Giáo án chuẩn CV5512 bộ GD & ĐT - Tiết 2 đến tiết 9

Nội dung text: Giáo án chuẩn CV5512 bộ GD & ĐT - Tiết 2 đến tiết 9

1. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 KHUNG KẾ HOẠCH BÀI DẠY Trường: Họ và tên giáo viên: Tổ: . TÊN BÀI DẠY Unit 1. THE GENERATION GAP Môn: TIẾNG ANH, Lớp: 11A1 Thời gian thực hiện: 8 tiết TIẾT 02. Lesson 1. GETTING STARTED Date of preparation: ./ /2021 Date of teaching: ./ /2021 Class: 11A1 I. Objectives: 1. Knowledge, skills, attitude: - Knowledge: To get the Ss to know the concept of “ generation gap”, vocabulary about the generation gap and family rules, two grammar points: should and ought to for giving opinions and advice, and must, have to for expressing obligation. - Skills: + to develop Ss’ intergrated skills. + skills of cooperative sharing and problem solving - Attitude: + to motivate Ss to work collaboratively, enthusiastically to acquire knowledge. + responsibility in dealing with problems related to the lesson as well as those in their lives. 2. Orientation towards students’ competency development: Ss are expected to develop linguistic, communicative, and problem solving competencies. II. Preparation of teacher and students: 1. Teacher’s part: Text book, Pictures enlarged to introduce the lesson, 2. Students’ part: Textbook III. Teaching procedures: 1. Stabilization (2 ms) 2. Check-up : No 3. Classroom activities: A. START/ WARM UP ACTIVITY (5 ms) Aims of the Lesson content & techniques for Expected products & assessment activity organising students’ activities of student work This activity Brainstorming: - Ss are expected to give the answers will help Ss - Put the students into groups of 5 and like this: to define the asks them to take turn talking about the + They may be grandparents, parents generation differences between them and their and children/ grandchildren. differences Elicit answers from Ss and gives feedback. + We think that this type of this family they (T. can tell Ss that these differences can be is still popular in our community. experience in the choice of music, clothing, values, + The differences may be about with their lifestyles, ways of shopping (directly from fashion, lifestyles, way of thinking/ parents. shopping centers or online), or values of life, jos/career/ studying, communication.) communication etc. - Lead to the lesson: The Generation Gap B. KNOWLEDGE FORMATION ACTIVITIES Activity. Listen and read (5 ms) Aims of the Lesson content & techniques for Expected products & assessment activity organising students’ learning activities of student work Ss will be able - Tells Ss that they are going to listen to a Expected answer: to grasp the conversation between two friends and lets They are talking about types of general idea of them working in pairs predicting: “What families they belong to, the are Sam and Ann talking about?” disagreements they get into with conversation - Plays the recording. Ss individually listen their grandparents or parents and and concept of to the conversation and read along. how to solve this problem. the generation - Checks Ss answer and provide feedback. - Ss’ work can be evaluated and gap. given marks if they can answer the question properly. C. PRACTICE ACTIVITIES Activity 1. Read the conversation & decide whether the statements are true (T) or false (F) (7 ms) Soạn bởi: . – THPT – trang 1
2. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 Aims of the Lesson content & techniques for Expected products & activity organising students’ activities assessment of student work This activity will - Ask Ss to do this activity in pairs. Expected answer: help Ss to - Get them to read the statements and 1. F → She lives in a nuclear family. understand the decide if they are true or false and refer 2. F→ She is part of an extended conversation to the conversation to find clues for their family. through answers. 3. T comprehension - Compare their answers 4. F → Ann’s parents believe family questions. - Check Ss’ answers and asks them to members should share the chores. correct the false information. 5. T Activity 2. Find the meaning of highlighted compound nouns (7 ms) Aims of the Lesson content & techniques for organising Expected products & activity students’ learning activities assessment of student work Ss will - Ask Ss to pick out the highlighted compound Expected answers comprehend nouns in the conversation and write them on the 1. A nuclear family the board. 2. Childcare meanings of nuclear family extended family 3. A generation gap unknown childcare generation gap 4. Table manners compound table manners viewpoint 5. A viewpoint nouns given - Draw Ss’ attention to the pronunciation and 6. An extended family in the stress of these compounds. - Group assessment. conversation - Give Ss a chance to challenge each other while - Compliments or marks will figuring out the Vietnamese meaning of these be awarded to the group words. which have the most correct - Tell Ss to complete the definitions, using the answers. highlighted compound nouns in the conversation. - Put Ss in groups of 5. Each group will pick out a paper with a compound noun which they have to tell its meaning in English. Once they have received the paper, they will be given 2 minutes to brainstorm and show the definition. - The class will discuss and assess on what has been shown by each group. Activity 3. Read the conversation and find verbs used to express duty, obligation, advice or lack of obligation. (7 ms) Aims of the Lesson content & techniques for Expected products & assessment activity organising students’ learning activities of student work This activity - Asks Ss to read the conversation again, and Opinion & advice: should and ought is to recall Ss find the verbs expressing duty, obligation, to in positive and negative forms Modal verbs advice, or lack of obligation. Duty & obligation: must and have to and how to - Has Ss compare their answers in pairs / Lack of obligation: (not) have to, use them. groups. Then check answers as a class (not) need to - Gives feedback. D. APPLICATION AND EXTENSION ACTIVITIES Activity. Ask and answer the following questions (7 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work This activity will - Ask Ss to work in pairs to ask and answer Expected answer: help develop their the questions 1. I live in a nuclear family, speaking skill - Have some Ss tell the class about their including my father, my mother, using the ideas partners' type of family and what they like my sister and me. from the and dislike about it. 2. Everyone shares the household conversation and 1. Are you a part of a nuclear or an chores to each one. My mother Ss' own ideas extended family? doesn't take much time to take Soạn bởi: . – THPT – trang 2
3. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 2. What do you like and dislike about your care of all members, and there is type of family? no generation gap in my family. IV. Homework: (5 ms) Carry out an interview about generational conflicts. V. Self-Evaluation: . TIẾT 03. Lesson 2. LANGUAGE Date of preparation: ./ /2021 Date of teaching: ./ /2021 Class: 11A1 I. Objectives: 1. Knowledge, skills, attitude: - Knowledge: + To provide learners some language items in Unit 1 + For vocabulary, words and phrases related to the generation gap and family rules. + For pronunciation, that is strong and weak form of words in connected speech + For grammar, that is the use of some modal verbs: should, ought to, must, have to - Skills: To promote Ss to develop the skill of working in pairs and groups - Attitude: + To encourage Ss to work harder + To provide Ss some motivation 2. Orientation towards students’ competency development: New compound. Understand the meanings of the compound nouns in the sentences. Remember the use of modal verb. Explain their choices. Apply the modal verbs to rewrite the sentences II. Preparation of teacher and students: 1. Teacher’s part: Handouts, textbook, pieces of papers, lesson plan and cassette. 2. Students’ part: Textbook, reading and considering the tasks III. Teaching procedures: 1. Stabilization (2 ms) Greeting and checking students’ attendance 2. Check-up ( ms) (Optional) 3. Classroom activities: A. START/ WARM UP ACTIVITY (5 ms) Lesson content & techniques for Aims of the Expected products & assessment organising students’ learning activity of student work activities Oral WARM – UP: "KIM'S GAME communication Teacher T divides the class into 2 groups: skills / "SON and FATHER" Stimulated - T shows 5 pictures about 5 compound speaking skill noun asks Ss to try their best to remember the pictures and the go the the board to write down the words, which group has more right words will be the winner. Lead in: - T: Today we are going to study Answer Key: 1. hairstyle unit 1 -language to know more about 2. Junk food 3. generation gap compound noun. 4. Schoolchildren 5. nuclear family + What time do you often get up ? B. KNOWLEDGE FORMATION ACTIVITIES Activity 1. Vocabulary: Compound nouns. 1. Matching: (5 ms) Aims of the Lesson content & techniques for organising Expected products & activity students’ learning activities assessment of student work functional 1. Matching: 1g 2h 3i competence T: Ask Ss individually match each single noun (1-9) 4f 5c 6b with another (a-i) to make a compound noun. 7a 8d 9e Ss: Check answers in pairs, then check as a class. T: - Give the meanings of compound nouns, if necessary. - Draw Ss' attention to: household, hairstyles, schoolchildren, footsteps. Activity 2. B. Pronunciation: 1. Listen and repeat (5 ms) Soạn bởi: . – THPT – trang 3
4. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 Aims of the Lesson content & techniques for Expected products & assessment of activity organising students’ activities student work Follow-Up 1. Listen and repeat II. Pronunciation: competence. -Play the recording for Ss to listen and *Note: In a sentence, the following words This activity repeat. are stressed: focuses on -Ask Ss to pay attention to the stressed Content words: nouns, verbs, adjectives, stressed and words with the stress mark before the adverbs unstressed stressed syllable. Negative auxiliaries words in -Play the recording again for Ss to Question words: who, whose, when, where, sentences, and listen, pausing after each sentence. why, what, and how enables Ss to Ss: Work in pairs to find out the parts Demonstrative pronouns that do not discover a of speech of the words which are precede nouns: this, that, these, those connection stressed in these sentences. Possessive pronouns: mine, yours, his, between hers, ours, theirs, except post-modifier stress and constructions such as of mine, of yours, etc. grammar. Example: I've just 'met a 'friend of mine. Activity 3. C. Grammar: 1. Exercise 1: Underline the correct words (5 ms) Aims of the Lesson content & techniques for Expected products & assessment activity organising students’ learning activities of student work Functional 1. Exercise 1: Underline the correct III. Grammar competence. words 1. Exercise 1: Underline the This activity -Ask Ss to underline the correct words to correct words focuses on the complete the sentences, and pay attention 1. should 2. ought use of should / to the meaning of the sentences in order to 3. must 4. have to shouldn't, ought choose the right word. 5. mustn’t to / ought not to, -Have Ss work individually first, then ask Ex1: I think parents should spend must / mustn't, them to compare their answers in pairs. more time talking with their teenage have to / don't Check Ss' answers. children. have to. Note: We use should and shouldn't to give Ought to and ought not to mean the our opinions about something or advice to same as should and shouldn't. someone. Ex2: I think she ought to share the Ought to and ought not to mean the same as housework with her mother. should and shouldn't. Ex3: You must show respect for the Must has a stronger meaning than should elderly. and ought to. Ex4: I have to clean the floor and Must and have to are used to express cook dinner everyday. . obligation or the need to do something. Ex5: You must practise your English Must expresses obligation imposed by the every day. speaker while have to expresses external Ex6: I have to practise my English obligation. every day. C. PRACTICE ACTIVITIES Activity 1. Vocabulary: Compound nouns. 2. Gap-Filling: (5 ms) Aims of the Lesson content & techniques for organising Expected products & activity students’ learning activities assessment of student work functional 2. Gap-Filling: 2. Gap-Filling: competence T: Ask Ss work in pair to complete the 1. hairstyle / table manners questions with some of the compound nouns in 2. generation gap 1. Ss: Work individually first. Then work in 3. nuclear family pairs, and compare their answers. 4. junk food T: Check Ss' answers. Have them practise 5. schoolchildren asking and answering all the questions in pairs. Activity 2. B. Pronunciation: 2. Stressed or Unstressed (5 ms) Soạn bởi: . – THPT – trang 4
5. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 Aims of the Lesson content & techniques for Expected products & assessment activity organising students’ learning activities of student work functional 2. Stressed or Unstressed *Note: In a sentence, the following competence. -Explain the activity to Ss, drawing their words are unstressed: This activity attention to the words in bold. 1. Function words: pronouns, the focuses on -Have Ss work individually first, then play verb be, auxiliary verbs, articles, words with the recording and ask them to check their conjunctions, and prepositions either strong answers in pairs. 2. this, that, these, and those when forms or -Check answers as a class, highlighting the followed by a noun weak forms different cases. 3. who, whose, when, where, why, what and depending on -Ask pairs of Ss to role-play the questions how when they introduce a relative their function and answers in front of the class. Praise Ss clause in the who pronounce the strong and weak Exception: When auxiliary verbs and sentence. forms correctly. modals are not followed by a verb, they have strong forms. Activity 3. C. Grammar: 2. Exercise 2: Rewriting (5 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work Self- 2. Exercise 2: Rewriting 2. Exercise 2: Rewriting motivation. -Ask Ss to use the word in brackets to You mustn't use your mobile This activity rewrite each sentence without changing its phone in the examination room. focuses on meaning. I don't have to type my essay. should and -Have Ss do this exercise individually. You should tell the truth to your ought to to give Monitor the activity and help them if family. opinions and necessary. 