Giáo án Tiếng Anh Lớp 11 (Sách mới) - Chương trình học kì 1 - Năm học 2018-2019

Date of preparation: 04/09/2018	Date of teaching: 06/09/2018
PERIOD 001/105:	INTRODUCING THE PROGRAMS OF ENGLISH 11
AIMS/OBJECTIVES OF THE LESSON:
Language focus:
To introduce English 11
To motivate learners, prepare them to get ready for the new school year.
Skills: To test Ss's language skills
3. Attitudes: - To encourage Ss to work harder
- To provide Ss some motivation
. PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students:	- Read through English 11 at home
PROCEDURE:
Class organization (1 minute)
Check up (omitted)
New lesson (40 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Warm up:
Introduces herself to the students
Asks some students to introduce themselves: What’s your name?
Do you like English?
Do you find English easy or difficult?
Which is the easiest, the most difficult? reading, speaking, listening, or writing?
Why do you learn English?
How long have you learned English? Are you good or bad at English?
The text- book English 11
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: 15’(3) 45’(2) end- term (1) 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: 15’(3) 45’(2) end- term (1)
3. Teacher’s demand
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 + do all the homework At class:
Do as appointed
Listen Take notes
Listen Take notes
Participate in all activities
Keep the discipline
Students’ assessment (5 mins) What do you find your English? Very good	Excellent:
Good:	Average:
Bad:	Very bad:
Consolidation (3 mins) - English test book 11

Do as appointed
Homework: (1 min)	- Read unit 1 - getting started at home
. SELF-EVALUATION:
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Date of preparation: 04/09/2018	Date of teaching: 08/09/2018
UNIT 1: THE GENERATION GAPS
PERIOD 002/105:	GETTING STARTED
AIMS/OBJECTIVES OF THE LESSON
Language focus
To help learners get started with some language items in Unit 1
For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns
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 help learners get started with 4 skills in Unit 1
Reading: Reading for specific information in an article about the generation gap
Speaking: Talking about parent-child relationship problems, and offering advice on how to solve them
Listening: Listening for specific information in a conversation between two teenagers about conflicts with their parents
Writing: Write a letter about family rules to a teenager staying with a homestay family
Attitudes: - To help Ss get started for Unit 1 with the topic "the generation gap"
- To provide Ss some motivation
PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students: - Read through English Unit 1 - getting started at home
PROCEDURE
Class organization (1 minute)
Check up (omitted)
New lesson (40 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Lead in
Ask Ss to read the box and inform the class of the lesson objectives
Vocabulary	- Pronunciation
Grammar	- Skills
Communication and Culture
1. Listen and read
Ask Ss listen to the recording and read the conversation
Ask them to pay attention to highlighted words and phrases
- Do as appointed
+ extended family	+ nuclear family
+ childcare	+ generation gap
+ table manners	+ viewpoint
2. Read the conversation again. Decide whether the statements are T or F
Ask Ss to work individually and finish
- Do as appointed
F
F
the task
Ask them to exchange their answers with a partner.
T
F
T
3. Complete the definitions by filling highlighted compound nouns in the gaps Ask Ss to work individually and finish the task
Ask them to exchange their answers with a partner.
