Giáo án Tiếng Anh 11 Sách mới - Học kì 1 - Trường THPT Đoàn Kết

Introduction
 Period 1	
Ngày soạn: .
Ngày dạy:..
I. Aims:
1. Knowledge:
By the end of the lesson, Ss should be able to:
+ get an over view about their new textbook and how many tests they have to finish in a year 
+ know how to prepare and revise the lessons before class at home
+ know how to involve in the lessons more actively and more effectively
+ know how to learn effectively to get good marks in tests and examinations 
2. Skills: 
Analyzing and speaking fluently 
II. Method:
Integrated, mainly communicative approach
III. Teaching aids:
Textbook, chalks, board, and pictures
IV. Anticipated problems:
Ss can find a bit difficult to guess the topic of the lesson 
V. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Greeting:
(10 min)
* New lesson: (31 min)
1. Task 1:
(15 min)
2. Task 2:
(16 min)
*Consolidation:
(2 min)
*Homework:
( 2 min)
* Introduction:
- Introduce something about themselves 
- Get to know each other 
* Textbook introduction: 
- Look at some pictures related to the topics of some units in textbook 11 of new kind and guess the theme of each picture
- Get to know about what they are going to learn in this textbook
- Speak out their answers 
- Listen to T’s introduction about new textbook, the topics of textbook and some tests they have to finish in a term or in a year 
* Discussion: 
- Ask and answer about some methods used when doing tasks and exercises in textbook 10
- Exchange their ideas 
- Present some methods ever used to finish their tasks 
- Listen to T’s comments and take notes some more new methods and strategies about:
 + how to learn each lesson
 + how to learn each section of the lesson
 + how to study at class 
 + how to prepare the lesson at home
- Summarize the main points of the whole lesson
- Revise all strategies and methods to do exercises and tests 
- Prepare for the next period: Unit 1-Getting started
- Words and phrases related to their characteristics
- Vocabulary items related to some units in textbook 11 of new kind
- Some methods Ss have ever used to finish their tasks
- All related to the lesson

- Individuals, whole class 
- Whole class, individuals, pairs 
- Pairs, presentation, whole class 
- Whole class 
- Whole class

Comments:
Unit 1: The Generation Gap
Ngày soạn: .
Ngày dạy:..
I. Aims:
1. Knowledge: 
By the end of the unit, Ss should be able to:
+ use the words and phrases related to the generation gap and family rules properly 
+ know how to use compound nouns properly
+ use the modals ‘should’ and ‘ought to’ for giving advice accurately, and use ‘must’ and ‘have to’ for obligation correctly
+ identify and practice strong forms of words in connected speech properly 
2. Skills:
By the end of the lesson, Ss should be able to:
- Reading: 
 + read for specific information in an article about the generation gap or about the sources of conflict between teenagers and their parents 
- Speaking: 
 + talk about parent-child relationship problems and offering advice on how to solve them 
- Listening: 
 + listen for specific information in a conversation between two teenagers about conflicts with their parents 
- Writing: 
 + write a letter about family rules to a teenager staying with a homestay family 
3. Communication and Culture:
By the end of the lesson, Ss should be able to understand the concept of extended and nuclear families, and the reason for the return of extended families in the UK and the USA
II. Method: 
Integrated, mainly communicative approach
III. Teaching aids:
- A cassette player and CD, computer and projector
- Pictures in the textbook and other materials (if available)
IV: Anticipated problems:
- Ss can find a bit difficult to guess the meaning of some new words in contexts 
- Ss can find it difficult to understand the listening passage to get specific information to answer questions in activity 4, & 5
- Ss may have difficulty doing activity 2 in ‘communication and culture’ part
- Ss may have no enough time to present their project 
V. Procedure: 
Lesson 1: Getting started
Lesson 2.3: Language
Lesson 4: Reading
Lesson 5: Speaking
Lesson 6: Listening
Lesson 7: Writing
Lesson 8: Communication and Culture
Lesson 9: Looking back and Project
Unit 1: The Generation Gap
 Period 2: Lesson 1 - Getting Started
Ngày soạn: 
Ngày dạy:..
1. Objectives:
By the end of the lesson, Ss should be able to:
+ practice spoken interaction about the conversation ‘our families’ 
+ decide on true or false statements correctly 
+ use compound nouns perfectly 
+ find out verbs to express duty, obligation, advice or lack of obligation 
+ ask and answer about their family types and exchange opinions
2. Teaching aids:
- Textbook, chalks, and pictures in textbook, CD, cassette player or computer
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Warm-up:
(5 min)
* New lesson: 
(36 min) 
1. Pre-reading: 
(6 min)
2. While-re...ten to T’s comments and feedback 
Expected answers:
1. A-strong B-weak
2. A-weak B-strong
3. A- weak B-srong
- Read all the sentences to understand their situations
- Compare their answers with their friends 
- Speak aloud their answers and evidences for their choice 
- Listen to T’s comments and feedback 
Expected answers:
1. should, 2. ought, 3. must, 
4. have to, 5. mustn’t
- Read all the sentences to understand them
- Rewrite all the sentences 
- Compare the answers with their friends 
- Write their answers on the board
- Listen to T’s comments and feedback 
Expected answer:
1. You mustn’t use your mobile phone in the examination room.
2. I don’t have to type my essay.
3. You should tell the truth to your family.
4. Young people must plan their future career carefully. 
- Summarize the main points of the whole lesson 
- Do exercises B 3 & 4 in their workbook
- Prepare for the next lesson: Reading 
- Compound nouns 
- Compound nouns 
- Compound nouns, present simple, present perfect 
- Strong and weak forms of words in connected speech
- Strong and weak forms of words in connected speech
- Modals: ‘should, ought to, have to, mustn’t
- Modals: ‘should, ought to, have to, mustn’t
- All related to the whole lesson 
- Groups, whole class 
- Pairs, whole class 
- Individuals, whole class 
- Whole class, individuals, pairs 
- Whole class, pairs 
- Whole class, individuals
- Whole class, individuals
- Whole class 
- Whole class 

Comments:
	 Ngày tháng năm 2022
	 Ký duyệt 
Unit 1: The Generation Gap
 Period 5: Lesson - Reading
Ngày soạn: 
Ngày dạy:..
