Giáo án tiếng anh lớp 11 thí điểm mới nhất (HK1)

WARM UP 4ms * Methods/techniques of teaching and learning: Communicative Teacher and students introduce by themselves Introduction themselves ACTIVITY 1: introducing the textbook- Engli

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Date of preparing: 19/08/2016

Period: 1

BOOK INTRODUCTION

1 Aims: - To introduce the textbook- English 11

- To introduce the way of testing.

- To set up some class regulations.

- To review English 10

II Preparation:

- Teacher: lesson plan, English textbook 11,

- Ss: textbook, notebook, revise old lessons in English 10 at home…

III Anticipated problems

- Ss may have some troubles, T should be ready to provide them

IV Procedure

A WARM UP (4ms)

* Methods/techniques of teaching and learning: Communicative

Teacher and students introduce by

themselves

Introduction themselves

ACTIVITY 1: introducing the textbook- English 11 ( 15ms)

* Methods/techniques of teaching and learning: whole class

- Teacher asks Ss to open the book map then

the units and introduces the textbook

- Ss look at the book and listen to the teacher

1 Textbook introduction:

The Structure of the book: -There are ten units.

In each unit, there are eight main parts: + Getting started

+ Language: Vocabulary, pronunciation, grammar

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+ Reading

+ Speaking

+ Listening

+ Writing

+ Communication and culture

+ Looking back and project

2 The system of testing.

a Listening skill:

+ Listen and match

+ Listen and number

+ Listen and tick

+ Listen and complete

+ Listen and select the correct option

+ Listen and give short answer

+ Other listening questions

b Reading skill

+ Read and match

+ Read and number

+ Read and tick

+ Read and complete

+ Read and select the correct option

+ Read for the main idea

+ Read for specific details

+ Read and summarize

+ Other reading questions

c Writing skill

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+ Complete the sentences with a word or a phrase (picture can be used)

+ Arrange the words to make complete sentences+ Use the provided words or phrases to write complete sentences

+ Arrange sentences to make a complete paragraph+ Use the provided words or phrases to write a complete paragraph

+ Use the provided words or phrases to write a short passage

+ Write short passages about relevant and familiar topics

d Speaking skill

+ Introduction+ Interview+ Free talk+ Other speaking tasks

e Language

+Multiple choice questions-MCQs

+ Matching+ Gap filling+ Information gaps+ Reordering+ Word form+ Other similar and suitable questions

3 Class regulations.

ACTIVITY 2: introducing the way of testing ( 5ms)

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* Methods/techniques of teaching and learning: Explanation, whole class

- T introduces the structrue of the 15 minute

test, 45 minute test and final test of each

term and of the school year

- Ss look at the book and listen to the teacher

- 15 minute test,

+ 2 of 3 skills ( listening, reading, writing) +Grammar

- 45 minute test and final test of each term and of the school year

+ 4 skills + Grammar

ACTIVITY 3: Setting up some class regulations (10 ms)

* Methods/techniques of teaching and learning: Communicative, whole class

- T gives some class regulations

- Ss listen and remember to obey

- Books and notebooks

- Preparation before class

- Homework after class

- Preparation for the project ( 2 groups of 5 Ss for each project)

ACTIVITY 4: R eviewing English 10 ( 8ms)

* Methods/techniques of teaching and learning: Questions

- T asks Ss about the topics, grammar

in each Unit of Englis 10

- Ss stand up to say and take notes

The topics, grammar in each Unit of Englis 10

E WRAP UP (4ms)

* Methods/techniques of consolidation: Communicative

- T: Summaries main points of the lesson

- Ss: Listen and add some more points

F HOMEASSIGNMENT (1ms)

- T: Ask Ss to prepare new lesson

- Ss: Note down

* Homework:

Prepare unit 1

Phu Ly, ………

2016 Group leader’s comments

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Period: 2

UNIT 1: THE GENERATION GAP LESSON 1: GETTING STARTED

OBJECTIVES OF THE UNIT:

- To use lexical items related to the generation gap and family rules

- To identify and pronounce trong and weak forms of words in connected speech

- To use modals to gine opinions and advice: should , ought to

- To use must and have to to express obligation.