- Do as appointed
A nuclear family
A generation gap
A viewpoint
Childcare
Table manners
An extended family
4. Find other compound nouns in the conversation.
As Ss to work in groups and finish the task
- Do as appointed
Grandparents/ grandma/ grandpa Grandmother/ hairstyles Housework/ footsteps
5. Find verbs used to express duty, obligation, advice or lack of obligation Ask Ss to work in groups and finish the task
- Do as appointed
+ Opinion and advice: should, shouldn't, ought to, ought not to
+ Duty and obligation: must, have to
+ Lack of obligation: not have to, not need to
6. Ask and answer the questions
Ask Ss to work in pairs and finish the task
- Do as appointed
+ Nuclear family:
have closer relationships with each other less generation gaps
worry about childcare
+ Extended family:
more help from family members
not worry about childcare
more conflicts and generation gaps
Consolidation (3 mins) - Compound nouns in the conversation
Practice the conversation
Homework: (1 min)	- Compound nouns in the conversation
Practice the conversation
Do the tasks again
Read Unit 1 - Language at home
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Date of preparation: 04/09/2018	Date of teaching: 09/09/2018
UNIT 1: THE GENERATION GAPS
PERIOD 003/105:	LANGUAGE
AIMS/OBJECTIVES OF THE LESSON
Language focus
To provide learners some language items in Unit 1
For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some compound nouns
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
Attitudes: - To encourage Ss to work harder
- To provide Ss some motivation
. PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students: - Read through English Unit 1 - language at home
PROCEDURE
Class organization (1 minute)
Check up (5 minutes) - Ask some Ss to write some new words and do the tasks again
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
VOCABULARY
1. Matching to form compound nouns
Ask Ss to do the tasks and compare the results with their partner
- Do as appointed
1. g / 2. h / 3. i / 4. f / 5. c
6. b/ 7. a/ 8. d/ 9. e
2. Complete each question with one of the compound nouns in 1
Ask Ss to do the tasks and compare the results with their partner
- Do as appointed
hairstyle/table manners
generation gap	3. nuclear family
4. junk food	5. schoolchildren
PRONUNCIATION
1. Listen and repeat
Ask Ss to read the box and check their understanding
Play the recording and let Ss listen
Play it again with pauses for them to repeat each sentence
Do as appointed
Which word is stressed in a sentence?
+ content words: n, v, adj, adv
+ negative auxiliaries
+ question word
+ demonstrative pronouns: this, that, these, those without nouns
+ possessive pronouns
2. Listen and check
Ask Ss to read the sentences, decide whether bold words are stressed or unstressed
Play the recording and let Ss listen and check
- Do as appointed
A: strong/	B: weak
A: weak/	B: strong
A: weak/	B: strong
GRAMMAR
1. Underline the correct word
Ask Ss to read the box and check their understanding
Ask them to do the task then compare their answers with a partner's
- Do as appointed
should
ought to
must
have to
mustn't
2. Rewrite the sentences
Let Ss finish the task and compare their answers with their partner's
- Do as appointed
You mustn't use your mobile phone in the examination room
I don't have to type my essay
You should tell the truth to your parents
Young people must plan their future career carefully
Consolidation (3 mins): - Compound nouns
Weak form and strong form of words
Modal verbs: should, ought to, must, have to
Homework: (1 min):	- Compound nouns, weak form and strong form of words
Modal verbs: should, ought to, must, have to
Do the tasks again, Read Unit 1 - Reading at home
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Date of preparation: 10/09/2018	Date of teaching: 12/09/2018
UNIT 1: THE GENERATION GAPS
PERIOD 004/105:	READING
AIMS/OBJECTIVES OF THE LESSON
Language focus: To provide learners some vocabulary related to the topic of conflicts in the family
Skills:	- To promote Ss to develop their reading skills
Skim the text to get the general idea
Scan the text to get some specific details
Attitudes: - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students: - Read through English Unit 1 - Reading at home
PROCEDURE
Class organization (1 minute)
Check up (5 minutes) Ask some Ss to distinguish the use of should, ought to, must, have to and do the tasks again
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
PRE READING
1. You are going to read a text about the conflicts between parents and their teenager children. Which of the following may be found in the text?
