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Date of preparation: 04/09/2018



Date of teaching: 06/09/2018



GIÁO TIẾNG ANH LỚP 11 SGK THÍ ĐIỂM

PERIOD 001/105:



INTRODUCING THE PROGRAMS OF ENGLISH 11



I. AIMS/OBJECTIVES OF THE LESSON:

1. Language focus:

- To introduce English 11

- To motivate learners, prepare them to get ready for the new school year.

2. Skills: To test Ss's language skills

3. Attitudes: - To encourage Ss to work harder

- To provide Ss some motivation

II. PREPARATION

1. Teacher:

- Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2. Students:

- Read through English 11 at home

III. PROCEDURE:

1. Class organization (1 minute)

2. Check up (omitted)

3. New lesson (40 minutes)

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES



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1. Warm up:

Introduces herself to the students

Asks some students to introduce themselves:

What’s your name?

Do you like English?

Do you find English easy or difficult?

Which is the easiest, the most difficult? reading, speaking,

listening, or writing?

Why do you learn English?

How long have you learned English?

Are you good or bad at English?

2. The text- book English 11

the 1st term

* Unit 1- Unit 6: 8 parts for each unit: getting started, language,

reading, speaking, listening, writing, communication and

culture and looking back & project

* Review 1, 2

* Test yourself 1

* Written tests: 6: 15’(3) 45’(2) end- term

(1) the 2nd term:

* Unit 7- Unit 12: 8 parts for each unit: getting started, language,

reading, speaking, listening, writing, communication and

culture and looking back & project

* Review 3, 4

* Test yourself 2

* Written tests: 6: 15’(3) 45’(2) end- term (1)

3. Teacher’s demand

Books

* Text - book English 11

* Work - book English 11

At home:

* Prepare for the new lessons: content, structures, words and

phrases, pronunciation

* Revise the old lessons + do all the homework

At class:



Do as appointed



Listen Take

notes



Listen Take

notes



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* Participate in all activities

* Keep the discipline

4. Students’ assessment (5 mins)

What do you find your English?

Very good

Excellent:

Good:

Average:

Do as appointed

Bad:

Very bad:

4. Consolidation (3 mins) - English test book 11

5. Homework: (1 min)

- Read unit 1 - getting started at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 04/09/2018



UNIT 1: THE GENERATION GAPS

PERIOD 002/105:



Date of teaching: 08/09/2018



GETTING STARTED



I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus

- To help learners get started with some language items in Unit 1

- For vocabulary, that is words and phrases related to the generation gap and family rules,

as well as some compound nouns

- For pronunciation, that is strong and weak form of words in connected speech

- For grammar, that is the use of some modal verbs: should, ought to, must, have to

2. Skills

- To help learners get started with 4 skills in Unit 1

- Reading: Reading for specific information in an article about the generation gap

- Speaking: Talking about parent-child relationship problems, and offering advice on how

to solve them

- Listening: Listening for specific information in a conversation between two teenagers

about conflicts with their parents

- Writing: Write a letter about family rules to a teenager staying with a homestay family

3. Attitudes: - To help Ss get started for Unit 1 with the topic "the generation gap"

- To provide Ss some motivation

II. PREPARATION

1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2. Students: - Read through English Unit 1 - getting started at home

III. PROCEDURE

1. Class organization (1 minute)

2. Check up (omitted)

3. New lesson (40 minutes)

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead in

- Vocabulary

- Pronunciation

- Grammar

- Skills

Ask Ss to read the box and inform the

class of the lesson objectives

- Communication and Culture

1. Listen and read

- Do as appointed

Ask Ss listen to the recording and read

+ extended family

+ nuclear family

+ childcare

+ generation gap

the conversation

+ viewpoint

Ask them to pay attention to highlighted + table manners

words and phrases

2. Read the conversation again. Decide

- Do as appointed

1. F

whether the statements are T or F

Ask Ss to work individually and finish

2. F



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the task

3. T

4. F

Ask them to exchange their answers

with a partner.

5. T

Do as appointed

3. Complete the definitions by filling

highlighted compound nouns in the gaps 1. A nuclear family

Ask Ss to work individually and finish the 2. A generation gap

3. A viewpoint

task

4. Childcare

Ask them to exchange their answers

5. Table manners

with a partner.

