School: Gia Vien B high school Teacher: Tran Thi Thuy
Class: 11A5, A9
Date of prearation: 4/9/2021
Period: 01

INTRODUCING THE PROGRAMS OF ENGLISH 11
I. OBJECTIVES OF THE LESSON
By the end of the lesson, students will be able to
1. Knowledge
- get an overview of the English book grade 10 in general: themes, units
- know about tests: oral test, fifteen - minute tests, periodical tests, first term test
- review some words/ phrases given in the topics of grade 10
2. Skills
- Develop
3. Attitudes
- have a sense of responsibility toward learning the subject
4. Competence:
- Develop collaboration, problem-solving and communication competences
II. PROCEDURE
1. Class organization (1 mins)
2. New lesson
1. WARM – UP: chatting - (7 mins)
T-Ss activities
Content

- T raises questions to students
What is special about your vocation?
Which is the easiest, the most difficult? reading, speaking, listening, or writing?
Why do you learn English?
How long have you learned English?
Are you good or bad at English?
What you have learned in English?




St give the answers





2. PRESENTATION (20 mins)
• Activity 1: Introducing the textbook 11 (12mins)
- Teacher asks Ss to open the book map then the units and introduces the textbook
- Ss look at the book and listen to the teacher
The Structure of the book: -There are ten units. In each unit, there are eight main parts
the 1st term
* Unit 1- Unit 5: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back & project
* Review 1, 2
* Test yourself 1
* Written tests: 6: 15'(3) 45'(2) end- term (1)
the 2nd term:
* Unit 6- Unit 10: 8 parts for each unit: getting started, language, listening, writing, communication and culture and looking back & project
* Review 3, 4
* Test yourself 2
* Written tests: 6: 15'(3) 45'(2) end- term (1)




Textbook introduction:
+ Getting started
+ Language: Vocabulary, pronunciation, grammar
+ Reading
+ Speaking
+ Listening
+ Writing
+ Communication and culture
+ Looking back and project





• Activity 2: revewing words and phrases (20 mins)

- T introduces words and phrases and st give translation or examples.


Word and pharses review
Gender equality
gender gap
wedding rings
groom and bride
proposal ceremony
sweep the floor
honeymoon
wedding reception
break a mirror
impolite
tie the knot
Discrimmination against
Greenhouse effect
global warming
Environmentalists
climate changes
renewable energy
air pollution
sea level
marine life
ozone layer
weather forecasts


3. Homework (1 mins)
- Prepare for the next lesson.

4.Evaluation after Teaching
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................







School: Gia Vien B high school Teacher: Tran Thi Thuy
Class: 11A5, A9
Date of prearation: 4/9/2021
Period: 02→09
UNIT 1: THE GENERATION GAP
Numbers of Lessons: 8

I. Objectives: By the end of the lesson, learners will be able to:
1. Knowledge:
- Vocabulary: + use lexical items related to the generation gap and family rules
+ revise compound nouns
- Pronunciation: know and use strong and weak forms of words in connected speech
- Grammatical structures: + use modals to give opinions and advice: should (not), ought to.
+ use must and have to to express obligation.
2. Competence:
- develop reading, speaking, listening & writing skills:
+ read for specific information in an article about the generation gap
+ talk about parent- child relationship problems and offer advice on how to solve them
+listen for specific information in a conversation between two teenagers about conflicts with their parents
+ write a letter about family rules to a teenager staying with a homestay family
- develop such competences as: teamwork/cooperation; communication, self-study, problem-solving & creativity, Information-technology
3. Attitude: have responsible attitudes towards family rules.
II. Teaching aids: textbook, lesson plan, Speaker, USB/ Laptop, board, chalks….
III. Procedures:
LESSON 1: GETTING STARTED
Aims:
- To help Ss get started for Unit 1 with the topic "the generationgap":
+ To know words and phrases related to the topic as well as compound nouns
+ To use target language in a meaningful context
- To provide Ss with some motivation
b. Contents:
Task 1. Ss have to listen to the dialogue between Sam and Ann and read silently.
Task 2. Ss have to read the conversation again and do the following exercise True or False.
Task 3. Ss have to complete the setences with given compound nouns.
Task 4. Ss have to find compound nouns in the conversation.
Task 5. Ss have to read the conversation again and find verbs used to express duty, obligation, advice or lack of obligation.
Task 6. Ss have to ask and answer the given questions.
c. Products:
Task 1. Ss can understand the dialogue basically properly.
Task 2. Written answers for T or F.
Task 3. Written answers with given compound nouns.
Task 4. Written answers for finding compound nouns in the conversation.
Task 5. Written answers with verbs used to express duty, obligation, advice or lack of obligation.
Task 6. Spoken answers for asking and answering the given questions.
d. Stages:
Teacher and students' activities
Target content
I. Warm-up (5 mins): Discussion
Aims: - To get involved in the lesson
- To be familiar with the topic
Step 1:
T: asks Ss to work in groups of 8 in 2 minutes.
- You have 2 minutes to give the differences between you and your parents. After that you have 1 more minute to write everything on the sub-board, then the representative of your groups will present before class.
Step 2:
Ss: Do the task in groups.
T: Go around the class to provide help and control the students' activities.
Step 3:
T: - asks the groups to hang their sub-board on the wall
- calls on the leader of each group to report in front of the class.
Ss: give the answers.
Step 4:
T: gives confirms, gives comments, and declares the winner:
The group having the highest points wins the game.
Ss: Listen and write

Lead in: 1 min
T: raises a question
We are going to study unit 1 “ the Generation Gap” - getting started- to know more about the generation gap and family rules.


