GIÁO ÁN TIẾNG ANH 11 MỚI THÍ ĐIỂM 4 CỘT TRỌN BỘ

AIMS AND OBJECTIVES: + Language content: - To introduce some words and phrases relating to the generation gap - To help Ss understand the conversation about generation gap + Language fun

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Date of Preparation: 17th August 2017 Date of Teaching: 24th August 2017

INTRODUCING THE PROGRAMS OF ENGLISH 11

Week: 1 – Period: 1 Class: 11TN

A Aims:

- Help Ss to know about the English book grade 11 in general (Including themes, tests, lessons etc )

- Introduce how to do an oral test, a fifteen - minute test 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 know about the English book grade 10 in general

* Game: Who is quicker?

- Ask Ss to recall the name of the units in English 10 Book

- Then leads Ss in the lesson

- 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 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 and do all the homework

In class:

* Participate in all activities

* Keep the discipline

3 Consolidation: (3 minutes)

- Ask Ss to consolidate the main contents

- Gives feedbacks

4 Homework: ( 2 minutes)

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- Prepare the new words in Unit 1: The generation gap (Lesson 1: Getting started)

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UNIT 1: THE GENERATION GAP (GETTING STARTED)

I AIMS AND OBJECTIVES:

+ Language content:

- To introduce some words and phrases relating to the generation gap

- To help Ss understand the conversation about generation gap

+ Language function: To help Ss to:

- use the lexical items related to the topic "the generation gap"

- know more about the vocabulary and structures to talk about the generation gap

b Structures: modal verbs

2 Skills: Integrated skills

3 Educational factor:

-To educate Ss to be aware of the sources of conflicts between children and parents and find solutions for them

II TEACHER’S AND STUDENTS’ PREPARATION.

1 Method: Communicative approach

2 Techniques / Activities: pair-wok, explanation, Role- play

3 Materials needed: textbooks, references, Video clip, pictures, CD, projector, and chalk

4 Students’ preparation: Lesson preparation and appliances for studying.

5 Previous exercises: No exercise

III TEACHING PROCEDURE.

1 Stabilization: (1’) Good morning class! How are you today?

Who is absent today, monitor?

2 Checking up the previous knowledge: (not checking)

3 Presentation of the new materials

-Ask Ss “What can be the

differences between children

and the adults in their family?”

-Ask Ss questions about the

picture

1/ Who are the people in the

photo?

2/ Is this type of family

popular in your community?

-Elicit answers from Ss

-Lead to the new lesson

PRESENTATION:

1 Listen and read

-Tell Ss that they are going to

listen to a conversation

between two friends, Sam and

Ann

-Let Ss guess what Sam and

Ann are talking about

-Play the recording

-Work in groups

Answers: the choice of

music, clothing, values, lifestyles, ways of shopping, …

-Answer:

1/ Members in a family.

2/ Yes / No.

-Listen and take notes

-Pay attention to the teacher

-Give answer

- Listen to the tape and

UNIT 1: THE GENERATION GAP

Lesson 1: GETTING STATED

VOCABULARY:

+ be part of …+ hairstyle (n)+ appearance (n)+ conservative (adj)+ state-own organization (n.ph)+ footsteps (n)

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-Tell Ss not to worry about

new language items as theỵ

will have a chance to come

back to them later on

2 Read the conversation

again Are the following

sentences true or false?

-Tell Ss this activity will help

them to understand the

comprehension questions

-Ask Ss to work individually

first and then compare the

answers in groups

-Invite Ss to give answers and

feedbacks

-Correct answers

3 Complete the following

definitions, using the

highlighted compound nouns

in the conversation.

-Tell Ss this activity focuses

on compound nouns

-Ask them to complete the

definitions, using the

highlighted compound nouns

in the conversation

-Ask Ss to check answers in

pairs

-Elicit correct answers

4 Find other compound

nouns in the conversation.

Use a dictionary to look up

their meanings, if necessary.

-Allow Ss to use a dictionary

to look up the meanings of the

compound nouns

-Tell Ss to compare their

answers in groups

-Check answers as a class

5 Read the conversation

again and find verbs used to

express duty, obligation,

advice, or lack of obligation.

-Ask Ss to read the

conversation again, and find

the verbs expressing duty,

obligation, advice, or lack of

-Ask Ss to work in pairs to ask

and answer the questions:

1/ Are you part of a nuclear or

an extended family?

read the text in silence and underline the words

or phrases which are new

to them and guess the meaning

-Work individually first and then in groups-Give answers Listen and take notes

-Focus on compound nouns

-Do the task as required

-Work in pairs-Give answers

- Work in groups and use the dictionary if

necessary-Compare answers-Check answers with the teacher

- Work individually doing the task

-Compare answers-Give answers-Work in pairs asking andanswering the questions

+ open-minded (adj)+ conflict (n)

2 Read the conversation again Are the following sentences true or false?

Key:

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

3 Complete the following definitions, using the highlighted compound nouns in the conversation.

Key

grandparents, grandma, grandpa,grandmother, hairstyles, housework,footsteps

5 Read the conversation again and find verbs used to express duty, obligation, advice, or lack of obligation.

Key

 Opinion &advice: should and

ought to in positive and negative

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(1’)

2/ What do you like and

dislike about your type of

family?

CONSOLIDATION:

- Ask Ss: “What have you

learnt today?”

-Give answers

4 Homework: (2ms)

- Ask the Ss to:

+ Learn the new words

+ Do an exercise: Complete sentences about the generation gap with suitable word/ phrase in

GETTING STARTED part.

1 When people live in a multi-generational family, there is often a _

2 One disadvantage of living in a/an _ is that grandparents may see things from different

viewpoints

3 Children living with both parents in a stable tend to be more confident and independent

4 _ in multi-generational families are inevitable

5 The biggest advantage of living in an extended family is that parents don’t have to worry much about and housework

Keys:

1 generation gap

2 extended family

3 nuclear family

4 Conflicts

5 childcare

+ Prepare the next lesson: LANGUAGE

IV SELF -EVALUATION:

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UNIT 1: THE GENERATION GAP (LANGUAGE)

- To introduce to Ss words and phrases related to the generation gap

- To help Ss learn about word formation: compound nouns

- To guide Ss how to pronounce strong and weak forms in connected speech

- To help Ss learn about Modals (should, ought to, must, have to)

+ Language function: To help Ss to

- use the lexical items related to the generation gap

- know more about compound nouns

- use modals correctly in certain situations

+ Educational aim: To teach Ss more words/ phrases related to the generation gap and modal verbs

1 Language:

a Vocabulary: extended family, nuclear family, childcare, generation gap, viewpoint, table manners,

3 Educational factor: To educate Ss to be aware of the sources of conflicts between children and parents and

find solutions for them

2 Techniques / Activities: Pair work, Group work, asking- answering, role-play

3 Materials needed: textbooks, pictures, flashcards, colored chalk, projector

5 Previous exercises: Exercises on vocabulary

2 Checking up the previous knowledge: (4ms)

Complete sentences about the generation gap with suitable word/ phrase in GETTING STARTED part.

1.When people live in a multi-generational family, there is often a _

2 One disadvantage of living in a/an _ is that grandparents may see things from different

viewpoints

3 Children living with both parents in a stable tend to be more confident and independent

4 _ in multi-generational families are inevitable

5 The biggest advantage of living in an extended family is that parents don’t have to worry much about and housework

-Divide the class into 2

groups to discuss and

complete the crosswords (see

APPENDIX)

-Call the representative of

each group to write their

answers on the board

-Work in groups

-Write answers on the board

-Pay attention and take

Lesson 2: LANGUAGE

VOCABULARY:

* COMPOUND NOUNS Notes:

- A compound noun is a noun that is

made up of two or more words

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(10’)

-Check as a whole and then

lead to the new lesson

VOCABULARY:

1 Match each word with

another word to make a

compound noun Four of

them are written as one

word.

-Ask them to match each

single noun (1-9) with

another (a-i) to make a

compound noun

-Tell them to check their

answers in pairs, then check

as a class

-Give the meanings of these

compound nouns, if

necessary

(Review the formation of

compound nouns: Tieng Anh

10-Unit 5, Language section)

2 Complete each question

with one of the compound

nouns in 1.

