Lesson plan 11 Teacher:

Date of preparation:
Unit 1 THE GENERATION GAP
Lesson: 2 GETTING STARTED Tiết PPCT: 2
I. Objectives
1. Knowledge, skills, attitude
- Knowledge:
+ To get the Ss to know the concept of “ generation gap”, vocabulary about the generation gap and family
rules, two grammar points: should and ought to for giving opinions and advice, and must, have to for
expressing obligation.
- Skills:
+ to develop Ss’ intergrated skills
+ to develop Ss’ skill of cooperative sharing and problem solving
- Attitude:
+ to motivate Ss to work collaboratively, enthusiatically to acquire knowledge.
+ to help Ss recognize their responsibility in dealing with problems related to the lesson as well as
those in their lives.
2. Orientation towards students’ competency development
Ss are expected to develop linguistic, communicative, and problem solving competencies.
II. Preparation of teacher and students
1. On the teacher’s part: Text book, Pictures enlarged to introduce the lesson,
2. On the students’ part: Textbook
III. Teaching procedures
1.Stabilization (2 ms)
2.Formerly assigned assignments check-up : No
3.Classroom activities

A. START/ WARM UP ACTIVITY ( 5 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
This activity will
help Ss to define - Ss are expected to give the answers
the generation like this:
differences they + They may be grandparents, parents
experience with and children/ grandchildren.
their parents. + We think that this type of this family
is still popular in our community.
Brainstorming: + The differences may be about fashion,
- Puts the students into groups of 5 and asks lifestyles, way of thinking/ values of life,
them to take turn talking about the differences jos/career/ studying, communication
between them and their parents. etc.

Differences between fashion

you and your parents

way of
thinking lifestyle
- Elicits answers from Ss and gives feedback.
( T. can tell Ss that these differences can be in
the choice of music, clothing, values,
lifestyles, ways of shopping (directly from
shopping centers or online), or
communication.)
- Leads to the lesson: The Generation Gap
Lesson plan 11 Teacher:

B. KNOWLEDGE FORMATION ACTIVITIES

ACTIVITY : Listen and read (5 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Ss will be able to - Tells Ss that they are going to listen to a Expected answer:
grasp the general conversation between two friends and lets They are talking about types of
idea of the them working in pairs predicting: “ What are families they belong to,
conversation and Sam and Ann talking about?” disagreements they get into with
concept of the - Plays the recording. Ss individually listen to their grandparents or parents and
generation gap. the conversation and read along. how to solve this problem.
- Checks Ss answer and provide feedback. - Ss’ work can be evaluated and
given marks if they can answer the
question properly.
C. PRACTICE ACTIVITIES

ACTIVITY 1: Read the conversation and decide whether the statements are true (T) or false(F)
( 7 ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
This activity will - Asks Ss to do this activity in pairs. Expected answer:
help Ss to - Gets them to read the statements and decide 1. F → She lives in a nuclear family.
understand the if they are true or false and refer to the 2. F→ She is part of an extended
conversation conversation to find clues for their answers. family.
through - Has Ss compare their answers 3. T
comprehension - Checks Ss’ answers and asks them to 4. F → Ann’s parents believe family
questions. correct the false information. members should share the chores.
5. T

ACTIVITY 2: Find the meaning of highlighted compound nouns (7 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
Ss will - Asks Ss to pick out the highlighted Expected answers
comprehend the compound nouns in the conversation and 1. A nuclear family
meanings of write them on the board. 2. Childcare
unknown nuclear family 3. A generation gap
compound nouns extended family 4. Table manners
given in the childcare 5. A viewpoint
conversation generation gap 6. An extended family
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.
- Puts Ss in groups of 5. Each group will pick
out a paper with a compound noun which they
have to tell its meaning in English. Once they- Group assessment.
have received the paper, they will be given 2 - Compliments or marks will be
minutes to brainstorm and show the awarded to the group which have the
definition. most correct answers.
- The class will discuss and assess on what
Lesson plan 11 Teacher:
has been shown by each group.
ACTIVITY 3: Read the conversation and find verbs used to express duty, obligation, advice or lack of
obligation. (7ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
This activity is to - Asks Ss to read the conversation again, and Opinion & advice: should and ought
recall Ss Modal find the verbs expressing duty, obligation, to in positive and negative forms
verbs and how to advice, or lack of obligation. Duty & obligation: must and have to
use them. - Has Ss compare their answers in pairs / Lack of obligation: (not) have to,
groups. Then check answers as a class (not) need to
- Gives feedback.

D. APPLICATION AND EXTENSION ACTIVITIES

ACTIVITY: Ask and answer the following questions ( 7 ms)
Lesson content & techniques
Aims of the activity for organising students’
learning activities
This activity will help develop - Ask Ss to work in pairs to ask
their speaking skill using the and answer the questions
ideas from the conversation and - Have some Ss tell the class
Ss' own ideas 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?
Expected products & assessment
of student work
Expected answer:
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. 

E. HOMEWORK ( 5 ms)
- Guides Ss to carry out an interview about generational conflicts and report the findings next class.
+ Divides the class into groups of 9/10 students.
+ Each group will interview 15 teenagers, aged 15-17, who live in their area, take notes of their answers.
( T. can guide Ss to design the questionaires for the survey instead of interview because of limited time)
+ Report the findings to the whole class next lesson ( Looking back & Project class)
Suggestion questions
1. Are there any problems in your family?
+ What are they about?
+ Where do they come from?
+ How do you deal with them? How do your parents deal with them?
2. What do you like to change about yourself so that you can deal with the conflicts better?
3. Do you think your parents should change their attitudes and rules? Why? Why not?
Questions/ Exercises for testing and assessment follow Competency-based Orientation
1.Knowledge:
Question: What will you say in English if
+ you want to advise your friend to share the chore with his/her mother ?
+ you want your friend not to use smartphone in class because it is against the school’s regulation.
2.Comprehension
Question: What does “Generation gap” mean ?
3.Low application
Question: Are there any conflicts between you and your parents because of generation gap? What are they
about?
4.High application
Question: What would you like to change about yourself to deal with the conflics better?
Self - evaluation:
…………………………………………………………………………………………………
Lesson plan 11 Teacher:

V. Appendix

HANDOUT
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Lesson plan 11 Teacher:
Date of preparation:
Unit 1 THE GENERATION GAP
Lesson: 3 LANGUAGE Tiết PPCT: 3

I. Objectives
1. Knowledge, skills, attitude
- Knowledge :
+ To provide learners some language items in Unit 1
+ For vocabulary, that is words and phrases related to the generation gap and family rules, as well as some
compound nouns
+ For pronunciation, that is strong and weak form of words in connected speech
+ For grammar, that is the use of some modal verbs: should, ought to, must, have to
- Skills:
+ To promote Ss to develop the skill of working in pairs and groups
- Attitude :
+ To encourage Ss to work harder
+ To provide Ss some motivation
2. Orientation towards students’ competency development
-Learn some more new compound. Understand the meanings of the compound nouns in the sentences.
- Ss practice putting stressed patterns.
- Remember the use of modal verb. Explain their choices. Apply the modal verbs to rewrite the sentences
II. Preparation of teacher and students
1.On the teacher’s part: Handouts, textbook, pieces of papers, lesson plan and cassette.
2.On the students’ part: Textbook, reading and considering the tasks
III. Teaching procedures
1.Stabilization (2 ms)
- Greeting and checking students’ attendance
2.Formerly assigned assignments check-up (…ms) (Optional)
3.Classroom activities
F. START/ WARM UP ACTIVITY (5 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
Oral WARM – UP: "KIM'S GAME
communication Teacher T divides the class into 2 groups:
skills / Stimulated "SON and FATHER"
speaking skill - T shows 5 pictures about 5 compound noun
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 in:
- T: Today we are going to study unit 1 -
language to know more about compound
noun.
+ What time do you often get up ? Answer Key: 1. hairstyle
2. Junk food 3. generation gap
4. Schoolchildren 5. nuclear family

