GIAO AN TIENG ANH 11 THI DIEM KI 1

Ways to organize the activity: - Pair work - Ask them to work in pairs to answer the questions.. Ways to organize the activity: - Individual work Ss work in groups, look at the picture a

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Period 01

Date of planning: 07/09/2021 THE PROGRAMS OF ENGLISH 11 INTRODUCING

I AIMS OF THE LESSON 105

1 Language focus

Sts will be able to:

- have an overview of all the important points in English 11

- recall the position of parts of speech in context

- state keywords for each correct answer to MCQs

2 Skills

- Doing a test properly

- Scan a passage for specific information

3 Attitudes

- Learn English seriously for not only exams but also daily communication

- Build up eagerness and readiness to learn English

- Communicative and practical methods

2 Ways to organize the activity:

- The whole class

-T divides the whole class into two groups and

plays the game

- The leader of each group chooses a number for

their own group and does the following

requirement in each question If the answer is

correct, they will get 10 marks

- T leads Ss in the lesson

Game: Lucky Number

1 Lucky Number

2 How many girls are there in your class?

3 Do you know what your English teacher’s name is?

4 Lucky Number

5 What do you prepare for this semester?

6 Do you like studying English? Why or Why not?

7 How do you learn English well?

8 Do you speak English fluently?

ACTIVITY 2: Presentation 1(18 minutes)

1 Methodology:

- The whole class

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Teacher’s and students’ activities Contents

- Teacher: deliver speech

- students: listen attentively

Including five topics in each term

- T introduces the topics

1 The generation gaps

2 Relationships

3 Becoming independent

4 Caring for those in need

5 Being part of AseanAnd there are 2 reviews

The design of each unit in textbook:

1 Getting started: Introducing the overall topic

4 Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge

5 Listening: Developing listening skills6.Writing: Developing writing skills and helping

Ss cope with ideas and necessary language

7 Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit

8 Looking back and project:

- Revising and consolidating of the language in the unit

- Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation

- After 2 units, Ss have one period for test themselves It helps them test themselves about what they’ve learnt

ACTIVITY 3: Presentation 2 (17 minutes)

1 Methodology:

- The whole class

- Teacher: deliver speech

- students: listen attentively

Introduce the English book grade 11

- Ask Ss to look through the book then tell class how many units it has

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- Introduce some more information.

Some requires of students

- 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

- Each S has a notebook and book (student book and work book)

Date of planning: 07/09/2022 GETTING STARTED: Our family Unit 1 - THE GENERATION GAPS

I AIMS OF THE LESSON

- To get started with some language items in Unit 1

- For vocabulary, that is words and phrases related to generation gap and family rules, and use the vocab in context

- For pronunciation, strong form and weak form of the words in connected speech

- For grammar, the use of should and ought to, must and have to

2 Skills

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

- Scan for specific information in a dialogue Skim for general ideas about dialogue to get started for the whole unit Scan for specific information in T/ F exercise

- Reading: Read about the generation gap and family rules

- Speaking: Talk about parent-child relationship problems and offer advice on how to show them

- Listening: Listen for specific information in a conservation between two teenagers about conflicts with parents

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

3 Attitudes

- To help Ss get started for Unit 1 with the topic "generation gap"

- To provide Ss some motivation

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- The whole class

Teacher: Tell Ss that these differences can be in

the choice of music, clothing, values, lifestyles,

ways of shopping (directly from shopping

centres or online), or communication

Answer the questions:

1 This is a photo of a big family

2 Who are the people in the photo?

3 Is this type of family popular in your community?

ACTIVITY 2: Task 1: Listen and read (8 minutes)

1 Methodology:

- The whole class

- T plays the recording and asks Ss to listen and

pay attention to the text to understand the

content

- Ss listen and read along silently

Tell them to look at the main contents of the

lesson Introduce those points

Set their task

Household chores

* Vocab

conservative (a)appearance (n)follow one's footstepsopen-minded (a)impose (v) on sbconflict (n)

ACTIVITY 3: Task 2: Decide whether the sentences are true, false or not given ( 7 minutes)

1 Methodology:

- Pair work

Tell them to do ex 2 (7) in pairs in 2'

Get their answers back

Ask them if there is a different answer and point

out the key word

Correct their answer

- T Asks students to compare the answers with a

partner

- T AskS some students to read the answers

- T Checks and gives the correct answers:

1 F 2 F 3 T 4 F 5 T

ACTIVITY 4: Task 3: Listen and repeat: (7 minutes)

1 Methodology:

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- Pair work

- This activity focuses on compound nouns

- Completing the definitions, using the

highlighted compound nouns in the

- Group work

- Ask them what verbs/ phrases go with the

nouns supplied in the box and then give them a

feedback

- Ask them to give their answers

- Give the correct answers

Find the verbs express duty, obligation, advice,

or lack of obligation

don't have to don't need must do should share ought to get need to

ACTIVITY 6: Task 5 Answering the questions (5 minutes)

1 Methodology:

- Pair work

- Ask them to work in pairs to answer the

questions

- Have them give the answers before the class

Answer the questions.

