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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 2. Unit 2: The generation gap

Giáo án Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Pronounce common contracted forms (I'm /aɪm/, we've /wiːv/, don't /doʊnt/, can't /kænt/) and read sentences with them naturally.
    • Explain the difference between must, have to, should, must not and do not have to in obligation, advice, prohibition and lack of necessity.
    • Use had to for past obligation and does/do + have to correctly in questions.
    • Use the six topic words (generation, conflict, permission, privacy, compromise, viewpoint) in context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers to the grammar exercises, correct their own mistakes after feedback and self-assess their reading aloud.
  • Communication and collaboration: Ss work in pairs and groups to discuss family rules, exchange opinions respectfully and report group results clearly.
  • Problem-solving and creativity: Ss choose the correct modal in context, propose a compromise for a family conflict and create their own short dialogue.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and imitate the model sentences, role-play a family discussion using modal verbs, and write two or three sentences about family rules.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce contracted forms correctly, use the six topic words in context, and apply must, have to, should, must not, do not have to and had to accurately.

3. Personal qualities

  • Responsibility: Ss complete individual worksheets on time and take responsibility for their group role in the discussion.
  • Kindness: Ss listen respectfully to classmates' viewpoints and avoid judging others when they disagree.

II. Teaching aids and materials

1. Teacher

  • Projector and lesson slides with the contracted forms, grammar notes and vocabulary list
  • Audio recording or teacher model of the sentences: I'm ready, but I haven't finished.
  • Whiteboard and markers
  • Worksheet 1 and Worksheet 2 (printed for each group)
  • NeoEdu learning page (neoedu.vn/learn/11/english/unit-2-language) for interactive exercises and additional drills

2. Students

  • Student's Book Global Success 11, Unit 2
  • Notebook, pen, pencil and eraser
  • Small paper slips or sticky notes for matching activities

III. Procedures

Activity 1: Warm-up · 5 minutes

Family Rules Brainstorm

a) Aims

Ss activate prior knowledge about family rules and obligations and become familiar with the topic of the generation gap.

b) Content

T shows a picture of a family dinner with a teenager and parents, then asks: 'What rules do your parents give you at home?' Ss think for 1 minute and share 2 rules with a partner, using the sentence pattern: 'We must / have to / should ...'.

c) Expected outcomes

A list of 4 to 6 family rules on the board, for example:

  • We must come home before 9 p.m.
  • I have to help with the housework on Sundays.
  • We should talk to parents before going out.
    The list is kept on the board for reference in the lesson.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the family picture and asks: 'What rules do your parents give you at home?' T gives a 1-minute think time and models one example: 'My parents say I must finish my homework before playing games.'

    Students

    Ss listen to the question and think silently about their own family rules.

  2. Teacher

    Step 2: Task performance

    T asks Ss to share their rules with a partner and walks around to monitor and help with vocabulary.

    Students

    Ss work in pairs, sharing 2 rules each, for example: 'I have to clean my room every weekend.' Partner responds: 'I think you should ask for more free time.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 to 4 pairs to share their rules and writes the key modal verbs on the board. T asks: 'Which rule is a strong obligation? Which one is just advice?'

    Students

    Ss report their examples. Expected answers: 'We must come home before 9 p.m.' (strong obligation); 'I should talk to my parents before going out.' (advice).

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that must expresses a strong obligation the speaker feels, have to expresses an external requirement and should gives advice. T introduces the lesson's aim: contracted forms and the modal verbs of obligation.

    Students

    Ss copy the lesson title and listen to the lesson objectives.

Activity 2.1: Knowledge formation · 10 minutes

Contracted Forms in Natural Speech

a) Aims

Ss recognise and pronounce contracted forms accurately, and understand that expanded forms are also grammatical.

b) Content

T presents the pairs: I am → I'm /aɪm/; we have → we've /wiːv/; do not → don't /doʊnt/; cannot → can't /kænt/ in common American speech. T plays or models the sentence: 'I'm ready, but I haven't finished.' Ss listen, repeat chorally and individually, then practise the sentence in pairs. T also explains that expanded forms are equally correct unless a task requests a contraction, and that the final consonants must be kept clearly.

c) Expected outcomes

Ss can:

  • Write the full and contracted forms: I am → I'm; we have → we've; do not → don't; cannot → can't.
  • Pronounce I'm /aɪm/, we've /wiːv/, don't /doʊnt/, can't /kænt/ with clear final consonants.
  • Explain: 'Expanded forms are also correct; contraction is used in informal speech.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the full and contracted forms on the board and asks: 'What is the difference between I am and I'm in speech?' T models the sentence 'I'm ready, but I haven't finished.'

