- identify and pronounce strong and weak forms of words in connected speech - use modals to give opinions and advice: should, ought to - use must and have to express obligation - read fo
Trang 1Unit 1 THE GENERATION GAP
Objectives:
By the end of this unit, Ss can:
- use lexical items related to the generation gap and family rules
- identify and pronounce strong and weak forms of words in connected speech
- use modals to give opinions and advice: should, ought to
- use must and have to express obligation
- read for specific information in an article about the generation gap
- talk about parent – child relationship problems and offer advice on how to solve them
- listen for specific information in a conversation between two teenagers about conflicts and their parents
- write a letter to a teenager about family rules at a home stay family
- understand the concept of extended and nuclear families, and the reasons for the return of extended families in the UK and the USA
Teaching aids: pictures, handouts, textbooks, CD player, projector, laptop.
LESSON 1: GETTING STARTED
Our families
Aims: By the end of the lesson, students can
- understand lexical items related to the generation gap and family rules
- use strong and weak forms of words in connected speech
- know how to use should, ought to, must, and have to
- listen and read a conversation about Ann and Sam’s families
Teaching aids: pictures, handouts, textbooks, cassette-player, CD.
PROCEDURE
Game: Cut-up sentence
Here is the cut-up sentence:
is a difference / a generation gap / the views of /
between / and their parents / younger people /
Expected:
A generation gap is a difference between the
views of younger people and their parents
- Ask Ss to rearrange the word cards so that they will make a meaningful sentence
- Tell Ss to tick the word cards
or to write the correct sentence
on the board
- The first group to have the correct sentence wins the game
- To raise students’ interest and introduce thelesson
Trang 2 Content Activities Rationale
These differences can be the choice of music,
clothing, values, lifestyles, ways of shopping
(directly from shopping centres or online), or
communication
Lead-in:
1 What is it? (A photo of a big family )
2 Who are the people in the photo? (They are:
grandparents, parents, aunts, uncles,
grandchildren…)
3 Is this type of family popular in your
community? (Ss’ answers)
- Ask Ss to look at the picture
in the textbook (p.6) and ask them some questions.Their answers may be right or wrong
- Introduce the new lesson
In today’s lesson, we’ll
listen and read a conversation about Ann and Sam’s families.
- To make a lead-in to thelesson
10’ II PRE-TEACHING VOCABULARY
- an extended family [iks'tendid 'fæmili] (picture
+ explanation): consists of grandparents, aunts,
uncles, and cousins all living nearby or in the
same household: gia đình nhiều thế hệ
- a nuclear family ['nju:kliə 'fæmili] (picture +
explanation): consists of some biological children
and a mother and father:
- table manners ['teibl 'mænəz] (explanation,
example ): refer to the way you behave when you
are eating a meal at a table : phép tắc ăn uống
-Then ask them to work in pairs and practise reading aloud
-Pick out key words and teach them by eliciting ss to explain the meaning or give examples
pre To help Ss
to learn new words related to thegeneration gap and family rules
Trang 3Ex: Someone who is unwilling to accept changes
and new ideas is conservative
- state-owned organization (translation):tổ chức
nhà nước
- footsteps ['futsteps] (n) (picture): bước chân đi,
dấu chân, vết chân
follow ing one’s footsteps (v) (translation): nối
nghiệp của ai, làm theo ai, theo gương ai
- open-minded ['oupn'maindid] (a) (picture,
explanation): phóng khoáng, sẵn sàng tiếp thu cái
mới ≠ narrow-minded
Ex: A person who is willing to listen to and
consider other people's ideas and suggestions is
at a time and ask students to read out all the words again
Continue till all the words are rubbed out and students can read out from memory
To check sts understandin
g the meaning of the new words9’ III LISTEN AND READ
Activity1
Work in pairs Decide whether the following
statements are true (T) or false (F)
1 Sam is part of an extended family
2 Ann is part of a nuclear family
3 Ann’s grandparents look after
their grandchildren
4 Ann’s grandma thinks that all
family members should share
household
5 Ann’s grandpa wants her to do the
same job and things in life as he did
Answer key:
1 F (Sam lives in a nuclear family with just
- Run through the task requirements and statements
- Ask Ss to guess T/F statements
- Play the recording one time and ask students to listen to a conversation between Ann and Sam
- Ask them to work in pairs to read the conversation silently and check their prediction and find clues for their answers
- Give feedback
To check whether students understand the
conversation
Trang 4 Content Activities Rationale
her parents and her younger brother)
2 F ( Ann lives in a big house with her dad’s
parents and her uncle’s family)
3 T (line11,12)
4 F (My grandma thinks women must do all
housework while my parents believe family
members should share the chores)
5 T (line 24-26)
5’ Activity 2
Complete the following definitions, using the
highlighted compound nouns in the
- Elicit the answers from the students
To help sts
to guess the meaning of the words and phrases
in context
5’ Activity 3
Find other compound nouns in the
conversation Use a dictionary to look up their
meanings, if necessary.