I. Warm-up (5 mins): Discussion










II. Presentation (10 mins):
Aims: - To get familiar with the pronunciation of the words related to the topic of the lesson.
- To know some more new words and language input of the lesson.
* Activity 1-Task 1: Listen and read: (5mins):
Step 1: T asks Ss to listen to the conversation individually.
- Now you will listen to the conversation once and repeat in silence and learn the intonation. While you listen, please take notes some new words.
Step 2: T plays the recording twice. Ss listen to the conversation and do as directed.
Step 3: T asks one pair to read the conversation
Step 4: T asks Ss to give comments on their pronunciation.

* Activity 2: Teach Vocabulary (5 mins)
Step 1: T instructs “I have 8 words on board, you work in groups of a table in 2 minutes to find out their meanings/pronunciation, you can use dictionary if needed ”
Step 2: T observes and gives help if necessary. Ss work in groups
Step 3: T asks 1 group to report their answers.
Step 4: T confirms and gives feedbacks

II. Presentation (10 mins):



* Activity 1: Listen and read: (5mins):




* Activity 2: Teach Vocabulary (5 mins)

- Extended family (n.p)
- nuclear family (n.p)
- generation gap (n.p)
- childcare (n)
- table manner (n)
- view point = point of view
- follow in someone's footsteps
- impose on (v)
III. Practice (15 mins)
Aims:- help Ss understand the conversation through comprehension questions and learn more about the compound nouns.
*Activity 1-Task 3:Complete the Definitions (6 mins)
Step 1: T instructs:“Complete the definitions in pairs in 3 minutes, using the highlighted compound nouns in the conversation.”
Step 2: Ss do it in pairs. T goes around the class to provide help and control the students' activities.
Step 3:
- T calls on 6 Ss to give their answers and to give evidence from the text.
- appointed pairs give their answers in front of the class
Step 4: T listens and checks

* Activity 2- Task 2: Decide the statements are true (T) or false (F) (9 mins)
Step 1: T instructs: “Now you work individually first and then exchange in pairs to decide if the statements are true (T) or false (F). After that, some of you will be sked to present your answers in front of the class.”
Step 2: Ss do the task individually first and then compare with their partner while T observes and gives support.
Step 3: T calls on 5 Ss to give their answers and give evidence from the text.
Step 4: T checks Ss' answers and gives explanations.

III. Practice (15 mins)




* Activity 1-Task 3:Complete the Definitions (6 mins)
Expected answers:
1. A nuclear family
2. Childcare
3. A generation gap
4. Table manners
5. A viewpoint
6. An extended family


* Activity 2- Task 2: Decide the statements are true (T) or false (F) (9 mins)
Expected answers:
1.F (an extended -> a nuclear)
2. F (a nuclear -> an extended)
3.T
4. F (women must do all the housework)
5.T
IV: Production (13 mins)
Aims:- help Ss understand the compound nouns.
-help Ss focus on should, ought to, must and have to.
- initiate speaking practice.
* Activity 1- Task 4: Find the Compound Nouns (4 mins)
Step 1: T instructs: “Now you work individually first and then in pairs to find compound nouns in the conversation in 3 minutes”
Step 2: Ss do the task individually first and then compare with their partner.
Step 3: T calls on some Ss to give their answers and evidence from the text.
Step 4: T check Ss' answers and gives explanations.


* Activity 2- Task 5: Find verbs…. (5 mins)
Step 1: T instructs: “Now you work individually first and then in pairs to find verbs expressing duty, obligation, advice in the conversation in 3 minutes”
Step 2: Ss do the task individually first and then compare with their partner.
Step 3: T calls on 3 Ss to give their answers
Step 4: T check Ss' answers and gives explanations.

* Activity 3- Task 6: Ask and answer (4 mins)
Step 1: T instructs: “Now you work in pairs to ask and answer the questions”
Step 2: Ss do the task with their partner.
Step 3: T calls on some pairs to give their answers and to give evidence from the text
Step 4: T confirms, gives comments.

IV: Production ( 13 mins)



* Activity 1- Task 4: Find the Compound Nouns (4 mins)
Expected answers:
grandparents
grandma
grandpa
grandmother
hairstyle
housework
footsteps


* Activity 2- Task 5: Find verbs…. (5 mins)
Expected answers:
+ Opinion and advice: should, ought to.
+ Duty and obligation: must, have to.
+ Lack of obligation: not have to, not need to.




*Activity 3-Task 6: Ask and answer (4 mins)
The answers might be various.
Expected answers:
1. I'm a part of a nuclear/extended family.
2. I learn a lot of skills from my grandparents.

