Unit 1. 2020

Date of Preparation: 28/8/2022
Date of Teaching: 07/9/2022

Period: 1
INTRODUCING THE PROGRAMS OF ENGLISH 11

A. Aims:
- Help Ss to know about the English book grade 11 in general. (Including themes, tests, lessons etc. )
- Introduce how to do an oral test, a fifteen - minute test and a written test.
- Some requires of student to study well English.
- To help Ss have the opportunities to develop their oral fluency.
- To introduce the theme and units.
- By the end of the lesson, students will be able to know about the English book grade 10 in general.
B. Preparation:
- Teacher: Handouts, textbook, sub boards, colored chalks, and lesson plans.
- Students: Textbook.
C. Methods: Integrated skills
D. Procedures:
1. Warm-up: (5 minutes)
* Game: Who is quicker?
- Ask Ss to recall the name of the units in English 10 Book.
- Then leads Ss in the lesson.
2. Presentation: (35 minutes)
a. An overview of student’s book
- The 1st term
* Unit 1- Unit 6: 8 parts for each unit: getting started, language, reading, speaking, listening, writing,
communication and culture and looking back & project
* Review 1, 2
* Test yourself 1
* Written tests: 6 tests: 15’(3 tests), 45’(2 tests) end- term (1test)
- The 2nd term:
* Unit 7- Unit 12: 8 parts for each unit: getting started, language, reading, speaking, listening, writing,
communication and culture and looking back & project
* Review 3, 4
* Test yourself 2
* Written tests: 6 tests: 15’(3 tests), 45’(2 tests) end- term (1test)
b. Teacher’s demand:
- Read the lesson before studying in class.
- Do all exercises at home.
- It is good to find the meaning and the pronunciation of the new words in the dictionary at home.
-Listen to the teacher attentively and take part in the lesson actively and creatively.
- Take part in the activities that the teacher required such as pairs work, group work or individual
- Each S has a notebook and book (student book and workbook)
Books
* Text book English 11
* Work book English 11
At home:
* Prepare for the new lessons: content, structures, words and phrases, pronunciation
* Revise the old lessons and do all the homework
Prepared by Ms. Trang
In class:
* Participate in all activities
* Keep the discipline
3. Consolidation: (3 minutes)
- Ask Ss to consolidate the main contents.
- Gives feedbacks.
4. Homework: (2 minutes)
- Prepare the new words in Unit 1: The generation gap (Lesson 1: Getting started)

Date of Preparation: 31st August 2020 Date of Teaching: 8th September 2020
UNIT 1: THE GENERATION GAP (GETTING STARTED)
Period: 2
I. AIMS AND OBJECTIVES:
+ Language content:
- To introduce some words and phrases relating to the generation gap
- To help Ss understand the conversation about generation gap
+ Language function: To help Ss to:
- use the lexical items related to the topic "the generation gap".
- know more about the vocabulary and structures to talk about the generation gap.
+ Educational aim:
- To enable Ss to get ready for all the lessons about the generation gap
1. Language:
a. Vocabulary: extended family, nuclear family, childcare, generation gap, viewpoint, table manners,
footsteps, conservative, open-minded, .......
b. Structures: modal verbs
2.Skills: Integrated skills
3.Educational factor:
-To educate Ss to be aware of the sources of conflicts between children and parents and find solutions for
them
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: pair-wok, explanation, Role- play
3. Materials needed: textbooks, references, Video clip, pictures, CD, projector, and chalk
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: No exercise
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today?
Who is absent today, monitor?
2. Checking up the previous knowledge: (not checking)
3. Presentation of the new materials.
Time Teacher’s activities Students’ activities The lesson content
(4’) WARM-UP: UNIT 1: THE GENERATION
-Ask Ss “What can be the -Work in groups GAP
differences between children Answers:the choice of Lesson 1: GETTING STATED
and the adults in their family?” music, clothing, values,
lifestyles, ways of
-Ask Ss questions about the shopping, …
picture. -Answer:
1/ Who are the people in the 1/ Members in a family.
photo? 2/ Yes. / No.
2/ Is this type of family
popular in your community? -Listen and take notes
-Elicit answers from Ss
-Lead to the new lesson
PRESENTATION: -Pay attention to the
1. Listen and read teacher
(4’) -Tell Ss that they are going to
listen to a conversation VOCABULARY:
between two friends, Sam and -Give answer + be part of …
Ann. + hairstyle (n)
-Let Ss guess what Sam and - Listen to the tape and + appearance (n)
Ann are talking about. read the text in silence + conservative (adj)
-Play the recording. and underline the words + state-own organization (n.ph)
-Tell Ss not to worry about or phrases which are new + footsteps (n)
new language items as theỵ to them and guess the + open-minded (adj)
will have a chance to come meaning. + conflict (n)
back to them later on. 2. Read the conversation again.
2. Read the conversation Are the following sentences true
(6’) again. Are the following or false?
sentences true or false? Key:
-Tell Ss this activity will help 1.F 2.F 3.T 4.F 5.T
them to understand the 3. Complete the following
conversation through -Work individually first definitions, using the highlighted
comprehension questions. and then in groups compound nouns in the
-Ask Ss to work individually conversation.
first and then compare the -Give answers Key:
answers in groups 1. A nuclear family
-Invite Ss to give answers and Listen and take notes 2. Childcare
feedbacks 3. A generation gap
-Correct answers 4. Table manners
3. Complete the following 5. A viewpoint
(10’) definitions, using the 6. An extended family
highlighted compound nouns -Focus on compound
in the conversation. nouns 4. Find other compound
-Tell Ss this activity focuses -Do the task as required nouns in the conversation. Use
on compound nouns. a dictionary to look up their
-Ask them to complete the meanings, if necessary.
definitions, using the Key
highlighted compound nouns -Work in pairs grandparents, grandma, grandpa,
in the conversation. grandmother, hairstyles,
-Ask Ss to check answers in -Give answers housework, footsteps
pairs.
-Elicit correct answers 5. Read the conversation again
4. Find other compound and find verbs used to express
(7’) nouns in the conversation. duty, obligation, advice, or lack
Use a dictionary to look up - Work in groups and use of obligation.
their meanings, if necessary. the dictionary if Key
-Allow Ss to use a dictionary necessary  Opinion &advice: should and
to look up the meanings of the -Compare answers ought to in positive and
compound nouns. negative forms
-Tell Ss to compare their -Check answers with the  Duty &obligation: must and
answers in groups. teacher have to
-Check answers as a class.  Lack of obligation: (not) have
5. Read the conversation to, (not) need to
(3’) again and find verbs used to
express duty, obligation, - Work individually
advice, or lack of obligation. doing the task
-Ask Ss to read the
conversation again, and find
the verbs expressing duty,
obligation, advice, or lack of -Compare answers
obligation.
-Have Ss compare their -Give answers
answers in groups.
-Check answers as a class -Work in pairs asking
PRODUCTION: and answering the
(7’) -Ask Ss to work in pairs to ask questions
and answer the questions:
1/ Are you part of a nuclear or
an extended family?
2/ What do you like and
dislike about your type of
family? -Give answers
CONSOLIDATION:
(1’) - Ask Ss: “What have you
learnt today?”
4. Homework: (2ms)
- Ask the Ss to:
+ Learn the new words
+ Do an exercise: Complete sentences about the generation gap with suitable word/ phrase in
GETTING STARTED part.
1. When people live in a multi-generational family, there is often a _________.
2. One disadvantage of living in a/an _______ is that grandparents may see things from different
viewpoints.
3. Children living with both parents in a stable ________ tend to be more confident and independent.
4. _____ in multi-generational families are inevitable.
5. The biggest advantage of living in an extended family is that parents don’t have to worry much
about ______ and housework.
Keys:
1. generation gap
2. extended family
3. nuclear family
4. Conflicts
5. childcare
+ Prepare the next lesson: LANGUAGE
IV. SELF -EVALUATION:

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Date of Preparation: 1st September 2020 Date of Teaching: 10th September 2020
UNIT 1: THE GENERATION GAP (LANGUAGE)
Period: 3
+ Language content:
- To introduce to Ss words and phrases related to the generation gap
- To help Ss learn about word formation: compound nouns
- To guide Ss how to pronounce strong and weak forms in connected speech
- To help Ss learn about Modals (should, ought to, must, have to)
+ Language function: To help Ss to
- use the lexical items related to the generation gap
- know more about compound nouns
- use modals correctly in certain situations
+ Educational aim: To teach Ss more words/ phrases related to the generation gap and modal verbs
1. Language:
a. Vocabulary: extended family, nuclear family, childcare, generation gap, viewpoint, table manners, .......
3.Educational factor: To educate Ss to be aware of the sources of conflicts between children and parents
and find solutions for them
2. Techniques / Activities: Pair work, Group work, asking- answering, role-play
3. Materials needed: textbooks, pictures, flashcards, colored chalk, projector
5. Previous exercises: Exercises on vocabulary
2. Checking up the previous knowledge: (4ms)
Complete sentences about the generation gap with suitable word/ phrase in GETTING STARTED
part.
1. When people live in a multi-generational family, there is often a _________.
2. One disadvantage of living in a/an _______ is that grandparents may see things from different
viewpoints.
3. Children living with both parents in a stable ________ tend to be more confident and independent.
4. _____ in multi-generational families are inevitable.
5. The biggest advantage of living in an extended family is that parents don’t have to worry much
about ______ and housework.
Keys:
1. generation gap
2. extended family
3. nuclear family
4. Conflicts
5. childcare
(5’) WARM-UP: Crosswords UNIT 1: THE GENERATION
-Divide the class into 2 -Work in groups GAP
groups to discuss and Lesson 2: LANGUAGE
complete the crosswords (see
APPENDIX) -Write answers on the VOCABULARY:
-Call the representative of board * COMPOUND NOUNS
each group to write their Notes:
answers on the board -Pay attention and take - A compound noun is a noun that is
-Check as a whole and then notes made up of two or more words.
lead to the new lesson - Each compound noun acts as a
(7’) VOCABULARY: single unit and can be modified by
1. Match each word with adjectives and other nouns.
another word to make a - In compound nouns, the stress
compound noun. Four of usually falls on the first word. This
them are written as one helps us to distinguish between
word. -Work individually compound nouns and free word
-Ask them to match each combinations.
single noun (1-9) with Example:
another (a-i) to make a a'greenhouse: a place for
compound noun. -Work in pairs growing plants (compound noun)
-Tell them to check their a'green 'house: a house painted
answers in pairs, then check green (free word combination)
as a class. -Take notes 1. Match each word with another
-Give the meanings of these word to make a compound noun.
compound nouns, if Four of them are written as one
necessary. word.
(Review the formation of Key:
compound nouns: Tieng Anh 1.g 2.h 3.i 4.f 5.c 6.b
10-Unit 5, Language section) 7.a 8.d 9.e
2.Complete each question 2.Complete each question with one
with one of the compound of the compound nouns in 1.
nouns in 1. -Listen to the teacher’s Key
-Ask Ss to complete the guidance 1. hairstyle / table manners
questions with some of the 2. generation gap
compound nouns in 1. -Work individually and 3. nuclear family
-Have Ss work individually then in pairs comparing 4. junk food 5. schoolchildren
first. Then ask them to work answers
in pairs, and compare their PRONUNCIATION:
answers. -Give answers 1. Listen and repeat these
-Ask Ss to give their answers sentences. Pay attention to the
stressed words with the mark(‘)
(10’) PRONUNCIATION: before the stressed syllables.
1. Listen and repeat these 1. If you can identify your
sentences. Pay attention to differences with your parents, you
the stressed words with the can have a good relationship.
mark(‘) before the stressed 2. You should be respectful when
syllables. -Listen and repeat discussing any area of disagreement.
-Play the recording for Ss to Take time to listen to your parents’
listen and repeat. -Pay attention to the opinions, and ask them to listen to
-Ask Ss to pay attention to stressed words yours.
the stressed words with the Being rule to your parents won’t
stress mark before the convince them you’re right. This can
stressed syllable. -Listen again and identify have the opposite effect.
-Play the recording again for parts of speech stressed 2. Are the words in bold stressed
Ss to listen, pausing after in sentences or unstressed? Listen and check.
each sentence. Have Ss work Practise reading the conversation
in pairs to find out the parts in pairs.
of speech of the words which Notes: In a sentence, the following
are stressed in these words are unstressed:
sentences. -Study Do you know…? + Function words: pronouns, the
-Ask Ss to study the Do you For more information verb be, auxiliary verbs, articles,
know...? box for more conjunctions, and prepositions
information about words that + this, that, these, and those when
normally receive stress in followed by a noun
connected speech. + who, whose, when, where,
2. Are the words in bold why, what and how when
stressed or unstressed? introduce a relative clause/ noun
Listen and check. Practise clause
reading the conversation in Exception:
pairs. -Listen + When auxiliary verbs and
-Explain the activity to Ss, modals are not followed by a
drawing their attention to the verb, they have strong forms.
words in bold. -Work individually first Key:
-Have Ss work individually and then in pairs 1. A – strong B - weak
first, then play the recording 2. A-weak B - strong
and ask them to check their 3. A - weak B - strong
answers in pairs. -Do as required
-Check answers as a class, GRAMMAR
highlighting the different Notes:
cases. Then ask Ss to study + Ought to is not as common as
the Do you know...? box, and should and is a little more formal in
learn the rules for the weak questions and negatives.
forms. -Play roles + We use I don’t think we should/
-Ask pairs of Ss to role-play ought to rather than I think we
the questions and answers in shouldn't/oughtn't to.
front of the class. Praise Ss e.g. I don't think you should invite
who pronounce the strong your friends to stay overnight
and weak forms correctly. + In the negative form of must,
mustn’t and don't have to have
(15’) GRAMMAR: different meanings. We use mustn't
1. Underline the correct when an action is forbidden or
words to complete the prohibited.
sentences. -Work individually and e.g. You mustn’t cheat in the exams.
-Have Ss work individually then in groups + We use don't have to when the
first, then ask them to action is not necessary.
compare their answers in e.g. Students don't have to go to
groups. -Study Do you know…? school on Sundays.
-Ask Ss to study the Do you 1. Underline the correct words to
know…? box and learn how complete the sentences.
to use should and ought to to Key:
give opinions and advice; 1.should 4.have to 3.must 4.have
and must and have to to to 5.mustn’t
express obligation, -Listen and take notes
-Use the information from 2. Rewrite each sentence without
Notes to give further changing its meaning, using
explanations, if necessary. the word in brackets.
2. Rewrite each sentence Key:
without changing its 2. You mustn't use your mobile
meaning, using the word in phone in the examination room.
brackets. -Do as required 3. I don't have to type my essay.
-Have Ss do this exercise 4. You should tell the truth to your
individually. Monitor the family.
activity and help them if 5. Young people must plan their
necessary. --Read aloud the future career carefully.
-Check Ss' answers by asking sentences
individual Ss to take turns to
read aloud the sentences, and
then write them on the board.
(1’) CONSOLIDATION: -Answer
- Ask Ss: “What have you
learnt today?”
4. Homework: (2ms)
- Ask the Ss to:
+ prepare the next lesson: READING
+ use the use of simple present and present continuous tense to talk about their daily routine.
+ do extra exercises:
A. Underline the words that you think should be stressed in each sentence.
1. The man will open the door.
2. She wants to play a game.
3. You should discuss the problem with your parents.
4. You must be careful when using a knife.
5. I really don’t like having animals in my house.
B. Rewrite sentences, using the word in brackets.
1. Why don’t you talk to her about your problem? (ought)
=> …………………………………………………..
2. You are not allowed to walk on the grass in the park. (must)
=> …………………………………………………..
3. There is no need for you to buy any tomatoes. (have to)
=> …………………………………………………..
Keys:
A. 1. man, open, door 2. wants, play, games 3. discuss, problem, parents 4. careful, using,
knife 5. really, don’t, like, having, animals, house
B. 1. You ought to talk to her about your problem.
2. You mustn’t walk on the grass in the park.
3. You do not have to buy any tomatoes.

