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

Giáo án Speaking

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)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- develop and defend a viewpoint on family phone use with a concrete example and a stated limitation
- use modal verbs (must, have to, should, must not, don't have to, had to) correctly to express obligation, prohibition and advice in a family agreement
- pronounce contracted forms (I'm /aɪm/, we've /wiːv/, don't /doʊnt/, can't /kænt/) naturally in connected speech
- respond to a partner with a real follow-up question

2. Competences

a) General competences

Self-control and independent learning: Ss plan and rehearse their own 1–2 minute speaking contribution before presenting it to the class.
Communication and collaboration: Ss take turns in pairs, listen to the partner's viewpoint and ask a relevant follow-up question.
Problem-solving and creativity: Ss propose a practical compromise for a family conflict about phone use, such as a phone-free meal or a study-versus-entertainment distinction.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss analyse the structure of a model speaking, then present and defend their own viewpoint on 'The generation gap' and respond to a partner.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary generation, conflict, permission, privacy, compromise and viewpoint, the modal verbs of obligation and advice, and contracted forms in context.

3. Personal qualities

Responsibility: Ss respect the shared phone-free rule during group work and keep the time limit agreed with their partner.
Kindness: Ss describe the other generation's views respectfully, avoiding labels such as 'careless' or 'old-fashioned', and listen patiently to their partner.
Honesty: Ss give their own real opinion and admit the limits of their position instead of exaggerating or inventing results.

II. Teaching aids and materials

1. Teacher

Projector, slides and board
The speaking model and the interaction dialogue written on the slide
Phiếu học tập number 1 and 2 (printed, one set per pair)
Timer
NeoEdu learning page with lecture, examples and interactive exercises: neoedu.vn/learn/11/english/unit-2-speaking

2. Students

Student's book Tiếng Anh 11 (Global Success), Unit 2
Notebook, pen and pencil
Mobile phone or device to access NeoEdu for self-check (if allowed)

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Talk: Phone Use at Home

a) Aims

Ss activate prior knowledge about family phone use and the topic 'The generation gap', and practise giving a short opinion.

b) Content

Ss answer the question on the slide in pairs: 'How do you and your grandparents use phones in the evening?' Each student gives one reason and one difference between the two generations. Keyword: generation (thế hệ), entertainment, homework.

c) Expected outcomes

Each pair writes two sentences on the board, for example: 'I use my phone for homework; my grandmother uses hers to see family photos.' Ss understand that a viewpoint needs a reason and an example.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the slide with the question and says: 'Today we will learn how to develop and defend a viewpoint about the generation gap.' T writes the key word generation (thế hệ) on the board.
Students
Ss listen and read the question on the slide.
Teacher
Step 2: Task performance
T asks Ss to discuss with their desk partner for two minutes and monitors quietly.
Students
Ss discuss in pairs. Possible answer: 'I use my phone for homework and games, but my parents use theirs mainly for work calls.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to share their answers and asks: 'Why do you think there is a difference?'
Students
Ss report. Possible answer: 'Because my grandmother is not familiar with social media, so she uses the phone to see family photos.'
Teacher
Step 4: Conclusion and assessment
T praises the reasons given and writes on the board: 'A good viewpoint = position + reason + example.' T introduces today's topic and the lesson aim.
Students
Ss copy the formula into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Analysing the Speaking Model

a) Aims

Ss identify the structure of a complete speaking model and understand how the opening, the middle details and the closing work together.

b) Content

Ss read the model 'A complete speaking model' silently and then answer Phiếu học tập number 1 in pairs. Focus questions: (1) Which sentence is the opening? (2) Which detail is a concrete example? (3) Where does the speaker acknowledge a limitation? (4) How does the speaker invite a response? Vocabulary to check: compromise (sự thoả hiệp), privacy (sự riêng tư), permission (sự cho phép), viewpoint (quan điểm).

