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
- Respect their family members through learning and understanding about the generation
gap;

II. MATERIALS
- Grade 11 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.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 gia đình hạt
and children, when it is thought of as a nhân
unit in society

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

Assumption
Anticipated difficulties
Students are reluctant to work in groups.

Students may lack vocabulary to deliver
a speech

nối nghiệp/ kế
nghiệp ai

Solutions
- Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.
- 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
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.

CONTENTS
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?

- 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.

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
New words
Vocabulary pre-teaching
- Teacher introduces the vocabulary.
1. generation gap (n.ph.)
- Teacher explains the meaning of the new vocabulary
2. behaviour (n)
by pictures.
3. nuclear family (n.ph.)
- Teacher checks students' understanding with the “Rub 4. extended family (n.ph)
out and remember” technique.
5. follow in somebody's footsteps (idiom)
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
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 (✓) the true information about Mark and Mai.
(p.19)
- 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
TEACHER'S AND STUDENTS' ACTIVITIES
Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the
book as well as the dialogue and answer the
questions.
- Ss answer the questions in pairs.
- Teacher plays the recording twice. Ss listen and
read.
- Teacher checks Ss' prediction. T calls 2 Ss to
read the conversation aloud.

CONTENTS

Questions:
- What can you see in each picture?
- Who are the speakers?
- What do you think they are discussing?
Suggested answers:
- I can see a teacher and two students in the
picture.
- Ms Hoa, Mark and Mai are the speakers.
- They are discussing the generation gap.
Task 2. Read the conversation again. Tick (✓) the true information about Mark and Mai. (5 mins)
- Teacher tells Ss to read the conversation again
Answer key:
and work independently to find the answers.
Mark Mai
1. has some arguments over √
Remind Ss to underline the information.
small things with family
- Ss work independently to find the answers.
members
- Teacher has Ss compare the answers in pairs
2. lives with grandparents
√
before checking with the whole class.
who have traditional
- Teacher checks the answers as a class and gives
views
3.
lives in a nuclear family
√
feedback.
4
has parents who don't
√
force their children to
follow in their footsteps.

Task 3. Find words or phrases in 1 that have the following meanings. (5 mins)
- Teacher has Ss look at the box 1-4. Explain that Answer key:
these words are part of phrases related to the topic 1. generation
of generation gap and they are all in the
2. (a) nuclear family
conversation in Task 1.
- Teacher asks Ss to read the definitions and find 3. (an) extended family
the suitable words. Underline the words/ phrases 4. arguments
in the conversation.
- Check answers as a class.
Task 4. Choose the modal verbs used in 1 to complete the sentences. (5 mins)
- Teacher tells Ss to read each sentence
individually. Then ask them to find the answers in
the conversation.

Answer key:
1. has to

- Teacher checks answers by first asking the class 2. have to
to call out the correct modal verb only, then by 3. should
calling on individual Ss to read the complete
4. must
sentences.
- Teacher checks answers as a class.
- Teacher calls out each modal verb form and
elicits what students know about the use of these
modal verbs.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives
- To help Ss practise speaking skills;
- To help Ss memorize the basic knowledge on the generation gap.
b. Content
- Role-play
c. Expected outcomes
- Students can give a short talk about the generation gap and how to bridge the gap.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 5. Role-play
- Teacher asks Ss to work in groups.
- In each group, students play the role of grandparent(s),
parent(s) and children.
- Each group thinks about a situation (clothes choice/
music taste, etc.) that shows the differences among
generations and creates a short role-play about the
differences with suitable solutions.
- Ss have 3 minutes to prepare for the role-play.
- Teacher invites 1 or 2 groups to come to the stage and
do the role-play.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to the best
group.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.

Students' own creativity.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about how the generation gap manifests in your family.
- Prepare for the project in Lesson 8
Board Plan
Date of teaching
UNIT 2: THE GENERATION GAP
Lesson 1: Getting started – What is a generation gap?
*Warm-up
Listing game
* Vocabulary
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)
- Task 1: Listen and read. (p.18)

- Task 2. Tick (✓) the true information about Mark and Mai.
- Task 3. Find words or phrases in Task 1 that have the following meanings.
- Task 4. Choose the modal verbs used in Task 1 to complete the sentences.
- Task 5: Role-play
*Homework

UNIT 2: THE GENERATION GAP
Lesson 2: Language
I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic The generation gap;
- Recognise and practise contracted forms;
- Review the use of Modal verbs: must, have to, and should.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Understand about the generation gap;
- Develop self-study skills.