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Date of Preparation: 4th September 2020 Date of Teaching: 14th September 2020
UNIT 1: THE GENERATION GAP (READING)
Period: 4
+ Language content:
-To help Ss read for specific information in an article about the generation gap
+ Language function: By the end of the lesson, students will be able to:
- develop the skill of reading (reading for specific information)
- know more vocabulary about the topic of the generation gap
- use the language and ideas in the lesson for communication.
+ Educational aim: To help Ss understand the different sources of conflicts between them and their parents
1. Language:
a. Vocabulary: afford, impose, brand name, norms, conflicts, …
b. Structures: the present simple
2. Skills: Integrated skills
3.Educational factor:
-To enable Ss to identify your differences with their parents so that they can have a good relationship.
3. Materials needed: textbooks, pictures, flashcards, colored chalk
5. Previous exercises: Pronunciation and modal verbs
2. Checking up the previous knowledge: (4ms)
A. Underline the words that you think should be stressed in each sentence.
1. The man will open the door.
2. She wants to play a game.
3. You should discuss the problem with your parents.
4. You must be careful when using a knife.
5. I really don’t like having animals in my house.
B. Rewrite sentences, using the word in brackets.
1. Why don’t you talk to her about your problem? (ought)
=> …………………………………………………..
2. You are not allowed to walk on the grass in the park. (must)
=> …………………………………………………..
3. There is no need for you to buy any tomatoes. (have to)
=> …………………………………………………..
Keys:
C. 1. man, open, door 2. wants, play, games 3. discuss, problem, parents 4. careful, using,
knife 5. really, don’t, like, having, animals, house
D. 1. You ought to talk to her about your problem.
2. You mustn’t walk on the grass in the park.
3. You do not have to buy any tomatoes.

(3’) WARM-UP: UNIT 1: THE GENERATION
- Ask the question “Where do you -Give answers: GAP
think family conflicts come from?” Differences in Lesson 3: READING
to elicit Ss' opinions. hairstyle, clothes,
- Have Ss brainstorm different hobbies, … between
factors leading to family conflicts. the family members.
- Ask individual Ss to share their New words:
opinions and encourage different + treat (v)
viewpoints + grow up (v.ph)
- Lead to the new lesson -Listen and take + make a decision (v.ph)
notes + regardless of
(25) PRESENTATION: + understanding (n)
1. You are going to read a text
about the conflicts between
parents and their teenage
children. Which of the following 2. Read the text quickly and
do you think you may find in the check your predictions in 1.
text? Key: b, c, d, e, f
- Introduce the reading text, and -Listen to the teacher
elicit some sources of conflicts.
- Ask Ss to tick the conflicts (a-g)
and then compare their choices -Do as required 3. Match the highlighted words
with their partner's. in the text with the definitions
- Ask some Ss to share their -Compare answers below.
opinions with the whole class. Notes: Reading strategies:
- Pre-teach new words + Always look at the text first
2. Read the text quickly and before you look at the questions to
check your predictions in 1. have a general idea what it's
- Ask Ss to skim the text and -Listen to the about.
compare their predictions in 1 guidance and then + Read the questions and
- Check Ss' answers, and ask skim the text underline key words from the
them to give the clues from the -Give answers and questions.
reading text which helped them to evidence + Scan the text for key words and
work out the answers. synonyms of key words from the
3. Match the highlighted words questions.
in the text with the definitions + Read the sentences around the
below. key words to get the information
- Ask Ss to match the highlighted needed.
words in the text with the Key:
definitions given. 1. afford
- Tell Ss to go back to the reading -Read the text and 2. impose
text to locate the highlighted words locate and learn the 3. brand name
and study the context surrounding highlighted words, 4. norms
the words to work out their then match 5. conflicts
meaning. Then match them with
the definitions.
- Have Ss work individually, then -Discuss
check their answers in pairs or 4. Read the text carefully.
groups. Answer the questions.
- Invites Ss to give answers -Give answers Key
4. Read the text carefully. 1. Because they strongly believe
Answer the questions. they know what is best for
- Ask Ss to read the questions first
-Read the questions their children.
to work out the type of information
first to work out the 2. They want to be more
they will look for in the text type of information independent, create their own
they will look for opinions and make their own
- Have Ss work in pairs/ small -Work in pairs/ decisions.
groups to compare their answers. groups 3. They are worried because
- Check Ss' answers as a class. -Give answers these clothes may break rules
and norms of society, or
(7’) PRODUCTION: distract them from
5. Discuss with a partner. schoolwork.
“Do you get into conflict with your 4. They want their children to
parents? Share your experiences spend their time in a more
with your partners.” useful way.
- Put Ss in group of 4 and let them -Work in groups 5. No. Some of them try to
discuss the questions freely. impose their choices of
- Go around to give some university or career on their
suggestions by giving some key children.
words or Ask them yes-no
questions
- Invite a student of any group at -Present their ideas
random to present the ideas.
- Elicit comments. -Give comments
- Give feedback. -Listen
(2’) CONSOLIDATION:
- Ask Ss: “What have you learnt -Give answers
today?”
4. Homework: (3ms)
- Ask the Ss to:
+ Learn by heart the new words and phrases
+ Prepare the next lesson (Speaking)
+ Do an exercise: Read the following passage and choose the best answer.
My family has members whose opinions vary widely but two contrasting members of my family are
my brother and my father. I understand both of them fairly well, but their attempts to understand each other
are less successful. My father and my older brother sometimes assume diametrically different viewpoints.
My brother is artistic and creative while my father is pragmatic and technically minded. One of the
more humorous differences between them is their taste in music. My brother is a born musician who loves
music with soul. He studied music at an early age and was encouraged to develop his interest in the field.
Although he was talented in maths and science, my brother’s true love was music. Born in late eighties, he
is currently a Jazz Studies major at the University of North Texas. On the other hand, my father is a
scientist, has no musical talent, and listens to "muzak." He excelled in mathematics and science and had no
time or inclination to study art or music. He worked his way through school and eventually earned a Ph.D.