G. KNOWLEDGE FORMATION ACTIVITIES

ACTIVITY 1: Vocabulary: Compound nouns. 1. Matching: (5 ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
functional 1. Matching: 1g 2h 3i
competence T: Ask Ss work individually to match each 4f 5c 6b
single noun (1-9) with another (a-i) to make a 7a 8d 9e
compound noun.
Lesson plan 11 Teacher:
Ss: Check their answers in pairs, then check
as a class.
T: - Give the meanings of these compound
nouns, if necessary.
- Draw Ss' attention to the four compounds
written as one word: household, hairstyles,
schoolchildren, footsteps.
ACTIVITY 2: B. Pronunciation:
1. Listen and repeat (5 ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
Follow-Up 1. Listen and repeat II. Pronunciation:
competence. -Play the recording for Ss to listen and repeat. *Note: In a sentence, the following
This activity -Ask Ss to pay attention to the stressed words words are stressed:
focuses on with the stress mark before the stressed 1. Content words: nouns, verbs,
stressed and syllable. adjectives, adverbs
unstressed words -Play the recording again for Ss to listen, 2. Negative auxiliaries
in sentences, and pausing after each sentence. 3. Question words: who, whose,
enables Ss to Ss: Work in pairs to find out the parts of when, where, why, what, and how
discover a speech of the words which are stressed in 4. Demonstrative pronouns that
connection these sentences. do not precede nouns: this, that, these,
between stress those
and grammar. 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.
ACTIVITY 3: C. Grammar:
1. Exercise 1: Underline the correct words (5 ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
Functional 1. Exercise 1: Underline the correct words III. Grammar
competence. -Ask Ss to underline the correct words to 1. Exercise 1: Underline the correct
This activity complete the sentences, and pay attention to words
focuses on the the meaning of the sentences in order to 1. should 2. ought
use of should / choose the right word. 3. must 4. have to
shouldn't, ought to / -Have Ss work individually first, then ask 5. mustn’t
ought not to, must / them to compare their answers in pairs. Check Ex1: I think parents should spend
mustn't, have to / Ss' answers. more time talking with their teenage
don't have to. Note: children.
We use should and shouldn't to give our Ought to and ought not to mean the
opinions about something or advice to same as should and shouldn't.
someone. Ex2: I think she ought to share the
Ought to and ought not to mean the same as housework with her mother.
should and shouldn't. Ex3: You must show respect for the
Must has a stronger meaning than should and elderly.
ought to. Ex4: I have to clean the floor and
Must and have to are used to express cook dinner everyday. .
obligation or the need to do something. Ex5: You must practise your English
Must expresses obligation imposed by the every day.
speaker while have to expresses external Ex6: I have to practise my English
obligation. every day.

H. PRACTICE ACTIVITIES
ACTIVITY 1: Vocabulary: Compound nouns . 2. Gap-Filling: (5 ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
Lesson plan 11 Teacher:
activity students’ learning activities student work
functional 2. Gap-Filling: 2. Gap-Filling:
competence T: Ask Ss work in pair to complete the 1. hairstyle / table manners
questions with some of the compound nouns 2. generation gap
in 1. 3. nuclear family
Ss: Work individually first. Then work in 4. junk food
pairs, and compare their answers. 5. schoolchildren
T: Check Ss' answers. Have them practise
asking and answering all the questions in
pairs.

ACTIVITY 2: B. Pronunciation: 2. Stressed or Unstressed (5 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
functional 2. Stressed or Unstressed *Note: In a sentence, the following
competence. This -Explain the activity to Ss, drawing their words are unstressed:
activity focuses attention to the words in bold. 1. Function words: pronouns, the verb
on words with -Have Ss work individually first, then play the be, auxiliary verbs, articles,
either strong recording and ask them to check their answers conjunctions, and prepositions
forms or weak in pairs. 2. this, that, these, and those when
forms depending -Check answers as a class, highlighting the followed by a noun
on their function different cases. 3. who, whose, when, where, why, what
in the sentence. -Ask pairs of Ss to role-play the questions and and how when they introduce a relative
answers in front of the class. Praise Ss who clause
pronounce the strong and weak forms Exception: When auxiliary verbs and
correctly. modals are not followed by a verb,
they have strong forms.
ACTIVITY 3: C. Grammar: 2. Exercise 2: Rewriting (5 ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
Self-motivation. 2. Exercise 2: Rewriting 2. Exercise 2: Rewriting
This activity -Ask Ss to use the word in brackets to rewrite 2. You mustn't use your mobile
focuses on should each sentence without changing its meaning. phone in the examination room.
and ought to to -Have Ss do this exercise individually. 3. I don't have to type my essay.
give opinions and Monitor the activity and help them if 4. You should tell the truth to
advice, and must necessary. your family.
and have to to -Check Ss' answers by asking individual Ss to 5. Young people must plan their future
express take turns to read aloud the sentences, and career carefully
obligation. then write them on the board.

I. APPLICATION AND EXTENSION ACTIVITIES

ACTIVITY 1: Vocabulary: Compound nouns (3 ms)
Aims of the Lesson content & techniques for organising Expected products &
activity students’ learning activities assessment of student work
This activity 1. Make words related to the generation gap using Key :
helps Ss to the letters. 1. childcare   2. nuclear
consolidate what 1. accdehlir family               3. table
they learned 2. rnlueca    aimlyf manners
about 3. ebalt        amensnr 4. extended family      
Compound 4. detenedx fylmia 5. conflict
nouns. 5. tcnlifoc   
ACTIVITY 2: C. Grammar (5 ms)
Aims of the Lesson content & techniques for organising Expected products &
activity students’ learning activities assessment of student work
This activity Complete a mother's advice to her 16-year-old Đáp án:
helps Ss to daughter, using should/shouldn't and 1. should
consolidate what ought/oughtn't. 2. oughtn't
Lesson plan 11 Teacher:
they learned Your grandparents live far from us, so you________ 3. shouldn't
about using talk to them on the phone regularly. 4. ought
should/shouldn't You are going to a concert, so you_______ to wear 5. should
and your old jeans.
ought/oughtn't . You______ stare at the computer screen for too long.
It is really bad for your eyesight.
You_______ to talk to your grandparents more often
so that you can understand them better.
You_______ become more responsible by sharing
the housework with other people in our family.

