Giáo án tiếng Anh lớp 11 Tuần 2 sách mới

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

- Ask the question ‘Where do you think family conflicts come from?’

- T asks Ss work in groups, look at the picture and answer the question.

- T asks Ss to call out the answers to question 1 freely.

• Ask Ss to tick the conflicts (a-g) and then compare their choices with their partner' s.

• Ask some Ss to share their opinions with the whole class.

* Checking

Ask Ss to skim the text and compare their predictions in 1.

Check Ss' answers, and ask them to give the clues from the reading text which helped them to work out the answers

• Ask Ss to match the highlighted words in the text with the definitions given.

• Tell Ss to go back to the reading text to locate the highlighted words and study the context surrounding the words to work out their 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.

- Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need in order to answer the questions. It may help if Ss can understand the key words in the questions.

- Ask Ss to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers.

- Check Ss’ answer by inviting a representative form each group to give the answer to one of the questions. If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it from other Ss.

- have Ss work in pairs and take turns to share their problems, and give opinions or advice

- ask some Ss to report the results of their discussion

Activity 1: Give predictions

Activity 2: Read and check

b, c, d, e, f

Activity 3: Match the words with definitions

Key

1. afford

2. impose

3. brand name

4. norms

5. conflicts

Activity 4: Answer the questions

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.

Activity 5: Discuss with a partner

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

* Checking

- T asks Ss to do the brainstorming

Who do the work and the feelings

List three household chores you like and dislike

Discuss the reasons

Give comments and lead in the lesson

This activity focuses on conflicts between teenagers and their parents.

• Ask Ss to read about three situations facing teenagers, and then match them with the problems a, b, or c in the box.

• Walk around and help Ss, if necessary.

• Have Ss compare their answers. Check Ss' answers.

• Ask Ss to further discuss if they have ever experienced these situations, and how they felt. They may give advice or express their opinions.

.This activity focuses on the ideas and useful language that Ss can use in 3 when they talk about their problems with parents.

• Ask Ss to read the list of things teenagers and their parents complain about.

• Have them tick the complaints that they hear in their families.

• Encourage Ss to add some more complaints if they can.

• Help Ss with any new language they may need to express their ideas.

focuses on speaking about conflicts between teenagers and parents, and giving opinions and advice to solve the problems.

• Ask Ss to work in pairs and take turns to tell their partner what they or their siblings and their parents often complain about, and then practise giving advice on how to solve the problem.

• Encourage Ss to use the structures listed in Helpful expressions.

• Walk around and help Ss, if necessary.

Ask some pairs to role-play their conversation, and give feedback

- Ask Ss to consolidate the main contents.

- Give feedback.

1. Activity 1

1. B

2. C

3. A

2. Activity 2

Key Students' answers

3. Activity 3

Date

Period

Class

Attendance

Absentees/Notes

….. __ / __ / __

…. / ….

T’s and Ss’Activities

Knowledge

Tell Ss that this activity focuses on listening for general ideas.

• Tell Ss that they are going to listen to two teenagers, Tom and Linda, discussing their conflicts with their parents. Ask Ss to circle what they think the speakers will mention in their conversation.

Ask Ss to look at the sentences in task 2

This activity focuses on new vocabulary items.

• Tell Ss to match the words with their definitions. These words will be heard in the conversation.

• Have Ss compare their answers. Check their answers.

• If you think your class might not be able to understand the conversation, pre-teach additional words.

• Tell Ss that they are going to listen to the conversation between Tom and Linda and decide whether the statements are true (T) or false (F).

• Have Ss make guesses first. Encourage all possible answers and explanations. Write their guesses

on the board so they can see if the guesses are correct later.

• Play the recording for Ss to listen.

• Check Ss' answers.

• This activity focuses on listening for specific information and inference (Question 3).

• Tell Ss that they are going to listen to the conversation again, and do a multiple choice exercise.

1. Activity 1

Key Students’ answers

2. Activity 2

skinny (adj)

top (n)

stare at (v)

balance (v)

3. Activity 3

l. F

2. F

3.T

4.T

5.T

Activity 4

1. C

2. A

3. B

4. C

5. B