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giáo án tiếng anh 11 đủ các bước theo CV 5512 KẾ HOẠCH BÀI DẠY TIẾNG ANH KÌ I

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Date:
Period 1: INTRODUCTION
I. OBJECTIVES
1. Knowledge:
- To introduce English 11
- To motivate learners, prepare them to get ready for the new school year
2. Competence:
- Students are able to improve self- study skills, critical thinking skills, problem solving
skills, communication skills, creativeness and IT skills
3. Characteristics:
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos, speakers
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance

2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a) Objectives

Greeting

b) Content

Check students’ to ready for the lesson


c) Products

Suggested answers
Students make introduction

d) Organization

Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
a) Objectives

Introduce the textbook

b) Content

English 11 textbooks and exercise-books

c) Products

Bộ sách Tiếng Anh lớp 11 Bộ sách gồm 4 cuốn) được Nhà xuất
bản Việt Nam biên soạn theo chương trình giáo dục phổ thơng mơn
Tiếng Anh thí điểm cấp Trung học cơ sở do Bộ giáo dục và đào tạo
ban hành theo Quyết định số 5209/QĐ-BGDĐT ngày 23 tháng 11
năm 2012 tiếp theo chương trình sách Tiếng Anh tiểu học và Trung
học cơ sở. Sách được biên soạn theo hướng giao tiếp giúp học sinh
giúp học sinh phát triển năng lực giao tiếp Tiếng Anh thông qua bốn
kĩ năng nghe, nói, đọc, viết).
• Getting started • Language -



• Skills – Reading, Speaking, Listening, Writing
• Communication and culture • Looking Back 1. Assign tasks; explain
d) Organization
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives

The detail of the text book

b) Content

The structure of the English 11 text book

c) Products

Unit 1: The Generation Gap
Unit 2: Relationships
Unit 3: Becoming Independent
Review 1 Unit 1-2-3)
Unit 4: Caring for those in need
Unit 5: Being part of Asean
Review 2 Unit 4-5)
Unit 6: Global Warming
Unit 7: Further Education
Unit 8: Our world heritage sites
Review 3 Unit 6-7-8)

Unit 9: Cities of the future
Unit 10: Healthy lifestyle and longevity

d) Organization

- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their
answers. Other groups comment. Teacher general comments.
- Step 4: Concluding.
Teacher presents specific learning products that the student must
complete as required and clarify the problem to be resolved /
explained; Learning tasks must be performed next.

IV. Consolidation: Summarize the lesson and structure of English textbook
V. Homework: Prepare for Unit 1- Gap Generation
Preparation for game: X, Y, Z generations
Find English names for some Zgen trends “hiệu ứng hang động, hiệu
ứng tangping, hiệu ứng điên thoại ma” Z gen


Date:
Period 2:

UNIT 1: THE GENERATION GAP
Getting started
I. OBJECTIVES
1. Knowledge:
- To help learners get started with some language items in Unit 1
- For vocabulary, that is words and phrases related to the generation gap and family rules, as
well as some compound nouns
- To help learners get started with 4 skills in Unit 1:
2. Competence:
- Students are able to improve self- study skills, critical thinking skills, problem solving
skills, communication skills, creativeness and IT skills
3. Characteristics:
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance

2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a) Objectives
b) Content

c) Products


Introduce the topic of the lesson and to raise students' interest
5 minutes to free talks about
extended family

Students talks anything they know about extended family

d) Organization

Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
a) Objectives

Introduce the form and the uses of the language


b) Content

1. Listen and read

c) Products

Sts know some difficult words
Vocabulary
1. extended family /ɪkˈstendɪd ˈfỉməli/ gia đình nhiều thế hệ
2. nuclear family /ˈnjuːklɪə/ /ˈfỉmɪli/ gia đình hạt nhân gia đình 1
thế hệ)
3. childcare /ˈtʃaɪldkeər)/ chăm sóc con cái
4. generation /ˌdʒenəˈreɪʃn/ thế hệ

