GIÁO ÁN 11-CẢ NĂM- 2021 - 2022-đã chuyển đổi

* Preparing date:
* Teaching date:
CLASS: 11

LESSON PLAN ENGLISH 11
Distributive period : 1
INTRODUCING THE PROGRAMS OF ENGLISH 11
A. Objectives:
+ To teach STs to:
- know about the English book grade 11 in general. (Including themes, tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute tests and a written test.
- Some requires of student to study well English.
- help Sts have the opportunities to develop their oral fluency.
- introduce the theme and units.
+ By the end of the lesson, STs will be able to:
- Know about the English book grade 11 in general.
B. Preparations
1.Teacher : Handouts, textbook, sub boards and colored chalks.
2. Students: Textbook.
C. Methods
- The whole lesson: Integrated, mainly communicative.
Skills: Speaking and listening
D. Procedures:
Stage/ Time
I/ Warm up: 2’

Lead in: 2’

II. New lesson
Vocabulary
( 5’)

Teacher’s activities
Consolidation (3 mins) – English Introduces
herself to the students
Asks some students to introduce themselves:
What’s your name?
Do you like English?
Do you find English easy or difficult?
Which is the easiest, the most difficult?
reading, speaking, listening, or writing?
Why do you learn English?
How long have you learned English? Are you
good or bad at English?
2. The text- book English 11
the 1st term
*
Unit 1- Unit 6: 8 parts for each unit:
getting started, language, reading, speaking,
listening, writing, communication and culture
and looking back & project
* Review 1, 2
* Test yourself 1
* Written tests: 6: 15’(3) 45’(2) end- term
(1) the 2nd term:
*
Unit 7- Unit 12: 8 parts for each unit:
getting started, language, reading, speaking,
listening, writing, communication and culture
and looking back & project
* Review 3, 4

1

Students’ activities

Listen to the teacher
Answer the questions

Listen Take notes

Listen to the teacher


* Test yourself 2
* Written tests: 6: 15’(3) 45’(2) end- term (1)
3. Teacher’s demand
Books
* Text – book English 11
* Work – book English 11 At home:
* Prepare for the new lessons: content,
structures, words and phrases, pronunciation
* Revise the old lessons + do all the
homework At class

Activity 1( 5’)

Activity 2(8’)

* Participate in all activities
* Keep the discipline
4. Students’ assessment (5 mins) What do you

find your English? Very good
Excellent:
Good:
Average:
Bad:
Very bad
Consolidation (3 mins) – English test book 11
Homework: (1 min) – Read unit 1 – getting
started at home
SELF-EVALUATION:

Listen Take notes

E. Experience (Teaching note)
......................................................................................................................................................................

* Preparing date:
* Teaching date:
CLASS: 11

UNIT 1: THE GENERATION GAP
Distributive Period 2: - Lesson 1: GETTING STARTED
(0ur families)
A. Objectives:
-To teach students to listen and read a conversatiob about generation gap and do the tasks
- To teach some lexical items related to the topic : Generation gap
- By the end of this lesson, Ss can:
+ To know the topic, vocabulary about the generation gap and family rules
+ To know two grammar points: + Modal verbs: must, should, have to
should and ought to for giving opinions and advice, and must and have to for expressing obligation.

B. Preparations
* Teacher: Handouts, textbook, pieces of papers.
* Students: Textbook
C. Methods
The whole lesson: Integrated, mainly communicative
2


* Skills:

- Reading for gist and for specific information.
- Scanning for specific information to answer questions
- Identifying the parts speech of some words

D. Procedures:
Stage/ Time
I/ Warm up: 2’

Lead in: 2’

II. New lesson
Activity 1
Vocabulary ( 5’)

Teacher’s activities
* Stabilization: (Ổn định lớp )
- Greeting the class
- Checking the students’ attendance
Brainstorming
- Writes the title of the unit and asks sts to list

examples showing the gap between different
generations
- Tells 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?
- Leads to the lesson: Today we are giong to
study a topic about the generration gap and
family rules .

Students’ activities
- Greeting the teacher
- Answer: 11 A… (đĐủ / vắng )

T introduces
1. attitude /ˈætɪtjuːd/(n): thái độ

- Listen and copy

- Write the title of the unit

- Listen

- Listen carefully

2. bless /bles/ (v): cầu nguyện

3. brand name /ˈbrænd neɪm/(n.phr): hàng hiệu
4. burden /ˈbɜːdn/(n): gánh nặng
5. childcare /ˈtʃaɪldkeə(r)/(n): việc chăm sóc
con cái
6. conservative /kənˈsɜːvətɪv/ (a): bảo thủ
7. extended family /ɪkˌstendɪd ˈfỉməli/(n.p):
gia đình đa thế hệ
7. nuclear family /ˌnjuːkliəˈfỉməli/(n.p): gia
đình hạt nhân
8. obey /əˈbeɪ/(v): vâng lời, tuân theo
9. responsible /rɪˈspɒnsəbl/ (a): có trách nhiệm
10. table manners /ˈteɪbl mænəz/ (n.p): cung
cách
- Plays the recording and asks Ss listen to the
conversation and read along.
- Controlled practice

Activity 2 ( 5’)

- Asks Ss to read the statements and decide if
they are true (T) or false (F) and refer to the
conversation to find clues for their answers.
3

- Listen


- Checks Ss' answers.
- Listen and read
- T corrects and gives marks

Activity 3 (8’)

- Asks them to complete the definitions, using
the highlighted compound nouns in the
conversation.
- Asks Ss to check answers in pairs.

