Giáo án Tiếng Anh Lớp 11 (Thí điểm) - Unit 1: The generation gap - Năm học 2021-2022 - Tran Thi Thuy

School: Gia Vien B high school 	 Teacher: Tran Thi Thuy	
Class: 11A5, A9
Date of prearation: 4/9/2021
Period: 01
INTRODUCING THE PROGRAMS OF ENGLISH 11
I. OBJECTIVES OF THE LESSON
By the end of the lesson, students will be able to
1. Knowledge
- get an overview of the English book grade 10 in general: themes, units
- know about tests: oral test, fifteen - minute tests, periodical tests, first term test
- review some words/ phrases given in the topics of grade 10	
2. Skills
- Develop 
3. Attitudes
- have a sense of responsibility toward learning the subject
4. Competence: 
- Develop collaboration, problem-solving and communication competences
II. PROCEDURE
Class organization (1 mins)
New lesson
WARM – UP: chatting - (7 mins)
T-Ss activities
Content
- T raises questions to students 
What is special about your vocation?
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? 
What you have learned in English?
St give the answers
PRESENTATION (20 mins)
Activity 1: Introducing the textbook 11 (12mins)
- Teacher asks Ss to open the book map then the units and introduces the textbook
- Ss look at the book and listen to the teacher 
The Structure of the book: -There are ten units. In each unit, there are eight main parts 
the 1st term 
* Unit 1- Unit 5: 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 6- Unit 10: 8 parts for each unit: getting started, language, listening, writing, communication and culture and looking back & project 
* Review 3, 4 
* Test yourself 2 
* Written tests: 6: 15’(3) 45’(2) end- term (1) 
Textbook introduction:
+ Getting started
+ Language: Vocabulary, pronunciation, grammar
+ Reading 
+ Speaking 
+ Listening
+ Writing 
+ Communication and culture 
+ Looking back and project
Activity 2: revewing words and phrases (20 mins)
- T introduces words and phrases and st give translation or examples.
Word and pharses review
 Gender equality
gender gap
wedding rings
groom and bride
proposal ceremony
sweep the floor
honeymoon
wedding reception
break a mirror
impolite
tie the knot
Discrimmination against
Greenhouse effect
global warming
Environmentalists
climate changes
renewable energy
air pollution
sea level
marine life
ozone layer	
weather forecasts
3. Homework (1 mins)
- Prepare for the next lesson.
4.Evaluation after Teaching
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School: Gia Vien B high school 	 Teacher: Tran Thi Thuy	
Class: 11A5, A9
Date of prearation: 4/9/2021
Period: 02→09
	UNIT 1: THE GENERATION GAP
Numbers of Lessons: 8
I. Objectives: By the end of the lesson, learners will be able to: 
1. Knowledge: 
- Vocabulary: + use lexical items related to the generation gap and family rules
 + revise compound nouns
- Pronunciation: know and use strong and weak forms of words in connected speech
- Grammatical structures: + use modals to give opinions and advice: should (not), ought to.
 + use must and have to to express obligation.
2. Competence:
- develop reading, speaking, listening & writing skills:
+ read for specific information in an article about the generation gap
+ talk about parent- child relationship problems and offer advice on how to solve them
+listen for specific information in a conversation between two teenagers about conflicts with their parents
+ write a letter about family rules to a teenager staying with a homestay family
- develop such competences as: teamwork/cooperation; communication, self-study, problem-solving & creativity, Information-technology 
3. Attitude: have responsible attitudes towards family rules.
II. Teaching aids: textbook, lesson plan, Speaker, USB/ Laptop, board, chalks.
III. Procedures:
LESSON 1: GETTING STARTED
Aims: 
- To help Ss get started for Unit 1 with the topic "the generationgap":
+ To know words and phrases related to the topic as well as compound nouns
+ To use target language in a meaningful context
- To provide Ss with some motivation
b. Contents: 
Task 1. Ss have to listen to the dialogue between Sam and Ann and read silently.
Task 2. Ss have to read the conversation again and do the following exercise True or False.
Task 3. Ss have to complete the setences with given compound nouns.
Task 4. Ss have to find compound nouns in the conversation.
Task 5. Ss have to read the conversation again and find verbs used to express duty, obligation, advice or lack of obligation.
Task 6. Ss have to ask and answer the given questions.
c. Products:
Task 1. Ss can understand the dialogue basically properly.
Task 2. Written answers for T or F.
Task 3. Written answers with given compound nouns.
Task 4. Written answers for finding compound nouns in the conversation.
Task 5. Written answers with verbs used to express duty, obligation, advice or lack of obligation.