- To read for specific information in an article about generation gap

- To talk about parent – child relationship problems and offer advice on how to solve them

- To listenfor specific information in a converation between teenagers about conflicts with theirparents

- To write a letter to a teenagers abuot family rules at a homestay family

- To understand the concept of extended and nuclear families, and the reasons for the return ofextended families in the UK and the USA

I Objectives

1 Educational aim

- To introduce the unit in general inorder to

+ draw Ss’ attention to the topic “the generation gap” of the unit and its objectives

+ check Ss’background knowledge of the generation gap and their comprehension of the language

- By the end of the lesson, Ss are able to

+ understand the content of the text correctly,

+ read the text fluently

+ do the activities well

2 Knowledge and skills:

* General language knowledge:

- Lexical items: generation gap, family rules, conflicts, extended and nuclear families

- Grammatical structures/items: must and have to, should , ought to.

* Skills: - Pronouncing trong and weak forms of words

- Reading for specific information

II Preparation:

- Teacher: lesson plan,

- Ss: reading and considering the tasks

Ss may so Tshould

IV Procedure

Teacher’s / Students’ activities Content

A WARM UP ( 5ms)

* Methods/techniques of teaching and learning: work with whole class

- T asks Ss about the members of

Ss’families

- Ss stand up to say individually extended and nuclear families

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- Feedback and comment slightly

B LEAD IN (7 ms)

- T introduces the unit and the first

part T may begin by asking Ss about

the picture

- Ss look at the picture to answer the

questions

- T asks Ss to focus on the yellow box

to inform the main points of the whole

unit

- Ss look at the box then take notes

E.g + Who are the people in the photos?

+ Is this type of family popular in yourcommunity?

Should, ought to for giving opinion and adviceMust and have to for expressing obligation

- Skills+ reading for specific information in an articleabout generation gap

+ talking about parent – child relationshipproblems and offer advice on how to solve them+ listening for specific information in aconveration between tow teenagers aboutconflicts with their parents

+ writing a letter to a teenagers abuot familyrules at a homestay family

- Communication and culture+ the generation gap between teenagers and theirparents

+ the return of extended families in the UK andthe USA

C MAIN ACTIVITIES ( 30 ms) ACTIVITY 1: Listening and reading the text

- T introduces the text

- Ss look at the text and listen to

teacher

- T asks Ss to read through the text in

silence in order to understand the main

content of the text and find out their

new words or the words they can’t read

correctly

- Ss read the text in silence and find out

Exercise 1

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their new words or the words they can’t

read correctly

- T plays the recording

- Ss listen to it

- T asks Ss to read out the text

following the recording

- Ss both read out the text and listen to

it

Example: extended familyChildcare

State-owned organizationTable manners

impose

ACTIVITY 2: Do the exercise 2

Methods/techniques of teaching and learning: work in pairs

- T introduces the exercise with the

table and instructs Ss to do the exercise

in pairs

- Ss listen to teacher then work in pairs

to do the exercise

- T calls on 5 Ss to give their answers

and to give evidence from the text

- Ss stand in front of class to say

answers and evidence

Exercise 2: Decide the following sentences T or

F

KEY: 1F 2.F 3.T 4.F 5.T

* Methods/techniques of teaching and learning: pair work then whole class

- T introduces the exercise and

instructs Ss to do the exercise in pairs

- Ss listen to teacher then work in pairs

to do the exercise

- T asks Ss to check answers in pairs

- Ss check Ss’ answers

- T calls on 6 Ss to give their answers

and to give evidence from the text

- Ss stand in front of class to read their

completed sentences

- T listens and checks

Exercise 3: Complete the definitions, using the

highlighted compound nouns in the coversation

KEY:

1 Nuclear family 2 Childcare

3 A generation gap 4 Table manners

5 A viewpoint 6 An extended family

* Methods/techniques of teaching and learning: individual then whole class

- T instructs Ss to do the exercise

- T calls on some Ss to give their

answers and to give their places from

the text

Exercise 4: Find other compound nouns

KEY: Grandparents, grandma,

grandpa, grandmother, hairstyles, housework, footsteps

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individual

- Ss listen to teacher then do the

exercise

- T calls on some Ss to give their

answers

Exercise 5: Read the coversation again, and

find the verbs expressing duty, oligation, advice,

or lack of obligation.