Answer key:
grandparents, grandma, grandpa, grandmother,
hairstyles, housework, footsteps
- Ask Ss to read the conversation again to find seven other compound nouns
SS can use a dictionary to look
up the meanings of the compound nouns
- Tell Ss to compare their answers in pairs Then check the answers as a class
- Elicit the formation of a compound noun from the SS
Notes:
+ A compound noun is a noun that is made with two or more words
+ A compound noun is usually [noun + noun] or [adjective + noun], but there are other combinations.
To understand the
formation of
a compound noun
5’ Activity 4
Read the conversation again and find verbs to
express duty, obligation, advice of lack of
obligation
Key:
• Opinion & advice: SHOULD and OUGHT TO
in positive and negative forms
• Duty & obligation: MUST and HAVE TO
• Lack of obligation: (not) HAVE TO, (not)
NEED
- Ask Ss to read the conversation again, and find theverbs expressing duty,
obligation, advice, or lack of obligation
- Have Ss compare their answers in pairs / groups - Then check answers as a class
To know the uses of modal verbs
Trang 5Ask and answer the following questions
1 Are you part of a nuclear or an extended
family?
2 What do you like and dislike about your type of
family?
(possible answers)
and answer the questions
- Have some Ss tell the class about their partners' type of family and what they like and dislike about it
personalize
LANGUAGE
Trang 6• identify and pronounce strong and weak forms of words in connected speech.
• use modals to give opinions and advice: should, ought to.
Trang 7Teaching aids: pictures, handouts, CD player
- Ss are going to work in
2 groups (books closed)
- Check Ss’
understanding of instructions
- Show the pictures again
to check Ss’ answers
- Declare the winner
To raise students’ interest and introduce the lesson
Trang 82 Are they formed in the same way? (No)
- Ask Ss some questions
to introduce the lesson
“Today, we’ll focus on compound nouns and their spelling”
10’ II VOCABULARY
A COMPOUND NOUNS (revision)
- A compound noun is a noun that is made up of
two or more words
- They may be written as:
+ 1 word: strawberry, football, sunrise, checkout…
+ 2 words joined with a hyphen: sister-in-law,
mother-in-law, take-off, dry-cleaning…
+ 2 separate words: swimming pool, washing
machine, public speaking…
Examples:
Noun + Noun Ex: strawberry,
football, ice cream …Adj + Noun Ex: blackboard,
redhead, software…
V-ing + N Ex: swimming room,
washing machine, living room…
Noun + Verb Ex: sunrise, haircut,
rainfall…
- Elicit the formation of compound nouns and their spelling from Ss
- Take notes on the board
To review the formation of compound nouns and their spelling
Trang 9thanh toán tiền khách sạn), check-in (sự đăng ký ở khách sạn /
đi máy bay), check-up (sự kiểm tra sức khoẻ)
Noun + Prepositional
phrase
Ex: law…
mother/sister-in-Adv + Verb Ex: input (sự nhập
liệu) output (sản lượng, thông tin do máy tính đưa ra)
overthrow(sự lật đổ, sựđánh bại hoàn toàn)
Adv + Noun Ex: onlooker (người
xem; người bàng quan), bystander (người đứng ngoài xem, người ngoài cuộc)
- In compound nouns, the stress usually falls on the
first word This helps us to distinguish between
compound nouns and free word combinations
Activity 1: Match each word with another word
to make a compound noun
1 nuclear family ['nju:kliə 'fæmili]: consists of
some biological children and a mother and father
(gia đình hạt nhân)
2 generation gap [,dʒenə'rei∫n gæp]: a difference
between the views of younger people and their
parents (sự khác nhau về tư tưởng giữa thế hệ đi
trước và thế hệ tiếp nối)
3 table manners: refer to the way you behave
when you are eating a meal at a table (phép tắc ăn
- Ask them to match eachsingle noun (1 -9) with another (a-i) to make a compound noun
- Tell them to check theiranswers in pairs, then check as a class
- Give the meanings of these compound nouns, ifnecessary
To focus on the compound nouns and their spelling
Trang 105 junk food [junk food]: snack food, food with
little nutritional value (Ex: chips, candy and
pop…): thức ăn vặt
6 soft drinks [‘sɔft driηks]: ks]: soda,coke, mineral,
carbonated beverage (đồ uống nhẹ, không có cồn)
7 hairstyle [‘heə stail ]: kiểu tóc
8 foot steps ['futsteps]: bước chân đi, dấu chân, vết
- Have Ss work individually first Then ask them to work in pairs/ groups, and compare their answers
- Check Ss' answers
Have them practise asking and answering all the questions in pairs
To help Ss to use compound nouns
in appropriate contexts
10’ II PRONUNCIATION
Activity 1: Listen and repeat these sentences
Pay attention to the stressed words with the
3 Question words: who, whose, when, where,
why, what, how
4 Demonstrative pronouns that do not precede
nouns: this, that, these, those
5 Possessive pronouns: mine, yours, his, hers,
ours, theirs, except post –modifier constructions
such as of mine, of yours, etc.
- 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 Have Ss work
in pairs to find out the parts of speech of the words which are stressed
To focus on stressed and unstressed words
in sentences
Activity 2: Are the words in bold stressed or
unstressed? Listen and check Practise reading
the conversations in pairs.
