How to effectively teach “looking back project” lessons in the new english syllabus

It’s also the language of international communication, the media and theinternet, so learning English is important for socialising and entertainment as well at Engslish into universities

PART A: INTRODUCTION

1.2 Rationale

As we know, English is the language of science, of aviation, computers,diplomacy, and tourism Knowing English increases our chances of getting a goodjob in a multinational company within our home country or for finding workabroad It’s also the language of international communication, the media and theinternet, so learning English is important for socialising and entertainment as well

at Engslish into universities or colleges…

From school year 2020-2021 on, many upper secondary schools in NgheanProvince have been intended by Nghean Department of Education and Training toapply the new English 10 syllabus to teach students

The content of the new English 10 Syllabus is far different from the old one.Apart from the traditional skill-teaching lessons such as reading, speaking,listening and writing, the new English 10 syllabus have other lessons: Gettingstarted, Communication& Culture and Looking back & Projects, in which lessons

“Looking back & Projects” are rather strange and difficult for teachers to teacheffectively to students

For these reasons, in this study I would like to presents some measures in order

to help teacher have some useful ideas of how to teach effectively these lessons

1.2 Aims of study

This study points out some problems and difficulties in teaching lessons

“Looking back & Projects” in the new English 10 Syllabus

This study aims at investigating some ways of teaching Lessons “Lookingback & Projects” in the new English 10 Syllabus

This study contains detailed theoretical explanation for several steps to betaken in class, to solve the mentioned problems

1.3 Scope of the study

With the above aims, the scope of the study is limited to effectively teachLessons “Looking back & Projects” in the new English 10 Syllabus with the hopethat many teachers have something to care for to make their teaching more

interesting so that their students find themselves more motivated in learningEnglish.

The topic of the study is:

How to effectively teach “Looking back & Project” lessons

in the New English Syllabus

1.4 Research methodology

Practical research method: exchanging information, attending English classes,practicing teaching, consulting English teachers and summarizing experience

A looking-back lesson is learning from experience or enabling others to do so.

A looking-back lesson is a process that helps students to make use of personalexperience for their learning and development It helps learners get more fromwork, life and recreation, especially if they have the reviewing skills to match theirambitions

A looking-back lesson lesson can include:

-reflecting on experience-analysing experience-making sense of experience-communicating experience-reframing experience-learning from experience

1.2 What is a project lesson?

A project lesson is sometimes called a project-based lesson or project-basedlearning

A project lesson is a comprehensive perspective focused on teaching byengaging students in investigation Within this framework, students pursuesolutions to nontrivial problems by asking and refining questions, debating ideas,making predictions, designing plans and/or experiments, collecting and analyzingdata, drawing conclusions, communicating their ideas and findings to others,asking new questions, and creating artifacts The basis of a project lesson lies inthe authenticity or real-life application of the research Students working as a team

or a group are given a "driving question" to respond to or answer, then directed tocreate an artifact (or artifacts) to present their gained knowledge Artifacts mayinclude a variety of media such as writings, art, drawings, three-dimensionalrepresentations, videos, photography, or technology-based presentations

Proponents of a project lesson cite numerous benefits to the implementation ofits strategies in the classroom including a greater depth of understanding ofconcepts, broader knowledge base, improved communication and

interpersonal/social skills, enhanced leadership skills, increased creativity, andimproved writing skills Another definition of a project lesson includes a type ofinstruction, where students work together to solve real-world problems in theirschools and communities Successful problem-solving often requires students todraw on lessons from several disciplines and apply them in a very practical way.The promise of seeing a very real impact becomes the motivation for learning

In short, a project lesson is a teaching method in which students can gainknowledge and skills by working for an extended period of time to investigate andrespond to an authentic, engaging, and complex question, problem, or challenge

It is an instructional approach designed to give students the opportunity to developknowledge and skills through engaging projects set around challenges andproblems they may face in the real world

Here are steps for implementing a project lesson, which are detailed below:

-Start with the Essential Question

-Design a Plan for the Project

-Create a Schedule

-Monitor the Students and the Progress of the Project.-Assess the Outcome

-Evaluate the Experience

II CHARACTERISTICS OF LOOKING-BACK LESSONS AND PROJECT LESSONS IN THE NEW ENGLISH 10 SYLLABUS.