5. Young people must plan their advice, and -Check Ss' answers by asking individual Ss future career carefully must and have to take turns to read aloud the sentences, to to express and then write them on the board. obligation. D. APPLICATION AND EXTENSION ACTIVITIES Activity 1. Vocabulary: Compound nouns (3 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work This activity 1. Make words related to the generation Key : helps Ss to gap using the letters. 1. childcare consolidate what 1. accdehlir 2. rnlueca aimlyf 2. nuclear family they learned 3. ebalt amensnr 3. table manners about 4. detenedx fylmia 5. tcnlifoc 4. extended family Compound 5. conflict nouns. Activity 2. C. Grammar (5 ms) Aims of Expected products Lesson content & techniques for organising students’ the & assessment of learning activities activity student work This Complete a mother's advice to her 16-year-old Đáp án: activity daughter, using should/shouldn't and ought/oughtn't. 1. should helps Ss to Your grandparents live far from us, so you___ talk to 2. oughtn't consolidate them on the phone regularly. 3. shouldn't what they You are going to a concert, so you___ to wear your old 4. ought learned jeans. 5. should about using You___ stare at the computer screen for too long. It is should/sh really bad for your eyesight. ouldn't and You___ to talk to your grandparents more often so that you can understand them better. Soạn bởi: . – THPT – trang 5
6. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 ought/oug You___ become more responsible by sharing the htn't . housework with other people in our family. IV. Homework: (5 ms) - Main points of the lesson:+ Compound nouns + Weak / strong form V. Self-Evaluation: . TIẾT 04. Lesson 3. READING Date of preparation: ./ /2021 Date of teaching: ./ /2021 Class: 11A1 I. Objectives: 1. Knowledge, skills, attitude: - Knowledge: - Vocabulary related to the topic of conflicts in the family - The conflicts between parents and teenagers and they may know the way to avoid them. - Skills: mainly reading skill + Skim to get the general idea + Scan to get some specific details - Attitude: To make sts aware of generation gap. 2. Orientation for competency development: Ss are expected to develop self-motivation, collaboration, information-processing and functional competences. II. Preparation of teacher and students: 1. Teacher: - Read the text carefully. - Prepare pictures, teaching aids, etc. 2. Students: Read the text, look up the new words and prepare the tasks following. III. Teaching procedures: 1. Stabilization: 2. Check-up (5ms) (Optional) 3. Classroom activities: A. START/ WARM UP ACTIVITY (5 ms) Aims of the Content, techniques for organizing Expected outcome and assessment activity students’ learning activities of students’ performance - To get Brainstorming; - Ask the question - Give possible answers to the students to be 'Where do you think family conflicts questions. familiar with come from?' to - elicit Ss' opinions. Answer Key: the topic of -Have Ss brainstorm different factors The conflicts may come from different the reading leading to family conflicts. viepoints or beliefs between parents text. -Ask individual Ss to share their and children, opinions and encourage different money matters, parenting styles viewpoints. B. KNOWLEDGE FORMATION - Activity 1: Prediction (4 ms) Aims of the Content, techniques for organizing Expected outcome & assessment activity students’ learning activities of students’ performance This activity You are going to read a text about the Answers may vary depending on Ss’ help Ss conflicts between parents and their teenager ability of prediction. develop their children. Which of the following may be collaboration found in the text? competences - Ask Ss to tick the conflicts (a-g) and then to find out the compare their choices with their partner's. causes of Sometimes help Ss with unfamiliar words family in the list (a-g) conflicts. - Share their opinions with the whole class. Vocabulary: - Elicit vocabulary using Vocabulary explanations and examples. -create(v) - Let pupils repeat the new words in chorus, -impose(v) then individually. -norm(n) - Check Ss’vocabulary using the technique -brand name(n) Rub out and Remember. C. PRACTICE ACTIVITIES Activity 2: Read the text and check the predictions (4 ms) Soạn bởi: . – THPT – trang 6
7. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 Aims of the Content, techniques for organizing Expected outcome & assessment activity students’ learning activities of students’ performance - Helps Ss develop - Ask Ss to skim the text and compare - Check the predictions as quickly as skimming skill by their predictions in1. possible by scanning skill. choosing the best - Check Ss' answers, and ask them to give Suggested answers: title for two the clues from the reading text which Key opinions about helped them to work out the answers. b c d e f ecotourism with - Have Ss work individually then three given compare the answers with a partner. options. - Calls Ss to show their answers on the board. - Give feedback. Activity 3: Working out the meaning of new words based on the context. (5 ms) Aims of the Content, techniques for organizing Expected outcome & assessment activity students’ learning activities of students’ performance - This activity -Ask Ss to match the highlighted words . helps develop in the text with the definitions given. Expected answers: students’ ability -Tell Ss to go back to the reading text to (matching the highlighted words in guessing word locate the highlighted words and study in the text with the definitions) meaning in the context surrounding the words to 1. afford 2. Impose 3. brand name context and work out their meaning. Then match 4. norms 5. conflicts helps them know them with the definitions. some new words -Have Ss work individually, then check to facilitate their their answers in pairs or groups. comprehension. - Check the answers again as a class. Activity 4: Read the text and answer the questions. (10 ms) Content, techniques for Aims of the Expected outcome & assessment of organizing students’ activity students’ performance learning activities - This activity - Ask Ss to read the questions Suggested answers: Key help Ss to first to work out the type of 1. Because they strongly believe they know develop reading information they will look what is best for their children. skill by getting for in the text. 2. They want to be more independent, create detail - Ask them to work in pairs , their own opinions and make their own information for one asks and one answers. decisions. comprehension. - Move round to make sure 3. They are worried because these clothes may that all sts are working