GIÁO ÁN TIẾNG ANH LỚP 11

Giáo án dạy môn TIẾNG ANH lớp 11 đã được soạn tương đối đầy đủ chi tiết đến từng bài theo PPCT nhà trường, theo mẫu hướng dẫn của Bộ giáo dục và đào tạo. Giúp giáo viên tham khảo thuận lợi trong giảng dạy, không phải mất thời gian để soạn mà tập trung vào công việc khác, tiết kiệm được thời gian, tiền của cho giáo viên. Đây là tài liệu tham khảo rất bổ ích cho GV đang giảng dạy ở các trường THPT.

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

- get an overview of the English book grade 11 in general: themes, units

- know about tests: oral test, fifteen - minute tests, periodical tests, first term test

- have a sense of responsibility toward learning the subject

II Teaching method: Communicative

III Teaching aids

- CDs & CD player, board, chalks, textbook and notebook

IV Procedure

Teacher and Students’Activities Knowledge

Warm-up

* Game: Lucky Number

-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

I Topics and units:

- T asks Ss to look through the book then tell class how

many units it has

- T introduces some more information about the topics

(Including five topics in each term)

- There are 8 periods in each unit They are Getting

Started, Language, Reading, Speaking, Listening,

Writing, Culture and communication and Looking Back

II Tests:

III Requirements for study preparation

- Each S has books (student book and work book), CDs

and notebook

- T prepares for the lesson before class

-T listens to the teacher attentively and take part in the

lesson actively and creatively

- Ss take part in the activities that the teacher requires

such as pair work, group work…

- Ss do all exercises at home, learn new words and

structures

Wrapping-up

- T summarize the main points: Getting to know the

content of English 11, tests,…

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?

1 The generation gap

2 Relationships

3 Becoming independent

4 Caring for those in need

5 Being part of ASEAN+ 2 reviews

1- Previous lesson check

2- Fifteen minutes tests (3)3- Periodical tests (2)4- First term test

Feedback

Date of preparing:

Date of teaching:

Period :

INITIAL TEST

I Choose the word whose underlined part is pronounced differently from that of the others.

II Choose the best option to complete the following sentences.

9. When you do something good for others, you will find your life _

10 We all feel _ about going on tours around Hanoi

11 Doing volunteer work, we are more _ of global problems facing our world.

12 I really wanted to take part in this contest, _ my parents allowed me to.

13 - “What do you think of this song?” - “It sounds _ I don’t like it”

23 Yesterday I got to the station late, but _, the train was late, too.

24 Someone _ her purse while she _on the bus.

C was stealing/was gettingD was stealing/got

25 That’s a very nice dress you’re wearing - _.

A I’m glad you like it B That’s all right

26 is the member of a family who earns the money that the family needs.

27 This system of the body lets us breathe in oxygen with our _ and breathe out carbon dioxide.

28.This system of the body is _ up of our bones.

29 Last night my favorite program by a special news bulletin.

A interrupted B was interrupted C were interrupted D is interrupted

30 _ is the controller of the body Led by the brain and nerves, it allows us to move, talk and feel emotions.

A Circulatory system B Digestive system

31 I often at the market near her house.

A clean the house B shop for grocery C do the cooking D feed the cat

32. “Suoi Mo”, the debut album by Trinh Cong Son, is sweet and gentle

33. A lot of fans gathered at their idol’s home to see her after the contest

34. Her exceptional ability is known widely as she has won a lot of prizes in many different contests.

35. Volunteer work is a great way to _ experience in a broad range of fields

36. Last year, my class _ to teach the children in a remote area

A volunteer B voluntary C volunteered D volunteers

III Make the meaningful sentence, using the given words below.

1 I/ going/have/ birthday party/next Sunday

IV Rewrite the following sentences, using the given words below.

1 Mr Dryden mended the washing machine

5 They have never seen that film before.

 This is the first

6 Peter started playing the piano when he was 6.

 Peter has

Date of preparation:

Date of teaching:

Period:

UNIT 1: THE GENERATION GAP

Lesson 1: Getting started

I Objectives:

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

a Vocabulary:

- recognise the words and phrases related to the generation gap: “extended family”, “nuclear family”,

“generation gap”, “viewpoints”, “table manners”

b Language :

- comprehen and apply to some phrases: “impose + sth + on + sb”, “follow in one’s footsteps”

- recognise some modal verbs used to express duty, obligation, advice: “should”, “ought to”, “must”, “have to”

2 Skills:

- read for answering the questions

- listen to the words and phrases related to the generation gap

3 Attitudes:

- have a positive attitude towards what they have learnt: awareness of generation gap

4 Competencies :

- improve such competencies as:

+ collaboration: work in pairs and groups to do activity 3, 4,5 &6 ,

+ communication: ask and answer the questions in activity 6

II Preparations:

- Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette

- Students: Textbook

III Anticipated problems and solutions:

- Students may feel shy when talking about their own conflicts

IV Procedures:

Teacher & Students’ activities Contents & Board display WARM-UP

Aim: to direct Ss’ attention to the topic of the lesson.

- T ask Ss questions about the picture:

+ This is a photo of a big family.

+ Who are the people in the photo?

+Is this type of family popular in your community?

- T leads to the new lesson.

NEW LESSON

Activity 1: Listen and read

Aim: Ss are going to listen to a conversation between two

friends.

- T tells Ss that they are going to listen to a conversation

Date:

Unit 1: THE GENERATION GAP

Lesson 1: Getting started OUR FAMILIES

Activity 1: Listen and read

Vocabulary

+ extended family + nuclear family

between two friends, Sam and Ann

- T asks Ss guess what Sam and Ann are talking about

- T plays the recording and asks Ss to listen and pay

attention to the text to understand the content

- T explains the meanings of some new words

Activity 2: Decide whether the sentences are true, false

or not given

Aim: This activity helps Ss to understand the conversation

through comprehension questions

- T asks Ss to read the passage again and get information to

do Activity 2 in pairs

- T asks students to compare the answers with a partner

- T checks and gives the correct answers:

Activity 3: Complete the definitions by filling

highlighted compound nouns in the gaps

Aim: This activity focuses on compound bouns

- T asks them to complete the definitions, using the

highlighted compound nouns in the conversation

- T asks Ss to check answers in pairs

- T checks Ss’answers

Activity 4: Find other compound nouns in the

conversation.

