Giáo án Tiếng Anh Lớp 11 (Thí điểm) - Chương trình học kì 1

 Period 1 INTRODUCING THE PROGRAMS OF ENGLISH 11 
I. Objectives 
 1.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 tests 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: 
 + Get to know the topic, the theme and units. 
2. Skills : : Integrated, mainly communicative 
3. Attitudes 
- To help Ss have motivation in learning English 
II. Teaching aids and materials. 
 - Teacher: Handouts, textbook, lesson plan, short videos, pictures, PowerPoint lesson, 
 - Students: Textbook, notebook, project plans. 
III. Methods: - The whole lesson: Integrated, mainly communicative 
IV. Teaching Procedure 
Time/Stages Activities 
Interactions 
1. Warm-up 
 8 minutes 
* chatting 
* Aim: get acquainted 
* Content: ask ss some questions about their daily routine 
* Products: answer the questions naturally 
* Steps: 
- introduce 
- ask ss some questions 
- ask ss to make friends by asking their partner some questions 
Asks some students to introduce themselves: 
T Ss 
Individually 
 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? 
2. Presentation 
30 minutes 
1. The text- book English 11 
* Aim: help ss have general information about the book 
* Content: introduce the Content, design, and 
* Products: understand what they will learn in this book 
* Steps: 
- 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) 
2. 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. 
T Ss 
 -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 work 
book) 
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: 
* Participate in all activities 
* Keep the discipline 
3. 
Consolidation 
5 minutes 
 Students’ assessment 
What do you find your English? 
Very good/ excellent: 
Good: 
Average: 
Bad: 
Very bad: 
- Give feedback. 
T Ss 
4. Homework 
2 minutes 
- Prepare Unit 1: generation gaps 
 Lesson1: Getting started 
T Ss 
Period 2 Unit 1 THE GENERATION GAP 
Lesson: 2 GETTING STARTED 
I. Objectives 
1- Knowledge: 
By the end of the lesson, students will be able to: 
- Develop such reading micro-skills as reading for general ideas and for specific information about the 
topic generation gap 
- Develop listening skill through listening task 
 - Get general ideas about generation gap, the vocabulary related to generation gap and two grammar 
points: should and ought to for giving opinions and advice, and must and have to for expressing obligation. 
- Understand more about the problems of generation gap in family 
2- Skills: 
 + to develop Ss’ integrated skills 
 + to develop Ss’ skill of cooperative sharing and problem solving 
3. Attitude: 
 + to motivate Ss to work collaboratively, enthusiastically to acquire knowledge. 
 + to help Ss recognize their responsibility in dealing with problems related to the lesson as well as those 
in their lives. 
II. Methods 
 communicative, and problem solving competencies. 
III. Preparation of teacher and students 
1. teacher: Text book, Pictures enlarged to introduce the lesson, 
2. students : Textbook 
IV. Teaching procedures 
Time/Stages Activities Interactions 
1. Stabilization 
and Warm up 
 3 minutes 
Describe the pictures 
* Aim:. This activity will help Ss to define the word 
“generation” 
* Content: look at the pictures and answer the questions 
* Products : students understand the forms of family 
* Steps: 
- T shows two pictures and ask Ss some question. 
1. How many people are there? Who are they? 
2. What kind of family is this? 
- T calls some Ss to give the answers 
S1: There are five people in the picture: grandparents, parents 
and a child 
S2: There are four people in the picture: parents and two 
children 
Ss: Extended family and nuclear family 
Lead sts into new lesson. 
T: We are going to study unit 1 “ the Generation Gap” - getting 
started- To know more about the family and the generation gap 
T Ss 
Ss Ss 
2. New lesson 
8 minutes 
Activity 1: vocabulary: 
* Aim: introduce some vocabulary related to the topic to the 
students 
Individually 
8 minutes 
* Content: learn vocabulary 
* Products: understand some words and phrases related to the 
lessons 
* Steps: 
- show the pictures and words 
- ask students to guess the meanings 
- give meanings 
- ask ss to make sentences with the words 
- check and give feedback 
- ask ss to listen and read the words aloud 
- check their pronunciation 
+ Extended family (n.p) ( picture) 
+ nuclear family(n.p) ( picture) 
+ generation gap (n.p) 
+ childcare /ˈʧajəldˌkeɚ/(n)- the things that are done to take 
care of children especially when their parents are away or at 
work 
+ table manner (n) /'teibl mænə[r]z/ : phong thái ngồi ăn 
+ view point = point of view 
+ follow in someone's footsteps 
+ impose on (v) /im'pəʊz/ 
+ believe (v) /bi'li:v/ 
→ belief (n) /bi'li:f/ 
Activity 2: Listen and read. 