5. gap /ɡæp/ khoảng cách
6. table manner /ˈteɪbl/ /ˈmænə/ phép tắc ăn uống
7. viewpoint /ˈvjuːpɔɪnt/ quan điểm, ý kiến
8. impose /ɪmˈpəʊz/ áp đặt
9. state-owned /ˌsteɪt - /əʊnd/ thuộc nhà nước
10. conflict /ˈkɒnflɪkt/ xung đột
1. Assign tasks; explain
d) Organization
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives
b) Content

c) Products

Doing exercises to practice the language
2. Read the conversation again. Are the following sentences true
T)
or
false
F)?
3. Complete the following definitions, using the highlighted
compound nouns in the conversation.
4. Find other compound nouns in the conversation. Use a
dictionary to look up their meanings, if necessary.
5. Read the conversation again and find the verbs used to express
duty, obligation, advice or lack of obligation.
Task 2) Lời giải chi tiết:

1
.F

2
.F

3
4
5
.T .F .T

1 – F. Sam is part of an extended family.
Thông tin, Sam nói: “I live in a nuclear family with just my
parents and my younger brother.” Vậy Sam sống trong gia đình nhỏ
hạt nhân a nuclear family), chứ khơng phải là gia đình đa thế hệ an
extended family) như thơng tin ở câu hỏi. Vì vậy câu đã cho là Sai.
2 – F. Ann is part of a nuclear family.
Thông tin, Ann nói: “I live in a big house with my dad's parents
and my uncle's family.” Vậy Ann sống trong đại gia đình a big house)
chứ khơng phải là gia đình hạt nhân a nuclear family) như thông tin ở
câu hỏi. Vì thế câu đã cho là Sai.
3 – T. Ann's grandparents look after their grandchildren.
4 – F. Ann's grandma thinks that all family members should share
housework.


Thông tin: Ann's parents think that, not her grandma
5 – T. Ann's grandpa wants her to do the same job and things in
life as he did.
Task 3) Lời giải chi tiết:

1. A
family
4.
manners

nuclear
Table

2. Childcare
5.
viewpoint

A

3. A generation gap
6. An
family

extended

1. A nuclear family is a family that consists of parents and
children.
Một gia đình nhỏ là một gia đình bao gồm cha mẹ và con cái.)
2. Childcare is the care of children, especially while parents are at
work.
3. A generation gap is a difference in attitudes or behaviour
between younger and older age groups, which can cause a lack of
understanding.
4. Table manners are the rules of behaviour that are typically
accepted while people are eating at a table.

5. A viewpoint is a person’s opinion about a subject.
6. An extended family is a big family that includes not only the
parents and children but also grandparents, uncles, aunts and cousins,
all
living
under
the
same
roof.
Task 4) Lời giải chi tiết:
1. grandparents: ông

5. hairstyle: kiểu tóc


2. grandma: bà

6. housework: việc
nhà

3. grandpa: ơng

7.
bước

footsteps: tiếp

4. grandmother: bà
Task 5)Lời giải chi tiết:
- Opinion & advice: should, ought to

- Duty & obligation: must, have to
- Lack of obligation: not) have to, not) need to
d) Organization

- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their


answers. Other groups comment. Teacher general comments.
- Step 4: Concluding.
Teacher presents specific learning products that the student must
complete as required and clarify the problem to be resolved /
explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives

Work in pairs

b) Content

6. Work in pairs. Ask and answer the following questions.


c) Products

Lời giải chi tiết:
1. Are you part of a nuclear or an extended family?
=> I live in a nuclear family, including my father, my mother,
my sister and me.
2. What do you like and dislike about your type of family?
=> Everyone shares the household chores to each one. My
mother doesn't take much time to take care of all members, and
there is no generation gap in my family.

d) Organization

- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their
answers. Other groups comment. Teacher general comments.
- Step 4: Giving feedback and Conclusing
Teacher presents specific learning products that the student must
complete as required and clarify the problem to be resolved /
explained; Learning tasks must be performed next.

IV. Consolidation: Students revise the main content of the lesson with some key notes in

pair working
V. Homework: Learn new words with examples, do the tasks again; and prepare for the next
lesson


Date:
Period 3:
UNIT 1: THE GENERATION GAP
Language
I. OBJECTIVES
1. Knowledge:
- Vocabulary: words and phrases related to generation gap;
- Pronunciation: strong and weak forms of words in connected speech;
- Grammar: modals: should, ought to, must vs have to.
2. Competence:
- Students are able to improve self- study skills, critical thinking skills, problem solving
skills, communication skills, creativeness and IT skills
3. Characteristics:
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance
2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION

a) Objectives
b) Content

Vocabulary
1. Match each word 1-9) with
another word a-i) to make a
compound noun. Four of them are
written
as
one
word.
2. Complete each question with one
of the compound nouns in 1.