Consolidation (1 min):
T asks: “What have you learned today?”
Ss summarize/retell/report what they have learned


The answers might be various.
Homework (1 min):
- Practise the conversation, asking and answering questions.
- Prepare the next lesson.


Reflection: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………




LESSON 2: LANGUAGE

Aims: By the end of the lesson, students will be able to
- recognize compound nouns in the unit and their spelling
- use should / shouldn't, ought to / ought not to, must / mustn't, have to / don't have to
- focus on stressed and unstressed words in sentences, then discover the connection between stress and grammar
- use some lexical items related to the topic “the generation gap”and compound nouns
b. Contents:
- Vocabulary
Task 1. Ss have to make a compund noun from given words.
Task 2. Ss have to complete the sentences with the compound nouns in Task 1.
- Pronunciation
Task 1. Ss have to listen and repeat the sentences with stressed words.
Task 2. Ss have to practise reading the conversation in pairs.
- Grammar
Task 1. Ss have to choose the correct answers.
Task 2. Ss have to rewrite the sentences with the given words in brackets
c. Products:
- Vocabulary
Task 1. Written correct answers
Task 2. Written correct answers
- Pronunciation
Task 1. Spoken answers
Task 2. Spoken answers
- Grammar
Task 1. Written correct answers
Task 2. Written correct answers
d. Stages:

Teacher and students' activities
Target content
I. Warm-up (5 mins): Discussion
Aims: - To get involved in the lesson
- To be familiar with the topic
Step 1: T distributes handouts and instructs: “Now, work in groups of two tables in 2 minutes making new words from the given words. After that you have another 1 minute to write your answer on the sub-board then two representatives from selected groups will present in front of the class.”
Step 2: Ss do the task in groups. T observes Ss'speaking and gives help if necessary.
Step 3: T asks 2 representatives to give the answers
Step 4: T asks other Ss to give comments and then T gives feedback

Lead in: They are compound nouns. In the first part of the lesson, we are going to study more about compound nouns.

I. Warm-up (5 mins): Discussion
Dog, game, house, top, green, ink, fire, video, hot, fox, fish, lap


Expected answer
1- Videogame
2- Hot dog
3- Greenhouse
4- Firefox
5- Inkfish
6- Laptop






II. Presentation (12 mins): Compound nouns
Aims:- help Ss know more compound nouns and use them in appropriate contexts.
* Activity 1: Introduction of compound nouns (4 mins)
Step 1: T tells Ss: “Look at the compound nouns and work in pairs to find their form, function and stress in 3 minutes”.
Step 2: T observes and gives help if necessary. Ss do it in pairs.
Step 3: T asks Ss to give answers.
Step 4: T gives feedback.





Task 1: Matching each word (1-9) with other word (a-i) to make compound nouns (Page 8) (4 mins)
Step 1: T instructs: “work individually matching each word (1-9) with another word (a-i) to make compound nouns in 3 minutes.”
Step 2: Ss do it individually. T observes and give help if necessay.
Step 3: T asks some Ss to give answers.
Step 4: T gives feedback.
Task 2: Complete each question with one of the compound nouns in Task 1. (4 mins)
Step 1: T instructs: “work individually first to complete each question with one of the compound nouns in Task 1 and then in pairs to crosscheckin 3 minutes→Appointed Ss write their answers on the board.”
Step 2: Ss do the task. T goes around the class to provide help and control the students' activities.
Step 3: Ss go to the board and write their answers
Step 4: T confirms, gives comments and provides the explanations.

II. Presentation (12 mins)

Definition: 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 words. This helps us to distinguish between compound nouns and free word combinations.
Example:
a 'greenhouse: a place for growing plants (compound noun)
a 'green 'house: a house painted green (free word combination)


Suggested answers:
1 –g 2 -h 3 -i
4 –f 5 -c 6 -b
7 –a 8 -d 9 -e






1. Have your parents ever complained about your hairstyle/ table manners?
2. Why is there a generation gap between parents and children?
3. Is the nuclear family the perfect type of family?
4. Why are soft drinks and junk food not good for our health?
5. Do you think schoolchildren should wear uniforms?
 
III. Practice (11 mins): Pronunciation
Aims: - help Ss focus on stress and unstressed words in sentences.
* Activity 2: Overview of stress and unstressed words in sentences. (4 mins)
Step 1: T instructs: “Study the Do you know...? box individually in 2 minutes and then retell it”.
Step 2: T observes. Ss do it individually.
Step 3: T asks some Ss to tell what they've studied.
Step 4: T gives feedback.





+ Task 1: Listen and repeat the sentences .(4 mins)
Step 1: T instructs: “work in individuals, listen and notice stress and unstressed words in sentences. Then, repeat the sentences in pairs in 4 minutes.”
Step 2: Ss practise reading the sentences in pairs. T observes Ss' activity.
Step 3: T asks some Ss to read the sentences. Other students listen and give comments if necessary.
Step 4: T corrects Ss' pronunciation.





+ Task 2: Read the sentences (4 mins)
Step 1: T instructs: “Read the sentences in pairs in 2 minutes.”
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: Ss provide the answers and explanation.
Step 4: T confirms and gives comments.