- Do as asked
Expected answers:
1.F
2. F 3.T
4. F 5.T
-Do as request

- work in pairs
Expected answers
1. A nuclear family
2. Childcare
3. A generation gap
4. Table manners
5. A viewpoint
6. An extended family

Activity 4 ( 10’)

- Checks Ss' answers
- Asks Ss to read the conversation again
to find seven other compound nouns.
- T asks them to write on board

Activity 5 (5’)

- T corrects and gives answers
- Asks Ss to read the conversation again, and
find the verbs expressing duty, obligation,
advice, or lack of obligation.
- Has Ss compare their answers in pairs /
groups. Then check answers as a class

Answers:
grandparents
grandma
grandpa
grandmother
hairstyles
housework
footsteps

Activity 6 ( 5’)

( Free practice )
- Asks Ss to work in pairs to ask and answer
the questions
- Has some Ss tell the class about their
partners' type of family and what they like and
dislike about it.
- Reviews the content of the lesson
Exercises :
- Asks sts to practice the dialogue again at
home and learn the new words of this period

New lesson :
- Asks them to prepare for the next part:Unit
1:
Language.
- Look up the meaning of these new words:
1. experienced /ɪkˈspɪəriənst/(a):

Expected answers
-Opinion & advice: should and
ought to in positive and negative
forms
-Duty & obligation: must and have
to
- Lack of obligation: (not) have to,
(not) need to

III.Consolidation
Activity 6 (2’)

IV.Homework ( 1’)

2. extracurricular /ˌekstrə kəˈrɪkjələ(r)/(a):

-Work in pairs

-Vary answers
Nuclear or extented family
I like/ dis like about my type of
family because…

3. hairstyle /ˈheəstaɪl/ (n):
4. junk food /ˈdʒʌŋk fuːd/(n.p):
5. mature /məˈtʃʊə(r)/ (a):
4

- Do their task at home


6. respect /rɪˈspekt/ (v):
7. soft drink /ˌsɒft ˈdrɪŋk/(n.phr):

- Do as request
-Do at home

E. Experience (Teaching note)
……………………………………………………………………………………………………………

* Preparing date:
* Teaching date:
CLASS: 11
ENGLISH 11
UNIT 1: THE GENERATION GAP
Distributive Period 3: - Lesson 2: LANGUAGE
( Compound nouns and modal verbs )
A. Objectives:
-To teach students to kow how to use compound nouns, modal verbs
- To teach students to know some lexical items related to the topic
- By the end of this lesson, Ss can:
- To distinguish between compound nouns and free combinations of words; understand vocabulary related
to the generation gap; identify the stressed and unstressed words in a sentence and pronounce them

correctly; use should and ought to to give opinions and advice; must and have to fo express obligation.
+ To know the topic, vocabulary about the generation gap and family rules
+ To know two grammar points: + Modal verbs: must, should, have to
should and ought to for giving opinions and advice, and must and have to for expressing obligation.
B. Preparations
* Teacher: Handouts, textbook, pieces of papers.
* Students: Textbook
C. Methods
- The whole lesson: Integrated, mainly communicative
* Skills: - Integrated skills: Listening , Reading and writing.

D. Procedures:

Stage/ Time

Teacher’s activities

5

Students’ activities


I/ Warm up: 2’
Lead in ( 2’ )

II. New lesson
Vocabulary ( 5’)

* Stabilization: (Ổn định lớp )
- Greeting the class

- Checking the students’ attendance
Lead in
- Takes a short talk with students about the
generation gap and leads to the lesson:
Today we focus on distinguish between
compound nouns and free combinations of
words. We can understand vocabulary
related to the generation gap.

- Greeting the teacher
- Answer: 11 A… (Đủ / vắng )

T introduces
1. experienced /ɪkˈspɪəriənst/(a): có kinh
nghiệm

- Listen and write down

- Listen and answer

- Listen carefully

2. extracurricular /ˌekstrə kəˈrɪkjələ(r)/(a):
ngoại khóa, thuộc về ngoại khóa
3. hairstyle /ˈheəstaɪl/ (n): kiểu tóc
4. junk food /ˈdʒʌŋk fuːd/(n.p): đồ ăn vặt
5. mature /məˈtʃʊə(r)/ (a): trưởng thành,
chín chắn
6. respect /rɪˈspekt/ (v): tơn trọng
7. soft drink /ˌsɒft ˈdrɪŋk/(n.phr): nước ngọt,

nước uống có gas

Activity 1( 7’ )

- Asks them to match each single noun (19) with another (a-i) to make a compound
noun.
- Tells them to check their answers in pairs,
then check as a class. Give the meanings of
these compound nouns, if necessary.
(Review the formation of compound nouns:
Tieng Anh 10 - Unit 5, Language section)
-Checks feedback
COMPOUND NOUNS
Notes
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.
Example
a 'greenhouse: a place for growing
plants (compound noun)
a 'green 'house: a house painted green
(free word combination)

- Work individually

- Compare answers

- take notes

- copy

Key: 1g
5c

-T corrects
6

2h
6b

3i 4f
7a 8d 9e


- Asks Ss to complete the questions with
some of the compound nouns in 1.
- Has Ss work individually fìrst. Then asks
them to work in pairs / groups, and compare
their answers.

