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Ask Ss to work in pairs to decide whether the statements are true or false and refer to the conversation to find clues for their answers.. Work individually, then compare the answersin g

Unit 1: Family life

I Ojectives: By the end of the lesson Ss can

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

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

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

- use must and have to express obligation

- read for specific information in an article about generation gap

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

- listenfor specific information in a converation between tow teenagers about conflictswith their parents

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

- Understand the concept of extended and nuclear families, and the reasons for the return

of extended families in the UK and the USA

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

PERIOD 1: LESSON 1: GETTING STARTED

*T may begin by asking Ss about the picture

* Ask Ss about the pictures

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

+ Is this type of family popular in your

community?

- Answer the teacher’s questions

38’

1 Play the recording Ask Ss to listen and read

2 Ask Ss to work in pairs to decide whether the

statements are true or false and refer to the

conversation to find clues for their answers

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

3 Tell students focus on compound nouns.

- Ask them to complete the definitions, using

the highlighted compound nouns in the

coversation Ask Ss to check answers in pairs

- Check Ss’ answers

KEY: 1 Nuclear family

2 Childcare 3 A generation gap

4 Table manners

- Listen and read

- refer back to the conversationand give the answers &explanations

- listen and repeat

- do as asked

5 A viewpoint 6 An extended family

4 Ask Ss to read the conversation again to find

seven other compound nouns

Tell Ss to compare their answers in pairs/ group

Then check answers as a class

KEY: Grandparents, grandma, grandpa,

grandmother, hairstyles, housework, footsteps

5 Ask Ss to read the coversation again, and find

the verbs expressing duty, oligation, advice, or

lack of obligation

- Have Ss compare their answers in pairs/groups

- Check Ss’ answers

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

3 Ask Ss to work in pairs to ask and answer the

Qs

4 - Have some Ss tell the class about their

partners’type of family and what they like or

dislike about it

Do task followed by teacher’sinstruction

Ss can use a dictionary to look

up the meaning of the compoundnouns

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

II Teaching aids:

- Draw Ss’ attention to the fourcompounds written as one word:

household, hairstyle, schoolchildren,footsteps

Explaination:

- A compound noun is a noun that is made

up of two or more words Each compoundnoun acts as a single unit and can bemodifined by adjectives and anothernouns

- In compound nouns, the stress usuallyfalls on the first word

Ex: a greenhouse( compound noun)

A green house( free word combination) KEY: 1g; 2h; 3i; 4f; 5c; 6b; 7a; 8d; 9e

Pronunciation

10’

some of the compound nouns in 1

- Have Ss work individually first Thenask them to work in pairs, and comparetheir answers

- Check Ss’answers by asking andanswering all the questions in pairs

KEY: 1 Hairstyle/ tablemanners

2 generation gap 3.nuclear family

4 junk food 5 schoolchildren

1 1 Play the recording to listen and repeat.

2 - 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 ?

5 2 Explain the activity to Ss , drawing

their attention to the words in bold

6 - Play the recording and ask them to

check their answers in pairs

7 - Ask pair of Ss to role – play the Qs and

answer in front of the class Praise Ss whopronounce the strong and weak forms correctly

8 KEY: 1-A strong B- weak

9 2.A – weak B.- strong 10.3 A- weak B - strong

- Do as directed

Work in pair to find out the parts of speech of the wordswhich are stressed in these sentences

Work individually

3 Grammar

20’

1- Ask 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 pairs)

- 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.

- Ask Ss study the Doyou know ?

