Giáo án tiếng anh 11 thí điểm có bảng mô tả

tham khảo dành cho giáo viên, Thích Tiếng Anh chia sẻ “Giáo án Tiếng Anh lớp 11 cơ bản thí điểm đầy đủ UNIT (bản WORD)”. Tài liệu được biên soạn theo chương trình SGK mới (thí điểm) khối lớp 11, có đầy đủ 16 bài (unit), tài liệu bản WORD dễ dàng cho thầy cô chỉnh sửa biên soạn tài liệu ôn tập tham khảo.

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Date of preparation: ………

Period 1 INTRODUCING THE PROGRAMS OF ENGLISH 11

A Objectives:

1 Educational aim: By the end of the lesson, students will be able to :

- Know about the textbook- English 11

- To know the way of testing

- To know some class regulations

- To review English 10

2 Knowledge:

- General knowledge: Students know about the content of the textbook- English 11

3 Skills:

To test Ss's language skills

4 Description table of cognitive competence levels and orientation for Ss’ progress:

CONTENT

Knowledge Comprehension Low application (level 1) application High

(level 2) Introducing the

textbook-English 11

Know about the textbook- English 11"

to study English well

Reviewing

English 10

knowledge to express their opinions

B Method: Integrated, mainly communicative.

C Teaching aids: test papers, colored chalk, board,

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Stages/ activities Content/ Board display

Oriented skills/ competences

Asks some students to introduce

themselves:

What’s your name?

Do you like English?

Do you find English easy or difficult?

Which is the easiest, the most

difficult? reading, speaking, listening,

or writing?

Why do you learn English?

How long have you learned English?

Are you good or bad at English?

A Introducing the textbook- English

11 - (12 MINS)

- Teacher asks Ss to open the book map

then the units and introduces the

text-book

- Ss look at the book and listen to the

teacher

The Structure of the book: -There are

ten units In each unit, there are eight

main parts

the 1st term

* Unit 1- Unit 5: 8 parts for each unit:

getting started, language, reading,

speaking, listening, writing,

communication and culture and looking

back & project

* Unit 6- Unit 10: 8 parts for each unit:

getting started, language, listening,

writing, communication and culture

and looking back & project

+ Reading + Speaking + Listening+ Writing + Communication and culture + Looking back and project

II Introducing the way of testing

* Written tests: 6: 15’(3) 45’(2) term (1)

+ Grammar

III Some class regulations

- Learn by heart new words

- Books and notebooks

- Preparation before class

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

IV Reviewing English 10

The topics, grammar in each Unit of English 10

n skills

Making

question skill

Follow-Upcompetence

- observation skills

Follow-Upcompetence

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- T introduces the structure 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

C Setting up some class regulations (8

ms )

-T gives some class regulations

-Ss listen and remember to obey

E Reviewing English 10 - (8

MINS)

- T asks Ss about the topics,

gram-mar in each Unit of English 10

Ss stand up to say and take notes

* Consolidation and homework: (2

motivation

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Self-Date of preparation: ………

Unit 1: GENERATION GAP

Period 2 GETTING STARTED – OUR FAMILIES

A Objectives:

1 Educational aim: By the end of the lesson, students will be able to:

- Develop such reading micro-skills as reading for general ideas and for specific

information about the topic generation gap

- Develop listening skill through listening task

- Get general ideas about generation gap, the vocabulary related to generation gap and

two grammar points: should and ought to for giving opinions and advice, and must and

have to for expressing obligation.

- Understand more about the problems of generation gap in family

2 Knowledge:

- General knowledge: Students are more aware of the problems of generation gap in

family and help Ss get started for Unit 1 with the topic "the generation gap"

- Language: Words related to the topic - "the generation gap"

3 Skills:

- To help learners get started with 4 skills in Unit 1

- Reading: Reading for specific information in an article about the generation gap

- Speaking: Talking about parent-child relationship problems, and offering advice on how tosolve them

- Listening: Listening for specific information in a conversation between two teenagers

about conflicts with their parents

- Writing: Write a letter about family rules to a teenager staying with a home stay family

CONTENT

(level 2) Vocabulary -Learn some more

new words related to topic "the generation gap"

-Use the words incontext

- Know the meanings

of key words in the passage

- Understand the main ideas to answer the

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-Recognize the evidences for each question in the passage.

lesson

- Understandtwo kind offamily

Use the new words to express their opinions

WARM – UP: chatting-5 MINS

- T shows two pictures and ask Ss some

question

1 How many people are there? Who are

they?