* Aim: help ss grasp the general idea of the conversation and 
concept of the generation gap. 
* Content: listen and repeat 
* Products: understand the conversation and concept of 
generation gaps 
* Steps: 
- Tells Ss that they are going to listen to a conversation between 
T Ss 
 Whole class 
Pair work 
T Ss 
Individually 
Individually 
T Ss 
 Whole class 
8 minutes 
7 minutes 
two friends and lets them working in pairs predicting: “ What 
are Sam and Ann talking about?” 
- Plays the recording. Ss individually listen to the conversation 
and read along. 
- Checks Ss answer and provide feedback. 
Activity: 3 Read the conversation and decide whether the 
statements are true (T) or false(F) 
* Aim: This activity will help Ss to understand the 
conversation through comprehension questions. 
* Content: decide whether the statements are true (T) or 
false(F) 
* Products: have correct answers 
1. F → She lives in a nuclear family. 
2. F→ She is part of an extended family. 
3. T 
4. F → Ann’s parents believe family members should share the 
chores. 
5. T 
* Steps: . 
- Asks Ss to do this activity in pairs. 
- Gets them to read the statements and decide if they are true or 
false and refer to the conversation to find clues for their answers. 
- Has Ss compare their answers 
- Checks Ss’ answers and asks them to correct the false 
information. 
Activity 4: Find the meaning of highlighted compound nouns 
* Aim: this activity focuses on compound nouns. 
* Content: Find the meaning of highlighted compound nouns 
* Products: comprehend the meanings of unknown compound 
nouns given in the conversation 
* Steps: 
Pair work 
T Ss 
Pair work 
Individually 
5 minutes 
- Asks Ss to pick out the highlighted compound nouns in the 
conversation and write them on the board. 
 nuclear family 
 extended family 
 childcare 
 generation gap 
 table manners 
 viewpoint 
- Draws Ss’ attention to the pronunciation and stress of these 
compounds. 
- Gives Ss a chance to challenge each other while figuring out 
the Vietnamese meaning of these words. 
- Tells Ss to complete the definitions, using the highlighted 
compound nouns in the conversation. 
- call on ss to give answers 
- Check and give feedback 
Expected answers 
1. A nuclear family 
2. Childcare 
3. A generation gap 
4. Table manners 
5. A viewpoint 
6. An extended family 
3 Activity 5 : Read the conversation again and find verbs 
used to express duty, obligation, advice, or lack of obligation. 
* Aim:. This activity is to recall Ss Modal verbs should, ought 
to, must and have to and how to use them. 
* Content: : Read the conversation and find verbs used to 
express duty, obligation, advice or lack of obligation. 
* Products : understand modal verbs 
Pair work 
T Ss 
group work 
T Ss 
T Ss 
5 minutes 
* Steps: 
- Asks Ss to read the conversation again, and find the verbs 
expressing duty, obligation, advice, or lack of obligation. 
- Has Ss compare their answers in pairs / groups. Then check 
answers as a class 
4 - Gives feedback. 
5 Opinion & advice: should and ought to in positive and negative 
forms 
 Duty & obligation: must and have to 
6 Lack of obligation: (not) have to, (not) need to 
7 Activity 6: Work in pairs. Ask and answer the following 
questions. 
* Aim: This activity provides initial speaking practice, using the 
ideas from the conversation and ss’ own ideas. 
* Content: Ask and answer the following questions. 
* Products : give the own answers 
* Steps: 
- Ask Ss to work in pairs to ask and answer the questions 
- Have some Ss tell the class about their partners' type of family 
and what they like and dislike about it. 
1. Are you a part of a nuclear or an extended family? 
2. What do you like and dislike about your type of family? 
 - give feedback 
Possible answers 
1. I live in a nuclear family, including my father, my mother, my 
sister and me. 
2. Everyone shares the household chores to each one. My 
mother doesn't take much time to take care of all members, and 
there is no generation gap in my family. 
 Whole class 
Pair work 
T Ss 
Pair work 
3. 
Consolidation 
- Ask Ss: What have you learnt today? What can you do now? 
- Summarize the main points of the lesson. 
T Ss 
 2 minutes 
4. Homework 
1 minute 
- Ask Ss to learn by heart the words or phrases related to 
environment impacts and ways to protect the environment 
- Prepare for the next lesson. 
