giáo án tiếng anh 11 thí điểm

Unit 1: Family life
I. Ojectives: By the end of the lesson Ss can
- use lexical items related to the generation gap and family rules
- identify and pronounce trong and weak forms of words in connected speech.
- use modals to gine opinions and advice: should , ought to.
- use must and have to express obligation.
- read for specific information in an article about generation gap
- talk about parent – child relationship problems and offer advice on how to solve them
- listenfor specific information in a converation between tow teenagers about conflicts
with their parents.
- write a letter to a teenagers abuot family rules at a homestay family.
- Understand the concept of extended and nuclear families, and the reasons for the return
of extended families in the UK and the USA.
II. Teaching aids: Course book and handouts
III. Anticipated problems:Ss may need help with the discussion task, so T should be
ready to help them.
PERIOD 1:
LESSON 1: GETTING STARTED
IV. Procedure:
TimeTeacher’s activities
Students’ activities
Stages
1.
*T may begin by asking Ss about the picture .
Lead * Ask Ss about the pictures
in
E.g. + Who are the people in the photos?
- Answer the teacher’s questions
+ Is this type of family popular in your
5’
community?

38’

1. Play the recording. Ask Ss to listen and read
2. Ask Ss to work in pairs to decide whether the
statements are true or false and refer to the
conversation to find clues for their answers.
KEY: 1F 2.F 3F.T 4.F 5.T
3. Tell students focus on compound nouns.
- Ask them to complete the definitions, using
the highlighted compound nouns in the
coversation. Ask Ss to check answers in pairs.
- Check Ss’ answers
KEY: 1. Nuclear family
2. Childcare 3. A generation gap
4. Table manners
1

- Listen and read
- refer back to the conversation
and give the answers &
explanations

- listen and repeat
- do as asked


5. A viewpoint 6. An extended family
4. Ask Ss to read the conversation again to find
seven other compound nouns.

Tell Ss to compare their answers in pairs/ group.
Then check answers as a class.
KEY: Grandparents, grandma, grandpa,
grandmother, hairstyles, housework, footsteps.
5. Ask Ss to read the coversation again, and find
the verbs expressing duty, oligation, advice, or
lack of obligation.
- Have Ss compare their answers in pairs/groups
- Check Ss’ answers.
KEY: - Opinion & advice: Should and ought to
in positive and negative forms.
1.- Duty & obligation: Must and have to.
2- Lack of obligation: ( not) have to, ( not) need
to.
3. Ask Ss to work in pairs to ask and answer the
Qs.
4. - Have some Ss tell the class about their
partners’type of family and what they like or
dislike about it.
Ask Ss to do the execises in the workbook
5.
Home
-work
2’
V. Comments:

Date of designe:
2

Do task followed by teacher’s

instruction.
Ss can use a dictionary to look
up the meaning of the compound
nouns
Do as asked

Work and answer the Qs
- Do the homework


Teaching date:
Leader’s signature:

PERIOD 2:
LESSON 2: LANGUAGE FOCUS
I. Objectives:
By the end of the lesson, Ss will be able to master:
- Words or phrases related to the generation gap and family rules
- Word formation: compound nouns.
- Strong and weak forms of words in connected speech.
- Modals: should, ought to, must & have to
II. Teaching aids:
- Textbook, handouts
III. Anticipated problems:
IV. Procedure:
Time- Stages
1.Vocab
10’

Teacher’s activities

1. Ask Ss to match single noun (1-9) with
another (a-i) to make compound noun.
- Tell them to check their answers in
pairs, then check sa a class. Give the
meanings of these compound nouns if
necessary.
- Draw Ss’ attention to the four
compounds written as one word:
household, hairstyle, schoolchildren,
footsteps.
Explaination:
- 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
modifined by adjectives and another
nouns.
- In compound nouns, the stress usually
falls on the first word.
Ex: a greenhouse( compound noun)
A green house( free word combination)
KEY: 1g; 2h; 3i; 4f; 5c; 6b; 7a; 8d; 9e.
2. Ask Ss to complete the questions with
3