1. Objectives:
By the end of the lesson, Ss should be able to:
+ read for specific information in an article about the generation gap 
 + match the words with their right definitions 
+ do comprehension questions correctly
+ discuss the question about conflicts they have with their parents 
2. Teaching aids:
- Textbook, chalks, and pictures in textbook, or computer
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Warm-up: 
(3 min)
* New lesson: 
(38 min)
1. Pre-reading: 
(5 min)
2. While-reading: (27 min)
+ Activity 2: 
(5 min)
+ Activity 3: 
(8 min)
+ Activity 4: 
(14 min)
3. Post-reading: (6 min)
*Consolidation: (2 min)
* Homework: 
(2 min)
* Hot seat game: 
- Guess the words related to generation
- Describe the pictures 
- Read all the sentences and making a guess
- Speak out their guessing 
- Listen to T’s comments 
- Read the text quickly 
- Check their predictions
- Listen to T’s comments and feedback
Expected answers: b, c, d, e, f 
- Read all the definitions to understand them 
- Read the passage again to guess the meaning of highlighted words in contexts 
- Compare their answers with their friends 
- Speak out their answers and explain for their choices
- Listen to T’s comments and feedback
Expected answer:
1. afford 2. impose 3. brand name
4. norms 5. conflits
- Identify the key words in each question
- Read the passage again to find out the answers for each question
- Compare their answers with their friends 
- Write their answers on the board 
- Listen to T’s comments and feedback
Expected answers:
1. Because they strongly believe they know what is best for their children.
2. They want to be more independent, create their own opinions, and make their own decisions.
3. They are worried because these clothes may break rules and norms of society, or distract them from schoolwork.
4. They want their children to spend their time in a more useful way.
5. No. Some of them try impose their choices of university or career on their children.
* Discussion: ‘Do you get into conflict with your parents?’
- Summarize the main points of the lesson
- Do exercises C 1, 2 & 3 in their workbook 
- Prepare for the next lesson: Speaking
- Words and phrases related to generation 
- Words and phrases related to conflicts 
- All related to the reading passage 
- Words and phrases related to reading passage 
- Words and phrases related to reading passage 
- Present simple tense 
- Words and phrases related to conflicts 
- All related to the lesson 
- Groups, whole class
- Individuals, whole class 
- Individuals, pairs, whole class
- Individuals, pairs, whole class 
- Pairs, whole class 
- Pairs, presentation, whole class 
- Whole class
- Whole class 
Comments:
Unit 1: The Generation Gap
 Period 6: Lesson - Speaking
Ngày soạn: ..
Ngày dạy:..
1. Objectives:
By the end of the lesson, Ss should be able to:
+ practice talking about parent-child relationship problems and offering advice on how to solve them 
2. Teaching aids:
- Textbook, chalks, and pictures in textbook, or computer
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Warm-up: 
(5 min)
* New lesson: 
(36 min)
a. Activity 1: 
(10 min)
b. Activity 2: 
(11 min)
c. Activity 3: 
(15 min)
*Consolidation: (2 min)
* Homework: 
(2 min)
* Snapping th...ir ideas with their friends 
- Write their answers on the board 
- Listen to T’s comments 
Suggested 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.
6. I am not allowed to stay overnight at my friend’s house.
7. They forbid me to swear or spit on the floor.
- Think of the reasons for the three most important rules that their parents often apply to them 
- Analyze the example to understand it
- Ask T for help if need be
- Exchange their ideas with their friends 
* Writing about family rules
- Finish the letter to inform an English teenager who is going to stay with their family for two months on a cultural homestay programme
- Stick two good posters on the board 
- Give comments on their friends’ writings
- Listen to T’s comments 
* Correction:
- Find out some typical errors 
- Check with the whole class 
- Listen to T’s comments and take notes
Suggested writing:
.
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 to 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.
- Sum up the main points of the whole lesson
- Rewrite the letter again 
- Prepare for the next lesson: Communication & Culture 
- Words and phrases related to family rules 
- Words and phrases related to family rules
- Some expressions used to express permission or forbiddance 
- Words and phrases related to family rules
- Some expressions used to express permission or forbiddance 
- Words and phrases related to family rules
- Some expressions used to express permission or forbiddance 
- Words and phrases related to family rules
- Some expressions used to express permission or forbiddance 
- All related to the whole lesson 
- Groups, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs 
- Groups, whole class 
- Individuals, whole class 
- Whole class 
- Whole class 
Comments:
 Unit 1: The Generation Gap
 Period 9: Lesson - Communication and Culture 
Ngày soạn: 
Ngày dạy:..
1. Objectives:
By the end of the lesson, Ss should be able to:
+ understand the concept of extended and nuclear families, and the reason for the return of extended families in the UK and the USA
2. Teaching aids:
- Textbook, chalks, and pictures in textbook.