III. Practice (11 mins)

In a sentence, the following words are stressed:
1. Content words: nouns, verbs, adjectives, adverbs.
2. Negative auxiliaries
3. Question words: who, whose, when, where, why, what, and how.
4. Demonstrative pronouns that do not precede nouns: this, that, these, those.
5. Posessive nouns: mine, yours, his, hers, ours, theirs, except post-modifier constructions such as of mine, of yours…


1. If you can i'dentify your 'differences with your 'parents, you can 'have a 'good re'lationship.
2. You should be re'spectful when dis'cussing any 'areas of disa'greement.
3. 'Take 'time to 'listen to your 'parents' o'pinions, and 'ask them to 'listen to 'yours.
4. Being 'rude to your 'parents 'won't con'vince them you're 'right. 'This can 'have the 'opposite ef'fect.
5. 'How can 'parents sup'port their 'children through the 'bad 'times?



1. I have to go to school
2. I want my brother to win
3. Where are the documents?
4. Did you watch the documentary?

IV. Production (15 mins)
Aims: - help Ss learn more about modal verbs such a should/ shouldn't; ought to/ ought not to; must/ mustn't; have to/ don't have to.
- help Ss use focus on should and ought to to give advice and must and have to to express obligation.
* Activity 3: should/ shouldn't; ought to/ ought not to; must/ mustn't; have to/ don't have to (5 mins)
Step 1: T instructs: “Study the Do you know...? box individually in 1 minutes and then retell it”.
Step 2: T observes while Ss do it individually.
Step 3: T asks some Ss to tell what they've studied.
Step 4: T gives feedback.





+ Task 1: Underline the correct words to complete the sentences .(4 mins)
Step 1: T instructs “work individually to underline the correct words to complete the sentences”
Step 2: T observes. Ss do the exercise as directed.
Step 3: T asks some Ss to give their answer and explain if needed.
Step 4: T listens and gives feedback.

+ Task 2: Rewrite the sentences .(6 mins)
Step 1: T instructs: “do this exercise individually in 6 minutes”.
Step 2: T monitors the activity and gives help. Ss do it individually.
Step 3: Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, and then write them on the board.
Step 4: T confirms and gives comments.






Should & shouldn't: give opinions about something or advice to someone.
Ought to & ought not to: mean the same as should & shouldn't.
Must: has a stronger meaning than should and ought to.
Must & have to: express obligation or the need to do something.
Must: expresses obligation imposed by the speaker while have to expresses external obligation.


Suggested answers:
1. should
2. should not
3. must
4. have to
5. must not



Suggested answers:
1. You mustn't use your mobile phone in the examination room.
2. I don't have to type my essay.
3. You should tell the truth to your family.
4. Young people must plan their future career carefully.

Consolidation (1 min):
T asks: “What have you learned today?”
Ss summarize/retell/report what they have learned


The answers might be various.
Homework (1 min):
- Practise the conversation and revise theories about Modal verbs.
- Prepare the next lesson.


Reflection: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………




LESSON 3: READING

Aims: By the end of the lesson, students will be able to:
- know some vocabulary related to the topic of the generation gap.
- develop their reading skills: Skim the text to get the general idea & Scan the text to get some specific details
- know some common sources of conflicts between parents and teenage children and the ways to avoid them
- develop skills such as collaboration, problem-solving and communication competences
b. Contents:
Task 1. Ss have to make predictions before reading the text.
Task 2. Ss have to read the conversation and check their predictions.
Task 3. Ss have to match the highlighted words in the text with the given definitions.
Task 4. Ss have to read the text again and answer the questions.
Task 5. Ss have to discuss the given questions.
c. Products:
Task 1. Written answers for making predictions
Task 2. Written answers for checking predictions
Task 3. Written answers for matching the highlighted words in the text with the given definitions.
Task 4. Written answers
Task 5. Spoken answers for discussing the given questions.
d. Stages:
T- SS' ACTIVITIES
CONTENT
I. Warm-up: What's the video about? (7 mins)
Aims: - Create excitement among students and help them to be ready for the new lesson.
Step 1: T gives instructions: “Now, work in groups of a table in 4 minutes, discuss the question : WHERE DO CONFLICTS COME FROM? Then, the representative of your groups will present your answers in front of the class”.
Step 2: Ss discuss. T goes around the class to provide help and control the students' activities.
Step 3: - The leader of the group reports in front of the class.
Step 4: T asks some Ss to give comment, gives feedback and announces the winner.

Lead in:
Today, in order to know more about the conflicts in family We are going to study unit 1- reading "WHERE DO CONFLICTS COME FROM?"
Step 1: T instructs: “Before reading the text, work in groups of 8 students in 2 minutes ticking the conflicts you will find in the text.”
Step 2: T observes. Ss work in groups
Step 3: T asks some representatives for their answers.
Step 4: T leads in the new lesson

1. Warm-up: What's the video about? (7 mins)

Expected answer





Students' answers
II. Presentation (5 mins)
Aims: - Provide students with some vocabulary and structures relating to generation gaps.
Step 1: T instructs: “I have 7 words on board, you work in groups of a table in 2 minutes to find out their meanings/pronunciaion, you can use dictionary if needed.Then be ready to provide your answers and explanation when called.”
Step 2: Ss work in groups. T observes and offers help if necessary.
Step 3: Ss provide the answers and explanations.
Step 4: T confirms, gives comments and provides the explanations.

