GIAO AN TIENG ANH 11 THI DIEM KI 1

Period 01
INTRODUCING
Date of planning: 07/09/2021
THE PROGRAMS OF ENGLISH 11
I. AIMS OF THE LESSON 105
1. Language focus
Sts will be able to:
- have an overview of all the important points in English 11.
- recall the position of parts of speech in context.
- state keywords for each correct answer to MCQs.
2. Skills
- Doing a test properly
- Scan a passage for specific information
3. Attitudes
- Learn English seriously for not only exams but also daily communication
- Build up eagerness and readiness to learn English
4. Motivation
- Motivate students to enjoy learning and practicing English.
II. PREPARATIONS:
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
III. PROCEDURE:
1. Class organization:
Class

Teaching date

11B

15/09

11H

12/09

2. Previous lesson check: skip
3. New lesson:
ACTIVITY 1: Warm-up (5 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class
Teacher’s and students’ activities
-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.

ACTIVITY 2: Presentation 1(18 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class

Contents
Game: Lucky Number
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?


Teacher’s and students’ activities
- Teacher: deliver speech
- students: listen attentively

ACTIVITY 3: Presentation 2 (17 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class
Teacher’s and students’ activities
- Teacher: deliver speech
- students: listen attentively

Contents
Including five topics in each term
- T introduces the topics.
1. The generation gaps
2. Relationships
3. Becoming independent
4. Caring for those in need

5. Being part of Asean
And there are 2 reviews
The design of each unit in textbook:
1. Getting started: Introducing the overall topic
of the unit
2. Language: Learning vocabulary, grammar and
pronunciation
3. Reading: Developing reading skills and
providing Ss with language and ideas about the
topic
4. Speaking: Developing speaking skills and
encouraging Ss to apply and share their own
knowledge
5. Listening: Developing listening skills
6.Writing: Developing writing skills and helping
Ss cope with ideas and necessary language
7. Communication and culture: providing Ss
with an opportunity for further practice and
consolidation of the skills and the language
learnt previously in the unit.
8. Looking back and project:
- Revising and consolidating of the language in
the unit
- Providing Ss with an opportunity to apply the
language and skills they learnt throughout the
unit to perform a task in a realistic situation
- After 2 units, Ss have one period for test
themselves. It helps them test themselves about
what they’ve learnt.

Contents
Tests:
1- Checking frequency knowledge for the
previous lesson.
2- Fifteen minutes test (3 times for each
semester)
3- Forty minutes test (2 times for each semester)
4- Semester test (Once for each semester)
Introduce the English book grade 11
- Ask Ss to look through the book then tell class
how many units it has.


- Introduce some more information.
Some requires of students
- Read the lesson before studying in class.
- Do all exercises at home.
- It is good to find the meaning and the
pronunciation of the new words in the dictionary
at home.
-Listen to the teacher attentively and take part in
the lesson actively and creatively.
- Take part in the activities that the teacher
required such as pairs work, group work or
individual
- Each S has a notebook and book (student book
and work book)
4. Consolidation: (3 minutes)
- Ask Ss to consolidate the main contents.
- Give feedback.

__________________________________________
Period 02
Date of planning: 07/09/2022

Unit 1 - THE GENERATION GAPS
GETTING STARTED: Our family

I. AIMS OF THE LESSON
1. Language focus
Sts will be able to:
- To get started with some language items in Unit 1.
- For vocabulary, that is words and phrases related to generation gap and family rules, and use the
vocab in context.
- For pronunciation, strong form and weak form of the words in connected speech.
- For grammar, the use of should and ought to, must and have to
2. Skills
- To help learners get started with 4 skills in Unit 1
- Scan for specific information in a dialogue. Skim for general ideas about dialogue to get started
for the whole unit. Scan for specific information in T/ F exercise.
- Reading: Read about the generation gap and family rules.
- Speaking: Talk about parent-child relationship problems and offer advice on how to show them.
- Listening: Listen for specific information in a conservation between two teenagers about conflicts
with parents.
- Writing: Write a letter about family rules to a teenager staying with a home-stay family
3. Attitudes
- To help Ss get started for Unit 1 with the topic "generation gap"
- To provide Ss some motivation
4. Motivation
- Motivate students to enjoy learning and practicing English.
II. PREPARATION

- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
III. PROCEDURE
1. Class organization:
Class

Teaching date


11B

15/09

11H

12/09

2. Previous lesson check: skip
3. New lesson:
ACTIVITY 1: Warm up( 5 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class
Teacher’s and students’ activities
Teacher: 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

Contents
Answer the questions:
1. This is a photo of a big family.
2. Who are the people in the photo?
3. Is this type of family popular in your
community?