II. MATERIALS

- Grade 11 textbook, Unit 2, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
• We use must and have to to say it is necessary to do something at present.
Example: Oh, it's 10 p.m. I must go home now.
I have to go home now.
• We use have to to talk about the past or future.
Example: My grandmother had to do all household chores.
We will have to accept these generational differences.
• When the speaker decides what is necessary, we use must. When someone else makes
the decision, we use have to.
Example: I must clean my room before my friend comes to stay with me.
I have to clean my room every day. (My mother forces me to do it.)
• We use mustn't to express something we are not allowed to do.
Example: You mustn't behave rudely towards other people.
• We use don't have to to say that something is not necessary.
Example: They don't have to wear uniforms at the weekend.
• We use should or shouldn't to give advice, make a recommendation, or offer an
opinion about what is right or wrong.
Example: I think parents should limit their children's screen time.
Assumptions

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.

- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
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 enhance students' skills of cooperating with teammates.
b. Content:
- Game: Quizizz
c. Expected outcomes:
- Students can listen and find out some ways to stay healthy from the video clip.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Quizizz
- Ss use their electronic devices to access the link on
quizizz and join the game.
- Teacher shows the questions one by one, and the
whole class answer the questions.
- After the game, Ss with the highest point is the
winner.
- Teacher leads in the lesson.

CONTENTS
Link:
https://quizizz.com/admin/quiz/
6384e7b420f73e001e34eec8?
source=quiz_share

e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise contracted forms.
- To help Ss practise contracted forms.
b. Content:
- Task 1: Listen and repeat. Pay attention to the contracted forms in the following sentences.
What are their full forms? (p.19)

- Task 2: Listen and circle what you hear: contracted or full forms. Then practice saying these
conversations in pairs. (p.19)
c. Expected outcomes:
- Students can pronounce the contracted forms correctly.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Pay attention to the contracted forms in the following sentences. What
are their full forms? (5 mins)
- Teacher asks Ss to listen to the recording. Have them pay Answer key:
attention to the contracted forms.
1. we will
- Teacher asks Ss to circle the words in contracted forms.
2. You are
- Teacher asks Ss to work in pairs and take turns to read the 3. cannot
sentences in full form.
4. That is
- Teacher checks the answers as a class.
5. do not
6. let us
Task 2: Listen and circle what you hear: contracted or full forms. Then practice saying these
conversations in pairs. (7 mins)
- Teacher asks Ss to read quickly through the questions and Answer key:
answers. Check understanding.
1. A: What's
- Teacher plays the recording twice, if necessary, pausing after
each sentence and asks Ss to repeat as a class.
- Students circle the forms they hear.

B: We'll
2. A: Don't you

B: don't
- Teacher has Ss work in pairs to take turns to read each sentence
aloud.
3. A: who'll
- Teacher checks as a class.
B: I will
Extension: In stronger classes, Teacher writes down some
sentences or short conversations using the full forms on the board
or pieces of paper. Put Ss in pairs and have them write the
contracted forms, e.g.
A: You should not make so much noise. (shouldn't)
B: I do not make any noise. I am as quiet as a mouse. (don't; I'm)
Teacher asks Ss to practise them in pairs. Then invite some pairs to
read them in front of the class.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Students in class listen and give feedback on their friends' performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To introduce words / phrases related to generational differences.

- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words to make phrases that mean the following. (p.20)
- Task 2. Complete the sentences using the correct forms of the phrases in 1. (p.20)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1. Match the words to make phrases that mean the following. (6 mins)
- Teacher asks Ss to read the definitions of the phrases first
and checks understanding.
- Teacher has Ss match each word with another one to make a
phrase having the definition right next to it.
- In weaker classes, do the first one as an example before
asking Ss to match the rest individually or in pairs.
- Check answers as a class.

Answer key:
1. traditional view
2. common characteristics
3. generational conflict
4. cultural values

Task 2. Complete the sentences using the correct forms of the phrases in 1. (6 mins)
- Teacher tells Ss to read the sentences carefully and decide
which word in Task 1 can be used to complete each of the
sentences. Tell them to change the forms of some words if
necessary.
- Teacher checks answers as a class. Have Ss call out the word
they have used in each sentence first.
- Teacher confirms the correct answers. Ask Ss to explain the
meaning of each word using the definitions in Activity 1.
- Teacher asks some Ss to read the complete sentences.
- Extension: In stronger classes, have Ss play a game
individually or in pairs. Each student or pair writes a short
meaningful text in which all four phrases have been used.
Give a time limit of three minutes and have each student or
pair read out their texts. The other Ss give a mark out of 10.
Have Ss add up their marks. The winner is the student or pair
with the highest score.