Students’ activities
- do as asked

- Work in pairs to read it
again and do the task

- Listen to the teacher
carefully, then do the task.


some of the compound nouns in 1.
- Do as directed
- Have Ss work individually first . Then
ask them to work in pairs, and compare
their answers.
- Check Ss’answers by asking
and
answering all the questions in pairs.
KEY: 1. Hairstyle/ tablemanners
2. generation gap 3.nuclear family
4. junk food 5. schoolchildren
1. 1. Play the recording to listen and repeat.
2.
Pronunciation2. - Ask Ss to pay attention to the stressed
words with the stress mark before the
10’
stressed sylable.
3. - Play the recording again for Ss to listen,
pausing after each sentence.
4. - Ask Ss to study the Do you know....?
5. 2. Explain the activity to Ss , drawing
their attention to the words in bold.
6. - Play the recording and ask them to
check their answers in pairs.
7. - Ask pair of Ss to role – play the Qs and
answer in front of the class. Praise Ss who

pronounce the strong and weak forms
correctly.
8. KEY: 1-A. strong B- weak
9. 2.A – weak
B.- strong
10.3. A- weak
B. - strong
3. Grammar
1- Ask Ss to underline the correct words
20’
to complete the sentences, and play
attention to the meaning of the sentences
in order to choose the right word.
- Ask Ss to compare their answer
(working in pairs)
- check Ss’ answers,then elicit from them
the rules of using should, shouldn’t, ought
to, ought not to, must, mustn’t, have to,
don’t have to.
- Check Ss’ answers
KEY: 1. Should 2. Ought 3. Must
4. have to 5. Mustn’t
4

Work in pair to find out the
parts of speech of the words
which are stressed in these
sentences.

Work individually.

- Do as directed.

Work individually first,
then compare their answers
in pairs .


4. Home-work
5’

- Ask Ss study the Doyou know.........?
2. Ask Ss to use the word in brackets to
rewrite each sentence without changing
its meaning.
- Monitor the activity and help them if
necessary.
- Check the answers again as in class.
KEY: 2. You mustn’t use your mobile
phone in the examination room.
3. I don’t have to type my essay
4. You shouldn’t tell the truth to your
family.
5. Young people must plan their future
career carefully.
- Asks Sts to learn the new words and do
exercises in the workbook.
- Requires Sts to do the exercises again in
their notebooks
- Asks them to prepare for the next lesson

Ss do this exercise
individually.
Work individually, then
compare the answersin
groups

- Learn new words
- Do the exercises
- Prepare the next lesson

VI. Comments:

Teaching designe:
Teaching date:
Leader’s signature:
Period: 03

Class: 11

LESSON 3: READING

I. Objectives:By the end of the lesson, Ss will be able to read for specific in an article
about the generation gap, understand word meaning in context and understand
references.
II. Teaching aids: Course book and handouts
III. Anticipated problems:
IV. Procedure:
5

TimeTeacher’s activities
Stages
1. Warm-up Inform Ss of the lesson objectives: read and
understand the text about the conflicts between
5’
parents and their teenager children by
skimming the text to get general ideal and
scanning the text to get some specific details.
3. While1. Let Ss work in groups, look at the pictures
Reading
and answer the questions.q1 freely q2 ask a
30’
representative of each group to give the opinion
of the group.
- Ask Ss to tick the conflicts ( a-g) and then
compare their choices with their partner’s
2. Ask Ss to skim the text and compare their
predictions in 1.
- Check their answers:
KEY: b-c-d-e-f
3. Ask Ss to match the highlighted words in the
text with the definitions given.
- Have Ss work individually, then check their
answers in groups.
- Check the ansers again as in class.
KEY: 1. Afford 2. Impose
3. Brand name
4. Norms 5. Coflicts.

Students’ activities
Listen to the teacher

- Do as directed.

