Date of Teaching: 22/9/ 2020

Period: 6

UNIT 1: THE GENERATION GAP

LISTENING

A. OBJECTIVES

By the end of this lesson, ss will be able to practise listening for detailed and specific information of
differences in opinions and preferences, and related conflicts between teenagers and parents.

* Teaching aids: textbook

B. PROCEDURE

I. WARMER: Picture discussion

- Ask ss to work in pairs to look at the pictures and think about what problems they may have.

- Go around to help ss.

- Call on some ss to present.

- Lead-in the new lesson: Between parents and their childen, there have always been differrences. To
know this problem more clearly, right now we are going to learn Unit 1, listening lesson.

II. PRE-LISTENING

1. Vocabulary

- Forbid (v) (syn) = order (v): cấm

- Flashy (adj) (trans): diện, hào nhoáng

- Elegant (adj) (expla): attractive and showing a good sense of style: thanh lịch

- Casual (adj) (trans): bình dân, bình thường

- Shiny (adj) (trans): bóng loáng, sáng bóng

2. Checking vocab: Matching

- Ask ss to work in pairs to do number 2 in the book.

- Run through the words in the box and definitions and explain if necessary.

- Call some ss to answer and give the key.

Key: 1. D 2. A 3. B 4. C
3. You are going to listen to Tom and Linda discussing their conflicts with their parents. What do
you think they will mention?

- Give ss the instruction of the task.

- Have ss read the conflicts below and give the guess.

- Call some of ss to answer.

III. WHILE-LISTENING

4. Listen to the conversation. Decide if the following sentences are T or F.

- Ask ss to work individually to read the sentences and underline key words.

- Call some ss to give some key words and feedback.

- Have ss guess T or F before listening.

- Let them listen to the tape twice.

- Call on some Ss to give their answers.

- Play the tape one more time for Ss to listen and check their answers.

Key: 1. T 2. F 3. T 4. T 5. T

5. Listen to the conversation again and choose the best answer A, B, or C.

- Read through the sentences given and explain if there is any new words.

- Ask ss to listen to the CD one more time to find the best answer.

- Have ss some time to check their answers with a partner.

- Check answer as a class.

Key: 1. C 2. A 3. B 4. T 5. T

IV. POST-LISTENING

Ask and answer the following questions.

- Explain the demand of this task for ss to understand.

- Ask ss to work in pairs to discuss the answers.

- Call some representatives to present.

- Give some feedbacks for ss.

C. HOMEWORK
Date of Teaching: 22/9/ 2020

Period: 7

UNIT 1: THE GENERATION GAP

LOOKING BACK AND PROJECT

A. OBJECTIVES

By the end of this period, ss will be able to review the pronunciation , vocabulary and grammar sections
of the unit.

* Teaching aids: textbook, pictures

B. PROCEDURE

I. LOOKING BACK

* PRONUNCIATION: Strong and weak forms of words in a sentence

1. Identify the stressed words and put a stress mark before their stressed syllables in the following
statements. Listen and check.

- Ask ss to identify the stressed words and put a stress mark before the stressed syllables.

- Have ss listen and check answers.

- Ask several ss to read the sentences aloud. Praise ss who try to stress the correct words, and reduce the
unstressed words.

2. At home self-study

*VOCABULARY

1. Fill in the gaps with the words / phrases from the box.

- Have ss read the instructions and do this activity individually. Then ask them to compare their answers
in pairs.

- Check the answers as a class.

Key: 1. nuclear family 2. generation gap 3. homestay

4. Conflicts 5. curfew

2. Can you find other compound nouns with the word family?

- Tell ss that this activity focuses on compound nouns with the word family, and dictionary skills.

- Ask ss to make a compound nouns with family.

- Call some ss to answer and give the key.

Key: family tree, family doctor, family name, nuclear family, extended family, one-parent family, single-
parent family, etc.

*GRAMMAR

1. Complete the following sentences with should or ought to in either positive or negative form.

- Ask ss to recall the use of should/ shouldn’t and ought to / oughtn’t to.

- Give feedback and answer: to give opinions and advice.

- Ask ss to complete the sentences with should/ shouldn’t or ought to / oughtn’t to.

