Giáo án tiếng anh 11 thí điểm có bảng mô tả

Lesson Plan – Grade 11TĐ

Date of preparation: …………………
Period 1
INTRODUCING THE PROGRAMS OF ENGLISH 11
A. Objectives:
1. Educational aim: By the end of the lesson, students will be able to :
- Know about the textbook- English 11
- To know the way of testing.
- To know some class regulations.
- To review English 10
2. Knowledge:
- General knowledge: Students know about the content of the textbook- English 11
3. Skills:
To test Ss's language skills
4. Description table of cognitive competence levels and orientation for Ss’ progress:
CONTENT
Knowledge
Introducing the
textbookEnglish 11
Introducing the
way of testing

Know about the
textbook- English
11"
know the way of
testing.

Setting up
some class

regulations

know some class
regulations.

Reviewing
English 10

review English 10

Comprehension

Low application
(level 1)

High
application
(level 2)

Understand more
about some ways
to study English
well
Use their old
knowledge to
express their
opinions

.

B. Method: Integrated, mainly communicative.
C. Teaching aids: test papers, colored chalk, board,...
D. Procedures:
1. Class organization (2ms)
- Greeting and checking students’ attendance
2. New lesson:
Stages/ activities

Content/ Board display

Oriented
skills/
competences

WARM – UP: chatting - (5 MINS)
Oral
communicatio
Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Page 1


Lesson Plan – Grade 11TĐ

Stages/ activities

Content/ Board display

Introduces herself to the students
Asks some students to introduce

themselves:
What’s your name?
Do you like English?
Do you find English easy or difficult?
Which is the easiest, the most
difficult? reading, speaking, listening,
I. Textbook introduction:
or writing?
+ Getting started
Why do you learn English?
+ Language: Vocabulary,
How long have you learned English?
pronunciation, grammar
Are you good or bad at English?
+ Reading + Speaking + Listening
A. Introducing the textbook- English
+ Writing + Communication and
11 - (12 MINS)
culture + Looking back and project
- Teacher asks Ss to open the book map
then the units and introduces the
textbook
- Ss look at the book and listen to the
teacher
II. Introducing the way of
The Structure of the book: -There are testing
ten units. In each unit, there are eight * Written tests: 6: 15’(3) 45’(2) endmain parts
term (1)
the 1st term
- 15 minute test,

* Unit 1- Unit 5: 8 parts for each unit:
+ 2 of 3 skills ( listening, reading,
getting started, language, reading,
writing)
speaking, listening, writing,
+Grammar
communication and culture and looking
- 45 minute test and final test of
back & project
each term and of the school year
* Review 1, 2
+ 4 skills
* Test yourself 1
+ Grammar
* Written tests: 6: 15’(3) 45’(2) endterm (1)
the 2nd term:
III. Some class regulations
* Unit 6- Unit 10: 8 parts for each unit: - Learn by heart new words
getting started, language, listening,
- Books and notebooks
- Preparation before class
writing, communication and culture
- Homework after class
and looking back & project
Preparation for the project ( 2
* Review 3, 4
groups of 5 Ss for each project)
* Test yourself 2
* Written tests: 6: 15’(3) 45’(2) endIV. Reviewing English 10
term (1)

The topics, grammar in each
Unit of English 10
B. Introducing the way of testing Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Oriented
skills/
competences
n skills

Making
question skill

Follow-Up
competence
- observation
skills

Follow-Up
competence

Page 2


Lesson Plan – Grade 11TĐ

Stages/ activities

Content/ Board display

(8 MINS)

- T introduces the structure of the 15
 Homework:
minute test, 45 minute test and final test -Reviewing English 10
of each term and of the school year
-Prepare unit 1
- Ss look at the book and listen to the
teacher.
C. Setting up some class regulations (8
ms )
-T gives some class regulations
-Ss listen and remember to obey
E. Reviewing English 10 - (8
MINS)
T asks Ss about the topics,
grammar in each Unit of English 10
Ss stand up to say and take notes
* Consolidation and homework: (2
mins)
- T: Summaries main points of the
lesson
- Ss: Listen and add some more points

Oriented
skills/
competences

Follow-Up

critical
thinking;

Stimulated
speaking;

