Help them to understand the sentences if necessary - Get Ss to look at the options and predict the answers based on the answer options given and Ss’ background knowledge - Set a time lim[r]
(1)Date of preparation: August, 14th 2015 Distributive period: Date of signing: August, 17th 2015 Date of signing: INTRODUCTION OF ENGLISH 11 A Aims: - Help Ss to know about the English book grade 11 in general (Including themes, tests, lessons etc ) - Introduce how to an oral test, a fifteen - minute tests and a written test - Some requires of student to study well English - To help Ss have the opportunities to develop their oral fluency - To introduce the theme and units - By the end of the lesson, students will be able to: + Get to know the topic, the theme and units B Preparations: - Teacher: Handouts, textbook, sub boards, colored chalks and lesson plan - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm-up minutes Presentation 30 minutes Introduces herself to the students 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 you learn English? How long have you learned English? Are you good or bad at English? The text- book English 11 - The 1st term * Unit 1- Unit 6: parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 1, * Test yourself * Written tests: 6: 15’(3) 45’(2) end- term (1) - The 2nd term: * Unit 7- Unit 12: parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project * Review 3, * Test yourself * Written tests: 6: 15’(3) 45’(2) end- term (1) Teacher’s demand: - Read the lesson before studying in class - Do all exercises at home - It is good to find the meaning and the pronunciation of the new words in the dictionary at home -Listen to the teacher attentively and take part in the lesson actively and creatively - Take part in the activities that the teacher required such as pairs T < > Ss Individually T < > Ss (2) work, group work or individual - Each S has a notebook and book (student book and work book) Books * Text - book English 11 * Work - book English 11 At home: * Prepare for the new lessons: content, structures, words and phrases, pronunciation * Revise the old lessons + all the homework At class: * Participate in all activities * Keep the discipline Consolidation minutes Homework minutes Students’ assessment What you find your English? Very good/ excellent: Good: Average: Bad: Very bad: - Give feedback - Prepare Unit 1: The generation gap Lesson1: Getting started T < > Ss T < > Ss E Experience: Date of preparation: August, 14th 2015 Distributive period: Date of signing: August, 17th 2015 Date of signing: Unit the generation gap Lesson Getting started A Objectives: Language focus - To help learners get started with some language items in Unit - For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns - For pronunciation, that is strong and weak form of words in connected speech - For grammar, that is the use of some modal verbs: should, ought to, must, have to Skills - To help learners get started with skills in Unit - Reading: Reading for specific information in an article about the generation gap - Speaking: Talking about parent-child relationship problems, and offering advice on how to solve 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 homestay family Attitudes - To help Ss get started for Unit with the topic "the generation gap" (3) - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes New lesson 15 minutes 10 minutes 12 minutes Lead in Ask Ss to read the box and inform the class of the lesson objectives - Vocabulary - Pronunciation - Grammar - Skills - Communication and Culture Activity 1: Listen and read - Tell Ss that they are going to listen to a conversation in the school library between two friends: Sam and Ann - Play the recording - Ask Ss listen to the recording and read the conversation - Ask them to pay attention to highlighted words and phrases + extended family + nuclear family + childcare + generation gap + table manners + viewpoint Activity 2: Read the conversation again Decide whether the statements are T or F - Ask Ss to work individually and finish the task - Ask them to exchange their answers with a partner F F T F T Activity 3: Complete the definitions by filling highlighted compound nouns in the gaps Ask Ss to work individually and finish the task Ask them to exchange their answers with a partner A nuclear family A generation gap A viewpoint Childcare Table manners An extended family Activity 4: Find other compound nouns in the conversation As Ss to work in groups and finish the task - Ask Ss to work in small groups - Give feedback on Ss’ presentations Keys: grandparents grandma grandpa grandmother hairstyles housework footsteps Activity 5: Find verbs used to express duty, obligation, advice or lack of obligation Ask Ss to work in groups and finish the task + Opinion and advice: should, shouldn't, ought to, ought not to + Duty and obligation: must, have to + Lack of obligation: not have to, not need to Activity 6: Ask and answer the questions Ask Ss to work in pairs and finish the task Interactions T < > Ss T < > Ss Whole class Individually T < > Ss Group work T < > Ss (4) Consolidation minutes Homework minute + Nuclear family: have closer relationships with each other less generation gaps worry about childcare + Extended family: - more help from family members - not worry about childcare - more conflicts and generation gaps - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Ask Ss to learn by heart the words or phrases related to the wedding ceremony - Prepare for the next lesson Pair work T < > Ss T < > Ss E Experience: Date of preparation: August, 14th 2015 Distributive period: Date of signing: August, 17th 2015 Date of signing: Unit the generation gap Lesson Language A Aims and Objectives: Language