Giáo án Tiếng Anh Lớp 11 - Unit 1: The generation gap getting started

Nội dung text: Giáo án Tiếng Anh Lớp 11 - Unit 1: The generation gap getting started

1. Preparing date: Teaching date: Class: Period: 1 Sở Giỏo dục và Đào tạo Hà Nội ĐỀ KSCL ĐẦU NĂM TIẾNG ANH 11 Trường THPT Ngọc Hồi NĂM HỌC: 2021 -2022 THỜI GIAN: 45 PHÚT (35 CÂU TRẮC NGHIỆM) (Thớ sinh khụng được sử dụng tài liệu) Họ và tờn: Lớp Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions. 1. A typical B. physical C. ability D. identify 2. A. approach B. children C. stomach D. chore Mark the letter A, B, C, or D to indicate the word that differs from the other three in the position of the primary stress in each of the following questions. 3. A. breadwinner B. homemaker C. washing-up D.equally 4. A. confident B. supportive C. possible D. cultural Mark the letter A, B, C or D to indicate the underlined part that needs correction in each of the following questions. 5. Although they always argue with each other, but they are good friends. A B C D 6. The older she is, the much beautiful she becomes. ABCD Mark the letter A, B, C or D to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions. 7. When being interviewed, you should concentrate on what the interviewer is saying or asking you. A. be related to B. be interested in C. pay all attention to D. express interest to 8. Deforestation is one of the biggest environmental threats to the ecological balance in the world. A. safety B. sureties C. certainties D. dangers Mark the letter A, B, C or D to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.
2. 9. She had a cozy little apartment in Boston. A. uncomfortable B. dirty C. lazy D. warm 10. Maths and English are compulsory for this course. A. optional B. difficult C. required D. seperated Mark the letter A, B, C or D to indicate the correct answer to each of the following questions. 11. He is ___for his elderly parents. A. paying attention B. looking C. caring D. taking care 12. We are too late. The plane ___ off ten minutes ago. A had taken B took C take D has taken 13. The young usually___ to the English speaking club on Sunday. A. go B. goes C. went D. have gone 14. Don’t forget ___ the book I gave you. A. read B. to read C. reads D. reading 15. He missed the bus because the alarm clock did not___. A. go off B. rings C. went off D. rang 16. My responsibility is to wash the dishes and ___ the rubbish. A. take up B. get out C. get up D. take out 17. Are you free on Sunday evening? I’d like to ___ to the cinema? A. ask you B. ask out you C. ask you out D. ask you away 18. Ms Duyen likes wearing casual clothes, but today she ___”ao dai” A. wears B. is wearing C. takes off D. is taking off 19. She works as a model to ___ her living. A. get B. gain C. earn D. raise 20. Jane is always determined to do anything she wants. She's a ___ woman. A. ambitious B. strong-willed C. brilliant D. humane 21. She only allows the children ___ television on the weekends. A. to watch B. watching C. watch D. for watching 22. The children were ___about opening their presents. A. interested B. fond C. keen D. excited Mark the letter A, B, C, or D to indicate the sentence that best completes each of the following exchanges. 23. – “Can I give you a little more coffee?” - “ ___” A. No, you’re welcome. B. No, thank you. C. Yes, you’re right. D. Yes, I’m OK 24. Ann: ___a happy marriage should be based on love. Tim: I definitely agree!