2 What kind of family is this?

- T calls some Ss to give the answers

S1: There are five people in the picture:

grandparents, parents and a child

S2: There are four people in the picture:

parents and two children

Ss: Extended family and nuclear family

Lead in: 2 MINS

- T raises a question

How many people are there in your

fam-ily? Who are they? What kind of family

do you prefer Extended family or nuclear

family? Why?

Ss: There are people in my family

T: We are going to study unit 1 “ the

Generation Gap” - getting started- To

know more about the family and the

generation gap

B Teaching vocabulary:(10 mins)

* Teaching vocabulary:

+ Extended family (n.p) ( picture)

+ nuclear family(n.p) ( picture)

+ generation gap (n.p)

Oralcommunicatio

n skills /

Stimulatedspeaking skill

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+ childcare /ˈʧajəldˌkeɚ/(n)- the things

that are done to take care of children

es-pecially when their parents are away or at

work

+ table manner (n) /'teibl mænə[r]z/ :

phong thái ngồi ăn

+ view point = point of view

*Checking vocabulary: ROR

C Listen and Read: 5 MINS

- T: Listen to a conversation between

two friends, Sam and Ann

- Ss: Guess what Sam and Ann are

talking about Then listen to the

conversation and read along

- T: Tell Ss not to worry about new

language items as they will have a

chance to come back to them later on

C True or False 8 MINS

T: Ask Ss to work individually first and

then in pairs to decide if the

statements are true (T), false (F) or not

given (NG)

Ss: Can provide reasons for their

answers They may refer back to the

conversation to get the necessary

T: - Ask Ss to complete the definitions,

using the highlighted compound nouns

- impose on (v)

- believe (v) /bi'li:v/

→ belief (n) /bi'li:f/

II Listen and Read

III True/ False statements

1F 2F 3T 4F 5T

IV Gap - Filling:

- observation skills and pro-duce the new words

Follow-Upcompetence

StimulatedListening;

functionalcompetence

functional

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Oriented skills/ competences MINS (pair works)

T: Ask Ss to work in pairs to ask and

answer the questions Have some Ss tell

the class about their partners' type of

family and what they like and dislike

+ learn new words by heart, read and

translate the text, do the tasks again

+ Do the exercise 4 and 5 on page

Prepare for Language

5 A viewpoint 6 An extended family

V Ask and answer about family:

- more help from family members

- not worry about childcare

- more conflicts and generation gaps

 Homework:

-Learn the new words.

-Redo the tasks

- Do the exercise 4 and 5 on page

-Prepare for language lesson

competence

Makingquestion skill;pair-workSelf-motivation

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Unit 1: GENERATION GAP

Period 3 Language

A Objectives:

-recognize compound nouns in the unit and their spelling

- how to use should / shouldn't, ought to / ought not to, must / mustn't, have to / don't have to

- focus on stressed and unstressed words in sentences, and discover a connection between stress and grammar

- Use some lexical items related to the topic the generation gap and compound noun

2 Knowledge:

- General knowledge: provide learners some language items in Unit 1

- Language: words and phrases related to the generation gap and family rules, as well

as some compound nouns

3 Skills:

- To promote Ss to develop the skill of working in pairs and groups

CONTENT

(level 2) Matching -Learn some more

new compound

Filling in

blanks

- Understand the meanings of the compound nouns

Underline the

correct words

Remember the use

of modal verb Explain theirchoices

verbs to rewrite the sentences

D Procedures:

1 Class organization (2ms)

- Greeting and checking students’ attendance

2 New lesson:

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Oriented skills/ competences WARM – UP: "KIM'S GAME"-5

MINS

Teacher T divides the class into 2

groups: "SON and FATHER"

- T shows 5 pictures about 5 compound

noun asks Ss to try their best to

remem-ber the pictures and the go the the board

to write down the words, which group

has more right words will be the

winner

Lead in:

T: Today we are going to study unit 1

-language to know more about

com-pound noun

+ What time do you often get up ?