Aim: This activity focuses on the compound nouns

- T asks Ss to read the conversation again to find seven

other compound nouns

- T allows Ss to use a dictionary to look up the meanings of

the compound nouns

- T asks Ss to work in small groups

- T gives feedback on Ss’ presentations

Activity 5: Find verbs used to express duty, obligation,

advice or lack of obligation

Aim: This activity focuses on “should”, “ought to”,

“must”, “have to”

- T asks Ss to read the conversation again to find verbs

expressing duty, obligation, advice

- T asks Ss to work in groups and finish the task

Activity 6: Ask and answer the questions

Aim: This activity provides Ss with initial speaking

practices, using the ideas from the conversation and Ss’

own ideas.

- T asks Ss to work in pairs, practise asking and answering

the questions given using the ideas from the conversation

and Ss’ own ideas

+ childcare + generation gap + table manners + viewpoint

Activity 2: Decide whether the sentences are true, false or not given

1 A nuclear family 2 Childcare

3 A generation gap 4 Table manners

5 A viewpoint k _

Activity 6: Ask and answer the questions

- more help from family members

- not worry about childcare

- more conflicts and generation gap

WRAPPING -UP

Aim: to help ss to consolidate the lesson.

- T asks ss to do the extra exercise to consolidate the words

and phrases they have learnt

I Fill in each gap with a suiatble word in A to complete

each sentence Make any changes if neccessary.

1 She considered people to be products of the whales and

of the society they lived in

2 Parents tend to their choices of university of

career on their children regardless of their children’s

preferences

3 She will have own _ on the matter

4 My grandmother has her own beliefs about things like

hairstyles, appearance, and

5 There is a big difference in attitude and behaviour

between people in his family because on the

6 She found her in with her parents over her

future career

7 She grew up surrouded by a large _

8 Not everybody nowsadays lives in the

conventional

HOME ASSIGNMENT

Aim: to help ss to revise the knowledge they have learnt

- T asks Ss to learn by heart the words or phrases related to

generation gap

- T asks Ss to practice the conversation again

Feedback :

………

………

………

………

Date of preparation:

Date of teaching:

Period:

UNIT 1: THE GENERATION GAP

Lesson 2: Language

I Objectives:

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

a Vocabulary:

- apply to some compound nouns : “hairstyle”, “generation gap”, “nuclear family”, “junk food”, “school child”

b Language:

- recognise the strong and weak form of words in connected speech

- comprehen some modal verbs used to express duty, obligation, advice: “should”, “ought to”, “must”, “have to”

- improve such competencies as:

+ collaboration: work in pairs or groups to do activities

+ assessment: give comments

II Preparations:

- Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette

- Students: Textbook

III Anticipated problems and solutions

- Students may feel shy when talking about their own conflicts

IV Procedures:

Teacher & Students’ activities Contents & Board display WARM-UP

- Aim: to draw Ss' attention to the four compounds written as

one word: “household, hairstyles, schoolchildren, footsteps”

NEW LESSON

PART A: VOCABULARY

Activity 1: Match each word with another word to make a

compound noun

Aim: This activity focuses on the compound nouns in the unit

and their spelling.

- T asks Ss to do the activity and compare the results with their

Example:

a 'greenhouse: a place for growing

plants (compound noun)

a 'green 'house: a house painted green

- T asks Ss to work individually.

- T asks some Ss to read the answers

- T gives feedback

Activity 2: Complete the questions

Aim: This activity focuses on the use of compound nouns in

appropriate contexts

- T introduces and explains the requirement of this activity

- T sets a time limit for completing the activity

- T encourages Ss to exchange their answers with a partner to

see if they understand the contexts and meaning of each

sentence

- T asks Ss to do the tasks and compare the results with their

partner

- T elicits answers from the whole class and give more

explanation to help Ss understand correctly, if necessary

Part B: PRONUNCIATION

Activity 1: Listen and repeat the sentences

Aim: This activity focuses on stressed and unstressed words in

the sentences, and enable Ss to discover a connection between

stress and grammar.

- T plays the recording for Ss to listen and repeat.

- T asks Ss to pay attention to the stressed words with the stress

mark before the stressed syllable

- T plays the recording again for Ss to listen, pausing after each

sentence

- T asks Ss to work in pairs to find out the parts of speech of

the words which are stressed in these sentences

Activity 2: Listen and check Practise reading the

conversation in pairs

Aim: This activity focuses on words with either strong forms or

weak forms depending on their function in the sentence.

- T asks Ss to study the “Do you know ?” box for more

information about words that normally receive stress in

connected speech

- T asks Ss to read the sentences, decide whether bold words

are stressed or unstressed

- T plays the recording and lets Ss listen and check

- T asks Ss to listen to the sentences and practice saying them

correctly

- T checks if Ss have marked the stress correctly and let them

practise in pairs saying these sentences

- T invites some Ss to read these sentences in front of the class

and correct mistakes, if there are any

Part C: GRAMMAR

(free word combination)

5-c 6-b 7-a 8-d 9-e Activity 2: Complete the questions

Key 1 hairstyle / table manners

Activity 2: Listen and check Practise reading the conversation in pairs

1 strong, weak

2 weak, strong

3 weak, strong

Part C: GRAMMAR

Activity 1: Underline the correct words to complete the

sentences

Aim: This activity focuses on the use of “should/ shouldn’t”,

“ought to/ ought not to”, “must/ mustn’t”, “have to/ don’t

have to”

- T tells Ss that this activity focuses on the use of should

/shouldn't, ought to/ought not to, must/mustn't, have to/don't

have to

- T asks 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

- T checks Ss'answers

Activity 2: Rewrite the sentences without changing its

meaning.

Aim: This activity focuses on “should” and “ought to” to give

opinions and advice, and “must/ have to” to express

obligation.

- T asks Ss to do this activity in four groups

- After finishing the sentences, T asks Ss to exchange their

answers with another groups

- T checks and gives comments

Activity 1: Underline the correct words

to complete the sentences

1 should

2 ought

3 must

4 have to 5 must not

Activity 2: Rewrite the sentences without changing its meaning Key 2 You mustn't use your mobile phone in the examination room 3 I don't have to type my essay 4 You should tell the truth to your family 5 Young people must plan their future career carefully. Wrapping –up Aim: to help ss consolidate the content of the lesson - T asks Ss to consolidate the main contents by doing the exercise Exercise : Gap- filling 1 You _ read this book, it’s great 2 She felt unwell and leave early 3 I hadn’t enough cash and I pay by cheque 4 You _ do what mother says 5 British pupils _ stay at school till the age of 16 6 I was lost and ask the policeman the way 7 The buses were all full, I get a taxi 8 The chambermaids usually _ do a lot of work 9 It is very slippery outside, it have snowed in the night 10 I _ leave home t 7a.m to not be late for my job Home assignment Aim: to help ss to revise the knowledge they have learnt - T asks Ss to do exercises again at home - T asks Ss to complete Exercises in workbook Feedback : ………

………

………

………

Date of preparation:

Date of teaching : Period :

Unit 1: THE GENERATION GAP

Lesson 3: Reading

I Objectives:

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

- improve such competencies as:

+ collaboration & teamwork: work in pairs or groups to do activities

+ communication: ask and answer the questions based on the text about conflicts

+ presentation & problem- solving: discuss with a partner the question: “Do you get into conflict with your parents ?”