Selfmotivation

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Page 3


Lesson Plan – Grade 11TĐ

Date of preparation: …………………
Unit 1:
GENERATION GAP
Period 2
GETTING STARTED – OUR FAMILIES
A. Objectives:
1. Educational aim: By the end of the lesson, students will be able to:
- Develop such reading micro-skills as reading for general ideas and for specific
information about the topic generation gap
- Develop listening skill through listening task
- Get general ideas about generation gap, the vocabulary related to generation gap and
two grammar points: should and ought to for giving opinions and advice, and must and
have to for expressing obligation.
- Understand more about the problems of generation gap in family
2. Knowledge:
- General knowledge: Students are more aware of the problems of generation gap in
family and help Ss get started for Unit 1 with the topic "the generation gap"
- Language: Words related to the topic - "the generation gap"

3. Skills:
- To help learners get started with 4 skills in Unit 1
- Reading: Reading for specific information in an article about the generation gap
- Speaking: Talking about parent-child relationship problems, and offering advice on how to
solve them
- Listening: Listening for specific information in a conversation between two teenagers
about conflicts with their parents
- Writing: Write a letter about family rules to a teenager staying with a home stay family
4. Description table of cognitive competence levels and orientation for Ss’ progress:
CONTENT
Knowledge
Vocabulary

Listen
and Read

Comprehension

-Learn some more
new words related to
topic "the generation
gap"
Recognize the topic
of the unit and listen
to the conversation

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Low application
(level 1)

High
application
(level 2)

-Use the words in
context

Page 4


Lesson Plan – Grade 11TĐ

True/ False
statements/
gap- filling

Ask and
answer about
family:

- Know the meanings
of key words in the
passage
-Recognize the
evidences for each
question in the
passage.
Remember the
information in the

conversation of the
lesson

- Understand the
main ideas to
answer the
questions

-

Understand
two kind of
family

Use the new
words to express
their opinions

.

B. Method: Integrated, mainly communicative.
C. Teaching aids: test papers, colored chalk, board,...
D. Procedures:
1. Class organization (2ms)
- Greeting and checking students’ attendance
2. New lesson:
Stages/ activities

Content/ Board display

A. WARM – UP: chatting-5 MINS
- T shows two pictures and ask Ss some
question.
1. How many people are there? Who are
they?
2. What kind of family is this?
- T calls some Ss to give the answers
S1: There are five people in the picture:
grandparents, parents and a child
S2: There are four people in the picture:
parents and two children
Ss: Extended family and nuclear family
Lead in: 2 MINS
- T raises a question
How many people are there in your
family? Who are they? What kind of
family do you prefer Extended family or
nuclear family? Why?
Ss: There are... people in my family....
T: We are going to study unit 1 “ the
Generation Gap” - getting started- To
know more about the family and the
generation gap .
B. Teaching vocabulary:(10 mins)
* Teaching vocabulary:
Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Oriented
skills/
competences

Oral
communicatio
n
skills
/
Stimulated
speaking skill

Page 5


Lesson Plan – Grade 11TĐ

Stages/ activities
+ Extended family (n.p) ( picture)
+ nuclear family(n.p) ( picture)
+ generation gap (n.p)
+ childcare /ˈʧajəldˌkeɚ/(n)- the things
that are done to take care of children
especially when their parents are away or
at work
+ table manner (n) /'teibl mænə[r]z/ :
phong thái ngồi ăn
+ view point = point of view
+ follow in someone's
footsteps
+ impose on (v) /im'pəʊz/
+ believe (v) /bi'li:v/
→ belief (n) /bi'li:f/
Read the above words out loud and has

students repeat.
*Checking vocabulary: ROR
C. Listen and Read: 5 MINS
- T: Listen to a conversation between
two friends, Sam and Ann.
- Ss: Guess what Sam and Ann are
talking about. Then listen to the
conversation and read along.
- T: Tell Ss not to worry about new
language items as they will have a
chance to come back to them later on.
C. True or False 8 MINS
T: Ask Ss to work individually first and
then in pairs to decide if the
statements are true (T), false (F) or not
given (NG).
Ss: Can provide reasons for their
answers. They may refer back to the
conversation to get the necessary
information.
T: Check Ss' answers and gives
explanations.
D. Gap - Filling: individual work- 9
MINS
T: - Ask Ss to complete the definitions,
using the highlighted compound nouns
in the conversation.

Content/ Board display

I. Vocabulary:
- Extended family (n.p)
- nuclear family (n.p)
- generation gap (n.p)
- childcare (n)
- table manner (n)
- view point = point of
view
- follow in someone's
footsteps
- impose on (v)
- believe (v) /bi'li:v/
→ belief (n) /bi'li:f/

Oriented
skills/
competences

Follow-Up
competence/
- observation
skills and
produce the
new words.

