. come D. Do 12. Last night, there was ___ bird singing ouTide my house. A. a B. an C. the D. Ǿ 13. This job is a lot different ___ what I’m used to. A. with B. from C. about D. For 14. The young birds depend ___ their parents for food several weeks. A. at B. into C. on D. By 15. She missed the bus ___ she went to school late. A. so B. because C. though D. but 16. Your mother sometimes buys you a big present, ___? A. does she B. doesn’t she C. isn’t she D. didn’t she 17. We suggest ___ these poor children with some new clothes. A. helping B. to help C. helped D. help 18. My sister will look ___ my baby when I am away. A. in B. after C. for D. up Mark the Letter A, B, C, or D to indicate the sentence that best completes each of the following exchanges. 19. Mike and Jenny are at their first meeting. Mike: “Lets me introduce myself. My name is Mike”. – Jenny: “___” A. You are welcome. C. It is my pleasure. B. I’m very pleased. D. Pleased to meet you. 20. “I think we should take a shower instead of a bath to save energy.” - “___.” A. Yes, thank you. C. Yes, I’d love to. B. Great! Let’s do that. D. How about using a shower? Read the following passage and mark the Letter A, B, C, or D to indicate the Corrects word or phrase that best fit each the numbered blanks.
3. One thing that was really a turning point for me was when I learned Spanish. I was always kind of scared of learning a foreign language, yet I was really envious of kids (24) ___ could speak another language. But when I started learning Spanish, I found I was actually pretty good at it, and the moment I reached that breakthrough stage - you know, when you discover you can actually speak and (25) ___ with people in the language - I felt really proud of myself. I realized that learning a foreign language wasn't impossible thing after all. Now I can speak three: Spanish, Italian, and German. And I'm (26) ___ Korean this year. 21. A. who B. which C. whom D. where 22. A. practice B. Talk C. express D. communicatse 23. A. doing B. making C. taking D. speaking Read the following passage and mark the Letter A, B, C, or D to indicate the answer to each of the question. Every year, Ss in many countries learn English. Some of these Ss are young children. Others are teenagers. Many are adults. Some learn at school, others study by themselves. A few learn English just by hearing the language, in film, on television, in the office, or among their friends. But not many are lucky enough to do that. Most people must work hard to learn another language. Learning another language! Learning English! Why do all these people want to learn English? Is it difficult to answer that question? Many boys and girls learn English at school because it is one of their subjects. They study their own language, Mathematics and English (In England, or America, or Australia, many boys and girls study their own language, which is English, and Mathematics, and another language, perhaps French, or German, or Spanish) Many adults learn English because it is useful for their work. Teenagers often learn English for their higher studies, because some of their books are in English at the college or university. Other people learn English because they want to read newspapers or magazines in English. 24. Many people learn English by . A. watching videos only. B. hearing the language in the office. C. working hard on their lessons. D. talking with the film stars. 25. Many boys and girls learn English because . A. English can give them a job. B. it is included in their study courses. C. their parents make them.
4. D. they have to learn their own language. 26. In America or Australia many school children study . A. such foreign languages as French, German, and Spanish. B. English as a foreign language. C. English and Mathematics only. D. their own language and no foreign language. 27. Many adults learn English because A. their work is useful. B. they want to go abroad. C. most of their books are in English. D. it helps them in their work. Mark the LetterA, B, C, or D to indicate the sentence that is closest in meaning to each of the following questions. 28. Billionaire Pham Nhat Vuong founded Vinfast Automobile Company in 2017. A. Vinfast Automobile Company is founded by billionaire Pham Nhat Vuong in 2017. B. Vinfast Automobile Company was founded by billionaire Pham Nhat Vuong in 2017. C. Vinfast Automobile Company were founded by billionaire Pham Nhat Vuong in 2017. D. Vinfast Automobile Company has been founded by billionaire Pham Nhat Vuong in 2017. 29. If you don’t follow the guildlines from Ministry of Health, you may be affected by Covid 19. A. Unless you don’t follow the guildlines from Ministry of Health, you may be affected by Covid 19. B. Unless you followed the guildlines from Ministry of Health, you may be affected by Covid 19. C. Unless you follow the guildlines from Ministry of Health, you may not be affected by Covid 19. D. Unless you follow the guildlines from Ministry of Health, you may be affected by Covid 19. 30. The last time we met Nguyen Quang Hai football player was two months ago. A. We have met Nguyen Quang Hai football player for two months.