II Preparations:

- Teacher: Handouts, cassette, lesson plan, pieces of papers, laptop, OHP

- Students: Textbook, subboards, pen markers

III Anticipated problems and solutions:

- Students may have difficulty matching the hilighted words with the definitions, T will be ready for help

IV Procedures:

Teacher & Students’ activities Contents & Board display

Warm-up

Aim: to direct Ss’ attention to the topic of the lesson.

- T asks the question ‘Where do you think family conflicts

come from?’

- T asks Ss work in groups, look at the picture and answer

the question

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

- T asks Ss to tick the conflicts (a-g) and then compare their

choices with their partner's

- T asks some Ss to share their opinions with the whole

Activity 1: Read the text about the conflicts between

parents and their teenage children Which of the

following do you think you may find in the text?

Aim: This activity focuses on Ss’ predictions about the

reading text

- T asks Ss to tick the conflicts (a-g) and then compare their

choices with their partner’s

- T asks Ss to share their opinions with the whole class

Activity 2: Read the text quickly and check your

Activity 1: Read the text about the conflicts between parents and their teenage children Which of the following do you think you may find in the text?

Activity 2: Read the text quickly and check

- T checks Ss' answers, and asks them to give the clues from

the reading text which helped them to work out the

answers

Activity 3: Match the hilighted words in the text with

the definitions.

Aim: This activity focuses on working out the meaning of

new words based on the context

- T matches the highlighted words in the text with the

definitions below

- T asks Ss to look at the highlighted words again, then do

the task individually

- T asks Ss to compare their answer with a partner

Activity 4: Answer the questions

Aim: This activity focuses on reading for specific

information

- T asks Ss to work in pairs, asks them to ask and answer

the questions

- T asks Ss to read the text again and locate the parts of the

text where they can get the answers

Activity 5: Discuss with a partner

Aim: This activity enables Ss to think about their own

experiences in relation to the issues in the reading text

and discuss them

- T asks Ss to work in pairs

- T asks Ss to read the questions and practice asking and

answering them

- T encourages Ss to give reason to support their opinions

- T asks several Ss to report what they learn about their

partners from their discussion in pairs

Activity 4: Answer the questions

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 decisions.

3 They are worried because these clothes may break rules and norms of society, or distract them from schoolwork.

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

5 No Some of them try to impose their choices of university or career on their children.

Activity 5: Discuss with a partner

Wrapping –up

Aim: to help ss to consolidate the lesson

- T asks Ss to remember the main content of the reading

passage by doing the exercise

Fill in the gap with the vocabulary you have

learned

1 A(n) ……… is a big family that includes not

only the parents and children, but also grandparents, uncles,

aunts and cousins, all living under the same roof

2 A(n) …………is a persons opinion about a subject

3 ……… is the name given to a particular

product by the company that makes it

4 …………is the care of children, especially while parents

are at work

5 A(n) is the difference in attitudes or

behaviour between younger and older age groups, which

can cause a lack of understanding

Home assignment

Aim: to help ss to revise the knowledge they have learnt

- T asks Ss to do exercises again at home

- T asks Ss to complete Exercises in workbook

Feedback :

………

………

………

……….

Date of preparation:

Date of teaching: Period :

Unit 1: THE GENERATION GAP

Lesson 4: Speaking

I Objectives:

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

- My parents are always + V-ing

- My parents believe that

Giving opinions & advice

- I think you should/ ought to

- I don’t think you should/ ought to

- In my opinion, you should/ shouldn’t

- If I were you, I would/ wouldn’t

- You had better

- Why don’t you + V(bare)?

- improve such competencies as:

+ collaboration: work in pairs to do activity 3

+ communication & problem- solving: give adivce on how to solve the conflicts between teenagers and parents

II Preparations:

- Teacher: Handouts, cassette, lesson plan, pieces of papers, laptop, OHP

- Students: coloured cards, subboard, pen marker

III Anticipated problems and solutions:

- Students may have difficulty having a conversation, T will be ready for help

IV Procedures:

Teacher and students’ activities Contents & Board display

Warm-up

Aim: to direct Ss’ attention to the topic of the lesson.

- T asks the question “Where are the conflicts about?”

- T gives feedback and leads to the new lesson

Activity 1: Match them with the problem a, b, or c

in the box below.

Aim: This activiy focuses on conflicts between

teenagers and their parents

- T asks Ss to read about the three situations facing

Activity 1: Match them with the problem a, b, or c

in the box below.

*Key:

1.b 2 c 3 a

Activity 2: Tick the complaints that you hear in

their partner.

- T asks Ss to do the task individually and then check

their answers in pairs Encourage Ss to explain their

choice

Activity 2: Tick the complaints that you hear in

your family

Aim: This activity focuses on the ideas and useful

language to talk about Ss’ problems with parents.

- T asks Ss to tick the complaints that you hear in your

family

- T asks Ss to do the task then compare the result with

their friend

- Representatives from different groups to go to the

board and give their presentations

- T calls several groups at random to report their

viewpoints

Activity 3: Tell your partner what you or your

brothers/ sisters and your parents complain about

Give advice on how to solve the problem

Aim: This activity focuses on speaking about conflicts

between teenagers and parents, and giving opinions

and advice to solve the problems.

- T asks Ss to work in pairs

- T asks them to practice in pairs as the example

- T moves around to assist or listen to different pairs to

detect errors /problems

- T gives feedback on Ss’ performance: e.g

Pronunciation, ideas, using body language,

turn-taking.

your family

My children:

- watch too much TV

- don't help with housework

- dress badly and have ugly hairstyle

- spend too much time on their mobile phones and computers

My parents:

- don't respect my privacy

- criticize my appearance

- want me to follow in their footsteps

- always tell me what to do

- don't like my friend

III AFTER YOU SPEAK Activity 3: Tell your partner what you or your brothers/ sisters and your parents complain about Give advice on how to solve the problem

A: I think that your parents are true to some extent You shouldn't wear Jeans and T-shirt when you are

at school or formal party However, they are OK if you go out with your friends or on other occasions And you should tell your parents about that

B: Thanks, I'll try.