A Vocabulary: Compound nouns-

(13 MINS)

1 Matching:

T: Ask Ss work individually to match

each single noun (1-9) with another

(a-i) to make a compound noun

Ss: Check their answers in pairs, then

check as a class

T: - Give the meanings of these

com-pound nouns, if necessary

- Draw Ss' attention to the four

com-pounds written as one word: household,

hairstyles, schoolchildren, footsteps ·

2 Gap-Filling:

T: Ask Ss work in pair to complete the

questions with some of the compound

nouns in 1

Ss: Work individually first Then work

in pairs, and compare their answers

T: Check Ss' answers Have them

practise asking and answering all the

questions in pairs

T: Now we are going to move next part:

pronuncia-tion

B Pronunciation: (10 MINS)

1 Listen and repeat

T: This activity focuses on stressed and

*Note: In a sentence, the

follow-ing words are stressed:

1 Content words: nouns,

Oralcommunicati

on skills /

functional competence

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unstressed words in sentences, and

en-ables Ss to discover a connection

be-tween stress and grammar

-Play the recording for Ss to listen and

repeat

-Ask Ss to pay attention to the stressed

words with the stress mark before the

stressed syllable

-Play the recording again for Ss to listen,

pausing after each sentence

Ss: Work in pairs to find out the parts of

speech of the words which are stressed

in these sentences

2 Stressed or Unstressed

T: This activity focuses on words with

either strong forms or weak forms

depending on their function in the

sentence

-Explain the activity to Ss, drawing their

attention to the words in bold

-Have Ss work individually first, then

play the recording and ask them to

check their answers in pairs

-Check answers as a class, highlighting

the different cases

-Ask pairs of Ss to role-play the

ques-tions and answers in front of the class

Praise Ss who pronounce the strong and

weak forms correctly

C Grammar: (15 MINS)

1 Exercise 1: Underline the correct

words

T: - Tell Ss that this activity focuses on

the use of should / shouldn't, ought to /

ought not to, must / mustn't, have to /

don't have to

-Ask Ss to underline the correct words to

complete the sentences, and pay

atten-tion to the meaning of the sentences in

order to choose the right word

-Have Ss work individually first, then

ask them to compare their answers in

pairs Check Ss' answers

verbs, adjectives, adverbs

1 Negative auxiliaries

2 Question words: who, whose, when, where, why, what, and how

cept post-modifier constructions

such as of mine, of yours, etc

Example: I've just 'met a 'friend of mine

*Note: In a sentence, the ing words are unstressed:

follow-1 Function words: pronouns, the

verb be, auxiliary verbs, articles,

conjunctions, and prepositions

2 this, that, these, and those when

followed by a noun

3 who, whose, when, where, why, what and how when they introduce

a relative clause

Exception: When auxiliary verbs

and modals are not followed by a verb, they have strong forms

Ex1: I think parents should spend

more time talking with their teenage children

Ought to and ought not to mean the same as should and shouldn't.

Ex2: I think she ought to share

the housework with her mother

Follow-Upcompetence

Functionalcompetence

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Oriented skills/ competences Note:

We use should and shouldn't to give

our opinions about something or

ad-vice to someone

Example: I think parents should spend

more time talking with their teenage

children

Ought to and ought not to mean the

same as should and shouldn't

Example: I think she ought to share the

housework with her mother

Must has a stronger meaning than

should and ought to

Must and have to are used to express

obligation or the need to do

Must expresses obligation imposed by

the speaker while have to expresses

external obligation

Examples: You must practise your

English every day (a teacher telling a

student)

I have to practise my English every day

(a student telling his/her parents about

school obligation)

2 Exercise 2: Rewriting

T: This activity focuses on should and

ought to to give opinions and advice,

and must and have to to express

obligation

-Ask Ss to use the word in brackets to

rewrite each sentence without

changing its meaning

-Have Ss do this exercise individually

Monitor the activity and help them if

necessary

-Check Ss' answers by asking individual

Ss to take turns to read aloud the

Ex3: You must show respect for

the elderly

Ex4: I have to clean the

floor and cook dinner day

every-Ex5: You must practise your

English every day

Ex6: I have to practise my

Eng-lish every day

2 Exercise 2: Rewriting

2 You mustn't use your bile phone in the examination room

mo-3 I don't have to type my say

es-4 You should tell the truth to your family

Young people must plan their future career carefully

* Homework:

-Learn the main points of the

les-son+ Compound nouns + Weak form and strong form of words

motivation

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Self-Stages/ activities Content/ Board display

sentences, and then write them on the

+ Weak form and strong form of words

+ Modal verbs: should, ought to, must,

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UNIT 1 GENERATION GAP

PERIOD: 4 READING - WHERE DO CONFLICTS COME

FROM?