5. B. We haven’t met Nguyen Quang Hai football player since two months. C. We haven’t met Nguyen Quang Hai football player for two months. D. We haven’t met Nguyen Quang Hai football player for two months ago. Preparing date: Teaching date: Class: Period 2 Unit 1: Family life Lesson 1: Getting started I. Objectives: 1. Knowledge - By the end of the lesson, Ss will be able to: + Use some lexical items related to the topic Family life. + Make simple dialogues using the given expressions. + Read about the benefits of sharing household. + Use the words and phrases related to household chores and duties. 2. Skills - Reading for gist and specific information. - Skimming and scanning - Getting ready for 4 skills in Unit 1 - Learning some lexical items related to the topic Family life. 3. Attitudes - To help Ss raise their awareness of family life and share housework II. Teaching aids and materials. - Teacher: Handouts, textbook, lesson plan, pictures. - Ss: Textbook, notebook, project plans. III. Methods: - The whole lesson: Integrated, mainly communicative. IV. Teaching Procedures: Time/Stages Activities Interactions 1. Warm-up * Aim: To get Ss to know the topic about household chores in 5 minutes family life. * Contents: ask and answer the questions * Products: practice asking and answering the answers about family life * Steps : Lets Ss work in pairs, ask and answer the questions given on the T Ss screen. 1. What does your father do? 2. What does your mother do? 3. Who often cooks in your family? 4. Who does the shopping? 5. Who often earns the most money in your family? 6. Who lays the table every meal? 7. Do you often help your mother to clean the house? Ss Ss 8. Who does the washing up in your family?
6. 9. What do you often do to help your father? - leads in the new lesson. 2. New lesson Listen and read: Activity 1 * Aim: - Ss listen to the conversation and practise it with a 8 minutes partner * Contents: - Ss listen to the conversation the first time. - Ss practise the conversation in pairs * Products: practice reading the conversation. * Steps: -Teacher to - Ss listen to the teacher’s instructions to know what to do. the whole - T plays the recording, asks Ss to listen and read silently. class - Ss listen and read silently. -whole class - T tells Ss to practise the conversation in pairs. -Pair work - Calls one pair to read aloud. - Gives comments. Activity 2 Decide whether the sentences are true, false or not given 8 minutes * Aim: Ss do comprehension reading and know the techniques to complete the task. * Contents: Ss work individually to read the statements given, find out keys words - Ss go back to the conversation to find out information needed. - Ss decide on T, F or NG * Products: The completion of the task with clear evidence found from the conversation to support their choices * Steps: - T asks Ss to read the statements individually first. Then have T Ss them discuss in pairs and decide whether the statements are true, (introduce the false or not given. task) - T encourages Ss to provide reasons for their answers. - T asks them to refer back to the conversation to get the Individually necessary information. Ss Ss - Ss show their choices ( compare the - T checks with the whole class and gives feedback. answers) Keys: 1. F 2. NG 3. F 4. T 5. T 6. NG T Ss Activity 3 Listen and repeat the words ( check the 12 minutes * Aim: help Ss know how to read the words Correctly answers) * Contents: listen and repeat the words given * Products: read the words correctly * Steps: - T plays the recording and asks Ss to listen then repeat the words/ phrases twice. T Ss - T asks some Ss to read the words. Whole class - T Corrects Ss’ pronunciation Individually - T explains the meanings if necessary. Write the verbs or phrases Activity 4 * Aim: help ss to know more about the words related to 8 minutes household chore * Contents: Write the verbs or verb phrases that are used with the words or phrases in the conversation. * Products: Verbs / Verb phrases Words