Wrapping-up

Aim: to help ss consolidate the lesson

- T asks ss to do the exercise to consolidate the lesson

Make compound nouns with the given words

A nuclear, foot, view, school, table, junk, house,

hair, soft.

B style, children, family, manners, drinks, food,

hold, steps, point.

- Suggested answers:

+ Know more about conflicts in the family.

+ Give a mini-talk about conflicts in the family + Giving problems, asking for advice, giving solutions

Home assignment

Aim; to help ss to revise the knowledge they have

learnt

- T asks students to learn by heart the expressions.

Feedback :

………

………

………

………

Date of preparation:

Date of teaching:

Period:

Unit 1: THE GENERATION GAP

Lesson 5: Listening

I Objectives:

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

- improve such competencies as:

+ collaboration: work in pairs to do activity 1, 2, 5

+ communication & presentation: ask and answer the questions in Activity 5

+ problem-solving: answer the question: “What do you think they will mention?” in activity 1

II Preparations:

- Teacher: Handouts, cassette, lesson plan, pieces of papers, laptop, OHP

- Students: Textbook, subboards, pen markers

III Anticipated problems and solutions:

- Students may have difficulty matching the hilighted words with the definitions, T will be ready for help

IV Procedures:

Teacher’s and students’ activities Contents & Board display

Warm-up

Aim: to direct Ss’ attention to the topic of the lesson.

- T asks Ss to look at the photos of the two teenagers,

and think about what problems they may have

Activity1: You are going to listen to Tom and Linda

discussing their conflicts with their parents What do

you think they will mention?

Aim: this activity focuses on listening for general ideas

- T sets the scene: “You are going to listen to Tom and

Linda discussing their conflicts with their parents What

do you think they will mention?”

- T asks Ss to work in pairs, discuss the questions

Activity 2: Match the words in the box with the

appropriate definitions

Aim: This activity focuses on new vocabulary items.

- T asks Ss to do this activity in pairs

Date:

Unit 1: THE GENERATION GAP

Lesson 5: Listening

Activity1: You are going to listen to Tom and Linda discussing their conflicts with their parents What do you think they will mention?

They may talk about conflicts of watching TV/playing computer games too much;

hairstyle; clothes and not helping with the

- T asks Ss to listen to the CD for the first time and try to

note down the information that helps them to check their

answers

- T asks Ss to share with their friends to see if they have

the same answers or not

- T asks Ss to listen to the CD for the second time and

try to note down information they didn’t understand for

the first time

- T asks them to give clues to their answers

- T asks Ss to listen again and pause at certain places if

necessary to help Ss hear the information they need

Activity 3: Listen to the conversation Decide if the

following sentences are true or false

Aim: This activity focuses on listening for specific

information.

- T plays the tape twice

- T asks Ss to share their prediction in pairs

- T elicits Ss’ predictions

- T asks Ss to listen to the recording, do the task then

compare the answer with their partner

- T elicits Ss’ answers and gives them the correct ones

Activity 4: Listen to the conversation again and

choose the best answer A, B, C

Aim: This activity focuses on listening for specific

information and inference

- T asks Ss to listen again and do the activity then

compare the answer with their partner

Activity 5: Ask and answer the following questions

Aim: This activity focuses on some of the ideas from the

listening conversation.

- T asks and answers the following questions

- T asks Ss to work in pairs and asks and answersthe

questions

3 B

4 C II WHILE YOU LISTEN Activity 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 Activity4: Listen to the conversation again and choose the best answer A, B, C Key:

1 C

2 A

3 B

4 C

5 B

Activity 5: Ask and answer the following questions

Keys:

1 No, they don't They think that my clothes are colorful and not suitable for a student.

2 I think that computer games help me to relax after hard work but my parents disagree They think that computer games are totally harmful.

Wrapping-up

Aim: to help ss consolidate the lesson

- T asks ss to consolidate the lesson by doing the

exercise

Exercise 1: Fill in each gap with a suitable word

1 Linda’s parents want her to wear clothes

2 Linda may follow her parents’ after talking

to Tom

3 Tom’s parents think none of the games are _

4 His parents want him to do more outdoor

Home assignment

Aim: to help ss to revise the knowledge they have learnt

- T asks Ss to do exercises in their workbook

Feedback :

………

………

………

……….

Date of preparation:

Date of teaching: Period :

Unit 1: THE GENERATION GAP

Lesson 6: Writing

I Objectives:

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

a Vocabulary:

- recognise and comprehen the words and phrases related to family rules: “allow”, “forbid”, “table manners”,

“footsteps”

b Language:

- apply to some useful structures to write a letter to inform an English teenager of the rules in the family:

+ My parents (do not) let me _

- improve such competencies as:

+ problem- solving: think of the reasons and write them in the space provided in Activity 2 and complete

a letter to inform an English teenager of the rules in the family

II Preparations:

- Teacher: Handouts, cassette, lesson plan, pieces of papers, laptop, OHP

- Students: Textbook, subboards, pen markers

III Anticipated problems and solutions:

- Students may have difficulty writing a letter, T will be ready for help

IV Procedures

Teacher’s and students’ activities Contents & Board display

Warm-up

Aim: to direct Ss’ attention to the topic of the lesson.

- T gives Ss some questions about family rules

NEW LESSON

Activity 1: The following are some family rules

Complete them, using the phrases below Add a

few more if you can.

Aim: This activity focuses on the language they need

to write about family rules.

- T asks Ss to work in pairs and do the activity

- T sets a time limit for this activity and assists Ss if

necessary

Date:

Unit 1: GENERATION GAP Lesson 6: Writing Family rules

Activity 1: The following are some family rules Complete them, using the phrases below Add a few more if you can.

Keys:

1 My parents do not let me go out late at night.

2 They make me help with the household chores.

3 They tell me to keep my room clean and tidy.

4 They warn me not to tell any lies.

5 They want me to prepare carefully for all my exams.

6 I am not allowed to play computer games

7 They forbid me to use a cell phone.

8 I have to finish all my homework before going to bed.

9 I'll be punished if I neglect my study and get bad

Activity 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 the spaces provided

Aim: This activity focuses on giving reasons or

explanations.

- T asks Ss to do the activity, then compare the result

with their partner

- T draws Ss’ attention to the instructions and

questions

- T asks Ss to work individually to find the answer

- T asks them to practice in pairs

- T calls on a few Ss to report the answers

Activity 3: An English teenager is going to stay

with your family for two months on a cultural

home stay programme Complete a letter to

inform him/her of the rules in your family

Aim: This activity focuses on using the ideas

provided previously to write the letter.