Let Ss work in groups, do the task
- Do as appointed
Some Ss write their predictions on the board
WHILE READING
2. Read the text quickly and check your predictions in 1
Let Ss skim the text, then check their predictions
- Do as appointed b – c – d – e – f
3. Match the highlighted words in the text with the definitions below
Let Ss look at the highlighted words again, then do the task individually
Ask Ss to compare their answer with a partner
- Do as appointed
afford
impose
brand name
norms
conflicts
4. Read the text carefully then answer the questions
Put Ss in pairs, ask them to ask and answer the questions
Let Ss read the text again and locate the parts of the text where they can get the answers
- Do as appointed
Because they strongly believe that they know what is best for their children
They want to be more independent, create their own opinions and make their own decisions
They are worried because these clothes may break rules and norms of society, or distract them from schoolwork
They want their children to spend their time in a more useful way
No. Some of them try to impose their choices of university or career on their children
POST READING
- Do as appointed
Discuss with a partner
Put Ss in pairs and let them discuss the question
Yes. My parents keeps complaining about my irresponsibility for the housework and about my exam results
Consolidation (3 mins) - Vocabulary related to conflicts in the family
Reading skills: skimming, scanning, guessing
the meaning of new words/phrases through context
Homework: (1 min)	- Vocabulary related to conflicts in the family
Reading skills: skimming, scanning, guessing
the meaning of new words/phrases through context
Do the task again
Read Unit 1 - Speaking at home
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Date of preparation: 10/09/2018	Date of teaching: 13/09/2018
UNIT 1: THE GENERATION GAPS
PERIOD 005/105:	SPEAKING
AIMS/OBJECTIVES OF THE LESSON
Language focus To provide learners some vocabulary related to the topic of conflicts in the family
Skills:	- To promote Ss to develop their speaking skills
To help Ss develop the skill of working in pairs and groups
Attitudes: - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students	- Read through English Unit 1 - Speaking at home
PROCEDURE
Class organization (1 minute)
Check up (5 minutes) Ask some Ss to talk about the conflicts between parents and children
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. Read about the three situations facing teenagers. Match them with the problems a, b or c in the box below
Ask Ss to do the task then compare the result with their partner.
Do as appointed 1.b
c
a
2. Here are some of the things teenagers and parents complain about. Tick the complaints that you hear in your family
Let Ss do the task then compare the result with their friend
Let representatives from different groups to go to the board and give their presentations
Do as appointed
My children:
watch too much TV
don't help with housework
dress badly and have ugly hairstyle
spend too much time on their mobile phones and computers
My parents:
don't respect my privacy
criticize my appearance
want me to follow in their footsteps
always tell me what to do
- don't like my friend
3. Work in pairs. Tell your partner what you or your brothers/sisters and your parents complain about. Give advice on how to solve the problem.
- Let Ss work in pairs
Do as appointed
A: What kind of conflict do you get into with your parents?
B: Well I don't like the way my parents criticizing my appearance. They don't like my jeans and T-shirt. What should I do?
A: I think that your parents are true to some extent. You shouldn't wear Jeans and T-shirt when you are at school or formal party. However, they are OK if you go out with your friends or on other occasions. And you should tell your parents about that
B: Thanks, I'll try.
Consolidation (3 mins) - Vocabulary related to conflicts in the family
Speaking skills: giving problems, asking for advice, giving solutions
Homework: (1 min)	- Vocabulary related to conflicts in the family
Speaking skills: giving problems, asking for advice, giving solutions
Do the tasks again - Read Unit 1 - Listening at home
. SELF-EVALUATION:
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Date of preparation: 10/09/2018	Date of teaching: 15/09/2018
UNIT 1: THE GENERATION GAPS
PERIOD 006/105:	LISTENING
AIMS/OBJECTIVES OF THE LESSON
Language focus: To provide learners some vocabulary related to the topic of conflicts and differences
Skills:	- To promote Ss to develop their listening skills
To help Ss develop the skill of working in pairs and groups
Attitudes: - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students	- Read through English Unit 1 - Listening at home
PROCEDURE
Class organization (1 minute)
Check up (5 minutes) Ask some Ss go to the board and ask and answer about conflicts in their family
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. You are going to listen to Tom and Linda discussing their conflicts with their parents. What do you think they will mention?