1 I'm a part of a nuclear/ an extended family

2 The things I like about my family are those …

Date of planning: 07/09/2022 Unit 1 - THE GENERATION GAPS LANGUAGE

I AIMS OF THE LESSONS

2 Skills

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- Listening: Listen for specific information in a conservation between two teenagers about conflicts with parents

- Pair work

- Compound noun is a noun that is made up

of two or more words

- Each compound noun acts as a single unit

and can be modified by adjectives and other

nouns

In compound nouns, the stress usually falls on

the first word This helps us to distinguish

between compound nouns and free word

1 nuclear 2 generation gap

3 table manner 4 household

5 junk food 6 soft drink

7 hairstyle 8 footstep

9 schoolchildren

ACTIVITY 2: Vocabulary - Adding more compounds (5 minutes)

1 Methodology:

- Pair work

- Get sts to give out as many household duties as

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given 3 nuclear family 4 junk food

5 schoolchildren

ACTIVITY 3: Pronunciation ( 10 minutes)

1 Methodology:

- Individual work

- T asks some Ss to read the words

- T corrects Ss’ pronunciation

- T helps Ss with the pronunciation

T asks Ss to study the Do you know ? box for

more information about words that normally

receive stress in connected speech

- T plays the recording and asks Ss to listen then

circle the word they hear

- Ss work individually

Task 1: Listen and repeat:

- Playing the recording and listen then repeat the words twice

Task 2: Listen and choose

• Listen to the recording and repeat

• 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

ACTIVITY 4: Grammar (8 minutes)

1 Methodology:

- Pair work

• 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

- Pair work

- T asks Ss to exchange the answers with their

partner

- T checks Ss’ answers and elicits from them the

rules of using and - T gives feedback

Check Ss' answers by asking individual Ss to

take turns to read aloud the sentences, and

Ex 2

KEYS:

2 You must not 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

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then write them on the board 5 Young people must plan their future career

2 Skills

- Individual work

Ss work in groups, look at the picture and

answer the questions

- T asks Ss to call out the answers to question 1

freely

Answer the questions

1 What is happening in the picture?

2 What problem do you think these people have?

3 Whenever you have problems with schoolwork or relationships (at home or at

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• 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

• Don't give any comments at this stage Help

Ss with any unfamiliar words in the list

(a-g).

school), who do you talk to?

Ex 1,2 Predicting and checking

- pair and group work

• Match the highlighted words in the text with

the definitions given

• Go back to the reading text to locate the

highlighted words and study the context

surrounding the words to work out their

meaning Then match them with the

definitions

• Have Ss work individually, then check their

answers in pairs or groups

• Check the answers again as a class

Ex 3 Match the highlighted words in the text with the definitions below

High-lighted vocab: conflicts, norms, brand name, impose

*Vocab

discover (v)independent (a) >< dependent (a)depend (v)

make a decision: decidebreak rules:

distract sb from doing stburden (n)

financial burden:

rather than (conj)arise (v) + fromimpose onregardless of:

mutual (a)involve (v) involved in (a)

- pair and group work

- Work in pairs, and find out what it refers to in

each of the sentences Let Ss read and

understand the sentences before and after the one

has the word in it to decide what it means Ss can

use the elimination technique to get the right

answer

Ex 4 Read the text carefully Answer the following questions.

Keys:

1 Because they strongly believe they know what

is best for their children

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

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3 They are worried because these clothes may break rules and norms of society, or distract themfrom 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

ACTIVITY 4: Post-reading (7 minutes)

1 Methodology:

- The whole class

- T asks Ss to read the text again, and locate the

part of the text where they can get the answer to

each of the questions before they discuss the

answers

- Check Ss’ answer by inviting a representative

form each group to give the answer to one of the

questions If the Ss’ answer is incorrect, don’t

give the right one at once, but try to elicit it form

Date of planning: 07/09/2022 SPEAKING – WHAT ARE THE CONFLICTS ABOUT? Unit 1 - THE GENERATION GAPS

A AIMS OF THE LESSON

2 Skills

3 Attitudes

4 Motivation

- Motivate students to enjoy learning and practicing English

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2 Checking the old lesson (5 minutes)

Talk about your conflicts

3 New lesson

ACTIVITY 1: Pre-speaking (10 minutes)

1 Methodology:

- Pair work

- Pose some questions for sts to answer basing

on the pictures

- Call on some Sts to read their answers aloud in

front of the class.(according to the sentences in

ex 1)

- Tell them to pick out vocab in pairs

- Ask sts to repeat the vocab

- Ask Sts to match as ordered

- Go around the class and provide help if

necessary

- Call on some pairs to say out the activity result

in front of the class,

Give suggested answers:

Answer the questions

- What problem do you see in each of the given

pictures?