Work individually first,
then compare their answers
in pairs .
Study the Do you know?
Skim the text and compare
the answers.
Work individually, then
compare the answersin
groups

4. PostReading
10’

- Asks Ss: What have you learnt today
-tell Ss what they have
- Calls on some Ss to report their ideas to the learnt
class

5. Homework
2’

- Learn by heart all of new words and structures
and give examples
- Do the homework
- Summarize the main points of the text

- Prepare “speaking” period

V. Comments:

Teaching designe:
6


Teaching date:
Leader’s signature:
Period 4 - Class: 11
LESSON 4: SPEAKING
I. Objectives:By the end of the lesson Ss will be able to talk about parent – child
relationshipproblems and offering advice on how to solve them:
II. Teaching aids: Course book and handouts
III. Anticipated problems:
Ss may not have enough vocabulary to talk about the topic, so T should be ready to
provide help.
IV. Procedure:
TimeTeacher’s activities
Students’ activities
Stages
1. Warm- Ask Ss to discuss the situstions in the pictures and - discuss the situations
up5’
say what conflicts each may lead to.
as asked.
Speaking
35’

1. Explain Ss that this activity focuses on conflicts

between teenagers and their parents.
- Do as asked
- Ask Ss to read about three situations facing
teenagers, and then match them with the problems - ask for help while
a,b, or c in the box.
having difficulty in
- Walk around and help Ss if necessary.
giving answers
- Have Ss compare their answers.
Ask Ss to further discuss if they have ever 11.
Give advice or
experienced these situations, and how they felt.
express their opinions
KEY: 1.b, 2.c, 3.a
Do as asked
2. Asj Ss to read the list of things teenagers and their
parents complain about.
- have them tick the complaints that they hear in their
families.
- Encourafe Ss to add some more complaints if they
can.
- Help Ss with any new language they may need to Do the task
express their ideas.
3. Ask Ss to work in pairs and take turns to tell their
partner what they or their siblings and their parents12.Work in pairs
often complain about, then practise giving advice on
how to solve the proplem.
- Encourage Ss to use the structures listed in.
7

***Helpful expressions:
+ Complaints:
I don’t like the way my parents keep + Ving........
My parents are always + Ving........
My parents believe that.......................
+ Giving opinion 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/ wouldn’t...
You’d better...
You shouldn’t/ ought not to...
Why don’t you...
- Walk around and help Ss if neccesary.
5. Homework
2’

Some pairs role – play
their
converasation,
and give feedback on
their performance.

Ask Ss to summarizes the main points and prepare
the next lesson
- Do the home work

VI. Comments

Teaching designe:
Teaching date:
Leader’s signature:
Period:5
Class: 11

LESSON 5: LISTENING

I. Objectives:
By the end of the lesson Ss will be able to lesten for specific information in a
convesation between two teenagers about conflicts with their parents.
II. Teaching aids:
- Textbook, handouts, cassette tapes………….
III. Anticipated problems:
- Ss may not be familiar with the note-taking task, so T should provide them some tips to
deal with the task
IV. Procedure:
8


TimeStages
1. Leadin
5’

Teacher’s activities

Students’ activities

Ask Ss to look at the photos of the
two teenagers, and think about what

problems they may have.
Tell them to focus on hobbies( Photo
a and (Photo b) and elicite Ss’
opinions.
Have Ss talk about what the parents
of these teenagers might complain
about.
2. Pre1. Tell Ss that this activity focuses
Listening on listening for general ideas.
- Tell Ss that they are going to listen
to two teenagers, Tom and Linda,
7’
discussing their conflicts with their
parents, then circle what they think
the speakers will mention in their
conversation.
KEY:
2. This activity focuses on new
vocabulary items.
- Tell Ss to match the words with
their definitions.
- Have Ss compare their answers.
Check their answers.
- Teacher may explain some new
words if necessary.
Skinny(adj); top(n); stare at(v);
balance(v).
KEY: 1d, 2a, 3b, 4c.
3. This activity focuses on listening
for specific information.

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

9

Free to call out their answers

Listening for general idieas.
Ss are going to listen two teenagers ,
Tom and Linda, discussing their
conflicts with their parents, then
circle what they think the speakers
will mention in their conversation.

Listen to the conversation and match
the words with their definitions.