Task 6. Spoken answers for asking and answering the given questions.
d. Stages:
Teacher and students’ activities
Target content
I. Warm-up (5 mins): Discussion
Aims: - To get involved in the lesson
 - To be familiar with the topic
Step 1: 
T: asks Ss to work in groups of 8 in 2 minutes.
- You have 2 minutes to give the differences between you and your parents. After that you have 1 more minute to write everything on the sub-board, then the representative of your groups will present before class.
Step 2: 
Ss: Do the task in groups.
T: Go around the class to provide help and control the students’ activities.
Step 3: 
T: - asks the groups to hang their sub-board on the wall
 - calls on the leader of each group to report in front of the class.
Ss: give the answers.
Step 4: 
T: gives confirms, gives comments, and declares the winner:
The group having the highest points wins the game.
Ss: Listen and write
Lead in: 1 min
T: raises a question
We are going to study unit 1 “ the Generation Gap” - getting started- to know more about the generation gap and family rules.
I. Warm-up (5 mins): Discussion
II. Presentation (10 mins): 
Aims: - To get familiar with the pronunciation of the words related to the topic of the lesson.
 - To know some more new words and language input of the lesson.
* Activity 1-Task 1: Listen and read: (5mins):
Step 1: T asks Ss to listen to the conversation individually.
- Now you will listen to the conversation once and repeat in silence and learn the intonation. While you listen, please take notes some new words.
Step 2: T plays the recording twice. Ss listen to the conversation and do as directed. 
Step 3: T asks one pair to read the conversation
Step 4: T asks Ss to give comments on their pronunciation.
* Activity 2: Teach Vocabulary (5 mins)
Step 1: T instructs “I have 8 words on board, you work in groups of a table in 2 minutes to find out their meanings/pronunciation, you can use dictionary if needed ”
Step 2: T observes and gives help if necessary. Ss work in groups
Step 3: T asks 1 group to report their answers.
Step 4: T confirms and gives feedbacks
II. Presentation (10 mins): 
* Activity 1: Listen and read: (5mins):
* Activity 2: Teach Vocabulary (5 mins)
- Extended family (n.p)
- nuclear family (n.p)
- generation gap (n.p) 
- childcare (n) 
- table manner (n)
- view point = point of view
- follow in someone's footsteps
- impose on (v) 
III. Practice (15 mins)
Aims:- help Ss understand the conversation through comprehension questions and learn more about the compound nouns.
*Activity 1-Task 3:Complete the Definitions (6 mins)
Step 1: T instructs:“Complete the definitions in pairs in 3 minutes, using the highlighted compound nouns in the conversation.” 
Step 2: Ss do it in pairs. T goes around the class to provide help and control the students’ activities.
 Step 3: 
- T calls on 6 Ss to give their answers and to give evidence from the text.
 - appointed pairs give their answers in front of the class
Step 4: T listens and checks
* Activity 2- Task 2: Decide the statements are true (T) or false (F) (9 mins)
Step 1: T instructs: “Now you work individually first and then exchange in pairs to decide if the statements are true (T) or false (F). After that, some of you will be sked to present your answers in front of the class.” 
Step 2: Ss do the task individually first and then compare with their partner while T observes and gives support.
Step 3: T calls on 5 Ss to give their answers and give evidence from the text.
Step 4: T checks Ss' answers and gives explanations. 
III. Practice (15 mins)
* Activity 1-Task 3:Complete the Definitions (6 mins)
Expected answers: 
1. A nuclear family 	
2. Childcare 	
3. A generation gap 
4. Table manners 	
5. A viewpoint 
6. An extended family
* Activity 2- Task 2: Decide the statements are true (T) or false (F) (9 mins)
Expected answers: 
1.F (an extended -> a nuclear)
2. F (a nuclear -> an extended) 
3.T 
4. F (women must do all the housework) 
5.T
IV: Production (13 mins)
Aims:- help Ss understand the compound nouns.
 -help Ss focus on should, ought to, must and have to.
 - initiate speaking practice.
* Activity 1- Task 4: Find the Compound Nouns (4 mins)
Step 1: T instructs: “Now you work individually first and then in pairs to find compound nouns in the conversation in 3 minutes” 
Step 2: Ss do the task individually first and then compare with their partner.
Step 3: T calls on some Ss to give their answers and evidence from the text.
Step 4: T check Ss' answers and gives explanations.
* Activity 2- Task 5: Find verbs. (5 mins)
Step 1: T instructs: “Now you work individually first and then in pairs to find verbs expressing duty, obligation, advice in the conversation in 3 minutes” 
Step 2: Ss do the task individually first and then compare with their partner.
Step 3: T calls on 3 Ss to give their answers 
Step 4: T check Ss' answers and gives explanations.
