GIÁO án TIẾNG ANH 11 mới TRỌN bộ

GIAO ÁN CHÍNH KHĨA 11 KÌ 1

PERIOD 1:

INTRODUCING THE PROGRAMS OF ENGLISH 11

I. AIMS/OBJECTIVES OF THE LESSON:
1. Language focus:
- To introduce English 11
- To motivate learners, prepare them to get ready for the new school year.
2. Skills: To test Ss's language skills
3. Attitudes: - To encourage Ss to work harder
- To provide Ss some motivation
II. PREPARATION
1. Teacher:
- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students:
- Read through English 11 at home
III. PROCEDURE:
1. Class organization (1 minute)
2. Check up (omitted)
3. New lesson (40 minutes)
TEACHER'S ACTIVITIES
STUDENTS'
ACTIVITIES
1. Warm up:
Do as appointed
Introduces herself to the students
Asks some students to introduce themselves:
What’s your name?

Do you like English?
Do you find English easy or difficult?
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?
2. The text- book English 11
the 1st term
Listen
* Unit 1- Unit 6: 8 parts for each unit: getting started, language, Take notes
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 7- Unit 12: 8 parts for each unit: getting started, language,
reading, speaking, 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)
3. Teacher’s demand
Books
* Text - book English 11
Listen
* Work - book English 11

Take notes
At home:
* Prepare for the new lessons: content, structures, words and
phrases, pronunciation
* Revise the old lessons + do all the homework
At class:
* Participate in all activities
* Keep the discipline
4. Students’ assessment (5 mins)
What do you find your English?
Very good
Excellent:
Good:
Average:
Do as appointed
Bad:
Very bad:
4. Consolidation (3 mins) - English test book 11
5. Homework: (1 min)
- Read unit 1 - getting started at home


Period 2: Unit 1: THE GENERATION GAP
GETTING STARTED
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus
- To help learners get started with some language items in Unit 1
- For vocabulary, that is words and phrases related to the generation gap and family rules,
as well as some compound nouns
- For pronunciation, that is strong and weak form of words in connected speech

- For grammar, that is the use of some modal verbs: should, ought to, must, have to
2. Skills
- To help learners get started with 4 skills in Unit 1
- Reading: Reading for specific information in an article about the generation gap
- Speaking: Talking about parent-child relationship problems, and offering advice on how to
solve them
- Listening: Listening for specific information in a conversation between two teenagers
about conflicts with their parents
- Writing: Write a letter about family rules to a teenager staying with a homestay family
3. Qualities
- To help Ss get started for Unit 1 with the topic "the generation gap"
- To provide Ss some motivation
II. TEACHING AIDS
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
III.. PROCEDURE
1. Activity 1

WARM UP
a. Aim: Visualize what the topic is and supply the background knowledge
b. Content: Look at the pictures and answer the questions.
- How many people are there in the pictures?
- Who are they?
- Are they a nuclear family or an extended family?
- Do you think there are conflicts between them?
c. Outcome: Suggestions
- There are 9 people
- They are grandparents, parents and children.
- They are an extended family.

- Yes, I think there are conflicts between them.
d. Organization:
Ask Ss to listen to look at the pictures and ask them what they see in the pictures
- Ask Ss to guess the content of the conversation
2. Activity 2

PRESENTATION
a. Aim: elicit new words, supply structures and grammatical knowledge
b. Content: finish the task and presentation
- Listen to the conversation and read.
- Practice the conversation again.
- Write down the new words.
- Practice reading new words.
c. Outcome: Expected answers
New words:

1.
2.
3.
4.
5.
6.

appearance (n): ngoại hình
conservative (adj): bảo thủ
state-owned (adj): thuộc sở hữu nhà nước
follow in his footsteps (phr): đi theo con đường của …
open-minded (adj): phóng khống
impose sth on sb (v): áp đặt cái gì cho ai

d. Organization:
- ask Ss to listen and read
- call on some couples to practice the conversation again.
- explain some new words.
- ask ss to read and write down the words
3. Activity 3

PRACTICE
a. Aim: practise skills
b. Content: finish the task and presentation
- Read the sentences in task 2. Underlined key words. Find information in the
conversation. Decide whether the sentences are true or false.
- Read highlighted compound nouns telling their meanings. Complete the
sentences in task 3.


-Find other compound nouns in the conversation.
-Find verbs used to express duty, obligation, advice and lack of obligation in
the conversation.
c. Outcome: Suggested answer:
- 1.F 2. F 3. T 4. F 5. T
- 1. A nuclear family 2. Childcare 3. Generation gap 4. Table manners 5. A
viewpoint 5. An extended family
- 1. Grandparents 2. Grandma 3. Grandpa 4. Grandmother 5. Hairstyle 6.
Housework 7. Footsteps
- advice: should/ ought to ; duty and obligation: must/ have to; lack of obligation:
not have to/ not need to
d. Organization:
- ask Ss to read sentences in task 2. Underline key words then find information in

the conversation to decide whether the statements are true or false.
- Ask ss to read the highlighted compound nouns in the conversation, guess their
meaning, then complete the sentences in task 3 with the words.
- ask ss to find other compound nouns in the conversation.
- ask ss to find verbs used to express duty, obligation, lack of obligation, and
advice in the conversation.
4. Activity 4

APPLICATION
a. Aim: use languages to practice in pairs/groups
b. Content: finish the task and presentation
- Work in pair. Answer the following questions:
1. Are you part of a nuclear family or an extended family?
2. What do you like and dislike about your type of family?
c. Outcome: Suggested answer:
1. I am part of a nuclear family.
2. What I like about my family is that we are supportive of each other. However,
sometimes there are conflicts between us.
d. Organization:
- ask ss to work in pairs to answer the questions.


- call some students to present in front of the class.

WRAP-UP:
What have we learned today?


§ 3 Unit 1: THE GENERATION GAP
LANGUAGE

I. AIMS/OBJECTIII.ES OF THE LESSON
1. Language
- For vocabulary, they’ll practice using words and phrases related to the generation gap in the
right context , especially compound nouns.
- For pronunciation, they’ll recognize the stressed syllable of words, and the words that are
stressed in a sentence and practice reading the words in the context.
- For grammar, they’ll use modals to express duty, advice, obligation and lack of obligation in
the right context.
2. Skills
- In Reading: they’ll read sentences and conversation about family.
- In Speaking: they’ll give advice or talk about obligation and duty.
- In Listening: they’ll listen to each other’s advice and respond to it.
3. Qualities
+ the lesson is to help build sts’ knowledge about the generation gap .
II. TEACHING AIDS
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
III. PROCEDURE
1. Activity 1

WARM UP
a. Aim: Visualize what the topic is and supply the background knowledge
b. Content: finish the task and presentation
- Look at these pairs of things and find out the right compound nouns.
c. Outcome: Suggestions
1. nuclear family 2. Generation gap 3. Table manners 4. House hold 5. Junk food
6. Soft drinks 7. Hairstyle 8. Footsteps 9. School children
d. Organization:
- Ask Ss to look at the pictures to find out the suitable compound nouns
- Ask Ss to guess the topic of the lesson.

2. Activity 2

- Supply them with some vocab
PRESENTATION


a. Aim: elicit new words, supply structures and grammatical knowledge
b. Content: finish the task and presentation
- what is the form of a compound noun?
-Look at stressed words and stressed syllables in task 1 pronunciation page 8 to
find out the rules of stress. Read the words.
- Look at the pictures and give a message.
- What modals can we use to give advice, duty, obligation and lack of obligation?
c. Outcome: Expected answers
- N + N/ Adj + N
- stress is put on content words, negative auxiliaries, question words,
demonstrative pronouns and possessive pronouns. Những từ không được nhấn
mạnh trong câu: các tù làm chức năng ngữ pháp như: đại từ, trợ động từ, động từ
to be, lien từ, giới từ, đại từ quan hệ, tính từ sở hữu và tính từ chỉ định.
- he should take a rest/ He shouldn’t have junk food/ We mustn’t smoke
- advice: should, shouldn’t, ought to, ought not to/ duty, obligation: need, have
to, must/ lack of obligation: needn’t, not have to/ prohibition: mustn’t
d. Organization
- ask ss to draw out the form of compound nouns.
-ask ss to find out the rules of stress
- ask ss to find out the message in each picture and find out the modals used to
3. Activity 3

express advice, obligation, duty, lack of obligation and prohibition

PRACTICE
a. Aim: practise skills
b. Content: finish the task and presentation
- vocab task 2: Complete the questions with compound nouns.
- pronunciation: listen and practice reading task 1 and 2
- grammar: choose the correct words task 1 then practice reading./ Rewrite the
sentences in task 2 using the modals given.
c. Outcome: Suggested answer:
- 1. Hairstyle/ table manners 2. Generation gap 3. Nuclear family 4. Junk food 5.
Schoolchildren
- 1.A.strong, B.weak 2. A.weak B. strong 3. A. weak B. strong


-task 1: 1. Should 2. ought to 3. Must 4. have to 5. mustn't
Task 2:
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 parents
5. Young people must plan their future career carefully
d. Organization:
- VOCABULARY:
Ask Ss to do the tasks and compare the results with their partner
- PRONUNCIATION:
Ask Ss to read the box and check their understanding
Play the recording and let Ss listen
Play it again with pauses for them to repeat each sentence

4. Activity 4

- GRAMMAR

Ask ss to finish the task and compare their answers with their partner's
APPLICATION
a. Aim: use languages to practice in pairs/groups
b. Content: finish the task and presentation
- work in pairs asking for and giving advice on your present problems.
c. Outcome: Suggested answer:
- My English is bad. What should I do?
d. Organization:
- ask ss to work in pairs to ask for and give advice.

4. Consolidation (3 mins):

- Compound nouns
- Weak form and strong form of words
- Modal verbs: should, ought to, must, have to

5. Homework: (1 min):
- Do the tasks again, Read Unit 1 - Reading at home

Period 4: Unit 1: THE GENERATION GAP
READING
I. AIMS/OBJECTIII.ES OF THE LESSON
1. Language focus
- To provide learners some vocabulary related to the topic of conflicts in the family
2. Skills
- To promote Ss to develop their reading skills


- Skim the text to get the general idea
- Scan the text to get some specific details

3. Qualities
- To encourage Ss to work harder
- To provide Ss some motivation
II. TEACHING AIDS
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
III. PROCEDURE
1. Class organization
2. New lesson
1. Activity 1

WARM UP
a. Aim: Visualize what the topic is and supply
the background knowledge
b. Content: finish the task and presentation
- Describe the pictures page 10.
- What do they mean?
- Which of the following may be found in
the text?
c. Outcome: Suggestions
- P1: The mother is scolding the daughter and
the daughter is looking away because she
doesn’t want to listen to her complaints.
P2: The father is talking to the son, but the
son is covering his ears to show that he
ignores what the father is saying.
- They mean there are always conflicts
between parents and children.
d. Organization:
- Ask Ss listen to look at the pictures and ask

them what they see in the pictures


- Ask Ss to guess the content of the text

2. Activity 2

PRESENTATION
a. Aim: elicit new words, supply structures
and grammatical knowledge
b. Content:
- skim the text and ask for the meaning of
some new words.
- Listen and repeat. Read again
c. Outcome: Expected answers
1. area (n):
2. break rules (c):
3. distract sb from sth (str)
4. the burden to/ on sb (str)
5. rather than
6. arise from sth (str)
7. regardless of sth
8. mutual trust
9. endless (adj):
d. Organization
- ask ss to find new words
- T presents new words.
- ask ss to repeat after the T.

3. Activity 3

- call on some ss to read
PRACTICE
a. Aim: practise skills
b. Content: finish the task and presentation
- Task 2:Read the text quickly and check
your predictions in 1
- task 3: Match the highlighted words in the
text with the definitions below
- task 4: Read the text carefully then
answer the questions


c. Outcome: Suggested answer:
- task 2: b – c – d – e – f
-task 3: 1. Afford 2. Impose 3. brand name
4. norms 5. Conflicts
- task4: 1. Because they strongly believe
that 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
d. Organization:
- Let Ss skim the text, then check their
predictions
- Let Ss look at the highlighted words again,
then do the task individually and compare
their answer with a partner
- Let Ss read the text again and locate the
parts of the text where they can get the
answers
4. Activity 4

APPLICATION
a. Aim: use languages to practice in
pairs/groups
b. Content: finish the task and presentation
- Discuss with a partner
Ask and answer the following question: “ Do
you get into conflict with your parents?” How
often? And about what?
c. Outcome: Suggested answer:
- Yes. Often. My parents keeps complaining
about

my

irresponsibility

for

the


housework and about my exam results
d. Organization:
-Work in pairs answering the questions.

4. Consolidation (3 mins)

- Vocabulary related to conflicts in the family
- Reading skills: skimming, scanning, guessing
the meaning of new words/phrases through context

5. Homework: (1 min)
- Do the task again
- Read Unit 1 - Speaking at home

Period 5: Unit 1: THE GENERATION GAPS
SPEAKING
I. AIMS/OBJECTIII.ES OF THE LESSON
1. Language focus
- To provide learners some vocabulary related to the topic of conflicts in the family
2. Skills
- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Qualities
- To encourage Ss to work harder
- To provide Ss some motivation

II. TEACHING AIDS
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
- Read through English Unit 8 – speaking at home
III. PROCEDURE
1. Class organization
1. Activity 1

WARM UP
a. Aim: Visualize what the topic is and supply the background knowledge
b. Content: finish the task and presentation
- Work in pairs , describe the pictures on page 11
c. Outcome: Suggestions
- Pa: The daughter comes home late. The father is worried and disagrees with
her.
-P b: The room of the daughter is messy. The parents are very angry with the
mess.
P c: The children have their hair dyed in blue and yellow. The parents seem to be
dissatisfied with their hairstyle.
d. Organization:
Ask Ss listen to look at the pictures and ask them to tell what they see in the
pictures
- Ask Ss to guess the content of the conversation
- Supply them with some vocab

2. Activity 2

PRESENTATION
a. Aim: elicit new words, supply structures and grammatical knowledge
b. Content: finish the task and presentation

- task 1: Read about the three situations facing teenagers. Match them with
the problems a, b or c in the box below
- What expressions are used to make complaints and what are used to give
opinions and advice.
c. Outcome: Expected answers
- task 1: 1.b 2. C 3. A


- useful expressions:+ complaints: I don’t like the way my parents keep +Ving/ My parents are always + V-ing/ My parents believe that…
+ giving opinions and advice: I think you should V, shouldn’t V, ought to V,
oughtn’t to V/ In my opinion, you should V/ If I were you, I would (wouldn’t)
V/ You had better V/ Why don’t you +V..?
d. Organization
- Ask ss to do task 1
- ask them to list useful expressions.
3. Activity 3

- T provides some more.
PRACTICE
a. Aim: practise skills
b. Content: finish the task and presentation
- Do task 2 then compare the result with your friend.
- go to the board and make presentations
c. Outcome: Suggested answer:
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 friends.
d. Organization
- Ask ss to do task 2

4. Activity 4

- ask some ss to present in front of the class.
APPLICATION
a. Aim: use languages to practice in pairs/groups
b. Content: finish the task and presentation
- Work in pairs. Tell your partner what you or your brothers/sisters and
your parents complain about. Give advice on how to solve the problem.
c. Outcome: Suggested answer:
A: What kind of conflict do you get into with your parents?
B: Well I don't like the way my parents criticizing my appearance. They don't
like my jeans and T-shirt. What should I do?
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.
d. Organization:
-Ask ss to work in pairs to do the task.
4. Consolidation (3 mins) - Vocabulary related to conflicts in the family

- Speaking skills: giving problems, asking for advice, giving
solutions
5. Homework: (1 min)
- Do the tasks again - Read Unit 1 - Listening at home


Period 6: Unit 1: THE GENERATION GAPS
LISTENING
I. AIMS/OBJECTIII.ES OF THE LESSON
1. Language focus
- To provide learners some vocabulary related to the topic of conflicts and differences
2. Skills
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Qualities
- To encourage Ss to work harder
- To provide Ss some motivation
II. TEACHING AIDS
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
III. PROCEDURE
1. Activity 1

WARM UP
a. Aim: Visualize what the topic is and supply the background knowledge
b. Content: finish the task and presentation
- Look at the pictures page 13 and answer the following question:
What makes them different from other young people?
Do you think their parents are satisfied with them?
c. Outcome: Suggestions

- their hair is dyed. The blouse of the girl is too short. Her jeans have holes on.
d. Organization:
Ask Ss listen to look at the pictures and ask them what makes people in the
pictures different from other young people.

2. Activity 2

PRESENTATION
a. Aim: elicit new words, engage ss in the topic of the lesson, supply structures
and grammatical knowledge
b. Content: finish the task and presentation
- task 1:You are going to listen to Tom and Linda discussing their conflicts
with their parents. What do you think they will mention?
-task 2: Match the words in the box with the appropriate definitions.


c. Outcome: Expected answers
- task 1:They may talk about conflicts of watching TV/playing computer
games too much; hairstyle; clothes and not helping with the housework
- task 2: 1. D 2. A 3. B 4. C
d. Organization
- Ask Ss to work in pairs, discuss the questions in task 1
- Ask Ss to do task 2 in pairs
3. Activity 3

PRACTICE
a. Aim: practise skills
b. Content: finish the task and presentation
- task 3 : Listen to the conversation. Decide if the following sentences are T
or F

- task 4: Listen to the conversation again and choose the best answer A, B, or
C
c. Outcome: Suggested answer:
- task 3: 1. F
2. F 3. T
4. T
5. T
- task 4: 1. C
2. A
3. B
4. C
5. B
d. Organization:

4. Activity 4

- Play the tape twice. Let Ss listen to the recording, do task 3 then compare
the answer with their partner.
- Ask Ss to listen again and do task 4 then compare the answer with their
partner
APPLICATION
a. Aim: use languages to practice in pairs/groups
b. Content: finish the task and presentation
- Work with a partner. Ask and answer the following questions
1.Do your parents like the way you dress? Why?
2.What do you think about computer games? Do your parents share your
viewpoint?
c. Outcome: Suggested answer:
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.
d. Organization:


- Let ss to work in pairs to ask and answer the given questions.
- Ask them to report.

4. Consolidation (3 mins)
- Vocabulary related to the topic of conflicts and differeces
- Listening skills
5. Homework: (1 min)
- Do the tasks again
- Read Unit 1 - Writing at home


Period 7: Unit 1: THE GENERATION GAP
WRITING
I. AIMS/OBJECTIII.ES OF THE LESSON
1. Language focus
- To provide learners some vocabulary related to family rules
2. Skills
- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
3. Qualities
- To encourage Ss to work harder
- To provide Ss some motivation
II. TEACHING AIDS
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…

III. PROCEDURE
1. Activity 1

WARM UP
a. Aim: Visualize what the topic is and supply the background knowledge
b. Content: finish the task and presentation
- Do you live in a happy family?
- What makes you happy or unhappy?
- What rules do you want to set for the family?
c. Outcome: Suggestions
- Yes/ No
- the support of the family members/ The conflict between generations.
d. Organization:
- Ask Ss to work in pairs to ask and answer the questions.
- Supply them with some vocab

2. Activity 2

PRESENTATION
a. Aim: elicit new words, supply structures and grammatical knowledge
b. Content: finish the task and presentation
- task 1: The following are some family rules. Complete them, using the
phrases below. Add a few more if you can.
- task 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
c. Outcome: Expected answers
- task 1: 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 marks
10. I'll be rewarded if I get good marks.
- task 2: 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.
d. Organization

3. Activity 3

- Ask Ss to work in pairs and do task 1
- Ask Ss to do task 2, then compare the result with their partner
- T feedbacks
PRACTICE
a. Aim: practise skills

b. Content: finish the task and presentation
- An English teenager is going to stay with your family for two months on a
cultural homestay programme.
- Complete a letter to inform him/her of the rules in your family
c. Outcome: Suggested answer:
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
d. organization

4. Activity 4

- Ask Ss to do the task
APPLICATION
a. Aim: presentation
b. Content: read aloud your writing
- show some ss’s writings for the class to read and correct mistakes.
c. Outcome: present in front of the class
- ss correct. T gives feedback.
d. Organization:
- ask students to present their writing
- give them the feedbacks

4. Consolidation (3 mins): - Vocabulary related to family rules
- Writing skills: write a letter about family rules
5. Homework: (1 min):
- Do the tasks again
- Read Unit 1 - Communication and Culture at home


Period 8:

Unit 1: THE GENERATION GAP
COMMUNICATION AND CULTURE

I. AIMS/OBJECTIII.ES OF THE LESSON
1. Language focus
- To provide learners some communication samples and cultural items
2. Skills
- To promote Ss to develop their communication skills and cultural understanding

- To help Ss develop the skill of working in pairs and groups
3. Qualities
- To encourage Ss to work harder
- To provide Ss some motivation
II. TEACHING AIDS
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
III. PROCEDURE
1. Activity 1

WARM UP
a. Aim: Visualize what the topic is and supply the background knowledge
b. Content: finish the task and presentation
- Do you live in a nuclear family or an extended family?
- What are the advantages and disadvantages you experience?
c. Outcome: Suggestions
- I live in a nuclear family. The advantage is that we are usually on good terms
with each other. The disadvantage is that we are all busy at school and at work so
we are tired of doing housework .
- I live in an extended family. The advantage is that we can help each other with
housework and learn many things from family members. The disadvantage is
that we sometimes have conflicts about lifestyle.
d. Organization:
-Ask Ss to work in pairs to ask and answer the questions
- Ask Ss to present

2. Activity 2

PRESENTATION
a. Aim: elicit new words, supply structures and grammatical knowledge

b. Content: finish the task and presentation


- Skim the text and find new words
c. Outcome: Expected answers
New words:

1.
2.
3.
4.
5.
6.

roof (n): mái nhà
unemployment (n): sự thất nghiệp
low- paid (adj):được trả thấp
frustrating (adj): gây bực bội
bring about (v): gây ra, mang lại
outweigh (v): có nhiều giá trị hơn

d. Organization
- T present the topic.
- ask ss to skim the text and ask for the meaning of some new words.
- ask ss to read and write down new words.
3. Activity 3

PRACTICE
a. Aim: practise skills
b. Content: finish the task and presentation

- Read the following text about the coming back of the extended families and
answer the questions
c. Outcome: Suggested answer:
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
generations
d. Organization:
- Ask Ss to work in pairs and do the task
- ask them to answer.
- T give feedback.

4. Activity 4

APPLICATION
a. Aim: use languages to practice in pairs/groups


b. Content: finish the task and presentation
1. What is the current family trend in Vietnam?
2. What are the reasons for the current trend?
3. Do you think children are happier growing up in extended families?
c. Outcome: Suggested answer:
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.
d. Organization:
- ask ss to work in groups of 4 to answer the questions.
- ask them to present the answers.
- T feedbacks

4. Consolidation (3 mins) - Talk about nuclear and extended families
- Talk about family trend in the UK, the USA and in VN
5. Homework: (1 min)
- Do the task again
- Read Unit 1 - Looking back and Project at home