2 Ask Ss to use the word in brackets to

rewrite each sentence without changingits meaning

- Monitor the activity and help them if

necessary

- Check the answers again as in class

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

3 I don’t have to type my essay

4 You shouldn’t tell the truth to yourfamily

5 Young people must plan their futurecareer carefully

Ss do this exercise individually

Work individually, then compare the answersin groups

- Asks them to prepare for the next lesson

- Learn new words

I Objectives:By the end of the lesson, Ss will be able to read for specific in an article

about the generation gap, understand word meaning in context and understandreferences

II Teaching aids: Course book and handouts

III Anticipated problems:

IV Procedure:

Listen to the teacher

3 Ask Ss to match the highlighted words in the

text with the definitions given

- Have Ss work individually, then check theiranswers in groups

- Check the ansers again as in class

KEY: 1 Afford 2 Impose 3 Brand name

Work individually, then compare the answersin groups

4

Post-Reading

10’

- Asks Ss: What have you learnt today

- Calls on some Ss to report their ideas to theclass

-tell Ss what they havelearnt

- Summarize the main points of the text

- Prepare “speaking” period

- Do the homework

V Comments:

Teaching designe:

Teaching date:

Leader’s signature:

I Objectives:By the end of the lesson Ss will be able to talk about parent – child

relationshipproblems and offering advice on how to solve them:

II Teaching aids: Course book and handouts

III Anticipated problems:

Ss may not have enough vocabulary to talk about the topic, so T should be ready toprovide help

- Walk around and help Ss if necessary

- Have Ss compare their answers

Ask Ss to further discuss if they have everexperienced these situations, and how they felt

- Encourage Ss to use the structures listed in

- Do as asked

- ask for help whilehaving difficulty ingiving answers

11. Give advice orexpress their opinions

Do as asked

Do the task

12.Work in pairs

***Helpful expressions:

+ Complaints:

I don’t like the way my parents keep + Ving

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

Some pairs role – playtheir converasation,and give feedback ontheir performance

5

Home-work

2’

Ask Ss to summarizes the main points and prepare

II Teaching aids:

- Textbook, handouts, cassette tapes…………

III Anticipated problems:

- Ss may not be familiar with the note-taking task, so T should provide them some tips todeal with the task

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 complainabout

Free to call out their answers

2

Pre-Listening

7’

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 theirparents, then circle what they thinkthe speakers will mention in theirconversation

- Have Ss compare their answers

Check their answers

- Teacher may explain some newwords if necessary

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

balance(v)

KEY: 1d, 2a, 3b, 4c

3 This activity focuses on listeningfor specific information

- Tell Ss that they are going to listen

to the conversation between Tomand Linda and decide whether thestatements are true(T), false(F)

Listening for general idieas

Ss are going to listen two teenagers ,Tom and Linda, discussing theirconflicts with their parents, thencircle what they think the speakerswill mention in their conversation

Listen to the conversation and matchthe words with their definitions

Listen to the teacher’s instructions

- Read all the statements and askteacher for help with new words

- Listen to the tape to do the task

3 While- - Ask them to read all the statements -Listen to the teacher’s instructions

10’

5’

10’

and guess if they are true or false

Make sure that Ss understand all thestatements If there are new words Tcan give their Vietnameseequivelants to save time

* Play the tape and let ss do theexercise

Check ss’ answers if there is anincorrect answer t play the recordingagain and stop at the place where Sscan get the correct answers

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

4 Tell Ss that they are going to listen

to the coversation again, and do amultiple choice exercise

Remind Ss to try to ignore anydistractors that may appear in therecording, and listen for specificinformation

13.Ask Ss to check their answer with a

partner

14.Check answers as a class

- Read all the statements and askteacher for help with new words

- Listen to the tape to do the task

Read the questions carefully andunderline the key words, listen to thetape to answer the qs

- Do as asked

- Present their ideas

5

Home-work3’

- Summarize the listening

- Prepare the next lesson

- Do the homework

VI Comments:

Teaching designe:

II Teaching aids:- Textbook, handouts, pictures

III Anticipated problems:

Ss may not have sufficient vocabulary to write about the topic, so T should be ready toassist them

*Ask Ss to read different family rules

in this section, and say which ones are similar to theirs e.g respect one another; help each other; try new things, etc.

Ask Ss if their families have any rules If not, ask them whether they would like to have some in their families.

Encourage Ss to express their own opinions about this.

-Say as many words relating to thetopic as possible

- Answer the qs

2

Pre-writing

18’

1 Ask Ss to read the family provided.

- Have Ss complete the sentencesand think about the rules in theirfamily They may add more rules ifthey 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 studiesseriously

- Free answers They may add morerules if they can

4 they warn me not to smoke or takedrugs.