- T asks Ss to do the task

- T draws Ss’ attention to the instructions

- T points out to Ss how to write a letter

- T goes around and gives help, collects common

mistakes for later correction

- T collects 5 paragraphs to mark in class so that all

Ss feel the need to do the task

- T walks around and offer help if necessary

- T asks students' answers and comments

- T asks some outputs to highlight and comment and

correct the possible mistakes of students

- T gives feedback on these papers.

marks.

10 I'll be rewarded if I get good marks.

Activity 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 the spaces provided

Keys:

1 One important rule in my family is that I have to help around with the housework and other home duties This will give my mother more free time to relax, teach me lessons about my responsibility and make my family members closer to each other.

2 Another important rule in my family is that my parents want me to take my study seriously I'm expected to finish all my homework before going to bed and prepare carefully for every exam at school I will I'll be punished if I neglect my study and get bad marks but I'll be rewarded if I get good marks.

3 The third important rule in my family is that I am not allowed to tell lies Whether I make a small or serious mistake, my parents make me to tell the truth

so that they can know everything about me and help

me to solve the problem.

Activity 3: An English teenager is going to stay with your family for two months on a cultural home stay programme Complete a letter to inform him/her of the rules in your family

Keys:

Pham Ngoc Thach, Dong Da, Ha Noi, Viet Nam February, 10th, 2014

Dear Lauren, I'm very happy to know that you'll be staying with my family for two months We live in a four-bedroom flat

on the 15th floor You will have your own bedroom for your stay here.

You asked me about our family rules There are three important ones that we must follow.

One important rule in my family is that every member

of the family has to keep his or her room tidy My brother and I have to make our beds every morning, and clean the floor and windows twice a week.

Another important rule is that my brother and I must

be home before 10 p.m My parents are very strict and believe that setting a curfew with help us become responsible, and stay safe and healthy The third important rule is that we mustn't invite friends to stay

overnight This is not only our family rule, but also the rule for all people living in the building.

If you have any questions, please let me know We will try our best to make you feel comfortable during your stay with us.

I hope you will enjoy your time in VN Looking forward to meeting you Best Wishes

Ha

Wrapping-up.

Aim: to help ss consolidate the lesson

- T asks ss to consolidate the lesson by doing the

exercise

Rewrite each sentence using the word(s) in

the brackets, without changing its meaning.

1.I am not allowed to go out with my friends in the

evening (mustn't)

I ………

2 It is a good idea for us to take an umbrella with us when we go out (should) We ………

3 It is necessary for young people to plan for their future (Use Have to) Young people ………

4.Ms Ly is in charge of cleaning the floor every day (has to) Ms Ly ………

5.If I were you, I would spend more time talking with my children (should) You………

Home assignment Aim: to help ss to revise the knowledge they have learnt - T asks Ss to write the text again at home Feedback : ………

………

………

………

Date of preparation:

Date of teaching: Period :

Unit 1: THE GENERATION GAP Lesson 7: Communication and culture

I Objectives:

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

- improve such competencies as:

+ collaboration: work in pairs/ groups to do activity 1, 2 (Communication), activity 1, 2 (Culture) + presentation: report their group’s opinions to the class in activity 2 (Communication)

+ communication & problem-solving, assessment: discussing the questions in activity 2(Culture)

II Preparations:

- Teacher: Handouts, cassette, lesson plan, pieces of papers, laptop

- Students: Textbook, subboards, pen markers

III Anticipated problems and solutions:

- Students may have difficulty answering the questions, T will be ready for help

Activity 1: Work in groups Practise asking the

following questions and take notes of their answers

Aim: This activity aims at giving Ss further speaking

practice related to the unit topic.

- T asks Ss to work in groups to practise asking and

answering the questions

- T asks Ss to take notes of their parents’ answers, and

helps them to express their ideas, if necessary

Date:

Unit 1: GENERATION GAP Lesson 7: Communication and culture Part A: Communication:

Activity 1: Practise asking the following questions and take notes of their answers

Suggestion:

I live in a nuclear/an extended family.

Living in a nuclear family has both advantages and disadvantages On the one hand there are only two generations in a nuclear family so there will be less conflicts and generation gaps

On the other hand nuclear families have to face with the problem of childcare and elderly care Living in an extended family brings about both advantages and disadvantages For advantages, members in extended families often help each other a lot with child care, elderly care and housework Children can also learn a lot of experiences from the elderly For disadvantages, extended families often have a lot of conflicts and generation gaps

Activity 2: Report your groups' opinions to the class

Aim: This activity focuses on reporting their opinions

- T asks each groups to give the representative to report

their opinions

- T calls on several Ss at random to report what they

have learnt about their partner, and then give feedback

Part B: Culture: The return of the extended families

in the UK and the USA

Activity 1: Read the following text about the coming

back of the extended families and answer the

questions

Aim: This activity focuses on answering the questions.

- T asks Ss to work in pairs and do the task

- T asks several pairs to ask and answer the questions

Activity 2: Discuss with a partner

Aim: This activity aims at providing opportunities for

discussions of the current family trend in Viet Nam.

- T asks Ss to work in pairs and do the activity

Activity 2: Report your groups' opinions to the class

Part B: Culture: The return of the extended families in the UK and the USA

Activity 1:

*Key:

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

2 Unemployment, part-time work and low-paid jobs have become more common The cost of housing has become higher The pressures of childcare and elderly care have become heavier

3 The disadvantages are the lack of space, independence and privacy, and the daily conflicts

4 They can develop relationships with adults other than their parents.

5 Old people can become more active when interacting with the younger generation.

Activity 2: Discuss with a partner

1 The current family trend in VN is the increase

in the number of nuclear families

2 The reasons for this is the influence from Western cultures, busy lifestyle and the depletion in the traditional customs

3 Yes

Wrapping-up

Aim: to help ss consolidate the lesson

- T asks Ss to do the exercise to consolidate the lesson

Mark True or False for the statements

1 The nuclear family has increased in the USA and the

UK

2 High umemployment rates, part-time work and

low-paid jobs are the reasons for this family trend

3 When living with members of their extended family,

young children can’t develop relationships with adults

other than their parents

4 The trend keeps growing as more and more people are

choosing traditional extended families

Home assignment

Aim: to help ss apply the vocabulary items and

structures they have learnt

- T asks Ss to learn the structures and vocabulary

- Prepare for the next lesson: Looking Back

1 Knowledge (3 basic levels: recognisation, comprehension, application)

a Vocabulary:

- recognise and comprehen the words and phrases related to the generation gaps: “curfew”, “nuclear family”,

“extended family”, “conflict”, “childcare”, “

- improve such competencies as:

+collaboration: work in pairs to do activity 2 (Pronunciation), activity 2 (Vocabulary) presentation,

assessment

II Preparations:

- Teacher: Handouts, cassette, lesson plan, pieces of papers, laptop

- Students: Textbook, subboards, pen markers

III Anticipated problems and solutions:

- Ss may have difficulty identifying the stressed words, T will be ready for help

IV Procedures

Teacher’s and students’ activities Contents & Board display

WARM–UP

Aim: To direct Ss’ attention to the topic of the lesson

- T asks Ss to recall what they have learnt in Unit 1:

“What have you learnt in this unit? Let’s review”

Part A: Pronunciation

Activity 1: Identify the stressed words and put a

stress mark before their stressed syllables in the

following statements Listen and check your

answer

Aim: This activity aims at revising strong and weak

forms of words in connected speech.