+1: coming home late/ stay out late and strange fashion style

+2: being untidy+3: being noisy with friends at home

Ex 1 Match th pargraphs with the problems in

a, b, c.

*Vocab

- set the time: - stay out late

- time limit: curfews: lenh gioi nghiem

- dye (v): - judge (v):

- pierced nose (np) xỏ lỗ mũi

- judge the book by its covers

- Pair work

- Ask the pairs to match the questions with the

answer

While -speaking:

Ex 2 Tick the complaints that you hear in your family.

My children: - don't help with the housework

- don't listen to my advice

- watch too much TV

- don't study enough

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Tell them to build such dialogue they have

formed to ask their partner about his/her

solutions to the problems Note down the

answers in the table

Ask sts to use the questions which they have

formed to ask their partner

- spend too much time on their

mobile phones and computers

- have a lot of junk food

My parents: - don't like my friends

- complain about household chores

and homework

- don't respect my privacy

- don't listen to my opinions

always tell me what to do

- keep comparing me with their

toward neighbour ing people

ACTIVITY 3: Post-speaking (10 minutes)

1 Methodology:

- Pair work

Tell your class mates the information you have

collected

necessary

- Give suggested answers:

Ex 3 Telling problems and giving advice.

B: I know but it's really difficult for me to start atalk with sb else

A: You ought to think of what to do with some other people

Example:

A: What the matter with you?

B: I'm sad because my mother shouted at me.C: What was it about?

A: I have a lot of junk food and soft drink but it's

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2 Skills

- Listening: Listen for specific information in a conservation between two teenagers about conflicts with parents and do T/F ex, MCQs, and answer the questions

3 Attitudes

- Talk a short passage about your friend’s advice on how to solve your problems

3 New lesson

ACTIVITY 1: Pre-listening (10 minutes)

1 Methodology:

- Individual and group work

Use the picture in the textbook to introduce the

topic of the lesson, ask Sts questions

like:-Play the tape and then ask Sts to repeat after the

tape in chorus and individually, corrects errors, if

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-Ask sts to read through the statements in task 1

to understand them

- Play the tape once for Sts to listen and do the

task 1

- Ask sts to work in pairs comparing the answers

- Check the answers with the whole class If

many Sts cannot answer the question, play the

tape one or two more times and pause at the

answers for them to catch

- Give correct answers

Ex 1: Look at the picture and guess what their home conflicts are about

+ playing computer games + dress-up/ flashy clothes

Ex 2

KEYS:

1 d 2 a: chung dien/loe loet 3 b 4 c

ACTIVITY 2: While-listening( 15 minutes)

1 Methodology:

- The whole class

- Give correct answers

- Ask sts to read the ex requirement and do the ex

individually

- Play the tape again

- Ask Sts to work in pairs to compare answers

- Go around to check if any sts make the mistake

and offer help, play the tape again Before

playing the tape again, give some suggest

Ex 5 Fill in each gap with one correct word.

ACTIVITY 3: Post-listening (10 minutes)

1 Methodology:

- The whole class

Provide Ss with the tape script and ask them to

fill in the blank

- Ask Sts to work in groups and discuss the

answers to the questions given

- Call on one or two Sts to report the result of

their group work

- Give comments or correction if necessary

Post-listening

1 No, they don't Because we are not rich and they don't want me to break the local rules.Yes, they are As They want us/ me to wear fashionable clothes and they can afford

2 I think it has both advantages and disadvantages but my parents don't think so They are afraid of it making my eye sight impaired

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Period 07

Date of planning: 07/09/2022

Unit 1 - THE GENERATION GAPS WRITING - FAMILY RULES

2 Skills

3 Attitudes

- Pair work

- Ask Ss to do the ex Ex 1: Work in pairs and discuss which of the

family rules exists in your home

KEYS:

- My parents make me respect the elderly

- They force me always tell the truth

- They want me to take my study seriously

Ex 2

KEYS:

1 My parents do not let me stay up late up to 11 p.m

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2 They want me to follow in their footsteps.