T Ss 
Unit 1: GENERATION GAP 
 Period 3 Language 
I.. Objectives: 
1. knowledge : By the end of the lesson, students will be able to : 
 -recognize compound nouns in the unit and their spelling 
 - how to use should / shouldn't, ought to / ought not to, must / mustn't, have to / don't have to. 
 - focus on stressed and unstressed words in sentences, and discover a connection between stress and grammar. 
 - Use some lexical items related to the topic the generation gap and compound noun 
2. Skills: 
- To promote Ss to develop the skill of working in pairs and groups 
 + to develop Ss’ integrated skills 
 + to develop Ss’ skill of cooperative sharing and problem solving 
3. - Attitude: 
 + to motivate Ss to work collaboratively, enthusiastically to acquire knowledge. 
 + to help Ss recognize their responsibility in dealing with problems related to the lesson as well as those 
in their lives. 
II. Methods 
 communicative, and problem solving competencies. 
III. Preparation of teacher and students 
1. teacher: Text book, Pictures enlarged to introduce the lesson, 
2. students : Textbook 
IV. Teaching procedures 
Time/Stages Activities Interactions 
1. Warm up 
 7 minutes 
"KIM'S GAME" 
* Aim:. 
- To create a friendly and atmosphere in the class before the 
lesson, check previous lesson lesson 
* Content: find 5 compound nouns based on the pictures 
* Products : students remember some compound nouns 
Answer Key: 1. hairstyle 
2. Junk food 3. generation gap 
4. Schoolchildren 5. nuclear family 
* Steps: 
- T shows 5 pictures about 5 compound nouns asks Ss to try 
their best to remember the pictures and the go the the board to 
write down the words, which group has more right words will 
be the winner. 
Lead sts into new lesson. 
Today we are going to study unit 1 -language to know more 
about compound noun. 
T Ss 
Ss Ss 
2. New lesson 
10 minutes 
1 Activity 1: Match each word (1-9) with another word (a-i) 
to make a compound noun. Four of them are written as 
one word. 
10 minutes 
* Aim: this activity focuses on the compound nouns in the unit 
and their spelling. 
* Content: : Match each word (1-9) with another word (a-i) to 
make a compound noun 
* Products: understand these compound nouns 
1g 2h 3i 4f 5c 6b 7a 8d 9e 
* Steps: 
• Ask ss to match each single noun (1 -9) with another (a-i) to 
make a compound noun. 
• Tell them to check their answers in pairs, then check as a 
class. 
• Give the meanings of these compound nouns, if necessary. 
• Draw Ss' attention to the four compounds written as one 
word: household, hairstyles, schoolchildren, footsteps. 
Notes 
A compound noun is a noun that is made up of two or more 
words. 
Each compound noun acts as a single unit and can be 
modified by adjectives and other nouns. 
In compound nouns, the stress usually falls on the first word. 
This helps US to distinguish between compound nouns and 
free word combinations. 
Example: 
a ’greenhouse: a place for growing plants (compound noun) 
a ’green ’house: a house painted green (free word 
Activity 2: Complete each question with one of the 
compound nouns in 1. 
* Aim: This activity focuses on the use of compound nouns in 
appropriate contexts. 
* Content: Complete each question with one of the compound 
nouns in 1. 
* Products: have meaningful sentences with compound nouns 
T Ss 
Individually 
Pair work 
T Ss 
T Ss 
Individually 
5 minutes 
1. hairstyle / table manners 
2. generation gap 
3. nuclear family 
 4. junk food 
 5. schoolchildren 
* Steps: 
• Ask Ss to complete the questions with some of the compound 
nouns in 1. 
• Have Ss work individually first. Then ask them to work in 
pairs / groups, and compare their answers. 
• Check Ss' answers. Have them practise asking and answering 
all the questions in pairs. 
Pronunciation 
Activity 3 Listen and repeat these sentences. Pay attention to the 
stressed words with the mark (') before the stressed syllables. 
* Aim: This activity focuses on stressed and unstressed words 
in sentences, and enables Ss to discover a connection between 
stress and grammar. 
* Content: Listen and repeat these sentences. Pay attention to 
the stressed words 
* Products: read the sentences correctly 
Note: In a sentence, the following words are stressed: 
1.Content words: nouns, verbs, adjectives, adverbs 
2.Negative auxiliaries 
3.Question words: who, whose, when, where, why, what, and 
how 
4.Demonstrative pronouns that do not precede nouns: this, that, 
these, those 
5.Possessive pronouns: mine, yours, his, hers, ours, theirs, 
except post-modifier constructions such as of mine, of yours, 
etc. 