In traditional classes, students have been asked to demonstrate theirknowledge through writing papers or taking tests Nevertheless, the currenteducational purpose is to help students develop comprehensively, includingcreativity, collaboration, and dynamism To achieve this goal, the new high schooltextbooks have added a new lesson: "Looking back and Project" at the end of eachunit In the “Looking back and Project” lesson, there has been a shift to other sorts

of tasks learners can perform to show their understanding These may include theconstruction of physical objects, presentations, computer programs, websites,videos, and other forms There has also been a focus on the process of preparingand performing these tasks, because it is in doing things that learners constructtheir initial understandings That is the reason why teachers have to show their owntechniques to engage students in the lesson which maintains their interest

A “Looking back and Project” lesson is divided into two sections: the

“Looking back” section and the “Project” section The “Looking back” section isdesigned for the revision and consolidation of the language learned in the previoussections It begins with a pronunciation exercise which aims at checking students

‘ability to recognize the sounds or the phonetic phenomena they have learned.Words/phrases containing the sounds or the phonetic phenomena are often thosethat students have met in other parts of the unit or taken from the reading orlistening texts The “Project” section is the last part of the unit It is aimed atproviding students with an opportunity to apply the language and skills theylearned throughout the unit to perform a task in a realistic situation The projecttasks are often designed requiring teamwork or groupwork so that students’teamwork or groupwork skills are developed and their team spirits are enhanced.Much of the work for the Project is to be done outside the class, at home or duringbreak time The teacher can spend some time for students to share the results oftheir project work in class.

The benefits of “Looking back & Project” lessons are maximized becausestudents are actively engaged in information gathering, processing, and reportingover a period of time and the outcome is increased content knowledge andlanguage mastery Therefore, this study will focus on how to make “Looking backand Project” lessons more effective for grade 10 students Especially, students’experience can increase motivation, autonomy, engagement, and a more positiveattitude toward English through these sections

III DIFFICULTIES IN TEACHING AND LEARNING “LOOKING BACK

& PROJECT” LESSONS IN THE NEW ENGLISH-10 SYLLABUS.

For nearly one-year period of teaching the new English syllabus, all mycolleagues and I have found out the problems which are burdens and barriers inteaching and learning English effectively, not only in my school but also in manyother schools in our province

3.1 Problems from the syllabus:

As mentioned above, Each “Looking Back & Project” lesson is divided into 2sections They are “Looking Back” section and “Project” section The former isfamiliar to teachers and balances students’ knowledge if it is taught in a period of

45 minutes In addition, the latter is stranger and more difficult for teachers andstudents It supplies more knowledge to the lesson, which means that the content ofthe lesson has a large buck of knowledge and new vocabulary which demandsmuch of time and efforts from students as well as from teachers

3.2 Problems from students:

3.2.1 Low level of language proficiency.

In fact, students’ low level of English language proficiency is one of majorfactors that prevent them from learning willingly in lessons Majority of thestudents have already learnt English at lower secondary schools, however, theirknowledge of the English language is not good enough for them to express ideas in

English As time goes by, if their knowledge of English vocabulary is notimproved, they will lose interest in learning.