3 They forbid me to swear/ at junk food

ACTIVITY 2: While-writing (15 minutes)

1 Methodology:

- The whole class

- Give them some examples

- Call on some sts to read aloud their sentence

before class

- Notice and write them on board

- Correct the mistake and lead sts to the new

lesson

- Go round for offering help and then call on

some sts to answer the question before class

- Get student to write their ex, based on the out

lines they have produced

- Call some Ss to go to the board to write their

2 They want me to follow in their footsteps

3 They forbid me to swear/ at junk food

4

- water the plants and flowers

- empty the dustbins

- tidy up the kitchen

- iron/ fold the clothes

- listen to loud music after 9 p m

- deliver goods

- buy groceries

- unload goods

- check out

- teach the children

- make the bed

- lay the table

- mend things

- weed

- prune the plants

ACTIVITY 3: Post-writing ( 10 minutes)

1 Methodology:

- Pair work

- Ask the whole class to look at the writing on

the board and elicit comment from sts

- Write Sts’ typical errors on the board and

elicits self and peer correction

- For home work, ask Sts to revise their writing

according to their peer’s suggestion

SUGGESTION:

Pham NgocThach, Dong Da, Ha Noi, Viet Nam February, 10'\ 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 haveyour own bedroom during your stay here

You asked me about our family rules There are three important ones that we must follow One important rule in my family is that every member

of the family has to keep his or her room tidy

My brother and I have to make our beds every morning, and clean the floor and windows twice

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a week Another important rule is that my brotherand I must be home before 10 p.m My parents are very strict and believe that setting a curfew will help us to 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

hope you will enjoy your time in Viet Nam

Looking forward to meeting you

Best wishes,Ha

- For vocabulary, that is words and phrases related to family types in Vietnam and in USA or UK, and use the vocab in context

2 Skills

- Scan for specific information in a dialogue Scan for specific information to answer the questions given

3 Attitudes

1 Class organization (2 minutes)

Class Teaching date

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- Group work

- Ask Ss to do ex 1

- Ask Ss to read the statements

- Tell sts to a TV talk show about three people

- Play the recording twice

- Ask Ss to do the ex

- Discussion about the family rules

- work in groups to practise asking and

answering the questions

Communication

Discussion - (dis)advantages of family types

1 Work in groups Practice asking the following questions and take notes of their answers.

1 What type of family do you live in?

2 What do you think the (dis)advantages of living in a nuclear or extended family are?

2 Report to the class.

* Vocab

Key

Students'answers(Suggested answers for question 2)Living in an extended family:

Advantages: have more support from other family members,

Disadvantages: there are a lot of conflicts

between different generations,

ACTIVITY 2: Culture - Read the two test about family life in Singapore and in Vietnam and

answer the questions - Read the following text about the coming back of the extended families

and answer the questions (12 minutes)

1 Methodology:

- The whole class

- Tell the pairs to discuss the answers to ex 3

with their group-mates

- Have them read the two passages first, then aks

and answer the questions given in the chart

Ask them if it is the same in their own country

Culture The return of the extended families in the USA and the UK

* Vocab

multi-generational (a)low-paid job

frustrating (a)outweigh (v)interact (v)

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

1 Extended family has increased

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• Encourage Ss to compare their guesses about

the reasons for the return of the extended

families in the UK and the USA with the ones

provided in the text

• Have Ss answer the questions, and compare

their answers

• Check answers as a class

2 Several economic factors are

3 Disadvantages of living in an extended family:-frustrating- lack of space, independence,privacy, and daily conflicts

4 Young children can develop relationships withadults other than their parents

5 Old people can become more active wheninteracting with the younger

ACTIVITY 3: Culture - Discuss with a partner (8 minutes)

1 Methodology:

- The whole class

• Encourage Ss to compare their guesses about

the reasons for the return of the extended

families in the UK and the USA with the ones

provided in the text

• Have Ss answer the questions, and compare

their answers

• Check answers as a class

Ex 2 Discuss with a partner

1 The current family trend in Vietnam is nuclearfamily

2 Prefering independence is the main reason forthis trend

3 While in a nuclear family, children contact their parents only, in an extended family they interact with others

-The number of multi-generational households with three or four generations living under the same roof

-Unemployment, part-time work and low-paid jobs have become more common The cost of housing has become higher The pressures of childcare and elderly care have become heavier.-The disadvantages are the lack of space, independence and privacy, and the daily conflicts-They can develop relationships with adults other than their parents

-Old people can become more active when interacting with the younger generations

4 Consolidation: (3 minutes)

- Vocabulary related to generation gap

- Modal verbs

- The stressed words in a sentence

- Do the task again

- Read Unit 1 - Looking back and Project at home

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2 Skills

- Writing: Develop a paragraph

3 Attitudes

- To help Ss get all points in Unit 1 with the topic "the generation gap"

- To provide Ss some motivation

- Pair and the whole class work

- Play the recording and let Ss listen and mark (')

above the word that is stressed Then, put Ss in

pairs to practise reading the sentences

I LOOKING BACK a- Pronunciation: Listen and check

ACTIVITY 2: Looking back – Vocabulary (7 minutes)

1 Methodology:

- Let Ss work in pairs to write the chores under

each picture

- Get their answers back orally

b- Vocabulary

Ex 1 Fill in the gap with thewords given.