focus - To provide learners some language items in Unit - For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns - For pronunciation, that is strong and weak form of words in connected speech - For grammar, that is the use of some modal verbs: should, ought to, must, have to Skills - To promote Ss to develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Lead-in minutes Activities - T informs the class of the lesson objectives: Getting to know compound nouns, weak form and strong form of words and modal verbs: should, ought to, must, have to New lesson A Vocabulary: Activity 1: Matching to form compound nouns minutes Ask Ss to the tasks and compare the results with their partner * Key: g h i f c b a d e Interactions T < > Ss Individually Pair work (5) minutes 10 minutes 14 minutes Activity 2: Complete each question with one of the compound nouns in - Introduce and explain the requirement of this activity - Set a time limit for completing the activity - Encourage Ss to exchange their answers with a partner to see if they understand the contexts and meaning of each sentence - Ask Ss to the tasks and compare the results with their partner - Elicit answers from the whole class and give more explanation to help Ss understand correctly, if necessary * Key: hairstyle/table manners generation gap nuclear family junk food schoolchildren Pronunciation Activity 1: Listen and repeat - Ask Ss to read the box and check their understanding - Play the recording and let Ss listen - Play it again with pauses for them to repeat each sentence Which word is stressed in a sentence? + content words: n, v, adj, adv + negative auxiliaries + question word + demonstrative pronouns: this, that, these, those without nouns + possessive pronouns - Tell Ss to listen and repeat sets of words - Ask Ss to pay attention to the stress words - Ask Ss to work in pairs and take turns reading these words in columns and in rows - Invite individuals Ss at random to read the words Correct them, if necessary Activity 2: Listen and check Ask Ss to read the sentences, decide whether bold words are stressed or unstressed Play the recording and let Ss listen and check * Key: A: strong B: weak A: weak B: strong A: weak B: strong - Ask Ss to listen to the sentences and practice saying them correctly - Check if Ss have marked the stress correctly and let them practice in pairs saying these sentences - Invite some Ss to read these sentences in front of the class and correct mistakes, if there are any Grammar: Activity 1: Underline the correct word - Ask Ss to read the box and check their understanding - Ask them to the task then compare their answers with a partner's * Key: should ought to must have to mustn't Activity 2: Rewrite the sentences Let Ss finish the task and compare their answers with their partner's * Key: You mustn't use your mobile phone in the examination room I don't have to type my essay Pair work T < > Ss Whole class Pair work Whole class Individual Ss < > S T < > Ss Ss < > Ss Individually (6) You should tell the truth to your parents Young people must plan their future career carefully Consolidation minutes Homework minute - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson Expected answers: + I can use: - Compound nouns - Weak form and strong form of words - Modal verbs: should, ought to, must, have to - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: August, 20th 2015 Distributive period: Unit Date of signing: August, 24th 2015 Date of signing: the generation gap Lesson Reading A Aims and Objectives: - To teach Ss to read for general ideas and for specific information about the topic of conflicts in the family and tasks: answer the questions and discuss - To teach Ss some words and phrases related to the topic of conflicts in the family - By the end of the lesson, students will be able to: + Read for general ideas and for specific information about the topic of conflicts in the family Language focus - To provide learners some vocabulary related to conflicts Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes - Ask Ss to answer the question: (?) Are there any conflicts between you and your parents? - Lead Ss in the lesson Activity 1: Guessing - You are going to read a text about the conflicts between parents and their teenager children Which of the following may be found in New lesson Interactions T < > Ss (7) 12 minutes 12 minutes 10 minutes the text? Let Ss work in groups, the task Activity 2: Read the text quickly and check your predictions in - Let Ss skim the text, then check their predictions - Ask Ss to read the questions Help them to understand the sentences if necessary - Get Ss to look at the options and predict the answers based on the answer options given and Ss’ background knowledge - Set a time limit for Ss to read the text and answer the questions - Ask Ss to exchange their answers in pairs or groups and encourage them to discuss the reasons for their options if necessary - Ask Ss to read the text again to see if they still find it difficult to understand any part of the reading text and assist them if necessary - For stronger class, ask Ss to summarize the main content of the reading and present their summaries to the whole class *Key: b c d e f Activity 3: Matching - Match the highlighted words in the text with the definitions below Let Ss look at the highlighted words again, then the task individually Ask Ss to compare their answer with a partner afford impose brand name norms conflicts * The aim of this activity is for Ss to reflect on their experience and express - Tell Ss to work in pairs - Have Ss read the questions and practice asking and answering them - Encourage Ss to give reason to support their opinions - Ask several Ss to report what