Ask Ss to work in pairs, discuss the questions
Do as appointed
- They may talk about conflicts of watching TV/playing computer games too much; hairstyle; clothes and not helping with the housework
2. Match the words in the box with the appropriate definitions
Ask Ss to do this task in pairs
Do as appointed 1. d/ 2. a
3. b/ 4. c
3. Listen to the conversation. Decide if the following sentences are T or F
Play the tape twice
Do as appointed
F
F
Let Ss listen to the recording, do the task then compare the answer with their partner
T
T
T
4. Listen to the conversation again and choose the best answer A, B, or C
Ask Ss to listen again and do the task then compare the answer with their partner
Do as appointed
1. C	2. A	3. B	4. C	5. B
5. Work with a partner. Ask and answer the following questions
Ask Ss to work in pairs, ask and answer the questions
Do as appointed
No, they don't. They think that my clothes are colorful and not suitable for a student.
I think that computer games help me to relax after hard work but my parents disagree. They think that computer games are totally harmful.
Consolidation (3 mins) - Vocabulary related to the topic of conflicts and differences
Listening skills
Homework: (1 min)	- Vocabulary related to the topic of conflicts and differences
Listening skills
Do the tasks again
Read Unit 1 - Writing at home
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Date of preparation: 16/09/2018	Date of teaching: 19/09/2018
UNIT 1: THE GENERATION GAPS
PERIOD 007/105:	WRITING
I. AIMS/OBJECTIVES OF THE LESSON
Language focus: - To provide learners some vocabulary related to family rules
Skills:	- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
Attitudes: - To encourage Ss to work harder
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
1. The following are some family rules. Complete them, using the phrases below. Add a few more if you can.
Do as appointed
My parents do not let me go out late at night
They make me help with the household chores
They tell me to keep my room clean and tidy.
They warn me not to tell any lies.
Ask Ss to work in pairs and do the task
They want me to prepare carefully for all my exams
I am not allowed to play computer games
They forbid me to use a cell phone.
I have to finish all my homework before going to bed
I'll be punished if I neglect my study and get bad marks
I'll be rewarded if I get good marks.
2. Read the list in 1 again. Choose the three most important rules that your parents often apply to you. Think of the reasons and write them in the spaces provided
Ask Ss to do the task, then compare the result with their partner
Do as appointed
One important rule in my family is that I have to help around with the housework and other home duties. This will give my mother more free time to relax, teach me lessons about my responsibility and make my family members closer to each other.
Another important rule in my family is that my parents want me to take my study seriously. I'm expected to finish all my homework before going to bed and prepare carefully for every exam at school. I will I'll be punished if I neglect my study and get bad marks but I'll be rewarded if I get good marks.
The third important rule in my family is that I am not allowed to tell lies. Whether I make a small or serious mistake, my parents make me to tell the truth so that they can know everything about me and help me to solve the problem.
3. An English teenager is going to stay with your family for two months on a cultural homestay programme.
Complete a letter to inform him/her of the rules in your family
Ask Ss to do the task
Pham Ngoc Thach, Dong Da, Ha Noi, Viet Nam February, 10th, 2014
Dear Lauren,
I'm very happy to know that you'll be staying with my family for two months. We live in a four-bedroom flat on the 15th floor. You will have your own bedroom for your stay here.
You asked me about our family rules. There are three important ones that we must follow.
One important rule in my family is that every member of the family has to keep his or her room tidy. My brother and I have to make our 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 with 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, please let me know. We will try our best to make you feel comfortable during your stay with us.