ACTIVITY 2: Task 1: Listen and read (8 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class
Teacher’s and students’ activities
Contents
- T plays the recording and asks Ss to listen and
Students are going to listen to a conversation
pay attention to the text to understand the
between two friends, Sam and Ann. Let Ss guess
content.
what Sam and Ann are talking about.
- Ss listen and read along silently.
Household chores
Tell them to look at the main contents of the
* Vocab.
lesson. Introduce those points.
conservative (a)
appearance (n)
Set their task.
follow one's footsteps
Play the CDs.

open-minded (a)
Ask them if they understand the whole dialogue impose (v) on sb
well.
conflict (n)
ACTIVITY 3: Task 2: Decide whether the sentences are true, false or not given ( 7 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
Contents
Tell them to do ex 2 (7) in pairs in 2'.
- T Asks students to compare the answers with a
Get their answers back.
partner.
Ask them if there is a different answer and point - T AskS some students to read the answers.
out the key word.
- T Checks and gives the correct answers:
Correct their answer.
1. F 2. F 3. T 4. F
5. T
ACTIVITY 4: Task 3: Listen and repeat: (7 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:


- Pair work
Teacher’s and students’ activities
- This activity focuses on compound nouns.

- Completing the definitions, using the
highlighted compound nouns in the
conversation.
- Ask Ss to check answers in pairs.
- Check Ss’answers.

ACTIVITY 5: Task 4. Finding verbs (5 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Group work
Teacher’s and students’ activities
- Ask them what verbs/ phrases go with the
nouns supplied in the box and then give them a
feedback.
- Ask them to give their answers.
- Give the correct answers.

Contents
Complete the sentences using the high-lighted
compound nouns in the conversation.
1. nuclear
2. childcare
3. generation gap
4. table manner
5. view point
6. extended family

Contents
Find the verbs express duty, obligation, advice,

or lack of obligation
don't have to
don't need
must do
should share
ought to get
need to

ACTIVITY 6: Task 5. Answering the questions (5 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
Contents
- Ask them to work in pairs to answer the Answer the questions.
questions.
1. I'm a part of a nuclear/ an extended family.
- Have them give the answers before the class.
2. The things I like about my family are those …
4. Consolidation: (3 minutes)
- Ask Ss to consolidate the main contents.
- Give feedback.
_________________________________________
Period 03
Unit 1 - THE GENERATION GAPS
Date of planning: 07/09/2022
LANGUAGE
I. AIMS OF THE LESSONS
1. Language focus

Sts will be able to:
- To get started with some language items in Unit 1.
- For vocabulary, that is words and phrases related to generation gap and family rules, and use the
vocab in context.
- For pronunciation, strong form and weak form of the words in connected speech.
- For grammar, the use of should and ought to, must and have to
2. Skills


- To help learners get started with 4 skills in Unit 1
- Scan for specific information in a dialogue. Skim for general ideas about dialogue to get started
for the whole unit. Scan for specific information in T/ F exercise.
- Reading: Read about the generation gap and family rules.
- Speaking: Talk about parent-child relationship problems and offer advice on how to show them.
- Listening: Listen for specific information in a conservation between two teenagers about conflicts
with parents.
- Writing: Write a letter about family rules to a teenager staying with a home-stay family
3. Attitudes
- To provide Ss some motivation
4. Motivation
- Motivate students to enjoy learning and practicing English.
II. PREPARATION
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
III. PROCEDURE
1. Class organization:
Class

Teaching date

11B

15/09

11H

12/09

2. Previous lesson check: skip
3. New lesson:
ACTIVITY 1: Vocabulary - Match each word (1-9) with another word (a-i) to make a compound. (5
minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
Contents
- Compound noun is a noun that is made up
Vocabulary
of two or more words.
Ex 1. Match each word (1-9) with another
- Each compound noun acts as a single unit
word (a-i) to make a compound.
and can be modified by adjectives and other
- Formation
nouns.
- Stress
In compound nouns, the stress usually falls on 1. nuclear
2. generation gap

the first word. This helps us to distinguish
3. table manner
4. household
between compound nouns and free word
5. junk food
6. soft drink
combinations.
7. hairstyle
8. footstep
9. schoolchildren
ACTIVITY 2: Vocabulary - Adding more compounds (5 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
Contents
- Get sts to give out as many household duties as Ex 2. Adding more
possible.
KEYS:
- Ask the pairs to discuss the two questions
1. hairstyle
2. generation gap


given.

ACTIVITY 3: Pronunciation ( 10 minutes)
1. Methodology:
- Communicative and practical methods

2. Ways to organize the activity:
- Individual work
Teacher’s and students’ activities
- T asks some Ss to read the words.
- T corrects Ss’ pronunciation
- T helps Ss with the pronunciation.
T asks 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.
- Ss work individually.

ACTIVITY 4: Grammar (8 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
• 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.