- T plays the recording and let Ss listen and do the

task

- T asks Ss to tell the differences in stress patterns of

the words that have the same spelling, but belong to

different parts of speech

- T plays the CD once and asks Ss to put the mark

before the stressed words

- T asks them to listen again if necessary

- T asks Ss to check their answer with other

classmates

- T elicits answers from the whole class

- T asks Ss to listen again and pause to help them to

notice the stress of the target words

Activity 2: Identify the stressed words and put a

stress mark before their stressed syllables Listen

Date:

Unit 1: GENERATION GAP Lesson 8: Looking back and project

Part A: Pronunciation Activity 1

*Key:

1 Tim and his parents often argue about what time he should come home.

2 Money is a source of conflict for many families.

3 Susan's parents want her to do well in school, and if that doesn't happen, her parents get angry, so she gets worried.

4 Kate's parents often complain that she doesn't help clean the house.

Activity 2: Listen and check your answers.

and check your answers.

Aim: This activity focuses on the stressed words in

short exchanges.

- T plays the recording and let Ss listen and do the

task

- T asks Ss to tell the differences in stress patterns of

the words that have the same spelling, but belong to

different parts of speech

- T plays the CD once and ask S to put the mark

before the stressed words

- T asks them to listen again if necessary

- T asks Ss to check their answer with other

classmates

- T asks Ss to listen again and pause to help them to

notice the stress of the target words

Part B: Vocabulary

Activity 1: Fill in the gaps with the words/ phrases

from the box

Aim: This activity aims at revising some of the

vocabulary items used in the unit.

- T asks Ss to do this vocabulary exercise in pairs or

groups of 4

- T asks Ss to work on their own first

- T asks Ss to compare answers with a partner to see

if they have the same answer

- After that, T elicits answers from the whole class

and correct the wrong ones

Activity 2: Can you find other compound nouns

with the word family?

Aim: This activity focuses on compound nouns with

the word family, and dictionary skills.

- T asks Ss to find the compound nouns

- T asks them to do the activity to reinforce these

grammar points

- T checks the answers with the whole class and

explain any points if necessary

Part C: Grammar

Aim: to help ss to recognise, comprehend and apply

the simple present and present continuous tenses

Activity 1: Complete the following sentences with

should or ought in their positive or negative form

Aim: This activity aims at revising “should/

shouldn’t” and “ought to/ ought not to” for giving

opinions and advice.

- T elicits the use of modal verbs from Ss

- T asks Ss to work individually and then exchange

2 A: These jeans look really cool Would you like to try them on?

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

3 A: Do you think life is safer in the countryside? B: Yes, I do It's also cleaner

family tree family doctor family rules

with others

Activity 2: Complete the following sentences with

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

doesn't have to

Aim: This activity aims at revising the use of “have

to” and “must” expressing obligation.

- T asks Ss to work individually and then exchange

with others

Part D: Project

Aim: This project aims at providing additional

speaking practice and helps Ss to consolidate the

language they have learnt throughout the unit.

- Ss do the survey in PROJECT in groups at break

time

- T designs the form and students hand in the results

in written form as assignment

Part D: Project

Wrapping-up

Aim: to help ss consolidate the lesson

- T asks Ss to consolidate by doing the exercise

Exercise : Matching- compound nouns

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

- improve such competencies as:

+ collaboration: work in pairs to do activity 1, activity 3

+ communication: practise reading the conversation between Mai & Mai’s grandma

II Preparations:

- Teacher: Handouts, cassette, lesson plan, pieces of papers, laptop

- Students: Textbook, subboards, pen markers

III Anticipated problems and solutions:

- Students may have difficulty writing a letter, T will be ready for help

IV Procedures

Teacher’s and students’ activities Contents & Board display

Warm-up

Aim: To direct Ss’ attention to the topic of the lesson

- - T asks Ss to look at the picture and guess

what the two people's relationship is and what

they are talking or thinking about

Suggested answers:

They are grandmother and granddaughter.

The grandmother is telling her granddaughter to focus on

schoolwork, while the girl is thinking about romantic

relationships

NEW LESSON

-Activity 1: Listen and read

Aim: This activity focuses on listening and reading a

conversation between a student and her grandmother

- T asks Ss to listen to a conversation between Mai and

her grandma

- T plays the recording

- T asks Ss listen to the recording and read the

conversation

Date:

UNIT 2 RELATIONSHIP Lesson 1: Getting started Romantic relationship Activity 1: Listen and read

New words:

- get involved in romantic relationships

- single-sex school

- start a relationship with sb

- concentrate on one's study

Activity 2: Read the conversation again Decide whether the statements are T or F, or not given (NG)

Keys:

1 T (‘oh, one of my classmates’)

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

Activity 2: Read the conversation again Decide

whether the statements are T or F, or not given (NG)

Puepose: This activity focuses on comprehension

- T asks Ss to work individually and finish the task

- T asks them to exchange their answers with a partner

Activity 3: Read the conversation again, and find the

verbs that come before the words below

Aim: This activity helps Ss to discover the use of linking

verbs with adjectives.

- T asks Ss to work individually and finish the task

- T asks Ss to do the task then compare the answer with

Activity 3: Read the conversation again, and find the verbs that come before the words below

Aim: to help ss consolidate the lesson

- T asks ss to consolidate the lesson by doing the Exercise

1: Answer the questions

1 Who is Mai’s classmate?

2 How are Mai’s classmates?

3 Are Mai and Nam in a romantic relationships?

4 Did Mai’s grandmother go to single-sex school?

Home assignment

Aim: to help ss to revise the knowledge they have learnt.

