Giáo án Tiếng Anh 11 - Unit 1: The generation gap (Lesson 1-8) - Năm học 2023-2024

Nội dung tài liệu: Giáo án Tiếng Anh 11 - Unit 1: The generation gap (Lesson 1-8) - Năm học 2023-2024

1. Week . Preparing date: / /2023 Teaching date: / /2023 Period: . UNIT 1 – THE GENERATION GAP Lesson 1 – Getting started: Our families A. OBJECTIVES 1. Knowledge - By the end of the lesson, Ss will be able to: - have general ideas about "Generation gap and family rule" 1.1. Vocabulary: - use some vocabulary items related to the topic "Generation gap and family rule" 1.2. Grammar: - use should, ought to to give opinions and advice, and must and have to to express obligation 2. Competences: - develop some genneral competences and professional competences: self- control, self-study: communicationand collaboration skills, problem solving and creativity 3. Quanlity: - develop some quanlites : responsibility toward family rules, willing to help their family B. PREPARATION - Teacher: - Teaching aids: textbook, lesson plan, cassette player - Teaching method: Communicative language teaching - Students: - Textbook, Read through English Unit 1 - Getting started at home C. METHOD: - Communicative language teaching * Skills: - Reading, Listening and speaking D. PROCEDURE STAGE/TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES I. Warm up: 3’ - writes the title of the unit THE - look at the picture and listen to the GENERATION GAP on the board and ask Ss teacher. to list examples showing the gap between different generation - tells Ss that these differences can be in the - listen to the teacher. choice of music, clothing, values, lifestyles, ways of shopping (directly from shopping center or online), or communication. - asks Ss questions about the picture: - answer the questions. + This is a photo of a big family? + Who are the people in the photo? + Is this type of the family popular in your community - leads in the new lesson. II. New lesson Activity 1: 6’ - asks Ss listen to the recording and read the Listen and read conversation - listen to the recording and read the - asks them to pay attention to highlighted conversation words and phrases: - pay attention to highlighted words + extended family and phrases + nuclear family
2. + childcare + generation gap + table manners + viewpoint Activity 2: 10’ - asks Ss to read the conversation again and - read the conversation again and Read the decide whether the statements are T or F decide whether the statements are T or conversation - asks Ss to work individually and finish the F again. Are the task - work individually and finish the task following - asks them to exchange their answers with a sentences true (T) partner. - exchange their answers with a or false (F) - checks the answers with the whole class. partner. - gives correct answers: 1. F - listen to the teacher 2. F - note down 3. T 4. F 5. T Activity 3: 6’ - asks Ss to complete the definitions by filling highlighted compound nouns in the gaps Complete the - asks Ss to work pairs and finish the task - complete the definitions by filling following - asks Ss to exchange their answers with a highlighted compound nouns in the definitions, using partner. gaps the highlighted - asks some pairs to give their answers in - work pairs and finish the task compound nouns front of the class. - exchange their answers with a in the - checks the answers with the whole class: partner. conversation. 1. A nuclear family 2. A generation gap - some pairs give their answers in 3. A viewpoint front of the class. 4. Childcare - note down 5. Table manners 6. An extended family Activity 4:6’ - asks Ss to read the conversation again to find other compound nouns Find other - asks Ss to work in groups and finish the compound nouns in task. the conversation. - allows Ss to use a dictionary to look up the - read theconversation again to find Use a dictionary to meanings of the compound nouns. other compound nouns look up their - work in groups and finish the task. meanings, if - tells Ss to compare their answer in groups necessary. - checks the answers with the wholke class: grandparents - can use a dictionary to look up the meanings of the compound nouns. grandma grandpa - compare their answer in groups grandmother - note down hairstyles housework footsteps Activity 5:5’ - asks Ss to read the conversation again and
3. Read the find verbs used to express duty, obligation, conversation again advice or lack of obligation and find verbs - asks Ss to work in pairs to do the task. used to express - has Ss compare their answers in pairs. - read the conversation again and find duty, obligation, - checks the answers with the ehole class: verbs used to express duty, obligation, advice or lack of + Opinion and advice: should, shouldn't, advice or lack of obligation obligation ought to, ought not to - work in pairs to do the task. + Duty and obligation: must, have to - compare their answers in pairs. + Lack of obligation: not have to, not - note down need to Activity 6:5’ Work in pairs. Ask and answer - asks Ss to work in pairs to ask and answer the following the questions. questions. - has some Ss tell the class about their partners’ type of family and what they like - work in pairs to ask and answer the and dislike about it. questions. - gives some suggested ideas: - tell the class about their partners’ + Nuclear family: type of family and what they like and - have closer relationships with each dislike about it. other - less generation gaps - worry about childcare + Extended family: - more help from family members - not worry about childcare - more conflicts and generation gaps III. Consolidation: - asks Ss to consolidate the main contents. - consolidate the main contents. 2’ - gives feedback. - listen to the teacher’s feedback. IV. Homework: 2’ - asks Ss to learn by heart the words and - learn by heart the words and phrases phrases related to Generation gap and prepare related Generation gap and prepare for the next lesson at home : Unit 1 - for the next lesson at home : Unit 1 - Language Language E. EXPERIENCE (teaching note):    PHấ DUYỆT ( TTCM., BGH )
