Giáo án Tiếng Anh Lớp 11 - Unit 1: The generation gap getting started - Năm học 2021-2022 - Trường THPT Ngọc Hồi

k
T Ss
Individually
Pair work
T Ss
T Ss
Individually
Pair work
T Ss
T Ss
Individually
Pair work
T Ss
Individually
Individually
3.
Consolidation
2 minutes   
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Prepare for the next lesson.
T Ss
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
 - 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
  5  minutes   
 Watch a video and answer the question- what's the video about?
* 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
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?"
T Ss
2. New lesson
8 minutes
3 minutes
8 minutes
8 minutes
8 minutes
Activity 1:    vocabulary:
* 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
- 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:
-  conflict(v, n)        ( picture)
- decide = make decision
-  break rules
-  norm (n):
→ 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 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 choices with their partner's. Sometimes help Ss with unfamiliar words in the list (a-g)
- Have Ss share their opinions with the partner
- Call on Ss to give answers
- Check their answers
Activity 3:  Read the text and check the predictions.
* Aim: this activity focuses on skimming
* 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.
- Check Ss' answers, and ask them to give the clues from the reading text which helps them to work out the answers.
- Ss work individually then compare the answers with a partner
- T calls on two Ss to copy their answer on the board
- Give feedback.
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 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 their meaning. Then match them with the definitions.
- Have Ss work individually then check their answers in pairs or groups.
- Check the answers again as a class.
Activity 5: Read the text carefully. Answer the following questions.
* 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 information they will look for in the text.
- Ask them to work in pairs, one asks and one answers.
- 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.
T Ss
Individually
Group work
Pair work
Individually
T Ss
Ss   Ss
Pair work
T Ss
Individually 
Pair work
Individually
Pair work 
3.
Consolidation
2 minutes   
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Prepare for the next lesson.
T Ss
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
 - 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
   7 minutes   
List the problems between children and parents
* 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
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.
T Ss
2. New lesson
10 minutes
10 minutes
10 minutes
10 minutes
Activity 1: vocabulary
* 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
- 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)
- privacy (n)
Activity 2: Read about three situations facing teenagers. Match them with the problems a, b, or c in the box below
* Aim:  This activity focuses on conflicts between teenagers and their parents.
* Content: Match three situations facing teenagers with the problems a, b, or c in the box below
* Products:   understand the situation and problems 
1b   2c    3a
* Steps:
-Ask Ss to read about three situations facing  teenagers, and then match them with the problems a, b, or c in the box.
-Walk around and help Ss, if necessary.
-Have Ss compare their answers. Check Ss' answers.
-Ask Ss to further discuss if they have ever experienced these situations, and how they felt.
They may give advice or express their opinions.
Activity 3: 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.
* Aim: This activity focuses on the ideas and useful language that Ss can use in 3 when they talk about their problems with parents
* Content: Tick the complaints that you hear in your family 
* Products: identify  the problems the family   
* Steps:
-Ask Ss to read the list of things teenagers and their parents complain about.
-Have them tick the complaints that they hear in their families.
-Encourage Ss to add some more complaints if they can.
-Help Ss with any new language they may need to express their ideas
- Let Ss do the task then compare the result with their friend
- Call some Ss to  give their ideas
Activity 4: 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
* Aim: This activity focuses on speaking about conflicts between teenagers and parents, and giving opinions and advice to solve the problems
* Content:  Tell your partner what you or your brothers / sisters and your parents complain about . Give advice on how to solve the problem
* Products:
- Make a conversation.
* Steps: .
- Asks Ss to work in pairs and take turns to tell their partner what they or their siblings and their parents often complain about, then practice giving advice on how to solve the problem.
- Encourages Ss to use the structures listed in Helpful language.
- Walk around to help Ss, if necessary
- Asks some pairs to role-play their conversations.
- Gives feedback on their performance.
Individually
T Ss
T Ss
Individually
Ss   Ss
T – Ss
Individually
Ss – Ss 
Pair work 
T – Ss 
3.
Consolidation
2 minutes   
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Prepare for the next lesson.
T Ss
Preparing date:
Teaching date
Class:
UNIT 1                                                                  GENERATION GAP
PERIOD: 6                               LISTENING: HOW ARE WE DIFFERENT?
I. Objectives:
1. Knowledge:: By the end of the lesson, Ss will be able to:
-  Understand differences in opinions and preferences, and related conflicts between teenagers and parents
- Express their opinions and advice on how to solve the problems between them
 - 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 listening 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.
- 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
1.Stabilization (2 ms)
2.Formerly assigned assignments check-up : No
3.Classroom activities
Time/Stages
Activities
Interactions
1. Warm up
   5 minutes   
Brain Storming
* Aim:. introduce and engage Ss in the topic of the unit.
* Content:  tell the different between 2 pictures
* Products : Ss look at the pictures and say the differences between 2 pictures
* Steps:
Ask Ss to look at the photos of the two teenagers, and think about what problems they may have.
- Tell them to focus on hobbies (Photo a) and fashion (Photo b) and elicit Ss' opinions.
- Have Ss talk about what the parents of these teenagers might complain about.
                + Playing computer games too much
                + Having uncommon hairstyles, clothes
Today we are going to listen to Tom and Linda discussing their conflicts with their parents.
