Unit 1. The generation gap. Lesson 2. Language

THE GENERATION GAP
Unit 1:
LANGUAGE
1 Match each word (1-9) with another word (a-i) to make a compound noun. Four of them are written as one word.
1. nuclear
2. generation
3. table
4. house
5. junk
6. soft
7. hair
8. foot
9. school
a. style
b. drinks
c. food
d. steps
e. children
f. hold
g. family
h. gap
i. manners
2. Complete each question with one of the compound nouns in 1.
1. Have your parents ever complained about your ____________________?
2. Why is there a _____________between parents and children?
3. Is the ____________ the perfect type of family?
4. Why are soft drinks and ________ not good for our health?
5. Do you think _____________ should wear uniforms?
hairstyle / table manners
generation gap
nuclear family
junk food
school children
1. Content words: nouns, verbs, adjectives, adverbs
2. Negative auxiliaries
3. Question words: who, whose, when, where, why, what, and how
4. Demonstrative pronouns that do not precede nouns: this, that, these, those
5. Possessive pronouns: mine, yours, his, hers, ours, theirs, except post-modifier constructions such as of mine, of yours, etc.
Example: I`ve just `met a `friend of mine.
In a sentence, the following words are stressed:
1. Listen and repeat these sentences. Pay attention to the stressed words with the mark (`) before the stressed syllables.
1. If you can identify your `differences with your `parents, you can `have a `good re`lationship.
2. You should be re`spectful when dis`cussing any `areas of disagreement.
3. `Take `time to `listen to your `parents‘ o`pinions, and `ask them to `listen to `yours.
4. Being `rude to your `parents `won`t con`vince them you`re `right. `This can `have the `opposite ef`fect.
5.`How can `parents sup`port their children through the `bad `times?
2. Are the words in bold stressed or unstressed? Listen and check. Practise reading the conversations in pairs.
1. A: When did you start to help your parents with housework?
B: I don`t remember exactly when I started to help them. Perhaps at the age of five or six.
2. A: These shoes look really cool. Would you like to try them on?
B: No, I don`t like them. I like those over there.
3. A: Do you think parents are the best teachers?
B: Yes, I do. They are more mature and experienced, so they will always give us the best advice.
when
These
Do
• We use should and shouldn’t to give our opinions about something or advice to someone.
Ex: I think parents should spend more time talking with their teenage children.
• Ought to and ought not to mean the same as should and shouldn`t.
Ex: I think she ought to share the housework with her mother.
GRAMMAR
• Must has a stronger meaning than should and ought to.
• Must and have to are used to express obligation or the need to do something.
Ex: You must show respect for the elderly.
I have to clean the floor and cook dinner everyday
• Must expresses obligation imposed by the speaker while have to expresses external obligation.
Ex: You must practise your English every day (a teacher telling a student)
I have to practise my English every day (a student telling his / her parents about school obligation)
2. Rewrite each sentence without changing its meaning, using the word in brackets.
1. It would be a good idea for you to talk to your parents about your problem, (ought)

2. You are not allowed to use your mobile phone in the examination room. (must)

3. It is not necessary for me to type my essay, (have to)

4. I`d advise you to tell the truth to your family, (should)

5. It is necessary for young people to plan their future career carefully, (must)
=> You ought to talk to your parents about your problem.
=> You mustn’t use your mobile phone in the examination room.
=> I don’t have to type my essay.
=> You should tell the truth to your family.
=> Young people must plan their future career caefully.
Homework
- Learn the grammar rules by heart.
- Do exercise in workbook (page 5, 6)
- Prepare: READING (page 10)
Thank you very much
for your attention !
Good bye !