- Have Ss work individually first, then play the recording and ask them to check their answers in pairs
- To focus on words with either strong forms or weak forms depending on their function in the sentence
Trang 111 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
Exceptions:
When auxiliary verbs and modals are not
followed by a verb, they have strong forms
class, highlighting the different cases
- Ask pairs of Ss to play the questions and answers in front of the class Praise Ss who pronounce the strong andweak forms correctly
role-10’ III GRAMMAR
Activity 1: Underline the correct word to
complete the sentences
Ought to is not as common as should and is a
little more formal in questions and negatives
We use I don't think we should/ ought to rather
than I think we shouldn't / oughtn't to.
Example:
I don't think you should invite your friends to
stay overnight.
In their negative form, mustn't and don't have
to have different meanings We use mustn't
when an action is forbidden or prohibited
Example:
You mustn't cheat in the exams.
We use don't have to when the action is not
necessary
Example:
Students don't have to go to school on Sundays
- Ask Ss to underline the correct words to
complete the sentences, and pay attention 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
To focus on the use
of should/
shouldn’t, ought to/ ought not to, must/ mustn’t, have to/ don’t have to
Activity 2: Rewrite each sentence without
changing its meaning, using the word in
brackets
Asnwer key:
2 You mustn't use your mobile phone in the
examination room
3 I don't have to type my essay.
4 You should tell the truth to your family.
5 Young people must plan their future career
- Ask Ss to use the word
in brackets to rewrite each sentence without changing its meaning
Have Ss do this exercise individually Monitor theactivity and help them if necessary
Check Ss' answers by asking individual Ss to
To practice writing
Trang 12carefully take turns to read aloud
the sentences, and then write them on the board
Questions:
- What have you learn from the reading activities?
- What can you do now?
- identify the stressed and unstressed words in a
sentence and pronounce them correctly
- use SHOULD, OUGHT TO to give opinions and
advice, MUST and HAVE TO to express
obligation
Ask Ss what they have learnt from the lesson
To summarize what Ss have just learnt
READING
Unit 1 THE GENERATION GAP
LESSON 3: SKILLS- READING
Where do conflicts come from?
Aims: By the end of the lesson, students will be able to:
- read for specific information in an article about the generation gap
- talk about parent-child relationship problems
- and offer advice on how to solve them
Trang 13Game: CROSSWORDS (Appendix)
Expected answer: CONFLICT
Cues:
1 A vehicle with two wheels and an
engine
2 A glass building in which you grow
plants that need to be protected from bad
weather
3 An arch of different colors that you can
sometimes see in the sky when it is
raining
4 A kind of food contains high levels
of calories from sugar or fat with
little protein, vitamins or minerals
5 A very tall plant whose oil is used in
cooking and to make margarine has large
yellow flowers
6 A common European bird with black
feathers
7 A very cold sweet food which is made
from frozen cream and has a flavor such
as vanilla, chocolate, or strawberry
8 A large round fruit with green skin,
pink flesh, and black seeds
- Prepare a poster of a word grid with 8 rows
- Ask Ss to work in 2 groups
- Tell Ss to take turns to choose
a numbered row
- Read the explanation for the word in that row, and the group tries to say what the word is A correct answer wins the group 1 point If it is wrong, the other group has the chance to say the word and scores the point
- After 4 rows have been revealed, the groups are allowed
to guess the word in the columns If they get it right, theywin 5 points
- The group that have more points will win the game
- Check Ss’ understanding of instructions and have them start the game
- Keep a running total of points for each group on the board
- Declare the winner
- To raise Ss’ interest
- To lead to the topic
Lead-in:
Activity 1 Guiding questions (p9)
1 Where do you think family conflicts
- Have Ss open their books, tick
the conflicts (a-g) and then compare their choices with their partner's Their answers may be right or wrong
- Introduce the lesson
“Our reading lesson today is about some sources of family
conflicts.”
To focus on Ss’ predictions about the reading text
10 II PRE - READING - Elicit the meanings of these - To provide Ss with
Trang 14 CONTENT ACTIVITIES RATIONALE
’ Pre-teach vocabulary
- conflict ['kɔnflikt] (n) (definition) is
serious disagreement and argument about
something important: sự xung đột; cuộc
xung đột
+ conflict [kən'flikt] (v): đối lập; trái
ngược; mâu thuẫn
conflict with something(v) đối lập; trái
ngược; mâu thuẫn
- treat sb [tri:t] (v) (synonym) = behave
towards sb : đối xử ai
- create one’s opinion(s) of / about sth
(translation): nêu ý kiến
- make one’s decision (synonym) =
decide / make up one’s mind: quyết
- arise [ə'raiz] (v) (synonym) = appear /
come into being: nảy sinh
- regardless of (prep) [ri'gɑ:dlis] (ex) bất
kể
Ex: He continued speaking regardless of
my feelings on the matter
- Have Ss repeat these words
- Read out the synonyms orexplanations of the words justpresented, one by one and atrandom
- Tell Ss to listen and call out thewords
- Check the answers with thewhole class
some language to help them understand the passage
- To help enrich Ss’ knowledge of vocabulary
To check vocabulary
5’ III WHILE - READING
Activity 2 Read the text and check
- Check Ss' answers, and ask them to give the clues from the reading text which helped them
to work out the answers
To focus on skimming
5’ Activity 3 Match the highlighted
words in the text with the definitions
below.(p9)
- Ask Ss to match the highlighted words in the text with the definitions given
To work out the meaning of new
Trang 15- Have Ss work individually, then check their answers in pairs
1 Because they strongly believe that they
know what is best for their children
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 way
5 No Some of them try to impose their
choices of university or career on their
children
- Ask Ss to read the questions first to work out the type of information they will look for in the text
- Run through the questions
- Ask students to work in groups
- Call some Ss to give their answers and explanation
- Give feedback
To focus on reading for specific
information
5’ III POST–READING
Discuss with a partner (p10)
1 Do you get into conflict with your
- Call some Ss to express their ideas
- Give comments
-To enable Ss to thinkabout their own experiences in relation to the issues
in the reading text and discuss them
- Some specific details in the text about
the sources of conflict between teenagers
and their parents
- The meaning of some new words in the
- Read the text again
- Find out the meanings of new words
- Ask Ss to learn their lessons at
home and prepare the next lesson: SPEAKING
Trang 17LESSON 4: SKILLS- SPEAKING
What are the conflicts about?