2. PRESENTATION (5mins)

Vocabulary:
1. conflic (n): xung đột
2. treat (v): đối xử
treatment (n)
3. norm (n): quy tắc, tiêu chuẩn
4. brand name: thương hiệu, hàng hiệu
5. afford (v): cod khả năng, đủ sức
6. impose (v): áp đặt
7. distract … from (vp): làm sao lãng

III. Practice ( 18 mins)
Aims: help Ss to develop reading comprehension skill- Skimming and work out the meaning of new words based on the context

*Activity 1- Task 1:Check your predictions (4 mins)
Step 1: T asks Ss to work individually first and then in pairs.
- Now you yourself will read the text quickly in 1 minute to decide Which of the following you think you may find in the text, then work in pairs in 1 minute to crosscheck and are ready to provide your answer when called.
Step 2: Ss do it individually. T observes and gives help if needed
Step 3: T calls on 3 Ss to give their answers and to give the clues from the text
Step 4: T gives feedback

* Activity 2 Task-3: Match the highlighted word in the text with the definition below. (6 mins)
Step 1: T instructs: “Match the highlighted word in the text with the definition below individually in 2 minutes and then compare the answer with your partner in 2 minutes.”
Step 2: Ss do it individually. T observes and gives help if needed.
Step 3: Ss provide the answers when called.
Step 4: T confirms and gives comments.

* Activity 3- Task 4: Answer the questions (8 mins)
Step 1: T instructs: “Work in pairs in 4 minutes asking and answering the questions.”
Step 2: Ss do the task as directed. T goes around the class to provide help and control the students' activities.
Step 3: T calls on 5 pairs to give their answers
Step 4: T confirms and gives comments.
3. Practice ( 18 mins)





Expected answer
b, c, d, e, f.












Keys:
1. afford
2. impose
3. brand name
4. norms
5. conflicts




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 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.

IV. Production (13 mins)
Aims: - help Ss initiate speaking practice
* Activity 1 (low-level): summaziring the main reasons and explanations of conflicts ( 5 mins)
Step 1: T instructs: “Work in groups of 4 students summaziring the main reasons and explanations of conflicts.”
Step 2: Ss do it in groups. T observes and gives help if needed.
Step 3: T calls on 3 Ss to give their answers and the clues from the text.
Step 4: T gives feedback.

* Activity 2-Task 5 (high-level): Discuss with a partner: “Do you get into conflict with your parents?” ( 8 mins)
Step 1: T instructs: “Work in pairs and take turn to share your problems and give advice.”
Step 2: Ss do it in groups. T observes and gives help if needed.
Step 3: T calls on some pairs to report the result of their discussion.
Step 4: T confirms and gives comments.











Students' answers







Expected answer
Yes, it is even very often. Due to the gap in our age, we mostly have many arguments on many aspects such as clothes, lifestyle, table manners and my school's performance. 2 years ago, my mother and I used to have a quarrel as I wore an unsuitable dress to an extra class. On my mother's viewpoint, my dress at that time was too sexy to fit the class's dress code, even though wearing that dress was just my taste. Finally, I had to follow my mother's choice of dressing that day, if not, I could have been punished severely for not listening to her advice.

Consolidation (1 min): 2-3 ss summarize/retell/report what they have learned.
-What have you learned today?

The answers might be various.
Homework (1 min)
- Do exercises (Page 7 ->9- sách bài tập Tiếng Anh 11)
- Prepare the next lesson.


Evaluation
................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

LESSON 4: SPEAKING

Aims: By the end of the lesson, students will be able to
- General knowledge: know more about the conflicts between parents and teenage as well as the way to avoid them.
- Language: know words related to the topic of conflicts in the family
- develop their speaking skills: Talking about parent- child relationship problems and offering advice on how to solve them
- develop the skills of working in pairs and groups, problem-solving, collaboration and communication competences
b. Contents:
Task 1. Ss have to read the situations and match them with the suitable problems.
Task 2. Ss have to read the complaints and choose the ones that you hear in their family.
Task 3. Ss have to work in pairs to talk about the common complaints and give advice on how to solve the problem.
Task 4+5. Ss have to talk about conflicts and give advice.
c. Products:
Task 1. Written answers for matching the situations with the suitable problems
Task 2. Written answers
Task 3. Spoken answers
Task 4+5. Spoken answers for discussing the given questions.
d. Stages:
T- SS' ACTIVITIES
CONTENT
I. Warm-up (5 mins):
Aims: - To inspire and get student involved in the lesson
- To revise some vocabulary about the topic of conflicts in the family

Step 1: T: “work in groups of 4 students discussing the situations in the pictures (Page 11) and say what conflicts each one may lead to.”
Step 2: Ss discussin group. T goes around the class to provide help and control the students' activities.
Step 3: T calls 2 representatives to report in front of the class.
Step 4: T asks some Ss to give comment and then T gives feedback

Lead in: Today we are going talk about parent- child relationship problems and offer advice on how to solve them