7. 1 split, divide, handle (household) chores 2 take out rubbish 3 do laundry 4 shop for groceries 5 do heavy lifting 6 do washing-up 7 be responsible for household finances * Steps: - T asks Ss to write the verbs or phrases that are used with the T Ss words or phrases in the conversation. Whole class - T asks Ss to work individually. Pair work - T plays the recording again if necessary. - T asks Ss to exchange the answers with their partner. Individually - T gives feedback. 3. * Aim: revise what they have learnt Ss Ss Consolidation * Contents: list all household chores they have learnt 2 minutes * Products: Ss’ answers * Steps: - Ask Ss to work in groups, list all household chores - Give feedback. 4. Homework - T asks Ss to learn by heart the words and phrases related to T Ss 1 minute household chores and duties. - Prepare for the next lesson. Preparing date: Teaching date: Class: Period 3 Unit 1: Family life Lesson 2: Language I. Objectives 1. Knowledge - To teach Ss to pronounce consonant clusters /tr/, /kr/ and /br/ Correctly in isolation and in context. - To teach Ss the words and phrases related to household chores and duties. - To teach Ss to use the present simple and the present continuous tense. - By the end of the lesson, Ss will be able to: + Pronounce consonant clusters /tr/, /kr/ and /br/ Correctly in isolation and in context. + Use the words and phrases related to household chores and duties. + Understand and use the present simple and the present continuous tense. 2. Skills - To promote Ss to develop the skill of working in pairs and group 3. Attitudes - Ss can understand the responsibility of helping parents with household chores. - Encourage Ss to work harder - Provide Ss some motivation
8. III. Teaching aids and materials - Teacher: tape, board, chalk, textbook, cassette. - Ss: textbook, workbook, pen, pencil IV. Methods. - Integrated, mainly communicative. V. Procedures: Time/Stages Activities Interactions 1. warm-up Game: who is faster? T Ss 6 minutes * Aim: revise vocab in getting started * Contents: look at the pictures and say the words * Products: words related to household chores * Steps: - T asks Ss look at the pictures and say the words related to the pictures 1. do (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 - T Corrects Ss’ answers and gives mark. 2. New lesson Task 1: Match the words and phrases with their meanings A. Vocabulary: below. 8 minutes * Aim: Ss know how to match each word with its definition and read. * Contents: Ss find the meanings of 5 words by doing the matching then read aloud. * Products: Ss know the meaning and spelling of some new words. 1. f 2. e 3. a 4. h 5. b 6. g 7. d 8. c * Steps: - T asks Ss to read the words and phrases in the box, then discuss Individually and find the meaning for each of them. Ss Ss - Ss work individually. T Ss - T asks Ss to compare the answers with a partner. - T asks some Ss to read the answers. - T checks and gives the correct answers: Task 2: List all the household chores that are mentioned in the conversation. Then add more chores to the list * Aim: Revise and widen vocabulary related to the topic * Contents: List all the household chores that are mentioned in the Activity 3 conversation, then add more chores to the list 7 minutes * Products: Chores from the conversation: - prepare dinner - cook (do the cooking) - shop - clean the house - take out the rubbish - do the laundry - do the washing-up - do the heavy lifting
9. - be responsible for the household finances Other chores (examples): - mop / sweep / tidy up the house - bathe the baby - feed the baby - water the houseplant - feed the cats / dog - iron / fold / put away the cl * Steps: - T asks Ss to read the conversation again and get information to do Individually Task 2 individually. - Ss elicit more chores to add to the list. Ss Ss - Ask Ss to compare the answers with a partner. T Ss - Ask some Ss to read the answers. - Feedback Discussion Work in pairs. Discuss the questions below. 1. What household chores do you usually do? 2. How do you divide household duties in your family? * Aim: practice speaking * Contents: Discuss the questions * Products: take turns , answer the questions * Steps: - T asks Ss to discuss two questions - Have Ss work in pairs to ask and answer the questions. T Ss - 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. Ss Ss B. Pronunciation: Whole class B. Listen and repeat: Pronunciation: * Aim: Ss listen and repeat. Activity 1. * Contents: listen and repeat words. 5 minutes * Products: * Step: - T plays the recording and Lets Ss listen and repeat. - T plays it again with pauses for Ss to repeat each word chorally. T Ss - T has Ss work in pairs. - T invites two or three Ss read again and then give comments Individually - T gives the meaning of the words if necessary. - Ss to work in pairs and take turns reading the words.