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Warm-up: 
(5 min)
* New lesson: 
(36 min)
1. Communication: (16 min)
a. Activity 1: 
(8 min)
b. Activity 2: 
(8 min)
2. Culture: 
(20 min)
a. Activity 1: 
(10 min)
b. Activity 2: 
(10 min)
*Consolidation: (2 min)
* Homework: 
(2 min)
* Hot seat game:
- Guess the words related to generation gap
* Note-taking 
- Practice asking and answering the questions 
- Present their group’s ideas in front of the class
- Give comments on their friends’ results 
- Listen to T’s comments 
* Answering the questions:
- Read through the text to get general ideas 
- Identify the key words in each questions
- Read the text again to find out the right answer for each question
- Compare their answers with their friends 
- Write their answers on the board 
- Listen to T’s comments and feedback 
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 generation.
* Discussion:
 - Ask and answer some questions about the current family trend in Vietnam, the reasons for it, advantages to children when living in extended family
- Act out their small dialogue in front of the class
- Give comments on their friends’ talks
- Listen to T’s comments and pronunciation correction 
- Sum up the main points of the whole lesson
- Prepare for the next lesson: Looking back and project 
- Words and phrases related to generation gap
- Words and phrases related to good points and bad points when living in nuclear or extended family 
- Present simple tense
- Words and phrases related to good points and bad points when living in nuclear or extended family 
- Present...
- Individuals, pairs, whole class
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Groups, presentation, whole class 
- Whole class
- Whole class 

Comments:
Unit 2: Relationships
Ngày soạn: .
Ngày dạy:..
I. Aims:
1. Knowledge: 
By the end of the unit, Ss should be able to:
+ use the words and phrases related to relationships properly 
+ use linking verbs, and cleft sentences correctly
+ identify and practice contracted forms: nouns, pronouns, ect + verbs; verbs not properly
2. Skills:
By the end of the lesson, Ss should be able to:
- Reading: 
 + read for general ideas and specific information about teenage relationship problems 
- Speaking: 
 + talk about problems and ask for advice 
- Listening: 
 + listen for specific information about parent-child relationships
- Writing: 
 + write an online posting about relationship problems 
3. Communication and Culture:
By the end of the lesson, Ss should be able to get an over view about online friendship and dating around the world 
II. Method: 
Integrated, mainly communicative approach
III. Teaching aids:
- A cassette player and CD, computer and projector
- Pictures in the textbook and other materials (if available)
IV: Anticipated problems:
- Ss can find a bit difficult to guess the meaning of some new words in contexts 
- Ss can find it difficult to understand the listening passage to get specific information to answer questions in activity 3, & 4
- Ss may have difficulty doing activity 2 in ‘communication and culture’ part
- Ss may have no enough time to present their project 
V. Procedure: 
Lesson 1: Getting started
Lesson 2: Language (Vocabulary & Pronunciation)
Lesson 3: Language (Grammar & Extra exercises)
Lesson 4: Reading
Lesson 5: Speaking
Lesson 6: Listening
Lesson 7: Writing
Lesson 8: Communication and Culture
Lesson 9: Looking back and Project
Unit 2: Relationships
Period 11 Lesson 1 - Getting Started
Ngày soạn: ..
Ngày dạy:..
1. Objectives:
By the end of the lesson, Ss should be able to:
+ practice spoken interaction about the conversation ‘teenage relationship’ 
+ decide on true, false or not given statements correctly 
+ find the right linking verbs 
2. Teaching aids:
- Textbook, chalks, and pictures in textbook, CD, cassette player or computer
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Warm-up:
(5 min)
* New lesson: 
(36 min) 
1. Pre-reading: 
(12 min)
2. While-reading: 
(24 min)
+ Activity 2: 
(13 min)
+ Activity 3:
(11 min)
*Consolidation: (2 min)
* Homework:
( 2 min)
- Look at the picture in textbook and answer some questions:
+ What is the girl doing?
+ What are the girl and her grandma talking about?
- Guess the topic of the lesson today
- Listen to T’s comments and lead-in the new lesson 
* Listening and reading:
- Practice listening and repeating the conversation 
- Repeat sentence by sentence
- Listen and read the conversation 
- Practice all the sentences as fluently as possible 
* True, False or Not Given Statements: 
- Identify the key words in each statement
- Read the conversation again to find out their answers 
- Read aloud their answers and explain for their choice
- Listen to T’s comments and feedback 
Expected answer:
1. T, 2. F, 3. T, 4. T, 5. NG, 6. T 
* Linking verb-finding:
- Read the conversation again to find out the right verbs that come before the words 
- Compare their answers with their friends 
- Speak out their answers 
- Listen to T’s comments and feedback 
Expected answers:
1. get involved
2. feel bored
3. are very kind, caring and sympathetic
4. sounds good 
- Summarize the main points of the lesson 
- Do exercises B 1& 2 in their workbook 
- Prepare for the next lesson: Language 
- Words and phrases related to schooling, romantic relationship 
- Present tense 
- Words and phrases related to relationships, 
- Present simple tense, past simple tense, modals 
- Words and phrases related to relationships 
- Present simple tense 
- Linking verbs 
- All related to the new lesson 
- Whole class, individuals 
- Individuals, whole class 
- Pairs, whole class 
- Whole class, individuals, pairs
- Whole class 
- Whole class 

Comments:
Unit 2: Relationships
 Period 12: Lesson 2 - Language
Ngày soạn: .
Ngày dạy:..
1. Objectives:
By the end of the lesson, Ss should be able to practice:
+ finding out the right words for their meanings 
+ analyzing to find out the right words and phrases for each blank 
+ pronouncing contracted forms correctly
2. Teaching aids:
- Textbook, chalks, CD, cassette player and computer.