4. Week . Preparing date: / /2023 Teaching date: / /2023 Period: . UNIT 1 – THE GENERATION GAP Lesson 2 – Language A. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: + pronounce strong and weak forms of words in connected speech + use compound nouns and their spelling + understand and use some modal verbs: should, ought to, must, have to 1.1. Vocabulary: + use compound nouns and their spelling correctly 1.2. Grammar: + use should, ought to to give opinions and advice, and must and have to to express obligation and do exercises correctly. 2. Competences: + develop some genneral competences and professional competences: self- control, self-study: communicationand collaboration skills, problem solving and creativity 3. Quanlity: + develop some quanlites : responsibility toward family rules, willing to help their family B. PREPARATION - Teacher: - Teaching aids: textbook, lesson plan, cassette player - Teaching method: Communicative language teaching - Students: - Textbook, Read through English Unit 1 - Language at home C. METHOD - The whole lesson: Integrated, mainly communicative. * Skills: - To promote Ss to develop the skill of working in pairs and groups D. PROCEDURE STAGE/TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES I. Warm up: 3’ - asks 2 Ss to go to the board to write as - 2 Ss to go to the board to write as many many compound nouns as possible in 2 compound nouns as possible in 2 minutes. minutes. Other Ss to write on their Other Ss to write on their notebooks notebooks - corrects Ss’ answers - look at the blackboard and listen to the - leads in the new lesson teacher. II. New lesson 1. VOCABULARY - asks Ss to match each word (1-9) with - match each word (1-9) with another word Activity 1:6’ another word (a-i) to make a compound (a-i) to make a compound noun Matching each noun word (1-9) with - asks Ss to check the answers in pairs, - check the answers in pairs, then check as a another word (a-i) then check as a class. Give the meanings class. to make a of the compound nouns if necessary: - listen to the teacher compound noun. 1. g Four of them are 2. h written as one word 3. i 4. f 5. c
5. 6.b 7. a 8. d 9. e - draws Ss’s attention to the four compouds written as one word: household, hairstyle, schoolchildren, footsteps Activity 2: 6’ Complete each - asks Ss to complete the questionswith - complete the questionswith some of the question with one some of the compound nouns in 1 compound nouns in 1 of the compound - has Ss work individually first and then - work individually first and work in pairs noun in 1 ask them to work in pairs and compare and compare their answers. their answers. - checks Ss’ answers: - listen and note down 1. hairstyle/table manners 2. generation gap 3. nuclear family 4. junk food 5. schoolchildren - has Ss practise asking and answering all - practise asking and answering all the the questions in pairs. questions in pairs. 2. PRONUNCIATION Activity 1:6’ - plays the recording for Ss to listen and - listen and repeat. Listen and repeat repeat. - pay attention to the stressed words with the these sentences. - asks Ss to pay attention to the stressed stress mark before the stressed syllable. Pay attention to the words with the stress mark before the stressed words with stressed syllable. the mark (’) before - plays the recording again for Ss to listen, - listen carefully the stressed pausing after each sentence. syllables. - has Ss work in pair to find out the parts - work in pair to find out the parts of speech of speech of the words which are stressed of the words which are stressed in the in the sentences. sentences. Activity 2: 6’ - explains the activity to Ss, drawing their - listen to the teacher and pay attention to the Are the words in attention to the words in bold. words in bold. bold stressed or - has Ss work individually first, then - work individually first, then listen to the unstressed? Listen playing the recording and asks them to recording and check their answers in pairs and check. Practise check their answers in pairs reading the - checks the answers as a class, - listen to the teacher conversation in highlighting the different cases. pairs. - asks Ss to study the Do you know ? - study the Do you know ? box, and learn box, and learn the rules of the weak the rules of the weak forms. forms. - asks pairs of Ss to role-play the - pairs of Ss role-play the questions and questions and answer in front of the class: answer in front of the class 1. A: strong/ B: weak 2. A: weak/ B: strong 3. A: weak/ B: strong - praise Ss to pronounce the strong and weak forms correctly.