3. A. I really know B. As I see it C. Personally, I think D. Do you think Read the following passage and mark the letter A, B, C, or D to indicate the correct word or phrase that best fits each the numbered blanks. The Healthy Eating Pyramid is a simple, reliable guide to choosing a healthy diet. Its foundation is (57)___ exercise and weight control, since these two related elements strongly influence your chances of staying healthy. The Healthy Eating Pyramid builds from there, showing that you should eat (58) ___ foods from bottom part of the pyramid (vegetables, whole grains) and fewer from the top (red meat, refined grains, potatoes, sugary drinks, and salt). When it’s dining time, fill half your plate with vegetables, the more varied the better, and fruits. Save a quarter of your plate for whole grains. Fish, poultry, beans, or nuts, can make (59)___ the rest. Healthy oils like olive and canola are advised in cooking, on salad, and at the table. Complete your meal with a cup of water, or if you like, (60)___ or coffee with little or no sugar. Staying active is half of the secret to weight control, the other half is a healthy diet that makes your calorie needs- so be sure you choose a plate that is not too large. 25. A. monthly B. yearly C. weekly D. daily 26. A. less B. fewer C. more D. little 27. A. on B. for C. up D. of 28. A. wine B. tea C. fruit juice D. beer Read the following passage and mark the letter A, B, C, or D to indicate the answer to each of the question. One of the factors in global warming is carbon monoxide. The more carbon monoxide in the atmosphere, the less the atmosphere is able to clean itself. The result is a warming of the atmosphere, the so-called global warming, and possibly ozone damage. Earlier, it was found that carbon monoxide was concentrated in the Southern Hemisphere, and could be attributed to deforestation. Huge areas of forest and grasslands in South America and Africa have been burned, putting carbon monoxide into the atmosphere. Recently, however, the Southern Hemisphere has been found to be clean, while the Northern Hemisphere is more polluted than expected. The latest research was done during the northern winter. The high levels in the Northern Hemisphere could be because of this. In winter carbon monoxide is destroyed more slowly. There are also more fires burned in winter, and possibly industrial processes work harder. It could also reflect the ever-increasing number of cars on the roads. Optimists hope that the reason why the North has overtaken the South as the major area of carbon monoxide is that at last the burning has stopped, or at least slowed down. 29. Which of the following is the best title for the passage? A. Global warming. B. Carbon monoxide in the atmosphere. C. The warming of the atmosphere. D. Ozone damage. 30. Which of the following is NOT a reason for carbon dioxide?
4. A. Industry B. Traffic C. Burning of forest D. Ozone damage 31. According to the author which of the following is a reason why in winter there is more carbon- monoxide in the atmosphere? A. Carbon monoxide is not absorbed so fast. B. There is a decrease in the amount of traffic on the roads. C. Central heating means there are fewer fires nowadays. D. Fewer factories are working. 32. Why are the optimists happy? A. They are possibly burning fewer forests in the Southern Hemisphere. B. There is more carbon dioxide in the North. C. People are buying more cars. D. Industry must be doing better. Mark the letter A, B, C, or D to indicate the sentence that is closest in meaning to each of the following questions. 33. Billionaire Pham Nhat Vuong founded Vinfast Automobile Company in 2017. A. Vinfast Automobile Company is founded by billionaire Pham Nhat Vuong in 2017. B. Vinfast Automobile Company was founded by billionaire Pham Nhat Vuong in 2017. C. Vinfast Automobile Company were founded by billionaire Pham Nhat Vuong in 2017. D. Vinfast Automobile Company has been founded by billionaire Pham Nhat Vuong in 2017. 34. If you don’t follow the guildlines from Ministry of Health, you may be affected by Covid 19. A. Unless you you don’t follow the guildlines from Ministry of Health, you may be affected by Covid 19. B. Unless you followed the guildlines from Ministry of Health, you may be affected by Covid 19. C. Unless you follow the guildlines from Ministry of Health, you may not be affected by Covid 19. D. Unless you follow the guildlines from Ministry of Health, you may be affected by Covid 19. 35. We cut down many forests. The Earth becomes hot. A. The more we cut down forests, the hotter the Earth becomes.
5. B. The more forests we cut down, the Earth becomes hotter. C. The more forests we cut down, the hotter the Earth becomes. D. The more we cut down forests, the Earth becomes hotter.