6. An extended family

- Do as appointed

4. Find other compound nouns in the

conversation.

Grandparents/ grandma/ grandpa

As Ss to work in groups and finish the

Grandmother/ hairstyles

task

Housework/ footsteps

- Do as appointed

5. Find verbs used to express duty,

obligation, advice or lack of obligation

+ Opinion and advice: should, shouldn't, ought

Ask Ss to work in groups and finish the

to, ought not to

+ Duty and obligation: must, have to

task

+ Lack of obligation: not have to, not need to

6. Ask and answer the questions

- Do as appointed

+ Nuclear family:

Ask Ss to work in pairs and finish the

task

have closer relationships with each other

less generation gaps

worry about childcare

+ Extended family:

- more help from family members

- not worry about childcare

- more conflicts and generation gaps

4. Consolidation (3 mins) - Compound nouns in the conversation

- Practice the conversation

5. Homework: (1 min)

- Compound nouns in the conversation

- Practice the conversation

- Do the tasks again

- Read Unit 1 - Language at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 04/09/2018



UNIT 1: THE GENERATION GAPS

PERIOD 003/105:



Date of teaching: 09/09/2018



LANGUAGE



I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus

- To provide learners some language items in Unit 1

- For vocabulary, that is words and phrases related to the generation gap and family

rules, as well as some compound nouns

- For pronunciation, that is strong and weak form of words in connected speech

- For grammar, that is the use of some modal verbs: should, ought to, must, have to

2. Skills:

- To promote Ss to develop the skill of working in pairs and groups

3. Attitudes: - To encourage Ss to work harder

- To provide Ss some motivation

II. PREPARATION

1. Teacher: - Teaching aids: textbook, lesson plan



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- Teaching method: Communicative language teaching

2. Students: - Read through English Unit 1 - language at home

III. PROCEDURE

1. Class organization (1 minute)

2. Check up (5 minutes) - Ask some Ss to write some new words and do the tasks again

3. New lesson (35 minutes)

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

- Do as appointed

1. Matching to form compound nouns

1. g / 2. h / 3. i / 4. f / 5. c

6. b/ 7. a/ 8. d/ 9. e

Ask Ss to do the tasks and compare the

results with their partner

- Do as appointed

2. Complete each question with one of the

1. hairstyle/table manners

compound nouns in 1

Ask Ss to do the tasks and compare the

2. generation gap 3. nuclear family

results with their partner

4. junk food

5. schoolchildren

PRONUNCIATION

Do as appointed

1. Listen and repeat

Which word is stressed in a sentence?

+ content words: n, v, adj, adv

Ask Ss to read the box and check their

+ negative auxiliaries

understanding

+ question word

Play the recording and let Ss listen

+ demonstrative pronouns: this, that, these,

Play it again with pauses for them to repeat those without nouns

+ possessive pronouns

each sentence

2. Listen and check

- Do as appointed

Ask Ss to read the sentences, decide whether 1. A: strong/

B: weak

2. A: weak/

B: strong

bold words are stressed or unstressed

B: strong

Play the recording and let Ss listen and check 3. A: weak/

GRAMMAR

1. Underline the correct word

Ask Ss to read the box and check their

understanding

Ask them to do the task then compare their

answers with a partner's

2. Rewrite the sentences

Let Ss finish the task and compare their

answers with their partner's



- Do as appointed

1. should

2. ought to

3. must

4. have to

5. mustn't

- Do as appointed

2. You mustn't use your mobile phone in the

examination room

3. I don't have to type my essay

4. You should tell the truth to your parents

5. Young people must plan their future

career carefully

4. Consolidation (3 mins): - Compound nouns

- Weak form and strong form of words

- Modal verbs: should, ought to, must, have to

5. Homework: (1 min):

- Compound nouns, weak form and strong form of words

- Modal verbs: should, ought to, must, have to

- Do the tasks again, Read Unit 1 - Reading at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..