in physics. For my father, a college education symbolized a way to get ahead and provide a good standard
of living for his family.
Although my brother and father disagree on many things, they manage to get along very well. Both of
them are open-minded and can appreciate each other's differences. Though they are different in many ways,
they share a few interests, such as fishing and working on cars. They also enjoy lively discussions on topics
about which they disagree. It is probably a good thing that all people are not born exactly like their parents.
If everybody were alike, the world would be a very boring place.
1. The author’s brother majors in ………
A. maths B. science C. physics D. Jazz music
2. The author’s father hold a ………
A. bachelor’s degree B. doctorate C. master’s degree D. diploma
3. How old is the author’s brother now?
A. around 20 B. around 30 C. around 40 D. not mentioned
4. The word “diametrically” in paragraph 1 mean:
A. completely B. rather C. slightly D. very
5. What’s the attitude of the author while writing the text?
A. critical B. judgmental C. narrative D. supportive
Keys: 1.D 2.B 3.B 4.A 5.C

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Date of Preparation: 4th September 2020
Date of Teaching: 15th September 2020
UNIT 1: THE GENERATION GAP (SPEAKING)
Period: 5

+ Language content:
-To help Ss Talking about parent-children relationship problems and offer advice on how to solve them
- develop the skill of speaking: talk about their conflicts with their parents
- create their own situations, make conversations about the generation gap
- develop their pronunciation
+ Educational aim: To educate Ss to find solutions for their conflicts with their parents
1. Language:
a. Vocabulary: miss curfew, parents’ disapproval, judge, pierced noses, …
b. Structures: structures for expressing complaints and giving opinions
2.Skills: Integrated skills. Speaking, reading
3.Educational factor: To educate Ss to get on well with their parents
5. Previous exercises: Reading comprehension
2. Checking up the previous knowledge: (4’)
Read the following passage and choose the best answer. (10pts)
My family has members whose opinions vary widely but two contrasting members of my family are
my brother and my father. I understand both of them fairly well, but their attempts to understand each other
are less successful. My father and my older brother sometimes assume diametrically different viewpoints.
My brother is artistic and creative while my father is pragmatic and technically minded. One of the
more humorous differences between them is their taste in music. My brother is a born musician who loves
music with soul. He studied music at an early age and was encouraged to develop his interest in the field.
Although he was talented in maths and science, my brother’s true love was music. Born in late eighties, he
is currently a Jazz Studies major at the University of North Texas. On the other hand, my father is a
scientist, has no musical talent, and listens to "muzak." He excelled in mathematics and science and had no
time or inclination to study art or music. He worked his way through school and eventually earned a Ph.D.
in physics. For my father, a college education symbolized a way to get ahead and provide a good standard
of living for his family.
Although my brother and father disagree on many things, they manage to get along very well. Both of
them are open-minded and can appreciate each other's differences. Though they are different in many ways,
they share a few interests, such as fishing and working on cars. They also enjoy lively discussions on topics
about which they disagree. It is probably a good thing that all people are not born exactly like their parents.
If everybody were alike, the world would be a very boring place.
1. The author’s brother majors in ………
A. maths B. science C. physics D. Jazz music
2. The author’s father hold a ………
A. bachelor’s degree B. doctorate C. master’s degree D. diploma
3. How old is the author’s brother now?
A. around 20 B. around 30 C. around 40 D. not mentioned
4. The word “diametrically” in paragraph 1 mean:
A. completely B. rather C. slightly D. very
5. What’s the attitude of the author while writing the text?
A. critical B. judgmental C. narrative D. supportive
Keys: 1.D 2.B 3.B 4.A 5.C