I hope you will enjoy your time in VN Looking forward to meeting you Best Wishes
Ha
Consolidation (3 mins): - Vocabulary related to family rules
Writing skills: write a letter about family rules
Homework: (1 min):	- Vocabulary related to family rules
Writing skills: write a letter about family rules
Do the tasks again
Read Unit 1 - Communication and Culture at home
IV. SELF-EVALUATION:
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Date of preparation: 16/09/2018	Date of teaching: 20/09/2018
UNIT 1: THE GENERATION GAPS
PERIOD 008/105:	COMMUNICATION & CULTURE
AIMS/OBJECTIVES OF THE LESSON
Language focus: To provide learners some communication samples and cultural items
Skills:	- To promote Ss to develop their communication skills and cultural understanding
To help Ss develop the skill of working in pairs and groups
Attitudes: - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students: - Read through English Unit 1 - Communication and Culture at home
PROCEDURE
Class organization (1 minute)
Check up (5 minutes): Ask some Ss to go to the board and read their writings
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Communication
Work in groups. Practise asking the following questions and take notes of their answers
Ask Ss to do the task
Report your groups' opinions to the class
Each groups give the representative to report their opinions
Do as appointed
I live in a nuclear/an extended family
Living in a nuclear family has both advantages and disadvantages. On the one hand there are only two generations in a nuclear family so there will be less conflicts and generation gaps. On the other hand nuclear families have to face with the problem of 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 child care, 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.
Do as appointed
Culture
The return of the extended families in the UK and the USA
1. Read the following text about the coming back of the extended families and answer the questions
- Ask Ss to work in pairs and do the task
- Do as appointed
The number of multi-generational households with three or four generations living under the same roof
Unemployment, part-time work and low-paid jobs have become more common. The cost of housing has become higher. The pressures of childcare and elderly care have become heavier
The disadvantages are the lack of space, independence and privacy, and the daily conflicts
They can develop relationships with adults other than their parents.
Old people can become more active when interacting
with the younger generations
2. Discuss with a partner
Ask Ss to work in pairs and do the task
Do as appointed
The current family trend in VN is the increase in the number of nuclear families
The reasons for this is the influence from Western cultures, busy lifestyle and the depletion in the traditional customs
Yes.
Consolidation (3 mins) - Talk about nuclear and extended families
Talk about family trend in the UK, the USA and in VN
Homework: (1 min)	- Talk about nuclear and extended families
Talk about family trend in the UK, the USA and in VN
Do the task again
Read Unit 1 - Looking back and Project at home
. SELF-EVALUATION:
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Date of preparation: 16/09/2018	Date of teaching: 21/09/2018
UNIT 1: THE GENERATION GAPS
PERIOD 009/105:	LOOKING BACK & PROJECT
AIMS/OBJECTIVES OF THE LESSON
Language focus: - To help students revise what they have learned in unit 1
To give them a chance to do a small project in which they can develop their speaking skills
Skills:	- To promote Ss to develop their communication skills and cultural understanding
To help Ss develop the skill of working in pairs and groups
Attitudes:	- To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students:	- Read through English Unit 1 - Looking back and Project
PROCEDURE
Class organization (1 minute)
Check up (5 minutes) Ask some Ss to go to the board talk about Mahatma Gandhi and other famous volunteers
New lesson (35 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
LOOKING BACK
Pronunciation
1. Identify the stressed words and put a stress mark before their stressed syllables in the following statements. Listen and check your answer
- Play the recording and let Ss listen and do the task
2. Identify the stressed words and put a stress mark before their stressed syllables. Listen and check your answers.
- Do as appointed
Tim and his parents often argue about what time he should come home
Money is a source of conflict for many families.
Susan's parents want her to do well in school, and if that doesn't happen, her parents get angry, so she gets worried
Kate's parents often complain that she doesn't help clean the house.
* Do as appointed
1. A: At what age were you allowed to stay at home alone?
B: I don't remember exactly. I think it was when I
Vocabulary
Fill in the gaps with the words/ phrases from the box
Let Ss do this vocabulary exercise in pairs or groups of 4
2. Can you find other compound nouns with the word family?
Grammar
1. Complete the following sentences with should or ought in their positive or negative form
- Ask Ss to work in pairs to finish the task
Complete the following sentences with must/mustn't or have to/ has to and don't have to/ doesn't have to
Read the text again and answer the following questions
was nine or ten.