Listen to the teacher’s instructions
- Read all the statements and ask
teacher for help with new words
- Listen to the tape to do the task


3. While- - Ask them to read all the statements
Listening and guess if they are true or false.
10’
Make sure that Ss understand all the
statements. If there are new words T

can
give
their
Vietnamese
equivelants to save time
* Play the tape and let ss do the
exercise
Check ss’ answers if there is an
5’
incorrect answer t play the recording
again and stop at the place where Ss
can get the correct answers.
KEY: 1.F; 2.F; 3.T; 5.T.
10’
4. Tell Ss that they are going to listen
to the coversation again, and do a
multiple choice exercise.
Remind Ss to try to ignore any
distractors that may appear in the
recording, and listen for specific
information.
13.Ask Ss to check their answer with a
partner.
14.Check answers as a class

-Listen to the teacher’s instructions
- Read all the statements and ask
teacher for help with new words

- Listen to the tape to do the task

Read the questions carefully and
underline the key words, listen to the
tape to answer the qs

4. Post- Invite ss from pairs to retell the
Listening content of the listening to the class, - Do as asked
give feedback and correction if
5’
necessary.
- Present their ideas
5. Home- - Summarize the listening
- Do the homework
work3’ - Prepare the next lesson
VI. Comments:

10


Teaching designe:
Teaching date:
Leader’s signature:

Period: 6
LESSON 6: WRITING
Class: 11
I. Objectives:
- By the end of the lesson, Ss will be able to write a letter about family rules to a
teenager staying with a home stay family.
II. Teaching aids:- Textbook, handouts, pictures

III. Anticipated problems:
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to
assist them.
IV. Procedure:
TimeTeacher’s activities
Students’ activities
Stages
1. Lead- *Ask Ss to read different family rules -Say as many words relating to the
in
in this section, and say which ones topic as possible
are similar to theirs e.g. respect one
another; help each other; try new - Answer the qs
5’
things, etc.
Ask Ss if their families have any
rules. If not, ask them whether they
would like to have some in their
families.
Encourage Ss to express their own
opinions about this.
2. Pre- 1. Ask Ss to read the family provided.
writing - Have Ss complete the sentences
18’
and think about the rules in their
family. They may add more rules if
they can.
Suggested answers:
1. My parents don’t let me stay out - Free answers. They may add more
late at the weekend.
rules if they can.

2. They make me keep room tidy.
3. They tell me to take my studies
11


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. Tell Ss that this activity focuses
on giving reasons or explainations.
15.Give the reasons in the spaces
- Ask Ss to choose the most
provided.
important rules that their parents
often apply in their family, and then
give the reasons in the spaces
provided.
Tell Ss to read and analyse the
example so they know what they are
expected to do.
Help Ss to express their ideas, if
necessary.
* ask ss to make an outline of the
letter based on the structures of the

text in task1 and the qs in task 2
3. Whilewriting
10’
4. Postwriting

10’

5. Homework

Ask ss to write their own letter

- Write the letter individually

- Asks Sts to exchange their writing
with another Sts for peer correction
- Walks round to check their work
and give necessary suggestions.
- Makes necessary corrections.
- Calls some to read the answers
aloud on front the instructions.
- Picks up some writing to check in
front of the class as a whole.
- Asks Sts to learn the new words.
- Has Sts to write the letter again in

- Exchange the writing for peer
correction

12

- Write down the teacher’s correction
and write it in one’s notebook
- Learn new words
- Write the letter again


2

their textbooks.
- Introduces Sts to prepare for the - Prepare the next lesson
language focus

VI. Comments:

Teaching designe:
Teaching date:
Leader’s signature:
Period: 7
Class: 11

LESSON 7 : COMMUNICATION AND CULTURE

I. Objectives:
By the end of the lesson, Ss will be able to understand the concept of extended and
nuclear families, and the reasons for the return of extended families in the UK and USA.
II. Teaching aids:- Textbook, handouts, pictures
III. Anticipated problems:
IV. Procedure:
TimeTeacher’s activities
Students’ activities