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Warm-up:
(5 min)
* New lesson: 
(36 min) 
1. Vocabulary: 
(16 min)
+ Activity 1: 
(8 min)
+ Activity 2: 
(8 min)
2. Pronunciation: (20 min)
+ Activity 1: 
(7 min)
+ Activity 2: 
(7 min)
+ Activity 3: 
(6 min)
*Consolidat...e successful as a famous writer.
8. It was in a nice coffee shop that they had their first date.
- Understand the task demand 
- Write the answers for each question, focus on the information in brackets
- Compare their answers with their friends 
- Write their answers on the board 
- Listen to T’s comments and feedback 
Expected answers:
2. No. It was a smartphone that he gave me for my birthday.
3. No. It’s in Tokyo that I’m going to spend the holiday with my family.
4. No. It’s a lawyer that I want to become.
5. No. It’s his brother that/ who earns 10,000 dollars a month.
6. No. It’s Ha that/ who is in love with Phong.
7. No. It’s my friend that/ who can speak three languages fluently.
8. No. It’s at 8 a.m tomorrow that we have a meeting
* Multiple choice:
- Read all the sentences and the options 
- Choose the right options for each of the sentences
- Compare the answers with their friends 
- Speak out their answers 
- Listen to T’s comments and feedback 
* Sentence rewriting:
- Understand the task demand
- Rewrite the sentences, focus on the underlined part
- Compare their answers with their friends 
- Write their answers on the board 
- Listen to T’s comments and feedback 
- Summarize the main points of the whole lesson 
- Prepare for the next lesson: Reading 
- Words related to relationship 
- Linking verbs 
- Linking verbs 
- Linking verbs
- Cleft sentences 
- Cleft sentences 
- Cleft sentences
- Linking verbs 
- Cleft sentences
- All related to the whole lesson 
- Groups, whole class 
- Individuals, whole class 
-Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Whole class, individuals
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Whole class 
- Whole class 

Comments:	
Handouts and keys: 
Ex1. Choose the best answer for each of the following sentences.
He . a doctor.
A. is 	B. looks 	C. wants 	D. gets 
Sao Paulo  the largest city in South America.
A. appears	 	B. becoming 	C. has become	D. disappears
It  darker and darker.
A. got	B. is getting 	C. is looking 	D. looks 
Your argument sounds ..
A. rightly 	B. true	C. correctly 	D. right 
She has turned 
A. dressmaker 	B. dress	C. dressed 	D. dressily 
The boy looks .
A. intelligence 	B. intelligent 	C. intelligently 	D. intellectual 
How does she stay so .?
A. young 	B. poorly 	C. aging 	D. happily 
You look very . What’s the matter with you?
A. happy	B. happily	C. unhappy	D. unhappily 
Ex2. Rewrite the sentences, focusing on the underlined part.	
She bought the car from Tom.
It was the car that she bought for Tom.
My secretary sent the bill to Mr. Harding yesterday.
It was Mr. Harding who/ that my secretary sent the bill to yesterday.
We are coming to stay with Jane this weekend.
It is this weekend that we are coming to stay with Jane.
The president makes the important decisions.
It is the president that/ who makes the important decisions.
I’m looking forward to physics exam.
It is physics exam that I’m looking forward to.
I lost my wallet somewhere in there.
It was my wallet that I lost somewhere in there.
I was born and grew up in a small village.
It was in a small village that I was born and grew up.
My teacher helped me a lot of with my study last semester.
It was my teacher who/ that helped me a lot with my study last semester.
The headmaster gave Tam a bicycle as a scholarship.
It was Tam who/ that the headmaster gave a bicycle as a scholarship.
Your carelessness caused the accident.
It was your carelessness that caused the accident.
Unit 2: Relationships
 Period 14: Lesson 4 - Reading
Ngày soạn: .
Ngày dạy:..
1. Objectives:
By the end of the lesson, Ss should be able to:
+ read for general ideas and specific information about teenage relationship problems 
+ find out the right words or phrases with their definitions 
+ do comprehension questions correctly
+ offer useful advice for Ha and Nam
2. Teaching aids:
- Textbook, chalks, and pictures in textbook.
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Warm-up: 
(3 min)
* New lesson: 
(38 min)
1. Pre-reading: 
(5 min)
2. While-reading: (27 min)
+ Activity 2: 
(7 min)
+ Activity 3: 
(6 min)
+ Activity 4: 
(14 min)
3. Post-reading: (6 min) + Activity 5: 
*Consolidation: (2 min)
* Homework: 
(2 min)
* Bingo game:
* Discussion:
- Ask and answer to talk about what is happening in the pictures, and what problems these people have
- Talk to their partner about the problems that have had and the person whom they often share when they had problems 
- Act out their dialogue 
- Listen to T’s comments 
* Matching:
- Read all the questions and the advice to get the main ideas 
- Read three options a, b or c
- Match the right names with their problems 
- Compare their answers with their friends 
- Listen to T’s comments and feedback
Expected ans...
- Expressions of asking and giving advice
- Present simple, past simple, modals
- Words and phrases related to problems 
- Expressions of asking and giving advice
- Present simple, past simple, modals
- All related to the lesson 

- Groups, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Pairs, whole class 
- Pairs, whole class 
- Pairs, whole class 
- Whole class 
- Whole class 

Comments:
	 Ngày tháng năm 2022
	 Ký duyệt 
Unit 2: Relationships
 Period 16: Lesson 6 - Listening
Ngày soạn: ..