and break rules and norms of society, or distract to help them if necessary. them from schoolwork. - Ask some sts to report and 4. They want their children to spend their time give feedback in a more useful way. 5. No. Some of them try to impose their choices of university or career on their children. D. APPLICATION AND EXTENSION ACTIVITIES Activity 5: Discuss with a partner (7ms) Content, techniques for Aims of the Expected outcome & assessment of students’ organizing students’ activity performance learning activities - This activity - Have students work in Expected conversation: helps develop pairs to discuss the A: Hello, B. You look so sad. What’s the matter with Ss’ critical questions in 2ms. you? B: Uhm thinking skill of - Asks some pairs to A. You get into conflict with your parents, don’t you? solving their present their answers in B: Exactly, my parents don’t always understanding family conflicts front of the class. me. A: What are the reasons for your conflicts? successfully B: They think that I don’t take my study seriously and and enhance they also disagree with the way I spend my spare time. Soạn bởi: . – THPT – trang 7
8. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 Ss’ speaking - Encourage Ss to ask As you know I have some close friends. I often chat skill. further questions and online and hang out with them on weekends. I feel share their ideas. joyful and relaxed whenever I am with them.I don’t khow how to deal with these, please help me. A: I think you should tell your parents how you feel and what you learn when you are with your friends. Besides, you have to study harder and show your progess in study in oder to prove that your hanging out with your friends doesn’t affect your study. B:Good idea. I will take your advice IV. Homework: (5 ms) Learn new words by heart and do the tasks again. Prepare Speaking V. Self-Evaluation: . TIẾT 05. Lesson 4. SPEAKING Date of preparation: ./ /2021 Date of teaching: ./ /2021 Class: 11A1 I. Objectives: 1. Knowledge, skills, attitude: - Knowledge: By the end of the lesson, Ss will able to talk about parent-child relationship problems and offer advice on how to solve them. - Skills: Integrated skills + Main skill: Speaking: tell problems, express their own opinions. Sub skills: Reading, Listening. - Attitude: + Know to share experiences and give the ways to solve the problems in daily life. 2. Orientation for competency development: - Help the students to develop the skills of solving problems in daily life. - Help Ss to develop the skill of working in pairs and groups. II. Preparations: 1. Teacher: Handout, textbook, laptop, references and other teaching aids 2. Students: Look up new words, observe the picture, pre-read the situation III. Teaching procedures: 1. Stabilization: (1 minute)- Greet. - Ask the monitor about the absence. 2. Check- up: (5 minutes) Some new words and talk about a conflict between parents and them. 3. Classroom activities: A. START/ WARM UP ACTIVITY: (5 minutes) Aims of the Content, techniques for organising Expected outcome and assessment activity students’ learning activities of students’ performance To introduce - Asks Ss to discuss the situations in the - Discuss the situations in the pictures and engage pictures and say what conflicts each one answer the question. Ss in the topic may lead to. Expected answer: of the unit. 1. Parents may not like when their teenage children go out with their friends late at night. 2. Parents may complain that their - Leads in the lesson: Today, we talk children don’t help with the about problems between teenagers and housework. their parents and give advices on how to 3. Parents don’t like some friends just solve them. because of appearance. B. KNOWLEDGE FORMATION: (17 minutes) Activity 1. Teaching vocabulary introduce some useful languages. (7 minutes) Aims of the Content, techniques for organising students’ Expected outcome & activity learning activities assessment of students’ performance To introduce - Teach some words. + curfew (n) (explanation) - Guess meaning of the Ss more new + disapproval = disagreement (n) words from pictures and words related + dye ( v) (explanation + picture) contexts. Soạn bởi: . – THPT – trang 8
9. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 to conflicts in + pierced nose (n) (picture) + giờ giới nghiêm a family and + appearance (n) (explanation) + nhuộm màu useful - Helps students to read the words in chorus. + xâu lỗ mũi language to - Call on Ss to pronounce again in front of the class. + diện mạo speak fluently. - Give feedback. - Teach some useful language. + Complaints: I don’t like the way my parents keep + Ving My parents are always + Ving My parents believe that + Giving opinion and advice: - Master these language. I think you should/ ought to I don’t think you should/ ought to In my opinion, you should/ shouldn’t If I were you, I would/ wouldn’t You’d better / You shouldn’t/ ought not to Why don’t you Activity 2. Match the situations with the problems. (5 minutes) Aims of the Content, techniques for organising Expected outcome & assessment activity students’ learning activities of students’ performance To provide Ss - Ask Ss to read about three situations facing - Read three situations facing with ideas teenagers then match them with their teenagers then match them with about problems a,b,c in the box. their problems. conflicts - Walk around to help Ss, if necessary. Expected answer: between - Have Ss compare their answers. 1.b 2.c 3.a parents and - Check Ss’ answers. teenager in a - Ask Ss to further discuss if they have ever family. experienced these situations, and how they felt. They may give advice or express their opinions. Activity 3. Tick the complaints in the family. (5 minutes) Aims of the Content, techniques for organising Expected outcome & assessment activity students’ learning activities of students’ performance To provide Ss - Ask Ss to read the list of things - Read the list of things teenagers with ideas teenagers and their parents complain and their parents complain about. useful language about. - Have them tick the complaints Tick the complaints that they hear that Ss can use that they hear in their families. in their families. when they talk - Encourages Ss to add some more about the complaints if they can. Expected answer: problems with - Helps Ss with any new language they Students’ answers parents. may need to express their ideas. C. PRACTICE ACTIVITIES: (6 minutes) Activity 4. Make a conversation. (6 minutes) Aims of the Content, techniques for organising Expected outcome & assessment of activity students’ learning activities students’ performance To help Ss act - Asks Ss to work in pairs and take - Make a conversation. out the turns to tell their partner what they Expected answer: Example: conversation. or their siblings and their parents Student A: What kind of conflicts do you often complain about, then practice get into with your parents? giving advice on how to solve the Student B: Well, I don’t like the way my problem. mum keep telling me what to do all the - Encourages Ss to use the structures time. What should I do? listed in Helpful language. Student A: I think you should talk to her - Walk around to help Ss, if necessary and explain how you feel. You should also Soạn bởi: . – THPT – trang 9
10. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 - Asks some pairs to role-play their show her that you are responsible and conversations. mature. - Gives feedback on their Student B: Thanks, I try. How about you performance. and your parents? Student A: My dad is always comparing me with Lan, the girl living next door. He says that Lan is more studious than me and helps her parents with household chores. Student B: You should make friends with Lan if your parents like her! D. APPLICATION AND EXTENSION ACTIVITIES: (8 minutes) Activity 1. Ask the questions in pairs. (5 minutes) Aims of the Content, techniques for organising Expected outcome & assessment activity students’ learning activities of students’ performance To help Ss to - Asks Ss to work in pairs to ask and answer - Ask and answer the questions in have free the questions: pairs. practice Do you get into conflict with your parents? Expected answer: using their Share your experiences with your partner. Yes. My parents keeps complaining own ideas. - Has some Ss tell the class about their about my irresponsibility for the partners' type of family and what they like housework and about my exam and dislike about it. results - Gives remarks. Activity 2. Summary. (3 minutes) Aims of the Content, techniques for organising Expected outcome & assessment activity students’ learning activities of students’ performance To - Asks Ss to summarize the main points: - Summarize the main points: consolidate parent-child relationship problems and parent-child relationship problems the lesson. advice on how to solve them. and advice on how to solve them. IV. Homework: (3 ms) Practice talking about a conflict. Prepare for the next part: Listening. V. Self-Evaluation: . TIẾT 06. Lesson 5. LISTENING Date of preparation: ./ /2021 Date of teaching: ./ /2021 Class: 11A1 I. Objectives: 1. Knowledge, skills, attitude: - Knowledge: + to provide learners some vocabulary related to the topic of conflicts and differences between old and young generations - Skills: + to develop the skill of working in pairs and groups + to develop the listening skills for specific details, + to develop students’ presentation skills - Attitude: + to encourage students to enhance mutual understanding between parents & children + to remind students to keep calm in all situations, especially when conflicts happen 2. Orientation towards students’ competency development: To encourage social experience sharing and develop performance competence II. Preparation of teacher and students: 1. Teacher’s part: Handouts, textbook, pieces of papers and cassette 2. Students’ part: textbook III. Teaching procedures: 1. Stabilization (1ms) 2. Check-up: No 3. Classroom activities A. START/ WARM UP ACTIVITY (5 ms) Aims of the activity Lesson content & techniques for Expected products & organising students’ learning activities assessment of student work Soạn bởi: . – THPT – trang 10
11. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 - To help students Brainstorming Clothes/ Hairstyles review some of the - Divides the class into two teams and asks Table manners things teenagers and them to take turns talking about things Playing computer games parents complain they and their parents often complain Housework about about . B. KNOWLEDGE FORMATION ACTIVITIES Activity 1. You are going to listen to Tom and Linda discussing their conflicts with their parents. What do you think they will mention? (5 ms) Lesson content & techniques for Expected products & Aims of the activity organising students’ activities assessment of student work - To get students to - Asks students to work in pairs Clothes/ hairstyles/ not predict what they are predicting what conflicts Tom and studying enough . going to listen Linda will mention Activity 2. Match the words in the box with the appropriate definitions (5 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ activities assessment of student work To help students - Tell Ss to match the words with their get used to some definitions. These words will be heard in Key 1.d 2.a 3. b 4. c new words in the the conversation. - Compare their answers. listening text Checks their answers. C. PRACTICE ACTIVITIES Activity 1. Listen to the conversation. Decide if the following sentences are T or F. (7 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work - To have - Ask Ss to share their prediction in pairs 1. F 2. F 3. T 4. T 5. T students listen - Elicit Ss’ predictions - Play the tape twice for specific - Let Ss listen to the recording, do the task information then compare the answer with their partner - Elicit Ss’ answers and give them the correct ones. Activity 2. Listen to the conversation again and choose the best answer A, B, or C (8 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work - To have students - Listen to the conversation again and listen for specific choose the best answer A, B, or C Key: 1. C 2. A 3. B information and - Ask Ss to listen again and do the task then 4. C 5. B inference compare the answer with their partner D. APPLICATION AND EXTENSION ACTIVITIES Activity: Discuss in groups. Ask and answer the following questions (10 ms) Aims of the Lesson content & techniques for Expected products & assessment activity organising students’ activities of student work - To encourage - Asks Ss to work in groups, ask and Keys: 1. No, they don't. They think students to share answer the questions. that my clothes are colorful and not their experiences 1. Do your parents like the way you suitable for a student. with their partner dress? Why or why not? 2. I think that computer games help who is expected to 2. What do you think about me to relax after hard work but my give advice or computer games? Do your parents parents disagree. They think that express opinions. share your viewpoints? computer games are totally harmful. IV. Homework: (3 ms) + Learn the new words by heart; + Prepare the next lesson (Writing). V. Self-Evaluation: . TIẾT 07. Lesson 6. WRITING Soạn bởi: . – THPT – trang 11
12. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 Date of preparation: ./ /2021 Date of teaching: ./ /2021 Class: 11A1 I. Objectives: 1. Knowledge, skills, attitude: - Knowledge: + to provide Ss with structures and vocabulary relating to family rules + A letter to a teen to inform him /her about the rules in the family. - Skills: + to develop Ss’ letter writing skill (paragraph writing first, then letter writing) - 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. 2. Orientation towards students’ competency development: Ss are expected to develop linguistic, creative and self-independent competencies. II. Preparation of teacher and students: 1. Teacher’s part: Text book, chart, handout. 2. Students’ part: Textbook III. Teaching procedures 1. Stabilization (2 ms) 2. Check-up: No 3. Classroom activities A. START/ WARM UP ACTIVITY (5 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work This activity - Carry out an activity called “Jigsaw” helps Ss to * Get Ss to work in groups. Then shows Ss 4 explore charts of family rules at 4 corners of the wall. different rules * Give each group a chart of family rules with of families and some rules missing. provides them * Run towards the chart on the wall to read - Ss’ answers may vary. with the missing rules and transmit to their group Ss’ family’s rules opportunities members to complete their group’s family - respect elderly to reflect their rules. - obey parents own * Set time for them to finish ( 3 minutes) - never give up experiences. * Check with the class and gives marks to the - keep your promise group which has the most correct result and - follow parents’ footstep finish the earliest. Ask Ss to read the different - have good table manner family rules in this section, and say which - take studies seriously ones are similar to theirs, e.g. respect one - not swear another; help each other; try new things, etc. - not argue Ask Ss if their families have any rules. If not, - not spit on the floor ask them whether they would like to have - never give up some in their families. Encourage Ss to express their own opinions about this. B. KNOWLEDGE FORMATION ACTIVITIES Activity. Complete the rules, using the phrases given (5 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work This activity Complete the sentences, using the phrases Expected answer: helps Ss below. Add a few more if you can. 1 My parents don't let me stay practice and - Ask Ss to individually read the family rules out late at the weekend. successfully provided. They make me keep my room use structures - Complete the sentences and think about tidy. and the rules in their families. They may add They tell me to take my studies words/phrases more rules if they can. seriously. to write about - Check with the class and elicts structures They warn me not to smoke or family rules. and words from Ss. take drugs. + let sb. to do sth. + keep sth. + adj. Soạn bởi: . – THPT – trang 12
13. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 + make sb. do sth. + tell sb. to do sth. They want me to have good + warn sb. not to do sth. + want sb. to do sth. table manners. + be + not allowed to do dth. I am not allowed to stay over + forbid sb. to do sth. night at my friends' house. They forbid me to swear or spit on the 1st floor. C. PRACTICE ACTIVITIES Activity 1. Read the list in 1 again. Choose the three most important rules that your parents often apply to you. Think of the reason and write them in the space provided. (10 ms) Aims of the Lesson content & techniques for Expected products & assessment of activity organising students’ activities student work This activity - asks Ss to choose the three most - work individually, then in pairs helps Ss important rules that their parents Expected writing: practice often apply in their family, and then First, one of important rules in my family writing give the reasons in the spaces is that each member of the family has to paragraph provided. be responsible for sharing the household about family - tells Ss to read and analyze the chores. For example, my mother does rule. example so they know what they are shopping and prepares the meals, my dad expected to do. mends things around the house in his free - help Ss to express their ideas, if time, my sister does the laundry and I necessary. usually clean the house. . - has Ss write individually. Then Finally, my sister and I must be home exchanges their paragraph with other before 10p.m because my parents are students for peer checking. very strict and believe that setting a - gives feedback curfew will help us to become responsible and stay safe and healthy. Activity 2. Complete a letter about family rules (10 ms) Aims of the Lesson content & techniques for Expected products & assessment of activity organising students’ activities student work This activity - Explain that they can use the Expected letter helps Ss ideas provided previously to write Pham Ngoc Thach, Dong Da, Ha Noi, practice the letter. Viet Nam writing a - Encourages Ss to write the letter February, 10th, 20 letter about individually. Dear Lauren, family rules - Have Ss exchange their letters for I'm very happy peer checking. Walk around and One important rule in my family is that every help Ss, if necessary. member of the family has to keep his or her - Collect Ss' letters to give further room tidy. My brother and I have to make our feedback beds every morning, and clean the floor and windows twice a week. Another important rule is that my brother and I must be home before 10 p.m. My parents are very strict and believe that setting a curfew will help us become responsible, and stay safe and healthy, The third important rule is that we mustn't invite friends to stay overnight. This is not only our family rule, but also the rule for all people living in the building. If you have any questions, Best wishes, H A D. APPLICATION AND EXTENSION ACTIVITIES Activity. Discuss with a partner: Make family rules. (8 ms) Soạn bởi: . – THPT – trang 13
14. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work This activity - has Ss do it in class if there is enough time, - Do their duties helps Ss to create or lets them do it at home. family rules of - collects Ss’ drafts in the next lesson for themselves. further comments and grading. IV. Homework: (3 ms) The writing at home to hand in the next time. Prepare for the next lesson. V. Self-Evaluation: . Soạn bởi: . – THPT – trang 14
15. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 TIẾT 08. Lesson 7. COMMUNICATION AND CULTURE Date of preparation: ./ /2021 Date of teaching: ./ /2021 Class: 11A1 I. Objectives: 1. Knowledge, skills, attitude: - Knowledge: By the end of the lesson, Ss will able to: + Advantages and disadvantages of living in a nuclear or an extended family. + Know more about the current family trend in the UK and the USA. - Skills: Integrated skills; + Main skill: Speaking, Reading. + Sub skills: Writing, Listening. - Attitude: Have responsible attitude towards family rules. 2. Orientation for competency development: Promote Ss to develop their communication and cultural understanding. Help them to develop collaboration competencies. II. Preparations: 1. Teacher: Handout, textbook, laptop, references and other teaching aids 2. Students: Lesson preparation (Look up new words, read the text) III. Teaching Procedures: 1. Stabilization: (1 minute) - Greet. - Ask the monitor about the absence. 