5 They want me to have good tablemanners

6 I am not allowed to stay overnight

at my friends’ house

7 They forbid me to swear or spit onthe floor

2 Tell Ss that this activity focuses

on giving reasons or explainations

- Ask Ss to choose the mostimportant rules that their parentsoften apply in their family, and thengive the reasons in the spacesprovided

Tell Ss to read and analyse theexample so they know what they areexpected to do

Help Ss to express their ideas, ifnecessary

* ask ss to make an outline of theletter based on the structures of thetext in task1 and the qs in task 2

15.Give the reasons in the spaces

- Makes necessary corrections

- Calls some to read the answersaloud on front the instructions

- Picks up some writing to check infront of the class as a whole

- Exchange the writing for peercorrection

- Write down the teacher’s correctionand write it in one’s notebook

5

Home-work

2

- Asks Sts to learn the new words

- Has Sts to write the letter again intheir textbooks

- Learn new words

- Write the letter again

- Introduces Sts to prepare for thelanguage focus

- Prepare the next lesson

II Teaching aids:- Textbook, handouts, pictures

III Anticipated problems:

What kind of family do you live in?

What do you think about the advantagesand disadvantages of living in extendedfamily or a nuclear family are?

2 Let Ss work in groups of 4 to discuss theqs.Tell them to refer back to the ideas intask 2 to answer the qs Ask Ss to choosethe group leader to note down all the ideas

of the group and report them to the class

B Culture

Have Ss look at the pictures at the end of

the unit on page 13 and answer the qsabout them.( whole class)

1 Ask Ss to work in pairs One read the

text about the coming back of extendedfamilies and answer the Qs

* Ask Ss if they have any new words, helpthem if necessary

2 Ask each group to choose one person toreport the group’s opinion to the class

KEY:

1 The number of multi- generationalhouseholds with three or four generationsliving under the same roof

2 Unemployment, part- time work and lowpaid jobs have become more common Thecost of housing has become higher Thepressures of childcare and elderly carehave become heavier

Ask ss to prepare the next lesson

- Listen to the talk and do thetask

- Answer the qs-Ask for help with new words

-Work in pairs to ask andansweer the qs

Do as asked

VI.Comments………

LESSON 8 : LOOKING BACK& PROJECT

I Objectives: By the end of the lesson, Ss will have time to revise what they learnt in the

unit 1

II Teaching aids:- Textbook, handouts, pictures

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

Have Ss listen and check the answers.

Ask several Ss to read the sentences aloud.

Praise Ss who try to stress the correct words and reduce the unstressed words.

Do as asked

2 Vocab

5’

1 Have Ss read the instructions and do this

activity individually Then ask them tocompare their answers in pairs

* check ss’ answers KEY: 1 Nuclear family; 2 Generation gap;

3 homestay; 4 Conflicts; 5 Curfew

2 Ask Ss to make compound nouns with the

word family, and dictionary skills

KEY:

* check ss’ answers and provide correction if

- Do this activity andcompare their answers inpairs

- do the exercise

Ss can use dictionary ifnecessary, then comparetheir answers in pairs orgroups

FAMILY

- Check their answers as class

KEY: 1 Ought to; 2 Shouldn’t, ought

3 Shouldn’t; 4 Oughtn’t, should

- Do the exerciseindividually

2 Let the groups have some time together toassemble the results of their reports and thenprepare a report to present to the class orally

Go round and ask their classmates qs to get the information for their project

- report to the class

5

Home-work

5’

- Asks Sts to learn the new words

- Ask Sts to prepare for the next unit

- Learn new words

- Prepare the next lesson

VI Comments

I Ojectives: 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 discribe or identify the subject, and use cleft sentences foremphasis

- read a newspaper column about teenage relationship problems for main ideas andspecific information

- talk about problems and ask for advice

- listen to a talk show about parent – child relationships

- write an oneline 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

1 Ask Ss to look at the picture and guess what

the two peoples’ relationship is what they aretalking or thinking about

* SUGGESTED ANSWERS:

They are grandmother and granddaughter

The grandmother is telling her granddaughter

to focus on shoolwork, while the girl isthinking about romantic relationships

16 - Tell Ss that they are going to listen to a

cconversation between a student and her

grandmother

- Play the recording Ss listen and read theconversation silently

2 This activity focuses on comprehension Ss

read the statements about the coversation anddecide whether they are true, false or notgiven

KEY:

1 T 2.F 3.T 4.T 5.NG 6.T

3 Have Ss work in pairs Ask Ss to read the

conversatio again, and find the verbs that comebefore the words in the list This activity helps

Ss to discover the use of liking verbs with adjs

PERIOD 10: LESSON 2: LANGUAGE FOCUS

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

correctly

- use linking verbs to discribe or identify the subject, and use cleft sentences foremphasis

II Teaching aids:- Textbook, handouts

III Anticipated problems:

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 - Do as directed

write their fuul forms in the space provided.

KEY:

Shouldn’t = should not

You’re = you are

There’s = there is

2 Ask Ss to listen and underline the contraction

of the full forms in exchanges Explain some ofthe rule for contracted forms

- Check te answers as class

3 Play the recording for Ss to repeat chorallyand individually

Listen and underlinethe contraction or thefull forms inexchanges

Listen and repeat

1 Explain to Ss that linking verbs are used to

describe or identify the subjects or the verbs Anadjective or a noun can follow a linking verb,but the focus of the lesson is on the use oflinking verbs with adjectives

First, have Ss choose a suitable verb for eachsentence from the word box, and then ask them

to use the correct fom of the verb to completethe sentence

KEY:

1 sounds 2 Grow/get 3 Stay 4 Getting

5 seem 6 Look/seem

2 Ask Ss to read the sentences carefully and

identify the linkinf verbs

Explain to them that some verbs ( appear, look,taste, smell, soud, and feel) can refer to an action( = action verbs) and be followed by an adverb

KEY:

1 unhappy 2 Warmly 3 Suddendly

4 excited 5 angry 6 Annoyed

7 awfull 8 Quickly

B Cleft sentences with It is/was that

1 Expain to Ss that cleft structures are used to

emphasise a particular part of a sentence

It is is used when the main verb is in thepresent tense , and it was is used when the

- do as asked

Listen to the T carefully and do the task

main verb is in the past tense.

Ask Ss to put the underlined part ( = the focus)

in each sentence after It is/was

KEY:

1 It was her sad story that made me cry

2 It is you who are to blame for the damage

3 It’s hiking in the forest that we really enjoy

4 It’s your parents that /who you should reallyspeak to when you have problems

5 It’s his dishonesty that I dislike the most

6 It’s Jim that who Lana is in a relationshipwith

7 It was at the age of 20 that he becamesuccessful as a famous writer

8 It was in a nice coffee shop that they had theirfirst date

It is/was + focus+ that

2 Ask Ss to write the answers to the Qs, using

the words or phrases in brackets as the focus

Have Ss practise asking and answering the Qs inpairs Tell them not to emphasise any of thewords in the Qs Encourage them to the stressthe words in focus in the answers

Work in pairs as directed

4 Home-work

5’

- Asks Sts to learn the new words and doexercises in the workbook

- Asks them to prepare for the next lesson

- Learn new words

I Objectives: By the end of the lesson, Ss will be able to read for general ideas and

specific information about teenage relationship problems

II Teaching aids: Course book

III Anticipated problems:

Listen to the teacher

3

While-Reading

30

1.Ask Ss to look at the people in the three pictures,

paying attention to their body language Have Sswork in pairs and guess what is happening to thesepeople or how they are feeling

SUGGESTED ANSWERS:

Picture a The teacher is returning students’ papers

The boy is depressed because of his poor grades

Picture b Their relationship is breaking up

Picture c They’re having an argument

2 Tell ss that they are going to read an advice

column in a newspaper including readers’

questions and counsellor’s replies

- Ask Ss to read the Qs and replies quickly andfind the main ideas

- Have Ss choose the best summary of eachreader’s problem

KEY:

1.b ( Van Ha: My friend betrayed my trust)2.c ( Quang nam: I don’t have friends)

3 Ask Ss to read the five definitions in Activity3.

Ask them to find the words or expressions in thetext to match these definitions

KEY:1 Be on good terms with someone

2 take the initiative

3 trust

4 engage in ( a conversation)

5 drop out ( of school)

4 Have Ss work in pairs and pratise asking and

- Answer the qs

- Work in pairs orgroups to exchangeinformation

Do as directed

← Work in pairs

5 Have Ss discuss with a partner Ask them some

guiding Qs before they start their discussion: Ifyou were Ha and Nam , would you feel pleasedwith the counsellor’s advice? If you were thecounsellor, what else would you tell them?

Discuss with a partner and present in front of the class

4

Post-Reading

10’

- Asks Ss: What have you learnt today

- Calls on some Ss to report their ideas to the class

-tell them what theyhave learnt

- Summarize the main points of the text

- Prepare “speaking” period

I Objectives: By the end of the lesson Ss will be able to talk about problems and ask for

advice

Teaching aids: Course book and handouts

III Anticipated problems:

Ss may not have enough vocabulary to talk about the topic, so T should be ready toprovide help

IV Procedure:

1 Lead- Inform the class of the lesson objectives: -Listen to the teacher

1 Ask Ss to read the coversation quickly to

get the main idea Then they read it againand match the sentences ( a – f) with the gaps( 1-5) in the conversation

KEY:

1b 2e 3d 4a 5 f 6c

2 Have Ss identify the main ideas in the

conversation Ask them to answer the Qs

KEY:

1 She was chosen to take part in the EnglishPublic Contest in Da Nang, but her parentsdon’t allow her to go there They are worriedbecause she has never been awy from home

2 Van advises Chi to ask their teacher topersuade Chi’s parents

3 Ask ss to practise the conversation in

pairs

4 Ask Ss to work in pairs to choose one

topic and make similar coversation

- Ask them to use th expressions whentalking about problems, asking for adviceand giving advice: what’s the problem? Whatshould I do? I have an idea

5 Ask Ss to work in pairs or groups Have

them take turns talking about the problemsthat they have had at school or at home, andwhat they did to deal with the problems

- name the habits they think they have

I Objectives: By the end of the lesson Ss will be able to listen for specific information

about parent – child relationship

II Teaching aids:- Textbook, handouts, cassette tapes………….

III Anticipated problems:

Free to call out their answers

2

Pre-Listening

7’

1.Have Ss discuss the Qs in activity

1 with a partner Ask Ss some otherguiding Qs:

Do you usually tell your problems orsecrets to your parents? Are theywilling to lend an ear? If you have aboyfriend or a girlfriend, will youtell your parents about it?

Talk about the show

- answer briefly to give theiropinions on the listening they aregoing to do

3

While-Listening

2 Play the tape to let Ss to see ifwhat they hear matches what theyexpected

*play the recording once more time

Call on ss to check their answers

-Listen to the teacher’s instructions

- Listen to the tape to do the task

Listen and answer the qs

Do as asked

4 Ask Ss some Qs before they startthe discussion.

II Teaching aids:- Textbook, handouts, pictures.

III Anticipated problems:

Ss may not have sufficient vocabulary to write about the topic, so T should be ready toassist them

Inform the class of the lesson objectives: to

write write an online posting aboutrelationship problems

← Listen to the teacher

Ask Ss to read through the posting andcomplete it with the words in the box

4 different 5 Talented 6 appearance

2 The focus of this activity is on thedifferent parts of the story posted to the teenforum Ask Ss to read through the list ( a- g)and put the parts int the order they appear inthe online posting in 1

or friends Encourage SS to add more detailswhen they write the story

Ask ss to write their drafts individually, andthen exchange their writing with a partner forpeer feedback Encourage Ss to makerevisions if necessary

Collect some of the Ss’ final drafts and givecomments

- Write the drafts individually, then exchange their writing for peer

correction

4

Post-writing

10’