ACTIVITY 5: Grammar (7 minutes)
1. Methodology:
- Communicative and practical methods

2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
- 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.
Check Ss' answers by asking individual Ss to
take turns to read aloud the sentences, and

3. nuclear family
5. schoolchildren

4. junk food

Contents
Task 1: Listen and repeat:
- Playing the recording and listen then repeat the
words twice.
Task 2: Listen and choose
• Listen to the recording and repeat.
• 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.

Contents
3. Grammar

a. Auxiliary verbs
Must: in law/ rules/ regulation
Have to: obligation
Should (not)/ ought (not) to: give advice
b. Exercises
Ex 1.
KEYS:
1. should
2. ought not
3. must
4. have to
5. mustn't

Contents
Ex 2.
KEYS:
2. You must not 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.


then write them on the board.

5. Young people must plan their future career
carefully.

4. Consolidation: (3 minutes)
- Ask Ss to consolidate the main contents.
- Give feedback.

____________________________________
Period 04
Unit 1 - THE GENERATION GAPS
Date of planning: 07/09/2022
READING - WHERE DO CONFLICTS COME FROM?
I. AIMS OF THE LESSON
1. Language focus
Sts will be able to:
- To get started with some language items in Unit 1.
- For vocabulary, that is words and phrases related to generation gap and family rules, and use the
vocab in context.
- For pronunciation, strong form and weak form of the words in connected speech.
- For grammar, the use of should and ought to, must and have to
2. Skills
- To help learners get started with 4 skills in Unit 1
- Scan for specific information in a dialogue. Skim for general ideas about dialogue to get started
for the whole unit. Scan for specific information in T/ F exercise.
- Reading: Read about the generation gap and family rules.
3. Attitudes
- To provide Ss some motivation
4. Motivation
- Motivate students to enjoy learning and practicing English.
II. PREPARATION
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
III. PROCEDURE
1. Class organization:
Class

Teaching date

11B

15/09

11H

12/09

2. Previous lesson check: skip
3. New lesson:
ACTIVITY 1: Pre-reading ( 10 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Individual work
Teacher’s and students’ activities
Ss work in groups, look at the picture and
answer the questions.
- T asks Ss to call out the answers to question 1
freely.

Contents
Answer the questions
1. What is happening in the picture?
2. What problem do you think these people
have?
3. Whenever you have problems with
schoolwork or relationships (at home or at

• Ask Ss to tick the conflicts (a-g) and then
school), who do you talk to?
compare their choices with their partner's.
• Ask some Ss to share their opinions with the Ex 1,2 . Predicting and checking
KEYS:
whole class.
b, c, d, e, f
• Don't give any comments at this stage. Help
Ss with any unfamiliar words in the list (ag).
ACTIVITY 2: While- reading - Match the highlighted words in the text with the definitions below
(10 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- pair and group work
Teacher’s and students’ activities
Contents
• Match the highlighted words in the text with
Ex 3. Match the highlighted words in the text
with the definitions below
the definitions given.
High-lighted vocab: conflicts, norms, brand
• Go back to the reading text to locate the
name, impose
highlighted words and study the context
*Vocab.
surrounding the words to work out their
discover (v)
meaning. Then match them with the

independent (a) >< dependent (a)
definitions.
depend (v)
• Have Ss work individually, then check their
make a decision: decide
answers in pairs or groups.
break rules:
• Check the answers again as a class.
distract sb from doing st
burden (n)
financial burden:
rather than (conj)
arise (v) + from
impose on
regardless of:
mutual (a)
involve (v) involved in (a)
Keys:
2. impose
4. norms

3. brand name
5. conflicts

ACTIVITY 3: While- reading - Read the text carefully. Answer the following questions. (8 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- pair and group work
Teacher’s and students’ activities

Contents
Ex 4. Read the text carefully. Answer the
- Work in pairs, and find out what it refers to in
following questions.
each of the sentences. Let Ss read and
Keys:
understand the sentences before and after the one 1. Because they strongly believe they know what
has the word in it to decide what it means. Ss can is best for their children.
use the elimination technique to get the right
2. They want to be more independent, create
answer.
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.
ACTIVITY 4: Post-reading (7 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class
Teacher’s and students’ activities
- T asks 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 form
other Ss.

Contents
Ex 5. Discuss with a partner: Do you get into
conflicts with your parents?
Sample:
Yes, I sometimes get into conflicts with my
parents. I feel that I have right to do some of the
things I like. I want to relax in my favourite way,
listen to hiphop music but it annoys my parents.
….

4. Consolidation: (3 minutes)
- Ask Ss to consolidate the main contents.
- Give feedback.
____________________________________
Period 05
Date of planning: 07/09/2022

Unit 1 - THE GENERATION GAPS
SPEAKING – WHAT ARE THE CONFLICTS ABOUT?