10. Listen to the sentences and circle the word you hear. * Aim: To help Ss recognise Corrects clusters * Contents: Listen to the sentences and circle the word you hear * Products: 1. b 2. b 3. c 4. a * Steps: - T asks to read the words in rows, paying attention to the difference between the sound clusters. T Ss - T plays the recording and asks Ss to listen then circle the word Activity 2 they hear. 5 minutes - T asks Ss to work individually. Individually - T asks Ss to exchange the answers with their partner. Ss – Ss - T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear. Activity 1: Read the text and choose the Corrects verb form. * Aim: revise present simple and present continuous * Contents: choose the Corrects verb form * Products: 1. does 2. cooks 3. cleans 4. is watching 5. is doing 6. is doing 7. is tidying up 8. is trying * Steps: - T asks Ss to read the text once and asks them to pay attention to the words / phrases such as every day, today, at the moment, and C. Grammar asks them what verb forms are often used in the sentences that have Individually 7 minutes these words / phrases. Ask them to choose the Corrects verb form. Pair work - T asks Ss to exchange the answers with their partner. - T checks Ss’ answers and elicits from them the rules of using the present simple and the present continuous tense. T Ss - T gives feedback. 3. - Ask Ss to consolidate the main contents. T Ss Consolidation - Give feedback. 2 minutes 4. Homework - T asks Ss to do exercise 2 page 8 at home. T Ss 1 minute - Prepare for the next lesson. . Preparing date: Teaching date: Class: Period 4 Unit 1: Family life Lesson 3: Reading I. Objectives: 1. Knowledge. - To introduce some new words related to family life and guess the meaning in the context. - To help Ss to read for specific information about the benefits of sharing housework - To enable Ss to use new words and to understand the contents by asking and answering the questions through passage and making reference when reading the text. - To help them know the benefits of sharing housework in the family. - ST can exchange opinions about household chores. 2. Skills.
11. - Integrated skills - Guessing meaning in context, scanning for specific information and passage comprehension 3. Attitudes - Ss can know the benefits of sharing household chores. II. Teaching aids and materials. - Teacher: Handouts, textbook, lesson plan - Ss: Textbook, notebook. III. Methods: - The whole lesson: Integrated, mainly communicative. IV. Teaching Procedures: Time/Stages Activities Interactions 1. warm up * picture describing 5 minutes * Aim: To get Ss familiar with the topic of the lesson. * Contents: look at the pictures and answer the questions * Products: understand the pictures * Steps: Show the pictures and elicits Ss by asking them some questions: • 1. What are the people in the picture doing? T Ss • 2. Do you think they are happy? Why / Why not? Lead in the new lesson 2. New lesson Vocabulary 8 minutes * Aim: help ss know some new words and phrases * Contents: study new words * Products: understand the meaning of vocabulary + enormous ( adj) /i'nɔ:məs/ (very very big/ giant) + sociable (adj) /'səu∫əbl/ + vulnerable (adj) /'vʌlnərəbl/ + critical (adj) /'kritikəl/ * Steps: - Shows the words and pictures, ask Ss to guess the meanings T Ss - Reads new words and asks Ss to repeat after the teacher. T Ss - Calls some Ss to read aloud. Individually - Checks the understanding of new words Activity 2: Read the text below and decide which of the following is the
12. best title for it. a. Doing Housework is Good for Children 6 minutes b. Husbands Who Share Housework Make Their Wives Happy c. Sharing Housework Makes the Family Happier * Aim: To focus on general comprehension * Contents: Read the text below and decide which of the following is the best title for it. * Products: find the title for passage (c) * Steps: - T asks Ss to read the three heading (a-c) first and asks them if Individually they understand the meaning. - Ask Ss to read through the text once without stopping at words that they don’t know the meaning of, and then ask them to work Pair work in pairs to decide on the best title for the text. - Remind Ss that the title for the text is the one that gives the general idea of the whole text. - Ask Ss to compare the answers with a partner. - Check Ss’ answers and guide Ss to the Corrects choice if