A Objectives:

- Develop such reading micro-skills as reading for general ideas and for specific

information about the topic "Generation gap"

- Scan the text for details and answer the questions

- provide learners some vocabulary related to the topic of conflicts in the family

- Understand the text about conflicts in a family

- Use the information they have read to discuss with their partners and share their opinions

- Understand more about the conflicts between parents and teenage and they may know theway to avoid them

- To promote Ss to develop their reading skills

- Skim the text to get the general idea

- Scan the text to get some specific details

CONTENT

(level 2) Vocabulary/

skimming -Learn some more new words related

to conflicts in a family

-Use the words incontext

Matching /

questions and

answers

- Know the meanings of key words in the passage -Recognize the evidences for each question in the passage

- Understand the main ideas to answer the questions

experiences

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-T lets Ss watch a video and answer the

question - what's the video about?

Lead in: 2 mins

Ask the question 'Where do you think

family conflicts come from?' to elicit

Ss' opinions

-Have Ss brainstorm different factors

leading to family conflicts

-Ask individual Ss to share their

opinions and encourage different

viewpoints

Today, in order to know more about the

conflicts in family We are going to study

unit one reading "WHERE DO

CON-FLICTS COME FROM?"

A Pre-reading: (11 mins)

Activity 1: Prediction:

You are going to read a text about the

conflicts between parents and their

teenager children Which of the following

may be found in the text?

Let Ss work in groups, do the task

-Ask Ss to tick the conflicts (a-g)

and then compare their choices with

their partner's

-Ask some Ss to share their opinions

with the whole class

Activity 2: Pre-teaching vocabulary:

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* Activity 1: Skimming- Read the text

and check the predictions (6 mins)

- Ask Ss to skim the text and

compare their predictions in 1

- Check Ss' answers, and ask them

to give the clues from the reading

text which helped them to work out

the answers

Ss work individually then compare the

answers with a partner

- T calls on two Ss to copy their answer

on the board

- Give feedback

* Activity 2: Working out the

meaning of new words based on the

context

-Ask Ss to match the highlighted

words in the text with the definitions

given

-Tell Ss to go back to the reading text to

locate the highlighted words and study

the context surrounding the words to

work out their meaning Then match

them with the definitions

-Have Ss work individually, then check

their answers in pairs or groups

Check the answers again as a class

* Activity 3: Answer the questions-

-Ask Ss to read the questions first to

work out the type of information they

will look for in the text

- Ask them to work in pairs , one asks

and one answers

- Move round to make sure that all sts are

working and to help them if necessary

- Ask some sts to report and give

IV Answer the questions:

1.Because they strongly believethey know what is best for theirchildren

2.They want to be more independent, create their own opinions and make their own decisions

3.They are worried because these clothes may break rules and norms

of society, or distract them from schoolwork

4.They want their children to spend their time in a more useful

Follow-Upcompetence

- observationskills and produce the new words

InformationProcessing

Makingquestionskill; pair-work

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C Post- reading: Discuss with a partner

(10ms)

-Have Ss work in pairs and take turns

to share their problems, and give

opinions or advice

-Ask some pairs to report the results

of their discussion

- T makes model:

Yes My parents keeps complaining

about my irresponsibility for the

housework and about my exam results

mins)

- Retell the main points of the lesson

- Assign homework:

Prepare next part Speaking

-Redo the tasks-Prepare the speaking part

criticalthinking;StimulatedListening; Teamwork/Collaboration

motivation

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PERIOD: 5 SPEAKING: WHAT ARE THE CONFLICTS ABOUT?

A Objectives:

- Talk about conflicts between teenagers and parents

- Express their opinions and advice on how to solve the problems between them

- Use the information they have read to discuss with their partners and share their opinions

- To promote Ss to develop their speaking skills

- To help Ss develop the skill of working in pairs and groups

CONTENT

Knowledge Comprehension

Low application (level 1)

High application (level 2) Matching Know the meaning

of words and match the situations with the problems ( pictures)

- Understand the conflicts in their own family

problems in dailylife

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T calls on some Ss and asks some

ques-tions about the topic

A Pre-speking: (12 mins)

Activity 1: Matching

-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

Check Ss' answers

-Ask Ss to further discuss if they

have ever experienced these

situations, and how they felt

They may give advice or express

their opinions

Activity 2: Useful language

-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

-Encourage Ss to add some more

complaints if they can

-Help Ss with any new language they

may need to express their ideas

- Let Ss do the task then compare the

result with their friend

- Call some Ss to give their ideas

B While- speaking (15 mins)

* Activity 3-Part 3: Pair work

-Ask Ss to work in pairs and take turns to tell

on skills /

functional competence

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their partner what they or their siblings and their

parents often complain about, and then practise

giving advice on how to solve the problem

-Encourage Ss to use the structures listed

in Helpful expressions

-Walk around and help Ss, if necessary

-Ask some pairs to role-play their

conversation, and give feedback on their

performance

C Post- SPEAKING: Discuss with a

partner -(10 mins)

- T: Ask Ss to present their conflicts at

home and how to solve them or ask the

others for help

+ write a paragraph (about 100 – 120

words) about their Conflicts and

Solu-tion

+ Prepare next part Listening

B: Well I don't like the way myparents criticizing my appearance

They don't like my jeans and T-shirt

What should I do?

