Giáo án Tiếng anh 11 Unit 1: The generation Gap mới nhất

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

Warm-up

.Tell Ss that these differences can be in the choice of music, clothing, values, lifestyles, ways of shopping (directly from shopping centres or online), or communication

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? Elicit answers from Ss

Tell Ss that they are going to listen to a conversation between two friends, Sam and Ann. Let Ss guess what Sam and Ann are talking about`

- T plays the recording and asks Ss to listen and pay attention to the text to understand the content.

- Ss listen and read along silently.

- T asks Ss to read the passage again and get information to do Task 2 in pairs.

- Ask students to compare the answers with a partner.

- Ask some students to read the answers.

- Checks and gives the correct answers:

- Tell Ss this activity focuses on compound nouns.

•Ask them to complete the definitions, using the highlighted compound nouns in the conversation.

•Ask Ss to check answers in pairs.

•Check Ss’answers.

Ask Ss to read the conversation again to find seven other compound nouns.

•Allow Ss to use a dictionary to look up the meanings of the compound nouns.

Tell Ss to compare their answers in pairs / groups. Then check answers as a class

•Ask Ss to read the conversation again to find verbs expressing duty, obligation, advice.

Tell Ss to compare their answers in pairs / groups. Then check answers as a class

- ask Ss to work in pairs, practise asking and answering the questions given using the ideas from the conversation and Ss’ own ideas

Activity 1: Listen and read:

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

1. F

2. F

3. T

4. F

5. T

Activity 3: Complete the definitions:

Activity 4: Find the compound nouns

grandparents, grandma, grandpa, grandmother, hairstyle, housework, footsteps

Activity 5: Find verbs

Opinion and advice: should, ought to

Duty and obligation: must, have to

Lack of obligation: not have to, not need to

Activity 6: Ask and answer

1. I’m a part of a nuclear/extended family.

2. I learn a lot of skills from my grandparents.

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

Draw Ss'attention to the four compounds written as one word: household, hairstyles, schoolchildren, footsteps.

A compound noun is a noun that is made up of two or more words.

Each compound noun acts as a single unit and can be modified by adjectives and other nouns.

In compound nouns, the stress usually falls on the first word. This helps us to distinguish between compound nouns and free word combinations.

- T asks Ss to read the conversation again and get information to do Task 2 individually.

- Ss elicit more chores to add to the list.

- Ask Ss to compare the answers with a partner.

- Ask some students to read the answers.

- Feedback

•Play the recording for Ss to listen and repeat.

•Ask Ss to pay attention to the stressed words with the stress mark before the stressed syllable.

•Play the recording again for Ss to listen, pausing after each sentence. Have Ss work in pairs to find out the parts of speech of the words which are stressed in these sentences.

Ask Ss to study the Do you know...? box for more information about words that normally receive stress in connected speech

- T plays the recording and asks Ss to listen then circle the word they hear.

- T asks Ss to work individually and then check answers as a class

- ask pairs of Ss to role-play the questions and answers in front of the class

Tell 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.

•Ask Ss to underline the correct words to complete the sentences, and pay attention to the meaning of the sentences in order to choose the right word.

•Have Ss work individually first, then ask them to compare their answers in pairs.

•Check Ss'answers.

Have Ss do this exercise individually. Monitor the activity and help them, if necessary.

•Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, and then write them on the board.

I. Vocabulary: Compound nouns

Activity 1:

Example:

a 'greenhouse: a place for growing plants (compound noun)

a 'green 'house: a house painted green (free word combination)

Key: 1 -g2-h3-i4-f

5-c6-b7-a8-d9-e

Activity 2: Complete the questions

Key 1. hairstyle / table manners

2. generation gap

3. nuclear family

4. junk food

5. schoolchildren

II. Pronunciation:

Activity 1: Listen and repeat:

Activity 2: Listen and check

1.strong, weak

2.weak, strong

3.weak, strong

III. Grammar:

Activity 1: Underline the correct words

1. should

2. ought

3. must

4. have to

5.must not

Activity 2: Rewrite the sentences

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.

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

- Ask 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.

•Ask Ss to tick the conflicts (a-g) and then compare their choices with their partner's.

•Ask some Ss to share their opinions with the whole class.

* Checking

Ask Ss to skim the text and compare their predictions in 1.

Check Ss'answers, and ask them to give the clues from the reading text which helped them to work out the answers

•Ask Ss to match the highlighted words in the text with the definitions given.

•Tell Ss to go back to the reading text to locate the highlighted words and study the context surrounding the words to work out their meaning. Then match them with the definitions.

•Have Ss work individually, then check their answers in pairs or groups.

•Check the answers again as a class.

- Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need in order to answer the questions. It may help if Ss can understand the key words in the questions.

- Ask Ss to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers.

- Check Ss’ answer by inviting a representative form each group to give the answer to one of the questions. If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it from other Ss.

- have Ss work in pairs and take turns to share their problems, and give opinions or advice

- ask some Ss to report the results of their discussion

Activity 1: Give predictions

Activity 2: Read and check

b, c, d, e, f

Activity 3: Match the words with definitions

Key

1.afford

2.impose

3.brand name

4.norms

5.conflicts

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

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

* Checking

- T asks Ss to do the brainstorming

Who do the work and the feelings

List three household chores you like and dislike

Discuss the reasons

Give comments and lead in the lesson

This activity focuses on conflicts between teenagers and their parents.

•Ask Ss to read about three situations facing teenagers, and then match them with the problems a, b, or c in the box.

•Walk around and help Ss, if necessary.

•Have Ss compare their answers. Check Ss'answers.

•Ask Ss to further discuss if they have ever experienced these situations, and how they felt. They may give advice or express their opinions.

.This activity focuses on the ideas and useful language that Ss can use in 3 when they talk about their problems with parents.

•Ask Ss to read the list of things teenagers and their parents complain about.

•Have them tick the complaints that they hear in their families.

•Encourage Ss to add some more complaints if they can.

•Help Ss with any new language they may need to express their ideas.

focuses on speaking about conflicts between teenagers and parents, and giving opinions and advice to solve the problems.

•Ask Ss to work in pairs and take turns to tell their partner what they or their siblings and their parents often complain about, and then practise giving advice on how to solve the problem.

•Encourage Ss to use the structures listed in Helpful expressions.

•Walk around and help Ss, if necessary.

Ask some pairs to role-play their conversation, and give feedback

- Ask Ss to consolidate the main contents.

- Give feedback.

1.Activity 1

1. B

2. C

3. A

2. Activity 2

Key Students' answers

3.Activity 3

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

Tell Ss that this activity focuses on listening for general ideas.

•Tell Ss that they are going to listen to two teenagers, Tom and Linda, discussing their conflicts with their parents. Ask Ss to circle what they think the speakers will mention in their conversation.

Ask Ss to look at the sentences in task 2

This activity focuses on new vocabulary items.

•Tell Ss to match the words with their definitions. These words will be heard in the conversation.

•Have Ss compare their answers. Check their answers.

•If you think your class might not be able to understand the conversation, pre-teach additional words.

•Tell Ss that they are going to listen to the conversation between Tom and Linda and decide whether the statements are true (T) or false (F).

•Have Ss make guesses first. Encourage all possible answers and explanations. Write their guesses

on the board so they can see if the guesses are correct later.

•Play the recording for Ss to listen.

•Check Ss'answers.

•This activity focuses on listening for specific information and inference (Question 3).

•Tell Ss that they are going to listen to the conversation again, and do a multiple choice exercise.

1. Activity 1

Key Students’ answers

2. Activity 2

skinny (adj)

top (n)

stare at (v)

balance (v)

3. Activity 3

l. F

2. F

3.T

4.T

5.T

Activity 4

1. C

2. A

3. B

4. C

5. B

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

•Ask Ss to read the family rules provided.

•Have Ss complete the sentences and think about the rules in their families. They may add more rules if they can.

•Ask Ss to choose the three most important rules that their parents often apply in their family, and then give the reasons in the space provided.

•Tell Ss to read and analyse the example so that they know what they are expected to do.

Help Ss to express their ideas, if necessary

Ask Ss to read the text.

In pairs complete the chore chart.

Call some of them to tell class.

-Ss present in class.

Ask Ss to complete a letter about family rules.

•Explain that they can use the ideas provided previously to write the letter.

•Have Ss exchange their letters for peer checking. Walk around and help Ss, if necessary.

•Collect Ss'letters to give further feedback.

1. Activity 1

1.My parents don't let me stay out late at the weekend.

2.They make me keep my room tidy.

3.They tell me to take my studies seriously.

4.They warn me not to smoke or take drugs.

5.They want me to have good table manners.

6.I am not allowed to stay overnight at my friends'house.

7.They forbid me to swear or spit on the floor.

2.Activity 2

3.Activity 3

Pham NgocThach, Dong Da, Ha Noi, Viet Nam

February, 10'\ 2016

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 15lh floor. You will have your own bedroom during your stay here.

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

One important rule in my family is that every member of the family has to keep his or her room tidy. My brother and I have to make our beds every morning, and clean the floor and windows twice a week.

Another important rule is that my brother and I must be home before 10 p.m. My parents are very strict and believe that setting a curfew will help us to become responsible, and stay safe and healthy.

The third important rule is that we mustn't invite friends to stay overnight. This is not only our family rule, but also the rule for all people living in the building.

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

Ihope you will enjoy your time in Viet Nam.

Looking forward to meeting you.

Best wishes,

Ha