necessary by helping them eliminate the sentences that only about one aspect of the text. Key: c Activity 3: Read the text again. Do you understand the words from the context? Tick the appropriate meaning for each word from the text. * Aim: guess the meaning of words in context 7 minutes * Contents: Read the text again then tick the appropriate meaning for each word from the text. * Products: have the meaning of the words 1.a 2. b 3. b 4. b 5. a * Steps: - Have Ss read the text again and underline the words sociable, vulnerable, critical, enormous and tent when they see them in Ss Ss the text. Then, ask Ss to work in pairs to choose the appropriate meaning for each word from the text. - Explain to Ss how to use context to guess the meaning of the T Ss unknown words if necessary. Activity 4: What does ‘it’ in line mean ? * Aim: guess the meaning of words in context * Contents: find the meaning of the word “it” * Products: have the meaning of the words Key: a. c b. b * Steps: 3 minutes - T asks Ss to continue to work in pairs, and find out what it refers to in each of the sentences. Pair work - Let Ss read and understand the sentences before and after the one has the word in it to decide what it means. Ss can use the Individually elimination technique to get the right answer. Task 5: Answer the questions. * Aim: read for specific information.
13. 7 minutes * Contents: answer the questions * Products: understand the passage and have answers for the questions Key: 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. * Steps: - Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need in order to answer the questions. It may help if Ss understand the Group work key words in the questions. - Ask Ss to read the text again and locate the part of the text where they can get the answer to each of the questions before they discuss the answers. Individually - Check Ss’ answer by inviting a representative from each group to give the answer to one of the questions. If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicits it T Ss form other Ss. Activity 6: Discuss with a partner 1. Do you have any problems with sharing housework? 2. What benefits do you get when sharing housework? * Aim: To enable sT to exchange opinions about household chores 5 minutes * Contents: discuss 2 questions * Products: freely express their opinions about household chores *Steps: - Ask Ss to work in the groups of six to discuss the questions. - Give them some examples of problems such as problems with T Ss time, skills and attitude if they have difficulty with ideas. Group work - Call the representative of each group to report the discussion results to the class 3. - Ask Ss to consolidate the main contents. T Ss Consolidation - Give feedback. 2 minutes 4. Homework - T asks Ss to do task 6 page 9 at home. T Ss 1 minute - Prepare for the next lesson. Preparing date: Teaching date: Class: Period 5 Unit 1:Family life Lesson 4: Speaking I. Objectives:
14. 1. Knowledge. - To help Ss know their friends’ likes and dislikes in doing housework. - To help Ss express and exchange opinions about housework in family life. - To help Ss develop the skill of speaking: present their ideas and attitudes towards housework - By the end of the lesson, Ss will be able to: + Talk about their home life. + Exchange opinion about household chores. + Talk about household chores they often do. + Express their opinions about the chores they like or dislike 2. Skills. - Integrated skills 3. Attitudes -To make Ss responsible for their household chores, show their care to other members in their families. II. Teaching aids and materials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. - Ss: Textbook, notebook. III. Methods: - The whole lesson: Integrated, mainly communicative. IV. Teaching Procedures: Time/Stages Activities Interactions 1. Homework *brainstorming 7 minutes * Aim: To help sT have the household chores in mind * Contents: list household chores * Products: have words about household chores *Steps: - T asks Ss to do the brainstorming List three household chores you like and dislike T Ss Discuss the reasons Ss Ss Give comments and lead in the lesson 2. New lesson Activity 1: Which household chores do you like doing and which 10 minutes do you dislike? Write your answers to the questions in the table below and add a reason * Aim: help Ss express their opinions about household chores * Contents: say what you like and dislike about household chores * Products: express what they like and dislike *Steps: Ask Ss work individually to write at least three household chores they Individually like or dislike. And then give the reasons. Share the answers with the partners. Ss – Ss Call some of them to present the answers orally. Likes Name of chore Reasons Feed the cats and dogs Love animals Do the groceries Like shopping Take out the garbage It is not too hard Dislikes Name of chore Reasons Laundry Take much time and quite hard