4 Topic 4 is optional Have Ss do it in class

if there is enough time or let them do it athome Collect Ss’ drafts in the next lessonfor further comments and grading

- Ask Ss to show the letter they have justwritten to the class and ask for commentsfrom the class

- Calls some to read the answers aloud

- Pick up some writing to check in front ofthe class, make necessary corrections

-Show the draft as the class

- Write down the teacher’scorrection and write it inone’s notebook

4- ask ss to prepare for the next lesson

- Write an online posting

- Prepare the next lesson

VI Comments………

LESSON 7 : COMMUNICATION AND CULTURE

I Objectives: By the end of the lesson, Ss will be able to make online friend around the

world

II Teaching aids:- Textbook, handouts, pictures

III Anticipated problems:

Have Ss read the Qs and underline the key wordsbefore listening

Play the recording once or twice depending onSs’level

Ask Ss to work with a partner to compare theiranswers

Check answers as a class

2 Have Ss work in groups and discuss the Qs.

Ask the representatives of some groups to reporttheir groups’ opinion to the rest of the class

1 Ask ss to read the text about dating in some

countries and write the information below thepictures

Ask them to look at the pictures are doing

c group dating/ Europe and Australia

2 Ask ss to read the text again to decide whetherthe statements are true, false or not given

Have Ss compare their answers with a partner

work in pairs to discuss the activities in 1 say why

they are healthy

3 Ask ss to discuss the Qs in pairs, then ask somepairs to report their opinions to the class

Homework 3’ Ask ss to prepare the next lesson Do as asked

LESSON 8 : LOOKING BACK& PROJECT

I Objectives: By the end of the lesson, Ss will have time to revise what they learnt in the

unit

II Teaching aids:- Textbook, handouts, pictures

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

KEY:

1.A: ( she) is2.A: ( I) am, ( I) will B: ( You) have

3 A: ( It) would B: ( can) not, he is

4 A: ( It) is, will not B: ( do) not

Listen and underline the wordswhich could be contracted inthe exchanges, and then workwith the partner to comparetheir answers

their answers.

2 Vocab

5’

1* Let ss read the six words and phrases

in the box are the ones most frequentlyused in the unit Have Ss write them in theblanks, making changes to the verb forms

3 Activity 3 focuses on cleft sentenses

Draw attention to the verb tense of be ( is/

was) after It and the focus in the first part

of each sentence

-Do the exercise individually

One student ask Qs and theother gives answers

4 Project

1.10’

2 10’

Inform the class of the lesson objectives:

further explore the topic in collaborativeway

1 For this project, Ss vote for astotytelling contest organised by theschool

Then have them discuss their notes ingroups, and get some feedback from thegroup members

* Next, have Ss work individually towrite their stories Ask them to think about

← Ss vote for a stotytellingcontest organised by theschool

the following ideas when they draft theirstories:ask Ss to think about the Qs in theStudent’s Book and takes notes Then theycan do this individually.

+ setting+ characters+structure or planning+ moral lesson of the story

Finally, ask Ss to practise telling theirstories in groups

2 Each group chooses the best storywhich meets the two criteria( content andstoryteller’s performance)

The best storyteller of each group tells his/

her story in front of the class

The best storyteller of eachgroup tells his/her story in front

of the class

5

Home-work

5’

- Asks Sts to learn the new words

- Ask Sts to prepare for the next unit

- Learn new words

- Prepare the next lesson

VI Comments

Teaching design:

Teaching date:

Signature:

I Ojectives: By the end of the lesson Ss can

- understand and use words and phrases

- link a final consonant and an initial vowel in connected speech

- use to – infinities after certain adjectives and nouns

- read for general ideas and specific infor mation about time – management skills

- express opinions about skills needed to be independent

- listen for specific infor mation in an interview about how children are brought up to

become independent

- write a letter requesting further information about a course

- understand and talk about some differences between American and Vietnamese ways

of raising children

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

ready to help them

PERIOD 17: LESSON 1: GETTING STARTED

1 Ask Ss to look at the pictures and tell

them the two girlds talking to each other areLan and Mai They are talking about HoangMinh who is in the pictures above them