II. Listen and Read
Follow-Up
competence
Stimulated
Listening;

III. True/ False statements
1F
2F
3T
4F
5T
IV. Gap - Filling:
1. A nuclear family

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

functional
competence

2.
Page 6


Lesson Plan – Grade 11TĐ

Stages/ activities
Ss: Do the task and check the answers in
pairs.
E. Question and answer: 5
MINS (pair works)
T: Ask Ss to work in pairs to ask and
answer the questions. Have some Ss tell
the class about their partners' type of
family and what they like and dislike

about it.
* Consolidation and homework: (2
mins)
- Retell the main points of the lesson
- Assign homework:
+ learn new words by heart, read and
translate the text, do the tasks again.
+ Do the exercise 4 and 5 on page ...
Prepare for Language

Content/ Board display
Childcare
3. A generation gap 4. Table
manners
5. A viewpoint 6. An extended
family
V. Ask and answer about
family:
+ Nuclear family:
have closer relationships with each
other
less generation gaps
worry about childcare
+ Extended family:
- more help from family members
- not worry about childcare
- more conflicts and
generation gaps

 Homework:

-Learn the new words.
-Redo the tasks
- Do the exercise 4 and 5 on page ...
-Prepare for language lesson

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Oriented
skills/
competences
functional
competence

Making
question skill;
pair-work
Selfmotivation

Page 7


Lesson Plan – Grade 11TĐ

Date of preparation: …………………
Unit 1:
GENERATION GAP
Period 3
Language
A. Objectives:
1. Educational aim: By the end of the lesson, students will be able to :

-recognize compound nouns in the unit and their spelling
- how to use should / shouldn't, ought to / ought not to, must / mustn't, have to / don't have to.
- focus on stressed and unstressed words in sentences, and discover a connection between
stress and grammar.
- Use some lexical items related to the topic the generation gap and compound noun
2. Knowledge:
- General knowledge: provide learners some language items in Unit 1
- Language: words and phrases related to the generation gap and family rules, as well
as some compound nouns
3. Skills:
- To promote Ss to develop the skill of working in pairs and groups
4. Description table of cognitive competence levels and orientation for Ss’ progress:
CONTENT
Knowledge
Matching

Underline the
correct words
Rewriting

High
application
(level 2)

-Learn some more
new compound

Filling in
blanks

Listen and
repeat/ Put the
mark

Comprehension

Low application
(level 1)

- Understand the
meanings of the
compound nouns
in the sentences
Ss practice putting
stressed patterns
Remember the use
of modal verb

Explain their
choices
Apply the modal
verbs to rewrite
the sentences

B. Method: Integrated, mainly communicative.
C. Teaching aids: test papers, colored chalk, board,...
D. Procedures:
1. Class organization (2ms)
- Greeting and checking students’ attendance
Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Page 8


Lesson Plan – Grade 11TĐ

2. New lesson:
Stages/ activities
WARM – UP: "KIM'S GAME"-5
MINS
Teacher T divides the class into 2
groups: "SON and FATHER"
- T shows 5 pictures about 5 compound
noun asks Ss to try their best to
remember the pictures and the go the
the board to write down the words,
which group has more right words will
be the winner.
Lead in:
- T: Today we are going to study unit 1
-language to know more about
compound noun.
+ What time do you often get up ?
A. Vocabulary: Compound nouns(13 MINS)
1. Matching:
T: Ask Ss work individually to match
each single noun (1-9) with another (ai) to make a compound noun.
Ss: Check their answers in pairs, then
check as a class.
T: - Give the meanings of these

compound nouns, if necessary.
- Draw Ss' attention to the four
compounds written as one word:
household, hairstyles, schoolchildren,
footsteps.
·
.
2. Gap-Filling:
T: Ask Ss work in pair to complete the
questions with some of the compound
nouns in 1.
Ss: Work individually first. Then work
in pairs, and compare their answers.
T: Check Ss' answers. Have them
practise asking and answering all the
questions in pairs.
T: Now we are going to move next part:
pronunciation
B. Pronunciation: (10 MINS)
1. Listen and repeat

Content/ Board display

Oriented
skills/
competences

Oral
communicati
on skills /

Stimulated
speaking skill

Answer Key:
1. hairstyle 2. Junk food
3. generation gap
4. Schoolchildren
5. nuclear family
I. Vocabulary: Compound
nouns
1. Matching:
1g
4f
7a