15. Wash the dishes Often break things Look after the baby Waste time, be tired Activity 2. Below is part of Anna’s interview with Mai. They are 15 minutes talking about the household chores Mai likes and dislikes. Match Mai’s answers with Anna’s questions. Then practise the conversation. * Aim: practice in a conversation * Contents: match and practice the conversation * Products: 1. c 2. a 3. d 4. b *Steps: T Ss - Ask Ss to look at the task 2. - Let them some minutes to read the questions first and underline the key words. Pair work - Ask Ss to work in pairs to match the questions with the answers. - Call some of them to read out the questions and answers. - Read the questions and underline key words. 1. everyday? 2. like doing ? 3. What like .? 4. dislike doing .? Individually Matching: Suggested answers 1. c 2. a 3. d 4. b Call some of them to read the dialogue orally Practise the dialogue A: What household chores do you do everyday? B: I do the laundry, wash the dishes, and sweep the house. I sometimes do the cooking when my mom is busy A: Which of the chores do you like doing most? Ss – Ss B: Well, I think I like sweeping the house A: What do you like about it? B: It’s not too hard, and I like seeing the house clean A: Which of the chores do you dislike most? B: Washing the dishes because I often break things. Give comments or pronunciation Correction if necessary. Activity 3: Have a similar conversation with a partner. Find out 10 minutes which chores she / he likes or dislikes the most and why. Report your findings to the class. * Aim: help Ss report what the find out * Contents: make a similar conversaation * Products: report their findings *Steps: - Ask Ss to use the information above to make the similar conversation with partner (about themselves) - Work in groups of three then present in class. T Ss - Practise in pairs about their own chores at home. Group work - Present orally in pairs. Pair work Example: A: What household chores do you do everyday? B: I A: Which of the chores do you like doing most? B: Well, I think I like
16. A: What do you like about it? B: Because . A: Which of the chores do you dislike most? B: I hate . Because . 3. - Ask Ss to consolidate the main contents. T Ss Consolidation - Give feedback. 2 minutes 4. Homework - T asks Ss to write the dialogue in the notebook T Ss 1 minute - Prepare for the next lesson. Preparing date: Teaching date: Class: Period : 6 Unit 1: Family life Lesson 5: Listening I. Objectives: 1. Knowledge. - To teach Ss to listen a programme about the roles of family members. - To teach Ss about Family life. - By the end of the lesson, Ss will be able to: + Develop the listening skills for details and for specific details. + Talk about Family life. + Listen to a programme about the roles of family members. + Listen the monologue and do the true or false exercise and do the gap – filling exercise. 2. Skills. - Integrated skills - Guessing meaning in context, listening for specific information and for identifying new words 3. Attitudes - Ss are aware of the importance of equally shared parenting in families. II. Teaching aids and materials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures, PowerPoint lesson, - Ss: Textbook, notebook. III. Methods: - The whole lesson: Integrated, mainly communicative. IV. Teaching Procedures: Time/Stages Activities Interactions 1. warm up * Checking previous lesson 5 minutes * Aim: revise the lesson * Contents: talk about the household chores you like doing and dislike doing. * Products: freely talk about household chores *Steps: - Ask Ss to talk about their chores T Ss - Give feedbacks 2. New lesson Activity 1 : Look at the chart and discuss the changes in 7 minutes weekly hours of basic housework by married men and married women in the USA between 1976 and 2012. Guess the reasons for the changes.