Activity 2(7’)

Activity 3 ( 10’)

Activity 4 ( 8’)

- Check Ss' answers.
Pronunciation
- Plays the recording for Ss to listen and
repeat.
- Asks Ss to pay attention to the stressed
words with the stress mark before the
stressed syllable.
- Has Ss work in pairs to find out the parts
of speech of the words which are stressed in
these sentences.
- Asks Ss to study the Do you know...?
box for more information about words that
normally receive stress in connected
speech.
- Explains the activity to Ss, drawing their
attention to the words in bold.
- Has Ss work individually first, then play
the recording and ask them to check their
answers in pairs.
- Checks answers as a class, highlighting
the different cases. Then ask Ss to study the
Do you know...? box, and learn the rules for
the weak forms.
- Asks 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.
Grammar
- Asks 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.
- Asks Ss to study the Do you know…? box
and learn how to use should and ought to to
give opinions and advice; and must and
have to to express obligation,
+ Ought to is not as common as should
and is a little more formal in questions and
negatives. We use I don’t think we
should/ought to rather than I think we
shouldn't/oughtn't to.
Exercise 1:
- T asks Ss to read the text once and asks
them to pay attention to the words / phrases
7

- Listen

- Do their task
Expected answer:
1.hairstyle / table manner
2.generation gap
3. nuclear family
4. junk food
5. schoolchildren
- Listen
- Listen

- Work in pairs

- Read Do you know

- Listen

- Do their task

- Answer

- Read out

- Do their task

- Read Do you know


.
- T asks Ss to exchange the answers with
their partner.

- T checks Ss’ answers and elicits from
them the rules of using and
- T gives feedback.
Exercise2:
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.

- Do their task
- Expected answer
1.should
2. should not
3. must
4. have to
5. must not
- Listen

- Listen and do
Expected answer
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.
5.Young people must plan their future
career carefully
- Listen

- Asks Ss to use the word in brackets to
rewrite each sentence without changing its
meaning.
- Check Ss' answers by asking individual Ss
to take turns to read aloud the sentences,
- Do as request
and then write them on the board.
Exercise:
III.Consolidation

- Asks sts to practice the dialogue again at - Write on board
(3’)
home and learn the new language
New lesson :
Asks them to prepare for the next part: Unit
1: Reading.
IV.Homework(1’)
-Look up the meaning of these words at - Do at home
home
1. afford /əˈfɔːd/(v):
2. conflict /ˈkɒnflɪkt/(n):
3. impose /ɪmˈpəʊz/(v) on somebody:

- Receive handouts and do at home

4. norm /nɔːm/(n):
5. viewpoint /ˈvjuːpɔɪnt/ (n):
6. be involved in:
7. be concerned about :
8. brand name /ˈbrænd neɪm/(n.phr):

E. Experience (Teaching note)
............................................................................................................................................................
* Preparing date:
* Teaching date:
CLASS: 11

2020
2020

ENGLISH 11
8


UNIT 1: THE GENERATION GAP
Distributive Period 4: - Lesson 3: READING
( Where do conflicts come from )
A.Objectives:
-To teach students to understand part: Reading
By the end of this lesson, Ss are able:
- To find specific details when reading a text about the sources of conflict between teenagers and their
parents and guess the meaning of new words from the context.
- Lexical items: related to the topic
- Grammar points:
B. Preparations
* Teacher: Handouts, textbook, pieces of papers.
* Students: Textbook
C. Methods
The whole lesson: Integrated, mainly communicative
* Skills: - Integrated skills: Reading skill.
This activity focuses on Ss' predictions about the reading text.
•Introduce
•Ask

the reading text, and elicit some sources of conflict.

Ss to tick the conflicts (a-g) and then compare their choices with their partner's.

This activity focuses on skimming (See Introduction).
•Ask

Ss to skim the text and compare their predictions in 1.

D. Proocedures:
Time
I/ Warm up: 1’

Lead in(2’)

II. New lesson
Vocabulary ( 5’ )

Teacher’s activities
* Stabilization: (Ổn định lớp )
- Greeting the class
- Checking the students’ attendance
Lead in
- Takes a short talk with students
+ Where do you think family conflicts
come from?
+ What are factors that lead to family
conflicts?
- Leads to the lesson: Today we are
going to study a reading and find
specific details when reading a text
about the sources of conflicts between
teenagers and their parents . We can
guess the meaning of new words from
the context.
T untroduces the new words

1. afford /əˈfɔːd/(v): có khả năng chi trả

Students’ activities
- Greeting the teacher
- Answer: 11 A… (Đủ / vắng )

- Answer
- I think they comes from many
causes…
-…

-Listen carefully

2. conflict /ˈkɒnflɪkt/(n): xung đột
3. impose /ɪmˈpəʊz/(v) on somebody: áp đặt
lên ai đó
4. norm /nɔːm/(n): sự chuẩn mực
9

- Listen and copy


5. viewpoint /ˈvjuːpɔɪnt/ (n): quan điểm
6. be involved in: Liên quan
7. be concerned about : Quan tâm
Activity 1( 5’)

8. brand name /ˈbrænd neɪm/(n.phr): hàng
hiệu
Pre reading

Activity 2 ( 10’)

- Introduces the reading text, and elicit
some sources of conflict.
- Asks Ss to tick the conflicts (a-g) and
then compare their choices with their
partner's.
While reading
- Asks Ss to skim the text and compare their
predictions in 1
- Read the text and check

Activity 3 ( 7’)

- Checks Ss 'answers, and ask them to give
the clues from the reading text which helped
them to work out the answers.
- Asks Ss to match the highlighted words
in the text with the definitions given.
- Tells 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.
- Has Ss work individually, then check their
answers in pairs or groups.

Activity 4 (10’)

- Compare answers
- Answer

- Match
- Read the text and do their task
Expected answers
1b 2c 3d
4e

- Compare answers
- Checks feedback
- Asks Ss to read the questions first to work
out the type of information they will look
for in the text.
- Has Ss work in pairs / small groups to
compare their answers.

- Answer

Expected answers
1.
2.
3.
4.
5.