Example: I've just 'met a 'friend of mine 
Pair work 
T Ss 
T Ss 
Ss Ss 
Pair work 
T Ss 
5 minutes 
* Steps: . 
- Play the recording for Ss to listen and repeat. 
- Ask Ss to pay attention to the stressed words with the stress 
mark before the stressed syllable. 
- Play the recording again for Ss to listen, pausing after each 
sentence. Have Ss work in pairs to find out the parts of speech of 
the words which are stressed in these sentences. 
Activity 4: Are the words in bold stressed or unstressed? 
Listen and check. Practise reading the conversations in pairs 
* Aim: This activity focuses on words with either strong forms 
or weak forms depending on their function in the sentence 
* Content: Listen and check if the words in bold stressed or 
unstressed. Practise reading the conversations in pairs. 
* Products: understand stresses and unstressed words 
Note: In a sentence, the following words are unstressed: 
1. Function words: pronouns, the verb be, auxiliary verbs, 
articles, conjunctions, and prepositions 
2. this, that, these, and those when followed by a noun 
3. who, whose, when, where, why, what and how when they introduce 
a relative clause 
 Exception: When auxiliary verbs and modals are not followed 
by a verb, they have strong forms 
* Steps: 
-Explain the activity to Ss, drawing their attention to the words 
in bold. 
-Have Ss work individually first, then play the recording and 
ask them to check their answers in pairs. 
-Check answers as a class, highlighting the different cases. 
-Ask pairs of Ss to role-play the questions and answers in front 
of the class. Praise Ss who pronounce the strong and weak 
forms correctly. 
T Ss 
Individually 
Pair work 
T Ss 
T Ss 
5 minutes 
7 minutes 
 Grammar 
Activity 1: Underline the correct words to complete the 
sentences. 
* Aim: this activity focuses on the use of should /shouldn't, 
ought to/ought not to, must/mustn't, have to/don't have to. 
* Content: Underline the correct words to complete the 
sentences. 
* Products: understand modal verbs 
* Steps: 
-Ask Ss to underline the correct words to complete the sentences, 
and pay attention to the meaning of the sentences in order to 
choose the right word. 
-Have Ss work individually first, then ask them to compare their 
answers in pairs. Check Ss' answers. 
Answers : 1. should 2. ought 
3. must 4. have to 5. mustn’t 
Activity 2 : Rewrite each sentence without changing its 
meaning, using the word in brackets 
Aim: This activity focuses on should and ought to to give 
opinions and advice, and must and have to to express obligation. 
* Content: Rewrite each sentence without changing its 
meaning, using the word in brackets 
* Products: have the sentences with the same meaning 
* Steps: 
-Ask Ss to use the word in brackets to rewrite each sentence 
without changing its meaning. 
-Have Ss do this exercise individually. Monitor the activity and 
help them if necessary. 
-Check Ss' answers by asking individual Ss to take turns to read 
aloud the sentences, and then write them on the board. 
Answers 
2.You mustn't use your mobile phone in the examination room. 
T Ss 
Individually 
3.I don't have to type my essay. 
4.You should tell the truth to your family. 
5. Young people must plan their future career carefully 
Pair work 
WHOLE 
CLASS 
3. 
Consolidation 
2 minutes 
- Ask Ss: What have you learnt today? What can you do now? 
- Summarize the main points of the lesson. 
T Ss 
4. Homework 
1 minute 
- Ask Ss to learn by heart the words or phrases related to 
environment impacts and ways to protect the environment 
- Prepare for the next lesson. 
T Ss 
UNIT 1 GENERATION GAP 
PERIOD: 4 READING - WHERE DO CONFLICTS COME FROM? 
I. Objectives: 
 1.Knowledge:By the end of the lesson, students will be able to : 
 - Develop such reading micro-skills as reading for general ideas and for specific information about the topic 
"Generation gap" 
- Scan the text for details and answer the questions. 
 - provide learners some vocabulary related to the topic of conflicts in the family 
- Understand the text about conflicts in a family 
 - Use the information they have read to discuss with their partners and share their opinions 
 - Understand more about the conflicts between parents and teenage and they may know the way to avoid them. 
 2. 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 
3.- Attitude: 
+ make sts aware of generation gap. 