2. Check- up: (5 minutes) 3. Classroom activities: A. START/ WARM UP ACTIVITY: (5 minutes) Aims of the Content, techniques for organising Expected outcome & assessment activity students’ learning activities of students’ performance To lead Ss in Game: Read the drawings - Write the words / phrases related the topic of - Divides the class into two teams. Explain to the topic of the lesson. the lesson the rules of the game to Ss. Expected answer: relating family - Shows the drawings one by one and ask + sibling life. Ss to speak out the words / phrases that + nuclear family are illustrated by the drawings. The team + conflict that has more correct answers will be the + extended family winner. + household chores B. KNOWLEDGE FORMATION: (5 minutes) Activity 1. Write some words related to the topic “family life”. (5 minutes) Aims of the Content, techniques for organising Expected outcome & assessment activity students’ learning activities of students’ performance To help Ss - Divides the class into two teams. Expected answer: revise language - Asks them to write the words related + extended family + nuclear family items related family life in 4 minutes. + generation gap + conflict family rules. - Checks with the class. + C. PRACTICE ACTIVITIES: (18 minutes) - COMMUNCATION Activity 1. Discuss in groups. (5 minutes) Aims of the Content, techniques for Expected outcome & assessment of activity organising students’ activities students’ performance To provide Ss with - Ask Ss to work in groups to Expected answer. Students' answers: an opportunity to practise asking and answering the (Suggested answers for question 2) work in group and questions. Living in an extended family: further speaking - Have Ss take notes of their Advantages: have more support from practice related to partners' answers, and help them other family members, the unit topic to express their ideas, if necessary. Disadvantages: there are a lot of conflicts “family life” between different generations, Activity 2. Report your group’s idea. (6 minutes) Aims of the Content, techniques for Expected outcome & assessment of students’ activity organising students’ performance activities To help Ss to - Asks Ss each group to Expected answer have ability to choose to one person to I live in a nuclear/an extended family. Soạn bởi: . – THPT – trang 15
16. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 express their report the group’s Living in a nuclear family has both advantages and ideas freely opinions to the class. disadvantages. On the one hand, there are only two about the - Asks other Ss to listen generations in a nuclear family so there will be less topic in the and ask questions about conflicts and generation gaps. On the other hand, front of the the report. nuclear families have to face with the problem of class. childcare and elderly care. Living in an extended family brings about both advantages and disadvantages. For advantages, members in extended families often help each other a lot with childcare, elderly care and housework. Children can also learn a lot of experiences from the elderly. For disadvantages, extended families often have a lot of conflicts and generation gaps. CULTURE Activity 1. Read the text about coming back of the extended family & answer the questions. (7 ms) Aims of the Content, techniques for organising Expected outcome & activity students’ learning activities assessment of students’ performance To have Ss - Shows the picture and introduce the topic: Expected answers: read and The return of the extended families in the 1. The number of multi- know about UK and the USA. generational households with family trend - Asks Ss to read the text carefully and three or four generations living in USA, and highlight any words they may not know. under the same roof. UK. Explain their meaning to Ss. 2. Unemployment, part-time work + frustrating (adj) = annoying: bực bội, khó and low-paid jobs have become chịu more common. The cost of housing + bring about (v) (translation): dẫn đến has become higher. The pressures + value (n) (translation): giá trị of childcare and elderly care have + attitude towards sb/sth (v) (explanation): become heavier. Thái độ 3. The disadvantages are the lack + interact with (v) = communicate: giao tiếp, of space, independence and tương tác privacy, and the daily conflicts. - Encourages Ss to compare their guesses 4. They can develop relationships with the reasons provided in the text. with adults other than their - Have Ss answer the questions and parents. compare their answers. 5. Old people can become more Check answers with the whole class. active when interacting with the younger generations. D. APPLICATION AND EXTENSION ACTIVITIES: (8 minutes) Activity 1. Discuss in pairs. (5 minutes) Aims of the Content, techniques for organising Expected outcome & assessment activity students’ learning activities of students’ performance To provide Ss - Tell Ss to work in pairs and discuss the - Discuss the questions. opportunities questions. Expected answers: for 1. What is the current family trend in Viet 1. The current family trend in Viet discussions Nam? Nam is the increase in the number of the current 2. What are the reasons for the current of nuclear families family trend trend? 2. The reasons for this is the in Viet Nam. 4. Do you think children are happier influence from Western cultures, growing up in extended families? busy lifestyle and the depletion in - Encourage Ss to say what they know about the traditional customs the issue and discuss any possible reasons 3. Yes. for the current trend. Soạn bởi: . – THPT – trang 16
17. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 - Ask some pairs to report the results of their discussion. Activity 2. Summary. (3 minutes) Aims of the Content, techniques for organising Expected outcome & assessment of activity students’ learning activities students’ performance To - Asks Ss: What have you learnt Expected answers: consolidate today? What can you do now? I can talk and express my views about the lesson. the advantages and disadvantages of living in a nuclear or an extended family. I can understand about the current family trend in the UK and the USA. IV. Homework: (3 ms) + Strong and weak forms. Family trend in the UK, the USA and in Viet Nam. V. Self-Evaluation: . TIẾT 09. Lesson 8. LOOKING BACK AND PROJECT Date of preparation: ./ /2021 Date of teaching: ./ /2021 Class: 11A1 I. Objectives: 1. Knowledge, skills, attitude: - Knowledge: By the end of the lesson, Ss will able: + To identify and pronounce stressed and unstressed words in a sentence. + To use and form compound nouns. + To use modal verbs to express obligation, opinions and advice. + To talk about common conflicts between parents and their teenage children. + To conduct a survey to find out the conflicts between generations in their friends’ families. - Skills: Integrated skills - Attitude: Motivate Ss’ positive attitude towards family rules. 2. Orientation for competency development: Promote Ss to develop their communication. Help them to develop collaboration competencies. II. Preparations: 1. Teacher: Handout, textbook, laptop, references and other teaching aids 2. Students: Look up new words, read the text, do a survey to prepare the project III. Teaching Procedures: 1. Stabilization: (1 minute) - Greeting. - Checking attendance. 2. Check- up: 3. Classroom activities: A. START/ WARM UP ACTIVITY: (2 minutes) Aims of the activity Content, techniques for Expected outcome & assessment organising students’ activities of students’ performance To lead Ss into the topic of - Asks Ss to recall what they have - Recall what they have learnt in the lesson relating to learnt in this unit. this unit. family life. B. KNOWLEDGE FORMATION + C. PRACTICE ACTIVITIES: * LOOKING BACK: PRONUNCIATION Activity 1. Listen and put a stress mark before their stress syllables in the statements. (3 ms) Aims of the Content, techniques for Expected outcome & assessment of students’ activity organising students’ performance learning activities To help Ss to - Asks Ss to identify the - Identify the stressed words and put a stress mark revise stressed words and put a before the stressed syllables. strong and stress mark before the Expected answer weak form stressed syllables. 1. ‘Tim and his ‘parents ‘often ‘argue about what of words in - Have them listen and ‘time he should ‘come ‘home. connected check their answers. 2. ‘Money is a ‘source of ‘conflict for ‘many speech. ‘families. Soạn bởi: . – THPT – trang 17
18. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 - Asks some Ss to read the 3. ‘Susan’s ‘parents ‘want her to ‘do ‘well in ‘school, sentences aloud. and if ‘that ‘doesn’t ‘happen, her ‘parents ‘get ‘angry, so she ‘gets ‘worried. 4. ‘Kate’s ‘parents ‘often com’plain that she ‘doesn’t ‘help ‘clean the ‘house. Activity 2. Listen and put a stress mark before their stress syllables in the statements. (2 ms) Aims of the Content, techniques Expected outcome activity for organising & assessment of students’ performance students’ activities To help Ss - Ask Ss to identify the - Identify the stressed words and put a stress mark focus on the stressed words and put before the stressed syllables. stressed a stress mark before Expected answer words in their stressed syllables. 1. A: At ‘what ‘age were you a’llowed to ‘stay at ‘home short - Have them compare a’lone? exchanges. their answers with a B: I ‘don’t re’member e’xactly. I ‘think it was when I partner, and then listen was ‘nine or ‘ten. and check. 2. A: These ‘jeans ‘look ‘really ‘cool. Would you ‘like to - Asks Ss to practise ‘try them ‘on? reading the exchanges B: No, I ‘don’t ‘like them. I ‘like ‘those over ‘there. in pairs. 3. A: Do you ‘think ‘life is ‘safer in the ‘countryside? B: Yes, I ‘do. It’s ‘also ‘cleaner. VOCABULARY - Activity 1. Fill in the gaps with the words/ phrase in the box. (3 ms) Aims of the Content, techniques for organising Expected outcome & assessment activity students’ learning activities of students’ performance To help Ss - Have Ss read the instructions and do Expected answers: revise some of this activity individually. Then asks 1. nuclear family 2. generation gap the vocabulary them to compare their answers in pairs. 3. home stay 4. conflicts items used in - Checks the answers with the whole 5. curfew the unit. class. Activity 2. Find compound nouns with the word family. (3 minutes) Aims of the Content, techniques for Expected outcome & assessment of activity organising students’ activities students’ performance To help Ss focus - Ask Ss to make compound nouns Expected answers: on compound with family. Single-parent family Family doctor nouns with the - Use a dictionary, if necessary. Family tree Family name word family and Then they compare their answers Extended family Nuclear family dictionary skill. in pairs or groups. Check answers Family rules with the whole class. GRAMMAR - Activity 1. Complete the sentences with should or ought to in either positive or negative form. (3 minutes) Aims of the Content, techniques for organising Expected outcome & assessment activity students’ learning activities of students’ performance To help Ss revise - Asks Ss to complete the sentences - Complete the sentences with should / shouldn’t with should, shouldn't, ought or should, shouldn't, ought or oughtn't. and ought to / oughtn't. Expected answers: oughtn’t to for - Have Ss do the task individually first, 1. ought to 2. should not, ought to giving opinion and and then compare their answers. 3. should not 4. oughtn’t to, should advice. - Checks answers as a class. Activity 1. Complete the sentences with must or have to in either positive or negative form. (3 ms) Aims of the activity Content, techniques for Expected outcome & assessment of organising students’ activities students’ performance To help Ss revise the - Complete the sentences with - Complete the sentences with must / use of have to and must / mustn’t or have to/ has to / mustn’t or have to/ has to / or don’t have or don’t have to / doesn’t have to. to / doesn’t have to. Expected answers: Soạn bởi: . – THPT – trang 18
19. TRƯỜNG . . TỔ: – KHUNG KẾ HOẠCH BÀI DẠY/ ENGLISH 11 – UNIT 1 must expressing - Do the task individually first, and 1. have to/has to 2. mustn't obligation. then compare their answers. 3. must 4. don't have to - Checks answers as a class. * PROJECT: Activity 1. Work in groups. (15 minutes) Aims of the Content, techniques for organising Expected outcome & assessment activity students’ learning activities of students’ performance To provide Ss - Asks Ss to work in groups of 6 to 8. Each - Work in groups. additional group will interview 15 teenagers, aged - Report the Groups’ findings. speaking practice 15-17, living in their area, and take notes and help Ss to of their answers. Ss can use the suggested consolidate the questions. language they have - Asks Ss to report their group's findings to learnt from the the whole class. unit. - Encourages Ss to ask additional questions related to the report. D. APPLICATION AND EXTENSION ACTIVITIES: (7 minutes) Activity 1. Work in groups. (4 minutes) Aims of Content, techniques for organising Expected outcome & assessment the students’ learning activities of students’ performance activity To provide - Asks Ss to choose the best answer. - Choose the best answers Ss practice 1. Tom: I think parents should respect their Expected answers: doing children’s privacy. Peter: “___” 1.D exercise. A. Really? B. Absolutely! I really hate it. 2.B C. Definitely! Children should be punished. 3.A D. I can’t agree with you more. I like it. 4.D 2. You will get into trouble if you come back 5.A home after the ___. A. norm B. curfew C. value D. housework 3. A/an ___is a family that consists of parents and children. A. nuclear family B. extended family C. junk food D. schoolchildren 4. Water park is free for kids under 6 years old, so you ___ pay money for your son. A. have to B. mustn't C. should D. don’t have to 5. Those audiences ___ show their tickets before entering the concert hall. A. have to B. must C. ought to D. don't have to Activity 2. Summary. (3 minutes) Aims of the Content, techniques for organising Expected outcome & assessment of activity students’ learning activities students’ performance To - Asks Ss: What have you learnt today? Expected answers: consolidate What can you do now? I can identify and pronounce stress and the lesson. und unstressed words in a sentence. I can use and form compound nouns. I can use modal verbs to express obligation, opinion and advice. IV. Homework: (3 ms) + Strong and weak forms of words in connected speech. + Words and phrases related to the generation gap and family rules and compound nouns. + Modal verbs: should, ought to, must, have to. V. Self-Evaluation: . Soạn bởi: . – THPT – trang 19