Afford
Impose
Brand name
Norms

Conflicts

- Read carefully
10

5f


III.Consolidation
(3’)
- Checks Ss' answers as a class.
IV.Homework
- Summarize the main points: sources of
( 1’)
conflicts.
Exercises
-Practice the conversation, asking and
answering questions.
- Has Ss work in pairs and take turns to
share their problems, and give opinions or
advice.
- Asks some pairs to report the results of
their discussion.
New lesson :Prepare for new lesson : Unit
1: Speaking
- Look up the meaning of new word at
home
1. junk food /ˈdʒʌŋk fuːd/(n.p):
2. privacy /ˈprɪvəsi/(n):

-Work in pairs
Expected answers
1.Because they strongly believe they
know what is best for their children.
2.They want to be more independent,
create their own opinions, and make
their own decisions.
3.They are worried because these
clothes may break rules and norms of
society, or distract them from
schoolwork.
4.They want their children to spend
their time in a more useful way.
5.No. Some of them try to impose their
choices of university or career on their
children.

3. respect /rɪˈspekt/ (v):
4. respectful /rɪˈspektfl/ (a):
5. responsible /rɪˈspɒnsəbl/ (a):

- Read the questions and do their task
- Compare answers

6. soft drink /ˌsɒft ˈdrɪŋk/(n.phr):
- Do as request

7. curfew /ˈkɜːfjuː/(n):
8. extracurricular /ˌekstrə kəˈrɪkjələ(r)/(a):

E.Experience (Teaching note)
......................................................................................................................................................................
* Preparing date:
* Teaching date:
CLASS: 11

ENGLISH 11
UNIT 1: THE GENERATION GAP
Distributive Period 5: - Lesson 4: SPEAKING
( How are we different ? )

A.Objectives:
- To teach students to have responsible attitude towards family rules
- By the end of the lesson, students will be able to gain:
- Solve conflicts between teenagers and parents
- To talk about conflicts between teenagers and parents and give opinions and advice on how to solve the
problems between teenagers and parents.
- Lexical items: related to the topic
- Grammar points:
B. Preparations
11


* Teacher: Handouts, textbook, pieces of papers.
* Students: Textbook
C. Methods
The whole lesson: Integrated, mainly communicative
* Skill :
- Main skill: speaking speaking: talking about parent-child relationship problems and offering advice on
how to solve them

D. Procedures:
Time
Teacher’s activities
Students’ activities
I/ Warm up: 2’
* Stabilization: (Ổn định lớp )
- Greeting the teacher
- Greeting the class
- Answer: 11 A… (Đủ / vắng )
- Checking the students’ attendance
- Answer
Lead in ( 2’)

II. New lesson
Vocabulary ( 4’)

Lead-in:
- Asks Ss to discuss the situations in the
pictures and say what conflicts each one may
lead to.
Example: Parents may not like when their
teenage children go out with their friends late
at night.
We can talk about conflicts between
teenagers and parents. We can give opinions
and advice on how to solve the problems
between teenagers and parents,
T introduces
1. junk food /ˈdʒʌŋk fuːd/(n.p): đồ ăn vặt

- Listen and answer

2. privacy /ˈprɪvəsi/(n): sự riêng tư

- Listen and copy

- Listen carefully

3. respect /rɪˈspekt/ (v): tơn trọng
4. respectful /rɪˈspektfl/ (a): có thái độ tơn
trọng
5. responsible /rɪˈspɒnsəbl/ (a): có trách nhiệm
6. soft drink /ˌsɒft ˈdrɪŋk/(n.phr): nước ngọt,
nước uống có gas
7. curfew /ˈkɜːfjuː/(n): hạn thời gian về nhà,
lệnh giới nghiêm

Activity 1 ( 8’)

Activity 2( 12’)

8. extracurricular /ˌekstrə kəˈrɪkjələ(r)/(a):
ngoại khóa, thuộc về ngoại khóa
Pre practice
This activity focuses on conflicts between
teenagers and their parents.
- Asks Ss to read about three situations facing
teenagers, and then match them with the
problems a, b, or c in the box.
(Walks around and help Ss, if necessary).

- Has Ss compare their answers. Check Ss'
answers.
- Asks Ss to further discuss if they have ever
experienced these situations, and how they felt.
They may give advice or express their
opinions.
Control practice
12

- Read and do their task

- Listen
- Do as request


This activity focuses on the ideas and useful
language that Ss can use in 3 when they talk
about their problems with parents.
- Asks Ss to read the list of things teenagers
and their parents complain about.
- Has them tick the complaints that they hear in
their families.
- Encourages Ss to add some more complaints
if they can.
- Helps 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.
- Asks Ss to work in pairs and take turns to tell

their partner what they or their siblings and
Activity 3 (12’)
their parents often complain about, and then
practise giving advice on how to solve the
problem.
- Encourages Ss to use the structures listed in
Helpful expressions.
- Asks some pairs to role-play their
conversation, and give feedback
III.Consolidation Consolidation
(4’)
- Ask Ss to consolidate the main contents.
- Give feedback.
Can talk about conflicts between teenagers and
parents. I can give opinions and advice on how
to solve the problems between teenagers and
parents.
- Summarize the main points: parent-child
relationship problems and advice on how to
solve them.
IV. Homework
Exercise
(1’)
- Learn by heart new words
-Practice the tasks at home.
New lesson : - prepare for the next lesson
Unit 1: Listening
Look up the meaning of new words

- Compare answers

- Answer

Expected answer
1 B 2. C 3. A

- Read and do the task

- Tick
- Add some more complaints
- Listen and takes notes
Key Students' answers
- Work in pairs
- Do their task

- Make dialogues

- Answer

- Listen

- Do as request
E. Experience (Teaching note)
.............................................................................................................................................................................
* Preparing date:
* Teaching date:
CLASS: 11

