Date of preparing: 30nd September, 2024

Date of teaching: 5th, October, 2024

Period 12
UNIT 2: THE GENERATION GAP
LESSON 3: READING

I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Understand the meaning of the key words or word collocations below
(gratitude, bond, character, benefit, strengthen, appreciate, take responsibility, ….).
- Pronunciation: Pronounce the following words, words clusters correctly (benefit,
responsibility, bond, gratitude, character, strengthen, appreciate, ….).
2. Competencies:
a. General competencies:
- Form and improve such competencies as: collaboration, pairwork, groupwork,
presentation, critical thinking, problem-solving skill.
b. Specific competencies:
- Improve Ss’ reading and speaking skills as well as vocabulary and pronunciation.
- Read for specific information in a text about the benefits of doing housework for
children.
- Guess the meaning of words/ phrases in context.
3. Qualities:
- Acknowledge and understand characteristics of different generations;
- Develop self-study skills.
II. TEACHING AIDS:
+ Teacher: Textbook, board, chalk, laptop, projectors, handout, speakers.
+ Students: textbook, workbook, pen, pencil, notebook…
III. PROCEDURE:
A. OGANIZATION: (1 minute)
- Settle the class
- Check Ss’ attendances
B. CHECKING UP:
C. NEW LESSON:

ACTIVITY 1: WARM-UP (5’-GW)

1. Aims:
- To stir up the atmosphere and activate students’ knowledge on the topic of different
generations;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
2. Content:
- Mysterious picture
3. Products:
- Ss find out all the words as well as the key word based on the definitions given by the
teacher.
4. Stages:
- Play the game
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
- T asks Ss to work in groups. Game: Mysterious picture
- There are 4 questions which relate to a Clues:
key picture. 1. special qualities that belong to a group of
- T asks Ss to guess the word in each people or things
puzzle and guess the key picture behind 2. a disagreement between different
after each puzzle is opened. generations
- The group which gets the correct answer 3. beliefs about what is important in the
of the key picture is the winner. culture of
Step 2: Task performance a particular society
- Ss work in groups to guess the word in 4. a belief or an opinion that has existed for a
each puzzle and guess the key picture long
behind. time without changing
Step 3: Report and discussion Answer key:
- Ss give the key word. 1. common characteristics
Step 4: Judgement 2. generational conflict
- T observes the groups, collects their 3. cultural values
answers and gives feedback. 4. traditional view
KEY WORD: GENERATIONS
ACTIVITY 2: PRESENTATION (8’)
1. Aims:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
2. Content:
- Lead students in the reading passage;
- Pre-teach vocabulary related to the content of the reading passage.
3. Products:
- Ss use key language more appropriately before they read.
4. Stages:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Task 1. Work in pairs. Look at the Task 1: Look at the picture and answer the
photos. Discuss what you know about questions.
the generation in each picture (e.g. age, Suggested answers:
characteristics, interests, life 1. The mother is cooking; the father is laying
experiences) (4’-PW) the table; the son is (vacuuming) cleaning the
Step 1: Task delivering floor; the daughter is washing vegetables.
- T asks Ss to work in pairs and look at 2. The people are happy because they are
the pictures. doing housework together, and all the family
- They should discuss what they know members are sharing the household chores.
about the generation in each picture.
- T has some Ss share their answers with
the whole class.
- T introduces the topic of the reading
text.