Task 1) Lời giải chi tiết:

c) Products

1

-g

-h

6
-b

2


-i

7
-a

3

-f

8
-d

4

-c

5

9
-e

1. nuclear family: gia đình hạt nhân
2. generation gap: khoảng cách thế hệ
3. table manners: cung cách
4. house hold: việc nhà
5. junk food: đồ ăn vặt
6. soft drink: nước uống có ga
7. hair style: kiểu tóc
8. footsteps: bước chân
9. school children: học sinh trong trường

Task 2) Lời giải chi tiết:
1. hairstyle/ table manners
3.
family

nuclear

4.
food

junk

2. generation
gap
5.
schoolchildren

d) Organization

Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
a) Objectives
b) Content

c) Products

Pronunciation
1. Listen and repeat these sentences. Pay attention to the stressed

words with the mark ’) before the stressed syllables.
2. Are the words in hold stressed or unstressed? Listen and check.
Practise reading the conversation in pairs.
Task 1)
1. If you can i'dentify your 'differences with your 'parents, you can
'have a 'good re'lationship.
2. You should be re'spectful when dis'cussing any 'areas of
disa'greement.
3. 'Take 'time to 'listen to your 'parents' o'pinions, and 'ask them
to 'listen to 'yours.
4. Being 'rude to your 'parents 'won't con'vince them you're 'right.
'This can 'have the 'opposite ef'fect.
5. 'How can 'parents sup'port their 'children through the 'bad
'times?


Task 2) Lời giải chi tiết:
1. A - strong B 2. A - weak B 3. A - weak B weak.
strong.
strong.
d) Organization

1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives
b) Content


c) Products

Grammar
1. Underline the correct word to complete the sentences.
2. Rewrite each of the sentences without changing its meaning,
using the word in brackets.
1) Lời giải chi tiết:
1.
should
4. have
to

2.
ought

3.
must

5.
mustn't

2) Lời giải chi tiết:
1. It would be a good idea for you to talk to your parents about
your problem. ought)
=> You ought to talk to your parents about your problem.
2. You are not allowed to use your mobile phone in the
examination room. must)
=> You mustn't use your mobile phone in the examination
room.
3. It is not necessary for me to type my essay. have to)

=> I don't have to type my essay.
4. I'd advise you to tell the truth to your family. should)
=> You should tell the truth to your family.
5. It is necessary for young people to plan their future career
carefully. must)
=> Young people must plan their future career carefully.
d) Organization

- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their
answers. Other groups comment. Teacher general comments.


- Step 4: Concluding.
Teacher presents specific learning products that the student must
complete as required and clarify the problem to be resolved /
explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives

Doing extra- exercises to practice the language


b) Content

Make presentation for the use and form of modal verbs

c) Products

d) Organization

- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their
answers. Other groups comment. Teacher general comments.
- Step 4: Giving feedback and Conclusing
Teacher presents specific learning products that the student must
complete as required and clarify the problem to be resolved /
explained; Learning tasks must be performed next.

IV. Consolidation: Students revise the main content of the lesson with some key notes in
pair working
V. Homework: Learn new words with examples, do the tasks again; and prepare for the next
lesson



Date:
Period 4:
UNIT 1: THE GENERATION GAP
Reading
I. OBJECTIVES
1. Knowledge:
Reading for specific information in an article about the generation gap
2. Competence:
- Students are able to improve self- study skills, critical thinking skills, problem solving
skills, communication skills, creativeness and IT skills
3. Characteristics:
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance

2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION


a) Objectives
b) Content

c) Products


Introduce the topic of the lesson and to raise students' interest
1. You are going to read a text about conflicts between parents
and their teenage children. Which of the following do you think you
may find in the text.
Lời giải chi tiết:
a. parents and children having different tastes in music
b. parents' strong opinions about everything related to their
children
c. children's objection to the way their parents treat them like small
kids
d. parents' objection to their children's clothes
e. parents' expectations of their children's better use of free time
f. parents' strong views about their children's education and future
jobs
g. parents and children having different beliefs

d) Organization

Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
a) Objectives
b) Content

Read the article about the generation gap and find some specific
information.
2. Read the text quickly and check your predictions in 1.


c) Products

Lời giải chi tiết:
b. parents' strong opinions about everything related to their
children
c. children's objection to the way their parents treat them like small
kids
d. parents' objection to their children's clothes
e. parents' expectations of their children's better use of free time
1. Assign tasks; explain
d) Organization
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives
b) Content

c) Products

Doing exercises to practice the language
3. Match the highlighted words in the text with the definitions
below.
4. Read the text carefully. Answer the following questions.
3) Lời giải chi tiết:
1.
afford

2.
impose


3.
name

brand


4.
norms

5.
conflicts

1. afford: Have enough money to buy something
2. impose: Make somebody accept the same opinions or ideas as
you
3. brand name: the name given to a product by the company that
produces it
4. norms: standards of behaviour that are typical or accepted
within a particular group or society
5. conflicts: situations in which people are involved in a serious
disagreement or argument
4)Lời giải chi tiết:
1. Why do most parents still treat their teenage children like small
kids?
=> Because they strongly believe they know what is best for
their children.
Thông tin: 2 câu đầu tiên của đoạn 2 trong bài đọc.
2. What do children want to be and do as they grow up?
=> They want to be more independent, create their own

opinions and make their own decisions.
Thông tin: Ở câu 3 của đoạn 2 trong bài đọc.
3. Why are parents concerned about the clothes their teenage
children want to wear?
=> They are worried because these clothes may break rules
and norms of society, or distract them from schoolwork.
Thông tin: 2 câu đầu tiên của đoạn 3 trong bài đọc.
4. How do parents want their children to spend their free time?
=> They want their children to spend their time in a more
useful way.
Thông tin: Câu 2 của đoạn 4 trong bài đọc.
5. Do all parents let their children choose a university and career?
=> No. Some of them try to impose their choices of university
or career on their children.
d) Organization

- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their
answers. Other groups comment. Teacher general comments.
- Step 4: Concluding.
Teacher presents specific learning products that the student must



complete as required and clarify the problem to be resolved /
explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION
a) Objectives
b) Content

c) Products

d) Organization

Doing extra- exercises to practice the language
5. Discuss with a partner
Do you get into conflict with your parents
Share your experiences with your partner
Lời giải chi tiết:
Yes, it is even very often. Due to the gap in our age, we mostly
have many arguments on many aspects such as clothes, lifestyle, table
manners and my school's performance. 2 years ago, my mother and I
used to have a quarrel as I wore an unsuitable dress to an extra class.
On my mother's viewpoint, my dress at that time was too sexy to fit
the class's dress code, even though wearing that dress was just my
taste. Finally, I had to follow my mother's choice of dressing that day,
if not, I could have been punished severely for not listening to her
advice.
- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing

Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their
answers. Other groups comment. Teacher general comments.
- Step 4: Giving feedback and Conclusing
Teacher presents specific learning products that the student must
complete as required and clarify the problem to be resolved /
explained; Learning tasks must be performed next.

IV. Consolidation: Students revise the main content of the lesson with some key notes in
pair working
V. Homework: Learn new words with examples, do the tasks again; and prepare for the next
lesson


Date:
Period 5:
UNIT 1: THE GENERATION GAP
Speaking
I. OBJECTIVES
1. Knowledge:
Talking about parent-child relationship problems, and offering advice on how to solve them
2. Competence:
- Students are able to improve self- study skills, critical thinking skills, problem solving
skills, communication skills, creativeness and IT skills
3. Characteristics:
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS

1. Equipments: computer, projector.


2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance

2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

Checking vocabulary

c) Products

Từ vựng

1. conflict /ˈkɒnflɪkt/ xung đột
2. explanation /ˌekspləˈneɪʃn/ lời giải thích
3. independent /ˌɪndɪˈpendənt/ độc lập
4. norm /nɔːm/ chuẩn mực
5. distract /dɪˈstrækt/ mất tập trung