Tim Teacher’s activities Students’ activities The lesson content
e
(4’) WARM UP: UNIT 1: THE GENERATION GAP
- Ask Ss to discuss the -Discuss in groups LESSON 4: SPEAKING
situations in the pictures and Example: Parents may
say what conflicts each one not like when their
may lead to. teenage children go
- Collect answers and lead to out with their friends
(15’) the lesson late at night.
PRESENTATION:
1. Read about these
situations facing teenagers.
Match them with the
problems a, b, or c in the
box below. -Read and match
1. Read about these situations facing
- Ask Ss to read about three individually
teenagers. Match them with the
situations facing teenagers, problems a, b, or c in the box below.
and then match them with Key: l.b 2.c 3.a
the problems a, b, or c in the
box. 2. Here are some of the things
- Walk around and help Ss, -Compare their answer teenagers and their parents complain
if necessary. with friend’s about. Tick the complaints that you
- Have Ss compare their -Give their answer hear in your family. Add more if you
answers. -Discuss and give can.
- Check Ss' answers. opinions Example:
- Ask Ss to further discuss if 1/ My children …
they have ever experienced a/ dress badly and have ugly hairstyles
these situations, and how b/ watch TV too much
they felt. They may give c/ don’t help with housework
advice or express their …
opinions. 2/ My parents …
2. Here are some of the a/ don’t like my friends
things teenagers and their b/ always tell me what to do
parents complain about. c/ don’t respect my privacy
-Read the list of things
Tick the complaints that …
teenagers and their
you hear in your family.
parents complain about
Add more if you can. Helpful expressions:
- Ask Ss to read the list of -Tick the complaints * Complaints
things teenagers and their that they hear in their + I don't like the way my parents keep +
parents complain about. families V-ing...
- Have them tick the -Add some more + My parents are always + V-ing...
(15’) complaints that they hear in complaints + Mv parents believe that...
their families. * Giving opinions and advice
- Encourage Ss to add some + I think you should / ought to...
more complaints if they can + I don't think you should / ought to...
- Help Ss with any new + In my opinion, you should / ought to...
language they may need to + If I were you. I would / wouldn't...
express their ideas. + You’d better …
PRODUCTION: + You shouldn't / ought not to ...
3. Work in pairs. Tell your + Why don’t you …?
partner what you or your -Work in pairs
brothers/ sisters and your 3. Work in pairs. Tell your partner
parents complain about. what you or your brothers/ sisters and
Give advice on how to your parents complain about. Give
solve the problem. advice on how to solve the problem.
- Ask Ss to work in pairs and Example:
take turns to tell their partner A: What kind of conflicts do you get into
-Use structures liSs to
what they or their siblings with your parents?
practice effectively
and their parents often B: Well, I don’t like the way my mum
complain about, and then keeps telling me what to do all the time.
practise giving advice on What should I do?
(2’) -Play roles A: I think you should talk to her and
how to solve the problem.
- Encourage Ss to use the explain how you feel. You should also
structures listed in Helpful -Feedback and take show her that you are responsible and
expressions. notes mature.
- Walk around and help Ss, B: Thanks, I’ll try. How about you and
-Answer your parents?
if necessary.
- Ask some pairs to role-play A: My dad is always comparing me with
their conversation Lan, the girl living next door. He says
- Elicit feedbacks on their that Lan is more studious than me, and
performance. helps her parents with the household
CONSOLIDATION: chores.
- Ask Ss: “What have you B: Perhaps you should make friends with
learnt today?” Lan if your parents like her
4. Homework: (4’)
- Ask the Ss to:
+ Practice talking about their happiness in sharing household chores with your family members.
+ Do an exercise: Put the options A, B, C, D or E in the suitable blanks.
A. You’d better B. Why don’t you C. That’s a good idea
D. If you were me E. you should talk to
Jane: Well, can you tell me what kind of conflicts you often get into with your mother and your father?
Jack: To be honest, I hate being kept telling what to do all the time. (1) _____________, what would you
do?

Jane: In my opinion, (2) _____________ your mother and explain how you feel. (3) _______________
show her that you are now much more mature and responsible.
Jane: ___________________. I’ll try. How about you and your parents?
Jack: Actually, my dad always compares me with my sister. He says that she’s more intelligent and hard-
working than me. That makes me crazy!
Jane:(5) ________ tell him that nobody is the same and everyone has his/her own strengths and
weaknesses?
Keys: 1D 2. E 3. A 4. C 5.B
+ Prepare the next lesson: Listening

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Date of Preparation: 6th September 2020 Date of Teaching: 17thSeptember 2020
UNIT 1: THE GENERATION GAP (LISTENING)
Period: 6

+ Language content:To help Ss listen for specific information in a conversation between two teenagers
about conflicts with their parents
- practice and develop the skill of listening
- focus on some tips for listening for specific information
- communicate in English about the topic of the generation gap
+ Educational aim:To educate Ss to do the right things in their hobbies
1. Language:
a. Vocabulary: forbid, flashy, elegant, concentrate, …
b. Structures: the present simple
3.Educational factor: To educate Ss to make their parents be pleased and feel safe about them
5. Previous exercises: Conversation completion
Put the options A, B, C, D or E in the suitable blanks. (10pts)
A. You’d better B. Why don’t you C. That’s a good idea
D. If you were me E. you should talk to
Jane: Well, can you tell me what kind of conflicts you often get into with your mother and your father?
Jack: To be honest, I hate being kept telling what to do all the time. (1) _____________, what would you
do?
Jane: In my opinion, (2) _____________ your mother and explain how you feel. (3) _______________
show her that you are now much more mature and responsible.
Jane: ___________________. I’ll try. How about you and your parents?
Jack: Actually, my dad always compares me with my sister. He says that she’s more intelligent and hard-
working than me. That makes me crazy!
Jane:(5) ________ tell him that nobody is the same and everyone has his/her own strengths and
weaknesses?
Keys: 1D 2. E 3. A 4. C 5.B
Time Teacher’s activities Students’ The lesson content
activities
(3’) WARM-UP: UNIT 1: THE
-Ask Ss to look at the photos of the -Look at the photos GENERATION GAP
twoteenagers, and think about what and think about Lesson 5: LISTENING
problems they may have. what problems they
- Tell Ss that this activity focuses on may have
listening for general ideas.
- Tell them to focus on hobbies (Photo a) -Listen to the
and fashion (Photo b) and elicit Ss' instructions
opinions.
- Have Ss talk about what the parents of -Give answers
these teenagers might complain about.
(25’) PRESENTATION:
1. You are going to listen to Tom and
Linda discussing their conflicts with New words:
their parents. What do you think they + skinny (adj)
will mention? + top (n)
- Tell Ss that they are going to listen to -Listen to the + stare at (v)
two teenagers, Tom and Linda, instructions + balance (v)
discussing their conflicts with their + tight (adj)
parents. + flashy (adj)
- Ask Ss to circle what they think the -Guess what they + elegant (adj)
speakers will mention in their think the speakers + forbid (v)
conversation. will mention in
2. Match the words in the box with the their conversation 2. Match the words in the
appropriate definitions. box with the appropriate
- Tell Ss to match the words with their -Listen to the definitions.
definitions. These words will be heard in instructions Key: 1.d 2.a 3.b
the conversation. 4.c
- Have Ss compare their answers. -Compare answers
- Check their answers. -Give answers
- Pre-teach additional words. -Listen and take
3. Listen to the conversation. Decide if notes
the following sentences are true or
false. 3. Listen to the conversation.
- Tell Ss that they are going to listen to - Listen to the Decide if the following
the conversation between Tom and Linda instructions sentences are true or false.
and decide whether the statements are Key: 1. F 2. F 3.T
True (T) or False (F). 4.T 5.T
- Have Ss make guesses first. Encourage -Guess answers
all possible answers and explanations.
Write their guesses on the board so they
can see if the guesses are correct later.
- Play the recording for Ss to listen. -Listen to the
- Check Ss' answers. If many students recording
have the same incorrect answers, play the
recording again, pausing at the places -Give answers
where Ss might have got the incorrect
answers and discuss the problems
4. Listen to the conversation again and
chose the best answer A, B, or C.
- Tell Ss that they are going to listen to - Listen to the 4. Listen to the conversation
theconversation again, and do a multiple instructions again and chose the best
choice exercise. answer A, B, or C.
- Remind Ss to try to ignore any -Listen carefully Key: 1.C 2.A 3.B
distracters that may appear in the 4.C 5.B
recording, and listen for specific
information.
- Ask Ss to check their answers with a -Work in pairs
partner. checking
- Check answers as a class. -Give answers and
(10’) PRODUCTION: check
5. Work in pairs. Ask and answer the
following questions.
- Have Ss work in pairs to ask and -Work in pairs 5. Work in pairs. Ask and
answer the questions. answer the following
- Encourage them to share their questions.
experiences with their partner who is 1/ Do your parents like the way
expected to give advice or express you dress? Why or why not?
opinions. 2/ What do you think about
- Invite some pairs to practise in front of -Practise computer games? Do your
the class parents share your viewpoints?
(1’) CONSOLIDATION:
- Ask Ss: “What have you learnt today?” -Give answers
4. Homework: (1’)
- Ask the Ss to:
+ Learn the new words and the lesson contents
+ Prepare the next lesson: WRITING