+ to motivate Ss to work collaboratively, enthusiastically to acquire knowledge. 
 + to help Ss recognize their responsibility in dealing with problems related to the lesson as well as those 
in their lives. 
II. Methods 
 communicative, and problem solving competencies. 
III. Preparation of teacher and students 
1. teacher: Text book, Pictures enlarged to introduce the lesson, 
2. students : Textbook 
IV. Teaching procedures 
Time/Stages Activities Interactions 
1. Warm up 
 5 minutes 
 watch a video and answer the question - what's the video 
about? 
* Aim: To create a friendly and atmosphere in the class before 
the lesson and set the context for the introductory 
* Content: watch a video and answer the question 
* Products : The conflicts between parents and teenage/ children 
* Steps: 
T Ss 
 - let ss watch a video and answer the questions 
- call on ss to give answers. 
- Check their answers 
Lead into new lesson. 
Today, in order to know more about the conflicts in family We 
are going to study unit one reading "WHERE DO CONFLICTS 
COME FROM?" 
2. New lesson 
8 minutes 
Activity 1: vocabulary: 
* Aim: introduce some vocabulary related to the topic to the 
students 
* Content: learn vocabulary 
* Products: understand some words and phrases related to the 
lessons 
* Steps: 
- show the pictures and words 
- ask students to guess the meanings 
- give meanings 
- ask ss to make sentences with the words 
- check and give feedback 
- ask ss to listen and read the words aloud 
- check their pronunciation 
vocabulary: 
- conflict(v, n) ( picture) 
- decide = make decision 
- break rules 
- norm (n): chuẩn mực 
→ social norm 
- arise (v) 
- regardless of 
- impose (v) ST on somebody 
- burden (n) 
→ a financial burden on ... 
Individually 
T Ss 
Pair work 
T Ss 
Individually 
3 minutes 
8 minutes 
Read the above words out loud and has students repeat. 
Activity 2: You are going to read a text about the conflicts 
between parents and their teenage children. Which of the 
following do you think you may find in the text? 
* Aim: This activity focuses on Ss' predictions about the 
reading text. 
* Content: predict about the conflicts between parents and their 
teenage children 
* Products: give the prediction about conflicts in the family 
* Steps: 
- Let Ss work in groups, do the task. 
- Ask Ss to tick the conflicts (a-g) and then compare their 
choices with their partner's. Sometimes help Ss with 
unfamiliar words in the list (a-g) 
- Has Ss share their opinions with the partner 
-call on ss to give answers 
- check their answers 
Activity 3: Read the text and check the predictions. 
* Aim: This activity focuses on skimming 
* Content: Read the text and check the predictions. 
* Products: understand the text and check their predictions 
* Steps: 
 - Ask Ss to skim the text and compare their predictions in 
1. 
- Check Ss' answers, and ask them to give the clues from 
the reading text which helped them to work out the 
answers. 
Ss work individually then compare the answers with a partner 
- T calls on two Ss to copy their answer on the board 
- Give feedback. 
T Ss 
Ss Ss 
Pair work 
T Ss 
Ss Ss 
Pair work 
8 minutes 
8 minutes 
b c d e f 
Activity: 4 Match the highlighted words in the text with the 
definitions below. 
* Aim: This activity focuses on working out the meaning of 
new words based on the context. 
* Content: Match the highlighted words with the definitions 
* Products: understand the words 
1. afford 2. Impose 3. brand name 
4. norms 5. conflicts 
* Steps: . 
-Ask Ss to match the highlighted words in the text with the 
definitions given. 
-Tell Ss to go back to the reading text to locate the highlighted 
words and study the context surrounding the words to work out 
their meaning. Then match them with the definitions. 
-Have Ss work individually, then check their answers in pairs or 
groups. 
Check the answers again as a class. 
Activity 4: Read the text carefully. Answer the following 
questions. 
* Aim: This activity focuses on reading for specific 
information 
* Content: Answer the following questions. 
* Products: understand the text and have the answers for the 
question 
* Steps: 
-Ask Ss to read the questions first to work out the type of 
information they will look for in the text. 
- Ask them to work in pairs , one asks and one answers. 
- Move round to make sure that all sts are working and to help 
them if necessary. 
T Ss 
group work 
T Ss 
T Ss 
Ss Ss 
 - Ask some sts to report and give feedback 
 Answers 1.Because they strongly believe they know what is 
best for their children. 
2.They want to be more independent, create their own opinions 
and make their own decisions. 