KEY:

- Opinion & advice: Should and ought to in positive and negative forms

1.- Duty & obligation: Must and have to

2- Lack of obligation: ( not) have to, ( not) need to

individual

- Ss listen to teacher then do the

exercise

- T has some Ss tell the class about

their partners, type of family and what

they like or dislike about it

Exercise 6: Work in pairs to ask and answer the

questions.

E WRAP UP (2 ms)

* Methods/techniques of consolidation: whole class

- T sums up the period - words related to the generation gap, family

rules

- compound nouns

- Pronunciation: trong and weak forms of words

in connected speech

- Grammar: Modal verbs:

Should, ought to for giving opinion and advice Must and have to for expressing obligation

F HOMEASSIGNMENT (1 ms)

- T gives homework and suggests Ss

prepare for new lesson

- Ss write down and listen to teacher

* Homework:

1 Prepare new part: Language

2 Review the part: Getting started

Phu Ly………… , 2016

Group leader’s comments

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By the end of the lesson, Ss will be able to master:

- Words or phrases related to the generation gap and family rules

- Word formation: compound nouns

- Strong and weak forms of words in connected speech

- Modals: should, ought to, must & have to

2 Knowledge and skills:

* General language knowledge:

generation gap and family rules

II Preparation:

- Teacher: lesson plan, cassette, CD

- Ss: reading and considering the tasks

Ss may so Tshould

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IV Procedure

A WARM UP ( 5 ms)

- T asks Ss the questions

- Ss stand up to answer

generation gap and family rules

B VACABULARY (10 ms)

ACTIVITY 1: Doing exercise 1

* Methods/techniques of teaching and learning: work in pairs

T ask Ss to match single noun (1-9)

with another (a-i) to make compound

noun

Ss do as asked

- T tells them to check their answers in

pairs, then check Give the meanings of

these compound nouns if necessary

Ss work in pairs to read it again and

check their answers

- Draw Ss’ attention to the four

compounds written as one word:

household, hairstyle, schoolchildren,

footsteps

Explaination:

- Ss listen to the teacher carefully, and

take notes

- T asks Ss to give answers and check

- A compound noun is a noun that is made up oftwo or more words Each compound noun acts as

a single unit and can be modifined by adjectivesand another nouns

- In compound nouns, the stress usually falls onthe first word

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again Ex: a greenhouse( compound noun)

A green house( free word combination)

KEY: 1g; 2h; 3i; 4f; 5c; 6b; 7a; 8d; 9e.

Methods/techniques of teaching and learning: work with whole class

- T ask Ss to complete the questions

with some of the compound nouns in 1

- Have Ss work individually first

Then ask them to work in pairs, and

compare their answers

- Check Ss’answers by asking and

answering all the questions in pairs

KEY: 1 Hairstyle/ tablemanners

2 generation gap 3.nuclear family

4 junk food 5 schoolchildren

C PRONUNCIATION (10ms)

- T introduces the part and instructs Ss

to read the demand to know what to

read correctly

- Ss look at the exercise and listen to

teacher

- T plays CD three times

1 - Ss listen to CD and practice reading

them

2 – T ask Ss to pay attention to the

stressed words with the stress mark

before the stressed sylable

3 - Play the recording again for Ss to

listen, pausing after each sentence

4 - Ask Ss to study the Do you know ?

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5 T explains the exercise to Ss , draws

their attention to the words in bold

6 – T plays the recording and asks them

to check their answers in pairs

7 – T asks Ss to make pair to role – play

the Qs and answer in front of the class

Praise Ss who pronounce the strong

and weak forms correctly 8 KEY: 1-A strong B- weak

9 2.A – weak B.- strong

3 A- weak B - strong

D GRAMMAR ( 15 ms)

* Methods/techniques of teaching and learning: work in groups

- T introduces the part, instructs Ss to

talk in groups and gives some guide

- Ss listen to T and take notes

- T asks Ss to underline the correct

words to complete the sentences, and

play attention to the meaning of the

sentences in order to choose the right

word

- Ask Ss to compare their answer

(working in group)

- check Ss’ answers,then elicit from

them the rules of using should,

shouldn’t, ought to, ought not to, must,

mustn’t, have to, don’t have to

- Check Ss’ answers

- Ask Ss study the Doyou know ?