6. impose /ɪmˈpəʊz/ áp đặt
7. preference /ˈprefrəns/ sự yêu thích
8. curfew /ˈkɜːfjuː/ giờ giới nghiêm
9. privacy /ˈprɪvəsi/ sự riêng tư, cá nhân
10. complaint /kəmˈpleɪnt/ sự phàn nàn
11. mature /məˈtʃʊər)/ trưởng thành
12. forbid /fəˈbɪd/ cấm, cấm đốn
13. eyesight /ˈaɪsaɪt/ thị lực
14. taste /teɪst/ sở thích, gu
15. fashionable /ˈfæʃnəbl/ thời trang, thời thượng
d) Organization
Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
a) Objectives
b) Content

c) Products

Introduce the form and the uses of the language
1. Read about three situations
facing teenagers. Match them with
the problems a, b, or c in the box
below.

Lời giải chi tiết:
1

2


3


.b

.c

.a

1 – b. Missing curfews: I’m not happy that my parents set a time
for me to come home in the evening. They expect me to be home at 9
p.m.! I wish they allowed me to stay out later, say 9.30 or 10 p.m., so
I can spend more time with my friends. I have asked them many
times, but they don’t want to change their mind. What should I do?
2 – c. Parents’ disapproval of friends: My parents don’t like
some of my friends just because of their appearance. They have their
hair dyed in different colours and have pierced noses. However, these
friends of mine are excellent students, and have always been very
helpful and kind to me and other classmates. I wish my parents didn’t
judge them by their appearance, but got to know them better. What
should I do?
3 – a. Doing more housework: My parents often complain that I
don’t help enough around the house. They think that I’m not
responsible. I really try my best whenever I have a chance. But when
I’m too busy with a lot of homework and many extracurricular
activities, it’s difficult for me to find time for anything else. What
should I do?
d) Organization


1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives
b) Content

c) Products

Doing exercises to practice the language
2. Here are some of the
things teenagers and parents
complain about. Tick the
complaints that you hear in
your family. Add more if you
can.
* My children... Con cái tôi...):
- dress badly and have ugly hairstyles ăn mặc luộm thuộm và để
những kiểu tóc xấu)
- have strange friends có bạn bè khác thường)
- don't help with housework không giúp làm việc nhà)
- don’t listen to my advice không nghe theo lời khuyên của tôi)
- watch too much TV xem TV quá nhiều)
- don’t study enough không chăm học)
- spend too much time on their mobile phones and
computers dành quá nhiều thời gian vào điện thoại di động và máy
tính)
- have a lot of junk food and soft drinks hay ăn vặt và uống nước
ngọt)



d) Organization

* My parents... Bố mẹ tôi...):
- don’t like my friends khơng thích bạn bè tơi)
- complain about household chores and homework phàn nàn về
việc nhà và bài vở)
- criticise my appearance chỉ trích vẻ bên ngồi của tơi)
- don’t respect my privacy không tôn trọng sự riêng tư của tôi)
- don’t listen to my opinions không nghe ý kiến của tôi)
- always tell me what to do luôn bảo tơi phải làm gì)
- don’t let me do what I want không để tôi làm cái tôi muốn)
- keep comparing me with their friends’ children cứ so sánh tôi với
con cái của bạn bè họ)
- try to control me cố kiểm sốt tơi)
- want me to follow in their footsteps muốn tôi phải tiếp bước họ)
- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their
answers. Other groups comment. Teacher general comments.
- Step 4: Concluding.
Teacher presents specific learning products that the student must

complete as required and clarify the problem to be resolved /
explained; Learning tasks must be performed next.