J. HOMEWORK ( 5 ms)
-Learn the main points of the lesson:
+ Compound nouns
+ Weak form and strong form of words
+ Modal verbs: should, ought to, must, have to
-Redo the tasks
-Prepare the reading part.
Self - evaluation:
…………………………………………………………………………………………………
Lesson plan 11 Teacher:
Date of preparation:
Unit 1 THE GENERATION GAP
Lesson: 4 READING Tiết PPCT: 4
I. Objectives
1. Knowledge, skills, attitude
- Knowledge:
- To provide learners some vocabulary related to the topic of conflicts in the family
- To get Ss to know more about the conflicts between parents and teenagers and they may know the
way to avoid them.
- Skills: mainly reading skill
+ Skim the text to get the general idea
+ Scan the text to get some specific details
- Attitude:
- To make sts aware of generation gap.
2. Orientation for competency development
Ss are expected to develop self-motivation, collaboration, information-processing and functional
competences.
II. Preparation of teacher and students
1.Teacher
- Read the text carefully.
- Prepare pictures, teaching aids, etc.
2.Students
- Read the text, look up the new words and prepare the tasks following.
III. Teaching procedures
1.Stabilization:
2.Check-up (5ms) (Optional)
Asks one student to read the following situations, then complete the sentences:
a.They don’t allow him to go out after 11 pm. (MUST NOT)à He ___________________________
b. They think that it is a good idea for me to apply for that job. ( OUGHT TO)àThey think that I________
c.It was not necessary for Mary to finish all the homework. (HAVE TO) à Mary __________
Keys:
a) The mustn’t allow him to go out after 11 pm.
b) They think that I ought to apply for that job.
c) Mary doesn’t have to finish all the homework.
3.Classroom activities
A. START/ WARM UP ACTIVITY (5ms)

Expected outcome and

Content, techniques for organizing
Aims of the activity
students’ learning activities
- To get students to be Brainstorming
familiar with the topic of- Ask the question 'Where do you think
the reading text. family conflicts come from?' to - elicit
Ss' opinions.
-Have Ss brainstorm different factors
leading to family conflicts.
-Ask individual Ss to share their
opinions and encourage different
viewpoints.
B. KNOWLEDGE FORMATION
ACTIVITY 1: Prediction (4ms)
Content, techniques for organizing
Aims of the activity
students’ learning activities
You are going to read a text about the
This activity help Ss conflicts between parents and their
develop their collaboration teenager children. Which of the
assessment of students’
performance
- Give possible answers to the
questions.
Answer Key:
The conflicts may come from
different viepoints or beliefs
between parents and children,
money matters, parenting styles…
Expected outcome and
assessment of students’
performance
Answers may vary depending on
Ss’ ability of prediction.
Lesson plan 11 Teacher:
competences to find out the
following may be found in the text?
causes of family conflicts.
- 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 Vocabulary
whole class. -create(v)
Vocabulary -impose(v)
- Elicit vocabulary using explanations -norm(n)
and examples. -brand name(n)
- Let pupils repeat the new words in
chorus, then individually.
- Check Ss’vocabulary using the
technique Rub out and Remember.
C. PRACTICE ACTIVITIES
ACTIVITY 2: Read the text and check the predictions (4ms)
Expected outcome and
Content, techniques for organizing
Aims of the activity assessment of students’
students’ learning activities
performance
- Helps Ss develop skimming - Ask Ss to skim the text and compare - Check the predictions as quickly
skill by choosing the best their predictions in1. as possible by scanning skill.
title for two opinions about - Check Ss' answers, and ask them to Suggested answers:
ecotourism with three given give the clues from the reading text Key
options. which helped them to work out the b c d e f
answers.
- Have Ss work individually then
compare the answers with a partner.
- Calls Ss to show their answers on the
board.
- Give feedback.

ACTIVITY 3: Working out the meaning of new words based on the context. (5 ms)
Content, techniques for Expected outcome and
Aims of the activity organizing students’ learning assessment of students’
activities performance
- This activity helps develop -Ask Ss to match the highlighted .
students’ ability in guessing words in the text with the definitions Expected answers:
word meaning in context and given. (matching the highlighted words
helps them know some new -Tell Ss to go back to the reading in the text with the definitions)
words to facilitate their text to locate the highlighted words 1. afford 2. Impose 3. brand
comprehension. and study the context surrounding name
the words to work out their 4. norms 5. conflicts
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 and answer the questions.(10 ms)

Content, techniques for
Expected outcome and assessment of
Aims of the activity organizing students’
students’ performance
learning activities
- This activity help Ss to - Ask Ss to read the Suggested answers:
Lesson plan 11
develop reading skill by getting questions first to work out
detail information for the type of information
comprehension. 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
D. APPLICATION AND EXTENSION ACTIVITIES
ACTIVITY 5 : Discuss with a partner (7ms)
Content, techniques for
Aims of the activity organizing students’ learning
activities
- This activity helps develop - Have students work in pairs to
Ss’ critical thinking skill of discuss the questions in 2ms.
solving their family conflicts - Asks some pairs to present their
successfully and enhance Ss’ answers in front of the class.
speaking skill. - Encourage Ss to ask further
questions and share their ideas.
D. HOMEWORK (5ms)
-Asks Ss to: + Learn new words by heart and do the tasks again.
+ Prepare the next lesson. (Speaking)
Teacher:
Key
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.
Expected outcome and assessment
of students’ performance
Expected conversation:
A: Hello, B. You look so sad .
What’s the matter with you?
B: Uhm…
A. You get into conflict with your
parents, don’t you?
B: Exactly, my parents don’t always
understanding me.
A: What are the reasons for your
conflicts?
B: They think that I don’t take my
study seriously and they also
disagree with the way I spend my
spare time. As you know I have
some close friends. I often chat
online and hang out with them on
weekends. I feel joyful and relaxed
whenever I am with them.I don’t
khow how to deal with these, please
help me.
A: I think you should tell your
parents how you feel and what you
learn when you are with your
friends. Besides, you have to study
harder and show your progess in
study in oder to prove that your
hanging out with your friends
doesn’t affect your study.
B:Good idea. I will take your
advice.
.
Lesson plan 11 Teacher:
IV. Questions/ Exercises for testing and assessment follow Competency-based Orientation
1.Knowledge
+ What do these words mean: norm, brand name, impose, afford ?
2.Comprehension
+ Where do conflicts come from?
3.Low application
+ What should children do to deal with these conflict?
4.High application
+ Write a paragarph to summarise the reading text.
Self - evaluation:
…………………………………………………………………………………………………
Lesson plan 11 Teacher:
Date of preparation:
Unit 1 THE GENERATION GAP
Lesson: 5 SPEAKING Tiết PPCT: 5
I. OBECTIVES :
1. Knowledge, skill, attitude:
- Knowledge: By the end of the lesson, Ss will able to talk about parent-child relationship problems and offer
advice on how to solve them.
- Skills: Integrated skills
+ Main skill: Speaking + tell problems
+ express their own opinions
+ Sub skills: Reading, Listening.
- Attitude: + Know to share experiences and give the ways to solve the problems in daily life.
2. Orientation for competency development:
- Help the students to develop the skills of solving problems in daily life.
- Help Ss to develop the skill of working in pairs and groups.
II. PREPARATION OF TEACHER AND STUDENTS:
1. Teacher: Appliances for studying (Handout, textbook, laptop, references and other teaching aids)
2. Students: Lesson preparation (Look up new words, observe the picture, pre-read the situation)
III. TEACHING PROCEDURES:
1. Stabilization: (1 minute)
- Greets.
- Asks the monitor about the absence.
- Says some thing the about the weather, sport, etc...
2. Check- up: (5 minutes)
- Asks the students to write some new words and talk about a conflict between their parents and them.
- Gives remarks and marks.
* Key:
(Depend on Ss’ ideas)
3. Classroom activities:
A. START/ WARM UP ACTIVITY: (5 minutes)

Aims of the activity Content, techniques for organising
students’ learning activities
To introduce and engage Ss - Asks Ss to discuss the situations in the
in the topic of the unit. pictures and say what conflicts each one
may lead to.
- Leads in the lesson: Today, we talk about
problems between teenagers and their
parents and give advices on how to solve
them.
Expected outcome and
assessment of students’
performance
- Discuss the situations in the
pictures answer the question.
Expected answer:
1. Parents may not like when
their teenage children go out
with their friends late at night.
2. Parents may complain that
their children don’t help with
the housework.
3. Parents don’t like some
friends just because of
appearance.

