giáo án tiếng anh 11 thí điểm cả năm

Date of preparation: 20/8/2016
Date of signing:
22/8/2016
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:
DatePeriodClassAttendanceAbsentees/Notes….. __ / __ / __11A4…. / ….2. Previous lesson check:
No
3. New lesson:
T’s and Ss’ActivitiesKnowledgeWarm-up
* Game: Lucky Number
-T divides the whole class into two groups and plays the game.
- The leader of each group chooses a number for their own group and does the following
requirement in each question. If the answer is correct, they will get 10 marks.
- T leads Ss in the lesson.
I. Topics and units:
- Ask Ss to look through the book then tell class how many units it has.
- Introduce some more information about the topics. (Including five topics in each term)
- There are 8 periods in each unit. They are Getting Started, Language, Reading, Speaking,
Listening, Writing, Culture and communication and Looking Back
II. Tests:
III. Requirements for study preparation

- Each S has books (student book and work book), CDs and notebook.
- 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
1. Lucky Number
2. How many girls are there in your class?
3. Do you know what your English teacher’s name is?
4. Lucky Number
5. What do you prepare for this semester?
6. Do you like studying English? Why or Why not?
7. How do you learn English well?
8. Do you speak English fluently?
1. The generation gap
2. Relationships
3. Becoming independent
4. Caring for those in need


5. Being part of ASEAN
+ 2 reviews
1- Previous lesson check.
2- Fifteen minutes tests (3)
3- Periodical tests (2)
4- First term test
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
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Date of preparation: 20/8/2016
Date of signing:
22/8/2016
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 gramatical
points: should, ought to to give opinions and advice, and must and have to to express obligation
2. Skill
- develop listening, spesking, reading skills
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:
DatePeriodClassAttendanceAbsentees/Notes….. __ / __ / __11A4…. / ….2. Previous lesson check:
No
3. New lesson:
T’s and Ss’ActivitiesKnowledgeWarm-up
.Tell Ss that these differences can be in the choice of music, clothing, values, lifestyles, ways of
shopping (directly from shopping centres or online), or communication
Ask Ss questions about the picture: This is a photo of a big family. Who are the people in the photo?
Is this type of family popular in your community? Elicit answers from Ss

Tell Ss that they are going to listen to a conversation between two friends, Sam and Ann. Let Ss
guess what Sam and Ann are talking about`
- T plays the recording and asks Ss to listen and pay attention to the text to understand the content.
- Ss listen and read along silently.
- T asks Ss to read the passage again and get information to do Task 2 in pairs.
- Ask students to compare the answers with a partner.
- Ask some students to read the answers.
- Checks and gives the correct answers:
- Tell Ss this activity focuses on compound nouns.
Ask them to complete the definitions, using the highlighted compound nouns in the conversation.
Ask Ss to check answers in pairs.
Check Ss’answers.
Ask Ss to read the conversation again to find seven other compound nouns.
Allow Ss to use a dictionary to look up the meanings of the compound nouns.
Tell Ss to compare their answers in pairs / groups. Then check answers as a class
Ask Ss to read the conversation again to find verbs expressing duty, obligation, advice.


Tell Ss to compare their answers in pairs / groups. Then check answers as a class
- ask Ss to work in pairs, practise asking and answering the questions given using the ideas from the
conversation and Ss’ own ideasActivity 1: Listen and read:

Activity 2: Decide whether the sentences are true, false or not given
1. F
2. F
3. T
4. F
5. T
Activity 3: Complete the definitions:
Key

1. A nuclear family
2. Childcare
3. A generation gap
4. Table manners
5. A viewpoint
k
6. An extended family
Activity 4: Find the compound nouns
grandparents, grandma, grandpa, grandmother, hairstyle, housework, footsteps

Activity 5: Find verbs
Opinion and advice: should, ought to
Duty and obligation: must, have to
Lack of obligation: not have to, not need to
Activity 6: Ask and answer
1. I’m a part of a nuclear/extended family.
2. I learn a lot of skills from my grandparents.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
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Date of preparation: 20/8/2016
Date of signing:
22/8/2016
Period 3:
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:
DatePeriodClassAttendanceAbsentees/Notes….. __ / __ / __11A4…. / ….2. Previous lesson check:
- act out the dialogue activity 1
3. New lesson:
T’s and Ss’ActivitiesKnowledge
Draw Ss' attention to the four compounds written as one word: household, hairstyles,
schoolchildren, footsteps.
A compound noun is a noun that is made up of two or more words.
Each compound noun acts as a single unit and can be modified by adjectives and other nouns.
In compound nouns, the stress usually falls on the first word. This helps us to distinguish between
compound nouns and free word combinations.
- T asks Ss to read the conversation again and get information to do Task 2 individually.
- Ss elicit more chores to add to the list.