13

ENGLISH 11
UNIT 1: THE GENERATION GAP
Distributive Period 6: - Lesson 5: LISTENING
( How are we different? )
A. Objectives:
- To teach students to listen for general ideals , specific information and T or F sentences
- To help the students understand different opinions related to conflicts between teenagers and their parents
- By the end of this lesson, Ss can:
- To understand differences in opinions and preferences, and related conflicts between teenagers and parents
B. Preparations
* Teacher: Text book, teacher's book, tape, handouts
* Students: Textbook, look up new words
C. Methods
The whole lesson: Integrated, mainly communicative
* Skills
+ Listen to a programme about the roles of family members.
+ Listen for general ideas.
+ Listen the monologue and do exercises.
D. Procedures:
Time
I/ Warm up: 2’
Lead in ( 2’ )
Activity 1

II. New lesson
Vocabulary ( 5’ )

Teacher’s activities
* Stabilization: (Ổn định lớp )
- Greeting the class

- Checking the students’ attendance
Lead-in
- Asks Ss to look at the photos of the two
teenagers, and think about what problems they
may have.
- Tells Ss that they are going to listen to two
teenagers, Tom and Linda, discussing their
conflicts with their parents.
- Today we can understand differences in
opinions and preferences, and related to
conflicts between teenagers and parents
- T introduces
1. elegant /ˈelɪɡənt/(a): thanh lịch, tao nhã
2. fashionable /ˈfæʃnəbl/(a): thời trang, hợp mốt
3. skinny (of clothes) /ˈskɪni/ (a): bó sát, ôm
sát
4. stuff /stʌf/ (n):thứ, món, đồ

Activity 2 (7’)

5.flashy(a) : diện, hào nhống
6. sparkling ( a): lóng lánh, bóng láng
7. eyesight (n ); thị lực
2.Pre listening
- Tells Ss to match the words with their
14

Students’ activities
- Greeting the teacher
- Answer: 11 A… (Đủ / vắng )

- Listen carefully

- Listen

- Listen
- Answer
- Listen and copy


Activity 3 (12’ )

Activity 4 (10’ )

III.Consolidation
( 5’ )
IV.Homework
( 2’)

definitions. These words will be heard in the
conversation.
- Has Ss compare their answers. Check their
answers.
If you think your class might not be able to
understand the conversation
- T corrects and gives conclution
3. While listening
- Tells 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).

- Checks Ss' answers. If many students have the
same incorrect answers, play the recording
again, pausing at the places where Ss might have
got the incorrect answers and discuss the
problems
- Asks students to listen to the conversation
again, and do a multiple choice exercise.
- Checks answers as a class.
- T corrects
- Has Ss work in pairs to ask and answer the
questions.
Do your parents like the way you dress? Why or
why not?
What do you think about computer games? Do
you parents share your viewpoints?
- Encourages them to share their experiences
with their partner who is expected to give advice
or express opinions.
*Exercises:
- Asks sts to practice the dialogue again at home
and learn the new language
*New lesson :- Asks them to prepare for the
next part: Unit 1 : Writing.
-Look up the meaning of these words
1. forbid /fəˈbɪd/(v): 2. respect /rɪˈspekt/ (v):

- Do as request
- Compare answers
*Expected answers
1.d

2.1
3. b
4. c

- Listen attentively

* Expected answers
1. F 2. F 3.T
4.T
5.T
- Listen
* Expected answers
1. C 2. A 3. B
4. C 5. B
- Work in pairs
- Listen and do their task

- Compare answers

- Listen, takes notes

respectful /rɪˈspektfl/ (a): 3. spit on the floor :
4. follow in one’s footstep: 5. table manners
/ˈteɪbl mænəz/ (n.p):
- Listen and do their task
E. Experience (Teaching note)
……………………………………………………………………………………………………………

* Preparing date:
* Teaching date:

CLASS: 11

202
202

15


ENGLISH 11
UNIT 1: THE GENERATION GAP
Distributive Period 7: - Lesson 6: WRITING
( Family rules )

A.Objectives:
- To teach students to know different family rules and respects one another
By the end of this lesson, Ss are able:
- To write a letter to a teen to inform him /her about the rules in my family before his/her home stay with us.
- Solve conflicts between teenagers and parents
B. Preparations
* Teacher: Handouts, textbook, pieces of papers.
* Students: Textbook
C. Methods
The whole lesson: Integrated, mainly communicative
* Skill : Letter writing
D. Procedures:
Time
I/ Warm up: 2’

Lead in ( 2’ )

II. New lesson
Vocabulary ( 3’ )

Teacher’s activities
* Stabilization: (Ổn định lớp
)
- Greeting the class
- Checking the students’
attendance
- Asks students to look at
the two pictures in their
textbooks and answer what
they are
- Leads to the lesson:
Today we are going to
learn how to write a letter
to a teen to inforn him or
her about the rules in our
family before his or her
homestay with us
Pre writing: T introduces
words
1. forbid /fəˈbɪd/(v): cấm,
ngăn cấm

Students’ activities
- Greeting the teacher
- Answer: 11 A… (đĐủ / vắng )

- Look and answer

- Listen

- Read and answer
- Listen and copy

2. respect /rɪˈspekt/ (v): tơn
trọng
respectful /rɪˈspektfl/ (a): có
thái độ tơn trọng
3. spit on the floor :khạc nhổ
lên sàn nhà
4. follow in one’s footstep:
theo bước, nối bước
Activity 1 ( 8’ )

5. table manners /ˈteɪbl
mænəz/ (n.p): cung
cách

- Listen
- Analyze the example
- Do their task
* Expected answers
1 My parents don't let me stay out late at the
16


- Asks Ss to read the
different family rules in this

section, and say which ones
are similar to theirs, e.g.
respect one another; help
each other; try new things,
etc.
Activity 2 ( 10’ )

Activity 3 ( 15’ )

III.Consolidation
( 3’ )

IV. Homework
(2’ )

- T corrects
Control practice
- Asks 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.
- Tells Ss to read and
analyze the example so they
know what they are expected
to do.
- Helps Ss to express their
ideas, if necessary.
- Checks feedback

- Asks Ss to complete a letter
about family rules in 10ms

Post writing
- Collects some writing and
corrects mistakes
- T gives some importants
points when you write
letters
*Exercises
- Asks sts to practice the
dialogue again at home and
learn the new language
*New lesson : - Asks them
to prepare for the next part:
UNIT 1: Communication
and Culture.
- Look up the meaning of
theses words
1. attitude /ˈætɪtjuːd/(n):
2. frustrating /frʌˈstreɪtɪŋ/(a):
3. interact /ˌɪntərˈækt/(v):
giao tiếp
4.outweigh(v )
5.pressure (n):
6,increase (v);

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 over night at my friends'
house.
7 They forbid me to swear or spit on the f1oor.