Ngày dạy:..
1. Objectives:
By the end of the lesson, Ss should be able to:
+ practice listening for specific information about parent-child relationships
2. Teaching aids:
- Textbook, chalks, and pictures in textbook, CD, cassette player or computer
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Warm-up: 
(5 min)
* New lesson: 
(36 min) 
1. Pre-listening: 
+ Activity 1: 
(6 min)
2. While-listening: 
(22 min)
+ Activity 2: 
( 10 min)
+ Activity 3: 
(12 min)
3. Post-listening: (8 min)
+ Activity 4
*Consolidation: (2 min)
* Homework: 
(2 min)
- Listen to an English song and talk about the main ideas of the song 
- Guess the topic of the lesson today
* Discussion: 
- Look at the picture and guess who they are 
- Discuss this question in pairs 
- Act out their dialogue 
- Share the opinions with the whole class 
- Listen to T’s comments
* Multiple choice: 
- Get to know what they are going to listen to 
- Read through all the sentences and options to guess the information that can be filled in each blank 
- Listen to the recording for the first time to get the main ideas 
- Listen to the recording again to choose the information to fill in the blank 
- Compare their answers with their friends
- Speak out their answers 
- Listen to the recording again to check their answers 
- Listen to T’s comments and feedback
Expected answers:
1. C, 2. B, 3. C, 4. A 
* Answering the questions: 
- Identify the key words in each questions
- Guess the answer for each question based on the previous listening 
- Listen to the recording again and take note their answers 
- Compare their answers with their friends 
- Write their answers on the board 
- Listen to T’s comments and feedback
Expected answers:
1. The talk show is about how teenagers and their parents deal with problems.
2. They need to learn to form safe and healthy relationships with other people (friends, parents, teachers, and romantic partners)
3. Parents should offer a shoulder for their children to cry on and listen to them.
4. No. Because their strong opposition will make their children stop talking about their feelings.
* Discussion:
- Discuss the question in groups of 6 
- Present their groups’ ideas in front of the class 
- Give comments on their friends’ talks 
- Listen to T’s comments 
- Summarize the main points of the whole lesson
- Prepare for the next lesson: Writing 
- Words and phrases related to a relationship 
- Words and phrases related to a friendship
- All related to the listening passage 
- All related to the listening passage 
- Words and phrases related to the right age for a romantic relationship 
- All related to the whole class 

- Individuals, whole class 
- Pairs, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Groups, presentation, whole class 
- Whole class 
- Whole class 

Comments:
Unit 2: Relationships
 Period 17: Lesson 7 - Writing
Ngày soạn: .
Ngày dạy:..
1. Objectives:
By the end of the lesson, Ss should be able to:
+ write an online posting about relationship problems. 
2. Teaching aids:
- Textbook, chalks, and pictures in textbook, and posters.
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Warm-up: 
(5 min)
* New lesson: 
(36 min)
1. Pre-writing: (15 min)
a. Activity 1: 
(9 min)
b. Activity 2: 
(6 min)
2. While-writing: (21 min)
Activity 3:
(15 min)
3. Post writing:
Activity 4: 
(6 min)
*Consolidation: (2 min)
* Homework: 
(2 min)
* Asking and answering:
- Ask and answer about some problems people often have when they are in a romantic relationship 
* Gap-filling:
- Read through all the words in the box and find their meanings 
- Read through the posting, get the main ideas of this and choose the right word to fill in each blank 
- Compare their answers with their friends 
- Speak out their answers 
- Listen to T’s comments and feedback
Suggested answers:
1. upset 2. shocked 
3. influence 4. different 
5. talented 6. appearances
- Read through all the information 
- Put them in the correct order 
- Compare their answers with their friends 
- Speak out their answers 
- Give comments on their friends’ answers 
- Listen to T’s comments and feedback
Expected answer:
1. g, 2. c, 3. f, 4. d, 5. e, 6. a, 7. b 
* Writing an online posting:
- Read through the three stories and choose which on...Objectives:
By the end of the lesson, Ss should be able to:
+ know the contracted forms of nouns, pronouns, auxiliary verbs 
+ use the right word or phrases related to relationships to fill in each blank
+ use linking verbs and cleft sentences properly 
+ talk about friendships and teacher-student relationships 
2. Teaching aids:
- Textbook, chalks, pictures in textbook, cassette player, and CD.
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Check-up: 
(3 min)
* New lesson: 
(38 min)
1. Looking back: (23 min)
a. Pronunciation: (5 min)
+ Activity 1: 
(2 min)
+ Activity 2: 
(3 min)
b. Vocabulary: 
(5 min)
+ Activity 1: 
c. Grammar: 
(13 min)
+ Activity 1: 
(5 min)
+ Activity 2: 
(4 min)
+ Activity 3: 
(4 min)
2. Project: 
(15 min)
*Consolidation: (2 min)
* Homework: 
(2 min)
- Talk about the benefits of online friends 
* Underlining:
- Identify the words which could be contracted 
- Compare their answers with their friends
- Speak out their answers 
- Listen to T’s comments and feedback 
Expected answers:
1. A: (She) is
2. A: (I) am, (I) will 
 B: (You) have
3. A: (It) would
 B: (can) not, (he) is
4. A: (It) is, (will) not
 B: (do) not
* Listening:
- Listen to the recording to check their answers 
- Practice with their friends 
* Gap-filling: 
- Read all the words and phrases in the box
- Read all the sentences and guess the words or phrases that can be filled in each blank 
- Compare their answers with their friends 
- Speak out their answers 
- Listen to T’s comments and feedback 
Expected answers:
1. dating 2. lend an ear
3. romantic relationships 
4. meet face to face 
5. broke 6. be in relationship 
* Ordering:
- Read through all the questions to get the main ideas
- Rearrange the words into the correct order to make questions 
- Compare their answers with their friends 
- Write their answers on the board 
- Listen to T’s comments and take notes
Expected answers: 