Answer key:
1. cultural values
2. generational conflicts
3. common characteristics
4. traditional view

e. Assessment
- Teacher observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To help Ss recognise the difference between Modal verbs: must, have to, and should.
- To help Ss practise Modal verbs: must, have to, and should.

b. Content:
- Task 1. Circle the correct answers to complete the sentences. (p.20)
- Task 2. Work in pairs. Are there any rules in your family or things that you or your parents
think are necessary? Share them with your partner. Use must, have to, and should. (p.21)
c. Expected outcomes:
- Students know how to use the past simple or the present perfect and can apply it to give a
short talk on the given topic.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1. Circle the correct answers to complete the sentences. (6 mins)
- Teacher asks Ss to read the notes in the Remember box to
Answer key:
review the differences between Modal verbs: must, have to,
1. must
and should. Give more explanation and examples if
necessary.
2. have to
- Teacher gives Ss time to complete the task.
- Teacher checks answers as a class by having individual Ss 3. should
write the answers on the board. Go through each sentence
and ask Ss to explain why they have used that modal verb.
4. had to
- Extension: Teacher writes some phrases expressing things
that are required, necessary or a good idea to do. Make sure
that each one can be used with a modal verb. For example,
stop at the red light (must), show your passport to get on the
plane (have to), rest when you have a cold (should), use
your mobile phone during an exam (mustn't).
Teacher writes the modal verbs on the board and has Ss put
the phrases under one of them, and make sentences, e.g.
Drivers must stop at the red light. You have to show your
passport to get on the plane. You should rest when you have
a cold. You mustn't use your mobile phone during an exam.
Task 2. Work in pairs. Are there any rules in your family or things that you or your parents
think are necessary? Share them with your partner. Use must, have to, and should. (7 mins)
Example:
- Teacher lets Ss work in pairs.
- Teacher asks Ss to talk to their partner and share about A: I have to be back home by 9 p.m.
rules in your family or things that they or their parents think B: Really? I don't have to. But my
are necessary
parents think I shouldn't stay out after
- Teacher requires Ss to use the correct modal verbs.
- Teacher encourages Ss to apply the vocabulary they have 10 p.m.
learnt in the lesson as well as the rules of contracted forms.
- Extension: In stronger class, Teacher may ask one student

to report what his/her partner has shared and vice versa.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3. Reading.
Board Plan
Date of teaching
Unit 2: The generation gap
Lesson 2: Language
*Warm-up
Quizizz
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Listen and circle what you hear.
* Vocabulary
- Task 1: Match the words to make phrases that mean the following.
- Task 2. Complete the sentences using the correct forms of the phrases in 1.
* Grammar
- Task 1. Circle the correct answers to complete the sentences.
- Task 2. Talk any rules in your family or things that you or your parents
think are necessary using must, have to, and should.
*Homework

UNIT 2: THE GENERATION GAP
Lesson 3: Reading – Different generations
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about different
generations.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Acknowledge and understand characteristics of different generations;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 2, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form

Pronunciation

Meaning

Vietnames
e
equivalent

1. characteristic
(n)

/ˌkærəktəˈrɪstɪk/

a typical feature or quality that
something/somebody has

đặc điểm

2. critical (adj)

/ˈkrɪtɪkl/

making careful judgements

có tính
phản biện

3. creative (adj)

/kriˈeɪtɪv/

involving the use of skill and the
imagination to produce something
new or a work of art

sáng tạo

4. platform (n)

/ˈplætfɔːm/

the type of computer system or the
software that is used

nền tảng

Assumption
Anticipated difficulties
1. Students may lack knowledge about
some lexical items.
2. Students may have underdeveloped
reading, speaking and co-operating
skills.

Solutions
Provide students with the meaning and pronunciation
of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
for students to speak.
- Encourage students to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic of different
generations;
- To set the context for the reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Mysterious picture
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by
the teacher.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Game: Mysterious picture
- Ss work in groups.
- There are 4 questions which relate to a key
picture.
- T asks Ss to guess the word in each puzzle and
guess the key picture behind after each puzzle is
opened.
- The group which gets the correct answer of the
key picture is the winner.