- Have ss do the task individually first, and then compare their answers.

- Check answers as a class.

Key: 1. ought 2. shouldn’t, ought

3. shouldn’t 4. oughtn’t, should

2. Complete the following sentences with must/ mustn’t or have to / has to and don’t have to/ doesn’t
have to.

- Tell ss that this activity aims at revising the use of have to and must expressing obligation.

- Ask ss to retell the difference between have to and must:

+ Must: the obligation imposed by the speaker.

+ Have to: the external obligation.

- Ask ss to complete the sentences with must / mustn’t or have to / has to and don’t have to/ doesn’t have
to.

- Have ss do the task individually first, and then compare their answers.

- Check answers as a class.

Key:

1. have to , has to 2. mustn’t

3. must 4. don’t have to

II. PROJECT

Make an interview about the generation gap. Use the questions provided in the book.

- ask Ss to present their works which have been prepared at home

- feedback

C. HOMEWORK

Write about advantages and disadvantages of living in a nuclear family.

Date of Teaching: 24/9/ 2020

Period: 8
TENSES
I. Objectives : By the end of the lesson, students will be able to:
o Review the forms and uses of some tenses: Past simple, past progressive, present
perfect, ....
II. Teaching Aids : Textbook, workbook, chalk...

TEACHING PROCEDURE

I. THE SIMPLE PRESENT TENSE

1. The form
(+) S + V
(-) S + don’t/ doesn’t + V
(?) Do/ Does + S + V?
2. The usage: - To denote actions that happened repeatedly. (She never comes late)
- To denote long lasting events.(We live in Concord street)
- To denote a true fact. (The earth moves around the Sun)
3. The recognition: - now/ nowadays/ today/ this summer/… - always/ usually/ often/
sometimes/ occasionally/… - the proof of constant truth.
4. Notes: - To denote a plan/ prediction/ timetables/… (The train leaves at 9.00)
- The division of “be”, “have”, “can, may, must”,…

II. THE PRESENT PROGRESSIVE TENSE

1. The form:
(+) S + am/ are/ is + V-ING
(-) S + am/ are/ is + not + V-ING
(?) Am/ Are/ Is + S + V-ING?
2. The usage: - To denote happening actions at the time of speaking. (She is teaching
Maths)
- To denote the intention/ prediction/ plan/…(She is coming soon)
3. The recognition: - now/ right now/ at present/ at this time/ at this moment/…
- follow a command, request,…
4. Notes: - The ING-forms ( getting, running, having, writing, dying, lying,…)
 - The omission of the verbs of awareness or sensation as: be/ see/ hear/ understand/
know/ like/ want/ glance/ feel/ think/ smell/ love/ hate/ realize/ seem/ remember/
forget/…( use the simple present instead )
III. THE PRESENT PERFECT TENSE
1. The form:
(+) S + have/ has + P.P
(-) S + haven’t/ hasn’t + P.P
(?) Have/ Has + S + P.P?
2. The usage: - To denote actions that happened in the past but having results, relating, or still
happening at present. (We have lived here since 1990)
- To denote actions that happened right before the time of speaking, using “just”.
(She has just come from New York)
- To denote unfulfilled actions with “yet”. (He hasn’t come yet)
- To denote past actions; no certain time expression, using “already”. (We have already
seen that film)
3. The recognition: - just = recently = lately. - ever/ never (comments)
- already/ yet/ since/ for/ so far/ until now/ up to now (present).
Notes: - Past participles: (regular verbs adding “ed”./ irregular verbs “learn by heart”)
- The differences between the present perfect and the simple past tense.