A. AIMS OF THE LESSON
1. Language focus

Sts will be able to:
- To get started with some language items in Unit 1.
- For vocabulary, that is words and phrases related to generation gap and family rules, and use the
vocab in context.
- For pronunciation, strong form and weak form of the words in connected speech.
- For grammar, the use of should and ought to, must and have to
2. Skills
- To help learners get started with 4 skills in Unit 1
- Scan for specific information in a dialogue. Skim for general ideas about dialogue to get started
for the whole unit. Scan for specific information in T/ F exercise.
- Speaking: Talk about parent-child relationship problems and offer advice on how to show them.
3. Attitudes
- Learn English seriously for not only exams but also daily communication
- Build up eagerness and readiness to learn English
4. Motivation
- Motivate students to enjoy learning and practicing English.


II. PREPARATION
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
III. PROCEDURE
1. Class organization:
Class

Teaching date

11B

15/09

11H

12/09

2. Checking the old lesson (5 minutes)
Talk about your conflicts.
3. New lesson
ACTIVITY 1: Pre-speaking (10 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
- Pose some questions for sts to answer basing
on the pictures.

- Call on some Sts to read their answers aloud in
front of the class.(according to the sentences in
ex 1)
- Tell them to pick out vocab in pairs.
- Ask sts to repeat the vocab.
- Ask Sts to match as ordered.
- Go around the class and provide help if
necessary.
- Call on some pairs to say out the activity result
in front of the class,
Give suggested answers:
ACTIVITY 2: While-speaking (15 minutes)
1. Methodology:

- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
- Ask the pairs to match the questions with the
answer.

Contents
Answer the questions
- What problem do you see in each of the given
pictures?
+1: coming home late/ stay out late and strange
fashion style
+2: being untidy
+3: being noisy with friends at home
Ex 1. Match th pargraphs with the problems in
a, b, c.
*Vocab.
- set the time:
- stay out late
- time limit: curfews: lenh gioi nghiem
- dye (v):
- judge (v):
- pierced nose (np) xỏ lỗ mũi
- judge the book by its covers
- extracurricular (a):
- criticize (v) sb + for st
- privacy (n):
- muture (a):
1- b

2- c
3- a

Contents
While -speaking:
Ex 2. Tick the complaints that you hear in your
family.
My children: - don't help with the housework.
- don't listen to my advice.
- watch too much TV.
- don't study enough.


Tell them to build such dialogue they have
formed to ask their partner about his/her
solutions to the problems. Note down the
answers in the table.
Ask sts to use the questions which they have
formed to ask their partner.

ACTIVITY 3: Post-speaking (10 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
Tell your class mates the information you have
collected.
- Go around the class and provide help if
necessary.

- Give suggested answers:

4. Consolidation: (3 minutes)
- Ask Ss to consolidate the main contents.

- spend too much time on their
mobile phones and computers.
- have a lot of junk food.
My parents: - don't like my friends.
- complain about household chores
and homework.
- don't respect my privacy.
- don't listen to my opinions.
always tell me what to do.
- keep comparing me with their
friend's children.
- want me to follow in their
footsteps.
- remind me of suitable table
manners.
- remind me of my behaviours
toward neighbour ing people.

Contents
Ex 3. Telling problems and giving advice.
Example:
A: What problem/ conflicts do you have at
home?
B: My parents critize me for not being sociable.
A: You should take part in some extracurricular

activity.
B: I know but it's really difficult for me to start a
talk with sb else.
A: You ought to think of what to do with some
other people.
Example:
A: What the matter with you?
B: I'm sad because my mother shouted at me.
C: What was it about?
A: I have a lot of junk food and soft drink but it's
my favourite.
D: if I were you, I' d reduce it because it may
cause some disease to you.
A: You should focus on your lessons or
assignments, then you will forget about it.
C: That's right. You had better drop it as it has a
lot of additives. I wish you success.
B: Thank you. I need to think of your advice
carefully.


- Give feedback.
- Write a short passage about your friend’s advice on how to solve your problems.(In no more than
80 words).
____________________________________
Period 06
Date of planning: 07/09/2022

Unit 1 - THE GENERATION GAPS
LISTENING - HOW ARE WE DIFFERENT

A. AIMS OF THE LESSON
1. Language focus
Sts will be able to:
- To get started with some language items in Unit 1.
- For vocabulary, that is words and phrases related to generation gap and family rules, and use the
vocab in context.
- For pronunciation, strong form and weak form of the words in connected speech.
- For grammar, the use of should and ought to, must and have to
2. Skills
- To help learners get started with 4 skills in Unit 1
- Scan for specific information in a dialogue. Skim for general ideas about dialogue to get started
for the whole unit. Scan for specific information in T/ F exercise.
- Listening: Listen for specific information in a conservation between two teenagers about conflicts
with parents and do T/F ex, MCQs, and answer the questions.
3. Attitudes
- Learn English seriously for not only exams but also daily communication
- Build up eagerness and readiness to learn English
4. Motivation
- Motivate students to enjoy learning and practicing English.
II. PREPARATION
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
III. PROCEDURE
1. Class organization:
Class