6. 3. GRAMMAR - asks Ss to underline the correct words to - underline the correct words to complete the Activity 1:6’ complete the sentences, and pay attention sentences, and pay attention to the meaning Underline the to the meaning of the sentences in order to of the sentences in order to choose the right correct word to choose the right word word complete the - has Ss work individually first, then asks - work individually first, then compare their sentences. them to compare their answers in pairs. answers in pairs. - checks Ss’ answers: - listen and note down 1. should 2. ought 3. must 4. have to 5. mustn't Activity 2: 7’ Rewrite each of the - asks Ss to use the words in brackets to - use the words in brackets to rewrite each sentences without rewrite each sentence without changing its sentence without changing its meaning. changing its meaning. meaning, using the - has Ss do this exercise individually - do this exercise individually. word in brackets. - monitor the activity and help them if necessary - checks Ss’ answers by asking individual - take turn to read aloud the sentences, and Ss to take turn to read aloud the sentences, then write them on the board and then write them on the board: - note down. 2. You mustn't use your mobile phone in the examination room. 3. I don't have to type my essay. 4. You should tell the truth to your parents. 5. Young people must plan their future career carefully. III. Consolidation: - asks Ss to consolidate the main contents. - consolidate the main contents. 3’ - gives feedback. - listen to the teacher. IV. Homework: 2’ - asks Ss to redo exercises at home and - redo exercises at home and prepare for the prepare for the next lesson. next lesson: Unit 1 - Reading E. EXPERIENCE (teaching note):    PHấ DUYỆT ( TTCM., BGH )
7. Week . Preparing date: / /2023 Teaching date: / /2023 Period: . UNIT 1 – THE GENERATION GAP Lesson 3 – Reading: Where do conflicts come from A. OBJECTIVES 1. Knowledge: By the end of the lesson, Ss will be able to: + understand the text about the generation gap + scan the text for details and answer the questions. + understand more about the generation gap 1.1. Vocabulary: + enrich their vocabulary by guessing meaning in context. 1.2. Grammar: + use the grammatical items when doing tasks correctly. 2. Competences: - develop some genneral competences and professional competences: self- control, self-study: communicationand collaboration skills, problem solving and creativity 3. Quanlity: - develop some quanlites : responsibility toward their family, willing to deal with family conflicts B. PREPARATION - Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching - Students: - Textbook, Read through English Unit 1 - Reading at home C. METHOD - The whole lesson: Integrated, mainly communicative. *Skills: - Reading and Speaking D. PROCEDURE STAGE/TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES I. Warm up: 3’ - asks the question: Where do you think - answer the teacher’s question. family conflicts come from? - elicits Ss’ opinions - listen to the teacher - has Ss brainstorm different factors - brainstorm different factors leading to leading to the family conflicts. the family conflicts. - asks individual Ss to share their opinion - individual Ss share their opinion and encourages defferent viewpoints - leads in the new lesson II. New lesson 1. PRE READING: - introduces the reading text, and elicits - listen to the teacher. Activity 1: 6’ some sources of conflict. You are going to - asks Ss work in groups, look at the - work in groups, look at the picture and read a text about picture and answer the question. answer the question. conflicts between - asks Ss to tick the conflicts (a-g) and then - tick the conflicts (a-g) and then compare parents and their compare their choices with their partner’s. their choices with their partner’s. teenage children. - asks some Ss to share their opinions with - share their opinions with the whole class Which of the the whole class following do you - introduces some new words. - note down think you may - conflict(v, n) ( picture)