should, shouldn’t, ought to, ought not to, must,mustn’t, have to, don’t have to

KEY: 1 Should 2 Ought 3 Must

4 have to 5 Mustn’t

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- T asks Ss to use the word in brackets

to rewrite each sentence without

changing its meaning

- Monitor the activity and help them if

necessary

- Check the answers again as in class

KEY: 2 You mustn’t use your mobile phone in the examination room

3 I don’t have to type my essay

4 You shouldn’t tell the truth to your family

5 Young people must plan their future career carefully

* Methods/techniques of consolidation: work with whole class

- T sums up the period

* Homework:

1 Prepare new part: reading

2 Review the part: language

Phu Ly, ……… , 2016

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+ Vocabulary: acquaitance, give & take, constancy, rumours &gossip, pursuits…

+ Grammar: the present simple

* Skills: eading skills: filling in the blank,answering questions.

II/ Preparation: -T: board, textbook, chalk, some pictures.

-Ss: revise old lesson at home.

III/ Anticipated problems: Ss may need help with the discussion task, so T should ready to help

them

IV/ Procedure:

- T informs Ss of the lesson

objectives: read and understand

the text about the conflicts

between parents and their teenager

children by skimming the text to

get general ideal and scanning the

Reading

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text to get some specific details.

- Ss listen to teacher and look at their

books

B BEFORE YOU READ (5 ms)

ACTIVITY 1:

- T introduces the pictures & asks Ss

to describe each picture

- Interactions between S & S

- Ss work in pairs and say about them

- T asks Ss to tick the conflicts (

a-g) and then compare their choices

with their partner’s

- T checks their answers:

Description of the pictures

KEY: b-c-d-e-f

ACTIVITY 2:

T follow the steps for teaching voc

Ss read through the passage and

indicate their new words

- T explains and instructs Ss to read

them

- Ss read the words in chorus

* Vocabulary :

C WHILE YOU READ ( 27 ms)

ACTIVITY 1: Listen to CD and read the passage ( 10 ms)

- T lets Ss read through the passage

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ACTIVITY 2: Do exercise 3 and 4 (20 ms)

* Methods/techniques of teaching and learning: work in groups then with whole class

- T instructs Ss to do the exercises

- Ss listen to T and look at the

exercises

- T asks Ss do the exercises by

themselves for about 6 minutes

- Ss do individually

T: Ask Ss to do

Ss: Work in groups Answer

T: Check and correct

D AFTER YOU READ ( 5 ms)

ACTIVITY : Discuss with partner ( 5 ms)

- T asks students to work in pairs to

discuss about the question and give

Discuss the question: “Do you get into a conflict with your parents?”

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some suggested words

- Ss read the questions carefully and

work in groups to answer the

- T calls on a good student to sum up

the passage and the message of the

passage to each student

- Ss stand up to say

Sum up the passage

* Homework:

1 Prepare new part: Speaking

2 Review the part: Reading

Phu Ly, ……… , 2016

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2 Knowledge & Skills:

*General language knowledge:

*Skills: speaking skill

II/ Teaching aids: - T: board, textbook, chalk, handouts.

- Ss: Ss learn old lessons at home & prepare for the new one

III/ Anticipated problems: Ss may not have enough words to talk about the topic, so T should be

ready to help them

IV/ Procedure

T: ask Ss to answer some questions

Ss:answer

T: lead Ss to some adjs

Ss: Listen

T: Control &give suggested answer

B BEFORE YOU SPEAK (5 ms) ACTIVITY

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Ask Ss to discuss the situstions in

the pictures and say what conflicts

each may lead to.

C WHILE YOU SPEAK ( 25 ms)

ACTIVITY 1: Doing exercise 1, 2, 3 ( 25ms)

Methods/techniques of teaching and learning: work individually and in groups

Explain Ss that this activity focuses

on conflicts between teenagers and

their parents.

- Ask Ss to read about three

situations facing teenagers, and then

match them with the problems a,b,

or c in the box.

- Walk around and help Ss if

necessary.

- Have Ss compare their answers.

Ask Ss to further discuss if they

have ever experienced these

situations, and how they felt.

2 Ask Ss to read the list of things

teenagers and their parents complain

about.

- have them tick the complaints that

they hear in their families.

- Encourafe Ss to add some more

complaints if they can.