3.They are worried because these clothes may break rules and 
norms of society, or distract them from schoolwork. 
4.They want their children to spend their time in a more useful 
way. 
5. No. Some of them try to impose their choices of university or 
career on their children. 
Pair work 
3. 
Consolidation 
2 minutes 
- Ask Ss: What have you learnt today? What can you do now? 
- Summarize the main points of the lesson. 
T Ss 
4. Homework 
1 minute 
- Ask Ss to learn by heart the words or phrases related to 
environment impacts and ways to protect the environment 
- Prepare for the next lesson. 
T Ss 
UNIT 1 GENERATION GAP 
PERIOD: 5 SPEAKING: WHAT ARE THE CONFLICTS ABOUT? 
I. Objectives: 
1 language : By the end of the lesson, students will be able to: 
- Talk about conflicts between teenagers and parents 
- Express their opinions and advice on how to solve the problems between them 
 - Use the information they have read to discuss with their partners and share their opinions 
 - Understand more about the conflicts between parents and teenage and they may know the way to avoid them. 
2. Skills: 
- To promote Ss to develop their speaking skills 
 - To help Ss develop the skill of working in pairs and groups 
3.- Attitude: 
 - Know to share experiences and give the ways to solve the problems in daily life. 
+ to motivate Ss to work collaboratively, enthusiastically to acquire knowledge. 
 + to help Ss recognize their responsibility in dealing with problems related to the lesson as well as those 
in their lives. 
II. Methods 
 communicative, and problem solving competencies. 
III. Preparation of teacher and students 
1. teacher: Text book, Pictures enlarged to introduce the lesson, 
2. students : Textbook 
IV. Teaching procedures 
Time/Stages Activities Interactions 
1. Warm up 
 7 minutes 
List the problems between children and parents 
* Aim: To create a friendly and atmosphere in the class before 
the lesson and set the context for the introductory 
* Content: list the problems with parents in the family 
* Products : ss’ answers 
* Steps: 
- ask ss to work in pairs to list the problems in the family 
- call on ss to give the answers 
- check their answers 
Lead sts into new lesson. 
- Leads in the lesson: Today, we talk about problems between 
teenagers and their parents and give advices on how to solve 
them. 
T Ss 
2. New lesson 
10 minutes 
Activity 1: vocabulary: 
* Aim: introduce some vocabulary related to the topic to the 
students 
* Content: learn vocabulary 
Individually 
10 minutes 
* Products: understand some words and phrases related to the 
lessons 
* Steps: 
- show the pictures and words 
- ask students to guess the meanings 
- give meanings 
- ask ss to make sentences with the words 
- check and give feedback 
- ask ss to listen and read the words aloud 
- check their pronunciation 
vocabulary 
- criticize(v, n) 
- follow in SO'S footsteps 
- compare SO with SO 
- spend time/ money on ST/ doing ST 
- strange (adj) 
- privacy (n) 
Activity 2 : Read about three situations facing teenagers. 
Match them with the problems a, b, or c in the box below 
* Aim: This activity focuses on conflicts between teenagers and 
their parents. 
* Content: 
Match three situations facing teenagers with the problems a, b, 
or c in the box below 
* Products: understand the situation and problems 
1b 2c 3a 
* Steps: 
-Ask Ss to read about three situations facing teenagers, 
and then match them with the problems a, b, or c in the 
box. 
-Walk around and help Ss, if necessary. 
T Ss 
Pair work 
T Ss 
Individually 
T Ss 
Ss Ss 
10 minutes 
10 minutes 
-Have Ss compare their answers. Check Ss' answers. 
-Ask Ss to further discuss if they have ever experienced 
these situations, and how they felt. 
They may give advice or express their opinions. 
Activity 3 
Here are some of the things teenagers and parents complain 
about. Tick the complaints that you hear in your family. 
Add more if you can. 
* Aim: This activity focuses on the ideas and useful language 
that Ss can use in 3 when they talk about their problems with 
parents 
* Content: Tick the complaints that you hear in your family 
* Products: identify the problems the family 
* Steps: 
-Ask Ss to read the list of things teenagers and their parents 
complain about. 
-Have them tick the complaints that they hear in their families. 
-Encourage Ss to add some more complaints if they can. 
-Help Ss with any new language they may need to express 
their ideas 
- Let Ss do the task then compare the result with their friend 
- Call some Ss to give their ideas 
Activity 4 
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 
* Aim: This activity focuses on speaking about conflicts