ACTIVITY 4: APPLICATION
a) Objectives
b) Content

c) Products

Doing extra- exercises to practice the language
3. Work in pairs. Tell your partner what you or your
brothers/sisters and your parents complain about. Give advice on
how to solve the problem.
Lời giải chi tiết:
EX 1:
A: Hi, Nam. Why are you looking so sad?
B: I have just argued with my elder sister.
A: Do you usually have conflict?
B: Not very often.
A: What are your conflicts?
B: Well, we sometimes have different ideas about sharing
household chores. We both have to study all the time, but she asks me
to do a lot of things such as cleaning the floor, washing dishes, and
taking out garbage.
A: I always do these kinds of work, too. I think you shouldn't be so
serious about this.
B: What do you think I should do to solve our confli


A: Uhm...you should keep calm and talk to your sister straightly

that when you have time you will be ready to help her but if you are
busy doing homework she had better do it for you. Or...you can ask
your parents to help you divide the household chores.
B: That's a good idea. Thanks very much!
d) Organization

- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their
answers. Other groups comment. Teacher general comments.
- Step 4: Giving feedback and Conclusing
Teacher presents specific learning products that the student must
complete as required and clarify the problem to be resolved /
explained; Learning tasks must be performed next.

IV. Consolidation: Students revise the main content of the lesson with some key notes in
pair working
V. Homework: Learn new words with examples, do the tasks again; and prepare for the next
lesson

Date:
Period 6:
UNIT 1: THE GENERATION GAP

Listening
I. OBJECTIVES
1. Knowledge:


Listening for specific information in a conversation between two teenagers about conflicts
with their parents
2. Competence:
- Students are able to improve self- study skills, critical thinking skills, problem solving
skills, communication skills, creativeness and IT skills
3. Characteristics:
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance
2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a) Objectives

Introduce the topic of the lesson and to raise students' interest

1. You are going to listen to Tom and Linda discussing their
conflicts with their parents. What do you think they will mention?
c) Products

Lời giải chi tiết:
- clothes quần áo)
- hairstyles kiểu tóc)
- watching TV/ playing computer games too much xem TV / chơi
trị chơi trên máy tính q nhiều)
- table manners cung cách ăn uống)
- not studying enough không học đủ)
- not helping with the housework không giúp việc nhà)
d) Organization
Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
b) Content

a) Objectives

Introduce the form and the uses of the language

b) Content

2. Match the words in the box with the appropriate definitions.

c) Products

Lời giải chi tiết:
1
.d

2

.a

3
.b

4
.c

1. forbid v): order somebody not to do something
2. flashy adj): attracting attention by being bright, expensive, etc.
but tasteless
3. elegant adj): attractive and showing a good sense of style
4. concentrate v): give full attention to something


d) Organization

1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives
b) Content

c) Products

Doing exercises to practice the language
3. Listen to the conversation. Decide if the following sentences are
true

T)
or
false
F).
4. Listen to the conversation again and choose the best answer A, B,
or c.
Task 3) Lời giải chi tiết:
1
.F

2
.F

3
.T

4
.T

5
.T

1 – F. Linda's parents are pleased with her choice of clothes.
Bố mẹ của Linda hài lịng về sự lựa chọn quần áo của cơ ấy.)
Giải thích: Just my parents keep complaining about my clothes.
=> They don't like her clothes
2 – F. Tom shares Linda's opinion on clothes.
Giải thích: Well, it depends on where you're going. If you're going
to a party, you could dress up, but I don't think you should wear
flashy clothes every day.

=> No, he doesn't
3 – T. Linda wants to look more fashionable.
Giải thích: But I really want to look more elegant and fashionable.
4 – T. Tom's parents don't let him play computer games.
Giải thích: But they forbid me to play computer games.
5 – T. Playing computer games is a form of relaxation for Tom.
Giải thích: Playing computer games after school also helps me to
relax after a hard day.
Task 4) Lời giải chi tiết:
1
.C

2
.A

3
.B

4
.C

5
.B

1, C. casual clothes quần áo bình thường)
Thơng tin: They want me to wear more casual stuff such as jeans
and T- shirts.
2,A. he thinks that her parents are right. Anh ấy nghĩ rằng cha
mẹ cô ấy đúng.)
Thông tin: Perhaps your parents can't afford to buy expensive

clothes.
3, B. She may follow her parents' advice. Cơ ấy có thể làm theo
lời
khun
của
bố
mẹ.)
4, C. They think none of the games are useful. Họ nghĩ rằng
khơng có trị chơi nào là hữu ích.)
Thơng tin: They think all computer games are useless. They want


me to use my computer for more useful stuff.
5, B. Do more outdoor activities. Tham gia nhiều hoạt động
ngoài trời hơn.)
C. Browse the Internet to find information. Lướt Internet để tìm
kiếm thơng tin.)
Thơng tin: They want me to have a healthier lifestyle with more
outdoor activities.
d) Organization

- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.
- Step 3- Reporting and discussing

Ask a few students or group representatives to present their
answers. Other groups comment. Teacher general comments.
- Step 4: Concluding.
Teacher presents specific learning products that the student must
complete as required and clarify the problem to be resolved /
explained; Learning tasks must be performed next.