- Ask Ss to compare the answers with a partner.
- Ask some students to read the answers.
- Feedback
Play the recording for Ss to listen and repeat.
Ask Ss to pay attention to the stressed words with the stress mark before the stressed syllable.
Play the recording again for Ss to listen, pausing after each sentence. Have Ss work in pairs to find
out the parts of speech of the words which are stressed in these sentences.
Ask Ss to study the Do you know...? box for more information about words that normally receive
stress in connected speech
- T plays the recording and asks Ss to listen then circle the word they hear.
- T asks Ss to work individually and then check answers as a class
- ask pairs of Ss to role-play the questions and answers in front of the class
Tell Ss that this activity focuses on the use of should /shouldn't, ought to/ought not to, must/mustn't,
have to/don't have to.
Ask Ss to underline the correct words to complete the sentences, and pay attention to the meaning
of the sentences in order to choose the right word.
Have Ss work individually first, then ask them to compare their answers in pairs.
Check Ss'answers.
Have Ss do this exercise individually. Monitor the activity and help them, if necessary.
Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, and then write
them on the board.
I. Vocabulary: Compound nouns
Activity 1:
Example:
a 'greenhouse: a place for growing plants (compound noun)
a 'green 'house: a house painted green (free word combination)
Key: 1 -g
5-c

2-h

3-i

4-f

6-b

7-a

8-d

Activity 2: Complete the questions
Key 1. hairstyle / table manners
2. generation gap
3. nuclear family
4. junk food
5. schoolchildren
II. Pronunciation:
Activity 1: Listen and repeat:

9-e


Activity 2: Listen and check
strong, weak
weak, strong
weak, strong
III. Grammar:

Activity 1: Underline the correct words

1. should
2. ought
3. must
4. have to
5. must not
Activity 2: Rewrite the sentences
Key
You mustn't use your mobile phone in the examination room.
I don't have to type my essay.
You should tell the truth to your family.
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
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Date of preparation: 20/8/2016
Date of signing:
22/8/2016
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, souces of conflicts between parents and children
2. Skill
reading for specific information

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:
DatePeriodClassAttendanceAbsentees/Notes….. __ / __ / __11A4…. / ….2. Previous lesson check:
- write 10 compound nouns
3. New lesson:
T’s and Ss’ActivitiesKnowledge
- Ask the question ‘Where do you think family conflicts come from?’
- T asks Ss work in groups, look at the picture and answer the question.
- T asks Ss to call out the answers to question 1 freely.
Ask Ss to tick the conflicts (a-g) and then compare their choices with their partner's.
Ask some Ss to share their opinions with the whole class.
* Checking
Ask Ss to skim the text and compare their predictions in 1.
Check Ss' answers, and ask them to give the clues from the reading text which helped them to work
out the answers
Ask Ss to match the highlighted words in the text with the definitions given.
Tell Ss to go back to the reading text to locate the highlighted words and study the context
surrounding the words to work out their meaning. Then match them with the definitions.
Have Ss work individually, then check their answers in pairs or groups.
Check the answers again as a class.
- Put Ss in groups of three; ask them to read the questions first to make sure they understand what
information they need in order to answer the questions. It may help if Ss can understand the key
words in the questions.

- Ask Ss to read the text again, and locate the part of the text where they can get the answer to each
of the questions before they discuss the answers.
- Check Ss’ answer by inviting a representative form each group to give the answer to one of the
questions. If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it from
other Ss.
have Ss work in pairs and take turns to share their problems, and give opinions or advice
ask some Ss to report the results of their discussionActivity 1: Give predictions

Activity 2: Read and check
b, c, d, e, f


Activity 3: Match the words with definitions
Key
afford
impose
brand name
norms
conflicts
Activity 4: Answer the questions
Because they strongly believe they know what is best for their children.
They want to be more independent, create their own opinions, and make their own decisions.
They are worried because these clothes may break rules and norms of society, or distract them from
schoolwork.
They want their children to spend their time in a more useful way.
No. Some of them try to impose their choices of university or career on their children.
Activity 5: Discuss with a partner4. Consolidation:
- Summarize the main points: sources of conflicts.
5. Homework:
- practice the conversation, asking and answering questions.