-Listen and give reasons

-Analyze the example

- Express their ideals

- Complete the letter
* Expected letter
Pham Ngoc Thach, Dong Da, Ha Noi,
Viet Nam
February, 10th, 20...
Dear Lauren,
I'm very happy to know that you’ll be staying with my
family for two months. We live in a tour-bedroom flat
on the 15th floor. You will have your own bedroom for
your stay here.
You asked me about our family rules. There are three
important ones that we must follow.
One important rule in my family is that every member
of the family has to keep his or her room tidy. My
brother and I have to make our beds every morning,
and clean the floor and windows twice a week.
Another important rule is that my brother and I must
be home before 10 p.m. My parents are very strict and

believe that setting a curfew will help us become
responsible, and stay safe and healthy,
The third important rule is that we mustn't invite
friends to stay overnight. This is not only our family
rule, but also the rule for all people living in the
building.
If you have any questions, please let me know, We will
try our best to make you feel comfortable during your
stay with use.
I hope you will enjoy your time in Viet Nam.
Looking forward to meeting you.
Best wishes,
Ha
- Listen atttentively
17


7. force (v ):
- Do as request at home

E. Experience (Teaching note)
……………………………………………………………………………………………………………

* Preparing date:
* Teaching date:

2020
2020

ENGLISH 11

UNIT 1: THE GENERATION GAP
Distributive Period 8: Lesson 7: CONMMUNICATION AND CULTURE
( The return of the extended families in the UK and the USD)
A.Objectives:
-To teach students to understand part: cCummunication and culture
- By the end of this lesson, Ss are able:
- To talk and express my views about the advantages and disadvantages of living in a nuclear or an extended
family and understand the current family trend in the UK and the USA.
- Lexical items: related to the topic
- Grammar points:

B. Preparations
* Teacher: Handouts, textbook
* Students: Textbook

C. Methods
The whole lesson: Integrated, mainly communicative
* Skill :Integrated skills

D. Procedures:

Time
I/ Warm up: 2’

Lead in ( 2’ )

II. New lesson
Vocabulary ( 3’ )

Teacher’s activities

* Stabilization: (Ổn định lớp )
- Greeting the class
- Checking the students’ attendance

Students’ activities
- Greeting the teacher
- Answer: 11 A… (đĐủ / vắng )
- Listen carefully

Today we can talk and expressour
view s about the advantages and
disadvantages of living in a nuclear
or an extended family. We can
understand the corrent family in the
Uk and the USA
- T introduces
1. attitude /ˈætɪtjuːd/(n): thái độ

- Listen andwrite down

2. frustrating /frʌˈstreɪtɪŋ/(a): gây khó
18


chịu, bực mình
3. interact /ˌɪntərˈỉkt/(v): tương tác,
giao tiếp
4.outweigh(v )q trọng lượng

- Work in groups

5.pressure (n): áp lực
6,increase (v); gia tăng
Activity 1 ( 8’)

7. force (v ): ép buộc
Communication
- Asks students to work in groups
answering two questions
1 What kind of family do you live in?
2 What do you think the advantages
and disadvantages of living in an
extended or a nuclear family?

- Asks each group to choose one
person to report the group's opinions
to the class.
Culture
Activity 2 (4’)
The return of the extended families
In the UK and the USA
- Introduces the topic and asks Ss to
think of any reasons for this
phenomenon.
- Asks Ss to read the text carefully
and highlight any words they may not
know. Explain their meaning or have
Activity 3 (8’)
Ss look up the words in a dictionary.
- Asks students to read the text and

answer the questions
- Invites some students to answer
- T corrects
- Asks students to talk about the
current family trend in Viet Nam.
Ss are encouraged to say what they
know about the issue, and discuss any
possible reasons for the current friend.
- Invites representatives to speak out
III.Consolidation and gives comments
(8’)
* Exercises
- T gives comment
- Asks sts to practice the dialogue
again at home and learn the new
IV. Homework
language
( 2’ )
* Homework- Asks them to prepare
for the next part: Unit 1; Looking
Back.
- Review grammar
+ Modal verbs
+ Pronunciation : Stress and
unstressed words in a sentences
+ Compound nouns
19

* Expected answers:
Living in an extended family:

Advantages: have more support from
other family members,...
Disadvantages: there are a lot of conflicts
between different generations,…
- Listen and ask questions about the report

- Listen and give reasons for this

- Read the text carefully and explain words

- Read the text again and answer the
questions
* Expected answers
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 ca re have become heavier.
3.The disadvantages are the lack of
space, Independence and privacy, and
the daily conflicts.
4.They can develop relationships with
adults other than their parents.
5.Old people can become more active
when interacting with the younger
generations.
- Work in pairs

- Speak out
- Report the result of their discssion
- Listen
- Do their task at home


E.Experience (Teaching note)
......................................................................................................................................................................
* Preparing date:
* Teaching date:
CLASS: 11