Stages
1. Lead- 1. Ask ss to answer his/he qs by looking at -Answer the qs
in
the pictures
13


5’
New
lesson
35’

Homewor
k
5’

A. Communication.
1. Tell Ss they are going to ask and answer
the Qs.
What kind of family do you live in?
What do you think about the advantages
and disadvantages of living in extended
family or a nuclear family are?
2. Let Ss work in groups of 4 to discuss the
qs.Tell them to refer back to the ideas in
task 2 to answer the qs. Ask Ss to choose
the group leader to note down all the ideas
of the group and report them to the class.
B. Culture.
Have Ss look at the pictures at the end of

the unit on page 13 and answer the qs
about them.( whole class)
1. Ask Ss to work in pairs. One read the
text about the coming back of extended
families and answer the Qs.
* Ask Ss if they have any new words, help
them if necessary.
2. Ask each group to choose one person to
report the group’s opinion to the class.
KEY:
1. The number of multi- generational
households with three or four generations
living under the same roof.
2. Unemployment, part- time work and low
paid jobs have become more common. The
cost of housing has become higher. The
pressures of childcare and elderly care
have become heavier.

- Listen to the talk and do the
task
- Answer the qs
-Ask for help with new words
-Work in pairs to ask and
answeer the qs.

Do as asked

Ask ss to prepare the next lesson

VI.Comments……………………………………………………………………………
14


Teaching designe:
Teaching date:
Leader’s signature:

Period: 8
LESSON 8 : LOOKING BACK& PROJECT
Class: 11
I. Objectives: By the end of the lesson, Ss will have time to revise what they learnt in the
unit 1
II. Teaching aids:- Textbook, handouts, pictures
III. Anticipated problems: Ss may not have sufficient time to finish the part in 45 mins
IV. Procedure:
TimeTeacher’s activities
Students’ activities
Stages
1. pron * Play the recording and let ss listen and
5’
identify the stressed words.
Do as asked
Have Ss listen and check the answers.
Ask several Ss to read the sentences aloud.
Praise Ss who try to stress the correct words
and reduce the unstressed words.
2. Vocab 1. Have Ss read the instructions and do this - Do this activity and
5’
activity individually. Then ask them to compare their answers in

compare their answers in pairs
pairs.
* check ss’ answers
- do the exercise.
KEY: 1. Nuclear family; 2. Generation gap;
3. homestay; 4. Conflicts; 5. Curfew.
2. Ask Ss to make compound nouns with the Ss can use dictionary if
word family, and dictionary skills.
necessary, then compare
KEY:
their answers in pairs or
Oneparent
Extended
groups.
Single - parent

FAMILY

Family - doctor

name

tree

15


* check ss’ answers and provide correction if
necessary
3.

1. Ask ss to complete the sentences with
Grammar should/ shouldn’t and ought to/ oughtn’t –
15
Have Ss do the task individually , then
compare their answers.
- Check their answers as class.
KEY: 1. Ought to; 2. Shouldn’t, ought
3. Shouldn’t; 4. Oughtn’t, should
4. Project 1. 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 teri
10’
answers.( 4 groups), which can be done
during the break.
2. Let the groups have some time together to
assemble the results of their reports and then
prepare a report to present to the class orally
5. Home- - Asks Sts to learn the new words.
work
5’
- Ask Sts to prepare for the next unit

Do
the
individually.

exercise

Go round and ask their
classmates qs to get the

information for their project

- report to the class.
- Learn new words
- Prepare the next lesson

VI. Comments

Period: 9-16
UNIT 2: RELATIONSHIPS
I. Ojectives: By the end of the lesson Ss can
- use words and phrases related to the topic Relationships
- Pronounce contracted forms correctly.
- use linking verbs to discribe or identify the subject, and use cleft sentences for
emphasis.
- read a newspaper column about teenage relationship problems for main ideas and
specific information.
- talk about problems and ask for advice.
- listen to a talk show about parent – child relationships
- write an oneline posting about relationship problems.
II. Teaching aids: Course book and handouts
16