-Ask Ss to complete the

questions with some of the

compound nouns in 1

-Have Ss work individually

first Then ask them to work

in pairs, and compare their

answers

-Ask Ss to give their answers

PRONUNCIATION:

1 Listen and repeat these

sentences Pay attention to

the stressed words with the

mark(‘) before the stressed

syllables.

-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 in these

sentences

-Ask Ss to study the Do you

know ? box for more

information about words that

normally receive stress in

-Give answers

-Listen and repeat-Pay attention to the stressed words

-Listen again and identifyparts of speech stressed

in sentences

-Study Do you know…?

For more information

- Each compound noun acts as a singleunit and can be modified by adjectivesand other nouns

- In compound nouns, the stress usuallyfalls on the first word This helps us todistinguish between compound nounsand free word combinations

Example:

a 'greenhouse: a place for growing

plants (compound noun)

a 'green 'house: a house painted

green (free word combination)

1 Match each word with another word to make a compound noun Four of them are written as one word Key:

1 If you can identify your differenceswith your parents, you can have a goodrelationship

2 You should be respectful whendiscussing any area of disagreement.Take time to listen to your parents’opinions, and ask them to listen toyours

Being rule to your parents won’tconvince them you’re right This canhave the opposite effect

2 Are the words in bold stressed or unstressed? Listen and check Practise reading the conversation in pairs.

Notes: In a sentence, the following words are unstressed:

+ Function words: pronouns, the

verb be, auxiliary verbs, articles,

conjunctions, and prepositions

+ this, that, these, and those when

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Listen and check Practise

reading the conversation in

pairs.

-Explain the activity to Ss,

drawing their attention to the

words in bold

first, then play the recording

and ask them to check their

answers in pairs

-Check answers as a class,

highlighting the different

cases Then ask Ss to study

the Do you know ? box, and

learn the rules for the weak

forms

-Ask pairs of Ss to role-play

the questions and answers in

front of the class Praise Ss

who pronounce the strong

and weak forms correctly

GRAMMAR:

1 Underline the correct

words to complete the

sentences.

first, then ask them to

compare their answers in

groups

-Ask Ss to study the Do you

know…? box and learn how

to use should and ought to to

give opinions and advice;

and must and have to to

express obligation,

-Use the information from

Notes to give further

explanations, if necessary

2 Rewrite each sentence

without changing its

meaning, using the word in

brackets.

-Have Ss do this exercise

individually Monitor the

activity and help them if

necessary

-Check Ss' answers by asking

individual Ss to take turns to

read aloud the sentences, and

then write them on the board

-Study Do you know…?

+ 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

e.g I don't think you should invite

your friends to stay overnight

+ In the negative form of must, mustn’t

and don't have to have different

meanings We use mustn't when an

action is forbidden or prohibited

e.g You mustn’t cheat in the exams + We use don't have to when the action

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 yourfamily

5 Young people must plan theirfuture career carefully

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- Ask the Ss to:

+ prepare the next lesson: READING

+ use the use of simple present and present continuous tense to talk about their daily routine

+ do extra exercises:

A Underline the words that you think should be stressed in each sentence.

1 The man will open the door.

2 She wants to play a game.

3 You should discuss the problem with your parents.

4 You must be careful when using a knife.

5 I really don’t like having animals in my house.

B Rewrite sentences, using the word in brackets.

1 Why don’t you talk to her about your problem? (ought)

=> ………

2 You are not allowed to walk on the grass in the park (must) => ………

3 There is no need for you to buy any tomatoes (have to) => ………

Keys: A 1 man, open, door 2 wants, play, games 3 discuss, problem, parents 4 careful, using, knife 5 really, don’t, like, having, animals, house B 1 You ought to talk to her about your problem 2 You mustn’t walk on the grass in the park 3 You do not have to buy any tomatoes IV SELF -EVALUATION:

APPENDIX:

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Date of Preparation: 24th August 2017 Date of Teaching: 31st August 2017

UNIT 1: THE GENERATION GAP (READING)

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

+ Language function: By the end of the lesson, students will be able to:

- develop the skill of reading (reading for specific information)

- know more vocabulary about the topic of the generation gap

- use the language and ideas in the lesson for communication

+ Educational aim: To help Ss understand the different sources of conflicts between them and their parents

1 Language:

a Vocabulary: afford, impose, brand name, norms, conflicts, …

b Structures: the present simple

3 Educational factor:

-To enable Ss to identify your differences with their parents so that they can have a good relationship

3 Materials needed: textbooks, pictures, flashcards, colored chalk

5 Previous exercises: Pronunciation and modal verbs

A Underline the words that you think should be stressed in each sentence.

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1 The man will open the door.

2 She wants to play a game.

3 You should discuss the problem with your parents.

4 You must be careful when using a knife.

5 I really don’t like having animals in my house.

B Rewrite sentences, using the word in brackets.

1 Why don’t you talk to her about your problem? (ought)

C 1 man, open, door 2 wants, play, games 3 discuss, problem, parents 4 careful, using, knife

5 really, don’t, like, having, animals, house

D 1 You ought to talk to her about your problem.

2 You mustn’t walk on the grass in the park.

3 You do not have to buy any tomatoes

- Ask the question “Where do you

think family conflicts come from?”

to elicit Ss' opinions

- Have Ss brainstorm different

factors leading to family conflicts

- Ask individual Ss to share their

opinions and encourage different

viewpoints

- Lead to the new lesson

PRESENTATION:

1 You are going to read a text

about the conflicts between

parents and their teenage

children Which of the following

do you think you may find in the

text?

- Introduce the reading text, and

elicit some sources of conflicts

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

and then compare their choices

with their partner's

- Ask some Ss to share their

opinions with the whole class

- Pre-teach new words

2 Read the text quickly and

check your predictions in 1.

- Ask Ss to skim the text and

compare their predictions in 1

- Check Ss' answers, and ask

them to give the clues from the

reading text which helped them to

work out the answers

3 Match the highlighted words

-Give answers:

Differences in hairstyle, clothes, hobbies, … between the family members.

-Listen to the teacher

-Do as required-Compare answers

-Listen to the guidance and then skim the text-Give answers and evidence

Lesson 3: READING

New words:

+ treat (v)+ grow up (v.ph)+ make a decision (v.ph)+ regardless of

Notes: Reading strategies:

+ Always look at the text first beforeyou look at the questions to have ageneral idea what it's about

+ Read the questions and underlinekey words from the questions

+ Scan the text for key words andsynonyms of key words from thequestions

+ Read the sentences around the keywords to get the information needed

Key:

1 afford

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- Ask Ss to match the highlighted

words in the text with the

definitions given

- Tell Ss to go back to the reading

text to locate the highlighted words

and study the context surrounding

the words to work out their

meaning Then match them with

the definitions

- Have Ss work individually, then

check their answers in pairs or

groups

- Invites Ss to give answers

4 Read the text carefully.

Answer the questions.

- Ask Ss to read the questions first

to work out the type of information

they will look for in the text

- Have Ss work in pairs/ small

groups to compare their answers

- Check Ss' answers as a class

PRODUCTION:

5 Discuss with a partner.

“Do you get into conflict with your

parents? Share your experiences

with your partners.”

- Put Ss in group of 4 and let them

discuss the questions freely

- Go around to give some

suggestions by giving some key

words or Ask them yes-no

questions

- Invite a student of any group at

random to present the ideas

-Discuss

-Give answers

-Read the questions first to work out the type of information they will look for-Work in pairs/

groups-Give answers

-Work in groups

-Present their ideas-Give comments-Listen

2 They want to be moreindependent, create their ownopinions and make their owndecisions

3 They are worried because theseclothes may break rules andnorms of society, or distract themfrom schoolwork

4 They want their children to spendtheir time in a more useful way

5 No Some of them try to imposetheir choices of university orcareer on their children

- Ask the Ss to:

+ Learn by heart the new words and phrases

+ Prepare the next lesson (Speaking)

+ Do an exercise: Read the following passage and choose the best answer.