2h
5c
8d

3i
6b
9e
functional
competence

2. Gap-Filling:
1. hairstyle / table manners
2. generation gap
3. nuclear family
4. junk food

5. schoolchildren

II. Pronunciation:
*Note: In a sentence, the
following words are stressed:

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Page 9


Lesson Plan – Grade 11TĐ

Stages/ activities

Content/ Board display

T: This activity focuses on stressed and
unstressed words in sentences, and
enables Ss to discover a connection
between stress and grammar.
-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.
Ss: Work in pairs to find out the parts of
speech of the words which are stressed

in these sentences.
2. Stressed or Unstressed
T: This activity focuses on words with
either strong forms or weak forms
depending on their function in the
sentence.
-Explain the activity to Ss, drawing their
attention to the words in bold.
-Have Ss work individually first, then
play the recording and ask them to
check their answers in pairs.
-Check answers as a class, highlighting
the different cases.
-Ask pairs of Ss to role-play the
questions and answers in front of the
class. Praise Ss who pronounce the
strong and weak forms correctly.
C. Grammar: (15 MINS)
1. Exercise 1: Underline the correct
words
T: - 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

1. Content words: nouns,
verbs, adjectives,
adverbs
1. Negative auxiliaries
2. Question words: who,
whose, when, where, why,
what, and how
3. Demonstrative pronouns
that do not precede nouns:
this, that, these, those
4. Possessive pronouns: mine,
yours, his, hers, ours,
theirs, except post-modifier
constructions such as of
mine, of yours, etc.
Example: I've just 'met a 'friend of
mine.
*Note: In a sentence, the
following words are unstressed:
1. Function words: pronouns, the
verb be, auxiliary verbs, articles,
conjunctions, and prepositions
2. this, that, these, and those when
followed by a noun
3. who, whose, when, where, why,
what and how when they introduce
a relative clause
Exception: When auxiliary verbs
and modals are not followed by a

verb, they have strong forms.

III. Grammar
1. Exercise 1: Underline the
correct words
1. should
2. ought
3. must
4. have to
5. mustn’t
Ex1: I think parents should spend
more time talking with their
teenage children.
Ought to and ought not to mean

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Oriented
skills/
competences

Follow-Up
competence

functional
competence

Functional
competence

Page 10


Lesson Plan – Grade 11TĐ

Stages/ activities

Content/ Board display

ask them to compare their answers in
pairs. Check Ss' answers.
Note:
We use should and shouldn't to give
our opinions about something or
advice to someone.
Example: I think parents should spend
more time talking with their teenage
children.
Ought to and ought not to mean the
same as should and shouldn't.
Example: I think she ought to share the
housework with her mother.
Must has a stronger meaning than
should and ought to.
Must and have to are used to express
obligation or the need to do
something.
Examples: You must show respect for
the elderly.
I have to clean the floor and cook

dinner everyday.
Must expresses obligation imposed by
the speaker while have to expresses
external obligation.
Examples: You must practise your
English every day. (a teacher telling a
student)
I have to practise my English every day.
(a student telling his/her parents about
school obligation)
2. Exercise 2: Rewriting

the same as should and shouldn't.
Ex2: I think she ought to share
the housework with her mother.
Ex3: You must show respect for
the elderly.
Ex4: I have to clean the
floor and cook dinner
everyday. .
Ex5: You must practise your
English every day.
Ex6: I have to practise my
English every day.

T: This activity focuses on should and
ought to to give opinions and advice,
and must and have to to express
obligation.
-Ask Ss to use the word in brackets to

rewrite each sentence without
changing its meaning.
-Have Ss do this exercise individually.
Monitor the activity and help them if
necessary.

Oriented
skills/
competences

2. Exercise 2: Rewriting
2. You mustn't use your
mobile phone in the
examination room.
3. I don't have to type my
essay.
4. You should tell the truth to
your family.
Young people must plan their
future career carefully

* Homework:
-Learn the main points of the
lesson

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Selfmotivation
Page 11

Lesson Plan – Grade 11TĐ

Stages/ activities

Content/ Board display

-Check Ss' answers by asking individual
Ss to take turns to read aloud the
sentences, and then write them on the
board.
* Consolidation and homework: (2
mins)
- Retell the main points of the lesson
+ Compound nouns
+ Weak form and strong form of words
+ Modal verbs: should, ought to, must,
have to
- Assign homework:
+ Modal verbs: should, ought to, must,
have to
+ Do the tasks again, Read Unit 1 Reading at home

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

Oriented

skills/
competences

-Redo the tasks
-Prepare the reading part.

