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

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

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.

 

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 Teach: . 
Attendance: 11D .
Attendance: 11E .
 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:
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?
T Ss
Individually
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.
-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
T Ss
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
 Teach: . 
Attendance: 11D .
Attendance: 11E .
PERIOD 2 	Unit 1 THE GENERATION GAP	
Lesson: 1 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
8 minutes
8 minutes
7 minutes
5 minutes 
5 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
+ 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 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: 
- 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
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 
* 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
- Gives feedback.
Opinion & advice: should and ought to in positive and negative forms
 Duty & obligation: must and have to
 Lack of obligation: (not) have to, (not) need to
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. 
Individually
T Ss
 Whole class 
Pair work
T Ss
Individually
Individually
T Ss
 Whole class 
Pair work
T Ss
Pair work
Individually
Pair work
T Ss
group work
T Ss
T Ss
 Whole class 
Pair work
T Ss
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
Teach: . 
Attendance: 11D .
Attendance: 11E .
Period 3: Unit 1: GENERATION GAP
Lesson 2: 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
10 minutes
5 minutes
5 minutes
5 minutes 
7 minutes 
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. 
* 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
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: 
Content words: nouns, verbs, adjectives, adverbs 
Negative auxiliaries 
Question words: who, whose, when, where, why, what, and how 
Demonstrative pronouns that do not precede nouns: this, that, these, those 
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
* 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.
 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 
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 family. 
5. Young people must plan their future career carefully
T Ss
Individually
Pair work
T Ss
T Ss
Individually
Pair work
T Ss
T Ss
Ss Ss
Pair work
T Ss
T Ss
Individually
Pair work
T Ss
T Ss
T Ss
Individually
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
Teach: . 
Attendance: 11D .
Attendance: 11E .
PERIOD 4: UNIT 1 GENERATION GAP
LESSON 4 READING 
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:
- 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?"
T Ss
2. New lesson
8 minutes
3 minutes
8 minutes
8 minutes
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 ...
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.
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.
- 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.
Individually
T Ss
Pair work
T Ss
Individually
T Ss
Ss Ss
Pair work
T Ss
Ss Ss
Pair work
T Ss
group work
T Ss
T Ss
Ss Ss
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
Teach: . 
Attendance: 11D .
Attendance: 11E .
PERIOD: 5	UNIT 1 GENERATION GAP
LESSON 4 SPEAKING
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
10 minutes
10 minutes
10 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
- 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. 
-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 between teenagers and parents, and giving opinions and advice to solve the problems
* Content: Tell your partner what you or your brothers / sisters and your parents complain about . Give advice on how to solve the problem
* Products: 
- Make a conversation. 
* Steps: . 
- Asks Ss to work in pairs and take turns to tell their partner what they or their siblings and their parents often complain about, then practice giving advice on how to solve the problem. 
- Encourages Ss to use the structures listed in Helpful language.
- Walk around to help Ss, if necessary
- Asks some pairs to role-play their conversations.
- Gives feedback on their performance. 
Individually
T Ss

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