A: I think that your parents are true tosome extent You shouldn't wearJeans and T-shirt when you are atschool or formal party However, theyare OK if you go out with your friends

or on other occasions And you shouldtell your parents about that

B: Thanks, I'll try

 Homework:

- write a paragraph (about 100 – 120words) about their Conflicts and So-lution

-Prepare the listening part

Follow-Upcompetence

- observation skills and produce the new words

Functionalcompetence

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motivation

PERIOD: 6 LISTENING: HOW ARE WE DIFFERENT?

A Objectives:

- understand differences in opinions and preferences, and related conflicts between

teenagers and parents

- Express their opinions and advice on how to solve the problems between them

- To promote Ss to develop their listening skills

CONTENT

(level 2) Pre - teaching

-Know the meaning

of words and match the words with the appropriate

definitions

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True - False/

Multiple

Choice

-Recognize the evidences for each question in listeningpart

Make sure that they understand the sentences

problems in dailylife

T: - 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 fashion (Photo b) and elicit Ss'

opin-ions

- Have Ss talk about what the parents of

these teenagers might complain about

+ Playing computer games

too much

+ Having uncommon

hair-styles, clothes…

Today we are going to listen to Tom and

Linda discussing their conflicts with

their parents

A Pre-teaching vocabulary: (11 mins)

- T introduces new vocabulary; conduct

choral repetition of the words; elicits

- forbid/fə'bid/ = ban= prohibit

- concentrate on (v) = focus on

- Shiny (adj) /'ʃaini/: sáng bóng

Teamwork/Collaboration

Follow-Upcompetence

- observation skills and pro-duce the new words

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Checking vocabulary : Matching-

Ac-tivity 2 - textbook

 Tell Ss to match the words with their

definitions These words will be heard in

the conversation

 Have Ss compare their answers

Check their answers

B While- listening(17 mins)

* Activity 1: True - False

T: - Play the recording and let Ss do the

exercise

- Check Ss' answers If many Ss in

the class have incorrect answers, play

the recording again, stop at the place

where Ss can get the correct answers

* Activity 2: Multiple Choice

-Tell Ss that they are going to listen to the

conversation 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

Ss: Listen and check their answers with a

partner

T: Check answers as a class.

C Post- SPEAKING: (10 mins)

- Answer the questions

T: This activity focuses on some of the

ideas from the listening conversation

 Have Ss work in pairs to ask and

answer the questions

 Encourage them to share their

experiences with their partner who is

expected to give advice or express

opinions

Ss: Do the task in pairs

mins)

- Retell the main points of the lesson

II Matching

V Answer the questions

1 No, they don't They think that

my clothes are colorful and not suitable for a student

2 I think that computer games help

me to relax after hard work but my parents disagree They think that computer games are totally harmful

 Homework:

-Prepare the writing part

Improving listening skills

Pair work /Improving listening skills

Makingquestion skill;pair-work

criticalthinking;StimulatedListening; Teamwork/CollaborationSelf-

motivation

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+ learn new words by heart

+ Prepare next part writing

PERIOD: 7 WRITING: FAMILY RULES

A Objectives:

- write a letter about family rules to a teenager staying with a home stay family

- express themselves in written English

- To promote Ss to develop their writing skills

CONTENT

(level 2) Completing the

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to do.

express theirideas

- Tell Ss to name their family rules If

their families don’t have any rules,

ask them whether they would like to

have some

Lead in: (3 mins)

- Ask Ss to read the different family

rules in textbook, and say which ones

are similar to theirs, e.g respect one

another, help each other, try new

things, etc

- Encourage Ss to express their own

opinions about this

- Have Ss complete the sentences and

think about the rules in their families

Ss may add more rules if they can

Activity 2: Giving reasons or

I

Completing the sentences

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

2 They make me keep my 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 tablemanners

6 I am not allowed to stay overnight at my friend’s house

7 They forbid me to use a cell phone

8 I have to finish all my homework

Askinginformation

Follow-Upcompetence

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Oriented skills/ competences nations