B. KNOWLEDGE FORMATION: (17 minutes)

ACTIVITY 1: Teaching vocabulary introduce some useful languages. ( 7minutes)

Aims of the activity Content, techniques for organising Expected outcome and
students’ learning activities assessment of students’
performance
To introduce Ss more new - Teaches some words. - Guess meaning of the words
Lesson plan 11
words related to conflicts in + curfew (n) (explanation)
a family and useful
language to speak fluently. + dye ( v) (explanation + picture)
Teacher:
from pictures and contexts.
+ disapproval = disagreement (n) + giờ giới nghiêm
+ nhuộm màu
+ pierced nose (n) (picture) + xâu lỗ mũi
+ appearance (n) (explanation) + diện mạo
- Helps students to read the words in
chorus .
- Calls on some Ss to pronounce again in
front of the class .
- Gives feedback.
- Teaches some useful language. - Master these language.
+ Complaints:
I don’t like the way my parents keep +
Ving........
My parents are always + Ving........
My parents believe that.......................
+ Giving opinion and advice:
I think you should/ ought to...
I don’t think you should/ ought to...
In my opinion, you should/ shouldn’t...
If I were you, I would/ wouldn’t...
You’d better...
You shouldn’t/ ought not to...
Why don’t you...

ACTIVITY 2: Match the situations with the problems. (5 minutes)

Aims of the activity Content, techniques for organising Expected outcome and
students’ learning activities assessment of students’
performance
To provide Ss with ideas - Asks Ss to read about three situations - Read three situations facing
about conflicts between facing teenagers then match them with teenagers then match them
parents and teenager in a their problems a,b,c in the box. with their problems.
family. - Walks around to help Ss, if necessary. Expected answer:
- Have Ss compare their answers. 1.b 2.c 3.a
- Checks Ss’ answers.
- Asks 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: Tick the complaints in the family. (5 minutes)

Aims of the activity Content, techniques for organising Expected outcome and
students’ learning activities assessment of students’
performance
To provide Ss with ideas - Asks Ss to read the list of things - Read the list of things
useful language that Ss can teenagers and their parents complain about. teenagers and their parents
use when they talk about - Have them tick the complaints that they complain about. Tick the
the problems with parents. hear in their families. complaints that they hear in
- Encourages Ss to add some more their families.
complaints if they can.
- Helps Ss with any new language they Expected answer:
may need to express their ideas. Students’ answers
Lesson plan 11 Teacher:
C. PRACTICE ACTIVITIES: (6 minutes)
ACTIVITY 4: Make a conversation. (6 minutes)

Aims of the activity Content, techniques for organising Expected outcome and
students’ learning activities assessment of students’
performance
To help Ss act out the - Asks Ss to work in pairs and take turns to - Make a conversation.
conversation. tell their partner what they or their siblings Expected answer:
and their parents often complain about, Example:
then practice giving advice on how to solve Student A: What kind of
the problem. conflicts do you get into with
- Encourages Ss to use the structures listed your parents?
in Helpful language. Student B: Well, I don’t like
- Walk around to help Ss, if necessary the way my mum keep telling
- Asks some pairs to role-play their me what to do all the time.
conversations. What should I do?
- Gives feedback on their performance. Student A: I think you should
talk to her and explain how
you feel. You should also
show her that you are
responsible and mature.
Student B: Thanks, I try. How
about you and your parents?
Student A: My dad is always
comparing me with Lan, the
girl living next door. He says
that Lan is more studious than
me and helps her parents with
household chores.
Student B: You should make
friends with Lan if your
parents like her!
D. APPLICATION AND EXTENSION ACTIVITIES: (8 minutes)
ACTIVITY 1: Ask the questions in pairs. (5 minutes)
Aims of the activity Content, techniques for organising Expected outcome and
students’ learning activities assessment of students’
performance
To help Ss to have free - Asks Ss to work in pairs to ask and - Ask and answer the
practice using their own answer the questions: questions in pairs.
ideas. Do you get into conflict with your parents? Expected answer:
Share your experiences with your partner. Yes. My parents keeps
- Has some Ss tell the class about their complaining about my
partners' type of family and what they like irresponsibility for the
and dislike about it. housework and about my
- Gives remarks. exam results
ACTIVITY 2: Summary. (3 minutes)
Aims of the activity Content, techniques for organising Expected outcome and
students’ learning activities assessment of students’
performance
To consolidate the lesson. - Asks Ss to summarize the main points: - Summarize the main points:
parent-child relationship problems and parent-child relationship
advice on how to solve them. problems and advice on how
to solve them.
Lesson plan 11 Teacher:
E. HOMEWORK: (3 minutes)
- Asks Ss to practice talking about a conflict between their parents and teenage children and give advice on
how to solve problems.
- Asks them to prepare for the next part: Listening.
+ Listen to conversation between two teenagers about their conflicts with their parents.
IV. QUESTIONS/ EXERCISES FOR TESTING AND ASSESSMENT FOLLOW COMPETENCY-
BASED ORIENTATION:
1. Knowledge:
Match the advice on the right with problem on the left .
1. My parents are always telling me a. I think you should talk to them and explain
what to do. how you feel.
2. My parents keep complaining b. You ought to/ had better explain to your
about my clothes. parents that you will find a balance between
3. My parents believe that playing studying and playing games.
games will affect my study result. c. If I were you, I would persuade my parents
that those clothes are my style and they make
me more confident.
2. Comprehension: (handout)
One of your close friends is having an argument with his / her parents. Read his / her problems and give him /
her advice, using the structures in the Useful language box.
Expected answer:
I think you should have a serious talk with your parents and tell them what you think.
I don't think you ought to follow in your parents' footsteps.
3. Low application:
- Talk about a conflict between you and your parents and give advice on how to solve it.
4. High application:
Write a paragraph (about 100 – 120 words) about their Conflicts and Solution.
V. APPENDIX:
HANDOUT
One of your close friends is having an argument with his / her parents. Read his / her problems
and give him / her advice, using the structures in the Useful language box.