ACTIVITY 4: APPLICATION
a) Objectives

Doing extra- exercises to practice the language

b) Content

5. Work in pairs. Ask and answer the following questions.

c) Products

Lời giải chi tiết:
1. Do your parents like the way you dress? Why or why not?
=> No, they don't. They always say that my clothes are
informal. They want me to wear something like dresses or suits.
2. What do you think about computer games? Do your parents
share your viewpoints?
=> My parents and I have the same opinion about computer
games. They are both good and bad. Playing computer games
makes us relaxed after school. However, if we play games too
much, our eyes can be short-sighted. So, they want me to have a
healthier lifestyle with more outdoor activities.


d) Organization

- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.


- Step 3- Reporting and discussing
Ask a few students or group representatives to present their
answers. Other groups comment. Teacher general comments.
- Step 4: Giving feedback and Conclusing
Teacher presents specific learning products that the student must
complete as required and clarify the problem to be resolved /
explained; Learning tasks must be performed next.
IV. Consolidation: Students revise the main content of the lesson with some key notes in
pair working
V. Homework: Learn new words with examples, do the tasks again; and prepare for the next
lesson


Date:
Period 7:
UNIT 1: THE GENERATION GAP
Writing
I. OBJECTIVES

1. Knowledge:
Write a letter about family rules to a teenager staying with a homestay family
2. Competence:
- Students are able to improve self- study skills, critical thinking skills, problem solving
skills, communication skills, creativeness and IT skills
3. Characteristics:
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Class organization:
Class
Date of teaching
Attendance

2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION
a) Objectives

Introduce the topic of the lesson and to raise students' interest

b) Content

Free talk about some family rules

c) Products

Exampless:

- keep my room tidy giữ phịng của tơi gọn gàng)
- respect the elderly tơn trọng người lớn)
- keep fit by taking up a sport giữ gìn sức khỏe bằng cách tham gia
một mơn thể thao)
- take my studies seriously học nghiêm túc)
- help around with the housework and other home duties giúp đỡ
về việc nhà và các công việc nhà khác)

d) Organization

Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE ACQUISITION
a) Objectives

Introduce the form and the uses of the language


b) Content
c) Products

1. The following are some family rules. Complete them, using the
phrases below. Add a few more if you can.
Lời giải chi tiết:
1. My parents don't let me stay out late at the weekend.
2. They make me keep my room tidy.
3. They tell me to take my studies seriously.
4. They warn me not to smoke or take drugs.
5. They want me to have good table manners.

6. I am not allowed to stay overnight at my friend’s house.
7. They forbid me to swear or spit on the floor.

d) Organization

1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives

Doing exercises to practice the language

b) Content

2. Read the list in 1 again. Choose the three most important rules
that vour parents often apply to you. Think of the reason, and write
them
in
the
space
provided.

c) Products

Lời giải chi tiết:
1. One important rule in my family is that I have to take my studies
seriously. My parents are workers. They don't have chance to study
much so they want me to have a better education than them. Studying

is the most important task to me.
2. Another important rule in my family is that I have to respect the
elderly. Respecting the elderly not only shows that you are well
educated but also you are mature. I always respect this rule because I
think it's really important in my life.
3. The third important rule in my family is that I need to help
around with the housework and other home duties. Helping parents is
a good way to show that I am responsible and I love my parents. This
make my parents happier after a hardworking day.
- Step 1- Assigning
State the requirements for each activity for the students. Make sure
the students have a clear understanding of the task for each activity
before performing the task.
- Step 2- Performing
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if
necessary.
- Step 3- Reporting and discussing
Ask a few students or group representatives to present their
answers. Other groups comment. Teacher general comments.
- Step 4: Concluding.
Teacher presents specific learning products that the student must
complete as required and clarify the problem to be resolved /

d) Organization


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