3.2.2 Passive learning style.

Another factor that deters students from participating actively in lessons resultsfrom their passive learinng style Being deeply affected by some methods likeGrammar-trannslation or Audio-lingual Method and the learning environment atlower secondary schools in which students learn English only to pass the entranceexams into upper secondary schools, students believe that the best way of learningEnglish is just sitting, listening to the teachers and writing down what the teacherssay In their opinion, being good at English means being good at grammar,vocabulary, but not at speaking or listening

3.2.3 Low motivation.

The importance of motivation to language learning is clear to all Motivation isrelated to success in second lannguage learning Motivation is express throughstudents’ diligence and ardent participation in lessons Nevertheless, not manystudents in our school are confident enough to express themselves by listening andspeaking, in their mind, English is just a “second” subject They “have to” learnEnglish just because it is a compulsory subject in the syllabus and not many ofthem really love English and learn it as a hobby

3.2.4 Lack of confidence.

Many students confess that being afraid if losing face is one reason why they

do not willingly learn lessons Resulting from their low level of proficiency andtheir lack of ideas, they do not feel confident enough to express in front of theteacher and their friends They are afraid that if they make mistakes, they will belaughed at and their status will be lowered Students should be aware thatconfidence is of great importance in leaning English If they are afraid of makingmistakes, afraid of losing face, they cannot make use of chances to express ideasand show their langage use The teacher and friends will not laugh at them but helpthem correct their mistakes, which later results in their progress

3.3 Problems from teachers:

3.3.1 Lack of experience.

Although we have been teaching English for many years so far, some are goodEnglish teachers, we are aquaintant with the old syllabus, we really feel that welack experience in teaching English lessons in the new English-10 syllabus and thatthe result of teaching is not up to our expectation We are nowadays trying veryhard to make our lectures more interesting to our students

3.3.2 Little time to practice.

In the new English syllabus, every “Lookinng back & Project” lesson is made

up of two sections The “Looking back” section is the same as the “LanguageFocus” lesson in the old English syllabus This section is familiar to Englishteachers If this section is taugh in a forty-five-minute period, it is not a problem.

In addition, the “Project” section is a new one Although many people considerproject-based method the most effective and modern in teaching language, many of

us find it hard to practice in a fixed short period of time This is the reason whyEnglish teachers have always to find out a more different ways to teach “Lookinngback & Project” lessons effectively

IV SOME RECOMMENDATIONS FOR TEACHING “LOOKING BACK & PROJECT” LESSONS.

As said above, the content of “Looking back & Project” lessons have a greatamount of knowledge that needs to be taught to students If teacher teach theselessons in traditional ways and have no suitable methods to teach the lessons, theywill find that the lessons too long for them to finish in a certain period of time Moreover, a period of time to teach a “Looking back & Project” lesson is onlyforty-five minutes Planning the time for each lesson is very important If theteacher spends too much time on the first section as usual, they will not haveenough time for the next section

Modern technology is really needed to help form an effective lesson It helpsteachers not only to save time but also make lesson more flexible and interesting.From my experience collected in nearly a year of teaching the new English-10syllabus, I would like to recommend some ways that can make teachers’ lecturesmore interesting and effective

4.1 As for “Looking back” sections

Clearly, timing for teaching “Looking back” section suitably is of greatimportance If the teacher spends much time teaching a “Looking back” section,he/she will certainly have little time left to teach a more important section,

“Project” section From our experience, we usually accommodate half of the fixedtime to teach “Looking back” section

Besides this, in order to teach “Looking back” sections suitably, it is advised touse games or communicative activities The purpose of these is to make the lessonsmore interesting and save the left time to concentrate on “Project” section

A “Looking back” section is also divided into three subsections: Pronunciation,Vocabulary and Grammar Following are some techniques to teach thesesubsections effectively

4.1.1 Pronunciation Subsection.

4.1.1.1 Word whispering game.

In this game, the teacher shows the words in the task he/she is going to teach,then divides the class into two groups In each group, he/she chooses from 5 to 8students, depending on the certain task in certain Pronunciation Subsection of aunit Next, the teacher chooses one student from each team, whispers the exactwords that the task requires Each student has to whisper the words to another Thatstudent has to whisper to the next The game continues to the last student and thelast student has to rush to the board and write the words on the board After that,the teacher plays the tape and gives feedback and announces the winner.

Word whispering game is perfect and effective for Pronunciation Subsections

of Units 1, 3, 4

4.1.1.2 Shadow Reading Game.

Shadow Reading is a game involving listening and pronunciation practice.