1 nuclear family 2 generation gap

3 homestay 4 Conflicts

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- Ask them if anyone has a different answer.

- Give them a feedback

- Ask Ss to read the text carefully, using the

context clues to decide which word/ phrase can

be used

- Ask them if anyone has a different answer

5 curfew

2 Compound nouns.

1 family trend 2 Family branch

3 single-parent family 4 nuclear family

ACTIVITY 3: Looking back – Grammar (7 minutes)

1 Methodology:

- Ask Ss to work in pairs to finish these

sentences

1 have to/ has to 2 mustn't

3 have to 4 don't have to

ACTIVITY 4: Project (15 minutes)

1 Methodology:

- Group work

- Put Ss in groups to discuss the questions

- Ask Ss to do the survey

- Let the groups have some time together to

assemble the results of their survey

- Ask them to present their survey result

PROJECT

1 Do a project (guided assignments)

2 Presentation.

- Group 1: conflicts between siblings

- Group 2: conflicts between parents and children

- Group 3: conflicts between teachers and students

- Group 4: conflicts between grandparents and grandchildren

+ reasons+ solutions

- Revise vocabulary related to generation gap and modal verbs

- The stressed words in a sentence

- Do the project again in written form

- Read Unit 2 - Getting started

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Period 10

Date of planning: 07/09/2022 GETTING STARTED: Romantic relationships Unit 2 - RELATIONSHIPS

At the end of the lesson, Sts will be able to:

- To help learners get started with some language items in Unit 2

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

- For pronunciation, that is contracted forms: nous/ pronouns + V

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

2 Skills

- Reading: Read about teenagers' relationship problems

- Speaking: Speak about problems and asking for advice

- Listening: Listen to a talk show for specific information about parent-child relationship problems

- Writing: Write an online posting about relationship problems

3 Attitudes

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

- Pair work

Ask Ss to interpret message in the situation

-Tell them to look at the main contents of the

lesson Introduce those points

Ask Ss listen to the recording and read the

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- The whole class

Set their task

- Pair work

Tell them to do ex 2 (7) in pairs in 2'

Ask them if there is a different answer and point

out the key word

Correct their answer

Decide True or False statements

1 T (oh, one of my classmates)

2 F (Mai tells … is not her boy-friend)

3 T (there's no real friendship between )

- The whole class

Tell them to listen and repeat the words/ phrases

given

Supply them with some vocab

Ask them what verbs/ phrases go with the nouns

supplied in the box and then give them a

- Practice the conversation

- Do the task again

- Read Unit 2 - Language at home

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- To help learners get started with some language items in Unit 2.

2 Skills

3 Attitudes

- To help Ss get all points in Unit 2 with the topic "relationship"

- Pair work

Ask them what the meaning of each phrase in

- Pair work

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Teacher’s and students’ activities Contents

Asks Ss to take turns to say the name of the 5

systems

Ask Ss to do the tasks and compare the results

with their partner

Ex 2 Complete the sentences with the words and phrases in 1.

1 lend an ear/ broke up

- The whole class

Make sure that the advanced sts can help the

class with the meaning of the vocab

ACTIVITY 4: Pronunciation - Listen and underline what you hear (5 minutes)

1 Methodology:

- The whole class

Tell them to listen to the teacher's pronunciation

once, then listen to the CDs and repeat

Call some sts to stand up and pronounce

Give them a feedback

Ex 2 Listen and underline what you hear

- Individual and pair work

Ask sts to repeat the use of the linking verbs Grammar.

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Ask them to look at the yellow box and whether

they understand the points or not

Let them practice ex 1and 2 (17)

Ask other Sts to correct the answers

a, Linking verbs

Ex 1 Choose the verbs in the box to complete the sentences Make changes to verb forms if necessary.

Tell them what a cleft sentence is

b, Cleft sentences with It is/ was

Eg: The man helped me out of difficulty last Sun.

- It was the man that helped me out of difficulty last Sun.

- It was me that the man helped out of difficulty last Sun.

- It was last Sun that the man helped me out of difficulty.