6. Preparing date: Teaching date: Class: Period 2 Unit 1: THE GENERATION GAP GETTING STARTED I. Objectives 1- Knowledge: By the end of the lesson, Ss will be able to: - Develop such reading micro-skills as reading for general ideas and for specific information about the topic generation gap - Develop listening skill through listening task - Get general ideas about generation gap, the vocabulary related to generation gap and two grammar points: should and ought to for giving opinions and advice, and must and have to for expressing obligation. - Understand more about the problems of generation gap in family 2- Skills: - To develop Ss’ integrated skills - To develop Ss’ skill of cooperative sharing and problem solving 3. Attitude: - Motivate Ss to work collaboratively, enthusiastically to acquire knowledge. - To help Ss recognize their responsibility in dealing with problems related to the lesson as well as those in their lives. II. Methods - Communicative, and problem solving competencies. III. Preparation of teacher and Students 1. Teacher: Text book, Pictures enlarged to introduce the lesson, 2. Students : Textbook IV. Teaching procedures Time/Stages Activities Interactions 1. Describe the pictures Stabilization * Aim: This activity will help Ss to define the word “generation” and Warm up * Content: look at the pictures and answer the questions 3 minutes * Products : Ss understand the forms of family * Steps: - T shows two pictures and asks Ss some questions. 1. How many people are there? Who are they? T Ss 2. What kind of family is this? - T calls some Ss to give the answers S1: There are five people in the picture: grandparents, parents and a child S2: There are four people in the picture: parents and two children Ss Ss Ss: Extended family and nuclear family - Lead Ss into new lesson.
7. T: We are going to study unit 1 “ the Generation Gap” - getting started- To know more about the family and the generation gap 2. New lesson Activity 1: Vocabulary 8 minutes * Aim: introduce some new words related to the topic to the Ss * Content: learn vocabulary * Products: Ss understand some words and phrases related to the lesson * Steps: - show the pictures and words - ask Ss to guess the meanings T Ss - give meanings - ask Ss to make sentences with the words - check and give feedback Whole class - ask Ss to listen and read the words aloud - check their pronunciation + Extended family (n.p) ( picture) + nuclear family(n.p) ( picture) + generation gap (n.p) + childcare /ˈʧajəldˌkeɚ/(n)- the things that are done to take care of children especially when their parents are away or at work + table manner (n) /'teibl mổnə[r]z/ + view point = point of view + follow in someone's footsteps + impose on (v) /im'pəʊz/ + believe (v) /bi'li:v/ → belief (n) /bi'li:f/ Activity 2: Listen and read. * Aim: help Ss grasp the general idea of the conversation and concept of the generation gap. 8 minutes * Content: listen and repeat * Products: understand the conversation and concept of generation gap * Steps: - Tell Ss that they are going to listen to a conversation between two T Ss friends and lets them working in pairs predicting: “What are Sam and Ann talking about?” Individually - Play the recording. Ss individually listen to the conversation and read along. T Ss - Check Ss’ answers and provide feedback. Activity: 3 Read the conversation and decide whether the statements are true (T) or false(F) 8 minutes * Aim: This activity will help Ss understand the conversation through comprehension questions. * Content: decide whether the statements are true (T) or false (F) * Products: have correct answers 1. F → She lives in a nuclear family. 2. F→ She is part of an extended family. 3. T 4. F → Ann’s parents believe family members should share the chores.