    Students

    Ss look at the board and listen carefully to the model.

  2. Teacher

    Step 2: Task performance

    T asks Ss to repeat the sentence chorally, then individually. T corrects the final consonant sounds in don't and can't, and asks Ss to notice the vowel in can't.

    Students

    Ss repeat the words and sentence. Expected answer to the question: 'I'm is the short form of I am; it sounds more natural in speech.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to say the sentence 'We've finished the project, but we can't submit it yet.' and checks for clear consonants and natural rhythm.

    Students

    Ss say the sentence in front of the class. Other Ss give feedback on one point they heard clearly.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the contracted forms and reminds Ss that expanded forms are equally grammatical unless the task specifically requests a contraction. T notes that British can't may be pronounced with /ɑː/.

    Students

    Ss write the key point in their notebooks: 'Contracted forms are natural in speech; expanded forms are also correct.'

Activity 2.2: Knowledge formation · 15 minutes

Modals of Obligation, Advice and Prohibition

a) Aims

Ss distinguish must, have to, should, must not, do not have to and had to in meaning and use.

b) Content

T uses a grammar chart on the board and explains:

  • must: a strong obligation judged by the speaker.
  • have to: an external requirement; it often overlaps with must.
  • should + base verb: advice.
  • must not: prohibition.
  • do not have to: no necessity.
  • had to: past obligation.
    T asks Ss to complete Worksheet 1 in pairs, using the examples: 'School rules say we ___ wear an identity card.' and 'Dinner is ready, so you ___ cook tonight.'

c) Expected outcomes

Ss complete the grammar chart in Worksheet 1:

  • must = strong obligation (I must study harder for my exam.)
  • have to = external requirement (We have to wear uniforms at school.)
  • should = advice (You should listen before you judge.)
  • must not = prohibition (You must not share anyone's password.)
  • do not have to = no necessity (You do not have to cook tonight.)
  • had to = past obligation (We had to leave early yesterday.)
    Key takeaway: Must not is prohibition; do not have to is no necessity. Do not turn advice into a compulsory rule.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 (Grammar Chart) and explains the task: 'Work in pairs. Match each modal with its meaning and give one example sentence.'

    Students

    Ss read the worksheet and clarify the task with T if needed.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and asks guiding questions: 'Is the speaker's opinion the reason, or is it a school rule?' 'Does the sentence forbid an action or say it is unnecessary?'

    Students

    Ss discuss and fill in the chart. Expected answers: 'Must not forbids an action; do not have to means no need.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to read their examples aloud and asks the class: 'Is 'You should wear a helmet' an order or advice?'

    Students

    Ss report their examples. Expected answer: 'It is advice, because should is not a compulsory rule.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings on the board and highlights the common error: 'Must not and do not have to are different. Don't confuse prohibition and no need.'

    Students

    Ss correct their charts and copy the summary into their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Topic Vocabulary in Context

a) Aims

Ss understand and use six key vocabulary items related to the generation gap.

b) Content

T shows the six words: generation (thế hệ), conflict (mâu thuẫn), permission (sự cho phép), privacy (sự riêng tư), compromise (sự thoả hiệp), viewpoint (quan điểm). T reads each word aloud and asks Ss to repeat. T gives one example sentence for each word, for example: 'Many families have a conflict about privacy when teenagers use phones.'

c) Expected outcomes

Ss record the meanings in their notebooks:

  • generation = thế hệ
  • conflict = mâu thuẫn
  • permission = sự cho phép
  • privacy = sự riêng tư
  • compromise = sự thoả hiệp
  • viewpoint = quan điểm

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the six words on the board and reads them aloud. T asks Ss to repeat chorally.

    Students

    Ss listen and repeat the words.

  2. Teacher

    Step 2: Task performance

    T asks Ss to match each word with its meaning on Worksheet 2 (Vocabulary Matching) in pairs, within 2 minutes.