My family has members whose opinions vary widely but two contrasting members of my family are mybrother and my father I understand both of them fairly well, but their attempts to understand each other are lesssuccessful My father and my older brother sometimes assume diametrically different viewpoints

My brother is artistic and creative while my father is pragmatic and technically minded One of the morehumorous differences between them is their taste in music My brother is a born musician who loves music withsoul He studied music at an early age and was encouraged to develop his interest in the field Although he wastalented in maths and science, my brother’s true love was music Born in late eighties, he is currently a Jazz Studiesmajor at the University of North Texas On the other hand, my father is a scientist, has no musical talent, and listens

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to "muzak." He excelled in mathematics and science and had no time or inclination to study art or music He worked his way through school and eventually earned a Ph.D in physics For my father, a college education symbolized a way to get ahead and provide a good standard of living for his family

Although my brother and father disagree on many things, they manage to get along very well Both of them are open-minded and can appreciate each other's differences Though they are different in many ways, they share a few interests, such as fishing and working on cars They also enjoy lively discussions on topics about which they disagree It is probably a good thing that all people are not born exactly like their parents If everybody were alike, the world would be a very boring place

1 The author’s brother majors in ………

A maths B science C physics D Jazz music 2 The author’s father hold a ………

A bachelor’s degree B doctorate C master’s degree D diploma 3 How old is the author’s brother now? A around 20 B around 30 C around 40 D not mentioned 4 The word “diametrically” in paragraph 1 mean: A completely B rather C slightly D very 5 What’s the attitude of the author while writing the text? A critical B judgmental C narrative D supportive Keys: 1.D 2.B 3.B 4.A 5.C IV SELF -EVALUATION:

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Date of Preparation: 24th August 2017 Date of Teaching: 31st August 2017

UNIT 1: THE GENERATION GAP (SPEAKING)

-To help Ss Talking about parent-children relationship problems and offer advice on how to solve them

- develop the skill of speaking: talk about their conflicts with their parents

- create their own situations, make conversations about the generation gap

- develop their pronunciation

+ Educational aim: To educate Ss to find solutions for their conflicts with their parents

1 Language:

a Vocabulary: miss curfew, parents’ disapproval, judge, pierced noses, …

b Structures: structures for expressing complaints and giving opinions

2 Skills: Integrated skills Speaking, reading

3 Educational factor: To educate Ss to get on well with their parents

5 Previous exercises: Reading comprehension

2 Checking up the previous knowledge: (4’)

Read the following passage and choose the best answer (10pts)

My family has members whose opinions vary widely but two contrasting members of my family are mybrother and my father I understand both of them fairly well, but their attempts to understand each other are lesssuccessful My father and my older brother sometimes assume diametrically different viewpoints

My brother is artistic and creative while my father is pragmatic and technically minded One of the morehumorous differences between them is their taste in music My brother is a born musician who loves music withsoul He studied music at an early age and was encouraged to develop his interest in the field Although he wastalented in maths and science, my brother’s true love was music Born in late eighties, he is currently a Jazz Studiesmajor at the University of North Texas On the other hand, my father is a scientist, has no musical talent, and listens

to "muzak." He excelled in mathematics and science and had no time or inclination to study art or music Heworked his way through school and eventually earned a Ph.D in physics For my father, a college educationsymbolized a way to get ahead and provide a good standard of living for his family

Although my brother and father disagree on many things, they manage to get along very well Both of them areopen-minded and can appreciate each other's differences Though they are different in many ways, they share a fewinterests, such as fishing and working on cars They also enjoy lively discussions on topics about which theydisagree It is probably a good thing that all people are not born exactly like their parents If everybody were alike,the world would be a very boring place

1 The author’s brother majors in ………

2 The author’s father hold a ………

A bachelor’s degree B doctorate C master’s degree D diploma

3 How old is the author’s brother now?

4 The word “diametrically” in paragraph 1 mean:

5 What’s the attitude of the author while writing the text?

Keys: 1.D 2.B 3.B 4.A 5.C

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- Ask Ss to discuss the

situations in the pictures and

say what conflicts each one

may lead to

- Collect answers and lead to

the lesson

PRESENTATION:

1 Read about these

situations facing teenagers.

Match them with the

problems a, b, or c in the

box below.

- Ask Ss to read about three

situations facing teenagers,

and then match them with the

- Ask Ss to further discuss if

they have ever experienced

these situations, and how

they felt They may give

advice or express their

opinions

2 Here are some of the

things teenagers and their

parents complain about.

Tick the complaints that

you hear in your family.

Add more if you can.

- Ask Ss to read the list of

things teenagers and their

parents complain about

- Have them tick the

complaints that they hear in

their families

- Encourage Ss to add some

more complaints if they can

- Help Ss with any new

language they may need to

express their ideas

PRODUCTION:

3 Work in pairs Tell your

partner what you or your

brothers/ sisters and your

parents complain about.

Give advice on how to solve

the problem.

- Ask Ss to work in pairs and

-Discuss in groups

Example: Parents may

not like when their teenage children go out with their friends late

-Read the list of thingsteenagers and theirparents complain about-Tick the complaintsthat they hear in theirfamilies

-Add some morecomplaints

2 Here are some of the things teenagers and their parents complain about Tick the complaints that you hear in your family Add more if you can.

Example:

1/ My children … a/ dress badly and have ugly hairstyles b/ watch TV too much

c/ don’t help with housework

… 2/ My parents … a/ don’t like my friends b/ always tell me what to do c/ don’t respect my privacy

+ My parents are always + V-ing

+ Mv parents believe that

* Giving opinions and advice

+ I think you should / ought to

+ I don't think you should / ought to + In my opinion, you should / ought to + If I were you I would / wouldn't + You’d better …

+ You shouldn't / ought not to

+ Why don’t you …?

3 Work in pairs Tell your partner what you or your brothers/ sisters and your parents complain about Give

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take turns to tell their partner

what they or their siblings

and their parents often

complain about, and then

practise giving advice on

how to solve the problem

- Encourage Ss to use the

structures listed in Helpful

expressions.

- Walk around and help Ss, if

necessary

- Ask some pairs to role-play

their conversation

- Elicit feedbacks on their

performance

CONSOLIDATION:

- Ask Ss: “What have you

learnt today?”

-Use structures liSs to practice effectively

-Play roles -Feedback and take notes

-Answer

advice on how to solve the problem Example:

A: What kind of conflicts do you get into with your parents?

B: Well, I don’t like the way my mum keeps telling me what to do all the time What should I do?

A: I think you should talk to her and explain how you feel You should also show her that you are responsible and mature.

B: Thanks, I’ll try How about you and your parents?

A: My dad is always comparing me with Lan, the girl living next door He says that Lan is more studious than me, and helps her parents with the household chores.

B: Perhaps you should make friends with Lan if your parents like her

4 Homework: (4’)

- Ask the Ss to:

+ Practice talking about their happiness in sharing household chores with your family members

+ Do an exercise: Put the options A, B, C, D or E in the suitable blanks.

A You’d better B Why don’t you C That’s a good idea

D If you were me E you should talk to

Jane: Well, can you tell me what kind of conflicts you often get into with your mother and your father?

Jack: To be honest, I hate being kept telling what to do all the time (1) _, what would you do? Jane: In my opinion, (2) _ your mother and explain how you feel (3) _ show

her that you are now much more mature and responsible

Jane: _ I’ll try How about you and your parents?

Jack: Actually, my dad always compares me with my sister He says that she’s more intelligent and

hard-working than me That makes me crazy!

Jane: (5) tell him that nobody is the same and everyone has his/her own strengths and weaknesses? Keys: 1D 2 E 3 A 4 C 5.B

+ Prepare the next lesson: Listening

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Date of Preparation: 29th August 2017 Date of Teaching: 6th September 2017

UNIT 1: THE GENERATION GAP (LISTENING)

+ Language content: To help Ss listen for specific information in a conversation between two teenagers about conflicts with their parents

- practice and develop the skill of listening

- focus on some tips for listening for specific information

- communicate in English about the topic of the generation gap

+ Educational aim: To educate Ss to do the right things in their hobbies

1 Language:

a Vocabulary: forbid, flashy, elegant, concentrate, …

b Structures: the present simple

3 Educational factor: To educate Ss to make their parents be pleased and feel safe about them

5 Previous exercises: Conversation completion

Put the options A, B, C, D or E in the suitable blanks (10pts)

A You’d better B Why don’t you C That’s a good idea

D If you were me E you should talk to

Jane: Well, can you tell me what kind of conflicts you often get into with your mother and your father?