Lead Ss into new lesson.
T Ss
2. New lesson
7 minutes
7 minutes
8 minutes
8 minutes
8 minutes
5 minutes
Activity 1:  Vocabulary
* Aim: introduce some vocabulary related to the topic to the Ss
* Content:   learn vocabulary
* Products:  understand some words and phrases related to the lessons
Vocabulary
-  skinny (adj) 'skini/ # fat ( picture)
- sparkling(adj) /'spɑ:kliɳ/
-  stuff (n) chất liệu , món, thứ
→casual stuff
-  flashy (adj) /'flæʃi/: lòe loẹt, thích chưng diện
→ flashy clothes
-elegant (adj)        /'eligənt: lịch sự, tao nhã
- forbid/fə'bid/ = ban= prohibit
- concentrate on (v)  = focus on
- Shiny (adj) /'ʃaini/: sáng bóng
* Steps:
- show the pictures and words
- ask Ss to guess the meanings
- give meanings
- ask Ss to make sentences with the words
- check and give feedback
- ask Ss to listen and read the words aloud
- check their pronunciation
Activity 1:  
You are going to listen to Tom and Linda discussing their conflicts with their parents. What do you think they will mention?
* Aim:  this activity focuses on listening for general ideas.
* Content:  You are going to listen to Tom and Linda discussing their conflicts with their parents. What do you think they will mention?
* Products: give their predictions of what they are going to mention
* Steps:
- Tell Ss that they are going to listen to two teenagers, Tom and Linda, discussing their conflicts with their parents.
- Ask Ss to circle what they think the speakers will mention in their conversation.
Activity 2:  
Match the words in the box with the appropriate definitions.
* Aim: This activity focuses on new vocabulary items 
* Content: Match the words in the box with the appropriate definitions 
* Products:  get used to some new words in the listening text
1d        2a        3b        4c 
* Steps:
- Tell Ss to match the words with their definitions. These words will be heard in the conversation.
- Have Ss compare their answers. Checks their answers.
Activity 3: Listen to the conversation. Decide if the following sentences are true (T) or false (F).
* Aim: This activity focuses on listening for specific information
* Content: Decide if the following sentences are true (T) or false (F). 
* Products: understand the conversation and have the correct answers
1F     2F    3T    4T    5T
* Steps: .
- Play the recording and let Ss do the exercise.
- Play the tape twice
- Let Ss listen to the recording, do the task then compare the answer with their partner
- Elicit Ss’ answers and give them the correct ones.
- Check Ss' answers. If many Ss in the class have incorrect answers, play the recording again, stop at the place where Ss can get the correct answers.
Activity 4
Listen to the conversation again and choose the best answer A, B, or c.
*   Aim:  This activity focuses on listening for specific information
* Content: Listen to the conversation again and choose the best answer A, B, or C
* Products:  :    understand the conversation and have the correct answers
1C     2A    3B    4C    5B
* Steps:
-Tell Ss that they are going to listen to the conversation again, and do a multiple choice exercise.
-Remind Ss to try to ignore any distractors that may appear in the recording, and listen for specific information.
Ss: Listen and check their answers with a partner.
T: Check answers as a class
Activity 5 Work in pairs. Ask and answer the following questions.
* Aim: This activity focuses on some of the ideas from the listening conversation
* Content: Ask and answer the following questions.
* Products : give their own answers to the questions
* Steps:
- Have Ss work in pairs to ask and answer the questions.
- Encourage them to share their experiences with their partner who is expected to give advice or express opinions
Possible answers
1. No, they don't. They think that my clothes are colorful and not suitable for a student.
2. I think that computer games help me to relax after hard work but my parents disagree. They think that computer games are totally harmful.
T Ss
Individually
T Ss
Individually
T Ss
T Ss
Individually 
T Ss
Pair work
3.
Consolidation
2 minutes   
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson.
T Ss
4. Homework
1 minute
- Prepare for the next lesson.
T Ss
Preparing date:
Teaching date:
Class:
UNIT 1                                                                  GENERATION GAP
PERIOD: 7                                                  WRITING: FAMILY RULES
I, Objectives:
1. Knowledge:: By the end of the lesson, Ss will be able to:
-  Write a letter about family rules to a teenager staying with a home stay family.
-  Express themselves in written English.
2. Skills:
- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
3.- Attitude:
- To motivate Ss to explore, respect and obey the rules of their family, as well as who is responsible for ensuring the people in the family follow those rules.
- To motivate Ss to work collaboratively, enthusiatically 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
1.Stabilization (2 ms)
2.Formerly assigned assignments check-up : No
3.Classroom activities
Time/Stages
Activities
Interactions
1. Warm up
   7 minutes   
CHATTING
* Aim: To create a friendly and atmosphere in the class before the lesson
* Content: Tell about your family’s rules
* Products: Ss‘ answers
* Steps:
- Ask Ss to tell family rules
- Lead Ss into new lesson.
T Ss
2. New lesson
10 minutes
10 minutes
15 minutes
Activity 1: Completing the sentences
The following are some family rules. Complete them, using the phrases below. Add a few more if you can.
* Aim:   this activity focuses on the language they need to write about family rules.
* Content:   Completing the sentences ab