I. Warm-up (5 mins):
Expected answer

Picture a: Parents may not like when their teenage children go out with their friends late at night.
Picture b: Parents may not like when their teenage children don't help enough around the house.
Picture c: Parents may not like some friends of their teenage children



II. Presentation (15 mins)
Aims: - Help students know more about the conflicts between teenagers and their parents.
- Help students know more useful expression to talk about conflict and give advice on how to solve problem.
+ Task 1: Matching the situation and the problems (5 mins)
Step 1: T asks Ss to work in pairs: “Now, work in pairs in 3 minutes matching the situations with the problems a, b or c.”
Step 2: Ss disuss. T goes around the class to provide help and control the students' activities.
Step 3: T calls 2 representatives to give the answers.
Step 4: T asks some Ss to give comment and then T gives feedback
- Asks Ss to further discuss if they have ever experienced these situations, and how they felt. They may give advice or express their opinions.

+ Task 3: useful expression to talk about conflict and give advice on how to solve problem (10 mins)
Step 1: T instructs: “Now, work in groups 3 minutes to find out useful expressions to talk about conflicts and give advice on how to solve problems. Then write on the sub-board and the representative of your group will present before class.”
- Group 1, 2, 3: Giving complaints
- Groups 4, 5, 6: Giving opinions and adivce
Step 2: Ss do the task. T observes Ss'discussing and gives help if necessary.
Step 3: T calls 2 representatives to give the answers. Ss hang out the sub-board and present the results.
Step 4: T asks some Ss to give comments and then T gives feedback

II. Presentation (15 mins)









Expected answer

1. B
2. C
3. A






Helpful expression:
Complaints:
I don't like the way my parents keep+V-ing
My parents are always + V-ing…
My parents believe that ….
Giving opinions and advice:
I think you should/ ought to…
I don't think you should/ ought to …
In my opinion, you should/ shouldn't
If I were you, I would/ I wouldn't …
You had better …
You shouldn't/ ought not to …
Why don't you …

3. Practice (10 mins)
Aims: - Help students talk about conflicts between teenagers and their parents and then gives advice.
+ Task 2: Tick the complaints that you hear in vour family.
Step 1: T: “Now, work individually in 3 minutes tick the complaints that you hear in your family and add more if you can.”
Step 2: T observes Ss'discussing and gives help if necessary
Step 3: T calls 2 representatives to give the answers
Step 4: T asks some Ss to give comment and then T gives feedback

3. Practice (10 mins)
* My children... (Con cái tôi...):
- dress badly and have ugly hairstyles 
- have strange friends 
- don't help with housework 
- don't listen to my advice 
- watch too much TV 
- don't study enough 
- spend too much time on their mobile phones and computers 
- have a lot of junk food and soft drinks 
* My parents... (Bố mẹ tôi...):
- don't like my friends 
- complain about household chores and homework 
- criticise my appearance 
- don't respect my privacy 
- don't listen to my opinions 
- always tell me what to do 
- don't let me do what I want 
- keep comparing me with their friends' children 
- try to control me 
- want me to follow in their footsteps 

IV. Production (13 mins)
Aims:- Talk about conflicts and give advice
1. Activity 1: (low-level) (7 mins)
Step 1: T instructs: “Now, work in pairs in 5 minutes talking about conflict between teenagers and their parents and then give advice.”
Step 2: T observes Ss'discussing and gives help if necessary
Step 3: Some pairs role-play in front of the class.
Step 4: T asks some Ss to give comment and then T gives feedback

2. Activity 2 (high-level): Report conflicts and give advice (6 mins)
Step 1: T instructs: “Now, work in groups in 3 minutes talking about the conflict between a groupmember and his parents and then give advice.”
Step 2: T observes Ss'discussing and gives help if necessary
Step 3: Ss present the results in front of the class.
Step 4: T asks some Ss to give comment and then T gives feedback

IV. Production (13 mins)






Students' answers










Students' answers

Consolidation (1 min):
2-3 ss summarize/retell/report what they have learned.
-What have you learned today?

The answers might be various.
Homework (1 min)
- Do exercises (Page 9 & 10- Engish workbook 11)
- Prepare the next lesson.



Evaluation
................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................



LESSON 5: LISTENING

Aims: By the end of the lesson, students will be able to:
- Understand more about the conflicts between parents and teenage
- know some vocabulary related to the topic of “How we are different?”
- improve their listening skills for details, specific details and general ideas.
- develop the skill of working in pairs and groups
b. Contents:
Task 1. Ss have to to remember some vocabulary and structures relating to conflicts
Task 2. Ss have to listen and decide T or F
Task 3. Ss have to listen and choose the best answer A, Bor C
Task 4. Ss have to listen and summarize the conversation.
c. Products:
Task 1. Written answers for preparation for next task
Task 2. Chosen answer
Task 3. Chosen answer (the option).
Task 4. Spoken answer to summarize the conversation
d. Stages:
T- SS' ACTIVITIES
CONTENT
I. Warm-up (5 mins):
Aims: Create excitement among students and help them to be ready for the new lesson