- Help Ss with any new language

they may need to express their ideas.

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3 Ask Ss to work in pairs and take

turns to tell their partner what they

or their siblings and their parents

often complain about, then practise

giving advice on how to solve the

My parents are always + Ving

My parents believe that

+ Giving opinion and advice:

I think you should/ ought to

I don’t think you should/ ought to

In my opinion, you should/ shouldn’t

If I were you, I would/ wouldn’t

You’d better

You shouldn’t/ ought not to

Why don’t you

- Walk around and help Ss if neccesary.

D AFTER YOU SPEAK ( 5 ms)

ACTIVITY Take notes ( 3 ms)

- T gives some notes while Ss work in

pairs and present in front of class

- T lets Ss take some important

sentences or structures for them

- T gives homework and suggests Ss * Homework:

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- Ss write down and listen to teacher 1 Prepare new part: Listening

2 Review the part: Reading and speaking

Phu Ly ……… 2016

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2 Knowledge & skills: *General language knowledge

*Skills:listening skills:T or f, for specific information.

II Teaching aids: -T: Tape, cassette player, textbook, chalk, board.

- Ss: learn old lessons at home & prepare for the new one

III/ Anticipated problems: Ss may not be familiar with the task,soT should be ready to help them IV/ Procedure:

- T asks some questions

- Ss listen &answer

Ss present their answers

T goes around & collect the answer

B BEFORE YOU LISTEN (5 ms)

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ACTIVITY : * Ask & answer the questions

Ask Ss to look at the photos of the two teenagers, and

think about what problems they may have.

Tell them to focus on hobbies( Photo a and Photo b) and

elicite Ss’ opinions.

Have Ss talk about what the parents of these teenagers

might complain about.

C WHILE YOU LISTEN (27ms)

ACTIVITY 1: Do exercises

1 Tell Ss that this activity focuses on listening for

general ideas.

- Tell Ss that they are going to listen to two teenagers,

Tom and Linda, discussing their conflicts with their

parents, then circle what they think the speakers will

mention in their conversation.

2 This activity focuses on new vocabulary items.

- Tell Ss to match the words with their definitions.

- Have Ss compare their answers Check their answers.

- Teacher may explain some new words if necessary.

Skinny(adj); top(n); stare at(v); balance(v).

3 This activity focuses on listening for specific

information.

- Tell Ss that they are going to listen to the

conversation between Tom and Linda and decide

whether the statements are true(T), false(F).

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- Ask them to read all the statements and guess if they

are true or false Make sure that Ss understand all the

statements If there are new words T can give their

Vietnamese equivelants to save time

* Play the tape and let ss do the exercise

Check ss’ answers if there is an incorrect answer t play

the recording again and stop at the place where Ss can

get the correct answers.

4 Tell Ss that they are going to listen to the

coversation again, and do a multiple choice exercise.

Remind Ss to try to ignore any distractors that may

appear in the recording, and listen for specific

information.

10.Ask Ss to check their answer with a partner.

11.Check answers as a class

D AFTER YOU LISTEN ( 5 ms) ACTIVITY : Take turns to talk

T: Ask Ss to practise speaking in pairs basing on the information above

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F HOMEASSIGNMENT (1 m)

- T gives homework and suggests Ss prepare for new lesson

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2-Knowledge &skill : *General language knowledge

- Vocabulary: words relating to describing family rules

- Grammar: the present simple tense.

*Skill: describing conflicts

II/ Teaching aids: board, textbook, chalk.

III/ Anticipated problems: Ss may not have enough words to write about the topic, so T should be

ready to hepl them

IV/ Procedure:

T: ask Ss to describe his/her family

Ss: Listen & think

- T asks Ss to read different family rules

in this section, and say which ones are

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similar to theirs

- T asks Ss if their families have any

rules If not, ask them whether they

would like to have some in their

families.

T encourages Ss to express their own

opinions about this

e.g respect one another;

help each other;

try new things, etc.

ACTIVITY 2: Doing exercise 2 (4 ms)

- T asks Ss to read the family rules

provided.

- T has Ss complete the sentences and

think about the rules in their family.

They may add more rules if they can.

(- Free answers They may add more

rules if they can.)

Suggested answers:

1 My parents don’t let me stay out late at

the weekend.