- T asks Ss to do exercises in workbook

I Objectives:

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

a Vocabulary:

- recognise the words and phrases related to relationships: “break up”, “sympathetic”, “lend an ear”,

“argument”, “reconcile”

- comprehen and apply to some useful structures to complete the sentences

+ have got a date with + sb

- improve such competencies as:

+ collaboration: work in pairs to do activity 2 (Grammar)

+ communication: practise reading the conversations in activity 2 (Pronunciation)

II Preparations:

- Teacher: Handouts, cassette, lesson plan, pieces of papers, laptop

- Students: Textbook, subboards, pen markers

III Anticipated problems and solutions:

- Students may find confused with linking verbs, Teacher will be ready for help

IV Procedures

Teacher and students’ activities Contents & Board display

Warm-up

Aim: To direct Ss’ attention to the topic of the lesson

- T checks some new words that Ss have learnt

(romantic relationship, sympathetic, argument )

Activity 1: Write the words or phrases given in the

box next to their meaning

Aim: This activity focuses on the meaning of the words

or phrases.

- T asks Ss to find the shortened forms of verbs and

negative words “not” and write their full forms in the

Aim: This activity focuses on the words or phrases

- T asks Ss to pay attention to the context in which the

words or phrases in Activity 1 can be used

- T asks Ss to consider the suitable form of the words

or phrases (tense of verb, singular or plural form of

nouns)

- T encourages Ss to exchange their answers with a

Date:

Unit 2 RELATIONSHIP Lesson 2: Language

- T elicits answers from the whole class and give more

explanation to help Ss understand correctly, if

necessary

Activity 1: Find the contracted forms in the

conversation and write their full form

Aim: This activity focuses on contracted forms in

casual speech.

- T asks Ss to find the shortened forms of verbs and

negative words “not” and write their full forms in the

space provided

Activity 2: Listen and underline what you hear

Aim: This activity focuses on the contractions or the

full forms

- T asks Ss to listen and underline the contractions or

the full forms in the exchanges

- T explains some of the rules for contracted forms

- T checks answers as a class

Activity 3: Listen & repeat the exchanges in 2

- T asks Ss to listen to the sentences and practice

saying them correctly

- T invites some Ss to read these sentences in front of

the class and correct mistakes, if there are any

III Grammar:

1 Linking verbs

- T explains to Ss :

+ Linking verbs are used to describe or identify the

subject of the verbs

+ Linking verbs do not express action Instead, they

connect the subject of the verb with an adjective or

noun that describes or indentifies the subject

Form: S + linking verb + Adj/ N

a Activity 1: Choose the verbs in the box to

complete the sentences Make changes to verb

1 shouldn't - should not

2 you're - you are

- The desert tastes delicious

Form: S + linking verb + Adj/ N

Be, become Seem, appear Grow, get, stay Remain, look Sound, smell Taste, feel

sentence from the word box, and then asks them to use

the correct form of the verb to complete the sentence

b Activity 2: Underline the correct words to

complete the sentences

Aim: This activity focuses on identifying adjectives or

adverbs after the linking verbs

- T asks Ss to read the setences carefully and identify

the linking verbs

- T explains to Ss that some verbs (appear, look, taste,

smell, sound, and feel) can refer to an action (action

verbs) and be followed by an adverb

2 Cleft sentences with It is/ was

- T asks Ss to explain:

+ Cleft sentences are used when we want to focus on a

particular part in the sentence

+ The focus is put after “It is/ was” The part of the

sentence we don’t want to emphasise is put into a

clause beginning with that

It is / was + focus + that

a Activity 1: Rewrite each sentences to emphasize

the underline part.

Aim: This activity aims at using cleft structures to

rewrite the sentences.

- T asks Ss to put the underlined part in each sentence

after It is/ It was

b Activity 2: Write the answer to these questions

Use the words or phrases in bracket as the focus

Aim: This activity focuses on answering the questions

using cleft sentences.

- T asks Ss to write the answers to the questions, using

the words or phrases in brackets as the foucs

- T asks Ss to practise asking and answering the

questions in pairs T tells Ss not to emphasise any of

the words in the questions

- T encourages them to stress the words un focus in the

2 Cleft sentences with It is/ was

Eg: - She found learning grammar the most difficult

at school

It was learning grammar that she found the most difficult at school.

Form: It is/was + focus + that + ….

Use: when we want to focus on a particular part in the sentences

a Activity 1: Rewrite each sentences to emphasize the underline part.

Keys:

1 It was her sad story that made me cry

2 It is you who are to blame for the damage

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

4 It's your parents that/who you should 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

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

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

Wrapping-up

1 I feel really excited because I have got a _

with Laura tomorrow

2 A true friend is someone who is and

always willing to help

A sympathetic B sympathy

3 James and his father were _ after an

argument

4 Jack broke with his girlfriens, but he

didn’t look sad when I saw him

5 When I am in trouble, my close friends are always

willing to lend an _ and give me some advice

6 I can’t _my parent’s permission to go out

after mid-night

7 My parents always worry that I am in

a _with Nam, my close friend

A partnership B relationship

Home assignment

Aim: to help ss to revise the knowledge they have

learnt.

- T asks Ss to do exercises again at home

- T completes Exercises in workbook

I Objectives:

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

a Vocabulary:

- recognise the words and phrases: “trust”, “engage” , “reconcile”, “appearance”

- comprehen some useful structures:

+ be on goood term with

+ take the initiative

+ engage in

+ drop out of school

b Language:

2 Skills

- promote Ss to develop their reading skills

- skim the text to get the general idea

- scan the text to get some specific details

3 Attitudes :

- have a positive attitude towards what they have learnt about

4 Competencies :

- improve such competencies as:

+ collaboration and communication: work in pairs or groups to do activity 4

+ presentation & problem- solving: discuss and present Ss’ advice to Ha and Nam in activity 5

II Preparations:

- Teacher: Handouts, cassette, lesson plan, pieces of papers, laptop, OHP

- Students: Textbook, subboards, pen markers

III Anticipated problems and solutions:

- Students may not know how to give advice, Teacher will be ready for help

IV Procedures

Teacher’s & Students’ Activities Contents & Board display

Warm-up

Aim: To direct Ss’ attention to the topic of the lesson

- T gives Ss some questions

NEW LESSON

Activity 1: Discussing with a partner

Aim: This activity focuses on guessing what is

happening to these people or how they are feeling

- T asks Ss to look at the people in the three pictures,

paying attention to their body language

- T asks Ss to work in pairs and guess what is happening

to these people or how they are feeling

Activity 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.

Aim: This activity focuses on skimming and scanning a

text for main ideas and specific information

- T asks Ss to read an advice column in a newspaper

including readers’ questions and a counsellor’s replies

- T asks Ss to read the questions and replies quickly and

Date ………

Unit 2: RELATIONSHIPS Lesson 3: Reading PLEASE HELP ME!

Activity 1: Discussing 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

Activity 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.