8. 5. T * Steps: . - Ask Ss to do this activity in pairs. Pair work - Get them to read the statements and decide if they are true or false and refer to the conversation to find clues for their answers. T Ss - Have Ss compare their answers - Check Ss’ answers and asks them to correct the false information. Activity 4: Find the meaning of highlighted compound nouns * Aim: this activity focuses on compound nouns. 7 minutes * Content: Find the meaning of highlighted compound nouns * Products: comprehend the meanings of unknown compound Individually nouns given in the conversation * Steps: - Ask Ss to pick out the highlighted compound nouns in the conversation and write them on the board. nuclear family extended family childcare generation gap table manners viewpoint - Draw Ss’ attention to the pronunciation and stress of these compounds. - Give Ss a chance to challenge each other while figuring out the Vietnamese meaning of these words. - Tell Ss to complete the definitions, using the highlighted T Ss compound nouns in the conversation. - Call on Ss to give answers Individually - Check and gives feedback Expected answers 1. A nuclear family 2. Childcare 3. A generation gap 4. Table manners 5. A viewpoint 6. An extended family Activity 5: Read the conversation again and find verbs used to express duty, obligation, advice, or lack of obligation. 5 minutes * Aim: This activity is to recall Ss Modal verbs should, ought to, must and have to and how to use them. * Content: Read the conversation and find verbs used to express duty, obligation, advice or lack of obligation. * Products: understand modal verbs * Steps: - Ask Ss to read the conversation again, and find the verbs expressing duty, obligation, advice, or lack of obligation. - Have Ss compare their answers in pairs/ groups. Then check T Ss answers as a class - Give feedback. Pair work Opinion & advice: should and ought to in positive and negative
9. forms Duty & obligation: must and have to Lack of obligation: (not) have to, (not) need to Activity 6: Work in pairs. Ask and answer the following questions. 5 minutes * Aim: This activity provides initial speaking practice, using the ideas from the conversation and Ss’ own ideas. * Content: Ask and answer the following questions. * Products: give their own answers * Steps: - Ask Ss to work in pairs to ask and answer the questions - Have some Ss tell the class about their partners' type of family Pair work and what they like and dislike about it. Individually 1. Are you a part of a nuclear or an extended family? 2. What do you like and dislike about your type of family? - Give feedback Possible answers 1. I live in a nuclear family, including my father, my mother, my sister and me. 2. 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. 3. - Ask Ss: What have you learnt today? What can you do now? T Ss Consolidation - Summarize the main points of the lesson. 2 minutes 4. Homework - Prepare for the next lesson. T Ss 1 minute Preparing date: Teaching date: Class: Unit 1 GENERATION GAP Period 3 Language I Objectives: 1. Knowledge : By the end of the lesson, Ss will be able to : - recognize compound nouns in the unit and their spelling - know how to use should/ shouldn't, ought to/ ought not to, must/ mustn't, have to/ don't have to. - focus on stressed and unstressed words in sentences, and discover a connection between stress and grammar. - Use some lexical items related to the topic the generation gap and compound noun 2. Skills: - To promote Ss to develop the skill of working in pairs and groups - To develop Ss’ integrated skills - To develop Ss’ skill of cooperative sharing and problem solving 3. Attitude: - To motivate Ss to work collaboratively, enthusiastically to acquire knowledge.
10. - To help Ss recognize their responsibility in dealing with problems related to the lesson as well as those in their lives. II. Methods - Communicative, and problem solving competencies. III. Preparation of teacher and Ss 1. Teacher: Text book, pictures enlarged to introduce the lesson, 2. Ss : Textbook IV. Teaching procedures Time/Stages Activities Interactions 1. Warm up "DOWNY'S GAME" 7 minutes * Aim:. - To create a friendly and atmosphere in the class before the lesson, check previous lesson * Content: find 5 compound nouns based on the pictures * Products: Ss remember some compound nouns Answer Key: 1. hairstyle 2. Junk food 3. generation gap 4. Schoolchildren 5. nuclear family * Steps: - T shows 5 pictures about 5 compound nouns asks Ss to try their best T Ss to remember the pictures and the go the board to write down the words, Ss Ss which group has more right words will be the winner. - Lead Ss into new lesson. Today we are going to study unit 1 - language to know more about compound noun.