This game is challenging and motivating and can be used to teach pronunciation incertain units in the new English-10 sylabus

In this game, the teacher plays a CD player to read aloud the sentences in thepronunciation task and asks students to try to speak at exactly the same speed andrhythm as the CD The teacher plays a CD player again and students try one moretime In the middle of the recording, the teacher turns down the sound to see

if students are still in time when the sound is turned back up.Thus, students have tostart and finish at the same time as the CD at normal speed By this way, byplaying this game many times, students’ problematic pronunciation can thencertainly be drilled and improved

Shadow Reading Game is effective and suitable for Pronunciation Subsections

of Units 1, 2, 3

4.1.1.3 Word Stress Maze Game.

Word stress is one of the biggest challenges my students face,and at the same time this area might be taught using numerousgames Word Stress Maze Game is crucial for helping non-native Englishspeakers to improve their pronunciation and comprehensibility of stressed syllable.This game may be suitable for units 4, 5, 6, 7, 8

Before playing the game, the teacher divides the class into 4groups, gives each group a table of squares In the squares, thereare words of the first stressed syllables and the second stressedsyllables The teacher introduces the first word in the maze (this

of the second stressed syllable word is the entrance) and asks thegroups to find out other words of the second stressed syllables inthe square When students have finished, they have to connect allthe answers to find a path to the exit made of the two syllablewords of the maze The winner of the game is the group havingfound the correct path to the exit

Following is an exampl of using Word Stress Maze Game to teach word stress:

Word Stress Maze Game: Find the correct path to the correct exit by finding the words with the second stressed syllable

Entrance



control allow perform letter Exit?

housework challenge promote symbol Exit?

system infect achieve army Exit?

college become healthcare income Exit?

woman suggest complete improve Exit?

Key to Word Stress Maze Game: Find the correct path to the correct exit

by finding the words with the second stressed syllable

Entrance



control allow perform letter

housework challenge promote symbolsystem infect achieve armycollege become healthcare incomewoman suggest complete improve Exit

4.1.2 Vocabulary Subsection.

In this section, students can review and recall the new vocabulary throughactivities or games such as Jumbled Words, Mime, Matching, Pelmanism, OddOne Out, Creat Word Web, Word Snake

4.1.2.1 Jumbled Word Game

A Jumbled Word Game is a game in which a mixed-up set of letters areprovided and students have to unscramble the letters to find the word Jumbledgames involve the skill of solving anagrams Anagrams are all the words that can

be created with the letters of one word or phrase With a word jumbled puzzle,students start with a random scramble of letters and they have to find the wordwithin the jumble These types of puzzles will help students develop their skills

and get better at solving a word jumble puzzle Solving word jumbled word gameswill sharpen students’ ability to unscramble words quickly and sufficiently AJumbled Word Game is suitable for Vocabulary Subsection of Units 1, 2, 3, 4, 5, 6

7, 8…

Following are some examples of using Jumbled Word Games to teach vocabulary:

Unit 1: Jumbled Word Game: Find 10 daily activities.

ETAK OTU ETH BBRUISH  TAKE OUT THE RUBBISH

OD TEH SHINGWA PU  DO THE WASHING UP

ONIR TEH THECLOS  IRON THE CLOTHES

NGHA OTU THE LAUNDRARY  HANG OUT THE LAUNDRARY

Unit 2: Jumble Word Game:

Find 5 words related to body system in the table.

Most matching games are objective, with correct answers in the rules for whatcounts as a match, pair, etc These games are very in interesting and useful Weusually use these games for word filling exercises after the Jumbles Word game.