c) Expected outcomes

Ss complete the structure map in Phiếu học tập number 1. Key content: Opening = 'May I ask how everyone in our family uses a phone in the evening?'; example = 'I use mine for homework as well as entertainment, while Grandmother uses hers to see family photos.'; limitation = 'Our preferences differ' and 'Listening to an explanation does not mean agreeing with every opinion'; invitation = 'Could we agree on a phone-free meal and review the rule after a week?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Phiếu học tập number 1 and says: 'Read the model and find the four parts of a good speaking: position, example, limitation and invitation.' T models the first item with the class.
Students
Ss listen and look at the model in their books.
Teacher
Step 2: Task performance
T asks pairs to read the model aloud alternately and complete the worksheet. T walks around and prompts: 'Which sentence shows the speaker's position?'
Students
Ss read and discuss. Possible answer: 'The position is that a phone-free meal and a shared rule are needed for the family.'
Teacher
Step 3: Report and discussion
T calls on a pair to read out the example sentence and asks: 'Why is this detail better than just saying the topic is important?'
Students
Ss answer. Possible answer: 'It shows a real situation, so the listener can understand the problem clearly.'
Teacher
Step 4: Conclusion and assessment
T confirms the four-part structure on the slide and points out: 'The opening introduces the particular situation, and the closing gives a fair basis for decisions.' T reminds Ss not to present an illustrative example as a real observation.
Students
Ss correct their worksheets and write the structure into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Language Focus: Modals and Contractions

a) Aims

Ss distinguish must, have to, should, must not and don't have to, and pronounce contracted forms naturally.

b) Content

Ss complete Phiếu học tập number 2 by choosing the correct modal in family-agreement sentences, then practise reading the contracted forms aloud. Key notes: must = strong obligation judged by the speaker; have to = external requirement; should = advice; must not = prohibition; don't have to = no necessity; past obligation = had to.

c) Expected outcomes

Ss write the correct answers: 1. We must not use phones during dinner. (prohibition) 2. You don't have to turn off your phone if you are doing homework. (no necessity) 3. Grandmother has to keep her phone for emergencies. (external requirement) 4. We should talk before we decide the rule. (advice). Pronunciation: I'm ready, but I haven't finished. (/aɪm/, /ɪ'm/ linked with the following word, final consonants preserved.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes on the board: 'must / have to / should / must not / don't have to' and asks: 'Which one expresses a strong obligation from the speaker?'
Students
Ss listen and recall the meanings from their notes.
Teacher
Step 2: Task performance
T gives Ss two minutes to complete Phiếu học tập number 2 individually, then models the contracted forms: 'I'm ready, but I haven't finished.' T asks Ss to repeat chorally and individually.
Students
Ss complete the sentences and repeat the sentences, keeping the final consonants clear.
Teacher
Step 3: Report and discussion
T asks pairs to compare answers and calls on one student to explain sentence 2 and sentence 3.
Students
Ss explain. Possible answer: 'Sentence 2 means it is not necessary to turn the phone off, so we use don't have to.'
Teacher
Step 4: Conclusion and assessment
T emphasises the difference between must not (prohibition) and don't have to (no necessity), and warns: 'Do not turn advice into a compulsory rule when reporting a family agreement.'
Students
Ss note the key contrasts in their notebooks.

Activity 3: Practice · 8 minutes

Interaction and Viewpoint Check

a) Aims

Ss practise the interaction dialogue and use the structure position + example + limitation + invitation to respond to a partner.

b) Content

Ss work in pairs. Ss read the dialogue about using the laptop after dinner, then answer the comprehension tasks: (a) State the purpose and audience of the spoken contribution. (b) Explain how the opening introduces the topic. (c) Select two useful details from the model. Then they change roles and give a follow-up question using 'What if...?'.

c) Expected outcomes

Answer key: (a) Audience: classmates and the partner who will ask a follow-up question. Purpose: to guide classmates through the specific proposal and its limitations, so that they can agree on a shared rule. (b) The opening is 'May I ask how everyone in our family uses a phone in the evening?' It introduces the particular situation before the later details. (c) Two details: 'I use mine for homework as well as entertainment, while Grandmother uses hers to see family photos.' and 'It gives us a fairer basis for deciding what to do together.' Model follow-up question: 'What if homework needs a phone?' Response: 'Explain the task and agree on a time; distinguish study from entertainment instead of banning both without discussion.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the dialogue on the slide, reads it with a student, and explains: 'A partner should ask a real follow-up question, not read a separate prepared speech.'
Students
Ss listen and read the dialogue in pairs twice.
Teacher
Step 2: Task performance
T asks Ss to answer the three comprehension questions and then take turns: Student A gives a viewpoint on phone use, Student B asks a follow-up question.
Students
Ss discuss and practise. Possible follow-up: 'What if the task takes longer than nine o'clock?' Possible answer: 'I'll ask you first, rather than assume.'
Teacher
Step 3: Report and discussion
T calls on two pairs to perform in front of the class and gives feedback on clarity and interaction.
Students
Ss perform. Other Ss listen and comment on whether the follow-up question is relevant.
Teacher
Step 4: Conclusion and assessment
T summarises: 'A good response includes a position, a concrete example, an acknowledged limitation and an invitation to respond.' T checks the answer key with the class.
Students
Ss compare their answers with the key and correct their notes.