Jack: To be honest, I hate being kept telling what to do all the time (1) _, what would you do? Jane: In my opinion, (2) _ your mother and explain how you feel (3) _ show

her that you are now much more mature and responsible

Jane: _ I’ll try How about you and your parents?

Jack: Actually, my dad always compares me with my sister He says that she’s more intelligent and

hard-working than me That makes me crazy!

Jane: (5) tell him that nobody is the same and everyone has his/her own strengths and weaknesses? Keys: 1D 2 E 3 A 4 C 5.B

- Ask Ss to look at the photos of the two

teenagers, and think about what

problems they may have

- Tell Ss that this activity focuses on

listening for general ideas

- Tell them to focus on hobbies (Photo a)

and fashion (Photo b) and elicit Ss'

opinions

- Have Ss talk about what the parents of

these teenagers might complain about

PRESENTATION:

1 You are going to listen to Tom and

-Look at the photosand think aboutwhat problems theymay have

-Listen to theinstructions

-Give answers

UNIT 1: THE GENERATION

GAP

Lesson 5: LISTENING

Trang 18

Linda discussing their conflicts with

their parents What do you think they

will mention?

- Tell Ss that they are going to listen to

two teenagers, Tom and Linda,

discussing their conflicts with their

parents

- Ask Ss to circle what they think the

speakers will mention in their

conversation

2 Match the words in the box with the

appropriate definitions.

- Tell Ss to match the words with their

definitions These words will be heard in

the conversation

- Have Ss compare their answers

- Check their answers

- Pre-teach additional words

3 Listen to the conversation Decide if

the following sentences are true or

false.

the conversation between Tom and Linda

and decide whether the statements are

True (T) or False (F)

- Have Ss make guesses first Encourage

all possible answers and explanations

Write their guesses on the board so they

can see if the guesses are correct later

- Play the recording for Ss to listen

- Check Ss' answers If many students

have the same incorrect answers, play

the recording again, pausing at the places

where Ss might have got the incorrect

answers and discuss the problems

4 Listen to the conversation again and

chose the best answer A, B, or C.

the conversation again, and do a

multiple choice exercise

- Remind Ss to try to ignore any

distracters that may appear in the

recording, and listen for specific

- 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

- Invite some pairs to practise in front of

-Guess what theythink the speakerswill mention intheir conversation

-Compare answers-Give answers-Listen and takenotes

- Listen to theinstructions

-Guess answers

-Listen to therecording

-Give answers

- Listen to theinstructions

-Listen carefully

-Work in pairschecking

-Give answers andcheck

-Work in pairs

-Practise

New words:

+ skinny (adj)+ top (n)+ stare at (v)+ balance (v)+ tight (adj)+ flashy (adj)+ elegant (adj)+ forbid (v)

2 Match the words in the box with the appropriate definitions Key: 1.d 2.a 3.b 4.c

3 Listen to the conversation Decide if the following sentences are true or false.

Key: 1 F 2 F 3.T 4.T

5.T

4 Listen to the conversation again and chose the best answer A, B, or C.

Key: 1.C 2.A 3.B 4.C5.B

5 Work in pairs Ask and answer the following 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 viewpoints?

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(1’)

the class

CONSOLIDATION:

- Ask Ss: “What have you learnt today?” -Give answers

- Ask the Ss to:

+ Learn the new words and the lesson contents

+ Prepare the next lesson: WRITING

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Date of Preparation: 29th August 2017 Date of Teaching: 6th September 2017

UNIT 1: THE GENERATION GAP (WRITING)

+ Language content: Help Ss write a letter about family rules to a teenager staying at a homstay family + Language function: By the end of the lesson, students will be able to:

- practice and develop the skill of writing

- use the vocabularies which have been learnt in previous lessons for their piece of writing

- use grammar structures to write about family rules

+ Educational aim: Enable Ss to be aware of their family rules

1 Language:

a Vocabulary: swear, split on the floor, forbid, respect the elderly, take one’s study seriously, have good table manners

b Structures: the present simple, to-infinitives

3 Educational factor: Educate Ss to respect and follow their family rules

5 Previous exercises: No exercises

Complete sentences, using the correct form of verbs in brackets: (10pts)

1.I am not allowed (use) the family motorbike

2.My parents do not let me (stay) out at night

3.They want me (finish) my homework before going out with friends

4.They make me (keep) my room tidy

Keys:

1.to use 2 stay 3 to finish 4 make

- Ask Ss to read the 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

1 The following are some

family rules Complete

- read the differentfamily rules in thesection

Suggested answers:

1 My parents don't let me stay out late

at the weekend

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them, using the phrases

below Add a few more if

you can.

- Tell Ss that this activity

focuses on the language they

need to write about family

rules

+ 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

- Elicit feedbacks and correct

Ss’ sentences

2 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 space

provided.

- Tell Ss that this activity

focuses on giving reasons or

explanations

+ Ask Ss to choose the three

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 that they

know what they are expected

to do

Example:

The most important rule in

my family is that we should

visit our grandparents at

least once a week We live

about 10 km away, and my

parents want us to have a

closer relationship with our

grandparents by visiting

them regularly and making

sure that they are not lonely

+ Help Ss to express their

ideas, if necessary

- Ask Ss to compare the

result with their partners

- Invite some Ss to write their

answers on the board

- Correct and give feedback

PRODUCTION:

3 An English teenager is

going to stay with your

- listen to the teacher

- read the familyrules

- complete thesentences about theirfamily rules

- read and analyzethe example

- take notes ifnecessary

- compare theirresult

- write their answers

on the board

- take notes

2 They make me keep my room tidy.

3 They tell me to take my studies

2 Another important rule in my family isthat we need to help around with thehousework and other home duties We thinksharing housework helps us becomeresponsible and more mature Moreimportantly, its helps create a positiveatmosphere in the family and brings thefamily members closer

3 The third important rule in my family isthat we mustn’t invite friends to stayovernight This is not only for our familyrule, but also the rule for all people who live

in the building

3 An English teenager is going to stay with your family for two months on a cultural homestay programme Complete

a letter to inform him/ her of the rules in tour family Write between 160-180 words, using the suggested ideas in the list above.

Suggested answer:

Pham Ngoc Thach, Dong Da,

Ha Noi, Viet Nam February, 10th, 20

Dear Lauren,I'm very happy to know that you’ll bestaying with my family for two months Welive in a tour-bedroom flat on the 15th floor.You will have your own bedroom for yourstay here

You asked me about our family rules Thereare three important ones that we mustfollow

One important rule in my family is thatevery member of the family has to keep his

Trang 22

letter to inform him/ her of

the rules in tour family.

Write between 160-180

words, using the suggested

ideas in the list above

- Ask Ss to complete a letter

about family rules

+ Explain that they can use

the ideas provided previously

to write the letter

+ Have Ss exchange their

letters for peer checking

Walk around and help Ss, if

- listen to theteacher’s guidance

Another important rule is that my brotherand I must be home before 10 p.m Myparents are very strict and believe thatsetting a curfew will help us becomeresponsible, and stay safe and healthy, The third important rule is that we mustn'tinvite friends to stay overnight This is notonly our family rule, but also the rule for allpeople living in the building

If you have any questions, please let meknow, We will try our best to make you feelcomfortable during your stay with use

I hope you will enjoy your time in VietNam

Looking forward to meeting you

Best wishes,

Ha

- Ask the Ss to:

+ Learn the new words and phrases

+ Write a paragraph about your family rules, starting with the following sentence:

Every family has its own rules Mine has a few, too First, ………

+ Prepare the next lesson: Communication and culture

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Date of Preparation: 4th September 2017 Date of Teaching: 9th September 2017

UNIT 1: THE GENERATION GAP (COMUNICATION AND CULTURE)

- To talk about kinds of family and their advantages and disadvantages

- To introduce about the return of the extended families in the UK and the USA

- talk about their kind of family

- get understanding about the current family trend in certain countries in the world

+ Educational aim: To help the Ss understand cultural values of family in different countries

1 Language:

a Vocabulary: multi-generational household, live under the same roof, economic factor, trend, part-time job, low-paid job, face, frustrating, outweigh, interact

b Structures: the present tenses

3 Educational factor: To educate Ss about the current family trend in certain countries in the world

5 Previous exercises: a paragraph about family rules

Write a paragraph about your family rules (10pts) (Checks sts’ notebooks)

1.What do your family let you do in your family?