1. How did Peter feel when his girlfriend broke up with him?
2. How will I look if I cut my hair short?
3. How did you feel when you lost the game?
4. How did Martins’ voice sound in the live show on TV last night?
5. How does your soup taste?
6. How would you feel if you had no friends?
* Answering the questions:
- Write the answers for each question in activity 1 using the words in brackets 
- Compare their answers with their friends 
- Write their answers on the board 
- Listen to T’s comments and feedback 
Expected answers:
1. He felt depressed. 
2. You will look attractive.
3. I felt disappointed.
4. His voice sound awful.
5. It tastes great.
6. I’d feel lonely.
* Joining: 
- Read through all the two parts of cleft sentences 
- Choose the right answers for each half 
- Compare their answers with their friends 
- Speak out their answers 
- Listen to T’s comments and feedback 
Expected answers:
1. f, 2. d, 3. a, 4. g, 5. b, 6. c, 7. e 
- Talk about their friendship or teacher-student relationships 
- Each group present their groups’ result in front of the class
- Give comments on their friends’ talks 
- Listen to T’s comments and pronunciation correction 
- Sum up the main point of the lesson
- Prepare for the next lesson: Revision 
- Words and phrases related to online friends 
- Contracted forms 
- Contracted forms 
- Words and phrases related to relationship 
- Wh-questions 
- Linking verbs 
- Tenses 
- Linking verbs
- Tenses 
- Cleft sentences 
- Words and phrases related to friendships and teacher-student relationships
- Present tenses 
- All related to the whole lesson 
- Individuals, whole class
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Groups, presentation, whole class 
- Whole class
- Whole class 

Comments:
Unit 3: Becoming Independent
Ngày soạn: ..
Ngày dạy:..
I. Aims:
1. Knowledge: 
By the end of the unit, Ss should be able to:
+ use the words and phrases related to the topic ‘becoming independent’ properly 
+ use to-infinitive after certain adjectives and nouns correctly
+ identify and practice linking sounds properly
2. Skills:
By the end of the lesson, Ss should be able to:
- Reading: 
 + read for general ideas and specific information about time-management skills 
- Speaking: 
 + give opinions about the important of the skills needed to be independent 
- Listening: 
 + listen for specific information about how children are raised to become independent 
- Writing: 
 + write a letter requesting further information about a course 
3. Communication and Culture:
By the end of the lesson, Ss should be able to get an over view about a definition of being independent and the differences between American and Vietnamese ways of raising children 
II. Method: 
Integrated, mainly communicative approach
III....
(7 min)
+ Activity 2: 
(9 min)
*Consolidation: (2 min)
* Homework:
( 2 min)
- Write some sentences using the words in activity 3 in ‘getting started’ period 
- Listen to T’s comments and leads-in the new lesson 
* Table completing: 
- Understand the task demand 
- Read through all the words in the first column 
- Find out the right noun and adverb to each word 
- Compare their answers with other pairs
- Write their answers on the board 
- Listen to T’s comments and feedback 
Expected answers:
1. reliance reliably 
2. confidence confidently 
3. independence independently 
4. self-reliance 
5. decisiveness decisively 
6. determination determined 
7. responsibility responsibly 
* Gap-filling: 
- Read all the sentences to guess the right word that can be filled in each blank
- Compare their answers with their friends 
- Write their answers on the board 
- Listen to T’s comments and feedback 
Expected answers:
1. reliable 2. confidence 
3. well-informed 4. responsible 
5. self-reliance 6.decisively 
7. independence 
* Listening and repeating: 
- Listen and repeat the following sentences, paying attention to the linking sounds 
- Practice speaking the sentences with their friends 
- Read sentence by sentence again 
- Listen to T’s comments 
* Practice listening and repeating:
- Listen to the recording 
- Link the consonant sound and the vowel sounds 
- Compare their answers with their friends 
- Speak out their answers 
- Practice reading the sentences 
- Speak out sentence by sentence 
- Listen to T’s comments and feedback 
 Expected answers:
1. Line up and wait until I tell you what to do.
2. My phone number is oh nine oh eight seven six oh four oh five. 
3. You could earn a lot of money if you write an interesting e-book.
4. Once upon a time, there was a frog that lived in a little pond.
5. Take a box from over there and give it to me. 
- Summarize the main points of the whole lesson 
- Do exercises B 3 & 4 in their workbook
- Prepare for the next lesson: Language (Grammar) 
- Words related to characteristics 
- Words and phrases related to characteristics 
- Words and phrases related to characteristics 
- Linking sounds 
- Linking sounds 
- All related to the whole lesson 
- Individuals, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Whole class, individuals, pairs 
- Whole class 
- Whole class 

Comments: Ngày tháng năm 2022
	 Ký duyệt 
 Unit 3: Becoming Independent
 Period 22: Lesson 3 – Language
 (Grammar + Extra exercises)
Ngày soạn: 
Ngày dạy:..
1. Objectives:
By the end of the lesson, Ss should be able to practice:
+ using to-infinitive after nouns and adjectives correctly 
2. Teaching aids:
- Textbook, chalks, pictures and handouts.