VI. SELF-EVALUATION :
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Lesson plan 11 Teacher:
Date of preparation:
Unit 1 THE GENERATION GAP
Lesson: 6 LISTENING Tiết PPCT: 6
I. Objectives
1. Knowledge, skills, attitude
- Knowledge
+ to provide learners some vocabulary related to the topic of conflicts and differences between old and
young generations
- Skills
+ to develop the skill of working in pairs and groups
+ to develop the listening skills for specific details
+ to develop students’ presentation skills
- Attitude
+ to encourage students to enhance mutual understanding between parents and children
+ to remind students to keep calm in all situations, especially when conflicts happen
2. Orientation towards students’ competency development
+ To encourage social experience sharing and develop performance competence
II. Preparation of teacher and students
1.On the teacher’s part: Handouts, textbook, pieces of papers and cassette
2.On the students’ part: textbook
III. Teaching procedures
1.Stabilization (1ms)
2.Formerly assigned assignments check-up: No
3.Classroom activities
C. START/ WARM UP ACTIVITY ( 5ms)

Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work

- To help Brainstorming Clothes

students review - Divides the class into two teams and asks them Hairstyles
some of the to take turns talking about things they and their Table manners
things teenagers parents often complain about Playing computer games
and parents Housework
complain about ….
D. KNOWLEDGE FORMATION ACTIVITIES
ACTIVITY 1: You are going to listen to Tom and Linda discussing their conflicts with their parents.
What do you think they will mention? ( 5 ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
- To get students Clothes/ hairstyles/ not studying
to predict what - Asks students to work in pairs predicting what enough….
they are going to conflicts Tom and Linda will mention
listen

ACTIVITY 2: Match the words in the box with the appropriate definitions ( 5ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
activity students’ learning activities student work
- Tells Ss to match the words with their
- To help students definitions. These words will be heard in the
get used to some conversation.
new words in the - Has Ss compare their answers. Checks their Key 1.d 2.a 3. b 4. c
listening text answers.

E. PRACTICE ACTIVITIES
Lesson plan 11 Teacher:

ACTIVITY 1: Listen to the conversation. Decide if the following sentences are T or F. ( 7ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
- To have students - Ask Ss to share their prediction in pairs 1. F 2. F 3. T
listen for specific - Elicit Ss’ predictions 4. T 5. T
information - Play the tape twice
- Let Ss listen to the recording, do the task then
compare the answer with their partner
- Elicit Ss’ answers and give them the correct
ones.
Key: 1. F 2. F 3. T
4. T 5. T

ACTIVITY 2: Listen to the conversation again and choose the best answer A, B, or C (8 ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
- To have students - Listen to the conversation again and choose the
listen for specific best answer A, B, or C 1. C 2. A 3. B 4. C
information and - Ask Ss to listen again and do the task then 5. B
inference compare the answer with their partner
Key: 1. C 2. A 3. B 4. C
5. B

F. APPLICATION AND EXTENSION ACTIVITIES

ACTIVITY : Discuss in groups. Ask and answer the following questions ( 10ms)
Lesson content & techniques for
Aims of the activity organising students’ learning
activities
- To encourage students to share
their experiences with their - Asks Ss to work in groups, ask
partner who is expected to give and answer the questions.
advice or express opinions. 1. Do your parents like the way
you dress? Why or why not?
2. What do you think about
computer games? Do your parents
share your viewpoints?
Expected products & assessment
of student work
Keys:
1. No, they don't. They think that
my clothes are colorful and not
suitable for a student.
2. I think that computer games
help me to relax after hard work
but my parents disagree. They
think that computer games are
totally harmful.

G. HOMEWORK ( 4 ms)
- Summarise the main points of the lesson.
- Ask sts to:
+ Learn the new words by heart
+ Write a paragraph about the conflicts between them and their parents, the reasons for these conflicts and
their solutions to them.
+ Prepare the next lesson (Writing).
Questions/ Exercises for testing and assessment follow Competency-based Orientation
1. Knowledge
Questions: What are some common conflicts between parents and children?
Lesson plan 11 Teacher:
2. Comprehension
Questions: What are the reasons for these conflicts?
3. Low application
Questions: What you can do to solve these conflicts?
4. High application
……………………………………………………………………………………

V. Appendix

HANDOUT
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….

Self - evaluation:
…………………………………………………………………………………………………
Lesson plan 11 Teacher:
Date of preparation:
Unit 1 THE GENERATION GAP
Lesson: 7 WRITING Tiết PPCT: 7

I. Objectives
1. Knowledge, skills, attitude
- Knowledge:
+ to provide Ss with structures and vocabulary relating to family rules
+ to enable Ss to write a letter to a teen to inform him /her about the rules in the family before his/her
homestay in Vietnam.
- Skills:
+ to develop Ss’ letter writing skill ( paragraph writing first, then letter writing)
- Attitude:
+ to motivate Ss to explore, respect and obey the rules of their family, as well as who is responsible
for ensuring the people in the family follow those rules.
2. Orientation towards students’ competency development
Ss are expected to develop linguistic, creative and self-independent competencies.
II. Preparation of teacher and students
1. On the teacher’s part: Text book, chart, handout.
2. On the students’ part: Textbook
III. Teaching procedures
1.Stabilization (2 ms)
2.Formerly assigned assignments check-up : No
3.Classroom activities

A.START/ WARM UP ACTIVITY ( 5 ms)

Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
This activity - Carrys out an activity called “Jigsaw”
helps Ss to * Gets Ss to work in groups. Then shows Ss
explore different 4 charts of family rules at 4 corners of the
rules of families wall.
and provides * Gives each group a chart of family rules
them with with some rules missing.
opportunities to * Has Ss run towards the chart on the wall to
reflect their own read the missing rules and transmit to their
experiences. group members to complete their group’s - Ss’ answers may vary.
family rules. Ss’ family’s rules
- respect elderly
* Sets time for them to finish ( 3 minutes)
- obey parents
* Checks with the class and gives marks to - never give up
the group which has the most correct result - keep your promise
and finishes the earliest. - follow parents’ footstep
-Ask Ss to read the different family rules in - have good table manner
this section, and say which ones are similar to - take studies seriously
theirs, e.g. respect one another; help each - not swear
other; try new things, etc. - not argue
 Ask Ss if their families have any rules. If not, - not spit on the floor
ask them whether they would like to have - never give up
some in their families. …
 Encourage Ss to express their own opinions
about this.

B.KNOWLEDGE FORMATION ACTIVITIES

ACTIVITY : Complete the rules, using the phrases given (5 ms)
Lesson plan 11 Teacher:
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
This activity Complete the sentences, using the phrases - Read through the open-ended
helps Ss practice below. Add a few more if you can. statements. Then decide the
and successfully - Asks Ss to individually read the family rules verbform and the language filled.
use structures and provided.
words/phrases to - Has Ss complete the sentences and think Expected answer:
write about about the rules in their families. They may 1 My parents don't let me stay out
family rules. add more rules if they can. late at the weekend.
- Checks with the class and elicts structures 2. They make me keep my room
and words from Ss. tidy.
+ let sb. do sth. 3. They tell me to take my
+ keep sth. + adj. studies seriously.
+ make sb. do sth. 4. They warn me not to smoke
+ tell sb. to do sth. or take drugs.
+ warn sb. not to do sth. 5. They want me to have good
+ want sb. to do sth. table manners.
+ be + not allowed to do dth. 6. I am not allowed to stay
+ forbid sb. to do sth. over night at my friends' house.
7. They forbid me to swear or
spit on the 1st floor.

C.PRACTICE ACTIVITIES
ACTIVITY 1: Read the list in 1 again . Choose the three most important rules that your parents often
apply to you. Think of the reason and write them in the space provided.( 10 ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
activity students’ learning activities of student work
This activity - asks Ss to choose the three most important - work individually, then in pairs
helps Ss practice rules that their parents often apply in their Expected writing:
writing family, and then give the reasons in the spaces First, one of important rules in my
paragraph about provided. family is that each member of the
family rule. - tells Ss to read and analyze the example so family has to be responsible for
they know what they are expected to do. sharing the household chores. For
- help Ss to express their ideas, if necessary. example, my mother does shopping
- has Ss write individually. Then exchanges and prepares the meals, my dad
their paragraph with other students for peer mends things around the house in his
checking. free time, my sister does the laundry
- gives feedback and I usually clean the house.
….
Finally, my sister and I must be
home before 10p.m because my
parents are very strict and believe
that setting a curfew will help us to
become responsible and stay safe
and healthy.