2.What mustn’t you do?

3.What mustn’t all members in your family do?

4.Why have you do these things?

1 Work in groups Practise

asking the following

questions and take notes of

their answers.

- Tell Ss that: “This activity

aims at giving you further

speaking practice related to

the unit topic.”

+ Ask Ss to work in groups to

practise asking and answering

the questions

+ Have Ss take notes of their

partners' answers, and help them

to express their ideas if

necessary

2 Report your group’s

opinions to the class.

- Ask each group to choose one

-listen

- work in groups

-take notes of theirpartners’ answersand be ready fortheir further report

- report the groups’

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?

Suggested keys:

+ Living in an extended family:

* Advantages: have more support fromother family members,

* Disadvantages: there are a lot of conflictsbetween different generations,…

Trang 24

(1’)

person to report the groups’

opinions to the class

- Ask other Ss to listen and ask

questions about the report

II CULTURE:

1 Read the following text

about the coming back of the

extended families and answer

the questions.

- Introduce the topic and ask Ss

to think of any reasons for this

phenomenon 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

+ Encourage Ss to compare

their guesses with the reasons

provided in the text

+ Have Ss answer the questions,

and compare their answers

+ Check answers as a class

2 Discuss with a partner

about the current family

trend in Viet Nam.

- Tell Ss that this activity aims

at providing opportunities for

discussions of the current family

trend in Viet Nam

+ Encourage Ss to say what they

know about the issue, and

discuss any possible reasons for

the current friend

+ Ask Ss to work in pairs to

discuss the questions

+ Ask some pairs to report the

results of their discussion

-make comparisons

-give answers-give comments

-listen

-say what theyknow about theissue

-work in pairsdiscussing

-report the results

of their discussion

II CULTURE:

1 Read the following text about the coming back of the extended families and answer the questions.

(The return of the extended families In the UK and the USA)

VOCABUARY:

+ multi-generational household (n.ph)+ live under the same roof (v.ph)+ economic factor (n.ph)

+ part-time job (n.ph) + low-paid job (n.ph)+ face (v)

+ frustrating (adj)+ outweigh (v)

Keys:

1 The number of multi-generationalhouseholds with three or fourgenerations living under the same roof

2 Unemployment, part-time work andlow- paid jobs have become morecommon The cost of housing hasbecome higher The pressures ofchildcare and elderly ca re have becomeheavier

3 The disadvantages are the lack ofspace, Independence and privacy, andthe daily conflicts

4 They can develop relationships withadults other than their parents

5 Old people can become more activewhen interacting with the youngergenerations

2 Discuss with a partner about the current family trend in Viet Nam.

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 in extended families?

- Guide Ss to prepare for the next lesson: Looking back & Project

+ Work in groups of 7 students

+ Interview 15 teenagers, aged 15 – 17, who live in your area and take notes their answers

+ Report your group’s findings to the whole class

Suggested questions:

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?

………

Trang 25

UNIT 1: THE GENERATION GAP (LOOKING BACK AND POJECT)

+ Language content: To help Ss revise all the knowledge of the unit.

- identify and pronounce stressed and unstressed words in a sentence

- use and form compound nouns

- use modal verbs to express obligation, opinions and advice

- talk about common conflicts between parents and their teenage children

+ Educational aim: To enable Ss to understand the reasons for conflicts between children and parents and deal

with them

1 Language:

a Vocabulary: words and phrases related to previous lessons

3 Educational factor: Make students responsible using the knowledge they have learnt flexibly

5 Previous exercises: Making a report

2 Checking up the previous knowledge: (Checking during the lesson)

- Ask Ss to recall what they have

learnt in this unit

- Have them point out the language

items

PRONUNCIATION:

1 Identify the stressed words and put

a stress mark (‘) before their stressed

syllables in the following statements.

Listen and check your answers.

- Tell Ss that this activity aims at

revising strong and weak forms of

words in connected speech

- Ask Ss to identify the stressed words

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

2 Identify the stressed words and

put a stress mark (‘) before their

stressed syllables Listen and check

-recall the knowledgethey have learnt

-listen to the teacher

-identify the stressedwords

-listen to the recording-read the sentencesaloud

UNIT 1: THE GENERATION

in the following statements Listen and check your answers.

Keys:

1 'Tim and his 'parents 'often'argue about what 'time heshould 'come 'home

2 'Money is a 'source of 'conflictfor 'many 'family

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 'oftencom'plain that she 'doesn't 'help

Trang 26

your answers

- Tell Ss that this activity focuses on

the stressed words in short exchanges

- Ask Ss to identify the stressed words

and put the stressed mark before the

stressed syllables

- Have them compare their answers

with a partner, and then listen and

check

- Ask Ss to practise reading the

exchanges in pairs

VOCABULARY:

1 Fill the gaps with the words/

phrases from the box.

- Have students read the instructions

and do this activity individually

- Ask students to compare their answers

in pairs

- Check the answers as a class

2 Can you find other compound

nouns with the word family? Use a

dictionary, if necessary.

- Ask students to make compound

nouns with the word family, and

dictionary skills

- Ask students to make compound

nouns with family

- Call on some students to give

answers

- Give feedback and correction

GRAMMAR:

1 Complete the following sentences

with should or ought to in either

positive or negative form.

- Tell Ss that this activity aims at

revising should / shouldn’t and ought

to/ oughtn't to for giving opinions and

advice

- Ask Ss to complete the sentences with

should, shouldn’t, ought to or oughtn’t

to.

- 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

2 Complete the following sentences

with must/ mustn’t or have to/ has to

or don’t have to/ doesn’t have to.

- Tell Ss that this activity aims at

revising the use of have to and must

expressing obligation

- Ask Ss to complete the sentences with

-listen to the teacher-identify the stressedwords

'clean the 'house

2 Identify the stressed words and put a stress mark (‘) before their stressed syllables Listen and check your answers.

Keys:

1 A: At 'what 'age were you a'1lowed to 'stay at 'home a'lone?B: I 'don't re'member e'xactly I'think it was when I was 'nine or'ten

2 A: These 'jeans 'look 'really'cool Would you 'like to 'trythem 'on?

B: No, I 'don't 'like them Ỉ 'like'those over 'there

3 A: Do you 'think 'life is 'safer

sentences with should or ought

to in either positive or negative

form.

Keys:

1 Ought 2 Shouldn't,ought

3 Shouldn’t 4 oughtn’t, should

sentences with must/ mustn’t or

have to/ has to or don’t have to/ doesn’t have to.

Keys:

l have to, has to 2 mustn’t

Trang 27

must / mustn’t or have to/ has to and

don’t have to/ doesn’t have to.

- Have Ss do the task individually first,

and then compare their answers

- Ask Ss to formulate the rules for using

must/ mustn't or have to/ has to and

don't have to/ doesn't have to.

PROJECT:

The class is divided into groups of 6

to 8 Your group will interview 15

teenagers, aged 15-17, who live in

your area, and take notes of their

answers Report your group’s

findings to the whole class.

- Tell Ss that this project aims at

providing additional speaking practice

and helps Ss to consolidate the

language they have learnt throughout

the unit

- 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

- Ask Ss to report their group’s finding

to the whole class

- Encourage Ss to ask additional

questions related to the report

sentences individually

-compare answers inpairs

-check answers-formulate the rulesfor using the modals

-sit in groups of 6 to 8

-report their group’sfinding to the class-ask additionalquestions related tothe report

3 must 4 don’t have to

PROJECT:

The class is divided into groups of 6 to 8 Your group will interview 15 teenagers, aged 15-17, who live in your area, and take notes of their answers Report your group’s findings to the whole class.