Ex 1 Rewrite each sentences to emphasize the underline part

1 It was her sad story that made me cry

2 It is you who are to blame for the damage

It is 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 Jim that/who Laura 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

Ex 2 Write the answer to these questions Use the words or phrases in bracket as the focus

1 No It was Mary that I had a date with

2 No It was a smart phone that he gave me for

my birthday

3 No It's in Tokyo that I'm going to spend the holiday with my family

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

5 No It's his brother that/who earns 10,000 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

- Vocabulary related to relationship problems

- The pronunciation of contracted forms

- Read Unit 2 - Reading at home

Period 12

Unit 2 - RELATIONSHIPS READING - Please help me

- Scan for specific information

2 Skills

- Reading: Read some exchanges about teenagers' relationship problems with psychology experts and answer the questions

3 Attitudes

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- Individual and group work

- Ask Sts to look at the picture and discuss with

your partner

- Ask Sts work in pairs or groups to find the

main ideas of the passage

- Ask students to read the passage individually

and choose each group 5 new words for them

Discuss with a partner Picture a: The teacher is returning students'

papers The boy is depressed because of his poorgrades

Picture b: Their relationship is breaking up

They are under stress

Picture c: They're having an argument

- The whole class and pair work

- Elicit or present the meaning of some important

new words that do not appear in ex 2

Ex 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

- Answer keys

1 b Van Ha: My friend betrayed my trust

2 c Quang Nam: I don't have friends

ACTIVITY 3: While-reading - Find the words or expressions in the text that have the following meanings and write them in the space below (5 minutes)

1 Methodology:

- Ask students to do the ex 3 in pairs in 1'

- Tell students to compare their answers with

other group Let them discuss and correct for one

another

- Go around offering to help

- Check with whole class

Ex 3 Find the words or expressions in the text that have the following meanings and write them in the space below

1.be on good terms with sb

2 take the initiative

3 trust

4 engage in a conversation

5 drop out of school

ACTIVITY 4: While-reading - Answer the questions (7 minutes)

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1 Methodology:

- Call on some Ss to read their answers aloud in

front of the class

- Have them do the same to ex 4

- Finally, give correct answers and explain all the

sentences carefully to make sure Ss understand

the meaning of the sentences

Ex 4 Answer the questions

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 story secret, but then she told their teacher about that

4 No She tries to explain why Hoa told the teacher about Ha's problem, and advises Ha to talk to Hoa again

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

6 Because Nam doesn't have a good relationshipwith 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

ACTIVITY 5: Post -reading (8 minutes)

1 Methodology:

- Group work

- Ask Ss to discuss other alternative non-medical

treatments in daily life in groups

- Supply them with the new words

Ex 5 If you were the counselor in charge of the advice column, what would you advise Ha and Nam to do?

Ha: You should imagine you were in her positionand try to understand your friend's worry

Nam: You should find a person who are successful in contact and try to talk more with your parents first, then your relatives, and then your close friend and others

* Discussion with a group mates

- Vocabulary related to relationships

- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context

- Do the task again

- Read Unit 2 - Speaking ex 3 at home

Period 13

Unit 2 - RELATIONSHIPS SPEAKING – SEEKING ADVICE

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- Present their problems and ask their friends for some advice using different structures paying attention to reason

2 Skills

- Speaking: Talk about problems fluently and asking for advice

3 Attitudes

- Oral and group work

- Read the conversation quickly to get the main

idea.Then they read it again and match the

sentences (a-f) with the gaps (1-5) in the

conversation

- Call on some Sts to present their answers in

front of the class.(according to the sentences in

- Oral and group work

- Have Ss identify the main ideas in the Ex 2 Answer the question and practice

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conversation Ask them to answer the questions

- Get their answer later

- Ask ss to practice reading the conversation to

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

ACTIVITY 3: While-speaking - Choose 1 topic Use the ideas below to make a similar conversation (15 minutes)

1 Methodology:

- Pair work

- Have Ss work in pairs, choose one topic and

make a similar conversation

B: That's a good idea I'll try it Thank you for your advice

ACTIVITY 3: Post-speaking (10 minutes)

1 Methodology:

- Group work

necessary

- Call on some groups to act out the activity in

front of the class,

Give suggested answers:

- Ask the pairs to match the questions with the

answer

Ask sts to use the questions which they have

formed to ask their partner

a boy who I have just known for some days and that I should apologize to my best friend and make up with her

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- Give suggested answers: B: I think you should ….