Activity 4: Application · 12 minutes

My Viewpoint on The Generation Gap

a) Aims

Ss produce a complete 1–2 minute spoken contribution on 'The generation gap', defend it and answer a follow-up question from a partner.

b) Content

Ss prepare a spoken contribution for their classmates on 'The generation gap', with a proposal for a shared family rule on phone use (for example, a phone-free meal or a study-versus-entertainment distinction). The contribution must include: a clear position, one concrete example, one acknowledged limitation and an invitation to respond. Ss may check model language and pronunciation on the NeoEdu page: neoedu.vn/learn/11/english/unit-2-speaking. Each speaker then answers one follow-up question from the partner.

c) Expected outcomes

Each S delivers a 1–2 minute spoken contribution and answers one follow-up question. Sample product: 'Could we agree on a phone-free dinner and review the rule after a week? I use my phone for homework, so I'd suggest that we separate study and entertainment. My limitation is that I may need my phone for an urgent message, so we should explain an exception first. Please tell me which part is difficult for you.' Follow-up: 'What if the rule is broken once?' Response: 'We should ask the reason first, before assuming that someone has broken the agreement.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and the success criteria on the slide: position, example, limitation, invitation, and a real follow-up question. T gives Ss three minutes to plan notes individually.
Students
Ss read the criteria and write brief notes in their notebooks.
Teacher
Step 2: Task performance
T asks Ss to rehearse with a partner for three minutes, then invites volunteers. T monitors and reminds Ss to use contracted forms naturally and the correct modal verbs.
Students
Ss rehearse. Possible answer: 'I think we must not use phones during dinner, but we don't have to turn them off at all times.'
Teacher
Step 3: Report and discussion
T invites three to four Ss to present in front of the class and asks the partner to ask one follow-up question each time.
Students
Ss present and respond. Possible follow-up: 'How can we check that the rule is working after a week?' Possible answer: 'We can meet again and review how it went.'
Teacher
Step 4: Conclusion and assessment
T gives brief feedback on content, language and interaction, and assigns the recording task as homework. T says: 'Listening to an explanation does not mean agreeing with every opinion.'
Students
Ss note the feedback and the homework task.

Worksheets

Phiếu học tập số 1

Analysing the speaking model

Opening sentence: ____________________
Concrete example (use of phones at home): ____________________
Position (the speaker's proposal): ____________________
Limitation acknowledged: ____________________
Invitation to respond: ____________________
Closing sentence: ____________________
Question: Why is a concrete example better than saying only that the topic is important? Write one sentence.
Task: Choose one sentence from the middle of the model and explain its contribution in one sentence.

Phiếu học tập số 2

Modal verbs and contractions
Choose the correct modal: must / have to / should / must not / don't have to / had to

We ____________ use phones during dinner. (strong rule by the speaker: prohibition)
You ____________ turn off your phone if you are doing homework. (no necessity)
Grandmother ____________ keep her phone for emergencies. (external requirement)
We ____________ talk before we decide the rule. (advice)
Last year, we ____________ share one laptop for our project. (past obligation)
Pronunciation: Read aloud and link the contracted forms.

I'm ready, but I haven't finished.
We've agreed, but we can't use phones after nine.
I don't think it's a problem.

Homework

Write a 80–100 word draft of your spoken contribution on 'The generation gap', including a position, one concrete example, one limitation and one invitation to respond.
Record yourself reading your draft aloud (1–2 minutes), focusing on contracted forms such as I'm, we've, don't and can't. Listen to the recording and correct any unclear pronunciation.
Prepare one possible follow-up question for a classmate and one response to it. Revise the modal verbs in your draft: must, have to, should, must not and don't have to.
Review the NeoEdu exercises at neoedu.vn/learn/11/english/unit-2-speaking and do the interactive tasks to check your understanding before the next lesson.

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