* Activity 3- Task 6: Ask and answer (4 mins)
Step 1: T instructs: “Now you work in pairs to ask and answer the questions” 
Step 2: Ss do the task with their partner.
Step 3: T calls on some pairs to give their answers and to give evidence from the text
Step 4: T confirms, gives comments.
IV: Production ( 13 mins)
* Activity 1- Task 4: Find the Compound Nouns (4 mins)
Ex ...  to provide help.
Step 3: 3 Ss from 3 groups read out loud the answers
Step 4: T confirms, gives comments, leads to the content of the lesson.
Brainstorming
List as many kinds of family as you know
nuclear
Kind of family
extended
Single-parent
COMMUNICATION
II. Presentation 1 (5’)
Aims: To present model conversation
Task 1. Matching 
Step 1: T gives the task to ss: 
Match the questions and answer
Work in pairs 
Time: 2 minutes 
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 2 Ss give the answer orally
Step 4: T confirms
Questions
1- What kind of family do you live in?
2- What do you think the advantage of living in an extended family are?
3- What about the disadvantages? 
Answers
a- You can have more support from other family members
b- I live in an extended family
c- There are a lot of conflicts between different generations
Keys
1-b 2- a 3-c
III. Practice 1 (7’)
Aims: Ss practice the conversation in pairs
Task 2: Practice the conversation 
Step 1: T gives the task to ss: 
Practice reading the conversation
Work in pairs 
Time: 2 minutes 
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 2 pairs practice the converastion
Step 4: T give comment
A: What kind of family do you live in?
B: I live in an extended family
A: What do you think the advantage of living in an extended family are?
B You can have more support from other family members
A: What about the disadvantages? 
B: There are a lot of conflicts between different generations
IV. Production 1 (7’)
Aims: To use target language in a meaningful context
Task 3: Ask and answer about family type
Step 1: T gives the task to ss: 
Ask and answer about family type
Work in pairs 
Time: 2 minutes 
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 2 pairs practice the converastion
Step 4: T give comment
CULTURE
I. Presentation 1 (5’)
Aims: To present Ss some vocabulary and structures 
Task 4. Give the meaning of vocabulary 
Step 1: T gives the task to ss: 
- work in groups of a table in 2 minutes to find out their meanings/pronunciaion, you can use dictionary if needed ”
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 1 S gives the answer orally
Step 4: T confirms
Vocabulary
1. Multi-generational household (n): gia đình đa thế hệ
2. trend (n)= tendency (n): xe hướng, khunh hướng
3. pressure (n): áp lực
4. frustrate (v): gây ai khó chịu
5. outweigh (v): vượt hơn
II. Practice (10’)
Aims: Helps Ss to understand about the reason for the coming back of the extended families in USA and UK
Task 5: Read the text and answer the Qs.
Step 1: - T gives the task to Ss
- answer the questions in pairs in 5 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 5 pairs gives the answer orally (1 pair/ 1 q)
Step 4: T confirms
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 care 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.
III. Production (7’)
Aims: To use target language in a meaningful context
Task 6: Discuss with a partner 
Step 1: - T gives the task to Ss
- answer the questions in pairs in 5 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 6 pairs gives the answer orally (1 pair/ 1 q)
Step 4: T gives comment
1. The current family trend in VN is the increase in the number of nuclear families 
2. The reasons for this is the influence from Western cultures, busy lifestyle and the depletion in the traditional customs 
Consolidation (2’)
Ss summarize
- Talk about nuclear and extended families 
- Talk about family trend in the UK, the USA and in VN 
Homework (1’)
- Write about the pros and cons of nuclear family in Vietnam
- Prepare for the next lesson
Evaluation after Teaching
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LESSON 8: LOOKING BACK
Aims: By the end of the lesson, students will be able to:
- improve their pronunciation (strong and weak forms of words in connected speech)
- revise vocabulary items related to the topic
- enhance the use of should/shouldn't and ought to/oughtn't to for giving opinions and advice.
b. Contents: 
Task 1+2. Ss have to To retell strong and weak form of words in connected speech and practise
Task 3+4. Ss have to remember the words and use corectly
Task 5+6. Ss have to remember the usage of should and ought to, have to, must
c. Products:
Task 1+2. Spoken answer
Task 3+4. Written and spoken answer
Task 5+6. Written answers
d. Stages:
Teacher and students’ activities
Content
I. Warm-up (5’): Word game
Aims: - To get ss involve in the lesson.
 - To introduce the topic.
Step 1: T: Hey, class. You will work in groups of two tabes in three minutes, writing down as many household chores as possible.
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 3 Ss from 3 groups read out loud the answers
Step 4: T confirms, gives comments, leads to the content of the lesson.