Aims: By the end of this lesson, Ss can
talk about conflicts between teenagers and parents
give opinions and advice on how to solve the problems between teenagers and parents
Teaching aids: pictures, handouts, CD player
Hints: It is serious disagreement and
argument about something important
-devide class into 2 groups to playthe game hangman
- Let Ss start the game
- Declare the winner
- To raise Ss’ interest
Lead –in :
Look at the picture and answer the
questions
1 What are the conflicts about?
2 What are some possible reasons for
each conflict?
(Ss’ answers)
- Ask Ss to look at the three pictures
in the textbook(p10) to describe them
- Have the Ss answer the questions given
- Go over the answers with the class
- Introduce the lesson
“ Today, we are going to talk about conflicts between teenagers and parents and the way to solve family conflicts”
- To lead to the topic
- judge people by appearance ['dʒʌdʒ]
(v) (translation): xét người theo bề
ngoài
- extracurricular activities
[,ekstrəkə'rikjulə] (picture): hoạt động
ngoại khóa
- Elicit the meanings of these words
through elicitation or explanation
- Draw Ss’ attention to the pronunciation of these words
- Get Ss to involve in guessing the meaning of these words
- Have Ss repeat these words
- To provide Ss with some language to help them understand the conversation
Trang 18 CONTENT ACTIVITIES RATIONALE
- curfew ['kə:fju:] (picture) lệnh giới
nghiêm
to impose a curfew (ra lệnh giới
nghiêm) ≠ to lift/end a curfew (bãi
bỏ/chấm dứt lệnh giới nghiêm
- approve (of) [ə'pru:v] (v) (translation)
tán thành ≠ disapprove
approval (n) ≠ disapproval
- criticize ['kritisaiz] (v) (explanation,
picture) express your disapproval of sth
by saying what you think is wrong with
them: phê bình, chỉ trích
to criticize sb/ sth for sth: phê bình,
chỉ trích
10’ B Matching
Read about three situations facing
teenagers Match them with the
problems (p10)
Keys: 1 b 2 c 3 a
- Ask Ss to read about three situations facing teenagers, and then match them with the problems a, b, c,
- They may give advice or express their opinions
To focus on conflicts between teenagers and their parents
7’ Activity 2
Here are some of the things teenagers
and parents complain about Tick the
- Run through the vocabulary
- Ask Ss to read the list of things teenagers and their parents complain
To focus on ideas and usefullanguage
Trang 19complaints that you hear in your
family Add more if you can (p10)
Tell your friends what you or your
brothers/sisters and your parents
complain about Give advice on how
to solve the problem (p11)
Notes:
* Conflicts between teenagers and
parents
- forget to take sth to school…
- go to a friend’s house after school and
neglects to tell anyone
- don’t do any homework
- spend much time watching TV or
going out
- get into fights at school or at home…
* Solutions
The CALM way to handle conflict
C- Cool down: take time to cool down
and take control on your feelings
A- Acknowledge feelings: Conflict
can cause a variety of feelings Take
time to acknowledge each person’s
feelings
L- Listen and list: Listen to how each
person sees the problem and repeat back
to check for understanding List your
needs in this situation and allow others
to list theirs
M- Make a solution: make a solution
that will meet BOTH persons’ needs
Look for a win / win solution
- Ask Ss to work in pairs and take turns to tell their partner what they ortheir 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 (p11)
- Walk around and help Ss, if necessary
- Ask some pairs to role-play their conversation, and give feedback on their performance
- To focus on speaking about conflicts between teenagers and parents, and giving opinions and advice to solve the problems
Questions:
What have you learnt today?
What can you do now?
Trang 20 CONTENT ACTIVITIES RATIONALE
- talk about conflicts between teenagers
and their parents
- give opinions and advice to solve the
problems between teenagers and their
parents
home and prepare the next lesson:
LISTENING
Trang 21LESSON 5: SKILLS - LISTENING
How are we different?