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Warm-up:
(5 min)
* New lesson: 
(36 min) 
1. Grammar: 
(28 min)
a. To-infinitives: 
+ Activity 1: 
(8 min)
+ Activity 2: 
(6 min)
+ Activity 3: 
(7 min)
+ Activity 4: 
(7 min)
2. Extra exercises: 
(12 min)
*Consolidation: (2 min)
* Homework:
( 2 min)
* Pictionary game:
- Look at some pictures and guess adjectives used to describe a person or action 
- The groups give the correct answer first gets the points. If the answer is wrong, the other group gets the chance to answer. 
- The groups with more correct answers will be the winner. 
* Understanding the structures:
- Underline the to-infinitives in the sentences they found in activity 4 in getting started 
- Discuss how the to-infinitive is used in each sentence 
- Write down the structures
- Listen to T’s comments and feedback 
Notes:
1. Noun/ Pronoun + linking verb + adjectives + to-infinitive
à Noun/ Pronoun is the subject of the sentence and the to-infinitive 
2. It + linking verb + adjective + to-infinitive.
à ‘It’ is the formal subject while the infinitive phrase is the real subject of the sentence. 
Suggested answers:
1. It’s good to have a friend you can rely on. (to-infinitive is used in the structure ‘it + linking verb + adjective + to-infinitive)
2. Even our Maths teacher was very surprised to read his answer. (to-infinitive is used in the structure ‘Noun/ Pronoun + linking verb + adjective + to-infinitive.)
3. His parents must be really pleased to have such a son. (to-infinitive is used in the structure ‘Noun/ Pronoun + linking verb + adjective + to-infinitive.)
4. But he still has time to read. (to-infinitive is used after a noun)
5. It’s interesting to talk to him. (to-infinitive is used in the structure ‘it + linking verb + adjective + to-infinitive)
6. I really admire his ability to make decisions so quickly. (to-infinitive is used after a noun)
7. You’re lucky to have a close friend like him. (to-infinitive is used in the structure ‘Noun/ Pronoun + linking verb + adjective + to-infinitive.)
* Sentence rewriting:
- Understand the structure and examp...ments and feedback
Expected answers: D
* True/ False/ Not Given statements:
- Read all the statements and underline the key words in each one 
- Read the texts again to decide on True/ False/ Not Given statements 
- Compare their answers with their friends 
- Speak out their answers and explain for their choices
- Listen to T’s comments and feedback
Expected answer:
1. NG
2. F à does not develop naturally 
3. F à need a number of life skills 
4. T 
5. T 
* Answering the questions:
- Identify the key words in each question
- Read the passage again and find out the answer for each question 
- Compare their answers with their friends 
- Write their answers on the board 
- Listen to T’s comments and feedback
Expected answers:
1. With good time-management skills, you don’t feel very stressed when exam dates are approaching; you can act more independently and responsibly, get better grades at school and have more time for family and friends.
2. Write the things I will have to do on a planner or an app on my mobile device, and put time limits on them.
3. So I can check them later.
4. Decide what is important to me and give it the most of my time or add it to the top of my list.
5. Once routines are developed, they take less time to do.
* Discussion: ‘Which of the time-management skills mentioned in the text do you have? Which do you need to develop?’
+ making plans
+ prioritizing activities
+ developing routines 
- Present their ideas in front of the class 
- Give comments on their friends’ talk 
- Listen to T’s comments 
- Summarize the main points of the lesson
- Do exercises C 1, 2 & 3 in their workbook
- Prepare for the next lesson: Speaking
- Words and phrases related to time-management skills 
- Words and phrases related to time-management skills 
- Words and phrases related to time-management skills 
- Words and phrases related to time-management skills
- Present simple 
- Words and phrases related to time-management skills 
- Present simple tense 
- Modals 
- Words and phrases related to time-management skills
- All related to the lesson 
- Individuals, whole class
- Pairs, whole class 
- Individuals, pairs, whole class
- Individuals, pairs, whole class 
- Pairs, whole class 
- Pairs, presentation, whole class 
- Whole class
- Whole class 
Unit 3: Becoming Independent
 Period 24: Lesson 5 – Speaking
 (Skills you need to be independent) 
Ngày soạn:..
Ngày dạy:..
1. Objectives:
By the end of the lesson, Ss should be able to:
+ practice giving opinions about the importance of the skills needed to be independent 
2. Teaching aids:
- Textbook, pictures in textbook and chalks.
3. Procedure:
Steps + time
Learning activities
Language focus
Modes
* Warm-up: 
(5 min)
* New lesson: 
(36 min)
a. Activity 1: 
( 12 min)
b. Activity 2: 
(14 min)
c. Activity 3: 
(10 min)
*Consolidation: (2 min)
* Homework: 
(2 min)
* Brainstorming:
- List all the words and phrases related to life skills 
* Matching:
- Understand the task demand 
- Read through the skills in the left column and all reasons for these skills in the right column 
- Match each skill with its suitable reason 
- Compare their answers with their friends 
- Speak out their answers and explain for their choice 
- Give comments on their friends’ answers 
- Listen to T’s comments and feedback
Expected answers:
1. d, 2. f, 3. e, 4. a, 5. g, 6. b, 7. c 
* Gap-filling and dialogue practicing:
- Get to know the task demand 
- Read through all the words and phrases in the box to understand them 
- Read through the dialogue and fill in each blank with a suitable word or phrase 
- Compare their answers with their friends 
- Speak out their answers and evidence for their choice 
- Give comments on their friends’ answers 
- Listen to T’s comments and feedback
Expected answers:
1. loneliness 
2. decisions
3. interpersonal communication 
4. communicate 
- Practice the dialogue in pairs 
- Act out the dialogue in front of the class 
- Give comments on their friends’ talks 
- Listen to T’s comments and correction 
* Discussion: 
- Discuss the importance of the skills needed to be independent 
- Make a conversation similar to the one in activity 2 
- Act out the conversation in front of the class 
- Give comments on their friends’ talks
- Listen to T’s comments and corrections 
- Summarize the main points of the lesson
- Prepare for the next lesson: Listening
- Words and phrases related to life skills 
- Words and phrases related to life skills 
- Words and phrases related to life skills 
- Expressions of asking and giving opinions
- Present simple, modals
- Words and phrases related to life skills 
- Expressions of asking and giving opinions
- Present simple, modals
- Words and phrases related to life skills 
- Expressions of asking and giving opinions
- Present simple, modals
- All related to the lesson 

- Groups, whole class 
- Individuals, pairs, whole ...n fee.