202
202

ENGLISH 11
UNIT 1: THE GENERATION GAP
Distributive Period 9: - Lesson 8:LOOKING BACK AND PROJECT
A.Objectives:
- To teach students to know the causes of conflicts and konow how to solve them
By the end of this lesson, Ss are able:
- To identify and pronounce stressed and unstressed words in a sentence, use and form compound nouns, use
modal verbs to express obligation, opinions and advice, use the new language in this unit, talk about
common conflicts between parents and their teenage children.
- Lexical items: related to the topic : generagap and family rules
- Grammar points: Review pronunciation and modal verbs
B. Preparations
* Teacher: Handouts, textbook, pieces of papers.
* Students: Textbook
C. Methods

The whole lesson: Integrated, mainly communicative
* Skill : L integrated skills
D. Procedures:
Time
I/ Warm up: 2’
Lead in ( 3’ )

II. New lesson
Activity 1 ( 7’ )

Teacher’s activities
* Stabilization: (Ổn định lớp )
- Greeting the class
- Checking the students’ attendance
- Today we can identify and pronounce
stress and unstressed in a sentence . We
can use compound nouns , modal verbs.
We also use the new language to talk about
commond conflicts between parents snd
their teenagers
LOOKING BACK
- Asks Ss to recall what they have learnt in
this unit.
Pronunciation
- Asks Ss to identify the stressed words and
put a stress mark before the stressed
syllables.
20

Students’ activities

- Greeting the teacher
- Answer: 11 A… (đĐủ / vắng )

- Listen carefully

- Answer


Activity 2 ( 5’ )

- Has them listen and check answers.
- Asks several Ss to read the sentences aloud.
Praise Ss who try to stress the correct words,
and reduce the unstressed vowels.
- Asks students to read the instructions and
practice the short dialogues in pairs
- Invites some pairs to read out and
comment.
Vocabulary
Exercise 1 (p.16): Fill in the gap with the
words / phrases come from the box
- Checks the answers as a class.

- Listen and check
- Read the sentences

- Work in pairs

- Answer

- Answer and takes notes
Activity 3 ( 5’ )

Activity 4 ( 5’ )

- T corrects
Exercise 2 (p.16): Can you find other
compound nouns with the words family ?
use a dictionary
- T corrects
Grammar
Exercises 1
- Reviews should / shouldn’t and
oughtto/oughtn't to for giving opinions and
advice.
- Asks students to complete their exercise
- T corrects
Exercise 2
- Asks students to do task 2 individually
then compare their answers
- Checks feedback

- Fill in the gap individually
* Expected answers:
1. nuclear family
2. generation gap
3. homestay
4. Conflicts
5. curfew
- Do as request

* Expected answers:
1. extended family
2. one-parent family
3. family doctor
4. single-parent family
5. family tree
6. family name

- Answer
- Do their task
- T corrects
Activity 5 ( 6’ )

Activity 6 ( 7’ )

III.Consolidation
(3’ )

* Expected answers
PROJECT
1. Ought
- Invites groups to present their project and
2. Shouldn't, ought
gives comments.
3. Shouldn’t
- T asks them to use language in this lesson to 4. oughtn’t, should
talk about commond conflicts between
parents and their children .
- T corrects
- Do as asked

* Exercise - Asks sts to practice the dialogue
again at home and learn the new language
* New lesson : - Asks them to prepare for the
next part:
Unit 2- Getting Started.
Look up the meaning of new words
1. argument /ˈɑːɡjumənt/(n):
21

- Answer
*Key
l. have to, has to
2. mustn’t
3. must
4. don’t have to


2. be in relationship/rɪˈleɪʃnʃɪp/:
3. be reconciled /ˈrekənsaɪld/ (with someone)

-Report their survey
- vary answers
- Perform

4. break up (with somebody) :
5. counsellor /ˈkaʊnsələ(r)/(n):
6. date /deɪt/(n): cuộc hẹn hò
7. lend an ear
8. romantic relationship /rəʊˈmæntɪk/ (n
IV. Homework ( 2’ )

9. sympathetic /ˌsɪmpəˈθetɪk/

- Do as request at home

E. Experience (Teaching note)
..............................................................................................................................................................

* Preparing date:
* Teaching date:
CLASS: 11

ENGLISH 11
UNIT 2: RELATIONSHIPS
Distributive Period 10: - Lesson 1: GETTING STARTED
(Romantic relationships)
A. Objectives:
-To teach students to listen and read a conversation about relationships and do the tasks
- To teach some lexical items related to the topic : relationships
- By the end of this lesson, Ss can:
+ To know the topic, vocabulary about relationships
+ To know two grammar points: linking verbs, and cleft sentences.
B. Preparations
* Teacher: Handouts, textbook, pieces of papers.
* Students: Textbook
C. Methods
The whole lesson: Integrated, mainly communicative
* Skills: - Reading for gist and for specific information.
- Scanning for specific information to answer questions
- Identifying the parts speech of some words

D. Procedures:
Stage/ Time
I/ Warm up: 2’

Teacher’s activities
* Stabilization: (Ổn định lớp )
- Greeting the class
- Checking the students’ attendance

Students’ activities
- Greeting the teacher
- Answer: 11 A… (Đủ / vắng )

Lead in: 3’

- Inform the class of the lesson objectives:
getting to know the topic, vocabulary
relating to relationships
- Writes the title of the unit
- Ask them look at the pictures and guess
what the two people's relationship is and
22

- Do as appointed
- Write the title of the unit


what they are talking or thinking about.