8. find in the text? - 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 2. WHILE READING Activity 2: 8’ - asks Ss to skim the text and compare their - to skim the text and compare their Read the text predictions in 1. predictions in 1. quickly and - checks Ss’ predictions and asks them to - give clues from the reading text which check your give clues from the reading text which helped them to work out the answer. predictions in 1. helped them to work out the answer. - gives the correct answers: - note down b c d e f Activity 3:7’ Match the - asks Ss to match the highlighted words in - to match the highlighted words in the highlighted words the text with the definitions given. text with the definitions given. in the text with the - tells Ss to go back to the reading text to - go back to the reading text to locate the definitions below. locate the highlighted words and study the highlighted words and study the context context surrounding the words to work out surrounding the words to work out their their meaning. Then match them with the meaning. Then match them with the definitions. definitions. - has Ss work individually, and then checks - work individually, and then check their their answers in pairs or groups. answers in pairs or groups. - checks the answers again as a class. - listen to the teacher and note down. 1. afford 2. impose 3. brand name 4. norms 5.conflicts Activity 4:10’ Read . the text carefully. - asks Ss to read the questions first to work - read the questions first to work out the Answer the out the type of information they will look type of information they will look for in following for in the text. the text. questions - puts Ss in pairs and asks them to ask and - work in pairs to ask and answer the answer the questions questions. - lets Ss read the text again and locate the - read the text again and locate the parts of parts of the text where they can get the the text where they can get the answers. answers. - has Ss compare their answers with other - compare their answers with other pairs. pairs. - checks Ss’ answers as a class - listen to the teacher and note down. : 1. Because they strongly believe that they know what is best for their children
9. 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 3. POST READING Activity 5:6’ - Do you get into conflict with your Discuss with a parents? partner: - Share your experiences with your partner. - has Ss work in pairs and take turns to - work in pairs and take turns to share share their problems and give opinions or their problems and give opinions or advice. advice. - asks some pairs to report the results of - some pairs report the results of their their discussion discussion III. Consolidation: - asks Ss to consolidate the main contents. - consolidate the main contents. 3’ - gives feedback. - listen to the teacher. IV. Homework: - asks Ss to learn new words by heart. - learn new words by heart. 2’ - asks Ss to prepare the next lesson at - prepare the next lesson at home: Unit 1 - home: Unit 1 - Speaking at home Speaking at home E. EXPERIENCE (teaching note):    PHấ DUYỆT ( TTCM., BGH )
10. Week . Preparing date: / /2023 Teaching date: / /2023 Period: . UNIT 1 – THE GENERATION GAP Lesson 4 – Speaking: Where are theconflicts about? A. OBJECTIVES 1. Knowledge: By the end of the lesson, Ss will be able to: + talk about parent-child relationship problems and offer advice on how to solve them + exchange opinion about coflicts at home 1.1. Vocabulary: + enrich their vocabulary by guessing meaning in context. 1.2. Grammar: + use the grammatical items when doing tasks correctly. 2. Competences: - develop some genneral competences and professional competences: self- control, self-study: communicationand collaboration skills, problem solving and creativity 3. Quanlity: - develop some quanlites : responsibility toward their family, willing to deal with family conflicts B. PREPARATION - Teacher: - Handouts, textbook and lesson plan - Students: - Textbook, Read through English Unit 1 – Speaking at home C. METHOD - The whole lesson: Integrated, mainly communicative. * Skills: - To promote Ss to develop their speaking and listening skills D. PROCEDURE STAGE/ TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES I. Warm up: 5’ - asks Ss to discuss the situations in the Discuss the pictures and say what conflicts each one may situations in the lead to. - discuss the situations in the pictures and pictures and say - has Ss work in groups. say what conflicts each one may lead to. what conflicts each - asks some Ss to give their answer in front one may lead to of the class: - work in groups. Example: Parents may not like when their - some Ss give their answer in front of the teenage children go out with their friends class: late at night. - listen to the teacher - comments and leads in the new lesson. II. New lesson 1. Pre-speaking: Activity 1:8’ - asks Ss to read about three situations - read about three situations facing Read about three facing teenagers, and then match them with teenagers, and then match them with the situations facing the problems a, b, or c in the box. problems a, b, or c in the box.