Teaching date

11B

15/09

11H

12/09

2. Checking the old lesson (5 minutes)
- Talk a short passage about your friend’s advice on how to solve your problems.
3. New lesson
ACTIVITY 1: Pre-listening (10 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Individual and group work
Teacher’s and students’ activities
Contents
Use the picture in the textbook to introduce the
1. Warm- up
topic of the lesson, ask Sts questions like:What do your parents want you to do with
Play the tape and then ask Sts to repeat after the
your study, health, and clothes?
tape in chorus and individually, corrects errors, if + Study:
any.
+ Health:
- Check that Sts know the meaning of the words. + Clothes:


-Ask sts to read through the statements in task 1
to understand them.

- Play the tape once for Sts to listen and do the
task 1.
- Ask sts to work in pairs comparing the answers.
- Check the answers with the whole class. If
many Sts cannot answer the question, play the
tape one or two more times and pause at the
answers for them to catch.
- Give correct answers.
ACTIVITY 2: While-listening( 15 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class
Teacher’s and students’ activities
- Give correct answers.
- Ask sts to read the ex requirement and do the ex
individually.
- Play the tape again.
- Ask Sts to work in pairs to compare answers.
- Go around to check if any sts make the mistake
and offer help, play the tape again. Before
playing the tape again, give some suggest
questions.
- Call on some Sts to read aloud their answer.
- Feed back.
ACTIVITY 3: Post-listening (10 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class

Teacher’s and students’ activities
Provide Ss with the tape script and ask them to
fill in the blank.
- Ask Sts to work in groups and discuss the
answers to the questions given.
- Call on one or two Sts to report the result of
their group work.
- Give comments or correction if necessary.

Ex 1: Look at the picture and guess what
their home conflicts are about.
+ playing computer games
+ dress-up/ flashy clothes
Ex 2.
KEYS:
1. d 2. a: chung dien/loe loet 3. b
4. c

Contents
Ex 3. Listen to the conversation and decide
whether the following is T or F.
1.F 2. F
3. T
4. T
5. T
Ex 4. Work in pairs. Listen to the
conversation and choose a, b, or c.
1. c 2. a 3. b
4. b
5. b

Ex 5. Fill in each gap with one correct word.

Contents
Post-listening
1. No, they don't. Because we are not rich and
they don't want me to break the local rules.
Yes, they are. As They want us/ me to wear
fashionable clothes and they can afford.
2. I think it has both advantages and
disadvantages but my parents don't think so.
They are afraid of it making my eye sight
impaired.

4. Consolidation: (3 minutes)
- Ask Ss to consolidate the main contents.
- Give feedback.
______________________________
____________________________________


Period 07
Date of planning: 07/09/2022

Unit 1 - THE GENERATION GAPS
WRITING - FAMILY RULES

I. AIMS OF THE LESSON
1. Language focus
Sts will be able to:
- To get started with some language items in Unit 1.

- For vocabulary, that is words and phrases related to generation gap and family rules, and use the
vocab in context.
- For pronunciation, strong form and weak form of the words in connected speech.
- For grammar, the use of should and ought to, must and have to
2. Skills
- To help learners get started with 4 skills in Unit 1
- Scan for specific information in a dialogue. Skim for general ideas about dialogue to get started
for the whole unit. Scan for specific information in T/ F exercise.
- Writing: Write a letter about family rules to a teenager staying with a home-stay family
3. Attitudes
- Learn English seriously for not only exams but also daily communication
- Build up eagerness and readiness to learn English
4. Motivation
- Motivate students to enjoy learning and practicing English.
II. PREPARATION
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
III. PROCEDURE
1. Class organization:
Class

Teaching date

11B

15/09

11H

12/09

2. Checking-up
- Talk about your parents’ view points on your fashion style and computer games.
3. New lesson
ACTIVITY 1: Pre-writing ( 10 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
Contents
- Ask Ss to do the ex.
Ex 1: Work in pairs and discuss which of the
family rules exists in your home.
KEYS:
- My parents make me respect the elderly.
- They force me always tell the truth.
- They want me to take my study seriously.
Ex 2.
KEYS:
1. My parents do not let me stay up late up to 11
p.m.


2. They want me to follow in their footsteps.
3. They forbid me to swear/ at junk food.
ACTIVITY 2: While-writing (15 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:

- The whole class
Teacher’s and students’ activities
- Give them some examples.
- Call on some sts to read aloud their sentence
before class.
- Notice and write them on board.
- Correct the mistake and lead sts to the new
lesson.
- Go round for offering help and then call on
some sts to answer the question before class.
+ House-hold chores
+ Behaviour
- Suggested:
- Ask them to put the activities into the right
column in ex 2.
- Get student to write their ex, based on the out
lines they have produced.
- Call some Ss to go to the board to write their
practice.