III. Anticipated problems: Ss may need help with the discussion task, so T should be
ready to help them.
Teaching designe:
Teaching date:
Leader’s signature:
PERIOD 9:

LESSON 1: GETTING STARTED
IV. Procedure:
TimeTeacher’s activities
Students’ activities
Stages
1. Lead in
-Inform the class of the lesson objectives
- Listen to the teacher
3’
1. Ask Ss to look at the picture and guess what
New
the two peoples’ relationship is what they are - Listen and read
lesson
talking or thinking about
1. 10’
* SUGGESTED ANSWERS:
They are grandmother and granddaughter.
The grandmother is telling her granddaughter - do the task
2. 10’
to focus on shoolwork, while the girl is
thinking about romantic relationships.
16.
- Tell Ss that they are going to listen to a
3. 10’ cconversation between a student and her - listen and repeat the words
grandmother.
- Play the recording. Ss listen and read the
conversation silently.
2. This activity focuses on comprehension. Ss
read the statements about the coversation and
decide whether they are true, false or not

given.
4. 10’
KEY:
1. T. 2.F 3.T 4.T 5.NG 6.T
3. Have Ss work in pairs . Ask Ss to read the Do as asked
conversatio again, and find the verbs that come
before the words in the list. This activity helps
Ss to discover the use of liking verbs with adjs.
KEY:
1. get involed
2. feel bored
3. are very kind, caring and sympathetic
4. sounds good.
5. Home- Ask Ss to do the execises in the workbook
- Do the homework
work
17


2’
V. Comments
Date of designe:
Teaching date:
Leader’s signature:

PERIOD 10:
LESSON 2: LANGUAGE FOCUS
I. Objectives: By the end of the lesson, Ss will be able to pronounce contracted forms
correctly.
- use linking verbs to discribe or identify the subject, and use cleft sentences for

emphasis.
II. Teaching aids:- Textbook, handouts
III. Anticipated problems:
IV. Procedure:
Time- Stages
Teacher’s activities
Students’ activities
1.Vocabulary 1. Pre teach some of the words using the
- do as asked
10’
glossary
2. Ask Ss to match the words or phrases with
their meanings.
Key:
1. have got the date. 2. Break up
3. romantic relationship 4. Argument
5. sympathetic
6. Lend an ear
7. be in a relationship 8. Be reconciled
2. Ask Ss to pay attention to the context in
which the words or phrases in 1 can be used.
When using a verb or a noun, Ss need to
consider its suitable form ( tense of verbs;
singular or plural form of nouns).
KEY:
1. lend an year, broke up
2. reconciled
3. romantic relationship
4. in a relationship, arguments
5. have got a date

6. sympathetic
2.
1. This activity focuses on contracted forms in
Pronunciation casual speech. Ask Ss to find the shortened - Do as directed
10’
forms of verbs and negative word(‘not’) and
18


write their fuul forms in the space provided.
KEY:
Shouldn’t = should not.
You’re = you are.
There’s = there is
2. Ask Ss to listen and underline the contraction
of the full forms in exchanges. Explain some of
the rule for contracted forms
- Check te answers as class.
3. Play the recording for Ss to repeat chorally
and individually.
3. Grammar
20’

A. Linking verbs:
1. Explain to Ss that linking verbs are used to
describe or identify the subjects or the verbs. An
adjective or a noun can follow a linking verb,
but the focus of the lesson is on the use of
linking verbs with adjectives
First, have Ss choose a suitable verb for each

sentence from the word box, and then ask them
to use the correct fom of the verb to complete
the sentence.
KEY:
1. sounds 2. Grow/get 3. Stay 4. Getting
5. seem 6. Look/seem
2. Ask Ss to read the sentences carefully and
identify the linkinf verbs.
Explain to them that some verbs ( appear, look,
taste, smell, soud, and feel) can refer to an action
( = action verbs) and be followed by an adverb.
KEY:
1. unhappy 2. Warmly 3. Suddendly
4. excited
5. angry
6. Annoyed
7. awfull
8. Quickly.
B. Cleft sentences with It is/was....that...
1. Expain to Ss that cleft structures are used to
emphasise a particular part of a sentence.
It is... is used when the main verb is in the
present tense , and it was... is used when the
19