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Page 12


Lesson Plan – Grade 11TĐ

Date of preparation: …………………
UNIT 1
GENERATION GAP
PERIOD: 4
READING - WHERE DO CONFLICTS COME
FROM?
A. Objectives:
1. Educational aim: By the end of the lesson, students will be able to :
- Develop such reading micro-skills as reading for general ideas and for specific
information about the topic "Generation gap"
- Scan the text for details and answer the questions.
- provide learners some vocabulary related to the topic of conflicts in the family
- Understand the text about conflicts in a family
- Use the information they have read to discuss with their partners and share their opinions
- Understand more about the conflicts between parents and teenage and they may know the
way to avoid them.
2. Knowledge:

- General knowledge: more about the conflicts between parents and teenage and they may
know the way to avoid them.
- Language: Words related to the topic of conflicts in the family
3. Skills:
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
4. Description table of cognitive competence levels and orientation for Ss’ progress:
CONTENT
Knowledge
Vocabulary/
skimming
Matching /
questions and
answers

-Learn some more
new words related
to conflicts in a
family
- Know the
meanings of key
words in the
passage
-Recognize the
evidences for each
question in the
passage.

Comprehension

Low application
(level 1)

High
application
(level 2)

-Use the words in
context
- Understand the
main ideas to
answer the
questions

Discussion:
Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Share
experiences
Page 13


Lesson Plan – Grade 11TĐ

B. Method: Integrated, mainly communicative.
C. Teaching aids: test papers, colored chalk, board,...
D. Procedures:
1. Class organization (2ms)
- Greeting and checking students’ attendance

2. New lesson:
Stages/ activities
WARM – UP: 5 MINS
-T lets Ss watch a video and answer the
question - what's the video about?
Lead in: 2 mins
Ask the question 'Where do you think
family conflicts come from?' to elicit
Ss' opinions.
-Have Ss brainstorm different factors
leading to family conflicts.
-Ask individual Ss to share their
opinions and encourage different
viewpoints.
Today, in order to know more about the
conflicts in family We are going to study
unit one reading "WHERE DO
CONFLICTS COME FROM?"
A. Pre-reading: (11 mins)
Activity 1: Prediction:
You are going to read a text about the
conflicts between parents and their
teenager children. Which of the following
may be found in the text?
Let Ss work in groups, do the task
-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.

Activity 2: Pre-teaching vocabulary:
- conflict(v, n)
( picture)
- decide = make decision
- break rules
- norm (n): chuẩn mực
→ social norm
- arise (v)
- regardless of

Content/ Board display

Oriented
skills/
competences
Teamwork/
Collaboratio
n

Answer Key:
The conflicts between parents and
teenage/ children

I. Vocabulary:
- conflict(v, n)
- decide = make decision
- break rules
- norm (n): chuẩn mực

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Page 14


Lesson Plan – Grade 11TĐ

Stages/ activities
- impose (v) ST on somebody
- burden (n)
→ a financial burden on ...
Read the above words out loud and has
students repeat.
Checking vocabulary: R.O.R
B. While-reading: (15 mins)
* Activity 1: Skimming- Read the text
and check the predictions (6 mins)
- 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.
Ss work individually then compare the
answers with a partner
- T calls on two Ss to copy their answer
on the board
- Give feedback.
* Activity 2: Working out the
meaning of new words based on the
context.

-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.

Content/ Board display
→ social norm
- arise (v)
- regardless of
- impose (v) ST on somebody
- burden (n)
→ a financial burden on ...

Oriented
skills/
competences
Follow-Up
competence
- observation
skills and
produce the
new words.

.
II. Skimming- Read the text and
check the predictions
b c d e f

III. Matching:
(matching the highlighted words in
the text with the definitions)
1. afford
2. impose
functional
3. brand name
4. norms
competence
5. conflicts

IV. Answer the questions:
1.Because they strongly believe
they know what is best for their
children.
* Activity 3: Answer the questions2.They want to be more
-Ask Ss to read the questions first to
independent, create their own
work out the type of information they
opinions and make their own
will look for in the text.
decisions.
- Ask them to work in pairs , one asks and 3.They are worried because these
one answers.
clothes may break rules and norms

- Move round to make sure that all sts are of society, or distract them from
working and to help them if necessary.
schoolwork.

Information
Processing

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Page 15

Making
question


Lesson Plan – Grade 11TĐ

Stages/ activities
- Ask some sts to report and give
feedback
C. Post- reading: Discuss with a partner
(10ms)
-Have Ss work in pairs and take turns
to share their problems, and give
opinions or advice.
-Ask some pairs to report the results
of their discussion.
- T makes model:
Yes. My parents keeps complaining about
my irresponsibility for the housework

and about my exam results
* Consolidation and homework: (2
mins)
- Retell the main points of the lesson
- Assign homework:
+ learn new words by heart, read and
translate the text, do the tasks again.
Prepare next part Speaking

Content/ Board display
4.They want their children to
spend their time in a more useful
way.
5.No. Some of them try to impose
their choices of university or career
on their children.