4.1.2.3 Pelmanism game

Pelmanism game is a simple and popular memory game known This game can

be played in pairs or groups In the game 20-card pack can be used or any otherkind of cards, provided that the backs are indistinguishable and the faces can bematched up in pairs or quartets The cards are thoroughly mixed and spread facedown on the playing surface The cards should not overlap, and can be arranged in

a regular pattern or spread irregularly as desired Players take turns to play At yourturn you turn face up two cards of your choice from the layout If they match, youtake these two cards, store them in front of you, and take another turn If they donot match, you turn them face down, without changing their position in the layout,and it is the next player's turn Play continues until all the cards from the layouthave been taken as matched pairs

This game is suitable for teaching vocabulary, such as words and meanings, inall the units in English-10 sylabus

Following is a Pelmanism game for Unit 7 Looking back& Project Lesson Looking back Section - Vocabulary Subsection

4 weeding 14 đám cưới

This game is suitable for Unit 1- Looking back& Project Lessons - Lookingback Section - Vocabulary Subsection to describe and revise daily activities

4.1.3 Grammar Subsection.

Grammar is usually thought of as dry and dull Learning grammar or any part

of language is tiring The constant learning of grammar rules and exceptions inEnglish requires constant effort from learners By teaching grammar teachers notonly give our students the means to express themselves, but we also fulfill theirexpectations of what learning a foreign language involves

Fortunately, nowadays with the emphasis on a communicative approach and awealth of stimulating resources, teaching grammar does not necessarily meanendless conjugation of verbs or grammar translation Grammar games, if usedwisely, can really break up the monotony of what’s considered to be one of theworst and more difficult aspects of learning any language In short, using grammargames in the ESL classroom can allow for meaningful use of the target language inthe right context

For these reasons, during the latest period of time, we have been applyinggames for teaching grammar, such as Blackboard Race, Gap-fill Task Challenge,Sentence Buiding, Conjugation Pyramid, Tic-Tac-Toe, Word Chain,…and we havefound that teaching grammar with games gives excellent results

Following are some examples of our using game to teach Grammar subsection

in certain unit in the new English-10 syllabus

4.1.3.1 Blackboard Race Game.

Blackboard Race Game is plain and simple - a good, old-fashioned classroomfavorite for the ages In this game, the teacher divides the board into two halves,and divides the class into two teams, then calls out a theme or category for learnedvocabulary words and has students run to the board and write as many relatedwords as possible This game is effective for such tasks as answering the questions,completing sentences, combining sentences and finding mistakes in sentences inGrammar Subsections of Units1, 3, 4 5, 6, 7, 8

For example, to teach Task 2 of Grammar Subsections of Units 5, the teachermight call out something like, “write the usages of some modern inventions in life”and one student from each team must run up to the board and write such necessarywords as they can think of within a certain time limit This game gets studentsthinking quickly and creatively

Unit 5- Grammar -Task 2:

Answer the questions using gerund or infinitive form of verbs

to describe functions or purposes

1 What is a washing machine used for?

It is used for washing clothes It is used to wash clothes.

2 What can a solar charger be used for?

It can be used for charging batteries It can be used to charge batteries.

3 What do you use to listen to music and wach videos?

We use computers and laptops for

listening to music and waching videos.

We use computers and laptops to listen

to music and wach videos.

4 What is a correction pen used for?

It is used for correcting mistakes It is used to correct mistakes.

5 What do you use a 3-D machine for?

We use a 3-D machine for producing

solid objects similar to the originals.

We use a 3-D machine to produce solid objects similar to the originals.

4.1.3.2 Gap-fill Task Challenge Game

As for this game, the teacher needs to divide the class into two teams andprepare two sets of text or dialogue with different sets of verb tenses Each set has

a different color The sets of verb tenses are given to the teams Then, the teacherask the two teams to read the text of dialogue, choose suitable cards and put thecorrect cards into the gaps as soon as possible The winner is the team that hasmore correct answers This game is suitable for Grammar Subsections in Task 2 ofUnit 2, Task 2 of Unit 5

Following is an example for Grammar Subsection Task 1 of Unit 5:

Unit 5-Grammar -Task 1:

Fill in the gaps with the present perfect or the present simple forms

of the verb in brackets.

Kim: Help me, Eric My party (1 be) _ next week and I (2 not plan) _ the

menu yet I (3.waste) _ three days worrying And I still (4 not have) _ any ideas What I should do?

