Tiếng AnhLớp 11Phần 2. Unit 2: The generation gap

Giáo án Looking back

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- explain the meaning and use of must, have to, should, must not, do not have to and had to in the unit context.
- distinguish prohibition (must not) from lack of necessity (do not have to).
- read contracted forms (I'm, we've, don't, can't) naturally in connected speech.
- use the six topic words (generation, conflict, permission, privacy, compromise, viewpoint) in context.

2. Competences

a) General competences

Self-control and independent learning: Ss review their own errors in modal verbs and check their answers against the key before the class discusses them.
Communication and collaboration: Ss work in pairs and groups to discuss family phone rules, explain their choices and respond politely to different viewpoints.
Problem-solving and creativity: Ss propose a practical compromise for a family conflict about phone use and present it in a short, connected paragraph.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a short family-discussion text for gist and detail, ask and answer questions about phone rules, and write a short paragraph with modal verbs.
Language knowledge (pronunciation, vocabulary, grammar): Ss use modal verbs correctly in obligation, prohibition, no-necessity and advice contexts, pronounce contracted forms accurately, and use the unit vocabulary in new sentences.

3. Personal qualities

Diligence: Ss complete all exercises in class and rehearse the read-aloud task at home before the next lesson.
Responsibility: Ss accept a shared family rule, including the idea that adults should follow it too, and explain their own opinions clearly.
Kindness: Ss listen respectfully to classmates' opinions and avoid labelling any generation as careless or old-fashioned.

II. Teaching aids and materials

1. Teacher

Projector, slides and whiteboard
Printed Worksheet 1 and Worksheet 2 (one set per group of four)
Answer key for the multiple-choice exercises
NeoEdu lesson page for Unit 2 'Looking Back' (neoedu.vn/learn/11/english/unit-2-looking-back): lesson content, worked examples and interactive exercises
Speaking rubric (10 points) for the read-aloud task

2. Students

English notebook, pen, pencil and eraser
Coloured markers and A3 paper for the group poster (optional)
Smartphone or device to access the NeoEdu page if the teacher allows it

III. Procedures

Activity 1: Warm-up · 5 minutes

Family Phone Rules Quiz

a) Aims

Ss activate prior knowledge of the unit topic (generation gap, family rules) and identify the modal verbs they will review in this lesson.

b) Content

Ss look at the slide with four photos (a student studying on a phone, a grandparent looking at family photos, a family eating together, a parent checking a message at dinner). T asks: 'Which family rules about phones do you know? Which rules are strict? Which are flexible?' Ss answer in pairs, then write two sentences using must, should or have to on mini-whiteboards.

c) Expected outcomes

Each pair produces two correct sentences related to family phone rules, for example: 'We must finish homework before using our phones.' / 'Grandparents should not be forced to give up their phones.' T writes the sentences on the board and underlines the modal verbs, which leads to the lesson focus.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four photos and says: 'Think about phone rules in your family. Work in pairs. Write two sentences using must, should or have to.' T sets a time limit of two minutes.
Students
Ss look at the photos, discuss in pairs and write two sentences on mini-whiteboards or in their notebooks.
Teacher
Step 2: Task performance
T walks around, listens to pairs and gives support with vocabulary if needed. T notes two or three interesting sentences to share.
Students
Ss write their sentences. Expected answers: 'We have to put phones away at dinner.' / 'Children should ask before using the family tablet.' / 'We must not use phones in bed.'
Teacher
Step 3: Report and discussion
T invites three pairs to read their sentences aloud and asks: 'Which word did you use to show a strong obligation? Which word gives advice?'
Students
Ss read their sentences. Expected answers: 'We must...' for a strong obligation judged by the speaker; 'should' for advice; 'have to' for an external rule.
Teacher
Step 4: Conclusion and assessment
T writes the four key modals on the board: must, have to, should, must not, and asks Ss to predict what the lesson will cover. T states the lesson aim: review modal verbs, pronunciation of contracted forms and unit vocabulary.
Students
Ss copy the lesson title and the aim into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Modal Verbs: Obligation, Advice and Prohibition

a) Aims

Ss systematise the use of must, have to, should, must not, do not have to and had to, and distinguish prohibition from lack of necessity.

b) Content

T presents the grammar notes from the unit on the slide. Key points:

must often expresses a strong obligation judged by the speaker.
have to often expresses an external requirement; the two overlap.
should gives advice (should + base verb).
must not means prohibition.
do not have to means no necessity.
Past obligation usually uses had to.
T then asks Ss to complete Worksheet 1 in groups of four, Part A (sentence completion) and Part B (meaning check: prohibition or no necessity?).