Oriented
skills/
competences
skill;
pairwork

IV. Discussion:
.

 Homework:
-Learn the new words.
-Redo the tasks
-Prepare the speaking part.

critical
thinking;
Stimulated
Listening;
Teamwork/
Collaboratio
n
Selfmotivation

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Page 16


Lesson Plan – Grade 11TĐ

Date of preparation: …………………
UNIT 1
GENERATION GAP
PERIOD: 5
SPEAKING: WHAT ARE THE CONFLICTS ABOUT?
A. Objectives:
1. Educational aim: By the end of the lesson, students will be able to:
- Talk about conflicts between teenagers and parents
- Express their opinions and advice on how to solve the problems between them
- Use the information they have read to discuss with their partners and share their opinions
- Understand more about the conflicts between parents and teenage and they may know the
way to avoid them.
2. Knowledge:

- General knowledge: more about the conflicts between parents and teenage and they may
know the way to avoid them.
- Language: Words related to the topic of conflicts in the family
3. Skills:
- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
4. Description table of cognitive competence levels and orientation for Ss’ progress:
CONTENT
Knowledge
Matching

Useful
language

Work in pairs
to tell the
problems and
give advice/

Know the meaning
of words and match
the situations with
the problems
( pictures)
-Learn some more
new words related
to conflicts in a
family

Comprehension

Low application
(level 1)

High
application
(level 2)

- Understand the
conflicts in their
own family

Know more about
the conflicts in their
family

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Share
experiences
Give the ways to
solve the
Page 17


Lesson Plan – Grade 11TĐ

Discussion

problems in daily

life

B. Method: Integrated, mainly communicative.
C. Teaching aids: test papers, colored chalk, board,...
D. Procedures:
1. Class organization (2ms)
- Greeting and checking students’ attendance
2. New lesson:

Stages/ activities
WARM – UP: chatting 5 MINS
T calls on some Ss and asks some
questions about the topic
A Pre-speking: (12 mins)
Activity 1: Matching
-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.
Activity 2: Useful language
-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
- Let Ss do the task then compare the
result with their friend
- Call some Ss to give their ideas
B. While- speaking (15 mins)

Content/ Board display

Oriented
skills/
competences

I. Matching:
1b 2c 3a

Oral
communicati
on skills /
Stimulated
speaking skill

II. Useful language
- criticize(v, n)

- follow in SO'S footsteps
- compare SO with SO
- spend time/ money on ST/ doing ST
- strange (adj)
- privacy (n)
→ private

III. Work in pairs to tell the
problems and give advice:

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

functional
competence

Page 18


Lesson Plan – Grade 11TĐ

Stages/ activities

Content/ Board display

Oriented
skills/
competences

* Activity 3-Part 3: Pair work
-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.

A: What kind of conflict do you get
into with your parents?
B: Well I don't like the way my
parents criticizing my appearance.
They don't like my jeans and T-shirt.
What should I do?
A: I think that your parents are true to
some extent. You shouldn't wear Jeans
-Walk around and help Ss, if necessary.
and T-shirt when you are at school or
-Ask some pairs to role-play their
formal party. However, they are OK if
conversation, and give feedback on their
you go out with your friends or on
performance.
other occasions. And you should tell
your parents about that
C. Post- SPEAKING: Discuss with a B: Thanks, I'll try.
Follow-Up
partner -(10 mins)
competence
- T: Ask Ss to present their conflicts at
home and how to solve them or ask the
- observation

others for help
skills and
- T makes model:
 Homework:
produce the
In my family, my parents always
new words.
-Learn the new words.
complain us about...
- write a paragraph (about 100 – 120
* Consolidation and homework: (2
words) about their Conflicts and
mins)
Solution
- Retell the main points of the lesson
-Prepare the listening part.
- Assign homework:
+ write a paragraph (about 100 – 120
words) about their Conflicts and
Solution
+ learn new words by heart, read and
translate the text, do the tasks again.
+ Prepare next part Listening