11. 2. New lesson Activity 1: Match each word (1-9) with another word (a-i) to make 10 minutes a compound noun. Four of them are written as one word. *Aim: this activity focuses on the compound nouns in the unit and their spelling. *Content: : Match each word (1-9) with another word (a-i) to make a compound noun * Products: understand these compound nouns 1g 2h 3i 4f 5c 6b 7a 8d 9e * Steps: • Ask Ss to match each single noun (1 -9) with another (a-i) to make T Ss a compound noun. Individually • Tell them to check their answers in pairs then check as a class. Pair work • Give the meanings of these compound nouns, if necessary. • Draw Ss' attention to the four compounds written as one word: household, hairstyles, schoolchildren, footsteps. Notes A compound noun is a noun that is made up of two or more words. Each compound noun acts as a single unit and can be modified by adjectives and other nouns. In compound nouns, the stress usually falls on the first word. This helps US to distinguish between compound nouns and free word combinations. Example: a ’greenhouse: a place for growing plants (compound noun) a ’green ’house: a house painted green (free word Activity 2: Complete each question with one of the compound nouns in 1. * Aim: This activity focuses on the use of compound nouns in 10 minutes appropriate contexts. * Content: Complete each question with one of the compound nouns in 1. * Products: have meaningful sentences with compound nouns 1. hairstyle / table manners 2. generation gap 3. nuclear family 4. junk food 5. schoolchildren * Steps: - Ask Ss to complete the questions with some of the compound T Ss nouns in 1. Individually - Have Ss work individually first. Then ask them to work in pairs/ Pair work groups, and compare their answers. - Check Ss' answers. Have them practise asking and answering all the questions in pairs. Pronunciation Activity 3: Listen and repeat these sentences. Pay attention to the 5 minutes stressed words with the mark (') before the stressed syllables. * Aim: This activity focuses on stressed and unstressed words in sentences, and enables Ss to discover a connection between stress and grammar.
12. * Content: Listen and repeat these sentences. Pay attention to the stressed words * Products: read the sentences correctly Note: In a sentence, the following words are stressed: 1. Content words: nouns, verbs, adjectives, adverbs 1. Negative auxiliaries 2. Question words: who, whose, when, where, why, T Ss what, and how 3. Demonstrative pronouns that do not precede nouns: this, that, these, those 4. Possessive pronouns: mine, yours, his, hers, ours, theirs, except post-modifier constructions such as of mine, of yours, etc. Example: I've just 'met a 'friend of mine * Steps: . - Play the recording for Ss to listen and repeat. T Ss - Ask Ss to pay attention to the stressed words with the stress mark Individually 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 Pair work which are stressed in these sentences. Activity 4: Are the words in bold stressed or unstressed? Listen 5 minutes and check. Practise reading the conversations in pairs * Aim: This activity focuses on words with either strong forms or weak forms depending on their function in the sentence * Content: Listen and check if the words in bold stressed or unstressed. Practise reading the conversations in pairs. * Products: understand stresses and unstressed words Note: In a sentence, the following words are unstressed: 1. Function words: pronouns, the verb be, auxiliary verbs, articles, conjunctions, and prepositions T Ss 2. this, that, these, and those when followed by a noun 3. who, whose, when, where, why, what and how when they introduce a relative clause Exception: When auxiliary verbs and modals are not followed by a verb, they have strong forms * Steps: -Explain the activity to Ss, drawing their attention to the words in bold. T Ss -Have Ss work individually first, then play the recording and ask them Individually to check their answers in pairs. -Check answers as a class, highlight the different cases. -Ask pairs of Ss to role-play the questions and answers in front of the Pair work class. Praise Ss who pronounce the strong and weak forms correctly. Grammar Activity 1: Underline the correct words to complete the sentences. 5 minutes * Aim: this activity focuses on the use of should /shouldn't, ought to/ ought not to, must/ mustn't, have to/ don't have to. * Content: Underline the correct words to complete the sentences. * Products: understand modal verbs * Steps:
13. -Ask Ss to underline the correct words to complete the sentences, and T Ss 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 Individually answers in pairs. Check Ss' answers. Answers : 1. should 2. ought 3. must 4. have to 5. mustn’t Activity 2 : Rewrite each sentence without changing its meaning, 7 minutes using the word in brackets Aim: This activity focuses on should and ought to to give opinions and advice, and must and have to to express obligation. * Content: Rewrite each sentence without changing its meaning, using the word in brackets * Products: have the sentences with the same meaning * Steps: -Ask Ss to use the word in brackets to rewrite each sentence without changing its meaning. -Have Ss do this exercise individually. Monitor the activity and help Individually them if necessary. -Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, and then write them on the board. Answers 2. You mustn't use your mobile phone in the examination room. 3. I don't have to type my essay. 4. You should tell the truth to your family. 5. Young people must plan their future career carefully 3. - Ask Ss: What have you learnt today? What can you do now? T Ss Consolidation - Summarize the main points of the lesson. 2 minutes 4. Homework - Prepare for the next lesson. T Ss 1 minute Preparing date: Teaching date: Class: UNIT 1 GENERATION GAP PERIOD: 4 READING - WHERE DO CONFLICTS COME FROM? I. Objectives: 1. Knowledge: By the end of the lesson, Ss will be able to - Develop such reading micro-skills as reading for general ideas and for specific information about the topic "Generation gap" - Scan the text for details and answer the questions - Provide learners some vocabulary related to the topic of conflicts in the family - Understand the text about conflicts in a family - Use the information they have read to discuss with their partners and share their opinions
14. - Understand more about the conflicts between parents and teenage and they may know the way to avoid them. 2. Skills: - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details 3.- Attitude: - Make Ss aware of generation gap. - To motivate Ss to work collaboratively, enthusiastically to acquire knowledge. - To help Ss recognize their responsibility in dealing with problems related to the lesson as well as those in their lives. II. Methods - Communicative, and problem solving competencies. III. Preparation of teacher and Ss 1. Teacher: Text book, Pictures enlarged to introduce the lesson, 2. Ss : Textbook IV. Teaching procedures Time/Stages Activities Interactions 1. Warm up Watch a video and answer the question- what's the video about? 5 minutes * Aim: To create a friendly and atmosphere in the class before the lesson and set the context for the introductory * Content: watch a video and answer the question * Products: The conflicts between parents and teenage/ children * Steps: - Let Ss watch a video and answer the questions - Call on Ss to give answers. - Check their answers T Ss Lead into new lesson. Today, in order to know more about the conflicts in family, we are going to study unit one reading "WHERE DO CONFLICTS COME FROM?" 2. New lesson Activity 1: vocabulary: 8 minutes * Aim: introduce some vocabulary related to the topic to the Ss * Content: learn vocabulary * Products: understand some words and phrases related to the lessons * Steps: - show the pictures and words - ask Ss to guess the meanings - give meanings T Ss - ask Ss to make sentences with the words - check and give feedback - ask Ss to listen and read the words aloud Individually - check their pronunciation Vocabulary: - conflict(v, n) ( picture) - decide = make decision - break rules - norm (n):
15. → social norm - arise (v) - regardless of - impose (v) ST on somebody - burden (n) → a financial burden on Read the above words out loud and has Ss repeat. Activity 2: You are going to read a text about the conflicts 3 minutes between parents and their teenage children. Which of the following do you think you may find in the text? * Aim: This activity focuses on Ss' predictions about the reading text. * Content: predict about the conflicts between parents and their teenage children * Products: give the prediction about conflicts in the family * Steps: - Let Ss work in groups, do the task. - Ask Ss to tick the conflicts (a-g) and then compare their Group work choices with their partner's. Sometimes help Ss with unfamiliar Pair work words in the list (a-g) - Have Ss share their opinions with the partner Individually - Call on Ss to give answers - Check their answers Activity 3: Read the text and check the predictions. * Aim: this activity focuses on skimming 8 minutes * Content: read the text and check the