Step 1: T: “Now, work in pairs discussing the problems they may have”
T observes Ss'discussing and gives help if necessary
Step 2: T calls 2 representatives to give the answers
Step 3: T asks some Ss to give comment and then T gives feedback
Step 4:
Lead in: Today we are going talk about parent- child relationship problems and offer advice on how to solve

I. Warm-up (5 mins):
Expected answer
+ Playing computer games too much
+ not helping with the housework
+ not studying enough
+ Having uncommon hairstyles, clothes…







II. Presentation (15 mins)
Aims: - Provide students with some vocabulary and structures relating to conflicts
+ Task 1:
Step 1: T instructs “I have 8 words on board, you work in groups of a table in 2 minutes to find out their meanings/pronunciaion, you can use dictionary if needed ”
Step 2: T observes and gives help if necessary while Ss work in groups
Step 3: T asks 1 group to report their answer
Step 4: T consolidates




Check vocabulary (10 mins)
Step 1: T instructs: “Work in pairs in 3 minutes matching the words in the box with the appropriate definitions”
Step 2: T observes and gives help if necessary while Ss work in groups
Step 3: T asks some students to report their answer.
Step 4: T consolidates
II. Presentation (15 mins)
Vocabulary:
- skinny(adj) 'skini/ >< fat
- sparkling(adj) /'spɑ:kliɳ/: lấp lánh, lóng lánh
- stuff (n) chất liệu , món, thứ
→casual stuff (n): chất liệu thông thg
- flashy (adj) /'flæʃi/: lòe loẹt, thích chưng diện
→ flashy clothes
- elegant (adj) /'eligənt: tao nhã
- forbid/fə'bid/ = ban= prohibit
- concentrate on (v) = focus on
- Shiny (adj) /'ʃaini/: sáng bóng


Expected answer
1- d
2- a
3- b
4- c




3. Practice (10 mins)
Aims: - Help Ss to improve listening skill- Listen for specific information
+ Task 2: Listen and decide T or F
Step 1: T instructs: “Work individually listening to the conversation between Tom and Linda and diciding if the statements are true or false”
Step 2: Have Ss make guesses first. Encourage all possible answers and explanations. Write their guesses on the board so they can see if the guesses are correct later.
Step 3: T plays the recording twice. observes and gives help if necessary while Ss work individually
Step 4: T asks some students to report their answer
- T consolidates
+ Task 3: Listen and choose the best answer A, Bor C
Step 1: T instructs: “Work individually listening to the conversation between Tom and Linda and choose the best anwer A, B or C”
Step 2: T remind Ss to try to ignore any distractors that may appear in the recording, and listen for specific information.
Step 3: T plays the recording twice. observes and gives help if necessary while Ss work individually
Step 4: T asks some students to report their answer
- T consolidates
3. Practice (10 mins)
+ Task 2: Listen and decide T or F
Expected answer
1- F
2- F
3- T
4- T
5- T







Expected answer
1. C
2. A
3. B
4. C
5. B
IV. Production (13 mins)
Aims:- help Ps to remember some vocabulary and structures relating to conflicts
1. Activity 1: (low-level) (7 mins)
Step 1: T instructs: “Work in pairs and anser the questions”
Step 2: T observes and gives help if necessary while Ss work in pairs
Step 3: T asks some students to report their answer
Step 4: T consolidates

IV. Production (13 mins)
Listen and summarize the conversation


1. Do your parents like your hairstyle?
2. Do you and your parents have diferent viewpoint of lifestyle ? Explain?


Students' answers




Students' answers

Consolidation (1 min):
2-3 ss summarize/retell/report what they have learned.
-What have you learned today?

The answers might be various.
Homework (1 min)
- Do exercises (Page 9 & 10- Engish workbook 11)
- Prepare the next lesson.



Evaluation after Teaching
................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................








LESSON 6: WRITING

Aims: By the end of the lesson, students will be able to
- write a letter about family rules to a teenager staying with a home stay family.
- express themselves in written English.
- know some vocabulary related to the topic of “Family rules”

b. Contents:
Task 1. Ss have to complete some family rules based on the phrases
Task 2. Ss have to choose the three most important rules that your parents often apply to you
Task 3. Ss have to complete the letter to inform your English teenager friend of the rules in your family
c. Products:
Task 1. Written answers for family rules
Task 2. Written answers about the students' family rules
Task 3. Written answers (the completed letter)
d. Stages:
T- SS' ACTIVITIES
CONTENT
I. Warm-up (5'): Find out some rules on the picture.
Aims: - To get ss involve in the lesson.
- To introduce the topic.
Step 1: T: Hey, class. Now you will work in pairs in two minutes, finding out some rules
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 3 Ss from 3 groups read out loud the answers
Step 4: T confirms, gives comments, leads to the content of the lesson.