ACTIVITY 3: Post-writing ( 10 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
- Ask the whole class to look at the writing on
the board and elicit comment from sts.
- Write Sts’ typical errors on the board and
elicits self and peer correction.

- For home work, ask Sts to revise their writing
according to their peer’s suggestion.

Contents
Ex 2.
KEYS:
1. My parents do not let me stay up late up to 11
p.m.
2. They want me to follow in their footsteps.
3. They forbid me to swear/ at junk food.
4.
- water the plants and flowers
- empty the dustbins
- tidy up the kitchen
- iron/ fold the clothes
- listen to loud music after 9 p. m
- deliver goods.
- buy groceries
- unload goods
- check out
- teach the children
- make the bed
- lay the table
- mend things
- weed
- prune the plants

Contents
SUGGESTION:
Pham NgocThach, Dong Da, Ha Noi, Viet

Nam February, 10'\ 20Dear Lauren,
I'm very happy to know that you'll be staying
with my family for two months. We live in a
four-bedroom flat on the 15th 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: (3 minutes)

- Ask Ss to consolidate the main contents.
- Give feedback.
____________________________________
Period 08
Date of planning: 07/09/2022

Unit 1 - THE GENERATION GAPS
COMMUNICATION AND CULTURE
The return of the extended families in the UK and the USA

I. AIMS OF THE LESSON
1. Language focus
Sts will be able to:
- To get started with some language items in Unit 1.
- For vocabulary, that is words and phrases related to family types in Vietnam and in USA or UK,
and use the vocab in context.
- For pronunciation, strong form and weak form of the words in connected speech.
- For grammar, the use of should and ought to, must and have to
2. Skills
- To help learners get started with 4 skills in Unit 1
- Scan for specific information in a dialogue. Scan for specific information to answer the questions
given.
3. Attitudes
- Learn English seriously for not only exams but also daily communication
- Build up eagerness and readiness to learn English
4. Motivation
- Motivate students to enjoy learning and practicing English.
II. PREPARATIONS
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.

III. PROCEDURE
1. Class organization (2 minutes)
Class

Teaching date


11B

15/09

11H

12/09

2. Checking up (5 minutes)
- Collect some writings to check and give marks.
3. New lesson
ACTIVITY 1: Communication (15 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Group work
Teacher’s and students’ activities
Contents
- Ask Ss to do ex 1.
Communication
Discussion - (dis)advantages of family types
1. Work in groups. Practice asking the
following questions and take notes of their

- Ask Ss to read the statements.
answers.
- Tell sts to a TV talk show about three people.
1. What type of family do you live in?
- Play the recording twice.
2. What do you think the (dis)advantages of
- Ask Ss to do the ex.
living in a nuclear or extended family are?
2. Report to the class.
* Vocab.
- Discussion about the family rules
Key
- work in groups to practise asking and
Students'answers
answering the questions.
(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,...
ACTIVITY 2: Culture - Read the two test about family life in Singapore and in Vietnam and
answer the questions. - Read the following text about the coming back of the extended families
and answer the questions. (12 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class
Teacher’s and students’ activities
Contents

- Tell the pairs to discuss the answers to ex 3
Culture
with their group-mates.
The return of the extended families in the
- Ask Ss to do the ex
USA and the UK
* Vocab.
- Have them read the two passages first, then aks multi-generational (a)
and answer the questions given in the chart.
low-paid job
frustrating (a)
outweigh (v)
interact (v)
Ex 1. Read the following text about the
coming back of the extended families and
answer the questions.
Ask them if it is the same in their own country.
1. Extended family has increased.


• 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.

2. Several economic factors are.
3. Disadvantages of living in an extended family:

-frustrating- lack of space, independence,
privacy, and daily conflicts.
4. Young children can develop relationships with
adults other than their parents.
5. Old people can become more active when
interacting with the younger.

ACTIVITY 3: Culture - Discuss with a partner (8 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class
Teacher’s and students’ activities
Contents
• Encourage Ss to compare their guesses about
Ex 2. Discuss with a partner
1. The current family trend in Vietnam is nuclear
the reasons for the return of the extended
families in the UK and the USA with the ones family.
2. Prefering independence is the main reason for
provided in the text.
this trend.
• Have Ss answer the questions, and compare
3. While in a nuclear family, children contact
their answers.
their parents only, in an extended family they
• Check answers as a class.
interact with others.
-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: (3 minutes)
- Vocabulary related to generation gap
- Modal verbs
- The stressed words in a sentence.
- Do the task again
- Read Unit 1 - Looking back and Project at home
____________________________________
Period 09
Date of planning: 07/09/2022

I. AIMS OF THE LESSON
1. Language focus

Unit 1 - THE GENERATION GAPS
LOOKING BACK AND PROJECT


Sts will be able to:
- To get started with some language items in Unit 1.