they learn about their partners from their discussion in pairs Activity 4: Read the text carefully then answer the questions Put Ss in pairs, ask them to ask and answer the questions Let Ss read the text again and locate the parts of the text where they can get the answers *Key: Because they strongly believe that they know what is best for their children They want to be more independent, create their own opinions and make their own decisions They are worried because these clothes may break rules and norms of society, or distract them from schoolwork They want their children to spend their time in a more useful way No Some of them try to impose their choices of university or career on their children Group work T < > Ss Pair work T < > Ss Pair work T < > Ss Consolidation minutes Homework minute E Experience: - Summarize the main points of the lesson T < > Ss - Ask students to learn by heart the new words - Prepare for the next lesson T < > Ss (8) Date of preparation: August, 20th 2015 Distributive period: Unit Date of signing: August, 24th 2015 Date of signing: the generation gap Lesson Speaking A Aims and Objectives: - To teach Ss to talk about conflicts in the family - To teach Ss to practise sharing and giving responses to new information - To provide learners some vocabulary related to the topic of conflicts in the family - By the end of the lesson, students will be able to: + Express their opinion about conflicts in the family + Perform their viewpoints to other people in real life B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Ask some Ss to talk about the conflicts between parents and Check up children minutes - Feedback T < > Ss New Activity 1: lesson - Read about the three situations facing teenagers Match them with Individually the problems a, b or c in the box below minutes - Ask Ss to the task then compare the result with their partner - Ask Ss to the task individually and then check their answers in pairs Encourage Ss to explain their choice 13 minutes *Key: 1.b c a T < > Ss Activity 2: - Here are some of the things teenagers and parents complain about Tick the complaints that you hear in your family - Let Ss the task then compare the result with their friend - Let representatives from different groups to go to the board and Group work give their presentations My children: - watch too much TV - don't help with housework - dress badly and have ugly hairstyle - spend too much time on their mobile phones and computers T < > Ss My parents: - don't respect my privacy 13 minutes - criticize my appearance - want me to follow in their footsteps - always tell me what to - don't like my friend - Call several groups at random to report their viewpoints Activity 3: - Work in pairs Tell your partner what you or your brothers/sisters Group work and your parents complain about Give advice on how to solve the problem (9) Consolidation minutes Homework minute - Let Ss work in pairs A: What kind of conflict you get into with your parents? B: Well I don't like the way my parents criticizing my appearance They don't like my jeans and T-shirt What should I do? A: I think that your parents are true to some extent You shouldn't wear Jeans and T-shirt when you are at school or formal party However, they are OK if you go out with your friends or on other occasions And you should tell your parents about that B: Thanks, I'll try - Ask them to practice in pairs as the example - Move around to assist or listen to different pairs to detect errors /problems -Give feedback on Ss’ performance: e.g Pronunciation, ideas, using body language, turn-taking - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you now? - Suggested answers: + Know more about conflicts in the family + Give a mini-talk about conflicts in the family + Giving problems, asking for advice, giving solutions - Ask students to learn by heart the expressions - Prepare for the next lesson Ss < > Ss T < > Ss T < > Ss E Experience: Date of preparation: August, 20th 2015 Distributive period: Unit Date of signing: August, 24th 2015 Date of signing: the generation gap Lesson Listening A Aims and Objectives: - To teach Ss listen for specific information about the topic of conflicts and differences - To provide learners some vocabulary related to the topic of conflicts and differences - To help Ss develop the skill of working in pairs and groups - By the end of the lesson, students will be able to: + Listen and the tasks + Develop the listening skills for specific details + Talk about the topic of conflicts and differences B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Ask some Ss go to the board and ask and answer about conflicts in Check up their family minutes - Feedback T < > Ss (10) New lesson 13 minutes 13 minutes minutes Consolidation minutes Homework minute E Experience: Task 1: - You are going to listen to Tom and Linda discussing their conflicts with their parents What you think they will mention? Ask Ss to work in pairs, discuss the questions - They may talk about conflicts of watching TV/playing computer games too much; hairstyle; clothes and not helping with the housework Task 2: Match the words in the box with the appropriate definitions Ask Ss to this task in pairs Have Ss listen to the CD for the first time and try to note down the information that helps them to check their answers - Ask Ss to share with their friends to see if they have the same answers or not - Let Ss listen to the CD for the second time and try to note down information they didn’t understand for the first time - Elicit answers from Ss and ask them to give clues to their answers - Let Ss listen again and pause at certain places if necessary to help Ss hear the information they need *Key: D A B C Task 3: - Listen to the conversation