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Date of preparation: 10/09/2018



UNIT 1: THE GENERATION GAPS

PERIOD 004/105:



Date of teaching: 12/09/2018



READING



I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus: To provide learners some vocabulary related to the topic of conflicts in

the family

2. Skills:

- To promote Ss to develop their reading skills

- Skim the text to get the general idea

- Scan the text to get some specific details

3. Attitudes: - To encourage Ss to work harder

- To provide Ss some motivation

II. PREPARATION

1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2. Students: - Read through English Unit 1 - Reading at home

III. PROCEDURE

1. Class organization (1 minute)

2. Check up (5 minutes) Ask some Ss to distinguish the use of should, ought to, must, have

to and do the tasks again

3. New lesson (35 minutes)

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

PRE READING

- Do as appointed

Some Ss write their predictions on the board

1. You are going to read a text about the

conflicts between parents and their teenager

children. Which of the following may be

found in the text?

Let Ss work in groups, do the task

WHILE READING

- Do as appointed

2. Read the text quickly and check your

b–c–d–e–f

predictions in 1

Let Ss skim the text, then check their

predictions

- Do as appointed

3. Match the highlighted words in the text

1. afford

with the definitions below

Let Ss look at the highlighted words again,

2. impose

3. brand name

then do the task individually

Ask Ss to compare their answer with a partner 4. norms

5. conflicts

4. Read the text carefully then answer the

- Do as appointed

questions

1.Because they strongly believe that they know

Put Ss in pairs, ask them to ask and answer

what is best for their children

the questions

2.They want to be more independent, create

their own opinions and make their own

decisions

Let Ss read the text again and locate the parts3.They are worried because these clothes may

of the text where they can get the answers

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

POST READING



- Do as appointed



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5. Discuss with a partner

Yes. My parents keeps complaining about my

Put Ss in pairs and let them discuss the

irresponsibility for the housework and about

question

my exam results

4. Consolidation (3 mins) - Vocabulary related to conflicts in the family

- Reading skills: skimming, scanning, guessing

the meaning of new words/phrases through context

5. Homework: (1 min)

- Vocabulary related to conflicts in the family

- Reading skills: skimming, scanning, guessing

the meaning of new words/phrases through context

- Do the task again

- Read Unit 1 - Speaking at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 10/09/2018



Date of teaching: 13/09/2018



UNIT 1: THE GENERATION GAPS

PERIOD 005/105:



SPEAKING



I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus To provide learners some vocabulary related to the topic of conflicts

in the family

2. Skills:

- To promote Ss to develop their speaking skills

- To help Ss develop the skill of working in pairs and groups

3. Attitudes: - To encourage Ss to work harder

- To provide Ss some motivation

II. PREPARATION

1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2. Students - Read through English Unit 1 - Speaking at home

III. PROCEDURE

1. Class organization (1 minute)

2. Check up (5 minutes) Ask some Ss to talk about the conflicts between parents and

children

3. New lesson (35 minutes)

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Read about the three situations Do as appointed

facing teenagers. Match them with 1.b

2. c

the problems a, b or c in the box

3. a

below

Ask Ss to do the task then compare

the result with their partner.

Do as appointed

2. Here are some of the things

My children:

teenagers and parents complain

about. Tick the complaints that you - watch too much TV

- don't help with housework

hear in your family

Let Ss do the task then compare the - dress badly and have ugly hairstyle

result with their friend

- spend too much time on their mobile phones and

computers

Let representatives from different My parents:

- don't respect my privacy

groups to go to the board and give

- criticize my appearance

their presentations

- want me to follow in their footsteps

- always tell me what to do



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- don't like my friend

3. Work in pairs. Tell your partner Do as appointed

what you or your brothers/sisters A: What kind of conflict do you get into with your

and your parents complain about. parents?

Give advice on how to solve the

B: Well I don't like the way my parents criticizing my

problem.

appearance. They don't like my jeans and T-shirt. What

should I do?

- Let Ss work in pairs

A: I think that your parents are true to some extent. You

shouldn't wear Jeans and T-shirt when you are at school

or formal party. However, they are OK if you go out with

your friends or on other occasions. And you should tell

your parents about that

B: Thanks, I'll try.