Eric: Don’t panic You guess (5 start) _ arriving yet, so ask everyone to

bring something Then you can order some pizzas or buy spring rolls from

a Vietnamese takeaway Nobody (6 say) _ no to pizzas or spring rolls,I’m sure

Students’ sets of cards for team A

Students’ sets of cards for team B

4.1.3.3 Sentence Buiding Game

Sentence Buiding Game is a popular game in which such tasks as agrammatical one in Unit 4 (page 46), requiring students to make sentences usingthe given words, is adaped by the teacher As for classes of gifted students, thistask is as easy as a pie, but for classes of students of lower competence, this task is

a problem To solve this problem, teacher can adapt this task into a Sentence

Buiding Game This means that by using the given words, the teacher make correct

sentences, prepare a set of cards for a sentence, write each word of the sentence on

a card, mix the cards, then give each team 5 sets of cards and ask students toarrange the words on a large worksheet as quickly as possible The winner is theteam who finish the game first with the correct answers

Morever, Sentence Buiding Game can be designed on PowerPoint slides.

Following is an example for Grammar Subsection for Task 1 of Unit 4:

Task 1: Write the sentences Use the past simple or the past continuous form

don’t plan doesn’t plan haven’t planned hasn’t planned

don’t have doesn’t have haven’t had hasn’t had

don’t plan doesn’t plan haven’t planned hasn’t planned

don’t have doesn’t have haven’t had hasn’t had

1 The telephone rang while we were having dinner.

2 I was waiting at the busstop when I received his text message.

3 It started to rain when we were walking home from school.

4 Were you listening when the teacher called your name?

5 He was walking along the corridor when he saw an advertisement on the notice board.

messag

havingdinner

receive

Thewe

rain

walking

heyou

when

on

alongthe

Hesaw

board

4.2 As For “Project” Sections

Project-based teaching is one of the newest and the most difficult problems forEnglish teachers recently It takes the teacher and students a lot of time andpatience to have an interesting and successful lesson If the period of time is longenough, the teacher easily manages In fact, the time for teaching a“Project”Section is nearly half of the fixed forty-five mimutes, which makes it hard for theteacher to have an impressive lesson Following are ideas concluded from ourexperience in teaching “Project” Sections

4.2.1 Before students’ project presentation.

4.2.1.1 Teacher’s giving students the task of preparation for a project.

A good preparation makes a good project presentation and a good preparationneeds time and efforts If students are given a little time to prepare, they will havedifficulty collecting ideas, doing a survey and designing the slides Their projectwill be a failure To solve this problem, from our experience, the teacher shouldgive students the topic and main ideas of the project in advance at the beginning ofevery unit during lesson 1 (getting started) or lesson 2 (language), which meansthat it is over a week before their project presentation

4.2.1.2 Students’ preparation.

After given the task of preparation for a project, each group of students getstarted with creating a schedule and a plan for the project, collecting information,arraging ideas, making essential questions and answers, designing slides andpracticing for their project presentation

4.2.2 While students’ project presentation.

4.2.2.1 Project presenting groups.

On the date of a “Looking back& Project” lesson, some groups chosen by theteacher have to deliver their project presentations in front of the class Themembers of the groups have to try best to expose their strength in theirpresentation Body language and facial expressions are highly appreciated duringthis time

4.2.2.2 The judges.

In the first project

presentations of units 1 and 2, the

teacher took charge of many

tasks from choosing the project

presenting group, asking

questions, remarking students’

work to giving marks to students’

projects

During these presentations, the teacher took notice of the best students in thegroups; then he formed a board of the judges At this time, the presentation lookedlike a competition and the teacher became a MC of the competition The judgescan ask the candidates questions, remark the presetations and give marks to everycandidate depending on fluency, competence and understanding…

4.2.2.3 The Audiences

When a group of students are presenting the project they have done, theclassroom atmostphere seems to become a competition and the rest studentsbecome audiences of the competition The audiences not only concentrate on whatthe presenters are saying, take notice of important information of the project andhow the presenters use their body language but also ask the presenters somequestions

4.2.3 After students’ project presentation.

The last steps of a project presentation belong to the teacher When a group’sproject presentstion is over, the teacher can ask the group members some extraquestions as well as help students make progress by giving some advice on whatthey should or shouldn’t do in their projects

V SOME GROUPS’ PROJECT PRESENTATIONS.