Listen and underline
the contraction or the
full
forms
in

exchanges.
Listen and repeat
chorally
and
individually

- do as asked

Listen to the T
carefully and do the
task


main verb is in the past tense.
Ask Ss to put the underlined part ( = the focus)
in each sentence after It is/was....
KEY:
1. It was her sad story that made me cry.
2. It is you who are to blame for the damage.
3. It’s hiking in the forest that we really enjoy.
4. It’s your parents that /who you should really
speak to when you have problems.
5. It’s his dishonesty that I dislike the most.
6. It’s Jim that who Lana is in a relationship
with.
7. It was at the age of 20 that he became
successful as a famous writer.
8. It was in a nice coffee shop that they had their
first date.
It is/was + focus+ that...

2. Ask Ss to write the answers to the Qs, using Work in pairs as
directed.
the words or phrases in brackets as the focus.
Have Ss practise asking and answering the Qs in
pairs. Tell them not to emphasise any of the
words in the Qs. Encourage them to the stress
the words in focus in the answers.
4. Home-work
5’

- Asks Sts to learn the new words and do - Learn new words
exercises in the workbook.
- Do the exercises
- Prepare the next
- Asks them to prepare for the next lesson
lesson

VI. Comments:

Teaching designe:
Teaching date:
Leader’s signature:
Period: 11
Class: 11

LESSON 3: READING

20

I. Objectives: By the end of the lesson, Ss will be able to read for general ideas and
specific information about teenage relationship problems.
II. Teaching aids: Course book
III. Anticipated problems:
IV. Procedure:
TimeTeacher’s activities
Students’ activities
Stages
1. Warm-up Inform Ss of the lesson objectives: skimming and Listen to the teacher
scanning a text for main ideas and specific
5’
information.
3. While1.Ask Ss to look at the people in the three pictures,
Reading
paying attention to their body language. Have Ss
30
work in pairs and guess what is happening to these Work in pairs
people or how they are feeling.
SUGGESTED ANSWERS:
Picture a. The teacher is returning students’ papers. -Do as asked
The boy is depressed because of his poor grades.
Picture b. Their relationship is breaking up.
Picture c. They’re having an argument.
2. Tell ss that they are going to read an advice -Read the text and pick
column in a newspaper including readers’ out the words or
phrases
questions and counsellor’s replies.
- Ask Ss to read the Qs and replies quickly and - Answer the qs
- Work in pairs or
find the main ideas.

- Have Ss choose the best summary of each groups to exchange
information
reader’s problem.
KEY:
1.b ( Van Ha: My friend betrayed my trust)
2.c ( Quang nam: I don’t have friends)
3. Ask Ss to read the five definitions in Activity3.
Ask them to find the words or expressions in the
text to match these definitions.
KEY:1. Be on good terms with someone.
Do as directed
2. take the initiative.
3. trust
4. engage in ( a conversation)
5. drop out ( of school)
4. Have Ss work in pairs and pratise asking and
← Work in pairs
answering Qs.
21


4. PostReading
10’
5. Homework
2’

5. Have Ss discuss with a partner. Ask them some
guiding Qs before they start their discussion: If
you were Ha and Nam , would you feel pleased
with the counsellor’s advice? If you were the

counsellor, what else would you tell them?
- Asks Ss: What have you learnt today
- Calls on some Ss to report their ideas to the class

Discuss with a partner
and present in front of
the class.
-tell them what they
have learnt

- Learn by heart all of new words and structures
and give examples
- Do the homework
- Summarize the main points of the text
- Prepare “speaking” period

V. Comments:

Teaching designe:
Teaching date:
Leader’s signature:
Period: 12
Class: 11

LESSON 4: SPEAKING

I. Objectives: By the end of the lesson Ss will be able to talk about problems and ask for
advice.
Teaching aids: Course book and handouts
III. Anticipated problems:

Ss may not have enough vocabulary to talk about the topic, so T should be ready to
provide help
IV. Procedure:
TimeTeacher’s activities
Students’ activities
Stages
1. Lead- Inform the class of the lesson objectives: -Listen to the teacher
22


in
5’

talking about personal problems; asking for
and giving advice.

