Người dùng chịu trách nhiệm duy nhất và độc lập cho bất kỳ nội dung nào họ tải lên, đăng tải, hoặc chia sẻ thông qua nền tảng của chúng tôi. Chúng tôi không chịu trách nhiệm về bất kỳ tổn thất hoặc thiệt hại nào phát sinh từ việc sử dụng nội dung của người dùng hoặc đối tác liên quan đến nội dung đó.
Chúng tôi không bảo đảm hoặc đưa ra bất kỳ cam kết nào liên quan đến tính an toàn, đáng tin cậy hoặc tính phù hợp của nội dung được tải lên bởi người dùng. Người dùng đồng ý rằng việc sử dụng nội dung này hoàn toàn do ý muốn và tự chịu rủi ro.
Chúng tôi có quyền, nhưng không có nghĩa vụ, theo dõi, xem xét, xóa hoặc sửa đổi bất kỳ nội dung nào do người dùng tạo ra và chia sẻ trên nền tảng của chúng tôi. Tuy nhiên, chúng tôi có quyền hành động nếu nội dung vi phạm điều khoản sử dụng hoặc chính sách của chúng tôi.
Bằng cách sử dụng nền tảng của chúng tôi, người dùng đồng ý rằng họ hiểu và chấp nhận các điều khoản và điều kiện được quy định trong lời văn tuyên bố miễn trừ trách nhiệm này và chịu trách nhiệm về việc kiểm tra định kỳ các thay đổi của nó.
Nội dung tài liệu
UNIT 2: THE GENERATION GAP
Lesson 1: Getting started – What is a generation gap?
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic The generation gap;
- Gain vocabulary to talk about generation gap;
- Get to know the language aspects: Modal verbs.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Familiarize with what the generation gap is;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- olm.vn
Language analysis
|
Form |
Pronunciation |
Meaning |
Vietnamese equivalent |
|
1. generation gap (n.ph.) |
/ˌdʒenəˈreɪʃn ɡæp/ |
the difference in attitude or behaviour between young and older people that causes a lack of understanding |
khoảng cách thế hệ |
|
2. behaviour (n) |
/bɪˈheɪvjə(r)/ |
the way that somebody behaves, especially towards other people |
hành vi |
|
3. nuclear family (n.ph.) |
/ˌnjuːkliə ˈfæməli/ |
a family that consists of father, mother and children, when it is thought of as a unit in society |
gia đình hạt nhân |
|
4. extended family (n.ph) |
/ɪkˌstendɪd ˈfæməli/ |
a family group with a close relationship among the members that includes not only parents and children but also uncles, aunts, grandparents, etc. |
gia đình mở rộng |
|
5. follow in somebody’s footsteps (idiom) |
|
to do the same job, have the same style of life, etc. as somebody else, especially somebody in your family |
nối nghiệp/ kế nghiệp ai |
Assumption
|
Anticipated difficulties |
Solutions |
|
Students are reluctant to work in groups. |
- Encourage students to work in pairs and in groups so that they can help each other. - Provide feedback and help if necessary. |
|
Students may lack vocabulary to deliver a speech |
- Explain expectations for each task in detail. - Continue to explain task expectations in small chunks (before every activity). - Provide vocabulary and useful language before assigning tasks - Encourage students to work in groups so that they can help each other. |
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of the generation gap;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Listing game: List as many words related to the topic A long and healthy life as possible.
c. Expected outcomes:
- Students can recall the previous knowledge and develop interest in the new lesson.
d. Organisation
|
TEACHER’S AND STUDENTS’ ACTIVITIES |
CONTENTS |
|
Listing game - Teacher divides the class into two teams and the board in two halves and gives a board pen to one of the Ss in each team. - Teacher calls out the theme from the previous unit (A long and healthy life) and gives them two minutes to write as many words related to that theme as they can. - Each student of the team comes to the board and writes down a word. - When the game is finished, Teacher has teams check each other’s spelling and count how many correct words each team has written. - Teacher leads in the new lesson by asking some questions. |
Lists of questions: How many generations are there in your family? Do you and your parents like the same music/ types of clothes/ TV programmes? Do you ever argue about anything in your family? Do you do anything that your parents/ grandparents don’t like? Do you listen to your parents/ grandparents all the time? |
e. Assessment
- Teacher observes the groups, listens to Ss’ answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
|
TEACHER’S AND STUDENTS’ ACTIVITIES |
CONTENTS |
|
Vocabulary pre-teaching - Teacher introduces the vocabulary. - Teacher explains the meaning of the new vocabulary by pictures. - Teacher checks students’ understanding with the “Rub out and remember” technique. - Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further. |
New words 1. generation gap (n.ph.) 2. behaviour (n) 3. nuclear family (n.ph.) 4. extended family (n.ph) 5. follow in somebody’s footsteps (idiom) |
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to the generation gap.
- To help Ss learn modal verbs.
b. Content:
- Task 1: Listen and read (p.18)
- Task 2. Read the conversation again. Tick (
- Task 3. Find words or phrases in Task 1 that have the following meanings. (p.19)
- Task 4. Choose the modal verbs used in Task 1 to complete the sentences. (p.19)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation