giao an tieng anh lop 11 moi thi diem tron bo

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GIÁO ÁN TIẾNG ANH LỚP 11 TRỌN BỘ
NĂM 2020 - 2021
Period 1:
INTRODUCTION
I. Objectives
By the end of the lesson, students will be able to:
- get an overview of the English book grade 11 in general: themes, units
- know about tests: oral test, fifteen - minute tests, periodical tests, first term test
- have a sense of responsibility toward learning the subject
II. Teaching method: Communicative
III. Teaching aids
- CDs & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date
Period
….. __ / __ / __
2. Previous lesson check: No

Class

Attendance
…. / ….

Absentees/Notes

3. New lesson:
T’s and Ss’Activities

Knowledge

Warm-up
* Game: Lucky Number

1. Lucky Number

-T divides the whole class into two groups and

2. How many girls are there in your class?

plays the game.

3. Do you know what your English

- The leader of each group chooses a number for

teacher’s name is?

their own group and does the following

4. Lucky Number

requirement in each question. If the answer is

5. What do you prepare for this semester?

correct, they will get 10 marks.

6. Do you like studying English? Why or

- T leads Ss in the lesson.

Why not?
7. How do you learn English well?
8. Do you speak English fluently?

I. Topics and units:
- Ask Ss to look through the book then tell class

1. The generation gap

how many units it has.

2. Relationships


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- Introduce some more information about the

3. Becoming independent

topics. (Including five topics in each term)

4. Caring for those in need

- There are 8 periods in each unit. They are

5. Being part of ASEAN

Getting Started, Language, Reading, Speaking,

+ 2 reviews

Listening, Writing, Culture and communication
and Looking Back
II. Tests:

1- Previous lesson check.

III. Requirements for study preparation

2- Fifteen minutes tests (3)

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

3- Periodical tests (2)

CDs and notebook.

4- First term test

- Prepare for the lesson before class.
-Listen to the teacher attentively and take part in
the lesson actively and creatively.
- Take part in the activities that the teacher
requires such as pair work, group work…
- Do all exercises at home, learn new words and
structures
4. Consolidation:

- Summarize the main points: Getting to know the content of English 11, tests,….
5. Homework:
- prepare for the next lesson: Unit 1- Getting started
--------------------------------------------------o0o-------------------------------------------------Period 2:
Unit 1: THE GENERATION GAP
Part 1:

Getting started

I. Objectives
By the end of the lesson, students will be able to:
1. Knowledge
- get to know the topic, vocabulary about the generation gap and family rules, two grammatical
points: should, ought to to give opinions and advice, and must and have to to express obligation
2. Skill
- develop listening, speaking, reading skills


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3. Attitude
- have responsible attitude towards family rules
II. Teaching method: Communicative
III. Teaching aids
- CDs & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date
Period
….. __ / __ / __
2. Previous lesson check: No

Class

Attendance
…. / ….

Absentees/Notes

3. New lesson:
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
Activity 1: Listen and read:
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.
Activity 2: Decide whether the sentences

- T asks Ss to read the passage again and get are true, false or not given
information to do Task 2 in pairs.

1. F

- Ask students to compare the answers with a 2. F
partner.

3. T

- Ask some students to read the answers.

4. F


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- Checks and gives the correct answers:

5. T
Activity 3: Complete the definitions:

- Tell Ss this activity focuses on compound nouns.
•

Ask them to complete the definitions, using the

Key
1. A nuclear family

2. Childcare

highlighted compound nouns in the

3. A generation gap

4. Table manners

conversation.

5. A viewpoint

6. An extended

•

Ask Ss to check answers in pairs.

•

Check Ss’answers.

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

family
Activity 4: Find the compound nouns
grandparents, grandma, grandpa,
grandmother, hairstyle, housework,
footsteps

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

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.

from the conversation and Ss’ own ideas
4. Consolidation:
- Summarize the main points: Getting to know the topic, the vocabulary items related and
modals.

5. Homework:
- practice the conversation, asking and answering questions.
- prepare for the next lesson
--------------------------------------------------o0o-------------------------------------------------Period 3:


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Unit 1: THE GENERATION GAP
Part 2:

Language

I. Objectives
By the end of the lesson, students will be able to gain:
1. Knowledge
•

use words and phrases related to the generation gap and family rules

•

identify and pronounce strong and weak forms of words in connected speech

•

use modals to give opinions and advice: should, ought to

•

use must and have to to express obligation

2. Skill
- listening, reading
3. Attitude
- have responsible attitude towards family rules

II. Teaching method: Communicative
III. Teaching aids
- CDs & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date
Period
….. __ / __ / __
2. Previous lesson check:

Class

Attendance
…. / ….

Absentees/Notes

- act out the dialogue activity 1
3. New lesson:
T’s and Ss’Activities

Knowledge
I. Vocabulary: Compound nouns
Activity 1:

Draw Ss' attention to the four compounds written

Example:

as one word: household, hairstyles,

a ' greenhouse: a place for growing

schoolchildren, footsteps.

plants (compound noun)

A compound noun is a noun that is made up of

a ' green ' house: a house painted

two or more words.

green (free word combination)

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

Key: 1 -g

2-h

3-i

4-f


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first word. This helps us to distinguish between

5-c

6-b

7-a

8-d

9-e

compound nouns and free word combinations.
Activity 2: Complete the questions
- T asks Ss to read the conversation again and get

Key 1. hairstyle / table manners

information to do Task 2 individually.

2. generation gap

- Ss elicit more chores to add to the list.

3. nuclear family

- Ask Ss to compare the answers with a partner.

4. junk food

- Ask some students to read the answers.

5. schoolchildren

- Feedback
II. Pronunciation:
•
•

Play the recording for Ss to listen and repeat.

Activity 1: 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

Activity 2: Listen and check

circle the word they hear.

1. strong, weak

- T asks Ss to work individually and then check

2. weak, strong

answers as a class

3. weak, strong

- ask pairs of Ss to role-play the questions and
answers in front of the class
III. Grammar:
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

Activity 1: Underline the correct words
1. should

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•

•

meaning of the sentences in order to choose the

2. ought

right word.

3. must

Have Ss work individually first, then ask them

4. have to

to compare their answers in pairs.

5. must not

Check Ss' answers.
Activity 2: Rewrite the sentences

Have Ss do this exercise individually. Monitor the

Key

activity and help them, if necessary.

2. You

•

Check Ss' answers by asking individual Ss to

mustn't use your mobile phone in

the examination room.

take turns to read aloud the sentences, and then

3.

I don' t have to type my essay.

write them on the board.

4.

You should tell the truth to your

family.
5. Young

people must plan their future

career carefully.
4. Consolidation:
- Summarize the main points: compound nouns, stressed and unstressed words in sentences,
modal verbs: have to, ought to.
5. Homework:
- complete the exs, do exs in workbook.
- prepare for the next lesson
--------------------------------------------------o0o-------------------------------------------------Period 4:
Unit 1: THE GENERATION GAP
Part 3:

Reading

I. Objectives
By the end of the lesson, students will be able to gain:
1. Knowledge
- information about the generation gap, sources of conflicts between parents and children
2. Skill
- reading for specific information
3. Attitude
- have responsible attitude towards family rules
II. Teaching method: Communicative


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III. Teaching aids
- board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date

Period
….. __ / __ / __
2. Previous lesson check:

Class

Attendance
…. / ….

Absentees/Notes

- write 10 compound nouns
3. New lesson:
T’s and Ss’Activities

Knowledge
Activity 1: Give predictions

- 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

Activity 2: Read and check

Ask Ss to skim the text and compare their b, c, d, e, f
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
Activity 3: Match the words with
•

•

Ask Ss to match the highlighted words in the

definitions

text with the definitions given.

Key

Tell Ss to go back to the reading text to locate

1. afford

the highlighted words and study the context

2. impose

surrounding the words to work out their

3. brand name

meaning. Then match them with the definitions.

4. norms


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•

Have Ss work individually, then check their

5. conflicts

answers in pairs or groups.
•

Check the answers again as a class.
Activity 4: Answer the questions

- Put Ss in groups of three; ask them to read the

1. Because

questions first to make sure they understand what

they strongly believe they

know what is best for their children.

information they need in order to answer the

2. They

want to be more independent,

questions. It may help if Ss can understand the key

create their own opinions, and make

words in the questions.

their own decisions.

- Ask Ss to read the text again, and locate the part

3. They

are worried because these clothes

of the text where they can get the answer to each

may break rules and norms of society,

of the questions before they discuss the answers.

or distract them from schoolwork.

- 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

4. They

want their children to spend their

time in a more useful way.
5. No.

Some of them try to impose their

the right one at once, but try to elicit it from other

choices of university or career on their

Ss.

children.
Activity 5: Discuss with a partner

- 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

4. Consolidation:
- Summarize the main points: sources of conflicts.
5. Homework:
- practice the conversation, asking and answering questions.
- prepare for the next lesson
--------------------------------------------------o0o-------------------------------------------------Period 5:
Unit 1: THE GENERATION GAP
Part 4:
I. Objectives

Speaking


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By the end of the lesson, students will be able to gain:
1. Knowledge
- conflicts between teenagers and parents
2. Skill
- speaking: talking about parent-child relationship problems and offering advice on how to solve
them
3. Attitude
- have responsible attitude towards family rules
II. Teaching method: Communicative
III. Teaching aids
- board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date
Period
….. __ / __ / __

2. Previous lesson check:

Class

Attendance
…. / ….

Absentees/Notes

- activity 4, 5
3. New lesson:
T’s and Ss’Activities
* Checking
- T asks Ss to do the brainstorming
cookin
g

washing
up
Household
chores

sweeping

Doing the
laundry

Who do the work and the feelings
List three household chores you like and dislike

Knowledge


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Discuss the reasons
Give comments and lead in the lesson
1. Activity 1
This activity focuses on conflicts between

1. B

teenagers and their parents.

2. C

•

Ask Ss to read about three situations facing

3. A

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.
2. Activity 2

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

Key Students' answers

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.
3. Activity 3
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


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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.
4. Consolidation:
- Summarize the main points: parent-child relationship problems and advice on how to solve
them.
5. Homework:
- practice the tasks.
- prepare for the next lesson
--------------------------------------------------o0o-------------------------------------------------Period 6:
Unit 1: THE GENERATION GAP
Part 5: Listening
I. Objectives
By the end of the lesson, students will be able to gain:
1. Knowledge
- information about the roles of family members
2. Skill
- listening for details and for general ideas.
3. Attitude
- have responsible attitude towards family rules
II. Teaching method: Communicative
III. Teaching aids
- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date
….. __ / __ / __

Period

Class

Attendance
…. / ….

Absentees/Notes


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2. Previous lesson check:
- activity 3
3. New lesson:
T’s and Ss’Activities

Knowledge
1. Activity 1

Tell Ss that this activity focuses on listening for

Key Students’ answers

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.
2. Activity 2

Ask Ss to look at the sentences in task 2

skinny (adj)

This activity focuses on new vocabulary items.

top (n)

•

Tell Ss to match the words with their

stare at (v)

definitions. These words will be heard in the

balance (v)

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.
3. Activity 3

•

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.

l. F
2. F
3.T
4.T
5.T


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•

Check Ss' answers.

•

This activity focuses on listening for specific

Activity 4

information and inference (Question 3).

1. C

Tell Ss that they are going to listen to the

2. A

•

conversation again, and do a multiple choice

3. B

exercise.

4. C
5. B

4. Consolidation:
- Summarize the main points: roles of family members.
5. Homework:
- summarise the listening text.

- prepare for the next lesson
--------------------------------------------------o0o-------------------------------------------------Period 7:
Unit 1: THE GENERATION GAP
Part 6:

Writing

I. Objectives
By the end of the lesson, students will be able to gain:
1. Knowledge
- words and structures related to family rules
2. Skill
- writing about family rules
3. Attitude
- have responsible attitude towards family rules
II. Teaching method: Communicative
III. Teaching aids
- board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date
Period
….. __ / __ / __
2. Previous lesson check:

Class

Attendance
…. / ….

- summarise the listening dialogue between Tom and Linda

Absentees/Notes


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3. New lesson:
T’s and Ss’Activities

Knowledge
1. Activity 1

•

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.

Suggested answers
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

•

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.
3. Activity 3

Ask Ss to complete a letter about family rules.
•

•

Suggested answer

Explain that they can use the ideas provided

Pham NgocThach, Dong Da, Ha Noi, Viet Nam

previously to write the letter.

February, 10' \ 2016

Have Ss exchange their letters for peer

Dear Lauren,

checking. Walk around and help Ss, if

I' m very happy to know that you' ll be staying with my


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•

necessary.

family for two months. We live in a four-bedroom flat on

Collect Ss' letters to give further feedback.

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.
I

hope you will enjoy your time in Viet Nam.

Looking forward to meeting you.
Best wishes,
Ha
4. Consolidation:
- Summarize the main points: write a letter to a teen to inform him/her about the rules in your
family.
5. Homework:
- revise the writing.

- prepare for the next lesson
--------------------------------------------------o0o-------------------------------------------------Period 8:
Unit 1: THE GENERATION GAP


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Part 7:

Communication and culture

I. Objectives
By the end of the lesson, students will be able to gain:
1. Knowledge
- information about the return of the extended families in the UK and the USA
2. Skill
- further speaking practice related to the unit topic.
- practise asking and answering the questions
3. Attitude
- have responsible attitude towards family rules
II. Teaching method: Communicative
III. Teaching aids
- board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date
Period
….. __ / __ / __
2. Previous lesson check:

Class

Attendance
…. / ….

Absentees/Notes

- check Ss’ writing
3. New lesson:
T’s and Ss’Activities

Knowledge
1. Communication: Discussion about the
family rules

•

•

Ask Ss to work in groups to practise asking and

Students' answers

answering the questions.

(Suggested answers for question 2)

Have Ss take notes of their partners' answers,

Living in an extended family:

and help them to express their ideas, if

Advantages: have more support

necessary.

from other family members,...
Disadvantages: there are a lot of
conflicts between different
generations,...
2. Culture:

Ask Ss to read the text carefully and highlight any

-The number of multi-generational


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words they may not know. Explain their meaning

households with three or four generations

or have Ss look up the words in a dictionary.

living under the same roof

•

•

•

Encourage Ss to compare their guesses about

-Unemployment, part-time work and low-

the reasons for the return of the extended

paid jobs have become more common. The

families in the UK and the USA with the ones

cost of housing has become higher. The

provided in the text.

pressures of childcare and elderly care have

Have Ss answer the questions, and compare

become heavier.

their answers.

-The disadvantages are the lack of space,

Check answers as a class.

independence and privacy, and the daily
conflicts

-They can develop relationships with adults
other than their parents.
-Old people can become more active when
interacting with the younger generations

4. Consolidation:
- Summarize the main points: the return of the extended families in the UK and the USA.
5. Homework:
- learn the structures and vocabulary.
- prepare for the next lesson
--------------------------------------------------o0o-------------------------------------------------Period 9:
Unit 1: THE GENERATION GAP
Part 8: Looking back
I. Objectives
By the end of the lesson, students will be able to gain:
1. Knowledge
- Review of unit 1:
- strong and weak forms of words in connected speech.
- vocabulary items related to the topic
- the use of should/shouldn' t and ought to/oughtn' t to for giving opinions and advice.
2. Skill


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- speaking
3. Attitude
- have responsible attitude towards family rules
- enhance attitude towards the subject
II. Teaching method: Communicative
III. Teaching aids

- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date
Period
….. __ / __ / __
2. Previous lesson check:

Class

Attendance
…. / ….

Absentees/Notes

- activity 2 (page 15)
3. New lesson:
T’s and Ss’Activities

Knowledge
I. Pronunciation:
1. Activity 1

Ask Ss to identify the stressed words and put a
stress mark before the stressed syllables.
•

Have them listen and check answers.
Ask several Ss to read the sentences aloud.

•

Praise Ss who try to stress the correct words,
and reduce the unstressed vowels.
2. Activity 2
This activity focuses on the stressed words in
short exchanges.
•

Ask Ss to identify the stressed words and put a
stress mark before their stressed syllables.

•

Have them compare their answers with a
partner, and then listen and check.

•

Ask Ss to practise reading the exchanges in
pairs.
II. Vocabulary
1. Activity 1


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•

Have Ss read the instructions and do this

1. nuclear family

activity individually. Then ask them to

2. generation gap

compare their answers in pairs.

3. homestay
4. Conflicts
5. curfew
2. Activity 2

•

Ask Ss to make compound nouns with family.

Single-parent family

•

Ss can use a dictionary, if necessary. Then they

Family doctor

compare their answers in pairs or groups.

Family tree
Family name
Extended family

Nuclear family
Family rules
III. Grammar:
Activity 1:

•

•

•

Ask Ss to complete the sentences with should,

Key:

shouldn' t, ought or oughtn' t.

1- ought to

Have Ss do the task individually first, and then

2- should not, ought to

compare their answers.

3- should not

Check answers as a class.

4- oughtn’t to, should

Activity 2:

•

•

Ask Ss to complete the sentences with must /

1- have to/has to

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

2- mustn' t

/doesn' t have to.

3- must

Have Ss do the task individually first, and then

4- don' t have to

compare their answers.
•

Check answers as a class.

4. Consolidation:
- Summarize the main points: review of unit 1.
5. Homework:

- complete the project.
- prepare for the next lesson


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PROJECT
•

Tell Ss that this project aims at providing additional speaking practice and helps Ss to
consolidate the language they have learnt throughout the unit.

•

Ask Ss to work in groups of 6 to 8. Each group will interview 15 teenagers, aged 15-17, living
in their area, and take notes of their answers. Ss can use the suggested questions.

•

Ss report their group' s findings to the whole class.

Encourage Ss to ask additional questions related to the report
--------------------------------------------------o0o-------------------------------------------------Date of preparation:
Date of signing:
Period 10:
Unit 2: RELATIONSHIPS
Part 1: Getting started
I. Objectives
By the end of the lesson, students will be able to gain:
1. Knowledge
- Getting to know the topic, some vocabulary related to relationships, and two grammar points:

linking verbs and cleft sentences.
2. Skill
- Listening, reading
3. Attitude
- being aware of teenage relationship problems
II. Teaching method: Integrated, mainly communicative
III. Teaching aids
- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date
Period
….. __ / __ / __
2. Previous lesson check:

Class

Attendance
…. / ….

Absentees/Notes

- talk about the generation gap in your family
3. New lesson:
T’s and Ss’Activities

Knowledge


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Activity 1:
− Ask Ss to look at the picture and guess what the

Suggested answers

two people' s relationship is and what they are

They are grandmother and granddaughter.

talking or thinking about.

The

grandmother

is

telling

her

− Tell Ss that they are going to listen to a

granddaughter to focus on schoolwork,

conversation between a student and her

while the girl is thinking about romantic

grandmother.

relationships.

− Play the recording. Ss listen and read the
conversation silently
Activity 2:
− Ss read the statements about the conversation
and decide whether they are true, false or not
given.

T

1.

(‘oh,

one

of

my

classmates’)
2. F

(Mai tells her grandmother they'

re just friends and Nam is not her
boyfriend.)
T (*... there'

3.

s no real

friendship between a boy and a
girl.’)
T (Mai' s grandmother went

4.

to a single-sex school.)
NG

5.
6. T

all her classmates are very kind,

− Have Ss work in pairs. Ask them to read the

caring and sympathetic.)

conversation again, and find the verbs that come
before the words in the list. This activity helps

(Mai tells her grandmother that

Activity 3:

Ss to discover the use of linking verbs with

1.

get involved

adjectives.