- ask Ss to work in groups of tables

- Ask Ss to choose the three most

im-portant rules that their parents often

ap-ply in their family, and then give the

reasons in the spaces provided

- Tell Ss to read and analyze the

exam-ple so they know what they are

ex-pected to do

- Help Ss to express their ideas, if

nec-essary

- T tells Ss to read and analyse the

ample so they know what they are

ex-pected 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

B While- writing: (15 mins)

Complete a letter about family rules

- Ask Ss to complete a letter about

family rules

- Explain that they can use the ideas

provided previously to write the letter

- Have Ss exchange their letters for

peer checking

- Move around to give help with

vo-cabulary and structure if necessary

-T uses “ lucky pairs” game to choose

two Ss copy their answer on the sub-

board for checking

-Then Ss write the letter individually

C Post –writing: Peer

correction(10mins)

- When Ss have finished, asks Ss to

hang on the sub= board on the board

and check the mistake with the whole

class

- Tell the class to read together and

give corrections if necessary

before going to bed

9 I'll be punished if I neglect my study and get bad marks

10 I'll be rewarded if I get good marks

II Giving reasons

+ One important rule in my family

is that I have to help around with the housework and other home duties This will give my mother more free time to relax, teach me lessons about my responsibility and make my family members closer to each other

+ Another important rule in my family is that my parents want me

to take my study seriously I'm expected to finish all my homeworkbefore going to bed and prepare carefully for every exam at school Iwill I'll be punished if I neglect my study and get bad marks but I'll be rewarded if I get good marks

+ The third important rule in my family is that I am not allowed to tell lies Whether I make a small or serious mistake, my parents make

me to tell the truth so that they can know everything about me and help

me to solve the problem

III Complete a letter about ily rules

Pham Ngoc Thach, Dong Da, Ha Noi,

Viet Nam February, 10th, 2014 Dear Lauren,

I'm very happy to know that you'll

be staying with my family for two months We live in a four-bedroom flat on the 15th floor You will haveyour own bedroom for your stay

express theirideas/

Teamwork

Written letterskills

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mins)

- Tell Ss to review the words and

phrases used in Task 1

- the way to write a letter about family

One important rule in my family is that every member of the family has

to keep his or her room tidy My brother and I have to make our bedsevery morning, and clean the floor and windows twice a week

Another important rule is that my brother and I must be home before

10 p.m My parents are very strict and believe that setting a curfew with help us become responsible, and stay safe and healthy The third important rule is that we mustn't invite friends to stay overnight This

is not only our family rule, but also the rule for all people living in the building

If you have any questions, please let

me know We will try our best to make you feel comfortable during your stay with us

I hope you will enjoy your time in

VN Looking forward to meeting you Best Wishes

Ha

 Homework:

-Prepare the writing part

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PERIOD: 8 COMMUNICATION AND CULTURE

A Objectives:

-Talk and express their views about the advantages and disadvantages of living in a nuclear

- To promote Ss to develop their communication skills and cultural understanding

CONTENT

High application (level 2) Read the

drawings

- Describe the

drawing-explain the

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Culture -Learn some more

new words

- Understand themain ideas toanswer thequestions

Discuss and report the ideas

in front of the class

Exchange the information with other students in different groups

-(6 mins)

- Divide the class into two teams

Ex-plain the rules of the game to Ss

- Show the drawings one by one and

ask Ss to speak out the words /

phrases that are illustrated by the

drawings The team that has more

correct answers will be the winner

A Communication: (15 mins)

1 Work in groups Practise asking the

following questions and take notes of

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2 Report your groups' opinions to the

class

Each groups give the representative to

report their opinions

B Culture: (21 mins)

The return of the extended families in

the UK and the USA

* Activity 1:

- Ask Ss to read the text carefully

and highlight any words they may

not know Explain their meaning to

Ss

- Encourage Ss to compare their

guesses with the reasons provided

in the text

- Have Ss answer the questions, and

compare their answers

- Check answers with the whole

class

* Activity 2:

- Tell Ss to work in pairs and discuss

the questions Ss are encouraged to

say what they know about the issue,

and discuss any possible reasons

for the current trend

- Ask some pairs to report the results

- Talk about family trend in the UK,

the one hand there are only two generations in a nuclear family so there will be less conflicts and generation gaps On the other hand nuclear families have to face with the problem of childcare and elderlycare

Living in an extended family bringsabout both advantages and disad-vantages For advantages, members

in extended families often help eachother a lot with child care, elderly care and housework Children can also learn a lot of experiences from the elderly For disadvantages, ex-tended families often have a lot of conflicts and generation gaps

II Culture:

1 Answer the questions:

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

multi-genera-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.