functional
competence

Functional
Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Page 19


Lesson Plan – Grade 11TĐ

Stages/ activities

Content/ Board display

Oriented
skills/
competences
competence

Selfmotivation

Date of preparation: …………………
UNIT 1
GENERATION GAP
PERIOD: 6
LISTENING: HOW ARE WE DIFFERENT?
A. Objectives:
1. Educational aim: By the end of the lesson, students will be able to:
- understand differences in opinions and preferences, and related conflicts between
teenagers and parents
- Express their opinions and advice on how to solve the problems between them
- Understand more about the conflicts between parents and teenage and they may know the
way to avoid them.
2. Knowledge:
- General knowledge: know more about the conflicts between parents and teenage and they

may know the way to avoid them.
- Language: Words related to the topic of conflicts in the family
3. Skills:
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
4. Description table of cognitive competence levels and orientation for Ss’ progress:
CONTENT
Knowledge
Pre - teaching
vocabulary/
Matching

Comprehension

Low application
(level 1)

High
application
(level 2)

-Learn some more
new words related
to conflicts in a
family
-Know the meaning
of words and match
the words with the
appropriate

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Page 20


Lesson Plan – Grade 11TĐ

definitions
True - False/
Multiple
Choice

-Recognize the
Make sure that
evidences for each
they understand
question in listening the sentences
part.

Answer the
questions

Know more about
the conflicts in their
family

Share
experiences
Give the ways to
solve the

problems in daily
life

B. Method: Integrated, mainly communicative.
C. Teaching aids: test papers, colored chalk, board,...
D. Procedures:
1. Class organization (2ms)
- Greeting and checking students’ attendance
2. New lesson:
Stages/ activities
Lead in: Brain Storming- (5 mins)
T: - 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 fashion (Photo b) and elicit Ss'
opinions.
- Have Ss talk about what the parents of
these teenagers might complain about.
+ Playing computer games
too much
+ Having uncommon
hairstyles, clothes…
Today we are going to listen to Tom and
Linda discussing their conflicts with
their parents.
A. Pre-teaching vocabulary: (11 mins)
- T introduces new vocabulary; conduct
choral repetition of the words; elicits
words’ meanings

-Ss work individually; take notes

Content/ Board display

Oriented
skills/
competences
Teamwork/
Collaboration

I. Vocabulary
- skinny(adj) 'skini/ # fat ( picture)
- sparkling(adj) /'spɑ:kliɳ/
- stuff (n) chất liệu , món, thứ
→casual stuff
- flashy (adj) /'flæʃi/: lòe loẹt, thích
chưng diện
→ flashy clothes
-elegant (adj) /'eligənt: lịch sự, tao
nhã
- forbid/fə'bid/ = ban= prohibit

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Follow-Up
competence
- observation
skills and
produce the
new words.

Page 21


Lesson Plan – Grade 11TĐ

Stages/ activities

Content/ Board display

Oriented
skills/
competences

- concentrate on (v) = focus on
- Shiny (adj) /'ʃaini/: sáng bóng
II. Matching
Checking vocabulary : MatchingActivity 2 - textbook
 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.
B. While- listening(17 mins)
* Activity 1: True - False
T: - Play the recording and let Ss do the
exercise.
- Check Ss' answers. If many Ss in
the class have incorrect answers, play
the recording again, stop at the place

where Ss can get the correct answers.
* Activity 2: Multiple Choice
-Tell Ss that they are going to listen to the
conversation 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.
Ss: Listen and check their answers with a
partner.
T: Check answers as a class.
C. Post- SPEAKING: (10 mins)
- Answer the questions
T: This activity focuses on some of the ideas
from the listening conversation.
 Have Ss work in pairs to ask and
answer the questions.
 Encourage them to share their
experiences with their partner who is
expected to give advice or express
opinions.
Ss: Do the task in pairs
* Consolidation and homework: (2
mins)

1d

2a

3b

4c

III. True - false statements
1F

2F 3T 4T 5T

IV. Multiple Choice
1C

Improving
listening skills

2A 3B 4C 5B

Pair work
/Improving
listening skills

V. Answer the questions
1. No, they don't. They think that
my clothes are colorful and not
Making
suitable for a student.
question skill;
2. I think that computer games help pair-work
me to relax after hard work but my
parents disagree. They think that
computer games are totally harmful.

 Homework:
-Learn the new words.
-Prepare the writing part.

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

critical
thinking;
Stimulated
Listening;
Teamwork/
Collaboration
Selfmotivation
Page 22


Lesson Plan – Grade 11TĐ

Stages/ activities

Content/ Board display

Oriented
skills/
competences

- Retell the main points of the lesson
- Assign homework:
+ learn new words by heart.