Encourage Ss to guess what they are sayingabout him

- Play the recording for Ss to listen and readthe conversation at the same time

Tell Ss not to worry about the new words orgrammar points

2 This activity focuses on comprehension.

Let Ss work in pairs to practise asking andanswering the Qs

KEY:

1.Because Minh doesn’t rely on otherpeople for help and isn’t influenced by otherpeople’s opinions

2 because he always completes his tasks ontime, and never needs to be reminded aboutassignments and other shoolwork

3 He tried hard and spent the whole night

on a hard Maths problem when moststudents in the class had given up

4 He always tried to find solutions to hisproblems and seldom needs help fromothers

5 Responsible, reliable, self – reliant,determined, well – informed and confident

6 Ss’ answers

3 This matching actiivity focuses on the

meaning of some of the key words used inthe convsersation Ask Ss to use the contextand clues in the conversation

- Discuss the answers

← Look up the words in adictionary

individually

- Ss to do the task individually

- Check the answers as aclass

again in pairs and underline the sentencescontaining to- infinitives, and then writethem down in the space provided.

- Check the answers and give explanations

PERIOD: 18 LESSON 2: LANGUAGE FOCUS

I Objectives: By the end of the lesson, Ss will be able to understand, use words and

phrases, link a final consonant and an initial vowel in connected speech, use to –

infinities after certain adjectives and nouns

II Teaching aids:- Textbook, handouts

III Anticipated problems:

IV Procedure:

activities 1.Vocab

20’

1 Explain to Ss what they are supposed to do, andtell them that some adjs do not have all thecorresponding word forms Let them use adictionary if necessary Point out the use ofsuffixes such as - ility,-ce, -ness, -tion, as a wordformation strategy Set time and let ss workindividually Check the answers as a class.Explainthe meanings or vietnamese equivalent ifnecessary

2 This activity focuses on the use of the words in

1 Tell Ss to look at the context in each sentence todecide which word and which word form should

Look at thecontext and decidewhich word andwhich word formshould be used

3 well – informed 4.responsible

5 self - reliance 6 Decisively

* Linking between a consonant and a vowel

1.Activity 1 and 2 focus on linking between a finalconsonant soud and an initial vowel that follow it

- In activity 1, the linking is already marked, so Ss

to read the sentences first, and then listen to therecording Let Ss listen to the recording the secondtime and repeat what they hear

- In activity 2, ask Ss to listen and put a linkbetween the sounds Check if Ss have marked allcase of linking and then ask them to practisereading the sentences in pairs or groups

- Do as directed

Practise readingthe sentenses ingroups

3 Grammar

10’

7’

To- infinitives after nouns/ adjectives

1 Ask Ss to look at the sentences with

to-infinitives they have written down in 4 in GettingStarted and discuss how the to infinitive is used ineach sentence Tell Ss that in sentences 1,2,4 and 6, the to-infinitive is used after a noun in sentences

to-(20 It + linking verb + adj + to –infinitive

Have Ss translate the sentences cntaining structure(2) to check if they have understood themcorrectly

2 This activity focuses on using the to- infinitive

after certain adjs in the structure

‘ Noun/ Pronoun + linking verb + adj +

to-infinitive’

3 This activity focuses on the to- infinitive after

certain adjs in the structure

‘ It + linking verb + adj + to- infinitive’

Explain to Ss that only certain adjs can be used inthis structure, and it is incorrect to use adjs thatdescribe people’s feeling or reaction( glad, happy,

- do as asked

- Make thesentences as asked

Do the task

Listen to theteacher carefully.And do the task asdirected

lucky, amazed.surprised, proud, eager, determined,pleased, sorry, willing, etc) in this structure.