4. Consolidation (3 mins) - Vocabulary related to conflicts in the family

- Speaking skills: giving problems, asking for advice, giving solutions

5. Homework: (1 min)

- Vocabulary related to conflicts in the family

- Speaking skills: giving problems, asking for advice, giving solutions

- Do the tasks again - Read Unit 1 - Listening at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 10/09/2018



Date of teaching: 15/09/2018



UNIT 1: THE GENERATION GAPS

PERIOD 006/105:



LISTENING



I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus: To provide learners some vocabulary related to the topic of conflicts

and differences

2. Skills:

- To promote Ss to develop their listening skills

- To help Ss develop the skill of working in pairs and groups

3. Attitudes: - To encourage Ss to work harder

- To provide Ss some motivation

II. PREPARATION

1. Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2. Students - Read through English Unit 1 - Listening at home

III. PROCEDURE

1. Class organization (1 minute)

2. Check up (5 minutes) Ask some Ss go to the board and ask and answer about conflicts

in their family

3. New lesson (35 minutes)

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. You are going to listen to Tom and Linda Do as appointed

discussing their conflicts with their parents. - They may talk about conflicts of watching

What do you think they will mention?

TV/playing computer games too much;

Ask Ss to work in pairs, discuss the

hairstyle; clothes and not helping with the

questions

housework

2. Match the words in the box with the

Do as appointed

appropriate definitions

1. d/ 2. a

Ask Ss to do this task in pairs

3. b/ 4. c

Do as appointed

3. Listen to the conversation. Decide if the

1. F

following sentences are T or F

Play the tape twice

2. F



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Let Ss listen to the recording, do the task

then compare the answer with their partner



3. T

4. T

5. T

Do as appointed

1. C

2. A

3. B



4. Listen to the conversation again and

4. C

5. B

choose the best answer A, B, or C

Ask Ss to listen again and do the task then

compare the answer with their partner

5. Work with a partner. Ask and answer the Do as appointed

following questions

1. No, they don't. They think that my clothes are

colorful and not suitable for a student.

Ask Ss to work in pairs, ask and answer the

2. I think that computer games help me to relax

questions

after hard work but my parents disagree.

They think that computer games are totally

harmful.

4. Consolidation (3 mins) - Vocabulary related to the topic of conflicts and differences

- Listening skills

5. Homework: (1 min)

- Vocabulary related to the topic of conflicts and differences

- Listening skills

- Do the tasks again

- Read Unit 1 - Writing at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

……………………………………………………… THE END ………………………………………………………..

Date of preparation: 16/09/2018



Date of teaching: 19/09/2018



UNIT 1: THE GENERATION GAPS

PERIOD 007/105:



WRITING



I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus: - To provide learners some vocabulary related to family rules

2. Skills:

- To promote Ss to develop their writing skills

- To help Ss develop the skill of working in pairs and groups

3. Attitudes: - To encourage Ss to work harder

- To provide Ss some motivation

II. PREPARATION

1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2. Students: - Read through English Unit 1 - Writing at home

III. PROCEDURE

1. Class organization (1 minute)

2. Check up (5 minutes)

- Ask some Ss go to the board talk about how to solve the problems in their family

3. New lesson (35 minutes)

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. The following are some Do as appointed

1. My parents do not let me go out late at night

family rules. Complete

2. They make me help with the household chores

them, using the phrases

below. Add a few more if

3. They tell me to keep my room clean and tidy.

4. They warn me not to tell any lies.

you can.

5. They want me to prepare carefully for all my exams

Ask Ss to work in pairs

6. I am not allowed to play computer games

and do the task

7. They forbid me to use a cell phone.

8. I have to finish all my homework before going to bed

9. I'll be punished if I neglect my study and get bad marks



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10. I'll be rewarded if I get good marks.

2. Read the list in 1 again. Do as appointed

Choose the three most

1. One important rule in my family is that I have to help around

important rules that your

with the housework and other home duties. This will give my

parents often apply to you. mother more free time to relax, teach me lessons about my

Think of the reasons and

responsibility and make my family members closer to each

write them in the spaces

other.

provided

2. Another important rule in my family is that my parents want me

to take my study seriously. I'm expected to finish all my

Ask Ss to do the task, then homework before going to bed and prepare carefully for every

compare the result with

exam at school. I will I'll be punished if I neglect my study and

their partner

get bad marks but I'll be rewarded if I get good marks.