predictions. * Products: understand the text and check their predictions * Steps: - Ask Ss to skim the text and compare their predictions in 1. T Ss - Check Ss' answers, and ask them to give the clues from the Ss Ss reading text which helps them to work out the answers. - Ss work individually then compare the answers with a partner Pair work - T calls on two Ss to copy their answer on the board - Give feedback. T Ss b c d e f Activity: 4 Match the highlighted words in the text with the definitions below. * Aim: This activity focuses on working out the meaning of new 8 minutes words based on the context. * Content: Match the highlighted words with the definitions * Products: Understand the words 1. afford 2. impose 3. brand name 4. norms 5. conflicts * Steps: . -Ask Ss to match the highlighted words in the text with the definitions given. -Tell Ss to go back to the reading text to locate the highlighted words and study the context surrounding the words to work out Individually their meaning. Then match them with the definitions. - Have Ss work individually then check their answers in pairs or Pair work
16. groups. - Check the answers again as a class. Activity 5: Read the text carefully. Answer the following questions. 8 minutes * Aim: This activity focuses on reading for specific information * Content: Answer the following questions. * Products: Understand the text and have the answers for the questions * Steps: -Ask Ss to read the questions first to work out the type of Individually information they will look for in the text. - Ask them to work in pairs, one asks and one answers. Pair work - Move round to make sure that all Ss are working and to help them if necessary. - Ask some Ss to report and give feedback Answers 1. Because they strongly believe they know what is best for their children. 2. They want to be more independent, create their own opinions and make their own decisions. 3. They are worried because these clothes may break rules and norms of society, or distract them from schoolwork. 4. They want their children to spend their time in a more useful way. 5. No. Some of them try to impose their choices of university or career on their children. 3. - Ask Ss: What have you learnt today? What can you do now? T Ss Consolidation - Summarize the main points of the lesson. 2 minutes 4. Homework - Prepare for the next lesson. T Ss 1 minute Preparing date: Teaching date: Class: UNIT 1 GENERATION GAP PERIOD: 5 SPEAKING: WHAT ARE THE CONFLICTS ABOUT? I. Objectives: 1. Language: By the end of the lesson, Ss will be able to: - Talk about conflicts between teenagers and parents - Express their opinions and advice on how to solve the problems between them - Use the information they have read to discuss with their partners and share their opinions
17. - Understand more about the conflicts between parents and teenage and they may know the way to avoid them. 2. Skills: - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups 3. Attitude: - Know to share experiences and give the ways to solve the problems in daily life. - To motivate Ss to work collaboratively, enthusiastically to acquire knowledge. - To help Ss recognize their responsibility in dealing with problems related to the lesson as well as those in their lives. II. Methods - Communicative, and problem solving competencies. III. Preparation of teacher and Ss 1. Teacher: Text book, Pictures enlarged to introduce the lesson, 2. Ss : Textbook IV. Teaching procedures Time/Stages Activities Interactions 1. Warm up List the problems between children and parents 7 minutes * Aim: To create a friendly and atmosphere in the class before the lesson and set the context for the introductory * Content: list the problems with parents in the family * Products: Ss’ answers * Steps: - ask Ss to work in pairs to list the problems in the family - call on Ss to give the answers - check their answers T Ss Lead Ss into new lesson. - Leads in the lesson: Today, we talk about problems between teenagers and their parents and give advices on how to solve them. 2. New lesson Activity 1: vocabulary 10 minutes * Aim: introduce some vocabulary related to the topic to the Ss * Content: learn vocabulary * Products: understand some words and phrases related to the lessons * Steps: - show the pictures and words - ask Ss to guess the meanings Individually - give meanings T Ss - ask Ss to make sentences with the words - check and give feedback - ask Ss to listen and read the words aloud - check their pronunciation vocabulary - criticize(v, n) - follow in SO'S footsteps - compare SO with SO - spend time/ money on ST/ doing ST - strange (adj)