11. teenagers. Match - has Ss work in pairs. - work in pairs. them with the - walks around and help Ss, if necessary. - compare their answers. problems a, b, or c - has Ss compare their answers. - listen to the teacher and note down. in the box below. - checks Ss' answers: 1.b 2. c 3. a - asks Ss to further discuss if they have ever - further discuss if they have ever experienced these situations, and how they experienced these situations, and how they felt. They may give advice or express their felt. They may give advice or express their opinions. opinions. 2. While-speaking Activity 2:8’ Here are some of - has Ss work in groups. - work in groups. the things - asks Ss to read the list of things teenagers - read the list of things teenagers and their teenagers and and their parents complain about. parents complain about. parents complain - has them tick the complaints that they - tick the complaints that they have in their about. Tick the have in their families. families. complaints that you - encourages Ss to add some more - add some more complaints if they can. have in your complaints if they can. family. Add more if - helps Ss with any new language they may - listen to the teacher carefully. you can. need to express their ideas. Key Students'answers . Activity 3: 15’ - asks Ss to work in pairs and take turns to - work in pairs and take turns to tell their Work in pairs. Tell tell their partner what they or their siblings partner what they or their siblings and their your partner what and their parents often complain about, and parents often complain about, and then you or your then practise giving advice on how to solve practise giving advice on how to solve the brothers / sisters the problem. problem. and your parents - encourages Ss to use the structures listed - use the structures listed in Helpful complain about. in Helpful expressions: expressions Give advice on how Complaints (Phàn nàn) to solve the I don't like the way my parents keep + V- problem ing My parents are always + V-ing My parents believe that Giving opinions and advice (Đưa ra ý kiến và lời khuyờn) I think you should / ought to (Tụi nghĩ là bạn nờn ) - walks around and help Ss, if necessary. - calls some pairs of Ss to practice their - some pairs of Ss practice their conversation in front of the class. conversation in front of the class. 3. Post-speaking: - asks Ss work individually. 5’ - asks Ss to go to the board, look at their Report to the class note and report their partner’s complain and - work individually. about their advice to the class. - some Ss go to the board, look at their note partner's complain - asks other Ss to listen attentively and then and report their partner’s complain and and advice. give comments. advice to the class. I have just interviewed about the household chores he/she does in the family. - other Ss listen attentively and then give
12. She/He often comments She/He likes because She/He dislikes because III. Consolidation: - asks Ss to consolidate the main contents. - consolidate the main contents. 2’ - gives feedback. - listen to the teacher IV. Homework: 2’ - asks Ss to write the dialogue in the - write the dialogue in the notebook and notebook and prepare for the next lesson. prepare for the next lesson: Unit 1 - listening E. EXPERIENCE (teaching note):    PHấ DUYỆT ( TTCM., BGH )
13. Week . Preparing date: / /2023 Teaching date: / /2023 Period: . UNIT 1 – THE GENERATION GAP Lesson 5 – Listening: How are we different? A. OBJECTIVES 1. Knowledge: By the end of the lesson, Ss will be able to: - Listen for specific information in a conversation between two teenagers about conflicts with their parents - develop the listening skills for details and for specific details. - talk about conflicts of teenagers and their parents 1.1. Vocabulary: + enrich their vocabulary by doing tasks 1.2. Grammar: + use the grammatical items correctly when doing tasks 2. Competences: - develop some genneral competences and professional competences: self- control, self-study: communicationand collaboration skills, problem solving and creativity 3. Quanlity: - develop some quanlites : responsibility toward their family, willing to deal with family conflicts B. PREPARATION - Teacher - Teaching aids: textbook, lesson plan, cassette player - Teaching method: Communicative language teaching - Students - Textbook, Read through English Unit 1 - Listening at home C. METHOD - The whole lesson: Integrated, mainly communicative. * Skills: - To promote Ss to develop their listening skill - To help Ss develop the skill of working in pairs and groups D. PROCEDURE STAGE/ TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES I. Warm up: 5’ Look at the photos - asks Ss to work in groups. - work in groups. of the two - asks Ss to look at the photos of the two - look at the photos of the two teenagers and teenagers and think teenagers and think about what problems think about what problems they may have about what they may have problems they may - tells Ss to focus on hobbies (Photo a) - focus on hobbies (Photo a) and fashion have and fashion (Photo b) and elicit Ss’ (Photo b) and elicit Ss’ opinions. opinions. - has Ss talk about what the parents of - talk about what the parents of these these teenagers might complain about: teenagers might complain about. They may talk about conflicts of watching TV/playing computer games too much; hairstyle; clothes and not helping with the housework - comments and leads in the new lesson. - listen to the teacher. II. New lesson 1. Pre listening:
14. Activity 1: 5’ - asks Ss to work in pairs. You are going to - tells Ss that this activity focuses on - work in pairs. listen to Tom and listening for general ideas. - listen to the teacher carefully. Linda discussing - tells Ss that they are going to listen to their conflicts with two teenagers, Tom and Linda, their parents. What discussing their conflicts with their do you think they parents. will mention? - asks Ss to circle what they think the speakers will mention in their - circle what they think the speakers will conversation. mention in their conversation. - introduces some new words - skinny(adj) 'skini/ # fat ( picture) - sparkling(adj) /'spɑ:kliɳ/ - stuff (n) chất liệu , mún, thứ →casual stuff - flashy (adj) /'flổʃi/: lũe loẹt, thớch chưng diện → flashy clothes -elegant (adj) /'eligənt: lịch sự, tao nhó - forbid/fə'bid/ = ban= prohibit - concentrate on (v) = focus on - Shiny (adj) /'ʃaini/: sỏng búng Activity 2: 5’ Match the words in - asks Ss to work individually. - work individually. the box with the - tells Ss to match the words with their - match the words with their definitions. appropriate definitions. These words will be heard in These words will be heard in the definitions. the conversation. conversation. - has Ss compare their answers. - compare their answers. - checks their answers. - listen to the teacher and note down. 1. d 2. a 3. b 4. c 2. While listening Activity 3: 10’ - tells Ss that they are going to listen to - listen to the teacher carefully. Listen to the the conversation between Tom and Linda conversation. and decide whether the statements are Decide if the true (T) or false (F). following sentences - asks Ss to work individually to make - work individually to make guesses first. are true (T) or false guesses first. Encourage all possible (F). answers and explanations. Write their guesses on the board so they can see if the guesses are correct later. - plays the recording for Ss to listen. - listen carefully. - checks Ss' answers. If many students - listen again. have the same incorrect answers, play the recording again, pausing at the places where Ss might have got the incorrect answers and discuss the problems. - gives correct answers: - listen and note down. l.F
15. 2. F 3.T 4.T 5.T Activity 4: 10’ (This activity focuses on listening for - listen to the teacher carefully. Listen to the specific information and inference conversation again (Question 3). and choose the best - tells Ss that they are going to listen to - work in pairs. answer A, B, or C. the conversation again, and do a multiple choice exercise. - asks Ss to work in pairs. - reminds Ss to try to ignore any distractors that may appear in the - check their answers with a partner. recording, and listen for specific information. - listen and note down. - asks Ss to check their answers with a partner. - checks the answers with the whole class. Key 1.C 2.A 3.B 4.C 5.B 3. Post listening: 6’ Work in pairs. Ask - has Ss work in pairs to ask and answer and answer the the questions. - work in pairs to ask and answer the following questions. - encourages Ss to share their experiences questions. with their partner who is expected to give advice or express opinions. - listen to the teacher. - calls on some Ss to present their ideas in front of the class. - some Ss present their ideas in front of the class. III. Consolidation: - asks Ss to consolidate the main - consolidate the main contents. 2’ contents. - gives feedbacks. - listen to the teacher’s feedback. IV. Homework: 2’ - asks Ss to learn new words by heart. - learn new words by heart. - asks Ss to prepare for the next lesson - prepare for the next lesson: Unit 1 - Writing E. EXPERIENCE (teaching note):   
16. PHấ DUYỆT ( TTCM., BGH ) Week . Preparing date: / /2023 Teaching date: / /2023 Period: . UNIT 1 – THE GENERATION GAP Lesson 6 – Writing: Family rules A. OBJECTIVES 1. Knowledge: By the end of the lesson, Ss will be able to: + know how to write about family rules to a teenager staying at a homestay family + develop the writing skills in general. 1.1. Vocabulary: +Build up vocabulary supported for writing. 1.2. Grammar: + use some structures related to family rules. 2. Competences: - develop some genneral competences and professional competences: self- control, self-study: communicationand collaboration skills, problem solving and creativity 3. Quanlity: - develop some quanlites : responsibility toward family rules B. PREPARATION - Teacher: - Handouts, textbook, lesson plan - Students: - Textbook, Read through English Unit 1 –Writing at home C. METHOD - The whole lesson: Integrated, mainly communicative. * Skills: - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and individual D. PROCEDURE STAGE/ TIME TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES I. Warm up: 5’ Read the different - asks Ss if their family have any rules. If family rules in this not asks them whether they would like to - answer the teacher’s question section and say have some in their families. which ones are - encourages Ss to express their own similar to theirs opinions about this. - call Ss to present their ideas in front of - present their ideas in front of the the class. class. - comments and leads in the new lesson. - listen to the teacher. II. New lesson 1.Pre- writing: Activity 1: 8’ - tells Ss that this activity focusses on the - listen to the teacher. The following are language they need to write about family some family rules. rule. Complete them, - has Ss work individually. - work individually. using the phrases - asks Ss to read the family rules provided. - read the family rules provided.