C: For me, I would …

D: If I were you …

- Vocabulary related to relationships

- Expressions of giving advice and suggestions

- Speaking skills: discussing in pairs and groups, reporting the result to class

- Do the task again

- Read Unit 2 - Listening at home

Period 14

Date of planning: 07/09/2022 LISTENING – TEENAGE RELATIONSHIPS Unit 2 - RELATIONSHIPS

- Listen to a talk show for gist and specific information and then fill in the gaps with the given options

2 Skills

3 Attitudes

- Talk about your problem at school or at home

3 New lesson

ACTIVITY 1: Pre-listening - If you have a boyfriend or girlfriend, will you tell your parents about it? Why or why not? (7 minutes)

1 Methodology:

- The whole class

Pre- listening

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- Have Ss discuss the questions in Activity 1 with

a partner Ask Ss some other guiding questions:

Do you usually tell your problems or secrets to

your parents? Are they willing to lend an ear? If

you have a boyfriend or girlfriend, will you tell

your parents about it?

Ex 1 If you have a boyfriend or girlfriend, will you tell your parents about it? Why or why not?

Yes, because my parents are sympathetic They can give me some advice

No, because my parents are very strict and unsympathetic

* Vocab:

confident (a)lend an ear tocry on

form a relationshipromantic partner

ACTIVITY 2: While-listening - Listen to a talk show with host Vicky Holmes and guest speaker

Dr Dawson Choose the best answer to complete each statement (8 minutes)

1 Methodology:

- Ask Ss to work in pairs, discuss and answer the

questions

- Play the tape twice

-Ask sts to read through the statements in ex 2 to

understand them well

- Ask Ss to work in pairs, discuss and answer the

questions

- Play the tape twice

-Ask sts to read through the statements in ex 2 to

understand them well

ex 2

- Ask sts to work in pairs comparing the answers

Ex 3 Listen again Answer the questions

1 The talk show is about how teenagers and their parents deal with problems

2 They need to learn to form safe and healthy relationships with other people

3 Parents should offer a shoulder for their children to cry on and listen to them

4 No because their strong opposition will make their children stop talking about their feeling

ACTIVITY 4: Post-listening (10 minutes)

1 Methodology:

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- Group work

- Call on one or two Sts to report the result of

their group work

- Call two ss to comment on their friend's

practice

- Give comments or correction if necessary

In your opinion, what is the right age for a romantic relationship? Discuss with a partner

A person should start a romantic relationship when he/she is at an age or stage in life when he/she is mature enough At that time she/ he

is ready for a possible marriage For this reason, the "right" age can be different from person to person

Another reason is their physical health

They may not fully develop before eighteen.The other reason is their mental health

They may spend a lot of time jealous, which

is not beneficial for their future

- Vocabulary related to relationship problems

- Listening skills for specific information

- Do the task again

- Read Unit 2 - Writing at home

2 Skills

- Writing: Write an online posting about relationship problems and develop a full paragraph of about 160-180 words basing on the outline worked out

3 Attitudes

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

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- Pair work

- Ask them to exchange the answers with their

- Pair work

- Let them compare their choice

- Call on some sts to find out the outline for the

- judge the book by its covers

ACTIVITY 3: While- writing - Choose one of the stories below Use the ideas to write an online posting of 160-180 words (15 minutes)

1 Methodology:

- Group work

- Supply them with some vocab in ex 2 by

getting some advanced Ss to give the meaning

- Have them pronounce the new words

- Tell them if they have those problems who they

can ask for some advice

- Ask them to choose the correct outline of an

online posting

- Tell them to have a look at the model letter

While you write.

Ex 3 Choose one of the stories below Use the ideas to write an online posting of 160-180 words

I feel lonely in my home!

by Lion King >> Tuesday, December 3, 2014 at

9 P.M

My parents are always busy at work They often work late on weekdays and most weekends I am

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- Ask them to compare the form and the model

- Get two Ss to write their letter on the board

the only child They care for me so much that they employ a house-maid for my meals and a tutor for my study I'm left alone at home with the housemaid and can't confide in her or the tutor because they have their own duties

Moreover, my tutor is always in a hurry after mylesson I feel so lonely and miss my parents a lot

I wish my parents understood and spent more time with me

What should I do?

ACTIVITY 3: Post-writing - Think of st that happened to you or another person Write an online posting of 160-180 words (10 minutes)

1 Methodology:

- Pair work

- Write Ss’ typical errors on the board and elicit

self and peer correction

- Give them oral feedback after all

Ex 4: Think of st that happened to you or another person Write an online posting of 160-180 words.

- Ask Ss to consolidate the main contents

- Ask Sts to revise their writing according to their peer’s suggestion

I AIMS OF THE LESSONS

2 Skills

- Listening: Listen to a talk show for specific about parent-child relationship

3 Attitudes

4 Motivation

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- Motivate students to enjoy learning English and use it outside the class.