4 This activity focuses on the to- infinitive after

certain nouns

KEY:

1 You are not ill so there’s no need to stay in bed

2 My teacher has ability to make complicatedthings easy to understand

3 His decision to take part in the contest surprisedall of us

4 I couldn’t get permission to go to the party

5 I didn’t know about their plan to go to NhaTrang for summer holidays

- Asks them to prepare for the next lesson

- Learn new words

I.Objectives: By the end of the lesson, Ss will be able to read for general ideas and

specific infor mation about time – management skills

II Teaching aids: Course book

III Anticipated problems:

IV Procedure:

1 Warm-up Ask Ss to focus on the title of the section Get Ss Listen to the teacher

to brainstorm ideas about what they think managements skills are Encourage Ss to think ofthe meaning of the compound time- managementused as an adj to modify the noun skills

time-and answer the qs

3

While-Reading

35’

1 Let Ss read three Qs and prepare their answers

individually Then ask some Ss to give theiranswers Make some comments about the Ss’

ability to manage their time based on howquickly they give their ansers.( Congratulation

You can manage your time quite well Or I’msorry you need to have better time – managementskills inorder to complete the tasks on time.)

2.Ask Ss to read the text quickly and choose the

statement that best expresses the main idea Help

Ss to eliminate the wrong options by analysingthem : a,B,C are just about the specific details ofthe text, and only D covers all points mentioned

in the text

KEY: D

3 Before having Ss to read the text the keywords in each of them Remind them that somestatement mat not be mentioned in the text Makesure that Ss understand all the statements

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

4 Ask Ss to read the Qs and underline the keywords in them Have Ss read the text againlooking for these key words Explain that thesekey words will help Ss locate the answers in thetext

5 Put Ss into groups and ask them to note downthe time management skills mentioned in thetext

- Listen to the teacher toanswer three Qs

- Do the task and discuss the answers in groups

Read the text quickly and choose the

statement that best expresses the main idea

- Find out the answers

- Summarize the main points of the text

- Prepare “speaking” period

II Teaching aids: Course book and handouts

III Anticipated problems:

Ss may not have enough vocabulary to talk about the topic, so T should be ready toprovide help

- Do as asked

- do as asked

KEY: 1.d 2.f 3.e 4.a 5.g 6.b 7.c

2 Ask ss to read the conversation and use the

words in the box to fill in the blanksindividually first Then have Ss work in pairs

to role - play the conversation

KEY: 1 Loneliness 2 Decisions

3 Interpersonal communication

4 communicate

3 Ask Ss to work in pairs to discuss the

importance of the skills in 1

Then have Ss make a conversation similar tothe one in 2 talking about the skills theythink are the most important for them to liveindependently Encourage Ss to add theirown reasons, if possible

Do the task individually,then work in pairs to role –play the conversation

Do as asked

5

Home-work

2’

Ask Ss to rehearse it at home and prepare

I Objectives: By the end of the lesson Ss will be able to listen for specific infor mation

in an interview about how children are brought up to become independent

II Teaching aids:- Textbook, handouts, cassette tapes………….

III Anticipated problems:

Inform the class of the lesson objectives: listening

to a radio show of three Grade 11 students forspecific information

Listen to the teacherS

2 Before Ss listen to the recording, ask thme toread the instructions and check if they understandwhat they are going to do by asking Qs such asWhat are you listening to?, what is it about?, Howmany speakers are you going to hear?

* Ask Ss to read the statements and make surethey understand all the words in those statements

T may have to explain the meaning of the wordProtective Ask if Ss know the word protect, thentell them that protective protective comes fromthat verb, meaning always wanting to protect

KEY:

1 Long: b,d 2 Tuan: a,d 3 Minh: c,e

3 Ask Ss to read the Qs first and underline thekey words in each of them so that they know what

to focus on when listening to the recording

Let Ss listen again and answer the Qs Encourage

Ss to take notes Remind them that notes are keywords and ideas that can be written down quickly

Encourage Ss to use their nots to answer the Qs

Then ask Ss to compare their answers with apartner

to focus on when listening to the recording

Let Ss listen again and answer the Qs Encourage

Ss to take notes Remind them that notes are keywords and ideas that can be written down quickly

Encourage Ss to use their notes to answer the Qs

Then ask Ss to compare their answers with apartner

-Listen to the teacher’sinstructions

- Listen to the tape to

do the task

- Listen and answer the