Speaking

1. Ask Ss to read the coversation quickly to
get the main idea. Then they read it again
and match the sentences ( a – f) with the gaps
( 1-5) in the conversation.
KEY:
1b 2e 3d 4a 5 f 6c.
2. Have Ss identify the main ideas in the
conversation. Ask them to answer the Qs.
KEY:
1. She was chosen to take part in the English
Public Contest in Da Nang, but her parents
don’t allow her to go there . They are

worried because she has never been awy
from home.
2. Van advises Chi to ask their teacher to
persuade Chi’s parents.
3. Ask ss to practise the conversation in
pairs.
4. Ask Ss to work in pairs to choose one
topic and make similar coversation.
- Ask them to use th expressions when
talking about problems, asking for advice
and giving advice: what’s the problem? What
should I do? I have an idea...
5. Ask Ss to work in pairs or groups. Have
them take turns talking about the problems
that they have had at school or at home, and
what they did to deal with the problems.
Ask Ss to summarizes the main points and
prepare the next lesson

35’

5. Homework
2’
VI. Comments

23

- name the habits they think
they have
- Do as asked

Answer the Qs as directed.

-Do as asked
- Do the task

- Practise the conversation in
pairs.

- Do the home work


Teaching design:
Teaching date:
Leader’s signature:
Period: 13
Class: 11

LESSON 5: LISTENING

I. Objectives: By the end of the lesson Ss will be able to listen for specific information
about parent – child relationship.
II. Teaching aids:- Textbook, handouts, cassette tapes………….
III. Anticipated problems:
IV. Procedure:
TimeTeacher’s activities
Students’ activities
Stages
1. lead- Inform the class of the lesson Free to call out their answers
in

objectives: listening to a talk show
5’
for specific information
2. Pre1.Have Ss discuss the Qs in activity Talk about the show
Listening 1 with a partner. Ask Ss some other
7’
guiding Qs:
Do you usually tell your problems or - answer briefly to give their
secrets to your parents? Are they opinions on the listening they are
willing to lend an ear? If you have a going to do
boyfriend or a girlfriend, will you
tell your parents about it?
3. While- 2. Play the tape to let Ss to see if -Listen to the teacher’s instructions
Listening what they hear matches what they
expected.
- Listen to the tape to do the task
*play the recording once more time
if necessary to build up Ss’
confidence
in
their
listening Listen and answer the qs
capability.
KEY: 1C 2. B 3.C 4.A
3. Play the recording without Do as asked
pausing. Ask Ss to listen, write down
the answer, and then discuss their
answer in pairs
24

Call on ss to check their answers.
4. Ask Ss some Qs before they start
the discussion.
4. Post- Tell Ss that the answer to these Qs
Listening will help them decide on the ‘right’ - Do as asked
age for a romantic relationship.
- Present their ideas
5’
5. Home- - Prepare the next lesson
- Do the homework
work3’
VI. Comments:

Teaching design: .....................................
Teaching date: .........................................
Signature:.......................................................
Period: 14
Class: 11

LESSON 6: WRITING

I. Objectives: By the end of the lesson, Ss will be able to write an online posting about
relationship problems.
II. Teaching aids:- Textbook, handouts, pictures.
III. Anticipated problems:
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to
assist them.
IV. Procedure:
TimeTeacher’s activities

Students’ activities
Stages
1. Lead- Inform the class of the lesson objectives: to ← Listen to the teacher
in
write write an online posting about
5’
relationship problems.
2. Pre1. Explain to Ss that people now tend to
writing write about recent event or any topics of Do as directed.
10’
interest and post their stories on the
Internet( through social net working sites or
online forums).
Ask Ss to read through the posting and Complete the box.
complete it with the words in the box.
KEY:
25