3 The disadvantages are the lack

of space, independence and vacy, and the daily conflicts.

pri-4 They can develop relationships with adults other than their parents.

5 Old people can become more tive when interacting with the younger generations.

ac-1 Discussion:

1 The current family trend in VN isthe increase in the number of nuclear families

2 The reasons for this is the

Follow-Upcompetence

Makingquestion skill;pair-work

criticalthinking;

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the USA and in VN

Talk about nuclear and extended

families

- Talk about family trend in the UK,

the USA and in VN

- Do the task again

- Read Unit 1 - Looking back and

Project at home

influence from Western cultures,busy lifestyle and the depletion inthe traditional customs

motivation

PERIOD: 9 LOOKING BACK & PROJECT

A Objectives:

1 Educational aim: By the end of the lesson, students will be able to review

and reinforce their knowledge of:

- stress in connected speech

- vocabulary talking about the generation gap

- modals: should/ ought to and must/ have to

- To help Ss develop the interviewing skill

CONTENT

High application (level 2)

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drawings drawing

-explain the meaning of words

Communic

ation

Sharing theirideas

Culture -Learn some more

new words - Understand themain ideas to

answer thequestions

Discuss and report the ideas

in front of the class

Exchange the information with other students in different groups

Collocations (5 mins)

- Divide the class into two teams

Ex-plain the rules of the game to Ss

-In 3 minutes, write down as many

col-locations of family as possible

EX: nuclear family, one- parent family,

blended family, family doctor, family

name

A Vocabulary- Fill in the gaps with

the words/ phrases from the box

(7 mins)

1 Exercise 1: (p.14)

SS: Complete the sentences with

the words given in the box

T: Checks SS' answers

B Pronunciation - (10 mins)

1 Exercise 1: (p.14)

SS: Work in pairs, identify the

stressed words in the sentences given

T: Let SS listen and check their

an-swers

I Vocabulary:

Fill in the gaps with the words/

phrases from the box

1 ‘Tim and his ‘parents

‘often ‘argue about what

‘time he should ‘come

‘home

2 ‘Money is a ‘source of ‘conflict

Follow-Upcompetence/

FAMILY

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SS: Practice the sentences

T: Call on some SS to read aloud

and give feedback

2 Exercise 2: (p.14)

SS: Work in pairs, identify the

stressed words in the sentences given

T: Let SS listen and check their

an-swers

SS: Practice the sentences

T: Call on some SS to read aloud

and give feedback

C Grammar: (18 mins)

1 Exercise 1: (p.14)

SS: SS work individually, fill in the

gaps with the correct forms of modals

‘should’ and ‘ought to’

T: Check SS' answers

2 Exercise 2: (p.14)

SS: SS work individually, fill in the

gaps with the correct forms of ‘have

to’ and ‘must’

T: Check SS' answers

D Project: (3 mins)/ homework

SS: Work in groups of 5 to 8 Each

group will interview 15 Ss in their

school and take notes of their answers

about their family life and the

genera-tion gap in their families They might

use the suggested questions (p.15)

SS: Report their group’s findings to

the whole class

for ‘many ‘families

3 ‘Susan’s ‘parents ‘want her to

‘do ‘well in ‘school, and if ‘that

‘doesn’t ‘happen, her ‘parents ‘get

‘angry, so she ‘gets ‘worried

4 ‘Kate’s ‘parents ‘often com’plain that she ‘doesn’t ‘help

‘clean the ‘house

2 Exercise 2: (p.14)

1 A: At ‘what ‘age were you a’llowed to ‘stay at ‘home a’lone?

B: I ‘don’t re’member e’xactly I

‘think it was when I was ‘nine or

‘ten

2 A: These ‘jeans ‘look ‘really

‘cool Would you ‘like to ‘try them

‘on?