*Key:

1 b Van Ha: My friend betrayed my trust

find the main ideas.

- T asks Ss to choose the best summary of each readers’

problem

Activity 3: Find the words or expressions in the text

that have the following meanings and write them in

the space below

Aim: This activity focuses on the words or expressions in

the text that have the following meanings.

- T asks Ss to read the five definitions in this part

- T asks Ss to find the words or expressions in the text to

match with these definitions

Activity 4: Read the text carefully then answer the

questions

Aim: This activity focuses on practising asking and

answering the questions

- T puts Ss in pairs, ask them to ask and answer the

questions

- T lets Ss read the text again and locate the parts of the

text where they can get the answers

Activity 5: If you were the counsellor in charge of the

advice column, what would you advise Ha and Nam

to do?

Aim: This activity focuses on discussion

- T asks them some guiding questions before they start

their discussion: “If you were Ha or Nam, would you

feel pleased with the counsellor’s advice? If you were

the counsellor, what else would you tell them?

- T puts Ss in groups of four and let them discuss the

questions freely

2 c Quang Nam: I don't have friends

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

Keys:

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: Read the text carefully then answer the questions

* 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 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 relationship with the girls in his class

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

Activity 5: If you were the counsellor in charge

of the advice column, what would you advise

Ha and Nam to do?

Wrapping-up

Aim:

- T asks Ss to consolidate the main contents

Exercise 1:

1 Hoa is Ha’s only friend.

2 Two weeks ago, I told her I was very unhappy and

Aims : to help ss to revise the knowledge they have

learnt and develop writing skill

- T asks Ss to do exercises in their workbooks

I Objectives:

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

a Vocabulary:

- recognise the words and phrases: “tutor”, “revise”, “cheat”, “permission”

- comprehen some useful structures:

- promote Ss to develop their reading skills

- skim the text to get the general idea

- scan the text to get some specific details

3 Attitudes :

- have a positive attitude towards what they have learnt about relationships

4 Competencies

- improve such competencies as:

+ collaboration: work in pairs or groups to do activity 3, 4 & 5

+ communication: practise the conversation betwwen Van & Chi in activity 3 and make a similar conversation in activity 4

+ presentation: talk about a problem Ss have had at school or at home to the rest of the class

II Preparations:

- Teacher: Handouts, cassette, lesson plan, pieces of papers, laptop, OHP

- Students: Textbook, subboards, pen markers

III Anticipated problems and solutions:

- Students may not know how to give advice, Teacher will be ready for help

IV Procedures

Teacher's and students' activities Contents & Board display

Warm-up

Aim: To direct Ss’ attention to the topic of the lesson.

- T give s Ss some questions about thier problem at

home or at school

NEW LESSON

Activity 1: Choose sentences a-f to complete the

conversation between two classmates

Aim: This activity focuses on completing the

conversation

- T asks Ss to read the conversation quickly to get the

main idea, and then asks them to read it again and

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

conversation

- T asks Ss to do the task individually and then check

their answers in pairs

Activity 2: Answer the questions

Aim: This activity focuses on identifying the main

ideas in the conversation and practising.

- T puts Ss in pairs, asks them to ask and answer the

questions

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

of the text where they can get the answers

Date:

Unit 2: RELATIONSHIP Lesson 4: SPEAKING

Activity 1: Choose sentences a-f to complete the conversation between two classmates

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

Activity 3: Practice the conversation with a

partner

Aim: This activity focuses on practice the

conversation.

- T asks Ss to work in pairs, practice the conversation

- T moves around to assist or listen to different pairs

to detect errors /problems

- T gives feedback on Ss’ performance: e.g

Pronunciation, ideas, using body language,

turn-taking

Activity 4: Choose 1 topic Use the ideas below to

make a similar conversation

Aim: This activity aims at asking for advice and

giving advice.

- T asks Ss to work in pairs, choose one topic and

make a similar conversation

- T asks Ss to use the expressions when talking about

problems

Activity 5 Talk about the problem that you have

at school or at home

Aim: This activity aims at talking about Ss’ problem

- T asks them to 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,

siblings, parents, or teachers), and what they did to

deal with the problems

- T asks Ss to work in pairs or groups

Activity 3: Practice the conversation with a partner

Activity 4: Choose 1 topic Use the ideas below to make a similar conversation

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

Activity 5 Talk about the problem that you have

at school or at home

Wrapping-up

Aim: to help ss to consolidate the lesson

- T asks Ss to consolidate the main contents by doing

I Objectives:

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

1 Knowledge (3 basic levels: recognisation, comprehension, application)

a Vocabulary:

- recognise the words and phrases: “sympathetic”, “anxious”, “confident”, “teenager”

b Language:

2 Skills:

- promote Ss to develop their listening skills

- help Ss develop the skill of working in pairs and groups realtionships

3 Attitudes :

- have a positive attitude towards what they have learnt about teenage relationships

4 Competencies :

- improve such competencies as:

+ collaboration: work in pairs or groups to do activity 2, 3

+ presentation and problem- solving: discuss the questions in activity 4

II Preparations:

- Teacher: Handouts, cassette, lesson plan, pieces of papers, laptop, OHP

- Students: Textbook, subboards, pen markers

III Anticipated problems and solutions:

- Ss may have difficulty in catching some words, T should provide

IV Procedures

Teacher's and students' activities Contents & Board display

Warm-up

Aim: To direct Ss’ attention to the topic of the lesson

- T gives Ss some questions:

“Do you usually teel your problems or secrets to you

parents?

“Are they willing to lend an ear?”

“ If you have a boyfriend or girlfriend, will you tell

your parents about it?”

- T leads to the lesson

NEW LESSON

Activity 1: Discussion

If you have a boyfriend or girlfriend, will you tell

your parents about it? why or why not?

Aim: To direct Ss’ attention to the topic of the lesson.

- T asks Ss to discuss the questions with a partner

Activity 2: Listen to a talk show with host Vicky

Holmes and guest speaker Dr Dawson Choose the

best answer to complete each statement

Aim: This activity aims at listening for specific details

- T asks Ss to listen to the CD for the first time and try

to note down the information that helps them to check

their answers

- T asks Ss to listen to the CD for the second time and

try to note down information they didn’t understand

for the first time

- T elicits answers from Ss and ask them to give clues

to their answers

- T asks Ss to listen again and pause at certain places if

necessary to help Ss hear the information they need

Activity 3: Listen again Answer the questions

Aim: This activity focuses on listening for more

Date:

Unit 2 RELATIONSHIP Lesson 5 LISTENING TEENAGE RELATIONSHIP

Activity 2: Listen and choose the best answer

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