Decide if the following sentences are T or F - Play the tape twice - Ask Ss to share their prediction in pairs - Elicit Ss’ predictions - Let Ss listen to the recording, the task then compare the answer with their partner - Elicit Ss’ answers and give them the correct ones Key: F F T T T Task 4: - Listen to the conversation again and choose the best answer A, B, or C - Ask Ss to listen again and the task then compare the answer with their partner Key: C A B C B Task 5: Work with a partner Ask and answer the following questions Ask Ss to work in pairs, ask and answer the questions Keys: No, they don't They think that my clothes are colorful and not suitable for a student I think that computer games help me to relax after hard work but my parents disagree They think that computer games are totally harmful - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - Prepare for the next lesson Pair work T < > Ss Pair work T < > Ss Individually T < > Ss Ss < > Ss Pair work T < > Ss T < > Ss (11) Date of preparation: August, 30th 2015 Distributive period: Unit Date of signing: August, 31st 2015 Date of signing: the generation gap Lesson Writing A Aims and Objectives: - To teach Ss to write about the family rules - To teach Ss to develop ability to think in a logical way when rearranging sets of jumbled paragraphs to form a well-structured text - By the end of the lesson, students will be able to: + Learn about the family rules + Write about the family rules of the Vietnamese people + Develop the writing skills in general Build up vocabulary supported for writing B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up - Inform Ss of the lesson objectives: Writing about the family rules minutes T < > Ss of the Vietnamese people New lesson 12 minutes 10 minutes Task 1: The following are some family rules Complete them, using the phrases below Add a few more if you can - Ask Ss to work in pairs and the task - Set a time limit for this activity and assist Ss if necessary Keys: My parents not let me go out late at night They make me help with the household chores They tell me to keep my room clean and tidy They warn me not to tell any lies They want me to prepare carefully for all my exams I am not allowed to play computer games They forbid me to use a cell phone I have to finish all my homework before going to bed I'll be punished if I neglect my study and get bad marks 10 I'll be rewarded if I get good marks Task 2: Read the list in again Choose the three most important rules that your parents often apply to you Think of the reasons and write them in the spaces provided - Ask Ss to the task, then compare the result with their partner - Draw Ss’ attention to the instructions and questions - Get Ss to work individually to find the answer - Ask them to practice in pairs - Call on a few Ss to report the answers Keys: 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 T < > Ss Pair work T < > Ss Individually Pair work (12) 15 minutes Consolidation minutes Another important rule in my family is that my parents want me to take my study seriously I'm expected to finish all my homework before going to bed and prepare carefully for every exam at school I will 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 Task 3: An English teenager is going to stay with your family for two months on a cultural home stay programme Complete a letter to inform him/her of the rules in your family - Ask Ss to the task - Draw Ss’ attention to the instructions - Point out to Ss how to write a letter - T goes around and gives help, collects common mistakes for later correction - Collect paragraphs to mark in class so that all Ss feel the need to the task - Walk around and offer help if necessary - Get students' answers and comments - Get some outputs to highlight and comment and correct the possible mistakes of students - Give feedback on these papers Keys: 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 have your own bedroom for your stay here You asked me about our family rules There are three important ones that we must follow 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 beds every 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 - Ask Ss to consolidate the main contents - Focus on the form of a biography - Ask Ss to complete the writing at home and collect - Ask Ss: What have you learnt today? T < > Ss Individually T < > Ss T < > Ss (13) Homework minute What can you now? - Write the text again at home - Prepare for the next lesson T < > Ss E Experience: Date of preparation: August, 30th 2015 Distributive period: Unit Lesson Date of signing: August, 31st 2015 Date of signing: the generation gap Communication and culture A Aims and Objectives: Language focus - To provide learners some communication samples and cultural items Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation - By the end of the lesson, students will be able to: + Understand and communicate about communication skills and cultural understanding + Talk about the advantages and disadvantages of living in extended or nuclear family B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Inform the class of the lesson objectives: Further skill development Warm up minutes T < > Ss New Communication: lesson Activity 1: Work in groups Practise asking the following Group work questions and take notes of their answers 19 minutes - Ask Ss to the task - Call on some students at random to perform their work in front of the whole class - Give feedback on their performance I live in a nuclear/an extended family T < > Ss Living in a nuclear family has both advantages and disadvantages On 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 elderly care Living in an extended family brings about both advantages and