School: ……………………………………….. Date:……………………………………..

Class: ……………………………..................... Period: …………………………….........

UNIT 1: GENERATION GAP AND INDEPENDENT LIFE

Lesson 1c – Listening (Page 20)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- listen for key information and detail.
- practise true/false and multiple choice questions.
- enrich the vocabulary (phrasal verbs carry on and carry out).
1.2. Competences
- improve communication, collaboration, logical thinking, and collaborative discussion.
1.3. Attributes
- be responsible and respect time for their family.
- become independent and hard-working citizens.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student’s book and Teacher’s book, class CDs, IWB – Phần mềm tương tác trực
quan, projector/interactive whiteboard / TV (if any), PowerPoint slides.
2. Students’ aids: Student’s book, workbook.
III. ASSESSMENT EVIDENCE
Performance Tasks Performance Products Assessment Tools
- Match the words in column A to their - Ss’ answers. - T’s feedback.
synonyms or similar words in column
B.
- Listen and match the people to their - Ss’ answers. - T’s feedback.
personalities.
- Read the questions and underline the - Ss’ answers. - T’s feedback.
key words. And guess the answer.
- Listen to the interview and choose the - Ss’ answers. - T’s feedback.
best answer.
- Listen to the recording again and fill in - Ss’ answers. - T’s feedback.
the blanks with the missing information
- Discuss Dr Kingsley’s idea. - Ss’ group work. - T’s feedback/Peers’
feedback.
- Look at the picture. Circle the correct - Ss’ answers. - T’s feedback.
phrasal verbs.
 IV. PROCEDURES
A. Warm-up: (5’)
a) Objectives: First, Ss activate their prior knowledge by discussing questions related to the topic.
b) Content: Matching
c) Expected outcomes: Ss can use some learnt vocabulary in previous lessons to listen for key
information and detail.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
 Match the words in column A to their synonyms or
similar words in column B.
A B
Worried trustworthy
Independent demanding
old-fashioned upset
Reliable traditional
Difficult self- reliant

- - Set the time limit for 3 minutes. - Work in groups to complete the given
- Call for answers and explanations. task.
- Give correction. - Give answers.
- Answer key:
A B
worried upset
independent self- reliant
old-fashioned traditional
reliable trustworthy
difficult demanding
B. New lesson (35’)
 Activity 1: Multiple matching (12’)
a) Objectives: Ss get to know the topic of listening as well as the task type–matching; know how to
deal with multiple choice type in listening; Ss understand the content of listening.
b) Content: Task 1
c) Expected outcomes: Ss acquire the general information of the listening topic as well as the
vocabulary related to the environment.
d) Organisation of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Pre-listening:
- Read the two columns. - Listen to teacher.
- When each speaker talks, listen for key words and - Work individually.
 phrases that describe the choices in the second
column.
While-listening:
Task 1. Listen and match the people (1–4) to their
personalities (a–e). How does each person describe
themselves? There is one extra personality.
- Explain the task.
- Play the recording, twice if necessary. - Listen and complete the task.
- Check Ss’ answers. (play the recording with pauses - Share answers in pairs.
for Ss to check their answers). - Listen to teacher to check answers.
- Give correction. Answer keys
1e 2c 3d 4b
 Activity 2: Multiple choice (13’)
a) Objectives: Ss get to know the topic of listening as well as the task type – Multiple choice; Ss
understand the content of listening.
b) Content: tasks 2,3.
c) Expected outcomes: Ss understand the interview and do the task of listening for detail.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Pre – listening:
Task 2. You are going to listen to a radio interview.
Read the questions (1–3) and underline the key
words. Which of the answer choices do you think
will be the right ones?
- Read out and explain the information in the - Work individually and take notes or
box. underline.
- Explain the task and give Ss time to complete it. - Check in pairs.
- Check Ss’ answers. - Give answers.
Answer keys
1 Which is most important to teenagers?
A music and fashion
B friendship
C time
D independence
2 The author wrote the book because
A parents are making many mistakes
B teenagers are only interested in the latest
trends
C teenagers spend a lot of time with their
 friends
D parents argue too much with their teens
3 The most important thing teenagers
should
learn is
A to take care of their money
B to make use of their time
While-listening: C to reduce their stress
Task 3. Listen to the interview. For questions (1–3), D to do their own cooking
choose the best answer (A, B, C or D).
- Have Ss listen and complete exercise 3 (SB, p.20).
- Ask Ss to take notes the key words or any words -Take notes.
they can hear from the speakers.
- Explain the task.
- Play the recording, twice if necessary. - Listen and complete the task.
- Check Ss’ answers. (play the recording with pauses
for Ss to check their answers). -Give answers and explain/ Listen to their
-Call for answers and explanations. peers.
-Give correction. Answer keys:
1. 1.D 2. A 3. C
*EXTRA ACTIVITY:
Listen to the recording again and fill in the blanks
with the missing information.
1. The book “Let them go” is about the most
important thing for teenagers to learn to
be_______________.
2. Teenagers spend a lot of their time with their
friends and following the latest ______________ and
______________, but what they really want is to
become independent.
3. Teenagers really want to be independent, but
parents don’t help them. This causes
______________ and lots of unhappiness.
4. Parents shouldn’t do everything for their teenage
children. For instance, teens had better learn how to
______________ and do their own ______________
as this will teach them how to use their time
effectively.
- Play the recording again. - Listen and try to finish the task
 - Check Ss’ answers. (play the recording with pauses - Share with their friends
for Ss to check their answers). - Give the answer.
-Call for answers and explain. Answer key:
-Give correction. 1. 1. Independent
2. 2. music-fashion
3. 3. Arguments
4. 4. Cook- laundry