3. The third important rule in my family is that I am not allowed to

tell lies. Whether I make a small or serious mistake, my parents

make me to tell the truth so that they can know everything

about me and help me to solve the problem.

3. An English teenager is

Pham Ngoc Thach, Dong Da, Ha Noi, Viet Nam

going to stay with your

February, 10th, 2014

family for two months on a Dear Lauren,

cultural homestay

I'm very happy to know that you'll be staying with my family for

programme.

two months. We live in a four-bedroom flat on the 15th floor. You

Complete a letter to

will have your own bedroom for your stay here.

inform him/her of the

You asked me about our family rules. There are three important

rules in your family

ones that we must follow.

One important rule in my family is that every member of the

Ask Ss to do the task

family has to keep his or her room tidy. My brother and I have to

make our beds every morning, and clean the floor and windows

twice a week.

Another important rule is that my brother and I must be home

before 10 p.m. My parents are very strict and believe that setting

a curfew with help us become responsible, and stay safe and

healthy. The third important rule is that we mustn't invite friends

to stay overnight. This is not only our family rule, but also the

rule for all people living in the building.

If you have any questions, please let me know. We will try our

best to make you feel comfortable during your stay with us.

I hope you will enjoy your time in VN

Looking forward to meeting you Best

Wishes

Ha

4. Consolidation (3 mins): - Vocabulary related to family rules

- Writing skills: write a letter about family rules

5. Homework: (1 min):

- Vocabulary related to family rules

- Writing skills: write a letter about family rules

- Do the tasks again

- Read Unit 1 - Communication and Culture at home

IV. SELF-EVALUATION:

………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………..

-------------THE END---------------



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Date of preparation: 16/09/2018



Date of teaching: 20/09/2018



UNIT 1: THE GENERATION GAPS

PERIOD 008/105:



COMMUNICATION & CULTURE



I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus: To provide learners some communication samples and cultural

items

2. Skills:

- To promote Ss to develop their communication skills and

cultural understanding

- To help Ss develop the skill of working in pairs and groups

3. Attitudes: - To encourage Ss to work harder

- To provide Ss some motivation

II. PREPARATION

1. Teacher: - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2. Students: - Read through English Unit 1 - Communication and Culture at home

III. PROCEDURE

1. Class organization (1 minute)

2. Check up (5 minutes): Ask some Ss to go to the board and read their writings

3. New lesson (35 minutes)

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Communication

Do as appointed

I live in a nuclear/an extended family

1. Work in groups. Practise asking

the following questions and take Living in a nuclear family has both advantages and

notes of their answers

disadvantages. On the one hand there are only two

generations in a nuclear family so there will be less

Ask Ss to do the task

conflicts and generation gaps. On the other hand nuclear

families have to face with the problem of childcare and

elderly care

Living in an extended family brings about both

advantages and disadvantages. For advantages,

2. Report your groups' opinions to

members in extended families often help each other a lot

the class

with child care, elderly care and housework. Children

can also learn a lot of experiences from the elderly. For

Each groups give the

representative to report their

disadvantages, extended families often have a lot of

conflicts and generation gaps.

opinions

Do as appointed

Culture

- Do as appointed

The return of the extended

1. The number of multi-generational households with

families in the UK and the USA

three or four generations living under the same roof

1. Read the following text about 2. Unemployment, part-time work and low-paid jobs have

the coming back of the extended

become more common. The cost of housing has become

families and answer the questions higher. The pressures of childcare and elderly care have

become heavier

- Ask Ss to work in pairs and do 3. The disadvantages are the lack of space, independence

the task

and privacy, and the daily conflicts

4. They can develop relationships with adults other than

their parents.

5. Old people can become more active when interacting

with the younger generations

2. Discuss with a partner

Do as appointed

Ask Ss to work in pairs and do the 1. The current family trend in VN is the increase in the

task

number of nuclear families

2. The reasons for this is the influence from Western