c) Expected outcomes

Worksheet 1 completed. Key answers:
Part A: 1. have to; 2. must not; 3. do not have to; 4. should; 5. had to; 6. have to (after Does Nam...); 7. should; 8. do not have to.
Part B: 'You must not share anyone's password' = prohibition. 'You do not have to cook tonight' = no necessity.
Key knowledge Ss record: must not = forbidden; do not have to = not necessary; should = advice; had to = past obligation.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the grammar notes and says: 'Read the notes. Then, in groups of four, complete Worksheet 1. You have seven minutes.' T distributes Worksheet 1.
Students
Ss read the notes silently and ask questions about any unclear point.
Teacher
Step 2: Task performance
T monitors groups and asks guiding questions such as: 'Is this a rule from outside, or is the speaker judging the obligation?' 'Does the sentence forbid an action, or say there is no need?'
Students
Ss discuss in groups and complete Part A and Part B. Expected difficulty: confusing must not with do not have to. Ss explain: 'Must not is forbidden, but do not have to means you are free not to do it.'
Teacher
Step 3: Report and discussion
T calls on one group per item and asks: 'Why is the answer should and not must?' Example: 'Why must not is the answer in item 2?'
Students
Ss answer. Expected answers: 'Should gives advice in item 4 and item 7.' 'Must not prohibits sharing a password in item 2.' 'Do not have to is correct in item 3 because there is no need to cook.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes on the board: must not = forbidden; do not have to = not necessary; had to = past obligation. T reminds Ss: when reporting a family agreement, do not turn advice into a compulsory rule.
Students
Ss correct their worksheets and write the key points in their notebooks.

Activity 2.2: Knowledge formation · 6 minutes

Contracted Forms and Connected Reading

a) Aims

Ss recognise and pronounce common contracted forms in connected speech, and understand the family phone text for gist and detail.

b) Content

T models contracted forms: I am → I'm /aɪm/; we have → we've /wiːv/; do not → don't /doʊnt/; cannot → can't /kænt/ in common American speech. T reads the sentence 'I'm ready, but I haven't finished.' Ss then read the short text 'May I ask how everyone in our family uses a phone in the evening?' and answer: 'How does the speaker use a phone? What does Grandmother use her phone for? What rule is proposed?'

c) Expected outcomes

Ss can read contracted forms naturally. Answers to the questions:

The speaker uses a phone for homework as well as entertainment.
Grandmother uses her phone to see family photos.
The proposed rule: a phone-free meal, reviewed after a week.
Ss also note that expanded forms (I am, we have) are equally grammatical unless a task requests a contraction.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen to my model. Then read the text quietly and find the answers to the three questions on the board.'
Students
Ss listen, repeat the contracted forms chorally, then read the text silently.
Teacher
Step 2: Task performance
T circulates and checks pronunciation of /aɪm/, /wiːv/, /doʊnt/ and /kænt/, reminding Ss to keep the final consonants clear.
Students
Ss answer the questions in pairs. Expected answers: 'The speaker uses the phone for homework and entertainment.' 'Grandmother uses it to see family photos.' 'They propose a phone-free meal.'
Teacher
Step 3: Report and discussion
T asks one pair to read the sentence 'I'm ready, but I haven't finished' aloud and the class to say which words are contracted.
Students
Ss answer: 'I'm, haven't.' One student reads the sentence and the class checks the pronunciation.
Teacher
Step 4: Conclusion and assessment
T summarises: contracted forms are natural in speech, but expanded forms are still correct unless the task asks for a contraction. T notes that British can't may have /ɑː/.
Students
Ss write the summary in their notebooks.

Activity 3: Practice · 10 minutes

Choose, Match and Read Aloud

a) Aims

Ss apply modal verbs in context, match unit vocabulary to meanings, and read a short text aloud with accurate contracted forms.

b) Content

Part 1 (individual, two minutes): Ss choose the correct answer for items 1 to 8 (Worksheet 2).
Part 2 (pairs, two minutes): Ss match the six words to their meanings: generation, conflict, permission, privacy, compromise, viewpoint.
Part 3 (individual, three minutes): Ss read the model text aloud twice: first slowly, then at a natural pace. T grades with a 10-point rubric.

c) Expected outcomes

Answer key for Part 1:

C (have to); 2. B (must not); 3. A (do not have to); 4. D (should); 5. C (had to); 6. B (have to); 7. A (should); 8. D (do not have to).
Part 2: generation = thế hệ; conflict = mâu thuẫn; permission = sự cho phép; privacy = sự riêng tư; compromise = sự thoả hiệp; viewpoint = quan điểm.
Part 3 rubric (10 points): content focus on contracted forms (4); clear pronunciation of sounds and syllables with clear meaning (3); rhythm and intonation suited to the sentence (2); self-correction of one point after the first reading (1). Deduct 2 points for inconsistent contractions and 1 to 2 points for unclear words.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Part 1, choose the correct answer individually in two minutes. Then work in pairs for Part 2. Finally, read the model text aloud twice.' T shows the rubric on the slide.
Students
Ss open Worksheet 2 and read the instructions.
Teacher
Step 2: Task performance
T monitors Part 1 and Part 2, and listens to readings in Part 3, giving a quick mark with the rubric.
Students
Ss complete Part 1 and Part 2, then read the model text. Expected common error: reading 'don't' as /doʊnt/ without the final /t/ or dropping the final consonant in 'can't'.
Teacher
Step 3: Report and discussion
T asks: 'Which answer in item 2 is correct and why?' and 'Which word in item 7 gives advice?' T invites two Ss to read the text aloud and asks the class to give feedback.
Students
Ss answer: 'Must not, because it is a prohibition.' 'Should, because it gives advice.' Ss give feedback: 'You said can't clearly, but the t was missing.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers, explains the difference between prohibition and no necessity once more, and gives the total score for the read-aloud task.
Students
Ss check their answers, correct mistakes in red and record their rubric score in their notebooks.