Aims: By the end of this unit, Ss can listen for specific information in a conversation between two teenagers
about conflicts with their parents
Teaching aids: pictures, handouts, CD-player, textbooks.
- The group to show the right answers more quickly will win the game
- Check Ss’ understanding of instructions
- Show the pictures again to check Ss’
1 Is there the difference of opinions on
music, clothes, hairstyles, hobbies,
lifestyles and behaviors etc… between
younger people and their parents? (Yes)
2 What do we call the difference in
general? (The generation gap)
Activity 1 (p11)
You are going to listen to Tom and
Linda discussing their conflicts with
their parents Among the above
things, what do you think they will
- Go over the answers with the class
- Introduce the lesson
« To check your answers, we’re going
to listen to two teenagers Tom and Linda, discussing their conflicts with their parents »
- To lead in the lesson
10
’
II PRE –TEACH VOCABULARY
- skinny ['skini] (a) (synonym, picture) - Pre-teach new words through
To provide Ss useful language
Trang 22 CONTENT ACTIVITIES RATIONALE
= very thin/lean, undernourished)
- tight [tait] (a) (synonym) =
close-fitting: chật, bó sát, khó cử động (≠
loose)
Ex: tight tops (picture)
- flashy ['flæ∫i] (a) (synonym) =very
bright : lòe loẹt, sặc sỡ
Ex: flashy clothes (picture)
- sparkling ['spɑ:kliηks]: ] (adj): lấp lánh
Ex: sparkling clothes (picture)
- casual stuff (jeans, T-shirts) ['kæʒjuəl
stʌf] (example): thường phục
- high heels (picture): giày cao gót
- elegant ['eligənt] (a) (translation)
thanh lịch, tao nhã
- forbid [fə'bid] (v) (synonym) =
disallow, prohibit, ban: không cho phép;
Ex : I sympathize with you; I've had a
similar unhappy experience myself
Matching the words in the box with
the appropriate definitions
Key:
1 d 2.a 3.b 4 c
elicitation and explanation
- Draw Ss’ attention to the pronunciation of these words
- Have Ss repeat these words
- Have Ss match the words with their definitions
- Tell Ss to compare their answers in pairs
- Check their answers
to understand the listening text
To check Ss’ understandingbefore they listen to the recording
6’
III ACTIVITIES
Activity 3
Guess what Tom and Linda will
mention Listen to the recording and
check your prediction.
Key:
- Clothes
- Playing too much computer games
- Run through the task
- Play the recording one time
- Check students’ answers
To get students
to brainstorm the topic and train them to
listen for gists.
7’ Activity 4: (p11)
Listen to the conversation Decide if
the following sentences are true (T) or
- Run through the statements
- Have Ss make guesses first Write their guesses on the board so they can
To practise listening for specific
Trang 23false (F)
Key:
1 F (Just her parents keep
complaining about her clothes)
2 F (He advises her on clothes)
3 T
4 T
5 T
see if the guesses are correct later
- Play the recording for Ss to listen
- Run through the activity
- Play the recording one more time
- Ask Ss to listen to the conversation and check the answers with their partners
- Then check the answers as a class
To focus on listening for specific information andinference
5’ Activity 6 (p11)
Ask and answer the questions
1 Do your parents like the way you
dress? Why or why not?
2 What do you think about computer
games? Do your parents share your
- think critically (learn how to think,
plan ahead strategically and solve their
- have health risks such as obesity, eye
damage, and exposure to radiation
- 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
To improve speaking skill through using the ideas from the recording
Questions:
What have you learnt today?
What can you do now?
Expected answers:
- Ask Ss what they have learnt from the lesson
To summarize what Ss have just learnt
Trang 24 CONTENT ACTIVITIES RATIONALE
I can understand differences in opinions
and preferences, and related conflicts
between teenagers and parents
do listening tasks again
- Have Ss prepare for WRITING
To review and prepare for the new lesson
Trang 257 LIFESTYLE 8 BEHAVIORS
II PRE-TEACH VOCAULARY
Skinny Tight tops Casual clothes (thường phục)
Flashy clothes Casual stuff (jeans, T-shirts)
Sparkling clothes High heels
AUDIO SCRIPT
Trang 26Tom: You look upset, Linda What’s the matter?
Linda: Nothing serious Just my parents keep complaining about my clothes.
Tom: Oh, why don’t they like them?
Linda: They think my trousers are too skinny and my tops are too tight.
They don’t like my sparking clothes or high heels They want me to wear more casual
stuff such as jeans and T-shirts
Tom: Well, it depends on where you’re going If you’re going to a party, you could dress up, but
I don’t think you should wear flashy clothes every day
Linda: But I really want to look more elegant and fashionable.
Tom: Well, have you thought about the costs? Perhaps your parents can’t afford to buy
expensive clothes
Linda: Maybe you’re right What about you? Do you get into conflict with your parents?
Tom: Not really But they forbid me to play computer games.
Linda: Sounds bad What’s wrong with the computer games?
Tom: They think all computer games are useless They want me to use my computer for more
useful stuff
Linda: But there are some positive benefits of playing computer games.