ACTIVITY 2: Complete a letter about family rules (10 ms)

Aims of the Lesson content & techniques for organising
activity students’ learning activities
This activity - Explain that they can use the ideas provided
helps Ss practice previously to write the letter.
writing a letter - Encourages Ss to write the letter
about family individually.
rules - Have Ss exchange their letters for peer
checking. Walk around and help Ss, if
necessary.
- Collect Ss' letters to give further feedback
Expected products &
assessment of student work
- exchange their writing with
their friend for feedback
- form groups of 5 to choose
and show the best letter.
Expected letter
Pham Ngoc Thach, Dong Da,
Ha Noi,
Lesson plan 11 Teacher:
Viet Nam
February, 10th, 20...
Dear Lauren,
I'm very happy …………
One important rule in my
family is that every member of
the family has to keep his or her
room tidy. My brother and I
have to make our beds every
morning, and clean the floor
and windows twice a week.
Another important rule is that
my brother and I must be home
before 10 p.m. My parents are
very strict and believe that
setting a curfew will help us
become responsible, and stay
safe and healthy,
The third important rule is that
we mustn't invite friends to stay
overnight. This is not only our
family rule, but also the rule for
all people living in the building.
If you have any questions, ……
Best wishes,
H A

D.APPLICATION AND EXTENSION ACTIVITIES

ACTIVITY: Discuss with a partner: Make family rules. ( 8 ms)
Lesson content & techniques
Expected products &
Aims of the activity for organising students’
assessment of student work
learning activities
This activity helps Ss to create - has Ss do it in class if there is - Do their duties
family rules of themselves. enough time, or lets them do it
at home.
- collects Ss’ drafts in the next
lesson for further comments
and grading.
IV.HOMEWORK ( 5 ms)
- Make family rules of yourselves.
- Focus on the format of a letter of family rules
- Complete the writing at home to hand in the next time
- Prepare for the next lesson.
+ Prepare the next lesson – Communication and culture.
Questions/ Exercises for testing and assessment follow Competency-based Orientation
1. Knowledge:
Question: - List 5 structures to write about family rules.
2. Comprehension
Question: What have you learnt today? And What can you do now?
Low application
Question: Make a short talk about your family rules
3. High application
Question: - Design family rules of yourselves.
Self - evaluation:
…………………………………………………………………………………………………
V. Appendix
Lesson plan 11 Teacher:
HANDOUT
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
Lesson plan 11 Teacher:
Date of preparation:
Unit 1 THE GENERATION GAP
Lesson: 8 COMMUNICATION AND CULTURE Tiết PPCT: 8
I. OBECTIVES :
1. Knowledge, skill, attitude:
- Knowledge: By the end of the lesson, Ss will able to:
+ Talk and express their views about the advantages and disadvantages of living in a nuclear or an extended
family.
+ Know more about the current family trend in the UK and the USA.
- Skills: Integrated skills
+ Main skill: Speaking, Reading.
+ Sub skills: Writing, Listening.
- Attitude: + Have responsible attitude towards family rules.
2. Orientation for competency development:
- Promote Ss to develop their communication and cultural understanding.
- Help them to develop collaboration competencies.
II. PREPARATION OF TEACHER AND STUDENTS:
1. Teacher: Appliances for studying (Handout, textbook, laptop, references and other teaching aids)
2. Students: Lesson preparation (Look up new words, read the text)
III. TEACHING PROCEDURES:
1. Stabilization: (1 minute)
- Greets.
- Asks the monitor about the absence.
2. Check- up: (5 minutes)
- Asks the students to write some family rules.
- Gives remarks and marks.
* Key:
(Depend on students ‘answers)
1. My parents don’t let me stay out late at the weekend.
2. They make me keep my room tidy.
3. They tell me to take my studies seriously.
4. They warn me not to smoke or take drugs.
5. They want me to have good table manners.
3. Classroom activities:
A. START/ WARM UP ACTIVITY: (5 minutes)
Aims of the activity Content, techniques for organising Expected outcome and
students’ learning activities assessment of students’
performance
To lead Ss in the topic of Game: Read the drawings - Write the words / phrases
the lesson relating family - Divides the class into two teams. Explain related to the topic of the
life. the rules of the game to Ss. lesson.
- Shows the drawings one by one and ask Expected answer:
Ss to speak out the words / phrases that are + sibling
illustrated by the drawings. The team that + nuclear family
has more correct answers will be the + conflict
winner. + extended family
+ household chores
Lesson plan 11 Teacher:
B. KNOWLEDGE FORMATION: (5 minutes)
ACTIVITY 1: Write some words related to the topic “family life”. (5 minutes)
Aims of the activity Content, techniques for organising Expected outcome and
students’ learning activities assessment of students’
performance
To help Ss revise language - Divides the class into two teams. - write the words related
items related family rules. - Asks them to write the words related family life.
family life in 4 minutes. Expected answer:
- Checks with the class. + extended family
+ nuclear family
+ generation gap
+ conflict
+ ………
C. PRACTICE ACTIVITIES: (18 minutes)
COMMUNCATION
ACTIVITY 1: Discuss in groups. (5 minutes)
Aims of the activity Content, techniques for organising Expected outcome and assessment
students’ learning activities of students’ performance
To provide Ss with an - Ask Ss to work in groups to practise - Ask and answer the questions.
opportunity to work in asking and answering the questions. Expected answer
group and further speaking - Have Ss take notes of their partners' Students' answers:
practice related to the unit answers, and help them to express (Suggested answers for question 2)
topic “family life” their ideas, if necessary. Living in an extended family:
Advantages: have more support from
other family members,...
Disadvantages: there are a lot of
conflicts between different
generations,...

ACTIVITY 2: Report your group’s idea. (6 minutes)

