Giáo án Tiếng Anh Lớp 11 (Thí điểm) - Unit 1: The generation gap - Lesson 8: Looking back and project - Năm học 2019-2020

Preparing date
11B1
11B6
11B7
11B8
20/09/2019
26/09/2019
26/09/2019
26/09/2019
26/09/2019
UNIT 1: THE GENERATION GAP
PERIOD 9: LESSON 8: LOOKING BACK AND PROJECT
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to: 
- Revise what they learnt in the unit 1 and can present their project on the power point in English
 - Language: words relating to the topic " Generation Gap" 
- Review and reinforce their knowledge of:
+ Stress in connected speech.
+ Vocabulary talking about the generation gap.
+ Modals: should/ ought to and must/ have to.
2. Skills: 
	- Help Ss develop the skill of working in pairs and groups
- Help Ss develop the interviewing skill 
3. Attitude: 
	- Serious, positive, proactive, independent to take part in group activities.
	- Showing passion & excitement in studying
	- Cultivate morality, love people, and love their homeland
4. Competence: 
- Self-study ability
- Problem-solving ability
- Presentation capacity and reporting
II. MATERIAL NEEDED
1. Teacher: Textbook, lesson plan, cassette player, disc.
2. Students: Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warmup: : Word game: Family Collocations (5m)
Goal: Lead sts into the topic of the lesson
Tasks: Write the collocations of family
Method: Whole class.
-	Divide the class into two teams. Explain the rules of the game to Ss.
- In 3 minutes, write down as many collocations of family as possible.
Suggested answer: 
Nuclear family, one- parent family, blended family, family doctor, family name, single-parents family 
- Lead into the lesson.
2. Contents: 
Teacher’s activities
Students’ activities
ACTIVITY 1: Vocabulary- Fill in the gaps with the words/ phrases from the box (7m)
Aim: Sts can review the words related to the generation gap.
Method: Work in pairs.
- Ask sts to work in pair to do exercise 1 – Part vocabulary – page 16 – Students’ book.
- Call on 2 pairs to write their answers on board.
- Ask others to give comments.
- Feedback.
- Work in pairs to do the task.
- Write down the answers.
- Give comments.
- Check and take notes
Suggested answers:
1. nuclear family	
2. generation gap 
 3. home stay	
4. conflicts 
5. curfew 
Pronunciation:
ACTIVITY 2: Identify the stress words and put stress marks in the statements. (8m)
Aims: Sts can review strong and weak forms of words in connected speech
Methods: Work individual and then in pairs
- Ask sts to identify the stressed words and put a stress mark before the stressed syllables
- Have sts listen and check their answers
- Call on some sts to read the sentences aloud. Praise sts who try to stress the correct words, and reduce the unstressed vowels
- Feedback.
- Identify the words and put stress marks.
- Listen and check.
- Read aloud the sentences.
1. ‘Tim and his ‘parents ‘often ‘argue about what ‘time he should ‘come ‘home.
 2. ‘Money is a ‘source of ‘conflict for ‘many ‘families.	
3. ‘Susan’s ‘parents ‘want her to ‘do ‘well in ‘school, and if ‘that ‘doesn’t ‘happen, her ‘parents ‘get ‘angry, so she ‘gets ‘worried.	
 4. ‘Kate’s ‘parents ‘often com’plain that she ‘doesn’t ‘help ‘clean the ‘house.	
ACTIVITY 3: Identify the stress words and put stress marks in the dialogue (7m)
Aims: Sts can review strong and weak forms of words in short exchanges
Methods: Work in pairs
- Ask sts to identify the stressed words and put a stress mark before the stressed syllables
- Have sts listen and check their answers
- Call on some pairs to read the short exchanges aloud. Praise sts who try to stress the correct words, and reduce the unstressed vowels
- Feedback.
- Identify the words and put stress marks.
- Listen and check.
- Read aloud the short exchanges in pairs.
1. A: At ‘what ‘age were you a’llowed to ‘stay at ‘home a’lone?
 B: I ‘don’t re’member e’xactly. I ‘think it was when I was ‘nine or ‘ten.
2. 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.	
 3. A: Do you ‘think ‘life is ‘safer in the ‘countryside?
B: Yes, I ‘do. It’s ‘also ‘cleaner.
GRAMMAR:
ACTIVITY 4: Complete the sentences with should/ shouldn’t, ought to/ oughtn’t to (7m) 
Aims: Sts can revise should/ shouldn’t, ought to/ oughtn’t to for giving opinions and advice.
Methods: Work individual and then in pairs
- Ask sts to do the task individually and then compare their answers with a partner.
- Call on 2 sts to write their answers on board.
- Ask other to give comments.
- Feedback
- Do the task individually and then compare with a partner.
- Write answers on board.
- Give comments.
- Check and take notes
1. ought	2. shouldn’t/ ought3. shouldn’t	4. oughtn’t/ should 
ACTIVITY 5: Complete the sentences with must/ musn’t or have to/ has to or don’t have to/ doesn’t have to (8m) 
Aims: Sts can revise the use of must and have to expressing obligation
Methods: Work individual and then in pairs
- Ask sts to do the task individually and then compare their answers with a partner.
- Call on 2 sts to write their answers on board.
- Ask other to give comments.
- Feedback
- Do the task individually and then compare with a partner.
- Write answers on board.
- Give comments.
- Check and take notes
1. have to/ has to	2. mustn’t
3. must	4. don’t have to 
3. Consolidation and homework:
a. Consolidation: (2m)
- Teacher summaries main points of the lesson
+ 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 
- Students listen and add some more points
b. Homework: (1m)
- Do the task again	
- Prepare the next lesson at home.