2 They make me keep room tidy.

3 They tell me to take my studies seriously.

4 they warn me not to smoke or take drugs.

5 They want me to have good table manners.

6 I am not allowed to stay overnight at my friends’ house.

7 They forbid me to swear or spit on the floor.

C WHILE YOU WRITE (28 ms)

ACTIVITY 1 : Doing exercise 2

Methods/techniques of teaching and learning: work individually then with whole class

Tell Ss that this activity focuses on giving

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reasons or explainations.

- Ask Ss to choose the most important rules

that their parents often apply in their family,

and then give the reasons in the spaces

provided.

- T tells Ss to read and analyse the example so

they know what they are expected to do.

- T helps Ss to express their ideas, if

necessary.

- T asks ss to make an outline of the letter

based on the structures of the text in task1

and the qs in task 2

ACTIVITY 2 : Doing exercise 3

Methods/techniques of teaching and learning: work individually then with whole class

- T asks ss to write their own letter

- Ss write the letter individually

D AFTER YOU WRITE ( 5 ms)

ACTIVITY Check and correct the letter on board (5ms)

* Methods/techniques of teaching and learning: work with the whole class

- T asks Sts to exchange their writing with

another Sts for peer correction

- Ss exchange the writing for peer correction

- T walks round to check their work and give

necessary suggestions

- T makes necessary corrections

- Write down the teacher’s correction and

write it in one’s notebook

- T calls some to read the answers aloud on

front the instructions

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- T picks up some writing to check in front of

the class as a whole.

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Period: 7

UNIT 1: THE GENERATION GAP

I/ Aims:

1-Educational aim: By the end of the lesson, Ss will be able to understand the concept of extended and nuclear families, and the reasons for the return of extended families in the UK and USA

2-Knowledge &skill : *General language knowledge

- Vocabulary: words relating to describing extended and nuclear families

- Grammar: the present simple tense.

*Skill: Speaking and reading

II/ Teaching aids: board, textbook, chalk.

III/ Anticipated problems: Ss may not have enough words to write about the topic, so T should be

ready to hepl them

IV/ Procedure:

T: ask Ss to describe his/her extended and

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- T tells Ss they are going to ask and

answer the Qs.

- Ss nswer the qs

- T lets Ss work in groups of 4 to discuss

the qs.

- T tells them to refer back to the ideas

in task 2 to answer the qs

- t asks Ss to choose the group leader to

note down all the ideas of the group and

report them to the class.

- Ss ask for help with new words

-Work in groups to ask and answeer the

qs

What kind of family do you live in?

What do you think about the advantages and disadvantages of living in extended family or a nuclear family are?

ACTIVITY 2 Culture

- T has Ss look at the pictures at the end

of the unit on page 13 and answer the qs

about them.( whole class)

- T asks Ss to work in pairs One read

the text about the coming back of

extended families and answer the Qs

- T askd Ss if they have any new words,

help them if necessary.

- T asks each group to choose one

person to report the group’s opinion to

the class.

KEY:

1 The number of multi- generational households with three or four generations living under the same roof.

2 Unemployment, part- time work and low paid jobs have become more common.

The cost of housing has become higher.

The pressures of childcare and elderly care have become heavier.

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C WRAP UP (2 ms)

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II Teaching aids:- Textbook, handouts, pictures

III Anticipated problems: Ss may not have sufficient time to finish the part in 45 mins

IV Procedure:

T: ask Ss to talk about daily routine each

generation in their family usually does

Ss: Listen & think

T: Ask Ss to present

Ss: present

daily routine

B NEW LESSON (7 ms) ACTIVITY 1: Looking back

1 Have Ss read the instructions and do

this activity individually Then ask them

to compare their answers in pairs

* check ss’ answers

2 Ask Ss to make compound nouns

with the word family, and dictionary

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check ss’ answers and provide

correction if necessary

KEY:

ACTIVITY 2 Grammar

1 Ask ss to complete the sentences with

should/ shouldn’t and ought to/ oughtn’t

– Have Ss do the task individually , then

compare their answers.

- Check their answers as class

KEY: 1 Ought to; 2 Shouldn’t, ought

3 Shouldn’t; 4 Oughtn’t, should

ACTIVITY 3: Project

1 Ask ss to work in groups of 4 or 5.

Each group will interview 15 teenagers,

aged 15 – 17, living in their area and

take notes of their answers.( 2 groups),

which can be done during the break.