    Students

    Ss work in pairs to match the words with their Vietnamese meanings.

  3. Teacher

    Step 3: Report and discussion

    T checks the answers with the whole class and asks 2 Ss to make a sentence with compromise or viewpoint.

    Students

    Ss give the answers. Expected sentence: 'We reached a compromise: I can go out on Friday if I come home by 10 p.m.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and reminds Ss that these words will be used in the practice and application activities.

    Students

    Ss record the correct meanings in their notebooks.

Activity 3.1: Practice · 20 minutes

Choose the Correct Modal

a) Aims

Ss use must, have to, should, must not, do not have to, had to and does + have to accurately in context.

b) Content

Ss complete Exercises 1 to 8 from the lesson (individually first, then check in groups of four).

  1. School rules say we ___ wear an identity card. A. have to; B. should to; C. must to; D. have
  2. You ___ share anyone's password. It is forbidden. A. do not have to; B. should to; C. have not to; D. must not
  3. Dinner is ready, so you ___ cook tonight. There is no need. A. must; B. have to; C. do not have to; D. must not
  4. You look exhausted. You ___ take a break. A. have; B. should; C. should to; D. must to
  5. Yesterday we ___ leave early to catch the bus. A. had to; B. must to; C. have to yesterday; D. should to
  6. Does Nam ___ help on Sundays? A. has to; B. must to; C. should to; D. have to
  7. We ___ listen before judging each other. (advice) A. should to; B. have; C. should; D. must to
  8. You ___ agree with every opinion to listen respectfully. A. must; B. do not have to; C. must not; D. have to

c) Expected outcomes

Answer key:

  1. A (have to) – An external requirement is expressed with have to.
  2. D (must not) – Must not prohibits an action.
  3. C (do not have to) – No necessity differs from prohibition.
  4. B (should) – Advice uses should + base verb.
  5. A (had to) – Past obligation uses had to.
  6. D (have to) – After does, use have, not has.
  7. C (should) – Should gives the requested advice.
  8. B (do not have to) – Respectful listening does not require agreement.
    Ss write the correct answers in their notebooks and explain one answer in a complete sentence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects Exercises 1 to 8 and explains: 'Choose the correct answer individually. Then compare your answers with your group.'

    Students

    Ss read the eight exercises and write their own answers in their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around and checks individual work, especially Exercises 3, 6 and 8. T prompts with questions such as: 'Is it a prohibition or no need?'

    Students

    Ss compare answers in groups of four and explain differences. Expected difficulty: Ss may confuse must not and do not have to in Exercise 3 or 8.

  3. Teacher

    Step 3: Report and discussion

    T asks each group to report one answer they debated and invites the class to vote on the correct option.

    Students

    Ss report: 'In Exercise 3 we chose C because there is no need to cook, not a prohibition.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and explains the key points: have to for external rules; must not for prohibition; do not have to for no necessity; had to for the past; should for advice.

    Students

    Ss check their answers and correct their mistakes in red pen.

Activity 3.2: Practice · 15 minutes

Matching and Reading Aloud

a) Aims

Ss consolidate the topic vocabulary and pronounce contracted forms naturally in a sentence.

b) Content

Part A: Ss match the topic expressions with their meanings (Worksheet 2).
Part B: Ss read the practice sentences aloud twice: first slowly, then at a natural pace. Sentences: 'I'm ready, but I haven't finished.' / 'We've agreed on a compromise, but I can't change my viewpoint.' / 'You don't have to share your privacy, but you must not lie to your parents.'

c) Expected outcomes

Part A key:

  • generation – thế hệ
  • conflict – mâu thuẫn
  • permission – sự cho phép
  • privacy – sự riêng tư
  • compromise – sự thoả hiệp
  • viewpoint – quan điểm
    Part B: Ss read each sentence with clear final consonants (/aɪm/, /wiːv/, /doʊnt/, /kænt/), natural stress and correct rhythm. Ss self-assess by identifying one sound they improved after the first reading.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains Part A and Part B. T models the first sentence slowly and then at natural speed.

    Students

    Ss listen to the model and note the difference between the two reading speeds.