Tom: Yes, there are I can read faster because I can concentrate more Playing computer
games after school also helps me to relax after a hard day
Linda: But your parents may worry about your eyesight if you look at the computer screen for a
long time
Tom: Yes, they probably worry about it, and want me to have a healthier lifestyle with more
outdoor activities
Linda: That’s right I think you need to tell your parents that you agree with them, and explain
the benefits of computer games
Tom: That’s a good idea I hope my parents understand that Thank you.
Linda: No problem Thanks for your advice, too.
LESSON 6: SKILLS - WRITING
Family rules Aims: By the end of this unit, Ss can write a letter about family rules.
Teaching aids: pictures, handouts, textbooks
They don’t let us smoke
We all have to show respect to teachers
- Arrange Ss to work in 8 groups
- Ask Ss to think they are allowed / not allowed / or have
to do at school and write it on a slip of paper
To raise Ss’ interest
Trang 27We aren’t allowed to swear / fight / cheat in the
exam
- Tell Ss that they have to use thefollowing phrases
+ We aren’t allow to…
+… isn’t allowed/ …is required + They won’t let us …
+ We have to …
- Representatives from the groups take turns to act out with gesture and expression (without speaking or writing) The others
in the class guess what they are trying to communicate
- Each correct answer gets one point
- The group guessing the most phrases or sentences in the shortest time is the winner of thegame
Lead-in:
What rules do you gave in your family?
- Elicit and lead to the topic
“Most schools have their ownrules and disciplines and so do
the families Today we’ll focus
on writing about family rules”
To make the lead-in
15’ II PRE –WRITING
Pre- teach vocabulary
- take up a sport (v) (translation): bắt đầu tham
gia 1 môn thể thao
- take one’s studies seriously (v) (translation):
To help Ss to understand some new words
Activity 1:
The following are some family rules Complete
them, using the phrases below Add a few more
if you can (p12)
Suggested answers:
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 table manners
6 I am not allowed to stay overnight at my
friends’ house.
7 They forbid me to swear or spit on the floor.
- Ask Ss to read the family rules provided
- Have Ss complete the sentences and think about the rules in their families They may add more rules if they can
- To focus on the language they need to write about family rules
Trang 28 CONTENT ACTIVITIES RATIONALE
Read the list in 1 again Choose the three most
important rules that your parents often apply to
you Think of the reasons, and write them in the
space provided (p12)
Key: Ss’ answers
most important rules that their parents often apply in their family, and then give the reasons
in the spaces provided
- Tell Ss to read and analyze the example so they know what theyare expected to do
- Help Ss to express their ideas,
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 Write
between 160 – 180 words, using the suggested
ideas in the list above
Suggested letter:
Pham NgocThach, Dong Da, Ha Noi
February, 10th, 20
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 my 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 will
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 Viet Nam
Looking forward to meeting you
Best wishes,
Ha
- Explain that they can use the ideas provided previously to write a letter
- Go around and help Ss when necessary
- Ask Ss to exchange their lettersfor peer checking
To complete a letter about family rules
the board
- Encourage SS to give opinions
To give students a chance to learn
Trang 29- Give comments focusing on thecontent, structures, language… from other Ss
Questions:
What have you learnt today?
What can you do now?
Expected answer:
I can write a letter to a teen to inform him /her
about the rules in my family before his / her
home stay with us
- Ask Ss what they have learnt from the lesson
To summarize what Ss have just learnt
and the way to write a letter about family rules
- Have SS prepare for COMMUNICATION &
CULTURE
To review and prepare for the new lesson
Trang 30Unit 1 THE GENERATION GAP
LESSON 7: COMMUNICATION AND CULTURE
Aims : By the end of this unit, Ss can
- use lexical items related to the topic “The generation gap’ and modals to talk and express their views
about the advantages and disadvantages of living in a nuclear or an extended family
- understand the current family trend in the UK and the USA
Teaching aids: pictures, handouts, textbooks
1 A nuclear family ( A “cereal packet” family)
consists of two parents and children.
2 An extended Family / A joint family consists
of two or more adults who are related, either by
blood or marriage, living in the same home
3 A single Parent Family consists of one parent
raising one or more children on his/her own.
4 A blended Family/ A step family is a family in
which either or both partner were previously
married
5 A Childless family consists of a husband and
a wife who have not had children
6 An adoptive /A foster family
- A foster-parent acts as parent
and guardian for a child in place of
the child's natural parents but
without legally adopting
the child
- An adoptive parent adopts a child
of other parents as his or her own
child
…
Lead –in
- Have Ss in each group take turn
to go to the board to write down
as many types of family as
possible (in 2 mins)
- The group with more correct answers wins the game
- Ask Ss to start the game
- Check Ss’ answers and feedback
- Congratulate the winner
- Introduce the topic
- To raise Ss’
interest
Types of family
Trang 31“You know, children of today are growing up in a variety of
households and different family systems Today, we’ll talk about the advantages and disadvantages
of some kinds of family and understand more about the current family trend in the UK and the USA”
- To lead to thelesson
Activity 1
Practise asking the following questions and
take notes of the answers (p13)
- Questions:
1 What kind of family do you live in?
2 What do you think the advantages and
disadvantages of living in an extended or a
nuclear family are?
- Key:
(Ss’answers)
- Ask Ss to work in groups to practise asking and answering the questions
- Have Ss take notes of their partners' answers, and help them toexpress their ideas if necessary
To give Ss further speaking practice related
to the unit topic
- Better condition of women
- Less number of children
- Peace and harmony
- cause unusual fights
- Ask each group to choose one person to report the group's opinions to the class
- Other Ss listen and ask questions about the report
- Give remarks
To practise speaking and sharing ideas with other people
Trang 32 CONTENT ACTIVITIES RATIONALE extended family and answer the questions
(p13)
Vocabulary
- multi-generational [mʌlti' dʒenə'rei∫n∂l] (a)
thuộc nhiều thế hệ
- trend [trend] (n)= tendency: khuynh hướng
- frustrating [frʌs'treitiηks]: ] (a) làm nản lòng, gây sự
bực dọc
- outweigh [aut'wei] (v)
+ nặng hơn
+ có nhiều tác dụng hơn, có nhiều giá trị hơn, có
nhiều ảnh hưởng hơn
- interact [,intər'ækt] (v) ảnh hưởng lẫn nhau, tác
động với nhau, tương tác
Check- up: ROR
Answering the questions
Key
1 The number of multi-generational households
with three or four generations living under the
same roof
2 Unemployment, part-time work and low- paid
jobs have become more common The cost of
housing has become higher The pressures of
childcare and elderly care have become heavier
3 The disadvantages are the lack of space,
independence and privacy, and the daily conflicts
4 They can develop relationships with adults
other than their parents
5 Old people can become more active when
interacting with the younger generations
think of any reasons for this phenomenon Have Ss discuss in pairs or groups
- Ask Ss to read the text carefully and highlight any words they may not know Explain their meaning
or have Ss look up the words in a dictionary
- Rub out the first word and ask Ss
to read the whole list of words again Continue with the next word and repeat until no word is left on the board
- Ask Ss to go to the board and write the words again
- Encourage Ss to compare their guesses with the reasons provided
US and the
UK
Activity 2 Discuss with a partner (p13)
- Questions:
1 What is the current family trend in Viet Nam?
2 What are the reasons for the current trend?
3 Do you think children are happier growing up
- The success of birth control campaign in
- Ask Ss to work in pairs to 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 of their discussion
To provide opportunities for discussions
of the current family trend in Viet Nam
Trang 33- People tend to have fewer children but better
nurturing and caring
- Economic growth contributes to raising
awareness of the demand of less childbirth…
3
* (Yes)
Because of some advantages:
- have person to share your problems
- avoid loneliness
- work more easily when others share and help
* (No)
Because of some disadvantages:
- have a lot of conflicts between different
generations
- have money problems
- be messy
- cause unusual fights
Questions:
What have you learnt today?
What can you do now?
Expected answers:
I can talk and express my views about the
advantages and disadvantages of living in a
nuclear or an extended family I can understand
the current family trend in the UK and the USA
Ask Ss what they have learnt fromthe lesson
To summarize what Ss have just learnt
prepare LOOKING BACK at home
To prepare well for the next period
Trang 35
LESSON 8: LOOKING BACK & PROJECT
Aims: By the end of the lesson, students can
- identify and pronounce strong and weak forms of words in connected speech
- use modals to give opinions and advice: should, ought to
- use “must” and “have to” to express obligation.
- use lexical items related to the generation gap and family rules
Teaching aids: cassette-player, CD, course-book
1 Tim and his parents often argue about what
time he should come home
2 Money is a source of conflict 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 complain that she doesn't
help clean the house
- Divide the class into 4 groups
- Write 4 sentences onto the cards, one word in each card
All the words from one sentence should be written in the same color car (or marker)
to distinguish it from the other sentences
- Scramble the word order of each sentence
- Give one scrambled sentence
to each group
- Ask Ss in each group to unscramble the sentence on the board
- The fastest group with the correct sentence is the winner
- To raise students’
interest
Activity 1
Identify the stressed words and put a stress
mark (‘) before their stressed syllables Listen
and check your answers.
Audio script
1 Tim and his 'parents 'often 'argue about what
'time he should 'come 'home
2 'Money is a 'source of 'conflict 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
- Ask Ss to identify the stressedwords and put a stress mark before the stressed syllables
- Have them listen and check answers
- Ask several Ss to read the sentences aloud
Praise Ss who try to stress the correct words, and reduce the unstressed vowels
To revise strong and weak forms
of words in connected speech
Activity 2.
Identify the stressed words and put a stress
mark (‘) before their stressed syllables
Audio script
1
A: At 'what 'age were you allowed to ‘stay at
- Ask Ss to identify the stressedwords and put the stressed markbefore the stressed syllables
- Have them compare their answers with a partner, and then listen and check
- Ask Ss to practise reading the
To focus on the stressed words
in short exchanges
Trang 36 Content Activities Rationale
'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
- The weak form is the usual pronunciation It’s
used when the word is unstressed
The strong form is used only when the word is
stressed
- Which words have weak / strong forms?
* “Grammar” words (prepositions, auxiliary
verbs, modal verbs, pronouns, possessive
adjectives, possessive pronouns, conjunctions and
articles have weak forms.