- prepare for the next lesson
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Date of preparation: 25/8/2016
Date of signing:
29/8/2016
Period 5:
Unit 1: THE GENERATION GAP
Part 4: Speaking
I. Objectives
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:
DatePeriodClassAttendanceAbsentees/Notes….. __ / __ / __11A4…. / ….2. Previous lesson check:
- activity 4, 5
3. New lesson:
T’s and Ss’ActivitiesKnowledge* Checking
- T asks Ss to do the brainstorming

Who do the work and the feelings
List three household chores you like and dislike
Discuss the reasons
Give comments and lead in the lesson
This activity focuses on conflicts between teenagers and their parents.
Ask Ss to read about three situations facing teenagers, and then match them with the problems a, b,
or c in the box.
Walk around and help Ss, if necessary.
Have Ss compare their answers. Check Ss' answers.
Ask Ss to further discuss if they have ever experienced these situations, and how they felt. They
may give advice or express their opinions.
.This activity focuses on the ideas and useful language that Ss can use in 3 when they talk about
their problems with parents.
Ask Ss to read the list of things teenagers and their parents complain about.
Have them tick the complaints that they hear in their families.
Encourage Ss to add some more complaints if they can.
Help Ss with any new language they may need to express their ideas.
focuses on speaking about conflicts between teenagers and parents, and giving opinions and advice
to solve the problems.
Ask Ss to work in pairs and take turns to tell their partner what they or their siblings and their
parents often complain about, and then practise giving advice on how to solve the problem.
Encourage Ss to use the structures listed in Helpful expressions.
Walk around and help Ss, if necessary.
Ask some pairs to role-play their conversation, and give feedback


- Ask Ss to consolidate the main contents.
- Give feedback.Activity 1
1. B

2. C
3. A

2. Activity 2
Key Students'answers

3. Activity 3
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
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Date of preparation: 25/8/2016
Date of signing:
29/8/2016
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:
DatePeriodClassAttendanceAbsentees/Notes….. __ / __ / __11A4…. / ….2. Previous lesson check:
- activity 3
3. New lesson:
T’s and Ss’ActivitiesKnowledge
Tell Ss that this activity focuses on listening for general ideas.
Tell Ss that they are going to listen to two teenagers, Tom and Linda, discussing their conflicts with
their parents. Ask Ss to circle what they think the speakers will mention in their conversation.
Ask Ss to look at the sentences in task 2
This activity focuses on new vocabulary items.
Tell Ss to match the words with their definitions. These words will be heard in the conversation.
Have Ss compare their answers. Check their answers.
If you think your class might not be able to understand the conversation, pre-teach additional words.
Tell Ss that they are going to listen to the conversation between Tom and Linda and decide whether
the statements are true (T) or false (F).
Have Ss make guesses first. Encourage all possible answers and explanations. Write their guesses
on the board so they can see if the guesses are correct later.
Play the recording for Ss to listen.
Check Ss' answers.
This activity focuses on listening for specific information and inference (Question 3).
Tell Ss that they are going to listen to the conversation again, and do a multiple choice exercise.
1. Activity 1
Key Students’answers

2. Activity 2
skinny (adj)

top (n)
stare at (v)
balance (v)

3. Activity 3


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

Activity 4
1. C
2. A
3. B
4. C
5. B4. Consolidation:
- Summarize the main points: roles of family members.
5. Homework:
- summarise the listening text.
- prepare for the next lesson
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Date of preparation: 25/8/2016
Date of signing:
29/8/2016
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:
DatePeriodClassAttendanceAbsentees/Notes….. __ / __ / __11A4…. / ….2. Previous lesson check:
- summarise the listening dialogue between Tom and Linda
3. New lesson:
T’s and Ss’ActivitiesKnowledge
Ask Ss to read the family rules provided.
Have Ss complete the sentences and think about the rules in their families. They may add more
rules if they can.

Ask Ss to choose the three most important rules that their parents often apply in their family, and
then give the reasons in the space provided.
Tell Ss to read and analyse the example so that they know what they are expected to do.
Help Ss to express their ideas, if necessary
Ask Ss to read the text.
In pairs complete the chore chart.
Call some of them to tell class.