Aims of the activity Content, techniques for organising
students’ learning activities
To help Ss to have ability - Asks Ss each group to choose to
to express their ideas freely one person to report the group’s
about the topic in the front opinions to the class.
of the class. - Asks other Ss to listen and ask
questions about the report.
CULTURE
ACTIVITY 1: Read the text about coming back of the extended family and answer the questions.
(7 minutes)
Expected outcome and assessment
of students’ performance
- Present the group’s opinions.
Expected answer
I live in a nuclear/an extended family.
Living in a nuclear family has both
advantages and disadvantages. On the
one hand, there are only two
generations in a nuclear family so
there will be less conflicts and
generation gaps. On the other hand,
nuclear families have to face with the
problem of childcare and elderly care.
Living in an extended family brings
about both advantages and
disadvantages. For advantages,
members in extended families often
help each other a lot with childcare,
elderly care and housework. Children
can also learn a lot of experiences
from the elderly. For disadvantages,
extended families often have a lot of
conflicts and generation gaps.
Lesson plan 11
Aims of the activity Content, techniques for organising
students’ learning activities
To have Ss read and know - Shows the picture and introduce the
about family trend in USA, topic: The return of the extended
and UK. families in the UK and the USA.
- Asks Ss to read the text carefully and
highlight any words they may not
know. Explain their meaning to Ss.
+ frustrating (adj) = annoying: bực bội,
khó chịu
+ bring about (v) (translation): dẫn đến
+ value (n) (translation): giá trị
+ attitude towards sb/sth (v)
(explanation):
Thái độ
+ interact with (v) = communicate:
giao tiếp, tương tác
- Encourages Ss to compare their
guesses with the reasons provided in
the text.
- Have Ss answer the questions and
compare their answers.
Check answers with the whole class.
D. APPLICATION AND EXTENSION ACTIVITIES: (8 minutes)
ACTIVITY 1: Discuss in pairs. (5 minutes)
Aims of the activity Content, techniques for organising
students’ learning activities
To provide Ss opportunities
- Tells Ss to work in pairs and discuss the
for discussions of the questions.
current family trend in Viet
1. What is the current family trend in Viet
Nam. Nam?
2. what are the reasons for the current
trend?
4. Do you think children are happier
growing up in extended families?
- Encourages Ss to say what they know
about the issue and discuss any possible
reasons for the current trend.
- Asks some pairs to report the results of
their discussion.
ACTIVITY 2: Summary. (3 minutes)
Aims of the activity Content, techniques for organising
students’ learning activities
To consolidate the lesson. - Asks Ss: What have you learnt today?
What can you do now?
E. HOMEWORK: (3 minutes)
- Asks Ss to read the text again and do the exercise.
Teacher:
Expected outcome and
assessment of students’
performance
- Answer the questions.
Expected answers:
1. The number of multi-
generational households with
three or four generations living
under the same roof.
2. Unemployment, part-time work
and low-paid jobs have become
more common. The cost of
housing has become higher. The
pressures of childcare and elderly
care have become heavier.
3. The disadvantages are the lack
of space, independence and
privacy, and the daily conflicts.
4. They can develop relationships
with adults other than their
parents.
5. Old people can become more
active when interacting with the
younger generations.
Expected outcome and
assessment of students’
performance
- Discuss the questions.
Expected answers:
1. The current family trend in
Viet Nam is the increase in
the number of nuclear
families
2. The reasons for this is the
influence from Western
cultures, busy lifestyle and the
depletion in the traditional
customs
3. Yes.
Expected outcome and
assessment of students’
performance
Expected answers:
I can talk and express my
views about the advantages
and disadvantages of living in
a nuclear or an extended
family. I can understand about
the current family trend in the
UK and the USA.
 Lesson plan 11 Teacher:
- Asks them to prepare for the next part: Looking back and project
+ Strong and weak forms of words in connected speech.
+ Words and phrases related to the generation gap and family rules and compound nouns.
+ Modal verbs: should, ought to, must, have to
IV. QUESTIONS/ EXERCISES FOR TESTING AND ASSESSMENT FOLLOW COMPETENCY-
BASED ORIENTATION:
1. Knowledge:
- Talk about the advantages and disadvantages of living in a nuclear or an extended family.
- Talk about family trend in the UK, the USA and in Viet Nam.
2. Comprehension:
- Write about the reasons for the trend to live in extended family in the USA and The UK.
3. Low application:
Read the passage carefully and then choose the item A, B, C or D that best answers the question about the
passage.
* Key:
1.A 2.B 3.B 4.D 5.A
4. High application:
V. APPENDIX:

HANDOUT
Read the passage carefully and then choose the item A, B, C or D that best answers the question
about the passage:
The nuclear family, consisting of a mother, father and their children, may be more an American
ideal than an American reality. Of course, the so-called traditional American family was always more
varied than we has been led to believe, reflecting the very different racial, ethnic, class and religious
customs among different American groups.
The most recent government statistics reveal that only about one third of all current American
Families fit the traditional mold and another third consists of married couples who either have no children
or have none still living at home. Of the final one third, about 20 percent of the total number of American
households are single people, usually women over sixty – five years of age. A small percentage, about 3
percent of the total, consist of unmarried people who choose to live together; and the rest, about 7 percent
are single, usually divorced parents, with at least one child. Today, these varied family types are typical,
and therefore, normal. Apparently, many Americans are achieving supportive relationship in family forms
other than the traditional one.
1. With what topic is the passage mainly concerned?
A. The traditional American family B. The nuclear family
C. The current American family D. The ideal family
2. The writer implies that ______________ .
A. there have always been a wide variety of family arrangement in the United Sates.
B. racial, ethnic, and religions groups have preserved the traditional family structure.
C. the ideal American family is the best structure.
D. fewer married couples are having children.
3. The word “ current” in line 5 could best be replaced by which of the following?
A. typical B. present C. perfect D. traditional
4. According to the passage, married couples whose children have grown or who have no children represent
______________ .
A. 1/3 percent of households B. 20 percent of households
C. 7 percent of households D. 3 percent of households
5. Who generally constitutes a one – person household?
A. A single man in his twenties B. An elderly man
C. A single woman in her late sixties D. A divorced woman.

VI. SELF-EVALUATION :
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Lesson plan 11 Teacher:
Date of preparation:
Unit 1 THE GENERATION GAP
Lesson: 9 LOOKING BACK AND PROJECT Tiết PPCT: 9
I. OBECTIVES :
1. Knowledge, skill, attitude:
- Knowledge: By the end of the lesson, Ss will able :
+ To identify and pronounce stressed and unstressed words in a sentence .
+ To use and form compound nouns .
+ To use modal verbs to express obligation, opinions and advice.
+ To talk about common conflicts between parents and their teenage children.
+ To conduct a survey to find out the conflicts between generations in their friends’ families.
- Skills: + Integrated skills
- Attitude: + motivate Ss’ positive attitude towards family rules.
2. Orientation for competency development:
- Promote Ss to develop their communication.
- Help them to develop collaboration competencies.
II. PREPARATION OF TEACHER AND STUDENTS:
1. Teacher: Appliances for studying (Handout, textbook, laptop, references and other teaching aids)
2. Students: Lesson preparation (Look up new words, read the text , do a survey to prepare the project )
III. TEACHING PROCEDURES:
1. Stabilization: (1 minute)
- Greeting.
- Checking attendance.
2. Check- up:
3. Classroom activities:
A. START/ WARM UP ACTIVITY: (2 minutes)
Aims of the activity Content, techniques for organising Expected outcome and assessment
students’ learning activities of students’ performance
To lead Ss into the topic of - Asks Ss to recall what they have - Recall what they have learnt in this
the lesson relating to family learnt in this unit. unit.
life.
B. KNOWLEDGE FORMATION + C. PRACTICE ACTIVITIES:
* LOOKING BACK:
PRONUNCIATION
ACTIVITY 1: Listen and put a stress mark before their stress syllables in the statements.
(3 minutes)
Aims of the activity Content, techniques for Expected outcome and assessment
organising students’ of students’ performance
learning activities
To help Ss to revise strong and - Asks Ss to identify the - Identify the stressed words and put a
weak form of words in stressed words and put a stress stress mark before the stressed
connected speech. mark before the stressed syllables.
syllables. Expected answer
- Have them listen and check 1. ‘Tim and his ‘parents ‘often ‘argue
their answers. about what ‘time he should ‘come
- Asks some Ss to read the ‘home.
sentences aloud. 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.
Lesson plan 11
ACTIVITY 2: Listen and put a stress mark before their stress syllables in the statements.
(2 minutes)
Aims of the activity
To help Ss focus on the stressed - Ask Ss to identify the stressed - Identify the stressed words and put a
words in short exchanges.
Teacher:
Content, techniques for Expected outcome
organising students’ learning and assessment of students’
activities performance
words and put a stress mark stress mark before the stressed
before their stressed syllables. syllables.
- Have them compare their Expected answer
answers with a partner, and then 1. A: At ‘what ‘age were you a’llowed
listen and check. to ‘stay at ‘home a’lone?
- Asks Ss to practise reading the B: I ‘don’t re’member e’xactly. I
exchanges in pairs. ‘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.