Activity 4: Application · 12 minutes

Family Phone Compromise Poster

a) Aims

Ss use modal verbs, unit vocabulary and contracted forms in a connected product that proposes a fair family compromise about phone use.

b) Content

Groups of four create a short poster or paragraph (about 80 to 100 words) titled 'Our Family Phone Plan'. The plan must:

include at least one must, one have to, one should, one must not and one do not have to.
use at least three of the six unit words (generation, conflict, permission, privacy, compromise, viewpoint).
propose a practical compromise, for example a phone-free meal reviewed after a week.
explain one urgent exception before assuming someone has broken the rule.
Groups then present their plan, and classmates ask one question each.

c) Expected outcomes

A group poster or paragraph in connected English, for example:
'Our family has a conflict about phones at dinner. Adults should follow the shared rule too. We must not use phones at the table, but we do not have to give up phones for homework. If there is an urgent call, the person should explain it first. Let's agree on a phone-free meal and review the rule after a week. We've decided to compromise, and everyone's viewpoint matters.'
Ss present the plan and answer one question from a classmate, using modal verbs correctly.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'In groups of four, write a short Family Phone Plan. Use at least one each of must, have to, should, must not and do not have to. Use three unit words and at least one contracted form. You have eight minutes.' T displays the criteria.
Students
Ss read the criteria and assign roles: writer, checker, speaker, illustrator.
Teacher
Step 2: Task performance
T monitors, checks modal verb use, and asks guiding questions: 'Is this a rule from outside or the speaker's judgment?' 'Would a compulsory rule be too strict here?'
Students
Ss write the paragraph or poster, check each modal and unit word, and practise reading the plan aloud.
Teacher
Step 3: Report and discussion
T invites two groups to present their plans and asks the class to ask one question each, for example: 'Why should adults follow the rule too?' 'What is the urgent exception in your plan?'
Students
Ss present. Expected answers: 'Adults should follow the rule because the family agreement applies to everyone.' 'The urgent exception is a call from the hospital; the person explains first.'
Teacher
Step 4: Conclusion and assessment
T praises effective compromises and highlights two points: listening to a view does not mean agreeing with it, and advice should not become a compulsory rule. T gives feedback on modal use.
Students
Ss listen, note feedback and revise their plan if needed.

Worksheets

Worksheet 1: Modal Verbs in Context

Part A: Complete each sentence with the correct modal verb (must, have to, should, must not, do not have to, had to, has to / have to).

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

Part B: Decide whether each sentence expresses prohibition or no necessity.

a. You must not share anyone's password.
b. You do not have to cook tonight.

Part C: Explain in one sentence the difference between must not and do not have to.

Worksheet 2: Vocabulary and Read-Aloud

Part 1: Choose the correct answer for items 1 to 8 (see Worksheet 1, Part A) and write A, B, C or D in the box.

Part 2: Match each word with its meaning.

generation
conflict
permission
privacy
compromise
viewpoint

Meanings (mixed order):

sự riêng tư
quan điểm
thế hệ
sự thoả hiệp
mâu thuẫn
sự cho phép

Part 3: Read the text aloud twice (first slowly, then at a natural pace).

May I ask how everyone in our family uses a phone in the evening? I use mine for homework as well as entertainment, while Grandmother uses hers to see family photos. Those different uses matter when we discuss limits. Our preferences differ, but we all want attention when speaking. Could we agree on a phone-free meal and review the rule after a week?

Rubric (10 points): content focus on contracted forms (4); clear pronunciation (3); rhythm and intonation (2); self-correction after the first reading (1).

Homework

Write a short paragraph (80 to 100 words) titled 'My Family Phone Rule'. Use at least one must, one have to, one should, one must not and one do not have to. Include at least two contracted forms (for example: I'm, we've, don't, can't).
Read your paragraph aloud three times. Record yourself on your phone, listen, and correct one pronunciation point of the contracted forms.
Prepare to discuss this question in the next lesson: 'What if homework needs a phone?' Think of a practical compromise that distinguishes study from entertainment.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.