Generation X
 Generation Y

* Vocabulary:
Generation Z 1. characteristic (n)
Step 2: Task performance 2. critical (adj)
- Ss look at the picture and share their 3. creative (adj)
answers. 4. platform (n)
Step 3: Report and discussion
- Ss give their sharings.
Step 4: Judgement
- T gives the feedbacks.
* Vocabulary pre-teaching (4’-IW))
Step 1: Task delivering
- T shows the Vietnamese meanings, says
the words aloud and asks Ss to repeat
them.
- T corrects Ss’ pronunciation mistakes.
- T introduces the vocabulary.
- T explains the meaning of the new
vocabulary by pictures.
- T checks students’ understanding with
the “Rub out and remember” technique.
- T reveals that these four words will
appear in the reading text and asks
students to open their textbook to discover
further.
Step 2: Task performance
- Ss listen to T’s introduction, play “Rub
out and remember” game.
Step 3: Report and discussion
- Ss pronounce the words correctly.
Step 4: Judgement
- T corrects Ss’ pronunciation mistakes.
ACTIVITY 3: PRACTICE (20’)
1. Aims:
- To help Ss practise guessing the meaning of words from context;
- To develop reading skills for general information;
- To develop reading skills for specific information.
2. Content:
- Task 2. Read the article. Match the highlighted words with their meanings. (p.21)
- Task 3. Read the article again and choose the best title. (p.22)
- Task 4. Read the article again. Tick ( ) the characteristics of each generation according
to the article. (p.22)
3. Products:
- Ss thoroughly understand the content of the text and complete the tasks successfully.
4. Stages:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Task 2. Read the article. Match the Task 2. Read the article. Match the
highlighted words with their meanings. highlighted words with their meanings.
(6’ – GW)
Step 1: Task delivering. Answer key:
- T asks Ss to read the text, paying 1. b
attention to the context of each 2. d
highlighted word, and looking for clues 3. e
that they can use to guess the meaning. 4. a
- T asks Ss to work in groups to discuss 5. c
the clues and compare answers.
- T checks answers as a class. Have
individual Ss write the words on the
board. In weaker classes, check
understanding of the words by asking Ss
to make sentences with them.
Extension: Choose other words from the
text and write them on different pieces of
paper. Give a word to each student, have
them check its meaning in a dictionary
and write a short definition on another
piece of paper. Collect all definitions and
place them face up on a table. Have Ss
swap their words, come to the table and
find the definition of their new word.
Step 2: Task performance
- Ss discuss in groups to do the matching.
Step 3: Report and discussion
- Ss give their answers and their
explanations.
Step 4: Judgement
- T confirms, shows the answers on the
screen.
- T gives more explanations about the
words.
Task 3: Read the article again and Task 3: Read the article again and choose
choose the best title. (7’ – GW) the best title.
Step 1: Task delivering
- T asks Ss to elicit strategies they can Answer key:
use to read texts for main ideas, e.g. C. Characteristics of different generations
paying attention to the topic sentence in
each paragraph, highlighting key
information, or searching for conclusions.
- T asks Ss to read the whole text once
and choose the best title for the text. In
weaker classes, read through the three
options first and check understanding.
- T asks Ss to work in pairs to compare
their answers.
- In stronger classes, T asks Ss to explain
why options A and B are not suitable
titles, e.g. A: This is not mentioned in the
text. B: This is too broad and not closely
related to the text.
Step 2: Task performance
- Ss work in pairs to read the article again
and choose the best title.
Step 3: Report and discussion
- Ss give their answers and their
explanation.
Step 4: Judgement
- T checks answers as a class.
Task 4. Read the article again. Tick ( ) Task 4. Read the article again. Tick ( )
the characteristics of each generation the characteristics of each generation
according to the article. (7’-PW) according to the article.
Step 1: Task delivering
- T asks Ss to read the descriptions given Answer key:
and underline the key information in each
of them.
- T checks the key words Ss have
underlined, e.g. 1. enjoy, working, team;
2. use apps and digital devices, creative;
3. critical thinking; 4. have their own
business 5. known for, their curiosity.
- T reminds Ss that the statements may
include paraphrased information so they
should look for synonyms or antonyms in
the text.
- T asks Ss to read through the text
looking for the key information they
underlined in the statements or words with
the same or similar meaning.
Step 2: Task performance
- Ss work in pairs to read the article again
and tick the characteristics of each
generation.
Step 3: Report and discussion
- Ss give their answers and their
explanation.
Step 4: Judgement
- T checks answers as a class.
ACTIVITY 4: PRODUCTION (8’- PW) - DISCUSSION
1. Aims:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
2. Content:
- Discussion: Do you agree with the descriptions of each generation?
3. Products:
- Students can use the language and ideas from the unit to reflect on their own opinions.
4. Stages:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Task 5. Discussion
Step 1: Task delivering Task 5. Discussion
- T asks Ss to work in pairs. Have them
discuss if they agree with the descriptions
of each generation. Encourage them to
explain why they agree or disagree.
- T invites some groups to share their
answers with the whole class.
- T asks other students to listen and give
comments.
Step 2: Task performance
- Ss discuss in pairs and prepare for their
presentation.
Step 3: Report and discussion
- Ss give their presentation.
Step 4: Judgement
- T gives feedback and gives marks to Ss’
performance.
WRAPPING – UP: (3’ – PW)
Aim: To help students memorise the target language and skills that they have learned
Multiple choice
1. Generation Xers are known as …………….
A. curious B. creative C. critical
2. If there is a faster, better way of doing something, ………….. want to try it.
A. Generation Xers B. Generation Yers C. Generation Zers
3. Generation Zers are called ……………
A. digital natives B. Millennials C. the most experienced
generation
4. Generation Zers are interested in starting their own ………….
A. education B. businesses C. fame

HOME ASSIGNMENT: (1’ – IW)

Aim: To inform students what the final product of the project should be and how students
can prepare for it.
+ Do exercise 1,2 – Part IV. Reading (P15,16 – Workbook)
+ Make sentences with the words and structures you have learnt.
IV. FEED-BACK:
………………………………………………………………………………………………
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