II PREPARATION

- Teacher: Handouts, textbook, sub boards and colored chalks

- Students: Textbook

III PROCEDURE

- This activity provides further listening

practice Explain to Ss that when people use

the Internet, they have a lot of opportunities to

make online

friends from around the world

- Have Ss read the questions and underline the

key words before listening

- Play the recording once or twice depending

on Ss' level

- Ask Ss to work with a partner to compare

their answers Check answers as a class

2 He can contact his friends whenever he wants,

as long as they are online

3 Because he doesn't have to spend money on dinners, parties or cinema tickets

4 The most important benefit of having online friends is that he can end a relationship quickly

5 Sometimes he doesn't know for sure who these friends really are, as they may not use theirreal names

ACTIVITY 2: Communication - Discuss the following questions in groups (7 minutes)

1 Methodology:

- Ask Ss to work in pairs and say what they are

doing in the pictures and do ex 2

- Ask Ss to read the statements

- Tell the pairs to discuss the questions

2 Discuss the following questions in groups

SUGGGESTED ANSWER:

Yes I have some online friends I want to meet them fact to face I think that making friends online have both advantages and disadvantages You can make friends with a lot of people from different backgrounds, cultures, nations You

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- Ask Ss to do the ex will learn a lot of new things from your new

friends You can share your feelings and tell them your problems and ask them for advice However, you don't really know what your online friend say is true or not

ACTIVITY 3: Culture - Read the text about dating around the world and complete the information in the table below the correct pictures on page 23 (6 minutes)

1 Methodology:

- Pair and group work

- Have Ss read the text about dating in some

countries and write the information below the

pictures

- Ask them to look at the pictures carefully to

find out what the people in the pictures are

doing

Example:

In Picture a: A woman is typing on a

computer The roses indicate that she is

probably on a dating site and someone

has sent her a love message.

In Picture b: People are talking in pairs.

They want to know more about their

partners.

In Picture c: A group of young people

are probably going camping or hiking.

- Have them read the passages first, then ask

them to finish ex1 for general ideas and decide

T/F/NG for ex 2

Culture

Ex 1 Read the text about dating around the world and complete the information in the table below the correct pictures on page 23

KEYS:

a online dating - US

b speed dating - Singapore

c group dating - Europe and Australia

ACTIVITY 4: Culture - Read the text on page 22 again Decide whether the following statements are T, F or NG (7 minutes)

1 Methodology:

.

them to finish ex1 for general ideas and decide

KEYS :

1 T 2 F

3 T 4 NG

5 NG 6 F

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ACTIVITY 5: Culture - Read the text about dating around the world and complete the information in the table below the correct pictures on page 23 (7 minutes)

1 Methodology:

them to finish Ex 3

Ask them if they know any other traditional

therapy

Ex 3 Discuss with a partner

Group dating are popular in VN especially among young people Speed dating is not

popular as there are no companies that provide that kind of service Online dating can be found

on the Internet, but they are not very popular as many people think online dating is not safe

No they are not Because young people are leading a bustle life, they don't have time to join

a party or the company of friends Besides, manypeople find it hard to take initiative or engage others in their talks

- Ask Ss to consolidate the main contents

- Discuss the dating in Vietnam

- Do the task again

- Read Unit 2 - Looking back and Project at home

Period 17

Date of planning: 07/09/2022 LOOKING BACK AND PROJECT Unit 2 - RELATIONSHIPS

At the end of the lesson, Sts will be able to revise:

2 Skills

- Speaking: Talk about neighboring, teacher-student, or love problems, asking for advice, and givingadvice

3 Attitudes

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

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- Review the pronunciation rules for contracted

and full forms

- Have 5s underline the words which could be

contracted in the exchange, and then work with

a partner to compare their answers

- Play the recording Have Ss listen and check

their answers

LOOKING BACK a- Pronunciation

1 Underline the words which could be contracted in these exchanges

KEYS:

1 A she is

2 A I am, I will B You have

3 A It would B can not, he is

4 A It is, will not B do not

2 Listen to check your answers

ACTIVITY 2: Looking back - Complete these sentences with the correct forms of the words or phrases in the box (5 minutes)

1 Methodology:

- Ask Ss to read the text carefully, using the

context clues to decide which word/ phrase can

be used

b- Vocabulary Complete these sentences with the correct forms of the words or phrases in the box

KEYS:

1.dating 2 lend an ear

3 romantic relationship 4 meet face to face

5 broke up 6 be in a relationship

ACTIVITY 3: Looking back - Put the words in the correct order to make questions (5 minutes)

1 Methodology:

sentences

- This activity aims to help Ss to make questions

with linking verbs This is the first step before Ss

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