Key

1. be kind
2. be honest.
3. keep promise.
4. love each other.
5. never give up
6. work hard.
……
II. Presentation (5')
Aims: To present/review some structures used for writing about family rules
Task 1. Studying the phrases:
Step 1: T gives the task to ss:
• Give the structures and meaning relating to “make, let, want, warn, allow, forbid”
• Work in pairs
• Time: 2 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3:
- 3 Ss write the answer on the board.
Step 4: T confirms
* Helpful structures
• S + (do not) + let + O + V
• S + make + O + V
• S + tell + O + (not) + to V
• S + warn + O + not to V/ against Ving
• S + want + O + (not) + to V
• S + be + (not) + allowed to V
- S + forbid + O + to V/ from Ving
III. Practice 1 (10')
Aims: To practice using helpful structures
Task 2: Complete the sentences
Step 1: T tells ss to:
• Complete them, using the phrases below, add a few more if you can
• Work in individually
• Time: 2 minutes
Step 2: Ss do the task. T goes around the class to provide help
Step 3: Ss report the task
• 2 ss show the answer on the board
• 1s gives the explanation if necessary
Step 4: T confirms
• T gives comments/ explanation for q1.
• T gives the key.


Task 3: Choose the three most impotant rules and write.
Step 1: T tells ss to:
• match the three most important rules that their parents often apply in their family with the reasons.
• Work in individually
• Time: 4 minutes
• At last , T give outline for writing.
Step 2: Ss do the task. T goes around the class to provide help
Step 3: Ss report the task
• 2 ss show the answer on the board
Step 4: T confirms
• T gives comments/ explanation for q1.


1. They make me respect the elderly
2. They make me keep my room tidy.
3. They tell me to take my studies seriously.
4. They warn me not to smoke or take drugs.
5. They want me to have good table manners.
6. . I am not allowed to stay overnight at my friend's house.
7. They forbid me to use a cell phone.
8. I have to finish all my homework before going to bed
9. They let me keep fit by taking up a sport
10. They want me to help around with the housework
11. I am not allowed to spit on the floor
12. I am allowed to play computer games at weekends only



Students' answers
+ 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 and make my family members closer to each other.
+ 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.
+ 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

Outline:
I. Heading: greetings (Dear…..,)
II. Opening: general information about your family rules.
III. Body:details of the rules, give examples or reason.
IV. Closing: your feelings about these rules.
V. Signature:

IV. Production (21')
Aims: To use idea provided in a writing a letter about family rules
Task 4:
Step 1: T gives the task to ss
• work individually to complete a letter about family rules in 10 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Ss write the letter individually and then compare with a partner.
Step 3: 1 S write their letter on the board.
Other ss give feedback.
Step 4: T confirms
• T gives comments

IV. Production (21 mins)

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
V. Consolidation (2'):
SS summarize how to write a letter to a teen to inform him/her about the rules in your family.
The answers might be various.
Homework (1'):
T asks Ss to
• revise the writing.
• prepare for the next lesson



Evaluation after Teaching
................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................




LESSON 7: COMMUNICATION and CULTURE

Aims: By the end of the lesson, students will be able to
- Express views about the advantages and disadvantages of living in a nuclear or an extended family.
- know more about the current family trend in the UK and the USA and can compare with another family trend.
- acquire words relating to describing extended and nuclear families
- promote Ss to develop their communication skills and cultural understanding
- develop the skill of working in pairs and groups
b. Contents:
Task 1. Ss ask and answer about the family rules advantages and disadvantages
Task 2. Ss have to report their opinions
Task 3. Ss have to read the text to understand the family rules in The USA and the UK
Task 4+5. Ss have to discuss about the trend and family in Vietnam
c. Products:
Task 1. Spoken answer
Task 2. Spoken answer after discussion
Task 3. Spoken answers based on the text
Task 4. Spoken answers for discussing the given questions.
d. Stages:
Teacher and students' activities
Content
I. Warm-up (5'): Brainstorming
Aims: - To get ss involve in the lesson.
- To introduce the topic.
Step 1: T: Hey, class. You will work in groups of two tabes in three minutes, listing as many kinds of family as you can
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 3 Ss from 3 groups read out loud the answers
Step 4: T confirms, gives comments, leads to the content of the lesson.
Brainstorming
List as many kinds of family as you know


…







COMMUNICATION
II. Presentation 1 (5')
Aims: To present model conversation
Task 1. Matching
Step 1: T gives the task to ss:
• Match the questions and answer
• Work in pairs
• Time: 2 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3:
- 2 Ss give the answer orally
Step 4: T confirms

Questions
1- What kind of family do you live in?
2- What do you think the advantage of living in an extended family are?
3- What about the disadvantages?
Answers
a- You can have more support from other family members
b- I live in an extended family
c- There are a lot of conflicts between different generations

Keys
1-b 2- a 3-c
III. Practice 1 (7')
Aims: Ss practice the conversation in pairs
Task 2: Practice the conversation
Step 1: T gives the task to ss:
• Practice reading the conversation
• Work in pairs
• Time: 2 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3:
- 2 pairs practice the converastion
Step 4: T give comment

A: What kind of family do you live in?
B: I live in an extended family
A: What do you think the advantage of living in an extended family are?
B You can have more support from other family members
A: What about the disadvantages?
B: There are a lot of conflicts between different generations

IV. Production 1 (7')
Aims: To use target language in a meaningful context
Task 3: Ask and answer about family type
Step 1: T gives the task to ss:
• Ask and answer about family type
• Work in pairs
• Time: 2 minutes
Step...