  2. Teacher

    Step 2: Task performance

    T gives Ss 3 minutes for Part A and then asks them to practise reading the sentences in pairs, with one partner listening for clear final consonants.

    Students

    Ss complete the matching and practise reading aloud twice in pairs.

  3. Teacher

    Step 3: Report and discussion

    T asks 3 Ss to read one sentence aloud for the class, and invites the class to give one positive comment and one suggestion.

    Students

    Ss read aloud. Expected feedback: 'Your can't was clear; try to make the sound of don't shorter and sharper.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and summarises the pronunciation focus: keep the final consonants and read contracted forms smoothly, not as separate words.

    Students

    Ss write the self-assessment note: 'One sound I improved is ...'

Activity 4: Application · 20 minutes

Family Compromise Role-play

a) Aims

Ss use the modal verbs and topic vocabulary to discuss a real family conflict and propose a compromise.

b) Content

Ss work in groups of four. Each group receives a situation card: a teenager wants to stay out until 11 p.m. on weekends, but the parents want the teenager home by 10 p.m. Each group role-plays a family discussion (teenager, mother, father, and an observer). Ss use at least five target expressions from the lesson: must, have to, should, must not, do not have to, had to, compromise, viewpoint, permission, privacy, conflict. Ss must reach a compromise and state it clearly.

c) Expected outcomes

Each group produces:

  • A short dialogue of 8 to 10 lines with at least five target expressions.
  • A final compromise sentence, for example: 'We agreed that you can stay out until 10:30 p.m., but you must not go out without telling us.'
  • An individual written sentence on the family rules, for example: 'In my family, I have to help with housework, but I do not have to cook every day.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes the situation card and explains the role-play task. T gives an example opening line: 'Mum, I think I should have more freedom on weekends.'

    Students

    Ss read the situation card, assign roles and listen to T's model.

  2. Teacher

    Step 2: Task performance

    T monitors groups, helps with pronunciation of contractions and checks the correct use of must not and do not have to. T prompts: 'Can you use a contraction here to sound more natural?'

    Students

    Ss prepare and rehearse the dialogue. Expected sample: 'I can't stay out past midnight, but I've thought about a compromise: 10:30 p.m. is fine.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 groups to perform their role-plays. T asks the class to identify one modal used correctly and one compromise sentence.

    Students

    Groups perform. Observers report, for example: 'They used must not correctly to show a prohibition about going out without telling parents.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective compromises and corrects common errors on the board, such as using has after does. T links the activity to the lesson's key idea: advice is not a compulsory rule when families agree on compromises.

    Students

    Ss write their individual sentence and correct one error they noticed.

Worksheets

Worksheet 1: Grammar Chart

Task: Work in pairs. Match each modal with its meaning and write one example sentence.

  • must
  • have to
  • should
  • must not
  • do not have to
  • had to

Meanings (not in order):

  • strong obligation judged by the speaker
  • external requirement
  • advice
  • prohibition
  • no necessity
  • past obligation

Questions for discussion:

  • Is 'You must not share anyone's password' an order or advice?
  • Does 'You do not have to cook tonight' mean you are forbidden to cook?
  • Why do we say 'had to' for the past?

Worksheet 2: Vocabulary Matching

Task: Match each word with its Vietnamese meaning. Then write one sentence with the word.

  1. generation
  2. conflict
  3. permission
  4. privacy
  5. compromise
  6. viewpoint

A. sự riêng tư
B. quan điểm
C. thế hệ
D. sự thoả hiệp
E. mâu thuẫn
F. sự cho phép

Sentence writing:

  • Use 'compromise' in a sentence about a family rule.
  • Use 'viewpoint' in a sentence about a different opinion.

Homework

  • Read the sentences 'I'm ready, but I haven't finished.' and 'We've agreed on a compromise.' aloud five times, focusing on clear final consonants in don't and can't.
  • Write a short paragraph (6 to 8 sentences) about one family rule in your home. Use at least three modals: must, have to, should, must not, do not have to or had to. Underline each modal and use at least two contracted forms.
  • Complete the interactive exercises on the NeoEdu page (neoedu.vn/learn/11/english/unit-2-language) and note the answers you got wrong.
  • Prepare one sentence about a generation gap you have experienced, using the word conflict or viewpoint, to share in the next lesson.

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