2.

feel bored

3.

are very kind, caring and

sympathetic
sounds good
4. Consolidation:
- Summarize the main points: Getting to know the topic, some vocabulary related to


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relationships, and two grammar points: linking verbs and cleft sentences
5. Homework:
- practice the tasks.
- prepare for the next lesson
--------------------------------------------------o0o-------------------------------------------------Date of preparation:
Date of signing:
Period 11:

Unit 2: RELATIONSHIPS
Part 2: Language
I. Objectives
By the end of the lesson, students will be able to gain:
1. Knowledge
- Vocabulary related to relationships, Linking verbs and Cleft sentences, contracted forms of
nouns/ pronouns
2. Skill
- Listening, reading, writing
3. Attitude
- being aware of teenage relationship problems
II. Teaching method: Integrated, mainly communicative
III. Teaching aids
- CD & CD player, board, chalks, textbook and notebook.
IV. Procedure
1. Class organization:
Date
Period
….. __ / __ / __
2. Previous lesson check:

Class

Attendance
…. / ….

Absentees/Notes

- act out the dialogue
3. New lesson:

T’s and Ss’Activities

Knowledge
I. Vocabulary:
Activity 1

- Ask Ss to match the words or phrases with
their meanings.

Key
1. have got a date

2. break up


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3. romantic relationship 4. argument
5. sympathetic

6. lend an ear

7. be in a relationship

8. be reconciled

Activity 2
- Ask Ss to pay attention to the context in

1.

lend an ear, broke up

which the words or phrases in 1 can be used.

2.

reconciled

When using a verb or a noun, Ss need to

3.

romantic relationship

consider its suitable form (tense of verbs;

4.

in a relationship, arguments

singular or plural form of nouns).

5.

have got a date

6.

sympathetic

II. Pronunciation
Activity 1
- contracted forms in casual speech. Ask Ss to

+ shouldn' t - should not

find the shortened forms of verbs and

+you' re - you are

negative words (‘not’) and write their full

+we' re - we are

forms in the space provided.

+It' s - It is
+there' s - there is
+don' t - do not
+he' s - he is
+you' ll - you will
+Didn' t - Did not
+I' m-I am
Activity 2

- Ask Ss to listen and underline the contractions

1. will, I' ll

or the full forms in the exchanges. Explain

2. am

some of the rules for contracted forms.

3. He is, he' s

Check answers as a class.

4. we are, didn' t

Notes
a.

Noun / pronoun, etc. + verbs

- The short form ' s(=is/has) can be used after
nouns, pronouns, question words, here and
there. The short forms' d (= had/would), ' ll
and ' re are usually used after pronouns, some


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question words, short nouns, and there.
- Full forms are used at the end of a clause
(e.g. Yes, he is.) or when the speaker wants to
emphasise some information, hence the
primary stress on the full form (e.g. He HAS
done it, not WILL do it.).
b.

-

Verbs + not

There are two possible contractions for
negative expressions, e.g. She' s not... /She
isn' t...

Negative contractions can be used at the end of
a clause, e.g. No, they haven' t
Play the recording for Ss to repeat chorally and
individually

III. Grammar
Linking verbs

Explain to Ss that linking verbs are used to
describe or identify the subjects of the verbs.

Activity 1

An adjective or a noun can follow a linking

1. sounds

2. grow/get

verb, but the focus of the lesson is on the use

3. stay

4. getting

of linking verbs with adjectives.

5 seem

6. look

• First, have Ss choose a suitable verb for each
sentence from the word box, and then ask
them to use the correct form of the verb to
complete the sentence.
Activity 2
Ask Ss to read the sentences carefully and
identify the linking verbs.

1. unhappy

2 warmly

3. suddenly

4. excited

• Explain to them that some verbs (appear, look, 5. angry

6. annoyed

taste, smell, sound, and feel) can refer to an 7. awful

8. quickly

action (= action verbs) and be followed by an
adverb.

Cleft sentences with It is / was ...that...
Activity 3
1.

It was her sad story that made me cry.