- Listen and aswer:

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.
- Leads to the lesson: Today we are giong to
study a topic about relationships.
II. New lesson
Vocabulary
( 5’)

Activity 1( 10’)

Activity 2(10’)

Activity 3( 10’)

- T introduces new vocabulary; conduct
choral repetition of the words; elicits words’
meanings:
1. strict (adj):
2. get involved in
3. sooner or later (phrase)
4. single-sex schools
5. concentrate on (v): = focus on
6. romantic relationship
7. sympathy (n)
→ sympathetic (adj)
→sympathize (v)

*Checking the vocabulary: slap on the board
-T asks Ss to take part in the activity to
remember the new words.
- T asks Ss to listen to a conversation
between a student and her grandmother.
- Plays the recording and asks Ss listen to the
conversation and read along.
- Controlled practice
- T tells Ss not to worry about new language
items as they will have a chance to come back
to them later on.
- Asks Ss to work in pairs to decide whether
the statements are true (T), false (F), or not
given (NG)
- Checks Ss' answers.
- T corrects and gives marks
Suggested answers:
1T
2F
3T
4T
5NG 6T
- Has Ss work in pairs. Ask them to read the
conversation again, and find the verbs that
come before the words in the list. (This
23

Expected answers:
They are grandmother and
granddaughter. The grandmother is

telling her granddaughter to focus
on schoolwork, while the girl is
thinking about romantic
relationships.

- Listen carefully

- Listen and copy
- Work individually; take notes
-Know some new words
pronounce them correctly

and

- Listen to the conversation and
read the conversation silently.

-Work in pairs
- Give the reasons for their
answers. (Ss refer back to the
conversation.)
- Answer:
Expected answers:
1T
2F
3T
4T
5NG 6T
- Listen and take notes
-Work in pairs

- Listen and read
- Do as asked:
- Do the task and check the answers
in pairs.


activity helps Ss to discover the use of linking Expected answers:
verbs with adjectives.)
1. get involved
- Asks Ss to check answers in pairs.
2. feel bored
- Checks Ss' answers
3. are very kind, caring and
- Asks Ss to read the conversation again to
sympathetic
find seven other compound nouns.
4. sounds good
- T asks them to write on board
- T corrects and gives answers
-Do as request
Suggested answers:
1. get involved
2. feel bored
3. are very kind, caring and sympathetic
4. sounds good
- Do as request
III.Consolidation
Exercise:
Activity 6 (4’)
- Asks sts to practice the dialogue again at

home and learn the new language
- Do their task at home
IV.Homework ( 1’) New lesson :
Asks them to prepare for the next part: Unit 2
E. Experience (Teaching note)
……………………………………………………………………………………………………………
* Preparing date:
* Teaching date:
CLASS: 11

ENGLISH 11
UNIT 2: RELATIONSHIPS
Distributive Period 11: - Lesson 2: LANGUAGE
( Linking verbs and cleft sentences )
A. Objectives:
- To provide learners some language items in Unit 2
- For vocabulary, that is words and phrases related to relationships
- For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not
- For grammar, that is the use of linking verbs and cleft sentences
B. Preparations
* Teacher: Handouts, textbook, pieces of papers.
* Students: Textbook
C. Methods
The whole lesson: Integrated, mainly communicative
* Skills: - Integrated skills: Listening , Reading and writing.
D. Procedures:
Stage/ Time
Teacher’s activities
Students’ activities
I/ Warm up: 4’

- Divide Ss into two groups, A and B.
- Do as requested.
“Face to Face”
- Listen.
- Work in groups.
Expected answers:
1.fun, conflicts, different
24


II. New lesson
A. Vocabulary:
Activity 1( 5’)

Activity 2(5’)

B. Pronunciation:
Activity 1 , 2 and
3 ( 6’)

C. Grammar:
Activity 1( 5’)

-Tell Ss you’re going to name some categories,
and and the groups take turns to shout out
words of the category.
-The group to call out the last word of a
category wins a point.
-The group with more points wins the game.
-Keep a running total of points for each group

on the board.
-Declare the winner.
These are the categories and some suggested
answers as examples:
1. Nouns related to extended families
2. Words for jobs or career
3. Adverbs expressing speed of change
4. Nouns related to relationships.

viewpoints, …
2. teacher, doctor, farmer, worker,
…
3. fast, quickly, suddenly, sharply,
…
4. friends, romance, teenager, date,

- Work individually to write the
words or phrases next to their
meanings. Then students compare
the answer with their partner.
Expected answer:
1. have got a date
2. break up
3. romantic relationship
4. argument
- Ask Ss to match the words or phrases given in 5. sympathetic
the box with their meanings. (Task 1, p. 20)
6. lend an ear
- Ask Ss to compare the answer with their
7. be in a relationship

partners.
8. be reconciled
- Check Ss’ answers.
Suggested answer:
1. have got a date
2. break up
3. romantic relationship
- Do as requested.
4. argument
5. sympathetic
- Pay attention to the suitable forms
6. lend an ear
of nouns and verbs.
7. be in a relationship
8. be reconciled
Expected answers:
1. lend an ear, broke up
- Have Ss complete the sentences with the
words or phrases in Task 1.
2. reconciled
- Ask Ss to pay attention to the suitable forms
3. romantic relationship
of nouns and verbs.
4. in a relationship, arguments
- Ask Ss to pay attention to the context in
5. have got a date
which the words or phrases in 1 can be used.
6. sympathetic
When using a verb or a noun, Ss need to
consider its suitable form ( tense of verbs;

singular or plural form of nouns).
- Check Ss’ answers
Suggested answers:
1. lend an ear, broke up
- Listen to the CD and do the task.
2. reconciled
3. romantic relationship
4. in a relationship, arguments
5. have got a date
6. sympathetic
- Repeat the exchanges.
Expected answers:
- Ask Ss to listen and underline the
1. I will, I'll
2. I am
contraction or the full forms in the
3. He is, he's 4. we are, didn't
exchanges.
5. I've, That's
-Check with the whole class.
-Ask Ss to listen and underline the contraction
25