1 Are there any problems inyour family?

- What are they about?

- Where do they come from?

- How do you deal with them? /How do your parents deal withthem?

2 What would you like tochange about yourself so thatyou can deal with the conflictsbetter?

3 Do you think your parentsshould change their attitudes andrules? Why? Why not?

- Ask the Ss to:

+ Review all the vocabulary and grammar point of the whole unit.

+ Do an extra exercise: Complete each sentence with either positive or negative form of modals (10pts)

1 You wear too casual for work

2 I am going to New York next month, so I buy a guidebook

3 Students who come to the class late clean the floor That’s the rule in my class

4 You smoke inside but you can smoke outside

5 I don’t think you _ to do your sister’s assignment She should do it herself

6 I can do volunteer work on Sunday because I go to school on that day

7 First off all, we try to walk or cycle if we can, rather than using our cars

8 You do that again It’s not good for all of you

9 She always keep an eye on her children

10 I hope that I will work late at night

Keys: 1.shouldn’t 2.will have to 3 have to 4.mustn’t 5.ought 6.don’t have to 7.should 8.shouldn’t

9.should 10.not have to

+ Prepare the next lesson: Unit 2 (Getting started)

Trang 28

UNIT 2: RELATIONSHIPS (GETTING STARTED)

- To introduce some words and phrases relating to relationships

- To help Ss get to know the topic of the unit

- use the lexical items related to the topic "relationships"

- know more about the vocabulary and structures to talk about relationships

+ Educational aim: To enable Ss to get ready for all the lessons about relationships

1 Language:

a Vocabulary: get involved in, sympathetic, romantic relationship, single-sex, opposite-sex, caring

b Structures: linking verbs, cleft sentences

3 Educational factor: To educate Ss to be aware of relationships in one’s life

2 Techniques / Activities: pair-wok, explanation, Role- play

3 Materials needed: textbooks, references, Video clip, pictures, CD, projector, and chalk

5 Previous exercises: Modal verbs

Complete each sentence with either positive or negative form of modals (10pts)

1 You wear too casual for work

2 I am going to New York next month, so I buy a guidebook

3 Students who come to the class late clean the floor That’s the rule in my class

4 You smoke inside but you can smoke outside

5 I don’t think you _ to do your sister’s assignment She should do it herself

6 I can do volunteer work on Sunday because I go to school on that day

7 First off all, we try to walk or cycle if we can, rather than using our cars

8 You do that again It’s not good for all of you

9 She always keep an eye on her children

10 I hope that I will work late at night

Keys: 1.shouldn’t 2.will have to 3 have to 4.mustn’t 5.ought 6.don’t have to 7.should 8.shouldn’t

9.should 10.not have to

- Ask Ss to look at the picture and

guess what the two people's

relationship is and what they are

talking or thinking about

- Explain and leads to the new

lesson

PRESENTATION:

-look at the picture andguess what the twopeople's relationship

Suggested answers:

- They are grandmother and granddaughter.

- The grandmother is telling her granddaughter to focus

on schoolwork, white the girl is thinking about romantic relationships

UNIT 2: RELATIONSHIPS

Lesson 1: GETTING STATED

Trang 29

(2’)

- Elicit vocabulary using

explanations and examples

- Let pupils repeat the new words

in chorus, then individually

- Check Ss’ vocabulary using the

technique Rub out and

Remember

1 Listen and read:

- Tell Ss that they are going to

listen to a conversation between a

student and her grandmother

- Play the recording S’s listen

and read the conversation silently

2 Decide whether the following

statements are true (T), false

3 Read the conversation again

and find the verbs that come

before the words below Write

them in the space provided

- Have S’s work in pairs

- Ask them to read the

conversation again, and find the

verbs that come before the words

in the list

PRODUCTION:

Discussion "Do you think there

is a friendship between boys and

girls? Why or why not? "

- Explain the requirement of the

task then ask them to work

individually to think about the

question

- Let them work in groups to

discuss the question

- Call some to report to the class

-listen to the teacher’sintroduction

- listen to the tape at thesame time they read thetext

- Read the statementsand do the task

- report their answers andthen listen

- work in pairs

- read the conversationagain, and find the verbsthat come before the words

+ single-sex (adj)+ opposite-sex (adj)+ caring (adj)+ sympathetic (adj)+ concentrate on sth (v.ph)

2 Decide whether the following statements are true (T), false (F)

or not given (NG).

Answer keys:

1 T (‘oh, one of my classmates')

2 F (Mai tells her grandmother they’re just friends and Nam is not her boyfriend.)

3 T (' there’s no real friendship between a boy and

3 Read the conversation again and find the verbs that come before the words below Write them in the space provided.

- Ask the Ss to:

+ Learn the new words

+ Do an exercise: Complete the sentences with the suitable words or phrases in the box.

opposite-sex sympathetic romantic relationships friendship

1 Teenagers’ _ may last only a few weeks or a few months

2 I attended single-sex schools, so I didn’t have _ classmates

3 Unselfishness, constancy, sympathy, loyalty, and mutual trust are qualities for true _

4 To maintain a lifelong friendship, you should be _ and care about your friends’ feelings

Keys: 1.romantic relationships 2.opposite-sex 3.friendship 4.sympathetic

+ Prepare the next lesson: LANGUAGE

Trang 30

Trang 31

UNIT 2: RELATIONSHIPS (LANGUAGE)

- To introduce to Ss words and phrases related to relationships

- To help Ss learn about contracted forms

- To help Ss learn about linking verbs and cleft sentences

- use lexical items related to the topic "friendships "

- understand the ways to pronounce contracted forms

- understand the uses of linking verbs and cleft sentences

+ Educational aim: To teach Ss more words/ phrases related to relationships and the grammatical points of

linking verbs and cleft sentences

1 Language:

a Vocabulary: lend an ear, break up (with someone), be reconciled (with so) have got a date, have an

argument / arguments

b Structures: linking verbs, cleft sentences

3 Educational factor: To educate Ss to recognize and pronounce contracted forms and use linking verbs to

describe the subject of the verbs and cleft sentences for emphasis

3 Materials needed: textbooks, pictures, flashcards, colored chalk, projector

5 Previous exercises: Exercises on vocabulary

Complete the sentences with the suitable words or phrases in the box (10pts)

opposite-sex sympathetic romantic relationships friendship

1 Teenagers’ _ may last only a few weeks or a few months

2 I attended single-sex schools, so I didn’t have _ classmates

3 Unselfishness, constancy, sympathy, loyalty, and mutual trust are qualities for true _

4 To maintain a lifelong friendship, you should be _ and care about your friends’ feelings

Keys: 1.romantic relationships 2.opposite-sex 3.friendship 4.sympathetice

- Write the contracted

forms, ask them to

pronounce

- Introduce the lesson then

lead them into

VOCABULARY:

1 Write the words and

phrases given in the box

next to their meanings

- Ask Ss to work groups to

discuss and match the

phrases with its definition

- Go round to help

- look at andpronounce

- work groups todiscuss and matchthe phrases with itsdefinition

Trang 32

- Ask some to give the

answer then give them the

correct answers

2 Complete the

sentences with the words

or phrases in 1

- Ask Ss to pay attention

to the context in which the

words or phrases in 1 can

be used when using a verb

or a noun

- Go around helping

- Ask some students to

give the answers

- Give feedbacks

PRONUNCIATION:

1 Find the contracted

conversation and write

their full forms in the

space below

- Ask Ss to find the

shortened forms of verbs

and negative words ('not')

and write their full forms

in the space provided

2 Listen and underline

what you hear - the

contraction or the full

form

- Ask Ss to listen and

underline the contraction

or the full forms in the

exchanges

- Explain some of the

rules for contracted forms

3 Listen and repeat the

exchanges in 2

- Play the recording for Ss

to repeat chorally and

individually

GRAMMAR:

A Linking verbs

1 Choose the verbs in

the box to complete the

sentences Make changes

to the verb forms of

necessary

- Explain to Ss that

linking verbs are used to

describe or identify the

subjects of the verbs

- write their fullforms in the spaceprovided

- listen and underlinethe contraction or thefull forms in theexchanges

- retell the uses inVietnamese

a Noun / pronoun, etc + verbs

- The short form 's (= is/has) can be used after nouns, pronouns, question words, here and there The short forms 'd (= had/would), 'II and 're are usually used after pronouns, some question words, short nouns, and there.