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Date of Preparation: 10th September 2020 Date of Teaching: … September 2020
UNIT 1: THE GENERATION GAP (WRITING)
Period: 7
+ Language content:Help Ss write a letter about family rules to a teenager staying at a homstay family
- practice and develop the skill of writing.
- use the vocabularies which have been learnt in previous lessons for their piece of writing.
- use grammar structures to write about family rules.
+ Educational aim: Enable Ss to be aware of their family rules
1. Language:
a. Vocabulary: swear, split on the floor, forbid, respect the elderly, take one’s study seriously, have good
table manners
b. Structures: the present simple, to-infinitives
3.Educational factor: Educate Ss to respect and follow their family rules
5. Previous exercises: No exercises
Complete sentences, using the correct form of verbs in brackets: (10pts)
1. I am not allowed (use) the family motorbike.
2. My parents do not let me (stay) out at night.
3. They want me (finish) my homework before going out with friends.
4. They make me (keep) my room tidy.
Keys:
1. to use 2. stay 3. to finish 4. make
(4’) WARM-UP: UNIT 1: THE GENERATION GAP
- Ask Ss to read the different - read the different Lesson 6: WRITING
family rules in this section, family rules in the
and say which ones are section
similar to theirs
e.g. respect one another; help
each other; try new things,
etc.
+ Ask Ss if their families - give answers
have any rules. If not, ask
them whether they would
like to have some in their
families.
+ Encourage Ss to express
their own opinions about this. 1. The following are some family rules.
(15’) PRESENTATION: Complete them, using the phrases
1. The following are some below. Add a few more if you can.
family rules. Complete Suggested answers:
them, using the phrases 1. My parents don't let me stayout
below. Add a few more if late at the weekend.
you can. 2. They make me keep my room tidy.
- Tell Ss that this activity - listen to the teacher 3. They tell me to take my studies
focuses on the language they seriously.
need to write about family 4. They warn me not to smoke ortake
rules drugs.
+ Ask Ss to read the family - read the family 5. They want me to have good table
rules provided. rules manners.
+ Have Ss complete the - complete the 6. I am not allowed to stay overnight at
sentences and think about the sentences about their my friends' house.
rules in their families. They family rules 7. They forbid me to swear or spit on
may add more rules if they the f1oor.
can. 2. Read the list in 1 again. Choose the
- Elicit feedbacks and correct - give comments three most important rules that your
Ss’ sentences parents often apply to you. Think of
2. Read the list in 1 again. the reasons, and write them in space
Choose the three most provided.
important rules that your Suggested answers:
parents often apply to you. 1. One important rule in my family is that
Think of the reasons, and every member of the family has to keep
write them in space his or her room tidy. My brother and I
provided. have to make our beds every morning,
- Tell Ss that this activity - pay attention to the and clean the floor and windows twice a
focuses on giving reasons or teacher’s week.
explanations. introduction 2. Another important rule in my family is
+ Ask Ss to choose the three - choose the three that we need to help around with the
most important rules that most important rules housework and other home duties. We
their parents often apply in that their parents think sharing housework helps us become
their family, and then give often apply to them responsible and more mature. More
the reasons in the spaces and give the reasons importantly, its helps create a positive
provided. atmosphere in the family and brings the
+ Tell Ss to read and analyze - read and analyze family members closer.
the example so that they the example 3. The third important rule in my family
know what they are expected is that we mustn’t invite friends to stay
to do. overnight. This is not only for our family
Example: rule, but also the rule for all people who
The most important rule in live in the building.
my family is that we should 3. An English teenager is going to stay
visit our grandparents at with your family for two months on a
least once a week. We live cultural homestay programme.
about 10 km away, and my Complete a letter to inform him/ her of
parents want us to have a the rules in tour family. Write between
closer relationship with our 160-180 words, using the suggested
grandparents by visiting ideas in the list above.
them regularly and making Suggested answer:
sure that they are not lonely Pham Ngoc Thach, Dong Da,
+ Help Ss to express their - take notes if Ha Noi, Viet Nam
ideas, if necessary. necessary February, 10th, 20...
- Ask Ss to compare the - compare their Dear Lauren,
result with their partners. result I'm very happy to know that you’ll be
- Invite some Ss to write their - write their answers staying with my family for two months.
answers on the board. on the board We live in a tour-bedroom flat on the 15th
- Correct and give feedback. - take notes floor. You will have your own bedroom
(15’) PRODUCTION: for your stay here.
3. An English teenager is You asked me about our family rules.
going to stay with your There are three important ones that we
family for two months on a must follow.
cultural homestay One important rule in my family is that
programme. Complete a every member of the family has to keep
letter to inform him/ her of his or her room tidy. My brother and I
the rules in tour family. have to make our beds every morning,
Write between 160-180 and clean the floor and windows twice a
words, using the suggested week.
ideas in the list above Another important rule is that my brother
- Ask Ss to complete a letter - be ready for writing and I must be home before 10 p.m. My
about family rules. - listen to the parents are very strict and believe that
+ Explain that they can use teacher’s guidance setting a curfew will help us become
the ideas provided previously responsible, and stay safe and healthy,
to write the letter. - peer-evaluate The third important rule is that we
+ Have Ss exchange their mustn't invite friends to stay overnight.
letters for peer checking. This is not only our family rule, but also
Walk around and help Ss, if the rule for all people living in the
necessary. - pay attention to the building.
+ Collect Ss' letters to give teacher’s feedback If you have any questions, please let me
further feedback know, We will try our best to make you
(2’) CONSOLIDATION: - give answers feel comfortable during your stay with
- Ask Ss: “What have you use.
learnt today?” I hope you will enjoy your time in Viet
Nam.
Looking forward to meeting you.
Best wishes,
Ha
4. Homework: (4’)
- Ask the Ss to:
+ Learn the new words and phrases
+ Write a paragraph about your family rules, starting with the following sentence:
Every family has its own rules. Mine has a few, too. First, ………………………………..
+ Prepare the next lesson: Communication and culture