* “Meaning” words (nouns, main verbs,
adjectives and adverbs have strong forms.
- Tell Ss to close their books
- Prepare 5 cards with the following:
- There are vowels missing in each word
- Ask Ss to work in pairs and find the missing vowels in the words to make them
meaningful ones
- Invite Ss to give their answers
- A- There are vowels missing
in each word
- Ask Ss to work in pairs and find the missing vowels in the words to make them
meaningful ones
To review some words related to the topic
c _nfl_ctsn_cl_ _r f_m_ly
h_ m_st_y
c_rf_wg_n_r_t _ _n g _p
Trang 37- Invite Ss to give their answers
- Ask Ss to remind the meaning
of each word and then say thesewords aloud
- Give comments
Notes
- sibling ['sibliηks]: ] (n): anh chị em ruột
Ex: I've two brothers and a sister: three siblings in
(n) sự hoảng loạn, sự kinh hoàng
(v) (làm cho một người /con vật) hoảng sợ
- Run through the task requirement and explain some difficult words if necessary
To help Ss knowsome new words
family allowance: phụ cấp gia đình
family planning: sự kế hoạch hoá sinh đẻ (=birth
control, birth prevention)
family condition: gia cảnh
family ethics: gia đạo
family mishap/ family misfortune : gia biến
family ancestors/ family forbears: gia tiên
family event/ family matter: gia sự
FAMIL Y
Trang 38 Content Activities Rationale
extended family / joint family
one-parent family / single-parent family
blended family / step family
childless family
adoptive / foster family…
Activity 1.
Complete the following sentences with should
or ought in either positive or negative.
- Ask Ss to complete the sentences with should, shouldn't, ought or oughtn't
- Have Ss do the task individually first, and then compare their answers
- Check answers as a class
- Ask Ss to formulate the rules for using these modals
Encourage them to go back to the grammar box on page 8, if necessary
To revise should/shouldn'tand ought to/oughtn't to forgiving opinions and advice
Activity 2
Complete the sentences with must/mustn’t,
have to/has to and don’t have to/doesn’t have to
Key
1 have to, has to 2 mustn't
3 must 4 don't have to
Notes
SHOULD and OUGHT TO giving advice,
MUST and HAVE TO expressing
- Have Ss do the task individually first, and then compare their answers
- Check answers as a class
- Ask Ss to formulate the rules using MUST / MUSTN'T or
HAVE TO
To revise the use of HAVE
TO and MUST expressing obligation
12’ IV PROJECT
Conduct an interview and then report the
findings to the class
Suggested questions for your interview:
1 Are there any problems in your family?
What are they about?
Where do they come from?
How do you deal with them? How do your
parents deal with them?
2 What would you like to change about yourself
so that you can deal with the conflicts better?
3 Do you think your parents should change their
attitudes and rules? Why? Why not?
- Ask Ss to work in groups of 6
to 8 Each group will interview
15 teenagers, aged 15-17, living
in their area and take notes of their answers Ss can use the suggested questions
- Ss report their group's findings to the whole class
- Encourage Ss to ask additional questions related to the report
To provide additional speaking practice and help Ss to consolidate the language they have learnt throughout the unit
Trang 39NOW YOU CAN
- Use words and phrases related to the generation
gap and family rules
- Identify and use strong and weak forms of
words in connected speech
- Use the modals SHOULD and OUGHT TO for
giving advice, use MUST and HAVE TO for
obligation
- Understand conflicts between different
generations
- Talk about fights between teenagers and parents
- Write a letter to a teenager staying with a
homestay family about household rules
from the lesson what sts have
just learnt
Trang 40Unit 2 RELATIONSHIPS
Lesson 1: GETTING STARTED
OBJECTIVES: At the end of the lesson, SS have some concept about relationship among friends, predict
some problems that may occur with their classmates At the same time, Ss can use some adjectives and verbs
to talk about feeling
TEACHING AIDS: pictures, textbook
PROCEDURES:
8mins
Activity 1: LEAD-IN
Describing the picture
1 What is the relationship between 2
people?
2 What are they talking/thinking about?
- Ss work in pairs-T calls some Ss to present what they think
To set the scene and activate Ss’ vocab
10mins
Activity 2: Listening and guessing
In general, what is the grandma worrying
about?
She is worrying that Mai and Granny’s
close relationship may have bad
influence on Mai’s study
- T has Ss listen to the tape with books closed and try to guess the main idea of the conversation
- Ss answer
- T helps if necessary
- Ss repeat vocab
To prepare vocab for reading
12mins
Activity 4: Reading and doing T/F
Expected answers:
1 T (my classmate)
2 F (just friend, not a boyfriend)
3 T (no friendship between a boy and a girl)
4 T (single-sex school)
5 NG
6. T (kind, caring and sympathetic)
- T gives instructions and runsthrough the statements in Task 2
- Ss read individually and do T/F statements
- Ss then share answers with partners
- Ss give their answers &
explain by giving evidence
To read for details
7mins Activity 5: Discussion
Should you start a romantic relationship
when you are a high school student? Why
- Ss talk in groups of four
- T goes round to give help
To encourage further speaking