A: These jeans look really cool. Would you like to try them on?
B: No, I don't like them. I like those over there.
A: Do you think life is safer in the countryside? B: Yes, I do. It's also cleaner.
Do as appointed
1. nuclear family/	2. generation gap
3. homestay/	4. Conflicts/	5. curfew Do as appointed
nuclear family/	extended family one-parent family/ single-parent family family name/	family tree
family doctor/	family rules
* Do as appointed
1. ought/	2. shouldn't, ought
3. shouldn't/	4. oughtn't, should
* Do as appointed
1. have to, has to/ 2. mustn't
3. must/	4. don't have to
PROJECT
The class is divided into groups of 6 to 8. Your group will interview 15 teenagers, aged 15-17, who live in your area, and take notes of their answers. Report your group's findings to the whole class
Do as appointed
Consolidation (3 minutes) - Words and phrases related to the generation gaps and family rules, as well as some compound nouns
Strong and weak form of words in connected speech
The use of some modal verbs: should, ought to, must, have to
Homework (1 minute)	- Words and phrases related to the generation gaps and family rules, as well as some compound nouns
Strong and weak form of words in connected speech
The use of some modal verbs: should, ought to, must, have to
Do the tasks again
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Date of preparation: 23/09/2018	Date of teaching: 26/09/2018
UNIT 2: RELATIONSHIPS
PERIOD 010/105:	GETTING STARTED
ROMANTIC RELATIONSHIPS
AIMS/OBJECTIVES OF THE LESSON
Language focus: - To help learners get started with some language items in Unit 2
For vocabulary, that is words and phrases related to relationships
For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not
For grammar, that is the use of linking verbs and cleft sentences
Skills:	- To help learners get started with 4 skills in Unit 2
Reading: Reading for general ideas and specific information about teenage relationship problems
Speaking: Talking about problems and asking for advice
Listening:	Listening	for	specific	information	about	parent-child relationships
Writing: Writing an online posting about relationship problems
Attitudes: - To help Ss get started for Unit 1 with the topic "Relationships"
To provide Ss some motivation
. PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
Teaching method: Communicative language teaching
Students: Read through English Unit 1 - getting started at home
PROCEDURE
Class organization (1 minute)
Check up (omitted)
New lesson (40 minutes)
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Lead in
Inform the class of the lesson objectives: getting to know the topic, vocabulary relating to relationships
Ask them look at the pictures and guess what they show
- Do as appointed
1. Listen and read
Ask Ss listen to the recording and read the conversation
- Do as appointed
get involved in romantic relationships single-sex school
start a relationship with sb concentrate on one's study
2. Decide whether the following statement is T, F or NG
Ask Ss to do the task then compare the answer with their partner
Do as appointed
1. T	2. F	3. T
4. T	5. NG	6. T
3. Read the conversation again, and find the verbs that come before the words below
Ask Ss to do the task then compare the answer with their partner
get involved
feel bored
are very kind, caring and sympathetic
sounds good
Consolidation (3 mins) Words and phrases related to relationships
Homework: (1 min)	- Words and phrases related to relationships
Practice the conversation
Do the task again
Read Unit 2 - Language at home
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Date of preparation: 23/09/2018	Date of teaching: 27/09/2018
UNIT 2: RELATIONSHIPS
PERIOD 011/105:	LANGUAGE
AIMS/OBJECTIVES OF THE LESSON
Language focus: - To provide learners some language items in Unit 2
For vocabulary, that is words and phrases related to relationships
For pronunciation, that is contracted forms: nouns/pronouns, etc + verb/ verb not
For grammar, that is the use of linking verbs and cleft sentences
Skills: To promote Ss to develop the skill of working in pairs and groups
Attitudes: - To encourage Ss to work harder
To provide Ss some motivation
. PREPARATION
Teacher:	- Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
Students: - Read through English Unit 2 - language at