- Full forms are used at the end of a clause (e.g Yes, he is.) or when the speaker wants to emphasize some information, hence the primary stress on the full form (e.g He HAS done It, not WILL do it),

b Verbs + not

- There are two possible contractions for negative expressions, e.g She's not /She isn’t

- Negative contractions can be used at the end

of a clause, e.g No, they haven’t

1 Find the contracted forms in the conversation and write their full forms in the space below

Answer keys:

shouldn't - should not you're - you are we're - we are there's - there is don’t - do not you'll -you will Didn’t- Did not I’m - I am

2 Listen and underline what you hear - the contraction or the full form

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(2’)

suitable verb for each

sentence from the box,

- Ask them to use the

correct form of the verb to

complete the sentence

- Explain more if

necessary

2 Underline the correct

word to complete the

sentences

- Ask Ss to read the

sentences carefully and

identify the linking verbs

- Explain to them that

some verbs (appear, look,

taste, smell, sound, and

feel) can refer to an action

(= action verbs) and be

followed by an adverb

B Cleft sentences with

It is/ was that …

1 Rewrite each sentence

to emphasize the

underlined part

- Explain to Ss that cleft

structures are used to

emphasize a particular

part of a sentence

- Ask Ss to put the

underlined part (= the

focus) in each sentence

after It is/was

- Check the answers as a

class

2 Write the answers to

the questions Use the

words or phrases in

brackets as the focus

- Ask Ss to write the

answers to the questions,

using the words or

phrases in brackets as the

focus

- Have Ss practise asking

and answering the

questions in pairs

- Tell them not to

emphasize any of the

words in the questions

- Encourage them to stress

the words in focus in the

Key:

1 sound 2 grow/ get 3 stay

4 getting 5 seem 6 look / seem

2 Underline the correct word to complete the sentences.

It is/ was … that…

- In cleft sentences, 'that' is commonly used after the focus When the focus in on a person, 'who' can be used in a more formal style.

- It is is used when the main verb is in the present tense, and /it was is used when the main verb is in the past tense,

- When the focus/ emphasis subject is a pronoun (I, you, ), there are two possibilities for formal and informal styles.

Examples:

- Formal: It is I who am responsible.

It is you who are responsible.

- Informal: It's me that is responsible.

It's you that is responsible.

1 Rewrite each sentence to emphasize the underlined part

Answer keys:

1 It was her sad story that made me cry.

2 It is you who are to blame for the damage / It's you that is 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 really speak to when you have problems.

5 it's his dishonesty that I dislike the most.

6 It's Jinn that/who Lana is in a relationship with.

7 It was at the age of 20 that he became successful as a famous writer.

8 It was In a nice coffee shop that they had their first date.

2 Write the answers to the questions Use the words or phrases in brackets as the focus

4 No It's a lawyer that I want to become.

5 No It's his brother that / who earns 10.000

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dollars a month.

6 No It's Ha that / who is in love with Phong.

7 No It's my friend that / who can speak three languages fluently.

8 No It's at 8 a.m (tomorrow) that we have a meeting.

- Ask the Ss to:

+ prepare the next lesson: READING

+ use the use of simple present and present continuous tense to talk about their daily routine

+ do extra exercises:

A Choose the correct answer.

1 His face looks funny He (tastes/ is tasting) something in the kitchen now

2 The ice (tastes/ is tasting) of mint.

3 The campers remained (calm/ calmly) despite the thunderstorm.

4 Your chocolate cake tastes (delicious/ deliciously).

5 The doctor felt the leg (careful/ carefully) to see if there were any broken bones.

6 The chef tasted the meat (cautious/ cautiously) before presenting it o the king.

7 Mike felt (ecstatic/ ecstatically) after passing his law school exam

8 The lady (is smelling/ smells) the flowers (gingerly/ginger).

9 Professor Ingells looked at the exams (happy/ happily).

10 Joe (does not look/ isn’t looking) (happy/ happily) today.

B Rewrite sentences, using the cleft sentences.

1 All the students are given lessons on how to use the library.

A 1.is tasting 2.tastes 3.calm 4.delicious 5.carefully 6.cautiously 7.ecstatic 8.is smelling/

gingerly 9.happily 10.does not look/ happy

B 1 It is all the students that are given lessons on how to use the library.

2 It was my husband who you spoke on the phone.

3 What they really like is smoked salmon

4 What we really need is to get new batteries for this remote control.

5 That she was absent made me surprised.

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UNIT 2: RELATIONSHIPS (READING)

+ Language content: To help Ss read about teenage relationship problems

- develop the skill of reading (reading for general idea and specific information)

- know more vocabulary about the topic of relationships

- use the language and ideas in the lesson for communication

+ Educational aim: To help Ss understand the teenage relationship problems

1 Language:

a Vocabulary: counselor, on good terms with, make jokes, take an initiative, engage in, drop out of

b Structures: the simple present

3 Educational factor: To enable Ss to understand a text about teenage relationship problems in an advice

column and know where people could seek advice when they have problems

5 Previous exercises: linking verbs and cleft sentences

A Choose the correct answer.

1 His face looks funny He (tastes/ is tasting) something in the kitchen now

2 The ice (tastes/ is tasting) of mint.

3 The campers remained (calm/ calmly) despite the thunderstorm.

4 Your chocolate cake tastes (delicious/ deliciously).

5 The doctor felt the leg (careful/ carefully) to see if there were any broken bones.

6 The chef tasted the meat (cautious/ cautiously) before presenting it o the king.

7 Mike felt (ecstatic/ ecstatically) after passing his law school exam

8 The lady (is smelling/ smells) the flowers (gingerly/ginger).

9 Professor Ingells looked at the exams (happy/ happily).

10 Joe (does not look/ isn’t looking) (happy/ happily) today.

B Rewrite sentences, using the cleft sentences.

1 All the students are given lessons on how to use the library.

2 You spoke to my husband on the phone.

3 They really like smoked salmon.

A 1.is tasting 2.tastes 3.calm 4.delicious 5.carefully 6.cautiously 7.ecstatic 8.is smelling/

gingerly 9.happily 10.does not look/ happy

B 1 It is all the students that are given lessons on how to use the library.

2 It was my husband who you spoke on the phone.

3 What they really like is smoked salmon

4 What we really need is to get new batteries for this remote control.

5 That she was absent made me surprised.

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1 Discuss with a partner.

- Inform the class of the lesson

objectives: skimming and scanning

a text for main ideas and specific

information

- Ask Ss to look at the people in the

three pictures, paying attention to

their body language

- Have Ss work in pairs and guess

what is happening to these people

or how they are feeling

- Lead into the new lesson

PRESENTATION:

Vocabulary:

- Let pupils repeat the new words

in chorus, then individually

- Check Ss’ vocabulary using the

technique Rub out and Remember

2 An advice column in a

newspaper offers help to readers

when they are in trouble Read

the column and match the

readers’ names with their

problems.

- Tell them that they are going to

read an advice column in a

newspaper including reader' advice

and a counselor's replies

“The part of a newspaper or

magazine in which a counselor

gives advice to the readers who

have sent letters about their

personal problems is usually

called an agony column In British

English, the person who gives

advice is called an agony aunt or

agony uncle.”