2 Let the groups have some time

together to assemble the results of their

reports and then present to the class

orally

C WRAP UP (2 ms)

Single- parent

familyFamily name

Nuclear family One- parent

family

FAMILY

Family doctor

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1 Prepare new part: Unit 2

2 Review the part:

.Phu Ly , 2016

Hoàng Thị Thanh Thủy

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Period: 10

UNIT 2: RELATIONSHIPSLESSON 1: GETTING STARTED

OBJECTIVES OF THE UNIT:

I Objectives: By the end of the lesson Ss can

- use words and phrases related to the topic Relationships

- Pronounce contracted forms correctly.

- use linking verbs to describe or identify the subject, and use cleft sentences for emphasis.

- read a newspaper column about teenage relationship problems for main ideas and specific information.

- talk about problems and ask for advice.

- listen to a talk show about parent – child relationships

- write an online posting about relationship problems.

II Teaching aids: Course book and handouts

III Anticipated problems: Ss may need help with the discussion task, so T should be ready

to help them.

Ss may so Tshould

IV Procedure

A WARM UP ( 5ms)

- T asks Ss about relationship among

students

- Ss stand up to say individually

relationship

B LEAD IN (7 ms)

- T introduces the unit and the first

part T may begin by asking Ss about

the picture

- Ss look at the picture to answer the

questions

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- T asks Ss to focus on the yellow box

to inform the main points of the whole

unit

- Ss look at the box then take notes

C MAIN ACTIVITIES ( 30 ms) ACTIVITY 1: Listening and reading the text

- T introduces the text

- Ss look at the text and listen to

teacher

- T asks Ss to read through the text in

silence in order to understand the main

content of the text and find out their

new words or the words they can’t read

correctly

- Ss read the text in silence and find out

their new words or the words they can’t

read correctly

- T plays the recording

- Ss listen to it

- T asks Ss to read out the text

following the recording

- Ss both read out the text and listen to

it

Exercise 1

ACTIVITY 2: Do the exercise s

Methods/techniques of teaching and learning: work in pairs

1 Ask Ss to look at the picture and

guess what the two peoples’

relationship is what they are talking

or thinking about

- Tell Ss that they are going to

listen to a cconversation between a

student and her grandmother.

- Play the recording Ss listen and

read the conversation silently.

2 This activity focuses on

comprehension Ss read the

statements about the coversation and

decide whether they are true, false

or not given.

\

* SUGGESTED ANSWERS:

They are grandmother and granddaughter.

The grandmother is telling her granddaughter

to focus on shoolwork, while the girl is thinking about romantic relationships.

KEY:

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3 Have Ss work in pairs Ask Ss to

read the conversatio again, and find

the verbs that come before the words

in the list This activity helps Ss to

discover the use of liking verbs with

* Methods/techniques of consolidation: whole class

- T sums up the period - words related to the relationship

* Homework:

1 Prepare new part: Language

2 Review the part: Getting started

Phu Ly………… , 2016

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Period: 10

UNIT 2: RELATIONSHIPS LESSON 2: LANGUAGE

I Objectives: By the end of the lesson, Ss will be able to pronounce contracted forms

correctly.

- use linking verbs to describe or identify the subject, and use cleft sentences for emphasis.

II Teaching aids:- Textbook, handouts

III Anticipated problems:

IV Procedure:

Ss may so Tshould

IV Procedure

- T asks Ss the questions

- Ss stand up to answer

relationship

B VACABULARY (10 ms)

1 Pre teach some of the words using

the glossary

2 Ask Ss to match the words or

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phrases with their meanings.

2 Ask Ss to pay attention to the

context in which the words or

phrases in 1 can be used When

using a verb or a noun, Ss need to

consider its suitable form ( tense of

verbs; singular or plural form of

nouns).

Key:

1 have got the date 2 Break up

3 romantic relationship 4 Argument

5 sympathetic 6 Lend an ear

1 This activity focuses on

contracted forms in casual speech.

Ask Ss to find the shortened forms

of verbs and negative word(‘not’)

and write their fuul forms in the

Shouldn’t = should not.

You’re = you are.

There’s = there is

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