VOCABULARY
ACTIVITY 1: Fill in the gaps with the words/ phrase in the box. (3 minutes)
Aims of the activity Content, techniques for organising Expected outcome and
students’ learning activities assessment of students’
performance
To help Ss revise some of - Have Ss read the instructions and do - Fill in the gaps.
the vocabulary items used this activity individually. Then asks Expected answers:
in the unit. them to compare their answers in 1. nuclear family
pairs. 2. generation gap
- Checks the answers with the whole 3. home stay
class. 4. conflicts
5. curfew
ACTIVITY 2: Find compound nouns with the word family. (3 minutes)
Aims of the activity Content, techniques for Expected outcome and
organising students’ learning assessment of students’
activities performance
To help Ss focus oncompound - Asks Ss to make compound nouns - Make compound nouns with
nouns with the word family and with family. family.
dictionary skill. - Ss can use a dictionary, if Expected answers:
necessary. Then they compare their Single-parent family
answers in pairs or groups. Family doctor
- Checks answers with the whole Family tree
class. Family name
Extended family
Nuclear family
Family rules
GRAMMAR
ACTIVITY 1: Complete the sentences with should or ought to in either positive
or negative form. (3 minutes)
Aims of the activity Content, techniques for Expected outcome and assessment
organising students’ learning of students’ performance
activities
To help Ss revise should / - Asks Ss to complete the sentences - Complete the sentences with
shouldn’t and ought to / with should, shouldn't, ought or should, shouldn't, ought or oughtn't.
oughtn’t to for giving oughtn't. Expected answers:
opinion and advice. - Have Ss do the task individually 1. ought to
Lesson plan 11 Teacher:
first, and then compare their 2. should not, ought to
answers. 3. should not
- Checks answers as a class. 4. oughtn’t to, should

ACTIVITY 2: Complete the sentences with must or have to in either positive or negative form.
(3 minutes)
Aims of the activity Content, techniques for Expected outcome and assessment
organising students’ learning of students’ performance
activities
To help Ss revise the use of - Asks Ss to complete the sentences - Complete the sentences with must /
have to and must with must / mustn’t or have to/ has mustn’t or have to/ has to / or don’t
expressing obligation. to / or don’t have to / doesn’t have have to / doesn’t have to.
to. Expected answers:
- Have Ss do the task individually 1. have to/has to
first, and then compare their 2. mustn't
answers. 3. must
- Checks answers as a class. 4. don't have to

* PROJECT:
ACTIVITY 1: Work in groups. (15 minutes)

Aims of the activity Content, techniques for organising Expected outcome and
students’ learning activities assessment of students’
performance
To provide Ss additional - Asks Ss to work in groups of 6 to 8. - Work in groups.
speaking practice and help Each group will interview 15 teenagers, - Report the Groups’ findings.
Ss to consolidate the aged 15-17, living in their area, and take
language they have learnt notes of their answers. Ss can use the
from the unit. suggested questions.
- Asks Ss to report their group's findings
to the whole class.
- Encourages Ss to ask additional
questions related to the report.

D. APPLICATION AND EXTENSION ACTIVITIES: (7 minutes)

ACTIVITY 1: Work in groups. (4 minutes)

Aims of the activity Content, techniques for organising Expected outcome and
students’ learning activities assessment of students’
performance
To provide Ss practice - Asks Ss to choose the best answer. - Choose the best answers..
doing exercise. 1. Tom: I think parents should respect their Expected answers:
children’s privacy. 1.D
Peter: “________” 2.B
A. Really? 3.A
Absolutely! I really hate it. 4.D
B. Absolutely! I really hate it. 5.A
C. Definitely! Children should be
punished.
D. I can’t agree with you more. I like it.
2. You will get into trouble if you come
back home after the ________.
A. norm B. curfew
C. value D. housework
3. A/an ________is a family that consists
Lesson plan 11 Teacher:
of parents and children.
A. nuclear family B. extended family
C. junk food D. schoolchildren
4. Water park is free for kids under 6 years
old, so you ____ pay money for your son.
A. have to B. mustn't
C. should D. don’t have to
5. Those audiences ____ show their tickets
before entering the concert hall.
A. have to B. must
C. ought to D. don't have to

ACTIVITY 2: Summary. (3 minutes)

Aims of the activity Content, techniques for organising
students’ learning activities
To consolidate the lesson. - Asks Ss: What have you learnt
today? What can you do now?
Expected outcome and
assessment of students’
performance
Expected answers:
I can identify and pronounce
stress and und unstressed
words in a sentence. I can use
and form compound nouns. I
can use modal verbs to
express obligation, opinion
and advice.

E. HOMEWORK: (3 minutes)
- Asks Ss to read the text again and do the exercise.
- Asks them to prepare for the next part: Looking back and project
+ Strong and weak forms of words in connected speech.
+ Words and phrases related to the generation gap and family rules and compound nouns.
+ Modal verbs: should, ought to, must, have to.

IV. QUESTIONS/ EXERCISES FOR TESTING AND ASSESSMENT FOLLOW COMPETENCY-

BASED ORIENTATION:
1. Knowledge:
- Write at least ten words related to family life.
- Talk the use of modal verbs: must / have to and should / ought to
2. Comprehension:
- Talk about the conflicts between parents and teenager children.
3. Low application: (Handout)
4. High application:
V. APPENDIX:

HANDOUT
Choose the word whose underlined part is pronounced differently from that of the others.
1. A. belief B. generation C. extended D. elegant
2. A. follow B. romantic C. problem D. confident
Choose the word whose stress is placed differently from that of the others.
3. A. impose B. childcare C. housework D. nuclear
4. A. sympathetic B. expectation C. appearance D. independent
Choose the best correct answer
5. You aren’t allowed to take photographs here.
A. You needn’t take photographs here. B. You can’t take photographs here.
C. You don’t have to take photographs here. D. You mustn’t take photographs here.
6. When people live in an extended family, there is often a _____.
Lesson plan 11 Teacher:
A. generation gap B. viewpoint C. independence D. housework
7. If you just live with your parents and your siblings, you live in a _____.
big family B. small family C. extended family D. nuclear family
8. _____ in a multi-generational family are unavoidable.
advantages B. habits C. conflicts D. punishment
9. All students ____ wear uniforms at school because it is a rule.
A. should B. have to C. ought to D. must
10. You ____ finish your homework before you go to bed.
A. must B. have to C. should D. ought to
11. This drink isn't beneficial for health. You ____ drink it too much.
A. should B. ought to not C. ought not to D. mustn't
12. This warning sign indicates that you ____ step on the grass.
A. shouldn't B. must C. don't have to D. ought not to

VI. SELF-EVALUATION :
…………………………………………………………………………………………………………