disadvantages For advantages, members in extended families often help each other a lot with child care, elderly care and housework Children can also learn a lot of experiences from the elderly For disadvantages, extended families often have a lot of conflicts and (14) generation gaps Activity 2: Report your groups' opinions to the class - Each groups give the representative to report their opinions - Call on several Ss at random to report what they have learnt about their partner, and then give feedback Culture: The return of the extended families in the UK and the USA Activity 1: Read the following text about the coming back of the extended families and answer the questions - Ask Ss to work in pairs and the task - Ask several pairs to ask and answer the questions *Key: The number of multi-generational households with three or four generations living under the same roof 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 The disadvantages are the lack of space, independence and privacy, and the daily conflicts They can develop relationships with adults other than their parents Old people can become more active when interacting with the younger generations Activity 2: Discuss with a partner - Ask Ss to work in pairs and the task The current family trend in VN is the increase in the number of nuclear families The reasons for this is the influence from Western cultures, busy lifestyle and the depletion in the traditional customs Yes - Ask Ss to consolidate the main contents Consolidation - Ask Ss: What have you learnt today? minutes What can you now? 4.Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson 18 minutes Individually Pair work T < > Ss Pair work T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: September, 5th 2015 Distributive period: Unit Lesson Date of signing: September, 7th 2015 Date of teaching: the generation gap Looking back and project A Aims and Objectives: - To help Ss pronounce revise what they have learned in unit - To teach Ss some lexical items related to the generation gap - To give them a chance to a small project in which they can develop their speaking skills - By the end of the lesson Ss are able to: + Use the stressed words in connected speech correctly + Use some key words of the topic generation gap + Do the exercises on modal verbs (15) B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities * Checking - Ask some Ss to go to the board talk about Mahatma Gandhi and Homework other famous volunteers minutes - Feedback - Speak out their ideas and opinions, knowledge that they have learnt in Unit New Pronunciation: lesson Activity 1: Identify the stressed words and put a stress mark before their stressed syllables in the following statements Listen 17 minutes and check your answer - Play the recording and let Ss listen and the task - Ask Ss to tell the differences in stress patterns of the words that have the same spelling, but belong to different parts of speech - Play the CD once and ask S to put the mark before the stressed words - Let them listen again if necessary - Ask Ss to check their answer with other classmates - Elicit answers from the whole class - Let Ss listen again and pause to help them to notice the stress of the target words *Key: Tim and his parents often argue about what time he should come home Money is a source of conflict for many families Susan's parents want her to well in school, and if that doesn't happen, her parents get angry, so she gets worried Kate's parents often complain that she doesn't help clean the 20 minutes house Activity 2: Identify the stressed words and put a stress mark before their stressed syllables Listen and check your answers A: At what age were you allowed to stay at home alone? B: I don't remember exactly I think it was when I was nine or ten 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 A: Do you think life is safer in the countryside? B: Yes, I It's also cleaner Vocabulary: Activity 1: Fill in the gaps with the words/ phrases from the box - Let Ss this vocabulary exercise in pairs or groups of - Ask Ss to work on their own first - Then ask Ss to compare answers with a partner to see if they have the same answer - After that, elicit answers from the whole class and correct the wrong ones *Key: nuclear family generation gap homestay conflicts curfew Activity 2: Can you find other compound nouns with the word Interactions T < > Ss Individually T < > Ss Pair work T < > Ss Individually T < > Ss (16) Consolidation minutes 4.Homework minute family? - Ask Ss to find the compound nouns - Ask them to the activity to reinforce these grammar points - Check the answers with the whole class and explain any points if necessary * Key: nuclear family extended family one-parent family single-parent family family name family tree family doctor family rules Grammar: Activity 1: Complete the following sentences with should or ought in their positive or negative form - Elicit the use of modal verbs from Ss - Ask Ss to work individually and then exchange with others *Key: ought shouldn't, ought shouldn't oughtn't, should Activity 2: Complete the following sentences with must/mustn't or have to/ has to and don't have to/ doesn't have to - Ask Ss to work individually and then exchange with others *Key: have to, has to mustn't must don't have to Project: Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Expected answer: Learn more about: - Words and phrases related to the generation gaps and family rules, as well as some compound nouns - Stressed words in sentences - The use of some modal verbs: should, ought to, must, have to - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson Pair work T < > Ss Individually Pair work T < > Ss Group work T < > Ss T < > Ss E Experience: (17)