From the beginning of the academic year up to now, our students have had alot of project presentations Following are some of successful and impresiveproject presentations chosen from that number

A project presentation made in classroom normally consists of three steps:

*Before students’ Project Presentation: In this step, I ask my student prepare

equipments, computer, USB, slides that help themselves to present their work

*While students’ Project Presentation: The students make the presentation,

depending on the plan they have prepared In this step, story flow, eye contact,voice clarity, hand gestures, body language and movement are highly appreciated

*After students’ Project Presentation: This step is used to check the students’

reaction and respond to sudden situations If students have well prepared for theirpresentation, they will certainly be successful

5.1 Unit 1: Family life- Lesson 8: Project section.

This activity is accomplished in class 10 D1, in period 1- in lesson 8 onTuesday, September 29th, 2020

5.1.1 Before students’ Project Presentation:

-Topic: Sharing household chores in a family

-Group Members: Phan Thi Khanh Huyen,

Dang Thi Van Khanh Phan Le Thi Thao

This group of students prepare equipments for their project presentation

5.1.2 While students’ Project Presentation:

Students present the outcome of their project

Huyen: As people say, “Many hands make light work” means if everyone does a

little bit, the work will be less hard Families should aware how difficult

to do all the housework alone so all the family’s members should have agood cooperation Therefore, everyone had better do the houseworktogether

Khanh: The father is the

strongest person in the

family so he always is

responsible for the hard

stuff like mending

things, fixing plumbing

and electricity He also

help the mother to

manage the household

Thao: The mother is usually

the manager of the

household She takes care of the children and supervises householdtakes She plans the menu, does the shopping, and prepares the familymeals She either supervises or does house cleaning, laundry, ironing andother similar tasks Today, however, both mother and father can shareroles in homemaking and breadwinning

Huyen: The son in the family helps the father with some household activities

such as doing simple home repair He helps the mother in the kitchen andwith other household tasks He also assists with other activities in thehome like taking care of younger brothers or sisters, watering the plants,and cleaning the house

Khanh: The daughter in the family helps the mother to do some of the household

tasks like grocery shopping, cooking, washing dishes, cleaning, andkeeping the house tidy She also helps with taking care of the youngerbrothers or sisters She may assist the brother in other household taskslike doing the laundry

Thao: In conclusion, if the family divides the household chores equally, the

work will be much easier and it will also create a positive atmosphere inthe family Every family’s member should be willing to work togetherand contribute to making the home beautiful and happy place to live in

5.1.3 After students’ Project Presentation:

-Responses: Questions from audiences for the presenters and answers to them: Linh: What household chores do you do every day, Huyen?

Huyen: I do the laundry, wash the dishes, and sweep the house I sometimes do

the cooking when my mum is busy

An: Which of the chores do you like doing the most, Khanh?

Khanh: Well, I think I'm into doing the gardening because it's interesting.

Quyen: Does your family share the housework equally? Do you like doing the

housework?

Thao: Yes, we divide the housework equally I don't really like doing

housework because it's very boring

-Marks given by the judges

5.2 Unit 2: Your body and you: Lesson 8: Project section

This activity is accomplished in class 10 D2, in period 5- in lesson 8 onTuesday, October 20, 2020

5.2.1 Before students’ Project Presentation:

-Group Members: Le Thi VanAnh

Chu Thanh HuyenNguyen Thuy TrangThis group of students prepare equipments for their project presentation

5.2.1 While students’ Project Presentation:

Students present the

outcome of their project

VanAnh: Health is very

important for our life