- Ask Ss to read the questions and

replies quickly and find the main

ideas

- Have Ss choose the best summary

of each reader’s problem

3 Find the words or expressions

in the text that have the

following meanings and write

them in the space below

- Have Ss read the five definitions

in Activity 3

- Ask them to find the words or

expressions in the text to match

these definitions

- listen

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

- choose the bestsummary of eachreader’s problem

- read the fivedefinitions

- find the words orexpressions in thetext to match these

Answers:

1 be on good terms with someone

2 take the initiative

3 trust

4 engage in (a conversation)

5 drop out (of school)

4 Read the text again and answer the following questions

Answer keys:

1 They are close friends.

2 Ha told Hoa about her depression and her intention to drop out of school.

3 Because Hoa promised to keep Ha's

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(7’)

(2’)

4 Read the text again and

answer the following questions

- Have Ss work in pairs and

practise asking and answering

questions

PRODUCTION:

5 If you were the counselor in

charge of the advice column,

what would you advise Ha and

Nam to do? Discuss with a

partner

- Have Ss discuss with a partner

- Ask them some guiding questions

before they start their discussion:

+ If you were Ha or Nam, would

you feel pleased with the

counselor's advice?

+ If you were the counselor, what

else would you tell them?

5 He thinks he is short and fat, and girls don't find him attractive.

6 Because Nam does not have a good relationship with the girls in his class.

7 The counselor advises Nam to focus on his studies, become an excellent student and learn how to start a friendly conversation with his classmates.

5 If you were the counselor in charge of the advice column, what would you advise Ha and Nam to do? Discuss with a partner.

- Ask the Ss to:

+ Learn by heart the new words and phrases

+ Prepare the next lesson (Speaking)

+ Do an exercise: Choose the word among A, B, C or D that best fits the blank space in the following

passage.

Online Dating

Dating people online has become an extremely popular custom that has developed as more and more peoplehave figured out the (1) _ of using the internet as a way of finding love People of all ages submit todating online, teens and grownups (2) _ searching for that special person by setting up accounts ononline dating sites and browsing through other people’s profiles On dating websites, singles are provided theopportunity of learning a few things about various potential partners, making their decision of contacting thembased on dating profile descriptions and photos

Out of the many countries where people practice online dating, the United Kingdom is perhaps the most keen

on online dating (3) most English people prefer to browse on the internet in order to find dates instead

of trying to meet other persons in bars, clubs, parks or at parties

Dating may vary across the globe, countries being known for peculiar and outrageous dating traditions, yet astime passes, people develop (4) _ dating customs, such as dating with the help of the internet Althoughthis form of dating is mostly practiced in the Western civilization, no one can tell for sure what other customswill emerge as the world changes, and whether strict dating will come against some people’s right of choosingwhatever partner they see (5) for themselves

Keys: 1.C 2.B 3.C 4.A 5.D

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Date of Preparation: 15th September 2017 Date of Teaching: 22nd September 2017

UNIT 2: RELATIONSHIPS (SPEAKING)

+ Language content: To help Ss talk about problems and asking for advice

- develop the skill of speaking: know how to express problems in relationship

- create their own situations, make conversations about teenage relationship problems

+ Educational aim: To educate Ss to know how to express problems in relationship

1 Language:

a Vocabulary: miss curfew, parents’ disapproval, judge, pierced noses, …

b Structures: structures for expressing complaints and giving opinions

2 Skills: Integrated skills Speaking, reading

3 Educational factor: To educate Ss to get on well in their relationships

5 Previous exercises: Reading comprehension

Choose the word among A, B, C or D that best fits the blank space in the following passage (10pts)

Online Dating

Dating people online has become an extremely popular custom that has developed as more and more peoplehave figured out the (1) _ of using the internet as a way of finding love People of all ages submit todating online, teens and grownups (2) _ searching for that special person by setting up accounts ononline dating sites and browsing through other people’s profiles On dating websites, singles are provided theopportunity of learning a few things about various potential partners, making their decision of contacting thembased on dating profile descriptions and photos

Out of the many countries where people practice online dating, the United Kingdom is perhaps the most keen

on online dating (3) most English people prefer to browse on the internet in order to find dates instead

of trying to meet other persons in bars, clubs, parks or at parties

Dating may vary across the globe, countries being known for peculiar and outrageous dating traditions, yet astime passes, people develop (4) _ dating customs, such as dating with the help of the internet Althoughthis form of dating is mostly practiced in the Western civilization, no one can tell for sure what other customswill emerge as the world changes, and whether strict dating will come against some people’s right of choosingwhatever partner they see (5) for themselves

- Inform the class of the

lesson objectives: talking

about personal problems;

asking for and giving advice

- listen to the teacher

UNIT 2: RELATIONSHIPS LESSON 4: SPEAKING

* Vocabulary:

+ tutor (n)

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(12’)

PRESENTATION:

* Vocabulary

- Let pupils repeat the new

words in chorus, then

individually

- Check Ss’ vocabulary using

the technique Rub out and

Remember

1 Choose sentences a-f to

complete the conversation

between two classmates

- Ask Ss to read the

conversation quickly to get

the main idea

- Ask Ss to read it again and

match the sentences (a-f)

with the gaps (1-5) in the

conversation

2 Answer the questions

- Have Ss identify the main

ideas in the conversation

- Ask them to answer the

4 Choose one topic Use the

ideas below to make a

similar conversation.

- Have Ss work in pairs,

choose one topic and make a

similar conversation

- Ask Ss to use the

expressions when talking

about problems, asking for

advice and giving advice:

+ What’s the problem?

+ What should you do?

+ I have an idea …

PRODUCTION:

5 Work with a partner.

Talk about a problem that

you have had at school or

at home

- Ask Ss to work in pairs or

groups

- Have them take turns

talking about the problems

that they have had at school

or at home (e.g conflicts or

misunderstandings between

them and their friends,

- listen and takenotes

- repeat new words

as required

- read out new words

conversation quickly

to get the main idea

- read it again andmatch the sentences(a-f) with the gaps(1-5) in theconversation

- identify the mainideas

- answer thequestions

- practise theconversation in pairs

- work in pairs,choose one topic andmake a similarconversation

- work in pairs or groups

- take turns talkingabout the problems

+ make fun of sb (v.ph)+ cheat (v)

2 Van advises Chi to ask their teacher to persuade Chi's parents.

3 Practice the conversation with a partner

Van: Hi, Chi, You look sad (1) What’s the

problem?

Chi: You know, Van, we were chosen to take

part in the English Public Speaking Contest in Da Nang next month…

Van: Yes Only two students from each class

were selected and we need to get our parents’ permission

Chi: (2) So did your parents give you

permission?

Van: Yes, they did They felt proud that I

was selected How about yours?

Chi: (3) My parents said no They said Da

Nang is too far away, and I'll miss the TOEFL test already arranged for next month But I really want to go.

Van: I understand It's the chance of a

lifetime … (4) But I have an idea You can take the test another time Did you tell your parents about that?

Chi: I did The real problem is that I've

never been away from home, and they are worried (5) What should I do?

Van: Let's talk to our teacher I think she

can persuade your parents.

Chi: Good idea (6) Thanks for your

advice.

4 Choose one topic Use the ideas below

to make a similar conversation.

Linda’s problem:

- Her best friend, Carol, cheated in the exams, and Linda didn’t know how to stop her from cheating.

Linda’s father’s advice:

- find out the reasons

- help Carol to revise the lessons and prepare for the exams

John’s problems:

- His classmates made fun of him because

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siblings, parents, or

teachers), and what they did

to deal with the problems

of his poor grades.

His best friend’s advice:

- try to study harder, complete all homework

- ask the teachers for help when having a problem

- find a tutor

5 Work with a partner Talk about a problem that you have had at school or at home

Guiding questions:

1 What was the problem?

2 How did you deal with it?

3 Who did you ask for help?

4 What advice did they give you?

- Ask the Ss to:

+ Practice talking about their happiness in sharing household chores with your family members

+ Do an exercise: Laura is talking about her brother's first date Choose the sentences (a-e) to complete the conversation Then practise it with a partner.

Ha: You look excited, Laura What's up?

a I introduced him to Anna, my best friend's sister But I have a problem now.

b You're right I should have thought of that Thanks.

c No I think they have many things in common But my brother wants to buy a small gift for Anna, and I

don't know what she might like

d Well, my brother's going out on his first date this weekend.

e It was me that introduced him to his date.

Keys: 1.d 2.e 3.a 4.c 5.b

+ Prepare the next lesson: LISTENING

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