- For vocabulary, that is words and phrases related to generation gap and family rules, and use the
vocab in context.
- For pronunciation, strong form and weak form of the words in connected speech.
- For grammar, the use of should and ought to, must and have to
2. Skills
- To help learners get started with 4 skills in Unit 1
- Scan for specific information in a dialogue. Skim for general ideas about dialogue to get started
for the whole unit. Scan for specific information in T/ F exercise.
- Speaking: Talk about parent-child relationship problems and offer advice on how to show them.
- Writing: Develop a paragraph.
3. Attitudes
- To help Ss get all points in Unit 1 with the topic "the generation gap"
- To provide Ss some motivation
4. Motivation
- Motivate students to enjoy learning English and use it outside the class.
II. PREPARATIONS
- Teacher: Handouts, textbook, sub boards and colored chalks.
- Students: Textbook.
III. PROCEDURE
1. Class organization (2 minutes)
Class

Teaching date

11B

15/09

11H

12/09

2. Checking-up
- What do you think the advantages and disadvantages of living in an extended or nuclear family?
3. New lesson
ACTIVITY 1: Looking back – pronunciation (6 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair and the whole class work
Teacher’s and students’ activities
Contents
I. LOOKING BACK
- Play the recording and let Ss listen and mark (') a- Pronunciation: Listen and check
above the word that is stressed. Then, put Ss in
pairs to practise reading the sentences.
ACTIVITY 2: Looking back – Vocabulary (7 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair and the whole class work
Teacher’s and students’ activities
Contents
b- Vocabulary
- Let Ss work in pairs to write the chores under
Ex 1. Fill in the gap with thewords given.
each picture.
1. nuclear family
2. generation gap
- Get their answers back orally.

3. homestay
4. Conflicts


- Ask them if anyone has a different answer.
- Give them a feedback.

5. curfew

- Ask Ss to read the text carefully, using the
context clues to decide which word/ phrase can
be used.
- Ask them if anyone has a different answer.
- Give them a feedback.

2. Compound nouns.
1. family trend
2. Family branch
3. single-parent family
4. nuclear family

ACTIVITY 3: Looking back – Grammar (7 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair and the whole class work
Teacher’s and students’ activities
Contents
- Ask Ss to work in pairs to finish these
c- Grammar

sentences.
Ex 1. Complete the sentences using "should"
- Ask them if anyone has a different answer.
or "shouldn't"
- Give them a feedback.
1. ought
2. shouldn't/should
3. shouldn't
4. shouldn't/ should
- Ask Ss to work in pairs to finish these
sentences.
- Ask them if anyone has a different answer.
- Give them a feedback.
ACTIVITY 4: Project (15 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Group work
Teacher’s and students’ activities
- Put Ss in groups to discuss the questions.
- Ask Ss to do the survey.
- Let the groups have some time together to
assemble the results of their survey.
- Ask them to present their survey result.
- Give them a feedback.

Ex 2.
1. have to/ has to
3. have to

2. mustn't
4. don't have to

Contents
PROJECT
1. Do a project (guided assignments)
2. Presentation.
- Group 1: conflicts between siblings
- Group 2: conflicts between parents and children
- Group 3: conflicts between teachers and
students
- Group 4: conflicts between grandparents and
grandchildren
+ reasons
+ solutions

4. Consolidation: (3 minutes)
- Revise vocabulary related to generation gap and modal verbs
- The stressed words in a sentence.
- Do the project again in written form.
- Read Unit 2 - Getting started
____________________________________


Period 10
Date of planning: 07/09/2022

Unit 2 - RELATIONSHIPS
GETTING STARTED: Romantic relationships

I. AIMS OF THE LESSON
1. Language focus
At the end of the lesson, Sts will be able to:
- To help learners get started with some language items in Unit 2.
- For vocabulary, that is words and phrases related to relationships.
- For pronunciation, that is contracted forms: nous/ pronouns + V.
- For grammar, that is the linking verbs and cleft sentences.
2. Skills
- To help learners get started with 4 skills in Unit 2.
- Reading: Read about teenagers' relationship problems.
- Speaking: Speak about problems and asking for advice.
- Listening: Listen to a talk show for specific information about parent-child relationship problems.
- Writing: Write an online posting about relationship problems.
3. Attitudes
- To help Ss get started for Unit 2 with the topic "relationship".
- To provide Ss some motivation.
4. Motivation
- Motivate students to enjoy learning English and use it outside the class.
II. PREPARATIONS
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
III. PROCEDURE
1. Class organization (2 minutes)
Class

Teaching date

11B

15/09

11H

12/09

2. Checking-up (5 minutes)
- project
3. New lesson
ACTIVITY 1: Warm up (5 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
Ask Ss to interpret message in the situation.
-Tell them to look at the main contents of the
lesson. Introduce those points.
Ask Ss listen to the recording and read the
conversation
ACTIVITY 2: Listen and read (10 minutes)
1. Methodology:
- Communicative and practical methods

Contents
Warm up.
- The issue the grandmother want her
granddaughter to focus on: study, not love


2. Ways to organize the activity:

- The whole class
Teacher’s and students’ activities
Set their task.
Play the CDs.
Ask them if they understand the whole dialogue
well.