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Date of Preparation: 11th September 2020 Date of Teaching: ..September 2020
UNIT 1: THE GENERATION GAP
(COMUNICATION AND CULTURE)
Period: 8
+ Language content:
- To talk about kinds of family and their advantages and disadvantages
- To introduce about the return of the extended families in the UK and the USA
- talk about their kind of family.
- get understanding about the current family trend in certain countries in the world.
+ Educational aim:To help the Ss understand cultural values of family in different countries
1. Language:
a. Vocabulary: multi-generational household, live under the same roof, economic factor, trend, part-time
job, low-paid job, face, frustrating, outweigh, interact
b. Structures: the present tenses
3. Educational factor: To educate Ss about the current family trend in certain countries in the world
5. Previous exercises: a paragraph about family rules
Write a paragraph about your family rules. (10pts) (Checks sts’ notebooks)
1. What do your family let you do in your family?
2. What mustn’t you do?
3. What mustn’t all members in your family do?
4. Why have you do these things?
Time Teacher’s activities Students’ The lesson content
activities
(20’) I. COMMUNICATION: UNIT 1: THE GENERATION GAP
1. Work in groups. Practise Lesson 7:
asking the following COMMUNICATION AND CULTURE
questions and take notes of I. COMMUNICATION:
their answers. 1. Work in groups. Practise asking
- Tell Ss that: “This activity -listen the following questions and take notes
aims at giving you further of their answers.
speaking practice related to 1. What kind of family do you live in?
the unit topic.” 2. What do you think the advantages
+ Ask Ss to work in groups to - work in groups and disadvantages of living in an
practise asking and answering extended or a nuclear family are?
the questions. Suggested keys:
2. Report your group’s -take notes of their + Living in an extended family:
opinions to the class. partners’ answers * Advantages: have more support
- Ask each group to choose one and be ready for from other family members,...
person to report the groups’ their further report * Disadvantages: there are a lot of
opinions to the class conflicts between different generations,
- Ask other Ss to listen and ask …
questions about the report. - report the groups’
opinions
II. CULTURE: II. CULTURE:
1. Read the following text -listen and ask 1. Read the following text about the
about the coming back of the questions coming back of the extended families
(15’) extended families and answer and answer the questions.
the questions. (The return of the extended families
- Introduce the topic and ask Ss In the UK and the USA)
to think of any reasons for this VOCABUARY:
phenomenon inpairs or groups. + multi-generational household (n.ph)
- Ask Ss to read the text -listen and think of + live under the same roof (v.ph)
carefully and highlight any reasons for the + economic factor (n.ph)
words they may not know. phenomenon + part-time job (n.ph)
- Explain their meaning or have -read the text + low-paid job (n.ph)
Ss look up the words in a carefully to find the + face (v)
dictionary. correct answers + frustrating (adj)
+ Encourage Ss to compare their -take notes + outweigh (v)
guesses with the reasons Keys:
provided in the text. -make comparisons 2. Discuss with a partner about the
+ Have Ss answer the questions, current family trend in Viet Nam.
and compare their answers. 1. What is the current family trend in
+ Check answers as a class. -give answers Viet Nam?
2. Discuss with a partner 2. What are the reasons for the current
about the current family -give comments trend?
trend in Viet Nam. 3. Do you think children are happier
- Tell Ss that this activity aims -listen growing up in extended families?
at providing opportunities for
discussions of the current family
trend in Viet Nam. -say what they
+ Encourage Ss to say what they know about the
know about the issue, and issue
discuss any possible reasons for
the current friend. -work in pairs
+ Ask Ss to work in pairs to discussing
discuss the questions. -report the results
+ Ask some pairs to report the of their discussion
results of their discussion.
CONSOLIDATION:
(1’) - Ask Ss: “What have you learnt
today?”
4. Homework: (4’)
- Guide Ss to prepare for the next lesson: Looking back & Project
+ Work in groups of 7 students
+ Interview 15 teenagers, aged 15 – 17, who live in your area and take notes their answers
+ Report your group’s findings to the whole class
Suggested questions:
1. Are there any problems in your family?
. What are they about?
. Where do they come from?
. How do you deal with them? How do your parents deal with them?
2. What would you like to change about yourself so that you can deal with the conflicts better?
3. Do you think your parents should change their attitudes and rules? Why? Why not?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Date of Preparation: 12th September 2020 Date of Teaching: … September 2020
UNIT 1: THE GENERATION GAP
(LOOKING BACK AND POJECT)
Period: 9
+ Language content:To help Ss revise all the knowledge of the unit.
- identify and pronounce stressed and unstressed words in a sentence
- use and form compound nouns
- use modal verbs to express obligation, opinions and advice
- talk about common conflicts between parents and their teenage children.
+ Educational aim:To enable Ss to understand the reasons for conflicts between children and parents and
deal with them
1. Language:
a. Vocabulary: words and phrases related to previous lessons
3.Educational factor: Make students responsible using the knowledge they have learnt flexibly
5. Previous exercises: Making a report
2. Checking up the previous knowledge: (Checking during the lesson)
(3’) LEAD-IN: UNIT 1: THE
- Ask Ss to recall what they have -recall the knowledge GENERATION GAP
learnt in this unit. they have learnt Lesson 8: LOOKING BACK
- Have them point out the language AND PROJECT
items.
(7’) PRONUNCIATION: PRONUNCIATION:
1. Identify the stressed words and put 1. Identify the stressed
a stress mark (‘) before their stressed words and put a stress
syllables in the following statements. mark (‘) before their
Listen and check your answers. stressed syllables in the
- Tell Ss that this activity aims at -listen to the teacher following statements. Listen
revising strong and weak forms of and check your answers.
words in connected speech. Keys:
- Ask Ss to identify the stressed words -identify the stressed 1. 'Tim and his 'parents 'often
and put a stress mark before the words 'argue about what 'time he
stressed syllables. should 'come 'home.
- Have them listen and check answers. -listen to the recording 2. 'Money is a 'source of
- Ask several Ss to read the sentences -read the sentences 'conflict for 'many 'family.
aloud. Praise Ss who try to stress the aloud 3. 'Susan's 'parents 'want her
correct words, and reduce the to 'do 'well in 'school, and if
unstressed vowels. 'that 'doesn't 'happen, her
2.Identify the stressed words and put 'parents 'get 'angry, so she
a stress mark (‘) before their 'gets 'worried.
stressed syllables. Listen and check 4. 'Kate's 'parents 'often
your answers. com'plain that she 'doesn't
- Tell Ss that this activity focuses on -listen to the teacher 'help 'clean the 'house.
the stressed words in short exchanges. 2.Identify the stressed
- Ask Ss to identify the stressed words -identify the stressed words and put a stress
and put the stressed mark before the words mark (‘) before their
stressed syllables. stressed syllables. Listen
- Have them compare their answers -work in pairs and check your answers.
with a partner, and then listen and Keys:
check. 1. A: At 'what 'age were you
- Ask Ss to practise reading the -practise reading the a'1 lowed to 'stay at 'home
exchanges in pairs. exchanges in pairs a'lone?
B: I 'don't re'member e'xactly.
(8’) VOCABULARY: I 'think it was when I was
1. Fill the gaps with the words/ 'nine or 'ten.
phrases from the box. 2. A: These 'jeans 'look 'really
-Have students read the instructions and - read the instructions 'cool. Would you 'like to 'try
do this activity individually. carefully them 'on?
- Ask students to compare their answers -peer-correct B: No, I 'don't 'like them. Ỉ
in pairs. 'like 'those over 'there.
- Check the answers as a class. - take note in their 3. A: Do you 'think 'life is
2. Can you find other compound notebooks 'safer in the 'countryside?
nouns with the word family? Use a B: Yes, I 'do. It's 'also
dictionary, if necessary. 'cleaner.
- Ask students to make compound -listen
nouns with the word family, and VOCABULARY:
dictionary skills. 1. Fill the gaps with the
- Ask students to make compound -work in pairs words/ phrases from the
nouns with family. box.
- Call on some students to give - read aloud the Answers:
answers. answers 1. nuclear family
- Give feedback and correction. -give comments 2. generation gap
3. homestay
GRAMMAR: 4. Conflicts
1. Complete the following sentences 5. curfew
with should or ought to in either 2. Can you find other
positive or negative form. compound nouns with the
- Tell Ss that this activity aims at -listen to the teacher word family? Use a
revising should / shouldn’t and dictionary, if necessary.
oughtto/oughtn't to for giving opinions 1. extended family
and advice. 2. one-parent family
- Ask Ss to complete the sentences with 3. family doctor
should, shouldn’t, ought to or oughtn’t 4. single-parent family
to. 5. family tree
- Have Ss do the task individually first, -work individually 6. family name
and then compare their answers. first and then in pairs
- Check answers as a class. -check answers GRAMMAR:
- Ask Ss to formulate the rules for using -formulate the rules 1. Complete the following
these modals. Encourage them to go for using the modals sentences with should or
back to the grammar box on page 8, if ought to in either positive or
necessary. negative form.
2. Complete the following sentences Keys:
with must/ mustn’t or have to/ has to 1. Ought 2. Shouldn't,
or don’t have to/ doesn’t have to. ought
- Tell Ss that this activity aims at -listen to the teacher 3. Shouldn’t 4. oughtn’t,
revising the use of have to and must should
expressing obligation. 2. Complete the following
- Ask Ss to complete the sentences with -complete the sentences with must/ mustn’t
must / mustn’t or have to/has to and sentences individually or have to/ has to or don’t
don’t have to/ doesn’t have to. have to/ doesn’t have to.
- Have Ss do the task individually first, -compare answers in Keys:
and then compare their answers. pairs l. have to, has to 2.
- Check answers as a class. -check answers mustn’t
- Ask Ss to formulate the rules for using -formulate the rules 3. must 4. don’t have
must/ mustn't or have to/has to and for using the modals to
don't have to/ doesn't have to.
(25’) PROJECT: PROJECT:
The class is divided into groups of 6 The class is divided into
to 8. Your group will interview 15 groups of 6 to 8. Your
teenagers, aged 15-17, who live in group will interview 15
your area, and take notes of their teenagers, aged 15-17, who
answers. Report your group’s live in your area, and take
findings to the whole class. notes of their answers.
- Tell Ss that this project aims at -listen to the teacher Report your group’s
providing additional speaking practice findings to the whole class.
and helps Ss to consolidate the 1. Are there any problems in
language they have learnt throughout your family?
the unit. - What are they about?
- Ask Ss to work in groups of 6 to 8. -sit in groups of 6 to 8 - Where do they come from?
Each group will interview 15 teenagers, - How do you deal with
aged 15 – 17, living in their area, and them? / How do your parents
take notes of their answers. Ss can use deal with them?
the suggested questions 2. What would you like to
- Ask Ss to report their group’s finding -report their group’s change about yourself so that
to the whole class finding to the class you can deal with the
- Encourage Ss to ask additional -ask additional conflicts better?
questions related to the report questions related to 3. Do you think your parents
the report should change their attitudes
and rules? Why? Why not?