 Activity 3: Post-Listening (10’)

a) Objectives: Ss can make connections to the listening and discuss the question, and introduce new
phrasal verbs.
b) Content: Discussion, fun time
c) Expected outcomes: Ss can express their opinion by answering the question and learning phrasal
verbs: carry on, carry out.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Discussion:
Do you agree or disagree with Dr Kingsley that the
most important thing for teenagers is to learn to be
independent? Explain your ideas.
- Divide the class into groups of 4 and ask them to - Work in groups of 4 to finish the task.
finish the task - Present the ideas.
- Monitor the class while Ss are discussing.
- Call for presentation.
- Give feedback.
Fun time.
Look at the picture. Circle the correct phrasal
verbs.
- Have Ss complete the funtime activity in SB, p.20. - Listen to teacher.
- Explain the task and ask Ss to do the task. - Work individually.
- Ask Ss to read the upside-down box and check their - Give answers.
answers, then explain the joke. - Check answers.
- Explain the meanings and structure of the two - Listen to teacher and take notes.
phrasal verbs “put on” and “put off”. Answer key:
- carry on: to continue doing carry on
- carry out: to complete
C. Consolidation and homework assignments (5’)
* Consolidation
- Work in pairs or groups of 4. Tell your partners about what we can do to help teenagers become
independent.
* Homework:
- Review phrasal verbs (carry on and carry out)
- Do the exercises in WB: Unit 1 – Exercises 1 – 2 (page 11).
- Prepare: Lesson 1d – Speaking (page 11 – SB).

V. REFLECTION
a. What I liked most about this lesson today:
………….………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………

* Script:
Exercise 1 (p. 20)
Mark
My friends say that I don’t often agree with them and act sometimes like I know everything. I guess I
can be hard to deal with at times and not the easiest person, but I really do care about my friends.
Joss
Everyone thinks I am a lot older than 14. I am not interested in social media or fashion like most
teenagers. I like to read and learn about the past, like the 1920s or 30s. I like the way people lived back
then. Sometimes, I feel like I am from a different generation.
Jennifer
I always help my friends and family. They can ask me to do something and I always get it done. They
know they can trust me. My parents taught me to be very responsible and helpful. I am proud to be this
way.
Carmen
I am not afraid to do things on my own. I have a large extended family that encourages me to do my
best and believe in myself. I do my schoolwork and go to all my after-school activities on my own. I
don’t like to ask for help. I am just trying to do my own thing.
Exercise 3 (p. 20)
Interviewer: Today on my show, I am excited to welcome to the studio, the famous psychologist, Dr
Kingsley, bestselling author of the book “Letting Them Go.” Thank you for joining me today, Dr
Kingsley. So, what is the book “Letting Them Go” about?
Dr Kingsley: Well, the book is about teenagers learning to be independent, which is the most
important thing to them. It also talks about how parents can help.
Interviewer: How interesting! But what made you decide to write the book?
Dr Kingsley: Well, teenagers spend a lot of their time with their friends and following the latest music
and fashion, but what they really want is to become independent. I see a lot of parents making mistakes.
It’s the main reason I wrote the book. Teenagers really want to be independent, but parents don’t help
them. This causes arguments and lots of unhappiness.
Interviewer: So, what should parents do?
Dr Kingsley: To begin with, teenagers need to learn how to be independent. Parents have to stop doing
everything for their teenage children. For example, teens should learn how to cook and do their own
laundry as this will teach them how to use their time effectively. A part-time job can teach them about
the value of money. Teenagers must also understand how to reduce stress. This is the most important
skill for them to learn.
Interviewer: I see. Let’s discuss how parents can …