5. Write to Ms Angela Brown.
* Ordering:
- Understand the task demand 
- Read the parts in the template to get to know about the format of a letter requesting information
- Read all the parts of the letter and put them in the correct order 
- Compare their answers with their friends 
- Speak out their answers and evidences for their choice 
- Give comments on their friends’ answers 
- Listen to T’s comments and feedback
Expected answer:
1.d, 2. a, 3. f, 4. b, 5. e, 6. c 
* Matching and Discussing:
- Read through all the problems and their signs 
- Match each problem with its signs 
- Compare their answers with their friends 
- Speak out their answers and evidences 
- Give comments on their friends’ answers 
- Listen to T’s comments and feedback 
Expected answers:
1. Lacking time-management skills: c, d
2. Suffering from stress: a, e
3. Lacking interpersonal skills: b. f 
* Writing a letter of request:
- Understand the task demand 
- Write a letter of request individually
- Exchange their letters for peer correction 
- Stick two writings on the board 
- Give comments on their friends’ writings 
- Listen to T’s comments and correction 
- Correct some typical mistakes 
- Sum up the main points of the whole lesson
- Finish their writing 
- Prepare for the next lesson: Communication & Culture 
- Words and phrases related to becoming independent 
- Words and phrases related to life skills 
- Present simple, conditional sentences 
- Words and phrases related to becoming independent 
- Words and phrases related to problems and life skills 
- Words and phrases related to problems and life skills 
- Some errors 
- All related to the whole lesson 
- Individuals, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Individuals, pairs, whole class 
- Whole class 
- Whole class 
Comments:
English 45-minute Test 
Period 27
Ngày soạn: 
Ngày dạy:..
I. Objectives.
- Check Ss’ knowledge and their understanding
II. Contents.
- Vocabulary items related to Unit 1 and 2
- Modal verbs, cleft sentences
- Writing about family rules 
III. Contents:
A. Listening: (2.5 pts)
Listen to Diane talking to a friend about a trip to London. For each question, put a tick (√) next to the correct answer. (1.5pts)
Diane went to London yesterday ..
A. morning	B. afternoon 	 	C. evening 
Diane went to London by 
A. car	B. bus	 	C. underground
Diane and her friends ate 
A. Mexican food	 	B. Chinese food	C. Spanish food
Diane says the restaurant was ..
A. full	B. expensive	C. quiet
After the meal, Diane and her friends 
A. sat and talked	B. saw a film	 	C. walked by the water 
During Diane’s trip to London 
A. it was windy	B. it rained 	C. it snowed
You will hear a woman talking to a shop assistant about buying a video film for her daughter. For each question, fill in the missing information in the numbered space. (1.0pt)
	VIDEO 
	Actor in film:	Brad Smith 
	Name of the film 	Blue Café 
	For people:	(1) .. years old or more
	Cost: 	(2) £ ..
	Video shop in:	(3)  Street 
	Opposite:	 	(4) ..	
B. Grammar and vocabulary (2.5 pts)
Choose the best answer to complete these following sentences (1.5 pts)
 1.  I bought the golden fish.
A. It was from this shop that 	B. I was from this shop where 
C. It was this shop which 	D. It was this shop that
 2. It lost my Honda last week; I hadn't locked it. You  it.
A. should lock	 	 B. should have locked 
C. ought to lock	 D. could lock
 3. Many parents try to .. certain career on their children.
A. follow	 B. impose	 C. judge D. pressure
Neither Jane’s brothers nor he . to NewYork before.
A. have been	 	B. has been	 C. are	 D. am
Peter and his father were . after an argument.
A. sympathetic	B. enthusiastic	 C. reconciled	 D. willing
Our school volunteer activities are very 
A. excite	 B. excited	 C. exciting	 D. excitement
Complete the following statements, using the words given. Use each word only once. (1.0pt)
curfews siblings sympathetic relationship
Ann is always the person who lends a ... ear if you have problems.
I have three ..: two brothers and a sister.
Family rules might include specific bedtimes, chores, .. and other behaviours.
Are your brother and Mary in a...?
C. Reading: (2.5pts) 	
Choose the best options to complete the following passage (1.0 pt)
When Mark went to the Speed Dating and Matchmaking Centre Office, he thought they could help. After (1) a survey form about his age, education, religion, likes and dislikes, he was invited to a get-together with nine other men and ten women. There, he spent about six minutes (2)  each woman, talking about things like jobs, hobbies, families and children. At the end of the evening, he made a report stating which (3) he wished to see again. Luckily, Lucy, the woman that he chose, was also interested in him. They had a meeting the following week. Max and Lucy had many things in (4), but h