4. Homework: (1’)
- Ask the Ss to:
+ Review all the vocabulary and grammar point of the whole unit.
+ Do an extra exercise: Complete each sentence with either positive or negative form of modals.
(10pts)
1. You __________________ wear too casual for work.
2. I am going to New York next month, so I __________________ buy a guidebook.
3. Students who come to the class late __________________ clean the floor. That’s the rule in my
class.
4. You __________________ smoke inside but you can smoke outside.
5. I don’t think you ___________________ to do your sister’s assignment. She should do it herself.
6. I can do volunteer work on Sunday because I ______________ go to school on that day.
7. First off all, we __________________ try to walk or cycle if we can, rather than using our cars.
8. You __________________ do that again. It’s not good for all of you.
9. She __________________ always keep an eye on her children.
10. I hope that I will __________________ work late at night.
Keys: 1.shouldn’t 2.will have to 3..have to 4.mustn’t 5.ought 6.don’t have to 7.should 8.shouldn’t
9.should 10.not have to
+ Prepare the next lesson: Unit 2 (Getting started)
Ký duyệt của tổ CM
Vũ Thị Trinh

Unit 1. 2020

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Date of Preparation: 28/8/2022

Date of Teaching: 07/9/2022

INTRODUCING THE PROGRAMS OF ENGLISH 11

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IV. SELF -EVALUATION:

Prepared by Ms. Trang

IV. SELF -EVALUATION:

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3. Presentation of the new materials.

Prepared by Ms. Trang

IV. SELF -EVALUATION:

Prepared by Ms. Trang

I. AIMS AND OBJECTIVES:

3. Presentation of the new materials.

Prepared by Ms. Trang

IV. SELF -EVALUATION:

Prepared by Ms. Trang

I. AIMS AND OBJECTIVES:

IV. SELF -EVALUATION:

Prepared by Ms. Trang

IV. SELF -EVALUATION:

Prepared by Ms. Trang

Prepared by Ms. Trang

Prepared by Ms. Trang

Prepared by Ms. Trang

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