Brainstorming
Household chores
PRONUNCIATION
II. Presentation 1 (5’)
Aims: To retell strong and weak form of words in connected speech
Step 1: T gives the task to ss: 
Identify the stressed words in the statements
Work in pairs 
Time: 2 minutes 
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 2 Ss give the answer orally
Step 4: T confirms
1. ‘Tim and his ‘parents ‘often ‘argue about what ‘time he should ‘come ‘home.
III. Practice 1 (7’)
Aims: Ss practice strong and weak form of words
Task 1: Identify the stressed words.
Step 1: T gives the task to ss: 
identify the stressed words and put a stress mark before the stressed syllables.
Work in pairs 
Time: 2 minutes 
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 4 Ss read the sentences
Step 4: T have Ss listen and check
Task 2: Identify the stressed words.
Step 1: T gives the task to ss: 
identify the stressed words and put a stress mark before the stressed syllables.
Work in pairs 
Time: 2 minutes 
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 2 pairs practice the converastion
Step 4: T have Ss listen and check
Task 1: Identify the stressed words.
2. ‘Money is a ‘source of ‘conflict for ‘many ‘families.
3. ‘Susan’s ‘parents ‘want her to ‘do ‘well in ‘school, and if that ‘doean’t ‘happen, her ‘parents ‘get ‘angry, so she ‘gets ‘worried.
Task 2: Identify the stressed words.
1. A: At ‘what ‘age were you a’llowed to ‘stay at ‘home a’lone?
 B: I ‘don’t re’member e’xactly. I ‘think it was when I was ‘nine or ‘ten.
2. A: These ‘jeans ‘look ‘really ‘cool. Would you ‘like to ‘try them ‘on?
B: No, I ‘don’t ‘like them. I ‘like ‘those over ‘there.	
 3. A: Do you ‘think ‘life is ‘safer in the ‘countryside?
B: Yes, I ‘do. It’s ‘also ‘cleaner.
IV. Production 1 (7’)
Aims: To use target language in a meaningful context
Task 3: Talk about family rule
Step 1: T gives the task to ss: 
Talk about the most important rule in your family
Work in pairs 
Time: 3 minutes 
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 2 Ss talk about their family rule
Step 4: T give comment
Students’answer
VOCABULARY and Grammar
I. Presentation 2 (5’)
Aims: To remind Ss of some vocabulary and structures 
Task 4. Give the meaning of vocabulary 
Step 1: T gives the task to ss: 
- work in groups of a table in 2 minutes to find out their meanings/pronunciaion, you can use dictionary if needed ”
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 1 S gives the answer orally
Step 4: T confirms
Vocabulary
Curfew (n): giờ giới nghiêm
Generation gap (n): khoảng cách thế hệ
Homestay (n): ở tại nhà người khác khi đi du lịch
Conflicts (n): mâu thuẫn, xung đột
Nuclear family (n): gia đình hạt nhân
Sibling (n): anh chị em ruột
II. Practice (10’)
Aims: Helps Ss to revise words and phrases relating to the topic generation gap
Task 5: Fill the gaps with the words/ phrases from the box.
Step 1: - T gives the task to Ss
- work individually, do the task in 3 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 5 Ss gives the answer orally (1 S/ 1 q)
Step 4: T confirms
Task 6: Coplete the sentences with should or ought to
Step 1: - T gives the task to Ss
- work individually, fill in the gaps with the correct forms of modals ‘should’ and ‘ought to’ in 3 minutes
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 5 Ss gives the answer orally (1 S/ 1 q)
Step 4: T gives feedback and comment
Task 5: Fill the gaps with the words/ phrases from the box.
( vocab 1)
Expected answers:
Nuclear faily
Conflicts
Homestay
Generation gap
Curfew
 (grammar. 1)
1. ought	
2. shouldn’t/ ought
3. shouldn’t	
4. oughtn’t/ should
 (Grammar. 2)
1. have to/ has to	
2. mustn’t
3. must	
4. don’t have to 
III. Production (4’)
Aims: To use target language in a meaningful context
Task 7: Choose the best option
Step 1: - T gives the task to Ss
- Work in pairs, choosing the best option
Step 2: Ss do the task. T goes around the class to provide help.
Step 3: 
- 6 Ss give the answer orally (1S/ 1 q)
Step 4: T gives comment
Answer
1-B
2- A
3- A
4- A
5- D
6- A
Consolidation (1’)
-Words and phrases related to the generation gaps and 
family rules, as well as some compound nouns 
- Strong and weak form of words in connected speech 
- The use of some modal verbs: should, ought to, must, have to 
Homework (1’)
- Prepare for the next lesson
 Evaluation after Teaching
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