+ Prepare next part writing

Date of preparation: …………………
UNIT 1
GENERATION GAP
PERIOD: 7
WRITING: FAMILY RULES
A. Objectives:
1. Educational aim: By the end of the lesson, students will be able to:
- write a letter about family rules to a teenager staying with a home stay family.
- express themselves in written English.
2. Knowledge:
- General knowledge: know more about the rules in family and know the way to write a
letter about the rules in family
- Language: Words related to the topic the family rules
3. Skills:
- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
4. Description table of cognitive competence levels and orientation for Ss’ progress:
CONTENT
Knowledge
Completing the
sentences

Comprehension

Low application
(level 1)

High

application
(level 2)

-Learn some more
new words related
to the topic the
family rules
-Know the
meaning of words
and completing the

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Page 23


Lesson Plan – Grade 11TĐ

sentences
Giving
reasons or
explanatio
ns

Complete a
letter about
family rules

read and analyse
the example so

they know what
they are expected
to do.
Know more about
the form of a letter
of family rules

express their
ideas

Use their own
knowledge to
write their own
letter

B. Method: Integrated, mainly communicative.
C. Teaching aids: test papers, colored chalk, board,...
D. Procedures:
1. Class organization (2ms)
- Greeting and checking students’ attendance
2. New lesson:
Stages/ activities
Warm up: Chatting (4 mins)
- Tell Ss to name their family rules. If
their families don’t have any rules,
ask them whether they would like to
have some.
Lead in: (3 mins)
- Ask Ss to read the different family
rules in textbook, and say which ones

are similar to theirs, e.g. respect one
another, help each other, try new
things, etc.
- Encourage Ss to express their own
opinions about this.
A. Pre-writing: (11 mins)
* Activity 1: Completing the
sentences
- Ask Ss to read the family rules
provided
- Have Ss complete the sentences and
think about the rules in their families.

Content/ Board display

Oriented
skills/
competences
Asking
information

I.
Completing the sentences
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 friend’s house.
7. They forbid me to use a cell

Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Follow-Up
competence

functional
competence

Page 24


Lesson Plan – Grade 11TĐ

Stages/ activities

Content/ Board display

Ss may add more rules if they can.
Activity 2: Giving reasons or
explanations
- ask Ss to work in groups of tables.
- Ask Ss to choose the three most
important rules that their parents often

apply in their family, and then give the
reasons in the spaces provided.
- Tell Ss to read and analyze the
example so they know what they are
expected to do.
- Help Ss to express their ideas, if
necessary.
- T tells Ss to read and analyse the
example so they know what they are
expected to do.
- T helps Ss to express their ideas, if
necessary.
- T asks ss to make an outline of the
letter based on the structures of the text
in task1 and the qs in task 2

phone.
8. I have to finish all my homework
before going to bed
9. I'll be punished if I neglect my
study and get bad marks
10. I'll be rewarded if I get good
marks.
II. Giving reasons
+ One important rule in my family
is that I have to help around with
the housework and other home
duties. This will give my mother
more free time to relax, teach me
lessons about my responsibility and

make my family members closer to
each other.
+ Another important rule in my
family is that my parents want me
to take my study seriously. I'm
expected to finish all my homework
before going to bed and prepare
carefully for every exam at school. I
will I'll be punished if I neglect my
B. While- writing: (15 mins)
study and get bad marks but I'll be
Complete a letter about family rules rewarded if I get good marks.
- Ask Ss to complete a letter about + The third important rule in my
family rules.
family is that I am not allowed to
- Explain that they can use the ideas tell lies. Whether I make a small or
provided previously to write the letter. serious mistake, my parents make
- Have Ss exchange their letters for
me to tell the truth so that they can
peer checking.
know everything about me and help
- Move around to give help with
me to solve the problem.
vocabulary and structure if necessary.
III. Complete a letter about
-T uses “ lucky pairs” game to choose family rules
two Ss copy their answer on the subboard for checking.
Pham Ngoc Thach, Dong Da, Ha
-Then Ss write the letter individually.
Noi,

C. Post –writing: Peer
Viet Nam
correction(10mins)
February, 10th, 2014
- When Ss have finished, asks Ss to Dear Lauren,
hang on the sub= board on the board I'm very happy to know that you'll
and check the mistake with the whole be staying with my family for two
class
months. We live in a four-bedroom
Teacher in charge: Nguyen Thi Thanh Tuyen -- Tran Van Ky High School

Oriented
skills/
competences

Information
Processing

express their
ideas/
Teamwork

Written
skills

Page 25

letter