ACTIVITY 3: True or false (10 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Teacher’s and students’ activities
Tell them to do ex 2 (7) in pairs in 2'.
Get their answers back.
Ask them if there is a different answer and point
out the key word.
Correct their answer

ACTIVITY 4: Matching (10 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class
Teacher’s and students’ activities
Tell them to listen and repeat the words/ phrases
given.
Supply them with some vocab.
Ask them what verbs/ phrases go with the nouns
supplied in the box and then give them a

feedback.

Contents
1. Listen and read
- strict (a)
- involved in
- concentrate on
- single-sex school
- sympathetic (a)

Contents
Decide True or False statements
1. T (oh, one of my classmates)
2. F (Mai tells … is not her boy-friend)
3. T (there's no real friendship between )
4. T
5. NG
6. T

Contents
The verbs that come before the words below
1. get involved
2. feel bored
3. are very kind
4. sounds good

4. Consolidation: (3 minutes)
- Problems in relationships
- Practice the conversation
- Do the task again

- Read Unit 2 - Language at home
____________________________________
Period 11
Date of planning: 07/09/2022

I. AIMS OF THE LESSON
1. Language focus
At the end of the lesson, Sts will be able to:

Unit 2 - RELATIONSHIPS
LANGUAGE


- To help learners get started with some language items in Unit 2.
- For vocabulary, that is words and phrases related to relationships.
- For pronunciation, that is contracted forms: nous/ pronouns + V.
- For grammar, that is the linking verbs and cleft sentences.
2. Skills
- To help learners get started with 4 skills in Unit 2.
- Reading: Read about teenagers' relationship problems.
- Speaking: Speak about problems and asking for advice.
- Listening: Listen to a talk show for specific information about parent-child relationship problems.
- Writing: Write an online posting about relationship problems.
3. Attitudes
- To help Ss get all points in Unit 2 with the topic "relationship".
- To provide Ss some motivation.
4. Motivation
- Motivate students to enjoy learning English and use it outside the class.
II. PREPARATION
- Teacher: Handouts, textbook, pieces of papers and cassette.

- Students: Textbook
III. PROCEDURE
1. Class organization (2 minutes)
Class

Teaching date

11B

15/09

11H

12/09

2. Checking-up (5 minutes)
- Summarize the conversation in GETTING STARTED.
3. New lesson
ACTIVITY 1: Vocabulary - Write the words/ phrases in the box next to their meaning (5 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work
Techer’s and students’ activities
Contents
Ask them what the meaning of each phrase in
Vocabulary.
Vocabulary - ex 1 is.
Ex 1. Write the words/ phrases in the box next
Ask Ss to work in pair. Put body parts in correct to their meaning.

systems.
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: Vocabulary - Complete the sentences with the words and phrases in 1 (5 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Pair work


Teacher’s and students’ activities
Asks Ss to take turns to say the name of the 5
systems.
Ask Ss to do the tasks and compare the results
with their partner

Contents
Ex 2. Complete the sentences with the words
and phrases in 1.
1. lend an ear/ broke up
2. reconcile
3. romantic relationship
4. in a relationship/ argument
5. have got a date

6. sympathetic

ACTIVITY 3: Pronunciation - Listen and underline what you hear - the contraction or full form
(5 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class
Teacher’s and students’ activities
Contents
Make sure that the advanced sts can help the
Pronunciation.
class with the meaning of the vocab.
Contracted forms
Ex 1. Listen and underline what you hear the contraction or full form.
shouldn't - should not
you're - you are
there's - there is
we're - we are
don't - do not
Didn't - did not
It's - It is
he's - he is
I'm - I am
ACTIVITY 4: Pronunciation - Listen and underline what you hear (5 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- The whole class
Teacher’s and students’ activities

Contents
Tell them to listen to the teacher's pronunciation Ex 2. Listen and underline what you hear
once, then listen to the CDs and repeat.
1. I will, I'll
Call some sts to stand up and pronounce.
2. I am
Give them a feedback.
3. He is, he's
4. we are, didn't
5. I've, That's
ACTIVITY 5: Grammar – Linking verbs (7 minutes)
1. Methodology:
- Communicative and practical methods
2. Ways to organize the activity:
- Individual and pair work
Teacher’s and students’ activities
Ask sts to repeat the use of the linking verbs.
Grammar.

Contents