B: No, I ‘don’t ‘like them I ‘like

‘those over ‘there

3 A: Do you ‘think ‘life is ‘safer inthe ‘countryside?

B: Yes, I ‘do It’s ‘also ‘cleaner

III Grammar:

1 Exercise 1: (p.14)

1 ought 2 shouldn’t/ ought3

shouldn’t 4 oughtn’t/ should

2 Exercise 2: (p.14)

1 have to/ has to 2 mustn’t

3 must 4 don’t have to

criticalthinking Self-motivation

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T: Feedback

mins)

Words and phrases related to the

generation gaps and

family rules, as well as some

compound nouns

- Strong and weak form of words in

connected speech

- - The use of some modal verbs:

should, ought to, must, have to

Assign homework:

Words and phrases related to the

generation gaps and

family rules, as well as some

compound nouns

- Strong and weak form of words in

connected speech

- The use of some modal verbs: should,

ought to, must, have to

- Do the tasks again

connected speech

- The use of some modal verbs:

should, ought to, must, have to

- Do the tasks again

- Do project

Unit 2: RELATIONSHIPS

Period 10 GETTING STARTED – OUR FAMILIES

A Objectives:

1 Knowledge: By the end of the lesson, students will be able to:

- For vocabulary, that is words and phrases related to relationships

- For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not

- For grammar, that is the use of linking verbs and cleft sentences

- Learn and use new vocabulary

- get to know the topic, vocabulary related to relationships

Language: Words related to the topic " RELATIONSHIPS "

2 Attitude:

- To help Ss get started for Unit 2 with the topic "Relationships"

- To provide Ss some motivation

3 Skills:

- To help learners get started with 4 skills in Unit 2

- Reading: Reading for general ideas and specific information about teenage relationship

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CONTENT

High application (level 2) Vocabulary -Learn some more

new words related to

Recognize the topic

of the unit and listen

to the conversation

True/ False

statements/ - Know the meaningsof key words in the

passage -Recognize the evidences for each question in the passage

- Understand the main ideas to answer the questions

D Procedures:

1 Class organization (1 minute)

2 Check – up: (5 minutes) Some Ss go to the board, present the structure and the use of

modal verbs/' write down the new words of unit 1

3 New lesson:

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* Lead in:: ( 4mins)

- T: Ask Ss to look at the picture and

guess what the two people's relationship

is and what they are talking or thinking

about

Suggested answers:

They are grandmother and granddaughter

The grandmother is telling her

grand-daughter to focus on schoolwork, while

the girl is thinking about romantic

rela-tionships

A.Teaching vocabulary:(10

mins)

- T introduces new vocabulary; conduct

choral repetition of the words; elicits

words’ meanings

-Ss work individually; take notes

-T asks Ss to take part in the activity to

remember the new words

I Vocabulary:

1 strict (adj):

2 get involved in

3 sooner or later (phrase)

4 single -sex schools

B Listen and Read: 5 MINS

- T: Ask Ss to listen to a conversation

between a student and her

grandmother Play the recording

- Ss: Listen to the conversation and

read the conversation silently

- T: Tell Ss not to worry about new

language items as they will have a

chance to come back to them later on

II Listen and Read:

Improving reading and listening skills

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C True - False:

- T: Ask Ss to work in pairs to decide

whether the statements are true (T), false

(F), or not given (NG)

- Ss: Give the reasons for their answers

(Ss refer back to the conversation.)

- T: Checks their answers, and gives

explanations

III True - False:

D Verbs + Adjective: Pair work-

- T: - Have Ss work in pairs Ask them to

read the conversation again, and find the

verbs that come before the words in the

list (This activity helps Ss to discover

the use of linking verbs with adjectives.)

- Ss: Do the task and check the answers

Homework: (2 minutes)

-T asks Ss to do homework

-Ss listen and take notes

- Words and phrases related to relationships

- Practice the conversation

- Do the task again

- Read Unit 2 - Language at home

Self-study

Period 11 Language

A Objectives:

- use contracted forms: nouns / pronouns, etc + verbs; verbs + not

- use words and phrases related to relationships

- review linking verbs

- know how to use cleft sentences

2 Attitude:

To encourage Ss to work harder

3 Skills:

To promote Ss to develop the skill of working in pairs and groups

CONTENT

(level 2) Matching -Learn some more

new words and

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phrase about the topic" relationship"

Filling in

blanks - Understand the meanings of words

in the sentences

Listen and

un-derline the

con-traction or the

full forms

Ss practice underlining the contraction or the full forms

Apply the structure to rewrite the sentences

D Procedures:

1 Class organization (1 minute)

2 Check – up: (5 minutes)

+ write down new words

+ ask some questions about the topic :" Relationship"

T: - Divide Ss into two groups, A and B.

- Tell Ss you’re going to name some

categories, and the groups take

turns to shout out words of the

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