Ss present in class.
Ask Ss to complete a letter about family rules.
Explain that they can use the ideas provided previously to write the letter.
Have Ss exchange their letters for peer checking. Walk around and help Ss, if necessary.
Collect Ss' letters to give further feedback.
1. Activity 1
Suggested answers
My parents don't let me stay out late at the weekend.
They make me keep my room tidy.
They tell me to take my studies seriously.


They warn me not to smoke or take drugs.
They want me to have good table manners.
I am not allowed to stay overnight at my friends'house.
They forbid me to swear or spit on the floor.
Activity 2

Activity 3
Suggested answer
Pham NgocThach, Dong Da, Ha Noi, Viet Nam
February, 10'\ 2016
Dear Lauren,
I'm very happy to know that you'll be staying with my family for two months. We live in a fourbedroom flat on the 15lh floor. You will have your own bedroom during your stay here.
You asked me about our family rules. There are three important ones that we must follow.
One important rule in my family is that every member of the family has to keep his or her room
tidy. My brother and I have to make our beds every morning, and clean the floor and windows twice
a week.
Another important rule is that my brother and I must be home before 10 p.m. My parents are very
strict and believe that setting a curfew will help us to become responsible, and stay safe and healthy.

The third important rule is that we mustn't invite friends to stay overnight. This is not only our
family rule, but also the rule for all people living in the building.
If you have any questions, please let me know. We will try our best to make you feel comfortable
during your stay with us.
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
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Date of preparation: 25/8/2016
Date of signing:
29/8/2016
Period 8:
Unit 1: THE GENERATION GAP
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:
DatePeriodClassAttendanceAbsentees/Notes….. __ / __ / __11A4…. / ….2. Previous lesson check:
- check Ss’ writing
3. New lesson:
T’s and Ss’ActivitiesKnowledge
Ask Ss to work in groups to practise asking and answering the questions.
Have Ss take notes of their partners' answers, and help them to express their ideas, if necessary.

Ask Ss to read the text carefully and highlight any words they may not know. Explain their meaning
or have Ss look up the words in a dictionary.
Encourage Ss to compare their guesses about the reasons for the return of the extended families in
the UK and the USA with the ones provided in the text.
Have Ss answer the questions, and compare their answers.
Check answers as a class.
1. Communication: Discussion about the family rules
Students'answers
(Suggested answers for question 2)
Living in an extended family:
Advantages: have more support from other family members,...
Disadvantages: there are a lot of conflicts between different generations,...
2. Culture:


-The number of multi-generational households with three or four generations living under the same

roof
-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.
-The disadvantages are the lack of space, 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
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Date of preparation: 25/8/2016
Date of signing:
29/8/2016
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
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:
DatePeriodClassAttendanceAbsentees/Notes….. __ / __ / __11A4…. / ….2. Previous lesson check:
- activity 2 (page 15)
3. New lesson:
T’s and Ss’ActivitiesKnowledge
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.
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.
Have Ss read the instructions and do this activity individually. Then ask them to compare their
answers in pairs.

Ask Ss to make compound nouns with family.
Ss can use a dictionary, if necessary. Then they compare their answers in pairs or groups.


Ask Ss to complete the sentences with should, shouldn't, ought or oughtn't.
Have Ss do the task individually first, and then compare their answers.
Check answers as a class.
Ask Ss to complete the sentences with must / mustn't or have to/has to and don't have to /doesn't

have to.
Have Ss do the task individually first, and then compare their answers.
Check answers as a class.
I. Pronunciation:
1. Activity 1

2. Activity 2

II. Vocabulary
1. Activity 1
1. nuclear family
2. generation gap
3. homestay
4. Conflicts
5. curfew
2. Activity 2
Single-parent family
Family doctor
Family tree
Family name
Extended family
Nuclear family
Family rules
III. Grammar:
Activity 1:
Key:
ought to
should not, ought to
should not
oughtn’t to, should

Activity 2:
have to/has to
mustn't
must
don't have to


4. Consolidation:
- Summarize the main points: review of unit 1.
5. Homework:
- complete the project.
- prepare for the next lesson
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
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Date of preparation: 31/8/2016
Date of signing:
06/9/2016
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:
DatePeriodClassAttendanceAbsentees/Notes….. __ / __ / __11A4…. / ….2. Previous lesson check:
- talk about the generation gap in your family
3. New lesson:
T’s and Ss’ActivitiesKnowledge
Ask Ss to look at the picture and guess what the two people's relationship is and what they are
talking or thinking about.
Tell Ss that they are going to listen to a conversation between a student and her grandmother.