CONTENTS
Clues:
1. special qualities that belong to a group of
people or things
2. a disagreement between different generations
3. beliefs about what is important in the culture of
a particular society
4. a belief or an opinion that has existed for a
long
time without changing
Answer key:
1. common characteristics
2. generational conflict
3. cultural values
4. traditional view
KEY WORD: GENERATIONS

e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage;
- Pre-teach vocabulary related to the content of the reading passage.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 1. Work in pairs. Look at the photos. Discuss what you know about the generation in each
picture (e.g. age, characteristics, interests, life experiences). (4 mins)
Suggested answers:
- Teacher asks Ss to work in pairs and look at the
Generation X refers to the generation born
pictures.
between 1965 and 1980. Gen Xers are also
- They should discuss what they know about the known as critical thinkers because they
achieved higher levels of education than
generation in each picture.
previous generations.
- Teacher has some Ss share their answers with the
whole class.
Generation Y, also known as Millennials,
refers to those born between the early 1980s
- Teacher introduces the topic of the reading text.
and late 1990s. They are curious and ready
to accept changes.

Generation X

Generation Y

Generation Z
Vocabulary pre-teaching (5 mins)

Generation Z includes people born between
the late 1990s and early 2010s, a time of
great technological developments and
changes.

- Teacher introduces the vocabulary.
New words:
- Teacher explains the meaning of the new vocabulary
1. characteristic (n)
by pictures.
2. critical (adj)
- Teacher checks students' understanding with the “Rub 3. creative (adj)
out and remember” technique.
4. platform (n)
- Teacher reveals that these four words will appear in
the reading text and asks students to open their textbook
to discover further.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Teacher observes Ss' writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To help Ss practise guessing the meaning of words from context;
- To develop reading skills for general information;
- To develop reading skills for specific information.
b. Content:
- Task 2. Read the article. Match the highlighted words with their meanings. (p.21)
- Task 3. Read the article again and choose the best title. (p.22)
- Task 4. Read the article again. Tick (✓) the characteristics of each generation according
to the article. (p.22)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 2. Read the article. Match the highlighted words with their meanings. (6 mins)
Answer key:
- Teacher asks Ss to read the text, paying attention to the context
of each highlighted word, and looking for clues that they can use 1. b
2. d
to guess the meaning.
3. e
- Teacher asks Ss to work in groups to discuss the clues and 4. a
5. c
compare answers.
- Teacher checks answers as a class. Have individual Ss write the
words on the board. In weaker classes, check understanding of
the words by asking Ss to make sentences with them.
Extension: Choose other words from the text and write them on
different pieces of paper. Give a word to each student, have them
check its meaning in a dictionary and write a short definition on
another piece of paper. Collect all definitions and place them face
up on a table. Have Ss swap their words, come to the table and

find the definition of their new word.
Task 3. Read the article again and choose the best title. (7 mins)
Answer key:
- Teacher asks Ss to elicit strategies they can use to read texts for
main ideas, e.g. paying attention to the topic sentence in each C. Characteristics of different
paragraph, highlighting key information, or searching for
generations
conclusions.
- Teacher asks Ss to read the whole text once and choose the best
title for the text. In weaker classes, read through the three options
first and check understanding.
- Teacher asks Ss to work in pairs to compare their answers.
- Teacher checks answers as a class. In stronger classes, ask Ss to
explain why options A and B are not suitable titles, e.g. A: This is
not mentioned in the text. B: This is too broad and not closely
related to the text.
Task 4. Read the article again. Tick (✓) the characteristics of each generation according
to the article. (7 mins)
Answer key:
- Teacher asks Ss to read the descriptions given and underline the
key information in each of them.
- Teacher checks the key words Ss have underlined, e.g. 1. enjoy,
working, team; 2. use apps and digital devices, creative; 3.
critical thinking; 4. have their own business 5. known for, their
curiosity.
- Teacher reminds Ss that the statements may include paraphrased
information so they should look for synonyms or antonyms in the
text.
- Teacher asks Ss to read through the text looking for the key
information they underlined in the statements or words with the
same or similar meaning.
- Teacher checks answers as a class.
Extension: Put Ss into pairs. Have pairs write down two
statements about each generation on pieces of paper. Make sure
they are different from the statements in the activity. Ask some
pairs to come to the board and read their statements. The first S to
call out the correct generation wins a point. The winner is the S
with the most points.
e. Assessment

- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: POST-READING (8 mins)
a. Objectives:
- To check students' understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Discussion: Do you agree with the descriptions of each generation?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own opinions.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Task 5. Discussion

CONTENTS

- Teacher asks Ss to work in pairs. Have them discuss if
they agree with the descriptions of each generation. Students' own ideas.
Encourage them to explain why they agree or disagree.
- Teacher invites some groups to share their answers
with the whole class.
- Teacher asks other students to listen and give
comments.
- Teacher gives feedback and gives marks to Ss'
performance.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exe...