IV. THE PRESENT PERFECT PROGRESSIVE TENSE

1. The form:
(+) S + have/ has + been + V-ing
(-) S + haven’t/ hasn’t + been + V-ing
(?) Have/ Has + S + been + V-ing?
2. The usage: - To denote actions that happened in the past but having results, relating, or still
happening at present. (We have been living here since 1990)
3. The recognition: since/ for/ with verbs as: live, work, wait,…

V. THE SIMPLE PAST TENSE

1. The form: (pV = the past form of verbs)
(+) S + pV
(-) S + didn’t + V
(?) Did + S + V?
2. The usage: - To denote a finished past action. (We went to the park together)
- To report past events, past habits, or long lasting action in the past.
(She did all the work yesterday./ We used to sit next to each other.)
3. The recognition: - last week/ month/ year/… - yesterday/ ago/ in 1969/ in the past/…
Notes: - The past form of the verbs: (regular “V-ED”/ irregular (2nd column in the irregular
verbs list)) - “ED” pronunciation /id/; /t/; /d/.
 VI. THE PAST PROGRESSIVE TENSE
1. The form:
(+) S + was/ were + V-ING
(-) S + was/ were + not + V-ING
(?) Was/ Were + S + V-ING?
2. The usage: - To denote past happening actions. (She was watching T.V at 8.00
last night)
- To denote past interrupting actions. (She was watching T.V when I
came)
3. The recognition: - at 8.00 last night/ at that time/ at that moment/…
- time clause with “when”, “while = as”.
Notes: - actions that alternatively happened, use the simple past only. (When I heard a
knock at the
door, I came to open it. When I opened the door, I saw my mum. )- This is a
timed action.

VII. THE PAST PERFECT TENSE

1. The form:
(+) S + had + P.P (P2)
(-) S + had not (hadn’t) + P.P (P2)
(?) Had + S + P.P (P2)?
2. The usage: - To denote past finished actions that happened and finished before a
certain point of time or another past event (the past of the past tense). e.g: She had
sold all the baskets before 9.00 yesterday. She had sold all the baskets when we came
there yesterday.
3. The recognition: - when-clause/ after/ before/ already/ since/ for/…
- The past perfect progressive “S + had been + V-ING”

VIII. THE PAST PERFECT TENSE

1. The form:
(+) S + had + been + V-ing
(-) S + had not (hadn’t) + been + V-ing
(?) Had + S + been + V-ing?
2. The usage: - To denote past finished actions that happened and finished before a
certain point of time or another past event (the past of the past tense). e.g: She had
been waiting for us since 9.00 yesterday. She had been playing long when we came
there yesterday.
3. The recognition: - when-clause/ after/ before/ already/ since/ for/…
- The past perfect progressive “S + had been + V-ING”

IX. THE SIMPLE FUTURE TENSE

1. The form:
(+) S + will/ shall + V (-)
 S + will/ shall + V
(?) Will/ Shall + S + V?
- “shall” is restrictedly used only for I/We with the formal senses.
- The negative forms “will not = won’t”, “shall not = shan’t”.
2. The usage: - To denote future actions. (They will build more hospitals)
- To denote future plan/ idea/ timetable/…(The car will start in-time)
3. The recognition: - someday, tomorrow,…/ - next week/ month/ year/..
4. Notes: “shan’t” is not used in conditional sentences./ “ shall” is used as a suggestion/
invitation/….

X. THE FUTURE PROGRESSIVE TENSE

1. The form:
(+) S + will be + V-ING
(-) S + won’t be + V-ING
(?) Will + S + be + V-ING?
2. The usage: - To denote timetables/ intentions/ plans/… using “at”.
e.g: She will be watching T.V at 8.00 tonight./ We will be staying at REX hotel at 5.00 next
Sunday’s morning.
- To show the future happening actions with “when”. Eg. She will be sitting at the gate
when we come tomorrow.

XI. THE FUTURE PERFECT TENSE

1. The form:
(+) S + will have + P.P (P2)
(-) S + won’t have + P.P (P2)
(?) Will + S + have + P.P?
2. The usage: - To denote planned actions with “by”, “by the time”, “by then”.
e.g: She will have finished the course by the next Friday/ by then.
- To show a future schedule-finished action. e.g: The bridge will have been used by the
next Autumn.
3. Other forms:
a. The simple present tense: To denote a timetable, or a plan…
e.g: A: When does he leave? B: He leaves tonight.
b. The present progressive: To denote an intention.
e.g: A: When are you leaving? B: I am leaving this
afternoon.
c. The “be + going to inf” form: To denote an intention or a near future action, an
arrangement.
e.g: She is going to celebrate her 34th birthday. They are going to get married.