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

Have Ss work in pairs. Ask them to read the conversation again, and find the verbs that come before
the words in the list. This activity helps Ss to discover the use of linking verbs with adjectives.
Activity 1:
Suggested answers
They are grandmother and granddaughter.
The grandmother is telling her granddaughter to focus on schoolwork, while the girl is thinking
about romantic relationships.

Activity 2:
T (‘oh, one of my classmates’)
F (Mai tells her grandmother they're just friends and Nam is not her boyfriend.)
T (*... there's no real friendship between a boy and a girl.’)
T (Mai's grandmother went to a single-sex school.)
NG
T (Mai tells her grandmother that all her classmates are very kind, caring and sympathetic.)
Activity 3:
get involved
feel bored
are very kind, caring and sympathetic
sounds good
4. Consolidation:
- Summarize the main points: Getting to know the topic, some vocabulary related to relationships,
and two grammar points: linking verbs and cleft sentences
5. Homework:
- practice the tasks.
- prepare for the next lesson
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Date of preparation: 31/8/2016
Date of signing:
06/9/2016
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:
DatePeriodClassAttendanceAbsentees/Notes….. __ / __ / __11A4…. / ….2. Previous lesson check:
- act out the dialogue
3. New lesson:
T’s and Ss’ActivitiesKnowledge
- Ask Ss to match the words or phrases with their meanings.


- 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).

- contracted forms in casual speech. Ask Ss to find the shortened forms of verbs and negative words
(‘not’) and write their full forms in the space provided.

- Ask Ss to listen and underline the contractions or the full forms in the exchanges. Explain some of
the rules for contracted forms. Check answers as a class.
Notes
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 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.).
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
Explain to Ss that linking verbs are used to describe or identify the subjects of 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 form of the verb to complete the sentence.
Ask Ss to read the sentences carefully and identify the linking verbs.
• Explain to them that some verbs (appear, look, taste, smell, sound, and feel) can refer to an action
(= action verbs) and be followed by an adverb.
Explain 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 main verb is
in the past tense.
• Ask Ss to put the underlined part (= the focus) in each sentence after It is/was...


Have Ss practise asking and answering the
questions in pairs. Tell them not to emphasise any of the words in the questions. Encourage them to
stress the words in focus in the answers
I. Vocabulary:
Activity 1
Key

1. have got a date
2. break up
3. romantic relationship
4. argument
5. sympathetic 6. lend an ear
7. be in a relationship 8. be reconciled
Activity 2
lend an ear, broke up
reconciled
romantic relationship
in a relationship, arguments
have got a date
sympathetic
II. Pronunciation
Activity 1
+ shouldn't - should not
+you're - you are
+we're - we are
+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
will, I'll
am
He is, he's
we are, didn't

III. Grammar
Linking verbs
Activity 1
1. sounds
3. stay
5 seem

2. grow/get
4. getting
6. look

Activity 2
1. unhappy
3. suddenly
5. angry
7. awful

2 warmly
4. excited
6. annoyed
8. quickly

Cleft sentences with It is / was ...that...
Activity 3
It was her sad story that made me cry.
It is you who are to blame for the damage. / It's you that is to blame for the damage.
It's hiking in the forest that we really enjoy.
It's your parents that / who you should really speak to when you have problems.

It's his dishonesty that I dislike the most.
It's Jim that / who Lana is in a relationship with.
It was at the age of 20 that he became successful as a famous writer.
It was in a nice coffee shop that they had their first date.
Activity 4
2. No. It was a smartphone that he gave me for my birthday
3. No. It's in Tokyo that I'm going to spend the holiday with my family
4. No. It's a lawyer that I want to become
5. No. It's his brother that / who earns 10,000 dollars a month
6. No. No. It's my friend that / who can speak three languages fluently
7. It's Ha that / who is in love with Phong.
8. No. It's at 8 a.m. (tomorrow) that we have a meeting
4. Consolidation:
- Summarize the main points: Vocabulary related to relationships, Linking verbs and Cleft
sentences, contracted forms of nouns/ pronouns
5. Homework:
- practice the tasks.
- prepare for the next lesson
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